Emotional Quotient: Its Relation The To Academic Performance of High School Students

Passi National High School
SPECIAL SCIENCE CLASS DEPARTMENT

Dorillo St., Passi City, Iloilo
1
EMOTIONAL QUOTIENT: ITS RELATION THE TO ACADEMIC PERFORMANCE
OF HIGH SCHOOL STUDENTS
Andrea P. Duran and Barbara C. Fernandez
Special Science Class, Passi National High School
Chapter 1
Introduction to the Study
Chapter 1 is divided into five parts: (1) Background
and Theoretical Framework of the Study, (2) Statement of the
Problem and Hypothesis, (3) Significance of the Study, (4)
Definition of Terms, (5) Scope and Delimitation of the
Study.
Part One, Background and Theoretical Framework of the
Study, presents the introduction to the study, the reasons
for conducting the study, and discusses its Theoretical
Framework.
2
Part Two, Statement of the Problem and Hypothesis,
describes the purpose of conducting the study and enumerates
the specific objectives and hypotheses to be tested.
Part Three, Significance of the Study, states the
benefits that could be derived from the findings of the
study.
Part Four, Delimitation of the Study, identifies the
coverage of the investigation in terms of purpose,
variables, subjects, research method or design, research
instruments used, statistical tools (descriptive or
inferential), and analytical scheme.
Part Five, Definition of Terms, lists alphabetically
the research terminologies for purposes of clarity and
understanding.
Background and Theoretical Framework of the Study

In the early 1990s, Dr. John Mayer, Ph.D., and Dr.
Peter Salovey, Ph.D., introduced the term "emotional
intelligence" in the Journal of Personality Assessment. They
used this term to describe a person's ability to understand
his or her own emotions and the emotions of others and to
act appropriately based on this understanding. Then in 1995,
psychologist Daniel Goleman popularized this term with his
book Emotional Intelligence: Why It Can Matter More Than IQ.
EQ also stands for Emotional Intelligence Quotient. Much
like an intelligence quotient, or IQ, an EQ is said to be a
measure of a persons emotional intelligence (Thibodeaux and
Bond, 2009).
A persons EQ can be measured using any one of a number
of assessments, including one developed by the
aforementioned Salovey and Mayer. Some assessments utilize
self-given responses while others are peer-given responses.
An EQ test may give insight into a persons personality and
psychological make up (Beam, 2009).
Currently there are studies being conducted on possible
ways that an EQ may affect a persons abilities to perform
under pressure, resolve conflict, and generally cope with

4
challenges. Of course those who are not proponents of the
concept believe these abilities are simply a matter of
personality, which cannot be measured or modified. Other
studies have linked EQ measurements to communication and
other social skills that people either lack or possess
(Beam, 2009).
Current research demonstrates a tangible link between
student Emotional Quotient scores and likelihood to succeed
in a college environment. Multi-Health System works with
many prominent colleges and universities to develop student
potential and increase retention through Emotional
Intelligence testing and awareness. A wide body of research
shows that through Emotional Intelligence screening and
coaching, student success can be improved and drop-out rates
curtailed (Beam, 2009).
Recent studies indicate that Emotional Intelligence
influences behavior in a wide range of domains including
school, community, and the workplace. At the individual
level, it has been said to relate to academic achievement,
work performance, our ability to communicate effectively,
solve everyday problems, build meaningful interpersonal
relationships, and even our ability to make moral decisions.

5
Given that EQ has the potential to increase our
understanding of how individuals behave and adapt to their
social environment, it is an important topic for study
(Emmerling, Shanwal and Mandal, 2008).
Schools often receive blame for their students poor
academic performance even though the teachers and principals
work to provide strong curricula and high expectations, and
good education. However, there are factors other than those
that cant easily be controlled by the schools that can
affect school performance more than what the teachers and
principals do.
Early detection and understanding reasons of academic
failure may help certain students perform better if adequate
guidance on improvement is provided efficiently. Students in
their higher years, having more experience, may have better
study, analytical and critical thinking skills than students
in their lower years with less experience.
Education is the best legacy a nation can give to its
citizens especially the youth. This is because the
development of any nation or community depends largely on
the quality of education of such a nation. And these
developments within the nation starts in schools where in

6
students are taught properly in order for them to reach
their goals in life and be successful one day and help our
country. It is generally believed that the basis for any
true development must commence with the development of human
resources. Much then is said that formal education remains
the vehicle for social-economic development and social
mobilization in any society.
Many studies have examined the factors that influence
academic performance in primary and secondary education. So
we, the researchers, wanted to know if emotional quotient is
one of the factors that can affect the academic performance
of the students.
Research Paradigm
7
Independent Variables Dependent Variables
Emotional
Fourth Year Quotient (EQ)
Students
Sex
Monthly Family Income
Class Program
Academic
Performance
Figure 1: The relationship of the independent variables
which includes the fourth year students sex, monthly family
income, and class program to the dependent variable which
are emotional quotient and academic performance.
Statement of the Problem

8
The main purpose of this study is to determine if there
exist a significant relationship between the emotional
quotient and academic performance of the students.
Specifically, this study sought to answer the following
questions:
1. What is the emotional quotient level of the fourth
year students when taken as an entire group and when grouped
according to:
a) sex
b) monthly family income
c) class program
2. What is the academic performance of the fourth
according to:
a) sex
b) monthly family income
c) class program
3. Is there a significant difference on the emotional
quotient of the fourth year students when grouped according
to sex?
9
to monthly family income?
to class program?
6. Is there a significant difference on the academic
performance of the fourth year students when grouped
according to sex?
according to monthly family income?
according to class program?
9. Is there a significant relationship between the
students emotional quotient and academic performance?
Hypotheses
10
In view of the preceding problems, the following
hypotheses were advanced:
1. There is no significant difference on the emotional
to sex.
to monthly family income.
to class program.
4. There is no significant difference on the academic
according to sex.
according to monthly family income.

11
according to class program.
7. There is no significant relationship between the
students emotional quotient and academic performance.
Significance of the Study
This study was conducted to test if there exists a
relationship between emotional quotient and the academic
performance of the third year students in Passi National
High School enrolled in the School Year 2009-2010.
The following sectors/people could benefit from this
study:
Passi National High School and the entire educational
system. The school could benefit from the study since the
information obtained from the results can give them ideas in
implementing programs and policies which could help improve
students achievement and performances in school and to help
discover, develop, and enhance their emotional intelligence.

12
Students and the rest of the youth sector. Discovering
emotional quotient as something that matters even more than
the intelligence quotient, result of this study can be a
source of inspiration to better enhance ones emotional
quotient level in order to solve everyday problems, build
wholesome relationships, make sound moral decision, and thus
succeed in life.
Parents, guardians and benefactors. Ensuring that young
individuals become well-adjusted and responsible grown up
persons, outcome of this study will provide them information
on how to better assist the young ones in their academic,
social, emotional adjustment and thus ensure less failures
and frustrations in life.
Future Researchers. Result of this study can be used as
a springboard or starting point to engage in related
researches of a persons existence and thus contribute
toward arriving at new body knowledge or facts.
Delimitations of the Study

13
This study entitled Emotional Quotient: Its Relation
to the Academic Performance of the High School Students
aimed to determine if there exist a relationship between the
Furthermore it aims to find out if monthly family income,
sex, and class program has relationship to the students
emotional quotient and academic performance.
This study was conducted utilizing a standardized
questionnaire developed by the PsychTests AIM Inc. 2010.
This helped the researchers determine the relationship
between emotional quotient and academic performance of the
fourth year students enrolled during the school year 2010-
2011.
184 fourth year students served as the subject of this
study, which was conducted at Passi National High School on
the School Year 2010-2011. The respondents average grade in
the School Year 2009-2010 was the basis of their academic
performance. They were grouped according to their sex,
monthly family income and class program. This study focused
on the relationship between the emotional quotient and
academic performance of the students.

14
Definition of Terms
For the purpose of clarity and understanding, the
following terms were defined conceptually and operationally.
Academic Performance. The ability of the learner to
fulfill and perform efficiently well the traditions,
standard or rules set by a school or academe, especially in
relation to the different curricular offerings (Websters
New Encyclopedic Dictionary, 1995).
In this study, academic performance refers to the level
or degree of the students progress in school in terms of
their average grade during the second semester of the School
Year 2010-2011. Academic performance will be categorized
according to: 93-100 Outstanding, 88-92 - Very
Satisfactory, 81-87 - Satisfactory, 75-80 Moderately
Satisfactory, 74 and below - Unsatisfactory
Class Program. Group of pupils or students meeting
regularly in a course or entering a certain district

15
sequence of formal instructions and plan of action
(Websters New Encyclopedic Dictionary, 1995).
In this study, this refers to the classification of the
students based on the schools curricular offerings they are
enrolled in as Special Science Class (SSC), Star Section
(SS), Special Program for the Arts (SPA), or Regular Class.
Emotional Quotient (EQ). Term that describes the
ability, capacity, skill or (in the case of the trait EI
model) a self-perceived ability, to identify, assess, and
manage the emotions of one's self, of others, and of groups
(http://en.wikipedia.org/wiki/Emotional_Quotient, 2004).
In this study, it refers to the Emotional Intelligence
of the student respondents that will be measured using a
standardized questionnaire as developed by PsychTests AIM
Inc. 2010. The score of the students in the EQ test will be
classified as Very High, High, Average, Low and Very Low.
Sex. Refers to male or female as a classification (The
New Websters Dictionary, 1993).
In this study, sex is the condition of being male or
female of the fourth year students of Passi National High
School.
16
Monthly Family Income. The income of all members 15
years old and over in a family, summed and treated as a
single amount
(http://www.sccommunityprofiles.org/glossary.php, 2000).
In this study, monthly family income refers to the
estimated gross monthly income of the family of the
respondent. This will be categorized according to: High
Monthly Family Income Php 15001 and above, Average
Monthly Family Income Php 6001 to Php 15000, Low Monthly
Family Income Php 6000 and lower.

17
Chapter 2
Review of Related Literature
This chapter presents the literature related to the
study of the researchers that will enable the readers to
better understand the subjects to be investigated. This is
divided in two parts: (1) Emotional Intelligence, (2)
Academic Performance (3) Related Studies.
Part One, Emotional Quotient, discusses about emotional
quotient. It also gives the history of Emotion Quotient as
well as to the other aspects about emotion.
Part Two, Academic Performance, discusses about
academic performance in relation to emotional quotient.
Part Three, Related studies, discusses about studies
related to Emotional Quotient and academic achievement.

18
Emotional Intelligence
Emotional Intelligence (EI) is also called Emotional
Quotient (EQ). It is the subset of social intelligence that
involves the ability to monitor ones own and others
feelings and emotions, to discriminate among them and to use
this information to guide ones thinking and actions. Life
tasks such as those described by Cantor and constructive
thinking defined by Epstein are laden with affective
information, that this affective information must be
processed and that individuals may differ in the skill with
which to do so. Emotional intelligence is also part of
Gardners view of social intelligence, which he refers to as
the persona intelligences. Like social intelligence, the
personal intelligences include knowledge about the self and
about others. One aspect of personal intelligence relates to
the feelings and is quite close to emotional intelligence
(Day & Carroll, 2008; Grubb & McDaniel, 2007).
Emotional intelligence does not include the general
sense of self and appraisal of others. It focuses, rather,

19
on the recognition and use of ones own and others emotion
nal states to solve problems and regulate behavior (Day &
Carroll, 2008; Grubb & McDaniel, 2007).
Origins of the concept
The earliest roots of emotional intelligence can be
traced to Darwins work on the importance of emotional
expression for survival and second adaptation. In the 1900s,
even though traditional definitions of intelligence
emphasized cognitive aspects such as memory and problem-
solving, several influential researchers in the intelligence
field of study had begun to recognize the importance of the
non-cognitive aspects. For instance, as early as 1920, E. L.
Thorndike used the term social intelligence to describe the
skill of understanding and managing other people (Day &
Similarly, in 1940 David Wechsler described the
influence of non-intellective factors on intelligent
behavior, and further argued that our models of intelligence
would not be complete until we can adequately describe these

20
factors. In 1983, Howard Gardner's Frames of Mind: The
Theory of Multiple Intelligences introduced the idea of
Multiple Intelligences which included both Interpersonal
intelligence (the capacity to understand the intentions,
motivations and desires of other people) and Intrapersonal
intelligence (the capacity to understand oneself, to
appreciate one's feelings, fears and motivations). In
Gardner's view, traditional types of intelligence, such as
IQ, fail to fully explain cognitive ability. Thus, even
though the names given to the concept varied, there was a
common belief that traditional definitions of intelligence
are lacking in ability to fully explain performance outcomes
The first use of the term "Emotional Intelligence" is
usually attributed to Wayne Payne's doctoral thesis, A
Study of Emotion: Developing Emotional Intelligence from
1985. However, prior to this, the term "emotional
intelligence" had appeared in Leuner (1966). Greenspan
(1989) also put forward an EI model, followed by Salovey and
Mayer (1990), and Goleman (1995) (Day & Carroll, 2008; Grubb
& McDaniel, 2007).

21
As a result of the growing acknowledgement by
professionals of the importance and relevance of emotions to
work outcomes, the research on the topic continued to gain
momentum, but it wasnt until the publication of Daniel
Goleman's best seller Emotional Intelligence: Why It Can
Matter More Than IQ that the term became widely popularized.
Nancy Gibbs' 1995 Time magazine article highlighted
Goleman's book and was the first in a string of mainstream
media interest in EI. Thereafter, articles on EI began to
appear with increasing frequency across a wide range of
academic and popular outlets (Day & Carroll, 2008; Grubb &
McDaniel, 2007).
Theory of Emotional Intelligence
Emotion as Information
The assumption that renders emotional intelligence
sensible is that emotions themselves convey information that
ought to be processed, they signal relations.

22
Since at least the writings of Aristotle (384-322
BCE), philosophers have read meanings into emotions.
Spinozas Ethics (Part III) is entitled, On the Origin and
Nature of Emotions and provides a glossary of emotion
meanings. Each emotion defines a persons relationship to
his or her self and to other people. Approval is love
towards one who has done good to another (cited in Calhuon
& Solomon, 1984). Moreover emotional meanings are regular
and often universal. In the 19th century, Darwin argued that
the language of emotion was anchored by specific facial and
postural expressions and signs, across species and among
humans around the world. (Ekman, 1973)
The mantle of deciphering universal meanings of emotion
was taken up by cognition and affect researchers in the mid-
1980s. Roseman (1984) outlined an elegant system that
defined joy as the positive feeling that follows certainty
that reward is present, and contrasted it with relief,
defined as the positive feeling that punishment is absent.
Ortony, Clore, and Collins (1988)took similar approach,
defining joy as a well-being emotion that involves the
selfs reaction to desirable events. The information these

23
emotions convey is what is processed in emotional
intelligence (Day & Carroll, 2008; Grubb & McDaniel, 2007).
In 1990, Peter Salovey and John Mayer published two
articles on emotional intelligence. One provided the first
formal definition of the concept (Salovey & Mayer, 1990),
and the other provided a demonstration study that aspects of
the concepts could be measured as an ability (Mayer,
DiPaolo, & Salovey, 1990).
Emotional Perception
The Processing of emotional information begins with its
accurate perception. An emotional perception system is
likely built-in through evolution. A growing person learns
to generalize patterns of emotional condition to identify
The growing person learns to generalize patterns of
emotional manifestations so they can be identified by the
people, artwork, and ultimately, objects (Day & Carroll,
2008; Grubb & McDaniel, 2007).

24
Emotional Integration
After emotion is perceived, emotion may facilitate the
cognitive system at basic levels of processing, The
emotional integration branch focuses on emotions basic
contributions to reasoning. There are several central
suggestions as to how emotion may help cognition (Day &
First, emotion may provide interrupts and
prioritizations of problems (Easterbook, 1959; Mandler,
1975; Simon, 1982).
A second, allied way emotion facilitates cognition is,
arguably, by operating as a second memory store about
emotion itself.
A third way in which emotion may contribute to
intelligence is through the act of mood shifting or cycling.
Each mood change refreshes or resets the cognitive system,
so that over time all its are brought to bear on a problem.
A fourth way mood can assist thought is by
representing implicit information about earlier experiences.
Understanding Emotion
25
Understanding emotion is the branch closest to that of
a traditional intelligence. We hypothesize that a mental
processor exists that specializes in understanding,
abstracting, and reasoning about emotional information. This
processing involves labeling feelings, understanding the
relations they represent, how they blend together, and the
transitions they go through over time (Day & Carroll, 2008;
Grubb & McDaniel, 2007).
Management of Emotion
The last branch of the 1997 emotional intelligence
model involves the management of emotion for personal
growth. The management of emotion begins with being open to
emotion. If emotions are informative, then opening oneself
to such information will enable one to know more about the
surrounding worldparticularly the world of relationships
than if one were closed. People open to anger better
identify personal injustices; people open to sadness better

26
understand helpless losses that all humanity must face (Day
& Carroll, 2008; Grubb & McDaniel, 2007).
Management does not end with openness, of course. The
open-to-feeling must use the knowledge gained from the
perception, integration and understanding in order to manage
optimally. Only by perceiving and understanding emotions can
one understand the experiencing them or cutting them off.
Rather, one would manage around it (Day & Carroll, 2008;
Grubb & McDaniel, 2007).
Academic Performance
Academic performance is often referred to as
achievement, or alternatively, the level at which a person
has learned to perform a particular skill (Mayer & Salovey,
1997). Scholars have found a positive relationship between
achievement in the classroom and a variety of factors, such
as educational level of parent, gender, socioeconomic
status, instructional environment, student effort and
attendance, innate ability, class size, instructor
expectations and attitudes, and institutional expenditures

27
and resources (Brooks & DuBois, 1995; Greenwald, Hedges, &
Laine, 1996; Gupta, Harris, Carrier, & Caron, 2006;
Harackiewicz, Barron, Tauer, & Elliot, 2002; Lee & Loeb,
2000; Lee & Smith, 1997; Nye, Hedges, & Konstantopoulos,
2000; Pascarella & Terenzini, 2005; Rau & Durand, 2000; Ting
& Robinson, 1998; Tobey, 1997; Uttal, 1997).
Literature has addressed other personality factors such
as the five-factor model of personality traits of
Neuroticism, Extraversion, Openness, Agreeableness, and
Conscientiousness and has consistently identified
conscientiousness as a predictor of academic success
independent of the subject a student is studying (Chamorro-
Premuzic & Furnham, 2003a, 2003b; Ferguson, James, OHehir,
& Sanders, 2003; Paunonen & Ashton, 2001). This result was
not surprising since conscientiousness included facets of
competence, dutifulness, and achievement-striving (Austin,
Evans, Goldwater, & Potter, 2005).
In addition to personality, other dispositional
predictors, including coping style, internal locus of
control, and academic self-efficacy, have been linked to
academic performance (Austin et al., 2005). As noted
earlier, some researchers and practitioners have explored

28
the possible link between academic achievement and EI
(Graczyk, Weissberg, Payton, Elias, Greenberg, & Zins,
2000). Research has addressed the relationship between EI
and academic performance (also referred to as GPA, academic
achievement, and academic intelligence), and results vary
dramatically (Newsome, Day, & Catano, 2000; OConnor &
Little, 2003; Schutte, Malouff, Hall, Haggerty, Cooper,
Golden, & Dornheim, 1998; Sutarso, Baggett, Sutarso, &
Tapia, 1996; Swart, 1996).
Recent research by Parker, Summerfeldt, Hogan, and
Majeski (2004) suggested that inconsistent findings may be
the result of methodological problems of narrowly defining
emotional capabilities and/or assessing academic success
over very short time periods. A later study by Parker and
his colleagues (Parker, Duffy, Wood, Bond, & Hogan, 2005)
supported this assertion. Using the Bar-On Emotional
Quotient Inventory-Short Form (Bar-On EQ-i:S), the outcomes
of their research varied depending on how academic
performance was operationalized.
The results identified by Parker et al. (2005) were
similar to previous results (Parker et al., 2004; Newsome et
al., 2000) that found little relationship between EI

29
variables and academic performance when EI was measured as a
continuous variable.
When Parker et al. (2005) categorized the academic
performance variable as academically successful students
(defined as all students with a GPA above 3.041.4% of the
sample) and academically unsuccessful students (defined as
all students with a GPA below 2.0 or who withdrew from the
university before the end of the term20.3% of the sample),
the successful students scored significantly higher than the
unsuccessful students on the Interpersonal, Adaptability,
and Stress Management scales. Using a continuous variable
provides more robust findings, but in the case of Parker and
his colleagues research (2004, 2005) significance was only
found when categorizing the variable into academically
successful and unsuccessful students.
The relationship between EI and academic performance is
uncertain given that empirical research has shown a weak
relationship between EI and academic performance, and the
results dramatically vary depending on the
operationalization of the academic performance variable.
Even though the literature provides a strong case for
considering EI in predicting academic performance,

30
contradictory empirical results do not provide educators or
policy makers with a clear direction on how, and when, to
consider EI in discussions of student academic performance.
Given that we know the most common predictors of academic
performance do not fully explain why some students are
successful and others are not, additional research is
warranted. Furthermore, research addressing EI and other
noncognitive variables are relatively new and requires
additional examination (Parker et al., 2005).
Related Studies
According to the study of Aminuddin Hassan, Tajularipin
Sulaiman and Rohaizan Ishak which is entitled, Philosophy
Underlying Emotional Intelligence in Relation to Level of
Curiosity and Academic Achievement of Rural Area Students,
the entirely result shows there is no significant difference
towards the emotional intelligences level of 13 years old
student and 16 years old student. The analysis of difference
of emotional intelligences level among male students shows

31
that there is no significant difference towards 13 years old
male student and 16 years old male student.
The result of the study by Harrod dan Scheer are
apparently parallel with the results of the study conducted
by Hassan, Sulaiman and Ishak. Scheer found that the level
of emotional intelligence does not show the significant
relation with age. The score of emotional intelligences
level with the factor of age is not interconnected and each
variable exists without limitation. However, there is
significant difference between the emotional intelligences
level of 13 years old female student and 16 years old female
student.
Ciarrochi stated that the emotional intelligence of the
individual should increase in parallel with the increase of
their age and experience, as well as the other cognitive
skills. There is also a positive and significant relation
between the emotional intelligence with the age. It was also
stated there that the result on the relation between the
levels of emotional intelligence with the academic
achievement shows that there is firmly and significantly
relation to each variable, such as level of age and gender.
The result of the analysis shows that the level of emotional

32
intelligence is closely related with the level of students
academic achievement. However, the cause of both variables
still cannot be determined with only based on the analysis
of correlation.
The study by Parker and Petrides shows the emotional
intelligence has the closest and significant relation with
students academic achievement. Moreover, the importance of
emotional intelligence towards students academic
achievement can be seen in the study by Barchard, which was
found that there are several aspects in emotional
intelligence which had been proved in predicting the success
of students studies.
The longitudinal study by Marshmallow shows the
important implication towards the relation between emotional
intelligence with students academic achievement, which was
found that the children with high emotional intelligence
acquires the high marks compared to the children with low
emotional intelligence in scholastic assessment test. The
study also showed that there is a significant difference
towards the mean score of the emotional intelligences level
among male student and female student. Most of the result of
study towards the variable is apparently showing that there

33
is significant difference regarding the emotional
intelligences level between male and female. The study also
supports the result of the study by Goleman which was also
found that women are wiser on self emotion, empathy in
interpersonal relation compared to men. The group of female
students has the highly awareness on their emotion compared
to male students. Burton also found out that female students
have the highly score than male students, within
interpersonal skills such as the empathy aspect, social
responsibility and interpersonal relation.
A study conducted by Frances Denise Reyrata (2004),
Emotional Intelligence and Academic Performance of First
Year Nursing Students of St. Paul College of Iloilo for AY
2003-2004 showed the results wherein the students have an
average Emotional Intelligence Score of 98.72. Among the sub
skills of Emotional Intelligence the students obtained the
highest mean score for the management skills, and the lowest
in interpersonal skills. For intrapersonal skills and
adaptability, the students obtained mean scores categorized
as average.
Results in the study conducted by Celeste Marie
Papilota Baldevieso, entitled Emotional Quotient and

34
Academic Performance Among Children of Broken Families
(2004), showed that a moderate relationship existed between
the emotional quotient and academic performance of children
from broken families. Other findings of the study showed
that the children from broken families have an average
Emotional Quotient indicating that the children will have a
chance as growing teenagers to improve their EQ, and female
students excel in school than boys do. This is more likely
explained by the fact that girls tend to mature earlier and
that they develop a sense of responsibility. Generally, the
more emotionally stable the person is, the more chances of
him becoming successful inside the classroom or in the
future, for he is capable of solving and handling extreme
and difficult situations.
According to Khatrina Anica Dandoy-Galons study about
Emotional Quotient and Academic Performance of Hearing
Impaired Students, the results showed that despite of their
impairment, hearing impaired students have average emotional
quotient. Respondents perform well in their academics
despite of their disability to hear. Disabilities in
receptive-expressive language of a person do not interfere
with their Emotional Quotient and academic performance.

35
Emotional Quotient on Academic Achievement
In 1972, Barton, Dielman and Cattell conducted another
study to assess more fully the relative importance of both
ability and personality variables in the prediction of
academic achievement. One of the conclusions they reached
was that IQ together with the personality factorwhich they
called conscientiousnesspredicted achievement in all areas.
What was tested under personality was--among others--whether
the student is reserved or warmhearted, emotionally unstable
or emotionally stable, undemonstrative or excitable,
submissive or dominant, conscientious or not, shy or
socially bold, tough-minded or tender-minded, zestful or
reflective, self-assured or apprehensive, group dependent or
self-sufficient, uncontrolled or controlled, relaxed or
tense. We can easily see that most of these factors are
included in the components of emotional intelligence.
Then the term Emotional Intelligence appeared in a
series of academic articles authored by John D. Mayer and
Peter Salovey (1990, 1993, 1995). Their first article

36
presented the first model of emotional intelligence.
However, the term "emotional intelligence" entered the
mainstream only with Daniel Goleman in 1995. He argues in
his book that IQ contributes only about 20% to success in
life, and other forces contribute the rest. We can infer
that emotional intelligence, luck, and social class are
among those other factors. He also says that emotional
intelligence is a new concept indeed, but the existing data
imply that it can be as powerful as IQ and sometimes even
more. And, at least, unlike what is claimed about IQ, we can
teach and improve in children some crucial emotional
competencies. Emotionally intelligent people are more likely
to succeed in everything they undertake.
Teaching emotional and social skills is very important
at school, it can affect academic achievement positively not
only during the year they are taught, but during the years
that follow as well. Teaching these skills has a long-term
effect on achievement. (Elias, 1991).
Richardson and Evans (1997) explored some methods for
teaching social and emotional competence within a culturally
diverse society. Their purpose was to help students connect
with each other, in order to assist them in developing

37
interpersonal, intrapersonal, and emotional intelligences,
arguing that these intelligences are essential for personal
accomplishment.
In January 2000, Coover & Murphy conducted a study that
examined the relationship between self-identity and academic
persistence and achievement in a counterstereotypical
domain. The study revealed that the higher the self-concept
and self-schema, the more positive the self-descriptions,
the better the academic achievement at 18. The study also
showed that self-identity improves through social
interaction and communication with others, which would
enhance achievement.
In a path analysis conducted by James Parker and his
colleagues on 667 Canadian high school students (Parker,
2004), the overall degree of correlation between emotional-
social intelligence and scholastic performance was found to
be .41 indicating a moderate yet statistically significant
relationship between them. This means that at least 17% of
scholastic performance is a function of emotional-social
intelligence in addition to cognitive intelligence. These
findings suggest that the Bar-On model is capable of

38
identifying those students who will perform well and those
who will experience problems.
Findings from a study conducted on 448 university
students in South Africa indicated that there is a
significant difference in emotional-social intelligence
between successful and unsuccessful students (Swart, 1996).
These results were confirmed by an additional study
conducted on 1,125 university students in the United States,
which was described by me in 1997 (Bar-On, 1997). In both
studies, the more successful students were found to be the
more emotionally and socially intelligent. More
specifically, the ability to manage ones emotions, to be
able to validate ones feelings and to solve problems of a
personal and interpersonal nature are important for being
academically successful; additionally, academic performance
appears to be facilitated by being able to set personal
goals as well as to be sufficiently optimistic and self-
motivated to accomplish them.
The importance of developing and applying EI
performance models in the school setting is that they will
be helpful in identifying students who are in need of guided
intervention. Comparing the students EQ-i results with such

39
performance models will provide a scientific way of
pinpointing their EI strengths and weaknesses. Based on the
results to date, the enhancement of the weaker EI
competencies and skills is expected to increase performance
at school (Marchessault, 2005).
Emotional Intelligence and Academic Performance
In the beginning, psychologists focused on cognitive
constructs like memory and problem solving in their first
attempt to write on intelligence. This did not last when
researchers begun to challenge this orientation and
recognized that there are other non-cognitive aspects of
intelligence. For instance, Robert Thorndike wrote about
social intelligence in 1937. And as early as 1943, David
Wechsler proposed that the non-intelligence abilities are
essential for predicting ability to succeed in life.
Imbrosciano and Berlach (2003) have remarked that
success may be viewed in three main domains. A good
student is often referred to as being intelligent, or
well behaved, or academically successful. Arising from

40
this are the questions: Are there any connection between
these domains? Is there a strong connection, between
intelligence and academic achievement? Do students with high
intelligence behave better? These and many more questions
underscore the important place intelligence has been found
to play in academic success.
Goleman (1995) gave a short of answer when he asserted
that success depends on several intelligences and on the
control of emotion .Specifically, he stressed that
intelligence (IQ) alone is no more the measure of success.
According to him intelligent account for only 20% of the
total success, and the rest goes for Emotional and Social
intelligences. Abisamra (2000) then queried that if this is
found to be so, why the teachers dont begin to teach its
components (i.e.., emotional intelligence) to students at
schools? He then concluded that if emotional intelligence
affects student achievement, then it is imperative for
schools to integrate it in their curricula and thereby
raising the level of students success. According to Salovey
and Mayer (1990), Emotional Intelligence is being able to
monitor ones own and others feelings and emotions, to
discriminate among them, and to use this to guide ones

41
thinking and actions. Again, Salovey and Mayer (1993) wrote
that an emotionally intelligent person is skilled in four
areas: identifying, using, understanding, and regulating
emotions. Similarly, Goleman also stressed that emotional
intelligence consists of five components: Knowing ones
emotions (self-awareness), managing them, motivating self,
recognizing emotions in others (empathy), and handling
relationships. In recent times therefore, social scientists
and educational psychologists are beginning to uncover the
relationship of emotional intelligence to other phenomenon.
These are: leadership (Ashfort & Humphrey,1995); group
performance (Williams &Sternberg,1988); academic achievement
Abisamra,2000);and policing(Aremu,2005).The foregoing attest
to the significance of emotional intelligence to all
constructs(school achievement inclusive).As a matter of
fact, emotional intelligence (EI) has recently attracted a
lot of interest in the academic literature.
Specifically, Finnegan (1998) argued that school should
help students learn the abilities underlying the emotional
intelligence. This he believes could lead to achievement
from formal education years of the child. In a recent
studies conducted by Parker, Summerfeldt, Hogan and Majeski

42
(2001, 2002) they discovered that various emotional and
social competencies were strong predictors of academic
success.
Similarly, Parker (2003), found emotional intelligence
to be significant predictors of academic success. In the
same vein, Low and Nelson (2004) reported that emotional
intelligence skills are key factors in the academic
achievement and test performance of high school and college
students respectively. Likewise, Abisamra (2000) reported
that there is a positive relationship between emotional
intelligence and academic achievement. He therefore
canvassed for inclusion of emotional intelligence in the
schools curricula. Petrides, Frederickson and Furnham in
Cotton and Wikelund(2005)argued that any investigation of
the potential effects of emotional intelligence on academic
performance must be pursued in a specific context. In
essence, the importance of emotional intelligence on
academic achievement has been found to be very significant.
Nevertheless, and in spite of the studies reviewed, there is
still a need to further investigate the relationship of
emotional intelligence to academic achievement most

43
especially in country like Nigeria, where most researchers
are yet to show interest in the construct.
Chapter 3
Research Design and Methodology
This study attempts to determine the relationship
between emotional quotient of fourth year students and their

44
academic performance. It is divided into three parts: (1)
Purpose of the Study and Research Design, (2) Methods and
(3) Data Analysis and Procedure.
Part One, Purpose of the Study and Research Design,
discusses the purpose of the study to be conducted and the
research design appropriate for the study.
Part Two, Methods, includes setting of the study, the
respondents, materials and instrumentation, the procedure on
how the study is to be determining the sample size.
Part Three, Data Analysis and Procedure, presents the
analytical scheme and series of statistical tools to test
the effect between the variables in the study.
Purpose of the Study and Research Design
The main objective of the study is to determine if a
significant relationship exists between emotional quotient
of the students and their academic performance. The study
also aimed to determine if there is a significant difference
in the emotional quotient of the fourth year students and

45
their academic performance when they are grouped according
to sex, monthly family income and class program.
Descriptive correlational type of research design was
utilized in this study. This research design fits the study
because it aims to find out the direction and extent of
relationship between two or more paired variables or two or
more sets of data.
Methods
Setting of the Study
The research study which is Emotional Quotient: Its
Relation to the Academic Performance of Students of Passi
National High School was conducted at Passi National High
School, Dorillo Street, Passi City, Iloilo.

46
The Respondents
The respondents of the study were randomly selected 184
fourth year students of Passi National High School for the
School Year 2010-2011.
Multi-stage sampling was used in selecting the
respondents. The SSC and SPA were included as respondents.
In the regular class, out of 14 sections, 5 sections were
selected, namely, Aquamarine, Jade, Topaz, SS and Peridot.
Table 1
Distribution of Respondents
Categories Frequency Percentage
Entire Population 803 100
Sample 184
Sex
Male 76 41.30
47
Female 108 58.70
High 115 62.5
Average 40 21.74
Low 29 15.76
Class Program
SSC 25 13.59
SPA 15 8.15
Regular 144 78.26
Table 1 shows that out of the 803 fourth year students,
184 were randomly selected as the respondents of the study.
When categorized according to sex, 76 or 41.30% were male
and 108 or 58.70% were female. 115 or 62.5% had a high
monthly family income, 40 or 21.74% had an average monthly
family income, and 29 or 15.76% had a low monthly family
income. According to class program, 25 or 13.59% were SSC,
15 or 8.15% were SPA, and 144 or 78.26 were regular
students.
Materials and Instrumentation

48
This study utilized a standardized questionnaire as a
research instrument to gather data. The instrument was taken
from www.psychtests.com developed by PsychTests AIM Inc.
2010 wherein the tests are developed by a team of
psychologists, test developers, researchers, statisticians.
Part one of the questionnaire includes the personal
information of the respondent specifically the name, sex and
the monthly family income of the respondent.
Part two was the questionnaire proper which contains
questions that determined the emotional quotient of the
students.
The questionnaire contains 106 questions. There were
questions describing situations and the respondents were
asked to select the answer which they would most likely
choose if they ever found their self in such a situation.
The emotional quotient test answered by the respondents
was encoded in the said website so that the score of the
respondents were obtained.
The data on academic performance of the students was
based on the average grade of the students during their
third year which were obtained from their class adviser.

49
The results of the EQ test taken by the respondents
were then related to the academic performance of the
students.
The responses of the fourth year students served as the
basis for determining the relationship between their
emotional quotient and their academic performance.
Procedure
The sections of the respondents were first determined
by the researchers using multi-stage sampling. Among the 14
sections of the regular class, 5 sections were randomly
selected. The entire population of the SSC and SPA were
included as respondents of the study.
A letter of permission was given to the principal of
Passi National High School for the approval to the conduct
of the study.
The researchers sought for a standardized questionnaire
which was translated to dialect and was further validated by
a group of teachers and consultants. After it was validated,
the researchers distributed it to the respondents.

50
Another letter of permission was given to the subject
teachers of the respondents asking them to allow the
researchers to borrow the selected students in their class
to answer the emotional quotient test. The respondents took
the test inside the Maceda Halls Audio Visual Room.
After all the respondents have taken the test, the
researchers then encoded the respondents answers one by one
in www.pychstest.com to get their scores.
The data gathered were tallied, tabulated, subjected to
appropriate statistical tests and interpreted. The gathered
data will determine if emotional quotient of the fourth year
students is related to their academic performance.
Data Analysis Procedure
The data obtained in this investigation were subjected
to a series of statistical test. The results of the data
were written in tabular form.
Frequency count and percentage distribution were used
in determining the emotional quotient level and the academic
performance of the fourth year students.

51
In determining if a significant difference exists on
the students emotional quotient when they are grouped
according to sex, t-test was used. t-test was also used to
determine if significant difference exist on students
academic performance when they are grouped according to sex.
ANOVA was employed to know if there exists a significant
difference on students emotional quotient when they are
grouped according to monthly family income and class
program. ANOVA was also used to determine if significant
difference exists on students academic performance when
they are grouped according to monthly family income and
class program.
Finally, the Pearson Product Moment Coefficient of
Correlation (Pearsons r) test was used to determine the
significant relationship between the students emotional
quotient and academic performance.

52
Chapter 4
Results
This research study aimed to determine if there exist a
significant relationship between the emotional quotient and
academic performance of high school students.
This chapter presents the results, analysis, and
interpretation of the data gathered. It is divided into two
parts: 1) Descriptive Data Analysis and 2) Inferential Data
Analysis.
53
Part One, Descriptive Data Analysis, presents the
students level of emotional quotient and academic
performance when taken as an entire group and when grouped
according to sex, monthly family income and class program.
Part Two, Inferential Data Analysis, provides the
computations on t-test, One Way Analysis of Variance and
Pearson Product Moment Coefficient Correlation. t-test was
employed in order to determine whether there is a
significant difference on students academic performance and
emotional quotient when they are grouped according to sex.
One Way Analysis of Variance (ANOVA) was used in order to
check whether there is a significant difference on students
academic performance an emotional quotient when they are
categorized according to monthly family income and class
program. Pearson Product Moment Coefficient Correlation
(Pearsons r) was used to test whether significant
relationship exist between students academic performance
and emotional quotient.

54
Descriptive Data Analysis
The descriptive data analysis is composed of six (6)
tables: Table 2 shows the students Level of emotional
quotient when taken as an entire group and when grouped
according to sex; Table 3 presents the students level of
emotional quotient when grouped according to monthly family
income; Table 4 explains the students level of emotional
quotient when grouped according to class program; Table 5
shows the students academic performance when taken as an
entire group and when grouped according to sex; Table 6
presents the students academic performance when grouped

55
according to monthly family income; and Table 7 explains
students academic performance when grouped according to
class program.
Table 2
Students Level of Emotional Quotient when taken as an
entire group and when grouped according to Sex
Sex Mean N Level

Male 97.1316 76 Average
Female 96.7500 108 Average
Total 96.9076 184 Average
Legend:
Scale Level Description
135 155 Very High The students have a very high
level of emotional quotient
115 134 High The students have a high
97 114 Average The students have an average
75 94 Low The students have a low level
of emotional quotient
55 74 Very Low The students have a very low
56
The result of Table 2 shows that when the students are
taken as entire group the level of their emotional quotient
is average (M=96.91). When they are grouped according to
sex, the male obtained higher mean compared to the females
but both groups had an average level of emotional quotient
(MM=97.13, MF=96.75)
Table 3
Students Level of Emotional Quotient when grouped
according to Monthly Family Income
Monthly Family
Mean N Level
Income
Low (Php 6000 and
97.7304 115 Average
below)
Average (Php 6001
98.3750 40 Average
Php 15000)
High (Php 15000 and
91.6207 29 Low
above)
Legend:
57
grouped according to monthly family income, the students
with an average monthly family income obtained the highest
mean and students with a high monthly family income obtained
the lowest mean. Students with low and average monthly
family income had an average level of emotional quotient and
students with high monthly family income had a low level of
emotional quotient (ML=97.73, MA=98.38, MH=91.62.

58
Table 4
Students Level of Emotional Quotient when grouped
according to Class Program
Class Program Mean N Level

SPA 100.7333 15 Average
SSC 90.3600 25 Average
Regular 97.6458 144 Average
Legend:
59
grouped according to class program, the SPA obtained the
highest mean and the SSC obtained the lowest mean but all
groups had an average level of emotional quotient
(MSPA=100.73, MSSC=90.36, MREG=97.65)
Table 5
Students Academic Performance when taken as an entire
group and when grouped according to Sex
Sex Mean N Level
Male 81.2393 76 Satisfactory
Female 84.1834 108 Satisfactory
Total 82.9674 184 Satisfactory

Legend:
93-100 Outstanding The student has an
outstanding academic
performance
388-92 Very Satisfactory The student has a
very satisfactory
academic performance
81-87 Satisfactory The student has a
satisfactory
75-80 Moderately The student has a
Satisfactory moderately
satisfactory
74 and below Unsatisfactory The student has a
60
unsatisfactory
taken as entire group the level of their academic
performance is satisfactory (M=82.96). When they are grouped
according to sex, the female obtained higher mean but both
groups had a satisfactory academic performance (MM=91.24,
MF=94.97)
Table 6
Students Academic Performance when grouped according to
Monthly Family
Mean N Level
Income
Low 81.2503 115 Satisfactory
Average 85.2967 40 Satisfactory
High 86.5638 29 Satisfactory

Legend:
performance
very satisfactory
satisfactory
61
satisfactory
unsatisfactory
grouped according to monthly family income. The students
with a high monthly family income obtained the highest mean
and students with a low monthly family income obtained the
lowest mean. Despite this, all groups had a satisfactory
academic performance (ML=81.25, MA=85.30, MH=86.56).
Table 7
Students Academic Performance when grouped according to
Class Program
Class Program Mean N Level

SPA 85.4851 15 Satisfactory
Very
SSC 90.4576 25
Satisfactory
Regular 81.4047 144 Satisfactory
Legend:
performance
very satisfactory
62
satisfactory
satisfactory
unsatisfactory
grouped according to class program, the SSC obtained the
highest mean and the Regular obtained the lowest mean. The
SPA and Regular had a satisfactory academic performance
while the SSC had a very satisfactory performance, while the
SSC obtained a very satisfactory academic performance.
(MSPA=85.49, MSSC=90.46, MREG=81.97).

63
Inferential Data Analysis
The inferential data analysis consists of eleven (11)
tables. Table 8 presents the t-test results on the students
emotional quotient when they are grouped according to sex;
Table 9 shows the One Way Analysis of Variance results on
the students emotional quotient when grouped according to
monthly family income; Table 10 explains the Scheffe Post
Hoc test results on the students emotional quotient and
monthly family income; Table 11 presents the One Way
Analysis of Variance results on the students emotional
quotient when grouped according to class program; Table 12
shows the Scheffe Post Hoc test results on the students
emotional quotient and class program; Table 13 explains the
t test results on the students academic performance when
they are grouped according to sex; Table 14 presents the One
way Analysis of Variance results on the students academic

64
performance when grouped according to monthly family income;
Table 15 shows the Scheffe Post Hoc test results on the
students emotional quotient and monthly family income;
Table 16 explains the One way Analysis of Variance results
on the students academic performance when grouped according
to class program; Table 17 presents the Scheffe Post Hoc
test results on the students emotional quotient and monthly
family income; and Table 18 shows the Pearson Product Moment
Coefficient Correlation (Pearsons r) results of the

65
Table 8
t test results on the Students Emotional Quotient when
they are grouped according to Sex
Sig. (2-
F Sig. t df
tailed)
Equal
Emotional
variances 1.289 .258 .262 182 .794
Quotient
assumed
Equal
variances
.255 145.082 .799
not
assumed
The result of t test as reflected on table 8 shows
that there is no significant difference on the students
emotional quotient when they are grouped according to sex
since the significance level 0.258 is greater than the alpha
set at 0.05. This means that sex is not a significant factor
that determines the level of emotional quotient.

66
Table 9
One Way Analysis of Variance results on the students
Emotional Quotient when grouped according to Monthly Family
Income
Sum of Mean
Df F Sig.
Squares Square
Between
974.583 2 487.292 5.425 .005
Groups
Within
16256.846 181 89.817
Groups
Total 17231.429 183
The result of one way ANOVA as shown in Table 9 shows
that there is a significant difference on the students
emotional quotient when grouped according to monthly family
income since the level of significance 0.005 is less than
the alpha set at 0.05. To further investigate what makes the
difference significant, a post hoc test was employed.

67
Table 10
Scheffe Post Hoc test results on the students Emotional
Quotient and Monthly Family Income
Mean
(I) Monthly (J) Monthly Std.
Difference Sig.
Family Income Family Income Error
(I-J)
Low Average -.64457 1.73967 .934
High 6.10975(*) 1.96930 .009
Average Low .64457 1.73967 .934
High 6.75431(*) 2.31140 .015
High Low -6.10975(*) 1.96930 .009
Average -6.75431(*) 2.31140 .015
* The mean difference is significant at the .05 level.
The Scheffe Post Hoc Test results in Table 10 shows
that there is a significant difference in the emotional
quotient of the students having low and high monthly family
income because the computed significance value 0.009 is less
than 0.05. A significant difference also exists between
students having average and high monthly family income in
their emotional quotient because the computed significance
value 0.015 is less than 0.05.

68
Table 11
Emotional Quotient when grouped according to Class Program
Sum of Mean
Df F Sig.
Squares Square
Between
1369.799 2 684.899 7.816 .001
Groups
Within
15861.631 181 87.633
Groups
Total 17231.429 183
The result of one way ANOVA in Table 11 shows that
there is a significant difference on the students emotional
quotient when grouped according to class program since the
level of significance 0.001 is less than the alpha set at
0.05. To further investigate what makes the difference
significant, a post hoc test was employed.
Table 12
69
Scheffe Post Hoc test results on the students Emotional
Quotient and Class Program
Mean
(I) Class (J) Class
Difference Sig.
Program Program
(I-J)
SPA SSC 10.37333(*) .004

Regular 3.08750 .479
SSC SPA -10.37333(*) .004
Regular -7.28583(*) .002
Regular SPA -3.08750 .479
SSC 7.28583(*) .002
that there is a significant difference between the SPA and
SSC in terms of their emotional quotient because the
computed significance value 0.004 is less than 0.05. Since
the computed significance value 0.002 is less than 0.05,
there is also a significant difference between the SSC and
Regular Class in terms of their emotional quotient.
Table 13
t test results on the students Academic Performance when
they are grouped according to Sex

70
Sig.
F Sig. t df (2-
tailed)
Equal
Academic -
variances 1.310 .254 182 .000
Performance 4.032
assumed
Equal
variances - 149.4
.000
not 3.951 22
assumed
The result of t test as reflected on table 13 shows
that there is no significant difference on the students
academic performance when they are grouped according to sex
since the significance level 0.254 is greater than the alpha
set at 0.05. The result means that sex is not a significant
factor that determines the level of emotional quotient.
Table 14
Academic Performance when grouped according to Monthly
Family Income
71
Sum of Mean
df F Sig.
Squares Square
Between
931.190 2 465.595 22.271 .000
Groups
Within
3784.030 181 20.906
Groups
Total 4715.220 183
there is a significant difference on the students academic
performance when grouped according monthly family income
since the level of significance 0.000 is less than the alpha
set at 0.05. To further investigate what makes the
difference significant, a post hoc test was employed.
Table 15
Scheffe Post Hoc test results on the students Academic
Performance and Monthly Family Income

72
(I) Monthly
(J) Monthly Mean Difference Std.
Family Sig.
Family Income (I-J) Error
Income
Low Average -4.04642(*) .83931 .000
High -5.31351(*) .95010 .000

Average Low 4.04642(*) .83931 .000
High -1.26708 1.11515 .526
High Low 5.31351(*) .95010 .000
Average 1.26708 1.11515 .526
that there is a significant difference in the academic
performance between students having low and average monthly
family income because the computed significance value 0.000
is less than 0.05. Since the computed significance value
0.000 is less than 0.05, there is also a significant
difference in the academic performance between the students
with high and low monthly family income.
Table 16
Academic Performance when grouped according to Class Program

73
Academic Sum of Mean
df F Sig.
Performance Squares Square
Between
1849.311 2 924.655 58.398 .000
Groups
Within
2865.909 181 15.834
Groups
Total 4715.220 183
there is a significant difference on the students academic
performance when grouped according to class program since
the level of significance 0.000 is less than the alpha set
at 0.05. To further investigate what makes the difference
significant, a post hoc test was employed.
Table 17
Scheffe Post Hoc test results on the students Academic
Performance and Class Program
Mean
(I) Class (J) Class Std.
Difference Sig.
Program Program Error
(I-J)
74
SPA SSC -4.97247(*) 1.29959 .001
Regular 4.08042(*) 1.07960 .001

SSC SPA 4.97247(*) 1.29959 .001
Regular 9.05289(*) .86215 .000
Regular SPA -4.08042(*) 1.07960 .001
SSC -9.05289(*) .86215 .000

that there is a significant difference in the academic
performance between the SPA and SSC students because the
computed significance value 0.001 is less than 0.05. Since
the computed significance value 0.000 is less than 0.05,
there is also a significant difference in the academic
performance between the SSC and Regular students. There is
also a significant difference in the academic performance
between the SPA and Regular students because the computed
significance level 0.001 is less than 0.05.
Table 18
Pearson Product Moment Coefficient Correlation (Pearsons
r) results of the students Emotional Quotient and Academic
Performance
75
Emotional Academic
Quotient Performance
Emotional Pearson
1 -.017
Quotient Correlation
Sig. (2-tailed) . .816
N 184 184
Academic Pearson
-.017 1
Performance Correlation
Sig. (2-tailed) .816 .
N 184 184
The result of the Pearson Product Moment Coefficient of
Correlation (Pearsons r) as reflected on Table 18 shows
that there is no significant relationship in the students
emotional quotient and academic performance since the
significance level 0.816 is greater than the alpha set at
0.05. The value of Pearsons r which is -0.017 tells that
there is a very low negative relationship between students
Chapter 5
Summary, Conclusions, Implications, and Recommendations
Chapter Five is composed of four parts: (1) Summary,
(2) Conclusions, (3) Implications, and (4) Recommendations.

76
Part One, Summary of the Problems, restates the problem
presented for which this study sought to answer, the methods
by which the results were derived and the findings.
Part Two, Conclusions, deals with the answers to the
questions by which the study sought to answer, based on the
findings of the study.
Part Three, Implications, presents the inferences made
based on the findings and conclusions.
Part Four, Recommendations, presents the comments, and
recommended suggestions of the researchers for the purpose
of betterment for the part of the readers and other
researchers.
Summary of the Problem
The study Emotional Quotient: Its Relation to Academic
Performance of High School Students was conducted to
determine the relationship of the students emotional
quotient to their academic performance.
This study was conducted during the School Year 2010-
2011 at Passi National High School. The data needed for the
77
students emotional quotient were gathered with the use of a
standardized questionnaire. The respondents of this study
were the randomly selected fourth year students of Passi
National High School who were chosen using the multi-stage
sampling technique.
Specifically, this study sought to answer the following
questions:
according to sex?
according to monthly family?
according to sex?
78
to sex?
to monthly family income?
to class program?
according to sex?
79
13. Is there a significant relationship between the
students emotional quotient and academic performance?
Findings
The analysis of data revealed the following findings:
1. When the students were taken as entire group the
level of their emotional quotient is average. When they are
grouped according to sex, both the males and the females
had an average level of emotional quotient. When they were
grouped according to monthly family income, students with
low and average monthly family income had an average level
of emotional quotient and students with high monthly family
income had a low level of emotional quotient. And when they

80
were grouped according to class program, all groups had an
average level of emotional quotient.
2. When taken as an entire group the level of their
academic performance is satisfactory and when grouped
according to sex, both groups had a satisfactory academic
performance. With regards to their monthly family income,
all groups had a satisfactory academic performance; and
according to class program, SPA and Regular also had a
satisfactory academic performance while the SSC had a very
satisfactory performance.
3. There is no significant difference on the
students emotional quotient when they are grouped according
to sex; however, there is a significant difference on the
students emotional quotient when they are grouped according
to monthly family income and class program.
students academic performance when they are grouped
according to sex. On the other hand, there is a significant
difference on the students emotional quotient when they are
grouped according to monthly family income and class
program.
81
5. There is no significant relationship between the
Conclusions
On the foundation of the findings of the study, the
following conclusions were drawn:
1. The students level of emotional quotient is
average when taken as an entire group. When grouped
according to sex, both groups had an average level of
emotional quotient. Moreover, when they were grouped
according to monthly family income, students with low and
average monthly family income had an average level of
emotional quotient and students with high monthly family
income had a low level of emotional quotient. And when they
were grouped according to class program, all groups had an
average level of emotional quotient.
2. The academic performance of the students is
satisfactory when taken as an entire group. When grouped
according to sex, both groups had a satisfactory academic
performance. With regards with their monthly family income,

82
all groups had a satisfactory academic performance.
According to class program, SPA and Regular had a
satisfactory academic performance while the SSC had a very
satisfactory performance.
students emotional quotient when grouped according to sex
because the significance level 0.258 is greater than the
alpha set at 0.05. Therefore the null hypothesis is
rejected. On the other hand, there is a significant
difference on the students emotional quotient when grouped
according to monthly family income because the significance
level of significance 0.005 is less than the alpha set at
0.05. So, the null hypothesis is rejected. The null
hypothesis is also rejected because there is a significant
difference existing between the students emotional quotient
and class program because the significance level 0.001 is
less than the alpha set at 0.05.
students academic performance when they are grouped
according to sex. The null hypothesis was not rejected since
the significance level 0.254 is greater than the alpha set
at 0.05. But when the students are grouped according to

83
monthly family income, there is a significant difference on
the students academic performance since the level of
significance 0.000 is less than the alpha set at 0.05. Since
there is a significant difference existing between the
students academic performance and class program, the null
hypothesis was also rejected because the level of
significance 0.000 is less than the alpha set at 0.05.
5. There is no significant relationship in the
students emotional quotient and their academic performance
because the significance level 0.816 is greater than the
alpha set at 0.05.
Implications
Based on the results and the findings of the study, the
following implications were advanced:
Scholars have found a positive relationship between
achievement in the classroom and a variety of factors,
including monthly family income. It supports our results

84
that there is a significant relationship between academic
performance and monthly family income.
According to Parker (2005), the relationship between
emotional quotient and academic performance has shown a weak
relationship between emotional quotient and academic
performance. This satisfies the result of our study that
there is a very low negative relationship between students
Recommendations
From the findings and conclusions, the following
recommendations were advanced:
1. Since most of the students had an average level of
emotional quotient, they should wisely handle their own
emotions to improve their level of emotional quotient.
2. The school may gain innovative insights and new
ideas from the results of this study, in order to come up
with new programs that will improve the emotional quotient
of the students.
85
3. Teachers should acquire more skills to exploit the
advantages at each dimension of students emotional
quotient. They should have knowledge of emotional quotient,
so that they can help develop the emotional quotient among
their students.
4. Students should enhance their EQ level in order to
solve everyday problems, build better relationships, make
sound moral decision, and thus succeed in life.
5. Parents should assist their children especially in
academic, social, and emotional adjustment and they should
also guide their children properly for less failures and
frustrations in theirs lives.
6. Further research should be done to determine other
possible factors that would affect the students emotional
quotient and academic performance.
7. For the future researchers whose study is similar or
related to this investigation, they may use this study to
serve as a basis for the improvement of their research.

Emotional Quotient: Its Relation The To Academic Performance of High School Students

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Emotional Quotient: Its Relation The To Academic Performance of High School Students

Uploaded by

Copyright:

Available Formats

Passi National High School

SPECIAL SCIENCE CLASS DEPARTMENT

OF HIGH SCHOOL STUDENTS

Andrea P. Duran and Barbara C. Fernandez

Special Science Class, Passi National High School

Introduction to the Study

Chapter 1 is divided into five parts: (1) Background

and Theoretical Framework of the Study, (2) Statement of the

Problem and Hypothesis, (3) Significance of the Study, (4)

Definition of Terms, (5) Scope and Delimitation of the

Part One, Background and Theoretical Framework of the

Study, presents the introduction to the study, the reasons

for conducting the study, and discusses its Theoretical

describes the purpose of conducting the study and enumerates

the specific objectives and hypotheses to be tested.

Part Three, Significance of the Study, states the

benefits that could be derived from the findings of the

Part Four, Delimitation of the Study, identifies the

coverage of the investigation in terms of purpose,

variables, subjects, research method or design, research

instruments used, statistical tools (descriptive or

inferential), and analytical scheme.

Part Five, Definition of Terms, lists alphabetically

the research terminologies for purposes of clarity and

Background and Theoretical Framework of the Study

In the early 1990s, Dr. John Mayer, Ph.D., and Dr.

Peter Salovey, Ph.D., introduced the term "emotional

intelligence" in the Journal of Personality Assessment. They

used this term to describe a person's ability to understand

his or her own emotions and the emotions of others and to

act appropriately based on this understanding. Then in 1995,

psychologist Daniel Goleman popularized this term with his

book Emotional Intelligence: Why It Can Matter More Than IQ.

EQ also stands for Emotional Intelligence Quotient. Much

like an intelligence quotient, or IQ, an EQ is said to be a

measure of a persons emotional intelligence (Thibodeaux and

A persons EQ can be measured using any one of a number

of assessments, including one developed by the

aforementioned Salovey and Mayer. Some assessments utilize

self-given responses while others are peer-given responses.

An EQ test may give insight into a persons personality and

psychological make up (Beam, 2009).

Currently there are studies being conducted on possible

ways that an EQ may affect a persons abilities to perform

under pressure, resolve conflict, and generally cope with

concept believe these abilities are simply a matter of

personality, which cannot be measured or modified. Other

studies have linked EQ measurements to communication and

other social skills that people either lack or possess

Current research demonstrates a tangible link between

student Emotional Quotient scores and likelihood to succeed

in a college environment. Multi-Health System works with

many prominent colleges and universities to develop student

potential and increase retention through Emotional

Intelligence testing and awareness. A wide body of research

shows that through Emotional Intelligence screening and

coaching, student success can be improved and drop-out rates

curtailed (Beam, 2009).

Recent studies indicate that Emotional Intelligence

influences behavior in a wide range of domains including

school, community, and the workplace. At the individual

level, it has been said to relate to academic achievement,

work performance, our ability to communicate effectively,