The Impact of E-Learning and Face-to-Face Education Models on Motor Skills through Folk Dance Education: A Comparative Study on Primary School Students

Abstract

The aim of this study is to compare the effects of e-learning and face-to-face education models on motor skill development in primary school students through folk dance education. The study involved 68 students (32 girls, 36 boys) attending a primary school in the province of Konya. The experimental group (n = 34) received folk dance education through the e-learning method, while the control group (n = 34) was taught using the face-to-face education model. A pre-test and post-test control group experimental design was employed. Data collection tools included the flamingo balance test, vertical jump test, horizontal jump test, and sit-and-reach test. The data were analyzed using SPSS software, with independent samples t-tests and Mann-Whitney U tests employed to evaluate the results. The results showed that both education models contributed to the development of motor skills, but the face-to-face education model had a stronger impact, particularly in the vertical and horizontal jump tests. The e-learning model also demonstrated significant effects on flexibility and balance skills; however, the lack of physical feedback was found to limit motor skill development. In conclusion, face-to-face education was more effective in enhancing motor skills, but it is suggested that e-learning can be supported by integrating hybrid models with digital tools.