The Effectiveness of Social-Emotional Learning in the Revitalized Homeroom Guidance Program of the University of Baguio Laboratory Elementary School

Lexter S. Eligio; MAEd, LPT; Kristina G. Valdez, RPm

doi:10.54097/308hzn90

Authors

Lexter S. Eligio
MAEd, LPT
Kristina G. Valdez, RPm

DOI:

https://doi.org/10.54097/308hzn90

Keywords:

Group Dynamic Activities, Mindfulness Activity, Responsible Decision Making, Self-regulation, Social Emotional Learning, Social Relationship.

Abstract

This study described the level of effectiveness of Social Emotional Learning in the Revitalized Homeroom Guidance Program (RHGP) of the University of Baguio Laboratory Elementary School (UBLES) and the different activities that can strengthen the Social Emotional Learning of the UBLES pupils. This study used the survey questionnaire which was anchored and modified in the validated tool of Social Emotional Learning by Education Consulting Research Analytics (ECRA) Group (n.d.) [16]. A total of 68 pupils from Grades 4-6 who were currently enrolled in S.Y. 2021-2022 participated in the study. The data were analyzed using the descriptive method, particularly the mean, standard deviation, and frequency. The result of the study shows that the Revitalized Homeroom Guidance Program of the UB Laboratory Elementary School was very effective in promoting Responsible Decision Making and Social Relationship skills of the pupils. However, it is moderately effective in promoting Self-regulation of the pupils. In addition, the results of the study revealed that Group Dynamic Activities, Mindfulness Activities, and Student Check-ins are among the top three activities that the participants believed would strengthen the incorporation of Social Emotional Learning in the RHGP of the UB Laboratory Elementary School.

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