The Impact of Social-Emotional Learning Skills Programs on Social Development Among Primary School Students

Abstract

The aim of this research was to investigate the impact of teaching social-emotional learning skills program on social development  among  primary–school students in Urmiya, ?ran.    Therefore, 64  primary-school students (32 male and 32 female) were randomly selected through cluster sampling who ranged were in age 11 to 12  years old (fifth grade) of Urmiya city, and were placed in experimental and control groups (each group 32 participant). Before administering skills training to the experimental group, the   Vineland Social Maturity Scale (117 items) was administered to both groups as pre-test. Then   prepared program of social-emotional learning program, was administered to the experimental group in 12 sessions, each sessions about 45 minute . After finishing the instructions, the  Vineland Social Maturity Scale was administered to both groups again as a post–test. Data analysis was achieved through the t-test and Gain Scores.  The results showed that  the  prepared program training had been effective in increasing the social development of primary-school students in the experimental group. (p?0/0001,t=9/10).   Based on this result, enhancing social development with a view of promoting social-emotional skills across different educational levels can be a practical objective.

Keywords: Social-emotional skills learning, Social development, Primary-school students