PHILIPPINE NORMAL UNIVERSITY- MINDANAO 1

The National Center for Teacher Education

Chapter 1

THE PROBLEM AND LITERATURE REVIEW

Background of the Study

Personal development covers a broad discussion in the human perspective. It does not

only involve scientific explanations about how have you been born and what other

scientific processes you have been into, but it also includes the ordered process of how an

individual attain this specific traits physically and why this personality comes with you since

birth

According to Newman’s life perspective, individual lives show continuity and

change as they progress through time. An awareness of process that contribute to both

continuity and change is certain to an understanding of human development (Newman,

2011).

Every person must be analyzed in the context of relevant settings and personal

relationship. Human beings are highly skilled at adapting to their environment. The

meaning of a given behaviour pattern or change must be interpreted in light of the

significant physical and social environment in which it occurs (Newman, 2011).

. In this study, the researchers wants to know not just the internal development of

an individual but also wants to discover the importance of having social-emotional

awareness for you to develop right perspective of interacting and getting along with the

people around you.

 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 2
The National Center for Teacher Education
Background of the Socio emotional awareness

Social and emotional learning is the process through which children and adults

acquire and effectively apply the knowledge, attitudes and skills necessary to understand

and manage emotions, set and achieve positive goals, feel and show empathy for others,

establish and maintain positive relationships, and make responsible decisions. It is very

important to develop this aspect in your life because it not just help an individual to develop

a specific trait or area in your personality but it actually molds the holistic growth of the

person. SEL skills are actually categorized into seven categories by the Devereux Student

Strengths Assessment (DESSA), the national assessment City Year uses to track student

progress in SEL skills and these are Self-Awareness:Self-Management: Social

Awareness:Relationship Skills:Goal-Directed Behavior:Personal Responsibility:Decision

Making: These seven categories are specified for the individual to have an easy access

into checking his/her own self.

Purpose of the Study

The researcher’s purpose for this study is the following:

 To know the level of socio emotional awareness each student of OBTEC m-1-6 of

Philippine normal university have.

 To know the possible outcomes socio emotional awareness can give to the way

how the individual grow and co inter act with the people around him/her.

Thus, the researcher’s believed that every person must be analyzed in the context

of relevant settings and personal development. The purpose of this study is to give

interpretation to the behaviour pattern of the social awareness of the repondent up to his
 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 3
The National Center for Teacher Education
way of elationships with the other people. users in the environment of interpersonal and

intrapersonal in which it occurs.

The Impact of Socio- Emotional awareness in Relationship

Social Awareness. Social awareness gives you the ability to understand and

respond to the needs of others. Improve your social skills and gain the respect of others

as you apply the ideas on this page. Understanding other people's feelings is central to

emotional intelligence.The five components of social-emotional learning are:self-

awareness, self-management, social awareness, relationship skills, responsible decision-

making. When students are struggling and school performance is poor, they are more

likely to find school and learning as a source of anxiety, manifesting in diminished self-

efficacy, motivation, engagement, and contentedness with school,” says Dr. Christina

Cipriano. Therefore, when it comes to our nation’s most at-risk students, receiving socio

emotional learning (SEL) training in the classroom can make a huge difference in

preparing them for a healthy and successful life well beyond school. It is very common in a

classroom context wherein

Review of Related Literature and Studies

This study dealt with the several related literature and studies are cited in relation

to the researcher’s attempt to discuss the person’s behaviour in terms of their relationships

status in the social media platform. This lifted pieces of literature and studies established

the researcher’s study.

 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 4
The National Center for Teacher Education
Literature Review

By definition, Holistic development is a process of self-actualization and learning

that combines an individual's mental, physical, social, emotional and spiritual growth.

There is the concept of high levels of well-being, which Seligman (2011) labels as

flourishing. He modified his view that authentic happiness should be considered the

ultimate goal of life (Seligman, 2002). His view is that there are five components of

flourishing that should be considered in combination as a single desired outcome: (1)

positive emotion, (2) high levels of engagement and flow, (3) positive human relationships,

(4) transcendent meaning and purpose, and (5) personal accomplishment and

achievement that represent the Brilliant Star framework domains: affect/emotion,

cognition/thinking, social/interpersonal, spiritual/transpersonal, and conation/volition,

respectively.

Researchers Lewis, Haviland-Jones, and Barrett (2008) reported the pervasive

influence of emotions on human thinking and behavior. According to Abraham (2000),

Emotional Intelligence is a set of skills to which precision, reforming self-feelings,

discovering the emotional features of the others and using them for motivation and

achievement in the individual’s life are attributed. Moreover, George (2000) sees it as the

capacity to perceive feelings through thought, understanding emotional cognition and

organizing the feelings, so that the individual can influence the feelings of the others.

Mayer and Salovey (1997) stated the four dimensions for emotional intelligence:

Perceiving Emotions: This indicates the capacity to identify the emotions in the thoughts,

language, voices and behavior of other individuals; Using Emotions: It is the capacity to

find and use the emotions necessary to communicate the feelings or employ them in other
 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 5
The National Center for Teacher Education
intellectual operations (Johnson, 2008). Understanding and Analyzing Emotions: This

includes the capacity to classify emotions into compound emotions such as the individual’s

feeling of love and hatred toward the same person at the same time; and successive and

consequential emotions such as the individual learning that emotions tend to happen in a

certain series or order.. Managing Emotions: This includes the capacity to manage the

personal feelings and the others’ feelings and controlling emotions and negative feelings,

and increasing the pleasant feelings without inhibition extravagance. This includes the

capacity of openness on the feelings, observing and organizing them wholly to encourage

emotional and intellectual growth.

Emotional intelligence also plays a big role in helping the individuals acquiring the

social skills which, in turn, enable them to deal with the social situations. This kind of

competence includes the capacity to appropriately respond to all emergency social

situations (Mayer & Salovey, 1997). Goleman (2000) pointed out that emotional

intelligence is more important to the individual’s success in life in comparison with

intellectual intelligence, since it plays an important role in success at work, at study, and in

social life. He also sees that the students with emotional intelligence are more popular and

well-liked by their friends, and they have high social skills, they are less aggressive, and

they are more alert in learning situations. At the home level they are more effective in their

life. And at the work level they enhance the team work by helping the others to learn

because those students have the capacity of seeing things from the others’ points of view

and they encourage cooperation during carrying out the educational tasks (Al-Elwan,

2011).
 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 6
The National Center for Teacher Education
Elias (1997) concluded that social skills affect the capacities of students in

organizing their emotions and solving their problems quietly. This helps them to face

difficulties and adapt to different constraints. And this helps them to grow in a healthy way

and consequently succeed at the interpersonal and the professional levels in the future.

Some studies show that social skills in the classroom result in improvement at the

students’ academic level (Gottman, 2001), reduce behavioral problems, and improve the

students’ relations with their classmates (Maite, 2006). He also assures that academic and

professional successes can’t be achieved without the individual acquiring the social skills.

Other studies pin pointed that the parents’ behaviour and trends are important factors in

acquiring the social skills by the students (Park & Cheah, 2005), and that lack of social

skills is correlated with noticeable difficulties in the students, which are related with their

future behaviours and emotional development. Also, social skills result in the students

giving more attention to their educational tasks and reduce behavioural problems, while

insufficient social skills prophesizes great difficulties in the future life of individuals, also,

social skills are correlated with better intellectual processing (Al-Elwan, 2011).
 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 7
The National Center for Teacher Education
Theoretical Framework

Erik Erikson's theory of development, Eight Stages of Man explains that the most important

force driving human behavior and the personality development is human interaction which

it further validates Sigmond Freud's theory that targets the biological instincts of life and

aggression.

Erikson's view is that the social environment combined with biological maturation

provides each individuals with the set a of "crises" that must be resolved. The individual is

provided with a 'sensitive period' in order to successfully resolve each crisis before a new

crisis is presented. The results of the resolution, whether successful or not, are carried

forward to the next to the next crisis and provide the foundation for its resolution (Huitt, W.

(2008)).

The theory interconnect with the idea of the study because the research is all

about the socioemotional development of college respondents. Moreover, the theory

supports the concept of the study for it focuses on how individual socially interact with the

surrounding and the people around them.

 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 8
The National Center for Teacher Education

Conceptual Framework

The Importance of
Holistic Development of
Socio-Emotional
OBTEC M-1-6 Students
Awareness

The Figure 1.1 shows that the dependent variable which is The Importance of Socio-

Emotional Awareness has a significant relationship to the independent variable, holistic

development of M-1-6 Students. Therefore, this study discovers the in-depth of the Socio-

Emotional Awareness that has an affect to the Holistic development of the mentioned

students. The researcher only limits this study through the coverage of Self-Awareness,

Social Awareness, Self Management and Responsible Decision Making.

Research Problem

This paper determines the main purpose and main object of the importance of the

socio emotional awareness to the holistic development of an individual.specifically in the

students of 1-6 of Philippine Normal University. Specifically, the researchers’ goal is to

answer the following questions:

1. What is the total average level of socio-emotional awareness of OBTEC M-1-6?

2. What is the average level of each components of socio-emotional awareness?

3. What is the least and highest level component of soci-emotional awareness?

 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 9
The National Center for Teacher Education
Scope and Limitation

This study focuses in the importance of socio emotional awareness in the holistic

development of the students of OBTEC M-1-6 of Philippine normal University. It is limited

only with the answers of exactly twenty (20) respondents. The respondents are in the

ages between seventeen to twenty years old. The collection of data is through a survey

questionnaire and the survey questionnaire will be conducted in English language in favour

with the respondents and the researchers. The over-all basis of this study is only covered

through the perspective of the respondents.

Significance of the Study

This research hopes to be significantly helpful to the following:

Students. This study aims to help the students identify which aspect in their life

are they lacking and vice versa. In this way, students will be able to take action in this

difficulties and areas in their personality that they need to improve. As soon as they work

this out, they will be a well improved individual that will of course result into a better

individual.

Parents. The results of this study could develop concern of parent’s role and

responsibilities in guiding their children in their kind of environment. Especially in the

aspect of guiding them in developing this 5 categories in their socio emotional awareness.

Teachers. Teachers are the second parents of the students. Students spend most

of their time in school that’s why this study will remind the teachers to also serve as a

support system in the child’s development. They can be a counselor, adviser so that the

child will not walk its way out on the proper order of socio emotional development.
 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 10
The National Center for Teacher Education
Future Researchers. This study will serve as a guide in conducting new research

related to assess the behaviour of every person’s status in the socio emotional

development.

Definition of Terms

These following terminologies were defined both conceptually and operationally:

Self-awareness is the ability to accurately recognize one's own emotions,

thoughts, and values, and how they influence behavior.

Social awareness is the ability to accurately interpret a social environment as

well as infer the emotions of others in that environment.

Self-management is the ability to set and work toward personal and academic

goals without significant deviation.

Relationship Management is your awareness of your own emotions and those

of others to manage interactions successfully. Relationship management involves clear

communication and effective handling of conflict. It is the bond you build with others over

time.

Responsible decision making is defined as “the ability to make constructive

choices about personal behavior and social interactions based on ethical standards,

safety concerns, and social norms.”

 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 11
The National Center for Teacher Education
Chapter 2

METHODOLOGY

Research Design

The study will be using quantitative descriptive method of research. And will use

the descriptive survey type through Likert scale scaling in evaluating the socio-emotional

awareness specifically the five components namely the self-awareness, self-management,

social awareness, relationship skills, responsible decision-making for the evaluation of the

socio-emotional awareness effects to the holistic development of OBTEC M-1-6. The

survey method is used with the intent to gather data from a set of subjects. It is used to

collect information about present conditions or the variables included in the study. It is also

used to describe a characteristic of a group, in this research the OBTEC M-1-6 of

Philippine Normal University- Mindanao campus. The study will be using sampling survey.

Using a sample is practical than using the whole population since it is very expensive and

time consuming to get the entire target population for survey and it allows the researchers

to make inference about the population (Adanza, Bermudo & Rasonabe, 2017). A sample

will be taken from the population of OBTEC M-1-6 with exact 20 respondents. A survey

research is not work demanding in deriving data. Its methodology reduces cost, effort and

time and is not very complex and can use questionnaires for the study. But it has its

downsides such as that the answers of the respondents may or may not reflect their views

or it could be right or wrong depending on the kind of survey (Adanza, Bermudo &

Rasonabe, 2017). Using a self-completion questionnaire is advantageous against face-to-

face interviews in some ways. These are cheap to do than face-to-face interviews. It can

also reduce the biases that can be caused by an interviewer and it provides greater
 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 12
The National Center for Teacher Education
privacy to the interviewee. (C.N. Phellas, A. Bloch & C. Seale, 2011). A close-ended

questionnaire is a questionnaire that has the options or answers are already given and

enumerated and the respondents only need to pick their answers. This gives the

respondent less work to do in filling up the questionnaire (Adanza, Bermudo & Rasonabe,

2017) making the questionnaire less intimidating.

Research Sampling and Respondents

The respondents of this study were the OBTEC M-1-6 first year college students of

PNU Mindanao. In selecting the research respondents, the researcher determined the total

population of the OBTEC M-1-6. From the total population of OBTEC M-1-6 only 20

students randomly selected as the Sample size of this research.

Research Site

The study was conducted in the Philippine Normal University-Mindanao,

Prosperidad, Agusan del Sur. The classroom of OBTEC M1-6 is the main site of the

research conducted.

Research Instrument

The survey will use a questionnaire to be the instrument to acquire data. The

questionnaire to be used will be a self-completion close-ended questionnaire. The

questionnaires will be administered to at least 20 students of OBTEC M-16. The

questionnaire is designed to get the needed information to achieve the objectives of the

study. The survey questionnaire is designed to measure the mean of each 5 components
 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 13
The National Center for Teacher Education
of socio-emotional learning which are the self-awareness, self-management, social

awareness, relationship skills, responsible decision-making and eventually the level of

socio-emotional awareness of OBTEC M1-6. The survey questionnaire contains 25

questions and is divided into 5 parts. Each part consists of the questions which measures

the self-awareness, self-management, social awareness, relationship skills, responsible

decision-making respectively and are administered using the Likert – type scale with the

scores ranging from 1 to 5.

Table 1

Interpretation Scale on the Level of Self and Social Awareness of first year

college students of PNU Mindanao

Scale Range of Descriptive Equivalent

Mean Rating

5 4.21-5.00 Strongly Agree(SA)

4 3.41-4.20 Agree(A)

3 2.61-3.40 Undecided(U)

2 1.81-2.60 Disagree(D)

1 1.00-1.80 Strongly Disagree(SD)

 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 14
The National Center for Teacher Education

Data Gathering Procedure

The following steps will be followed in the conduct of the study:

Seeking Permission to Conduct the Study. The researcher asked the

permission of the Adviser to conduct study on randomly selected respondents from the

OBTEC M-1-6. Collection of data started only after the letters from the researcher to

conduct and distribute survey questionnaire was approved by the Adviser.

Administration and Retrieval of Questionnaires. After the questionnaires were

checked, the researcher personally administered the questionnaires so that questions by

the respondents can be addressed, if there was any. Data gathering or retrieval of

questionnaires from the respondents followed right away.

Checking, Collating and Processing of Data Gathered. After all the

questionnaires have been answered by the respondents, the researcher organized and

analyzed the responses and ratings were collated and have been subjected with the

appropriate statistical used to obtain the results of the study. The results were tabulated in

excel files and submitted to the statistician for statistical treatment. The tabulated data has

been analyzed to answer the problems raised in the first chapter of the study.

Data Analysis

To address the research problems, appropriate statistical tools were used.

Arithmetic mean was used to answer both the problem number one (1) , two (2) and three

(3) specifically, identifying the respondents’ level of socio-emotional awareness.

 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 15
The National Center for Teacher Education

Potential Ethical Issues

This research paper is qualified to be conducted in Philippine Normal University- Mindanao

Campus due to the legal process of consultation and with the given consent from one of its

instructors, Professor Rose Arquion. Hence, the data being gathered and analyzed in this

study is purely for academic purposes only. The respondents in this study who are OBTEC

students of PNU-Mindanao are initiated to voluntarily participate as if it is their own

willingness to be part of the conducted research. For the distribution of research survey

questionnaires, the researchers primarily ask consent to the participants first before

proceeding to the filling of data. In order to secure confidentiality and privacy for the

participants, it is optional for them to put their names on the questionnaire and there is no

personal information being required to be filled out on the ongoing survey.

 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 16
The National Center for Teacher Education

Chapter 3

RESULTS AND DISCUSSIONS

In this chapter the results of the study are presented and discuss through

tabulating and providing the corresponding interpretations analysis. To facilitate

interpretation of analysis, descriptive ratings were done based on Likert scale scaling in

evaluating the Socio-Emotional awareness.

Table 2

The Self-Awareness Average Mean of OBTEC M-1-6

Question Mean Descriptive Equivalent Rating

1. I know what I am thinking and 4.5 Strongly Agree(SA)
doing.
2. I understand why I do what I 4.2 Strongly Agree(SA)
do.
3. I understand my moods and 4.0 Agree(A)
feelings.
4. I know when I am moody. 4.3 Strongly Agree(SA)
5. I can read people’s faces 4.25 Strongly Agree(SA)
when they are angry.
Total Average 4.25 Strongly Agree(SA)

The table above showed the mean results of each response option in self-

awareness-related knowledge which resulted to the average mean of 4.25 with the
 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 17
The National Center for Teacher Education
interpretation of Strongly Agree(SA), which implied that the students are aware of

themselves.

Question Mean Descriptive Equivalent Rating

1. I recognize how people feel by 4.0 Agree(A)
looking at their facial expressions.
2. It is easy for me to understand why 3.95 Agree(A)
people feel the way they do.
3. If someone is sad, angry or happy, I 3.3 Undecided(U)
believe I know what they are thinking.
4. I understand why people react the 3.9 Agree(A)
way they do.
5. If a friend is upset, I have a pretty 3.65 Agree(A)
good idea why.
Total Average 3.76 Agree(A)
Table 3

Social Awareness Average Mean of OBTEC M-1-6

The table above showed the mean results of each response option in social

awareness-related knowledge which resulted to the average mean of 3.93 with the

interpretation of Agree(A), which implied that the students are socially aware.
 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 18
The National Center for Teacher Education

Question Mean Descriptive Equivalent Rating

1. I can stay calm in stressful 3.85 Agree(A)
situations.
2. I stay calm and overcome 3.65 Agree(A)
anxiety in new or changing
situations.
3. I stay calm when things go 3.85 Agree(A)
wrong.
4. I can control the way I feel 3.55 Agree(A)
when something bad happens.
5. When I am upset with 3.6 Agree(A)
someone, I will wait till I have
Total Average 3.7 Agree(A)
Table 4

Self -Management Average Mean of OBTEC M-1-6

The table above showed the mean results of each response option in Self-

Management knowledge which resulted to the average mean of 3.7 with the interpretation

of Agree(A), which implied that the students can manage themselves.

Question Mean Descriptive Equivalent Rating

Table 5
 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 19
The National Center for Teacher Education

1. I will always apologize when I hurt 4.35 Strongly Agree(SA)

my friend unintentionally.
2. I always try and comfort my friends 4.3 Strongly Agree(SA)
when they are sad.
3. I try not to criticize my friend’s 4.15 Agree(A)
mistakes.
4. I am tolerant of my friend’s mistakes. 3.0 Undecided(U)
5. I stand up for myself without putting 4.5 Strongly Agree(SA)
others down.
Total Average 4.06 Agree(A)

Question Mean Descriptive Equivalent

Rating

Relationship Management Average Mean of OBTEC M-1-6

The table 5 showed the mean results of each response option in social

awareness-related knowledge which resulted to the average mean of 4.0 with the

interpretation of Agree(A), which implied that the students that they can manage

relationship to others.

Table 6
 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 20
The National Center for Teacher Education

1. When making decisions, I take into 4.6 Strongly Agree(SA)

account the consequences of my actions.
2. I ensure that there are more positive 4.4 Strongly Agree(SA)
outcomes when making a choice.
3. I weigh the strengths of the situation 4.35 Strongly Agree(SA)
before deciding on my action.
4. I consider the criteria chosen before 4.25 Strongly Agree(SA)
making a recommendation.
5. I consider the strengths and 4.35 Strongly Agree(SA)
weaknesses of the strategy before
deciding to use it.
Total Average 4.39 Strongly Agree(SA)
Question Mean Descriptive Equivalent Rating

Responsible Decision-Making Average Mean of OBTEC M-1-6

The table above showed the mean results of each response option in social

awareness-related knowledge which resulted to the average mean of 4.39 with the

interpretation of Strongly Agree(SA) which implied that the students developed the

Responsible Decision-Making.

Table 7

Socio-Emotional Awareness Total Average Mean of OBTEC M-1-6

 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 21
The National Center for Teacher Education

SELF-AWARENESS 4.25 Strongly Agree(SA)

SOCIAL AWARENESS 3.76 Agree(A)
SELF-MANAGEMENT 3.7 Agree(A)
RELATIONSHIP MANAGEMENT 4.06 Agree(A)
RESPONSIBLE DECISION-MAKING 4.39 Strongly Agree(SA)
Total Average 4.032 Agree(A)

The table above showed the mean results of each response option in Socio-

Emotional Awareness of OBTEC M-1-6 which resulted to the average mean of 4.032 with

the interpretation of Agree(SA) which implied that the students level of Socio-Emotional

Awareness is high.

Chapter 4

CONCLUSION AND RECOMMENDATIONS

Conclusion
 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 22
The National Center for Teacher Education
Based on the result of the study, the following conclusions were drawn:

The first year college students from OBTEC M-1- 6 of PNU Mindanao has

generally high socio-emotional awareness with a very high self-awareness; very

high responsible decision making; high social awareness; high self-management

and high relationship management.

Among the five components of socio-emotional awareness, the self-management

has the lowest range of development.

Recommendation

With the stated conclusions, the following recommendations were formulated:

1. Other related theories on socio-emotional awareness and development may be

conceptualized and applied by the respondents.

2. Practice of self-realization may be implied.

REFERENCES

Andrews J, Benthien M, Tekula S, (1998) Southern California Earthquake Center

Outreach Report 1998: Public Awareness, Education, and Knowledge

Transfer Programs and Fiscal Year 1998 Activities.

 PHILIPPINE NORMAL UNIVERSITY- MINDANAO 23
The National Center for Teacher Education
Apronti PT, Osamu S, Otsuki K, Berisavljevic GK (2015) Education for disaster risk

reduction (DRR): Linking theory with practice in Ghana’s basic schools.

Asharose, Saizen I, Sasi PK (2015) Awareness workshop as an effective tool and

approach for education in disaster risk reduction: A case study from