Measuring Inclusive Teaching Strategies in Physical Education: A Comparative Analysis of the Student Teams Achievement Divisions Student Combine Social Software Interaction and Direct Teaching Methods on Students’ Learning Performance

Abstract

Compared with direct teaching methods, the Student Teams-Achievement Divisions Combine Social Software (STADSS) can enhance students’ learning behaviors. We investigated whether incorporating the STADSS approach into a physical education curriculum can improve the students’ motor skills, learning behaviors, and enjoyment. We divided 104 university students from two badminton classes into the STADSS group (n = 55) and the direct instruction (control) group (n = 49). Both groups received the same physical education content and skills instruction for 10 weeks, but with curricula manipulated based on the principles of the respective teaching approaches. The following tools were used: Learning Behavior Scale, Enjoyment in Physical Education Scale, and Badminton Skill Assessment. The STADSS group (3.30 and 2.83, respectively) had higher mean scores in enjoyment and learning behaviors than the direct instruction group (3.09 and 2.63, respectively). Moreover, a significant interaction effect was observed between different teaching methods and students with different achievements in learning behavior, with low-achieving students in the STADSS group outperforming all other groups. In conclusion, STADSS-based badminton teaching was more effective in promoting enjoyment and learning behaviors than the direct teaching method, especially for low-achieving students, and should therefore be integrated into physical education programs.