HKIER

Abstract

Interest to study students' use of strategies for learning stems from the assumption that students are active agents for learning, and as such, an understanding of their cognitive involvement could provide some insight into developing approaches to maximize learning and performance. In the learning of subject matters other than physical education, researchers had already begun to examine students' learning strategies as the mediator between teacher behaviour and student achievement. However, in the subject matter of physical education, research is comparatively sparse. Therefore, in an attempt to fill the void, this study aimed to obtain a profile of learning strategies used by students in physical education classes.

The study involved two phases. The first phase involved the development of a paper-pencil instrument (LSinPE) to assess students' use of learning strategies in PE class. A correlation of 0.70 to 0.98 was obtained from the 16 behavioural items. The second phase involved administrating the questionnaire to 320 students (13-14 years old) enrolled in PE classes. It was found that students enrolled in the more focused PE Class (8 hours/week) were able to apply deep strategy for consolidating learning than the regular class (2 hours/week). It was concluded that the selection of learning strategy (surface or deep) was hinged on the students' perceived value of the task to be learnt and that teachers should structure activities which can foster value clarification processes among students.

Keywords: curriculum; deep strategies; perceived value

摘要

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