The Effect of the Differentiated Learning Strategy on Acquiring Some Basic Basketball Skills among Students of the College of Physical Education and Sports Sciences

Abstract

Influence of differentiated learning approach on the development of some basic basketball skills among the students of faculty physical education and sport science. A pre and post-test equivalent group design was used in the study to suit its aims and nature. The study sample were (50) students from the College of Sport Education and Physical Science, were distributed randomly into experimental group and control one. The experimental group was instructed through differentiated instruction, and the control group studied with a traditional program. The instructional intervention was administered for 8 weeks, with two teaching units per week. Student’s tooling with basic basketball skills, such as dribbling, chest passing and stationary shooting among others, were measured using national standardized skill tests. Results: Arithmetic means, standard deviations and t-test were used to compare groups. After post-test measurement, analysis showed a significantly better performance of the experimental group compared to controls for all assessed skills in terms of effectiveness of differentiated learning over traditional method. These results indicate that instructional content and practice conditions tailored to individual learner differences may lead to motor learning. It is recommended that the differentiated instruction strategy serves as an effective learning approach to enhance basic basketball skills acquisition among university students. The study therefore suggests the inclusion of differentiated instructional methods to basketball skills delivery into higher institutions also continue in other sports and level of education.