Effect of using Instructional Scaffolding strategy by students In learning air pistol shooting

Abstract

The purpose of the study was to determine the impact of using the Instructional Scaffolding strategy in learning the shooting  skill on the effectiveness of the air pistol. The researcher used the experimental method for its importance to the nature of the research and its problem. The research community were students of the fourth stage at Babylon University for the academic year (2021-2022), and their number is (158) students..

The research sample was chosen at random by lottery from two groups (B and C), and it consisted of twenty students divided into two groups, each with ten students. Class (B) represented the experimental group which employed the instructional scaffolding strategy, while class (C) represented the subject teacher's method. The researcher employed the necessary instruments and means.

After conducting the pre-test, the sample began to implement the curriculum units, which lasted four weeks and were divided into two units each week, for a total of 90 minutes per instructional unit. The researcher conducted a post-test and extracted the data after finishing the implementation of the instructional units using the instructional scaffolding strategy in the experimental group. The data was then statistically processed, presented, evaluated, and discussed.

According to the findings, there are significant differences in the results of the two tests (pre and post) and for the two groups, as well as variations in the post test and in favor of the experimental group (single method). In light of the findings, the researcher suggested that the instructional scaffolding strategy could have been used to learn shooting skills in order to maximize the usefulness of the air pistol, as it allowed the learner to rely on himself during the learning process.