The purpose of this study is to provide the effectiveness of developing and applying 40 multicultural English camp programs for elementary school students in Jinan-gun, Jeollabuk-do. In addition, the degree of change was analyzed by dividing it into multicultural awareness, multicultural acceptance, and cultural competency.
The main research purpose of this study are as follows.
First, how is the multicultural English camp program organized?
Second, how does the multicultural English camp program affect students' multicultural awareness, multicultural acceptance, and cultural competence?
Third, how does the opportunity to promote multicultural competency affect empathy?
This study developed 40 multicultural education programs that can be used in English camps during elementary school vacations so that intensive English education and multicultural education can be conducted together during vacation at the school curriculum.
This study compared and analyzed the questionnaires collected after conducting a pre-, post-, and post-program survey of 26 students participating in the English camp program with 21 students who did not participate in the program to examine changes in students' multicultural awareness, multicultural acceptance, cultural competency, and empathy.
For data analysis, the SPSS/pc+ WIN 24.0 program was used. Descriptive statistical analysis was used to obtain the characteristics of the study subjects and the mean and standard deviation of the group. Repeated measure ANOVA was conducted to analyze the difference in changes in multicultural perception, multicultural acceptance, cultural competency, and empathy of the experimental group and the comparative group by test period. The covariance matrix form of the variables measured in this study satisfied the sphericity assumption. In order to clearly present the difference in scores for variables according to the test period, an intra-object contrast test was performed with the pre-test as the basic point of time.
First, the 40th program was devised, including self-management competencies, knowledge information processing competencies, creative thinking competencies, emotional competencies, communication competencies, community competencies, and multicultural education elements equality, anti-bias, identity, diversity, and cooperation under the 2019 revised policy school guidelines. By session, the first and second sessions consisted of opening the mind, the 3~12 sessions of multicultural awareness, the 13~22 sessions of multicultural acceptance, the 23~29 sessions of cultural competence, the 30~38 sessions of empathy, and the 39~40 sessions of closing.
Second, there was no significant difference between the experimental group and the comparative group in the pre-test as a result of presenting the overall average score and standard deviation of the experimental group and the comparative group by test period to reveal the test results for multicultural awareness, multicultural acceptance, and cultural competency. In the post-test, the experimental group showed improved score changes in all factors. In addition, in future tests, the experimental group showed a higher score than the comparative group, showing a significant difference. In the case of the experimental group, multicultural awareness, multicultural acceptance, and cultural competency level improved in post- and post-testing, and showed continuity and positive effects of the program.
Third, there was no significant difference between the experimental group and the comparative group in the preliminary test as a result of presenting the overall average score and standard deviation of the experimental group and the comparative group by test period. In the post-test, the experimental group showed improved score changes in all factors. In addition, in future tests, the experimental group showed a higher score than the comparative group, showing a significant difference. In the case of the experimental group, the level of empathy ability improved in post-mortem and post-testing, showed persistence, and showed positive effects of the program.
Suggestions based on the results of this study are as follows.
First, since this study surveyed 5th to 6th graders in elementary school in Jeollabuk-do, it is difficult to conclude the generalization of all elementary school students. Therefore, it is necessary to increase the number of students studied in the region in the future to reveal the effects of multicultural awareness, multicultural acceptance, and cultural competencies of students participating in multicultural English camp programs, and to generalize how these opportunities affect empathy.
Second, since the subjects of the study are 5th to 6th graders in elementary school, there is a possibility that different results will come out as they grow from middle school to high school students, college students, and adults. Therefore, it is necessary to continuously study how multicultural perceptions, multicultural acceptance, and cultural competencies change according to the growth process, and whether they affect empathy.