Opetusmenetelmän merkitys prososiaalisessa oppimisessa : auttamiskäyttäytymisen edistäminen yhteistyöskentelyn avulla koululiikunnassa

Abstract

The purpose of this study was to show that it is possible to develop prosocial behavior - in this case helping behavior - in the school by using the cooperative teaching method. The quasi-experimental study comprising four groups ran from 15 August 1989 to 31 May 1990. In experimental groups 1 and 2, the cooperative teaching method required that the pupils did their physical exercises in pairs. One of the pair was the first doer while the other acted as observer correcting, demonstrating and helping both physically and psychologically. The aim throughout was to learn the subject together as well as possible. Only the observer communicated with the teacher. In experimental group 1 (N = 20) the girls were in the same pairs for three weeks and were thus able to be paired with almost everybody in the group during the experiment. In experimental group 2 (N = 24) the pupils themselves chose their own partners for every lesson. Experimental group 3 (N = 27) worked using the command style. The control group (N = 24) received no information or instructions from the researcher. The information about helping behavior was collected by two questionnaires and a sociometric test at the beginning and end of the experiment. The pupils' physical skills were also tested. The results showed that group 1 developed significantly more helping behavior than the other three groups. The pupils in group 1 were more willing and motivated to help and provide support both physically and psychologically, give instructions and also showed more ability at helping behavior. Unlike the other groups they showed themselves able to work without being bound all the time to the teacher and accepted their pairs as working partners. Experimental group 2 did not produce the results that were expected. It would seem that prosocial development is not greatly furthered by working with the same partner all the time. This study suggest that it is possible to develop helping behavior even during the school lesson if children are given the opportunity for practising such behavior with different peers.