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CHAPTER 1

THE PROBLEM AND BACKGROUND OF THE STUDY

1.1 Introduction

Emotional intelligence is a notion that has gotten a lot of attention in

academic circles all around the world. Emotional intelligence is the

capacity to recognize, control, and evaluate emotions (EI). Some

academics believe emotional intelligence can be taught and improved,

while others believe it is a natural trait, these programs aim to improve

students' health and well-being while simultaneously assisting them in

academic success and preventing bullying. Emotional intelligence can be

used in a variety of ways in everyday life.

Emotional intelligence is important in our social lives, but it can be

deceiving when it comes to academic success. Intelligence is both rational

and emotional, and the two interact to shape our lives. People who can

control their mental habits and have emotional skills are more likely to live

a happy life. As long as you have the goal of improving your emotional

intelligence, it can develop through time. Every person, task, or situation

you come across is a great way to put your Emotional Intelligence to the

test. It takes time to learn, but the benefits can be realized straight away.

Emotional intelligence will help you in your personal and professional

interactions, as well as in other areas of your life.

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Emotional intelligence is defined as the ability to monitor one's own

and others' emotions, to recognize and classify different emotions, and to

use emotional information to influence one's thinking and actions

(Coleman, 2008) Many people are perplexed by the link between the mind

and emotions. Some people believe that proper thinking can only occur

when emotions are absent. According to research, emotional intelligence

(EI) has been connected to academic and professional success, as well

as contributing to individual cognitive-based performance beyond the

degree attributable to general intelligence. People and students with

higher emotional intelligence have better social functioning in

interpersonal relationships and are seen as more prosocial, less

antagonistic, and conflictual by their peers. Improved academic success

may be aided by increased social competence and high-quality

interactions, which may promote cognitive and intellectual progress.

(Brandon Gaille 2019) Emotional intelligence refers to a person's ability to

recognize and understand their own emotions. People that are good at

this feature are also good at knowing how others around them are feeling.

When a decision needs to be taken, this information is used to identify the

best course of action. The ability to employ this skill accounts for up to

80% of the difference between an average performer and a top performer.

Emotional intelligence isn't an inherent talent or a hereditary

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feature. It is a skill that anyone can pick up. Of course, some people are

born with a natural aptitude for learning this skill, but everybody has the

ability to build well-defined skills in this field. You'll be able to find some

success if you're willing to put in the effort.

1.2 Theoretical Framework

Goleman’s Theoretical Model

Daniel Goleman provided a theory and a four-domain model, which

he first developed in 1998 and then modified in 2002. This notion is about

being in control and being able to identify our emotions and interpersonal

relationships, which is referred to as emotional intelligence. The first

component of this approach is self-awareness, which refers to how well

you know yourself and how you feel about yourself. Accurate self-

assessment falls under self-awareness, and it refers to a person's ability to

analyze oneself. The second is self-management, which is the ability to

exercise healthy control over impulsive behaviors, feelings, and ideas to

attain desired outcomes. This contributes to our sense of self-efficacy as

well as our overall well-being. The third point to consider is social

awareness. This is where you can sense other people's emotions and use

empathy to see things from their point of view.

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"Empathy refers to the cognitive and emotional processes that bind

people together in various kinds of relationships that permit sharing

experiences as well as an understanding of others" (Eslinger, 2007).

People wrongly believe that empathy and sympathy are the same

things. Sympathy simply entails understanding ourselves or from our point

of view, whereas empathy entails understanding why others may feel the

way they do. Empathy forces us to put ourselves in other people's shoes,

but it is more than just perceiving other people's feelings. It also refers to

how a person reacts to others. Relationship management is the fourth

step. It entails taking on other people's feelings via listening and

empathizing to effectively manage encounters. While reading these four

domains, I noticed that Goleman started with ourselves, explaining how

we should understand and be aware of our emotions, how we should

control ourselves in specific situations, and how we should have empathy

for others, because, without these three things, we won't be able to have a

relationship with others or communicate effectively. You can tell that these

four really coexist with each other and that they go well naturally.
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Peter Salovey & John Mayer’s Theoretical Model

The concept of emotional intelligence made by Salovey and Mayer

compromises four branches:

1. The ability to precisely perceive emotions in oneself and others.

2. The ability to utilize emotions to facilitate thinking.

3. The ability to recognize emotions, language, and the signals

conveyed by emotions.

4. The ability to manage emotions to acquire a distinct goal.

These four branches were made in 2008 and were then revised

with a new description and reasoning in the year 2016. The current model

still has four branches:

1. Perceiving Emotions.

2. Facilitating thought using emotion.

3. Understanding emotions.

4. Managing emotion.
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This concept can be found in an article called "The Ability Model of

Emotional Intelligence: Principles and Updates" by John D. Mayer,

Department of Psychology. Now, perceiving emotion refers to recognizing,

identifying, and managing the emotions of others. The second is

facilitating thought using emotion. This refers to knowing how emotions

can affect our rational thinking and how we use our emotions to become

more effective in problem-solving, decision-making, and reasoning. The

third is understanding emotions. You can understand mixed and distinct

emotions, differentiate moods and feelings, and determine and describe

the meaning, antecedents, and outcomes of emotions with this branch.

Finally, there's emotional management. We can analyze ways to sustain,

escalate, or lessen emotional responses under the heading of controlling

emotions. Emotional response refers to how your body reacts whether you

are pleased, sad, or afraid, and is prompted by your thoughts; however,

your brain can also inadvertently generate an emotional response. The

study of students’ emotional intelligence is anchored by these theories in

terms of stress management, adaptability, and proper communication.

According to studies, students with higher levels of emotional intelligence

are better equipped to control themselves; on the other side, students with

low levels of EI may become less connected to school, thus impacting

classroom performance. Therefore, learning these theories might benefit

students who are struggling to comprehend, manage, and be aware of

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their emotions, particularly those who are under stress due to a mountain

of schoolwork.

1.3 Research Paradigm

Input Survey Result

High level
Junior and
senior high Level of
Above average
school emotional Emotional
students inteligence and
Average level
at and academic
bethel academic performance
Below average
christian performance
school
Low level

Figure 1 Illustrates that the Junior and Senior High School Students

at Bethel Christian School may have the Highest, Above Average,

Average, Below Average, and Low levels of Emotional Intelligence and

Academic Performance.
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1.4 Research Questions

This study aims to analyze the level of Emotional Intelligence and

Academic Performance among Junior and Senior High School students at

Bethel Christian School. It aims to answer the following questions:

1. What is the demographic profile of the respondents according to the

following:

a. Sex:

b. Age:

c. Religion:

d. Grade level

2. What is the level of the Emotional Intelligence and Academic

Performance of the respondents?

3. Is there any significant difference between the Emotional

Intelligence level of Male and Female students?

4. Is there any significant difference between the Emotional

Intelligence level of Junior High School and Senior High School students?

5. Are there any significant relationship between the Emotional

Intelligence and Academic Performance of Junior and Senior High School

students at Bethel Christian School?

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1.5 Hypothesis

The researchers used the following hypothesis in the study.

1. Null Hypothesis

1. There is no significant difference between Emotional

Intelligence level of male and female students.

2. There is no significant difference between Emotional

Intelligence level of Junior and Senior High School students.

1.6 Scope and Limitations of the Study

This part is the beneficiaries of the research. The generalization of

this present study would be a great contribution to the massive knowledge

in relation to students to know the right way to be guided by the

researcher.

a. Future Researchers – It can be the guideline of their research

and it can also be their basis for their future research which will

have something to do with the emotional intelligence and academic

performance.

b. Students - It will give some information about their level of

emotional intelligence and how this can affect their academic

performance.
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c. Teachers – It will guide them towards understanding how students

quickly get affected in their academic performance depending on

the level of their emotional intelligence.

d. Parents - It will be a basis for their proper nurturing to their children

as emotional intelligence is concerned since everything begins at

home especially learning.

1.7 Assumptions

The researchers assumed that:

1. Learning outcomes and academic achievement are never simple for

students.

2. A senior high student's level of emotional intelligence will have a

substantial impact on their academic performance.

3. It has been noticed that the majority of senior high pupils take a

piecemeal approach to gaining Emotional Intelligence.

4. Students should have greater emotional intelligence than cognitive

intelligence, as these intelligences will help them succeed in school.

5. The quantitative reasoning and interpersonal abilities of those kids were

judged to be slightly low positive.

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1.8 Significance of the Study

Emotional intelligence assists in developing healthier relationships,

academic achievement, and achieving professional and personal

objectives. It can also assist you to connect with your emotions, put your

vision into action, and draw conclusions to make proper decisions about

what matters to you most, however, you should be aware that all human

characteristics have drawbacks. The higher level of Emotional intelligence

an individual has also means lower level in creativity and innovation

potential.

1.9 Definition of terms

1.Emotional intelligence refers to the perceive and manage one’s

own emotions and also the emotions of others.

2. Emotions are biologically-based psychological states brought on

by neurophysiological changes, variously associated with thoughts,

feelings, behavioural responses, and a degree of enjoyment or

displeasure

3. Catastrophe an occurrence that causes significant and

sometimes rapid harm or suffering; a catastrophe.

4. Social context refers to the precise setting during which social

interaction takes place.

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5. heredity, also referred to as inheritance or biological inheritance.

The offspring cells or organisms acquire the genetic information of their

parents through asexual or reproduction.

6. An interpersonal relationship could be a connection between

two or more folks that may well be temporary or long-term. This link can

be formed through inference, love, solidarity, regular business

interactions, or another style of social commitment.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

EMOTIONAL INTELLIGENCE AND STUDENTS’ ACADEMIC

ACHIEVEMENT

According to Abdu Hasan Al-Qadri and Wei Zhao (2001), Emotional

Intelligence (EI) is a significant criterion for today's students. In this regard,

determining and normalizing the methods to explore and recognize

dimension levels can be beneficial. Educators have implemented a

successful intervention that has resulted in increased academic attainment

among learners. The goal of this study was to see if there was a link

between Emotional Intelligence (EI) and academic achievement. It also

tried to measure the emotional intelligence and motivation to learn of the

students.

Furthermore, there was a positive relationship between students’

emotional intelligence and their academic achievements, with a

statistically significant difference at level 0.01. The study showed that

there were statistically significant differences among students according to

gender variable, and no statistically significant differences among students

according to grade variable (Abdu Hasan Al-Qadri and Wei Zhao, 2001, p.

375).
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The Impact of Emotional Intelligence on Student’s Academic

Performance: A Study on Malaysian Tertiary Institution

According to Michael Ewela Ebinagbome and Dr. Ismail Nizam

(2016), Emotional intelligence combines the important aspects of

interpersonal and intrapersonal relationships, adaptability, moods, and

stress management skills, which influence students’ academic

performance.

This research concluded that only empathy and self-motivation has

stronger influence on the academic performance. While self-awareness,

emotional management and interpersonal skills has a weak influence on

the academic performance. (Michael Ewela Ebinagbome and Dr. Ismail

Nizam, 2016, p. 16), recommends that students who want to excel their

academic pursuit in Malaysia should take notes of their emotional

intelligence.
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CHAPTER III

RESEARCH METHODS

In this chapter, researchers will discuss what methods have been used for

the development of the study, which presents the research design,

respondents of the study, sampling techniques, sample size, research

instruments and statistical methods applied in the study.

3.1 Research Design

The researchers used the descriptive design which is suitable for the

study because it involves adequate and accurate interpretation of the

findings. It analyses the strength of the relationship between two variables.

Relatively, the method is appropriate for the study since it aims to know the

level of emotional intelligence and academic performance of junior and

senior high school students at Bethel Christian School-Fairview. A survey

was administered to a selected sample from specific population. The type of

question asked by the researchers in the test questionnaire will determine

the necessary data to complete an accurate assessment to see the

relationship of Emotional Intelligence and Academic Performance of the

Selected Students in Bethel Christian School.

3.2 Respondents of the study and sampling techniques

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The respondents of the study will be the Junior and Senior High

School students in Bethel Christian School. The researchers will be using

the non-probability sampling, it is one in which not every element inside the

population frame has the same chance of being chosen. The researchers

will particularly use the Purposive Sampling technique as this technique is

also known as a selective or judgemental sampling in which the researchers

will only base their own selection when choosing portion of the population to

respond in the study. This entails identifying and selecting individuals or

groups of individuals who are particularly educated or experienced about a

phenomenon of study (Cresswell & Plano Clark, 2011).

Bernard (2002) and Spradley (1979) added that along with knowledge and

experienced, they emphasize the importance of availability and willingness

to participate in the study, as well as the ability to articulate, express, and

reflect on experiences and ideas of the respondents.

3.3 Research Instrument used in the Study and Treatment of Data

The instrument used in the study was a questionnaire to gather

enough data from the respondents which are the Junior High School

students and the Senior High School Students. In the preparation of the

instrument, the necessity of having a good data were considered so as the

made questionnaire was based by the researcher’s gathered documents

and related studies. This test contains a series of question in which will
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determine how well-known an individual to their emotions and as well as to

measure their capacity to manage and to understand oneself.

3.4 Statistical Methods

Responses made by the High School students were then

statistically analyzed with the data collected and the instrument of the

study. Pearson Product of Correlation Coefficient was used to know if

there is a correlation between dependent and independent variables so as

to obtain with 0.05 level of significance

The researchers used the formula shown below:

1. df = n1 – n2 – 2 2.

2. P= F/N x 100

Where

P= Percentage of Distribution.

F= Number of frequency of responses.

N= Total number of respondents

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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION DATA

In this chapter, researchers will present the paper’s synopsis,

finding, and progress. Researchers assured the precision of the statistical

data presented as it was well studied from the respondents data collected.

1. The respondents demographic profile according to their:

1.1 Age

Table 1

Frequency and Percentage distribution according to Age

Table 1

Frequency and percentage distribution according to age of the respondents

Age Frequency Percentage
11 1 0.8695652174
12 8 6.956521739
13 12 10.43478261
14 31 26.95652174
15 31 26.95652174
16 11 9.565217391
17 8 6.956521739
18 11 9.565217391
19 0 0
20 1 0.8695652174
21 0 0
22 1 0.8695652174
Total 115 100