Demonstração de uma avaliação esclarecedora de métodos mistos: o caso de um programa académico de desporto e exercício

Autores

DOI:

https://doi.org/10.47197/retos.v67.110124

Palavras-chave:

Avaliação iluminativa, investigação de métodos mistos, análise importância-desempenho, desportos e exercícios, avaliação

Resumo

Introdução: No ensino das ciências do desporto e do exercício, é particularmente crítico garantir que as componentes curriculares se traduzem em competências práticas. Os programas de ensino superior lutam frequentemente para alinhar o seu design instrucional com as experiências reais de aprendizagem dos alunos.
Objectivo: Este estudo teve como objectivo avaliar o alinhamento entre o sistema instrucional (design programático planeado) e o ambiente de aprendizagem (experiências implementadas) de um programa académico em ciências do desporto e do exercício, demonstrando uma estrutura de avaliação esclarecedora inovadora com uma abordagem mista.
Metodologia: Foi utilizado um desenho sequencial de métodos mistos em três fases. Em primeiro lugar, foram realizadas entrevistas qualitativas com as partes interessadas para identificar os principais componentes do programa e os seus principais temas. Posteriormente, foi desenvolvido um instrumento de investigação com base nestes achados qualitativos, que foi submetido a validação de conteúdo. Por fim, o inquérito validado foi aplicado a alunos atuais e graduados, e os dados foram analisados ​​através da Análise de Importância-Desempenho.
Resultados: A avaliação revelou que os elementos do programa na sala de aula – incluindo a preparação dos professores, as atividades de aprendizagem e o ambiente de aprendizagem – foram considerados de grande importância e foram implementados de forma eficaz, indicando um forte alinhamento entre a conceção do programa e as experiências dos alunos. Em contrapartida, a componente práticas profissionais apresentou menor perceção de importância e desempenho mais fraco.
Discussão: Estas conclusões são consistentes com pesquisas anteriores que indicam que professores bem preparados e ambientes de aprendizagem favoráveis ​​promovem o envolvimento dos alunos e os resultados de aprendizagem. Os resultados realçam o desafio persistente de ligar o ensino teórico à aplicação prática no ensino superior.
Conclusões: O estudo forneceu recomendações concretas para fortalecer o segmento das práticas profissionais dentro do currículo e introduziu um novo modelo de avaliação de métodos mistos. Esta abordagem integrada ofereceu uma avaliação alternativa do programa e pode servir de modelo para avaliações futuras.

Biografias do Autor

  • Bryan Nozaleda, Cagayan State University

    Dr. Bryan M. Nozaleda is an Associate Professor V at Cagayan State University, Philippines. He holds a PhD in Education with a major in Science Education. He is also a PhD Candidate in Research and Evaluation at the University of the Philippines, Diliman. His research interests encompass educational measurement and evaluation, technology-enhanced learning, and cultural research. Dr. Nozaleda has authored several publications, including studies on learning styles and ICT competence, evaluating physical literacy among K-12 graduates using cognitive diagnosis modelling (CDM), and the integration of research in teaching.

  • Hans Freyzer Arao, Cagayan State University

    Dr. Hans Freyzer B. Arao is an Assistant Professor III at the College of Human Kinetics, Cagayan State University. He holds a master’s degree in Physical Education from St. Paul University Philippines and a Ph.D. in Educational Management from Cagayan State University-Andrews Campus. He earned 24 units in Ed.D. in Physical Education from the University of the Visayas-Cebu City. His research focuses on physical education curriculum and culture and arts. He is also a member of the National Association of Physical Education and Sports Science Inc (NAPES) and International Association of Physical Education and Sports Science Inc. (IAPES).

  • Maricel Dayag-Tungpalan, Cagayan State University

    Dr. Maricel L. Dayag-Tungpalan is an Associate Professor II at Cagayan State University. She earned her Doctor of Philosophy in Rhetoric and Linguistics from St. Paul University Philippines in 2020.  Her expertise includes language education, literacy, journalism, and pedagogy. With over a decade of teaching experience with Cagayan State University, she handled a variety of English courses and professional education courses, including research and technical writing. She has a particular interest in qualitative research methodologies, especially phenomenology and grounded theory.

  • Jasmin Saquing, Cagayan State University

    Dr. Jasmin B. Saquing is an Associate Professor IV at Cagayan State University teaching education and English courses at both undergraduate and graduate levels. A licensed teacher and nurse, she earned her Master of Science in Nursing at St. Louis University Tuguegarao City and Master of Science in Teaching at St. Paul University Philippines. She also earned her PhD at St. Paul University Philippines. A beginner in the field of research, she has presented researches in local and international conferences. She has also authored and co-authored studies such as code-switching in instruction, intercultural communicative competence, communicative competence and culture, and correlates of employability.

  • Chita Ramos, Cagayan State University

    Dr. Chita Cabrera-Ramo is a Full-Fledged Professor V, Dean, College of Human Kinetics at Cagayan State University, Carig Campus.  She is also a holder of a PhD in Development Education.

  • Daniel Casauay, Cagayan State University

    Daniel T. Casauay is an Assistant Professor II at Cagayan State University. He holds a master’s degree in physical education from St. Paul University Philippines and currently enrolled for his Doctoral degree at the same University. His expertise includes softball, baseball, and swimming. Currently the Program Coordinator of Bachelor of Science in Exercise and Sports Sciences in the College of Human Kinetics, Cagayan State University, Carig Campus.

Referências

Angelito, G. A., & Binasoy, J. P. (2023). Evaluating the Bachelor of Public Administration Program Ob-jectives Through Importance-Performance Analysis: A Business Model Approach. International Journal of Professional Business Review: Int. J. Prof. Bus. Rev., 8(3), 1.

Behle, H. (2020). Students’ and graduates’ employability. A framework to classify and measure em-ployability gain. Policy reviews in higher education, 4(1), 105-130.

Bergsteiner, H., Avery, G. C., & Neumann, R. (2010). Kolb's experiential learning model: critique from a modelling perspective. Studies in continuing education, 32(1), 29-46.

Black, N., Johnston, D. W., Propper, C., & Shields, M. A. (2019). The effect of school sports facilities on physical activity, health and socioeconomic status in adulthood. Social Science & Medicine, 220, 120-128.

Bores-García, D., Hortigüela-Alcalá, D., Fernandez-Rio, F. J., González-Calvo, G., & Barba-Martín, R. (2021). Research on cooperative learning in physical education: Systematic review of the last five years. Research quarterly for exercise and sport, 92(1), 146-155.

Chan, R. Y. (2016). Understanding the purpose of higher education: An analysis of the economic and social benefits for completing a college degree. Journal of Education Policy, Planning and Ad-ministration, 6(5), 1-40.

Chou, H. K., Lin, I. C., Woung, L. C., & Tsai, M. T. (2012). Engagement in e-learning opportunities: An em-pirical study on patient education using expectation confirmation theory. Journal of medical systems, 36, 1697-1706.

Da Wan, C., Chapman, D. W., Zain, A. N. M., Hutcheson, S., Lee, M., & Austin, A. E. (2015). Academic cul-ture in Malaysia: Sources of satisfaction and frustration. Asia Pacific Education Review, 16, 517-526.

Dublin, R. J. H., Lo, M. S. L., & Perez, A. B. (2023). Competency level of practicum/work integrated lean-ing among CBAE students of the University of Mindanao (Doctoral dissertation).

Finlay, M. J., Tinnion, D. J., & Simpson, T. (2022). A virtual versus blended learning approach to higher education during the COVID-19 pandemic: The experiences of a sport and exercise science stu-dent cohort. Journal of hospitality, leisure, sport & tourism education, 30, 100363.

Florentino, M. S. (2023). Stakeholders’ Awareness, Understanding, and Acceptability of the Goals and Objectives of a Sports Science and Exercise Program: Basis for Formative Curriculum Evalua-tion. Slobozhanskyi Herald of Science and Sport, 27(1), 26-33.

Gökhan, A. C. A. R. (2023). The evolution of sports management: through the lens of management sci-ence, trends, and future vision. management.

Gudmundsdottir, S., & Shulman, L. (1987). Pedagogical content knowledge in social stud-ies. Scandinavian Journal of Educationl Research, 31(2), 59-70.

Gunio, M. J. (2021). Determining the influences of a hidden curriculum on students’ character devel-opment using the Illuminative Evaluation Model. Journal of Curriculum Studies Research, 3(2), 194-206.

Gutiérrez-Conejo, M., González-Rievera, M. D., & Campos-Izquierdo, A. (2024). Planning and evaluation of sports programs for people with disabilities. Retos, 53, 472–480. https://doi.org/10.47197/retos.v53.102566

Hansford, B., & Ehrich, L. C. (2006). The principalship: how significant is mentoring?. Journal of educa-tional administration, 44(1), 36-52.

Hay, K. E., & Barab, S. A. (2001). Constructivism in practice: A comparison and contrast of apprentice-ship and constructionist learning environments. The journal of the learning sciences, 10(3), 281-322.

Helyer, R. (2011). Aligning higher education with the world of work. Higher Education, Skills and Work-Based Learning, 1(2), 95-105.

Herbert, I. P., Rothwell, A. T., Glover, J. L., & Lambert, S. A. (2020). Graduate employability, employment prospects and work-readiness in the changing field of professional work. The International Journal of Management Education, 18(2), 100378.

Kuehn, D., & Hecker, I. (2018). How Do Workers Think about the Relationship between Their Job and Their Degree? Evidence from the Science and Engineering Workforce. Research Report. Urban Institute.

Kyriakides, L., Christoforou, C., & Charalambous, C. Y. (2013). What matters for student learning out-comes: A meta-analysis of studies exploring factors of effective teaching. Teaching and teacher education, 36, 143-152.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.

Lombardi, D., Shipley, T. F., & Astronomy Team, Biology Team, Chemistry Team, Engineering Team, Geography Team, Geoscience Team, and Physics Team. (2021). The curious construct of active learning. Psychological Science in the Public Interest, 22(1), 8-43.

Martilla, J. A., & James, J. C. (1977). Importance-performance analysis. Journal of marketing, 41(1), 77-79.

McCarthy, M. (2016). Experiential learning theory: From theory to practice. Journal of Business & Eco-nomics Research, 14(3).

Merxhani, H., & Ibraimi, F. (2024). Enhancing The Potential of Sports Facilities at Schools. JAS-SUT Journal of Applied Sciences-SUT, 10(19-20), 47-56

Nozaleda, B. M., & Mabborang, M. H. A. (2023). Congruency of the Goals and Objectives of a Graduate Program in Physical Education: An Assessment of Stakeholders Thru Importance-Performance Analysis Framework. Slobozhanskyi Herald of Science and Sport, 27(2), 70-80.

Parlett, M., & Hamilton, D. (1972). " Evaluation as Illumination: A New Approach to the Study of Inno-vatory Programs". Occasional Paper.

Polit, D. F., & Beck, C. T. (2006). The content validity index: are you sure you know what's being report-ed? Critique and recommendations. Research in nursing & health, 29(5), 489-497.

Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Ap-praisal and recommendations. Research in nursing & health, 30(4), 459-467.

Resch, K., & Schrittesser, I. (2023). Using the Service-Learning approach to bridge the gap between the-ory and practice in teacher education. International Journal of Inclusive Education, 27(10), 1118-1132.

Rogan, M., & Reynolds, J. (2016). Schooling inequality, higher education and the labour market: Evi-dence from a graduate tracer study in the Eastern Cape, South Africa. Development Southern Africa, 33(3), 343-360.

Salas-Velasco, M. (2021). Mapping the (mis) match of university degrees in the graduate labor mar-ket. Journal for Labour Market Research, 55(1), 14.

Shapiro, V. B., Hudson, K. D., & Downey, M. M. (2017). Institutional expectations, opportunities, and in-terest in the professoriate: A mixed-methods examination of satisfaction among doctoral stu-dents in social work. Journal of Social Work Education, 53(3), 520-534.

Stewart, J. (2021). Understanding the Impact of Faculty Mentorship on Student Motivation to Partici-pate in Experiential Learning Within the Sports Management Curriculum: A Phenomenological Study (Doctoral dissertation, Northcentral University).

Vergara Tapia, M., Flores Bastías, M., Illanes Aguilar, L., & Poblete-Valderrama, F. (2022). Implementa-tion of the formative evaluation by students of Pedagogy in Physical Education . Retos, 43, 916–922. https://doi.org/10.47197/retos.v43i0.86558

Downloads

Publicado

01-04-2025

Edição

Vol. 67 (2025)

Secção

Artigos de caráter científico: trabalhos de pesquisas básicas e/ou aplicadas.

Licença

Direitos de Autor (c) 2025 Bryan Nozaleda, Hans Freyzer Arao, Maricel Dayag-Tungpalan, Jasmin Saquing, Chita Ramos, Daniel Casauay

Creative Commons License

Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.

Autores que publicam nesta revista concordam com os seguintes termos:

  1. Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
  2. Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
  3. É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).

Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess

Como Citar

Nozaleda, B., Arao, H. F., Dayag-Tungpalan, M., Saquing, J., Ramos, C., & Casauay, D. (2025). Demonstração de uma avaliação esclarecedora de métodos mistos: o caso de um programa académico de desporto e exercício. Retos, 67, 244-256. https://doi.org/10.47197/retos.v67.110124