Table of Contents
Abstract. 2
CHAPTER ONE.. 6
INTRODUCTION.. 6
1.1 Background to the Study.. 6
1.2 Statement of the Problem... 7
1.3 Objectives of the Study.. 8
1.4 Research Questions. 8
1.5 Research Hypothesis. 8
1.6 Significance of the Study.. 9
1.7 Scope of the Study.. 9
1.8 Limitations of the Study.. 10
1.9 Organization of the Study.. 10
CHAPTER TWO.. 12
REVIEW OF RELATED LITERATURE.. 12
2.1 Introduction.. 12
2.2 Theoretical Review.. 12
2.2.1 Behaviorist Theory.. 12
2.2.2 Cognitive Development Theory.. 13
2.2.3 Social Learning Theory.. 13
2.2.4 Ecological Systems Theory.. 14
2.3 Conceptual Review.. 14
2.3.1 Overview of Key Concepts. 14
2.3.2 Behavioral Interventions. 15
2.3.3 Cognitive-Behavioral Approaches. 15
2.3.4 Peer-Mediated Interventions. 16
2.3.5 Technology-Based Interventions. 16
2.3.6 Ecological Approaches. 17
2.3.7 Mixed-Methods Approaches. 17
2.3.8 Cultural Considerations. 18
2.3.9 Parent and Family Involvement. 18
2.4 Empirical Review.. 18
2.5 Summary of Literature Review.. 21
Chapter Three.. 22
Research Methodology.. 22
3.1 Introduction.. 22
3.2 Research Design.. 22
3.3 Population and Sample.. 22
3.4 Data Collection Methods. 23
3.5 Research Instruments. 23
3.6 Procedure.. 23
3.7 Data Analysis Techniques. 24
3.8 Ethical Considerations. 24
3.9 Conclusion.. 24
CHAPTER FOUR.. 25
DATA ANALYSIS AND INTERPRETATION.. 25
4.1 Preamble.. 25
4.2 Socio-Demographic Characteristics of Respondents. 26
TABLES BASED ON RESEARCH QUESTIONS.. 29
4.3 Analysis of the Respondents’ Views on Research Question one:. 29
4.4 Testing Hypothesis. 43
DISCUSSION OF FINDINGS.. 44
CHAPTER FIVE.. 47
SUMMARY CONCLUSION AND RECOMMENDATIONS.. 47
5.1 Summary of Findings. 47
5.2 Conclusion.. 48
5.3 Recommendations. 49
REFERENCES.. 50
Research Questionnaire.. 53
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Social skills are fundamental abilities necessary for effective interaction, communication, and relationship-building, crucial throughout an individual's life. However, for children, mastering these skills can be particularly challenging, requiring guidance and structured teaching methods. As such, the evaluation of social skills teaching methods becomes paramount in ensuring children develop the necessary competencies for successful social interactions. This introduction provides an overview of the importance of evaluating such methods and the impact it has on children's social development.
Effective evaluation of social skills teaching methods involves assessing various approaches, including direct instruction, modeling, role-playing, and social stories, among others. These methods aim to enhance children's understanding and application of social skills in diverse contexts, such as school, home, and community settings. By evaluating these methods, educators and parents can identify the most effective strategies tailored to individual children's needs, thereby optimizing their social development journey (Gresham, 2002).
Research in this field emphasizes the significance of evidence-based practices in designing and implementing social skills interventions for children. Rigorous evaluation not only ensures the efficacy of teaching methods but also contributes to the refinement and advancement of intervention approaches over time (Bellini & Akullian, 2007). Furthermore, evaluations provide valuable insights into the factors influencing the effectiveness of social skills teaching, including the age, developmental level, and specific needs of the children involved (Sutherland & Oswald, 2005).
1.2 Statement of the Problem
The evaluation of social skills teaching methods for children presents a critical challenge in educational and developmental psychology research. Despite the recognized importance of social skills in children's overall well-being and success, there remains a lack of comprehensive understanding regarding the most effective teaching approaches and their impact on diverse populations of children. This gap in knowledge hinders the development of evidence-based interventions tailored to individual needs and contexts (Jones & Freiberg, 2019).
Moreover, the variability in children's developmental trajectories and the complexity of social interactions pose additional obstacles to the evaluation process. Children exhibit a wide range of social skill levels, developmental stages, and underlying factors that influence their ability to learn and apply social skills effectively. Consequently, identifying standardized evaluation criteria and methodologies that accommodate this diversity becomes crucial for accurately assessing the efficacy of teaching methods and informing intervention practices (Matson et al., 2010).
1.3 Objectives of the Study
The main objective of the study is to examine Evaluation of Social Skills Teaching Methods to Children. Specific objectives of the study are:
- To compare the effectiveness of different social skills teaching methods:
- To identify factors that influence the success of social skills training
- To develop evidence-based recommendations for social skills instruction
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- Do children who participate in social skills training programs using method A show greater improvement in social competence compared to children who participate in programs using method B?
- How do factors such as child age, learning style, or group size influence the effectiveness of social skills training programs?
- What are the key components of a social skills training program that lead to the most positive outcomes for children?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no significant difference in the effectiveness of various social skills teaching methods for children.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the Child Education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analysed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organisations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Aylward Schools. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
