Eficácia de uma intervenção educativa interativa baseada em cenários para melhorar as atitudes em relação às estatísticas desportivas: um estudo quase experimental
DOI:
https://doi.org/10.47197/retos.v72.116894Palavras-chave:
atitude, aprendizagem, estudantes, educação física, métodos de ensinoResumo
Introdução: As atitudes em relação à estatística são um fator determinante no desempenho académico e na capacidade de recolher, organizar, analisar e interpretar dados em ciências do desporto.
Objectivo: Avaliar a eficácia de uma intervenção educativa interactiva baseada em cenários sobre as atitudes face à estatística desportiva em estudantes universitários.
Metodologia: Estudo quase experimental, intervencional, com desenho pré-teste-pós-teste. A intervenção consistiu num programa educativo de 16 semanas baseado em cenários interativos, integrando recursos digitais, tutoria e atividades práticas. Os participantes eram (n=50) estudantes universitários de ciências do desporto. As atitudes foram medidas antes e depois da intervenção através do questionário Attitudes Toward Statistics-36 (SATS-36), que mede seis dimensões: afeto, competência cognitiva, valor, dificuldade, interesse e esforço. Os dados foram analisados através de estatística descritiva, teste dos postos sinalizados de Wilconxon e teste t de Student para identificar diferenças.
Resultados: Observou-se uma melhoria significativa na perceção da dificuldade de aprendizagem (p < 0,001), demonstrando uma redução das barreiras afetivo-cognitivas. Foram observadas alterações nas dimensões de afeto (M: 4,26 ± 0,57 vs. 4,15 ± 0,73), valor (M: 5,31 ± 0,88 vs. 5,06 ± 0,90), competência cognitiva (M: 4,55 ± 0,78 vs. 4,29 ± 0,75) e esforço (M: 6,26 ± 0,81 vs. 6,01 ± 0,76), embora não significativas.
Conclusões: As intervenções educativas em ambientes interativos podem ser uma estratégia promissora para melhorar as atitudes em relação à estatística, especialmente na redução da dificuldade percebida. Estes achados corroboram a incorporação de metodologias ativas e inovadoras no ensino da estatística.
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