1

Chapter I

THE PROBLEM

Introduction

Emotional intelligence or emotional quotient is the ability of individuals to

identify their own emotions as well as the emotions of others correctly and to manage and

control emotions which includes both regulating one’s own emotions when necessary and

helping others to do the same. Also, this emotional information acquired by the person is

used to guide thinking and behaviour.

Emotional intelligence is essential for all human interactions. The ‘emic’

perspective of emotional intelligence helps a person understand and regulate their own

emotions and use them for effective human interactions. The ‘etic’ perspective of EI

helps them relate to the emotions, empathize and respond to the emotions of others. Both

these perspectives are essential for effective human interactions (Fons, 2015). In

medicine, a profession that thrives on human interactions, emotional intelligence is of

great importance. There is increasing interest in the recent times on the importance of

emotional intelligence for effective clinical practice. Empathy and compassion have

always been desirable virtues in a doctor (Stratton, 2015).

Emotional intelligence reflects the abilities to join intelligence, empathy and

emotions to enhance thought and understanding of interpersonal dynamics. Emotional

intelligence includes four competencies. Firstly, self-awareness is the ability to accurately

perceive one’s emotions and remain aware of them as they happen, including the ability

to manage one’s response to specific situations and people. Secondly, self-management is

the ability to be aware of one’s emotions and have the flexibility to positively direct one’s
 2

behaviour in response to those emotions, to manage emotional reactions in all situations

and with all people. Thirdly, social awareness is the ability to accurately identify the

emotions of other people and thus understand the effects of those emotions, i.e., to

understand what other people are thinking and feeling even though the perceiver does not

feel the same way. Fourth one is about relationship management, which is the ability to

use awareness of one’s own emotions and those of others to successfully manage

interactions, i.e., to provide clear communication and effectively handle conflict

(Bradberry& Greaves, 2003).

Emotional intelligence has three types of main models. That are ability model,

mixed model, trait model. Specific ability models address the ways in which emotions

facilitate thought and understanding. It has perceiving emotions, using emotions,

understanding emotions, managing emotions. The concept of emotional intelligence has

become a very interesting topic of psychological research in recent years. Person’s

emotional quotient (EQ) may be more important than their IQ and is certainly a better

predictor of success quality of relationships and overall happiness. Physical health,

mental well-being, relationships, conflict resolution, success and leadership are the

importance of emotional intelligence. Identifying emotions, emotional facilitation of

thoughts, understanding emotions, are the factors of emotional intelligence. Emotional

intelligence alone does not provide a recipe for success of the workplace. It does go hand-

in hand with technical skills and IQ to help promote success at work. A highly intelligent

and self-employee who lacks emotional intelligence may be less helpful us key influences

or more challenging as stakeholder than a less skilled employee who has the emotional

intelligence to reach consensus with their peers.

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There is a need to impart emotional intelligence skills as part of medical

education in creating sensitive and empathetic physicians for the future. The medical

curriculum is overloaded with subject content, that often there is very little time allotted

for skill development. Much of these soft skills such as effective communication,

emotional intelligence, empathy etc. are left to subconscious learning by observation of

senior colleagues in action at the bedside and the outpatient clinics. In recent times, active

teaching-learning methods are advocated for imparting empathy, emotional intelligence

and communication skills in the medical curriculum in many countries. In India, the

Vision 2015 document of the Medical Council of India, the apex body in charge of

curriculum development for medical education in the country, focussed on the ATCOM

module, which is the Attitude and Communication module, in order to impart education

on communication skills, empathy, emotional intelligence and ethics (Modi et.al, 2015).

However, implementation of this curriculum in the actual teaching-learning process

leaves much to be desired.

This study is important for it will help to assess the level of emotional intelligence

of medical students in the College of Medicine in University of Northern Philippines and

to explore their understanding of the role of emotions in medical practice. However, little

research has been conducted on emotional intelligence among medical students.

Emotional intelligence may also be an important factor in the realm of educational

leadership. School principals may have an additional tool to help them reach high levels

of performance. This study is also intended to address that possibility. Also, the UNP

administrators can benefit from the result. It can design programs (symposia/trainings),

so that students can better handle themselves.

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Statement of the Problem

This study aimed to investigate the emotional intelligence among students of

College of Medicine, UNP, during the second term of School Year 2019-2020.

Specifically, this study sought answers to the following questions:

1) What is the profile of the respondents in terms of the following sets of factors:

A. Personal factors:

a. age;

b. sex;

c. nationality;

d. religious affiliation; and

e. ordinal position?

B. Parental factors:

a. parental status;

b. parent’s educational attainment;

c. parent’s occupation; and

d. monthly family income?

2) What is the level of emotional intelligence of the respondents?

3) Is there a significant difference in emotional intelligence between and among

the students per year level.

4) Is there a significant relationship between the profile of the respondents and

their level of emotional intelligence?

Scope and Delimitations

This study aimed to determine the emotional intelligence among students of

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College of Medicine, University of Northern Philippines enrolled during the Second term

of SY 2019-2020.

It looked into the profile of respondents such as personal factors which include

age, sex, nationality, religious affiliation and ordinal position and parental factors which

include parental status, parent’s educational attainment, parent’s occupation and monthly

family income; the level of emotional intelligence and the relationship between profile

and the level of emotional intelligence of the respondents.

The descriptive correlational method of research was used to determine the

relationship between profile of respondents and their level of emotional intelligence. The

sample were determined through Lynch, et.al. formula. The participants of this study

were determined by Stratified random sampling. The questionnaire adopted from NHS

London Leadership Toolkit, 2007 was used to gather data and results were formulated

statistically. Frequency, percentage, mean, simple correlational analysis was used to treat

data.

Theoretical Framework

To gather better insight and comprehension of the concepts and factors that have

significant bearing on this research study, the researchers reviewed some pertinent

literature and researches related to the emotional intelligence.

Turner (2007) stated that Emotional Intelligence is the softer component of total

intelligence and that it contributes to both professional and personal lives. Traditional IQ

is the ability to absorb knowledge, comprehend information, and rationalize situations. It

is now assumed to impact only 20 percentage to one’s achievements, whereas emotional

quotient (EQ), which is the ability to manage oneself and relate with other individuals,
 6

contributes 80 percentage.

Bar-On, Maree, and Elias (2007) added a separate layer of understanding and

summarize what they call emotional-social intelligence as the following competencies:

• The ability to recognize and understand emotions and to express feelings non-

destructively.

• The ability to understand how others deal and relate with them cooperatively.

• The ability to manage and control emotions effectively.

• The ability to manage change and the emotions generated by change, and to adapt and

solve problems of a personal and interpersonal nature.

• The ability to generate positive affect and be self-motivated”

Svetlana Lazovic (2012), conducted a research topic entitled “The Role and

Importance of Emotional Intelligence in Knowledge Management” suggested that

emotional intelligence enhanced with new concepts of leadership increases generating

and transfer of knowledge. The study has a qualitative approach taken through interviews

that were conducted with top management in order to investigate the role of emotional

intelligence and its impact on management in correlation with sharing knowledge. The

findings confirmed two hypotheses, since research has shown how the leadership strategy

reflects on input of employees, and the way resulting in stimulation or discouragement of

the transfer of knowledge in the organisation. input of employees, and the way resulting

in stimulation or discouragement of the transfer of knowledge in the organisation.

The Department of social and behavioural science (2015), the one that developed

a test on emotional intelligence that was used in this study defined Emotional intelligence

as a predictor of the interpersonal and communications skills particularly important in

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medicine. The aim of this study is to verify, whether there are any differences in the

structure of emotional intelligence measured under DINEMO Inventory among students

of selected medical faculties. The observed differences in the structure of the emotional

intelligence in a group of students of medical faculty, physiotherapy and emergency

medicine proved to be statistically insignificant. The lower level of emotional intelligence

among students of medical faculty makes one think about the idea to include skills

training related to EI in the medical education.

To date, most screening processes for future MDs have relied on cognitive

measures, suggesting that medical programs assign higher importance to cognitive

abilities as compared with non-cognitive skills. Thus, medical schools may miss good

potential candidates while selecting others who may not own the full range of skills

required from MDs (Boden et.al, 2017). Recently, with the growing understanding that

non-cognitive skills play a major role in MDs’ success, there is a growing global attempt,

to identify candidates who demonstrate superior non-cognitive skills in addition to the

highest cognitive abilities. For that purpose, dedicated tools for assessing non-cognitive

skills are increasingly employed. However, this composite evaluation tool has not yet

been validated by faculties of medicine across many countries. Furthermore, while

emotional intelligence has been recognized as a significant contributor to the success of

MDs in the twenty-first century, links between EI and currently used non-cognitive

admittance measures to medical schools, have not yet been appropriately tested (Stroller

et.al, 2013).

To attend to this gap in knowledge, the current study helped to determine the level

of emotional intelligence among medical students in order to put forth the need for
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change in evaluation aspects of student’s intelligence and to improve educational systems

for a better future for the next generation.

Conceptual Framework

The paradigm used as a guide in conducting the study is presented in Figure 1.

Profile of the Respondents:

A. Personal Factors

a. age

b. sex

c. religious affiliation

d. ordinal position
Level of Emotional Intelligence
B. Parental Factors

a. parental status

b. parent’s educational

attainment

c. parent’s occupation

d. monthly income

Figure 1. The Research Paradigm

The research paradigm illustrated the significant relationship between the

students’ level of emotional intelligence and their profile.

Operational Definition of Terms

Following are the terms that were used throughout the literature review which

needs to be defined for the clarity of understanding.

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Emotional Intelligence (EI). It is the ability in dealing with one’s own and others

emotion in order to live happily and creatively. In this study, this refers to the level of

emotional intelligence or Very high, High, Moderate, Low, Very low.

Emotional Quotient (EQ). It is the measure of emotional intelligence.

Managing Emotions. This is the ability to regulate emotions in both ourselves

and in others.

Motivation. Using our deepest preferences to move and guide us toward our

goals, to help us take initiative and strive to improve, and to persevere in the face of

setbacks frustration.

Social Skills. Handling emotions in relationships well and accurately reading

social situations and networks; interacting smoothly; using these skills to persuade and

lead, negotiate and settle disputes, for cooperation and teamwork.

Self- Awareness. Knowing what we are feeling in the moment, and using those

preferences to guide our decision-making: having a realistic assessment of our own

abilities and well-grounded sense of self-confidence.

Profile of the Respondents. This pertains to the socio-demographic related

variables of the respondents.

Age. This refers to the number of years that the student had existed since

birth up to the conduct of the study.

Sex. This describes to the biological characteristic of being a male or female.

Ordinal position. This refers to whether the respondents are the youngest,

eldest, middle child or only child in their family.

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Religious affiliation. It refers to the kind of religion the student-respondent

adheres to. It is categorized into christian, hindu, muslim, others etc.

Parental status. This refers to whether both parents are present or the

mother or father only, to provide support and care.

Parent’s educational attainment. It refers to the highest level of formal

education the father or mother of the respondents attained.

Parent’s occupation. It refers to the parent’s job that can predict the

educational achievement, health, occupational success.

Average monthly income. It is the summation of the respondent’s parent’s

monthly income.

Assumptions

The respondents of the study answered the questionnaire honestly.

Hypotheses

The following null hypotheses was tested at 0.05 level of significance.

1. There is no significant difference in emotional intelligence between and

among the year levels of college of medicine students.

2. There is no significant relationship between the profile of respondents and

their level of emotional intelligence.

Methodology

Research Design The descriptive correlational type of research was used in

this study. The descriptive method was used to determine the profile and the level of

emotional intelligence of the respondents. On the other hand, correlation method was
 11

used to look into the relationship between the profile of respondents and the level of

emotional intelligence.

Population and Sample The participants of the research were selected through

stratified random sampling from Filipino and Indian students of College of Medicine,

UNP during the Second term of SY 2019-2020. The sample size was determined through
2
Nz . p (1− p )
Lynch, et.al. formula,n= , and proportional allocation to determine the
Nd 2+ z2 . p ( 1−p )

sample size per section.

Table 1
Distribution of Respondents

Sections N n
First Year Medical Students
Section A 37 12
Section B 38 12
Section C 33 11
Section D 36 11
Section E 35 11
Section F 36 17
Section G 36 11
Section H 37 12
Sub Total 288 97
Second Year Medical Students
Section A 39 12
Section B 38 12
Section C 38 12
Section D 40 13
Section E 40 13
Section F 35 11
Section G 33 10
Section H 30 9
Sub Total 293 92
Third Year Medical Students
Section A 50 16
Section B 51 16
Section C 52 16
Section D 47 15
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Section E 44 14
Section F 46 15
Sub Total 290 92
TOTAL 871 281

Data Gathering Instrument The questionnaire was used as the main tool in

gathering the data needed for the study.

Part I of the questionnaire determined the profile of the respondents in terms of

personal factors which include age, sex, nationality, religious affiliation and ordinal

position and parental factors which include parental status, parent’s educational

attainment, parent’s occupation and monthly family income.

Part II measured the level of emotional intelligence among students of college of

Medicine, UNP. The questionnaire was adopted from the Toolkit of NHS London

Leadership Academy, 2007. The five-point rating scale used for the interpretation of the

part two of the questionnaire was; 5- Always True, 4- True, 3- Sometimes True, 2-Rather

True, 1- Not True.

Data Gathering Procedure The researchers sought permission from the Dean of

the College of Medicine and other concerned authorities of University of Northern

Philippines before administering the questionnaire. The researchers personally distributed

and administered the questionnaires to all the respondents. Retrieval of questionnaires

was done immediately by the researchers. Ethics of confidentiality and anonymity were

strictly observed.

Ethical Considerations The ethical clearance to conduct the research study in the

college of Medicine, UNP was obtained from the ethics committee of the university. The

researcher sought permission from the concerned authorities to administer the

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questionnaire to the respondents. The questionnaire was provided to only those students

who were willing to participate in the study. The purpose of the study was properly

explained to students. Retrieval of questionnaire was done immediately. The information

of the respondents and the result of the study were treated with utmost confidentiality and

anonymity.

Conflict of interest. The authors DO not have any conflict of interest to declare.

Privacy and confidentiality. Privacy and confidentiality of the respondents will be

ENSURED to prevent the vulnerability of the information gathered from the subjects and

will not be disclosed. The data gathering IS only incorporated in this research.

Anonymity of subjects in participation of research study IS held with high regards by the

use of study codes on data documents. All information PROVIDED will be treated as

confidential and will be RELEASED by the researchers to the third party. The materials

of the study WAS placeD in a locked cabinet in the personal possession of the

researchers. Two years after the research, researchers will destroy all the materials.

Informed consent process. Informed consent WAS personalLY obtainED from the

respondents before the DISTRIBUTION of THE questionnaire. The researchers gave

sufficient explanation and the respondents were free to refuse to participate in the

research study without any consequences and their participation in this study was

voluntary. Once the respondents understood the research study thoroughly, they were

given a consent form and were asked to read completely, affix their sign and date in order

for their approval and were free to withdraw at any time without giving a reason. This did

not affect the relationship of the respondents with the researchers.

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Completeness of IC form. The researchers made sure the respondents completely

reviewed the IC and affix it with their sign and date.

Vulnerability. The researches will protect the information and interest of the

vulnerable participants in the study with utmost confidentiality.

Recruitment. The selection of respondents were done by stratified random

sampling by drawing lots method from each college.

Assent. The respondents of the research study will have an age above 18-year-old.

So, assent form will no longer given to the participants.

Risks. Researchers will overcome the risks of confidentiality by keeping the

information secretly enclose within the researchers and not disclosing to anyone. Privacy

will be ensuring by not leaking the any information by the respondents.

Benefits. The students are one of the beneficiaries of the study as they can

evaluate how much they know about emotional intelligence and thus can improve it by

proper means. The faculty, administrators of the various colleges in University of

Northern Philippines and parents are also the beneficiaries because from this study they

know more about the knowledge of the students about emotional intelligence and thus

they can make their pupil aware about emotional intelligence.

Compensation. There was no compensation given to the participants in this

research study.

Community consideration. The study will underline the critical importance of

achieving awareness on emotional intelligence. The study will influence the general

population in understanding their knowledge on emotional intelligence.

Specimen handling. The research study did

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not use specimen and harmful object.

Statistical Treatment of Data. The following statistical tools were used to treat

and interpret the data gathered.

1. Frequency count and percentage was used to describe the profile of the

respondents.

2. Mean was used to measure the level of emotional intelligence of the

respondents among the respondents.

Range of Mean scores Item descriptive rating Overall descriptive rating

4.21 – 5.00 Always True Very High
3.42 – 4.20 True High
2.61 – 3.40 Sometimes True Moderate
1.81 – 2.60 Rather True Low
1.0 – 1.80 Not True Very Low

3. Simple correlation analysis was used to determine the significant relationship

between the profile of respondents and the level of emotional intelligence.

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Chapter II

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

1. Profile of the Respondents

Table 2, on the next page, presents the profile of the respondents:

On Age. Great majority of the respondents (81 %) are 21-25 years of age and

only 4.0 % are 30 years and above.

On Sex. Majority of the respondents (67.6 %) are females and a great percentage

(32.4 %) are males.

On Religious Affiliation. Majority of the respondents (62.9 %) are Roman

Catholic and a great percentage (37.1 %) are Non-Catholic.

On Ordinal Position. A great percentage of the respondents (41.8 %) are the

eldest and the least (8.0 %) are only child.

On Parental Status. Majority of the respondents (78.2 %) have both of their

parents to provide them with support and care and the least (1.1 %) have neither of their

parents present.

On Fathers’ Educational Attainment. A great percentage (37.1 %) of the

respondents’ fathers are college graduate and the least percentage (0.4 %) have no

schooling.

On Mothers’ Educational Attainment. A great percentage (39.6 %) of the

respondents’ mothers are college graduate and the least percentage (0.7 %) is only

elementary level.
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On Fathers’ Occupation. Majority (78.5%) are government employees and the

least (4.4%) are self-employed.

On Mothers’ Occupation. Majority (68.7%) are government employees and the

least (1.1%) are self-employed.

On Monthly Family Income. A greater number (34.2%) belongs to the family

income of P 25,001-P 50,000 and the least (12.0%) P 75,000 and above.

Table 2
Distribution of the Respondents in Terms of their Profile

Personal factors f %
Age:
20 and below 14 5.0
21-25 222 81.0
26-30 29 11.0
31 and above 10 4.0
Total 275 100.0
Sex:
Male 89 32.4
Female 186 67.6
Total 275 100.0
Religious Affiliation:
Roman Catholic 173 62.9
Non -Catholic 102 37.1
Total 275 100.0
Ordinal Position
Only Child 22 8.0
Youngest 75 27.3
Middle 63 22.9
Eldest 115 41.8
Total 275 100.0
Parental factors:
Parental Status:
Only mother 39 14.2
Only father 18 6.5
Both 215 78.2
N/A 3 1.1
Total 275 100.0
Parents Educational Attainment:
Father
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Doctoral Graduate 14 5.1

Doctoral undergraduate 2 0.7
Masteral Graduate 32 11.6
Masteral undergraduate 16 5.8
College Graduate 102 37.1
College undergraduate 28 10.2
Vocational Graduate 21 7.6
Vocational undergraduate 6 2.2
High School Graduate 23 8.4
High School Level 7 2.5
Elementary Graduate 7 2.5
Elementary Level 5 1.8
No Schooling 1 0.4
No Response 11 4.0
Total 275 100.0
Mother
Doctoral Graduate 11 4.0
Doctoral undergraduate 9 3.3
Masteral Graduate 37 13.5
Masteral undergraduate 15 5.5
College Graduate 109 39.6
College undergraduate 28 10.2
Vocational Graduate 14 5.1
Vocational undergraduate 10 3.6
High School Graduate 24 8.7
High School Level 3 1.1
Elementary Graduate 7 2.5
Elementary Level 2 .7
No Response 6 2.2
Total 275 100.0
Parents Occupation:
Father
Government Employee 216 78.5
Self Employed 12 4.4
Unemployed 37 13.5
No Response 10 3.6
Total 275 100.0
Mother
Government Employee 189 68.7
Self Employed 3 1.1
Unemployed 79 28.7
No Response 4 1.5
Total 275 100.0
Monthly Family Income:
Php 75, 000 and above 33 12.0
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Php 50, 001 – Php 75, 000 57 20.7

Php 25, 001 – Php 50, 000 94 34.2
Php 25, 000 and below 91 33.1
Total 275 100.0

2. Level of Emotional Intelligence of the Respondents

Table 3 exhibits level of emotional intelligence of the respondents.

First year respondents have shown high emotional intelligence level with highest

overall mean among all the three-year levels ( x = 3.48) while second years have the least

score ( x = 3.04) with a moderate level of emotional intelligence.

Table 3
Item Mean Ratings Showing the Level of Emotional
Intelligence of the Respondents

Items First Second Third As a Whole

Year Year Year
Self-awareness x DR x DR x DR x DR
I realise immediately when i 3.74 T 3.33 RT 3.47 T 3.51 T
lose my temper.
I know when I am happy. 3.99 T 3.63 T 3.66 T 3.76 T
I usually recognize when I am 4.05 T 3.45 T 3.85 T 3.78 T
stressed.
Whenever i am being 3.95 T 3.43 T 3.65 T 3.68 T
emotional I am aware of this.
When I feel anxious I usually 3.27 RT 3.11 RT 3.16 RT 3.18 RT
can account for the reasons.
I always know when I am 3.52 T 3.00 RT 3.07 RT 3.19 RT
being unreasonable.
Awareness of my own 3.89 T 3.49 T 3.73 T 3.70 T
emotions is very important to
me at all time.
I can tell if someone has upset 3.76 T 3.23 RT 3.67 T 3.55 T
or annoyed me.
I can let anger 'go' quickly so 3.33 RT 2.75 RT 2.99 RT 3.02 RT
that it no longer affects me.
I know what makes me happy. 3.71 T 3.29 RT 3.63 T 3.55 T
Mean 3.72 H 3.27 M 3.49 H 3.49 H
Managing Emotions
I can reframe bad situations 3.19 RT 2.79 RT 3.02 RT 3.00
RT
quickly
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I do not wear my heart on my 3.27 RT 2.99 RT 3.01 RT 3.09

sleeve (openly display my RT
feelings)
Others can rarely tell what 3.04 RT 3.00 RT 2.86 RT 2.97
RT
kind of mood I am in
I rarely fly off the handle (to 3.30 RT 2.80 RT 2.76 RT 2.95
loose ones temper) at other RT
people
Difficult people do not annoy 2.82 RT 2.50 ST 2.96 RT 2.76
RT
me
I can consciously alter my 3.30 RT 2.90 RT 3.20 RT 3.13
RT
frame of mind or mood
I do not let stressful situations 3.31 RT 2.85 RT 3.01 RT 3.05
or people affect me once I have RT
left work
I rarely worry about work or 2.75 RT 2.45 ST 2.55 ST 2.58
ST
life in general
I can suppress my emotions 3.62 T 3.00 RT 3.33 RT 3.31
RT
when I need to
Others often do not know how 3.69 T 3.35 RT 3.46 T 3.50
ST
I am feeling about things
Mean 3.23 M 2.86 M 3.02 M 3.03 M
Motivating oneself
I am always able to motive 3.37 RT 3.23 RT 3.21 RT 3.27
RT
myself to do difficult task
I am usually able to prioritize 3.48 T 3.07 RT 3.37 RT 3.31
important activities at work and RT
get on with them
I always meet deadlines 3.63 T 3.12 RT 3.57 T 3.44 T
I never waste time 2.52 ST 2.33 ST 2.37 ST 2.40 ST
I do not prevaricate 3.22 RT 2.73 RT 3.17 RT 3.04 RT
I believe you should do the 3.11 RT 2.96 RT 2.83 RT 2.96
RT
difficult things first
Delayed gratification is a 3.36 RT 2.90 RT 3.03 RT 3.10
RT
virtue that I hold too.
I believe in 'Action this Day' 3.62 T 2.99 RT 3.05 RT 3.22 RT
I can always motivate myself 3.36 RT 2.98 RT 3.07 RT 3.13
RT
even when I feel low
Motivations has been the key 3.81 T 3.24 RT 3.21 RT 3.42
T
to my success
Mean 3.35 M 2.95 M 3.09 M 3.13 M
Empathy
I am always able to see things 3.75 T 2.96 RT 3.28 RT 3.33
from the other persons view RT
point
I am excellent at empathizing 3.74 T 3.18 RT 3.58 T 3.50 T
 21

with someone else’s problem

I can tell if someone is not 3.75 T 3.24 RT 3.48 T 3.49
T
happy with me
I can tell if a team of people 3.66 T 3.10 RT 3.24 RT 3.33
are not getting along with each RT
other
I can usually understand why 3.44 T 2.87 RT 3.02 RT 3.11
people are being difficult RT
towards me.
Other individuals are not 3.73 T 3.23 RT 3.61 T 3.52
T
difficult just different
I can understand that I am 3.45 T 3.23 RT 3.24 RT 3.31
RT
being unreasonable.
I can understand why my 3.67 T 3.16 RT 3.26 RT 3.36
actions sometimes offend RT
others
I can sometimes see things 3.77 T 3.24 RT 3.43 T 3.48
T
from others' point of view
Reasons for disagreements are 3.41 T 3.14 RT 3.17 RT 3.24
RT
always clear to me
Mean 3.64 H 3.13 M 3.33 M 3.37 M
Social Skill
I am an excellent listener 3.81 T 3.27 RT 3.38 RT 3.49 T
I never interrupt other people’s 3.71 T 3.20 RT 3.40 RT 3.44
T
conversation
I am good at adopting and 3.42 T 2.96 RT 3.39 RT 3.25
RT
mixing with a variety of people
People are the most interesting 3.12 RT 2.86 RT 2.95 RT 2.97
RT
thing in my life for me
I love to meet new people. 3.64 T 2.96 RT 3.15 RT 3.25 RT
I need a variety of work 3.18 RT 2.84 RT 3.22 RT 3.08
colleagues to make my job RT
interesting.
I like to ask questions to find 3.48 T 3.10 RT 3.45 T 3.34
out what is it important to RT
people.
I see working with difficult 3.09 RT 2.80 RT 3.14 RT 3.01
people as simply a challenge to RT
win them over
I am good at reconciling 3.35 RT 2.77 RT 3.01 RT 3.04
RT
differences with other people
I generally build solid 3.62 T 3.17 RT 3.40 RT 3.40
relationships with those I work RT
with
Mean 3.44 H 2.99 M 3.25 M 3.23 M
Overall Mean 3.48 H 3.04 M 3.24 M 3.25 M
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Legend :
Range of scores Item descriptive rating Overall descriptive rating
4.21 – 5.00 Always True Very High
3.42 – 4.20 True High
2.61 – 3.40 Sometimes True Moderate
1.81 – 2.60 Rarely True Low
1.0 – 1.80 Not True Very Low

As a whole, the level of emotional intelligence is Moderate (3.25). This implies

that respondents have the ability to deal with one’s own and other’s emotion in a healthy

manner. It also indicates that they can handle interpersonal relationships without

difficulty.

Table 4
Summary Table for Item Mean Ratings Showing the Level
of Emotional Intelligence of the Respondents
First Second Third As a Whole
Dimension Year Year Year
x DR x DR x DR x DR
Self awareness 3.72 H 3.27 M 3.49 H 3.49 H
Managing Emotions 3.23 M 2.86 M 3.02 M 3.03 M
Motivating oneself 3.35 M 2.95 M 3.09 M 3.13 M
Empathy 3.64 H 3.13 M 3.33 M 3.37 M
Social Skill 3.44 H 2.99 M 3.25 M 3.23 M
Overall Mean 3.48 H 3.04 M 3.24 M 3.25 M
Legend :
Range of scores Item descriptive rating Overall descriptive rating
4.21 – 5.00 Always True Very High
3.42 – 4.20 True High
2.61 – 3.40 Sometimes True Moderate
1.81 – 2.60 Rarely True Low
1.0 – 1.80 Not True Very Low

Table 4 illustrates the arithmetic averages of the emotional intelligence levels of

respondents. First year respondents ( x = 3.48) have High level of emotional intelligence

compared to the Moderate emotional intelligence levels of second ( x = 3.24) and third ( x

= 3.25) year respondents. The first dimension, which is “self-awareness” came first

among the fields ( x = 3.49). This result attributes to the fact that the skills of self
 23

awareness are among the easiest skills of emotional intelligence, and students of all year

understand them well. Second dimension, “managing emotions” received the lowest

score ( x = 3.03) indicates that even though respondents interact with many people,

including doctors, patients, colleagues, parents and society/ local community, they are

unaware of adequately managing their emotions.

3. Difference in Emotional Intelligence between and among the Students per

Year Level.

To determine the statistical differences, the one-way ANOVA analysis was

calculated and Table 5 explains that there are significant differences due to the effect of

the academic year level variable on the levels of emotional intelligence dimensions. The

statistical significance in all dimensions and the overall score indicates that there are

significant differences between and among students from different year levels.

Table 5
Analysis of Variance of the Effect of Academic Year Level variable
on the Emotional Intelligence Levels of the Respondents
Areas of the questionnaire F-Ratio F-Prob Decision
Self Awareness 5.749 .004 Reject Ho
Managing Emotions 6.337 .002 Reject Ho
Motivating oneself 6.523 .002 Reject Ho
Empathy 8.531 .000 Reject Ho
Social Skill 7.676 .001 Reject Ho
OVERALL 8.218 .000 Reject Ho

Table 6
Results of Scheffe’ Test Showing Significant Difference in their Emotional
Intelligence along Self awareness Between Year Level

Year Level 1st Year 2nd Year 3rd Year

1st Year -
nd
2 Year -0.45023* -
 24

3rd Year -0.23284 .21739 -

Legend:*significant at 0.05 probability level

This implies that the first year respondents have a higher emotional intelligence

along self awareness than the second year respondents.

Table 7
Results of Scheffe’ Test Showing Significant Difference in their Emotional
Intelligence along Managing emotions Between Year Level

Year Level 1st Year 2nd Year 3rd Year

1st Year -
2nd Year -0.36553* -
rd
3 Year -0.21335 0.15217 -
Legend:*significant at 0.05 probability level

This implies that the first year respondents have a higher emotional intelligence

along managing emotions than the second year respondents.

Table 8
Results of Scheffe’ Test Showing Significant Difference in their Emotional
Intelligence along Motivating oneself Between Year Level

Year Level 1st Year 2nd Year 3rd Year

1st Year -
2nd Year -0.39509* -
3rd Year -0.26140 0.13370 -
Legend:*significant at 0.05 probability level

This implies that the first year respondents have a higher emotional intelligence

along motivating oneself than the second year respondents.

Table 9
 25

Results of Scheffe’ Test Showing Significant Difference in their Emotional

Intelligence along Empathy Between Year Level

Year Level 1st Year 2nd Year 3rd Year

1st Year -
nd
2 Year -0.50038* -
3rd Year -0.30364* 0.19674 -
Legend:*significant at 0.05 probability level

This implies that the first year respondents have a higher emotional intelligence

along empathy than the second year and third year respondents.

Table 10
Results of Scheffe’ Test Showing Significant Difference in their Emotional
Intelligence along Social Skill Between Year Level

Year Level 1st Year 2nd Year 3rd Year

1st Year -
2nd Year -0.44937* -
rd
3 Year -0.19285 0.25652 -
Legend:*significant at 0.05 probability level.

This implies that the first year respondents have a higher emotional intelligence

along social skill than the second year respondents.

4. Relationship between the Profile of the Respondents and their Level of

Emotional Intelligence

Table 11 shows the significant relationship between the profile of the respondents

and their level of emotional intelligence.

Table 11
Results Showing the Relationship between the
level of emotional intelligence and Profile of the Respondents

Variables SA ME MO E SS EI Interpretation
Personal Factors:
 26

Age -0.103 -0.114 -0.100 -0.108 -0.030 -0.099 Not Significant

Sex 0.087 -0.032 0.008 0.043 -0.020 0.023 Not Significant
Religious 0.222* 0.188* 0.186* 0.199* 0.192* 0.216* Significant
Affiliation
Ordinal Position 0.029 0.009 0.014 -0.052 0.010 0.002 Not Significant
Parental Factors:
Parental Status -0.020 0.038 0.043 -0.014 0.029 0.014 Not Significant
PEA Father 0.094 0.105 0.111 0.096 0.113 0.113 Not Significant
PEA Mother 0.172* 0.080 0.116 0.113 0.125* 0.135* Significant
PO Father 0.004 0.034 0.065 0.033 0.041 0.038 Not Significant
PO Mother -0.095 -0.085 -0.091 -0.075 -0.089 -0.095 Not Significant
Monthly Family - - - - - - Significant
Income 0.179* 0.169* 0.138* 0.177* 0.220* 0.193*

Legend: * significant at 0.05 level of probability

SA – Self awareness
ME – Managing emotions
MO – Motivating oneself
E – Emphaty
SS – Social Skill
EI – Emotional Intelligence

Religious affiliation (r = 0.216), mothers’ educational attainment (r = 0.135) and

monthly family income (r = 0.193), are found to have significant relationship with the

level of emotional intelligence of respondents. The significant relationship between

educational attainment of mother and level of emotional intelligence implies that

respondents from such background have higher sense of self awareness (0.172). As for

religious affiliation, Roman Catholics are found to have highest score for significant

relationship with the level of emotional intelligence (0.216). second in rank are those

respondents with higher monthly family income (0.193).

Age, sex, ordinal position, parental status, father’s educational attainment and

parent’s occupation were however not found to have a significant relationship with the

level of emotional intelligence.

 27

Chapter III

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary

This study aimed to determine the emotional intelligence among students of

College of Medicine, University of Northern Philippines enrolled during the Second term

of SY 2019-2020.

It looked into the profile of respondents such as personal factors which include

age, sex, nationality, religious affiliation and ordinal position and parental factors which

include parental status, parent’s educational attainment, parent’s occupation and monthly

family income; the level of emotional intelligence and the relationship between profile

and the level of emotional intelligence of the respondents.

The descriptive correlational method of research was used to determine the

relationship between profile of respondents and their level of emotional intelligence. The

sample were determined through Lynch, et.al. formula. The participants of this study

were determined by Stratified random sampling. The questionnaire adopted from NHS

London Leadership Toolkit, 2007 was used to gather data and results were formulated

statistically. Frequency, percentage, mean, simple correlational analysis was used to treat

data.

Findings

The following are the salient findings of the study.

1. Profile of the Respondents

On Age. A great majority (81 %) of the respondents belong to age 21-25.

On Sex. Among the 275 respondents, majority (67.6 %) are females.

 28

On Religious Affiliation. Majority (62.9%) of the respondents are Roman

Catholic.

On Ordinal Position. A great number of the respondents (41.8%) are the eldest.

On Parental status. Majority (78.2 %) of the respondents have both of their

parents for support.

On Fathers’ educational attainment. A great percentage (37.1%) of the

respondents’ fathers are college graduates.

On Mothers’ educational attainment. A great percentage (39.6%) of the

respondents’ mothers are college graduates.

2. Level of Emotional Intelligence of the Respondents

The level of emotional intelligence of the respondents is Moderate ( X = 3.25).

3. Difference in Emotional Intelligence between and among the Students per Year

Level

There is a significant difference in emotional intelligence between and among the

students per year level .

4. Relationship between the Profile of the Respondents and their Level of Emotional

Intelligence

The profile of the respondents in terms of religious affiliation (r = 0.216),

mothers’ educational attainment (r = 0.135) and monthly family income (r = 0.193), is

significantly related to the level of emotional intelligence.

Conclusions

From the preceding findings the following conclusions are drawn:

 29

1. A great majority of the respondents are of age group 21-25. Majority of them are

Roman Catholics, females and whose both parents are alive. A great percentage of

them are eldest in the family and their parents are college graduates.

2. The level of emotional intelligence of the respondents is Moderate.

3. There is a significant difference in emotional intelligence between and among the

students per year level.

4. Religious affiliation, mothers’ educational attainment and monthly family income

are significantly related to the level of emotional intelligence.

Recommendations

Based on the conclusions drawn, the researchers forward the following

recommendations:

1. Educating students about the importance of emotional intelligence and the need

to develop it through the media.

2. Designing training programs for medical students on emotional intelligence

skills to develop their abilities and setting special standards to organize academic

schedule per year levels.

3. Similar research need to be conducted using other data gathering

methodologies like, interview, case study, and behavioral observation.

 30

BIBLIOGRAPHY
 31

Bibliography

Bar-On, R., Maree,J. G.,& Elias, M. J. (Eds.). (2007). Educating people to be

emotionally intelligent. Retrieved from https://psycnet.apa.org/record/2007-04583-000.

Boden AL, Staley CA, Boissonneault AR, Bradbury TL, Boden SD, Schenker ML.

(2017) Emotional intelligence in medical students is inversely correlated with

USMLE step 1 score: is there a better way to screen applicants? Journal of

Medical Education. Abstract 234.

Bradberry and Greaves, (2003). The eq factor. Retrieved from http://www.time

/classroom/psych/unit5_article1, html.

Modi JN, Gupta P, Singh T. (2015) Competency-based medical education, entrustment

and assessment. Indian Pediatr.

Stratton TD, Elam CL, Murphy-Spencer AE, Quinlivan SL. (2005) Emotional

intelligence and clinical skills: preliminary results from a comprehensive clinical

performance examination. Acad. Med.

Stoller JK, Taylor CA, Farver CF. (2013) Emotional intelligence competencies provide a

developmental curriculum for medical training.Med Teach, PubMed

Svetlana Lazovic (2012), The Role and Importance of Emotional Intelligence in

Knowledge Management. Retrieved from https://ideas.repec.org/h/isv/mklp12/

797-805.html

Turner L. (2007), Emotional Intelligence-our intangible assets. Chart Account J N Z.

Wikipedia (n.d)
 32

APPENDICES
 33

APPENDIX A

INFOMED CONSENT
LETTER OF INFOMATION FOR CONSENT
TO PARTICIPATE IN RESEARCH
College of medicine, UNP

TITLE OF THE STUDY

“Emotional intelligence among students of college of medicine, UNP”

BACKGROUND

You are invited to participate in the study by the following researchers of college

of medicine, section 2E. The purpose of this form is to give you information to help you

decide whether or not to participate in this study. Please read the following information

carefully.

RESEARCHERS NAME AND CONTACT INFORMATION

If you have any doubts regarding the study you can contact the following

researchers.

RESEARCHER’S NAME CONTACT NUMBER

Vatakke Edathil Kandi, Shibira Surendran +63 9065572857
Rajan, Reshma +63 9272940635
Mohammed, Jabir +63 9156035281
Shanmugam, Haroon +63 9433337850
Senthilnathan, Gowtham +63 9224824125

PURPOSE OF THE STUDY

The primary purpose of the study is to determine emotional intelligence among

students of college of medicine, UNP. The secondary purpose is to help students to

understand their emotional intelligence.

 34

PROCEDURES

If you agree to participate in this study, you will be asked to affix your sign and

date in the consent form in order for your approval in this study. You will be given a

questionnaire checklist to read, understand and tick the appropriate options for the

relevant questions. The questionnaire will be retrieved after you have completed

answering

VOLUNTARY NATURE OF THIS STUDY

Participation in this study is completely voluntary. There will be no consequences

and your current relationship with the researchers will not be affected. You can withdraw

from the study or refuse to answer any questions without any loss or penalty.

PRIVACY AND CONFIDENTIALITY.

Privacy and confidentiality of the respondents will be ensuring to prevent the

vulnerability of the information gathered from the subjects and will not be disclosed. The

data gathering will only be incorporated in this research. Anonymity of subjects in

participation of research study will be held with high regards by the use of study codes on

data documents. All information providing will be treated as confidential and will be

releasing by the researchers to the third party. The materials of the study will place in a

locked cabinet in the personal possession of the researchers. When no longer necessary

for the research, researchers will destroy all the materials.

RISKS

Researchers will overcome the risks of confidentiality by keeping the information

secretly enclose within the researchers and not disclosing to anyone. Privacy will be

ensuring by not leaking the any information by the respondents.

 35

BENEFITS

The students are one of the beneficiaries of the study as they can evaluate how

much they know about emotional intelligence. The faculty, administrators of the various

colleges in UNP and parents are also the beneficiaries because from this study they know

more about emotional intelligence and thus they can make their pupil aware about

emotional intelligence.

COMPENSATION

There is no cost and compensation given in participating in the study.

STATEMENT OF CONSENT

Participants Consent:

By my signature I am affirming that I have read this information, asked

questions and received relevant answers. I am at least 18 years old and consent to

participate in this study. I also affirm that my participation in this study is voluntary and

that i am free to withdraw at any time, without giving a reason and without any cost.

Signature over printed name

Date

Researcher’s Consent:

We have explained to the above said participant, the nature, purpose, risks

and benefits of participating in this research study. We have answered any questions that
 36

may have been raised and we will be purely responsible for the privacy and

confidentiality of the respondents participating in the study.

(Sgd) VATAKKE EDATHIL KANDI, SHIBIRA SURENDRAN

(Sgd) RAJAN, RESHMA

(Sgd) MOHAMMED, JABIR

(Sgd) SHANMUGAM, HAROON

(Sgd) SENTHILNATHAN, GOWTHAM

 37

APPENDIX B
QUESTIONNAIRE

Part 1. Profile of the respondents

Direction: Please answer the following questions by filling the space provided for;

Name (optional): _________________________________

Age: ____________
Sex: ______Male. _______Female.
Religion: ____ Roman Catholic. ____ Non Catholic.
Ordinal position: ____Youngest ____Eldest _____Middle _____Only child
Parental Status
_____both father and mother are present to provide support and care.
_____only father is present to provide support and care.
_____only mother is present to provide support and care.
_____N/A
Parent’s Educational Attainment
Father Mother
___________ Doctoral graduate ___________
___________ Doctoral undergraduate ___________
___________ Master’s graduate ___________
___________ Master’s undergraduate ___________
___________ College graduate ___________
___________ College undergraduate ___________
___________ Vocational graduate ___________
___________ Vocational undergraduate ___________
___________ High school graduate ___________
___________ High school undergraduate ___________
___________ Elementary graduate ___________
___________ Elementary undergraduate ___________
___________ No schooling ___________

Parent’s occupation

Father Mother
___________ Government employee ___________
___________ Self employed ___________
 38

___________ Unemployed ___________

Monthly Income in Php.

____Above P 75,000 ____P 50,001–75,000 ____P 25,00 –50,000 ___Below P 25,000

Part 2. Emotional intelligence

Direction: Please show how often each of the following applies to you by tick the

number that you think applies. 1=Not true, 2=sometimes true, 3=Rather true, 4=true,

5=Always true.

No. Questions 5 4 3 2 1
1. I realise immediately when i lose my temper
2. I can reframe bad situations quickly
3. I am always able to motive myself to do difficult task
I am always able to see things from the other persons
4.
view point
5. I am an excellent listener
6. I know when I am happy
I do not wear my “heart on my sleeve” (openly
7.
display my feelings)
I am usually able to prioritize important activities at
8.
work and get on with them
I am excellent at empathizing with someone else’s
9.
problem
10. I never interrupt other people’s conversation
11. I usually recognize when I am stressed
12. Others can rarely tell what kind of mood I am in
13. I always meet dead lines
14. I can tell if someone is not happy with me
I am good at adopting and mixing with a variety of
15.
people
16. When i am being emotional I am aware of this
I rarely “fly off the handle” (to loose ones temper) at
17.
other people
18. I never waste time
I can tell if a team of people are not getting along
19.
with each other
People are the most interesting thing in my life for
20.
me
When I feel anxious I usually can account for the
21.
reasons.
 39

22. Difficult people do not annoy me

23. I do not prevaricate
I can usually understand why people are being
24.
difficult towards me.
25 I love to meet new people.
26 I always know when I am being unreasonable
27 I can consciously alter my frame of mind or mood
28 I believe you should do the difficult things first
29 Other individuals are not difficult just different
I need a variety of work colleagues to make my job
30
interesting.
Awareness of my own emotions is very important to
31
me at all time.
I do not let stressful situations or people affect me
32
once I have left work
33 Delayed gratification is a virtue that I hold too.
34 I can understand I am being unreasonable.
I like to ask questions to find out what it is important
35
to people.
36 I can tell if someone has upset or annoyed me.
37 I rarely worry about work or life in general
38 I believe in 'Action this Day'
I can understand why my actions sometimes offend
39
others
I see working with difficult people as simply a
40
challenge to win them over
I can let anger 'go' quickly so that it no longer affects
41
me
42 I can suppress my emotions when I need to
43 I can always motivate myself even when I feel low
44 I can sometimes see things from others' point of view
45 I am good at reconciling differences with other people
46 I know what makes me happy
Others often do not know how I am feeling about
47
things
48 Motivations has been the key to my success
49 Reasons for disagreements are always clear to me
I generally build solid relationships with those I work
50
with
 40

CURRICULUM VITAE
 41

CURRICULUM VITAE

Personal Profile:

Name: Jabir Mohammed

Permanent Address: Mannethodi Parappurath House,

Valluvambram Post, Pookkottur,

Malappuram, Kerala, India.

Local Address: RMQJ Dormitory, Tamag, Vigan City,

Ilocos Sur, Zip Code- 2700, Philippines.

Date of Birth: June 5, 1996

Place of Birth: Malappuram, Kerala, India

Citizenship: Indian

Civil Status: Single

Father: Mr. Mohammed Parappurath

Mother: Mrs. Ramla. C.T

Siblings: Roobiya, Jassim, Ridha

Educational Background:

Primary: Islahiya Higher SeC. School, INDIA. (2003- 2010)

Secondary: Islahiya Higher Sec. School, INDIA. (2010- 2013)

Higher secondary: Ppm Higher Sec. School, INDIA. (2013- 2015)

Tertiary: University of northern Philippines, Tamag,

Vigan City- 2700, Ilocos Sur, Philippines. (2017- 2018)

Degree: Bachelor of Science in Biology

 42

CURRICULUM VITAE

Personal Profile:

Name: Haroon Shanmugam

Permanent Address: Chennai, Tamilnadu, India.

Local Address: CNJI Dormitory, Tamag, Vigan City,

Ilocos Sur, Zip Code- 2700, Philippines.

Date of Birth: April 22, 1998

Place of Birth: Chennai, Tamilnadu, India

Citizenship: Indian

Civil Status: Single

Father: Mr. Shanmugam

Mother: Mrs. Arputhamary

Siblings: Miss. Abi Theresa

Educational Background:

Primary: Sathyaa Matriculation Higher Secondary School, Chennai,

Tamilnadu, India. (2004- 2009)

Secondary: Sathyaa Matriculation Higher Secondary School, Chennai,

Tamilnadu, India. (2009- 2014)

Higher secondary: St Johns Matriculation Higher Secondary School, Chennai,

Tamilnadu, India (2014- 2016)

Tertiary: University of Northern Philippines, Tamag,

Vigan City, Ilocos Sur, Philippines. (2017- 2018)

Degree: Bachelor of Science in Biology.

 43

CURRICULUM VITAE

Personal Profile:

Name: Gowtham Senthilnathan

Permanent Address: Pennadam, Cuddalore,

Tamil nadu, India

Local Address: CNJI Dormitory, Tamag, Vigan City,

Ilocos Sur, Zip Code- 2700, Philippines.

Date of Birth: Dec 3, 1998

Place of Birth: Cuddalore, Tamil nadu, India

Citizenship: Indian

Civil Status: Single

Father: Mr. Senthilnathan

Mother: Mrs. Punitha

Educational Background:

Primary: Krishna Mat. Hr. Sec School, India. (2004- 2009)

Secondary: Vidya Mandir Mat. Hr. Sec School, India. (2009- 2014)

Higher secondary: A.K.T Mat. Hr. Sec School, India. (2014- 2016)

Tertiary: University of northern Philippines, Tamag,

Vigan City- 2700, Ilocos Sur, Philippines. (2017- 2018)

Degree: Bachelor of Science in Biology

 44

CURRICULUM VITAE

Personal Profile:

Name: Shibira Surendran Vatakke

edathil kandi

Permanent Address: Kozhikode, Kerala, India.

Local Address: Magsaysay, Tamag, Vigan city.

Date of Birth: December 25, 1995

Place of Birth: Kozhikode, Kerala, India.

Citizenship: Indian

Civil status: Single

Father: Surendran P M

Mother: Bindu surendran

Sibling: Akshay Surendran

Educational Background:

Elementary: Edakkara Kolakkad A U P School,

Atholi, Kozhikode, Kerala, India.
(2001-2008)

Secondary: Thiruvangoor Higher Secondary School,

Kozhikode, Kerala, India.
(2008-2011)
Naduvannur Higher Secondary School,
Vakayad, Kozhikode, Kerala, India.
(2011-2013)
Tertiary: University of Northern Philippines,
Vigan City, Ilocos sur, Philippines. (2017-2018)
Degree: Bachelor of Science in Psychology.
 45

CURRICULUM VITAE

Personal Profile:

Name: Reshma Rajan

Permanent Address: Alappuzha, Kerala, India

Local Address: Magsaysay, Tamag, Vigan city.

Date of Birth: January 14, 1998

Place of Birth: Pandalam, India

Citizenship: Indian

Civil Status: Single .

Father: Rajendran Pillai

Mother: Sreeletha R Pillai

Sibling: Roshan Rajan

Educational Background:

Primary: Saint Joseph Convent English Medium School, India

Secondary: Saint Joseph Convent English Medium School, India

Higher Secondary: Amrita Vidyalayam, India

Tertiary: University Of Northern Philippines

Degree: Bachelor of Science in Biology