재량활동 시간을 활용한 의생활교육 프로그램이 초등학생의 의생활 태도에 미치는 효과

Abstract

This research has been studied to prove if the clothing education program during discretional activity class effects on the clothing attitude of elementary school students. In order to verify the effect, we assume the null hypothesis, there is a no difference all directions(before and after, right and left), between clothing attitude achievement grades of the experimental group and the control group by designing the clothing education program for discretionary activity class of elementary schools. Two fifth grade classes from ‘S’ elementary school located in Bupyeong-gu, Incheon, were selected as an experimental group and control group for the research. The clothing education program has been applied to the experimental group for discretional activity class for nine weeks, from the first week of September 2008 to the fifth week of October 2008, and it has not been applied to the control group. The effect after application of the program has been analyzed by using the all-direction (before and after, right and left) comparing experimental design method. The result from the study is as followings. First, the null hypothesis has been rejected because there was significant difference at 5% on all of clothing interest of clothing attitude, clothing independence, clothing satisfaction, and clothing managing level, resulting from verifying the left-right difference between clothing attitude of the experimental group and of the control group. Therefore, it is proved that clothing education program effects positively on the improvement of clothing attitude of the experimental group. Second, the null hypothesis has been rejected because there was significant difference at 5% on all of clothing interest of clothing attitude, clothing independence, clothing satisfaction, and clothing managing level, resulting from verifying the before-after difference between clothing attitude of the experimental group and of the control group. Therefore, it is proved that clothing education program effects positively on the improvement of clothing attitude of the experimental group. Third, we could confirm that students’ interests and practice will about clothing habits, from the analysis of their essays, clothing practice self-reports, journals, descriptions on school homepage after self-valuation following to clothing education program. Fourth, we could observe, from the analysis result of students’ behavior after applying the clothing education program, students have proper clothing attitudes and they practice feasible and reasonable clothing habits by themselves. Fifth, students were also asked if something has changed after taking clothing education program. They said, they get interested in clothing even though they did not before, and they realized they could handle their behavior based on their own clothing habits which they used to depend on their parents before. Also, we found that, from the students’ answers, they should make efforts by themselves to have proper clothing attitude, clothing education program effects positively on students’recognition and behavior change.