The application of school-based martial arts training in promoting collaborative learning behavior among primary school students.
Why is experimental research?
The relationship between [school-based martial arts training] and [promoting collaborative learning behavior] among [primary school students]
This research is to study whether there is a significant effect of martial arts training in facilitating collaborative learning behaviour.
2. How could data for the correlated variables be collected?
Participants:
Participants in this study were 90 students from P.4 to P.6 at a primary school in Yuen Long. There were 45 boys and 45 girls in the final sample of 90 students.
Procedures:
Participants were randomly assigned by homeroom class to either the intervention (martial arts) group or a comparison (traditional physical education) group. During the 6 months intervention, the first group (martial arts group) participated in the Taekwondo / Karate training, and the second group (comparison group) participated in standard physical education classes during these periods. A comparison of the two groups before and after the martial arts training provided a stringent test of the efficacy of the martial arts training, over and above gains (higher correlation) in collaborative learning attributable to a conventional physical education curriculum. Gender differences were examined across all of the study variables.
Instruments:
All data on the students and teachers were derived from questionnaires returned by the respondents. The questionnaire for each set of respondents contained demographic items, a set of requests for estimates of participation in specific group activities, and a series of items designed to assess respondents’ perceptions of the efficacy of the martial arts training.
a. Student Questionnaire for the 2 groups (martial arts group and comparison group):
The Student Questionnaire asked participants to give specific information about themselves (class, sex, and age) and estimates of their levels of involvement in various forms of group activities – classroom board decoration, project-based learning, booths, school open day exhibitions, and inter-school competitions. The Student Questionnaire contained Likert-scale response items designed to assess student’s perceptions of their own performance. The scale included such items as “I know how to help my classmates do well in class” and “I am willing to express and accept any opinions.” Items were scored on a 5-point scale ranging from strongly disagree (1) to strongly agree (5).
b. Teacher Questionnaire:
The Teacher Questionnaire asked for specific information about teachers and their classes (grade, total years taught, years at present school, highest degree earned, sex, and age). Teachers were also asked to estimate the performance of the 2 groups of students in their classes on collaborative learning in classroom board decoration, project-based learning, booths, school open day exhibitions, and inter-school competitions. The Teacher Questionnaire contained Likert-scale response items designed to assess teacher’s perceptions of their students. The scale included such items as “My student helps other classmates learn” and “My student willing to share his/her opinions.” Items were scored on a 5-point scale ranging from strongly disagree (1) to strongly agree (5).
3. Provide argument how answer to that question can contribute to improvements in some aspect of education/teaching and learning?
a. First, the findings reported here suggest the potential importance of martial arts training designed to increase students’ interests in collaborative learning.
b. Second, martial arts programs may be especially effective with a broad range of school-age children because martial arts success is linked with mastery orientation, or the belief that success is the result of effort. Martial arts philosophy emphasizes effort and determination more than‘natural’ability, making it an attractive and feasible activity for children not naturally drawn to sports or for children who do not view themselves as‘athletic.’Because progress in the martial arts is based on improvement, not just the achievement of a particular standard, martial arts training may be more amenable to children who struggle to achieve the required standard in other sports.
c. Third, martial arts students receive regular feedback on their progress, either from the instructor or through sharing from the other martial arts students (collaborative learning), detailing areas in which they need further improvement and areas in which they are already improving. Their performance is not evaluated using comparisons to others, but rather using an assessment of their previous performance and individual progress they have made.
d. Finally, the emphasis on self-regulation as a core value is not found in all sport interventions. Using techniques, such as meditation and self-monitoring, instructors teach students to be more self-aware and to own the responsibility for correcting their thoughts and behaviors through learning best from the others.
No comments:
Post a Comment