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Vad spelar det för roll om vi tävlar?: En kvantitativ studie om sam- och särundervisning i ämnet idrott och hälsa
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
2014 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
What does it matter if we compete? : A quantitative study about co-education and single-gender education in physical and health education (English)
Abstract [sv]

Syfte, frågeställningar och hypotes 

Syftet med studien var att studera elevernas upplevda- och faktiska aktivitetsgrad i sam- respektive särundervisning utan tävlingsmomentet. Följande frågor användes för att besvara syftet: Hur ser den faktiska fysiska aktiviteten ut bland pojkar respektive flickor då könen är integrerade respektive separerade i undervisning utan tävlingsmoment? Hur ser den upplevda fysiska aktiviteten ut bland pojkar respektive flickor då könen är integrerade respektive separerade i undervisning utan tävlingsmoment? Studiens hypotes var att om det inte finns något inslag av tävlingsmoment i undervisningen kommer ingen signifikant skillnad kunna påvisas i varken upplevd- eller faktisk aktivitetsgrad för de olika könen i de olika undervisningsformerna. 

Metod 

En kvantitativ metod, bestående av experiment och enkäter, användes för att studera aktivitetsgraden hos sammanlagt 138 elever som var 12-13 år gamla. Eleverna fick bära pulsklockor för att mäta faktisk aktivitetsgrad medan de sprang runt en hinderbana. Därefter fyllde de i enkäter för att ange hur de upplevde sin aktivitetsgrad jämfört med andra lektioner. Snittpulsen för de som hade samundervisning jämfördes sedan med de som hade särundervisning. För den upplevda aktiviteten jämfördes medianvärdet mellan de två grupperna. 

Resultat 

För pojkarna låg snittpulsen på 147 ± 18 slag/min (medelvärde ± standardavvikelse) under samundervisningen och 148 ± 18 slag/min under särundervisningen (p=0,92). För flickorna var siffrorna 151 ± 18 respektive 158 ± 11 slag/min (p=0,20). Den uppskattade aktivitetsgraden låg hos pojkarnas medianvärde på 8 ± 1 (medianvärde ± kvartilavvikelse) under samundervisning och 7 ± 0,5 under särundervisning (p=0,20). För flickorna var siffrorna 8,5 ± 0,5 respektive 7 ± 1 (p=0,83). 

Slutsats 

Resultaten i studien visar att det inte fanns någon signifikant skillnad i varken upplevd eller faktisk aktivitetsgrad mellan sam- eller särundervisning när det inte fanns ett tävlingsmoment i undervisningen. Det bekräftar därmed studiens hypotes.

Abstract [en]

Aim 

The aim of this study was to examine students perceived and actual level of activity in co-education and single-gender education without any competitive elements. The following questions were to be answered: What level of actual activity does boys and girls have respectively when the genders are integrated and separated in class without a competitive element? What is the perceived level of activity among boys and girls when the genders are integrated and separated in class without a competitive element? The hypothesis was that when the competitive element was excluded, no significant differences in either perceived- or actual level of activity would be found between the two forms of education. 

Method 

A quantitative method containing experiments and a survey was used to collect data for the study. 138 students between 12-13 years old participated. They wore heart rate monitors while they ran around an obstacle course to measure their actual level of activity. Afterwards they got to fill out a survey where they rated their perceived level of activity compared to other classes. Average heart rate of those who had co-education was then compared to those who had single-gender education. For the perceived activity levels the median was compared between the two groups. 

Results 

The boys average heart rate was 147 ± 18 beats/min (average ± standard deviation) during co-education and 148 ± 18 beats/min during single-gender education (p=0,92). For the girls those values were 151 ± 18 beats/min for the co-educated group and 158 ± 11 beats/min for the single-gender educated group (p=0,20). The median for the boys perceived level of activity was 8 ± 1 (median ± quartile deviation) during co-education and 7 ± 0,5 during single-gender education (p=0,20). For the girls the median were 8,5 ± 0,5 and 7 ± 1 respectively (p=0,83). 

Conclusions 

The result of the study shows that there were no significant difference in either perceived or actual level of activity between co-education and single-gender education when there was no element of competition. The hypothesis of the study was thus confirmed.

Place, publisher, year, edition, pages
2014.
Series
Examensarbete, 2014:107
Keyword [sv]
Samundervisning, särundervisning, idrott och hälsa, idrottsundervisning, aktivitetsgrad, genus, elever, tävling
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:gih:diva-3612OAI: oai:DiVA.org:gih-3612DiVA: diva2:772199
Educational program
Physical Education Teaching; Physical Education Teaching
Supervisors
Examiners
Available from: 2014-12-16 Created: 2014-12-16 Last updated: 2014-12-16Bibliographically approved

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