Relationship between Engagement in Online Learning Modules and Injury Prevention Knowledge among Sports Science Students at UiTM Shah Alam

Abstract

The study investigated the relationship between engagement in online learning modules and injury prevention knowledge among undergraduate Sport Science students at Universiti Teknologi MARA (UiTM) Shah Alam. A cross?sectional survey was administered to 111 Bachelor of Sports Science (Hons) students during the October 2025–February 2026 semester, using an online questionnaire that assessed demographic characteristics, injury prevention knowledge (six-item test), engagement with online injury prevention modules, and perceived effectiveness of these modules. Descriptive statistics, independent-samples t?tests, chi?square tests, and Spearman’s rank-order correlation were used to analyse the data.  Overall injury prevention knowledge was relatively high (M = 4.95 ± 0.86 out of 6), with 74.8% of students classified as having high knowledge. Students generally reported positive perceptions of online learning modules (M = 3.77 ± 0.49; Cronbach’s ? = 0.77). However, no significant differences in knowledge scores were found between students who used online learning modules and those who did not (p = .825), and engagement frequency was not significantly correlated with knowledge scores (? = 0.05, p = .612). The findings suggest that while online learning modules are well perceived and widely used, engagement alone was not associated with higher injury prevention knowledge in this cohort. These results highlight the importance of integrating online learning strategically within blended curricula and designing modules that promote deeper, application-based learning to enhance educational outcomes in sports injury prevention.