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The Use of Student Motivational Factors to Influence Student Engagement in a Remote Secondary Physical Education Class.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
The Use of Student Motivational Factors to Influence Student Engagement in a Remote Secondary Physical Education Class./
作者:
Glencross, Hillary.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:
76 p.
附註:
Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:
Dissertations Abstracts International83-02A.
標題:
Physical education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28643157
ISBN:
9798534689747
The Use of Student Motivational Factors to Influence Student Engagement in a Remote Secondary Physical Education Class.
Glencross, Hillary.
The Use of Student Motivational Factors to Influence Student Engagement in a Remote Secondary Physical Education Class.
- Ann Arbor : ProQuest Dissertations & Theses, 2021 - 76 p.
Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Thesis (Ed.D.)--Northeastern University, 2021.
This item must not be sold to any third party vendors.
Engagement in a physical education course is critical to student health and academic performance. The purpose of this Action Research study was to investigate and improve engagement in secondary remote physical education classes, by utilizing student motivational factors. Participants and data collected in Cycle 1 consisted of students providing feedback on their physical education engagement through a modified BREQ-III survey, as well as interviews with the student researcher. Additionally, the wellness department at Stanley Public High School reviewed the physical education curriculum as it aligned with student feedback on student motivational factors. Action steps in Cycle 2 that were designed, implemented, and evaluated included the wellness department examining student feedback in a focus group setting to design and implement frameworks that would increase student engagement in a remote physical education setting. Additionally, students provided further insight through a pre- and post-survey, as well as a focus group, with students, was utilized to determine the effectiveness of the frameworks at increasing student engagement. Findings included student's motivation through identified to intrinsic regulation, having a desire for autonomy and choice while still being held accountable to engage remotely, and needing physical education to be a time in which students can disconnect from video conferencing and implement movement into their day. Implications to the organization include engaging students more in the curriculum decisions within the wellness department in order to increase engagement while continuing to collect data from students and teachers to keep the curriculum aligned with student needs and national physical education standards. Additionally, the need for more added movement breaks throughout the day of high school students should be explored.
ISBN: 9798534689747Subjects--Topical Terms:
635343
Physical education.
Subjects--Index Terms:
Autonomy
The Use of Student Motivational Factors to Influence Student Engagement in a Remote Secondary Physical Education Class.
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Engagement in a physical education course is critical to student health and academic performance. The purpose of this Action Research study was to investigate and improve engagement in secondary remote physical education classes, by utilizing student motivational factors. Participants and data collected in Cycle 1 consisted of students providing feedback on their physical education engagement through a modified BREQ-III survey, as well as interviews with the student researcher. Additionally, the wellness department at Stanley Public High School reviewed the physical education curriculum as it aligned with student feedback on student motivational factors. Action steps in Cycle 2 that were designed, implemented, and evaluated included the wellness department examining student feedback in a focus group setting to design and implement frameworks that would increase student engagement in a remote physical education setting. Additionally, students provided further insight through a pre- and post-survey, as well as a focus group, with students, was utilized to determine the effectiveness of the frameworks at increasing student engagement. Findings included student's motivation through identified to intrinsic regulation, having a desire for autonomy and choice while still being held accountable to engage remotely, and needing physical education to be a time in which students can disconnect from video conferencing and implement movement into their day. Implications to the organization include engaging students more in the curriculum decisions within the wellness department in order to increase engagement while continuing to collect data from students and teachers to keep the curriculum aligned with student needs and national physical education standards. Additionally, the need for more added movement breaks throughout the day of high school students should be explored.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28643157
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