The Effect of Self-Learning and Peer Teaching Strategies on Technical Performance and Achievement in Foil Lunge Accuracy in Fencing

Abstract

The study aims to identify the most effective teaching strategies for learning the foil lunge skill in fencing. The researchers employed two teaching strategies: self-learning and peer teaching, in addition to the traditional method (demonstration style). The experimental method was utilized with three equal groups comprising 39 third-year students from the College of Physical Education and Sports Sciences at the University of Anbar, after obtaining their consent. Pre- and post-tests included evaluating technical performance and achievement as measures of the learning level for the foil lunge skill. After analyzing and verifying the collected data using IBM SPSS Statistics, the post-test results indicated the superiority of the first experimental group, which studied according to the peer teaching strategy, in the level of technical performance for foil lunge accuracy, followed by the second experimental group, which studied according to the self-learning strategy. This indicates that both strategies resulted in better development compared to the traditional method (demonstration style). Self-learning and peer teaching strategies play a fundamental role in accelerating the learning process by addressing individual differences among students and optimizing time and effort by granting students a primary role in participating in the educational process. The researchers recommend using these strategies based on effectiveness and educational skill requirements, moving away from methods that rely on traditional frameworks, and adopting educational strategies aligned with scientific advancement and cognitive achievement.