Effect Of Social And Emotional Learning Approach On Social Emotional Competence, Classroom Climate And Academic Achievement Among School Student’s In Nigeria

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Date
2021-03
Authors
Ahmed, Ibrahim
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Universiti Sains Malaysia
Abstract
At all level of education, classroom practices should reflect holistic pedagogical approach to allow students to get the best out of educational philosophy and curriculum planning to assure a well balance development among them. However, the current existing teaching approach of classroom in most schools in Nigeria, was reported as been very conventional and teachers centered. Consequently, students encounter lack opportunity to develop proper communication skills which later affect their Social-emotional competence, and their overall achievement. In specific, English classroom was meant to develop fluent communication skills exhibits appropriate emotional expression and grammatically sounds atmosphere which was missing from conventional and teacher centered classroom. besides, English for Nigerian students is an essential. Therefore, this research aimed to proposed social and emotional learning approach (RULER) and study the effectiveness on students’ social emotional competence, classroom climate and academic achievement in Gombe state, Nigeria. Four research questions and seven hypotheses guided the study. The sample consisted of two groups of students, 117 students being exposed to the RULER teaching approach (experimental group) and 90 students the conventional teaching method (control group). The study employed a quasi-experimental methodology with a pre-test and post-test design. Training was given to the English teachers for three days on how to integrate RULER approach in teaching English language contents of the curriculum for Junior secondary schools. The study lasted for 10 weeks, with pre-test given before the intervention and post-test after the intervention. This followed by teachers and students interview. The data of the study were collected using questionnaire and interviews. Social and emotional competence questionnaire (SECQ) was used for collecting data on social-emotional competence and classroom climate scale (CCQ) was used for the collecting data on classroom climate. Also, English Achievement Test (EAT), was used for collecting data on academic achievement. Statistical Package for Social Science (SPSS) version 25 was employed for the computation. Multivariate Analysis of Covariance (MANCOVA) and Regression were used to analysed the hypothesis and thematic analysis was used for the analysis of the qualitative data. The result indicated that social and emotional learning approach (RULER) was effective in improving student’s social emotional competence, classroom climate and academic achievement. However, result of Two-way MANCOVA revealed that there was no significant interaction between gender and group on classroom climate meaning the approach favours certain gender (girl) benefitted more from communication skills compare to boy. However, for Regression, the result showed that social emotional competence made the strongest contribution compared to classroom climate in predicting students’ achievement. The interview findings, on the other hand, explained how social and emotional learning approach (RULER) improved students social-emotional competence, classroom climate and academic achievement. It was recommended among others, that since the treatment (RULER approach) was found to be effective in enhancing student social emotional competence, classroom climate and academic achievement, the approach should be employed by teachers during teaching and learning process.
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