Ken Nakazawa
ABSTRACT
A formative evaluation of teaching, considering both students' perceptions and teachers' experiences, is essential for class plan improvement. This study investigated the class improvement process, involving the study of these two populations' input. Specifically, we examined a physical education (PE) teacher's class process by analysing all freshmen students' perceptions of that class via a quantitative content analysis. The course units were arranged in a particular order and those of 2015 were redesigned. We extracted eight codes after text mining students' responses: educational materials, group cohesion, play skills, game, interaction, others, self, and positive emotion. After the 2015 course ended, we re-analysed the students' class perceptions. The occurrence rates of 'interaction', 'group cohesion', and 'educational materials' were higher during the early stages in both units; game-based instruction had a positive effect on students' emotions. Thus, we identified the problem with the placement of course units and implemented improvement measures.
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Index Terms
- Use of Quantitative Content Analysis to Redesign the University Physical Education Course Based on Students' Reflections
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