A Multifactor Empirical Study on the Effects of the "Guidance-Assistance-Discussion" Teaching and Learning Model on Physical Education Outcomes of College Students
OBJECTIVE:This study aims to investigate the impact of the"Guidance-Assistance-Discussion"teaching model on the learning outcomes of college students in physical education.METHOD:The experimental and control groups were selected using a randomized numerical table method,and a three-factor experimental design of teaching model×project×gender was employed to explore the influence of the"Guidance-Assistance-Discussion"model on college students'physical education learning outcomes.RESULTS:(1)The"Guidance-Assistance-Discussion"model effectively improves college students'physical fitness level,interest in physical education,physical education grades,and cooperative innovation ability,showing significant differences compared to the traditional model.(2)The teaching model has a main effect on interest in physical education,while project and gender do not have a main effect.(3)Both the teaching model and project have a main effect on physical education grades,physical fitness level test scores,and cooperative ability,while gender does not have a main effect.(4)There is an interaction effect between project and gender in terms of physical education grades.
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