Needs and Guidelines for Blended Learning Management in Badminton Subject for Physical Education Students of Rajabhat University

Abstract

 The purposes of this research article were 1) to study the needs of blended learning management in badminton subject for Physical Education students of Rajabhat University; and 2) to synthesize guidelines for developing a badminton teaching model for physical education students at Rajabhat University. The data collection method consisted of a questionnaire on the needs of 245 physical education students at Rajabhat University using a cluster random sampling method and semi-structured interviews with 6 qualified persons using a purposive sampling method. Both the questionnaire and the interview forms were reviewed by experts with reliability values ​​of 0.86 and 1.00, respectively. Data were analyzed using mean and importance index of the need ranking for the questionnaire. Qualitative data analysis was performed in a descriptive manner for the interviews. The research results found that 1) the needs for blended learning management in badminton subject for Physical Education students of Rajabhat University, which must be prioritized, were as follows: in terms of tools and facilities, students had an average score of 0.09, followed by measurement and evaluation aspect, learning management methods aspect, with an average score of 0.07, teachers aspect with an average score of 0.06, and content aspect with an average score of 0.02, respectively, 2) the guidelines for creating a blended learning management model consisted of 4 important guidelines: 2.1) organizing learning in both online and offline formats by organizing the badminton subject content structure to be consistent with the subject descriptions according to the physical education curriculum of Rajabhat University, 2.2) emphasizing the creation of online lessons for students to study and learn before entering the classroom and to review lessons by themselves, 2.3) determining online channels to be consistent and not increase the cost burden for students more than regular classes, 2.4) having a test to measure knowledge, attitudes, and practical skills that emphasized real-world assessment. In addition, the test must be of quality and have standards that were appropriate for the context of the students.