The aim of this study was to investigate the effect of spiritual curriculum on teaching students social skills. This is a quasi-experimental study with a pretest-posttest design with a control group and its available sampling has been done by random assignment. Thirty students studying in Shahreza girls' high schools were randomly assigned to the control and experimental groups. Both groups of pre-test students were used to determine the level of social skills by a researcher-made questionnaire of social skills. For the experimental group, 8 sessions of spiritual curriculum and no educational methods were applied to the control group. At the end of the course, 5 participants in the experimental group had a fall. Questionnaires were administered as post-test in both experimental and control groups. Due to the drop in the experimental group, 5 samples were randomly removed from the control group and analyzed using multivariate analysis of covariance. And criticism, empathy and normativeness) are effective at the level (P <0.01).
Mousavi, S. (2021). The effect of spiritual curricula on teaching students social skills. Quarterly journal of research in social studies education, 2(4), 33-62.
MLA
Mousavi, S. . "The effect of spiritual curricula on teaching students social skills", Quarterly journal of research in social studies education, 2, 4, 2021, 33-62.
HARVARD
Mousavi, S. (2021). 'The effect of spiritual curricula on teaching students social skills', Quarterly journal of research in social studies education, 2(4), pp. 33-62.
CHICAGO
S. Mousavi, "The effect of spiritual curricula on teaching students social skills," Quarterly journal of research in social studies education, 2 4 (2021): 33-62,
VANCOUVER
Mousavi, S. The effect of spiritual curricula on teaching students social skills. Quarterly journal of research in social studies education, 2021; 2(4): 33-62.
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