A Study of Grade Level and Gender Differences in Attitude towards Nonlinear Pedagogy
| Autor: | Pasca Tri Kaloka, Soni Nopembri, Yudanto Yudanto, Gunathevan Elumalai |
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| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | Physical Education Theory and Methodology, Vol 22, Iss 3s, Pp S124-S131 (2022) |
| Druh dokumentu: | article |
| ISSN: | 1993-7989 1993-7997 |
| DOI: | 10.17309/tmfv.2022.3s.17 |
| Popis: | It is important to remember that learning outcomes are not the only thing students accomplish, but attitude is also a major learning output. The study purpose was to investigate students’ attitudes, especially regarding the attitude toward nonlinear pedagogy (ATNP), according to gender and grade level in Yogyakarta. Materials and methods. The study involved 1,160 kids who were in fifth grade in primary schools and in eighth grade in secondary schools. A total of 18 schools from around the province were included in the study. The Test of Science Related Attitudes (TOSRA) was used to gather data. This questionnaire is effective for gathering descriptions of students’ attitudes toward nonlinear pedagogy scores for a specific set of participants, since it uses the Likert scale. Results. The study findings show students have quite different levels of excitement for nonlinear science learning. The male students in primary school have a higher positive attitude than the female students do, (M = 36.75; p < 0.001). The male students exhibit a more eager attitude than the female students do in junior high schools (M = 35.78; p < 0.001). The data revealed that the male students in secondary schools have more positive attitudes than the female students do (8.23, M>F). According to the grade level of the school, the male students’ ATNP at the elementary level is more positive than in junior high schools. Conclusions. The statistics show that students’ opinions toward nonlinear teaching are similar in elementary and secondary schools regardless of the grade level of the schools. Even still, most secondary school students find physical education less enjoyable than it was in elementary school. This fact provides instructors of physical education with user input. This finding is encouraging for students looking for strategies to bridge the gender gap in classroom settings. The effects of nonlinear pedagogy are also explored. |
| Databáze: | Directory of Open Access Journals |
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