To Study the Effect of Ruler Approach based Instructional Strategy on Social Emotional Competence and Achievement in English among Viii Grade Students

Introduction: The development of social emotional competence is a key challenge for young children in present scenario. Social Emotional Competence (SEC) refers to the use of acceptable behavioural to socialize with others and to foster positive interaction. In the present research paper, researcher has used a very important approach of Social Emotional Learning (SEL) i.e. RULER Approach based instructional strategy to investigate Social and emotional competence skills and academic achievement in English among VIII grade students. Method: For conducting the experiment, the researcher had taken a random sample (N=400) of Government Co-educational schools of Amritsar district (Punjab). Self-constructed standardized scale on social emotional competence was used by the researcher to examine the social emotional competence skills of students. For measuring the achievement in English of students, Self-constructed standardized Achievement Test in English was used. RULER lesson plans were used for treatment group and no treatment was given to control group. Pre-test-Post-test experiment research design was used to examine the effectiveness of RULER approach. MANOVA, ANOVA and t-test were used to study the inferential statistics. Findings and Educational Implications: Findings of the study revealed that RULER approach based instructional strategy proved significant difference on the linear combination of two dependent variables viz. social emotional competence and achievement in English among VIII grade students. It has been observed that mean gain scores of social emotional competence and achievement in English were high of experimental group (RULER Approach) as compared to control group (Conventional Approach). The paper concludes with a discussion of the implications of the findings and the areas of the future research.