The Effect of the Personalized Learning Strategy Enhanced by Immediate Feedback on Acquiring the Handstand Skill among Fourth-Grade Primary School Students
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Abstract
The research aims to identify the effect of the personalized learning strategy enhanced with immediate feedback on learning the handstand skill among fourth-grade elementary pupils. The researcher adopted the experimental method with the two-group design (experimental and control) due to its suitability for the nature of the problem, as it is considered one of the most appropriate designs for testing the effect of independent variables on dependent variables while controlling extraneous factors and allowing for accurate scientific comparison of results. The research community was intentionally determined and represented by the fourth-grade pupils of Al-Balagh Primary School, whose total number was (117) pupils. After conducting a random draw (lottery method), (20) pupils were selected for the experimental group who were taught using the personalized learning strategy enhanced with immediate feedback, and (20) pupils were selected for the control group who were taught using the traditional method, while (10) pupils were chosen as a pilot sample to ensure the validity of the teaching tools and tests before conducting the main experiment. The results indicated that adopting the personalized learning strategy enhanced with immediate feedback effectively contributes to improving the learning of motor skills by actively involving the pupil in the learning process and increasing motivation toward correct performance. The researcher recommends including the personalized learning strategy and immediate feedback within physical education curricula at the elementary stage due to their clear impact on developing skill performance and fostering learning independence among pupils
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