A comparative analysis of student engagement levels between face-to-face and virtual health and physical education courses

Abstract

The goal of this study was to compare the degrees of engagement that health and physical education students encountered in traditional lecture settings to those that they encountered in online learning environments. Individuals by oneself Engaging in Twenty-two first-year college students majoring in physical education and health were involved in the study. These university students took part in a three-hour summer session course. There are two separate components to the course, and students are able to pick which to study. While the second class viewed an online video presentation of the identical subject, the first class engaged in a typical in-person lecture. The course's online and in-person versions had the same exercises and content, hence there was no noticeable difference between them. There were two options for the course: online and in-person. A total of 34 Likert-scale questions were presented to the students in order to evaluate their level of interest in the subject. The replies collected from the two independent research groups were examined and compared using the Mann-Whitney Test. The significance level of 0.05 was employed in this investigation. None of the 34 methods employed to measure involvement, according to the results, indicated any statistically significant indicators of change.

Keywords:  engagement, undergraduate, physical education