EMOTIONAL INTELLIGENCE ATTRIBUTES AND ACADEMIC PERFORMANCE OF GRADE VI PUPILS

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1 EMOTIONAL INTELLIGENCE ATTRIBUTES AND ACADEMIC PERFORMANCE OF GRADE VI PUPILS Maria Diana S. Guieb, Alberto D. Yazon, Karen A. Manaig, John Frederick B. Tesoro Osnel A. Melodillar and Sharon L. Ramos Laguna State Polytechnic University Los Banos Campus Los Banos, Laguna, Philippines ABSTRACT This study aimed to determine the emotional intelligence and academic performance of Grade VI pupils of Calo Elementary School, Bay, Laguna. Specifically, it sought to: determine the profile of the respondents in terms of age, gender, birth rank, religion, parent s educational attainment, parent s occupation and monthly income, and general weighted average from Grade I to Grade V and; if there exists a significant relationship between the three emotional attributes (love, fear and anger) of the respondents and their academic performance. Descriptive research design was used in this study. The respondents were composed of eighty (80) Grade VI pupils. Total enumeration was used in selecting the respondents. The study utilized a questionnaire as the main instrument in data gathering. In terms of their academic performance, their grades from Grades I to V were taken from their permanent record in Form 137. The data gathered were tabulated and subjected to appropriate statistical tools for analysis. Among the three basic attributes of emotion, love got the highest mean which indicates that respondents feel love more than the other two emotional attributes. Fear has the second highest mean of the attributes which may indicate that fear is an emotion largely felt by pre-teens (ages 11 and 12). The attribute with the lowest mean is anger indicating that this emotion is the least experienced by this age group. On average, the students academic performance was satisfactory (80.50). The mean obtained in the three attributes of emotion and the academic achievement of the respondents was correlated using Pearson Product Moment Coefficient Based on the findings it revealed that there is a weak positive correlation between the emotional attribute love and students academic performance (r =.04, p =.724). Similarly, a weak positive relationship exists between anger and students academic performance with r =.111 and p =.325. These results indicate that love and anger are not statistically related to students academic performance. A negative low correlation was found between students emotional attribute fear and their academic performance with an r-value of (p=.026). This result implies that the lower the fear experienced, the higher the grade of the student. Therefore, the researchers have concluded that significant relationships exist between fear and pupils academic performance. Love and anger were not significantly related to how pupils perform in class. This study recommends parents to provide full attention to the formative years of their children and always let them feel that they are loved, sheltered and nurtured. In doing so, positive results will arise including better academic performance. Keywords: emotional intelligence love fear anger academic performance 1

2 I. Introduction Emotional Intelligence has its roots in the concept of social intelligence, first identified by E.L. Thorndike in 1920 [1]. Social intelligence as defined by Thorndike as the ability to understand and manage men and women, boys and girls to act wisely in human relations. Interpersonal and intrapersonal intelligences comprise social intelligence. As defined by Thorndike (1920), Interpersonal Intelligence is the ability to understand other people: what motivates them, how they work, how to work cooperatively with them. While, Intrapersonal Intelligence is a correlative ability turned inward. It is the capacity to form an accurate, veridical model of oneself and to be able to use that model to operate effectively in life. Whereas, Emotional Intelligence is a type of social intelligence that involves the ability to monitor one s own and other s emotions to discriminate among them, and to use the information to guide one s thinking and actions. Emotional Intelligence, as defined by Daniel Goleman is another name for the personal intelligences observed by Howard Gardner. Recently, our culture has begun to recognize the importance of possessing, or if possible, developing this type of intelligence, perhaps even more than traditional abstract intelligence. In year 1998, Goleman did his own research about thoughts and feelings or emotions and came up with the findings of Peter Salovey, a Yale Psychologists, who listed the five domains, namely, Self-awareness which is observing oneself and recognizing a feeling as it happens; Managing Emotions is handling feelings so that they are appropriate, realizing what is behind a feeling, finding ways to handle fears and anxieties, anger and sadness; Motivating Oneself is channeling emotions in the service of a goal, emotional self-control, delaying gratification and stifling impulses; Empathy is sensitivity to others feelings and concerns and taking their perspective, appreciating the differences in how people feel about things; Handling Relationships is managing emotions in others, social competence and social skills. Tenedero (2001) defined intelligence as the ability to learn and to apply what is learned. Emotional Intelligence is the ability to understand and to effectively apply the power of emotions as a source of personal energy and interpersonal synergy. Emotional Intelligence is often measured as an Emotional Intelligence Quotient or EQ which describes an ability, capacity or skill to perceive, assess and manage the emotions of one s self, of others and of groups. However, being a relatively new area, the definition of EQ is constantly changing. Some psychologist such as John Mayer (2005) [2] prefer to distinguish emotional knowledge from emotional intelligence. In the study conducted by Guerrero and Pascual (1993) [3] at Gumaca Elementary School wherein it has a total population of 1,521 pupils (616 boys and 903 girls) from Grade I to Grade VI. The study revealed unclassified situations as causes of anger in the pupil s responses. Also, data show that 725 pupils mentioned being teased, annoyed and hurt as the outstanding causes of anger. About 243 expressed that having no money to spend was another source of annoyance. At home, a number of pupils reported getting angry when they were spanked and scolded. The study aimed to determine the Emotional Intelligence and Academic Performance of Grade VI pupils of Calo Elementary School, Bay, Laguna. 2

3 Specifically, it sought to answer the following questions: 1. What is the profile of the respondents in terms of age, gender, birth rank, religion, economic status, parent s educational attainment, parent s occupation, and general weighted average from Grade 1 to Grade What is the correlation between the three emotional attributes (love, fear and anger)of the respondents and their academic performance? 3. What recommendation and conclusion could be drawn from the study findings? The findings of the study could contribute knowledge to the psychological field, the data produced could set the path in finding out the relationship between Emotional Intelligence and the mental ability of the students. This path might include better understanding of how the students feel or react to some certain moods during class periods. Further, some in-depth studies along this topic could be undertaken by other researchers in the future. This study will raise awareness and can be bases in developing basic framework for the holistic development of future learners, hence this study. Furthermore, the study will focus on the correlation of Emotional Intelligence and the academic performance of Grade VI pupils of Calo Elementary School, Bay, Laguna, SY The study zeroed on the three basic Emotional Intelligence attributes: love, fear and anger. Some related emotions were also considered such as happiness and sadness. II. Methodology Descriptive research design was used in this study. The respondents were composed of eighty (80) Grade VI Pupils enrolled during the SY The researchers used the total enumeration in selecting the respondents. The study utilized a questionnaire as the main instrument in data gathering. In terms of their academic performance, their grades from Grade 1 to Grade V were taken from their permanent record in Form 137. The data gathered were tabulated, then subjected to statistical treatment such as percentage and Pearson Product Moment Correlation Coefficient. III. Results and Discussions 1. Distribution of Pupil Respondents Based on Gender: majority of the respondents were females with % (41) and % (39) Males. 2. Distribution of Pupil Respondents Based on Age: most of the respondents are in ages 11 and 12 which comprises 47.5 % (38) and 40% (32) respectively. Seven respondents who are aged 13 years with 8.75 %. On the other hand, the youngest is aged 10 with 1.25% and two respondents were the oldest, 14 years old with 2.5%. 3

4 3. Distribution of Pupil Respondents Based on their Birth Rank: the middle born child has the highest percentage of 42.5 % (34). Followed by 32.5 % (26) for the eldest and the youngest with 25% (20). 4. Distribution of Pupil Respondents Based on Religion: majority of the respondents were Roman Catholic with 70% or 56 out of 80 respondents. Followed by Born Again Christians % (14), Iglesia ni Cristo - 7.5% (6), 7 th Day Adventist 2.5% (2). None of the respondents are Protestants but 2 of the respondents (2.5%) are of other religions not mentioned above. 5. Distribution of Pupil Respondents Based on Mother s Educational Attainment: more than half of the respondents mothers are high school graduates with 65% (52), 18.75% (15) attained elementary level and 16.25% (13) are college graduates. 6. Distribution of Pupil Respondents Based on Father s Educational Attainment: Fathers of the respondents are mostly are high school graduates (55% or 44). Almost quarters (23.75% or 19) of the respondents have entered college level and 21.25% or 17 attained elementary education level. 7. Distribution of Pupil Respondents Based on Mother s Occupation: Most of the Occupation of the mothers are with Blue Collar Job (56.25 % or 45), 35% or 28 are jobless and 8.75% or 7 have White Collar Job. 8. Distribution of Pupil Respondents Based on Father s Occupation: Most of the Occupation of the fathers are with Blue Collar Job (77.5% or 62), 13.75% or 11 are jobless and 8.75% or 7 have White Collar Job. 9. Distribution of Family Income: Considering that most of the parents have a blue collar job, it is not surprising that a little more than half (51.25% or 41) of the parents belong to the bracket of Php 1, to Php 5, More than a quarter of the respondents (28.75 % or 23) have an income of Php 6, to Php 8, Seven (8.75%) of the respondents have Php 9, to Php 12, while 4 out of 80 respondents were in the Php 13, to Php 15, bracket. Very few (5 out of 80) have an income of Php 20, and above. 10. Distribution of Pupil Respondents Based on the 3 Basic Emotions: Among the three basic attributes of emotion, love got the highest mean which indicates that respondents feel love more than the other two emotional attributes. Fear has the second highest mean of the attributes which may indicate that fear is an emotion largely felt by pre-teens (ages 11 and 12). The attribute with the lowest mean is anger indicating that this emotion is the least experienced by this age group. On average, the students academic performance was satisfactory (80.50). 11. Summary of the Level of Correlation Between the Three Attributes of Emotions and Academic Performance. Emotion s Attributes r-value p-value Remarks Love Not significant Fear Significant Anger Not significant Based on the findings it revealed that there is a weak positive correlation between the emotional attribute love and students academic performance (r =.04, p =.724). Similarly, a weak positive relationship exists between anger and students academic performance with r =.111 and p =.325. These results indicate that love and anger are not statistically related to students academic performance. A negative low correlation was found between students emotional attribute fear and their academic performance with an 4

5 r-value of (p=.026). This result implies that the lower the fear experienced, the higher the grade of the student. IV. Findings, Conclusion and Recommendations Findings The study was able to determine that there is a slight difference in the number of male to female respondents. Almost all of the respondents are aged 11 or 12 years. There is a minimal difference between the number of first born respondents compared to the middle born and the youngest. Almost all of the respondents are Roman Catholic. Majority of the respondents parents have attained high school level. A significant number of the respondents parents have Blue-Collar Job. The families of the respondents are under the Php 1,000 Php 5, income brackets. The study revealed that there was high correlation between the emotions of love, fear and anger on the the academic performance of Grade VI pupils of Calo Elementary School, Bay, Laguna. Conclusion The researchers have concluded that significant relationships exist between fear and pupils academic performance. Love and anger were not significantly related to how pupils perform in class. Recommendation Parents should provide full attention to the formative years of the children especially during the ages were the children still stay at home, which is from birth to the age before entering the school. It would help parents to know their children s emotional attributes such as love, fear and anger which is important in school as far as dealing with other children is concerned. Teachers should conduct home visitation to have a first-hand experience on how the pupils was being treated by the family members. This could give way to understand why the pupil manifests a certain behavior in the classroom. They need to provide opportunities to all pupils in attending or joining curricular activities, regardless of their academic performance to have an equal treatment among pupils. Teachers should develop teaching strategy in emotional education that can be merge naturally in all major subjects that would give teachers entry point to teach children skills that are lacking such as impulse control, explaining their feelings and resolving conflicts which could help children in dealing with their school problems. The school administrators should hold teacher s seminars on how Emotional Intelligence could be intertwined with the pupils academic activities. The school should also have Emotional Educational Programs in their Curriculum Plan. Future research could use this study to conduct a more extensive research on the correlation between Emotional Intelligence and Academic Performance of pupils. They could broaden the study and number of respondents. 5

6 References: [1] Acero, V.S., E.S. Javier & H.O Castro (2004) Human Growth, Development and Learning. Rex Bookstore Inc. [2] Mayer, J. (2005) How Do You Measure Emotional Intelligence? The University of New Hampshire. [3] Guerrero, MR and BM Pascual (1993) Attitude Formation. Rex Publishing Inc. 6