The Effect of Integrating Board Game with Class Counseling Program on Peer Interactions for Elementary School 4th Grader Students

• Main Author: 殷雅玲
• Other Authors: 王以仁
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/g5j9m3

碩士 === 國立嘉義大學 === 輔導與諮商學系研究所 === 106 === The main purpose of my research was to discuss the instant and continuous effects of integrating board games with class counseling program on promoting peer interactions for the elementary school 4th grader students. The study applied the unequal pretest-posttest control group method. The two classes of 4th grader students among one of Tainan Municipal Elementary Schools were subjected, and these students were divided into the experimental group and the control group. The experimental group accepted the situation about integrating board games with class counseling program at the 5th integrated activity class period time in every Monday and Thursday. This study would go on for 40 minutes per time, 10 times of 5 weeks. But the control group didn’t attend this study and followed their original integrated activity class. The instrument utilized to examine the effects of the program was “Elementary Students Peer’s AdaptionInventory.” The instrument mainly examined peer interactive relationship. All students were examined the pre-testing, the post-testing and a four-weeks later post-testingwith deferring test. . The researcher applied ANCOVA or Nonparametric Statistics, and Johnson-Neyman method to analyze the data from pre-test, post-test and follow-up test, and explore the experimental effects. In addition, the experimental group filled in the feedback worksheets as the evidences and supplementary data of my research result (as the subsidiary data of the assessment program course). According to the results and discussions, I presented the research results as the followings: 1. The integrating board games with class counseling program on promoting peer interactions for the elementary school 4th grader students was immediately targeted effects but not deferring effects. 2. The integrating board games with class counseling program on promoting peer reliance for the elementary school 4th grader students was not immediately targeted effectsbut was targeted deferring effects ( continuous effects ). 3.The supplementary data showed: the positive relationship between the experimental group’s interaction dimension and reliance dimension was going on increasing, but the negative relationship between competition dimension and conflict dimension was going down dropping. Finally, based on the results, suggestions for learning guidance and further researchers were provided in this study.