| Summary: | 博士 === 國立彰化師範大學 === 輔導學系 === 83 === The purpose of this study was to examine the effects of the
multimodal guidance program on learning performance and physio-
psychological adjustment of elementary students. Subjects were
all fifth-grade students. The experimental group included
1,340 students in 32 classrooms, while the control group
included 1,328 students from the other 32 classrooms. There
were 32 teachers who participated in this study; they were
either master or subject-spcialized teachers. These teachers
had attended a two-day multimodal guidance program workshop and
carried out classroom guidance courses based on the teacher''s
manual. Before and after the treatment, the subjects in both
experimental and control groups received the following
criterion measures: "learning and study strategies", "language
achievement", "mathematics capacity", "children anxiety", and
"school attitudes". The master teachers of both experimental
and control classrooms evaluated their students,the "classroom
behavior" before and after the experiment. Seven variables(
effective learning strategies, ineffective learning strategies,
language achievement, mathematics capacity, anxiety, school
attitudes , and classroom behavior) were used to evaluate the
effects of the treatment and to test the hypotheses in this
study. After receiving five units of the treatment, six
classrooms in the experimental group were given the
intermediate evaluation of the program, in order to evaluate
the guidance effect during half way of the experiment. The
teachers filled out the activities feedback sheet after
finishing each unit of the program and gave their suggestions.
The results of this study were given. Based on the findings of
this study, several suggestions concerning about the promotion
and implementation of classroom guidance in elementary schools
and the future study of the multimodal guidance program were
given.
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