SELF-EFFICACY and Self-esteem as Predictors of Cooperative Learning in English among Grade 11 STUDENTS

Abstract

Cooperative learning in English is an approach that helps students construct knowledge through practice; however, due to one’s self-efficacy and self-esteem, the participation of the students may be affected. This study determined the relationship between self-efficacy and self-esteem       learning in English among Grade 11 students. The researcher employed descriptive-correlational design and was anchored on Albert Bandura’s (1997) Self-efficacy Theory and David Johnson and Roger Johnson’s (1999) Social Interdependence Theory. Three different questionnaires were used to collect data for the study, the  Self-Efficacy Formative Questionnaire, the State Self-Esteem Scale and the Cooperative Learning Scale. The findings of the study revealed that Grade 11 respondents have a high level of self-efficacy; have a high level of self-esteem; and a high      level of cooperative learning in English. Moreover, the two independent variables have      a significant correlation with cooperative learning in English. Further, this concludes that the self-efficacy and self-esteem of Grade 11 students influenced their cooperative learning in English. Therefore, it is recommended that the teachers will focus more on maintaining the high level of self-efficacy, self-esteem and cooperative learning of students through providing positive feedback and encouragement to the students, and integrating activities that would encourage them to work more with their peers.