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This study aims to investigate the effects of Pop-Music Teaching Method on the junior high school seventh-graders’ emotional intelligence. Forty-four students of a junior high school in Kaohsiung are divided into two groups, twenty-three in the experiment group, and the other twenty-one in the control group. The students in experiment group take six classes of Pop-Music Teaching Method, each class lasting forty-five minutes, while the students of the control group don’t.
The Nonequivalent Pretest-Posttest Design is taken in the study with Emotional Intelligence Scale for junior high school students as the measure tool. A week before and after the experiment, two groups take a pre-test and a post-test. Statistics are mainly analyzed with the feedback sheets used for supporting data.
The major findings are as the following:
1. The Pop-Music teaching Method has significant counselling effects on the seventh graders’ “High school Emotional Intelligence ”, “Emotional Expression”, “Positive Inspiration”, and “Emotional Control.”
2. The Pop-Music Teaching Method has no significant counselling effects on the seventh graders’ “Emotional Cognition ” and “Emotional Reflection”.
3. The students feel satisfied with the “Pop-Music Teaching Method”, and give it positive feedbacks.
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