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

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 sc...

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Main Author:	Ahmed, Ibrahim
Format:	Thesis
Language:	English
Published:	2021
Subjects:	L7-991 Education (General)
Online Access:	http://eprints.usm.my/51921/1/IBRAHIM%20AHMED%20-%20TESIS.pdf
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id	my-usm-ep.51921
record_format	uketd_dc
spelling	my-usm-ep.519212022-03-14T03:45:03Z Effect Of Social And Emotional Learning Approach On Social Emotional Competence, Classroom Climate And Academic Achievement Among School Student’s In Nigeria 2021-03 Ahmed, Ibrahim L7-991 Education (General) 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. 2021-03 Thesis http://eprints.usm.my/51921/ http://eprints.usm.my/51921/1/IBRAHIM%20AHMED%20-%20TESIS.pdf application/pdf en public phd doctoral Perpustakaan Hamzah Sendut Pusat Pengajian Ilmu Pendidikan
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	L7-991 Education (General)
spellingShingle	L7-991 Education (General) Ahmed, Ibrahim Effect Of Social And Emotional Learning Approach On Social Emotional Competence, Classroom Climate And Academic Achievement Among School Student’s In Nigeria
description	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.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Ahmed, Ibrahim
author_facet	Ahmed, Ibrahim
author_sort	Ahmed, Ibrahim
title	Effect Of Social And Emotional Learning Approach On Social Emotional Competence, Classroom Climate And Academic Achievement Among School Student’s In Nigeria
title_short	Effect Of Social And Emotional Learning Approach On Social Emotional Competence, Classroom Climate And Academic Achievement Among School Student’s In Nigeria
title_full	Effect Of Social And Emotional Learning Approach On Social Emotional Competence, Classroom Climate And Academic Achievement Among School Student’s In Nigeria
title_fullStr	Effect Of Social And Emotional Learning Approach On Social Emotional Competence, Classroom Climate And Academic Achievement Among School Student’s In Nigeria
title_full_unstemmed	Effect Of Social And Emotional Learning Approach On Social Emotional Competence, Classroom Climate And Academic Achievement Among School Student’s In Nigeria
title_sort	effect of social and emotional learning approach on social emotional competence, classroom climate and academic achievement among school student’s in nigeria
granting_institution	Perpustakaan Hamzah Sendut
granting_department	Pusat Pengajian Ilmu Pendidikan
publishDate	2021
url	http://eprints.usm.my/51921/1/IBRAHIM%20AHMED%20-%20TESIS.pdf
_version_	1747822114196422656

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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