THE IMPACT OF TEACHER-STUDENT INTERACTION IN CHEERLEADING COURSES ON COURSE SATISFACTION AND STRATEGIES FOR IMPROVEMENT: A CASE STUDY OF SCHOOL G IN GUANGXI, CHINA
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บทคัดย่อ
This research article aims to 1) Researching the current state of teacher-student interaction in cheerleading courses. 2) Researching the relationship between teacher-student interaction and course satisfaction in cheerleading courses. 3) Investigate the relationship between various dimensions of teacher-student interaction in cheerleading courses and course satisfaction.
This study employed an explanatory sequential mixed-methods research design, collecting quantitative data from 264 undergraduate students enrolled in a public cheerleading course in Guangxi, China, and qualitative data from three experts. The questionnaire consisted of 36 items measured on a five-point Likert scale (1–5). The instrument demonstrated high reliability (Cronbach’s α > 0.80) and acceptable construct validity (KMO > 0.80; Bartlett’s test p < 0.001). Data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression after verifying statistical assumptions (normality, multicollinearity, homoscedasticity, and independence of errors). Qualitative data were analyzed using thematic analysis for triangulation.
The research results found that 1) Teacher–student interaction and course satisfaction were at a moderately high level (M > 3.50). 2 )Teacher–student interaction was significantly positively correlated with course satisfaction (r = 0.649, p < 0.01), indicating a strong positive relationship. 3) Teacher–student interaction significantly predicted course satisfaction (F = 187.42, p < 0.001), and all interaction dimensions were significant predictors (p < 0.001), with instructional content interaction showing the strongest effect (Beta = 0.505; Adjusted R² = 0.249).
The findings indicate that teacher–student interaction is strongly associated with course satisfaction, particularly through structured skill guidance, responsive feedback, and supportive instructional design in skill-based physical education contexts.
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