The Effectiveness of the Module-Based Approach in Physical Education toward Enjoyment among Primary School

Abstract

This study assessed the efficiency of a module-based approach (MBA), incorporating Project-Based Learning (PBL), Cooperative Learning (CL) and Teaching Games for Understanding (TGfU), on enjoyment in physical education. A quasi-experimental study design was used and 108 primary school students from Perak, Malaysia were selected using fishbowl draw sampling. Participants were randomly assigned to an experimental group (N = 53, Weight = 30.56 ± 3.76 kg/m², Age = 11.24 ± 0.5 years) or a control group (N = 55, Weight = 32.52 ± 3.67 kg/m², Age = 11.24 ± 0.5 years). The experimental group underwent the MBA for 12 weeks (two 60-minute sessions weekly), while the control group followed a traditional instructional approach. Enjoyment was measured using the Physical Activity Enjoyment Scale (PACES) during pre- and post-tests. Data were analysed using descriptive statistics and multivariate analysis of variance (MANOVA). Results revealed a significant increase in enjoyment in the experimental group (M = 69.94, SD = 0.321) compared to the control group (M = 31.69, SD = 0.315). The findings suggest that the 12-week MBA intervention significantly enhanced enjoyment among fifth-grade students, indicating its potential as an effective pedagogical approach in physical education.