Blank Company Profile Business Presentation in Red Maroon White Geometric Style

social intelligence of rosario
institute senior high school students

in post- pandemic
Members of the Group
Cindy Fuentebella
David enriquez Bato Bato
Gervin Lisama
Jhasmine Abarro
Lhaidel Huelba
Nina Chavez
Angeline Reano
Maria Alanis Liporada
CONTENTS
Chapter 1: background of the study
Chapter 2: review related literature
Chapter 3: Methodology
Chapter 4: Discussion of Results and findings
Chapter 5: summary, conclusions, and
recommendations
CHAPTER 1:
BACKGROUND
OF THE STUDY
background of the study
The COVID-19 pandemic outbreak began in 2020, and it is currently
impacting most residents, particularly students in terms of social
intelligence. Some of them have experienced complete social isolation
and are currently slowly recuperating from the pandemic. Some
students still struggle with socializing and forming relationships with
others as the Rosario Institute eventually decides to begin the 2022–
2023 academic year after two years. They used a new teaching strategy
that incorporates online and modular learning that influences the
socialization of the student in response to the substantial consequences
of the COVID-19 epidemic on education, which resulted in the
temporary closure of schools. People get more socially intelligent as
Self-realization, which can result from social intelligence, aids in a
person's ability to better understand not just oneself but also the
others around them for their own personal development. They
learn more about their skills, talents, and abilities as a result.
Additionally, it can help them become better problem solvers.
When a team member is experiencing anxiety or fear, those with
social intelligence will be able to identify it and be able to calm him
down and disarm him. Social intelligence has a direct impact on a
person's performance. With the help of those around him, a person
with great social skills can successfully obtain crucial information
to boost his performance.
When compared to those with inadequate social abilities,

those with social intelligence are more likely to build
strong social networks that will help them improve their
professions far more quickly and successfully. People who
are socially intelligent may place themselves in another
person's position and speculate about their thoughts and
feelings.
statement of the problem
1. What are the social quotient of the senior high school
students in Rosario Institute in terms of:
a.) Manipulation
b.) Empathy
c.) Social Amiability
2. What are the factors affecting the social intelligence of the
students?
3. What social intelligence-enhancing practices/activities can
be proposed?
scopes and limitations
This study focused on the Social Intelligence (S.I.) of senior high

school students at Rosario Institute for the 2022-2023 school
year.

This study did not cover the past Social Intelligence (S.I.) of the
senior high school students of Rosario Institute.
significance of the study
The findings of this study will determine the socialization

intelligence of Senior High School Students of Rosario
institute for the school year 2022-2023. This study will
benefit the following: The students, parents, teachers,
guidance counselors, administrators, future researchers,
and researchers.

conceptual framework
definition of terms
The following terms used in the study are defined operationally
to ensure clarity and better understanding.

Empathy Social Quotient

Interpersonal Communication Social Skills
Manipulation Socialization
Post Pandemic Student
Senior High School
Social Amiability
Social Cues
Social Intelligence
CHAPTER 2:
REVIEW
RELATED
LITERATURE
Review related literature
Thematic Analysis

Social Intelligence and Student's Learning

Impact of Covid 19 Pandemic on Social Intelligence
Social Behaviour of the Gen Z's
Students Interpersonal Skills and Abilities
Learners' Social Stress
Self-Regulations, Interventions, and Strategies
Social Intelligence and
Students’ Learning.
Hurst et al, (2013) examined how students perceive value of social interaction in the
learning process by reflecting on their classroom experience at the end of each period.
Their findings indicated that students recognized a strong link between social
interactions in the classroom and their learning. Social interaction allows students to
see topics from multiple perspectives and enhance their critical thinking and problem-
solving skills. Students' language proficiency can be improved through effective
classroom interaction. Do students benefit from the value of effective contact, but
teachers can enhance the teaching and learning process in the classroom.
Hanum (2017) stated that interaction is essential in classroom activities. Teachers

actively communicate, but students participate in the teaching and learning process.
Students' language proficiency can be improved through effective classroom
interaction. Do students benefit from the value of effective contact, but teachers can
enhance the teaching and learning process in the classroom.
Social Intelligence and
Students’ Learning.
Students in Pakistan are less likely to have a social network than their peers
in other countries, according to a study by Ali et al. (2013). Making social
relationships with others can help students keep their thoughts organized.
Social connection has a positive impact on student's academic success if they
are from their locality and study outside of that locality. Having a social
network is essential for learning when carrying out academic activities.
According to Tenenbaum et al., (2020) that peer contact was most effective
in enhancing learning when compared to various types of learning
environments. The moderators' analyses showed that learning with peers was
comparable to learning from adults one-on-one and more effective than
learning alone for children.
IMPACT OF COVID 19 PANDEMIC ON
SOCIAL INTELLIGENCE
According to new research… (Perceptions Shaped Social Behavior During the
Pandemic, 2022) The epidemic spurred fear of many kinds, much of it focusing on
how COVID-19 threatens people's physical and mental health as well as their
social and behavioral health. It will be investigated whether altering people's
perceptions can result in altered behavior. Additionally, they want to understand
how the pandemic has changed interpersonal relationships.
In the study off Tibbetts (2021). Computer-mediated social connections quickly

displaced in-person contacts in many settings, including the workplace and
education. People who engaged in face-to-face contact with close friends and
family reported higher levels of good affect and social connectivity. Those who
dealt with weak relationships specifically online reported lower levels of negative
emotion and stress.
SOCIAL INTELLIGENCE
According to new research Matos, (2021) Social support is a powerful predictor of how
people deal with adversity and is linked to enhanced resilience and post-traumatic growth in
the context of big disasters. Exposure to the COVID-19 pandemic and its related
physiological, psychological, and social effects is necessary owing to the pandemic threat's
nature. During the crisis, perceived social support mediated the relationship between
emotional creativity and posttraumatic growth.
In research from Filho (2021) Social interaction and connections are essential for mental
health throughout the lifetime, according to a large body of research in social science and
public health.Social interactions do have an impact on health, and consequently, as other
people have pointed out, social isolation increases the risk of anxiety and despair.Social
isolation due to restrictions during the pandemic and loneliness were associated with higher
levels of post-traumatic stress, indicating that in the setting of the present pandemic,
traumatic stress were exacerbated by these factors.
SOCIAL INTELLIGENCE
In the study of Annie E. Casey Foundation, (2021) On the other side, excessive
screen usage can exacerbate feelings of seclusion and stunt social skills
development. Additionally, as the economy changes due to technology, low -
income Gen Zers will become more vulnerable as they enter the workforce
According to Dolot (2019) Generation Z values communication and

technology, but may not prioritize mobility in their careers. This early
professional activity may also influence their lifestyle and life decisions. Future
research could explore the advantages and disadvantages of this situation for
both the individuals and their employers.
SOCIAL BEHAVIOUR OF THE GENZ'S
According to Gyan PrakashYadav et al., (2017). as for Students, there are

many factors affecting their social behavior not just the COVID - 19 pandemic,
students now also known as the Generation Z are more prone when it come to
social and emotional disturbance. Social media, in its most restrictive
definition, refers to any electronic service that allows users of the Internet to
create and share a wide range of contents over the Internet. but more has to be
done on their social networking activities and their behavioral impact This
generation is a strong contributor, a voracious consumer of internet content,
and a creative and innovative thinker.
According to Chang, (2022) Generation Z comprises people born between

1996 and 2010. These people are the first real digital natives and are often
referred to as the iGeneration( iGen) or the Net Generation. Their extensive
usage of the internet for learning new skills as well as for enjoyment and
socializing is one indication of this. Gen Zers have the convenience and
chances to achieve a bright future laid out before them as the generation
born surrounded by highly advanced technology. The pandemic, however,
has changed not only their routine but also their priorities as they cope with
emotional and social material hardships and confront an uncertain future.
According to Notari et al., (2013) Interpersonal communication is the process
through which we convey information and emotions to others through words
and body language. It helps us create more loving and intimate connections with
one another, improves our mental and social well-being. The right use of
interpersonal skills is necessary to maintain constructive interpersonal
connections with group members.
Base in the study of Kapasia et al., (2020) the pandemic has significantly
changed how higher education students approach their academic work and daily
life. Physical distancing is strictly enforced where people cannot come in
contact physically with each other, one of the reasons for stopping all face-to-
face transactions that may have a negative impact on their emotional health,
such as fears, frustrations, anxiety, anger, boredom, etc., and for their social life.
In the study of FutureLearn, (2022) people who got instruction in
communication skills showed much more sympathetic inclinations and
emotional expression skills. Being autistic, having social anxiety, or dealing with
other neurological differences or mental health struggles are just a few reasons
why you might find some aspects of communication challenging.
According to (Aprilianti, 2022). People with good interpersonal skills typically

have the ability to collaborate effectively with others. They are able to
efficiently communicate with friends, family, coworkers, customers, and clients.
The success of a person's career can be increased by their interpersonal
abilities. Employees with strong interpersonal skills can draw customers in with
their charm and persuasiveness.
LEARNERS SOCIAL STRESS
In the study of Himani H., (2022) Social stress can have a significant impact on both our mental
and physical health. This is a common experience that occurs when people feel like they are being
judged or evaluated. It is normal to experience social stress, but if it becomes overwhelming, it may
be helpful to seek help from a therapist .
According to VanKim & Nelson, (2013) College students who followed the recommended levels of
physical activity had better mental health and experienced less stress than their peers.
Socialization was shown to somewhat mitigate this relationship, although race and sex had no
effect. In order to improve students' mental health, interventions should also promote physical
activity. The advantages of physical activity may result from social interactions, at least in part.
Base in the study of Scott (2022) Good experiences with teachers can have a positive impact on a
child's life, while negative experiences can cause lasting negative feelings about school. Friends can
be a source of stress for children, with concerns about having enough friends and peer pressure
causing anxiety.
According to Bruno (2020) The research indicates that time

management, parental pressure, environmental factors, and school
curriculum can all affect students' experiences of stress. In some
cases, stress can be desirable and can help students perform well
academically. When students are unable to cope with stress, it can
lead to negative outcomes.
According to Bruno (2020) The research indicates that time

management, parental pressure, environmental factors, and school
curriculum can all affect students' experiences of stress. In some
cases, stress can be desirable and can help students perform well
academically. When students are unable to cope with stress, it can
lead to negative outcomes.
SELF REGULATIONS, INTERVENSIONS
AND STRATEGIES
According to new research Social Skills: Promoting Positive Behavior, Academic
Success, and School Safety (2022) Good social skills are essential for children and
adolescents to succeed in life. Poor social skills can impact a student's academic
performance, behavior, and relationships with others. Effective interventions
typically use a behavioral or social learning approach.
Minnaert (2017) Stated that Self-regulated strategy development is a well-known

method for teaching writing methods to students who have learning difficulties.
Students are taught knowledge and strategies for controlling their motivation and
learning behavior. This is supposed to result in enhanced self-regulation, study skills,
performance, and, eventually, self-efficacy.
SELF REGULATIONS, INTERVENSIONS
AND STRATEGIES
According to Lee (2021) Self-advocacy is an important skill that can help people who
learn and think differently succeed in school, work, and life. It involves understanding
your own needs and knowing what kind of support might be helpful. Being a good self-
advocate led to increased independence and empowerment, as well as improved
outcomes in various areas of life.
Howley-Rouse (2020) stated that successful people must be lifelong learners who
are metacognitive about their learning and can successfully assess it. Students who
lack the capacity to focus their attention and persevere will be dragged left and right
by their initial inclinations inside the educational system. While some students may
consider bad study settings or challenging texts to be insurmountable challenges,
self-regulation enables students to manage these conditions..
CHAPTER 3:
METHODOLOGY
METHODOLOGY
RESEARCH DESIGN
RESEARCH INSTRUMENT
RESPONDENTS OF THE STUDY AND SAMPLING
METHOD
DATA COLLECTION PROCEDURES
ANALYSIS OF DATA
RESEARCH DESIGN AND
RESEARCH INSTRUMENT
RESEARCH DESIGN
A mixed-method approach was used in this study

RESEARCH INSTRUMENT
Survey Questionnaire
In-depth Interview
RESEARCH DESIGN AND
RESEARCH INSTRUMENT
The researchers used the complete enumeration survey
method to survey the Grade 11 and Grade 12 senior high school
students of Rosario Institute, but were only able to obtain a
response from 1262 students. In the qualitative phase, 9
respondents were selected by their mean to represent all the
senior high school students. Three students represent each
category.
DATA COLLECTIONS
AND PROCEDURE
This study aimed to explore the social intelligence of senior high school
students in Rosario Institute using a census typed approach. The
questionnaire included close-ended questions that asked students to rate
their social intelligence on a scale of 0-4, as well as demographic questions
such as age and gender. The data was collected in a standardized manner to
ensure consistency and reduce the possibility of errors or bias. Challenges
such as absenteeism and the unwillingness of some students to participate
were overcome by reaching out to those absent students and obtaining
informed consent. The researchers analyzed and encoded the collected data
in Excel and used statistical methods to identify trends and patterns.
DATA COLLECTIONS
AND PROCEDURE
They interviewed 9 participants (3 high, 3 mid and 3 low) and conducted six
open-ended questions, two for each category of the student’s social
intelligence components. Debriefing with the participants was conducted
to obtain information on the clarity of the interview questions and their
relevance to the studied aimed. Upon completion of the interviews, the
researchers collected the data from Senior High School Students to
evaluate the answers/ results in social intelligence questionnaires. The
researchers used secondary and primary data to support the survey’s
findings.
ANALYSIS OF DATA
The study was conducted in two phases: data cleaning, descriptive
statistics, and incase coding. In the first phase, data was collected using a
traditional survey questionnaire, and descriptive statistics were used to
determine the mean of the social quotient scores for each extracted
component. The standard deviation was also calculated to identify the
spread of the data. The second phase involved transcribing interviews and
using incase coding to identify patterns and themes in the data. In the third
phase, the findings from the survey and interview data were integrated to
gain a comprehensive understanding of the research problem. A Social
Intelligence scale was used to determine the Social Intelligence of Rosario
Institute Senior High School Students in Post-Pandemic.
ANALYSIS OF DATA
Phase 1 Phase 2
QUANTITATIVE QUANTITATIVE
Development of QUALiTATIVE QUALiTATIVE
QUANTITATIVE QUALiTATIVE
Data Collection Data Analysis Interview Data Collection Data Analysis Data Results
Interpretation
Data Results
Questions
The study was conducted in two phases. The first phase involved data cleaning, traditional
survey questionnaire, and descriptive statistics to answer research problem 1. The second
phase involved transcribing interviews and analyzing data using incase to answer research
problem 2. The third phase integrated findings from both phases to answer research question 3,
providing valuable insights into the social intelligence of senior high school students and the
factors that affect them
ANALYSIS OF DATA
Ordinal Scale
In determining the Social
Point Verbal Interpretation
Intelligence of Rosario
Institute Senior High
4 Very Often School Students in Post-
Pandemic, a Social
3 Often Intelligence scale is
2 Sometimes utilized. It used a 0 to 4-
point scale, with each
1 Hardly Ever point corresponding to a
specific item.
0 Never
ANALYSIS OF DATA
Scale Interval
Scale Numerical Value Interpretation In calculating the scale

interval, the researchers
1 0.00-0.80 Very Low
use this formula (n-1)/n,
where n represents as the
2 0.81-1.60 Low
largest scale; as a result
3 1.61-2.40 Medium
the equation would be (5-
1)5=0.80 and the solution
4 2.41-3.20 High would be (5-1=4/5=0.80).
5 3.21-4.0 Very High

CHAPTER 4:
DISCUSSION OF
RESULTS AND
FINDINGS
Discussion of Results and findings
Out of 1454 Rosario

Institute students,
86.5% (1257)
participated in the
survey while 13.5%
(197) did not due to
unwillingness or
absences. See
Figure 2 for a visual
representation.
Social Quotient of Senior High school in terms
of Manipulation, empathy and social amiability
Social Quotient of Senior High school in terms
of Manipulation, empathy and social amiability
Verbal
Social Intelligence Grade 11 Grade 12 Mean
Interpretation
1. Manipulation 1.59 1.61 1.60 Low
2. Empathy 2.34 2.38 2.36 Medium
3. Amiability 2.31 2.38 2.34 Medium
Overall 2.08 2.12 2.10 Medium
The figure and table represents the findings of the researchers gathered from Grade 11 and Grade 12
students of Rosario Institute. The researchers aimed to determine the levels of manipulation, empathy,
and social amiability of the Rosario Institute students.The results demonstrate that both grade levels
exhibit a similar level of social intelligence, with only a slight variation between them
Population Score for Manipulation
23 (2%) Very High

183 (15%) High
401 (32%) Medium
450 (36%) Low
205 (16%) Very Low
1.59 Mean Score

1262 Responses
Population Score for Empathy
110 (8%) Very High

528 (42%) High
401 (37%) Medium
450 (10%) Low
205 (2%) Very Low
2.35 Mean Score

1262 Responses
Population Score for Social Amiability
96 (8%) Very High

539 (43%) High
468 (37%) Medium
143 (11%) Low
16 (1%) Very Low
2.35 Mean Score

1262 Responses
STandard Deviation
This figure depicts the variability or spread of data gathered from 1262 respondents for each component of
social intelligence that was extracted. The standard deviation of each factor was represented using error bars
that were plotted on the mean value.
STandard Deviation
Components Mean Standard Deviation
Manipulation 1.59 1.1112
Empathy 2.35 0.9672
Social Amiability 2.35 0.9968
Manipulation scores have a wide range from the average, with a standard deviation of
1.1112. Empathy scores vary less with a standard deviation of 0.9672. Social Amiability
scores also vary widely, with a standard deviation of 0.9968, similar to Manipulation.
THE FACTORS AFFECTING THE SOCIAL INTELLIGENCE
OF THE STUDENTS.
Manipulation is a complex Manipulation

element in measuring social
Reciprocity
intelligence just like in every Interaction
component of social Capability
Trust
intelligence. Besides are the Relationship
factors that affect Power
Respect
manipulation.
OF THE STUDENTS.
Reciprocity
Reciprocity is an important factor in social situations, as people often reciprocate
actions or behaviors that are done for them. According to Mahmoodi et al.
(2018), reciprocity plays a crucial role in building relationships and getting
people to do what you want. In terms of social intelligence, reciprocity refers to
the ability to recognize when a person has done something for you and to
reciprocate the favor. The survey questionnaire used in this study included a
question on persuasion under manipulation, specifically Question 1 which states
"I am able to persuade others to do almost anything for me." The responses of
the students regarding this factor from the conducted interview suggest that
reciprocity is necessary in persuading others to some extent.
OF THE STUDENTS.
Reciprocity
“Yes I had the experience of requesting someone to do something for
me,and they followed through with it. This could be because they wanted to
reciprocate a favor that I had done for them.” SHS.S1-1.
“As as a shy person, I also have friends/classmates that are also cheering
me up and that’s why I support people by cheering them up also, so that
they know that I’m listening to them.” SHS.S1-9.
OF THE STUDENTS.
Reciprocity
Reciprocity is an important factor in social interactions and affects manipulation
by influencing compliance with requests. Respondent SHS.S1-1 and respondent
SHS.S1-9 both support this claim by highlighting the significance of reciprocity in
building relationships, establishing trust, and maintaining social connections.
Cherry's (2023) study emphasizes that the process of socialization is crucial in
fostering the need for reciprocity and that relationships are formed and
maintained through it. Meanwhile, Norris's (n.d.) study explains that reciprocity is
a critical aspect of social intelligence, enabling individuals to understand and
appropriately engage in social interactions, and establish positive relationships
with others.
OF THE STUDENTS.
Interaction
Interaction affecting the social intelligence of an individual in terms of making
relationship and building trust. More interactions, means more expanding of
knowledge that will lead to self-actualization and awareness towards other
individuals. These results leads to a better understanding and developed the
socialization skills depends on the situation. According to Bsharah et al. (2014)
that the individuals who have high social intelligence are friendly, supportive,
caring and possess magnetic powers that attract others and mostly of them are
successful in the society.
OF THE STUDENTS.
Interaction
‘’None really, I just interact with them like I normally do and also only when
there’s a group activity’’ SHS.SI-8
The quote from respondent SHS.SI-8 suggests that the level of interaction with
others can affect the development of social intelligence and manipulation skills.
The respondent mentioned that they interact with others normally, indicating that
they may not actively engage in building relationships or using manipulation
tactics. This highlights the importance of intentional and meaningful interactions
in developing social intelligence and the ability to influence others through
manipulation.
OF THE STUDENTS.
Capability
The concept of social advantage focuses on individual capacities as a central
part of the relevant informational base, unlike other approaches that focus on
personal utility. Social intelligence is defined as the capability to fully
comprehend and assess one’s and other individuals' behavior, as well as the
ability to communicate and establish conversations with empathy and
assertiveness. This skill is essential for effective communication and to easily
adapt with other people. Social intelligence is the ability of a person to
comprehend and manage individuals to interact effectively with others.
(Ermentaeyeva et al., 2014; Zakirova et al., 2014; Saxena et al., 2013).
OF THE STUDENTS.
Capability
“Yes, Some of the requests I made also benefit them, but there are also times
that it only benefits me, maybe the reason why they accept or agreed to my
request is that they are capable of doing my request.” SHS.S1-5.
The capability of individuals is an important factor that affects manipulation, as

highlighted by respondent SHS.S1-5. The ability of others to perform a task is
crucial in determining their willingness to accept or agree to requests. This
suggests that capability is also a factor that affects social amiability, as people
are more likely to establish positive relationships with individuals who are
capable of fulfilling their needs.
OF THE STUDENTS.
Trust
According to Yamagishi et al. (1999b), there is a strong link between social
intelligence and the ability to create and maintain general trust in society.
Individuals who possess strong social intelligence, which enables them to
understand and utilize their own and others' emotions, thoughts, and behavior in
social interactions, are better equipped to establish and maintain a high level of
general trust. The development of social intelligence can thus be seen as a
contributing factor to the emergence of general trust.
OF THE STUDENTS.
Trust
“One way to build rapport and gain their trust is by following through on
promises made to them. By doing so, I can establish credibility and build
trust with them. Another strategy to build rapport with students is to
communicate in a serious tone, which can make them perceive the
information as credible and trustworthy.” SHS.S2-4.
“Building a positive relationship with them and creating a strong foundation
of trust that cannot be easily shattered is an approach that I do to gain
each other’s trust.” SHS.S2-1.
OF THE STUDENTS.
Trust
Respondent SHS.S2-4 emphasized the importance of establishing credibility
and building trust with others by following through on promises made to them.
This supports the claim that trust is a significant factor that affects
manipulation, as building trust and relationships is essential in persuading or
manipulating others effectively. Trust is closely related to building relationships
and rapport, which are essential in social interactions.
OF THE STUDENTS.
Relationship
Establishing and maintaining meaningful connections with others is an essential
factor in social intelligence, which can help in persuading others. According to
the study by Holt-Lunstad et al. (2010), having friends can lead to greater levels
of support and assistance among individuals. People are more likely to comply
with requests from friends as compared to acquaintances or strangers,
indicating the impact of relationships on compliance. The study suggests that
friendship may have influenced their decision to agree to a favor. Moreover,
having close friends is associated with better mental and physical health
outcomes.
OF THE STUDENTS.
Relationship
“Yes, I think because I’m his/her friend, and they ask me for favor and I
think that’s the reason why they agreed in my favor too.” SHS.S1-9
“Yes, but no actual reason, because it’s my classmates and there’s also
no benefit into doing it because we’re just helping each other as
classmates.” SHS.S1-8
"Initially, I tend to observe students to determine the most effective
approach to use with them. Once I establish a good relationship and
become comfortable with them, I revert to my natural personality.
OF THE STUDENTS.
Relationship
SHS.S1-1 Positive relationships can lead to greater cooperation, trust, and
empathy, while negative relationships can lead to conflict and distrust. People
are more likely to help others if they perceive that there are benefits to doing
so. (Funder, 2016; Stürmer et al., 2006). SHS.SI-8 and SHS.S1-9 responses
suggest that having a certain relationship with others can make it easier to
persuade or manipulate them.
OF THE STUDENTS.
power
“Yes, I had the experience of asking people to do things for me, and they
complied. This was because I held the position of chairman in my room,
and they followed my requests”.SHS.S1-4
The statement from respondent SHS.S1-4 highlights how power can be used
to influence and control others, which is a form of manipulation. Power is the
ability to exert control or authority over others, and those who hold positions of
power can use it to persuade or coerce others to do what they want.
OF THE STUDENTS.
power
This can be seen in various contexts, such as in the workplace or in politics,
where individuals in positions of power can use their authority to manipulate
others to achieve their goals.
In the case of the respondent, their position of chairman gave them the power
to influence and control others in their room. The respondent's ability to ask
people to do things for them and have them comply highlights how power can
be used to manipulate others to achieve a common goal. This supports the
claim that power is a factor that affects manipulation, as those who hold power
can use it to influence and control others to do what they want.
OF THE STUDENTS.
power
Power is an important factor in social interactions and can influence people's
behavior. According to Magee et al. (2007), power dynamics play a significant
role in social intelligence, as individuals with power are more likely to initiate
contact in competitive encounters. Socially intelligent individuals can accurately
perceive and navigate power dynamics to build and maintain healthy
relationships, adjusting their behavior and communication accordingly. This
suggests that understanding power dynamics is crucial for effective social
intelligence
OF THE STUDENTS.
respect
Respect plays a vital role in social interactions and can impact social intelligence
and manipulation. Research by Audley et al. (2020) suggests that demonstrating
respect is crucial for maintaining connections and developing social
competence. Respect involves treating others with courtesy, empathy, and
fairness, which can create positive relationships. In terms of manipulation,
showing respect can help build trust and rapport with others, making them more
receptive to persuasion.
OF THE STUDENTS.
Respect
“Yes, I have had the experience of asking someone to do something for
me, and they consented to do it because I always show respect in every
request I make, and it makes them trust me every time I ask for a favor,
and if they need something, I return their kindness to them.” SHS.S1-6
“Establishing a positive connection with them by means of respect,
knowing that if I do, they will respect me in return.” SHS.S2-6.
OF THE STUDENTS.
Respect
SHS.SI-6 emphasizes in question number 1 and 2 that showing respect
towards others is a key factor in increasing the chance of having your request
granted, as it effectively establishes and nurtures a foundation of trust and
positive connection. This statement highlights the importance of respect in
building trust and influencing others to comply with your requests. The given
responses from respondent 6 emphasizes that showing respect towards
others is a key factor in increasing the chance of having your request granted,
as it effectively establishes and nurtures a foundation of trust and positive
connection.
OF THE STUDENTS.
Empathy is the ability to Empathy

understand and share the
Perspective
feelings of others. Besides Taking
are the factors that affect Support
Confidence
manipulation.
OF THE STUDENTS.
Perspective Taking
Perspective taking, or the ability to see a situation from another person's point of
view, has been shown to have a positive impact on social intelligence. Kanske et
al. (2016) found that a cognitive-behavioral intervention for aggression led to
increased empathy and emotional intelligence, suggesting that perspective
taking exercises can enhance social intelligence. Galinsky and colleagues
(2008) found that participants who engaged in a perspective taking exercise
before negotiating a business deal were more successful in reaching an
agreement than those who did not, indicating that perspective taking can
improve communication skills, another key component of social intelligence.
OF THE STUDENTS.
Perspective Taking
To also support these relevant studies, below are the responses that matches
the perspective taking from our conducted interview.
“No, but I know what it feels like when you’re not part or belong to any
groups and it feels like you’re left behind that’s why I know their struggle
when they are not confident, that’s why I help them overcome it.” SHS.S4-1 ·
“Yes. In a situation, I always put myself in their shoes to understand how or
what I am going to feel when I’m in their situation.” SHS.S4-3
“I always put myself in their position to know how they feel to know what to
do if ever I encounter the similar situation/person.” SHS.S4-4
OF THE STUDENTS.
Perspective Taking
“For me, yes but before understanding them I make sure that I experienced
it, and of course, I need to be open-minded and look to their perspective to
understand them.” SHS.S4-5 ·
“Yes, since I've been in that situation previously when I don't often associate
with others, and if I see individuals in that situation, I try to interact with them
and make them feel less alone.” SHS.S4-6 ·
OF THE STUDENTS.
Perspective Taking
“Yes, I’ve been through a situation where I feel tremble when I speak in
public and that’s the reason why I understand them.” SHS.S4-7 ·
“I can relate to people who have difficulty socializing because I see myself in
them. That's why I engage with them in a way that shows they're not alone.”
SHS.S4-8
OF THE STUDENTS.
Perspective Taking
The responses of the participants in the interview suggest that the ability to put
oneself in others' shoes and understand their feelings, experiences and
perspective is a crucial aspect of empathy, which is related to self-relating
adaptability in social intelligence.
They all stated that they can relate to others' situations because they have
experienced similar situations themselves. Therefore, self-relating adaptability is
a factor that affects empathy.
OF THE STUDENTS.
SUPPORT
This factor shows the ability to provide emotional support and encouragement to
others. In terms of social intelligence, it can refer to the ability to provide support
to others in a way that is genuine and meaningful. Supporting others can affect
social intelligence in terms of empathy. When a person provides support to
others, they are showing empathy towards them by understanding their needs
and offering assistance. This can help develop and strengthen their ability to
empathize with others in the future. Additionally, providing support can also
increase a person's understanding of the emotions and experiences of others,
leading to further development of their social intelligence and empathy.
OF THE STUDENTS.
SUPPORT
To also support these relevant studies, below are the responses that match the
perspective taken from our conducted interview.
"I can identify someone that is confident if they are a good speaker and is
not shy, and I can identify someone who is struggling with social issues if
they are nervous to stand or speak in front of people and if they are
stuttering when they speak. I support them by boosting their confidence by
saying “You can do it” and they don’t need to be shy." SHS.S3-2
OF THE STUDENTS.
SUPPORT
"On how they speak and how they stand in front of the people, if their voice
is shaky or if their confident answering questions. I support them by saying
“they can do it” and giving motivational support by using words and
expression." SHS.S3-4
"I cannot identify the person’s confidence, maybe when they are shy, and to
support them I just cheer them up by saying “You can do it” or giving
motivational statements." SHS.S3.5
OF THE STUDENTS.
SUPPORT
"I can tell an individual is suffering from social issues when I see them alone,
if they’re not comfortable speaking, they can’t make eye contact and don't
engage with others too often. I motivate, support, and interact with them
since I know that is one method, we may develop our connection or
friendship." SHS.S3-6
OF THE STUDENTS.
SUPPORT
"Through the way they speak, if their soft spoken when they are in front of
class I identify them as a shy person and when someone’s voice is loud
when they speak in front of the class they are confident. I support them by
cheering them up." SHS.S3-9
OF THE STUDENTS.
SUPPORT
The quotations provided all show how these individuals use their observations of
others' behavior to identify confidence or social struggles, and then give support
in the form of motivational statements, cheer, or interaction. This demonstrates
how giving support affects social intelligence in terms of empathy. By being
attentive to others' needs and offering encouragement, these individuals show a
capacity to understand and relate to the emotional experiences of those around
them. In other words, their actions display empathy, and the act of giving
support is an important aspect of social intelligence.
OF THE STUDENTS.
SUPPORT
The presence of social support, whether elicited or provided spontaneously,

plays a crucial role in how individuals cope with challenges and threats.
Research has consistently demonstrated that supportive interactions and the
existence of nurturing relationships in people's lives significantly contribute to
their physical health, emotional well-being, and work performance (B. Sarason
et al., 1996). Social support has emerged as a widely studied construct, given its
profound associations with favorable outcomes in terms of both physical and
emotional well-being (Uchino, 2006).
OF THE STUDENTS.
SUPPORT
These suggest that, engaging in supportive interactions, individuals develop

empathy, compassion, and a greater understanding of social cues and norms.
The experience of receiving and providing support fosters improved
communication skills, active listening, and the ability to offer appropriate
emotional support to others. These skills collectively contribute to the
development of social intelligence.
OF THE STUDENTS.
Confidence
Confidence is an individual's belief in their abilities and their self-efficacy.
Boosting confidence refers to the act of encouraging and supporting individuals
to increase their self-confidence. Research has shown that confidence is closely
related to an individual's self-efficacy, or their belief in their ability to perform a
task (Bandura, 1997). Confidence has also been found to be positively
associated with motivation and persistence in achieving goals (Bandura, 1997).
In contrast, a lack of confidence can lead to avoidance of challenges and
decreased motivation to pursue goals (Ryan and Deci, 2000).
OF THE STUDENTS.
Confidence
The SHS.SI-7 suggests that individuals who experience difficulty in socializing
may lack confidence, which can manifest in physical symptoms such as
trembling when speaking in public. The respondent's approach of cheering them
up to boost their confidence can help individuals overcome their anxiety and
perform better in social situations.
"I noticed that individuals who appear anxious and tremble when speaking in
public are the people who commonly experience difficulties in socializing. To
support them, I just cheer them up to boost their confidence." SHS.SI-7
OF THE STUDENTS.
Confidence
Therefore, boosting confidence can not only improve an individual's
performance in social situations but also increase their motivation and resilience
in achieving their goals. Supportive feedback and positive reinforcement can
increase an individual's self-efficacy and confidence in their abilities, leading to
better performance and motivation.
OF THE STUDENTS.
Empathy is the ability to Social Amiability

understand and share the
Adaptability
feelings of others. Besides Bonding
are the factors that affect Communicattion
manipulation.
OF THE STUDENTS.
Adaptability
Adaptability is the ability to adjust to changes in the environment, this includes
willingness to break habits to challenge themselves when their circumstances
change. In terms of social intelligence, it can refer to quickly adapting in social
situations. Adaptability is an important aspect of social intelligence because it
allows individuals to quickly adjust and thrive in different social situations. By
being adaptable, individuals can effectively navigate and communicate in a
variety of contexts, which can lead to stronger social connections and positive
interactions with others.
OF THE STUDENTS.
Adaptability
SHS.SI-2 emphasized that their adaptability significantly impacted their empathy
explaining that their experience of skipping school for several as they had to
adjust to a new environment after missing several years of school.
"Yes, because in my case I stopped attending school and after the past few
years I started to attend school again; at first it was hard for me to
communicate because I’m shy, so I needed to adapt." SHS.S3-2
This implies that the ability to adapt oneself to new social situations can help
individuals overcome barriers to empathy and improve their social
intelligence.
OF THE STUDENTS.
BONDING
Bonding an activity that promotes quality time with family and friends. It
includes engaging in shared activities, helping each other, socializing with
loved ones, and more. The act of bonding contributes to the cultivation of
confidence, creating a stronger emotional bond among family members, the
enhancement of communication abilities, improved academic performance,
decreased behavioral problems, and the creation of cherished memories
rooted in joy, laughter, and unity. Moreover, from a social intelligence
perspective, bonding helps people improve their socialization skills and build
better relationships with others.
OF THE STUDENTS.
BONDING
"I always make time for them like playing basketball, badminton,
reviewing together and any types of bonding." SHS.SI-3
"For me in maintaining a relationship with people I meet in social

situations I am just talking to them and trying to make bond with them
then I am respecting their decisions and opinions as well they too"
SHS.SI-5
OF THE STUDENTS.
BONDING
According to Publisher (2016b) The symbolic act of bonding, however, can have
very significant impacts on how two people speak about and view their
relationship, thus it merits its own stage. It stated that the act of bonding can
also have an effect on social intelligence, which is the capacity of a person to
comprehend and successfully negotiate social situations. Empathy, active
listening, assertiveness, and emotional regulation are just a few of the talents
that make up social intelligence and are all crucial for establishing and
sustaining relationships. A crucial aspect of social intelligence is the capacity for
understanding and meeting one another's needs, which is demonstrated when
two people perform the symbolic act of bonding.
OF THE STUDENTS.
Communication
Effective communication enables individuals to articulate their
experiences and express their needs to others. By engaging in
communication, individuals not only fulfill their own needs but also
promote a sense of connection within their relationships. In terms of
social intelligence, communication is one of the significan factors in
both sustaining relationships and adapting to different individuals.
OF THE STUDENTS.
Communication
To be specific, the responses of the students regarding this factor are
presented below.
"Actually, I am an extrovert; I’m easy to be friends with and I always
make the first move to communicate with them." SHS.SI-3
"Through communicating since we daily see each other." SHS.SI-9
Ultimately, social workers who possess strong communication skills are

better equipped to navigate complex social situations, build positive
relationships, and achieve better outcomes for their clients.
PROPOSED SOCIAL INTELLIGENCE ENHANCING
PRACTICES/ ACTIVITIES
Activities such as group discussions, volunteering, and

cultural immersion experiences can increase social
intelligence by improving communication skills, empathy,
perspective-taking, social awareness, emotional regulation,
and relationship management. These activities can lead to
stronger interpersonal bonds and more productive social
interactions.
● School Group Activities

Group activities can help enhance communication skills by

providing opportunities to develop social skills such as
teamwork, goal setting, and responsibility. They can also be
used to facilitate connections for quieter students, appeal to
extroverts, and reinforce respectful behavior. Respondent
SHS.SI-9 effectively establishes connections and adapts to
individuals with different backgrounds and personalities
through their active engagement in group activities and
inclusive brainstorming.
● School Group Activities

“I am a leader of a group; first, I’ll assign them for their task and
after that we’ll brainstorm so that in that way we can start
communicating.” SHS.SI-9

It means that collaboration and teamwork can help students

develop social intelligence.
● Physical Activities

Physical activity can have a positive impact on a person's

socialization skills by connecting with their community and
developing and refining communication skills. Team sports
foster prosocial behaviors and a strong social identity
among team members, and respondent SHS.SI-3 effectively
maintains relationships with individuals encountered in
social settings by actively allocating time for shared
activities.
● Physical Activities
”I always make time for them like playing

basketball, badminton, reviewing

together and any types of bonding.” SHS.SI-3.
Physical activities can help improve Manipulation, Empathy, Social Amiability,
and Social Interaction. Manipulation involves physical coordination, spatial
awareness, and fine motor skills, while Empathy involves self-awareness,
emotional regulation, and perspective-taking. Social Amiability involves social
interaction, communication, and relationship-building. Physical activities that
require teamwork, such as team sports or group fitness classes, can help students
develop Social Amiability skills by promoting positive communication, respect for
others, and the ability to work effectively with others. Overall, physical activities
promote all components of social intelligence.
● Communication workshops

Participating in communication workshops led to increased emotional

intelligence, including social awareness, empathy, and relationship
management. Demonstrated that communication skills training improved
social intelligence, including skills such as empathy, social awareness, and
relationship management (Torok, et al., 2018)


● Role-playing exercises:

"Learn how to interact with others can be a non-personal setting, such as a

typical chat, to gain confidence." SHS.SI-5
Role-playing exercises can help individuals improve their social skills, such
as empathy, perspective-taking, and communication, in a safe and
supportive environment( Lerner, 2017). Role-playing exercises improved
social intelligence, including emotional regulation and social awareness.
(Moshagen, M., Musch, J., & Göritz, A. S. (2014).


● Role-playing exercises:

Role-playing scenarios provide a safe environment for students to practice

communication skills and develop confidence in their ability to handle
conflict. Additionally, role-playing can help to enhance empathy by allowing
students to practice perspective-taking and understanding different points of
view.


Practices like active listening, maintaining communication,

and communicating with others using non personal setting
enhance social intelligence by improving emotional
regulation, empathy, social skills, and relationship
management. Engaging in these practices leads to better
personal and professional relationships.
Active Listening

entails not just hearing what another

Active listening is a communication skill that
person says but also trying to understand the meaning and intent behind them.
Being an active participant in the communication process is required. Active
listening is vital in communication because it keeps you connected with your
discussion partner in a good way. It also gives the other person a sense of being
heard and cherished. This ability is the foundation of any effective communication,
whether at business, at home, or in social settings. (Cuncic, 2022) Active listening
is essential for social intelligence development. It promotes socialization, dispute
resolution, and learning via discourse. This has a huge impact on personal
development. (García-Bullé, 2022)
Active Listening
This also applies to respondent SHS.SI-7.
“Just getting along with them like, if they share something, i’ll listen and they
request as small favor, i’ll do it. Those are just a few ways of how i build their
trust.” SHS.SI-7
Respondent SHS.SI-7 who successfully maintains relationships with people they
meet in social settings by getting along with them and doing things for them
including listening to them, sharing, and doing the favors individual’s asked them
to do.
Maintaining communication

Effective communication is a vital aspect

of social intelligence, involving the
ability to convey information effectively, interpret social cues, and adapt
communication style to different situations. It also emphasizes active listening and
appropriate responses. Improving communication skills can enhance social
intelligence, as evidenced by studies linking effective communication to greater
social influence and intercultural competence. Communication facilitates trust-
building and rapport, enabling individuals to demonstrate reliability and influence
social outcomes.
Maintaining communication

This also applies to respondent SHS.SI-5.
"People experience social difficulties for a variety of reasons. Whether they

are having difficulty socializing, I would talk to them, confront them about
whether they are all right or doing well, and encourage them." SHS.SI-5.
Communicating with others using
non personal setting
The practice of interacting with others in a non-personal setting, such as a chat,

involves using online communication to develop social skills and increase
confidence in social interactions. It is a form of socialization that allows
individuals to communicate with others through digital platforms without the
added pressure of face-to-face interaction
Communicating with others using non
personal setting

"Learn how to interact with others can be a non-personal setting, such as a

typical chat, to gain confidence." SHS.SI-5 stated.
Engaging in online communication provides a safe and non-threatening

environment for individuals to practice and develop their social skills. It allows
them to express their true selves without fear of judgment or rejection.
Communicating with others using non
personal setting
Online communication offers more opportunities to practice social skills

compared to face-to-face interactions, as it allows communication with a
larger number of people in a shorter time. This increased practice can lead to
improved social skills and greater confidence in social interactions.
Interacting in a non-personal setting, like online chats, is an effective way to
enhance social skills and build confidence.
Summary,Conclusion & Recommendation
Summary

This research focused on studying

the social intelligence of Senior High
School students at Rosario Institute in a post-pandemic setting. A mixed-method
approach was employed, including a quantitative phase to determine the
students' social quotient and a qualitative phase involving interviews. Factors
affecting social intelligence were identified, and recommendations were made.
The findings showed that students had a moderate level of social intelligence,
with room for improvement in manipulation skills. Factors such as power,
capability, interaction, trust, relationship, intuition, support, confidence, self-
relating, relationship with others, adaptability, interaction, and reciprocity were
found to impact social intelligence.
Summary

Proposed practices and activities to enhance social intelligence included

group activities, physical activities, communication workshops, and role-playing
exercises. Engaging in these activities can improve communication skills,
empathy, social amiability, and overall social awareness.
Conclusion

social intelligence of Senior High

This study focused on examining the
School students at Rosario Institute in a post-pandemic context. A mixed-
method approach, including questionnaires and interviews, was used to collect
comprehensive data. The research revealed that students had low scores in
manipulation and average scores in empathy and social amiability, indicating a
need for improvement in social skills. The study proposed various practices and
activities to enhance students' social intelligence. Although the findings are
specific to Rosario Institute, they can benefit individuals struggling with social
interaction. However, the exclusion of participants' past social intelligence and
the incomplete response rate from the population may affect the validity of the
results.
Summary,Conclusion & Recommendations
Recommendations
For Students.
According to Brackett and colleagues (2011) found that students who participated in a social-
emotional learning program showed significant improvements in their social and emotional
skills, including social intelligence. Students could benefit from programs or interventions that
focus on improving their social intelligence skills. Schools could offer workshops or classes
that teach students about social intelligence and how to develop their communication,
interpersonal, and emotional intelligence skills. As for respondent SHS.SI-2 "I can identify
someone that is confident if they are a good speaker and is not shy, and I can identify
someone who is struggling with social issues if they are nervous to stand or speak in front of
people and if they are stuttering when they speak. I support them by boosting their confidence
by saying “You can do it” and they don’t need to be shy." A study by Lopes and colleagues
(2006) found that higher levels of emotional intelligence were associated with better social
skills and higher academic achievement among middle school students.
Recommendations
For Students.
Participate in social-emotional learning programs offered by schools or community

organizations.
Attend workshops or classes that focus on developing communication, interpersonal, and
emotional intelligence skills.
Practice active listening and empathy by paying attention to others' perspectives and
emotions.
Develop self-awareness by recognizing your own emotions and how they may affect others.
Build confidence by practicing public speaking or engaging in social situations that challenge
you.
Seek out diverse social experiences to develop cross-cultural communication skills.
Recommendations
For Parents.
American Psychological (2009) parents' nurturing, guidance, and provision

of a supportive environment lay the foundation for children to develop
strong socialization skills. By fostering self-confidence, modeling healthy
relationships, teaching empathy, and offering guidance, parents contribute
significantly to their child's social development.
Recommendations
For Parents.
Parents should provide a nurturing and supportive environment for their

children to develop strong socialization skills.
Fostering self-confidence in children can help them develop better social
skills.
Parents can model healthy relationships and teach empathy to help their
children develop social skills.
Offering guidance and support to children can also contribute significantly
to their social development.
Recommendations
For Guidance Counselour

School counselors serve as a first line of defense in identifying and addressing

student social/emotional needs within the school setting. School counselors have
unique training in helping students with social/emotional issues that may become
barriers to academic success (American School Counselor Association (ASCA,
2017). As for the Guidance counselors could use the findings of this study to
identify students who may benefit from additional support in developing their social
intelligence skills. They could use this information to provide targeted interventions
or support to students who may struggle with communication, interpersonal, or
emotional intelligence.
Recommendations
For Guidance Counselour

Utilize the findings of this study to identify students who may benefit from additional
support in developing social intelligence skills
Provide targeted interventions or support to students who may struggle with
communication, interpersonal, or emotional intelligence
Collaborate with teachers, parents, and other professionals to provide a comprehensive
approach to addressing students' social/emotional needs
Offer workshops or classes for students that focus on developing social intelligence
skills and improving their communication, interpersonal, and emotional intelligence skills
Use counseling techniques such as cognitive-behavioral therapy (CBT) or social skills
training to address specific social/emotional issues that may be impacting a student's
academic success.
Recommendations
School Administrators: School administrators could use
For School Administrator

the findings of this study to identify areas for
improvement in the school's social climate and culture. They could use this information to develop policies or
initiatives that promote positive relationships and social development among students, teachers, and staff.
“I rarely ask for someone help, I don’t usually ask for favor, if I can do the task I’ll just going to do it myself.” -
SHS.SI-7
''None really, I just interact with them like I normally do, and I only have interaction with them when there’s a group
activity.'' - SHS.SI-8
Base on the responses of the respondents to an interview, the School Asministrators should more focus on the
developing and promoting a positive relationship among students and teachers. Theimann (2016) stated that for
students, the most important learning environments is the School. According to Ehren et al. (2013) Schools
should create boundaries and limitations for educational quality. Educational responsibilities such as the
teaching and learning of skills and knowledge, studying appropriate social behavior or personal development,
and other administrative responsibilities such as the management of resources, external relations and
partnerships are some of the expected presented standards and criteria details that a school must possess.
Recommendations
For School Administrator
School administrators should prioritize promoting a positive school climate

and culture that fosters positive relationships among students, teachers, and
staff.
School administrators should create policies or initiatives that encourage
social development and support social and emotional learning.
School administrators should establish clear boundaries and limitations for
educational quality and ensure that all educational responsibilities are met,
including the teaching and learning of skills, appropriate social behavior,
personal development, and administrative responsibilities.
Recommendations
For Future Researcher.

external factors that may affect social
One suggestion for future research is to investigate
intelligence, such as the impact of social media use and academic performance on social skills.
This could provide a more comprehensive understanding of the factors that influence social
intelligence among high school students, and may lead to the development of targeted
interventions or programs to improve social skills.
Another suggestion for future researchers is to consider using different methodologies to
measure social intelligence. For instance, the Mesi methodology, developed by Miroslav
Frankovský and Zuzana Birknerová, can be used to measure social intelligence without altering
the components of social irritability. Additionally, they can use the Tromso, which is a
comprehensive measure of social intelligence that assesses three domains - Social information
processing (SP), Social skills (SS), and Social awareness (SA). These measures can be used to
further study social intelligence among Senior High School students, and researchers can
compare their results with those of previous studies that have used these methodologies.
Recommendations
For Future Researcher.
Conduct research on the impact of social media use on social intelligence among
high school students.
Investigate the relationship between academic performance and social intelligence.
Explore the potential impact of socio-economic factors on social intelligence
development.
Investigate the effects of cultural differences on social intelligence among high
school students.
Develop targeted interventions or programs that focus on improving social skills
based on research findings.
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social intelligence of rosario

institute senior high school students

When compared to those with inadequate social abilities,

This study focused on the Social Intelligence (S.I.) of senior high

The findings of this study will determine the socialization

Empathy Social Quotient

Social Intelligence and Student's Learning

Hanum (2017) stated that interaction is essential in classroom activities. Teachers

In the study off Tibbetts (2021). Computer-mediated social connections quickly

According to Dolot (2019) Generation Z values communication and

According to Gyan PrakashYadav et al., (2017). as for Students, there are

According to Chang, (2022) Generation Z comprises people born between

According to (Aprilianti, 2022). People with good interpersonal skills typically

According to Bruno (2020) The research indicates that time

According to Bruno (2020) The research indicates that time

Minnaert (2017) Stated that Self-regulated strategy development is a well-known

A mixed-method approach was used in this study

Scale Numerical Value Interpretation In calculating the scale

5 3.21-4.0 Very High

Out of 1454 Rosario

1. Manipulation 1.59 1.61 1.60 Low

2. Empathy 2.34 2.38 2.36 Medium

3. Amiability 2.31 2.38 2.34 Medium

Overall 2.08 2.12 2.10 Medium

23 (2%) Very High

1.59 Mean Score

110 (8%) Very High

2.35 Mean Score

96 (8%) Very High

2.35 Mean Score

Manipulation 1.59 1.1112

Empathy 2.35 0.9672

Social Amiability 2.35 0.9968

Manipulation is a complex Manipulation

The capability of individuals is an important factor that affects manipulation, as

Empathy is the ability to Empathy

The presence of social support, whether elicited or provided spontaneously,

These suggest that, engaging in supportive interactions, individuals develop

Empathy is the ability to Social Amiability

"For me in maintaining a relationship with people I meet in social

Ultimately, social workers who possess strong communication skills are

Activities such as group discussions, volunteering, and

Group activities can help enhance communication skills by

It means that collaboration and teamwork can help students

Physical activity can have a positive impact on a person's

basketball, badminton, reviewing

Participating in communication workshops led to increased emotional

PROPOSED SOCIAL INTELLIGENCE ENHANCING

"Learn how to interact with others can be a non-personal setting, such as a

PROPOSED SOCIAL INTELLIGENCE ENHANCING

Role-playing scenarios provide a safe environment for students to practice

PROPOSED SOCIAL INTELLIGENCE ENHANCING

Practices like active listening, maintaining communication,

entails not just hearing what another

Effective communication is a vital aspect

This also applies to respondent SHS.SI-5.

"People experience social difficulties for a variety of reasons. Whether they

The practice of interacting with others in a non-personal setting, such as a chat,

"Learn how to interact with others can be a non-personal setting, such as a

Engaging in online communication provides a safe and non-threatening

Online communication offers more opportunities to practice social skills

This research focused on studying

Proposed practices and activities to enhance social intelligence included

social intelligence of Senior High