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

Author

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  • Marines S. Zilabbo.

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

  • Alberto G, Calibo

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

  • Charibel C. Matalang

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

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.

Suggested Citation

  • Marines S. Zilabbo. & Alberto G, Calibo & Charibel C. Matalang, 2025. "The Emotional Quotient, Attitude, and Academic Performance in Mathematics in the Modern World of College Students," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 12(3), pages 92-114, March.
    • Handle: RePEc:bjc:journl:v:12:y:2025:i:3:p:92-114
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    1. repec:aoj:jeelre:v:8:y:2021:i:3:p:272-280:id:3198 is not listed on IDEAS
    2. Robert Wakhata & Védaste Mutarutinya & Sudi Balimuttajjo, 2022. "Secondary school students’ attitude towards mathematics word problems," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-11, December.
    3. Tam, Hau-lin & Kwok, Sylvia Y.C.L. & Hui, Anna N.N. & Chan, Doris Ka-yin & Leung, Cynthia & Leung, Janet & Lo, Herman & Lai, Simon, 2021. "The significance of emotional intelligence to students’ learning motivation and academic achievement: A study in Hong Kong with a Confucian heritage," Children and Youth Services Review, Elsevier, vol. 121(C).
    4. Maryam Meshkat & Reza Nejati, 2017. "Does Emotional Intelligence Depend on Gender? A Study on Undergraduate English Majors of Three Iranian Universities," SAGE Open, , vol. 7(3), pages 21582440177, August.
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