A Correlational Study between Emotional Intelligence and Student’s Learning

Abstract

This study dealt with a Correlational study between Emotional Intelligence and Student’s Learning in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to investigate the development of emotional intelligence and its positive impact on students’ learning in terms of their respective indicators, the significant difference between emotional intelligence and student’s learning, and what domains of emotional intelligence substantially influence student’s learning. Also, this study utilized a quantitative-correlational design with 274 respondents among Senior High School students in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, results showed a high level of emotional intelligence among Senior High School students in terms of emotional awareness, emotional management, social emotional management, and relationship management. Likewise, results showed a high level of student’s learning in the Senior High School regarding affective liking for learning, affective liking for school, behavior effort and persistence, behavior extracurricular, and cognitive. In addition, there is a high correlation, and a significant relationship between emotional intelligence and student’s learning. Hence, this leads to the rejection of the null hypothesis. Also, all domains of emotional intelligence showed high ratings as perceived by students. Thus, educators are encouraged to incorporate emotional intelligence development into teaching practices, fostering a supportive learning environment for students to enhance their academic progress and student’s learning.