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ASSESSMENT OF CLASSROOM BEHAVIORS ON SELF EFFICACY IN READING ENGLISH LANGUAGE AMONG SELECTED PUPILS IN COCODY MUNICIPAL ABIDJAN, CÔTEDIVOIRE

TABLE OF CONTENTS

 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study  –           –           –           –           –           –           –           –           1

1.2 Statement of the Problem  –           –           –           –           –           –           –           –           5

1.3 Purpose of the Study         –           –           –           –           –           –           –           –           7

1.4 Research Questions           –           –           –           –           –           –           –           –           7

1.5 Research Hypotheses        –           –           –           –           –           –           –           –           7

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1.5 Significance of the Study  –           –           –           –           –           –           –           –           8

1.6 Scope and Delimitation of the Study        –           –           –           –           –           –           -9

1.7 Operational Definitions of Terms –           –           –           –           –           –           –           10

CHAPTER TWO

REVIEW OF RELATED LITERATURE

CHAPTER THREE

METHODS AND PROCEDURES

3.1 Research Design   –           –           –           –           –           –           –           –           –           33

3.2 Population and Sample of the Study        –           –           –           –           –           –           33

3.2.1 Population of the Study             –           –           –           –           –           –           –           33

3.2.2 Sample of the Study       –           –           –           –           –           –           –           –           33

3.3 Sampling Technique         –           –           –           –           –           –           –           –           34

3.4 Instrument for Data Collection     –           –           –           –           –           –           –           34

3.4.1 Description of the Instrument    –           –           –           –           –           –           –           34

3.4.2 Procedure for Instrument Development             –           –           –           –           –           34

3.5 Validity and Reliability of the Instrument             –           –           –           –           –           34

3.5.1 Validity   –           –           –           –           –           –           –           –           –           –           34

3.5.2 Reliability           –           –           –           –           –           –           –           –           –           35

3.6 Procedure for Data Collection      –           –           –           –           –           –           –           35

3.7 Method of Data Analysis              –           –           –           –           –           –           –           35

CHAPTER FOUR

RESULTS AND DISCUSSION

4.1 Results       –           –           –           –           –           –           –                      –            –           37

4.2 Discussion of Findings     –           –           –           –           –           –           –           –           43

CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.1 Summary   –           –           –           –           –           –           –           –           –           –           46

5.2 Conclusion            –           –           –           –           –           –           –           –           –           47       

5.3 Recommendations –           –           –           –           –           –           –           –           47

5.4 Suggestions for Further Study      –           –           –           –           –           –           –           49

References       –           –           –           –           –           –           –           –           –           –           52

Appendices     –           –           –           –           –           –           –           –           –           –           55

ABSTRACT

This study examines the impact of classroom behaviors on self-efficacy in reading the English language among primary school pupils in Cocody Municipal, Abidjan, Côte d’Ivoire. A mixed-methods research design was employed, integrating quantitative and qualitative approaches to provide a comprehensive understanding of the phenomenon. The population under investigation consisted of primary school pupils aged 10-12 studying English. The sample of the study were  50 pupils. A stratified random sampling technique was used to select a representative sample of pupils from three primary schools in close proximity. A structured questionnaire was developed to assess classroom behaviors and self-efficacy, consisting of sections for demographic information and perception assessment. Likert-scale items were used to measure respondents’ perceptions. The questionnaire captured pupils’ perceptions of classroom behaviors, including teacher-student interactions, instructional strategies, and classroom environment, as well as their self-efficacy in reading English. Content validity was established through expert review, and reliability was assessed using Cronbach’s alpha coefficient. Data were collected through administering the questionnaire in a classroom setting over a two-week period. Descriptive statistics and regression analysis were used to analyze the data, supplemented by thematic analysis of qualitative responses. The findings of the study provide insights into the relationship between classroom behaviors and self-efficacy in reading English among primary school pupils in Cocody Municipal. The implications of the study contribute to the understanding of effective classroom practices that enhance self-efficacy in reading English, with potential implications for English language education in similar contexts.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The development of strong reading skills holds immense significance for both academic success and personal growth, particularly within the realm of English language acquisition. Côte d’Ivoire, being a multicultural and multilingual country, is experiencing a growing importance of English across diverse domains. Consequently, according to Arslan (2020) comprehending the factors that impact self-efficacy in reading English among young learners becomes crucial. By fostering effective reading abilities, individuals can unlock a multitude of opportunities for themselves, allowing them to access a broader range of educational resources, connect with global communities, and enhance their overall communication skills. Moreover, as English continues to gain prominence in various sectors such as business, technology, and academia, proficiency in reading English equips young learners with a competitive edge in the evolving job market, thereby empowering them to contribute to their nation’s socio-economic development.

Self-efficacy, a concept originally introduced by the influential psychologist Albert Bandura, encompasses an individual’s confidence and belief in their capacity to accomplish a particular task or attain a desired outcome (Chan, 2016). When applied to the realm of reading English, self-efficacy becomes a crucial aspect denoting a learner’s perception of their own competence in comprehending and actively engaging with English texts. The formation and cultivation of self-efficacy in reading involve a multitude of interconnected factors that extend beyond the mere act of reading. Effective instructional practices play a pivotal role in instilling a sense of confidence within learners, employing strategies that scaffold their reading skills and provide appropriate challenges. Equally significant are teacher-pupil interactions, characterized by constructive feedback, encouragement, and opportunities for meaningful dialogue, which foster a supportive and empowering learning environment. According to Demir and Altun (2021) the classroom setting itself plays a significant role, as it should be designed to inspire motivation and create a sense of safety and belonging, enabling pupils to take risks and explore their reading abilities without fear of judgment. By understanding and addressing these various elements, educators can help pupils develop and enhance their self-efficacy in reading English, ultimately fostering a lifelong love for learning and the acquisition of valuable literacy skills.

Understanding the influence of classroom behaviors on self-efficacy in reading the English language is of paramount importance for educators and policymakers in Cocody Municipal, Abidjan. This understanding holds the key to informing effective instructional strategies and support mechanisms that can significantly enhance pupils’ confidence and proficiency in English reading. According to Erdogan and Sahin (2019) by meticulously identifying the classroom behaviors that have a positive impact on self-efficacy, educators can craft an optimal learning environment that cultivates intrinsic motivation, active engagement, and, ultimately, bolsters pupils’ reading skills. Such an environment can foster a sense of self-belief and competence, enabling pupils to overcome challenges and achieve higher levels of English language proficiency. Moreover, armed with this knowledge, policymakers can make well-informed decisions concerning curriculum development, teacher training programs, and resource allocation, all aimed at facilitating and promoting English language acquisition in the region. By prioritizing the cultivation of self-efficacy through supportive classroom behaviors, both educators and policymakers can collaboratively empower pupils in their English reading journey, leading to improved learning outcomes and increased opportunities for success in the global arena.

English language proficiency holds immense importance in Côte d’Ivoire, carrying weight that cannot be overemphasized. As a foreign language of the country, English is pivotal in numerous domains, spanning commerce and technology (Gupta & Kumar, 2017). The ability to communicate effectively in English not only facilitates local interactions but also serves as a gateway to engage in global discourse. Proficiency in English empowers individuals to navigate the international arena, access a wealth of global resources, and actively participate in the global economy. It enhances cross-cultural understanding, fosters international collaborations, and enables Côte d’Ivoire to strengthen its position as a global player. According to Zulkifli (2018), a strong command of English equips individuals with valuable skills sought after by multinational corporations, leading to increased employment prospects and socioeconomic growth. Overall, English language proficiency in Côte d’Ivoire is a catalyst for personal and national development, fostering connectivity and enabling individuals to thrive in an increasingly interconnected world.

Acquiring strong reading skills in a second language can pose a formidable challenge for young learners due to various influencing factors. The development of proficient English reading abilities among pupils is closely tied to their self-efficacy, which in turn affects their motivation, perseverance, and overall achievement in the language. According to Pajares (2002) Classroom dynamics and behaviors play a pivotal role in shaping pupils’ beliefs about their reading capabilities. Effective teaching methods, including engaging and interactive activities, tailored to the individual needs and learning styles of pupils, can bolster their confidence and encourage active participation. Additionally, employing appropriate feedback strategies, such as constructive criticism and praise, can help pupils identify areas for improvement while also recognizing their progress, thus fostering a positive learning environment. The overall classroom atmosphere, characterized by a supportive and encouraging ambiance, is crucial for nurturing pupils’ belief in their reading skills, as it cultivates a sense of belonging, reduces anxiety, and promotes risk-taking. By addressing these various factors, educators can empower young learners to navigate the complexities of reading in a second language, facilitating their growth and facilitating their success in becoming proficient readers.

The current study aims to investigate the relationship between classroom behaviors and self-efficacy in reading English within the context of Cocody Municipal in Abidjan, the vibrant economic and cultural hub of Côte d’Ivoire. This specific location offers a distinct environment to explore the effects of classroom dynamics on pupils’ confidence and competence in English literacy. Cocody Municipal is home to a diverse community of pupils hailing from different linguistic backgrounds, which amplifies the significance and complexity of acquiring English language skills. By examining how classroom behaviors, such as teacher-pupil interactions, instructional approaches, and peer relationships, influence self-efficacy in reading English, this research will shed light on the critical factors that contribute to pupils’ language learning outcomes in this diverse and challenging setting.

Through a comprehensive exploration of the intricate interplay between classroom behaviors and self-efficacy in reading English, this study holds the potential to generate invaluable insights that can directly inform the practices of educators and policymakers alike (Rostami & Rezaei, 2018). By delving into the multifaceted dynamics of the classroom environment, this research aims to uncover the factors that significantly influence pupils’ beliefs in their own abilities to read and comprehend English texts. The findings of this study will contribute to the existing body of knowledge by identifying effective instructional practices and support mechanisms that can bolster pupils’ self-efficacy in reading English. By recognizing the specific behaviors and strategies that have a positive impact on pupils’ confidence and competence in English literacy, educators can tailor their pedagogical approaches and create conducive learning environments that foster self-efficacy. Furthermore, this research seeks to shed light on potential areas for improvement within the educational system in Cocody Municipal. According to Schunk & Meece (2005) by identifying any existing gaps or challenges in promoting self-efficacy in English reading, policymakers can develop evidence-based strategies and interventions that address these issues head-on, leading to the overall enhancement of English language learning outcomes for pupils in this diverse and demanding setting. Ultimately, the study aims to bridge the gap between theory and practice, providing practical recommendations and guidance to stakeholders in education, and empowering them to optimize teaching and learning experiences in order to nurture pupils’ self-efficacy in reading English.

In a multilingual country like Côte d’Ivoire, the significance of developing strong reading skills in English cannot be emphasized enough. This research project endeavors to delve into the influence of classroom behaviors on the self-efficacy of pupils when it comes to reading English in the Cocody Municipal area of Abidjan. By examining the impact of various classroom factors on pupils’ belief in their own abilities, this study aims to uncover valuable insights that can be translated into practical applications for educators and policymakers. The findings have the potential to guide the creation of a conducive learning environment that nurtures pupils’ self-efficacy, motivation, and overall proficiency in reading the English language.

1.2 Statement of the Problem

            Self-efficacy, defined as an individual’s belief in their own ability to accomplish specific tasks, has been widely recognized as a significant factor influencing pupils’ academic performance and motivation. However, there is a lack of research exploring the role of classroom behaviors in shaping self-efficacy specifically in reading English language within the context of Cocody Municipal, Abidjan, Côte d’Ivoire. To bridge this gap, a comprehensive assessment is necessary to investigate the relationship between classroom behaviors and the development of self-efficacy in reading English among selected pupils in this region.

By conducting this study, researcher aims to identify and analyze the specific classroom behaviors that either facilitate or hinder the enhancement of self-efficacy in reading English. This investigation will provide valuable insights into the teaching and learning practices that contribute to the development of pupils’ self-efficacy. Understanding these behaviors can inform educators about effective strategies to foster self-efficacy in English language learning, ultimately improving pupils’ academic performance and motivation.

The findings of this study will have practical implications for the educational community in Cocody Municipal, Abidjan, and potentially other regions facing similar challenges. The insights gained from the assessment can be used to develop evidence-based recommendations and interventions to enhance classroom environments, instructional approaches, and teacher-pupil interactions. By implementing these recommendations, educators can create supportive and empowering learning environments that positively influence pupils’ self-efficacy in reading English language. Ultimately, this study aims to contribute to the overall improvement of English language learning experiences for pupils in Cocody Municipal and similar contexts.

In conclusion, the exploration of the relationship between classroom behaviors and self-efficacy in reading English language in Cocody Municipal, Abidjan, is crucial for understanding the factors that impact pupils’ motivation and academic performance. By conducting an assessment to identify specific classroom behaviors that influence self-efficacy, this study aims to provide valuable insights and recommendations for improving English language learning experiences for selected pupils. The outcomes of this research will contribute to the development of evidence-based strategies and interventions that can empower teachers and create supportive learning environments, ultimately enhancing pupils’ self-efficacy and overall educational outcomes.

1.3 Purpose of the Study

The main purpose of this study is to make an assessment of classroom behaviors on self-efficacy in reading English language among selected pupils in Cocody Municipal Abidjan, Côte d’Ivoire”. Other specific objectives of the study are:

1. To determine the level of self-efficacy in reading English language among selected pupils in Cocody Municipal Abidjan, Côte d’Ivoire.
2. To identify the classroom behaviors exhibited by teachers that influence self-efficacy in reading English language among pupils.
3. To assess the relationship between classroom behaviors and self-efficacy in reading English language among selected pupils.

1.4 Research Questions

These research questions will guide the study:

1. Would there be a certain level of self-efficacy in reading English language among selected pupils in Cocody Municipal Abidjan, Côte d’Ivoire?
2. Would there be particular classroom behaviors that will be exhibited by teachers that influence self-efficacy in reading English language among pupils?
3. Would there be a relationship between classroom behaviors and self-efficacy in reading English language among selected pupils?

1.5 Research Hypotheses:

            The following hypotheses were postulated which will be tested at 0.05 level of significance:

H₀₁: There is no significant difference in the level of self-efficacy in reading English language among selected pupils in Cocody Municipal Abidjan, Côte d’Ivoire.

H₀₂: There is no significant relationship between the classroom behaviors exhibited by teachers and self-efficacy in reading English language among pupils.

H₀₃: There is no significant correlation between classroom behaviors and self-efficacy in reading English language among selected pupils.

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1.5 Significance of the Study

The beneficiaries of the study on the topic “Assessment of Classroom Behaviors on Self-Efficacy in Reading English Language among selected Pupils in Cocody Municipal Abidjan, Côte d’Ivoire” can include:

The primary beneficiaries of this study are the selected pupils in Cocody Municipal, Abidjan. By assessing classroom behaviors and their impact on self-efficacy in reading English, the study aims to identify effective strategies that can enhance pupils’ confidence and competence in English language reading skills.

The study findings can benefit teachers by providing insights into the classroom behaviors that influence pupils’ self-efficacy in reading English. This information can help teachers adapt their instructional approaches, classroom management techniques, and support systems to foster a positive learning environment and enhance pupils’ self-belief in their English reading abilities.

The research outcomes can be valuable for school administrators in Cocody Municipal, Abidjan, as they can gain a better understanding of the factors influencing pupils’ self-efficacy in reading English. This knowledge can assist administrators in making informed decisions about curriculum development, teacher training, and resource allocation to improve English language education in their schools.

The study contributes to the existing body of knowledge on the relationship between classroom behaviors and self-efficacy in reading English. Researchers and academics in the field of education can benefit from the study’s findings, potentially leading to further research, theoretical advancements, and evidence-based practices to support pupils’ language learning and self-efficacy.

The research outcomes can inform policymakers in Côte d’Ivoire about the importance of creating supportive classroom environments for enhancing pupils’ self-efficacy in reading English. Policymakers can use these insights to develop educational policies and initiatives that promote effective teaching practices, teacher training, and resources allocation for English language education in the country.

The study can provide parents and guardians of the selected pupils with an understanding of the classroom behaviors that influence their children’s self-efficacy in reading English. This awareness can help parents and guardians support their children’s language learning at home and collaborate effectively with teachers and schools to create a conducive learning environment.

1.6 Scope and Delimitation of the Study

            The scope of the study encompasses several key aspects related to self-efficacy in reading English language among selected pupils in Cocody Municipal Abidjan, Côte d’Ivoire. It specifically focuses on assessing the pupils’ self-efficacy levels, examining the classroom behaviors exhibited by teachers and their impact on self-efficacy, exploring the relationship between classroom behaviors and self-efficacy in reading English language within the classroom. However, the study also has certain limitations. Firstly, its findings may not be applicable to other regions or countries due to its specific geographic focus. Secondly, it primarily concentrates on self-efficacy in reading English and may not cover other language learning aspects or proficiency levels. Additionally, the study’s results may not be representative of the entire pupil population in the region as they rely on a specific sample of selected pupils. Moreover, the use of self-reported data from the pupils introduces the potential for biases or inaccuracies. Lastly, the study does not consider external factors beyond classroom behaviors and environment that could influence self-efficacy in reading English language.

1.7 Operational Definitions of Terms

Assessment: The process of collecting and evaluating data, information, or evidence related to classroom behaviors and their impact on self-efficacy in reading English language among selected pupils in Cocody Municipal, Abidjan, Côte d’Ivoire. This includes gathering relevant data, analyzing it, and drawing conclusions based on the findings.

Classroom Behaviors: Observable actions, responses, or conduct exhibited by pupils within the classroom setting. These behaviors can include active participation, engagement, attentiveness, cooperation, listening skills, adherence to classroom rules, and other related behaviors that may influence self-efficacy in reading English language.

Self-efficacy: The belief in one’s ability to successfully accomplish a specific task or achieve a desired outcome. In the context of this study, self-efficacy refers to pupils’ confidence in their ability to read and comprehend the English language.

Reading: The process of decoding written words, understanding their meaning, and extracting information or ideas from written text. Reading involves the application of phonics, vocabulary, comprehension strategies, and other related skills necessary for understanding English language texts.

English Language: The language of instruction and communication used in the selected pupils’ classroom environment. It includes the study and use of English vocabulary, grammar, pronunciation, and the ability to comprehend and produce written and spoken English.

Selected Pupils: Refers to a specific group of pupils chosen for the study based on predetermined criteria. These pupils may be selected randomly or through a purposeful sampling method to represent a particular population or subgroups within the Cocody Municipal, Abidjan, Côte d’Ivoire context.

Cocody Municipal, Abidjan, Côte d’Ivoire: Refers to a specific geographic location in Côte d’Ivoire, specifically the municipality of Cocody within the city of Abidjan. The study focuses on assessing classroom behaviors and their impact on self-efficacy in reading English language among pupils within this specific context.