Effectiveness of a carpet weaving training program with a cooperative learning approach on self-esteem of slow-paced adolescents

Document Type : Original Article

Authors

1 M.A. of Psychology and Education of Exceptional Children, Islamic Azad University, Sciene and Research Branch, Tehran, Iran.

2 Assistant Professor, Department of Psychology and Education of Exceptional Children, Islamic Azad University, Science and Research Branch, Tehran, Iran.

3 Assistant Prof. Department of Psychology and Education of Exceptional Children, School of Literature, Social, and Humanities. Science & Research Branch, Islamic Azad University.

Abstract

 The purpose of the present study was to study the effectiveness of a carpet weaving training program with a cooperative approach on self-esteem of slow-paced adolescents. The method of this study was semi-experimental with pretest-posttest design and a control group. The participants in the research were slow-paced students of the first and second grades in a special education school in Tehran in 2017 & 2018, who were 118 students. Twenty-four students from among them were randomly selected and assigned into the experimental and control groups (each group 12 students). 12 students of experimental group participated in this program, and the control group participated in the traditional carpet weaving training program. Rosenberg Self-Esteem Scale (RSES) (1965) was used to evaluate self-esteem, which were completed by the participants before and after the intervention. The obtained data were analyzed using Multiple Analysis of Covariance (MANCOVA), using statistical software SPPSS-25. The results showed significant differences (p<0/5) between the experimental and the control group in self-esteem, and it showed that all of these variables increased significantly after carpet waving training with the cooperative approach. At the end, it can be concluded that using carpet-weaving training with cooperative approach can be used for improving self-esteem in slow-paced adolescents

Keywords

References

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Empowering Exceptional Children
Volume 12, Issue 4 - Serial Number 4
February 2022
Pages 120-111

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History

  • Receive Date: 21 August 2021
  • Revise Date: 03 September 2021
  • Accept Date: 21 October 2021

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