Impact of Teacher Value Orientations on Student Learning in Physical Education

• In Event: 31.081 - Examining Value Orientations, Perceived Competence, Attitudes, and Student Achievement in Physical Education

Abstract

Based on the value orientation theoretical framework, this study was intended to identify the impact of teacher value orientations on student learning. Physical education teachers (n=15) with different value orientations taught an externally designed, standards-based fitness/healthful living curriculum to their students (n=3,328 in 156 intact classes). A pre-post assessment design was used to determine whether student knowledge gain differed in terms of teachers’ value orientations. ANOVA analysis on class means of residual-adjusted knowledge gain scores revealed no statistically significant differences based on value orientations. The evidence suggests that impact of the value orientations may be overridden by the impact of the curriculum. The finding advances our understanding of the role the value orientations play in student learning in physical education.

Authors

• Ang Chen, University of North Carolina - Greensboro

• Tan Zhang, University of North Carolina - Greensboro

• Stephanie Wells

• Ray Schweighardt, University of North Carolina - Greensboro

• Catherine D. Ennis, University of North Carolina - Greensboro