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Title: The Effects of Multimedia Computer Assisted Instruction CAI on Teaching Tennis Content Knowledge and


1
The Effects of Multimedia Computer Assisted
Instruction (CAI) on Teaching Tennis Content
Knowledge and Pedagogical Content Knowledge (PCK)
in a Physical Education Teacher Education Program
(PETE). Ferman
Konukman, Richard Stratton, George Graham,
James Krouscas, Jay Vasil, Stephen
Yang, Bülent Agbuga, Ilker Yilmaz,
Coskun Bayrak  
Central Washington University,
Virginia Tech / USA, Penn State University
/USA, University of Nebraska Lincoln /USA,
Texas A M Univeristy / USA, Anadolu
University / TURKEY,



   

RESULTS DISCUSSION The results showed that
although no significant differences were found
between the TI and CAI groups (pgt0.05), both
groups performed significantly better than the CG
group in tennis serve content knowledge (plt0.05)
and only TI group improved significantly within
the group (plt0.05). The TI group performed
significantly better than the CAI and CG groups
in providing appropriate cues. Only the TI group
improved significantly within the group (plt0.05)
and the CAI and CG groups did not improve
(pgt0.05). No significant differences were found
among the groups in tennis serve PCK-Appropriate
feedback (pgt0.05). Finally, there were no
significant differences between the TI and CAI
groups in appropriate demonstration (pgt0.05).
However, both the TI and CAI groups performed
significantly better than those in the CG group
(plt0.05). Moreover, both the TI and CAI groups
improved significantly within the group pre to
post test (plt0.05). The CG group did not improve
at all (pgt0.05). The results of this study
revealed that CAI can be an effective
instructional method in certain areas. In
conclusion, the 21st century will be an
information age and computers will be an
essential part of the education system in all
grades and ages. Physical education teacher
education programs and physical education lessons
in K-12 education are no exceptions. Computers
and instructional technology should be an
integral part of PETE and K-12 physical education
without sacrificing the physical activity.
REFERENCES Lockard, J., Abrams, D. P.,
Many, W. A. (1997). Microcomputers for
twenty-first century educators (4th ed.). New
York, NY Longman. Petrakis, E., Konukman ,
F. (1999). Tennis Task Analysis multimedia
CD-ROM, University of Nebraska Lincoln,
Department of Health and Human Performance,
Lincoln, Nebraska. Petrakis, E. (2000).
Multi-tech tennis Technology of tennis for
teaching and learning in the 21st century. Paper
presented at Hacettepe University, 6th
International Sport Science Conference (Ankara,
Turkey).
INTRODUCTION Technology in the information
revolution has provided many unique benefits to
instructional programs. Although traditional ways
of instruction are widely accepted in teaching
and learning environments, some educational
institutions have started to implement computer
technology as an instructional approach Computer
Assisted Instruction (CAI) has been used for more
than five decades for educational purposes.
Although the use of computers is not new, CAI is
still a popular and common terminology in todays
educational institutions and schooling process.
CAI provides an instructional interaction between
the learner and the computer in a variety of
contents with or without the assistance of a
teacher. (Lockard, Abrams, Many, 1997). In this
process, CAI helps the learner(s) by presenting
material and acting as a tutor. CAI uses the
computer to facilitate and improve student
learning. Students interact with computers at
their own pace and the role of the teacher
becomes a facilitator or coach. CAI programs
direct the learners attention to different
sections in a learning sequence without the
direct assistance of a teacher (Petrakis, 2000).
MATERIAL METHODS The purpose of this
investigation was to determine the effects of
multimedia CAI on teaching tennis Content
Knowledge and Pedagogical Content Knowledge (PCK
Appropriate cues, feedback and demonstration) in
a PETE program. The data were obtained from 18
undergraduate PETE students enrolled in an
evaluation and assessment course at a
Mid-Atlantic university. Subjects were randomly
assigned to three groups as Computer-Assisted
Instruction (CAI) group (n6), Teacher
Instruction (TI) group (n6), and Control (CG)
group (n6). The CAI group completed a
sixty-minute instruction about teaching the
tennis serve in a computer lab. Two multimedia
CAI tutorials, Interactive Tennis (IT) (Petrakis,
1996) and Tennis Task Analysis (TTA) (Petrakis
Konukman, 1999) were used as interventions. The
TI group received a sixty-minute teacher
instruction having same content that used in CAI
tutorials. Control group did not receive any
instruction. The results of this study were
gathered from Tennis Serve Content Knowledge
Test, two six minutes micro teaching sessions on
teaching tennis serve via observing video tapes
and coding on Tennis Serve PCK Assessment Sheet.
A pre-test and post-test experimental design was
applied. The Kruskal-Wallis test was used to
determine the differences among the three groups,
and pairwise ranking with the Mann Whitney U test
was conducted between all comparisons as a post
hoc analysis. Moreover, the Wilcoxon Signed Rank
test was used to determine pre-to post-test
changes within the groups. Alpha set at plt 0.5.


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