situational interest of high school students having ...€¦ · indoor vs outdoor indoor indoor...
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SITUATIONAL INTEREST OF HIGH
SCHOOL STUDENTS HAVING
SPECIAL EDUCATIONAL NEEDS
(SEN) AFTER A COOPERATIVE
LEARNING UNIT OUELLET, C. M. SC. (C) 1 ; VERRET, C. PH. D. 2 ;
ROURE, C. PH. D. 3 ; MASSÉ, L. PH. D. 4 ; GRENIER, J. PH. D. 5 ; BERGERON, G. PH. D. 6
ADELPHI UNIVERSITY – AIESEP – JUNE 2019
1-2-5 3 4-6
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INTRODUCTION
Introduction Objectives Hypothesis
Method Results Discussion Conclusion
1 student SEN
out of 4 in
typically
developped
classes in high
school in
Quebec (Commission des droits de la
personne et des droits de la
jeunesse, 2018)
Positive
experiences +
success by
learning tasks (Block, 2016)
Inclusive
teaching models
Positive
academic and
social impacts (Klavina & Block, 2008)
Motivation?
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THEORETICAL
BACKGROUND
Introduction Objectives Hypothesis
Method Results Discussion Conclusion
Individual
interest (II) Situational
interest (SI)
(Hidi & Anderson, 1992)
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THEORETICAL
BACKGROUND
4 phases models
Triggered SI
Maintained SI
Emerging II
Well- developed
II
Introduction Objectives Hypothesis
Method Results Discussion Conclusion
(Hidi & Renninger, 2006)
Short term
changes
Focalisation
+ persistance
Reengagement
with particular
contenu
Predisposi-
tion to
reengage
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BACKGROUND
Introduction
Introduction Objectives Hypothesis
Method Results Discussion Conclusion
-Acceptation
-Interactions
-Cognitive engagement
(Chen & Darst, 1999)
Students
Social influence
with stereotyped
sports
(Goodwin & Watkinson, 2000;
(Wallhead et al., 2013)
(Chen & Darst, 2002)
Sex
differences
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OBJECTIVES AND
HYPOTHESES
Measure
motivation
high school
SEN
Compare with
peers SI
Compare
• SI will be different between students with SEN and their peers.
• As well as between boys and girls (Chen & Darst, 2002).
Introduction Objectives Hypothesis
Method Results Discussion Conclusion
Objectives:
Hypotheses:
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METHODS
Introduction Objectives Hypothesis
Method Results Discussion Conclusion
Girls 14
Boys 28
SEN 9
Gender
N = 42 students
(16.6 ± 0.5 years)
Student types
*only 1 girl with SEN
Cross-sectional study
Typically
developped
33
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METHODS NEEDS OF THE STUDENTS WITH SEN (N = 9)
Introduction
Introduction Objectives Hypothesis
Method Results Discussion Conclusion
Motor N = 1
Social N = 3
Cognitive N = 3
Affective N = 2
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METHODS LEARNING TASKS
Organisation modalities Circus Synchronized swimming
Number of students N = 18 N = 24
Program Sciences Sport
Duration 75 min 75 min
Number of classes 4 6
Indoor vs outdoor Indoor Indoor
Team size 6-8 5-6
Evaluation modalities Video Peer to peer and teacher
live evaluation
Competence 2: “interact in various contexts of physical activity practice” (PFEQ, 2010).
Learning model: cooperative learning (Johnson & al., 1989).
Pedagogical intention: to perform a synchronized team choregraphy (social and
motor learning)
Introduction Objectives Hypothesis
Method Results Discussion Conclusion
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METHODS
Introduction Objectives Hypothesis
Method Results Discussion Conclusion
9-items questionnaires (Hidi & Renninger, 2006)
2 scales
Triggered SI
Maintained SI
1 2 3 4 5
Not
agree
at all
Totally
agree
ex. what we learned
today asked me for
attention ?
ex. I would learn more
about this activity ?
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RESULTS TESTS
1) Neutral interest for the cooperative learning situation
(3.5 ± 0.5; 3.2 ± 1.0)
2) No difference in triggering and maintaining SI between SEN (N = 9)
and their peers (N = 33).
Introduction Objectives Hypothesis
Method Results Discussion Conclusion
3,53 3,46 3,49 3,23
1
2
3
4
5
Triggering Maintaining
SEN Typically developped
±
0,49
±
0,49
±
1,17
±
1,01
t
Triggered and maintained situational interest
between SEN and typically developped
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RESULTS TESTS
3,47 3,03
3,57 3,73
0
1
2
3
4
5
Triggering Maintaining
Boys Girls
Introduction
Introduction Objectives Hypothesis
Method Results Discussion Conclusion
3) Boys (N = 26) have lower maintaining situational interest
than girls (N = 14)
*p < 0,05
±
0,51
±
0,45 ±
1,13
±
0,63
t
*
Triggered and maintained situational
interest between boys and girls
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DISCUSSION
No difference between SEN and peers (Langlois-Pelletier & al., 2018)
Situational interest have more motivational potential than individual for
every students (Hidi & Anderson, 1992).
Gender differences
Introduction Objectives Hypothesis
Method Results Discussion Conclusion
(Garrett et Wrench, 2018)
Gradual transformation of situational
interest to individual interest
(Hidi & Renninger, 2006)
High skills and competence = high
situational interest and individual
interest (Chen & Darst, 2002)
Situational interest to Individual interest
Social influences
and stereotypes
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CONCLUSION FUTURE WORKS
Introduction Objectives Hypothesis
Method Results Discussion Conclusion
SI and II
To evaluate
Student’s
caracteristics
Capacities and
self-efficacity
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THANKS
Granting funds
School board
Physical education teachers
Research team
• Cassandre Ouellet, UQAM
• Jeanne Lagagé-Leblanc, UQTR
• Nicia Langlois-Pelletier, UQAM
• Mathieu Bisson, UQAM
• Lawrence Desrosiers, UQAM
• Thomas Favreau, UQAM
More info to come (summer 2019) www.inclusion-eps.uqam.ca
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REFERENCES Block, M. E. (2016). A teacher’s Guide to Adapted Physical Education: Including Students with Disabilities in Sports and Recreation. (4th ed.). Baltimore, MA: Paul H Brookes Publishing Co.
Chen, A. & Darst, P. W. (2002). Individual and Situational Interest: The Role of Gender and Skill. Contemporary Educational Psychology, 27(2), 250-269. doi: 10.1006/ceps.2001.1093
Chen, A., Darst, P. W. & Pangrazi, R. P. (1999). What Constitutes Situational Interest? Validating a Construct in Physical Education. Measurement in Physical Education and Exercise Science, 3(3), 157-180.
Québec, Commission des droits de la personne et des droits de la jeunesse. (2018). Le respect des droits des élèves HDAA et l'organisation des services éducatifs dans le réseau scolaire québécois: une étude systémique Récupéré de http://www.cdpdj.qc.ca/Publications/etude_inclusion_EHDAA.pdf.
Goodwin, D. L. & Watkinson, E. J. (2000). Inclusive Physical Education from the Perspective of Students with Physical Disabilities. Adapted Physical Activity Quarterly, 17(2), 144-160. doi: 10.1123/apaq.17.2.144
Garrett, R. et Wrench, A. (2018). Redesigning pedagogy for boys and dance in physical education. European Physical Education Review, 24(1), 97-113. doi: 10.1177/1356336x16668201
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Hidi, S. & Anderson, V. (1992). Situational interest and its impact on reading and expository writing. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (p. 215-238). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc. Collected to https://books.google.ca/books?hl=fr&lr=&id=LubJAgAAQBAJ&oi=fnd&pg=PA215&dq=Situational+int erest+and+its+impact+on+reading+and+expository+writing.&ots=zfm9knFehg&sig=mfy38EKShdSo eBYGSniifryj3SQ#v=onepage&q=Situational%20interest%20and%20its%20impact%20on%20readi ng%20and%20expository%20writing.&f=false
Hidi, S. & Renninger, K. A. (2006). The Four-Phase Model of Interest Development. Educational Psychologist, 41(2), 111-127. doi: 10.1207/s15326985ep4102_4
Johnson, D. W. & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN, US: Interaction Book Company.
Klavina, A. & Block, M. E. (2008). The Effect of Peer Tutoring on Interaction Behaviors in Inclusive Physical Education. Adapted Physical Activity Quarterly, 25(2),132-58. doi: 10.1123/apaq.25.2.132
Langlois-Pelletier, N., Verret, C., Grenier, J., Massé, L. et Bergeron, G. (2018, mai). La motivation des élèves du primaire ayant des besoins particuliers en éducation physique et à la santé. Communication par affiche présentée au symposium Parcours de professionnalisation en éducation physique et à la santé : quels sont les rapports entretenus entre les chercheurs et les enseignants ? Dans le cadre du 5e congrès international du CRIFPE, Montréal, Canada.
REFERENCES
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REFERENCES Ministère de l’éducation du loisir et du sport. Programme de formation de l’École québécoise (2010).
Progression des apprentissage au secondaire. Éducation physique et à la santé. Récupéré de
http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PDA_PFEQ_
education- physique-secondaire_2010.pdf
Wallhead, T. L., Garn, A. C. et Vidoni, C. (2013). Sport Education and social goals in physical education:
relationships with enjoyment, relatedness, and leisure-time physical activity. Physical Education &
Sport Pedagogy, 18(4), 427-441. doi: 10.1080/17408989.2012.690377