Effects of Teacher-Centered vs Student-Centered Teaching Method on Basketball Skills and Tactics in China’s Middle School

서지정보

· 발행기관 : 학습자중심교과교육학회
· 수록지 정보 : 학습자중심교과교육연구 / 25권 / 9호 / 191 ~ 201페이지
· 저자명 : 추이밍량, 최승우, 리우슈앙루이, 이안수

초록

Objectives The purpose of this study was to compare the effects of teacher-centered and student-centered teaching methods on the mastery of basketball skills and tactics among Chinese middle school students.
Methods The study involved eighth-grade students from Jinding Middle School in Zhuhai City, Guangdong Province, China. A total of 105 students were divided into two groups: the experimental group (52 students) using a student-centered teaching and the control group (53 students) using a teacher-centered teaching. Both groups received 24 basketball lessons over 8 weeks following the 8th-grade curriculum. The students were tested on three areas: free-throw shooting (10 attempts), half-court dribbling and lay-up (time), and game performance (score). For data analysis, pre-test data were analyzed using an independent t-test to confirm group homogeneity, and a two-way ANOVA was used to analyze the effects of group and time, using SPSS 26.
Results The two-way ANOVA showed that first, in the case of half-court dribbling and lay-up, both the main ef fect of group [F(1,206) = 11.647, p ＜ .05] and time [F(1,206) = 485.785, p ＜ .05] were significant, though the in teraction effect was not [F(1,206) = 2.671, p > .05]. Second, in the case of free-throw shooting, no significant dif ferences were found for either the group [F(1,206) = .017, p > .05] or time [F(1,206) = .017, p > .05] effects. Third, in the case of the game, significant effects were found for both group [F(1,206) = 6.437, p < .05] and time [F(1,206) = 498.749, p < .05], with as significant interaction effect [F(1,206) = 6.887, p < .05].
Conclusions The study suggests that the student-centered teaching method is more effective than the teach er-centered method in enhancing basketball skills, especially in game performance, encouraging PE teachers to adopt student-centered approaches to improve teaching outcomes.

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