THE IMPACT OF BLENDED LEARNING STRATEGIES ON STUDENTS' COGNITIVE ACHIEVEMENT AND PERFORMANCE OF SOME BASIC FOOTBALL SKILLS
DOI:
https://doi.org/10.61841/5z18yg56Keywords:
Blended learning, Academic achievement, Basic football skills.Abstract
This research examines the impact of blended learning on the cognitive achievement and performance of some basic football skills among first-year students at the College of Physical Education and Sports Sciences, University of Babylon. The study stemmed from the need to develop traditional teaching methods by integrating face-to-face and e-learning, thereby contributing to improved learning of sports skills and raising the level of cognitive achievement. The researcher employed an experimental approach with a two-group equivalent design. The sample consisted of 40 students divided into an experimental group that studied using the blended learning strategy and a control group that studied using the traditional method. The study utilized a cognitive achievement test and tests to measure passing, tackling, and shooting skills, ensuring their validity, reliability, and objectivity. The educational program was implemented over eight weeks and included the use of educational videos and electronic applications before lectures, in addition to explanations and practical training on the field. The results showed statistically significant differences favoring the experimental group in cognitive achievement and the level of performance of basic skills compared to the control group, confirming the effectiveness of blended learning in enhancing sports learning. The research concluded that integrating technology with direct education provides a more interactive learning environment, increases students’ motivation and self-confidence, and contributes to improving the acquisition of motor and cognitive skills, with a recommendation to apply this strategy in teaching other sports and to conduct further studies to verify its effectiveness in different fields.
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