Author:
Dr. Maysaloon Zuhair Hussein
Page: 21-26
Published online: 10 Sep 2026
https://doi.org/acejspe.2026.4.1.21
This study was conducted to compare the difference in motor skills learning, learning motivation, and volleyball performance of fourth-grade student learners in the College of Physical Education and Sports Sciences between the flipped classroom (FC) and the traditional method (TM). The researcher adopted the experimental design with two equivalent groups with pre-test and post-test approach. The study population was 20 students, who were determined by purpose sampling and divided randomly into two groups of equal students, with 10 students in each group, one experimental group (students learning with "flipped classroom" strategy) and the other control group (students learning by "traditional classroom" strategy). The educational programme consisted of two teaching sessions a week for 16 weeks. Skill performance tests were used for motor learning, one learning motivation scale was used as well as one observation form was used for evaluation of the performance in matches. The results revealed that there were no significant differences between the two groups in the pre-tests, thus establishing their equivalence. The experimental group showed a highly significant advantage in motor learning, learning motivation and match performance much higher than that of the control group and effect sizes of 100% were registered for all variables. The findings do support the use of flipped classroom as a more preferable learning atmosphere that allows digital learning to take place outside of class time and practical learning, feedback, and group learning during class time. This helps to enhance quality of learning and skill/tactical appreciation in volleyball. The study suggests the implementation of this in the school physical education education curriculum and University education.