Integrating Experiential Learning In Activating Socio-Emotional Competency (Self-Awareness) In Students: A School-Based Action Research

Abstract

This school-based action research study explores the means tofoster the development of socio-emotional competency, particularly self-awareness among students, throughintegrating experiential learning activities within the school settings. Recognizing the significance of socio-emotional skills in academic performance and personal well-being, the present study aimed to assess the effect of incorporating experiential learning strategies to develop socio-emotional competency- Self Awareness   among the students of AP model school, G-Sigadam, Srikakulam district, Andhra Pradesh, South India.

Within educational settings, the researchers, with the support teachers, conducted action research on class VII students of theirA.PModel School,G.Sigadam, Srikakulam,Andhra Pradesh. The research methodology encompassed both qualitative and quantitative approaches. To study the research problem, the formulated hypothesis “Integrating Experiential Learning has a significant positive effect in activating explicit Socio-emotional Competency (Self-awareness) in students” was tested. Utilizing various tools and techniques, including pre- and-post-intervention surveys, focus group discussions, classroom observations, structured interviews, and a checklist of socio-emotional concerns of students, the researchers implemented the series of planned day-wise experiential learning activities to activate the intrapersonal socio-emotional competency- Self-awareness.

From the quantitative data of the means of the Pretest (Mean-18, Standard Deviation- 4) and Posttest (Mean-38, Standard Deviation- 4.3), it can be interpreted that there is a significant positive effect of Integrating Experiential Learning in activating explicitSocio-emotional Competency (Self-awareness) in students.  The obtained t-value,7.95, is more than 1.96 and 2.58, which is significant at 0.05 and 0.01 levels, respectively. Hence, the formulated hypothesis is accepted.  This shows that Integrating Experiential Learning will have a significant positive effect in activating explicit Socio-emotional Competency (Self-awareness) in students.

The findings of qualitative data reveal that activating students’ socio-emotional competency: Self- awareness, ultimately brought desirable change in students’ perception of their socio-emotional make-up and helped to enhance their personality. Furthermore, the study emphasizes the critical role of teachers in inculcating socio-emotional competencies and underscores the importance of a supportive school environment. It emphasizes that through integrating experiential activities, there is a possibility to make a real change.