Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22333
Title: 
Authors: 
Supervisor: 
Divaharan, Shanti
Issue Date: 
2019
Abstract: 
To date, anti-cyberbullying lessons in schools have been successful in transmitting knowledge. However, few evidence-based empirical studies have shown that after students attended anti-cyberbullying lessons, they adopted the beliefs, intentions, and behaviours advocated in the lessons. This study explores how anti-cyberbullying lessons can be designed to help students not only gain knowledge but also undergo a change of heart or behaviour. There are two phases to this study— designing the anti-cyberbullying lessons and testing the lessons in class. Student lesson designers (N=7) aged 14 to 15 from the school that the lesson intervention would take place were actively involved in both phases. The Design Thinking framework was adopted to guide the overall research process. At the first phase, the researcher and student lesson designers (SLDs) focused on developing effective anti-cyberbullying lessons. To gain a deeper understanding of the students’ beliefs of the intervention classes, the Theory of Planned Behaviour served as a guide to designing lesson content to address students’ beliefs that were contradictory to the preferred behaviour. The second phase, where the lesson intervention would take place, consisted of a series of three lessons conducted with three classes of Secondary Three students (N=108) to test whether the lessons were effective in influencing changes in beliefs. A convergent parallel mixed-methods approach was adopted. At the conclusion of the intervention, students had indicated a shift of beliefs towards the preferred behaviour. During the focus group discussion that took place two weeks after the lesson intervention, five students had shared that they had witnessed cyberbullying and that they had intervened. What is of concern is that it appears that the lesson intervention had addressed the beliefs but did not adequately equip students with the necessary skills to enact the preferred behaviour. In this case, three out of the five students shared that they began to ‘bully the bully’ and the other two chose to comfort the cyber-victims.
URI: 
Issued Date: 
2019
Call Number: 
HV6773.15.C92 Cha
File Permission: 
Restricted
File Availability: 
With file
Appears in Collections:Master of Education

Files in This Item:
File Description SizeFormat 
ChaiSiewChengAileen-MED.pdf
  Restricted Access
3.76 MBAdobe PDFView/Open
Show full item record

Page view(s)

91
checked on Aug 11, 2022

Download(s)

21
checked on Aug 11, 2022

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.