An analysis of the responsibility of physical education students depending on the teaching methodology received
Hortigüela Alcalá, David
Pérez Pueyo, Ángel
Moncada Jiménez, José
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To determine the effects of two teaching methodologies on the student’s perceptions about responsibility in the evaluation of a physical education teaching unit. A pre-experimental design was used on 785 high-school students taught with two methodological approaches during a stunt unit: a) traditional method, and b) attitudinal method. Perceptions of responsibility were surveyed before and after the teaching unit. Student’s perception towards responsibility was similar between groups in the pre-test (p < 0.05). After intervention, the attitudinal group showed higher sense of responsibility in the evaluation (p = 0.011). The traditional methodology group perceived a different level of responsibility depending on the high-school institution (p = 0.011); while the attitudinal style group perceptions were influenced by the school-year (p = 0.038) and the number of students per class (p = 0.013). An attitudinal methodology implemented in a stunt unit in a Physical Education class directly influences the perception of students about responsibility in their evaluation.