Journal of Innovations in Teaching and Learning
ISSN (Print): ISSN Pending ISSN (Online): ISSN Pending Website: Editor-in-chief: Laila S. Lomibao
Open Access
Journal Browser
Journal of Innovations in Teaching and Learning. 2021, 1(2), 76-82
DOI: 10.12691/jitl-1-2-3
Open AccessArticle

Emotional Intelligence and Emotional-Stress Response of Grade-10 Students of Gusa Regional Science High School – X under Modular Teaching Modality

Adam Ray H. Manlunas1, , Jeany Mae D. Macalam1 and Jerico V. Parreno1

1Department of Education, Gusa Regional Science High School, Cagayan de Oro City, Philippines

Pub. Date: May 07, 2021

Cite this paper:
Adam Ray H. Manlunas, Jeany Mae D. Macalam and Jerico V. Parreno. Emotional Intelligence and Emotional-Stress Response of Grade-10 Students of Gusa Regional Science High School – X under Modular Teaching Modality. Journal of Innovations in Teaching and Learning. 2021; 1(2):76-82. doi: 10.12691/jitl-1-2-3


The pandemic shifted the world into the new usual way of life, affecting different aspects of development, especially the educational arena. The Philippine education catered to a new paradigm of learning and modeled modular teaching modalities to suffice the need for continuous education. This rapid transition of learning gave rise to numerous reactions from students and other stakeholders. Thus, this study aims to determine the emotional stress response and level of emotional intelligence of students during the implementation of the modular teaching modality. The study used the Perceived Stress Scale Test (PSS) and Trait Emotional Intelligence Questionnaire (TEIQue-SF) as a standardized test to determine the students' level of stress and emotional intelligence. The test was administered to a sample of 113 Grade 10 students, 32 males, and 81 females, at Gusa Regional Science High School-X after the First-Quarter implementation of the modular learning modality. The results indicated a very high emotional stress and average emotional intelligence across gender. The contributory factors that led to increased emotional stress were massive school works, lack of sleep, and academic burnout. Though there is an evident elevated stress response, the students' average emotional intelligence showed the students' capability to cope effectively with academic stress. Further, the score showed no significant difference in emotional stress and emotional intelligence by gender and a negative correlation between emotional intelligence and emotional stress. The study showed that emotional intelligence affects stress and a good indicator for academic and emotional sustainability.

emotional stress emotional intelligence modular teaching modality

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit


[1]  Salari, N., Hosseinian-Far, A., Jalali, R. et al. Prevalence of stress, anxiety, depression among the general population during the COVID-19 pandemic: a systematic review and meta-analysis. Global Health 16, 57 (2020).
[2]  Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, Article 112984.
[3]  Wickens, C. M. (2011). The academic and psychosocial impact of labor unions and strikes on university campuses. In Poulsen, M. E. (Ed.), Higher education: Teaching, internationalization and student issues (pp. 107-133). Nova Scotia Publishers.
[4]  Lea, R. G., Davis, S. K., Mahoney, B., & Qualter, P. (2019). Does emotional intelligence buffer the effects of acute stress? A systematic review. Frontiers in psychology, 10, 810.
[5]  Por, J., Barriball, L., Fitzpatrick, J., & Roberts, J. (2011). Emotional intelligence: Its relationship to stress, coping, well-being and professional performance in nursing students. Nurse education today, 31(8), 855-860.
[6]  Unger K. (2007) Handbook on Supported Education: Providing Services for Students With Psychiatric Disabilities. Charleston, SC: BookSurge Publishing.
[7]  Son, S. M., & Kwag, S. W. (2020). Effects of white noise in walking on walking time, state anxiety, and fear of falling among the elderly with mild dementia. Brain and behavior, 10(12), e01874. Chicago.
[8]  Kecojevic, A., Basch, C. H., Sullivan, M., & Davi, N. K. (2020). The impact of the COVID-19 epidemic on mental health of undergraduate students in New Jersey, cross-sectional study. PloS one, 15(9), e0239696.
[9]  AlAteeq, D. A., Aljhani, S., & AlEesa, D. (2020). Perceived stress among students in virtual classrooms during the COVID-19 outbreak in KSA. Journal of Taibah University Medical Sciences, 15(5), 398-403.
[10]  Rosenfield, S., & Mouzon, D. (2013). Gender and mental health. In Handbook of the sociology of mental health (pp. 277-296). Springer, Dordrecht.
[11]  Goldstein, J. M., Jerram, M., Poldrack, R., Ahern, T., Kennedy, D. N., Seidman, L. J., & Makris, N. (2005). Hormonal cycle modulates arousal circuitry in women using functional magnetic resonance imaging. Journal of Neuroscience, 25(40), 9309-9316.
[12]  Jung, Y. H., Shin, N. Y., Jang, J. H., Lee, W. J., Lee, D., Choi, Y., ... & Kang, D. H. (2019). Relationships among stress, emotional intelligence, cognitive intelligence, and cytokines. Medicine, 98(18). Chicago.
[13]  Gujral, H. K. (2013). Emotional intelligence buffers stress: A study on emotional intelligence and coping styles. EXCEL International Journal of Multidisciplinary Management Studies, 3(11), 76-82. Chicago.
[14]  Ishaq K, Shabbir F, Khan RA. (2020). Impact of Emotional Intelligence and Perceived Stress on Life Satisfaction among University Students. Ann Psychiatr Clin Neurosci, 3(2): 1028.
[15]  Liu, Y., & Lu, Z. (2011). The Chinese high school student's stress in the school and academic achievement. Educational Psychology: An International Journal of Experimental Educational Psychology, 31(1), 27-35.
[16]  Liu, Y. (2015). The longitudinal relationship between Chinese high school students' academic stress and academic motivation. Learning and Individual Differences, 38, 123-126.
[17]  Humensky, J., Kuwabara, S. A., Fogel, J., Wells, C., Goodwin, B., & Voorhees, B. W. V. (2010). Adolescents with depressive symptoms and their challenges with learning in school. The Journal of School Nursing, 26(5), 377-392.
[18]  Cohen, S., Kamarck, T., & Mermelstein, R. (1994). Perceived stress scale. Measuring stress: A guide for health and social scientists, 10, 1-2.
[19]  Petrides, K. V. (2009). Psychometric properties of the Trait Emotional Intelligence Questionnaire. In C. Stough, D. H. Saklofske, and J. D. Parker, Advances in the assessment of emotional intelligence. New York: Springer.
[20]  UNESCO. (2012). International standard classification of education (ISCED) 2011. Montreal, Quebec: Author.
[21]  Bernert, R., Merrill, K., Braithwaite, S., VanOrden, K., & Joiner, T. (2007). Family life stress and insomnia symptoms in a prospective evaluation of young adults. Journal of Family Psychology, 21(1), 58-66.
[22]  Curcio, G., Ferrara, M., & De Gennaro, L. (2006). Sleep loss, learning capacity and academic performance. Sleep medicine reviews, 10(5), 323-337.
[23]  Kwaah, C. Y., & Essilfie, G. (2017). Stress and coping strategies among distance education students at the University of Cape Coast, Ghana. Turkish Online Journal of Distance Education, 18(3), 120-134.
[24]  Kumar, M. (2020). A study on the emotional intelligence of higher secondary school students. Shanlax International Journal of Education.
[25]  Lee, R. L., & Loke, A. J. Y. (2005). Health‐promoting behaviors and psychosocial well‐being of university students in Hong Kong. Public health nursing, 22(3), 209-220.
[26]  Ptacek, J. T., Smith, R. E., & Dodge, K. L. (1994). Gender Differences in Coping with Stress: When Stressor and Appraisals Do Not Differ. Personality and Social Psychology Bulletin, 20(4), 421-430.
[27]  Moksnes, U. K., Moljord, I. E. O., Espnes, G. A., & Byrne, D. G. (2010). The association between stress and emotional states in adolescents: The role of gender and self-esteem. Personality and Individual Differences, 49(5), 430-435.
[28]  Antoniou, A.‐S., Polychroni, F., & Vlachakis, A.‐N. (2006). Gender and age differences in occupational stress and professional burnout between primary and highschool teachers in Greece. Journal of Managerial Psychology, 21(7), 682 690.
[29]  Kesimci, A., Göral, F. S., & Gençöz, T. (2005). Determinants of stress-related growth: Gender, stressfulness of the event, and coping strategies. Current Psychology, 24(1), 68-75.
[30]  Kantas, A. (2001). The anxiety factors and the burnout of teachers. In E. Vasilaki, S. Triliva, & E. Besevegis (Ed.), (pp. 217-229). Athens: Greek Letters.
[31]  Katoch, A. (2013). A Study of Emotional Intelligence of Adolescent Students in relation to the type of school. International Journal of Behavioral Social and Movement Sciences. 2(3):28-36. Retrieved from www.ijobsms.
[32]  Ghorai, B. C., Kundu, S., & Santra, S. (2021). A Study on Emotional Intelligence among School Going Adolescents in Kolkata. Asian Journal of Education and Social Studies, 14(4), 47-58.
[33]  Brackett, M. A., Mayer, J. D., & Warner, R. M. (2004). Emotional intelligence and its relation to everyday behaviour. Personality and Individual differences, 36(6), 1387-1402.
[34]  Fteiha, M., & Awwad, N. (2020). Emotional intelligence and its relationship with stress coping style. Health Psychology Open, 7(2), 2055102920970416.