Abstract:

The aim of the research is to develop a Real Life-Based Values Training Program for first graders (primary school) and review the impacts of Real Life-Based Value Training Program on the social competence and school adaptation skills of first graders. The impacts of Real Life-Based Value Training Program on the social competence and school adaptation skills of first graders have been reviewed using pretest-posttest and control group experimental designs on quantitative research methods modeled. The study group of the research was formed using purposive sampling, and first grades of a primary school in the Hafik county town of Sivas comprising of two classes were designated as study groups. One of the first grades formed the experiment group and the other one formed the control group. 32 children, 16 of which were in the experiment group and rest in the control group, constituted the study group of the research. As the assessment instrument, "Walker-McConnell Scale of Social Competence and School Adjustment (WMC-SSCSA) was used in the research. Real Life-Based Values Training Program consists of 24 sessions. The training program was implemented on the experiment group two days a week for 12 weeks. Unpaired t test was used for the analysis of the differences between the measurements of experiment and control groups carried out for the purpose of reviewing the impacts of the Real Life-Based Values Training Program on the social competence and school adjustment skills of the children. Paired t test was used for the analysis of the differences between the measurement values of pretest and posttest of the experimental group. For the analysis of the differences between the measurement values of pretest, posttest and monitoring test; paired repeated analysis of variance (Factorial ANOVA) test was used. Bonferroni multiple comparison test was used to detect the groups that made the difference. According to the findings obtained; It was determined that the "Real Life-Based Values Training Program" had an impact on the social competency and school adjustment skills of the students and that this impact is permanent. Suggestions were presented for classroom teachers and researchers in line with the results of the research.

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