The Effect of Cooperative Learning Model on Academic Learning Time and Acquiring Volleyball Knowledge and Skills
In this study, it was aimed to examine the effect of cooperative learning model on academic learning time and acquiring volleyball knowledge and skills in secondary school physical education and sports lessons. A quasi-experimental study design including pretest and post-test with a control group wa...
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| Veröffentlicht in: | Egitim ve Bilim 2024-01, Vol.49 (220), p.83-108 |
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| description | In this study, it was aimed to examine the effect of cooperative learning model on academic learning time and acquiring volleyball knowledge and skills in secondary school physical education and sports lessons. A quasi-experimental study design including pretest and post-test with a control group was used in the study. The study was carried out with 8th graders of a secondary school located in a city in the Western Blacksea Region of Turkey. The lessons were taught with team-game-tournament, which is one of the cooperative learning techniques, in the experimental group and with direct instruction model in the control group for 8 weeks throughout the study. Students' academic learning times were obtained by academic learning systematic observation tool in physical education; their volleyball knowledge levels were determined by volleyball knowledge test and psychomotor skill levels were obtained by using skill observation forms. Ratios, frequencies, independent samples t test, one way variance of analysis for repeated measures and ANCO VA statistical methods were used to analyze study data. The results of the study showed that the ratio of academic learning time was 30.86% in the experimental group and 17.12% in the control group; and a statistically significant difference was found favoring experimental group. It was also determined that there was a statistically significant difference in volleyball knowledge test between the groups. Although post test scores were significantly higher in both groups, there was not a statistically significant difference between groups in terms of post-tests. The results of ANCOVA analysis determined that the scores of the students in the experimental group were significantly higher in terms of forearm pass and tennis serve. In conclusion, it can be stated that cooperative learning model is more effective on academic learning time and acquiring volleyball skills in physical education and sports lessons. |
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A quasi-experimental study design including pretest and post-test with a control group was used in the study. The study was carried out with 8th graders of a secondary school located in a city in the Western Blacksea Region of Turkey. The lessons were taught with team-game-tournament, which is one of the cooperative learning techniques, in the experimental group and with direct instruction model in the control group for 8 weeks throughout the study. Students' academic learning times were obtained by academic learning systematic observation tool in physical education; their volleyball knowledge levels were determined by volleyball knowledge test and psychomotor skill levels were obtained by using skill observation forms. Ratios, frequencies, independent samples t test, one way variance of analysis for repeated measures and ANCO VA statistical methods were used to analyze study data. The results of the study showed that the ratio of academic learning time was 30.86% in the experimental group and 17.12% in the control group; and a statistically significant difference was found favoring experimental group. It was also determined that there was a statistically significant difference in volleyball knowledge test between the groups. Although post test scores were significantly higher in both groups, there was not a statistically significant difference between groups in terms of post-tests. The results of ANCOVA analysis determined that the scores of the students in the experimental group were significantly higher in terms of forearm pass and tennis serve. In conclusion, it can be stated that cooperative learning model is more effective on academic learning time and acquiring volleyball skills in physical education and sports lessons.</description><identifier>ISSN: 1300-1337</identifier><language>eng</language><publisher>Ankara: Turk Egitim Dernegi</publisher><subject>Control Groups ; Cooperative learning ; Physical education ; Skills ; Volleyball</subject><ispartof>Egitim ve Bilim, 2024-01, Vol.49 (220), p.83-108</ispartof><rights>Copyright Turk Egitim Dernegi 2024</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784</link.rule.ids></links><search><creatorcontrib>Akkaya, Elvan Esen</creatorcontrib><creatorcontrib>Mirzeoǧlu, Ayşe Dilşad</creatorcontrib><title>The Effect of Cooperative Learning Model on Academic Learning Time and Acquiring Volleyball Knowledge and Skills</title><title>Egitim ve Bilim</title><description>In this study, it was aimed to examine the effect of cooperative learning model on academic learning time and acquiring volleyball knowledge and skills in secondary school physical education and sports lessons. A quasi-experimental study design including pretest and post-test with a control group was used in the study. The study was carried out with 8th graders of a secondary school located in a city in the Western Blacksea Region of Turkey. The lessons were taught with team-game-tournament, which is one of the cooperative learning techniques, in the experimental group and with direct instruction model in the control group for 8 weeks throughout the study. Students' academic learning times were obtained by academic learning systematic observation tool in physical education; their volleyball knowledge levels were determined by volleyball knowledge test and psychomotor skill levels were obtained by using skill observation forms. Ratios, frequencies, independent samples t test, one way variance of analysis for repeated measures and ANCO VA statistical methods were used to analyze study data. The results of the study showed that the ratio of academic learning time was 30.86% in the experimental group and 17.12% in the control group; and a statistically significant difference was found favoring experimental group. It was also determined that there was a statistically significant difference in volleyball knowledge test between the groups. Although post test scores were significantly higher in both groups, there was not a statistically significant difference between groups in terms of post-tests. The results of ANCOVA analysis determined that the scores of the students in the experimental group were significantly higher in terms of forearm pass and tennis serve. 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A quasi-experimental study design including pretest and post-test with a control group was used in the study. The study was carried out with 8th graders of a secondary school located in a city in the Western Blacksea Region of Turkey. The lessons were taught with team-game-tournament, which is one of the cooperative learning techniques, in the experimental group and with direct instruction model in the control group for 8 weeks throughout the study. Students' academic learning times were obtained by academic learning systematic observation tool in physical education; their volleyball knowledge levels were determined by volleyball knowledge test and psychomotor skill levels were obtained by using skill observation forms. Ratios, frequencies, independent samples t test, one way variance of analysis for repeated measures and ANCO VA statistical methods were used to analyze study data. The results of the study showed that the ratio of academic learning time was 30.86% in the experimental group and 17.12% in the control group; and a statistically significant difference was found favoring experimental group. It was also determined that there was a statistically significant difference in volleyball knowledge test between the groups. Although post test scores were significantly higher in both groups, there was not a statistically significant difference between groups in terms of post-tests. The results of ANCOVA analysis determined that the scores of the students in the experimental group were significantly higher in terms of forearm pass and tennis serve. In conclusion, it can be stated that cooperative learning model is more effective on academic learning time and acquiring volleyball skills in physical education and sports lessons.</abstract><cop>Ankara</cop><pub>Turk Egitim Dernegi</pub></addata></record> |
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| language | eng |
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| subjects | Control Groups Cooperative learning Physical education Skills Volleyball |
| title | The Effect of Cooperative Learning Model on Academic Learning Time and Acquiring Volleyball Knowledge and Skills |
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