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Effects of an affective education pr...

Wayne State University.

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Effects of an affective education program upon the academic achievement of fourth-grade students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effects of an affective education program upon the academic achievement of fourth-grade students./
作者:	Pettapiece, Sandra Marie.
面頁冊數:	221 p.
附註:	Adviser: Leonard Kaplan.
Contained By:	Dissertation Abstracts International54-02A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9310705

Effects of an affective education program upon the academic achievement of fourth-grade students.
Pettapiece, Sandra Marie.

Effects of an affective education program upon the academic achievement of fourth-grade students. - 221 p.

Adviser: Leonard Kaplan.

Thesis (Ed.D.)--Wayne State University, 1992.

This study posed three questions to examine the effectiveness of an affective education program and explore the relationship between affect and cognition in a midwestern suburban school district.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Effects of an affective education program upon the academic achievement of fourth-grade students.
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100 1 $a Pettapiece, Sandra Marie. $3 1257229
245 1 0 $a Effects of an affective education program upon the academic achievement of fourth-grade students.
300 $a 221 p.
500 $a Adviser: Leonard Kaplan.
500 $a Source: Dissertation Abstracts International, Volume: 54-02, Section: A, page: 0421.
502 $a Thesis (Ed.D.)--Wayne State University, 1992.
520 $a This study posed three questions to examine the effectiveness of an affective education program and explore the relationship between affect and cognition in a midwestern suburban school district.
520 $a Question one asked: Will an affective education program increase affective behaviors. Trained observers collected data with the (TAB). With a.05 alpha level the 45 TAB behaviors were analyzed by employing the Mann-Whitney U. The treatment was TRIBES, which was designed to promote social development and cooperative learning. Students in the treatment group demonstrated statistically significantly more of the following four behaviors: seeks agreement from another; seeks information from another; offering materials upon request; and remaining passive when a response is indicated.
520 $a Question two asked: Will the inclusion of an affective education program improve achievement in reading. Question three asked: Will the inclusion of TRIBES improve achievement in mathematics. The Kruskal-Wallis analysis of variance and a.05 alpha level were applied to the pretest and posttest data collected with the MEAP. No statistically significant difference was found between the treatment and control groups in reading or mathematics.
520 $a The following conclusions were drawn: students engaged in an affective education program may be more willing to interact with learning stimuli, including people; they attend and respond more to stimuli; they may be more open-minded; they may be more willing to share materials and ideas; and while the use of the TRIBES program did not seem to increase achievement as measured by the MEAP, it had no negative impact upon achievement.
520 $a Since affective behaviors are a de facto part of education and because this study suggested the above positive outcomes, the following recommendations were made: affective education be thoughtfully and carefully implemented; teachers be trained in implementing affective education across the curriculum; affective education be viewed as a process not a program; and further research be conducted in this complex and controversial area.
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650 4 $a Education, Elementary. $3 516171
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792 $a 1992
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