Effects of Collaborative and Total Physical Response Strategies on Students’ Self-esteem and Performance in Junior Secondary Schools in Benue State
Abstract
This study employed a quantitative survey research design to investigate the effects of collaborative learning and Total Physical Response (TPR) strategies on students’ self-esteem and academic performance within junior secondary schools in Benue State, Nigeria. A structured questionnaire was designed to gather data from a purposive sample of 120 respondents, encompassing students from different grades. The questionnaire utilized a 3-point Likert scale, offering respondents options to indicate their level of agreement, uncertainty, or disagreement regarding the impact of these teaching strategies on self-esteem and academic performance. The collected data were then subjected to analysis using the SPSS 27 software. To address the research hypotheses, a one-sample t-test was employed, assuming a mean of 0. The critical table value used was 2.353, corresponding to a 5% level of significance. The results revealed that collaborative learning strategies had a significant positive effect on students’ self-esteem (t(4) = 87.75, p < 0.05), while the application of TPR techniques showed a positive correlation with improved academic performance (t(4) = 91.50, p < 0.05). In light of the findings, it can be concluded that both collaborative learning and TPR strategies contribute positively to students’ self-esteem and academic performance. The study recommends that educators and educational institutions integrate these strategies into teaching practices and curriculum design to enhance student engagement, confidence, and learning outcomes. This research makes a significant contribution to the field of education by shedding light on effective teaching strategies that can be adopted to foster a conducive learning environment and improve the overall quality of education.
CHAPTER ONE
INTRODUCTION
Background to the Study
In recent years, the field of education has witnessed a significant shift towards innovative teaching approaches aimed at enhancing students’ learning experiences and outcomes. One of these approaches is the utilization of collaborative learning and Total Physical Response (TPR) strategies in the classroom. Collaborative learning involves students working together in groups to solve problems, discuss concepts, and share knowledge, fostering active engagement and critical thinking (Gokhale, 2017; Hertz-Lazarowitz et al., 2013). On the other hand, TPR is a teaching method that connects language learning with physical movements, enabling learners to absorb and remember content through actions (Asher, 2018). The implementation of these strategies has gained attention due to their potential to positively influence students’ self-esteem and academic performance. This study aims to investigate the effects of collaborative learning and TPR strategies on students’ self-esteem and performance in junior secondary schools in Benue State.
Traditional teacher-centred approaches have long dominated classrooms, often resulting in passive learning experiences and limited student engagement (Schreurs & Dumbraveanu, 2018). Collaborative learning, in contrast, emphasizes student interaction, participation, and cooperation, enabling learners to actively construct their knowledge and develop essential skills such as communication and teamwork (Ko & Chung, 2014; O’Flaherty & Phillips, 2015). Moreover, collaborative learning has been associated with improved critical thinking and problem-solving skills, as learners are exposed to diverse perspectives and are required to justify their ideas (Gokhale, 2017). This shift from teacher-centered to learner-centered methods aligns with the current understanding of effective pedagogical practices and holds the potential to enhance students’ motivation and satisfaction with their learning (Strayer, 2018).
Total Physical Response (TPR) is another innovative approach that recognizes the connection between physical movement and language acquisition. This methodology was developed by Asher in the 1960s and is grounded in the idea that learning a new language is similar to acquiring one’s native language through immersion and bodily actions (Asher, 2018). TPR engages multiple sensory modalities, such as visual, auditory, and kinesthetic, to reinforce learning and retention. This strategy has been shown to be particularly effective for young learners and those with different learning styles, as it leverages their natural inclination for physical engagement (Javier et al., 2020). By incorporating movement and gestures into language learning, TPR not only enhances vocabulary retention but also promotes self-confidence and reduces anxiety in language learners.
In the context of Nigerian education, specifically in Benue State, there is a growing need to explore innovative teaching methods that cater to the diverse learning needs of students. The traditional lecture-based model often fails to engage students effectively, leading to disinterest and limited learning outcomes (Ko & Chung, 2014; O’Flaherty & Phillips, 2015). Moreover, the existing literature on collaborative learning and TPR is predominantly based on studies conducted in different cultural and educational settings. Thus, there is a gap in understanding how these strategies impact students’ self-esteem and academic performance in the Nigerian context, particularly in junior secondary schools.
This study aims to bridge this gap by investigating the effects of collaborative learning and TPR strategies on students’ self-esteem and performance in junior secondary schools in Benue State. By integrating these innovative teaching methods into the classroom, educators and policymakers can gain insights into their efficacy in enhancing the quality of education. The exploration of self-esteem is crucial, as it contributes to students’ overall psychological well-being and motivation to engage in learning activities (Lent & Hackett, 2017). Additionally, evaluating the impact of these strategies on academic performance will provide valuable insights into their potential to improve students’ learning outcomes.
In conclusion, the adoption of collaborative learning and Total Physical Response strategies has the potential to transform the educational landscape in Benue State. These approaches prioritize active student engagement, critical thinking, and holistic language learning experiences. By addressing the gap in research specific to the Nigerian context, this study seeks to contribute to the enhancement of educational practices, self-esteem, and academic performance among junior secondary school students. Through the investigation of these effects, educators can make informed decisions about incorporating these strategies to create more effective and inclusive learning environments.
Statement of Problem
In the educational landscape of Benue State, Nigeria, there exists a pressing issue related to the effectiveness of teaching methods employed in junior secondary schools. The conventional lecture-based approach often results in limited student engagement, reduced motivation, and suboptimal learning outcomes (Ko & Chung, 2014; O’Flaherty & Phillips, 2015). Additionally, while collaborative learning and Total Physical Response (TPR) have gained attention as innovative alternatives, their impact on students’ self-esteem and academic performance in this specific context remains understudied. The existing literature primarily draws from diverse cultural and educational backgrounds, potentially limiting its applicability to the Nigerian educational system. Therefore, a critical gap exists in understanding whether collaborative learning and TPR strategies can effectively address the challenges posed by the traditional teaching model and enhance students’ self-esteem and academic performance in junior secondary schools within Benue State. This study seeks to address this gap by investigating the potential of these strategies to reshape the educational experience and outcomes for students in this specific Nigerian context.
Objectives of the Study
This research aims to achieve the following specific objectives:
- To examine the influence of collaborative learning strategies on the self-esteem of students in junior secondary schools in Benue State.
- To investigate the correlation between the application of Total Physical Response (TPR) strategies and the academic performance of students in the same educational context.
- To compare the effects of collaborative learning and TPR strategies, identifying which approach has a more substantial impact on both students’ self-esteem and academic performance in junior secondary schools within Benue State.
Research Questions
To address the above objectives, this study sought to answer the following research questions:
- How does the implementation of collaborative learning strategies affect students’ self-esteem in junior secondary schools in Benue State?
- What is the relationship between the utilization of TPR strategies and students’ academic performance in the same educational setting?
- In comparison, which strategy – collaborative learning or TPR – demonstrates a more significant impact on students’ self-esteem and academic performance?
Research Hypotheses
The following research hypotheses were formulated for testing:
- Collaborative learning strategies have no significant positive effect on students’ self-esteem in junior secondary schools in Benue State.
- The implementation of TPR strategies is not positively correlated with improved academic performance among students in the same educational context.
- There is no significant difference in the effects of collaborative learning and TPR strategies on both students’ self-esteem and academic performance.
Significance of the Study
This study holds significant implications for various stakeholders in the education sector, students, scholars, as well as government bodies at both the state and national levels in Nigeria, particularly in Benue State.
For students, the findings of this study can contribute to the improvement of their learning experiences and academic performance. By identifying the effectiveness of collaborative learning and Total Physical Response (TPR) strategies, students can benefit from more engaging and interactive classroom environments, fostering active participation, critical thinking, and enhanced self-esteem. Moreover, insights into the strategies’ impact on academic performance can guide students in optimizing their learning approaches.
Scholars and educators stand to gain valuable insights into innovative teaching methodologies that cater to diverse learning needs. The study’s findings can enrich pedagogical practices, offering evidence-based guidance on implementing effective strategies to improve students’ self-esteem and academic performance. This research can also contribute to the existing body of literature on educational strategies, particularly in the context of Nigeria, furthering scholarly discussions and advancements.
Stakeholders within the education sector, including schools and educational institutions, can utilize the study’s findings to refine their curricula and instructional methods. By incorporating collaborative learning and TPR strategies, educational institutions can enhance their overall quality, potentially leading to improved educational outcomes and increased student satisfaction.
At the governmental level, both in Benue State and Nigeria, the study’s findings can inform policy decisions and educational reforms. The insights gained from this research can guide the development of educational strategies that align with modern teaching approaches, fostering a more effective and relevant education system. Additionally, this study contributes to the broader goal of enhancing the quality of education and promoting the overall well-being and success of students.
Scope of the Study
This research focused on investigating the effects of collaborative learning and Total Physical Response (TPR) strategies on students’ self-esteem and academic performance in junior secondary schools within Benue State, Nigeria. The study targeted students at the junior secondary school level, considering their transitional phase and specific learning needs.
The geographical scope of the study was limited to Benue State, chosen as a representative context within Nigeria. Junior secondary schools from urban, suburban, and rural settings within the state were considered to ensure a comprehensive understanding of the impact of the strategies across diverse educational environments.
The study’s primary focus was on the application and outcomes of collaborative learning and TPR strategies. Both qualitative and quantitative research methods were employed, including surveys, interviews, and academic assessments, to gather data regarding students’ self-esteem and academic performance. These methods facilitated a holistic understanding of the subject, encompassing students’ perspectives, educators’ insights, and concrete performance metrics.
It is important to note that while the study aimed to provide insights into the effects of collaborative learning and TPR strategies, it did not delve into broader educational policies, resource allocation, or curriculum development beyond their immediate impact on students’ self-esteem and academic performance. Furthermore, the study acknowledged that external factors beyond the chosen strategies may also influence the observed outcomes.
Overall, the scope of this study encompassed the examination of collaborative learning and TPR strategies’ effects on self-esteem and academic performance among junior secondary school students in Benue State, while being mindful of the context’s limitations and potential external factors.
Operational Definition of Terms
To ensure clarity and consistency, the following terms were operationally defined for this study:
Collaborative Learning: A teaching strategy in which students work together in groups to achieve a common learning objective.
Total Physical Response (TPR) Strategies: Teaching methods that involve physical movement and gestures to enhance language acquisition and comprehension.
Self-esteem: The subjective evaluation of an individual’s worth and competence, contributing to their overall self-perception.
Academic Performance: The level of achievement and success demonstrated by students in their educational pursuits.
Junior Secondary Schools: Educational institutions catering to students in the early secondary education phase.
Effects: The measurable changes or outcomes resulting from the implementation of collaborative learning and TPR strategies.
Localized Context: The specific educational environment and conditions present in junior secondary schools within Benue State.
Educational Practices: The methods, strategies, and approaches employed by educators to facilitate learning and instruction.
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