Exploring the Socio-Emotional Learning Skills of the Pupils of Sitio Sto. Rosario Elementary School: Basis for Developing Sel Framework

Exploring the Socio-Emotional Learning Skills of the Pupils of Sitio Sto. Rosario Elementary School: Basis for Developing Sel Framework

Resiel L. Palma., Dr. Ummie R. Barberan

Master of Arts in Education Major in Educational Management

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0119

Received: 03 February 2025; Accepted: 15 February 2025; Published: 27 March 2025

ABSTRACT

The study explored the socio-emotional learning skills of the pupils of Sitio Sto. Rosario Elementary School, using 166 samples from 289 grades four to six. Data were analyzed using the chi-square test of independence. The majority of respondents aged 9-11, mostly in Grade five, have moderate socio-emotional skills, with self-awareness being strong but self-management, social awareness, relationship skills, responsible decision-making, and innovation skills at moderate levels. The study revealed that social awareness was significantly related to age, grade level, and GPA, while relationship skills and responsible decision-making were related to sex. Challenges faced by respondents include peer pressure, academic struggles, financial constraints, lack of parental support, and bullying. A Social and Emotional Learning framework was developed to address these issues. The study recommends pupils to actively develop socio-emotional skills through SEL activities, teachers and administrators implement targeted strategies, integrate SEL programs into the curriculum, encourage parental involvement, establish policies requiring schools to adopt SEL framework, conduct future research on factors influencing students’ socio-emotional skills, and collaborate with community organizations to provide support systems for financial constraints and foster a safe, inclusive environment.

Keywords: Socio-emotional learning (SEL), GPA, SEL Framework, self-awareness, social awareness, self-management, relationship skills, responsible decision making, innovation

THE PROBLEM AND ITS BACKGROUND

Introduction

Educational systems were rapidly altering as global trends continued to evolve. The Covid19 pandemic significantly had an impact on the educational systems, leading to innovations and renovations. The pandemic increased mental health burden in the Philippines, with 35.89 percent of Filipinos experiencing moderate to severe anxiety symptoms, (Mendoza NB, Dizon JIWT, 2022). Factors such as social, biological, and sociodemographic factors had an impact on students’ stress, anxiety, and depression. According to the data presented it was four hundred four public school students committed suicide during the pandemic. Early childhood development is crucial for emotional and social skills. Despite UNICEF’s attempts to include socio-emotional learning and STEM education, the Philippines has the worst rates of bullying in educational systems, therefore compromising students’ vital socio-emotional skills needed for academic achievement.

The World Economic Forum 2020 highlights the growing demand for jobs that require socio-emotional skills, as physical and cognitive abilities decrease. Strong socio-emotional skills lead to better academic performance and improved mental health (Corcoran, 2018, cited McCann et al., 2020). The World Health Organization’s report indicate that in 2022, the pandemic will contribute to a rise in global anxiety and depression rates, while school closures will adversely affect 1.6 billion learners.

The Department of Education (DepEd) takes an initiative to integrate socio-emotional skills into Philippine education, aiming to prepare learners for civic participation and post-secondary opportunities. The 2022-2030 Basic Education Development Plan includes socio-emotional skills and the MATATAG agenda. According to DepEd Order 71, s. 2009, the Edukasyon sa Pagpapakatao (EsP) program focuses on self-awareness, self-management, social awareness, relationship skills, and making responsible decisions. This program also pays more attention to socio-emotional skills.

Senator Gatchalian advocates for learning recovery to include social and emotional development in children’s education. City Schools of Valenzuela’s webinar on curriculum innovation highlighted the positive impact of SEL on school climate and pupils’ benefits. Indeed, guidance coordinators have conducted psychosocial assessments. The Philippines lacks a national assessment for evaluating socio-emotional skills in K-12 children, hindering the ability to monitor their achievement. In response, educational specialists devised a standardized evaluation approach incorporating innovation skills. This may assist in mitigating inadequate reading and numeracy skills, diminished psychosocial well-being, and behavioral issues.

As a concerned school reading coordinator, the researcher seek to understand the extent to which socio-emotional learning competencies influence children’s academic progress. It may elucidate her concern regarding why, despite numerous programs, initiatives, and educators’ efforts to enhance reading and numeracy skills, educators persistently encounter the same challenges throughout time.

This study explored how respondents perceived their Social Emotional Learning (SEL) skills and how the aforementioned correlated with age, sex, grade level, and proficiency level. Subsequently, the objective was to establish a SEL School Framework that would serve as a guide for both the school and the pupils in the implementation of the program. This framework could also be of assistance to other educational institutions in the development of their school-based programs.

Theoretical Framework

Figure 1: Social-Emotional Learning Framework, Adapted from CASEL, 2020

Social Emotional Learning (SEL) Core Competencies

The study utilized the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework to assess the Social Emotional Learning (SEL) of Sitio Sto. Rosario Elementary School pupils, focus on core skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. However, the CASEL framework, created in the United States, may not adequately represent Asian cultural values and behaviors. Successful socio-emotional learning initiatives necessitate cultural relevance, training for educators and parents, and structured methodologies. A proposed questionnaire from UNICEF assesses self-awareness, self-management, social awareness, relational skills, and responsible decision-making. The framework now incorporates the previously absent feature of innovative talents. This tool was created through extensive consultations with educational expects local and worldwide.

Further, explicit instruction, cooperative learning, project-based learning, and SEL integration with academic curricula help to improve social and emotional competency in classrooms, colleges, homes, and businesses. Fostering a valued school climate, knowing community needs, and building inclusive learning settings all depend on ongoing planning, implementation, assessment, and improvement.

Conceptual Framework

Figure 2: Conceptual Framework of the Study

Social-emotional skills were essential for 21st-century success, with job opportunities requiring strong cognitive and socio-emotional abilities increasing globally. The Department of Education (DepEd) was spearheading the 2022-2030 Development Plan for Basic Education (BEDP), which incorporates socio-emotional competencies. The MATATAG Curriculum: Bansang Makabata, Batang Makabansa agenda emphasizes socio-emotional skills, with Good Manners and Right Conduct (GMRC) and Values Education also incorporating these skills.

This study aimed to assess the extent of social-emotional learning among pupils at Sitio Sto. Rosario Elementary School conducts the provided socio-emotional assessment tool on self-awareness, self-management, social awareness, relationship skills, responsible decision-making, and innovation. The holistic approach to learning focuses on developing well-rounded individuals with the skills, attitudes, and values required for success in various areas of life. The findings served as the basis for creating the school SEL framework.

As shown in the study’s paradigm, the learner’s profile and the respondents’ level of engagement with the five SEL core competencies were the data that were presented in the first frame, called the input. The second frame, under process, provided a summary of the actions the researchers took to complete the study. The goal of this study was to create a School SEL Framework, which is  represented in the third frame.

Figure 3: Paradigm of the Study

Statement of the Problems

The main purpose of this study is to determine the socio-emotional learning skills of the pupils of Sitio Sto. Rosario Elementary School.

Specifically, this sought to answer the following questions.

1. What is the profile of the respondents in terms of:
   • age;
   • sex;
   • grade level (Grades 4, Grade 5; and Grade 6)
   • Quarter 1 Grade Point Average?
2. To what extent do the respondents observe their Socio-Emotional Learning (SEL) with respect to the six (6) core skills:
   • Self-Awareness;
   • Self-Management;
   • Social Awareness;
   • Relationship Skills;
   • Responsible decision-making; and
   • Innovation?
3. Is there a significant relationship between Socio-Emotional Learning (SEL) skills and their profile?
4. What are the challenges met by the respondents succeeding in school academically and with their Socio-Emotional Learning skills?
5. What SEL framework, based on the study results, should be employed to effectively integrate Socio-Emotional Learning skills in school?

Hypothesis

The study tested this null hypothesis:

Hº1. There is no significant relationship between Social Emotional Learning (SEL) and their profile.

Significance of the Study

The result of this study served as a basis for formulating the SEL School-based Program to help the pupils of Sitio Sto. Rosario Elementary School socially, emotionally, and academically, as they meet the challenges and responsibilities of being elementary pupils and others who can benefit from this study.

Pupils. This study aimed to benefit pupils by developing a program tailored to their success and enjoyment in learning anchored on socio-emotional learning.

Teachers. This study served as a guide to learn more about their pupils and support them as they navigate academic obstacles.

Parents. This study could help parents understand their children’s behavior at home and school.

School Head. This study served as a guide to doing action research in school to emphasize the socio-emotional learning skills of learners.

Other Schools. This study was a useful basis for other elementary schools as they formulate their own Social-Emotional Learning (SEL) innovation program.

Curriculum Planners. This study was a useful reference for the curriculum planners, as it will provide the foundation for integrating SEL in their programs and preparing instructors to work with pupils from the younger demographics.

Future Researchers. This study would be a useful reference for other researchers, as it will serve as their basis for conducting the same research.

Scope and Delimitation

This study explored the extent of socio-emotional learning skills and their correlation with the profiles of Grades 4, 5, and 6 pupils of Sitio Sto. Rosario Elementary School for the academic year 2024-2025.

The official enrolled pupils were as follows: Grade four (4) level had a total of 94 pupils, 46 males, and 48 females; Grade five (5) level had a total of 103 pupils, 52 males and 51 females; and Grade six (6) level had a total of 92 pupils, 48 males and 44 females.

The respondents of the study included 166 pupils from Grades 4 to 6 for the school year 2024-2025, out of a total population of 289. The researcher utilized Cochran’s formula to generate an ideal sample, ensuring a 95 percent confidence level and a 0.05 margin of error. This study gathered the demographic profile of the respondent’s age, sex, grade level, and first-quarter grade point average (GPA), the extent of their socio-emotional skills, and the challenges they are encountering in school.

The analysis of the subject matter under consideration was based on the respondents’ responses to the various items on the questionnaire used by the researcher.

Definitions of Terms

This section provided operational definitions for the following terminologists.

Age. It refers to numerical range that elementary-aged pupils belong to.

Grade level. Operationally, the researcher used this to determines the respondents’ enrollment in     educational programs.

Innovation. It refers to the sixth core skill of the SEL assessment tool used in this study to observe the respondents’ interest in learning new things and asking questions when they don’t know something.

Relationship skills. It refers to the fourth core skill of the SEL assessment tool used in this study to observe the respondents’ sense of respect, politeness, and helpfulness toward others.

Responsible Decision-making. It refers to the fifth core skill of the SEL assessment tool used in this study to observe the respondents’ adherence to rules and a sense of responsibility.

Self-awareness. It refers to the first core skills of the SEL assessment tool used in this study to observe the respondents’ emotions, strengths, preferences, and the ability to reflect on their actions.

Self-management. It refers to the second core skill of the SEL assessment tool used in this study to observe respondents’ managing their emotions and problems.

Sex. It is used to categorize the respondents as male or female.

Social Awareness. Operationally, this refers to the third core skill of the SEL assessment tool used in this study to observe respondents’ listening, understanding, and empathizing with another individual.

Socio-emotional Core Skills. In this study, I operationalized the SEL Six Core Skills to assess the respondents’ observation of their social-emotional responses.

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter included foreign and domestic literature and research that were significant to this study. The information presented in this chapter was collected to substantiate the present inquiry and guide the researcher in the exploration of the socio-emotional learning skills of pupils of Sitio Sto. Rosario Elementary School. Further, it was used to identify the key theories, methodologies, and findings that have influenced the development of this field of inquiry. 

On Social-Emotional Learning

Originally used in the literature in 1994, the term “social and emotional learning” primarily surfaced when the Fetzer group hosted a conference including academics researching school-based prevention, teachers, and child advocates to address their worries about the failure of several programs meant to support healthy development and prevention (Greenberg and colleagues, 2003).

Stressing the need for SEL in advancing equal opportunity and supremacy through collaborations between schools, families, and communities, building effective learning environments, and thereby supporting safe, healthy, and just communities, CASEL (2020) stresses.

Texas School District teacher Matheny claims that since schools don’t give pupils adequate guidance on how to get by in life, all students need SEL, and they need it severely. Children certainly gain social and emotional skills on their own without direction. Children who lack these abilities, however, can exhibit behavioral issues that could impede their education and progress in the classroom (Souza, 2023) of Child Minds Institute in Spain.

On Five (5) Social-Emotional Learning Core Competencies, CASEL 2020

CASEL focuses on five competence areas: self-awareness, self-management, social awareness, interpersonal skills, and responsible decision-making. It can be taught at different stages of growth and in different cultural settings to help with health, schoolwork, and finding a job.

Self-Awareness

Self-awareness is the deliberate comprehension of one’s character, feelings, motives, and aspirations. It entails acknowledging one’s internal existence and the impact of these elements on behavior and choices. Self-awareness relies on comprehending one’s ideas, emotions, values, convictions, and actions. It means being aware of your strengths and weaknesses while keeping your confidence and purpose. Being self-aware means recognizing your personal and social identities, your cultural and linguistic assets, your emotions, being honest and having integrity, the connection between your feelings, values, and thoughts, being aware of your prejudices and biases, having a growth mindset, feeling like you can do things, and developing your interests and sense of purpose (Greater Good in Education, 2023).

Self-Management

Self-management involves making decisions about work organization without being controlled by a manager, replacing hierarchy in industrial companies. It involves managing behaviors, thoughts, and emotions effectively, and excelling at personal and professional tasks for the benefit of oneself and the team (Raeburn, 2023).

Self-management involves managing emotions, thoughts, and behaviors to achieve goals, delaying gratification, managing stress, and feeling motivated through self-discipline, stress-management strategies, and organizational skills (Casel, 2020).

Social Awareness

Social awareness, a skill cultivated in childhood and refined over time, involves empathetically considering others’ perspectives and influencing actions and words in social contexts (Barowski, 2023).

To be socially aware, you need to understand and relate to different kinds of people, know their skills, and know their social norms. It means seeing things from other people’s points of view, recognizing their strengths, showing empathy and worry, knowing how to show gratitude, recognizing different norms, recognizing situational demands, and knowing how organizational effects work. (CASEL, 2020)

Relationship Skills

Digital Promise Accelerating in Education defines relationship skills as the ability to build and keep good relationships by communicating, working together, solving problems, and refusing to give in to social pressure.

Developing and preserving good relationships, negotiating various circumstances, and displaying cultural sensitivity defines relationship skills. They call for good listening, communication, teamwork, problem-solving, leadership, and asking for help. These abilities comprise building good connections, handling problems creatively, bucking societal pressure, proving leadership, asking for help, and so promoting the rights of others. Casel, 2020

Responsible Decision Making

Making responsible decisions regarding individual conduct and social connections means acting compassionately, and constructively, considering ethical standards, safety concerns, and society effects. It entails showing curiosity, spotting answers, basing decisions on reason, projecting outcomes, applying critical thinking, considering well-being of the individual, relatives, and society, and assessing interpersonal relationships. (Casel, 2020)

Innovation

In the context of education, innovation is the invention and application of fresh ideas, instructional approaches, technologies, or strategies that improve outcomes, solve problems in the educational system, and therefore enrich the learning experience. It can cover technical developments, changes in teaching, new courses, and more tools for involving youngsters (Hannon, V., & Buckley, A., 2019).

On Filipino Social-Emotional Learning

Socio-emotional skills include the knowledge, dispositions, and skills needed to comprehend and regulate emotions, attain goals, empathize, nurture meaningful relationships, and make responsible judgments. It is commonly acknowledged that socio-emotional abilities are an essential component of 21st-century skills, which are required for people to do well in the modern world. According to research, employment requiring basic physical and cognitive talents will decline over the next few decades, while the number of positions requiring crucial socio-emotional skills will increase. This pattern is visible not only globally, but especially in the Philippines, where jobs requiring strong cognitive and socioemotional talents have seen consistent gains in employment and wages (SEL Paper UNICEF Philippines, 2023).

The Department of Education is launching the 2022-2030 Development Plan for Basic Education, focusing on socio-emotional competencies and aligning with the Sulong Edukalidad Framework, Philippine Development Plan, Ambisyon 2040, and UN Sustainable Development Goals 2030, preparing Filipino learners for civic engagement and post-secondary opportunities.

There are several approaches for SEL, according to the National University (2023) blog post What is Social Emotional Learning (SEL: Why It Matters). Some teachers have more formally designated time during the school day for SEL, which is occasionally taught in homeroom. These lessons establish a repeating theme throughout the school day, assisting students in understanding the core skills of social and emotional learning. Raising Healthy Children (RHC) is a Philippine initiative aimed at reducing negative classroom consequences by offering services to teachers, parents, and children, fostering bonding and understanding.

It comprises workshops, coaching, booster sessions, teacher replacements, parent training, summer camps, and in-home services, which the Local Government Unit (LGU) is currently funding through their program “Nanay-Teacher Parenting Camp” hosted in April 2024.

Related Studies

A research study at Clemson University revealed  “The Impact of a Social Emotional Learning Curriculum on the Social-Emotional Competence of Elementary-Age Students” (Dunn, 2019). The research investigated the effects of a social-emotional learning (SEL) curriculum on second-grade students in a Southeastern United States school system. Results indicated substantial enhancements in social-emotional competence, as assessed by both teachers and self-evaluations, inside SEL classrooms relative to control classrooms. The influence differed based on conditions, socioeconomic position, and individual educators, suggesting that SEL classes were inconsistent among groups.

A study by Agrimano et al. (2019) on Emotional Intelligence as a Correlate of Academic Performance among Grade 11 Students at Pamantasang Lungsod ng Valenzuela found no significant correlation between emotional intelligence and academic performance, revealing a weak correlation in emotional management and social skills.

The study of Tus, and Jhoselle (2020) on self-concept, self-esteem, self-efficacy, and academic performance among senior high school students revealed that self-concept, self-esteem, and self-efficacy did not significantly influence academic performance. The same indicated that educational staff and parents ought to offer assistance and direction to pupils, as well as develop supplementary programs to enhance learning experiences and elevate academic achievement.

Green et al.’s (2020) discovered that middle school students who participated in a classroom-based SEL program had much better comprehension, communication, decision-making, problem-solving, emotional management, and resilience than students who did not participate in the program.

In the United States research done by Newman et al. (2020) titled “Gender and Ethnicity: Are They Associated with Differential Outcomes of a Biopsychosocial Social-Emotional Learning Program?”The research investigates the effects of a biopsychosocial social-emotional learning strategy based on yoga breath on gender and ethnicity. Results indicate substantial enhancements across all seven outcomes, with no notable disparities across genders or ethnicities. Future studies may improve the efficacy of SEL for a broader demographic.

In 2020, Ledezma et al. worked on “Me and My New World: Effects of a School-Based Social-Emotional Learning Program for Adolescents in Panama” indicated that a school-based program utilizing Social-Emotional Learning (SEL) can positively influence adolescents’ perceptions and behaviors regarding gender equality. This program can alter biased gender identities, confront disparities, enhance agency development, and elevate youth participation in significant areas. Achieving gender equality, in accordance with UN Sustainable Development Goals and global health and well-being initiatives, necessitates a novel viewpoint on life values. Strategies that integrate gender equality into daily educational experiences can enhance student outcomes in academic performance and conduct.

A relevant study by Meng, W., & Ning, F. (2021) on an evidence-based perspective of self-management among middle school students highlights that self-management is essential for sustainable human development and is fundamental to student self-development education. It fosters initiative, self-discipline, and management skills, especially for adolescents in middle school. This article delineates student self-management, examining its theoretical foundation, components, challenges, and strategies. The objective is to examine the present state of self-management among middle school children and to offer ideas for enhancing techniques and developing self-management skills.

At Northwestern College of America in 2021, Pitlik examined social-emotional learning and its impact on student achievement. Studies demonstrate that social and emotional learning (SEL) substantially enhances academic performance. This has ramifications for education and student conduct. School districts must promote social-emotional learning (SEL) and ensure sufficient teacher training, as SEL interventions enhance children’s behavioral adaptation, diminish problematic behaviors, and elevate academic performance.

The research of Quiamno (2021) at De La Salle University-Manila focused on the development of a tool for responsible decision-making in social-emotional learning among college students: an initial validation. The study sought to solve research deficiencies in Philippine socio-emotional learning (SEL) by concentrating on responsible decision-making and the constructive resolution of conflicts. It indicates a transition towards progressive, inclusive initiatives that integrate restorative justice and cater to the cognitive and non-cognitive requirements of all learners. The research will assist counselors in developing initiatives and solutions within this framework, ensuring a comprehensive approach to SEL teaching.

A study on social and emotional learning among Filipino major students at Laguna State Polytechnic University (Austria, 2022). Investigated children’s social awareness and social skills using a modified SEL test. It discovered that regardless of age or gender, people had the same level of social and emotional learning, with third-year students having the most social awareness. Furthermore, students with scholarships have a higher level of social awareness and connection skills than students without scholarships because they are more motivated to learn despite the uncertainties, they face to maintain their scholarship status.

The Impact of Socio-emotional Learning Treatments both Before and following the Pandemic: A comparative literature analysis was examined by Tabalanza et al. (2022) from Philippine Normal University. Academic performance was the most significantly improved result among students who participated in SEL interventions, according to the study. It suggested splitting participants into psychomotor/social and mixed/psychological groups, conducting scoping reviews, adding supplementary databases, and conducting equal numbers of studies to ensure precise effect categorization and high concept validity. The transferability of qualitative study findings was guaranteed by using stricter inclusion/exclusion criteria on a broader range of papers.

Mackee’s 2023 study on Social Emotional Learning in Early Elementary Education and the Impact on Academic and Behavioral Outcomes demonstrated a substantial correlation between gains in behavior outcomes and academic achievement and explicit SEL education in the primary grades.

Huynh et al. (2023) conducted a study on Responsible Decision-Making Competency grounded in the Social Emotional Learning Model for Vietnamese high school students, indicating that Social Emotional Learning (SEL) favorably influences adolescents, especially those in high school. Adolescents undergo physical and psychological transformations that lead to emotional and social-behavioral challenges. Social and Emotional Learning (SEL) enhances academic achievement, mitigates mental health issues, and fosters positive peer and familial relationships. Responsible decision-making is a core ability within the SEL model and is of paramount importance.

Rupprecht (2023) Research conducted at St. Catherine University in Minnesota revealed that social-emotional learning substantially influences student performance by enhancing self-regulation and engagement. Nonetheless, there is an absence of efficient strategies for incorporating social-emotional development, as well as the influence of familial connections and traumas on social-emotional intelligence.

A study by Givon, et al. (2023) examines if women are indeed “more emotional” than men. Sexual disparities in an indirect model-based assessment of emotions. No sex difference was observed in the bias to report negative or positive feelings. The post hoc analysis of the results highlights the increased significance of negative emotions for women, considering their evolutionary function as primary caregivers necessitating heightened awareness of threats to their offspring (“fitness threat”), their greater susceptibility to physical violence, and the persistence of traditional social roles in numerous societies.

Cuenca et al. (2023) worked on Social-Emotional Learning Competencies and Their Correlation with Reasoning Abilities. International Journal of Educational Management and Development Studies. The research indicated that grade 12 pupils typically possess a favorable disposition towards their social-emotional learning capabilities, although encounter difficulties with mathematical reasoning skills. The robust association between these skills and reasoning abilities indicates that educators ought to implement instructional strategies to enhance these skills.

Alexandrov, M. (2024) in his research on the cultivation of SEL competencies by grade level within families discussed that as elementary school students develop, they refine the skills gained in first and second grades to maintain good relationships. They develop their empathetic skills and continue to recognize others’ unique perspectives on the world. They improve their ability to express others’ perspectives and the differences from their convictions. They examine constructive interactions with students from varied cultural backgrounds and find effective strategies for fostering friendships, maintaining existing relationships, and developing new ones across different social circles.

A noteworthy study identified a substantial correlation between self-awareness learning and pupils’ academic progress in public elementary schools within the Panabo District of Davao Del Norte. Students occasionally exhibited self-awareness, and their academic progress was moderate. Augmenting self-awareness can enhance educational methodologies, and educators might gain from DepEd seminars and professional development initiatives to fortify instructional tactics. Derla and Baguio, (2024).

Lastly, in his study entitled “Pupils’ Values, Self-Management Skills, and Social Support on their Learning Behavior,” Francisco (2024) investigated the relationship between personal values, self-management skills, and social support among students in the Pandi North District during the 2018-2019 school year. Specifically, the analysis focused on the students’ learning behavior. In terms of personal values, self-management abilities, social support, and learning behavior, the findings revealed substantial variations between pupils who had moved to the area before and those who had moved there more recently. According to the findings of the study, there are substantial connections between learning behavior and personal beliefs, skills in self-management, and social support.

Synthesis

Based on the literature and studies gathered by the researcher, strong social-emotional skills promote prosocial behaviors in schools, reducing attention to misbehavior and allowing for greater focus on instruction. A study at Clemson University found that a social-emotional learning (SEL) curriculum improved teacher and self-rated social-emotional competence in second-grade students. However, the impact varied across circumstances, poverty status, and individual teachers. Other studies found no significant correlation between emotional intelligence and academic performance, with weak correlations in managing emotions and social skills. Some studies suggested that school personnel and parents should provide support and guidance to students, while others found significant improvements in understanding content, communication, decision-making, problem-solving abilities, emotional regulation, and resilience. Future research could enhance SEL effectiveness for a wider population. Ledezma et al.’s 2020 study suggests that incorporating Social-Emotional Learning into school-based programs can transform young people’s perceptions and behaviors towards gender equality, promoting positive academic outcomes and behavior.

Research on self-management and social and emotional treatments (SEL) has shown that they significantly improve academic achievement and student behavior. School districts should prioritize SEL and provide adequate teacher training to enhance students’ behavioral adjustment and academic performance. De La Salle University-Manila’s Quiamno (2021) aims to fill research gaps in Philippine socio-emotional learning by focusing on responsible decision-making and constructive conflict resolution. Laguna State Polytechnic University’s study found that third-year students had higher social awareness. Additionally, studies highlight the importance of negative emotions for women, who should show enhanced sensitivity to dangers. Teachers should use instructional methods to improve social-emotional learning competencies and reasoning skills.

Several studies have demonstrated that the development of students’ emotional intelligence through social-emotional learning, the establishment of connections, and activities that involve collaboration can lead to an improvement in their academic performance. Establishing a link between academics and social-emotional skills has shown several studies to boost support from parents, teachers, support staff, administrators of schools, and community people. Still, some studies found that SEL had no significant relationship with other factors. Notwithstanding this, the gathered materials help to support the present study.

METHODOLOGY

This chapter discussed the method of research, the locale, and the participants of this study, instruments, data gathering procedure, ethical considerations, and statistical treatment of the data.

Research Design

The study used a descriptive correlational research design as the primary method of this study. This research method involves a single group to study the relationship between two variables. It involves selection of variables, data collection, analysis methods, and interpretation of results. The technique was utilized in research studies to provide static images of situations and establish relationships between variables (McBurney & White, 2009; Cometa, 2023).

Data were gathered through the adapted instrument of Socio-Emotional Learning Assessment Tools from UNICEF Philippines, and it has a translation of the Filipino language under each statement to better understand the elementary-aged learners.

The descriptive survey technique was utilized to determine the demographic profile of the respondents in terms of sex, age, grade level, and first-quarter GPA, as well as the level of Socio-Emotional Skills of the respondents concerning the six (6) core skills.

Research Locale

The study was conducted at Sitio Sto. Rosario Elementary School. It is located at Malabo, Maysan, Valenzuela City with an acronym of SSRES with School ID number 136796. Previously it was named Malabo Elementary School but due to the negative connotation of the word “Malabo,” it was changed to Sitio Sto. Rosario. This was managed by the Department of Education (DepEd). The school operation started on January 01, 1987, with elementary curricular classes.

The school transferred to its new campus located at F. Alarcon, Maysan, Valenzuela City with 5000 square meters with 40 classrooms inaugurated by Mayor Wes Gatchalian last September 21, 2023. It is now under the supervision of Mrs. Emilie D. Rivero as the school principal of School Year 2024-2025.

A map of Valenzuela City and the map of Barangay Maysan showing the location of Sitio Sto. Rosario Elementary School is found in Appendix I respectively.

Sampling Technique

This research employed Cochran’s formula to determine sample size from 289 elementary pupils in grades four (4) to six (6) at Sitio Sto. Rosario Elementary School during school year 2024-2025. The researcher obtained 166 samples using the stratified sample technique, establishing an unequal proportion of the three grade levels. The proportion of each stratum was determined by multiplying the number of populations in each level by the number of samples collected and dividing by the total population.

The researcher used the purposive sampling technique after identifying the appropriate number of samples in each stratum, which were classified as male and female at each grade level. Purposive sampling is used in research projects to select a specific group of persons or units to study (Dovetail Research Pty Ltd, 2021). The researcher asked grade four (4) to grade six (6) advisers to use the checklist to identify pupils who are performing well, struggling, or exhibiting behavioral concerns in the classroom.

Participants of the Study

Source: Sample Size Calculator. (n.d.). Social Science Statistics. https://www.socscistatistics.com/tests/samplesize/default.aspx, Percentage Calculator. (n.d.). https://percentagecalculator.net/

Figure 4: Target Respondents of the Study

Figure 4: Proposed SEL Framework

Figure 4 presents the distribution of pupil-respondents in this study. The respondents came from Grade four (4) to Grade six (6) pupils of Sitio Sto. Rosario Elementary School with a total of 166 or 57 percent of its total population; composed of 84 or 58 percent of males and 82 or 57 percent of females.

The grade four (4) level has 54 or 57 percent of its population consisting of 26 or 57 percent of males and 28 or 58 percent of female respondents. The grade five (5) level has 59 or 58 percent of its total population composed of 30 or 58 percent males and 29 or 57 percent females. The grade six (6) level has 28 or 58 percent males and 25 or 57 percent female respondents.

Research Instrument

This study utilized the Socio-Emotional Skills Assessment (SESA) assessment. This instrument had been modified and translated into Filipino from the Background Paper on the Development of a Socio-Emotional Skills Assessment in the Philippines: Global and Local Agenda, released by UNICEF Philippines in 2023. It was created following thorough discussions with educational specialists both locally (DepED) and abroad (UNICEF, World Bank, and Southeast Asia Ministers of Education Organization).

The survey questionnaire had three parts. Part I is the personal profile of the respondents where the variables needed for this study were found; Sex categorized as male and female; age range of the pupil; actual grade level; range of First Quarter Grade Point Average of the pupil. This was used to answer Statement of the Problem number one (1).

Part II is the Socio-Emotional Skills Assessment (SESA) as the primary instrument to gather the data. The SESA is an instrument that was clustered into 5 groups intended to measure the SEL six (6) core skills of the pupils. The instrument was translated into Filipino to be easily comprehended by the Filipino elementary-aged pupils of Sitio Sto. Rosario Elementary School. This was used to answer the Statement of the Problem number two (2).

The instrument used a Likert-type Scale, which offers four to five alternative responses to a statement or question, allowing respondents to express their positive-to-negative level of agreement or opinion about the question or statement, Saul Mcleod, PhD (2023). The SESA has 4 different responses for each indicator.

The following were examples of how each item in the scale was given the corresponding scores.

1. On item number one, if the respondent’s choice is Strongly Agree (SA), the respondent will get 4 points.
2. However, if the respondent chooses Strongly Disagree (SD) the respondent will get 1 point.

After scoring all items, multiply the frequency by its numerical value. Next, add all the products that you’ve got from step one. Then, divide the answer in step two with the number of respondents. The extent of the emotional Learning Skills of the pupils was interpreted according to the average mean rating and its verbal interpretation as categorized below.

SESA consisted of 24 items. The cluster of essential skills and their respective item of specification are listed below. This had been validated by the researcher’s thesis adviser and translated into the Filipino by the Public Schools District Supervisor in the Division Schools of the City of Valenzuela. She had been teaching the Filipino subject for many years.

Part III is the survey questionnaire that determined the challenges met by the respondents in school that hinder them in succeeding with their academic performance and socio-emotional learning skills. The researcher developed this questionnaire on the major themes of the CASEL Social-Emotional Learning Framework (2020). This concept asserts that individuals, families, schools, and communities are all components of larger systems that influence learning, growth, and experiences. This has gone through language validation and translation. This was utilized to respond to a statement in problem four (4).

Data Gathering Procedures

To facilitate the gathering of research data, the researcher submitted a letter to conduct a study approved by the Graduate School Dean of Pamantasang Lungsod of Valenzuela (PLV). Thereafter, following obtaining approval, the researcher officially sought permission to conduct a study at the Division Office of Valenzuela.

Upon receipt of an authorized letter from the Division Office, it was handed over to the principal of the school, along by copies of the survey questionnaire, sample parent consent, and letter of assent. The researcher sought the principal’s approval to organize an orientation for the advisers of grades four (4) through six (6). The researcher secured the principal’s signature and established the timetable for the advisers’ orientation and the administration of the survey questionnaire.

The researcher provided an orientation for the advisers to elucidate the study’s goal, outline the survey’s objectives, and guide them on the effective administration of the survey. The researcher emphasized the confidentiality of the responses.

After concluding data collecting and documentation, all employed survey questionnaires were properly disposed using the shredding machine. The researcher maintained data confidentiality in accordance with Republic Act 10173, referred to as the Data Privacy Act of 2012.

Statistical Treatment of Data

The data gathered were treated using the following statistical tools. These were used to tally the pupils’ responses on the personal profile and their scores on the Socio-Emotional Learning Assessment Tool.

Percentage. This was used to calculate the respondents’ profile to answer SOP number one (1) concerning their age; sex; grade level (Grades 4-6); and level of proficiency.

Weighted mean. This was used to determine the extent of the Social-emotional learning competence of the respondents concerning the SEL six (6) core skills.

Chi-square test of independence. This was used in finding a significant relationship between Social Emotional Learning (SEL) and their profile. Determines whether categorical variables are associated (i.e., independent or connected). It is a non-parametric test (Kent University, 2024).

Ethical Considerations

The following ethical considerations were applied during the actual conduct of the study:

Parental Consent. This form asks for the parents consent and signature if they are allowing their child to participate in the conduct of the study. The parents of the participants were reminded to thoroughly read the form, comprehend its contents, and ask any questions they may have had answered by the researcher.

Student Assent. The research study in which the respondents were requested to participate was described in this manner. Before agreeing to participate, participants were reminded to listen to the instructions attentively, comprehend the form, and ask the researcher any questions they may have. If they experience discomfort during the study, participants are free to leave at any time.

Possible Harm. The survey form expressly prohibits the use of insulting, discriminatory, or otherwise objectionable language. The adviser, statistician, language translator, and grammarian evaluated all survey questions to ensure that they were appropriate for the intended respondents.

Privacy and Anonymity. The respondent’s privacy was ensured by RA 10173, and the research paper acknowledges other authors’ works using APA referencing according to the latest edition of Pamantasan ng Lungsod ng Valenzuela research guide/Thesis primer. The researcher did not anticipate any harm or risk in participating, as personal data and results privacy were protected. Participants can withdraw participation if uncomfortable.

Benefit. This research aims to enhance the current system without immediate benefits for participants. Data were protected, anonymous, and not disclosed. Results were sent directly to the agency. Informed consent was obtained from respondents to provide relevant information.

Communication. The researcher communicated the study’s findings and instructed participants on the appropriate disposal of data post-utilization.

RESULTS AND DISCUSSION

This chapter presents the results, analysis, and interpretations of data gathered from the survey questionnaire, which was designed to determine the socio-emotional learning skills in relation to the proficiency level of pupils.

Table 1.1 Profile of the Respondents in Terms of  Age

Table 1.1 reveals the age profile of the respondents. The data show that the majority, 85.5% (142), of the respondents are in the age bracket of 9-11 years old, followed by these in the age bracket of 12-14 years old 13.3% (22). Meanwhile, a small percentage, 1.2% (2), of the respondents are in between 6-8 years old. This indicates that most respondents fall in the 9-11 age category.

This implies that this age group represents the primary audience most actively engaged as the subject of the study. The results anchored to the study of Green et al (2020) who found that early adolescence and middle school can lead to academic decline and social maladjustment, with mental health challenges. Implementing school-based Social and Emotional Learning programs can help foster positive development.

Table 1.2 Profile of the Respondents in Terms of Sex

Table 1.2 presents the sex profile of the respondents. The data shows that there are 84 female respondents, accounting to 50.6% of the total, while 82 male respondents constitute 49.4%. Although the distribution is nearly constitute, females form a slight majority among the respondents.

This implies that the near-equal distribution ensures a balanced representation of both sexes, indicating marginally higher relevance or engagement among females. The results support the study by Givon et al. (2023), who discovered that there is no sex difference in negative or pleasant emotions among women. This highlights the importance of negative emotions for women, who are primary caregivers, are more susceptible to physical violence, and maintain traditional social roles. In addition, a study by Austria, (2022), concluded that individuals experience the same level of social and emotional learning regardless of age or gender.

Table 1.3 Profile of the Respondents in Terms of Grade Level

Table 1.3 depicts the grade level profile of the pupil-respondents where the largest group of respondents is from Grade 5, with 59 pupils accounting for 35.5% of the total. Grade 4 pupils comprise 54 respondents, or 32.5%, while Grade 6 pupils make up 53 respondents, representing 31.9%. The distribution reflects a relatively balanced representation of pupils across the three grade levels, with a slight predominance of Grade 5 pupils. The relatively even distribution across grade levels ensures that insights from the study reflect a diverse range of perspectives from different stages of elementary education.

According to Alexandrov, M. (2024) as elementary school pupils mature, they enhance the abilities acquired in first and second grades to sustain effective connections. They cultivate their empathy abilities and persist in acknowledging others’ distinct viewpoints on the world. They investigate constructive interactions with pupils from diverse cultural origins and identify efficient methods for cultivating friendships, sustaining existing relationships while establishing new ones across various social circles.

Table 1.4 Profile of the Respondents in Terms of  Grade Point Average

The Grade Point Average (GPA) profile of the respondents appear in Table 1.4, where most of the respondents, 63 pupils or 38.0%, have a GPA within the range of 80-84. This is followed by 55 respondents (33.1%) with a GPA of 85-89, while 36 respondents (21.7%) have a GPA of 75-79.

Only a small percentage of respondents fall in the extremes: nine (9) pupils (5.4%) have a GPA of 90 and above, indicating high academic performance, while three (3) pupils (1.8%) have a GPA in the 70-74 range, representing the lowest performing group. These figures highlight that most respondents fall within the average to above-average performance categories, with fewer respondents at the lowest or highest ends of the GPA bracket. The data indicate that most respondents exhibit average to above-average academic performance.

This result supports the finding of Marvin (2023) that Social emotional learning (SEL) impacts academic success by enhancing students’ emotional management, relationship building, and decision-making abilities. Research shows that students who engage in SEL programs show better academic performance, with 11 percentile point gains compared to those who did not.

Table 2.1 Level of Socio-Emotional Skills of the Respondents with Respect to Self-Awareness

Legend:

3.25 – 4.00 Strongly Agree (SA)

2.50 – 3.24 Agree (A)

1.75 – 2.49 Disagree (D)

1.00 – 1.74 Strongly Disagree (SD)

Table 2.1 presents the level of socio-emotional skills of the respondents with respect to self-awareness. As reflected in the data, the highest rating was for the statement “I know when I am feeling happy, sad, or angry”, which received a mean of 3.46, interpreted as Strongly Agree (SA). In contrast with the statement “When I make a mistake, I think about what I can do to make it right” which obtained the lowest mean of 3.11, interpreted as Agree (A).

The average weighted mean of 3.30 indicates that respondents, on the  average, Strongly Agree (SA) with their level of self-awareness. This suggests that, despite some variation in the responses, the respondents generally have a strong understanding of their emotions, strengths, preferences, and the ability to reflect on their actions. This reflects a well-developed sense of self-awareness among the pupils. For elementary school pupils especially, Casel 2020 describes self-awareness as comprehending emotions, ideas, and values, therefore influencing behavior. It was backed by research by Derla and Baguio’s 2024 from Davao Del Norte, which shows that increased self-awareness education helps public elementary school students grow academically.

Table 2.2 Level of Socio-Emotional Skills of the Respondents with Respect to Self-Management

Legend:

3.25 – 4.00 Strongly Agree (SA)

2.50 – 3.24 Agree (A)

1.75 – 2.49 Disagree (D)

1.00 – 1.74 Strongly Disagree (SD)

In Table 2.2, the level of socio-emotional skills of the respondents with respect to self-management are indicated. The highest rating was for the statement, “I can stay calm when I have problems”, which received a mean of 3.13, interpreted as Agree (A). In contrast with the statement “I can relax when I am feeling worried” which received the lowest mean rating of 2.72, also interpreted as Agree (A).

The average weighted mean of 2.90 indicates that respondents, on the average, Agree (A) with their self-management skills. This suggests that, while the respondents generally feel confident in managing their emotions and problems, there is room for improvement, particularly in managing feelings of worry and anger. Overall, this reflects a moderate level of self-management skills among the pupils.

This finding supported by the study of Francisco (2024) revealed that there are significant relationships between learning behavior and personal values, self-management skills, and social support.

Table 2.3 Level of Socio-Emotional Skills of the Respondents with Respect to Social Awareness

Legend:

3.25 – 4.00 Strongly Agree (SA)

2.50 – 3.24 Agree (A)

1.75 – 2.49 Disagree (D)

1.00 – 1.74 Strongly Disagree (SD)

Table 2.3 presents the level of socio-emotional skills of the respondents with respect to social awareness. As shown in the data, the highest rating was for the statement, “I listen carefully when my friends talk”, which received a mean of 3.30, interpreted as Strongly Agree (SA). In contrast with that the lowest mean of rating 2.66 for the statement “I do NOT ask others how they feel (reversed)”, interpreted as Agree (A), indicating that the respondents generally do inquire about how others feel.

The average weighted mean of 3.07 suggests that, on the average, respondents Agree (A) with their social awareness skills. This implies that, while respondents excel in listening to and understanding the needs of others, there is a lower tendency to engage in asking others how they feel. Overall, the pupils show a moderate level of social awareness. This means that respondents moderately understand and empathize with diverse individuals, recognize their strengths, and embrace broader social norms, while also considering situational demands and organizational influences.

This findings supported by the study of Austria, (2022), found that individuals experience the same level of social and emotional learning regardless of age or gender.

Table 2.4 Level of Socio-Emotional Skills of the Respondents with Respec to  Relationship Skills

Legend:

3.25 – 4.00 Strongly Agree (SA)

2.50 – 3.24 Agree (A)

1.75 – 2.49 Disagree (D)

1.00 – 1.74 Strongly Disagree (SD)

The level of socio-emotional skills of the respondents with respect to relationship skills as shown in Table 2.4. The highest mean rating is the statement “I am respectful to others”, which got a mean of 3.49, interpreted as Strongly Agree (SA) while the lowest rating was for the statement “I like to fight with other people (reversed)”, with a mean of 3.02, interpreted as Agree (A), indicating that the respondents generally do not enjoy fighting with others.

The average weighted mean of 3.31 suggests that, on the average, respondents Strongly Agree (SA) with their relationship skills. This indicates that the respondents exhibit a strong sense of respect, politeness, and helpfulness toward others. These findings adhere to the study of Thijssen et al. (2022)  who believed that positive relationships “make a space where kids feel competent, independent, and connected to others, which boosts their motivation. The quality of the students’ relationships with one another and the overall classroom management.

Table 2.5 Level of Socio-Emotional Skills of the Respondents with Respect toDecision-Making

Legend:

3.25 – 4.00 Strongly Agree (SA)

2.50 – 3.24 Agree (A)

1.75 – 2.49 Disagree (D)

1.00 – 1.74 Strongly Disagree (SD)

The level of socio-emotional skills of the respondents with respect to responsible decision-making appear on Table 2.5. As reflected, the highest rating was for the statement, “I follow the rules set by my teachers”, which received a mean of 3.36, interpreted as Strongly Agree (SA), in contrast, with the statement “I like disobeying my parents (reversed)”, which received the lowest mean rating of 3.04, interpreted as Agree (A), indicating that the respondents generally do not like disobeying their parents.

The average weighted mean of 3.17 suggests that, on the average, respondents Agree (A) with their responsible decision-making skills. This implies that the respondents show a strong adherence to rules and a sense of responsibility.

Table 2.6 Level of Socio-Emotional Skills of the Respondents with Respect to Innovation Skills

Legend:

3.25 – 4.00 Strongly Agree (SA)

2.50 – 3.24 Agree (A)

1.75 – 2.49 Disagree (D)

1.00 – 1.74 Strongly Disagree (SD)

The level of socio-emotional skills of the respondents with respect to innovation skills data on Table 2.6 show that the highest rating was for the statement, “I like to know about different things”, which received a mean of 3.36, interpreted as Strongly Agree (SA). On the other hand, the lowest rating was for the statement, “I am curious”, which received a mean of 1.96, interpreted as Disagree (D), indicating that the respondents generally do not strongly identify with being curious.

The overall weighted mean of 2.90 suggests that, on the average, respondents Agree (A) with their innovation skills. This implies that the respondents are generally interested in learning new things and asking questions when they don’t know something.

Table 3.1 Significant Relationship Between Self-awareness and the Profile of the Respondents

Table 3.1 presents the significant relationship between Socio-emotional Learning (SEL) skills, specifically self-awareness, and the profile of the respondents. The table reveals that none of the relationships between self-awareness and the respondent characteristics in terms of age, sex, grade level, and GPA—showed statistically significant results.

For the relationship between self-awareness and age, the computed Chi-square value was 25.110, with a p-value of 0.197, which is greater than the 0.05 significance level. This indicates that there is no significant relationship between self-awareness and age, and the null hypothesis is therefore accepted. Similarly, the relationship between self-awareness and sex yielded a Chi-square value of 16.925, with a p-value of 0.076, also above the 0.05 threshold. As a result, the null hypothesis is accepted, suggesting no significant relationship between self-awareness and sex.

For the relationship between self-awareness and grade level, the Chi-square value was 25.668, and the p-value was 0.177, which is again greater than 0.05. This suggests that self-awareness is not significantly related to grade level, and the null hypothesis stands. Lastly, for the relationship between self-awareness and GPA, the Chi-square value was 52.479, with a p-value of 0.089, which is also greater than 0.05. Therefore, no significant relationship is found between self-awareness and GPA.

The findings imply that self-awareness, as a core socio-emotional skill, is not significantly influenced by age, sex, grade level, or GPA, suggesting that SEL programs targeting self-awareness may have a uniform impact across diverse groups. This indicates that universal approaches to SEL interventions can be prioritized over tailoring programs based on demographic or academic traits, promoting inclusivity and simplifying program implementation.

In summary, the data indicate that self-awareness does not significantly relate to the profile characteristics of the respondents (age, sex, grade level, and GPA), as evidenced by the p-values exceeding the 0.05 significance threshold in all cases.

This finding aligns with the research conducted by Tus, Jhoselle (2020), which utilized multiple regression analysis to demonstrate that self-concept, self-esteem, and self-efficacy do not significantly impact the academic performance of senior high school students. The results of both this study and the support study indicate that self-awareness does not significantly influence the learners’ proficiency level.

Table 3.2 Significant Relationship Between Socio-emotional Learning (SEL) Skills in Terms of Self-management and the Profile of the Respondents

Table 3.2 shows the significant relationship between Socio-emotional Learning (SEL) skills in terms of self-management and the profile of the respondents. For the relationship between self-management and age, the computed Chi-square value is 25.883, and the p-value is 0.170, which is greater than the 0.05 significance level. This indicates that there is no significant relationship between self-management and age, and thus, the null hypothesis is Accepted. Similarly, for self-management and sex, the Chi-square value is 11.228, with a p-value of 0.170, also greater than 0.05, meaning there is no significant relationship between self-management and sex, and the null hypothesis is Accepted.

However, for the relationship between self-management and grade level, the computed Chi-square value is 32.161, and the p-value is 0.042, which is less than 0.05. This result leads to the rejection of the null hypothesis, indicating that there is a significant relationship between self-management and grade level. Finally, the relationship between self-management and GPA shows a Chi-square value of 34.474, with a p-value of 0.717, which is greater than 0.05, suggesting no significant relationship between self-management and GPA, and the null hypothesis is accepted.

In conclusion, a significant relationship was found between self-management and grade level, while no significant relationships were observed between self-management and age, sex, or GPA. The findings suggest that self-management as a socio-emotional skill is significantly related to grade level but not to age, sex, or GPA. This indicates that the development of self-management may vary across different grade levels, highlighting the need for targeted SEL strategies that align with the developmental needs of students at specific educational stages. The absence of significant relationships with age, sex, or GPA suggests that self-management skills are not strongly influenced by these factors, implying that universal SEL programs can be implemented across diverse demographic and academic groups.

Table 3.3 Significant Relationship Between Socio-emotional Learning (SEL) Skills in terms of Social Awareness and the Profile of the Respondents

In Table 3.3 appear the data on the significant relationship between Socio-emotional Learning (SEL) skills in terms of social awareness and the profile of the respondents.

For the relationship between social awareness and age, the computed Chi-square value is 37.509, with a p-value of 0.004, which is less than the 0.05 significance level. This result indicates a significant relationship between social awareness and age, leading to the rejection of the null hypothesis. Similarly, for the relationship between social awareness and grade level, the computed Chi-square value is 33.506, and the p-value is 0.014, also less than 0.05, showing a significant relationship between these variables. Furthermore, the relationship between social awareness and GPA reveals the computed Chi-square value of 51.176, with a p-value of 0.048, which is also less than 0.05. This indicates a significant relationship between social awareness and GPA, and the null hypothesis is rejected.

In contrast, for the relationship between social awareness and sex, the computed Chi-square value is 13.904, and the p-value is 0.126, which is greater than the 0.05 significance level. This suggests no significant relationship between social awareness and sex, leading to the acceptance of the null hypothesis.

Overall, significant relationships were found between social awareness and age, grade level, and GPA, while no significant relationship was observed with sex.

The findings indicate that social awareness as a socio-emotional skill is significantly related to age, grade level, and GPA, but not to sex. This suggests that social awareness may develop and manifest differently depending on a student’s age, educational stage, and academic performance. To successfully raise students’ social awareness, these important connections show how important it is for SEL interventions to be customized and take into account each student’s developmental and academic needs. On the other hand, the absence of a significant relationship with sex implies that social awareness is uniformly developed across genders, supporting the implementation of gender-neutral SEL strategies. Overall, the results highlight the importance of integrating context-specific approaches in SEL programs to address the varying needs of students as they navigate different academic and developmental milestones.

Table 3.4 Significant Relationship between Socio-emotional Learning (SEL) Skills in terms of Relationship Skills and the Profile of the Respondents

Table 3.4 presents the significant relationship between Socio-emotional Learning (SEL) skills in terms of relationship skills and the profile of the respondents.

For the relationship between relationship skills and age, the computed Chi-square value is 6.767, with a p-value of 0.992, which is greater than the 0.05 significance level. This indicates no significant relationship between relationship skills and age, and thus, the null hypothesis is Accepted. Similarly, for the relationship between relationship skills and grade level, the Chi-square value is 13.625, and the p-value is 0.753, also greater than 0.05, suggesting no significant relationship between these variables. Additionally, the relationship between relationship skills and GPA yields the computed Chi-square value of 27.951, with a p-value of 0.829, which is still greater than 0.05. This shows no significant relationship between relationship skills and GPA, leading to the Acceptance of the null hypothesis.

In contrast, for the relationship between relationship skills and sex, the computed Chi-square value is 18.477, and the p-value is 0.030, which is less than the 0.05 significance level. This result indicates a significant relationship between relationship skills and sex, resulting in the Rejection of the null hypothesis.

Overall, a significant relationship was found only between relationship skills and sex, while no significant relationships were observed between relationship skills and age, grade level, or GPA.

The findings suggest that relationship skills as a socio-emotional learning (SEL) component are significantly related to sex but not to age, grade level, or GPA. This indicates that differences in relationship skills may vary between male and female respondents, highlighting the importance of considering gender-specific dynamics when designing SEL interventions to enhance relationship skills. The absence of significant relationships with age, grade level, and GPA suggests that these factors do not strongly influence the development of relationship skills, supporting the use of universal strategies across diverse age groups, educational levels, and academic performance.

Table 3.5 Significant Relationship Between Socio-emotional Learning (SEL) Skills in terms of Responsible Decision-Making and the Profile of the Respondents

Table 3.5 shows the significant relationship between Socio-emotional Learning (SEL) skills in terms of responsible decision-making and the profile of the respondents.

For the relationship between responsible decision-making and age, the computed Chi-square value is 17.657, with a p-value of 0.610, which is greater than the 0.05 significance level. This indicates no significant relationship between responsible decision-making and age, leading to the Acceptance of the null hypothesis. Similarly, for the relationship between responsible decision-making and grade level, the computed Chi-square value is 21.320, with a p-value of 0.379, also greater than 0.05, suggesting no significant relationship between these variables. Additionally, the relationship between responsible decision-making and GPA shows the computed Chi-square value of 51.920, with a p-value of 0.098, which is greater than 0.05. This result indicates no significant relationship between responsible decision-making and GPA, leading to the Acceptance of the null hypothesis.

In contrast, for the relationship between responsible decision-making and sex, the computed Chi-square value is 23.081, and the p-value is 0.010, which is less than the 0.05 significance level. This finding indicates a significant relationship between responsible decision-making and sex, resulting in the Rejection of the null hypothesis.

In summary, a significant relationship was found only between responsible decision-making and sex, while no significant relationships were observed between responsible decision-making and age, grade level, or GPA.

The findings suggest that responsible decision-making as a socio-emotional learning (SEL) skill is significantly related to sex but not to age, grade level, or GPA. This indicates that male and female respondents may exhibit differences in their responsible decision-making abilities, emphasizing the need for gender-responsive approaches in SEL programs to address these differences effectively. The absence of significant relationships with age, grade level, and GPA implies that responsible decision-making is not strongly influenced by these factors, supporting the implementation of SEL strategies that are universally applicable across different age groups, educational levels, and academic performance levels. These results highlight the importance of addressing gender-specific nuances while maintaining inclusivity in the development and delivery of SEL interventions.

Table 3.6 Significant Relationship between Socio-emotional Learning (SEL) Skills in Terms of Innovation and the Profile of the Respondents

Data in Table 3.6 indicate whether there is the significant relationship between Socio-emotional Learning (SEL) skills in terms of innovation and the profile of the respondents. For the relationship between innovation and age, the computed Chi-square value is 20.246, with a p-value of 0.568, which is greater than the 0.05 significance level. Findings reveal no significant relationship between innovation and age, and thus, the null hypothesis is Accepted. Similarly, for the relationship between innovation and sex, the Chi-square value is 12.511, and the p-value is 0.326, which is also greater than 0.05, suggesting no significant relationship between these variables.

The relationship between innovation and grade level shows a computed Chi-square value of 26.571, with a p-value of 0.228, which is greater than 0.05. This result suggests no significant relationship between innovation and grade level, and the null hypothesis is Accepted.

Finally, for the relationship between innovation and GPA, the computed Chi-square value is 54.637, the highest among the variables, with a p-value of 0.131, which is greater than 0.05. This indicates no significant relationship between innovation and GPA, leading to the Acceptance of the null hypothesis.

Overall, no significant relationships were found between innovation and any of the profile variables (age, sex, grade level, or GPA). The findings imply that innovation, as a socio-emotional learning (SEL) skill, is not significantly related to any of the profile variables, including age, sex, grade level, and GPA. This suggests that innovation is a universal skill that may develop independently of these demographic or academic factors.

Table 4 Challenges Met by the Respondents with Regard to  their Socio-Emotional Learning Skills

The challenges met by the respondents succeeding in school academically and with their Socio-Emotional Learning skills appear on Table 4. The data highlights the top five challenges faced by respondents struggling with both their academic and socio-emotional development. The most significant challenge, reported by 18.18% of pupils, is the pressure they feel among their classmates. This pressure, stemming from peer competition or social comparison, creates considerable stress that negatively impacts both on their emotional well-being and academic performance. The stress associated with this pressure can lead to anxiety, and feelings of inadequacy, and hinder respondents’ academic success and emotional growth.

Ranking second, with 17.83% of the respondents, is the difficulty in coping with academic responsibilities, including receiving poor academic scores. This challenge often leads to frustration and lower self-esteem, as students may feel overwhelmed and incapable of succeeding in their studies. The resulting stress can reduce motivation and confidence, exacerbating both academic struggles and emotional difficulties.

Respondents comprising 12.92% coming from a low-income family have another significant challenge which is financial constraints that limit access to important resources such as school supplies, tutoring, and extracurricular activities, that can hinder academic progress. Moreover, these financial limitations may lead to feelings of inferiority, deepening the socio-emotional difficulties these students face.

Similarly, 12.34% of respondents reported a lack of parental support, particularly when it comes to academic tasks like homework. This lack of involvement leaves students feeling isolated and disconnected, which impacts not only their academic performance but also on their emotional well-being. Parental engagement is essential for academic success and emotional growth, and its absence can cause a sense of insecurity and frustration.

Bullying in the classroom, which affected 11.07% of pupils, is another major challenge. The emotional toll of bullying, which can lead to anxiety, depression, and low self-esteem, significantly disrupts both academic performance and socio-emotional development. Learners who experience bullying often struggle to focus on their studies, further hindering their academic success and overall well-being.

In summary, the top five challenges underscore the need for a comprehensive approach that addresses both academic and emotional struggles. Peer pressure, academic difficulties, financial constraints, lack of parental support, and bullying are all interconnected issues that impact on pupils’ development. To support these pupils effectively, interventions must not only focus on improving academic performance but also provide the emotional and social support necessary to overcome these challenges and ensure their overall success.

The findings highlight the need for a comprehensive approach to address the interconnected challenges affecting students’ academic performance and socio-emotional development. Schools can mitigate peer pressure by fostering collaboration through peer-support programs and workshops on emotional resilience. Targeted academic interventions, such as tutoring and remedial classes, can help students struggling with academics. Financial support mechanisms, including scholarships and subsidized resources, can ease the burden of low-income families. Enhancing parental engagement through workshops and consistent communication can strengthen students’ support systems. To address bullying, schools should implement anti-bullying policies, provide counseling, and train teachers in prevention strategies. Integrating socio-emotional learning (SEL) into the curriculum will equip students with skills like resilience and self-awareness to overcome challenges. Finally, partnerships with local communities and organizations can create programs that provide additional resources and support for students.

Proposed Socio-Emotional Learning Framework

Figure 4: Proposed SEL Framework

To effectively integrate Socio-Emotional Learning (SEL) skills into school, it is essential to address the interconnected challenges students face in both academic and socio-emotional development. Based on the data, a comprehensive SEL framework can help schools tackle these challenges while fostering the academic and emotional well-being of students. The core components of SEL Framework includes Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. These components form the foundation for promoting students’ emotional intelligence and academic resilience.

The study reveals that self-management is influenced by grade level, but not age, sex, or GPA, suggesting the need for targeted strategies for pupils at different educational stages, allowing for universal SEL programs across diverse demographics. Self-Management focuses on the ability to control one’s emotions, thoughts, and behaviors. It is particularly beneficial for students coping with stress or anger, especially those experiencing peer pressure or academic struggles. By incorporating calming techniques like deep breathing, mindfulness, and stress-management strategies during transitions or stressful moments, students can learn to manage their emotional responses, which helps reduce the emotional toll of academic pressure.

This research indicates that social awareness is affected by age, grade level, and GPA, but not by gender. This indicates that social awareness may fluctuate according to a the pupil’s age, grade level, and grade point average. Social Awareness encourages students to understand and empathize with others’ emotions and perspectives. This component addresses the challenge of bullying and lack of parental support, as it teaches students to foster empathy and recognize the emotions of their peers. Role-playing, group discussions, and cooperative learning activities are effective ways to integrate social awareness, allowing students to step into others’ shoes and practice empathy.

The study found a significant relationship between relationship skills and sex, but no significant relationship between age, grade level, or GPA. This suggests gender differences in relationship skills, emphasizing the need for gender-specific interventions. The absence of significant relationships suggests universal strategies for diverse age groups and academic performance. Relationship Skills emphasize the ability to form and maintain healthy, positive relationships. As bullying and peer pressure are prominent challenges, teaching students how to communicate, resolve conflicts, and work cooperatively is crucial. Group work, collaborative projects, and peer activities can help students develop teamwork and conflict-resolution skills, promoting a respectful and supportive social environment.

The study found a significant relationship between sex and responsible decision-making as a socio-emotional learning skill, but no significant relationship with age, grade level, or GPA. This suggests gender differences in decision-making abilities, emphasizing the need for gender-responsive SEL programs. The absence of significant relationships suggests universally applicable strategies across different age groups and academic performance levels. Responsible Decision-Making focuses on helping students make ethical, safe, and constructive choices. In the context of financial constraints and academic struggles, students may face situations where they need to make decisions that balance their emotional and academic needs. By using scenarios and guided discussions, teachers can help students explore the consequences of different decisions, encouraging responsible choices that consider both their needs and those of others.

In addition to these core components, the framework incorporates the SAFE elements of high-quality SEL instruction:

• Sequenced: Use a coordinated set of learning activities that build on each other to foster skill development.
• Active: Promote active forms of learning (e.g., hands-on activities, role-playing) to help students practice and master SEL skills.
• Focused: Select and implement curricula that intentionally emphasize SEL competencies.
• Explicit: Clearly define and target specific SEL skills, attitudes, and knowledge that are developmentally appropriate.

The challenges pupils face, such as peer pressure, academic struggles, bullying, lack of parental support, and financial constraints, require specific interventions. Peer pressure can be addressed through emotional support groups, where students can share their experiences and build resilience. To combat academic struggles, tutoring or after-school programs can provide academic support and boost students’ self-esteem. Bullying can be reduced through anti-bullying campaigns, safe spaces for students to share their experiences, and teaching conflict-resolution strategies. Lack of parental support can be mitigated by involving parents through workshops and regular communication, while financial constraints can be addressed by providing school supplies and counseling through community programs.

A schoolwide implementation of SEL involves integrating SEL into the curriculum across subjects and extracurricular activities. SEL should be incorporated into language arts, math, science, and performing arts, ensuring students practice socio-emotional skills in all aspects of their education. A supportive school environment is crucial, where emotional well-being is prioritized, and pupils feel safe and respected. Regular monitoring and feedback, through surveys, teacher observations, or reflections, can help track their progress and adjust instruction as needed.

Involving parents and the community plays a key role in reinforcing SEL skills outside the classroom. Regular communication with families and partnerships with local organizations can provide additional support for students, enhancing the overall effectiveness of SEL integration.

Schools can foster academic and socio-emotional growth by addressing challenges like peer pressure, academic difficulties, financial constraints, parental support, and bullying. Integrating SEL into the curriculum and school culture helps learners build the emotional intelligence and resilience they need to succeed academically and socially, fostering long-term success and well-being. This comprehensive SEL framework aligns with current research and can guide the development of school-based programs aimed at enhancing their overall emotional and academic development.

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the highlights of the conclusions, findings, and recommendations for the study. This study aimed to explore the socio-emotional development of students, with a focus on the challenges they face in both academic and emotional domains. The findings are summarized based on the profile of the respondents, their socio-emotional skills, the relationship between these skills and their profile, and the challenges they encounter in school.

Profile of the Respondents

Age.  The majority of the respondents are within the 9-11 years old age group, with a smaller portion falling within the 12-14 years old group. A minimal percentage belongs to the 6-8-year-old group, indicating that most respondents are younger.

Sex. The distribution of male and female respondents is nearly equal, with females slightly outnumbering males in the sample.

Grade Level. The largest group of respondents is from Grade 5, with Grade 4 and Grade 6 pupils accounting for slightly smaller but relatively balanced portions of the sample.

Grade Point Average (GPA). The majority of respondents have GPAs in the average to above-average range, with a significant portion in the below-average range and a smaller percentage achieving higher GPAs.

Level of Socio-Emotional Skills of the Respondents

Self-Awareness.  Respondents demonstrated strong self-awareness, showing a keen understanding of their emotions and actions. They were highly aware of their feelings but slightly less reflective when addressing mistakes.

Self-Management. Respondents displayed moderate self-management skills, with room for improvement in managing emotions like worry and stress.

Social Awareness. Respondents were generally aware of others’ feelings, excelling in empathy, although they were less likely to initiate conversations about others’ emotions.

Relationship Skills. Respondents showed positive social behaviors, particularly in being respectful, polite, and helpful. They also actively avoided conflict, which reflects positively on their interpersonal development.

Responsible Decision-Making. Respondents demonstrated moderately developed decision-making skills, showing respect for rules and a tendency to avoid disobedience.

Innovation Skills. Respondents displayed moderate innovation skills, with curiosity and interest in learning. However, they did not strongly identify as naturally curious individuals.

Significant Relationship between Socio-emotional Learning (SEL) Skills and their Profile.

Self-Awareness. No significant relationships were observed between self-awareness and the respondents’ profile characteristics, including age, sex, grade level, and GPA.

Self-Management. A significant relationship was identified between self-management and grade level, indicating that this skill varies with grade level. No significant relationships were found with age, sex, or GPA.

Social Awareness.  Social awareness showed significant relationships with age, grade level, and GPA, suggesting that these factors influence this skill. However, no significant relationship was found with sex.

Relationship Skills. A significant relationship was observed between relationship skills and sex, indicating that interpersonal abilities vary between males and females. No significant relationships were found with age, grade level, or GPA.

Responsible Decision-Making. This skill showed a significant relationship with sex, suggesting differences based on gender. No significant relationships were found with age, grade level, or GPA.

Innovation Skills. No significant relationships were observed between innovation skills and any of the profile characteristics, indicating no notable variation across age, sex, grade level, or GPA.

Challenges Met by the Respondents Succeeding in School Academically and with their Socio-Emotional Learning Skills

The most common challenge identified was peer pressure, which negatively impacts on pupils’ emotional well-being and academic performance. Academic struggles, such as poor grades and difficulty coping with academic demands, were also frequently reported.

Financial limitations were another significant issue, particularly for those from low-income families. These constraints hinder access to essential academic resources and contribute to feelings of inferiority, affecting both academic and emotional development.

A lack of parental support, especially with homework, emerged as another challenge. This lack of involvement often leads to feelings of isolation and frustration, which negatively influence both academic progress and emotional health.

Bullying was also a major concern, with its emotional consequences—such as anxiety and low self-esteem—disrupting students’ focus and academic performance.

These findings highlight the interconnected nature of academic and socio-emotional challenges. Peer pressure, academic struggles, financial constraints, lack of parental involvement, and bullying all significantly hinder learners’ success.

Socio-Emotional Learning (SEL) framework

Based on the identified challenges and the socio-emotional development of the respondents, a tailored SEL framework was developed. This framework emphasizes:

• Skill Development: Focusing on building self-awareness, self-management, social awareness, relationship skills, and responsible decision-making through structured activities.
• Supportive Environment: Creating a school culture that nurtures emotional well-being by addressing bullying, academic struggles, and financial barriers.
• Curriculum Integration: Embedding SEL in academic content to promote holistic growth.

This SEL framework is designed to promote a student-centered environment where learners can succeed not only in their academics but also in their socio-emotional development. The findings highlight the interconnected nature of academic and emotional challenges and emphasize the importance of a comprehensive approach to support students’ overall well-being.

Conclusions

In the light of the findings, the following conclusions were drawn.

1. The respondents’ profile revealed that the majority are aged 9-11 years, with an almost equal distribution of males and females. Most respondents are in Grade 5, and their Grade Point Averages (GPAs) generally fall within the average to above-average range.
2. The socio-emotional skills of the respondents showed varying levels of development. While self-awareness exhibited a strong level, self-management, social awareness, relationship skills, responsible decision-making, and innovation skills were at moderate levels, indicating potential areas for enhancement.
3. Significant relationships were observed between certain socio-emotional skills and specific profile variables. Social awareness was significantly related to age, grade level, and GPA. Relationship skills and responsible decision-making were significantly related to sex. However, other skills, such as self-awareness and innovation skills, did not exhibit significant associations with the respondents’ profiles.
4. The challenges faced by the respondents in succeeding academically and socio-emotionally include peer pressure, academic struggles, financial constraints, lack of parental support, and bullying. These challenges highlight the interconnectedness of academic and emotional difficulties, affecting both student well-being and performance.
5. A Social and Emotional Learning (SEL) framework was developed, emphasizing the enhancement of core socio-emotional skills, integration of SEL into the curriculum, and addressing key challenges faced by the respondents. This framework fosters a supportive and learner-friendly environment, promoting holistic student development and academic success.

Recommendations

Based on the findings and conclusions of the study, the following recommendations are hereby offered:

1. Students are encouraged to be actively involved in the development of their socio-emotional skills. They should engage in SEL activities and reflect on how these skills can help them in both their academic and personal lives. By utilizing the strategies and practices from the SEL framework, students can better manage their emotions, improve relationships, and make responsible decisions. Participation in SEL activities can contribute to overall well-being and success in school.
2. Teachers and school administrators are encouraged to implement targeted strategies to enhance socio-emotional skills among learners, particularly in the areas of self-management, social awareness, relationship skills, responsible decision-making, and innovation skills. This could include incorporating structured SEL activities into daily classroom routines and promoting practices that address students’ emotional well-being alongside academic achievement.
3. The Division of City Schools and school administrators should prioritize the integration of Social and Emotional Learning (SEL) programs into the curriculum. These programs should be tailored to address challenges such as peer pressure, academic struggles, bullying, financial constraints, and lack of parental involvement. Training and workshops should also be conducted for teachers to equip them with skills and resources for implementing SEL effectively
4. Parents and guardians are encouraged to actively participate in their children’s emotional and academic development. Schools may initiate seminars and workshops for parents to educate them on how to provide effective support for homework, address peer pressure, and promote positive social interactions at home.
5. The Department of Education is urged to establish policies that require schools to adopt SEL frameworks and provide funding for the necessary resources and teacher training. Additionally, the DepEd may consider piloting SEL programs in selected schools to evaluate their impact and scalability across the division.
6. Future researchers are encouraged to conduct similar studies in other schools, focusing on additional factors that may influence students’ socio-emotional skills, such as cultural or environmental differences. Researchers should also consider longitudinal studies to evaluate the long-term effects of SEL programs on student outcomes. They are encouraged to utilize the SEL framework developed in this study as a basis for further research, adapting and refining it based on local contexts and specific challenges in different settings.
7. Community organizations and local government units should collaborate with schools to provide support systems for addressing financial constraints and fostering a safe, inclusive environment for students. Initiatives such as scholarships, community mentoring programs, and anti-bullying campaigns could be explored.

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APPROVAL SHEET

This Thesis titled “EXPLORING THE SOCIO-EMOTIONAL LEARNING SKILLS OF THE PUPILS OF SITIO STO. ROSARIO ELEMENTARY SCHOOL: BASIS FOR DEVELOPING SEL FRAMEWORK” prepared and submitted by RESIEL L. PALMA in partial fulfillment of the requirements for the degree of MASTER OF ARTS IN EDUCATION has been examined and recommended for acceptance and approval for ORAL EXAMINATION.

                                                                                                                                                  UMMIE R. BARBERAN

                                                                                                                                                         Research Adviser

Panel of Examiners

Approved by the COMMITTEE ON ORAL EXAMINATION with a grade of 93% (PASSED) on December 03, 2024.

                                                                                                                                    CHRISTOPHER J. DELINO

                                                                                                                                                  Chairperson

DJOANA L. POJA                                                                                              DR. RYAN ROMNICK B. SANCHEZ

       Panel Member                                                                                                                Panel Member

Accepted and approved as partial fulfillment of the requirements for the degree of MASTER OF ARTS IN EDUCATION.

                                                                                                                                                      TONY G. ZAMORA

                                                                                                                                                       Dean, Graduate School

APPENDIX A

Research Instrument

Name: (Optional) _____________________________________________________

Note: The purpose of this questionnaire is to collect data that will be used to measure the level of socio-emotional learning skills of the respondents. Class adviser may help the pupil to answer their personal profile correctly. The data obtained will be kept confidential. Please tick the box that follows your preferred option. (Tandaan: Ang layunin ng talatanungan na ito ay mangolekta ng mga datos na gagamitin sa pagsukat ng antas ng sosyo-emosyonal na kasanayan sa pagkatuto ng mga respondente. Maaaring tulungan ng gurong-tagapayo ang mag-aaral na sagutin nang tama ang kanilang personal na impormasyon. Ang datos na makukuha ay pananatiling kumpidensyal. Mangyaring lagyan ng tsek ang kahon na sumusunod sa iyong ginustong opsyon.)

Part I: PUPIL’S DEMOGRAPHIC PROFILE

Bahagi I: DEMOGRAPIKONG IMPORMASYON NG MAG-AARAL

1. How old are you? (Ilang taon ka na?)

• 6-8 years old (6-8 taong gulang)
• 9-11 years old (9-11 taong gulang)
• 12-14 years old (12-14 taong gulang)
• 15 and above ages (15 at higit pang taon)

2. What is your biological identity? (Ano ang iyong kasarian?)

SEX

• Male (Lalaki)
• Female (Babae)

3. What grade level are you enrolled in? (Sa anong baitang ka napapabilang?)

• Grade 4 (Ikaapat na Baitang)
• Grade 5 (Ikalimang Baitang)
• Grade 6 (Ikaanim na Baitang)

4. What is your level of Proficiency based on your first Quarter Grade Point Average (GPA)? (Ano ang iyong antas ng kahusayan batay sa iyong Unang Markahan Grado?

• 70-74
• 75-79
• 80-84
• 85-89
• 90 and above

Part II: SOCIO-EMOTIONAL SKILLS ASSESSMENT (SESA)

Bahagi II: SOCIO-EMOTIONAL SKILLS ASSESSMENT (SESA)

Note: This instrument was adapted from the Background Paper on The Development of a Socio-Emotional Skills Assessment in the Philippines: Global and local agenda, published by (UNICEF Philippines, 2023). (Paalala: Ang instrument o kagamitang ginamit sa pag-aaral na ito ay hango mula sa “Background Paper on The Development of a Socio-Emotional Skills Assessment in the Philippines: Global and local agenda”, nailathala ng UNICEF Philippines, 2023.)

Instructions: Please encircle the corresponding number of your chosen answer on how much you agree with the following statements. There are no right or wrong answers so just answer each question honestly. (Panuto: Bilugan ang bilang ng napiling kasagutan ayon sa tindi o antas ng panukatan. Marapat na magkaroon ng tiwala sa iyong sariling pagkakakilanlan at kakayahan.)

Scaling: (Panukatan)

Part III: Challenges Met By The Pupils

Instructions: Please tick the box of the challenges you’ve met in school in attaining your Socio-Emotional Learning Skills.  You can tick at least 5 boxes.  (Panuto: Lagyan ng tsek and kahon ang mga hamon na iyong naranasan sa pagkamit ng Socio-Emotional Learning Skills.  Maaaring magtsek hanggang limang (5) kahon.)

CURRICULUM VITAE

 RESIEL LEONES-PALMA

Lot 12, Blk 23 Northville 2A

Canumay West, Valenzuela City

Contact No: 09213653703

Email Address:resiel.palma@deped.gov.ph

EDUCATIONAL BACKGROUND

December 2024           PAMANTASAN NG LUNGSOD NG VALENZUELA

                                    Tongco St., Maysan, Valenzuela City

                                    MAED, Major in Educational Management

April 2013                   PHILIPPINE NORMAL UNIVERSITY

                                    Boy Albert St. Cadiz City, Negros Occidental

                                    Bachelor of Arts in Elementary Education

April 2009                   CADUHA-AN NATIONAL HIGH SCHOOL

                                    Brgy. Caduha-an, Cadiz City, Negros Occidental

                                    Secondary Education

April 2005                   MALINTA ELEMENTARY SCHOOL

                                    Brgy. Malinta, Valenzuela City, NCR

                                    Primary Education

AFFILIATIONS

May 2023-                               SITIO STO. ROSARIO ELEMENTARY SCHOOL

Present                                                Maysan, Valenzuela City

                                                Permanent Teacher/Literacy Coordinator

July 2023-                               CIVIL SERVICE COMMISSION,CSC

Present                                    25 Kaliraya st., Brgy Dona Josefa, Quezon City

Supervising Examiner

July 2021-                               UNITED NATIONS INTERNATIONAL             

Present                                    CHILDREN’S  EMERGENCY FUND, UNICEF

                                                Mandaluyong, 1550 Metro Manila

                                                Volunteer/Donor

January 2021                           INTERNATIONAL MARKETING GROUP

Present                                    Sen. Gil J. Puyat Ave, Makati, NCR, PH

                                                Junior Marketing

October-                                  CARUHATAN WEST ELEMENTARY SCHOOL

December 2022                       Karuhatan, Valenzuela City

Substitute Teacher

May 2015-                               BLESSED SACRAMENT CATHOLIC SCHOOL

June 2022                                Talipapa, Quezon City

                                               Permanent Teacher

August 2014-                          VALLEYPULP AND PAPERMILLS INC.

May 2015                                San Bartolome, Novaliches, Quezon City

                                                Office Clerk

October 2013                          JASS ENTERPRISES

December 2013                       Binondo, Manila

Accounting Staff

June-                                        CHAMBERY ELEMENTARY SCHOOL

September 2013                      Manapla, Negros Occidental

Volunteer Teacher

December 2010-                      GABAY GURO, PLDT-SMART FOUNDATION

May 2013                                Legazpi Village, Makati City Metro Manila

                                                Scholar

ACHIEVEMENTS/QUALIFICATIONS

2023-Present               LITERACY COORDINATOR

Sitio Sto. Rosario Elementary School, SDO Valenzuela

January 2025               ENGLISH READ-A-THON TRAINER, SECOND PLACE

                                    District Level, SDO Valenzuela

June 2022                    EXEMPLARY PERFORMANCE AWARD IN TEACHING

Blessed Sacrament Catholic School of Roman Catholic Bishop of Novaliches Educational System (RCBN-ES), S.Y 2021-2022

August 2020               5-YEAR SERVICE AWARD

Blessed Sacrament Catholic School of Roman Catholic Bishop of Novaliches Educational System (RCBN-ES)

May 2018                    EXEMPLARY PERFORMANCE AWARD IN TEACHING

Blessed Sacrament Catholic School of Roman Catholic Bishop of Novaliches Educational System (RCBN-ES), S.Y 2017-2018

2012-2013                   CONSISTENT DEAN’S LISTER

                                    Philippine Normal University-Visayas

December 2010           SCHOLAR

May 2013                    Gabay Guro, Pldt-Smart Foundation

September 2011          FILIPINO ORATION SPEECH, WINNER

                                    Philippine Normal University-Visayas

April 2009                  HONORABLE MENTION

                                   Caduha-an National High School