The Effect of Self-Learning on the Cognitive Achievement and Skill Performance of the Long Jump among Students in Athletics Courses at the University of Jordan

Abstract

The study aimed to identify the effect of self-learning on the cognitive achievement and skill performance of the long jump among students of athletics courses at the University of Jordan. The experimental methodology was used with two experimental and control groups. The study sample consisted of (40) students who were chosen intentionally from students of athletics courses at the University of Jordan. The results of the study showed that self-learning had a positive impact on the cognitive achievement and skill performance of the long jump, in addition to the superiority of self-learning over traditional learning in cognitive achievement and skill performance of the long jump. The most important recommendation was using self-learning to contribute and participate alongside the teacher in the educational process.