교육연극이 초등학생의 자아개념 형성과 사회성 발달에 미치는 효과 Effectiveness of Drama-in-Education on Elementary School Students in Thier Development of Self-Concept and Sociality원문보기
The purpose of this research is to verify the effectiveness of drama-in-education on senior elementary school students in their formation of self-concept and development of sociality through examining the subjects in a drama-in-education experiment. The following questions were set forth to achieve ...
The purpose of this research is to verify the effectiveness of drama-in-education on senior elementary school students in their formation of self-concept and development of sociality through examining the subjects in a drama-in-education experiment. The following questions were set forth to achieve the purpose of the research. Does drama-in-education have positive effects on elementary school students in their formation of self-concept? Does drama-in-education have positive effects on elementary school students in their development of sociality? In order to answer these questions, the following hypotheses were set. Compared to the control group, the experimental group which experiences drama-in-education will exhibit a statistically meaningful increase in the measurement of self-concept formation. Compared to the control group, the experimental group which experiences drama-in-education will exhibit a statistically meaningful increase in the measurement of sociality development. To verify the above hypotheses, an experiment was administrated to 83 subjects, from two sixth-grade classes at Elementary School in Daegu, divided into two groups. One is an experimental group with 42 students getting a two-hour drama-in-education program a week for ten weeks, to a total of 20 hours. The other is a control group with 41 students without any drama-in-education program. For the design of the experiment, the Pretest-posttest Control Group Design was applied. The drama-in-education program used in the experiment was organized to fit to the purpose of this research, based on the patterns of drama-in-education as suggested by Byong-uk Min and Sang-kyu Shim(20n) and the ideas in Drama-in-Education with Children by Sokuupnoli(2002). To verify the effectiveness of the drama-in-education program, the following processes were applied. The Self-Concept Test and Sociality Test were given to both the experimental and control groups as a pre-test. The drama-in-education program was provided only to the experimental group. At the end of the experiment, the Self-Concept Test and Sociality Test were given again to both the experimental and control groups as a post-test. For the statistical analysis of the data from the experiment, a t-test analysis was undertaken, using SPSS WIN 10.0. The summary of the analysis results is as follows: First, the individuals in the experimental group experienced the drama-in-education program made a statistically meaningful increase, compared to those in the control group, in the Self-Concept Test with the level of significance of .01 (P < .01). Second, the individuals in the experimental group experienced the drama-in-education program made a statistically meaningful increase, compared to those in the control group, in the Sociality Test with the level of significance of .01 (P < .01). In conclusion, drama-in-education makes positive effects on elementary school students in their formation of self-concept and development of sociality.
The purpose of this research is to verify the effectiveness of drama-in-education on senior elementary school students in their formation of self-concept and development of sociality through examining the subjects in a drama-in-education experiment. The following questions were set forth to achieve the purpose of the research. Does drama-in-education have positive effects on elementary school students in their formation of self-concept? Does drama-in-education have positive effects on elementary school students in their development of sociality? In order to answer these questions, the following hypotheses were set. Compared to the control group, the experimental group which experiences drama-in-education will exhibit a statistically meaningful increase in the measurement of self-concept formation. Compared to the control group, the experimental group which experiences drama-in-education will exhibit a statistically meaningful increase in the measurement of sociality development. To verify the above hypotheses, an experiment was administrated to 83 subjects, from two sixth-grade classes at Elementary School in Daegu, divided into two groups. One is an experimental group with 42 students getting a two-hour drama-in-education program a week for ten weeks, to a total of 20 hours. The other is a control group with 41 students without any drama-in-education program. For the design of the experiment, the Pretest-posttest Control Group Design was applied. The drama-in-education program used in the experiment was organized to fit to the purpose of this research, based on the patterns of drama-in-education as suggested by Byong-uk Min and Sang-kyu Shim(20n) and the ideas in Drama-in-Education with Children by Sokuupnoli(2002). To verify the effectiveness of the drama-in-education program, the following processes were applied. The Self-Concept Test and Sociality Test were given to both the experimental and control groups as a pre-test. The drama-in-education program was provided only to the experimental group. At the end of the experiment, the Self-Concept Test and Sociality Test were given again to both the experimental and control groups as a post-test. For the statistical analysis of the data from the experiment, a t-test analysis was undertaken, using SPSS WIN 10.0. The summary of the analysis results is as follows: First, the individuals in the experimental group experienced the drama-in-education program made a statistically meaningful increase, compared to those in the control group, in the Self-Concept Test with the level of significance of .01 (P < .01). Second, the individuals in the experimental group experienced the drama-in-education program made a statistically meaningful increase, compared to those in the control group, in the Sociality Test with the level of significance of .01 (P < .01). In conclusion, drama-in-education makes positive effects on elementary school students in their formation of self-concept and development of sociality.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.