The Effect of Observational Learning on Bating Skill Among Primary School Pupils in Obio-Akpor LGA of Rivers State

This study investigated the effect of observational learning on bating skill perforance among Primary Six pupils at Community Primary School, Nkpolu, Obio/Akpor Local Government Area of Rivers State. A quasi-experimental pretest–posttest control group design was adopted. The population comprised 76 Primary Six pupils, from which 20 pupils were selected using purposive and simple random sampling techniques and assigned to experimental and control groups. The experimental group received a four-week observational learning intervention conducted three times weekly, involving teacher demonstrations, peer modelling, and video demonstrations, while the control group received conventional teacher-centred instruction. Data were collected using the bating skill Performance and Observational Learning Assessment Instrument (BSPOLAI), including the bating skill Performance Assessment Checklist (BSPAC). The instrument was subjected to expert validation, while reliability was established using the test–retest method and Pearson Product Moment Correlation. Mean and standard deviation were used to answer the research question, while Analysis of Covariance (ANCOVA) was used to test the hypothesis at the 0.05 level of significance. The results showed an improvement in pupils' bating skill performance, with the mean score increasing from 0.90 (SD = 0.64) at pretest to 1.78 (SD = 0.42) at posttest, indicating a shift from partially demonstrated to adequately demonstrated performance. The ANCOVA result further showed a statistically significant effect of observational learning on bating skill performance, F(1, 17) = 36.291, p < .001, after controlling for pretest differences. The study concluded that observational learning is an effective instructional strategy for improving bating skill performance among Primary Six pupils. It was recommended that physical education teachers integrate structured teacher demonstrations, peer modelling, and appropriate video demonstrations with active practice and corrective feedback during bating skill instruction.