チームワーク形成を目的としたPBL型教育の効果測定 : 研修評価アプローチによる検討

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  • Evaluation of a team building program for Japanese high school students based on the Kirkpatrick’s 4-Level Approach

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Abstract

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Teamwork plays fundamental roles in groups and organizations alike. It is a teamwork that enables members of the groups to accomplish more than all of the members could do if each are working alone. Of particular importance to both practitioners and researchers involves with how effective teamwork could be achieved and sustained in early stages of school lives. Furthermore, it is essential to assess/evaluate if and how team development intervention actually work in school settings. The main purpose of this study was to examine the effectiveness of a team-building program for high-school youths by partially adapting a measurement framework based on the Kirkpatrickʼs 4-Level Approach (FLA). Two intervention groups (N=126 and 90, respectively) received the program along with another group (N=118) received other school curricula in order to be served as a control (comparison) group. Data were collected at five points in time concerning Level 1 (Reaction), Level 2 (Learning), and Level 3 (Behavior) for the two intervention groups and twice in time (pre and post) concerning Level 3 (behavior) for the control group. Both cross-sectional and longitudinal data analyses based on the quasi-experimental design indicated that the early teambuilding intervention indeed worked by revealing the sustainable effects in Reaction (L1) and Learning (L2) as well as the incremental effects in Behavior (L3). Some different patterns of effects were also evidenced, such that the intervention was especially effective for students whose degrees of teamwork were comparatively low at the first stages of the study; yet not very (and some were adversely) effective for those who already possessed a certain level of it at first stages.

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