The Effectiveness Of The Woods Model According To Biggs' Levels (Surface, Deep, and Achieving) In Learning Some Basic Fencing Skills Among Students
Abstract
This study aimed to investigate the effectiveness of the Woods Model — an instructional model comprising three stages (Prediction, Observation, and Interpretation) — applied according to Biggs' levels of learning (Surface, Deep, and Achieving) in learning selected basic fencing skills (Retreat, Advance, and Lunge) among first-stage students at the College of Physical Education and Sports Sciences, University of Anbar. The researcher employed the experimental method using a design of three unequal-sized groups. The sample was selected randomly from one section and consisted of (36) students, who were classified according to the Biggs Learning Process Questionnaire into three groups (Surface, Deep, and Achieving). The instructional program was implemented through one instructional unit per week over a period of (12) weeks. Following the administration of pre- and post-tests, and statistical treatment of the data using the Statistical Package for the Social Sciences (SPSS), the results revealed statistically significant differences between the pre-test and post-test results in favor of the post-tests across all groups. Moreover, the Deep-learning group outperformed both the Surface and Achieving groups in all three skills, while no significant differences were found between the Surface and Achieving groups. The researcher recommends adopting the Woods Model in teaching motor skills while taking students' learning styles into consideration.
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