This is a presentation of the study made by Tubiera, Dionisio and Gualin (2022) about SEL of students during the pandemic.

1. NELIA I. TUBIERA LUISA A. DIONISIO DAVID A. GUALIN
Dasmariñas II Central School
SOCIO-EMOTIONAL LEARNING DURING THE PANDEMIC: PROVIDING
INTERVENTIONS TO FOSTER A POSITIVE HOME LEARNING
ENVIRONMENT FOR BOTH SSES PUPILS AND THEIR PARENTS

2.  Describe the social-emotional learning (SEL) of younger
students in Special Science Elementary Schools (SSES) since
this is a gap in research literature.
 To promote a positive home school environment for SSES
pupils by monitoring students’ and parents’ SEL and their
adherence to counseling and self-help interventions.
Rationale

3.  Parents who were able to “reach out for
support (e.g. interventions) when they
need it, can more effectively care for
their children and model positive coping
strategies” (Zeller, 2020).
 Student SEL starts with adults. In order to
cultivate student SEL, caring adults
(parents and teachers) need to feel
supported and validated (Moulton and
Gehlbach, 2014) .
Key Literature

4. Methodology
DESIGN SAMPLING DATA
COLLECTION
Quasi-
experimental
research
design
(One-Group Pre-test Post-
test Design)
Purposive
Sampling
(15.64% of the
whole SSES
population )
Modified
Panorama Social-
Emotional
Learning Survey
(Moulton and
Gehlbach, 2014)
(Test Administration)

5. PROBLEM FINDINGS CONCLUSION RECOMMENDATION
1. What is
the
social-
emotion
al
learning
level of
Grade 6
SSES
pupils?
• The overall SEL level of
student respondents is
in the High Level (WM =
3.97).
• Respondents scored
highest in growth
mindset (WM = 4.56, SD
= 0.93). Second is social
awareness (WM = 4.07,
SD = 0.43). Third is self-
management (WM =
4.03, SD = 0.43). Lower
ranked items pertain to
determination (WM =
3.83, SD = 0.50),
emotion regulation (WM
= 3.74, SD = 0.65) and
self-efficacy (WM = 3.58,
SD = 0.57).
Grade 6 Special
Science Class
students have high
level of socio-
emotional learning
whose strength is in
growth mindset and
weakest area s in self-
efficacy.
Students still
need SEL models
hence teachers
and parents need
to nourish their
own SEL so that
they can model
positive
behaviors that
would build a
safe, supportive,
and equitable
environment that
would further
improve SEL.
Findings, conclusions and recommendations

6. PROBLEM FINDINGS CONCLUSION RECOMMENDATION
2. What is
the social-
emotional
learning
level of
parents
and/or
guardians of
Grade 6
SSES pupils?
The SEL level of parents of
Grade 6 SSES pupils (N=25)
is in the High Level (WM =
3.78) with a relatively low
standard deviation of 0.31.
Parents reported self-
reflection as higher in rank
with a WM of 3.94 and a SD
of 0.47. Second in rank is
their well-being SEL with a
WM of 3.62, high with a
relatively low standard
deviation of 0.32.
Parents have
lower SEL
than students
SEL (students
SEL WM = 3.97
> teachers SEL
WM = 3.78)
albeit both
WM are in the
same category
of high SEL.
Parents need to
develop higher SEL
than what they
have as of present
by continually
doing the self-help
activities advised
by researchers
(e.g. reflection
time, quiet time,
stress
management and
physical exercise)

7. PROBLEM FINDINGS CONCLUSION RECOMMENDATION
3. Is there
any
significant
relationship
between
social-
emotional
learning
level of
Grade 6
SSES pupils
and their
parents?
The computed correlation
coefficient is significant at
0.4658, higher than the critical
value of 0.396 (df = 23, p=
0.05) showing a moderate
positive parallel relationship
between SEL levels of Grade 6
students and SEL of parents,
indicating that when parent
SEL increases, student SEL
also increases and vice-versa.
Parents SEL
can influence
student SEL
and vice versa.
Parents need to be
informed that their
SEL levels can
positively or
negatively influence
their children’s SEL
levels. Hence, they
need to continue on
the advised self-help
activities to further
improve their SEL
levels.

8. PROBLEM FINDINGS CONCLUSION RECOMMENDATION
5. Is there any
significant
difference on the
social-emotional
learning level of
parents of Grade
6 SSES pupils
before and after
their six-weeks
online
counseling and
involvement in
self-help
activities?
t-test computations show that
the difference on overall SEL
of students’ weighted means
before and after the
interventions is significant (t
computed = -4.09 > t critical =
3.182). The areas found to
have improved are self-
management (t computed =
3.40 > t critical = 3.182) and
self-efficacy (t computed =
3.67 > t critical = 3.182). Other
areas of SEL were found not
significant.
SEL
Interventions
in the form of
counseling
and self-help
guides are
effective in
improving SEL
but its
effectiveness
is limited by
length of time
of
administration
Teacher/researchers
needs to continue
providing SEL
interventions to low
SEL scorers among
Grade 6 SSES
students since the
proven statistical
difference made by
interventions were
limited by four-
weeks, where the
longer span of
interventions should
result to
improvement not
just in two areas of
SEL but in all areas.

9. PROBLEM FINDINGS CONCLUSION RECOMMENDATION
4. Is there any
significant
difference on
the social-
emotional
learning level
of Grade 6
SSES pupils
before and
after the four-
weeks online
counseling and
involvement in
self-help
activities?
No t-test computed were
found significant since all the
computed t were found lower
than the critical t. (For self-
reflection t computed = 1.99 <
t critical = 2.365; For well-
being, t computed = 0.75 < t
critical = 3.182).
SEL
Interventions
in the form of
counseling
and self-help
guides are not
effective in
improving
parents’ SEL
when
administered
only for four
weeks.
Researchers need to
provide additional
intervention and
encourage greater
adherence among
parents in doing self-
help activities (e.g.
quiet-time and
reflection, reading
books and physical
exercise) to further
improve parents’ SEL
and they need to
administer these in a
stable longer time-
span (e.g. 8-12-
weeks)

10.  Teachers need to provide continuous and
stable socio-emotional learning support to
both students and parents through self-help
activities and if possible through counseling.
Policy Recommendations

11. FOR LISTENING!