EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE

A Research Paper Presented to the Faculty of University of Cebu

Maritime Education and Training Center

Cebu City, Philippines

In Partial Fulfillment of the Requirements

for the Subject Research 102

By

E/C Asubar, Ricardo S.

E/C Cueva, Jan Melard T.

E/C Giganto, Ray Michael C.

E/C Giltendez, Jay Niño V.

E/C Pingkian, Jan Mike B.

APRIL 2021
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APPROVAL SHEET

This thesis entitled, “Emotional Intelligence and Academic

Performance”, prepared and submitted by E/C Ricardo S. Asubar Jr., E/C
Jan Melard T. Cueva, E/C Ray Michael C. Giganto, E/C Jay Niño V.
Giltendez, and E/C Jan Mike B. Pingkian of Bachelor of Science in Marine
Engineering of University of Cebu – Maritime Education and Training
Center was examined, accepted and approved.

PANEL OF EXAMINERS

DR. ALVIN ZAMORA

Chairman

MERLIZA T. TAYROS, MAEd JOHNATHAN B. BEDAN, OIC-NW

Member Member

MICHELLE M. PABLE, Dev.Ed. D.

Adviser

ORLAND V. FONTANOZA, MEng DR. ALVIN ZAMORA

Program Research Coordinator Program Research Coordinator

Marine Engineering General Education
UC - METC UC - METC

CAPT. ARNEL N. MALAGA

Campus Academe Director/Maritime Superintendent

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Date: April 29, 2021

ACKNOWLEDGEMENT

First and foremost, the researchers would like to show their gratitude

to the Almighty God, for his showers of blessings throughout their research

work to complete the research successfully.

The researchers would wish to extend their gratitude towards Dr.

Michelle M. Pable for her exceptional support for their study. Her

enthusiasm, knowledge and exacting attention to detail have been an

inspiration that allowed them to develop their research writing skills and

enabled them to appreciate the value and beauty of research. She has taught

them the methodology to carry out the research and to present the research

works as clearly as possible. The researchers are extremely grateful for what

she has offered them.

To Capt. Gerry D. Enjambre, Dean of the College of Maritime

Transportation; and Dr. Alvin Zamora, General Education Chairperson, for

granting them permission to conduct the study in the grounds of UC –METC

Campus. This would not be possible without their consent and approval.
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The panel, Mr. Johnathan B. Bedan, Ms. Merliza, Tayruz and for

deliberating the study positively and providing vital and helpful

recommendations for the improvement of the study.

The statistician, Mr. Johnathan, Sarmiento for sharing her

knowledge and skills of the statistical treatment of their research.

The respondents, whose names cannot be disclosed, their information

have helped the researchers complete their research.

Last but not the least, their parents who were ever-supportive in

attending the needs of the researchers. The financial assistance and advice

that they provided to the researchers enabled them to complete their research

study despite personal difficulties in their respective lives.

The Researchers
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DEDICATION

We humbly dedicated this study to the almighty God, thank you for

the guidance, strength, power of mind, protection and skills and for giving

us a healthy life.

To our brothers, sister, relatives, mentor, friends, and classmates who

share their words of advice and encouragement to finish this study.

And lastly, this study is wholeheartedly dedicated to our beloved

parents, who have been our source of inspiration and gave us strength when

we thought for giving up, who continually provide their moral, spiritual,

emotional, and financial support. All of these, we offer to you.

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ABSTRACT

Title : EMOTIONAL INTELLIGENCE AND

ACADEMIC PERFORMANCE OF BSMARE STUDENTS

Researcher : E/C Asubar, Jr. Ricardo S.

E/C Cueva, Jan Melard T.
E/C Giganto, Ray Michael C.
E/C Giltendez, Jay Niño V.
E/C Pingkian, Jan Mike B.

Program : Bachelor of Science in Marine Engineering

School : University of Cebu – Maritime Education and

Training Center

Adviser : Iris Q. Heslop, MST

Date Completed : March 2021

Emotional intelligence combines the important aspects of

interpersonal and intrapersonal relationships, awareness, social and
relationship management skills, which have an effect on an individual. This
study was based on the theory by Goleman (2002) that postulated Emotional
Intelligence as a fundamental competency in achieving high individual
performance. Thus, this investigation was carried out with the aim of
examining the impact of emotional intelligence on the students’ academic
performance of BS marine engineering students currently enrolled in UC-
METC as of S.Y. 2020-2021.

The independent variable consists of four dimensions of Emotional

Intelligence while the dependent variable is student's academic performance.
This research utilized a quantitative correlational and descriptive research
design in which numerical data were generated from the research made
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questionnaire of the researchers that were distributed through online survey

questionnaires. As for the respondents, a simple random sampling method
were utilized by the researchers and out of 150 randomly distributed online
survey questionnaires, only 51 were retrieved.

The data collected was analyzed using statistical correlation means.

The Pearson’s correlation coefficients of the four variables of EI yielded a
very low and weak values from the critical value of 1.960, with the
exemption of the variable emotional management which showed a slight
correlation or definite but small relationship, the findings of this research
suggests that there is no existing significant correlation between the
emotional intelligence and the academic performance of the students.
Therefore the researchers have concluded that possessing high emotional
intelligence at school will not necessarily translate to having an excellent
and high academic performance or vice versa.
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TABLE OF CONTENTS

CONTENT PAGE

Title page i
Approval Sheet ii
Acknowledgement iii
Dedication v
Abstract vi
Table of Contents vii
List of Table x
List of Figures xi

CHAPTER THE PROBLEM AND ITS SCOPE

1 INTRODUCTION

Rationale of the Study 1

Theoretical Background 3

THE PROBLEM

Statement of the Problem 19

Significance of the Study 20

RESEARCH METHODOLOGY

Research Design 22

Research Environment 23

Research Respondent 24

Research Instrument 25
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Research Procedure 25

Data Gathering 25

Treatment of Data 26

DEFINITION OF TERMS 27

CHAPTER

2 PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

Level of Emotional Intelligence 31

on Emotional Awareness

Level of Emotional Intelligence 34

on Emotional Management

Level of Emotional Intelligence 37

on Social Management

Level of Emotional Intelligence 40

on Relationship Management

Summary of the Marine Engineering 43

Students’ Emotional Intelligence

Academic Performance of the Marine 45

Engineering Students
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Relationship Between the Academic 47

Performance and Emotional Intelligence

CHAPTER
3 SUMMARY, FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS
Summary 52
Findings 53
Conclusion 55
Recommendation 56
Limitation of the Study 57

REFERENCES 58

APPENDICES

A-Transmittal Letters

A-1. Transmittal Letter to the Dean 66

A-2. Transmittal Letter to the Registrar 67

A-3. Transmittal Letter to the Respondent 68

Appendix B- Research Instruments

B-1. Letter of Request for the validation of the Research Tool 72

B-2. Certificate of Validation 74

B-3. Result of the Reliability Test 75
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Appendix C. Location Map 76

Appendix D. Informed Consent 77

CURRICULUM VITAE 82

LIST OF TABLES
Table Page

1 Level of Emotional Intelligence 31

on Emotional Awareness

2 Level of Emotional Intelligence 34

on Emotional Management

3 Level of Emotional Intelligence 37

on Social Management

4 Level of Emotional Intelligence 40

on Relationship Management

5 Summary of the Marine Engineering 43

Students’ Emotional Intelligence

6 Academic Performance of the Marine 45

Engineering Students

7 Relationship Between the Academic 47

Performance and Emotional Intelligence

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LIST OF FIGURE
Figure Page
1 Research Flow 22
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CHAPTER I
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale

Emotional Intelligence is considered to be crucial to generally every

aspect of one’s life. Consequently, having a low emotional intelligence is a

major problem among individuals in every workplace, including

universities. Low emotional intelligence can cause problems in an

individual's life, especially performance related. Similarly, students who

show the same problem with their emotional intelligence are placed in a

downward spiral resulting in low academic performance.

A prominent individual in the development of Emotional Intelligence,

Daniel Goleman, expressed that the emotional intelligence of a person is

more relevant than his/her intelligence quotient. He further emphasized that

an individual who possesses high I.Q will not necessarily mean that he/she

will be successful in every aspect or field in life such as achieving and

completing any task.

Relating this to the current study at hand, those students who exhibit a

strong display of EI, such as the ability to recognize and understand their
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own emotions and feelings and of others as well have the more edge and

advantage. This further cements the idea that high emotional intelligence in

every student’s life proves to be a helpful asset in college that every student

must acquire, redefining what it means to be smart.

Here in UC-METC, the researchers observed that low emotional

intelligence is a hindrance in every aspect of one's life, whether socially or

academically. While in contrast to these, those students who show high

emotional intelligence can quickly adapt themselves to any given

environment. Furthermore, they often have a good relationship with other

students and instructors and have good grades.

The researchers conduct this study with the intention to determine the

relationship between the emotional intelligence of the students and their

academic performances. The findings that will be generated in this study

will serve purpose in providing awareness towards students about the

importance of their emotional intelligence, especially to their academic

performance.
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Theoretical Background

It is said that those students who exhibit higher self-awareness and

confidence in their abilities, more composed in controlling and suppressing

his/her emotions, able to distinguish and understand the emotions of people

around him/her and is generally more able to create social interaction and

communication with others are more likely to perform better towards their

academic performance at school (Goleman, 2006). Therefore, this provides

the researchers with a clear standpoint to assume that emotional intelligence

plays a significant role in the academic performance of students.

This research study is anchored on Salovey & Meyer's Emotional

Intelligence Model (2004), wherein they presented the concept of Emotional

Intelligence as the ability to perceive, understand, manage, and use emotions

to facilitate thinking and guide decision making. The model focuses on four

branch models EI (perceive emotion, use emotion to facilitate thought,

understand emotions, and manage emotions). The excellent result of this

model is because of the contribution of the appraisal and expression of

emotion, control of emotion, and the utilization of emotion in adaptive ways

(Goleman, 2006).
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Moreover, the model somehow links and relates itself with the

current study suggesting that information from the perceived understanding

of emotions and managing emotions is used to facilitate thinking and guide

our decision making in our everyday lives. This model is used to establish

the importance and relevance of emotional intelligence towards marine

engineering students in various aspects of their lives. Given the emphasis it

places on the effect of emotional intelligence on the students' performance, it

is also used in different fields to assess variables where Emotional

Intelligence (EI) is a factor, especially onboard (Johnsen et al., 2012).

Mayer, Salovey, and Caruso’s EI Ability Model state that EI ability

model merely focuses on perceiving understanding, managing emotions, and

using that information to facilitate one’s way of thinking and guide one’s

decision making. The EI framework emphasizes four branches of human

abilities: perceiving emotions, facilitating thought, understanding emotions,

and managing emotions to enhance new intelligence and more intelligent

methods of building trusting relationships (Mayer, Salovey & Caruso, 2004).

This study will be useful in maritime courses due to the emphasis it

places on the student's emotional intelligence. At school, maritime students

usually tend to have difficulties with their major subjects, which causes them

to have an emotional or mental breakdown. Through this model it allows

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students to be mentally tough for the challenge and to guide and help others

about the role and importance of emotional intelligence in our lives (Petrides

Fredrickson & Furnham, 2004).

The first branch of emotional intelligence talks about perceiving and

understanding one’s emotions. It is one’s ability to decipher and detect

emotions through different forms of mediums. It also considers one’s ability

to determine one’s own emotions. Perceiving emotions may somewhat

represent the essential aspect of emotional intelligence, making all other

processing of emotional information possible (Goleman, 2006).

The second branch of emotional intelligence, managing emotions, can

harness and gather emotions to facilitate various cognitive activities.

Examples are problem-solving and thinking. It is useful in everyone’s day-

to-day lives because we make use of our cognitive skills every single day

(Rode et al., 2007). Upon using this EI branch, being in a slightly gloomy

mood helps people conduct failure towards their said activity. In contrast, a

happy and joyful mood while doing a specific task can stimulate creativity

and innovative thinking. An emotionally intelligent person can quickly

capitalize fully upon his or her mood change to best fit for a specific task at

hand.
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The third branch of EI understands emotions. It is the ability to

comprehend emotional language and to appreciate complex relationships

among different emotions to one's self and others. Understanding one’s

emotions revolve around being sensitive to slight variations between one’s

emotions, such as the difference between happy and glad (Segal, Smith &

Shubin, 2013). In addition to that, it also includes one’s ability to recognize

and define how emotions evolve from time to time, such as how a basket of

happiness can turn into grief.

Lastly, the fourth branch of EI, facilitating thought, is the ability to

regulate emotions towards ourselves and among others. Every single one of

us has already experienced to lose control of our emotions and sometimes

are embarrassed about it. The fourth branch also includes the ability to

manage the emotions of others. Therefore, a person is considered

emotionally intelligent is when he or she can easily harness emotions, even

the negative ones, and can manage them to achieve their specific and

intended goals. Intrinsic to the four-branch model of emotional intelligence

is the idea that these skills cannot exist outside of the social context they

operate and apply (Turner & Lloyd-Walker, 2008). To use these skills, one

must be aware of what is considered appropriate behaviour by the people

with whom one interacts.

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Emotional awareness

According to Daniel Goleman, in his book titled “Emotional

Intelligence- Why It Can Matter More Than I.Q” 1995, he stated that people

with high emotional intelligence are usually very self-aware with their

feelings or emotions. The skill or capability to distinguish and understand a

feeling or emotion in the spur of a moment can be considered the essence of

emotional intelligence. To utilize it properly, one is required to first to be to

have a deep understanding of his/her feelings or emotions at the moment in

order to have a clear comprehension of everything that’s happening around

him/her to be able to have a full grasp of the current situation (Huijer, 2018).

By merely having awareness about the feelings and emotions of someone it

gives a slighter edge over others, considered to be necessary and essential,

especially within workplaces or schools/universities alike, to be able to

achieve a safe and interactive environment that allows strong bonds and

relationships to prosper. Being emotionally aware, one can immediately

respond and react to any circumstances or situation presented upon him/her

with the best and most appropriate response available (Casper, C. M. 2002).

Moreover, this skill presents itself to be of high relevance, especially

towards a student’s life that involves many interactions with instructors,

schoolmates, and classmates alike.

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Building emotional skills is essential to understanding one's feelings

and attuning to the feelings of others. If one's self is attuned to such feelings,

it can be used to enhance performance and manage and support the

performance of others. Understanding the role that emotions play at home,

school or work, both negative and positive, is fundamental for understanding

Emotional Intelligence and the crucial influence in society.

People high in EI have an appreciation of the determinants of emotion

and the associated meaning of the emotion – for example, they may

recognize that angry people are potentially dangerous, that happiness means

people are more likely to want to socialize compared to sad people who are

preferring to be alone (Mayer, 2009). Thus, a ‘type’ of EI is being able to

‘read’ emotion.

Maritime students may both know they are angry and have entirely

emotional awareness of it. How they respond to this anger is what will show

whether they are emotionally intelligent or not. However, when the person

who knows they are angry is still one step ahead of the person who does not

(Schmitz, 2016). Emotional intelligence is not about a technique or the

latest management method. It is a form of intelligence like Intelligence

Quotient. It is about making everyone happy by saying yes to everyone or

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telling everyone when being angry with them. Emotional Intelligence is

about the interaction between one’s emotions and intelligence.

Emotional Management

This sub-category of EI primarily concerns itself with the ability to

control and regulate the feelings and emotions within oneself and on others

as well. As we all know, Emotionally Intelligent individuals, with the help

of their emotional awareness, can monitor, discriminate, and label their

feelings accurately. While this could be a good thing, Emotional

Management, tackles how we can improve or suit our emotions at the

moment to our needs, it talks about changing and modifying our feelings in a

controlled manner. Consequently, emotionally intelligent individuals

understand their emotions, and because of this, they do not let their feelings

rule them. They are confident because they trust their intuition and do not let

their emotions get out of control (Tessina, 2017). At the same time, it is true

that it is best to remain honest and open about our feelings to others.

However, this cannot be said the same, especially towards some instances

that require us to improvise with our feelings. This gives emotionally

individuals the ability that allows them to handle awkward and

uncomfortable situations without compromising their emotions and get the

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best out of that situation without succumbing and allowing emotions to

cloud one’s judgement (Morin, 2015).

Also, the different skills associated with emotional management can

effectively help individuals deal with negative emotional states like stress

and promote more positive emotions in their place. Often, people with a high

degree of emotional intelligence are usually those who do not get angry or

get triggered when receiving a harsh comment or criticism from others. They

take responsibility for their actions and a generally open-minded individual

(Murphy, 2016). Failure to manage stress can lead to further deterioration of

one’s mental state and impact our physical health in horrible ways.

Emotional Intelligence, on the other hand, allows us to cope with stress

effectively. Furthermore, an emotionally intelligent individual can initially

evaluate situations as less stressful. Their ability to effectively manage

emotions and emotional information increase their ability to cope with a

wide range of emotionally challenging scenarios (Houston, 2020).

It is our Emotional Management that helps us achieve our goals and

attain greater levels of success. Developing emotional management can

significantly influence our success by contributing to increased focus,

morale, motivation and greater co-operation without being distracted or

succumbed to entertaining other matters (Strickland, 2000).

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Social Management

Given that high emotional intelligence involves high social

competence, individuals high in emotional intelligence are prone to have

better social support in general (Kong et al. 2012), which sample evidence

has shown to have a strong inverse association with mental health problems

such as depression, anxiety, and hostility and a strong positive association

with physical health as well as longevity and they are also particularly good

at establishing positive social relationships with others, and avoiding

conflicts, fights, and other social altercations. Because of their ability to

somehow “read through a person’s feelings and emotion, people with high

emotional intelligence seemed to more successfully avoid interpersonal

arguments and fights (Mayer,2004)

When a person understands their own emotions and knows how to

manage them in a social setting, then they can use self-control to hold a

reaction. If now is not the right time or place to express it. Someone who has

good social management knows when to speak or to listen and considers the

damage it brings to the relationship once they overreact in a way that’s

disrespectful, offensive and impulsive to someone (Humphrey, 2017)

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Social management helps us understand and interact with other

individuals and managing them all the same. Moreover, empathy is a critical

component of social management because it talks about putting one's self in

someone else’s situation to understand how they feel (Craig, 2020).

Relationship management

Relationship Management refers to the skill in managing emotions in

others and uncovering this emotional intelligence skill. It teaches us that by

uunderstanding other people’s emotions it gives us the ability to motivate

them, be influential leaders, and to work in successful teams (Casper, C. M.

2002).

By exploiting this skill, can effectively create and work with others

with ease and developing that relationship to interact smoothly with them,

thus creating a sense of bond and trust in one another (Robinson et al.,

2020). This also serves to be handy, especially in solving internal conflict or

strife within an organization by diplomatic means. The social boundaries

that keep individuals from starting a strong and lasting relationship with

others can be overcome by adequately handling and managing a relationship

that benefits both parties.

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Relationship Management includes being flexible, coping with change,

and managing conflict. It also refers to diffusing difficult or tense situations

and being aware of how one’s actions affect others and take ownership of

these actions (Craig, 2020).

High emotional intelligence has a variety of other social benefits as

well. Enough self-knowledge and accurate perceptions of others increase the

probability that one will make a wise choice when it comes to finding

friends or possible companion (Beqiri, 2018) as one is more likely to know

what one wants, to correctly identify one's needs in the context of the

relationship, as well as see the true nature of, and motivational forces in, the

friend or partner.

It would be expected that those high in emotional intelligence would

indeed have a healthy relationship and a greater capacity to maintain

nurturing and able to show their affections to others more effectively than

those low in emotional intelligence, given the former's adeptness at empathy,

altruism, constructive honesty, and other such traits which are part of high

emotional intelligence (Hesse, 2006).

Student problems cause chaos in school. It hinders the students learning

and understanding and causes havoc in relationships between their fellow

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peers. All problems are driven by emotions. Thus, all problems are caused

by the emotional intelligence of the people involved. Students with low

emotional intelligence tend to get carried away by their anger and end up

with low grades and frustration. Emotions drive behaviour. Thoughts,

beliefs, and knowledge are also involved, but it is the emotional reaction

surrounding the thoughts, beliefs and knowledge that is above all. Emotions

are a causative agent in all problems. Maritime students encounter different

emotional problems that cause their grades to drop from average. Emotions

influence the students' behaviour, memory, thoughts, ability to focus,

productivity, problem-solving, decision making, and personal relationships.

Through the understanding of emotional intelligence, it allows the students

to manage the emotions of others.

In a study conducted by Parker et al. 2004, it was said that there are

different dimensions of emotional intelligence to be the predictors of the

students’ academic success. Three hundred seventy-two first-year full-time

students filled up and completed the short form of the Emotional Quotient

Inventory (EQ-i) at a small Ontario university. At the end of the school year,

the data gathered from this inventory matched the students’ academic

records. The result of the study showed that emotionally intelligent students

have succeeded in their academe compared to those students who are having
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a hard time dealing with their emotions were unsuccessful in their academic

performance.

In another study conducted by Rode et al. (2007), it was predicted that

the emotional intelligence of students was related to their academic

performance for two reasons. First, dealing with one’s academe involves a

great deal of ambiguity, which causes students to feel stress. Also, students

are being required to complete and manage numerous assignments, adapt to

the teaching styles of their professors, needs to work independently on their

tasks, and time management. Academic work is highly stressful, and also,

there are exams need to be taken. Second, most academic work is self-

directed, which requires a high level of self-management (Rode et al., 2007).

Understanding the cause and effect of emotions is a crucial element of

emotional intelligence. The study started that individuals with high

emotional intelligence would perform better academically than those with

low EI.

Despite the significant number of resources allocated to first-year

students at community colleges, no real improvement in retention has been

realized in the last two decades. Although higher learning institutions have

requested and obtained a plethora of support services, the diversity of the

first-year college student is continuously changing in the dynamic and fast-

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paced environment of college admissions. Today’s students present different

challenges from a generation ago or even ten years ago, but one thing has

remained constant: student dropout rates have remained consistent for the

past couple of decades.

Petrides, Frederickson, and Furnham published a study last 2004, which

looked at the relationship trait of emotional intelligence, academic

performance, and cognitive ability of 650 British secondary students (Grade

11). The results showed that emotional intelligence weakened the

relationship between academic performance and cognitive ability of the

students. Several studies did not found any significance between the

correlation of EI and academic performance.

Only in recent years that there have been numerous publications on

the impact of emotional intelligence on college students, which dated back

from the studies of Bellack, 1999; Elder, 1997; Jaeger, 2003; Liptak, 2005;

Ramos-Sanchez and Nichols, 2007 which also includes doctoral studies

from Feldman that was published last 2003; along with Holt on 2007; Vela

on 2004, Walker last 2006 and Westphal 2007, there shows that there is a

positive correlation between academic success and higher emotional

intelligence. However, there are just a few of the studies of emotional

intelligence in community college students. There is only one small study

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that examined emotional intelligence related to at-risk students. Another

related study (Izzaguirre, 2008) founded that their research study do not

support the existence of a relationship between overall emotional

intelligence as measured by the EQ-i and academic achievement as

measured by GPA. However, a relationship was found between academic

achievement and the emotional intelligence subscales of Social

Responsibility and Problem Solving.

The success of students is not related only to abilities such as verbal

communications and skills. However, it includes concepts related to an

individual’s EI and the use of these competence skills at school. From the

management perspective of social behaviour, EI is potentially a strong

predictor for job performance (Mishra & Mohapatra, 2010). The potential

link between EI and job performance supports the motivation to assess

employees relative to their project success (Mishra & Mohapatra, 2010).

An explicit valuing of emotional intelligence in academia could have

a significant impact on the nature of the university milieu. If both faculty

and administrators had not only a high IQ but high EQ (emotional

intelligence quotient), relations between these two groups, which are

frequently somewhat strained, would most likely be more amicable

(Vandervoot, 2006). It would be a useful function of conflict management

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skills and adaptive coping methods with differential levels of power and

other interpersonal issues. Similarly, relationships between faculty might be

healthier, leading to an ideal work environment.

A study that Segal published in 2013 stated there that emotional

intelligence affects a person’s performance at school or work, physical

health, mental health, their relationships, and lastly, their social intelligence.

Marine engineering students are prone to stress and different complex

activities and projects; through sufficient knowledge about emotional

intelligence, they will be more productive and have higher grades without

being emotionally bothered.

The success of students is not related only to abilities such as verbal

communications and skills. However, it includes concepts related to an

individual’s EI and the use of these competence skills at school. From the

management perspective of social behaviour, EI is potentially a strong

predictor for job performance (Mishra & Mohapatra, 2010). The potential

link between EI and job performance supports the motivation to assess

employees relative to their project success (Mishra & Mohapatra, 2010).

Lastly, EI enables us to focus on our goals. The facets of EI are

interwoven to achieve self-actualization, first achieve motivation, to achieve

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motivation, to be happy in what we are doing (Houston, 2020). To produce

our best and achieve our goals, we need positive self-regard, heightened

emotional self-awareness, practical problem solving and decision-making

skills. We must understand clearly what our goals are and be motivated to

accomplish all we can.

THE PROBLEM

Statement of the Problem

This research correlated Emotional Intelligence and Academic

Performance of the Marine Engineering students at the University of Cebu

Maritime Education and Training Center, Mambaling, Cebu City for the

academic year 2020-2021 as basis for sound recommendations.

Specifically, this study intends to answer the following questions:

1. What is the level of Emotional Intelligence of respondents as to:

1.1. Emotional Awareness;

1.2. Emotional Management;

1.3. Social Management; and

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1.4. Relationship Management?

2. What is the academic performance of the respondents?

3. Is there a significant relationship between the academic performance and

emotional intelligence of the respondents?

4. What sound recommendations can be proposed based on the result of the

study?

Null Hypothesis:

HO1: There is no significant relationship with the emotional intelligence and

academic performance of the students

Significance of the Study

Specifically, the result of the current study will greatly benefit the

following:

Maritime Students. The study helps the students gain more

knowledge and could also determine the importance of the Emotional

Intelligence (EI) by presenting the benefits and positive impact on the

different aspects in life to the students. It could also help them to assess

themselves in improving which area of their Emotional Intelligence needs to

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be focused on. The study could also help the students determine the positive

and negative sides about an individual’s Emotional Intelligence.

Administrators. The outcome of this study will help the staff and

administrators especially the dean, guidance counselor, and affairs director

to develop and conduct necessary activities to improve the emotional

intelligence of the students.

UC-METC Instructors. The instructors learns on dealing with the

students that are having a problem in assessing their Emotional Intelligence.

In such ways, the teacher is able to control in giving difficult tasks enabling

students to have a breather, especially during spontaneous release of

activities.

Parents. The research orients the parents’ awareness on the instances

and importance of the Emotional Intelligence of their child, helping them to

assess their home environment in which their child’s emotional intelligence

state first developed.

Future Researchers. The study’s completion will help those

researchers who plan to conduct a similar or related study regarding the

Emotional Intelligence and Marine Engineering Students.

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RESEACH METHODOLOGY

Research Design

This research has utilized a descriptive correlational survey method of

research design in which it will help the researchers establish an answer to

the question is there a significant relationship between emotional

intelligence and academic performance. Figure 1 shows the research flow.

INPUT PROCESS OUTPUT

 Internet
 Level of emotional
researches
intelligence

 Academic  Transmittal

performance letter
 Sound
 Significant  Data -
Recommendations
relationship between gathering

emotional  Treatment of
intelligence and data
academic
 Data analysis
performance

Figure 1. Research Flow

 23

Research Environment

The study was conducted at the educational institution of University

of Cebu- Maritime Education and Training Center located at Alumnos,

Mambaling Cebu City. The university offers four maritime related courses

namely the following: Bachelor of Science in Marine Transportation

(BSMT), Bachelor of Science in Marine Engineering (BSMarE), Catering

and Stewarding (CS) and Bachelor of Science in Naval Architecture and

Marine Engineering (BSNAME). The UC-METC is also one of the only

four campuses of University of Cebu, where it already has a reputation as

one of the leading seafaring institutions in the country and is still developing

over and beyond its potential to become the best in the world. In accordance

to this the institution provides excellent quality education with high class

facilities and equipment that is solely dedicated to meet the needs of the

students and equip them with the knowledge necessary to their courses and

their future endeavors aboard a ship.

The researchers chose this school setting as the locale for their

research study since their target respondents are mainly maritime students,

more specifically the sophomore Marine Engineering students of UC-

METC. The researchers find this locale as fitting to serve as their research

environment because a maritime student’s life as a student can be a very

 24

rigorous way of life and it is only necessary to orient and introduce them

towards emotional intelligence and its relevance to them in the early stage to

help them in their future endeavors especially in the seafaring industry

where it is considered to be a very competitive environment and where their

emotions are most vulnerable.

Research Respondents Research Procedures

The research respondents of the study was composed of all the

BSMARE students that are enrolled in UC-METC A.Y 2020-2021. They

were chosen as the respondents, because BSMARE has several major

subjects and is prone to pressure due to many tasks and projects given. The

estimated sample size of this study will be no more less than 100

respondents. But unfortunately due to unprecedented complications that are

beyond the control of the researchers, only 51 respondents were able to

participate. convenience sampling will be utilized to ensure that each sample

has an equal probability of being chosen and to avoid biased representation

of the total population. The respondents’ comfortability and confidentiality

will also be taken into consideration upon giving the questionnaires to

protect the dignity, rights and welfare of research participants as stated on

the ethical principles and research ethics standards in conducting research.

Research Procedures
 25

Research Instrument Research Procedures

The researchers has used a researcher made questionnaire to gather

the necessary data regarding with the emotional intelligence of maritime

students. The questionnaire is a checklist table which contains four parts:

Emotional Awareness, Emotional Management, Social Management, and

Relationship Management. This questionnaire will help the researchers to

determine the emotional intelligence of the students and their academic

performance. The respondents have to put a check mark in the

corresponding box if they are Always (4), Sometimes (3), Seldom (2), and

Never (1) with the statements specified under the Emotional Awareness,

Emotional Management, Social Management, and Relationship Management

parts in the questionnaire.

Research Procedures

Gathering of Data. Once the study is approved, a transmittal letter of

approval will be sent to the Dean and the General Education Chairperson

and to the respondents of the University of Cebu -METC to ask permission

to conduct the study. Also, a letter of request will be submitted to the

registrar to obtain the population size of the BSMARE cadets/cadettes

 26

currently enrolled in the academic year 2020-2021. Upon the approval of the

study, distribution of the questionnaires to the respondents followed. The

researchers will handle the survey-form questionnaires through online

platforms considering their physical and mental state. Additionally a

transmittal letter will also be sent to the registrar to acquire the academic

performance of the students in the form of their grades. The researchers will

guarantee the respondents confidentiality on the matter of their responses

which was also stated in the informed consent. And in accordance to that no

names or any other unnecessary sensitive information will be included on

the questionnaire to ensure the respondent's comfortability upon taking the

questionnaire. The respondents will be given ample time to analyze and

answer the given set of questions appropriately. Then, the data from the

result will be gathered and analyzed. The gathering of information from the

respondents were expected to be done within one week. The data will be

accumulated and tallied.

Treatment of Data. Since the study deals with the emotional

intelligence and academic performance, the following measurements will be

applicable.
 27

1. Weighted Mean. This will be used to get the level of emotional

intelligence of the BSMARE students

2. Percentage. This will be used to get the academic performance

of the respondents.

3. Pearson “r” Correlation Coefficient This is used to get the

significant relationship between the emotional intelligence and academic

performance of the respondents

Scoring Procedure. To get the range of the level of emotional

intelligence, the scoring indicated below will be utilized.

Scale Range Descriptive Verbal Description

Equivalent

4 3.26-4.00 Always The statement mentioned is highly observed by the

respondent.
3 2.51-3.25 Sometimes The statement mentioned is moderately observed by the
respondent.
2 1.76-2.50 Seldom The statement mentioned is rarely observed by the
respondent.
1 1.00-1.75 Never The statement mentioned is never observed by the
respondent.

DEFINITION OF TERMS
 28

To ensure better understanding of the study, the following terms are

being used and are defined operationally according to the context they are

used in this study.

Academic Performance

This refers to the measurement of a students' achievement across

various academic subjects, In short this refers to the grades of the students

Emotional Awareness

This refers to the ability of an individual to be able to identify his/her

emotions at any given time and distinguish and recognize the emotions of

others as well.

Emotional Intelligence

The capacity to be aware of, control, and express one's emotions, and

to handle interpersonal relationships judiciously and empathetically.

Emotional Management

This refers to the ability of a person to realize, manipulate, and

successfully control his/her own emotions and feelings. In other words, it

gives you the capability to master your own emotions.

 29

Marine Engineering

It is a four degree program that is being offered in UC-METC. This

refers to the course that specifically focuses on the operation and

maintenance of various machineries found within ships including the main

and auxiliary engines.

Maritime Students

These are the students enrolled in UC-METC on the program that

focuses on maritime studies which involves the art of operating and

navigating a vessel.

Social Management

This refers to the ability of an individual to be able to recognize and

understand the emotions and feelings of other people around him, this allows

him/her to appropriately respond and behave around certain people.

Relationship Management

This refers to the ability of being able to develop and maintain good

relationships, involves clear communication, inspire and influence others

and as well as being effective at managing and handling conflict.

30
 31

CHAPTER 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

The chapter provides and presents the gathered data by the

researchers from the online questionnaire survey conducted towards

the Emotional Intelligence and Academic Performance of Marine

Engineering Students as well as the statistical data relative to the

problems found in the SOP. The data acquired are presented in a

tabular form to ensure a clear view of the outcome of the study.

This chapter also presents the corresponding analysis and

interpretation of the presented data from the Emotional Intelligence

and Academic Performance of Marine Engineering Students.

The researchers measured and tested the Emotional Intelligence and

Academic Performance of Marine Engineering Students through a

researcher made questionnaire if they never, rarely, sometimes, and

always observe the given emotional intelligence descriptions towards

themselves. The emotional intelligence researcher made questionnaire

consists of 4 sub-categories of EI namely: emotional awareness,

emotional management, social management, and relationship

 32

management and each sub-category has 5 statements under it in which

the respondents will respectively answer.

TABLE 1

Level of Emotional Intelligence on Emotional Awareness

N=51

Weighted
Emotional Awareness Interpretation
Mean

1. I can distinguish and 3.35 Highly Observed

identify my feelings at any
given moment

2. It is easy for me to tell the 3.25 Moderately

condition of a situation by Observed
reading the emotions of
people around me

3. I am able to recognize and 3.23 Moderately

respond appropriately to the Observed
emotions of another

4. I can easily tell the feelings 2.96 Moderately

or emotions of other people Observed

5. I am fully aware when I’m 3.49 Highly Observed

going to be angry

Aggregate Mean 3.26 Highly

Observed

Table 1 shows the level of emotional awareness of the BS

marine engineering students together with its corresponding weighted

 33

mean and aggregated mean. In which it evidently and clearly reveals

to us that the statement with the highest weighted mean garnered was

statement 5 I am fully aware when I’m going to be angry in which it

has accumulated with a weighted mean of 3.49 while the statement

with the lowest weighted mean was statement 4 I can easily tell the

feelings or emotions of other people with a weighted mean of 2.96.

The weighted mean of statement 5 implies that the said statement is a

highly observed description by the participants towards themselves,

So in connection to the Emotional Intelligence of the students, they

are more likely to determine their anger issues due to their ability to

recognize and understand their own emotions according to Bariso,

2015. while on the other hand the weighted mean on statement 4 only

depicts that most students are having trouble in determining the

feelings of others. One of the main reasons why it is hard for people to

recognize the feelings or emotions of other people is due social

anxiety disorder (SAD), In which individuals might have a hard time

paying attention to facial expressions. They might have trouble with

eye contact or read too much into negative expressions on other

people's faces. People with SAD often interpret facial expressions

more negatively (even if they're neutral), and they may even avoid
 34

looking at negative facial expressions altogether stated by Cuncic,

2021. Meanwhile an overall aggregated mean of 3.26 which can be

directly translated as a Highly Observed interpretation tells us that

generally speaking the students exhibit a high level of emotional

awareness behavior which can only be observed from individuals with

high EQ’s. This is supported by Daniel Goleman in his book entitled

“Emotional Intelligence- Why It can Matter More Than I.Q” 1995, In

which he stated that people with high emotional intelligence are

usually very self-aware with their feelings or emotions.

TABLE 2
 35

Level of Emotional Intelligence on Emotional Management

N=51

Weighted
Emotional Management Interpretation
Mean

1. I can fully take control of 3.35 Highly Observed

my feelings and emotions
during tough situations

2. I can suppress and restrain 3.25 Moderately

myself whenever I feel Observed
annoyed or angry to someone

3. I can accept harsh 3.22 Moderately

comments and criticisms Observed
from other without getting
triggered

4. I can easily deal and cope 3.25 Moderately

up with stress Observed

5. I find it easy to focus on 3.13 Moderately

my plans and goals without Observed
being distracted

Aggregate Mean 3.24 Moderately

Observed

Table 2 shows the level of emotional management of the BS

marine engineering students still incorporated with the weighted mean

of each statement and an overall aggregated mean. In which the result

clearly states on the table that the statement with the highest weighted

mean value was statement 1 I can fully take control of my feelings

 36

and emotions during tough situations in which it has a weighted of

3.35 while the statement with the lowest weighted mean of 3.13 was

statement 5 I find it easy to focus on my plans and goals without

being distracted, the weighted mean on statement 1 has a revelation

that the statement is the most often and is highly observed natural

description by the students towards themselves a behavior commonly

practiced by individuals with high EQ, emotionally intelligent

individuals understand their emotions, and because of this, they don’t

let their feelings rule them. They’re confident because they trust their

intuition and don’t let their emotions get out of control (Tessina,

2017). While the weighted mean on the statement 5 only signifies that

the students are having a hard time on focusing on their plans and

goals because they are easily distracted. One of the probable reasons

why students find it hard to focus on their goals can be explained by

Rock, 2009 according to him distractions are everywhere. And with

the always-on technologies of today, they take a heavy toll on

productivity. One study found that office distractions eat an average

2.1 hours a day. Another study, published in October 2005, found that

employees spent an average of 11 minutes on a project before being

 37

distracted. After an interruption it takes them 25 minutes to return to

the original task, if they do at all.

Furthermore an aggregated mean of 3.24 which can be

translated as Moderately Observed interpretation reveals that the

following statements are moderately observed by the respondent

towards themselves and did not frequently practice or often times

observed towards themselves a behavioral or emotional pattern similar

to those individuals with high emotional intelligence.

One of the probable reasons that students have trouble

managing their emotions and feelings presently is that because of the

current circumstance the world is in right now, this COVID-19

pandemic in which we are all subjugated in brought major effect and

impact towards everyone as educational centers were closed, social

contacts became greatly limited, and leisure time activities were

canceled (Fegert et al., 2020) this of course led to the disruption of the

emotional health of basically everyone, most vulnerably the students

whom are also torn in online class challenges which can be stressful

and overwhelming. Among the mental health problems related to

quarantine, we find depression, mood swings, anger, stress insomnia

and emotional exhaustion (Brooks et al., 2020).

 38

TABLE 3

Level of Emotional Intelligence on Social Management N=51

Weighted
Social Management Interpretation
Mean

1. My friends can tell me 3.45 Highly Observed

their problems for support

2. I can easily share my 2.90 Moderately

feelings to my friends Observed

3. I am good at avoiding 3.35 Highly Observed

arguments and fights

4. It is easy for me to know 3.33 Highly Observed

when it is my time to speak or
to listen

5. I am able to empathize and 3.51 Highly Observed

understand how other people
feel

Aggregate Mean 3.31 Highly

Observed

Table 3 shows the level of social management of the

BS marine engineering students with the weighted mean and

aggregated mean. The table presented obviously and clearly depicts

that statement 5 I am able to empathize and understand how other

people feel got the highest weighted mean value of 3.51 while the

statement with the lowest weighted mean with 2.90 was statement 2 I
 39

can easily share my feelings to my friends as compared to the

remaining statements, the result on statement 5 indicates that the

students often observe towards themselves that they are highly

capable of empathizing and understanding other people’s feelings, a

trait commonly observed from individuals with high EQ. Adeptness at

empathy and other such traits like altruism and constructive honesty

are all part of high emotional intelligence moreover empathy is a

critical component of social management (Hesse, 2006). While the

weighted mean on statement 2 only signifies that the individuals are

not really open with their feelings to others. One of the main reasons

why people have trouble expressing their feelings to others is because

they are afraid of angry feelings or conflicts with people (Grohol,

2016). They believe that people with good relationships should not

engage in verbal “fights” or intense arguments. In addition to that they

may believe that disclosing their thoughts and feelings to those they

care about would result in their rejection. This is sometimes referred

to as the “ostrich phenomenon” burying one's head in the sand instead

of addressing social relationship problems.

Additionally an aggregated mean of 3.31 implies that the

statements in general are often and highly observed by the students

 40

about themselves, this is true according to (Kong et al. 2012) wherein

he stated that high emotional intelligence involves high social

competence and therefor high social management, individuals high in

emotional intelligence are prone to have better at managing social

support in general.

TABLE 4
Level of Emotional Intelligence on Relationship Management
N=51
 41

Weighted
Relationship Management Interpretation
Mean

1. I consider myself good at 3.27 Highly Observed

motivating others

2. It is easy for me to work 3.27 Highly Observed

with others and befriend them

3. I am good at handling and 3.10 Moderately

diffusing conflicts Observed

4. I am good at keeping a 3.35 Highly Observed

long-lasting relationship with
others

5. I can easily show my 3.24 Moderately

affections to others Observed

Aggregate Mean 3.25 Moderately

Observed

Table 4 shows the level of relationship management of the

marine engineering students also accompanied with the corresponding

weighted mean of each statement and an overall aggregated mean

wherein at first glance it is already clear and obvious to us that the

statement 4 I am good at keeping a long lasting relationship with

others garnered the highest weighted mean value of 3.35 out of all the

remaining statements and the statement that accumulated the lowest

weighted mean of 3.10 was statement 3 I am good at handling and

diffusing conflicts, this only implies in the result of statement 4 that

 42

the respondents often and highly observed about themselves in

particular that they are highly adept at keeping a long relationship

with others now relationship management is one of the cornerstones

of having a high emotional intelligence. It would be expected that

those high in emotional intelligence would indeed have a healthy and

long lasting relationship with others more effectively than those low

in emotional intelligence (Hesse, 2006). In the result of statement 4

which students are rarely observe due to a fact that students are having

a hard time dealing with conflicts. People are having a hard time on

diffusing problems because when emotions such as anger, frustration

and resentment are felt, it’s often difficult for people to think and

behave rationally. Their ability to step into the other party’s shoes and

think compassionately about the other side of the conflict is severely

impaired (Davis, 2014).

Furthermore an aggregated mean of 3.25 which can be translated

as Moderately Observed interpretation tells us that in an overall

perspective the students have moderately observed the said statements

towards themselves. This could be explained through taking a look of

the coronavirus pandemic unprecedented impact on socializing and

interacting in which relationships are built upon. This pandemic

 43

continues to dramatically affect the lives of everyone, including their

relationships with other people in their respective communities, their

families, their homes and workplaces. According to (Slatcher,2020)

“the COVID-19 outbreak is profoundly affecting our social

relationships” similarly science journalist Lydia Denworth also stated

that “The pandemic is causing stress and strain to every relationship”.

The COVID-19 pandemic has withered a lot of relationships, In this

era of strict quarantines, social distancing and remote learning, people

have had little opportunities to foster the crucial elements for the

growth of relationships and as well as managing them.

TABLE 5

Summary of the Marine Engineering Students' Emotional

Intelligence
 44

Emotional Intelligence Weighted

Interpretation
Variables Mean

Emotional Awareness 3.26 Highly

Observed

Emotional Management 3.24 Moderately

Observed

Social Management 3.31 Highly

Observed

Relationship Management 3.25 Moderately

Observed

Aggregated Mean 3.27 Highly

Observed

Table 5 shows the BS Marine Engineering Students Emotional

Intelligences in Competencies of: Emotional Awareness, Emotional

Management, Social Management, and Relationship Management and

it also dispalys the summary of the marine engineering students'

emotional intelligence wherein it shows the aggregated mean of each

emotional intelligent variable as well as the total aggregated mean

overall. The aggregated mean of each emotional intelligence variable

with its respective interpretations were also depicted in the table and

as well as the overall aggregated mean was shown. Wherein it clearly

and evidently shows that the variables of each Emotional Intelligence

 45

competencies are not that far off from each other and we can see that

they only shared a slight gap in differences with each other, although

the results show that the variable that got the highest aggregated

weighted mean was Social Management with a 3.31 weighted mean

value and the Emotional Management as the lowest weighted mean

with 3.24.

Now the overall aggregated mean of 3.26 which can be directly

translated into an Highly Observed interpretation implies that in

general the students often and highly shows and exhibit traits and

behaviors that is similar and can only be observed from those

individuals with relatively high EQ. Furthermore with that being said

it is then safe to assume that therefore the students have a high

emotional intelligence due to the fact that the overall results yielded a

promising overall aggregated mean.

TABLE 6

Academic Performance of the Marine Engineering Student

Academic Performance Frequenc Percentage

y
 46

1.0 (Excellent) 4 8%

1.1-1.5 (Very Good) 8 16%

1.6-2.5 (Good) 30 59%

2.6- 2.9 (Fair) 9 17%

3.0 (Passing) 0 0%

Total 51 100%

Table 6 shows the academic performance of the marine

engineering students and the accumulated frequency and percentages

of the student’s grades or academic performance wherein it clearly

depicts and shows without a doubt that majority of the students or

more than half of the respondents with a garnered response totaling up

to 59 percent got an average grade of 1.6-2.5 which is already

considered to be fairly good and satisfactory in itself. This revelation

otherwise implies that most of the respondents got a passing and a

satisfactory grade. Furthermore the table also shows that all of the

responds received neither failing nor unsatisfactory grading this

signifies that all of the respondents received and got a passing grade

overall.
 47

TABLE 7

Relationship between the Academic Performance and Emotional

Intelligence
 48

r
Critical
(correlation t-
Variables df value Decision Interpretation
coefficient) value

Academic
Performance
and 49 -0.0096 - 1.960 Accept Not significant
0.0672 Ho
Emotional (very low
Awareness correlation)

Academic
Performance
and 49 0.2207 1.5849 1.960 Accept Not Significant
Ho
Emotional (slight
Management correlation)

Academic
Performance
and 49 0.0228 0.1596 1.960 Accept Not Significant
Ho
Social (very low
Management correlation)

Academic
Performance
and 49 -0.1851 - 1.960 Accept Not Significant
1.3185 Ho
Relationship (very low
Management correlation)

Table 7 shows the relationship between the academic

performance and emotional intelligence of the marine engineering

students. This was explored through the use of Pearson’s r correlation

 49

coefficient wherein it is already made clear based on the table that the

emotional intelligence sub-categories namely the following: emotional

awareness, emotional management, social management, and

relationship management showed a very little to nothing and to the

point of almost negligible correlation with the academic performances

of the students resulting for our null hypothesis to not be rejected but

rather to be accepted. This implication otherwise suggests that having

high emotional intelligence does not necessarily translate or mean that

the student will also tend to be a high academic achiever.

In terms of whether there is significant relationship between

academic performance and the emotional awareness, it obtained a

correlation coefficient of -0.0096 which means there is very low

correlation or almost negligible relationship. In order to find the

significant relationship, the correlation coefficient is used to compute

for the t-value and it obtained a value of -0.0672 which is absolutely

lesser than the critical value of 1.960. This means the acceptance of

the null hypothesis, that there is no significant relationship between

the academic performance of the respondents and the emotional

awareness.
 50

For the academic performance and emotional management – it

is a slight correlation or definite but small relationship to even make a

significance, the data treatment obtained a correlation coefficient of

0.2207 which is slightly higher than the correlation coefficient that we

had with the emotional awareness, but unfortunately it is still not

enough of a value to establish a strong positive relationship. To find

the significant relationship, the correlation coefficient was used to

compute for the t-value and it obtained a value of 1.5849 which is

slightly lesser than the critical value of 1.960. This resulted in the

acceptance of the null hypothesis, that there is no significant

relationship between the academic performance of the respondents

and the emotional management as well.

Looking at the relationship between the academic performances

and social management of the students the table shows that the

correlation between the two variables is very low and weak to even

consider establishing a significant relationship of the two variables, it

obtained a correlation coefficient of 0.0228 which is already a very

low value which yielded to a very low correlation between academic

performances and social management. As a means to find the

 51

significant relationship, the correlation coefficient was used to

compute for the t-value and it obtained a value of 0.1596 which is

lesser than the critical value of 1.960. This means the acceptance of

the null hypothesis, that there is no significant relationship between

the academic performance of the respondents and the social

management.

Finally in terms of whether there is a significant relationship

between the variables academic performance and relationship

management of the students. Data analysis revealed that it acquired a

correlation coefficient of -0.1851 which is already understood without

a doubt that it is a very low and too weak of a correlation indeed, this

implies that there is not a chance that relationship management could

possibly have a significant positive relationship with the academic

performances of the students. In seeking for the significant

relationship of the two given variables, the correlation coefficient was

used to compute for the t-value and it attained a value of -0.1851

which is very far from the critical value of 1.960. Additionally the

finding implies that there seemed to be an almost negligible

relationship between the two variables. This led to the decision of

accepting the null hypothesis, therefore it is safe to assume that there

 52

is no significant relationship between the academic performance of

the respondents and relationship management.

 53

CHAPTER 3
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS

This chapter presents the summary of the study, the findings

based on the data gathered and the statistical treatment, and the

drafted conclusion and the recommendation proposed by the

researchers about the Emotional Intelligence and Academic

Performance of students.

Findings

Based on the presentations, analysis, and interpretation of data,

the following findings were arrived at:

1. The level of Emotional Intelligence of the respondents in Emotional

Awareness and Social Management is Highly Observed while

Moderately Observed for Emotional Management and Relationship

Management

2. Fifty nine percent of the respondents has a Good academic

performance, 17 percent is Fair, 16 percent has Very Good, eight

percent is Excellent and none belongs to Passing Academic

Performance.
 54

3. The student’s academic performance and all four of the emotional

intelligence variables has no significant relationship.

Conclusion

This study concluded that emotional intelligence has no significant

relationship with the student’s academic performance where all four

of the emotional intelligence variables showed very little values of

correlational coefficient to even establish a strong significant

relationship. Furthermore, the assumption of the researchers is

Emotional Intelligence plays a significant role in the academic

 55

performance of the students did not clearly support with the

conclusion of the study.

 56

Recommendation

The following are recommended for future implementation anchored

entirely towards the betterment of the students.

1. That the school guidance considers the implementation of engaging

activities such workshops and seminars and require participation from

the students with the sole purpose of improving their emotional

intelligence, specifically in the emotional management and

relationship management field; and

2. The school guidance should also include in their seminars the

benefits of possessing high emotional intelligence outside academic

performance and include its importance and utilization onboard a

vessel in the near future.

 57

Limitations of the Study

There are a number of limitations in this study, and thus

encouraged the need to be cautious in interpreting the findings. The

population size for this study is 1000 and the sample size is 51 which

is 5.1% of the population size. The method used for this study is

convenience sampling. Another limitation of the study is that the

researchers only focused on one maritime department only which is

the Maritime Engineering department. Thus, this finding may only be

relevant to this particular maritime department. In the future it would

be beneficial to see all those limitations be eliminated and additionally

it would be interesting to explore the concept of emotional

intelligence from a qualitative perspective. The current study utilized

a quantitative method, which did not obtain any personal opinions or

conduct any observations of the participants, and the results of a

future study may benefit from a qualitative or mixed-method

methodology. It may be that a better understanding may be gained

through looking at this through a qualitative perspective and would

contribute additional knowledge in this body of emotional

intelligence.
 58

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 62

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emotional intelligence in academic performance and deviant behavior

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 66

APPENDIX A-1
Transmittal Letter- Letter to the Dean

January 29, 2021

Capt. Gerry D. Enjambre

Dean, College of Maritime Education
University of Cebu-METC
Alumnos, Mambaling, Cebu City

Dear Sir:

Greetings!
The undersigned is the lead researcher of the team who had successfully defended
the research title “Emotional Intelligence and Academic Performance” last December
30, 2020 during our proposal hearing which was chaired by Engr. Allan R. Navarro.
In line with this, I would like to ask for your approval in allowing the team to
disseminate the research instruments using Google forms to our respondents who are the
BSMarE students enrolled in University of Cebu-Maritime Education and Training
Center for the academic year 2020-2021.

I am hoping for a positive response on this request. Your approval will greatly
contribute to the success of this study. Kindly send the approved letter to our adviser’s
email address which is reflected below. Thank you and God bless!

Respectfully yours,

E/C Jan Mike B. Pingkian

Lead Researcher

Noted by;

Dr. Michelle Pable

Research Adviser
mitchpable@gmail.com

Recommending Approval; Approved by:

Engr. Allan Navarro Capt. Gerry Enjambre

Gen. Ed Chairperson Maritime Education Dean

 67

APPENDIX A-2

Transmittal Letter to the Registrar

January 29, 2021

Mrs. Jovita A. Quinanola

The Registrar
University of Cebu-METC
Alumnos, Mambaling, Cebu City

Dear Madame:

Greetings!

The undersigned is the lead researcher of the team who had successfully defended
the research title “Emotional Intelligence and Academic Performance “ last December
30, 2020 during our proposal hearing which was chaired by Engr. Allan R. Navarro.
In line with this, I would like to request for the following: (1) number of all
BSMarE students enrolled during the 1st semester of academic year 2020-2021, (2) the
email address of all BSMarE students, and (3) midterm grade general average of the
mentioned students.

The data requested above are needed for the computation of our sample size and
dissemination of our research tool on the mentioned research study. This study would not
be realized without your help.

I am hoping for a positive response on this request. Kindly send the approved
letter and the data requested to our adviser’s email address which is reflected below.
Thank you and God bless!

Respectfully yours,

E/C Jan Mike B. Pingkian

Lead Researcher

Noted by:

Dr. Michelle Pable

Research Adviser
mitchpable@gmail.com

Recommending Approval; Approved by:

Engr. Allan Navarro Mrs. Jovita Quinanola

Gen. Ed. Chairperson School Registrar
 68

APPENDIX A-3
Transmittal Letter to the Respondents

Dear Respondents,

Greetings! We would like to ask for your permission to be a participant for

the completion of our research study entitled "Emotional Intelligence and

Academic Performance". The selected students will be asked to answer a

questionnaire related to our study. If you have any questions, please do not

hesitate to approach or contact us. Your participation will be of great help

and will be highly appreciated. Thank you!

Respectfully yours,

E/C Jan Mike B. Pingkian

Lead Researcher

Noted by:

Mrs. Michelle Pable

Research Adviser
 69

APPENDIX B

RESEARCH INSTRUMENT

Questionnaire

This is a researcher made questionnaire that aims to measure your emotional

intelligence levels. The questions in this questionnaire were lifted from
related literatures in the Theoritical Background. Emotional
Intelligence( referred to as EQ ) is your ability to be aware of, understand
and manage your emotion. Why is EQ important? While intelligence
( referred to as EQ ) is important, success in life depends more on EQ. Take
the assessment below to learn your EQ strengths!

Rank each statement as follows: 0(never) 1(rarely) 2(sometimes) 3(often)

4(always)

Directions: Identify your observation level of the given emotional

intelligence descriptions. Select the column which corresponds
your answer. Please refer to the legend below for better
understanding of your chosen option.

Legend:
4- means Always and you highly observed the description stated to yourself.

3- means Sometimes and you moderately observed the description stated to

yourself.

2- means Seldom and you rarely observed the description stated to yourself.

1-means Never and you have not observed the description stated to yourself.
 70

Emotional Awareness 4 3 2 1

1 I can distinguish and identify my feelings at

any given moment

2 It is easy for me to tell the condition of a

situation by reading the emotions of people
around me

3 I am able to recognize and respond

appropriately to the emotions of another

4 I can easily tell the feelings or emotions of

other people

5 I am fully aware when I’m going to be angry

Emotional Management 4 3 2 1

1 I can fully take control of my feelings and

emotions during tough situations

2 I can suppress and restrain myself whenever I

feel annoyed or angry to someone

3 I can accept harsh comments and criticisms

from other without getting triggered

4 I can easily deal and cope up with stress

5 I find it easy to focus on my plans and goals

without being distracted

Social Management 4 3 2 1
 71

1 My friends can tell me their problems for

support

2 I can easily share my feelings to my friends

3 I am good at avoiding arguments and fights

4 It is easy for me to know when it is my time

to speak or to listen

5 I am able to empathize and understand how

other people feel

Relationship Management 4 3 2 1

1 I consider myself good at motivating

others

2 It is easy for me to work with others and

befriend them

3 I am good at handling and diffusing

conflicts

4 I am good at keeping a long lasting

relationship with others

5 I can easily show my affections to others

 72

APPENDIX B-1

Letter of Request for the validation of the Research Tool

To: ______________
______________
______________

Respected Sir/ Madam:

We are currently enrolled in Research 101 ( Methods of Research) at the

University of Cebu- METC, and we are in the process of validating the
content of our research instrument for our study entitled, "Emotional
Intelligence and Academic Performance".

The validity of our tool is one of the requirements in our research methods
course.

Objectives of the study are stated below:

1.
2.
3.

Attached in this letter are the following:

1.Tool for the study;

2. A separate sheet for comments and suggestions
3. Certificate of validation

I humbly request you to kindly go through the content of the tool and give
your valuable suggestion on the content.

I would also be much grateful to you if you could sign the certificate stating
that you have validated the tool.

Thank you very much.

 73

Respectfully,

E/C Jan Mike B. Pingkian

Lead Researcher
 74

APPENDIX B-2

Certificate of Validation

This is to certify that the research tool constructed by E/C Jan Mike S.
Pingkian a maritime student in the University of Cebu- METC to be used in
his study, " Emotional Intelligence and Academic Performance", has been
examined and completely approved as valid and acceptable.

_____________________________
Content Expert Validator

Date: __________
 75

APPENDIX B-3

Result of the Reliability Test

Anova: Two-Factor Without Replication

SUMMARY Count Sum Average Variance

Row 1 20 56 2.8 0.905263
Row 2 20 78 3.9 0.094737
Row 3 20 80 4 0
Row 4 20 57 2.85 0.45
Row 5 20 59 2.95 0.365789
Row 6 20 69 3.45 0.260526
Row 7 20 61 3.05 0.471053
Row 8 20 66 3.3 0.431579
Row 9 20 68 3.4 0.357895
Row 10 20 69 3.45 0.260526

Column 1 10 32 3.2 0.844444

Column 2 10 33 3.3 0.233333
Column 3 10 36 3.6 0.266667
Column 4 10 34 3.4 0.488889
Column 5 10 32 3.2 0.622222
Column 6 10 32 3.2 0.622222
Column 7 10 31 3.1 0.766667
Column 8 10 32 3.2 0.177778
Column 9 10 34 3.4 0.488889
Column 10 10 33 3.3 0.455556
Column 11 10 35 3.5 0.5
Column 12 10 29 2.9 0.988889
Column 13 10 32 3.2 0.844444
Column 14 10 33 3.3 0.233333
Column 15 10 38 3.8 0.177778
Column 16 10 34 3.4 0.488889
Column 17 10 33 3.3 0.455556
Column 18 10 33 3.3 0.677778
Column 19 10 32 3.2 0.4
Column 20 10 35 3.5 0.5

ANOVA
Source of VariationSS df MS F P-value F crit
Rows 30.805 9 3.422778 9.548821 9.71E-12 1.934988
Columns 7.055 19 0.371316 1.035892 0.422852 1.647704
Error 61.295 171 0.35845 Cronbach's Alpha:
0.895275
Total 99.155 199

APPENDIX C
 76

Location Map

APPENDIX D
 77

INFORMED CONSENT

Students and Faculty Researchers

University of Cebu System

Name of Principal Investigator: E/Cdt. Jan Mike B. Pingkian

Name of Organization: University of Cebu - Maritime Education and

Training Center (UC-METC)

Title of Proposal: Emotional Intelligence and Academic Performance

This Informed Consent Form has two parts:

□ Informed Sheet (to share information about the research with you)

□ Certificate of Consent (for signatures if you agree to take part)

You will be given a copy of the full Informed Consent Form

PART I: Information Sheet

Introduction

I and my co-researchers are students of the University of Cebu-Maritime

Education and Training Center taking up Bachelor of Science in Marine
Engineering. We are currently conducting a study entitled: “Emotional
Intelligence and Academic Performance”.

In line with this, I am inviting you to be a respondent of this

investigation and request you to spare few minutes of your time to answer
this questionnaire honestly. However, you do not have to decide today
whether or not you will participate in the research. Before you decide, you
can talk to anyone you feel comfortable with about the research. If there are
contents in the questionnaire that you do not understand and find ambiguous
then feel free to contact the researchers. Rest assured that all the answers
will be treated with utmost confidentiality.

Purpose of the Research

 78

This study seeks to identify the emotional intelligence at its relevance

to the sophomore Marine Engineering students at the University of Cebu
Maritime Education and Training Center, Mambaling, Cebu City for the
academic year 2020-2021 as basis for recommendations.

Type of Research Intervention

This research will involve survey questionnaires based on a researcher

made questionnaire.

Participant selection

We are inviting the students of University of Cebu - Maritime Education

and Training Center most especially second year students who are taking up
Bachelor of Science in Marine Engineering to be the respondents of this
study.

Voluntary Participation

Your participation in this research is entirely voluntary. It is your choice

whether to participate or not, it does not affect you as a student of this
school. You may change your mind later and stop participating even if you
agreed earlier and this will not be taken against you later on.

Procedures and Protocol

In this study you will be asked to answer a questionnaire that will be

distributed by the researchers when they will have their data gathering. It
will be collected right after you completely answer the questionnaire. The
information recorded is confidential and no one else except Mrs. Michelle
Pable, my research adviser, will have access to her/his questionnaire. The
questionnaires will be destroyed after 6 months.

Duration

The research takes place within 6 months. During that time, you will be
asked by the researchers to answer the questionnaire during your convenient
time and may submit within 20-30 minutes. If you would answer the
 79

questionnaire immediately, then it will take around 10 minutes to finish.

Your engagement as a respondent will only take once.

Risks

You must know that it is you who will decide whether to give answer to
all questions. You do not have to give reasons for not responding to any
questions, or for refusing to take part in the survey.

Benefits

This study is beneficial not only to the students of University of Cebu-

Maritime Education and Training center but also he outcome of this study
will help the staff and administrators especially the dean, guidance
counselor, and affairs director to develop and conduct necessary activities to
improve the emotional intelligence of the students.

Reimbursements

You will not be provided with any payment for taking part in the
research.

Confidentiality

We, the researchers of this study will not be sharing information about
you. The information that we collect from this research will be kept
confidential. Information about you and your perception that will be
collected from this research will be put away and no one but the researcher
will be able to see it. It will not be shared with or given to anyone except my
research adviser, Mrs. Michelle Pable

Sharing the Results

At the end of the study, we, the researchers of this study will be sharing
what we have learned with from the respondents. Nothing that you answered
in the questionnaire will be shared with anybody outside the research. A
written report will also be given to the participants whom they can share
with their families. We will also publish the results in order for those
interested people may learn from this research.
 80

Right to Refuse or Withdraw

You may choose not to participate in this study and does not have to take
part in this research if you do not wish to do so. Choosing to participate or
not will not affect you as a a resident in the community. You will still
benefit from the possible action plan that we will propose based on the result
of this study.

Who to Contact

If you have any questions, you can ask them now or later, even if the
study has started. If you wish to ask questions later, you may contact any of
the following:

Name of the Researcher/Adviser/Ethics Staff

Jan Mike B. Pingkian Kizaruparker@gmail.com

09471515626

This thesis proposal has been reviewed and approved by our thesis panel
of reviewers at the University of Cebu Research Ethics Committee, which is
a committee whose task is to make sure that researcher have properly
conducted the study. If you have any questions for my panel, please contact
the University Research Office.

PART II: Certificate of Consent

I have read the foregoing information, or it has been read to me. I have
had the opportunity to ask questions about it and any questions that I
 81

have asked have been answered to my satisfaction. I consent voluntarily

to participate as a participant in this research.

Print name of Participant: ___________________

Signature of Participant: ____________________

Date: ________________

Day/month/year

Date _________________

Day/month/year

I confirm that the participant was given an opportunity to ask

question about the study, and all the questions asked by the participant
have been answered correctly and to the best of my ability. I confirm that the
individual has not been coerced into giving consent, and the consent has
been given freely and voluntarily.

A copy of this ICF has been provided to the participant.

Print Name of Researcher/person taking the

consent________________________
Signature of Researcher/person taking the
consent__________________________
Date__________________
Day/month/year

CURRICULUM VITAE

Personal
 82

Age : 20
Born : October 04, 2000
Height : 163 cm (1.63m)
BMI : Normal
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

RICARDO S. ASUBAR
JR. Education

College : Bachelor of Science in Marine

asu58law@gmail.com Engineering
University of Cebu – METC
09196584061 Alumnos, Mambaling, Cebu City
2019- present
Senior High : Mater Dei College Cabulijan,
N/A
Tubigon, Bohol (2017-2019)

Lajog, Clarin, Bohol Junior High : Mater Dei College Cabulijan,

Tubigon, Bohol (2013-2017)

Elementary : Lajog Elementary School, Lajog,

Clarin, Bohol (2007-2013)
skills

technical skills, drafting,

drawing, computer literate,
reading, writing and public
speaking.

Personal
 83

Age : 20
Born : January 01, 2000
Height : 163 cm (1.63m)
BMI : Normal
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

JAN MELARD T.
CUEVA Education

Cuevajan90@gmail.com
College : Bachelor of Science in Marine
Engineering
09503841173 University of Cebu – METC
Alumnos, Mambaling, Cebu City
N/A 2019- present

Bantigue, Bantayan, Cebu Senior High : University of Cebu (Sangciangko

Street, Cebu City) (2017-2019)

skills Junior High : Bantayan Science High School

(Bantayan, Cebu) (2013-2017)
basketball, technical skills, Elementary : Bantayan Central Elementary School
drawing, writing and (Bantayan, Cebu) (2007-2013)
drafting.

Personal
 84

Age : 20
Born : February 21, 2001
Height : 162 cm (1.62m)
BMI : Normal
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

RAY MICHAEL C.
GIGANTO Education

raygiganto21@gmail.com

College : Bachelor of Science in Marine

09617731818 Engineering
University of Cebu – METC
N/A Alumnos, Mambaling, Cebu City
2019- present

Kalunasan, Cebu City

Senior High : University of Cebu- METC
(Alumnos, Mambaling, Cebu City) (2017-2019)

Junior High : Abellana National High School

(Osmena Blvd, Cebu City) (2013-2017)
skills
Elementary : Guadalupe Elementary Scchool (116
computer literate, gaming, V Rama Ave., Cebu City) (2007-2013)
reading, writing, drafting
and public speaking.

Personal
 85

Age : 20
Born : January 19, 2001
Height : 162cm (1.62m)
BMI : Normal
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

JAY NIÑO V. Education

GILTENDEZ

jiygiltendez@gmail.com
College : Bachelor of Science in Marine
Engineering
09176489567
University of Cebu – METC
Alumnos, Mambaling, Cebu City
N/A 2019- present

Ilihan, Toledo City

skills
basketball, reading,
playing instruments,
writing, drawing and
computer literate.
Senior High : Toledo City Science High
School(Ilihan Heights, Toledo City, Cebu) (2017-
2019)
Junior High : Toledo City Science High School
(Ilihan Heights, Toledo City, Cebu) (2013-2017)
Elementary : West Bay Learning Center (Sipaway
Street, Toledo City, Cebu) (2007-2013)

Personal
 86

Age : 20
Born : April 27, 2000
Height : 167 cm (1.67m)
BMI : Normal
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

JAN MIKE B. Education

PINGKIAN

kizaruparker@gmail.com College : Bachelor of Science in Marine

Engineering
09471515626 University of Cebu – METC
Alumnos, Mambaling, Cebu City
2019- present
N/A

Poblacion, Danao City Senior High : University of Cebu- LM (AC Cortez

Ave., Mandaue City) (2017-2019)

Junior High : Ramon M. Durano Sr. Foundation-

Science Technology Education Center (Banaba,
Guinisay, Danao City) (2013-2017)
skills
Elementary : Northeastern Cebu College (P.G
Almendras St., Danao City) (2007-2013)
basketball, computer
literate, writing, reading,
problem solving and
public speaking.

CURRICULUM VITAE
 87

MICHELLE MISA PABLE

Gentle Peace Subd., Lawaan II, City of Talisay ,Cebu

09334064813

mitchpable@gmail.com

PERSONAL DATA

Birthdate : March 23, 1977

Birthplace : Calubian, Leyte

Height : 5’6”

Weight : 70 kgs..

Nationality : Filipino

Religion : Roman Catholic

Civil Status : Married

EDUCATION

Doctorate : Cebu Technological University

Doctor in Development Education

Palma Street, Cebu City

December 2019
 88

Masteral : University of the Visayas

Master of Arts in Teaching

Major in English

Cebu City

October 2010

College :Cebu Normal University

Bachelor of Arts

Major in English

Cebu City

March 1997

Certificate of Recognition on Academic Excellence

2nd prize winner, CNU Book Week Quiz Bowl ‘94

SEMINARS/ TRAININGS ATTENDED

- Home-based Schooling and the Role of Parents ( August 6, 2020)

- Private Matters: Data Privacy in an Online World ( August 4, 2020)
- Making the Right Choice: Choosing the Best Learning
Management System for your School (July 10, 2020)
- National Training on Online Management (July 8-10, 2020)
- Classroom Management and Best Practices Program ( October 27-
28, 2017)
- Test Construction ( UC-METC, October 24, 2017)
 89

- Nationwide Mass Training on Cardiopulmonary Resuscitation

(Cebu City, March 6, 2017)
- Seminar-Workshop on Syllabi Calibration Based on Course
Outcomes (UC-METC, October 28, 2016)
ELIGIBILITY

Trainers Methodology (August 2015)

Teachers’ Board Examination (August 1997)

RECOGNITIONS

 Prompt Submission of Final Grade sheets for 2 nd sem 2017-2018 (UC-

METC, October 5, 2018)
 Resource Speaker on Test Construction ( CTS-C, November 7, 2018)
 Facilitator, Speech Laboratory Usage Orientation and Training ( UC-
METC, June 1, 2018)
 Facilitator, Spelling Contest (UC-METC, February 15, 2017)
 Prompt Submission of Final Grade sheets for 1 st sem 2016-2017 ( UC-
METC, December 8, 2016)
 Resource Speaker during the Seminar-Workshop Communication
Skills Enhancement for BSMT Instructors ( UC-METC SL, October 27,
2016)
 Resource Speaker during the Seminar-Workshop Communication
Skills Enhancement for BSMaRE Instructors ( UC-METC SL, October
26, 2016)

WORK EXPERIENCES
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 English / Research Instructor

University of Cebu – METC

Alumnos, Mambaling, Cebu City

June 2011 – present

 Senior High Research Instructor

University of Cebu- METC

Alumnos, Mambaling, Cebu City

October 2017- March 2018

 English College Instructor

University of Cebu Lapu-Lapu and Mandaue

Mandaue City, Cebu

June 2008- 2011

 Subject Area Coordinator in English/English Teacher

Immaculate Heart of Mary Academy

Minglanilla, Cebu

June 1998- March 2008

 English Teacher
Sisters of Mary School – Girls town

Talisay City, Cebu

April 1997– December 1997

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