Correlations between Teacher Behaviors and Student Evaluations in High School Physical Education

By Engstrom, Del | Physical Educator, Winter 2000 | Go to article overview

Correlations between Teacher Behaviors and Student Evaluations in High School Physical Education


Engstrom, Del, Physical Educator


Abstract

Student evaluations have been used at the college or university level for over 75 years but have largely been ignored at the secondary level of instruction. The purpose of this investigation was to examine the correlations between teacher behaviors and student evaluations in a secondary school physical education environment. In addition, the investigation analyzed student level of interest and involvement in physical education classes. Twenty-nine separate physical education classes were observed using the Physical Education Teacher Assessment Instrument (PETAI). The observations occurred in seven different school districts and involved 588 students. At the conclusion of a lesson, students were asked to complete a High School Physical Education Student Response Sheet (HSPESRS). Pearson correlations were computed and correlation coefficients were analyzed to determine if any significant relationships were associated with teacher behaviors and student evaluations. Findings suggested that while the use of student evaluations may not be warranted at the secondary level, positive correlations between overall teacher evaluations and student interest in an activity and a student's level of involvement indicate high school students should be afforded the opportunity to have a voice in curriculum design.

Siedentop (1993) articulated a paradigm that has important implications for the future of physical education within our secondary educational curricula.

   What is most disturbing is that at a moment in American culture when sport,
   fitness, and physically active leisure experiences are increasingly valued,
   school physical education is so often devalued, generally lacking in
   credibility within the secondary school culture, and too often ridiculed by
   those outside of the school (p. 7).

Tinning and Fitzclarence (1992) described a similar situation that has plagued Australian secondary school physical education programs, "A contradictory, and ironic, aspect of the crisis is that many of the adolescents bored with school physical education see physical activity as significant to their lifestyles outside of the school context" (p. 287). Scantling, Strand, Lackey and McAleese (1995) reported that students maintained a positive attitude toward physical education but elected not to enroll in physical education classes because of curricula pressures to meet college entrance requirements.

While many educators have argued for vigorous new marketing strategies, Siedentop (1993) emphasized the need to reestablish programs that are valued by the very "consumers" within our schools, the students themselves. Students should be provided the opportunity to have input into the type of physical education available for them in the schools. According to Wagennar (1995), "students are best at detecting consumers' perspectives on those teaching behaviors most noticeable to students" (p.68).

Harrison, Blakemore, Buck, and Peliett (1996) identified the use of informal analysis as a possible strategy whereby students would be able to provide teachers with individual perceptions relative to behaviors within the classroom. Harrison et al. (1996) stated,

   Informal analysis can be especially helpful in determining how students
   feel about what they have learned and their perceptions about the learning
   situation. The most effective informal analysis by students is written, not
   oral, and is anonymous to allow for free and honest responses (p. 458).

Despite these admonitions, Tuckman (1995) further reported that student evaluations have largely been relegated to the college level, "At the high school and junior high levels, student input has rarely been sought" (p. 184). Strand and Scantling (1994) stated, "'For students to believe they have input into what happens in schools, teachers must consider student preferences and implement them as deemed feasible" (p. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Correlations between Teacher Behaviors and Student Evaluations in High School Physical Education
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.