Date Approved

7-3-2002

Embargo Period

5-19-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall S.

Subject(s)

Fourth grade (Education); Moral education (Elementary)

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this study was to show that students would benefit from learning about character education in a classroom setting. This study used scores from a pre-test and post-test which was designed with character development scenarios taken by fourth grade students in a rural elementary school after they participated in a character education unit.

Eighteen (n = 18) participated in this quasi-experimental study. The results were analyzed to find the significance of the relationship between the students' scores on the pre-test and post-test. The Sign test indicated there was no significant change between the scores on the pre-test and the scores on the post-test (p = 0.582, α = .05). Therefore, it was concluded that students who participated in a character education unit did not show a significant change between their scores on the pre-test and post-test.

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