Comparative Study about Effectiveness of two Different Teaching Methods of Traditional and Integrated of Physical Education on Learning Biology and Development of Social Skills of Male Junior High Students

Document Type : Research Paper

Authors

1 Professor Islamic Azad University, science and research branch, Tehran, Iran,

2 Assistant Professor Islamic Azad University, science and research branch

3 Ph.D Student, science & research branch, Islamic Azad University, Tehran, Iran

Abstract

The major aim of this study was to compare the effectiveness of two teaching
methods of traditional (common) and integrated for physical education on learning
biology and developing social skills in male junior students. This study was semiexperimental
which was conducted in Islamshahr city for 12 weeks. The statistical
population consisted of 79 volunteer junior students who studied the second grade
and 52 students were selected by an IQ test and were assigned to two groups of
traditional (n=26) and integrated (n=26) purposively. During these three months,
physical education and biology were taught by the common method (separately)
for the traditional group while biology was integrated with physical education and
taught for the integrated group. The data were analyzed using Wilcoxon test, U
Mann Whitney test and t test. The results revealed a significant difference in
learning biology between traditional and integrated groups at α<0.05. The t test
results revealed a significant difference in the mean scores of impulsive behaviors
between traditional and integrated groups at α<0.01, that is, the mean scores
significantly decreased in the integrated method compared to the traditional
method. Also, there was a significant difference in the mean scores of suitable
social behaviors of subjects between integrated and traditional groups (α<0.001).
In other words, mean scores of the students in the integrated group significantly
increased compared to the traditional group.

Keywords


  • Receive Date: 03 August 2013
  • Revise Date: 10 June 2014
  • Accept Date: 29 September 2013
  • First Publish Date: 22 June 2014