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Emotional Intelligence and Knowledge Retention in Grade 11 Science Learners

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  • Aires Jean E. Duave

    (Lantapan National High School-Senior High School, Lantapan East District, Division of Bukidnon, Philippines)

Abstract

This study investigates the causal relationship between emotional intelligence (EI) and knowledge retention among Grade 11 students in Earth and Life Science. Employing a causal-comparative research design, 130 randomly selected learners from Lantapan National High School–Senior High School during the school year 2022–2023 participated. Descriptive statistics, correlation, regression, and path analysis were utilized to examine the data. Results showed that students, on average, did not meet expected retention levels, despite demonstrating generally high emotional intelligence, particularly in self-awareness and social awareness. Among the EI components, only self-awareness significantly predicted retention. Path analysis confirmed a model with self-awareness as a key determinant of retention, indicating its critical role in academic performance. These findings underscore the importance of integrating self-awareness-focused strategies in teaching. Future research should explore longitudinal impacts of EI and incorporate qualitative data to deepen understanding of learners’ emotional and cognitive experiences.

Suggested Citation

  • Aires Jean E. Duave, 2025. "Emotional Intelligence and Knowledge Retention in Grade 11 Science Learners," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 12(6), pages 633-653, June.
    • Handle: RePEc:bjc:journl:v:12:y:2025:i:6:p:633-653
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