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HOME » RESEARCH » ABSTRACT » TUMALA

EMOTIONAL INTELLIGENCE AMONG THE FRESHMEN STUDENTS OF
JOHN B. LACSON COLLEGES FOUNDATION

By: Brenda B. Tumala

      This descriptive study seeds to determine the level of emotional intelligence of freshmen students of freshmen students of John B. Lacson Colleges Foundation, Bacolod , School Year 2003-2004.

      This study is premised on the grounds that emotional intelligence is learnable and, if improved it might propel higher academic achievement and more effective social skills. In return, students can be prepared to face the overwhelming problems of society.

      John B. Lacson Colleges Foundation – Bacolod is a maritime school that nurtures up – coming seafarers. A maritime profession is one which vehemently involves the development not only of the academic abilities but also leadership, human relations, and other interpersonal skills. Seafarers are expected to work with different kinds of people aboard the ship. They should necessarily be equipped with such competence to allow them to shape and change their existing environment to meet their needs. These necessarily encompass the area of emotional intelligence.

      This present study sought to ascertain the level of emotional intelligence among the first year students of John B. Lacson Colleges Foundation – Bacolod , and whether this type of intelligence differs among students with varying academic performance and high schools graduated from.

      This study is basically a descriptive type of research. It is exploratory in nature. Fraenkel and Wallen (2003) define descriptive research as a given state of affairs that summarize the characteristics of individuals as groups, or physical environments.

      The questionnaires were distributed to the student respondents. They were collected, tallied, and scored. The scored were subjected to the SPSS Program to obtain t-test results. The t-test was conducted to find if there is any significant difference in the emotional intelligence of students when grouped as to high school graduated from and when grouped as academic performance, as inferred from the categories: with honors and without honors.

      Although private high school students have a higher emotional intelligence than public high school students, they do not significantly differ. The same findings were noted when they were grouped by academic performance.

      It seems that students with honors and students without honors need to be taught to grow emotionally. The same observation holds true to students coming from both public and private high schools. With the students' measurement of emotional intelligence in view, colleges and universities are impliedly tasked to cultivate and enhance emotional intelligence of their students. If the emotional intelligence of students is improved then this would enable them to achieve better and improve their social skills (Ornstein, 1986; Lakaoff, 1980). To Plato, all learning has an emotional base. If emotions are managed properly, they can reroute learning. Emotional skills are learnable.

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