Programmed play activities: Their effects on the enhancement of self-esteem and academic performance of grade school underachievers

Date of Publication

1984

Degree Name

Master of Science in Guidance and Counseling

Subject Categories

Early Childhood Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Adviser

Rose Marie Salazar

Defense Panel Chair

Rebecca Esguerra

Defense Panel Member

Imelda Villar

Abstract/Summary

This experimental study investigates how effective programmed play activities are in enhancing self-esteem and academic achievement of underachieving children of St. Paul School, Makati. A program of play activities aimed at enhancing the self esteem and increasing the GPA of fifteen Grades IV and V students with low self esteem and academic underachievers, the Experimental Group, of St. Paul School of Makati was conducted. Another set of fifteen Grades IV and V students with low self-esteem and academically underachieving, the control group, were not exposed to the program. It was hypothesized that non-exposure to the program would result to non-enhancement of self-esteem and increase in GPA of the Control Group. The result shows that the programmed play activities enhanced the self-esteem of the Experimental group, while the control group's self-esteem did not improve. However, the GPA of both groups did not improve.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03291

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

42 numb. leaves ; 28 cm.

Keywords

Play; Activity programs in education; Underachievers; Academic achievement; Performance in children; Self-esteem

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