“Smart Learning, Smarter Emotions”: Correlation Between Outcome-Based Learning Environment  and the Emotional-Social Intelligence of Senior High School Students

This study aimed to describe the outcome-based learning environment (OBLE) and emotional-social intelligence (ESI) of senior high school students enrolled in the Technical-Vocational Livelihood (TVL) track in a high school. It also sought to determine if the components of OBLE were significantly related to the students' ESI, including intrapersonal, interpersonal, adaptability, and general mood. A total of 264 respondents were selected through proportionate stratified random sampling. The data were analyzed using weighted means and the Chi-Square test to examine the relationship between OBLE and ESI. Findings revealed that the respondents perceived the OBLE as moderate, with scores for involvement (x̅=3.20), cooperation (x̅=3.40), personal relevance (x̅=3.20), and teacher behavior (x̅=3.30). In terms of ESI, the students exhibited high scores in intrapersonal (x̅=4.14), interpersonal (x̅=4.00), adaptability (x̅=4.00), and general mood (x̅=4.20). A significant relationship was found between the OBLE components and ESI (x²(6) = 67.214, p < .001). Based on these findings, it is recommended that OBLE components be enhanced to improve student learning experiences. Further studies on the correlation between OBLE, ESI, and academic performance are also suggested to gain a more comprehensive understanding of their interconnected effects.