Teaching Personal and Social Responsibility (TPSR) as a Pedagogical Approach for Enhancing Students’ Social Responsibility and Classroom Participation

Abstract

Low levels of students’ social responsibility and classroom participation remain significant challenges in physical education learning. Many students demonstrate limited cooperation, respect, and active engagement during instructional activities, which may negatively affect both learning outcomes and character development. This study aimed to examine the effectiveness of the Teaching Personal and Social Responsibility (TPSR) model as a pedagogical approach for enhancing students’ social responsibility and classroom participation. A quasi-experimental design with a pretest–posttest control group was employed involving 60 secondary school students divided into experimental and control groups. The experimental group received TPSR-based instruction for eight weeks, while the control group participated in conventional learning activities. Data were collected using social responsibility questionnaires, classroom participation observation sheets, and student reflection notes. The findings indicated that students who participated in TPSR-based learning demonstrated significant improvements in responsibility, cooperation, respect, and active classroom involvement compared to the control group. The study concludes that TPSR is an effective pedagogical approach for promoting positive social behavior and increasing students’ participation in physical education learning environments.