Comparsion of Multimedia Computer Assisted Instruction, Traditional Instruction and Combined Instruction on Learning the Skills of Long Jump

The purpose of this study was to determine the effect of multimedia computer assisted instruction (MCAI), traditional instruction (TI), and combined instruction (CI) methods on learning the long jump event. Forty-eight middle school students of seventh and eighth grade were randomly assigned into three teaching method groups: MCAI, TI and CI. Each group received ten 45-min periods of instruction divided into 4 sections: a) 5 min warm-up, b) 15-min instructional time c) 15-min main practice time and d) 10-min cool dawn and review. Students took pre-, post-, and retention skill test and written test covering rules and concepts of the event. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures (pre-test, post-test, 1-week retention test) on knowledge and skill test. Post-test results indicated no significant differences between the groups concerning the written test. Nevertheless, the mean skill test scores of the TI and CI groups were significantly greater than MCAI group. Retention test results showed that groups retained the knowledge and skill learning. However, the mean skill test score of the MCAI group was significantly lower than the TI and CI groups. Conclusively, the CI method tended to be the most effective for cognitive learning and skill development.