Factoring in the Correct Answers Ratio in a Psycho-Educational Program


Various prevention programs fall short when it comes to practical application of learned skills. Students should be able to grasp and easily apply these skills in real life. Our psycho-educational program uses familiar conflict scenarios, where students are encouraged to answer assertively. Many students’ high/low correct answers ratio varies with the scenarios. We believe the correct answers ratio shed some light on difficulties faced in real life or understanding of students in the scenarios. This study focuses on the correct answers ratio, examines the scenario’s factors through a high/low ratio, and gives suggestions on developing an effective program. Seven bully-related scenarios were used. Participants were junior high school students ( n = 697).Two of the seven scenarios, “A funny face picture was uploaded to a friend’s blog” and “A name-calling e-mail was sent to classmates,” had the lowest correct answers ratio (37.5% and 26.9%, respectively). Many of the wrong answers showed direct signs of aggression. The correct answer ratio was significantly low compared with the other five scenarios (χ2= 77.4, p < .01 and χ2= 46.8, p < .01, respectively). The highest correct answers ratio was 84.3%. The scenario had minimal harm (emotional or otherwise). Students appear to be more uncontrollable when the harm is greater, because of the stronger students’ aggression and as a result their answers are not assertive. The correct answers ratio suggests that the timing and manner in which each scenario is presented should be carefully considered.

Author Information
Yukako Nakane, Ochanomizu University, Japan

Paper Information
Conference: ACP2013
Stream: Psychology

This paper is part of the ACP2013 Conference Proceedings (View)
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To cite this article:
Nakane Y. (2013) Factoring in the Correct Answers Ratio in a Psycho-Educational Program ISSN: 2187-4743 – The Asian Conference on Psychology and the Behavioral Sciences 2013 – Official Conference Proceedings https://doi.org/10.22492/2187-4743.20130320
To link to this article: https://doi.org/10.22492/2187-4743.20130320

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Posted by James Alexander Gordon