Effectiveness of augmented feedback in the acquisition of motor skill among Primary School Pupils in Navrongo, Ghana

Abstract

This study aimed at determining the effectiveness of knowledge of results (KR) and knowledge of performance (KP) in learning a motor skill. A two-group pretest posttest, quasi experimental design was used. Target population for the study was Primary School pupils in the Kasena Nankana Municipality. A simple random sampling technique was used to sample 60 pupils in the lower grade for the study. Data was collected using Test of Gross Motor Development -2 (TGMD-2) instrument and a self-designed observation checklist instrument. The instruments were used to assess the process and product measure of overhand throwing skill respectively. A paired sample t-test was used to determine the difference in pre-test and post-test results of KP and KR group and an independent sample t-test was used to determine the difference in KP and KR interventions with alpha level set at 0.05 for two tailed. Findings of the study revealed a very low performance in the overhand throwing skill at the pretest phase which suggests that the pupils did not have enough proficiency in the overhand throwing skills. The study also showed an improvement in the mean difference on post-test skill acquisition over pre-test skill acquisition by both the KR (M= 1.48) and KP (M= 3.81) groups. The results also revealed a significant effect of KP intervention (M=7.74, SD=1.26) over KR intervention (M=5.37, SD= .99). Hence, the findings supported the idea that KP is more effective than KR in this current study. It was concluded that, without the knowledge of performance, learning would be very slow and will often stop. It is, therefore, recommended that; lower primary teachers should focus on providing KP in relation to the objective established than KR to their pupils' performances.