Chapter 3

RESULTS AND DISCUSSIONS

Table 2. Demographic Profile of the Respondents in terms of Sex, Grade Level, Strand, and No.
of Hours Spent Socializing
Profile Variable f %
Sex
Male 90 42%
Female 122 58%
Grade Level
11 104 49%
12 108 51%
Strand
ABM 36 17%
HUMSS 36 17%
STEM 140 66%
No. of Hours Spent Socializing
1–3 Hours 39 18%
3–5 Hours 103 49%
5–7+ Hours 70 33%
TOTAL 212 100%

Table 1 reveals the results of the respondents’ personal profile in terms of Grade Level,
Sex, Strand, and Hours Spent Socializing. In terms of Grade Level, it appears that the greater
percentage of respondents are in Grade 12 with a frequency of 108 or 51% and the lesser
percentage being in Grade 11 with a frequency of 104 or 49% of the total population of
respondents. This means that the majority of the respondents are the Grade 12 students of Caraga
Regional Science High School. Moreover, the table indicates that the study was female
dominated with 122 or 58% of the total population, while male was only 90 or 42%. This shows
that majority of the respondents were female. This table likewise conveys that 140 or 66% of the

Researchers: Francise Keith Siona, Kristyl Feb S. Arado, Carla Margarette O. Dudang (12 – TESLA)
respondents belong to the STEM strand, while ABM and HUMSS had an equal number of
respondents with 36 or 17%, respectively. The greater number of respondents were 140 or 66%
which belongs to the STEM strand. It can also be gleaned from the table that majority, with 103
or 49% of the respondents had said that they spent 3–5 hours socializing per day. Whereas, 70 or
33% of the respondents had said that they spent 5–7+ hours socializing per day and 39 or 18% of
the respondents had said that they spent 1–3 hours socializing per day. Therefore, majority of the
respondents, with 103 or 49% of the total population, had spent 3–5 hours socializing and the
minority of the respondents, with 39 or 18% of the total population, had spent 1–3 hours
socializing per day.

Researchers: Francise Keith Siona, Kristyl Feb S. Arado, Carla Margarette O. Dudang (12 – TESLA)
Table 3. The State of Emotional Intelligence of Senior High School Students in terms of Self-
Awareness, Self-Regulation, Motivation, Empathy, and Social Skills
INDICATORS x̄ σ VI QD

SELF-AWARENESS

You are aware when you are feeling sad, angry, or happy. 3.66 0.56 Always Very High
When you are angry at someone, you observe how they react. 3.35 0.75 Always Very High
Your emotions can’t affect the way you think. 2.31 0.95 Rarely Low
Your emotions can’t affect what you say. 2.25 0.90 Rarely Low
Your emotions can’t affect your actions. 2.31 0.95 Rarely Low

SELF-REGULATION

You avoid making rushed decisions when feeling a strong emotion. 3.16 0.77 Seldom High
You consider the other person when you are feeling a strong emotion. 3.22 0.70 Seldom High
You refrain from verbally attacking other people when you are angry. 3.04 0.86 Seldom High
You refrain from stereotyping other people. 3.14 0.82 Seldom High
You can control your emotions. 2.94 0.80 Seldom High

MOTIVATION

You self-motivate yourself when talking to other people. 3.15 0.70 Seldom High
Other people motivate you without them directly telling you. 3.16 0.74 Seldom High
You are optimistic and look for the good in people and situations. 3.25 0.74 Always Very High
You set high standards for yourself. 3.31 0.81 Always Very High
You strive tirelessly to achieve your objectives. 3.09 0.77 Seldom High

EMPATHY

You think about the other person's day based on how they expressed their
3.29 0.67 Always Very High
emotions when talking to them.
You initiate the conversation first when talking to other people as to not let the
2.93 0.88 Seldom High
other person feel uncomfortable.
When a friend wins a contest, you also feel the happiness that they feel. 3.56 0.55 Always Very High
You can tell if another person is feeling happy, sad, or angry. 3.38 0.66 Always Very High
You can put yourself in the shoes of another person and observe a scenario
3.27 0.69 Always Very High
through their eyes.

SOCIAL SKILLS

You listen well when others are talking. 3.48 0.59 Always Very High
You make eye contact with people when talking to them. 3.16 0.78 Seldom High
You change the tone of your voice when speaking to a person you haven’t seen
3.33 0.74 Always Very High
in a long time.
You use body language when talking, like waving while saying hello and
3.64 0.55 Always Very High
goodbye.
You make facial expressions when conversing with other people. 3.50 0.67 Always Very High

AVERAGE 3.15 0.74 Seldom High

Researchers: Francise Keith Siona, Kristyl Feb S. Arado, Carla Margarette O. Dudang (12 – TESLA)
 Scale Parameter Verbal Qualitative Description
Interpretation

4 3.25 – 4.00 Always Very High

3 2.50 – 3.24 Seldom High

2 1.75 – 2.49 Rarely Low

1 1.00 – 1.74 Never Very Low

Presented in Table 2 is the state of Emotional Intelligence of the senior high school
students of Caraga Regional Science High School. The data obtained shows that students are
aware when they are feeling sad, angry, or happy (x̄ = 3.66, σ = 0.56), students use body
language when talking, like waving while saying hello and goodbye (x̄ = 3.64, σ = 0.55), when a
friend wins a contest, the student also feels the happiness that their friend feels (x̄ = 3.56, σ =
0.55). These show a very high Emotional Intelligence within the senior high school students of
Caraga Regional Science High School. In a study conducted by Khurshid et al., (2018), it shows
that students had significantly higher levels of emotional self-regulation, emotional self-
awareness, interpersonal skills, and overall EI when compared to the population mean for each (p
0.05). It was concluded that students were significantly certain about their work, have significant
adjustment, power, and are aware of their responsibilities in university settings. Furthermore,
these findings suggest that students are generally aware of their inner selves, feelings, and
emotions in relation to the university environment. Furthermore, students have mainly the ability
to convey their positive or negative feelings about others easily at university settings. This
further proves that people with high Emotional Intelligence are aware of their feelings (x̄ = 3.66,
σ = 0.56). According to Harvey Deutschendorf (2019), the human body communicates its
thoughts and feelings, as well as sends messages that others pick up on and utilize to form
opinions about us. People with high Emotional Intelligence typically convey their emotions
through body language (x̄ = 3.64, σ = 0.55). On other hand, according to Hajibabaee, Fatemeh et
al,.(2018) in their study conducted among nursing students, there is a positive correlation
between emotional intelligence and empathy among nursing students – for every increase in
scores for empathy, emotional intelligence scores increase as well. Students with higher
emotional intelligence tend to be better in establishing productive relationships with patients and

Researchers: Francise Keith Siona, Kristyl Feb S. Arado, Carla Margarette O. Dudang (12 – TESLA)
their families, and if nurses possess empathetic skills, they manage their own emotions more
effectively.]. The following indicators; the way the students’ thoughts are affected by their
emotions (x̄ = 2.31, σ = 0.95), the students’ actions are affected by their emotions (x̄ = 2.31, σ =
0.95), what the students’ say is affected by their emotions (x̄ = 2.25, σ = 0.90), show a low
Emotional Intelligence within the senior high school students of Caraga Regional Science High
School. In a study by Jerald C. Moneva, and Bandino P. Gatan. (2020), students with a high level
of emotional intelligence are aware of their own emotional needs as well as the emotional needs
of others. Emotional intelligence is the ability to notice one's thoughts and feelings, grasp what
they are saying, and understand how one's actions and emotions may affect others. Being highly
dependent on one’s emotions on expressing thoughts (x̄ = 2.31, σ = 0.95), actions (x̄ = 2.31, σ =
0.95), and words (x̄ = 2.25, σ = 0.90) can garner a low Emotional Intelligence, for this only
proves that the student does not have control over their emotions.

Researchers: Francise Keith Siona, Kristyl Feb S. Arado, Carla Margarette O. Dudang (12 – TESLA)