These years are marked by confusion, distraction, rebellion, as well as the need for assurance, affirmation, love and understanding. Dealing with these troubled and troubling years have never been easy but there is that constant effort to bridge the gap and span the distance. Margarita Junior pointed out in her essay, "The Essence of Being a Youth" that "adolescence is a very critical period since at this point the adolescent begins to seek the life that he wants. " Teenagers always wanted thrill, excitement and adventure.
Sometimes, what an adolescent wants may rather be semiconductors by those people whom they seek understanding and appreciation. This leads to different emotional problems like identity crisis, suicide, delinquency and many others. Student's performance in class is one of the factors wherein you can see that the students are suffering from these kinds of problems. Sometimes, there is an abrupt change in his examination score and there is a great decrease in his class standing. Also, their motivation to go to school suddenly diminishes.
This tends to students cutting classes and to show other deviant behavior. This research paper seeks to avoid this kind of behavior to students. Also, this will assess their academic performance to its outstanding level. The researcher truly believes that a better emotionality can be the answer to this problem. The purpose of this research paper is to assess socio-emotional development and identify the importance and the implications of it to academic performance of an adolescent using ten selected students in the third year level of Cantonal High School in a case study design.
At this point of the research paper, Emotional Intelligence is fined as ability to accurately perceive, evaluate, express and regulate emotions and feelings (Medina, 2011). The research study of the Implication of Emotional Intelligence to Student's Academic Performance will be able to show how emotions affect the learner's ability to gain knowledge in a classroom setting. The research was made to have more emotionally inclined activities for the students to get a high ranking in class.
This will highly give an impact to the following: School Administration - they will be aware of the importance of emotional intelligence and behavior to student's performance in class. They will be able to utilize the capacity of the students to learn by engaging them to a more student-centered curriculum. Students - their weaknesses and strengths regarding day-to-day experiences will be able to get familiarize. They can be able to resulting to a more stress-free learning community. Teachers - they can develop a more harmonious student-teacher relationship inside the classroom.
They will be able to understand and evaluate student's personality, attitude and behavior and therefore, can be more efficiency in teaching. Researchers - they will understand the ore up-close reality of education system and day-to-day experiences. This research can help them discover more of emotional intelligence as well as it relationship with academic performance. Emotional intelligence and its implications towards cognitive development and academic performance shown by the ten selected students in the 3rd year level of Cantonal High School. Specifically, this study will look into the following subprograms: 1.
Level of Emotional Intelligence a. Interpersonal Scale b. Interpersonal Scale c. Adaptability Scale d. Stress Management e. General Mood Scale . What are the causes of low class performance? 3. What are the importance of emotional intelligence to student's academic performance? 4. What are the advantages and disadvantages of emotional intelligence to student's academic performance? E. Scope and Limitation This study covers the level of emotional intelligence of each student in the third year level of Cantonal High School, its causes and the effect of it in their academic performance.
This would also include the advantages and disadvantages of emotional intelligence in relation to academic performance. This would not include the difference between boys and girls emotionality and level of intelligence. II. Research Methodology and Procedures A. Research Design This research paper used the case study design resulting to a case study. This paper explores single entity or phenomenon which is the relation between emotional intelligence and academic performance. This used data collections to prove the observation.
This also used triangulation, a combination of case study, interviews and surveys to answer a common problem and make a good conclusions and recommendations. B. Respondents This research paper focused on the ten selected students of the first section of the third year level of Cantonal High School. C. Research Instrument Emotional intelligence activities and tests were given to the respondents of this research paper. This will test the level of emotional intelligence of the students involved.
General survey questionnaire shown in Appendix B was also used to questions were asked to some faculty members to get their opinion regarding the said topic. D. Data Gathering Procedures To gather information necessary for the development of this research, first the searcher got a random sample of students in the first section of the third year level of Cantonal High School. Then, they are given a set of emotional intelligence activities to test the level of emotional intelligence of the students involved.
The researcher got the names of the students and asked for each student's general weighted average as well as their grades in the five major subjects such as English, Mathematics, Science, Filipino and Mayans. This is for the 3rd grading period of the school year 2012-2013. A general survey questionnaire was given to the students about the causes and effects of emotional intelligence to their academic performance and study habits. This may lead to the formulation of this research work.
The researcher also interviewed some teachers to get their opinions and responses for more background information regarding the topic. E. Data Analysis Procedure To start the data analysis procedure, complete sets of data were needed. The researcher first read all the responses of the students in the given emotional intelligence activities. Then, the researcher analyzed the answers and categorized it as high, average and low levels. The result of the analysis was compared to their academic performance considering their general weighted average and their grades in the five major subjects.
The responses of the teachers in the conducted interview served as a basis for the recommendation proposed by this research paper. Data analysis has been a very difficult phase for this research project. The reasons are that the responses of the students in the emotional intelligence activities were somehow vary depending on the categories. Secondly, the time allotted is very limited and minimal. And lastly, the knowledge of the researchers for the said topic as also limited and still depends upon the result of this research paper. F.
Methods of Verification Observation of the performances in classes made the researcher verify the results of the study conducted to the third year students. Shadowing and background checking were also used to clarify the answer in the emotional intelligence activities given to them. This somehow prevents the "halo effect" or the way the students answer the given activity is the way the researcher wants them to do. G. Statistical Treatment Individual assessment was tallied before they were put into graphs for the statistical reattempt.
Percentage was utilized to quantify the data gathered. The formula for percentage used was: P=100(f/n) wherein p is percentage, f is frequency and n is the total number of respondents. Ill. Presentation, Analysis and Interpretation of Data Gathered The result of the study about the implication of emotional intelligence to student's academic performance derived from the activities and proceeds to the analysis and interpretation of the data. Problem 1 Level of Emotional Intelligence based on the following categories: a. Interpersonal scale b. Interpersonal Scale c. Adaptability scale e.