Effects of Teaching Games for Understanding Approach on Students' Learning Outcomes
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>------- UHIVERSITY OF fiilALAYA ORTGINAL L|TERARY YUORK DECLARSTTON Name of Candidate:Malathi Balakrishnan t l.ClPassport No: 690902-08-5316 ) Registration/Matric No: PHA 070045 Name of Degree: Doctor of Philosophy Title of Project Paper/Research ReporUDissertationffhesis ("this WorK'): Effects of Teaching Games for Understanding Approach on Students' Learning Outcomes Field of Study: Physical Educdion do solemnly and sincerely declare that: t1) I am the sole authorlwriter of this Work; {2} This Work is original; {3} Any use of any work in which copyright exists was done by way of fair dealing and for permitted purposes and any excer$ or extract from, or reference to or reproduction of any copyright work has been disclosed expresply and sufficiently and the title of the Work and its authorship have been acknowledged in this Work; {4} I !o not have any actual knowledge nor do I ought reasonably to know that the making of this work conStitutes an infringement of any copyright work; {5} Lhereby assign all and every rights in the copyright to this Work to the University of Malaya ("UM"), who henceforth shall be owner of the copyright in this Work and ihat any reproduction or use in any form or by any means whatsoever is prohibited without the written consent of UM having been first had and obtained; {c} I amfully aware that if in the course of making this Work I have infringed any copyright whether intentionally or otherwise, I may be sugect to legal action oi any o-tfrer jction as may be determined by UM. Candidate's Signature Date qlahatl Subscribed and solernnly declared before, Witness's $ignature Dare n /, llou Name: Shabeshan Rengasflrny Designation.' Jabaffir Pcndidikan- MatErnatik & s*-, Fahrlti Pqn-rr'fikan il.{niyersiti ltilalaya EFFECTS OF TEACHING GAMES FOR UNDERSTANDING APPROACH ON STUDENTS’ LEARNING OUTCOMES MALATHI BALAKRISHNAN UNIVRSITY OF MALAYA 2011 EFFECTS OF TEACHING GAMES FOR UNDERSTANDING APPROACH ON STUDENTS’ LEARNING OUTCOMES MALATHI BALAKRISHNAN Thesis Submitted to the Faculty of Education, University of Malaya In Fulfilment of the Requirements for the Degree of Doctor of Philosophy 2011 Copyright © Malathi Balakrishnan 2011 All Rights Reserved Formatted according to the Publication Manual of the American Psychological Association, 6th Edition Synopsis Effects of Teaching Games for Understanding Approach on Students’ Learning Outcomes By Malathi Balakrishnan The present study investigated the effects of Teaching Games for Understanding (TGfU) approach on students’ learning outcomes. The study employed a quasi-experimental non-equivalent pretest-posttest control group design. Seventy- two (72) year four primary school physical education students from four intact classes were randomly assigned to an experimental group (n = 36) and a control group (n = 36). The experimental group students were exposed with TGfU approach and the control group students were with the Traditional Skill approach for handball game. The research was carried for six weeks in a primary physical education school setting. Research instruments used in this study were the Game Performance Assessment Instrument (GPAI) to measure students’ tactical understanding and decision making in 3 versus 3 game situations; Situational Motivational Scale Instrument to evaluate students’ motivation after the game session and 30 meter handball dribbling skill test to measure students’ skill performance. Reliability and validity of the instruments were assessed in the pilot study. Quantitative data were analyzed using Analysis of iii covariance (ANCOVA) and Mann-Whitney U test. Further focus group interview data were transcribed, coded and analyzed with cross-case analysis. The major findings of this study revealed that there was a significant main effect of treatment on students’ learning outcome. ANCOVA analysis revealed that there was significant main effect of TGfU approach on students’ cognitive learning outcome (F (1, 69) = 248.83, p < .05). Also it showed that there were significant main effects of TGfU approach on students’ psychomotor learning outcome (F (1, 69) =37.44, p < .05). The Mann- Whitney U test result revealed students’ situational motivation was significant: U = 35.5, z = -6.95, p < .05. The TGfU approach group students had an average mean rank of 53.5 compared to traditional skill approach students’ average mean rank of 19.40. The result showed that the TGfU approach enhances students’ situational motivation in handball game. The evidence gathered from the qualitative data showed that students with TGfU had better cognitive understanding in decision making and problem solving ability compared to students taught under the traditional skill approach. The findings of this study have theoretical significance as well as pedagogical implications. In addition the findings of this study suggested the importance of TGfU approach to improve primary student’s tactical understanding and decision making in handball. This study also helps to inform a better physical education game learning approach for students and provide suggestion for future research using TGfU approach. iv Sinopsis Kesan Pendekatan Pengajaran Permainan Untuk Pemahaman Terhadap Hasil Pembelajaran Murid Oleh Malathi Balakrishnan Kajian ini menyelidik kesan menggunakan pendekatan Pengajaran Permainan Untuk Pemahaman (Teaching Games for Understanding) terhadap hasil pembelajaran murid. Kajian ini menggunakan reka bentuk kuasi eksperimen dengan ujian pra dan pasca. Seramai 72 murid tahun empat dari empat buah “intact” kelas di sebuah sekolah rendah telah dipilih secara rawak sebagai kumpulan experimental (n = 36) dan kumpulan kawalan (n = 36). Rawatan eksperimen melibatkan pendekatan Pengajaran Permainan Untuk Pemahaman untuk kumpulan experimental sementara kumpulan kawalan melibatkan pendekatan Tradisional skill permainan untuk permainan bola baling. Kajian ini dijalankan selama enam minggu. Instrumen dalam kajian ini adalah Instrumen Ujian Prestasi Permainan (GPAI), Skala Motivasi Situasi (SIMS) dan 30 meter ujian mengelecek bola baling. Kesahan dan kobolehpercayaan instrumen- instrumen dalam kajian ini telah ditetapkan pada kajian rintis. Dapatan kajian dari Ujian ANCOVA menunjukkan terdapat kesan utama pendekatan pengajaran terhadap hasil pembelajaran kognitif murid (F (1, 69) = 248.83, p < .05). Keputusan ini menunjukkan bahawa pendekatan Pengajaran Permainan Untuk Pemahaman mempengaruhi hasil pembelajaran kognitif murid. Dapatan kajian v dari Ujian ANCOVA menunjukkan terdapat kesan utama pendekatan pengajaran terhadap hasil pembelajaran psikomotor murid (F (1, 69) =37.44, p < .05). Keputusan ini pula menunjukkan bahawa pendekan Pengajaran Permainan Untuk Pemahaman juga mempengaruhi hasil pembelajaran psikomotor murid. Analisis Ujian-U Mann- Whitney menunjukkan terdapat perbezaan signifikan di antara pendekatan Pengajaran Permainan Untuk Pemahaman dan pendekatan Tradisional skill permainan U = 35.5, z = -6.95, p < .05 terhadap motivasi murid. Kumpulan eksperimental menunjukkan purata min rank 53.5 berbanding dengan kumpulan kawalan 19.40. Keputusan ini menunjukkan pendekatan Pengajaran Permainan Untuk Pemahaman mempengaruhi motivasi situasi murid dalam permainan bola baling. Dapatan hasil kajian dari data kualitatif menunjukkan murid-murid yang melalui pendekatan Pengajaran Permainan Untuk Pemahaman mempunyai pemahaman membuat keputusan dan menyelesaikan masalah dalam permainan bola baling berbanding dengan kumpulan kawalan yang didedahkan dengan pendekatan Tradisional skill permainan. Dapatan kajian ini menunjukkan signifikan kajian dan implikasi teori dan praktikal menggunakan pendekatan Pengajaran Permainan Untuk Pemahaman terhadap hasil pembelajaran murid. Dapatan kajian ini juga mencadangkan kepentingan meningkatkan Pemahaman taktikal dan membuat keputusan murid-murid tahun empat dalam permainan bola baling menggunakan pendekatan Pengajaran Permainan Untuk Pemahaman. Dapatan kajian menambah ilmu pengetahuan tentang bagaimana menambahkan pengetahuan murid terhadap pemahaman permanian. Kajian ini juga mencadangkan beberapa saranan untuk kajian lanjut menggunakan pendekatan Pengajaran Permainan Untuk Pemahaman. vi Acknowledgements First and foremost I would like to express my sincere acknowledgement in the support and help of my first supervisor Dr. Shabeshan Rengasamy for his guidance, encouragement and constructive discussions of my thesis. It has been an honour to be his first PhD student. Dr. Shabeshan, your professional advice as a supervisor and remarkable insights has made a significant contribution to the outcome of this study. I am also thankful to Associate Professor Dr. Mohd Salleh Aman as my second supervisor who guided me in my thesis and gave me moral support during the time when my first supervisor was on sabbatical leave. My deepest thanks to the Dean of Faculty of Education, Professor Dr. Seadah Siraj, Deputy Dean of Faculty of Education, Professor Dr. Moses Samuel and Head of the Science and Maths Department, Associate Professor Dr. Sharifah Norul Akmar for their continuous support in helping me to complete my thesis. My special acknowledgement also goes to Associate Prof Dr. Esther Daniel, Dr. Nabeel and Dr. Balbir Singh whose constructive comments and valuable suggestions during the proposal defence sessions helped me to improve on some sections of my thesis which had a positive impact on my data collection and analysing procedures. I gratefully acknowledge the funding sources that made my PhD study possible. I was funded by the Ministry of Education,