Badminton Teaching Modes and Students’ Academic Performance: Basis for Teaching and Learning Approaches

Abstract

This study aimed to determine the assessment of the application of mixed teaching mode in badminton teaching as perceived by the freshmen and sophomore students in selected universities in China. It utilized the descriptive comparative -correlational research design in the conduct of the study. To ensure the valid and systematic presentation, analysis and interpretation of the data the following statistical tools were obtained: frequency count and percentage, weighted mean, ranking, P value and t-test/ Analysis of Variance for independent samples, Pearson’s r Correlation Analysis. Results of the study revealed that the diverse modalities for teaching badminton are necessary for effective badminton instruction however these modalities may not currently be optimized for student learning. There is a wide range of perceptions and preferences among the respondents on the different teaching modalities. The average academic performance of the respondents is categorized as medium. The diversity in opinions underscores the importance of offering flexibility and choices in teaching modalities to cater to the preferences and learning styles of students. The relationship between teaching methods (face-to-face, blended, hybrid, and pure online) and students’ academic performance is multifaceted. It depends on various factors, including student characteristics, instructor quality, resource availability and motivation.