Integrating Social-Emotional Learning into Mathematics Instruction: Impact on Achievement and Attitude of Secondary School Students in Tamil Nadu, India

Abstract

This study investigates the impact of integrating Socio-Emotional Learning into mathematics instruction on the achievement and attitude of secondary school students in Tamil Nadu, India. The study specifically aims to assess the impact of SEL-integrated instruction on students’ mathematics achievement and attitudes, and to design and evaluate teacher training for integrating SEL into mathematics instruction. Grounded in principles of clinical psychology and educational counselling, the SEL-based approach emphasizes the development of self-awareness, emotional regulation, empathy, and responsible decision-making among learners. The study involved two sections of Class IX students, taught by two trained mathematics teachers, who participated in the SEL-integrated mathematics intervention conducted over one academic year (2024–2025). Data were analyzed using Pearson’s Product Moment Correlation and independent samples t-test. An experimental-control group design was employed, with pre- and post-tests administered to assess students’ attitudes toward mathematics and academic performance. The findings reveal that students exposed to SEL-integrated instruction demonstrated a significant improvement in both their attitude toward mathematics and their academic achievement, as compared to the control group. Statistical analysis indicated a positive correlation between improved attitudes and enhanced mathematical performance. The study also presents a structured socio-emotional learning model with clearly defined instructional phases, highlighting the importance of emotional engagement, collaborative learning, and reflective practice in mathematics education. Despite limitations such as a small sample size and single-site implementation, the research offers compelling evidence for the effectiveness of SEL-based teaching strategies in promoting holistic learning. The results underscore the need for innovative, student-centred pedagogies to foster both cognitive and emotional development, especially in traditionally rigid subjects like mathematics.