CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

This study evaluated the teaching of PE in the public elementary schools in

Malita North District, specifically on the teaching approaches, available resources, and

problems met by the teachers. Descriptive research design was employed. Purposive

sampling was employed in selection of teachers while stratified sampling procedure was

employed in the selection of the pupils. The sample size was computed using the

Slovin formula. The PE teachers (20) and Grade VI pupils (293) were the respondents

of the study from 20 public elementary schools in Malita North District. Data were

gathered using a questionnaire and were analyzed employing the mean and analysis of

variance (ANOVA).

This study found that most of the PE teachers were female, had an average age

of 41.40 years old, married, had teacher position (I-III), with a degree in Bachelor in

Elementary Education (BEED), and with general specialization. The PE teachers were

teaching at an average of 17.50 years but taught PE at an average of 7.40 years. Most

PE teachers were trained, however, with only 1.2 trainings related to PE.

Very few schools had available and functional PE facilities which were limited to

multipurpose hall and facilities for medical examination. More than half of the schools

had available and functional equipments such as TV and DVD, few schools had

available and functional sound system as well as lapel. More than half of the schools
had available and functional PE supplies specifically badminton racquets and shuttle

cock, but very few had available and functional ropes and skipping ropes, stop watch,

badminton net, volleyball and net, soccer ball, and sepak takraw ball and net.

Lack of specialized textbooks and reference materials was a very serious problem

experienced by PE teachers, whereas the following were experienced as serious

problems, to wit: lack of training among PE teachers, absence of budget in PE, lack of

adequately qualified PE personnel, lack of time to PE, and low motivation among the

pupils.

In general the teaching approaches of the PE teachers were rated as effective

with a mean of 4.33. They were effective also in the following three domains of

teaching approaches, namely: feedback (4.40), methodology (4.30), and preparation of

PE lesson (4.28). The PE teachers of the following schools were very effective, namely:

Biao ES, Tubalan ES, Talogoy ES, Bagsak ES, and Buhangin ES. On the other hand, the

PE teachers of the following schools were rated effective, namely: Lacaron ES, Mariano

Peralta ES, Kisawel ES, Domingo Bautista ES, Kilalag ES, Julian Turado ES, John Wilson

ES, Aglaungan ES, Fishing Village ES, Kangko ES, Kidalapong ES, Juanito Doromal ES,

and Teodorico Lopez ES. Finally, Malita Central ES and Mariano Calungsod ES were

rated fairly effective in their PE teachers’ teaching approaches.

There were no significant differences in the teaching approaches of public

elementary PE teachers in Malita North District in terms of preparation of PE lessons,

teaching methodology, and feedback which obtained a computed F-value of .586 and
significance value of .560 at 5% level of significance. This means that the teaching

approaches of PE teachers did not vary among schools or teachers.

Conclusion

Based from the findings of the study, the following conclusions are deduced: PE

subject are mostly taught or handled by married female teachers with an average age

of 41.40 years old, have teacher positions, and graduates of Bachelor in Elementary

Education (BEED) with general specialization. They are teaching for almost two

decades or utmost 17.50 years on average. But they have been teaching PE for only

7.40 years on average. They are sent to trainings but only availed an average of 1.2

PE-related trainings.

Resources used in PE are inadequate among public elementary schools in Malita

North District more specifically in terms of facilities, supplies and textbooks or reference

materials.

Problems experience by PE teachers are lack of specialized textbooks and

reference materials, lack of training among PE teachers, absence of budget in PE, lack

of adequately qualified PE personnel, lack of time to PE, and low motivation among the

pupils.

Generally, the teaching approaches of the PE teachers are effective. Moreover,

there are no significant differences in the teaching approaches of public elementary PE

teachers in Malita North District in terms of preparation of lessons in PE, methodology,

and feedback which means that the PE teachers have comparable or almost similar

teaching approaches.

Recommendations

The following recommendations are offered to address the gray areas of the

study:

1. Reconsider the inclusion of PE resources in the school budget to

provide the necessary and appropriate facilities, equipments, supplies, and

instructional materials in PE. Or if not, collaborate with stakeholders to avail

grants and donations for inexpensive PE supplies like basketball, volleyball,

sepak takraw ball, badminton racquets and shuttle cock, etc.

2. Improve motivation of pupils in PE by provision of appropriate PE resources

as mentioned in item no. 1.

3. Enhance capabilities of PE teachers through increased participation in PE-

related trainings and seminars. Consequently, this will also help improve

their teaching approaches in PE.