The investigation of the effects of physical education lessons planned in accordance with cooperative learning approach on secondary school students problem solving skills

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/Selçuklu Şehit Mustafa Çuhadar 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 pretest 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.

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

“…Both systematic reviews reported effects on the cognitive, physical, social, or affective domains linked to learning. Thus, the positive outcomes of CL implementation have been verified in social/motor skills [18,19], social skills [20][21][22], motor/physical skills [23,24], cognitive skills [25,26] and affective learning [27].…”

Improving stress coping and problem-solving skills of children in disaster-prone area through cooperative physical education and sports lesson

“…Students developed the ability to use their decision-making skills to solve various problems in the game context (Dyson, 2001). With reference to cooperative games, students who participated in cooperative group PE lessons were happy to help their peers, which significantly improved their problem-solving skills (Gorucu, 2016). PE and sports training has a positive effect on high school students' problem-solving skills (Sozen, 2012).…”

“…Therefore, it is necessary for children to have problemsolving skills. The benefit of updating problem-solving skills is very important for every part of students' forthcoming life, both personal and social life (Gorucu, 2016). Children with well-developed problem-solving skills will be able to identify effective solutions to problem (Thompson, Bhatt, & Watson, 2013).…”

“…Furthermore, he emphasized that PE teachers can become facilitators that enable students to interact socially with one another, to build up on their knowledge (Dyson, 2002). In cooperative learning, the main characteristic is to involve students in working in small groups, to help each other in the achievement of every learning objective (Gorucu 2016). Participation of students in cooperative learning based on the development of certain basic social skills demonstrated an improvement in their skills in and attitudes to group work (Goudas & Magotsiou, 2009).…”

“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

“…Sometimes PE teachers confuse the implementation of CL with the implementation of specific activities and games, which causes problems for the class to act truly as a group . Another of the main problems of teachers in the application of the CL is found in the difficulties that students have in solving their problems, so it is necessary to establish longitudinal programs of intervention (Gorucu, 2016). On some occasions, in the teacher's eagerness to apply the CL in the classroom, they forget what the didactic purposes of the proposed interventions are (Wallhead and Dyson, 2017).…”