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Effects of Service Learning on Physical Education Teacher Education Students' Subjective Happiness, Prosocial Behavior, and Professional Learning.

ABSTRACT: Purpose:This study aims to analyze the effects of a service learning (SL) program on the subjective happiness (SH), prosocial behavior (PB), and professional learning (PL) perceptions of Physical Education Teacher Education (PETE) students as well as to examine the correlations among these variables. Methods:The study used a quasi-experimental design of two non-equivalent groups (control and experimental) comparing pre-test and post-test data. The instruments used were the Subjective Happiness Scale, the Prosocial and Civic Competence questionnaire, and the Impact of Service Learning during Initial Training of Physical Activity and Sports questionnaire. Results:Data indicated that SL only had a significant influence on SH when the students compared themselves with their peers. On the other hand, the effect of SL on promoting PB and PL perceived was significant in several of their dimensions. Finally, the results showed a greater correlation of the perceived PL with the PB than with the SH. Discussion/Conclusion:The results of the study provide educational researchers with valuable information to better understand how SL influences the training of PETE students.

SUBMITTER: Chiva-Bartoll O

PROVIDER: S-EPMC7080846 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Effects of Service Learning on Physical Education Teacher Education Students' Subjective Happiness, Prosocial Behavior, and Professional Learning.

Chiva-Bartoll Oscar O Montero Pedro Jesús Ruiz PJR Capella-Peris Carlos C Salvador-García Celina C

Frontiers in psychology 20200312

<h4>Purpose</h4>This study aims to analyze the effects of a service learning (SL) program on the subjective happiness (SH), prosocial behavior (PB), and professional learning (PL) perceptions of Physical Education Teacher Education (PETE) students as well as to examine the correlations among these variables.<h4>Methods</h4>The study used a quasi-experimental design of two non-equivalent groups (control and experimental) comparing pre-test and post-test data. The instruments used were the Subject ...[more]

PMID: 32226402

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Project description:PurposeDigitalization of medical education is an important trend in terms of reforming and modernizing the global education environment. It has been long requested by students and politicians. The goal of this study was to assess the student perception of a newly developed digital educational program in radiation oncology (RO) using an interactive e‑book combined with short learnings clips on a YouTube channel combined with periodic videoconferences and a forum for queries.MethodsWe performed five evaluations during and at the end of two terms with multiple-choice and free-text answers. We evaluated student perception of our new digital learning scenario in three semesters: one pre-clinical and two clinical semesters. In addition, we analyzed all comments from the kMED forum, the YouTube channel, or the e‑mail contacts. We analyzed the learning behavior of the students based on access to the videos and the number and quality of the reflective questions answered as well as the results of the final examinations.ResultsThe students accepted the offer for asynchronous teaching and mainly learned on weekdays (74% of the videos), but also on weekends (23%) and less on public holidays (4%). The answer quality of the reflective questions was good with over 50% correct answers on the first attempt. Learning to be on one's own authority was very difficult for the students, even in the last clinical semesters of the medical study. Without direct intervention by the teacher, access to the learning material by the students was limited and delayed. Therefore, voluntary interim tests were performed during the first analysis term, which led to an increased number of student accesses to the videos and higher number of answers. Nevertheless, in the first analysis term, the average results in the final exam of the students who did not perform the interim test were below average at 59.1%, and the students who performed the test had better results at 69.5% but this was also not satisfactory. In the second analysis term, we taught with the same digital teaching model but with an additional scheme for learning over the term, 2‑week compulsory intermediate tests, and frequent videoconferences to answer any questions. In this term, we measured a success rate of 93% in the final exam. All annotations were very positive regarding the new educational project. The evaluations showed high acceptance of the new education program. The students stated they would prefer the new education course to be continued in future.ConclusionDigital teaching methods make not only the type and quality of teaching transparent, but also the learning behavior of the students. Our analysis has shown that, in addition to the quality of the teaching, the clear structure and specification of the learning content per learning week as well as regular monitoring of what has been learned are of decisive importance for the learning success of the students.

Dataset Information

Effects of Service Learning on Physical Education Teacher Education Students' Subjective Happiness, Prosocial Behavior, and Professional Learning.

Publications

Effects of Service Learning on Physical Education Teacher Education Students' Subjective Happiness, Prosocial Behavior, and Professional Learning.

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