Author(s): CHANG, C., CHEN, Y.C., CHANG, C.Y., Institution: NATIONAL TAIWAN NORMAL UNIVERSITY, Country: TAIWAN, Abstract-ID: 1225

Amid rapid transformations in educational environments, university physical education faces growing challenges, including declining student physical activity, reduced fitness performance, and insufficient learning motivation. National policy further emphasizes instructional quality, diverse sport participation, and the development of lifelong health literacy (Chang, 2022). This study examined the effects of integrating flipped and cooperative learning in a university Gymnastics I course on students' perceived cooperative learning (PCL), cooperative learning skills (CLS), and learning experiences. A mixed-methods design involved 44 undergraduate students assigned to either a 16-week flipped-cooperative intervention or traditional instruction. Quantitative data from the Perceived Cooperative Learning Scale and Cooperative Learning Skills Scale were analyzed using descriptive statistics, MANOVA, independent-samples t tests, and Pearson correlations, while qualitative feedback was examined through content analysis. Results showed no significant short-term group or time differences in PCL or CLS, although a significant positive correlation between the two constructs was identified. Consistent with prior research on flipped and cooperative pedagogies (Asiksoy & Ozdamli, 2016; Chen & Chang, 2023), qualitative findings revealed enhanced engagement, peer interaction, confidence, self-regulated learning, and movement-skill practice efficiency. Overall, despite limited immediate quantitative gains, the intervention produced meaningful process-oriented pedagogical benefits. These findings highlight the value of mixed-methods evaluation and suggest that instructional innovation in university physical education may initially influence motivational and social learning processes before measurable performance improvements emerge.

Asiksoy, G., & Ozdamli, F. (2016). Flipped classroom adapted to the ARCS model of motivation and applied to a physics course. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1589-1603. https://doi.org/10.12973/eurasia.2016.1251a
Chang, C. (2022). Reclaiming bodily competence: Integrating competency-based gymnastics games into an introductory curriculum (Project No. PGE1120960). Ministry of Education, Taiwan.
Chen, W. Y., & Chang, H. M. (2023). Examining the effectiveness of cooperative learning in flipped physical education classes. Takming Journal, 47, 54-64.