Assertive Training and Game-Based Learning as Pedagogical Strategies for Improving Physical Education Learning Outcomes in Primary Schools
DOI:
https://doi.org/10.31537/jeti.v9i1.3087Keywords:
Assertive Training, Game-Based Learning, Physical Education, Learning OutcomesAbstract
This study investigates the effects of assertive training and game-based learning (GBL) on primary school students’ physical education (PE) learning outcomes. A quasi-experimental 2×2 factorial design was employed with 120 students assigned to four groups. Data were analyzed using factorial ANOVA and effect size measures. The results revealed that both assertive training and GBL significantly improved learning outcomes, with GBL demonstrating a stronger effect. Importantly, a significant interaction effect indicated that the integrated model produced the highest outcomes, confirming a synergistic pedagogical impact. These findings suggest that combining social communication training with active, game-based instruction enhances student engagement and performance more effectively than single-method approaches. This study contributes to PE pedagogy by providing empirical evidence for an integrated instructional model that supports holistic student development
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