The Effects of Learning Strategies on Senior High School Students' Motivation and Learning Outcomes of Overhead Passing in Volleyball

Abstract

This research objective was to determine the effects of Learning Strategies on Motivation and Learning Outcomes of Overhead Passing in Volleyball. The research sample consisted of 40 eleventh-grade senior high school students using a treatment by level 2x2 research design with the Tukey’s test at Q_h level = 28.99 and Q_t level = 3.79. The results significantly affected overhead passing learning outcomes in volleyball games between contextual teaching-learning (CTL) and expository learning strategies. The research results obtained F_h>F_t, namely 47.80 > 4.06. Therefore, the overall conclusion reported an interaction between learning strategies and motivation on learning overhead passing in volleyball games. The Tukey’s test in groups A₁B₁ and A₂B₁ resulted in Q_h= 17.42 and Q_t=2.95. Based on these results, it can be concluded that the results of learning overhead passing in volleyball games on highly motivated students who were taught using the contextual teaching-learning strategy (CTL) were better than those taught using expository learning strategy. The Q_h= 2.16 and the Q_t = 2.95, meaning that the results of learning overhead passing in volleyball games of low motivated students who were taught using the contextual teaching-learning strategy (CTL) were not better than those taught using the expository learning strategies.