“Kahoot: An Interactive Application to Enhance Learners’

Recitation during P.E Online Class”

A Research Proposal

Presented to

The Faculty of College of Education

Carlos Hilado Memorial State College

Talisay City, Negros Occidental

In Partial Fulfillment of the Requirements in EDNTRN

By:

Subiate, Dioan B.

Torres, Kristine Joy B.

Trinidad, Albert P.

Viajedor, Elah Grace B.

MARCH 2022

i
 TABLE OF CONTENTS

TITLE PAGE NUMBER

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT vii

DEDICATION ix

ABSTRACT

TABLE OF CONTENT

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES

CHAPTER I. CONTEXT AND RATIONALE

Introduction 1

Context with Research Focus 3

Reflection on Teaching and Learning 4

Research Objectives 5

ii
CHAPTER II. ACTION RESEARCH METHODS

Research Respondents 6

Planning of Research Implementation 6

Data Collection Methods 7

Data Analysis 8

CHAPTER III. RESULTS AND DISCUSSION

Research Findings 10

Reflections 20

Suggestions for Further Research 21

REFERENCES

APPENDICES

iii
 LIST OF TABLES

Table Page

The status of learners’ recitation before

the intervention. 10

The status of learners’ recitation after

the intervention 11

The difference of learners’ recitation

before and after the intervention. 13

The insights of learners after using Kahoot. 16

iv
 LIST OF FIGURES

Figure Page

The difference in the learners’ recitation

(not reciting) before and after the intervention 14

The difference in the learners’ recitation

(recited) before and after the intervention 15

v
 LIST OF APPENDICES

Appendix Page

A. LETTER 23

B. INSTRUMENTS 25

C. EDITOR’S CERTIFICATION 26

D. STATISTICIAN’S CERTIFICATION 27

E. EVIDENCES FOR THE CONDUCT OF THE STUDY 29

F. CURRICULUM VITAE 30

vi
 ACKNOWLEDGEMENT

We, researchers wish to express our sincerest thanks and

gratitude to the following persons who gave their untiring

support and valuable assistance in making research work a

reality:

To Dr. Gertrudes Anastacia D. Lopez, our adviser, for

being the best adviser ever, for the patience, guidance, and

excellent advice throughout this study;

To the members of the panel composed of Dr. Gertrudes

Anastacia D. Lopez, Sir King Abram Cabuatan, Ms. Kane Sheena

Ambong, and Dr, Ma. Elena Doruelo, for their feedback and

suggestions;

To the principal of RBLMHS, Maritess B. Rivera, Principal

III, for allowing us to conduct our study in their school;

To Ms. Judith P. Ambino, for permitting us to conduct our

study on her learners;

To the selected Special Science Learners of RBLMHS, for

their consent to take part in this study;

To our classmates, who believed and throw encouraging

words to keep us going that contributed much to the success of

this study;

To our beloved families, who love us unconditionally and

support us in all endeavors we undertake;

vii
 Above all, to our Lord Almighty, our healer and great

provider, the source of all our strength and wisdom.

DEDICATION

This is inspired by and dedicated to the following:

Above all else, to Our Almighty God who had given us

heavenly wisdom and strength to finish this study;

To our respective families who have been our source of

inspiration and who continually provide us with moral,

spiritual, emotional, and financial support;

To our mentors, cooperating teachers, and action research

advisers who wholeheartedly shared their knowledge and wisdom;

and

To our classmates who shared words of advice and

encouragement to finish this study.

viii
ix
 1

ABSTRACTION

The goal of this study was to see how the Kahoot App affected learner recitation in an online

class. The twenty (20) Grade 9 Special Science learners from Rafael B. Lacson Memorial High

School took part in this study. Before and after utilizing the Kahoot App, a research-made

checklist was employed to determine learner engagement in terms of recitation. The

researchers used their online learning platform, Google Meet, to conduct a one-week

physical education lesson. The researchers observed the learners' recitation involvement by

using a research-created checklist that included a check if the learner was reciting and an x if

they were not. The researchers ran a 1-week physical education program during the

administration of the intervention. In which their recitation was graded by a check if the

learner was there and an x if they were not. The researchers then asked the individuals a

question after the intervention. Learners' recitation during P.E. online class has improved as

a result of using Kahoot in the classroom; they are more attentive and engaged. As a result,

it was a useful tool for improving learner recitation in P.E. Online course Its goal was to

increase learner engagement so that they may become more engaged and attentive while

learning and having fun. Learners found having a P.E. online lesson using the Kahoot

program to be more enjoyable and exciting.

 2

CHAPTER I

CONTEXT AND RATIONALE

Introduction

Online learning platforms are an excellent approach to

increase involvement since they provide a subtler platform for

introverted learners to express themselves while also

providing an additional outlet for extroverted learners.

Classroom websites can let learners talk outside of the

classroom. This allows learners to ask questions as they

arise, allows them to debate issues in more depth, and

demonstrates to you that they have a thorough comprehension of

the curriculum (Coleman, 2010).

Learners frequently express a preference for teachers

that use active learning tactics to assist learners with the

class's content. It may be difficult to get certain learners

to participate in classroom activities and conversations,

especially in big lecture classes, and to determine whether or

not they are genuinely learning and comprehending the

material.

Kahoot is a question-and-answer system for classrooms

that distributes and shows questions to learners. It's meant

to be played in groups or by learners on their own. Learners

are given multiple-choice questions that are displayed on a

classroom screen by their teachers. It can be utilized

 3

professionally and socially, and its website can be accessed

from any device, making it appealing to all learners. As a

result, Kahoot may be familiar to learners already.

Kahoot is well-known for its adaptability, which allows

it to be used in a range of areas, including physical

education. It's a great way to keep learners engaged because

it focuses on social learning and is a fun, engaging app. It's

also easy to use because it works on any device and

participants don't have to register. The nicest aspect is that

both professors and learners can use it for free.

Low learner involvement in recitation was one of the

issues Junior High School PE teachers at Rafael B. Lacson

Memorial High School faced in online classes. The lack of

skill and information transfer to learners has emerged as a

major negative of online education, while convenience and

safety have arisen as advantages (Aguinaldo, 2021). Although

online learning provided new opportunities for both teachers

and learners, it was unable to match the effectiveness of

motivation and level of involvement of learners during

physical activities in the traditional classroom, school

grounds, or gym.

Furthermore, according to Escomes et al., (2021),

learners have little motivation to complete tasks such as oral

recitation. Learners were dissatisfied with online talks,

conversing, interacting, and speaking online, according to

 4

their perceptions of social presence and social engagement. In

our observation of Rafael B. Lacson Memorial High School's

online physical education class, one problem the PE teachers

had was the learners' lack of participation and excitement,

particularly in the recitation of learners.

As a result, the researchers are motivated to use the

Kahoot app to create a fun and interactive manner of learning

and processing information and lessons.

Context with Research Focus

This study focuses solely on learner involvement in

online classes utilizing the Kahoot app. The researchers

intended to see how Kahoot affected learners' recitation

learning specifically. The outcomes were established before

and after the researchers' interaction with a group of Rafael

B. Lacson Memorial High School Grade 9 learners.

Reflection on Teaching and Learning

Learners can continue to learn while living at home due

to digital learning systems. Through the utilization of online

educational platforms, learners can participate in an online

class from wherever they are and on whatever digital device

they are using. Learning has become more enjoyable as a result

of the many exciting tools and applications available in this

virtual environment.
 5

One of them is Kahoot, an app that allows you to learn

through fun games, quizzes, and other activities. Within

minutes, quizzes can be made and shared. This tool makes

organizing quizzes and games very straightforward (Kaur,

2021). The Kahoot software is incredibly useful for the

teachers' online classes. This is to ensure that learners

participate actively in an online class discussion.

The advantages of adopting Kahoot in the classroom extend

beyond grades and test scores. A number of studies are

included in the evaluation to show how Kahoot enhanced

classroom dynamics and provided a safer, more positive

learning environment. According to studies, classes that used

Kahoot observed higher attendance, learner participation,

engagement, and motivation, as well as greater contact between

learners and professors and learners and peers (Wang, 2020).

Action Research Objectives:

The following goals will be determined by this research:

1. The kids' recitation before the intervention.

2. The intervention was utilized to help learners improve

their recitation skills.

3. The kids' recitation after the intervention.

4. The difference between before and after the intervention in

the learner's recitation.

 6

5. The learners' perspectives after using Kahoot.

Hypothesis

Is there a significant difference in the learner's

recitation before and after the intervention?

 7

CHAPTER II

ACTION RESEARCH METHODS

Research Respondents

The participants in this study were from Rafael B. Lacson

Memorial High School's Grade 9 Special Science class. Only 20

learners in an online class were studied by the researchers.

Planning of Research Implementation

Phase 1: Crafting of Instruments

The researchers recognized the research problem and wrote

to the school's principal, requesting permission to perform

the study. The researchers then requested that the class

adviser lead an intervention class.

Phase 2: Conduct of Research Instrument (Before the

intervention of Kahoot)

During this phase, the researchers formed a group chat

with Rafael B. Lacson Memorial High School Grade 9 Special

Science learners. The researchers then held a one-week

physical education lesson at Rafael B. Lacson Memorial High

School utilizing their online learning platform, Google Meet.

The researchers observed the learners' recitation involvement

by using a research-created checklist that included a check if

the learner was reciting and an x if they were not.

 8

Phase 3: Intervention using the Kahoot application

The Kahoot application was introduced, and learners were

given a basic tutorial on how to utilize it. At Rafael B.

Lacson Memorial High School, the researchers conduct a one-

week physical education lesson utilizing Kahoot as their

online learning platform. The data was acquired by using the

Kahoot program to conduct a physical online lesson while

verifying the researcher-made checklist. In which their

recitation was graded by a check if the learner was there and

an x if they were not. The researchers then asked the

individuals a question after the intervention.

Data Collection Methods

Based on the observations made during the pre-

demonstrations, the researchers defined the research problem

and proposed a feasible solution. The researchers came up with

a set of research objectives and questions. The researchers

then identified the study's participants, who were twenty

Rafael B. Lacson Memorial High School Grade 9 Special Science

learners. The researchers wrote to the school's principal,

requesting permission to perform the study. Following that,

the researchers requested a copy of the learners' recitation

records from the class adviser. The researchers start with the

pretest data, which comes from the learners' past records. The

researchers created a group chat with Rafael B. Lacson

Memorial High School Grade 9 Special Science learners. The

 9

researchers then used the Kahoot Application to perform the

study on the selected participants via online meetings.

The data was collected, encoded in Excel, and then

computed for a treatment analysis. The frequency was

calculated using all of the data collected from the post-test

and pre-test. According to the findings, learners' recitation

participation before and after the Kahoot intervention

differs. The researchers gathered and examined the

participants' responses to the supplied question.

Data Analysis

The study's data analysis includes a Kahoot app-based

intervention to improve learners' reciting skills. It also

includes the frequency with which learners recite before and

after the intervention, as well as the learners' conclusions

after using the Kahoot app.

First, determine learner engagement in terms of

recitation before to the intervention. Without using the

Kahoot app, the researchers used the frequency of the

participants' recitation.

Second, the researchers used the Kahoot app to track

learners' recitation during the intervention. The

participant's recitation frequency was calculated.

 10

Third, the participants' interview replies were gathered,

and the most common responses were recognized and classified.

 11

CHAPTER III

RESULTS AND DISCUSSION

Research Findings

This chapter shows the organized presentation of data

gathered, their analyses, and interpretation

Table 1

The status of learners’ recitation before the intervention.

Day 1 Day 2 Day 3 Day 4 Day 5

No. of Learner Reciting 8 8 6 6 7
No. of Learner Not Reciting 12 12 14 14 13

Descriptive Statistics

Day 1 Day 2 Day 3 Day 4 Day 5

Valid 20 20 20 20 20
Missing 0 0 0 0 0
Mean 0.400 0.400 0.300 0.300 0.350
Std. Deviation 0.503 0.503 0.470 0.470 0.489

Table 1 shows the data on the learners' reciting

abilities before to the intervention. On day one, 8 out of 20

learners recited (M = 0.40, SD = 0.50), on day two, 8 out of

20 learners recited (M = 0.40, SD = 0.50), on day three, 6 out

of 20 recited (M = 0.30, SD = 0.47), on day four, 6 out of 20

recited (M = 0.30, SD = 0.47), and on day five, 7 out of 20

learners recited (M = 0.35, SD = As a result, prior to the

intervention, learners' recitation participation was low.

One of the obstacles of increasing learner participation

 12

through purposeful and engaging interactions is that existing

online learning activities are largely structured

asynchronously, according to Boling (2012). In a typical

online course, it is challenging for an instructor to

establish good interactions for learners because these require

rapid and high-quality response from the instructor.

Table 2

The status of learners’ recitation after the intervention.

Day 1 Day 2 Day 3 Day 4 Day 5

No. of Learner Reciting 12 13 11 13 10
No. of Learner Not 8 7 9 7 10
Reciting
Descriptive Statistics

Day 1 Day 2 Day 3 Day 4 Day 5

Valid 20 20 20 20 20
Missing 0 0 0 0 0
Mean 0.600 0.650 0.550 0.650 0.500
Std. Deviation 0.503 0.489 0.510 0.489 0.513

Table 2 shows the results of the intervention on the

learners' recitation skills. On day one, 12 out of 20 learners

recited (M = 0.60, SD = 0.503), on day two, 13 out of 20

learners recited (M = 0.65, SD = 0.489), on day three, 11 out

of 20 recited (M = 0.55, SD = 0.510), on day four, 13 out of

20 recited (M =0.65, SD = 0.489), and on day five, 10 out of

20 learners recited (M = 0.50, SD This indicates that

following the session, learners were really engaged.

 13

Learners that played Kahoot in the classroom reported

feeling more confidence answering quiz questions, especially
given Kahoot's option to play anonymously, according to Wang
(2020).

Furthermore, it felt more at ease addressing questions

during the class discussion period. Teachers verified this
conclusion, reporting increased engagement from their
learners, including shy learners, as well as greater
attentiveness, motivation, and material understanding.

Table 3

The difference of learners’ recitation before and after the

intervention.

Binomial Test

Variable Level Counts Total Proportion p Interpretation

Day Day 1 1 5 0.200 0.375 Significant

Day 2 1 5 0.200 0.375 Significant
Day 3 1 5 0.200 0.375 Significant
Day 4 1 5 0.200 0.375 Significant
Day 5 1 5 0.200 0.375 Significant
Count 10 1 5 0.200 0.375 Significant
11 1 5 0.200 0.375 Significant
12 1 5 0.200 0.375 Significant
13 2 5 0.400 1.000 Not Significant
Expected 6 2 5 0.400 1.000 Not Significant
7 1 5 0.200 0.375 Significant
8 2 5 0.400 1.000 Not Significant

Note.  Proportions tested against value: 0.5.

The difference in learners' recitation before and after

the intervention is seen in Table 3. The proportion in Days (p

= 0.375) is less than the 0.5 significant level in these

results. While the Count proportions are not statistically

different from the prescribed proportions at the level of 13

(p = 1.000), they are at the levels of 10, 11, and 12 with a

 14

p-value of 0.375. The Expected proportion does not deviate

considerably from the given proportions, particularly at

levels 6 and 8 (p = 1.000); nevertheless, it differs

significantly at level 7 (p = 0.375).

As a result, the results cannot be considered absolutely

significant because the p-value of 1.000 is greater than the

significant level of 0.5, nor can they be considered not

significant because the p-value of 0.375 is less than the

specified percentage.

Teachers frequently use technology to change knowledge,

encourage and engage learners, and analyze the development of

learning materials, according to a study conducted by Fitriah

(2021). Kahoot is a digital game application that may be

linked into education and is one of the technological tools

accessible. This program could be used by teachers to

encourage learners to engage in active learning.

Figure 1

The difference in the learners’ recitation (not reciting)

before and after the intervention.

 15

16

14

12

10

8 Before
After
6

0
Day 1 Day 2 Day 3 Day 4 Day 5

Day 1 has a percentage drop of 33.33 percent, day 2 has a

percentage reduction of 41.67 percent, day 3 has a percentage

drop of 35.71 percent, day 4 has a percentage drop of 50

percent, and day 5 has a percentage drop of 23.08 percent, as

shown in Figure 1.

Boling et. al. (2012) was backed up by the results.

The fact that most online learning activities are created in

an asynchronous way is one of the problems of encouraging

learner involvement through intentional and engaging

interactions. In a typical online course, it is challenging

for an instructor to establish good interactions for learners

because these require rapid and high-quality response from the

instructor. It's also difficult to construct the kinds of

seamless and continuous learning activities that would let

 16

learner’s complete real-world tasks in asynchronous

environments.

Figure 2

The difference in the learners’ recitation (recited) before

and after the intervention.

14

12

10

8
Before
6 After

0
Day 1 Day 2 Day 3 Day 4 Day 5

Day 1 has a percentage increase of 33.33 percent, day 2

has a percentage increase of 62.5 percent, day 3 has a

percentage increase of 45.45 percent, day 4 has a percentage

increase of 53.85 percent, and day 5 has a percentage increase

of 30 percent, as seen in the above figure.

Kahoot gave learners more opportunity to connect with the

instructor, peers, and lecture topic, similar to Graham's

(2015) study. It also aided in the creation of a "fun"

learning environment, which contributed to beneficial

 17

classroom engagement dynamics. This was a very different

learning experience than the conventional "chat and talk"

style that learners had previously encountered in prior

classes.

Table 4

The insights of learners after using Kahoot.

Learner Statement Translation Unit of Code Theme

meaning

Learner The first The first The Amazing The

time I used time I used
1 Kahoot na Kahoot I was intervention intervention
amaze gd ko amazed to
sa mga the features is Amazing was
features and and games of
games sa app the and effective.
kay naga application.
enjoy gd kami Me and my enjoyable.
sang akun nga classmates
mga really
classmates. enjoyed the
games.
Learner Una nd gd ko I am not Enjoyable The
familiar sa familiar to
2 Kahoot nga the Kahoot intervention
app kay wala app because
pa kami na ka I haven’t was
gamit sa amun use this app
nga mga yet. But effective.
previous nga when the
mga klase pro time that
sang gin our teacher
gamit na introduced
namun sa it to us we
klase sang really
amun teacher enjoyed
na namian gd using it.
ko kag nag
enjoy kay
damo games.
Learner Sang gin When the Fun The
 18

3 introduce time that intervention

samun ang our teacher
Kahoot sang introduced was
amun teacher the Kahoot
permi na ko app to us we effective.
ga sulod kag actively
participate participated
sa klase kay to the class
na sadyahan activities
ko kada mag because we
pa activities had so much
si sir kay fun playing
sa Kahoot the Kahoot
kami ga Games.
hampang sang
mga games.
Learner Nabudlayan ko At first, I The Helpful The
una-una kay find it
4 first time ko difficult to intervention intervention
na encounter answer the
ang Kahoot activities is helpful was
amo na nga in Kahoot
wala ko ka because It and useful effective.
answer sa mga is my first
games pro time to the
sang nag encountering
dugay na kag this game. learner.
naka balo That is why
naman ko naga I did not
answer na ko answer the
kag mas dasig games. As
ko ma catch time goes by
up ang lesson I learned
sang teacher how to play
namun with answer and
the help sang it’s easy to
Kahoot app. catch up the
lesson of my
teacher with
the help of
this app.
Learner Permi na ko I always Motivation The
ga participate
5 participate and recite intervention
kag ga recite everytime my
every time teacher gave was
mag pa activities.
activities It motivates effective.
amun teacher me because
kay gaka after every
motivate ko Kahoot games
 19

kay may there is

scores2 kada scores given
tapos namun and it makes
answer sa the lesson
Kahoot kag easy to
mas dali ko remember.
gaka tandaan
ang lesson.

Learner Statement Translation Unit of Code Theme

meaning

Learner The first The first The Amazing The

time I used time I used
1 Kahoot na Kahoot I was intervention intervention
amaze gd ko amazed to
sa mga the features is Amazing was
features and and games of
games sa app the and effective.
kay naga application.
enjoy gd kami Me and my enjoyable.
sang akun nga classmates
mga really
classmates. enjoyed the
games.

Learner Una nd gd ko I am not Enjoyable The

familiar sa familiar to
2 Kahoot nga the Kahoot intervention
app kay wala app because
pa kami na ka I haven’t was
gamit sa amun use this app
nga mga yet. But effective.
previous nga when the
mga klase pro time that
sang gin our teacher
gamit na introduced
namun sa it to us we
klase sang really
amun teacher enjoyed
na namian gd using it.
ko kag nag
enjoy kay
damo games.

Learner Sang gin When the Fun The

introduce time that
3 samun ang our teacher intervention
 20

Kahoot sang introduced was

amun teacher the Kahoot
permi na ko app to us we effective.
ga sulod kag actively
participate participated
sa klase kay to the class
na sadyahan activities
ko kada mag because we
pa activities had so much
si sir kay fun playing
sa Kahoot the Kahoot
kami ga Games.
hampang sang
mga games.

Learner Nabudlayan ko At first, I The Helpful The

una-una kay find it
4 first time ko difficult to intervention intervention
na encounter answer the
ang Kahoot activities is helpful was
amo na nga in Kahoot
wala ko ka because It and useful effective.
answer sa mga is my first
games pro time to the
sang nag encountering
dugay na kag this game. learner.
naka balo That is why
naman ko naga I did not
answer na ko answer the
kag mas dasig games. As
ko ma catch time goes by
up ang lesson I learned
sang teacher how to play
namun with answer and
the help sang it’s easy to
Kahoot app. catch up the
lesson of my
teacher with
the help of
this app.

Learner Permi na ko I always Motivation The

ga participate
5 participate and recite intervention
kag ga recite everytime my
every time teacher gave was
mag pa activities.
activities It motivates effective.
amun teacher me because
kay gaka after every
motivate ko Kahoot games
 21

kay may there is

scores2 kada scores given
tapos namun and it makes
answer sa the lesson
Kahoot kag easy to
mas dali ko remember.
gaka tandaan
ang lesson.

The respondents' thoughts on the intervention are

depicted in Table 4 using theming. The majority of learners

say Kahoot is a fun and enjoyable game that was taught to

them, according to the findings. Meanwhile, the remaining

replies were categorized as outstanding, helpful/useful, and

motivating.

Reflection

With the help of different exciting programs that are

available and easy to download, learning has become

entertaining and enjoyable, and Kahoot is one of them. As a

result, the researchers in this study used Kahoot as an

intervention to analyze the learners' recitation

participation.

After the intervention, data coding, and learner study

responses, the researchers decided that Kahoot is useful and

advantageous to learner involvement in class. They're reciting

more than they were in earlier classes without Kahoot. They

are taking part in teacher-directed activities. Learners are

having a lot of fun and excitement in class because the

 22

activities are in Kahoot, therefore they are more inspired to

participate in the activities and answer the questions in

class.

Furthermore, Kahoot is beneficial to learners' learning

because it allows them to quickly understand and catch up on

lessons, as well as motivates them to study more. Furthermore,

utilizing Kahoot as an intervention enhanced learner

recitation in class because most of them are already

participating in activities and responding to teacher queries.

As a result of this research, the researchers are pushing

schools and teachers to allow their kids to experiment with

more tools and applications, such as Kahoot.

Suggestions for Further Research

Some areas of concern surfaced as a result of this

research. The following suggestions have been made by the

researchers. The Rafael B. Lacson Memorial High School is the

recipient of these letters.

Administration: School administrators must provide or

improve internet access within the school grounds. This will

allow teachers to use and enjoy the Kahoot program, which is

an important tool for boosting learner recitation in an online

environment.
 23

Teacher: Teachers can utilize the Kahoot program to improve

learner recitation in class and promote the usage of

interactive and collaborative teaching tactics, which is

critical in online learning approaches.

Learners: Because of the Kahoot application, which motivates

learners to attend classes, they may continue to study their

lessons and put in more effort in learning as frequently as

feasible.

Future Researchers: They might use this study as a guide while

conducting research on Kahoot: An Interactive Application to

Improve Learners' Recitation in Online Physical Education

Classes.

REFERENCES
 24

https://telrp.springeropen.com/articles/10.1186/s41039-018-0078-8

https://journals.sagepub.com/doi/full/10.1177/1046878119882048

https://www.sciencedirect.com/science/article/pii/S0360131520300208

https://kahohttps://www.irrodl.org/index.php/irrodl/article/view/

3998/4952ot.com/research-articles/

https://www.google.com/amp/s/www.techprevue.com/kahoot/%3famp

https://www.techlearning.com/how-to/what-is-kahoot-and-how-does-it-work-

for-teachers

https://learnsafe.com/using-kahoot-in-the-classroom/

Letter to Conduct Study

 25

Letter of Validation
 26

RESEARCH CHECKLIST

Learner’s Name Reciting Not Reciting

 27

Learner A

Learner B

Learner C

Learner D

Learner E

Learner F

Learner G

Learner H

Learner I

Learner J

Learner k

Learner L

Learner M

Learner N

Learner O

Learner P

Learner Q

Learner R

Learner S

Learner T
 28

STATISTICIAN'S CERTIFICATION

This is to certify that the data treatment and analysis

of the action research entitled “Kahoot: An Interactive

Application to Enhance Learners’ Recitation during P.E Online

Class” of Subiate, Dioan B., Torres, Kristine Joy B.,

Trinidad, Albert P., Viajedor, Elah Grace B. for compliance

with the subject FS2 (Field Study 2) and the degree of

Bachelor of Physical Education was found to be correct and

appropriate.

JOHN MIL ELLA,MAT/MS MATH

Signature over Printed Name of Editor/Degree
 29

EDITOR'S CERTIFICATION

May 10, 2022

This is to certify that the paper entitle d “KAHOOT: AN INTERACTIVE

APPLICATION TO ENHANCE LEARNERS' RECITATION DURING P.E ONLINE CLASS ” of

Subiate, Dioan B., Torres, Kristine Joy B., Trinidad, Albert P., Viajedor, Elah Grace B. for

compliance with the course EDNTRN (Teaching Internship) and the degree of Bachelor of

Physical Education had satisfactorily passed the criteria for final reading (grammar and

composition), undergone plagiarism check, and formatted based on the guidelines set by

the College of Education. It must be noted that the undersigned disclaims content

modifications after checking.

Signature Over Printed Name of Editor/Degree

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PLAGIARISM
 31

Evidences for the Conduct of the study

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CURRICULUM VITAE

PERSONAL BACKGROUND

Name : SUBIATE, DIOAN B.

Birth Date : NOVEMBER 09, 1999

Age : 22

Address : BRGY. UDTONGAN, ESCALANTE CITY NEGROS

OCC

Civil Status : SINGLE

Religion : CATHOLIC

EDUCATIONAL ATTAINMENT

Tertiary : CARLOS HILADO MEMORIAL STATE

UNIVERSITY

Senior Highschool : ESCALANTE NATIONAL HIGH SCHOOL

Junior Highschool : ESCALANTE NATIONAL HIGH SCHOOL

Elementary : UDTONGAN ELEMENTARY SCHOOL

 33

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : TORRES, KRISTINE JOY B.

Birth Date : MAY 19, 2000

Age : 21

Address : PRK. MAHILI-UGYON, BRGY MANSILINGAN

BACOLOD CITY NEGROS OCC.

Civil Status : SINGLE

Religion : CATHOLIC

EDUCATIONAL ATTAINMENT

Tertiary : CARLOS HILADO MEMORIAL STATE

UNIVERSITY

Senior Highschool : BACOLOD CITY NATIONAL HIGH SCHOOL

Junior Highschool : BACOLOD CITY NATIONAL HIGH SCHOOL

Elementary : JOSE J. GONZAGA ELEMENTARY SCHOOL

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CURRICULUM VITAE

PERSONAL BACKGROUND

Name : TRINIDAD, ALBERT P.

Birth Date : FEBRUARY 17, 2000

Age : 22

Address : BRGY. LUNA CADIZ CITY NEGROS OCC.

Civil Status : SINGLE

Religion : CATHOLIC

EDUCATIONAL ATTAINMENT

Tertiary : CARLOS HILADO MEMORIAL STATE

UNIVERSITY

Senior Highschool : CADUHA-AN NATIONAL HIGH SCHOOL

Junior Highschool : CADUHA-AN NATIONAL HIGH SCHOOL

Elementary : EGIDO FERNANDEZ ELEMENTARY SCHOOL

 35

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : VIAJEDOR, ELAH GRACE B.

Birth Date : APRIL 17, 1999

Age : 23

Address : RIO VISTA HOMES, TACULING, BACOLOD CITY,

NEG. OCC.

Civil Status : SINGLE

Religion : BAPTIST

EDUCATIONAL ATTAINMENT

Tertiary : CARLOS HILADO MEMORIAL STATE

UNIVERSITY

Senior Highschool : NEGROS OCCIDENTAL HIGH SCHOOL

BACOLOD CITY, NEGROS OCCIDENTAL

Junior Highschool : NEGROS OCCIDENTAL HIGH SCHOOL

BACOLOD CITY, NEGROS OCCIDENTAL

Elementary : MONTEVISTA ELEMENTARY SCHOOL

BACOLOD CITY, NEGROS OCCIDENTAL

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