The Effects of Prosocial Behavior Teaching on Gifted Students in Elementary School

• Main Authors: Chiu, Ju-Yu, 邱如鈺
• Other Authors: Chang, Sheng-Peng
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/98745936469868504345

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 96 === The main purposes of the study were to explore the effects of prosocial behavior teaching in elementary school. Research was based on Quasi-experiments design. The pretest-posttest nonequivalent group design was adopted. One class of 3rd grade talented students (29 people) and one class of fifth grade talented students (25 people) were selected to participate in this study. 54 students were assigned to the experimental group instructed by arousing prosocial behavior program included 12 units, and 55 students (27 people in third grades and 28 people in fifth grades) as the control group who didn't receive any treatment. The study employed of both quantitative and qualitative methods. On the quantitative part, the study designed the Elementary Students’ Prosocial Behavior Questionnaire to conduct pretest and posttest measures. On the qualitative part, data collection included unit-learning sheet, feedback sheets, self-improvement checklists, total units feedback sheets, teaching reflective journals, and interview records were used to evaluate the results of this study. The results of this study were summarized as follows: 1. Prosocial behavior of whole talented elementary school students was above average. No significant difference between different grades. 2. After adapted prosocial behavior teaching, all grades of elementary school students’ “prosocial behavior questionnaire” were noticeably improved except ”helping performance prosocial behavior”. 3. Fifth grades students behaved better than third grades on ”caring performance prosocial behavior”, ”corporation performance prosocial behavior”, ”corporation disposition prosocial behavior”, and ”prosocial behavior scale”. 4. Talented elementary students commented positive opinion on prosocial behavior program. Among all aspects, “curriculum schedule” and ”climate” were identified lower. In contrast, ”future curriculum demand” was identified highest. 5. Self-identification of talented elementary students was significantly improved after adapted prosocial behavior program. Class teacher believed conspicuous good effects were appeared on students themselves, climate, and students’ problem solving by arousing prosocial behavior program. The conclusion of this study was provided as a reference for talented class teachers, schools, education organization, and future relative researches.