Abstract
The purpose of the present research was to investigate the effects of physical education lessons planned in accordance with cooperative learning approach on secondary school students’ problem solving skills. The research was conducted on 48 students studying at Konya/Selcuklu Ažehit Mustafa Cuhadar Secondary School in fall semester of 2015-2016 school year. The research utilized an experiment (24 students) and a control (24 students) group. In order to investigate the effects of physical education lessons planned in accordance with cooperative learning approach on students’ problem solving skills, “Problem Solving Inventory for Primary School Children” developed by Serin et al. (2010) was implemented. Data were analysed on statistics software, using Mann Whitney-U and Wilcoxon Signed Rank tests. According to the findings obtained in the present study, there are not any significant differences between experiment and control groups in terms of pre-test confidence in problem solving skill, self-control, and avoidance and total score averages (p>0.05). There are significant differences between control group pre-test and post-test scores in all dimensions and total scores, in favour of post-test (p<0.05). There are significant differences between experiment group pre-test and post-test scores in all dimensions and total scores, in favour of post-test (p<0.05). There are significant differences between experiment and control groups’ post-test scores in all sub-dimensions and total scores (p<0.05). Obtained findings showed that, problem solving skills of the experiment group students, on who cooperative learning approach was conducted, significantly increased more than control group students, on whom traditional methods were conducted, and the difference between these two groups was significant. Key words: Cooperative learning, problem solving skills, physical education lesson.
Highlights
Taken mean rank and rank sum values, these results indicate that pre-test scores of experiment group students, on who cooperative approach was implemented, and control group students, on who traditional methods were implemented, were almost at the same levels before the experiment
In order to test whether there is a significant difference between experiment group students’ pre-test and posttest score averages, experiment groups’ inventory scores before and after the experiment were compared with Wilcoxon Signed Rank Test
In order to test whether there are significant differences between control group students’ pre-test and post-test score averages, control groups’ inventory scores before and after the experiment were compared with Wilcoxon Signed Rank Test
Summary
Physical education lesson is considered as the complement of modern general education that takes individuals in a holistic approach. The objective is making students adopt life-long sporting habits, understand the importance of sport, learn movement skills and develop their physical fitness. It is considered as the activities intended for physical, psycho-motor, mental, affective and social development (Yenal et al, 1999; Çiçek et al, 2002; Özşaker and Orhun, 2005). Qualified physical education should attain objectives for students as a result of educational decisions made by teachers (Grineski, 1996). The use of cooperative learning by teachers in physical education lessons is considered as an effective way of improving quality (Grineski, 1999)
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