A Study on the Effect of the Application of Music Teaching Strategy in Small Group Guidance on Shy Children’s Self-concept --A Study on the Elementary School Fifth Graders

• Main Authors: Meeting- Ling Pan, 潘美玲
• Other Authors: Chu-Yen Lin
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/52302869943102507143

碩士 === 國立臺南大學 === 音樂教育學系碩士班 === 94 === Abstract This study aims to investigate the effect of small group guidance on shy children''s self-concept development. Effect on the self-concept development was explored through the experimental design of music teaching strategy in small group guidance to provide reference for future studies and implementation of group guidance . The subjects of this study were fifth-graders from an elementary school located in the San-min District, Kaohsiung City. Sixteen students who scored above 130 in the Shyness Scale by Lee (2004) were randomly assigned to the experiment group and the control group. This study adopted the design of the experiment group vs. the control group plus the pretest and the posttest. The experiment group received the treatment of small group guidance for twelve times in six weeks, while the control group did not. The Elementary School Children''s Self-Concept Scale developed by Wu and Ho (2000) was used as the pre-test before the treatment and the post-test after the treatment as well as the follow-up test four weeks after the treatment. The data collected from both groups were analyzed using descriptive analysis and variance analysis. Besides, the qualitative analyses of the experiment group were also conducted through the Feedback Sheet of Unit Activity, the Overall Feedback Sheet of the Group, and the Questionnaire on Activities to assist the assessment of the effect of the experiment. Conclusions drawn from the findings of this study are as follows: 1. On the whole, small group music counseling activities have significantly positive effect on shy children’s self- concept development. Significant differences in the self-concept development are shown in the areas of personal appearance and emotions, but not in the areas of family, school and body. 2. Four weeks after the treatment, the follow-up of the effect of the small group music counseling activities shows that significant influence remains. Significantly positive effects are shown on the self-concept of personal appearance and emotions, but not on that of family, school and body. Based on the findings of this study, suggestions were made for the future studies and school counseling work.