The Effects of incorporating Prosocial Behavior into the Learning Area of Integrated Activities Teaching in the Third Grades of Elementary School

• Main Authors: WANG TSAI FENG, 王彩鳳
• Other Authors: CHIU AI LING
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/09302514478928589745

碩士 === 國立高雄師範大學 === 教育學系 === 93 === The main purposes of the study were to design a program that was suitable for the third grades and explore the effects of prosocial behavior teaching. The pretest-posttest nonequivalent group design was adopted. Two classes of 3rd grade students were selected to participate in this study. 35 students was assigned to the experimental group instructed by arousing prosocial behavior program included 12 units , and 34 students as the control group who didn’t receive any treatment. The study employed of both quantitative and qualitative methods. On the quantivative part, the study designed the Prosocial Behavior Questionnaire to conduct pretest, posttest, and follow-up measures. The data were analyzed by using the analysis of covariance. On the qualitative part, data collection included feedback sheets, self-checklists of the subjects, teaching reflective journals, and interview records used to cross-verify the results of this study. The results of this study were summarized as follows: 1. The quantitative analysis: The experimental group’s posttest scores were significantly higher than the control group’s on “caring disposition prosocial behavior”, “caring performance prosocial behavior”, “helping disposition prosocial behavior”, “helping performance prosocial behavior”, and “total score”, but two out six dimensions were not significantly different， which were “cooperation disposition prosocial behavior” and “cooperation performance prosocial behavior, respectively. The results of the follow-up measures in the sixth week after finishing the experimental program were the same as the ones of the prottest scores. To sum up, according to the Prosocial Behavior Questionnaire, the significant immediate effectiveness showed only on 4 parts of the scale, but in the sixth week after finishing the experimental program showed the same 4 dimensions of the scale. It meant that the effectiveness of the prosocial behavior teaching has carried over. 2. The qualitative analysis: According to the data collection of these feedback sheets, self-checklists of the subjects, teaching reflective journals, and interview records, most students who express positive attitudes toward the prosocial behavior teaching showed some concret behavior about caring, helping, cooperation disposition and performance prosocial behavior, such as empathy, consolation, sharing, understanding, consideration, being a giver and a supporter, etc. In conclusion, the study showed the same results between the qualitative and quantitative analyses on the caring, helping disposition and performance prosocial behavior parts. This study , in sum, revealed that the effectiveness of enhancing children’ prosocial behavior was generally positive. Finally, according to the results, some useful implications were discussed and suggestions for education and future research were also provided.