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NEUST-MGT BEED STUDENTS' PERCEIVED EMOTIONAL INTELLIGENCE
IN THIS TIME OF PANDEMIC: BASIS FOR GUIDANCE AND COUNSELING
PROGRAM

A Thesis presented to the

Faculty of the College of Education
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Municipal Government of Talavera

In partial fulfillment
of the Requirements for the Degree
Bachelor in Elementary Education

By:
Ciara Lyka V. Esteban
Jaipaula S. Diego
Reah Leila T. Antonio

2022

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APPROVAL SHEET

This thesis entitled, “NEUST-MGT BEED STUDENTS' PERCEIVED

EMOTIONAL INTELLIGENCE IN THIS TIME OF PANDEMIC: BASIS FOR
GUIDANCE AND COUNSELING PROGRAM,” prepared and submitted by Ciara
Lyka V. Esteban, Jaipaula S. Diego, and Reah Leila T. Antonio in partial fulfillment of
the requirements on the Research in the Major Field for the degree, Bachelor of
Elementary Education, has been examined and is recommended for acceptance and
approval for ORAL EXAMINATION.

MYLENE F. DE GUZMAN
Research Instructor

MEDELYN T. VALIENTE
Research Adviser

PANEL OF EXAMINERS

Approved by the committee on Oral Examination on May 6, 2022.

ELEONOR F. DELA CRUZ ALDRIN M. MANLUSOC

Panel Member Panel Member

LYNDON M. IBARRA
Chairman

Accepted and approved in partial fulfillment of the requirements on the Research

in the Major Field for the degree, Bachelor of Elementary Education

MARCIANA DC. SORIANO

School Administrator

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ABSTRACT
The purpose of this study is to determine the students' perceived emotional

intelligence in this pandemic. This research used a descriptive research design. To

provide a reasonably balanced representation of the variables for the study, stratified

random sampling was used. The study included 243 Bachelor of Elementary Education

(BEED) students in Nueva Ecija University of Science and Technology-Municipal

Government of Talavera as the respondents. A standardized tool was used to gather data

from the study which obtained the personal profile, academic performance and perceived

emotional intelligence of the respondents. The findings of the study revealed that the

respondents are more likely to recognize how their performance in school will be affected

based on their feelings as well as what can makes them happy. With regards to the

personal profile and perceived emotional intelligence of the students, there is significant

positive relationship between the age and of self-motivation (motivating oneself) among

the respondents. It implies that older students tend to motivate themselves often than

those younger students. Thus, motivating oneself is more evident to older generation than

their younger counterparts. Moreover, the test of significant relationship also showed that

there are no significant relationships between the of emotional intelligence and

respondent’s academic performance. Finally, a project was proposed to address and

attempt to provide solution regarding to the difficulties in managing emotions among

BEED students. The project proposal, is a 3-day webinar designed to address the

difficulties and provide solutions regarding to self-motivation and managing emotions of

the students.

Keywords: emotional intelligence, academic performance, pandemic.

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ACKNOWLEDGMENT
The researchers would like to extend their deepest gratitude to the people

who made important contributions to the completion of this study.

First, to GOD ALMIGHTY who gave us life, grace in trials and hope for

everything, joy without sorrow, peace without pain, and strength for day and light along

the way. For all wisdom and goodness, He provided all she has;

To Mrs. Marciana DC. Soriano, the Dean of the Graduate School, for her

assistance and guidance to this thesis from the beginning up to the end;

To Ms. Rose Leanne T. Antonio, English Critic, for the unselfish support, pieces

of advice and for the assistance she extended to improve this study;

To Mr. Aldrin M. Manlusoc, Statistician, for giving his valuable time and

suggestions which helped the researcher in finishing this study;

To Mrs. Mylene F. De Guzman, Research Instructor, for unselfishly sharing her

expertise and intelligence, and for her astonishing support and concern which served as

one of the researcher’s weapons in making this study a success;

To Mrs. Medelyn T. Valiente, Research Adviser, for unselfishly sharing her

expertise and intelligence, and for her astonishing support and concern which served as

one of the researcher’s weapons in making this study a success and

The researchers' parents, families and friends, for their advices and financial

support. Above all things’, overflowing gratitude is given to Almighty God for His

guidance in pursuing this work.

- Ciara Lyka V. Esteban, Jaipaula S. Diego,

and Reah Leila T. Antonio

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Researchers

DEDICATION
After all those sleepless nights, tears, sacrifices, perseverance, finally the fruit of
hard work of this humble achievement is dedicated to:

Our Almighty God,

The source of all knowledge and wisdom, "with men this is impossible; but with
god all things are possible" Luke 1:37.KJV and the most important persons in my life:

Parents and Family Member

To all parents and family members of researchers who gave their support, in terms of
monetary words of encouragement, love, compassion inspiration and motivation to keep
on going in spite of difficulties in life.

Teacher
To all teachers who serve as a second mother and father to the researcher, their devotion
to their duty and unfailing understanding and patience to teach and to bring out the best in
the researcher's life.

School
The good office of Nueva Ecija University of Science and Technology Municipal
Government of Talavera most of all the administrator Mrs, Marciana DC. Soriano and to
all the staff.

Local Government
Also, to the local government of Talavera headed by mayor Nerivi Santos Martinez and
hon Nerito Santos pioneered a scholarship program in Nueva Ecija University of Science
and Technology Municipal Government of Talavera.

BEED Students
To all of the BEED students of Nueva Ecija University of Science and Technology
Municipal Government of Talavera.

Researcher
Other researchers also because this is the fruit of their labor hard work, efforts and
perseverance.

Friends and Classmates

Who shares their lives with the researcher which helps them to be brave enough to face
life together.
With love,
- Ciara Lyka V. Esteban,
Jaipaula S. Diego,

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and Reah Leila T. Antonio
Researchers
TABLE OF CONTENTS
Page
Title Page ……………………………………….………………………. i

Approval Sheet ….…….………………………………………………….. ii

Abstract …………………….……….……………………….……….. iii

Acknowledgement ………………………………………………………. iv

Dedication …………….……………………………………………....... v

Table of Contents ……………………………………………………… vi

List of Tables …….……………………………………………….……….. ix

List of Figures ……………………………………………………… x

List of Appendices ……………………………………………………… xi

CHAPTERS

1 THE PROBLEM AND ITS SETTING

Introduction ……………………………………………………… 1

Theoretical Framework…………………………...………………... 17

Conceptual Framework……………………………...……………... 18

Research Paradigm ……………………………………………… 19

Statement of the Problem …………………………………….... 20

Hypothesis ….………………………………………………....... 22

Significance of the Study ……………………………………… 22

Scope and Delimitation of the Study ……………………………… 23

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Definition of Terms ……………………………………………… 24

2 RESEARCH METHODOLOGY
Research Design ……………………………………………… 26

Research Locale ……………………………………………… 27

Respondents of the Study ……………………………………… 29

Samples and Sampling Procedures ……………………………… 30

Research Instrument ……………………………………………… 31

Construction and Administration Instrument ……………………… 31

Data Gathering Procedure ……………………………………… 32

Statistical Treatment of Data ……………………………………… 33

3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Profile of the Respondents ……………………………………… 36

Age of the Respondents ……………………………… 36

Sex of the Respondents ……………………………… 37

Year Level of the Respondents ………………………….… 38

Civil status of the Respondents ……………………….…… 39

Socio economic status of the Respondents …….…….…… 40

Academic Performance of the Respondents ………………………. 41

GWA of the Respondents ……..……………….……… 41

Perceived Emotional Intelligence of the Respondents….................... 42

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Self Awareness of the Respondents ………………………. 42

Managing Emotions of the Respondents ……..………… 44

Motivating Oneself of the Respondents ………………. 45

Social Awareness of the Respondents ………………. 47

Social Skills of the Respondents ………………………. 49

Pearson correlation result between the profile and perceived

emotional intelligence……………………………………………… 51

Pearson correlation result between academic performance and

perceived emotional intelligence ……….……………………… 52

Suggested Project Proposal ……………..…………………..……. 53

4 SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary ………………………………………………………… 55

Conclusion ………………………………………………………… 62

Recommendation ………………………………………………… 63

List of References

Non-Electronic References ………………………………………… 64

Electronic References ………………………………………………… 66

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List of Tables

Page

Distribution of the Respondents by Year Level …….………………….. 29

Rating Scale and Verbal Interpretation ……...………………………… 34

Age of the Respondents ……………………………............................... 36

Sex of the Respondents ………………………………………………... 37

Year Level of the Respondents ……………………............................... 38

Civil Status of the Respondents ……………………............................... 39

Socio Economic Status of the Respondents …….………………………….. 40

GWA of the Respondents …………………………………………........... 41

Self Awareness of the Respondents …………............................................... 42

Managing Emotions of the Respondents …………………………........... 44

Motivating Oneself of the Respondents …………………....................... 45

Social Awareness of the Respondents …………………………........... 47

Social Skills of the Respondents …………………………………...…… 49

Pearson Correlation Result between the Profile and Perceived

Emotional Intelligence …………........................................................... 51

Pearson Correlation Result between Academic Performance and Perceived

Emotional Intelligence …………........................................................... 52

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Suggested Project Proposal …………………………………………...…… 53

Project Proposal …………………………………………………...…… 59

Budget Proposal for Research Expenses ………………………………...…… 61

List of Figures
Page

Research Paradigm ……………………………………………….... 19

Map of Nueva Ecija University of Science and Technology

Municipality Government of Talavera ………………………………… 27

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List of Appendices

APPENDIX A: Letter to the Respondents

APPENDIX B: Letter to the School Registrar
APPENDIX C: Letter to the Administrator
APPENDIX D: Questionnaire
APPENDIX E: Documentation
APPENDIX F: Curriculum Vitae
APPENDIX G: Certificate of Language Editing

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CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Due to the COVID-19 outbreak, government throughout the world have shuttered

all educational institutions to prevent the disease from spreading, affecting students,

educators, and institutions directly. Students are being disrupted by the unexpected move

from the physical classroom to virtual space. The corona virus illness (COVID-19) is a

health disaster that has drastically affected everyone's life and perceptions.

COVID-19 has quickly spread over the world, causing a health catastrophe and

significantly impacting people's mental health. Emotional intelligence (EI) can help

people cope with the mental health issues that have arisen as a result of the pandemic.

Furthermore, the strength and intensity of unpleasant feelings induced by

uncertainty about the course of the disease and when it will finish have been reported to

cause depressive effects in diverse ways from person to person. The amount of emotional

intelligence is assumed to be the cause of this disparity.

Emotional Intelligence (EI) is becoming increasingly important in order to be

compatible for success. Reading and controlling emotions in social situations are critical

for success in a number of interpersonal and professional settings. Surprisingly, a large

portion of people’s life triumphs and failures are due to our ability to establish social

relationships, portray ourselves positively, and manage how others view us, rather than

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our cognitive talents as assessed by IQ testing. Emotional intelligence is a sort of

intelligence that may be more essential than standard intelligence as evaluated by IQ

testing in achieving one's goals.

According to Goleman (1995) as cited to Corcoran (2018) emotional intelligence

as the capacity of recognizing our own feelings and those of others, for motivating

ourselves, and for managing emotions well in us and in our relationships.

Additionally, emotional intelligence as the subset of social intelligence that

involves the ability to monitor one's own and others' feelings and emotions, to

discriminate among them and to use this information to guide one's thinking and actions

(Mayer and Salovey 2013, p.189). They later redefine the term as the ability to perceive

accurately, appraise, and express emotion; the ability to access and/or generate feelings

when they facilitate thought; the ability to understand emotion and emotional knowledge;

and the ability to regulate emotions to promote emotional and intellectual growth (Mayer

and Salovey 2013, p.10).

Moreover, emotional intelligence is claimed to affect various aspects of human

performance, namely in physical and psychological health, social interaction and

performance at school and in the work place (Bar-On, 2021). Unlike Intelligent Quotient

(IQ), emotional intelligence (EQ) is associated with career and personal life success,

including success in the academe (Mayer and Salovey, 2013; Goleman, 1995 as cited to

Corcoran 2018).

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Every day, emotional intelligence has a significant influence on everyone;

thousands of students utilize empathy and understanding to manage social interactions at

school. This happens on its own, and that is an example of emotional intelligence in the

classroom. Many areas of everyday life, such as behavior and interaction, are influenced

by emotional intelligence.

According to Akduman et al. (2015) human beings are distinguished in a certain

type of social intelligence that is linked to the knowledge of their own emotions (ability

to describe, express or communicate their own feelings), to the control of emotions

(retaining emotions, yet without repressing and channeling them according to a timely

situation or moment), to the recognition of emotions (sensitivity to non-verbal signals

from other people) and to the control of social ties (interpersonal efficacy).

Furthermore, according to Goleman (1995) as cited to Cerit and Beser (2018) the

abilities of person to keep his motivation and tolerance against problems and control

himself in critical conditions and impulses and keep cool, delay happiness, regulate his

mental states and don’t let his mind confusion affects his thinking power. Professionals

are rated on how well they manage themselves and their colleagues. Emotional

intelligence is the kind of emotional talent, determining how they may best utilize their

talents and even assisting them in using reason in the appropriate route. People who work

in the field of education must possess a number of qualities, one of which is emotional

intelligence.

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Emotional intelligence entails the ability to conduct accurate emotional analysis

as well as the ability to use feelings, emotions, and emotional knowledge to supplement

thought, incorporating specific expertise and implying that this specialized expertise may

also be considered as part of a unified, general emotional intelligence (Ljungholm, 2014:

128).

In another perspective, the emotional aspect is the ability to feel, understand, and

effectively apply emotional power and sensitivity as a source of human energy,

information, connection, and influence (Fiori & Maillefer, 2017). It is more than likely

referring to the person's public expression of emotion and how they hold themselves. It is

the emotions that are influenced by the environment.

As stated by Selman, et al. (2015) human intelligence is rooted in a genetic code,

and the complete evolutionary experience of life on earth. Neurologically, intelligence is

routed or controlled by the brain and its neural extensions in the body; one of those

intelligence is cognitive intelligence that is being measured through intelligence quotient,

which is commonly known as predictor of educational achievements, special needs, job

performance and measured the cognitive capabilities of a person, such as memory,

solving problems and many other cognitive aspects, thus it predicts, what a person thinks

or how smart a person is in real life, outside the classroom or in any situation where a

person belong.

In contrast, Selman et al. (2015) said that there is emotional quotient that

measures non-cognitive aspects of a person and the capacity of a person to tolerate

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ambiguity, uncertainty, complexity and the ability to understand her/his once own

emotion as well as understand the emotion of other people.

More so, Emotional intelligence (EI) has been shown to be a useful construct in a

variety of situations mental and physical health, social functioning, academic and

professional performance are all examples of everyday life domains (e.g., Brackett,

Rivers, & Salovey, 2016; Hervás, 2016; Mayer, Roberts, & Barsade, 2018; O´Boyle,

Humphrey, Pollack, Hawver, & Story, 2017).

There was a lot of evidence that being emotionally intelligent may help people

succeed in life transitions like going from high school to college and then into the

workforce. Emotional intelligence is seen as a vital talent at the college level, since it aids

students in managing and coping with the demanding nature of academia.

A link between emotional intelligence and higher academic accomplishment,

stating factors such as emotionally intelligent students having stronger interpersonal and

intrapersonal abilities, being more adaptive, and being better at stress management. To

put it another way, emotionally intelligent kids are more likely to succeed in college and,

as a result, are better equipped to study and perform academically.

Many recent and emerging studies are revealing that IQ alone is not a reliable

predictor of students’ academic achievement (Craggs, 2015). One of the most popular

and most cited sources is Daniel Goleman’s infamous book Emotional Intelligence: Why

It Can Matter More Than IQ. In his book Goleman claims that only 80% of a person’s

success can be attributed to EQ.

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Other than that, adaptability among college students identify individuals who are

“generally flexible, realistic, effective in understanding problematic and emotional

situations, and competent at arriving at adequate solutions” (p. 528). Jaeger and Eagen

(2017), further concluded that in achieving college success, a student needs to have these

abilities to be calm, flexible, and realistic when dealing with pressures.

According to Bar-On (2021) emotional intelligence also recognizes the influence

of this non-cognitive ability in the success of a student’s life. He posits that “ability to

manage one’s emotions, to be able to validate one’s feelings and to solve problems of a

personal and interpersonal nature are important for being academically successful;

additionally, academic performance appears to be facilitated by being able to set personal

goals as well as to be sufficiently optimistic and self-motivated to accomplish them”

(2015, p. 14-15). Bar-On further postulates that an assessment of emotional intelligence

levels among students can be significantly used to predict their scholastic performance.

He argues that such information can be used to identify “students who are in need of

guided intervention” (p. 15) and to enhance their emotional- social intelligence

competencies and skills thus helping them to perform better academically.

In a nutshell, understanding students' emotional intelligence enables educators,

administrators, and students to realize the relevance of emotional abilities in learning and

capitalize on them to attain common educational goals. All of the study findings reviewed

point to the importance of emotional intelligence in predicting student academic progress.

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Given its significance, it has been recognized that students need to acquire emotional

intelligence abilities in order to succeed in school.

In a study conducted by Rode, Mooney, Arthaud-Day, Near, Baldwin, Rubin &

Bommer, (2017) it was predicted that emotional intelligence was related to academic

performance for two reasons. First, academic performance involves a great deal of

ambiguity which has been shown to cause felt stress. Students are required to manage

numerous assignments, adapt to the differing teaching styles and expectations of

instructors, work independently toward objectives, and manage conflicting academic and

non-academic schedules. In addition, some aspects of academic work may be considered

highly stressful, such as taking exams (Rode et at., 2017).

Second, the majority of academic work is self-directed, requiring high levels of

self- management (Rode et at., 2017). Understanding the causes and effects of various

emotions is an important element of emotional intelligence. Moreover, Rode et al. (2017)

individuals with a high level of emotional intelligence are able to direct positive emotions

to uphold the energy needed for high performance over long periods of time and to

redirect negative emotions into productive behaviors. Thus, Rode et al. (2017) reasoned

that individuals with high emotional intelligence would perform better academically.

Despite their prediction, emotional intelligence was not significantly associated with

grade point average, however, they did find an interaction of emotional intelligence with

conscientiousness explained unique variance in academic performance (cumulative

GPA).

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Low et. al, (2016) assert that emotional knowledge, skills, and intelligence hold a

major key to improving education and helping students, teachers, faculty, and student

development professionals attain higher degrees of achievement, career success,

leadership, and personal well-being” (p. 2).

According to Miller (2018) teaching is high in emotional labour. Additionally,

Kremenitzerand Miller, 2018, p. 107 being emotionally intelligent necessitates this

ability. As a result, persons who wish to be educators must have emotional intelligence

qualities. Due to the nature and demands of teaching, educators should develop and aim

for a high degree of emotional intelligence in order to remain relevant and effective in the

field.

Since emotional intelligence gained importance in educational research, these are

the following literature presented and has been discussed in following paragraphs:

Based from the literature cited by Salovey and Mayer Model (2013) the model

defines emotional intelligence as the ability to perceive, understand, manage and use

emotions to facilitate thinking. It contains four subscales: perceiving emotions, using

emotions to simplify thought, understanding and managing emotions.

Goleman (1995) as cited to Magulod (2017) the construct is described by the

model as competencies and skills controlled by emotional being. Self-awareness, self-

regulation, self-motivation, empathy, and relationship management are the five subscales.

Emotional intelligence facilitates prioritizing of thoughts, behavior regulation and

appropriately adapted lifestyle choices which benefits academic performance.

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Furthermore, emotional intelligence is a recent concept that has a clear impact on

the lives of humans; is influence one thoughts, relationships and emotions. There is a

common denominator between emotions and thoughts and between the mind and the

heart since they interact with each other to provide an opportunity for humans to make

correct decisions and to have sound thoughts. An emotionally disturbed or disoriented

person cannot regulate his/her emotions or feelings even if he/she demonstrates a high

level of intelligence (Abu Rayyash et al., 2016: 280-281).

According to American Psychological Association (2019) students who are able

to understand and recognize their emotions effectively, do better at school as by

measured by grades. Also, students remained motivated to learn, despite all the

limitations they encountered and endured during the COVID-19 pandemic (Children and

Youth Services Review 2021).

According to Ciarrochi et, al. (2015) numerous studies have examined the

mechanisms by which EI functions in individuals. At the same time, analyzing

differences in emotional abilities as a function of socio-demographic variables such as

gender, ethnicity, age and socioeconomic or educational level.

In addition to that, the biological explanation proposes that women's biochemistry

is better prepared to consider one's own emotions and those of others as an important

element in survival. In support of this idea, certain areas of the brain dedicated to

emotional processing can be larger in women than in men (Baron-Cohen et.al, 2020).

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Additionally, age influences the relation between gender and EI, since previous

research has identified age as one of the socio-demographic variables most relevant to the

evolution of EI, as well as to the evolution of other types of intelligence (Mayer et al.,

n.d). The theoretical model of EI as an ability argues that it is a genuine intelligence,

based in part on the observation that it increases with age and experience (Extremera et

al., 2016; Kafetsios, 2016).

Moreover, according to Bernet (2019) social explanations have received support

from a diverse range of empirical studies of emotion specifically in terms of self-

motivation, which show greater emotional abilities with older students or senior students.

On the other hand, younger students or juniors have the lower motivation among

themselves because they tend to question their abilities as freshmen (Bernet, 2019;

Sutarso et al.,2019). Generally, older and younger students are not similar on emotional

intelligence. Older students are generally more self-confident and optimistic, and can

handle stress better than the younger students (Fatt & Howe, 2019).

Additionally, Zins et al. (2017) have asserted that the fundamental purpose of the

school, college, and university education that students need is not only to get mastery in

academics or subject matter but to study and realize how to manage their emotions, be

responsible and empathetic, and get practice to make accurate judgments and sound

decisions.

Jaeger and Eagan (2017) found that interpersonal, stress management and

adaptability to be significant predictors of students’ academic achievement. They claimed

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that ability to deal with stressful situations allow learners to “manage the anxiety of tests,

deadlines, competing priorities, and personal crises” (p. 527).

Students are determined to prioritize their tasks; they know the importance of

each task and be flexible to use their time effectively. Students can organize workload

and create a realistic plan of action to deal with it efficiently (American InterContinental

University, 2016).

Notably, EI and cognitive reappraisal play a significant role in terms of personal

achievements (Gooty et al., 2014; Mohzan, Hassan, & Halil, 2019;Thory, 2019).

Additionally, cognitive aspects of intelligence were not only given importance but also

the emotional aspect of intelligence.

However, recent studies revealing that IQ alone is not a reliable factor of students'

academic achievement. Goleman (1995) as cited to Corcoran (2018) claims that only

20% of a person's success can be attributed to IQ and the rest 80% to EQ. Students with

poor emotional intelligence have difficulty adjusting to new situations or fail to meet the

expectations of schoolwork in some way. Students with emotional intelligence, on the

other hand, are able to manage their emotions and avoid being taken away by negative

components.

Similarly, a proactive it is beneficial intervention designed to replace negative

behavior’s with more desirable ones and students more constructive and listen carefully

for them to cope up to something, it is socially rewarding ways to behave (Council for

Exceptional Children 2016).

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According to Bruce (2019) the capacity to understand other people’s emotions

under various circumstances, students can relate to other situation especially if it is their

friends or batchmate because they share similarities including their ages, interests and

bonds.

Furthermore, emotional awareness, or the ability to recognize internal emotional

states, leads to a better knowledge of our own emotions as well as the ability to better

manage affect in ourselves and others, all of which contribute to our overall well-being.

Developing emotional awareness also aids in the development of emotional intelligence,

which has been shown to assist people in a variety of areas, including academic and

professional life.

Additionally, Asrar-ul-Haq et al. (2017) discovered that emotional self-awareness,

self-confidence, achievement, developing others and conflict management all have a

positive and significant relationship with performance.

Students must be aware that their ability or inability to control their emotions has

a direct impact on their academic performance. Some factors can cause a student's

performance to be either high or low grades. Among those dysfunctional personalities is a

component of the formation of emotional intelligence, which is the cause of students'

poor academic performance (Mishra, 2016).

In addition, students with low emotional intelligence have dysfunctional

characteristics such as lack of relationship with their community, lack of social skills and

the lacking of self-awareness and this will affect their academic performance. Positive

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emotions improve learning and can contribute to academic accomplishment when they

are mediated by self-motivation and contentment with learning resources (Um et al.,

2017).

Actually, according to Abdul-Azib (2016) found that there was no significant

relationship between emotional intelligence and the academic performance due to the to

the reason that people are not yet conscious about their emotional levels or capacity.

People are more concerned with how they perform than with their emotions.

In contrary, students with higher emotional intelligence scores had higher grades

and achievement test scores than those with lower emotional intelligence scores.

MacCann (2021) believes that a number of factors may play a role in how emotional

intelligence affects academic performance. According to the findings, there is a link

between emotional intelligence and academic performance. The emotion aspects of

students are given the most attention in educational systems. The link between emotions

and learning receives little attention. When dealing with the domain of language learning,

emotional intelligence must be considered. Affective factors such as having a high level

of emotional intelligence assist students in achieving high levels of learning success.

Moreover, Hen and Goroshit (2020) and Chow (2020) said that emotional

intelligence predicts success at work, at school, and in relationships, as well as or better

than IQ. In addition, Matteson et al. (2020) discovered a positive relationship between EI

and students' information literacy skills, The impact of a student's emotions on the

process of acquiring information literacy instructions must be understood.

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Emotions to achievement show that joy, hope, and pride positively correlate with

students' academic self-efficacy, academic interest and effort, and overall achievement.

Incorporating emotional intelligence awareness into an academic program may help

students achieve greater academic success.

And as MacCann (2021) stated that the high intellect and a conscientious

personality are the most essential psychological factors for academic performance.

Students must also be able to understand and manage their emotions to succeed at school.

Similarly, the literature on the role of emotional intelligence in academic

performance have been discovered the controlling for intelligence and personality traits

found that EI has a significant effect being aware to the emotions and it has a huge

impact on academic performance.

However, one of the reasons why students get low or high grades is because of the

level of emotion a student has. The academic performance has been commonly measured

through continuous exams or evaluations, with a general consensus about the most

important aspects to evaluate, such as skills, and declarative and procedural knowledge.

Although there is no common agreement for the evaluation of AP, measures of cognitive

skills or declarative knowledge are the main factors evaluated (Perera and DiGiacomo,

2018).

Emotional intelligence-performance, is the conception of EI that seems to have

the most similarity to academic performance because EI is measured by exercises and

problems to assess emotional ability, just as exams are used to measure AP in schools.

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On the other hand, the ability EI is assessed in a similar way to AP, students with

higher levels of EI-performance could better manage stress related to exams, resulting in

better AP (Brackett and Salovey, 2016). At the same time, students with inadequate or

poor emotional skills will have school adjustment, interpersonal problems that affect their

anxiety (Rivers et al., 2012).

Therefore, a high level of emotional intelligence aids in maintaining a sense of

calm and harmony within oneself, allowing one to be more self-assured when dealing

with the challenges of living and learning in educational institutions. A student's

emotional intelligence can help them learn more effectively (Goleman, 1996;Elias,

Ubriaco, Reese et al., 1992, Svetlana, 2017). Students with higher emotional intelligence

displayed more positive social functioning in interpersonal relationship and are regarded

by socials, less antagonistic and conflictual (Brackett, Rivers & Salovey, 2021). These

attributes improved social competence and quality relationships that could facilitate

cognitive and intellectual development leading to better academic performance of the

students.

Emotional intelligence is described as the ability to understand one’s own

emotions, to show empathy towards others’ emotions and to organize one’s emotions in a

way to enrich his life (Yeşilyaprak, 2021)

In a school setting, interaction is extremely important. Students interact and

communicate with their instructors as well as their classmates in order to learn.

Emotional intelligence is at work in this everyday phenomenon, but it is rarely

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recognized as an ability that aids a person in deciphering the various emotions that he or

she encounters on a daily basis.

Furthermore, the classroom environment is different today because educational

institutions are affected by the pandemic. Students were exposed to a variety of situations

at school and at home that had a significant impact on their emotions.

Moreover, Filipino adolescents who were judged to be more emotionally

intelligent (having higher EQs) tended to: Feel more capable of dealing with their

situations. They are more effective in dealing with the situation. They had to deal with a

variety of situations. The problem in measuring intelligence is that the majority of the

studies focused on cognitive intelligence and overlooked non-cognitive aspects, most

significant of which are the emotional aspects (Samadony, 2017: 20).

Everyone has their own motivations for how they treat others and interact with

other people. A variety of things might influence a student's level of emotional

intelligence. Emotions are a part of everyone's lives. Every student has a cause for

receiving a poor or excellent grade in school. Students' emotions and attitudes are a

reflection of how they think.

The researchers have discovered that emotional intelligence is a rather

uncommon issue, with most discussions focusing on the intelligence quotient. Therefore,

all of these ideas motivated the researchers to determine Neust-Mgt BEED Students'

Perceived Emotional Intelligence in This Time of Pandemic: Basis for Guidance and

Counseling Program.

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Theoretical Framework

The emotional intelligence is anchored on certain developed theories of emotional

intelligence. One of these theories is the Daniel Goleman’s Emotional Intelligence

Theory.

According to emotional intelligence theory of Daniel Goleman, emotional

intelligence is a more significant component than intelligent Quotient (IQ) in living a

successful life and establishing healthy and secure connections with others (Karafyllis &

Ulshofer, 2008).

In addition, Goleman presented a new definition of intelligence that encompassed

attributes like optimism, self-control, and moral integrity, and claims that, unlike general

intelligence, EI can be learnt and improved at any point in one's life (Karafyllis &

Ulshofer, 2008). He also suggests that EI includes a moral component, claiming that

"emotional literacy goes hand in hand with education for character and moral

development. " (Karafyllis & Ulshofer, 2008, p.135).

A high level of emotional intelligence aids in maintaining a sense of calm and

harmony within oneself, allowing one to be more self-assured when dealing with the

challenges of living and learning in educational institutions. A student's emotional

intelligence can help them learn more effectively (Goleman, 1996;Elias, Ubriaco, Reese

et al., 1992, Svetlana, 2007).

This theory proves that emotional intelligence is important among student’s

profile and academic performance.

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Conceptual Framework

This study is anchored with the emotional intelligence among students. Emotional

intelligence is a collection of abilities that are supposed to help people assess their own

and others' emotions. It may also assist with the proper management of emotions and

sentiments. It's critical to acquire emotional intelligence abilities in order to better

comprehend and communicate. When it comes to achievement, emotional intelligence

may be even more crucial than intelligence quotient. In comparison to emotional

intelligence, the concept of an intelligence quotient is mainly concerned with problem-

solving when compared to something like emotional quotient, this is a lot more

straightforward approach.

According to Goleman 1995 as cited to Resilient Educator (2022) intelligence

quotient was still important, but intellect alone was no guarantee of adeptness in

identifying one’s own emotions or the emotional expressions of others. Goleman’s

Emotional Intelligence Performance Model, is a cluster of skills and competencies which

are focused on five capabilities: self-awareness, managing emotions, motivating oneself,

social awareness and social skills (Faltas, 2017).

Since, Goleman's Emotional Intelligence Performance Model focused on the

determining the emotional intelligence and how it works to an individual to be successful

by the means of self-awareness, managing emotions, motivating oneself, social

awareness and social skills.

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Research Paradigm

Independent Variables

Profile of the respondents

in terms of: Academic performance in
1.1 age; terms of:
1.2 sex; 2.1 average grade in 2nd
1.3 year level; semester S.Y 2020-2021.
1.4 civil status and
1.5 socio-economic status.

Perceived emotional
intelligence of BEED students in
NEUST-MGT in terms of:
3.1 self-awareness;
3.2 managing emotions;
3.3 motivating oneself;
3.4 social awareness and
3.5 social skills.

Propose guidance and counselling

program to enhance the perceived
emotional intelligence.

Dependent Variable

Figure 1:

Research

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Figure 1: shows the Research Paradigm of the study. It highlights the independent and

dependent variables.

The independent variables of this study include the profile of the respondents. The

student’s profile includes the age, sex, year level, civil status, socio-economic status and

the student’s academic profile. Also, this study aims to determine the perceived

emotional intelligence of the respondents in terms of self awareness, managing emotions,

motivating oneself, social awareness and social skills which serves as the dependent

variable. And lastly, this study will lead to the propose guidance and counselling program

regarding the perceived of emotional intelligence of BEED students in NEUST-MGT.

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Statement of the Problem

This study aimed to determine NEUST-MGT Bachelor of Elementary Education

students perceived emotional intelligence in this time of pandemic: Basis for guidance

and counseling program.

Specifically, it sought answers to the following questions:

1. How may the socio-demographic profile of the respondents described in

terms of:

1.1 age;

1.2 sex;

1.3 year level;

1.4 civil status and

1.5 socio-economic status (in terms of family-monthly income).

2. How may the academic performance of the respondents describe in terms

of:

2.1 average grade in 2nd semester S.Y 2020-2021

3. How may the perceived emotional intelligence among the BEED students

of NEUST-MGT be described in terms of:

3.1 self-awareness;

3.2 managing emotions;

3.3 motivating oneself;

3.4 social awareness and

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3.5 social skills.

4. Is there a significant relationship between the personal profile of

respondents and the perceived emotional intelligence?

5. Is there a significant relationship between the perceived emotional

intelligence and academic performance of students?

6. What action plan may be proposed to enhance the emotional intelligence

among BEED students in NUEST-MGT?

Hypothesis

There is no significant relationship between the personal profile of the

respondents and the perceived emotional intelligence of BEED students in NEUST-

MGT.

There is no significant relationship between the academic performance of the

respondents and the perceived emotional intelligence of BEED students in NEUST-

MGT.

Significance of the Study

This study is deemed vital because it aims to determine NEUST-MGT Bachelor

of Elementary Education students perceived emotional intelligence in this time of

pandemic: Basis for guidance and counseling program.

Specially, this study will be significant to the following:

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To the School Administrators, this study may serve as a basis for school

administrators to support guidance and counseling programs regarding to the emotional

intelligence among BEED students.

To the Guidance Counselor, this study may aid guidance counselor to conduct

counseling programs based on the emotional intelligence.

To the Teachers, this study may benefit teachers, teachers can help and guide

students to understand how their emotional intelligence affects their academic success.

To the Students, this study would help students to be mindful and

knowledgeable, particularly about their emotional states. As the result of the study, they

will obtain ideas and techniques that will benefit them.

To the Parents, this study could also remind parents about the emotional

intelligence of their child. The study might also help the parents promote a wholesome

relationship with their child.

To the Future Researchers, the outcome of the study will be useful as reference

data of new researches. This study can help to educate the new researchers for their next

study.

Scope and Limitation

This study focused on the perceived emotional intelligence in this time of

pandemic of the Bachelor of Elementary Education (BEED) students in Nueva Ecija

University of Science and Technology – Municipal Government of Talavera.

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The study will be limited to two hundred forty-three (243) BEED 1 st year, 2nd

year, 3rd year, and 4th year students of NEUST-MGT. The perceived emotional

intelligence of the respondents will be determined by the emotional intelligence (EI)

questionnaire developed by Goleman (1995) which will be given through Google Form.

This is done because students use online and modular learning.

Due of the Covid-19 pandemic, the researchers had difficulty connecting with the

respondents. The researchers were unable to physically monitor the questionnaire

distribution yet the questionnaire will be administered via google form.

Definition of Terms

The terms that will be used in this study are operationally defined below for better

classification and understanding of their use in this study.

Academic Performance – it refers to the grade of student in the 2nd semester.

Age – it refers to the length of time that somebody has existed and is expressed in years.

BEED students – it refers to the persons formally engaged in learning, especially those

enrolled in Bachelor of Elementary Education.

Counseling program – it refers to the counseling activities that will help the respondents

get to know themselves better and find effective solutions to their problems.

Emotional Intelligence – it refers to the of ability to understand, use and manage the

emotions of the respondents.

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Guidance - it refers to advice or information provided by a person of experience, to solve

a problem or improve something.

Grade in the 2nd semester – refers to the general average of BEED students in the

academic year 2020-2021.

Managing Emotions – it refers to the respondent’s ability to stay focused and think

clearly even when experiencing powerful emotions.

Motivating oneself – it refers to the respondent’s ability to use deepest emotions to move

and guide towards their goals.

Self-awareness – it refers to the respondents' capacity to understand and recognize their

own feelings.

Social awareness - it refers to the respondents' ability to build bonds with people, as well

as their understanding and acceptance of others' emotions.

Social skill - it refers to the respondent’s ability to manage, influence, and inspire

others’ emotions.

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CHAPTER II

RESEARCH METHODOLOGY

This chapter discusses the methods used, research locale, respondents of the

study, samples and sampling procedures, research instrument, data gathering procedures,

and statistical treatment of data.

Research Method

Descriptive research design will be use in this study to analyze and interpret data

obtain the perceived emotional intelligence in this time of pandemic of BEED students in

NEUST-MGT.

According to Singh (2010) descriptive method of research is described as

appropriate for studies to describe the characteristics or effects of events for an identified

population. Furthermore, descriptive method of research entailed the gathering of data in

order to test a hypothesis or answer information regarding the current state of the study's

subject.

This type of research allows for various methods to recruit participants, collect

data, and utilize various instrumentation methods. The gathering of data will be

conducted through online surveys with the use of Google form wherein questionnaires

are sent to the respondents of the study.

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Research Locale

Figure 2: Map of Nueva Ecija University of Science and Technology – Municipal

Government of Talavera

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The research will be conducted in Nueva Ecija University of Science and

Technology – Municipal Government of Talavera.

The Nueva Ecija University of Science and Technology Municipal Government

of Talavera is one of the campuses of Nueva Ecija University of Science and Technology

(NEUST) located in the municipality of Talavera in Nueva Ecija.

An extension campus that was founded in 2008 with the backing of Mr. Nerito L.

Santos, the previous Mayor of Talavera. Mr. Santos has noted that there are many young

people with promise who desire to study but are unable to do so due to financial

constraints. Mr. Martinez provided the youth a new sense of hope and an opportunity to

realize their aspirations via his love and care. Students are therefore referred to as

"scholar ng bayan." Furthermore, in recent years, the post has been passed down to his

daughter, Mayor Nerivi Santos Martinez, who will continue the initiative until tertiary

education in public universities is free.

Nueva Ecija University of Science and Technology Municipal Government of

Talavera offers undergraduate programs such as Bachelor of Elementary Education,

Bachelor of Science in Business Administration and Bachelor of Science in Information

Technology.

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Respondents of the Study

This study focused on the perceived emotional intelligence in this time of

pandemic of BEED students at NEUST-MGT.

The Bachelor of Elementary Education students were chosen as the respondents

of this study because they were expected to be more responsive. Further, five percent of

margin error was used to compute the sample size on the set of students-respondents.

TABLE 1
DISTRIBUTION OF THE RESPONDENTS

Year Level Number of Student N %

First Year 132 52 21.40%

Second Year 136 53 21.81%

Third Year 215 85 34.98%

Fourth Year 135 53 21.81%

Total 618 243 100%

Table 1: Distribution of the respondents by year level.

Table 1 shows the distribution of the respondents. Included the number of the students

per year and the corresponding samples of the respondents.

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Samples and Sampling Procedures

This study will be using stratified random sampling. This technique was

employed to ensure a fairly equal representation of the variables for the study. The target

population's elements are divided into distinct groups or strata where within each stratum

the elements are similar to each other with respect to select characteristics of importance

to the survey (Parsons, 2017).

The respondents of this study were 243 BEED students of all year levels at

NEUST-MGT.

Accordingly, the stratification used to increase the efficiency of a sample design

was based on the year level of the respondents. Within each year level the selection of

every sample has the same probability of being chosen.

To determine the sample size, the Slovin’s formula was applied.

N
n= 2
1+ Ne

Where:

n = sample size

N = population size

e = desired margin of error (% allowance) for non-precision because of the use of sample

instead of the population.

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Research Instrument

The researchers use survey questionnaire to gather data from the respondents.

Survey questionnaire is described as the collecting of information from a sample

of persons through their replies to questions. This sort of research survey provides for a

wide range of approaches for recruiting participants, collecting data, and instrumentation.

This is a kind of sociological inquiry that collects information about how people think

and act using question-based or statistical surveys (Check and Schutt, 2012).

To facilitate an organized conduct of data collection, a survey questionnaire was

made as the main tool to determine the perceived emotional intelligence of BEED

students in NEUST-MGT. Specifically, the questionnaire was composed of two (2) parts.

The first part is the profile of the respondent including their age, sex, year level

civil status, socio-economic status and student’s average grade in second semester.

Meanwhile, on the second part of the questionnaire, a 50-item emotional

intelligence (EI) questionnaire developed by Daniel Goleman (1995) designed to capture

the perceived emotional intelligence.

Construction of Instrument

1. In order to design the instrument for this study, the researchers first assessed

the problem with the study they wanted to collect.

2. The researcher looked at several studies and literature on the topic, including

articles, journals, and news items. In addition, the researchers prepared questions-based

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components of the problem statement and conceptual framework, as well as the

difficulties observed to this study.

3. The respondents' profiles and perceived emotional intelligence are described in

the questionnaire.

Data Gathering Procedures

For the researcher to able to conduct the study, the researchers asked permission

from the School Administrator of Nueva Ecija University of Science and Technology-

Municipal Government of Talavera. The permit's signatories will be the Administrator

Marciana DC. Soriano, Research Instructor Mylene F. De Guzman and Research Adviser

Medelyn T. Valiente. The approval letter was presented to the administrator of the

school.

Upon the approval, the researchers will communicate to every president in the

class, to secured the number of the respondents. The faculty's personal letter to the

respondents was attached to the questionnaire. The approval letter from the School

Administrator was presented to the respondents requesting permission to conduct the

research.

The proper protocol was followed in the administration of the survey-

questionnaires. The survey questionnaire was administered using a Google form with the

goal of explaining the study's aims.

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The respondents of the study were instructed to fill up the personal data

information sheet and answer the questionnaire by checking the number that corresponds

to their appropriate responses to the questions and situations presented. They were

assured that their responses would be treated confidentially.

After successfully answering the questionnaire, the data were tallied and tabulated

for analysis and interpretation.

Statistical Treatment of Data

The researchers will be using frequency, percentage, weighted mean and Pearson

r Correlational Analysis in order to easily generalize the data that researches gathered.

Percentage and Frequency

The frequency and percentage will be used to describe the profile of the

respondents. The frequency analysis is a part of descriptive statistics. In statistics, the

frequency is the number of times a subject or an even occurs. And the percentage is a

display of data that specifies the percentage of observations that exist for each data point

or grouping of data points.

f
%= ×100
N

Where:

% = Percent

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f = Frequency

N = Number of respondents

Weighted Mean

To assess the perceived emotional intelligence among the respondents’, weighted

mean was used. For verbal interpretation of the weighted mean, Likert scale was used:

TABLE 2
RATING SCALE AND VERBAL INTERPRETATION

Rating Scale Verbal Interpretation

3.25-4.00 Always
2.50-3.24 Often
1.75-2.49 Seldom
1.00-1.74 Never

Table 2: 4-point rating scale and verbal interpretation

Where:

WM = weighted mean

∑ = summation sign

w = weighting factor

x = observed phenomenon

Pearson r Correlational Analysis

The Pearson r Correlational Analysis will be use to determine if there is a relation

between profile variables of respondents and the perceived emotional intelligence. The

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Pearson’s Correlation Coefficient I is a measure of the strength of the association

between the two variables.

Σ ( xi−x )( yi− y )
r=
√ Σ ( xi−x ) 2
Σ ( yi− y )
2

Where:

r = correlation coefficient

xi = values of the x-variable in a sample

x = mean of the values of the x-variable

yi = values of the y-variable in a sample

y = mean of the values of the y-variable

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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter present the result, analysis and interpretation of data of the

current study entitled NEUST-MGT BEED students’ Perceived Emotional

Intelligence in this Time of Pandemic: Basis for Guidance and Counseling Program.

The results are presented and discussed based on the sequence of the problem in the

statement of the problem.

1. Profile of the Respondents

The initial statement of the problem posted in Chapter 3 dealt with the profile

of the respondents in terms of age, sex, year level, civil status and socio-economic

status in terms of family-monthly income.

TABLE 3
AGE OF THE RESPONDENTS

AGE FREQUENCY PERCENT

18 years old and below 29 11.93%
19-20 years old 106 43.62%
21-22 years old 79 32.51%
23-24 years old 16 6.58%
25 years old and above 13 5.35%
TOTAL 243 100%

Table 3 illustrates the age of the respondents. As shown in the table, 106 or 43.62

percent of the respondents are in the age of 19-20 years old. However, there was only 13

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or 5.35 percent respondents for the ages 25 years old and above. All in all, there were 243

respondents.

The data clearly shows that majority of the respondents are in the 19-20 years old

with a frequency of 106 or 43.62 percent.

Based on section 4 of the Republic Act 10533 also known “Enhanced Basic

Education Act of 2013”, it stated that the entry age for entering kindergarten should be

five years old and the usual age of grade twelve students is 17-18 years old, therefore

students who will enter college is 18 and above. The reason why most of the student-

respondents age is 19-20 years old is because most of first year students age are 18 and

below, while second year and third year students who has the largest number of students

are in the age bracket of 19-20 years old.

TABLE 4
SEX OF THE RESPONDENTS

SEX FREQUENCY PERCENT

Male 48 19.75%
Female 195 80.25%
TOTAL 243 100%

Table 4 present the distribution of respondents according to sex. It shows that 195

or 80.25 percent were female respondents while 48 or 19.75 percent were male

respondents.

In brief, the data in the table implies that the female dominated the number of the

respondents.

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Based on the list given by Registrar’s Office at NEUST-MGT, since the number

of female registrants is larger than the number of male enrollees, there are more female

respondents than male respondents. Additionally, the uses of both quantitative and

qualitative questions in many sorts of study. In most studies, women reply favorably to

the majority of questions, whereas males respond rarely (Pranab Panday, 2016).

TABLE 5
YEAR LEVEL OF THE RESPONDENTS

YEAR LEVEL FREQUENCY PERCENT

First Year 52 21.40%
Second Year 53 21.81%
Third Year 85 34.98%
Fourth Year 53 21.81%
TOTAL 243 100%

Table 5 present the distribution of the respondents according to year level. It

shows that out of 243 respondents, 85 or 34.98 percent are in third year level; 52 or 21.40

percent are in first year level while 53 or 21.81 percent in second year level and 53 or

21.81 percent are in fourth year level.

The above data suggests that majority of the respondents are third year with a

frequency of 85 and percent of 34.98.

According to CHED Memorandum Order No. 10, series of 2017 the only courses

taken in Grade XI and XII which fall under the heading of General Education shall be

considered for unit crediting provided that the admitting institution is implementing the

current general education curriculum. It is the reason why the enrollees in the year 2018

were screened according to the strand they took in Senior High which results low

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enrollment rate in that year. Until another Memorandum Order has come, which is the

CMO No. 105, series of 2017 that declares all Grade 12 graduates beginning Academic

Year 2017-2018 are eligible to enter college regardless of the track or strand taken in the

Senior High School. This mainly the reason why third year has larger number of

enrollees.

TABLE 6
CIVIL STATUS OF THE RESPONDENTS

CIVIL STATUS FREQUENCY PERCENT

Single 231 95.06%
Married 12 4.94%
Separated 0 0.00%
Widowed 0 0.00%
TOTAL 243 100%

Table 6 represents the civil status of the respondents. It shows that there were 231

or 95.06 percent of the respondents were single while 12 or 4.94 percent of the

respondents were married.

The above data explains that majority of the respondents’ civil status is single.

According to Philippine Statistics Authority in 2015 stated that there were 34.8

million single persons in the Philippines, or 44 percent of the total population 10 years

old over. This is higher by 3.5 million compared to the 2010 report of 31.3 million single

persons. The census of population, which is conducted by the PSA every 10 years,

collects data on marital status for persons 10 years old and over.

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In addition, there are also a few studies that look at how marital status affects

academic performance in college, and they discovered that some married college students

have more day-to-day issues than non-married students, which is perhaps why the

majority of the students who responded are single (Negy, 2013).

TABLE 7
SOCIO ECONOMIC STATUS OF THE RESPONDENTS

SOCIO ECONOMIC FREQUENCY PERCENT

STATUS

Lower class (10,000 and 55 22.63%

below)

Lower middle class 172 70.78%

(11,000 -20,000)

Middle class (21,000 - 13 5.35%

30,000)

Upper middle class 3 1.23%

(31,000 - 40, 000)

Upper class (41,000 and 0 0.00%

above)
TOTAL 243 100%

Table 7 presents the frequency distribution of respondents according to socio

economic status in terms of family monthly income. It tells that 172 or 70.78 percent of

the respondents were in lower middle class (11,000-20,000). Additionally, 3 or 1.23

percent were in upper middle class (31,000-40,000). Moreover, 55 or 22.63 percent were

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in lower class (10,000 and below) and 13 or 5.35 percent were in middle class (21,000-

30,000).

As a result, on the given data above, most of the respondents belong to the lower

middle class who have (11,000-20,000) pesos monthly income.

According to Philippine Statistics Authority (2021) 10 out of 20 households

belong to the lower middle-class population, with two-thirds of them residing in urban

areas. According to a 2018 study by the Philippine Institute for Development Studies

(PIDS) as cited to Cabuenas (2020) 40% of the country's population belong to the

middle-income class, while majority or 58% belong to the lower-income class.

Additionally, the indicative range of monthly family incomes of lower middle class is

between two and four times of poverty line which ranges to 18,200 pesos (Cabuenas,

2020).

2. Academic Performance of the Respondents

GWA 2nd semester S.Y 2020- FREQUENCY PERCENT

2021
1.00-1.25 12 4.94%
1.50-1.75 99 40.74%
2.00-2.25 93 38.27%
2.50-2.75 36 14.81%
3.00-5.00 3 1.23%
TOTAL 243 100%
TABLE 8
GENERAL WEIGHTED AVERAGE IN 2ND SEMESTER S.Y 2020-2021

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Table 8 present the distribution of general weighted average in 2 nd semester of the

respondents. It shows that out of 243 respondents, 99 or 40.74 percent are having 1.50-

1.75 as general weighted average; 93 or 38.27 percent were 2.00-2.25; 36 or 14.81

percent were 2.50-2.75; 12 or 4.94 percent were 1.00-1.25 while 3 or 1.23 percent were

having 3.00-5.00 as general weighted average.

As interpreted at the given data above, the majority of the respondents were

having 1.50-1.75 as general weighted average. The respondents are indeed achievers of

high GWA when it comes to academic performance.

3. Perceived emotional intelligence of the respondents in terms of:

TABLE 9
SELF AWARENESS OF THE RESPONDENTS

STATEMENT MEAN VERBAL

INTERPRETATION
In this time of pandemic…
1 The respondent easily loses 2.78 Often
his/her temper because of the
long quarantine during
pandemic.
2 The respondent knows when 3.35 Always
he/she is happy.
3 The respondent recognizes 3.38 Always
when he/she is stressed.
4 The respondent aware when 3.34 Always
he/she is emotional.
5 If the respondent felt anxious, 2.93 Often
he/she can account for the
reason.
6 The respondent knows when 3.04 Often
he/she is being unreasonable.
7 The respondent is aware of 3.32 Always
his/her emotion.

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8 The respondent recognizes 3.40 Always
how his/her feeling affect
his/her performance in school.
9 The respondent has guided 3.21 Often
awareness of his/her values
and goals.
10 The respondent is aware what 3.40 Always
makes him/her happy.
AVERAGE WEIGTED 3.21 OFTEN
MEAN

Table 9 illustrates the perceived emotional intelligence of the respondents in

terms of self awareness. Based on the results, item 8, “The respondent recognizes how

his/her feeling affect his/her performance in school” and item 10, “The respondent is

aware what makes him/her happy” attained the highest weighted mean of 3.40 and

interpreted as “always” while item 1, “The respondent easily loses his/her temper

because of the long quarantine during pandemic” obtained the lowest weighted mean of

2.78 and interpreted as “often”. (TOTAL WEIGHTED MEAN)

In the analysis show above, the respondents are more likely to recognize how

their performance in school will be affected based on their feelings as well as what can

makes them happy.

According to American Psychological Association (2019) students who are able

to understand and recognize their emotions effectively, do better at school as by

measured by grades. On the other hand, students become happier when they experience

positive behaviors and attitudes for their interests, values and respects. Creating strong

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relationships with teachers and peers plays an important role in student happiness

(Hinton, 2021).

TABLE 10
MANAGING EMOTIONS OF THE RESPONDENTS

VERBAL
STATEMENT MEAN INTERPRETATION
In this time of pandemic…
1 The respondent can reframe bad 2.95 Often
situation quickly.
2 The respondent manages his/her 2.99 Often
impulsive feelings and distressing
emotions well.
3 The respondent stays composed and 3.08 Often
positive even in trying moments.
4 The respondent can think clearly and 2.95 Often
stay focused under pressure.
5 The respondent tends to change 2.92 Often
his/her mind frequently.
6 The respondent consciously alters 2.98 Often
his/her frame of mind or mood
during this time of pandemic.
7 The respondent does not let stressful 3.00 Often
situation or people affect
himself/herself.
8 The respondent rarely worries about 2.96 Often
school works.
9 The respondent can suppress his/her 3.04 Often
emotions when it needed.
10 The respondent usually feel burnout. 2.95 Often

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AVERAGE WEIGTED MEAN 2.98 OFTEN

Table 10 illustrates the perceived emotional intelligence of the respondents in

terms of managing emotions. Based on the results, item 3, “The respondent stays

composed and positive even in trying moments” attained the highest weighted mean

of 3.08 and interpreted as “often” while item 5 “The respondent tends to change his/her

mind frequently” obtained the lowest weighted mean of 2.92 and interpreted as “often”.

The table clearly infers that the respondents strive to be positive even in their

trying moments.

Rahiem M. (2021) states that students remained motivated to learn, despite all the

limitations they encountered and endured during the COVID-19 pandemic.

TABLE 11
MOTIVATING ONESELF OF THE RESPONDENTS

VERBAL
STATEMENT MEAN INTERPRETATION
In this time of pandemic…
1 The respondent able to motive 3.24 Often
himself/herself while doing difficult tasks
in school.
2 The respondent prioritizes important 3.26 Always
activities.
3 The respondent always meets deadlines in 3.15 Often
school.
4 The respondent never waste time. 2.94 Often

5 The respondent is flexible on how he/she 3.08 Often

doing a school works.

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6 The respondent able to do difficult activity 3.12 Often
first.
7 The respondent set challenging goals and 2.99 Often
take calculated risks.
8 The respondent persistent in seeking goals 3.13 Often
despite of obstacles.
9 The respondent always motivate 3.22 Often
himself/herself in times of being low.
10 The respondent finds it easy to motivate 3.03 Often
himself/herself.
AVERAGE WEIGTED MEAN 3.12 OFTEN

Table 11 illustrates the perceived emotional intelligence of the respondents in

terms of motivating oneself. Based on the results, item 2, “The respondent prioritizes

important activities” attained the highest weighted mean of 3.26 and interpreted as

“always”. Meanwhile item 4, “The respondent never waste time” obtained the lowest

weighted mean of 2.94 and interpreted as “often”.

This means that the respondents in this time of pandemic are inclined to prioritize

their actions to demonstrate that they are motivating themselves.

Students are determined to prioritize their tasks; they know the importance of

each task and be flexible to use their time effectively. Students can organize workload

and create a realistic plan of action to deal with it efficiently (American InterContinental

University, 2016).

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TABLE 12
SOCIAL AWARENESS OF THE RESPONDENTS

VERBAL
STATEMENT MEAN INTERPRETATION
In this time of pandemic…
1 The respondent show sensitivity and 3.23 Often
understand others’ perspective about
the current situation.
2 The respondent is aware at 3.24 Often
empathizing with someone else's
problem regarding to what they are
facing today.
3 The respondent helps out based on 3.28 Always
understanding other people’s needs.
4 The respondent can relate with other 3.32 Always
situation.
5 The respondent understand why 3.14 Often
people are being difficult towards
him/her.
6 The respondent knows when someone 3.17 Often
is having difficulty to the current
situation.
7 The respondent understands if he/she 3.13 Often
is being unreasonable.
8 The respondent understands why 3.19 Often
his/her actions sometimes offend
others.
9 The respondent can sense feelings 3.20 Often

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from others' point of view.
10 Reasons for disagreements is always 3.10 Often
clear to the respondent.
AVERAGE WEIGTED MEAN 3.20 OFTEN

Table 12 illustrates the perceived emotional intelligence of the respondents in

terms of social awareness. Based on the results item 4, “The respondent can relate with

other situation” attained the highest weighted mean of 3.32 and interpreted as “always”

meanwhile, item 10, “Reasons for disagreements is always clear to the respondent”

obtained the lowest weighted mean of 3.10 and interpreted as “often”.

This means that the respondents are able to relate to the situation of others. The

respondents answered “always” in the following statement.

According to Bruce (2019) an essential element of social awareness is the

capacity to understand other people’s emotions under various circumstances, students can

relate to other situation especially if it is their friends or batchmate because they share

similarities including their ages, interests and bonds.

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TABLE 13
SOCIAL SKILLS OF THE RESPONDENTS

VERBAL
STATEMENT MEAN INTERPRETATION
In this time of pandemic…
1 The respondent is an excellent 3.30 Always
listener towards the rants of others
about the current situation.
2 The respondent deal with difficult 3.04 Often
issues straightforwardly.
3 The respondent can get along with 3.14 Often
variety of people even if we are just
communicating in chat.
4 Even if they are having quarantine, 3.13 Often
the respondent has an interest
hanging with other people.
5 The respondent love to meet new 3.03 Often
people through online.
6 The respondent needs a variety of 3.07 Often
students to make his/her school
journey interesting.
7 In distance learning, the respondent 3.27 Always
promotes a friendly and cooperative
environment.
8 The respondent balances a focus on 3.19 Often
task with attention to relationships.
9 The respondent fosters open 3.16 Often
communication with people through

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online.
10 The respondent builds solid 3.23 Often
relationships with those students they
work with through online.
AVERAGE WEIGHTED MEAN 3.16 OFTEN

Table 13 illustrates the perceived emotional intelligence of the respondents in

terms of social skills. Based on the results item 1, “The respondent is an excellent listener

towards the rants of others about the current situation” attained the highest weighted

mean of 3.30 and explain it as “always” while item 5, “The respondent love to meet new

people through online” obtained the lowest weighted mean of 3.03 and explain it as

“often”.

In analysis shown above, the respondent was a good listener to the complaints of

others about the current situation. The respondents answered “always” in the following

statement.

Council for Exceptional Children (2016) states that social skills are a proactive it

is beneficial intervention designed to replace negative behavior’s with more desirable

ones and students more constructive and listen carefully for them to cope up to

something, it is socially rewarding ways to behave.

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TABLE 14
PEARSON CORRELATION RESULTS BETWEEN THE PROFILE OF THE
RESPONDENTS AND THEIR EMOTIONAL INTELLIGENCE

Self – Managi Motivat Social Social

Awaren ng ing Awarene Skills
ess Emotio Oneself ss
ns
Age Pearson .103 .122 .128(*) .038 .115
Correlation
Sig. (2-tailed) .110 .059 .046 .557 .073
Sex Pearson -.060 -.122 -.090 -.026 -.049
Correlation
Sig. (2-tailed) .353 .058 .164 .687 .450
Year Level Pearson .075 .068 .116 .022 .044
Correlation
Sig. (2-tailed) .244 .292 .070 .738 .497
Civil Status Pearson .017 .027 .010 -.115 -.021
Correlation
Sig. (2-tailed) .787 .674 .876 .073 .750
Socio-Economic Pearson -.006 .024 -.002 -.049 -.027
Status Correlation
Sig. (2-tailed) .923 .714 .981 .450 .672
N 243 243 243 243 243
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).

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Since p-value of .046 is less than .05, then there is significant positive relationship

between the age and self-motivation (motivating oneself) among the respondents. It

implies that older students tend to motivate themselves often than those younger students.

Thus, motivating oneself is more evident to older generation than their younger

counterparts.

Since p-values of other variables are greater than .05, Ho is accepted. Thus, there

is no significant relationship between them.

According to Bernet (2019) social explanations have received support from a

diverse range of empirical studies of emotion specifically in terms of self-motivation,

which show greater emotional abilities with older students or senior students. On the

other hand, younger students or juniors have the lower motivation among themselves

because they tend to question their abilities as freshmen (Bernet, 2019; Sutarso et

al.,2019). Generally, older and younger students are not similar on emotional intelligence.

Older students are generally more self-confident and optimistic, and can handle stress

better than the younger students (Fatt & Howe, 2019).

TABLE 15
PEARSON CORRELATION RESULTS BETWEEN THE PERCEIVED
EMOTIONAL INTELLIGENCE AND RESPONDENT’S ACADEMIC
PERFORMANCE

Self - Managi Motivat Social Soci

Awarene ng ing Awarene al
ss Emotio Oneself ss Skill
ns s

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GWA Pearson -.066 .017 -.048 -.015 .028
Correlation
Sig. (2-tailed) .309 .792 .455 .822 .667

N 243 243 243 243 243

** Correlation is significant at the 0.01 level (2-tailed).

* Correlation is significant at the 0.05 level (2-tailed).

Since all p-values are greater than .05, Ho is accepted. Thus, there are no

significant relationships between the perceived emotional intelligence and respondent’s

academic performance.

According to Abdul-Azib (2016) found that there was no significant relationship

between emotional intelligence and the academic performance due to the to the reason

that people are not yet conscious about their emotional capacity. People are more

concerned with how they perform than with their emotions.

TABLE 16
SUGGESTED PROJECT PROPOSAL

PERCEIVED EMOTIONAL VERBAL

INTELLIGENCE MEAN INTERPRETATION

Self-awareness 3.21 Often

Managing Emotions 2.98 Often
Motivating Oneself 3.12 Often
Social Awareness 3.20 Often
Social Skills 3.16 Often
AVERAGE WEIGHTED MEAN 3.13 Often

Table 16 show the perceived emotional intelligence of BEED students that may

suggest a project proposal. As shown in the table “Self-awareness” attained the highest

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mean of 3.21 and verbally interpreted as “often” while “Managing Emotions” obtained

the lowest mean of 2.98 interpreted as “often”.

Based on the data gathered from BEED students, they were having difficulty to

manage their emotions. Thus, these should be suggested to make an action plan to

address this difficulty that students facing today.

According to Mental Health America (2022) fear, despair, and anger are common

negative emotions that can make it difficult to know how to cope with them properly. It's

easy to act on our feelings right away, yet this seldom solves the problem that created the

emotions. In fact, it may result in additional issues to deal with in the future.

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CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATION

This chapter presents the recapitulation of this study. It presents the research.

problem, respondents involved, methods used, and the conclusions that were derived

from the results. It also provided recommendations that could be pursued by other

researchers whose main concern is the perceived emotional intelligence of the students.

Summary

This study attempted to determine the perceived emotional intelligence in this

time of pandemic of BEED students in NEUST-MGT. The data were gathered from 243

BEED students. To determine the total respondents, the sample and sampling procedures

were employed. Descriptive method of research was applied in this study.

The perceived emotional intelligence of BEED students was dealt in terms of:

self-awareness, managing emotions, motivating oneself, social awareness and social

skills.

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The results were statistically analyzed using descriptive statistics such as mean,

percentage, and inferential statistical method such as the Pearson R correlation analysis

that is used to test the relationships between the personal profile of the respondents and

perceived emotional intelligence of the respondents. Also, the academic performance of

the respondents and perceived emotional intelligence.

After finding out the results of this research study, a project was proposed to

address the perceived emotional intelligence among BEED students.

Summary of Findings

The findings of the study were presented sequentially:

1. Personal profile of the respondents

1.1 Age

The age level with the highest frequency of 106 or 43. 39 percent was within the

age bracket of 19 to 20 years old, however, there were only 13 or 5 percent of the

respondents within the age of 26 years old and above.

1.2 Sex

The majority of the respondents consist of 195 out of 243 of BEED students are

females and 48 out of 243 are males.

1.3 Year Level

The majority of the respondents are third year with the frequency of 85, while the

lowest were first year with a frequency of 52.

1.4 Civil Status

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Majority of the respondents are single that consist of 231 among 243

respondents.

1.5 Socio-economic Status

Most of the respondents belong to the lower middle class who have (11,000-

20,000) pesos monthly income with a frequency of 172.

2. Academic Profile of the respondents

2.1 General Weighted Average in second semester S.Y 2020-2021

Majority of the respondents got 1.50-1.75 with the frequency of 99 out of 243

respondents.

3. Perceived emotional intelligence of the respondents

3.1 Self-awareness

Based on the result, respondents recognize how their feeling affect their

performance in school which obtained the highest weighted mean of 3.40 with verbal

interpretation of always. Furthermore, respondents are aware what make them happy

which also obtained highest weighted mean of 3.40 with verbal interpretation of always.

However, respondents easily lose their temper because of the long quarantine during

pandemic obtained the lowest weighted mean of 2.78 and interpreted as often.

3.2 Managing Emotion

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The respondents stay composed and positive even in trying moments which

obtained 3.08 and verbally interpreted as often, while some respondents tend to change

their mind frequently with the lowest weighted mean of 2.92 interpreted as often.

3.3 Motivating Oneself

It shows that the respondents prioritize important activities which obtained

highest weighted mean of 3.26 and verbally interpreted as always, while the respondents

never waste time obtained the lowest weighted mean of 2.94 and interpreted as often.

3.4 Social Awareness

Based on the gathered data, in terms of social awareness, respondents can relate

with other situation which obtained the highest weighted mean of 3.32 verbally

interpreted as always while the reasons for disagreements is always clear to the

respondents obtained the lowest weighted mean of 3.10 interpreted as often.

3.5 Social skills

The respondents are an excellent listener towards the rants of others about the

current situation with the highest weighted mean of 3.30 and verbally interpreted as

always while the respondents love to meet new people through online obtained the lowest

weighted mean of 3.03 and verbally interpreted as always.

4. Significant Relationship Between Personal Profile of the Respondents and

Perceived Emotional Intelligence of BEED students

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Among the personal profile variables of the respondents, only “Age” correlated with

perceived emotional intelligence in terms of “Motivating Oneself”. The analysis found

enough evidence that the null hypothesis is not rejected.

5. Significant Relationship Between Academic Performance and Perceived

Emotional Intelligence of BEED students

There is no significant relationship between academic performance and perceived

emotional intelligence of BEED students.

Therefore, the null hypothesis which stated that there was no significant relationship

between academic performance and perceived emotional intelligence of BEED students

is not rejected.

6. Project Proposal

Based on the suggested project proposal, managing emotions obtained the lowest

mean of 2.98. Furthermore, based on the result it shows that older students tend to

motivate themselves often than those younger students. Thus, motivating oneself is more

evident to older generation than their younger counterparts. All of these ideas motivated

the researchers to have a project proposal.

TABLE 17
PROJECT PROPOSAL

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I. BASIC INFORMATION

Research Title: NEUST-MGT BEED Students’ Perceived Emotional

Intelligence in this Time of Pandemic: Basis for
Guidance and Counseling Program
Name of Project Proposal “Nurturing Self-motivation and Managing Emotions
during Challenging Times”
Beneficiaries: (Research BEED students of NEUST-MGT
Respondents/ partcipants)
Proponents
Team Leader: Ciara Lyka V. Esteban
Team Member(s): 1. Jaipaula S. Diego
2. Reah Leila T. Antonio
Implementing Unit: Nueva Ecija University of Science and Technology
Talavera Off- Campus
Bachelor of Elementary Education
Collaborating NEUST-MGT
Units/Agencies: Guidance Counselor
Project Site(s): Nueva Ecija University of Science and Technology-
Municipal Government of Talavera
Pag-asa District Talavera, Nueva Ecija
Duration: August 13/20/27, 2022
Proposed Budget: P 4096.00

II. TECHNICAL INFORMATION

A. Rationale

Emotional Intelligence (EI) is becoming increasingly important in order to be

compatible for success. It has been recognized that students need to acquire emotional

intelligence abilities in order to succeed in school. The purpose of this study is to

determine the perceived emotional intelligence among BEED students of NEUST-MGT.

Furthermore, a project may be proposed to help the students aid in uplifting their

emotional intelligence.

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B. Statement of the Problem

The classroom environment is different today because educational institutions are

affected by the pandemic. Students were exposed to a variety of situations at school and

at home that had a significant impact on their emotions. Therefore, this study will aim to

determine the perceived emotional intelligence among BEED students of NEUST-MGT.

The extension program will conduct proper intervention to address and helping students

improve their emotional intelligence.

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TABLE 18
BUDGET PROPOSAL FOR RESEARCH EXPENSES

ITEM PARTICULARS UNIT UNIT QUANTITY TOTAL

NO. COST
OFFICE SUPPLIES
1 PAPER, Multi-Purpose Ream 161.00 2 322.00
(COPY) A4, 70 gsm
(8.3" x 11.7")
2 ALCOHOL, ETHYL Ream 64.00 2 128.00
70%, scented, 500ml (-
5ml)
3 FACE MASK, Bottle 100.00 2 200.00
SURGICAL, 50 pieces
per box
4 ENVELOPE, Box 887.00 1 887.00
DOCUMENTARY, for
legal size document
5 PENCIL, lead, w/ Box 105.00 1 105.00
eraser, wood cased,
hardness: HB (#2)
6 SIGN PEN, BLACK, Box 42.00 1 42.00
liquid/gel ink, 0.5mm
needle tip
7 FOLDER, Pack 387.00 1 387.00
TAGBOARD, for legal
size documents
TRANSPORTATION
EXPENSES
1 TRANSPORTATION 75/day 3 researchers 675.00
ALLOWANCE FOR 3 x 3 Days
FACULTY
RESEARCHERS (for 3
days)
FOOD EXPENSES
1 SNACKS AND Lunch 150/day 3 researchers 1,350.00
LUNCH FOR 3 and x 3 Days
RESEARHERS (for 3 snacks
days)
TOTAL 4,096.00

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Conclusion

In the line of the findings, the following conclusions were drawn:

1. The majority of the respondents were in the age bracket of 19-20 years old and

most of them were females. Most of the respondents were on the third-year level

and it showed that the respondents were still single. Moreover, the socio-

economic status in terms of family income of the respondents were belong to

lower middle class that ranges the family income to (11,000-20,000).

2. The majority of the respondents got 1.50-1.75 as their general weighted average

in 2nd semester of the school year 2020-2021.

3. In self-awareness, the respondents realize how their emotions impact their

academic performance and they are aware what make them happy. Furthermore,

for managing emotions, even in the most challenging situations, the respondents

maintain composure and optimism. For motivating oneself, the respondents

prioritize important activities in school. Moreover, for social -awareness, the

respondents can relate with other situation. And lastly, for social skills, the

respondents were excellent listener towards the rants of others about the current

situation.

4. The age of the respondents bears a significant relationship to the perceived

emotional intelligence in terms of “motivating oneself”.

5. The finding showed that there is no significant relationship between perceived

emotional intelligence and academic performance of the respondents.

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6. A project was proposed to address and attempt to provide solution regarding to

the difficulties in managing emotions and self-motivation among BEED students.

The project proposal, is a 3-day webinar designed to address the difficulties and

provide solutions regarding to managing emotions and self-motivation of the

students.

Recommendations

Based on the aforementioned findings and conclusions, the following

recommendations are hereby offered:

1. Since the findings shown that younger students tend to be less motivated, the

researchers highly recommend that the students should be mindful of their own

emotions and encouraged them to read an inspiring book, watch motivational

movies or participate in any activity or program that will engage them physically

and mentally.

2. For the teachers, the researchers recommend that teachers should recognize

achievements of student. This would encourage students to be more engaged and

motivated in class.

3. School together with the Guidance Counselor should continue giving guide and

support to implement programs that deals with self-motivation among young

students.

4. Future researchers could replicate and look at different perspectives to improve

the study. The study could also be replicated using a larger set of respondents

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covered the entire courses of NEUST-MGT over a longer span of time in order to

attain more definite result.

LIST OF REFERENCES

NON-ELECTRONICS REFERRENCES
Abu Rayyash et al. (2016). Emotional Intelligence and Academic Achievement among
Students at the Higher Secondary Level. International Journal of Academic
Research in Economics and Management Sciences, 2(4), 280-281.

Audrey J. Jaeger January 2007, Exploring the Value of Emotional Intelligence: A Means
to Improve Academic Performance NASPA Journal 44(3) DOI:10.2202/0027-
6014.1834

Baron Cohen, M. A. M., Hassan, N., & Abd Halil, N. (2020). The influence of emotional
intelligence on academic achievement. Procedia-Social and Behavioral Sciences,
90, 303-312.

Bar-On, 2021 Investigating Emotion Regulation Strategies to Facilitate the Well-Being of

Managers Scandinavian Journal of Work and Organizational
Psychology Volume: 6 Issue: 1 DOI: 10.16993/sjwop.147

Bruce, R. R. (2016). Intelligence quotient, emotional quotient, spiritual quotient, and

adversity quotient® and the academic performance of students. Unpublished
Undergraduate Thesis. City of Koronadal: St. Alexius College.

Cerit, E., & Beser, N. G. (2018). Levels of Emotional Intelligence of Nursing Students.
International Journal of Caring Sciences, 7(3), 936.

Ciarrochi J., Deane F., Anderson S. (2015). Emotional intelligence moderates the
relationship between stress and mental health. Pers. Individ. Differ. 32, 197–209.
10.1016/S0191-8869(01)00012-5

Corcoran, R. P., & Tormey, R. (2018). Does emotional intelligence predict

student?teachers' performance? Teaching and teacher education, 35, 34-42.

Craggs. (2015). Role of emotional intelligence for academic achievement for students.

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Research Journal of Educational Sciences ______ISSN, 2321, 0508.

Fatt & Howe May 2019. Emotional intelligence and individual performance: Evidence of
direct and moderated effectsJournal of Organizational Behavior 28(4):399 - 421
DOI:10.1002/job.429
Fior, A., & Maillefer, L. (2017). The impact of emotional intelligence on academic
achievement: A longitudinal study in Portuguese secondary school. Learning and
Individual Differences, 37, 38-47

Goleman, D., Boyatzis, R. E., & McKee, A. (2007). Primal leadership: Learning to lead
with emotional intelligence. Boston, MA: Harvard Business School Press.

Karafyllis, N. C. & Ulshofer, G. (2008). Sexualized brains: Scientific modeling of

emotional intelligence from a cultural perspective. Cambridge, MA: MIT Press.

Ljungholm. (2014). The relationship between emotional intelligence and academic

achievement in eleventh graders. Research in education, 4, 128.

Low, J. D., Creque Sr, R. E., Barnhart, D. L., Harris, J. I., Majeski, S. A., Wood, L. M.,...
& Hogan, M. J. (2016). Academic achievement in high school: Does emotional
intelligence matter?. Personality and individual differences, 37(7), 1321-1330.

MacCann, C., Fogarty, G. J., Zeidner, M., & Roberts, R. D. (2021). Coping mediates the
relationship between emotional intelligence (EI) and academic achievement.
Contemporary educational psychology, 36(1), 60-70.

Magulod, G. C. (2017). Creativity styles and emotional intelligence of Filipino student

teachers: A search for congruity. Asia Pacific Journal of Multidisciplinary
Research, 5(1), 175-184.

Mayer, J. D., Salovey, P.,et al. Caruso, D. R., and Sitarenios, G. (2013). Measuring
emotional intelligence with the MSCEIT V2. 0. Emotion 3, 97–105. doi:
10.1037/1528-3542.3.1.97

Muhammad Asrar-ul-Haq Hassan Year 2017. Impact of emotional intelligence on

teacher‫׳‬s performance in higher education institutions of Pakistan Future Business
Journal Volume: 3 Issue: 2 Page: 87-97 DOI: 10.1016/j.fbj.2017.05.003

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Zins, P., Cabello, R., Castillo, R., & Extremera, N. (2017). Gender differences in
emotional intelligence: The mediating effect of age. Behavioral Psychology,
20(1), 77-89.
ELECTRONIC REFERRENCES

Abdul-Azib (2016). Emotional Intelligence and Its Relationship to Academic

Performance among Saudi EFL Undergraduates URL:
https://doi.org/10.5430/ijhe.v8n6p222

Akduman 2015, Improving Emotional Intelligence (EQ)

HelpGuide.org URL: https://www.helpguide.org/articles/mental-health/
emotional-intelligence-eq.htm

America, M. H. (2022, Febuary 16). Very well mind Dotdash Media, Inc. Retrieved from
How Negative Emotions Affect Us: https://www.verywellmind.com/embrace-
negative-emotions-4158317

American Psychological Association. (2019, December 12). Students do better in school

when they can understand, manage emotions [Press release].
https://www.apa.org/news/press/releases/2019/12/students-manage-emotions

Bernet, C. (2019, May 20). The four pillars of emotional intelligence. Retrieved from
Insurance Business: https://www.insurancebusinessmag.com/au/features/business-
strategy/the-four-pillars-of-emotional-intelligence-254945.aspx

Educator, R. (2022, June 11). Resilient Educator . Retrieved from Daniel Goleman's
Emotional Intelligence Theory Explained:
https://resilienteducator.com/classroom-resources/daniel-golemans-emotional-
intelligence-theory-explained/

Faltas, I. (2017, March). ResearchGate GmbH. Retrieved from Three Models of

Emotional Intelligence:
https://www.researchgate.net/publication/314213508_Three_Models_of_Emotion
al_Intelligence

Miller, M. (2018, August 26). People for Success. Retrieved from The 4 Pillars of
Emotional Intelligence and Why They Matter: http://p4s.pt/en/the-4-pillars-of-
emotional-intelligence-and-why-they-matter/

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Mishra, O. (2016, Setember 26). Ocelot. Retrieved from 4 Components of Emotional

Intelligence (EQ): https://www.ocelotbot.com/blog/4-components-emotional-
intelligence-eq

Rahiem M. (2021). Remaining motivated despite the limitations: University students'

learning propensity during the COVID-19 pandemic. Children and youth services
review, 120, 105802. https://doi.org/10.1016/j.childyouth.2020.105802

Rode, J. C., Mooney, C. H., Arthaud-Day, M. L., Near, J. P., Baldwin, T. T., Rubin, R.S.,
& Bommer, W. H. (2017). Emotional Intelligence and Individual Performance:
Evidence of Direct and Moderated Effects. Journal of Organizational Behavior,
28(4), 399–421. http://www.jstor.org/stable/30162566

Samadony 2017, Emotional Intelligence Developing Strong "People

Skills"Container: Mindtools.com URL: https://www.mindtools.com/pages/
article/newCDV_59.htm

Selman et al. 2015 Quotient, Emotional Quotient, Spiritual Quotient,

And Adversity Quotient® And The Academic Performance Of Students
URL: https://www.peaklearning.com/documents/PEAK_GRI_Villagonzalo

University, A. I. (2016, April 27). American InterContinental University. Retrieved from

4 Steps for Students to Prioritize Tasks:
https://www.aiuniv.edu/blog/2016/april/4-steps-to-prioritize-tasks

Yeşilyaprak Shubin 2021 Improving Emotional Intelligence

(EQ) HelpGuide.org URL: https://www.helpguide.org/articles/mental-health/
emotional-intelligence-eq.htm

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APPENDIX A
Letter to the Respondents

BEED STUDENTS
NEUST-MGT
Pag-asa District Talavera, Nueva Ecija
Dear Respondent,
Greetings!
The undersigned are presently undertaking research “NEUST-MGT BEED
STUDENTS' PERCEIVED EMOTIONAL INTELLIGENCE IN THIS TIME OF
PANDEMIC: BASIS FOR GUIDANCE AND COUNSELING PROGRAM”, leading
to the Degree of Bachelors of Elementary Education - Major in General Education.

In line with this, we are soliciting your valuable assistance by answering the
attached questionnaire sincerely and accurately. We assure you that your responses will
be treated with outmost confidentiality.

Thank you very much for your support and cooperation.

Respectfully yours,
CIARA LYKA V. ESTEBAN
JAIPAULA S. DIEGO
REAH LEILA T. ANTONIO

Recommending approval

MYLENE F. DE GUZMAN MEDELYN T. VALIENTE

Research Instructor Research Adviser

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APPENDIX B
Letter to the School Registrar

MARIA FATIMA CERVA

NEUST-MGT
Registrar
Madam,
Greeting in the most precious name of our Lord Jesus Christ!
We, the third-year students of Nueva Ecija of Science and Technology- Municipal
Government of Talavera are presently conducting a study entitled “NEUST-MGT
BEED STUDENTS' PERCEIVED EMOTIONAL INTELLIGENCE IN THIS
TIME OF PANDEMIC: BASIS FOR GUIDANCE AND COUNSELING
PROGRAM”.
In this regard, may we respectfully request your good office to please allow us to
have the list of 1 year to 4th BEED students.
nd

We are looking forward to your favorable consideration and approval on this

matter. Thank you and God bless.

Respectfully yours,
CIARA LYKA V. ESTEBAN
JAIPAULA S. DIEGO
REAH LEILA T. ANTONIO

Recommending approval

MYLENE F. DE GUZMAN MEDELYN T. VALIENTE

Research Instructor Research Adviser

MARIA FATIMA CERVA

NEUST-MGT School Registrar

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APPENDIX C
Letter to the Administrator

MARCIANA DC. SORIANO

NEUST-MGT
School Administrator

Ma’am,
Greeting in the most precious name of our Lord Jesus Christ!
The undersigned are presently undertaking research entitled “NEUST-MGT
BEED STUDENTS' PERCEIVED EMOTIONAL INTELLIGENCE IN THIS
TIME OF PANDEMIC: BASIS FOR GUIDANCE AND COUNSELING
PROGRAM” leading to the Degree Bachelors of Elementary Education-Major in
General Education.

In this connection, we are requesting for your kind consideration to allow us to

conduct questionnaire to the of BEED 1 st year to 4th year students of NEUST Talavera
Off-Campus.

We look forward to your favorable response.

Thank you very much.

Respectfully yours,
CIARA LYKA V. ESTEBAN
JAIPAULA S. DIEGO
REAH LEILA T. ANTONIO

Recommending approval

MYLENE F. DE GUZMAN MEDELYN T. VALIENTE

Research Instructor Research Adviser

MARCIANA DC. SORIANO

School Administrator

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APPENDIX D
Questionnaire

NEUST-MGT BEED STUDENTS' PERCEIVED EMOTIONAL INTELLIGENCE

IN THIS TIME OF PANDEMIC: BASIS FOR GUIDANCE AND COUNSELING
PROGRAM

Dear Respondent,

Greetings

We, the third-year students of Nueva Ecija of Science and Technology-Municipal

Government of Talavera are presently conducting a study entitled "NEUST-MGT BEED
STUDENTS' PERCEIVED EMEOTIONAL INTELLIGENCE IN THIS TIME OF
PANDEMIC: BASIS FOR GUIDANCE AND COUNSELING PROGRAM" In this regard,
we would like to request you to be one of our respondents in our research. We hope you
can help us by answering the questionnaire sincerely and truthfully. Thank you!

PART I:

PERSONAL PROFILE

Name (Optional):

Age:

o 18 years old and below

o 19-20 years old

o 21-22 years old

o 23-24 years old

o 25 years old and above

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Sex:

o Male

o Female

Year Level:

o 1st year

o 2nd year

o 3rd year

o 4th year

Civil status:

o Single

o Married

o Separated

o Widowed

Socio-economic status (in terms of family-monthly income):

o Lower class (10,000 and below)

o Lower middle class (11,000 -20,000)

o Middle class (21,000 - 30,000)

o Upper middle class (31,000 - 40, 000)

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o Upper class (41,000 and above)

ACADEMIC PERFORMANCE

General average in 2nd semester SY. 2020-2021:

o 1.00-1.25

o 1.50-1.75

o 2.00-2.25

o 2.50-2.75

o 3.00-5.00

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Part II:

Directions: Read each statement and rate how the statements apply to you. Use the four-

point rating scale below. Mark a check () the column that corresponds to your answer.

4 – Always 3 – Often 2 – Seldom 1 – Never

No. Self awareness

In this time of pandemic… 4 3 2 1

1 I easily lose my temper because of the long

quarantine

2 I know when I am happy

3 I usually recognize when I am stressed

4 When I am being emotional, I am aware of this

5 When I feel anxious, I usually can account for the

reason(s)

6 I always know when I'm being unreasonable

7 I am awareness of my own emotions

8 I recognize how my feelings affect my performance

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9 I have a guiding awareness of my values and goals

10 I know what makes me happy

Managing emotions

In this time of pandemic… 4 3 2 1

1 I can reframe bad situations quickly

2 I manage my impulsive feelings and distressing

emotions well

3 I stay composed and positive even in trying

moments

4 I think clearly and stay focused under pressure

5 I tend to change my mind frequently

6 I can consciously alter my frame of mind or mood

7 I do not let stressful situations or people affect me

8 I rarely worry about school works

9 I can suppress my emotions when I need to

10 I usually feel burnout

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Motivating oneself

In this time of pandemic… 4 3 2 1

1 I am able to motive myself while doing difficult

tasks in school

2 I am usually able to prioritise important activities

3 I always meet deadlines in school

4 I never waste time

5 I am flexible in how I see school works

6 I am able to do difficult activity first

7 I set challenging goals and take calculated risks

8 I am persistent in seeking goals despite of obstacles

9 I can always motivate myself even when I feel low

10 I find it easy to motivate myself

Social Awareness

In this time of pandemic… 4 3 2 1

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1 I show sensitivity and understand others’
perspective about the current situation

2 I am aware at empathizing with someone else's

problem regarding to what we are facing today

3 I help out based on understanding other people’s

needs and feelings

4 I can relate with other situation

5 I can usually understand why people are being

difficult towards me

6 I know when someone having difficulty to the

current situation

7 I can understand if I am being unreasonable

8 I can understand why my actions sometimes offend

others

9 I can sense feelings from others' point of view

10 Reasons for disagreements are always clear to me

Social skills

In this time of pandemic… 4 3 2 1

1 I am an excellent listener towards the rants of others

about the current situation

2 I deal with difficult issues straightforwardly

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3 I can get along with variety of people even if we are
just communicating in chat

4 Even if we have quarantine, people are the most

interesting thing in life for me

5 I love to meet new people through online

6 I need a variety of students to make my school

journey interesting

7 In distance learning, I promote a friendly and

cooperative environment

8 I balance a focus on task with attention to

relationships

9 I foster open communication with people through

online

10 I generally build solid relationships with those

students I work with through online

(Source: Emotional Intelligence (EI) questionnaire,

Daniel Goleman, 1995.)

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APPENDIX E
Documentation

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APPENDIX F
Curriculum Vitae

CURRICULUM VITAE

Reah Leila T. Antonio

Esguerra, Talavera, Nueva Ecija

Date of Birth : December 12, 2000

Place of Birth : Cebu City
Sex : Female
Civil Status : Single
Nationality : Filipino
Age : 21
Religion : Roman Catholic
Mother : Lowela T. Antonio
Father : Roderick S. Antonio

EDUCATIONAL BACKGROUND
Primary : Talavera North Elementary School
2006 – 2012
Junior High School : Talavera National High School
2012 – 2017
Senior High School : Talavera Senior High School
2017 – 2019
Tertiary : Nueva Ecija University of Science and Technology –
Municipal Government of Talavera

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Jaipaula S. Diego
Pulong San Miguel, Talavera, Nueva Ecija

Date of Birth : December 18, 2000

Place of Birth : Talavera
Sex : Female
Civil Status : Single
Nationality : Filipino
Age : 21
Religion : Roman Catholic
Mother : Mary Jane S. Diego
Father : Jaime T. Diego

EDUCATIONAL BACKGROUND
Primary : Talavera North Elementary School
2006 – 2012
Junior High School : Talavera National High School
2012 – 2017
Senior High School : Talavera Senior High School
2017 – 2019
Tertiary : Nueva Ecija University of Science and Technology –
Municipal Government of Talavera

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Ciara Lyka V. Esteban

Poblacion Sur, Talavera, Nueva Ecija

Date of Birth : May 28, 2001

Place of Birth : Talavera
Sex : Female
Civil Status : Single
Nationality : Filipino
Age : 20
Religion : Roman Catholic
Mother : Elenita V. Esteban
Father : Elbert B. Esteban

EDUCATIONAL BACKGROUND
Primary : Talavera Central Elementary School
2006 – 2012
Junior High School : Talavera National High School
2012 – 2017
Senior High School : Talavera Senior High School
2017 – 2019
Tertiary : Nueva Ecija University of Science and Technology –
Municipal Government of Talavera

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APPENDIX G
Certification of Language Editing

CERTIFICATION OF LANGUAGE EDITING

This is to certify that the research entitled “NEUST-MGT BEED students'

Perceived Emotional Intelligence in this Time of Pandemic: Basis for Guidance and

Counseling Program” by Ciara Lyka V. Esteban, Jipaula S. Diego,and Reah Leila T.

Antanio was proofread and edited for proper English language, grammar, punctuation,

spelling, and overall style by one of the qualified English teachers. Neither the research

content nor the researchers’ intentions were altered in any way during the editing process.

Certified correct:

ROSE LEANNE T. ANTONIO

Language Editor

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