Modern Educational Approaches
S. Goharrokhi; A. Saberi Kakhki; M. Sohrabi; M. Jabbari Noughabi
Abstract
Background and Objective:Specialists in education divide teaching methods into two main categories: traditional methods and active teaching methods. In traditional methods, the teacher is versatile and students are passive and accepting, and one-way teaching is done by the teacher. Active teaching method ...
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Background and Objective:Specialists in education divide teaching methods into two main categories: traditional methods and active teaching methods. In traditional methods, the teacher is versatile and students are passive and accepting, and one-way teaching is done by the teacher. Active teaching method refers to methods in which students play an active role in the teaching process and gain experience using teacher guidance and learning has a two-way flow. Teaching methods seem to be on a spectrum, ranging from teacher-centered to student-centered. The command method is a teacher-centered method. In this way, expectations and goals are clear to students and are more suitable for use in large classrooms. Different teaching styles are used by the trainers, but there is not any theoretical agreement on the style that will have the most productivity. Therefore, the purpose of this study was to compare the effect of command and reciprocal teaching styles on the performance and learning of basketball throw with emphasize to Jentile Model. Materials: This is a quasi-experimental study conducted in pre-test and post-test phases. Participants included 43 volunteer teenage girls who were selected by available sampling. The participants were randomly divided into three groups: command, reciprocal and control. Participants practiced basketball free throws in accordance with the Gentile’s model and their performance was measured in four steps including pre-test, immediate retention and delay retentions. For analysis of data, mixed ANOVA with repeated measures and Bonferroni tests were used. Findings: Both command and reciprocal styles had a significant effect on participants' performance (P≤ 0.05). However, there was no significant difference between these styles (P≥ 0.05). Based on the results, it can be said that both styles can have a positive effect on the training process and improve this skill. Conclusion: The general results of the present study indicate that there is no significant difference between the two teaching methods in teaching and learning a basketball fixed shot, which means that both command and two-way methods can have positive effects on the teaching process. Although some researchers today have paid more attention to active teaching methods and emphasized it more, but the results of the present study showed that command teaching method causes the same progress in the learner that students in both teaching methods are likely to have related benefits. These methods have been used, some of which were mentioned in the discussion, and no significant difference was observed between the two teaching methods. Therefore, it is suggested that researchers manipulate other constraints in their research to clarify the hidden angles of the effectiveness of teaching methods.
