Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter present the findings of the survey conducted on the

Examining the impact of social and emotional learning programs on student

wellbeing at grade 12A students in Christian School of Polomolok SY: 2023 –

2024. Tabular presentations of data were made for easy interpretation and

presentation.

Table 1. Socio Demographic Profile of Learners

Classificatio
n Choices Frequency Percentage

Male 16 53.33
Gender

Female 14 46.66
Other 0 0
Total 30 100.00
19 4 13.33
Age

18 14 46.67
17 12 40
Total 30 100.00

The gender distribution shows a slight majority of male students in the

sample, comprising approximately 53.33% of the total, while female students

make up the remaining 46.66%. There are no students who identified as "other"

in the dataset.

The age distribution indicates that the majority of students are 18 years

old, constituting approximately 46.67% of the sample. The next largest group

consists of 17-year-olds, making up 40% of the sample, while 19-year-olds are

the smallest group, comprising 13.33% of the total.

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 In terms of gender, the distribution is relatively balanced with a slight male

majority. Regarding age, the majority falls within the 17-18 year old range, with

fewer students being 19 years old. These demographic characteristics can be

considered when analyzing the impact of social and emotional learning programs

on student wellbeing, as different gender identities and age groups may respond

differently to such programs.

Table 2. Shows the influence of social and emotional learning (SEL)

programs on grade 12A student wellbeing at Christian School of Polomolok

Questions Choices Frenquency Percentage

Strongly Disagree 0 0.00
Disagree 7 23.33
a

Neutral/agree 19 63.33
Strongly agree 4 13.33
Total 30 100.00
Strongly Disagree 2 6.67
Disagree 9 30.00
b

Neutral/agree 17 56.67
Strongly agree 2 6.67
Total 30 100.00
Strongly Disagree 1 3.33
Disagree 3 10.00
c

Neutral/agree 9 30.00
Strongly agree 17 56.67
Total 30 100.00
Strongly Disagree 1 3.33
Disagree 4 13.33
d

Neutral/agree 15 50.00
Strongly agree 10 33.33
Total 30 100.00

Firstly, a majority of students (63.33%) indicated either a neutral or

agreeable stance towards being aware of their emotions and identifying them

accurately. However, a notable portion (23.33%) disagreed or strongly disagreed

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with this statement, suggesting a need for further support or intervention in

developing emotional awareness.

Secondly, regarding the ability to manage emotions effectively, a majority

(56.67%) of students showed a neutral or agreeable stance. However, a

significant portion (30.00%) disagreed or strongly disagreed with this statement,

indicating that a considerable number of students may struggle with managing

their emotions, particularly in challenging situations.

Thirdly, the majority (56.67%) of students strongly agreed that they

demonstrate empathy and understanding towards others' perspectives and

feelings. This finding suggests a positive aspect of their social and emotional

competence, with only a small percentage (13.33%) expressing disagreement

with this statement.

Lastly, regarding effective communication and relationship-building skills,

a significant portion (50.00%) of students indicated a neutral stance. However, a

considerable percentage (46.67%) agreed or strongly agreed with this statement,

highlighting that while some students may feel neutral about their communication

skills, a substantial number acknowledge their ability to build positive

relationships with peers and [Link], students generally demonstrate a

positive disposition towards empathy and understanding towards others'

perspectives and feelings.

However, there are varying levels of agreement regarding awareness of

emotions, effective emotion management, and communication skills, indicating

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areas where social and emotional learning programs may be beneficial for

certain students.

Overall, students generally demonstrate a positive disposition towards empathy

and understanding towards others' perspectives and feelings. However, there are

varying levels of agreement regarding awareness of emotions, effective emotion

management, and communication skills, indicating areas where social and

emotional learning programs may be beneficial for certain students.

Table 3. Shows the response of the learners in social and emotional

learning (SEL) programs affect their wellbeing.

Questions Choices Frenquency Percentage

Never 2 6.67
Rarely 2 6.67
Sometimes 10 33.33
a

Often 9 30.00
Always 7 23.33
Total 30 100.00
Never 0 0.00
Rarely 1 3.33
Sometimes 15 50.00
b

Often 6 20.00
Always 8 26.67
Total 30 100.00
Never 1 3.33
Rarely 4 13.33
Sometimes 5 16.67
c

Often 14 46.67
Always 6 20.00
Total 30 100.00
Never 0 0.00
Rarely 4 13.33
Sometimes 10 33.33
d

Often 12 40.00
Always 4 13.33

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 Total 30 100.00

Firstly, a significant portion (53.33%) of students reported experiencing

stress or feeling overwhelmed often or always, indicating challenges in managing

schoolwork and responsibilities. This suggests a need for support mechanisms to

help students cope with stress and balance their academic workload.

Secondly, a majority (76.67%) of students reported feeling connected and

supported by their peers and teachers, reflecting a positive aspect of their social

environment. This indicates the presence of strong support systems within the

school community, which can contribute to students' overall wellbeing and

academic success.

Thirdly, the majority (66.67%) of students reported feeling motivated and

engaged in their academic studies often or always, indicating a positive level of

academic engagement. This suggests that students are actively participating in

their learning process and are invested in their academic pursuits.

Lastly, the majority (53.33%) of students reported feeling a sense of

purpose and direction in their future goals often or always, indicating a positive

outlook regarding their aspirations. This highlights students' clarity and

determination in pursuing their future endeavors.

The data highlights that while a significant portion of students experience

stress or feeling overwhelmed by schoolwork and responsibilities, there's also a

substantial level of support from peers and teachers. Despite facing challenges,

a majority of students reported being motivated and engaged in their academic

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studies, with many also expressing a sense of purpose and direction in their

future goals.

These findings suggest opportunities for interventions aimed at reducing stress

levels while further enhancing support systems to maintain and increase student

engagement and wellbeing.

Overall, while students face challenges related to stress and academic workload,

they benefit from strong social support systems and demonstrate high levels of

motivation, engagement, and purposefulness in their academic and personal

pursuits. These findings emphasize the importance of fostering a supportive

school environment and providing resources to help students manage stress and

achieve their goals effectively.

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Table 4. Shows the impact of social and emotional learning (SEL) programs
on student wellbeing, an area of education that has received attention but
lacks thorough empirical investigation.

Questions Choices Frenquency Percentage

Very Negative 0 0.00
Negative 5 16.67
Neutral 13 43.33
a

Positive 7 23.33
Very Positive 5 16.67
Total 30 100.00
Very Negative 0 0.00
Negative 6 20.00
Neutral 10 33.33
b

Positive 10 33.33
Very Positive 4 13.33
Total 30 100.00
Very Negative 0 0.00
Negative 1 3.33
Neutral 16 53.33
c

Positive 12 40.00
Very Positive 1 3.33
Total 30 100.00
Very Negative 1 3.33
Negative 5 16.67
Neutral 9 30.00
d

Positive 10 33.33
Very Positive 5 16.67
Total 30 100.00

The analysis of the program perception survey indicates a diverse range

of perceptions regarding the impact of the SEL program on various aspects of

students' school experience.

Firstly, regarding Emotional Regulation Skills Development, a significant

portion of students (43.33%) reported a neutral stance, indicating a lack of strong

perception towards improvement in this area. However, a considerable number

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(40.00%) perceived a positive impact, while a minority (21.67%) perceived a

negative impact.

Secondly, perceptions regarding Peer Relationships and Communication

mirrored those of emotional regulation, with 46.67% of students perceiving a

positive impact, 33.33% perceiving a negative impact, and 33.33% reporting a

neutral perception. This indicates a mixed response among students regarding

the effectiveness of the program in enhancing peer relationships and

communication skills.

Thirdly, while the majority of students (53.33%) perceived a neutral impact

on Academic Engagement and Performance, a significant portion (43.33%)

perceived a positive impact. Only a small percentage (6.67%) reported a

negative impact, suggesting that the program may have had some positive

influence on academic outcomes.

Lastly, perceptions regarding Overall Wellbeing and Satisfaction showed a

more positive trend, with 46.67% of students perceiving a positive impact.

However, 20.00% perceived a negative impact, and 30.00% reported a neutral

perception, indicating a mixed response in this area as well.

Overall, the survey results suggest both strengths and areas for

improvement in the SEL program's effectiveness. While it appears to have

positively impacted aspects such as peer relationships, academic engagement,

and overall wellbeing for some students, there are also significant percentages of

students who perceive a neutral or negative impact. These findings highlight the

importance of ongoing evaluation and adaptation of the program to better meet

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the diverse needs of students and enhance its effectiveness in promoting their

social, emotional, and academic development.

A study conducted by Durlak et al. (2011) provides support for the

outcomes observed in the examination of social and emotional learning (SEL)

programs on student wellbeing, particularly in the context of academic

engagement, emotional regulation, and peer relationships.

Durlak and colleagues conducted a meta-analysis of 213 school-based,

universal SEL programs involving over 270,000 students from kindergarten

through high school. Their findings revealed significant positive impacts of SEL

programs on academic achievement, social-emotional skills, and positive

behavior, along with reductions in conduct problems and emotional distress.

Specifically, the meta-analysis found that SEL programs improved

students' academic performance by an average of 11 percentile points, increased

prosocial behavior, and decreased conduct problems and emotional distress.

These results align with the positive perceptions of students regarding aspects

such as peer relationships, emotional regulation, and academic engagement

observed in the present study.

Furthermore, Durlak et al. (2011) emphasized the importance of SEL

programs in promoting a positive school climate, enhancing students' social and

emotional competence, and fostering a supportive learning environment. This

resonates with the findings of the current study, which highlighted the role of

strong social support systems and positive peer relationships in contributing to

student wellbeing.

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In summary, the study by Durlak et al. (2011) provides empirical evidence

supporting the positive impacts of SEL programs on various aspects of student

wellbeing, as observed in the present study. Their findings underscore the

significance of implementing and evaluating SEL programs to enhance students'

social, emotional, and academic development.

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