Physical education students’ reflections about the learning outcomes of different teaching methods: a mixed methods study

Arne Sørensen, P. Lagestad
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Abstract

Teaching in higher education is still mainly executed as lectures, even though research about student-active instruction methods points to more motivated students, higher enjoyment, and more optimal learning outcomes. The purpose of this study was to obtain better insight into how physical education (PE) students assessed their learning outcomes in relation to the use of different pedagogical approaches.A master’s course in PE was planned and implemented using the following eight different learning approaches: lectures; practical exercises about themes in lectures; discussions during lectures; discussions outside of lectures; planning and exercises for peer students; individual work preparing to write an academic text; individual work writing the academic text; and reading for an exam. The study constituted a mixed methods study, which used quantitative data from students’ evaluation of eight different learning approaches on a Likert-type scale, and in-depth qualitative data from follow-up interviews with some of the same students, with the aim of explaining the main findings. Quantitative data about the students’ reflections on the learning outcomes of the different learning approaches were collected among 59 different students at three different times (2021, 2022, and 2023), after finishing a course in the fifth semester in a master’s program in PE.The findings showed that the students reported achieving the highest learning outcomes from practical exercises and attaining the lowest learning outcomes from lectures. In depth interviews among seven randomly selected students were also used to obtain reflections from the students about the different learning approaches. Quantitative analyses again revealed that practical exercises produced the highest learning outcomes, while lectures resulted in the lowest learning outcomes. Qualitative analyses of the in-depth interviews indicated that practical activities enabled students to relate theory to practice, make them active, and are associated with future work, while the quality of lectures depended on characteristics of the teacher and were often experienced as long and unstimulating.According to the results, we recommend that student teachers in higher education acquire the ability to plan and execute practical lessons in relation to themes focused upon in lectures and involve students more in discussions during lectures.
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体育教育专业学生对不同教学方法学习效果的反思:一项混合方法研究
尽管有关学生参与式教学方法的研究表明,学生的积极性更高,学习乐趣更浓,学习效果也更理想,但高等教育中的教学仍然主要以讲授为主。本研究的目的是更好地了解体育教育(PE)专业的学生是如何评估他们的学习成果与不同教学方法的使用之间的关系的。一门体育硕士课程的计划和实施采用了以下八种不同的学习方法:讲授;关于讲授主题的实践练习;讲授期间的讨论;讲授之外的讨论;同级学生的计划和练习;准备撰写学术论文的个人作业;撰写学术论文的个人作业;考试阅读。该研究是一项混合方法研究,使用了学生对八种不同学习方法的李克特量表评价的定量数据,以及对部分相同学生的后续访谈的深入定性数据,旨在解释主要研究结果。在体育专业硕士课程的第五学期结束后,在三个不同时间(2021 年、2022 年和 2023 年)收集了 59 名不同学生对不同学习方法的学习成果的反思的定量数据。研究结果显示,学生在实践练习中取得的学习成果最高,而在讲座中取得的学习成果最低。此外,还对随机抽取的七名学生进行了深入访谈,以了解学生对不同学习方法的反思。定量分析再次显示,实践练习取得的学习成果最高,而讲座取得的学习成果最低。对深入访谈的定性分析表明,实践活动使学生能够将理论与实践联系起来,使他们变得积极主动,并与未来的工作相关联,而讲座的质量则取决于教师的特点,往往被认为冗长而缺乏刺激性。
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