Abstract
The present research aims to reveal the impact of using regular and final evaluation on practical practice for practitioner students and their tendency toward the teaching profession. The researcher hypothesized that there would be statistically significant differences between the effects of regular and final evaluation on both the practical performance of practitioner students and their orientation toward teaching. The research population was selected intentionally from fourth-grade students in the Department of Sport Education, College of Basic Education, University of Mosul, for the academic year 2008–2009, consisting of 52 male and female students across two classes. A sample of 30 students was equally divided into two groups. The researcher applied an experimental design known as the equal groups with random selection using pre- and post-observation tools, which included an evaluation form of student behavior performance in physical education classes and a scale measuring students’ orientation toward the teaching profession. To analyze the results, statistical tools such as arithmetic mean, standard deviation, and the (T) test for two equal and correlated means were used via the SPSS system. The researcher concluded that regular evaluation significantly improves the practical teaching performance of practitioner students in physical education classes and has a more positive effect on their inclination toward the teaching profession compared to final evaluation.
First Page
146
Last Page
164
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Mohammed, Qusay Hazem
(2010)
"The impact of continuous and final evaluation on the practical application of applied students and their attitudes towards the teaching profession,"
Modern Sport: Vol. 9:
Iss.
13, Article 10.
DOI: https://doi.org/10.54702/2708-3454.1289
