The Influence of Social-Emotional Intelligence on Attitude Towards Mathematics Instruction

Abstract

The purpose of this quantitative non-experimental descriptive-correlational study was to determine the significant influence of social-emotional intelligence to attitude towards Mathematics instruction both in individual and aggregate capacity. Researcher-made questionnaires on these two variables which were validated by the experts and were subjected to pilot testing for reliability test, and after, were conducted among Grade 12 students in a certain public school in Davao del Norte considering stratified random sample of 300 students. Data analysis tools used were weighted mean, pearson-r, and regression analysis to test the hypotheses. The results showed that three indicators of social-emotional intelligence, to enumerate, self-management and motivation, social awareness and prosocial behavior, and decision-making, are all in low level while self-awareness in moderate level. Moreover, all the indicators of attitude towards Mathematics instruction which are confidence in Mathematics, importance of Mathematics, and engagement in Mathematics are all in low level. Further, it was found out that there was no significant relationship between social-emotional intelligence and attitude towards Mathematics instruction. With regression analysis, there was no domain in social-emotional intelligence that significantly influence attitude towards Mathematics instruction. Thus, it is recommended that social-emotional intelligence and attitude towards Mathematics instruction must be improved.