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:: Volume 11, Issue 2 (Vol11 No2 Summer 2024- 2024) ::
J Child Ment Health 2024, 11(2): 17-33 Back to browse issues page
The effectiveness of storytelling on shyness, empathy, and academic progress of Persian course of bilingual students
Mohammad Rahimi1 , Firouzeh Sepehrianazar * 2, Esmael Soleimani2
1- Faculty of Literature and Humanities, Urmia University, Iran & Faculty of Literature and Humanities, Urmia University, Iran
2- Department of Psychology, Faculty of Literature and Humanities, Urmia University, Iran
Abstract:   (1623 Views)
Background and Purpose: Reading stories play a significant role in language learning, getting to know cultures, learning morals, and increasing listening skills. This study aimed to investigate the effectiveness of storytelling on shyness, empathy, and academic progress in the Persian course of bilingual elementary school students.
Method: The research method was a semi-experimental study with a pre-test-post-test design and one control group. The statistical population included all the bilingual primary school students of the 3rd to 6th grades of Baneh City in 2021. First, 338 students were selected by cluster random sampling method from the statistical population. In the final stage, 30 students with the highest scores on the shyness test were selected as the study sample and were placed in two experimental (including 15 students) and control groups (including 15 students) randomly. The experimental group participated in storytelling sessions for 11 sessions of 90 minutes for two months, While the control group received no intervention. To collect data, the Empathy Questionnaire of Davis (1980), Cheek-Briggs' Shyness Questionnaire (1990), and the teacher-made Persian course test were used, which were administered in two stages, pre-test and post-test, on both experimental and control groups. To consider ethical considerations at the end of the study, two storytelling sessions were held for the control group. In the end, the data were analyzed using multivariate and univariate analysis of covariance tests in SPSS24.
Results: There was a significant difference between the experimental and control groups in the studied variables. Storytelling had the most impact on distress and social withdrawal (F=26.78, P<0.001), empathic concern (F=46.42, P<0.001), and progress in the Persian course (F=17.22, P<0.001).
Conclusion: Storytelling helps the students to be aware of the impact of their behavior on the feelings of others, as a result, their empathy increases. Also, when students repeatedly read stories to their classmates, their shyness decreases, and reading stories strengthens the Persian language of bilingual students and, as a result, their academic progress. It is suggested that storytelling be held as a separate curriculum or together with Persian lessons for primary school students.
Article number: 2
Keywords: Academic progress, empathy, persian course, shyness, storytelling
Full-Text [PDF 1694 kb]   (2424 Downloads)    
Type of Study: Research | Subject: Special
Received: 2023/11/10 | Accepted: 2024/06/22 | Published: 2024/09/23
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Rahimi M, Sepehrianazar F, Soleimani E. The effectiveness of storytelling on shyness, empathy, and academic progress of Persian course of bilingual students. J Child Ment Health 2024; 11 (2) : 2
URL: http://childmentalhealth.ir/article-1-1387-en.html


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Volume 11, Issue 2 (Vol11 No2 Summer 2024- 2024) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
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