Implementation Of Socio-Emotional Learning (SEL) Interventions and The Academic Performance of Grade 3 And 4 Learners

AUTHOR(S)

JENNY RAZA RILLES

ABSTRACT

— This study evaluated on the extent of the implementation of Socio-Emotional Learning (SEL) Interventions in relation to the Academic Performance of Grade 3 & 4 Learners in Licuma Elementary School in the Division of Ormoc City. The findings of the study were the bases for an Intervention Plan. The study utilized a quasi-experimental research design involving two existing Grade 3 & 4 classes at Licuma Elementary School to assess the effectiveness of Socio-Emotional Learning (SEL) interventions on academic performance in Filipino. One class served as the experimental group, receiving SEL-integrated instruction aligned with the Most Essential Learning Competencies (MELCs) for the 4th grading period, while the other class served as the control group, receiving traditional instruction without SEL elements. Both groups underwent a pre-test in Filipino to determine their baseline performance. The SEL interventions in the experimental group included strategies such as emotion-based storytelling, cooperative learning activities, reflective writing in Filipino, and role-playing scenarios to enhance empathy, self-awareness, and communication skills. The Test of Relationship, which examines the statistical connection between Reading Instruction and Academic Performance of learners. It uses Pearson’s r to measure the strength of correlation, along with the computed t value and the critical table value at a 0.05 level of significance. The decision on the null hypothesis (Ho) is also provided, along with an interpretation of the strength of the relationship. The table shows that the correlation coefficient (r) between Reading Instruction and Academic Performance which indicates a strong positive relationship. The computed t value is significantly higher than the critical table value leading to the rejection of the null hypothesis. This result suggests that there is a statistically significant relationship between how reading is taught and how learners perform academically. The strong correlation confirms that as the quality or effectiveness of reading instruction increases, there is a corresponding improvement in learners’ academic performance. This may be attributed to the role of reading as a foundational skill that supports learning across all subjects. The result highlights the importance of instructional strategies that strengthen reading comprehension, fluency, and engagement to boost overall academic outcomes. The results imply that reading instruction significantly influences academic performance, as indicated by the strong correlation value. The result implies that instructional interventions focused on reading can serve as a key driver for academic improvement. Therefore, enhancing reading instruction strategies—through teacher training, use of appropriate materials, and integration of socio-emotional learning components—can lead to measurable gains in student performance. Keywords — Implementation, Socio-Emotional Learning (SEL) Interventions, Academic performance, Grade 3 & 4 Learners