Grade 11 Male and Female Students

Emotional Intelligence
GRACEY S. BARAT
ANIELYN ROSE P. CALAGO
MARY IVY J. CAMERO
KERSTAN L. GIPULAN
PEARLYN A. IBAN
JHEYA T. MAGTAGAD
JAY S. PERMISO
YEN WENCER A. SABANAL
IRLOU JEANNE C. STA. ANA
DORILYN M. TIMTIM
LYNZIE LOUISSE O. VERGARA
BLESSY MAE V. VILLAR

Grade 12 HUMSS-DOMINGO
INTRODUCTION

• The research topic focuses on examining the emotional

intelligence of grade 11 male and female students. The
problem lies in understanding potential differences in
emotional intelligence between genders at this educational
level. This research is significant as it sheds light on how
emotional intelligence development might vary among
adolescents, contributing to insights into educational and
social interventions aimed at enhancing emotional skills.
• The study also aims to identify specific aspects of emotional
intelligence, such as self-awareness, empathy, and social skills,
that may exhibit varying gender-based patterns.

• The hypothesis suggests that gender differences will manifest

across different dimensions of emotional intelligence, with
females potentially showing higher levels of empathy and
social skills, while males may excel in areas like self-awareness
or emotional regulation. This research contributes to
understanding gender dynamics in emotional intelligence and
their implications for academic and personal success.
Literature Review

The evolution of Emotional Intelligence (EI) since the mid-20th century is highlighted in
existing literature, with key contributions from Beldoch, Leuner, Mayer, Salovey, and
Goleman. EI, crucial for personal and professional success, involves managing one's and
others' emotions. Goleman's model categorizes EI into Self Awareness, Self Management,
Social Awareness, and Relationship Management. While EI is significant in leadership and
career development, studies on gender disparities yield conflicting results due to factors
like socialization and biology. Some studies suggest higher EI in females, while others find
no significant gender differences. Understanding gender-specific EI is essential for tailored
interventions to enhance decision-making, interpersonal skills, and overall well-being.
• The literature review highlights the extensive research
on emotional intelligence (EI) and its relationship with
gender, showcasing varying findings and perspectives.
However, there remains a gap in understanding how
EI functions in different gender demographics,
particularly adolescents, and whether there are
underlying differences in younger individuals. Further
investigation into gender-specific emotional
intelligence is crucial, as it can provide insights into
distinct patterns of emotional expression, perception,
and regulation, ultimately aiding in tailored
interventions for enhancing emotional capacities
OBJECTIVES

• The main objective of this study, carried out at Guihulngan

National High School-Poblacion, is to ascertain if there are
notable disparities on emotional intelligence levels among
male and female grade 11 students.
• To identify whether a significant difference exist between
grade 11 male and female students' emotional intelligence.
 METHODOLOGY
• The research design employs a quantitative causal-
comparative approach to investigate the relationship
between emotional intelligence and academic
performance among grade 11 students, while considering
gender differences. Through survey questionnaires and
standardized emotional intelligence tests, data will be
collected to compare various aspects of emotional
intelligence between male and female students
• Rigorous control measures, including random
sampling and statistical adjustments for potential
confounding variables, will be implemented to ensure
the validity of the findings. By utilizing this
methodological approach, the study aims to provide
valuable insights into the role of emotional
intelligence in academic success and its implications
for gender-specific educational interventions. The
primary research question explores how gender
norms affect emotional intelligence levels among
grade 11 students and their schooling environments.
The choice of a quantitative causal-comparative design was justified
by the background understanding of emotional intelligence (EI) and
gender norms, supported by evidence from experts like Goleman
and empirical studies. While evidence suggests gender may not
inherently influence EI levels, societal norms may impact expression
and perception. Thus, the study aims to investigate EI levels among
grade 11 students, considering gender differences and schooling
environments, to deepen understanding of how societal factors
shape EI development and inform interventions promoting inclusive
learning environments and EI skills among adolescents.
FINDINGS/RESULTS
• By investigating gender-based disparities in emotional intelligence
and societal influences, the study aims to understand how
adolescents navigate and express emotions. Ultimately, the findings
will guide interventions to create inclusive educational settings that
prioritize the emotional well-being of all students, irrespective of
gender.
 Discussion
• The study revealed that there was no noteworthy disparity in emotional intelligence between male
and female grade 11 students at Guihulngan National High School-Poblacion. It is worth noting that
the majority of respondents were females. Although females typically exhibited greater levels of
self-awareness and empathy in comparison to males, both genders displayed comparable capacities
in regulating emotions, self-motivation, and social aptitude. This implies that there are specific
areas where targeted interventions and cooperative emotional development programs could be
implemented. Our study at Guihulngan National High School-Poblacion revealed that there was no
notable disparity in emotional intelligence (EI) between male and female grade 11 students.
• This finding contradicts the literature review, which
presented inconsistent results regarding gender differences
in EI across different regions and demographics. Previous
studies have demonstrated that females have a tendency
to achieve higher scores in emotional intelligence (EI),
specifically in areas such as self-awareness and empathy.
However, our study revealed that both genders possess
similar abilities in managing emotions, self-motivation, and
social aptitude. These findings indicate that there is
potential for implementing focused interventions and
collaborative emotional development programs to target
specific areas of growth, regardless of gender disparities.
 Conclusion and Recommendations

• The study conducted at Guihulngan National High School-

Poblacion revealed that there was no significant difference
in emotional intelligence between male and female Grade
11 pupils. Overall, both genders displayed moderate levels
of emotional intelligence with only slight deviations. While
female students showed somewhat higher levels of self-
awareness and empathy compared to boys, both genders
demonstrated similar levels of emotional management and
social skills. This suggests that gender may not have a
substantial impact on the development of emotional
intelligence in this particular group.
• The study has proposed other suggestions for future
research on emotional intelligence among pupils. Firstly, it
suggests that expanding the sample size and diversity might
improve the generalizability of the findings. Additionally, it
is recommended to conduct longitudinal research in order
to monitor the progression of emotional intelligence over a
period of time. Furthermore, intervention studies are
suggested to assess the efficacy in both the short and long
term. In addition, the study proposes the comparison of
emotional intelligence among individuals from different
cultural backgrounds in order to get insight into potential
influences
• It is also advised to implement treatments that specifically target
gender inequality. Moreover, it is recommended to examine the
correlation between emotional intelligence and academic
achievement.

• Organizational training programs are suggested as a means to

enhance emotional intelligence abilities in students, which could
potentially have positive effects on their academic, social, and
personal development. Finally, the study promotes the idea of
psychologists, educators, and other professionals working together
to investigate several disciplines in order to gain a comprehensive
understanding of teenagers' emotional intelligence.
• Gender disparities: Investigating distinctions between males
and females.

• An analysis of the significance of emotional intelligence in

academic environments.

• An exploration of the impact of emotional intelligence and

mental health on overall well-being.

• Developmental perspective: Tracing the progression of

emotional intelligence from childhood to adulthood.
ACKNOWLEDGEMENT
• We extends our heartfelt gratitude to various individuals who contributed to the
success of the project. Special thanks to Dr. Dante A. Gabuya, the lead principal
and chairman of the research committee, and Jurdan G. Erojo, the co-chairman,
for their valuable guidance and expertise. Lordecita J. Baya, MA.Ed., Senior High
School Research Chair, is acknowledged for her time, knowledge, and unwavering
support throughout the project. Glory Mei S. Cerna and Arniel Ricablanca we
really thank for their advice and assistance as panelist and statistician,
respectively. The respondents of Grade 11 students in our survey is appreciated,
along with the support of the faculty and staff of Guihulngan National High
School-Poblacion. The researcher expresses gratitude to the All-Powerful Creator
for His blessings.
Based on our presentation, do you have any
recommendations for future research directions or
areas of inquiry within the field of emotional
intelligence?

We appreciate the panelists for their attentive

involvement in our presentation on the emotional
intelligence of Grade 11 male and female students.
We highly value your curiosity and profound insights.