Psychomotor Cooperative Learning Strategies in Teaching Physical Education 9

Abstract

INTRODUCTION

Physical Education is an integral part of a learners' formation especially in the secondary public-school system. It underlies most of the motor skills that should be imparted to students with of course cognitive and affective dissemination of knowledge. The main objective of the research is to determine whether the use of psycho motor cooperative learning strategies, Informal Base Groups and Cooperative Base Groups can help improve student performance in Physical Education 9.

METHODS

The topics for the third quarter of Physical Education in Grade 9 was used in constructing a teacher-made test and made use of a two-group pretest post-test design. A total of sixty-eight students were selected through match pairing using their physical fitness test results and grouped into either Informal Cooperative Group or Cooperative Base Group. After test administration, the pretest and post-test scores were divided into knowledge, process and understanding and statistically analyzed. Results of the students' performance in festival dance showcase were also collected and graded as to choreography, group work and projection via rubric evaluation.

RESULTS

Major findings pointed that there is a significant difference in the pretest and posttest scores of both CBG and ICG. This suggested that both strategies improved performance of students in the theoretical exam. In the case of the festival dance performance it was found out that there is a significant difference in the mean ratings of ICG and CBG in terms of choreography.

DISCUSSIONS

The researcher recommends that for topics in the knowledge level ICG is more appropriate to use while for skills (processes) and understanding, the psychomotor cooperative learning strategy of choice is CBG. The use of such psychomotor grouping strategies for P.E subjects is recommended to teachers because both increases classroom interaction as well as student performance.