The purpose of this study was two-fold: (1) To compare the effects of a teacher-directed method and an individualized learning packet in teaching a unit of beginning badminton skills to college students. (2) To determine the attitude of the students exposed to each teaching method. / Seventy students were selected from two activity courses in the Physical Education and Recreation Department at West Georgia College in Carrollton, Georgia, to serve as the population samples to be studied. These students were not physical education majors and ranged from age 18-22. The two groups were randomly assigned to the treatments. Subjects were required to complete a badminton screening form in order for the investigator to determine if they had previous formal instruction in a badminton class or not. Three badminton skills tests were administered to all subjects at the second and third class meeting to determine the initial performance levels of the subject. Groups received instruction in the beginning badminton unit for twenty lessons over a 10-week period. A paired t-test for significant differences at the.05 level of confidence was used to evaluate the pretest to posttest improvement. The results indicated that both groups improved significantly on the badminton skill tests. Both methods are effective for the teaching and learning of selected badminton skills. Posttest analysis indicated no significant difference in two of the three tests which supported that either method was effective. Consequently, physical education teachers can employ the individualized learning packet approach in selected learning environments. The resulting release time frees the teachers to be a facilitator who works individually with each student, allowing him or her to improve at their own rate without sacrificing quality personalized instruction in larger classes. / At the end of the formal instruction a questionnaire was administered by the investigator in order to determine the students' perceptions concerning the value of the badminton course. The t-test of significant difference indicated at the.05 level of confidence that subjects did not differ significantly in their perceptions and opinions of the individualized learning packet and the teacher-directed methods as successful approaches for the teaching and learning of selected beginning badminton skills. Both groups expressed strong positive perceptions that the course was valuable. (Abstract shortened with permission of author.) / Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3091. / Major Professor: Beverly Yerg. / Thesis (Ph.D.)--The Florida State University, 1992.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76716 |
| Contributors | Croom, Annie Pearl., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 197 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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