![]() Post-test results indicated no significant differences between the groups concerning the written test. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures (pre-test, post-test, 1-week retention test) on knowledge and skill test. Students took pre-, post-, and retention skill test and written test covering rules and concepts of the event. Each group received ten 45-min periods of instruction divided into 4 sections: a) 5 min warm-up, b) 15-min instructional time c) 15-min main practice time and d) 10-min cool dawn and review. ![]() Forty-eight middle school students of seventh and eighth grade were randomly assigned into three teaching method groups: MCAI, TI and CI. The purpose of this study was to determine the effect of multimedia computer - assisted instruction (MCAI), traditional instruction (TI), and combined instruction (CI) methods on learning the long jump event.
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