Volume 8, Issue 7, July – 2023 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Emotional and Social Intelligence and Positive

Learning Environment as Determinants of
Cognitive Performance

A Thesis Presented to the

Faculty of Professional Schools
University of Mindanao
Davao City

In Partial Fulfillment
of the Requirements for the Degree
of Master of Arts in Education
Major in Technology Livelihood Education

Sheila Mae Salazar Gerolaga

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APPROVAL SHEET
This thesis entitled “EMOTIONAL AND SOCIAL INTELLIGENCE AND POSITIVE LEARNING ENVIRONMENT AS
DETERMIANTS OF COGNITIVE PERFORMANCE”, prepared and submitted by SHEILA MAE S. GEROLAGA, in
partial fulfillment of the requirements for the degree Master of Arts in Education Major in Technology and Livelihood
Education, has been examined and is hereby recommended for approval and acceptance.

LIEZEL V. CHAN PhD

Adviser
________________________________________________________________

PANEL OF EXAMINERS

APPROVED by the Panel of Examiners on Oral Examination with a grade of PASSED.

JOCELYN B. BACASMOT, PhD

Chairman

MARY ANN E. TARUSAN, PhD MARIA RINA T. QUILESTINO, PhD

Member Member

ESTER JEAN PELAYO, PhD

Member

ACCEPTED in partial fulfilment of the requirements for the degree, Master of Arts in Education major in Technology and
Livelihood Education,

Comprehensive Examination: PASSED

HELEN Q. OMBLERO, DSD

Chief Academic Officer

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Volume 8, Issue 7, July – 2023 International Journal of Innovative Science and Research Technology
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ABSTRACT
This study determined the influence of emotional-social intelligence and a positive learning environment on the
cognitive performance of students. A descriptive-correlational research design was employed. There were 300 Senior High
School respondents in one of the public secondary schools in the Division of Davao del Norte who were chosen through
simple random sampling. This study used three adopted questionnaires. Mean, Pearson r and regression analysis were
used as statistical tools. Results show that the students' emotional-social intelligence and cognitive performance were very
high while the positive learning environment was high. The results revealed a significant relationship between a positive
learning environment and students' cognitive performance, while no significant relationship between emotional-social
intelligence and students' cognitive performance. Further, a positive learning environment predicts the cognitive
performance of students. With this current proposition, that positive learning environment is to be successful in
stimulation of the cognitive performance of the students. Teachers are also able to create and develop cooperative,
constructive, and mutually satisfying relationships.

Keywords:- Emotional-Social Intelligence, Positive Learning Environment, Cognitive Performance, Descriptive and
Correlational Designs, Regression Analysis, Davao Del Norte, Philippines

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TABLE OF CONTENTS

S NO. Title Page No.

APPROVAL SHEET 1215
ABSTRACT 1216
TABLE OF CONTENTS 1217
LIST OF TABLES 1218
LIST OF FIGURES 1219
ACKNOWLEDGEMENT 1220
DEDICATION 1221
CHAPTER ONE INTRODUCTION 1222
Rationale 1222
Research Objective 1222
Hypothesis 1223
Review of Related Literature 1223
Theoretical Framework 1229
Conceptual Framework 1229
Significance of the Study 1230
Definition of Terms 1231
CHAPTER TWO METHOD 1232
Research Design 1232
Research Locale 1232
Population and Sample 1233
Research Instrument 1234
Data Collection 1235
Statistical Tools 1235
Ethical Consideration 1235
CHAPTER THREE RESULTS 1237
Level of Emotional-Social Intelligence of Students 1237
Level of Positive Learning Environment 1237
Level of Cognitive Performance of Students 1238
Significance of the Relationship between Emotional-Social Intelligence and Cognitive 1238
Performance
Significance of the Relationship between Positive Learning Environment and Cognitive 1238
Performance
Multiple Regression Analysis 1239
CHAPTER FOUR DISCUSSION 1241
Level of Emotional-Social Intelligence 1241
Level of Positive Learning Environment 1241
Level of Cognitive Performance of Students 1242
Multiple Regression Analysis 1242
CHAPTER FIVE CONCLUSION 1243
RECOMMENDATIONS 1244
REFERENCES 1245
APPENDIX 1249
A Research Instrument 1249
B Letter to Conduct the Study 1253
C Letters to the Evaluators 1254
D Validation Sheet for Research Questionnaires 1259
E UMERC Certificate of Approval 1264
F Public Forum Certificate 1265
G Editor’s Certification 1266
H Informed consent form (ICF) 1267

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LIST OF TABLES

S. NO. Table Page No.

1. Level of Emotional-Social Intelligence 1237
2. Level of Positive Learning Environment 1237
3. Level of Cognitive Performance 1238
4. Significance of the Relationship between Emotional and Social Intelligence and Cognitive 1238
Performance of Students
5. Significance of the Relationship between Positive Learning Environment and Cognitive 1239
Performance of Students
6. Multiple Regression Analysis of the Emotional and Social Intelligence and Positive Learning 1239
Environment on Cognitive Performance of Students

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LIST OF FIGURES

S. NO. Figure Page No.

1. Conceptual Framework of the Study strategies in managing classroom physical factors to support 1230
students' learning activities
2. Map of the Philippines Highlighting the Province of Davao del Norte 1233

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ACKNOWLEDGEMENT
Endless profound gratitude and appreciation to the following people who, in one way or another, helped to make this
research study possible;

The researcher expresses gratitude to the Almighty God for providing all of the direction, strength, power, wisdom, and
knowledge. He remains consistent in her academic life, and his greatest love inspires her to approach everything with delight and
tenacity;

To all her professors, especially to Dr. Eugenio S. Guhao, Jr., DM dean of Professional School, University of Mindanao,
for the opportunity to accommodate teachers to pursue graduate studies. And to the members of the panel, the researcher is
grateful for the helpful criticism and recommendations to improve the validity and importance of this work;

The researcher will always be grateful to her advisor, Dr. Liezel V. Chan, for sharing her knowledge, her diligent efforts to
review her manuscript, and her modest support, which motivated her to complete the study;

To Dr. Dee D. Silva, DPA, CESO V, Schools Division Superintendent of the Department of Education Division of Davao
del Norte, for granting permission to conduct the study;

Her devoted husband and her steadfast family deserve special thanks for their unwavering support, particularly in the moral,
economical, spiritual, and emotional areas. She owes a true and sincere gratitude to all of the remarkable people who have joined
this quest.

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DEDICATION
This

Study is

Dedicated to my family…

To my husband, Glenn, who stood by me in

My lowest moments, always providing me with strength and

Inspirations: to all my fur babies, who brought happiness and sunshine to overcast gloomy days …

Truly, the Lord God is great!

SHEILA MAE S. GEROLAGA

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CHAPTER ONE
INTRODUCTION
 Rationale
Learning, modeling behavior, and reaching personal goals depend on cognitive processes, which are complicated mental
operations (Lemes et al., 2021). Cognitive capacity thus affects human behavior and decision-making (Zhang et al., 2018).
Furthermore, interactions with positive environments and related stimuli have been found beneficial to cognitive performance,
particularly on executive cognitive tasks such as memory, attention, and thinking (Stenfors et al., 2019). However, a lack of
memory correlates with poor computational skills and academic achievement (Batool, 2019). On the other hand, teachers have had
serious concerns about attention problems (Infantes-Paniagua et al., 2021). When students are the focus of attention, problem-
solving ability is reduced, inhibition becomes difficult, distractions increase, mistakes happen, and irritability and stress
susceptibility are all raised (van den Bogerd et al., 2020).

At Texas Tech University, college students exposed to negative environments such as stress and anxiety can impair their
attentional control in the context of cognitive performance, according to Ning et al., 2018. Moreover, in Jajaram City, Iran,
children with lower cognitive profile scores did worse in school. They discovered that learners with attention deficit disorders and
issues with short-term memory did poorly in school (Nesayan et al., 2018).

The 2019 TIMSS revealed unsatisfactory results, where the Philippines fared worst among 58 countries. According to the
poll, thirteen percent of Filipino students scored below the common criterion, 1 percent above it, and 5 percent below the
intermediate (Mullis et al., 2020). This means that education in the Philippines, lags behind the rest of the world mainly in primary
education (Allawan. 2021). It can be traced to a few elements that have something to do with the students' poor cognitive
performance and have an impact on their academic success. These elements were based on the use of a variety of tools to gather
data regarding the performance of the students; one of these tools is an assessment of the students' cognitive abilities, which places
an emphasis on the three cognitive domains of memorization of facts, procedures, and concepts as well as problem-solving skills
(TIMMS, 2019).

Most senior high school students show poor cognitive performance in one of the Division of Davao del Norte schools. In the
recent proficiency level report for the school year 2021 - 2022, around 40% of students in senior high only achieved at least 75%
proficiency level, according to the senior high school coordinator. It shows that most essential learning competencies still need to
be mastered by students. According to the guidelines for applying the most important learning competencies (MELCs, 2021),
these competencies are what students need to develop the cognitive capabilities necessary for lifelong learning.

With the worries and difficulties many students are experiencing, the researcher felt it was necessary to conduct this study.
Further, some studies correlate emotional-social intelligence to students' cognitive performance (Ruiz-Ariza et al., 2018) and a
positive learning environment to students' cognitive performance (Law et al., 2019). However, the researcher has not found an y
studies linking the three variables mentioned in this study. Furthermore, the researcher has not found studies on the variables,
especially in national or local settings. Hence, there is an urgent need to study the connection between emotional-social
intelligence, a positive learning environment, and students' cognitive performance.

 Research Objective
This study's major goal is to identify which aspect of emotional-social intelligence and a positive learning environment has
the greatest bearing on students' cognitive performance. The study specifically intends to achieve the following goals:

 To Describe the Level of Emotional-Social Intelligence of Students in Terms of:

 Self-Awareness;
 Social-Awareness;
 Self-Management;
 Relationship Management; And
 Responsible Decision-Making.

 To Identify the Level of the Positive Learning Environment Employed by Teachers in Terms of:

 Caring;
 Fairness and respect;
 Interactions with students;
 Classroom management; and
 Discipline of students.

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 To Determine the Level of Cognitive Performance of Students in Terms of the Following:

 Memory;
 Attention;
 Flexibility;
 Self-perception; and
 Thinking.
 Self-perception; and
 Thinking.

 To Assess the Significant Relationship between:

 Emotional-social Intelligence and cognitive performance of students; and

 The positive learning environment and cognitive performance of students.

 To determine the singular and combined influence of emotional-social Intelligence and a positive learning environment on
the student's cognitive performance.

 Hypothesis
The following hypotheses were tested at a 0.05 level of significance.

 There is no significant relationship between emotional-social Intelligence and students' cognitive performance.
 There is no significant relationship between a positive learning environment and students' cognitive performance.
 There is no domain of emotional-social Intelligence and a positive learning environment that influences the students'
cognitive performance.

 Review of Related Literature

To assess the study's significance, this part includes multiple viewpoints, arguments, ideas, findings, and synthesis from
academic journals and publications.

 Emotional and Social Intelligence

Emotional-social intelligence is the skill that allows us to interact well with others while also controlling our emotions.
These abilities are numerous and comprise, among other things, our interpersonal, coping, self-control, and self-awareness
capabilities. It is commonly known that an individual's internal and exterior conduct is cared for and controlled by a combination
of inborn psychological traits. Social or antisocial behavior is a result of a person's well-developed psychological basis. It is made
clear in the emotional-social traits that have been identified and are thought to be the basis for one's success in life (Bhaskaran &
Portia, 2019).

Emotional and Social Intelligence exercises have a positive impact on understanding others who are different from oneself in
social settings, acting in a way that is appropriate for others and different situations, communicating with them effectively,
actively resolving interpersonal relationship issues, and having an open and flexible attitude (Won et al, 2018). Additionally, an
individual needs emotional and social intelligence to be able to govern oneself, build social skills over time, and solve difficulties
(Ulvay & Ozkul, 2018). Furthermore, the ability of learners to connect favorably with others, participate in school and the
community, and achieve in both school and life is consistently correlated with their emotional and social intelligence. Specific
emotional and social skills, such as students' capacity to comprehend and control the emotions of others and successfully address
social issues, are linked with a broad spectrum of competence (McKown et al., 2021).

Further, emotional and social Intelligence can be defined as the human ability to decode the world's happenings and respond
to them likewise. The ability to understand, manage, and behave responsibly in interpersonal situations is referred to as social
intelligence; it is equivalent to interpersonal Intelligence, which deals with knowledge of social situations and is more
appropriately called social cognition. Emotional Intelligence is the capacity to recognize and control one's emotions and those of
others. It is the ability to restrain emotions and channel them toward tasks like thinking and solving problems. The capacity to
control one's emotions, and uplift or soothe another person, are examples of the capacity to manage emotions (Naik & Shukla,
2018).

People with high levels of emotional and social intelligence are able to effectively regulate their own emotions as well as
those of others, motivate themselves, and identify their own and others' sentiments. Additionally, in attaining a balanced and
successful life, emotional Intelligence has greater significance than intellectual Intelligence. The role of emotional and social
Intelligence in different leadership and management styles has emerged. Successful leaders are those that exhibit collaborative
behaviors rather than transactional ones (Suzzette & Harriott, 2019).

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The first indicator of the emotional and social Intelligence of students is self-awareness. The degree to which people are
aware of their internal states and social interactions is referred to as self-awareness (Lawrence & Weisfeld-Spolter, 2018).
Furthermore, without self-awareness, people cannot comprehend other people's viewpoints, practice self-control, develop creative
works, or feel pride and high self-esteem. In other words, students must take into account their own development, learning, and
others' perceptions in order to advance and learn. (DeMink-Carthew et al., 2020).

According to Lu (2019), a necessary by-product of learning is self-awareness. A personal crisis, whether internal or external,
can result in a perplexing conundrum frequently marked by contradicting sensations and emotions that prompt a critical
assessment of the current frames of reference. Emotional well-being and self-esteem are also enhanced by a healthy sense of self-
awareness. It teaches students about who they are, the reasons for their reactions, and how to become a better version of
themselves. Students must be self-aware to succeed. Students who are self-aware have confidence in their capacity to succeed,
which enables them to excel in everything they undertake (Khayankij, 2019).

Self-awareness results in an advanced cognitive self-examination process and an enhanced process of self-identity
formation. As a result, self-awareness is not only a phenomenological term but also malleable to the point that society can use this
corpus of knowledge to control conduct. The ability to become the subject of one's attention or turn one's attention inward toward
oneself are both examples of self-awareness. One becomes self-aware When reflecting on the experience of detecting and
interpreting inputs. Many intuitively understand this experience; standing before an audience causes self-awareness. Self-
awareness, however, is a multifaceted phenomenon that spans various domains and corollaries (Ariel et al., 2018).

The second indicator of the emotional and social Intelligence of students is self-management. According to Yershova (2019),
self-management is becoming a talent for the younger values more and more because it involves time management and self-
development. A personal development strategy should be created and implemented after thorough analysis. The goal of self-
management is to ensure that an individual's cognition and self-growth, effective monitoring of their activities and results,
scientific focus of their work, and development preparedness for success. The implementation of self-management strategies is the
technique or strategy that is most effective at changing behavior in efforts to increase student learning independence. Additionally,
this method aims to assist students in self-directing, planning, managing, and controlling their activities, particularly learning, in
order to make the most use of their time (Puspitasari et al., 2019).

Self-management is a technique people employ to change their behavior. Self-management, self-regulation, self-control, and
self-determination are frequently used interchangeably (Hoff & Sawka-Miller, 2019). Since over 50 years ago, there has been
interest in using self-management techniques to enhance instruction. But there haven't been any published comprehensive
literature reviews, and high-quality empirical research is rare (Simonsen et al., 2018).

Furthermore, Sithole (2018) concludes that teaching self-management skills to students before they learn new content may
enhance their learning. Traditional split-attention education, which is frequently found online and in textbooks, is suited to be
replaced with self-management learning materials.

Social Awareness is one of the indicators of the emotional and social Intelligence of the students. Social awareness
acknowledges and empathizes with individuals from various cultures and eras (CASEL, 2019). Furthermore, behavioral
modification, and flexibility in response to particular conditions are all components of social awareness. Social awareness is
crucial for recognizing other people's feelings in diverse circumstances, including sympathy and empathy. Understanding other
people is crucial for surviving and adjusting to multicultural environments from infancy to maturity (Van Huynh, 2018).

The capacity to establish and maintain positive interpersonal interactions is known as social awareness. Petrides and
Furnham (2019) assert that social ties and social impact are vital components of social awareness. Sociable people engage with
others more successfully. They can talk quickly and clearly with people from various backgrounds and have good listening
abilities. Additionally, they contend that those with social awareness can better relate to others, appreciate and accept others'
emotions, see things from their perspective, and build deeper relationships with them.

A decline in social awareness is one of the inherent effects of the value shift. Recent events like the demise of the
collaborating culture, a decline in social concern, a rise in individualism, or even criminal activity, are evidence of this. The
importance of education as a tool for socializing ideals becomes evident in the face of such issues. Education's primary objective
is to develop students' moral character. As a result, societal ideals might be internalized while studying. The formation of students
with a high level of social awareness is anticipated (Syaputra et al., 2018).

The other indicator of a student's emotional and social Intelligence is relationship management. Utilizing one's own and
others' emotions to establish and maintain strong connections, communicate effectively, and motivate and influence others is the
practice of relationship management (Raghubir, 2018). Furthermore, relationship management also takes into account the vital
dynamic of contact between students and teachers. Effective teaching and learning cooperation requires relationships (Rovida et
al., 2020)

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Moreover, to establish and preserve a positive relationship between students and academic institutions, relationship
management employs a customer service strategy specific to each institution's viewpoint (Srisakonsub et al., 2019). Positive
student experiences and school satisfaction are produced by using student relationship management. The provision of services for
students is crucial and the fundamental duty of the school; as a result, all service regions should be covered, and adequate
resources should be made available (Phuengrod et al., 2021).

The last indicator of a student's emotional and social Intelligence is responsible decision-making. Young teenagers are
courageous, curious, and adventurous. At the heart of this transition to autonomy and independence are decisions over where to
explore, what activities to engage in, and with whom to engage. These deliberate and impulsive decisions are essential to shaping
teenagers' identities. Furthermore, Students also require self-control, self-insight, self-distance, the ability to actively model their
behavior, the capacity to set goals, the capacity to think beyond oneself, and the capacity to discover meaning in their lives if they
are to make responsible judgments (Hanna & Minton, 2021).

One of the fundamental cognitive processes underlying human behavior is decision-making. Based on a collection of
alternatives and a set of desired actions, it indicates a decision. Decision-making is crucial to human potential and should be more
concise, especially when choices significantly influence personnel (Blaskova et al., 2018). This calls for the use of suitable
adjudicative concepts and procedures. This causes various criteria to be used in motivated decision-making.

According to Latip (2021a), Students who are capable of making ethically sound decisions must take societal norms, safety
issues, and other factors into account. By detecting, delineating, and evaluating situations, it teaches students to make wise
decisions. Furthermore, students who have strong social and emotional skills tend to exercise greater self-control and make ethical
decisions. It gives students information on what deeper learning is and how it relates to a student's sense of responsibility (Wang
et al., 2019). If students grasp the purpose of learning, which is their responsibility, they will feel more accountable for their
academic performance. When a person can make the proper option that is not offensive and does not injure others, students can
maintain their interest in studying something and, as a result, increase their academic accomplishment, which is the fruit of
character responsibility. One will be more responsible in their decision-making the more they comprehend other people's
circumstances (Latip, 2021b).

 Positive Learning Environment

Positive learning environments encourage the development of competencies, inspire people to participate in various
activities, and recognize individuals for the virtues and attitudes they exhibit. Thus, the learning environment impacts one's ideas
of oneself and competencies, attitudes, abilities, and values. To encourage students to engage in and take ownership of their
learning, one of the teachers' tasks is now creating a positive learning environment. Teachers significantly influence students'
learning and implement new learning strategies into practice (Anagün, 2018).

Moreover, academic performance and behavior increased when students felt their teachers cared about them, which
positively impacted teachers' caring behaviors. In addition, kind teachers who were eager to build relationships with them affected
students' decisions to engage and stay in school. Student's behavior in the classroom and their motivation to participate in the
learning process are likely to be impacted by teachers who foster a sense of community, develop respectful connections with
them, and acknowledge their value as individuals. Recognizing the many viewpoints of students encourages culturally sensitive
compassion, which results in more beneficial experiences for all students (Abacioglu et al., 2020).

According to De Geest & Lee (2019), students think more critically, put in more effort, and enjoy themselves in a positive
learning environment where they feel welcomed and supported. Teachers who try to create a positive learning environment are
likelier to engage in and give learning the attention it needs, improving learning outcomes and increasing teachers' satisfaction
with their chosen profession. It is necessary to set ground rules to make the classroom a productive learning environment, such as
respecting one another, appreciating everyone's contributions, and ensuring the space is physically and emotionally secure. To
create a setting that encourages learning so that children can grow up without being afraid or feeling bad about themselves, it is
crucial that the teacher pays closer attention and shows empathy. Students will grow emotionally resilient and resourceful in a
positive learning environment, which will help them overcome obstacles to learning.

Furthermore, a positive learning environment is created when students feel appreciated and accepted by their peers and
teachers, and studies suggest that in such situations, students do better academically and have fewer behavioral issues.
Additionally, these conditions prevent high school dropout rates. (Johnston et al., 2019).

Fairness and respect are indicators of a positive learning environment. These concern politeness, respect for another person
or their opinions, and consideration of the rights and situations of others. Most adults are aware of fairness and respect, and
teachers play an essential role in creating a respectful learning environment for students. This may be beneficial in some
circumstances, but it is only occasionally essential because students may learn respect by watching how adults, including their
teachers, act toward others. Therefore, Teachers need to be aware of their regular interactions with coworkers and students. To

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sum it up, students can be taught proper respect by observing teachers model respectful behaviors towards others (Cheprasov,
2020).

Moreover, fairness is fair to peers when doing a task, being fair also means honoring authors' work by attributing it,
upholding the university's norms for academic honesty, and being fair to graduates when their actions support the worth of their
degree. Respect is following assignment instructions, participating in class and demonstrating an interest in learning new things,
contributing ideas to the academic conversation while acknowledging that others may disagree with them, giving credit where
credit is due, and making an effort to do one's best (Manly et al., 2018).

The other indicator of a positive learning environment is interactions with students. Regardless of age or grade, teachers'
interactions with students are regarded as fundamental strategies to enhance learning and development in the classroom (Chan et
al., 2023). It has been discovered that teacher effectiveness and students' abilities to build self-regulated learning skills depend on
interactions between teachers and students (Harper, 2018). Further, to offer fresh insights on teaching and learning, the daily
interactions that take place in the classroom lay the groundwork for teacher-student partnerships (Pennings et al., 2018).

According to Cheng & Tsai (2019), interactions between teachers and students may be related to academic success,
motivation to study, and student engagement. The effectiveness of the interactions between a teacher and students in a classroom
is essential for the growth and learning of students. In addition, a warm and good emotional climate, support for students'
autonomy and opinions, and sensitivity to students' needs are all characteristics of supportive teacher-student interactions.
Student's academic and emotional-social intelligence have both been connected to observations of encouraging teacher-student
interactions (LoCasale-Crouch et al., 2018).

Furthermore, student relationships can promote academic persistence, motivation, enthusiasm in learning, and a sense of
belonging. According to the students, most contacts were beneficial and influenced their interest in learning. Student involvement,
motivation, learning, and teacher-student relationships have been related to a sense of belonging to the institutions. Regular
interactions facilitate the involvement of students in their learning process. Meaningful interactions in which students feel
respected and valued and perceive teachers' interest in their academic performance and personal development help to improve the
integration of social and academic learning. It also help students feel like they "fit in" with the school environment, mainly when
teachers use active and participatory teaching techniques that make students feel encouraged and included (Rivera Munoz et al.,
2020).

Classroom management is one of the indicators of a positive learning environment. Classroom management is a planning
technique that helps teachers apply and create behavioral classroom protocols, such as how students enter and leave the room, sit
in their seats, turn in their homework, and use the restroom. Daily tasks like managing paperwork and organizing supplies
highlight the distinction between well- and poorly-managed classrooms. It can be difficult to effectively control behavior by
preventing disruptive activity. Teachers training in various management techniques can avoid controlling instead of punishing
students (Al-Bermani, 2018).

Moreover, the process of managing a classroom involves a variety of tasks carried out by both teachers and pupils. The
subjects must meet the student's requirements, skills, and previous teaching objectives. The proper type of management enables
efficient goal-achieving, the logical use of time and resources, and activities that match the subjects being taught. Additionally,
students are deeply engaged in their work and give it their all; they know what is expected of them and generally happy with it,
and there is only a tiny amount of time is lost due to confusion are some of the advantages of teachers who effectively manage
their teaching process and the classroom (Delceva–Dizdarevik, 2019).

The last indicator of a positive learning environment is the discipline of students. According to Astuti (2020), discipline is
adhering to established rules, whether set in writing or not. It is a feeling of self-awareness and the determination of the person to
follow any rules and regulations that may be relevant. Discipline can be developed in a person through habit. A disciplined student
will be able to divide his time between carrying out all daily tasks according to all local laws and being able to adapt to his
surroundings. The ability to maintain discipline will make it easier for students to study than the inability to maintain discipline.
Since disciplined learners always devote most of their waking hours to studying or productive pursuits. A person's desire to study
might rise due to non-intellectual and psychological circumstances.

Moreover, when teachers and kids get along well, they might encourage students to follow the rules at school. The way
principals and teachers act will have an impact on how students are disciplined. Discipline and the skills that pupils gain in school
are strongly related. Teachers are held accountable for upholding the rules by teaching discipline. A disciplined school
environment and a staff that upholds the rules encourage pupils to do the same, which can benefit learning. Student learning also
affects how well they learn and their commitment to academic discipline. Many pupils do acquire knowledge in a less exact
manner (Sanjaya et al., 2020).

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 Cognitive Performance
The method or manner by which a learner organizes and manages information in order to receive, transmit, and, ultimately,
behave is referred to as cognitive performance. People do not approach scientific tasks identically in the cognitive style. The
cognitive processes that students use to process information have an impact on their academic performance. Therefore, education
strongly advises that cognitive preferences and students' academic success be taken into consideration while establishing and
putting into practice curriculum and instructional performance (Babayemi, 2019).

Moreover, cognitive processes include remembering, analyzing, understanding, judgment, reasoning, thinking, and
communicating to learn and use knowledge. Cognitive functions include those attention, perception, memory, language, and
problem-solving skills (Fadillah et al., 2020). There is a connection between cognitive capacity and learning in educational
contexts; in particular, cognitive ability aids in predicting educational success (Heckman et al., 2019).

The self-regulation of cognitive performance is one of the critical components of learning, and the student's ability to do so
impacts their success in school. Studies on self-regulated learning have focused on the skills necessary for self-regulation in
academic settings like schools. Effective self-regulated learners actively set goals, select suitable strategies, schedule their time,
prioritize materials and information, organize, and change their methods as needed, assess their progress by receiving performance
feedback, and make necessary adjustments for upcoming learning activities (Effeney et al., 2018).

Generally, views on working memory capacity explain how sources of overstimulation can hinder humans' ability to perform
cognitive activities to their full potential. Due to issues with the cognitive load required by the work, pupils may need assistance in
understanding what is being taught during teaching. Students may experience difficulties with increasing their cognitive burdens
when they work on challenging learning assignments (Brown et al., 2019). According to Oredein and Babalola's (2020) research,
teachers' recent poor cognitive performance is related to their ongoing desire to use their expertise.

The first indicator of cognitive performance is memory. According to Savage (2018), memory is a dynamic, arbitrary, and
intelligent process that enables us to consider the past. Memory speaks to our capacity to store, encode, remember, and retrieve
knowledge and previous experiences. Establishing the time component of our mental architecture is a cognitive activity. It also
plays a significant role in life by accurately portraying the past and presenting the option to draw from both the past and the
present. Furthermore, it aids in maintaining consistency between what was and what was intended to be.

Memory is essential for successful learning since learning is linked to acquiring information and subsequent retention. To
succeed, learned material must be transformed into knowledge and that knowledge into abilities. Acquired information from
learning processes is therefore stored or left behind. The greater the chance students will perform better in their learning, the more
information they can memorize or keep after learning. Further, visual communication has great potential to be used in the
classroom as a helpful teaching tool to improve student memory. As a result, it can produce an excellent learning performance.
Visual communication helps students remember information better, leading to deeper learning (Vanichvasin, (2021).

One measure of cognitive performance is attention. A receptive and cognitive process called attention makes us aware of
arousing stimuli as they reach consciousness. These processes include orientation to sensory inputs, identifying signals for focused
processing, and maintaining an alert state. For example, a teacher increases students' motivation before the lesson proper. In that
scenario, the main details of the lesson material will be paid attention to and easily remembered. At the same time, less focus will
be placed on unimportant or peripheral matters. While under-aroused students' attention will wander and be readily distracted by
competing stimuli, over-aroused students' attention is excessively focused, preventing the processing or retention of pertinent
lecture material (Rosegard & Wilson, 2018).

The most important aspect affecting how information is processed in digital contexts is the restricted capacity for attention.
The complexity of the human environment is beyond the capacity of their finite cognitive resources. Additionally, there are
countless activities that students could do at any given time and in any setting. If they possess the capacity for attentional
allocation, they can emphasize only some aspects of their surroundings while excluding others (Lodge & Harrison, 2019) s).
Furthermore, the directed attention resources to rest and recuperate, according to the Attention Restoration Theory, nature can
easily attract attention (van den Bogerd et al., 2020).

According to Okoye & Favour (2019), the value of attention in learning and memory retention has long been understood by
educators. Human attention is a diverse, intricate concept with many parts. It can be broadly characterized as the capacity of the
mind to choose among many behaviorally irrelevant stimuli, responses, memories, and thoughts. Students are typically expected
to pay close attention to the ongoing lectures in the classroom. Observations showed that students don't pay attention to lectures;
instead, they engage in unrelated actions like fiddling with their laptops or phones. Many of them can be seen sneaking out of
lecture halls, dozing off, or looking away from the front of the class, among other unhealthy behaviors. They might be observed
conversing on social networking platforms like Facebook and WhatsApp, sending texts or making phone calls, snapping photos,
viewing movies or pictures, and taking pictures. This requires more focus and presents challenges for instructors to address.

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The other indicator of cognitive performance is flexibility. Students can conveniently juggle several parts of their lives, such
as employment, education, and leisure, by engaging in flexible learning. When properly supported, this has a beneficial effect on
enrollment, retention, and advancement; it broadens involvement; and offers chances to learners of all ages, backgrounds, races,
and nationalities. Flexible learning puts the needs of the student first and encourages independence and self-reliance in its
graduates, preparing them to handle the challenges of modern life (Abisado et al., 2020).

Students gain from flexible learning in at least one of the following areas: timing, location, speed, learning style, subject
matter, assessment, or learning path (Muller et al., 2018). According to the widely cited definition by Li and Wong (2018), at least
one of the following learning dimensions, such as time, place, pace, learning style, material, assessment, or learning path, must be
flexible. As a result, it is essential to consider how learners' failure in the classroom relates to focusing and keeping attention and
their lack of intellectual ability or motivation (Cicekci & Sadik, 2019).

The fourth indicator of cognitive performance is self-perception. People identify their own learning requirements, goals, and
resources through a process known as self-perception, either with or without the assistance of others (Siminica & Traistaru, 2018).
Self-learning is valued as competence in both the academic and professional worlds. Self-learning is a strategy used by students in
teacher education programs to try to ingest the systematized knowledge provided in those programs.

With high preparedness for self-learning, students are aware of their role in the learning process. Notably, research has found
no gender-based disparities in students enrolled in teacher education's self-learning practices. In contrast, more female students
than male students reported having a high level of strategy awareness, per Mohamoud-Mahfouz and Hassan-Ma'Ajini's (2018)
findings.

The last indicator of cognitive performance is thinking. Students will be better prepared for the changing and uncertain adult
world if their learning environment in the classroom emphasizes critical thinking. Human thought can be made to be more
balanced and balanced through concerted intervention and evaluation. However, when we become aware of this issue, this
roadblock to living a fulfilling life, we utilize our thinking to sharpen our thinking. We build on and develop our thinking by using
our ability to think more deeply. Then, flawed thinking decreased (Hove, 2019).

The highest level of thinking proficiency at which students flourish is cognitive competence. There are more than two pieces
of information that can be used to compare critical thinking and a student's capacity for thought. If there are differences and
parallels, students will inquire or comment to get more information and an explanation. Critical thinking is the process by which a
person makes an effort to intelligently respond to questions that cannot be answered quickly and for which there is a lack of all
pertinent facts (Supriyatno et al., 2020).

The most significant way for educators who use a critical thinking approach to instruction to discipline their students is to
have them constantly evaluate the soundness of their justifications and arguments. Students' success in the classroom, the
workplace, and life will all be directly impacted by their ability to function in the twenty-first century. Teachers could accomplish
these goals with inquiry-based curricula covering regional, state, and federal subject standards.

 Correlation between Measure

Students with high emotional-social Intelligence predict cognitive performance, and study shows they will work better in
their groups. According to Alves et al. (2017), self-awareness, self-control, drive, empathy, and social skills are all components of
emotional-social intelligence. Lemos et al. (2019) stated that emotional-social Intelligence played an essential role in students'
cognitive performance.

The research conducted by Martins et al. (2016) on senior high school students showed that emotional-social Intelligence
correlated with students' cognitive performance. The other researchers also reported that there was a correlation between
emotional Intelligence and the learning results of senior high school students (Lee & Shute, 2016). Similarly, Alves et al. (2017)
asserted that emotional-social Intelligence could be used to predict students' academic success.

Studies have shown that students' emotional and social Intelligence has a strong relationship with positive learning
environments in the classroom that will develop students' cognitive performance. Students are emotionally and socially intelligent
and possess self-awareness, self-management, social awareness, and relationship management that may enable or even constitute
their efficacy. It is practical in effective learning environments that are conducive to student success. In addition, emotionally and
socially intelligent students can better influence others, articulate clear and compelling visions, display sensitivity to their
classmates' needs, mediate between conflicting individual and group demands, and embrace cultural diversity to increase
cohesiveness in the classroom (Galler, 2015).

Moreover, the emotional and social Intelligence of the students is related to creating a positive learning environment. It
enables teachers to understand the motivation behind behaviors. When students struggled in class, a teacher modified the teaching
strategies and material to fit their emotional and social requirements. With the teacher's help, students can continue and progress

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with their learning. By understanding student emotions, teachers can more effectively address disruptive conduct. Teachers can
examine the motivations behind the behaviors in addition to the actions. Students' emotional and social intelligence can affect
their mental health as they develop mentally, physically, and emotionally. Teachers must be conscious of these needs to create a
positive learning environment (Ozorio, 2019).

Further, students' emotional and social Intelligence of students influences the positive learning environment and students'
cognitive performance. Hence, emotional and social Intelligence creates character. They help us understand our own and other
people's emotions and relationships. Our capacity to experience either happy or negative emotions and control how they manifest
themselves externally results from the intrapersonal component of emotional intelligence. The learning environment aims to
promote the students' socio-emotional development successfully. Teachers can build a cooperative, constructive, and mutually
rewarding connection. Therefore, for a teacher to succeed, it is also necessary to have vital social and emotional intelligence
(Birknerova, 2019).

The above-related studies were used in the construction of this study. Building a good relationship, creating a positive
learning environment, and helping the students to be emotionally and socially stable are crucial. Accordingly, students' emotional
and social Intelligence promotes a positive learning environment in the classroom. It is better if the teacher involves the students,
discusses their problems, and tries to solve them. The teacher must give students a feeling that they are respected, which will work
as a tool for creating a positive learning environment. Emotional and Social Intelligence focuses on learners. It also has substantial
implications for teachers regarding classroom management and the skills they promote to their learners and themselves as role
models.

 Theoretical Framework
The study anchored on emotional-social Intelligence as a predictor of cognitive performance, and those students with high
emotional-social Intelligence will work better in their groups. According to Alves et al. (2017), emotional-social Intelligence
includes self-knowledge, self-control, motivation, empathy, and social skills. Lemos et al. (2019) supported that emotional-social
Intelligence is essential to students' cognitive performance.

The other researchers also reported that there was a correlation between emotional-social Intelligence and the performance
of senior high school students (Lee & Shute, 2016). The research conducted by Martins, Alves, and Almeida (2016) on senior
high school students showed that emotional-social Intelligence correlated with students' cognitive performance. Similarly, Alves
et al. (2017) asserted that emotional-social Intelligence could be used to predict students' academic success.

In parallel, the emotional and social Intelligence of the students is related to creating a positive learning environment. If
students had difficulty in school, a teacher would take time to adapt the teaching methods to meet their emotional and social
needs. With these, students can continue and progress with their learning. Teachers can examine the motivations behind the
behaviors in addition to the actions. Students' emotional and Social Intelligence can affect their mental health as they develop
mentally, physically, and emotionally. To create a positive learning environment, teachers must be conscious of these needs
(Ozorio, 2019).

In consonance, students' emotional and social Intelligence influences the learning environment. They help us understand our
own and other people's emotions and relationships. Our capacity to experience either happy or negative emotions and control how
they manifest themselves externally results from the intrapersonal component of emotional intelligence. The learning environment
aims to successfully promote the students' socio-emotional development. Teachers can build a cooperative, constructive, and
mutually rewarding connection. Therefore, for a teacher to succeed, it is also necessary to have vital emotional and social
intelligence (Birknerova, 2019).

 Conceptual Framework
Presented in Figure 1 is the relationship between emotional-social Intelligence and a positive learning environment and
students' cognitive performance. The study's independent variables are emotional-social Intelligence (Zhou & Ee, 2012) and a
positive learning environment (Barge, 2012). The first variable is emotional-social Intelligence with the following indicators: self-
awareness refers to the ability of the students to perceive themselves as unique individuals; self-management refers to students'
class preparedness, paying attention, following directions, allowing others to speak without interruption, and working
independently with focus, social awareness is the term used to describe how students behave in class, which helps to create a
learning environment, relationship management describes how students keep up a constant level of involvement with their
teachers, parents, and classmates., and responsible decision-making refers to students who are capable of making moral decisions
based on safety considerations, societal norms, and other factors when it comes to one's behavior and how they interact with
others.

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The other variable is a positive learning environment with the following indicators: caring refers to the teacher's concern for
the student's emotional and physical well-being, fairness and respect refer to the teachers' equal treatment of the students, and
interactions with students refer to the teachers' strategies to encourage students' cohesiveness and cooperation, classroom
management refers to the teachers' effective

Fig 1 Conceptual Framework of the Study strategies in managing classroom physical factors to support students' learning
activities.

Moreover, the discipline of students refers to teachers' reinforcement to encourage desirable student behavior.

The dependent variable is cognitive performance (Indumathi & Namakrishnan, 2017) with the following indicators, memory
refers to a student's capacity to absorb knowledge, retain it, and then recall it later; attention refers to students' ability to actively
determine when and how they will learn by adjusting their skills, self-perception refers to students' capacity to perform in school
successfully and is frequently cited as a crucial element in learning. Thinking refers to students understanding a set of associations
and concepts with a specific aim in mind, possibly leading to a conclusion that is grounded in fact.

 Significance of the Study

This study will focus on emotional-social Intelligence and a positive learning environment as determinants of the students'
cognitive performance in the classroom. The result will provide helpful suggestions for establishing a positive learning
environment, defining and outlining the components of the essential aspects for effective teaching and learning, and creating a
conducive learning environment. Moreover, teachers need to understand students' cognitive performance and know how to react
accordingly. It can reduce stress levels if teachers can better understand the reasons behind students' cognitive performance and
adjust their teaching strategies.

From a global perspective, a positive learning environment has been connected to emotional-social Intelligence and the
development of the student's cognitive performance. This environment places a strong priority on instruction with a clear
commitment to learning. Even if technology and knowledge have advanced, it is still important for schools to maintain a

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supportive environment for learning that is very different from the past. Previous educational systems focused on instruction
rather than on the student's performance. This is not meant to suggest that the teacher lacks classroom management abilities. A
successful teacher cares about helping students while continuously adhering to the student's success on a journey toward ongoing
growth and progress.

Furthermore, the findings will benefit the DepEd Officials. This will be a basis for strengthening the curriculum and other
programs that will address the emotional-social Intelligence and the positive learning environment that contributes to the
development of the student's cognitive performance. It will also act as a foundation for figuring out how to better meet the
demands of the teachers in providing students with high-quality instruction. Additionally, it will assist the Division of Davao del
Norte in designing and implementing policies that would increase instructors' levels of readiness, resulting in an improvement in
student cognitive performance. The School Administrators will also benefit from the study. This will serve as the foundation for
any potential future modifications to management and school policies, especially in creating a positive learning environment,
which will cater the needs of the students’ mental health. The outcomes and conclusions of this study will serve as a foundation
for strengthening the activities, programs, and events being carried out in schools to support students' emotional-social
intelligence, assess the methods of learning modality as well as the students' self-directed learning abilities, and improve students'
cognitive performance. Next, the teachers are the beneficiaries of the study, as it will give them the current information regarding
students' emotional-social intelligence and positive learning environment related to their cognitive performance. Teachers will
reassess their methods for teaching using various learning modalities in light of this information to better meet the individual
needs of the pupils. It also provides teachers with valuable information about the history of anxiety and depression that are more
likely to engage in risky and maladaptive behaviors of students.

Further, the students will also benefit from the outcome of this study. Since students are the main focus of this, it will be
advantageous to them. The outcomes and conclusions of this study may influence the decisions made by various institutions,
which will directly impact students. Further, this may be another technique to measure their cognitive function and build their
intervention. It will also act as a reminder to be emotionally and socially knowledgeable in order to prevent being intimidated or
subjected to verbal abuse from others at school. Moreover, the study's findings will be helpful to parents as well since they will
encourage them to become more involved in their students' education. It will give them information about their children's
emotional-social intelligence, self-directed skills, and engagement in different learning modalities, affecting their cognitive
performance. Lastly, future researchers for it might serve as a resource for upcoming researchers who are doing studies with a
wider scope and various respondents as a part of the linked literature. The findings of this study may potentially be used to
investigate additional variables that affect students' cognitive performance.

 Definition of Terms
This study used the following important terms that are conceptually and operationally defined to establish a common frame
of reference.

 Emotional-Social Intelligence. As used in this study, it refers to self-awareness, social awareness, self-management,
relationship management, and responsible decision-making of the students.
 Positive Learning Environment. As used in this study, it refers to caring, fairness and respect, interactions with students,
classroom management, and discipline of students in the classroom.
 Cognitive Performance of Students. As used in this study, it refers to the student's memory, attention, flexibility, self-
perception, and thinking.

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CHAPTER TWO
METHOD
The methods and procedures utilized to acquire the required data were covered in this chapter. This comprises the data
collection process, the research instrument, the research location, the research subject covering the respondents, and the statistical
analysis of the data collected that was used by the researcher in the study.

 Research Design
The research employed a quantitative non-experimental research design using a correlation technique. Non-experimental
research has an independent and dependent variable; however, the dependent variable's impact on the independent variable is
observed without changing the independent variable. Administering a survey to a sample of the total population is suitable to
characterize the attitudes, beliefs, behaviors, or features that will be used to describe and assess the level of connection or link
between two or more variables or sets of scores. However, because this study employed mathematical and statistical methods to
quantify data and decide whether to accept or reject the hypothesis, it also used the quantitative research methodology to explain
problems descriptively and numerically (Creswell, 2014).

A vital component of a research study is correlational research, which is concerned with identifying correlations between
two or more variables in the same population or between the same variables in two individuals. All social science fields continue
to be motivated to conduct scientific research better to understand the connections and interconnections between human
occurrences. That motivation outweighs the most distinct model discrepancies among research methodologies (Curtis, Comiskey,
& Dempsey, 2016).

 Research Locale
Presented in Figure 2 is the map of the Philippines highlighting Davao del Norte, where the study was conducted. The study
was conducted in one of the secondary schools of Carmen, Davao del Norte. Carmen is one of the eight municipalities of Davao
del Norte, Region XI, Philippines, in the Davao region in Mindanao (Figure 2). According to the 2016 National Competitiveness
Council report, Carmen has been a first-class municipality since 2014. Further, the Philippine Statistics Authority reported that
this municipality has a population of 74,679 people. It is about 38 kilometers (24 mi) from Davao City and about 17 kilometer s
(11 mi) from Tagum City. It is bounded by Tagum City in the East, Panabo City in the West, the Municipality of Braulio E. Dujali
in the North, and the Davao Gulf in the South.

The study focused on one of the schools in Carmen. For years of teaching experience in the said school, the researcher
observed that the students experienced peer intimidation or verbal abuse. Problematic student behaviors limit their learning
capacity and emphasize the importance of emotional and social intelligence. The study was conducted during the school year
2021- 2022. Shown in Figure 2 is the map of the Philippines, highlighting the municipality of Carmen.

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Fig 2 Map of the Philippines Highlighting the Province of Davao Del Norte

 Population and Sample

The study's respondents were 300 senior high school students from one of the secondary schools in Carmen for the school
year 2021- 2022. The students rated their emotional-social intelligence and the level of their cognitive performance. Furthermore,
respondents were asked to evaluate the positive learning environment employed by their teachers. The senior high school students
were selected as the study's respondents because they had extensive experience in the setting and could provide justifications for
their responses to the prepared questionnaire. Junior high school students were excluded from the study since they were beginners
and had limited experience in the educational setting.

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The researcher used Slovin's formula random sampling technique using simple percentages wherein 300 respondents were
chosen from the total population of 1,000 junior and senior high school students from this school. Moreover, the researcher used a
simple random lottery technique to address the bias and administrative issues. Before conducting the study, the researcher
considered the said technique to avoid the researcher's biases and prejudices. Informed consent and assent were given to the
respondents with permission to be the study participants. Participants were not provided with any survey forms without their
consent and the consent of their parents. The 300 respondents answered the standardized questionnaire on emotional and social
intelligence, positive learning environment, as well as determinants of cognitive performance. The researcher administered the
validated questionnaires through Google form due to the strict health protocol of the division, and face-to-face interaction was
discouraged. Participants who willingly agree to participate in a study may, at any point, opt out of some or all its components.
The respondent must be asked if they want to continue participating in the study by the researcher. The researcher is not permitted
to access the respondent's record or any other confidential records for the research if the respondent withdraws from all aspects of
the study.

 Research Instrument
Three adapted survey questionnaires were tested to obtain data by answering the research questions. The three sets of
questionnaires were (1) The emotional-social intelligence consists of a 25-item questionnaire from Zhou and Ee (2012). The
questionnaire has five indicators: self-management; self-awareness; social awareness; responsible decision-making; and
relationship management; (2) The positive learning environment consists of 26 items from Barge (2012). The questionnaire has
five indicators: fairness and respect; caring; interactions with students; the discipline of students; and classroom management; (3)
The cognitive performance questionnaire consists of 36 items used by Indumathi and Namakrishnan (2017) with five indicators:
attention, memory, self-perception, flexibility, and thinking.

For content validity, the researcher conducted internal validation. It involved discussions with the study's research experts.
The three-part questionnaire was submitted for validation and approval by the expert panel. It obtained an overall rating of 3.57,
which was described as an excellent validity index. The questionnaires underwent pilot testing among grade 10 students not
included in the study. The pilot testing result was computed using Cronbach Alpha for independent and dependent variables. The
results of Cronbach Alpha for both independent and dependent variables were .964 for emotional and social intelligence, .919 for
a positive learning environment, and .969 for cognitive performance. The findings revealed the validity of the questionnaire's
items.

The questionnaire was carefully designed so that the responders could complete it quickly. As a result, the set of surveys had
a Likert scale with a five-point response system (Likert, 1967). A Likert Scale was a scale of ratings that asked a person to rate
how much they agreed or disagreed with a statement. The following were the scales: always, often, sometimes, seldom, and never.
The dependent variable will use a scale, (5) Strongly Agree, (4) Agree, (3) Neither Agree nor Disagree, (2) Disagree, and (1)
Strongly Disagree.

The following range of means with its corresponding descriptions is used to describe emotional-social intelligence.

 Range of Mean Descriptive Level Interpretation

 4.20 – 5.00 Very High This means that emotional and social intelligence is always manifested.
 3.40 – 4.19 High This means that emotional and social intelligence is oftentimes manifested.
 2.60 – 3.39 Moderate This means that emotional and social intelligence is sometimes manifested.
 1.80 – 2.59 Low This means that emotional and social intelligence is seldom manifested.
 – 1.79 Very Low This means that emotional and social intelligence is never manifested.

In assessing the positive learning environment, the five orderable gradations with their respective range of means and
descriptions are used as follows:

 Range of Mean Descriptive Level Interpretation

 4.20 – 5.00 Very High This means a positive learning environment is always observed.
 3.40 – 4.19 High This means that a positive learning environment is observed oftentimes.
 2.60 – 3.39 Moderate This means that a positive learning environment is observed sometimes.
 1.80 – 2.59 Low This means a positive learning environment is rarely observed.
 – 1.79 Very Low This means a positive learning environment is not observed.

In determining the students' cognitive performance, the following range of mean with its corresponding descriptions is used.

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 Range of Mean Descriptive Level Interpretation

 4.20 – 5.00 Very High This means that the cognitive performance of the student is completely decided.
 3.40 – 4.19 High This means that the cognitive performance of the student is decided.
 2.60 – 3.39 Moderate This means that the cognitive performance of the student is either decided or undecided.
 1.80 – 2.59 Low This means that the cognitive performance of the student is undecided
 – 1.79 Very Low This means that the cognitive performance of the student is completely undecided

 Data Collection
The conduct of this study started right after the approval from the Ethics Review Committee (UMERC). March 7, 2022, was
the day of giving the assent forms to the respondents. After the retrieval of the assent forms, the questionnaires were administered
on March 21-22, 2022.

The researcher requested authorization to carry out the study in order to gather relevant data. Request university of
Mindanao-Professional Schools Dean wrote a letter of request to the superintendent of Davao del Norte's schools and the head of
the school where the study was done, noting in the letter that the adviser had advised and properly attaching an endorsement letter.

Before administering the survey, the researcher requested the Office of the Registrar's list of students enrolled in the school
year 2021-2022, which was then used to calculate the survey's sample size. The researcher distributed and discussed the informed
consent form to the respondents after determining the total number of respondents using the random sample approach using
simple percentages.

To achieve 100% retrieval, the researcher gave the questionnaires to the respondents. The study presented the researcher to
the respondents and discussed the goal of the study while distributing the questionnaires. Then, the survey forms were given to the
respondents by the researcher. The respondents were given clear instructions on how to complete the questionnaires.

The statistician received an email from the researcher with the tabulated survey answer data, which was subsequently sent to
them for statistical analysis. Next, The researcher gathered the student comments for consolidation, and the proper statistical
methods were used to total and tabulate the respondents' responses in a master data sheet. Based on the interpretations and results,
the researcher ultimately came to a conclusion and gave recommendations.

 Statistical Tools
The study's hypothesis was tested using the following statistical methods, with a 0.05 significance level.

 Mean.
This was used to describe the level of emotional-social intelligence, positive learning environment, and students cognitive
performance.

 Pearson-r.
This was utilized to assess the relationship between emotional-social intelligence and the cognitive performance of the
students and the relationship between a positive learning environment and the students' cognitive performance.

 Regression Analysis.
This was used to determine the significant influence of emotional-social intelligence and positive learning environment and
the domain of emotional-social intelligence and positive learning environment that influences the students' cognitive performance.

 Ethical Considerations.
This quantitative investigation was notably impacted by certain important ethical questions and concerns. The study's
approach gave rise to a few problems and worries. The right to perform the study, secrecy, and anonymity are all ethical concerns
with this research.
The first challenge was a request letter submitted to the office of the Schools Division Superintendent asking permission to
conduct the study.
The following study protocol assessment criteria were also considered:
 Voluntary Participation. To preserve their privacy and information, the respondents' participation is voluntarily and
anonymous. The decision of the respondents to engage in the data collection and their ideas and opinions were respected by
the researcher. Their rights to add to the body of knowledge were therefore carefully considered and respected after the
respondents had been informed of the study's goals and advantages. Senior high school students were chosen as the study's
sample since they have had a lot of time in the environment and can thus defend their responses to the questionnaire that has
been produced. Junior high school students are not included in the study, though, as they are beginners and have limited
experience in a classroom setting.

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 Privacy and Confidentiality. The researcher respects the rights and privacy of the respondents and ensures that it will adhere
to and observe the Data Privacy Act that protects the data being gathered right from the start of the study. The researcher
should focus on critical ethical questions such as confidentiality regarding respondents' opinions and integrity. The researcher
pledged to keep the study's records private and promised that whatever the study's final findings, they would not be shared
with the respondents or any other community members.
 Informed Consent Process. The study will undergo informed consent and assent process since it is considered an essential
part of the research ethics. The researcher will give informed consent and assent to the participants with permission from their
parents to allow their children to be the study participants. No survey questionnaires are given to the participants without their
parent's approval. The respondents and the relevant school authorities have agreed to and consented to the survey's conduct.
 Recruitment. According to how the respondents are categorized in the population and sample, the respondents to this survey
are seniors in high school. This paper clearly presents the methods used for data collecting, survey dissemination, and other
procedures.
 Risks. The researcher will see to it that risk minimization will be considered in this study. The researcher will firmly adhere to
the IATF guidelines against COVID-19 to ensure that the risk s and measures in mitigating possible risks will be
appropriately reviewed. The respondents will be protected from physical, psychological, or social economic harm during the
study. Researchers shall pay special attention to vulnerable subjects to avoid breaches of ethical codes.
 Benefits. The result of this study will benefit the DepEd authorities, school heads, and Technology Livelihood Education
(TLE) teachers to employ a positive learning environment and emotional-social intelligence in helping the students to develop
their cognitive performance in the classroom, also, to the students who are the immediate recipients and beneficiaries of
whatever proposed suggestions because of the findings. The researcher will not give money or different grades to the
participants during the conduct of the study.
 Plagiarism. The researcher will make sure that all readings used in this study are paraphrased to prevent plagiarism, that no
one else's work is misrepresented, and that all authors of cited literature are accurately cited to ensure that the research is
adequate. Grammarly and Turnitin programs were used to check this work for errors in grammar and plagiarism.
 Fabrication. The researcher observes that paraphrase was used to avoid plagiarism difficulties with the literature used in this
study. By condensing the original content that highlights the essential point using the researcher's own words while providing
credit to the original author, the researcher employed summarizing and paraphrasing techniques and placed quotation marks
on the text. Additionally noted and included in the appendices were instances of the usage of Grammarly, Turnitin, or other
plagiarism detection tools.
 Falsification. Falsification is when research findings are altered or left out to support statements, theories, other data, etc.
Throughout the study, the researcher ensured no manipulation of research instruments, materials, or procedures. Falsification
also includes altering visuals or verbalizations that misrepresent the information or require too much line-reading. To ensure
the participants' welfare and safety, strict attention was paid to the accuracy of all results, the suitability of the research, and
the avoidance of conflicts of interest.
 Conflict of Interest. The best effort has been made to present the situation, taking into account all results, the suitability of the
research, and the avoidance of conflicts of interest. Personal, professional, political, academic, or financial interests are only a
few examples of these conflicts. The researcher made sure that any financial interests were prohibited, including employment,
research funding, lecture or travel fees, consulting fees, and employee benefits from the employer. The researcher must go
above and above to prevent their conflicts of interest from affecting the research's technique and findings. If unsure, speak
with an impartial researcher or the Ethics Committee.
 Deceit. This study will be conducted without a hidden purpose. The researcher will not use deception and will protect the
respondents from harm. The study aims to determine what domains in the emotional-social intelligence and positive learning
environment influence the students' cognitive performance in the classroom.
 Permission from Organization/Location. A formal letter is written to the Division of Davao del Norte authorities because the
research was done in a formal manner and with apparent respect to ethical standards. Only after receiving official approval
may the research be carried out.
 Technology Issues. The researcher notes that one issue that needs to be considered is the lack of scientific integrity in learning
environments where technology is used to its fullest extent. The researcher will ensure that illegal software downloading is
not applied in constructing this research. The researcher uses technology appropriately to support the development of this
research paper.
 Authorship. The researcher contributes significantly to this study's findings, analysis, and results. In particular, the research
adviser shall be acknowledged as the study's co-author. Researchers should make sure that the research adviser who served as
a co-author is fairly and properly acknowledged for their work, and that the acknowledgements accurately depict their
contributions. Finally, the submitted manuscript is typically written, revised, and approved by the researcher in their capacity
as an author.

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CHAPTER THREE
RESULTS
The data obtained from the respondents on emotional-social intelligence and positive learning environment as determinants
of the students' cognitive performance are presented, analyzed, and interpreted in this section based on the problem stated. The
order of the discussion on the mentioned topic is as follows: level of emotional-social intelligence; the level of the positive
learning environment; the level of cognitive performance of the students; the correlation between measures and the singular and
combined influence of emotional-social intelligence and positive learning environment on the cognitive performance of the
respondents.

 Level of Emotional-Social Intelligence of Students

Table 1 shows students' emotional-social intelligence levels in self-management, self-awareness, social awareness,
responsible decision-making, and relationship management, which is the study's first objective. The overall mean score of
students' emotional-social intelligence level is 4.30, with a computed standard deviation of 0.68, implying that the response is
homogenous. The indicator with the highest mean is responsible decision-making (4.44), with a descriptive level of very high. It is
then followed by self-awareness (4.36), also described as very high. Next is relationship management (4.28), defined as very high
again. Social awareness, with a mean of (4.25) is described as very high again. Finally, self-management has the lowest mean of
(4.19), which is described as high.

The result implies that it is evident that students were aware of themselves and the people around them. Further, it is evident
that students are accountable for their decisions and behaviors and that they are able to form relationships with others. The very
high levels of responsible decision-making, self-awareness, relationship management, and social.

Table 1 Level of Emotional-Social Intelligence

Indicator SD Mean Descriptive Level
Self-Awareness 0.70 4.36 Very High
Social Awareness 0.65 4.25 Very High
Self-Management 0.71 4.19 High
Relationship Management 0.66 4.28 Very High
Responsible Decision-making 0.67 4.44 Very High
Overall 0.68 4.30 Very High

Awareness indicated that the emotional-social intelligence of students was always manifested, and the high level of self-
management indicated that the emotional-social intelligence of students was oftentimes manifested.

 Level of Positive Learning Environment

Table 2 shows the level of the positive learning environment of students in terms of fairness and respect, interactions with
students, caring, discipline of students, and classroom management.

As shown, the indicator with the highest mean score is the discipline of students (4.31) or very high. It is followed by
interactions of students with a mean of (4.18) or high and followed by caring with a mean of (4.08) or high. Classroom
management with a mean of (4.06) or high. Finally, the indicator with the lowest mean score is fairness and respect, with a mean
of (3.94) or high. The overall mean score of the level of positive learning environment is 4.11, or described as high. This denotes
that the respondents oftentimes observed a positive learning environment. Moreover, it has an SD of 0.73 (𝑆𝐷 < 1.00), indicating
the homogeneity of the responses for this variable.

This implies that the positive learning environment experienced by students in the school is evident. In addition, to promote
student involvement and reduce disruption, teachers must be fair and respectful to the kids, care about them, and employ effective
questioning, seamless transitions, and challenging yet engaging activities. Further, the school encourages the students'
cohesiveness and cooperation and values their ideas and input. Finally, teachers and students work hand in hand to make the
learning environment positive and conducive to all.

Table 2 Level of Positive Learning Environment

Indicator SD Mean Descriptive Level
Caring 0.69 4.08 High
Fairness and Respect 0.76 3.94 High
Interactions of Students 0.77 4.18 High
Classroom Management 0.73 4.06 High
Discipline of Students 0.56 4.31 Very High
Overall 0.73 4.11 High

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 Level of Cognitive Performance of Students
Presented in Table 3 are the results of the cognitive performance of the respondents. Computations revealed an overall mean
score of 4.33, or very high. The score was derived from the mean scores of 4.42 for flexibility, 4.37 for thinking, 4.36 for self-
perception, 4.30 for memory, and 4.23 for attention. All the indicators are very high level.

Students' very high level of cognitive performance indicated that the conception was observed most of the time. The result is
indicative that students were adaptable and had more perceptual ability. Further, improving cognitive abilities such as attention,
memory, and thinking helps students to perform better cognitively.

Table 3 Level of Cognitive Performance of Students

Indicators SD Mean Descriptive Level
Memory 0.69 4.30 Very High
Attention 0.71 4.23 Very High
Flexibility 0.67 4.42 Very High
Self-perception 0.68 4.36 Very High
Thinking 0.67 4.37 Very High
Overall 0.69 4.33 Very High

 Significance of the Relationship between Emotional-Social Intelligence and Cognitive Performance

Presented in Table 4 are the results derived from the relationship between emotional-social intelligence and students'
cognitive performance. The r-value of .009 or p>0.05 or not significant for the correlation between self-awareness and overall
cognitive performance, with an r-value of -.015 or p>0.05 not significant for the correlation between social awareness and overall
cognitive performance, r-value of -.014 or p>0.05 and not significant for the correlation between self-management and overall
cognitive performance, r-value of -.035 or p>0.05 and not significant for the correlation between relationship management and
overall cognitive performance and r-value of -.008 or p>0.05 and not significant for the correlation between responsible decision-
making and overall cognitive performance of students.

Table 4 Significance of the Relationship between Emotional and Social Intelligence and Cognitive Performance of Students
Emotional and Cognitive performance
Social intelligence Memory Attention Flexibility Self-perception Thinking Overall
Self-awareness 0.027 0.034 -0.015 -0.017 -0.006 0.009
(0.643) (0.557) (0.792) (0.771) (0.918) (0.875)
Social awareness .014 .007 -.040 -.052 -.024 -.015
(0.813) (0.904) (0.494) (0.371) (0.680) (0.800)
Self-management -.003 .029 -.036 -.019 -.046 -.014
(0.958) (0.614) (0.532) (0.745) (0.423) (0.803)
Relationship -.042 .031 -.039 -.038 -.071 -.035
Management (0.472) (0.597) (0.506) (0.509) (0.217) (0.543)
Responsible decision- -0.009 0.008 -0.009 -0.008 -0.018 -0.008
Making (0.881) (0.897) (0.881) (0.896) (0.761) (0.894)
Overall -0.002 0.025 -0.031 -0.029 -0.037 -0.013
(0.973) (0.664) (0.596) (0.616) (0.528) (0.818)

 Significance of the Relationship between Positive Learning Environment and Cognitive Performance
Presented in Table 5 are the results of the relationship between a positive learning environment and students' cognitive
performance. The r-value of .260 or p is less than 0.05 or significant for the correlation of positive learning environment and
overall cognitive performance of students, with an r-value of .304 or p is less than 0.05 significant for the correlation between
caring and overall cognitive performance of students, r-value of .217 or p is less than 0.05 significant for the interactions with
students and overall cognitive performance of students, r-value of .234 or p is less than 0.05 significant for classroom management
and overall cognitive performance of students, r-value of .232 or p is less than 0.05 significant for the discipline of students and
overall cognitive performance of students. However, an r-value of .092 or p is greater than 0.05 is not significant for fairness and
respect and the overall cognitive performance of students.

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Table 5 Significance of the Relationship between Positive Learning Environment and Cognitive Performance of Students
Positive learning Cognitive performance
Overall
environment Memory Attention Flexibility Self-perception Thinking
Caring .289** .276** .313** .275** .239** .304**
(0.000) (0.000) (0.000) (0.000) (0.000) (0.000)
Fairness and .091 .120* .110 .049 .040 .092
Respect (0.813) (0.904) (0.494) (0.371) (0.680) (0.800)
Interactions with .215** .190** .218** .180** .178** .217**
Students (0.000) (0.001) (0.000) (0.002) (0.002) (0.000)
Classroom .241** .229** .216** .163** .194** .234**
management (0.000) (0.000) (0.000) (0.005) (0.001) (0.000)
Discipline of .193** .122* .275** .271** .235** .232**
Students (0.001) (0.035) (0.000) (0.000) (0.000) (0.000)
Overall .254** .240** .268** .212** .207** .260**
(0.000) (0.000) (0.000) (0.000) (0.000) (0.000)

When the measures of a positive learning environment are correlated to each indicator of students' cognitive performance,
four out of five sub-indicators are significant to each other. That means the p-value is less than 0.05 level of significance. This
signifies that the null hypothesis is rejected.

 Multiple Regression Analysis of the Emotional-Social Intelligence, Positive Learning Environment, and Cognitive
Performance of Students
Considering that some indicators of emotional-social intelligence and a positive learning environment showed a significant
relationship with a p-value of .000 with .000, multiple regression was employed to confirm the result.

Shown in Table 6 is the multiple regression analysis of the influence of students' cognitive performance. The regression
model with four predictors, such as positive learning environment and emotional-social intelligence, produced an R2 = 51.657 and
F = 10.853, which denotes that emotional-social intelligence and positive learning environment significantly influence the
cognitive performance of students. Emotional-social intelligence and a positive learning environment do influence the conceptions
of the cognitive performance of students.

On the other hand, exploring the p-value of each predictor individually, emotional-social intelligence has a p-value of .750,
and positive learning environment has a p-value of .000. Among the indicators' only positive learning environment is a predictor
of the cognitive performance of students because the p-value is lesser than α .05. The p-value of .000 indicates a significant
influence on cognitive performance of students. This implies that a positive learning environment influences their conceptions of
the cognitive performance of students.

Table 6 Multiple Regression Analysis of the Emotional and Social Intelligence and Positive Learning Environment on Cognitive
Performance of Students
Model Summary
Model R R Square Adjusted R Std. Error of the Change Statistics
Square Estimate R Square Change F Change df1 df2 Sig. F Change
1 .261a .068 .062 .40260 .068 10.853 2 297 .000
a. Predictors: (Constant), Overall mean Positive Learning Environment, Overall Mean Emotional and Social Intelligence

ANOVAa
Model Sum of Squares Df Mean Square F Sig.
Regression 3.518 2 1.759 10.853 .000b
1 Residual 48.139 297 .162
Total 51.657 299
a. Dependent Variable: OVERALL MEAN COGNITIVE PERFORMANCE
b. Predictors: (Constant), Overall mean Positive Learning Environment, Overall Mean Emotional and Social Intelligence

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Coefficients
Model Unstandardized Coefficients Standardized Coefficients T Sig.
B Std. Error Beta
(Constant) 3.032 .387 7.835 .000
Overall Mean Emotional and -.307 .116 -.023 -.319 .075
1 Social Intelligence
Overall mean Positive Learning -.353 .092 .275 3.821 .000
Environment
a. Dependent Variable: OVERALL MEAN COGNITIVE PERFORMANCE

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CHAPTER FOUR
DISCUSSION
Presented in this chapter are the discussions of the data on emotional-social intelligence and its function on positive learning
environment as determinants on cognitive performance of students: level of emotional-social intelligence; level of the positive
learning environment; level of cognitive performance of students; the correlation between measures and multiple regression
analysis of the emotional-social intelligence and positive learning environment as determinants on cognitive performance of
students.

 Level of Emotional-Social Intelligence

The respondents' emotional-social intelligence level, derived from the responses, is very high. Indicators with very high
response levels include responsible decision-making, self-awareness, relationship management, and social awareness. All have
very high levels, which implies that it is evident that students were conscious of their surroundings and of themselves. Further, it
is evident that students take responsibility for their decisions and behaviors and are able to interact with others.

The results are consistent with research from a number of authors that shows emotional-social intelligence is the ability to
manage our emotions and engage with others in a positive way. Moreover, emotional-social intelligence includes the ability to
manage one's feelings, control them, and use them for activities like problem-solving and thinking. Recognizing oneself,
developing empathy, making ethical and moral decisions, nurturing positive relationships while avoiding negative ones (Naik &
Shukla, 2018; Ulvay & Ozkul, 2018; Bhaskaran & Portia, 2019). As stated by (McKown et al., 2021), emotional and social
intelligence encompasses skills, attitudes, and dispositions constantly associated with students' ability to positively interact with
others, participate productively in community and school, and achieve success in life and education. This agrees with the result in
which all indicators got a descriptive equivalent of very high.

Additionally, various intelligences are linked to particular emotional and social abilities, such as a learner's capacity to
comprehend others' emotions, control them, and successfully resolve social difficulties. Emotionally and socially capable students
are more likely to take part in academic activities, benefit from instructor interactions, collaborate with peers, imitate peers'
learning practices, and give learning their undivided attention for long periods of time (Luo et al., 2020).

On the other hand, emotional-social intelligence is positively associated with students' cognitive performance. It is stated
that students are said to function well in school due to their emotional and social intelligence in addition to their cognitive and
academic skills (Taylor & Spinrad, 2018). It means that students are better prepared to succeed in school if they have self-
awareness and social awareness, self-management skills, the ability to develop relationships with others, and decision-making
skills. This is affirmed by the study of Waddy (2019), that even relationship quality in young students affects their academic
progress because emotional-social intelligence is influenced by it.

 Level of Positive Learning Environment

The following variable considered in the study is the positive learning environment which is described as high. This is
indicative that caring, fairness and respect, interactions with students, classroom management, and discipline of students are
manifested most of the time in the classroom.

A positive learning environment is vital in reducing behavior issues to a minimum and encourages students to think and
behave positively. Thus, one of the teachers' tasks is creating a positive learning environment. Teachers encourage students to
engage in and take ownership of their learning, inspire them to participate in various activities and recognize them for their virtues
and attitudes. Further, a positive learning environment impacts one's ideas of oneself, as well as their competencies, attitudes,
abilities, and values (Anagün, 2018).

The study by Hannah (2018) supported the notion that a teacher must comprehend this cause and effect to organize their
classroom to improve learning. Thus, the teacher's attitude affects students in the class. There will be a direct impact on the
students within the classroom if a teacher lacks motivation or pessimism.

The study of De Geest & Lee (2019) emphasizes the strong relationship between students and teachers and promotes a safe
and peaceful environment where teaching and learning are an essential focus. A positive learning environment is when the
students think more critically, put in more effort, and enjoy themselves, where they feel welcomed and supported. Accordingly,
teachers who try to create a positive learning environment are likelier to engage in and give learning the attention it needs,
improving learning outcomes and increasing teachers' satisfaction with their chosen profession. Furthermore, a positive learning
environment is created when students feel appreciated and accepted by their peers and teachers, and studies suggest that in such
situations, students do better academically and have fewer behavioral issues (Johnston et al., 2019). This emphasizes that creating
a positive learning environment can stimulate student learning.

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 Level of Cognitive Performance of Students
The other variable considered in the study is students' cognitive performance, which is very high. The result is indicative that
students were adaptable and had improved perception. Additionally, improving cognitive skills like memory, thinking, and
attention helps children perform better cognitively.

Different studies supported these results. Babayemi (2019) demonstrates that a Different cognitive processing techniques
affect students' academic progress. Brown et al. (2019) highlighted that instead of a lack of cognitive aptitude, students who
participate in their classes also have trouble grasping the concepts being taught due to issues with the cognitive load required of
the activity.

Babayemi (2019) explained that when a student performs cognitively on learning tasks, they are in charge of how they
organize and govern their information, receive and transmit information, and, ultimately, behave. Further, when creating and
executing curriculum and instructional performance, cognitive types and students' academic progress should be taken into
consideration as crucial criteria. Finally, learning and cognitive capacity are related in educational environments. Cognitive
capacity aids in predicting educational success. (Heckman et al., 2019).

Differentiation in terms of community, especially with schools, only sometimes ensures information security in the involved
teaching and learning activities. Unfortunately, a few years of schooling can explain why education has no effect on IQ. As a
result, instead of a lack of cognitive ability, students may find it challenging to comprehend the concepts being taught during
instruction due to problems with the cognitive load demanded of the task (Brown et al., 2019). According to Oredein and
Babalola's (2020) research, students' low cognitive performance in recent years is linked to teachers who still need to apply their
knowledge.

 Multiple Regression Analysis of the Emotional-Social Intelligence and Positive Learning Environment As Determinants of
Cognitive Performance
One of the important goals of this study is the multiple regression analysis determining which indicators of emotional-social
intelligence and positive learning environment best predicts students' cognitive performance. The study states that emotional-
social intelligence and a positive learning environment significantly influence the students' cognitive performance. The studies of
Lee and Shute (2016) posited that there was a correlation between emotional-social intelligence and the performance of senior
high school students. In addition, Alves et al. (2017) asserted that emotional-social intelligence could be used to predict students'
academic success. Students' emotional and social intelligence is strongly related to a positive classroom learning environment
(Galler, 2015).

Moreover, this study supports the proposition of Birknerova (2019), who mentioned that emotional and social intelligence
and a positive learning environment predicts students' cognitive performance. The classroom environment is to stimulate the
students' cognitive performance successfully. Emotionally and socially intelligent students can better influence and increase
cohesiveness in the classroom. Teachers can also create and develop cooperative, constructive, and mutually satisfying
relationships involving well-developed emotionally and socially intelligent students.

Further, the study is supported by Verma (2019) stated that a positive classroom environment affects student cognitive
performance. It is mentioned that ideal learning is a classroom as positive and supportive. It is a place where students feel safe and
secure. Thus, a positive and nurturing environment enhances students' cognitive ability to learn and be productive in learning
independently.

According to Wilson-Fleming and Wilson-Younger (2019), teachers are allowed to improve classroom management and
discipline by fostering a positive learning environment. Additionally, it gives the students a chance to think and act positively.
Positive learning environments help to enhance, promote, and encourage students' cognitive performance in all academic contexts.

However, results show no correlation between emotional-social intelligence and the students' cognitive performance. This
result is supported by Gutierrez-Cobo, Cabello, and Fernandez-Berrocal (2018), who mentioned that students' cognitive
performance does not seem to be correlated with emotional intelligence. It is a relatively young concept that aims to link emotion
and cognition, although emotional intelligence is the ability to perceive, use, understand, and regulate emotions. However, it still
has no relation to the student's cognitive ability.

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CHAPTER FIVE
CONCLUSION
Conclusions are made in this section, considering the results of the study. The respondents showed a high level of emotional-
social intelligence and students' cognitive performance and demonstrated a high level in a positive learning environment. The
study generally revealed a significant relationship between the positive learning environment function on the cognitive
performance of the students. However, the result revealed no significant relationship between emotional-social intelligence on the
cognitive performance of the students. In addition, overall, the study revealed that only a positive learning environment influences
the students' cognitive performance. With the results, this study supports the proposition of Birknerov (2019), who mentioned that
a positive learning environment predicts students' cognitive performance.

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RECOMMENDATIONS
Based on the initial findings and conclusions, several recommendations are offered. The overall level of emotional-social
intelligence with very high levels of responsible decision-making, self-awareness, relationship management, and social awareness
commitment means that these indicators are manifested by students most of the time. In this context, students must uphold the
level of emotional-social intelligence on how to keep these types of commitment in multiple directions, particularly in their
studies. Acquiring the knowledge and skills required to function effectively would be possible through the help of their teachers
and parents in their education subjects in connection with different instructional goals and learning conditions. Thus, this
recommends that teachers and school administrators implement various activities to improve students' performance.

Also, the high level of positive learning environment derived from high levels of caring, fairness, respect, interactions with
students, classroom management, and discipline of students denote that these are manifested by teachers most of the time.
Education program heads are therefore advised to evaluate their programs and act in orientation, forum, and seminar to enhance a
positive learning environment towards teaching and learning. They must consider these in the planning and provision of teacher
training and actual classroom teaching experiences. The teachers must be afforded thorough training on changing concepts about
teaching and learning to create a positive learning environment. Also, teachers must be provided with reading and other materials
based on the changing concepts of teaching pedagogy vis-à-vis traditional philosophies of education. They must be asked to
discuss and share this in class. In addition, teachers should demonstrate a positive learning environment at the school level based
on the current teaching concepts. Thus, the students must be allowed to learn, grow, and increase their learning performances and
academic achievements.

The significant relationship of positive learning environment signifies that students grow more in an environment where
their receptivity to diversity, equal representation, and retain diverse students and promotion of gender sensitivity. The students
must be guided by the concepts of learning diversity as it brings interaction between students with different ideas and enables
achievement at the school. It is pertinent to state that learning diversity can improve students in school.

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APPENDIX A
RESEARCH INSTRUMENT
EMOTIONAL AND SOCIAL INTELLIGENCE AND POSITIVE LEARNING ENVIRONMENT AS DETERMINANTS
OF COGNITIVE PERFORMANCE

Name (Optional): ________________________Grade & Section: ____________

Date: ____________

Direction: Please answer the following items by putting a check (/) on the column that corresponds to your answer using the
following scale.

Rating Descriptive Interpretation

5 Always This means that the item embodied in the statement is observed at all times.

4 Often This means that the item embodied in the statement is observed most of the time.

3 Sometimes This means that the item embodied in the statement is observed.

2 Seldom This means that the item embodied in the statement is rarely observed.

1 Never This means that the item embodied in the statement is not observed.

Part I: Questionnaire on Emotional and Social Intelligence

Sometimes

Seldom
Always

Never
Often
Self-awareness
In our class …

1. I know what I am thinking and doing.

2. I understand what I do and why I do it.
3. I understand my moods and feelings.
4. I know when I am moody.
5. I can read people’s facial expressions when they are angry.
Social Awareness
In our class …
1. I recognize how people feel by looking at their facial expressions.
2. I understand why people feel the way they do easily.
3. I believe I know what they are thinking if someone is sad, angry or happy.
4. I understand why people react the way they do.
5. I have a pretty good idea why a friend is upset.
Self- management
In our class …
1. I can stay calm in stressful situations.
2. I stay calm and overcome anxiety in new changing situations.
3. I stay calm when things go wrong.
4. I can control my emotions when something bad happens.
5. I will wait till I have calmed down before discussing the issue, when I am upset with someone.
Relationship Management
In our class …
1. I will always ask apology when I hurt my friend unintentionally.
2. I always try and comfort my friends when they are sad.
3. I try not to criticize my friend when we quarrel.
4. I am tolerant of my friend’s mistakes.
5. I stand up for myself without putting others down.
Responsible Decision Making
In our class …
1. I consider the consequences of my actions, when making decisions.

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2. I ensure that there are more positive outcomes in making my choice.
3. I weigh the strengths of the situation before deciding on my action.
4. I consider the criteria chosen before making a recommendation.
5. I consider the strengths and weaknesses of the strategy before deciding.

Part II. Questionnaire on Positive Learning Environment

Sometimes

Seldom
Always

Never
Often
Caring
In our school our teacher/s…

1. show concerns for students’ emotional and physical well-being.

2. create a warm and supportive classroom climate.
3. respond to misbehavior on an individual level and privately.
4. prevent situations in which student loses peer respect.
Fairness and Respect
In our school our teacher/s…
1. treat students fairly.
2. create situations for all students to succeed.
3. show respect to all students.
4. maintain professional role while being friendly.
5. give students responsibility.
Interactions with Students
In our school our teacher/s…
1. value what students say.
2. encourage student cohesiveness and cooperation.
3. emphasize functional communication between teacher and students and among fellow
students.
4. use consistent and proactive discipline.
5. establish rules, routines, and procedures early in the school year.
6. arrange smooth transitions and continuity of classroom momentum.
7. is aware of all activities in the classroom.
8. anticipate potential problems.
Classroom Management
In our school our teacher/s…
1. use space, proximity, or movement around the classroom for nearness to trouble spots and to
encourage attention.
2. prepare materials in advance and have them ready to use.
3. organize classroom space efficiently to support learning activities.
4. manage the physical factors to optimize student learning.
5. use effective questioning, smooth transitions and challenging but interesting activities to
increase student engagement and minimize disruption.
6. interpret respond to inappropriate behavior promptly.
Discipline of Students
In our school our teacher/s…
1. implement rules of behavior fairly and consistently.
2. reinforce and reiterate expectations for positive behavior.
3. use both punishment and positive reinforcement to encourage desirable student behavior.

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Direction: Please answer the following items by putting a check (/) on the column that corresponds to your answer using the
following scale.

Rating Descriptive Interpretation

5 Strongly Agree This means that the item embodied in the statement is completely decided.

4 Agree This means that the item embodied in the statement is decided.

3 Uncertain This means that the item embodied in the statement is either decided or undecided.

2 Disagree This means that the item embodied in the statement is undecided.

1 Strongly Disagree This means that the item embodied in the statement is completely undecided.

Part III. Questionnaire on Cognitive Performance

Uncertain

Disagree

Disagree
Strongly

Strongly
Agree

Agree
Memory
In our class I/I am …

1. remember concepts through written practice.

2. good at memorization.
3. can easily memorize the concepts with lot of illustrations.
4. good at remembering information.
5. like to understand all subjects instead of memorizing.
6. have difficulty in writing without spelling mistake.
7. able to memorize the theories and laws easily.
8. used to go through many materials for better understanding.
9. very good at remembering the things I have committed to do.
10. used to memorize all my lessons as it is in the book.
11. used to get confused, when writing the years in the subject
Attention
In our class I/I am …
1. consciously focus my attention on information.
2. focus on the meaning and significance of new information.
3. able to focus on important task throughout the day.
4. can study with full concentration for a long time.
5. couldn’t concentrate on the subject at the time of group study.
6. used to have daydream in the class.
7. couldn’t substitute a correct formula in a right place due to lack of attention.
Flexibility
In our class I/I am …
1. used different learning strategies depending on the situation.
2. don’t like to follow the same route while performing a task.
3. will take other’s suggestion in order to solve problems.
4. ready to make changes.
5. consider myself to be flexible and adaptive to change.
6. can’t easily adapt to the new environment.
Self-Perception
In our class I/I am …
1. quick to see and take advantage of new opportunities.
2. have no fear in challenging the views of others.
3. work to get things done as efficiently as possible.
4. thrive on working under pressure.
5. will always be true to myself, no matter what the situation.
Thinking
In our class I/I am …
1. think I can guess the correct answer.
2. enjoy very much in deep thinking about learning strategies.
3. never think about the step to follow in solving problems.

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4. think of several ways to solve a problem and choose the best one.
5. proud that I can think correct answer.
6. usually think of different ways to answer a question.
7. used to memorize my lessons as it is, without thinking and analyzing about facts.
8. used to think about the easy method to solve a problem.

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APPENDIX B
LETTER TO CONDUCT THE STUDY

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APPENDIX C
LETTERS TO THE EVALUATORS

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APPENDIX D
VALIDATION SHEET FOR RESEARCH QUESTIONNAIRES

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APPENDIX E
UMERC CERTIFICATE OF APPROVAL

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APPENDIX F
PUBLIC FORUM CERTIFICATE

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APPENDIX G
EDITOR’S CERTIFICATION

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APPENDIX H
INFORMED CONCENT FORM (ICF)

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