Cognitive based classroom streaming, self-esteem, and peer relationship among secondary school students in Lira District

Abstract

The purpose of the study was to establish the relationship between cognitive based classroom streaming, self esteem and peer relationship among secondary school students in Lira district. It specifically examined: the differences in the level of self esteem and peer relationship between low and high ability group of students taught under cognitive based classroom streaming, the relationship between self esteem and peer relationship and the mediating role of self-esteem on the relationship between cognitive based classroom streaming and peer relationship. The study adopted purely quantitative research approach employing both correlational and cross sectional comparative survey research design. Valid and reliable self administered questionnaires were used to collect data. A total of 278 students from three secondary schools were selected using purposive and systematic random sampling techniques. Data were coded and analyzed using Statistical Package for Social Scientists (SPSS version 23). Hypotheses were tested using independent sample t-test, Pearson product moment coefficient correlation, and multiple regression analysis. Findings revealed that (a) there is a statistically significant difference in the level of self-esteem (t = 7.68, p<0.01) and peer relationship (t=4.37, p<0.01) between low and high ability group of students, (b) there is a statistically significant relationship between self esteem and peer relationship (r=0.44, p<0.01), and (c) self esteem has the potential to transfer the effect of cognitive based classroom streaming to students peer relationship (β =.25, reduced to β =.22, all significant at p<0.01). It was therefore concluded that, (a) cognitive based classroom streaming significantly influences students’ self esteem and peer relationship; (b) self esteem and peer relationship are significantly related (c) self esteem has the ability to transfer the effect of cognitive based classroom streaming to peer relationship. The study finally recommended that; schools need to adopt of homogeneous grouping, foster a safe and respected emotional environment, and help students improve on their self esteem.