Evaluation of Primary School Physical Education Teaching and Learning Process for Learners with Intellectual Disability in Malaysia

Abstract

Physical education (PE) plays a crucial role in fostering the physical, cognitive, and social development of students, including those with intellectual disabilities (ID). In Malaysia, the effectiveness of PE programs for learners with ID remains a concern due to systemic challenges such as inadequate resources, insufficient teacher training, and curriculum gaps. This study evaluates the efficiency of PE programs in Malaysian primary schools for students with ID using Kirkpatrick’s evaluation model. A quantitative research approach with a descriptive survey design was employed to assess the teaching and learning process. The study involved 395 respondents, including teachers, administrators, and parents from 15 selected special needs public primary schools. A structured questionnaire assessed teacher competencies, resource availability, and program efficiency. Descriptive and inferential statistical analyses, including Pearson correlation, were conducted to evaluate the relationships between teacher-centered and learner-centered approaches and PE efficiency. Findings indicate that while current PE programs moderately benefit students with ID, significant gaps remain in accessibility, resource availability, and teaching effectiveness. Need-supportive teaching approaches—comprising teacher competence, autonomy, relatedness, and motivation—exhibited strong correlations with PE efficiency (r = .920, p < .001). The study also found that learner-centered approaches, particularly resource availability, had a higher impact on PE efficiency (r = .949, p < .001) than teacher-centered approaches. The study underscores the need for reforms in PE programs to enhance inclusivity and effectiveness. Strengthening teacher training, improving resource allocation, and adopting a balanced approach between teacher- and learner-centered strategies are crucial for optimizing PE outcomes. These findings provide valuable insights for policymakers and educators aiming to develop a more inclusive and effective PE curriculum for learners with ID.