scholarly journals Conductas prosociales de escolares de educación primaria: influencia de los juegos cooperativos

2019 ◽  
pp. 33-37 ◽  
Author(s):  
R. Navarro-Patón ◽  
J. Lago-Ballesteros ◽  
S. Basanta-Camiño
Keyword(s):  
Physical Education ◽  
Data Collection ◽  
Cooperative Games ◽  
Prosocial Behaviors ◽  
Control Group ◽  
Education Students ◽  
Data Collection Instrument ◽  
Post Test ◽  
Quasi Experimental ◽  
Educación Primaria

El objetivo de este estudio consistió en analizar el efecto de una intervención constituida por juegos cooperativos sobre las conductas pro-sociales del alumnado de Educación Primaria. Los participantes fueron 52 escolares (10.32 ± .47 años) de Lugo (España). Se empleó un diseño cuasi-experimental pre-post test sin grupo control. Como instrumento de recogida de datos se utilizó la escala de Conductas apropiadas en educación física y el deporte (CAEFD). Los resultados indicaron efectos del programa de intervención sobre las Destrezas apropiadas a perder (p < .001); sobre las Destrezas apropiadas a ganar (p = .045); sobre las Destrezas de juego justo (p < .001) y sobre la Habilidad Social (p = .002). Los datos encontrados sugieren que la aplicación de unidades didácticas o programas basados en los juegos cooperativos podría incidir de manera positiva en las conductas pro-sociales de los escolares dentro de las clases de educación física. The aim of this research was to analyze the influence of the application of a didactic unit based on cooperative games on prosocial behaviors of Primary Education students. The participants were 52 schoolchildren (mean age = 10.32 ± .47) from Lugo (Spain). A quasi-experimental pre-postest design was used without a control group. The Appropriate Behaviors in Physical Education and Sports scale has been used as data collection instrument. Results indicated effects of the program on Appropriate skills to lose (p <.001), Appropriate skills to win (p = .045), Appropriate skills during the game (p < .001) and Social skills (p = .002). Data suggest that the application of didactic units or programs based on cooperative games could positively affect students’ prosocial behaviors in physical education lessons.

scholarly journals Incidencia de los juegos cooperativos en el autoconcepto físico de escolares de educación primaria (Impact of cooperative games on physical self-concept in elementary school students)

Retos ◽  
2017 ◽  
pp. 14-18
Author(s):  
Ruben Navarro-Paton ◽  
Borja Rego Ferreira ◽  
Manuel García García
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Elementary School Students ◽  
Cooperative Games ◽  
Self Concept ◽  
Control Group ◽  
School Students ◽  
Positive Effects ◽  
Post Test ◽  
Educación Primaria

El propósito de este trabajo fue analizar los efectos de una unidad didáctica de juegos cooperativos sobre el autoconcepto físico en escolares de 5º y 6º de educación primaria dentro de las clases de educación física. Los participantes fueron 101 escolares (10.40 ± .50 años) de Lugo (España). Se empleó un diseño cuasi-experimental pre-post test con un grupo de control. El grupo control y el experimental estuvieron constituidos por 50 y 51 alumnos respectivamente. Para medir el autoconcepto físico se utilizó la escala de autoconcepto físico (PSPP). Los resultados indicaron efectos positivos del programa sobre la condición física (p < .001); apariencia (p = .001); competencia percibida (p < .001) fuerza (p < .001) y autoestima (p = .015). Los datos encontrados sugieren que la aplicación de unidades didácticas o programas basados en los juegos cooperativos podrían incidir de manera positiva en el autoconcepto físico de los escolares dentro de las clases de educación física.Abstract. The purpose of this study was to analyze the effects of a didactic unit of cooperative games on physical self-concept in 5th and 6th grade elementary school students within physical education classes. Participants were 101 schoolchildren (10.40 ± .50 years old) from Lugo (Spain). A quasi-experimental pre-post-test design with a control group was used. The control and experimental groups consisted of 50 and 60 students respectively. The Physical Self-Concept Scale (PSPP) was used to measure physical self-concept. Results indicated positive effects of the program on physical condition (p <.001); Appearance (p = .001); Perceived competence (p <.001); strength (p <.001); and self-esteem (p = .015). Data suggest that the application of didactic units or programs based on cooperative games may positively affect students’ physical self-concept within physical education classes.

scholarly journals Does A Multiple-Sport Intervention Based on the TGfU Pedagogical Model for Physical Education Increase Physical Fitness in Primary School Children?

2020 ◽  
Vol 17 (15) ◽  
pp. 5532
Author(s):  
Armando Cocca ◽  
Jovanny Edmundo Carbajal Baca ◽  
Germán Hernández Cruz ◽  
Michaela Cocca
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Primary School ◽  
School Children ◽  
Cognitive Domain ◽  
Primary School Children ◽  
Control Group ◽  
Psychological Benefits ◽  
Post Test ◽  
Quasi Experimental

Teaching Games for Understanding (TGfU) is one of the pedagogical models used for increasing health through physical education (PE), being associated with several psychological benefits. However, only few studies have studied the effect of TGfU on physical fitness. This study aims at assessing the changes in students’ physical fitness after a six-month TGfU-based program with primary school children. A total of eight schools from the state of Sonora (Mexico) were randomly distributed into experimental (EG) and control group (CG). The final sample consisted of 188 pupils (100 boys, 88 girls; age = 10.22 ± 0.76 years) from the 5th and 6th grade. Employing a quasi-experimental design, physical fitness was assessed by means of the Eurofit test battery. At post-test, EG obtained significantly higher scores than CG in flexibility, abdominals, speed (p < 0.001), handgrip (p = 0.002), low-limb power (p = 0.032), and cardiorespiratory fitness (p = 0.048). Our findings suggest that TGfU can be a valid alternative to traditional methodologies not only when the aim of a PE unit is to stimulate the cognitive domain, but also for the development of physical fitness attributes that may help pupils develop in a comprehensive manner.

The Effect of Digital Storytelling Activities Used in a Social Studies Course on Student Engagement and Motivation

2019 ◽  
pp. 24-55 ◽  
Author(s):  
Mustafa Saritepeci ◽  
Hasan Çakır
Keyword(s):  
Student Engagement ◽  
Data Collection ◽  
Social Studies ◽  
Digital Storytelling ◽  
Control Group ◽  
Control Group Design ◽  
The Social ◽  
Post Test ◽  
Quasi Experimental ◽  
Motivation Scale

The aim of this chapter is to investigate the effect of digital storytelling activities used in the Social Studies course on student engagement and motivation. To this end, a quasi-experimental pattern with pre-test and post-test control group design was used in the study. A total of 119 students were included in the study. The motivation scale and the engagement scale were used for data collection in the 10 week implementation. According to the results of the study, the students who participated in digital storytelling activities were more active in the learning process, spent more effort, had increased communication and interaction with their teachers and friends, and spent more time for activities within the scope of the Social Studies course compared to the control group students. Additionally, the use of digital storytelling in the Social Studies course was found to be more effective compared to the regular course program in terms of improving motivation.

scholarly journals Examining the Effect of Using Short Films on Visual Reading Skills

2021 ◽  
Vol 9 (4) ◽  
pp. 257
Author(s):  
Nurullah Aydın ◽  
Muhsine Börekçi
Keyword(s):  
Data Collection ◽  
Classroom Environment ◽  
Reading Skills ◽  
Descriptive Analysis ◽  
Control Group ◽  
Short Films ◽  
Data Collection Instrument ◽  
Post Test ◽  
Qualitative Part ◽  
Visual Reading

The aim of this study is to investigate the effect of using short films in Turkish lesson on visual reading skills of 7th graders. Mixed methods design was utilized. The quantitative part of the study was formed by an experimental pattern with pretest-post-test control group, and the qualitative part was a case study consisting of observation and interview processes. The participants of the study were 46 7th graders from a public secondary school in Erzurum, Turkey. In the quantitative part of the study, the achievement test was used as a data collection instrument. In the qualitative part, observation and interview forms were used for data collection. Descriptive analysis studies were conducted for pre and post test scores in data analysis. As a result of the analysis of the data obtained from the quantitative and qualitative data collection tools, the use of short films in Turkish lessons increased the students’ interest, participation, success, and sensitivity towards their environment; it was found that it improved the visual reading skills significantly, at a high impact level and permanently. At the end of the research, it was concluded that the use of short films in Turkish lesson was effective in the formation of a fun classroom environment, active participation of students in the lesson, gaining awareness and sensitivity towards their environment, and improving their visual reading skills significantly and permanently.

scholarly journals Penggunaan Alat Peraga Musschenbroek Bimetal terhadap Keterampilan Proses Sains

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Khozinatur Rohmah ◽  
Susilawati Susilawati ◽  
Ernawati Saptaningrum
Keyword(s):  
Data Collection ◽  
Junior High School ◽  
Sampling Technique ◽  
Control Group ◽  
Cluster Sampling ◽  
School Year ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Data Collection Technique

The aim of the research is to know the effect of using bimetal Musschenbroek Bimetal to the skill science processes this type of research conducted by researcher is Quasi Experimental with Non equivalent Control Group Desaign. This population of this research is all of students in Miftahul Falah Junior High school VII 2017/2018 school year which consist of thirty five until forty students. Devided seven classes are VII A, VII B, VII C, VII D, VII E, VII F, VII G, sampling technique in this research using cluster sampling technique. The experimental class was not choosen randomly but determined by the teacher and this taking sampling technique becouse the population is assismed to be normally distributed and in a homogenitas state so that selected VII A class as a contol class and VII D class as experiment class.Technique of data collection is done by using observation sheet method data collection technique were conducted using the observation sheet method skill science processes and documentation. Testing research hypotheseses show. There is significant influence  using Musschenbroek Bimetal to the students science prosess skills, in the test of the hypotheseses the researcher using taster hypothesis t right side from the result of post test show that value  tcount > ttableis  4,35 > 1,67 becouse tcount> ttable so H0  Rejected, Ha is received, so there is a difference influence on the leaning that carred on in the experimental class and control class.

Brandishing Ethno-Mathematics Approach as an Interface for Improving Upper Basic Education (UBE) Students´ Interest and Achievement in Number and Numeration

2019 ◽  
pp. 240-244
Author(s):  
Clement O. Iji ◽  
Joseph A. Andortan
Keyword(s):  
Data Collection ◽  
Key Words ◽  
Basic Education ◽  
Education Students ◽  
Control Groups ◽  
Male And Female ◽  
Cross River ◽  
Cross River State ◽  
Post Test ◽  
Quasi Experimental

The study considered how ethno-Mathematics approach could be brandished to serve as an interface to improving UBE students’ interest and achievement in number and numeration (NN). The study was carried out in Obudu, a rural community in Cross River State of Nigeria. It adopted a quasi-experimental of pre-test post-test control groups design with intact classes used. Population of study comprised all the 6,226 upper basic education students from the 23 government controlled basic education schools in the study area. Two instruments were used for data collection. The study found among other things that when ethnomathematics was properly brandished, the UBE students improved in their interest and achievement in the NN concepts taught during the period of this study. It was also found that the initial noted gap between the male and female UBE students’ interest and achievement in NN was drastically reduced. Key words: Brandishing, Ethnomathematics, Interface, Number and Numeration, Upper Basic Education, Interest and Achievement

scholarly journals Hybridising Teaching Personal Social Responsibility (TPSR) and Problem Based Learning (PBL) in Physical Education

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Nur Indri Rahayu ◽  
Adang Suherman ◽  
Bambang Abdul Jabar
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Project Based Learning ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Personal And Social Responsibility ◽  
Larger Sample

Purpose: The aim of this research was to test the effectiveness of  TPSR and PBL in physical education to increase students personal and social responsibility. Method: This is quasi experimental research with pre test post test control group design,  Sample of this research were senior high school as many as 122 students. The instrument used was an adaptation of Tool for Assessing Responsibility-Based Education (TARE) Observation, while the data analysis using paired sample t-test and independent sample t-test. Result: The results showed there was significant effect of hybridising TPSR and PBL in enhancing student’s personal and social responsibility. Discussion/Conclusion: hybridising TPSR and PBL is effective to increase student’s personal and social responsibility in physical education. Recomendation: Next, more in-depth research is required by involving a random samplig with  larger sample size or by using another scientific learning approach such as inquairy or project based learning.

scholarly journals The Effects of a Physical Education Intervention to Support the Satisfaction of Basic Psychological Needs on the Motivation and Intentions to Be Physically Active

2017 ◽  
Vol 59 (1) ◽  
pp. 5-15 ◽  
Author(s):  
Evelia Franco ◽  
Javier Coterón
Keyword(s):  
Experimental Study ◽  
Physical Education ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Education Students ◽  
Intervention Programme ◽  
Physically Active ◽  
Quasi Experimental ◽  
Experimental Group

AbstractThe aim of the study was to investigate the effects of an intervention to support the basic psychological needs on the satisfaction of these needs, intrinsic motivation, intention to be physically active and some enjoyment-related outcomes in Physical Education. The present study incorporated strategies presented by Standage and Ryan (2012) in a previous study. A quasi-experimental study was conducted with two groups (nexperimental = 30; ncontrol = 23) of 2nd year Secondary Education students aged between 13 and 15 (M = 13.35, SD = .62) by delivering 24 physical education classes. The teacher in the experimental group underwent prior and continual training. The results revealed that the students from the experimental group showed a significant increase in the perception of autonomy and competence. Furthermore, the experimental group showed a greater perception than the control group in the enjoyment related to learning and contents. These results provide information about the efficacy of an intervention programme based on the strategies presented by Standage and Ryan (2012) to foster satisfaction of basic psychological needs and facilitate support for basic psychological needs to promote the development of positive learning-related outcomes.

scholarly journals Development of Team Cohesion and Sustained Collaboration Skills with the Sport Education Model

2019 ◽  
Vol 11 (8) ◽  
pp. 2348 ◽  
Author(s):  
Chun-Chieh Kao
Keyword(s):  
Physical Education ◽  
Teaching Strategy ◽  
Team Cohesion ◽  
Control Group ◽  
Sport Education ◽  
Team Adaptation ◽  
Post Test ◽  
Quasi Experimental ◽  
Education Model ◽  
Experimental Group

Physical education is crucial to the development of physical and social abilities. Team cohesion, nurtured in physical education, influences team performance and provides skills that students may translate into future social arenas. However, whether teaching strategy in physical education affects the development of team cohesion remains uncertain. The sport education model (SEM) enhances sport skills, rule knowledge, sport etiquette, and affective development through games and competition. The SEM has replaced many conventional physical education curricula in advanced countries. Therefore, this quasi-experimental pretest–post-test study investigated the effects of the SEM on team cohesion. Undergraduate volunteers from a Taiwanese university were divided into experimental and control groups for a 10-week basketball course taught using the SEM or direct instruction, respectively. Pretest and post-test questionnaires utilized a team cohesion scale, with subscales measuring teamwork, team adaptation, and interpersonal interaction. Experimental group (Mpre = 3.35 ± 0.42, Mpost = 3.98 ± 0.50) scores for overall team cohesion and the three subscales were significantly improved after the course; no significant improvement was noticed in the control group (Mpre = 3.23 ± 0.58, Mpost = 3.57 ± 0.57). Furthermore, all post-test scores for the experimental group (M = 3.98 ± 0.50) were higher than those for the control group (M = 3.57 ± 0.57). Therefore, the SEM is a feasible model for improving team cohesion and thus related social skills students may sustain into adulthood.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

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