THE EFFECTS OF SOCIAL AND EMOTIONAL LEARNING ON STUDENT

WELL-BEING TO MORENO INTEGRATED SCHOOL.

A Research Paper

Presented to the Faculty of

MORENO INTEGRATED High School

DAET, Camarines Norte

In Partial Fulfillment

for Subject

Practical Research I

By

Leader : JAN DAVID ANCERO

Members : ALI ANDREW MACAOROG

MAURICE JAKE DALIT

ZYRELLE LANZADERAS

CRIZANA O. BUGAGAO

Adviser

SEPTEMBER 24 , 2024
 Abstract

In today's world, students face unprecedented pressures, leading to increased anxiety and

stress. Social and Emotional Learning (SEL) is emerging as a critical tool to equip students with

the skills they need to thrive. by supporting their emotional, social, and academic growth.

This paper explores the impact of SEL on student well-being, based on an analysis of

contemporary research and practices. SEL programs focus on cultivating skills in self-

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

making. Research indicates that engagement in these programs results in better emotional

health, increased self-esteem, greater empathy, and reduced anxiety and aggressive behaviors

in students. Furthermore, SEL contributes to improved academic performance by fostering a

positive learning environment. The paper also examines strategies for integrating SEL programs

into educational settings and underscores the importance of including these programs in school

curricula to promote overall student well-being.

Developing these qualities in the classroom can help students become better, more

productive, self-aware, and socially-aware citizens outside of the classroom in the years ahead.

Learn more about the importance of social emotional learning, as well as its benefits both in and

out of the classroom.

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 CHAPTER I

INTRODUCTION

Social-Emotional Learning and Well-being is not only an emerging research agenda, but

also a critical issue concerning the individual as well as societal development, because how the

issue is viewed has huge theoretical as well as practical, and even vital implications. Many

programs have been developed to help schools enhance students’ health and reduce trauma,

bullying, violence, and ill-being. This chapter describes the importance of social-emotional

learning (SEL) in school, the components and pillars of SEL, and defines well-being and ill-

being. It also talks about conflict resolution in schools, mediation in schools, the teacher-student-

parent dynamic, childhood development, and trauma navigation. The SEL framework can be

used to guide teachers in schools and parents outside of the schools to deal with problems caused

by ill-being (mental illness) trauma and violence, and use mental health (mental well-being) to

teach social-emotional learning.

Social emotional learning (SEL) is a methodology that helps students of all ages to better

comprehend their emotions, to feel those emotions fully, and demonstrate empathy for others.

These learned behaviors are then used to help students make positive, responsible decisions

create frameworks to achieve their goals, and build positive relationships with others

Social and emotional learning (SEL) has gained significant attention in recent years

as a crucial component of a comprehensive education. The integration of SEL into

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educational curricula aims to equip students with the skills necessary to navigate the

complexities of social interactions, manage their emotions, and develop a positive sense of self.

This paper explores the effects of SEL on student well-being, examining the empirical

evidence and theoretical frameworks that underpin its impact.

Theoretical Framework SEL is grounded in the concept of emotional intelligence,

which refers to the ability to recognize and regulate one's emotions, as well as empathize with

others. This framework is rooted in the work of psychologists such as Daniel Goleman(1995)and

Peter Salovey (1990), who have extensively researched the role of emotional intelligence in

personal and professional success. SEL programs typically focus on developing five core

competencies self-awareness, self-management, social awareness, relationship skills, and

responsible decision-making.

Empirical Evidence Numerous studies have demonstrated the positive effects of SEL on

student well-being. For instance, a meta-analysis conducted by the Collaborative for Academic,

Social, and Emotional Learning (CASEL) found that SEL programs significantly improved

student outcomes in terms of academic performance, social skills, and emotional

well-being. According to Greenberg & Ku sche (2004)students who participated in SEL

programs reported higher levels of self-esteem, social competence, and emotional regulation

compared to those who did not participate. The effects of SEL on student well-being can

be attributed to several factors. Firstly, SEL programs help students develop a greater

awareness of their emotions, enabling them to better manage stress and anxiety. This increased

emotional regulation can lead to improved mental health outcomes and reduced symptoms of

depression and anxiety. Secondly, SEL programs foster social skills, such as empathy and

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communication, which are essential for building and maintaining positive relationships. This can

lead to increased social support networks and a sense of belonging, both of which are critical for

student well-being. Furthermore, SEL programs can also have a positive impact on

academic performance(Eisenberg et al., 2003). By teaching students how to manage their

emotions and develop a growth mindset, SEL programs can help students develop a more

positive attitude towards learning and improve their academic outcomes. Additionally, SEL

programs can help students develop the skills necessary to navigate the challenges of

adolescence, such as peer pressure and bullying, which can have a significant impact on student

well-being. SEL programs can also have a positive impact on student behavior. For example,

according to the study published students who participated in SEL programs had lower rates of

disciplinary incidents and improved classroom behavior compared tothose who did not

participate and it found that SEL programs were associated with increased student engagement

and motivation.

The Impact of SEL on Student Well-being SEL programs have been shown to have a

positive impact on various aspects of student well-being. For example, a study published in

the Journal of Youth and Adolescence found that SEL programs were associated with

increased self-esteem and life satisfaction among adolescents. Another study published in

the Journal of School Psychology found that SEL programs were associated with

reduced symptoms of depression and anxiety among elementary school students. SEL

programs can also have a positive impact on student mental health. For example, a study

published in the Journal of Child Psychology and Psychiatry found that SEL programs were

associated with reduced symptoms of depression and anxiety among children with anxiety

disorders. Another study published in the Journal of Educational Psychology found that SEL

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programs were associated with improved mental health outcomes among students with a

history of trauma.

Statement of the Problem

This study aims to determine the factors that affect the Senior High School performance

of grade 12 students of Moreno Integrated Senior High School.

Specifically, it seeks to answer the following questions:

1. What is the profile of the students in terms of :

a. age

b. sex

c. mental health of student

2. How is the social and emotional well-being of the respondents in the current academic

year?

3. What is the overall academic performance of the Grade 12 students?

Purpose of the Study

Social emotional wellness is a person's ability to understand and manage their emotions,

make responsible decisions, build and maintain relationships, and understand and empathize with

others. These skills help young people and adults to achieve their goals, develop healthy

identities, and manage emotions.

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 Significance of the Study

The results of this study may provide deeper insights on how different factors actually

affect the Senior High School career preference of the Grade 12 students of Moreno integrated

School. Furthermore, it will be of great benefit to the following:

To the Students, the results may serve a deeper understanding of the factors that

influence career performance. This knowledge can help students make more informed and

confident decisions about their future career paths, ultimately leading to greater success and job

satisfaction.

To the Parents, the results may serve as a valuable insights into the challenges their

children face as they explore their career paths. This understanding will enable parents to offer

more targeted support and encouragement, ultimately empowering their children to navigate

these critical decisions with greater confidence.

To the Teachers, deeper understanding of the factors influencing student career

performance, allowing them to provide more targeted and effective guidance and support within

the classroom.

To the School Staff, valuable insights, allowing them to develop more effective career

counseling programs and support services that cater to the unique needs of students.

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 Scope and Delimitation

This study will focus on the factors that affect the Senior High School career preference

of Grade 12 Students of Moreno integrated School in school year 2024-2025.

In this study, students' career preference refers to their pursued Senior High School

performance well-being. It delves into the significance of mental health in academic

performance, the impact of stress, depression, and other psychological issues on students, and the

role of religious activities in fostering a healthy mentality strands for Senior High School. Thus,

their responses are perceived to be the most suitable for the study.

Moreno integrated school will be the locale of loss emotional well-being the students are

given the opportunity to help a well-being performance in academic school.

Specifically, the research will focus on economic, social or environmental, and personal

factors. Economic factors pertain to the availability of jobs or job demands in the future. Social

or Environmental factors pertain to the influence of people that are around and the actual

environment on students' decision-making, which could include the amount of counseling they

receive from school guidance counselors as well as their residence or the place they live in.

Personal factors pertain to the personal reasons of the students which could include financial

problems and academic capabilities. Furthermore, other factors that may arise during the conduct

of the study will be given due attention by the researchers.

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 Definition of Terms

Career traditionally refers to a “professional work of life” and has been associated with

the terms vocation, occupation, work and job (Patton and McMahon, as cited by Ghuangpeng,

2011). In this study, it refers to what the students will take and focus on in Senior High School

and in college.

Career Preference refers to the choice of an individual in which he/she chooses a course

to acquire a job in the future (Braza and Guillo, 2015). In this study, it is refers to students’

chosen Senior High School track and strand/specialization.

Decision-making refers to the process of identifying and selecting a solution to solve a

problem (Al-Tarawneh, 2011). In this study, it refers to how students weigh their options in

making a career preference or choice.

Employability refers to an individual’s capacity to function effectively in a role and be

able to move between occupations (The University of Edinburgh, 2016). In this study, it refers to

one of the factors which could influence the Senior High School track and strand preference of

students.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This section contains literature and studies on students’ career preference, counseling and

decision-making, K to 12 Program, and affecting factors. These materials were gathered from

online journals, theses and dissertations, and other online sources which provided the researchers

with an exhaustive review of the topic and essential background knowledge to pursue the study.

Conceptual Literature

Career Preference

Ghuangpeng (2011) defines career preference as a process which occurs when an

individual, especially students, chooses a particular career for college. However, choosing a

career is not an easy decision for students as it determines their future in the field of work

(Edwards & Quinter, 2011). Usually, their choices are anchored on how they perceive a

profession, and most of them will select one which they think is the most suitable (Super,

Savicks and Super, as cited by Gavo, 2014). Career preferences of individuals also vary since

people are different from each other in terms of personality, behavior, age, environment and etc.

(Hewitt, 2010). Thus, a profession which interests one person may not be similar to another

person’s interest (Gavo, 2014).

Counseling and Decision-making

According to Pafili and Mylonakis (2011), when students are able to select the right

career, they can effectively use their knowledge and skills which could help on the development

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and welfare of the society. Yet, some students may not have sufficient knowledge and

understanding about the right career to pursue (Aguado, Laguador & Deligero, 2015).

With this, proper counseling is necessary. Helping individuals explore their various

options is one of the main purpose or role of guidance and counseling. In addition, vocational

guidance counseling is a guidance and counseling service which allows guidance counselors to

help individuals acquire needed competencies to help in planning for the right career (Pascual,

2014). However, aside from career planning, extensive career research before choosing a career

should also be considered by an individual to adapt with socio-economic changes nowadays

(Wattles, 2009). Therefore, sufficient knowledge and effective strategies on making choices is

the foundation of good decision-making (Kroll, as cited by Borchert, 2002).

On the other hand, according Parsons (as cited by Ghuangpeng, 2011), vocational or

career choices should be based on three main factors:

1. “A clear understanding of yourself, your aptitudes, interests, ambition, resources,

limitations, knowledge of their causes;

2. Knowledge of the requirements, conditions of success, advantages and disadvantages,

compensation, opportunities, and prospects in different lines of work;

3. True reasoning on the relations of these two groups of facts.”

These three main factors gave simple guidelines for individuals who are in the process of

choosing a career, and stressed that individuals should have enough understanding of themselves,

the career they want to pursue, their career alternatives, and how they use this knowledge in

making sound decisions (Jones, as cited by Ghuangpeng, 2011). Braza and Guillo (2015)

conform with this statement, according to them; students should select a career which suits with

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their skills and abilities. If they are knowledgeable enough, they will have a better future and

equipped with everything they need to face their work.

K to 12 Program

The Philippine government firmly believes that the strength of a nation relies upon the

strength of its education system (Sergio, 2011). Thus, in accordance with this belief, the

government implemented the K to 12 Program which is considered as one of the significant

reforms in the Philippine Educational System (Abarro, 2016)

According to the Department of Education (2012), the program covers kindergarten and

12 years of basic education (six years of primary education, four years of Junior High School,

and two years of Senior High School) to provide sufficient time for mastery of concepts and

skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills

development, employment, and entrepreneurship. In addition, before entering to college, high

school students are already given the opportunity to select from tracks and strands offered by

schools (Official Gazette of the Philippines).

Affecting Factors

Various factors can affect a student’s career preference for Senior High School as well as

in college. According to Hewitt (as cited by Edwards and Quinter, 2011), factors which affect the

career preference of an individual “can either be intrinsic or intrinsic or both.” He added that

most individuals choose a career based on what their parents prefer, others follow the

opportunities that have opened for them, others choose a career based on what they actually want

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without considering how much they would ear, while others select a career that would give them

high income.

The influence of a student’s social environment or the people who are around them,

especially their parents, is one of the main factors that affect their career preference. Students

often rely on their parent’s advice in coming up with a decision because they want to do well for

the sake of their families (Pascual, 2014). This is how some students show respect and

appreciation to their parents since they provide them financial support to enter college (Aguado,

Laguador & Deligero, 2015). Aside from social environment, the actual environment where a

student lives can also influence his/her career preference. For instance, a student who lives near

an island may engage in a career related with water (Borchert, 2002).

Likewise, economic factors such as employability and availability of jobs can influence

the decision of students in selecting a career. Students ensure that jobs are available for them

after they graduate from the career they chose (Pascual, 2014). This is because economic can

influence the growth of industry positively or negatively and it can also increase or decrease the

job demands (Ghuangpeng, 2011)

Another factor is on the opportunities of students, especially on the quality and level of

education they receive (Hoonley, 2012). Those who have experienced quality education are more

likely to choose a career early. However, not all students are given the opportunity to have access

to best quality of education (Sear and Gordon, as cited by Gavo, 2014).

Meanwhile, personality is also a crucial element for choosing a career. Hewitt (2010)

defines personality as “collection of qualities or traits that are somewhat stable across situations.”

It is important for individuals to know their personalities as it could increase self-awareness and

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may be beneficial to knowing the course they want to pursue (Sear and Gordon, as cited by

Gavo, 2014).

Aside from the factors previously mentioned, other factors such as age, gender, area of

residence and parental occupation can also influence career preferences (Huern, Khairuddin,

Ismail, and De, 2014).

Related Studies

As this study focuses on the factors that affect the Senior High School career preference

of students, a study conducted by Abarro (2016) is related. The main objective of the study was

to craft a program for Senior High School in the University of Rizal System. Specifically it

sought to determine the (1) selected career tracks and strands of the Grade 9 students in public

high school in the Division of Antipolo City and Rizal, (2) variables associated with the career

tracks and strands selected by students.

The researcher utilized a descriptive research method and used a survey checklist to

gather the needed data. A total of 761 students from Public High Schools in the Division of

Antipolo and Rizal served as respondents for the study. Furthermore, the gathered data were

treated using frequency and percentage distribution and Chi-Square test. The researcher found

out the following:

1. There is a significant relationship between the career track choices and profile of

students in terms of sex, average monthly family income, occupation of the head of

the family, school preference, and previous academic performance.

2. There is no significant relationship between the career track choices, highest

educational attainment of the head of the family and person influential in the choice

of career track.

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 Braza and Guillo (2015) determined the career choice of high school students in different

private institutions in San Jose Batangas as a basis for developing a career program guide to

assist students in choosing their career. The researcher also used a descriptive research method

together with a questionnaire and standardized test to gather the needed data. 189 grade 9

students were randomly selected from the total population of 358 students of private institutions

in San Jose, Batangas during the school year 2014-2015. Frequencies, percentage, ranking and

mean were the statistical tools used in the study. The researchers arrived with the following

results:

1. Majority of the respondents are interested to enroll on Academic Track as they want

to continue to college.

2. Availability of work after finishing college is primarily considered by the respondents

on choosing a career or course in college.

3. The respondents agree that their parents serve as role models in choosing a career.

Most students’ career choices are influenced by many factors like outcome expectancies,

individual variants such as sex, personal interests, learning experiences, environmental factors,

etc. In addition, individuals are likely to have a successful career if they choose a career based on

their strengths and capabilities.

A pilot study on career preference was conducted by Huern et al. (2014) which aimed to

determine the influences of various factors such as age, gender, location, paternal and maternal

occupation and their education levels on the career preference of Year 10 students in Malaysia.

The study was carried out using a questionnaire. The A total of 47 students from the Year 10

class of Melaka, Malaysia were the respondents of the study. The career preferences of the

respondents were then compared with different factors and the researchers performed was

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performed a correlation and regression analysis. The data were analyzed using Chi-Square test

and independent T-test using Epi Info Version 7.0.The following are some significant findings of

the study;

1. There is a significant relationship between maternal education and career preference

of Year 10 students.

2. Age is significantly correlated with the career preference of the Year 10 students.

Edwards and Quinter (2011) determined the factors that influence career choice among

four secondary schools in Kisumu municipality, Kenya. The study used a descriptive survey

research with 332 respondents out of 2,464 students from four secondary schools. The

researchers used stratified random sampling technique to determine the respondents of the study.

Then, data were collected using interview schedules, unstructured and open-ended

questionnaires. Quantitative data were analyzed using Analysis of Variance (ANOVA) at 0.05

level of significance and descriptive statistics such as graphs, charts, frequency counts and

percentages. Meanwhile, Qualitative data were transcribed and organized through thematic

analysis. The researchers arrived with the following results:

1. Availability of advancement opportunities and learning experiences are the most

influential factors that affect career choices of the students.

2. The career choices of most students are not influenced by gender and environmental

factors.

Synthesis

Choosing a career such as choosing a career for Senior High School is one of the

complex decisions that students have to go through before they achieve their goals in life.

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Furthermore, during the process of making a choice or decision, various factors emerge which

could help or make it more difficult for an individual, specifically students. For instance, when a

student undergoes counseling, he/she could gain enough information regarding the career he/she

wants to pursue in college. Thus, it could help the student identify if his/her abilities and skills

match with what the career demands. The student could then decide to continue to pursue the

career or choose from his/her other career options.

Meanwhile, the opportunity that students receive, especially in the level of education, is

one of the factors that could help or prevent a student from choosing his/her ideal career.

Students who receive the best quality of education could easily choose a career, while students

who receive poor quality of education can experience difficulty in selecting a career since

various factors influence their decision. To maximize the benefits and lessen the unwanted

effects of these factors, the government implemented the K to 12 program, which adds two

additional years in high school. The program aims to hone the skills and competencies of

students to help them prepare for college and acquire a better job in the future.

Furthermore, Even though some studies have already been conducted regarding the

career preference or choice of high school students, these studies didn’t involve Senior High

School students in the Philippines and their chosen track and strand. This may be because the

Senior High School program was just recently implemented. With this, the researchers aim to

determine the factors that influence the Senior High School Track and Strand preference of

Grade 11 students in Hipona National High School.

Theoretical Framework

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 The researchers used the Model of Career Decision-Making of Trey L. Mitchell.

According to Mitchell (1975) as cited by Malubay, Mercado, and Macasaet (2015), an individual

who will make a career choice will make a “set of preferences or priorities” as they consider

other possible options available for them.

Behavior
(Thoughts and actions)

Personal Factors
 Age
 Sex Environmental
 Family income Factors
 Parental
occupation

The diagram above shows that an individual’s personal factors are influenced by his/her

thoughts and actions, while the relationship between an individual and the environment involves

his/her beliefs and perceptions developed and change by social influences. Meanwhile, the

relationship between the environment and behavior depends on how an individual perceives

his/her environment which produces an effect to his/her behavior. These preferences will assist

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an individual in weighing his/her options based on the values assigned to his/her possible

alternatives (Malubay, Mercado, and Macasaet, 2015)

Conceptual Framework

Factors
 Economic
 Social
 Personal
Senior High School
Career Preference

Profile Variables

The diagram above shows the focus of the study, which are the factors that affect the

Senior High School track and strand preference of the respondents. Specifically, this study will

focus on three influencing factors; economic, social or environmental and personal. After

identifying the factors that greatly affect the Senior High School career preference of students,

the researchers will then determine if the career preference of the respondents will differ when

they are grouped according to their profile variables.

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 CHAPTER III

METHODOLOGY

Research Design

This study utilized a quantitative type of research which subjects the gathered

quantitative or numerical data through statistical methods. Furthermore, in accordance with the

studies of Abarro (2016) as well as Braza and Guillo (2015), the study used a descriptive

research design to describe and determine the factors that affect the Senior High School career

preference of the respondents.

Time and Place of the Study

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 The study was conducted on September 18, 2017 at Hipona National High School,

Hipona, Pontevedra, Capiz.

Respondents of the Study

The Grade 11 students of Hipona National High School in School year 2017 – 2018 were

the respondents of the study as they recently experienced choosing a Track and Strand for Senior

High School. Thus, they were believed to be the most suitable source of data for the study.

Sampling Procedure

The study used a non-probability type of sampling called Quota sampling. First, the

Grade 11 students were grouped according to their selected strands and specializations: GAS,

HUMSS, ABM, TVL Home Economics Cookery, TVL Home Economics Caregiving, and

TVL Agri-Fishery Crop Production. Then, the researchers set a quota of 8 samples for each

group to ensure that groups were equally represented, thus, this study has a total of 48 samples.

Finally, samples were selected from each group until the desired number was reached.

Research Instrument

This study utilized a self- structured survey questionnaire. The first part gathered the

needed profile variables of the respondents, while the second part was composed of statements

which gathered other necessary data for the study. The second part was composed of two

different items. In the first item, the respondents were given the opportunity to indicate how

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much they agree or disagree with the given statements using a Five-Point Likert Scale (1 means

strongly disagree and 5 means strongly disagree). Meanwhile, the second item was an open-

ended question to see if there were other factors that affect the Senior High School career

preference of the respondents aside from those that were already given.

Validity

The instrument was subjected to face and content validity. The researchers asked the help

of some experts to see if the instrument will be able to elicit and gather the needed data for the

study. Likewise, the formatting of the instrument was checked.

Data Collection Procedure

The researchers wrote a letter addressed to the assistant principal of Hipona National

High School to ask permission to conduct the study involving the Grade 11 students of the said

school. After the approval of the request, the researchers looked for the Grade 11 students and

asked them if they could be the respondents of the study. Afterwards, the questionnaires were

administered. Lastly, the researchers gathered the questionnaires and moved on to tabulation of

the results.

Data Analysis Procedure

The gathered data was tabulated and analyzed using the IBM SPSS Statistics 20. Mean,

frequency count, and percentage were utilized in the analyses of data. Additionally, since this

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study utilized a non-random sampling, non-parametric tests were used such as Kruskal Wallis H

and Mann Whitney U to test significant differences among variables.

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