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  3. The relationship between the school environment and the academic progress of physical education students from the point of view of physical education teachers in Kurdistan province

The relationship between the school environment and the academic progress of physical education students from the point of view of physical education teachers in Kurdistan province

Number of pages: 85 File Format: word File Code: 31645
Year: 2014 University Degree: Master's degree Category: Physical Education - Sports
Tags/Keywords: Academic progress - Educational environments - learning - physical education - Physical education students - school - school environment
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  • Summary of The relationship between the school environment and the academic progress of physical education students from the point of view of physical education teachers in Kurdistan province

    Master's thesis in the field of general orientation in physical education

    Summary of the research:

    This research was conducted with the aim of investigating the relationship between the school environment and the academic progress of students in the field of physical education from the perspective of physical education teachers in Kurdistan province. This research is practical and in terms of data collection, it is descriptive and correlational. The statistical population of this research is all the physical education teachers working in the health colleges of Kurdistan province, of which there are 110 people in the cities of Sanandaj, Marivan, Saqez, Dehgolan, Bijar and Qorveh. The sampling method has been used as a whole number. To collect research data, the school environment questionnaire designed by Johnson and Stevens (2007) was used, and its reliability coefficient by Cronbach's alpha was /869. It was calculated. According to the analysis of the collected data, the following results have been obtained. There is no relationship between the school environment and the academic progress of students in the field of physical education, and only the components of innovation and cooperation had a significant relationship with the academic progress of students in the field of physical education. Other results showed that the beta value of innovation and cooperation components has become significant. Therefore, only these two components can predict the academic progress of physical education students.

    Key words: academic progress, physical education teachers, school environment

    Introduction

    1

    1

    Today, one of the most important and influential organizations in every university is the institution of education. Undoubtedly, education is the most basic social institution in shaping, guiding and controlling the thoughts of people in any human society, and having a powerful education is a necessity for social development. In addition to that, due to the expansion of science and human experiences and the development of technology and industrial advances, the trend towards education and training organizations has become a universal and universal thing, so that one of the important indicators of the growth of any society is considered to be the scope of tasks that education and training has undertaken (Aleghband, 2019). It is obvious that the institution of education is responsible for creating a suitable environment for the growth and flourishing of the talents and abilities of individuals, and it is necessary to achieve this goal by formulating and implementing broad, comprehensive and calculated plans according to the general goals of education and education of every society (Talbzadegan, 2017). Of course, the goal of any educational activity is to create learning (Seif, 2010), an activity that is done by the learner to lead to change in him. Therefore, during the learning activity, various factors can affect the learner and make his learning difficult. Therefore, one of the most important indicators that can be used to check the level of learning and the success of the educational system in achieving its goals is the academic progress of the students (Kerami, 2014). In fact, academic performance and progress is one of the topics that is very important in educational environments, especially schools (Abolghasmi and Joanmiri, 2013) and may face problems due to various reasons and under the influence of various factors. Therefore, identifying the factors affecting academic progress is one of the most important and basic activities in the educational system, because this indicator, which is measured mostly based on the results of final and standardized tests, is the most important concern of students, parents, practitioners and education experts, and for this reason, most of the studies of the past few decades have analyzed the effective factors and strategies to improve academic progress (Reynolds and Teddlie, 2004). It seems that in addition to the structure, educational atmosphere, teachers' performance, etc., the school environment also affects this important process and is considered as an explanation of academic progress. As a result of this research, adapting from the above, it intends to examine the relationship between the school environment and academic progress, and considering that in the education system, various activities such as educational, research, cultural, social, sports, etc. This research considers physical education students with the approach that this correlation measurement is done from the point of view of physical education teachers. 1-2 Statement of the problem Today, the academic progress of students is considered as an important indicator for evaluating educational systems. In addition, academic progress has always been important for teachers, students, parents, theorists and researchers.Because this important factor is not only an important criterion in evaluating the performance of teachers, but it also represents the scientific abilities of people upon entering the world of work and employment and higher education levels (Zamani and Nasr, 2013). Academic achievement index is an achievement that is widely and publicly always measured (Dipaola) and Hoy, 2005). On the other hand, it is related to many factors such as the school's value system, emotional relationships within the school, punishment and encouragement system, teacher's grooming, class structure, teaching method, etc. Attention has been paid. In fact, a suitable and lively physical environment is one of the internal factors that directly affect schools and students indirectly (Hajibabaei, 2013). In confirmation of this claim earlier (Dorman, 1998) points out that one of the factors that affect the activities of schools and teachers is the school environment. In fact, the school environment is related to the management of school education, which considers schools as a formal organization. Therefore, this environment is similar to social groups in terms of goals, results, roles, organizational structure, reward systems, collaborative activities, and communication between parents and teachers. For years, the school environment has been studied as an important and essential aspect of every school. In addition, the environment is a platform for the formation of many behavioral characteristics, and in other words, many emotions, habits, tastes and even attitudes, sittings and departures are greatly influenced by the environment. After their residential environment, students spend most hours of the day in educational units, and considering the essential role of education in the process of shaping society's culture, it is necessary to pay sufficient attention to the creation of a favorable environment that creates enthusiasm and motivation for the teaching and learning process in students (Hemet, 2018).

    Abstract

    The aim of this study is to investigate the relationship between the school environment and Achievement of physical education students from the view of physical education teachers of Kurdistan province. This study is an applied research which uses explanatory and correlational methods. The subjects of the study are 110 physical education teachers working in Sanandaj, Marivan, Saqez, Dehgolan, Bijar and Qorwa. The researcher used the questionnaire of Johnson and Stevenson (2007) designed for school environment, which its reliability coefficient was calculated by cronbach's alpha./869. The results show that there is no relationship between school environment and the educational achievement of physical education students, and the only relationship with achievement of physical education students were creativity and cooperation factors. The other results showed that the amount of these two factors, the creativity and cooperation beta value has been signified are meaningful, therefore only these factors can predict the educational achievements of physical education students.

  • Contents & References of The relationship between the school environment and the academic progress of physical education students from the point of view of physical education teachers in Kurdistan province

    List:

    Chapter One - Introduction and Generalities. 1

    1-1 Introduction. 2

    1-2 statement of the problem..3

    1-3 importance and necessity of research. 4

    1-4 research objectives.. 5

    1-5 research hypotheses. 6

    1-6 research premise.6

    1-7 scope of research..6

    1-8 conceptual definitions of variables. 12

    2-4 school space and equipment. 14

    2-5 school environment. 15

    2-6 physical characteristics of creative schools. 18

    2-7 academic progress. 22

    2-8 factors affecting academic progress. 24

    2-9 Measuring the academic progress of students. 25

    2-10 physical education. 26

    2-11 Physical education and sports goals. 27

    2-11-1 The goal of physical development. 27

    2-11-2 The goal of neuromuscular development. 28

    2-11-3 The goal of cognitive development. 28

    2-11-4 The goal of emotional (emotional) development 28

    2-12 sports environment of schools. 29

    2-13 Research review. 29

    2-13-1 Internal investigation review. 29

    2-13-2 review of foreign research. 33

    2-14 Summary of background. 35

    The third chapter - research method. 36

    3-1 Introduction. 37

    3-2 research methods. 37

    3-3 statistical population. 37

    3-4 method, size and method of sample selection. 37

    3-5 operational definitions of research variables. 37

    3-6 data collection tool 38

    3-7 validity and reliability of questionnaires 39

    3-8 data collection method 39

    3-9 data analysis method 40

    Chapter four - findings. 41

    4-1 Introduction. 42

    4-2 descriptive statistics: Examining demographic variables. 43

    4-3 Examining research variables. 47

    4-4 review of research components. 48

    4-5 analysis findings. 48

    4-5-1 checking the normality of the data 48

    4-6 testing research hypotheses. 50

    4-7 fitting the regression model. 51

    Chapter five - conclusions and suggestions. 53

    5-1-Introduction. 54

    5-2-Summary of the research. 54

    5-3 Interpretation of the results obtained from the demographic information of the research sample. 55

    5-4 Interpretation of the results obtained from the descriptive statistics of the research variables. 56

    5-5 related findings of research hypotheses. 56

    5-5-1 Findings related to the first research hypothesis: 56

    5-5-2 Findings related to the second research hypothesis. 57

    5-6 suggestions. 59

    5-6-1 Research proposals. 59

    5-6-2 Practical suggestions. 59

    5-7 research limitations. 60

    Resources.. 62

    Internal resources: 62

    Foreign sources. 66

    Appendixes.. 68

    Appendix 1: Questionnaire made by the researcher. 69

    Appendix 2: Johnsons and Stevens school environment questionnaire (2007). 70

    Appendix 3: Johnson and Stevens School Environment Questionnaire (2007) 71

    English abstract. 72

     

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The relationship between the school environment and the academic progress of physical education students from the point of view of physical education teachers in Kurdistan province
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