Options
Exploratory study of self-esteem in a Singapore government school
Author
Zainah Abdullah Lajam
Supervisor
Wong, Eleanor
Abstract
The primary objective of this study was to ascertain the effects of a peer-tutoring programme in reading on the self-esteem and reading achievement of under achievers.
Self-esteem is an important component of the educational experience. Studies in self-esteem show the negative effects of low self-esteem on academic performance. Studies also show a causal relationship between low reading ability and self-esteem.
22 underachieving primary five students were subjected to an 11 week peer tutoring reading programme. The reading sessions lasted a period of 6 weeks. The pupils were identified by their teachers as underachieving. Their score on the Raven's progressive matrices verified this. Reading ability was tested using the Neale's Analysis of Reading Ability.
To ascertain if self-esteem was enhanced as a result of the peer tutoring reading programme, the Self-Esteem Checklist was administered at the start and at the end of the programme. The pre-test and post-test marks were compared. The same procedure was adopted for reading achievement. Students' pre-test marks on the Neale's Analysis of Reading Ability was used as a baseline score. The students' pre-test and post-test scores in the 2 variables were compared. The marks were studied to see if students who experienced an increase in reading achievement experienced a similar increase in self-esteem.
Analysis was done by comparing the percentage of students who showed an increase with the number of students who showed a decrease in the post-test scores. The programme is deemed to be effective if more than 50% of the group showed a positive change in the post-test in the variable regardless of the score. Analysis of the results showed that both tutors and tutees experienced an increase in self-esteem and reading achievement at the end of the programme. Tutors showed a slightly more positive change in reading achievement and self-esteem than tutees.
This study was exploratory in nature and results cannot be generalised. The results could be regarded as indicative of factors that can contribute towards the enhancement of self-esteem among underachieving primary five students in Singapore schools.
Self-esteem is an important component of the educational experience. Studies in self-esteem show the negative effects of low self-esteem on academic performance. Studies also show a causal relationship between low reading ability and self-esteem.
22 underachieving primary five students were subjected to an 11 week peer tutoring reading programme. The reading sessions lasted a period of 6 weeks. The pupils were identified by their teachers as underachieving. Their score on the Raven's progressive matrices verified this. Reading ability was tested using the Neale's Analysis of Reading Ability.
To ascertain if self-esteem was enhanced as a result of the peer tutoring reading programme, the Self-Esteem Checklist was administered at the start and at the end of the programme. The pre-test and post-test marks were compared. The same procedure was adopted for reading achievement. Students' pre-test marks on the Neale's Analysis of Reading Ability was used as a baseline score. The students' pre-test and post-test scores in the 2 variables were compared. The marks were studied to see if students who experienced an increase in reading achievement experienced a similar increase in self-esteem.
Analysis was done by comparing the percentage of students who showed an increase with the number of students who showed a decrease in the post-test scores. The programme is deemed to be effective if more than 50% of the group showed a positive change in the post-test in the variable regardless of the score. Analysis of the results showed that both tutors and tutees experienced an increase in self-esteem and reading achievement at the end of the programme. Tutors showed a slightly more positive change in reading achievement and self-esteem than tutees.
This study was exploratory in nature and results cannot be generalised. The results could be regarded as indicative of factors that can contribute towards the enhancement of self-esteem among underachieving primary five students in Singapore schools.
Date Issued
2001
Call Number
LB1050 Zai
Date Submitted
2001