Discussion
mistakes
According to the results of the first hypothesis, the experimental group outperformed the control group on cognitive achievement of physical education teaching style scores. Because of the experimental group students collaborated with and helped one another, they were more likely to learn physical education teaching styles that require high levels of thinking and problem-solving. This is consistent with the findings of Kitchen and McDougall [Also, the researcher notes that breakout rooms in the Blackboard Collaborate system provide privacy, which makes students feel comfortable in their groups, without feeling embarrassed about making mistakes in front of the teacher. In addition, they share solutions to any problems they face on their worksheets. This is in line with the results of the studies by Oraif and Elyas [Moreover, by using breakout groups, students can better collaborate and comment on each other’s work, thus increasing productivity and achieving certain learning objectives, especially because worksheets have already been created that direct students to academic goals, assignments, and time for group work, especially when the teacher is absent; they can also distribute roles among them, such as presenter, dialogue leader, and participant, with an exchange of roles among students. As Read et al. [In addition, the researcher suggests that the ease of using the breakout groups allowed the students of the experimental group to save their interactions and send them to the teacher, then present them to colleagues in the main room after the time allotted for the workshops in the breakout groups ended. Furthermore, the breakout groups created a competitive environment between the groups, with each group wanting to display the best work in the main room. The results of Wenzel [The results also showed that there were no statistically significant differences between the post-test and follow-up test of the experimental group in the level of cognitive achievement after the cessation of any teaching and learning processes for a month. This result consistent with the theory of cognitive load that was explained by Sweller [