The effects of a cross -cultural instructional intervention on the generalizable interpersonal relations skills of students in secondary vocational programs
Abstract
The purpose of this study was to examine the effects of a cross-cultural instructional intervention on the generalizable interpersonal relations skills of students in secondary vocational programs. The population consisted of a treatment and a control group. There were 65 students in each group. Each group was administered a pretest and posttest. The instrument contained directions, demographic information, and items. The experimental group received the intervention during a six-week period. The dependent variable was generalizable interpersonal relations skills as measured by the Generalizable Interpersonal Relations Skills Performance Assessment (GIRSPA). The independent variables included a generalizable interpersonal relations skills cross-cultural instructional intervention, gender, ethnicity, and school. The data were analyzed using the Statistical Analysis System (SAS) available at the Purdue University Computing Center (PUCC). Frequencies, percentages, means, and standard deviations were computed. A repeated measures analysis of variance design was used. The findings indicated that those students receiving the Cross-cultural Instructional Intervention had significantly higher generalizable interpersonal relations skills achievement than those students not receiving the intervention. It was recommended that cross-cultural instruction include differences with which students can relate more easily, such as gender and age. The benefits of cultural awareness should be closely linked to students' experiences at home, school, and the work place and directly related to their personal and professional success.
Degree
Ph.D.
Advisors
Greenan, Purdue University.
Subject Area
Vocational education|Curricula|Teaching|Bilingual education|Multicultural education
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