Educational Administration: Theory and Practice

2024, 30(5), 13598-13605

ISSN: 2148-2403
https://kuey.net/ Research Article

Integrating Experiential Learning In Activating Socio-

Emotional Competency (Self-Awareness) In Students: A
School-Based Action Research
Dr. D. Nagaraja Kumari1*, G. V. Himaheswara Rao2
1*Associate Professor & Chairperson BoS in Education ((PG), IASE, Andhra University, Visakhapatnam
2Research Scholar, Department of Education, Andhra University

Citation: Dr. D. Nagaraja Kumari et al (2024), Integrating Experiential Learning In Activating Socio-Emotional Competency (Self-
Awareness) In Students: A School-Based Action Research, Educational Administration: Theory and Practice, 30(5), 13598-13605
Doi: 10.53555/kuey.v30i5.5887

ARTICLE INFO 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.

Key Words: Action Research, Experiential Learning, social-emotional competency,

Self-awareness.

INTRODUCTION

It is widely recognized that children in all societies will eventually take on the social roles currently held by
adults. Educational institutions have the crucial task of preparing children for these future responsibilities.

Copyright © 2024 by Author/s and Licensed by Kuey. This is an open access article distributed under the Creative Commons Attribution
License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
13599 Dr. D. Nagaraja Kumari et al / Kuey, 30(5), 5887

For many years, schools, teachers, and researchers have focused educational objectives primarily on learning
and achievement.Numerous studies indicate that academic performance alone is not a comprehensive
indicator of students' success. Beyond academic achievement, students must possess the skills to navigate
various situations in school and society to thrive in life. Recently, there has been a notable rise in concerns
regarding students' social and emotional well-being, adversely affecting both their academic progress and
behavior. A significant issue in many classrooms is the lack of essential social-emotional skills among
students, leading to undesirable behaviors and poor performance.
The National Education Policy 2020 (NEP, 2020) emphasizesthe holistic development of students,
encompassing their social, emotional, physical, mental, and intellectual growth, thereby promoting overall
well-being, stating that the education system should aim to "develop good human beings capable of rational
thought and action, possessing compassion and empathy (Setu et al.,2020). In alignment with this, Indian
education experts recognize the significance of social-emotional learning (SEL)
Socio-emotional issues in students can arise from various factors. It is crucial for schools and teachers to
foster a supportive environment and build positive relationships with students to effectively address these
issues by enhancing their socio-emotional competencies. These competencies encompass a range of skills and
abilities related to understanding and managing emotions in social interactions. The theoretical foundations
of socio-emotional competencies are based on several psychological and sociological theories. Notably, Albert
Bandura's Social Learning Theory and Social Cognitive Theory, as well as Daniel Goleman's popularization of
Emotional Intelligence theory, provide important insights into these concepts

Figure 1. Socio-emotional core competencies

The Collaborative for Academic, Social, and Emotional Learning (CASEL), founded in 1994, has delineated
five interconnected clusters of cognitive, affective, and behavioral competencies for students, termed Socio-
emotional core competencies. These include Self-awareness, Self-management, Social awareness,
Relationship skills, and Responsible decision-making. The first two competencies, Self-awareness and Self-
management, are categorized as intrapersonal skills and attitudes, while the remaining three are classified as
interpersonal skills and attitudes. Self-awareness is considered the foundational competency, essential for
developing the other competencies. It involves a thorough and objective understanding and evaluation of
oneself.
Self-awareness refers to the capacity to recognize and comprehend the elements that define you as an
individual, encompassing your personality, actions, values, beliefs, emotions, and thoughts. It is a
psychological state wherein the self becomes the focal point of attention.Although self-awareness is integral
to your identity, it is not something you constantly concentrate on. Instead, it is embedded into your overall
sense of self and manifests in varying degrees depending on the circumstances and your personality.
Self-awareness is crucial as it enables individuals to introspect and understand various aspects of themselves.
Those with high self-awareness can regulate their behaviors and adapt to different situations effectively. They
possess the ability to accurately assess what a situation demands and adjust their actions accordingly (Cherry,
2023; Verywell Mind, 2023).

Experiential learning (EL) is an educational philosophy and methodology where educators actively engage
students in direct experiences, focused observation, and reflection, developing abstract concepts and their
application in new contexts. This approach aims to enhance knowledge, develop skills, and clarify values. It is
 Dr. D. Nagaraja Kumari et al / Kuey, 30(5), 5887 13600

also known as learning through action, doing, experience, discovery, and exploration. The theoretical
underpinnings of experiential learning include constructivist learning theories, John Dewey's concept of
"learning by doing," Jean Piaget's theory of cognitive development, David Kolb's Experiential Learning
Theory, and Kurt Lewin's field theory of learning.
According to Ernest T. Stringer (2014), Action research (AR) allows individuals to develop effective solutions
to problems encountered in their daily lives. It is a systematic and reflective inquiry process employed by
practitioners to identify, analyze, and address specific issues or problems within their practical context. This
process includes collecting data, taking action, and continually reflecting on the outcomes to guide
improvements and decision-making (Stringer, Year).
There is an increasing agreement in the education field that schools should focus on students' social-
emotional development. New studies and widely read materials suggest that students' attitudes, beliefs,
emotions, and behaviors can enhance outcomes. Experiential learning helps students become more analytical
and effective at solving complex problems collaboratively. It also builds their confidence and self-awareness
within a larger local and global context. Additionally, it aids in developing emotional literacy, executive
functioning, and self-regulation, all crucial for social and emotional growth. By incorporating social and
emotional learning practices into the curriculum, educators can foster environments that support positive
relationships, resilience, and innovation among students. Moreover, applying social and emotional learning
strategies in education can boost student engagement, social awareness, motivation, and academic success.
(Annette Clancy 2019).

Review of Available Literature

Loomba, S., and Chawla, P. (3 Dec 2020) in Social and Emotional Learning: The Real Gap in India's
Education System described that Social and emotional learning (SEL), a crucial dimension in a child's
development, has remained largely unrecognized in the Indian education ecosystem.
The National Education Policy 2020 (NEP, 2020) underscores the importance of SEL to ensure the
holistic development of children and states that the education system must aim to “develop good human
beings capable of rational thought and action, possessing compassion and empathy .”
Allbright et al. (2019) emphasize the important role of teachers, whose task is to help students develop
essential skills both within and outside the classroom. Educational experts increasingly agree that schools
should focus on students' social-emotional development. However, many districts and schools continue to
face challenges in implementing strategies to foster students' social-emotional skills.
Dhata,M.& Kumari,S. (2021),in the study “Social Emotional Learning,” explained in spite of efforts being
put into driving momentum around policy changes and mindset shifts of the system and various
stakeholders, through our engagement in the socio-emotional learning space, India is still riddled with many
challenges.
Bhat.S.& Pillai V,(February 9,2022) Social-emotional learning in India: The importance of
intersectionalityemphasized the necessity of SEL programs to work inside the government school system where
most children from marginalized backgrounds are generally enrolled
Kong,Y, (22 October 2021), in his conceptual analysis article,The Role of Experiential Learning on Students’
Motivation and Classroom Engagement,focused on the importanceof EL and its contributions to classroom
engagement and motivation.
Joachim Broecheret al. (February 2019) studied ‘What Experiential Education is and why it is so important
for a balanced emotional and social development of children and youth’ is explained very clearly on the
website of the Association for Experiential Education (AEE)
Setu et al. (2020) explained that Social and emotional learning is a sum total of several skills that can be
taught and learned through formal and informal learning experiences, From the review of available literature,
it is evident that the stakeholders in our education ecosystem have largely unrecognized the learning of social
and emotional competencies. On the other hand, Experiential Learning is considered a standard
pedagogical approach to teaching various curricular subjects at different levels. It can be best utilized to
activate the Socio-emotional competencies in students. The study is based on the premise that it is possible
and necessary for teachers to build practices that integrate both the cognitive and socio-emotional
development of students. Hence, the researchers felt that findings of the action research to identify the socio-
emotional concerns of students and integratingexperiential learning to activate Socio-emotional Competency
(Self-awareness) in students would not only be helpful to students but also pave ways for teachers to better
understand the socio-emotional concerns of their students and take necessary measures.
The present study, “Integrating Experiential Learning in Activating Explicit Socio-emotional Competency
(Self-awareness) in Students: A School-Based Action Research Study,” is directed towards answering the
research question below.
What is the impact of Experiential learning activities in activating explicit socio-emotional competency (Self-
awareness) on students’ behavior?
13601 Dr. D. Nagaraja Kumari et al / Kuey, 30(5), 5887

METHODOLOGY

Details of Sample
The present action research study was conducted in A.P. Model School, a Government secondary school that
housed classes VI to XII, located in G. Sigadam, a rural, educationally backward block of Srikakulam district,
Andhra Pradesh state. It was a tight-knit community with very little parent and community participation in
the school. The sample for the study was the students of class VIIA and VIIB (93 students).The objective
behind selecting the VII class is that all the teachers dealing with these classes have more anecdotes of
behavioral problems and low achievement of students when compared to other classes.
To study the research problem, the below-mentioned hypothesis was framed for testing:
Integrating Experiential Learning will have a significant positive effect in activating explicit
Socio-emotional Competency (Self-awareness) in students.

Tools and techniques

Adapting Lewin’s model (1946), the researchers attempted to integrate experiential learning activities to
activate socio-emotional competency through this action research in a stage-wise manner. During the study,
the researchers made good use of tools, namely Classroom observations, pre and post survey of a 5-point
Likert-type rating scale on students’ self-awareness, Focus Group Discussions, a Checklist (of socio-emotional
concerns of students), and interviews conducted within the school building to collect the data. The
experiential learning activities conducted are – Mindfulness and meditation, “What Am I”? to identify their
strengths and weaknesses, “RULER” for Identification of Emotions, Model Positive Self-Talks, Peer
Praise,Goal Setting, and videos on Self Awareness.

Figure 2: Integrating experiential learning to activate socio-emotional competencies

Table I. Summary of AR stages and the data collection techniques used in the study.
Stage Description Tools and Techniques

Stage 1: On 30-08-2023, in the monthly school complex Group discussion

Identification of meeting for professional development, a discussion
the problem regarding the change in students’ attitudes, behavior,
and performance and improvement of competencies
took place, which gave a trigger to think about and
identify the problem.
 Dr. D. Nagaraja Kumari et al / Kuey, 30(5), 5887 13602

Stage 2: A focus group discussion on the socio-emotional Anecdotes of students

Designing and concerns observed by the teachers was conducted, and
action plan from a checklist of various socio-emotional concerns of Pre-survey of a 5 point Likert
students, the most common concerns were identified. type rating scale on students’
Considering the paucity of time, the researchers self-awareness
decided to restrict the study to examine only one
explicit Socio-emotional competency - the students'
self-awareness. A detailed action plan with day-wise
experiential activities (Mindfulness and meditation,
What Am I ?, Identification of Emotions, Model
Positive Self Talks, Goal Setting, Peer Praise, and
videos on Self Awareness) to activate the competency:
self-awareness was prepared.
Stage 3: Researchers, with the support of teachers, Observation and conduct of day-
Implementation implemented planned day-wise experiential activities wise Experiential learning
of day-wise for 10 days. And kepttrack of students’ feelings, activities. Reflective
experiential experiences, and changes in their actions and behavior journaling by subjects.
activities. and conducted follow-up meetings. Post survey of a 5 point Likert
type rating scale on students’
self-awareness
Stage 4: Students will reflect on the experience they had and the Teacher Journal
Reflection and impact these activities had in improving their Self- Focus group interviews Semi-
evaluation awareness through individual journaling, feedback, structured follow-up interviews
and interviews. The researchers and teachers evaluate
the responses of students and their observations.
All stages Researchers diary and
observations

The data collected through various tools and techniques was analysed both qualitatively and quantitatively.

RESULTS AND DISCUSSION

The mean scores of pre- andpost-intervention surveys of students’ self-awareness were expressed in a graph.

Graph Ishows the pre-test and post-test scores of 93 students of the class 7th

Table II.Showing the mean, standard deviation, and t-value of the pre-test and post-test scores of 9 students
of the class 7th
Mean Standard Deviation T – value
Pre-test 18 4.0 7.95
Post-test 34 4.3
13603 Dr. D. Nagaraja Kumari et al / Kuey, 30(5), 5887

Graph II shows Means and Standard Deviation of the pre-test and post-test

The data of the means and standard deviation of the pre-test (Mean-18, Standard deviation 4) and Post-test
(Mean-34, Standard deviation 4.3) indicate that the increase in the post-test mean indicates that integrating
experiential learning has a significant positive effect on activating explicitSocio-emotional Competency (Self-
awareness) in students.
Since the obtained t- value is 7.95 ismore 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.

Author explaining the concept WHO AM I? to the Students in the Classroom

Besides quantitative data, the review, thematic coding, and refining the consolidated themes of students’
reflections during and after the conduct of experiential activities along with the observations of researchers
and teachers, helped to analyse and derive insights and meaning.
In their feedback and individual interviews, most students reported that these activities impacted them
personally. In particular, students verbalized that it helped them learn about their strengths and weaknesses.
In this representative quote, a student described how the activity ‘What Am I ’deepened her self-awareness: “I
think I’ve learned to identify what I can do well and where I need improvement, which will help me to
perform better.”Regarding the activity “RULER” for Identification of Emotions, the following quote
illustrates how the activity helped the students, “Practice of mindfulness activity has really helped us to
change the way we handle emotional issues. I can control my undesirable emotions in and out of the
classroom.”With respect to the “Goal Setting activity,” the following statement of a student, “I used to be very
 Dr. D. Nagaraja Kumari et al / Kuey, 30(5), 5887 13604

casual without any goal or ambition, but through these activities, I learned that it is essential to have a
goal. And to reach them in life, we need to have small and short-term goals, and reaching these small goals
will help us to improve ourselves.”

Conclusion

The researchers, along with teachers who participated in the activities, reflected that in the classroom, they
had observed students trying to self-monitor themselves. For instance,in classroom peer
interactions,students ask each other: Are you making a good decision?Can postponing work be considered a
strength? Are you being honest? This indicates a notable difference in the self-awareness of students. They
also described that this practice made them understand the need to teach socio-emotional competencies and
empowered them to make decisions they had not made before. Though the study was conducted for a short
duration, the results reveal that activating students’ Socio-emotional competency - self-awarenessthrough
experiential learning activities brought a desirable change in students’ perception of their socio-emotional
make-up and helped to enhance their personality.Furthermore, the study emphasizes that in addition to the
focus on academic achievement, teachers need to play a critical role in inculcating students' socio-emotional
competencies by integrating simple experiential activities into their daily classroom transactions.The study
underscores the need for a supportive and congenial school environment to conduct experiential activities.It
also contributes valuable insights into the practical applications of experiential learning as a means to
overcome socio-emotional concerns and activate socio-emotional competencies, ultimately enhancing the
students’ holistic development and making them ready for future challenges. The researchers would like to
conclude that providing supportive experiences in a congenial school environment and inculcating socio-
emotional competency – Self -awareness, is like planting a seed in the soil for remarkable fruits for a bright
future.

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