The EFFECTS OF INTEGRATED SOCIAL-EMOTIONAL LEARNING (SEL) ON APPROPRIATE GENDER EXPRESSION BEHAVIORS AND ACCEPTANCE OF DIFFERENCES IN GRADE 2 STUDENTS AT BAN SAN KHONG SCHOOL (CHIANG RAI CHAROONRAT)
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Abstract
The purposes of this research were 1) to compare appropriate gender expression behaviors of students before and after participating in integrated Social-Emotional Learning (SEL) activities, and 2) to study students' attitudes towards accepting individual differences after learning. The sample group for this research consisted of 36 students from Class P.2/6 at Ban San Khong School (Chiang Rai Charoonrat) during the second semester of the 2025 academic year, selected through purposive sampling. A one-group pretest-posttest research design was employed. The research instruments included: 1) 4 integrated SEL health education lesson plans with an average Item-Objective Congruence (IOC) index of 0.67. 2) The observation form for gender Expression Behaviors has a reliability coefficient of 0.87. 3) an attitude scale towards accepting individual differences with a reliability coefficient of 0.82. The statistics used for data analysis were Mean (), Standard Deviation (S.D.), and t-test for Dependent Samples.
The research findings were as follows:
1) The students' average score for appropriate gender expression behaviors after learning (\bar{X} = 17.50, S.D. = 1.25) was significantly higher than before learning (\bar{X} = 12.15, S.D. = 2.45) at the .05 level.
2) The students' attitudes towards accepting individual differences were overall at a very good level (\bar{X} = 2.81, S.D. = 0.38) Students demonstrated better identification of their own and others' emotions, reduced teasing related to appearance, and showed more respectful behaviors towards peers of different genders.
The findings of this research can serve as a guideline for educational institutions to apply the SEL process in instructional management, thereby fostering appropriate behavior and harmonious coexistence across other grade levels.
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