scholarly journals Verbal Aggressiveness and Argumentativeness in Physical Education: Perceptions of Teachers and Students in Qualitative and Quantitative Exploration

Psychology ◽  
2017 ◽  
Vol 08 (11) ◽  
pp. 1693-1717 ◽  
Author(s):  
Stergiani Deliligka ◽  
Alexandra Bekiari ◽  
Ioannis Syrmpas
Keyword(s):  
Physical Education ◽  
Verbal Aggressiveness ◽  
Qualitative And Quantitative ◽  
Teachers And Students ◽  
Perceptions Of Teachers

Verbal Aggressiveness of Physical Education Teachers and Students' Self-Reports of Behavior

2005 ◽  
Vol 96 (2) ◽  
pp. 493-498 ◽  
Author(s):  
Alexandra Bekiari ◽  
Dimitrios Kokaridas ◽  
Kimon Sakelariou
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Physical Education Teachers ◽  
Aggressive Behaviors ◽  
School Students ◽  
Verbal Aggressiveness ◽  
Self Reports ◽  
Teachers And Students ◽  
Second Year ◽  
Components Method

The purpose of this study was to develop a test for describing verbally aggressive behaviors of physical education teachers as perceived by secondary school students. The sample of 130 students (70 boys and 60 girls) were students in the second year of secondary school in Greece. 12 items designed for students were structured to describe possible verbal aggressive behaviors of physical education teachers as perceived by students and students' intention to respond. Exploratory factor analysis using the principal components method and varimax rotation yielded three factors, namely, (i) personal insults, threats, irony and their effect, (ii) intention to respond, and (iii) insults and threats toward others. Eigenvalues were greater than 1.00 for each of three factors which accounted for 69% of the total variance. Values of Cronbach alpha were .86, .88, and .78 for the three factors, respectively.

scholarly journals THE BLENDED LEARNING IMPLEMENTATION OF ELT BASED ON TEACHERS AND STUDENTS’ PERSPECTIVE IN NEW NORMAL CONDITION OF COVID 19

2021 ◽  
Vol 4 (3) ◽  
pp. 457
Author(s):  
Lukman Arif Rachman ◽  
Sudiyono Sudiyono ◽  
Elzi Phonix
Keyword(s):  
High Schools ◽  
Blended Learning ◽  
Research Method ◽  
Language Skills ◽  
Learning Method ◽  
Qualitative And Quantitative ◽  
Teachers And Students ◽  
The Media ◽  
The City ◽  
Perceptions Of Teachers

This study aims to determine the perceptions of teachers and students towards the implementation of blended learning in English, at high schools in the city of Bandung. The research method adopted for this research is the mix method between qualitative and quantitative. Participants  involved were teachers and students taken randomly from as many as nine senior high schools spread across the city of  Bandung. The technique and data processing were carried out by distributing a questionnaire that each participant had to fill in, the questionnaire   contained seven aspects of how they responded to the advantages each of both teachers and students due to the English blended learning method. After the data were collected, then an analysis was carried out by calculating on the perceptions of teachers and students. The main advantage according to the teachers perception was challenging for teachers in preparing the material and using the media (93% perception responses). Meanwhile, the main advantage according to students perception was that English blended learning could improve their language skills (77% perception responses). As suggestions, it can be conveyed that blended learning can be continued for this era of Covid 19. Keywords:  English, Blended Learning, Teachers’ Perspective, Students’ Perspective

scholarly journals Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education

2021 ◽  
Vol 18 (14) ◽  
pp. 7717
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Julio Barrachina-Peris ◽  
Manuel Ballester Campillo ◽  
Estefanía Estévez ◽  
Elisa Huéscar
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Motivational Strategies ◽  
Balanced Development ◽  
Perceived Difficulty ◽  
Teachers And Students ◽  
Motivational Style ◽  
Support Autonomy ◽  
The One

The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. The results obtained made it possible to present a behavior-optimizing solution consisting of a progression of 25 autonomy support strategies. The results obtained are discussed in terms of their value in the design of educational scenarios that promote high-quality student motivation.

scholarly journals Students’ Individual and Social Behaviors with Physical Education Teachers’ Personality

2015 ◽  
Vol 9 (1) ◽  
pp. 154 ◽  
Author(s):  
Azizollah Arbabisarjou ◽  
Mehdi Sadeghian Sourki ◽  
Seyedeh Elaham Hashemi Bonjar
Keyword(s):  
Physical Education ◽  
Sampling Method ◽  
Social Behaviors ◽  
Sample Volume ◽  
Physical Education Teachers ◽  
Statistical Population ◽  
Teachers And Students ◽  
Collection Data ◽  
The Relationship ◽  
Academic Year

<p class="apa">The main objective for this survey is to assess the relationship between physical education teachers’ personality and students’ individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were selected by stratified sampling method proportionate to the sample volume. The research method was descriptive-correlative type. The collection data instruments were the five-factor questionnaire of McCrae and Costa (2013) and a questionnaire about beliefs, individual and social behaviors tailored by the researcher. The reliability of two questionnaires in a pilot study was 0.89 and 0.83 respectively. Both questionnaires had conceptual and construct validity. The findings of the study indicated that there was a relationship between personality aspects of physical education teachers and students’ beliefs, individual and social behaviors. Since paying attention to the personality of physical education teachers could help improve the students’ beliefs and individual behaviors.</p>

The Relationship between the Sex Composition of Physical Education Classes and Teacher/Pupil Verbal Interaction

1990 ◽  
Vol 9 (2) ◽  
pp. 152-163 ◽  
Author(s):  
Doune Macdonald
Keyword(s):  
Physical Education ◽  
Observation System ◽  
Positive Interactions ◽  
Sex Composition ◽  
Verbal Interactions ◽  
Class Composition ◽  
Perceptions And Attitudes ◽  
Teachers And Students ◽  
Interactional Analysis ◽  
The Relationship

This study examined the relationship between the sex composition of physical education classes and teacher/pupil interactions. Eighteen Grade 9 or 10 hockey lessons were videotaped and verbal interactions were coded using a modified interactional analysis observation system. All teacher/pupil interactions were classified into one of six categories and the relative frequency of each interactional type was compared as a function of the class composition and the sex of the teacher using nonparametric analyses of contingency. To account for variations in lesson duration, interaction rates were also computed and compared between groups using analysis of variance. The results showed that female teachers gave proportionally more skill based interactions than did male teachers in mixed-sex and in all-girls classes. In mixed-sex classes, boys had a greater proportion of verbal interactions as well as more positive interactions with the teacher than girls did. To gauge the perceptions and attitudes of teachers and students toward stereotyping in physical education, interviews were conducted with the teachers and all pupils completed a standardized 35-item questionnaire. Most girls (90%) did not perceive boys as being favored, but 43% felt that teachers expected boys to perform skills better than girls. A greater percentage of boys (63%) than girls (48.5%) agreed that physical education in schools should be made more important.

Vigilance and the Perceptions of Teachers and Students

1971 ◽  
Vol 32 (1) ◽  
pp. 83-86 ◽  
Author(s):  
Emil Soucar
Keyword(s):  
Sex Differences ◽  
Sex Difference ◽  
Personal Characteristics ◽  
Authority Figures ◽  
Teachers And Students ◽  
Cognitive Differentiation ◽  
Perceptions Of Teachers

Data were obtained on a measure of cognitive differentiation from a group of 70 teachers and a group of 66 non-teachers. Teachers were more differentiating in their perceptions of their disliked students and non-teachers were more differentiating in their perceptions of their disliked instructors. As predicted in neither sample were disliked persons significantly more differentiated by females than males. Male non-teachers were more differentiating of both liked and disliked instructors while no such sex difference was found for the teacher group. It was suggested that sex differences occurred when superior persons were being rated. Males are probably more threatened by authority figures (instructors) than are females. Consequently males would be more attentive to the personal characteristics of their instructors. These findings were discussed in relation to the “vigilance” hypothesis suggested by Miller and Bieri (1965) and Irwin, et al. (1967).

scholarly journals PENGEMBANGAN MODEL EVALUASI KINERJA SD PENYELENGGARA PENDIDIKAN INKLUSIF

2013 ◽  
Vol 17 (1) ◽  
pp. 37-54
Author(s):  
N Dede Khoeriah
Keyword(s):  
Performance Evaluation ◽  
Elementary Schools ◽  
Focus Group ◽  
Inclusive Education ◽  
Focus Group Discussion ◽  
Evaluation Model ◽  
Group Discussion ◽  
Qualitative And Quantitative ◽  
Class Management ◽  
Teachers And Students

Penelitian ini bertujuan menghasilkan model evaluasi kinerja pendidikan inklusif (EKPI) di SD dengan menggunakan pen-dekatan kualitatif dan kuantitatif. Tahapan penelitian dimodifikasi dari model Borg & Gall dengan melibatkan Kepala Sekolah, guru, dan orang tua. Data diperoleh melalui teknik Focus Group Discussion, wawancara, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa (1) model EKPI merupakan salah satu model evaluasi yang baik berdasarkan hasil penilaian pakar maupun praktisi penyelenggara pendidikan inklusif di SD; (2) model evaluasi kinerja SD penyelenggara pendidikan inklusif memiliki tujuh komponen, yakni kepemimpinan, rencana strategis, fokus terhadap peserta didik-orang tua, analisis kebutuhan, fokus ter-hadap guru-staf, pengelolaan kelas inklusif, dan hasil; (3) evaluasi model EKPI dalam proses implementasi di SD mampu meng-ungkap data secara: (a) komprehensif; (b) faktual; (c) fleksibel; dan (d)  berorientasi keragaman layanan. Kata kunci: pengembangan model evaluasi, pendidikan inklusif, SD. ______________________________________________________________DEVELOPING A MODEL OF PERFORMANCE EVALUATION OF ELEMENTARY SCHOOLS IMPLEMENTING INCLUSIVE EDUCATIONAbstract This study aims to produce a model of performance evaluation of elementary schools (ESs) implementing inclusive education by using qualitative and quantitative approaches. The research steps used the model by Borg & Gall, involving principals, teachers, and students’ parents. The data were collected through Focus Group Discussion (FGD), interviews, observations, document study, and discussions. Based on the results of the study, the following conclusions can be drawn. (1) The EKPI model is a good evaluation model. It is based on the result ofthe assessment by experts, usesrs and practitioners of inclusive education instruction; (2) The model of an evaluation of the performances of ESs implementing inclusive education has seven components, i.e. leadership, strategic plan, focus on students and parents, needs analysis, focus on teachers and staff, and inclusive class management, and product of the inclusive education implementation; (3) The EKPI model implemented  in the elementri schools can reveal data (a) comprehensively, (b) factualy, and (c) flexibly, (d) it was also oriented to a variety of services. Keywords: development of an evaluation model, inclusive education, elementary school.

scholarly journals EFEKTIVITAS CAPAIAN KOMPETENSI BELAJAR SISWA DALAM PEMBELAJARAN SAINS DI SEKOLAH DASAR

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Yanti Fitria
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Test Results ◽  
Qualitative And Quantitative ◽  
Average Value ◽  
Fourth Class ◽  
Fourth Grade Students ◽  
Teachers And Students ◽  
Inquiry Method

This study aimed to describe effecitivity of the learning outcome IPA using inquiry method. This type of research is the Classroom Action Research (CAR). Research procedures conducted through four stages, namely planning, implementation, observation, and reflection. The study uses a qualitative and quantitative approach. Subjects were teachers and students of fourth class in elementary school 08 Padang City. Data was obtained from the results of observations and test results of learning. The research was conducted by two cycles and each cycle consisting of two meetings. The results of the research that has been conducted every cycle seen an increasein the average value of student learning outcomes are: (a) the cognitive aspects of 75 to 93, (b) the affective aspects of 74 to 95, and (c) psychomotor aspects from 76 to 94. It can be concluded that the CAR using the inquiry method can improve learning outcomes of science fourth grade students of fourth class in the state elementary school 08 Padang City.Key words: Learning competency; science learning; inquiry method

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