Article RETRACTED due to manipulation by the authors Rendimiento en el aprendizaje de la educación física de los alumnos de último curso de secundaria basado en el género y la revisión de la inteligencia intelectual (Physical education learning outcomes of senior high school students based on gender and intellectual intelligence review)
Article RETRACTED due to manipulation by the authors
DOI:
https://doi.org/10.47197/retos.v60.108990Palabras clave:
physical education, learning, achievement, pupils, gender, intellectual intelligenceResumen
Resumen. El estudio pretende examinar las disparidades en el rendimiento en el aprendizaje de la Educación Física (EF) entre los alumnos de secundaria, teniendo en cuenta su género y su aptitud intelectual. El participante en este estudio fue un alumno de secundaria de Yogyakarta, seleccionado mediante el método de muestreo aleatorio simple. Los datos se analizarán mediante estadística descriptiva y un análisis de varianza inferencial factorial de dos vías (ANOVA). La media de los resultados de aprendizaje de los alumnos varones con inteligencia intelectual baja es de 83,60, mientras que la media de los resultados académicos de las alumnas es de 84,10. En la categoría de inteligencia intelectual alta, los resultados medios de los alumnos varones son de 85,30, y el rendimiento medio de las alumnas es de 83,70. Los resultados de la prueba Anova para la variable del factor inteligencia intelectual indican que el valor p (Sig.) de 0,303 es superior al nivel de significación de 0,05. Esto sugiere que no existe una relación estadísticamente significativa entre la inteligencia intelectual y el rendimiento académico. Esto sugiere que no hay diferencias estadísticamente significativas en los resultados de aprendizaje de los alumnos en función de su nivel de inteligencia, ya sea bajo o alto. Un valor p de 0,383, superior al nivel de significación de 0,05, indica que no existen variaciones estadísticamente significativas en el resultado del aprendizaje entre alumnos y alumnas en función del sexo. Si el valor de significación del factor CI y la variable sexo es 0,100, superior a 0,05, indica que no existe influencia significativa ni interacción entre las variables CI y sexo en el resultado del aprendizaje de los alumnos de bachillerato. El hallazgo es que la inteligencia cognitiva no tiene un impacto sustancial en el rendimiento de la educación física (EF) entre los alumnos de secundaria. No existe una disparidad notable en el rendimiento en educación física (EF) entre alumnos y alumnas, lo que sugiere que hay igualdad de género tanto en las oportunidades como en las capacidades en EF. Además, no hubo una interacción notable entre el género y los niveles de CI en el rendimiento en tareas de inteligencia. Estos resultados restan importancia a otros criterios, como la aptitud física, y también restan importancia al impacto de las capacidades globales e integradoras de la educación física.
Palabras clave: Educación física, aprendizaje, rendimiento, alumnos, género, inteligencia intelectual
Abstract. This study examined the disparities in Physical Education (PE) learning Outcomes among high school pupils by considering their gender and intellectual aptitude. The study involved participants from a high school in Yogyakarta, selected using the Simple Random Sampling method. The data were then analysed using descriptive statistics and a two-way factorial inferential analysis of variance (ANOVA). The study divided the results into two groups based on their intellectual intelligence: low and high. In the low intellectual category, the average learning outcome for male students was 83.60. Meanwhile, the average for female students was 84.10. In the high intellectual intelligence category, the average results for male students were 85.30, while the average achievement for female students was 83.70. The ANOVA test for the intellectual intelligence variable yielded a p-value (Sig.) of 0.303, which is greater than the significance level of 0.05. This figure suggests that there is no statistically significant difference in students’ learning outcomes based on their level of intelligence, whether low or high. Similarly, the p-value of 0.383 for the gender variable was also greater than the significance level of 0.05, indicating no statistically significant variations in learning results. Additionally, the interaction effect between IQ and gender yielded a significance value of 0.100, which is greater than 0.05. It indicates no significant interaction between these two variables on the learning performance of high school students. The finding means that cognitive intelligence does not have a substantial impact on the performance of physical education (PE) among high school students. Moreover, there is no notable disparity in PE performance between male and female students, suggesting gender equality in both the opportunities and abilities in PE. Finally, the study found no notable correlation between gender and IQ levels in performance on intelligence tasks. These results diminish the importance of considering other criteria, such as physical aptitude, in evaluating PE performance and emphasize the need for comprehensive and inclusive physical education programs.
Keywords: Learning Achievement, PE, Students, Adolescents, Gender, Intellectual Intelligence
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