| Summary: | 碩士 === 高雄師範大學 === 教育學系 === 97 === Effects of Video Instruction of Life Education on the Self-Concept, Life-Values and Life-Adjustment of Senior Primary Students
Abstract
Purposes of this study are to design the life educational video instruction for senior students in elementary school and explore immediate and sustained effects of video instruction of life education on the self-concept, life-values and life-adjustment of students. This study adopted the quasi-experimental research method. The samples were 66 Kaohsiung primary students in the sixth grade. They were divided into the experimental group (33 students) and the control group (33 students). The experimental group received 11 videos in the period of 11 weeks, totally 34 classes. The control group does not receive the video instruction during the period. Three evaluations were used in this study including "Scale on self-concept of primary student," "Scale on life-values of primary student" and "Scale on life-adjustment of primary student". Both groups had to take a pre-test before the treatments. Within one week, we have the first post-test after treatments. Then, we have the second post-test five weeks later. The collected data was analyzed using one-way analysis of covariance（ANCOVA）and two-way ANCOVA. The auxiliaries of teaching observations, learning list, the curriculum feedback, parent’s feedback, semi-structured questionnaire are used to assess the effect of experiments. The results were shown as follows:
1. Senior primary students enjoy the video instruction of life education including the content of self-concept, life-values and life-adjustment. The courses were shown the positive impact and the feasibility.
2. There is an immediate improvement of the self-concept "family self" after the video instruction of the life education. However, the situation is unsustainable. There is no immediate improvement and sustainable effect on "individual self" and "individual self".
3. In video instruction of life education, there is a significant interaction of the self-concept "family self" between gender and two experimental groups. Moreover, the female students obtained the outstanding results.
4. The video instruction of life education is help for the establishment of the positive life-values. There is an immediate improvement in "self-awareness" but it’s unsustainable. There is no immediate improvement on "meaning of life", "self-determination" and "attitude of life and death" but they are sustainable.
5. In video instruction of life education, there is a significant interaction of the life-values "meaning of life" between gender and two experimental groups. The better results were obtained by female students.
6. There is a positive effect on the life-adjustment of students after video instruction of life education. Because of the emotional management, interaction and communication skills, the effect is not significant. In order to obtain the stable growth, students have to continue to strengthen the life-adjustment.
7. The senior primary students like the educations of watching video, integration games and the activity of experience.
8. The video instruction of life education can effectively convey the life-values of life fighters. Their spirit is a model for students. The struggle of celebrity aroused high interest and motivation to imitate.
9. The interaction of family and peer affects the effectiveness of video instruction of life education.
According to research results, we provide a preliminary study and comments for teachers in life education and school administration.
Keyword: life education, video instruction, self-concept, life-values, life-adjustment
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