Keberkesanan modul pengajaran dan pembelajaran dalam perkembangan kecerdasan emosi murid-murid prasekolah
Socio-emotional development is among the main pillars in national preschool curriculum and emotional intelligence is a main element in this aspect of development. A preliminary study conducted by the researcher found that preschool teachers in Malaysia are having problems teaching the socioemotional...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2015
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/54687/25/NorAizalAkmalRohaizadPFP2015.pdf |
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| Summary: | Socio-emotional development is among the main pillars in national preschool curriculum and emotional intelligence is a main element in this aspect of development. A preliminary study conducted by the researcher found that preschool teachers in Malaysia are having problems teaching the socioemotional components due to the lack of specific teaching tools, structure and specific guidance in this teaching and learning element. In this study, a teaching and learning module was developed to help preschool teachers in the development of emotional intelligence of preschool children in Malaysia. This module was developed based on Gagne information Processing Theory, Bandura’s Social Learning Theory and Social Constructivism Vygotsky Theory and includes ten topics which cover all elements of emotional intelligence: identifying emotion, understanding emotion, controlling emotion and using emotion. Activities designed include all topics in the module. The effectiveness of this module was examined through an experimental study involving 100 preschool children who were assigned into either experimental group or control group. The modul was implemented by the teachers involved in the experiment group. The Sullivan Emotional Intelligence Scale for Children was adapted to measure Malaysian preschoolers’ emotional intelligence. The reliability scale was tested using Rarsch model and item reliability of 0.94 and person reliability of 0.93 were found. Emotional intelligence of the children in both experimental and control groups was measured in pre and post-tests. Independent and paired sample t-tests were used to compare the emotional intelligence scores. Results show significant increase of emotional intelligence in the experimental group but not for the control group even when one of the components of emotional intelligence was lower for the experimental group in the pretest. This module can be used as a good specific teaching tool for preschool teachers to help develop preschool children’s emotional intelligence. |
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