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Athletic training students' percepti...

Morris, Muffin.

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Athletic training students' perceptions of peer-assisted learning in the classroom and non-classroom settings.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Athletic training students' perceptions of peer-assisted learning in the classroom and non-classroom settings./
Author:	Morris, Muffin.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
Description:	83 p.
Notes:	Source: Dissertations Abstracts International, Volume: 70-10, Section: A.
Contained By:	Dissertations Abstracts International70-10A.
Subject:	Physical education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3340604
ISBN:	9780549952497

Athletic training students' perceptions of peer-assisted learning in the classroom and non-classroom settings.
Morris, Muffin.

Athletic training students' perceptions of peer-assisted learning in the classroom and non-classroom settings. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 83 p.

Source: Dissertations Abstracts International, Volume: 70-10, Section: A.

Thesis (Ed.D.)--University of South Dakota, 2008.

Peer-assisted learning (PAL) combined with athletic training education is a new concept. From this study, one can see that intentionally structuring PAL into athletic training education curriculum can contribute to athletic training students' learning. The purpose of this study was to determine and compare athletic training students' (a) use of peer-assisted learning, (b) perceptions regarding peer-assisted learning, and (c) beliefs regarding the benefits of peer-assisted learning toward their learning in the classroom and non-classroom settings. The study also identified differences in athletic training students' use, perceptions, and beliefs regarding peer-assisted learning based on selected student demographic characteristics. Past research investigated the clinical/non-classroom setting, but little research is available about PAL and the didactic/classroom setting. The researcher developed survey, Peer-Assisted Learning in Classroom and Non-Classroom Athletic Training Settings, was used to obtain data for this study. A packet including a cover letter with instructions, surveys, and self-addressed stamped envelopes was sent to the program directors of athletic training education programs (ATEP) that agreed to allow their junior and senior athletic training students to participate in the study. The data were analyzed using descriptive and inferential statistics, including means, standard deviations, analyses of variances (ANOVAs), and t tests. A brief summary of the findings includes that athletic training students in both the classroom and non-classroom settings frequently use peer-assisted learning. Peer monitoring and peer modeling are methods being used occasionally in the non-classroom setting. Overall, athletic training students (ATS) are undecided regarding their perceptions of peer-assisted learning in the classroom and non-classroom settings; however, they believed that peer-assisted learning was beneficial toward their learning in both the classroom and non-classroom settings. Females felt less anxious than males regarding applying their athletic training knowledge in the presence of other ATS, both in the classroom and non-classroom setting. However, gender did not influence their use or perceived benefit of peer-assisted learning. Athletic training students' year in the program seems to play a role in the use of peer-assisted learning. Athletic training students 18-20 years old seemed to be more self-confident and independent in the non-classroom setting than the 24-26 year old athletic training students. However, age did not influence their use and belief of benefit of PAL.

ISBN: 9780549952497Subjects--Topical Terms:

635343
Physical education.

Athletic training students' perceptions of peer-assisted learning in the classroom and non-classroom settings.
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245 1 0 $a Athletic training students' perceptions of peer-assisted learning in the classroom and non-classroom settings.
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300 $a 83 p.
500 $a Source: Dissertations Abstracts International, Volume: 70-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Card, Karen.
502 $a Thesis (Ed.D.)--University of South Dakota, 2008.
520 $a Peer-assisted learning (PAL) combined with athletic training education is a new concept. From this study, one can see that intentionally structuring PAL into athletic training education curriculum can contribute to athletic training students' learning. The purpose of this study was to determine and compare athletic training students' (a) use of peer-assisted learning, (b) perceptions regarding peer-assisted learning, and (c) beliefs regarding the benefits of peer-assisted learning toward their learning in the classroom and non-classroom settings. The study also identified differences in athletic training students' use, perceptions, and beliefs regarding peer-assisted learning based on selected student demographic characteristics. Past research investigated the clinical/non-classroom setting, but little research is available about PAL and the didactic/classroom setting. The researcher developed survey, Peer-Assisted Learning in Classroom and Non-Classroom Athletic Training Settings, was used to obtain data for this study. A packet including a cover letter with instructions, surveys, and self-addressed stamped envelopes was sent to the program directors of athletic training education programs (ATEP) that agreed to allow their junior and senior athletic training students to participate in the study. The data were analyzed using descriptive and inferential statistics, including means, standard deviations, analyses of variances (ANOVAs), and t tests. A brief summary of the findings includes that athletic training students in both the classroom and non-classroom settings frequently use peer-assisted learning. Peer monitoring and peer modeling are methods being used occasionally in the non-classroom setting. Overall, athletic training students (ATS) are undecided regarding their perceptions of peer-assisted learning in the classroom and non-classroom settings; however, they believed that peer-assisted learning was beneficial toward their learning in both the classroom and non-classroom settings. Females felt less anxious than males regarding applying their athletic training knowledge in the presence of other ATS, both in the classroom and non-classroom setting. However, gender did not influence their use or perceived benefit of peer-assisted learning. Athletic training students' year in the program seems to play a role in the use of peer-assisted learning. Athletic training students 18-20 years old seemed to be more self-confident and independent in the non-classroom setting than the 24-26 year old athletic training students. However, age did not influence their use and belief of benefit of PAL.
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650 4 $a Teacher education. $3 3172312
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650 4 $a Perceptions. $3 3435328
650 4 $a Peers. $3 3435329
650 4 $a Learning. $3 516521
650 4 $a Classroom management. $3 519842
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710 2 $a University of South Dakota. $3 1019292
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3340604