Boosting student engagement and dedication in physical education through a self-made materials approach: insights from a comparative investigation to sustainability

Abstract

Background: The ongoing climate change crisis, leading to irreversible alterations, underscores the critical role of education and teaching within the sustainable development paradigm. Current research suggests that Physical Education can significantly contribute to fostering a shift towards a perspective where sustainability is a fundamental aspect. The limited research focusing on exploring the nexus between sustainable development and Physical Education underscores the need for delving deeper into methodologies apt for its progression within the sustainable domain. Among various strategies, it is proposed that Physical Education can enhance the environmental facet of sustainable development via self-fabricated materials. Methodology: A cohort of 103 high school students (54 females), aged 13.88 ± 1.254, participated in this quasi-experimental study, encompassing diverse grade levels. The sample was bifurcated into control and experimental groups in a non-random fashion, with 1st and 3rd grade students forming the control group and 2nd and 4th grade students comprising the experimental group. The instructional unit employed during the process incorporated six sessions. Traditional task assignment methodology was adopted by 1st and 3rd grade students (control group), whereas problem-solving and microteaching styles were primarily employed by the 2nd and 4th grade students (experimental group). Results: The mean and standard deviation of various items were assessed, with items 3, 9, 19, and 28 scoring highest for the control group, and items 3, 18, 20, and 28 leading for the experimental group. A comparative analysis of results acquired by both groups demonstrated significant differences in items 14, 17, and 19. Additionally, a gender-based analysis of the descriptive statistical data was performed. Significant bilateral asymptotic differences in men (items 10, 14, 17, and 19), whereas no significant differences were observed in any section of the questionnaire for women. Conclusions: Implementing an intervention that developed an alternative sport based on self-fabricated materials yielded superior outcomes in aspects such as the motivation to acquire this type of knowledge, dedication to the subject, and satisfaction with the self-made materials. This was particularly evident in the group exposed to active, competence-based methodologies like problem-solving, compared to the control group that employed traditional methodologies.