Needs Analysis Study for Developing a New Badminton Module for Form One Students
Nguang Ung Siong1, Syed Kamaruzaman Syed Ali1*
1 Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
*Corresponding Author: [email protected]
Received: 30 May 2023 | Accepted: 10 July 2023 | Published: 30 July 2023
DOI:https://doi.org/10.55057/ijares.2023.5.2.19
__________________________________________________________________________________________
Abstract: Badminton skills learning is an important skill and is included in the Physical Education subject in the Standard Curriculum of secondary schools in Malaysia. Failure to master the learning outcome of badminton skills in Physical Education class which covers the performance of skill achievement, motivation and self-confidence will affect the students' willingness to learn tactics and strategies of the badminton game in upper secondary school.
Therefore, skill mastery, motivation and self-confidence are important objectives that need to be the focus of the students in participating badminton skills learning activities in the Physical Education class in lower secondary school. This study was conducted to analyze the development needs of badminton modules for form one students in secondary schools to carry out learning activities that can increase skill achievement, motivation and self-confidence.
Needs analysis was carried out using a quantitative approach using questionnaire instrument distributed to 74 Physical Education teachers around the Samarahan district from nine different secondary schools. The instrument contains two parts that need to be evaluated, namely, the teacher's perception of the problems faced by the students in teaching and learning badminton skills and the teacher's perception of the need to develop a training module to help overcome the problems faced by the students in secondary school. The data obtained was analyzed descriptively to find out the frequency and percentage for each item obtained for the questionnaire. The results of the study found that there is a need to design a comprehensive training module in badminton for the use of badminton skills learning sessions in secondary schools. The implications of the study have provided preliminary information on the need for the development of a comprehensive training module based on cooperative learning strategies and learning theories in badminton skills to help improve the level of skill mastery, motivation and self-confidence of the students.
Keywords: Needs analysis study, Teacher's perception, Form one students, Badminton ___________________________________________________________________________
1. Introduction
Starting 2017, Secondary School Standard Curriculum has been introduced to produce the students who are innovative and balanced in terms of Physical, Emotional, Spiritual, Intellectual and Social to meet the National Education Philosophy of Education in Malaysia.
This curriculum has established that Physical Education subject is a compulsory subject that must be taken by all students in secondary schools under the supervision of the Malaysian Ministry of Education. Therefore, the Malaysian Ministry of Education (KPM) through the instructions of circular letter number 9 of 2016 has determined that Physical Education is a
compulsory subject that must be taken by all students in secondary schools in line with the introduction of the Standard Secondary School Curriculum (KPM, 2016b). In an effort to meet the National Education Philosophy, Physical Education subject was introduced at form one starting 2017 with a new measure which emphasizes the pillars of skills, fitness and sportsmanship contained in the Physical Education Standard Document of Curriculum and Assessment (KPM, 2016). In the first level Physical Education subject in secondary school, the three main pillars need to be studied in the secondary school Physical Education class according to the timetable of Physical Education in secondary school should be based on the existing circular letter and a time distribution of one hour is needed for each Physical Education teaching and learning session in secondary schools (KPM, 2016b).Therefore, Physical Education subject in secondary school is also an important subject that needs to be taught interestingly and effectively to secondary school students in Physical Education class even if the subject is not an exam subject (Syed Ali, Som & Zahidi, 2016).
In the core learning of first-level Physical Education skills, badminton skills are important skills that need to be learned in Physical Education classes (KPM, 2016). Meanwhile, badminton skill is also a complex skill that has sequences of sections that are difficult for secondary school students to master by using traditional teaching (Nguang, Ali & Hutkemri, 2020). However, this situation can be overcome by improving the quality of teaching and learning in Physical Education classes which can be achieved through the use of training modules in the badminton learning process. A quality teaching and learning process through the use of comprehensive badminton modules can provide good motivation for students to carry out learning activities about sports skills that need to be mastered so that students can master every part of the skills learned and have self-confidence to implement the skills that has been mastered well (Nguang et al., 2020; Noah & Ahmad, 2004, Arip, 2010). This is because the use of appropriate badminton modules can help students form a deep memory of sports skills movement. (Magill, 2014; Schmidt & Lee, 2011).
Effectively mastering badminton skills, increasing students' motivation and confidence in their ability to perform badminton skills that need to be mastered at the lower secondary school level can help students more easily achieve the learning outcomes of Physical Education at the upper secondary school level which focuses more on badminton game tactics and strategy in Physical Education class (KPM 2018).Therefore, increasing the achievement level of badminton skills with high motivation and self-confidence is the main key to improve the performance of secondary school students in the participation of badminton sports such as having confidence to be actively involved in competitive Badminton sports competitions when their level of competence in badminton sports has been enhanced (Colvin, Markos & Walker, 2016;
Seymour & Garrison, 2017). In addition to participating in badminton competitions, students can also use the badminton skills they have mastered to actively play sports and practise a healthy lifestyle through continuous involvement in badminton sports activities for the purpose of leisure and recreational activities in maintaining a healthy life (Aggerholm et al., 2018;
Wuest & Bucher, 2015; Rutten et al., 2015).
Therefore, a systematic and effective training module for badminton needs to be developed in Physical Education classes in order to help students acquire knowledge of badminton skills, good motivation and self-confidence during the teaching and learning session in Physical Education classes in line with the needs of secondary school Physical Education curriculum (KPM, 2016b). Quality modules can improve students' learning outcomes to achieve the overall goal of Physical Education (KPM, 2017) and help students to engage in badminton games and lead a healthy life through recreational activity with the good mastery of badminton skills,
motivation and self-confidence. In line with the introduction of the Secondary School Standard curriculum, cooperative learning strategies are among the teacher-centered learning strategies that have been recommended by the curriculum development department for the implementation of teaching and learning in secondary schools (KPM, 2016a). However, direct teaching and learning is still the teacher's favorite and it is practised when teaching Physical Education subjects (Salimin et al., 2015; Jemaah Nazir, 1992). Furthermore, the Physical Education Curriculum Standard Document also does not detail the implementation of teaching and learning in sports skills by using cooperative learning strategies and learning theories to support the teaching and learning sessions of sports skills in Physical Education classes. In line with the recommendations from the curriculum development section, cooperative learning strategy is suitable for developing badminton modules to improve aspects of badminton skills, motivation and self-confidence of students in Physical Education classes. Furthermore, the application of learning theories together with learning strategies in modules construction is also important to produce quality modules for use in teaching and learning sessions (Cindy, 2017, Noah & Ahmad, 2004). For this reason, needs analysis study should be carried out to identify the development needs of a new badminton module for use by secondary school students in Physical Education classes to fulfill the objectives of this study.
2. Research Questions
Based on the objectives of the study, the following research questions have been formulated to answer the objectives of this study:
i. What is the teacher's perception of the problems faced by students in teaching and learning badminton skills?
ii. What is the teacher's perception of the need to develop a badminton module to help overcome the problems faced by students in teaching and learning badminton skills?
3. Methodology
In this study, a survey method using a questionnaire was used to obtain information from Physical Education teachers in secondary schools in a needs analysis. Questionnaires are suitable for use in needs analysis studies because the using questionnaires is an effective way to obtain the information needed by the researcher to answer the objectives of the study (Jamian
& Taha, 2020; Noah & Ahmad, 2005). Therefore, the researcher chose the survey method by using a questionnaire in the study of the needs to examine the problems faced by the students in teaching and learning badminton skills and the need of developing a badminton modules to help to overcome the problems faced by the students in teaching and learning badminton skills.
A needs analysis study was carried out in nine secondary schools in Samarahan, Sarawak. A total of 74 Physical Education teachers were involved as respondents in the needs analysis.
These 74 Physical Education teachers have experience in teaching badminton skills in Physical Education classes in secondary schools. A needs analysis questionnaire will be distributed to Physical Education teachers in secondary schools in Samarahan division to identify the need for the construction of badminton modules for secondary school students. They need to fill in a set of questionnaires for analyzing needs of developing a badminton module and give responses based on their level of agreement and their own opinions following the options given in the questionnaire form. The responses given by the Physical Education teachers were analyzed descriptively. After that, descriptive statistics such as frequency and percentage were used to analyze the results of the needs analysis to describe the summary of the data obtained from the Physical Education teachers in nine secondary schools in Samarahan, Sarawak.
Therefore, the data in the needs analysis study was analyzed to calculate the frequency and percentage obtained from the study respondents in filling out the needs analysis questionnaire by using the Statistical Package for the Social Science (SPSS) software.
3.1 Research instrument
The needs analysis questionnaire used in the needs analysis study was modified from Teh, Shah and Idrus (2020). The Questionnaire for this needs study consists of three parts, namely part A about the background of the respondents, part B (close ended questions with five point Likert scale) about the teacher's perception of the problems faced by the students in teaching and learning badminton skills and part C (close ended questions with two intervals Guttman scale) which concerns the teacher's perception of the need to develop the badminton module to help to overcome the problems faced by students in teaching and learning badminton skills. A modification of the needs analysis questionnaire from Teh et al. (2020) was implemented to suit the research objective of this study. After that, the needs analysis questionnaire was referred to four experts with wide experience in the field of Physical Education to obtain content validity to confirm each item in the needs analysis research questionnaire. At the same time, the experts also play a role in evaluating the context, sentence content, language adjustment and word type for each item in the needs analysis questionnaire during the process of checking and verifying the items. The experts have agreed and confirmed that the research questionnaire is suitable for use in this needs analysis study to obtain information about teacher's perception of the problems faced by students in teaching and learning badminton skills and teacher's perception of the need to develop a badminton module to help overcome the problems faced by students in teaching and learning badminton skills after improvements have been made to the items in the needs analysis questionnaire based on recommendations by experts.
After that, test and retest is an appropriate way to test the reliability of the questionnaire in a pilot study by filling out the questionnaire twice under the same conditions to identify the level of reliability (Ehizele & Azodo, 2013). In the test and retest of the questionnaire, the appropriate time for respondents to complete the questionnaire twice is at two times in two
weeks apart between the time of measurement for the first time and the second time (Seves et al., 2021; Tan et al., 2015). Furthermore, a pilot study also needs to be done on a
small scale to obtain the reliability of the instrument and the sample selected in the pilot study needs to have the same characteristics as the real needs study (Fraenkel, Wallen & Hyun, 2012).
Therefore, the number of respondents in a pilot study to assess the reliability of the questionnaire instrument can reach 30 people (Chua, 2021). Thus, 32 Physical Education teachers from secondary schools in Kuching, Sarawak were used by the researcher in a pilot study to obtain the reliability value of the instrument of needs analysis study through test and retest. 32 respondents were given a needs analysis questionnaire and an explanation of how to answer the questionnaire in the pilot study. After the questionnaire was answered by 32 respondents in the first test, the same questionnaire was given to the same respondents in the second test after two weeks to be answered and tested for the reliability of the instrument. Test and retest were determined by calculating the Pearson correlation coefficient between the first and second tests (Chua, 2021a; Noah, 2002).
The reliability value (Pearson's correlation coefficient) for the items in the needs research questionnaire obtained in the pilot study is 0.99. Therefore, the reliability value is high when the scores from the first test and the second test are correlated through the test and retest in the pilot study. Thus, this research instrument is consistent and shows high reliability based on a pilot study that has been carried out on 32 Physical Education teachers in Kuching, Sarawak.
Therefore, this needs analysis questionnaire can be used by researchers in real needs studies based on high results that have been obtained through reliability tests in pilot studies.
4. Findings
4.1 Teacher's Perception of the Problems Faced by Students in Teaching and Learning Badminton Skills
Table 1: Data Analysis about Teachers' Perceptions of Problems Faced by Students in Teaching and Learning Badminton Skills
Item Statement Detail Frequency Percentage
1 The students were not able to demonstrate the steps of badminton skill
implementation in the learning session in an orderly manner.
1. Strongly disagree 2. Disagree
3. Moderate Agree 4. Agree
5. Strongly Agree
0 1 17 37 19
0.00 1.35 22.97 50.00 25.68 2 The students are not sure what the next
step is to do in learning badminton skills.
1. Strongly disagree 2. Disagree
3. Moderate Agree 4. Agree
5. Strongly Agree
0 1 18 34 21
0.00 1.35 24.32 45.95 28.38 3 The students are not confident with the
steps to implement the badminton skills learned.
1. Strongly disagree 2. Disagree
3. Moderate Agree 4. Agree
5. Strongly Agree
0 1 17 30 26
0.00 1.35 22.97 40.54 35.14
4 The students were unable to apply the badminton skills they had learned in following the task activities during the learning session.
1. Strongly disagree 2. Disagree
3. Moderate Agree 4. Agree
5. Strongly Agree
0 0 18 31 25
0.00 0.00 24.32 41.89 33.79 5 The students are not motivated to do
badminton skill learning activities in the learning session.
1. Strongly disagree 2. Disagree
3. Moderate Agree 4. Agree
5. Strongly Agree
0 1 17 33 23
0.00 1.35 22.97 44.60 31.08 6 The students are not confident in the
implementation of the badminton skills learned to complete the task activities in the learning session.
1. Strongly disagree 2. Disagree
3. Moderate Agree 4. Agree
5. Strongly Agree
0 1 13 32 28
0.00 1.35 17.57 43.24 37.84
7 The students quickly forget about the badminton skills learned.
1. Strongly disagree 2. Disagree
3. Moderate Agree 4. Agree
5. Strongly Agree
0 0 16 34 24
0.00 0.00 21.62 45.95 32.43 8 The students are not enthusiastic in doing
badminton skill learning activities continuously.
1. Strongly disagree 2. Disagree
3. Moderate Agree 4. Agree
5. Strongly Agree
0 0 14 30 30
0.00 0.00 18.92 40.54 40.54 9 The students have problems to implement
badminton skills learned confidently when needed in learning activities.
1. Strongly disagree 2. Disagree
3. Moderate Agree
0 0 17
0.00 0.00 22.97
4. Agree
5. Strongly Agree
32 25
43.24 33.79 10 The students have problems to actively
engage in badminton skills learning sessions.
1. Strongly disagree 2. Disagree
3. Moderate Agree 4. Agree
5. Strongly Agree
0 1 16 35 22
0.0 1.35 21.62 47.30 29.73
In Table 1 the data distribution has shown the teacher's perception of the problems faced by the students in teaching and learning badminton skills. Based on table 1, it was found that the students could not demonstrate the steps to implement badminton skills in the learning session in an orderly manner when 17 or 22.97% of Physical Education teachers moderately agreed, 37 or 50.0% of Physical Education teachers agreed and 19 (25.68%) Physical Education teachers strongly agree with this statement. Next, 18 or 24.32% of Physical Education teachers moderately agree, 34 people (45.95%) of Physical Education teachers agree and 21 people or 28.38% of Physical Education teachers strongly agree that the students are not sure what the next steps need to be taken in learning badminton skills. Besides, the students were also found to be unsure of the steps to implement the badminton skills learned as shown in Table 1.
Based on Table 1, the students were also found unable to apply the badminton skills they had learned in following the task activities during the learning session when 24.32% or 18 Physical Education teachers moderately agreed while 31 (41.89%) Physical Education teachers agreed and 33.79% or 25 Physical Education teachers strongly agree with the statement. Furthermore, the students were found to be unmotivated to do badminton skill learning activities in the learning session, when a total of 17 (22.97%) Physical Education teachers moderately agreed, 44.60% or 33 Physical Education teachers agreed and a total of 23 or 31.08% of teachers Physical Education strongly agree with the statement. However, a total of 13 (17.57%) Physical Education teachers moderately agree, 32 (43.24%) Physical Education teachers agree and 28 (37.84%) Physical Education teachers strongly agree with the sixth statement in Table 1. The students also quickly forget about badminton skills learned, based on the results shown in Table 1. Furthermore, there are 18.92% (14 people) of Physical Education teachers moderately agree that the students are not enthusiastic to do badminton skill learning activities continuously.
While 30 Physical Education teachers (40.54%) agreed and 30 Physical Education teachers (40.54%) strongly agreed with the statement. As for the statement that students have problems in performing badminton skills learned confidently when needed in learning activities, a total of 22.79% (17 people) of Physical Education teachers moderately agree, 43.24% (32 people) of Physical Education teachers agree and 25 people or 33.79% of Physical Education teachers strongly agree. In addition, there are 16 (21.62%) Physical Education teachers moderately agree, 35 (47.30%) Physical Education teachers agree and 22 (29.73%) Physical Education teachers strongly agree with the statement that the students have problems to actively engage in badminton skills learning sessions. Therefore, regarding the teachers' perception of the problems faced by the students in teaching and learning badminton skills, it shows that 95%
and above of the Physical Education teachers in the Samarahan district agree (moderately agree, agree and strongly agree) that the students students face problems in learning sessions to master badminton skills which can affect the of achievements in those skills. In addition, the students also face problems in the aspect of motivation and self-confidence during the badminton skills learning session in the Physical Education class.
4.2 Teacher's Perception of the Need to Develop a Badminton Module to Help Overcome the Problems Faced by Students in Teaching and Learning Badminton Skills
Table 2 shows the results of the findings that have been obtained in the needs analysis study about teachers' perceptions of the needs of developing badminton module to help to overcome the problems faced by students in the teaching and learning of badminton skills.
Table 2: Data Analysis about Teachers' Perceptions of the Need of Developing for the Badminton Training Module to Help to Overcome the Problems Faced by Students in Teaching and Learning
Badminton Skills
Item Statement Detail Frequency Percentage
11 Is there an appropriate badminton module ever been introduced in secondary schools to help overcome the problems of students learning badminton skills
Yes No
0
74
0.00
100.00 12 Does a more comprehensive badminton module
need to be developed to help overcome the students' badminton skills learning problems?
Yes
No
74
0
100.00
0.00 13 Do badminton modules need to be developed
based on the theories and instructional STAD cooperative learning model to help overcome the students' badminton skills learning problems?
Yes
No
73
1
98.63
1.37
14 Is a badminton module needed as a teaching aid to help overcome students' badminton skill learning problems?
Yes
No
73
1
98.63
1.37
15 Is the students' problem of learning badminton skills be overcome more easily if badminton modules are provided to implement teaching and learning?
Yes
No
73
1
98.63
1.37
Based on the perception from 74 Physical Education teachers in this needs analysis study, all respondents have indicated that there is no appropriate badminton skill training module has ever been introduced in secondary schools to help overcome the students' badminton skill learning problems. Similarly, 100% of the Physical Education teachers in this study require a more comprehensive badminton module that needs to be developed to help overcome the students' badminton skill learning problems. Furthermore, a total of 73 Physical Education teachers in this study stated that the badminton module needs to be developed based on the theories and instructional STAD cooperative learning model to help overcome the students' badminton skill learning problems. Besides, 98.63% of Physical Education teachers stated that badminton modules are needed as teaching aids to help overcome the students' badminton skills learning problems. Finally, a total of 73 (98.63%) Physical Education teachers stated that the students' badminton skill learning problems can be overcome more easily if badminton modules are provided to implement teaching and learning based on Table 2.
The findings in Table 2 have shown that no suitable badminton skill training module has been introduced to Physical Education teachers in secondary schools to help overcome the problem of learning badminton skills for secondary school students in Samarahan, Sarawak. Therefore, a more comprehensive badminton module needs to be developed based on the theories and instructional STAD cooperative learning model to help overcome the problem of learning
badminton skills for students in secondary schools. Furthermore, the use of badminton skills training modules is essential as a teaching aid because students' badminton skills learning problems can be overcome more easily if badminton modules are provided to implement badminton skills teaching and learning in secondary schools. Analysis of the findings of this needs study shows that there is a need to build a badminton module based on the theories and instructional STAD cooperative learning model to be introduced to secondary school Physical Education teachers in Samarahan, Sarawak to overcome the problem of students learning in badminton skills so that their achievement, motivation and self-confidence can be improved.
5. Discussion
From this study, it was found that the students faced the problems such as they are not able to demonstrate the steps to implement badminton skills in a learning session in an orderly manner, they are not sure what the next step should be done in learning badminton skills, they are not confident in the steps to implement the badminton skills learned, they cannot apply the badminton skills that have been learned in following the task activities during the learning session and they are not motivated to do badminton skills learning activities in the learning session based on the perception of the Physical Education teacher. In addition, the students are not confident in the implementation of badminton skills learned to complete the task activities in the learning session, they quickly forget about badminton skills learned, they are not enthusiastic to do badminton skills learning activities continuously, they have problems to perform badminton skills learned confidently when needed in learning activities and have problems to actively engage in badminton skills learning sessions. This situation is due to the frequent use of traditional teaching in Physical Education classes, which has caused first grade students in secondary schools to still face problems in improving skill achievement, motivation and self-confidence in the implementation of badminton sports skills. Physical Education teachers in secondary schools still like use traditional teaching which gives them comfort in the implementation of teaching and learning sessions by giving instructions to the students in
carrying out badminton skill training activities according to the teacher's wishes (Nguang et al., 2020).
Meanwhile, one of the main reasons in which the traditional teaching is still often used by Physical Education teachers in secondary schools is because of the large number of students in the class and they are familiar with this approach to teach Physical Education in sports skills learning sessions (Wee, 2016; Salimin et al., 2015). Furthermore, Physical Education subjects are not exam subjects (KPM, 2016b; Jemaah Nazir & Jaminan Kualiti, 2019) and often taught by teachers as non-optional subjects of Physical Education and health while studying at institutions of higher learning (Gengatharan & Rahmat, 2019). Thus, the use of traditional teaching that is found to be less relevant and has not been able to meet the needs of the nadminton skills learning session has resulted in the neglect of the students' needs in the learning session such as their ability to master the skills learned to improve achievement, maintain continuous motivation in the learning session and also increase confidence in the implementation of learned skills (Invernizzi et al., 2019; Casey & Fernandez-Rio, 2019).
Therefore, the students were found to face problems in terms of the aspect of badminton skill achievement, motivation in the learning session and self-confidence in the implementation of the skills learned in the Physical Education class based on the perception of the Physical Education teacher in the needs analysis study of the badminton module development requirements for secondary school students that has been implemented by the researcher.
In the aspect of teachers' perception of the need for developing badminton modules to help overcome the problems faced by students in teaching and learning badminton skills, it was found that no appropriate badminton module had been introduced in secondary schools to help overcome the problems of students learning Badminton skills. This situation occurs because the badminton modules built by the Malaysian Ministry of Education are for the use of badminton coaching and badminton sports development in secondary schools (KPM, 2010;
KPM, 2011). Therefore, the existing badminton sports training modules do not help to improve the practice of teaching and learning badminton skills for Physical Education teachers in secondary schools because the objectives and goals of building modules are not for the use of Physical Education teachers in teaching and learning sessions badminton skills in secondary school. Thus, Physical Education teachers need a more comprehensive badminton module to be developed to help overcome the problem of badminton skill learning for students and a badminton module should be developed based on the theories and instructional STAD cooperative learning model to help overcome the problem of learning Badminton skills faced by the students. In addition, badminton modules are also needed as teaching aids to help overcome the students' badminton skills learning problems and the students' badminton skills learning problems can be overcome more easily if provided with badminton modules to implement teaching and learning. Therefore, a comprehensive badminton module needs to be built through the application of the theories and instructional STAD cooperative learning model that aims to overcome the problem of learning badminton skills and be used as a guide for Physical Education teachers in the implementation of teaching activities and facilitation of badminton skills in order to facilitate efforts Physical Education teachers in solving the issues of badminton skill achievement, motivation and self-confidence among form one students in secondary school during badminton teaching and learning sessions in secondary school. At the same time, Physical Education teachers can also improve pedagogy and practice in teaching and learning badminton skills in secondary schools through the use of comprehensive Badminton modules during teaching and learning sessions.
6. Conclusion
The needs analysis of this study is committed to identify the problems faced by secondary school students in learning badminton skills and information about the need to develop badminton modules to overcome the problems they face in school. The perception of Physical Education teachers shows that comprehensive badminton modules should be developed to overcome the problems faced by students in learning badminton skills in secondary schools.
Thus, the need to develop a new comprehensive badminton module must be done to overcome the problems faced by students in learning badminton skills because badminton skills must be mastered well to meet the needs and learning goals of physical education subjects in the Secondary School Standard Curriculum. The study has provided preliminary information on the need for the development of a comprehensive training module based on cooperative learning strategies and learning theories in badminton skills to help improve the skill mastery level, motivation and self-confidence of the students. It is hoped that the new badminton module can help to smooth the badminton learning process and overcome the problems faced by students in secondary school in learning badminton skills.
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