ACADEMIC EMOTIONS AND PERFORMANCE OF THE SENIOR HIGH SCHOOL STUDENTS: BASIS FOR INTERVENTION PROGRAM

Abstract

Emotions are ever-present in academic settings and can significantly influence
learning and achievement. Since the classroom is an emotional place, students often
experience emotions in school. This study determined the effect of academic emotions
in academic settings such as attending class, studying lesson, and taking test/exam
towards academic performance to find remedies and effective measures aim to yield an intervention program to improve the learning experience of the students. Descriptive-
correlational and descriptive- comparative research design has used in this study. Stratified random sampling was employed. The researcher collected data using an
adopted questionnaire from Achievement Emotions Questionnaire. A total of 185
Grade 12 Senior High School Students were involved. Data were analyzed using the
Descriptive Analysis, Multiple Linear Regression Analysis, Pearson Correlation Analysis,
t-Test, and ANOVA. The study established that there was a significant relationship
between the academic emotions and academic performance of the senior high school
students. Results also revealed that as the level of academic emotions at attending
class, studying lesson and taking test/exam increases, the academic performance of the
students also increases. 12.8% of the variability is accounted for by the model with
predictors comprising a level of academic emotions in studying lessons and level of academic emotions in taking test/exam. Data provide enough evidence of the regression
model significantly predicts the dependent variable at a=0.01. To fortify and promote
the emotional self-management of the students, an Intervention Program has offered.