The Impact of Socio-Emotional Learning (SEL) in the Academic Performance of the Learners: Basis for Instructional Intervention

Authors

Emerejoy J. Ronda

Abstract

This research examined the impact of socio-emotional learning (SEL) on the academic achievement of elementary pupils, employing a descriptivecorrelational research approach with 107 students from Grades 3 to 6 in District IV, Oroquieta City. Data were gathered utilizing a validated SEL questionnaire and the General Scholastic Average (GSA), and evaluated by weighted mean, t-test, ANOVA, Pearson’s r, and regression. Learners indicated an "Agree" Level of socio-emotional proficiency in all CASEL categories, with no notable variances observed among profile characteristics. A notable positive connection was found between SEL competence and academic success (r = 0.35, p = 0.017), with SEL competence significantly forecasting academic achievement (β = 0.32, p = 0.004). The results indicate that socio-emotional learning significantly contributes to academic achievement, highlighting the necessity for focused instructional strategies to improve SEL in elementary school.

Keywords

academic performance, descriptive-correlational study, elementary learners, instructional intervention, socio-emotional learning, academic