The Effect of Using Probing Thinking Strategies in Blended Learning on the Cognitive Achievement of a Number of Badminton Skills

Develop a program for probing thinking strategies in blended learning for a number of badminton skills.Construct a cognitive achievement scale for a number of badminton skills.Identify the differences between the post-tests of the two experimental groups (male and female students) that used probing thinking strategies in blended learning and the control groups (male and female students) in cognitive achievement for a number of badminton skills.The researchers hypothesized the following:There are statistically significant differences in the average cognitive achievement scores for a number of badminton skills between the post-test of the two experimental groups that used probing thinking strategies in blended learning and the control groups (male and female students).There are statistically significant differences in the average cognitive achievement scores for a number of badminton skills between the two experimental groups (male and female students).There are statistically significant differences in the average cognitive achievement scores for a number of badminton skills between the control groups (male and female students).The research sample was intentionally selected from four classes taught by the same teacher. The researchers randomly assigned the control and experimental groups through a lottery. The experimental groups (male and female students) used probing thinking strategies in blended learning, while the control groups used the traditional teaching method for badminton skills. The researchers processed the results using the SPSS statistical package.The researchers concluded the following:The experimental groups (male and female students) that used probing thinking strategies in blended learning outperformed the control groups (male and female students) that used the traditional teaching method in cognitive achievement tests for a number of badminton skills.