The effectiveness of two types of scaffolding techniques strategy in developing the scientific, epistemological, skill and reactionary sense towards the subject of (Badminton)

Mohammed, Noor Faris; Alemam, Safa Thannoon; Ahmed, Sabhan Mahmood

doi:10.33899/rjss.2024.186411

	The effectiveness of two types of scaffolding techniques strategy in developing the scientific, epistemological, skill and reactionary sense towards the subject of (Badminton)
Al-Rafidain Journal For Sport Sciences
Volume 27, 86 syppl, December 2024, Pages 448-485 PDF (1.15 M)
Document Type: Research Paper
DOI: 10.33899/rjss.2024.186411
Authors
Noor Faris Mohammed^* ¹; safa Thannoon alemam²; Sabhan Mahmood Ahmed³
¹College of Physical Education & Sports Sciences/ University of Mosul
²College of Physical Education and Sport Sciences University of Mosul
³College of Physical Education & Sports Sciences / University of Mosul
Abstract
The study aims at: 1.3.1. the effectiveness of scaffolding techniques strategy according to the conceptual maps and the supporting activities in developing the scientific, epistemological, skill and reactionary sense. 1.3.2. the significance of differences among the three groups under study in developing the scientific, epistemological, skill and reactionary sense. The researcher hypothesizes the following: There are significant differences between the two pre and post-tests for the three groups in developing the scientific, epistemological, skill and reactionary sense. There are significant differences between the post-test for the three groups in developing the scientific, epistemological, skill and reactionary sense. The researchers used the descriptive method because it suits the nature of the study. The sample of the study included (60) students; (20) of them for the first experimental group which was studied according to the scaffolding techniques with the style of supporting activities, and (20) students in the second experimental group which was studied according to the scaffolding techniques with conceptual maps style, and (20) students for the controlling group which used the normal style adopted by the lecturer, and the test of equality was used among the three groups in a number of variables (age and cleverness test). The teaching program lasted (8) weeks with (24) teaching units included (8) units for the first experimental group which used the scaffolding techniques strategy according to the supporting activities, and (8) units for the second experimental group which used the scaffolding techniques strategy with the conceptual maps style, and (8) units for the controlling group which used the normal method adopted by the lecturer, the time of each teaching unit was (90) minutes after finishing the post-test for the measurement variable of the scientific, epistemological, skill and reactionary sense. The researchers used the following statistical means: (the mean, standard deviation, T. Test, F. Test for analyzing the difference, the test of the least significant difference L.S.D, simple correlation coefficient and percentage). The data was treated by using (SPSS). Program. In the light of the findings of the study and within its limits, the researchers reached at the following: The two scaffolding techniques strategy according to the style of supporting activities and the conceptual maps are considered effective teaching strategies in developing the scientific, epistemological, and skill sense towards (Badminton) subject. The two scaffolding techniques strategy according to the style of supporting activities and the conceptual maps are considered effective teaching strategies in developing the scientific, and skill sense towards (Badminton) subject. The two scaffolding techniques strategy according to the style of supporting activities and the conceptual maps surpassed the normal style in developing the scientific, epistemological, skill and sense towards (Badminton) subject. Through the findings of the study, the researchers recommend the following: Holding training courses concentrate on using new teaching strategies amongst is the scaffolding techniques strategy that includes depending the students on themselves and developing the increase of the teaching motivation. Change in using the imperative style in teaching the subjects of physical education, and paying attention to strategies that help to think particularly in the college of physical education for their importance in creating an independent and creative personality. Doing a similar study in other stages of study and other subjects the matter which will have a positive effect in improving the creative thinking.
Keywords
scaffolding techniques; developing the scientific; skill

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