The impact of interactive teaching on logical thinking and learning the skills of the smash hit and block for third-year, middle school students.

Abstract

This study emphasizes the significance of utilizing interactive learning strategies, an essential aspect of active learning, to assess their effects on convergent thinking and the enhancement of preparation and transmission skills among 100 second-year middle school students across five classes during the 2024-2025 academic year. The researcher adopted an experimental design featuring two equivalent groups, which was deemed appropriate for executing field procedures. The sample included 45 randomly selected students from classes D and E, with class D designated as the experimental group and class E serving as the control group. Various tools and resources were employed throughout the research process, which involved developing the interactive learning strategy, conducting a pilot study, and implementing the main field experiment that included pre-tests, application of the interactive learning approach, and post-tests. The findings indicate that students benefit from interactive learning strategies (associated with active learning) to improve their convergent thinking abilities as well as their skills in preparation and transmission. Consequently, the researcher advocates for the adoption of this interactive learning strategy. Furthermore, contemporary interactive techniques in lectures are vital for fostering convergent thinking and acquiring skills related to preparing for and receiving serves in volleyball