The Effect of the (REACT) strategy on the cognitive achievement of some handball law subjects for fourth-stage students at the Faculty of physical education and sports sciences

Abstract

        The study aimed to develop instructional units in accordance with the REACT strategy and to identify their effect on the cognitive achievement of certain Handball Law subjects among fourth-year students, as well as to examine the impact of these instructional units on the variables under investigation. The researcher adopted the experimental method using the equivalent-groups design with pre- and post-tests. The research sample consisted of fourth-year students from the College of Physical Education and Sport Sciences for the academic year 2024–2025.The research instrument included a cognitive achievement test in Handball Law covering Articles 8–16. The test consisted of 20 items, each answered through three alternatives, one of which was correct. The instructional units were implemented over a period of eight weeks, at a rate of one instructional unit per week. After completing the implementation of the instructional units, conducting the post-tests, and performing the statistical analyses, the researcher reached several conclusions. The most important findings indicated that the REACT strategy demonstrated clear effectiveness in improving students’ cognitive achievement in Handball Law subjects. Furthermore, linking new knowledge with prior experiences contributed to enhancing deep understanding of the legal content and facilitated the transition from memorization to comprehension and analysis. In addition, the use of inquiry-based and practical application activities helped consolidate information and increased students’ ability to apply the laws in different situations.