Perception of CHK Students in Their Basic P.E Subject During This Pandemic in Cagayan State University

Perception of CHK Students in their Basic P.
E Subject during This Pandemic 1
“Perception of CHK Students in their Basic P.E Subject during This
Pandemic in Cagayan State University”
________________
A Theses Proposal
Presented to the Faculty
of the College of Human Kinetics
Cagayan State University, Carig Campus
Tuguegarao City, Cagayan
_______________
In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Science in Exercise and Sports Science
Major in Fitness and Sports Management
________________
By
Melanie Joy Ascado
Shalldene Joy Lepago
Ryan C. Martin
Cherrie Mae Polinar
January 2020
Cagayan State Univerity-COLLEGE of HUMAN KINETICS and Fitness and Sports Management
Perception of CHK Students in their Basic P.E Subject during This Pandemic 2
Table of Contents
Abstract…………………………………………………………………………………..5
Acknowledgement……………………………………………………………………….5
Chapter 1..............................................................................................................................7
THE PROBLEM AND ITS BACKGROUND...........................................................7
Introduction..................................................................................................................7
Statement of the Problem.............................................................................................8
Significance of the Study.............................................................................................9
Scope and Delimitation..............................................................................................10
Research Paradigm.....................................................................................................10
Definition of Terms....................................................................................................11
Research
Questionnsire…………………………………………………………………………….12
Chapter II...........................................................................................................................13
REVIEW OF RELATED LITERATURE AND STUDIES..........................................14
Quality assurance guidelines and principles ...............................................................14
Students’ perceived strengths of online learning…………………………………….15
Students’ perceived weakness of online learning…………………………………….17
Factors that influenced students’ online learning experiences………………………..18
Learner characteristics that influenced students’ experiences……………………….19
Learning Environment that influenced students’ experiences……………………….20
Chapter III..........................................................................................................................22
RESEARCH METHODOLOGY...................................................................................22
Research Design.............................................................................................................22
Locale of the Study........................................................................................................23
Respondents and Sampling Method...............................................................................23
Research Instrument.......................................................................................................23
Analysis of Data.............................................................................................................24
Chapter IV……………………………………………………………………………25
Result and Discussion…………………………………………………………………25
POSITIVE PERCEPTION……………………………………………… …………..25
NEGATIVE PERCEPTION…………………………………………………………26
PROBLEM ENCOUNTERED………………………………………………….…...27
SITUATION UNDERTAKEN………………………………………..…………….28
Online educational environment having P.E class……………………………….….30
Problems encountered taking P.E Subject during this Pandemic….……………….31
Overall Rating Experience………………………………………………………….31
Chapter V……………………………………………………………………………..34
Conclusion…………………………………………………………………………….34
REFERENCES..................................................................................................................39
ABSTRACT
This study utilized qualitative methods to investigate the perceptions of students
from the College of Human Kinetics regarding the basic P.E subject based on their own
online learning experiences. Interviews and observations were conducted with 20
students. Various documents were collected, digital and printed. Positive and negative
experiences of students were examined. Details that contribute to those experiences were
also identified. The findings of this research revealed that flexibility, familiarity with the
instructor, health benefits, independent learning, and time management were students’
positive experiences. The students’ negative experiences were caused by lack of
equipment, poor internet connection, and unclear instruction. The findings can be used by
instructors to understand students’ perceptions regarding PE subject, and ultimately
improve their online instructional practices.
ACKNOWLEDGEMENT
First and foremost, we would like to praise and thank God, the almighty, who has
granted countless blessing, knowledge, and opportunity to the writer, so that we have
been finally able to accomplish the thesis.
We would like to express our sincere gratitude to our adviser Prof. Leslie Ann Fiesta
Urmanita for the continuous support of our research, for her patience, motivation,
enthusiasm, and immense knowledge. Her guidance helped us in all the time of research
and writing of this thesis. We could not have imagined having a better adviser and also a
mentor for our study.
Besides our adviser, We would like to thank the rest of our thesis committee: Our Chair
Program Prof. Robin Darwin Tuliao , Prof. Jose Aureo Camacam, Prof. Hans Arao, Prof.
Jay Buguina and also to our Class adviser Prof. Beverly Addun for their encouragement,
insightful comments, and hard questions. We offer our sincere appreciation for the
learning opportunities provided by our committee.
We thank also our fellow classmates: Mr. Decena , Mr. Wilfredo and Ms Vicitacion for
the stimulating discussions, and also for our team for the sleepless nights we were
working together before deadlines, and for all the fun we have had in the last four years.
Also we thank our friends in this Amazing University. In particular, We are grateful to
Prof. Christian Dulin for enlightening and support us in the first glance of research.
Last but not the least; we would like to thank our families: our parents Mr. & Mrs Martin,
Mr. & Mrs Lipago, Mr. & Mrs Polinar and Mr. Noli Reynon Ascado for giving birth to
us at the first place and supporting us spiritually throughout our lives.
THE RESEARCHERS
CHAPTER I
Introduction
Background of the study
The entire world is currently facing a catastrophic situation resulting from the
coronavirus disease 2019 (COVID-19) pandemic, which has affected the daily lives of
people worldwide. Since the World Health Organization declared a pandemic on 11
March 2020, avoiding face-to-face activities and engaging in social distancing have
become a part of everyday life. The pandemic has also induced changes in many
countries’ educational environments as they began instituting online classes, including
Philippines, whose schools failed to begin the regular school year in March, for the first
time in history. Despite this unprecedented situation, Philippines are actively responding
to social changes by offering a diverse school curriculum through online classes and
developing new approaches to education. The changes required by the crisis may present
an opportunity to adapt to the education needs of the incipient Fourth Industrial
Revolution. In many studies preceding COVID-19, the possibility of online classes has
been examined as a part of future education, in that online classes can provide highly
efficient and diverse elective classes to self-directed students.
Physical education classes play a critical role in getting active and establishing
healthy routines. But when schools closed last spring, these classes became some of the
most difficult to adapt to an online setting. Space, weather, social distancing, and other
constraints continue to limit what physical education teachers can do in-person and with
students learning from home.
With this existing knowledge, this study was formulated to assess the perception
of students towards their Physical Education subject during the pandemic. The study
focused on the students’ perception towards the Physical Education learning outcome,
learning content, teaching and learning process and assessment.
STATEMENT OF THE PROBLEM
This study will look into the CHK student’s perception towards physical
education during this pandemic at Cagayan State University, the study also aims to
answer the following:
1. What is the demographic profile of the respondents based on their:
a. Name b. Age c. Sex d. Program/Course
2. What is the perception of the CHK students on the P.E subject?
3. What does CHK student problem encountered during P.E classes?
4. What is the policy interventions created to give solutions on the encountered
problem?
SIGNIFICANCE OF THE STUDY
The purpose of this study is to gain insights on the “perception of CHK students on
physical education during this pandemic”. The study also aims to assess and describe the
participation of the students to physical education subject in relation to the following:
1. Teachers- The outcome of the study may be helpful in teaching physical
education during this new normal to the students.
2. Students- The results of this study can help the students to express their thoughts
that they have encountered and experienced regarding on the perception of
physical education subject during this new normal. The interview question will
help them to share their expressions about physical education during this new
normal.
3. Future researchers- This study will inspire them in conducting similar studies in
the future to discover more relevant. It will give insight on how to undertake the
same study.
Scope and Delimitations
This study will focus on the PERCEPTION OF THE CHK STUDENTS OF
CAGAYAN STATE UNIVERSITY DURING THIS PANDEMIC ON THE
SPECIALIZED P.E SUBJECT, especially to those CHK students who are enrolled on
their P.E Classes for SY: 2021-2022.
Paradigm of the study
The Input-Output-Process will be utilized to identify the perception of the CHK
students in their physical education subject during this pandemic as basis on the
evaluation of the Physical education subject in Cagayan State University.
Input Process Output
Profile of the Identification of the perception of Analyse and interpreted
CHK Students the CHK student on their perception of students on the
-name Physical Education subject Physical Education of CHK
-sex during this pandemic at Cagayan During this Pandemic in
-age State University. Cagayan State University
-course/program
Perception of CHK Students in their Basic P.E Subject during This Pandemic
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Definition of Terms
Future Researchers- widen their knowledge and pose challenge for them to enrich their
field under this study by contributing more information and discoveries.
Perception - Is the organization, identification and interpretation of sensory information
in order to represent and understand the environment.
Physical Education- Education in the care and development of the human body,
stressing athletics and including hygiene.
Participants- they will be comment their perceptions and experiences about the P.E
subject during this Covid-19 Pandemic
“Perception of CHK Students in their Basic P.E Subject during This
Pandemic in Cagayan State University”
QUESTIONNAIRE
INTERVIEW QUESTION
Part I: Profile of the respondent
Name: Sex:
11
Course/program: Age:
Part II: INSTRUCTION
Interview Guidelines
Just response on what you think and what you know.
Q1. As a student, how does you experiences taking your PE subject online compare with
traditional in-class instruction? How do you like it or dislike?
Q2. As a student, what feelings do you have about the virtual teaching of PE subject
during this pandemic? Are you happy or contented?
Q3. What are your positive experiences while taking your PE subject during this
pandemic between yourself and your instructor? How about you and other students?
Q4. What are your negative experiences while taking your PE subject during this
pandemic between yourself and your instructor? How about you and other students?
Q5. As a student, how do you view your online educational environment when having
your PE class? (e.g. Internet connectivity, Quality of graphics, User friendly gadgets,
Navigation, etc.)
Q6. What are the problems you have encountered in taking your PE subject during the
pandemic? Whom did you refer to? And what are the solutions you have undertaken?
Q7. As a student, how would you rate your overall experiences in taking your PE subject
during this pandemic?
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Very good
Good
Moderate
Not Good
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literatures and studies from local and foreign areas
which are very important in this study.
Quality assurance guidelines and principles
The quality of online education has also prompted the attention of higher
education accreditation associations. Many organizations published and proposed their
guidelines or principles to ensure the quality of online education. In the early 1990s, the
Western Cooperative for Educational Telecommunications (WECT) developed
“Principles of Good Practice for Electronically Offered Academic Degree and Certificate
Programs” (Twigg, 2001). Since then, many other groups have developed similar
principles and practices. For example, The American Distance Education Consortium
(ADEC) drafted “ADEC Guiding Principles for Distance Learning”. A joint task force of
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the American Council of Education and the Alliance: An Association for Alternative
Programs for Adults developed “Guiding Principles for Distance Learning in a Learning
Society.” The Instructional Telecommunications Council provided “Quality Enhancing
Practices in Distance Education.” The American Federation of Teachers (AFT)
developed “Distance Education: Guidelines for Good Practice.” The Council of Regional
Accrediting Commissions updated and explained WECT’s statement, and published
“Guidelines for the Evaluation of Electronically Offered Degree and Certificate
Programs” (Twigg, 2001)
In 2000, The Institute for Higher Education Policy (IHEP) first reviewed all of the
existing principles or guidelines, and proposed 24 benchmarks for measuring quality
Internet-based learning, which were grouped into seven categories: (a) institutional
support, (b) course development, (c) teaching/learning, (d) course structure, (e) student
support, (f) faculty support, and (g) evaluation and assessment (IHEP, 2000). Among the
seven categories, three categories are related to students. They are teaching/learning,
course structure, and student support. The IHEP student Benchmark scales are adopted as
theoretic framework of this study to see if students’ perceived good quality of online
education is congruent with IHEP Benchmarks.
Students’ perceived strengths of online learning
Petrides (2002) conducted a qualitative study to determine learners’ perspectives
on web-based learning. The research was conducted in a blended university online class,
which means the class was a one-semester regularly scheduled class with web-based
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technology (LearningSpace) as a supplement. When interviewed, some participants
indicated that they tended to think more deeply about the subject areas when responding
in writing as compared to giving verbal responses. They explained that they were able to
continually reflect upon each other’s reflections because of the public and permanent
display of the discussion postings on the Web. As stated by one participant, “There is
something that forces you to think mo re deeply about subject areas when you have to
respond in writing” (Petrides, 2002, p. 72). Another participant reiterated this opinion,
indicating that the online technology allowed more reflection than in face-to-face
classroom discussion.
Vonderwell (2003) interviewed 22 students in regards to their perceptions of their
asynchronous online learning experiences. Some participants expressed that the
asynchronous environment allowed them to write carefully about their ideas. For
example, Vonderwell revealed that one participant stated, “The discussion questions were
not just for writing the answers; they required reflection” (p. 86).
Flexibility is an area of strength of the online learning environment that has been
identified by researchers (Petrides, 2002; Schrum, 2002). In Petride’s (2002) study, he
reported that participants revealed that it was easier to work in collaborative groups in an
online course, since there was no less needs to rearrange everyone’s schedule. In addition
to flexibility with time, choices related to the learning experience were also reported as
positive. Participants in Chizmar and Walber’s (1999) study on web-based learning
environments guided by principles of good teaching practice also indicated that the
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ability to freely pick and choose from the menu of diverse learning experiences enabled
them to find the approaches that best fit the way they learn.
Convenience is also an advantage reported in the online learning literature. For
example, in Poole’s (2000) 865 study of student participation in a discussion-oriented
online course, the findings indicated that students participated in online discussions at the
times which is most convenient to them, such as on weekends. Poole also found that
students mostly accessed the online course from their home computers, which was the
place most convenient to them. Other researchers have also found similar results that
online learners read and respond to instructor’s comments in online discussions at times
convenient to them e.g. early morning, late evening (Murphy & Collins, 1997).
Students’ perceived weakness of online learning
Delay communication is one weakness of online learning that is reported by many
researchers (Howland & Moore, 2002; Petride, 2002; Hara & Kling, 1999; Vonderwell,
2003). According to the study by Howland & Moore (2002), the communication between
students and between students and instructor was a critical issue. The absence of face-to-
face interaction between student and instructor contributed to negative perceptions of
many students. Students felt unconfident in guidance when the feedback from instructor
was delayed. In addition, in Howland & Moore’s study (2002), they found that many
students reported that it was difficult to get clarification on assignments, etc. due to lack
of communication between student and instructor. The general impression of
communication between students was also negative. The message board was the main
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communication gateway between students and instructor. Each student was required to
make a posting on message board each week. The students often reported that the
message board posting was ineffective and they were disappointed in the level and
quality of communication (Howland & Moore, 2002).
Petride’s (2002) study on learners’ perspectives on web-based learning also
reported that some participants felt a lack of immediacy in responses in the online context
in comparison to what could typically occur in a structured face-to-face class discussion.
This appears to be especially obvious in asynchronous online discussions, when students
have to wait for others to read and respond back to their postings or e-mail messages.
Hara and Kling (1999) did a qualitative case study of a web-based distance
education course at a major U.S. university. Their participants reported the lack of
immediacy in getting responses back from the instructor, and as a result they felt
frustrated. Recent studies indicate similar results. For example, in Vonderwell’s (2003)
study, one reported disadvantage of an online course was the delay of immediate
feedback from the instructor. One participant stated, “It might take hours, maybe a day or
so before you get an answer back for the question” (Vonderwell, 2003, p. 84).
Lack of a sense of online community and the feelings of isolation were other
weakness that learners have reported in their online learning experiences. Vonderwell
(2003) reported that online learning participants indicated a lack of connection with the
instructor, especially “one-on-one” relationship with the instructor. Vonderwell revealed
that one participant stated, “I still feel like I know a little bit about my instructor, but not
17
the same way that I would if I was in a class. I don’t know much about her personality at
all (p.83). Other studies have found similar results. For example, Woods (2002) in his
study on the online communication between instructor and learner reported that online
learners reported feeling isolated from faculty as well as other learners in the online
courses they had taken.
Factors that influenced students’ online learning experiences
There are many factors that will influence students’ online learning experiences.
Song, Singleton, Hill and Koh’s (2004) survey study on 76 graduate students’ perceptions
of useful and challenging components in learning online reported that lack of community,
difficulty understanding instructional goals, and technical problems were challenges in
their online learning experiences. Some other factors identified by other researchers are
learner characteristics (Howland & Moore, 2002) and design of the learning environment
(Clark, 2002; Dwyer, 2003; Song et al., 2004).
Learner characteristics that influenced students’ experiences
Learner characteristics influence the way online learners learn and their online
learning experiences. Howland & Moore’s (2002) study on students’ perception as
distance learners in Internet-based courses revealed that students who were the most
positive in their perceptions of on-line learning were those with attributes consistent with
constructivist learners. The most positive students were more independent, proactive and
responsible for their learning. In contrast, the students who reported more negative
18
perceptions of their on-line learning experience had the same expectations for structure
and information as they did for an in-class format. Those students with negative
perceptions expressed the need for more feedback from the instructor as well as more
structure. These students reported the lack of feedback and communication from the
instructor as abandonment (Howland & Moore, 2002).
Another study conducted by Garrison, Cleveland-Innes, and Fung (2004) on
online students’ role 866 adjustment suggested that students do see a difference in the
learning process and a need for their role adjustment and the online learning should be
viewed as more cognitive or internally oriented. Garrison et. al (2004) also pointed out
that online learners must take more responsibility, adjust to a new climate, adjust to new
context, synthesize ideas, learn how to participate, synthesize ideas, apply ideas or
concepts, and stimulate their own curiosity to be successful in online class.
Learning Environment that influenced students’ experiences
Another important aspect of the on-line experience is the design of the on-line
environment itself. Clark (2002) stated in Myths in E-learning that the effectiveness of e-
learning “all depends on the quality of the designed content” (p. 599). He also suggested
that the content of e-learn ing should be more “meaningful, distinct, vivid, organized and
personal” (p.601) to increase students’ retention.
In current online education practices, the text is the primary means of
communication. Text is found in traditional paper based format, multi-media and on-line
19
mediums. These texts exist not in isolation but within a specific context. The learning
style and learning objectives are part of the context in which the text is experienced.
According to Dwyer (2003) the use of text alone has been shown to be unreliable for the
most effective communication between individuals lacking shared concrete experiences.
However, the level of effectiveness of textural communication is enhanced when
incorporated with feedback, analogies, questions and visuals.
Images can convey the meaning better than words. As Clark (2002) stated, “A
picture really is worth a thousand words and the on-line environment can take advantage
of the ability to include animation, photographs, video and other graphics” (p. 601).
Dwyer’s (2003) meta-analysis study on examining the effectiveness of text based internet
learning environment revealed that the inclusion of visual images in the learning
environment can be extremely effective but the inclusion of visual images should be
based on specific educational objectives. He also found that visualizations are effective
according to the type of visualization and the type of learning objective and some visual
aids are highly effective in achieving specific learning objectives.
When the learning environment is varied rather than text communication only,
students feel more satisfied with their learning. Thurmond et al.’s (2002) study of
evaluating 120 students’ satisfaction in a web-based learning environment asserted that
the virtual learning environment including emails, computer conferences, chat groups,
and online discussions has a greater impact on student satisfaction than does student
characteristics. Song et al.’s (2004) survey study also asserted that design of the course is
20
one of the helpful components in their online learning. Other helpful components
included comfort with online technologies, time management and motivation of the
learner.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design, the locale of the study, the research
instrument, the data gathering procedures and the analysis of data.
RESEARCH DESIGN
This propose study is a Classroom Action Research as it intends to find the
perception towards physical education during this new normal using interview question
in determining the perception towards Physical Education subject of the CHK students.
Descriptive thematic analysis method will be used in analyzing the responses and
content of the data of the respondents.
LOCALE OF THE STUDY
This study will be conducted at Cagayan State University, Carig Campus among
the students of College of Human Kinetics taking up Bachelor of Science in Exercise and
21
Sports Science major in Fitness Sport Management during the 1st semester of the
A.Y.2021-2022
RESPONDENTS AND SAMPLING METHOD
The respondents were the students taking P.E subject first semester of the school
year 2021-2022. This research has a total of 20 respondents compose of the students of
BSESS -2A-FSM. The researcher use simple random sampling method in gathering data.
RESEARCH INSTRUMENT
The researcher will undergo interview among respondents to gather information.
These instruments help the researchers to identify the understanding of the respondents
and to know the importance of this study.
Lastly, the researcher will be using Google meet and zoom application to interact
with the respondents.
DATA GATHERING PROCEDURE
The researcher will seek permission from the Department head for the conduct of
the data gathering for the interview during the First Semester of the School Year 2020-
22
2021. To ensure validity and accuracy of the content analysis, the outputs will be
subjected to a collaborative analysis by the P.E teachers of College of Human Kinetics.
Through recording, the researcher will be using that file to collect information
from the respondents during the interview.
ANALYSIS OF DATA
The researchers made use of Thematic Analysis because the data to be collected
from the CHK students regarding their perceptions about Physical Education was
interpreted into different categories in order to satisfy the researchers’ objectives in
determining the perception of the students. This type of analysis provided by the
researchers is effective and efficient method analysis and classifying the respondents
answer from the interview sessions.
The researchers analyzed their answers from their feedback from the give
questionnaire by focusing on the statements which had bearing on answering the research
gap and meeting the objectives.
CHAPTER IV
FINDING AND DISCUSSION
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RESULTS
The purpose of this study was to examine Students perceptions of basic PE
subject during pandemic have been examined. The detail which shaped those students’
online education experiences has also been investigated.
The findings of this research will be grouped in two clusters: students’ positive
experiences and negative experiences. The students’ positive experiences were:
flexibility, familiarity of the instructor, Health benefit, Independent Learning, and Time
management. The students’ negative experiences were identified as: Lack of equipment,
Poor internet connection, and unclear instruction, Educational Environmental.
Theme 1: POSITIVE PERCEPTION
1. Flexibility
The Results of the study revealed that 4 out of 20 respondents that have a
flexibility of class participation time and self-paced study of taking basic P.E subject
during this time of pandemic. Respondent 12 said that: “…Challenging but i like it
because of how i manage the time to do activity in my own way after online class and i
like this online class compared to face to face…” respondent 13: “…We can do
multitasking, like working while virtual class etc…” Respondent 10 “…it feels so
different. Although online class gave me more autonomy over learning, and allows me to
work at an individualized pace, I would still prefer traditional in-class instruction because
24
I learned a lot, meet different people, greetings, and spending time with friends..” and
Respondent 15 “…We can research fast online and do multitasking like, working while
on virtual class, etc.” This is the same with findings of (Yi Yang Linda F. Cornelius 2004)
states that the flexibility of learning basic PE subject during this pandemic has been
widely recognized as one advantage. The most important detail that contributed to
participants’ positive experience was the flexible class participation time. All two
respondents in this study emphasized the convenience they enjoyed, and plan their work
and study at their own time. Flexibility with time was one positive experience found in
this study.
2. Familiarity with the Instructor
One interesting phenomenon found in this study was the comfort level or
familiarity with the instructor. The findings of this study revealed that 7 out of 20
respondents get familiarize with their Instructor. Based from the Respondent 19 “….If
it’s between me and the instructor, it’s the fact that I was able to learn better ways from
my instructor on how to be able to do the task easier and how to seek help when needed.
If w/in myself and other students, it’s the essence of sharing what you know and helping
in every possible way you can.…” Respondent 2 “… There's a good communication.
Better environment and a safe place for everyone. P.E subject is a fun and exciting
subject because we only not learned by the topics but we learned from the different
aspects of life we especially on the lifestyle and physical fitness. Our teacher gives us the
opportunity to talk every time we have the synchronous meeting and with that we much
25
have the fun inside the class…” Respondent 11 “… Helping each other with my Teachers
and my classmate of course to remind what is our activity…" Respondent 4 “… The
positive experience that I’ve encountered is it keeps me laughing and can be able to
experience enjoyment…” respondent 6 “...Somehow there is still bonding with our
teachers and my classmates.” Respondents 8”… my positive experiences while taking my
PE subject during the pandemic is not easy that's why we understand very well what the
teachers were saying or explaining to us…” And Respondent 17 “…My positive
experience while taking my PE subject with instructor, sometimes they explain very well
our lessons...” This is contrary on the findings as Howland & Moore (2002), the
communication between students and between students and instructor was a critical issue.
The absence of face-to-face interaction between student and instructor contributed to
negative perceptions of many students. Students felt unconfident in guidance when the
feedback from instructor was delayed.
3. Health Benefits
The result of this finding 3 out of 20 respondents find it interesting and helpful
especially in the midst of pandemic and it gives them benefits to keep way from illness.
Based from Respondent 4 “… As a student I find it enjoyable because it helps me to
maintain a good health it keeps me on being healthy…”Respondent 10 “… It is helpful in
a way that we keep our body busy on going by taking exercises even when we are not in
the fields of school...” Respondent 16 “… Yes I’m happy because it’s good for me
because you can learn something here you can exercise every morning you will know a
26
lot and you can combine homework and online class or we can help because it’s just at
home…” This is the same with finding of Jiceh-Der Dong Fang , Pi-Cheng Teng and
Fong-Jia Wang ( 2021) PE courses are important in achieving PA, and participation in
sports through PE is one of the important achievements of PE [1,4,5]. The content of the
PE course should be designed in a way that introduces students to different sports
activities, improves their athletic skills, encourages engaging in PA regularly throughout
life, and teaches the importance of movement to a healthy life [3]. Thanks to positive
health an outcome, this is the goal of PE lessons, students become aware of the benefits
of PA.
4. Independent Learning
The Result of this finding 4/20 respondents being individualistic in doing the
activities like for providing their own equipment or materials and self-studying. Based
from Respondent 12 “…Like because I learned to do my PE performance by myself…”
Respondent 10 “…The positive are we learn the thinks that we learn in face to face even
its online learning…” and Respondent 14 “…I will do this for my future…” Respondent
8 “… We experience a difficult studying because of this pandemic but, I enjoy studying
in online even it’s hard. I answered activities in my own idea. Sometimes I don’t like
online but sometimes I like it. The reason why I don’t online because many students
experience a low of internet and I experiences sometimes did not have a lot of money to
buy a load for online discussion or lesson…” This is the same with findings of Howland
& Moore’s (2002) study on students’ perception as distance learners in Internet-based
27
courses revealed that students who were the most positive in their perceptions of on-line
learning were those with attributes consistent with constructivist learners. The most
positive students were more independent, proactive and responsible for their learning.
5. Time Management
The result of this finding 2/20 respondents are being responsible and challenge to
balance their time in terms of doing different activities while working for themselves.
Based from Respondent 13 “…Challenging but i like it because of how i manage the time
to do activity in my own way after online class and i like this online class compared to
face to face…” Respondent 16 “…My positive experience is that they give us enough
time to submit activities and dont pressure us. At natutong maging creative…” This is
contrary on the findings as Garrison, Cleveland-Innes, and Fung (2004) on online
students’ role 866 adjustments suggested that students do see a difference in the learning
process and a need for their role adjustment and the online learning should be viewed as
more cognitive or internally oriented.
THEME 2: NEGATIVE PERCEPTION
1. Lack of Equipment
The most relevant problem of students encountered today during this time of
pandemic under learning basic PE subject is Lack of Equipment. The Results of the
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study revealed that 7 out of 20 respondents had experience of unavailable materials to be
needed in their performing activities. Based from Respondent 7- “…my negative
experiences while taking my PE subject during the pandemic are difficult especially
when there are activities sometimes that can be done because I don't have the tools to use
so I'm just improvising…”Respondent 11 said that “. To do activities in sports. Because
sometimes I don’t have a material to do the activity.” And respondent 10: “. Lack of
materials used in PE.” Respondent 12 “…Difficult to find the things that i use life
volleyball ball…” Respondent 13”… Lack of equipment…” Respondent 14 “…My
negative experience is that sometimes I dont have the materials needed sa isang activity
at minsan hindi iyon naicoconsider na dahilan…” Respondnet 18 “…medyo nahihirapan
magcope up kasi Minsan Wala Kang gamit na pwedeng Gawin yung activity…” This
find is the same with DR. Prof. T. F Gulhane (2014) all faculties had analyzed that
students lack of motivation for learning in PE colleges due to lack of facilities and
equipment’s. It is found that all PE institutions had failed to meet because requirements
regarding equipment and facilities sports fields. Imbalance in PE teaching is due to lack
of equipment and facilities in sports field is mainly brought lack and lagging equipment’s
and facilities in sports field. All PE colleges surveyed that the average maintenance for
funding is “Not enough “and no budgetary provisions are made nor planned. The
majority of PE colleges think that the funds received from students are small and accepts
that it had negative impacts on the operation of the PE teaching. The major flaws in
success for physical education colleges are sub- standard facilities, lack of sophisticated
equipment’s, un availability of regular qualified teaching facilities are failed. Qualified
29
Faculties, provide facilities and equipment, which are very important aspects required for
well-equipped and good playground for training.
2. Poor internet Connection
The result of this finding 9 out of 20 respondents experiencing difficulty to keep
up with other classmates because of low quality of internet connection. Based from
Respondent 2 “…expired load…” respondent 4 “…poor connection, because you
miss the lesson that your prof discusses it…” Respondent 5 “…the negative
experience that I’ve been encountered is that having a poor internet connection during
discussion…” Respondent 6 “…We don't understand each other very well because of
the weak signal, sometimes I even get scolded because of the lost
connection…”Respondent 8 “…My negative experience having a unstable / poor
internet connection…” Respondent 9 “…The negative are if our internet is so very
poor. So its hard to us to learn if our internet is so very low…” Respondent 11 “…My
negative experience during pandemic is not enough load sometimes…” Respondent
15 “…What are your negative experiences while taking your PE subject during this
pandemic between yourself and your instructor? How about you and other
students…”Respondent 20 “…internet connectivity…” This is the contrary on the
findings of Anna Mckie(2020) It found that 72 per cent of the 1,416 surveyed
students said they had been affected by a lack of access to a quiet space to study, with
24 per cent saying they were moderately impacted and 22per cent saying they were
severely impacted.
30
3. Unclear instruction
The result of this finding 4/20 respondents have doubts or hesitation about
how to perform or to work the given activity due to unclear instruction. Based
from Respondent 1 “… Sometimes I can't understand or I don't know absolutely if
what they are talking about. Like just the equipments and what are the uses of
it…” Respondent 3 “…May mga hindi pagkakaintindihan between the
relationship of students and students lalo na sa mga misunderstood or
misinterpretation na bagay like sa mga deadline ng mga activities. We're
struggling in understanding different methods used in online classes that brought
to a poor communication of the students…” Respondent 10 “… it was difficult to
be honest. Without the usual face to face explanations and interactions from both
the teacher and my classmates I had a hard time learning the concepts on my
own…”Respondent 17 “…My negative experience sometimes the He gave an
activity but didn't discuss it. It will be difficult for us because they did not
teach…” This is the same with the findings of Song, Singleton, Hill and Koh’s
(2004) survey study on 76 graduate students’ perceptions of useful and
challenging components in learning online reported that lack of community,
difficulty understanding instructional goals, and technical problems were
challenges in their online learning experiences.
4.Educational environment
31
The result of this finding 2 out of 20 respondents losing interest in
listening to the discussion due to noisy surroundings. Based from Respondent 16
“…My negative experience while taking p.e is i needs to create p.e. video but
there is a noise. i think i need.to exercise in p.e. but i did. Not expect that how
noisy they are…” Respondent 19- “…i can’t focus on listening because my
neighborhood is noisy…” This is the contrary on the findings of Dwyer (2003) the
use of text alone has been shown to be unreliable for the most effective
communication between individuals lacking shared concrete experiences.
However, the level of effectiveness of textural communication is enhanced when
incorporated with feedback, analogies, questions and visuals.
THEME 3: PROBLEM ENCOUNTERED
1. Poor Internet Connection
The Result of this finding 12 out of 20 respondents have encountered and
struggled on the unstable and low quality of internet connection. Based from Respondent
3 “… miss some lesson…” Respondent 4 “… the problems that i have encountered while
taking PE subject are 1st having a poor internet connections during discussion and 2nd is
having not enough equipment during some of our performance task…” Respondent 5
“… I was reporting and then I lost the signal, so I had to go somewhere else to find a
signal and continue my report…” Respondent 7 “…My only problem I had encountered
would be, having a unstable / poor internet connection…” Respondent 8 “…Sometimes
32
the problem are poor of connections and sometimes we don’t have a money to buy a load
for online meeting but, my solution is i ask for my friend to update me if we have an
activities…” Respondent 9 “…My only problem I had encountered would be, having a
unstable / poor internet connection…” Respondent 13 “…One of the problems I
encountered taking PE subject during this pandemic is the connection or signal of the
internet. Sometimes due to heavy rainfall our signal or internet connection gets weaker,
so our solution that we make is connect to a wifi and then buy some load to register on
data...” Respondent 15 “…Internet connection, noisy environment…” Respondent 17
“…As a student sometimes the internet connection is very weak and I have a hard time
sometimes because I only use cell phone in my online class…” Respondent 18 “…
KAHINAAN NG INTERNET…” Respondent 19 “… Obviously the main problem is
network connection that leads to lack of information. As for the solutions, since i cannot
do anything w/ the internet connection, I just approached (messaged) my instructor and
instead asked to just kindly send me the summary/copy of what’s being taken/discuss and
a recorded audion of the meeting/discussion to be downloaded for easier access…”
Respondent 20 “…internet connection…” This is the contrary on the finding of Lozano
(2021) almost a year later, with no end in sight for virtual learning, millions of students
still lacks reliably fast internet or a working computer – the basic tools to participate in
live lessons from home. "The system goes down, or someone is working on a tower, or
there are too many people on the Wi-Fi hotspot and it cuts out," Lozano said. "Kids
without internet access are more likely to suffer and not even be in contact with their
33
teachers," said Laura Stelitano, an associate policy researcher for RAND Corp., a global
research firm that has studied the issue.
2. Lack of Equipment
The Result of this finding 6/20 respondents have encountered difficulties
in performing their different activities due to unavailable materials or equipment needed.
Based from Respondent 2 “... Lack of Equipment …” Respondent 6 “…my problem is
signals and objects to be used in p.e so i can do the activities and i preferred to my best
friends and we will make an improvise objects to do the activities…” Respondent 10 “…
lack of materials used in pe…’ Respondent 11 “… To do activities in Sports. Because
sometimes i don't have a materials to do the activity…” Respondent 14 “… Mostly is
that I can't easily go to other baryo to borrow some things needed in our activity due to
some protocols…” Respondent 16 “... Nahihirapan akong mag hanap ng gamit para sa
mga activity na gagawin lalo na sa exercise equipment kapag gagawa ng video…” This is
the same with Huo F. (2014) There is a common phenomenon that many schools are
lack of sports equipment’s and fields, which has seriously slowed down the physical
education progress and students also can’t get better opportunities to develop their
comprehensive abilities. Therefore, it is urgent in current physical education to solve the
sports equipment’s shortage problem. According to the real situations in different
schools, it is a good way to relieve insufficient sports equipment’s and fields and improve
teaching quality by making effective use of sports equipment’s and fields and developing
new sports equipment’s. Here this paper on physical education has a great reference value
34
to solve the sports equipment’s shortage problem by putting forward some constructive
suggestions based on overall situation.
3. Application Usage Experience
The Result of this finding 1/20 respondents have encountered difficulties of using
cellphone in editing videos, especially those students who used a low class of cellphones
and insufficient storage. Based from Respondent 1 “…Maybe I considered the video
editing as the problem that I encountered this mid of pandemic. And these are the things
that I did to solve my problem. First, I asked help to my older brother to teach me in
video editing and with him I learned a lot…” Respondent 12 “… difficulty in editing my
video in my p.e activities…” This is the contrary on the findings of Bolchini, Pulido,
and Faiola (2009) this role of mediator between user and device will necessarily
interfere with the usage experience, especially when a large part of that experience
involves, holding, feeling, and manipulating the device itself.
THEME 4: SOLUTION UNDERTAKEN
In the desire to study and learn in the midst of a pandemic, students that
has a problem about the materials or equipment in their P.E subject they use
improvised equipment’s to perform the activity provided by the teacher and to
some student that is struggling about their internet connection they were able to
find a place where the signal was strong to be able to attend their respective
35
classes to and to be able to pass their school work activities. Also instead of
listening from the discussion they just private message their teachers to send the
lesson via messenger so that they can read it and cannot be behind in the lesson.
Based from respondent 8 “…Sometimes the problem are poor of connections and
sometimes we don’t have money to buy a load for online meeting but, my
solution is I ask for my friend to update me if we have an activities…”
Respondent 1 “…Maybe I considered the video editing as the problem that I
encountered this mid of pandemic. And these are the things that I did to solved
my problem. First, I asked help to my older brother to taught me in video
editing and with him I learned a lot. Second, I discover new thing and lastly,
make it simpler…” Respondent 6 “…my problem is signals and objects to be
used in p.e so I can do the my activities and i preferred to my best friends and
we will make an improvise objects to do the activities…” Respondent 13 “…
One of the problems I encountered taking PE subject during this pandemic is the
connection or signal of the internet. Sometimes due to heavy rainfall our signal or
internet connection gets weaker, so our solution that we make is connect to a
wifi and then buy some load to register on data…” and Respondent 19 “…
Obviously the main problem is network connection that leads to lack of
information. As for the solutions, since i cannot do anything w/ the internet
connection, I just approached (messaged) my instructor and instead asked to
just kindly send me the summary/copy of what’s being taken/discuss and a
36
recorded audio of the meeting/discussion to be downloaded for easier
access…”
CONCLUSION
The purpose of this study was to gain an understanding of students’ perception of
basic PE subject during this pandemic. Qualitative research methods used in this study
were well suited to achieve this goal. And also to explore how student experienced their
online PE class as a consequence of the ongoing COVID-19 pandemic in our country,
where extreme lockdown regimens were imposed. Through dialogue established in the
interviews and focus groups, we aimed to help the participants to re-construct and re-
examine their professional subjectivities (Ambler, 2012; Pritzker, 2012), making visible
their concerns, motivations and uncertainties in these pandemic times. The respondents
recounted their experiences during their online class and their perspectives for their
activities as they performed in the midst of a health crisis.
While receiving online learning, participants gained both positive and negative
experiences, although their experiences tended to be more positive. Flexibility of class
participation time and self-paced study, and familiarity with the instructor, Health benefit,
Independent learning and Time management. Details contributed to participants’ positive
experiences. Details that contributed to student’ negative experiences were: lack of
equipment; poor internet connection, and unclear instruction. educational environment.
37
When participants were asked to evaluate the overall quality of perception of
basic PE subject during this pandemic they received, their answers were GOOD. Good
quality of online learning experience implies that they were satisfied with the learning
received, or they did not perceive that the perception of students towards PE subject
during this pandemic they received as of low quality.
RECOMMENDATION
 Teachers and other school personnel reward students with opportunities for
physical activity.
 Suitable adapted physical education is included as part of individual education
plans for students with chronic health problems, other disabling conditions, or
other special needs.
 Districts/schools provide information to parents about physical education and
other school-based physical activity opportunities that are available before,
during, and after the online class day.
 Education and public health agencies at all government levels (university , state,
and local) should develop and systematically deploy data systems to monitor
policies and behaviors pertaining to physical activity and physical education in
38
the school setting so as to provide a foundation for policy and program planning,
development, implementation, and assessment.
 Parents should support and encourage their children to study well in spite of
this pandemic and they should not express negative attitudes about online
learning ,rather they need to embrace it in real life and they also need to monitor
their children ‘s academic progress in school.
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Perception of CHK Students in Their Basic P.E Subject During This Pandemic in Cagayan State University

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Perception of CHK Students in their Basic P.

E Subject during This Pandemic 1

“Perception of CHK Students in their Basic P.E Subject during This

Pandemic in Cagayan State University”

Shalldene Joy Lepago

Cherrie Mae Polinar

THE PROBLEM AND ITS BACKGROUND...........................................................7

Statement of the Problem.............................................................................................8

Significance of the Study.............................................................................................9

Scope and Delimitation..............................................................................................10

REVIEW OF RELATED LITERATURE AND STUDIES..........................................14

Quality assurance guidelines and principles ...............................................................14

Students’ perceived strengths of online learning…………………………………….15

Students’ perceived weakness of online learning…………………………………….17

Factors that influenced students’ online learning experiences………………………..18

Learner characteristics that influenced students’ experiences……………………….19

Learning Environment that influenced students’ experiences……………………….20

Locale of the Study........................................................................................................23

Respondents and Sampling Method...............................................................................23

Result and Discussion…………………………………………………………………25

POSITIVE PERCEPTION……………………………………………… …………..25

Online educational environment having P.E class……………………………….….30

Problems encountered taking P.E Subject during this Pandemic….……………….31

Overall Rating Experience………………………………………………………….31

online learning experiences. Interviews and observations were conducted with 20

positive experiences. The students’ negative experiences were caused by lack of

instructors to understand students’ perceptions regarding PE subject, and ultimately

improve their online instructional practices.

been finally able to accomplish the thesis.

mentor for our study.

learning opportunities provided by our committee.

us at the first place and supporting us spiritually throughout our lives.

Background of the study

people worldwide. Since the World Health Organization declared a pandemic on 11

countries’ educational environments as they began instituting online classes, including

an opportunity to adapt to the education needs of the incipient Fourth Industrial

efficient and diverse elective classes to self-directed students.

students learning from home.

learning content, teaching and learning process and assessment.

STATEMENT OF THE PROBLEM

answer the following:

1. What is the demographic profile of the respondents based on their:

a. Name b. Age c. Sex d. Program/Course

2. What is the perception of the CHK students on the P.E subject?

3. What does CHK student problem encountered during P.E classes?

4. What is the policy interventions created to give solutions on the encountered

SIGNIFICANCE OF THE STUDY

participation of the students to physical education subject in relation to the following:

1. Teachers- The outcome of the study may be helpful in teaching physical

education during this new normal to the students.

that they have encountered and experienced regarding on the perception of

Scope and Delimitations

This study will focus on the PERCEPTION OF THE CHK STUDENTS OF

CAGAYAN STATE UNIVERSITY DURING THIS PANDEMIC ON THE

their P.E Classes for SY: 2021-2022.

Paradigm of the study

The Input-Output-Process will be utilized to identify the perception of the CHK

evaluation of the Physical education subject in Cagayan State University.

Input Process Output

Profile of the Identification of the perception of Analyse and interpreted

CHK Students the CHK student on their perception of students on the

-name Physical Education subject Physical Education of CHK