ObjectiveTo determine the effects of learning interventions aimed at optimizing the quality of physical education (PE) on psychomotor, cognitive, affective and social learning outcomes in children and adolescents.DesignA systematic review and meta-analysis.Data SourcesAfter searching PsycInfo, ERIC, and SportDiscus electronic databases, we identified 135 eligible studies published between January 1, 1995 to May 1, 2021.Eligibility Criteria for Selecting StudiesWe included randomized controlled trials, quasi-experimental studies, and controlled trials that assessed the effect of a PE-based intervention against one of the four identified learning domains in youth at school (aged 5–18 years).ResultsOne hundred and thirty five (135) studies with over 42,500 participants and 193 calculated effect sizes were included in the study. The mean effect across all the learning and development outcomes was small to medium (Cohen's d = 0.32, 95% confidence interval [CI] (0.27–0.37). When adjusted for publication bias using the Duval and Tweedie Trim and Fill Method, this mean effect size increased to d = 0.40 (CI = 0.34–0.46). Effect sizes varied significantly based on learning and development outcomes. Interventions that consistently report above or below the mean d = 0.40 effect are identified based on learning outcome. The greatest effects across interventions were witnessed in psychomotor learning outcomes (d = 0.52) followed by affective (d = 0.47), social (d = 0.32), and cognitive (d = 0.17) learning outcomes. A minority (<10%) of PE interventions captured by this systematic review and meta-analysis reported having a negative effect on student learning and development.ConclusionThe interventions with the greatest effects on student learning and development were dependant on the learning domains. Some PE interventions with a pedagogical focus such as games-based approaches, TARGET/Mastery Teaching, and Sport Education were found to be strong investments across multiple domains. The evidence is limited however by consistency in intervention dosage, study design, and data collection instruments. The study received no internal or external funding and was not prospectively registered.
Student engagement and learning in science, technology, engineering and mathematics (STEM) fields in primary and secondary schools is increasingly being emphasized as the importance of STEM skills for future careers is realized. Localized learning has been identified as a group of pedagogical approaches that may enhance learning in STEM by making the relevance of STEM clear to students and providing stronger connections to students’ lives and contexts. This paper reports on a scoping review that was conducted to identify the benefits and limitations of localized learning in primary and secondary school STEM disciplines. A secondary aim of the review was to identify strategies that increase the effectiveness of localized learning these disciplines. Following literature searches of four databases, 1923 articles were identified. Twenty-five studies met the inclusion criteria. Potential benefits of localized learning included increases in enjoyment of STEM, improvements in learning, more positive STEM career aspirations, and development of transferable skills. The main challenges of these pedagogical approaches were time restrictions and lack of community involvement. Strategies for enhancing the impact of localized pedagogy included professional development for teachers (in STEM content knowledge, integration of localized pedagogy, and capacity to address socio-scientific issues), integration of technology, whole-school implementation of the pedagogical approach, and integration of the wider community into STEM education. These findings provide support for localized learning as an effective pedagogical approach to enhance STEM learning in schools, while emphasizing the critical roles of teachers and communities in supporting students to realize the relevance of STEM in their lives.
Adolescent populations have become increasingly accessible through online data collection methods. Online surveys are advantageous in recruiting adolescent participants and can be designed for adolescents to provide informed consent without the requirement of parental consent. This study sampled 338 Australian adolescents to participate in a low risk online survey on adolescents’ experiences and perceptions of their learning in science classes, without parental consent. Adolescents were recruited through Facebook and Instagram advertising. In order to judge potential participants’ capacity to consent, two multiple-choice questions about the consent process were required to be answered correctly prior to accessing the survey. This simple strategy effectively determined whether middle adolescents had the capacity to provide informed consent to participate in low risk online educational research.
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