Peer Assisted Learning and Student Perceived Effort and Attitude Toward Physical Education

Almarode, Danielle, Education - Curry School of Education, University of Virginia
Boyce, Barbara, Department of Kinesiology, University of Virginia

When students exhibit positive attitudes toward physical activity (PA) and physical
education (PE) they are more likely to become physically active throughout their lifetime
(Christodoulos, Douda, Polykratis, & Tokmakidis, 2006). Likewise, students who have
intentions of remaining physically active are more intrinsically motivated and as a result
are more likely to exert higher amounts of effort in PE (Hein & Caune, 2014). There is a
lack of research examining impacts of peer-assisted learning (PAL) or peer-interaction
models on student attitudes and perceived effort in PE. The purpose of this study was to
examine the effect of implementing a peer -interaction model on students' attitudes
toward physical education and perceived effort in physical education. A peer-interaction
model was implemented with 271 students enrolled in physical education while a control
group of 237 resumed normal PE classes. Pre and posttest surveys were implemented
measuring student attitude toward PE and student perceived effort in PE. Quantitative
results revealed a statistically significant negative effect on student attitude toward
physical education and perceived effort exerted. Common issues with social science
addressing interventions in a field-based study emerged and were addressed. Overall,
results provided groundwork for further research examining peer-interaction
interventions in schools regarding student affective behaviors.

PHD (Doctor of Philosophy)
peer assisted learning, student attitude, perceived effort, physical education
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