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“Comparative Analysis between Emotional Intelligence and

Academic Performance”

A Research Project Presented to

the Faculty of the Senior High School of
Systems Plus Computer College
Caloocan City

In Partial Fulfillment of
the Requirements for Graduation
Senior High School Level
HUMSS Strand

Prepared
By:
Carinaga, Joash
Cruz, Jhonpol
Dizon, Ronnel Roi
Manlapat, Michael
Wico, Rigor
Cuajao, Beadaine
Garcia, Elmina
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Chapter I
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
A good academic performance is determined by high Intellectual Quotient
(IQ) only (Stevens 2016). Hence, it is generally believed that is not just the
Intellectual Quotient (IQ) that affects the academic performance but also
Emotional Intelligence (EI). As said by Kuraman (2012), Emotional Intelligence
(EI) is the ability to listen and empathize, capability on recognizing emotions.
Pareto principle stated that, our success at work depends on Emotional
Intelligence (EI), which is 80% and only 20% of intellect.

Furthermore, According to Ogundokun and Adeyamo (2010), it is not just

intellect that attains success, but also the competences like self-regulation and
interpersonal skills are also the reason why students perform successfully. It does
not matter how smart student is their success is still based on how they interact to
others and how they communicate to peers. But as the time goes by, there are
studies who revealed that in spite of having a good IQ levels, there are students
who did not show equivalent performance. it is because of their emotional
disturbances, problems in managing their emotions, and lack of coping
mechanism to communicate and collaborate effectively to their environment.
Those are the reasons why this research is being conducted.
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This study aims to know if there is a signifilcant relationship between Emotional

Intelligence and Academic Performance. The researchers will use the Trait
Emotional Intelligence Questionnaire or TEIQ of K.V Petrides to know the students
levels of Emotional Intelligence. The researchers will use Systematic Random
Sampling to get a sample from 1228 population of Senior High School Students
of Systems Plus Computer College (SPCC). This study has significance to school,
teachers and especially to students, for them to have a better understanding and
awareness on how Emotional Intelligence affects student's Academic
Performance. Furthermore, the school can also launch seminars and activities for
the empowerment of Emotional Intelligence.

BACKGROUND OF THE STUDY

This research aims to know how these levels of Emotional Intelligence

such as the high, average and low emotional intelligence that affect student's
academic performance. If the study is proven, students will be aware and they can
empower or develop their emotional intelligence.
According to Petrides (2009), Emotional Intelligence is a constellation of
emotions and self perception found at the lower levels of personality hierarchies.
Moreover, the ability of Emotional Intelligence is to understand, process and utilize
emotion related information in the everyday life.
As stated by Nwadiaigwe and Azuka-Obleke (2012), they proved the
statement that Emotional Intelligence has positive correlation to Academic
Achievement. They proved that students who joined in emotional intelligence skills
workshop enhance their academic achievement.
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Based on Bagongon and Eplapira (2009), they believed that there is no

single variable that can definitely predict students performance. There are other
factors that would account for the grade.

STATEMENT OF THE PROBLEM

This research aims to know if there is a correlation between Emotional

Intelligence and Academic Performance. This study sought to answer the following
questions.
1. What are the demographic profile of the respondents?
1.1 Gender
1.2 Track
1.3 Strand
1.4 Grade Level
2. What is the level of Emotional Intelligence of the respondents?
3. What is the General Weighted Average (GWA) of the respondents?
4. What is the AWM of the respondents based on their Emotional Intelligence?
5. Is there a significant relationship between Emotional Intelligence and
Academic Performance?
6. Is there a significant difference between Emotional Intelligence and
Academic Performance?
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HYPOTHESIS

H0. There is a significant difference between Emotional Intelligence and

Academic Performance
Ha. There is a significant relationship between Emotional Intelligence and
Academic Performance.

SIGNIFICANCE OF THE STUDY

This study would help the school through the assessment on how these
levels of Emotional Intelligence affects students Academic Performance. The
result of this study will be useful to enhance the quality of performance and
learning as well as research services delivered by Systems Plus Computer
College (SPCC).

STUDENTS- The result will effectively help students because it provides

awareness and better understanding on how these levels of Emotional Intelligence
affects the student’s Academic Performance.

TEACHERS- They can implement and facilitate developmental program such as

Guidance Program about empowering Emotional Intelligence and Psychological
Seminars which are given by the administrators for the efficiency and betterment
of the performance of students.

SYSTEMS PLUS COMPUTER COLLEGE- They will come up with activities and
create a new program to strengthen the Emotional Intelligence if study is proven.
For an instance, they can provide Guidance Program that can help students on
managing their emotions and Psychological Seminars for Emotional Intelligence
awareness.
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FUTURE RESEARCHERS- This research can serve as guide and reference if they
intended to do the same research about Emotional Intelligence and Academic
Performance.

SCOPES AND LIMITATIONS

This study wants to know if there is a significant relationship or difference

between Emotional Intelligence and Academic Performance. This research covers
only the Grade 11 and 12 Science, Technology, Engineering and Mathematics
(STEM) students of Systems Plus Computer College with the total population of
178 students. With the use of Slovin formula which is n=N÷(1+Ne2), where “n” is
for sample, “N” is for population, and “e” for margin of error which is 5%, the
researchers will now have 123 respondents. To know the names of all those
respondents, the researchers will use simple random sampling or also known as
fish bowl method.
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Definition of Terms

Academic Performance- IGI Global defined academic performance as students

reporting of past semester CGPA/GPA and their expected GPA for the current
semester. The grade point average or GPA is now used by most of the tertiary
institutions as a convenient summary measure of the academic performance of
their students.

Adaptability- the quality of being able to adjust to new conditions.

Adolescents- in the process of developing from child into an adult.
Affirm- states as fact; assert strongly
Assessment- estimation or evaluation of something.
Constellation- an assemblage, collection, or group of usually related persons,
qualities, or things

Efficiency- ability to do something or produce something.

Emotions- a conscious mental reaction (such as anger or fear) subjectively

experienced as strong feeling usually directed toward a specific object and
typically accompanied by physiological and behavioral changes in the body.

General Weighted Average (GWA) - is the average of grades in all subjects

taken, whether passed or failed. It is the result of combining the performance rating
based on the screening criteria or subject. It serves as the indicator of a student's
academic performance in a given semester or school year.
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Integrated- should be linked in or coordinated.

Intellectual Quotient- is a score derived from a set of standardized tests

developed to measure a person's cognitive abilities ("intelligence") in relation to
their age group.

Interpersonal- relating to relationships or communication between people.

Intrapersonal- existing or occurring within one person's mind or self

Perceive- come to realized and understand.

Performance- an execution of an action

Resiliency- it is the capacity to recover quickly from toughness.

Social Skills- it is the skills we use to communicate and interact with each other.

Trait Emotional Intelligence Questionnaire (TEIQ) – is an openly accessible

instrument developed to measure emotional intelligence.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

Local Studies
In June 2011, Dr. Chelo of Xavier University proved that EQ is an important
factor that leads a person to psychological resilience and stress resistance. He
also proved that Filipino adolescents are capable to deal with the situations
effectively. They are able to cope with both everyday hassles and tragic
adversities.
According to Bance and Acopio (2016), Emotional Intelligence has a
significant relationship with interpersonal, intrapersonal, stress management,
adaptability and general mood scales. Also, they affirmed the claim that the more
academic achievers become emotional-social intelligent, the higher their
tendency to do well. They stated that Emotional Intelligence activities should be
integrated in higher education curriculum.
Moreover, a research conducted by Magulod (2017), there is a significant
relationship between Emotional Intelligence and creativity styles. It states that the
higher the creativity style, the higher social skill and collaboration
As stated by Baron and Lanuang (2009), the overall General Weighted
Average and Emotional Intelligence of leaders and members showed significant
relationship between two variables as shown to their test. When compared with
the organization members, leaders not only do better in academic performance,
but also in Emotional Intelligence.
Based on the research of Santiago (2010), there is a significant
relationship between Emotional Intelligence and Academic Performance of
Channel of Dreams Learning school.
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FOREIGN STUDIES
Contribution of Emotional control to academic performance was also
supported by Mac Cann et al (2011). The result is that the better educational result
might be achieved by targeting skills relating to emotion management and
problem-focused coping.
A research study conducted by Fernandez, Salamonson and Griffithz
(2012), found out that acquiring Emotional Intelligence skills were key factor in the
academic success and test performance of elementary and high school students.
Similarly, Preeti (2013) in his investigation noted that high Emotional
Intelligence was related to greater individual performance, often above and beyond
that linked with one’s level of general intelligence.
Grehan, Flanagan and Malgady (2011) studied the correlation between
individual characteristics and Emotional Intelligence of post graduate students in
the classroom. They considered the grade average of students and assessment
of student’s performance as predictor of success. They revealed in their study that
Emotional Intelligence and grade average has a relationship with each other.
In 2008, Aremu and Tella investigated the relationship of Emotional
Intelligence, Parental Environment, and Academic Performance of Secondary
School Students in Ibadan, Nigeria. Emotional Intelligence was measured using
questionnaires entitled “Student Emotional Intelligence”. They found out that
Emotional Intelligence was significantly related to Academic Performance of
Secondary school students as measured by grade point average.
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CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

1. To identify the 1. In identifying th

level of Emotional Emotional
Intelligence of Intelligence of th
Grade 11 and 12 respondents, th
Academic Track researchers will us
students. the Trait Emotion
Intelligence
Relationship Questionnaire
2. To identify the between (TEIQ) test.
General Weighted Emotional
Average of the Intelligence and
respondents Academic 2. In determining th
Performance of relationship betwee
Senior High Emotional
3. To know if there is School Intelligence an
significant students Academic
relationship of especially the Performance,
difference Academic
several statistic
between Track of
tools wer
Emotional Systems Plus
considered an
Intelligence and Computer
College. used.
Academic
Performance 3. Chi-square test

4. One way anova

Figure 1
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THEORETICAL FRAMEWORK

Trait Emotional Intelligence Theory

Based on the theory of Petrides (2002), emotionally intelligent person

such as leaders, managers and officials are associated with decision making. For

example, you are assigned to finish a task, and you are the leader. In this situation,

you need to be emotionally intelligent to achieve your goal in that task. That’ why,

you need to decide appropriately to accomplish your task. It is the reason why he

proposed Trait Emotional Intelligence Questionnaire. To know how the levels of

Emotional Intelligence of a person affects his way of decision making.

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents a discussion of the research design, the place

where the research is conducted, and the samples and sampling technique used.
It also includes the instruments and how they are used for this study. Finally, it
presents the data gathering procedure and the appropriate statistical tool for the
data.

Research Design
The researcher will use Quantitative research design in analyzing a study
through numerical analysis of data. Also, the researchers will use descriptive
research in order to gather information and condition. Descriptive research method
gathers information on current situations, conditions, and creates a logical
conclusion and recommendation on a specific study. With the use of this kind of
research the researchers can now determine the relationship of Emotional
Intelligence to Academic Performance.
Moreover, the researcher will also use Comparative research design to
compare the two different variables. With the use of this design, the study can draw
a conclusion about those two. Furthermore, to easily know the relationship of
those variables, the researchers will use Chi-square test. Since, it is used for
determining the relationship of the given phenomena.
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Research Locale

Systems Plus Computer College (SPCC) is an education institutional

offering computer-oriented courses from primary to tertiary levels, and Academic
and Technical-Vocational track. The school is committed to provide liberal,
transformative and relevant education. The institution opened its first senior high
school level in the school year 2016- 2017. The Grade 11 pioneer students were
accommodated in the new “Lourdes building” on that year and the first senior high
school level that completed the K to 12 curriculum of the government was from the
school year 2017-2018. It is located along the 10th Avenue, Caloocan City which
is well-known for being the motorcycle capital of the Philippines. But other than
this, the school is a place for learning. It is sufficiently far from recreational places
of doubtful reputation such as gambling establishments or entertainment clubs.
However, movie houses, markets, heavy traffic highways, and manufacturing and
industrial establishments are close to the school’s location. Several prestigious
high schools, such as Notre Dame of Greater Manila, St. Mary’s Academy of
Caloocan City and Caloocan Science High School are also located nearby.
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Samples and Sampling Technique

Before, the researchers have 178 respondents from Science, Technology,

Engineering and Mathematics (STEM) Strand. But with the use of Slovin formula,
the researchers will now have 123 samples. According to Ellen (2018), it is where
a smaller sample is taken from a population. Slovin formula gives the researcher
an idea on how big the sample size needs to be to ensure a reasonable accuracy
of outcome.
In addition, the researchers used Simple Random Sampling to get the
names of all the 266 respondents. According to Hayes (2019), Simple Random
Sample is a subset of statistical population. It is meant to be an unbiased
representation that’s why the researchers used it.
GENDER Frequency Percentage

Male 84 68.29

Female 39 31.71

Total 123 100.00%

Table 2. No. of respondents

The table shows the number of Male and Female for the study. There

are 84 male respondents and there are 39 female respondents with a total of

123 respondents
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GRADE LEVEL Frequency Percentage

11 62 50.41

12 61 49.59

TOTAL 123 100%

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DATA GATHERING PROCEDURE

1. The researchers created a letter of institution and other necessary letters

to be passed to the heads of the school in order to approve the
continuation of research.
2. To have a sample from a population, the researchers used Slovin
Formula.
3. For the researcher to have the names of all 123 respondents, simple
random sampling is used.
4. The researchers will go to the registrar to gather their General Weighted
Average.
5. To know the levels of their emotional intelligence, the researchers will use
Trait Emotional Intelligence Questionnaire of K.V Petrides
6. To interpret the gathered data, Likert scale will be use.
7. After gathering all the data needed, the researcher will use T test to
compare two different
8. To know the relationship between those variables, the researchers will
use Chi square of Independence/Association.
9. After knowing their relationship, the researchers will use One way Anova
for the difference
10. To support the study, the researchers used Trait Emotional Intelligence
Theory of K.V Petrides.
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CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

1. To identify 1. In identifying
the level of the Emotional
Emotional Intelligence of
Intelligence the respondents,
of Grade 11 the researchers
and 12 will use the Trait
Academic Emotional
Track Intelligence
students. Questionnaire Relationship between
2. To identify (TEIQ) test. Emotional
the General 2. In determining Intelligence and
Weighted the relationship Academic
Average of between Performance of
the Emotional Senior High School
respondents Intelligence and students especially
. academic the Academic Track
3. To know if performance, of Systems Plus
there is a several Computer College.
significant statistical tools
relationship were considered
between and used.
Emotional
Intelligence
and
Academic
Performanc
e
4. To know if
there is
significant
difference
between
Emotional
Intelligence
and Figure 1
Academic
Performance
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