Positive Correlation between Self-Esteem Level and the Ability of Early Years Readers to Read - Research Paper Example

Action learning report Introduction Over the years, a number of studies have been conducted to establish the relationship between self-esteem and the performance of students in school. A significant number of these studies show that the self-esteem level of a student has a direct effect on their academic performance. This implies that students with a high level of self-esteem realise high academic performance whereas those with a low level of self-esteem realise poor performance in their studies. Basically, the premise of these findings is based on the assumption that there is a close link between self-esteem and school performance (Baumeister, Campbell, Krueger &Vohs, 2003; Kaniuka, 2010; Alpay, 2002). On the other hand, some studies have refuted the claims that there is a close link between self-esteem and the performance of students in various learning activities. Researchers who refute these claims argue that studies which have established a positive correlation between self-esteem and academic performance are not valid and reliable because they do not take into account key factors that influence academic performance such Intelligent Quotient (IQ), genetics and the socio-economic background of a student. In addition to this, they argue that academic performance can influence the self-esteem of a person and not the other way round (Rubin, Dorle &Sandidge, 2006; Vitale &Kaniuka, 2009). Similarly, in early childhood education, a number of studies have conducted to examine the relationship between children’s self-esteem and their reading abilities and capabilities. For instance, research studies carried out by Gray (2010) and Kaniuka (2010) established that children with a high level of self-esteem posses better reading capabilities than children with low levels of self-esteem. Conversely, some studies conducted in this area, portray that there is no positive correlation between the self-esteem levels of children and their reading capabilities or abilities (Rubin, Dorle &Sandidge, 2006; Vitale &Kaniuka, 2009). A critical review of the findings depicted by these studies, shows that there is controversy relating to studies on the relationship between self-esteem level of children and their reading abilities and capabilities. As a result, I decided to conduct a study that will give a clear perspective on this relationship. The key goal of my research study was to provide evidence-based findings on the relationship between self-esteem level of children and their reading abilities. I specifically focused on establishing whether or not early readers with high self-esteem levels read with more confidence than early readers with low levels of self-esteem. Significance of the study The key aim of the study conducted is to provide evidence-based insights on the relationship between self-esteem and the academic performance of children in various learning activities during their early years. In this study, I directed a specific focus towards the influence of children’s self-esteem level on children’s abilities to read with confidence since this is a significant aspect of children’s education during early years. The findings of this study will provide insights to educators, teachers, parents, policy makers and others stake holders on how they can improve the learning outcomes of children through better curriculum content, instructional strategies, pedagogies and educational policies. For parents and teachers, the findings of this study will help them understand the factors that influence or affect the confidence of children while reading. It will also illuminate how teachers and parents can improve the reading abilities of their children and help them to exude confidence while reading. It is essential for teachers, educators, policy makers, parents and other stake holders to understand the various dynamics such as self-esteem which influence the learning outcomes of children at early age. This understanding will enable them to effectively priorities on resources and implement suitable measures that can enhance the learning outcomes of children (Calman & Tarr-Whelan, 2005). Research Questions In order to realise the objectives of this study, the following research questions were used; What is the relationship between self-esteem and academic performance? What is the relationship between self-esteem and the reading abilities of early readers? Do children with a high self-esteem level read with more confidence than children with lower levels of self-esteem? What is the difference between the levels of confidence exuded by children with a high and low level of self-esteem when reading? Methodology Design The overall design of this research study was qualitative in nature since the study mainly used a set of predefined procedures to answer the constructed research questions by gathering evidence and establishing new information (Mack, Woodsong & Family Health International, 2005). Moreover, the design of this research study epitomised a systematic form of empirical inquiry that established meaning through a naturalistic and interpretative approach (Lincoln 2000; Shank 2002). I used a qualitative approach mainly because it is suitable for obtaining information relating to behavior. Qualitative research methods often reveal the human or behavioral side of a research issue. Since, this study is generally embedded on human behaviour a qualitative rather than a quantitative design was the most suitable for achieving the set research objectives. I also used a qualitative approach since it is suitable for identifying intangible aspects in the research and because it helps in the interpretation and understanding of complex issues (Mack &Woodsong et al, 2005). Qualitative research methods used in this study include; questionnaires, interviews and participant observation. Settings and Participants This study took place in within a school setting. This study involved 3 participants. 2 of these participants were students between the age of 6 and 7. Student A, a male student, 6 years old and student B, female student, 7 years old. The other participant was the class teacher who facilitated the learning session of these students. Research Procedure The first procedure in this research study involved establishing the self-esteem levels of the two participating students. In order to establish the self-esteem levels of these students, I used the Rosenberg’s Self-Esteem Scale. This scale is commonly used to measure the self-esteem levels of individuals mainly because scientific studies have proven that it is an accurate valid and reliable quantitative tool for measuring the self-esteem levels of individuals (Blascovich & Tomaka, 1993). Thus, I expected that it would accurately help me to determine the self-esteem level of each of the students. Basically, this scale comprises of a set of questions that when answered accurately, they can determine the self-esteem levels of individuals. In order to determine the self-esteem levels of the two students using the Rosenberg Scale, I conducted two sets of interviews. The first set of interview I conducted was with the class teacher whereas the second set of interviews I conducted was with the two students. The questions incorporated in the Rosenberg scale were used during interview (See appendix A and B). As a result, interviews conducted were structured in nature thus the interviewees could only answer questions using a set of provided responses. Subsequently, the responses provided by each interviewee were recorded in the interview sheet. The second procedure in this research study involved establishing the reading patterns and capabilities of the students. It was essential to establish the reading patterns of the participating students so as to know how frequently each student reads and their proficiency and capabilities in reading. Establishing these factors was to crucial to this research study since it helped in evaluating the level of confidence exuded by students based on their self-esteem level. In this case, I used a questionnaire as a qualitative data collection method. I presented the questionnaire to the class teacher including three closed-ended questions (See appendix C). The third procedure in this research study was geared towards evaluating the level of confidence exuded by each student based on their self-esteem level. In this case, participant observation was used as the data collection method. Basically, this procedure involved giving students a practical reading exercise and subsequently evaluating the level of confidence that they exude when reading. When embarking on this exercise, I gave each student a 200 word text extracted from a picture book entitled “The Tale of Peter Rabbit” by Beatrice Potter (1902). I chose this text mainly because it is an interesting animal tale written in simple language that is suitable for children between the ages of 5 to 7 years (See appendix D). At different intervals, I asked each student to read the text aloud as I keenly observed and assessed the level of confidence that they exude when reading. Subsequently, I recorded the observations I made for each student during the reading exercises. The last procedure in this research study involved the analysis of data collected during the interviews with the students and teacher, questionnaires filled by the class teacher and observations made during the reading exercises. Basically, the data collected through the interviews, questionnaire and participant observation was in its primary form since it was collected directly from the data source (Newman and Benz, 1998). Therefore, there was need to organise, analyse and interpret this data in order to extract useful and relevant evidence in relation to the influence that the self-esteem level of each students has on their capability to read with confidence. Ethical Considerations Given that, this research study involved the participation of children, there were various ethical considerations that I had to put into account before conducting this study. Foremost, it was essential for me to get an informed consent from the children’s parents, teachers and school authorities. This is mainly because, when children participate in any form of research study, they may not be fully aware of their rights or any risks involved during the study thus they require permission or an informed consent from their parents, guardians or any other author involved (Alderson, 2000). In order to obtain an informed consent from the children’s parents, teachers and school authorities, I had to write a memo illustrating what the research will entail and what the students will be required to do. Subsequently, I sent the memo to the parents and teachers of the children who were to participate in the research. Following, this exercise I obtained informed consent from the class teacher and two parents, allowing two children to take part in the research. Another ethical consideration that I had to put into account when conducting this study, revolved around the privacy and confidentiality of the participants. This is mainly because this research study is embedded on sensitive and personal factors such as self-esteem, academic performance, reading capabilities and confidence. For early learners, self-esteem and academic performance are very personal and sensitive issues since the exposure of information relating to self-esteem and academic performance scores can contribute to stigmatization thus exacerbating more self-esteem issues among these children (Kaniuka 2010; Alderson 1995). Therefore, when conducting this study, I had to ensure that I upheld a high level of confidentiality and privacy when it comes to handling the personal information of participants. Findings As earlier stated, when conducting this study I used three qualitative research methods, namely interviews, a questionnaire and participant observation. The essence of conducting the interviews was so as to establish the self-esteem levels of student A (6 years old) and student B (7 years old). From the interview conducted with the teacher based on the Rosenberg self-esteem scale, student A scored 28 points whereas student B scored 26 points. From this interview, I was able to establish that, based on the teacher’s perspective and responses during the interview, student A has a positive attitude towards himself, exhibits good qualities and believes that he is just as capable as other students. Based on the teacher’s perspective and responses during the interview, I was also able to establish that generally, student B has a positive attitude towards himself, she exhibits good qualities and behaviour when learning and believes that she is just as capable as other students. Nevertheless, during this interview the teacher revealed that sometimes student B appears anxious and requires reassurance at times (See appendix F, for students’ interview responses). The second set of interviews with the students also provided invaluable insights to this research study. From the interview conducted with the two student based on the Rosenberg self-esteem scale, student A scored 28 points whereas student B scored 23 points. From this interview student A revealed that, he has a positive attitude towards himself, he is confident about his abilities, he values himself and is satisfied with who he is. On the other hand, from this interview student B revealed that she is doubtful about her abilities and qualities, she has a negative attitude towards herself and that she does not have much to be proud about (See appendix F, for students’ interview responses). The questionnaire administered to the students’ class teacher also provided invaluable insights to this research study. Basically, the key aim of using a questionnaire in this study was to establish the reading patterns and capabilities of the students. A critical look at the responses filled in by the teacher in this questionnaire shows that, student A ‘very often’ volunteers to read in class. When asked to read in class, he exudes a ‘high’ level of confidence. The teacher ranked his reading proficiency in class as ‘good’. Moreover, the responses filled in by the teacher in the questionnaire showed that student B, ‘sometimes’ volunteers to read in class, when reading, her level of confidence is ‘low’ and her overall proficiency when it comes to reading was rated ‘poor’ (See appendix G, for teacher’s responses to questionnaire questions). Participant observation was one of the most crucial research methods for this research study. Through this method, I was able to obtain invaluable findings for this research study. For instance, when keenly observing student A as he was reading the selected text, I was able to note that his reading was fluent in the sense that he made no mistakes. When stuck on any word he would stretch out his pronunciation. He also used different tones when reading so as to emphasise and show suspense. It also seemed like he understood what he was reading. Generally, student A showed confidence when reading, he was happy to read the text and wanted to continue reading. Conversely, when keenly observing student B, I was able to note that, she was not fluent in her reading. She made many pronunciation mistakes when reading and guessed words when she did not know how to pronounce them. She read through the full stops and maintained a monotone in the entire reading process. It seemed like she did not understand what she was reading. Generally, she was anxious when reading the text and needed encouragement so that she can keep on reading the text. Discussion Basically, the findings of this study depict a close correlation between the self-esteem level of early readers and their ability to read with confidence. This study has employed a step of predefined steps that have been able to show a close connection between self-esteem and performance in learning. One of the key factors that evidently influence the accuracy of the findings established through this study is the measure or approach used to evaluate the self-esteem levels of student A and student B. Hence establishing the self-esteem levels of each of the student was the first procedure in this study. In this case, the Rosenberg self-esteem scale was used to determine the self-esteem level of each student due to its validity, reliability and accuracy (Blascovich & Tomaka, 1993). Through the various interview conducted based on the questions incorporated in this scale it was established that the average self esteem score for student A is 28 whereas the average score for student B is 24 These scores were obtained by combining the scores obtained during the interview with the class teacher and the interview with each individual student and then determining the average score. Using the Rosenberg’s scales scores above 25 are interpreted as “high self-esteem” levels whereas those below 25 are considered as “low self-esteem” levels. From these scores, it is evident that student A as a high self-esteem whereas student B has a low self-esteem level. After establishing the self-esteem levels of each of the participating students, it was necessary to determine whether there is a positive correlation of between the self-esteem level of these students and their abilities to read with confidence. Through a questionnaire administered to the class teacher, I was able to establish that student A, volunteers to read very often in class, his proficiency in reading is good and he exudes confidence when reading. Conversely, data extracted via the questionnaire also showed that student B exhibited low proficiency and confidence when reading. Similarly, when observing the students during their reading exercises, I was able to determine that student A exhibited higher proficiency and confidence than student B. Consequently, it is plausible to conclude that a high level of self-esteem determines the ability of children to read with confidence. In this case, we can also assume that children with low self-esteem levels are bound exude low confidence when reading. A study conducted by Hisken (2011) provides insights as to why student A exhibited higher proficiency and confidence than student B when reading. In this study Hisken notes that, students with a high self-esteem level often set high goals for themselves. They are often willing to keep trying again even when they experience difficulties or failure. A high level of self-esteem often acts as a buffer against pessimism and anxiety thus students with high self-esteem levels are bound to exude more confidence when reading than students with low self-esteem levels. On the other hand, Hisken notes that students with low levels of self-esteem show less diligence and tolerance when it comes to overcoming challenges. Thus when they experience challenges or difficulties when reading, most of them are bound to avoid reading situations that may cause them to experience embarrassments (Hisken, 2011). Furthermore, Hisken observes that self-esteem has direct effect on the reading and confidence levels of students especially when it comes to reading comprehension. He notes that, students who exhibit a positive attitude toward reading also show confidence when reading and have higher levels of academic success. Based on the finding of Hisken (2011) it is apparent that student A exuded more confidence and than student B when reading mainly because he has a higher self-esteem level than student B. This in turn enables him to read frequently and overcome reading challenges and as a result student A managed to develop and enhance his reading capabilities with time. The findings of this study echoes the findings of previously conducted studies by Kaniuka (2010) and Gray (2010) who established that children with a high level of self-esteem posses better reading capabilities than children with low levels of self-esteem. Basically, the overall theme in the study, I conducted is that children with a high self-esteem level read with more confidence than children with lower levels of self-esteem. Therefore, there is a positive correlation between self-esteem and the reading abilities of early readers and in general the academic performance of students (Baumeister et al 2003; Kaniuka, 2010; Alpay, 2002). Recommendations In as much as there is evidence showing the positive correlation between self-esteem level and the ability of early years readers to read with confidence, there are various contentious issues that question the validity of these findings. For instance, Rubin, Dorle &Sandidge (2006) and Vitale &Kaniuka (2009), argue that studies which have established a positive correlation between self-esteem and academic performance are not valid and reliable because they do not take into account key factors that influence academic performance such Intelligent Quotient (IQ), genetics and socio-economic background of a student. There is therefore need for further research to be conducted in order to address the highlighted knowledge gaps. However, based on the evidence established through this study regarding the positive correlation between self-esteem level and the ability of early years readers to read with confidence, it is essential for teachers, educators, parent, policy makers and other stakeholders to take into account the role that self-esteem plays in improving the learning outcomes of students. This study has clearly demonstrated that self-esteem plays a crucial role in promoting better learning outcomes. Therefore, parents and teachers should provide moral, social, psychological and emotional support for their children in order to boost their self-esteem. The kind of support that children from an early age inevitably determines their self-esteem and learning outcomes in future (Calman & Tarr-Whelan, 2005). In addition to this, educators, policy makers and other stakeholders in authority should understand the various dynamics such as self-esteem which influence the learning outcomes of children at early age. This understanding will enable them to effectively priorities on resources and implement suitable measures that can enhance the learning outcomes of children (Calman & Tarr-Whelan, 2005). Appendices Appendix A: Interview questions for teachers based on the Rosenberg’s Self-Esteem Scale. Class teacher to answer each one with strongly agree, agree, disagree, strongly disagree: 1. Do you think that student ‘A’ feels that he/she are worthy or valuable just like other students? 2. Do you think that student ‘A’ know or understand that she/he have good qualities? 3. Do you think that student ‘A’ feels or considers himself/herself as a failure? 4. Do you think that student ‘A’ feel or understand that he /she can do things just as other students? 5. Do you think that student ‘A’ feels like he/she does not have much to be proud of? 6. Do you think that student ‘A’ has a positive attitude towards themselves? 7. Do you think that student ‘A’ is on the whole satisfied with herself/himself? 8. Do you think that student ‘A’ have respect for herself/himself? 9. Do you think that student ‘A’ feels useless? 10. Do you think that student ‘A’ feels like they are no good at all? Appendix B: Interview questions for students based on the Rosenberg’s Self-Esteem Scale. Students to answer each one with strongly agree, agree, disagree, strongly disagree Scoring for Appendix A and B For items 1, 2,4,6,7: Strongly Agree=3, Agree=2, Disagree=1, Strongly Disagree=0 For items 3,5,8,9: Strongly Agree=0, Agree=1, Disagree=2, Strongly Disagree=3 Scores below 25 indicate low self esteem Appendix C: Questionnaire questions for the class teacher 1. How often does student ‘A’ volunteer to read in class? A. Very Often B. Sometimes C. Never 2. When asked to read, what level of confidence does student ‘A’ exude? A. Very High B. High C. Moderate D. Low 3. How would you rank the reading proficiency of student ‘A’? A. Excellent B. Good C. Average D. Poor Appendix E-(Teacher’s responses for interview questions) Appendix F-(Students responses for interview questions). Appendix G: Questionnaire response by class teachers Student A 1. How often does student ‘A’ volunteer to read in class? A.Very Often B. Sometimes C. Never 2. When asked to read, what level of confidence does student ‘A’ exude? A.Very High B. High C. Moderate D. Low 3. How would you rank the reading proficiency of student ‘A’? A.Excellent B. Good C. Average D. Poor Student B 1. How often does student ‘A’ volunteer to read in class? A.Very Often B. Sometimes C. Never 2. When asked to read, what level of confidence does student ‘A’ exude? A.Very High B. High C. Moderate D. Low 3. How would you rank the reading proficiency of student ‘A’? A.Excellent B. Good C. Average D. Poor References Alderson, P. (1995). Listening to Children: Children, Ethics and Social Research. Barkingside: Barnado’s. Alderson, P. 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