2020 Volume 20 Issue 1 Pages 3-11
Two sessions of social and emotional learning (SEL) were conducted to sixth graders so as not to avoid close contact among children. As a result, a high goal achievement rate was observed in the lesson that replaced role-playing in small groups with modeling by representative children. However, the same results were not obtained in the lesson style in which every child interacted with each other in the classroom. Children with low social abilities in the teacher’s evaluation showed a lower goal achievement of the lessons but indicated improved scores in social abilities.
