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Betyg, dialog och samspel.: En studie om elevers syn på betygskriterierna i idrott och hälsa.
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
2014 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Sammanfattning

Syfte och frågeställningar

Syftet med studien är att undersöka hur bra kunskap elever anser att de har om betygskriterierna i ämnet idrott och hälsa.

  • Hur bra anser eleverna att de känner till kunskapskraven för de olika betygsstegen?
  • Hur fungerar dialogen mellan elev och lärare angående betygskriterierna i kunskapskraven enligt eleverna?
  • Finns det skillnader mellan elever som anser att de har bra kunskap om betygskriterierna jämfört med de som anser att de har dålig kunskap med avseende på delaktighet, dialogen med läraren och motivation för idrottslektionerna?

Metod

Studien är baserad på en kvantitativ enkätundersökning där respondenterna har svarat på frågor med fasta svarsallternativ. Urvalet består av sex klasser i årskurs nio från tre olika skolor, bestående av sammanlagt 146 elever.

Resultat

Resultaten från denna studie visar att de flesta eleverna ansåg sig ha någorlunda bra kunskap om betygskriterierna i idrott och hälsa dock visade det sig att ungefär en fjärdedel av elevena ansåg att de hade relativt låg kunskap om betygskriterierna. Resultaten visar också att det fanns tydliga och statistiskt signifikanta skillnader mellan elever som ansåg att de hade bra respektive dålig kunskap om betygskriterierna.

Slutsats

Eleverna som rapporterade att de hade bra kunskaper om betygskriterierna upplevde att de hade en bättre dialog med idrottsläraren, var mer delaktiga och hade en mer positiv syn på idrottslektionerna jämfört med elever som rapporterade att de hade dålig kunskap om betygskriterierna. 

Abstract [en]

Abstract

Aim and specific questions

The purpose of this study is to examine how much knowledge pupils believe they have about the grading criteria in physical education

  • How well does the pupils think they know the knowledge requirements for the different grade levels?
  • How does the dialogue between pupil and teacher concerning the grading criteria function according to the students?
  • Are there differences between pupils who believe they have good knowledge of the grading criteria compared with those who feel that they have little knowledge in terms of the dialogue with the teacher, participation and motivation for PE classes?

Method

The study is based on a quantitative survey where respondents answered a questionnaire. The respondents, from the ninth grade, comprised of six classes from three different schools, consisting of a total of 146 pupils. 

Results

The results of this study show that most pupils felt they had reasonably good knowledge of the grading criteria in Physical Education, however , it was found that about a quarter of the pupils felt they had relatively little knowledge of the grading criteria. The results also show that there were clear and statistically significant differences between pupils who felt that they had good or poor r knowledge of the grading criteria.

Conclusion

Pupils who reported that they had good knowledge of the grading criteria felt they had a better dialogue with the PE teacher, was more involved and had a more positive view of  the PE classes compared with pupils who reported that they had poor knowledge of the grading criteria.

Place, publisher, year, edition, pages
2014.
Series
Examensarbete, 2013:123
National Category
Sport and Fitness Sciences
Identifiers
URN: urn:nbn:se:gih:diva-3300OAI: oai:DiVA.org:gih-3300DiVA: diva2:713498
Subject / course
Lärare
Educational program
Physical Education Teaching
Supervisors
Examiners
Note

Studiegång Idrott, fritidskultur och hälsa skolår 7-9 och gymnasiet. Ht 2013

Available from: 2014-04-23 Created: 2014-04-23 Last updated: 2014-04-23Bibliographically approved

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