Effect of Autonomous Learner Model on Self-Esteem of Secondary School Students With Different Levels of Achievement

Volume 13 Issue 3 December - February 2018

Research Paper

Effect of Autonomous Learner Model on Self-Esteem of Secondary School Students With Different Levels of Achievement

Rose Kiran Pinto * , Clare A. C.**

* Assistant Professor, St. Ann's College of Education (Autonomous), Mangaluru, Karnataka, India.

** Principal and Research Guide, St. Ann’s College of Education (Autonomous), Mangaluru, Karnataka, India.

Pinto, R. K., and Clare, A.C. (2018). Effect of Autonomous Learner Model on Self-esteem of Secondary School Students with Different Levels of Achievement. i-manager’s Journal on School Educational Technology, 13(3), 27-36. https://doi.org/10.26634/jsch.13.3.13953

Abstract

Students are motivated for the learning process only when they are able to take responsibility for one's own learning. Thus the Autonomous Learner Model (ALM) is a key to demonstrate responsibility for Self–learning, develop positive selfesteem, increase knowledge in a variety of areas, develop decision-making, and problem-solving skills, imbibe certain skills to interact with everyone associated with students like friends, siblings, adults, parents, develop logical and creative thinking skills, develop skills to interact effectively with peers, siblings, parents, and other adults, develop critical and creative thinking skills, and thus take initiative of one's learning by being independent and lifelong learners. The present study aimed to study the effect of Autonomous Learner Model and Self-esteem of students studying in Class IX of Mangaluru Taluk. The study follows a Post-test only equivalent group design of research with simple random sampling technique, where a population of five hundred students were selected, out of which a representative sample of sixty students from a Private Secondary School of Mangaluru Taluk were selected. A rating scale on Self-esteem prepared by the researcher was used for the students for finding both negative and positive feelings about oneself. The paper is concluded with significant findings related to this issue and suggestions related to modifications on desirable lines. This research found out that the two instructional methods – Autonomous Leaner Model and Traditional Method differed in their effects on Self-esteem of Secondary School Students. Autonomous Leaner Model is significantly more effective than Traditional Method with respect to Self-esteem of secondary school students after partialling out the effect of Pre- Achievement. Levels of achievement have significant effect on developing Self-esteem among secondary school students and the Interaction effects of Autonomous Learner Model and Levels of Achievement has a significant effect on Self-esteem among secondary school students.