The effects of an intervention programme using information communication and technology on the teaching and learning of physical education in Singapore schools

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Type
Article
Citation
Koh, K. T., Teo, W. P., Koong, S. X., Divaharan, S., Muhammad Shufi Salleh, Tan, Seck Heong, Yong, C. C., & Chia, C. T. T. (2025). The effects of an intervention programme using information communication and technology on the teaching and learning of physical education in Singapore schools. Education Sciences, 15(3), Article 349. https://doi.org/10.3390/educsci15030349
Author
Koh, Koon Teck 
•
Teo, Wei Peng 
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Koong, Shun Xin
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Divaharan, Shanti 
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Muhammad Shufi Salleh
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Tan, Seck Heong
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Yong, Chooi Cheng
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Chia, Cleve Tse Tsing
Abstract
This study examined the impact of an Information Communication and Technology (ICT) intervention program on teaching and learning in Physical Education (PE). The research involved 47 PE teachers from 47 Singapore schools and 838 students across primary and high schools. Teachers with little or no ICT experience (n = 24) and their students (n = 430) were placed in the intervention group. Data were collected using accelerometers, the Activity Perception Questionnaire, a K-12 rubric assessing psychomotor, cognitive and affective domains, an ICT integration rubric, and lesson videos. A two-way repeated measures ANOVA was conducted to analyse the intervention’s effects. The results showed that ICT use did not reduce students’ physical activity time or motivation levels. However, teachers’ ability to design meaningful ICT-integrated lessons significantly improved, as did students’ affective domain. The findings underscore the importance of incorporating both theoretical and practical components in PE teacher training, using contextualised examples and flexible learning modes. School leaders and policymakers should enhance professional development opportunities and support teachers in integrating ICT effectively, thereby improving student engagement and learning outcomes.
Keywords
Date Issued
2025
Publisher
MDPI
Journal
Education Sciences
DOI
10.3390/educsci15030349
Description
The open access publication is available at https://doi.org/10.3390/educsci15030349
Project
OER 21/21 KT
Funding Agency
Ministry of Education, Singapore