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ABSTRACT IMPACT OF EMOTIONAL INTELLIGENCE TO THE ACADEMIC ACHIEVEMENT OF COLLEGE FRESHMEN EDUCATION STUDENTS OF THE UNIVERSITY OF MANILA Researcher: ILICAN, JULIOUS CAESAR C. Adviser: DR. LOURDES C. SABILE

This study aimed to determine the impact of emotional intelligence to the academic achievement of college freshmen education students of the University of Manila.

I.

Statement of the Problem

Specifically, it sought to answer the following sub-problems: 1. What is the demographic profile of college freshmen Education students of the

University of Manila? 1.1 Gender; 1.2 Age; 1.3 Family monthly income status; and, 1.4 Type of secondary school last attended 2. What is the emotional intelligence (EI) of the respondents?

3. What is the academic achievement of the respondents? 4. Is there a significant relationship between the demographic profile of the respondents and the following: 4.1 level of emotional intelligence

xii 4.2 level of academic achievement 5. Is there a significant relationship between the respondents level of emotional Intelligence and their academic achievement?

II.

Research Methodology As defined by Best (2001), descriptive research seeks to find answers to

questions

through

analysis

of

variable

relationships

with

the

following

characteristics: Involved hypothesis formulation and testing, use the logical method of inductive-deductive reasoning to arrive at generalizations. While, correlational study was applied as stated in the problem to estimate the extent to which different variables are related to one another in the population of interest. The elements of this design included identification of the variables of interest, the group of subjects/respondents where the variables were applied, and the estimation procedure to determine the extent of relationship. Thus, this particular study utilized a descriptive-correlational research wherein variables of interest and the subjects were determined and the relationships between them were identified.
Findings 1. Demographic profile of the BSEd and BEEd freshmen students of the University of Manila in terms of gender, age, family monthly income status and the type of secondary school last attended.

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1.1 Gender Majority of the respondents were female which consisted of one hundred twenty-five (125) or 78.12% of the respondents while thirty five (35) or 21.88% of the total number of respondents were males. 1.2 Age One hundred two (102) or 63.75% of the respondents belonged to the age group 16-17 years old; followed by forty one (41) or 25.63% of the respondents belonged to the age bracket 18-19 years old, and followed by those belonging to 20 years old age and above bracket with fourteen (14) or 8.75% respondents. The results indicate that students from the University of Manila taking up education course were mostly aged 16-17 years old. 1.3 Family Monthly Income Status Majority of the respondents have a family monthly income of ten thousand pesos (Php10,000.00) and below which consisted of one hundred three (103) or 64.38% while fifty seven (57) or 35.63% of the respondents have a family monthly income of ten thousand pesos (Php10,000.00) and above.

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1.4 Type of Secondary School Last Attended Majority of the respondents came from the public school which consisted of one hundred three six (136) or 85% while twenty four (24) or 15% of the respondents came from a private school. 2. Emotional Intelligence of the respondents according to their demographic profile and individualized emotional intelligence. 2.1 According to the Respondents Demographic Profile 2.1.1 Gender Majority of the male and female freshmen BSEd and BEEd students of the University of Manila have an EI that ranged from average to good. Based on the results it shows that out of thirty-five (35) male respondents eight (8) or 22.90% have average EI and twelve (12) or 34.30% were classified with good EI. Among the one hundred twenty-five (125) female respondents fifty three (53) or 42.40% were classified with average EI and forty-eight (48) or 38.40% have good EI. 2.1.2 Age Majority of the freshmen BSEd and BEEd students of the University of Manila especially at the age bracket of 16-17 years old and 18-19 years old have an EI that ranged from average to good. Out of one hundred two (102) respondents under the age bracket of 16-17

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years old, forty one (41) or 40.20% have average EI and forty (40) or 39.20% were classified with good EI. Among the forty one (41) respondents under the age bracket of 18-19 years old, fifteen (15) or 36.60% were classified with average EI and thirteen (13) or 31.70% have good EI. 2.1.3 Family Monthly Income Status Out of one hundred three (103) respondents who have a family monthly income of Php10, 000.00 and below, thirty six (36) or 34.95% were classified with average EI and thirty nine (39) or 37.86% were classified with good EI. Among the fifty seven (57) respondents who have a family monthly income of Php10, 000.00 and above, twenty five (25) or 43.86% were classified with average EI and twenty one (21) or 36.84% were classified with good EI. The results indicate that majority of the freshmen BSEd and BEEd students of the University of Manila whose family monthly income status is from below to above Php10,000.00 have an EI that ranged from average to good. 2.1.4 Type of Secondary School Last Attended Out of twenty four (24) respondents who studied from a private school, thirteen (13) or 54.17% were classified with average EI and seven (7) or 29.17% were classified with good EI. Among the one

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hundred thirty six (136)) respondents who came from a public school, forty eight (48) or 35.29% were classified with average EI and fifty three (53) or 39% were classified with good EI. The results indicate that majority of the freshmen BSEd and BEEd students of the University of Manila who came from a private and public school have an EI that ranged from average to good. 2.1.5 Individualized Emotional Intelligence Out of 160 respondents there were only two (2) or 1.25% classified with weak EI; twenty (20) or 12.50% were classified with low EI; sixty one (61) or 38.13% were classified with an average EI; sixty (60) or 37.50% were classified with good EI; and lastly seventeen (17) or 10.60% were classified with a very good EI. The EI of the majority of the BSEd and BEEd students of the University of Manila ranged from average to good. 2.2 Mean Distribution of Emotional Intelligence Score of the Respondents when grouped According to their Profile 2.2.1 Gender The mean score of the male respondents is sixty four (64) which can be verbally interpreted as average. In the other hand, the female mean score is sixty five (65) which can be interpreted as good.

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2.2.2 Age The mean score of the respondents under the age bracket of 1617 years old is sixty four (64) which can be verbally interpreted as average; under the age bracket of 18-19 years old, their mean score is sixty five (65) which can verbally interpreted as good; and those under the age bracket of 20 years old and above, their mean score is sixty eight (68) which can also verbally interpreted as good. It means that those respondents under the age bracket of 18-19 years old and 20 years old and above have good emotional intelligence compared to the respondents who belonged to the age bracket of 16-17 years old. 2.2.3 Family Monthly Income Status The mean score of the respondents with a family monthly income of Php10, 000.00 and below is sixty five (65) which can be verbally interpreted as good. In the other hand, the respondents with a family monthly income of Php10, 000.00 and above have a mean score of sixty four (64) which can verbally interpret as average. It implies that when it comes to emotional intelligence those students with a family monthly income status of Php10, 000.00 and below has good emotional intelligence compared to students with a family monthly income of Php10, 000.00 and above.

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2.2.4 Type of Secondary School Last Attended The mean score of the respondents who came from a private school is sixty three (63) which can be verbally interpreted as average. In the other hand, the respondents who came from a public school have mean score of sixty five (65) which can verbally interpret as good. It implies that students who came from the public school have good emotional intelligence compared to the students who came from a private school. 2.2.5 Overall Emotional Intelligence Mean Score The mean score of the respondents is sixty four (64) which can verbally interpret as average. The respondents should give some serious thought to working on their emotional life. 3. Academic Achievement of the respondents according to their demographic profile and individualized emotional intelligence. 3.1 According to the Respondents Demographic Profile 3.1.1 Gender Out of thirty five (35) male respondents, five (5) or 14.29% were classified below average level and thirty (30) or 85.71% were average. Among the female respondents seventeen (17) or 13.60% were classified below average; one hundred three (103) were average; and

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five (5) or 4% were above the average level. This means that majority of the BSEd and BEEd respondents were average in their academic achievement. 3.1.2 Age Out of one hundred two (102) respondents under the age bracket of 16-17 years old, there were thirteen (13) or 13% of the respondents were classified below average; eighty four (84) or 82.35% were classified average; and five (5) or 4.90% were classified above average. Among the forty one (41) respondents under the age bracket of 18-19 years old, six (6) or 15% were classified below average and thirty five (35) or 85.37% were classified average. Under the age bracket of 20 years old and above, out of 14 respondents there were two (2) or 14.29% of the respondents were classified below average and twelve (12) or 86% were classified average. This means that considering the age of the respondents, majority of them were classified average when it comes to academic achievement. 3.1.3 Family Monthly Income Status Out of one hundred three (103) respondents who have a family monthly income of Php10, 000.00 and below, fifteen (15) or 14.56% were classified below average; eighty six (86) or 83.50% were classified

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average; and two (2) or 1.94% were classified above average. Among the fifty seven (57) respondents who have a family monthly income of Php10, 000.00, seven (7) or 12.28% were classified below average; forty seven (47) or 82.46% were classified average; and three (3) or 5.26% were classified above average. It shows that majority of the respondents whose family monthly income is below and above Php10, 000.00 were classified at average level when it comes to academic achievement.

3.1.4 Type of Secondary School Last Attended Out of twenty four (24) respondents who studied from a private school, six (6) or 25% were classified below average and eighteen (18) or 75% were classified average. Among the one hundred thirty six (136)) respondents who came from a public school, sixteen (16) or 11.76% were classified below average; one hundred fifteen (115) or 84.56% were classified average; and five (5) or 3.68% were classified above average. It only shows that majority of the freshmen BSEd and BEEd students of the University of Manila who came from a private and public school were classified average when it comes to academic achievement level.

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3.1.5 Individualized Academic Achievement Level Out of one hundred sixty (160) respondents, there were twenty two (22) or 13.75% of the respondents were classified below average; one hundred thirty three (133) or 88.13% were classified average; and five (5) or 3.12% were classified above average. This only means that when it comes to the academic achievement level of BSEd and BEEd freshmen students of the University of Manila, majority were at average level. 3.2 Mean Distribution of Academic Achievement Score of the Respondents when grouped According to their Profile 3.2.1 Gender The mean score of the male respondents is ninety three (93) which can be verbally interpreted as average. In the other hand, the female mean score is ninety eight (98) which can verbally interpret also as average. It implies that the academic achievement of the male and female respondents were both classified as average. 3.2.2 Age The mean score of the respondents under the age bracket of 1617 years old is ninety eight (98) which can be verbally interpreted as average; under the age bracket of 18-19 years old, their mean score is

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ninety seven (97) which can be verbally interpret as average; and those under the age bracket of 20 years old and above, their mean score is ninety four (94) which can also be verbally interpreted as average. It means that respondents academic achievement were classified average despite their age. 3.2.3 Family Monthly Income Status The mean score of the respondents with a family monthly income of Php10, 000.00 and below is ninety six (96) which can be verbally interpreted as average. In the other hand, the respondents with a family monthly income of Php10, 000.00 and above have a mean score of ninety eight (98) which can also verbally interpreted as average. It implies that when it comes to academic achievement of the respondents who have a family monthly income of below and above Php10, 000.00 were classified average. 3.2.4 Type of Secondary School Last Attended The mean score of the respondents who came from a private school is ninety six (96) which can be verbally interpreted as average. In the other hand, the respondents who came from a public school has mean score of ninety seven (97) which can also verbally interpreted as average. It implies that students who came from a private or public

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school were both classified average when it comes to academic achievement. 3.2.5 Overall Academic Achievement Mean Score The mean score of the respondents is ninety seven (97) which can verbally interpret as average. The respondents can benefit from instruction appropriate to their grade. 4. Influence of Demographic Profile of the Respondents in their Emotional Intelligence and Academic Achievement. 4.1 Significant Relationship between Emotional Intelligence and Demographic Profile of the Respondents It was found out that emotional intelligence was significantly related to gender with a computed chi-square value of 13.52 and a p-value of 0.009 and to family monthly income status with a computed chi-square of 11.66 and a p-value of 0.02 which is less than the .05 level of significance, thus the null hypothesis were rejected. There were no significant relationships between emotional intelligence and the profiles; age and the type of secondary school last attended.

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4.2 Significant Relationship between Academic Achievement and Demographic Profile of the Respondents It was found out that academic achievement level was not significantly related to profile of the respondents; gender (p value 0.49), age (p value 0.69), family monthly income status (p value 0.38) and the type of secondary school last attended (p value 0.28). All the p-values were greater than the 0.05 level of significance. Thus, the null hypothesis was accepted.

5. Significant Relationship between Emotional Intelligence and Academic Achievement of the Respondents Based on the results, the computed chi- square is 6.76 and a p-value of 0.56 which is greater than the 0.05 level of significance. This only means that the emotional intelligence and academic achievement level of the respondents were not statistically related. Thus, the null hypothesis is accepted. Conclusions 1. Majority of the respondents were female, belong to the age group 16-17 years old, with a family monthly income of ten thousand pesos (Php10,000.00) and below and came from a public school. 2. Majority of the respondents emotional intelligence level were classified either average or good. Majority of the BSE and BEED freshmen students are good at

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understanding their own emotions, managing their emotions, reading others emotions, and handling relationships 3. The academic achievement level of the respondents was classified as average. These students can benefit from instruction appropriate to their grade. 4. It was found out that emotional intelligence was significantly related to gender and to family monthly income status No significant relationships were found between emotional intelligence and the profiles; age and the type of secondary school last attended. It was also found out that academic achievement level was not significantly related to profile of the respondents; gender, age, family monthly income status and the type of secondary school last attended. 5. The emotional intelligence and academic achievement level of the respondents were not statistically related. This only means that emotional intelligence has no impact on the academic achievement of the students.

Recommendations

1. Administrators of the University of Manila must consider adding practical courses that would help BSEd and BEEd freshmen students function at a higher level of emotional intelligence especially for those students who are not emotionally good and stable. A specific Emotional Intelligence Course could include instruction and actual practice in some of the following areas related to emotional intelligence(Goleman, 1998; Petrides & Furnham, 2006).

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2. Administrators

should

continually

monitor

the

teaching-learning

interventions that would further lead to students successful performance of their tasks in school.Further, it is likewise recommended that Education facilitators/teachers should adjust their teaching styles to suit these kinds of learners so there will be no mismatch on the ways where learners learn best. 3. Strengthen the orientation program of new BSEd and BEEd freshmen students to understand fully their teaching profession. 4. The Student Support Services of the University of Manila should continually create programs that will cater the needs of the students in order for them achieve their well being and improve academic success. 5. Emotional intelligence and academic achievement tests are likewise recommended to be part of the entrance exam for applicants in the College of Education to identify weak points in terms of their emotions and academic achievement . 6. Other researchers may look into the extrinsic factors pertaining to the improvement of students support services, quality circles, quality programs, quality teaching, learning experiences and facilities used that may deemed necessary for student success in school. 7. Follow up research may use other methodologies, like case studies, in order to discover more in-depth insights as to the nature of students taking up BSEd and BEEd. Further research should examine emotional intelligence and academic achievement using subjects from a variety of different fields of

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course in college. Considering that emotional intelligence is a key in predicting academic achievement in the school, future research should expand upon this finding. Future research should strive to find a specific emotional intelligence construct that would correlate to students academic achievement.