The Impact of Scaffolding Teaching Method to Students' Learning Outcomes in Teaching Badminton
DOI:
https://doi.org/10.54097/qa3a3s78Keywords:
Scaffolding Teaching Method, Teaching Badminton, Students' Learning OutcomesAbstract
This study adopts the quasi-experimental method to analyze the differences of students' ability indexes before and after the experiment as well as students' responses to scaffolding teaching by intervening scaffolding teaching and traditional teaching in two badminton classes in Guilin University. The researcher selected 30 students from the two classes as the study subjects and divided them into experimental and control groups. The control group was taught by traditional teaching method and the experimental group was taught by scaffolding method after 8 weeks of experimental intervention. This study concluded that the gender ratio, grade distribution and number ratio of the control and experimental groups were comparable, which helped to reduce the influence of external factors on the results and improve the credibility of the study. Before the badminton program intervention, the control and experimental groups had similar scores. Before the badminton program intervention, there was no significant difference between the pre-test scores of the control group and the experimental group in terms of striking technique, footwork. The experimental group using the scaffolding method had a significant advantage in striking technique and footwork, which indicates the potential effectiveness of this teaching method in promoting students' skill development. The experimental group using the scaffolding method in the badminton course showed significant advantages in badminton skills. These results further demonstrate the positive role of scaffolding in physical education courses and provide a practical basis for further promotion and application of scaffolding.
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