S, Behera. (1997). Effect of Role Playing Model of Teaching Social Sciences on The Awareness of Social And Cultural Values In High School Students. Unpublished. Ph.D., Education. Kurukshetra University, Haryana.
The objectives of the study were: (1) To find out the effect of Role Playing Model on social values of high school students with respect to improvement in ability to analyze social values. (2) To find out the effect or Role Playing Model of Teaching on social values of high school students with respect to improvement in development of empathy towards others. (3) To find out the effect of Role Playing Model of Teaching on cultural values of high school students with respect to improvement in ability to analyze the cultural values, value identification, value preference and value exploration.
The hypothesis of the study were: (1) There exist significant effect of Role Playing Model of Teaching on the improvement in ability to analyze social values of high school students. (2) There exists significant effect of Role Playing Model of Teaching on the improvement in development of empathy towards others of high school students. (3) There exists significant effect of Role Playing Model of Teaching on the improvement in ability to analyze cultural values of high ability to analyze cultural values of high school students. (4) There exists significant effect of Role Playing Model of Teaching on the improvement in value identification of high school students. (5) There exists significant effect of Role Playing Model of Teaching on the improvement in value performance of high school students. (6) There exists significant effect of Role Playing Model of Teaching on the improvement in value exploration of high school students.
The sample comprised of 80 students of Bindu Mahadev High School, Bhadarak (Orissa). There were two sections and both the sections were taken.
The tools used were Raven’s Progressive Matrices (1961), and Socio-economic Status Scale developed by the investigator.
The research was experimental in nature. The treatment had two levels, namely, Role Playing Model (RPM) and Conventional Method. Lesson Plan formats and Worksheets were also used.
Three value tests were developed and standardized by the investigator namely – Value Identification Scale, Value Preference Test and Value Exploration. Apart from the measures of central tendency and dispersion, multivariate analysis was used to analyze the data. The analysis included Trend Analysis’ also. However, where the F-ratio was found significant, the data were analyzed with the help of t-test.
The findings of the study were: (1) Treatment helped in improving the mean scores of students in case of ability to analyze social values. Students taught through RPM attained higher mean scores than the students taught through conventional method. (2) Role Playing Model of teaching proved to be effective in improving the mean scores of students in case of ability to analyze social values. (3) The trend of improvement on different occasions was linear and the direction of the trend was positive and upward, meaning thereby that mean scores for ability to analyze social values went on increasing with treatment. (4) The trend of improvement on different occasions in case of Role Playing Model of teaching was linear and the direction of the trend was upward. It shows that mean scores for ability to analyze social values went on increasing with the treatment of RPM when measured with different occasions. (5) In case of conventional method, the trend of improvement on different occasions was not linear and the direction of the trend was negative. (6) The case studies showed that there was a perceived change in the social values and further remarkable change was found in the behaviour of students when exposed to different treatments. (7) There was a change in all the four cases with regard to social values like using argument and analogies during discussion. (8) The students who were exposed to RPM showed a change in their thinking. They began to think logically and put forward their arguments in an acceptable manner. They developed an assumption that logically was more convincing than aggressiveness. (9) The students who were exposed to RPM began to rationalize their stand on social values during controversial situation. They were able to give actual alternative to the Role Player during enactment for the solution of social problems. They did not deem it right that dictatorship or authoritarian behavior of seniors or parents had to be followed blindly. Rather they developed a belief that there is social welfare in the values preached by the parents. (10) The participation in the group increased in the subjects belonging to RPM treatment group. Because in this treatment group teacher encouraged every student to participate in the discussion. The subjects were having freedom to come forward with their own point of view and this ultimately changes their shyness and reserve behavior. (11) In case of the students exposed to conventional teaching, a marginal improvement towards their social values and behavioral change was observed. Still some students were little aggressive while putting their point of view before others. It was also observed that they were functioning for social values only under the fear of sin that had been indoctrinated by their parents and teachers on elders. It is concluded that treatments played an important role in the improvement of social values in respect to development of empathy towards other among high school students. The RPM of teaching provided students more opportunity to sharpen their abilities. That is why; the students of RPM groups became open-minded, rational in thinking, systematic in dealing with social problems, active in group discussion and enactment, co-operative and rich in values etc. in comparison to conventional group. They changed their behavior while dealing with others, they began to arrange their argument logically and rationalize their thinking during preferences of social and cultural values. (12) Treatment helped in improving the mean scores of students in case of ability to analyze cultural values. Role Playing Model of teaching was more effective in improving the scores of students in ability to analyze cultural values as compared to conventional method. (13) Levels of intelligence also affected the mean scores of students in case of ability to analyze cultural values. Low intelligent students attained higher scores in comparison to high intelligent students. (14) The trend of improvement on different occasion was linear and the direction of the trend was upward. Meaning, thereby, that the mean scores for ability to analyze cultural values went on increasing with the treatments. (15) Role Playing Model of teaching was found to be more effective in improving the ability to analyze cultural values of low intelligent students. (16) In case of RPM, the trend of improvement on different occasions was linear and the direction of the trend was upward. Meaning thereby the scores for ability to analyze cultural values went on increasing with the treatment of RPM when measured at different occasions. (17) In case of conventional method, the trend of improvement on different occasions was not linear and the direction of the trend was negative and downward. (18) In case of value of ideal citizenship, RPM was more effective in developing the ability to identity matters pertaining to the value of ideal citizenship. (19) Testing occasions also effected the improvement in scores for the value of ideal citizenship. Students attained higher scores after the treatment of RPM. (20) Both treatments were found to be more or less equally effective for the value of co-operation i.e. RPM and conventional. (21) Testing occasions affected the improvement scores for the values of co-operation. The students’ scores increased after the treatment. (22) Levels of intelligence affected the value of cooperation. High intelligent students attained higher scores than low intelligent students after the treatment. (23) Different levels of socio-economic status had its effect on value of co-operation. High SES students scored higher marks than low SES students after the treatment. (24) The interaction among treatment, intelligence and SES affected the value of co-operation of students belonging to low intelligent and high SES group secured higher marks when exposed to RPM. (25) Role Playing Model of teaching was found to be more effective than conventional method in developing the ability to identify matters pertaining to value of brotherhood. (26) Testing occasions affected the improvement in scores for the value of brotherhood. Students scored higher after the treatment. (27) In case of value of discipline, both the treatments were found more or less equally effective in developing the ability to extrapolate the matters pertaining to value of discipline. (28) Testing occasion also affected the value of discipline. Students attained higher marks after teaching through RPM. (29) The treatments, RPM and conventional method were found to be more or less equally effective in developing the ability to identify the matters pertaining to the value of scientific outlook. (30) Testing occasions affected the value of scientific outlook as students scored higher marks after the treatment in occasion II. (31) Levels of intelligence had impact upon the students’ ability of differentiation for the value of scientific outlook. High intelligent students attained higher scores than low intelligent students after the treatment of RPM. (32) RPM was found to be more effective than conventional method in developing the ability to identify different values viz., ideal citizenship, co-operation, brotherhood, discipline and scientific outlook for the total scores scored on value identification scale. (33) Testing occasions also affected the improvement in total scores attained on value identification scale. (34) RPM was found to be more effective in case of high intelligent students. The high intelligent students scored higher marks after the treatment. (35) RPM as a treatment was effective in changing the preferences for all the five values namely, ideal citizenship, brotherhood, co-operation, discipline and scientific outlook. (36) The values of brotherhood and discipline were ranked as 1 and 5 (same) before and after the treatments by students. In other words students did not change their preference on the values of brotherhood and discipline even after the treatment. (37) RPM was found to be more effective than conventional method for value exploration. After the treatment when students were exposed to RPM they scored higher than their counterparts i.e. students belonging to conventional group. (38) Levels of intelligence had affected the students’ ability on value exploration. High intelligent students achieved higher scores than low intelligent students when exposed to RPM. (39) Testing occasions also effected the value exploration of students. Students attained higher scores after the treatment of RPM.
Keyword(s): Role Playing Model, Social Sciences, Social And Cultural Values , Awareness, Social Science Education, Teaching Strategy, High School Students