博碩士論文
The effects of flipped learning on children’s physical activity levels and motivation during physical education lesson
- The effects of flipped learning on children’s physical activity levels and motivation during physical education lesson
- 2021
-
- Hong Kong
-
- 1997.7 onwards
-
- 未指定或無法歸類
- Background: In Hong Kong, the time limitation set for physical education (PE) lessons at schools is one of the obstacles in promoting adequate physical activity (PA) levels for students. Flipped learning is a pedagogical approach that advocate more interaction between teachers and learners, in return promoting more PA participation. The present study utilised the self-determination theory (SDT) as the theoretical framework for designing flipped learning content to be applied during PE lessons, targeting the improvement of students’ PA levels. The purpose of this study was to examine the effectiveness of the flipped learning unit on the PA levels and motivation of students during PE lesson.Method: For this study, 111 Grade 5 students at a Hong Kong primary school participated in the study. They were grouped into a flipped learning group (PE lesson with flipped learning; n=57) or a traditional learning group (PE lesson with regular teaching; n=54). Participants were randomly assigned to groups followed the class they were in. The flipped learning design included an online self-learning session and an in-school learning session with more practice and discussion time allowed during the course of a four-lesson PE learning unit. The lessons for both groups were conducted in twice weekly sessions that lasted for 25 minutes each. An accelerometer (GT3X) was used to measure the PA levels of students during the four experimental PE lessons; and questionnaires were used to assess their motivation before each PE class.Results: Using ANOVA, a significant difference in PA level was found between the traditional learning group and flipped learning group (F, [1,21] = 21.76, p < .05). Moderate to vigorous physical activity (MVPA) duration of the flipped lessons was higher and duration of sedentary (SED) was lower than that of the traditional lessons. At the same time, autonomous motivation was a positive predictor of MVPA (β = 1.603, p < 0.05) in practice-oriented lessons. In addition, autonomous motivation (β = -.780, p < 0.05) was a negative predictor of the SED.Conclusion: The present study confirmed the effectiveness of flipped learning for enhancing the PA levels of students during PE lessons. In PE lesson with flipped learning, students’ PA behaviour was associated with their motivation. Correlation between motivation and MVPA was partially substantiated in this study. Correlation between motivation and SED was partially substantiated in this study. It is suggested that future studies should consider by examining a more diverse sample group of students. All rights reserved.
- EdD
- The Education University of Hong Kong
- Hong Kong
-
- 英文
- 博碩士論文
- https://bibliography.lib.eduhk.hk/tc/bibs/f55cd790
- 2022-11-03
最近的博碩士論文
Development and implementation of a learning analytics tool to support teacher orchestration of collaborative science inquiry in a mobile learning environment博碩士論文
A qualitative study of the experiences of the parents in supporting their dyslexic children in secondary schools博碩士論文
Evaluating the effectiveness of a self-developed financial education programme among primary school students in Hong Kong博碩士論文
有家長參與的幼兒生命教育課程: 以香港幼稚園的幼兒生命教育課程作個案研究博碩士論文
Curriculum intentions, classroom realities: The learning and teaching of English reading to Hong Kong secondary students博碩士論文
融合小學視力障礙學生融合課程發展研究博碩士論文
Sing by ear: A study of motivation, informal learning, and musicianship of popular music education in Hong Kong博碩士論文
E-learning practices in preservice English language teacher education in Hong Kong and Mainland China博碩士論文