Correlating Social Emotional Competencies and Learning Styles of Learners in Pitogo, Quezon

This study aimed to correlate social-emotional competencies and learning styles of learners to provide insights that will enhance the educational practices and outcomes. It determined the profile of the respondents in terms of age, sex, and grade level. It revealed the level of social-emotional competencies of learners as well as the learning styles of respondents. It also showed the positive impacts of social-emotional competencies of the learners with respect to: self- awareness, self-management, and social awareness. The researcher used a descriptive method of research. This study employed a proportionate random sampling method. Under this procedure, the researcher considered using one hundred (100) respondents from selected learners in Pitogo, Quezon, to get the 100% of the respondents. The findings revealed that most of the respondents are 15 years old. The female respondents outnumbered the male population. Respondents were Grade 7, Grade 8, Grade 9, and Grade 10. The computed Spearman rho value is 0.292, which indicates a positive weak relationship between social-emotional competencies and learning styles. This relationship is found to be statistically significant since the p-value of 0.003 is less than the significant level of 0.05 and resulted in the rejection of the null hypothesis. From the result of this study, the following were recommended: school administrators they may organize regular training on SEL strategies, classroom management, and trauma-informed practices, parents may encourage their children to express their thoughts and emotions without fear of judgment, to the teachers they may keep observational records of students’ social-emotional progress and adjust support as needed, students they may engage in classroom discussions, group tasks, and school programs that promote social-emotional learning and to the future researchers they may conduct similar research in both public and private schools, urban and rural areas, or special education settings to validate findings and expand applicability.