A Facebook-mediated blended learning model is associated with enhanced knowledge retention in sports science undergraduates

Abstract

Blended learning is increasingly adopted in higher education, particularly following the demonstrated value during the COVID-19 crisis. We tested an innovative blende learning model in sports science education, termed the “Add-on” model. This latter uses Facebook to share educational media (“Did You Know?” DYK images) with sports science undergraduates asynchronously after classroom-based lessons. In a randomized controlled trial (RCT) design with stratified randomization, an experimental group (EG = 40) was exposed to the “Add-on” model for 23 weeks, while a control group (CG = 40) followed the regular teaching approach. Both the EG and CG took a custom-designed 50-question written test focused on DYK image content before (pretest) and after (posttest) the intervention, with a retention assessment. Significant improvements in test scores were observed in both groups at posttest (p < 0.001), with the EG exhibiting a significantly greater improvement (p < 0.001). At retention test, reductions in scores were less pronounced in the EG compared to the CG at p < 0.001, indicating a superior retention effect in the EG. Simple regression analysis demonstrated a positive correlation between DYK image viewing and score improvement, with each viewed image potentially contributing to approximately 2.83% enhancement in test scores from pre- to posttest. The findings highlight the effectiveness of the “Add-on” model in sports science education and open the door for further exploration and application in other academic disciplines. Universities can collaborate with subject teachers to create and share these cost-effective materials on social media platforms such as Facebook, enhancing knowledge retention in higher education.