Evaluation of the Specialization Practices Subject of Physical Education and Sports Major, of the Faculty of Education and Languages, Rubén Darío University Campus, UNAN-Managua
DOI:
https://doi.org/10.5377/torreon.v6i17.6877Keywords:
Academic Aspects, Investigative Aspects, Cognitive Learning, Physical education and sports Curriculum, Specialization Practices subject programAbstract
The present study was carried out with the objective of evaluating the specialization practices subject of physical education and sports Major (curriculum 2013). It is an analytical, retrospective, cross-sectional, quantitative stud.The study population consisted of 30 students who were enrolled in the subject. A survey and a focus group was applied to students and teachers, as well as a document review guide.A descriptive analyzes was made according to the nature of each of the quantitative and qualitative (Frequency analysis and descriptive statistics)variables defined in the specific objectives.
In addition,Other types of analyzes were carried out such as: bar-type graphs in a univariate variables, in a single Cartesian plane.The Kendall Tau C test was applied for the operative variable of the relationship between two variables under study. Data triangulation was carried out using different sources.The Triangulation of the method was made due to the type of research.Through this study measurable information was collected and could be verified and compared with the information provided by the focus group. The results showed that the sample population the 67% of them are teachers in the range of 24 to 29 and 40 respectively.The 56% are single; the 39% come from urban area, the 78% of them the physical education and sports Major is their first career and 72% are male.
The 56% of students suggest using both educational tools,however teachers prefer the pedagogical folder. The final grade according to the rating scale reflects that 33% are on a good and excellent scale, respectively. It showed significant correlation coefficients p <, 0.05 in 12 of the 16 cognitive learning are related. Likewise, there are major critical levels, stating that 4 of the 16 cognitive learning are not related. A proposal was elaborated that provides greater contributions to academic and research aspects such as methodological guide, evaluation format and a methodological research structure.
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