İngilizce ile Bütünleştirilmiş Beden Eğitimi ve Spor Dersi Uygulamalarının İngilizce Dersine Yönelik Tutuma ve Başarıya Etkisinin İncelenmesi

Abstract

Amaç: Bu araştırma, disiplinlerarası bir yaklaşımla İngilizce dersi kazanımlarıyla bütünleştirilen Beden Eğitimi ve Spor dersinin, ortaokul öğrencilerinin İngilizceye yönelik tutumları ve akademik başarıları üzerindeki etkisini incelemek amacıyla gerçekleştirildi. Gereç ve Yöntem: Araştırma, 2024-2025 eğitim-öğretim yılında İstanbul’da bir devlet ortaokulunda öğrenim gören 5. sınıf öğrencileri (n=44; 23 kız, 21 erkek) ile yürütülmüştür. Yarı deneysel desenin kullanıldığı çalışmada öğrenciler deney (n=22) ve kontrol (n=22) gruplarına ayrıldı. Veriler, "Ortaokul İngilizce Dersi Tutum Ölçeği" ve kazanımlarla ilişkili "İngilizce Başarı Testi" aracılığıyla toplandı. Sekiz hafta süren uygulama kapsamında, Beden Eğitimi ve Spor Dersleri deney grubunda İngilizce kazanımlarıyla ilişkilendirilerek, kontrol grubunda ise mevcut müfredat doğrultusunda klasik yöntemle uygulandı. İstatistiksel işlemde ön test puanlarının kontrol edildiği ANCOVA analizi kullanıldı. Anlamlılık düzeyi p< 0,05 olarak kabul edildi. Bulgular: Deney grubunun İngilizceye yönelik tutumlarında (F(1,41) =3,734, p=.049, η²=.083) ve akademik başarılarında (F(1,41) =50,85, p=.001, η²=.554) kontrol grubuna kıyasla anlamlı düzeyde artış saptandı. Özellikle akademik başarı üzerindeki yüksek etki büyüklüğü hareket temelli disiplinlerarası uygulamaların bilişsel öğrenme süreçlerindeki etkililiğini ortaya koymaktadır. Sonuç: İngilizce kazanımlarıyla bütünleştirilmiş fiziksel aktivitelerin, öğrencilerin duyuşsal ve bilişsel gelişim süreçlerine olumlu katkılar sağlama potansiyeline sahip olduğunu göstermektedir.

Keywords

• Beden eğitimi
• disiplinlerarası yaklaşım
• ingilizce öğretimi
• tutum
• akademik başarı

The Effect of English-Integrated Physical Education and Sports Course Applications on Attitudes and Achievement Towards English Lesson

Abstract

Aim: This study was conducted to examine the impact of Physical Education and Sports lessons, integrated with English language learning outcomes through an interdisciplinary approach, on middle school students' attitudes towards English and their academic achievement. Method: The research was carried out with 5th-grade students (n=44; 23 girls, 21 boys) attending a public middle school in Istanbul during the 2024-2025 academic year. Using a quasi-experimental design, students were divided into experimental (n=22) and control (n=22) groups. Data were collected via the "Middle School English Lesson Attitude Scale" and an "English Achievement Test" aligned with the curriculum outcomes. During the eight-week intervention, Physical Education Lessons in the experimental group were associated with English learning outcomes, while the control group followed the existing curriculum with conventional methods. ANCOVA analysis, controlling for pre-test scores, was used for statistical processing. The significance level was set at p < 0.05. Results: A significant increase was found in the experimental group's attitudes towards English (F(1,41) =3,734, p=.049, η²=.083) and their academic achievement (F(1,41) =50,85, p=.001, η²=.554) compared to the control group. In particular, the high effect size on academic achievement demonstrates the effectiveness of movement-based interdisciplinary applications in cognitive learning processes. Conclusion: It was determined that physical activities integrated with English learning outcomes provide a strategic contribution to students' affective and cognitive development.

Keywords

• Physical education
• interdisciplinary approach
• english language teaching
• attitude
• academic achievement

References

1. Akos, P. (2002). Student perceptions of the transition from elementary to middle school. Professional School Counseling, 5(5), 339-345.
2. Alsoudi, S., Al Harthy, S., Al Harthy, A., & Al Harthy, Z. (2024). Attitudes of non-native students towards learning English as a foreign language: A case study in secondary schools in the Sultanate of Oman. Frontiers in Education, 9, Article 1344863. doi.org
3. Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R. & BERA Physical Education and Sport Pedagogy Special Interest Group. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research Papers in Education, 24(1), 1–27. https://doi.org/10.1080/02671520701809817
4. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
5. Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. Teachers College Press.
6. Choi, B. C., & Pak, A. W. (2006). Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: 1. Definitions, objectives, and evidence of effectiveness. Clinical and investigative medicine. Medecine clinique et experimentale, 29(6), 351–364.
7. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
8. Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum. Association for Supervision and Curriculum Development.

9. Drake, S. M., Reid, J. L. (2018). Integrated curriculum as an effective way to teach 21st century capabilities. Asia Pacific Journal of Educational Research, 1(1), 31-50. doi:10.30777/APJER.2018.1.1.03
10. English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(1), 1–8. https://doi.org/10.1186/s40594-016-0036-1
11. Flowers, N., Mertens, S. B. & Mulhall, P. F. (1999). The Impact of Teaming: Five Research-Based Outcomes. Middle School Journal, 31(2), 57–60. https://doi.org/10.1080/00940771.1999.11494619
12. García-Hermoso, A., Ramírez-Vélez, R., Lubans, D. R., & Izquierdo, M. (2021). Effects of physical education interventions on cognition and academic performance outcomes in children and adolescents: a systematic review and meta-analysis. British journal of sports medicine, 55(21), 1224–1232. https://doi.org/10.1136/bjsports- 2021-104112
13. Greeff, J. W., Bosker, R. J., Oosterlaan, J., Visscher, C., & Hartman, E. (2018). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis. Journal of science and medicine in sport, 21(5), 501–507. https://doi.org/10.1016/j.jsams.2017.09.595
14. Hraste, M., De Giorgio, A., Jelaska, P. M., Padulo, J. & Granić, I. (2018). When mathematics meets physical activity in the school-aged child: The effect of an integrated motor and cognitive approach to learning geometry. PLoS ONE, 13(4), e0196024. https://doi.org/10.1371/journal.pone.0196024
15. Jusslin, S., Korpinen, K., Lilja, N., Martin, R., Lehtinen-Schnabel, J. & Anttila, E. (2022). Embodied learning and teaching approaches in language education: A mixed studies review. Educational Research Review, 37, 1–21. Article 100480. doi:10.1016/j.edurev.2022.100480.
16. Klein, J. T. (2010). Creating interdisciplinary campus cultures: A model for strength and sustainability. Jossey-Bass.
17. Krüger, M. (2018). Second language acquisition effects of a primary physical education intervention: A pilot study with young refugees. PLoS ONE, 13(9), e0203664. doi:10.1371/journal.pone.0203664. https://doi.org/10.1371/journal.pone.0203664
18. Macedonia M (2019) Embodied Learning: Why at School the Mind Needs the Body. Front. Psychol. 10:2098. doi: 10.3389/fpsyg.2019.02098
19. Martin-Martinez, C., Valenzuela, P. L., Martinez-Zamora, M. & Martinez-de-Quel, Ó. (2023). School-based physical activity interventions and language skills: a systematic review and meta-analysis of randomized controlled trials. Journal of science and medicine in sport, 26(2), 140–148. https://doi.org/10.1016/j.jsams.2022.12.007
20. Masgoret, A.-M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(S1), 167–210. https://doi.org/10.1111/1467-9922.00227
21. Mavilidi, M. F., Okely, A. D., Chandler, P., Cliff, D. P. & Paas, F. (2015). Effects of integrated physical exercises and gestures on preschool children’s foreign language vocabulary learning. Educational Psychology Review, 27(3), 413-426. doi:10.1007/s10648-015-9337-z
22. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2. baskı). Merrill.
23. Ratey, J. J., & Hagerman, E. (2008). Spark: The revolutionary new science of exercise and the brain. Little, Brown and Company.
24. Sallis, J. F., McKenzie, T. L., Kolody, B., Lewis, M., Marshall, S., & Rosengard, P. (1999). Effects of health-related physical education on academic achievement: Project SPARK. Research Quarterly for Exercise and Sport, 70(2), 127–134. DOI: 10.1080/02701367.1999.10608030.
25. Schmidt, M., Benzing, V., & Kamer, M. (2016). Classroom-Based Physical Activity Breaks and Children's Attention: Cognitive Engagement Works!. Frontiers in psychology, 7, 1474. https://doi.org/10.3389/fpsyg.2016.01474
26. Singh, A., Uijtdewilligen, L., Twisk, J. W., van Mechelen, W. & Chinapaw, M. J. (2012). Physical activity and performance at school: A systematic review of the literature including a methodological quality assessment. Archives of Pediatrics & Adolescent Medicine, 166(1), 49-55. doi:10.1001/archpediatrics.2011.716.
27. Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417
28. Slavin, R. E. (2006). Educational psychology: Theory and practice (8. baskı). Pearson.
29. Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2. baskı). ASCD.
30. Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5, Article 10. https://doi.org/10.1186/1479-5868-5-10
31. Watson, A., Timperio, A., Brown, H., Best, K., & Hesketh, K. D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. The international journal of behavioral nutrition and physical activity, 14(1), 114. https://doi.org/10.1186/s12966-017-0569-9
32. Yıldırım, A. (1996). Disiplinlerarası öğretim kavramı ve programlar açısından doğurduğu sonuçlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, (12), 89–94.
33. Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59. https://doi.org/10.1037/0022-0663.82.1.51