A comparison of media approach versus traditional method in teaching college beginning racquetball.

Abstract

The purpose of this study was to determine if an experimental method using the overhead projector is more effective than the traditional method of instruction in teaching beginning racquetball at the college level.

The sample for this study consisted of two beginning racquetball classes selected from ten beginning racquetball sections of physical education service classes at Middle Tennessee State University in the spring 1983 semester. One class, which consisted of fifteen students, aged eighteen to thirty-one years, served as an experimental group. Another class, which consisted of sixteen students, aged eighteen to thirty-one, served as a control group. The experimental group was taught by the investigator who utilized the overhead projector. The control group was taught by a regularly assigned instructor who followed a traditional teaching approach focused on mass demonstration, explanation, and drill. The experiment lasted eight weeks. Improvement in the performance of the knowledge and the ability of the game was determined by pretest and posttest scores on JLRB, form A knowledge and JLRB, form B ability.

The .05 level was utilized to determine significance for the statistical analysis conducted in this study. A general unweighted means analysis of variance (ANOVAGUM) was used to determine if there were any significant differences between groups.

Findings of the study were: (1) Both the experimental and the traditional procedure proved to be effective in that significant gains at .05 level were made in JLRB, form B ability test. (2) There was no significant difference between the groups in JLRB, form A knowledge test. (3) No significant difference existed between the groups on any of the two variables measured as a result of the experimental treatment.