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Emotional Intelligence's Impact on Grade 11 Students' Academic Performance, Study notes of English

English

Background information on the research topic of emotional intelligence and its impact on academic performance among Grade 11 students. It includes a discussion on the importance of emotional intelligence in academic success and the significance of conducting this study. The document also outlines the research problem, objectives, and scope of the study.

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CO QAH + MELC LW
HANDOUT No. 3-5
in PRACTICAL RESEARCH 2
Course Outline & Quality Assured Handouts
paired with MELC- Based Learner’s
Worksheet
MELC: The learner:
● designs a research used in daily life. (CS_RS12-Id-e-1)
● writes a research title. (CS_RS12-Id-e-2)
● describes background of research. (CS_RS12-Id-e-3)
● states research questions. (CS_RS12-Id-e-4)
● indicates scope and delimitation of the study. (CS_RS12-Id-e-5)
● presents written statement of the problem (CS_RS12-Id-e-7)
Semester: First (Quarter 1) Week No. 3-5 Day: 1-4
LESSON: Chapter 1- Introduction
In this lesson, you will able to understand the ins and outs of the initial parts of constructing a research
paper. You will begin to formulate the Chapter 1 of your study which provides reflection of the problem
statement and identifies how the study will be accomplished. You will know how to explain your proposed study
and its contribution to your strand/field.
TOPIC 1: Choosing a Research Topic
The ability to develop a good research topic is an important skill. Your teacher may assign you a specific
topic, but most often teachers require you to select your own topic of interest. When deciding on a topic, there
are a few things that you will need to do:
Step 1: Brainstorm for ideas. Choose a topic that interests you. Use the following questions to help generate
topic ideas.
● Do you have a strong opinion on a current social or political controversy?
● Did you read or see a news story recently that has piqued your interest or made you angry or anxious?
● Do you have a personal issue, problem or interest that you would like to know more about?
● Is there an aspect of a class that you are interested in learning more about?
Step 2: Choose a topic that will enable you to read and understand the literature.
● Read a general encyclopaedia article on the top two or three topics you are considering. Reading a
broad summary enables you to get an overview of the topic and see how your idea relates to broader,
narrower, and related issues. It also provides a great source for finding words commonly used to
describe the topic. These keywords may be very useful to your later research.
● Use Web search engines. Google and Bing are currently considered to be two of the best search
engines to find web sites on the topic.
Step 3: Focus on Your Topic. Keep it manageable. A topic will be very difficult to research if it is too broad
or narrow. One way to narrow a broad topic such as "the environment" is to limit your topic. Some common
ways to limit a topic are:
● by geographical area:
Example: What environmental issues are most important in Region VIII?
● by culture:
Example: How does the environment fit into the Badjaosʹs world view?
● by time frame:
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Download Emotional Intelligence's Impact on Grade 11 Students' Academic Performance and more Study notes English in PDF only on Docsity!

CO QAH + MELC LW

HANDOUT No. 3-

in PRACTICAL RESEARCH 2

Course Outline & Quality Assured Handouts paired with MELC- Based Learner’s Worksheet MELC: The learner: ● designs a research used in daily life. (CS_RS12-Id-e-1) ● writes a research title. (CS_RS12-Id-e-2) ● describes background of research. (CS_RS12-Id-e-3) ● states research questions. (CS_RS12-Id-e-4) ● indicates scope and delimitation of the study. (CS_RS12-Id-e-5) ● presents written statement of the problem (CS_RS12-Id-e-7) Semester: First (Quarter 1) Week No. 3-5 Day: 1-

LESSON: Chapter 1- Introduction

In this lesson, you will able to understand the ins and outs of the initial parts of constructing a research paper. You will begin to formulate the Chapter 1 of your study which provides reflection of the problem statement and identifies how the study will be accomplished. You will know how to explain your proposed study and its contribution to your strand/field.

TOPIC 1: Choosing a Research Topic

The ability to develop a good research topic is an important skill. Your teacher may assign you a specific topic, but most often teachers require you to select your own topic of interest. When deciding on a topic, there are a few things that you will need to do: Step 1: Brainstorm for ideas. Choose a topic that interests you. Use the following questions to help generate topic ideas. ● Do you have a strong opinion on a current social or political controversy? ● Did you read or see a news story recently that has piqued your interest or made you angry or anxious? ● Do you have a personal issue, problem or interest that you would like to know more about? ● Is there an aspect of a class that you are interested in learning more about? Step 2: Choose a topic that will enable you to read and understand the literature. ● Read a general encyclopaedia article on the top two or three topics you are considering. Reading a broad summary enables you to get an overview of the topic and see how your idea relates to broader, narrower, and related issues. It also provides a great source for finding words commonly used to describe the topic. These keywords may be very useful to your later research. ● Use Web search engines. Google and Bing are currently considered to be two of the best search engines to find web sites on the topic. Step 3: Focus on Your Topic. Keep it manageable. A topic will be very difficult to research if it is too broad or narrow. One way to narrow a broad topic such as "the environment" is to limit your topic. Some common ways to limit a topic are: ● by geographical area: Example: What environmental issues are most important in Region VIII? ● by culture: Example: How does the environment fit into the Badjaosʹs world view? ● by time frame:

Example: What are the most prominent environmental issues of the last 10 years? ● by discipline: Example: How does environmental awareness affect business practices today? ● by population group Example: What are the effects of air pollution on senior citizens? Remember that a topic may be too difficult to research if it is too: ● locally confined. Example: What sources of pollution affect the Tinambacan District water supply? This specific topic may only be covered in these (local) newspapers, and not to all sources of information. ● recent. Example: What are the economic effects of Magnitude 5.7 earthquake in Davao Oriental? If a topic is quite recent, books or journal articles may not be available, but newspaper or magazine articles may. Also, Web sites related to the topic may or may not be available. ● broadly interdisciplinary. Example: How can the environment contribute to the culture, politics and society of the Calbayognons? You could be overwhelmed with superficial information. Step 4: Make a list of key words. Keep track of the words that are used to describe your topic. Look for words that best describe your topic. Look for them in when reading encyclopaedia articles and background and general information. Find broader and narrower terms, synonyms, key concepts for key words to widen your search capabilities. Make note of these words and use them later when searching databases and catalogs. Step 5: Be flexible. It is common to modify your topic during the research process. You can never be sure of what you may find. You may find too much and need to narrow your focus, or too little and need to broaden your focus. This is a normal part of the research process. When researching, you may not wish to change your topic, but you may decide that some other aspect of the topic is more interesting or manageable.

TOPIC 2: Research Title

Guidelines:

  1. Generally, the title is formulated before the start of the research work. It may be revised and refined later if needed.
  2. Traditionally, title must contain the subject matter of the study, the locale of the study, the population involved, and the period when the data were gathered; but today, it is accepted if we include the subject matter and the population only.
  3. The title indicates what is expected to be found inside the research paper.
  4. It must be brief and concise as possible.
  5. Avoid using the terms “An Analysis of”, “A Study of”, “An Investigation of”, and the like.
  6. If the title contains more than one line, it must be written like an inverted pyramid form.
  7. All words in capital letters.
  8. The title should not exceed to 12 words.
  9. It shall not indicate any negative word/idea.
  10. It must list key variables. Sample Research Titles ● The Impact of Using Word Walls in Teaching Fifth Graders Content Vocabulary in Science ● Increasing Kindergarten Verbal Participation Rates Using Story Elaboration Technique ● Using Competitive Flashcard Games to Improve Memory for Math Facts in Special Education. ● Improving the Scores of Paragraph Writing in a Fourth Grade Language Arts Class Using State-Test Release Items and Scoring Rubrics as Instructional Material
  1. Research problem should state the variables and their relationships with one another.
  2. Construct an introductory statement to present your research problem which is the main problem or your study.
  3. State your research objectives/questions, not in the form of yes-or-no questions, but in informative questions.

TOPIC 5: Chapter 1- Introduction

Background of the Study This description leads the reader to understand the research questions and appreciate why they are asked. In writing this section:

  1. Introduce and briefly define the variables under study.
  2. Cite the most important study or related literature.
  3. Be consistent with terms used.
  4. Ensure that paragraphs summarize unresolved issues, conflicting findings, social concerns, or educational, national, or international issues.
  5. Cite facts from international, national, and local literatures and sources. (farthest to nearest)
  6. Write the last paragraph to highlight the research gap. Restate the problem which leads you to research.
  7. Always cite the references of the facts/literatures used. Statement of the Problem This section contains the purpose statements and the research questions. In other words, this is where your quantitative research problem and research objectives should be stated in this prescribe format: “ This study (or research) aims to… (make congruent with title).” New paragraph: “Specifically, this research (or study) seeks to answer the following questions:” Phrase questions with the data to be collected in mind. Answer the questions and rephrase question, if your intended answer does not match the question. Significance of the Study This determines the audience who will benefit from a study of the problem and explains how exactly will the results be significant to them. In writing this section:
  8. In paragraph form, cite beneficiaries (e.g., teachers, teacher trainers, educators; curriculum developers, textbook writers; officials of school, division, region, central office; policy makers) of results of study.
  9. For each beneficiary group, specifically describe how it will benefit from the findings.
  10. 1-3 beneficiaries, paragraph form 4. 4 or more, bullet form Scope and Limitations This presents the coverage of the research in terms of location, time, respondents, etc., and the potential weaknesses or problems with the study identified by the researcher.

In writing this section:

  1. cite data collection (period and school year);
  2. identify schools involved, number of classes, their grade/year level, number of participants (or respondents, subjects), and topics of lessons covered (if applicable). 3. state inadequate measures of variables, loss or lack of participants, small sample sizes, errors in measurement, and other factors typically related to data collection and analysis. SAMPLE TITLE AND CHAPTER 1 EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE OF GRADE 11 STUDENTS Chapter I Introduction Background of the Problem It has long been an anxiety of many psychologist and sociologist on factors contributing to academic performance among students in learning institutions, starting from pre-school to as high as professional level. Results and findings of numerous researches conducted in this area of study over a long period of time expose a variety of factors such as students’ IQ, socio economic status, stimulus, relationship with the peer group and teachers, parental attachment and personality. Among all these factors, Cognitive intelligence is generally understood as an important determinant and associated with academic success. (Ramesh, et.al.,2016) However, many recent and emerging studies are revealing that IQ alone is not a reliable predictor of students’ academic achievement (Craggs, 2005). One of the most popular and most cited sources is Daniel Goleman’s in his famous book Emotional Intelligence: Why It Can Matter More Than IQ. In his book Goleman (1995) claims that only 20% of a person’s success can be attributed to IQ. Among the various other factors apart from IQ, emotional intelligence play a vital role in determining an individual success either in studies or in his career. Mayer & Salovey define emotional intelligence as “the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions” (1990, p. 189). They later redefine the term as the ability of an individual to perceive precisely, evaluate, and articulate the individual emotions. This in turn requires the ability to access, generate feelings, positive thinking; and the ability to understand emotion of self and others which leads to gaining of emotional knowledge and to modify the behavious accordingly. This leads to a balanced emotional approach wherein the relationships of the individuals are not affected. (Mayer and Salovey, 1997) Students’ academic performance occupies a very important place in education as well as in the learning process. It is considered as a key criterion to judge one’s total potentialities and capacities (Nuthana and Yenagi, 2009), which are frequently measured by the examination results. It is used to pass judgment on the quality of education offered by academic institutions. In fact, it is still the most topical debate in higher learning institutions that caused great concern to educators and researchers due to the alarming examination performance of students. Academic instruction is arguably the primary business of education. To this end,

This study aims to determine the significant relationship between Emotional Intelligence and Academic Performance of the Grade 11 students in Trinidad National High School, School Year 2019-2020. Specifically, this research seeks to answer the following questions.

  1. How many Grade 11 students have high EQ, average EQ, and low EQ?
  2. What is the academic performance of the students with high EQ, average EQ, and low EQ?
  3. Is there a significant relationship between Emotional Intelligence and the Academic Performance of the students? Scope and Limitations This study is a correlational-descriptive research because it focused on the relationship of EQ and academic performance of Grade 11 students in Trinidad National High School. The researchers utilized test questionnaires to assess the EQ of the students. The academic performance is based on the general average of the students in the first quarter of the SY: 2018-2019. In addition, the researchers compared the academic performance of the students with high EQ, average EQ and low EQ. Researchers then employed simple random sampling through lottery method in choosing the sample. SIGNIFICANCE OF THE STUDY The study is significant for it gives insight on the relationship between EQ and Academic performance to the following individuals. ● Students – Based on the findings, students will help themselves improve their emotional intelligence as well as the academic performance. ● Teachers – They will assist the researchers and students in conducting the EQ Test. ● Parents – They will encourage their children to improve their emotional intelligence. ● Future Researchers- The study will give understanding to those who want to pursue a parallel study. Baraceros, Esther. ʺQuantitative Research Problemʺ. Practical Research 2. 1st^ ed. Sampaloc, Manila. Rex Bookstore Inc. 2016. Chua, Christopher Vhon. ʺQuantitative Researchʺ. Lecture. Palo, Leyte. 2016 ʺEmotional Intelligence and Academic Performance of Grade 11 Studentsʺ. Trinidad National High School. 2019 ʺHow to Select a Research Topic?ʺ. University of Michigan-Flint. 2021. Accessed February 8, 2021 https://www.umflint.edu