Primary School Pupils’ Perceptions of Learning Situations and Their Relationship to the Learning Process, as Viewed by Physical Education Teachers

Abstract

The aim of this study was to investigate primary school pupils’ perceptions of learning situations (well-defined, semi-defined, and ill-defined) and their relationship to the learning process in physical education lessons, from the perspective of physical education teachers. The study adopted a descriptive approach, using a questionnaire addressed to physical education teachers and designed to measure their assessments of pupils’ perceptions in the various learning situations, as well as indicators of the learning process such as participation, motivation, understanding, perseverance, and interaction. The instrument consists of three main dimensions representing the three learning situations and a fourth dimension relating to the learning process; a three-point Likert scale was used for responses. The data were statistically analyzed using SPSS. The study sought to reveal the differences between teachers’ assessments of the three learning situations, as well as to determine the nature of the relationship between pupils’ perceptions and the learning process, thereby contributing to the improvement of pedagogical practices in physical education lessons at the primary level.