Gender-Sensitive Teaching and Social Presence as Predictors to Students’ Motivation in Learning Physical Education in A Limited Face-To-Face Learning Environment

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{"abstract":"This study aimed to investigate the factors influencing students' performance in Physical Education, focusing on gender sensitivity teaching, motivation, and social presence. It sought to determine students' perception of gender sensitivity teaching, social presence's importance, and motivation to learn Physical Education. Additionally, the study examined the relationship between awareness of gender sensitivity teaching and motivation, as well as social presence and motivation. Ultimately, it aimed to identify which factor between gender sensitivity teaching and social presence most significantly predicted student motivation in Physical Education. The research concluded that students showed a very high level of agreement on gender-sensitive teaching, social presence, and motivation in Physical Education (PE). There was a significant relationship between these variables, indicating that gender-sensitive teaching and social presence significantly predicted students' motivation in PE. However, only teachers' values and attitudes within gender-sensitive teaching were not found to be a predictor of students' motivation. Overall, all independent variables had predictive ability for student performance in PE. The study's findings support the Gender Motivation Theory, suggesting that addressing gender-related factors positively influences motivation by promoting diversity, inclusivity, and challenging stereotypes. The Conceptual Change Theory also highlights how restructuring students' perceptions through gender-sensitive teaching and social presence enhances motivation via positive social interactions and conceptual shifts. Recommendations include continuing and promoting gender-sensitive teaching methods in PE, fostering social presence through inclusive teaching practices, and sustaining students' high motivation levels. Strategies like diverse activities, constructive feedback, and peer interactions can help maintain motivation and engagement. Continuous assessment and longitudinal studies are suggested to monitor and understand the long-term effects of interventions on student performance.","abstract_source":"original","authors":["Cristine Carreon-Danan","Saramie Belleza"],"date":"2024-03-27","doi":"10.5281/zenodo.10884432","id":2710,"issue":3,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"16b41aa28d716f1d8a4308e0a14124f14d7f9ce0835e91879d28f3030b63db6f","schema":"scimatic-article/1","title":"Gender-Sensitive Teaching and Social Presence as Predictors to Students’ Motivation in Learning Physical Education in A Limited Face-To-Face Learning Environment","volume":18}

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printf '%s' "$(curl -s https://scimatic.org/nft/articles/2710.json | jq -r .canonical_record)" | sha256sum

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curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000000a96"},"latest"]}'

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