Peer Assisted Learning and Student Perceived Effort and Attitude Toward Physical Education 351 views

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

English

All rights reserved (no additional license for public reuse)

2018-04-30