THE DEVELOPMENT OF A BLENDED LEARNING MODEL FOR CORE COURSES AND BASKETBALL INSTRUCTION METHODS TO PROMOTE BASKETBALL SKILLS FOR PHYSICAL EDUCATION STUDENTS

Abstract

This research aims to 1) study the current state of teaching and learning methods for core basketball courses in regular face-to-face classrooms and blended learning models combining face-to-face and online learning; 2) develop a blended learning model for core basketball courses and teaching methods to promote basketball skills; 3) study the effectiveness of the developed blended learning model; and 4) evaluate student satisfaction with the blended learning model. The research consisted of four steps: Step 1: Studying the current state of teaching and learning in core courses and basketball instruction methods. The sample group consisted of 51 Physical Education students from Ramkhamhaeng University and 5 interviewees. The research tools were 1) questionnaires and 2) interviews. Step 2: Developing and evaluating the effectiveness of blended learning. The research tools were 1) a component evaluation form and 2) a document evaluation form. Step 3: Pilot testing the blended learning model with 30 Physical Education students from Ramkhamhaeng University, selected using purposive sampling. The research tool was 1) a knowledge test with a reliability coefficient of 0.05 used two assessment tools: 1) a blended learning assessment tool, and 2) a basketball skills test with a reliability coefficient of 0.05. Step 4 involved evaluating satisfaction with the blended learning approach by surveying physical education students at Ramkhamhaeng University. The statistical methods used for data analysis included mean, standard deviation, dependent samples t-test, and qualitative content analysis.
The research results found that:
1. The current state of learning management in regular face-to-face and online classrooms for core courses and basketball teaching methods is generally at a high level. Regarding blended learning approaches, it was found that the content must be up-to-date and aligned with the objectives, diverse technologies and media should be used in learning, and they should be appropriately applied.
2. The results of developing a blended learning model, which combines face-to-face classroom learning with online learning, known as the IKCPP MODEL, consisting of 5 steps: 1) Introductory phase, 2) Knowledge sharing phase, 3) Checking understanding phase, 4) Product design phase, and 5) Reflection phase, showed an overall high level of satisfaction with the model and supporting documents.
3. Outcomes from the blended learning model: Knowledge test results showed that post-test scores were significantly higher than pre-test scores (p < .05) Basketball skills test results also showed that post-test scores were significantly higher than pre-test scores (p < .05)
4. The overall satisfaction assessment regarding blended learning in traditional face-to-face and online classrooms, in terms of learning content, learning activities, media and resources, and learning assessment, was at a high level.