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DIFFICULTIES IN DEVELOPING THE PSYCHOMOTOR
SKILLS IN PHYSICAL EDUCATION SUBJECT,
SCHOOL YEAR 2020 - 2021 THROUGH
MODULAR DISTANCE LEARNING

An Undergraduate Research proposal presented to

The Faculty of College of Teachers Education
Naga College Foundation, Inc.
Naga City

In partial fulfilment
of the requirements for the course
Bachelor of Elementary Education

LEAH MODINO
KIMBERLY BOLO

2021

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1
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CHAPTER I

THE PROBLEM

Introduction

  Students learn best when they take an active part in what is to be

learned. Physical education helps students to develop the skills, knowledge, and

competencies to live healthy and physically active at school and for the rest of

their life. They learn movement, gaining an understanding that movement is

integral to human expression and can contribute to people’s pleasure and

enhance their lives. The implementation of Modular Distance Learning in the

Philippines brought difficulties in the development of psychomotor domain of the

Grade six pupils in Physical Education (PE) because the learning process

becomes modular and there is no face-face class.

In the study conducted by Dangle et al. (2020) on the implementation

of modular distance learning in the Philippine Secondary Public Schools, they

found out that most of the learners are having difficulty in this new learning

modality. About 90% of the participants had a hard time answering their

modules.

Furthermore, Silva et al. (2019) in their study “Distance learning for

teaching in physical education” found out that Distance learning for teaching in

physical education teacher formation allows expanding multiple intelligences and

 2

collective memory; to increase the experience in asynchronous collective new

knowledge, making learning more meaningful in the distance learning. Since

many people have negative perceptions and conceptions about distance learning

education, considering it to be poor in performance. This sportive and traditional

vision makes it impossible to achieve this modality at a distance since it requires

demonstrating technical skills and physical abilities to perform the psychomotor

skills.

The legal basis of physical education in the Philippines can be found in the

Philippine Constitution of 1987, Article 14, Section 19. It states that:

The states shall promote physical education and encourage sports

programs, league competitions, and amateur sports, including
training for international competitions, to foster self-discipline,
teamwork, and excellence for the development of a healthy and
alert citizenry. All educational institutions shall undertake regular
sports activities throughout the country in cooperation with athletic
clubs and other sectors.

The Philippines is in the process of adapting to the new normal form of

education at present, and continuous innovations of educators and active

involvement of other stakeholders are the driving force for its success. As the

country continues to confront different issues brought about by the coronavirus

disease 2019 (COVID-19) pandemic, the Department of Education (DepEd) is

addressing the challenges in the basic education for the school year 2020-2021

through its Basic Education Learning Continuity Plan (BE-LCP) under DepEd

Order No. 012, s. 2020.

 3

In an interview in radio dzBB, Sen. Sherwin Gatchalian proposed to

temporarily remove some subjects due to the coronavirus disease 2019 (COVID-

19) pandemic. He specifically mentioned PE and home economics as among the

subjects that may be removed. Philippine Sports Commission (PSC) Chairman

William Ramirez wrote a letter regarding this matter and he has received positive

feedback from Education Secretary Leonor Briones on his endorsement to retain

Physical Education (PE) in the school curriculum under the “new normal” amid

the coronavirus disease 2019 (Covid-19) outbreak. Ramirez said Briones assured

him that she would fight for the retention of PE in the national education system

curriculum. “PE is an important part of our children’s education. It is so important

that I believe it should become a core subject,” he said in a statement.

Despite the call to postpone classes until 2021, the Department of

Education (DepEd) maintains that education of millions of Filipino students

should not wait. (Magsambol, 2020) in his article entitled “Ill-informed': DepEd

dismisses calls for academic freeze”. He cited one of the disadvantage of

modular distance learning is it cause chances of high distraction with no faculty

around for face-to-face interaction and no classmates who can help with

constant reminders about pending assignments, the chances of getting

distracted and losing track of deadlines are high. Distance education is not a

good idea if it tends to procrastinate and cannot stick to deadlines.

In Alianza Elementary School, the students face difficulties in developing

the psychomotor domain through modular distance learning that affects the
 4

learning performance of Grade 6 pupils. The alternative way to face to face

learning is the modular distance learning which gives difficulties to the learners

and educators to develop the psychomotor domain of learning in Physical

Education subject because there is no interaction involved. This study aims to

find out the difficulties encountered by the grade 6 pupils in developing the

psychomotor domain in physical education subject through the modular distance

learning.

The findings from this work will serve as basis to enhance the

psychomotor domain of learning in modular distance learning and to become

ready when the face to face learning shall implement again after this pandemic.

Statement of the Problem

The study will determine the difficulties in developing the psychomotor

skills of Grade 6 pupils of Alianza Elementary School through modular distance

learning in Physical Education subject. Specifically, it will seek answer to the

following questions:

1. How are the lessons in Physical Education subject designed to

develop the psychomotor skills of the pupils?

2. What are the difficulties of the pupils in executing the lessons

aimed at developing the psychomotor skills through modular

distance learning?
 5

3. To what extent are the pupils’ psychomotor skills developed in

physical education classes through modular distance learning?

4. What intervention strategies may be proposed to address these

difficulties?

Assumptions

This study is anchored on the following assumptions:

1. Pupils are expected to perform the physical activities found in the module.

2. Pupils are monitored on how they are doing the performance task.

Significance of the study

The result of this study will greatly benefit the following:

Learners. The result of this study will help the learners to promote self-

learning. This study may further improve the physical skills of the pupils through

modular distance learning. This study will be a great help to those pupils who are

having difficulties in performing physical activities found in the module.

Physical Education Teachers. This study will be beneficial to the P.E

teachers to learn to be more creative to develop the psychomotor skills of the

students in Modular Distance learning.

Parents. Results of this study may help parents how they may guide

their child in developing physical skills through modular distance learning.

School Head/School Administrator. The findings of this study may

provide data to the School Head/Administrator on the need to further train the
 6

teachers in preparing teaching materials aimed at developing the psychomotor

skills of the pupils in Modular Distance Learning.

Other Researchers. This study will be a source of another problem of

study or od this study can be replicated using additional variables in another

locale or setting or with different respondents.

Scope and Delimitation of the Study

This study will focus on the difficulties encountered by the grade 6 pupils

in developing the psychomotor skills through their module in Physical Education

subject in Alianza Elementary School Year 2020-2021. The data collection will be

conducted to 30 grade VI pupils and selected P.E teachers at Alianza Elementary

School. Purposive sampling technique will be used which the respondents cover

full range perspective of the respondents in this study.

This study will not cover other problems that are not consider as one of

the difficulties in developing psychomotor skills through modular distance

learning in P.E subject. The other grade level and other school will not fall in this

study because they are not within the scope of this research and this study

focuses only in grade 6 pupils and PE teachers in Alianza Elementary School.

Definition of Terms

The following terms are conceptually and operationally defined to clarify

the meaning of the words used.

 7

Difficulty in developing Psychomotor skills. The challenge pertains

to children’s ability to learn by imitation. With parents as the primary model of

learners, their attitudes, specific beliefs, throughts and feelings – cognitive biases

– may affect each learner’s learning process depending on their understanding of

a particular lesson or subject matter. The final challenge of learning falls under

children having preferred more knowledgeable others (MKOs). They choose who

will assist them with their lessons and assignments depending on their

attachment in more knowledgeable others. Learners learn better when there is a

suitable and safe learning and this conducive space is not limited to a physical

one (Manlangit et al. 2020). In this study it refers to the problem encountered of

the pupils in developing psychomotor skills in physical education subject.

Psychomotor skills. This includes utilizing motor skills and the ability to

coordinate them. It includes the ability to imitate a displayed behaviour or utilize

a trial and error method to resolve a situation (Sousa, 2016). In this study it

refers to wide range of actions involving physical movement to develop the

performance task in physical education.

Difficulties in Executing the Lessons. Difficulties particularly for

complex conceptual learning. Challenges in the learning process to detect and

respond to educational environments where growing class sizes and the

increased use of digital technologies mean that teachers are unable to provide

nuanced and personalized feedback and support to help students overcome their
 8

difficulties (JM Lodge et al. 2018). In this study it refers to the struggle of the

pupils in understanding the lesson in physical education subject.

Physical education. It is defined as a part of education which gives

instructions in the development and care of the body ranging from simple

callisthenic exercises to a course of study providing training in hygiene,

gymnastics and the performance and management of athletics games. (Kumar

M. 2011). In this study, this term is defined as an integral part of total

education process, is a field of endeavour which aims at the development of

physically, mentally, emotionally and socially fit citizens through the medium of

physical activities which have been selected.

Modular Distance Learning. This involves individualized instruction that

allows learners to use self-learning modules (SLMs) in print or digital

format/electronic copy, whichever is applicable in the context of the learner, and

other learning resources like Learner’s Materials, textbooks, activity sheets, study

guides and other study materials. Learners access electronic copies of learning

materials on a computer, tablet PC, or smartphone. CDs, DVDs, USB storage and

computer-based applications can all be used to deliver e-learning materials,

including offline E-books. The teacher takes the responsibility of monitoring the

progress of the learners. (Mark Anthony Llego, Teacher.ph 2020). In this study,

Modular Distance Learning is the most preferred distance learning by the pupils

and parents in this time of pandemic where face-to-face interaction is not

 9

allowed. It emphasis in this study the role of modular distance learning in

physical education subject.

Design of Physical Education Lessons. A planned sequential K-12

standards-based program of curricula and instruction designed to develop motor

skills, knowledge, and behaviors of healthy active living, physical fitness,

sportsmanship, self-efficacy, and emotional intelligence. It illustrates what should

be occurring at the various grade levels. For Elementary School a fundamental

skills, knowledge and values. For Middle School an application of skills,

knowledge and values. For High School a lifetime activities skills, knowledge and

values. For College, Career-Ready a physically active lifestyle. (Kohl, H.W and

Cook, H.D 2013). In this study, it refers to that the teachers should integrate

physical activities to PE subject in modular distance learning to develop the

psychomotor skills of the students.

Intervention Strategies. This means a formal process of helping

students who are struggling, where research-based instructional approaches are

implemented around very specific skill deficits and where progress is regularly

tracked. (Michell, M. 2020). In this study, this refers to the proposed

recommendation given, after finding the result which will be the basis of the

proposed recommendation in this study.

 10

NOTES

Ysthr Rave Pe Dangle and Johnine D. Sumaoang (2020). “The

Implementation of Modular Distance learning in the Philippines Secondary Public
Schools”. University of the Cordilleras Baguio City, Philippines. Retrieved from
https://www.dpublicatio.com/wp-content/uploads/2020/11/27-427.pdf . April 22,
2021

Regina Celia A. Silva, Vera Lucia de Silva, André Pontes Silva (2019).
“Distance learning for teaching in physical education”.
https://www.scielo.br/scielo.php?
script=sci_arttext&pid=S198065742019000100201#aff1. April 22, 2021

Physical Education: Concepts and Legal Basis (2016, Oct 27). Retrieved
from http://studymoose.com/physical-education-concepts-and-legal-basis-essay.
http://legacy.senate.gov.ph/lisdata/2689823110!.pdf\ . March 28,2021

Mark Anthony Llego (2020). Adoption of the Basic Education Learning

Continuity Plan for School Year 2020-2021. Retrieved from
https://www.teacherph.com/adoption-basic-education-learning-continuity-plan-
school-year-2020-2021/. March 28, 2021

Philippine New Agency (2020). PSC, DepEd agree to include PE under

‘new normal’. Retrieved from https://www.pna.gov.ph/articles/1104208. March
28, 2021

Bonz Magsambol (2020). 'Ill-informed': DepEd dismisses calls for

academic freeze”. Rappler Philippines. Retrieved from
https://www.rappler.com/nation/deped-dismisses-calls-academic-freeze . March
28, 2021

Jason M. Lodge, Gregor Kennedy, Lori Lockyer, Amael Arguel and Mariya
Pachman (2018). "Understanding Difficulties and Resulting Confusion in
Learning: An Integrative Review". Retrieved from https://www.frontiersin.
org/articles/10.3389/feduc.2018.00049/full. April 2, 2021
 11

Pierce Manlangit, Alyssa Melody Paglumotan, and Shane Carmie Sapera

(2020). “Superchanging Filipino Parents is key for Successful Modular Distance
Learning”. Retrieved from http://www.flipscience.ph/news/features-
news/tagapagdaloy-modular-distance-learning/. June 29, 2021

Manoj Kumar (2011). Various Definition of Physical Education. Retrieved

from http://ecoursesonline.iasri.res.in/mod/page/view.php?id=100196 . April 2,
2021

Mark Anthony Llego (2020). DepEd Learning Delivery Modalities for school
year 2020–2021. Retrieved from https://www.teacherph.com/deped-learning-
delivery-modalities/. April 2, 2021

Harold W. Kohl and Heather D. Cook (2013). “Educating the Students

Body; taking physical activity and physical education to school”. Retrieved from
https://www.nap.edu/read/18314/chapter/1. April 3, 2021

Madison Michell (2020). Intervention vs. Remediation: What’s the

difference? Retrieved from https://blog.edmentum.com/intervention-vs-
remediationwhat%E2%80 %99s-difference. April 3, 2021
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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies which

provided further knowledge, cleared perception and broader background of the

problem. These related literature and studies along the Modular Distance

Learning were taken from the internet.

Modular Distance Learning

Modular learning is the most popular type of Distance Learning. In the

Philippines, this learning modality is currently used by all public schools because

according to a survey conducted by the Department of Education (DepEd),

learning through printed and digital modules emerged as the most preferred

distance learning method of parents with children who are enrolled this academic

year (Bernardo, J). This is also in consideration of the learners in rural areas

where internet is not accessible for online learning.

Nardo M.T.B (2017) stated from her article “modular enhances learner

autonomy” that the use of modules also encourages independent study. It

directs students to practice or rehearse information. To gain mastery of the

concepts, exercises are given following the progression of activities from easy to

difficult. The arrangement of the exercises as such formalizes the level of

difficulty that the learners can perform. Another benefit of using modules for

instruction is the acquisition of a better self-study or learning skills among

 13

students. Students engage themselves in learning concepts presented in the

module. They develop a sense of responsibility in accomplishing the tasks

provided in the module. With little or no assistance from the teacher, the

learners progress on their own. They are learning how to learn; they are

empowered.

Similarly, Lacayan (2020) mentioned from her article “Modular Learning

Approach” that Modular approach to teaching enables the learner to have a

control over his/her learning and accepts greater responsibility for learning. For

elementary pupils they can ask help from their parents, guardians or even their

siblings to answer the modules.

Furthermore, Chin, M. (2020) illustrates some disadvantages of modular

on her article “Students’ New Normal: Modular Distance Learning” are as follows;

(a) Technical element - this has been the most substantial issue of distance

learning. Technicality involves the availability of devices both for students and

teachers. These are  Mobile phones. Computers, Laptops, Printers  and Internet

Connection. (b) Self-Learning Module’s Reliability – being the pivotal instrument

of this new norm, its content should meet the standard learning capacity of a

student. Given that these instructional materials will be assess by students on

their own, mostly. (c) Sense of Authority– as mentioned, the luxury of being less

pressured. Parents become teachers, but do not see to be as one. (d) Focus and

Concentration -the comfort of studying at home with less or no supervision at all.

 14

Students tend to divert their attention instead of focusing on and prioritizing their

homeschooling first. (e) Parent’s / Guardian’s Educational Background- it may

sound off but let’s face the reality that not all parents are well equipped with

proper education.

Modular teaching is noted as an effective teaching-learning process in

basic education during this Covid-19 pandemic. Casiple (2020) described that in

this teaching approach, students learn at their own paces. They assume

responsibility for learning as they exactly know what they have to learn even

without the availability of the textbooks and other learning materials.

Similarly, Bagood (2020) pointed out that in this learning modality,

parents/guardians play a vital role for the fruitful outcome of this endeavor. Their

guidance and support inspire the kids to work hard and be motivated to study.

He also pointed out that under new normal, school personnel, parents and

stakeholders must work jointly with each other for the learners to acquire the

best quality education that they deserve.

Psychomotor Performance

Psychomotor Performance is related to the movement or muscular

activity associated with mental and affect processes and it connects to the

physical skills and the ability to move, act, or manually manipulate the body

to perform a physical movement. Zahari and Rahman (2016) stated that the

development of psychomotor skills and the ability to perform the task are critical
 15

and the capability to perform the skill is based on the learning of how to do it

correctly from Modular distance Learning.

According to the National Guidelines for the curriculum in primary school,

physical education promotes knowledge of oneself and of the potential in

constant relationship with the surroundings, with others and with objects. The

child motor skills, in fact, assume a constant relationship with the surrounding

environment. This relationship contributes to the formation of the personality of

students, through knowledge and awareness of one’s physical identity, as well as

the ongoing need for constant movement as personal care and well-being

(MIUR, 2012). Psychomotor Performance, therefore, organized with the

necessary settings, and built taking into account the contextual circumstances,

aims to early identification of motor difficulties in view of an educational

program. It’s individualized for each student. In this sense, it is necessary to

consider certain parameters that allow an effective assessment of the potential

and the difficulties in the psychomotor field.

Despite unprecedented situation that we face in pandemic the learning in

developing the psychomotor performance has difficulties in Physical Education,

Sibilio et al. (2016) concluded that the structuring of individualized teaching and

learning paths depends of the early identification of psychomotor problems in

childhood. The planning and achievement of each educational project must take
 16

its inspiration from refined skills and difficulties assessment systems in the

various groups of motor mainly looked to other disciplines.

As the same vein the study conducted Jeong and Young So (2020)

revealed that students engaged in distance learning in physical education classes

often cannot secure enough space to effectively take part in physical activity and

also have limited access to available at home, which necessarily reduced the

physical education units that could be taught. This led to a shift in focus from

competition, which is a major part of in-school physical education, to health and

physical activity challenges in distance learnig.

Cited by Taylor, J. S. (2012). On his research “Students' and teachers'

perceptions of physical education” that some of these studies also provide brief

insights into how Physical Education may affect student behavior (Shephard,

1997, p. 122). Because Physical Education can affect student behavior, this may

mean that it can also have an influence on the way students learn or their

tendency to remain focused during classroom lessons.

Synthesize of the State-of-the-Art

The studies cited provided the necessary insights for the conduct of this

research work.

The study of Nardo M.T.B (2017) and Lacayan (2020) were concerned

with the use of modules encourages independent study which enables the

learners to have a control of his/her learning which was also the problem sought
 17

of the present study. They only differ in some factor like the development and

responsibility in accomplishing the tasks provided in the module. Moreover, Study

of Chin M. (2020) and Bagood (2020) focused on the negativity and

disadvantages of modular distance learning and they both agrees that

parents/guardians play a vital role on the child’s learning progress. Their studies

were congruent to the current study except for the some resources which about

the use of technologies in modular distance learning.

The study of Zahari and Rahman (2016) indicated that the development

of psychomotor skills and the ability to perform in the task are critical from

modular distance learning. In line with this, MIUR (2012) and Sibilio et al.

(2016) cited some findings on the discipline and awareness in developing

psychomotor skills of the students which was also undertaken in this study. It

only varied on its conclusion which to deliver the traditional teaching by

performing the psychomotor of the students. Jeong and Young So (2020) and

Taylor, J. S. (2012) also dealt with the challenges in developing the psychomotor

performance of the students in the subject of Physical Education which is parallel

to the present study. However, the relationship on it in classroom was not a

problem sought in this study.

Gaps Bridged by the Study

The reviewed studies gave valuable insights needed for the present

study. All the studies were related to the current study since most of the studies

conducted focused on modular distance learning and psychomotor performance.

 18

This study is unique in a sense that it sought to find out the difficulties modular

distance learning give in developing the psychomotor performance in Physical

Education. This is the gap that the present study tried to bridge.

Theoretical Framework

This study is anchored by John Dewey’s (Bruce, B. 2012), Theory of

Learning by doing, Michael G. Morre (Barton, T. 2020), Transactional Distance

Theory and Lev Vygotsky (Cherry, K. 2020), Zone of Proximal Development.

Presented in Figure 1 is the theoretical paradigm that describes the

theories in developing psychomotor domain through modular distance learning of

grade six pupils.

Learning by doing theory by John Dewey emphasizes that students are

more successful if they interact with the lesson. Dewey believed that the

students are more likely to be engaged in activity. Connecting the curriculum to

an activity is more beneficial than reading the material.

 19

Dewey’s learning by doing theory (Bruce, B. 2012 )

“Learning by doing is the simple idea that we are
capable of learning more about something when we
perform the action.”

Moore’s Theory
of Transactional
Distance Enhanced Lev Vygotsky’s
Enhanced
(Barton, T. 2020) Psychomotor
Psychomotor Zone of Proximal
skills
skills of
of grade
grade Development
VI pupils
VI pupils (Cherry, K. 2020)
“The theory of
Transactional “Assessing the
Distance states that learners with the
as the level of help and guidance
interaction between of more
teacher and learner knowledgeable
decreases, learner person”
autonomy must
increase.”

Figure
Theoretical Framework of the Study
 20

Learning by doing is the process whereby people make sense of their

experiences, especially those experiences in which they actively engage in

making things and exploring the world. It is both a conceptual designation

applied to a wide variety of learning situations (in fact, as some would argue, to

all learning), and a pedagogical approach in which teachers seek to engage

learners in more hands-on, creative modes of learning. (Bruce, B. 2012)

As per this theory, the teachers or parents serve as the guide in order for

the learners to learn because students learn best when they interact with the

environment in order for them to adapt and learn.

As applied in this study, pupils will likely to learn best when provided with

appropriate assistance and encouragement from their teachers, parents and

more skilled others. In the implementation of the modular distance learning,

pupils learn at their own home environment wherein their parents serve as the

more skilled person that guides and assists the pupils.

Moore ‘s theory of Transactional Distance state that the transactional

distance which is the gap between the teachers from the students understanding

is bridged by the dialogue between the teacher and the students and by the

structure of the educational program.

Moore’s Transactional Distance Theory is a way of analyzing the

interactions between learner and instructor in both space and time.  Moore

suggests that separation in distance learning is not just physical, but “a

 21

psychological and communications space to be crossed, a space of potential

misunderstanding between the inputs of instructor and those of the learner.”

(Barton, T. 2020)

This theory is applicable in this study as the learners experience to learn

at their own pace during the implementation of modular distance learning. Pupils

differ in self-direction and developing psychomotor performance. Therefore, the

required learning outcomes of learning materials should be described in terms

that are understandable to every learner. The exact parameters of every activity

should be clearly defined so that learners know what exactly is expected of

them.

This theory of Zone of Proximal Development explains that there are skills

that are too difficult to master but can be done with the assistance and

encouragement of knowledgeable other.

The zone of proximal development (ZPD), or zone of potential

development, refers to the range of abilities an individual can perform with the

guidance of an expert, but cannot yet perform on their own. Developed by

psychologist Lev Vygotsky, this learning theory may be observed in a classroom

setting, or anywhere else where an individual has the opportunity to develop

new skills. Cherry, K. (2015).

 22

As per this theory, learner learns best with the guidance of those with

higher level of knowledge and skills than the learners, social interaction with

more skilled tutor and scaffolding.

As applied in this study, pupils will likely learn best when provided with

appropriate assistance and encouragement from their teachers, parents and

more skilled peers. In the implementation of the modular learning modality,

pupils learn at their own home environment wherein their parents play a vital

role and serve as the more skilled person that guides and assists them.

Conceptual Framework

The studies and theories cited above provided the researcher with initial

insights on how the study would be organized and realized. Hence, the

conceptual framework of the study is shown in a schematic diagram illustrated in

Figure 2.

The goal of this study is to address difficulties encountered by the pupils

in developing psychomotor skills through modular distance learning. This will also

determine the effectiveness of modular distance learning in physical education

subject. The primary consideration in this study will be their overall psychomotor

performance obtained through the use of modules.

 23

DIFFICULTIES IN DEVELOPING THE PSYCHOMOTOR SKILLS IN

PHYSCAL EDUCATION THROUGH MODULAR DISTANCE LEARNING

Alianza Elementary School, San Fernando District, San Fernando

Camarines Sur S/Y 2020 - 2021

Difficulties encountered by
pupils in developing
psychomotor skills in physical
education modular distance
learning. Intervention proposed in
this study

Figure 2

Conceptual Paradigm
 24

The researcher will undertake interview since this will be more appropriate

at this pandemic period because there are no face to face classes. Qualitative

analysis will be used to treat the gathered information and they will be

interpreted based on the questions raised by this study.

Semi-structured interview schedule from the Grade 6 pupils and the PE

teachers from their home will be used to elicit information from the participants.

There are a series of questions from the semi- structured interview based on

individual’s personal difficulties in Modular distance learning to develop the

psychomotor skills in Physical Education. The results will determined the various

difficulties of Grade 6 Pupils and PE teachers to develop the psychomotor skills in

physical education through modular distance learning.

 25

NOTES

Jaehwa Bernando (2020). Modular Distance Learning. Retrieved from

https://news.abs-cbn.com/news/07/30/20/modular-learning-most-preferred-by-
parents-deped. April 5, 2021

Ma. Theresa Bringas Nardo (2017). “Modular Instruction Enhances

Learners Autonomy”. Published October 20, 2017. Retrieved from http://pubs.
sciepub. com/education/5/10/3/index.html. April 6,2021

Charmaine S. Lacayanan (2020). “Modular Learning Approach”. Retrieved

from https://www.pressreader.com/. April 6, 2021

Ms. Mean Chen (2020). “Students New Normal: Modular Distance

Learning”. Retrieved from https://www.uniquephilippines.com/students-new-
normal-modular-distance-learning/. April 7, 2021

Rex Casiple (2021). “Modular Instruction”. Retrieved from

https://dailyguardian.com.ph/modular-instruction/. June 24, 2021

Joseph Byran (2020). “Teaching-Learning Modality Under New Normal”.

Retrieve from https://pia.gov.ph/features/articles/1055584. June 24, 2021

The Ministry of Education, University and Research (2012) “Psychomotor

Assessment in Teaching and Educational Research”. Retreived from
https://files.eric.ed.gov/fulltext/EJ1219810.pdf. Apr 10, 2021

Ilaria Viscione, Francesca D’Elia, Rodolfo Vastola, Maurizio Sibilio (2016).

“Psychomotor Assessment in Teaching and Educational Research”. Retreived
from https://files.eric.ed.gov/fulltext/EJ1219810.pdf . Apr 10, 2021

Abdul Rahman and Mohamad Amer Hasbullah (2016). “Modular System

and Students Psychomotor Performance”. Retrieved from
 26

https://www.researchgate.net/publication/317475477_Modular_System_and_Stu
dents_Psychomotor_Performance. April 11, 2021

Hyun-Chul Jeong and Wi-Young So (2020). “Difficulties of Online Physical

Education Classes in Middle and High School and an Efficient Operation Plan to
Address Them” retrieved from file:///C:/Users/user/Downloads/ijerph-17-07279-
v2.pdf. April 11, 2021

Joshua Stephen Taylor (2012). “Students' and teachers' perceptions of

physical education”. (Bachelor's thesis, Avondale College, Cooranbong,
Australia). Retrieved from https://research.avondale.edu.au/theses
_bachelor_honours/10. April 11, 2021

Bertram C. Bruce and Naomi Bloch (2012). Learning by Doing. In: Seel
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 [Type
27 a quote
from the
document or
CHAPTER III

METHODS AND PROCEDURES

This chapter includes the methods used, the data gathering tool, the

respondents of the study, the procedure of investigation, the data analysis, and

the ethical considerations.

Method Used

A qualitative approach for this study will be chosen because qualitative

approach are especially useful in discovering the perspective that people give to

events that they experience in the difficulties in developing psychomotor skills

through modular distance learning. The phenomenological method will be used

to understand how participants make meaning of the phenomenon being studied

and its effectiveness in studying small number of participants, a

Phenomenological method is considered more relevant to undertake this

research as it allowed greater capacity to gain more depth and meaning based

on individual’s personal difficulties in Modular distance learning to develop the

psychomotor skills in Physical Education opposed to a quantitative approach

which is more structured, broader in scale and more numerically based.

The qualitative research method used for this study are described further,

below are included purposive sampling technique, semi-structured interview,

systematic concurrent data collection and data analysis .

 28

Data Gathering Tool

This study uses a semi-structured interview method where questions will

be used. The participants will be interviewed in their homes to feel more at ease

in their surroundings; and allow them to speak more freely and openly on the

research topic. A Semi-structured interview is typically conducted with a series of

questions in the general form of an interview schedule; however the sequence of

questions can be varied. An interview schedule will be prepared in advance to aid

the researcher with the structure and flow of the interview. Each participant will

be presented with a set of questions relating to their overall individual’s personal

difficulties in Modular distance learning to develop the psychomotor skills in

Physical Education. The questions will be mainly open-ended questions with a

small number of closed questions.

Respondents of the Study

Purposive sampling technique used in this study that examine and then

seeks out research participants who cover full range perspectives of the

difficulties in Modular distance learning to develop the psychomotor skills in

Physical Education. The respondents of this research are the Grade 6 Pupils and

PE teachers in all grade levels in Alianza Elementary School

 29

Procedure of Investigation

For more reliable and valid results, the study followed the different steps

in the research process.

Securing of permit to conduct the study. A permit to conduct the study

was requested from the school head to allow the researchers to conduct the

study. The researchers began the study by submitting a letter of request to the

school principal of Alianza Elementary School asking permission to conduct the

study by using 30 grade VI pupils and Physical Education Teachers.

Preparation of Data Gathering Tool. The data gathering tool used to

conduct of this study was a semi-structure interview that will identified the

perspective of individual’s personal difficulties in Modular Distance Learning to

develop the psychomotor skills in Physical Education adapted from other

researchers and was proven to be valid and reliable.

Administration of the interview. After the approval of the request to

conduct the study, the researcher personally administered the interview to the

pupils and teachers. The semi-structured interview was given during the

experience of the Grade VI pupils and PE teachers when they encountered the

implementation of modular to get the result in their perspective about how they

have difficulties in Modular Distance Learning develop the psychomotor skills in

Physical Education.

Processing of Gathered Data. The gathered data were prepared to

transcribed. It will then be coded, analysed, interpreted and verified.

 30

Writing of the research report. After the data were organized, analyses

and interpreted, the researchers prepared the research report which was

subjected to a series of revision and improvement. Finally, the research report

was prepared and presented to the panel of College of Teachers Education.

Each interview was composed of series of question that prepared by the

researchers. The participants will answered through relating to their overall

individual’s personal difficulties in Modular Distance Learning to develop the

psychomotor skills in Physical Education. The question will be mainly open ended

question with small number of closed question.

Data Analysis

Once the data are transcribed, it will then be coded, analysed, interpreted

and verified. The process of transcribing the interviews can help the researcher

to gain more understanding of the subject from repeatedly listening to and

reading the transcribed interviews. Coding qualitative data makes it easier to

interpret feedback. Assigning codes to words and phrases in each response helps

capture what the response is about which, in turn, helps better to analyze and

summarize the results of the entire interview (Medelyan, 2019).

The data will be analyzed, categorized and organized into themes and

further sub-themes which will emerge through the coding process. The themes

which emerged will be assigned a specific code, accordingly. The next stage will

be interpreting the data by identifying any reoccurring themes throughout and

 31

highlighting any similarities and differences in the data. The final stage will

involve data verification. This process involves checking of validity of

understanding by rechecking the transcripts and codes again. The importance of

continue reviewing the data in previous phases will have connections that will

constantly be made until saturation occurred (Urquhart, 2013).

Ethical considerations

The researcher will ensure that ethics will remain a top priority throughout

the study. Following the methods as outlined in this section paramount in

ensuring the validity and reliability of this study.

In conducting any type of research, the researcher must at all-time be

aware of the impact which their research will have on participants and on society

as a whole and must therefore act accordingly. In conducting this study, the

researcher will ensure informed consent from all participants. They will also be

advised that that they are under no obligation to answer any question which

they may not have felt comfortable with. Participants will be given advanced

notice prior to the interview, a broad outline of the subject to be discussed, an

indication of the type of information that will be required of the participant, the

reasons why the research is being carried out and how the information which

they will provide will be used. Prior to the commencement of each interview the

participants are told of the length of time involved with the interview and
 32

sufficient time is allowed before and after the interview for the participant to ask

any questions relating to the research topic.

 33

NOTES

Alyona Medelya (2019). "Coding Qualitative Data". Retrieved from

https://www.google.com/amp/s/getthematic.com/insights/coding-
qualitative-data/amp/. April 21, 2021

Cathy Urquhart (2013). "Grounded theory for qualitative research.

A practical guide". Retrieved from https://www.researchgate.
net/publication/279187199_Grounded_Theory_for_Qualitative_Research_
A_Practical_Guide?
fbclid=IwAR0EOuHZ8XyVuNqXMGvceM6jqUjtLWAvYJxCz_S-
rpG_h2zGs_45_usuei8. July 1, 2021