ERIC Number: ED231767
Record Type: RIE
Publication Date: 1982-Jun
Reference Count: 0
Affective Evaluation of the Elementary Methods Courses at Southern Utah State College.
Smith, Roger M.
This study sought to determine if changes occur in preservice students' self-concepts during the quarter they are enrolled in an elementary education methods course. Subjects were 24 elementary education majors in their junior or senior year prior to student teaching. Pre- and post-testing instruments were the Tennessee Self-Concept Scale (T.S.C.S.) and a student questionnaire assessing the students' attitudes toward their teacher education program. The null hypothesis tested was that there would be no significant difference in self-concept as measured by the T.S.C.S. in students' scores at the end of the course. Findings indicated that the null hypothesis could not be rejected. Results differed on the T.S.C.S. and the student questionnaire on students' attitudes toward their teacher education program. The questionnaire indicated a stronger response to a positive self-concept change, while the T.S.C.S. scores reflected only a significant score. It was concluded that the findings from the T.S.C.S. combined with the questionnaire seemed to support the idea that a positive change in student self-concept had begun although not at significant levels. Scores from the T.S.C.S. and student questionnaire are included. (JD)
Descriptors: Affective Objectives, Attitude Change, Course Evaluation, Elementary Schools, Higher Education, Individual Development, Methods Courses, Preservice Teacher Education, Program Evaluation, Self Actualization, Self Concept, Student Attitudes, Teacher Attitudes, Teacher Behavior, Teacher Education Curriculum
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A