Effects of Social and Emotional Learning on disadvantaged year 1 pupils' understanding of sinking and floating concepts

Abstract

The purpose of this qualitative case study was to explore Year 1 pupils' understanding about sinking and floating after learning using Social and Emotional Learning (SEL) strategies. A total of 16 Year 1 pupils of low socio-economic background from one class in a rural school participated in this study. The participants were from disadvantaged rural communities; single parents and two pupils were identified with medical problems (thalassemia and mild autism). In this study, three lessons on sinking and floating were imparted using SEL strategies. Data from three sources; worksheets, interviews and observations were triangulated to cross validate the data and to capture richer information to answer the research question. The triangulation of the findings indicates that SEL strategies created a conducive learning environment; reduced disruptive behaviors among the pupils; encouraged engagement and participation in learning. In sum SEL strategies employed to teach sinking and floating resulted in the pupils having a better understanding of these concepts. The research findings imply that ability in managing social and emotional tendency improved their competency particularly in learning abstract science concepts such as sinking and floating.