Title page for etd-0607115-132408


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URN etd-0607115-132408
Author Lien-Hsien Kuo
Author's Email Address No Public.
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Department Education
Year 2014
Semester 2
Degree Master
Type of Document
Language zh-TW.Big5 Chinese
Title Applying character and moral education to increase junior high school students’ integrity recognition and self-reflection capability
Date of Defense 2015-07-06
Page Count 106
Keyword
  • honesty
  • introspection
  • junior high
  • students
  • moral education
  • scales
  • Abstract The aim of this study is to investigate to enhance both the cognition of honesty and the introspective ability of junior high students through the implementation of moral education. Quasi-experimental research method was adopted in this study. The data used in this study came from 84 students of three second grade classes of a junior high school in Qianzhen District of Kaohsiung City. Experimental group A implemented ten weeks moral education teaching and introspection. Experimental group B only implemented the reading of moral education articles. And control group implemented neither moral education teaching and introspection nor the reading of moral education articles. The scales were tested before and after the teaching. The feedback of the experimental course were gathered both from the students and teachers. All the data were examined by one-way analysis of variance for independent and dependent samples and one-way analysis of covariance for independent samples. Additionally, with the analysis of the qualitative data, the hypotheses would be proved right or not.
    Findings:
    The quantitative data showed that, in three times of the test, only experimental group A reached significant level in honesty scale, and the three times of the test didn't reach significant level in introspection scale; besides, experimental group B and control group didn't reach significant level in honesty and introspection scale. The qualitative data, of the learning sheets, checklist and interviews with the teachers and students, showed that experimental group A had significant progress in the cognition of honesty and the introspective ability. And experimental group B had no significant progress in the interviews with the teachers and students.
    Advisory Committee
  • Huang, Chin-Fei - chair
  • Wen Cheng - co-chair
  • Li-Ming Chen - advisor
  • Files
  • etd-0607115-132408.pdf
  • Indicate in-campus at 0 year and off-campus access at 1 year.
    Date of Submission 2015-07-08

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