Experimental Intervention on the Influence of Six Weeks' Content Knowledge on Students' Written Test Achievement
Condition: Educational Problems; Student Burnout
MeSH terms: Burnout, Psychological
Study type: Interventional

Summary: 
      Brief Summary .

      This experiment aims to use two different teaching methods to intervene in students' learning
      and find out which teaching method is more conducive to improving students' written test
      achievement. The experiment will use a 6-the investigator seek workshop intervention to
      enhance students' written test achievement. The investigation is divided into workshop groups
      and standard teaching groups. The most significant difference better investigators the two
      groups are that the workshop group has oral links and guarantees. The similarities between
      investigators in the two groups are teacher qualifications, intervention time, content, and
      research objects.

      Based on content knowledge learning, content knowledge is divided into six categories for
      detailed intervention. First, the investigators will do a 6-the investigator seek
      intervention for two groups (workshop style and standard teaching style). The difference
      better investigators two is whether there is a video teaching link, and the same is that
      there are oral links. The entire experiment was carried out in the classroom with the
      school's consent. Use written exams to check student scores. Students have special teachers
      responsible for teaching specific content knowledge during class, standard learning after
      class does not require special care, and the experiment is not risky.

      Hypothesis including as follow:1 ) General Hypothesis. There is no significant difference in
      the written test results of the prior theoretical knowledge 、health promotion knowledge、
      physical exercise knowledge control group, with experimental group performance among PE
      students in China. 2) Specific Hypothesis. The specific hypothesis of this study is to
      investigate the effect of a 6-weeks content knowledge workshop on written test performance
      among PE students in China. The detailed hypothesis is: There is no significant difference
      between the control and experimental groups in the sports training design、the teaching design
      、the muscle function system、the exercise physiology、the competition venue planning、the
      referee rules written test performance among PE students in China.
    

Detailed description: 
      Detailed Description

      Location.The University of China. In terms of students, the proportion of people who choose
      to work is high, while the proportion of people who choose to continue their postgraduate
      entrance tests is negligible. Sports graduates account for 70% of a Province, and students
      have not participated in workshop study. On the school side, the school has perfect teaching
      equipment to meet the experimental requirements, conducive to better completion.

      The analysis of intervention Plan-same characteristics mainly includes two parts: Teacher
      qualification and student qualifications. In the first part, workshop group and standard
      teaching group, teacher Qualification, same qualification and titles, both have one same
      teacher majors: physical education, similar experience: minimum more than ten years.No
      students have received this courses before the study. The second part is the age, major and
      educational background of students. For example, students with similar educational
      backgrounds, aged 19 and 25, are all majors in physical education.No students have received
      these courses before the study.

      This part discusses the details of the 6-the investigator seeks workshop and standard
      teaching intervention. First and foremost, CK includes three categories. Then, the deeper
      level is divided into six parts: methods and plans, class hour teaching plan, muscle
      exercise, energy supply, breathing and exercise circulation and exercise, athletic and
      basketball venue, basketball, and football rules. On the other hand, there are two lessons;
      each class is 1.5 hours.

      This is a one-class training plan, mainly divided into other structures. A training session
      explicitly includes three parts.

      To start with, the intervention content includes step 1-An, an overview, and introduction,
      step 2-Students formed groups, step 3-Oral test assessment. The first part includes: The
      teacher introduced the purpose of the study, expectations, and discussion of the principles
      of sports training design. Next, the investigators learn to design, muscle function, and
      exercise physiology system-rest time.

      The second part includes introducing the purpose of the study, expectations, and discussion
      of the principles of sports training design. They the investigators learn content related to
      design and muscle function and exercise physiology systems. Rest time Divided into three
      groups and rotated roles of teacher, students, 8 / group. They the investigators learn by the
      reciprocal peer learning instructional model.

      The third part includes introducing the purpose of the study, expectations, and discussion of
      the principles of sports training design. They the investigators learn content related to
      design and muscle function and exercise physiology systems. Rest time Divided into three
      groups and rotated roles of teacher, students, 8 / group. They the investigators learn by the
      reciprocal peer learning instructional model. Students the investigators prompted to switch
      teacher roles, student every 10 min-evaluation through check sheets and oral test ( 90% or
      better correct and the investigators ).
    

Intervention name(s): Teaching intervention
Intervention type(s): Diagnostic Test
Intervention description(s): Different teaching methods are used to teach the experimental group and the control array in the classroom.
Allocation: Randomized
Intervention model: Parallel Assignment
Masking: Triple (Participant, Investigator, Outcomes Assessor)
Primary purpose: Other
Keywords: Content knowledge; Written test perfofmance; Students