[The Effect of Class Size in Physical Education on Student Achievement]

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Acknowledgement

I would first like to express my gratitude for my research supervisor, colleagues, and peers and family whose immense and constant support has been a source of continuous guidance and inspiration.

DECLARATION

I [type your full first names & surname here], declare that the following dissertation/thesis and its entire content has been an individual, unaided effort and has not been submitted or published before. Furthermore, it reflects my opinion and take on the topic and is does not represent the opinion of the University.

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TABLE OF CONTENT

ACKNOWLEDGEMENTII

DECLARATIONIII

SECTION 01: METHODOLOGY1

Subjects3

Data Collection4

Limitations5

Delimitations5

Definition of Terms5

Summary7

SECTION 02: FIELDWORK9

Setting9

SECTION 03: PRESENTATION, ANALYSIS AND DISCUSSION OF RESULTS11

Analysis11

Results14

Discussion16

Biggest Issue Faced17

Producing Daily Quality Physical Education18

Additional Learning Time18

Adequate Equipment18

Providing a Safe Learning Environment19

Providing Moderate to Vigorous Physical Activity19

Student/Teacher Ratios in Physical Education20

Administrative Attitudes toward Physical Education20

SECTION 04: CONCLUSIONS AND RECOMMENDATIONS25

REFERENCES30

APPENDICES33

Ethical concerns33

SECTION 01: METHODOLOGY

In this particular study we aim to gauge the effect of class size on student efficiency in physical education classes. Bandura (1969, 1977, and 1986) presents a theory of learning through observation, called "cognitive-social." Accordingly, the primary function of the observation of the behaviour of the model is informative. This theory proposes that in these circumstances the observer achieved the acquisition of symbolic representations of the tasks carried out by the model, with a useful guide for implementing the appropriate actions. For Bandura, there are four types of processes in observational learning: attention, retention, production, and motivational.

Following Bandura (1986), there are two ways of transmitting information to the observer derived from the model's behaviour:

•Through demonstration of a physical nature

•By means of graphic representation.

•Through verbal description.

When observing the behaviour exhibited by a particular model may be able to exert different effects on the behaviour of the person making the observation. According to analysts (1992), there are different effects of the learning obtained through observation.

Along with this use of observation it is necessary to emphasize the use of observation as research methodology, as distinct from its use as a mere technique of data collection. According to this and following Russian García (1997, p. 80), in the area of a PE, the observational categories are based on a tradition of educational process-product research.

This approach aims to find a relationship between the variables of the teaching process, with majority influence in the conduct of the teacher, student, and their mutual interaction, and product variables of education, regarding the extent to which the student achieves the educational objectives, its purpose being to measure teachers' teaching effectiveness.

In this approach the system of categories were put into question. The observation research is integral to the teaching and learning. The results of the practitioners are the best evidence to corroborate effects of counselling. The advisory role has changed the way of helping practitioner to identify and solve problems, plan lessons, to use educational resources to promote learning, control problems discipline, control groups to develop creative and dynamic activities understand the institution as manager of development and social ...