The effects of family life education on the knowledge and self-concept of adolescents

The purpose of this study was to determine what effort, if any, a family life education course would have on the adolescent in terms of family life conceptual knowledge and self-concept. The basis for interest in this topic was the desire of the researcher to empirically evaluate the effectiveness of the family living course which she teaches. The design for the study called for an experimental and a control group. The experimental group consisted of 56 eight grade students who were currently enrolled in a family life class taught by the researcher. The control group consisted of 58 eighth grade students who were not currently enrolled in the family life class nor had they been in the past. Both groups received pretests and posttests which measured conceptional knowledge of family life and self-concept. Instruments used were the knowledge of Family Life Test, designed by the researcher; the Piers-Harris Children’s Self-Concept Scale, created by Ellen V. Piers and Dale B. Harris, and a subjective course evaluation questionnaire. The experimental treatment consisted of participation in an 11 week family life course. Data were analyzed using a “t” test. The results indicated that among the experimental group there was a significant positive gain in the adolescents’ knowledge of family life concepts and also significant positive gain in the adolescents’ self-concept. The study further demonstrated that empirical control and experimental procedures can be used effectively in the evaluation of family life courses.