Department of Educational Foundations

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https://ir.unilag.edu.ng/handle/123456789/3560

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Browsing Department of Educational Foundations by Subject "Achievement in English Language"

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    Open Access
    Effects of Social-Emotional Learning and Cyber bullying on Adolescents Achievement in English Language in Roman Catholic Mission Secondary Schools in Lagos State, Nigeria.
    (Nigerian Journal of Educational Management (NJEM),Faculty of Education, University of Benin., 2022-05) Akanni, O.O.
    Without a doubt, cases of cyber bullying placate students, mostly of adolescent age within the education system. Hence, there is an urgent need to salvage the situation. The employment of social-emotional learning becomes key in arriving at a safe haven for adolescent students to enable them attain their desired academic goal. Based on this premise, this study examines the impact of social-emotional learning and cyber bullying on achievement in English Language among adolescent students in some selected Catholic mission schools in Lagos State. The descriptive survey research design was adopted in carrying out the study Multi- stage sampling technique was used in selecting 200 respondents in some selected Catholic Mission Secondary Schools in Lagos State. The instruments for the study were titled “Impact of Social-Emotional Learning and Cyber bullying” questionnaire (ISELC) and an “English Language Achievement Test” (ELAT), with a reliability coefficient of r = 0.76 and 0.83.. Four hypotheses guided the study at 0.05 level of significance.. The results obtained among others showed that there is significant impact of social-emotional learning and cyber bulling on the achievements of students in English Language. Based on these findings, it was recommended that, government should equip teachers’ by providing skills and capacity building workshops instructions, that will create positive teaching- learning environments, and address multiple risks as protective factors to tackle problem behaviours and mental health issues. Also, government, should make Social-Emotion Learning (SEL) competencies a promotion criterion for teachers.