Implementation of Self Regulated Learning in Online and Offline Physical Education Teaching To Improve The Learning Motivation of Class XII

Sharifah Maimunah Syed Mud Puad, Siti Nadzratul binti Kanan, Ruzana Anisah binti Mohd Rasid

Abstract


Introduction: In the context of physical education, self-regulated learning (SRL)—whether implemented through online or offline modalities—plays a critical role in sustaining and enhancing student motivation, especially amidst changing instructional environments. Purpose: This study aims to examine the effects of both offline and online self-regulated learning on student motivation, as well as to compare the effectiveness of the two learning modes in influencing motivational outcomes. Method: Utilizing a quantitative experimental design, the study involved 72 students selected through purposive sampling. Student motivation was assessed using a validated questionnaire comprising eight motivational indicators, capturing aspects such as goal-setting, self-efficacy, and persistence. Results: The analysis revealed that online self-regulated learning had a significant positive effect on students' motivation levels, while offline self-regulated learning did not yield a significant improvement. However, the comparative analysis between the two approaches indicated no statistically significant difference, suggesting that although the modes vary in impact individually, they do not differ significantly when directly compared. Findings: These findings imply that online self-regulated learning may offer greater potential in enhancing student motivation in physical education settings, although both modalities may serve complementary roles depending on context and learner characteristics. Conclusion: Online SRL proves to be a more effective medium for enhancing motivation, yet further research is recommended to explore moderating variables that may influence the comparative outcomes. 

Keywords


self regulated learning; motivation; physical education online learning; offline learning

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DOI: https://doi.org/10.17509/jpess.v3i1.82594

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