Out-of-field teachers frequently deliver Physical Education (PE) worldwide and often face challenges related to limited content knowledge, pedagogical skills, and motivation. This study evaluated the effectiveness of a mobile application–based learning module for PE teaching using a quasi-experimental pre-test and post-test control group design. A total of 90 out-of-field PE teachers from lower secondary schools in Selangor, Malaysia, were purposively selected and evenly assigned to treatment and control groups. The treatment group used the mobile application module for 8 weeks, while the control group continued with conventional teaching methods. A validated questionnaire (α = 0.91–0.96) was used to measure knowledge, teaching skills, and motivation. MANOVA results demonstrated significant group differences (Pillai’s Trace = 0.879, F(3, 86) = 208.045, p < 0.001), with large effect sizes for knowledge (η2 = 0.693), teaching skills (η2 = 0.795), and motivation (η2 = 0.527). The findings suggest that the mobile module is effective in enhancing PE instructional competencies among out-of-field teachers. These results highlight the potential of mobile learning tools to support teacher development, improve instructional quality, and address the challenges faced by out-of-field PE educators.
Jamaludin et al. (Tue,) studied this question.