Evaluation of Instruction Designed to Enhance Positive Attitudes toward Growth in Fourth-Grade Elementary School Children

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  • Ishii Yumiko
    The Joint Graduate School (Ph.D. Program) in Science of School Education, Hyogo University of Teacher Education
  • Nishioka Nobuki
    Graduate School of Education, Hyogo University of Teacher Education

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Other Title
  • 発育に関する肯定的態度の育成を目指す小学校４年生を対象とした指導の評価
  • ハツイク ニ カンスル コウテイテキ タイド ノ イクセイ オ メザス ショウガッコウ 4ネンセイ オ タイショウ ト シタ シドウ ノ ヒョウカ

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Abstract

<p>Background: Children’s attitudes toward growth are likely to be negative during puberty. Therefore, elementary school physical education of Japan aims to provide affirmative instruction. However, such instruction is usually not evaluated, partly owing to the absence of standards for related scale development. A scale to assess elementary school children’s attitudes toward growth was developed by the author in a previous study. This scale makes it possible to evaluate the instruction provided.</p><p>Objectives: This study aimed to evaluate a program for enhancing attitudes toward growth among fourthgrade children at a public elementary school in Japan.</p><p>Methods: The study was conducted using a quasi-experimental design. A group of 29 boys and 32 girls from two fourth-grade classes participated in the six-session program designed to enhance attitudes toward growth. The control group consisted of 34 boys and 39 girls from the fourth grade of another public elementary school. To evaluate effects, a pre-test was administered before the first session, a post-test after the sixth session, and a follow-up test was administered one month after the intervention. The tests comprised the scale evaluating attitudes toward growth and a self-esteem scale. For process evaluation, understanding of program contents and impression regarding body-related changes were examined at the post-test, and the program was looked back on. Preliminary and post surveys were conducted for the control group using the same scales. The study period was from January to March 2018. Complex factor ANOVAs were conducted, presupposing a group and time factor for effect evaluation; a one-factor ANOVA was performed to determine a factor at a particular time in the intervention group and to check the continuity of the intervention effect.</p><p>Results: (1) A group × time interaction was not significant in overall attitudes toward growth. However, this interaction was significant in the subscale, “positive feelings about body type, "which increased only in the intervention group. (p<.05).</p><p>(2) A group × time interaction was significant in the group with lower pre-test scores for “positive feelings about body shape, "which also increased only in the intervention group. (p<.05).</p><p>(3) The degree of understanding of the program was high. Negative feelings about changes in both body shape and function were reported by 13 children (24.1%), respectively. Overall, most of the children adopted positive attitudes.</p><p>Conclusion: The program was effective with respect to “positive feelings about body type.” The program was also effective for groups with lower pre-test scores for “positive feelings about body type.”</p>

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