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040			_aTUPM _beng _cTUPM _dTUPM _erda
050			_aTHE Q 101 _bL39 2024
100			_aLaza, Pearl Catherine Dela Cruz. _eAuthor
245			_aAssessing the set of grade 11 life science students inputs to curriculum enhancement / _cPearl Catherine Dela Cruz Laza.
260			_aManila : _bTechnological University of the Philippines, _c2024.
300			_apages _c29 cm. + _e1 CDROM (4 3/4 in)
336			_2rdacontent
337			_2rdamedia
338			_2rdacarrier
500			_aMaster's thesis.
502			_aCollege of Science. -- _bMaster of Arts in Teaching - General Science : _cTechnological University of the Philippines, _d2024.
504			_aIncludes bibliography.
520			_aThis 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.
650			_aScience
942			_2lcc _cTHE _n0
999			_c29420 _d29420