Education
Volume: 94 , Issue: 1 , February Published Date: 04 February 2022
Publisher Name: IJRP
Views: 469 , Download: 403 , Pages: 95 - 105
DOI: 10.47119/IJRP100941220222798
Publisher Name: IJRP
Views: 469 , Download: 403 , Pages: 95 - 105
DOI: 10.47119/IJRP100941220222798
Authors
| # | Author Name |
|---|---|
| 1 | Elymar A. Pascual |
Abstract
This paper explored on the possibility of relationship between spiritual aspect of human life and his academic achievement. The respondents are second year to fourth year students, for they are those who have been acquainted with the Biblical culture and Christian faith of the United Evangelical Church School for at least one year. Five domains of spiritual intelligence were observed: consciousness, grace, meaning, transcendence and truth. These were all correlated to academic performance of the students as reflected in their first quarter general average. Through the survey conducted to 60 students, at the rate of 1-6, it was found out that UECS high school students has 3.87 (somewhat frequent) level of consciousness, 3.76 (somewhat frequent) level of grace, 3.69 (somewhat frequent) level of meaning, 3.45 (somewhat infrequent) level of transcendence, and 3.62 (somewhat frequent) level of truth. Having the domain of consciousness as their highest level and transcendence their lowest level, it was understood that the consciousness of the high school students in the things around them are developing, but their ability to commune with sacred things needs to be properly guided. The fourth year students have a mean general average of 83.94 with a standard deviation of 4.71. The third year students have a mean general average of 82.89 with a standard deviation of 3.47. While the second year students have a mean general average of 82.28 with a standard deviation of 4.54. After using the Pearson Moment of Correlation, it was found out that there is no significant relationship between consciousness and academic performance, no significant relationship between transcendence and academic performance, and no significant relationship also between truth and academic performance. On the other hand, significant relationship exists between grace and academic performance, and also between meaning and academic performance. Suggestions and recommendations were given before the end of this study so that school problems in the area of academic performance and student behavior can be dealt with.