Author(s): HG Maleesha Malkishari, S Joniton and S Sabaananth

Abstract:
The purpose of this study was to investigate how trainee physical education teachers' performance was affected by reflective instructional technique. Purposive sampling was used to choose the female trainee physical education teachers (N=40) for the experimental study at Bandarawela National College of Education in the province of Uva, Sri Lanka.Each of the selected subjects was randomly divided into two equal groups. Group I (Experiment Group, n=20) participated in the teaching module program for six weeks, lasting 40 minutes per session. Group II functioned as the control group and had a n=20 size.Before and after the experiment, the chosen subjects underwent the rubric-level test to analyze the sixteen criterion variables. The pre-test and post-test mean values for the experimental group and control group were examined using the mixed ANOVA test. In all the cases 0.05 level of confidence was fixed to test the significance. The findings showed that all of the criterion factors had a significant difference. All criteria factors were positively impacted by mean differences. The mean difference between the experimental and control groups was 0.18 and 0.98, respectively, with p<0.05 indicating a significant difference for each indicator. The results showed reflective instructional technique enhanced the performance of trainee physical education teachers. In order to provide future teachers with an expanded and broad understanding about the importance of reflective teaching practices, the study recommends to conduct additional research related to reflective instructional technique.

DOI: 10.22271/kheljournal.2023.v10.i5e.3118

Pages: 287-292  |  308 Views  90 Downloads

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