ST.

AUGUSTINE SCHOOL OF NURSING LIPA

THE COMPARATIVE STUDY ON EMOTIONAL INTELLIGENCE BETWEEN MALE

AND FEMALE OF SCIENCE, TECHNOLOGY, ENGINEERING, AND

MATHEMATICS IN ST. AUGUSTINE SCHOOL OF NURSING LIPA CAMPUS

A Thesis

Presented to the Faculty of St. Augustine

School of Nursing Lipa Campus

Lipa City Batangas

In Partial Fulfillment

Of the Requirements of the Strand

Science,Technology,Engineering,and Mathematics

By:

Caguitla,Clarissa
Kaibigan,Jonacel Joy Andrew Nicka
Magcawas,Lynore Anne
Medalla,Aaron Jaezam
Medina,Lemar
Presa,Jeziel
Silvestre,Angelo

1
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

CHAPTER I

THE PROBLEM

INTRODUCTION

Intelligence is a word that can easily be defined by everyone but

cannot be understood by anyone. It’s like intelligence are being based

according to the level of education a person has finished or the grade they

have received. And in order to succeed in life you've got to be smart but

what they don’t know is you could be the smartest person in the world but

not one of the most successful person around the world because it takes

something more than intelligence to act intelligently. It’s like you are trying

to reach something without knowing it. Everyone should understand that

being intelligent is not just about having more knowledge but also having

a proper control of their emotion because it hold such a power and

meaning that tend to impend destruction when it is not controlled properly

but it could also be a great factor to succeed in life when you managed it

successfully. It also create a balanced between knowing what you know

and what you don’t know in life. Just because you know you should do

something doesn’t mean you will, especially when you’re feeling stressed

or depressed. We all know that emotions are powerful since it consists our

2
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

sense of fear, anger, happiness, sadness and shame. Everything we sense,

hear, smell, taste and touch has already been experienced emotionally

before you can experience it logically because emotions are stronger in

people. And when emotions are combined to intelligence, you could

create a future that you deserve because it isn’t always the most intelligent

people who achieve the greatest success.

Emotional intelligence is one of the most important and effective key

in order to be successful in life. According to Peter Salovey and John Mayer

(2004), It has the ability to identify, understand, and manage your own

emotions in a positive and constructive ways in various life situations. It's

about recognizing your own and others emotion in order to distinguish the

positive and negative effect of it. Those people who are self-aware and

sensitive to others can manage anything with wisdom and grace, even in

unexpected circumstances. On the other hand, those who are emotionally

ignorant tend to make a mistake marked by misunderstandings, frustrations,

and failed relationships. Emotion affects our thinking by directing our

attention to changes, such as work that needs to be done and time that is

running out. For example, a thesis that is needed to be defended on the

other day or a book that needs to be studied before the exam. However,

a high Emotional Intelligence helps individuals to communicate better,

3
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

we’re less likely to be negatively impacted by the presence of stressors, and

can effectively overcome life’s challenges. It also developed our ability to

consider various solutions to a particular situation and respond accordingly

to prevent bigger problems.

Emotional Intelligence has been the target of widespread interest

owing to the increasing personal importance attributed to emotional

management for people in modern society. According to Matthews (2004).

It has unquestionably received greater attention in recent years as a bridge

for effective communication. Keeping in everyone’s mind, it is both useful

as well as beneficial for them.

However Emotional Intelligence is undoubtedly a valuable tool to

utilize the face of adversity. According to Strickland (2000), It’s your

Emotional Intelligence that really helps you achieve your goals and attain

greater levels of success, developing emotional intelligence can greatly

influence your success by contributing to increased morale, motivation and

greater cooperation. Since it has the potential to enhance not only our

abilities but also our personal and social capabilities as individuals but in

order to produce our best and achieve our goals, we must understand

clearly what our goal is and be motivated to accomplish it.

4
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

We as a researcher come up to this research study to know The

Comparative study on Emotional Intelligence Between Male and Female

of Science, Technology, Engineering and Mathematics in St. Augustine

School of Nursing Lipa Campus.

STATEMENT OF THE PROBLEM

This study was undertaken to determine The Comparative study on

Emotional Intelligence Between Male and Female of Science, Technology,

Engineering and Mathematics in St. Augustine School of Nursing Lipa

Campus.

Specifically, the study sought to answer the following questions:

1 What are the profile of the respondents in terms of:

1.1 Age

1.2 Sex

2. What are the differences of male and female on Emotional Intelligence

in terms of:

2.1 Self Awareness

2.2 Self-Regulation

2.3 Sensitivity

2.4 Social Skills

5
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

3. Is there a significant difference between the emotional intelligence of

male and female in the comparative study in terms of:

3.1 Self awareness

3.2 Self-regulation

3.3 Sensitivity

3.4 Social Skills

4.Is there a significant relationship between the profile of the respondents

and to the emotional intelligence in terms of:

4.1 Self awareness

4.2 Self-regulation

4.3 Sensitivity

4.4 Social Skills

5. Based on the study, what activity can be proposed to develop the

emotional intelligence?

HYPOTHESIS

1. There is a significant relationship between the profile of the

respondent and the comparative study of male and female on

Emotional Intelligence in terms of Self-Awareness.

2. There is a significant relationship between the profile of the

respondent and the comparative study of male and female on

Emotional Intelligence in terms of Self-Regulation.

6
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

3. There is a significant relationship between the profile of the

respondent and the comparative study of male and female on

Emotional Intelligence in terms of Sensitivity.

4. There is a significant relationship between the profile of the

respondent and the comparative study of male and female on

Emotional Intelligence in terms of Social Skills.

5. There is a significant difference between the profile of the

respondent and the comparative study of male and female on

Emotional Intelligence in terms of Self-Awareness.

6. There is a significant difference between the profile of the

respondent and the comparative study of male and female on

Emotional Intelligence in terms of Self-Regulation.

7. There is a significant difference between the profile of the

respondent and the comparative study of male and female on

Emotional Intelligence in terms of Sensitivity.

8. There is a significant difference between the profile of the

respondent and the comparative study of male and female on

Emotional Intelligence in terms of Social Skills.

7
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

This is a good result in The Comparative study on Emotional

Intelligence Between Male and Female of Science, Technology,

Engineering and Mathematics in St. Augustine School of Nursing Lipa

Campus.

SIGNIFICANCE OF THE STUDY

This research study will be focusing on The Comparative study on

Emotional Intelligence Between Male and Female of Science, Technology,

Engineering and Mathematics in St. Augustine School of Nursing Lipa

Campus.

It will be significant to the following people involved:

To the Senior High Students: This research study will be beneficial to the

students by understanding the purpose of studying The Comparative study

on Emotional Intelligence between Male and Female perceived by the

students. It will cover a lot of knowledge that will help the students to

manage their emotion in order to become a successful person.

To the Parents: To the parents because they will understand the behavior of

their children based on the given data. The finding or results would also help

8
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

them to support their children to achieved and improved, to be more

creative and the ability to acquire factual information.

To the Teachers: To the teachers because they help us, the students, to

learn and gain more knowledge that can easily be tested. The finding or

results would also help them understand how male and female control or

suppress their own emotion in order not to inflict pain to others.

To the Future Researcher: This study will serve as a reference material and a

guide to give an additional information for future researchers who wish to

conduct the same experimental study or any study related to this study.

To the Researcher: This study is the way to acquire new information that is

helpful in today’s generation.

CONCEPTUAL FRAMEWORK

The Stem Students are participants in The Comparative study on

Emotional Intelligence Between Male and Female of Science, Technology,

Engineering and Mathematics in St. Augustine School of Nursing Lipa

Campus.

9
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

The conceptual model which guided the researchers in conducting

the study was depicted on the paradigm.

The input box includes the profile of the consumer in terms of age,

gender and grade level. Also, the extent of The Comparative study on

Emotional Intelligence Between Male and Female with its variables: Self

Awareness, Self-Regulation, Sensitivity, and Social Skills.

The process box consists of the research process which will conduct

through the validated questionnaire. The validated questionnaire consists

of the profile of the respondents, and The Comparative study on Emotional

Intelligence Between Male and Female.

The output box is a video presentation that will tackle The

Comparative study on Emotional Intelligence between Male and Female.

With the help of this, we can produce output that will help our target

respondents and the future researchers.

10
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

PARADIGM OF THE STUDY

INPUT PROCESS OUTPUT

1. What are the profile of the

respondents in terms of:
1.1 Age
1.2 Gender
1.3 Grade Level
2. The differences of male
and female on emotional
intelligence in terms of:
2.1 Self Awareness The output of the
2.2 Self-Regulation Survey study is a video
2.3 Sensitivity presentation that
2.4 Social Skills Research will tackle The
3. Is there a significant Comparative study
difference between the on Emotional
emotional intelligence of male
Questionnaire
Intelligence
and female in the comparative Between Male and
study in terms of: Female.
3.1 Self-awareness
3.2 Self-regulation
3.3 Sensitivity
3.4 Social Skills
4.Is there a significant
relationship between the
profile of the respondents and
to the emotional intelligence in
terms of:
4.1 Self-awareness
4.2 Self-regulation
4.3 Sensitivity
4.4 Social Skills
5. Based on the study, what
activity can be proposed to
develop the emotional
intelligence?

Figure 1. The Comparative study on Emotional Intelligence Between Male

and Female of Science, Technology, Engineering and Mathematics in St.
Augustine School of Nursing Lipa Campus

11
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

Scope, Limitation and Delimitation

This research study is primarily focused on The Comparative study on

Emotional Intelligence Between Male and Female of Science, Technology,

Engineering and Mathematics in St. Augustine School of Nursing Lipa

Campus that is aiming to distinguish the differences of the students in terms

of Self Awareness, Self-Regulation, Sensitivity and Social Skills. Given the

variety of risk to be addressed, the purpose of knowing the Comparative

study on Emotional Intelligence includes improvements, being aware of

their differences, influencing one’s perceptions, and changing behavior.

The limitations of this research are the respondents of this study. The

respondents are only limited to the STEM students of St. Augustine School of

Nursing Lipa Campus.

The research study was delimited to other strands and College

Students of St. Augustine School of Nursing Lipa Campus.

12
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

DEFINITION OF TERMS

For a clearer understanding of the study the following term are

define conceptually and operationally.

Adversity. According to Merriam-Webster, It particularly applies to a state

of grave or persistent mischance. In this study, it means misfortune.

Depressed. According to Oxford Dictionary, It is a state of unhappiness or

despondency. In this study, It causes sadness and affects what you feel.

Factor. According to Collins Dictionary, It is a number or quantity that

when multiplied with another produces a given number or expression. In

this study, It is something that can affect a decision or situation.

Logically. According to Cambridge Dictionary, It is in a way that uses

reason. In this study, it means a proper way of understanding something

with the use of facts and evidence.

Morale. According to Oxford Dictionary, it is the enthusiasm, and discipline

of a person or group at a particular time. In this study, it means being

confident, positive and motivated in order to succeed.

13
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

Motivation. According to Maslow, it is the result of a person's attempt at

fulfilling five basic needs: physiological, safety, social, esteem and self-

actualization. In this study, it is our desire that guides us to accomplish our

goals.

Potential. According to Oxford Dictionary, It is having or showing the

capacity to become or develop into something in the future. In this study,

it means acquiring abilities that will help you become successful in the

future

Self-Aware. According to Cambridge Dictionary, it is knowing and

understanding yourself very well. In this study, it means being aware of your

action and thoughts.

Sensitive. According to Collins Dictionary, it means you show

understanding and awareness to others. In this study, it means you can be

easily hurt emotionally.

Stressed. According Lazarus and Folkman (1984), It is a pattern of

negative physiological responses occurring in situations where people

perceive threats to their well-being which they may be unable to meet. In

14
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

this study, It is an emotion that comes from your mind that makes you angry

or nervous when you are about to face challenges.

Stressors. According to Oxford Dictionary, It is something that causes a

state of strain or tension in an individual. In this study, it means something

that causes stress.

Utilize. According to Cambridge Dictionary, it means to use something in

an effective way. In this study, it means putting something in order to make

a good use of it.

15
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

Chapter II

REVIEW OF RELATED LITERATURE

INTRODUCTION

This chapter presents the conceptual literature, research literature

and synthesis that are considered to be vital in the pursuance of the

research study.

The review of related literature is an essential aspect of investigation.

This helps the researcher to gather up to date information about what has

been done in the particular area on which he intends to study.

Review of related studies further avoids duplication of effort that has

already been done and if helps the investigator to go further deep into the

problem in hand. It also helps to study the different facts of the problem. It

provides the opportunity of giving an insight into the methods measures

and various other parameters adopted by other, which would lead to the

improvement of the research design significantly. It is a valuable guide in

defining the problem recognizing its significance suggesting the promising

data gathering devices appropriate study design and source of data.

16
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

CONCEPTUAL LITERATURE

Emotional Intelligence. According to Mayer, Salovey, & Caruso (2000),

Emotional Intelligence is being intelligent about your emotions. Although

the term “emotional intelligence” has been used in many ways, they use

the term specifically here to mean an intelligence having to do with

emotions. That is, emotional intelligence consists of two parts: emotion and

intelligence. Emotions refer to the feeling or reactions a person has, often

in response to a real or imagined relationship. For example, if a person has

a good relationship with someone else, that individual is likely to be feel

happy but if the person is threatened, he or she will be likely to feel afraid.

Intelligence, on the other hand, refers to the unique human mental ability

to handle and reason about information (Mayer, Roberts & Barsade,2008).

For example, one reasons with language in the case of verbal intelligence,

or reasons about how objects fit together in the case of spatial intelligence.

In the case of emotional intelligence, one reasons with emotions, or

emotions assist one’s thinking. That is, emotional intelligence, refers to the

ability, capacity, or skill to perceive, assess, and manage the emotions of

oneself and others to enhance thought (Salovey & Mayer, 2000). The

construct has also been described as the ability to recognize the meanings

17
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

of emotions, relationships, to reason and solve problems (Mayer, Caruso, &

Salovey, 2000)

However, In the 1960s, the term E.I. was used incidentally in psychiatry

and literary criticism (Mayer, Salovey & Caruso, 2004). It was formally

introduced to the landscape of psychology in 1990 by Mayer and his

colleagues (Mayer et al., 2004). Mayer et al. published a few articles in

which EI was clearly defined, and a theory plus a measure of EI was

developed. Since 1990, research into the characteristics of EQ has grown.

Research has found an association between EI and a broad range of skills

such as making decisions or achieving academic success (Cherry, 2018).

According to Nelson & Low (2010), Emotional intelligence can be

defined as an individual’s ability to “integrate emotions and reason” which

in turn manages emotions cognitively. Further review of research indicated

that the use of emotional intelligence to promote an individual’s self-

awareness of their emotions enhanced their ability to discriminate those

feelings and often were looked upon as a better predictor of success than

academic testing measurements. It has been previously suggested that EQ

is the most important determinant of success in life (Cherry, 2018).

18
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

However, EI has been increasingly studied in samples of children and

adolescents (Mayer, Roberts and Barsade, 2008).It has been shown to

consistently predict positive social and academic outcomes in children

(Mayer et al., 2008).Meanwhile, According to Dr. Chelo Wapano

(2011),Adolescents who were judged to be more emotionally intelligent

tend to feel that they are able to deal with their situations more effectively

since they have a better sense of effectiveness in dealing with the

circumstances that they confronted.

Emotional intelligence has as much to do with knowing when and

how to express emotion as it does with controlling it. Research has found a

positive correlation between scores in Managing Emotion and the quality

of interactions with friends (Mayer, Salovey & Caruso, 2004). From a large

study of 1584 individuals, Mayer, Salovey, and Caruso (2004) concluded

that people who are rated as higher in EI tend to be more agreeable, open

and conscientious. It’s like using emotions to think and enhance our

reasoning. Those with high emotional intelligence are able to manage their

emotions as well as use their emotions to facilitate their thinking and

understand the emotions of others. (Nikita Duggal,2018) People with higher

emotional intelligence are also more adaptable to change that should be

in our fast-changing digital age.

19
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

Emotions are contagious. It improves relationship quality and build a

culture of accountability. It’s a scientific fact that emotions precede

thought. When emotions run high, they change the way our brains function,

diminishing our cognitive abilities, decision-making powers, and even

interpersonal skills. In practical terms, this means being aware that emotions

can affect our behavior and impact people (positively and negatively),

and learning how to manage those emotions, both our own and others,

especially when we are under pressure.

However, Quebbeman and Rozell (2002), defined Emotional Intelligence in

terms of Social awareness, Self-regulation, Sensitivity and Social skills.

Self-Awareness. According to Gignac (2010), Self-Awareness is a

representation of individuals awareness that their emotions may affect their

thoughts and behaviors at work. It incorporates both positive and negative

states. You know what you are feeling and why and how it helps or hurts

what you are trying to do. You sense how others see you and your self-

image reflects that larger reality. You have an accurate sense of your

strengths and limitations, which gives you a realistic self-confidence.

Self-Awareness according to Oxford Dictionary, is the knowledge of

one's own character, feelings, motives and desires. It’s about being aware

20
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

of what you feel or do everyday. One of the example is being aware in

everything that you do.

According to Steven Stein on his book entitled "The EQ Edge: Emotional

Intelligence and Your Success, Third Edition" (2011), Emotional self-

awareness is the ability to recognize your feelings, differentiate between

them, know why you are feeling these feelings, and recognize the impact

your feelings have on others around you.

Self-Regulation. Self-regulation involves the ability to control one's

impulses and engage in a particular behavior on demand (Bodrova &

Leong,2008). It is a skill used not just in social interactions but also in thinking.

Self-regulation of learning is a process that required students to get

involved in their personal, behavioral, motivational, and cognitive learning

tasks in order to accomplish important and valuable academic goals

(Bembenutty,2007).Great evidence exists in support of self-regulation as the

systematic efforts to direct thoughts, feelings, and actions, toward the

attainment of one's goals (Zimmerman, 2000).

In other words, Self-regulation means to manage your own and

others emotion that could produce positive outcomes. It includes being

21
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

calm when you're upset or handling your emotions when you are faced

with a situation that's tough to handle.

Sensitivity. According to Karyn D. Hall, PhD (2014), Emotionally

Sensitive persons often refers to those who experience intense emotions

more frequently and for longer periods of time. The feelings of happiness,

anger and fear are stronger than the average. And, Emotionally sensitive

people tend to react to the emotion they’re feeling in the moment. Their

reactions are emotion-based and not tempered by logic that frequently

result in chaotic relationships, both professional and personal. However,

Sensitivity makes you sensitive or insensitive to the feelings of others, it gives

you the ability to harness emotions and allows you to use your own emotions

for good. It describes the proficiency at which an individual can identify,

perceive, and understand cues and contexts in interactions along with

being socially respectful to others.

As Marsha Linehan has expressed in her biosocial theory,

emotionally sensitive individuals have a faster reaction time to emotional

situations, experience more intense reactions, and are slower to return to

their emotional baseline. They may express themselves with a more intense

desire to be heard, though they may not be aware of this behavior. It can

22
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

generally attuned to the emotions of others and can exhibit both excessive

tolerance and intolerance.

An example of someone with low sensitivity would be an individual

who only talks about themselves, interrupts and talks over others, and who

ignores social cues to stop talking. Therefor someone with high sensitivity

would be a person who understands conversational cues and stops talking

in order to listen at the appropriate time. Highly Sensitive Person tend to be

conscientious. It doesn’t mean being perfect but it means giving your best

in everything that you do.

Social Skills. Social skills refer to the skills needed to handle and

influence other people’s emotions effectively. It includes persuasion and

communication wherein people need to listen to others, and also convey

their own thoughts and, perhaps more importantly, feelings. And just like

what Stichter said, "Social skills aren't just about friendship. It's about being

able to react to and thrive in your environment.", to make it short social skills

are not just about socializing but also understanding someone while

knowing where you should stand.

According to Goleman (2000), Social Skills refers to directing human

relations or social skills by managing and adapting the others’ emotions

23
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

and the capacity for effective leadership and influence on the others

through their feelings. Recent investigations in the field of personality

indicate that emotional maturity and social skills, along with intelligence,

bring adjustment and success in one's life (i.e., Mayer, Salovey and Caruso,

2004; Brackett and Mayer,2003). It is said that emotionally intelligent person

is the one who is capable of managing one's feelings and emotions in

various aspects of life. Daniel Goleman states that Social skills involves the

application of empathy as well as negotiating the needs of others with your

own. This can include finding common ground with others, managing

others in a work environment, and being persuasive. Some social skills just

involve meeting new people, socializing with people of different mindsets,

or when you know what you want, you can communicate clearly,

understand what someone else wants, and come to favorable terms for

everyone.

In general, people with strong social skills are more popular, which

means that they usually know what to say, when to say it and how to say it.

People who have good social skills often speak in a clear voice with

confidence.

24
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

RELATED LITERATURE

The perception of one’s emotional intelligence is an interesting

individual difference variable since individuals may be more likely to modify

their behaviors based on their beliefs about their abilities rather than their

actual abilities. That’s why when people are overwhelmed by their

emotion, they feel confused about these emotions and they don't trust their

emotional abilities. EI can be identify most directly by asking a person to

solve emotional problems. There are even a number of problems and

serious omissions in the area of EI as measured by a simple self-report

assessment (Matthews, Roberts, and Zeidner 2004).

According to the study of Gardner (2000), Emotional intelligence is

a combination of interpersonal intelligence and intrapersonal intelligence.

It results from the interaction of intelligence and emotion. Individuals who

can control their emotions and interact with other people more effectively

has a tendency of having a more meaningful life. It is believed that

emotional intelligence plays a very important role in leadership, work life

and career development.

Another study according to Barr On (2000), Emotional Intelligence is

a form of intelligence that are formed from thoughts and emotions and it

25
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

means studying the general structure of personal and social emotional

ability which will have an impact on the ability of confronting the

environmental demands and pressure. He also states that emotional

intelligence and skills grows and changes over the years and they can be

improved by teaching improvement programs such as therapeutic clinics.

As Greenberg (2002), founder of Emotion-Focused Therapy writes,

“Why do people have emotions, and what should they do with them? They

have them because emotions are crucial to survival, communication, and

problem solving. Emotions are signals, one’s worth listening to”. Emotions

provide information about emotions themselves, the other, the

environment, and the self. Each emotion carries its own unique message

and piece of knowledge that can help people understand the world

around them.

Lopes, Salovey & Straus, (2003) indicates that emotional intelligence

is significant in life comforts and achievements, it also facilitates emotional

and social adjustments, professional and organizational development, life

satisfaction and educational. Emotional intelligence is also considered a

good indicator of future accomplishments.

26
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

In 1990, Bracket, Mayer and Warner conducted a research on a person’s

emotional intelligence as a function of daily behaviour. They used

emotional intelligence ability test, the Big Five-Factor personality scale and

the life space scale. Life space scale further assesses self-care behaviour

of an individual, person’s educational activities, spare time of an individual

and interpersonal communication. They found out that female where high

of emotional intelligence then males. But they also conducted that

emotional intelligence is a factor which is a distinguished predictor in male’s

life and not in females.

On the other hand, the purpose of it is to measure perceived

emotional intelligence which is a useful construct in identifying core

individual differences that may characterize emotionally intelligent

individuals. In actual fact, this issue is what led Mayer, Caruso, and Salovey

to argue that performance-based measures are needed for EI to be

understood as an actual cognitive ability (Matthews, Roberts & Zeidner,

2004).The fact that EI is made up of a range of skills does mean that self-

report is one of the most accurate way to measure EI (Matthews et al.,

2004).

However, Sacharfe (2000) has seen that girls learn language earlier

than boys which leads to more experience and more expression in feelings.

27
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

Female are more skillful in words which help them to name their emotions

in terms of reaction and also replace physical reaction with the words as

compared to boys. He also concluded that in terms of boys as compared

to girls, expression of emotions has not been given important to. It leads to

the unawareness of boys to the other person’s emotional state as

compared to girls.

Moreover, higher emotional intelligence among girls can also be

explained in terms of some of their personality characteristics. Similar

findings were reported in studies by Tapia and Dunn (2002). They observed

that girls score higher with regard to empathy, social responsibilities and

interpersonal relationships than boys. More sensitivity was found towards

their relationships with parents, friends and siblings. All these traits help them

to acquire more emotional intelligence as compared to boys.

Another study done by Mashket & Negati (2017) especially on

gender differences in emotional intelligence reported that there were no

significant differences on gender in their total scores of EI but in the

dimensions of Emotional Intelligence the self-awareness, interpersonal

relationship, self-regard, and sensitivity, females scored higher than males.

Many other researchers also found that females are sensitive to emotions

28
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

of other individual (Hall & Mast,2008) but males were higher on Self-regard

component of emotional intelligence.

However, in 1996, Jayne & Say, did an experiment by assigning

individuals into two groups on the basis of gender and concluded that

gender cannot be an independent variable which will affect emotional

intelligence as dependent variable. Siarvchi,et.al (2015) used schuttle’s

emotional intelligence scale and they found that emotional intelligence

is overlapping with self-respect and hidden anxiety. They concluded

that females were high on emotional intelligence, emotional

understanding, emotional regulation and emotional utilization. In 2011,

F.Naghavi & M. Redzuan found that girls were high on emotional

intelligence and on emotional appraisal but not on emotional regulation

and utilization factor. Females exhibit more dexterity at guiding and

managing emotions, of both self and others. Occasionally, females exhibit

superiority at emotional attention and empathy, whereas males display

higher emotion regulation (Bindu & Thomas, 2006; Goldenberg, Matheson,

& Mantler, 2006).

29
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

SYNTHESIS

This study of Gardner 2000 is quite similar to our study that we must

use our interpersonal and intrapersonal abilities to enhance our emotions in

terms of solving a conflict. Emotional Intelligence helps us to be more aware

of our emotions and wrong doings.

Also, this study of Lopes, Salovey & Straus 2003, is similar by which

emotions can also be viewed as something important that give comfort

and contributes achievements in life. It is a complex construct involving

different descriptions, conceptions and point of views but it is something

that can make a person successful in life.

This study of Mashket & Negati 2017 is quite similar to our study

because emotional intelligence refers on how we manage our emotions

with the use of sensitivity and self-awareness. It helps us to develop our

ability to handle emotions in a situation that we can't handle. It lets our mind

to improve and act intelligently for us to be better in the future. It even

focuses in the idea of helping us understand our own emotion by simply

knowing what it feels.

30
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

Chapter III

RESEARCH METHOD AND STUDY

This chapter presents the discussion on the research design, subject

of the study, data gathering procedure and statistical treatment.

Research Design

Choosing a type of research plays a decisive role for the study to

present and execute it well. The researcher aims to gather an accurate

data to strengthen the validity of the study. The researchers prefer to use

the descriptive method research which helps organize and come out with

the better presentation of data.

According to Calderon (2008) Descriptive method, also known as

statistical research, describes data and characteristics about the

population or phenomenon being studied. The data description is factual,

accurate and systematic, the research cannot describe what caused a

situation. This research method is often used to validate some sort of

hypothesis or objective when it comes to a specific group of people.IT is

used for frequencies, averages, and measures of variability. Often the best

approach prior to writing descriptive research, is conducting a survey

investigation. The characteristics of this method are used to gather

31
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

information from respondents for the purpose of understanding and

predicting some hypothesis. As the term is typically used, it implies that the

information has been gathered with some version of a questionnaire

concerning the status of the subject of the study.

Subject of the study

The respondents of the study were the students in Senior High School

that includes the SCIENCE, TECHNOLOGY, ENGINEERING AND

MATHEMATICS of St. Augustine School of Nursing Lipa Campus.

The distributions of the respondents were all STEM students.

Data Gathering Instrument

To gather data for the study, a research instrument was drafted,

validated and administered. Responses were scored.

Construction of the Questionnaire The first part of the questionnaire

includes the profile of the respondents. The second part of the

questionnaire pertained to the instances and situation that student’s

perception on the extent of identifying the emotional intelligence between

male and female. The first draft of the questionnaire was presented to the

adviser who went through each item. Suggestions, corrections and

32
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

modifications were incorporated in revising the second draft. The second

draft was presented to the adviser for further suggestions. The final draft was

submitted to the adviser for approval.

Validation of the Questionnaire After constructing the questionnaire,

the researchers submitted it to their research instructor. Researcher sought

the assistance of some instructions to check the validity of the questionnaire

made by the researchers.

Administration of the Questionnaire. The questionnaire asked for the

permission of the School Directress and Senior High School Department

Head to conduct the study. After the approval, the copies of validated

questionnaire were distributed to the STEM Students. The researchers asked

if there were any clarifications and problems from the respondents. Finally,

the results were gathered.

Scoring of the Respondents

In the evaluation of the respondents the 4 points scale was use with

as the highest and as the lowest. Each option was given a verbal

description.

33
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

Option Range Interpretation

4 3.00-4.00 Strongly Agree

3 2.00-2.99 Agree

2 1.00-1.99 Disagree

1 0-0.99 Strongly Disagree

Data Gathering Procedure

Proceeding to the distribution of the questionnaire, a permit to

conduct this study was secured by the researcher’s adviser. After that was

addressed by the school directress of SASN Lipa.

The results were tallied, analyzed and interpreted through the use of

appropriate statistical treatment of the data.

Statistical Treatment of Data

After the questionnaires were collected, the gathered data were

consequently analyzed and interpret by the researchers. The statistical

treatment is important to determine the natural tendencies of the

responses.

34
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

The following statistical tools used in the study.

Frequency- This procedure was used to determine the number of the

respondents for a given variable.

For getting the Frequency, we use the formula;

F=N where: F= Frequency N= Number of respondents based on age and

sex

Percentage- The descriptive statistic was used to determine what part of

the tool respondents fall under certain categories.

For getting the Percentage, we use the formula;

%= F/N×100 where; %= Percentage N= Number of respondents based on

age and sex F= Frequency 100= Total number of the respondents

Ranking- The method was used to decisive the degree of the participant’s

responses from highest to lowest.

For getting the Ranking, we use the formula;

R= R1 + R2 where; R= Ranking R2= Rank#2 R1= Rank#1

Weighted Mean- This was used to determine

For getting the Weighted Mean, we use the formula;

35
 ST. AUGUSTINE SCHOOL OF NURSING LIPA

Scale# × number of respondent answer ÷ 100

Chi- squared test- This was used to determine the significant relationship.

A chi-squared test, also written as χ2 test, is any statistical hypothesis

test where the sampling distribution of the test statistic is a chi-squared

distribution when the null hypothesis is true.

T-test-This was used to determine if the two samples are statistically different

from each other.

A t-test, also known as Welch's t-test, is any statistical hypothesis test that will

determine the likelihood of a value in a sample when the test statistic

follows a t-distribution, and you want to statistically test whether the null

hypothesis is true.

36