Overt prosocial behaviors in multiage and same-grade elementary physical education classes.

Abstract

The purpose of this study was to determine if students in a multiage grouping exhibited more prosocial behaviors in physical education class than their same-grade peers. The study included approximately 137 students in kindergarten through third grade. Of the 137 subjects, half were grouped in a same-grade group configuration (kindergarten, first, second, third), and the other half were grouped in a multiage group configuration (kindergarten-first, second-third) for physical education class.

A focal-child time-sampling technique was used to conduct observations of selected overt prosocial behaviors demonstrated by student participants in the study. Overt prosocial behaviors included sharing, helping, affection, happiness, playing fair, and gesturing. Students were videotaped during physical education class for eight weeks. Three raters viewed the videotapes and recorded the number of overt prosocial behaviors observed.

Results of the study indicated that there was no practical difference in the proportion of overt prosocial behaviors exhibited by students in kindergarten, first, second, and third grade multiage when compared to their same-grade peers. The comparison of the proportion of overt prosocial behaviors demonstrated by multiage students, when analyzed in a single-grade configuration, indicated no practical difference. A comparison of the kindergarten/first grade multiage group to the second/third grade multiage group also indicated no practical difference. After comparing the proportion of overt prosocial behaviors between all males and females in the study, no practical difference was found. A further comparison of the proportion of overt prosocial behaviors between same-grade males and multiage males and same-grade females and multiage females showed no practical difference.