scholarly journals Correlation relation between professional qualifications of physical education teachers and students’ attitudes towards Physical Education classes

2020 ◽  
Vol 24 (1) ◽  
pp. 44-47
Author(s):  
E. Sucuoglu ◽  
H. Atamturk
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Learning Process ◽  
Secondary School Students ◽  
Strong Positive Correlation ◽  
School Students ◽  
Data Set ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
The Impact

Purpose: This empirical study investigated the impact of the professional qualifications of Physical Education (PE) teachers on secondary school students’ attitudes towards their PE classes. Education in general and teaching and learning in particular are multidimensional phenomena and thus it is essential to determine and define these dimensions to sustain quality in education. From the psychological perspective, along with various factors, teachers’ personality and qualifications may affect students’ learning process. In this respect, effective teachers can foster students’ learning process and help develop positive attitudes towards a course. Material: In order to fulfill the research aim, the data were elicited through a questionnaire from five hundred and ninety-two secondary school students from grades 9, 10 and 11in North Cyprus to be analyzed quantitatively. Kolmogorov-Smirnov Test and Shapiro-Wilk Testwere run to test normality. Seeing that the data set was not well-modeled by a normal distribution, a Spearman's rank correlation coefficient was run to measure the association between the variables. Results: A very strong positive correlation was found between the professional qualifications of teachers and the participants’ attitudes towards PE classes. Conclusions: The results indicated that there was a significant relationship between the qualifications of the teachers and the students’ attitudes towards PE classes. More specifically, it was found that the higher the perceptions of students of the professional qualifications of PE teachers, the more positive attitudes they developed towards PE classes.

scholarly journals Correlation relation between professional qualifications of physical education teachers and students’ attitudes towards Physical Education classes

2020 ◽  
Vol 24 (1) ◽  
pp. 44-47
Author(s):  
E. Sucuoglu ◽  
H. Atamturk
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Learning Process ◽  
Secondary School Students ◽  
Strong Positive Correlation ◽  
School Students ◽  
Data Set ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
The Impact

Purpose: This empirical study investigated the impact of the professional qualifications of Physical Education (PE) teachers on secondary school students’ attitudes towards their PE classes. Education in general and teaching and learning in particular are multidimensional phenomena and thus it is essential to determine and define these dimensions to sustain quality in education. From the psychological perspective, along with various factors, teachers’ personality and qualifications may affect students’ learning process. In this respect, effective teachers can foster students’ learning process and help develop positive attitudes towards a course. Material: In order to fulfill the research aim, the data were elicited through a questionnaire from five hundred and ninety-two secondary school students from grades 9, 10 and 11in North Cyprus to be analyzed quantitatively. Kolmogorov-Smirnov Test and Shapiro-Wilk Testwere run to test normality. Seeing that the data set was not well-modeled by a normal distribution, a Spearman's rank correlation coefficient was run to measure the association between the variables. Results: A very strong positive correlation was found between the professional qualifications of teachers and the participants’ attitudes towards PE classes. Conclusions: The results indicated that there was a significant relationship between the qualifications of the teachers and the students’ attitudes towards PE classes. More specifically, it was found that the higher the perceptions of students of the professional qualifications of PE teachers, the more positive attitudes they developed towards PE classes.

Attitudes of secondary school students towards physical culture, physical education lessons and exercises

2019 ◽  
Vol 7 (2) ◽  
pp. 23-29
Author(s):  
Eligiusz Madejski ◽  
Adrian Jaros ◽  
Roger Madejski
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Basic Research ◽  
Physical Culture ◽  
School Students ◽  
School Year ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Youth Attitudes

Introduction: Forming positive attitudes of students towards physical culture is the most important task of the school and the physical education teacher. The aim of the study was to determine the attitudes of secondary school students towards physical culture, PE lessons and exercises. Material and methods: The research was conducted in the school year 2015/2016 among secondary school students in the Niepołomice commune. A total of 238 students were examined, including 103 girls and 135 boys. The basic research method was a diagnostic survey and the tool was the questionnaire to study youth attitudes towards physical culture by S. Strzyżewski. Results: The research showed an average level of students’ attitudes towards physical culture. Most students (61.4%) would participate in physical education lessons, even if they were optional. A large group of respondents (50.4%) believe that it would be necessary to increase the number of physical education hours at school. Boys enjoyed exercise more often than girls. They also felt a greater need to play ball games. Conclusions: Students’ attitudes towards physical culture, PE lessons and physical exercises were satisfying. The gender of the respondents differentiated the results in many areas where the percentages were higher in boys. It would be advisable to involve more physical education teachers in forming students’ desirable attitudes towards physical culture.

scholarly journals Students attitudes to and thoughts on natural and cultural heritage

2021 ◽  
Vol 70 (2) ◽  
pp. 177-196
Author(s):  
Dubravka Kuščević
Keyword(s):  
National Identity ◽  
Secondary School ◽  
Cultural Heritage ◽  
Primary School ◽  
Secondary School Students ◽  
Primary School Students ◽  
School Students ◽  
Natural Heritage ◽  
Students Attitudes ◽  
The Impact

A nation’s cultural and natural heritage is the wealth of the people it belongs to and one of the key elements for the creation of national identity and affirmation in the process of globalization. The aim of our study was to examine the attitudes, knowledge and thoughts of primary and secondary school students related to natural and cultural heritage. A total of 322 respondents from primary and secondary schools in Split-Dalmatia County, Šibenik-Knin County, and Zagreb County participated in the research. Our results indicate that secondary school students show better knowledge of cultural and natural heritage of their homeland and a higher degree of interest in learning about these contents than students in the final grades of primary school. Moreover, secondary school students more than primary school students recognize the value of attaching importance to these topics within the work of educational institutions and in various school subjects. In addition, secondary school students expressed a greater awareness of the importance of preserving cultural heritage and its connection with the development of the economy and the preservation of national identity compared to primary school students. No differences were found among students in terms of the impact of cultural heritage on encouraging their creativity, but it was shown that more frequent visits to archaeological institutions were associated with a higher interest in heritage-related content.

An investigation of secondary school students’ attitudes toward pedagogical use of ICT in learning in Ghana

2014 ◽  
Vol 11 (4) ◽  
pp. 302-314 ◽  
Author(s):  
Charles Buabeng-Andoh ◽  
Issifu Yidana
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Secondary School Students ◽  
School Type ◽  
Information Communication ◽  
School Students ◽  
Content Type ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Students Attitudes

Purpose – The purpose of this study is to investigate secondary school students’ pedagogical use of information communication and technologies (ICT), their attitudes toward integration of ICT and the differences in their attitudes based on gender, school type and location. Design/methodology/approach – The data was collected and analyzed using descriptive statistics, multivariate analysis of variance and multiple regression analysis. Findings – The study revealed that students’ use of ICT to support their learning was low. Students mostly used ICT to communicate with peers. Students’ methods of assimilating knowledge were through teacher-centred teaching, even though they somewhat used ICT for collaborative and inquiry learning. Students in public schools perceived the use of ICT more valuable than students in private schools. Also, the study provided evidence that students in urban and rural schools differed in their attitudes in terms of perceived value and cost of ICT use, but no differences in attitude in terms of expectancy of success were found to exist among students in all locations. Originality/value – The study provided further evidence that the value of ICT positively related to students’ pedagogical use of ICT, but the effect was very limited. This implies that although students have positive attitudes toward the benefits of ICT in learning; many do not integrate the technology into their learning. Lastly, the study was able to provide additional evidence that perceived cost negatively related to students’ pedagogical use of technology, but the result was very small. This indicates that since many students do not utilize ICT in their learning they rarely encounter barriers or challenges when it comes to the integration of the technology into their studies.

The Impact of Mandatory Reporting Legislation on New Zealand Secondary School Students’ Attitudes towards Disclosure of Child Abuse

2015 ◽  
Vol 23 (3) ◽  
pp. 491-528
Author(s):  
Deborah Lawson ◽  
Brian Niven
Keyword(s):  
Child Abuse ◽  
New Zealand ◽  
Secondary School ◽  
Secondary School Students ◽  
Mandatory Reporting ◽  
School Students ◽  
Physically Abused ◽  
Students Attitudes ◽  
Reporting Laws ◽  
The Impact

Few studies have sought the views of children and young people in relation to child abuse reporting laws and policies, including mandatory reporting of child abuse. This study* sought to determine whether mandatory reporting legislation would have an impact on secondary school students’ attitudes towards: (a) disclosing abuse to a teacher or school counsellor; and (b) attending school, if they had been obviously physically abused. A stratified random sample of 466 secondary school students in two New Zealand provinces answered nine questions in response to an in-class written survey. Results indicated that the introduction of mandatory reporting legislation in New Zealand would deter secondary students from disclosing abuse to teachers and school counsellors. Further, the introduction of mandatory reporting laws might deter students from attending school if they had been obviously physically abused.

scholarly journals Effects of Teaching Program Based on Teaching Games for Understanding Model on Volleyball Skills and Enjoyment in Secondary School Students

2021 ◽  
Vol 13 (2) ◽  
pp. 606
Author(s):  
Maja Batez ◽  
Tanja Petrušič ◽  
Špela Bogataj ◽  
Nebojša Trajković
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Repeated Measures ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Teaching Games For Understanding ◽  
Repeated Measures Analysis ◽  
The Impact ◽  
Forearm Passing

This study investigated the effects of the Teaching Games for Understanding (TGfU) model implemented in physical education classes on volleyball skills and enjoyment in secondary school students. A total of 54 students (18 girls) from two classes participated in this study, of whom 28 (age = 15.5 ± 0.7 years) were randomized to a TGfU model (EXP) group and 26 (age = 15.7 ± 0.6 years) to a control group (CON) that maintained their usual physical-education activities. Four tests for volleyball skills were conducted: service, overhead, and forearm passing and setting. Additionally, the sport enjoyment questionnaire was used the first and the last week of intervention. Results from repeated measures analysis of variance (ANOVA) showed a significant interaction for overhead passing (F 1, 58 = 5.273, p = 0.025, Partial ƞ2 = 0.083) and forearm passing (F 1, 58 = 4.641, p = 0.035, Partial ƞ2 = 0.074). When examining the impact of TGfU program on service accuracy, there was a significant main effect for time (p < 0.01) with both groups improving their result after the six-weeks intervention (EXP-ES = 0.32, % change = 9.1% vs. CON-ES = 0.57, % change = 14.4%). There were no significant time or group x time effects for setting (p ˃ 0.05). The EXP group showed significantly better results for enjoyment compared to the CON group (p ≤ 0.05). The findings show the effectiveness of the TGfU model of short duration (12 lessons) in an educational context to improve volleyball skills. We also highlight the importance of enjoyment during these classes compared to traditional physical education classes.

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