1- PhD student, Islamic Azad University, Research Branch, Islamic Azad University, Tehran. Iran
2- Ph.D. in Educational Sciences, Associate Professor, Research and Planning Organization, Research Institute, Tehran, Iran
3- Ph.D. in Philosophy of Education, Assistant Professor, Islamic Azad University, Tehran, Iran
2- Ph.D. in Educational Sciences, Associate Professor, Research and Planning Organization, Research Institute, Tehran, Iran
3- Ph.D. in Philosophy of Education, Assistant Professor, Islamic Azad University, Tehran, Iran
Abstract: (3687 Views)
Background and Aim: The purpose of this study was to study the effectiveness of teaching philosophy for children on student self-efficacy and its sustainability over time.
Materials and Methods: The present study was a quasi-experimental study with pre-test, post-test, follow up and control group. The population of this study included all male students of the first grade of high school in Rudsar in 1396-1396. Using a simple random sampling method, 50 male students with lower scores than self-efficacy were selected. Students were randomly assigned to experimental (25) and control (25 persons) groups. The experimental group received 9 sessions of 90 minutes of independent variable learning, the philosophy for children, but the control group did not receive intervention. After completing the educational program, both groups received a one-month post-test and follow-up. Self-efficacy questionnaires were used to collect data.
Results: The results of covariance analysis and t-test showed that there was a significant difference between the experimental and control groups in self-efficacy and the mean of the experimental group in the post-test and follow up of the control group was higher (P <0.05).
Conclusion: The findings of this study indicate that the teaching of philosophy for children has been effective in increasing self-efficacy of students in post-test and follow-up.
Materials and Methods: The present study was a quasi-experimental study with pre-test, post-test, follow up and control group. The population of this study included all male students of the first grade of high school in Rudsar in 1396-1396. Using a simple random sampling method, 50 male students with lower scores than self-efficacy were selected. Students were randomly assigned to experimental (25) and control (25 persons) groups. The experimental group received 9 sessions of 90 minutes of independent variable learning, the philosophy for children, but the control group did not receive intervention. After completing the educational program, both groups received a one-month post-test and follow-up. Self-efficacy questionnaires were used to collect data.
Results: The results of covariance analysis and t-test showed that there was a significant difference between the experimental and control groups in self-efficacy and the mean of the experimental group in the post-test and follow up of the control group was higher (P <0.05).
Conclusion: The findings of this study indicate that the teaching of philosophy for children has been effective in increasing self-efficacy of students in post-test and follow-up.
Type of Study: Original Research Article |
Subject:
Psychology
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