Article RETRACTED due to manipulation by the authors Desempenho na aprendizagem de educação física de estudantes do último ano do ensino médio com base no gênero e na avaliação da inteligência intelectual
Article RETRACTED due to manipulation by the authors
DOI:
https://doi.org/10.47197/retos.v60.108990Palavras-chave:
physical education, learning, achievement, pupils, gender, intellectual intelligenceResumo
O estudo tem como objetivo examinar as disparidades de desempenho na aprendizagem de Educação Física (EF) entre alunos do ensino secundário, tendo em conta o seu género e aptidão intelectual. O participante deste estudo foi um estudante do ensino médio de Yogyakarta, selecionado pelo método de amostragem aleatória simples. Os dados serão analisados por meio de estatística descritiva e análise de variância inferencial fatorial bidirecional (ANOVA). Os resultados médios de aprendizagem dos alunos do sexo masculino com baixa inteligência intelectual são 83,60, enquanto os resultados acadêmicos médios das alunas são 84,10. Na categoria alta inteligência intelectual, o resultado médio dos alunos do sexo masculino é de 85,30, e o desempenho médio das alunas é de 83,70. Os resultados do teste Anova para a variável fator inteligência intelectual indicam que o valor de p (Sig.) de 0,303 é superior ao nível de significância de 0,05. Isto sugere que não existe uma relação estatisticamente significativa entre inteligência intelectual e desempenho acadêmico. Isto sugere que não existem diferenças estatisticamente significativas nos resultados de aprendizagem dos alunos dependendo do seu nível de inteligência, seja ele baixo ou alto. Um valor de p de 0,383, superior ao nível de significância de 0,05, indica que não existem variações estatisticamente significativas nos resultados de aprendizagem entre alunos do sexo masculino e feminino em função do sexo. Se o valor de significância do fator QI e da variável sexo for 0,100, superior a 0,05, indica que não há influência ou interação significativa entre as variáveis QI e sexo nos resultados de aprendizagem dos alunos do ensino médio. A descoberta é que a inteligência cognitiva não tem um impacto substancial no desempenho da educação física (EF) entre os alunos do ensino secundário. Não há disparidade notável no desempenho em educação física (EF) entre estudantes do sexo masculino e feminino, sugerindo que existe igualdade de género tanto nas oportunidades como nas capacidades de EF. Além disso, não houve interação notável entre género e níveis de QI no desempenho em tarefas de inteligência. Estes resultados minimizam outros critérios, como a aptidão física, e também minimizam o impacto das capacidades globais e integrativas da educação física.
Palavras-chave: Educação física, aprendizagem, desempenho, alunos, gênero, inteligência intelectual
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