학교유형에 따른 중학생의 체육수업에 대한 태도 및 동기에 관한 연구 = A Study on Middle School Students' Attitudes and Intrinsic Motives Toward Physical Education Classes With Respect to the Different Types of Schools

다국어 초록 (Multilingual Abstract)

The objective of this study is to provide the basic information that will contribure to developing an ideal physical education class and efficient teaching methods by comparing and analyzing the students' attitudes (Attitud/physical/psychological/social) and intrinsic motives (Interest/Competence/Effort/Confidence) toward the athletic classes according to the different types of middle school education (Coeducation and Single-sex education). The population of the research is the male and female students of three middle schools, the residential areas of which are adjacent. The total number of population is 800: For coeducational middle school (CEMS), male student are 200 and female students are 200. (More than 50 per each grade) For single-sex educational middle school (SEMS), each SEMS student are 200. The number of students who answered the question paper is 711 out of 800 students. Because it is apparent that 32 out of 711 student answered the question insincerely or missed some answers, the data from them should be excluded from the analysis. Therefore, the statistical analysis is based on 679 question papers.
The materials applied to this research are two modified question papers to be fit for the physical education classes. One paper is derived from Choi, Sunja's research on CEMS students attitude to athletic class (1998), and the other is the question paper concerning the intrinsic motive of sports that was developed by McAuley and used by Sung, Changhoon (1996) and You, Jin (1997).
As main statistical methods, frequency analysis and two-way ANOVA are conducted Scheffe'-test is carried out on the cases that show significance after two-way ANOVA.
The results are as follows.
1. The Attitudes toward Physical Education Classed.
There is statistically significant according to the different types of middle school education (Coeducation and Single-sex education)Male students have more positive attitudes than female student. In view of the attitude score, the order from high score to low score is men's middle school (MMS) students, the male students of CEMS, the women's middle school (WMS) students, and the female students of CEMS.
The analysis on the factors of the attitude implies that the attitudes of male students are almost identical everywhere, but there is some difference between CEMS students and those of MMS in physical/psychological/social factors. For female students, there is a considerable difference between CMS and WMS students in all of four factors.
2. Intrinsic Motives
As stated above, There is statistically significant accroding to the different types of middle school education (Coeducation and Single-sex education). Even though male students have slightly higher score than female students, it can be considered insignificant.
Through the analysis on the factors of intrinsic motives, it can be inferred that for male students, there is no difference in terms of the factors of interest/effrot/competence/tension, but for female counterparts, there is a big difference in the same categories of the factors.
The summary of the research illustrates that the attitudes and the intrinsic motives are proved to be considerably different with respect to the types of schools, and SEMS students have more positive attitudes and motives than those od CEMS.
As a result, if the teachers of physical education at CEMS develop the deliversified teaching methods creatively modified for the individual class activities, their classes will become far more successful.
Therefore, here I propose three suggestions.
First of all, the re-education program should be established to promote the teachers' understanding of coeducational classes and to help them develop various teaching methods. This program can also play an important role in providing the educators with the opportunities for exchanging information and new ideas.
Second, the research is required on the male-friendly sports and the female-friendly ones. In other words, when teachers compose the contents of classes, they need to make an effort ro maintain balance between the male-initiated atheltic activities and those primarily led by female students.
At last, the research should be conducted on how the physical edutcation departments at colleges can teach their students about the successful management of classes of mixed education. According to the 7th Scheme of Education (7차 교육 과정), theoretically it is possible to divide mixed classes into single-sex ones depending on the conditions of individual schools and the activities of each class. However, due to administrational and systemic obstacles, the separation of coeducational classes for the physical education is far from readiness. Therefore, based on numerous further researches, the curriculum of physical education departments should include and provide the course for the effective education of mixed classes of coeducational schools.