To Improve the Quality of Sports Statistics Teaching through the Use of Case-Based Teaching for Undergraduates Majoring in Physical Education at Nanning Normal University

Abstract

This study used an experimental design to compare the knowledge acquisition, course satisfaction, and learning interest of case-based and traditional sports statistics students. The study included 90 juniors from Nanning Normal University's College of Physical Education and Health in Guangxi, China. The experimental group was taught case-based teaching and the control group traditional teaching, but the teaching method, content, materials, and assessment criteria were the same, and the instructors followed the syllabus and instructional design. Testing and data collecting followed each action research cycle in the 16-week project. In the first cycle of action research data, self-assessment of knowledge mastery and interest in learning were significantly higher than baseline data for both groups; in the course test, the experimental group performed significantly better than the control group, but there was no difference. In the second cycle of action research data, self-assessment of knowledge mastery, course quiz performance, and course satisfaction were significantly higher in the experimental group than in the control group. Learning interest was not different. Conclusion: Case-based teaching in sports statistics increased physical education students' knowledge mastery and provides practical pedagogical guidance for sports statistics education and strong support for future research and practice. To fully comprehend the case-based teaching method's potential for sport statistics, more study is needed on its long-term effects, applicability, and implementation techniques.