Assessing the set of grade 11 life science students inputs to curriculum enhancement /
Pearl Catherine Dela Cruz Laza.
- Manila : Technological University of the Philippines, 2024.
- pages 29 cm. + 1 CDROM (4 3/4 in)
Master's thesis.
College of Science. --
Includes bibliography.
This study assessed the socio-emotional learning (SEL) of Grade 11 Life Science students to inform curriculum enhancement. SEL, encompassing skills such as self- awareness, self-regulation, social awareness, and relationship skills, is critical for holistic student development. Utilizing Paul Mohapel's Quick Emotional Intelligence Self-Assessment, Exploratory Factor Analysis (EFA), and a Hierarchical Regression Model, the study identified key SEL factors among 571 senior high school students from Makati City, Taguig City, and Rizal province. The EFA revealed 12 latent factors categorized into Relationship Management, Emotional Management, Emotional Awareness, and Social Awareness. The hierarchical model showed that emotional awareness, social awareness, and relationship skills significantly influence emotional management, with progressively significant models (Model 1: R2 = 0.039, Model 2: R2 = 0.071, Model 3: R2 = 0.091). These results underscore the necessity of integrating SEL into the Life Science curriculum, fostering the interconnectedness of emotional, social, and academic development. The study establishes a foundational framework for future educational strategies aimed for comprehensive student growth.