EMOTIONAL INTELLIGENCE: IT’S RELATIONSHIP TO MATHEMATICS ACHIEVEMENT OF SENIOR HIGH SCHOOL

The main purpose of this study was to determine the relationship between emotional intelligence and Mathematics achievement of the senior high school students of Don Mariano Marcos National High School. Respondents were Grade 11 students with a total number of one hundred sixteen (116) students. This study applied descriptive Correlational design. The Bar-On Emotional Quotient Inventory: Short (BarOn EQ-i: S) was used to determine emotional intelligence of the respondents and Mathematics achievement was measured by their third quarter grade in Statistics and Probability. The study revealed that the emotional intelligence of the respondents was average, which indicates that they have an adequate emotional and social capacity. Furthermore, their emotional intelligence varies when grouped according to Strand. On the other hand, negligible difference was observed when they were grouped in terms of their socio-economic status, age and sex. There exist a weak relationship between emotional intelligence and Mathematics achievement of the respondents. Lastly, the study revealed that Mathematics achievement is affected by emotional intelligence of the respondents. Senior high school students should be abreast of their emotional intelligence they possess and as much as possible, so they can find ways and means to increase their emotional intelligence. In addition, curriculum developers must include emotional intelligence in the competencies to be developed in the senior high school curriculum.