AFLEX Learning Modality in Teaching Physical Education

A Research Study Presented to

The Faculty of College of Education

Carlos Hilado Memorial State University

Talisay City, Negros Occidental

In Partial Fulfillment

Of the Requirement for the Degree

Bachelor of Physical Education

By:

Balderas, John Erickson L.

Famoso, Feb Martin S.

Galero, Ma. Isabel T.

Gallo, Norgee Aeron A.

Gay, Cheeryline I.

Maquilan, Quiana Mae D.

Villa, Carl S.

March 2022
 APPROVAL SHEET

In partial fulfillment of the requirements for the degree of Bachelor of

Physical Education, this thesis/dissertation entitled “AFLEX Learning Modality in

Teaching Physical Education” has been prepared and submitted by: BALDERAS,

John Erickson, FAMOSO, Feb Martin, GALERO, Ma. Isabel, Gallo, Aeron Norgee,

GAY, Cheeryline, MAQUILAN, Quiana Mae, VILLA, Carl, who is hereby

recommended for oral examination.

DR. MA. ELENA Y. DORUELO

Adviser

Written comprehensive examination passed on (Month and year).

Thesis Dissertation was reviewed and approved by the committee on Oral

Examination.

DR. ROSELYN P. ALEGARBES

External Panel Member

MR. KING ABRAM CABAUATAN DR. GERTRUDES ANASTASIA D. LOPEZ

Panel Member Panel Member
 Acknowledgment

The researchers wish to express their overflowing gratitude to the known

following people behind the success of this thesis.

This successful milestone is first offered to our God Almighty, for sustaining

all the spiritual support-wisdom, courage and strength, stable physical and mental

health condition- that the researchers need as the foundation to start and eventually

finish this research.

Gratitude is also expressed toward the researchers’ families for their

motivating and kind words which inflamed and boosted our passion to pursue and

finish this research. Also, the researchers’ shows appreciation for all the financial

support they need from the very beginning up until to the finish of this research.

Heartfelt gratitude deserves to be shown to our Dear Institution, Carlos Hilado

Memorial State University- Talisay Campus, its faculties and staffs, for molding us to

be mature enough and to be better individuals for the completion of this research. The

researchers also take this opportunity to thank the said Institution for this

unforgettable endeavor in life which resulted to success.

Special gratitude is also expressed by the researchers towards their research

adviser, Doctor Ma. Elena Y. Doruelo, for sharing her knowledge and expertise and

activating her connection among all people and professionals for the completion and

success of this study.

Researchers’ sincere gratitude is also expressed towards the members of the

panel, headed by the Doctor Roselyn Alegarbes alongside with her are Doctor

Gertrudes Anastacia Lopez, and Sir King Abram Cabauatan for also sharing their

knowledge and expertise, and for their approval and consent to pursue and finish this

research study.
 To the respondents of this study, for their honest response and sharing their

time and effort to answer the survey for the completion of this research study.
 Dedication

This research study is a proof of researchers’ sacrifices, and is wholeheartedly

dedicated to those known individuals who took part in making this research paper

which resorted to a successful end. For our dear parents, who served themselves as

our moral and financial resource, to the respondents of this study whom we gather the

data needed to this study and whom we gather the helping hand in the process without

cost or any favor.

To our dear Institution, Carlos Hilado Memorial State University-Talisay

Campus and its faculties and staff, to our Research Adviser, Dr. Ma.Elena Y. Doruelo

who lent and anyone else, our God Almighty, for showering us all the provision we

need in our daily life and to the success of this work.

Balderas, John Erickson L., Famoso, Feb Martin S., Galero, Ma. Isabel T., Gallo,
Norgee Aeron A., Gay, Cheeryline I., Maquilan, Quiana Mae D., Villa, Carl S.
“AFLEX LEARNING MODALITY IN TEACHING PHYSICAL EDUCATION”
Carlos Hilado Memorial State University, Talisay City, Negros Occidental, (MONTH
AND YEAR)

ABSTRACT

This study aims to measure the effectiveness of AFLEX Learning Modality in

Teaching Physical Education. Adaptive flexible learning modality, also known as
"AFLEX," became an alternative to face-to-face learning. Higher education
institutions came up with a solution to the issue concerning the AFLEX learning
experience. Students have the option to engage in synchronous learning under this
system. They can participate in online classes provided they have internet access.
Asynchronous learning is an option for students with limited internet access and
cannot use traditional learning modules. Nevertheless, regardless of the efforts made
to close the learning gap, this strategy is still little more than a band-aid (Adorador, S.,
2020). To achieve this study’s objective, the descriptive research design was used to
determine the effectiveness of AFLEX Learning Modality, specifically in
Asynchronous and Synchronous Learning in teaching PE Classes to selected
Education Students. Out of the 274 randomly selected students, 154 are from the 1st
year and 120 are from the 2nd year, due to their availability and convenience in
responding to the study. The descriptive and inferential statistical design was used to
analyze and interpret the collected data. The overall findings revealed that the
effectiveness of AFLEX Learning Modality in teaching Physical Education among the
respondents when they were grouped according to areas and variables was very
effective.
 Table of Contents

TITLE PAGE

APPROVAL SHEET

ACKNOWLEDGEMENT

DEDICATION

ABSTRACT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES

CHAPTER I: INTRODUCTION

Background of the Study

Statement of the Problem

Hypothesis

Theoretical Framework

Conceptual Framework

Significance of the Study

Delimitation of the Study

Definition of Terms

CHAPTER II: REVIEW OF RELATED LITERATURE

AFLEX LEARNING MODALITY

DELIVERY OF SUBJECT MATTER

STUDENTS’ ASSESSMENT
 SEX

AGE

SYNTHESIS

CHAPTER III: METHODOLOGY

Research Design

Respondents of the Study

Research Instrument

Data Gathering Procedure

Data Analysis Procedure

Ethical Considerations

CHAPTER IV: PRESENTATION, ANALYSIS, AND PRESENTATION

Effectiveness of AFLEX Learning Modality in Teaching PE

Differences on the level of AFLEX Learning Modality in Teaching PE

CHAPTER V: SUMMARY, CONCLUSIONS, AND RECOMMENDATION

Summary

Conclusion

Recommendation

Proposed Enhancement Program Plan

REFERENCES

APPENDICES
 List of Tables

Table Title Page

1 Distribution of Respondents

2 Effectiveness of AFLEX Learning Modality in Teaching

Physical Education

3 Difference on the Level of Effectiveness of AFLEX Learning

Modality in Teaching Physical Education

 List of Figures

Table Title Page

1 Figure illustrating the Conceptual Framework

using a Schematic Diagram.

 List of Appendices

Table Title Page

A Letters

B Research Instrument

C Validation Results

D Reliability Result

E SSPS/Excel Outputs

F Certificate of Similarity Index

G Editor’s Certificate

H Statistician’s Certificate

I Evidences for the Conduct of the Study

J Curriculum Vitae
 Chapter I

Introduction

Background of the Study

Adaptive learning is a way of teaching in which specific teaching methods or

strategies are used to update the needs of new generations and help each student meet

his or her own learning needs (Romaniuk, S., 2018). According to CHED

Memorandum Order No. 04, Series of 2020, the term "flexible learning" refers to a

method of instruction that allows for more versatility in terms of duration, location,

and audience, including but not restricted to the application of technological

resources.

According to the study by Yu and Jee (2020), online practical classes in

physical education are difficult to teach and learn. Online courses feature less student-

teacher interaction than regular classrooms, making student involvement harder.

Practical activities in PE involve movement, which improves health or motor

activities, alleviates pressure and psychological constraints, boosts student

engagement, and promotes social connections through group or competitive events.

Teaching and learning a successful instructional design model for online education is

necessary to assist the development and delivery of engaging online learning

experiences. A poorly designed online lecture causes learners to become disoriented,

disinterested and disturbed. Moreover, online physical education is offered, allowing

students to earn credits for physical education classes. Nevertheless, the effectiveness

and efficiency of teaching and learning physical education in an online setting are still

questionable (Kim et al., 2021). Consequently, Zheng et al. (2021) stated that

assessing its effectiveness is becoming increasingly vital because of the widespread

use of online learning. Factors such as their schedule, online data performance,

technology devices, and network conditions should be properly considered when

determining the most effective instructional methods. Furthermore, studies show that

74% of students were interested in Flexible learning and 26% of students are not

interested in flexible learning (Dr. Joan, 2013).

Adorador S. (2022) mentioned that an adaptive, flexible learning modality,

also known as "AFLEX," became an alternative to face-to-face learning. Higher

education institutions came up with a solution to the issue concerning the AFLEX

learning experience. Students have the option to engage in synchronous learning

under this system. They can participate in online classes provided they have internet

access. Asynchronous learning is an option for students with limited internet access

who cannot use traditional learning modules. Nevertheless, despite efforts to close the

learning gap, this strategy is still little more than a band-aid. Online physical

education is engaging in the 21st century, and if taught effectively, it can create an

initial reaction from the student in response to the movement. Even if the technology

is available, it is not easy to meet particular physical education objectives online.

Moreover, Physical Education (PE) is becoming one of the catastrophe courses for

some learning institutions due to the transition of Philippine schools to online

learning. As many were looking to save extra revenue, others found it challenging to

teach and learn a physical education course that typically needs face-to-face

presentations and interactive exercises (Sarabia et al., 2021).

Furthermore, although having an AFLEX learning mode yielded positive

results, there are still specific concerns regarding the accessibility of online learning

resources. Therefore, the researchers decided to conduct this study.

Statement of the Problem
The researchers aimed to measure the level of effectiveness of AFLEX

Learning Modality in teaching Physical Education to the College of Education

Students of Carlos Hilado Memorial State University in the school year 2021-2022.

Specifically, it answers the following questions:

1. What is the level of effectiveness of AFLEX Learning Modality in teaching

Physical Education students in terms of Delivery of Subject Matter Students’

Assessment when taken as a whole and grouped according to year level and sex?

2. Is there a significant difference in the level of effectiveness of AFLEX

Learning Modality in terms of Delivery of Subject Matter and Students’ Assessment

when taken as a whole and grouped according to year level and sex?

3. What training plan would be proposed?

Hypothesis

The researchers formulated the hypothesis which states that

1. There is no significant difference in the level of effectiveness of AFLEX

Learning Modality when labeled as a whole and grouped according to Year Level,

and Sex.

Theoretical Framework

This study was founded on George Siemens's (2004) Connectivism Theory,

which asserts that internet technologies and other online-related educational platforms

provide an outstanding alternative learning environment, whereas a learning theory

was significantly associated with and influenced by technology. Furthermore, the

main proponent of Connectivism, a learning model that embraces major alterations in

the delivery of knowledge and information flows, grows, and changes because of the

vast data communications networks (Picciano, 2017).

According to Dr. Anne-Marie Fiore (2018), Connectivism allows pupils to

utilize technological devices for "off-site" knowledge storage, interpreting the role of

memory differently from past learning models, and allows technology to be

incorporated into the student's internal learning process. Moreover, heavily grounded

in technology, connectivism is a learning theory based on acquiring knowledge

focused on the future, not the past. Connectivism should be utilized wherever possible

as a result of the adoption of new forms of e-learning, online, and distance learning.

Furthermore, in a world with digital information assistants, people have come to rely

on technology to seek answers and find information. Evidently, technology altered

how students learn both inside and outside of the classroom.. In fact, according to a

2015 study, 87% of college students reported using a laptop every week for
schoolwork, while 64% reported using their smartphones for schoolwork. It also

promotes group collaboration and discussion, allowing for different viewpoints and

perspectives regarding decision-making, problem-solving, and making sense of

information. Connectivism promotes learning outside of an individual, such as

through social media, online networks, blogs, or information databases (Western

Governors University, 2021).

Researchers believed that Connectivism theory promotes learning and

teaching opportunities in the premise of digital technology, hence the application of

this theory in this study. AFLEX Learning Modality is an alternative way or another

strategy of meeting the learning needs of the learners and also promotes versatility to

students to adapt in the new learning modality, considering technological resources,

and other external factors affecting online learning. The effective use of digital

learning tools in classrooms can increase student engagement, help teachers improve

their lesson plans, and facilitate personalized learning by integrating technology into

existing curricula. It also appears to support students in establishing essential 21st-

century skills. It can also help teachers collect data on student performance and create

more inclusive learning environments that foster collaboration and inquisitiveness.

(American University, 2020). Thus, the researchers used Connectivism Theory in this

study entitled "AFLEX Learning Modality in Teaching Physical Education" because

it highlights the utilization of digital technologies and how they can be used in making

new learning opportunities and promoting effective learning.

Conceptual Framework

The conceptual framework of the study used a Schematic Diagram to illustrate

the following variables. The first box consists of the Personal Factors of the

respondents such as Year Level and Sex which works as an identifiable variable. The

second box focuses on the Effectiveness of AFLEX Learning modalities in teaching

Physical Education. From the findings of the study, the researchers decided to propose

a training enhancement plan for AFLEX learning modality.

Semantic Diagram

Level of
Effectiveness of
AFLEX Learning
Modality in teaching
Student’s Profile
Physical Education AFLEX Training
 Year Level
Plan
 Sex
 Delivery of
Subject Matter
 Students’
Assessment

Figure 1. Figure illustration using a Schematic Diagram

Significance of the Study

The findings of this study will be significant to the following:

Students

The study will help students find out whether the use of AFLEX Learning

Modality is effective and beneficial for their learning progress. This will help students

to assess themselves when it comes to AFLEX Learning Modality. Also, this study

will help students to justify whether the AFLEX Learning Modality does help their

academic performance in meeting the teachers’ standards in Activities.

PE Teachers

This study will help them determine the effectiveness of the AFLEX Learning

Modality in teaching Physical Education and assess them to observe and evaluate the

student's progress in synchronous and asynchronous classes. This will also help

teachers recognize how efficient and effective the instructional materials they use to

teach the subject matter using the AFLEX Learning Modality are.

PE Chairperson

This study will help the PE Chairperson to determine if the said modality is

effective and efficient in the student's learning progress and academic performance in

the application of Physical Education lessons. This will also help the PE Chairperson

to determine the effectiveness of the modality as it impacts students' perception of

their learning and various factors.

Present Researchers

This study will help the present researchers to determine and justify that

AFLEX Learning Modality is effective in teaching Basic Physical Education subjects.

Future Researchers

This study will help future researchers to make the research work easier. This

study allows future researchers to justify the effectiveness of the modality used for

teaching Physical Education and help the researchers to formulate curriculum

enhancement programs. This study also allows future researchers to practice critical

thinking by brainstorming, formulating good ideas, and gathering data in analyzing

the study very well.

Delimitations of the Study

The study focuses on the effectiveness of AFLEX Learning Modality in

teaching Physical Education. Out of 56 2nd year students of Bachelor of Elementary

Education Major in General Education of Colegio de Sta. Ana de Victorias, 33

students were used as a sample in conducting the survey.

The area of the study was CHMSU-Talisay Campus where the respondents of

the study were the 274 randomly selected students from College of Education enrolled

in the 2nd Semester of academic year 2021-2022. The variables considered were Year

Level and Sex.

The researchers used random sampling technique to determine the sample size

and date gathering were analyzed using the mean and standard deviation for

descriptive while Mann-Whitney U was used for inferential.

Definition of Terms

This part explains the different terminologies used in the study, conceptually

and operationally.

AFLEX Learning Modality

This refers to the combination of different methods of teaching, including the

use of online platforms and digital or printed modules. (Rojas, 2021).

As used in this study, it refers to a mode of alternative learning in which

learning occurs through online courses, gadgets, printed modules, and a combination

of online and offline modes.

Delivery of Subject Matter

This refers to a dynamic process in all phases and student development.

(Mudawamah, 2022).

As used in this study, the term refers to how teachers present the subject

content in the AFLEX Learning Modality and are used to evaluate the effectiveness of

the AFLEX Learning Modality in teaching physical education.

Physical Education

It refers to a course taught in school that focuses on developing physical

fitness and the ability to perform and enjoy day-to-day physical activities with ease

(Study.com, 2021).

As used in this study, the term refers to a subject matter that the students must

take up to develop holistic well-being and serve as a basis for the effectiveness of

AFLEX Learning Modality.

Sex
 This refers to a variety of biological and physiological traits shared by males

and females, including secondary sex traits, gender identity, and reproductive organs,

chromosomes, and hormones (WHO, 2022).

As used in this study, the term is one of the factors used to analyze how sexual

variations affect how well the AFLEX Learning Modality works in both men and

women.

Teaching

It refers to a concerted sharing of knowledge and experience, which is usually

organized within a discipline and, more generally, the provision of stimulus to the

psychological and intellectual growth of a person by another person or artifact

(Pumilia-Gnarini, 2012).

As used in this study, it refers to educating the Education Students for PE

Class in the AFLEX Learning Modality.

Year level

It refers to the academic year of education that students have attained

currently; First Year or freshman, Second Year or sophomore, Third Year or Junior

and Fourth Year or Senior.

As used in this study, the term refers to the students at the college level,

which are the first year, the second year, the third year, and the fourth year to

determine whether it affects the effectiveness of AFLEX Learning Modality in

teaching physical education.

 Chapter II

Review of Related Literature

This chapter details a critical analysis of previous researchers; published and

unpublished materials on related literature and studies. Here are studies conducted by

other researchers that have relevance to this study and strengthen the finding of this

study.

AFLEX Learning Modality

The pandemic affected every aspect of life, including education. As the

situation worsened, the global lockdown culminated in a lockdown of higher

education institutions. This closure of schools, colleges, and universities put

educational administration under stress, leaving them with few options (Adamegh, et

al, 2020). According to McGuire, R. (2021), Adaptive learning is a teaching and

learning methodology that aims to adjust lessons, readings, practice activities, and

assessments for individual students based on their current abilities and performance.

Meanwhile, Flexible Learning is a set of educational philosophies and systems that

are concerned with giving learners more choice, convenience, and personalization to

suit the learner. On top of that Flexible learning, in particular, provides students

options for where, when, and how they learn (Dr. Joan, 2013).

Synchronous technology allows "live" interaction between the instructor and

students (e.g., audio conferencing, videoconferencing, web chats, etc.), whilst

asynchronous technology involves significant time delays between instruction and its

receipt (e.g., E-mail, earlier video recording, discussion forums, etc) (Adamegh, et al,

2020).  In physical education learning, teachers with the lecture method can make
students move. Although the internet delivers classes without time and space

constraints that nearly everyone can access, such classes are ineffective and inefficient

if students do not actively and responsibly participate (Jeong, H.C. and So, W.Y.

2020).

Adaptive flexible learning is a common term that is being used to characterize

a variety of uses of digital means and components or printed versions of instructional

materials in teaching settings, with a particular focus on gaining knowledge through

the online platform and at one's pace. (Magno, K.M., 2021). To address the issue,

HEIs proposed the Adaptive and Flexible Learning Experience (AFLEX), which

allows students to choose synchronous learning. They will have online classes if they

have access to the internet. Asynchronous learning allows those with limited internet

access to access learning modules. However, despite efforts to close the learning gap,

it remains a band-aid solution (Adorador, S., 2020) in addition, due to the subject's

unique nature: the relevance of doing physical movements, limited space, time,

training, and so on, teachers have faced significant challenges in implementing online

classes for physical education (PE) (Aguinaldo J., 2021).

Adorador S. (2020) asserts that an online teaching platform, such as video

conferencing, tries to replicate face-to-face classes within the classroom. However,

students who rely on prepaid data load may find this virtual teaching mode via Google

Meet or Zoom to be prohibitively expensive. Despite limited device availability and

connectivity, some students chose printed modules because most of their teachers

require them to submit their activities online. Moreover, according to the findings, the

most effective and preferred media for students was the 43.2 percent group media.

The learning method most interested in students during online learning is the 47%
lecture method. The learning model that students are interested in is 40.1% choosing a

mix of online and offline learning.  The effectiveness of online learning during the

pandemic 37% of students rated it as effective. The results of the research on the

physical activity of students during the pandemic period were 69.7% in the moderate

category (Adi and Apriyanto, 2021). 

The World Wide Web and the Internet continue to be very important to

education and the learning process. Compared to face-to-face classes, the demand for

online courses has grown with time (Finch and Jacobs, 2012). Online and web-

enhanced programs also provide students greater possibilities. As a result, schools and

universities need to focus on offering high-quality education. Research has been done

to better understand how these courses and degree plans are offered as well as to find

out what influences students and online education. Teachers must consider how to

meld new teaching and learning methodologies with the objectives and substance of

their courses. There is a wealth of material on distant learning in educational studies.

While some studies have placed more emphasis on teacher and students' perspectives,

other researchers have concentrated on student performance and student

characteristics. The ensuing literature review discusses the research pertinent to this

study that relates to student performance and characteristics as well as the variables

that affect students' decisions to enroll in online or conventional courses.

Adi and Apriyanto (2021) states that Online learning is becoming popular

these days because everything has to be at a distance besides preventing the

transmission of the coronavirus. Whats-App and Google Forms are platforms that are

often used because students are very familiar with them.  In addition, the platform is

easy to use even in low signal conditions.   In physical education learning, teachers
with the lecture method can make students move. The first problem with distance

learning is that there are more assignments. Besides that, a stable internet connection

also makes it difficult. The effectiveness of this pandemic study is high and some

consider it normal.

There is a lot of research that shows the effectiveness of online learning. First,

research conducted by (Navarro  & Shoemaker,  2000), this  study  states that students

in online learning have the same or  even  better  learning  outcomes  than students

who learn in the traditional way. Second,  (Rovai  &  Jordan,  2004)  examines  the 

meaning  of a  traditionally packaged  and  mixed  format  classroom. Students in

mixed forms have a strong sense of community.  Methodological studies carried out

by Bowen et al. (2014), have been randomly assigned to traditional control groups. 

Meanwhile, the experimental group was conducted in an online interactive learning

format.  From this online learning, it  is  hoped  that  some  new  software  for online

learning can be canceled which can be developed and tested continuously so that

students will be more effective and  efficient  in  their  learning. Furthermore,

students' interest in new things in this era will make it easier for teachers to achieve

their learning goals.

The discrepancy between the reported classroom climate and the higher

graduation rate for female students is an exciting area for future study. Of interest is

that more women than men have been seeking post-secondary education and

graduating at a higher rate. (Perkowski, J., 2012). However, Fahme (2008) stated that

most students regarded online education as mechanical and preferred pursuing

traditional face-to-face courses. They were also concerned about the validity of the

internet-based resources, the suitability or competence of the instructors, a lack of

time, and the difficulties of nonverbal communication. However, the data revealed

that male students perceive online education as more valuable than female students,

and this proportion rises for both genders of students over the age of thirty. 

Students at the community college range in age from 18 to adults in their 40s,

making up a varied group of learners. The median age of community college students,

according to Provasnik and Planty (2008), is 24 years old (p.12). Age, gender,

ethnicity, and learning style of the students have received much attention from

researchers as factors relating to student success, particularly in online courses

(Solimeno, Mebane, Tomai, & Francescato, 2008; Tekinarslan, 2011; Wilson &

Allen, 2011).

According to Dabaj and Başak (2008), students over 30 preferred face-to-face

interactions. While younger students often outperformed older students in a collegiate

context, multiple researchers noted that online students were typically 22 years of age

or older (Ali & Ahmad, 2011, et al). Additionally, it was found by Coldwell, Craig,

Colorado, and Eberle (2010) as well as Paterson and Mustard (2008) that a student's

age had no impact on their academic achievement, which was assessed by their course

grade in online courses (Coldwell, 2009, et al).

Concerns regarding gender parity in the classroom have historically been

voiced, especially once female college students and their involvement in class

debates. There have been reports of lower female involvement rates and lower levels

of assertiveness among female pupils (Crawford & MacLeod,1990). Males, on the

other hand, seemed to be more talkative and more at ease with social interaction. This

is mostly a result of gender role indoctrination, in which society expects women to be

more quiet and soft-spoken, as well as what is believed to be systemic discrimination

against female students in college classrooms (Anderson & Haddad, 2005; Hall &
Sandler, 1982). However, regardless of gender, it can be claimed that there is a

general lack of engagement in face-to-face classroom conversation (Bordia, 1997).

Due to fear or shyness, lack of preparation for class, and the dynamic in the classroom

brought on by status disparities, students are often unwilling to engage. On the other

hand, a number of research on asynchronous online course discussions have shown

that these conversations promoted more student involvement. The relative anonymity

of online conversations, the extra time available to construct comments, and the

capacity to reference other resources to create educated, intelligent responses have all

been reported by instructors to increase total student participation (Smith, Ferguson,

& Caris, 2002). There is less of a chance for one or two more loud students to

dominate the conversation, and students who are timid or apprehensive may feel more

comfortable participating in this more anonymous setting.

Kennan (2018) stated in his study that young adults (ages 18–24) are often

assumed to be more tech-savvy. It was noted that the lack of research supports this

claim. Young adults might better be viewed as a heterogeneous group with varying

skills and abilities. Moreover, the average age of online students was higher than the

average age of face-to-face students. The finding supports the research, which

indicated that the average age of online students was 22 years or older. Hence, Amro

et. al. (2018) found that traditional students performed noticeably better on tests in a

microeconomics course than online students. In macroeconomics, online students

outperformed traditional learners significantly. The researchers found that girls had a

much higher final average in traditional classes.

Results are influenced by past online learning experiences as well. Beyrer

(2010) found that online class participants outperformed their peers in terms of

academic performance. According to Beyrer (2010), students who had taken online
courses in the past and done well had a greater success rate in future online courses.

Furthermore, Ryabov (2012) investigated the relative impact of online time, past

grades, and demographic traits on academic achievement in online sociology courses.

The findings showed that the most important predictor of student performance was

past achievement. Involvement in online learning and academic performance have

been linked, according to research by Coldwell, Craig, Paterson, and Mustard (2008). 

However, Bennett, Padgham, McCarty, and Carter (2007) found that in a

microeconomics course, conventional students performed noticeably better on tests

than online students. In macroeconomics, online students outperformed conventional

pupils greatly. The researchers found that in conventional classrooms, girls had a

much higher final average. Furthermore, Bennett et al. (2007) hypothesized that since

macroeconomics is less quantitative and analytical than microeconomics, online

students most likely did better in the macroeconomic courses. 

Online education has had a significant impact on society over the last ten years

and has increased student participation across all fields of higher education (Allen &

Seaman, 2010; Mapuva, 2009). According to Betts (2009), there are now significantly

more degrees awarded through online education programs, and as a result, post-

secondary administrators and representatives are beginning to look at online education

as a potential solution to the growing demand for classroom space brought on by

rising student enrollment. Online learning has thus started to take on a significant role

in higher education. "Elearning has become a vital learning and business tool,"

according to Mapuva (2009). Additionally, according to Allen and Seaman (2011),

"about 6.1 million students were enrolled in at least one online course during the Fall

2010 term, representing almost 31% of all higher education students."

 Student performance was also influenced by how assessments were

administered. According to the researcher Xu (2010), it is difficult to assess security

and set testing policies for administering and presenting tests to students enrolled in

online classes. There isn't a single, straightforward way to guarantee fair testing

practices. The results of Xu's (2010) research, which employed repeated measurement

analysis of variance techniques, showed that test presentation did not affect student

test performance on its own. Students with a surface learning style performed much

better than students with an all-at-once presenting modality on conceptual tasks,

according to cumulative assessments of student learning styles and performance. The

author suggests that in order for pupils to study comfortably and remember what they

have remembered, they must be given the freedom to do so (Xu, 2010). Last but not

least, Schultz, Schultz, and Sieland (2010) examined course grades via the proctoring

of tests for both face-to-face and online students.  The researchers discovered no

significant difference between the two approaches. Therefore, a variety of criteria

should be taken into account when assessing student success.

Although the ease of online learning should be taken into account, the main

focus should be on student accomplishment. According to Amin and Li (2010), there

are no significant differences between online and face-to-face student performance.

Moreover, other research shows that there are no significant differences in students'

academic achievement between those who enroll conventionally and those who enroll

online. Online classes may be just as successful as conventional courses, as proved by

Daymont and Blau in 2011. Both Ary and Brune (2011) and Topper (2007) showed

no correlation between course grades and face-to-face or online attendance for either

group of students. On the other hand, several investigations (Al-Mutairi, 2011;

Anthony, 2011; Hannay & Newvine, 2006; and Yukselturk & Bulut, 2007) came to
the conclusion that course structure was important when taking into account student

performance. Therefore, further study on online learning and its effects on student

accomplishment is necessary, especially in identifying the traits of successful students

and course design.

A growing number of studies have shown that online learning is more

productive than traditional classroom instruction, and many students have praised the

effectiveness of distant learning (Wen & Chang, 2014). Additionally, it is believed

that distant learning might displace conventional in-person classes (Azeiteiro et al.,

2015; Lee et al., 2019).

However, other researchers have expressed the contrary opinion, claiming that

students who participated in online learning underperformed, or something similar

(Brown & Liedholm, 2002). (Bernard, et al., 2004; Wagner et al., 2011). According to

certain research, students are happy with the efficacy of hybrid remote learning and

in-person instruction (Buzzard et al., 2011; Yu, 2011). According to reports, this

integrated teaching strategy improves students' capacity to work together (Nistor &

Nyer, 2018a, b). 

In the study of Muller, et al. (2009), student learning outcomes assessment

must be a component of both face-to-face and online course design and instruction;

many best practices for face-to-face assessment also apply to online learning

assessment. Moreover, according to Kearns (2021) most situations where this

evaluation was employed, the presentation assignment summarized what the student

had given in a final project. Students frequently utilized Microsoft PowerPoint to

produce their presentations, sometimes as a series of slides and sometimes as a poster.

However, they cannot fully ensure effective online course delivery and/or student
outcomes assessment, they do provide a framework for instructors to follow to ensure

best practices are followed and student outcomes assessment is intentionally woven

into each course (Muller, et al. (2009). On the hand, these results support the previous

findings of Yu's study from 2021, which revealed that female learners are more

persistent and engaged than males in both areas. Moreover, Clark et al. (2017) stated

that substantial data indicate that women and men learn differently, making women

naturally more effective in online learning. They believed that women were specially

positioned to be great learners due to their use of adaptive learning strategies that

enabled them to learn in situational ways. The results contradict the findings of

Akdeniz (2008), who found that the usage of a deep approach to learning reduced

from the first to the second year, showing that the use of meaningful methods to

learning and interest decreased during the first year.  However, in the study conducted

by Harvey (2017), it was discovered that there are no gender-based differences in

millennial satisfaction using factor analysis and structural equation modeling.

However, research did discover three significant student satisfaction predictors for

both males and females: university prestige, physical facilities, and

telecommunications. Contrariwise, the study of Yu (2021), where gender and

educational level are a great factor affecting online learning outcomes. Furthermore,

even after controlling for teaching method and course type, gender still had an impact

on learning performance. The teaching satisfaction and self-learning satisfaction

dimensions gave women significantly lower ratings than men, although the course

satisfaction dimension gave women significantly better scores than men. That might

be attributed to the reason that women have higher expectations for themselves and

their teaching pleasure. Additionally, ladies outperformed males in terms of course

scores (Hsiao, Y. C, 2021).

 In conclusion, students who were previously enrolled in physical on-site

classes must transfer to online learning owing to the enormous modifications in

teaching techniques implemented in reaction to this pandemic. To guarantee that

students are learning effectively, it is anticipated that online courses would preserve

and even improve the teaching quality. Student evaluation of teaching (SET) is a

typical method for assessing the efficacy of instruction in higher education (Centra &

Gaubatz, 2000; Steif & Dollár, 2009; Yueh et al., 2012). The measuring items are

primarily split into two categories: the instructor's performance as a teacher and the

student's self-evaluation of their current level of learning. Students should be given

the opportunity to assess each course they have completed, and both should be done at

the conclusion of each semester.

Synthesis

According to Adi and Apriyanto, (2021) the effectiveness of online learning during

the pandemic is 37% of students rated it as effective. The results of the research on

the physical activity of students during the pandemic period were 69.7% in the

moderate category. Meanwhile, Navarro & Shoemaker, (2000) states that students in

online learning have the same or even better learning outcomes than students who

learn in the traditional way. However, Fahme (2008) revealed data that male students

perceive online education as more valuable than female students, and this proportion

rises for both genders of students over the age of thirty. Moreover, the study of

Kennan (2018) states that the average age of online students was higher than the

average age of face-to-face students. Results are influenced by past online learning

experiences as well. Beyrer (2010) found that online class participants outperformed

their peers in terms of academic performance. Involvement in online learning and

academic performance have been linked, according to Coldwell, Craig, Paterson, and
Mustard. However, online students performed better in microeconomics than

conventional students in a study conducted by Bennett, Padgham, McCarty, and

Carter (2007). In macroeconomics, online students outperformed conventional pupils

greatly. The researchers found that in conventional classrooms, girls had a much

higher final average. Student performance was also influenced by how assessments

were administered. According to the researcher Xu (2010), it is difficult to assess

security and set testing policies for administering and presenting tests to students

enrolled in online classes. Additionally, Xu (2010) had a presentation of tests that did

not affect student test performance on its own. Students with a surface learning style

performed better than students with an all-at-once presenting modality. There isn't a

single, straightforward way to guarantee fair testing practices for online students.

Student learning outcomes assessment must be a component of both face-to-face and

online course design and instruction. Students frequently use Microsoft PowerPoint to

produce their presentations, sometimes as a series of slides and/or a poster . Clark et

al. (2017) believe that women are naturally more effective in online learning.

However, in the study conducted by Harvey (2017), it was discovered that there are

no gender-based differences in millennial satisfaction using factor analysis and

structural equation modeling. Harvey (2017) then added that research did discover

three significant student satisfaction predictors for both males and females: university

prestige, physical facilities, and telecommunications. Therefore, these studies together

confirmed that there is no significant difference on the level of effectiveness of

AFLEX Learning Modality in teaching physical education when grouped according to

delivery of the subject matter, students’ assessment, year level and sex.
 Chapter III
Methodology

This chapter explains the methods used by the researchers in conducting the

research study. The chapter includes areas such as research design, respondents of the

study, sampling design, data collection, validity and reliability, data gathering

procedure, and statistical treatment data to further proceed with the study. These

contain methods for gathering data and analysis which are relevant to the researchers’

study.

Research Design

Quantitative research is a systematic investigation of phenomena by gathering

quantifiable data and performing statistical, mathematical, or computational

techniques (Bhandari, 2020). The information can then be linked to a Sheets

spreadsheet to automatically record the results. The survey replies are then

continuously added to the spreadsheet. One method of studying education learners is

conducting research, which involves acquiring and analyzing data with input from the

entire course. As a result, the scientists chose to employ quantitative descriptive

research designs in their investigation Loeb S. (2017). Participants are typically only

measured once, only relationships between variables are intended, and the study may

involve a sample population of hundreds or thousands of subjects to ensure that a

meaningful estimate of a variable is obtained (Letourneau University, 2022).

In this study, the descriptive research design was used to determine the

effectiveness of AFLEX learning modality specifically in Asynchronous and

Synchronous Learning in teaching PE Classes to selected Education Students.

Respondents of the Study

The respondents of the research study were selected College of Education

Students limited to two hundred seventy-four (274) students out of eight hundred

sixty-three (863) of Carlos Hilado Memorial State College, Talisay Campus that are

officially enrolled this 2nd semester of the academic year 2021-2022 who were

randomly selected using Slovin’s Formula in Random Sampling Technique. Out of

the 274 randomly selected students, 154 students are from the 1st year and 120

students are from the 2nd year, due to their availability and convenience in responding

to the study.

Table 1

Distribution of Respondents

Variables F %

Year Level

First Year 154 56.2

Second Year 120 43.8

Sex

Male 95 34.7

Female 179 65.3

TOTAL 274 100.00

Research Instrument

Type of questionnaire
 The Likert scale was used in this study. It is used to collect, measure, and

analyze the data and to investigate the individual differences in variables such as

motivation, anxiety, and self-confidence.

Name of Instrument

To conduct the survey, the researchers prepared an online questionnaire and request

letters intended for the Class Mayors in order to ask permission to conduct and

distribute the survey created by the researchers. These instruments helped both the

researchers and the respondents to have the right to agree or disagree.

Details of Instrument:

Part I

It contains the consent and profile of the respondents: name, year level, sex,

and courses.

Part II

The online questionnaire is composed of questions about the level of

effectiveness of AFLEX LEARNING MODALITY to the students of education

where the Likert Scale is used to assess the (1) delivery of the subject matter, which

contains 8 questions and (2) students’ assessment, which contains 11 questions, rated

5 points of Effectiveness Level: 5 – Extremely Effective, which means that the level

of effectiveness of the AFLEX learning modality in teaching physical education is

4.50 and above, 4 – Very Effective, which means that the level of effectiveness of the

AFLEX learning modality in teaching physical education is 3.50 to 4.49. which

means that the level of effectiveness of the AFLEX learning modality in teaching

physical education is 2.50 to 3.49. which means that the level of effectiveness of the
AFLEX learning modality in teaching physical education is 1.50 to 2.49, which

means that the level of effectiveness of the AFLEX learning modality in teaching

physical education is between 1.00 and 1.49.

Validity

The validity of an instrument refers to the degree to which a test measures

what it is supposed to measure (Ardales, 2008).

The validity of the gathering instrument that was used in this work can be

established by the fact that the items found therein are designed to determine the level

of effectiveness of AFLEX learning modality in teaching Physical Education. In this

case, Lawshe content validation was applied. To ensure its content validation, the

questionnaire was submitted to authorities or people who are knowledgeable about the

topic for the comments and suggestions of teachers who are experts in the field of

Carlos Hilado Memorial State University. The validation result showed CVR of

(0.93) which means that the instrument was valid.

Reliability

Reliability refers to how consistently a method measures something. If the

same result can be consistently achieved by using the same method under the same

circumstances, the measurement is considered reliable (Middleton, 2019).

The researchers conducted a reliability test on the students of Bachelor of

Elementary Education Major in General Education at Colegio de Santa Ana de

Victorias. The researchers selected thirty-three (33) students as the test takers for the

reliability test to determine if the result is similar and applicable for the study. The

analysis of the result was obtained using the Cronbach Alpha method which obtained

the value of (0.955), the instrument was considered reliable.

Data Gathering Procedure

For the researchers to gather the needed data, the researchers first sought

permission from the Dean of the selected respondents through soft copy letters sent

via Private Message. Then the researchers consulted about the availability of time to

complete the said survey within the given period of time. The researchers used

Google Forms as the platform to collect data from our respondents via custom

questionnaires. Upon agreement, the researchers then provided general instructions as

the first part of the online survey in a google form to guide the respondents on how to

select their answers corresponding to the given statement. In administering the

questionnaires, the researchers coordinated with the class mayors of the selected

respondents to disseminate the accessible link intended for the survey in their

respective classes. The researchers and Class Mayors also agreed to send screenshots

when the respondents finished answering the google form survey to assure that the

data are valid and authentic. Since the survey is in Google Form, the researchers can

be notified as soon as the respondents submitted their answered survey. This way

around, retrieval of data would be easy and accessible for the researchers.

Data Analysis Procedure

In connection to the study's objectives, the data gathered from the responses

were subjected to tabulation, statistical analysis, and interpretation.

The first problem concerning the effectiveness of AFLEX learning modules,

specifically in Asynchronous and Synchronous Modality, affects the following

factors: the level of effectiveness and whether there is a significant difference in the

effectiveness of AFLEX learning modules in teaching Physical Education students in

terms of delivery of subject matter students’ assessment when taken as a whole and
grouped according to year level and sex. Education Students when grouped and

compared according to variables; Delivery of Subject Matter and Student's

Assessment, mean and standard deviation were used in the statistical analysis.

For the second problem concerning the significant difference in the levels of

effectiveness in teaching PE when grouped according to variables; Year Level and

Sex Level, Mann Whitney were used since the data are not normally distributed.

Ethical Consideration

Upon taking the study, the researchers consider the confidentiality of the

respondents’ personal information as they partake in the survey. The respondents

were then assured of their anonymity throughout the whole conduction of the study.

The researchers rest assured the respondents to delete all traces of their

personal information in all electronic devices used once done with the statistics of the

study. This is to secure the confidentiality of all the participating respondents of the

conducted research study.

For the record, all data gathered intended for the research study only provides

copies intended for the graduate school office and graduate school library keeps.

Other than any of those was disposed of for the sake of security.
 Chapter IV

Presentation, Analyses, and Interpretation of Data

This chapter presents the findings, analysis, and interpretation of data gathered

with the primary goal of determining the effectiveness of AFLEX learning modality

in teaching Physical Education using statistical tools in the treatment of descriptive

data.

Effectiveness of AFLEX Learning Modality in Teaching Physical Education

The first objective of this study is to determine the effectiveness of AFLEX

learning modality in teaching Physical Education when taken as a whole and when

grouped according to areas and variables. Mean and Standard Deviation are used in

data analysis.

Table 2 presents data concerning the effectiveness of the AFLEX learning

modality as assessed by College Education Students, grouped by Year Level, Sex,

Delivery of Subject Matter, and Student Assessments in teaching Physical Education.

Table 2
Level of Effectiveness of AFLEX learning modality as assessed by the College
Education Students when taken as a Whole and when grouped according to areas and
variables

Variables
Mean Interpretation SD
Delivery of Subject Whole 4.05 High 0.65
Matter Year Level
First Year 4.08 High 0.65
Second Year 4.01 High 0.59
Sex
Male 3.99 High 0.67
Female 4.07 High 0.60
Students’ Assessment Whole 4.16 High  0.62
Year Level
First Year 4.20 High 0.62
Second Year 4.10 High 0.62
Sex
Male 4.11 High 0.65
Female 4.19 High 0.60
Note:  4.50-5.00 Very High, 3.50-4.49 High, 2.50-3.49 Average, 1.50-2.49 Low, 1.00-1.49 Very Low

Table 2 shows that the Level of Effectiveness of AFLEX learning modality in

teaching physical education (M= 4.05) was very effective in both areas and variables

with means ranging from 3.50 to 4.49. It implies that AFLEX learning modality is

very effective in terms of Students’ Assessment (M= 4.16, SD=0.65) compared to

Delivery of Subject Matter (M=4.05, SD=0.62). When the respondents were grouped

based on the year level, the results show that the first-year respondents (M=4.08,

SD=0.65) had a higher effectiveness level than second-year respondents (M=4.01,

SD=0.59) in terms of the delivery of the subject matter. Moreover, when the

respondents were grouped based on their sex, the results show that the female

respondents (M=4.07, SD=0.60) had a higher effectiveness level than male

respondents (M=3.99, SD=0.67) in terms of the delivery of the subject matter.

Nevertheless, the results show that the first-year respondents (M=4.20, SD=0.62) had

a higher effectiveness level than second-year respondents (M=4.10, SD=0.62) in

terms of students' assessments. Furthermore, when the respondents were grouped

based on their sex, the results show that the female respondents (M=4.19, SD=0.60)

had a higher effectiveness level than male (M=4.11, SD=0.65) respondents in terms of

students' assessments. However, it is imperative to conclude that both respondents as

a whole and when grouped according to areas and variables show that the AFLEX

learning modality was very effective in teaching Physical Education. In the study of

Muller, et al. (2009), student learning outcomes assessment must be a component of

both face-to-face and online course design and instruction; many best practices for

face-to-face assessment also apply to online learning assessment. Moreover,

according to Kearns (2021) most situations where this evaluation was employed, the

presentation assignment summarized what the student had given in a final project.

Students frequently utilized Microsoft PowerPoint to produce their presentations,

sometimes as a series of slides and sometimes as a poster. However, they cannot fully

ensure effective online course delivery and/or student outcomes assessment, they do

provide a framework for instructors to follow to ensure best practices are followed

and student outcomes assessment is intentionally woven into each course (Muller, et

al. (2009). On the hand, these results support the previous findings of Yu's study from

2021, which revealed that female learners are more persistent and engaged than males

in both areas. Moreover, Clark et al. (2017) stated that substantial data indicate that

women and men learn differently, making women naturally more effective in online

learning. They believed that women were specially positioned to be great learners due

to their use of adaptive learning strategies that enabled them to learn in situational

ways. The results contradict the findings of Akdeniz (2008), who found that the usage

of a deep approach to learning reduced from the first to the second year, showing that

the use of meaningful methods to learning and interest decreased during the first year.
Difference on the Level of Effectiveness of AFLEX Learning Modality in
Teaching Physical Education
Another concern of this study is to determine the significant difference in the

level of effectiveness of AFLEX learning modality in teaching Physical Education in

terms of Delivery of Subject Matter and Students’ Assessment as assessed by the

College of Education Students when grouped and compared according to the

variables. It was hypothesized in the study that there is no significant difference in the

level of effectiveness of AFLEX learning modality in teaching Physical Education

according to variables. 

Table 3 presents the significant difference in the level of effectiveness of

AFLEX learning modality in teaching Physical Education in terms of the Delivery of

Subject Matter as assessed by the College Education Students when grouped and

compared according to variables. 

Table 3
Test of Difference Level of Effectiveness of AFLEX learning modality in terms of
Delivery of Subject Matter and Students’ Assessment as Assessed by the College
Education Students when grouped According to Variables
Variables Mean Ranks Mann-Whitney U
U Z P
Delivery of Year Level
Subject Matter
    First Year 141.83 8573.00 -1.03 0.30

    Second Year 131.94

Sex

    Male 130.71 7857.50 -1.04 0.30

    Female 141.10

Students’ Year Level

Assessment
    First Year 143.21 8360.00 -1.03 0.30

    Second Year 130.17

Sex

    Male 131.38 7921.50 -.93 0.35

    Female 140.75
Note: *0.5

Table 3 shows that there is no significant difference on the level of

effectiveness of AFLEX learning modality in teaching physical education when

grouped according to year level (p= 0.30) and sex (p=0.30), year level (p= 0.30) and

sex (p=0.35).  All p values were not less than a=0.05. Therefore, the null hypothesis

was not rejected. It implies that AFLEX learning modality has no significant

difference on the level of effectiveness in teaching physical education in terms of year

level (p= 0.30) and sex (p=0.30), year level (p= 0.30) and sex (p=0.35). When the

respondents were grouped based on the year level, the results show that the first-year

respondents (p= 0.30) and second-year respondents (p= 0.30) had the same low level

of effectiveness in terms of delivery of subject matter. Moreover, when the

respondents were grouped based on their sex, the results show that the female (p=

0.30) and male (p= 0.30) respondents has the same low level of effectiveness in terms

of delivery of subject matter. Furthermore, the results show that the first-year

respondents (p= 0.30) and second-year respondents (p= 0.30) have the same low level

of effectiveness in terms of students' assessments. Finally, when the respondents were

grouped based on their sex, the results show that the female (p=0.35) and male

(p=0.35) respondents has the same low level of effectiveness in terms of students'

assessments. Areas and variables show that the AFLEX learning modality has no

significant difference on the level of effectiveness in teaching physical education. In

the study conducted by Harvey (2017), it was discovered that there are no gender-

based differences in millennial satisfaction using factor analysis and structural

equation modeling. However, research did discover three significant student

satisfaction predictors for both males and females: university prestige, physical

facilities, and telecommunications. Contrariwise, the study of Yu (2021), where

gender and educational level are a great factor affecting online learning outcomes.

Furthermore, even after controlling for teaching method and course type, gender still

had an impact on learning performance. The teaching satisfaction and self-learning

satisfaction dimensions gave women significantly lower ratings than men, although

the course satisfaction dimension gave women significantly better scores than men.

That might be attributed to the reason that women have higher expectations for

themselves and their teaching pleasure. Additionally, ladies outperformed males in

terms of course scores (Hsiao, Y. C, 2021).

 CHAPTER V

Summary, Conclusions, and Recommendations

Summary

This chapter includes the entire research study, including the researchers'

recommendations and suggestions. This finding serves as the researchers' final

analysis and decision on the accumulated findings. The researchers' recommendations

include potential actions that could have a significant impact on the Students, PE

Teachers, Future Researchers and PE Chairperson.

1. The level of effectiveness of AFLEX learning modality in teaching Physical

Education among the respondents when they were grouped according to areas and

variables was very effective.

2. There was no significant difference in the level of effectiveness of AFLEX

learning modality in teaching Physical Education among the respondents when they

were grouped according to areas and variables.

Conclusion

The following conclusions were drawn based on the results presented:

1. The respondents find the AFLEX learning modality very effective in

delivering the subject matter and assessing the students in teaching Physical

Education. In relation, the AFLEX learning modality is more effective for female

respondents than male respondents, and when grouped according to the year level, the

AFLEX learning modality is more effective for respondents in the first year level than

those in the second year level. Therefore, when grouped according to sex, the males

found the AFLEX learning modality less effective in both areas, and when grouped

according to the year level, the second-year level found the AFLEX learning modality

less effective in both areas.

 2. As a result of the new learning modality's effective modification of the

delivery of subject matter and students' assessment, the AFLEX Learning Modality's

effectiveness in teaching Physical Education in both areas and variables has not been

affected. This is because students have adapted to the new system throughout the

course of the year. Moreover, students were accustomed to the AFLEX learning mode

implemented by Carlos Hilado Memorial State University after adjusting for about a

year. Thereof, as shown in the tables and results, none of the areas or variables affects

the effectiveness of the AFLEX learning modality in teaching Physical Education.

Recommendation
The following recommendations were formulated based on the results and

conclusions presented.

Students

Students may attend webinars and instructional videos provided by the school

to create a more engaging sensory experience and help students justify the AFLEX

learning modality that helps their academic performance in meeting the teachers’

standards in activities that widen their knowledge of the usage of different school-

related platforms.

PE Teachers

Teachers may enroll in training or seminar programs that could enhance their

information, communication, and technology (ICT) skills. These programs assist

students to learn more effectively by providing teachers with access to a wide range of

new pedagogies. These technologies are also being used to enable teachers to do

administrative tasks more efficiently to improve their teaching skills in the AFLEX

learning modality.
PE Chairperson
The chairperson may give emphasis and provide options to teachers in

delivering the subject matter and students’ assessment in consideration of the

students’ learning resources to allow teachers to see if their teaching has been

effective. Assessment also allows teachers to ensure students learn what they need to

know in order to meet the course's learning objectives.

Present Researchers

Present researchers may determine and justify the art and science of

implementing and monitoring the designed physical education instructional program

for a learner. Based on a comprehensive assessment, to give the learner the skills

necessary for recreation and sports experiences to enhance physical fitness and be

effective in teaching basic physical education subjects.

Future Researchers

Future Researchers may conduct further studies into the level of effectiveness of

the AFLEX learning modality in various subjects to determine the challenges students

may encounter in the future. I suggest using project-based learning to give students

who need extra enrichment a chance to go above and beyond or, for students who are

struggling to complete assignments, an alternative way to demonstrate learning that

develops critical thinking and mental sharpness.

 Proposed Program Plan – AFLEX Training Plan

3 Days Virtual Training

I. RATIONALE: 

Due to the pandemic, which started during March 2020, the traditional

system of education in the Philippines was modified into Adaptive Flexible

(AFLEX) learning modality; Teachers must be equipped professionally in the

delivery of the subject matter of Physical Education and student’s assessment.

Thus, the Training Plan for teachers is to enhance their capabilities and skills

in information and communication technology literacy.

III. GOAL

Training Program is designed as three-days training for teachers which

give emphasis to their teaching pedagogies in a virtual set up. This training

will introduce the teachers to the digital world of teaching - broaden their

technological resources that could enhance their capabilities and skills in

Information and Communication Technology Literacy, and to go along with

the demand of today’s teaching profession.

IV. OBJECTIVES

1. To equip teachers with the different pedagogical teaching approaches

necessary in delivering the subject matter on a virtual set up.

2. To provide training support for CHMSU teachers in facilitating

learning.

3. To give importance and highlight the benefits of the different teaching

pedagogies.
Day 1 Topic 

(PE Teachers)

Morning  Principles of Learning to Teach meaningful Physical Education

Day 2 Topic 

(PE Teachers)

Morning Assessment of Learning

Day 3 Topic 

(PE Teachers)

Morning Journal as an assessment tool and portfolio assessment

What: 

3 Days Virtual Training

Where:

Zoom or Google Meet

Who:

Basic PE Teachers

V. SCOPE AND DURATION:

1. This will be three (3) day/s training.

2. The training will cover three (3) modules.

● Principles of learning to teach meaningful P.E

● Assessment of learning 
 ● Journal as an assessment tool and portfolio assessment

VI. TRAINING MATERIALS AND BUDGET: 

Training budget: 

Duration: 3 days

No. of participants – 10

No. of instructors – 5

Support staff – 2

Total: 17 persons

A. LOAD ALLOWANCE

@299/participant’s x 3: Php 897.00

B. TRAINING MATERIAL

Power point presentation – School provide

E-modules – School provide

E-certificate –School provide

                    X 10 teachers

C. HONORARIUM OF INSTRUCTORS:

5 instructors @ Php 2,500.00:                  php 12,500.00

2 supports staffs @ php 1,000.00:          php 2,000.00

                                                           Total: php 14,500.00

D. SUMMARY

a. LOAD ALLOWANCE                            php 897.00

b. HONORARIUM IF INSTRUCTORS     php 14,500.00

                                                    Total: php 15,397.00

VII. IMPLEMENTATION SCHEME: 

1. The CHMSU thru the office of the Dean of College of Education will

provide budget for load allowance basic requirements in terms of

certificate, honorarium, and E- modules (handbook, and activity

sheets), and also other logistic needs for the training/seminar of the

respective trainees.

2. Physical education chairperson will look for an available resource

speaker, trainers or instructors who are specialized in the field of

curriculum development in Physical Education respectively.

3. CHMSU Physical Education teachers should pay the E-modules and

handbooks for the seminar if incase the school administration/ DEAN

cannot provide the expenses for the said material, and also actively

listen and participate in the activity given by the instructors or

speakers.

VIII. PROGRAM EVALUATION INSTRUMENT

Your feedback is critical in the effectiveness of this training program to all

Physical Education teachers and also to ensure that this seminar meets your

educational needs in the field of educational program.

     Please return this form to the instructor or supporting staff at the end of the

workshop/seminar/training.

TRAINING TITLE: 3 Days Virtual Enhancement Training

DIRECTION: read the following statement and assess it by checking the

following rating.

SCALES:

STRONGLY AGREE – 5
AGREE – 4

UNDECIDED – 3

DISAGREE – 2

STRONGLY DISAGREE - 1

Questions 5 4 3 2 1

1. The program was applicable to my job.

2. The instructor was a good communicator.

3. The instructor was knowledgeable on the topic.

4. The module was presented in an organized manner.

5. I will be interested in attending a follow – up, more advanced

training in this program.

6. I will recommend this workshop to other conservators.

WORKING COMMITTEES

COMMITTEE PERSON IN CHARGE DUTIES AND RESPONSIBILITIES

TECHNICAL Balderas John Erickson Responsible for providing digital

COMMITTEE Maquilan, Quiana Mae presentation in relation to the training

program, making sure that technical

errors or technical troubles are prevented

all throughout the training.

EMCEE Gay, Cheeryline Hosts and masters of the said training.

Maquilan, Quiana Mae

GAME IN CHARGE Gallo, Norgee Aeron Responsible for the implementation and
 Villa, Carl s. facilitates the game.

DOCUMENTATION Famoso, Feb Martin In charge of taking the documentation

COMMITTEE Galero, Ma. Isabel and pictures all through the training.
REFERENCES

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Appendices
 Appendix A

Letters to Conduct Study

NORALYN ESONA, Ph.D.

Dean, College of Education

Dear SIR/MADAME:
Greetings!
The researchers are currently conducting a research study entitled
“EFFECTIVENESS OF AFLEX LEARNING MODALITY IN TEACHING
PHYSICAL EDUCATION”, as course requirement of the Bachelor of Physical
Education in the subject Research 1 (PERESE).
In connection with this, we would like to ask your good office to allow us to
conduct our research. Rest assured that the data we will gather will remain absolutely
confidential and to be used in academic purpose only.
We believe that you are with us in our enthusiasm to finish the requirement as
compliance for our subject. We hope of your positive response on this humble matter.
Your approval to conduct this study will be greatly appreciated.
Thank you very much!

Respectfully Yours,

Balderas, John Erickson

Famoso, Feb Martin
Galero, Ma. Isabel
Gallo, Norgee Aeron
Gay, Cheeryline
Maquilan, Quiana Mae
Villa, Carl

Noted by:

ROSELYN R. ALEGARBES, Ph.D.

Research Adviser

Approved By:

NORALYN ESONA, Ph.D.

Dean, College of Education
GERTRUDES ANASTACIA D. LOPEZ, EdD.
BPED Faculty
College of Education

Dear Dr. Lopez!

Greetings:
We, Bachelor of Physical Education (BPED) 3-A students, are currently conducting
our research study about the “EFFECTIVENESS OF AFLEX LEARNING
MODALITY IN TEACHING PHYSICAL EDUCATION”.
Knowing your expertise, we humbly ask for your valuable time to validate our
research instrument. Attached is our survey questionnaire.
In anticipation to your most valued cooperation, we are extending our sincere thanks
and gratitude.

Sincerely yours,

John Erickson Balderas

Feb Martin Famoso
Ma. Isabel Galero
Norgee Aeron Gallo
Cheeryline Gay
Quiana Mae Maquilan
Carl Villa

Noted by:

DR. ROSELYN R. ALEGARBES

Thesis Adviser
DR. NEMIA V. YORAC
Dean of Instruction
Colegio de Sta. Ana de Victorias
Dear Dr. Yorac,
Greetings!

We, the Bachelor of Physical Education 3-A student of Carlos Hilado

Memorial State University- Talisay, are to conduct our research Study entitled:
Effectiveness of AFLEX Learning Modality in Teaching Physical Education.

In line with this, we are humbly asking permission to conduct the reliability
test of our self-constructed questionnaire to Bachelor of Elementary Education Major
in General Education students in your school on June 27th, 2022.
Your response is highly appreciated.

Sincerely yours,
John Erickson Balderas
Feb Martin Famoso
Ma. Isabel Galero
Norgee Aeron Gallo
Cheeryline Gay
Quiana Mae Maquilan
Carl Villa

Noted by:

DR. ROSELYN R. ALEGARBES, PhD.

Thesis Adviser

Approved by:

DR. NEMIA V. YORAC

Dean of Instruction
Dear Respondents,

Greetings!
We, the Bachelor of Physical Education (BPED) 3-A students of Carlos
Hilado Memorial State College are currently conducting a research study entitled:
Effectiveness of AFLEX Learning Modality in Teaching Physical Education.
In this regard, the researchers would like to earnestly request for your
cooperation in answering the questionnaire as accurate as possible for the completion
of the study.
Rest assured that all data gathered from you will remain confidential and to be
used in academic purpose only.
Your positive response in this request will be valuable contribution for the
success of the study.
Thank you very much!

Respectfully Yours,

Balderas, John Erickson

Famoso, Feb Martin
Galero, Ma. Isabel
Gallo, Norgee Aeron
Gay, Cheeryline
Maquilan, Quiana Mae
Villa, Carl

Noted by:

ROSELYN R. ALEGARBES, Ph. D

Research Adviser
JANET P. ESPINOSA, Ph.D.
Director, Office of the Students Affairs and Services

Dear SIR/MADAME:

Greetings!

The researchers are currently conducting a research study entitled

“EFFECTIVENESS OF AFLEX LEARNING MODALITY IN TEACHING
PHYSICAL EDUCATION”, as course requirement of the Bachelor of Physical
Education in the subject Research 1 (PERESE).

In this regard, the researchers would like to earnestly request permission to

have the numbers of participants in Bachelor of Elementary Education Major in
General Education and conduct a pilot testing of our research-made questionnaires
in Colegio de Sta. Ana de Victorias to establish its reliability test.

We are hoping for your kind consideration to our request.

Thank you very much!

Respectfully Yours,

Balderas, John Erickson

Famoso, Feb Martin
Galero, Ma. Isabel
Gallo, Norgee Aeron
Gay, Cheeryline
Maquilan, Quiana Mae
Villa, Carl

Noted by:

ROSELYN R. ALEGARBES, Ph. D

Research Adviser

Approved By:

JANET P. ESPINOSA, Ph.D.

Director, Office of the Students Affairs
 Appendix B

Research Instrument

RESEARCH TOOL

This survey is for the study, “Effectiveness of AFLEX Learning Modality in

Teaching Physical Education”.
This study aims to measure the level of effectiveness of AFLEX Learning
Modality in teaching Physical Education to selected Courses in the College of
Education at Carlos Hilado Memorial State University. With this, the research will
ensure the anonymity of the respondents and that information provided will be deleted
after the research study.

PART I

Respondent’s Data

Name (optional): __________________________________

Direction: Kindly check the course, year level and sex that correspond to you.

Course:
__ Bachelor in Early Education
__ Bachelor in Early Childhood Education
__ Bachelor in Technology and Livelihood Education
__ Bachelor in Secondary Education Major in English
__ Bachelor in Secondary Education Major in Math
__ Bachelor in Secondary Education Major in Science
__ Bachelor in Secondary Education Major in Filipino
__ Bachelor in Special Needs Education

Year Level:
__ 1st Year
__ 2nd Year

Sex:
__ Male
__ Female
PART II

Direction: Choose the box that corresponds to your rating. Please be guided by the
interpretations of the rating scale.

5 - Extremely Effective
4 - Very Effective
3 - Effective
2 - Somewhat Effective
1 - Not Effective

DELIVERY OF SUBJECT MATTER

I find it effective when… 5 4 3 2 1
1. Course content is introduced before handling in
the module during Synchronous class.
2. Modules are distributed through class-
organization platform (e.g. Google Classroom,
Edmodo, NEO Learning Management System,
etc.).
3. Classes are recorded and posted on the
Facebook page to be able to watch anytime.
4. Conducting classes through Facebook
messenger.
5. Video links are used as references related to the
topic or lesson.
6. PE Classes are discussed through Video
Conferencing Platforms (Google Meet and
Zoom.)
7. URL Links are provided within the modules that
lead to additional information on the subject
matter.
8. Asynchronous classes are administered through
messenger assistance.

STUDENTS’ ASSESSMENT 5 4 3 2 1
I find it effective when…
1. Quizzes, Activities, and Exams are noticed
beforehand through messenger assistance.
2. The time allotted is enough to answer the
question.
3. Performance Task are assigned a week earlier for
preparations.
4. Assessments such as Quizzes and Examinations
 are distributed through online assessment tools
(e. g. Google Forms and Quizlet.)
5. Quizzes are conducted before or after the
discussion of the lessons.
6. Group-Based Activities are given more often.
7. Assessments are disseminated through platforms
such as Messenger and Facebook.
8. Assessments are held while conducting the
virtual meeting.

9. URL Links provided are used as references to

answer the given assessment.
10. Handwritten Outputs are handed in via PNG or
JPEG Format in a class-organization platform
( e. g. Google Classrooms, Edmodo, NEO
Learning Management System, etc.).
11. Outputs are handed in through a portable
Document Format (PDF) file.
 Appendix C

Validity Results

EFFECTIVENESS OF AFELX LEARNING MODALITY IN TEACHIGN

PHYSICAL EDUCATION

QUESTIONNAIRE

Content Validity Rating

Expert Expert Expert Expert Expert Comments Ne CVR Interpretation

1 2 3 4 5
A.

1 1 1 1 1 1 NA 5 1.00 Retained
2 1 1 1 1 1 Spell Out 5 1.00 Retained
3 1 1 1 1 1 NA 5 1.00 Retained
4 1 1 1 1 1 NA 5 1.00 Retained
5 1 1 1 1 1 NA 5 1.00 Retained
6 1 1 1 1 1 NA 5 1.00 Retained
7 1 1 1 1 1 NA 5 1.00 Retained
8 1 1 1 1 1 NA 5 1.00 Retained
B.

1 1 1 1 1 1 Rephrase 5 1.00 Retained

2 1 1 1 1 1 Rephrase 5 1.00 Retained
3 1 1 1 1 1 NA 5 1.00 Retained
4 1 1 1 1 1 NA 5 1.00 Retained
5 1 1 1 1 1 NA 5 1.00 Retained
6 1 1 1 1 1 NA 5 1.00 Retained
7 1 1 1 1 1 NA 5 1.00 Retained
8 1 1 1 1 1 NA 5 1.00 Retained
9 1 1 1 1 1 NA 5 1.00 Retained
10 1 1 1 1 1 Spell Out 5 1.00 Retained
11 1 1 1 1 1 NA 5 1.00 Retained
Content Validity Interval 0.93 Good/
Acceptable
 Appendix D

Reliability Results

Reliability Statistics

Cronbach's Alpha N of Items

.955 19
 Appendix E

Statistical Results

SPSS/EXCEL RESULTS

Report
DEL1 DEL2 DEL3 DEL4 DEL5 DEL6 DEL7
Mean 4.3248 4.4781 3.2993 2.9599 4.2591 4.4964 4.2883
N 274 274 274 274 274 274 274
Std. 1.2687 1.2587
.82117 .74708 .88248 .79949 .86913
Deviation 6 5

Report
DELTOT ASSESS ASSESS ASSESS ASSESS
DEL8 AL 1 2 3 4
Mean 4.2883 4.0516 4.3504 4.0839 4.3139 4.4891
N 274 274 274 274 274 274
Std.
.84347 .62471 .78997 .92398 .80522 .73745
Deviation

Report
ASSESS ASSESS ASSESS ASSESS ASSESS ASSESS1
5 6 7 8 9 0
Mean 4.2080 3.9307 3.9854 3.7518 4.0730 4.1387
N 274 274 274 274 274 274
Std.
.85408 .96016 .88938 1.00023 .92293 .93904
Deviation

Report
ASSESS11 ASSESSTOTAL OVERALL
Mean 4.4234 4.1591 4.2373
N 274 274 274
Std. Deviation .73353 .62114 .61847

MEANS TABLES=DEL1 DEL2 DEL3 DEL4 DEL5 DEL6 DEL7 DEL8

DELTOTAL ASSESS1 ASSESS2 ASSESS3 ASSESS4 ASSESS5 ASSESS6
ASSESS7 ASSESS8 ASSESS9 ASSESS10 ASSESS11 ASSESSTOTAL OVERALL
BY SEX YRLEVEL
/CELLS=MEAN COUNT STDDEV.
 DELTOTAL ASSESSTOTAL OVERALL * SEX
DELTOTA ASSESSTOT OVERAL
SEX L AL L
FEMAL Mean 4.0854 4.1865 4.2856
E N 179 179 179
Std. Deviation .59712 .60407 .59310
MALE Mean 3.9878 4.1074 4.1463
N 95 95 95
Std. Deviation .67229 .65221 .65725
Total Mean 4.0516 4.1591 4.2373
N 274 274 274
Std. Deviation .62471 .62114 .61847

DELTOTAL ASSESSTOTAL OVERALL * YRLEVEL

DELTOTA ASSESSTOT OVERAL
YRLEVEL L AL L
FIRST Mean 4.0818 4.2026 4.2746
YEAR N 154 154 154
Std.
.65368 .61755 .62123
Deviation
2ND YEAR Mean 4.0128 4.1032 4.1894
N 120 120 120
Std.
.58586 .62383 .61418
Deviation
Total Mean 4.0516 4.1591 4.2373
N 274 274 274
Std.
.62471 .62114 .61847
Deviation

SEX
Case Processing Summary
Cases
Valid Missing Total
Percen Percen Percen
SEX N t N t N t
DELTOTA FEMAL 100.0 100.0
179 0 0.0% 179
L E % %
MALE 100.0 100.0
95 0 0.0% 95
% %
ASSESSTO FEMAL 179 100.0 0 0.0% 179 100.0
TAL E % %
 MALE 100.0 100.0
95 0 0.0% 95
% %
OVERALL FEMAL 100.0 100.0
179 0 0.0% 179
E % %
MALE 100.0 100.0
95 0 0.0% 95
% %

Descriptives
Statisti Std.
SEX c Error
DELTOT FEMAL Mean 4.0854 .04463
AL E 95% Confidence Lower
3.9973
Interval for Mean Bound
Upper
4.1735
Bound
5% Trimmed Mean 4.1142
Median 4.1300
Variance .357
Std. Deviation .59712
Minimum 2.00
Maximum 5.00
Range 3.00
Interquartile Range .75
Skewness -.685 .182
Kurtosis .591 .361
MALE Mean 3.9878 .06898
95% Confidence Lower
3.8508
Interval for Mean Bound
Upper
4.1247
Bound
5% Trimmed Mean 4.0195
Median 4.1300
Variance .452
Std. Deviation .67229
Minimum 1.88
Maximum 5.00
Range 3.12
Interquartile Range 1.12
Skewness -.656 .247
Kurtosis .399 .490
ASSESST FEMAL Mean 4.1865 .04515
OTAL E 95% Confidence Lower
4.0974
Interval for Mean Bound
Upper
4.2756
Bound
5% Trimmed Mean 4.2213
Median 4.2700
Variance .365
Std. Deviation .60407
Minimum 2.18
Maximum 5.00
Range 2.82
Interquartile Range .73
Skewness -.710 .182
Kurtosis .282 .361
MALE Mean 4.1074 .06692
95% Confidence Lower
3.9745
Interval for Mean Bound
Upper
4.2402
Bound
5% Trimmed Mean 4.1384
Median 4.1800
Variance .425
Std. Deviation .65221
Minimum 2.00
Maximum 5.00
Range 3.00
Interquartile Range .82
Skewness -.628 .247
Kurtosis .172 .490
OVERAL FEMAL Mean 4.2856 .04433
L E 95% Confidence Lower
4.1981
Interval for Mean Bound
Upper
4.3731
Bound
5% Trimmed Mean 4.3293
Median 4.5000
Variance .352
Std. Deviation .59310
Minimum 2.19
Maximum 5.00
Range 2.81
Interquartile Range .87
Skewness -1.061 .182
Kurtosis .705 .361
 MALE Mean 4.1463 .06743
95% Confidence Lower
4.0124
Interval for Mean Bound
Upper
4.2802
Bound
5% Trimmed Mean 4.1786
Median 4.1900
Variance .432
Std. Deviation .65725
Minimum 2.00
Maximum 5.00
Range 3.00
Interquartile Range 1.00
Skewness -.743 .247
Kurtosis .048 .490

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statisti Statisti
SEX c Df Sig. c df Sig.
DELTOTA FEMAL
.091 179 .001 .960 179 .000
L E
MALE .128 95 .001 .955 95 .002
ASSESSTO FEMAL
.089 179 .001 .947 179 .000
TAL E
MALE .088 95 .069 .950 95 .001
OVERALL FEMAL
.155 179 .000 .902 179 .000
E
MALE .107 95 .010 .934 95 .000

a. Lilliefors Significance Correction

YRLEVEL
Case Processing Summary
Cases
Valid Missing Total
YRLEVE Percen Percen Percen
L N t N t N t
DELTOTA FIRST 100.0 100.0
154 0 0.0% 154
L YEAR % %
2ND 100.0 100.0
120 0 0.0% 120
YEAR % %
ASSESSTO FIRST 100.0 100.0
154 0 0.0% 154
TAL YEAR % %
2ND 100.0 100.0
120 0 0.0% 120
YEAR % %
OVERALL FIRST 100.0 100.0
154 0 0.0% 154
YEAR % %
2ND 100.0 100.0
120 0 0.0% 120
YEAR % %

Descriptives
Statisti Std.
YRLEVEL c Error
DELTOT FIRST Mean 4.0818 .05268
AL YEAR 95% Confidence Lower
3.9778
Interval for Mean Bound
Upper
4.1859
Bound
5% Trimmed Mean 4.1206
Median 4.1300
Variance .427
Std. Deviation .65368
Minimum 2.00
Maximum 5.00
Range 3.00
Interquartile Range .87
Skewness -.720 .195
Kurtosis .587 .389
2ND YEAR Mean 4.0128 .05348
95% Confidence Lower
3.9069
Interval for Mean Bound
Upper
4.1186
Bound
5% Trimmed Mean 4.0347
Median 4.1300
Variance .343
Std. Deviation .58586
Minimum 1.88
Maximum 5.00
Range 3.12
Interquartile Range .87
 Skewness -.702 .221
Kurtosis .509 .438
ASSESST FIRST Mean 4.2026 .04976
OTAL YEAR 95% Confidence Lower
4.1043
Interval for Mean Bound
Upper
4.3009
Bound
5% Trimmed Mean 4.2428
Median 4.2700
Variance .381
Std. Deviation .61755
Minimum 2.00
Maximum 5.00
Range 3.00
Interquartile Range .73
Skewness -.821 .195
Kurtosis .826 .389
2ND YEAR Mean 4.1032 .05695
95% Confidence Lower
3.9904
Interval for Mean Bound
Upper
4.2159
Bound
5% Trimmed Mean 4.1281
Median 4.1800
Variance .389
Std. Deviation .62383
Minimum 2.36
Maximum 5.00
Range 2.64
Interquartile Range .80
Skewness -.531 .221
Kurtosis -.344 .438
OVERAL FIRST Mean 4.2746 .05006
L YEAR 95% Confidence Lower
4.1757
Interval for Mean Bound
Upper
4.3735
Bound
5% Trimmed Mean 4.3258
Median 4.4400
Variance .386
Std. Deviation .62123
Minimum 2.00
Maximum 5.00
 Range 3.00
Interquartile Range .77
Skewness -1.156 .195
Kurtosis 1.343 .389
2ND YEAR Mean 4.1894 .05607
95% Confidence Lower
4.0784
Interval for Mean Bound
Upper
4.3004
Bound
5% Trimmed Mean 4.2161
Median 4.4100
Variance .377
Std. Deviation .61418
Minimum 2.81
Maximum 5.00
Range 2.19
Interquartile Range .93
Skewness -.691 .221
Kurtosis -.638 .438

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
YRLEVE Statisti Statisti
L c Df Sig. c df Sig.
DELTOTA FIRST
.113 154 .000 .947 154 .000
L YEAR
2ND
.102 120 .004 .959 120 .001
YEAR
ASSESSTO FIRST
.104 154 .000 .934 154 .000
TAL YEAR
2ND
.093 120 .013 .957 120 .001
YEAR
OVERALL FIRST
.122 154 .000 .904 154 .000
YEAR
2ND
.158 120 .000 .908 120 .000
YEAR

a. Lilliefors Significance Correction

Mann-Whitney Test
 Ranks
Mean Sum of
YRLEVEL N Rank Ranks
DELTOTAL FIRST
154 141.83 21842.00
YEAR
2ND
120 131.94 15833.00
YEAR
Total 274
ASSESSTOT FIRST
154 143.21 22055.00
AL YEAR
2ND
120 130.17 15620.00
YEAR
Total 274
OVERALL FIRST
154 142.80 21990.50
YEAR
2ND
120 130.70 15684.50
YEAR
Total 274
 Test Statisticsa
DELTOTA ASSESSTOTA
L L OVERALL
Mann-Whitney U 8573.000 8360.000 8424.500
Wilcoxon W 15833.000 15620.000 15684.500
Z -1.028 -1.355 -1.254
Asymp. Sig. (2-tailed)
.304 .175 .210

a. Grouping Variable: YRLEVEL

Mann-Whitney Test
Ranks
Mean Sum of
SEX N Rank Ranks
DELTOTA FEMAL
179 141.10 25257.50
L E
MALE 95 130.71 12417.50
Total 274
ASSESSTO FEMAL
179 140.75 25193.50
TAL E
MALE 95 131.38 12481.50
Total 274
OVERALL FEMAL
179 142.99 25595.00
E
MALE 95 127.16 12080.00
Total 274

Test Statisticsa
DELTOT ASSESSTO OVERAL
AL TAL L
Mann-Whitney U 7857.500 7921.500 7520.000
Wilcoxon W 12417.50 12080.00
12481.500
0 0
Z -1.036 -.933 -1.576
Asymp. Sig. (2-
.300 .351 .115
tailed)

a. Grouping Variable: SEX

 Appendix F

Certification of Similarity Index

 Appendix G

Editor’s Certificate
 Appendix H

Statistician’s Certificate
 Appendix I

Evidences for the Conduct of the Study

Appendix J

Curriculum Vitae

CURRICULUM VITAE
Personal Information

Name: John Erickson L. Balderas

Address: Victorias City, Negros Occidental

Contact Number:

Date of Birth:

Place of Birth:

Citizenship: Filipino

Sex: Male

Civil Status: Single

Education Background

Level School Year Graduated

Elementary 2013

High School Victorias National High 2017

School

Senior High School Victorias National High 2019

School

College Carlos Hilado Memorial Present

State University
Personal Information

Name: Feb Martin S. Famoso

Address: Brgy. 20, Victorias City, Negros Occidental

Contact Number: 09495962457

Date of Birth: February 28, 2000

Place of Birth: Victorias City, Negros Occiddental

Citizenship: Filipino

Sex: Male

Civil Status: Single

Education Background

Level School Year Graduated

Elementary P.A Cuaycong Elementary 2013

School

High School Victorias National High 2017

School

Senior High School Victorias National High 2019

School

College Carlos Hilado Memorial Present

State University
Personal Information

Name: Ma. Isabel T. Galero

Address: Brgy. 3, Isabela, Negros Occidental

Contact Number: 09126395671

Date of Birth: November 19, 1999

Place of Birth: Bacolod City, Negros Occiddental

Citizenship: Filipino

Sex: Female

Civil Status: Single

Education Background

Level School Year Graduated

Elementary Isabela West Elementary 2013

School

High School Isabela National High 2017

School

Senior High School Isabela National High 2019

School – Senior High

School

College Carlos Hilado Memorial Present

State University
Personal Information

Name: Norgee Aeron A. Gallo

Address: Brgy. 2 Pob., E.B Magalona, Negros Occidental

Contact Number: 09123579675

Date of Birth: December 15, 1999

Place of Birth: Silay City, Negros Occiddental

Citizenship: Filipino

Sex: Male

Civil Status: Single

Education Background

Level School Year Graduated

Elementary E.B Magalona Elementary 2013

School

High School E.B Magalona National 2017

High School

Senior High School E.B Magalona National 2019

High School

College Carlos Hilado Memorial Present

State University
Personal Information

Name: Cheeryline I. Gay

Address: Brgy. 2, Victorias City, Negros Occidental

Contact Number: 09309867361

Date of Birth: April 1, 2001

Place of Birth: Bacolod City, Negros Occiddental

Citizenship: Filipino

Sex: Female

Civil Status: Single

Education Background

Level School Year Graduated

Elementary Narauis Paticui Elementary 2013

School

High School Madeleine Academy 2017

Senior High School Liceo De La Salle 2019

College Carlos Hilado Memorial Present

State University
Personal Information

Name: Quiana Mae D. Maquilan

Address: Brgy. Alicante, E.B Magalona, Negros Occiddental

Contact Number: 09605959721

Date of Birth: September 17, 2000

Place of Birth: Bacolod City, Negros Occiddental

Citizenship: Filipino

Sex: Female

Civil Status: Single

Education Background

Level School Year Graduated

Elementary St. Joseph Academy of 2013

Saravia Inc.

High School St. Joseph Academy of 2017

Saravia Inc.

Senior High School Liceo De La Salle 2019

College Carlos Hilado Memorial Present

State University
Personal Information

Name: Carl S. Villa

Address: Brgy. Zone 1, Cadiz City, Negros Occidental

Contact Number: 09704641948

Date of Birth: July 26, 2000

Place of Birth: Cadiz City, Negros Occidental

Citizenship: Filipino

Sex: Male

Civil Status: Single

Education Background

Level School Year Graduated

Elementary Cadiz East School 1 2013

High School Doctor Vicente F. Gustilo 2017

Memorial National High

School

Senior High School Colegio de Sta. Ana de 2019

Victorias

College Carlos Hilado Memorial Present

State University