The Emotional Quotient, Attitude, and Academic Performance in Mathematics in the Modern World of College Students

The Emotional Quotient, Attitude, and Academic Performance in Mathematics in the Modern World of College Students

*Marines S. Zilabbo., Alberto G, Calibo., Charibel C. Matalang

Department of Education, Isabela State University-City of Ilagan Campus

*Corresponding Author

DOI: https://doi.org/10.51244/IJRSI.2025.12030007

Received: 20 February 2025; Accepted: 24 February 2025; Published: 25 March 2025

ABSTRACT

This study aimed to explore the profiles of 104 BSEd Freshman Students enrolled in Mathematics in the Modern World during the First Semester of School Year 2022-2023. The research objectives included determining the students’ emotional intelligence, academic performance in Mathematics, and attitudes toward Mathematics. Additionally, the study aimed to investigate if there were significant differences in emotional quotient and attitudes based on selected profile variables, as well as to determine the relationship between academic performance and emotional quotient and academic performance and attitudes toward Mathematics.

Descriptive-quantitative research methods were employed, and data analysis included frequency and percentage distributions, mean calculations, Analysis of Variance, and Pearson correlation coefficient.

The findings indicated that the majority of the students were female, with the highest representation in the 19-20 age range. Most students were the eldest in their birth order and graduated from public schools. Regarding emotional intelligence, students displayed a good overall level, with some needing further development. No significant differences in emotional quotient were found based on the selected profile variables.

In terms of academic performance, most students achieved good scores in Mathematics, but no students obtained the highest range of scores, and one student failed to pass. There was no significant relationship observed between academic performance and emotional quotient.

Regarding attitudes toward Mathematics, the majority of students demonstrated an excellent or good attitude, while a small proportion exhibited a below-average attitude. No significant differences in attitudes were found based on the selected profile variables. Furthermore, a significant but very weak positive relationship was identified between academic performance and attitudes toward Mathematics.

These findings provide insights into the profiles, emotional intelligence, academic performance, and attitudes toward Mathematics of freshman students. The study suggests the importance of fostering emotional intelligence development, enhancing teaching methods, addressing students with below-average attitudes, considering individual differences, conducting further research, and collaborating with stakeholders to improve students’ well-being and academic performance in Mathematics.

Keywords: Emotional Quotient, Attitude, Academic Performance, Mathematics in the Modern World

INTRODUCTION

Mathematics is said to hone the human brain, foster logical thought, increase reasoning capability, and strengthen spatial ability. This belief has persisted for ages. In addition, it affects a person’s personal growth and adds to the nation’s prosperity. This is mostly due to the fact that it is at the core of many successful careers, economic achievements for a nation, and individual success stories. A person’s confidence grows as they gain self-esteem for their ability to solve difficulties in the actual world as a result of their mastery of mathematics. It sharpens pupils’ thinking and fosters practicality that may be used in day-to-day tasks.

One of the subjects taught in primary, secondary, and higher education is mathematics (Öztürk, M., et. al., 2019). Mathematics is usually regarded as one of the most challenging academic subjects. Despite its unfavorable reputation, it is crucial in the contemporary world. Understanding and solving the problems we confront, from the everyday devices we use to the complex systems that operate our civilization, depends on mathematics. Math is a subject that is related to many other academic subjects on the General Certificate of Secondary Education and A-Level curriculum, thus students who struggle in math may also struggle in other courses and may have fewer alternatives for postsecondary education and employment when deciding on a career path (Rayan, 2023). Thus, a lot of emphasis is placed on the requirement that students learn mathematics, but very few learners are aware of the benefits of doing so. This may help to explain why most students don’t seem particularly interested in the subject unless they absolutely must pass the exam. One benefit of mathematics is that it equips students for overall success in life, including academic and employment chances. The ability to focus when studying, pay attention to assignments, be organized, and maintain that organization are only a few of the lifetime learning qualities that mathematics fosters in students. The study of mathematics also helps students build their work ethics; rather than making up reasons to avoid doing something, being inattentive, and blaming other people.

To educate our kids for the 21st century, conceptual knowledge should be the focus of math instruction. Learning arithmetic in the twenty-first century must promote 21st-century abilities including cooperation, communication, critical thinking, and problem-solving (JCW, 2023). Mathematical content must assist students in achieving global competency, which includes understanding various viewpoints and global conditions, realizing that global concerns are interconnected, as well as speaking and responding in suitable ways. This entails rethinking the standard material in math in unusual ways and demonstrating to pupils how the universe is made up of problems, occurrences, and phenomena that can be resolved mathematically (Asia Society, 2023).

Contrariwise, students’ critical thinking and learning strategies are included in the list of 21^st-century competencies. Numerous studies on critical thinking, reasoning, and thinking abilities might be partly blamed for this resurgence. The complexity of the educational environment presents difficulties for teaching professionals (Kabeel, A. R, Eisa, S. A., 2016). Students’ home situation, attitudes toward the subject, and curriculum all play a role in how successful they are in mathematics. These factors help to explain the ranges in achievement among students (Peteros, E., et al., 2019). Since critical thinking education is a process that involves all stages of education, higher education institutions have taken numerous steps to improve their quality in order to develop professional students (Unlu, S., 2018). Hence, in order for educational institutions’ curricula to be relevant in the twenty-first century, The integration of attitudes, abilities, and knowledge with life skills is intended to produce generations that are productive, creative, innovative, and effective (Andrini, 2016; Kabeel and Eisa, 2016).

It is always noted that learners’ achievement in mathematics is noticeably low or poor, despite mathematics’s enormous and overwhelming contributions to many fields of endeavor. This problem of academic achievement in Mathematics is especially relevant to the Philippine basic education, as seen by the high school’s overall performance of students. National Achievement Test (NAT) results for public high schools since 2010 there had been a decline nationwide (Valdez, 2016). NAT is only one of several standards used in the nation to gauge students’ academic progress in mathematics.

The school, which serves as a second home for the students, has a significant impact on whether or not their students are successful, and this presents an ongoing challenge to the educational system. Therefore, academics should use all of their creativity to review and revise the curriculum. Every educational institution, particularly the administrators, faces a significant problem in implementing the K–12 curriculum. Even though they are doing well academically, some people tend to falter when faced with issues and problems; even worse, they worry about themselves. There are several causes for such performance variation. One of these might be brought on by a lack of emotional intelligence or a failure to adjust to the circumstance. It must also be reiterated that positive attitudes of students toward mathematics improve performance and may have an impact on their overall success and real-world use of mathematics (Wakhata, Mutarutinya, Balimuttajjo, 2022).

The researchers’ years of experience as teachers in both public and private institutions have given them access to a large number of observations about how students view and respond to Mathematics. Specifically, the writers observed that students in a mathematics class behave in a variety of ways toward the subject. Many students lose interest in classroom activities because they would rather observe than take part. On the other hand, very few learners are drawn to mathematics, possess the ability to work with numbers, think logically, and attempt to lead their own study. With these observations, the researchers will attempt to find possible solutions on how to motivate students to be more at ease with Mathematics.

RELATED STUDIES AND LITERATURE

Learning mathematics is vital for the development of numerous sciences and technologies as well as for daily living (Maharani et al., 2019). Since mathematics is engaged at every level of learning, such as climate change, including explaining and predicting as well as the effects of these changes, mathematical abilities are vital qualities that all citizens must acquire (Maass et al., 2019). Maths attainment is essential for a wide range of outcomes relating to further education, careers, health, and the wider economy (Evans, Danielle & Field, Andy P., 2020).

In education as well as the studying and learning process, academic accomplishment plays a significant role (Aasia, 2018). It displays the students’ learning results. Academic accomplishment is dependent on a number of variables, including children’s attitudes, interests, personality traits, and social class in addition to learning, according to Levy as stated by Kumari and Chamundeswari (2013).

Math academic performance frequently serves as an indicator of one’s learning throughout time. It is a gauge of a person’s accomplished abilities and shows what they are now capable of. Poor numeracy skills and low arithmetic achievement have far-reaching and enduring effects. Low math proficiency restricts one’s options for higher education and work, as well as increasing the chance of poor socioeconomic status (SES), unemployment, and other health problems like homelessness and involvement with the criminal justice system (Geary, D. C., 2011; NRDC, 2013).

In addition, Kupari and Nissinen (2013), Yang (2013), Tshabalala and Ncube (2016), who illustrate that low math performance is a consequence of cross-factors connected to students, teachers, and schools, provide examples of factors that can affect arithmetic performance. According to various researchers, one of the elements affecting students’ arithmetic performance is their attitude (Mohamed & Waheed, 2011; Mata, Monteiro, & Peixoto, 2012; Ngussa & Mbuti, 2017).

Additionally, based on the results of the academic performance of the students, the majority of them received a grade ranging from 89–91. This indicates that the majority of the students received passing grades in the subject Mathematics in the Modern World and the majority of them had a better understanding of the topics discussed, thus, receiving passing grades. Also, the data reveals that the mean grade of the students in Mathematics in the Modern World is 2.11 which has a qualitative description as “Good”. This implies that the majority of the students were average learners and performed in a normal level of intelligence and skills. However, this result does not coincide with the PISA 2018 National Report of the Philippines. It was revealed in the PISA 2018 result that Filipino students performed poorly in the PISA 2018 mathematics assessment, with more than 50% obtaining scores below the lowest proficiency level. Filipino students were among the lowest-performing groups of students among all the participating countries in the 2018 Programme for International Student Assessment (PISA). In mathematics, less than 20% of students demonstrated the minimum proficiency level (Level 2), whereas more than 50% showed very low proficiency (below Level 1). Scoring below the lowest level of proficiency in the PISA, these Filipino students have been clearly left behind in terms of mathematics education; more than half of this age group of Filipino students have inadequate mathematical skills compared to their peers in other parts of the world. The poor performance in mathematics also varied in degree between the students in public and private schools, where the means were 343 and 395, respectively. (PISA 2018)

Affective factors that greatly affect students’ attitudes toward mathematics have been studied and understood by mathematicians (e.g., Davadas and Lay, 2020; Maamin et al., 2022; Pongsakdi et al., 2019). Recent research has also attempted to discover background characteristics that may serve as a basis for understanding students’ attitudes toward mathematics, rather than focusing solely on students’ general attitudes about mathematics. Accordingly, students at various academic levels may have a favorable or unfavorable attitude toward mathematics for a variety of distinctly diverse causes. Nevertheless, other studies (e.g., Berger et al., 2020; Chen et al., 2018; Davadas and Lay, 2020; Hwang and Son, 2021; Maamin et al., 2022; Mazana et al., 2018) show a positive relationship between attitude and mathematical achievement.

In mathematics education, the term “attitude” is not a brand-new idea. In various situations and places, it has been defined by various authors. For instance, according to Lin and Huang (2014), attitudes toward arithmetic may be labeled as both positive, negative, or impartial emotions and dispositions. Bi-dimensional (a person’s emotions and beliefs) or multi-dimensional (affect, conduct, and cognition) are two ways to classify attitude.

In their research on attitudes toward mathematics, Lim and Chapman (2013a) looked at sub-constructs of attitude such as enjoyment of mathematics, self-confidence in mathematics, and perceived importance of mathematics. The results of the contemporaneous and predictive mathematics achievement tests were found to be significantly correlated with satisfaction, self-confidence, and value. Also, according to the findings of Ayuman-Valdez and Guiab (2015), Grade VI student respondents have a good attitude toward math and find the subject to be engaging and helpful for their academic growth. Dela Cruz (2018) also found that pupils have a good attitude and opinions about the subject.

The ability to know oneself and value oneself, establish and maintain a variety of strong, fruitful, and healthy relationships, get along with and work well with others to achieve positive results, and successfully manage the pressures and demands of daily life and work are all components of emotional intelligence (Maraichelvi &Rajan, 2013). Both the process of learning and the results of learning are critically dependent on self-efficacy (Zhang and Ardasheva, 2019). It enables students to take a more active role in their motivation, cognition, and behavioral learning processes (Anam and Stracke, 2016).

Good emotional intelligence plays an important role in regulating one’s actions to interact with others (Okwuduba et al., 2021). Emotional intelligence is the basic capital for students in facing various challenges to succeed academically (Silen, 2013). Students who get good learning outcomes are identified as having good emotional intelligence (Purnama, 2016). Low emotional intelligence can lead to stress levels with high acculturation and usually procrastination so student achievement can be hampered (Prentice et al., 2020; Fteiha & Awwad, 2020; Tam et al., 2021).

In addition to cognitive ability, emotional intelligence, and motivational intelligence are also favorably correlated with academic accomplishment in general and mathematics in particular. It is frequently observed during the teaching and learning process in schools that many pupils are clever yet emotionally immature. These pupils’ academic performance was subpar due to intelligence-related factors such as low self-motivation, a lack of empathy, and difficulty adjusting to new situations (Miftahul, 2016; Nurhuda, 2018).

Craig (2023), discussed in her article that Emotional Intelligence Theory emphasizes the role of emotional intelligence in understanding and predicting human behavior, including academic performance. It suggests that emotional intelligence consists of a set of skills and competencies related to the perception, understanding, regulation, and use of emotions. These skills include self-awareness, self-regulation, motivation, empathy, and social skills. Within this framework, you can investigate how emotional intelligence influences college students’ attitudes toward mathematics and how these attitudes, in turn, affect their academic performance (Resilient Educator, 2020).

Conceptual Framework

This study is anchored on Daniel Goleman’s Emotional Intelligence Theory and The Social Cognitive Theory developed by Albert Bandura. With regard to emotional intelligence, Daniel Goleman was not the first to articulate the concept. However, in the double role of psychologist and journalist, Goleman made the elements of emotional intelligence accessible to broad segments of society (Resilient Educator, 2023).

The emotional intelligence hypothesis put out by Goleman has had an effect on education. More and more educators are realizing the value of emotional intelligence on par with cognitive quotient or academic ability (Resilient Educator, 2023). Students who have a high EQ are better able to manage their emotions and relate to those around them. This can result in better self-motivation and better communication skills. These skills are essential for academic performance. Moreover, students with higher levels of emotional intelligence are also more self-aware. They often have better decision-making skills and can cope with academic stress better (McCray, Nicole, 2021). Similarly, Goleman argued that there is currently far too much emphasis on traditional determinants of job performance, and that “emotional intelligence,” a phrase coined by Salovey and Mayer (1989), is twice as significant as cognitive intelligence for predicting career success. According to him, having strong emotional intelligence fosters better professional connections, problem-solving abilities, increased productivity, and the emergence of novel approaches. Emotional intelligence affects how we manage our own emotions and interact with others, rather than how we perform on tests or write reports. According to Goleman, it is “the capacity to recognize, evaluate, and exert control over one’s own, other people, and collective emotional states (Accipio.com, 2023).

To evaluate employees’ levels of emotional intelligence and pinpoint opportunities for development, Goleman created a performance-based model of EQ. The model has the following five components:

1. Self-awareness. Self-cognizance is the potential to perceive and realize feelings in addition to being aware of how one’s behaviors, moods, and different people’s feelings have an effect on them. It entails tracking your emotions, seeing various emotional reactions, and accurately identifying your emotions. Self-awareness also entails being aware of one’s own particular talents and weaknesses as well as the relationship between how we feel and what we do. Being receptive to various experiences, novel ideas, and social interactions are all aspects of self-awareness.
2. Self-regulation. The right display of emotion is a component of emotional intelligence. Flexibility, adjusting to change, and conflict management are all aspects of self-regulation. It also refers to defusing challenging or tense circumstances as well as acknowledging the impact of one’s actions on others and accepting responsibility for them.
3. Social skills. Interpersonal skills are referred to in this EI trait. It entails using knowledge of our own and other people’s emotions in daily communication and interaction with others. Active listening, verbal and nonverbal communication abilities, leadership, and rapport-building are a few examples of different social skills.
4. The ability to comprehend how others feel is referred to as empathy. This element of emotional intelligence (EI) enables a person to react to others appropriately depending on their understanding of their feelings. People can detect the power dynamics at play in all social interactions, but particularly in interpersonal interactions at work. Understanding power dynamics and how they impact emotions and behavior, as well as accurately recognizing circumstances when power dynamics are at play, are necessary for developing empathy.
5. When viewed as a part of emotional intelligence, motivation refers to intrinsic motivation. Individuals who are motivated by their own needs and ambitions rather than by benefits from the outside world, such as money, fame, or recognition, are said to be intrinsically motivated. Being completely absorbed in a task creates a “flow” condition for those who are naturally motivated. They tend to create goals and be more action-oriented. These people frequently have the urge to succeed and look for ways to get better. They are also more likely to be proactive and dedicated.

The researcher took into account the learners’ attitudes about learning mathematics in addition to learning about their emotional intelligence (EI) when dealing with math topics. Consequently, depending on who has it and where/when it becomes important to them, what may seem like the same attitude may serve rather distinct reasons. The intensity of attitudes varies. A person’s attitudes are frequently linked to significant values. Daniel Katz lists the following four (4) purposes of attitudes (Infos –Arena, 2023; iEduNote, 2023).

1. Adaptive Function. When something benefits or rewards us, we adopt a positive mindset. Additionally, make every effort to minimize the penalties while increasing the rewards. It implies that we adopt a favorable attitude toward things that are connected to rewards. This causes people to have a bad attitude about things that are connected to punishments. As a result, everyone strives to escape punishment. In other words, any behavior accepted by an individual’s own self-interest is regarded as serving a utilitarian purpose.
2. Ego-Defensive Function. This aspect of attitude guards from us having to face unpleasant or true truths about ourselves. It also supports a person in times of emotional difficulty. Additionally, it serves to define our ego or sense of self-worth. In other words, it serves to protect our sense of self. In order to defend oneself against psychological harm, people employ a variety of defense mechanisms. By shielding people from upsetting or dangerous knowledge, attitudes might serve an ego-defensive purpose. A smoker, for instance, may underestimate or disregard information regarding the harmful effects on their health. These processes include suppression, rationalization, and denial, among others. Typically, when someone is frustrated and tries to appease their ego, they will utilize the ego defense function.
3. Value-Expressive Function. Value-expressive attitudes allow a person to express their core values, as opposed to ego-defensive attitudes, which are established to defend a person’s self-image. Our defining characteristics and sources of social acceptance help to define who we are and what we stand for. Certain attitudes are significant to a person because they convey ideals that are essential to that person’s conception of themselves. As a result, customers adopt particular behaviors to express their views in a more concrete and straightforward manner. Our self-concept and our value-expressive attitudes are strongly intertwined. A person whose primary priority is freedom may have extremely favorable attitudes about the decentralization of power within an organization, flexible work hours, and laxer dress codes.
4. Knowledge Function. Our consistent and largely stable demand is referred to by the knowledge function. This provides us a sensation of control since it enables us to foresee what is going to occur. Some mentalities can be helpful because they make the world easier to comprehend. In addition to helping people assign reasons to occurrences, they draw attention to characteristics of individuals or environments that are likely to be helpful in making sense of those events. Understanding someone’s attitude aids in predicting their actions.

Attitudes are complex constructs that are made up of cognitive, affective, and behavioral components. These components are interrelated and can be influenced by personal experiences, social norms, media, and culture. Understanding these components can help us to better understand our own attitudes and those of others, leading to more effective communication and stronger relationships. Attitudes can also be influenced by a variety of factors, including personal experiences, social norms, media, and culture. Understanding the components of attitude can be useful in many areas of life, including personal relationships, work environments, and social interactions. By understanding the cognitive, affective, and behavioral components of attitudes, we can better understand our own attitudes and those of others. This can help us to communicate more effectively, resolve conflicts, and build stronger relationships (Infos-Arena, 2023).

There are very practical reasons to promote social and emotional learning in schools, from kindergarten through college. According to Goleman, bullying, disciplinary problems, violence, and drug abuse are reduced in schools with a high EQ. With a solid basis in emotional intelligence, academic performance — as well as behavior — improves. There is an obvious connection to Goleman’s third, motivational component: learning stimulates curiosity and promotes feelings of satisfaction, even joy, when students immerse themselves in the process of assimilating new information. The EQ of children starts developing long before they ever enter a classroom. But EQ levels will vary widely, depending on each child’s home environment. Thus teachers must be able to recognize those children whose emotional literacy needs a boost. Teachers should be ready to talk about feelings in the classroom. The message is that no emotion is “wrong,” but certain ways of expressing those emotions or acting on them are indeed inappropriate (Resilient Educator, 2023).

Research Paradigm:

The paradigm of the study was based on the Input-Process-Output (IPO). The input included the profiles of the respondents in terms of their sex, age, birth order, and the high school graduated from. It also includes their emotional quotient, attitudes toward mathematics, and their academic performance in Mathematics in the Modern World. For the process, an analysis of the profile of the respondents was included. Also, it showed the assessment and analyses of the emotional quotient, attitudes towards mathematics, and academic performance in Mathematics in the Modern World. The output illustrated the determined students’ emotional intelligence and attitudes toward mathematics as a basis for designing appropriate learning strategies and instructional activities in mathematics to promote effective mathematics learning.

Statement of the Problem:

This study aims to determine the academic performance of college students in Mathematics in the Modern World as affected by their Emotional Quotient and attitude toward Mathematics.

Specifically, it seeks to:

1. Determine the profile of the students in terms of:
   • sex;
   • age;
   • field of specialization;
   • high school graduated from
2. Determine the students’ Emotional Intelligence.
3. Determine if there is a significant difference in the students’ Emotional Quotient when grouped according to the selected profile variables.
4. Determine the academic performance of the students in Mathematics in the Modern World during the first semester of School Year 2022-2023.
5. Determine if there is a significant relationship between the Academic Performance in Mathematics in the Modern World of the students and their Emotional Quotient.
6. Determine the attitude of the students towards Mathematics.
7. Determine if there is a significant difference in the attitude of the students toward Mathematics when grouped according to the selected profile variables.
8. Determine if there is a significant relationship between the student’s academic performance in Mathematics in the Modern World and their attitude toward Mathematics.

Hypotheses

This study was guided by the following hypotheses:

1. There is a significant difference in the students’ Emotional Quotient when grouped according to the selected profile variables.
2. There is a significant relationship between Academic Performance in Mathematics in the Modern World of the students and their Emotional Quotient.
3. There is a significant difference in the attitude of the students toward Mathematics when grouped according to the selected profile variables.
4. There is a significant relationship between the student’s academic performance in Mathematics in the Modern World and their attitude toward Mathematics.

Significance of the Study:

Generally, the results of this study hoped to provide the academe and its stakeholders a clearer view of the impact of students’ emotional quotient and attitudes toward mathematics on their academic performance. This study may also provide some insights and information about how educators and learners may cope with the demands and requirements of education. Specifically, this study may be of great help to the following:

School Administrators. The findings of this study can help them and other policymakers develop effective strategies to foster positive attitudes toward mathematics and enhance students’ emotional intelligence. Identifying specific components of emotional intelligence that contribute to better attitudes and academic performance can guide the design of targeted interventions, curriculum development, and instructional approaches that promote emotional intelligence and positive attitudes in the modern world of college mathematics education.

Teachers. The study’s findings can support teachers in designing effective instruction, promoting student engagement, addressing individual differences, fostering emotional well-being, and enhancing their professional development. By incorporating the insights from this study into their teaching practices, teachers can create a supportive and engaging mathematics learning environment that positively impacts students’ attitudes, emotional intelligence, and academic performance.

Students. The study’s findings can empower students to take ownership of their emotional intelligence, attitudes toward mathematics, and academic performance. It provides insights and strategies that can support their personal growth, academic achievement, resilience, confidence, social skills, and personalized learning approaches in the modern world of college mathematics education.

Parents. The study’s findings can guide parents in understanding the importance of emotional intelligence, promoting positive attitudes toward mathematics, supporting emotional well-being, collaborating with educators, fostering a growth mindset, and providing targeted support and resources. By leveraging these insights, parents can play a vital role in nurturing their children’s mathematical abilities, confidence, and overall success in the modern world of college mathematics education.

The Researchers. The study’s findings offer researchers opportunities to advance knowledge, refine theoretical frameworks, shape research designs and methodologies, inform educational interventions, encourage interdisciplinary collaboration, and influence educational policies and practices. By building upon these findings, researchers can make valuable contributions to the field of emotional intelligence and its relationship with attitudes and academic performance in mathematics education.

Future Researchers. The study’s findings, they can contribute to the expanding body of knowledge on emotional intelligence, attitudes toward mathematics, and academic performance. Their research can further inform educational practices, highlight the importance of emotional intelligence in different contexts, and uncover new insights into the relationship between emotional intelligence, attitudes, and academic outcomes.

Scope and Delimitation of the Study

This study was limited to finding out the academic performance of the 104 freshman students as affected by their emotional quotient and attitudes toward mathematics. The respondents’ emotional quotient is based on The Schutte Self-Report Emotional Intelligence Test (SSEIT) (Veritas International Training Center, 2022) and the attitude is based on the attitude scale developed and validated by Dr. Milagros Ibe of the University of the Philippines, Diliman, Quezon City.

The respondents’ academic performance is limited to their final grades in Mathematics in the Modern World for the First Semester, S.Y. 2022-2023. The respondents are limited to the freshman students of the Bachelor of Secondary Education in the College of Education at Isabela State University-City of Ilagan Campus, City of Ilagan, Isabela.

Definition of Terms

For purposes of this study, the following terms were given conceptual and operational meanings:

Academic Performance. It refers to the final grades of the respondents in Mathematics in the Modern World for the First Semester, School Year 2022-2023.

Attitude Inventory. It refers to the instrument used in determining the respondents’ attitudes toward mathematics. Specifically, it refers to the instrument developed and validated by Dr. Milagros D. Ibe of UP-Diliman, Quezon City, Philippines.

Emotional Quotient. This refers to the level of score of the respondents based on the result of the SSEIT used to gather and measure the EQ of the respondents.

Mathematics in the Modern World. This refers to the GE math subject that must be enrolled by every freshman student enrolled at any HEIs.

Mathematical Attitude Score. This is the score obtained by the student based on the result of the Mathematical Attitude Inventory.

The Schutte Self-Report Emotional Intelligence Test (SSEIT). The SSEIT is a self-report questionnaire developed by Schutte et al. (1998). The instrument has 33 items whose responses are indicated on a 5-pointt Likert scale ranging from 1 representing strongly disagree to 5 representing strongly agree. The SSEIT measures total emotional intelligence.

METHODOLOGY

Research Design:

Both the quantitative strategy and the descriptive research method were used in this investigation. A descriptive research design, according to Voxco (2021), is a style of research design that looks for data to systematically characterize a phenomenon, circumstance, or population. Instead of focusing on the why, it helps with the what, when, where, and how questions related to the research problem.

The researchers used the survey method to determine the academic performance of the respondents in Mathematics in the Modern World as affected by their emotional quotient and attitudes toward Mathematics.

Respondents of the Study:

 The respondents of the study were the 104 freshman students of Bachelor of Secondary Education in the College of Education at Isabela State University-City of Ilagan Campus who enrolled Mathematics in the Modern World during the First Semester of S.Y. 2022-2023.

Research Instrument:

Research instruments are regarded as one of the most crucial parts of a study since they are utilized for gathering or collecting data. This study used questionnaires as the main instrument to gather the necessary data. The data were gathered from the respondents through the use of a survey questionnaire. The questionnaire consisted of three (3) parts. The first part elicited information about the profiles of the respondents. The second part dealt with their emotional quotient which was gathered thru the SSEIT while the third part was on attitudes toward mathematics which were gathered thru the Mathematical Attitude Inventory developed and validated by Dr.Milagros D. Ibe. The SSEIT is an emotional quotient questionnaire consisting of 33 statements that were answered using the Likert scale. In the same manner, the Mathematical Attitude Inventory is composed of 30 items of which 16 are positive statements while 14 are negative statements. The final score in the Mathematical Attitude inventory was computed by getting the difference between the overall score for the positive statements and the overall score of the negative statements in which the difference will be added to 84, which is constant.

Data Gathering Procedure:

All information gathered was kept confidential. Each piece of information was thoroughly examined for consistency and reliability to see whether it was reliable and useful for this study.

The following steps and practices were used by the researcher to obtain data. Firstly, the researcher gathered the necessary data by asking permission and sought approval from the Office of the Program Chairperson of the Bachelor of Secondary Education which was then endorsed to the Dean. Secondly, when permission was granted, the researcher coordinated with the Office of the Campus Executive Officer of Isabela State University-City of Ilagan Campus for final approval. This process was done in order to inform the administration of the objectives and process of the study. Thirdly, upon proper coordination was made, the researcher gave an orientation and properly instructed the respondents on the process of answering the questions. Questionnaires were given online thru Google form and it was personally administered by the researcher. The SSEIT was administered by Dr. Charibel C. Matalang, a registered guidance counsellor. The final grades of the respondents in Mathematics in the Modern World were gathered thru proper coordination with the Office of the Campus Registrar.

Statistical Treatment of Data

The following statistical tools were used to analyze and interpret the collected data in order to reach the desired results:

Simple Frequency Count and Percentage Distributions. These tools were used to analyze and determine the academic performance of the students in Mathematics in the Modern World and their profiles.

Weighted Mean. This was used to determine the students’ emotional quotients and attitudes toward mathematics based on the frequency count on the responses of the students in the different items in the scales of the EQ questionnaire and Mathematical Attitude Inventory.

Post Hoc Analysis of Variance (F-Test). This was employed to distinguish the significant difference between the EQ, and profiles of the respondents, the significant difference between the attitudes toward mathematics and their profile, and the significant difference between the academic performance of the students and their profiles.

Chi-Square Test (X²). This was used to determine if there is a significant relationship between the students’ EQ and academic performance. Likewise, to determine the significant relationship between the attitudes toward mathematics and their academic performance.

 Data Analysis Procedure

The scoring of the inventory can be done manually or electronically. For the EQ Inventory and Mathematical Attitude Inventory, respondents are requested to give their honest and impartial answers to the questionnaire using the following categories.

Numerical Value	Qualitative Description
5	Strongly Agree
4	Agree
3	Neither Agree nor Disagree
2	Disagree
1	Strongly Disagree

To Mathematical Attitudes of the students toward mathematics will be interpreted using the scale below.

Mathematical Attitude Score	Qualitative Description
95 and above	Excellent Attitude	Students who fall within this range are considered to have an excellent attitude toward math. They likely display enthusiasm, curiosity, and a positive mindset when approaching mathematical concepts and problem-solving.
71–94	Good Attitude	Students within this range exhibit a good attitude toward math. They generally have a positive outlook and are willing to engage with mathematical content. They may demonstrate perseverance and a willingness to learn and improve their math skills.
70 and below	Below Average Attitude	Students in this range have a below average attitude toward math. They may show disinterest, frustration, or a lack of confidence when it comes to math-related tasks. They may need additional support and encouragement to develop a more positive attitude and improve their math skills.

The scale below was used to determine the corresponding EQ of the students.

Emotional Quotient	Qualitative Description
130 and up	Significant Strength	EQ scores in this range indicate a significant strength in emotional intelligence. Individuals with scores in this range generally demonstrate exceptional emotional awareness, regulation, empathy, and social skills.
120–129	Strength	EQ scores in this range indicate a strong level of emotional intelligence. Individuals with scores in this range possess above-average emotional awareness, regulation, empathy, and social skills.
110–119	Competent	EQ scores in this range suggest a competent level of emotional intelligence. Individuals with scores in this range possess adequate emotional awareness, regulation, empathy, and social skills, although they may not exhibit exceptional proficiency.
100–109	High Average	EQ scores in this range indicate a high average level of emotional intelligence. Individuals with scores in this range possess solid emotional awareness, regulation, empathy, and social skills.
90–99	Low Average	EQ scores in this range suggest a low average level of emotional intelligence. Individuals with scores in this range may exhibit some emotional awareness, regulation, empathy, and social skills, but there is room for improvement.
80-–89	Consider Improvement	EQ scores in this range suggest the need for improvement in emotional intelligence. Individuals with scores in this range may have limited emotional awareness, regulation, empathy, and social skills and would benefit from developing these aspects.
79 or less	Consider Development	EQ scores in this range indicate a need for significant development in emotional intelligence. Individuals with scores in this range may have minimal emotional awareness, regulation, empathy, and social skills and would greatly benefit from focused development efforts.

The scale below was used to identify the students’ academic performance using the following scale as follows: (Based on the grading system of Isabela State University).

Grading Scale	Numerical value	Description
1.0	98-100	Excellent
1.25	95-97	Very Satisfactory
1.50	92-94	Satisfactory
1.75	89-91	Fairly Satisfactory
2.00	86-88	Good
2.25	83-85	Fairly Good
2.50	80-82	Fair
2.75	77-79	Below Fair
3.00	75-76	Passed
5.00	Below 75	Failed

RESULTS AND DISCUSSION

The data gathered were organized into tables which were thoroughly and completely analyzed and interpreted. The problems were answered and treated with appropriate statistical tools.

Table 1 Profiles of the Respondents

1.1  Sex	Frequency	Percent
Male	27	25.96
Female	77	74.04
1.2  Age	Frequency	Percent
17–18	30	29.85
19–20	70	67.31
21–22	4	3.85
1.3 Birth Order	Frequency	Percent
Eldest	43	41.35
Middle	29	27.88
Youngest	32	30.77
1.4 High School Graduated From	Frequency	Percent
Public School	97	93.27
Private School	7	6.73
Total	104	100

Profile of the students in terms of sex. Noting the results, it can be inferred that the sample consists of a higher proportion of female students, or 74.04 percent compared to male students who represent 25.96 percent of the respondents. The data indicate a significant difference in the number of male and female students in the sample.

Contrary to this result were the findings (Pew Research Center 2021) which revealed that young women are more likely to be enrolled in college today than young men, and among those ages 25 and older, women are more likely than men to have a four-year college degree. The gap in college completion is even wider among younger adults ages 25 to 34. In Addition, the 2020 Global Gender Gap Report of the World Economic Forum (WEF 2020) found that at tertiary education levels, women have surpassed men, but still only 40.6 percent of young women and 35.6% of young men who have graduated from high school globally are attending university.

Profile of the respondents in terms of age. Based on this table, it can be concluded that the majority of students or 67.31 percent fall within the 19-20 age range while the 21-22 age range has the lowest representation with only 3.85 percent of the students. This implies that the common age for freshman students is within 17018 years old.

This coincides with the common age of graduate Senior High School students in the new K to12 Program of the Philippine government which is 17 to 18 years old (AngloInfo Philippines, 2018). 1.3. Profile of the students in terms of birth order.

Profile of the respondents in terms of birth order. As can be gleaned from the table, the largest proportion of students, 41.35 percent are the eldest in their birth order. The youngest students make up the second largest group at 30.77 percent, while the middle-born students represent 27.88 percent of the sample.

Profile of the students in terms of high school graduated from. As shown in the table, the majority of students or 93.27 percent in the sample graduated from public schools, while a smaller proportion or 6.73 percent graduated from private schools. It can be concluded that there are usually more students who study in public schools since public schools are more accessible or prevalent in the area or region under study and offer free tuition fees.

The result concurs with the Commission on Higher Education (CHED) Chairman J. Prospero de Vera III who said that “before free higher education, the distribution of enrolment was about 55 percent in private schools and 45 percent in public universities. Now, it’s more than 50 percent in public universities. A majority of students now are enrolled in public universities, especially during COVID because the economy was down” (Mateo, Janvic Philippine Star, 2023). Also, of the total, over 18.1 million students enrolled in public schools while 2.4 million registered in private schools, data from DepEd showed. (Galvez, 2023).
However, this finding is not in consonance with the article of the International Trade Administration which publish that the Philippines has a total of 1,949 higher education institutions. As of 2020, student enrolment was 1.83 million for private and 1.57 million for public institutions (The International Trade Administration, 2022).

Table 2 Frequency and Percentage Distributions of the Students’ Emotional Quotient/Intelligence

Emotional Quotient	Frequency	Percent	Qualitative Description
130 and up	38	36.54	Significant Strength
120–129	32	30.77	Strength
110–119	26	25	Competent
100–109	3	2.88	High Average
90–99	2	1.92	Low Average
80-–89	0	0	Consider Improvement
79 or less	3	2.88	Consider Development
Total	104	100
Overall Mean	123.33		Strength

Table 2 displays the frequency and percentage distributions of the students’ emotional quotient. The majority of students in the sample exhibit a good level of emotional intelligence, with a significant proportion falling within the “Significant Strength” and “Strength” categories. These students demonstrate exceptional or above-average emotional awareness, regulation, empathy, and social skills.

Additionally, a considerable number of students fall within the “Competent” category, indicating that they possess adequate emotional intelligence skills. However, there are a few students in the “High Average” and “Low Average” categories, suggesting some variation in emotional intelligence levels within the sample.

It is worth noting that a small number of students require further development in their emotional intelligence, as they fall within the “Consider Development” category. These students would benefit from targeted interventions and support to enhance their emotional awareness, regulation, empathy, and social skills.

The overall mean EQ score for the sample is 123.33, indicating a “Strength” level of emotional intelligence on average. This suggests that, as a whole, the students possess above-average emotional awareness, regulation, empathy, and social skills. Therefore, the sample of students demonstrates a positive average level of emotional intelligence, as indicated by the overall mean falling within the “Strength” category. This suggests that, as a group, the students possess above-average emotional intelligence skills.

Table 3 Comparison of the Emotional Quotient of the Students when Grouped According to Their Profiles

Emotional Quotient and Profiles of the Students	F-Value	r-Value	Decision	Remarks
Sex	2.3102	0.1.316	Accept H0	Not Significant
Age	0.2914	0.7478	Accept H0	Not Significant
Birth Order	0.0093	0.9907	Accept H0	Not Significant
Senior High School Graduated From	0.0720	0.7889	Accept H0	Not Significant

The table presents the comparison of the emotional quotient (EQ) of students when grouped according to their profiles. The analysis of the emotional quotient of students grouped according to their profiles does not show any significant differences based on sex, age, birth order, or the senior high school they graduated from. These factors do not play a significant role in determining the emotional quotient of the students.

This concurs with Meshkat, M., Nejati, R., (2017) whose study showed that males and females in Iran are not different with regard to overall EI; however, they are different in a number of components of EI meaning females scored higher on emotional self-awareness, interpersonal relationships, self-regard, and empathy. However, Chen, Y., et al., (2016) found positive relationship between age and emotional intelligence. Kong, F., et al., (2012) revealed in their study that Gender was related to emotional intelligence. Moreover, in the study by Venkteshwar, A. & Warrier, U, (2017), no significant differences were found between birth order (First born, middle, last born, only child) and emotional intelligence. It was found that the birth order of a person whether first born, middle , last born or only child does not affect his/her emotional intelligence.

Table 4 Frequency and Percentage Distribution of the Academic Performance of Students in Mathematics in the Modern World

Academic Performance	Range	Frequency	Percent	Qualitative Description
1.00	98–100	0	0	Excellent
1.25	95–97	4	3.85	Very Satisfactory
1.50	92–94	16	15.38	Satisfactory
1.75	89–91	8	7.69	Fairly Satisfactory
2.00	86–88	49	47.12	Good
2.25	83–85	19	18.27	Fairly Good
2.50	80–82	6	5.77	Fair
2.75	77–79	1	0.96	Below Fair
3.00	75–76	0	0	Passed
5.00	Below 75	1	0.96	Failed
Total		104	100
Mean = 2.02				Good

Table 4 reflects the academic performance of the students in Mathematics in the Modern World. Most of the students performed well, with 47.12 percent falling within the “Good” range. However, there were no students with scores in the highest range, and one student failed to achieve the passing grade. The mean score of 2.02 suggests an overall “Good” performance among the students in Mathematics in the Modern World. This indicates that while the majority of students demonstrated “Good” performance in Mathematics, there is still room for improvement, particularly in achieving top scores and supporting students who are below the passing grade.

Before the pandemic, the Philippines faced challenges in mathematics education and ranked lowest in international assessments (San Juan, 2019). In the PISA 2018 International Report, Filipino students’ average score in mathematical literacy was 353 points, significantly lower than the Organization for Economic Cooperation and Development (OECD) average of 489 points, indicating a below Level 1 proficiency (OECD, 2019). The Philippines also scored 297 in math in the 2019 Trends in International Mathematics and Science Study (TIMSS) by the International Association for the Evaluation of Educational Achievement (Mullis et al., 2019).

TABLE 5 Results of the Test of Relationship between the Students’ Emotional Quotient and Academic Performance in Mathematics in the Modern World

Pearson-r Coefficient	r-Value	Decision	Remarks	Correlation
-0.116	0.2409	Reject H0	Not Significant	Very Weak Negative Relationship

Table 5 reveals that there is no significant relationship between students’ Emotional Quotient and their academic performance in Mathematics in the Modern World. The weak negative correlation suggests that as EQ increases (or decreases), there may be a slight tendency for academic performance in Mathematics to decrease (or increase), but this association is not statistically meaningful. These findings imply that factors other than EQ are likely more influential in determining students’ academic performance in Mathematics.

While some research have found a link between emotional intelligence and academic success, other investigations have produced conflicting findings. Particularly, some studies have revealed that there is no statistically significant association between pupils’ academic achievement and emotional intelligence Tolu & Adedayo, 2015; Alghamdi, 2014; Devi & Narayanamma, 2014, Kashani, et al., 2012). According to the findings, pupils’ academic underachievement cannot be related to their emotional intelligence levels. Such underperformance may be caused by other elements.

Table 6 Frequency and Percentage Distributions of the Students’ Attitudes toward Mathematics

Mathematical Attitude Score	Frequency	Percent	Qualitative Description
95 and above	53	50.96	Excellent Attitude
71–94	43	41.34	Good Attitude
70 and below	8	7.70	Below Average Attitude
Total	104	100
Overall Mean	91		Good Attitude

The table provides the frequency and percentage distributions of the students’ attitudes toward mathematics based on their mathematical attitude scores.Most of the students or 51.96 percent have an “Excellent Attitude” toward mathematics, indicating a high level of enthusiasm and engagement with the subject. Additionally, a significant portion as evidenced by 41.34 percent demonstrates a “Good Attitude”, reflecting a positive outlook and willingness to learn. While the overall trend is positive, a small proportion of students or 7.70 percent have a “Below Average Attitude” toward mathematics. This suggests that there are students who may face difficulties or lack confidence in approaching mathematical tasks.

The findings reveal that the calculated overall mean score of 91 falls within the range of 71-94, indicating a good attitude among the students toward mathematics. This suggests that, on average, students demonstrate positive engagement and willingness to learn in the subject.

Table 7 Comparison of the Students’ Attitudes toward Mathematics When Grouped According to Their Profiles

Attitudes Toward Mathematics and Profiles of the Students	F-Value	r-Value	Decision	Remarks
Sex	3.646	0.0590	Accept H0	Not Significant
Age	0.2956	0.5878	Accept H0	Not Significant
Birth Order	1.4186	0.2468	Accept H0	Not Significant
Senior High School Graduated From	0.6380	0.5305	Accept H0	Not Significant

The data reveals that there are no significant differences in attitudes toward Mathematics based on sex, age, birth order, or the senior high school from which students graduated. These findings suggest that these demographic and educational factors do not have a strong influence on students’ attitudes toward Mathematics. These findings imply that factors other than sex, age, birth order, or the senior high school attended are likely more influential in shaping students’ attitudes toward Mathematics.

Ampadu (2020), revealed in his study that, in general, both female and male students held positive attitudes towards mathematics, and there was no significant difference in attitudes between genders toward mathematics.

The study of Kamarudin, M., et al., (2018) who examined the relationship between age, gender and attitude of gifted students towards mathematics based on their interest towards mathematics. A total of 128 gifted students aged 11 until 16 years old participated in the study. All of the students were selected from various Malaysian public schools via a special selection process before becoming full time students at Malaysia National Gifted Centre.   The findings revealed that there was no relationship between age, gender and attitude of the gifted students toward mathematics.

TABLE 8 Results of the Test of Relationship between the Students’ Academic Performances and Attitudes toward Mathematics in the Modern World

Pearson-r Coefficient	r-Value	Decision	Remarks	Correlation
0.2075	0.0346	Reject H0	Significant	Very Weak Positive Relationship

The data reveal a significant but very weak positive relationship between students’ academic performances and their attitudes toward Mathematics in the Modern World.  The positive correlation suggests that as attitudes toward Mathematics become more positive, academic performances tend to slightly increase. This implies that students with more positive attitudes toward Mathematics may have slightly higher academic performances, although the effect size is small.

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

Based on the findings or results of the study, the researcher arrived at the following conclusions:

Profile of Students:

• Sex: The majority of students in the sample are female, while male students represent a smaller proportion.

1.2 Age: The most common age range among students is 19-20 years old, while the 21-22 age range has the lowest representation.

1.3 Birth Order: The largest proportion of students are the eldest in their birth order while the middle-born students got the lowest.

1.4 Senior High School Graduated From: The majority of students graduated from public schools, while a smaller proportion graduated from private schools.

2. The Emotional Quotient (EQ) of the Students. Students generally exhibit a good level of emotional intelligence, with a significant proportion falling within the “Significant Strength” and “Strength” categories. Some students require further development in their emotional intelligence, falling within the “Consider Development” category. The overall mean EQ score for the sample is 123.33, indicating a “Strength” level of emotional intelligence on average.
3. Comparison of Emotional Quotient (EQ) based on Profiles. No significant differences in EQ were found based on sex, age, birth order, or the senior high school attended.
4. Academic Performance in Mathematics in the Modern World. Most students performed well, with 47.12 percent falling within the “Good” range. No students achieved scores in the highest range, and one student failed to achieve a passing grade. The mean score of 2.02 suggests an overall “Good” performance in Mathematics in the Modern World.
5. Relationship between Emotional Quotient (EQ) and Academic Performance. There is no significant relationship between students’ EQ and their academic performance in Mathematics in the Modern World. The weak negative correlation suggests a slight tendency for academic performance to decrease as EQ increases, but this association is not statistically meaningful.
6. Attitudes toward Mathematics. Most students have an “Excellent Attitude”, 51.96 percent or a “Good Attitude”, 41.34 percent toward Mathematics. A small proportion of students, 7.70 percent have a “Below Average Attitude” toward Mathematics.
7. Comparison of Attitudes toward Mathematics based on Profiles. No significant differences in attitudes toward Mathematics were found based on sex, age, birth order, or the senior high school attended.
8. Relationship between Academic Performance and Attitudes toward Mathematics. There is a significant but very weak positive relationship between students’ academic performance and their attitudes toward Mathematics.

Conclusions

Based on the analysis conducted, the following conclusions can be drawn regarding the profile of students, their emotional quotient (EQ), academic performance in Mathematics in the Modern World, and their attitudes toward Mathematics:

The majority of students in the sample are female, and most fall within the 19-20 age range. The largest proportion of students are the eldest in their birth order, and most graduated from public schools. Students generally exhibit a good level of emotional intelligence, with some requiring further development. There is no significant difference in EQ based on sex, age, birth order, or the senior high school attended. In terms of academic performance, most students performed well in Mathematics, although no students achieved the highest scores and one student did not pass. There is no significant relationship between students’ EQ and their academic performance in Mathematics. Attitudes toward Mathematics are generally positive, with a significant proportion demonstrating an “Excellent Attitude” and a “Good Attitude”. However, a small proportion of students have a “Below Average Attitude”. No significant differences in attitudes toward Mathematics were found based on the analyzed profiles. Finally, there is a significant but very weak positive relationship between students’ academic performance and their attitudes toward Mathematics. Overall, while demographic and educational factors have minimal influence on students’ EQ, attitudes, and academic performance in Mathematics, other factors such as teaching methods, study habits, and individual differences may play a more significant role. Further research and targeted interventions are recommended to better understand and support students’ experiences and outcomes in Mathematics.

Recommendations:

Based on the results of the study, the following recommendations can be made:

1. Foster Emotional Intelligence Development: While the majority of students in the sample exhibited a good level of emotional intelligence, it is important for the administration, faculty members, and the Guidance Office staff to provide support and interventions for students who require further development. Implementing programs and strategies that promote emotional awareness, regulation, empathy, and social skills can benefit students’ overall well-being and academic success.
2. Enhance Teaching Methods: Despite the overall good academic performance in Mathematics, there is room for improvement, particularly in achieving top scores. Educators should consider adopting effective teaching methods that promote active engagement, critical thinking, and problem-solving skills. Providing opportunities for hands-on activities, real-life applications, and collaborative learning can enhance students’ understanding and enjoyment of Mathematics.
3. Address Students with Below Average Attitudes: The small proportion of students with a “Below Average Attitude” toward Mathematics requires attention and support. The stakeholders must implement targeted interventions, such as mentoring programs, individualized instruction, or counselling, which can help build confidence, motivation, and positive attitudes among these students. Encouraging a growth mindset and highlighting the relevance and practicality of Mathematics can also contribute to improving their attitudes.
4. Focus on Individual Differences: Teachers and other stakeholders must recognize that students have diverse backgrounds, learning styles, and preferences. Tailor instruction and support to meet the unique needs of each student. Implement differentiated instruction strategies to accommodate various learning paces and provide additional resources or assistance to students who require it.
5. Collaborate with Stakeholders: Engage teachers, parents, and school administrators in fostering a positive learning environment for Mathematics. Encourage open communication, workshops, and professional development opportunities to enhance educators’ skills in promoting positive attitudes, emotional intelligence, and academic success in Mathematics.
6. Conduct Further Research: The study provides valuable insights, but further research is recommended to delve deeper into the relationship between emotional intelligence, attitudes, and academic performance in Mathematics. Future researchers, explore additional factors that may influence students’ outcomes, such as parental involvement, self-efficacy beliefs, or cultural influences. Longitudinal studies can provide a more comprehensive understanding of the long-term impact of emotional intelligence and attitudes on academic performance.

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Web Links

1. https://asiasociety.org/education/understanding-world-through-math
2. https://www.superprof.co.uk/blog/maths-and-the-modern-world/
3. https://positivepsychology.com/emotional-intelligence-theories/
4. https://www.accipio.com/eleadership/personal-effectiveness/golemans-5-elements-of-eq/
5. https://www.iedunote.com/functions-of-attitude
6. https://www.infosarena.com/functions-of-attitude/
7. https://kupdf.net/download/the-schutte-self-report-emotional-intelligence-test633bf615e2b6f5066d5 f054f pdf
8. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.00876/full
9. https://www.angloinfo.com/how-to/philippines/family/schooling-education#:~:text=Grades%207%20 to%2010%20(Junior,school)%20%E2%80%93%20ages%2017%20to%2018
10. https://www.philstar.com/headlines/2023/05/31/2270324/more-students-applying-sucs
11. https://kupdf.net/download/the-schutte-self-report-emotional-intelligence-test_633bf615e2b6f5066d5f054f pdf
12. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.03075/full
13. https://www.pewresearch.org/short-reads/2021/11/08/whats-behind-the-growing-gap-between-men-and-women-in-college-completion/
14. https://www.pewresearch.org/social-trends/2014/04/08/after-decades-of-decline-a-rise-in-stay-at-home-mothers/
15. https://newsinfo.inquirer.net/1646932/over-20-6-million-learners-enrolled-for-sy-2022-2023#ixzz86x LKuo2x
16. https://www.trade.gov/market-intelligence/philippines-education-market#:~:text=The%20 Philippines %20has%20a%20total,1.57%20million%20for%20public%20institutions.