Multiple Intelligence and Emotional Intelligence as Predictors of Students’ Engagement among Senior High School Students

Jeeferson A Lacida, Eliceame B Aguipo, Lilibeth Q Albasin, Iya Mae E Bataque, Faye Nhicole L Ganadi, Iigan, Jhan B., Milagrosa, Jazzerie P, Maghanoy, Brian, Omisol, Jay Boy B, Yurika A Prego, Tristan Jay G Sansano, Krystal Joy M. Clamares and Anna Marie O. Pelandas
Additional contact information
Jeeferson A Lacida: Department of Education, Senior High School Students, Philippines
Eliceame B Aguipo: Department of Education, Senior High School Students, Philippines
Lilibeth Q Albasin: Department of Education, Senior High School Students, Philippines
Iya Mae E Bataque: Department of Education, Senior High School Students, Philippines
Faye Nhicole L Ganadi: Department of Education, Senior High School Students, Philippines
Iigan, Jhan B., Milagrosa, Jazzerie P: Department of Education, Senior High School Students, Philippines
Maghanoy, Brian, Omisol, Jay Boy B: Department of Education, Senior High School Students, Philippines
Yurika A Prego: Department of Education, Senior High School Students, Philippines
Tristan Jay G Sansano: Department of Education, Senior High School Students, Philippines
Krystal Joy M. Clamares: Department of Education, Senior High School Teachers Division of Davao de Oro, Philippines
Anna Marie O. Pelandas: Department of Education, Senior High School Teachers Division of Davao de Oro, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 4, 1785-1793

Abstract: This study dealt with the influence of multiple intelligence and emotional intelligence to students’ engagement of senior high school students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to determine the level of multiple intelligence, emotional intelligence, and students’ engagement in terms of their respective indicators, the significant relationship between multiple intelligence and students’ engagement, and emotional intelligence and students’ engagement, and what domains of multiple intelligence and emotional intelligence substantially influence students’ engagement. Also, this study utilized a quantitative-correlational design with 274 respondents among Senior High School Students in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, results showed a high level of multiple intelligence among Senior High School students in terms of interpersonal, intrapersonal, and verbal. In the same manner, the results also showed high level of emotional intelligence in terms of self-awareness, managing emotions, motivating oneself, empathy, and social skills. Likewise, result showed a high level of students’ engagement in the Senior High School Students regarding behavioral engagement, cognitive engagement, and emotional engagement. In addition, there was a moderate correlation, and a significant relationship between multiple intelligence and students’ engagement, and emotional intelligence and students’ engagement. Hence, this led to the rejection of the null hypothesis. Also, all domains of multiple intelligence significantly influenced students’ engagement, however four (4) out of five (5) domains of emotional intelligence significantly influenced students’ engagement. Therefore, the students may continue to enhance their multiple intelligence and emotional intelligence enabling students to actively engage in their studies and contribute to academic excellence

Date: 2024
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