تأثير استراتيجية تعليم الأقران بأنماط مختلفة في التحصيل المعرفي وتعلم مهارتي الضرب الساحق وحائط الصد بالكرة الطائرة للطلاب

Effect of peer teaching strategy with different patterns on cognitive achievement and learning of students' volleyball smash and blocking skills

Abstract
Effect of peer teaching strategy with different patterns on cognitive achievement and learning of students’ volleyball smash and blocking skills
Researcher Supervisors
Hussein Salim Ali Prof. Dr. Khalil Hamid Mohammed Ali
2024

The aim of the study is to prepare a cognitive achievement test for second-stage students in the College of Physical Education and Sports Sciences (morning study) University of Karbala for the academic year 2023-2024. As well as preparing educational units according to the peer education strategy (binary, triad, quadruple) in teaching the skills (crushing and blocking wall) in volleyball for students. And to identify the effect of educational units according to the peer education strategy in its three patterns (binary, triad, quadruple) on cognitive achievement and learning the skills of crushing and blocking wall in volleyball for students. Also, to identify the superiority of the effect in the post-tests between the three experimental research groups (binary, triad, quadruple) in cognitive achievement and the two skills under study in volleyball for students. The researcher used the experimental method by designing three experimental groups. The research community was determined by the second-year students in the College of Physical Education and Sports Sciences – University of Karbala for the academic year 2023-2024, (86) students distributed over four sections (A, B, C, D). Research sample was chosen by simple random method (lottery), as it consisted of three sections (A, B, C). The first experimental group represented (the binary pairing method) and
their number was (10) students representing section (A) and (9) students representing section (B), which is the second experimental group (the triple pairing method) and (8) students representing se ction (C), which was represented by the third experimental group (the quadruple pairing method). Thus, the total number of the research sample is (27) students and this number constitutes a percentage of (30.68) of the research method. Researcher excluded failed students, the exploratory experiment students, and the students practicing the game from the research community of (86) female students. In order to complete the homogeneity between the individuals of the three groups, the researcher reached the following conclusion: The peer learning strategy (binary, triple, and quadruple) had a positive effect on cognitive achievement and the skills (crushing and blocking wall), but in varying proportions. The benefit of the peer learning strategy is from the desire of students of experimental groups within the same group through active participation and cooperation in the learning and teaching processes for each student. Among the recommendations recommended by the researcher is emphasizing the importance of using the peer teaching strategy in different patterns because of its major role in learning volleyball skills to keep pace with the fast rhythms of the game.