Assessing the Impact of Nonlinear Pedagogy on Student Engagement in Physical Education
DOI:
https://doi.org/10.47197/retos.v66.114393Keywords:
Nonlinear pedagogy, physical education, student engagement, cognitive engagement, skill acquisition, educational outcomes, adaptive learning environmentsAbstract
Introduction: this study explores the effectiveness of nonlinear pedagogy in physical education compared to traditional teaching methods. nontraditional approaches like nonlinear pedagogy have gained attention for their potential to enhance learning through increased engagement and interaction.
Objective: the objective was to assess how nonlinear pedagogy affects student engagement, skill acquisition, cognitive engagement, social interaction, and long-term retention of knowledge compared to traditional methods.
Methodology: the methodology involved a controlled experimental design with two groups of first-year physical education students: one group experienced nonlinear pedagogical strategies while the other continued with traditional methods. data collection included pre- and post-intervention assessments, surveys, and observations over one semester.
Results: results indicated that while there were no significant differences in motivation and immediate skill acquisition, nonlinear pedagogy significantly improved cognitive engagement, social interactions, and long-term retention of skills and knowledge.
Discussion: the discussion highlights that, unlike traditional methods, nonlinear pedagogy effectively promotes deeper cognitive and social engagement, which contributes to sustained educational outcomes. these findings align with existing research advocating for educational strategies that incorporate adaptive learning environments.
Conclusions: conclusions drawn from the research suggest that integrating nonlinear pedagogy in physical education curricula could potentially enhance student engagement and educational outcomes, warranting further investigation into its application across different educational settings and longer durations.
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Copyright (c) 2025 Aliya Ahmetkarimovna Kuralbayeva, Asel Tasova, Malik Sultanbek, Mariya Jazdykbayeva, Saule Kozhageldieva, Zhanar Shalabaeva
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