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Experimental Intervention on the Influence of Six Weeks' Content Knowledge on Students' Written Test Achievement

NCT05139407 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 26

Last updated 2021-12-01

No results posted yet for this study

Summary

Brief Summary .

This experiment aims to use two different teaching methods to intervene in students' learning and find out which teaching method is more conducive to improving students' written test achievement. The experiment will use a 6-the investigator seek workshop intervention to enhance students' written test achievement. The investigation is divided into workshop groups and standard teaching groups. The most significant difference better investigators the two groups are that the workshop group has oral links and guarantees. The similarities between investigators in the two groups are teacher qualifications, intervention time, content, and research objects.

Based on content knowledge learning, content knowledge is divided into six categories for detailed intervention. First, the investigators will do a 6-the investigator seek intervention for two groups (workshop style and standard teaching style). The difference better investigators two is whether there is a video teaching link, and the same is that there are oral links. The entire experiment was carried out in the classroom with the school's consent. Use written exams to check student scores. Students have special teachers responsible for teaching specific content knowledge during class, standard learning after class does not require special care, and the experiment is not risky.

Hypothesis including as follow:1 ) General Hypothesis. There is no significant difference in the written test results of the prior theoretical knowledge 、health promotion knowledge、 physical exercise knowledge control group, with experimental group performance among PE students in China. 2) Specific Hypothesis. The specific hypothesis of this study is to investigate the effect of a 6-weeks content knowledge workshop on written test performance among PE students in China. The detailed hypothesis is: There is no significant difference between the control and experimental groups in the sports training design、the teaching design 、the muscle function system、the exercise physiology、the competition venue planning、the referee rules written test performance among PE students in China.

Conditions

  • Educational Problems
  • Student Burnout

Interventions

DIAGNOSTIC_TEST

Teaching intervention

Different teaching methods are used to teach the experimental group and the control array in the classroom.

Sponsors & Collaborators

  • Universiti Putra Malaysia

    lead OTHER

Principal Investigators

  • YONGQI GAO · Universiti Putra Malaysia

Study Design

Allocation
RANDOMIZED
Purpose
OTHER
Masking
TRIPLE
Model
PARALLEL

Eligibility

Min Age
21 Years
Max Age
23 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2021-02-10
Primary Completion
2021-06-10
Completion
2021-08-10

Countries

  • China

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT05139407 on ClinicalTrials.gov