Waning attention to the facets of social and emotional learning competencies (SELC) in an educational context along with the students’ poor mathematical performance, which can be predicted through mathematical reasoning skills (MRS), is an issue that has to be addressed in the Philippines. Despite the fact that it has been shown to have an impact on mathematics achievement, associating SELC into the field of mathematical reasoning has yet to be explored. Hence, the study attempted to shed attention on the relationship between the perceived SELC of the respondents in terms of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making and their level of MRS as to analyzing, generalizing, and justifying, and if strand moderates this relationship. A descriptive-correlational design with moderation analysis was used and stratified-random sampling technique was utilized in choosing 117 grade 12 students from one state university. Adapted self-report survey and mathematical reasoning tasks were used to gather data. The results revealed that there is a significant relationship between the perceived SELC and MRS, except in self-management and relationship skills. Findings have also suggested that strand moderates the relationship of the two variables which implies that the interaction of SELC and strands of the respondents poses a direct relationship with their reasoning abilities in mathematics, when students are from STEM. Implementation of teaching strategies fostering students’ social and emotional states is recommended.

Lack of studies linking student support services and financial assistance, particularly the Department of Science and Technology (DOST) undergraduate scholarship, to college outcomes such as persistence has been one of the issues in STEM education in the Philippines. Even though previous findings have shown the clear impact of financial support on student success, local researchers have only focused on student satisfaction with the Tertiary Education Subsidy (TES) and persistence. This is why the researchers decided to determine the relationship between the satisfaction of scholarship services provided by the DOST in terms of scholarship updates, support for scholars’ organizations and activities, staff assistance, support for scholarship-related problems, and scholarship benefits and college persistence components, namely: academic integration, social integration, support service satisfaction, degree commitment, institutional commitment, and academic conscientiousness. A descriptive-correlational design was utilized with a convenience sampling technique to select 67 DOST scholars as respondents. Self-reported assessments were used to measure the variables. The results show that the students were very satisfied with the scholarship services, and they are highly persistent in all indicators except academic conscientiousness. However, there is no significant relationship between satisfaction with scholarship services and college persistence. Studying other potential variables related to scholarship services and implementing policies to improve college persistence is recommended.