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Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

Many students were being wordless with low self- confidence in school. In the

studies that were being conducted in Turkey, since most of the university students have

difficulty in communicating in English especially speaking despite the fact that they have

studied English for many years in formal education. One of the factors affecting

language teaching is foreign language anxiety which has been studied for more than 50

years, (Eylem, et al. 2020).

According to the worldwide data that are recently recorded, 3.2 % showed that

many students has disabilities to their academic performances and one of these are

social intelligence and language anxiety. Social intelligence is concerned with how an

individual perceives his or her abilities and encompasses a constellation of social self-

perceptions (Petrides, 2019). In the study conducted by (Ibrahim 2020) in Malaysia, said

that growing concern were being devoted to foreign

Language learning, anxiety has been ranked to be crucial challenge to language

learners. In Japan, students are the most anxious about reading, followed by French

students (McCord 2020). Social Intelligence defined as the ability to get along with

others and understand their moods, has been shown to be the key factor associated

with success for individuals in their professions. Moreover, sufficient levels of self-

esteem and resilience help individuals cope with problems more constructively in

stressful events, (Nurgul, et al. 2020).

Broadly defined, social intelligence seems easy enough, especially by analogy to

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abstract intelligence. When it came to measuring social intelligence, however,

Thorndike(2020), noted somewhat ruefully that convenient test social intelligence are

hard to devise social intelligence shows itself abundantly in the nursery, on the

playground , barracks and factories and salesroom but it eludes the formal standardized

conditions of the testing laboratory. It requires human beings to respond to time to adapt

its responses and face, voice, gesture, and mien as tolls. ( Moss and Hunt, 2021)

defined social intelligence as the ability to get along with others. Tension, nervousness,

and worry associated with an arousal of the autonomic nervous system, (Spielberg,

2002).

Furthermore, not only is it intuitive to many people that anxiety negatively

influences languages learning, it is logical because anxiety has been found to interfere

with many types of learning and has been one of the most highly examined variables in

all of psychology and education.

According to seminal study, conducted in Egypt by (Halle, et al., 2022), language

anxiety stems from the inherent in authenticity associated with immature second

language communicative abilities. Teachers in Egypt are mostly unaware of

communicative language teaching principles and implementation, because they use

traditional approaches that emphasize accuracy rather than fluency: indeed, very few

teachers of English in Egypt are proficient in speaking English. For miscellaneous

reasons, most language instructors in the Egyptian context do not prepare students for

real-world interaction with native speakers and everyday life activities that is; students

are not trained in initiating and engaging variety of authentic and communicative

language activities.

In the Philippines, as reported earlier (Kim, 2022) found that students in a

conversation class experienced higher anxiety levels than student in a reading class.
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(Gardner, 1991), Public speaking anxiety is generally viewed to be in this category, and

this chapter will take the position that foreign language anxiety is as well.

Anxiety is the subjective feeling of tension, apprehension, nervousness, and worry

associated with an arousal of the autonomic nervous system. (Spielberg 2020), by social

intelligence is meant the ability to understand and manage men women, boys and girls-

to act wisely in human relations.

Whereas in Pantuyan National High School, mostly of the senior high school

students facing social anxiety having lack of confidence to show who they are in the

school and still do not know how to speak in English considered as still lack of

vocabulary. However to the opinion of the School Science Teacher this study was being

broadly explained. According to the School Science Teacher Mr. Pritz Paul Benson,

stated that, “Many factors that would be the possible cause on why the students have

this kind of practices or performing this kind of behavioral or for not being participated,

the reasons can be; the students do not like the subject or the discussion, sometimes

this can the factors, the students do not like the way the teacher teaching them, so the

teacher must have a best strategies whereas he could catch the sympathy of the

student to participate during the discussion, or a factor may had a bad family

background, social factor when a student are shy to many people, low capacity to

understand the discussion, just like when a student individual commit absences

persecutive, we do not know on what is the reason and each of the student individual

has their own factors that we should understand and it is not only one student it has to

be all that you should have to consider it is called as “multiple intelligences”, but it has all

of them that is why we should judge those people who have this kind of behavioral

because we do not know the background out of his/her characteristics you have been

observed.”
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This is one of the disadvantages to the senior high school students that were

turning college soon and when they are still have an anxiety socially and academically

performance.

Therefore, in this study were going to develop and explore on how these two

anxieties affects the academic performances of each student individuals especially the

senior high school students, this will going to know the cause and effect of these issues

of the student.

Statements of the problem

The main thrust of this study is to determine the effects between the social

intelligence and language anxiety to the senior high learners to their academic

performances. Specifically, this sought to answer the following questions

Research Question

1. What is the level of effectiveness of social intelligence among the Senior High School

students in terms of the following indicators?

1.1. Low self-esteem

1.2. Self Confidence

1.3. Social sensitivity

1.4. Social Anxiety

1.5. Classroom Anxiety

2. What is the level of language anxiety among Panhuman Senior High School Students?

2.1. Fear of Error

2.2. Public Speaking Anxiety

2.3. Lack of vocabulary

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Hypothesis

The following hypotheses will be tested at 0.05 level of significance:

There is no significant relationship between academic performance and personal

development of the students in Pantuyan Senior High School.

Review of Related Literature

Low self esteem. The Canadian Mental Health Association (CMHA) defines self-

esteem as having a healthy view of you, a quiet sense of self-worth, and a positive

outlook. It is being able to see all your abilities and weaknesses together, accepting

them, and setting realistic goals. (Ode, 2020). According to Maslow’s hierarchy of

human needs, self-esteem is one of the most essential psychological needs. It

represents the key motivation for self-actualization and success in the various aspects of

life, such as social interactions, personal relations and creative fields, (Alhagery 2019).

When Filipino learners are asked to speak on front of the class, they feel more

vulnerable because of the fear that foreign language weaknesses will be exposed to

their classmates, causing them to lose their self-esteem. (Rhodora, 2020).

Addition, according to (Zhou et al., 2018) mentioned the previous experimental

results, said that, those high self-esteem individuals not only show more defense against

negative information.

By contrast, individuals with low-esteem are not more likely to perceive external

rejection information (Zhou et al., 2018). But also more likely to perceive others’

behavior as rejection, thus perceiving less positive feedback. This is because low-

esteem individuals can not focus on their own qualities and do not have the ability to

overcome negative or rejection information, (Sun et al., 2018).

According to (Hariyanto, 2010) as cited by (Elvia, 2020) states that , Low self-

esteem in adolescents cause negative feelings toward themselves, such as losing

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confident, feeling failed to pursue their desire, doing self-criticism, having decreased

productivity, performing destructive action toward others, feeling helpless, easily getting

irritated and doing social withdrawal. According to (Myers, 2010) as cited by (Eluvia,

2020).

Individuals with low-esteem prefer thinking negatively and performing maladaptive

behavior. They are also hesitating their ability and believe that others will judge so,

(Untari, et al., 2017).

Self-Confidence. Self-confidence is an individual’s belief in his ability to be able to

do a task or job that is shown in a positive attitude, namely being brave to act and be

responsible. According to (Lauster, 2021), self-confidence is an attitude or beliefs in

one’s own abilities.

So, in taking actions, they are not too anxious, feel burdened to do things

according to their wishes and are responsible for their actions, are polite in interacting

with others, have an achievement drive and know their own strengths and weaknesses.

( Mar’atus, 2021). According to (Sihotang et.al, 2017) as cited by (Omidullah, 2020)

investigated the effects of learning strategies and confidence on student’s learning

outcomes. They have found that students learning outcome were related to learning

strategy and self-confidence. Their study further revealed found that students who had

high confidence had better learning outcomes in comparison to students who had low

self-confidence.

Addition, Self-confidence is both a personality trait “(a relative stable

predisposition)” and a psychological state. This means that some athletes, by nature,

will tend to be more confident than others. However, even the most naturally confident

athlete may experience low self-confidence in specific circumstances or unfamiliar

territory, (Marc 2022). (Listyani, 2018) argued that students with no motivation who have
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lack of confidence and have extreme anxiety could not reach their purpose in speaking

skill.However, even low-level reluctance, when coupled with the time demands of their

research, the lack of program requirements, the fear of failure, (Henry et al., 2019).

Pushing the boundaries of one’s skills can trigger feelings of imposter syndrome that

can erode both generalized self-confidence, (Tao and Gloria, 2019).

Social sensitivity. Social sensitivity is defined as one’s sensitivity to other’s

evaluations and views of his or her behaviors and abilities, (Chen et al., 2018).

(Stravynski et.al 1995) authored the study entitled; “Social sensitivity”, as cited by

(Justin, 2020) defines social sensitivity as acluster of interpersonal fears and sensitivities

and described social sensitivity specifically as one of three fundamental fears. Other

research in psychology has emphasized the link between sensitivity and fear.

According to Bender J, (2020), defined that social sensitivity is the personal ability

perceive, understand, and respect the feelings and viewpoints of others. Social

sensitivity is important because it allows people of different races and cultures to

empathize with other people experiences. Civilization and empathy are inseparable; all

lasting and just social cooperation requires this quality of human understanding which

we term empathy.

Ostrow P, (2019), define social-actualization , meaning is a prerequisite for

knowing with sociological factors of human existence to define his knowing its

significance , Ostrow also conclude conclude that sensitivity towards others within

society is to know the significance of others within that society, and that sensitivity to

others should be aim of society.Social sensitivity of children was assessed using a self-

report measure tapping social-cognitive and attitudinal aspects of social sensitivity,

(Chen et al., 2018). Students and students as student’s statues should have sensitivity

to problems that arise in society, especially those related to their chosen field. He must
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identify problems appropriately by thinking critically and creativity and conducting

analysis or research to find alternative solutions to the problem (Sueca, 2019).

There are two alternative types or categories for social sensitivity: empathy is a

response to behavior, actions, or sentences that are by what others expect, and social

care is an interest in wanting to help others (Sutarna, 2019).

This social sensitivity is shown through the level of social awareness. This

increase in social sensitivity can be trained and learned through the social studies

learning process (Hilmi, 2017). According to the study of IIfi Intansari et al., (2022) said

that, the reality shows that the sense of caring for fellow human beings is decreasing.

Human are increasingly not thinking about what happens to their social environment.

There is also learning that shows a decrease in social sensitivity attitudes, such as a

lack of socialization in learning. Students tend to be passive, marked by students who

tend to be silent without issuing arguments or opinions. There is no interaction during

the discussion process. It creates social problems.

Social Anxiety. In the study of Odeh K , (2020) in Jordan, he stated that, social

anxiety is one of the most common psychological disorders experienced in our present

time. The same study defined that, social anxiety leads to a serious change in the

individual’s self-image. Socially anxious people experienced psychological and

emotional imbalance, isolation and fear of others, phobia of social participation and

communication, so it highly affects of self-esteem.

People without social anxiety have a high level of self-esteem so they can face

failure and enter new situations without feeling fear or embarrassment. According to the

study of (Stein and Walker, 2011) as cited by (Odeh,2020), defined, social anxiety it is

intense and persistent fear of social situation or social performance when the person

deals with people who he/she do not know, or being observed by others. The person
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fears that his/her acting is insulting or causing confusion. Social anxiety is perhaps the

most critical psychological problems faced by young people. University students

demonstrate social anxiety in performance, initiative, discussion, and dialogue with

peers and with other members of the society. Social Anxiety is a condition in which an

individual is hesitated to talk in front of a society, meeting with a new person or being

introduced to a person, worrying when he needs to talk to an authorized person and

even in individual is disturbed by thinking about these situations.

Classroom Anxiety. In the study of (Badia Muntazer Hakim, 2019), in Saudi

Arabia, stated there that, classroom anxiety is a recurrent phenomenon for language

learners. Classroom environment refers to the atmosphere, ambience, tone, or climate

that pervades classroom settings. It plays an essential role in learning affecting how

students think, feel and behave in the classroom.

A positive classroom environment is characterized by the student’s cohesiveness,

teacher support, self-involvement, investigation, task orientation, cooperation and equity,

(Li 2021). Classroom environment refers to the atmosphere ambience, tone or climate

that pervades classroom settings. It plays an essential role in learning affecting how

students think, feel and behave in the classroom, (Chengchen et.al, 2021)

According to the study of (Webster,2015) as cited by (Mirko

Schmidt,2018),classroom-based physical activity can be distinguished into physical

activity breaks; consisting of short bouts of physical activity between the delivery of

academic lessons and integrated physical activity, incorporating physical activity during

academic lessons.

Fear of error. The fear of making mistakes and being corrected or negatively

evaluated is a significant source of anxiety for the Filipino learners. It can be explained

as the feeling commonly associated with the evaluation of performances when being
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corrected or learner’s anxiety as caused by corrective observations when he or she uses

the target language, which in this case in English. Like other foreign language students,

Filipino foreign language learners usually do not want to be criticized and corrected in

front of the whole class.

In the study of (Yahya, 2022), stated that, fear of error correction or negative

evaluation was identified as the most significant cause of foreign language anxiety, while

the study of (Ok et, al, 2018) in Turkish stated that learners also showed that the

students preferred not to be corrected by their teachers when they made mistake while

speaking because they believed the corrections made by their teacher were a source of

anxiety.

According to the study of (Hortwitz et al. 1986) as cited by (Ibrahim, 2019) said

that fear of negative evaluation is the feeling of apprehension about others evaluations,

avoidance of evaluative situations, and expectation that others would evaluate oneself

negatively. Stress fear of making mistakes, teachers correction of learners errors, and in

front of their teachers or peers are crucial causes of foreign language anxiety as well.

Salsabila, (2021), discovered that, in her research, that largest influence to speaking

anxiety was the fear of negative evaluation.

In addition, most of students were concerned about various kinds of evaluative

situations in which their knowledge and performance of English will be monitored by

people around them, native speakers, fluent second langage speakers, and peers, if

they have a high someone may be extremely ossensitive to other people’s opinions in

the classroom, including teachers fear of negative evaluation (Wardhani, 2019).

Public Speaking Anxiety. In human communication people experience anxiety,

not only in social contexts but also in academic settings. This is not unusual in second

language classrooms, where learners experience anxiety when carrying out classroom
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tasks. In the study of, (Noels & Arafah, 1997) as cited by (Noor et al, 2020), Noted that

anxiety commonly happens when learners underestimate or over-estimate their

language abilities when performing tasks.

According to (Elia 2015) as cited by (Seth 2021), argued that shyness is a

psychological factor that hinders learner’s speaking performance.According to them, the

internal meaning of shyness is portrayed emotion which translates to the feeling of

agitation, uneasiness, or awkwardness experienced by people when doing something,

engaged in a conversation, or approached by other people especially in new

environments or with people unfamiliar to them.

Furthermore, meta-analyses by (Allen and Ebrahim, 2019), indicate that research

on effectiveness of physiological measures has demonstrated a small effect on public

speaking anxiety treatment effects in the form of reduced levels of physiological

reactions, even when reductions in self-reported levels do not occur. Public speaking

anxiety is considered a social anxiety disorder and refers to the anxiety that an individual

experiences when giving a speech or preparing to speak in front of others. In Finland,

one in three students reports that speaking in public is a severe problem for them,

(Kuntz, 2017).

Asserted that the most common reason for the fear of speaking in public is lack of

confidence. There are also studies conducted as regards coping mechanisms on

speaking anxiety (Raja, 2017). The same study as elaborated by Raja E, (2017),

speaking anxiety is the state of uneasiness and apprehension of fear caused by the

anticipation of something threatening. It is something felt by the speaker before and /or

during speaking. According to the University of Pittsburgh (2021), some of the most

common symptoms of speech anxiety are shaking, sweating, and butterflies in the

stomach, dry mouth, rapid heartbeat, and squeaky voice.

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Lack of vocabulary. Vocabulary education is a very important aspect of teaching

and learning foreign language. This is because knowledge of vocabulary determines

and determines the level of foreign language learners. Vocabulary knowledge plays a

very important role in basic language skills such as learning, speaking, reading and

writing.

In the context of education, learning media is one aspect that cannot be separated

from learning (Aini 2019). According to the study of (Raja 2018) define that vocabulary

learning is an imperative part of learning foreign language, many researchers indicate

that real communication is a result of suitable and adequate vocabulary learning as

compared with learning grammar rules only.

However, most EFL students claim that they understand the new vocabulary items

during the lecture but they tend to forget newly learned words after a short period of

time. Basically vocabulary is very important for us when speaking in English “Vocabulary

is a fundamental way for humans to communicate” (Parede, et al., 2022). In order to

speak English fluently and clearly, we also need to add vocabulary to make it easier

when we want to talk with human’s community (Liando, et al., 2022). (Shumin, 2017)

states that learning to speak in English as a foreign language more than knowing its

grammatical and semantic rules. The learners must get knowledge of how native

speakers use the language in every context. Therefore, English teachers should provide

good source of how native speakers use the language in communication context for

teaching in English as a Foreign Language. According to (Zemach and Rumisek, 2016)

as cited by (Baiq Handini, et al., 2021) state that, Introduction is a way to connect with

other human beings.

Before we establish relationships with other humans we must introduce ourselves

first so that we can know information about each others’ personal data. Introduction is
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very important to do before we want to make friends with others. It has become a

tradition that have to be done well when we start going to school, going to college, but in

reality there are a lot of English as a Foreign Language students still find difficult to

introduce themselves properly and correctly (Kwon, 2017).

According to (Machado et al., 2017) as cited by (Selamet Riadi Jaelani, 2021),

“expressing yourself is defined as an activity that expresses how you are reacting to a

situation that occurred at that moment and provide information about past experiences.”
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Independent variable Dependent Variable

Social intelligence Language Anxiety

 Low self-esteem  Fear of Error

 Social sensitivity  Public speaking
 Social Anxiety anxiety
 Classroom Anxiety  Lack of vocabulary

Figure 1. Conceptual Framework of the Study.

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Significance of the study

This study is mainly focused on determining the significant relationship between

the social intelligence and their language anxiety. It is to find out and to identify the

effects of speaking anxiety and furthermore, the researchers believe that the findings

and results of this study would help all groups involved in academic communities to

come up with effective ideas in terms of studying their students vary behavioral in

school.

This study will be beneficial to the students but not just Senior High School

Department but also to the following groups in the academic community such as;

parents, teachers, school administrators and to the future researcher as well.

To Department of Education. Through this study, the DepEd will be given

additional information about the status of Academic performance and Personal

Development of Senior High School Students of Pantuyan National High School. This

will be their basis to the different schools to be their led in knowing that the students

have this kind of behavioral, so they can be able to inform the school head teacher or

teachers on how they can conquer this kind of problem or issues to the student’s

individual. In that, the DepEd groups will conduct some activities or open forums for the

teachers to be informed and teach some strategies to conquer and lift up

the students who have this kind of anxieties.

To the Students. This study will help them know before they will

experience it in the reality, so they will be informed and they can overcome the problem.

To the Parents. This study will help the parents know if their children face this

type of social anxiety and speaking skills issue, so they can teach their children to be

better.

To the Teachers. This study will help the teachers to be informed about the
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student’s weaknesses and they will know and explore some strategies that would be the

way to the students to conquer this kind of problems.

School Administrators. This study will help the school administrator to show the

information about student for having some idea to able organize the student accordance

to their academic performance for there to conduct some activities to help and

conquered the problem.

Future Researcher. This will be beneficial for the future researcher, because they

could use it as their reference who wants to conduct further research with the same

problem.

Definition of Terms

The following terms were defined operationally for better understanding on the

emphases of the study;

Social Intelligence

In the study conducted in Turkey by (Vesile, 2021) he defines social intelligence,

that this refers to the ability to understand and manage one’s own feeling and behaviors

as well as those of others and skillful handling of human relationships. Social

intelligence is defined as the ability of individuals to understand other people’s moods,

feelings, desires, motivations, and intentions, and manner of working independently and

on a team, and to solve problems and conflicts. Louis (2019) defined that social

intelligence are also referred to as social sensitivity, is often measured in teams by

averaging each number’s individual performance on the “Reading the Mind in the Eyes”

(RME) test instrument designed to quantify

According to the study of (Praditsang et. al 2015) as cited by (Mushtaq et al.

2018), stated that behaviors and characteristics considered socially intelligent in one

culture .In different cultures, there may be different aims and objectives of the behaviors
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assumed as socially intelligent. In addition of (Emrah, 2017) defined that, social

intelligence or interpersonal intelligence is characterized by skills such as reading

nonverbal cues and making inferences from the behavior of others. A socially intelligent

individual is expected to have behavioral flexibility and to change his/her behavior

depending on the circumstances of the situations. Social intelligence has been

suggested to be one of the factors shaping intercultural sensitivity (Bosuwon, 2017).

Language Anxiety.

Language is a tool for communication, either spoken or written, consisting of the

use of words- a structured and conventional way. People as social beings cannot live

without others, they need to interact and cooperate with other people.

According to the study of Ibrahim, (2019) stated there that, there are effects of

language anxiety mainly effects are; First, academically, foreign language anxiety

indicates to the level of language proficiency in which experiencing high levels of foreign

language anxiety lead to a poor academic achievement. Second, socially, high-level

anxious student are not interested in communicating with others. Third, cognitively,

foreign language can be as an affective filter that denies information from reaching

learners cognitive processing system. Fourth, affectively, since anxiety is one of the

affective factors such as motivation and attitude. Factors in language acquisition, it may

negatively influence the other affective factors such as motivation and attitude.

Addition, in the study conducted in Indonesia, is defined as to help students to

participate in academic speaking discussions, interviews in academic setting, conduct

informative presentations and conduct persuasive/argumentative presentations (Student

Handbook 2017). Academic speaking class is a class that offers speaking skills and

linguistic knowledge in performing speaking in various formal academic contexts,

(Student Handbook 2017).

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Anxiety is the subjective feeling of tension, apprehension, nervousness, and worry

associated with an arousal of the autonomic nervous system (Horwitz, 2017).

In line with this definition, (Sari, 2017) argued that anxiety is natural and

sometimes experienced by everyone. However, excessive anxiety sometimes makes the

sufferer unable to do anything. Language Anxiety is mostly characterized as the feeling

of tension and apprehension specifically associated with second language contexts,

including speaking, listening, and learning, (Z.M Duisembekoya, A.M. Kurban, 2017).

According to the study of Dewale. (2016) as cited by Yesim Sevinc (2017) said that

Language Anxiety in the immigrant context does not only occur in a classroom setting,

but also in immigrants’ daily life during their direct or indirect interactions with naïve

speakers of the heritage or majority language, including family members (eg.

grandparents, fathers).

Theoretical and Conceptual Framework

This study was anchored on Goleman’s theory (1997), as cited by (Bin Ibrahim

2018), states emotional intelligence is the ability to grasp, guide the power and

sensitivity of emotions as a source of power to influence human behavior. Good

emotional intelligence will motivate a person to do something positive and put his or her

goals in the organization to the top.

According to (Alifah,2012), states that this theory is very important in explaining the

function of an individual to control the emotions and use the cognitive skills in order to

perform the job responsibilities effectively. (Goleman, 1997) explained that there are

three essential elements of emotional intelligence, namely, the ability to self-regulate,

social competence, the ability to change others’ perception of themselves, the ability to

handle relationships and social skills. (Johanna, 1998) refers to this theory as an effort

to improve emotions and to serve as a catalyst for success in every endeavor.

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In the theory of (Bailey, 1999), argued that the existence of foreign language

anxiety can give negative effect on the students in speaking and learning in a general. In

some previous studies (Agbalizzu, 2006) found that language anxiety can invert

students language performance which is indicated by the negative correlation between

language anxiety level and students. Further, this study was supported by of

(Farah,2014) theory; an individual needs to master his or her own emotions before

controlling them and then managing the job properly. Most human develop social

intelligence naturally. However, in this work, we showed that these abilities do not

emerged automatically in large-pertained language models. While Kelly’s theory (2019)

was somewhat iconoclastic, similar developments occurred in the evolution of social

learning theories of personality.

The initial formulation of social learning theory (Miller & Dollard, 2018), said, the

personality was largely learned behavior and that understanding personality required

understanding social conditions under which it was acquired In support to the theory of

Horwitz et al.’s position, (Maclntyre, 1995) argued against (Sparks and Ganschow,

1989) indicating that anxiety arousal could act as a causal agent in creating individual

differences in second foreign language learning. He used the example of the student

who knows the material but freezes up on a test to argue that anxiety is more likely to be

cause rather than consequences of poor performance. In the 1970s, anxiety research

mainly used the state-trait viewpoint to investigate the role of anxiety in language

learning.

This approach posited language anxiety as a transfer of other more general types

of anxiety. For example test-anxious people may feel anxious when learning a language

because they feel constantly tested or shy people may feel uncomfortable because of

the demands of communicating publicly.

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According to (Baltes,1997) theory as cited by (Jenny 2009), Life-span psychology

suggest that normative development trajectories in self-esteem are most likely related to

changing resource characteristics, such as increased independence by late

adolescence or declining health conditions in late adulthood and old age.

According to (Buzan, 2020), social intelligence comprises of eight factors: reading

person’s minds, understanding and knowing people by making use of their body signals

and verbal and nonverbal communication data, active listening skill, sociability,

influencing others, being active in social medium (popularity), negotiation and social

problem solving, persuasion, and knowing how to behave in different social

mediums,(Buzan, 2002).
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Chapter 2

Methodology

Presented in this chapter are the methods and procedures that were used by the

researchers in conducting the study such as the research design, research respondents,

research locale, research instrument, data gathering procedure, and data analysis.

Research Design

The quantitative, non-experimental study research designs that examine social

phenomena without direct manipulation of the conditions that the subjects experience.

There are also no random assignments of subjects to different groups. As such,

evidence that supports the cause -and -effect relationships is largely limited. (Frey, B.

2018). Non-experimental research is research that lacks manipulation of an

independent variable. Rather than manipulating the independent variable, researcher’s

non-experimental research simply measure variables as they naturally occur.

(Quantitative Research with Non-Experimental Design, 2018).

Most researchers in psychology consider the distinction between experimental

and non-experimental research to be an extremely important one. This is because

although experimental research can provide strong evidence that changes in an

independent variable cause differences in a dependent variable, non-experimental

research generally cannot.

As we will see, however, this inability to make casual conclusions does not mean

that non-experimental research is less important than experimental research (Overview

of Non-Experimental Research, 2023).

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Research Participant

The respondents of this study were the 134 students in Pantuyan Senior High

School. The respondents were determined using the Slovin’s Equation. Table 1 presents

the distribution of respondents per grade level. As shown in the said table, there are

134 secondary students in Pantuyan Senior High School and out of this number, 36 total

samples of respondents. In grade 11 Mabini, there are 30 totals of senior high students

and out of this number, there were 18 considered as respondents. In Grade 11

Aguinaldo, there are 34 students and out of this total number, only 13 considered as

sample. At Grade 12 Rizal, there are 43 students and out of this number there 25

considered as respondents, 20 are those who are lack of social intelligence while the 5

remains are for those who have language anxiety. In Grade 12 Bonifacio, there are 27

total of students and only 16 counted as sample respondents.

Research Instrument

The instrument used in the study will used the adapted questionnaire from

Delfino, Galarpe, Sta. Maria, Aparece, Moneva (2019) and modified by the researchers

which is conceptualized based on the readings of the researcher on some theses and

dissertations related to the current proposed study.

Part of the questionnaire dealt on the Social Intelligence in terms of low self-

esteem, social sensitivity, social anxiety, and classroom anxiety while the second part

dealt with the Language Anxiety of Senior High students in terms of fear of error, public

speaking anxiety, lack of vocabulary, language Anxiety.

Before the administration of the said instrument, it shall be presented to the panel

of examiners then to the group of experts for validation of the items. The comments of

experts shall be properly taken and incorporated in the finalization of the said instrument

Range of Means Descriptive Equivalent Description

 23

4.50 – 5.00 Outstanding If Social Intelligence is

manifested at all times.

3.50 – 4.49 Very Satisfactory If Social Intelligence is

manifested in the majority of the cases.

2.50 – 3.49 Satisfactory If Social Intelligence manifested in many

majority of the cases.

1.50 – 2.49 Fairly Satisfactory If Social Intelligence is manifested

in many but not the majority of the cases.

1.00 – 1.49 Did Not Meet Expectations If Social Intelligence is not

manifested at all.

For social intelligence of students, the following five orderable gradations with their

respective range of means and descriptions are considered:

Range of Means Descriptive Equivalent Description

4.50 – 5.00 Outstanding If Language Anxiety is

manifested at all times.

3.50 – 4.49 Very satisfactory If Language Anxiety is

manifested in the majority of the cases.

2.50 – 3.49 Satisfactory If Language Anxiety is manifested

many but not the majority of the cases.

1.50 – 2.49 Fairly Satisfactory If Language Anxiety is

manifested in a few instances.

1.00 – 1.49 Did not Meet Expectations If Language Anxiety is not

manifested at all.
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Table 1

Frequency Distribution of Respondents

Grade/ level Population (N) Number of

Respondents (N)

Grade 11 30 15

Grade 11 34 13

Grade 12 43 25

Grade 12 27 16

Total 134 69

Data Gathering Procedure

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After the approval of the panel members the researcher undergoes the following

steps and procedures in gathering data for the study.

1. Asking Permission to Conduct the Study. The researcher asked permission

from the office of the school principal to conduct study to the different grade level of

Pantuyan Senior High School.

2. Administration of the Questionnaire. Upon the approval, the letter of

endorsement was sought to accommodate the researcher to administer the survey

questionnaire to the respondents of the study. Moreover, the researcher made another

letter to conduct the study to students in their respective schools in Pantuyan Senior

High School. The researchers asked for approval from the school head and teachers to

distribute survey questionnaire to their respective students. The researchers personally

hand in the questionnaire and explains the research tool and its purpose.

3. Retrieval of the Questionnaire. Furthermore, the researcher retrieved the

survey questionnaires after the respondents have answered all the items. Finally, the

researcher tallied and tabulated all the data gathered from the respondents, subjected to

statistical analysis. The statistical results were analyzed and interpreted. With the data,

conclusions were drawn and recommendations were formulated based on the findings

of the study.
 26

Statistical Treatment of Data

The following statistical tools were used in the computation of data and testing of

the hypothesis.

Mean. This will be used to determine the measure of Social Intelligence of

students to engage in Language Anxiety among Junior High School students of

Pantuyan Senior High School. In answer to sub-problems 1 and 2.