Unveiling The Impact: Linking Student Assessment And Instructional Management In Physical Education Programs

Abstract

In order to better understand how students feel about the course, this correlational study explores how they rate the Physical Education (PE) curriculum. To improve knowledge in this area, this study looked at the relationship between the PE program's instructional management practices (IMPs) and student assessments of the program. Participants in the study include 373 second-year students enrolled in the second semester of the academic year as well as 16 physical education teachers. These people were selected at random, and the sample size was determined using the Cochran's process with a 95% confidence level. The researchers used a descriptive-comparative method to look at the differences between instructor and student assessments. The researchers used a t-test and descriptive statistics to assess the data they had gathered.

The findings revealed a significant correlation between the components of the PE program - encompassing policy and environment, curriculum, appropriate instruction, student assessment, and teacher professionalism - and IMPs such as planning, classroom climate, instruction, and program planning with goal setting. The implications suggest that universities should bolster their PE programs by providing instructors with targeted training to elevate student learning experiences. Moreover, educators are encouraged to diversify their teaching methodologies to cater to student needs effectively. Future research endeavors may involve expanding the study to a larger cohort to gain comprehensive insights into student perceptions regarding the program's efficacy.