Abstract
The study aims to identify the effect of adaptive learning stations on cognitive achievement in the course of “Methods and Techniques of Teaching Physical Education.” The researchers employed the experimental approach due to its suitability for the nature of the study and the sample. A quasi-experimental design was used with two groups: one control and one experimental, using post-measurements for the research variables. The study sample was randomly selected from second-year female students in the Faculty of Physical Education at Sadat City University during the 2023/2024 academic year. The sample included 180 students, representing 32.37% of the total population. The students were divided into two equal groups: 90 in the control group and 90 in the experimental group. Additionally, 60 students (10.79% of the population) were selected from outside the primary sample for a pilot study, bringing the total sample size to 240 students, representing 43.16% of the total population. The following tools were used to collect data: Data analysis, Intelligence test, Cognitive achievement test Opinion and impression form regarding the use of adaptive learning stations. The study revealed statistically significant differences between the post-measurements of the control and experimental groups in the level of cognitive achievement in the course of “Methods and Techniques of Teaching Physical Education.” The experimental group, which used adaptive learning stations, showed higher improvement rates in the oral test (51.74%) and cognitive achievement level (57.81%). Additionally, the relative importance of the emotional impressions and opinions of the experimental group regarding the use of adaptive learning stations ranged from 91.11% to 100%. This indicates that adaptive learning stations effectively enhance the affective domain and positively influence students’ opinions and impressions about the course. and this achieves one of the sustainable development goals of the United Nations in Iraq which is (Quality Education).
First Page
9
Last Page
18
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Fhaim, Magdy Mahmood and Abdulraheem, Ameera Mahmood Taha
(2025)
"Adaptive Learning Stations and Their Impact on Cognitive Achievement in the Course of Methods and Techniques of Teaching Physical Education,"
Modern Sport: Vol. 24:
Iss.
1, Article 2.
DOI: https://doi.org/10.54702/2708-3454.1001
