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Comparing Traditional Teaching and the Personal and Social Responsibility Model: Development of Values in Secondary Education Students

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  • David Manzano-Sánchez

    (Department of Didactic of Musical, Plastical and Corporal Expression, Faculty of Education and Psychology, University of Extremadura, 06006 Badajoz, Spain)

Abstract

Personal and Social Responsibility Model (TPSR) is considered an ideal methodology for promoting values while teaching academic or physical activity contents. The purpose of this study was to carry out an intervention in an educational center with TPSR to exceed 70% of the total teaching time. A total of 105 students participated in the present study as experimental group and 147 as control group (12 to 16 years old). A series of questionnaires were passed to check their responsibility (PSRQ questionnaire) and for the experimental group, a questionnaire to evaluate their TPSR satisfaction (ECVA-12 questionnaire). On the other hand, we check with interviews teachers opinion about the experience with TPSR intervention. The results showed that TPSR allowed after six months a favorable opinion including a values near to 4 (3.78 and 3.72) in a 1–5 scale in the satisfaction with TPSR and values acquisition comparing this methodology with their previous way of receiving classes. At the same time, personal and social responsibility values had significative scores after intervention in both personal ( p < 0.05) and social responsibility ( p < 0.01) and taking into account the control group. In addition, the teachers interviewed showed high satisfaction with the methodology, valuing the importance of adapting very well to the most complex students, and the need to carry out continuous training in the methodology. It is concluded that TPSR is an adequate methodology to improve students and teachers satisfaction with teaching, as well as allow an improvement in the responsibility values.

Suggested Citation

  • David Manzano-Sánchez, 2023. "Comparing Traditional Teaching and the Personal and Social Responsibility Model: Development of Values in Secondary Education Students," Sustainability, MDPI, vol. 15(8), pages 1-12, April.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:8:p:6964-:d:1128732
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    References listed on IDEAS

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    1. David Manzano-Sánchez & Sixto González-Víllora & Alfonso Valero-Valenzuela, 2021. "Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students," IJERPH, MDPI, vol. 18(6), pages 1-14, March.
    2. David Manzano-Sánchez & Alfonso Valero-Valenzuela & Antonio Conde-Sánchez & Ming-Yao Chen, 2019. "Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Act," IJERPH, MDPI, vol. 16(13), pages 1-11, July.
    3. David Melero-Cañas & Vicente Morales-Baños & Daniel N. Ardoy & David Manzano-Sánchez & Alfonso Valero-Valenzuela, 2021. "Enhancements in Cognitive Performance and Academic Achievement in Adolescents through the Hybridization of an Instructional Model with Gamification in Physical Education," Sustainability, MDPI, vol. 13(11), pages 1-14, May.
    4. Alfonso Valero-Valenzuela & Oleguer Camerino & David Manzano-Sánchez & Queralt Prat & Marta Castañer, 2020. "Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach," IJERPH, MDPI, vol. 17(15), pages 1-14, July.
    5. David Manzano-Sánchez & Noelia Belando-Pedreño & Alfonso Valero-Valenzuela, 2022. "Preservice Teachers from Physical Education: Differences between Ireland and Spain in Teaching Personal and Social Responsibility," Sustainability, MDPI, vol. 14(14), pages 1-15, July.
    6. David Manzano-Sánchez & Alberto Gómez-Mármol & Alfonso Valero-Valenzuela, 2020. "Student and Teacher Perceptions of Teaching Personal and Social Responsibility Implementation, Academic Performance and Gender Differences in Secondary Education," Sustainability, MDPI, vol. 12(11), pages 1-10, June.
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