Emotional Competence and The Academic Performance of Senior High School Students

AUTHOR(S)

Vivencio Angelo U. Marquez, JR,

ABSTRACT

This study determined the emotional competence of the Grade 11 students and its relationship to their academic performance in Oral Communication and in Personal Development. The setting of the study is at Quezon Science High School. Descriptive research design and purposive sampling technique were applied in choosing the subject of the study. The following data gathering instruments were used: (1) The Profile of Emotional Competence (PEC); and (2) school document content analysis. A short interview was conducted to 10 Grade 11 students (5 highest and 5 lowest in academic performance) level to clarify the result and to know how they deal/cope with the thing that affects them most emotionally. The gathered data were computed, tabulated, analyzed and interpreted. Results revealed that of the 63 Grade 11 students, 30 were classified as having high emotional competence, 29 have moderate, while 4 belonged to low emotional competence. All of the Grade 11 students were outstanding in their performance. There is a significant relationship between Grade 11 students’ emotional competence and Oral Communication performance; Personal Development. The researcher, therefore, has no enough evidence to accept the null hypothesis, thus, it is rejected. Interconnecting the levels of emotional competence with the interview response categories of the Grade 11 students revealed that high emotional competence manifests abilities of Use (others), Regulation (self), Use (self), and Identification (self). On the other hand, Grade 11 students with moderate level of emotional competence manifests ability of Regulation (self). The low emotional competence level students, furthermore, manifests the ability of Regulation (others).