Learning Achievement and Conceptions of Learning in Caloric-Balanced Living in Physical Education

• In Event: Research on Physical Education and Physical Education Teacher Education

Abstract

Guided by a content specificity perspective, the purpose of the study was to identify students’ conceptions of learning that may enhance learning achievement in caloric-balanced living physical education content. In this mixed-methods study, learning achievement was measured using standardized knowledge tests in the intervention (n= 527) and comparison groups (n= 271) from 798 ninth grade students. Interviews about conceptions of learning were conducted with 148 students (87 in the intervention and 61 in comparison groups). Students who learned caloric-balanced living content demonstrated a significant increase in learning achievement. Their conceptions of learning were content-specific as distinct from general descriptions. The findings suggest that conceptions of learning may be shaped by specific content and may enhance learning achievement.

Authors

• Jihyun Song, University of North Carolina - Greensboro

• Chaojie Shang, University of North Carolina - Greensboro

• En-Hua Chan, National Kaohsiung Normal University

• Alexander Clayton Moss, University of North Carolina - Greensboro

• Hamid Amni, University of North Carolina - Greensboro

• Alireza Hosseinikhezri, University of North Carolina - Greensboro

• Ang Chen, University of North Carolina - Greensboro