scholarly journals Adolescents’ perceived cost of attending physical education

2018 ◽  
Vol 02 (03) ◽  
pp. 01-17 ◽  
Author(s):  
Ove Østerlie
Keyword(s):  
Physical Education ◽  
Secondary Schools ◽  
Intervention Group ◽  
Flipped Learning ◽  
Upper Secondary ◽  
Intention To Participate ◽  
Motivation To Participate ◽  
Positive Effect ◽  
Upper Secondary Schools ◽  
Perceived Costs

Objective: The purpose of this study was to examine the effect of flipped learning (FL) on adolescents’ motivation to participate in physical education (PE) lessons in secondary and upper secondary schools based on adolescents’ perceived costs of attending PE. Methods: The students (N=338; 45.3% girls) were recruited from six secondary and upper secondary schools from three different counties in Norway during the spring of 2016. The data were collected using open-ended questions. Results: The data analysis revealed that FL positively affected the adolescents’ motivation to participate in PE, as their perceived costs of attending PE significantly reduced, and their intention to participate in PE significantly increased. All the significant changes within the intervention group were explained by gender. The adolescents who reported perceived costs in attending PE were more likely to be unmotivated to attend PE. The perceived costs of attending PE increased with age, and the intention to participate in turn declined. Conclusion: Depending on adolescents’ perceived costs of attending PE, FL has a positive effect on their motivation to participate in PE, especially among girls. Thus, FL can be used to enhance adolescents’ motivation to participate in PE in secondary and upper secondary schools.

scholarly journals The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

2020 ◽  
Vol 10 (4) ◽  
pp. 110 ◽  
Author(s):  
Ove Østerlie ◽  
Ingar Mehus
Keyword(s):  
Physical Education ◽  
Intervention Group ◽  
Control Group ◽  
Flipped Learning ◽  
Upper Secondary ◽  
Health Related ◽  
Cognitive Knowledge ◽  
Situational Motivation ◽  
The Impact ◽  
Knowledge Learning

The purpose of the present study was to examine if and how the introduction of a flipped learning (FL) framework in Norwegian lower and upper secondary school physical education (PE) could affect student situational motivation and health-related fitness knowledge (HRFK). 206 Norwegian students (48% girls) from secondary and upper secondary schools were included in a three-week-long intervention. 85 students were assigned to an intervention group and 121 students to a control group, with the intervention aimed at integrating information communication technology (ICT) through the use of online videos. The results showed a negative motivational change for male students unless the activity changes were placed within an explanatory rationale through FL. The application of FL caused more cognitive knowledge learning, resulting in higher levels of HRFK among both girls and boys. The current research provided valuable insights into Norwegian students’ motivation for PE and that cognitive knowledge learning can be affected when integrating the use of ICT in PE.

A quantitative investigation of the effects of new generation vs traditional upper secondary schools in Cambodia through the lens of STEM transfer model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sovansophal Kao
Keyword(s):  
Secondary Schools ◽  
Attitudes Toward Science ◽  
Content Type ◽  
Math Teachers ◽  
Upper Secondary ◽  
New Form ◽  
K 12 ◽  
New Generation ◽  
Upper Secondary Schools ◽  
Practical Implications

PurposeThis study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.Design/methodology/approachThe two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.FindingsThe study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.Practical implicationsThese findings point some practical implications for enhancing the effectiveness of the two school types and further research.Originality/valueThere is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

Physics in upper secondary schools in Denmark‡‡

1986 ◽  
Vol 8 (3) ◽  
pp. 315-324 ◽  
Author(s):  
H. Nielsen ◽  
P. V. Thomsen
Keyword(s):  
Secondary Schools ◽  
Upper Secondary ◽  
Upper Secondary Schools
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