Reciprocal and self-check teaching styles in the teaching of traditional Greek dance: Effects on the dimensions of intrinsic-extrinsic motivation
Keywords:
teaching methods, Mosston's spectrum, motivational factorsAbstract
The study investigated the effect of reciprocal teaching and self-control and ordering styles on dimensions of motivation of students (n=128), 19-20 years old, of the Faculty of Physical Education of the University of Thessaloniki, during the teaching of the dances Hashapia, Zonaradiko, Chamiko, Tik Double, Pentozali and Eleven. The students were divided into three groups, two experimental and one control, and a different teaching style was applied to each group. The first experimental group was taught the dances in the mutual teaching style, the second group in the self-control style and the third group (control) in the ordering style, the usual practice. To investigate the effect on the dimensions of motivation, the questionnaire "Internal-external motivation at the situation level" was used. The questionnaire was appropriately adapted with scales that had statistically significant internal consistency indices (α>.74) and was administered at the situation level, i.e. at the end of the second lesson (teaching Zonaradiko), at the end of the fourth lesson (teaching the Double Tic) and at the end of the sixth lesson (teaching the Eleven Dance). A two-way multivariate analysis of variance (Two-way MANOVA) was applied to investigate a) the differences between the three teaching styles and b) between the two genders on the dimensions of motivation. The self-check style showed significantly higher values (p<0.05) of internal motivation and identified regulation and lower values (p<0.05) of lack of motivation and extrinsic motivation compared to the command and reciprocal teaching styles. For students, the self-check teaching style seems to contribute to the adoption of motivational behaviours more than the other two, while for female students, in addition to the self-check, the reciprocal teaching style is equally reinforcing. The application of reciprocal and self-check teaching style in teaching Greek traditional dance promotes a positive psychological climate, extremely important for the effectiveness and quality of the course.
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