Chapter I Edited

Republic of the Philippines
DR. EMILIO B. ESPINOSA, SR. MEMORIAL

STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
(Masbate State College)
http://www.debesmscat.edu.ph
ISO 9001:2015 Cabitan, Mandaon, Masbate
Cert No.:AJA16.0944
Chapter I
THE PROBLEM
Introduction
“The choice of the language…is a recurrent challenge in
the development of quality education... Speakers of mother
tongues, which are not the same as the national…language,
are often at a considerable disadvantage in the educational
system…” (UNESCO, 2003)
In past years, one of the difficulties confronting
young Filipino learners in education is that our learners
begin in a language where they do not comprehend. The
language of education used as a medium of instruction in the
classroom was hard to understand (DepEd, 2011). The learners
should begin their education in a language they understand;
it will develop a strong foundation and a motivation to
attend school. In addition, it will develop their cognitive
and reasoning skills enabling children to operate in
different language starting in the mother tongue with
transition to Filipino and then English.

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The recent passing of Republic Act 10533, known as the
Enhanced Basic Education Act of 2013, requires Mother-Tongue
Based Multilingual Education (MTBMLE) in all schools.
Specifically, this means “. . . kindergarten and the first
three years of elementary education, instruction, teaching
materials, and assessment shall be in the regional or native
language of the learners” (Republic of the Philippines
2013).It is based mainly on the simple argument that pupils
learn best through the primary or home languages that they
bring to school.In some contexts, MT-based MLE refers to the
use of students’ mother tongue and two or more additional
languages as Languages of Instruction (LoI) in school. In
other contexts, the term is used to describe bilingual
education across multiple language communities—each
community using their own mother tongue plus the official
school language for instruction.
Under this framework, the learner’s first language (L1)
will be used as the primary medium of instruction from
preschool to at least Grade 3, and as the main vehicle to
teach understanding and mastery of all subject areas like
Math, Science, Makabayan, and language subjects like

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Filipino and English. Moreover, the mother tongue as a
subject and as a language of teaching and learning will be
introduced in Grade 1 for conceptual understanding, while
additional languages such as Filipino, English, and other
local or foreign languages are to be introduced as separate
subjects no earlier than Grade 2.
In high school, although classes will be taught in
Filipino and English, the L1 will be used as an auxiliary
medium of instruction; when explaining concepts, teachers
will be able to utilize the L1 to make sure students
understand.
The DepEd order is also supported by past and recent
local research showing that learning among Filipino children
in school is facilitated best through the mother tongues
(e.g. Dekker & Young 2005; Nolasco, Datar&Azurin 2010).
The use of mother tongue enables the young learners to
immediately construct and explain without fear of making
mistakes, articulate their thoughts and add new concepts to
that which they already knew. In turn, the teachers can more
accurately assess what has been learned and identify the

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areas where they need help (Nolasco, 2010, Philippine Daily
Inquirer). Mother tongue-based education has a positive
impact onEducational and learning outcomes. The child‘s home
language can effectively be used as a language of
instruction in the early years of schooling as a bridge to
learning. It enables the teachers to instruct on the
language a child speaks most at home and understands well
enough to learn academic content. It promotes inclusion in
education and improves the quality of education by building
on the knowledge and experience of both learners and
teachers.
UNESCO believes and supports findings of studies
showing evidence that mother tongue instruction is akey
factor for literacy and learning.
DepEd noted empirical studies like, the Lingua Franca
Project and Lubuagan First Language Component Program,
showing that learners learn to read more quickly in their
first language. The study revealed that pupils who have
learned to read and write in their first language learn to
speak, read and write faster in a second language and third

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language than those who are taught in a second or third
language first. In terms of cognitive development and its
effects in other academic areas, pupils taught to read and
write in their first language acquire such competencies more
quickly (DepED, 2009).
However, in spite of the numerous benefits of mother
tongue education, researches have revealed a general apathy
on the part of the parents, especially the literate ones
towards mother tongue education in the primary schools as
they express the fear that it would hinder their wards
effective communication in English. Thus, they place their
desire to have their children communicate in English over
and above their cognitive achievement.
Mother tongue will be used as the primary medium of
instruction from preschool to at least Grade 3 as stated
above. On the other hand, one of the challenges facing the
secondary English language teachers is that the students do
not comprehend the language. Many secondary language
teachers complain that some of the students are poor in
spelling, they cannot pronounce words properly and read the

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text on how word spelled out.They challenged with problems
regarding the use of English as a subject and as a medium of
instruction and communication specifically the students’
inability to communicate and express themselves orally.
During classroom discussions, whenever they are asked to
report, answer, discuss or converse in English, sadly some
would not respond and hesitate to interact. Some are
struggling in expressing their ideas and opinions in the
second language because learners attempt to communicate in a
language which is not their mother tongue. Teachers, blame
it to the implementation of Mother Tongue Based- Education.
In the previuos years, the level of proficiency of
Filipino graduates has been turn down. In 2018, Senator
Grace Poe has filed Senate Resolution No. 622 probing the
“decline” in English proficiency of Filipino students and to
assess the present curricula in elementary and high school
in light of “reports of narrowing advantage of Filipino
graduates in the global language” (Leonen, 2018). In a news
report from 24 Oras by RaffyTima, according to a study
conducted by the Hopkins International which is the official
Philippine representative to the group called Test of

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English for International Communication (TOEIC), it was
reported that the level of proficiency of Filipino college
graduates is lower than the target English proficiency of
high school students in Thailand (GMA NEWS ONLINE, 2018).
(Tutanes, 2019)found out in her study on strategies in
spoken discourses of senior high school students in
Tumalaytay National High School that code switching came out
as the most employed strategies, followed by use of fillers,
repetition strategy and appeal for help.
Based on the researchers’ findings, the respondents had
difficulty in expressing themselves in Engish, and resulted
to code – switching during oral communication struggles.
This happened on senior high school students who did not go
through the full implementation of MTB-MLE. Even worse, to
those learners who went through the whole program of Mother
–Tongue Based instruction, much more language problem and
oral communication deficiency could be experienced.
Learning to use effective oral communication is one of
the important aspects in the learning of one’s child.
Because of language contact and the new education functions

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that our native languages have been asked to perform, it is
inevitable that new patterns and practices relative to
pronunciation, vocabulary development, code-mixing, etc.
will emerge and become more diversified. Through this study,
researcher hope to arrive at most accurate impacts that MTB-
MLE have caused on the secondary learners.
Statement of the Problem
The main problem of the proposed study will be to
verify, the impact of MTBMLE on the learning processin Grade
7 English language Classrooms as perceived by the students.
Therefore, this survey research examines the perception of
Grade 7 English language Classrooms on MTBMLE in Tumalayaty
National high school. Specifically, it will attempt to
answer the following research questions:
1. How MTBMLE perceived in Grade 7 English language
Classrooms.
2. What are the levels of perception in Grade 7 English
language Classrooms on MTBMLE?
3. How these levels of perception influence the learning
process in Grade 7 English language Classroomson MTBMLE?

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4. Is there significance between the levels of perception
influence the learning process in Grade English language
Classrooms on MTBMLE?
Hypothesis
Ho: There is no significance between the levels of
perception impact the learning process in Grade English
language Classrooms on MTBMLE.
Importance of the Study
The study will provide landmark information from the
perspective of Grade 7 high schoolstudents in English
classroom on the MTBMLE. In addition, findings from the
study will help to corroborate empirical research findings
and claims by scholars on the effectiveness of Mother Tongue
Education. The study will be a great help to the following:
Curriculum Developers: would be given a feedback with
regards to the implementation of mother tongue based-
multilingual education as part of the K to12 Curriculum.
This will somehow enlighten them on present scenario of
students’ oral communication skills and integrate necessary

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measures in upgrading and addressing these concerns in
planning the curriculum towards developing orally competent
and language proficient learners.
DEBESMSCAT: The study can be useas reference materials by
the faculty and students of the college particularly to the
future primary teachers from College of Education.
School Administrator: This study may make the school
administrators aware of the use of mother tongue based
multi-lingual education used by their teachers in promoting
learning of their pupils. Thus, they could design ways to
facilitate trainings that will upgrade their teachers’
competence in the utilization of mother tongue based multi-
lingual education through seminars and workshops. This will
beneficial in creating programs and implementing policies in
terms of honing students’ oral communication skills. It will
also encourage school administrators to send their language
teachers to language teaching and learning seminars and
conferences to upgrade their skills and teaching strategies.
Teachers: Primary teacher, of their foremost roles in the
implementations of mother tongue besed-multilingual

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education, this study is vital in that it may be able to
improve the programand provide appropriate instruction
especially with respect to the implementation.This will
update them with the current state of the learners’ language
proficiency and will be helpful in formulating and
integrating strategies in language teaching and learning
particularly in narrowing the students’ linguistic knowledge
and communicative ability deficiencies.
Researcher:The success of this study will further motivate
the researcher in proving other assumptions that relates to
reading difficulties.Furthermore, this study will be very
beneficial to the researcher since she can use it in dealing
with students with reading difficulties.
Students:This will be useful in their quest in developing
their oral communication skills towards making themselves
ready, orally competent and language proficient for
competitive world of tertiary education and work.
Other Researchers: The results will be used as basis for
similar studies that may be conducted at other times and in
other schools. Pattern of similarities may be observed and

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made use of in any future plan regarding the MTBMLE ofother
English language Classrooms in other schools in the country.
Scope and Delimitation
The proposed study will be limited only to investigate
the perception of Grade 7 English language Classrooms on
MTBMLE in Tumalaytay National high schools, scholl year 2019
- 2020
The study will start on October 2019 and will end on
March 2020.
Locale of the Study
Municipality of Mandaoniscomposed of eight (8) public
secondary schools. This study is to be conducted at
Tumalaytay National High School, Tumalaytay, Mandaon,
Masbate.
Tumalaytay National High School is located in the
south-western tip of the Municipality of Mandaon with a
distance of 10.3 km from Mandaon proper. It has a total land
area of 4, 320 sq. m. It can be reached through sea and
dilapidated rocky road in land. It has no stable cellular
signal nor internet connection.It was established on 2010

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which barely started out conducting classes in makeshift
rooms made from indigenous materials such as bamboo and
nipa. Presently, the school has four (4) buildings with 15
concrete instructional classrooms and two (2) on-going
building constructions with four (4) laboratory rooms. The
school uses generator and solar as a source of electricity
during school activities.It offers complete secondary,
Junior High School and Senior High School in the K to 12
curricula. It has a total enrolment of 457 learners from
Grade 7 to Grade 12. Senior High School offering is General
Academic Strand.The school has currently 15 regular
permanent teachers. It is supervised and led by a Head
Teacher III School Head.
Figure 1 shows the map of Mandaon indicating the
location of school where data is to be gathered.

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Tumalaytay NHS
Fig. 1. Map of the Locale of the Study

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Theoretical Framework
This part of the study shows the related theories that
support the subject of this study.
The study shall include both the learning theories and
the language acquisition theories.
Skinner and the Theory of Behaviorism. Skinner agreed with
Locke and he spent a lot of time developing the Theory of
Behaviorism from it. His theory says that all behavior is in
response to the stimuli around us. He applied this to
language learning through operant conditioning, which used
reinforcement and punishment to teach. One of the most
common examples of this is parents who refuse to acknowledge
a child’s request until the child says “please.” The reward
is getting what was requested, and the idea of saying
“please” is reinforced through that reward. Theory of
Behaviorism says we need feedback to be successful, even in
learning a language.
Chomsky and Universal Grammar. Noam Chomsky was developing
his own ideas while Skinner was working on his Theory of
Behaviorism. Chomsky developed the theory of Universal
Grammar. It was pretty much the antithesis of Skinner’s

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theory. Chomsky believed in at least some innate ability in
humans for language. His proof was the fact that there are
some universal elements in all languages.
While it definitely goes farther to explain learning a
first language than Skinner’s theory, it really doesn’t
apply to learning a second language. It simply reinforces
that there are similar elements, but does nothing to help
identify how to learn everything that is completely
dissimilar.
Schumann and the Acculturation Model. John Schumann looked
specifically at how immigrants learn a new language once
they relocate. His theory is called the Acculturation Model
and addresses language in much more detail than the other
theories.
Instead of thinking of language learning in terms of
learning for pleasure, he examined it when it was a
necessity. Immigrants learned a new language with much more
pressure from social and psychological areas. It usually
meant either success or failure.
If an immigrant’s language was roughly equal socially
to the language of their new home, they were more likely to

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learn the language. The same was true if the cultures were
similar. This points out that there are many psychological
and social reasons for learning a language – ideas that were
not examined by any of the earlier philosophers.
Krashen and the Monitor Model. Stephen Krashen compiled
several theories about language, theories which today are
the most often used to describe learning a second language.
The following are the primary ideas to take away from his
theories.
 Acquiring a language is largely subconscious because it
stems from natural and informal conversations.
 Learning a language is very much conscious effort and
relies heavily on correction, which is more formal.
 Grammar is largely learned in a predictable series and
order.
 Acquiring a language occurs when it is provided through
comprehensible input, such as talking or reading.
 A monitor can be anyone or anything that corrects your
language errors and to pressure you to improve.
The primary take away from the theory is that acquiring
and learning a language are different, but they can have

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similar elements. Error correction is essential for both
acquisition and learning.
These theories clearly establish the human beings’
instinctive necessitate and intuition to communicate and
interact with others. To be able to connect and converse
with wider and bigger community across the globe, it demands
also the knowledge and skills in speaking using a second
language that is universal and widely spoken, and that is
English.
Figure 2. Paradigm of the Theoretical Framework

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Conceptual Framework
Illustrated in the diagram below are the essential and
key concepts involve and surround this study.In identifying
most accurate impacts that MTB-MLE have caused on the
secondary learners. First, the researcher will distribute
the survey questionnaire, do the classroom observation and
conduct an interview to Grade 7 students to know their
perception on MTE-BLE in English Language classroom.
Furthermore, orient them the positive and useful effect
of mother tongue in their daily learningds.
Also, employ and encourage them to choose or to look an
oppurtunity to use the English languge to develop their
linguistic competence.
With these inputs, the researcher determined the the
levels of perception impact the learning process in grade 7
High English language Classrooms on MTBMLEfor interpretation
and analysis for making recommendations to other language
teachers and advocates so as to improve language teaching
and learning.
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Furthermore, the researcher can also help the learners
make up something for his/her communicative ability deficits
to attain language proficiency.
Classroom to
Observation determine/identify
Analysis on the levels of
Survey the Classroom perception impact
Interview about Observation, the learning
the perception Survey process in Grade 7
of Grade 7 High and high school English
School student in language
English language Interview
Classrooms on
Classrooms MTBMLE
Fig. 2. Paradigm of the Conceptual Framework

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Definition of Terms
To better understand the context of the study, the
following terms are defined operationally:
L1. It refers to the first language of the student-
respondents which is Tumalaytay. It refers to their mother
tongue.
Language Spoken at home. It refers to the medium or
dialect predominantly used by the student-respondents for
communication in their respective homes.
Mother tongue. It refers to the first language or
native of the student-respondents which they have either
learned from birth or within the critical period of language
acquisition. It refers to Tumalaytay, the mother tongue of
the Grade 7 respondents in this study.
Mother Tongue-Based Multilingual Education (MTBM-MLE).
It refers to the “first-language-first” education that is,
schooling which begins in the mother tongue in the primary
grades and transitions to additional languages particularly
Filipino and English. It refers to the learning subject made
compulsory in Grades I-III as part of the requirements of
the implementation of the K to 12 program.

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NOTES
UNESCO (2003). Education in a multilingual world. UNESCO

Education Position Paper. Paris: UNESCO. Retrieved September
7, 2019 from:
http://unesdoc.unesco.org/images/0012/001297/129728e.pdf
Republic of the Philippines. 2013. “Enhanced Basic Education

Act of 2013 (Republic Act 10533).” Republic of the
Philippines. Available online at:
http://www.gov.ph/downloads/2013/05may/20130515-RA-
10533BSA.pdf.
Deped (2011) https://www.deped.gov.ph/2011/02/23/do-18-s-

2011-guidelines-on-the-conduct-of-mother-tongue-based-
multilingual-education-training/
Ingles, B.Effectiveness of Mother-Tongue-Based Education in K-3

Curriculum in Enhancing theReading Comprehension of Grade 3
Students of Don Bosco Technical Institute – Makati City.
Retrieved from google scholar
Duguiang, N., & Dekker, D. (2010). Mother tongue-based

multilingual education: The Lubuagan experience. A
collaborative effort between DepEdKalinga and SIL
International Philippines. Manila: SIL International
Philippines. Retrieved from
mlephil.files.wordpress.com/2019/09/mtbmle-lubuagan-
experience.doc
Nolasco, R. (2009). 21 Reasons why Filipino children learn better

while using their Mother Tongue: A PRIMER on Mother Tongue-
based Multilingual Education (MLE) & Other Issues on
Language and Learning in the Philippines. Mother Tongue
Based Multilingual Education (MTBMLE) - Philippines
blogsite. Retrieved September 25, 2019 from
https://ccebb1a9-a-
62cb3a1asites.googlegroups.com/site/mlephilippines/Home/mle-
resources/21reasonsMLEPrimer.pdf?attachauth=ANoY7crOlqbrCEb7
486nlG2ZqJ_6Dn4L6tMcOHfkI3UQPTicmz9ypgfaps9jQPw05xUWqgWwl9kZ
k9tCbyk3Pm4EIhTqAb63fVUe_1NUGnKX24_F8CFLA-
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FKlt0UBYJTnBlEN8PMJwkaDqDhQOE7J2MnDTCsce_N4ytawXMy1gojlPWzB4
pRpXUn3YSw1wmtw9whuoILQdaLvGpvDjNLvDo6ubFTYi0tToXdRX5SR6a1Kr
cxbHyiO5sb4I0y7wYEu8_DWCVFeA&attredirects=0
UNESCO (1953). The use of the vernacular languages in education.

Monographs on Foundations of Education, No. 8. Paris:
UNESCO. Retrieved September 7, 2019 from:
http://unesdoc.unesco.org/images/0012/001297/129728e.pdf
Dep.Ed (2009) https://www.deped.gov.ph/2009/07/14/do-74-s-2009-

institutionalizing-mother-tongue-based-multilingual-
education-mle/
Burton, L. A. (2013, May). Retrieved September 14, 2019, from

Google.scholar:
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=moth
er+tongue+based+multilingual+education&oq=Mother+tongue
English proficiency of Pinoy students, teachers lagging-

survey. (2018). Retrieved September 2, 2019 from
https://www.google.com.ph/amp/s/www/gmanetwork.com/news
/news/nation/644114/english-proficiency-of-pinoy-
students-teachers-lagging-survey/story%3famp.
Tutanes, T. R. (2019, March) strategies in spoken discourses

of senior high students. Unpublished Thesis in
DEBESMSCAT
OptiLingo. Language Learning Theories by the Masters of
Thought
https://www.google.com/search?q=language+learning+theor
ies&oq=language+learning+th&aqs=chrome.5.69i57j0l5.1216
3j0j8&sourceid=chrome&ie=UTF-8
Implementation of MTBMLE in Pangasinan retrieved from google
scholar
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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the literature and studies
related to the present study. These literatures and studies
gave the researcher ideas and insights which guide him in
the conduct of his study.
Foreign literature
For several decades, education and language policies in
the Philippines have been a popular subject of debate
especially among policy makers and school administrators.
The 1974 Bilingual EducationPolicy (BEP) and the 1987
constitutional mandate on the status of Filipino, in
particular, were significant issues contributing to the
course of the Philippine education system (Rubrico,
1998;Acuña & Miranda, 1994). In addition, the implementation
of DepEd Order No. 60, s. 2008 and DepEd Order No. 74,
s.2009 caused a significant change in the current
educational landscape. The former recognizes that the mother
tongue, when used as the language of instruction (LOI), is
the most effective way to improve student learning.
Correspondingly, the latter mandate aptly institutionalized

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Mother Tongue-Based Multilingual Education (MTB-MLE) as a
fundamental educational policy program, founded on the basic
premise of starting “where the learners are, and from what
they already know”(Nolasco, 2009). MTB-MLE advances
education beginning with the child’s first language (L1) and
the subsequent gradual introduction of other languages along
with the buildup of the child’s L1skills.
In some studies, researchers investigated the influence
of MTBMLE on the efficacy of enhancing cognitive achievement
of the students. Fakeye (2011), Primary School Pupils’
Perception of the Efficacy of Mother Tongue Education in
Ibadan Metropolis. Findings reveal that primary school
pupils perceived MTE as good and efficacious in enhancing
cognitive achievement.
However, by Oluwole (2008) study, “The Impact of Mother
Tongue on Students’ Achievement in English Language in
Junior Secondary Certificate Examination in Western
Nigeria,” found out that mother tongue influences the
students’ poor performance in English language in Junior
School Certificate examination and that there are other
factors contributing to students’ poor performance in

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English language. These other factors are poor method of
teaching, lack of textbooks, language background and lack of
professional growth and development of teachers. Measures
that could be taken to enhance students’ achievement in
every aspect of English language are suggested also.
Nation (2001), research has shown that the first
language of learners can play a useful role in some of these
strands and the aim of this article is to look at some of
this research and to clearly identify those parts of a
language course where there is value in using the L1. Before
doing this, let us look briefly at ways of increasing the
use of the L2.
Where learners have little opportunity to meet and use
the L2 outside the classroom, it is very important that L2
use is maximised in the classroom. One obvious way to do
this is carry out classroom management in the L2, English.
Classroom management involves things like telling the class
what to do (take out your books, turn to page 7),
controlling behaviour (be quiet), explaining activities (get
into pairs). This requires a little bit of careful thought
by the teacher so that the vocabulary and structures used in

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the language of classroom management are also generally
useful.
NOTES
Acuña, J. & B. Miranda. (1994). A closer look at the

language controversy in The Language Issue in
Education. Acuña, J. (Ed). Manila & Quezon City:
Congress of the Republic of the Philippines.
DepEd Order no. 74, s. 2009, Institutionalizing Mother

Tongue-Based Multilingual Education
Nolasco, R. (2009). 21 Reasons why Filipino children learn

better while using their Mother Tongue: A primer on
Mother Tongue-based Multilingual Education (MLE) and
other issues on language and learning in the
Philippines. GuroFormation Forum
Fakeye, D. O. (2011, February 1). Retrieved September 10,

2019, from google scholar:
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q
=effectiveness+of+mother+tongue+education&oq=effectiven
ess+of+mother+tongue
Nation, P. (2001). The role of the first language in

foreign language learning. Retrieved september 10,
2019, from google scholar.
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Local Literature
Local Studies
Jensen, A. & Freedman, J.(2007).Emotional Intelligence

beyond Counselling Retrieved on October 1, 2018 form
http://www.eqtoolbox .org/resources/art.counseling.php/
Damasio, A. R. (1994). Descartes' error : emotion,

reason, and the human brain. New York :G.P. Putnam,
Seligman, M. E. P., &Csikszentmihalyi, M. (2000).

Positive psychology: An introduction. American Psychologist,
55(1),5-14.Retrievedfromhttp://dx.doi.org/10.1037/0003-
066X.55.1.5
Ornstein, R. (1986). Multimind - A New Way of Looking

at Human Behavior. Houghton Mifflin Co. 206 pages. ISBN: 0-
395411076retrievedfromhttps://doi.org/10.1177/02704676860060
0444
Lakoff, S. A. (1980). Moral Responsibility and the

"Galilean Imperative"Vol. 91, No. 1 (Oct., 1980), pp. 100-
116TheUniversityofChicagoPress. Retrieved from
http://www.jstor.org/stable/2380374
Rosenfield, M. (1990). Proximal and cognitively‐induced

accommodation.https://doi.org/10.1111/j.14751313.1990.tb0086
0.x.retrievedfromhttps://onlinelibrary.wiley.com/doi/abs/10.
1111/j.1475-1313.1990.tb00860.x
Beck, L. A. (1992). "Csikszentmihalyi, Mihaly. (1990).

Flow: The Psychology of Optimal Experience." Journal of
Leisure Research, 24(1), pp. 93–94
https://doi.org/10.1080/00222216.1992.11969876
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Sternberg, R., Lautrey, J., &Lubart, T.I. (2002). Where

are we in the field of intelligence,how did we get here, and
where are we going? In RJ. Sternberg, J Lautrey, & T. I.
Laubart (Eds.). Models of intelligence: International
perspectives (pp. 3-25).Washington, DC: American
Psychological Association.
Bell, M. (2008). Defining Academic Performance.

Retrieved on September 5, 2018 from www. ehow.com
/about_4740750_define-academic-performance.html/
Bagongon, C. K. and Edpalina, C.R. (2009). The effect

of study habits on the academic performance of fresh
education students in Xavier University, Cagayan de Oro
City, School Year 2008 - 2009
Festus,A. B. (2002). Journal of Education and Practice

ISSN 2222-1735 (paper) ISSN 2222-288x (online) Vol. 3, No.
10. National Mathematical Centre, P.M.B. 118, Abuja,
NigeriaColeman, Andrew (2008). A Dictionary of Psychology (3
ed). Oxford University Press./ SBN 9780199534067.
DEPED. (2015). DepEd Order No. 8, s. 2015: Policy

Guidelines on Classroom Assessment for the K to 12 Basic
Education Program. DepEd, Pasig City. Retrieved October 16,
2018
fromhttp://www.deped.gov.ph/sites/default/files/order/2015/D
O_s2015_08.pdf

Guidelines on Policy Guidelines on Awards and Recognition
for the K to 12 Basic Education Program. DepEd, Pasig City.
Retrieved October 16, 2018 from
http://www.deped.gov.ph/sites/default/files/order/2015/DO_s2
016_36.pdf
Bar-On, R. (2000). Emotional and social intelligence:

Insights from the emotional quotient inventory (EQ-i). In R.
Bar-On, & J. D. A. Parker (Eds.), Handbook of emotional
intelligence. San Francisco: Jossey-Bass.
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Parker, et al. (2003). Emotional Intelligence and

Academic Success: Examining the transition from high School
to University: Personality and Individual Differences 36
(2004) 163-172, Department of Psychology, Trent University,
Peterborough, Ontario, Canada K9J7B8.
Kattekar, S.S. (2010). A Comparative Study of

Intelligence Quotient and Emotional Quotient on Academic
Achievement in Kannada Language. Research Analysis and
Evaluation, 1(5): 43-44.
Joibare, A., Mohammadtaherib, M. (2011). The study of

relation between emotional intelligence and students’
academic achievement of High Schools in Tehran city.
International Conference on Education and Educational
Psychology Published by Elsevier
Ltd.doi:10.1016/j.sbspro.2011.11.371
Oyewunmi, et al. (2016). Emotional Intelligence and

Academic Performance of Undergraduates: Correlations,
Implications and Interventions. Mediterranean Journal of
Social Sciences MCSER Publishing, Rome-Italy
Doi:10.5901/mjss.2016.v7n1p509
Hassan, A., Sulaiman, T. and Ishak, R. (2009).

Philosophy Underlying Emotional Intelligence in Relation to
Level of Curiosity and Academic Achievement of Rural Area
Students. Journal of Social Sciences, 5(2): 95103.
Tamannaifar, M.R., SedighiArfai, F. and Salami

Mohammadabadi, F. (2010). Correlation between Emotional
Intelligence, Self-concept and Self-esteem with Academic
Achievement. Iranian Journal of Educational Strategies,
3(3): 121-126.
Yahaya, A., Ee, N.S., Bachok, J.D.J., Yahaya, N., Bon,

A.T. and Ismail, S. (2011). The relationship of Dimensions
of Emotional Intelligence and Academic Performance in
Secondary School Students. Elixir Psychology, 41: 5821-5826.
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Schakel, L., Thijs, M., Van der Zee, Karen (2002).The

relationship of emotional intelligence with
academicintelligenceandtheBigFive.Retrievedfromhttps://onlin
elibrary.wiley.com/doi/abs/10.1002/per.434
Meshkat, Maryam. (2011). The Relationship Between

Emotional
IntelligenceandAcademicSuccess.5.Retrievedfromhttps://www.re
searchgate.net/publication/265245093
LotfiKashania, F., LotfiAzimibA., Vaziria, Sh. (2012).

Relationship between Emotional Intelligence and
EducationalAchievement.Retrievedfromhttps://www.sciencedirec
t.com/science/article/pii/S1877042812055218
Bance,L. O. and Acopio,J. B. (2016). International

Journal of Psychological Studies; Vol. 8, No. 3; ISSN 1918-
7211 E-ISSN 1918-722x, Canadian Center of Science Education.
Santiago, A. C. (2010). Emotional Intelligence and

Academic Achievement of Intermediate Pupils. Accessed on
January 29, 2019 from http://www.academia.com/
Dacillo, L. V. (2018) Emotional Intelligence and

Academic Achievements of Elementary Pupils in Mathematics of
Batangas State University ARASOF Nasugbu, Batangas: Input to
a Proposed Development Plan” in 4th International Research
Conference on Higher Education, KnE Social Sciences, pages
862–878. DOI 10.18502/kss.v3i6.2425
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Chapter III
METHODS AND PROCEDURES
This chapter presents the methods used, the
respondents, research instrument, and statistical tool used
to interpret the data.
Research Design
Descriptive design, particularly, descriptive-
survey will be use in the study. Descriptive survey is
suitable whenever the subjects vary among themselves and one
is interested to know the extent to which different
conditions and situations are obtained among these subjects.
Survey research design is most appropriate in this
study to examine levels of perception impact the learning
process in Senior High English language Classroomson MTBMLE
at seven randomly selected secondary senior high schools.
ResearchPopulation
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The respondents were the Grade 7 High School Students
of Tumalaytay National High School.
Table 1
Respondents of the study by Grade section (SY 2019-2020).
Section Number of Repondents

Male Female Total
Aquarius 12 23 35
Scorpio 17 18 35
Capricorn 12 22 34
Total 41 63 104
The study used complete enumeration of the target
respondent to gain a full grasp of the responses needed.
Research Instrument
The instrument uses for data collection are classroom
observation, interviews and adopt questionnaire of Dr.
DavidO.Fakeye in his studyPrimary School Pupils’ Perception
of the Efficacy of Mother Tongue Education in Ibadan
Metropolis. The questionnaire contains 25 items carefully
worded to elicit responses from the participants.
Data Gathering Procedure

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After the retrieval of the questionnaire, the
researcher will tabulate and analyze the data. The data
gathered will be organized. The researcher will make an
assessment of the levels of perception impact the learning
process in Grade 7 high school English language classrooms
on MTBMLE.
Statistical Tools
The statistical techniques to be used in the
interpretation of data and testing the null hypothesis of
the proposed study will include the frequency counts,
weighted arithmetic mean, and Friedman two-way analysis of
variance.
Weighted Mean
This tool was used to determine the weighted mean will
be used to determine the level of perception impact in Grade
7 High School English language Classrooms on MTBMLE.
∑𝑋
WM= 𝑛
Where:
WM = weighted Mean
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∑ 𝑋= sum of the scores
𝑛 = number of items/sample
Slovin's formula is used to calculate the sample size

(n) given the population size (N) and a margin of error
(e).
It's a random sampling technique formula to
estimate sampling size
-It is computed as n = N / (1+Ne2).
whereas:
n = no. of samples
N = total population
e = error margin / margin of error
Standard Deviation
It measures the homogeneity of the respondents. The
lower the value, the homogenous the sample.
∑(𝑋 − 𝑋̅)2
𝑆𝐷 = √
𝑛−1
Where:
SD= Standard Deviation
∑(𝑋 − 𝑋̅)2 =sum of squares of X minus the mean, 𝑋̅

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n=number of students
END NOTES
Broto, A. S. (2006) Statistics Made Simple Second

Edition ISBN 971-08-6695-8

Guidelines on Classroom Assessment for the K to 12 Basic
Education Program. DepEd, Pasig City. Retrieved October 16,
2018
fromhttp://www.deped.gov.ph/sites/default/files/order/2015/D
O_s2015_08.pdf
Boyatzis, R. E., Goleman, D., & Rhee, K. S. (2001)

Clustering competence in emotional intelligence: Insights
from the Emotional Competence Inventory (ECI). In R. Bar-on
& J. D. Parker (Eds.), Handbook of emotional intelligence (
pp: 343-362). San Francisco, CA: Jossey-Bass.
Cert No.:AJA16.0944
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation
of data obtained from the responses of the respondents
through the questionnaire issued and student’s academic
performancein General Mathematics subject. The results of
the analysis on the study are presented in the tables below.
Level of Emotional Intelligenceof Male

and Female Senior High School Students
by Sexes
Table 2 shows the level of emotional intelligence of
senior high school students of Tumalaytay National High
School along four dimensions of emotional intelligence:
Self-Awareness, Self-Management, Social–Awareness and

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Relationship Management, including the Total Emotional
Intelligence.
Often, female have been found to score higher than men
in total EI concepts (Brackett & Mayer, 2003; Brackett,
Mayer, & Warner, 2004; Brackett, Rivers, Shiffman, Lerner,
&Salovey, 2006; Day & Carroll, 2004; Mayer, Caruso,
&Salovey, 1999). Table 2 shows no significant advantages for
the female students, but there is a slight sex advantage in
relationship management.
Table 2
Level of Emotional Intelligenceof Male and Female Senior
High School Students by Sexes
Self- Self- Social- Relationship

Emotional Total EI
Awareness Management Awareness Management
Intelligence
M F M F M F M F M F
95-100 0 1 0 0 0 0 0 0 0 0
85-94 5 9 4 5 4 8 7 7 2 8
75-84 12 18 9 17 13 25 17 23 19 22
65-74 18 21 21 27 18 15 11 18 14 19
55-64 0 0 1 0 0 1 0 1 0 0
Total (n) 35 49 35 49 35 49 35 49 35 49
Mean 76.09 77.63 74.77 75.18 76.43 77.12 78.83 76.84 76.54 76.86
SD 6.33 7.45 6.82 6.66 7.37 7.27 5.78 7.57 5.11 5.92
Interpre Ave- Ave- Ave- Ave- Ave- Ave- Ave- Ave- Ave- Ave-
tation rage rage rage rage rage rage rage rage rage rage
In Self-Awareness, majority of males and females listed
on 65-74 with a frequency count of 18 or 47% and 21 or 43%
respectively which means low emotional intelligence. 12 or

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34% of males and 18 or 37% of females listed on 74-84 with a
descriptive interpretation of average emotional
intelligence. 5 or 14% of males and 9 or 18% of females
listed on 85-94 means high emotional intelligence. No male
registered on 95-100 but only 1 or 2% of females having a
high emotional intelligence. The computed mean score of
76.09formales and 77.63 for females revealed that the
students having an average emotional intelligence.Itshows
that average of the students having a moderate level of
emotional self-awareness, accurate self-assessment, and
self-confidence(Boyatzis, Goleman and Rhee, 2001).
Self-Management, 21 or 60% of males and 27 or 55% of
females listed in 65-74, meaning low emotional intelligence.
9 or 26% of males and 17 or 35% of females included in 75-84
with aninterpretation of average emotional intelligence. In
85-94, 4 or 11% of males and 5 or 10% of females was
accounted, it means that they have high emotional
intelligence. And no students acquired the level of 95-100
or with very high emotional intelligence. The computed mean
score of 74.77 for males and 75.18 for femaleswhichareboth
interpreted as an averageemotional intelligence. It means

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that the average of the students having a moderate level of
emotional self-control, adaptability, conscientiousness
trustworthiness, initiative, and achievement
orientation(Boyatzis, Goleman and Rhee, 2001).
In the Social-Awareness, majority of males having a
frequency count of 18 or 51% listed in 65-74 meaning low
emotional intelligence and corresponds to 15 or 31% of
females while the majority of females having 25 or 51%
listed in 75-84 which means with average emotional
intelligence and it corresponds to 13 or 37% of male
students. 4 or 11% of males and 8 or 16% of females listed
in 85-94 it means high emotional intelligence. No students
were being registered in 50-54, 55-64 and 95-100. The
computed mean score of 76.43 for males and 77.12for
femaleswhichmeansthey attributed an average emotional
intelligence.It implies that the emotional empathy, service
orientation, and organizational awareness of students is on
the average level(Boyatzis, Goleman and Rhee, 2001).
In relationship management, majority of males and
females listed on 75-84, means average emotional
intelligence having a frequency count of 17 or 49% and 23 or

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47% respectively.11 or 31%of males and 18 or 37%of females
listed on 65-74 with a descriptive interpretation of low
emotional intelligence. In 85-94, 7 or 20% of males and 7 or
14% of females acquired high emotional intelligence. 1 or 2%
of females listed on 55-64 or with very low emotional
intelligence.Both males and females were not listed in 95-
100 with a descriptive interpretation of very high emotional
intelligence. The computed mean score of 78.83 for males and
76.84 for females which means attributed to an
averageemotional intelligence. It implies that the average
of the students having a moderate level of emotional
leadership, influence, developing others, change catalyst,
communication, conflict management, building bonds, teamwork
and collaboration.
For the total emotional intelligence, majority of males
and females having a frequency count of 19 or 54% and 22 or
45% respectively listed on 75-84 with a descriptive
interpretation of average emotional intelligence.14 or 40%
of males and 19 or 39% of females listed on 65-74 meaning
low emotional intelligence. With high emotional intelligence
who are listed in 85-94 which 2 or 6% of males and 8 or 16%

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of females belong. No students were listed in 55-64 or very
low emotional intelligence and 95-100 or very high emotional
intelligence. The computed mean score of 76.54 for males and
76.86 for females depicts average emotional intelligence of
senior high school students of Tumalaytay National High
School.It means that among the four dimensions of emotional
intelligence, for male, relationship management has the
highest mean score of 78.83 and a little bit lower on the
self-management of 74.77. While in female, self-awareness
has the highest mean score of 77.63 and 75.18 in self-
management, both male and female having a descriptive
interpretation of average level of emotional intelligence,
it implies that the students having a moderate level of
emotional intelligence even on the other dimension of
emotional intelligence.
Frequency distribution of Academic

Performance by Sexes
Table 3 presents the academic performance of Senior
High School Students of Tumalaytay National High School
along Written Works, Performance Task, Quarterly Assessment
and Final Grade.

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Table 3
Frequency distribution of Academic Performance by Sexes
Written Performance Quarterly

Academic Final Grade
Works Task Assessment
Performance
M F M F M F M F
90-100 0 4 0 3 0 12 0 7
85-89 0 4 0 0 6 14 1 5
80-84 0 4 1 2 20 16 3 19
75-79 0 5 1 7 8 6 29 18
Below 75 35 32 33 37 1 1 2 0
Total (n) 35 49 35 49 35 49 35 49
Mean 46.00 66.39 58.92 67.53 81.43 85.57 76.74 82.49
SD 17.31 17.88 12.17 9.78 3.31 5.43 3.38 5.48
Interpre- Very Very Very Very Ave- Ave-
High Low
tation Low Low Low Low rage rage
This shows that in written works all male students,
with a frequency count of 35 or 100% and 32 or 65% of
females registered on the percentage score below 75 and
interpreted as very low academic performance. 5 or 10% on
the percentage score of 75-79 interpreted as low academic
performance and 4 or 8% on the percentage scores of 80-84
with an interpretation of average academic performance, 85-
89 with descriptive interpretation of high academic
performance, and 90-100 with descriptive interpretation of
very high academic performance for the female’s written
works.The computed mean score of 46.00 for males and 66.39

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for females revealed a very low academic performance in
written works. This implies that most of the students having
a score lower than 75% of the highest possible score and
also some were absent during the conduct of the test
especially for males.
In performance task, majority of males with a frequency
count of 33 or 94% and 37 or 76% for females registered on
the percentage score below 75 and interpreted as very low
academic performance. 1 or 3% of males and 7 or 14% of
females for the percentage score of 75-79 with
aninterpretation of low academic performance. In the
percentage score of 80-84 and interpreted as average
academic performance accommodated by 1 or 3% of males and 2
or 4% of females. While no students having a percentage
score of 85-89 with a descriptive interpretation of high
academic performance and only 3 or 6% females having a
percentage score of 90-100 with very high academic
performance. The computed mean score of 58.92 for males and
67.53 for females, the academic performance of students in
performance tasks revealed very low.It implies that only few

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of the students participated during class discussions, board
works and other activities.
The percentage score in quarterly assessment, majority
of males having a frequency count of 20 or 57% and 16 or 33%
of females acquired the range of 80-84 with an
interpretation of average academic performance. 8 or 23% of
males and 6 or 12% of females on the percentage score of 75-
79 and interpreted as low academic performance. 6 or 17% of
males and 12 or 24% of females with a percentage score of
85-89 and an interpretation of high academic performance.
In percentage score of 90-100 with a descriptive
interpretation of very high academic performance only 12 or
24% of females acquired. The computed mean score of 81.43
with a descriptive interpretation of average academic
performance for males and 85.57 with an interpretation of
high academic performance for females, the average academic
performance in quarterly assessment revealed. It implies
that majority of the classes having an average level of
mastery during quarterly assessment for the entire quarter.

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In the final Grade, 29 or 83% of males and 18 or 37% of
females having a rating of 75-79 with a descriptive
interpretation of low academic performance.3 or 9% of males
and 19 or 39% of females acquired the rating of 80-84 with a
descriptive interpretation of average academic performance.
Very low academic performance for the rating of below 75,
which 2 or 6% of males belong while 0 from females. 1 or 3%
of males belong to a rating of 85-89 with a descriptive
interpretation of high academic performance compared to 5 or
10% for females. None of the males and 7 or 14% of females
acquired the rating of 90-100 with an interpretation of very
high academic performance. The computed mean score of 76.74
with an interpretation of low academic performance for males
and 82.49 and interpreted as average academic performance.
It reveals that the academic performance of senior high
school students of Tumalaytay National High School having a
computed mean score of 79.62 with an interpretation of
average academic performance. In general, the female has the
highest mean score among the components of academic
performance compared to male it means that that females
perform better compared to males (Akbar, Muhammad & Shah,

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Asghar& Khan, Ejaz& Akhter, Masud&NaveedRiaz, Muhammad
,2011). It implies that majority of males (94%) and 100% of
females passed the subject while 6% or 2 of the males did
not meet the requirements prescribed by the department of
education.
Correlation Matrix of Emotional Intelligence

and Academic Performance of Males
Table 4a shows the relationship between the levels of
Emotional Intelligence along Self-Awareness, Self-
Management, Social-Awareness, Relationship Management and
Total Emotional Intelligence with Academic Performance along
Written Works, Performance Task, Quarterly Assessment and
Final Grade of male Senior High School (SHS) students of
Tumalaytay National High School.
Table 4a
Correlation Matrix of Emotional Intelligenceand Academic
Performance of Males
ACADEMIC PERFORMANCE
MALE Performance Quarterly
Written Works Final Grade
Task Assessment
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Correlation
Interpreta-
Correlation
Interpreta-
Correlation
Interpreta-
Correlation
Interpreta-
Degree of
Degree of
Degree of
Degree of
r comp.
r comp.
r comp.
r comp.
value
value
value
value
tion
tion
tion
tion
SA -0.16 LC NS -0.31 MLC NS -0.12 LC NS -0.28 LC NS
INTELLIGENCE
SM -0.26 LC NS -0.23 LC NS 0.11 LC NS -0.27 LC NS

EMOTIONAL
SCA 0.17 LC NS 0.29 LC NS 0.33 MLC NS 0.31 MLC NS

RM 0.02 LC NS -0.08 LC NS 0.10 LC NS -0.03 LC NS
TEI -0.07 LC NS -0.11 LC NS 0.15 LC NS -0.08 LC NS
r
tab.
0.35 0.35 0.35 0.35
(Note: SA-Self-Awareness, SM-Self-Management, SCA-Social Awareness, RM-

Relationship Management, TEI-Total Emotional Intelligence,MHC-Moderately High
Correlation, MLC-Moderately Low Correlation, LC-Low Correlation, NS-Not
Significant,S-Significant)
The analysis of correlation from the table shows that
there is a positive moderate low correlation of 0.33,
0.31among social-awareness and quarterly assessment,social-
awareness and final grade respectively which means that the
higher level of social-awareness the higher the percentage
score in Quarterly Assessment and Final Grade of students.
There is a positive low correlation of 0.17, 0.15,
0.11, 0.10, 0.02, 0.29 among social-awareness and written
works, total emotional intelligence and quarterly
assessment, self-management and quarterly assessment,
relationship management and written works, social-awareness
and performance taskrespectively,same as to the result of
Schakel, L., Thijs, M., Van der Zee, Karen of 2002.
Itimpliesthat there is a chance that as the social-

Cert No.:AJA16.0944
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awareness, total emotional intelligence, self-management
increases the written works, performance task and quarterly
assessment also increases.
Anegative moderate low correlation of -0.31among self-
awareness and performance task, it implies that as the level
of self-awareness decrease, the performance task increase.
A negative low correlation of -0.28, -0.27, -0.26, -
0.23, –0.16, -0.12, -0.11, -0.08, -0.08, -0.07, -0.03
among self-awareness and final grade, Self-management and
final grade, self-management and written works, self-
management and performance task, self-awareness and written
works, self-awareness and written works, total emotional
intelligence and performance task, relationship management
and performance task, total emotional intelligence and final
grade, total emotional intelligence and written works,
relationship management and final grade respectively it
simply means that the lower the self-awareness, self-
management, relationship management the higher the written
works, performance task, quarterly assessment as well as the
final grade(Schakel, L., Thijs, M., Van der Zee, Karen,
2002).
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In general, based from the computed values of r and
rtab. =0.349 at 0.05 level of significance and 33 degrees of
freedom using two tailed test it reveals that the levels of
emotional intelligence in self-awareness, self-management,
social awareness, relationship management and total
emotional intelligence having no significant relationship to
academic performance along written works, performance task,
quarterly assessment and final gradefor males same as to the
resultofDacillo, 2018;Meshkat, Maryam, 2011;LotfiKashania,
F.,LotfiAzimibA., Vaziria, Sh.,2012. It implies that even
there is a high level of emotional intelligence it does not
corresponds to have a higher academic performance.
Correlation Matrix of Academic Performance

and Emotional Intelligence of Females
Table 4b shows the relationship between the levels of
Emotional Intelligence along Self-Awareness, Self-
Management, Social-Awareness, Relationship Management and
Total Emotional Intelligence withtheAcademicPerformance
along Written Works, Performance Task, Quarterly Assessment
and Final Grade of female Senior High School (SHS) students
of Tumalaytay National High School.

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Table 4b
Correlation Matrix of Academic Performance and Emotional
Intelligence of Females
ACADEMIC PERFORMANCE
Performance Quarterly
Written Works Final Grade
Task Assessment
r comp. value
r comp. value
r comp. value
r comp. value
FEMALE
Correlation
Interpreta-
Correlation
Interpreta-
Correlation
Interpreta-
Correlation
Interpreta-
Degree of
Degree of
Degree of
Degree of
tion
tion
tion
tion
SA 0.37 MLC S 0.21 LC NS 0.23 LC NS 0.37 MLC S
INTELLIGENCE
EMOTIONAL
SM 0.34 MLC S 0.21 LC NS 0.27 LC NS 0.32 MLC S

SCA 0.42 MLC S 0.06 LC NS 0.14 LC NS 0.28 LC S
RM 0.41 MLC S 0.18 LC NS 0.35 MLC S 0.38 MLC S
TEI 0.48 MLC S 0.21 LC NS 0.31 MLC S 0.42 MLC S
r tab. 0.27 0.27 0.27 0.27
(Note: SA-Self-Awareness, SM-Self-Management, SCA-Social Awareness, RM-
Relationship Management, TEI-Total Emotional Intelligence,MHC-Moderately High
Correlation, MLC-Moderately Low Correlation, LC-Low Correlation, NS-Not
Significant,S-Significant)
The analysis of correlation from the table shows that
there is a positivemoderatecorrelation of 0.48, 0.42, 0.42
along total emotional intelligence and written works, social
awareness and written works, total emotional intelligence
and final grade respectively it implies that the higher the
level of emotional intelligence along social awareness and
total emotional intelligence the higher the academic
performance rating in written works and final grade.

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There is a positive moderate low correlation of 0.38,
0.37, 0.37, 0.35, 0.34, 0.32, 0.31among relationship
management and final grade, self-awareness and written
works, self-awareness and final grade, relationship
management and quarterly assessment, self-management and
written works, self-management and final grade, total
emotional intelligence and quarterly assessment respectively
it implies that the as the level of emotional intelligence
in self-awareness, self-management, social awareness and
total emotional intelligence becomes higher also the
academic performance rating in written works, performance
tasks, quarterly assessment and final grade becomes higher.
There is a positive low correlation of 0.18, 0.14,
0.06,0.28, 0.27, 0.23, 0.21, 0.21, 0.21 among relationship
management and performance task, social awareness and
quarterly assessment, social awareness and performance
tasks, social awareness and final grade, self-awareness and
quarterly assessment, self-awareness and quarterly
assessment, total emotional intelligence and performance
task, self-management and performance tasks, Self-awareness
and Performance task respectively it simply means that as

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the level of emotional intelligence along self-awareness,
emotional intelligence increasesalsothe academic performance
rating in performance task, quarterly assessment and final
grade increases.
In general, the Emotional Intelligence of female senior
high school students along self-awareness, self-management,
emotional intelligence are significantly correlated to
written works and final grade while relationship management
is significantly correlated only to quarterly assessment at
0.05 in two tailed test using rtab.= 0. 273.
It implies that as exploring the relationship between
emotional intelligence and academic performance have
produced mixed results. Same as to Palmer, Donaldson and
Stough (2002) that self-management correlates to academic
performance of the students, it means that the academic
performance depends of how the students satisfies
him/herself. Academic performance depends on how students’
works with others with a common goal (Salovey, Mayer and
Caruso 2002; Denham, Blair, DeMulder, Levitas, Sawyer., et

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al, 2003; Eisenberg, Fabes, Guthrie, &eiser, 2000; Fine,
Izard, Mostow, Trentacosta and Ackerman, 2003; Izard, 2001),
more pleasant to be around, more empathic, and more socially
adroit than those low in EI (Brackett and Katulak, 2006).;
Lopes, Brackett, Nezlek, Schutz, Sellin and Salovey, 2004;
Lopes, Salovey, Cot and Beers, 2005),getting along well with
other people, managing emotions in relationships, being able
to persuade or lead others (O’Neil, 1996).It also supports
the claims of Caprara (2000); Frederickson, and Furnhum,
Petrides (2004); Pettijohn, Parker, &Rozell, (2002); Emeke,
Adeoye and Torubelli (2006); Tamannaifar and others (2010);
Santiago (2010). It means that as the emotional intelligence
increases it tends that the academic performance also
increases.
Correlation between Emotional Intelligence

and Academic Performance
Figure 4shows that the line of female best fit going
straight upward indicates moderate positive correlation
between emotional intelligence and academic performance of

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female Senior High School Students of Tumalaytay National
High School.
100
Academic Performance
90
FEMALE
SHS
80
MALE
Linear (FEMALE)
70 Linear (SHS)
Linear (MALE)
60
60 70 80 90 100
Emotional Intelligence
Fig. 4. Scatter Plot of Correlation between Emotional

Intelligence and Academic Performance
The data points are clustered along a trend line with
an upward slope which is being interpreted that as one
variable increases the other tends to usually also
increases. While the line of male slightly horizontal going
downward indicates negligible negative correlation. The data
points are clustered a trend line with a slightly horizontal
downward slope and being interpreted that as one variable
does not affect to each other. In general, the line of
Senior High School (SHS) best fit slightly going straight

Cert No.:AJA16.0944
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upward indicates low positive correlation between emotional
intelligence and academic performance of Senior High School
Students of Tumalaytay National High School. The data points
are clustered along a trend line with a slightly upward
slope which is being interpreted that as one variable
increases the other tends to usually also increases same
result was found from H, Fallahzadeh.2011); Fernandez,
R.,Salamonson, Y., Griffiths, R., (2012); Lyons, J.B.,
Schneider, T.R.,(2005).
.
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CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter shows the summary, conclusions, and
recommendations based on the obtained, analysed, and
interpreted data presented in the previous chapter.
Summary
This study attempteddetermine the relationship between
Emotional Intelligence and Academic Performance of Senior
High School Students of Tumalaytay National High School.
Specifically, it sought answers to the following
questions:
1. What is the level of emotional intelligence of Male and
Female Senior High School students of Tumalaytay
National High School along: a.) Self-Awareness b.)
Self-Management, c.) Social Awareness, d.) Relationship
Management and e.) Total Emotional Intelligence?
2. What is the academic performance of Male and Female
Senior High School students of Tumalaytay National High

Cert No.:AJA16.0944
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School along: a.) Written Works b.) Performance, c.)
Quarterly Assessment, and d.) Final Grade in General
Mathematics subject?
3. Is there a significant relationship between emotional
intelligence (Self-Awareness, Self-Management, Social
awareness,Relationship Management, Total Emotional
Intelligence) and academic performance (Written Works,
Performance, Quarterly Assessment, Final Grade) of Male
and Female Senior High School students of Tumalaytay
National High School.
The study made use of correlational survey research
design. The respondents were composed of eighty (84) SHS
students, 35 males and 49 females. Total enumeration was
used in selecting the respondents. The study utilized an
Emotional Intelligence Appraisal® as the main instrument in
data gathering. In terms of their academic performance,
their percentage score in written works, performance task,
quarterly assessment and final grade were taken from their
grade sheet in General Mathematics subject. The data

Cert No.:AJA16.0944
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gathered were tabulated and subjected to appropriate
statistical tools for analysis.
In four dimensions of emotional intelligence, average
of the respondents-both male and female having a moderate
level of emotional intelligence with a mean score of 76.09
and 77.63 in self-awareness, 74.77 and 75.18 in self-
management, 76.43 and 77.12 in social-awareness, 78.83 and
76.84 in relationship management, 76.54 and 76.86 in total
emotional intelligence. It implies that even majority of the
respondents having a low level of emotional intelligence
among the dimensions and some were high, very high and even
very low but generally come up with the average level of
emotion along self-awareness, self-management, social-
awareness, relationship management and also total emotional
intelligence.
For academic performance, all male and majority (32 or
65%) of female respondents having a very low academic
performance resulting to the same interpretation with a mean
score of 46.00 and 66.39 respectively for written works. It
implies that majority of the respondents garnered very low
scores and absent during summative tests. In performance

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task, majority of male and female having a very low academic
performance with a frequency count of 33 or 94% and 37 or
76% respectively. This performance manifests both male and
female with a mean score of 58.92 and 67.53 during board
works and other class activities. 20 or 57% of male having
an average academic performance resulting to a mean score of
81. 43 while 16 or 36% of female for average academic
performance, 14 or 29% (High), 12 or 24% (Very High), and
14% comprises low and very low causing to a high academic
performance in quarterly assessment. It means that, even the
respondents are very low in written works and performance
task but they try their best to be prepared during quarterly
assessment. For final grade, 29 or 83% of male with low
academic performance producing the same interpretation for a
mean score of 76.74. For female, 19 or 39% with high
academic performance, 18 or 37% for average and 24% for high
and very high generating to an average level of academic
performance. It means that the respondents who have low
rating in written works, performance task and quarterly
assessment are those who have low rating in final grade and
vice versa.
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The mean score obtained from the respondents in self-
awareness, self-management, social-awareness, relationship
management and total emotional intelligence and their
percentage score in written works, performance task,
quarterly assessment and final grade was correlated using
Pearson Product Moment Coefficient.
Based on the findings it revealed that there is a
positive significant correlation in female self-awareness
and written works, self-awareness and final grade, self-
management and written works, self-management and final
grade, social awareness and written works, social awareness
and final grade, relationship management and written works,
relationship management and quarterly assessment,
relationship management and final grade, total emotional
intelligence and written works, total emotional intelligence
and quarterly assessment, total emotional intelligence and
final grade, it means that as these emotional intelligence
increases, also their academic performance increases. But
there is no significant correlation in self-awareness and
performance task, self-awareness and quarterly assessment,
self- management and performance task, self-management and

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quarterly assessment, social awareness and performance task,
social awareness and quarterly assessment, relationship
management and performance task, total emotional
intelligence and performance task. This means these
variables are having no relationship to each other. While in
male, all of the dimensions of emotional intelligence
including the total emotional intelligence are not
correlated any of the components of academic performance
including final grade. This means that these variables
having no relationship to each other. In general, the total
emotional intelligence has a positive significant
correlation to the academic performance (final grade) of the
respondents. It means that there is a significant
relationship between emotional intelligence and academic
performance of Senior High School students of Tumalaytay
National High School. It implies that, as the emotional
intelligence increases also the academic performance
increases.
Conclusions
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63
Based on the findings of the study, the researcher
arrived at the following conclusions:
1. The level of emotional intelligence of male and female
senior high school students of Tumalaytay national high
school along:
a.) Self-Awareness.The male and female students
garnered the mean of 76.09 and 76.63 respectively
which are both interpreted as average emotional
intelligence.
b.) Self-Management.The Senior High School students
have the mean score of 74.77 for male and 78.18
for female which are interpreted as average
emotional intelligence.
c.) Social Awareness. It was found out that the mean
score of male is 76.43 and for female is 77.12
which is both interpreted as average emotional
intelligence.
d.) Relationship Management. The mean score of78.83for
male and 76.84 for female which are descriptively
interpreted as average emotional intelligence.

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e.) Total Emotional Intelligence. An average emotional
intelligence was interpreted for the mean score of
76.54 for male and 76.86 for female Senior High
School students of Tumalaytay National High
School.
2. The academic performance of Male and Female Senior High
School students of Tumalaytay National High School
along:
a.) Written Works. The mean scores of 46.0 for male
and 66.39 for female which areboth interpreted as
very low academic performance.
b.) Performance Tasks. Male students garnered the mean
score of 58.92 while female students got 67.53-
both interpreted as very low academic performance.
c.) Quarterly Assessment. Male students have a mean
score of 81.43 while female student have 85.57
which are both interpreted as average and high
academic performance respectively.
d.) Final Grade.Malestudents have a having a mean
score of 76.74 which has an interpretation of low
academic performance while female students have a

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mean score of 82.49 interpreted as average
academic performance.
3. The study revealed that in male, the four dimensions of
emotional intelligence such as self-awareness, self-
management, social-awareness, and relationship
management including the total EI has no significant
relationship withthe components of academic performance
including final grade.In female, the four dimensions of
EI including total EI has no significant relationship
with performance task. In addition, self-awareness,
self-management and social-awareness are not correlated
to quarterly assessment. Meanwhile, the four dimensions
of EI and total EIhave a positive significant
relationship with written works and final
grade.Onlysocial-awareness, relationship management and
total EI are significantly correlated to quarterly
assessment.
Recommendations
This research proposes the following suggestions and
recommendations:
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1. Teachers maydevelopvariedteachingstrategiesand
activities to increase the level of emotional
intelligenceandaddressstudentswhose academic performance
is below average.
2. Parents of senior high school students of Tumalaytay
national high schoolmaybeinformed of the significance of
emotional intelligence on the academic performance of
their children to assist them enhancing the different
aspects of their emotional intelligence.
3. School Administrators may hold teachers’ seminars on how
emotional intelligence intertwined with students’
academic activities and create a concrete plans to come
up with activities which will develop the emotional
functioning of the students.
4. Detailed studymay be conducted to verify, amplify or
negate the findings of the study.

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Lautrey, & T. I. Laubart (Eds.). Models of
intelligence: International perspectives (pp. 3-25).
Washington, DC: American Psychological Association.
Tamannaifar, M.R., SedighiArfai, F. and Salami

Mohammadabadi, F. (2010). Correlation between Emotional
Intelligence, Self-concept and Self-esteem with
Academic Achievement. Iranian Journal of Educational
Strategies, 3(3): 121-126.
Thorndike, E.L. (1920). ”Intelligence and Its Uses”. Harpers

Magazine
Verma, M. Emotional Intelligence: Why should I be aware of

it?Retrievedfromhttp://www.copperwiki.org/index.php/Emo
tionalIntelligence
Virginia Tech (2005) Emotional Intelligence May Be Good

PredictorOfSuccess.Retrievedfromwww.sciencedaily.com/re
leases/2005/10/
Wolff, S. B., Pescosolido, A. T., &Druskat, V. U. (2002).

Emotional intelligence as the basis of leadership
emergence in self-managing teams. The Leadership
Quarterly, 13(5), 505-522.retrieved from
http://dx.doi.org/10.1016/S1048-9843(02)00141-8
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Yahaya, A., Ee, N.S., Bachok, J.D.J., Yahaya, N., Bon, A.T.
and Ismail, S. (2011). The relationship of Dimensions
of Emotional Intelligence and Academic Performance in
Secondary School Students. Elixir Psychology, 41: 5821-
5826.
Zins, J.E., Bloodworth, M.R., Weissberg, R.P., & Walberg,

H.J. (2004). The scientific base linking social
and emotional learning to school success. In J.E. Zins,
R.P. Weissberg, M.C. Wang, & H.J. Walberg (Eds.),
Building academic success on social and emotional
learning: what does the research say? (pp. 3-23).
New York: Teachers College Press.
Zins, J.E., Elias, M.J., Greenberg, M.T., &Weissberg, R.P.

(2000). Promotion of social and emotional
competence in children. In K.M. Minke& G.C. Bear
(Eds.), Preventing school problems – Promoting
school success: Strategies and programs that work (pp.
71-79). Bethesda, MD: National Association of School
Psychologists.
Cert No.:AJA16.0944
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APPENDICES
APPENDIX A
Cert No.:AJA16.0944
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STATEMENT OF DEBESMSCAT IP POLICY ON DEBESMSCAT POLICY ON

PATENTS, COPYRIGHT AND OTHER INTELLECTUAL PROPERTY
Publications
The college research activities are integral part of the
total educational program and much of it forms the basis for
articles in professional journals, seminar reports, presentations
at professional society meetings, and student dissertations and
thesis.
To fulfil the college obligation as a publicly aided
educational institution, college research and should serve a
public rather private purpose, and the result should be
disseminated on a non-discriminatory basis. The college
encourages whose results can be freely published. The college
recognizes that the legitimate property concerns of private
research outcomes may require limited delays in publication.
Where appropriate, publications can be deferred for a negotiated
period of time in order to protect patent rights. Similarly, on
those occasions where the college has accepted a sponsor’s
propriety information as necessary background data for research
project, the sponsor may review proposed publications in order to
identify any in advent disclosure of those specifications.
Patent and copyright

The college policy with regards to inventions and creations
resulting from research reflect the view that a college by its
nature has obligation to serve the public interest by ensuring
that inventions and other intellectual property are developed to
the point of maximum utilization and availability to the public.
The college, therefore generally assigns to the DEBESMSCAT
Research and Development Services title to inventions and
creations made under an active inventions/creations management
program, managed by an IPR coordinator, in which licensing of
industrial research sponsors is an important part. The college
and the inventor share in the proceeds of royal-bearing licenses.
Uses of Names
Research sponsors may not use the college’ name in the
advertising or pother product promotion activities without the
college’s prior written approval. Similarly, the college will not
use the name of the sponsor in publicity releases without the
sponsor’s approval.
APPENDIX B
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STATEMENT OF DISCLOSURE
It is all understand that all discoveries, inventions,
and other intellectual property made or conceived in
performance of work on this project will be property of
DEBESMSCAT or in accordance with the contract terms for this
project; the college, the sponsor are taken into
consideration; principal investigation (s) with furnish
prompt and full disclosure of investigation/findings made
during performance if this project to the Research and
Development Services Office.

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APPENDIX C
LETTER REQUEST TO SCHOOLS DIVISION SUPERINTENDENT

DEPED-MASBATE PROVINCE DIVISION

DR. EMILIO B. ESPINOSA SR., MEMORIAL
ISO 9001:2015
Cabitan, Mandaon, Masbate
Cert No.: AJA16.0944
January 31, 2019
The Schools Division Superintendent

DepEd-Masbate Province Division
Rodeo Road Masbate City
Sir:
Greetings!
The undersigned researcher is presently conducting a research study entitled

“Emotional Intelligence and Academic Performance of Senior High School Students
of Tumalaytay National High School” as partial fulfilment for the degree of
Master of Arts in Education major in Mathematics Education. The said research
will be conducted in Tumalaytay NHS, Mandaon, Masbate
In lieu of this, the researcher humbly requests your permission to conduct and
distribute questionnaires to the Senior High School students of Tumalaytay NHS.
Rest assured that the responses and gathered data from the respondents will be
treated with confidentiality.
I am anticipating for your approval on this educational endeavour. Thank you

very much.
Respectfully yours,
(SGD)ROBERT P. TUPAZ
Researcher
Noted:
(SGD)ROCEL A. TURCO
Adviser
(SGD)MILAGROS A. CELEDONIO
Dean, Graduate School
Approved:
(SGD)BEBIANO I. SENTILLAS, CESO V
Schools Division Superintendent
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APPENDIX D
LETTER REQUEST TO SCHOOL HEAD OF TUMALAYTAY NHS

DR. EMILIO B. ESPINOSA SR., MEMORIAL
ISO 9001:2015
Cabitan, Mandaon, Masbate
Cert No.: AJA16.0944
January 31, 2019
The School Head

Tumalaytay National High School
Tumalaytay, Mandaon, Masbate
Sir:
Greetings!
The undersigned researcher is presently conducting a research study

entitled “Emotional Intelligence and Academic Performance of Senior High
School Students of Tumalaytay National High School” as partial
fulfilment for the degree of Master of Arts in Education major in
Mathematics Education. The said research will be conducted in Tumalaytay
NHS, Mandaon, Masbate
In lieu of this, the researcher humbly request permission to conduct and

distribute questionnaires to the Senior High School students of
Tumalaytay NHS. Rest assured that the responses and gathered data from
the respondents will be treated with confidentiality.
I am anticipating for your approval on this educational endeavour. Thank

you very much.
Respectfully yours,
(SGD)ROBERT P. TUPAZ
Researcher
Approved:
(SGD)DEXTER D. RONE
School Head
Cert No.:AJA16.0944
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APPENDIX E
EMOTIONAL INTELLIGENCE QUESTIONNAIRE
EMOTIONAL INTELLIGENCE APPRAISAL ®

TalentSmart®‫׀‬www.TalentSmart.com
EMOTIONAL INTELLIGENCE APPRAISAL ®QUESTIONS:

For each question, check one box according to how often you.......
Almost
Never Rarely Sometimes Usually Always
Always
(1) I am confident in my ability.
(2) I admit my shortcomings.
I understand my emotions as they
(3)
happen
I recognize the impact of my
(4)
behavior has upon others
I realize when others influence my
(5)
emotional state
I play a part in creating the difficult
(6)
circumstances I have encounter
Almost
Always
(7) I can be counted on
(8) I handle stress well
(9) I embrace change early on
I tolerate frustration without getting
(10)
upset.
I consider many options before
(11)
making a decision.
I strive to make the most out of
(12)
situations, wether good or bad
I resist the desire to act or speak
(13)
when it will not help the situation
(14) I do things my regret when upset
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I brush people off when something

(15)
is bothering me
Almost
Always
(16) I am open to feedback
(17) I recognize other people’s feelings
I accurately pick up on the mood in
(18)
the room
I hear what the other person is
(19)
“really” saying
(20) I withdrawn in social situations
Almost
Always
I directly address people in difficult
(21)
situations
(22) I get along well with others
I communicate clearly and
(23)
effectively
I show others my care what they are
(24)
going through
(25) I handle conflict effectively
I use sensitively to another person’s
(26) feelings to manageinteractions
effectively
I learn about others in order to get
(27)
along better with them
(28) I explain myself to others
Additional Information:
1. What is your name? __________________________________________
Instruction: Put a check (/) on your corresponding response

2. Sex: Male Female
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3. Grade Level: Grade 11 Grade 12
4. Age: 14 15 16 17 18 and above
APPENDIX
THANK YOU for your FPARTICIPATION!
THE DATA RECORD OF THE LEVEL OF EMOTIONAL INTELLIGENCE AND

THE AVERAGE OF THE PERCENTAGE SCORES OF ACADEMIC
PERFORMANCES OF SHS STUDENTS
GRADE EMOTIONAL INTELLIGENCE ACADEMIC PERFORMANCE

11-
SA SM SCA RM TEI WW PT QA FG
MALE
1 76 76 68 78 75 46 58 86 76
2 73 70 68 73 71 60 61 78 78
3 72 70 78 83 76 56 57 84 77
4 83 84 80 73 80 66 51 80 76
5 80 69 78 86 78 73 50 79 77
6 70 70 72 73 71 45 55 81 76
7 73 70 72 78 73 68 44 75 75
8 70 69 78 83 75 73 66 86 83
9 87 87 84 88 87 38 24 78 70
10 75 74 78 71 75 64 72 86 83
11 67 68 66 74 69 58 60 82 78
12 90 90 90 94 91 59 53 83 76
13 70 70 74 70 71 61 57 87 78
14 72 67 72 76 72 51 61 79 76
15 80 68 66 78 73 58 51 74 75
16 70 68 72 74 71 56 60 76 77
17 82 87 66 84 80 0 24 80 68
18 72 87 80 80 80 53 65 81 78
Mean 75.67 74.67 74.56 78.7 76 54.72 53.83 80.83 76.5
SD 6.53 8.21 6.71 6.53 5.86 16.5 12.67 3.93 3.55
FEMALE
1 70 77 80 80 77 86 65 89 85
2 77 67 78 81 76 76 63 83 82
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3 80 73 78 75 77 85 78 90 89
4 70 71 76 78 74 80 61 88 83
5 72 70 78 69 72 79 66 91 84
6 73 84 84 89 83 68 65 90 82
7 75 71 72 74 73 99 91 96 96
8 70 72 78 79 75 64 62 86 80
9 75 73 76 73 74 98 84 88 92
10 75 79 76 76 77 78 62 87 83
11 82 79 78 76 79 74 67 90 83
12 90 83 88 78 85 61 60 80 78
13 72 76 76 63 72 74 71 83 84
14 75 74 78 74 75 66 55 85 78
15 73 66 82 74 74 63 54 76 76
16 85 76 66 73 75 74 68 88 84
17 92 91 84 80 87 82 58 77 80
18 82 74 70 78 76 67 50 80 76
19 68 69 76 76 72 58 64 79 79
20 78 72 66 71 72 57 58 82 77
21 78 72 76 76 76 70 62 83 80
22 85 86 73 83 82 74 58 81 79
23 83 74 82 80 80 94 63 84 85
24 70 69 68 74 70 76 61 86 82
25 73 74 78 81 77 71 60 84 80
26 82 69 86 78 79 70 54 75 77
27 73 69 68 68 70 53 68 78 79
28 70 86 86 93 84 51 59 82 76
29 70 78 90 75 78 60 58 82 78
30 87 84 90 86 87 99 91 94 96
Mean 76.83 75.27 77.9 77 76.93 73.57 64.53 84.57 82.1
SD 6.56 6.31 6.59 5.99 4.73 13.03 9.92 5.23 5.33
GRADE 11 SUMMARY
Mean 76.40 75.04 76.65 77.65 76.58 66.50 60.52 83.17 80.00
SD 6.50 7.00 6.77 6.18 5.14 16.98 12.09 5.08 5.44
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(Note:SA-Self Awareness, SM-Self Management, SCA-Social Awareness,

RM-Relationship Management, TEI-Total Emotional Intelligence, WW-
Written Works, PT-Performance Task, QA-Quarterly Assessment, FG-
Final Grade)
GRADE EMOTIONAL INTELLIGENCE ACADEMIC PERFORMANCE

12
SA SM SCA RM TEI WW PT QA FG
MALE
1 77 74 90 76 79 35 58 84 75
2 73 73 72 75 73 31 64 82 75
3 73 73 74 76 74 16 47 82 75
4 75 84 81 85 81 36 70 82 77
5 78 72 92 86 82 73 80 86 87
6 90 77 82 85 84 33 66 83 76
7 75 80 74 76 76 37 73 80 78
8 78 76 80 83 79 56 77 83 83
9 72 73 70 73 72 26 53 81 75
10 73 81 84 79 79 35 70 85 78
11 90 74 84 76 81 38 64 76 75
12 78 81 78 84 80 37 62 83 75
13 85 73 72 74 76 19 47 84 75
14 72 79 90 84 81 38 68 82 77
15 70 70 70 73 71 50 58 79 75
16 72 71 72 73 72 36 67 82 77
17 70 62 68 85 71 32 68 81 76
Mean 76.53 74.88 78.41 79 77.12 37 64 82 77
SD 6.28 5.22 7.71 5.05 4.27 13.23 9.34 2.33 3.28
FEMALE
1 73 62 70 66 68 54 68 87 81
2 88 82 88 89 87 86 90 99 94
3 93 80 88 89 88 82 78 93 92
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4 97 88 92 94 93 76 79 94 89
5 75 74 58 68 69 49 79 89 83
6 72 79 84 79 79 80 78 92 90
7 80 69 76 64 72 35 55 85 77
8 87 89 80 85 85 86 83 94 93
9 77 78 72 84 78 44 76 88 82
10 73 68 68 66 69 37 70 84 78
11 73 68 74 75 73 46 72 85 80
12 67 79 70 69 71 38 70 83 78
13 77 74 74 83 77 44 66 87 84
14 82 76 76 75 77 47 65 82 78
15 80 68 76 76 75 47 68 83 79
16 92 80 78 89 85 76 72 88 86
17 73 77 80 65 74 46 64 78 77
18 70 68 68 68 69 34 73 90 80
19 70 67 70 70 69 42 68 81 78
Mean 78.89 75.05 75.89 76.53 76.74 54 72 88 83.05
SD 8.72 7.37 8.26 9.74 7.59 18.78 7.90 5.30 5.81
GRADE 12 SUMMARY
Mean 77.78 74.97 77.08 77.69 76.92 46.47 68.42 85.02 80.22
SD 7.65 6.35 7.99 7.88 6.16 18.70 9.44 4.89 5.64
OVER-ALL SUMMARY
MALE SA SM SCA RM TEI WW PT QA FG
Mean 76.09 74.77 76.43 78.83 76.54 46.00 58.92 81.43 76.74
SD 6.33 6.82 7.37 5.78 5.11 17.31 12.17 3.31 3.38
FEMALE
Mean 77.63 75.18 77.12 76.84 76.86 66.39 67.53 85.57 82.49
SD 7.45 6.66 7.27 7.57 5.92 17.88 9.78 5.43 5.48
SHS
Mean 76.99 75.01 76.83 77.67 76.73 57.89 63.95 83.85 80.10
SD 7.01 6.69 7.27 6.91 5.57 20.25 11.59 5.08 5.49
(Note:SA-Self Awareness, SM-Self Management, SCA-Social Awareness,
RM-Relationship Management, TEI-Total Emotional Intelligence, WW-
Written Works, PT-Performance Task, QA-Quarterly Assessment, FG-
Final Grade)
Cert No.:AJA16.0944
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APPENDIX G
FREQUENCY DISTRIBUTION OF EMOTIONAL INTELLIGENCE

BY GRADE LEVEL
GRADE 11
MALE FEMALE SUMMARY
Self-Awareness
Self-Awareness
Self-Awareness
Management
Management
Management
Management
Management
Management
Relationship
Relationship
Relationship
Awareness
Awareness
Awareness
Social-
Social-
Social-
Self-
Self-
Self-
EI EI EI
95-100 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
85-94 2 4 1 3 2 5 3 5 2 3 7 7 6 5 5
75-84 6 2 7 8 8 12 9 18 17 17 18 11 25 25 25
65-74 10 12 10 7 8 13 18 7 11 10 23 30 17 18 18
55-64 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
50-54 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total (n) 18 18 18 18 18 30 30 30 30 30 48 48 48 48 48
Mean 75.67 74.67 74.56 78.67 76.00 76.83 75.27 77.9 77.03 76.93 76.83 75.27 77.9 77.03 76.93
SD 6.53 8.21 6.71 6.53 5.86 6.56 6.31 6.59 5.99 4.73 6.56 6.31 6.59 5.99 4.73
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GRADE 12
MALE FEMALE SUMMARY
Self-Awareness
Self-Awareness
Self-Awareness
Management
Management
Management
Management
Management
Management
Relationship
Relationship
Relationship
Awareness
Awareness
Awareness
Social-
Social-
Social-
Self-
Self-
Self-
EI EI EI
95-100 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0
85-94 3 0 3 4 0 4 2 3 5 5 7 2 6 9 5
75-84 6 7 6 9 11 6 8 7 6 5 12 15 13 15 16
65-74 8 9 8 4 6 8 9 8 7 9 16 18 16 11 15
55-64 0 1 0 0 0 0 0 1 1 0 0 1 1 1 0
50-54 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total (n) 17 17 17 17 17 19 19 19 19 19 36 36 36 36 36
Mean 76.53 74.88 78.41 79.00 77.12 78.89 75.05 75.89 76.53 76.74 77.78 74.97 77.08 77.69 76.92
SD 6.28 5.22 7.71 5.05 4.27 8.72 7.37 8.26 9.74 7.59 7.65 6.35 7.99 7.88 6.16
OVER-ALL
MALE FEMALE SUMMARY
Management
Management
Management
Management
Management
Management
Relationship
Relationship
Relationship
Awareness
Awareness
Awareness
Awareness
Awareness
Awareness
Social-
Social-
Social-
Self-
Self-
Self-
Self-
Self-
Self-
EI EI EI
95-100 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0
85-94 5 4 4 7 2 9 5 8 7 8 14 9 12 14 10
75-84 12 9 13 17 19 18 17 25 23 22 30 26 38 40 41
65-74 18 21 18 11 14 21 27 15 18 19 39 48 33 29 33
55-64 0 1 0 0 0 0 0 1 1 0 0 1 1 1 0
50-54 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total (n) 35 35 35 35 35 49 49 49 49 49 84 84 84 84 84
Mean 76.09 74.77 76.43 78.83 76.54 77.63 75.18 77.12 76.84 76.86 76.99 75.01 76.83 77.67 76.73
SD 6.33 6.82 7.37 5.78 5.11 7.45 6.66 7.27 7.57 5.92 7.01 6.69 7.27 6.91 5.57
APPENDIX H
FREQUENCY DISTRIBUTION OF ACADEMIC PERFORMANCE

BY GRADE LEVEL
GRADE 11
MALE FEMALE SUMMARY
WW PT QA FG WW PT QA FG WW PT QA FG
90-100 0 0 0 0 4 2 6 3 4 2 6 3
85-89 0 0 4 0 2 0 7 3 2 0 11 3
80-84 0 0 7 2 2 1 11 13 2 1 18 15
75-79 0 0 6 14 4 1 5 11 4 1 11 25
Below 75 18 18 1 2 18 26 1 0 36 44 2 2
Total (n) 18 18 18 18 30 30 30 30 48 48 48 48
Mean 54.72 53.83 80.83 76.5 73.57 64.53 84.57 82.1 66.5 60.52 83.17 80
SD 16.5 12.67 3.93 3.55 13.03 9.92 5.23 5.33 16.99 12.00 5.09 5.44
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GRADE 12
MALE FEMALE SUMMARY
90-100 0 0 0 0 0 1 6 4 0 1 6 4
85-89 0 0 2 1 2 0 7 2 2 0 9 3
80-84 0 1 13 1 2 1 5 6 2 2 18 7
75-79 0 1 2 15 1 6 1 7 1 7 3 22
Below 75 17 15 0 0 14 11 0 0 31 26 0 0
Total (n) 17 17 17 17 19 19 19 19 36 36 36 36
Mean 37 64 82 77.00 54 72 88 83.05 46.47 68.42 85.02 80.22
SD 13.23 9.34 2.33 3.28 18.78 7.90 5.30 5.81 18.70 9.44 4.89 5.64
OVER-ALL
MALE FEMALE SUMMARY
90-100 0 0 0 0 4 3 12 7 4 3 12 7
85-89 0 0 6 1 4 0 14 5 4 0 20 6
80-84 0 1 20 3 4 2 16 19 4 3 36 22
75-79 0 1 8 29 5 7 6 18 5 8 14 47
Below 75 35 33 1 2 32 37 1 0 67 70 2 2
Total (n) 35 35 35 35 49 49 49 49 84 84 84 84
Mean 46.00 58.92 81.43 76.74 66.39 67.53 85.57 82.49 57.89 63.95 83.85 80.1
SD 17.31 12.17 3.31 3.38 17.88 9.78 5.43 5.48 20.25 11.59 5.08 5.49
(Note: WW-Written Works, PT-Performance Task, QA-Quarterly Assessment,
FG-Final Grade)
APPENDIX I
CORRELATION MATRIX OF EMOTIONAL INTELLIGENCE AND ACADEMIC

PERFORMANCE
G11 MALE Written Works Performance Task Quarterly Assessment Final Grade
SA -0.25 Not significant -0.61 Significant -0.18 Not significant -0.53 Significant
SM -0.45 Not significant -0.47 Significant 0.09 Not significant -0.46 Not significant
SCA 0.29 Not significant -0.01 Not significant 0.26 Not significant 0.14 Not significant
RM -0.18 Not significant -0.48 Significant -0.03 Not significant -0.38 Not significant
TEI -0.21 Not significant -0.48 Significant 0.06 Not significant -0.38 Not significant
df=16 a=0.05 value=0.468
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G11 FEMALE Written Works Performance Task Quarterly Assessment Final Grade
SA 0.26 Not Significant 0.05 Not Significant -0.12 Not Significant 0.10 Not Significant
SM 0.05 Not Significant 0.02 Not Significant 0.07 Not Significant 0.02 Not Significant
SCA 0.06 Not Significant -0.01 Not Significant -0.06 Not Significant 0.00 Not Significant
RM 0.01 Not Significant -0.10 Not Significant 0.06 Not Significant 0.02 Not Significant
TEI 0.13 Not Significant -0.02 Not Significant -0.02 Not Significant 0.02 Not Significant
df=28 a=0.05 value=0.349
G11 M & F Written Works Performance Task Quarterly Assessment Final Grade
SA 0.09 Not significant -0.17 Not significant -0.09 Not significant -0.02 Not significant
SM -0.14 Not significant -0.19 Not significant 0.09 Not significant -0.10 Not significant
SCA 0.26 Not significant 0.09 Not significant 0.12 Not significant 0.15 Not significant
RM -0.14 Not significant -0.30 Significant -0.01 Not significant -0.05 Not significant
TEI 0.02 Not significant -0.18 Not significant 0.04 Not significant -0.05 Not significant
df=46 a=0.05 value=0.273
G12 MALE Written Works Performance Task Quarterly Assessment Final Grade
SA 0.00 Not significant -0.03 Not significant -0.09 Not significant 0.00 Not significant
SM 0.01 Not significant 0.21 Not significant 0.16 Not significant 0.06 Not significant
SCA 0.47 Not significant 0.45 Not significant 0.37 Not significant 0.47 Not significant
RM 0.42 Not significant 0.61 Significant 0.43 Not significant 0.47 Not significant
TEI 0.34 Not significant 0.42 Not significant 0.29 Not significant 0.37 Not significant
df=15 a=0.05 value=0.482
G12 FEMALE Written Works Performance Task Quarterly Assessment Final Grade
SA 0.72 Significant 0.38 Not significant 0.59 Significant 0.67 Significant
SM 0.72 Significant 0.6 Significant 0.58 Significant 0.71 Significant
SCA 0.74 Significant 0.34 Not significant 0.52 Not significant 0.65 Significant
RM 0.78 Significant 0.63 Significant 0.70 Significant 0.81 Significant
TEI 0.84 Significant 0.57 Significant 0.69 Significant 0.81 Significant
df=17 a=0.05 value=0.575
G12 M & F Written Works Performance Task Quarterly Assessment Final Grade
SA 0.51 Significant 0.25 Significant 0.44 Significant 0.49 Significant
SM 0.44 Significant 0.39 Significant 0.41 Significant 0.46 Significant
RM 0.51 Significant 0.45 Significant 0.45 Significant 0.52 Significant
TEI 0.6 Significant 0.42 Significant 0.5 Significant 0.58 Significant
df=34 a=0.05 value=0.349
OVER-ALL SUMMARY
Cert No.:AJA16.0944
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G11 & 12 MALE Written Works Performance Task Quarterly Assessment Final Grade
SA -0.16 Not Significant -0.31 Not significant -0.12 Not significant -0.28 Not Significant
SM -0.26 Not Significant -0.23 Not significant 0.11 Not significant -0.27 Not Significant
SCA 0.17 Not Significant 0.29 Not significant 0.33 Not significant 0.31 Not Significant
RM 0.02 Not Significant -0.08 Not significant 0.10 Not significant -0.03 Not Significant
TEI -0.07 Not Significant -0.11 Not significant 0.15 Not significant -0.08 Not Significant
df=33 a=0.05 value=0.349
G11 & 12FEMALE Written Works Performance Task Quarterly Assessment Final Grade
SA 0.37 Significant 0.21 Not significant 0.23 Not significant 0.37 Significant
SM 0.34 Significant 0.21 Not significant 0.27 Not significant 0.32 Significant
RM 0.41 Significant 0.18 Not significant 0.35 Significant 0.38 Significant
TEI 0.48 Significant 0.21 Not significant 0.31 Significant 0.42 Significant
df=47 a=0.05 value=0.273
G11 & 12 Written Works Performance Task Quarterly Assessment Final Grade
SA 0.20 Not significant 0.03 Not significant 0.17 Not Significant 0.22 Significant
SM 0.10 Not significant 0.01 Not significant 0.21 Not Significant 0.13 Not significant
SCA 0.30 Significant 0.17 Not significant 0.20 Not Significant 0.26 Significant
RM 0.17 Not significant 0.02 Not significant 0.20 Not Significant 0.16 Not significant
TEI 0.25 Significant 0.07 Not significant 0.25 Significant 0.25 Significant
df=82 a=0.05 value=0.217
CURRICULUM VITAE
Name:ROBERT PERDEŇO TUPAZ

Address:Tumalaytay, Mandaon, Masbate
Phone Number: 09107470534/09121270072
email Address:robert.tupaz001@deped.gov.ph
Cert No.:AJA16.0944
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PERSONAL INFORMATION
Date of Birth: January 20, 1988
Birthplace:Mandaon
Religion: Iglesia Ni Cristo
Civil Status: Married
Name of Spouse: Jacel Gerona Capellan
Father’s Name:FelizerBultronTupaz
Mother’s Name:LorlyBuayaPardeňo
EDUCATIONAL BACKGROUND
Elementary: School Name: Alas Elementary School
Address: Alas, Mandaon, Masbate
Inclusive Year: 1994-2000
Secondary: School Name: Federico A. Estipona Memorial

High School-Mandaon National High School
Address: Laguinbanua, Mandaon, Masbate
Inclusive Year: 2000-2004
Tertiary: School Name: Aklan State University-School

of Fisheries and Marine Sciences (ASU-SFMS)
Address: New Washington, Aklan
Course: Associate in Hotel and Restaurant
Management
Year Graduated: April 2006
School Name: Dr. Emilio B. Espinosa, Sr.

Memorial State College of Agriculture and
Technology (DEBESMSCAT)
Course: Bachelor in Secondary Education
Major: Mathematics
Year Graduated: March 20, 2013
Graduate Studies:
Course: Master of Arts in Education
Major: Mathematics Education
Thesis: EMOTIONAL INTELLIGENCE AND ACADEMIC
PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS OF
TUMALAYTAY NATIONAL HIGH SCHOOL
Cert No.:AJA16.0944
97
WORK EXPERIENCE
 Department of Education-Tumalaytay NHS
June 4, 2014-Present
Teacher I-Regular/Permanent
 DEBESMSCAT
June 2013-March 2014
Instructor I-Job Order/Contractual basis
TRAININGS/SEMINARS ATTENDED
 District Roll-Out of the Training –Workshop on
DepEd Computerization Program (DCP) Equipment
troubleshooting and Repair for ICT Coordinators on
January 29-31, 2019 at JZMSMES, Mandaon, Masbate.
 Regional Training of Teachers for Teacher-Advisers

Training Program on December 10-14, 2018 at Regent
Hotel, Naga City.
 Division Orientation on Philippine Professional

Standard for Teachers (PPST) and PPST Package,
Result-based Performance Management System (RPMS)
and Teacher Induction Program (TIP) Modules on
October 22-25, 2018 at DEBESMSCAT, Mandaon,
Masbate.
 Teacher-Adviser Training Program (TATP) 2018 on

June 27-29, 2018 at Winters Farm Resort, Milagros,
Masbate.
 Division Property and Supply Management

Orientation Workshop on February 5-7, 2018 at
Winters Farm Resort, Milagros, Masbate.
Cert No.:AJA16.0944
98
My e-book, The Ultimate Guide to Writing a Dissertation in

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data analysis are explained in simple words. John Dudovskiy

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Republic of the Philippines

DR. EMILIO B. ESPINOSA, SR. MEMORIAL

“The choice of the language…is a recurrent challenge in

the development of quality education... Speakers of mother

tongues, which are not the same as the national…language,

are often at a considerable disadvantage in the educational

system…” (UNESCO, 2003)

In past years, one of the difficulties confronting

young Filipino learners in education is that our learners

begin in a language where they do not comprehend. The

language of education used as a medium of instruction in the

classroom was hard to understand (DepEd, 2011). The learners

should begin their education in a language they understand;

it will develop a strong foundation and a motivation to

attend school. In addition, it will develop their cognitive

and reasoning skills enabling children to operate in

different language starting in the mother tongue with

transition to Filipino and then English.

The recent passing of Republic Act 10533, known as the

Enhanced Basic Education Act of 2013, requires Mother-Tongue

Based Multilingual Education (MTBMLE) in all schools.

Specifically, this means “. . . kindergarten and the first

three years of elementary education, instruction, teaching

materials, and assessment shall be in the regional or native

language of the learners” (Republic of the Philippines

2013).It is based mainly on the simple argument that pupils

learn best through the primary or home languages that they

bring to school.In some contexts, MT-based MLE refers to the

use of students’ mother tongue and two or more additional

languages as Languages of Instruction (LoI) in school. In

other contexts, the term is used to describe bilingual

education across multiple language communities—each

community using their own mother tongue plus the official

school language for instruction.

Under this framework, the learner’s first language (L1)

will be used as the primary medium of instruction from

preschool to at least Grade 3, and as the main vehicle to

teach understanding and mastery of all subject areas like

Math, Science, Makabayan, and language subjects like

Filipino and English. Moreover, the mother tongue as a

subject and as a language of teaching and learning will be

introduced in Grade 1 for conceptual understanding, while

additional languages such as Filipino, English, and other

local or foreign languages are to be introduced as separate

subjects no earlier than Grade 2.

In high school, although classes will be taught in

Filipino and English, the L1 will be used as an auxiliary

medium of instruction; when explaining concepts, teachers

will be able to utilize the L1 to make sure students

The DepEd order is also supported by past and recent

local research showing that learning among Filipino children

in school is facilitated best through the mother tongues

(e.g. Dekker & Young 2005; Nolasco, Datar&Azurin 2010).

The use of mother tongue enables the young learners to

immediately construct and explain without fear of making

mistakes, articulate their thoughts and add new concepts to

accurately assess what has been learned and identify the

areas where they need help (Nolasco, 2010, Philippine Daily

Inquirer). Mother tongue-based education has a positive

impact onEducational and learning outcomes. The child‘s home

language can effectively be used as a language of

instruction in the early years of schooling as a bridge to

learning. It enables the teachers to instruct on the