PENGAJARAN MATA PELAJARAN PENDIDIKAN JASMANI DI SEKOLAH MENENGAH KAWASAN BANDAR DAN LUAR BANDAR: PERSPEKTIF MURID

Abstract

Location is a factor that is frequently associated with the achievement level of an individual school. Among the main contributing factors for achievement is the process of teaching. Thus, this study aims to identify the differences in practices and qualities of teaching Physical Education between secondary schools in urban and rural areas. The Effective Teaching Model by Slavin (1991) that serves as the theoretical framework of this study portrays four key dimensions i.e. the quality of teaching, appropriate teaching levels, incentives and time. To attain the objectives of this study, data was collected through questionnaires distributed to 184 form four students in urban schools and rural schools respectively. Furthermore, the data was analyzed using descriptive analysis such as mean, standard deviation and an inferential analysis (t-test) at the 0.05 significance levels. The findings of the study show no significant difference between the teaching practices of Physical Education subjects in rural and urban secondary schools with respect to the following aspects i.e. quality of teaching with score of p= 0.545, the appropriateness of teaching levels (p=0.931), incentives (p=0.199) and time (p=0.492). The study also did not find significant differences in terms of quality of teaching Physical Education subjects both in rural and urban secondary schools for the following aspects i.e. various methods of teaching (p=0.545), numerous teaching aids (p=0.305), the updated teaching contents (p= 0.911) and different evaluation mechanisms (p=0.994). However, this study found that the average scores for each practice and the quality of teaching at both school locations are less than 3.99, which depicts a rare implementation. The findings of the study imply that policy makers need to revise the physical education curriculum to ensure more attractive teaching practices.