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A descriptive analytical study on teacher behaviours and student academic learning time in physical education in Singapore neighbourhood secondary schools
Author
Amir Hamzah Mohamed Salleh
Supervisor
Walkuski, Jeffrey John
Abstract
The purpose of this study was to examine common teacher behaviours as measured by the Arizona State University Observation Instrument (ASUOI) and student engagement as measured by the Academic Leaming Time in Physical Education, (ALT-PE) in order to analyse the relationship between teacher behaviours and student KT-PE of Singapore neighbourhood secondary school physical education setting. In addition, three major ALT-PE variables - time devoted to specific content area, learner engaged time with relevant material and student success rate were discussed. The study also examined possible teacher behaviours and student characteristics that may have influenced KT-PE variables, through field observations.
The subjects in this study were seven selected physical education specialists and their classes. Each teacher and their students were videotaped in five separate classes. The ASUOI with interval recording procedures was used to collect teacher behaviour data. The ALT-PE version 2 instrument was used in conjunction with duration recording procedures to collect data on appropriate motor engaged activities of students.
The result indicated that the most widely exhibited intervals of teacher behaviour were management (24.08%), silence (20.78%), concurrent instruction (15.11%) and pre-instruction (11.77%). The study also indicated that students accrued a mean of 14.96% of ALT-PE during regular PE classes. In terms of class context, students were engaged for a mean of 41.27% in general context of the class, while the mean percentage time spent on subject matter knowledge and subject matter motor were 16.92% and 41.87% respectively. The study indicated that students were not motor engaged for about 83.45% of the observed class time and when they were motor engaged (16.54%), only 14.96% of the class time was in motor appropriate activities. A Pearson Product Moment Correlation indicated that only the teacher behaviour of questioning (r = 0.499, p 5 .05 ) had any significant relationship with student ALT-PE. A forward stepwise multiple regression yielded a multiple correlation coefficient of ,499 with only questioning entering the equation.
Organisation and structure of class employed and relevance of tasks set by teacher as well as the skill level of students were some of the common factors observed that may have affected student ALT-PE level.
The subjects in this study were seven selected physical education specialists and their classes. Each teacher and their students were videotaped in five separate classes. The ASUOI with interval recording procedures was used to collect teacher behaviour data. The ALT-PE version 2 instrument was used in conjunction with duration recording procedures to collect data on appropriate motor engaged activities of students.
The result indicated that the most widely exhibited intervals of teacher behaviour were management (24.08%), silence (20.78%), concurrent instruction (15.11%) and pre-instruction (11.77%). The study also indicated that students accrued a mean of 14.96% of ALT-PE during regular PE classes. In terms of class context, students were engaged for a mean of 41.27% in general context of the class, while the mean percentage time spent on subject matter knowledge and subject matter motor were 16.92% and 41.87% respectively. The study indicated that students were not motor engaged for about 83.45% of the observed class time and when they were motor engaged (16.54%), only 14.96% of the class time was in motor appropriate activities. A Pearson Product Moment Correlation indicated that only the teacher behaviour of questioning (r = 0.499, p 5 .05 ) had any significant relationship with student ALT-PE. A forward stepwise multiple regression yielded a multiple correlation coefficient of ,499 with only questioning entering the equation.
Organisation and structure of class employed and relevance of tasks set by teacher as well as the skill level of students were some of the common factors observed that may have affected student ALT-PE level.
Date Issued
1998
Call Number
GV365.5.S55 Ami
Date Submitted
1998