Student and Teacher Perceptions of Teaching Personal and Social Responsibility Implementation, Academic Performance and Gender Differences in Secondary Education

David Manzano-Sánchez,Alberto Gómez-Mármol,Alfonso Valero-Valenzuela

doi:10.3390/su12114590

David Manzano-Sánchez, Alberto Gómez-Mármol + Show 1 more

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https://doi.org/10.3390/su12114590

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Journal: Sustainability	Publication Date: Jun 4, 2020
Citations: 8	License type: CC BY 4.0

Affiliation: University of Murcia

Abstract

The aim of this study was to determine how secondary education students and teachers perceive the implementation of the Teaching Personal and Social Responsibility model (TPSR), the relationship between TPSR and marks in physical education (PE), and potential differences with regard to gender. For this purpose, TPSR was implemented for seven months and on completion 121 students (48 girls) aged between 12 and 16 from the first and third grade of secondary education were asked to complete the TPSR perception questionnaire (ECVA-12) to determine their satisfaction with this methodology and the values the model promoted in pupils. Moreover, the participant teachers were also interviewed. Results showed positive student perceptions of the implemented methodology and its promotion of values, and significant differences in academic performance in PE in favor of males. Teachers valued this methodology very positively and considered that it would be useful with any kind of student. This paper suggests the importance of TPSR implementation for all teachers, regardless of their specialism, and considers that there may be potential in engaging other collectives such as families.

Highlights

Society demands that formal education provides the tools to enable students to adapt themselves to the constant changes in their environment [1]
The aim of this study was to determine how secondary education students and teachers perceive the implementation of the Teaching Personal and Social Responsibility model (TPSR), the relationship between TPSR and marks in physical education (PE), and potential differences with regard to gender
This paper suggests the importance of TPSR implementation for all teachers, regardless of their specialism, and considers that there may be potential in engaging other collectives such as families

Summary

Introduction

Society demands that formal education provides the tools to enable students to adapt themselves to the constant changes in their environment [1]. With regard to academic performance, López Guillamón and Clares-Clares [13] highlight the proliferation of research as a consequence of a growing interest within the scientific community. They remark that this research trend focuses on subjects such as languages or maths, omitting others, for example, physical education (PE). Gázquez et al [14] analysed the relationship between violent school settings and academic performance. They concluded that lower marks are much more frequent amongst those students who are in violent environments

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