Abstract

Creative’s Phenomenon-based Learning Management (PhenBL) instructional model has been selected to support 45 physical education students in the Management Learning Science Course. Students’ responses to their classroom with the 48-item PBLMM, their problems, and needs were assessed with the 42-item QPNS, instructor-student interpersonal behaviors were interacted with the 48-item ISIBQ, using the 35-item QSS on five scales to their satisfaction, and developing creativity critical thinking skills were measured with the 50-item pre-and-post-test CCTST. These research instruments are valid and reliable. Comparisons between students’ perceptions of the actual-2 classroom environment are better on the PBLMM, QPNS, and ISIBQ scales a more positive learning environment than they perceive to be actual-1 form. Scoring post-achievement is higher than their pre-learning achievement. The R2 values indicate that 50%, 45%, and 43% for the actual-1 Form; 68%, 65%, and 67% for the actual-2 Form for the PBLMM, QPNS, and ISIBQ, respectively; and 73% for the QSS with the students-CCTST skills of the variances to their PhenBL class was attributable to their perceptions. Students’ problems and needs with their instructor behaviors and their satisfaction with the PhenBL model towards their creativity and critical thinking skills become lifelong learners are developed and correlated significantly.

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