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Empathetic and pro-social awareness among primary school students : A case study of Beaconhouse school system


Fatima, Rehan Dar (2015) Empathetic and pro-social awareness among primary school students : A case study of Beaconhouse school system. Doctoral thesis, Asia e University.

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Abstract

The study was based on the premise that primary school students had the required cognitive skills but lacked affective skills, empathetic and pro-social skills in particular. In the first part of the study, document analysis of the English language curriculum and textbooks from grades1-5 were done to prove that empathetic and pro-social themes were underrepresented in them. Moreover, regular English primary language classes were observed for the same purpose and with the additional purpose to observe the same skills in students and teachers. The second part of the study was an intervention in which teachers were apprised to incorporate empathetic and prosocial themes in lessons. Part III of the study noticed if the use of cognitive-affective lessons raised awareness among students about the said themes, significantly affected their interest in academic work and improved teacher behaviour of the same. Furthermore, it took an overview of the importance parents gave to the development of such skills at home. The findings from document analysis revealed that empathetic and pro-social themes were underrepresented in the curriculum and textual content. Observations of the regular lessons proved a highly cognitive focus and depicted teachers as inadequate role models for the said skills. The observations of integrated cognitive-affective lessons brought forth a significant increase in student interest in academic work and raised awareness about the stated themes. This was also authenticated by teachers and students in focused group interviews. The findings from parents‟ questionnaires revealed that the stated skills were taught in theory and not in practice. The study was significant in terms of raising the importance of the stated skills in an educational set up and prove that a cognitive-affective approach in schools could prepare helpful and caring individuals for the society.

Item Type: Thesis (Doctoral)
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: School of Education & Cognitive Science
Depositing User: Ms Nur Liyana Abd Halil
Date Deposited: 17 Aug 2017 09:28
Last Modified: 23 Nov 2017 09:05
URI: http://ur.aeu.edu.my/id/eprint/96

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