DefinePK

Abstract

University-level volleyball education fosters physical fitness, teamwork, and problem-solving skills among students. However, many programs rely on outdated methods, with limited equipment and minimal technology integration. This study aimed to (1) evaluate the current state and development of volleyball teaching at Neijiang Normal University, (2) compare teacher and student perceptions of that instruction, and (3) propose strategies to improve volleyball teaching effectiveness. This study employed a mix-research methodology. The sample comprised 100 students and 7 volleyball instructors at Neijiang Normal University. Quantitative data were collected via a validated questionnaire assessing teaching resources, instructional quality, student behavior, and development suggestions. Qualitative data came from in-depth interviews with all seven instructors and observations of ten volleyball classes. Instruments were pilot-tested and validated (Item-Objective Congruence ≥ 0.5). Quantitative analyses included descriptive statistics (means, standard deviations) and independent t-tests; qualitative data were analyzed by content analysis of interview and observation data. The research results showed that students rated teaching quality at a high level (M = 3.87), followed by classroom behavior (M = 3.85) and technology use (M = 3.32) respectively. Significant perception gaps emerged between instructors and students, especially in feedback, class size, and use of technology. Students emphasized the need for modern resources and individualized support. Five development strategies were proposed: (1) upgrade equipment, (2) provide ongoing teacher training, (3) reduce class sizes, (4) increase practice time, and (5) integrate digital tools. It can be concluded that although volleyball instruction at Neijiang Normal University has a solid base, improvements in teaching resources and digital integration are needed. Addressing student-teacher perception gaps and implementing strategic improvements can enhance instructional quality and student engagement.