Research Paper. Paulas Group

Classroom’s Psychological Aspect and Emotional Competence
of the Grade 8 Students of Abada College
A Research Paper
Presented to the Faculty of Senior High School
ABADA COLLEGE
Sitio Abada, Marfrancisco,
Pinamalayan, Oriental Mindoro
In Partial Fulfillment
of the Requirements in Practical Research 1,
Practical Research 2, and Inquiries, Investigation, & Immersion
MONCADA, PAULA MARIE P.
CADAWAS, WHYZEL ANN M.
MONTIANO, REDD A.
FABRA, JAPETH L.
SILVERTINO, MARK JAYSON M.
April 2021
i
ABADA COLLEGE
SENIOR HIGH SCHOOL DEPARTMENT
Marfrancisco, Pinamalayan, Oriental Mindoro
RECOMMENDATION FOR ORAL EXAMINATION
This research titled “CLASSROOM’S PSYCHOLOGICAL ASPECT AND
EMOTIONAL COMPETENCE OF THE GRADE 8 STUDENTS OF ABADA
COLLEGE”, prepared and submitted by Moncada, Paula Marie P.; Cadawas, Whyzel
Ann M.; Montiano, Redd A.; Fabra, Japeth L.; and Silvertino, Mark Jayson M., in
partial fulfillment of the requirements in Practical Research 1, Practical Research 2, and
Inquiries, Investigation, & Immersion has been examined and recommended for Oral
Examination.
MAYLANIE M. LAMARCA
Research Teacher
ii
ABADA COLLEGE
RESULTS OF THE ORAL EXAMINATION
Researchers: MONCADA, PAULA MARIE P.
CADAWAS, WHYZEL ANN M.
MONTIANO, REDD A.
FABRA, JAPETH L.
SILVERTINO, MARK JAYSON M.
Research: CLASSROOM’S PSYCHOLOGICAL ASPECT AND
EMOTIONAL COMPETENCE OF THE GRADE 8
STUDENTS OF ABADA COLLEGE
Date: April 2021
PANEL OF EXAMINERS ACTION
EMELYN M. NARRA __________________________

Member
ANGEL MIA A. BUENAVENTURA ___________________________

Member
RICHELLE ANN F. ANDRES ___________________________

Member
MAYLANIE M. LAMARCA
Research Teacher
iii
ABADA COLLEGE
APPROVAL SHEET
This research titled “CLASSROOM’S PSYCHOLOGICAL ASPECT AND

EMOTIONAL COMPETENCE OF THE GRADE 8 STUDENTS OF ABADA
COLLEGE”, prepared and submitted by Moncada, Paula Marie P.; Cadawas, Whyzel Ann
M.; Montiano, Redd A.; Fabra, Japeth L.; and Silvertino, Mark Jayson M., in partial
fulfillment of the requirements in Practical Research 1, Practical Research 2, and Inquiries,
Investigation, & Immersion is hereby recommended for the final examination.
MAYLANIE M. LAMARCA
Research Teacher
Accepted and approved in partial fulfillment of the requirements for Practical

Research 1, Practical Research 2, and Inquiries, Investigations, & Immersion.
MARK MORRIS L. LIM, Ph. D

Chairman
LOURDES M. RAPADA RICHELLE ANN F. ANDRES

Member
EMELYN M. NARRA ANGELA MIA A. BUENAVENTURA

Member
Accepted in partial fulfillment of the requirements for Practical Research 1, Practical

Research 2, and Inquiries, Investigations, & Immersion.
Date_____________ JIM FRANKLE S. LABRADOR

Research Teacher
Date_____________ MAYLANIE M. LAMARCA

Research Teacher
Date_____________ EMELYN M. NARRA

Basic Education Principal
iv
ACKNOWLEDGEMENT
We would like to express our deepest gratitude and appreciation to the people who
guided us and made our research study a possible one. We humbly give thanks to the
following persons mentioned below.
To our panelists, Mrs. Emelyn M. Narra, Ms. Angela Mia A. Buenaventura,
and Ms. Richelle Ann F. Andres, for their time to assess our study, recommendations, and
guidance. It is a great experience to be working under their supervision.
To our validators, Mrs. Emelyn M. Narra and Ms. Myrene Geronaga, for their
great advice, and recommendations in our research instrument.
To our Basic Education Principal, Mrs. Emelyn M. Narra, for permitting us to
survey the school, Abada College, and to Mrs. Cristine S. Jambalos, Mr. Mar-Jhon M.
Samoya, and Ms. Shyrene Camille M. Lamonte, for allowing us to distribute the research
instrument in their class advisory.
To all Grade 8 students of Abada College, for allowing us to gather the necessary
information that we need for the completion of this study.
To our research advisers, Mr. Jim Frankle S. Labrador and Mrs. Maylanie M.
Lamarca, for the knowledge and advice they taught us and for the support, patience, and
encouragement they gave to complete this study.
To our family and friends, for their unconditional support and care that motivated
us to keep going.
And above all, to our Almighty God, for giving us life, strength, and knowledge,
and guidance in our everyday life. We were able to complete this study without conflict.
v
ABSTRACT
MONCADA, PAULA MARIE P.; CADAWAS, WHYZEL ANN M.;
MONTIANO, REDD A.; FABRA, JAPETH L.; SILVERTINO, MARK JAYSON M.,
CLASSROOM’S PSYCHOLOGICAL ASPECT AND EMOTIONAL COMPETENCE
OF THE GRADE 8 STUDENTS OF ABADA COLLEGE (An unpublished Research Paper,
Abada College, Senior High School Department, Marfrancisco, Pinamalayan, Oriental
Mindoro). The classroom psychological aspect is the environment inside the classroom that
potentially influences the students’ performance while emotional competence is the ability of
the students to recognize, interpret and respond to their emotion and express it to achieve their
goals. There are three variables under the two main variables: teachers’ support, class equity,
and students’ affiliation for the classroom psychological aspect and motivation, self-awareness,
and social skills in emotional competence.
This study aims to know the perception of the Grade 8 students of Abada College S.Y.
2020-2021 about the status of their classroom psychological aspect and their level of emotional
competence. It highlights the significant relationship between the two variables. To achieve
this objective, the researcher used a Quantitative Research and Descriptive Correlational as a
research design wherein they conducted a survey using their formulated research instrument to
79 randomly selected students of Grade 8 of Abada College at Marfrancisco, Pinamalayan,
Oriental Mindoro. The data were gathered, tabulated, and analyze. The result showed that the
Grade 8 students perceived the status of classroom psychological aspect as very good and the
level of emotional competence to a high extent. Statistically speaking, the results of regression
analysis interpreted that there is a moderate significant relationship between classroom
psychological aspect and emotional competence of the Grade 8 students of Abada College.
vi
TABLE OF CONTENTS
Page
TITLE PAGE i
RECOMMENDATION FOR ORAL DEFENSE ii
RESULT OF ORAL EXAMINATION iii
APPROVAL SHEET iv
ACKNOWLEDGEMENT v
ABSTRACT vi
TABLE OF CONTENTS vii
LIST OF TABLES x
CHAPTER
I PROBLEM AND ITS SETTING 1
Introduction………………………………………………………..1
Theoretical Framework……………………………………….…...4
Research Locale………………………………………………...…7
Conceptual Framework……………………………………………8
Statement of the Problem………………………………………….8
Statement of Hypothesis…………………………………………...9
Significance of the Study………………………………………….9
Scope and Delimitation of the Study……………………………..10
Definition of Terms………………………………………………11
II REVIEW OF RELATED LITERATURE AND STUDIES 12
Related Literature………………………………………………...12
• Foreign…………………………………………………...12
• Local……………………………………………………..16
vii
Related Studies…………………………………………………...17
• Foreign …………………………………………………..17
• Local……………………………………………………..22
III RESEARCH METHODOLOGY 24
Research Design………………………………………………….24
Research Respondents……………………………………………25
Sampling Design and Techniques………………………………..25
Research Instrument……………………………………………...26
Scaling and Quantification……………………………………….27
Validation of the Research Instrument……………………….…..27
Data Gathering Procedure………………………………………..28
Reliability of the Instrument……………………………………...28
IV PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA 31
Status of Classroom Psychological Aspect in terms of

• Teachers’ support………………………………………...31
• Class equity………………………………………………32
• Students’ affiliation………………………………………33
Level of Emotional Competence in terms of

• Motivation………………………………………………..35
• Self-awareness…………………………………………...37
• Social skills………………………………………………38
Correlation Analysis between the Status of Classroom

Psychological Aspect and Level of Emotional
Competence………………………………………………………40
viii
Summary Table of R, R2, and F-values;
Regression Results of Status of Classroom Psychological
Aspect vs Level of Emotional Competence………………………43
V SUMMARY OF FINDINGS, CONCLUSION,

AND RECOMMENDATION 44
Summary of Findings…………………………………………….44
Conclusion……………………………………………………….46
Recommendation ………………………………………………...46
REGRESSION OF DATA 47
APPENDICES 49
Appendix A
References………………………………………………..49
Appendix B
Glossary………………………………………………….52
Appendix C
Questionnaire…………………………………………….58
Appendix D
Curriculum Vitae…………………………………………60
Appendix E
Letter of Request…………………………………………65
ix
LIST OF TABLES
Table 1: Distribution of Respondents……………………………………………..25
Table 2: Classroom’s Psychological Aspect and Emotional Competence
Numerical Scale, Statistical Limit and Verbal Interpretation…...…..…...27
Table 3: Reliability Result of the Instrument……………………………………...29
Table 4: Mean Responses of the Respondents on the Classroom’s
Psychological Aspect in terms of Teachers’ Support……………………31
Psychological Aspect in terms of Class Equity………………………….32
Psychological Aspect in terms of Students’ Affiliation………………….33
Table 7: Summary Table of Classroom’s Psychological Aspect………………….34
Table 8: Mean Responses of the Respondents on the Emotional
Competence in terms of Motivation……………………………………..35
Competence in terms of Self-Awareness………………………………...37
Competence in terms of Social Skills……………………………………38
Table 11: Summary Table of Emotional Competence……………………………...39
Table 12: Correlation Table………………………………………………………...40
Table 13: Summary Table of R, R2, and F-Values…………………………………43
x
CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
The classroom psychological aspect is the environment that potentially influences
the students’ performance. Pianta and Hamre (2009) stated that by providing “emotional
support and a predictable, consistent, and safe environment”, teachers can help the students
become more self-reliant, motivated to learn, and willing to take a risk. The learning
environment influences the students to be more confident about their talents and abilities
because their existence and emotions are appreciated. It can enhance their level of
emotional competence which is essential to have a positive social and academic outcome.
Emotional competence is the ability of the students to recognize, interpret, and respond to
their emotions and successfully expressed them to reach their goals. A classroom
environment that can enhance teachers’ support, class equity, and students’ affiliation will
greatly affect the capacity of the students to improve their level of motivation, self-
awareness, and social skills and effectively express their emotions.
Skinner (2008) stated that self-determination and social support offered two
definitions for teacher support. The self-determination view suggested that teacher support
occurs when students perceived cognitive, emotional, or autonomy-oriented support from
a teacher during the student’s learning process. As students spend much of their time with
their teachers in school, teacher support can be vital to students’ academic development,
including not only learning outcomes but also effective or emotional outcomes.
1
Teacher support is significant in positive academic emotion as well as class equity. The
equal treatment of teachers to all students will build harmonious relationships inside the
classroom. The teachers should give equal benefits to the students. The learners have the
right to access the resources and get equal attention in the classroom. Fairness and justice
are important to have an equal chance to be successful in education. In addition to teachers’
support and class equity, the classroom environment should have students’ affiliation. The
ability to interact confidently and to create good relationships with others. The environment
is strong and solid only if the teachers and students have a strong bond with each other.
The performance of the students will improve if they have a good relationship with each
other. They can share their perception in the class as well as accept others. The support,
equity, and affiliation that the students can get in a classroom will improve their academic
and social performance. Thus, the classroom psychological aspect has two key elements,
the teachers and students.
Leanne Fied wrote in the Australian Journal of Teacher Education (2011) that
emotions affect, and are intertwined with, many of the cognitive processes of learning and
also classroom motivation and social interaction. Motivation plays a big role in the
academic performance of the students. It allows the students to enjoy learning and to
persevere even in the toughest situation. Motivated students will look at the positive side
of any challenges they will encounter in learning. Motivation and self-awareness plant
confidence in the students to work with reflection and mindfulness despite the academic
and personal stress. Confidence also leads the students to social interaction. Social
interaction improves social skills, which is also included in the emotional competence of
the students. Without social skills, the whole community of education will not develop.
2
We need to interact with other people to build cooperation and bond. It allows them to
communicate and to build trust inside the classroom. Motivation, self-awareness and social
skills are important because it influences the performance of the educational community.
Colle and Del Giudice (2006) pointed out that the development of emotional
competence reaches its critical phase in middle childhood, which would be the time for
children to gain an understanding of complex emotions and employ emotion regulation
strategies. It is the main reason why the study chose the Grade 8 students as the
respondents. In middle childhood, children start to experience the complexity of the human
world and learn how to cope with these situations. The study wants to know what is the
perception of the Grade 8 students in the psychological aspect of their classroom and their
level of emotional competence. At a young age, the Grade 8 students have to deal with the
complexity of their emotions and regulate it to successfully reach their goals. Regulating
and controlling oneself becomes an essential ability in the context of social life for children
at this crucial stage. By adolescence, young people start to become aware of the variations
in emotion-evocative situations and try to respond to these changing contexts with proper
expressions. In this way, the study is intrigue on how does the Grade 8 students perceive
their classroom environment and how did this affect their capacity to regulate their
emotions.
The study was conducted to benefit the administration, teachers, and students to
develop a better learning environment, create harmonious relationships inside the
classroom, and improve the social and academic performances of the students. Thus, the
study highlights the significant relationship between the classroom’s psychological aspect
and the emotional competence of the students.
3
Theoretical Framework
The researchers used theories that will give relevant information and support
necessary for the current study. The classroom psychological aspect is the learning
environment that can influence the students’ performances which are supported by
Skinners’ Theory. It discussed how does classroom management influences the students’
behavior. While Goleman’s Theory mentioned the importance of regulating and
controlling emotions to have efficient and effective development. On the other hand, the
Self-awareness Theory by Duval and Wicklund defined self-awareness as the ability of a
person to develop personal standards and values to maintain objective evaluation of
oneself.
The study was anchored to Skinner's Theories of Classroom Management
wherein Skinner (1904-1990) believed the goal of psychology should be to find ways to
make education enjoyable and effective for all students. He did not accept the use of
punishments in school but believed in the power of reinforcement. Skinner supported the
frequent use of reinforcement to modify and influence student behavior. This theory is
related to the current study as it is believed that the classroom environment affects the
students' behavior. The researchers believed that to enhance the emotional competence of
the students the teachers have to create a harmonious and effective environment inside the
classroom. It will be the reinforcement that they can give to their students to help them
express their emotions and perception. Support, equal treatment, and good relationship are
rewards that make an ideal climate in the class. Instead of using punishments, strict
4
regulations, and too many restrictions, the teachers can consider improving the level of
emotional competence of the students to enhance their social and academic performances.
In Daniel Goleman's Emotional Intelligence Theory, Goleman (1995)
advocated that emotional intelligence is twice as significant as cognitive intelligence for
predicting career success. It has five components; self-awareness, self-regulation,
motivation, empathy, and social skills. He suggested that a high level of emotional
competence can enhance working relationships, increase efficiency and effectiveness, and
catalyze the development of new strategies. Even though Goleman focuses on the
employees' emotional intelligence, still it gave the researchers the relevant information they
needed in their study. They believed that rather than the achievement of report writing,
exam scores, and other material things, the students must feel and appreciate the influence
of emotional competence on how they control their emotions and deal with relationships.
Goleman defines it as “the ability to identify, assess and control one’s own emotions, the
emotion of others and that of groups.” This is relevant to the study because it emphasizes
the importance of emotional competence to control and assess the students’ emotions. The
other way to improve the social and academic development of the students is to increase
their emotional competence.
Duval and Wicklund (1972) who develop the Self-awareness Theory, stated that when
we focus our attention on ourselves, we evaluate and compare our current behavior to our
internal standards and values. This elicits a state of objective self-awareness. We become
self-conscious as objective evaluators of ourselves. However, self-awareness is not to be
confused with self-consciousness. The students in their middle childhood will start to raise
a standard and values for themselves. As they persevere each day, meet different people,
5
and encounter different situations, they will evaluate their current behavior according to
the standard they put on themselves. This can help them to make decisions and act with
mindfulness and reflection. The theory gave a deeper meaning of self-awareness as an
objective evaluator of oneself. It is important to study the theory to avoid confusion
between self-awareness and self-consciousness.
Overall, the theories gave a relevant and deeper understanding of the study. Wherein
the current study agreed with Skinner’s Theory that reinforcement is another way of
psychology that can improve the students’ behavior. The study agreed also that the teachers
can find ways to appropriately manage the learning environment to enhance the emotional
competence of the students. Instead of using punishments, the learning environment can
be used to inspire and motivate students on their academic performances. While Goleman's
Emotional Intelligence Theory discussed the importance of emotional competence to
control emotions and deal with a relationship. On the other hand, Self- awareness theory
by Duval and Wicklund mentioned the importance of self-awareness as an objective
evaluator of an individual. It helps the students to increase their standards and value to
maintain reflection and mindfulness in every challenging situation.
6
Research Locale
The study was conducted at Abada College located at the Municipality of
Pinamalayan. It is a municipality located in the Southern part of Oriental Mindoro with
thirty-seven barangays and a population of 86,172 as determined by the Philippine
Statistics Authority (2015).
Abada College is a private school founded in 1950 on Western Nautical Highway,
Pinamalayan, Oriental Mindoro. The researchers chose this school as the place of
implementation of the study because it will give the necessary information that fits this
study. The map provides the location of the school.
Figure 1: Research Map
7
Conceptual Framework
Independent Variables Dependent Variables
Classroom’s Psychological Level of Emotional

Aspect Competence
1. Teachers’ support 1. Motivation
2. Class equity 2. Self-awareness
3. Students’ affiliation 3. Social skills
Figure 2: Conceptual Framework
Figure 1 shows the independent variable which is the status of the classroom’s
psychological aspect in terms of teachers’ support, class equity, and students’ affiliation
while the dependent variable shows the level of emotional competence in terms of
motivation, self-awareness, and social skills. The single-headed arrow shows the
hypothesized relationship between the two variables.
Statement of the Problem
This study intended to figure out whether the classroom’s psychological aspect
influences the level of emotional competence of the Grade 8 students of Abada College.
This study aimed to answer the following questions:
8
1. What is the status of the classroom’s psychological aspect in terms of:
a) Teachers’ Support,
b) Class Equity; and
c) Students’ Affiliation?
2. What is the level of emotional competence demonstrated by the Grade 8 students
in terms of:
a) Motivation,
b) Self- awareness; and
c) Social Skills?
3. Is there a significant relationship between the classroom’s psychological aspect and
the level of emotional competence of the Grade 8 students?
Statement of the Hypothesis
There is no significant relationship between the classroom’s psychological aspect
and the level of emotional competence of the Grade 8 students.
Significance of the Study
The result of this study will give knowledge and will be beneficial to the following
person:
9
To the principal, to develop a better learning environment for the students.
To the teacher, for them to be creative in teaching and promote a harmonious
relationship inside the classroom. Value each student, show them love and care,
and implement a set of rules that will guide the students to excel.
To the students, for them to participate within the class and feel that they belong.
To enjoy the process of learning without obstructing the rules and flow of the
instruction.
To the parents, for them to choose the institution that can enhance the ability and
talent of their child.
To the school, to improve their learning environment for the students.
To future researchers, this study may encourage and bear additional information
of ideas for further studies and clarification.
Scope and Delimitation
Out of 99 population of the Grade 8 student S.Y. 2020-2021 of Abada College, 79
students were used as respondents of the study.
The study limits its coverage to Grade 8 students. Its main purpose is to identify the
perception of the students about the status of classroom psychological aspect and their level
of emotional competence.
10
Definition of Terms
To have further knowledge about this study, here are the operational definitions of terms
used:
Class Equity – it refers to the equal treatment of the teacher within students. Treat each
student without bias, judgment, and prejudice.
Classroom’s Psychological Aspect – it is the environment inside the classroom that
potentially affects and influences the students’ performance.
Emotional Competence – the ability of a person to express his inner feeling.
Motivation- it is the process of stimulating people to action to accomplish the goals.
Self-awareness- conscious knowledge of one's character, feelings, motives, and desires.
Social skills- the skills we use to communicate and interact with each other, both verbally
and non-verbally, through gestures, body language, and our appearance.
Students’ Affiliation –it refers to creating a good relationship with students and interacts
confidently.
Teachers’ Support -it refers to the cognitive, emotional, and autonomy-oriented support
from a teacher during students’ learning process.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature and studies both foreign and
local which contributed knowledge and idea for the study.
Related Literature
Foreign
Pianta and Hamre (2009) described a set of emotional supports and organizational
techniques that are equally important to learners as teachers’ instructional methods. They
suggested that by providing “emotional support and a predictable, consistent, and safe
environment”, teachers can help students become more self-reliant, motivated to learn, and
willing to take risks. The students are confident to show their skills and talents as the
teacher appreciates them. They suggested that providing emotional support and a
predictable consistent and safe teacher environment could help students become more self-
confident, motivated to learn, and willing to take risks.
Meanwhile, Baker (2008) stated that teachers who support students in the learning
environment can positively impact their social and academic outcome which is important
for the long-term trajectory of school and eventually employment. The support of the
teacher gives the student a positive perspective in reality. Equality will empower in their
mind and will have proper judgment. With the support of the teachers, students will have
12
the confidence to show their skills and talents. The teacher who supports the learning
environment can positively impact their academics which is important for the long-term
path of school and eventually employment. The support of each teacher gives students a
positive perspective on reality. Equality will strengthen their minds and develop proper
judgment.
On the other hand, Thornton (2008) stated that teachers express concern about their
students’ lack of emotional resilience, lack of motivation to learn, and indifference to
education. The concern that the teacher showed to the students is essential to motivate and
inspire them to have a clearer view of education. The concern that a teacher gives to the
students increases their self-esteem that can improve their social skills. Students will build
a good relationship and a confident interaction with each other if they improve their social
skills. Every teacher expresses recurring concern about their students lacking emotional
stability, lack of motivation to learn, and disregard for education. The concern shown by
the teacher to the students is important to have a clearer or brighter view of education.
In addition, Fraser (1986) considered the classroom learning environment as a
shared perception of the students and sometimes of the teachers in that environment. It
means that inside the classroom, different perceptions were shared that helped the students
to improve their abilities and can inspire them to interact confidently. This means that
within the classroom diverse perspectives and ideas, the students gained knowledge that
will help them to improve their abilities and confidence.
Walberg (1974) opined that the classroom psychological or social environment
refers to the climate or atmosphere of a class as a social group that potentially influences
what students learn.
13
Moss and Trickit (1974) said that the classroom learning environment is a
dynamical social system which includes not only teachers' behavior and teacher-student
interaction but student-student as well". This literature is quite related to the present study
as it states that the classroom includes not only teacher and student relationships but student
to student relationships also.
Furthermore, Fraser (1991) explained the concept of the classroom environment as:
“Classroom learning environment carries a variety of meanings; it generally refers to the
total climate, structures, processes, and ethos within classrooms which are integral
elements affecting student's learning".
Tayo (2007) considered perception as a psychological and physiological
perspective and elaborated their effect on learning. Perception is described as, the way we
judge or evaluate others with whom we are familiar in everyday life. We considered
perception as a psychological and physiological perspective and presented its effects on
learning. Perception has been described as a way of evaluating others familiar with
everyday life.
On the other hand, Hatfield and Rapson (2007) define equity in terms of fairness
and justice. Equity is necessary to achieve harmony inside the classroom; a classroom full
of fairness and justice inspired the students and it will create a friendlier environment. This
literature is quite related to the current study because it emphasizes the importance of
equity in the achievement of a harmonious and effective learning environment.
Bradberry and Greaves (2009) define emotional intelligence as the ability to
recognize and understand emotions in ones’ self and others, and the ability to use that
awareness to manage behavior and relationships.
14
However, Hossien Fallahzadeh (2011), pointed that emotional intelligence
incorporates the important aspects of interpersonal and intrapersonal relationships,
adaptability, moods, and stress management skills, which have a profound effect on the
academic performance of students. It is quite related to the study because it focuses on the
capability of the emotional competence of the students. It pertains to the ability of the
students to interact with other students, their capacity to adapt, and their social skills.
Furthermore, Seema (2012), one of the major fields of application of emotional
intelligence is in education because of its great importance in teaching as it helps the
teachers understand their students in a better way. That is why it is important to have
teachers who also have a high EQ.
John Dewey (2017) viewed the classroom as a social entity for children to learn
and solve a problem together as a community. It is a place where they interact with other
students and teachers to widen their social circle. It helps them to express their ideas as
well as to accept others' perspectives also. They can find a solution easier because they
have each other to solve it. In this statement, the classroom was viewed as a social entity
for children to learn and to solve a problem together as a community. It can be considered
as a secondary home because the problems inside the classroom can be fixed by the
students and teachers as a family or as a solidly built community.
On the other hand, Schiro (2013) stated that in the classrooms, children are viewed
as unique individuals; students can be found busy at work constructing their knowledge
through personal meaning, rather than teacher-imposed knowledge and teacher-directed
activities. In this statement, children are viewed as unique individuals because their main
goal is to study and gain knowledge more than what the teachers imposed on them. As the
15
teachers do their part of sharing the knowledge with the students, the students do a more
advanced learning strategy by inquiring about knowledge that is not part or more advanced
than their current learning guide.
Former Education Secretary of United States Terrell Howard Bell (1981-1985)
said, “There are three things to remember about education. The first is motivation. The
second one is motivation. The third one is motivation.” Motivation is important to every
student because it gives them the confidence to accomplish their task without asking for
permission instead it gives them the positive thinking to strive hard.
Local
Filipino Proverbs (2020) stated that “A broom is sturdy because its strands are
tightly bound.” The cooperation that the students can formulate inside the classroom can
create student affiliation. Simply means that the group of students can accomplish a task
effectively and efficiently if their cooperation is strongly and solidly built. The literature
is quite related to the study because it focuses on the cooperation of the students which is
necessary to create student affiliation. It is necessary that the students can interact
confidently inside the classroom and it is only possible if the students have a strong bond
with each other.
According to Michael L. Tan (2015), social skills need to be instilled early in life,
at home, and in school. Some private schools even devote special attention to students who
may have been born with problems like Asperger’s syndrome, and whose inability to read
people’s emotions can lead to social awkwardness and an impression that they are
16
narcissistic. This literature is quite related to the present study because it focuses on the
social skills of the student as a solution to low self-esteem. The teachers help the students
to develop their strength and abilities to express their feelings and ideas.
Related Studies
Foreign
Dr. Gouri Sharma (2016) write in her study entitled “Teacher support as a
determinant of academic achievement”; teacher support measures the amount of help,
concern, and friendship directs toward the students. The teacher plays a vital role to create
an environment that supports effective teaching and learning in the classrooms. Thus, the
organization of learning space: learner involvement and discipline in the classroom are
important factors influencing academic achievement. Teacher support refers to students’
beliefs that their teachers care about them, value them and establish a personal relationship
with them. Researchers have found positive associations between perceptions of teacher
support and student’s adaptive motivational beliefs and engagement behaviors; when
students’ view their teachers as supportive, they will report higher levels of interest,
valuing, effort, and enjoyment in their schoolwork, a more positive self-concept and greater
expectancies for success. The study is quite related to the present study because teacher
support is indeed a great motivation to the students. The support given by the teachers
motivates the students to be productive and to progress. The teachers build harmonious
17
relationships inside the classroom giving the students a warm and accommodating
environment in the classroom.
As mentioned by Jennifer King Rice (2003), teacher quality matters. It is the most
important school-related factor influencing student achievement. This analysis reviews a
wide range of empirical studies that examine the impact of teacher characteristics on
teacher effectiveness to conclude the extent to which these characteristics are linked with
teacher performance. Greater clarity on the empirical evidence can inform the wisdom of
current practice, guide state efforts as they struggle with No Child Left Behind compliance
regarding teacher quality, and provide direction for future teacher policy decisions. In the
study, teacher quality can be related to teacher support. The teacher that can communicate
and empathize with the students can improve the skills of the students. The teacher that can
motivate, organize and deal with conflict can support a student in the process of
improvement. Because students spend much of their time with their teachers in school,
teacher support can be vital to students' academic development, including not only learning
outcomes but also effective or emotional outcomes.
Multiple factors contribute to the quality of the student-teacher and parent-teacher
relationship. Students who exhibit under-controlled or aggressive behaviors establish
relationships with teachers characterized by lower levels of support and acceptance and
higher levels of conflict (Birch & Ladd, 1998). The study is quite related to the present
study because it highlights the effect of support and acceptance from the teachers on the
students. The students can interact with the teacher properly and it can avoid confusion and
conflicts.
18
Following the University of Johannesburg; since 1994, education policy
documents in South Africa have prioritized the goal of equity in education, understood as
increased access to programs, more equitable staff and student profiles, and curricula that
are more responsive to the needs of all students. The challenge of affecting the goal of
equity at levels of teaching and learning in university classrooms remains. The purpose is
to use a learning theory perspective to develop a deeper understanding of the challenges of
equity in practice to make recommendations for a more responsive and responsible
pedagogy in university environments. This study proves that having equity is essential as
it practices democracy and provides justice inside the classroom. Equity helps the students
to be productive and improve their knowledge and skills. The classroom that will give
equal stepping stones to the students will lead to better outcomes.
Cited in the study of Calvin Eleby, Jr. (2009) these often competing and conflicting
skills – academic and social – have precluded some students from becoming life-long
learners and successful members of our growing global society. A student’s lack of one or
both skills - social skills and academic - in high school are a pressing concern to both those
within and without the educational community because the absence of either skill has
affected the students’ academic success in the high school most importantly (Catalano et
al., 2005). The study is quite related to the present study because it focuses on the social
skills of the students. If the students lack social skills, it affects the whole community of
education and not only the student. The students must interact properly and confidently
within the educational community to create cooperation.
Meanwhile, Hanover Research (2017) mentioned that in an equitable classroom
environment, students of all backgrounds (e.g., race, nationality, and gender) have the same
19
opportunities to learn and develop their knowledge. To create an equitable learning
environment, educators must be culturally competent and possess the ability to
communicate and work effectively across cultural lines. The study focuses on equity inside
the classroom, mentioned that the students can express and develop their skills and
knowledge if they can get equal opportunities. The teachers must be flexible to
communicate and work without biased.
Overall, the study of the University of Johannesburg (1994), the study of Calvin
Eleby Jr. (2009), and Hanover Research (2017) say that student equity helps them to be
productive, active and improve their knowledge and skills. The students must interact
properly and confidently within the educational community to create cooperation.
Based on the study of Abbas Sadeghi in Guilan University, Iran (2010) many of the
students would prefer their classrooms to be a friendly place where both students and
academic staff enjoyed working together and planning a variety of interesting but
challenging activates. This study indicates that a friendly environment in the classroom
will benefit the students. It will encourage the students to accomplish more achievements
and it builds teamwork and harmony inside the class
However, George Washington University (2012) mentions motivation is a crucial
part of a student’s experience from preschool onward. Motivation can affect how students
approach school in general, how they relate to teachers, how much time and effort they
devote to their studies, how much support they seek when they’re struggling, how much
they attempt to engage or disengage their fellow students from academics, how they
perform on assessments (and therefore how the school performs), and so on. The study is
quite related to the present study because it highlights the importance of motivation in the
20
system of education. The student needs the motivation to engage in academics, it helps
them to think positively and the thought of having support can give confidence and
happiness to oneself.
The study of the Developmental and Educational Psychology Department,
University of Alicante, Spain (2018) educators demonstrated that emotional competence
can be taught in higher education and that the university environment presents the ideal
climate in which to optimize emotional management that strengthens multiple learning
experiences. The study is quite related to the present study because it proved that the
university environment has the ideal climate to enhance the emotional competence of the
students and use it to strengthening their multiple learning experiences. Boosting the
emotional competence of the students will enable them to transcend challenges in their
current and future professions, personal lives, and achieve wellness and happiness.
As stated in Nova Science Publishers (2004) the assessment of emotional
intelligence competencies began as a search for early identification of talent. These were
framed as abilities and thought to be part of the concept of personality. In the early 1970s,
this line of research focused on competencies. By the late 1970s, as the research was
quickly adapted as creating useful insight within practitioner communities, the"
competency" label spread. Competencies, in this line of research, were defined as"
underlying characteristics of the person that led to or caused effective or superior
performance”. Competency improves the ability of the students to complete which will
improve their performances. It educates the student to be flexible and have positive
performances.
21
As explained by Ramezan Hasanzadeha and Fatema Shahmohamadib (2011),
Emotional Intelligence refers to the capacity to recognize and regulate emotions in
ourselves and others. It can be as much power, and at times, more powerful than Cognitive
Intelligence in predicting success in various life challenges. Cited from this study the two
definitions of emotional intelligence: Emotional Intelligence as “the ability to monitor
one’s own and others’ feelings and emotions, to discriminate among them and to use this
information to guide one’s thinking and actions” (Mayer 1990). Emotional intelligence an
ability “which includes self-control, zeal and persistence, and the ability to motivate
oneself” (Goleman 1995).
Cited in the study of Anna Sutton (2016) the importance of self-awareness goes
beyond well-being and mental health to include substantial impacts on day-to-day
functioning. It has important effects on performance, with reflection and mindfulness
encouraging persistence with tasks despite performance-related stress and rumination
related to interpersonal difficulties (Bell et al., 2014). This study highlights the significance
of self-awareness in the daily living of a person. It encourages the body to perform the task
with reflection and mindfulness despite the personal and performance-related challenges.
Local
According to the study of Melissa L. Reyes (2009), the current research was an
attempt to document students’ motivations for studying and the factors that facilitate or
inhibit learning. Data from five focus group discussions among students in Philippine
universities showed that beyond students’ valuing of education for the professional
22
competence it builds, students value education as a means of fulfilling filial and familial
responsibilities. The findings that parents and family are the main sources of motivation
and those positive relationships with peers and teachers are major facilitators of learning
show the primacy of personal relationships in students’ valuing of and working towards
their college degrees. The study highlights that parents and family motivate the students as
they fulfill their responsibilities. The positive and warm relationships from friends and
teachers motivate the student also.
Furthermore, Edwin A. Estrella (2015) wrote in her study that many cognitive and
non-cognitive constructs account for the academic performance of college students. Prior
knowledge proposes that the ability to form an identity and awareness of oneself and the
pattern of behavior adopted by a student in the pursuit of learning are significant vehicles
in the educative process. The study is quite related to the present study because it highlights
the ability to form an identity and awareness of oneself that can use by the students as their
vehicle in the educative process.
The term classroom interaction refers to the interaction between the teacher and
learners, and amongst the learners, in the classroom. Earlier studies of the second language
classroom interaction focused on the language used by the teacher and learners, the
interaction generated. (Tsui, 2001).
Overall, the related literature and studies provided relevant information that is
necessary to have a deeper understanding of the current study.
23
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design, research respondents, techniques,
instrument, reliability, and data gathering procedure, and scaling and quantifications.
Research Design
The researchers used Quantitative Research in the study. According to Creswell
(2002), quantitative research is the process of collecting, analyzing, interpreting, and
writing the results of a study. The quantitative research has survey includes in research
techniques.
Descriptive Correlational was used in the study. A descriptive correlational is a
study in which the researcher is primarily interested in describing relationships among
variables, without seeking to establish a causal connection. It is defined by assessing the
current state or situation of a certain phenomenon through gathering numerical information
by either conducting a survey, interview, or observation. Descriptive correlational studies
describe the variables and the relationships that occur naturally between and among them.
(DriessnackII et al., 2007).
24
Research Respondents
The targeted respondents of the study were the Grade 8 students in Abada College,
SY 2020-2021. The researchers chose the Grade 8 students as their respondents because
they believed that the students are capable of answering the survey questionnaire.
Table 1
Distribution of Respondents
Sections Population Sample Size

Courage 33 26
Courtesy 32 26
Respect 34 27
Total 99 79
Sampling Design and Techniques
Stratified random sampling was utilized to determine the respondents of the study.
This method allowed researchers to obtain a sample population that best represents the
entire population being studied. The Yamane’s Formula was used to determine the sample
size. The formula and computation were presented below:
25
Formula 1: Yamane’s Formula
𝑁
𝑛=
1 + 𝑁𝑒 2
Where:
n = no. of samples
N = total population
e = margin of error at 5%
1 = constant number
Research Instrument
The researchers used survey questionnaires consisting of 2 parts (main variable:
dependent/independent) to generate the data. The questionnaire has 30 items divided into
six sub-variables under the independent and dependent variables.
The questionnaires help the researchers determine the particular relationship
between the classroom’s psychological aspect and the level of emotional competence of
the Grade 8 students of Abada College. The questionnaires include subjects like teachers’
support, class equity, students’ affiliation, motivation, self-awareness, and social skills.
26
Scaling and Quantifications
The researchers used a 5-point scale to describe the classroom’s psychological
aspect and emotional competence of Grade 8 students of Abada College. The numerical
scale, statistical limit, and verbal interpretation were shown below:
Table 2
Classroom’s Psychological Aspect and Emotional Competence
Numerical scale, Statistical Limit and Verbal Interpretation
Numerical Statistical Verbal Interpretation

Scale Limit Classroom’s Psychological Emotional
Aspect Competence
5 4.50 – 5.00 Excellent Very High Extent
4 3.50 – 4.49 Very Good High Extent
3 2.50 – 3.49 Good Moderate Extent
2 1.50 – 2.49 Average Low Extent
1 1.00 – 1.49 Poor Very Low Extent
Validation of Research Instrument
The research instrument used in the study was formulated by the researchers. Then
to furtherly examine the research instrument, it was finalized by the validators who are
experts. First, the researchers gave a letter of request to the validator and after the approval,
they handed their questionnaire and concept of the study. After the evaluation, the
validators discussed the part that needs revisions.
27
Data Gathering Procedure
The data gathering process began through the gathering of data at Abada College
Junior High School Department. The research-made questionnaires were used to survey
the Classroom’s Psychological Aspect and Emotional Competence of the Grade 8 Students
of Abada College.
The researcher gave a letter of request to conduct the study in the school. After
providing permission to survey, they distributed the survey questionnaires together with
the distribution of modules of the Grade 8 students of Abada College. A total of 79 students
from the Grade 8 level had been selected for collecting data. The researchers ensured that
the respondents understood all the information included in the survey questionnaires by
using simple words that can easily interpret by the students. On the retrieval of the modules,
they gathered the questionnaires. After collecting all the necessary data, all the information
gathered from the respondents was tabulated and analyzed.
Reliability of the Instrument
To ensure the reliability of the questionnaires used in the actual data gathering
process, the researchers used the ‘test-retest method. The questionnaires were tested on 10
participants and were made to retest after 14 days. The results of the questionnaires’
reliability according to the results are analyzed with the use of Pearson’s Product Moment
Coefficient which is commonly used by researchers for complex statistical data analysis.
28
Formula: Pearson’s Product Moment Coefficient
[𝑁 ∑ 𝑥𝑦 − (∑ 𝑥)(∑ 𝑦)
𝑟𝑥𝑦 =
√𝑁 ∑ 𝑥 2 − (∑ 𝑥 )2 ] [𝑁 ∑ 𝑦 2 − (∑ 𝑦)2 ]
Where:
rxy – correlation of x and y ∑xy – sum of the product of x and y
N – number of cases ∑x2 – sum squared of x score
∑x – sum of test of x ∑y2 – sum squared of y score
∑y – sum of test of y
Table 3
Reliability Result of the Instrument
Independent Variable
Variables Correlation Coefficient Interpretation Result
IV 1 0.76 High Relationship Reliable
IV 2 0.65 Moderate Relationship Reliable
IV 3 0.88 High Relationship Reliable
Dependent Variable
Variables Correlation Coefficient Interpretation Result
DV 1 0.80 High Relationship Reliable
DV 2 0.53 Moderate Relationship Reliable
DV 3 0.91 Very High Relationship Reliable
29
Table 3 presents the reliability result of the dependent and independent variables.
It could see that the variables obtained a computed R-value that ranges from 0.53 to 0.91,
interpreted as reliable. This indicates that the variables have correlations ranging from
moderate to very high.
Interpretation of Correlation Value (R-Value)
R-Value Interpretation
=/- 1.00 Perfect Relationship
+/- 0.91 to +/- 0.99 Very High Relationship
+/- 0.71 to +/- 0.90 High Relationship
+/- 0.41 to +/- 0.70 Moderate Relationship
+/- 0.21 to +/- 0.40 Low or Slight Relationship
+/- 0.00 to +/- 0.20 Negligible Relationship
30
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the presentation, analysis, and interpretation of the data.
Table 4
Mean Responses of the Respondents on the Classroom’s Psychological Aspect
in terms of Teachers’ Support
INDICATORS RESPONDENTS RANK

WM VI
4.1 My teacher respects my values and opinions about the 4.38 Very Good 2
lesson.
4.2 My teacher acknowledges my suggestions about the 4.14 Very Good 4
lesson.
4.3 My teacher gives feedback to enhance my 4.32 Very Good 3
performance in the class.
4.4 My teacher talks to me about my problems. 3.95 Very Good 5
4.5 My teacher encourages me to achieve my dreams. 4.44 Very Good 1
TOTAL AVERAGE 4.25 Very Good
Table 4 presents the mean perception of Grade 8 students on the classroom’s
psychological aspect in terms of teachers’ support. It could be seen from the table that item
4.5 got the highest mean score of 4.44 which states that “My teacher encourages me to
achieve my dreams”. It means for the students; it is important to have support from a
teacher to succeed and reach their dream. It is also very important that a teacher does not
give up on encouraging students until they have achieved it while item 4.4 got the lowest
mean score of 3.95 which states that “My teacher talks to me about my problems”.
31
It means that it is good for a teacher to talk to the student about their problems, to make the
student feel that they have something to lean on and share their feelings.
The overall mean score of 4.25 implies that the students perceive teachers’ support
as very good. It is very important to a student's feelings and emotions, because of that
students strive harder to study and reach their dream. Baker (2008) stated that teachers who
support students in the learning environment can positively impact their social and
academic outcomes.
Table 5
in terms of Class Equity

WM VI
5.1 My teacher shows equal treatment to all students. 4.44 Very Good 1
5.2 My teacher avoids a comparison of students. 4.25 Very Good 5
5.3 My teacher gives us equal level of motivation. 4.43 Very Good 2
5.4 My teacher gives us equal chance to express our 4.42 Very Good 3
idea.
5.5 My teacher gives us an equal number of tasks. 4.38 Very Good 4
Table 5 presents the mean perception of the Grade 8 students on the classroom’s
psychological aspect in terms of class equity. It could be seen from the table that item 5.1
got the highest mean score of 4.44 which states that “My teacher shows equal treatment to
all students”. It means that the students perceive that their teacher performs equal treatment
to every student. It is important to have equity inside the classroom because it gives
32
freedom and justice in the class while item 5.2 got the lowest score of 4.25 which states
that “My teacher avoids a comparison of students”. It means that the teacher does not
compare the abilities and talents of a student to another with the understanding that every
student is unique and different from the other.
The overall mean score of 4.38 implies that the students perceive the class equity
as very good. If we say equity in a classroom setting it means giving back the students the
benefit. The benefits to giving access to the resources of each of the learners they need to
learn. Equity is somewhat having fairness in a classroom setting in making sure that each
student learns and thrives and has an equal chance to be a success in learning.
Equity helps the students to be productive and improve their knowledge and skills.
The classroom that will give an equal stepping stone to the students will lead to better
outcomes (University of Johannesburg, 1994).
Table 6
in terms of Students’ Affiliation

WM VI
6.1 We respect each other. 4.46 Very Good 1
6.2. We share ideas with each other. 3.91 Very Good 5
6.3 We enjoy working together. 4.09 Very Good 2
6.4 We feel accepted and appreciated in the classroom. 4.06 Very Good 3
6.5 We help one another when we encounter problems. 4.01 Very Good 4
33
Table 6 presents the mean perception of Grade 8 students on the classroom’s
psychological aspect in terms of students’ affiliation. It could be seen from the table that
item 6.1 got the highest score mean of 4.46 which states that “We respect each other”. It
means that every student accepts and recognizes the thoughts and feelings of everyone
while item 6.2 got the lowest mean score of 3.91 which states that “We share ideas with
each other”. It means that the students are vocal about their ideas and thoughts and have
the confidence to share them with the class.
The overall mean score of 4.11 implies that the students perceive the students’
affiliation as very good. Students’ affiliation is important in the classroom environment
because it gives confidence in every student to interact with each other and to build a good
relationship. The class can complete a task effectively and efficiently if their cooperation
is strongly and solidly built. The confidence to interact with each other is only possible if
they have a strong bond with each other. ‘A broom is sturdy because its strands are tightly
bound’ (Filipino Proverbs, 2020).
Table 7
Summary Table of Classroom’s Psychological Aspect
Classroom’s Psychological Aspect Mean Verbal Interpretation

7.1 Teachers’ Support 4.25 Very Good
7.2 Class Equity 4.38 Very Good
7.3 Students’ Affiliation 4.11 Very Good
Overall Mean 4.25 Very Good
34
Table 7 shows the mean perception of the respondents on the status of the
classroom’s psychological aspect at Abada College.
It could be seen from the table that the status of teachers’ support, class equity, and
students’ affiliation is interpreted as very good. Based on the summary table, we can see
that the teachers have supported the students to improve their learning environment. They
help the students to have positive academic emotions as class equity. In the learning
environment, the student achieves a very good status of class equity where the teachers
gave equal treatment and motivation to the students to express themselves. Equal treatment
inside the classroom can build a strong bond between the teachers to students and students
to students. It creates students’ affiliation where the students are confident to interact with
others and create good relationships. This means that the occurrence of teacher support,
class equity, and students’ affiliation in school is very good.
Table 8
Mean Responses of the Respondents on the Emotional Competence
in terms of Motivation

WM VI
8.1 I can uplift one’s self-esteem. 3.54 High Extent 5
8.2 I can influence others in making better decision. 3.63 High Extent 4
8.3 I can inspire others through my achievements. 3.73 High Extent 2
8.4 I can encourage other students to set their own 3.73 High Extent 2
reasonable goals.
8.5 I can show positive perspective in every success 4.01 High Extent 1
and failure.
TOTAL AVERAGE 3.73 High Extent
35
Table 8 shows that the mean perception of the level of emotional competence in
terms of motivation. It could be seen from the table that item 8.5 got the highest mean score
of 4.01 which states that “I can show positive perspective in every success and failure”. It
means that a student can be positive amid success and failure, even if they fail, they do not
give up until success is achieved. They continue pursuing their dreams even if they fail
while item 8.1 got the lowest mean score of 3.54 which states that “I can uplift one's self-
esteem”. It means that the students can uplift the self-esteem of others.
The overall mean score of 3.73 implies that the level of emotional competence of
the Grade 8 students in terms of motivation is high extent. It is important for students to
be more motivated and enjoy learning, students need to be positive in whatever they are
going through whether they have failed or succeeded. Motivation can affect how students
approach the school in general, how they relate to teachers, how much time and effort they
devote to their studies, how much support they seek when they are struggling, how they
perform on assessments, and so on (George Washington University, 2012).
36
Table 9
in terms of Self-Awareness

WM VI
9.1 I am aware of my strengths and weaknesses. 4.30 High Extent 2
9.2 I know what I like and dislike. 4.32 High Extent 1
9.3 I am aware of my needs. 4.05 High Extent 4
9.4 I am aware of my emotions and their possible 4.06 High Extent 3
effects.
9.5 I can maintain mindfulness and focus while 3.70 High Extent 5
doing a task.
Table 9 present the mean perception of Grade 8 students on the level of emotional
competence in terms of self-awareness. It could be seen that item 9.2 got the highest mean
score of 4.32 which states that “I know what I like and dislikes”. It means that the students
are aware of what they want and what they need while item 9.5 got the lowest mean score
of 3.70 which states that “I can maintain mindfulness and focus while doing a task”. It
means that the student can retain interest and clear vision in every situation. They are aware
of their judgments, ideas, and feeling in every task given to them.
The overall mean of 4.09 implies that the level of emotional competence of the
Grade 8 students in terms of self-awareness is a high extent. The importance of self-
awareness goes beyond well-being and mental health to include substantial impacts on day-
to-day functioning (Anna Sutton, 2016).
37
Table 10
in terms of Social Skills

WM VI
10.1 I can empower other students with low self- 3.54 High Extent 4
esteem.
10.2 I can facilitate teamwork and cooperation. 3.84 High Extent 2
10.3 I can easily develop good relationship with 3.92 High Extent 1
others.
10.4 I have positive relationships with teachers and 3.84 High Extent 2
peers.
10.5 I can express my ideas and feelings in the 3.49 Moderate 5
classroom. Extent
Table 10 present the mean perception of the level of emotional competence of the
Grade 8 students in terms of social skills. It could be seen that item10.3 got the highest
mean score of 3.92 which states that “I can easily develop good relationship with others”.
It means that the students can socialize easily with others and build fine relationships while
item 10.5 got the lowest mean score which states that “I can express their ideas and feelings
in the classroom”. It means that the students can share their ideas and feelings with
confidence in the classroom.
The overall mean score of 3.73 implies that the level of emotional competence of
the Grade 8 students in terms of social skills is high extent. The absence of social skills
affects the whole community of education and not only the student. The students must
interact properly and confidently to build cooperation in the educational community.
38
Cited in the study of Calvin Eleby (2009) Social skills in high school are a pressing concern
to both those within and without the educational community because the absence of the
skill has affected the student’s academic success.
Table 11
Summary Table of Emotional Competence
Emotional Competence Mean Verbal Interpretation

11.1 Motivation 3.73 High Extent
11.2 Self-Awareness 4.09 High Extent
11.3 Social Skills 3.73 High Extent
Overall Mean 3.85 High Extent
Table 11 presents the mean perception of respondents on the level of emotional
competence. It could be seen from the table that the level of motivation, self-awareness
and social skills are interpreted to a high extent. Based on the summary table, the students
are motivated to learn inside the classroom. When a person is motivated, they can uplift
others to have a positive perspective in every situation. Motivation is not about the students
only but also about how they can encourage other people. Self-awareness gives the students
a chance to know themselves better by analyzing every situation with reflection and
mindfulness. It is different from self-consciousness but it gives the students to evaluate
themselves. Students aware of their strengths and weaknesses can maintain good
conditions and judgments in every task they need to do despite academic and personal
difficulties. Social skills demand confidence to practice. Students with good social skills
can express their ideas in class. It creates a harmonious relationship inside the learning
39
environment because everyone can communicate with each other. It somehow builds
cooperation and trust in the educational community.
This means that the occurrence of motivation, self-awareness, and social skills
happens high extent in school.
Table 12
Correlation Table
Correlation Analysis between the Status of Classroom Psychological Aspect
and Level of Emotional Competence
IV. DV. Emotional Competence

Classroom Motivation Self-Awareness Social Skills
Psychological rxy Interpretation rxy Interpretation rxy Interpretation
Aspect
Teachers’ 0.60 Moderate 0.49 Moderate 0.52 Moderate
Support
Class Equity 0.51 Moderate 0.54 Moderate 0.50 Moderate
Students’ 0.66 Moderate 0.45 Moderate 0.54 Moderate
Affiliation
Table 3 presents the correlation between the status of the classroom’s psychological
aspect and level of emotional competence.
It could be seen from the table that the status of the classroom’s psychological
aspect in terms of teachers’ support has a moderate correlational value with the level of
emotional competence in terms of motivation, self-awareness, and social skills by
computed rxy values of 0.60, 0.49, 0.52.
40
The support and encouragement given by the teachers can increase the motivation
of the students. At a very young age, it is inspiring to have someone who can understand
them and encourage them in everything they do. It boosts their self-esteem and gives them
a positive perspective of the situation. Teacher support enhances self-awareness. The
students somehow recognize themselves better from the people who are close to them and
as an everyday companion, the teacher can influence the awareness of the students. Their
support can discover the strength and weaknesses of the students, their likes and dislikes,
talents, feelings, and ideas. The confidence and support given by the teacher can improve
their social skills. They can interact confidently and be vocal about their ideas and opinions.
The feeling of belonging, support, and motivation can enhance the confidence of an
individual more on Grade 8 students.
On the other hand, on the status of the classroom’s psychological aspect in terms
of class equity, there is moderate correlational value with the level of emotional
competence in terms of motivation, self-awareness, and social skills by computed rxy
values of 0.51, 0.54, 0.50.
Class equity refers to the equal treatment of the teacher within the students. Treat
each other without bias, judgment, and prejudice. A learning environment with equity is a
good place for Grade 8 students. The teachers can motivate the students if they can treat
each one of them equally. It can affect their self-awareness, teachers that give equal chances
to learn can discover the character, feelings, motives, and desires of the students. They can
enhance the self-awareness of the students if they truly know them. Class equity does not
refer to the teachers only, it can be from the students also. The way they treat each other
equally can help other students to boost their confidence also and this will improve their
41
social skills. An equitable classroom will give the students the courage to interact
confidently because they know that their presence is known and appreciated.
Meanwhile, on the status of the classroom’s psychological aspect in terms of
students’ affiliation, there is moderate correlational value with the level of emotional
values of 0.66, 0.45, 0.54.
Students’ affiliation refers to creating a good relationship with others and interacts
confidently. Students are motivated when there is a sense of belonging. It is rewarding
when their presence is appreciated in the class. It can improve their social skills as they
interact confidently with others. Social interactions help students to build social skills and
to have interaction there should be students’ affiliation. Good relationships can enhance
confidence and discover themselves. Self-awareness can improve when they know
themselves better and they somehow discover some parts of themselves because of positive
relationships with others. It influences them in a good way.
Thus, the null hypothesis which states that there is no significant relationship
between the classroom’s psychological aspect and emotional competence of the Grade 8
students is rejected.
42
Table 13
Summary Table of R, R2, and F-Values
Regression Results of Classroom Psychological Aspect vs. Emotional Competence
Emotional Competence (DV) F-Value R R2 Interpretation

Motivation 26.45 0.72 0.51 Significant
Self-Awareness 12.74 0.58 0.34 Significant
Social Skills 14.65 0.61 0.37 Significant
Critical F-Value: 2.73
Degrees of Freedom: 3, 75
Table 13 shows that the computed f-value is 26.45 for motivation, 12.74 for self-
awareness, and 14.65 for social skills. The three variables (motivation, self-awareness,
social skills) went beyond the critical value of 2.73 with 3, 75 degrees of freedom using a
0.05 level of significance. This shows a significant relationship between the status of the
classroom psychological aspect and the level of emotional competence.
Thus, the null hypothesis is rejected. It shows that the independent variable is
evidence by the obtained multiple R-values of 0.72, 0.58, and 0.61 which are interpreted
as a high, moderate, moderate degree of correlation existing between the correlated
variables. Meanwhile, the obtained R2 -values 0.51, 0.34, 0.37 shown on the table reveal
the amount of variation in the level of emotional competence of the respondents. It means
that the classroom’s psychological aspect affects the level of emotional competence of the
respondents.
43
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions, and recommendations
based on the findings of the study.
Summary of Findings
1 Status of Classroom’s Psychological Aspect
In the status of classroom’s psychological aspect, Class Equity ranked first
with the mean score of 4.38 described as very good, Teachers’ Support ranked
second with the mean score of 4.25 described as very good, and Students’
Affiliation ranked last with the mean score of 4.11 described as very good also. The
status of the classroom’s psychological aspect of the Grade 8 students was very
good with an overall mean of 4.25.
2 Level of Emotional Competence
In the level of emotional competence, Self-awareness ranked first with a
mean score of 4.09 described as high extent while Motivation and Social Skills both
ranked second with a mean score of 3.73 described as high extent. The level of
emotional competence of the Grade 8 students was high extent with a total mean
score of 3.85
44
3 Relationship between Classroom’s Psychological Aspect and Emotional Competence
Result analysis presents that the status of the classroom psychological aspect in
terms of teachers’ support has a moderate correlational value with the level of emotional
values of 0.60, 0.49, 0.52. Meanwhile, the result analysis presents that the status of the
classroom’s psychological aspect in terms of class equity there is moderate correlational
value with the level of emotional competence in terms of motivation, self-awareness, and
social skills by computed rxy values of 0.51, 0.54, 0.50. On the other hand, result analysis
presents that the status of classroom’s psychological aspect in terms of students’ affiliation
there is moderate correlational value with the level of emotional competence in terms of
motivation, self-awareness, and social skills by computed rxy values of 0.66, 0.45, 0.54.
45
Conclusions
Based on the findings of the study, the following conclusions are drawn.
1. The Grade 8 students of Abada College have a very good status of classroom
psychological aspect in terms of teachers’ support, class equity, and students’ affiliation.
2. The level of emotional competence in terms of motivation, self-awareness, and students’
affiliation with the Grade 8 students is high extent.
3. There is a significant relationship between the classroom psychological aspect and
emotional competence.
Recommendations
The following recommendations based on the findings and conclusions of the study
are presented below:
1. The teachers and students can enhance the support, equity, and interactions inside the
classroom.
2. The teachers and students can learn how to improve motivation, self-awareness, and
social skills.
3. The teachers can consider the classroom psychological aspect to enhance the level of
emotional competence of the students.
46
REGRESSION DATA
Motivation
SUMMARY OUTPUT
Regression Statistics
Multiple R 0.716972
R Square 0.514049
Adjusted R Square 0.494611
Standard Error 0.496664
Observations 79
ANOVA
Significance
df SS MS F F
Regression 3 19.57029 6.523429 26.44548 8.95E-12
Residual 75 18.5006 0.246675
Total 78 38.07089
Standard Upper Lower Upper

Coefficients Error t Stat P-value Lower 95% 95% 95.0% 95.0%
Intercept 0.320722 0.418528 0.766309 0.445898 -0.51303 1.154472 -0.51303 1.154472
IV 1 0.373689 0.118242 3.160369 0.002273 0.138139 0.60924 0.138139 0.60924
IV 2 -0.01708 0.117345 -0.14554 0.884671 -0.25084 0.216685 -0.25084 0.216685
IV 3 0.462527 0.104258 4.436371 3.09E-05 0.254835 0.67022 0.254835 0.67022
Self-Awareness
SUMMARY OUTPUT
Multiple R 0.581059
R Square 0.337629
Adjusted R
Square 0.311134
Observations 79
47
ANOVA
Significance
df SS MS F F
Regression 3 10.57951 3.526502 12.74321 8.13E-07
Residual 75 20.75518 0.276736
Total 78 31.33468

Intercept 1.405833 0.443297 3.171313 0.002199 0.52274 2.288926 0.52274 2.288926
IV 1 0.220612 0.12524 1.761511 0.082227 -0.02888 0.470102 -0.02888 0.470102
IV 2 0.299641 0.12429 2.410822 0.018366 0.052043 0.54724 0.052043 0.54724
IV 3 0.104656 0.110428 0.947727 0.346312 -0.11533 0.32464 -0.11533 0.32464
Social Skills
SUMMARY OUTPUT
Multiple R 0.607812
R Square 0.369436
Adjusted R Square 0.344213
Observations 79
ANOVA
Significance
df SS MS F F
Regression 3 16.94018 5.646726 14.64704 1.34E-07
Residual 75 28.914 0.38552
Total 78 45.85418

Intercept 0.388809 0.523222 0.743106 0.459739 -0.6535 1.43112 -0.6535 1.43112
IV 1 0.312652 0.14782 2.115084 0.037744 0.018179 0.607125 0.018179 0.607125
IV 2 0.158637 0.146699 1.081375 0.282995 -0.1336 0.450876 -0.1336 0.450876
IV 3 0.320188 0.130338 2.456596 0.016339 0.060541 0.579834 0.060541 0.579834
48
APPENDICES
Appendix A
REFERENCES
Electronic sources
Prachi Juneja (2001:2015)

“Management Study Guide”
<https://www.managementstudyguide.com/what_is_motivation.htm >
David Blazar and Matthew A. Kraft (March 2017)

“Teacher and Teaching Effects on Students’ Attitudes and Behaviors”
<https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5602565/>
Dian Arismawan “Filipino Proverbs”

<https://quotescover.com/filipino-proverb-about-unity>
Lucila Bance & John Ray Borja Acopio (August 2016)

“Exploring Emotional Intelligence and Academic Performance of Filipino
University Academic Achievers”
<https://www.researchgate.net/publication/305887111_Exploring_Emotional_Int
elligence_and_Academic_Performance_of_Filipino_University_Academic_
Achievers>
Dr. Gouri Sharma (2016)

“Teacher support as a determinant of academic achievement”
<https://www.researchgate.net/publication/316352057_Teacher_support_as_
determinant_of_academic_achievement>
Richard E Boyatzis, Fabio Sala (2004)

“Nova Science Publishers”
<https://scholar.google.com.ph/scholar?q=studies+about+emotional+competence
+research&hl=tl&as_sdt=0&as_vis=1&oi=scholart#d=gs_qabs&u=%23p%3DW
ABJChj7UHoJ>
G J Van der Westhuizen (January 2012)

“Learning Equity in a University Classroom”
<https://www.researchgate.net/publication/261174493_Learning_Equity_in_a
_University Classroom>
Birch & Ladd (1998)

49
Melissa Lopez Reyes (December 2009)
“Motivational and social aspects of the Filipino college experience”
<https://www.researchgate.net/publication/236270200_Motivational_and_social_
aspects_of_the_Filipino_college_experience>
Michael L. Tan (March 13, 2015)

“Social skills”
<https://opinion.inquirer.net/83283/social-skills>
Edwin A. Estrella (2015)

<https://ejournals.ph/article.php?id=2391>
Former Education Secretary Terrel Bell (1981-1985)

<https://education.utah.edu/alumni/profiles/terrell-bell.php>
Jennifer King Rice (2003)

<https://www.epi.org/publication/books_teacher_quality_execsum_intro/>
Bradberry and Greaves (2009)

<https://files.eric.ed.gov/fulltext/ED573332.pdf>
Seema (2012)
John Dewey and Schiro (2017)

<https://files.eric.ed.gov/fulltext/EJ1158258.pdf>
Calvin Eleby, Jr. (2009)

Hanover Research (2017)

<https://www.hanoverresearch.com/wp-content/uploads/2017/06/Equity-in-
Education_Research-Brief_FINAL.pdf>
The George Washington University (2012)

Ramezan Hasanzadeha and Fatema Shahmohamadib (2011)

<https://www.sciencedirect.com/science/article/pii/S1877042811028977>
Developmental and Educational Psychology Department,

University of Alicante, Alicante, Spain
<https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01039/full>
50
Anna Sutton (2016)
Abbas Sadeghi of Guilan University, Iran (2010)

<https://www.researchgate.net/publication/271561376_Affecting_the_Classroom
Psychological_Environment_CPE_on_approaches_of_student_learning_in_
Guilan_University_Iran>
Skinner’s Theory
<https://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories
/Burrhus_Frederic_Skinner>
Self-awareness Theory (2009)

<https://en.wikipedia.org/wiki/Self-
awareness#:~:text=Self%2Dawareness%20theory%2C%20developed%20by,our
%20internal%20standards%20and%20values.>
Descriptive correlational study (2007)

<http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-
11692007000300022#:~:text=Descriptive%20correlational%20studies%20describ
e%20the,naturally%20between%20and%20among%20them.&text=As%20with%
20experimental%20designs%2C%20the,not%20manipulated%2C%20but%20occ
ur%20naturally.>
51
Appendix B
GLOSSARY
achievement – (n.) a thing done successfully, typically by effort, courage or skill
adaptability- (n.) the ability to change to fit changed circumstances
analyze- (v.) consider in detail and subject to analysis to discover essential features or
meaning
atmosphere- (n.) a particular environment or surrounding influence
autonomy-orientation- (n.) oriented toward aspects of the environment that stimulate
intrinsic motivation, are optimally challenging, and provide informational feedback
behavior- (n.) manner of acting or controlling yourself
bibliography- (n.) a list of writings with time and place of publication
bond- (n.) a connection based on kinship, marriage or common interest
capacity- (n.) capability to perform or produce
causal- (adj.) involving or constituting a cause
climate- (n.) the prevailing psychological state
cognitive- (adj.) of or being or relating to or involving cognition
conceptual framework- (n.) an analytical tool that is used to get a comprehensive
understanding of a phenomenon
concern- (n.) something that interest someone because of its importance and effects
conclusions- (n.) a position, opinion or judgment reached after consideration
conduct- (v.) organize and carry out.
confidence- (n.) a feeling of self-assurance arising from one's appreciation of one's abilities
or qualities.
52
context- (n.) the circumstances that form the setting for an event, statement, or idea, and
in terms of which it can be fully understood and assessed.
cooperation- (n.) the process of working together to the same end.
correlation- (n.) a mutual relationship or connection between two or more things.
critical- (adj.) having decisive or crucial importance in the success, failure, or existence of
something.
critical F-value- (n.) The value of the F-statistic at the threshold probability α of
mistakenly rejecting a true null hypothesis (the critical Type-I error).
curricula- (n.) the subjects comprising a course of study in a school or college.
curriculum vitae- (n.) a brief account of a person's education, qualifications, and previous
experience
degrees of freedom- (n.) refers to the maximum number of logically independent values,
which are values that have the freedom to vary, in the data sample.
dependent variable- (n.) the variable that is being measured or tested in an experiment.
determinant- (n.) a factor that decisively affects the nature or outcome of something.
difficulties- (n.) a thing that is hard to accomplish, deal with, or understand.
dynamical- (adj.) characterized by much activity and vigor, especially in bringing about
change; energetic and forceful.
emotion- (n.) instinctive or intuitive feeling as distinguished from reasoning or knowledge.
empirical- (adj.) based on, concerned with, or verifiable by observation or experience
rather than theory or pure logic.
equality- (n.) the state of being equal, especially in status, rights, and opportunities.
equitable-(adj.) fair and impartial.
53
essential- (adj.) necessary; extremely important.
findings- (n.) a conclusion reached as a result of an inquiry, investigation, or trial.
flexible- (adj.) able to be easily modified to respond to altered circumstances or conditions.
f-value- (n.) The F value is a value on the F distribution. Various statistical tests generate
an F value. The value can be used to determine whether the test is statistically significant.
glossary- (n.) an alphabetical list of terms or words found in or relating to a specific subject,
text, or dialect, with explanations; a brief dictionary.
harmonious- (adj.) free from disagreement or dissent.
hypothesize- (adj.) put (something) forward as a hypothesis.
independent variable- (n.) the variable the experimenter manipulates or changes, and is
assumed to have a direct effect on the dependent variable.
indicator- (n.) indicates the state or level of something.
indifference- (n.) lack of interest, concern, or sympathy.
level- (n.) a position on a real or imaginary scale of amount, quantity, extent, or quality.
management- (n.) the process of dealing with or controlling things or people.
the margin of error- (n.) the degree of error in results received from random sampling
surveys.
mindfulness- (n.) the quality or state of being conscious or aware of something.
numerical scale- (n.) any scale that renders a quantitative symbolization of an attribute.
outcome- (n.) the way a thing turns out; a consequence.
pedagogy- (n.) the method and practice of teaching, especially as an academic subject or
theoretical concept.
54
perception- (n.) a way of regarding, understanding, or interpreting something; a mental
impression.
performance- (n.) the action or process of carrying out or accomplishing an action, task,
or function.
perspective- (n.) a particular attitude toward or way of regarding something; a point of
view.
phenomenon- (n.) a fact or situation that is observed to exist or happen, especially one
whose cause or explanation is in question.
physiological- (adj.) relating to the branch of biology that deals with the normal functions
of living organisms and their parts.
population- (n.) the specified extent or degree to which an area is or has been populated.
prosocial- (adj.) relating to or denoting behavior that is positive, helpful, and intended to
promote social acceptance and friendship.
psychological- (adj.) of, affecting, or arising in the mind; related to the mental and
emotional state of a person.
questionnaires- (n.) a set of printed or written questions with a choice of answers, devised
for a survey or statistical study.
rank- (n.) a number specifying a position in a numerically ordered series.
reflection- (n.) serious thought or consideration.
regression- (n.) a measure of the relation between the mean value of one variable and
corresponding values of other variables
related literature- (n.) often from a journalist or any officials whereas the opinions and
facts presented matter and can affect the masses' opinion and thinking.
55
related study- (n.) from researchers or official public offices, and thesis from different
universities and libraries.
relationship- (n.) how two or more concepts, objects, or people are connected, or the state
of being connected
reliability- (n.) the degree to which the result of a measurement, calculation, or
specification can be depended on to be accurate
research design- (n.) refers to the overall strategy that you choose to integrate the different
components of the study coherently and logically, thereby, ensuring you will effectively
address the research problem; it constitutes the blueprint for the collection, measurement,
and analysis of data.
research locale- (n.) discusses the place or setting of the study
research methodology- (n.) allows the reader to critically evaluate a study’s overall
validity and reliability
resilience- (n.) the capacity to recover quickly from difficulties; toughness.
respondents- (n.) a person who replies to something, especially one supplying information
for a survey or questionnaire
R-value- (n.) measures the strength and direction of a linear relationship between two
variables on a scatterplot.
sample size- (n.) refers to the number of participants or observations included in a study.
self-determination- (n.) the process by which a person controls their own life.
self-esteem- (n.) confidence in one's worth or abilities; self-respect.
self-reliant- (adj.) reliant on one's powers and resources rather than those of others.
significant- (adj.) relating to or having significance.
56
social entity- (n.) is the separate existence of an organization that is perceived to exist, by
its members and the public at large
social support- (n.) means having friends and other people, including family, to turn to in
times of need or crisis to give you a broader focus and positive self-image.
statistical limit- (n.) defined relaxing conditions on conventional convergence.
status- (n.) the relative social, professional, or other standings of someone or something.
stepping stone- (n.) an action or event that helps one to make progress towards a specified
goal.
stratified random sampling- (n.) method of sampling from a population that can be
partitioned into subpopulations.
substantial- (adj.) of considerable importance, size, or worth.
survey- (n.) an investigation of the opinions or experience of a group of people, based on
a series of questions.
tabulate- (v.) arrange (data) in tabular form.
teacher’s support- (n.) a teacher giving informational, instrumental, emotional, or
appraisal support to a student, in any environment
theoretical framework- (n.) introduces and describes the theory that explains why the
research problem under study exists.
treatment- (n.) how someone behaves toward or deals with someone or something.
variable- (n.) refers to a person, place, thing, or phenomenon that is trying to measure in
some way.
well-being- (n.) the state of being comfortable, healthy, or happy.
57
Appendix C
QUESTIONNAIRE
Classroom’s Psychological Aspect and Emotional Competence of the

Grade 8 Students of Abada College
Questionnaire
Name: Date:_______________
Section: _______________
Direction: Put a check ( ) to the corresponding rating scale which is most relevant to
you.
RATING SCALE QUANTITATIVE

DESCRIPTION
5 Very high extent
4 High extent
3 Moderate extent
2 Low extent
1 Very low extent
A. Classroom’s Psychological Aspect
I. Teachers’ Support 5 4 3 2 1
1.1 My teacher respects my values and opinions about the
lesson.
1.2 My teacher acknowledges my suggestions about the
lesson.
1.3 My teacher gives feedback to enhance my performance in
the class.
1.4 My teacher talks to me about my problems.
1.5 My teacher encourages me to achieve my dreams.
II. Class Equity 5 4 3 2 1

2.1 My teacher shows equal treatment to all students.
2.2 My teacher avoids the comparison of students.
2.3 My teacher gives us equal level of motivation.
2.4 My teacher gives us equal chance to express our idea.
2.5 My teacher gives us equal amount of tasks.
58
III. Student Affiliation 5 4 3 2 1
3.1 We respect each other.
3.2 We share ideas with each other.
3.3 We enjoy working together.
3.4 We feel accepted and appreciated in the classroom.
3.5 We help one another when we encounter problems.
RATING SCALE QUANTITATIVE

DESCRIPTION
5 Excellent
4 Very Good
3 Good
2 Average
1 Poor
B. Emotional Competence
IV. Motivation 5 4 3 2 1
4.1 I can uplift one’s self-esteem.
4.2 I can influence others in making better decision.
4.3 I can inspire others through my achievements.
4.4 I can encourage other students to set their own reasonable
goals.
4.5 I can show positive perspective in every success and
failure.
V. Self-Awareness 5 4 3 2 1
5.1 I am aware of my strengths and weaknesses.
5.2 I know what I like and dislike.
5.3 I am aware of my needs.
5.4 I am aware of my emotions and their possible effects.
5.5 I can maintain mindfulness and focus while doing a task.
VI Social Skills 5 4 3 2 1
6.1 I can empower other students with low self-esteem.
6.2 I can facilitate teamwork and cooperation.
6.3 I can easily develop good relationship with others.
6.4 I have positive relationships with teachers and peers.
6.5 I can express my ideas and feelings in the classroom.
59
Appendix D
CURRICULUM VITAE
Name : JAPETH LINGA FABRA

Strand : Humanities and Social Sciences
Abada College, Marfrancisco
Address : Delrazon, Pinamalayan
Oriental Mindoro
Contact No. : 095669043481
Email : japethlinga@gmail.com
PERSONAL DATA
Age : 17
Height : 165 cm.
Weight : 52 kg.
Sex : Male
Status : Single
Nationality : Filipino
Religion : Born Again Christian
Date of Birth : June 20, 2003
Place of Birth : Delrazon, Pinamalayan, Oriental Mindoro
Mother’s Name : Dulce Fabra
Father’s Name : Ricky Fabra
EDUCATION
2008-2010 : Studied at Quinabigan Elementary School
Quinabigan, Pinamalayan, Oriental Mindoro
2011-2014 : Studied at Pilot Elementary School
Mabini Boulevard, Pinamalayan, Oriental Mindoro
2015-2021 : Studied at Abada College
SEMINAR & TRAINING
• Art Work Shop & Seminar

Abada College
• Research Seminar
February 17, 2020
60
CURRICULUM VITAE
Name : REDD ATIENZA MONTIANO

Address : Lumambayan, Pinamalayan,
Oriental Mindoro
Contact No. : 09074452275
Email : reddmontiano031@gmail.com
PERSONAL DATA
Age : 18
Height : 171 cm.
Weight : 53 kg.
Sex : Male
Status : Single
Religion : Roman Catholic
Date of Birth : May 31, 2003
Place of Birth : Lumambayan, Pinamalayan, Oriental Mindoro
Mother’s Name : Brenda Montiano
Father’s Name : Reden Montiano
EDUCATION
2008-2015 : Studied at Lumambayan Elementary School
ADDITIONAL TRAINING
• Art workshop & seminar
ABADA COLLEGE
• Research Seminar
February 17, 2020
61
CURRICULUM VITAE
Name :PAULA MARIE PANALIGAN MONCADA

Address : Marfrancisco, Pinamalayan
Oriental Mindoro
Contact No. : 09383513802
Email : paulapanaliganmoncada@gmail.com
PERSONAL DATA
Age : 18
Height : 157 cm.
Weight : 40 kg.
Sex : Female
Status : Single
Date of Birth : August 14, 2002
Place of Birth : Carmundo, Bongabong, Oriental Mindoro
Mother’s Name : Maria S. Panaligan
Father’s Name : Norberto M. Moncada
EDUCATION
2008-2014 : Studied at Sta. Rita Elementary School
Sta. Rita, Pinamalayan, Oriental Mindoro
ADDITIONAL TRAINING
• Practical Research Seminar
Alumni Hall, Abada College
February 2020
• District MTAP Training
Panggulayan Elementary School,
September 6, 2014, to October 4, 2014
• District Junior GSP Encampment
Panggulayan, Elementary School November 12-14, 2014
62
CURRICULUM VITAE
Name : WHYZEL ANN MARIN CADAWAS

Address : Habitat Subdivision Block 3 Lot 19,
Pinamalayan Oriental Mindoro
Contact No. : 09122803734
Email : cadawaswhyzel@gmail.com
PERSONAL DATA
Age : 17
Height : 110 cm.
Weight : 51 kg.
Sex : Female
Status : Single
Religion : Born Again
Date of Birth : June 28, 2003
Place of Birth : MMG Hospital, Calapan Oriental Mindoro
Mother’s Name : Daisy M. Cadawas
Father’s Name : Willy B. Cadawas
EDUCATION
2008-2015 : Studied at Biga Elementary School

2015-2021 : Studied at Abada College, Marfrancisco
ADDITIONAL TRAINING
• Practical Research Seminar
February 17, 2020
• DSPC 2019
September 3, 2019
• Project Proposal: Candy Wrapper Curtain
This project is made up of candy wrappers. The objective of this project is to lessen
the plastic candy wrapper also to create a new creative design of a curtain.
63
CURRICULUM VITAE
Name : MARK JAYSON MAMBA SILVERTINO

Address : Upper bongol, Pili, Pinamalayan
Oriental Mindoro
Contact No. : 09619569397
Email : fietasdare108@gmail.com
PERSONAL DATA
Age : 18
Height : 172 cm.
Weight : 65 kg.
Sex : Male
Status : Single
Date of Birth : September 15, 2002
Mother’s Name : Sherlyn F. Mamba
Father’s Name : Rover O. Silvertino
EDUCATION
2008-2015 : Studied at Pamana Elementary School
2015-2019 : Studied at Pili National High School,
2021-present : Studied at Abada College, Marfrancisco
Pinamalayan Oriental Mindoro
64
Appendix E
LETTER OF REQUEST
ABADA COLLEGE
Senior High School
October 05, 2020
Mrs. Mia Angela A. Buenaventura

Registrar
Abada College
Dear Ma’am,
Greetings!
We are the researchers from Grade 12 HUMSS B and we humbly request to get the population of
the Grade 8 students. We need the population for the completion of our study titled “Classroom
Psychological Aspect and Emotional Competence of the Grade 8 Students of Abada College”.
We hope for your positive response on this matter.

Thank you.
Truly yours,
Paula Marie P. Moncada

HUMSS 12-B Representative
Noted by:
Mrs. Maylanie M. Lamarca

Practical Research Teacher
Ms. Janelle Leigh Aguito

SHS Coordinator
Mrs. Emelyn M. Narra

65
ABADA COLLEGE
Senior High School
November 28, 2020
Ms. Myrene C. Geronaga

Guidance Counselor
Abada College
Dear Ma’am:
Greetings!
We, the researchers from Humanities and Social Sciences 12-B of Abada College, are humbly
requesting your permission to serve as a validator of our survey questionnaire in our research paper
titled “Classroom’s Psychological Aspect and Emotional Competence of the Grade 8 Students
of Abada College”.
We need your expertise for the completion of our requirement in Practical Research 2.
We are looking forward to your favorable response on this matter.
Thank you so much!
Truly yours,

Noted by:


SHS Coordinator

66
ABADA COLLEGE
Senior High School
December 09, 2020

Abada College
Dear Ma’am:
Greetings!
We, the researchers from Humanities and Social Sciences 12-B of Abada College, are humbly
requesting your permission to serve as a validator of our survey questionnaire in our research paper
titled “Classroom’s Psychological Aspect and Emotional Competence of the Grade 8 Students
of Abada College”.
We need your expertise for the completion of our requirement in Practical Research 2.
We are looking forward to your favorable response on this matter.
Thank you so much!
Truly yours,

Noted by:


SHS Coordinator

67
ABADA COLLEGE
Senior High School
November 28, 2020

Abada College
Dear Ma’am,
Greetings!
We, the researchers from Humanities and Social Sciences 12-B, are humbly requesting your
permission to conduct our study entitled “Classroom’s Psychological Aspect and Emotional
Competence of the Grade 8 Students of Abada College” in the Junior High School Department.
We need your humble approval on this matter for the completion of our requirement in our Practical
Research subject.
We are hoping for your favorable response.
Thank you and God bless.
Truly yours,

Noted by:


SHS Coordinator
68

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Classroom’s Psychological Aspect and Emotional Competence

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Presented to the Faculty of Senior High School

Sitio Abada, Marfrancisco,

Pinamalayan, Oriental Mindoro

of the Requirements in Practical Research 1,

Practical Research 2, and Inquiries, Investigation, & Immersion

MONCADA, PAULA MARIE P.

CADAWAS, WHYZEL ANN M.

SILVERTINO, MARK JAYSON M.

RECOMMENDATION FOR ORAL EXAMINATION

This research titled “CLASSROOM’S PSYCHOLOGICAL ASPECT AND

EMOTIONAL COMPETENCE OF THE GRADE 8 STUDENTS OF ABADA

partial fulfillment of the requirements in Practical Research 1, Practical Research 2, and

RESULTS OF THE ORAL EXAMINATION

Researchers: MONCADA, PAULA MARIE P.

CADAWAS, WHYZEL ANN M.

SILVERTINO, MARK JAYSON M.

Research: CLASSROOM’S PSYCHOLOGICAL ASPECT AND

EMOTIONAL COMPETENCE OF THE GRADE 8

STUDENTS OF ABADA COLLEGE

Date: April 2021

PANEL OF EXAMINERS ACTION

EMELYN M. NARRA __________________________

ANGEL MIA A. BUENAVENTURA ___________________________

RICHELLE ANN F. ANDRES ___________________________

This research titled “CLASSROOM’S PSYCHOLOGICAL ASPECT AND

Accepted and approved in partial fulfillment of the requirements for Practical

MARK MORRIS L. LIM, Ph. D

LOURDES M. RAPADA RICHELLE ANN F. ANDRES

EMELYN M. NARRA ANGELA MIA A. BUENAVENTURA

Accepted in partial fulfillment of the requirements for Practical Research 1, Practical

Date_____________ JIM FRANKLE S. LABRADOR

Date_____________ MAYLANIE M. LAMARCA

Date_____________ EMELYN M. NARRA

following persons mentioned below.

To our panelists, Mrs. Emelyn M. Narra, Ms. Angela Mia A. Buenaventura,

guidance. It is a great experience to be working under their supervision.

great advice, and recommendations in our research instrument.

To our Basic Education Principal, Mrs. Emelyn M. Narra, for permitting us to

instrument in their class advisory.

information that we need for the completion of this study.

encouragement they gave to complete this study.

MONCADA, PAULA MARIE P.; CADAWAS, WHYZEL ANN M.;

CLASSROOM’S PSYCHOLOGICAL ASPECT AND EMOTIONAL COMPETENCE

OF THE GRADE 8 STUDENTS OF ABADA COLLEGE (An unpublished Research Paper,

Abada College, Senior High School Department, Marfrancisco, Pinamalayan, Oriental

and social skills in emotional competence.

79 randomly selected students of Grade 8 of Abada College at Marfrancisco, Pinamalayan,

analysis interpreted that there is a moderate significant relationship between classroom

II REVIEW OF RELATED LITERATURE AND STUDIES 12

III RESEARCH METHODOLOGY 24

IV PRESENTATION, ANALYSIS AND

Status of Classroom Psychological Aspect in terms of

Level of Emotional Competence in terms of

Correlation Analysis between the Status of Classroom

V SUMMARY OF FINDINGS, CONCLUSION,

Table 1: Distribution of Respondents……………………………………………..25

Table 2: Classroom’s Psychological Aspect and Emotional Competence

Numerical Scale, Statistical Limit and Verbal Interpretation…...…..…...27

Table 3: Reliability Result of the Instrument……………………………………...29

Table 4: Mean Responses of the Respondents on the Classroom’s