Assessing instructional management practices of tertiary physical education program

Abstract

Assessing instructional management practices in physical education courses allows administrators see if students are learning from the institution’s physical education classes. This study investigated the students’ and teachers’ assessment of the instructional management practices (IMP) in tertiary physical education (TPE) in the following domains: Planning and Preparation, Classroom Climate, Instruction, and Program Planning and Goal Setting. Research participants include 16 teachers teaching Physical education and 373 second-year students enrolled in the second semester of the school year 2019-2020. These participants are randomly selected and the sample size was determined using Cochran’s formula with a 95% confidence level. The researchers employed a descriptive-comparative design and tested the difference between students’ and teachers’ assessments. Gathered data were subjected to descriptive statistics and a t-test. Findings revealed that teachers assessed the IMP as highly practiced, while students assessed IMP as moderately practiced. Moreover, the t-test result leads to the conclusion that teachers and students have significantly different assessments in all the domains of instructional management practices. From these, researchers recommend that TPE program heads may peruse the program and subject it to curriculum review. PE instructors and administrators should improve the instructional management practices in the program. Further, PE instructors may employ instructional management practices that directly promote students’ learning. Lastly, a continuing study to be implemented to a bigger population and sample may be conducted by other researchers to provide a generalization of the present result.

Keywords:

Planning and preparation, classroom climate, instruction, program planning and goal setting, students and teachers’ assessment