The Effect of Peer-Assisted Technique Badminton Teaching Class in Primary School Students

Abstract

Background and Aims: The need to explore alternative teaching methods in physical education for primary school students. This study likely aims to investigate the impact of incorporating peer-assisted techniques in badminton instruction, seeking to enhance the learning experience and outcomes for primary school students in the context of physical education. Thus, this study aimed to study the effects of peer-assisted badminton teaching selected course to improve learning outcomes in primary school students and to compare the effects of learning outcomes between the pretest and post-test Methodology: The sample consisted of 40 students from simple random sampling in five badminton classrooms, examined through pretest and post-tests Forehand deep high service skill, Forehand high clear skill, drop shot skill, forehand skill, backhand skill, and satisfaction survey on peer-assisted badminton course teaching. The experiment was conducted by following the peer-assisted badminton teaching selected course, 10 weeks duration. Then the data were prepared and analyzed statistically with a packet computer program to compute the mean and standard deviation and compare teaching achievement using a t-test dependent. (*p<.05) Results: (1) The effects of peer-assisted in badminton teaching selected courses to improve learning outcomes were found in the pretest and post-test of Forehand deep high service skill (11.26+2.59 and 16.00+4.03 score), Forehand high clear skill (3.95 + 1.15 score and 5.90 + 1.65 score), drop shot skill (4.60 + 2.47 score and 8.35 + 3.02 score), forehand-wall skill test (7.07+ 2.23 and 9.88 + 2.62 score), and backhand-wall skill test (9.63+ 2.43 score and 13.28 + 2.95 score), respectively. (2) The mean comparison between the pretest and post-test of badminton skills found that long sever skill test, highball skill test, drop shot skill test, forehand wall test, and backhand wall test, all of the variables had significant differences (*p<.05). The average score post-test of all variables was greater than the pretest. (3) The mean comparison of the satisfaction survey on peer technique in badminton course teaching between the pretest and post-test found that all variables had a significant difference (*p<.05). The average post-test score of all variables was greater than the pretest. Conclusion: The study evaluated the impact of peer-assisted teaching in badminton courses on learning outcomes. Results showed significant improvements in various skills, including forehand deep high service, forehand high clear, drop shot, forehand-wall, and backhand-wall skills. Additionally, a mean comparison between pretest and post-test scores indicated significant differences in long serve, highball, drop shot, forehand wall, and backhand wall skills, with post-test scores higher in all variables. Furthermore, the satisfaction survey demonstrated a significant increase in satisfaction with peer teaching techniques in badminton courses.