Effect of six-week content knowledge workshop on written test performance among physical education students in China
The employment problem is particularly prominent among college students majoring in physical education teaching, who are pre service teachers (PE students). In China, students take public institutions' teacher recruitment exams, which comprise 70% written tests and 30% skills. This study inv...
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| Format: | Thesis |
| Language: | English |
| Published: |
2023
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/113970/1/113970.pdf |
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| Summary: | The employment problem is particularly prominent among college students majoring in
physical education teaching, who are pre service teachers (PE students). In China,
students take public institutions' teacher recruitment exams, which comprise 70% written
tests and 30% skills. This study investigates the effect of a 6 week content knowledge
(CK) workshop on PE students’ written test performance. The objectives are to evaluate
the impact of the workshop on the basic theoretical knowledge in sports training d esign
(STD) and teaching design (TD), health promotion knowledge in movement energy
metabolism (MEM) and movement techniques (KMT), physical movement knowledge
in competition venue planning (CVP) and knowledge of movement rules (KMR) on
performance in writ ten tests among PE students in China. In addition, this study also
aims to evaluate the effect of the workshop on comprehensive CK scores in written test
performance among PE students in China.
The Randomised Controlled Trial was adopted. Volunteers fro
m the Ning Xia Normal
University of China participated in this study. Fifty four (54) participants were randomly
selected to participate, all of whom were college students majoring in PE teaching in the
fourth year. The Chinese standard examination test me asured their performance in
written tests. The test content included CK related to STD, TD, MEM, KMT, CVP, and
KMR. The participants we re divided into two groups: an experimental and a control
group. Baseline information includes gender age home location father and mother
education. There were no significant differences on demographic characteristics between
intervention and control groups at baseline, which indicates the two groups were
comparable.The experimental group underwent a workshop intervention, while the
control group followed standard classes planned by the university. Both groups were
followed up for a six week intervention program, including three tests: a pre test at
week 0, post test one at week 3, and post test two at week 6.
Generalized e
stimating equations and a two way repeated measures analysis of variance
(ANOVA) were used to analyse the data. The results of the GEE showed that the
workshop significantly improved students' TD (χ2 = 17.377, P < 0.001), KMT (χ2 =
10.713, P = 0.001), and CVP (χ2 = 13.091, P<0.001) written test performance. However,
insignificant written test performance results were reported for STD (χ2 = 0.026, P =
0.872), MEM (χ2 = 1.945, P = 0.163), and KMR (χ2=3.226, P=0.072). Simultaneously,
the two way repeated ANOVA results showed that the workshop significantly improved
the students' score of comprehensive content knowledge (F = 19.651, P < 0.001, η2 =
0.274). In addition, results also indicated a significant improvement in the written test as
early as at 3 weeks of intervention for TD.
In conclusion, the workshop improved students' CK, evidenced in their written test
performance, especially in TD, KMT, and CVP. The finding expanded the theory by
Ward (2009), which investigated the effect of workshops on the teache r (to ascertain
whether CK could be taught better to students after undergoing a workshop). The present
study found that students’ CK can improve through workshops conducted directly with
students to save time and cost while being effective. Future studies should embed the
workshop method in year one to three PE classes as this period represents the early stage
of learning CK in PE. By graduation, the students' CK is better as they score well on
written tests determining their success in applying for a futu re PE teacher job in China. |
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