Effects of Learning Management Using R-C-A Question Technique on Achievement and Applicative Thinking of Lower Secondary School Students

Abstract

The purposes of this research were 1) to compare the pre-test and post-test learning achievement and applicative thinking skills scores of an experimental group who participated in a physical education program using the Root Cause Analysis (RCA) question technique, and 2) to compare the learning achievement and applicative thinking skills of the experimental group with a control group. Thirty 9 grade students, who were divided into two groups of 15 students, participated in this study. The control group participated in a traditional physical education program, while the experimental group participated in an applied physical education program using an 8 lesson RCA question technique. The index of item-objective congruence of learning achievement, which was comprised of knowledge, morals, attitude, sport skills, physical fitness, and applicative thinking skills. was 1.00. During the program, the participants were required to participate for 50 minutes per lesson, 1 day per week for 8 weeks. After the program, the data were analyzed using mean, standard deviation, and t-test. The findings were as follows: 1) In the experimental group. the mean post-test scores of the learning achievement and applicative thinking skills were significantly higher than those of the pre-test scores at the .05 level of significance; however, no statistical differences were found in the control group. 2) The mean scores of learning achievement and applicative thinking skills of the experimental group were significantly higher than those of the control group at the .05 level of significance.