This chapter comprises the presentation, analysis and interpretation of the data.

These were
presented in graphs and tables following the sequence of the specific problem entitled Emotional
Intelligence relating to modular learning of the Junior High School student of Cabuyao
Integrated National High School.

Table 1.1 The Percentage distribution of modular respondent according to Age

Age

15% 12 years old

21%
13 years old
14 years old
15 years old
23% 16 years old

26%

15%

Table 1.1 presents the percentage distribution of the respondent according to Age. As depicted,
ages 15 years old got the majority of the respondents as it acquired a total of 26% or 26 of the
respondents. It was then followed by the age group of 13 years old with a 23 or 23 in percentage.
In contrast, the age group with the most minimum count was given to 12 and 14 years old,
having a total of 15 or 15% of the graph only.

This can then conclude that the age group of 15 years old among the respondents got the highest
percentage to Emotional Intelligence relating to modular learning of the Junior High School
student of Cabuyao Integrated National High School.

According to the findings in the Study of Fariselli et al. (2018) they stated that older

people are significantly more likely to have higher emotional intelligence. The findings

indicate that emotional intelligence is a skill that can be learned. They believe that as

people grow older, they will have more opportunities to learn about emotions and their

gradations, expand their emotional vocabulary, and experience a wider range of life
circumstances. Perhaps they gather more input and incorporate it into greater self-

awareness as a result. They added, age is just a minor predictor of this factor, because

there are many younger people who have a high level of self-awareness and many

older people who have not.

Table 1.2 The Percentage distribution of modular respondent according to Gender

Gender

7%

Male
Female

93%

Table 1.2 aims to evaluate the percentage distribution of the respondent according to Gender. As
tabulated above, Female respondents obtained the highest percentage of 56% or 56 of the
respondents. Lastly, the male sector did not falter as it still obtained the minimum number of 44
which percentage of 44%.

With this, the researchers have assessed that among the different genders, the Female group is
the majority of the respondents in the title Emotional Intelligence relating to modular learning of
the Junior High School student of Cabuyao Integrated National High School

According to Ahmad et al. (2009) cited by King (1999), Sutarso (1999), Wing and Love

(2001) Stated that Women are not thought to be more emotionally intelligent than men,

according to popular belief. They are emotionally intelligent in various ways according to
them. Women, on average, are more mindful of their emotions, show more empathy,

and are more adept interpersonally. According to a study of emotional intelligence in

thousands of men and women. Men, on the other hand, are more self-confident,

optimistic, and adaptable. They added that Men are also found to be better at handling

stress than women.

Table 1.3 The Percentage distribution of modular respondent according to Grade Level

Grade Level

29% Grade 7
43% Grade 8
Grade 9
Grade 10
26% 2%

For table 1.3, the percentage distribution of the respondent in terms of Grade level was
evaluated. Of the 4 level in Junior High School, Grade 7 cluster got the highest
percentage of 43% or 43 of the total respondents. It was seconded by Grade 10 which
obtained a 29 in percentage or 29 among the respondents. Afterwards, it was followed
by Grade 9 with 26% or 26 respondents; and lastly, Grade 8 with 2 of the total
respondents or 2%.

As depicted, it was then known that the Grade7 cluster got the majority to participate in
this study of Emotional Intelligence relating to modular learning. Moreover, the said level
which encounter the emotional intelligence in the new normal of education specifically in
terms of modular learning.
A century ago, Alfred Binet measured intelligence by using task associated with specific

age levels. Birth order is a sequential order of children in a family. Adler (1956) is

considered the most prominent in this regard. According to him personality of child is

significantly associated with birth order and it affects intelligence and growth of a child.

When people are mature, they have more opportunities to learn about emotions and

encounter a wider range of life circumstances they are more knowledgeable because of

their experiences than low grade level. Researchers focused a deep attention over the

concept of birth order in their researches. Majority of studies supported that relationship

between birth order and emotional intelligence definitely exists.

Table 1.4 The Percentage distribution of modular respondent according to Educational

Attainment
 Educational Attainment

15%
22% Elementary Graduate
High School Graduate
College Graduate
22% Others

41%

Table 1.4 aims to evaluate the percentage distribution of the respondent according to Educational
Attainment. As tabulated above, High School Graduate obtained the highest percentage of 41%
or 39 of the respondents. It was then followed by the Elementary and College respondents who
have gathered a total of 21 or 22 in percentage. Lastly, others did not falter as it still obtained the
minimum number of 19 which percentage of 15%.

With this, the researchers have assessed that among the different education achievement, High
School is the majority of the respondents who are encountered emotional intelligence in the new
normal in terms of modular among the students in Cabuyao Integrated National High School.

Walker et al. (2010) published a journal that explored how interpersonal relationships

between parents and children, as well as schools and families, are important to the

achievement of children with the help of the parents. They added that Parents has an

effect on student performance because Students' views of their parents' behaviors

affect student outcomes. So one of the advantages of a highly educated parent is that

he focuses on his child and helps him with the lessons they need.
Table 2.1 The perceived level of effectiveness of emotional Intelligence in terms of Self-
awareness

Indicators Mean Std. Verbal

Deviation Interpretation
1. I always know which emotions I am feeling and
why 2.27 .94125 A
2. I realize the links between my feelings and what I
think, do, and say 2.04 .80302 A
3. I recognize how my feelings affect my performance 1.54 .62636 A
4. I have a guiding awareness of my values and goals 2.07 .79462 A
5. I am aware of my strengths and weaknesses 2.03 .88140 A
6. I am reflective and try to learn from experience 1.65 .55732 A
7. I am open to candid feedback, new perspectives,
continuous learning, and self-development 1.71 .75605 A
8. I am able to show a sense of humors and
perspective about myself 2.06 .80177 A
9. I present myself with self-assurance; I have
"presence" 2.28 .87709 A
10. I can voice views that are unpopular and go out on
a limb for what is right 2.33 .79207 A
11. I am decisive, and able to make sound decisions
despite uncertainties and pressures 2.58 .98658 ND
12. On the whole I am satisfied with myself 2.50 1.11464 ND

Aggregate Assessment 2.09 Agree

Legend: 1.00 – 1.49 Strongly Agree (SA); 1.50 – 2.49 Agree (A); 2.50 – 3.49 Nor Disagree (ND); 3.50 – 4.49
Disagree (D); 4.50 – 5.00 Strongly Disagree (SD)

Table 2.1 aims to evaluate the level of effectiveness of emotional Intelligence in terms of self-
awareness. Following this context, I am decisive, and able to make sound decisions despite
uncertainties and pressures got the highest weighted mean of 2.58 as an indicator. The said index
fell under the Nor Disagree (ND) sector for verbal interpretation. On the contrary, I recognize
how my feelings affect my performance got the lowest weighted mean of 1.54, and was rated as
Agree.
Having these data collected, the aggregate assessment gathered a total of 2.09. This can be
interpreted as Agree in verbal notation. This simply implies that all the respondents are all agree
in the level of effectiveness of emotional intelligence in self – awareness.

According to Gil Mayer 2018 The first step toward emotional intelligence is self-awareness. It
teaches you how to recognize and be conscious of your emotions, as well as their causes and
effects. In relation to this, according to Moore (2020) the emotional intelligence of a person
is significant in an adolescent’s development. Highlighting its positive part in assisting
understudies with managing pressure, develop relationships, and handle the advances
confronting. Students probably become very much aware of how it’s been springing up wherever
as of late, in exercises, lesson, and even exams. Furthermore, from the studies of Emerald
Works, they stated that People with high emotional intelligence are more aware than others.
They can understand their emotions, their emotions are not manipulating them. They know their
strengths and weaknesses, and they work on these areas so they can perform better. Many people
believe that this self-awareness is the most important part of emotional intelligence.

Table 2.2 The perceived level of effectiveness of emotional Intelligence in terms of Social
Regulation

Indicators Mean Std. Verbal

Deviation Interpretation
1. I manage my impulsive feelings and distressing
emotions well 2.59 .96499 ND
2. I stay composed, positive, and unflappable even
in trying moments 2.44 1.02809 A
3. I think clearly and stay focused under pressure
2.57 .94554 ND
4. I have a lot of respect for my teacher
1.45 .59246 SA
5. I consistently act ethically and am considered to
be above reproach 2.26 .82413 A
6. I build trust by being reliable and authentic
1.83 .71145 A
7. I admit my own mistakes and confront unethical
actions in others 1.91 .73985 A
8. I take tough, principled stands even if they are
unpopular 2.15 .71598 A
9. I meet commitments and keep promises
2.16 .82536 A
10. I hold myself accountable for meeting my
objectives 1.89 .69479 A
11. I am organized and careful in my work
2.17 .86521 A
12. I submitted my work on time
1.95 .95743 A
13. I smoothly handle multiple demands, shifting
priorities, and rapid change 2.35 .98857 A
14. I adapt my responses and tactics to fit fluid
circumstances 2.14 .76568 A
15. I am flexible in how I see events
2.21 .84441 A
16. I adapt knowledge in taking modules
2.00 .77850 A
17. I seek out fresh ideas from a wide variety of
sources 1.75 .77035 A
18. I entertain original solutions to problems 2.03 .75819 A
19. I generate new ideas 1.91 .72607 A
20. I take fresh perspectives and risks in my
thinking 2.06 .77616 A

Aggregate Assessment 2.09 Agree

Legend: 1.00 – 1.49 Strongly Agree (SA); 1.50 – 2.49 Agree (A); 2.50 – 3.49 Nor Disagree (ND); 3.50 – 4.49
Disagree (D); 4.50 – 5.00 Strongly Disagree (SD)

For table 2.2, varying implications of effectiveness of emotional Intelligence in terms of Social
Regulation were tested. On top of the 20 indexes, I manage my impulsive feelings and
distressing emotions well got the topmost weighted mean of 2.59. This can be interpreted as Nor
Disagree (ND). Meanwhile, indicator number 4 which talks about I have a lot of respect for my
teacher the lowest mean of 1.45, and was evaluated as Strongly Agree (SA).
This led for table 2.2 to gather an aggregate assessment of 2.09 and was interpreted as Agree as
well in the effectiveness of emotional intelligence in social regulations.

In the year 2017, there are studies claiming that the enhancing and developing the
emotional intelligence of individuals will cause them to become more productive and successful
at what they are doing, and help others to become more productive and successful too.
Effectiveness of enhancing one’s self increases his/ her capability to regulates and manipulates
his surroundings in terms of peers, and other social practices a person got involved with. (Serrat,
2017)

Furthermore, from Rupande (2015) he states that emotional intelligence allows the

individual to impart, lead and haggle with others. An individual with emotional intelligence is
able to understand his or her own emotions and also the emotions of others. It empowers an
individual to pick up more in an instructive setting since the person is able to coordinated well
both socially and academically

Table 2.3 The perceived level of effectiveness of emotional Intelligence in terms of Self –
Motivation

Indicators Mean Std. Verbal

Deviation Interpretation
1. I am results-oriented, with a high drive to meet
objectives and standards 2.04 .89803 A
2. I set challenging goals and take calculated risks 2.18 .90319 A
3. I pursue information to reduce uncertainty and
find ways to do better 1.89 .61783 A
4. I continuously learn in order to improve my
performance 1.62 .63214 A
5. I am willing to make personal or group
sacrifices to meet a larger organizational goal 2.08 .74779 A
6. The larger mission gives me a sense of purpose 2.06 .88557 A
7. I use the group’s core values in making
decisions and clarifying choices 1.96 .69515 A
8. I actively seek out opportunities to fulfil the
group’s mission 1.97 .71711 A
9. I am always ready to seize opportunities 2.08 .80000 A
10. I pursue goals beyond what’s required or
expected of me 2.05 .74366 A
11. I cut through red tape and bend the rules when
necessary to get the job done 2.60 .87617 ND
12. I mobilize others through unusual,
enterprising efforts 2.57 .79462 ND
13. I am persistent in seeking goals despite
obstacles and setbacks 2.02 .75183 A
14. I operate from hope of success rather than fear
of failure 2.16 .92899 A
15. I see setbacks as due to manageable
circumstance rather than a personal flaw 2.41 .84202 A
16. I always find a solution to a problem despite
of poor connection 2.17 .89955 A

Aggregate Assessment 2.12 Agree

Legend: 1.00 – 1.49 Strongly Agree (SA); 1.50 – 2.49 Agree (A); 2.50 – 3.49 Nor Disagree (ND); 3.50 – 4.49
Disagree (D); 4.50 – 5.00 Strongly Disagree (SD)

In table 2.3, the perceived level of effectiveness of emotional Intelligence in terms of Self –
Motivation. As summarized, indicators 12 I mobilize others through unusual, enterprising efforts
got topmost weighted mean of 2.57. This can be classified under Nor Disagree (ND) in verbal
interpretation. On the other hand, indicator 4 I continuously learn in order to improve my
performance got the lowest weighted mean of 1.62, which can be perceived the same as Agree
(A) in verbal notation.

This led to the perceived level of effectiveness of emotional intelligence gather an aggregate
assessment of 2.12, and was interpreted as Agree. It means that the respondents agreed in the
perceived of effectiveness in emotional intelligence.

Emotions and learning occur in the brain. The impact of thoughts that we feel that
influences how and what we think. According to (Lawson, n.d.), there are connections between
emotion and learning caused by the bi-directional and complex sensations reliant on stations
between sensory input and thinking (motivation).

When the input is reproduced positively, we are motivated and productive to act and
pursue achieving goals. When the input is evaluated negatively, we do not act and do not learn.
Furthermore, learning is as works from a person’s sensitive acknowledgment in an education
environment feasible by the instructional method in classroom. Emotional intelligence skills
become vital to human performance and motivating to pursue managing themselves for greater
sake.

Table 2.4 The perceived level of effectiveness of emotional Intelligence in terms of Social
Awareness

Indicators Mean Std. Verbal

Deviation Interpretation
1. I am attentive to emotional cues and am a good
listener 1.92 .77434 A
2. I show sensitivity and understand others’
perspectives 1.79 .76930 A
3. I help out based on understanding other people’s
needs and feelings 1.74 .66088 A
4. I enjoy making other people feel better 1.58 .74101 A
5. I understand customers’ needs and match them
to services or products 1.85 .57516 A
6. I seek ways to increase customers’ satisfaction
and loyalty 1.85 .72995 A
7. I gladly offer appropriate assistance 1.88 .75585 A
8. I grasp a customer’s perspective, acting as a
trusted advisor 2.10 .79772 A
9. I acknowledge and reward people’s strengths,
accomplishments, and development 1.74 .66088 A
10. I offer useful feedback and identify people’s
needs for development 1.81 .64659 A
11. I mentor, give timely coaching, and offer
assignments that challenge and grow a person’s 2.11 .77714 A
skill
12. I encourage others to develop their skills 1.69 .74799 A
13. I respect and relate well to people from varied
backgrounds 1.77 .72272 A
14. I try to understand diverse worldviews and be
sensitive to group differences 1.77 .67950 A
15. I see diversity as opportunity, creating an
environment where diverse people can thrive 1.86 .63596 A
16. I consistently challenge bias and intolerance 2.30 .84686 A
17. I am good at accurately read key power
relationships 2.26 .90587 A
18. I can usually detect crucial social networks 2.33 .92174 A
19. I have a good understanding of the forces that
shape the views and actions of clients, customers, 2.06 .77616 A
or competitors
20. I usually accurately read situations and
organizational and external realities 2.11 .75069 A

Aggregate Assessment 1.93 Agree

Legend: 1.00 – 1.49 Strongly Agree (SA); 1.50 – 2.49 Agree (A); 2.50 – 3.49 Nor Disagree (ND); 3.50 – 4.49
Disagree (D); 4.50 – 5.00 Strongly Disagree (SD)

In table 2.4, the perceived level of effectiveness of emotional Intelligence in terms of social
awareness were discussed. Having a topmost weighted mean of 2.33 which under the indicator
18 I can usually detect crucial social networks was rated as Agree (A). In contrast, I enjoy
making other people feel better got the lowest mean. The respective indicator got 1.58 weighted
mean only, and was weighed under Agree (A).

The aggregate assessment for table 2.4 has then gathered a total of 1.93. This can be evaluated as
Agree (A) in verbal interpretation in the perceived level of effectiveness of emotional
intelligence in terms of social awareness.

From Arslan et al. (2016) claims they proved that it is important to own a positive
attitude and perceptions towards a cultural values, one amongst the key characteristics students
have. It is also observable that having a positive attitude and relation towards other students with
different cultural values contributes to achievement in terms of education. Furthermore, the
capability of emotional intelligence to enhance the social awareness of a person is very essential
in developing the means of completeness and efficiency fulfilling the duty and understanding of
the society.

Table 2.5 The perceived level of effectiveness of emotional Intelligence in terms of Social Skills

Indicators Mean Std. Verbal

Deviation Interpretation
1. I am skilled at the art of persuasion 2.24 1.06477 A
2. I make sure I fine-tune presentations to appeal to
the listener 1.95 .82112 A
3. I am able to use complex strategies like indirect
influence to build consensus and support 1.97 .71711 A
4. I can orchestrate dramatic events to effectively
make a point 2.12 1.00785 A
5. I am good at give-and-take, and am able to attune
my message according to the emotional cues I pick 1.95 .68718 A
up
6. I deal with difficult issues straightforwardly 2.09 .85393 A
7. I listen well, seek mutual understanding, and
fully welcome sharing of information 1.95 .78335 A
8. foster open communication and stay receptive to
bad news as well as good 2.10 .82266 A
9. I am articulate and able to arouse enthusiasm for
a shared vision and mission 1.92 .73416 A
10. I step forward to lead as needed, regardless of
position 1.88 .76910 A
11. I guide the performance of others while holding
them accountable 2.10 .79772 A
12. I lead by example 1.96 .89803 A
13. I recognize the need for change and remove
barriers to it 1.96 .80302 A
14. I acknowledge the need for change and
challenge the status quo 1.96 .69515 A
15. I champion the change and enlist others in its
pursuit 2.20 .84087 A
16. I model the change expected of others 2.42 .81872 A
17. I handle difficult people and tense situations
with diplomacy and tact 2.35 .91425 A
18. I spot potential conflict, bring disagreements
into the open, and help deescalate the conflict 2.35 .91425 A
19. I encourage debate and open discussion 2.17 .87681 A
20. I orchestrate win-win solutions
2.15 .82112 A

Aggregate Assessment 2.09 Agree

Legend: 1.00 – 1.49 Strongly Agree (SA); 1.50 – 2.49 Agree (A); 2.50 – 3.49 Nor Disagree (ND); 3.50 – 4.49
Disagree (D); 4.50 – 5.00 Strongly Disagree (SD)
In table 2.5, the perceived level of effectiveness of emotional Intelligence in terms of social skills
were discussed. Having a topmost weighted mean of 2.42 which under the indicator 16 I model
the change expected of others was rated as Agree (A). In contrast, I step forward to lead as
needed, regardless of position got the lowest mean. The respective indicator got 1.88 weighted
mean only, and was weighed under Agree (A).

The aggregate assessment for table 2.4 has then gathered a total of 2.09. This can be evaluated as
Agree (A) in verbal interpretation in the perceived level of effectiveness of emotional
intelligence in terms of social skills.

An article according to Kendra Cherry (2021) Another essential feature of emotional

intelligence is the ability to communicate well with others. People with good social skills

will form positive relationships with others and gain a better understanding of

themselves and others. She added, True emotional awareness entails more than just

comprehending your own and others' feelings. You must also be able to apply this

knowledge in your everyday experiences and correspondence.

In relation to this, From a study made by Adiong and Angeles (2019), cited by Goleman,

(2016) Numerous investigations theorized that enthusiastic knowledge can be a basic

factor influencing an individual’s versatility during emergencies. It has been clarified that

an individual’s who is mindful, socially adjust, and sympathetic will have the option to

endure and blossom with the opposite side of a daily existence emergency since they

have the social and social aptitudes to have the option to deal with startling and terrible

conditions. They realize how to advocate for themselves, to issue and address, and to

look for help when they need it the most.

Table 3 The perceived level of effectiveness of modular learning approach in Junior High School
 Indicators Mean Std. Verbal
Deviation Interpretation
1. Does the Modular Learning Improve your Ability to
read Faster than before? 2.28 .92201 A
2. The teacher ‘s Methods helped in understanding the
topic better 1.95 .70173 A
3. I am comfortable using computers or cellphones
when I have classes through online 2.25 1.01876 A
4. I believe that high quality learning can take place
without face to face interaction. 2.53 1.09595 ND
5. The online class has helped me to be more
productive in class unlike in face to face. 2.80 1.10096 ND
6. The aim and learning outcomes of the module wear
made to clear to me. 2.33 .77921 A
7. The learning activities on the module helped me to
learn 2.23 .82701 A
8. The learning materials provided on the module were
helpful. 2.09 .66810 A
9. The module was well organized. 2.16 .70668 A
10. Overall I am satisfied with the quality of the module 2.22 .79874 A

Aggregate Assessment 2.28 Agree

Legend: 1.00 – 1.49 Strongly Agree (SA); 1.50 – 2.49 Agree (A); 2.50 – 3.49 Nor Disagree (ND); 3.50 – 4.49
Disagree (D); 4.50 – 5.00 Strongly Disagree (SD)

In table 3, The perceived level of effectiveness of modular learning approach in Junior High
School were discussed. As summarized, the online class has helped me to be more productive in
class unlike in face to face got topmost weighted mean of 2.80. This can be classified under Nor
Disagree (ND) in verbal interpretation. On the other hand, the teacher ‘s Methods helped in
understanding the topic better got the lowest weighted mean of 1.95, which can be perceived the
same as Agree (A) in verbal notation.
This led to the perceived effects of modular learning in approach in Junior High School level to
gather an aggregate assessment of 2.28, and was interpreted as Agree.
From the studies of Cacayan et al. (2017) they claimed that in order to facilitate

connectivity and learning, mobile devices are seen as useful tools. M-learning helps

students acquire more and wider knowledge, concepts, and information that can be

used anytime and anywhere in their learning experiences. Learning enabled by

technology has helped enormously to resolve the physical gaps between teachers and

students enabling education to be flexibly delivered. They agreed that M-learning

encourages direct contact between teachers and students in such a way that shy or

reluctant students are empowered to engage more freely than they would in a regular

class.

In relation to this, Online education provides ready means of transparently showing

progress for students to show their work and focus on these trials (and errors) This

formative approach will show the willingness of the students to clarify and justify how a

performance was crafted, which is also demonstrates the ability to systematically

develop potential performances. In addition to concentrating on a single final result,

evaluation could take into account the whole process and how much the student has

advanced. This developmental approach empowers students by instilling a growth

mentality that provides continuous opportunities for change. Roy Schwartzman (2020),

cited by Dweck (2016).

According to Rohaizad et al., (2017) he mentions that according Faizal, teaching

module could be a concrete material that can serve as a catalyst for the success of

teaching and learning. At the same time, the use of these modules can strengthen

students understanding of the things they have learned.

It was also stated by Mazrekaj and De Witte (2019) Modular education refers to the

division of conventional courses into smaller components or modules. Each module

empowers students to obtain a partial certificate that can be combined into a

qualification. This article assesses whether modular education, which is broadly used in

secondary and tertiary education, has been successfully in diminishing school dropout.

Table 4 Significant relationship between Emotional Intelligence and the modular learning
approach
Variables Computed Sig Alpha Decision Remarks
(modular learning) Value Value
(2-
Vs (‘r) tailed)

Self - Awareness 0.523 .000 Reject Ho Significant

Self - Regulation 0.565 .000 0.05 Reject Ho Significant

Self - Motivation 0.541 .000 Reject Ho Significant

Social Awareness 0.487 .000 Reject Ho Significant

Social Skills 0.487 .000 Reject Ho Significant

: The is no significant relationship between Emotional Intelligence and modular learning

approach

Table 4 present the significant relationship between Emotional Intelligence and modular learning
approach. As revealed on the table, the computed r value of modular learning in terms of self -
awareness is 0.523 which interpreted as moderate correlation and the critical or tabular value is
equal to 0.000 (2-tailed) which the decision is reject the .
The computed r – value of modular learning in terms of self - regulation is 0.565 which
interpreted as moderate correlation and the critical or tabular value that is equivalent to 0.000
which the decision is reject the

The computed r – value of modular learning in terms of self - motivation is 0.541, which
interpreted as moderate correlation. The critical or tabular value that is equivalent to 0.00, which
the decision is reject the .

The computed r – value of challenges of modular learning in terms of social awareness is 0.487
which interpreted as moderate correlation. The critical or the tabular value is equivalent to 0.000,
which the decision is reject the .

The computed r – value of challenges of self - image in terms of modular learning is 0.487 which
interpreted as moderate correlation. The critical or the tabular value is equivalent is 0.000 which
the decision is reject the .

Way back to the year 2017, Yazon mentioned that Modular instruction gives bases
for near interaction between the learners and the subject matter. With the modules, the learners
can be able to respond regularly within the interaction with outlined guidelines program at their
learning rate. In addition, the assessment of Students learning could be a three-unit professional
education subject taken by Education students. Aside from the individualize instructions, the
capability of a person to use his emotional intelligence coping up with the demands of modular
learning as an approach is not that significant when it comes to assessing the performance of
individuals.
The aims of all educational system is to produce students who are sufficiently trained to
contribute meaningfully in the development of the system and the society they were living in.
Among all academic subjects studied at school, there are different varieties of subjects that have
distinctly contributed to such objectives in the general education. Despite of the importance of
the subjects the review of the performance in both internal and external examinations and
practices in the modular learning have revealed disturbing picture and gives grave concern to
educators, parents, students, school administrators and the general public. With this, emotional
intelligence when it comes to modular learning approach is still debatable and arguable within
varieties of matters and parties. Thus, modular learning focuses in molding the students to pass
qualifications (Mazrekaj and De Witte 2019).