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VOL. 8, ISSUE 4 (2023)
Evaluating students' behavioral engagement in a flipped and a typical new technology in physical education course
Authors
Maria Giannousi
Abstract
The aim of this study was
to evaluate students' behavioral engagement in the course N119 - New Technology
in Physical Education using a flipped learning approach, comparing it to a
traditional learning method at the Democritus University of Thrace.
Ninety-three (n=93) first-year undergraduate Physical Education students, aged
18 to 20, were assigned to two teaching method groups by a random draw: a
flipped instructional (FI) group with 47 students and a typical instructional
(TI) group with 46 students. The instructional period, practical exercises
(activities), and testing occurred over six consecutive weeks, involving five
90-minute training sessions for the participants. Students completed behavioral
engagement surveys as pre- and post-test measurements at the beginning and end
of the study. A two-way analysis of variance (ANOVA) with repeated measures was
performed to evaluate the influence of teaching methods and measurements over
time on students’ behavioral engagement. The data analysis revealed no
significant differences in behavioral engagement scores between students in the
FI and TI groups for this course content. Importantly, the findings indicated
that both instructional methods had a significant impact on students'
behavioral engagement, with FI students achieving scores similar to those in
the TI teaching approach. In summary, this study has provided valuable insights
and perspectives on fostering behavioral engagement in flipped learning
environments.
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Pages:122-126
How to cite this article:
Maria Giannousi "Evaluating students' behavioral engagement in a flipped and a typical new technology in physical education course". International Journal of Multidisciplinary Education and Research, Vol 8, Issue 4, 2023, Pages 122-126
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