Student and Teacher Perceptions of Teaching Personal and Social Responsibility Implementation, Academic Performance and Gender Differences in Secondary Education

Abstract

The aim of this study was to determine how secondary education students and teachers perceive the implementation of the Teaching Personal and Social Responsibility model (TPSR), the relationship between TPSR and marks in physical education (PE), and potential differences with regard to gender. For this purpose, TPSR was implemented for seven months and on completion 121 students (48 girls) aged between 12 and 16 from the first and third grade of secondary education were asked to complete the TPSR perception questionnaire (ECVA-12) to determine their satisfaction with this methodology and the values the model promoted in pupils. Moreover, the participant teachers were also interviewed. Results showed positive student perceptions of the implemented methodology and its promotion of values, and significant differences in academic performance in PE in favor of males. Teachers valued this methodology very positively and considered that it would be useful with any kind of student. This paper suggests the importance of TPSR implementation for all teachers, regardless of their specialism, and considers that there may be potential in engaging other collectives such as families.

Examining Teachers’ Perception on the Impact of Positive Feedback on School Students

“…Our study's observation of consistent responses across genders echoes findings from the work of [48,49], where a unified perspective among male and female educators was noted. The absence of gender-based disparities in perceiving a common view on teachinglearning aspects aligns with the broader discourse in the literature, emphasizing the collaborative nature of effective teaching practices [49].…”

Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods

“…Considering the second of the objectives of the present study, it is observed that the teachers perceived hybridization as an alternative capable of producing improvements compared to a conventional methodology, thanks to the session structure offered by both models independently [ 78 , 91 ], and that could be enhanced with its combination. In this sense, the teachers also highlighted the positive response of the students to the methodological approach offered in each session, results like those found by other authors who hybridized the CL with the TGfU [ 92 ] or the SE with the TPSR [ 35 , 36 ].…”

“…(2) Semi-structured individual interview. The instrument has 14 questions adapted from the study carried out by Manzano-Sánchez et al [ 78 ]. The EG teachers underwent these interviews individually at the end of the intervention.…”

Effects of a Hybrid Program of Active Breaks and Responsibility on the Behaviour of Primary Students: A Mixed Methods Study

“…Future studies should look at larger samples involving as many teachers as possible, and cover other educational stages as well as other subjects in order to obtain more conclusive results on the effectiveness of the programme. Second, the duration of the intervention was three months, which is below the suggestions of expert authors in TPSR [8,57,62] and AB [18], who have indicated the need to implement longitudinal programmes, longer than four months, to have positive effects on participants. Third, it should be noted that it would have been interesting to consider quantitative results through the analysis of questionnaires and accelerometers, as carried out by Valero-Valenzuela et al [49] and Watson et al [10], respectively, to complement the results obtained.…”

“…The use of TPSR makes it possible to structure the sessions, facilitating the work of teachers and students [27], helping to counteract the difficulties of physically active classes [53,54]. Similarly, the adaptability, interdisciplinarity and complementarity that may exist between curriculum areas to apply these types of programmes is based on TPSR and AB, both in Primary Education [30,55,56] and in Secondary Education [29,57,58]. Furthermore, studies such as Dinkel et al [53], Manzano-Sánchez et al [59] and Martin and Murtagh [54] state that teachers consider the activities to be easy to implement, adaptable and feasible, but these results do not coincide with the studies by Martos et al [60] on TPSR and Watson et al [10] on AB, which reflect teachers' difficulty in applying innovative methodologies due to lack of time.…”