Assessing the Social-Emotional Competence of Social Science Students at Selected Public Higher Education Institutions (HEIs) in Sulu

FRAZER  ISAD

doi:10.62596/fs7j5h64

Authors

FRAZER S. ISAD Sulu State College Graduate Studies, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/fs7j5h64

Keywords:

Social, Emotional, Competence, Social Science

Abstract

This study aimed to evaluate the social-emotional competencies of Social Science students at selected publicly funded higher education institutions in Sulu throughout the academic year 2024-2025. A descriptive research approach was utilized for this investigation. As stated by Bless and Higson-Smith (1995, p. 63), research design is defined as "a program that guides a researcher in collecting, analyzing, and interpreting observed facts." Additionally, Babbie and Mouton (2001, p. 75) characterize research design as a "roadmap or schematic" that outlines the process through which research is conducted to achieve specific objectives. The research was conducted across several HEIs in Sulu, with a larger concentration of these institutions located in Jolo. These institutions are directly overseen as established by the Commission on Higher Education (CHED) Region IX and BMHTE-BARMM. The study participants consisted of Social Science students currently enrolled at these selected public institutions, irrespective of gender, civil status, ethnicity, religious background, or place of origin. The findings indicated that, in general, Social Science students exhibited strong social-emotional competencies, with no significant differences observed based on gender, year level, or parental income. However, differences were noted with respect to the students’ age and the educational background of their parents. The positive correlations between the various competencies align with CASEL’s integrated model, underscoring their importance in both the personal and academic success of students.

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