This paper aims to identify the effect of using the maximum likelihood (ML)

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Little research has examined mechanisms leading to the utilization of compulsory physical education content in future contexts. This study tested a model in which motivation to be in physical education class functions as a predisposition influencing perceptions of teacher communication of content relevance, perceptions of course relevance to one’s personal life, affect for physical education and intentions to apply class content in the future. High school students (N = 636) enrolled in compulsory physical education classes completed questionnaires assessing each of these variables. Exploratory and confirmatory factor analyses indicated the questionnaire items were adequate indicators of the five constructs. Structural equation modeling with diagonally weighted least squares estimation supported the hypothesized model. The results suggest that continued use of knowledge and skills learned in physical education might hinge on teachers making physical education appealing to students and communicating how class content connects with students’ personal interests.

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Learner-centered education has the potential to meet the needs of individual students and better prepare them for a rapidly changing global world. However, it can be a challenging task to implement learner-centered education in the current education system which was designed for sorting rather than learning. Although an increasing number of research studies report that teachers have positive attitudes toward learner-centered education, there is a paucity of research that has examined teachers’ learner-centered practice. To address this gap, this study examined the strategies and tools used by 125 teachers to create learner-centered classrooms using an online survey. Further, the study explored the barriers they faced when using technology to facilitate learner-centered instruction. The strategies and tools used for learner-centered instruction are reported in six major categories: (1) getting to know individual students, (2) building a positive and supportive culture, (3) providing personalized learning experiences, (4) providing authentic learning experiences, (5) facilitating collaborative learning, and (6) facilitating self-regulated learning. The major barriers to using technology to support learner-centered pedagogy included lack of time, lack of technology, lack of knowledge of learner-centered instruction, and standardized tests.