Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. THE TEACHING OF INTERPERSONAL RELATIONSHIP SKILLS BY USING THE PROGRAMMED INSTRUCTIONAL METHOD. A thes is presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University. Pennee Kuntavong ~1979 ABSTRACT This thesis examines the acquisition of interpe rsonal skills by a sample of undergraduate students enrolled in the education course at Massey University . A programmed text develop e d by the experimenter , was used to train the subjects in these skills . Three groups , two experimental and one control , with eight sub j ects each served as the sample for the study . The first experimental group worked with a programmed text , a tutor and audio-visual materials . The second experimental group, worked with the programmed text alone . The third, acting as a control group , did not have any materials or training sessions. It was expected that the second experimental group with only a programmed text would develop as effective interpersonal skills as the first group, without the addition of audio­ visual resources and a tutor. Analysis of the data revealed that the subjects in the first experimental group showed the greatest improvement in interpersonal skills . The second experimental group had significantly better results than the control group but nevertheless was inferior to the first experimental group . It was concluded that whilst the most productive means of inculcating communication skills was by the interaction of a programmed text, a tutor and audio- visual materials, a programmed text alone was of value in developing inter­ personal skills. ACKNOWLEDGEMENTS This study was achieved with the co-operation and support from many individuals . In particular I wish to give my deep appreciation to: The many staff and post-graduate friends in the Education Department, Massey University. The group of Sunday School children . The students from the Counselling and Guidance Diploma Course 1978 at Massey University . The students in Ed . 332 Innovation in Teaching Strateg ies and Ed . 131 Learning and Teaching 1978 at Massey University . Mr Eric Ascroft who made the Experiment run . Selwyn Cathcart for technical contributions. Joe Hough who helped complete the retention test session . Hazel Hayward for transforming scripts into final copy. The Eustace family for their warmth and hospitality, and the Steffen's family for their warm support . Professor Hill for his special kindness and concern. Graham Woolford and Stephen F Steffens for serving as raters. Roselyne Dixon for proof-reading. Stephen F Steffens who helped facilitate and clarify concepts and ideas . Pravin Singh for his meaningful and worthwhile questions and suggestions. Mike Brennan for his suggestions, concern and help in clarifying my expressions in the programmed text, tests and script excerpts . Dr Hunt and Gary Hermansson who stayed beside me, shared with me their warmth and respect all the way through. ACKNOWLEDG EMENTS LIST OF TABLES CHAPTER I CHAPTER II CHAPTER III CHAPTER IV CHAPTER V BIBLIOGRAPHY APPENDIX TABLE OF CONTENTS INTRODUCTION REVIEW OF LITERATURE Research in Classroom Interaction Advantages of Indirect Influence Teacher As Facilitator Empathy Respect The Human Resource Development (HRD) Teaching Model Acquiring Interpersonal Skills Training Effects The Development of Relationship Training Programmes Programmed Instruction Methodology METHODOLOGY Subjects Teaching Materials Teaching Procedures Testing Instruments Testing Procedures Statistical Analysis RESULTS DISCUSSION AND CONCLUSION iv vi 1 7 7 11 13 14 14 17 19 20 21 23 27 27 27 29 31 32 34 35 48 53 60 Table 1 2 LIST OF TABLES Withall's Int e raction Analysis Categories Fl anders' Int e raction Analy s is Cat e gories 3 Means an d Sta nd a rd Deviations of the Dis c rimination Scores for all Groups 4 Me ans and Standard Deviations of the Communication Scores for all Groups 5 6 7 8 9 10 11 12 Analysis of Variance of Discrimination and Communication Pre-test Analysis of Variance of Discrimination and Communication Post-test Comparison of Post-Test and Retention-Test Discrimination Scores Comparison of Post-Test and Ret e ntion-Test Communication Scores Multiple Regression of the Variables Influencing Discrimination Post-Test Performance Multiple Regression of the Variables Influencing Communication Post-Test Performance Summary of Multiple Regression Analysis of Treatments and Pre-Test on Discrimination Post-Test Summary of Multiple Regression Analysis of Treatments and Pre-Test on Communication Post-Test 8 9 36 36 39 40 41 42 44 45 46 47 Chapter I INTRODUCTION Within Thai society one can frequently witness a traditional style of relationship between young people and members of the older generation . Young people, according to Thai custom, are expected to show complete respect and obedience to their elders. This is generally manifested in a passive, non-questioning, and submissive attitude in the presence of their superiors. This cultural pattern is evidenced clearly in the interactions between teachers and students. The authoritarian teacher is very much the basis of the Thai educational system. Teacher attitude and behaviour in the classroom serves to reinforce the traditional pattern of respect and obedience by students. It is usual to find students who appear to be good listeners, but who are rather inactive in their interactions with teachers. It would appear that this passivity has its source in the traditional culture where an individual's outwardly quiet dis­ position is regarded as a positive expression of respect towards elders. A more active stance is usually perceived by teachers, lecturers, parents and older members of the society as an indication of disrespect. Active student participation in class­ room interactions hardly occurs. The role of the teacher involves the use of power with confidence to manage and control events in the classroom. This particular type of interaction has similarities with more traditional relationships between teachers and students in western societies. Hargraves (1972:139) indicates that the teacher has power which derives from many sources - from his status as an adult, from his traditional authority as a teacher, and from his expertise in the subject matter he is teaching. The traditional interaction between teacher and student can be demonstrated as in Figure 1. Figure 1. Teacher l Student Figure 1. Traditional teacher-student relationship. Figure 1 illustrates one way communication between teacher and student in traditional approaches. It does not allow a humanizing approach to learning and teaching which would be characterized by both parties being actively involved. This approach is continued by a lack of understanding of the importance of active and reciprocal student-teacher interactions. The consequences of teacher dominated pedagogy within the Thai educational system would seem to be: unquestioned teacher control over organization and transmission of knowledge. uncritical and passive student reactions to bodies of knowledge. absence of meaningful and beneficial active communication between teacher and student. prevalence of student apathy, lack of personal development and meaningful learning. An increase in the teachers' awareness of the importance and value of developing effective two-way communication would assist in changing these kinds of consequences towards more active involved learners. 2. Schofield (1972:80) stated that "the art of teaching is a process by which an individual, aided by certain material resources, initiates students into mastery of selected knowledge, skills or 3. attitudes. Therefore ... careful attention must be given to all the components of the process: communication, material resources, the student and the body of knowledge, skills and attitudes, which are constantly changing." From this standpoint, the following model of teaching can be d emonstrated: Figure 2. Teacher Student skills ----------~ § skills attitudes------- ------)• attitudes knowledge----- ---- knowledge -(- - material resources----• material resources mastery and more expert- Figure 2. Schofield's teacher-student interaction model. This teaching model shows an awareness of the importance of communication. It also highlights the recognition of students as vital elements in the teaching-learning process. Gage (1968) indicated that the most effective teacher at any level of education is one who humanizes his classroom, treats every student with respect, and makes each individual feel significant as a person. He also provides students with well­ defined standards of values, demands for competence, opportunity to discover knowledge and concepts for themselves and guidance towards the solution of problems. Maslow (1971:189) stated that "the thing that the teacher or helper should do is to accept the person and help him learn what kind of person he is already. What is his style, what are his aptitudes, what is he good for, not good for, what can we build upon, what are his good raw materials , his good potentialities?" The foundation for meaningful teaching and learning is effective communication. This is largely the responsibility of the teacher . Teachers must help students to explore, understand and act on their personal worlds making use of the students' own ideas, attitudes and skills. A major question is the appropriateness of this type of interaction within the Thai educational system and society. To consider the students' frame of reference may be threatening to the Thai teacher who may fear a loss of respect leading to dis­ ciplinary problems. Traditional Thai society believes that only strict teachers can promote good classrooms . To emphasize interpersonal relations in the classroom situation could lead to a change from power based on age and status to mutual respect with an acknowledgement of a skills difference . Presently some directors or other managerial staff are younger than their workers. The older and lower status workers do maintain respect for younger leaders - a respect based on their knowledge and skills. This indicates that in Thai society there are some examples of alternative relationships . For minimizing disciplinary problems in school, there are 4. some research findings that demonstrate the advantages of effective communication. Stoffer (1970), for example, indicated that the problems of discipline often arise from the teacher's lack of understanding of the pupil's immediate experience, infringement either purposely or accidentally on the student's dignity, or insincere communication . Harbach and Asbury (1976) found that negative behaviours decreased when teachers initiated facilitative conversation and communicated empathic understanding 1 to students with behaviour problems . 1 Empathic understanding here involves the teacher's ability to understand the student ' s experiences from "inside" and a sensitive awareness of the way the process of education and learning is seen by the student . This evidence suggests that the advantages of effective communication far outweigh any disadvancages for disciplinary control, and there is nothing at this point to suggest that it would be different in Thai society. 5. The i mplications for social change arising out of this approach would be far reaching and may be resisted for a time. However, with increased western influence on the Thai society, traditional teacher-student relationships are weakening or declining . Relation­ ships are now becoming less rigid and less formal . One contributing factor for this is that there are increasing numbers of teachers who have been trained in psychological and educational theory. This knowledge is derived from western textbooks. Also, a teacher is not the only source of knowledge as in the past . Students can learn from other media . In line with this, it is suggested that Thai teachers should pay attention to and develop the skills of effective communication in order to accentuate the positive aspects of such changes which are taking place. Training in interpersonal skills usually requires the aid and interaction of experts in training situations . In Thailand, where this sort of expertise is scarce, an alternative approach to teach­ ing may initially be necessary . This author will be returning to Thailand in the near future and would like to work in the area of teacher behaviour. A question is whether any alternative approach would aid in the acquisition of interpersonal skills at an adequate level . Programmed instruction may be an appropriate method . It has the advantages in that : it allows the students to work at their own pace . it is a useful substitute for experts especially if experts are unavailable . it provides frequent opportunity for students to actively respond to subject matter, and offers immediate feedback to them as to the accuracy of responses . training in skills needs time for learners to incorporate the ideas . A programmed text may be used as a means of introducing the knowledge of effective communication . 6. The purpose of this study is to determine the effectiveness of using a programmed text in the field of training in inter­ personal skills. It is hoped that the outcome of this investigation would provide useful indications as to the value of using only a programmed text, especially in a situation where there is a scarcity of training resources and personnel.