Recreational Activities Boost ESP Learning

THE USE OF RECREATIONAL ACTIVITIES
IN TEACHING EDUKASYON SA PAGPAPAKATAO:
BASIS FOR ACTION PLAN
(A Basic Research)
MARCELA C. RAMOS
Teacher III
MA. RITA LUZ M. DE PADUA
Teacher-In-Charge
Checked and verified by the District Research team:
VANESSA A. BAUTISTA MELANIE M. ALEGRE, EdD

Member Member
LUISA P. FENOL MA. RITA LUZ M. DE PADUA

Member Member
GREGORIO V. MENESES, EdD

Chairman
2019
DEPEDBATS-ODS-F-009/R0/03-02-2020
THE USE OF RECREATIONAL ACTIVITIES
IN TEACHING EDUKASYON SA PAGPAPAKATAO:
BASIS FOR ACTION PLAN
Marcela C. Ramos
Cogonan Elementary School
ABSTRACT
This study was undertaken to determine the use of recreational activities in teaching
Edukasyon sa Pagpapakatao. A descriptive type of research was employed in the study with
the survey questionnaire as the main data gathering instrument, and complemented by an
interview. Weighted mean is used to statistically treat the data. Findings of the study revealed
that teachers utilized recreational activities to a very great extent. The recreational activities
were very useful in teaching EsP, especially in encouraging social interaction among pupils
and enhancing pupils’ communication skills. In terms of class preparation, inadequate training
on the different strategies to be used in value development and no formal training for teaching
EsP, difficulty to persuade the pupils to participate in class discussion and manage classroom
discipline skilfully, lack of parents’ interest towards their children’s education were the most
commonly constraints met by the teachers in the utilization of recreational activities. The study
also recommended that EsP teachers may use the varied recreational activities to address
the constraints they may encountered.
As an offshoot of the results, the researcher designed an action plan which could help both
EsP teachers and pupils to remediate the problems and maximize the use of recreational
activities in teaching the subject.
Keywords: Edukasyon sa Pagpapakatao, recreational activities, values education, plan
ACKNOWLEDGMENT
The researcher would like to express her sincerest gratitude and appreciation to the
following individuals to whom she is indebted, for their guidance, support and inspiration which
made this study possible.
To Dr. Gregorio V. Meneses, District Supervisor of Nasugbu East, for his expert assistance
and warm encouragement to continue this educational endeavour;
To Dr. Maria Leticia Jose Basilan, the Education Program Supervisor of EsP for her brilliant
ideas and genuine motivation of conducting Dangal EsP who instilled the value of humble
professional development through research;
To Mrs. Ma. Rita Luz M. De Padua, for her approval, expert assistance, and academic
guidance that led to the completion of this proposal;
To the Chairman of the panel, as well as the members, for the scholarly suggestions,
comprehensive recommendation and constructive comments and suggestion for the
improvement of this study;
To her fellow EsP teachers in the school, who offered their cooperation and participation in
answering the questionnaire needed in the study;
To her friends, for assisting her during the administration of the research questionnaire;
To the researcher’s family, whom she faithfully and unconditionally loves, her parents for
always believing and pushing that she can finish this educational undertaking, her brother and
sister for the thoughtful support, her friends for the words of enthusiastic motivation; and
Above all, to the Almighty God, for the talent, wisdom and strength endowed to make this
study possible.
Marcela C. Ramos
INTRODUCTION
Education is a key to a better future for it opens doorway to success which requires hard
work, dedication, passion and many more. People who are more successful in life are the
ones who equipped with necessary skills and knowledge. But in today’s world, teaching values
is the most essential thing because it has significant effect on students’ achievement and
behavior. As our national hero, Dr. Jose Rizal stated that the youth is the hope of the country,
it is imperative to build a nation with its citizens being morally grounded. For without a strong
foundation on what is right and wrong, a pupil could grow up to be a corrupt political leader, a
horrifying criminal, or an irresponsible and uncaring citizen. Accordingly, the government
through the Department of Education recognizes the necessity of producing morally upright
citizens.
With relevance to this, Values Education, which evolved into Edukasyon sa
Pagpapahalaga, then changed to Edukasyon sa Pagpapakatao (EsP) under the K to 12
curriculum, allows the teacher to guide students in the formation of their values, attitudes, and
habits in order to become good citizens in the country. This is where the vital role of EsP in
molding students become contributor in the society’s progress comes in (Miranda, 2016). With
this subject on ESP, everyone envisions youth to be morally upright. If properly taught at
school and reinforced at home, ESP would indeed produce citizens who are of Maka- Diyos,
Maka-Tao, Maka-Kalikasan and Maka-Bansa as stated in DepEd’s Core Values. This is the
utopia that every people appeals to achieve.
Going back to the history itself, it can be recalled that teaching of Values Education
materialized as provided for through the DECS Values Education Program. Values Education
was taught then as a separate subject, five times a week. However in 2002, under the Basic
Education Curriculum (BEC)/ Revised Basic Education Curriculum (RBEC), the number of
hours of teaching the EsP subject was reduced (DepEd Order no. 43 series 2002).
As a component and not a separate subject, Edukasyon sa Pagpapahalaga was included
in the MAKABAYAN. The time Edukasyon sa Pagpapahalaga was taught reduced to only two
hours a week. It remained the same under the current curriculum, the K to 12 Program. The
K to 12 Curriclum Guide for EsP developed by the Department of Education stated: Tunguhin
(goal) nito (EsP) ang paghubog ng kabataang nagpapasya at kumikilos nang mapanagutan
tungo sa kabutihang panlahat lilinangin at pauunlarin ang pagkataong etikal ng bawat mag
aaral (Enhanced Basic Education Act of 2013).
Fuhrman et al (2010) carried out a study on effective teaching and found that effective
teachers exhibit passion for their subjects, are knowledgeable about and care for students,
use a variety of teaching strategies and help students appreciate the relevance of information
to their own context. For a lesson to be pleasant and enjoyable, it should not be boring and
monotonous. The pupils should be interested in what is to be learned and they should find
pleasure during their engagement in the said activities. The teacher should therefore cause
excitement and add variety to classroom activities. These should be stimulating and
challenging. In this way, the pupils will be motivated to learn.
In relation to this, recreational activities plays a vital role in developing and understanding
the concepts and lessons in Edukasyon sa Pagpapakatao (EsP) in an enjoyable way by
relating it to the everyday life activities so that it can be permanently retained and use as and
when necessary. Using these varied activities will surely make learning very exciting and
interesting one. These enable pupils to experience success and satisfaction, thereby build
their enthusiasm as well self-confidence.
However, effective teaching-learning does not takes place when problem arises in the field
of teaching the subjects, especially EsP. In the news article written by Rey, (2018) Senator
Joel Villanueva proposed to bring back GMRC classes for the reason that due to only 30
minutes classes per day of Edukasyon sa Pagpapakatao (EsP) or values education program
of K-12 curriculum, it lacks the necessary activities that would deepen what were taught in
classes. Teachers should understand that the subject is not totally behavioural, but also, it is
an academic subject where concepts are taught and learned and should be given equally
importance just like other academic subjects in school.
Moreover, the limited time teaching the subject, the insufficiency of knowledge on the
strategies they can apply to different types of learners, the lack of understanding on the nature
of the subject due to irrelevant field of specialization, and the uncooperative and unsupportive
parents, are just few of the many frequent common complaints of EsP teachers in the school
where the researcher currently works. With this thought in mind, the researcher deemed it
necessary to conduct the study entitled “The Use of Recreational Activities in Teaching
Edukasyon sa Pagpapakatao”. As an offshoot of the results, the researcher has to prepare
an plan in EsP to maximize the use of recreational activities. The researcher believed that this
would aid the teachers in teaching EsP effectively, which could eventually translate to better
learning on the part of the pupils. The researcher believes that the result of the study can guide
her in establishing possible appropriate solutions on how to overcome these problems.
Furthermore, the outcome of this study may be of great help for other EsP teachers in
redirecting their method of teaching. Also, the said action plan included different learning
activities so that teachers will be equipped with confidence and proper attitudes in the delivery
of instruction.
LITERATURE REVIEW
The researcher surveyed related literature from books, printed materials, journals and
magazines which revealed concepts, methods and findings relevant to the present study. The
insights from these readings proved to be valuable in the development and completion of the
research work. Moreover, the ideas conveyed by authors through web-based resources
provided wider range of knowledge and understanding about the following topics: Edukasyon
sa Pgpapakatao (EsP), recreational activities and constraints met in teaching EsP as well as
preparation of an action plan.
Edukasyon sa Pagpapakatao. Education is expected to help form social cohesion and
mutual understanding (Okabe 2013).Edukasyon sa Pagpapakatao is a subject which is
formerly termed as Edukasyon sa Pagpapahalaga under Basic Education Curriculum (BEC)
and initially called as Values Education. It became part of the curricula since the policy
statement on it was part of the content of the 1935 Philippine Constitution, 1973 as well as
1987 Constitution. It was taught as a separate subject since 1989 wherein it became one of
the eight subject areas. It aims to develop skills for rational thinking and judgment in order to
affect behaviour change in a student through experiential learning which was define by Kolb,
1984 as cited in Baker in 2012, as “the process whereby knowledge is created through the
transformation of experience”.
Edukasyon sa Pagpapahalaga’s subject name has been changed into Edukasyon sa
Pagpapakatao (EsP) since the implementation of the K to 12 Education Program on 2011.
Although its name has been modified, the core values and basis of teachings did not change.
The subject focuses on molding a person into a ‘personality’ and carries the adage, “Madaling
maging tao, mahirap magpakatao.”
In line with DepEd Order No. 31 s. 2012 entitled, Policy Guidelines on the Implementation
of Grades 1 to 10 of the K to 12 Basic Education Program (BEP) effective school year 2012-
2013, provides details on the time allotment per learning area across grade levels. Edukasyon
sa Pagpapakatao (EsP), one of the learning areas, is taught thirty (30) minutes per day or one
hundred fifty’ (150) minutes per week in the elementary. EsP should be scheduled either in
the second or third period in the morning and afternoon sessions.
As a subject, Edukasyon sa Pagpapakatao aims to impart to the pupils love of the
world, and promotes active citizenry to maintain the “political structures and laws that stabilizes
human plurality and spontaneity” (Miranda,2016). Furthermore, pupils from grades 1-10 needs
to take this subject wherein each grade level has corresponding competencies they required
to achieve before they could pass the subject. The goal of education is to develop the holistic
skills and ability of the pupils which includes intellectual skills, emotional skills and behavioral
skills.
Edukasyon sa Pagpapakatao curriculums have gained so much interest for more than
a decade past wherein it is intended to produce students who are thoughtful, ethical, morally
responsible, community oriented, and self-disciplined (Peli, 2017). This is aligned to the
content of the K to 12 Curriculum Guide of Edukasyon sa Pagpapakatao (2016), which
emphasized that the basic skills of functional literacy is the ability to make decision and act
responsibly towards the common good. EsP aims to develop and foster the ethical character
of the students. It aims to guide the students in searching and finding the meaning and value
of their life, their role in the society in order to share in establishing a community ruled by truth,
liberty, justice and love. For this to happen, students should possessed the five macro skills
such as comprehension, reflection, consultation, decision, and taking action.
As a learning area, Edukasyon sa Pagpapakatao (EsP) is a compilation of good words,
right deeds, and moral thinking (Artezuela, 2018). She stressed the importance of EsP as a
subject. According to her, EsP teaches learners different virtues that are important to life; EsP
teaches the significance of life and morality; EsP teaches learners to respect others; it teaches
how worthy to have faith through religion; and it also teaches learners the virtue of humility.
Furthermore, EsP emphasizes reformation of society through the intensive desire of an
individual to be restored. Therefore, EsP helps in molding an individual as a person to become
morally upright. It is a subject wherein we find wisdom to understand our action and relate it
to our existence (Centino, 2015, as cited in Artezuela, 2018). It helps us to learn and
understand life itself, and it can leads us to realize the answer to the question, as claimed by
philosophers “What makes man truly human?”
The Guiding Principles in Teaching Edukasyon sa Pagpapakatao includes the following: a)
effective values education takes place in an atmosphere of respect, b) tolerance and genuine
understanding, c) Values are both taught and caught and lastly, e) Values Education is
concerned with relationships. An effective values education takes place in an atmosphere of
respect, tolerance and genuine understanding. The EsP teacher shares and offers his/her
value system with the students or students also share their value systems in class without
imposing them on others.
In terms of approaches in teaching EsP The K to 12 Curriculum Guide identities ethical
decision making (pagpapasyan etikal as the main teaching approach in the teaching of EsP.
The curriculum Guide further explains; “Ang paggawa ng pagpapasyang etikal o moral ay ang
pagbuo ng pasiya na may preperensya sa kabutihan na kinapapalooban ng (a pag alam ng
mga detalye sa sitwasyon at (b) maingat na pagsa alang alang ng mga moral na
pagpapahalaga na sitawasyon mahalaga sa isang sitwasyon. Mahalaga rin dito ang pagiging
sensitibo sa mga aspetong moral ng mga stwasyon sa pang araw araw na buhay at ang
kamalayan sa mga tao pangkat na maapektuhan ng pasiya.
Six different approaches in teaching EsP known as 1) Values inculcation –instill desirable
and pre-chosen values to students; 2) Moral development approach- used primarily to
stimulate students to advance their powers of moral reasoning through a series of increasingly
advanced and conflict stages. 3) Analysis approach- rests on helping the students develop
logical thinking and using scientific inquiry procedures in solving value issues; 4) Value
clarification- helps students clarify and actualize personal values; action learning- develops
students’ abilities to directly in personal and social situations so that they might try out their
personal values and; and 6) emotional-ratio approach – attempts to help students understand
and adopt a lifestyle based on care and consideration for others as well as self.
When it comes to values inculcation approach teaching methods under values inculcation
approach module explanation creates positive and negative reinforcement and modelling.
Modelling as a method is applied when instances of modelling behavior are drawn from
history, literature or more directly from teachers and students and themselves.
The second approach is moral development approach, under this approach is the moral
dilemma. It is may be presented through activities and skit. The focus in moral dilemmas is on
the moral reasoning not the choice to determine students moral development stage based on
Kohlberg’s theory. Self-reflection is a prime requisite of moral development approach. This
self-reflection is stimulated by three types of student dialogic; (1) student dialogue with teacher
(2) students dialogue with other students (3) student dialogue with self.
Moreover, analysis approach valuing is “guided not dictates of the heart and conscience
but by rules and procedure of logic”. This approach makes the use of problem analysis and
decision making methods. Meanwhile, the purpose of value clarification approach is to help
pupils and actualize values. Value clarification advocates assert that it is valuing process the
students must be taught, not values.
Additionally, Ibay (2017) spelled out that Edukasyon sa Pagpapakatao or EsP as a subject
is heightened by the need to strengthen the moral fiber of society. It emphasizes social reform
through the “inner transformation” of an individual. The teaching of EsP has cognitive,
behavioral (psychomotor) and affective dimensions. It begins with the pupils’ understanding
of the concept of responsibility to himself, his family, fellowmen, country, world and God which
lead to decision-making and responsible action. EsP touches the hearts of the students, not
just their minds. Effective EsP makes the pupils realize that responsibility has a horizontal and
vertical dimension. He has to reach out to his fellowmen.
Likewise, Salibad (2015) explicated in her blog that a strong nation is built on the strong
moral fiber of its citizenry. This is her realization after teaching Edukasyon sa Pagpapakatao
(ESP) to her pupils for quite some time now. As a teacher, she had realized the importance of
this subject to every pupil. It is a subject that should not be overlooked or taken for granted
not only because it is part and parcel of the curriculum but more so because it is a subject that
builds the character of every learner. And we all know that character is what is left when
everything else is forgotten.
Recreational Activities in Teaching Edukasyon sa Pagpapakatao. Recreational
activities are essential in teaching Edukasyon sa Pagpapakatao. They provide pupils a new
way of understanding the lessons in a fun and easy manner. This is why recreational activities
must be included in the teaching of Edukasyon sa Pagpapakatao.
Medical dictionary (2009) defined recreational activities as
participation in any endeavor that is entertaining, relaxing, or refreshing. These may be pers
onal or private (e.g., reading, painting), social (e.g., team sports or dance), physical (e.g., hu
nting), or mental (e.g., meditating or praying); they may be active or passive. Many recreatio
nal activities combine more than one of these elements.
Recreational activities are things people do for fun and enjoyment. Playing games or
participating in clubs are examples of recreational activities.
(https://www.yourdictionary.com/recreational-activities, n.d.)
In like manner, Devi (n.d.) accentuated that recreation is consists of activities or
experiences carried on within leisure, usually chosen voluntarily by the participant – either
because of satisfaction, pleasure or creative enrichment derived, or because he perceives
certain personal or social values to be gained from them. It may, also be perceived as the
process of participation, or as the emotional state derived from involvement. Before analyzing
the effect of recreations in educational curriculum, it is important to know the impacts and
necessity of recreations in one’s life as a whole.
Due to the intricacies in present day society and the way of living, pupils nowadays are
weaker than their older generations, both physically and emotionally. This gets reflected in
their physical, emotional and mental health as well as their behavior and development which
all the more calls for bestowing on recreations the importance that it deserves. Various studies
have shown the importance of recreations on one’s life specifically in three aspects- physical
health, mental health and improving quality of life.
Coming to the point of including recreational activities in educational curriculum, it can be
said that the present generation spends less of their time in natural surroundings leading to a
weakening of senses both physiologically and psychologically. Guardians, academic
institutions as well as the government should find out every possible opportunity to include
recreations in a pupil’s life for an overall holistic development of mind and body. If such
opportunities are lessening in a home set up, then it should be part of the educational
curriculum where a student spends majority of his/her time.
In fact, recreational activities in an educational set up was academically enriching the pupils
in many ways: Pupils are more enthusiastic to learn in outdoor learning activities as compared
to traditional indoor setting and also more motivated. They also develop a better attitude
towards the environment and more responsible behaviour, it helps in building communication
skills and team building as pupils have to work in groups to solve problems. There will be more
discussions of ideas and feedbacks and helps pupils to resolve conflict among themselves.
Recreational activities have many benefits to oneself. It helps in boosting memory as there
is more practical experience and the information can be soaked up wholly by the brain in a
more fresh and fascinating environment. It also helps in moral development as pupils get the
opportunity to undertake leadership, question actions and regulations and accept
responsibility for their own behavior. Enhances peer relationships and interpersonal skills.
Pupils can also excel in areas other than academics where they have an interest. Recreational
activities can give a chance to discover talents other than academic excellence which can later
help one in the career and life as a whole.
Overall it can be said that, recreational activities help in overall development of a pupil’s
physically, mentally, and emotionally. It not only helps to gather knowledge but to use it
ethically to lead a healthy and better life. It teaches one to think with reason and live with a
more practical approach to life. It also enhances ones all round development, thus helping to
achieve success in ones endeavors (The Knowledge Review, 2018).
Sam (2016) specified five importance of recreational activities for kids, students and
employees. Recreation is the spice of life. Without leisure activities makes life dull and
monotonous. A pupil’s life is more or less continuous labour he plods at his books day and
night and prepares for examinations. Recreation or diversion is a necessity. Man’s whole
vocation is not merely to earn his bread. It is said that man does not live by bread alone; he
has to look to the things of the spirit. Even apart from the things of the spirit, one cannot chase
the flying rupee all day long. It seems that man can earn money the healer and pursue his
vocation in life the more successfully if he steps aside for a while and takes part in some form
of recreation.
Wexler (2016) figured out that when pupils spend more time in physical activities, they are
more likely to succeed academically. It was supported by the study, conducted by researchers
at North Carolina State University, looked at 20,000 pupils’ recreational activities during the
2013-14 school year. For every extra hour that pupils exercised, their odds of graduating (or
returning the following year) increased by 50 percent. And in the meantime, they hope
administrators will use their findings to create resources for students. Many pupils may see a
link between exercise and academic success, but perhaps they’ll be more motivated seeing
their instincts backed up by numbers. “We can take these findings and promote these things
that pupils probably knew were good,” DeRousie said. “It gives us a systematic way to give
pupils the extra nudge.”
In like manner, Gomtas (2018) expounded on the benefits of recreational activities to pupils.
He defined that recreation is an activity of leisure, leisure being discretionary time. The "need
to do something for recreation" is an essential element of human biology and psychology.
Recreational activities are often done for enjoyment, amusement, or pleasure and are
considered to be "fun". Humans spend their time in activities of daily living, work, sleep, social
duties, and leisure, the latter time being free from prior commitments to physiologic or social
needs, a prerequisite of recreation. Leisure is considered a human right under the Universal
Declaration of Human Rights. Moreover. many health specialists have tried severally to
underscore the necessity of recreational activity, most case this is presented in undergraduate
research works.
He added that recreation is a healthier way of coping with stress. Recreational activities
can regenerate our spirit and give us a sense of competence, fulfillment and empowerment.
While engaged in these activities our brains literally slow down. It is similar to reducing the
RPMs (revolutions per minute) on an automobile’s tachometer (the device that measures the
engines stress levels); the RPMs drop well below red line.
Research has shown that recreational activities help in brain boast and development.
Activities as such help to increase the size of the hippocampus, an area of the brain involved
with learning and memory. Also helps release growth factors, chemicals in the brain that affect
the growth and survival of new brain cells as well as blood vessels in the area. Other benefits
of leisure are enhanced immune systems, improved self-esteem, and better quality of sleep.
It is quite important to relax.
Nerbas (2016) cited the advantages of recreational reading. Pleasure reading should be a
priority. For us pupils, reading can help reduce stress since it helps shift the mind away from
the upcoming task, reducing anxiety. Reading improves the vocabulary. Reading and writing
skills improve through pleasure reading. Setting a time for reading, a goal of a chapter a day
or a certain number of pages can help accomplish taking time out to read.
Artloft (2015) itemized five benefits of creating art as recreational activity. Creating art is a
very effective way to stimulate the mind and anyone can do it. Learn the many benefits of art
and how it can help a person. Enjoy the process and create art as a way to reignite this
imagination, stimulate his mind and improve his overall well-being. Some of the best reasons
why a person should pick up his paint brush includes 1) Art stimulates the imagination; 2) Art
makes you more observant; 3) Art enhances problem-solving skills; 4) Art boosts self-esteem
and provides a sense of accomplishment; 5) Art reduces stress. It clears some head space
and allows one to focus on the good in life.
On the other hand, recreational activity means any outdoor activity undertaken for the
purpose of exercise, relaxation or pleasure, including practice or instruction in any such
activity. This includes hunting, fishing, trapping, camping, picnicking, exploring caves, nature
study, bicycling, horseback riding, bird− watching, motorcycling, operating an all−terrain
vehicle or utility terrain vehicle, operating a vehicle, recreational aviation, ballooning, hang
gliding, hiking, tobogganing, sledding, sleigh riding, snowmobiling, skiing, skating, water
sports, sight−seeing, rock−climbing, cutting or removing wood, climbing observation towers,
animal training, harvesting the products of nature, participating in an agricultural tourism
activity, sport shooting and any other outdoor sport, game or educational activity.
There are various examples and kinds of recreational activities that a teacher can use
inside or outside the classroom. First, game is a recreational activity involving one or several
participants. It's role to provide satisfaction and entertainment to players. Games play an
educational role, helping mental and physical stimulation, and contribute to the development
of practical and psychological skills. As a purely recreational activity, the games want to be
quite deliberately, in a relaxed and enthusiastic atmosphere. In recreational games, should
not expect a score, the aim being rather to participate not only for fun.
Recreational games can take place also in open air or in spaces that closed in non-fenced
fields or in delimited areas. Each game can be designated depending on the objective at which
players want to achieve or according to the set of rules that determine what they can do in the
context of entertainment (https://dictionaryofdefinitions.blogspot.com/2016/04/what-is-
meaning-definition-of_79.html).
Meanwhile, Zzish (2018) said that incorporating fun classroom games into lesson plan
offers a simple way to motivate the pupils, and encourage them to draw on their creativity and
imagination. She suggested ten classroom games in providing fun ways to engage the pupils
in academic learning, without them even realising. These consists of charades which is simple
but classic game to encourage the pupils to get out of their seats and participate in the lesson.
Another is hangman, traditional but interactive game which improves pupils’ spelling and
subject knowledge, but is also enjoyable. Third is Scatter-gories, a fun game to encourage the
pupils to think ‘outside-the-box’ and draw on a range of subject knowledge. Fourth is bingo, a
quick and simple game which never fails to motivate pupils in their learning.
In addition, we also have puzzle, which is creative group game that encourages pupils to
work together and visualize academic concepts in an abstract way. Sixth is draw swords, a
quick fire game tests pupils’ fine motor skills and promotes quick thinking, as well as
generating some healthy competition while hot potato is a fun classroom game that
encourages pupils to think on their feet and draw on a range of subject knowledge. Then,
pictionary, an old classic but also a great way for pupils to visualize their understanding in a
fun team game. Quizalize is a fun and engaging quiz game allows teacher to test the pupils’
knowledge, in any subject, using a motivating classroom team activity. Lastly, thumbs up,
thumbs down, although this game isn’t academic, it is an excellent behaviour management
tool which endorses hard work amongst students.
Cass (2016) listed down ten recreational activities to keep you fresh, inspired & creative.
Below are some of the best recreational activities for pupils. First is, cycling the streets and
valley. It is one of the ancient and healthy sports that gets pupils out of their school
works/projects. Second is, adventure sports – boating, hiking, skiing, etc. Third, early morning
walks is included in passive recreational activities and are equally beneficial for mental and
physical health. Fourth, listening to music / watching movies. Fifth, visiting amusement parks.
An amusement park is a hub of entertainment and recreation.
In addition, fishing and sitting by a beautiful lake. Try also photographing rough pathways,
barns, cute little puppies and birds, and other things that may interest the pupils. Next is
browsing the internet for what they love. Then, meet like-minded people. This helps you
release the emotional tension that has been suppressing them. They could also meet close
friends who have known them since childhood and share what’s going on. As a recreational
act, most of the people adopt the habit of calling and meeting one of their old school or college
friends once in a month, which reminds them of the good old days and removes the current
day worries. Lastly, traveling around the world (https://justcreative.com/10-recreational-
activities-to-keep-you-fresh-inspired-creative/).
Handicrafts making is also considered as recreational activity. Middle school kids can
make some great crafts. They love crafts because it provides hours of entertainment
and provide a sense of accomplishment. Most of our ideas are inexpensive and use
materials that you already have on hand.
(https://kidsactivitiesblog.com/category/elementary -activities/).
Moreover, Flores (2017) cited eight recreational activities for school pupils. The
teachers should make sure that each pupil participates in these activities as they promote
teamwork and leadership in students. Below is the list of recreational activities that can be
held by teachers. These include taking students out for a camping, asking the pupils to go for
hiking as great exercise, instilling the importance and significance of environment through
planting, developing a sense of teamwork by cooking, improving creativity while doing wall
painting, organizing a school event, participating in role plays and dramas and sports like
football, rugby and volley ball.
Leisure and recreational activities programs teach pupils an appreciation for and skills in
recreational and leisure-related activities. Specific programs included in this major: Aircraft
Pilot (Private), Art, Board, Card and Role-Playing Games, Collecting, Computer Games and
Programming Skills, Cooking and Other Domestic Skills, Dancing, Handicrafts and Model-
Making, Home Maintenance and Improvement, Leisure and Recreational Activities, General
Leisure and Recreational Activities, Other Music, Nature Appreciation, Pet Ownership and
Care, Reading, Sports and Exercise, Theatre/Theatre, Travel and Exploration and Writing
(https://careerwise.minnstate.edu/education/major?id=3601).
The study of Hallam, Creech, & Varvarigou (2017) revealed that music constitutes a leisure
activity for many people, either through listening or making music. For some, singing or playing
constitutes a “serious” leisure activity while for others it is recreational. Similarly, listening for
some is a hobby to which they devote considerable time and energy; for others it constitutes
casual engagement. Despite these differences in forms and levels of engagement, music can
have a considerable impact on subjective well-being. Well-being can be enhanced through
listening while undertaking other tasks or through using music to change moods and emotions.
However, music can cause distress when it is not to the liking of a listener and out of their
control. Music can also play a role in the development and maintenance of identity through
the kind of music listened to. Attending live music requires a greater level of interest but leads
to similar benefits as active music making.
However, the study of Chac-Ip (2016) found that the use of musical songs is effective in
making the Grade 5 pupils understand and appreciate their very own cultural values. It is
therefore recommended that educators should continue developing and using culture-based
instructional materials in their teachings, this is also one way to preserve the indigenous
culture of the locale. Schools should see to it that they reinforce the culture of the community
through the teaching of ethnic songs, dances, the proper way of wearing indigenous costumes
and the socially sanctioned behavior towards elders and visitors.
Storytelling activities are a great way to allow pupils to express themselves freely and
creatively in an authentic and real way. Stories can be a very versatile and powerful teaching
tool. They are fun and motivational and allow pupils to be creative and imaginative. Also,
stories give pupils a sense of achievement and a chance to practise oral fluency and extended
discourse. Similarly, stories introduce language in a comprehensible and meaningful way and
can provide valuable cultural input. There are lots of possible sources of stories consisting the
pupils’ lives, books, magazines, comics, Reader's Digest, newspapers, pictures, the internet,
folk stories, fairy stories, Disney films, local stories and legends, urban legends and creating
your own stories using words or pictures
(https://www.teachingenglish.org.uk/article/storytelling).
(WordPress, n.d.) highlighted that brain teasers are a fun and challenging way to exercise
the mind and improve cognition. These are great form of game-based learning which not only
entertain children but also inspire some creative thought in the classroom. People of all ages can
indulge in these playful yet challenging activities.
Also, memorizing poetry is important in education. It acts as an essential element in enhancing
students’ academic, cognitive, and mental well-being. It helps them to not only learn, but also
appreciate a literary work. It assists pupils to improve their curricular and co-curricular
performance, along with emotional prosperity. Hence, for better academic outcomes, poetry
can play a game-changing role. Every time we read a poem, something new can be derived
from it. Moreover, reciting poetry loudly can help students to enhance learning and retain
information for a longer span of time. If students memorize and engage in recitation regularly,
it will spark innovation and help them to pursue their education in an innovative way. It will not
only make things easier for them, but will also help them to achieve better outcomes (Kamal
Das,n.d.)
Creating a concept map can also be considered as recreational activity. This is a visual
organizer that can enrich pupils' understanding of a new concept. Using a graphic organizer,
pupils think about the concept in several ways. Most concept map organizers engage pupils
in answering questions such as, "What is it? What is it like? What are some examples?"
Concept maps deepen understanding and comprehension. Teachers use a concept map to
help children organize new information. It helps pupils to make meaningful connections
between the main idea and other information. Moreover, they are easy to construct and can
be used within any content area (https://www.readingrockets.org/strategies/concept_maps).
Using trivia games bring also benefits to human brain. Research suggests that
older adults who frequently participate in intellectually and socially engaging
activities exhibit higher cognitive function than those who do not. By answering
questions and learning, you’re improving your cognitive skills. Retaining information
about topics you’re interested in is like an exercise for your mind, allowing you to
expand your intelligence and improve men tal capabilities. This leads to greater
creativity, innovation and problem-solving skills. Plus, you’re now able to show off
those new facts you’ve learned to impress friends and family (Healthy Aging, 2019).
Another recreational activity is s imply using mnemonics. It help teachers to make
connections from something they want to remember, to something they already know well.
Mnemonic devices are tricks that pupils can use to recall newly learned facts or information.
Mnemonic strategies use auditory, verbal, or acoustic cues to help us retain information, as
we rely on previously learned information to recall the newly absorbed facts. The benefits to
children who use mnemonic devices are quite simple: they can then quickly and more readily
recall facts and information that may have otherwise taken them longer to learn. According to
a 2017 study, kids who use mnemonic techniques “remember 2 to 3 times more factual
information”, and students enjoy using them, too! Yet another benefit is that mnemonic
strategies are versatile and can be utilized in a number of subjects across the curriculum,
helping them memorize math facts, as well as grammar rules, and more (Kids Academy
Company ,2021).
Constraints in Teaching Edukasyon sa Pagpapakatao. On the other hand, teachers
faced many challenges and problems when it comes to teaching of a particular subject like
Edukasyon sa Pagpapakatao. These constraints may serve as a barrier for the EsP teacher
to conduct the lessons effectively.
Barile (2018) accentuated eight classroom management mistakes teachers make at the
beginning of the year. In her article, she stated that it is essential that teachers communicate
their classroom management expectations to pupils and parents at the beginning of the school
year. Ambiguous classroom policies early on can lead to aggravation for everyone throughout
the year. Some common mistakes teachers make early on that can lead to trouble down the
road includes not communicating expectations clearly to the pupils on the first day of school.
Some teachers opt to create rules as a class so pupils take ownership of their responsibilities.
Having both pupils and parents sign and return a copy of the classroom rules can aid
communication and prevent issues later on. Second, being inconsistent wherein most pupils,
no matter how old, are hyperaware of how consequences are doled out in the classroom.
Being consistent with rules conveys an equitable classroom environment to your pupils.
Third, not creating an action plan for the pupils who demonstrate poor behavior are often
unsure of how to improve it. Teachers should create action plans that clearly describe
expectations and delineate steps a student can take to be successful. Having a concrete
action plan helped someone succeed. Fourth, waiting too long to intervene. Teachers should
have addressed each pupil's bad behavior immediately instead of letting her get away with it.
Going big too quickly is another mistake. Teacher must use progressive discipline in their
classrooms. Also, if you utilize your school's administration for discipline in a situation that
doesn't warrant it, your principal might begin to view you as incapable of effectively managing
your classroom.
Sixth, not following through. The teacher who doesn't follow up on promised consequences
is in danger of not being taken seriously. Pupils will quickly learn what they can get away with
and will exploit that knowledge. Next mistake is failing to triage an Issue. Most behavior issues
have an underlying cause. Many of the classroom management issues teachers’ face can be
eradicated by getting to know the student and figuring out the root of the behavior. Last mistake
is not establishing relationships. Building relationships with pupils is the most effective way for
teachers to avoid classroom management issues. Building relationships with students can go
a long way toward creating a classroom that is truly a community.
(https://www.wgu.edu/heyteach/article/8-classroom-management-mistakes-teachers-make-
beginning-year1808.html)
In addition, Dussault (2018) enumerated top 8 classroom challenges, according to
teachers. Being a teacher is difficult. Whether they are just starting or have taught for decades,
teachers everywhere in the world are faced with similar challenges. The obstacles they
encounter can arise from many directions: with pupils, parents, administrators, or with the
many roles and responsibilities you have to maintain. Because while teaching might be a joy,
that doesn’t mean it’s not a headache. Sometimes, teacher just need to vent and laugh it off
with lots and lots of GIFs. Here is the list of the top eight challenges faced by teachers in 2018.
First, lack of teamwork, empathy, and support between pupils because there is stronger
focus on individual pupil performance. That’s why pupils don’t get the opportunity to better
their social and teamwork skills, which are especially important to develop in elementary and
middle school. Second, teachers working too many roles at the same time. Social worker,
psychoeducator, and counselor represent only a few of the hats that teachers are expected to
wear throughout the day. In order to help their students, they feel compelled to adopt these
roles themselves even though they don’t have the proper training. They still do it, though,
because they care. Third, no time to deal with bodily functions! All throughout the day, teachers
must jump from one task to the next and are often forced to neglect their own bodies. Fourth,
teachers being made accountable for more than they should. This can create a tense
atmosphere. It’s also difficult to express this feeling to parents with diplomacy. But when parent
night comes, ready or not, teachers put their game face on.
Fifth, not enough time to plan. Teachers often decry the lack of time they are given to
prepare, plan and execute all the tasks that are demanded of them. Updating content
presentations and documents, correcting older material, and adapting subjects to a new cohort
of students are some of the tasks that teachers would like more time for. Sixth, excessive
paperwork for data collection. In order to build reliable statistics, school and district
administrations ask that teachers compile large amounts of data, such as grades and student
growth indicators like SEL and collaboration. Teachers have difficulty with this because of the
additional time it requires and the fact that, once again, it takes precious time away from
preparing quality content for their students.
Moreover, keeping up with the expectations of school administrators. A lot of teachers feel
that more and more is expected of them from their school’s (or district’s) administration: offer
constant support to the pupils, keep a line of communication open with parents, give more
personalized help to pupils who need more attention to succeed, and so on. Lastly, applying
a prescribed curriculum to all types of students. Problems arise when teachers are expected
to apply a fixed curriculum to pupils with vastly different needs. Adapting lessons to students
and tailoring content to their needs takes time, which is in short supply.
Teachers in middle level schools face overwhelming demands and challenges in their
classrooms. They are expected to know content and pedagogy, develop engaging lessons
that meet the needs of diverse learners, and use a variety of instructional strategies that will
boost pupil achievement while they simultaneously develop positive relationships with, on
average, 125 pupils each day who are experiencing the personal, social, and cognitive
challenges and opportunities of early adolescence (Carnegie Council on Adolescent
Development, 1995; Schmakel, 2008).
One of the keys to effective classroom management is the development of a quality
relationship between the teacher and the pupils in the classroom. Marzano, Marzano, and
Pickering (2003), in a meta-analysis of more than 100 studies, reported that teachers who had
high-quality relationships with pupils had 31% fewer discipline problems, rule violations, and
other related problems over a year’s time than did teachers who did not. This significant
statistic justifies further investigation into developing relationships.
Teachers who adopt a relationship-building approach to classroom management by
focusing on developing the whole person are more likely to help pupils develop positive,
socially-appropriate behaviours. The characteristics of effective teacher-pupil relationships are
not related to the teacher’s personality or whether the teacher is well liked by the students.
Instead, the relationships are characterized by specific behaviors, strategies, and fundamental
attitudes demonstrated by the teacher (Bender, 2003) This approach involves taking personal
interest in students; establishing clear learning goals; and modeling assertive, equitable, and
positive behaviors (Hall & Hall, 2003; Rogers & Renard, 1999).
Research indicates that the most effective classroom managers do not treat all pupils the
same. Effective managers employed different strategies with different types of pupils (Brophy,
1996; Brophy & McCaslin, 1992). Teachers with effective classroom management skills are
aware of high needs pupils and have a repertoire of specific techniques for meeting some of
their needs (Marzano & Marzano, 2003).
Adelman and Taylor (2002) reported that 12% to 22% of all pupils in schools suffer from
mental, emotional, and behavioral disorders, and relatively few receive mental health services.
The Association of School Counselors noted that close to one in five pupils has special needs
and requires extraordinary interventions and treatments beyond the typical resources
available to classroom teachers (Dunn & Baker, 2002). It is often these very pupils who create
the most daunting challenges for teachers.
Classroom challenges are one of the adequate problems faced by teachers and a good
teacher has the courage to overcome all these challenges bravely. Some of the
common classroom challenges faced by teachers include lack of teamwork, minimal personal
time, working towards long term goals, arguments and student excuses, etc. Addressing these
common classroom challenges can not only help to improve teacher retention rate but also
enhance success rates of pupil and the ultimate quality of education. Here are some of the
top classroom challenges faced by teachers in the present education scenario.
First is lack of time for planning. Preparing, planning and executing tasks expected out of
them add a lot of pressure and the lack of time doubles it. Second is lot of paperwork. In
addition to preparing quality teaching content, it is common for school management to hand
them with many additional roles including psycho-educator, social worker, counsellor and a
lot more. Building reliable statistics and preparing and updating pupil growth indicators are
one of the important classroom challenges they have to handle in addition to teaching notes.
Such excessive paper works take a lot of time out of their regular schedules. This can seriously
impact the quality of work they deliver. Third is, balancing diverse learning needs wherein
teachers are trying differential teaching strategies to satisfy a slow learner and quick learner.
So they will be forced to bring in a lot of creativity and diverse strategies which in turn require
additional preparation time. However, once you learn to come out of it, it will, of course, be an
empowering experience for your career and for the benefit of the classroom, as well.
Another thing is lack of parental support. Even when it is the role of teacher to provide
pupils with quality education, the process is only complete with the cooperation and
understanding of parents and school management. Parents should be the ideal working
partners of teachers to provide the best learning experience for pupils. If parents are stepping
away from their responsibility, it can be tough for teachers to handle at least a few of the pupils.
Then, limitations of disciplining pupils. Not all pupils in a class may be well mannered or
respectful. There can be some cases of serious disrespect towards teachers and the rules
safeguarding pupils can be a headache for teachers. Lastly, differentiating and personalizing
teaching. What works for one student does not work for the other. Teachers are clear about
this and are looking for newer ways to analyze and evaluate different skill levels. Diversifying
teaching methods, but keeping it simple is the right solution, but it is hard to execute
(https://www.edsys.in/classroom-challenges-according-to-teachers/).
Nevertheless, Martinelli (2018) explore the consequences of a lack of training to help you
understand why investing in training opportunities is so important. Training is vital to business
success. By ignoring the importance of workplace training, you could risk unsafe work
environments, unhappy, unsatisfied employees, and reduced productivity. By giving your
employees the necessary skills the first time, you will reduce the time, money and resources
needed to rectify mistakes. Once you invest in your employees’ training you’ll see productivity
and profits soar. The reason why continuing teacher training is so important for educational
excellence is simple: teachers need to be given regular training opportunities in order to stay
at the top of their game (https://www.highspeedtraining.co.uk/hub/lack-of-training-in-the-
workplace/).
Parental involvement is a combination of commitment and active participation on the part
of the parent to the school and to the student. There are many problems concerned with
involvement. Parents feel unwelcomed at school, lack knowledge and education, and may not
feel that education is important. The number of solutions that can be used to improve parental
involvement are substantial. The most important of these, however, is for the principal of the
school to be totally committed. When these solutions are implemented the effects are great,
especially for the student. Improved student achievement is the key objective.
According to Vandergrift and Greene, there are two key elements that work together to
make up the concept of parental involvement. One of these is a level of commitment to
parental support. This includes such things as encouraging the student, being sympathetic,
reassuring, and understanding. The other element needed is a level of parental activity and
participation, such as doing something that is observable. "This combination of level of
commitment and active participation is what makes an involved parent" (Vandergrift & Greene,
p. 57).
"Schools must understand that lack of participation by parents does not necessarily mean
they are neglecting their responsibilities. They simply may not have the time, resources, or
know-how to help out" (Wanat, p. 47). Parents often do not feel welcomed at school. They feel
that what they may have to offer is unimportant and unappreciated. Also, parents may not
believe that they have any knowledge that the school is interested in knowing. This is
especially true when the parent may not have a great deal of education (Dixon, 1992;
Vandergrift & Greene, 1992). It is also possible that the parent does not have a great deal of
interest in the school or his child's education. The parent may not feel that education is
important (Vandergrift & Greene).
The main benefit of parental involvement is the improved achievement of the pupil.
According to Loucks (1992), "Research shows that parent involvement in the school results in
improved student achievement" (p. 19). There it is in a nutshell: if the parent shows concern,
it will translate into greater achievement on the part of the student. The more that the parent
becomes involved with the teacher, school curriculum, and administration, the better the
parent feels about the school. The parent will have an increased sense of pride in the school
and the community. The more the parent learns about the way the school functions, the more
the parent will understand the educational process and educational decisions. The parents
and the school become allies and are able to be of mutual benefit when it comes to dealing
with difficult students and situations. The parents are also more supportive of the school with
financial support as well as support of bond issues and other leeway levies (Stouffe, 1992).
The more the parent becomes involved and learns about the school, the more the parent can
help the student. The parents are able to "increase their understanding of child development
in areas of physical, social, emotional and cognitive development" (Gelfer, 1991, p. 164). This
helps to provide a bond between home experiences and the educational program. When the
parents understand how the child develops, they are better able to provide a more positive
and exciting home environment. The parents may even want to learn more and possibly attend
the parent classes provided by the school. This type of situation can produce a positive spiral
of success for the parent, school, and student (Gelfer).
Preparation of Action Plan. As an offset of the study, the researcher has to prepare an
action plan to maximize the use of recreational activities in teaching Edukasyon sa
Pagpapakatao. On the same note, it is important to consider the definitions of various terms
which will help her in making the output.
Planning is the fundamental management function, which involves deciding beforehand,
what is to be done, when is it to be done, how it is to be done and who is going to do it. It is
an intellectual process which lays down an organisation’s objectives and develops various
courses of action, by which the organisation can achieve those objectives. It chalks out
exactly, how to attain a specific goal (Business Jargons, 2016).
Caillods (2015) defined educational planning as the activity that allows the public
authorities to orient educational development and identify priority interventions. It has become
more participatory, more flexible, less technocratic, and more diverse. It has gone beyond
what its main focus was for a long time – planning infrastructures, increasing access, and
increased efficiency – to become more strategic and addressing a variety of key issues of the
educational system, such as quality, inequality, and factors influencing demand for schooling.
Action Planning is an approach, rather than a specific method, which helps focus ideas and
decide what steps they need to take to achieve particular goals. It is a statement of what they
want to achieve over a given period of time. Preparing an action plan is a good way to help
reach objectives (this can apply to organisations and individuals). An effective action plan
should give a definite timetable and set of clearly defined steps; for each objective there should
be a separate action plan (2018 Involve).
Weller (2016) emphasized that action plan was designed with school improvement in mind.
It allows teacher to state a long-term goal, outline different approaches to reaching that goal,
and create an action plan based on their chosen strategy. Teacher can identify the budget,
materials and time needed for each action step as well as the timeline for its completion and
evidence of success. Tracking the success of each action step will help ensure that the school
improvement efforts lead to long-term goals.
In like manner, he identified some tips to keep in mind as teachers begin the planning
process. First, choose an appropriate goal and clearly define your objective. Second step is
to use a team to create your action plan because brainstorming with team members can help
create a stronger plan of action. Third, choose action steps that are concrete, measurable and
attainable. Next, identify who is responsible for each action step and who will be supporting
them. Then, provide a clear schedule for completing action steps and list down the resources
necessary for accomplishing action steps. If sufficient resources are not currently available,
include a plan for their acquisition. Lastly, review and update the action plan as it is
implemented and communicate with key people about the plan’s progress and effects as it is
carried out.
Hill (2019) explained that planning helps an organization chart a course for the achievement
of its goals. The process begins with reviewing the current operations of the organization and
identifying what needs to be improved operationally in the upcoming year. From there,
planning involves envisioning the results the organization wants to achieve, and determining
the steps necessary to arrive at the intended destination – success, whether that is measured
in financial terms, or goals that include being the highest-rated organization in customer
satisfaction.
RESEARCH QUESTIONS
This study focused on the use of recreational activities in teaching Edukasyon sa

Pagpapakatao at Cogonan Elementary School, Nasugbu, Batangas for the school year 2019-
2020.
Specifically, this study sought to answer the following questions:
1. To what extent do teachers utilize recreational activities in Teaching Edukasyon sa
Pagpapakatao as assessed by teachers themselves?
2. How useful is this project in teaching topics in Edukasyon sa Pagpapakatao?
3. What are the constraints met in the implementation of recreational activities in Teaching
Edukasyon sa Pagpapakatao in terms of:
a) teacher’s preparation;
b) classroom instruction;
c) instructional materials; and,
d) parental involvement?
4. What proposed plan of action may be design in order to maximize the use of recreational
activities in Teaching Edukasyon sa Pagpapakatao?
SCOPE AND LIMITATION
This study focused on the use of recreational activities in teaching Edukasyon sa

Pagpapakatao for the school year 2019-2020. This study identified the extent of utilization of
recreational activities in teaching EsP. This study also described how useful are the
recreational activities in teaching EsP. Moreover, this study also assessed the respondents’
agreement regarding the constraints met in the utilization of recreational activities. Lastly
based from the findings, the researcher designed an action plan in order to maximize the use
of recreational activities for EsP teachers.
On the other hand, the study was delimited to teachers who are teaching EsP subject as
the respondents of the study because they would be able to provide the information needed
by the researcher. In terms of the questionnaire, the researcher did not include the
demographic profile of the respondents since it has no bearing with the study.
Furthermore, this study was limited to the responses of 10 EsP teachers on the items in
the researcher-made questionnaire. For instance, interview had been conducted to
substantiate the results obtained from the gathered data. This study is limited in the sense that
it only involved participants in one school where the researcher works.
RESEARCH METHODOLOGY
This section presented the methods and procedures used in the study. This briefly
discussed the research design, subjects of the study, data gathering instrument and the
statistical treatment of data.
Research Design
The researcher utilized descriptive research design since the use of the survey
questionnaire, interview and focus group discussion were employed in the study. This has
been used to have a clear picture of an action plan which will surely maximize the use of
recreational activities for EsP teachers.
In the article written by McNeill (2018), descriptive research was defined as a methodology
that is not exclusive to market researchers but one that can apply to a variety of research
methods used in healthcare, psychology, and education. At its core, descriptive research
sought to describe the characteristics or behaviour of an audience. While it’s not grounded in
statistics, and usually leans towards more qualitative methods, it can include quantifiable data
as well.
The purpose of descriptive research was, of course, to describe, as well as explain, or
validate some sort of hypothesis or objective when it comes to a specific group of people.
Moreover, this study involved the testing of a hypothesis and an analysis of a status. Thus,
the descriptive design was the most appropriate to achieve the objectives of this research.
Furthermore, a descriptive design of study made use of a thorough analysis of different
narratives which are related to the subjects being studied.
Data Gathering Instrument
This study utilized a researcher-made questionnaire as the main instrument to gather data.
Interview was conducted to validate and affirm the findings which were generated from the
questionnaire.
Questionnaire. The researcher used a self-constructed questionnaire to gather the data
and information in the preparation of an action plan which will surely maximize the use of
recreational activities for EsP teachers.
Construction. A researcher-constructed questionnaire was used to gather data needed to
answer the problems raised in the study. In order to produce a good set of questions, the
researcher did some readings of articles, essays from books, published and unpublished
dissertations, and online articles. The researcher’s personal background and her consultations
provided additional insights, which was very significant in framing the items in the
questionnaire.
The researcher prepared one set of questionnaire for EsP teachers. The said instrument
was divided into three parts. The first part determined the extent of utilization of recreational
activities in teaching Edukasyon sa Pagpapakatao. The second part described how useful are
the recreational activities in teaching Edukasyon sa Pagpapakatao. The last part of the
instrument identified the constraints in the utilization of recreational activities in teaching EsP.
Validation. The first draft of the questionnaire was prepared and submitted to the research
adviser for corrections, comments and suggestions a part of initial content validation.
Corrections and modifications as suggested by the school head has been incorporated in the
questionnaire. After incorporating the suggestions, the questionnaire has been shown to
experts in the field for further content validation. It was also shown to a grammarian for clarity
of direction and conciseness of content.
Administration. The researcher prepared a letter of request to the school head to seek
permission to conduct this study in their respective institutions. With approval granted, the
researcher then proceeded to each school to explain the purpose of the study. Retrieval of the
questionnaire was done personally by the researcher. After the retrieval of the questionnaires,
the results was tallied, analysed and interpreted.
Scoring of Responses. When the answered questionnaires was retrieved, the researcher
used the following scale to analyse and interpret the results.
Value Scale Range Verbal Interpretation
4 3.25-4.00 Very Great Extent/Very Useful/Always
Met
3 2.50-3.24 Great Extent/Useful/Often Met
2 1.75-2.49 Moderate Extent/Moderately

Useful/Sometimes Met
1 1.00-1.74 Least Extent/Slightly Useful/Never Met
Interview. The researcher interviewed EsP teachers to substantiate the data gathered from
the questionnaire. The interviews were being done during the actual administration of the
questionnaire. An interview guide for the respondents was developed for the improvement of
the study. The interview guide covered questions which were follow-ups of the content of the
items in the questionnaire, as well as strategies and constraints which they encounter in the
implementation of music program in their respective schools which was considered in the
preparation of the study’s output.
Data Gathering Procedure

Quantitative and qualitative techniques were utilized in gathering the data needed for the
study. Specifically, the data was collected using the questionnaire prepared after rigorous
reading and study. The researcher then sought the approval of the school head of Cogonan
Elementary School for the distribution of the questionnaire. The researcher then prepared a
letter addressed to the said school for the administration of the questionnaire to the 10 EsP
teachers.
Likewise, the assistance of friends who were teaching in each school was also valuable in
the administration and retrieval of the questionnaires. Enough time was given to the
respondents to answer the questionnaire. It was done after the class hour so as not to interrupt
the classes.
After the retrieval of the questionnaires, the responses gathered was then tallied and
statistically treated. The respondents also requested the participants in an interview after
answering the questionnaire in order to supplement the data gathered from the questionnaire.
Statistical Treatment of Data

The following statistics tool was used for data analysis:
Weighted Mean. This was used to quantify the data on the respondents’ assessment on
the extent of utilization of recreational activities as well as their usefulness. Also, this was used
to measure the constraints met by the respondents in terms of teacher’s preparation,
classroom instruction, instructional materials and parental involvement.
DISCUSSION OF RESULTS AND RECOMMENDATION
This section presented the results of the study by answering all the research
questions. This included the presentation, analysis and interpretation of data.
1. Extent of Utilization of Recreational Activities in Teaching Edukasyon sa
Pagpapakatao. To be able to successfully achieve the intended learning objectives of
the lessons, the EsP teachers must utilize various recreational activities inside the
classroom. Remember, the effective use of recreational activities in teaching depends
on the teachers’ utilization. Both teachers and the pupils must have the skills and
familiarity on how to do it. Thus, its utilization must be smart and proper. Table 1 shows
the different recreational activities in teaching Edukasyon sa Pagpapakatao and their
extent of utilization.
Table 1
Extent of Utilization of Recreational Activities
in Teaching Edukasyon sa Pagpapakatao
Weighted Verbal
Items
Mean Interpretation
1.Singing of song 3.9 Very Great Extent
2.Playing games (such as charades) 3.8 Very Great Extent
3.Role playing and dramas 3.8 Very Great Extent
4.Reading an interesting story 3.7 Very Great Extent
5.Story telling 3.6 Very Great Extent
6.Solving puzzle (such as crossword puzzle) 3.5 Very Great Extent
7.Presenting brain teasers 3.4 Great Extent
8.Creating and reciting a poem 3.4 Great Extent
9.Concept mapping 3.4 Great Extent
10.Using trivia 3.3 Great Extent
11.Arts and handicrafts 3.1 Great Extent
12.Solving riddles 3.0 Great Extent
13.Creating Mnemonics 3.0 Great Extent
Composite Mean 3.45 Great Extent
Based on the table, teachers utilize songs to a very great extent in teaching Edukasyon sa
Pagpapakatao. This has a weighted mean of 3.9, thus ranked first among the recreational
activities. This is an indication that the teachers incorporate music most of the time while
teaching the subject. Perhaps, the EsP teachers have realized that using this activity inside
the classroom is of vital to the learning of their pupils. This means that engagement with songs
bring benefits to the pupils’ learning. This is somehow related to the study of Chap-Ic (2016)
who found out that the use of musical songs is effective in making pupils understand their own
values.
Meanwhile, both playing games as well as role playing and dramas have been also applied
by EsP teachers to a very great extent as reflected by the weighted mean of 3.8. This is a
clear manifestation that the teachers found out that integrating games as well as having role
plays would really bring positive effects such as it plays an educational role, helps mental and
physical stimulation, and contributes to the development of practical and psychological skills.
On the other hand, creating mnemonics are utilized by elementary EsP teachers to a great
extent. This is supported by the weighted mean of 3.0 and ranked the lowest among the
recreational activities. Teachers realized that using mnemonics can help pupils to recall newly
learned concepts or facts. Although it is on the bottom reference of the respondents, some of
them still see the significant use of mnemonics as recreational activities.
Generally, EsP teachers utilize the recreational activities to a great extent in teaching the
lessons as shown in the composite mean of 3.5. This implies that teachers should practically
use recreational activities in their lessons to further develop and enhance the delivery
instruction. Armed with these activities, there will be a conducive and meaningful learning
environment with the end goal of enriching the performance of the pupils in the subject EsP.
2. Usefulness of Recreational Activities in Teaching Edukasyon sa Pagpapakatao.

Effective teachers know how to use different recreational activities and design lessons that
reveal pupils’ learning. They can design experiences and lessons that react to, and expand
on, this knowledge. For several years, EsP teachers have made the subject fun and
interesting in a way that the pupils can still enjoy and understand the means of learning the
subject. Different activities have improved in order to cope up with the changing needs of
the pupils. Using recreational activities in EsP is one of the strategies that can stimulate
pupils’ mind while enjoying and learning the subject. This serves as motivational factor
among them. Thus, it greatly affects pupils’ learning interest and rate of learning as well as
the duration and retention of what the pupils learned in EsP. Table 2 presents the
usefulness of recreational activities in teaching Edukasyon sa Pagpapakatao.
Table 2
Usefulness of Recreational Activities
in Teaching Edukasyon sa Pagpapakatao
Weighted Verbal
Items
Mean Interpretation
1.Encourage social interaction among pupils 3.9 Very Useful
2.Enhance pupils’ communication skills 3.9 Very Useful
3.Improve pupils’ concentration and learning 3.8 Very Useful
4.Increase personal confidence and self- Very Useful
3.8
awareness
5.Allow pupils to enjoy the topics in Edukasyon sa Very Useful
3.8
Pagpapakatao
6.Grab pupils’ attention and actively engage them 3.8 Very Useful
7.Make drills enjoyable and fun for pupils 3.8 Very Useful
8.Lead students to work above their normal level 3.8 Very Useful
9.Develop pupils’ sense of responsibility and Very Useful
3.7
accomplishment
10.Serve as enrichment of remedial lessons 3.7 Very Useful
11.Generate a more positive classroom Very Useful
3.7
environment
12.Provide pupils creative learning opportunities 3.6 Very Useful
Composite Mean 3.5 Very Useful
It could be gleaned from the table that using recreational activities in EsP are very useful
in encouraging social interaction among pupils and enhancing pupils’ communication skills.
Among the twelve items, both got the highest weighted mean of 3.9. This means the teachers
see the importance of recreational activities in the social aspect of an individual. This can be
reflected in the works of The Knowledge Review (2018), which stated that recreational
activities helps in building communication skills, enhances peer relationships and
interpersonal skills.
Moreover, it is also revealed by the teachers that recreational activities can provide pupils
creative learning opportunities. This has a weighted mean of 3.6 and assessed as very useful.
This data is a clear indication that respondents observe how valuable these recreational
activities while creating arts and handicrafts making. This can be supported by the article
written by Artloft (2015) that creating art is a very effective way to stimulate person’s mind.
As a whole, the composite mean of 3.5 is a clear manifestation that the teacher-
respondents find the recreational activities evidently useful in teaching Edukasyon sa
Pagpapakatao. Recreational activities that should be given and provided by the teachers are
those that promote social interaction so that they will feel that they are part of the class. EsP
teachers perceive that these recreational activities are effective and meaningful ways of
teaching the subject.
3. Conflicts Met in the Utilization of Recreational Activities. Teaching is a very fulfilling
and challenging task. However, teachers do experience constraints in the teaching of
Edukasyon sa Pagpapakatao. Primarily, it is the sole responsibility of teachers to find ways
in order to cope with the challenges. This study looked into the constraints experienced by
EsP teachers in terms of their preparation, classroom instruction, instructional materials
and parental involvement.
3.1 Teacher’s Preparation. Preparation and planning are a critical components of
effective teaching. Lack thereof will lead to failure on the part of the teachers and will
lead to students’ poor learning. Table 3 shows the constraints met in the utilization of
recreational activities in terms of teacher’s preparation.
Table 3
Constraints Met in the Use of Recreational Activities in Teaching Edukasyon sa
Pagpapakatao in terms of Teacher’s Preparation
Weighted Verbal
Items
Mean Interpretation
1. Inadequate training on the different strategies to
2.1 Sometimes Met
be used in value development
2. No formal training for teaching EsP 2.1 Sometimes Met
3. Insufficient time to prepare instructional materials 2.0 Sometimes Met
4. Having more loads than the usual teaching loads 2.0 Sometimes Met
5.Difficulty of teachers to prepare needed materials Sometimes Met
2.0
for instruction
6. Lack of orientation in the use of teachers guide 1.9 Sometimes Met
7.Inability to utilize instructional materials effectively 1.7 Sometimes Met
Composite Mean 2.0 Sometimes Met
It can be seen in the table that both inadequate training on the different strategies to be
used in value development and no formal training for teaching EsP ranked first as these two
equally garnered a weighted mean of 2.1 and interpreted as sometimes met. This explains
that respondents have inadequate training on the different strategies to be used in value
development. Based on the interview conducted, Teacher A said that she has no formal
training. Although she attended various trainings, still it is considered a constraint for her
because the trainings are not solely focused on EsP teaching related matters.
Also, there is insufficient time to prepare instructional materials which garnered a weighted
mean of 2.1 and interpreted as sometimes met. This is related to the article written by Dussalt
(2018) who mentioned that teacher often decry the lack of time they are given to prepare, plan
and execute all the tasks that are demanded of them.
Teachers also found problems in preparing for the class because of having more loads
than the usual teaching loads. This got a weighted mean of 2.0 and interpreted as sometimes
met. This implies that even though teachers would want to use recreational activities, they
could not execute them very well because they are affected with the additional loads assigned
to them. It is common to hand them with many additional rules but such excessive paper works
take a lot of time out of their regular schedules.
Lack of orientation in the use of teachers guide is also a problem, which garned a weighted
mean of 1.9, and is interpreted as sometimes met. Based on the interview conducted, Teacher
C mentioned that it is not easy for her to anchor the objectives with the right activities
necessary for the attainment of her lesson even there is teaching guide. This only explains
that teachers need orientation with the use of it.
Lastly, teachers found difficulty in utilizing instructional materials effectively, with a weighted
mean of 1.7. It is sometimes met by the teachers during the utilization of recreational activities.
This can be inferred that due to diverse learning needs, teachers are forced to bring in a lot of
creativity and strategies which in turn require additional time preparation. But because
teachers are creative one, they can easily remediate the problems arising in the field.
Generalizing the result, it shows that all the aforementioned constraints are experienced by
EsP teachers. This is reflected by having a composite mean of 2.0 and interpreted as
sometime met. From the given findings, it is revealed that the constraints in terms of
preparation which are mentioned by the teachers are sometimes met or encountered. This
indicates that the teachers should learn how to manage their skill and time to avoid those
problems. Additional training solely focused on EsP maybe suggested by the school
administrator. This can be supported to Martinelli’s work (2018) that teachers needed to be
given regular training opportunities in order to stay at the top of their game.
3.2 Classroom Instruction. Huitt (2003) defined instruction as the purposely direction of
the learning process. This paves way to maintaining a desirable classroom climate
wherein the pupils are provided with quality instructional delivery aligned to their skills.
Table 4 shows the constraints met in the utilization of recreational activities in terms of
classroom instruction.
Table 4
Pagpapakatao in terms of Classroom Instruction
Weighted Verbal
Items
Mean Interpretation
1.Difficulty to persuade the pupils to participate in
2.7 Sometimes Met
class discussion
2.Difficulty to manage classroom discipline skilfully 2.7 Sometimes Met
3.Insufficient time allotment to teach the subject 2.6 Sometimes Met
4.Inability of the teacher to use the right Sometimes Met
instructional methods or approaches in teaching 2.4
EsP
5.Lack of skills in analysis, decision making, and Sometimes Met
2.3
value application among pupils.
6.Difficulty to initiate different activities and Sometimes Met
2.3
programs in improving instruction in EsP
7.Lack of skills in handling difficult students 2.2 Sometimes Met
8.Difficulty to motivate pupils in learning core and Never Met
1.6
related values
9.Having problem in keeping records and Never Met
1.5
accomplishing forms
10.Difficulty in using Filipino language as medium Never Met
1.5
of instruction
11.Inefficiency of teacher in teaching values 1.5 Never Met
12.Insufficient knowledge on teaching strategies 1.5 Never Met
13.Lack of skills to construct test items 1.4 Never Met
14.Hesitancy in giving fair grades 1.3 Never Met
15.Lack of mastery of the subject matter 1.3 Never Met
It was shown in the table that difficulty to persuade the students to participate in class
discussion and to manage classroom discipline skilfully ranked the highest among the fifteen
constraints. Both of these constraints garnered a weighted mean of 2.7 and can be interpreted
as sometimes met by the respondents. This findings revealed that managing pupils’ behaviour
maybe one of the most challenging aspects in teaching. It was also appeared in the article
written by Barile (2018) who suggested that teachers should addressed each pupil’s bad
behavior immediately instead of letting her get away with it. Therefore, teachers should create
a positive classroom discipline so as to avoid class interruption caused by misbehaving pupils.
Likewise, insufficient time allotment to teach the subject is another constraint which is
sometimes met by the respondents, having a weighted mean of 2.6. This can be inferred that
time is really an issue when it comes to classroom instruction. According to Teacher E, the
teacher just thinking that time is insufficient in conducting the recreational activities because
once the pupils enjoy the activity, teacher cannot just stop them so that time allotted for other
activities are being consumed. This implies that teachers should learn how to manage the time
for conducting the said activities.
To sum it up, the respondents evaluated that the constraints in the use of recreational
activities are sometimes met with the composite mean of 1.9. Though the following constraints
are not always the problems of EsP teachers, still, they should not neglect those problems. As
an EsP teacher, they must be ready to take all the challenges and resolve it positively.
3.3 Instructional Materials. Instructional materials are the content or information conveyed
within a course. These include the lectures, readings, textbooks, multimedia
components, and other resources in a course. Table 5 shows the constraints met in the
utilization of recreational activities in terms of instructional materials.
Table 5
Pagpapakatao in terms of Instructional Materials
Weighted Verbal
Items
Mean Interpretation
1.Lack of textbooks 1.5 Never Met
2.Lack of references 1.5 Never Met
3.Lack of teacher’s manual 1.3 Never Met
4.Lack of teaching devices (i.e. widescreen, Never Met
1.2
projector, etc.)
5.Lack of multimedia devices (i.e. television, Never Met
1.2
computer, etc.)
Composite Mean 1.3 Never Met
Based on the data gathered, findings revealed that the teacher-respondents never
encountered any problems relative to instructional materials such as textbooks, references,
teacher’s manual, teaching devices and even multimedia devices. This is reflected by the
composite mean of 1.3, which can be interpreted as never met. These findings showed that
the EsP teachers of Cogonan Elementary School have sufficient various instructional
materials which they can use in conducting recreational activities. This means that they are
supported by the school management in delivering quality education for all. This is somehow
related to the study of Chingos & West (2010) who argued that the quality of learning materials
such as textbooks is an important ingredient in improving instructions.
3.4 Parental Involvement. Parental involvement is when parents participate in school events
or activities, and teachers provide learning resources or information about their pupils’
grades. Table 6 shows the constraints met in the utilization of recreational activities in
terms of parental involvement.
Table 6
Conflicts Met in the Use of Recreational Activities in Teaching Edukasyon sa
Pagpapakatao in terms of Parental Involvement
Weighted Verbal
Items
Mean Interpretation
1.Lack of parents’ interest towards their Sometimes Met
2.5
children’s education
2.Lack of cooperation of parents 2.4 Sometimes Met
3.Lack of time to spare for their children’s Sometimes Met
2.3
welfare
4.No follow-up of values taught in school at Sometimes Met
2.2
home
5.Indecisiveness of parents to support the Sometimes Met
2.1
interest of their children
6.Too confidence of parents to school 1.9 Never Met
In terms of parental involvement, first in the rank as assessed by the teacher is the lack of
parents’ interest towards pupils’ education. This got a weighted mean of 2.5 and interpreted
as sometimes met. This means that there are few parents who do not response positively to
their child’s need, especially when it involves school matter. Based on the interview, Teacher
F mentioned that some of his parents do not fell that education is important simply because
they may not have the time, resources, or know-how-to-help out. As being observed by the
researcher, most of the parents of the school are commonly working in the rice field.
Also, lack of cooperation of parents is another constraints which serve as barrier in
teaching-learning process. This garnered a weighted mean of 2.4 and can be interpreted as
sometime met by the respondents. This kind of situation must be immediately addressed. This
data indicated that teachers should not be taken for granted those constraints and be able to
come up with effective strategies that would intensify the parent’s involvement in school as
research shows that parent’s involvement in the school results in improved student
achievement.
However, the respondents never encountered parents in school who are too confidence or
rude. This item garnered a weighted mean of 1.9, and can be interpreted as never met. This
findings revealed that parents in this school have nice attitude towards the teachers of their
children. This explains that we should only focus on establishing parental involvement when it
comes to their cooperation towards school activities.
All in all, a composite mean of 2.2 indicated that the respondents sometimes met problems
in terms of parental involvement. This can be inferred that the school must become allies with
the parents because the more the parent becomes involved with the teacher, school,
curriculum, and administrator, the better the parent feels about the school.
4. Proposed Plan of Action to maximize the use of Recreational Activities in

Teaching Edukasyon sa Pagpapakatao
Since findings of the study revealed that recreational activities were perceived by the
respondents as very useful in the teaching of Edukasyon sa Pagpapakatao, the researcher
designed an action plan that will maximize the use of those activities. As a final output of the
study, the researcher designed an action plan which contains three sets of areas concerns,
the trainings of EsP teachers and the second is, the recreational activities that will capacitate
teachers in the delivery of recreational activities.
The data serves as springboard in preparing an action plan intended to offer teachers with
relevant activities to encourage social participation among pupils as well as enhancing their
communication.
A. Training of EsP Teachers
Among the constraints experienced by the teachers, this has been the top issue met by
the teacher-respondents in terms of their preparation, wherein they have no formal training
related to EsP. Based on the findings of the study, majority of the EsP teachers have various
trainings but then these trainings are not solely focused on EsP. In order to resolve these
issues, below are the suggested activities and strategies offered by the researcher.
Objective 1
To acquire and apply necessary knowledge and skills in terms of music teaching.
Activities/Strategies:
1.1 Provide seminar – workshop/ in-service trainings/ LAC sessions for EsP teachers
1.1.1 Open up communication channels (including tech support) through the
leadership of the EsP coordinator within the school
1.1.2 Conduct meeting among the EsP teachers and discuss about the least learning
competency in EsP, their problems in terms of the use of teachers guide, and
recreational activities which will serve as the topics of the training.
Objective 2
To solicit possible outside sources that could help finance trainings for EsP teachers
2.1 Initiate various fundraising projects which will serve as revolving fund for the
conduct of EsP trainings
2.2 Seek financial assistance from the LGU’s and other private stakeholders
Success Indicator:
EsP teachers are skilled, that they smoothly conduct recreational activities in the school.
B. Recreational Activities
Since findings of the study revealed that recreational activities were perceived by the
respondents as very useful in the teaching of Edukasyon sa Pagpapakatao, the researcher
designed an action plan that will maximize the use of those activities.
This provides different recreational activities which could help teachers in developing
values among the pupils. Also, this will help them lessen their difficulties in persuading the
pupils to participate in class discussion since the activities used by the teachers are very
engaging. Based on the data gathered, the researcher compiled suggested various
activities and strategies.
Objective 1
To provide engaging recreational activities among the teachers and pupils.
1.1 “E-Sing”
Engage the pupils by playing their favourite songs or any songs that they’ll
-
recognize related to any EsP competency.
- Example:
Magtanim ay Di Biro -
Nakapagpapakita ng pagmamalasakit sa kasapi ng pamayanan sa iba’t ibang paraan
1.2 “Fill-Me-Up”
- Present an incomplete statement, then, let the children fill-in those sentences.
Example:
Ako ay batang mabait dahil __________.
1.3 “What If”
- Role play is putting a child on a situation, wherein he or she needs to apply what values he
or she has learned from the EsP class.
1.4 “Puppet and I”

-Role play, in which the child needs to create a simple puppet out of any art materials and
then, try to act it in front of the class.
1.5 “Post & Pose”
-Post a picture of a well-known person like Dr. Jose Rizal and then, let them describe the
good values that the person portrays. They may do it individually or in group.
1.6 “Build-Me-Up”
- A set of crossword puzzles will be distributed among the class. Let them do it in pair or in
group. Words used here are the main values to be taught in EsP.
1.7 “Cartoon”
-Create your own comics and cartoons.
Success Indicator:
Teachers can handle and manage the behavior of the pupils. In return, majority of the
pupils performed better in EsP.
Conclusions
In the light of foregoing findings, the following conclusions were drawn:
1. Teachers utilized recreational activities to a very great extent.
2. The recreational activities were very useful in teaching EsP, especially in
encouraging social interaction among pupils and enhancing pupils’ communication
skills.
3. In terms of class preparation, inadequate training on the different strategies to be used
in value development and no formal training for teaching EsP were the most commonly
constraints met by the teachers in the utilization of recreational activities. On the other
hand, difficulty to persuade the pupils to participate in class discussion and manage
classroom discipline skilfully were the constraints met in terms of classroom instruction.
Lack of parents’ interest towards their children’s education was the constraints met
When it comes to parental involvement.
4. The proposed action plan could help both EsP teachers and pupils to remediate the
problems and maximize the use of recreational activities in teaching the subject.
Recommendations
Based on the conclusions, the researcher recommended the following:
1. The proposed action plan may be evaluated after which they may be tried to other
schools within the Division of Batangas.
2. EsP teachers may use the varied recreational activities to address the constraints they
may encountered.
3. Similar studies should be conducted to verify and expand the results of this study.
DISSEMINATION AND ADVOCACY PLANS
To ensure the success of the study, the researcher prepared a plan for the dissemination
and utilization of the research conducted. The said plan was presented in a table. For each
objectives, there is a corresponding activity, persons involved, time frame as well as success
indicator.
Persons Time Success
Objectives Activity
Involved Frame Indicator
1. To secure a Prepare a request letter School Head, January Approved letter
permission from the asking for the permission EsP 11, 2019 permitting to
School head to allow from the School head to teachers, conduct the study
the researcher to conduct the study in researcher in school
conduct the study in school
school
2.To administer the 1. Read articles from School Head, January The
questionnaire books and online to EsP 18, 2019 questionnaires
among the EsP gather information about teachers, were retrieved,
teachers the questionnaire. researcher tallied and
2.Prepare a draft of tabulated.
questionnaire.
3.Ask the assistance of
your school head to
validate the
questionnaire.
4.Do some editing and
have a final copy.
5. Make a request asking
for the time of the
respondents to answer
the questions.
6. Administer the
questionnaire to the
respondents.
7. Retrieve the
questionnaires
afterwards.
8. Make a tally and table
of it.
3.To present the 1. Gather supportive School Head, January Proposed action
proposed action plan documents to EsP 25- plan was further
for recreational substantiate the results teachers, February enhanced.
activities of the study. researcher 28, 2019
2. Conduct School-based
Learning Action Cell on
the Proposed
Recreational Activities in
Edukasyon sa
Pagpapakatao.
3. Explain the specific
activities and how these
could be materialized
within the school
4. Solicit responses from
the members.
4.To implement, 1. Continuous the School Head, March Proposed action
monitor as well as implementation of EsP 2019 plan was
evaluate the recreational activities teachers, onwards effectively
effectiveness of the 2. Conduct monitoring researcher implemented by
proposed action plan and evaluation of the EsP teachers.
for recreational said plan.
activities
REFERENCES
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B. DISSERTATIONS AND THESES
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C. PERIODICALS
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increase-odds-academic-success
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practicing-art/
Barile, N. 8 Classroom Management Mistakes Teachers Make at the Beginning of the Year.
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Curriculum
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Flores, A. (2017). 8 recreational activities for school students.
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Gomtas. (2018). Benefits of Recreational Activities to Students.
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Kids Activities Blog . What Are Some Good Crafts For Elementary School Kids?
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Kids Academy Company.Mnemonic Strategies to Improve Memory and Learning Retention
in Children.https://www.kidsacademy.mobi/storytime/mnemonic-memory-training/
Lawtie, F. Storytelling. https://www.teachingenglish.org.uk/article/storytelling
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Martinelli, K. (2018). The Consequences of a Lack of Training in the
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in.html
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(2016).Business Jargons. https://businessjargons.com/planning.html
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E. LEGISLATIONS
DO 43, S. 2002 – The 2003 Basic Education
Curriculum.https://www.deped.gov.ph/2002/08/29/do-43-s-2002-the-2003-basic-
education-curriculum/
Implementing Rules and Regulations of the Enhanced Basic Education Act of
2013.http://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
FINANCIAL REPORT
The following are the list of items and amount of costs being spent by the researcher
during the conduct of this study:
Items Amount of Costs:
Communication Allowance Php 1,000.00
Printing of Materials Php 1,500.00
TOTAL Php 2,500.00

Recreational Activities Boost ESP Learning

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THE USE OF RECREATIONAL ACTIVITIES

IN TEACHING EDUKASYON SA PAGPAPAKATAO:

BASIS FOR ACTION PLAN

MA. RITA LUZ M. DE PADUA

Checked and verified by the District Research team:

VANESSA A. BAUTISTA MELANIE M. ALEGRE, EdD

LUISA P. FENOL MA. RITA LUZ M. DE PADUA

GREGORIO V. MENESES, EdD

IN TEACHING EDUKASYON SA PAGPAPAKATAO:

BASIS FOR ACTION PLAN

Keywords: Edukasyon sa Pagpapakatao, recreational activities, values education, plan

This study focused on the use of recreational activities in teaching Edukasyon sa

This study focused on the use of recreational activities in teaching Edukasyon sa

3 2.50-3.24 Great Extent/Useful/Often Met

2 1.75-2.49 Moderate Extent/Moderately

1 1.00-1.74 Least Extent/Slightly Useful/Never Met

Data Gathering Procedure

Statistical Treatment of Data

2. Usefulness of Recreational Activities in Teaching Edukasyon sa Pagpapakatao.

4. Proposed Plan of Action to maximize the use of Recreational Activities in

1.1.1 Open up communication channels (including tech support) through the

leadership of the EsP coordinator within the school

recreational activities which will serve as the topics of the training.

conduct of EsP trainings

respondents as very useful in the teaching of Edukasyon sa Pagpapakatao, the researcher

activities and strategies.

To provide engaging recreational activities among the teachers and pupils.

1.3 “What If”

1.4 “Puppet and I”

1.5 “Post & Pose”

-Create your own comics and cartoons.

pupils performed better in EsP.

Items Amount of Costs:

Communication Allowance Php 1,000.00

Printing of Materials Php 1,500.00

TOTAL Php 2,500.00

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