Bauan Technical High School 1

Emotional Maturity across Academic Achievement of Grade 12 students in

Bauan Technical High School, A.Y. 2017-2018

A Research Proposal Presented to the Faculty of Senior High

Bauan Technical High School

In Partial fulfillment of the Requirements for the K-12

Enhanced Basic Education Curriculum

Gonzales, Mark Kimwell M.

Dador, Rosemarie B.
Magboo, Leny Rose B.
Tumalip, Angie Lou S.

July 2017
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Introduction

In achieving a better and higher quality of life, education is a must. It

serves as an enlightenment and empowerment for the youth to achieve what

kind of life they wanted to have in the future. It is a process in which the natural

qualities that a person has will be sharpened and improved. The learning in

school assists the progress of the different aspects of human life which is the

physical, mental, social, emotional and spiritual development of an individual.

Without education, ones life may feel incomplete. Education helps the people by

making them equipped with the power of understanding, observation and

objectivity. It makes man a good thinker, a good worker and a good companion.

Education is like a missing piece of a puzzle that once it was solved, it will be

easy for the people to reach their success through the knowledge that they

learned and skills they have acquired. It drags a person from darkness, poverty

and misery. By developing his individuality in all its aspects, an individual

becomes a responsible, productive, resourceful and aspiring citizen with good

moral character who uses all his capabilities to develop his own self, his society

and his nation to the highest extent by contributing his best to the nation on

which he/she is a part of.

During these days, the people, especially the persons who undergo in

adolescent stage are becoming more and more competitive. In achieving

individual progress, the quality of performance has become the key factor.

Adolescence is the period of transition from childhood to adulthood. It is often

described as the period of storms and stresses. This is the period from 16 to 18
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or 19 years old. It is characteristically an important period in the life span, a time

of change, a problem age, a time when the individual searches or identifies, a

dreaded age, a time of realization and the threshold of adulthood (Pranab

Chetiya, J.C. Soni, Jadab Dutta, 2016). Adolescent is a period of physical,

social, emotional and mental change and development. At present, parents that

wish their children to climb the ladder of performance to a high level puts a lot of

pressure on teachers and students, and in general, the system of education.

People cannot deny the fact that academic achievement for students is very

important. It serves as a basis whether a student shown a desirable learning

which is observed by the teacher. A piece of learning can also be considered as

achievement if it is desirable. Achievement is concerned to a greater extent with

the development of knowledge, understanding and acquisition of skills.

Academic achievement reflects the educational performance of a student

studying in school. It dictates how much they know and understand in different

subjects presented to them for study through curriculum. Achievement means

performance. Academic achievement implies the accomplishment of the

performance carried out successfully by students in their academic life (Lacan,

2016). Thus, it can be concluded that the academic achievement is said to be

the level of proficiency attained in academic work or formally acquired

knowledge in school subjects. This is often represented by marks/grades in

examinations. In view of this, the factors affecting it play an important role in

determining an individuals status in terms of studying.

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On the other hand, emotional maturity is a factor that helps the people to

determine whether they are emotionally stable or not. It plays a major role in the

success or demise of relationships. Emotional Maturity or stability might be

considered as a potential factor in any field of life. It is a stage, which is very

essential in human life. One of the major aims of any good educational program

is to help the learner to gain emotional maturity. Some children do not have

much emotional maturity because of their inadequate control over the

environment. A mature adult due to the development of his various powers has

greater control over his environment, so he possesses emotional maturity to a

greater degree. An emotionally mature person has full control over the

expression of his feelings. However, he behaves according to the accepted

social values and ideals.

Mostly, emotional balance' and 'emotional maturity' is taken as

synonymous terms, but actually, they are not. Emotional balance emphasizes

the value of learning to cope with both pleasant and unpleasant emotions. One

can attain emotional maturity without having attained emotional balance

although the vice versa is not true (Vajda, 2013). An emotionally balanced

person will necessarily be emotionally mature person. Emotional balance is

quality of an adult and not a child. Thus, emotional maturity is a relative term. It

is directly related to age and stage of development of the individual.

Nowadays, many physical illnesses or other condition caused by a mental

factor such as internal conflict or stress are giving rise. It is due to the hindrance

and difficulties that the youth are facing. Self-acceptance is an important aspect
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of maturity, it must be preceded by acceptance from others. Emotional Maturity

is always relative. Emotional maturity, however, develops throughout life. It is

also a form of maturity from which one can regress most quickly. The adolescent

becomes emotionally more mature as the parents permit him to accept

responsibilities and become independent and self-sufficient.

Due to the differences in academic performance of the students which

was observed by the researchers, the researchers show high level of curiosity if

the level of emotional maturity affects the academic achievement of the

students. The researchers share the same interest to pursue this topic as they

also encountered different people with different views in life and so they also

differs in terms of academic performance. Before they have decided to choose

this topic, they have considered many things such as the interest of most

members and their knowledge about the variables in the topic which was done

by brainstorming. Added to this, they have also considered if many people will

be benefited in conducting the study which is entitled, Emotional Maturity of

Grade 12 students in Bauan Technical High School across the Academic

Achievement.

The study will make it advantageous on the part of the researchers

themselves as they will be equipped on the process of making a credible and an

accurate research. They will be more familiarized with the content of every part

of the research paper and gain more experience by making this. It will also

enhance their critical thinking in order to evaluate and interpret the results

accurately.
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This research study will also essential to the participants of the study. In

assessing themselves by answering the questionnaire that will be given by the

researchers, it will help them to realize something and know more about

themselves. They can determine also their weaknesses and strengths towards

being mature emotionally.

Aside from the researchers will be benefited, this research is also

important to the Bauan Technical High School community itself. The Bauan

Technical High School administration can make different programs such as

organizing trainings and seminars that can improve the level of emotional

maturity of the students.

On the other hand, this research study will also be useful to the students

because they will be introduced in making researches at their very young age

and expose themselves in this kind of field or environment. In assessing

themselves by understanding the relation of emotional maturity into their

academic performance, they can develop themselves and eliminate the mindset

that making them emotionally unstable.

This study seeks to focus on the relationship of emotional maturity and

the academic achievement of the students thus, this study can help the

community to address the students academic issues as it is a big factor in

molding and influencing the emotional maturity of an individual, especially the

persons who undergo in adolescent stage. The community will be more careful

and understand more the impact that they may bring to the youth in terms of the

way they perceive about life.

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Hypotheses

In view of the objectives of the study the investigators formulated the

following hypotheses:

1. There is a significant relationship between Emotional Maturity and

Academic Achievement among Grade 12 students in Bauan Technical

High School.

2. There is a significant difference between male and female Grade 12

students in Bauan Technical High School in the level of Emotional

Maturity.

Objectives of the Study

The broad intent of this quantitative study is to scrutinize the emotional

maturity across academic achievement of the grade 12 students in Bauan

Technical High School; in particular, the research aims to accomplish the

following objectives. First is to know the variation of the demographic profile of

the respondents based on their gender and general average of the 2 nd semester

during Grade 11. Second is to study the level of emotional maturity among the

students specifically in the fields of emotional stability, emotional progression,

social adjustment, personality integration and independence. Third is to examine

the relationship between the two variables present in the study, the emotional

maturity and academic achievement. Fourth is to find the significant differences

in emotional maturity across gender. Lastly is to give proposal plan of action

regarding the topic being addressed in the study.

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Review of Related Literature

Emotional Maturity

Emotional maturity can be understood in terms of ability of self-control

which in turn is a result of thinking and learning. According to Chamberlain

(2012), an emotionally matured person is one whose emotional life is well under

control. In psychology, maturity is the ability to respond to the environment in an

appropriate manner. This response is generally learned rather than instinctive. In

addition, emotional maturity is a process in which the personality is continuously

striving for greater sense of emotional health, both intra-psychically and intra-

personality (Smithson, 2014).

As for Jersild (2013), Emotional maturity means the degree to which

person has realized his potential for richness of living and has developed his

capacity to enjoy things, to relate himself to others, to love and to laugh; his

capacity for whole hearted sorrow, when an occasion arises and his capacity to

show fear when there is occasion to be frightened, without feeling a need to use

a false mask of courage, such as must be assumed by persons afraid to admit

that they are afraid. Added to this, L.D. Crow, A. Crow (2012) stated, "The

emotionally mature or stable individual regardless of his age, is the one who has

the ability to overcome tension to disregard certain emotion stimulators that

effect the young and view himself objectively, as he evaluates his assets and

liabilities and strive towards an improved integration of his thought, his emotional

attitude and his overt behavior.

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In accordance, the emotional maturity consists of five dimensions which

are the emotional stability, emotional progression, social adjustment, personality

integration and independence (Yashvir Singh & Mahesh Bhargava, 2005).

First, emotional stability refers to the characteristics of a person that does

not allow him to react excessively or given to swings in mood or marked

changes in any emotive situation. The emotionally stable person is able to do

what is required of him in any given situation. Contrary to it, emotional instability

is a tendency to quick changing and unreliable responses and is a factor

representing syndrome of irritability, stubbornness and temper tantrums, lack of

capacity to dispose of problems and seek help for ones day to day problems

(Yashvir Singh & Mahesh Bhargava, 2005).

Second, emotional progression is the characteristic of a person that refers

to a feeling of adequate advancement and going vitality of emotions in relation to

the environment to ensure a positive thinking imbued with righteousness and

contentment whereas, emotional regression is also a broad group of factors

representing such syndromes as feeling of inferiority, restlessness, hostility,

aggressiveness and self-centeredness (Yashvir Singh & Mahesh Bhargava,

2005).

Third, social adjustment refers to a process of interaction between the

needs of a person and demands of the social environment in any given situation,

so that they can maintain and adapt a desired relationship with environment.

Therefore, it may be described as a persons harmonious relationship with his

social world whereas, socially maladjusted person shows lack of social

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adaptability should hatred, seductive but boasting, but liar and shirker (Yashvir

Singh & Mahesh Bhargava, 2005).

Fourth, personality Integration is the process of firmly unifying the diverse

elements of an individuals motives and dynamic tendencies, resulting in

harmonious coactions and de-escalation of the inner conflict in the undaunted

expression of behavior (English and English, 1958).The disintegrated personality

includes all those symptoms like reaction, phobias formation, rationalization,

pessimism, immorality etc. Such a person suffers from inferiorities and hence

reacts to environment through aggressiveness, destruction, and has distorted

sense of reality (Yashvir Singh & Mahesh Bhargava, 2005).

Lastly, the fifth dimension which is the independence. It is the capacity of

a persons attitudinal tendency to be self-reliant or of resistance to control by

others where, he can take his decisions by his own judgment based on facts by

utilizing his intellectual and creative potentialities .He should never like to show

any habitual reliance upon another person in making his decisions or carrying

out difficult actions. A dependent person shows parasitic dependence on other is

erotic and lacks objective interests. People think of him an unreliable person

(Yashvir Singh & Mahesh Bhargava, 2005).

From the studies made by the different researchers about the relationship

between emotional maturity and academic achievement, they found out that

there is a positive relationship between the two variables.

Based from the compilation of "The International Journal of Indian

Psychology" a research entitled "Emotional Maturity and Academic Achievement

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among Adolescent Students: A Review of Studies" by Manoj Kumar and Dr.

Rishi Mishra (2016) revealed that there is a relationship between the emotional

maturity and academic achievement of a student. A few studies also showed

significant relationship between emotional maturity and intelligence as well as its

significant differences between boys and girls on the basis of their emotional

maturity and academic achievement. Also, from the same journal, a research

entitled "Academic Achievement, Emotional Maturity and Intelligence of

Secondary School Students in Assam" by Pranab Chetiya, J.C. Soni & Jadab

Dutta (2014), they discovered that there is a positive relationship between the

academic achievement and intelligence among the secondary school students of

whole sample in Lakhimpur and Sonitpur districts in general. Overall comparison

between academic achievement, emotional maturity and intelligence of

government/private school students of both the districts are related to one

another.

Aside from this, Kumari Reena (2012) also studied the role of emotional

maturity and emotional intelligence in learning and achievement in school

context. In her study, she conducted on 300 male Intermediate students of

Meerut city. The researcher's findings revealed that emotional maturity had

insignificant effect on learning but significant effect on academic achievement.

The findings of her present study justify that the learning scores did not

differentiate significantly between the high emotional maturity subjects and low

emotional maturity subjects.

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In other way around, Dhami (2014) investigated the intelligence,

emotional maturity and socioeconomic status as factors indicative of success in

scholastic achievement of IX and X class students of age group 14+ and 15+ of

different categories of students of Punjab and reported a high significant

relationship between emotional maturity, intelligence and scholastic

achievement of high schools students. The study also reported parents

education, type of house in which family lives, family income and type of reading

material has a positive effect on the emotional maturity of the children.

As for Sabapathy (2016), as he examined the relationship between the

variables anxiety, emotional-social maturity, socio-economic status and

academic achievement of students, he found emotional maturity was positively

and significantly related to achievement in individual subjects and total academic

achievement.

In like manner, Muley Patnam and Vasekar (2013) studied the emotional

maturity of school going children of slum and urban areas and the influencing

factors. The slum children differ in their emotional maturity from the urban

children, which was tested in this study. The sample consists of 120 children, of

which 60 were from slum and 60 from urban areas. Significant positive

relationship was found between urban children's emotional maturity and their

academic performance, chronological age, ordinal position abilities, size and

type of family, parenting, general mental ability number of friends as well as their

parental age, education and employment while no significant correlation was

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found between slum childrens emotional maturity and their background

variables.

Not only those researchers found out the positive correlation between

emotional maturity and academic achievement but also, Lekhi (2015) in her

study on a sample of 939 (male and female) from govt. and private schools of

Punjab, found that there is no significant difference in the emotional maturity and

emotional intelligence of boys and girls as t-ratio is found to be non-significant.

However, on comparing their mean scores, it is observed that boys scored little

low (hence more emotionally mature) as compared to girls. But significant

differences were found between rural and urban adolescence in their emotional

maturity. She also concluded that emotional maturity correlated significantly with

intelligence and academic achievement.

As a matter of fact, Suman (2012) made a study of learning achievement

in science of students in secondary schools in relation to their meta-cognitive

skills and emotional competence. The study was conducted over a sample of

500 students of class IX (age between 13 to 15 years) from six secondary

schools situated in South West Zone of Delhi. In this study he found that there

were significant positive relationship between (i) emotional competence &

learning achievement (ii) meta-cognitive skills & learning achievement (iii)

emotional competence & meta-cognitive skills of the students studying in

secondary schools. In the same way, Ronald E. McNairs (2014) in his research

on "learning pace of school children in regard to emotional maturity" found that

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students with a high level of dedication, commitment, desire and emotional

maturity can make effective learning and learn as much as they want.

Likewise, Thukral, Praveen and Singh, Surjit (2013) made a study on a

emotional maturity and academic achievement of high school students. The

study was conducted over a sample of 400 (200 boys and 200 girls) high school

students studying in Xth class in 8 different schools (4 urban and 4 rural)

affiliated to CBSE, New Delhi. In his study he found that there existed -

significant relationship between emotional maturity and academic achievement

of high school students. Anju (2013) found that there existed a positive and

significant relationship between emotional maturity and intelligence of student

which implied that more intelligent the person was, more emotional mature he

was.

Correspondingly, Puar, Surjit Singh (2012) they conducted a study to

examine the role of emotional maturity and emotional intelligence in learning and

achievement, on 300 male Intermediate students of Meerut city. Findings reveal

that emotional maturity has insignificant effect on learning but significant effect

on academic achievement. Emotional intelligence has insignificant effect on

learning but significant effect on academic achievement. In a study on the role of

social maturity in academic achievement of high school students it was found

that the social maturity contributed the highest in the academic achievement of

high school students in a given set of variables.

Education brings about considerable changes in the individual relating to

his physical, intellectual and emotional conditions. It becomes the responsibility

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of everyone concerned with education to prevent failure and wastage and

ensure proper academic achievement and success on the part of students.

Academic achievement is considered to be a composite criterion and not a

unitary one. Emotional maturity as an important factor exerts influence on the

academic achievement of students.

In this context, it is necessary to study the relationship between

academic achievement and emotional maturity of B.Ed. trainees. A person who

is able to keep his emotion under control is said to have emotional maturity. It is

an ability to tolerate a reasonable amount of frustration (Kaplan and Barar,

2012). Emotional maturity is the process of impulse control through the agency

of self. It is a process of readjustment, which is patterned in accordance with the

approved expression and repression in their cultures. In the present

investigation the marks scored by the B.Ed. trainees model exam in the

University examination have been used as the academic achievement scores.

The emotional maturity scale develop by Romapal was used to assess the

emotional maturity level of the students. Descriptive, differential and correlation

analysis were computed to analyze the data. It is inferred that a positive and

significant relationship exists between academic achievement and emotional

maturity.

On the other hand, the present study of V.Shanmuganathan &

K.Chinnappan (2014) explored the extent to which the Emotional Maturity and

Parental Encouragement have the relation with academic achievement among

higher secondary course students. The descriptive survey research method was
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used for the study. In the present study sample of 1000 adolescence (385 boys

and 615 girls) were taken by using proportionate stratified random sampling

technique. The findings of the study revealed that: (i) there is a significant

relationship between the emotional maturity and academic achievement of

adolescent students.

Similarly, the aim of the present study conducted by Nikhat Yasmin

Shafeeq & Afeefa Thaqib (2015) is to investigate emotional maturity of

secondary school students in relation to academic achievement. For this

purpose a sample of 400 students (200 boys and 200 girls) of class IX were

taken from 8 schools (4 Government and 4 Private) of Aligarh. For this purpose

Emotional Maturity Scale by Dr. Yashvir Singh and Dr. Mahesh Bhargava (1990)

and Academic Achievement of the VIII class were used .The study reveals that

most of the secondary school students are extremely unstable regarding

emotional maturity. The study also reveals that there exist a highly positive

correlation between emotional maturity and academic achievement of secondary

school students.

In conducting a research, it is possible to have variation in results of the

study. Different factors affect to have different outcome though they only studied

the same topic. In contrast from the statements given above, the following

researchers have found out negative relationship between emotional maturity

and academic achievement.

First, Kaur, M. (2012) conducted study on Emotional maturity of

adolescence in relation to intelligence, academic achievement and

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environmental catalysts on a sample of 356 adolescent. The findings revealed

that there is no significant relationship found between emotional maturity and

academic achievement.

Second, Surjit Singh, and Parveen Thukral, (2016) conducted a study on

Emotional Maturity and Academic Achievement of High School Students. One

of the objectives of the study was to investigate the relationship of emotional

maturity with academic achievement of high school students. The sample

comprised of 400 students of class X, out of them 200 were boys (100 rural and

100 urban) and 200 were girls (100 rural and 100 urban). The sample was

collected by using multistage random sampling technique. The tool used was

Emotional Maturity Scale (EMS) developed by Singh and Bhargava (1990). The

finding of the study was there is no significant relationship between emotional

maturity and academic achievement.

Third, Gakhar S. C. (2013) conducted a study on Emotional maturity of

students at secondary stage: self-concept and academic achievement. The

study used a sample of 200 students of secondary stage, the study revealed: It

was found a significant negative correlation as found between self-concept and

emotional maturity.

Fourth, Upadhyay, S.K. and Upadhyay, Vikrant. (2013) studied

Emotional Stability and Academic Achievement of Boys and Girls at Secondary

Level. and concluded that emotions have both direct and indirect and indirect

effect on personality. The direct effect came from physical and mental

disturbances, while indirect came from reactions of members of the social group
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around the person who was experiencing the emotion. If the emotions were

unpleasant or uncontrolled, they were damaging to the personality pattern. If

pleasant and controlled then they had vice versa effect on life. The main finding

was there is no significant relationship between emotional stability and academic

achievement of the students.

In different way , this time, the emotional maturity and the gender will be

compared from the studies made by the different researchers. Some

researchers found out that there is a significant difference between the two

variables.

According to K. Subbarayan and G. Visvanathan, from their study

entitled, "A Study on Emotional Maturity of College Students, A Research in

Science and Technology (2016)" boys and girls of superior intelligence have

better emotional maturity. Superior intelligence boys do well on the emotional

maturity than girls of superior intelligence.18They had found that the

characteristics behavior of the girls is more sober, well-behaved, shy and

reserved as compared to boys. Boys behave more openly and are more

interested in bold activities (pg.153). In addition to this, Aleem and Sheema have

found in this study that there is a significant difference between the mean scores

of male and female students on emotional stability because according to them,

female students are less emotionally stable compared to male students.

As what Suneetha et al. (2012) studied, he revealed that gender was the

more important variable than intelligence quotient in deciding high academic

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performance, girls were among top ranking students; girls were better in

interaction and concentration rather than boys.

Similarly, Malliick Rinku, Singh Archana, Chaturvedi Poonam & Kumar

Narendra (2014), A Study on Higher Secondary Students Emotional Maturity

and Achievement. This study found that there is significant difference between

male and female higher secondary students with respect to level of emotional

maturity.

In the same way, Vikrant Upadhyay & S.K. Upadgyay (2014) studied A

study of emotional stability and academic achievement of boys and girls at

secondary level at Ph.D. level and concluded their finding: Boys are significantly

emotionally stable than girls.

For Gupta, Poonam, (2012), he conducted a comparative study on Male

and Female Adolescent School going students on Emotional Maturity and

Achievement in Curricular and Co-Curricular activities. The Objectives of the

study was to compare male and female adolescent school going students on

emotional maturity. The tool used in the study were Emotional maturity Scale

developed by Yashvir Singh and Mahesha Bhargava. These are the findiings of

the study. First, the girls were more sober and well behaved as compared to

boys of this age. The characteristic behaviors of the girls were that they were

shy, reserved and more sober as compared to boys. Second, boys behaved

more openly and were more interested in bold activities. Third, boys were more

interested in cricket and hockey while girls preferred the activities like painting,

reading magazines, singing and decoration.

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Furthermore, Upadhyay, S.K. and Upadhyay, Vikrant. (2013) found in

their findings that boys were significantly emotionally stable than girls. In addition

to this, Peter Lichtenberg (2015) in his research on "Emotional Maturity Across

Life Span "found that only that man has ability to work with others who has

emotional maturity and stability. He focused on ageing as well as personality

and emotional maturity across life span in his study.

Comparatively, Lakshmi and Krishnamurthy (2013) constructed a study

on Emotional Maturity of Higher Secondary School Students. The study used a

sample of 220 Higher Secondary Students who were selected from various

schools in Coimbatore District. In this study they found that there existed

significant difference between all the sub-samples except the age group of

Higher Secondary Students. It also found that there was significant difference

between male and female students. Additionally, Singh, Rashee (2012) made a

study on a comparative study of rural and urban senior secondary school

students in relation to emotional maturity. She found no significant difference

between rural and urban, male and female, rural male and rural female and

urban male and urban female senior secondary school students in relation to

emotional maturity.

Those researchers as well as Anju (2013) found that there existed a

positive and significant relationship between emotional maturity and intelligence

of student which implied that more intelligent the person was, more emotional

mature he was. The relationship between emotional maturity and intelligence of

girls came out to be significant.

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Although those statements followed by this may be true, but for some

researchers they found no significant differences between emotional maturity

and the gender.

On the study of Saurashtra and Kour M.(2015), they find out that there is

no significant difference between males and females on emotional maturity. The

differences in the personality disintegration dimension of emotional maturity

males and females may be due to the fact that males become anxious very

soon. Their feeling of insecurity, lack of ability to adjust makes them emotionally

immature. They may get annoyed easily by things and people, showing marked

dissatisfaction. They get frustrated easily as compared to females. Whereas

females face the society and strenuous situations rather than running away from

it. They have the capacity to withstand delay in satisfaction of needs, ability to

tolerate a reasonable amount of frustration, belief in long term planning and are

capable of delaying or revising their expectations in terms of demands of the

situations. This makes females at emotionally mature than males.

In the same manner, Thukral, Praveen and Singh, Surjit (2013) made a

study on which there is no significant difference observed between boys and

girls. Identically, Puar, Surjit Singh (2012) studied that the total variance

accounted for the variable of emotional maturity in case of boys was lesser than

those of girls and the total sample. The reduced values of partial coefficients of

correlation between social maturity and academic achievement indicated the

weakness in relationship between emotional maturity and academic

achievement which was more marked in case of girls than the boys and the total
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sample. Boys and girls students did not differ significantly in their emotional

maturity.

For, Kaur, M. (2014), as he conducted study on Emotional maturity of

adolescence in relation to intelligence, academic achievement and

environmental catalysts on a sample of 356 adolescent, he found out that there

is no significant difference found in emotional maturity due to sex. Similar to this,

as Gakhar S. C. (2013) conducted a study on Emotional maturity of students at

secondary stage: self-concept and academic achievement; the study used a

sample of 200 students of secondary stage; the study revealed: It was found a

significant difference in the emotional maturity of boys and girls.

In like manner, Surjit Singh, and Parveen Thukral, (2016) found in their

study that there is no significant differences observed between boys and girls on

the basis of their emotional maturity. Added to this, Kaur, Manjeet (2013) made

a study on a comparative study of emotional maturity of senior secondary school

students. In his study he investigated the emotional maturity of adolescents of

Chandigarh. He conducted on a group of 200 students, 100 boys and 100 girls

from govt. and private senior secondary schools of Chandigarh. The findings of

the study revealed that there was not any significant difference in various areas

of emotional maturity of govt. and private school students; no significant

difference was found in the emotional maturity level of boys and girls of senior

secondary schools of Chandigarh.

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Proposed Action Plan to Develop Emotional Maturity of the Students

Nowadays, the society, educational institutions and the family are so

complex that the students are facing problems in their daily life in relation to their

emotional maturity and anxiety. It is the responsibility of the researchers,

teachers and parents that the problems should be identified very soon and

immediate remedial measures should be provided to the students for the

betterment of their lives.

From the last part of the research conducted by Manoj Kumar and Dr.

Rishi Mishra (2016), they suggest educational implication to help the students

achieve emotional maturity. First, a teacher plays important role in developing

the personality of a child. He can influence them by his behaviour, thoughts and

actions and also enable them to solve their problems which lead to lesser

anxiety and better health. Second, the students must be helped to resolve the

conflicts which arise due to various problems by understanding them. Students

should be encouraged to participate in co-curricular activities which will inculcate

the virtues of cooperation, self-discipline and feeling of brotherhood. They

should be given the responsibilities in school work so that they develop self-

discipline. Third, the curriculum should be constructed keeping in view the needs

of students, problems and requirements of every individual. Fourth, parents

should treat the children in the healthy way. Children should be provided with

such an environment which leads to maximum development of positive emotions

and minimum development of negative emotions. Lastly, parents should be

behaving as friends of the child so that child can share feelings and problem.
 Bauan Technical High School 24

Parents have to guide them to solve their problems themselves, so that they

develop as independent adults who can discriminate between right and wrong.

Emotional maturity is the critical time of adolescent years. An adult must

influenced one childs thinking and actions in a proper manner. Family, peer

group, school and society play a vital role in the emotional stability of an

adolescent. Thus, proposed plan were given in the latter part of the research,

the recommendations made by Jadab Dutta, Dr. Pranab Chetiya & J.C. Soni

(2016) which has something to do to help students achieve their emotional

maturity.

First, help the children gain in understanding their feelings through the

use of books, sports and games, puppets, interactive storytelling and role-plays.

In addition, children need to teach on how to identify and verbalize their feelings,

as well as to read the emotional signals from other children and adults. Second,

the students should be helped in realizing his/her emotional strength and

weakness. Third, in order to improve the emotional maturity of the students

sharing about group activities, picnics, tours, seminars, group discussion,

cultural program, like dancing, singing, dramas, sports, and games should be

regularly arranged. With regards to the school premises, guidance and

counselling centers should be started in schools so that the students can be

helped to solve educational and emotional problems. Fourth, co-curricular

activities should be given importance in the school campus, so that emotional

maturity within the students will be developed. Hence, the students must engage

to perform to any activities such as N.C.C or Scouting. However, in the

 Bauan Technical High School 25

curriculum of the secondary school, it should be modified so that lessons relating

to emotional and social skills are given importance in the classroom activities.

Additionally, time table should be so arranged with provisions for creativity, fine

arts, physical exercise which will definitely pave way for emotional catharsis and

social outlooks (Jadab Dutta, Dr. Pranab Chetiya & J.C. Soni, 2016).

In addition to this, according Nikhat Yasmin Shafeeq and Afeefa Thaqib

(2015), these actions are suggested to the parents and school administration

which may help the students in cultivating their emotional maturity. First,

teachers should be well trained in understanding the problems of students.

Second, proper democratic atmosphere should be provided in class room as

well as in schools for proper emotional and intellectual development. Third,

teachers should diagnose the problems of poor academic achievement. Fourth,

teacher should give extra time and attention to emotionally immature and highly

anxious students. Fifth, teacher should provide positive reinforcement to the

student. Sixth, administration should provide psychological laboratories and

other facilities for co-curricular activities in the schools. Seventh, administration

should make available the facility of guidance and counseling services for the

students in schools. Eighth, Parent should pay special attention to provide

healthy atmosphere to their children. Ninth, parents should encourage their

children to become emotional mature. Tenth, parents should provide friendly

atmosphere to the child so that they can share their problem with them.

The main finding of this study is that government secondary school

students are more emotionally mature than private secondary school students. It
 Bauan Technical High School 26

may be due to the fact that in private school children are better taken care off in

comparison to students of government schools. In other words children of

private school are overprotected by both parents as well as school. Furthermore,

students of government schools have relatively more free time in comparison to

students of private schools so they may have more interaction/ exposure with

the society and accordingly have many sour and sweet experiences which help

them in growing emotionally more mature. From this perspective, private school

should provide its students some opportunity of exposure to society or first-hand

experience in various situations so that they may be able to live their life

independently and grow as an emotionally mature person (Nikhat Yasmin

Shafeeq and Afeefa Thaqib, 2015).

Bauan Technical High School

Emotional security does not only affects child's physical growth but also

his emotional development. By providing love and affection, child feels more

secure and in turns, he/she becomes emotionally balanced. Like any other

schools, Bauan Technical High School community execute an action wherein it

will help the students to develop their emotional maturity. The school provide

protective and enriched environment to increase secure experiences. They help

the children to maintain a harmonious relationship with everybody in and outside

the school premises. On the other hand, teachers behave gently and rationally

to encourage children doing for positive and useful activities. The teachers

provide independent and secure atmosphere to children for good academic

achievement and emotional maturity. Also, teachers are not that authoritative in
 Bauan Technical High School 27

nature and he/she provide reasonable freedom to students. Bauan Technical

High School authorities provide better facilities for attaining high academic

achievement. In fact, they also provide better environment for attaining

emotional maturity. In connection to this, the said school provide services of

counselors to help the students to grow emotionally mature by giving them an

advice.

In the same manner, Bauan Technical High School is a school that helps

the students to be a productive citizen of the country. The said school consist of

a principal who declares all the programs to be done; the faculty members and

the teachers who guide and support the students and the school staffs who

maintain and monitor the progress of the school. In Bauan Technical High

School, the teachers are concerned of the student's performance. The

development of the students in a forementioned school is being based on the

performance being shown inside the class; it is usually done under the

supervision and observation of the advisers. Bauan Technical High School

execute different activities which are organized by different moderators of a

particular organization wherein the maturity and attitude of the students are

practiced. The student's progress in emotional aspect are develop on how they

socialize to their peers and also towards different people that they encounter in

the school. Moreover, BTHS is also a school that let an individual express

themselves by communicating to their co-students on which they will realize and

learn something from it.

 Bauan Technical High School 28

Bauan Technical High School is a Municipal School that is located on the

western part of the town proper, Poblacion 2 BauanBatangas. It is a technical

vocational school that produces skillful and productive students. Addition to this, it

was built due to the fast trend of industrialization in Bauan and an increased

demand on manpower of technical vocational education.

However, as part of dreaming and aiming of the school, it states their

mission and vision. As their mission, the school provides basic technical secondary

education which yields to a better fruit of a certain students. First, BTHS access its

students in a harmonious development of their physical, emotional, social,

aesthetic and moral endowments. Next, it develop the character of its students

to become an upright citizens imbued with authentic Filipino and values. Lastly,

develops the basic technical skills of the youth to prepare them to active

participants in the technological and socio-economic development effort of the

country.

For the school vision, BauanTechnical High School states that it is

committed to excellence, by developing the youth into fully integrated human

persons who are dedicated to serve God, country and fellowmen. Additionally,

the school also aims to produce globally competitive students. Hence, they are

engaging their students to perform on different activities. They are raising the

aspiration of each individual within the school community so every strives for

personal excellence in everything they do.

 Bauan Technical High School 29

Methods

Research Design

This research paper will use the correlational design of research. This

design helps to predict score and explain the relationship among variables. It

does not attempt to control or manipulate the variable rather try to see the link,

degree of association, between point A and point B. The proposed study will

measure the relationship between the emotional maturity and academic

achievement as well as the significant differences of emotional maturity and the

gender of the Grade-12 students in Bauan Technical High School.

Participants of the Study

The participants in this study are Grade 12 students studying at Bauan

Technical High School. The only requirement needed was that the participants

must also spend their Grade 11 days in Bauan Technical High School so that

when the researchers get the general average of the previous grade level which

is Grade 11, they can ensure that it will not be biased because the grading

system are all the same.

In addition to this, partakers of the research study must participate

willingly upon the conditions that will be mentioned by the researchers before

conducting the survey.

Sampling Method

This study will use probability sampling as its method which uses

randomization and take steps to ensure all members of a population have a

 Bauan Technical High School 30

chance of being selected. Since there is a need for the study to have the same

number from each sex that will use to determine who are more emotionally

mature girl or boy students, they will be using the systematic sampling. The

systematic sampling uses a specific system in selecting members. The

researchers will select the partakers of the study by taking ten (10) female and

ten (10) male students on the alphabetized list. There are thirteen (13) sections

of Grade 12 students in Bauan Technical High School, so taking 20 students

from each class will have a total of 260 respondents all in all.

Instruments to be Used

The research paper will be process through the use of survey

questionnaire that will help the researchers to analyze the emotional maturity of

Grade-12 students in Bauan Technical High School across academic

achievement. In addition to the process, the researchers will consider the steps

on how to properly conduct a research.

The researchers will use a survey questionnaire to collect data from their

respondents and it is compose of two parts: the first part is the demographic

profile of the chosen respondents while the second part includes the standard

questionnaire about the emotional maturity designed by Yashvir Singh and

Mahesh Bhargava. In this study, the following scale will be used: 5- Always 4-

Mostly 3- Uncertain 2- Probably 1- Never.

 Bauan Technical High School 31

Research Procedure

In order to obtain the data needed, the researcher will approach the

Grade-12 students of Bauan Technical High School. A good rapport will be

established with them. Then the purpose of the study will not be disclosed to

them. The subjects will be given the first questionnaire; the demographic profile

which includes the gender that will be using in order to know who is more

emotionally mature the girls or boys; also the average of the previous grade

level to determine the academic achievement of the students.

The second test; that is the Emotional Maturity Scale designed by Singh

and Bhargava (1991) will then be given and the same procedure will be followed

as above.
 Bauan Technical High School 32

Data Analysis

Emotional Maturity across Academic Providing conclusion and

Achievement of Grade 12 students in recommendation
Bauan Technical High School

Identifying the participants of the study Analyzing and interpreting

through systematic sampling which has the data.
a total of 130 female students and 130
male students.

Testing of the hypothesis

Gathering of data using the
questionnaire consisting of the
demographic profile and the emotional
maturity scale designed by Yashvir
Determining the relationship
Singh and Mahesh Bhargava between the demographic
profile and the level of
emotional maturity of Grade
12 students in Bauan
Tabulating the collected data Technical High School

Calculating the level

of emotional maturity
of the grade 12
students in Bauan
Technical High School

Figure 1

Figure 1 entitled Data Analysis shows the process that will be done by the

researcher in making their study.

 Bauan Technical High School 33

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