Jack Commeville
B.S. in Exercise Science
Agenda
1. Title: Adapting K-12 PE Classes to Online Learning
2. Purpose: To determine the level of enthusiasm teachers have about creating their own content.
3. My Contributions: Mining NCES national database for schools and data analysis
4. Demographic Findings: Demographic statistics of participants
5. Descriptive Statistics: General findings
6. Analysis: Analysis of data and summary of findings
7. Discussion
8. Limitations
Purpose
The primary purpose of this project was to determine the level of enthusiasm of teachers in grades K-12 towards creating their own virtual content for their classes.
My Contributions
My contributions to this research project included mining the National Center for Education Statistics (NCES) database to find the schools and teachers included in the survey as well as analyzing the found data.
Abstract
The COVID-19 pandemic forced many K-12 schools across the nation to pivot from traditional in-person schooling into remote learning through virtual instruction. This proved to be a unique dilemma and revealed gaps and issues as it related to equity and access. While online Physical Education is not new, it is certainly not universally accepted or fully refined in delivering standards-based best practices that foster equity and access. The primary purpose of this project was to determine the level of enthusiasm of teachers in grades K-12 towards creating their own virtual content for their classes. A national proportionate random sampling technique was employed using information gained from the National Center for Education Statistics (NCES) database. From these chosen schools, each physical education teacher was invited to complete an electronic survey. We achieved a 16% response rate from our initial distribution of 400 teachers. Preliminary findings suggest that the enthusiasm of a teacher to create their own content is not significantly affected by gender, age, grade level, or region. Furthermore, no significant data about the enthusiasm of teachers suggests that all respondents were highly enthused to create their own content. Finally, this project exposed a need for more intrusive investigations to ensure that teachers are equipped with the relevant technology to create their own content for online classes.
Descriptive Statistics
Figure 1: How enthused a teacher is to create their own video content to include in their teaching as opposed to obtaining content from an existing source based upon gender.
Figure 3: How enthused a teacher is to create their own video content to include in their teaching as opposed to obtaining content from an existing source based upon level.
Figure 2: How enthused a teacher is to create their own video content to include in their teaching as opposed to obtaining content from an existing source based upon age.
Figure 4: How enthused a teacher is to create their own video content to include in their teaching as opposed to obtaining content from an existing source based upon region.
Demographic Findings
The following data is what made up the demographic findings:
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400 total emails sent with a 16% response rate factoring multiple emails returned as "invalid" responses
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60 valid participants who averaged 17.36 years of teaching experience
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31 males and 29 females
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37 teaching at the elementary level, 13 at middle grades, and 10 at high school
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35 in non-coastal states and 25 in coastal states.
Analysis
Figure 5: Correlation between enthusiasm to create their own videos and gender of physical education teacher.
Figure 6: Correlation between enthusiasm to create their own videos and age range of physical education teacher.
Figure 7: Correlation between enthusiasm to create their own videos and years of experience of physical education teacher.
Figure 8: Correlation between enthusiasm to create their own videos and schooling level of physical education teacher.
Discussion
The descriptive statistics show that teachers are highly enthused to develop their own content for their students. Gender, age, grade level, and region all have a strong mean value for enthusiasm. The highest median value found was 9.5 on a 1-10 scale. This median corresponded to the enthusiasm based on grade level, more specifically middle school teachers. The lowest median value found was 8.0 on the same 1-10 scale.
The factorial ANOVA did not reveal any significant correlations between independent and dependent variables. There is no statistical significance between the enthusiasm of teachers creating their own content for class and gender, age, grade level, or region. However, it should be considered a good thing that there is no statistical significance. The data shows that all teachers are highly enthused to develop their own content for their students despite any factor of gender, age, grade level, or region.
Limitations
The data was recorded via survey. The sample size of this study was small and the response rate was small as well. Only 400 total surveys were sent out. Out of the 16% of those who responded, only 60 responses were valid. The survey was also distributed to each teacher in the midst of a pandemic which could have vastly affected the number of respondents.