EMOTIONAL INTELLEGENCE AND STUDENTS LEARNING OUTCOMES

OF STEM-12 STUDENTS IN EMA EMITS COLLEGE

PHILIPPINES S.Y. 2022-2023

An Undergraduate Research
Presented To The Senior High School Department
EMA EMITS COLLEGE PHILIPPINES
M.H. Del Pilar St., Pinamalayan,
Oriental Mindoro

In Partial fulfillment of the requirements for

Science Technology Engineering and Mathematics

by:

CEPE, JAY ANN L.

DAGAL, CASSANDRA L.
FERNANDO, FRANCIS M.
LAZO, NATHANIEL M.
MANTALA, ERENEO G.
REAL, JHANNA DELL M.

2022
 Chapter I

INTRODUCTION

Background of the Study

Emotional intelligence is one of the most influential factors in a student's learning

and development. It helps them build their self-confidence, be aware of their emotions,

and desire to become successful. Accordingly, Udayar et al.,( 2020) emphasize that

students' emotional intelligence and the ability to manage their emotions affect both their

learning motivation and belief in their ability and performance. Furthermore, students' EL

helps enhance their learning results owing to the belief in their ability.

The learning outcomes of students have always been affected by their emotions. It

can greatly positively influence learning. Emotionally intelligent students are highly

motivated to learn and accomplish the task. This idea was backed by Lennia et al.,(2017)

who emphasized that positive emotions and the learning state they promote reciprocally

influenced learners' motivation. Motivation can be considered the drive and energy

behind learning. Students can be motivated by both their internal goals for learning

(mastery goals) or external factors such as grade recognition (performance goal).

Being smart and hardworking is insufficient. Students must recognize and manage

their emotions to succeed at school. This statement is in agreement with Luke et

al.,(2020) who stated that no longer should higher education focus on learning as a purely

cognitive process; emotions are an integral and valuable part of learning and can be

leveraged to promote engagement, motivation, and student success. Recognizing the role
of emotions in learning can result in learning and teaching experiences that are enhanced

and engaging.

Hence, it is precisely in this context that the researcher aims to determine the

effectiveness and the relation of emotional intelligence with students learning outcomes.

In particular, this proposed research aims to determine the relationship between

emotional intelligence and student learning outcomes of grade 12 STEM students of

EMA EMITS College Philippines, as well as the possible ways to improve it and give

some recommendations.

Statement of the Problem

This study aimed to assess and find out the relation of emotional intelligence on

the students learning outcomes of grade 12 – STEM students of Ema Emits College

Philippines.

Specifically, it sought to answer the following question:

1. What is the perception of Grade 12 STEM students in the extent of their

emotional intelligence in terms of :

1.1. self-awareness;

1.2. self-regulation;

1.3. self-motivation and;

1.4. empathy?
2. What is the perception of Grade 12 STEM students in the extent of their students

learning outcomes in terms of:

2.1. remembering;

2.2. understanding;

2.3. applying;

2.4. analysing;

2.5. evaluating and;

2.6. creating?

3. What is the significant relationship between the extent intelligence and students

learning outcomes of Grade 12 STEM students in Ema Emits College Philippines

S.Y. 2022-2023?
Significance of the Study

This study will be significant to the following persons:

Administrator. This study will help them to know how to come up with

administrative strategies to promote students' ability to understand, manage and perceive

their emotional intelligence. This study will help to mold emotional intelligence to

increase students' capabilities.

Parents. This study will help the parent to know what is the right way of

parenting to improve the emotional intelligence of their child and have a positive effect

on their children to have greater emotional skills.

Teachers. This study will help them what are the best way to teach the students of

stem 12 to have a good learning outcome and have balanced emotional intelligence of a

student.

Students. This study will help the student to improve and properly balance their

emotional Intelligence, this will also make them aware of the effect on their studies and

to know the right way to have strong emotional skills.

Future Researchers. The study will serve as a guide to other researchers who

would like to pursue the same study if the same situation occurs in the future.
Scope and Delimitation

The researcher focused on the relationship between the extent of emotional

intelligence and the extent of students learning outcomes of STEM 12 at EMA EMITS

College Philippines for the S.Y. 2022-2023. Emotional intelligence measures the

awareness of the self, students' self-regulation of emotions, and the ability of self-

motivation in optimizing performance, including their capacity to envision and

comprehend what other individuals might be feeling or thinking. The students learning

outcomes on the on the other hand include remembering, understanding, applying,

analysing, evaluating, and creating.

The respondents were a selected 50 STEM 12 students of EMA EMITS College

Philippines. The said respondents were enumerated.

Definition of terms

The following terms used in this study are hereby defined operationally:

Analysing. The ability of a learner to examine and break information into parts to

explore relationships. (Gareth Langdon, 2017). It’s refers to examine the nature or

structure of something, especially by separating it into its parts, in order to understand or

explain it.

Applying. The potential of a learner to implement what was learnt in the

remembering and understanding phases. (Niall McNulty, 2019). The attribute of studying
hard on something and using a substance or making something work in a particular

situation.

Creating. The student manifests full knowledge by applying what they’ve learned,

analysed, evaluated, and building something, either factual or conceptual. (Sunil Kumar

Jangir, 2019).

Emotional Intelligence. This refers to the ability to perceive, control, and

evaluate emotions. Some researchers suggest that emotional intelligence can be learned

and strengthened, while others claim its an inborn characteristics. (Kendra Cherry, 2022).

Empathy. The attribute of possessing concern for other humans in a way in

which other's emotion are mirrored (Kou, 2018). It is also notably characterized by

compassion and the ability to tune into other's circumstances. (Holt et al.,2017).

Evaluating. The capability of a learner to justify a stand ore decision. (Paul Ross,

2017). Forming an opinion of the amount, value or quality of something after thinking

about it carefully.

Learning Outcomes. A specific and clear statements of what students are

expected to learn and be able to demonstrate at the completion of their class, program, or

course of study. (ITaLI, 2020). The ability of a learner on what they able to do, know

about and/or value at the completion of a unit of study, and how well they should be

expected to achieve those outcomes..

 Remembering. It is the ability of a learner to retrieve, recall, or organize relevant

knowledge from long-term memory. (Anderson et al.,2022). The capability to keep an

important fact in your mind, piece of information, etc.

Self-awareness. This is awareness of the self, rather than the external

environment. It is a process of assessing how a person are aligning to his/her own internal

ideals and values. It is also the ability to know how person's actions impact others.

(Jennifer, 2020).

Self-motivation. The qualities of achievement drive, commitment, initiative, and

optimism. (Serrat, 2017). The quality of being capable of hard work and effort without

the need for pressure from others.

Self-regulation. The ability to manage disruptive emotions and impulses—in

other words, to think before acting. (Arlin Cuncic, 2022). The fact of a system or

organization controlling itself.

Understanding. The capability of a learner to construct meaning from different

types of functions they have written or messaging graphics or activities like interpreting,

exemplifying, classifying, summarizing, inferring, comparing, or explaining. (Anwaar

Ahmad Gulzar, 2021).

Theoretical framework

The Daniel Goleman Theory (1995) states that EI refers to the capacity for

recognizing our feelings and those of others, for motivating ourselves, and for managing
emotions well in ourselves and our relationships. Goleman defines emotional intelligence

as a wide range of competencies and skills that drive leadership performance.

Therefore, this is the main theoretical foundation of the study because it clearly

states a person's ability to be aware of, comprehend, and manage their own emotions, as

well as recognize and comprehend the emotions of others, and to use this knowledge to

further their own and others' achievements. He also created five EI domains, which

include self-awareness, self-regulation, motivation, and empathy. Goleman (1998)

contends that the qualities recorded are emotional abilities. In that capacity, they might be

characterized as learned abilities in light of EI that bring about remarkable execution at

work or elsewhere. The definition here underlines the reliance of emotional intelligence

on learning. Conversely, psychological hypotheses of intelligence have normally

characterized mental capacity as far as aptitude, that is, a preexisting ability to obtain

particular mental aptitudes through learning. In this way, IQ test scores are ordinarily

observed as markers of the individual's potential for obtaining scholastic learning and not

simply the learning itself (Jensen, 2005).

However, an attributional theory of achievement motivation and emotion

(Weiner, 1985) argued that locus, stability, and controllability with emotional experience

motivate or demotivate the personnel in pursuit of learning. The theory, therefore, makes

a way for thinking to emulate emotions and actions for learning outcomes (Graham,

1991). According to Weiner (1985), the purpose of this empirical study is to investigate

the effects of emotional intelligence (EI) on learning outcomes.

 The attribution theory and emotional intelligence both have a big impact on how

well students do. In this setting, the ability of a learner to be aware of, express, and

control emotions while managing interpersonal relationships prudently and

empathetically is referred to as "emotional intelligence." An individual's ability to

navigate various social difficulties, control behavior, and make various decisions for

themselves to achieve positive outcomes is influenced by their emotional intelligence.

The attribution theory, on the other hand, regards how human beings understand cases

and how this relates to their behavior and thinking (McLeod 2010). In other words, the

attribution theory assumes that people attempt to comprehend how other people act. For

students to succeed, both attribution theory and emotional intelligence will be crucial.

Weiner emphasized achievement in his attribution theory (Weiner, 1974). He

identified the most crucial elements influencing attributions for achievement as ability,

effort, task difficulty, and luck. Weiner’s theory has been widely applied in education.

There is a strong relationship between self-concept and achievement. Weiner (1980)

states: “Causal attributions determine affective reactions to success and failure". Higher

self-esteem and academic achievement students are more likely to attribute success to

internal, stable, uncontrollable factors like ability, while lower self-esteem students are

more likely to attribute failure to either internal, unstable, controllable factors such as

effort, or external, uncontrollable factors like task difficulty. For instance, students who

often struggle with reading are more likely to think they lack reading ability. Students'

expectations of success in reading activities and justifications for success or failure in

reading reflect their self-perception of their reading skills. Similar to this, research
implies that students with learning problems are more prone to attribute failure to ability,

a constant, uncontrolled component, than their peers without disabilities.

Furthermore, Ernst von Glasersfeld (1974) developed constructivism theory

which states that "knowledge is constructed in the learner's mind." Learning is a process

that explains experience-related reasoning in the context of current knowledge. The

structures and insights that are available in the learners' personal and social settings have

an impact on their knowledge. To manage communication within any given setting and

with teachers, students conceptualize their particular meaning by developing their ideas,

opinions, and experiences. According to the constructivism theory of learning, students

learn new insights and/or concepts as well as modify their preexisting beliefs in response

to their surroundings. Learning is defined as conceptual change, or the conceptualization

and evaluation of new concepts or methodologies that are required due to environmental

demands, motivating people to improve their learning outcomes.