“THE EFFECTS OF ONLINE

CLASS AMONG 1 ST YEAR

PSYCHOLOGY COLLEGE
STUDENTS AND HOW DOES IT
IMPACT THEIR ACADEMIC
PERFORMANCE AND
EMOTIONAL INTELLIGENCE”
 H
Y
ALTERNATE HYPOTHESIS
P
There is significant relationship between online class
among 1st year psychology college students and their O
academic performance and emotional intelligence.
T
NULL HYPOTHESIS H
There is no significant relationship between online E
class among 1st year psychology college students
and their academic performance and emotional S
intelligence.
I
S
 Academic Awareness of
Performance Stress
and Emotional
Quotient
Mean 28.92857143 14.5952381
Variance 16.21428571 4.051684088
Observations 42 42
Pearson Correlation -0.084902114
Hypothesized Mean Difference 0
df 41
t Stat 19.9673475
P(T<=t) one-tail 4.89E-23
t Critical one-tail 1.682878002
P(T<=t) two-tail 9.79E-23
t Critical two-tail 2.01954097
 RESULTS

Mean SD P- value REMARKS NULL

Academic 28.9285 4.026697

Performance 7143 < .00001 SIGNIFICANT DENIED
and Emotional
Quotient

AWARENESS OF 14.5952 2.01288

STRESS 381
 I
N
T
ACADEMIC PERFORMANCE & EMOTIONAL E
QUOTIENT ( M=28.92857143,
SD=4.026697) R
P R
AWARENESS OF STRESS ( M=14.5952381, O
R E
SD=2.01288) F
E S
p-value = < .00001, T U
SIGNIFICANT. L
T
S
 C
O
In conclusion, the ACADEMIC N
PERFORMANCE AND EMOTIONAL
QUOTIENT ( M=28.92857143, C
SD=4.026697 ) is more affected on L
ONLINE CLASSES than AWARENESS OF
STRESS ( M=14.5952381, SD=2.01288); U
( p-value = < .00001, The result is
S
significant at p <.05 ).
I
O
N