Introduction

Social skills play a crucial role in an individual’s ability to navigate social interactions and form meaningful relationships. For school-aged children, the development of social skills is essential for academic success, emotional well-being, and overall social competence. School-based social skills training programs have been implemented to help students acquire and improve these crucial skills. These programs aim to teach students communication, problem-solving, and conflict resolution skills, as well as promote positive behavior and peer relationships.

Background of Study

The importance of social skills in schools has been widely recognized by educators, parents, and researchers. Poor social skills have been linked to academic underachievement, behavioral problems, and social isolation. In response to these challenges, many schools have implemented social skills training programs to support students in developing the necessary skills to succeed in school and beyond.

Problem Statement

Despite the widespread implementation of school-based social skills training programs, there is a lack of comprehensive research on their effectiveness in improving student behavior and peer relationships. It is essential to understand the impact of these programs on students to inform future interventions and improve outcomes for all students.

Objective of Study

This study aims to examine the impact of school-based social skills training programs on student behavior and peer relationships. Specifically, this research will investigate the effectiveness of these programs in improving social skills, reducing problem behaviors, and enhancing peer relationships among students.

Limitation of Study

While this study will provide valuable insights into the impact of school-based social skills training programs, there are some limitations to consider. The study will focus on a specific population of students and schools, which may limit the generalizability of the findings. Additionally, the study will rely on self-report measures, which may introduce biases into the data.

Scope of Study

The study will focus on elementary and middle school students participating in school-based social skills training programs. The research will include both qualitative and quantitative data to provide a comprehensive understanding of the impact of these programs on student behavior and peer relationships.

Significance of Study

This study is significant as it will contribute to the existing literature on social skills training programs in schools. By examining the effectiveness of these programs, this research will provide valuable insights for educators, policymakers, and researchers seeking to improve outcomes for students.

Structure of the Thesis

Chapter 1: Introduction
1.1 Introduction
1.2 Background of Study
1.3 Problem Statement
1.4 Objective of Study
1.5 Limitation of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
Chapter 3: Research Methodology
Chapter 4: Discussion of Findings
Chapter 5: Conclusion and Summary

Thesis Overview

The impact of school-based social skills training programs on student behavior and peer relationships is a critical area of research that has implications for educational practice and policy. This thesis will review the existing literature on social skills training programs in schools, examine the research methodology used to investigate their impact, discuss the findings of the research, and provide a summary and conclusion.

In chapter 1, the introduction will provide an overview of the study, including the background, problem statement, objectives, limitations, scope, significance, and structure of the thesis. Chapter 2 will review the literature on social skills training programs in schools, focusing on their effectiveness in improving student behavior and peer relationships.

Chapter 3 will outline the research methodology used in the study, including the participants, measures, procedures, and data analysis. Chapter 4 will present the findings of the research, discussing the impact of school-based social skills training programs on student behavior and peer relationships.

Finally, chapter 5 will provide a summary of the study’s findings and conclusions, including implications for practice and future research directions. Overall, this thesis will contribute to the understanding of the impact of school-based social skills training programs on student behavior and peer relationships.

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