A Study of Grade Level and Gender Differences in Attitude towards Nonlinear Pedagogy
DOI:
https://doi.org/10.17309/tmfv.2022.3s.17Keywords:
attitudes toward nonlinear pedagogy, grade levels, gender, primary and secondary school studentsAbstract
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.
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References
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Kurniawan, D. A., Astalini, A., Darmaji, D., & Melsayanti, R. (2019). Students’ attitude towards natural sciences. International Journal of Evaluation and Research in Education, 8(3), 455-460. https://doi.org/10.11591/ijere.v8i3.16395
Fraser, B. J. (1978). Test of science-related attitudes.
Navarro, M., Förster, C., González, C., & González-Pose, P. (2016). Attitudes toward science: measurement and psychometric properties of the Test of Science-Related Attitudes for its use in Spanish-speaking classrooms. International Journal of Science Education, 38(9), 1459-1482. https://doi.org/10.1080/09500693.2016.1195521
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. In Routledge Academic (Vol. 59). Routledge. https://doi.org/10.4324/9780203771587
Jerrim, J., & Schoon, I. (2014). Do teenagers want to become scientists? Gender Differences in Aspirations and Attainment, 203-223. https://doi.org/10.1017/cbo9781139128933.014
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079. https://doi.org/10.1080/0950069032000032199
Toma, R. B., Greca, I. M., & Orozco Gómez, M. L. (2019). Attitudes towards science and views of nature of science among elementary school students in terms of gender, cultural background and grade level variables. Research in Science and Technological Education, 37(4), 492-515. https://doi.org/10.1080/02635143.2018.1561433
Susilawati, Aznam, N., & Paidi. (2022). Attitudes Towards Science: A Study of Gender Differences and Grade Level. European Journal of Educational Research, 11(2), 599-608. https://doi.org/10.12973/eu-jer.11.2.599
Nader, P. R., Bradley, R. H., Houts, R. M., McRitchie, S. L., & O’Brien, M. (2008). Moderate-to-vigorous physical activity from ages 9 to 15 years. JAMA - Journal of the American Medical Association, 300(3), 295-305. https://doi.org/10.1001/jama.300.3.295
Pugliese, J., & Tinsley, B. (2007). Parental Socialization of Child and Adolescent Physical Activity: A Meta-Analysis. Journal of Family Psychology, 21(3), 331-343. https://doi.org/10.1037/0893-3200.21.3.331
Shropshire, J., Carroll, B., & Yim, S. (1997). Primary School Children’s Attitudes to Physical Education: Gender Differences. European Journal of Physical Education, 2(1), 23-38. https://doi.org/10.1080/1740898970020103
Geesa, R. L., Izci, B., Song, H. S., & Chen, S. (2019). Exploring the roles of students’ home resources and attitudes towards science in science achievement: A comparison of South Korea, Turkey, and the United States in TIMSS 2015. Asia-Pacific Science Education, 5(1). https://doi.org/10.1186/s41029-019-0038-7
Barmby, P., Kind, P. M., & Jones, K. (2008). Examining changing attitudes in secondary school science. International Journal of Science Education, 30(8), 1075-1093. https://doi.org/10.1080/09500690701344966
Pell, T., & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 23(8), 847-862. https://doi.org/10.1080/09500690010016111
Bernstein, E., Phillips, S. R., & Silverman, S. (2011). Attitudes and perceptions of middle school students toward competitive activities in physical education. Journal of Teaching in Physical Education, 30(1), 69-83. https://doi.org/10.1123/jtpe.30.1.69
Sun, H. (2012). Exergaming impact on physical activity and interest in elementary school children. Research Quarterly for Exercise and Sport, 83(2), 212-220. https://doi.org/10.1080/02701367.2012.10599852
Sun, H., Chen, A., Ennis, C., Martin, R., & Shen, B. (2014). An Examination of the Multidimensionality of Situational. October 2014, 37-41.
Hortigüela-Alcalá, D., Barba-Martín, R. A., González-Calvo, G., & Hernando-Garijo, A. (2021). ‘I Hate Physical Education’; an analysis of girls’ experiences throughout their school life. Journal of Gender Studies, 30(6), 648-662. https://doi.org/10.1080/09589236.2021.1937077
Olafson, L. (2002). I hate phys. ed.: Adolescent gilrs talk about physical education (p. 67). Physical Educator.
Syrmpas, I., Digelidis, N., Watt, A., & Vicars, M. (2017). Physical education teachers’ experiences and beliefs of production and reproduction teaching approaches. Teaching and Teacher Education, 66, 184-194. https://doi.org/10.1016/j.tate.2017.04.013
Lee, M. C. Y., Chow, J. Y., Button, C., & Tan, C. W. K. (2017). Nonlinear Pedagogy and its role in encouraging twenty-first century competencies through physical education: a Singapore experience. Asia Pacific Journal of Education, 37(4), 483-499. https://doi.org/10.1080/02188791.2017.1386089
Yi, Chow Jia, Keith Davids, C. B. and I. R. (2017). Nonlinear Pedagogy in skill acquisition. Routledge.
Yi Chow, J. (2021). Nonlinear Pedagogy. Nonlinear Pedagogy and the Athletics Skills Model, 75-90. https://doi.org/10.4324/9781003025375-5
Jaakkola, T., Yli-Piipari, S., Barkoukis, V., & Liukkonen, J. (2017). Relationships among perceived motivational climate, motivational regulations, enjoyment, and PA participation among Finnish physical education students. International Journal of Sport and Exercise Psychology, 15(3), 273-290. https://doi.org/10.1080/1612197X.2015.1100209
Rekaa, H., Hanisch, H., & Ytterhus, B. (2019). Inclusion in Physical Education: Teacher Attitudes and Student Experiences. A Systematic Review. International Journal of Disability, Development and Education, 66(1), 36-55. https://doi.org/10.1080/1034912X.2018.1435852
Silverman, S. (2017). Attitude research in physical education: A review. Journal of Teaching in Physical Education, 36(3), 303-312. https://doi.org/10.1123/jtpe.2017-0085
Gard, M., Hickey-Moodey, A., & Enright, E. (2013). Youth culture, physical education and the question of relevance: After 20 years, a reply to Tinning and Fitzclarence. Sport, Education and Society, 18(1), 97-114. https://doi.org/10.1080/13573322.2012.690341
Lee, M. C. Y., Chow, J. Y., Komar, J., Tan, C. W. K., & Button, C. (2014). Nonlinear pedagogy: An effective approach to cater for individual differences in learning a sports skill. PLoS ONE, 9(8). https://doi.org/10.1371/journal.pone.0104744
Davids, K. (2012). Learning design for Nonlinear Dynamical Movement Systems. The Open Sports Sciences Journal, 5(1), 9-16. https://doi.org/10.2174/1875399x01205010009
Sutapa, P., Prasetyo, Y., Pratama, K. W., Karakauki, M., Mustapha, A., Idrus, S. Z. S., & Sutapa, P. (2020). Motor Development Index (MDI) Based on Combination of Human Development Index (HDI) and Sport Development Index (SDI) as a Success Parameter of Motor Development among Preschool Children: An Observational Study. Journal of Physics: Conference Series, 1529(3). https://doi.org/10.1088/1742-6596/1529/3/032003
Renshaw, I., & Chow, J. Y. (2019). A constraint-led approach to sport and physical education pedagogy. Physical Education and Sport Pedagogy, 24(2), 103-116. https://doi.org/10.1080/17408989.2018.1552676
Komar, J., Potdevin, F., Chollet, D., & Seifert, L. (2019). Between exploitation and exploration of motor behaviours: unpacking the constraints-led approach to foster nonlinear learning in physical education. Physical Education and Sport Pedagogy, 24(2), 133-145. https://doi.org/10.1080/17408989.2018.1557133
Hidayatullah, Z., Wilujeng, I., Nurhasanah, N., Gusemanto, T. G., & Makhrus, M. (2021). Synthesis of the 21st Century Skills (4C) Based Physics Education Research In Indonesia. JIPF (Jurnal Ilmu Pendidikan Fisika), 6(1), 88. https://doi.org/10.26737/jipf.v6i1.1889
Cronin, L., Marchant, D., Johnson, L., Huntley, E., Kosteli, M. C., Varga, J., & Ellison, P. (2020). Life skills development in physical education: A self-determination theory-based investigation across the school term. Psychology of Sport and Exercise, 49(May), 101711. https://doi.org/10.1016/j.psychsport.2020.101711
Eccles, L. (2007). Gender Differences in Teacher-Student Interactions, Attitudes and Achievement in Middle School Science. Science, August.
Kurniawan, D. A., Astalini, A., Darmaji, D., & Melsayanti, R. (2019). Students’ attitude towards natural sciences. International Journal of Evaluation and Research in Education, 8(3), 455-460. https://doi.org/10.11591/ijere.v8i3.16395
Fraser, B. J. (1978). Test of science-related attitudes.
Navarro, M., Förster, C., González, C., & González-Pose, P. (2016). Attitudes toward science: measurement and psychometric properties of the Test of Science-Related Attitudes for its use in Spanish-speaking classrooms. International Journal of Science Education, 38(9), 1459-1482. https://doi.org/10.1080/09500693.2016.1195521
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. In Routledge Academic (Vol. 59). Routledge. https://doi.org/10.4324/9780203771587
Jerrim, J., & Schoon, I. (2014). Do teenagers want to become scientists? Gender Differences in Aspirations and Attainment, 203-223. https://doi.org/10.1017/cbo9781139128933.014
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079. https://doi.org/10.1080/0950069032000032199
Toma, R. B., Greca, I. M., & Orozco Gómez, M. L. (2019). Attitudes towards science and views of nature of science among elementary school students in terms of gender, cultural background and grade level variables. Research in Science and Technological Education, 37(4), 492-515. https://doi.org/10.1080/02635143.2018.1561433
Susilawati, Aznam, N., & Paidi. (2022). Attitudes Towards Science: A Study of Gender Differences and Grade Level. European Journal of Educational Research, 11(2), 599-608. https://doi.org/10.12973/eu-jer.11.2.599
Nader, P. R., Bradley, R. H., Houts, R. M., McRitchie, S. L., & O’Brien, M. (2008). Moderate-to-vigorous physical activity from ages 9 to 15 years. JAMA - Journal of the American Medical Association, 300(3), 295-305. https://doi.org/10.1001/jama.300.3.295
Pugliese, J., & Tinsley, B. (2007). Parental Socialization of Child and Adolescent Physical Activity: A Meta-Analysis. Journal of Family Psychology, 21(3), 331-343. https://doi.org/10.1037/0893-3200.21.3.331
Shropshire, J., Carroll, B., & Yim, S. (1997). Primary School Children’s Attitudes to Physical Education: Gender Differences. European Journal of Physical Education, 2(1), 23-38. https://doi.org/10.1080/1740898970020103
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Published
2022-11-30
How to Cite
Tri Kaloka, P., Nopembri, S., Yudanto, Y., & Elumalai, G. (2022). A Study of Grade Level and Gender Differences in Attitude towards Nonlinear Pedagogy. Physical Education Theory and Methodology, 22(3s), S124-S131. https://doi.org/10.17309/tmfv.2022.3s.17
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