Evaluation of the PE Curriculum in the Higher Grades of Primary School / Vrednovanje nastavnog plana i programa tjelesne i zdravstvene kulture za više razrede osnovne škole
Abstract
Abstract
The aim of this paper was to evaluate the Physical Education (PE) Curriculum in the higher grades of primary school. The sample consisted of 89 PE teachers in primary schools of Osječko-Baranjska County. The Attitudes questionnaire was designed with satisfactory reliability. It consisted of two subgroups of features. The first subgroup, consisiting 18 items, assessed the features of the curriculum: modernity, interest, difficulty, comprehensiveness, usefulness, compatibility, feasibility, basic motor knowledge, implementation guidelines clarity, desired changes. The second subgroup of 5 items assessed the implementation of special programme tasks. The group of classification variables evaluated subjects' characteristics and work conditions. The stated classification variables have helped in finding the differences in teachers’ assessment. Descriptive statistics, factor analysis, and unifactor variance analysis MANOVA with the univariate differences tests were implemented. Factor analysis of the first subgroup yielded three latent dimensions of the programme's features: comprehensiveness and modernity, desired changes, compatibility and programme's usefulness. In the other subgroup, one dimension was yielded, and it was the implementation of the special programme. Strong aspects of the curriculum are vertical compatibility, usefulness, modernity, clear implementation guidelines, choice and distribution of basic motor knowledge, and the implementation of school competitions and manifestations. Weaker aspects are comprehensiveness of the goals, tasks and contents; insufficient number of lessons and the implementation of the special programme (programme for students with weaker health; school trips and similar activities). Significant differences in teachers' assessment were found in regards to the criterion variables of work experience, expert information availability, and evaluation of the students’ abilities. It is not possible to successfully achieve comprehensive goals, tasks and contents of the current Curriculum with the prescribed number of lessons and current work conditions.
Key words: assessment; attitudes; teachers.
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Sažetak
Cilj rada bio je vrednovati Nastavni plan i program tjelesne i zdravstvene kulture u višim razredima osnovne škole. Uzorak ispitanika obuhvatio je 89 učitelja tjelesne i zdravstvene kulture osnovnih škola Osječko-baranjske županije. Konstruiran je Upitnik stavova sa dva podskupa obilježja zadovoljavajuće pouzdanosti. Prvi je podskup s 18 čestica tvrdnji procijenio obilježja nastavnog plana i programa: suvremenost, zanimljivost, težina, opsežnost, korisnost, usklađenost, provedivost, temeljna motorička znanja, jasnoća smjernica za provedbu, poželjne promjene. Drugi je podskup s 5 čestica procijenio provedbu posebnih programskih zadaća. Skup klasifikacijskih varijabli procijenio je obilježja ispitanika i uvjete rada. Razlike u procjenama učitelja učinjene su s pomoću kategorija navedenih klasifikacijskih varijabli. Primijenjena je deskriptivna statistika, faktorska analiza i jednofaktorska analiza varijance MANOVA s univarijatnim testovima razlika. Faktorskom analizom prvoga podskupa dobivene su tri latentne dimenzije obilježja programa: opsežnost i suvremenost, poželjne promjene, usklađenost i korisnost programa. Na drugom podskupu dobivena je jedna dimenzija provedba posebnog programa. Dobre su strane plana i programa vertikalna usklađenost, korisnost, suvremenost, jasne smjernice za provedbu, odabir i distribucija temeljnih motoričkih znanja te provedba školskih natjecanja i priredbi. Slabije strane su opsežnost ciljeva, zadaća i sadržaja; nedovoljan fond sati nastave te provedba posebnog programa (program za učenike oštećena zdravlja; izlete i slične aktivnosti). Značajne razlike u procjenama učitelja dobivene su s obzirom na kriterijske varijable: radno iskustvo, dostupnost stručnih informacija i procjene mogućnosti učenika. Opsežne ciljeve, zadaće i sadržaje aktualnog Nastavnog plana i programa nije moguće uspješno ostvariti u propisanoj satnici i postojećim uvjetima rada.
Ključne riječi: procjene; stavovi; učitelji
The aim of this paper was to evaluate the Physical Education (PE) Curriculum in the higher grades of primary school. The sample consisted of 89 PE teachers in primary schools of Osječko-Baranjska County. The Attitudes questionnaire was designed with satisfactory reliability. It consisted of two subgroups of features. The first subgroup, consisiting 18 items, assessed the features of the curriculum: modernity, interest, difficulty, comprehensiveness, usefulness, compatibility, feasibility, basic motor knowledge, implementation guidelines clarity, desired changes. The second subgroup of 5 items assessed the implementation of special programme tasks. The group of classification variables evaluated subjects' characteristics and work conditions. The stated classification variables have helped in finding the differences in teachers’ assessment. Descriptive statistics, factor analysis, and unifactor variance analysis MANOVA with the univariate differences tests were implemented. Factor analysis of the first subgroup yielded three latent dimensions of the programme's features: comprehensiveness and modernity, desired changes, compatibility and programme's usefulness. In the other subgroup, one dimension was yielded, and it was the implementation of the special programme. Strong aspects of the curriculum are vertical compatibility, usefulness, modernity, clear implementation guidelines, choice and distribution of basic motor knowledge, and the implementation of school competitions and manifestations. Weaker aspects are comprehensiveness of the goals, tasks and contents; insufficient number of lessons and the implementation of the special programme (programme for students with weaker health; school trips and similar activities). Significant differences in teachers' assessment were found in regards to the criterion variables of work experience, expert information availability, and evaluation of the students’ abilities. It is not possible to successfully achieve comprehensive goals, tasks and contents of the current Curriculum with the prescribed number of lessons and current work conditions.
Key words: assessment; attitudes; teachers.
---
Sažetak
Cilj rada bio je vrednovati Nastavni plan i program tjelesne i zdravstvene kulture u višim razredima osnovne škole. Uzorak ispitanika obuhvatio je 89 učitelja tjelesne i zdravstvene kulture osnovnih škola Osječko-baranjske županije. Konstruiran je Upitnik stavova sa dva podskupa obilježja zadovoljavajuće pouzdanosti. Prvi je podskup s 18 čestica tvrdnji procijenio obilježja nastavnog plana i programa: suvremenost, zanimljivost, težina, opsežnost, korisnost, usklađenost, provedivost, temeljna motorička znanja, jasnoća smjernica za provedbu, poželjne promjene. Drugi je podskup s 5 čestica procijenio provedbu posebnih programskih zadaća. Skup klasifikacijskih varijabli procijenio je obilježja ispitanika i uvjete rada. Razlike u procjenama učitelja učinjene su s pomoću kategorija navedenih klasifikacijskih varijabli. Primijenjena je deskriptivna statistika, faktorska analiza i jednofaktorska analiza varijance MANOVA s univarijatnim testovima razlika. Faktorskom analizom prvoga podskupa dobivene su tri latentne dimenzije obilježja programa: opsežnost i suvremenost, poželjne promjene, usklađenost i korisnost programa. Na drugom podskupu dobivena je jedna dimenzija provedba posebnog programa. Dobre su strane plana i programa vertikalna usklađenost, korisnost, suvremenost, jasne smjernice za provedbu, odabir i distribucija temeljnih motoričkih znanja te provedba školskih natjecanja i priredbi. Slabije strane su opsežnost ciljeva, zadaća i sadržaja; nedovoljan fond sati nastave te provedba posebnog programa (program za učenike oštećena zdravlja; izlete i slične aktivnosti). Značajne razlike u procjenama učitelja dobivene su s obzirom na kriterijske varijable: radno iskustvo, dostupnost stručnih informacija i procjene mogućnosti učenika. Opsežne ciljeve, zadaće i sadržaje aktualnog Nastavnog plana i programa nije moguće uspješno ostvariti u propisanoj satnici i postojećim uvjetima rada.
Ključne riječi: procjene; stavovi; učitelji
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PDFDOI: https://doi.org/10.15516/cje.v15i0.994
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