Chapter were the top-performing countries at the

Chapter 1INTRODUCTIONBackground of the StudyEast Asian countries continued to lead the world in mathematics achievement.

Singapore, Korea, and Hong Kong, followed by Chinese Taipei and Japan, were the top-performing countries at the fourth grade. Similarly, at the eighth grade, Korea, Singapore, and Chinese Taipei outperformed among other countries, followed by Hong Kong and Japan, (Mullis et al., 2012).On the other hand, the Philippines was one of the poor achievers in Math and Science internationally.

According to the international study in the 2003 Math Achievement Test by the Trends in International Mathematics and Science students, the country belonged to the 41st out of the 43 countries and ranked 36th in Mathematics out of 38 countries in 2010, Dulay (2015). Also, the Organization for Economic Cooperation and Development (OECD) Program for International Student Assessment for the subjects Science, Math, and Reading, Philippines failed to be within the first forty (40) countries, (Appel & Kronberger, 2012).Additionally, Imam et al. (2012) stated that the declining performance of Filipino students in the national and international mathematics tests for the last decade had become a main challenge to Philippine Education. The Department ofEducation associated this problem to students’ poor reading comprehension. It was found that students in private schools performed better in reading comprehension skills and mathematics than their counterparts. The overall students’ reading comprehension skills were not significantly correlated to mathematics performance.

Thus, poor mathematics performance could be associated with other factors but not reading comprehension skills.The demand for excellence in education in the Philippines is strengthened by the authority of Basic Education Act of 2001 (R.A. 9155). The act provided the main goal of basic education which is to produce an advanced Filipino learner by developing their knowledge and competencies. These include literacy, numeracy, critical analysis, and necessary values to become caring, independent, productive, nationalistic, and accountable citizen, (Department of Education, 2002).

According to Corpuz & Salandanan (2007), it is necessary to find out if the learning objectives were attained after the teaching-learning process. In the curriculum, these refer to the student learning outcomes (SLO). Student learning outcomes are the results or products of the students in the learning process. Performance is an element of a curriculum that should be given importance.

The curriculum is considered to be effective if the learners’ performances are higher than the objectives set. On the other hand, if the learners’ performances are low then it means that the curriculum is not successful. Thus, an effective curriculum is one that results high or outstanding performance. Ghazvini & Khajehpour, (2011) stated that gender differences exist in the academic performance of boys and girls. It revealed that the girls have a more adaptive approach in learning new task than the boys.

The correlation study of Ali, S., et al. (2013) on the relationship between performance and age showed that the latter plays a significant role in increasing a student’s academic performance. The results of the correlation study of Ali, S., et al. (2013) showed that performance and age have negative correlation. Coleman et al.

, (1996) and White’s (1982) studies showed that as students become older, the correlation between age and performance remains constant over timeThe study of Selcuk R. Sirin, 2005 showed a slight decrease in the average correlation of socioeconomic status–achievement since the initial review of White’s (1982) meta-analysis was published. Also, Ma, Li-Chen; Wooster, Robert A (1979) studied the effect of civil status on the academic performance of college students.

It was revealed that married students attained higher grades than unmarried students. Also, married students without children attain higher grades than those with children.According to Akungu (2014), learning material resources have a significant effect on students’ academic achievement since it aid the learning of abstracts and ideas and discourage route learning. Additionally, Adeogun (2001) discovered a very strong positive significant relationship between learning materials and academic performance.

According to him, schools with more materials performed better than schools with less learning materials.The study of Quintillan-Bugas (2010) found out that it was through understanding the factors that affect one’s performance that the teaching-learning process was more effective and fruitful. It was found out that high performing students were introverts and thinking types, while low performing students were extroverts and feeling types. It implied that there was variation in understanding and processing of concepts and principles across learning styles, interests, and motivations. Learning Style. Singh ; Singh (2014) defined learning style as the learner’s ability to recognize and process information in a given learning situation.

The knowledge of the teacher on learning styles helps in lesson planning and choosing teaching strategies that is suited to an individual’s learning style. They found that the learning style of pre-service teachers were significantly different with respect to their gender, academic discipline, and habitat. The majority of pre-service teachers favored diverging learning style followed by the simulator learning style and that they least favored the accommodative and convergent learning styles. According to Stewart ; Felicetti (1992), learning styles are concerned with how the learners learn rather than what they learn. Also, learning style is an educational condition under which a student is more likely to learn.

Dunn, R., et al., (2010) indicated that utilizing a teaching strategy suited to student’s learning-style preferences is beneficial to their academic achievement. They stated that accommodating students’ learning styles can achieve 75% of a standard deviation higher than students whose learning styles preferences weren’t accommodated. Wehrwein, A., Lujan, H.

, and DiCarlo, S. (2006) stated that students have different learning style preferences. It include visual (V; learning from graphs, charts, and flow diagrams), auditory (A; learning from speech), read-write (R; learning from reading and writing), and kinesthetic (K; learning from touch, hearing, smell, taste, and sight). Awang, H., et al (2017) studied the relationship between learning styles and academic achievement of polytechnic students base on VARK learning styles.

The result showed that there is no difference between academic achievements across learning style. It was also emphasized that each learning style has its degree of strengths and weaknesses.According to Vaishnav & Chirayu (2013), kinesthetic learning style was more predominant than visual and auditory learning styles among secondary high school students. A positive high correlation between kinesthetic learning style and academic performance of the students was also found. However, Galasinki (2000) said that speech is one of the most common means of communication in today’s modern world.

And speech uses the ear receptor which is under auditory in the VAK learning style. While the study of Abdullah (2012) showed that visual learners performed best in their academic performances. Nzesei, M. M. (2015) studied the correlation between learning styles and academic achievement among secondary school students in Kenya.

It was revealed that there is no significant difference among high and low academic achievement. It also showed that there exist a strong and positive relationship between learning styles and academic achievements. Lucas ; Corpuz (2007) affirmed that thinking/learning style is an important factor that assists student diversity. Students think and learn in different ways. Every student had different learning preferences, specifically in the learners’ way of processing information.

Some would learn better when they do it with their hands rather than just merely listening while others may prefer to watch a video of the lesson. These preferences are based on their thinking/learning styles. Thinking/learning style simply means a tendency of the learner to behave in a certain manner. One’s style is most often described as an aspect of personality that can influence a person’s attitudes, values, and social interaction.

Study Habits. Losare (2009) defined study habits as the learner’s way of managing his/her time in a way that he/she can study and review regularly. Additionally, Crede ; Kuncel, (2008) said that study habits are consistent patterns of behavior which are well-planned and purposeful on the part of learners towards learning academic disciplines.

Study habit was found from numerous studies to improve student’s academic performance more than any other non-intellectual variable.The study of Belen (2008) on study habits, attitudes, and academic performance revealed that the respondents of his study have very low or poor study habits and attitudes, average verbal intelligence, below average non-verbal, average intelligence, and average personality. However, they still managed to have good academic performance despite all these factors. Also, Cerna & Pavliushchenko (2015) believed that study habit is an important determinant of academic performance. Their study revealed that study habit has a negative and positive effect to a student’s academic performance.

Lawrence A. S., A. (2014) investigated the study habits and academic achievement of higher secondary school students with reference to the background variables.

The results showed that there was no significant difference between study habits and academic achievement of higher secondary school students. Guray (2017) studied the influence of peers in the study habits of BEEd student. Results revealed that there were significant differences in the level of influence of peers in the students’ study habits. The results of the study showed that the respondents who attained good grades were provided with positive influences. Also, Estrella (2015) stated that there are many cognitive and non-cognitive factors that explain the academic performances of college students. The ability to form one’s identity and self-awareness and the pattern of behavior possessed by a student in the attainment of learning are important vehicles in the educative process. His study revealed that there no significant relationship between the levels of study habits and academic performance.

Emotional Intelligence. Grieve (2013) defined emotional intelligence as an ability to recognize, control and manage emotion in self and in others. A good teacher must have strong emotional intelligence. Understanding what makes a student’s emotional impulse can be helpful for effective learning. However, trying to train teachers to have more emotional intelligence might be impossible. Instead, helping future teachers to develop sets of emotional competencies such as flexibility, confidence, and effective adoption during their training might be more fruitful.

Salovey & Mayer (1990) disclosed a framework for emotional intelligence, a set of skills assumed to contribute to the exact assessment and expression of emotion in oneself and in others, the effective management of emotion in self and others, the use of feelings to inspire, prepare, and accomplish something in life.Mayer & Geher (1996) said that people who can relate their thoughts to feelings may be good with the emotional implications of their own thoughts and understanding feelings of others. Emotional intelligence (EI; one’s ability to recognize, combine, and manage emotions) can influence assessments of stressful and succeeding task performance, (Schneider, Lyons, ; Williams, 2005).Additionally, Goleman (1995) stated that IQ affects only 20% of one’s work and professional success, but emotional intelligence affects the remaining 80%. It means that the factor that can determine one’s success don’t depend much on his IQ, but his emotional ability instead. The study of Mohzan et al. (2013) on the influence of emotional intelligence on academic achievement among students of teacher education revealed that the respondents have a high level of emotional intelligence.

Self-emotion appraisal and understanding of emotion are found to be significantly and positively related to the respondents’ academic achievement. The study implied the value of emotional intelligence and their relationships to students’ academic performance, particularly among pre-service teachers.Corcoran et al.

(2012) also argued that emotional intelligence (EI) is an important Teacher’s skill. Yet, there is a need for more data on whether student teachers’ levels of emotional intelligence affect their teaching performance. Moreover, gender and prior academic attainment were also seen as possible contributors to teaching performance. This increases the demand to study one’s understanding of emotions and teaching.

Márquez, P., ; Palomera, R., ; Brackett, M. (2006) examined the relationship between EI and important social and academic performance of high school students. The results supported the validity of EI and provided positive indicators on the importance of EI in student’s academic performance and social development. According to Duckworth & Seligmann (2012), it is certain that intellectual strengths and non-intellectual strengths affect a student’s academic performance.

Generally, the related researches mentioned in the study revealed that there are lots of factors that contribute to learners’ performances. These factors include age, sex, civil status, family monthly income, source of review materials, study habits, learning styles, and emotional intelligences. The above scenario encouraged the researchers to conduct a study on the correlates in the performance of pre-service teachers in the Professional Enhancement 1.Theoretical FrameworkFriedman & Mandel (2009) said that the retentions and performances of college students in higher education (pre-service teachers) are important concern in educational institution. This study on the correlates in the performance of pre-service teachers in the Professional Enhancement 1 adapted the theory of Gardner’s Multiple Intelligence, Dunn ; Dunn’s VAK Learning Style Theory, Theory of Goleman’s Emotional Intelligence, and Piaget’s Theory of Cognitive Development. Gardner’s (1993) Theory of Multiple Intelligence presented a theoretical foundation for understanding the students’ different abilities and talents.

Gardner defined intelligence as the ability or set of abilities that allow a person to solve problems that is relevant in our daily life. He believed that each learner is different from each other. A learner can perform well in one domain area, but not in another. Hence, we are all born intelligent, but in different degrees of strength.

The VAK (Visual, Auditory & Kinesthetic) learning style, also known as VAKT (Visual, Auditory, Kinesthetic, & Tactile) uses the three main sensory receivers to determine the dominant learning style. These sensory receivers are the channels by which human expression can take place and is a combination of perception and memory, (Dunn & Dunn, 2003).According to Klitmøller (2015), Dunn and Dunn learning style model is a commonly used model, claiming effectiveness based on findings from experimental research. A central aspect of the model concerns the use of visual, auditory, kinesthetic, and tactual in learning.

Although with respect to perceptual preferences, the Dunn and Dunn model is not recommended for use in educational practices until a number of issues regarding the model and the model literature have been resolved.Additionally, Silver et al. (2000) said that students don’t learn in the same way. The teacher’s knowledge of different learning styles serves as a tool to understand differences and help students develop.

Recognizing student’s learning style can help students attain better outcomes in their academic performance and improve their attitudes toward learning, (Green, 1999).The concept of Goleman’s (1995) theory of emotional intelligence gave emphasis to an individual’s self-awareness to recognize one’s feelings and manage one’s emotions. A person with a high emotional intelligence is also capable of understanding the feelings of others, thus, he/she is good at handling relationships of all kinds.

He proved that emotional intelligence is more superior to intelligence quotient. If a person is intellectually intelligent, it does not necessarily follow that they were emotionally intelligent. In addition, Cherry (2018) stated that like Gardner’s Theory of Multiple Intelligence, intelligence quotient is not a full and precise representation of a person’s ability. A person with good memory, or good problem-solving abilities, does not necessarily mean that he is capable of dealing with emotions or of motivating themselves and of others. Piaget’s (1936) cognitive theory stressed the construction and development of thought processes. It emphasized that thoughts and expectations deeply affect an individual’s attitudes, beliefs, values, perceptions, and actions. Also, Sincero (2018) defined cognitive psychology as the study of how human processes information, handles problems or develops one’s behavior and characteristics.

Conceptual FrameworkNumerous studies have been done that emphasized the cognitive factors as predictors of academic success. However, there has been an increasing interest on the non-cognitive factors recently. A number of researchers have studied the effect of non-cognitive variables such as study habits (Crede and Kuncel, 2008; Belen, 2008; and Guray, 2017), learning styles (Stewart and Felicetti, 1992; and Singh & Singh, 2014), and emotional intelligences (Estrella, 2015; and Corcoran et al. 2012) on academic achievement. Some concluded that the combination of the different factors could explain students’ academic performance while others claimed these factors to have strong relationships with the academic performance of students.The construction of conceptual paradigm was based from the theoretical framework of the study on the correlates in the performance of pre-service teachers in the Professional Enhancement 1. This study made use of the Input and Output model which presents the relationship between independent and dependent variables.

The respondents’ profile in terms of their personal attributes which include sex, age, civil status, family monthly income, source of review materials, study habits practices, learning styles, and emotional intelligences were the independent variables. On the other hand, the dependent variables were the levels of performance of the respondents in the Professional Enhancement 1. Please see Figure 1 on the next page.?Independent Variables Dependent VariablesRespondents’ Profile• sex;• age;• civil status;• family monthly income;• source of review materials;• study habits;• learning styles; and• emotional intelligences Levels of Performanceof the Respondents in the Professional Enhancement 1 Figure 1: Conceptual Paradigm showing the Independent and Dependentvariables applied in the study Statement of the ProblemThis study aimed to determine the Correlates in the Performance of Pre-Service Teachers of the College of Teacher Education at Urdaneta City University in the Professional Enhancement 1 during the academic year 2017–2018.

Specifically, it sought to answer the following questions:1. What is the personal profile of the pre-service teachers in terms of the following attributes?a. sex;b. age;c.

civil status;d. family monthly income;e. source of review materials;f. study habits;g. learning styles; andh.

emotional intelligences?2. What is the respondents’ level of performance in the Professional Enhancement 1?3. Is there a significant difference between the respondents’ level of performance across their profile attributes?4. Is there a significant relationship between the respondents’ level of performance and their profile attributes?Null HypothesisBased on the above-mentioned problems, the researchers formulated the null hypothesis of the study and tested at 0.05, level of significance: 1.

There is no significant difference in the respondents’ level of performance across their profile attributes, and2. There is no significant relationship between the respondents’ level of performance and their profile attributes.Scope and Delimitation of the StudyThis study mainly focused on the correlates in the performance of 218 Pre-Service Teachers in the Professional Enhancement 1. It covered the Pre-Service Teachers enrolled in Professional Enhancement 2 and Professional Enhancement 1 at Urdaneta City University during the Second Semester of Academic Year 2017-2018.

The profile of the respondents was categorized based on their attributes which include personal profiles, study habits, learning style, and emotional intelligences. The profile variables was determined using a questionnaire checklist prepared by the researchers and to be validated by five experts who are the faculty of the Psychology Department, the Dean of the College of Social Work, the Assistant Dean of the Graduate School, the Coordinator of the Internship, and the Senior Guidance Counselor at Urdaneta City University. The researchers also used the documentary analysis of the respondents in the Professional Enhancement 1 to measure their level of performance. Significance of the StudyThis study aimed to determine the correlates in the performance of the pre-service teachers in the Professional Enhancement 1. The result of this study can be significant to the following:Administration.

The result of the study can enlighten them about the factors that contribute to the low level of a student’s academic performance. It can also encourage them to develop more effective programs that can help or improve the level of students’ academic performance.Instructors. The result of this study could serve as their basis of improving their instruction and teaching strategies. It enables them to understand the nature of students’ capabilities (strengths and weaknesses) in learning.Students.

This study will enable the students to understand and evaluate the factors that affect their academic performance, providing them the necessary information to improve and have a positive attitude towards learning.Parents. The result of the study will help them to have awareness on the factors that affect their child’s learning performance.

This study may also encourage them to give full support and guidance to their child/children.Future Researchers. The result of this study will give additional information that can help future studies on the factors that affect a learner’s performance.Definition of TermsThe following terms were defined lexically and operationally for a better understanding of the study.

Correlate. According to Oxford Dictionary, it is the relationship between two or more quantities (variables). In this study, these are the factors that affect the level of performance of the respondents in the Professional Enhancement 1 such as study habits practices, learning style, and emotional intelligence. Performance.

It was defined as the observable behavior of a person in a particular situation usually experimental situation (Simpson ; Weiner, 1989). In this study, it refers to the scores earned by the respondents in the different subjects, namely, Science, English, Mathematics, Filipino, and Social Science in Professional Enhancement 1.Pre-Service Teachers. They refer to those students who participated in Pre-Service training or education, “a course or program of study which Student Teachers complete before they begin teaching”, Richards ; Schmidt (1985). In this study, Pre-Service Teachers are the students enrolled in Professional Enhancement 2 and Enhancement 1 during the Second Semester of the Academic Year 2017-2018.Professional Enhancement 1.

In the course description of Urdaneta City University, Professional Enhancement 1 is a course to enhance the performance of the students in the licensure exam being given by PRC particularly for the would be teachers. It also helps the students to acquire in-depth understanding of the varied General Education such as English, Math, Science, Filipino, and Social Science Subjects. Study Habit. According to Losare (2009), it simply means how a learner manages his/her time in such a way that he/she can study and review regularly. In this study, it refers to the respondents’ preferred place to study, how much to study, and way of studying.

Learning Style. According to Lucas & Corpuz (2014), it refers to the way an individual processes information. In this study, it describes a person’s typical mode of thinking, remembering, or problem-solving. The learning styles in this study are: Visual Learning Style. According to the University of Pennsylvania (2009), visual learning style is suited to learners who prefer to learn through written text, demonstrations, videos, and other visual aids. In this study, it refers to the learning style for the learners who prefer to write, visualize, and use imagination.Auditory Learning Style.

According to Colorado State University, auditory learners are those who learn better through hearing or saying the word aloud. In this study, it is a way of doing or learning something with the help of the sense of hearing.Kinesthetic Learning Style. According to Lucas ; Corpuz (2014), kinesthetic learners do things from a hands-on approach, they prefer learning by doing.

In this study, it is a way of doing or learning something with the sense of touch.Emotional Intelligence. According to Schneider, Lyons, ; Williams (2005), it is the ability to recognize, combine, identify and manage emotions.

In this study, it refers to the respondents’ way of managing one’s emotion and of others, in terms of:Emotional Awareness. According to Radwan (2017), emotional awareness is being aware of one’s own emotion in such a way that one knows why he/she feels good or bad towards someone/something. In this study, it is respondent’s awareness of his/her own feeling and emotion.

Emotional Management. According to Bradberry (2014), emotional management refers to the ability of managing one’s awareness and actions. In this study, it is respondent’s self-control and composure during stressful times.

Social Emotional Awareness. According to Airth (2018), it is the ability to properly respond to the things that are happening in our environment or in the society and being able to understand the emotions of the people around you. In this study, it is respondent’s understanding of the way other people feel.Relationship Management. According to Investopedia, it is the strategy of a person to be engaged with the people with whom he/she interact. In this study, it is respondent’s relationship or engagement with other people. Chapter 2METHODOLOGYThis chapter presents the methods of research to be used in making this study. It includes the research design, respondents of the study and sampling scheme, data gathering instrument, procedure, validation, ethical considerations, and tools for data analysis.Research DesignThe correlation study approach was utilized in this study. According to McLeod (2008), correlation means association or relationship between two or more things. Specifically, it is a measure of the extent to which two variables are related. Furthermore, it was stated that correlation method is a quantitative method of research in which the relationship between two or more variables from the same group of participants will be determined.It aimed to explain the degree or strength of relationships of the variables being studied. Moreover, the researchers identify the types whether positive or negative (Guevara and Lambinicio, 2011). Thus, it is suited to this study, since it can determine the correlates in the performance of pre-service teachers in the Professional Enhancement 1.Respondents of the Study and Sampling SchemeThe respondents of this study were the pre-service teachers of the College of Teacher Education enrolled in the subject Professional Enhancement 2 and Professional Enhancement 1 at Urdaneta City University during the Second Semester of Academic Year 2017-2018. The number of the respondents was determined by using the Sloven’s Formula. Proportionate Simple Random Sampling is the utilized sampling scheme in identifying the subjects, as shown in the table belowTable 1Distribution of the Respondents according to their Classificationn = 218Indicators N n %Generalist 49 23 11Early Childhood 28 14 6English 32 15 7Filipino 62 29 13General Science 37 18 8Mathematics 31 15 7Physical Education, Health, & Music (PEHM) 47 22 10Social Science 26 13 6Special Education 20 10 5Professional Enhancement 1 126 59 27Total 458 218 100It can be seen from the table that the majority of the respondents are from the enrollees of Professional Enhancement 1 with a frequency of 59 or 27 percent of the sample size. However, the least are the 10 respondents from Special Education (5 percent). Further, those who enrolled in the Professional Enhancement 2 are the 29 or 13 percent with Filipino as their Major of Specialization.Data Gathering InstrumentThe main data gathering instrument of the study used by the researchers were questionnaire-checklist and documentary analysis of the respondents’ scores in the Professional Enhancement 1. The documentary analysis of the respondents was used to determine the level of performance of the respondents in the Professional Enhancement 1.Moreover, the researchers used questionnaire-checklist to determine the respondents’ profile, namely personal profile, study habits practices, learning styles and emotional intelligences. The questionnaire-checklist was adapted from Mohapel (2012), Martin & Osborne (1989) and O’Brien (1985). Minor revisions on the questionnaire-checklist were made. After the revision, it was then validated by (five experts) the faculty of the Psychology Department, the Dean of the College of Social Work, the Assistant Dean of the Graduate School, the Coordinator of the Internship, and the Senior Guidance Counselor of Urdaneta City University.ProcedureThe researchers asked permission to conduct the study from all concerned entities, namely, the Dean of College of Teacher Education, the faculty-in-charge of the Professional Enhancement 1, and the SMART Reviewers. After asking permission, the researchers administered the questionnaire-checklist personally to determine the respondents’ personal profile, study habits, learning styles, and emotional intelligences. ValidationThe questionnaire-checklist was validated by five experts. The experts were from the faculty of the Psychology Department, the Dean of the College of Social Work, the Assistant Dean of the Graduate School, the Coordinator of the Internship, and the Senior Guidance Counselor of the Urdaneta City University.Ethical ConsiderationsEthical issues that came up during the study include variations in the instrument administration and confidentiality issues. The researchers secured permission from the Dean of the College of Teacher Education to conduct the said study. The researchers also sought permission from the faculty-in-charge of Professional Enhancement 1 and the OIC of Registrar in giving the necessary data for the study. To secure the identity of the respondents, they were asked to give their student ID numbers.Tools for Data AnalysisTo answer the stated problems in Chapter 1, the data was tallied, classified, and analyzed with the use of appropriate tools to come up with a valid and reliable interpretation of data. For problem number 1 regarding the personal profile of the pre-service teachers in terms of the following attributes; sex, age, civil status, family monthly income, and source of review materials, percentage was used: where: %= percentage equivalent of each categoryf = number of respondents that fall in each categoryn = total number of respondentsFurther, the respondents’ profile in terms of study habit practices, learning styles, and emotional intelligence, and the level of performance in the Professional Enhancement 1 were analyzed using the weighted mean formula as: where: WM = computed average of each categoryf = number of respondents that fall in each categoryX = point value classificationn = total number of respondentsTo determine the respondents’ extent of practices according to study habits, learning styles, and emotional intelligence, a five-point Likert scale was used as shown below.Study HabitsPoint Value Mean Range Descriptive Equivalent Interpretation5 4.50-5.00 Always The respondents continuously practice the study habits in terms of place, how much, and how to study.4 3.50-4.49 Often The respondents regularly practice the study habits in terms of place, how much, and how to study.3 2.50-3.49 Sometimes The respondents occasionally practice the study habits in terms of place, how much, and how to study.2 1.50-2.49 Seldom The respondents rarely practice the study habits in terms of place, how much, and how to study.1 1.00-1.49 Never The respondents do not practice the study habits in terms of place, how much, and how to study.Learning StylesPoint Value Mean Range Descriptive Equivalent Interpretation5 4.50-5.00 Always The respondents continuously practice the visual, auditory, and kinesthetic learning style4 3.50-4.49 Often The respondents regularly practice the visual, auditory, and kinesthetic learning style3 2.50-3.49 Sometimes The respondents occasionally practice the visual, auditory, and kinesthetic learning style2 1.50-2.49 Seldom The respondents rarely practice the visual, auditory, and kinesthetic learning style1 1.00-1.49 Never The respondents do not practice the visual, auditory, and kinesthetic learning styleEmotional IntelligencePoint Value Mean Range Descriptive Equivalent Interpretation5 4.50-5.00 Always The respondents have very high emotional intelligence in terms of emotional awareness, emotional management, social emotional awareness, and relationship management.4 3.50-4.49 Often The respondents have high emotional intelligence in terms of emotional awareness, emotional management, social emotional awareness, and relationship management.3 2.50-3.49 Sometimes The respondents have average emotional intelligence in terms of emotional awareness, emotional management, social emotional awareness, and relationship management.2 1.50-2.49 Seldom The respondents have low emotional intelligence in terms of emotional awareness, emotional management, social emotional awareness, and relationship management.1 1.00-1.49 Never The respondents have very low emotional intelligence in terms of emotional awareness, emotional management, social emotional awareness, and relationship management.The respondents’ levels of performance in the Professional Enhancement 1 was interpreted using a three-point Likert scale as shown below.PointValue SubjectScore Range Total Score Range DescriptiveEquivalent Interpretation3 30-40 150-200 High Students have performed above the expected level of competencies in the different fields of English, Math, Science, Filipino and Social Science.2 20-29 100-149 Average Students have performed within the expected level of competencies in the different fields of English, Math, Science, Filipino and Social Science.1 0-19 0-99 Low Students have performed below the expected level of competencies in the different fields of English, Math, Science, Filipino and Social Science.Further, to answer problems number 3 and 4, the researchers used open program software. The correlates were from the respondents’ level of performance and their profile attributes. Chapter 3RESULTS AND DISCUSSIONThis chapter deals with the presentation, analysis, and interpretation of data about the specific problems in Chapter 1. The data discussed in this chapter include four parts of the study. These are: pre-service teachers’ profile in terms of sex, age, civil status, family monthly income, source of review materials, study habits, learning styles, and emotional intelligences; performances in the Professional Enhancement 1; the differences between the respondents’ level of performances in terms of their profile attributes; and the relationship between the respondents’ level of performances and their profile attributes.Profile of the RespondentsTable 2 on the next page shows the distribution of the respondents according to classification in terms of profile as to sex, age, civil status, family monthly income, and source of review materials with the corresponding frequency (f) count and percentage (%) equivalent of each attribute.It can be gleaned from the table and Figure 2 on the next page that in terms of sex, most of the respondents are female as shown by the frequency of 172 or 79 percent, while least in number are the males with 46 or 21 percent. Table 2 Distribution of the Respondents in terms of Profile n=218Indicators f %Sex Male 46 21 Female 172 79Age 18 years old and below 4 2 19 years old 36 16 20 years old 96 44 21 years old 41 19 22 years old and above 41 19Civil Status Single 208 95 Married 8 4 Separated 2 1 Widow/er 0 0Family Monthly Income Php 10,000 and Below 128 59 Php 10,001 – Php 20,000 44 20 Php 20,001 – Php 30,000 34 16 Php 30,001 and Above 12 5Source of Review Material Internet 162 74 Old Reviewers 96 44 New Reviewers 149 68 Handout 200 92 Figure 2. Distribution of the Respondents in terms of Sex Figure 3. Distribution of the Respondents in terms of AgeSimilarly, It can be seen from the same table on the previous page and Figure 3 above that in terms of age, most of the respondents are 20 years old as shown by the frequency of 96 or 44 percent and 41 or 19% on both 21 and 22 years old and above while the least are the 4 or 2 percent under 18 years old.Also, Table 2 and Figure 4 below show that in terms of civil status, most of the respondents are single as shown by the frequency of 208 or 95 percent while the least in number are 2 or 1 percent who is separated. Figure 4. Distribution of the Respondents in terms of Civil Status Figure 5. Distribution of the Respondents in terms of Family Monthly IncomeFurther, Table 2 and Figure 5 above show that in terms of family monthly income, most of the respondents’ have a family monthly income of Php10,000.00 and below as shown by the frequency of 128 or 59 percent correspondingly. However, the least in number has a family monthly income of Php 30,001.00 and above as shown by the frequency of 12 or 5 percent. Finally, the same table and Figure 6 on the next page present that 92 percent of the respondents use handouts as their source of review material while the least is the 96 or 44 percent on old reviewers. Figure 6. Distribution of the Respondents in terms of Source of Review MaterialsThus, Table 2 indicates that the majority of the respondents are female, 20 years old of age, single with family monthly income of Php 10,000.00 and below and use handout as source of review material which imply that the Pre-Service Teachers are dominated by those of the feminine gender, of proper age according to their level of schooling, no marital obligations, with lowest family monthly income and use handouts as review material.Respondents’ Practices on Study Habits, Learning Styles and Emotional IntelligencesTable 3 on the succeeding pages show the respondents practices on the study habits in terms where to study, when and how much to study and how to study with the corresponding weighted mean (WM) and descriptive equivalent (DE) of each category.The table and Figure 7 on the succeeding pages elucidate that the respondents answered “Often” on the study habits in terms of ‘Where to Study’ as evidenced by the average weighted mean of 4.29 in which the highest among the categories is on “I study where there is good lighting” (with WM=4.50, DE of Always) while the lowest is on “I study in an area free of unnecessary materials” (with WM=4.01, DE of Often). It indicates that the respondents continuously practice to study in a place where there is good lighting. It implies that they prefer studying in a room or place with good lighting.Table 3Respondents’ Practices on Study Habits in terms of Where to Study n = 218Indicators WM DE1.) I study where there is good lighting. 4.50 A2.) I study in a room where there is good ventilation. 4.45 O3.) I study in an area free of unnecessary materials. 4.01 O4.) I study in a quiet area. 4.35 O5.) I study facing a wall or a corner to minimize distracting sights. 4.16 OAverage Weighted Mean 4.29 OLegend: Mean Range Descriptive Equivalent 4.50 – 5.00 Always 3.50 – 4.49 Often 2.50 – 3.49 Sometimes 1.50 – 2.49 Seldom 1.00 – 1.49 Never Figure 7. Distribution of the Respondents’ Practices on Study Habits in terms of Where to StudyTable 3 (continuation)Respondents’ Practices on Study Habits in terms of When and How Much to Studyn = 218Indicators WM DE1.) I study during my active hours. 4.22 O2.) I review my notes during my vacant time. 3.92 O3.) I set goals, according to the difficulty of the topic. 4.05 O4.) I see to it that I take a break every after an hour. 4.06 O5.) I study the “tough” subjects when I am most aware. 4.17 OAverage Weighted Mean 4.08 OLegend: Mean Range Descriptive Equivalent 4.50 – 5.00 Always 3.50 – 4.49 Often 2.50 – 3.49 Sometimes 1.50 – 2.49 Seldom 1.00 – 1.49 Never Figure 8. Distribution of the Respondents’ Practices on Study Habits in terms of When and How Much to StudyThe continuation of Table 3 and Figure 8 on the shown above explained that the respondents answered “Often” on the study habits in terms of ‘When and How much to Study’ as evidenced by the average weighted mean of 4.08 in which the highest among the categories is on “I study during my active hours” (with WM = 4.22, DE of Often) while the lowest is on “I review my notes during my vacant time” (with WM = 3.92, DE of Often). It indicates that the respondents regularly practice to study during their active hours. This implies that studying during active hours was the most preferred time and method of reviewing by the respondents.The continuation of Table 3 and Figure 9 on the succeeding page illustrate that the respondents answered “Often” on the study habits in terms of ‘How to Study’ as evidenced by the average weighted mean of 4.28. In which the highest among the categories is on “I try to underline, take notes, or identify material that will help me answer the questions that I previously listed” (WM = 4.42, DE of Often). However, the lowest is on “I try to think of and list additional questions that I should be able to answer from reading a learning material” and “I try to think of and list additional questions that I should be able to answer from reading a learning material” (WM = 4.13, DE of Often). It indicates that the respondents regularly practice the study habits in terms of how to study specifically, on trying to underline, take notes, or identify material that will help answer the questions previously listed and trying to relate in real life situations when learning a principle or definition. It implies that the respondents generally preferred trying to underline, take notes, or identify material that will help answer the questions previously listed as the best method to review.Table 3 (continuation)Respondents’ Practices on Study Habits in terms of How to Studyn = 218Indicators WM DE1.) I analyze further the given topic. 4.33 O2.) I try to relate in real life situations when learning a principle or definition. 4.40 O3.) I try to think of and list additional questions that I should be able to answer from reading a learning material. 4.13 O4.) I try to underline, take notes, or identify material that will help me answer the questions that I previously listed. 4.42 O5.) I review the material and continue to go over my recitation to the questions and my notes. 4.13 OAverage Weighted Mean 4.28 OLegend: Mean Range Descriptive Equivalent 4.50 – 5.00 Always 3.50 – 4.49 Often 2.50 – 3.49 Sometimes 1.50 – 2.49 Seldom 1.00 – 1.49 Never Figure 9. Distribution of the Respondents’ Practices on Study Habitsin terms of How to StudyThe continuation of Table 3 and Figure 10 shown below present that the respondents answered “Often” on the study habits as evidenced by the total overall average weighted mean of 4.22. In which the highest among the categories is on “Where to Study” (WM = 4.29, DE of Often). Meanwhile, the lowest is on “When/How Much to Study” (WM = 4.08, DE of Often). Table 3 (continuation)Respondents’ Practices on Study Habitsn = 218Indicators WM DEWhere to Study 4.29 AWhen/How Much to Study 4.08 AHow to Study 4.28 AAverage Weighted Mean 4.22 ALegend: Mean Range Descriptive Equivalent 4.50 – 5.00 Always 3.50 – 4.49 Often 2.50 – 3.49 Sometimes 1.50 – 2.49 Seldom 1.00 – 1.49 Never Figure 10. Distribution of the Respondents’ Practices on Study HabitsIt indicates that the repondents regularly practice the study habits in terms of where to study. This implies that most of the respondents preferred to have a good place to study in terms of their study habits.According to Crede and Kuncel (2018), study habits are consistent behavior which is well planned and purposeful on the parts of learners towards learning academic disciplines. The study of Belen (2008) showed that the respondents have good academic performance despite having very low or poor study habits. Table 4 and Figures 11–14 on the succeeding pages show the respondents practice of the learning styles in terms of Visual, Auditory, and Kinaesthetic with the corresponding weighted mean (WM) and descriptive equivalent (DE) of each category.The table and Figure 11 on the next page show that the respondents answered “Often” on the “Learning Styles” in terms of “Visual” (AWM = 4.19). In which the highest among the category is on “I remember something better if I write it down” (WM=4.46). While the least is on “I can “see” the textbook page and where the answer is located if I am taking a test” (WM=3.80). It indicates that the respondents regularly practice to write something in order to remember it better. It implies that they prefer writing something in order to remember it easier.Table 4Respondents’ Practices on Visual Learning Stylen = 218Indicators WM DE1.) I remember something better if I write it down. 4.46 O2.) I can “see” the textbook page and where the answer is located if I am taking a test. 3.80 O3.) I tend to visualize what someone is saying while listening. 4.23 O4.) I use visual aids to help me retain material for the tests. 4.33 O5.) I find difficulty to understand what a person is saying when there are lots of mess and movement in the area. 4.11 OAverage Weighted Mean 4.19 OLegend: Mean Range Descriptive Equivalent 4.50 – 5.00 Always 3.50 – 4.49 Often 2.50 – 3.49 Sometimes 1.50 – 2.49 Seldom 1.00 – 1.49 Never Figure 11. Distribution of the Respondents’ Practices on Visual Learning StyleThe continuatuin of Table 4 and Figure 12 on the next page elucidate that the respondents answered “Often” on the learning styles in terms of ‘Auditory’ as evidenced by the total average weighted mean of 4.03. In which the highest among the categories is on “I get work done better in a quiet place.” (WM=4.52, DE of Always). However, the least is on “I remember things that I hear, rather than things that I see or read.” (WM=3.75, DE of Often). It indicates that the respondents regularly practice to get work done in a quiet place. This implies that they work better in a room or place where there are unnecessary noises.Table 4 (continuation)Respondents’ Practices on Auditory Learning Stylen = 218Indicators WM DE1.) I get work done better in a quiet place. 4.52 A2.) I spell it out loud and hear the words if it sounds right if I am unsure. 4.13 O3.) I understand how to do something if someone tells me, rather than having to read the same thing to myself. 3.94 O4.) I remember things that I hear, rather than things that I see or read. 3.75 O5.) I prefer to learn new information from a lecture or textbook through hearing it rather than reading it, if given a choice. 3.83 OAverage Weighted Mean 4.03 OLegend: Mean Range Descriptive Equivalent 4.50 – 5.00 Always 3.50 – 4.49 Often 2.50 – 3.49 Sometimes 1.50 – 2.49 Seldom 1.00 – 1.49 Never Figure 12. Distribution of the Respondents’ Practices on Auditory Learning StyleThe continuatuin of Table 4 and Figure 13 below elucidate that the respondents answered “Often” on the learning styles in terms of ‘Kinesthetic’ as evidenced by the total average weighted mean of 4.10. Table 4 (continuation)Respondents’ Practices on Kinesthetic Learning Stylen = 218Indicators WM DE1.) I learn best when I am shown how to do something, and I have the opportunity to do it. 4.40 O2.) I tend to solve problems through a more trial-and-error approach, rather than from a step-by-step method. 3.98 O3.) I follow directions easily if I see someone else do it first. 3.98 O4.) I think more when I have the freedom to move around. 4.16 O5.) I remember the items best if I move around and use my fingers to name them. 4.00 OAverage Weighted Mean 4.10 OLegend: Mean Range Descriptive Equivalent 4.50 – 5.00 Always 3.50 – 4.49 Often 2.50 – 3.49 Sometimes 1.50 – 2.49 Seldom 1.00 – 1.49 Never Figure 13. Distribution of the Respondents’ Practices on Kinesthetic Learning StyleFurther, highest among the categories is on “I learn best when I am shown how to do something, and I have the opportunity to do it” (WM=4.40, DE of Often). Meanwhile, the least is on “I tend to solve problems through a more trial-and-error approach, rather than from a step-by-step method and I follow directions easily if I see someone else do it first” (WM=3.98, DE of Often). It indicates that the respondents regularly practice learning best if shown how to do something. This implies that they tend to learn best if shown how to do something and was given the opportunity to do it.The table and Figure 13 on the succeeding page elucidate that the respondents answered “Often” on their learning styles as evidenced by the average weighted mean of 4.11. In which the highest among the categories is on “Visual learning style” (with WM=4.19, DE of Often). However, the least is on “Auditory learning style” (with WM=4.03, DE of Often). This indicates that the respondents regularly practice the visual learning style. It implies that among the three, visual is their dominant learning style. Lucas ; Corpuz (2007) affirmed that thinking/learning style is an important factor that assists student diversity. Students think and learn in different ways. Every student has different learning preferences, specifically in the learners’ way of processing information. Some would learn better when they do it with their hands rather than just merely listening while others may prefer to watch a video of the lesson. Table 4 (continuation)Respondents’ Practices on Learning Stylesn = 218Indicators AWM DEVisual Learning Style 4.19 OAuditory Learning Style 4.03 OKinesthetic Learning Style 4.10 OAverage Weighted Mean 4.11 OLegend: Mean Range Descriptive Equivalent 4.50 – 5.00 Always 3.50 – 4.49 Often 2.50 – 3.49 Sometimes 1.50 – 2.49 Seldom 1.00 – 1.49 Never Figure 14. Distribution of the Respondents’ Practices on Learning StylesAccording to Williams (2009) most of all information processed by our brain is developed from the things we see. It suggested that visual communication is the main support system that plays a significant role for human success and development.Table 5 and the figures on the succeeding pages present the respondents’ level of emotional intelligence in terms of emotional awareness; emotional management, social awareness and relationship management with the corresponding weighted mean (WM) and descriptive equivalent (DE) of each statement.The table below and Figure 15 on the next page shows that the respondents answered “Often” on the “Emotional Intelligence” in terms of “Emotional Awareness” (WM = 4.07). In which the highest among the categories is on “I am aware of what is happening to me even when I am upset” (WM = 4.17, DE of Often). However, the least is on “I am easily affected by external factors” (MW 3.97, DE of Often). These indicate that the respondents have high emotional awareness. It implies that they are often aware of what is happening around them even stressful times and is able to stand apart from my thoughts and feelings and examine them.Table 5Respondents’ Practices on Emotional Intelligence in terms of Emotional Awarenessn = 218Indicators WM DE1.) I understand my feelings at any given moment. 4.08 O2.) I find it easy to put words to my feelings. 3.98 O3.) I am easily affected by external factors. 3.97 O4.) I am aware of what is happening to me even when I am upset. 4.17 O5.) I am able to stand apart from my thoughts and feelings and examine them. 4.15 OAverage Weighted Mean 4.07 OLegend: Mean Range Descriptive Equivalent 4.50 – 5.00 Always 3.50 – 4.49 Often 2.50 – 3.49 Sometimes 1.50 – 2.49 Seldom 1.00 – 1.49 Never Figure 15. Distribution of the Respondents’ Practices on Emotional Intelligence in terms of Emotional AwarenessThe table and Figure 16 on the next page shows that the respondents answered “Often” on the emotional management as evidenced by the total average weighted mean of 4.19. In which the highest among the categories is on “I accept responsibility for my actions” (WM=4.50, DE of Always). Meanwhile, the least is on “I maintain my composure, even during stressful times” (WM=3.07, DE of Often). This indicates that the respondents also have high emotional management. It implies that they always accept responsibility of their own actions and find it easy to make goals and stick with them.Table 5 (Continuation)Respondents’ Practices on Emotional Intelligence in terms of Emotional Managementn = 218Indicators WM DE1.) I accept responsibility for my actions. 4.50 A2.) I find it easy to make goals and stick with them. 4.21 O3.) I can accept critical comments from others without becoming angry. 4.11 O4.) I maintain my composure, even during stressful times. 4.05 O5.) I control my urges to overindulge in things that could damage my well-being. 4.07 OAWM 4.19 OLegend: Mean Range Descriptive Equivalent 4.50 – 5.00 Always 3.50 – 4.49 Often 2.50 – 3.49 Sometimes 1.50 – 2.49 Seldom 1.00 – 1.49 Never Figure 16. Distribution of the Respondents’ Practices on Emotional Intelligence in terms of Emotional Management Further, the continuation of Table 5 Figure 17 on the next page show that the respondents answered “Often” on the social emotional awareness as evidenced by the total average weighted mean of 4.25. In which the highest among the categories is on “I usually know when to speak and when to be silent” (WM=4.25, DE of Often). While the least is on “I can easily tell if people around me are becoming annoyed” (WM=4.06, DE of Often). Table 5 (Continuation)Respondents’ Practices on Emotional Intelligence in terms of Social Emotional Awarenessn = 218Indicators WM DE1.) I consider the impact of my decisions on other people. 4.28 O2.) I can easily tell if people around me are becoming annoyed. 4.06 O3.) I am generally able to understand the way other people feel. 4.18 O4.) I usually know when to speak and when to be silent. 4.36 O5.) I am genuinely bothered to see other people suffer. 4.33 OAverage Weighted Mean 4.25 OLegend: Mean Range Descriptive Equivalent 4.50 – 5.00 Always 3.50 – 4.49 Often 2.50 – 3.49 Sometimes 1.50 – 2.49 Seldom 1.00 – 1.49 Never Figure 17. Distribution of the Respondents’ Practices on Emotional Intelligence in terms of Social Emotional AwarenessThis indicates that the respondents have high social emotional awareness. It implies that they are cautious about when to speak and when to be silent and genuinely bothered to see other people suffer. The table below and Figure 18 on the next page shows that the respondents answered “Often” on relationship management as evidenced by the total average weighted mean of 4.27. In which the highest among the categories is on “I like helping people” (WM=4.59, DE of Always). However, the least is on “I find it easy to share my deepest feelings with others” (WM=4.00, DE of Often). It indicates that the respondents have high relationship management. It implies that they like helping other people and can easily make friends.Table 5 (Continuation)Respondents’ Practices on Emotional Intelligence in terms of Relationship Managementn = 218Indicators WM DE1.) I like helping people. 4.59 A2.) I find it easy to share my deepest feelings with others. 4.00 O3.) I am good at motivating others. 4.24 O4.) I can easily make friends. 4.30 O5.) I am able to talk to someone down if they are very upset. 4.20 OAverage Weighted Mean 4.27 OLegend: Mean Range Descriptive Equivalent 4.50 – 5.00 Always 3.50 – 4.49 Often 2.50 – 3.49 Sometimes 1.50 – 2.49 Seldom 1.00 – 1.49 Never Figure 18. Distribution of the Respondents’ Practices on Emotional Intelligence in terms of Relationship ManagementThe table below shows that the respondents mostly answered “Often” on emotional intelligence as evidenced by the total average weighted mean of 4.19. Table 5 (Continuation) Respondents’ Practices on Emotional Intelligence n = 218Indicators WM DEEmotional Awareness 4.07 OEmotional Management 4.19 OSocial Emotional Awareness 4.25 ORelationship Management 4.27 OAverage Weighted Mean 4.19 OLegend: Mean Range Descriptive Equivalent 4.50 – 5.00 Always 3.50 – 4.49 Often 2.50 – 3.49 Sometimes 1.50 – 2.49 Seldom 1.00 – 1.49 Never Figure 19. Distribution of the Respondents’ Practices on Emotional IntelligenceFurther, highest among the categories is on “Relationship Management” (WM=4.27, DE of Often) while the lowest is on “Emotional Awareness” (TWM=4.07, DE of Often). Figure 19 indicates that the respondents have high emotional intelligence in terms of relationship management as supported by their social emotional awareness. It implies that their social emotional awareness affects or influences their relationship management. According to Salovey and Mayer (1990) disclosed a framework for emotional intelligence, a set of skills assumed to contribute to the exact assessment and expression of emotion in oneself and in others, the effective management of emotion in self and others, the use of feelings to inspire, prepare, and accomplish something in lifeHowever, it seems that the respondents aren’t aware of their own emotion but is aware of the feelings of the people they are with. Contradicting to what Mayer and Geher (1996) have said, that people who can relate their thoughts are people who can understand the feelings of others. This means that the respondents’ ability to interact with other people is not affected by the self-emotional awareness. Respondents’ Level of Performances in Professional Enhancement 1Table 6 below shows the respondents’ level of performances in Professional Enhancement 1 which are the chief concern of the study with the corresponding frequency (f) count and percentage (%) equivalent of each attribute.Table 6Distribution of the Raw Scores in Professional Enhancement 1 of the RespondentsIndicators English Mathematics Science Filipino Social Science Total f % f % f % f % f % f %Low 42 19 71 32 79 37 75 34 68 31 61 28Average 129 59 106 49 125 57 104 48 106 49 144 66High 47 22 41 19 14 6 39 18 44 20 13 6Legend: Mean Range Descriptive Equivalent 30 – 40 150-200 High 20 – 29 100-149 Average 0 – 19 0-99 Low Figure 20. Bar Graph of the Distribution of the Respondents’ Raw Scores in the Subject AreaIt can be gleaned from table 6 on the previous page, that according to English subject most are the 129 or 59 percent of the respondents are on the “Average”, while the least are the 42 or 19 percent “Low”. This indicates that the majority of the respondents have performed within the expected level of competencies in the said subject. In the Math subject, Table 6 reveals that the majority of the respondents are average performing (106 or 49 percent) while there are only 41 or 18.8 percent in the high level of performance. This also indicates that the majority of the respondents have performed within the expected level of competencies in the Math subjectAlso in the Science subject, the highest is 124 or 56.9 percent in the average level of performance while the lowest is 14 or 6.4 percent in the high level of performance. This indicates that the majority of the respondents have performed within the expected level of competencies in the Science subject. Further, in the Filipino subject, the highest is 104 or 47.7 percent in the average level of performance while the lowest is 39 or 18 percent in the high level of performance. This indicates that the majority of the respondents have performed within the expected level of competencies in the Filipino Subject. Lastly, in the Social Science subject, the highest is 106 or 48.6 percent in the average level of performance while the lowest is 44 or 20.2 percent in the high level of performance. This indicates that the majority of the respondents have performed within the expected level of competencies in the Social Science subject.Furthermore, in terms of their total scores in Professional Enhancement 1, Majority of the respondents are under the average level of performance with a frequency count of 144 or 61 percent. While the least in number is the high level of performance with a frequency of 13 or 6 percent of the respondents. This indicates that the majority of the respondents have performed within the expected level of competencies while there were only 6 percent who performed above the expected level of competencies in Professional Enhancement 1.Statistical Measures of the Respondents’ Performances Table 7 shows the tabulation of the statistical measures of the respondents’ performances in Professional Enhancement 1.It can be gleaned from the table shown below and Figure 21 on the next page that there were 200 items all in all, 40 items in every subject areas (English, Math, Science, Filipino, and Social Science). The respondents obtained 172 as the highest which is above the expected level of competencies and 59 as the lowest which is below the expected level of competencies.Since the median is greater than mean, we obtained a negative skewness. It indicates that the respondents’ score are negatively skewed. It means that most of the respondents obtained high scores and showed good performance in Professional Enhancement 1. Table 7Statistical Measures of the Respondents’ Performances in Professional Enhancement 1n = 218 Indicators TotalHighest Possible Score 200Lowest Possible Score 0Highest Score Obtained 172Lowest Score Obtained 59Mean 114.27Median 114.50Standard Deviation 25.95Skewness -0.48Kurtosis 0.66It was also evidenced by the kurtosis of 0.66 which is leptokurtic curve which means that most of the respondents’ scores are close or homogenous. Figure 21. Histogram of the Distribution of the Respondents’ Scores in Raw Professional Enhancement 1According to Corpuz & Salandanan (2007), it is necessary to find out if the learning objectives were attained after the teaching-learning process. In the curriculum, these refer to the student learning outcomes (SLO). Student learning outcomes are the results or products of the students in the learning process. Performance is an element of a curriculum that should be given importance. The curriculum is considered to be effective if the learners’ performances are higher than the objectives set. On the other hand, if the learners’ performances are low then it means that the curriculum is not successful. Thus, an effective curriculum is one that results high or outstanding performance.Differences between the Pre-Service Teachers’ Level of Performances Tables 8–9 present the pre-service teachers’ level of performances in terms of their profile attributes with the computed significance and critical values with the corresponding significance indicators.Table 8Difference between the Pre-Service Teachers’ Level of Performances in terms of Sex Indicator n Mean Mean Diff var t df p – value Sig.Male versus 46 116.91 2.75 620.126 0.162 216 0.44 NSFemale 172 114.16 607.786 Legend : S – Significant NS – Not SignificantTable 8 indicates that there is no significant difference between the respondents’ performances in Professional Enhancement 1 across their sex since the p–value shown is greater than the 0.05 level of significance. The condition arrived at accepting the null hypothesis of the study, which is stated as there is no significant difference between the respondents’ level of performances in Professional Enhancement 1 across their profile. These indicate that the respondents’ performances in Professional Enhancement 1 did not significantly differ across their sex. It implies that the classifications of the Pre-Service Teachers according to their biological classsification did not in any way influence their performances in Professional Enhancement 1.This contrasted the study of Ghazvini & Khajehpour (2011) which stated that gender differences exist in the academic performance of boys and girls and revealed that girls have more adaptive approach in learning new task than boys.Moreover, Table 9 on the next page show that there are significant differences between the respondents’ performances in Professional Enhancement 1 across their profile since the computed significance values are lesser than the critical value of 0.05 as to: Source of Review Material (significance value = 0.00), Study Habits (significance value = 0.00) and Emotional Intelligence (significance value = 0.00) thereby rejecting the null hypothesis of the study which is stated as there is no significant difference between the respondents’ level of performances in Professional Enhancement 1 across their profile. These indicate that the respondents’ performances in Professional Enhancement 1 have significantly differed according to their source of review material, study habits and emotional intelligence. These imply that the materials utilized by the pre–service teachers together with their practices in studying and emotional intelligences have greatly influenced their ratings in the first course of professional enhancement.Further, the table shows that there are no significant differences between the respondents’ performances in Professional Enhancement 1 across their profile since the computed significance values are lesser than the critical value of 0.05 as to: Age (significance value = 0.22), Civil Status (significance value = 0.22), Family Monthly Income (significance value = 0.25) and Learning Styles (significance value = 0.28) thus accepting the null hypothesis of the study.Table 9Difference between the Pre-Service Teachers’ Level of Performances in terms of Profile Attributes Profile Sum of Squares df Mean Square F Sig. RemarkAge Between Groups 3534.12 4 883.53 1.46 0.22 NS Within Groups 128636.68 213 603.93 Total 132170.79 217 Civil Status Between Groups 1850.31 2 925.15 1.53 0.22 NS Within Groups 130320.49 215 606.14 Total 132170.79 217 Family Monthly Income Between Groups 2511.26 3 837.09 1.382 0.25 NS Within Groups 129659.53 214 605.89 Total 132170.79 217 Source of Review Material Between Groups 9511.89 4 2377.97 4.13 0.00 S Within Groups 122658.90 213 575.86 Total 132170.79 217 Study Habits Between Groups 32410.27 29 1117.60 2.106 0.00 S Within Groups 99760.52 188 530.64 Total 132170.79 217 Learning Styles Between Groups 21304.98 31 687.26 1.15 0.28 NS Within Groups 110865.81 186 596.05 Total 132170.79 217 Emotional Intelligence Between Groups 39575.63 37 1069.61 2.079 0.00 S Within Groups 92595.16 180 514.42 Total 132170.79 217 Legend : S – Significant NS – Not SignificantThe study of Ma and Wooster (1979) on the effect of civil status on the academic performance of college students revealed that married students attained higher grades than their counterparts and those without children attain higher grades than those with children. Moreover, Sirin (2005) found a slight decrease in the average correlation of socioeconomic status–achievement since the initial review of White’s (1982) meta-analysis was published. Also, Akungu (2014) stressed that learning material resources have a significant effect on students’ academic achievement since it aid the learning of abstracts and ideas and discourage rote learning. Coleman et al., (1966) and White (1982) also believed that students who are older than their classmates tend to perform less and continue to fell the older they get. Márquez, Palomera Martín ; Brackett (2006) supported the validity of Emotional Intelligence (EI) and provided positive indicators on the importance of EI in student’s academic performance and social development. In line with the study of Nordin et al. (2011) which concluded that age does not affect academic performance. Also, Lawrence’s (2014) investigation showed the influence of study habits and academic achievement of higher secondary school students with respect to their background variables. It was showed that there was no significant difference between study habits and academic achievement of higher secondary school students. Further, Nzesei (2015) revealed that there is no big difference on the learning style preference and academic achievement levels of the students. Awang et al. (2017) stated that there is no difference between students’ academic achievements across learning styles and revealed that each learning style has its own degrees of strengths and weaknesses.Relationships between the Pre-Service Teachers’ Level of Performances The table on the next page shows the relationships between the respondents’ performances in Professional Enhancement 1 and their profile attributes with the computed Pearson correlation, significance values and corresponding significance indicators.Moreover, Table 10 on the next page shows that there are significant relationships between the respondents’ performances in Professional Enhancement 1 across their profile since the computed significance values are lesser than the critical value of 0.05 as to: Source of Review Material (significance value = 0.00), Where to Study (significance value = 0.00), How to Study (significance value = 0.00), Auditory Learning Style (significance value = 0.00), and Relationship management (significance value = 0.00) thereby rejecting the null hypothesis of the study which is stated as there is no significant relationship between the respondents’ level of performances in Professional Enhancement 1 and their profile. Further, the table shows that there are no significant relationship between the respondents’ performances in Professional Enhancement 1 across their profile since the computed significance values are lesser than the critical value of 0.05 Table 10 Relationship between the Pre-Service Teachers’ Level of Performances in terms of Profile Attributes Profile Pearson Correlation Performance RemarkSex Pearson Correlation -0.046 NS Sig. (2-tailed) 0.248 Age Pearson Correlation -0.081 NS Sig. (2-tailed) 0.118 Civil Status Pearson Correlation 0.065 NS Sig. (2-tailed) 0.170 Family Monthly Income Pearson Correlation 0.047 NS Sig. (2-tailed) 0.245 Source of Review Material Pearson Correlation 0.207 S Sig. (2-tailed) 0.001 Where to Study Pearson Correlation 0.245 S Sig. (2-tailed) 0.000 When and How much to Study Pearson Correlation 0.035 NS Sig. (2-tailed) 0.302 How to Study Pearson Correlation 0.168 S Sig. (2-tailed) 0.007 Visual Learning Style Pearson Correlation 0.070 NS Sig. (2-tailed) 0.152 Auditory Learning Style Pearson Correlation -0.144 S Sig. (2-tailed) 0.017 Kinesthetic Learning Style Pearson Correlation -0.010 NS Sig. (2-tailed) 0.440 Emotional Awareness Pearson Correlation -0.063 NS Sig. (2-tailed) 0.176 Emotional Management Pearson Correlation -0.034 NS Sig. (2-tailed) 0.307 Social Emotional Awareness Pearson Correlation 0.066 NS Sig. (2-tailed) 0.166 Relationship Management Pearson Correlation -0.209 S Sig. (2-tailed) 0.001 Legend : S- Significant NS- Not Significantas to: Sex (significance value = 0.248), Age (significance value = 0.118), Civil Status (significance value = 0.170), Family Monthly Income (significance value = 0.245), When and How Much to Study (significance value = 0.302), Visual (significance value = 0.152) and Kinesthetic Learning Styles (significance value = 0.440), Emotional Awareness (significance value = 0.176), Emotional Management (significance value = 0.307) and Social Emotional Awareness (significance value = 0.166), thus accepting the null hypothesis of the study.Selcuk R. Sirin, 2005 found a slight decrease in the average correlation of socioeconomic status–achievement since the initial review of White’s (1982) meta-analysis was published. Also, Ma, Li-Chen; Wooster, Robert A (1979) found out that there exist an association between married students and unmarried students in their academic performance. Moreover, Adeogun (2001) discovered a very strong positive significant relationship between learning materials and academic performance. According to him, schools with more materials performed better than schools with less learning materials. Cerna ; Pavliushchenko (2015) also believed that study habit is an important determinant of academic performance. Their study revealed that study habit has a negative and positive effect to a student’s academic performance. The study of Abdullah (2012) revealed that visual learners perfrormed best in their academic performances. Galasinki (2000) said that speech is one of the most common means of communication in today’s modern world. And speech uses the ear receptor which is under auditory in the VAK learning style. In contrast with the findings of Vaishnav ; Chirayu (2013), it was revealed that kinesthetic learning style was more predominant than visual and auditory learning styles among secondary high school students. A positive high correlation between kinesthetic learning style and academic performance of the students was also found. In contrast with this study, the study of Mohzan et al. (2013) on the influence of emotional intelligence on academic achievement among students of teacher education revealed that the respondents have a high level of emotional intelligence. Self-emotion appraisal and understanding of emotion are found to be significantly and positively related to the respondents’ academic achievement. The study implied the value of emotional intelligence and their relationships to students’ academic performance, particularly among pre-service teachers.However, the results of the correlation study of Ali, S., et al. (2013) showed that performance and age have negative correlation. Coleman et al., (1966) and White’s (1982) studies showed that as students become older, the correlation between age and performance remains constant over time. Belen (2008) said that his respondents have very low or poor study habits. Still, they managed to have good academic performance despite all these factors.Chapter 4SUMMARY, CONCLUSIONS, AND RECOMMENDATIONSThis chapter presents the summary, salient findings, conclusions drawn from the findings, and recommendations based on the study.SUMMARYThis portion presents the restatement of the problem, salient findings, conclusions drawn and recommendations on the study regarding the determination of the correlates in the performance of pre-service teachers of the College of Teacher Education at Urdaneta City University in the subject Professional Enhancement 1 during the academic year 2017–18.Specifically, it sought to answer the following questions: What is the personal profile of the pre-service teachers in terms of the following attributes as sex; age; civil status; family monthly income; source of review materials; study habits; learning styles; and emotional quotient?; What is the respondents’ level of performance in the Professional Enhancement 1?; Is there a significant difference between the respondents’ level of performance in terms of their profile attributes?; Is there a significant relationship between the respondents’ level of performance and their profile attributes?;and What is the best predictor of the respondents’ performance in the Professional Enhancement 1?The correlation study approach was utilized in this study. The respondents were the pre-service teachers of the College of Teacher Education enrolled in the subject Professional Enhancement 1 and 2 at Urdaneta City University during the second semester of academic year 2017–2018. The number of the respondents was determined using the Sloven’s formula and proportionate simple random sampling was the utilized sampling scheme in identifying the subjects. The main data gathering instrument of the study was a questionnaire–checklist and the documentary analysis of the respondents’ scores in the subject, Professional Enhancement 1.Problem number 1 regarding the personal profile of the pre-service teachers in terms of the following attributes; sex, age, civil status, family monthly income, and source of review materials, the percentage formula was used. The respondents’ profile in terms of study habits, learning style, and emotional intelligence and the level of performance in the Professional Enhancement 1 was analyzed using the weighted mean formula with the aid of a five and three points Likert scale, respectively. For problems 3 and 4, open source program was used. FINDINGSBased on the analyzed data, the researchers arrived at the following salient findings as to:1. Majority of the respondents are female, 20 years old of age, single, with family monthly income of Php 10,000.00 and below and use handout as source of review material;2. The respondents: A. regularly practice the study habits, specifically on where to study. In terms of where to study, the respondents continuously practice to study where there is good lighting; in terms of when and how much to study, the respondents regularly practice studying during active hours; and in terms of where to study, the respondents regularly practice to underline, take notes, or identify material that will help answer the questions previously listed; b. regularly practice the (VAK) Visual, Auditory and Kinesthetic learning style, specifically on visual learning style.; in terms of visual learning style, the respondents regularly remember something if they write it down; in terms of auditory learning style, the respondents continuously work better in a quiet place; and in terms of kinesthetic learning style, the respondents regularly learn best when shown how to do something, and given the opportunity to do it; c. have high emotional intelligence specifically, on relationship management. In terms of emotional awareness, the respondents are often aware of what is happening even when stressful times; in terms of emotional management, the respondents always accept responsibility for one’s action; in terms of social emotional awareness, the respondents often know when to speak and when to be silent; and in terms of relationship management, the respondents always help the people they are around with.3. Majority of the respondents have performed within the expected level of competencies in the Professional Enhancement 1, specifically in the order of the subject, English followed by General Science, then Mathematics and Social Studies, and the lowest Filipino.4. The respondents’ performances in the Professional Enhancement 1 significantly differed across their source of review material, study habits, and emotional intelligence.5. There are significant relationships between the respondents’ performances in Professional Enhancement 1 and their source of review material, practices on where to study and how to study, auditory learning style and relationship management.CONCLUSIONSBased on the salient findings, the researchers have drawn the following conclusions as to:1. The respondents belong to the feminine gender, proper stage of maturity according their level of schooling, no marital obligations with lowest level of family monthly income and utilized teachers’ and enhancement facilitators’ prepared handout as review material;2. The respondents prefer studying in a conducive place. Specifically, with lighting fixtures conducive to reading and free from unnecessary materials. However, they seem to have a problem with their time to study;3. The respondents mostly prefer visual learning style, specifically writing something as to remember it easier; However, they are not easily distracted with the unnecessary noises around;4. The respondents have high emotional intelligence specifically on relationship management and social emotional awareness. However, they seem to be low on their emotional awareness;5. The respondents were dominated by those who performed within the expected level of competencies in Professional Enhancement 1 specifically, in the subject, English;6. The respondents’ performances in Professional Enhancement 1 were greatly correlated by the location and method of study area, and emotional intelligences.RECOMMENDATIONSBased on the conclusions drawn, the researchers propose the following recommendations as to:1. Inclusion of other personal attributes such as methods of classroom management, hobbies of students, and the like;2. Encourage students to scan and study notes during vacant time;3. Inspire students to list additional questions and should be able to answer from reading a learning material;4. Encourage students in trying to think of and list additional questions that can be answered from reading a learning material and reviewing the material and continue to go over recitation to the questions and my notes;5. Embolden students to see the textbook page and where the answer is located during the taking of a test;6. Reassure students that remembering things that were heard and preferring to learn new information from a lecture or textbook through hearing it rather than reading it, if given a choice;7. Directing students to follow directions easily and tend to solve problems through a more trial-and-error approach, rather than from a step-by-step method;8. Assure students to be easily affected by external factors and to find it easy to put words to personal matters;9. Guarantee students to maintain composure during stressful times;10. 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