The purpose of the study is in proving the effect of Korean music lesson on the social adaptation ability of children from multicultural families and non-multicultural families. For the verification, six Korean music teaching guides using project appr...
The purpose of the study is in proving the effect of Korean music lesson on the social adaptation ability of children from multicultural families and non-multicultural families. For the verification, six Korean music teaching guides using project approach were developed for and applied to 3rd grade students at “D” elementary school in Seoul, and changes in the children’s social adaptation abilities were measured through pre and post testing and interviews.
The teaching guides used for the study were developed based on advance research of project approach and theoretical backgrounds so as to make them adequate for 3rd graders, which were then proven by three experts for their content validity. The lessons were carried out six times, 45 minutes each, from September 2015 to October 2015. The subjects of this study who participated in the lessons were all 3rd grade students of “D” elementary school, of whom 24 were children from multicultural families and 65 from non-multicultural families. These students were divided into 4 different classes.
For the testing, the social adaptation ability testing tool validated by Soo Ja Lee (1994) and Seo Young Yoon (1998) with the ‘sociality’ section of the ‘Personality Analysis Test’ questionnaires (Won Sik Jung and Ho Gwon Kim,1992) was used. This testing tool is comprised of 40 questions in total, 10 for each subsection of family adaptation, interpersonal adaption, ego adaptation and emotional adaptation. With a five- point Likert scale (1 for not at all, 2 for no, 3 for neutral, 4 for yes and 5 for very much), higher points meant higher social adaptation ability. This tool had .846 of Cronbach's α, with each subsection having .893 (family adaptation), .872 (interpersonal adaptation), .924 (ego adaptation) and .890 (emotional adaptation) of Cronbach’s alpha, which are relatively good. In order to prove the effect, the data collected were quantitatively analyzed with frequency analysis, reliability analysis, X2hypothesis testing, independent samples t-test and paired-sample t-test using SPSS(Statistical Package for Social Science) Ver 19.0 statistics package program, and the results were drawn out of them. Furthermore, 5 children from multicultural families and 5 from non-multicultural families were interviewed to qualitatively analyze changes in the social adaptation ability of those who participated in the lessons.
Analysis results of this study can be summarized as below.
First, the pre and post testing showed meaningful differences in each subsection of family adaptation, interpersonal adaptation, ego adaptation and emotional adaptation, and in social adaption ability of students who have attended the project approach based Korean music lessons.
Second, when the students who have attended the project approach based Korean music lessons were divided into two groups, the multicultural group showed insignificant change with .16 points of improvement but the non-multicultural group showed meaningful change with .18 points of improvement.
Third, according to the pre and post testing of each subsection, the multicultural group showed .05 points of improvement in family adaption and non-multicultural group showed .07 points of improvement. Nevertheless, the differences shown by these two groups were both not meaningful. However, from the interview, it was found out that the children who have attended the project approach based Korean music lessons felt family support and positive emotions, which had an effect on their family adaptation ability.
Fourth, the pre and post testing of interpersonal adaptation showed insignificant improvement of .03points in the multicultural group but a meaningful improvement of .25 points in the non-multicultural group. And according to the interview, the children who have attended the project approach based Korean music lessons felt peer support and consideration for others, which had an effect on their interpersonal adaptation ability.
Fifth, the pre and post testing of ego adaptation showed meaningful improvement of .52 points in the multicultural group but insignificant improvement of .13 points in non-multicultural group. And according to the interview, the children who have attended the project approach based Korean music lessons felt higher self esteem, trust in their friends and family support, which had an effect on their ego adaptation ability.
Sixth, the pre and post testing of emotional adaptation showed insignificant improvement of .04 points in the multicultural group but meaningful improvement of .29 points in the non-multicultural group. And according to the interview, the children who have attended the project approach based Korean music lessons felt peer support, family support and sense of accomplishment, which had an effect on their emotional adaption ability.
Therefore, the project approach based Korean music lessons were proved to have a positive impact on the ego adaptation of children from multicultural families and on interpersonal adaptation and emotional adaptation of children from non-multicultural families by increasing interests in the lesson through peer cooperation and raising self confidence through enhanced sense of scholastic achievement. Besides, this study also confirmed the need for project based lessons that require voluntary participation of the children.
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