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Effectiveness of teaching religious concepts through the stories on anger control and student's moral development
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Seyedjavad Mirmehdipour1    , Shirin Zeinali *2 , Mohammad Hossein Asgarizad naghadeh1 |
1- urmia university
2- urmia university , sh.zeinali@urmia.ac.ir |
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Abstract: (528 Views) |
Objective: the aim of the present study was the effectiveness of teaching religious concepts based on stories on anger control and student's moral development.
Method: This study was a quasi-experimental study with an experimental and control group. At first, the educational package was extracted, then reviewed and approved by experts in terms of content validity using the content validity ratio index and content validity index methods. The statistical population was the sixth grade male students of Khalig Fars School in Urmia who were studying in 2023-24 and 30 students were selected as available and they were randomly divided into two experimental and control groups and received religious concepts in the form of stories for 13 sessions by the third author in the audio-visual hall of the Khalig Fars School. It should be noted that before the training sessions, both groups were given a pre-test and a post-test at the end. In this study, the students completed the Lotfabadi moral development (2009) and parents completed Mohammad Karimi anger (2012) questionnaires in the pre- and post-test stages, and the data of the study was analyzed by Multivariate Analysis of Covariance (MANCOA) using Spss-21 software.
Result: The results showed that the teaching of religious concepts by the story method led to an increase in the growth of moral development (p<0.05) and a decrease in 6th grade student's anger (P= P<0.001).
Conclusion: From the results of the study, it can be concluded that the use of educational methods such as stories based on Iranian Islamic culture is effective in improving children's behavior and cognition.
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| Keywords: aggresion, moral development, story, religious concept |
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Full-Text [PDF 1897 kb]
(131 Downloads)
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Type of Study: Applicable |
Subject:
Special- quantitative
Received: 2024/12/10 | Revised: 2025/04/12 | Accepted: 2025/02/1 | ePublished ahead of print: 2025/03/5 | Published: 2025/04/12 | ePublished: 2025/04/12
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