CHAPTER ITHE PROBLEM AND ITS BACKGROUNDIntroductionEducation provides awareness and enables man to harmonize himself with his environment leading to constructing and molding a peaceful society. The quality of education can be accessed on the basis of the achievement of the aims and objectives of education. A globally accepted aim of education is to produce good citizens by providing them the knowledge of human rights, citizenship and conflict resolution, also the skills of creative thinking and effective communication. These skills contribute to the development of character and personality and they not only involve cognitive or mental abilities but emotional competences as well. The concept and model of emotional intelligence quotient was coined by Peter Salovery of Yale University and Jack Mayer of the University of New Hampshire (Mayer/Slovery, 1997). But it was Daniel Golemans (1995) book Emotional Intelligence that brought this idea to the general public in the US and worldwide.Quality of educationismostly assessed on the basis of academic performance, and achievement scores are considered to be its primary indicators. However, achievement scores alone neither provide sufficient understanding of the causes of students success or failure, nor suggest the ways for improving the achievement. There is a need to identify and analyze the factors that can affect academic performance. The understanding factors can suggest some measure for improving the quality of education

Statement of the ProblemThe study aims to find the level and its relationship of mental ability & emotional quotient of AB 4th Year Students of Isabela State University Cauayan Campus 2014-2015. Specially, it sought to answer the following question:1. What is the level of the Emotional Quotient (EQ) of the respondent as regards to the following dimension of Emotional Quotient?a. Emotional Literacyb. Emotional Quotient Competency c. Emotional Quotient Values and Attitudes2. What is the level of mental abilities of the respondent in terms of;a. Verbal Abilityb. Non verbal Ability3. Is there a significant relationship between the emotional quotient levels and the mental abilities of the respondent?Hyphothesis of the StudyH.1. There is no significant relationship between the emotional quotient levels and the mental abilities of the respondent.Significance of the Study The intent of the study was to examine the relationship of EQ and Mental Ability among students of AB 4th year students of Isabela State University Cauayan Campus. The research per se contributes to knowledge production in general. It contributes to a deeper comprehension of the emotional behavior various societies in this world. The study is going to contribute literature on interpersonal skills and also fulfill the vision and mission of the university include not only the cognitive and intellectual development of individuals, but also the development of character and personality of the students. In order to fulfill this responsibility, our youth must be trained and educated so as to develop a strong character and personality. The results suggest answers in educational progress and targeting skills relating emotional management.

Scope and DeliminationThe students who participated in this study were A.B English, A.B Political Science and Legal Management of Isabela State University Cauayan Campus. The respondent in the study were traditional age students with a mean age of 20.2 men and 20.8 for men. The study considers every aspect of students personal information that has an impact on their academic performances. Each of the respondents are given same questionnaires to answer. And this study focuses on the current 4th year students of the present 2014-2015. This study limits its coverage on the AB 4th year students of Isabela State University - Cauayan Campus.

Definition of TermsEmotional Quotient. This was used in this study to describe the scores on the scales of the EQ Map under the three dimensions of EQ which are emotional awareness, emotional competence, emotional competence, emotional values and attitudes.EQ Map. This was the instrument used to get the level of emotional quotient of the respondent. Mental Ability. This is the capability of the respondents to learn, to acquire knowledge, and make skilled decisions based on that knowledge.Otis Lenno School Ability. It is used to measure those verbal and figural reasoning skills that are most closely related to scholastic achievement of the respondent.

CHAPTER II.REVIEW OF THE RELATED LITERATURE AND STUDIESThe literature has been reviewed to explore the theoretical concepts behind the major variables of the study and the research conducted in the similar areas. Then the study is conceptualized in this light of this review.A. Related LiteratureEmotional Quotient:In an article cited by Palmer (2003) confirmed the findings that the students on the tertiary attain higher level of intrapersonal skills and emotional awareness.During the last century, general cognitive ability (g) was considered to be the most important factor related to human intellectual abilities and performance. In their studies for exploring the relationship of general cognitive ability with academic performance and occupational performance, Gottfredson (1998) and Schmidt & Hunter (1998) found that general cognitive ability was the only best predictor of performance.Recent research has revealed that the cognitive ability is not the single predictor of performance rather affective development, which is concerned with emotions and feelings, is an equally important predictor of success (Goleman, 2000a). Emotional intelligence is considered to be a powerful factor that can affect students achievement and it can be affected by various factors.Barsade and Gibson (2007) assert that strong affective feelings are present when we deal with work issues. In the light of research conducted on the relationship of emotions and performance, they suggest that people with positive emotional states perform better at workplace because positive mood helps taking and handling information more effectively. They suggested that affect can influence decision making, creativity, pro-social behavior , leadership process, team behavior and conflict resolution.As Bar-on (2004) summed that truly intelligent human being is one who is not only cogtelligent (cognitive intelligent) but also emtelligent (emotional intelligent).Roker ( 2002) opined that emotional quotient is the childs ability to feel while intelligence quotient is the ability to think.

B. Related StudiesDilchert, Ones, Davis and Rostow (2007), observed a substantial negative relationship between cognitive ability and counterproductive work behaviours such as work avoidance, abuse of resources, absenteeism and destruction of property.Ree and Earles (1991) found that psychometric g and not specific abilities (such as word knowledge, mathematics, automotive or electronics knowledge for example) was the best predictor of success in job training a massive group of air force enlistees.The findings of the study, conducted by Fannin (2002), showed positive correlation between emotional intelligence and achievement test scores.In the study of Schutte, Schuettpelz and Malouff (2000), emotional intelligence was found to have relationship with performance on cognitive tasks. They found that individuals having higher level of emotional intelligence show better performance on cognitive tasks and deal better with the frustration while dealing with very difficult tasks.Carmeli (nd), in a study with senior managers, found significant relationship of Emotional Intelligence with work attitude, work behavior and work outcomes.Fernandes and Rego (2004), in their study with undergraduate students of University of Aveiro, found that EI is an important construct that can predict students satisfaction with life, health and academic achievement.The study conducted by Low and Nelson (2004), revealed the importance of emotional intelligence, as measured by a self-assessment instrument ESAP (Emotional Skills Assessment Process), during the transition period of high school graduates in the first year of college. They suggested for developing transition programmes including the learning of emotional intelligence skills. They asserted that emotional intelligence skills are important variables that can influence students achievement and retention.The study conducted by Rozall, Pettijohn, and Parker, (2002) revealed relationship between emotional intelligence and CGPA of undergraduate students of Mid-Western University. Abraham (2006), after reviewing recent researches studying emotional intelligence in relation to university students concluded that career success and fulfillment requires training in appropriate emotional skills.In other side, Abdul-Azib (2006) found a significant negative relationship between emotional intelligence and workplace deviant behavior of lecturers of a university in Malaysia.In the study of Dennis Dahl (2012)either cognitive ability or any aspect of emotional intelligence predicted negative career thinking change.Dela Cruz (2013) emotional quotient an mathematical quotient resulted Into negative relationship of other scale (p.161-162).

Conceptual Framework of the studyThe framework of the study includes the mental ability , (verbal ability, numerical aspect): Emotional Quotient with used of EI test.The research used as stated in the statement of the problems.

Mental AbilitiesVerbal Ability Numerical AbilityEMOTIONAL QUOTIENT Emotional literacyEmotional quotientEmotional QuotientValues and Attitudes

FIGURE 1. The Conceptual Framework of the Study

CHAPTER IIIRESEARCH METHODOLOGYThis chapter presents a purposive description of research methods and procedures used in gathering the data of the study .It focuses on the discussion of the research design , respondent of the study, data gathering instruments data gathering procedure and statistical treatment of the study. Research DesignThe Study used two types of descriptive research and correlation study.Respondents of the studyThe respondents of the study will be the graduating of A.B. Political Science, Legal Management and English.Table 1. Respondent of the studyAB STUDENTSNo. Of Students

Political Science16

Legal Management16

English69

Total 101

Data Gathering ProcedureThe instrument consisted of the following sections:i-Mental Abilities- The Otis Lenno School Ability Test is designed to measure those verbal, quantitative and figural reasoning skills that are most closely related to scholastic achievement. The test was administered by the services of the Guidance and Counseling Center.For the Mental Ability of the respondent the following Scale for Mental Ability

StanineDescription

9-aboveSuperior

78Above average

46Average

23Below average

Emotional Quotient-it composed of three dimensions and 14 scales ,the EQ Map by Myrna Batino of TUP Cavite was used.The questionnaire was administered with the help of the Associate Dean of School of Arts and Criminology.

The following arbitrary scale and code were used:Scale Description

3.50-4.00Very well

2.50 - 3.49Moderately Well

1.50-2.49a little

1.00-1.49Not at all

Statistical Treatment of the Study The data that was gathered through questionnaires were arranged and tabulated with the use of mega stat to assure the accuracy for the interpretation of data.Mean was used in the respondents EQ and Mental Ability level.Correlation Statistic was utilized to seek the relationship between the respondents EQ and Mental Ability.

CHAPTER IVPRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTSThe result and discussion on the personal and social aspect of the respondent is presented. It also explains the level of their emotional quotient with regard the three dimensions as well as the level of mental ability in numerical and verbal ability. Lastly, the relationship of Mental Ability andEmotional Quotient.Table 2.The weighted mean of the Level of Respondents emotional Quotient in terms of Emotional Literacy First Dimension: Emotional Literacy Weighted Descriptive Mean Interpretation______________________________________________________________________________________SCALE 1. EMOTIONAL SELF AWARENESS 1. I can manage my feelings 3.23 moderately well2. Ive learned a lot about myself listening to my 3.16 moderately well3. I am aware of my feelings most of the time 3.35 moderately well4. I can tell when I am getting upset 2.90 moderately well5. I enjoy my emotional life 3.07 moderately well6. People who show a lot of emotion scare me 2.41 a little7. I often wish I were someone else 2.09 a little8. I put attention to my physical state to understand 2.92 moderately well9. I accept my feelings as my own 3.13 moderately wellSCALE 2: EMOTIONAL EXPRESSION10. I let other people know when they are doing a 3.30 moderately well11. I let others know what I want and need 2.89 moderately well12. My closest friends would say I express my those 2.87 moderately well13. I keep my feelings to myself 2.56 moderately well14. I let people know when uncomfortable feelings 3.00 moderately well15. I have trouble reaching out to others when I need 2 .53 moderately well16. When interacting with others , I can sense how they 2.91 moderately well17. I would do anything to avoid looking foolish to my 3.02 moderately wellSCALE 3: EMOTIONAL AWARENESS OF OTHERS 18. I can recognize emotions in others by watching 3.00 moderately well19. I find it difficult to talk to people who do not share 2.38 a little20. I rarely hardly have the urge to tell off someone 2.40 a little21. I think about how others might feel before 3.09 moderately well22. No matter with whom I am speaking, I am always 3.19 moderately well 23. I can see the mood of the group when I walk 3.17 moderately well24. I can get new people I meet to talk about 3.11 moderately well25. I am good at reading between the lines when 3.03 moderately well 26. I can usually see how others feel about me 3.20 moderatelywell 27. I can sense someones feeling even if 3.22 moderately well

Grand Mean = 2.94 MODERATELY WELL

Table 2. shows the weighted mean of the Level of Respondents Emotional Quotient in terms of Emotional Literacy . In scale 1 there were items show a little level of EQ , People who show a lot of emotion scare me mean of 2.415842 and . I often wish I were someone else with the mean of 2.09901. In scale 3 , there were 2 items I find it difficult to talk to people who do not share with the , mean of 2.386139 and . I rarely hardly have the urge to tell off someone mean of 2.405941. Among the respondent they find difficult to mingle to other people. In addition it shows also a little level of emotional awareness to others, (Cartwright & Pappas, 2007) mentioned the lower EI decision making will affected especially to choose partners.

Second Dimension: Emotional Quotient Competency Weighted Descriptive Mean Interpretation______________________________________________________________________________SCALE 4: INTENTIONALITY30. I can easily shut out destructions when 2.93Moderately well31. I finish most things that I start 2.95Moderately well32. I know when to say no when I have to 3.02 Moderately well33. I know how to reward myself after 3.00Moderately well34. I can put aside short-term rewards for long terms 2.81Moderately well35. I can completely focus myself on a task when 3.05Moderately well36. I do things I later regret 2.74Moderately well37. I accept responsibility for managing my emotions 3.18Moderately well38. When faced with problems I like to deal 3.17Moderately well with it as soon as possible39. I think about what I want before I act 3.28Moderately well40. I can postpone my personal gratification 3.14Moderately well41. When I am in a bad mood , I can talk myself out 2.65Moderately well42. I get angry when I am criticized 2.58Moderately wellSCALE 5: CREATIVITY44. Ive suggested innovate 2.59Moderately well projects for any organization/club 45. I participate in the sharing of information and 3.27Moderately well46. I fantasize with the future to help me 3.13 Moderately well figure out where I am going47. My best ideas happen when I am 3.14Moderately well not really thinking about them48. Ive had brilliant ideas that came to me 3.13Moderately well in a flash and were carefully formed49. I have a good sense of when new ideas will 3.13Moderately well50. I am fascinated by new and unusual ideas 3.26Moderately well51. I ve implemented innovative 2.87Moderately well projects for my organization /club52. I get excited for new ideas or solutions 3.20Moderately well53. I am good at brainstorming 3.18Moderately well

Grand Mean = 3.01 MODERATELY

TABLE 3. Weighted Mean of the Level of Respondents Emotional Quotient in terms of Intentionality and Creativity.

Table 3. Weighted Mean of the Level of Respondents Emotional Quotient in terms of intentionality and creativity. With their respective weighted mean, the items in scale 4 and 5 show moderately well level of Emotional Quotient.TABLE 4. Weighted Mean of the Level of Respondents Emotional Quotient in terms of Intentionality and CreativitySecond Dimension: Emotional Quotient Competency Weighted Descriptive Mean Interpretation ________________________________________________________________________________SCALE 6: RESILIENCE54. I can bounce back after feeling disappointed 3.06 Moderately well55. I can accomplish what I need to if I put 3.34 Moderately well56. Obstacles or problems in my life have 3.24 Moderately well resulted in unexpected changes57. I find it easy to wait patiently when I need to 3.28 Moderately well58. There is always more than one rigt answer 3.12 Moderately well59. I know how to satisfy all parts of myself 2.91 Moderately well60. I am not one to procrastinate 2.83 Moderately well61. I am afraid to try something again 2.60 Moderately when I have failed at it before62. I decided certain problems are not worth 2.57 Moderately well63. I relax myself when tension builds up 3.00 Moderately well64. I can see the humorous side of the situationz 3.18 Moderately well65. I often put things aside for a whileto get a 2.97 Moderately well on them when I have failed at it before 66. When I encounter a problem, I focus on 3.44 Moderately well SCALE 7: INTERPERSONAL CONNECTIONS 67. I feel uncomfortable when someone 2.61 Moderately well gets to close to me emotionally68. I have several friends I can count on in times 3.23 Moderately well69. I show a lot of love and affection to my friends 3.45 Moderately well70. When I have problem I know how to go 3.09 Moderately well or what to do to solve it71. My belief and values guide my daily action 3.31 Moderately well72. My family is always there for me when I need the 3.29 Moderately well73. I doubt if my classmates/friends really care about 2.68 Moderately well74. I have a difficult time making friends 2.59 Moderately wellSCALE 8: CONSTRUCTIVE DISCONTENT75. I can disagree effectively to bring about change 2.85 Moderately well76. I would not express my feelings if I believed 3.00 Moderately well77. When it comes right down to it, I can only 3.13 Moderately well 78. I remain calm even in a situation when others 3.11 Moderately well79. It is better not to stir up problems if 2.74 Moderately well80. I have a hard time getting consensus from 3.08 Moderately well 81. I solicit feedbacks from my peers 3.04 Moderately well82. I am good at organizing and 3.11 Moderately well83. I enjoy criticism with an open mind 2.75 Moderately wel84. I let things build up to a crisis point 2.77 Moderately well 85. When I make a critical comment; I focus 2.65 Moderately well 86. I avoid confrontations 2.94 Moderately well

Grand Mean = 3.05 MODERATELY WELL

Table 4 shows the weighted mean of the level of respondents emotional quotient in terms of intentionality and creativity wherein the items level of Emotional Quotient is moderately well.

Table 5. Weighted Mean of the Level of Respondents Emotional Quotient in terms of Compassion, Outlook, and Intuition

Third Dimension: Emotional Quotient Competency Weighted Descriptive Mean Interpretation_______________________________________________________________________________SCALE 9: COMPASSION87. I can see pain in others even if they 3.01 Moderately well dont talk about it88. I am able to read peoples emotion from 3.13 Moderately well their body language89. I act ethically in my dealing with people 3.39 Moderately well90. I would not hesitate to go out of my way to help 3.1 Moderately well someone in trouble91. I take the feeling of others into considerations 3.33 Moderately well in my interactions with them92. I can put myself in someone elses shoes 2.90 Moderately well93. I can forgive myself for not being perfect3.32 Moderately well94. When I succeed at something , I often feel 3.18 Moderately well I could have done better 95. I help others to save face in a tough situation 3.23 Moderately well 96. I constantly worry about my shortcomings 2.60 Moderately well97. I am jealous of people who have more than I do 2.43 Moderately wellSCALE 10: OUTLOOK98. I look on the bright sides of things 3.21 Moderately well 99. I love my life 3.64 Moderately well100.I know I can find solutions to difficult problems 3.69 Moderately well101. I believe things usually work for the best 3.23 Moderately well 102. I am continually frustrated in my life 2.35 a little103. I like whom I am3.23Moderately well 104. I see challenges as opportunities for learning 3.57 Moderately well105.Under pressure , I am confident 3.26 Moderately well I will figure out a solutionSCALE 11: INTUITION106.Sometimes I have the right answer 3.01 Moderately wellwithout having the reasons107.My hunches are usually right 2.73 Moderately well108.I visualize my future goals 3.08 Moderately wel109.I can see the finish product or picture 3.37 Moderately well before it is completed 110.I believe my dream even when 3.27 Moderately well111.When face with a tough choice , I follow my heart 3.28 Moderately well112.I pay attention when things 3.12 Moderately well113.Once Ive made up my mind , I seldom, change it 2.90 Moderately well114.People say I am visionary 2.93 Moderately well 115.When someone present an opinion , 2.30 Moderately well I have a hard time accepting it 116.I use my gut reactions when making decisions 2.97 Moderately well

Grand Mean = 3.10 MODERATELY WELL

For Scale 9, 10, 11 only one show a little of EQ with the mean of 2.35 and the rest of the items were moderately well level of Emotional Quotient. TABLE 6. Weighted Mean of the Level of Respondents Emotional Quotient in terms of Trust Radius, and Personal Power

__________________________________________________________________________Third Dimension: Emotional Quotient Competency Weighted Descriptive Mean Interpretation__________________________________________________________________________

SCALE 12 : TRUST RADIUS117. People will take advantages of me If I let them2.72 moderately well118. I trust until I have reason not to3.18 moderately well119. I am very much careful about whom I trust 3.45 moderate well120. I respect my peers3.37 moderately well121. People similar to me in my organization 2.59 moderately well have gotten better deals than I have122. The people I associate with are trustworthy2.96 moderately well123. I seem to get the short end of the stick2.69 moderately well124. Very little in life is fair or equitable2.8 moderately well125. When something isnt working, I try to 3.38 moderately well come up with an alternative plan126. When I meet new people , I disclose2.7 moderately well every little personal information about myselfSCALE13: PERSONAL POWER127. I can make things happen 2.97 moderately well128. Fate play a strong role in my life2.64 moderately well129. I find it useless to fight the established 2.46 a little hierarchy in our organization 130. Circumstances are beyond my control3 moderately well131. I need recognition from others to make 2.48a little my work worthwhile132.I am easy to like2.71 moderately well133.I have a hard time accepting compliments2.66 moderately well134.I have the ability to get what I want2.74 moderately well135.I feel in control of my life2.88 moderately well136.If I reflect on my life , I might find I am 2.66 moderately well137.I feel frighten and out of control when the things 2.69 moderately well change rapidly 138.I enjoy taking charge of things2.77 moderately well139.I know what and go after it 2.85 moderately well

GRAND MEAN = 2.84 MODERATELY WELL

For scale 12 the items show moderately well level of emotional quotient .There were two items that showed a little level of EQ .I find it useless to fight the established hierarchy in our organization, 2.46 and item I need recognition from others to make my work worthwhile with a mean of 2.48 under scale 14. The rest of the items in this dimension show moderately well level of EQ. Findings show that the level of respondents emotional quotient in terms of trust radius, personal power is moderately well. However, Gomez (2013) revealed on her study that most of the items were moderately (page 32).TABLE 7. Weighted Mean of the Level of Respondents Emotional Quotient in terms of integrity.Third Dimension: Emotional Quotient Competency

Weighted Descriptive Mean Interpretation_____________________________________________________________________________SCALE 14: INTEGRITY140.I am willing to admit it when I make a2.73moderately well141. I feel like a fraud.2.57moderately well142.If I no longer had passion for what Im doing I 2.54moderately well would change it143.My job is an extension of my personal values system 2.79moderately well144.I never tell lies2.43a little145.I find myself going along with a situation2.43a little even if I know I dont believe in it146.I exaggerate my abilities in order to get ahead 2.49 a little147.I tell the truth even if it is difficult 2.85 moderately well148.I have done things that are against my beliefs 2.59moderately well

GRAND MEAN = 2.61 MODERATELY WELL

For the scale 14 integrity items I find myself going along with a situation with the mean 2.43 , I exaggerate my abilities in order to get ahead ,2.49 and item I never tell a lie mean of 2.43. These are the items show a little level of EQ.

Table 8. Frequency and Percentage Distribution of the Mental Ability Level of the Respondent in terms of Verbal Ability

DescriptionFrequencyPercentageSuperior00Above average1 0.99Average 2120.79Below average58 57.43Low2019.80_____________________________________________________________________ TOTAL101100

Table 8 shows the distribution of the examinees in frequency and percentage as to verbal ability .It shows that there are 101 AB 4th Year who took the exam. 57.43 % of the examinees fall in the below average level followed by average with 20 .79 % and then 19.80 % are in the low level. Only 1 examinee was able to get above average.The table shows that more than half of the examinees have difficulty dealing with verbal test. Furthermore, the examinees also have difficulty in comprehending words and also using the English language .Only few of the examinees were able to use the English Language satisfactorily.Table 9. Frequency and Percentage Distribution of the Mental Ability Level of the Respondent in terms of Numerical AbilityDescriptionFrequencyPercentage

Superior 00Above average 3 2.97Average 4847.52Below average 48 47.52Low 21.98______________________________________________________________________ TOTAL101100

Table 9 shows the distribution of the examinees in the numeral ability test. Equal number of examinees falls in the average and below average level with 47.52 % respectively and only 1.98 % of them got low level performance . This means that most of the examinees find difficult in math and abstract test.Nearly everyone have the ability to solve problems expresses in numbers and also in logical forms. Moreover only 2.97 % of the examinees did very well in test meaning they have the ability to cope up and understand mathematical skills.

Table 10 shows the test relationship of EQ and mental ability among respondents. The result tells that there very small correlation positively and negatively. Therefore, there is no relationship of emotional quotient and mental ability of the respondents.Data from several studies indicate that the MEIS correlates between 0.30 and 0.40 with traditional measure of cognitive ability (Robert et al . 2001 ; Van Rooy&Vinswesvaran ,2004) shows very weak correlations and have low moderately correlations and findings was no relationship.Dilchert, Ones, Davis and Rostow (2007), a substantial negative relationship between cognitive ability and counterproductive work behaviours such as work avoidance, abuse of resources, absenteeism and destruction of property .Emotional intelligence has become a fashionable topic in the popular press, and has been heralded as an effective predictor of successful performance. However, little empirical evidence has borne out these claims. The present study was conducted in order to determine the relationship of emotional intelligence, cognitive ability, and personality with academic achievement. Emotional intelligence was assessed using the EQ-i (total EQ-i score and five EQ-i composite factor scores). Both cognitive ability and personality (in terms of extraversion and self control) were significantly associated with academic achievement. None of the EQ-i factor scores, northe total EQ-i score, was significantly related to academic achievement.Personality and Individual Differences.

CHAPTER VSummary, Conclusions andRecommendation This chapter summarizes the findings in the study and presents the conclusion recommendations based on the findings.Summary The findings of the study are summarized as follows : the respondents of the study are the AB 4th year students of Isabela State University Cauayan Campus who were enrolled for second semester academic year 2014-2015 wherein 101 respondent who took the examination.For the level of the respondents level of EQ, 4 items which show a little level of emotional quotient particularly on the first-dimension-emotional literacy .The items are as follows: People who show a lot of emotion scare me I often wish I were someone elseI find it difficult to talk to people who do not share , I rarely hardly have the urge to tell off someone . For the second dimension-emotional quotient competency all the items in scales show moderately well level of EQ.Lastly, for the third dimension-emotional quotient values and attitudes wherein there were 5 items show that the respondents are within a little level of EQ.For the respondents level of Mental Ability in terms of verbal ability 57.43 % of the examinees fall in the below average level followed by average with 20.79 % and then 19.80 % are in the low level. Only 1 examinee was able to get above average. None of the respondents got superior.In terms of numerical ability equal number of examinees falls in the average and below average level with 47.52 % respectively and only 1.98 % of them got low level performance. For the relationship of mental ability and emotional quotient the result was there is no relationship.ConclusionFrom the findings of the study, the following conclusions were drawn: There are 9 items show a little level of emotional quotient among the respondent and the rest show moderately level of EQ.For the level of mental ability in terms of verbal ability of the respondents more than half of the examinees have difficulty dealing with verbal test and difficult in comprehending words and also using the English language .Only few of the examinees were able to use the EnglishLanguage satisfactorily.In terms of numerical ability of the respondents most of the examinees find difficult in math and abstract test .Nearly everyone have the ability to solve problems expresses in numbers and also in logical forms. For the relationship of Emotional Quotient and Mental Ability found out that there is no relationship.

Recommendation1. The vital goal of this research is to help students engage more emotionally intelligent behavior. 2. Strengthening the programs and activities that aim to improve proficiency in English language.3. Organize academic clubs that will help in their communication skills and solving mathematical problems especially logical terms that can relate to their future jobs.4. i.Frequent monitoring of student programmes , ii. Instructional Leadership,iii.face to face training.a. i.Systemazing student achievement data to establish the parameters for program changeb. ii.Providing personal leadership program and values formationc. iii.Students help to understand and clarify their mindset and values; learning concepts and principle in preparation in their future career.5. A more extensive study using EQ Test and Mental Ability Test using other participants.

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APPENDICES1

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