Vol. 13 No. 79 (2024)
Articles

Does blended learning enhance the academic motivation levels of physical education and sports pre-service teachers? A quasi-experimental study

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  • Hasan Ceyhun Can,
  • Ayşe Türksoy Işım,
  • Dilan Kalaycı Alas
Hasan Ceyhun Can
Istanbul-Cerrahpasa University, Istanbul, Turkey.
Bio
Ayşe Türksoy Işım
Istanbul-Cerrahpasa University, Istanbul, Turkey.
Bio
Dilan Kalaycı Alas
Near East University, Nicosia, Northern Cyprus.
Bio
DOI: https://doi.org/10.34069/AI/2024.79.07.1

Published 2024-07-30

Keywords

  • Academic motivation, blended learning, physical education, teacher training, pre-service teachers.

How to Cite

Can, H. C., Türksoy Işım, A., & Kalaycı Alas, D. (2024). Does blended learning enhance the academic motivation levels of physical education and sports pre-service teachers? A quasi-experimental study. Amazonia Investiga, 13(79), 9–20. https://doi.org/10.34069/AI/2024.79.07.1

Copyright (c) 2024 Hasan Ceyhun Can, Ayşe Türksoy Işım, Dilan Kalaycı Alas

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This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This study investigated the impact of a blended learning intervention on the academic motivation of pre-service physical education teachers. A quasi-experimental design with pre-test and post-test measures was employed. The Academic Motivation Scale (AMS) was used to assess intrinsic motivation, extrinsic motivation, and amotivation. Results showed that the blended learning group experienced a significant increase in intrinsic motivation compared to the control group. No significant differences were found in extrinsic motivation or amotivation between the groups. The findings suggest that blended learning can enhance intrinsic motivation in pre-service physical education teachers, highlighting its potential for improving teacher education programs.

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