A quasi-experimental control group design study to determine the effect of integrating character education into a high school social studies curriculum through storytelling.

摘要

The purpose of this study was to offer evidence for the development of student character through the integration of historical storytelling into a social studies classroom. A quasi-experimental study was conducted to determine the effect of character education through historical storytelling integrated into a United States history curriculum on student commitment to ethical goodness. The study took place in a public high school in Savannah, Georgia. Student commitment to ethical goodness was measured by a paired samples t-test on pretests and post-tests taken by students. The overall study demonstrated that participants did not exhibit a statistically significant change in commitment to ethical goodness as a result of these treatments. There was no statistically significant change in either the experimental or the control groups.