Impact of peer-based cooperative learning in Physical Education on physical fitness and learning motivation among secondary school students
DOI:
https://doi.org/10.47197/retos.v76.118352Keywords:
Cooperative Learning, Motivation, Physical Education, Physical Fitness, Secondary SchoolAbstract
Introduction: secondary school physical education often relies on teacher-directed instruction, which may limit student engagement and comprehensive physical development. cooperative learning has been proposed as a student-centered alternative to address these limitations.
Objective: to examine the effectiveness of peer-based cooperative teaching on physical fitness and learning motivation among Palestinian secondary school students.
Methodology: a quasi-experimental pre-test/post-test design was conducted with 400 students assigned to experimental and control groups. the experimental group followed an eight-week peer-led cooperative learning program, while the control group received traditional Instruction. aerobic capacity, muscular endurance, flexibility, and learning motivation were assessed using standardized tests and questionnaires. data were analyzed using multivariate and covariance-based procedures.
Results: students in the experimental group showed significantly greater improvements in all physical fitness components and learning motivation compared with the control group. multivariate analyses confirmed a significant overall intervention effect.
Discussion: the findings support evidence that cooperative learning enhances physical engagement and motivation through structured peer interaction.
conclusions: peer-based cooperative teaching is more effective than traditional instruction and should be incorporated into secondary school physical education programs.
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