Exploring the Socio-Emotional Learning Skills of the Pupils of Sitio Sto. Rosario Elementary School: Basis for Developing Sel Framework

Resiel L. Palma. and Dr. Ummie R. Barberan
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Resiel L. Palma.: Master of Arts in Education Major in Educational Management
Dr. Ummie R. Barberan: Master of Arts in Education Major in Educational Management

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 1525-1565

Abstract: The study explored the socio-emotional learning skills of the pupils of Sitio Sto. Rosario Elementary School, using 166 samples from 289 grades four to six. Data were analyzed using the chi-square test of independence. The majority of respondents aged 9-11, mostly in Grade five, have moderate socio-emotional skills, with self-awareness being strong but self-management, social awareness, relationship skills, responsible decision-making, and innovation skills at moderate levels. The study revealed that social awareness was significantly related to age, grade level, and GPA, while relationship skills and responsible decision-making were related to sex. Challenges faced by respondents include peer pressure, academic struggles, financial constraints, lack of parental support, and bullying. A Social and Emotional Learning framework was developed to address these issues. The study recommends pupils to actively develop socio-emotional skills through SEL activities, teachers and administrators implement targeted strategies, integrate SEL programs into the curriculum, encourage parental involvement, establish policies requiring schools to adopt SEL framework, conduct future research on factors influencing students’ socio-emotional skills, and collaborate with community organizations to provide support systems for financial constraints and foster a safe, inclusive environment.

Date: 2025
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