i

ZUMBA EXERCISE: A TOOL IN REDUCING WEIGHT

AMONG OVERWEIGHT STUDENTS IN GRADE 8

RONJIE C. ROSETE
T- III/ Researcher
MOGCHS
 ii

Republic of the Philippines

Department of Education
Region X
DIVISION OF MISAMIS ORIENTAL
Cagayan de Oro City
Tel Nos.: (088) 856-4524
Email: misamisoriental@deped.gov.ph
APPROVAL SHEET
This CI- Based Action Research Entitled
“ZUMBA EXERCISE: A TOOL IN REDUCING WEIGHT AMONG OVERWEIGHT
STUDENTS IN GRADE 8” prepared and submitted by Ronjie C. Rosete of
Misamis Oriental General Comprehensive High School, is hereby recommended
for approval and acceptance.
Please check the appropriate box

- Proposal

- Final
PEDRO R. ESTAÑO, JR., PhD
Principal IV/ Adviser
Reviewed by the Division Research Committee:

LINDO M. CAYADONG, PhD MARIFE D. BALABA, PhD

Member Member

DANNY A. ASIO VEVIAN T. TUASON, PhD

Member Member

RUDY O. MAGDUGO ERLINDA G. DAEL, PhD

Co- Chairman Chairman
RECOMMENDING APPROVAL:

JEAN G. VELOSO
Assistant Schools Division Superintendent

APPROVED:

CHERRY MAE L. LIMBACO, PhD, CESO IV

Schools Division Superintendent
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Acknowledgments

The researcher articulates his utmost appreciation for all those who

facilitated in the realization of this action research precisely to the following:

Dr. Pedro R. Estaño Jr., principal of Misamis Oriental General

Comprehensive High School and Dr. Roy Lumban, for guiding, supporting and

understanding the researcher’s endeavor;

Mario S. Pacturan, OIC MAPEH Head Teacher of Misamis Oriental General

Comprehensive High School, for assisting the researcher in his undertaking;

Mr. and Mrs. Rosario C. Rosete, parents of the researcher, for the spiritual

guidance and moral support;

To the parents of the student-respondents, for allowing their child to be part

of this study. To the respondents, for participating in the realization of this research;

Above all, Heavenly Father through Jesus Christ, for being there all the time.

This study was satisfied with the guidance of the Holy Spirit, the researcher’s

teacher and to all those who extended their arms in one way or another, the

researcher is sincerely thankful.

RCR
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ABSTRACT

The study evaluates the factors that influenced students in gaining weight,

the effects of Zumba exercise in terms of weight, and the means that will help them

reduce their weight. The respondents are the overweight students in Grade 8- Levi

Celerio of Misamis Oriental General Comprehensive High School (MOGCHS). The

study uses a combination of quantitative and qualitative methods of data collection.

It employs survey and Focus Group Interview. The result shows that majority of

the respondents agreed that peer factor has a big influence on why they gained

weight, moderately agreed on personal factor and environmental factor, and

disagree on the family factor. It suggests that parents should be mindful of their

children especially if they eat more because it could exhibit that their children are

experiencing depression. As a result of being overweight, students experienced

being bullied, getting tired easily, and discomfort and they want to lose weight. To

address these challenges, Zumba exercise was conducted. After a month of

intervention, the student-respondents showed reduction in their weight from one

(1) to three (3) kilograms. Based on the findings, Zumba is an effective way of

losing weight and, therefore, should be employed to those who are planning to

lose weight.

Keywords: Zumba, overweight, factors, kilograms

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Table of Contents
Title Page i
Approval Sheet ii
Acknowledgments iii
Abstract iv
Parts Page
Stage 1. Assess

Step 1. Get Organized 1

Step 2. Talk with the Customers 3

Step 3. Walk the process 5
Step 4. Identify Priority Improvement Areas 7
Stage 2. Research Process

Step 5. Do Root Cause Analysis 10

Step 6. Develop Solution 11

Step 7. Finalize Improvement Plan 14

Stage 3. Act

Step 8. Pilot Solution 15

Step 9. Roll-out Solutions 23

Step 10. Check Progress 24
Professional Reflection 25
References 26
Appendices

- Appendix 1. Instrument Used 28

- Appendix 2. Approved Request Letter 31
- Appendix 3. Based Action Research Implementation Plan 32

- Appendix 4. Pictorials 33
- Appendix 5. Permit of the Customers 35
Curriculum Vitae 36
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List of Tables
Table Page
1 Voice of the students 3

2 Supplier, Input, Process, Output, 5

and Customer (SIPOC) Chart

3 The Focused Problem Statement 9

4 Generating Solutions According to the 11

Root Cause Analysis

5 Theoretical Mean Range and 13

Qualitative Equivalence

6 The Improvement Plan 14

7 The Distribution of Students’ Nutritional Status 15

8 Mean Distribution of Physical Factors 16

9 Mean Distribution on Environment Factor 18

10 Mean Distribution on Family Factor 19

11 Mean Distribution on Peer Factor 20

12 Student-respondents’ Weight Before and 22

After Zumba Exercise

13 The Distribution of Students’ Nutritional 23

Status after Zumba
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List of Figure

Figures Page

1 Affinitizing the Voice of the Customers 4

2 Process Mapping 6

3 Process in Conducting Zumba Exercise 7

4 Situating the Clouds 8

5 Root Cause Analysis 10

List of Graph

Graph

1 Nutritional Status of Grade 8- Levi Celerio (SPA) 2

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Stage 1. Assess

Step 1. Get Organized

Background

Overweight and obesity result from energy discrepancy. The body needs a

certain amount of energy (calories) from food to sustain basic life functions. Body

weight is maintained when the calories that were eaten equals the number of

calories the body expends or "burns". When more calories are consumed than

burned, energy balance is tipped toward weight gain, overweight, and obesity.

Genetic, environmental, behavioral, and socioeconomic factors can all lead to

overweight and obesity (Aboul, 2010).

The 8th National Nutrition Survey conducted by the Food and Nutrition

Research Institute, noted that the number of overweight Filipinos doubled in ten

years from 16.6 percent in 1993 to 31.1 percent in 2013. On the other hand, the

overweight and obesity prevalence was 5 percent among children aged five to 10

and 8.3 percent for teenagers aged 10 to 19 (Zurbano, 2016).

The researcher who happens to be a Grade 8 MAPEH teacher of Misamis

Oriental General Comprehensive High School (MOGHCS), assessed the students’

Body Mass Index (BMI). The result showed that four students (1 male and 3

females) had a Nutritional Status that belong to the category of Overweight. The

respondents were the students of Grade-8 Levi Celerio under the Special Program

in the Arts (SPA). SPA is a program of Department of Education (DepEd) and

being implemented in MOGCHS which caters students who are incline in the arts
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with the following specialization: Dance, Music-Vocal, Music-Instrument, Media,

Theater, Creative Writing, and Visua Artsl.

Graph 1
Nutritional Status of Grade 8- Levi Celerio (SPA)

18
16
14
12
10
8
6
4
2
0
Severely Wasted Normal Overweight Obese
Wasted

7 MALE 24 FEMALE

Graph 1 reveals the nutritional status of the Grade 8- Levi Celerio students:

3 are severely wasted, 2 are wasted, 22 are normal, and 4 are overweight. The

students’ nutritional status was assessed last January 16, 2017.

The researcher assumed that conducting Zumba exercise as what the

customers wanted, will help the students in reducing their weight and possibly

having a normal nutritional status. The word Zumba means “buzz like a bee and

move fast.” It is fitting and catchy, the name for what is now one of the most popular

group exercise classes on the planet. In fact, the Latin dance-inspired workout is

reportedly performed by more than 12 million people and taught by certified Zumba

instructors at 110,000 sites in 125 countries around the world (Luettgen, 2012).

This action research anchored to the study of Ljubojević (2014) that Zumba
 3

exercise can reduce body composition. It also affects the reduction of body weight,

fat percentage, and fat mass. This approach to exercise enables long-lasting

interest and continuous exercising.

Step 2. Talk with the Customers

Table 1
Voice of the Customers
Responses
Eating is so delicious and I do not exercise
I love to eat heavy snacks
Our food is really delicious at home
We sell viand at home so I could really eat voraciously
I will really gain weight because I do not exercise
I can not help my self from eating a lot
I lack sleep everyday
Whenever I am depressed, I eat a lot
I skip breakfast
My parents do not mind if I eat a lot
We have more foods at dinner
I eat a lot of oily foods from the canteen
I spend more time bonding with my friends than exercising

In order to hear the voice of the customers, Focus Group Interview (FGD)

was conducted. Table 1 shows the student’s responses to FGD when they were

asked on why they are overweight.

This is further shown on Figure 1 which exhibits how the students’ respnses

are categorized into four different factors: Personal, peer, environmental, and

family related.
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Personal Factor - Customers cannot control eating a lot and don’t have

time to exercise.

Peer Factor - Customers were able to eat a lot if they are with their friends

and love eating at the fast food chains with friends.

Environmental - Customers like to buy deep fried foods from the canteen.

Family Factors - Customers’ parents are not concerned with their weight

and they eat more during dinner compared to other meals, and they have more

food at home especially during dinner.

In an interview, students do not like exercises such as push-ups, sit and

reach, and flexibility exercises because according to them, the mentioned

exercises were tiresome to perform. When the customers were asked on the kind

of exercise that they find exciting and fun, Zumba was raised and the researcher

observed that they showed enthusiasm to perform the said exercise.

ENVIRONMENTAL/
PERSONAL FACTOR PEER FACTOR
FAMILY RELATED
FACTOR

 I cannot stop myself  Lot of foods at home  I get influenced by my

from eating a lot
 I like to eat heavy
snacks
 I like to exercise but get
tired easily because it is
boring
 I lack sleep everyday
 If I am depress I eat
more
 I skip breakfast
 We sell viand at home friends who always
so I can really eat eat snacks at the
voraciously canteen
 My parents do not mind  I spend more time
if I eat more bonding with my
 I eat more during friends than exercising
dinner.  I have a lot of friends
 I eat a lot of oily foods who are overweight
from the canteen  I like to eat at the fast
food with friends

Fifure 1. Affinitizing Voice of the Customers

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Figure 1 also reveals the factors for being overweight Based on the

student’s responses on FGD.

Step 3. Walk the process

Table 2
Supplier, Input, Process, Output, and Customer (SIPOC) Chart

Supplier Input Process Output Customers

 Researcher  Students with  Conducted  To decrease  Overweight

( advisory class) Overweight 30 minutes the weight students
Nutritional Zumba of the
Status for the exercise overweight
month of using students for
January. Zumba the month of
 Conducted an video February
interview and 2017
survey
on the causes
of overweight

Table 2 displays the Supplier, Input, Process, Output and Customer

(SIPOC) chart. It clarifies the interplay of the variables. The supplier of this study

is the researcher, who will use Zumba video as an intervention in decreasing the

weight of overweight students. 30 minutes Zumba exercise from Monday to Friday

(11:45 am - 12:15 pm, after class) for one month. The input of the study composed

of the students with an overweight nutritional status for the month of January 2017.

The process adopted the Zumba video exercise by the one who created Zumba

(Alberto “Beto” Perez) and Just Dance Version. A Just Dance is a dance video

developed and published by Ubisoft Milan and it is composed of dance video using

pop songs (https://en.wikipedia.org/wiki/Just_Dance). The output of the study will

 6

contain the decrease of weight by the overweight students for the month of

February 2017. The customers in this study are the overweight students under the

advisory class of the researcher.

Figure 2.
Process Mapping

Conduct Conduct 30
Assess Focus Group minutes
and Discussion Zumba
identify (FGD) and Exercise from
students interview on Monday to
who are causes on Friday for 1
Overweight why students month as
are intervention
overweight

Conduct Focus Group Monitor the

Discussion (FGD) and weight of
interview on their perception students
of Zumba Exercise. weekly for one
month

Figure 2 displays the flow chart on the process mapping of the study. In

identifying the nutritional status of the students, the researcher assesses the

student's Body Mass Index (BMI). After the assessment, the researcher found out

that there are 4 out of 31 students are overweight. A Focused Group Discussion

(FGD) and an interview were conducted with the consent letter signed by students’

parents to come up with what intervention the researcher should be conduct. After

the discussion and interview, the researcher found out that Zumba exercise is the

kind of physical activity that they like. The researcher will then conduct a 30- minute
 7

Zumba exercise from Monday - Friday for one month to the identified overweight

students. After conducting Zumba exercise, the researcher will then monitor the

weight of the customres after a one month to see if there are improvement on their

weight.

Step 4. Identify Priority Improvement Areas

Assess Conduct Use of Conduct 30 Daily

and survey on Zumba minutes monitoring
identify causes video Zumba of the
students and effects exercise exercise attendance
who are of from of the
overweight overweight Monday to students
(with Friday as
parent’s intervention
consent) (11:45 am -
12:15 pm
after class)
Start
End

Figure 3. Process in Conducting Zumba Exercise

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Figure 4.
Situating the Clouds

What is the What is the effect of

Nutritional Status Zumba video
of the students for What are the
exercise to the
the month of common causes
of being weight of the
January? students?
overweight?

Assess Conduct Conduct 30 Monitor

Use of
and survey on minutes the
Zumba-
identify causes Zumba attendance
video
students and exercise of the
exercise
who are effects of from students
overweight overweight Monday to
Friday as
intervention

End
Start

Figure 4 displays the situating of the clouds. The clouds indicate the need

in the conduct of Zumba Exercise for Grade 8 overweight students. This research

will answer the following:

1. What is the Nutritional Status of the students?

2. What are the most common causes of overweight students?

3. What is the effect of Zumba exercise to the overweight students?

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Step 4.1 Focused Problem Statement

Table 3
The Focused Problem Statement
Broad and Vague Statement Narrow
1. What is the profile of the Grade 8 -
Levi Celerio respondents in terms of
Nutritional Status before the conduct of
Zumba?

2. What is the common factor that causes 4 out of 31 students were identified
overweight to student-respondents? as overweight from Grade 8 - Levi
Celerio for the month of January SY
2016-2017.
3. What is the effect of Zumba exercise
to the students?

Table 3 shows the focused problem statement of the study. This table

shows that the highlight of the broad and vague statement of this study is the

underlying common causes and effects of overweight on students. To make the

study more focused, the narrow statement deals on the 4 out of 31 students who

were identified as overweight from Grade 8 - Levi Celerio for the month of January

SY 2016-2017.
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Stage 2. Research Process

Step 5. Do Root Cause Analysis
(Fish Bone)

Environment Peer Factor Having friends

who are also
Unhealthy food overweight
from the Influence by friends
canteen having heavy snacks
More time More time bonding with
surfing the friends than exercise
internet Living near the
convenient
store. Likes eating
Like to eat at fast at the fast 4 out of 31
food chain food chain students were
with friends identified as
overweight in Grade
8 - Levi Celerio for
Skipping More food on the month of
Lazy to breakfast dinner January SY: 2016-
exercise Abundance of 2017.
food at home
Sleep less than Addicted in
playing computer Some parents are
6 hours
games not concerned on
weight

Personal Factor Family Factor

Figure 5
Root Cause Analysis
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Figure 5 presents the root cause analysis of the students who are

overweight and also the factors to consider on students’ nutritional status. These

factors were environmental, peer, personal, and home-related. This implies that it

takes more effort to address this problem. The effort of the researcher to conduct

this action research gave impact to the development of students' nutritional status

especially their weight.

Step 6. Develop Solution

Table 4
Generating Solutions According to the Root Cause
Analysis for Overweight Students
Recommendations/Solutions

The teacher conducted a survey with regards to common causes of students being
overweight.

The teacher piloted Zumba video exercise to the overweight students.

The teacher administered questionnaire and FGD to the students on the effects of
Zumba exercise.

Table 4 displays the generating solutions according to root cause analysis

for overweight students. The following recommendations and solutions were

drawn in designing the intervention program.

This study uses a researcher-made survey questionnaire referring to the

study of Aboul (2010) the Prevalence of Overweight and Obesity in Relation to

Life-Style Among Saudi Arabian Female Nursing Students. The instrument used

is a structured questionnaire to collect data from the study. The items generated

were based on the information gathered for the purpose of the study. The

instrument used a five-point Likert-type scale for rating the response options:
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Strongly Agree, Agree, Moderately Agree, Disagree, and Strongly Disagree as well

as numerical values of 5, 4, 3, 2, and 1 respectively.

Focused Group Discussion (FGD) was administered to qualify the effect of

Zumba to the overweight students and the computation of Body Mass Index (BMI)

in determining the students’ weight. Before gathering the data, a letter of request

was sent to the school principal asking permission to allow the researcher to

conduct the study, administer the survey questionnaires, and pilot Zumba exercise.

The questionnaires will be distributed to the respondents with the consent of their

parents.

The questionnaire was directed personally to the respondents by the

researcher for better understanding. The participants were invited to participate in

the dissemination of the questionnaire and the researcher emphasized that their

participation was voluntary. Each item was explained comprehensively and the

questions were answered by the respondents immediately. The interview was

accompanied to reaffirm the acquired data. The triangulation method was used in

this study for validation and verification to ensure comprehensive and well-

developed output.

The scoring procedure to be used in gathering and analyzing data is through

scaling. The replies of the students were analyzed by using a 5-point Likert-Scale

with the following correspondent:

5 Strongly Agree

4 Agree

3 Moderately Agree
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2 Disagree

1 Strongly Disagree

Table 5
Theoretical Mean Range and Qualitative Equivalence
Mean Range Qualitative Equivalence

1.00 – 1.80 Strongly Disagree

1.81 – 2.60 Disagree

2.61 – 3.40 Moderately Agree

3.41 – 4.20 Agree

4.21 – 5.00 Strongly Agree

Table 5 shows the theoretical mean range and qualitative equivalence for the

causes of overweight of the Grade 8 - Levi Celerio students using the scales and numeric

equivalent. The range corresponds the following: 1.00 – 1.80 Strongly Agree; 1.81-2.60

Disagree; 2.61 - 3.40 Moderately agree; 3.41 – 4.20 Agree; and 4.21 – 5.00 Strongly

Agree.
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Step 7. Finalize Improvement Plan

Table 6
The Improvement Plan
IMPROVEMENT PROPOSED
FOCUS PROBLEM PILOT ACTIVITIES TIME FRAME BUDGET
AREA SOLUTION

Identify students who January 16, 0

4 out of 31 are overweight 2017
students were
identified as
overweight Decrease the Conducting a Conduct survey on January 20, 0
Overweight from Grade 8 weight of the Zumba causes of overweight 2017
Students - Levi Celerio students exercise as
for the month intervention
of January SY program
2016-2017. 1 month with 30 January 24-
minutes every Monday- February 24, 0
Friday pilot 2017
implementation of the
Zumba exercise as
intervention program

Prepared by:

RONJIE C. ROSETE Approved by:

Teacher III

PEDRO R. ESTAÑO, JR., Ph.D.

Secondary School Principal IV
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Table 6 summarizes the conduct of the improvement plan. This has shadowed

the smooth flow in the operation of the Zumba Exercise as an intervention program for

the SY 2016-2017.

Stage 3. Act

Step 8. Pilot Solution

This stage presents the data with their corresponding analysis and

interpretations by examining each problem that determined the effect of Zumba

exercise in decreasing the weight of the indentified overweight students in Grade 8 -

Levi Celerio of Misamis Oriental General Comprehensive High School (MOGCHS) for

SY 2015 - 2016.

Problem 1. What is the profile of the Grade 8- Levi Celerio- respondents in

terms of Nutritional Status before the conduct of Zumba?

Table 7
The Distribution of Students’ Nutritional Status
Height Weight Nutritional
Respondent Age (Meter) (Kg) BMI Status
Student A 14 1.50 63 28.00 Overweight
Student B 14 1.50 71 31.56 Overweight
Student C 15 1.55 68 28.33 Overweight
Student D 14 1.55 65 27.08 Overweight
MEAN 14.25 1.52 66.75 28.74 Overweight

Table 7 shows the Nutritional status of the student-respondents. The table also

presents the students-respondents’ age, height, weight, and BMI as the basis to

compute the Nutritional Status. The mean in terms of age is 14.25, height is 1.52,

weight, 66.75, and the BMI is 28.74. Weight in kilogram is the basis of determining the

weight after the Zumba exercises.

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For better understanding, Body Mass Index (BMI) formula is presented:

BMI = W
(H)2
Whereas:

BMI = Body Mass Index

H = Height

W = Weight

In determining the nutritional status, Deped Official Nutritional Status is used.

Problem 2. What is the students’ status in gaining weight in terms of:

a. Personal factor;

b. Environmental/Home Related Factors; and

c. Peer Factor?

Table 8
Mean Distribution of Physical Factors
as Cause of Overweight
Indicators Mean Standard Interpretation
Deviation
Spend more time watching TV than exercise 4.00 1.41 Agree
I eat heavy meal on dinner 3.75 0.50 Agree
I eat a lot when I am depressed 3.75 0.96 Agree
I exercise 20 minutes or more daily 3.25 1.50 Moderately Agree
Spend more time surfing the internet 4.25 0.96 Agree
I eat at the fast food chain always 3.00 0.82 Moderately Agree
I skip breakfast 2.27 1.50 Disagree
I sleep less than 6 hours a day 4.25 0.96 Agree
I eat a lot when I am happy 3.50 0.58 Moderately Agree
I sleep more than 8 hours a day 3.00 1.41 Moderately Agree
I like eating sweets such as cakes and
3.75 0.96 Agree
desserts
I control my eating on weekend 2.50 1.00 Disagree
I like eating vegetables for viand rather than
3.50 1.29 Moderately Agree
meat
Overall Mean 3.44 0.62 Moderately Agree
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Table 8 displays that student-respondents agree (mean=3.72, Standard

Deviation= 0.96) on the statement that they eat a lot when depressed. This indicates

that the student-respondents feed their depression and students like to eat more

especially when they are depressed and, perhaps, that is one of the reasons why

student-respondents are overweight. Depression is a feeling of sadness that does not

go away for two weeks or longer and begins to interfere with your ability to function day

to day (Iliades, 2017) and in order to decrease sadness. Uscher (2015) claims that

people eat more when depressed because it can make them feel better and eating

habits often suffer. Some people overeat and gain weight, turning to food to lift their

mood. This designates that eating more food offers comfort especially when

depressed.

The table also shows that students disagree (Mean= 2.50, Standard Deviation=

1.00) that they control their eating on the weekend. Focus Group Discussion reveals

that students like to eat more during the weekend. This is because students perceived

that weekend is for relaxation and eating more makes them unwind. Eating more food

for relaxation is probably the reasons why students gain more weight.

Likewise, students have moderately agreed (overall mean= 3.44, Standard

Deviation= 0.62) on the personal factors on the cause of being overweight. This means

that students are not at all agreeable to the personal factors in gaining weight.

Thus, depression is the most common factor among the personal resason why

student-respondents love to eat more. For this to be addressed, parents should assess

their child especially when their child eats more. Their child might be experiencing

depression and if so, parents should help their child by means of talking to them and
 18

even exercising together like jogging. This way the child’s mentality might be diverted

and at the same time will be able to promote a healthy lifestyle.

Table 9
Mean Distribution on Environment Factor
As Cause of Overweight
Indicators Mean Standard Interpretation
Deviation
I eat fried food from the school canteen 4.25 0.96 Agree
There is abundance of food at home 2.50 1.91 Disagree
I have a lot of household chores 3.75 0.96 Agree
I live near fast food chain store/ convenience store 2.00 0.82 Disagree
Overall 3.13 1.05 Moderately Agree
Legends: 4.60- 5.00= Strongly Agree, 3.70- 4.59= Agree, 2.80- 3.69= Moderately Agree,
1.90- 2.79= Disagree, 1.00- 1.89= Strongly Disagree

Table 9 displays that the student-respondents agree (Mean= 4.25, Standard

Deviation= 0.96) on the statement that they eat fried food from the canteen. This implies

that students during recess time buy food from the canteen specifically oily food. At a

most basic level, fried foods are unhealthy because they tend to be very high in fat and

calories. Fried foods should be eaten rarely, if ever, as a treat rather than a regular

component of one’s diet. This is because frying adds fat—and calories—to foods

(https://www.healthydiningfinder.com/blogs-recipes-more/Ask-the-Dietitians/Oil-Absor

ption-of-Fried-Foods). It is suggested that eating fried food should not be in a regular

basis but occasionally since eating fried foods is unhealthy.

On the aspect of nearness of the student-respondent’s home to a fast food chain

or convenience store, the data shows disagree (Mean= 2.00, Standard Deviation=

0.82). This informs that the home environment does not conform the students gaining

weight unlike the school environment where the students can buy fried foods at the

canteen.
 19

Moreover, students have moderately agreed (Overall Mean= 3.13, Standard

Deviation= 1.05) on the environment as the factor of being overweight. This indicates

that gaining weight is not at all due to environmental factor but to the other factors as

mentioned in Figure 5 showing the Root Cause Analysis.

Consequently, the environmental factor cannot be a sole basis for identifying

the causes of weight gain among the students although there were statements that

belong in the aforesaid factors that the students agreed on such as eating fried foods

in the canteen. Suggestively, parents are encouraged to make healthy foods to be

brought by their children and be taken during recess.

Table 10
Mean Distribution on Family Factor
As Cause of Overweight
Indicators Mean Standard Interpretation
Deviation
My parents are not concerned with my weight 3.50 1.73 Moderately Agree
My mother is overweight 1.75 1.50 Strongly Disagree
My father is overweight 1.50 1.00 Strongly Disagree
Overall 2.25 1.09 Disagree

Table 10 presents that students strongly disagree that their mother (Mean= 1.75,

Standard Deviation= 1.50) and father (Mean 1.50, Standard Deviation= 1.00) are

overweight. This implies that the reason of student-respondents on being overweight

is not hereditary. Being overweight is not all inherited as Eubank (2016) shares that

health and weight are choices to make throughout life. This supports the research on

the other factors to be considered about gaining weight.

Seemingly, students have moderately agreed (Mean= 3.50, Standard

Deviation= 1.73) that their parents are not concerned with their weight. This indicates
 20

that the parents of student-respondents are not all the way concerned of their weight.

This might give the assumption to students that being overweight is just fine. Parents

must promote a healthy lifestyle in the family. Being concerned to the weight of their

children might help in stimulating a healthy lifestyle.

Most of all, students disagree (Overall Mean= 2.25, Standard Deviation= 1.09)

on the family factor as a cause of gaining weight. This notifies that the family is not the

basis of the student- respondents on gaining weight.

Thus, family members must be aware of the food intake of their child. This way,

a health consciousness should probably be developed.

Table 11
Mean Distribution on Peer Factor
As Cause of Overweight
Indicators Mean Standard Interpretation
Deviation
My friends are okay with my weight 4.00 0.82 Agree
I eat heavy snacks when with
4.00 1.15 Agree
friends/classmates
I have friends who are overweight also 4.00 0.82 Agree
Overall 4.00 0.00 Agree

Table 11 illustrates that student-respondents agree (Mean= 4.00, Standard

Deviation= 1.15) on the statement that they eat heavy snacks especially when they are

with their friends. Focus Group Discussion exposes that student-respondents like to

eat more to the point that they cannot control the food intake especially when they are

with their friends. Accordingly, eating with friends somehow became a bonding

moment. Bradbury (2012) says pacing of food intake will increase especially when

dining with friends because people tend to mimic each other's eating behavior, bite for
 21

bite. This suggests that in order to decrease weight it is ok to dine with health conscious

friends so that their ways of taking foods can be adopted.

The table also tells that student-respondents agree (Mean= 4.00, Standard

Deviation= 0.82) that they have friends who are also overweight and their friends are

okay with their weight. The data inform that gaining weight can be influenced by friends

especially if they are overweight as well. Influences from peers and other close

contacts can manifest as social pressure, social modeling and imitation, social

comparison and behavior approximation (Brechwald, 2011), or a combination of these.

However, not all social contacts are equally important: the closer and stronger the

connection, the broader and stronger the possibilities for influence (Duncan, 2001).

The information supports that friends can influence in gaining weight.

Furthermore, student-respondents agree (Overall Mean= 4.00, Standard

Deviation= 0.00) that peer factor influenced them in gaining weight. The information

tells that social aspect is influential. Friends are more likely to set norms, for example,

about what and how much to eat through their own behavior than are other social

contacts (Giordano, 2003).

Above all, peer factor is the most influential aspect in gaining weight of the

student-respondents. This might suggest that in order for the students to be physically

fit one must influence all friends to live a healthy lifestyle.

Problem 3. What is the effect of Zumba exercise to the student-

respondents in terms of weight and nutritional status?

 22

Table 12
Student-Respondents’ Weight Before and
After Zumba- exercise
Weight Weight After
Respondent Difference
Before Zumba Zumba
(Kg) (Kg) (Kg)
Student A 63 62 1
Student B 71 70 1
Student C 68 67 1
Student D 65 62 3
Mean 66.75 65.25 1.50

Table 12 displayed that students A, B, and C had lost 1 kilogram from their

weight while Student D lost three (3) kilograms after daily thirty minutes Zumba for one

month. The researcher observed that Student D is more aggressive, energetic, and

always excited to Zumba compared to the other student-respondents and perhaps

those were the reasons why Student D lost more weight. Before conducting Zumba as

the intervention of this study, the student-respondents’ weight had a mean of 66.75.

After the conduct of Zumba, the student-respondents’ weight had the mean of 65.25.

This informed that the student-respondents exhibited weight loss with a mean of 1.50.

This implies that Zumba is effective in losing weight. Losing weight in Zumba is possible

because according to Luettgen (2012), a single Zumba fitness class burned an average

of 369 calories or about 9.5 kcal per minute.

In an interview, the student-respondents like Zumba as a form of exercise and

in fact they will continue to exercise at home. A Student-respondent even shared that

she will recommend Zumba to her friends because it is so much fun.

Furthermore, the table presented that Zumba is an effective exercise in losing

weight even with just 30 minutes daily for one month. According to Langton (2015),
 23

Zumba gives you a calorie-burning cardiovascular workout in the atmosphere of a

dance party. The emphasis on having fun can help you stick with this workout even if

you usually dislike exercise. Because Zumba dancing burns calories so quickly, it can

help one lose a significant amount of weight in one month. Thus, Zumba is

recommended as an alternative exercise to those who want to lose weight.

Table 13
The Distribution of Students’ Nutritional Status after Zumba
Height Weight Nutritional
Respondent Age (Meter) (Kg) BMI Status
Student A 14 1.50 62 27.56 Overweight
Student B 14 1.50 70 31.11 Overweight
Student C 15 1.55 67 27.92 Overweight
Student D 14 1.55 62 25.83 Normal
Mean 14.25 1.52 65.25 28.11 Overweight

Table 13 revealed that Student D had a normal nutritional status. As discussed

above Student D is more aggressive, energetic, and excited compared to the other

student-respondents. This implies that thirty minutes in one month Zumba is not

enough to normalize the nutritional status to all student-respondents. This assumes

that dancing Zumba for one hour in one month might double the weight loss of the

student-respondents and perhaps continuing Zumba exercise and making it part of the

lifestyle will result to normal nutritional status.

Step 9. Roll-out Solutions

The data reveals that Zumba exercise is an effective tool in losing weight. A

thirty minute Zumba can lose one to three kilograms in a month. However, a thirty

minute Zumba exercise for one month is not enough to make nutritional status normal.
 24

Before dancing, a warm-up exercise is recommended since a warm-up is able

to make body ready for rigorous exercise. This will be followed by the Zumba proper,

then a cooldown exercise to make the body ready to relax. This proper routine is

recommended as to the conduct Zumba.

Step 10. Check Progress

From the findings and conclusions of the study, the following recommendations

are presented for the weight reduction among the overweight students:

1. Teacher

The teacher should assess the nutritional status of their students. After which,

the teacher should conduct a personal interview to the identified overweight students

to determine their personal experiences being overweight. A Zumba exercise is

recommended to be operated to reduce weight of those students who are willing to

lose weight. This will be done after the approval from the parents of the respondents.

2. Students

The students who are recognized as overweight should participate in the

conduct of Zumba exercise. This way, a healthy lifestyle can be developed and possibly

make their nutritional status normal. Moreover, it is also recommended to follow the

required daily calorie intake in order to control their weight. Additionally, fried foods are

prohibited since this study shows that student-respondents like to eat fried foods from

the canteen. Instead, they should eat more vegetables and fruits.

3. Parents

The parents should assessed their children especially if they eat a lot. Eating

more can be a good indicator that their child is going through something emotionally.

Depression, as mentioned, is one of the reasons why student-respondents eat more

 25

and, therefore, it is recommended to the parents to have a quality time with their

children and to talk to them more often.

Professional Reflection

Zumba as a form of exercise is an effective way in losing weight. According to

Luettgen (2012), a Zumba may feel like a party. Truly enough, the researcher observed

that student-respondents had fun during the conduct of Zumba. Their excitement

escalated after their classmates (not respondents) joined dancing. This suggests that

in the conduct of Zumba exercise, the more the participants, the more excitement will

arise among the participants.

Furthermore, the researcher observed that one of the student-respondent was

sort of hesitant in participating Zumba. Student 4 said, “I do not know how to dance

and I am not feeling comfortable to dance especially if there are only a few participants”.

To address this challenge, the researcher informed other students who are non-

respondents, that they are also welcome to join Zumba if they want to. Fortunately, it

turned out that Student 4 loved Zumba and she is the one who losed more weight

compared to other student-respondents. In fact, student 4 said that she will continue

Zumba exercise at home. This information suggested that students need somebody to

encourage them to go out from their comfort zone.

A healthy mind follows healthy heart and a healthy heart follows a healthy body.

As the famous saying goes, “Health is wealth”. Zumba exercise promotes healthy

lifestyle since it offers exercise while having fun. Thus, Zumba exercise is encouraged

to be implemented to those who want to lose weight.

 26

References

Aboul, S. (2010). Prevalence of Overweight and Obesity in Relation to Lifestyle

Among Saudi Arabian Female Nursing Students. Medical Journal of Care,
377-385.
KidsHealth. (2016). When Being Overweight is a Health Problem. Retrieved from
kidshealth.org: http://kidshealth.org/en/teens/obesity.html#
Mary Luettgen, M. (2012). ZUMBA: Sure it is Fun but is it Effective? 3.
Zurbano, J. E. (2016, July 15). Overweight kids a public health issue — Ecowaste.
Retrieved from http://manilastandardtoday.com/:
http://manilastandardtoday.com/mobile/article/
208419
 28

Appendix 1. Instrument Used

SURVEY QUESTIONNAIRE
Part I. Background Information
Direction: Please fill up this information sheet by checking the appropriate
parenthesis of supplying the information called for. Rest assured that the
information given will be treated confidentially.
Sex: Age:
( ) Male ( ) 12
( ) Female ( ) 13
( ) 14
( ) 15 Other: ______
Specialization in SPA:
( ) Dance
( ) Instrument
( ) Creative Writing
( ) Vocals
( ) Visual Arts
( ) Theatre

Part 1.2 Nutritional Status

Direction: Please fill up the blank with correct the information.
Weight : ____________
Height : ____________
Body Mass Index (BMI) : ____________
Nutritional Status : ____________
 29

Part II- Reasons Why You Are Overweight

Direction: Please assess your reasons why you are overweight. Do it by checking the
succeeding items using the following five possible responses.

5 _____ Strongly Agree

4 _____ Agree
3 _____ Moderately Agree
2 _____ Disagree
1 _____ Strongly Disagree

Strongly Moderately Strongly

# Indicators Agree Disagree
Agree Agree Disagree
1 I eat a lot when I am depressed
My friends are okay with my
2
weight
I spend more time watching TV
3
than exercising
I exercise 20 minutes or more
4
daily
I spend more time surfing the
5
internet
6 I eat at the fast food chain always
I eat fried foods from the school
7
canteen
I eat heavy snacks when with
8
friends/classmates
9 I skip breakfast
10 I eat heavy meal on dinner
We have an abundance of food at
11
home
My parents are not concerned
12
with my weight
13 I have a lot of household chores
14 I sleep less than 6 hours a day
15 I eat a lot when I am happy
 30

16 I sleep more than 8 hours a day

17 My mother is overweight
18 My father is overweight
I live near fast food chain store/
19
convenience store
I like eating sweets such as cakes
20
and desserts
21 I control my eating on weekends
I like eating vegetables for viand
22
rather than meat
I have friends who are also
23
overweight

Interview Question: (After Implementation)

Focus Group Discussion (FGD) about their perception of Zumba as a form of
exercise.
1. What is your opinion on Zumba as an exercise?
2. Is there any part while doing Zumba that you dislike? Do you have
favorite part?
3. Will you still continue to perform Zumba at home even if we will no
longer have it here in school?
4. Will you recommend Zumba as an exercise?
 31

Appendix 2. Approved Request Letter

MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH SCHOOL

DON Apolinar Velez St., Cagayan de Oro City
School Year: 2016- 2017

February 23,
2017

PEDRO R. ESTAÑO, JR., Ph.D.

Secondary School Principal IV
MOGCHS
Cagayan de Oro City

Dear Sir,

May I have the honor to request from your good office an approval to conduct an
action research on “ZUMBA EXERCISE: A TOOL IN REDUCING WEIGHT TO
OVERWEIGHT STUDENTS”.
In this concern, I would like to request an approval to administer my survey
questionnaires and conduct interviews with my overweight students.
Rest assured that their responses will be treated with utmost confidentiality and will
be used only for the purposes of the undertaking.
Thank you so much and God Bless!

Truly yours,

RONJIE C. ROSETE
Researcher
Approved:

PEDRO R. ESTAÑO, JR., Ph.D.

Secondary School Principal IV
 32

Appendix 3
CI- Based Action Research Implementation Plan
Stages/ Timeline
Target Person
Steps Activity Starting Completion Resources
Output Responsible
Date Date
Stage 1: Assess
Get Know the January January Nutritional
Students
1 Organized students’ BMI 16, 2017 16, 2017 Status form
BMI/
Talk with Focus Group January January Overweight
2 Nutritional
Customers Discussion 20, 2017 20, 2017 Students
Status form
(FGD)
Walk the SIPOC- January February Researcher From FGD &
3 Process Chart 24, 2017 24, 2017 Questionnaire
Identify
Focused Priority February February
Problem Researcher From FGD &
4 Improvement 27, 2017 27, 2017
Statement Questionnaire
Areas
Stage 2: Analyze
5 Do Root
Cause of the February February
Cause Researcher From FGD
Problem 27, 2017 27, 2017
Analysis
6 Develop Root Cause
Generate February February
Solution Researcher Analysis
Intervention 28, 2017 28, 2017
7 Finalized
Improvement February February Students’
Improveme Researcher
Plan Table 28, 2017 28, 2017 Problem
nt Plan
Stage 3: Act
8 Pilot January February
Researcher Classroom
Solution 24, 2017 24, 2017
9 Roll-out February February
Researcher School
Solution 27, 2017 27, 2017
10 Check Weight January February
Researcher School
Progress Result 24, 2017 27, 2017
Prepared by:

RONJIE C. ROSETE Misamis Oriental General Comprehensive High

School
Proponent School
 33

Appendix 4
Pictorials

Conducting the Focus Group Interview

Giving Instructions for the Questionnaire

Giving instructions on what to do

 34

Warm-up Exercise

The conduct of Zumba exercise

The conduct of Zumba exercise

 35

Appendix 5
INFORMED CONSENT FORM
PART I INFORMATION SHEET
 Title of Research : ZUMBA EXERCISE: A TOOL IN REDUCING
WEIGHT TO OVERWEIGHT STUDENTS
 Researcher : RONJIE C. ROSETE, MAPEH Teacher III
MOGCHS
Don. Apolinar Velez St., Cagayan de Oro City
ronjie.rosete@yahoo.com/ 09177091798
 Aim of the study:

This study aims to promote fitness to Grade 8-Levi Celerio students whose
nutritional status is overweight. The customers are from Misamis Oriental General
Comprehensive High School (MOGCHS) in the Legislative district I in the Division of
Misamis Oriental. An adapted questionnaire will be used to gather information. The
participants are assured that whatever information generated from the study shall be kept
confidential and that these will be used for the research purpose only. If the participant is
skeptical or hesitant to participate, the researcher will respect such decision.
PART II CERTIFICATE OF CONSENT
Directions: Please put your initial inside the box if you agree with the statement.
1. I confirm that I have fully understood the information given
to me by the researcher for the above study and I have had
the opportunity to ask questions to the researcher.

2. I understand that my participation in this study is voluntary and

that I am free to withdraw at anytime without prejudice.

3. I agree to take part in the study.

4. I understand that while the information gained during the study

may be published. I will not be identified and my personal results
will remain confidential.
______________________ ______________ ________________
Name of Participant Date Signature

______________________ ______________ ________________

Name of Parent/Guardian Date Signature

RONJIE C. ROSETE ______________ ________________

Name of Researcher Date Signature
 36

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Ronjie C. Rosete

Date of Birth : June 28, 1981
Place of Birth : Cagayan de Oro City
Father : Mario P. Rosete
DENR- Employee (Retired)
Mother : Rosario C. Rosete
House Wife

EDUCATIONAL BACKGROUND
Elementary : Camaman-an Elementary School
Camaman-an, Cagayan de Oro City
School Year: 1993- 1994
Secondary : City National High School
8th St. Nazareth, Cagayan de Oro City
School Year: 1997- 1998
Tertiary : Bukidnon State University
Malaybalay City
School Year: 2002- 2003
 37

Graduate Study : Southern de Oro Philippine College

Puntod, Cagayan de Oro City
School Year: 2011- 2012

Post Graduate Study : Cagayan de Oro College- PHINMA

Education, Cagayan de Oro City
Carmen, Cagayan de Oro City
School Year: 2016- 2017

WORK EXPERIENCES
Teacher I : Substitute Teacher
Misamis Oriental General
Comprehensive High School
(MOGCHS)
June 11, 2012- August 9, 2012

Teacher I : Permanent
Misamis Oriental General
Comprehensive High School
(MOGCHS)
November 13, 2012- August 23, 2015

Teacher III : Permanent

Misamis Oriental General
Comprehensive High School
(MOGCHS)
August 24, 2015- Present

WORKSHOPS AND SEMINARS ATTENDED

 Move this World
3rd International Conference on Innovative Practices on Integrated Peace
Education Subjects to Address Bullying in Schools
April 22- 24, 2015

 National Dance Training and Workshop

December 21- 23, 2014

 Sanay Guro
2014 National Training for Special Program in the Arts (SPA) Teachers
October 13-16 2014
 38

 2nd Regional Dance Workshop for Teachers and

Echo Seminar- Workshop on Philippine Folk Dance
August 9- 11, 2013

 K-12 Basic Education Curriculum

Five Day Training Workshops for Grade 8 Teachers in MAPEH
May 6- 10, 2013

WINNINGS

Division Level : First Place

1st Special Program in the Arts (SPA)
Division Festival of Talent
September 25, 2013

Division Level : First Place

2015 Nestle Wellness Campus
October 9, 2015

SPEAKERSHIPS

Resource Speaker : 2016 In-Service Training for Teachers

(INSET)
June 8, 2016

: 2014 In-Service Training for Teachers

(INSET)
October 22- 24, 2014

: 2013 In-Service Training for Teachers

(INSET)
October 31, 2013
39