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Phase 2 Soldiers Hill IV, Molino VI,
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CAVITE STATE UNIVERSITY
Bacoor Campus
Bacoor City, Cavite
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educational opportunities in the arts,
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competitiveness.

THE EMOTIONAL QUOTIENT AND THE SOCIAL MEDIA PREFERENCES

OF THE BACHELOR OF SCIENCE IN PSYCHOLOGY FRESHMEN STUDENTS

OF CAVITE STATE UNIVERSITY, BACOOR CAMPUS

Research paper

Submitted to the Faculty of the

Department of Arts and Sciences,

Cavite State University

Bacoor City Campus

In partial fulfillment

Of the requirements for the course

Psychological Statistics

Campomanes, Mary Joy

Dayaganon Kimberly I.

Dela Cruz, John Adriane

Hernandez, Reinalyn

Loquero, Christine Mae

Pecson, Ruben James A.

Ricaplaza, Jonel M.

April 2019
 1

Chapter 1

Introduction

Emotions are the motor of reactions within your environment that are accompanied by feelings, a mental

depiction of what is going on in your body. Emotions and feelings have significant roles on how you manage your

interpersonal and intrapersonal self it; is also a factor of many behaviors (Hampton,2015). It will be a tedious life

without emotions because emotions bring drives such as exhilaration, pleasure, and even anger. Emotions are

constructive, not destructive. Nonetheless, it can be destructive if a person do not manage it well, Having

awareness of emotions is the key to better decision making and proper behavior (Pogosyan,2018).Emotional

Intelligence involves qualities of being aware of emotions, understanding and controlling of emotions recognizing

the emotions of other, and having the opportunity to use emotional intelligence towards success (Mc.Pheat, 2010).

Dollarhide (2019) defined social media as computer-based technology that facilitates the sharing of ideas,

thoughts, and information through the building of virtual networks and communities. The use of social media

such as Facebook, YouTube, and Twitter have been prevalent to adolescents, It became a double edge sword

towards adolescents having both positive and negative impacts. The usage of this makes the youth feeble on their

psychosocial skills; it takes them away from the reality and be with their fantasies. It decreases interpersonal

interactions such as diminishing of outdoor activities; promotes anxiety level of irritation; distracts them from

studying which alters their lifestyle; time management and eating habits, causes addiction and psychiatric

disorders as depression, bipolar disorder, obsessive compulsive disorder and attention deficit disorder.

Thomas (2017) distinguished social media as fuel of extremely strong reaction of anger, shock, and hope

such as social movements Arab Spring to Black Lives Matter, and it is the resentment that hushed women in

Gamergate. Emotion is the grief when a prominent person dies. Emotion is the happy life that people are showing

to friends. People also share the satisfaction they want to share in just a glimpse, whilst envy receiving highlights

of their friends’ lives. The researchers implored the level of the emotional quotient of freshmen psychology
 2

students of Cavite State University- Bacoor City Campus. The researchers unraveled the difference of the

Independent variables (Facebook, YouTube, and Twitter).

Scope and Limitation

The focus of the study is to identify social media preferences that will be focusing and limited to Facebook,

Twitter and YouTube. To determine the level of the Emotional Quotient of the respondents and explore the

significant difference of the Emotional Quotient according to their social media preference.

Significance of the Study

The findings of this study will redound to the benefit of society considering the impact of Facebook,

YouTube, and Twitter to the emotional quotient.

The following are the beneficiaries of the study:

Students. The students will benefit from this study when it comes to being able to be aware about the

connection of social media platforms with Emotional Quotient of social media platforms with Emotional Quotient

level.

Teachers and Guidance Counsellors. it can benefit the teachers and guidance counsellors wherein this

research can provide them a solution to the students who are having an emotional breakdown or problems because

of Facebook, YouTube, and Twitter.

Future researchers. It may serve as reference and framework for further study related to these variables

in this study.
 3

Objectives

To identify the social media preference

1. To determine the level of Emotional Quotient

2. To explain if there is a significant difference among Facebook, Twitter and YouTube

Statement of the Problem

The major concern of the study was to assess the relationship of Facebook, YouTube and Twitter on the

emotional intelligence among BS Psychology freshmen students of Cavite State University Bacoor.

Specifically, this study sought to answer the following questions:

1. What is the social media preference of the respondents?

1.1 Facebook

1.2 Twitter

1.3 YouTube

2. What is the level of the Emotional Quotient of the respondents?

3. Is there a significant difference in the Emotional Quotient of the respondents according their social media

preference?
 4

Chapter 2

Review of Related Literature

The Impact of social media in the Philippines

Philippines has been nicknamed as "The Social Networking Capital of the World" because social

networking is so popular among Filipinos. As of 2011, 29. Percent of Philippine population the internet users.

The decline in close (interpersonal) connections between people causes several disturbing social trends such as

decline in marriage, reduction of social networks, the increase in individualism, a decline in civility, and more.

People nowadays, especially the younger generation spent most of their time on social networking site such as

Facebook which is the most popular website in the Philippines. Next is the YouTube and Twitter, instead of;

socializing and interacting from each other face to face (Reyes, N.D).

The Impact of Emotional Intelligence in the Philippines

Dr. Chelo (2010) conducted a study of 300 college students and came out with a conclusion that an

emotionally intelligent when parents used the “competitive style” of parenting, where it considers the emotional

state of the child letting the child face obstacles and help them to strive their best. Moreover, the study also found

out that adolescents with high emotional quotient can deal challenges more effectively, they are more resilient,

and they are less prone to anxiety and depression. Dr.Alianan (2011) supported Dr.Chelo’s conclusion that

Emotional Quotient plays an important part on a person resiliency and anxiety resistance.

Moreover, Daud (2015) postulated that “Emotional Quotient plays an important part in shaping a well-

rounded individual”. The study that is composed by Grade 6 pupils shows that the students with high Emotional

quotient shows excellence academically. Her study concluded that Emotional Intelligence has a significant

relationship with the student’s academic performance.

 5

Emotional Intelligence Factors

According to the article in talegent.com (2014) there are four Emotional intelligence Factors

Self-management is an Emotional Intelligence Factor in which people with high EQ tend to control and

manage their emotions despite of negations and distressful happenings in their life.

Self-Confidence is an Emotional Intelligence Factor in which people have trust their own feelings.

Empathy is an Emotional Intelligence Factor in which people with high EQ sense the feelings of other 5

and they understand other people.

Creating ‘we’ is an Emotional Intelligence Factor in which people with high EQ are good team players.

Self-awareness is an Emotional Intelligence Factor on which people with high EQ tend to be able Identify

their emotions and let negativity subside.

The Effect of Social Media on Emotional Intelligence

France (2019) compared the positive and negative side of social media, according to their surveys across

Mexico, South Africa, Kenya, India, Vietnam, Philippines, Lebanon, Jordan and Tunisia among the 28,122

respondents. The study found out that social media helped them to stay in touch with their loved ones and they

use it to get news and information about important issues. On the other hand, they sought negative aspect of social

media by the fear of their children being exposed to harmful and immoral content.

Daluz (2015) reported that updates on social media can either lead to unexpected happiness or unwanted

depression among readers. He showed how emotions could be spread via social networking sites. The study

proved that when there's a post about positive things on Facebook it surely tends to generate other positive posts,

same to negative posts it also tends to generate negative ones. The bright side of the study is: Positive posts are
 6

more "contagious" than the negative ones. Positive or negative these could be transferred from person to person

via updates posted on social networks. To the researchers they called this: emotional contagion. An emotional

state that could be spread from person to person without their awareness.

Difference of EQ and EI

The term EQ and EI have been interchangeable most of the times but Hills (2018) differentiated EQ and

EI. The author defined Emotional Intelligence (EI) as “how you combine your thinking with your feelings to build

authentic relationships and make good decisions.” whilst Emotional Quotient (EQ) is the measurement of your

Emotional Intelligence.

Relevance of Emotional Quotient and Social Media

Facebook is described “as a social networking service where users create own profiles, add other users as

friends and exchange messages, including automatic notifications when they update their own profile.

Additionally, users may join common interest user groups, organized by common characteristics”

(shodhganga.inflibnet.ac.in, n.d). Furthermore, Muir (2018) postulated that “Facebook has figured in a number of

projects touching on emotional intelligence.”. She evidently believes that what people really want is the ability to

express empathy.

Twitter is defined as “microblogging service enabling its users to send and read publicly visible messages

called tweets. Tweets are text-based posts of up to 140 characters displayed on the user’s profile page. Users may

subscribe to other users’ tweets” (shodhganga.inflibnet.ac.in, n.d). Ferrrara and Yang (2015) conducted a study

about the emotional contagion of the Twitter users and concluded that there is a strong linear emotional contagion

among twitter respondents furthermore the research found out that positive emotions are more prone to contagion,

it is also highly susceptible users are more motivated to implement positive emotions.

YouTube is distinguished as “video-sharing website on which users can upload, share, and view videos. A

wide variety of user-generated video content is displayed, including film and TV clips as well as amateur content
 7

such as video blogging. Media corporations including the BBC also offer some of their material via the site. Most

videos enable users to leave and exchange comments” (shodhganga.inflibnet.ac.in, n.d). Dixon (2018) described

that the viewers of YouTube, mirror emotions, “both seeking out videos that match your mood and absorbing

the emotions of the creators you watch.”

Chakraborty and Nafukho, (n.d) stated that People with high Emotional Quotient are controlled self; They

know what to post because they have self-awareness, self-regulation, tolerance, impulse control, empathy and

more positive responses.

Camara (2017) claimed that the behavior of the adolescents is significantly related with their Emotional

Intelligence in terms of their responsibility and autonomy moreover activities on social media such as Facebook,

Twitter, YouTube have no significant relationship with Emotional Intelligence level in terms of responsibility,

relationship, autonomy, emotion, creativity, empathy, and self-restraint.

Chandel (2018) stated that there was no relationship between the duration time spent on social media and

emotional intelligence because the respondents who spend time on social media focus on their selves escaping

from the reality and bring more awareness on their own thoughts and views on life. Furthermore, Abdel Kader

and Elnakeeb (2017) found at their exploratory research that “Emotional intelligence had no relation with the total

time spent using media”

The Influence of Social Media on Emotional Health

According to the article in www.cbhs.com (2017) there are 4 social media influence

Self-esteem is influenced by social media such as Facebook is a deeply personal medium of reflection of

ourselves. Different post on social media depends on the feelings and self-worth of a person. People who post

often about their personal life tend to have higher self-esteem that the people who are concerned and worried what

other people thinks.

 8

Happiness is influenced when more time on social media can result to lower life satisfaction, interaction

with social media produce “dopamine”, using social media as means to connect to real world is positive on the

contrary online networking is negative for individuals.

Loneliness and Companionship is influenced by Social Media too high report of loneliness to young adults

who use social media, Social media has a relationship with high level of anxiety. Opposing to older people who

are less depressed and lonely when they use social media.

Empathy people are easily influenced by the positivity and negativity of posts of social media friends.
 9

Chapter 3

Methodology

This chapter presents the method, processes and procedure that will be applied which include research

design, locale of the study, sampling technique, samples or respondents of the study to be used and data gathering

procedures and statistical treatment of data

Statistical Tool

This study explored the significant difference the Emotional Quotient of the respondents according their

social media preference freshmen BS Psychology students of Cavite State University, Bacoor campus by using

the statistical tool one-way ANOVA a statistical parametric test used to compare means of three or more groups

of independent samples (Gamuyao,2019). The three independent variables (Facebook, Twitter and YouTube) will

undergo the analysis of variance to determine the difference and the level of Emotional Quotient on the chosen

social media platforms of the respondents. The following data will be computed manually and will be verified by

statistical adept software such as Microsoft office excel.

The following formula will be used in performing one-way ANOVA:

Mean squares (MS)

Formula

The calculation for the mean square for the factor follows:

The calculation for the mean square for error follows:

 10

Notation

Term Description

MS Mean Square

SS Sum of Squares

DF Degrees of Freedom

Sum of Squares (SS)

Formula

The sum of squared distances. SS Total is the total variation in the data. SS (Factor) is the deviation of the

estimated factor level mean around the overall mean. It is also known as the sum of squares between treatments.

SS Error is the deviation of an observation from its corresponding factor level mean. It is also known as error

within treatments.

The calculations are:

Notation

Term Description

y̅i . mean of the observations at the i th factor level

 11

y̅.. mean of all observations

Yij value of the j th observation at the i th factor level

Degrees of freedom (DF)

Formula

Indicates the number of independent elements in the sum of squares. The degrees of freedom for each

component of the model are:

DF (Factor) = r – 1

DF Error = nT – r

Total = nT – 1

Notation

Term Description

nT total number of observations

R number of factor levels

F-value

Formula

The degrees of freedom for the numerator are r – 1. The degrees of freedom for the denominator are nT – r.

Notation
 12

Term Description

nT total number of observations

R number of factor levels

Research Design

This study will employ the descriptive quantitative research design which aims to determine the difference

of influence Facebook, YouTube and Twitter on the Emotional Quotient of Psychology freshmen students of

Cavite State University, Bacoor Campus.

Ho: There is no significant difference of influence among Facebook, Twitter and Instagram

on the Emotional Quotient of psychology freshmen students.

Ha: There is a significant difference of influence among Facebook, Twitter and Instagram on the

Emotional Quotient of psychology freshmen students.

Locale of the Study

This study was conducted in Cavite State University - Bacoor City Campus. the respondents of the study

were the selected freshmen students from BS Psychology program second semester of Academic Year 2018-2019.
 13

Sampling Technique

This study used the purposive quota sampling technique. A quota purposive sampling technique is when

the selection of respondents. Once the quota has reached the sampling procedures (Gamuyao,2019), it

automatically dismisses the selection of the respondents is when during their free time. Thus, this study has

reached its quota of there are 24 BS Psychology freshmen students will be chosen as the respondents of the study.

Participants of the study

The respondents are composed of twenty-four (24) Psychology freshmen on their second semester of A.Y

2018-2019 students of Cavite State University, Bacoor campus.

Data Gathering Procedure

The researchers gathered data following the procedures below

1. The research adviser approved the research digital survey or questionnaire.

2. The researchers explained to the respondents the purpose of the study

3. The researchers asked the freshmen students of the social media flatform (Facebook, Twitter and YouTube) they

frequently use.

4. The researchers distinguished Facebook users, Twitter users and YouTube users.

5. The researchers assessed their Emotional Quotient with the digital Emotional Quotient test.

6. The researchers documented the overall EQ scores.

7. The researchers organized the all over score of the EQ test.

8. The researchers will perform one-way ANOVA on the given data to determine the difference that will be

interpreted and presented on next chapter.

Chapter 4
 14

Results and Discussion

This chapter presents the findings, analysis, and interpretation of data gathered from respondents of the

study. The specific problems raised in this study were answered sequentially. The study data reviewed the answers

of the respondents after the Emotional Quotient test. The data is presented in tabular forms with their

corresponding textual presentation and interpretation.

The researchers conducted the study to find out the significant difference in the Emotional Quotient of the

respondents according their social media preference among freshmen students of Cavite State University- Bacoor

Campus.

Problem 1. Level of Emotional Quotient of the respondents

Table 1Social media preference of the respondents

Table 1 social media preference of the respondents

Social Media No. of respondents

Facebook 8

Twitter 8

YouTube 8
 15

Shown in table 1 is the scores of the twenty-four respondents of Emotional Quotient test. The twenty-four

respondents are divided according to their social media preference (Facebook, Twitter and YouTube) with a total

8 respondents each independent variable.

Table 2: Summary of data

Shown in table no. 2 is the summary of the data. Where the it indicates the three independent variables, the eight

respondents per group, the summation of the Emotional Quotient scores, the mean of the data where YouTube

had the highest mean among the 2 independent variables.

Groups Count Sum Average Variance

FB 8 433 54.125 354.4107

TWITTER 8 445 55.625 220.8393

YT 8 455 56.875 550.6964

Problem 3, The difference of influence in the usage among the social media platforms Hypothesis

Table 3: ANOVA result

Source of
Variation SS df MS F P-value F crit
Between
Groups 30.33333 2 15.16667 0.04041 0.96047 5.780416
Within
Groups 7881.625 21 375.3155

Total 7911.958 23

Table 3 shows the summary of the performed statistical treatment the ANOVA. Determining the

significant difference of the influence of Facebook, Twitter and YouTube on the Emotional Quotient of
 16

Psychology freshmen students of Cavite State University. Since the cumulated F value of 0.04 is less than the F-

Tabular value of 5.78 at 0.01 level of significance alternative hypothesis is not accepted., It Cannot Reject Null

Hypothesis because p > 0.01 (Means are the same). The researchers accepted the null hypothesis and rejected the

alternative hypothesis. The result of the study supported the notions of Chandel (2018), Camara (2017),

Abdelkader and Elnakeeb (2017) where there is no significant difference influence on the duration time spent on

social media and Emotional Intelligence.

 17

Chapter 5

Conclusions and Recommendations

This chapter presents the conclusion and recommendation of the study. The researcher conducted the study

to find out the difference of Influence among Facebook, Twitter and YouTube on the Emotional Quotient of the

Psychology freshmen students of Cavite State University, Bacoor campus.

Conclusion

The study explored the significant difference in the Emotional Quotient of the respondents according to

their social media preference. Where it accomplished its objectives to identify the social media preference,

determine the level of Emotional Quotient and to explain the significant difference among Facebook, Twitter and

YouTube.

Twenty-four respondents were assessed according to their social media preference (Facebook, Twitter and

YouTube) measuring their Emotional Intelligence using the Emotional Quotient test. Postulating that the

statistically significant results can be used as a basis for noteworthy conclusions, the study discovered that there

is no significant difference of influence among Facebook, Twitter and YouTube on their Emotional Quotient since

the cumulated F value of 0.04 is less than the F- Tabular value of 5.78 at 0.01 level of significance. Furthermore,

the conclusion of the study was supported by the theories of past researchers such as Chandel (2018), Camara

(2017), Abdelkader and Elnakeeb (2017) wherein their studies also found out there is no significant difference of

influence on the time spent on social media on the Emotional Quotient. Furthermore the researchers also conclude

that among the Social Media Preference, YouTube has the highest emotional quotient on them with the mean of

56.875.
 18

Recommendation

Based on the present study some recommendations are flourished, since the result of the study supported

the null hypothesis where there is no significant difference among Facebook, Twitter and YouTube and the

Emotional Quotient of the respondents.

Future researchers can conduct studies related to the variables use in this study, this study is only limited

to the differences of Social Media, furthermore since the research about Emotional quotient and Social Media is

limited. The researchers recommend conducting more future studies such as the relationship of Emotional

Quotient with age, duration spent on social media, difference of sex, different programs and more for more

complex and detailed research. Furthermore, the researchers also suggest adding dependable respondents and

equitable discernment. Moreover, Identifying the Emotional Quotient can help to determine the influence and the

understanding of the students to the different social media applications that is observed in the study.

Teachers and Guidance Counsellors can use this study as guide to determine the influence of Social

Media on Emotional Health. Wherein it can influence the students’ self-esteem, happiness, loneliness,

companionship and empathy.

Students, can use this to unravel the Emotional Intelligence factors towards self- management, help

students develop confidence, being a good player and being aware of oneself.
 19

References

AbdelKader, W &Elnakeeb, M,. (2017) The Relationship Between the Use of Media and Emotional Intelligence

Among Youth Nursing Students. Retrieved from http://www.iosrjournals.org/iosr-jnhs/papers/vol6-

issue5/Version-1/K0605016377.pdf

Bance,. (2016, August) Exploring Emotional Intelligence and Academic Performance of Filipino University

Academic Achievers Retrieved from

https://www.researchgate.net/publication/305887111_Exploring_Emotional_Intelligence_and_Academic_Perfo

rmance_of_Filipino_University_Academic_Achievers

Camara, M. C,. (2017, December 30). The Social Networking Preferences and the Emotional Intelligence of

College Students. Retrieved from http://www.journalijar.com/article/21095/the-social-networking-preferences-

and-the-emotional-intelligence-of-college-students/

Chakraborty M., &NafukhoF,. (no date). Emotional Intelligence and Social Media in the Attention Economy.

Retrieved from https://library.iated.org/view/CHAKRABORTY2013EMO

Chandel, P. K,. (2018, December) The Impact of Time Spent on Social Media on Emotional Intelligence of

Adolescents. Retrieved

fromhttps://www.researchgate.net/publication/328042355_THE_IMPACT_OF_TIME_SPENT_ON_SOCIAL_

MEDIA_ON_EMOTIONAL_INTELLIGENCE_OF_ADOLOSCENTS

Dr. Alianan,. (2011, June 24). A Local Study on Emotional Intelligence (web log post). Retrieved from

http://psychologist4filipinos.blogspot.com/2011/06/local-study-on-emotional-intelligence.html

Dr. Chelo,. (2010, October 29). A Local Study on Emotional Intelligence (web log post). Retrieved from

http://psychologist4filipinos.blogspot.com/2011/06/local-study-on-emotional-intelligence.html
 20

Daud,.(2015) Pupil’s Emotional Quotient, Academic Performance and Class Behavior. Retrieved from

https://www.academia.edu/29578471/PUPILS_EMOTIONAL_QUOTIENT_ACADEMIC_PERFORMANCE_

AND_CLASS_BEHAVIOR

France, A,. (2019, March 9). Mixed emotions in Philippines, other emerging economies on smartphones, social

media. Retrieved from https://technology.inquirer.net/84066/mixed-emotions-in-philippines-other-emerging-

economies-on-smartphones-social-media

Hampton, D., (2015, January 12). What’s Difference Between Feelings and Emotions. Retrieved from

https://www.thebestbrainpossible.com/whats-the-difference-between-feelings-and-emotions

Pogasyon, M., PhD. (2018, January 5). The Benefits of Emotional Awareness Retrieved from

https://www.psychologytoday.com/intl/blog/between-cultures/201801/the-benefits-emotional-awareness

Unknown,. (2017, May 17) The Impact of Social Media on Health (web log post). Retrieved from

https://www.cbhs.com.au/health-well-being-blog/blog-article/2017/05/17/the-impact-of-social-media-on-

emotional-health

Unknown,. (no date). Relevance of Emotional Intelligence and Social Media. Retrieved from

http://shodhganga.inflibnet.ac.in/bitstream/10603/145870/7/07%20ch%202.pdf

Unknown,. (2016, November 24). What is the difference between emotional intelligence and emotional

quotient? Is there no difference between them? Retrieved from https://www.quora.com/What-is-the-difference-

between-emotional-intelligence-and-emotional-quotient-Is-there-no-difference-between-them

Unknown,. (2014). Emotional Intelligence Factors. Retrieved from http://talegent.com.ph/solutions/emotional-

intelligence/

Unknown,. (no date) Emotional Intelligence. Retrieved from

https://www.scribd.com/document/344944767/Thesis
21
 22

Appendices
 23

Appendix A

Emotional Quotient test provided by My Skills Profile Limited

General description

The EIQ16 emotional intelligence assessment test provides information about a person's

emotional intelligence and emotional competencies. The instrument is based on a concept

model of emotional intelligence similar to the framework developed by Mayer, Salovey and

Caruso (2002). The EIQ16 is designed for work and occupational applications - recruitment, training, team

building, coaching, and counseling.

Measurement and scoring

The instrument measures EQ, four key branches of emotional intelligence, and 16 emotional competencies. The

136-item questionnaire takes about 15 minutes to complete. The EIQ16 uses the Standard Ten (Sten) scoring

system. The EIQ16 report provides an in-depth profile of the test taker's emotional intelligence level, style, and

competencies along with performance improvement tips and suggestions. The instrument's 16 scales measure the

following emotional abilities and skills.

READING PEOPLE

Self-analysis Analyzes own emotions in different situations and states.

Analysis of others Recognizes how others are feeling in different situations and states.

Self-expression Expresses emotions and needs appropriately for the situation.

Discrimination Recognizes feelings and emotions that point to dishonesty or manipulation.

USING EMOTIONS

Thinking Uses feelings and emotions to redirect or prioritize thinking.

 24

Judgment Uses feelings and emotions to facilitate judgment and decision making.

Sensitivity Capitalizes on mood changes to appreciate multiple points of view.

Problem solving Uses emotional states to facilitate problem solving and creativity.

UNDERSTANDING EMOTIONS

Symptoms Spots the clues and warning signs of common emotional states.

Causes Understands the root causes of positive and negative emotions.

Complexity Understands complex feelings and emotional blends.

Transitions Understands transitions among different feelings and emotions.

MANAGING EMOTIONS

Openness Open to pleasant and unpleasant feelings and emotions.

Monitoring Monitors feelings and emotions and reflects on implications and meaning.

Self-control Knows how to control own feelings and emotions effectively.

Managing others Handles others' feelings and emotions sensitively and effectively.

Reliability and validity

The internal consistency reliabilities of the scales range from 0.7 to 0.8 with a median of 0.7. Correlations between

the scales and marker variables are in the range of 0.7 to 0.9 with a median correlation of 0.8. Criterion-related

validity studies show statistically significant correlations between job performance and test scores on many of the

scales. The magnitude and range of correlations are consistent with those reported in the literature.

Norms

The instrument's norms are based on a large international comparison group of 6,000 respondents with equal

numbers of men and women. The mean age of the sample was 33.7 with a standard deviation of 10.9. About 10

percent of respondents were aged 16-20, about 35% were aged 21-30, and about 50% were aged 31-50. Most
 25

respondents came from the United States, the United Kingdom, Canada, and Australia. Differences in scores

related to gender, age, ethnicity, and nationality are very small.

Reviews

“The EIQ16 measures attributes consistent with other EI measures, and thus not

coincidently its criterion validity data are consistent with what is found in

analyses of standard EI measures … The report is comprehensive and

informative … this reviewer would generally recommend it as a developmental tool

for test takers to get an accurate snapshot of their behavioral emotional intelligence.”

For more information visit: https://www.myskillsprofile.com/tests/eiq16

APPENDIX B
CURRICULUM VITAE OF RESEARCHER 1

Campomanes, Mary Joy E.

Blk 26 Lot 36 Queens Garden St.
Queens Row Central Bacoor City Cavite

09061411407
 26

Maryjoy.campomanes@yahoo.com

EDUCATIONAL BACKGROUND
TERTIARY: COLLEGE Cavite State University – 2018-Present
Bacoor City Campus
SECONDARY: SENIOR HIGH SCHOOL San Nicolas III Senior 2016-2018
High School City
Of Bacoor Cavite
: JUNIOR HIGH SCHOOL Eastern Bacoor 2012-2016
National High School
PRIMARY: ELEMENTARY Diamond Academy 2006-2012

PERSONAL INFORMATION
Age: 20 years old
Birthday: December 14, 1998
Height: 5’4
Religion: Born Again Christian

SKILLS (mention only 2)

-Communication skills
-Computer skills

APPENDIX C
CURRICULUM VITAE OF RESEARCHER 2

Dayaganon, Kimberly I.
Kosmos St., Villa Felicia, Molino City
Of Bacoor

09061411407
 27

kimpino31@gmail.com

EDUCATIONAL BACKGROUND
TERTIARY: COLLEGE Cavite State University – 2018-Present
Bacoor City Campus
SECONDARY: JUNIOR HIGH SCHOOL Eastern Bacoor National 2010-2011
High School
PRIMARY: ELEMENTARY Queensrow Elementary 2005-2006
School

PERSONAL INFORMATION
Age: 26 years old
Birthday: July 31, 1992
Height: 5’4
Religion: Christianity

SKILLS (mention only 2)

-Teaching skill
-Singing skills
 28

APPENDIX D
CURRICULUM VITAE OF RESEARCHER 3

Dela Cruz, John Adriane N.

Cordillera St.Country Homes Subd.
Putatan, Muntinlupa City

09664453934
kurtdelacruz925@gmail.com

EDUCATIONAL BACKGROUND
Tertiary: COLLEGE Cavite State University- 2018-Present
Bacoor City Campus
Secondary: SENIOR HIGH SCHOOL Muntinlupa National 2016-2018
High School
: JUNIOR HIGH SCHOOL Las Piñas East National 2012-2016
High School
Primary: ELEMENTARY Soldiers’ Hills Elementary 2006-2012
School (Main)
PERSONAL BACKGROUND
Age: 19 Years Old
Birthday: January 14, 2000
Height: 5’6
Religion: Roman Catholic

SKILLS (Mention only 2)

- Computer Skills
- Communication Skills
 29

APPENDIX E
CURRICULUM VITAE OF RESEARCHER 4

Hernandez, Reinalyn P.
Blk 4 Lot 29 Citilane Subd.,
Malagasang 2f Imus, Cavite

09193478073
Reinalynhernadez@yahoo.com

EDUCATIONAL BACKGROUND
Tertiary: COLLEGE Cavite State University- 2018-Present
Bacoor City Campus
Secondary: SENIOR HIGH SCHOOL Southern Philippines Institute 2016-2018
Of Science and Technology
: JUNIOR HIGH SCHOOL Imus National High School 2012-2016
Greengate Annex
Primary: ELEMENTARY Malagasang III Elementary 2006-2012
School
PERSONAL BACKGROUND
Age: 19 Years Old
Birthday: June 14, 1999
Height: 5’4
Religion: Roman Catholic

SKILLS (Mention only 2)

- Communication skill
- Computer Literate
 30

APPENDIX F
CURRICULUM VITAE OF RESEARCHER 5

Loquero, Christine Mae

Blk 11 Lot 3 Ph 1 Urbanville Las Pinas City Talon III

09474490272
maeloquero@gmail.com

EDUCATIONAL BACKGROUND
Tertiary: COLLEGE Cavite State University- 2018-Present
Bacoor City Campus
Secondary: SENIOR HIGH SCHOOL Albert Zarate General 2016-2018
Hospital College
: JUNIOR HIGH SCHOOL Las Pinas East National 2012-2016
Highschool Talon
Village Annex
Primary: ELEMENTARY Almanza Elementary 2006-2012
School
PERSONAL BACKGROUND
Age: 19 Years Old
Birthday: March 21, 2000
Height: 4’7
Religion: Born Again

SKILLS (Mention only 2)

- Adaptability
- Self-Motivation
 31

APPENDIX G
CURRICULUM VITAE OF RESEARCHER 6

Pecson, Ruben James A.

Blk.16- Lot. 4, Glory Lane St.
Christianville Subdivision, Las Pinas City

Pecson823@gmail.com

EDUCATIONAL BACKGROUND
Tertiary: COLLEGE Cavite State University- 2018-Present
Bacoor City Campus
Secondary: SENIOR HIGH SCHOOL Mary Immaculate 2016-2018
Parish Special School
: JUNIOR HIGH SCHOOL Mary Immaculate 2012-2016
Parish Special School
Primary: ELEMENTARY Pamplona Elementary 2006-2012
School Central
PERSONAL BACKGROUND
Age: 19 Years Old
Birthday: May 19, 1999
Height: 5’2
Religion: Roman Catholic

SKILLS (Mention only 2)

- Creative skills
- Artistic Skills
 32

APPENDIX H
CURRICULUM VITAE OF RESEARCHER 7

Ricaplaza, Jonel M.
16 A Catmon St. Doña Josefa Subd.,
Almanza 1 Las Piñas City

09079590297/834-2335
Jnlmonterey24@gmail.com/Jonel_Monterey@yahoo.com

EDUCATIONAL BACKGROUND
Tertiary: COLLEGE Cavite State University- 2018-Present
Bacoor City Campus
Secondary: SENIOR HIGH SCHOOL Las Piñas City 2016-2018
National Senior High
School – Doña Josefa
Campus
: JUNIOR HIGH SCHOOL Pedro E. Diaz High 2012-2016
School (PEDHS)
Primary: ELEMENTARY Bayanan Elementary 2006-2012
School (Main)
PERSONAL BACKGROUND
Age: 19 Years Old
Birthday: April 24, 2000
Height: 5’5 ½
Religion: Roman Catholic
SKILLS (Mention only 2)
- Computer Skills
- Communication Skills
 33

Figure 1. One- way ANOVA performed in Excel and SPSS

 34

Figure 2. One- way ANOVA perfromed manually