Investigation of the Effect of Web Based Reflective Journals Used as a Self-Regulated Learning Tool on Physical Education Teacher Candidates' Reflective Thinking and Learning Motivation

Abstract

The aim of this study is to determine the effect of web-based reflective journal-supported instruction, used as a self-regulated learning tool in distance education, on the reflective thinking and learning motivation of physical education prospective teachers. The research is an experimental study using a comparative unequalised groups post-test design. The study group consists of 68 students continuing their education at the Faculty of Sports Sciences. In the study, students who took the Introduction to Physical Education course prior to the application were designated as the control group (n=38), while students who took the Fundamentals of Physical Education and Sports course were designated as the experimental group (n=38). Data were collected using the Reflective Thinking Level Determination Scale and the Motivation Scale. The t-test was used to analyse the data obtained. The research findings revealed no statistically significant difference between the control and experimental group students in terms of their total reflective thinking scale scores and their subscale scores for habit, understanding, reflection, and critical reflection. Furthermore, it was found that the groups were similar in terms of their motivation scale total scores and subscale scores for internal goal setting, external goal setting, task value, belief in control over learning, and self-efficacy related to learning and performance. However, it was determined that the experimental group's test anxiety subscale scores were significantly lower. In conclusion, it can be said that web-based reflective journals used in distance education are not effective tools for increasing reflective thinking and learning motivation among physical education prospective teachers.