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Dissertation
Effects of Teacher Feedback and Student Skill Performance on Student Motivation in Physical Education
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2012
Abstract
This study principally examined the effects of feedback and student performance on perceived competence and affect. A secondary objective was to determine if the Competence Motivation Theory (CMT) is an appropriate motivational model in the physical education domain. Participants (N = 113) were fifth-grade physical education students, recruited from two elementary schools and randomly assigned into small groups. Participants within each group were randomly assigned to receive positive general, corrective informational, or no feedback. Groups were given a task presentation by one of three trained teachers on the lacrosse shot and completed 22 attempts, including a 5-shot pre- and posttest. During the lacrosse task, teachers administered feedback treatments to participants at the rate of every other attempt for a total of six feedback statements, excluding the control group. Groups also completed a pre- and post-task questionnaire to measure demographics, perceived competence, affect, and competence motivation. Lacrosse experience was found to be 2.45 on a 9-point Likert-type scale, exposing that the sample was unfamiliar with the lacrosse skill. Data analyses revealed no significant differences between feedback treatment groups and motivational constructs and no interaction effects of feedback on competence change or product performance change. However, further data analyses exposed significant differences in overall perceived competence change (p < .001), product performance change (p = .004), and process performance change (p < .001). A split plot 2 x 3 analysis of variance (ANOVA) revealed that the interaction between process performance change was related to feedback treatment (p = .005). A post hoc test determined informational feedback, in comparison to general feedback, had a statistically greater effect (p = .016) on process performance. Simple linear regression analyses revealed that posttest product performance total was a predictor of perceived competence ( p = .018) but not affect or competence motivation. Post-task process performance total was not a predictor of any motivational constructs. The findings demonstrated that student motivation appears to remain high after experiencing an unfamiliar task in elementary school physical education, regardless of receiving feedback or the type of feedback. Student performance was also found to be relatively unrelated to constructs of motivation.
Details
- Title
- Effects of Teacher Feedback and Student Skill Performance on Student Motivation in Physical Education
- Resource Type
- Dissertation
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 214
- Copyright
- © 2011 Daniel Kenneth Drost
- Identifiers
- 99380090747006600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida