Browsing by Subject "mixed methods -tutkimus"

Previous studies have shown that social-emotional skills can be taught in schools. The purpose of this study was to plan and conduct an intervention that can successfully develop students' social-emotional competence. The goals of the intervention were to answer to the students' individual needs and influence the social problems of the class as well as shape the social field of the classroom. The intervention was executed in the context of a research practicum. The research question that guided the study is; what kind of development in students' social-emotional skills and sociometric status can be found due to the implemented intervention, and how does the teacher of the class assess the intervention. This study was carried out by using a mixed methods approach. The focus group that took part in the intervention consisted of the students of one classroom (N = 24) and their teacher who also oversaw the research practicum. The quantitative data of the study was collected by using a multisource assessment of social competence scale. The data of self and teacher ratings was then analysed by using a paired samples t-test. The qualitative data of the study consisted of the interviews of both the teacher and the students. The acquired material was analysed by using content analysis and factual analysis. The students also took a sociometric test before and after the intervention. The results of the analysed quantitative data showed no statistically significant improvement on the student's self ratings of social competence. The teacher's assessments showed significant development on only one dimension of the scale. This was explained by the size of the sample and the students' developed understanding of social-emotional competence. However, the sociometric results showed substantial development in the status of peer rejected students and showed that no child was systematically excluded from the peer group after the intervention. The interviews also attested that both the students and their teacher found the intervention to have greatly improved the situation of the class. The teacher also found the contents and overall execution of the intervention practical and solidarity improving. The results were consistent with the findings of previous studies.