| Popis: |
This study examined the effects of a social skills curriculum, delivered by a school counselor through large group guidance, on the behavior of sixth-grade students. More specifically, the following question was addressed: How do the behaviors of sixth- grade students who receive instruction in social skills differ from those who do not? The nonequivalent control group design was utilized. Students were selected from five intact classrooms. Two of the five classes were randomly assigned to the treatment group and two were randomly assigned to the control group. The fifth class was not involved in the study. A total of 77 students participated in the study. The treatment group consisted of 38 students and the control group was made up of 39 students. The treatment was implemented once a week for ten weeks and each session lasted approximately 45 minutes. Pre-test and post-tests were administered using the Social Skills Rating System (SSRS). The teacher, as well as the students completed the SSRS. Analysis of variance was used to compare the pre and post-test scores between the treatment and control group. Paired Sample T-Tests were used to compute differences between pre and post-test scores for each variable on the Social Skills Rating System (SSRS) within the treatment group and within the control group. No statistically significant differences were found between the treatment and control groups. Qualitative data that was gathered portrayed different findings. The students, the teacher, and the counselor reported improvements in social skills after the social skills instruction was implemented. |
