Social-Emotional Learning Competencies and Mathematical Reasoning Skills of Grade 12 Students

Chester S. Cuenca, Erica Andrea Cacao & Allen E. Pasia

Volume 2 Issue 2 December 2022

Abstract

Waning attention to the facets of social and emotional learning competencies (SELC) in an educational context along with the students’ poor mathematical performance, which can be predicted through mathematical reasoning skills (MRS), is an issue that has to be addressed in the Philippines. Despite the fact that it has been shown to have an impact on mathematics achievement, associating SELC into the field of mathematical reasoning has yet to be explored. Hence, the researchers attempted to shed attention on the relationship between the perceived SELC of the respondents in terms of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making and their level of MRS as to analyzing, generalizing, and justifying, and if strand moderates this relationship. A descriptive-correlational design with moderation analysis was used and stratified-random sampling technique was utilized in choosing 117 grade 12 students from one state university in Laguna. Adapted self-report survey and mathematical reasoning tasks were used to gather data. The results revealed that there is a significant relationship between the perceived SELC and MRS, except in self-management and relationship skills. Findings have also suggested that strand moderates the relationship of the two variables which implies that the interaction of SELC and strands of the respondents poses a direct relationship with their reasoning abilities in mathematics, when students are from STEM. Implementation of teaching strategies fostering students’ social and emotional states is recommended.

Keywords

Author information & Contribution

Disclosure statement

Funding

Declaration

Notes

Acknowledgement

References

Abarro, J. O. (2016). Factors affecting career track and strand choices of grade 9 students in the Division of Antipolo and Rizal, Philippines. Humanities, 79(10.38), 6.

Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. Sage.

Akelaitis, A. (2017). Education of social emotional skills among senior high school age students in physical education classes (Doctoral dissertation, Lietuvos sporto universitetas).

Almerino, P. M., Ocampo, L. A., Abellana, D. P. M., Almerino, J. G. F., Mamites, I. O., Pinili, L. C., Tenerife, J. J. L., Sitoy, R. E., Abelgas, L. J., & Peteros, E. D. (2020). “Evaluating the Academic Performance of K-12 Students in the Philippines: A Standardized Evaluation Approach”, Education Research International, vol. 2020, Article ID 8877712, 8 pages. https://doi.org/10.1155/2020/8877712

Anggoro, B. S., Puspita, N., Pratiwi, D. D., Agustina, S., Komala, R., Widyastuti, R., & Widyawati, S. (2021). Mathematical-Analytical Thinking skills: The Impacts and Interactions of Open-ended Learning Method & Self-Awareness (Its Application on Bilingual Test Instruments). Al-Jabar: Jurnal Pendidikan Matematika, 12(1), 89-107. https://doi.org/10.24042/ajpm.v12i1.8516

Arguedas, M., Daradoumis, T., & Xhafa, F. (2016). Analyzing the effects of emotion management on time and self-management in computer-based learning. Computers in Human Behavior, 63, 517-529. http://dx.doi.org/10.1016/j.chb.2016.05.068

Auer-Spath, I., & Glück, J. (2019). Respect, attentiveness, and growth: wisdom and beliefs about good relationships. International psychogeriatrics, 31(12), 1809-1821. https://doi.org/10.1017/S104161021900022X

Bellinger, D. B., DeCaro, M. S., & Ralston, P. A. (2015). Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom. Consciousness and cognition, 37, 123-132. https://doi.org/10.1016/j.concog.2015.09.001

Bene, K., Lapina, A., Birida, A., Ekore, J. O., & Adan, S. (2021). A Comparative Study of Self-Regulation Levels and Academic Performance among STEM and Non-STEM University Students Using Multivariate Analysis of Variance. Journal of Turkish Science Education, 18(3), 320-337. https://doi.org/10.36681/tused.v18i3.1429

Bhoumick P. & Saha R.K. (2020). Social and Emotional Learning (SEL) in Mathematics Classroom and Its Impact on Mathematics Achievement. Research And Reflections on Education. Vol. 18 No. 02

Booker, J. A., & Dunsmore, J. C. (2017). Affective social competence in adolescence: Current findings and future directions. Social Development, 26(1), 3-20. https://doi.org/10.1111/sode.12193

Chin C. T. (2018). Exploratory Factor Analysis of Social Awareness Competency Scale (SACS) using the Social Emotional Learning Theory. DLSU Research Congress 2018 De La Salle University, Manila, Philippines.

Ciarrochi, J., Parker, P., Kashdan, T. B., Heaven, P. C., & Barkus, E. (2015). Hope and emotional well-being: A six-year study to distinguish antecedents, correlates, and consequences. The Journal of Positive Psychology, 10(6), 520-532. https://doi.org/10.1080/17439760.2015.1015154

Collaborative for Academic, Social, and Emotional Learning (2020). What is SEL? https://casel.org/what-is-sel/

Crowder, M. K., Gordon, R. A., Brown, R. D., Davidson, L. A., & Domitrovich, C. E. (2019). Linking social and emotional learning standards to the WCSD Social–Emotional Competency Assessment: A Rasch approach. School Psychology, 34(3), 281. https://psycnet.apa.org/doi/10.1037/spq0000308

Datu, J. A. D., & Restubog, S. L. D. (2020). The emotional pay-off of staying gritty: linking grit with social-emotional learning and emotional well-being. British Journal of Guidance & Counselling, 48(5), 697-708. https://doi.org/10.1080/03069885.2020.1758922

Davidson, L. A., Crowder, M. K., Gordon, R. A., Domitrovich, C. E., Brown, R. D., & Hayes, B. I. (2018). A continuous improvement approach to social and emotional competency measurement. Journal of Applied Developmental Psychology, 55, 93-106. https://doi.org/10.1016/j.appdev.2017.03.002

Demetriou, A., Kazi, S., Makris, N., & Spanoudis, G. (2020). Cognitive ability, cognitive self-awareness, and school performance: From childhood to adolescence. Intelligence, 79, 101432. https://doi.org/10.1016/j.intell.2020.101432

Department of Education (2015). Policy Guidelines on the K-12 Basic Education Program. https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf

Didis, M. G., & Erbas, A. K. (2015). Performance and Difficulties of Students in Formulating and Solving Quadratic Equations with One Unknown. Educational Sciences: Theory & Practice, 4, 1137-1150. 10.12738/estp.2015.4.2743

Dymnicki, A., Sambolt, M., & Kidron, Y. (2013). Improving college and career readiness by incorporating social and emotional learning. College and Career Readiness and Success Center.

Gökçe, S., & Güner, P. (2021). Forty Years of Mathematics Education: 1980-2019. International Journal of Education in Mathematics, Science and Technology, 9(3), 514-539. https://doi.org/10.46328/ijemst.1361

Goyon, R. P., & Legaspi, C. E. I. (2020). Moral Reasoning and Political Leader Preference of Senior High School Students of a Private School. Philippine Social Science Journal, 3(2), 81-82. https://doi.org/10.52006/main.v3i2.216

Green, C. T., Bunge, S. A., Chiongbian, V. B., Barrow, M., & Ferrer, E. (2017). Fluid reasoning predicts future mathematical performance among children and adolescents. Journal of experimental child psychology, 157, 125-143. http://dx.doi.org/10.1016/j.jecp.2016.12.005

Holland, S. J., Shore, D. B., & Cortina, J. M. (2017). Review and recommendations for integrating mediation and moderation. Organizational Research Methods, 20(4), 686-720. https://doi.org/10.1177/1094428116658958

Ingram, E., Reddick, K., Honaker, J. M., & Pearson, G. A. (2021). Making Space for Social and Emotional Learning in Science Education. In Frontiers in Education (p. 304). Frontiers. https://doi.org/10.3389/feduc.2021.712720

Jazby, D., & Widjaja, W. (2019). Teacher Noticing of Primary Students’ Mathematical Reasoning in a Problem-Solving Task. Mathematics Education Research Group of Australasia.

Jonsson, B., Mossegård, J., Lithner, J., & Karlsson Wirebring, L. (2022). Creative Mathematical Reasoning: Does Need for Cognition Matter? Frontiers in Psychology, 6207. https://doi.org/10.3389/fpsyg.2021.797807

Kahl, T., Grob, A., & Möhring, W. (2021). Does emotion regulation compensate deficits in various executive functions in children’s and adolescents’ mathematical achievement? Learning and Individual Differences, 89, 102034. https://doi.org/10.1016/j.lindif.2021.102034

Kaur, P., Stoltzfus, J., & Yellapu, V. (2018). Descriptive statistics. International Journal of Academic Medicine, 4(1), 60. DOI: 10.4103/IJAM.IJAM_7_18

Kjölstad, G., Gyllensten, A. L., & Gard, G. (2020). Body awareness in healthy subjects–a qualitative study. European Journal of Physiotherapy, 1-8. https://doi.org/10.1080/21679169.2020.1845792

Lawrence, K., Campbell, R., & Skuse, D. (2015). Age, gender, and puberty influence the development of facial emotion recognition. Frontiers in psychology, 6, 761. https://doi.org/10.3389/fpsyg.2015.00761

Lee, J., & Martin, L. (2017). Investigating students’ perceptions of motivating factors of online class discussions. International Review of Research in Open and Distributed Learning: IRRODL, 18(5), 148-172. https://doi.org/10.19173/irrodl.v18i5.2883

Lee, Y., Capraro, R. M., & Bicer, A. (2019). Affective mathematics engagement: A comparison of STEM PBL versus non-STEM PBL instruction. Canadian Journal of Science, Mathematics and Technology Education, 19(3), 270-289. https://doi.org/10.1007/s42330-019-00050-0

Loeb, S., Dynarski, S., McFarland, D., Morris, P., Reardon, S., & Reber, S. (2017). Descriptive Analysis in Education: A Guide for Researchers. NCEE 2017-4023. National Center for Education Evaluation and Regional Assistance.

Loong, E., Vale, C., Widjaja, W., Herbert, S., Bragg, L. A., & Davidson, A. (2018). Developing a Rubric for Assessing Mathematical Reasoning: A Design- Based Research Study in Primary Classrooms. Mathematics Education Research Group of Australasia.

Luong, P. A., Le, T. A., & Nguyen, T. H. (2021). Developing Mathematical Communication Competence for High School Students In Teaching Algebra.

MacCann, C., Jiang, Y., Brown, L. E., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150. https://psycnet.apa.org/doi/10.1037/bul0000219

Malti, T. and Noam, G. (2016). Social-emotional development: From theory to practice, European Journal of Developmental Psychology, 13:6, 652-665, DOI: 10.1080/17405629.2016.1196178

Martínez-Sierra, G. (2015, February). Students’ emotional experiences in high school mathematics classroom. In CERME 9-Ninth Congress of the European Society for Research in Mathematics Education (pp. 1181-1187).

Mukuka, A., Mutarutinya, V., & Balimuttajjo, S. (2020). Data on students’ mathematical reasoning test scores: A quasi-experiment. Data in brief, 30, 105546. https://doi.org/10.1016/j.dib.2020.105546

Murphy, S., MacDonald, A., Wang, C. A., & Danaia, L. (2019). Towards an understanding of STEM engagement: A review of the literature on motivation and academic emotions. Canadian Journal of Science, Mathematics and Technology Education, 19(3), 304-320. https://doi.org/10.1007/s42330-019-00054-w

National Council of Teachers of Mathematics (2014). Principles to Actions: Ensuring mathematical Success for All. https://www.nctm.org/principlestoactions/

National Assessment of Educational Progress. (2019). 2019 NAEP Mathematics and Reading Assessments: Highlighted Results at Grade 12 for the Nation. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020090

O’Connor, B. R., & Norton, S. (2016). Investigating Students’ Mathematical Difficulties with Quadratic Equations. Mathematics Education Research Group of Australasia.

Organisation for Economic Co-operation and Development. (2018b). PISA 2021 Mathematics Framework (Draft).

Organisation for Economic Co-operation and Development. (2019). Future of Education and Skills 2030: Project Background. https://www.oecd.org/education/2030-project/about/E2030_Introduction_FINAL_post.pdf

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9

Pertl, M. T., Zamarian, L., & Delazer, M. (2017). Reasoning and mathematical skills contribute to normatively superior decision making under risk: evidence from the game of dice task. Cognitive processing, 18(3), 249-260. https://doi.org/10.1007/s10339-017-0813-x

Roth, W. M. (2016). On the social nature of mathematical reasoning. For the Learning of Mathematics, 36(2), 34-39.

Rungduin T. T. & Reyes Z. Q. (2015). The Filipino Learner: A Socioemotional Perspective. International Journal of Research Studies in Education 2016 October, Volume 5 Number 4, 3-17. http://dx.doi.org/10.5861/ijrse.2015.1329

Tan, L. (2014). Correlational study. In W. F. Thompson (Ed.), Music in the social and behavioral sciences: An encyclopedia (pp. 269-271). Thousand Oaks: SAGE Publications.

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864

Tupas, F. P., & Matsuura, T. (2019). Moving forward in stem education, challenges and innovations in senior high school in the Philippines: The case of Northern Iloilo polytechnic state college. Jurnal Pendidikan IPA Indonesia, 8(3), 407-416. https://doi.org/10.15294/jpii.v8i3.19707

United Nations Educational, Scientific and Cultural Organization. (2019). Educational content up close: examining the learning dimensions of Education for Sustainable Development and Global Citizenship Education. https://unesdoc.unesco.org/ark:/48223/pf0000372327

Ursachi, G., Horodnic, I. A., & Zait, A. (2015). How reliable are measurement scales? External factors with indirect influence on reliability estimators. Procedia Economics and Finance, 20, 679-686.

Verma L. & Dubey P. (2020). Exploring the effect of emotions on logical reasoning in Indian adolescents. International Journal of Indian Psychology, 8(3), 1961-1968. DIP:18.01.204/20200803, DOI:10.25215/0803.204

West, M. R., Buckley, K., Krachman, S. B., & Bookman, N. (2018). Development and implementation of student social-emotional surveys in the CORE Districts. Journal of Applied Developmental Psychology, 55, 119-129. https://doi.org/10.1016/j.appdev.2017.06.001

Washoe County School District. (n.d.). WCSD’s Social and Emotional Competency Assessment. https://www.washoeschools.net/Page/10932

World Economic Forum (2017). The Global Competitiveness Report 2017-2018. Professor Klaus Schwab World Economic Forum Editor & Professor Xavier Sala-i-Martin, Columbia University, Chief Advisor of the Global Competitiveness Report.

Yang, W., Datu, J. A. D., Lin, X., Lau, M. M., & Li, H. (2019). Can early childhood curriculum enhance social-emotional competence in low-income children? A meta-analysis of the educational effects. Early Education and Development, 30(1), 36-59. https://doi.org/10.1080/10409289.2018.1539557

Yorke, L., Rose, P., Bayley, S., Wole, D. & Ramchandani, P. (2021). The Importance of Students’ Socio-Emotional Learning, Mental Health and Wellbeing in the time of COVID-19. 2021/025. https://doi.org/10.35489/BSG-RISE-RI_2021/025

Cite this article:

Cuenca, C.S., Cacao, E. & Pasia, A.E. (2022). Social-Emotional Learning Competencies and Mathematical Reasoning Skills of Grade 12 Students. The Research Probe, Volume 2 Issue 2, pp. 43 - 52.