Original scientific paper

Luka Popovski¹, Lena Damovska², Žikica Tasevski¹

https://doi.org/10.46733/PESH2514241p

Abstract

The aim of this study was to compare educational influence in Physical and Health Education after the first educational period by examining differences between the tandem and traditional teaching models. The study was designed as a comparative, non-experimental (observational) research with two independent groups. The sample consisted of 439 students, of whom 231 attended Physical and Health Education classes delivered through the traditional model (classroom teacher only), while 208 attended classes delivered through the tandem model (a Physical and Health Education teacher in cooperation with the classroom teacher), within a time frame of one school semester. Educational influence was operationalized through four components: (1) attitude toward work in Physical and Health Education,

(2) orderliness during lessons and hygiene habits, (3) sense of camaraderie and collective responsibility, and (4) engagement in extracurricular activities, participation in school sport competitions, or membership in a sport organization outside school. The first three components were measured as ordinal variables using a structured observation checklist (scale 1–5), while the fourth component was measured as a nominal variable (YES/NO). Data were collected through systematic structured observation and analyzed using SPSS. Because distributions deviated from normality, non-parametric tests were applied (Mann–Whitney U for ordinal variables and Pearson χ² for the nominal variable). Results showed a statistically significant advantage of the tandem model for attitude toward work (U = 20489.50; p =.001), with a small but educationally meaningful effect (rank-biserial correlation rᵣᵦ = 0.15). For orderliness/hygiene habits (p = .469; rᵣᵦ = 0.03) and camaraderie/collective responsibility (p = .330; rᵣᵦ= 0.05), no statistically significant differences were found. Contingency analysis indicated a statistically significant association between teaching model and extracurricular engagement (χ²(1) = 5.83; p = .017), with a small effect (Cramer’s V = 0.12), in favor of the tandem model. In conclusion, the tandem model shows an advantage in promoting a more positive attitude toward Physical and Health Education and higher involvement in extracurricular physical activity, indicating its potential to improve educational outcomes in the early stages of primary education.

Key words: Physical and Health Education; educational influence; educational teaching; tandem model; traditional model.
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