Ahmed, Ibrahim
(2021)
Effect Of Social And Emotional Learning Approach On Social Emotional Competence, Classroom Climate And Academic Achievement Among School Student’s In Nigeria.
PhD thesis, Perpustakaan Hamzah Sendut.
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.
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