Chapter 5

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, the conclusions derived, and the
recommendations of the study.
Hypotheses of the Study
SOP #1. Hypothesis free
Ho4
There is no significant difference in the emotional intelligence among Grade 12 STEM students
in terms of sex.
Ho5
There is no significant difference in the academic performance among Grade 12 STEM students
in terms of sex
Ho6
There is a significant relationship between emotional intelligence and academic performance
among Grade 12 STEM students in ZNNHS.
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Summary of Findings
The following summary of findings were drawn from the result of the study.
1. In terms of respondent’s age 56% (55) out of 100% (99) were male, and 44% (44) were
female. This significantly indicates that most of the Grade 12 STEM students are male.
a. It is found out that there are more male studets than female students from the Grade 12
STEM.
2. The level of emotional intelligence among Grade 12 STEM students in ZNNHS
emotional intelligence in terms of;
a. It is found out that Grade 12 STEM students have a high level of relationship-
management, they almost excellently observed, practiced and adapted communication
skills and are able to handle interpersonal interaction, and resolve the conflict with
others being a good negotiator.
b. Most of the Grade 12 STEM students in ZNNHS have a high level of social-
awareness, they frequently practice social-awareness skills toward social environment
and have the ability to interact with each other.
c. The Grade 12 STEM students in ZNNHS have a moderate level of self-management,
they occasionally practiced or adapt the emotional skills to regulate distressing effects
like anxiety and anger.
d. The Grade 12 STEM have a high level of self-awareness, students often recognize
and understand their own emotion and feelings when exposes to distressing effects
such as stress, anxiety, and pressure.
3. The computed general mean for Academic Performance of Grade 12 STEM students is
4.72, which implies that most of the Grade 12 STEM students have a commendable
60
performance as they exercise the necessary skills to be equipped and to arrive at a better
output of academic related activities.
4. The significant value for the significant difference between Emotional Intelligence and
Sex is 0.220, which is greater than 0.05, hence it fails to reject the null hypothesis, thus,
no significant difference exists between the two variables.
5. There is no significant difference between Academic Performance and Sex among Grade
12 STEM students of ZNNHS. The computed significant value is 0.379, and it greater
than 0.05. Therefore, there are no longer distinguishing cognitive, affective and
psychomotor skill achievements of students in respect of gender.
6. There is a significant relationship between Emotional Intelligence and Academic
Performance among Grade 12 STEM students in ZNNHS. The computed p-value is .002
which is lesser than .01, which means that it fails to accept the null hypothesis.
Conclusions of the Study
The following conclusions are drawn from the findings of the study:
Generally, this study found out that there is a positive relationship between Emotional
Intelligence and Academic Performance, and the two variable are significantly correlated.
Specifically, the following are inferred from this study:
1. Majority of the Grade 12 STEM students in Zamboanga del Norte National High School
were male.
2. Grade 12 STEM students have high level of emotional intelligence. This significantly
concludes that they have the ability to recognize the meaning of emotion, manage the
61
relationship with others and the ability to solve problems, capable of handling
interpersonal
interaction, being able to resolve the conflict with others and being a good negotiator.
Through understanding and reflecting on their own emotions, they were able to regulate
distressing effects like anxiety, anger and pressure.
3. Most of the Grade 12 STEM students in ZNNHS have an outstanding level in terms of
their academic performance. Thus, it implies that students build structure, which draws
from prior knowledge and facilitates the formation of new knowledge, to achieve a
deeper level of understanding and acquire academic achievements.
4. It can be derived that there is no significant difference between male and female in terms
of level of emotional intelligence. Thus, Sex is not a factor that determines the level of
emotional intelligence of a certain student. Accordingly, the outcome of the students’
performance at school and the output resulted from the emotional skills and competencies
are not associated with sex.
5. The demographic profile of the Grade 12 STEM students in terms of sex, do not affect
their academic performance. Which means, the success and achievement of the student is
not defined by its sex. With this, we can conclude that there is an equal attribution
between male and a female with their level of academic performance.
6. There is a significant relationship between Emotional Intelligence and Academic
Performance among Grade 12 STEM students in Zamboanga del Norte National High
School. Therefore, emotional intelligence is necessary to help contribute to better
academic performance of students, especially those who are exposed to environment with
distressing effects. This is congruent with the conceptual framework anchored on the
62
Competence Theory of Emotional Intelligence developed by Goleman (1995) and the
Educational Productivity Theory of Walber (1981) which proves the relationship of the
variables.
Recommendations of the Study
The following recommendations are considered by the researchers.
1. It is recommended to the students to be equipped with emotional intelligence
skills to allow them to function effectively as learners, as it was found out that it
effectively contributed to the academic success of the respondents and efficiently respond
to the distressing effects associated at school.
2. It is recommended to the teachers to provide development activities, that would help
enhance emotional skills of their students. It is the suggested that teachers should help
build enthusiasm and interest to remove any negative factors associated with academic
related activities, as this would effectively make the students motivated and perform
efficiently.
3. It is recommended to the parents to comprehend to their child’s improvement and help
develop their child’s emotional skills, to aid them in learning, creativity and problem-
solving skills and positively influence the outcome of their academic performance.
4. It is highly recommended to the future researchers to use the whole population of Senior
High School students in ZNNHS and not just the Senior High School STEM students to
arrive at thorough results. Further studies should be conducted to explore other variables
that directly or indirectly contribute to Academic Performance, and to include
comparisons with different sample.
63

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CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

recommendations of the study.

Hypotheses of the Study

SOP #1. Hypothesis free

SOP #2. Hypothesis free

SOP #3. Hypothesis free

There is a significant relationship between emotional intelligence and academic performance

among Grade 12 STEM students in ZNNHS.

2. The level of emotional intelligence among Grade 12 STEM students in ZNNHS

emotional intelligence in terms of;

management, they almost excellently observed, practiced and adapted communication

others being a good negotiator.

awareness, they frequently practice social-awareness skills toward social environment

and have the ability to interact with each other.

c. The Grade 12 STEM students in ZNNHS have a moderate level of self-management,

like anxiety and anger.

such as stress, anxiety, and pressure.

output of academic related activities.

no significant difference exists between the two variables.

psychomotor skill achievements of students in respect of gender.

6. There is a significant relationship between Emotional Intelligence and Academic

Conclusions of the Study

Specifically, the following are inferred from this study:

distressing effects like anxiety, anger and pressure.

deeper level of understanding and acquire academic achievements.

emotional intelligence of a certain student. Accordingly, the outcome of the students’

are not associated with sex.

between male and a female with their level of academic performance.

6. There is a significant relationship between Emotional Intelligence and Academic

School. Therefore, emotional intelligence is necessary to help contribute to better

Recommendations of the Study

The following recommendations are considered by the researchers.

1. It is recommended to the students to be equipped with emotional intelligence

to the distressing effects associated at school.

2. It is recommended to the teachers to provide development activities, that would help

3. It is recommended to the parents to comprehend to their child’s improvement and help

that directly or indirectly contribute to Academic Performance, and to include

comparisons with different sample.

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