Motivação e desempenho académico em diferentes abordagens metodológicas em Educação Física: metodologias ativas versus ensino tradicional
DOI:
https://doi.org/10.47197/retos.v75.114287Palavras-chave:
Metodologias ativas, inovação no ensino, TIC, motivação, desempenho académico, alunos do ensino básico e secundárioResumo
Introdução: As experiências de inovação docente no âmbito escolar e mais concretamente as metodologias ativas, como a Aula Invertida e a Aprendizagem Cooperativa, permitem na Educação Física uma aprendizagem cooperativa, melhorando a motivação e o desempenho académico.
Objectivo: conhecer o efeito de um programa de intervenção, baseado em metodologias activas, na motivação para as aulas de educação física e o desempenho académico.
Metodologia: Esta investigação é um projeto pré-experimental, onde 116 estudantes, entre os 16 e os 17 anos de idade, foram distribuídos no Grupo Experimental (n=58) integrados no programa de E-A ativo e participativo, através de sala de aula invertida/aprendizagem cooperativa, e um Grupo de Controlo (n=58) que segue um modelo de ensino mais tradicional.
Resultados: O desempenho académico foi significativamente maior no grupo experimental do que no grupo de controlo, sendo que este último apresentou um maior risco de obter qualificações mais baixas em Educação Física e Bachillerato. Os rapazes destacam-se na educação física, enquanto as raparigas obtêm melhores resultados no bacharelato. A motivação foi superior no grupo experimental, embora o grupo de controlo tenha apresentado um maior risco de desmotivação em diferentes aspetos. Dentro do grupo experimental, as raparigas mostram maior motivação para a mestria e evitam a entrega, enquanto as raparigas são mais orientadas para a aprovação social, em comparação com o grupo de controlo.
Conclusões: a inovação docente e as metodologias participativas repercutem-se positivamente na motivação para as aulas e favorecem o desempenho académico nos escolares.
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