I.

Context and Rationale

Our country and the world at large are facing new challenges brought by

Covid-19. The unseen health threat devastated the normal way of life. As we

continue to outbrave the crisis, the Department of Education remains committed in

finding ways and ensuring that basic education will still be available to every

Filipino learner despite of the pandemic, through various learning modalities and

platforms accentuated in the program.

This transition gives a tough adjustment to Physical Educators in giving

substantial assessment to promote active participation in Health Optimizing

Physical Education subject. Cognitive activities are not the only domain of the

course but also high activity time and psychomotor learning. In physical

education, assessment is much challenging. Learners come from different

environments at home, different backgrounds and have different levels of physical

competency. Student A for instance, might be able to do 15 push-ups with their

eyes closed, while Student B might not even be able to do one. Assessment must

be flexible, with student-centered based on each student’s starting point. It should

be more holistic and ensure students to perform the task correctly and understand

how and why they should be doing it.

Assessment tool are techniques used to measure a student’s academic

abilities, skills and/ or fluency in a given subject or to measure one’s progress

toward academic proficiency in a specific subject area. It can be either formal or

informal (Clio, 2018). Fitness Card is an assessment tool that illustrates a

particular classwork. Thus, it includes the personal health journal, assignments,

1
and summative and formative test. Physical engagement activities (Health-Related

Fitness and Skill-Related Fitness) and set of movements usually include a heading

and an image of a person doing the movement. It offers a clear text and instructions

on how physical activities be done correctly and elaborates the limitations and

safety practices in doing the movements. This assessment system can get an

overview of the students’ strength and used to provide feedback to the individual

performances. Rubrics are indicated on the activity sheet based on the content

and learning modalities. Content and support videos link, format for movement

resources and ideas for assessment are included in the content. This Teacher-

Made Contextualized Fitness Card Assessment can be an effective strategy to

assess and evaluate student progress in all learning domain in Health Optimizing

Physical Education subject despite of the huge adjustments. In addition, the

potential of the supplementary material kept quizzes, skill test, personal health

journal and social skill sheets, and presents subject-specific content to learners in

synchronous and asynchronous formats.

According to Senator Pia Cayetano “Physical well-being is something we

cannot simply set aside, especially in this time of Covid-19. (Manila Bulletin, May

14, 2020). We need to keep on promoting physical education and regular exercise

among our children. She said Department of Education must come up with

innovative ways to ensure that its subjects will continue to be taught to students

and be tailored for different grade levels. Manila-Philippine Sports Commission

(PSC) Chairman William Ramirez has received positive feedback from Education

Secretary Leonor Briones on his endorsement to retain Physical Education in the

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school curriculum under the “new normal” amid the Covid-19 outbreak. According

to him, Physical Education is an important part of our children’s education.

Statement from Cebu’s Physical Education teachers cited that it’s a matter of

adjustment, versatility and finding new ways of teaching that would be effective to

the students while maintaining the social distancing measure (Ramirez, 2020).

The Health Optimizing Physical Education Teacher in Senior High School

of Butuan City School of Arts and Trades believed that to develop a contextualized

activity sheets help delivered the complete content and assessment that required

for the subject and has the potential of assessing and evaluating the domains of

the course. Because of this, the researcher wants to have the contextualized

SLMs to give opportunity to the learners to understand and apply knowledge in

active skill participation, connects learning concept and promote healthy behavior

at home in amidst of pandemic.

II. Action Research Questions

The study aims to determine the Efficacy of Teacher- Made

Contextualized Fitness Card Assessment in Teaching Health Optimizing Physical

Education in New Normal.

This action research also sought to answer the following questions:

1. What is the level of performance of students in Health Optimizing Physical

Education before and after the utilization of Teacher-Made Contextualized

Fitness Card Assessment?

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 2. What learning material can be made to address the low performance of the

learners?

3. Is there a significant difference in the level of performance of Senior High

School students before and after the utilization of the Teacher Made-

Contextualized Fitness Card Assessment?

III. Proposed Innovation, Intervention and Strategy

With the desire of the researcher to improve the performance of the

students in Health Optimizing Physical Education, the chosen intervention of the

study, is the use of contextualized Self- Learning Module with the belief that

learning could be more interesting and challenging for the students if they have the

suitable learning material that facilitates the new and dynamic nature of

establishing interactions between student and content and students to teacher

interactions. In physical activity engagement, students can be physically active at

home considering how they connect and understand the lessons in a new normal.

The utilization of the developed material gives systematic approach from teaching

classes in person to teaching from a distance, which requires creating online and

modular assignments, classwork and performance tasks to keep the students

learning.

The development of SLM can be associated with the Constructivism

Theory by Jean Piaget (1896-1980). Constructivist approach focuses on how

students make meaning in relation to the interaction between their experiences

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and their ideas. Both inside the classroom and out. Following Piaget’s principles

teachers should encourage students to create meaning for themselves both

individually and in social groups. Teacher should allow students to response to

classwork, assimilate new information to existing knowledge, shift instructional

strategies and create innovation on their performance tasks. The democratic and

interactive process of the theory enable the students to make the appropriate

modifications to their existing intellectual framework, provide opportunities for

experimentation, provide lots of opportunities for quality interaction to

accommodate that information and stimulate the learners to be active and

autonomous. To increase the level of performance of the students the researcher

should ensure that the developed learning material must be a student- centered

based, make learners understand a key concept in a depth-manner, give varied

examples and motivate the students to perform the task correctly and understand

how and why they should be doing it (Mayer, 2008).

As stipulated in DepEd Order No. 001, s, 2001, Alternative Delivery

Modules or Self- Learning Modules (SLMs) is a primary learning resource for

distance learning, which is either printed or digital, focusing on the development of

one or several related MELCs in a learning area/subject area. It is interactive, self-

contained, self-instructional, and compact, with learning timeframe suggested by

the teacher in accordance with DepEd policy. An SLM is developed and intended

primarily for the use of learners outside the classroom setting and when classes

are disrupted that would limit face to face interaction between the learner and the

teacher. SLMs become an ideal learning resource and therefore a priority in

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remote or distance learning where a teacher is unable to provide the constant

instructional supervision and guidance in a classroom setting. SLMs have been

used the DepEd for the ADMs during disasters or in a situation where learners

have difficulty for daily school attendance. COVID-19 has compelled the use of

SLMs on a large scale.

The SLMs composed of the following elements. 1. Overview-contains an

Introduction that discusses the topic/content of the module and the learning

objectives that anchored on Most Essential Learning Competencies and inform the

learners of the expected outcomes. 2. Pre-assessment that checks the learner’s

knowledge about the lesson and Prior-knowledge that facilitates condition

learning. 3. Presentation. Discusses the Concept Development of Self-learning

Module, thus includes the logical development and organization of the material. It

also emphasizes the suitable learner’s level of development, needs experience

and context, free from any type of error and cognizant of intellectual property rights.

4. Activities. It should be developmental and age appropriate. Assessments should

be aligned with the objectives and content, varied and involve self-check exercises

and contains answer keys for objective types of questions. 5. Application. This is

covered with Performance Task that has differentiated tasks based on the learner’s

multiple intelligences, learning styles and readiness level. 6.

Generalization/Synthesis. Process what has been learned by the learners. 7. Post-

assessment which evaluates the learner’s level of mastery in achieving the

objectives. You may check the answers to the exercises using the Answer Key at

the end of the module. The researcher designs the module icons that are based

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on the corresponding objective in each part. The developed SLMs is aligning on

the Most Learning Competencies in Health Optimizing Physical Education subject.

These are competencies necessary to develop a learner’s practical and lifelong

skills for learning amidst pandemic.

The SLMs developed by the researcher title “Senior High School Fitness

Card Assessment in Health Optimizing Physical Education 3”. This contextualized

intervention material includes the aforementioned parts with its appropriate

assessments considered as the complete guide of the learners on the activities

which they can work independently. The students can understand the content and

skills developed even the supervision of the teacher is minimal. The SLMs is

intended for the remediation of the low performance of Senior High School

students.

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 IV. Action Research Methods

The researcher used the descriptive -developmental research design since the

study aims to utilize a SLMs as a potential learning material to improve the

performance of Senior High School students both in various thinking abilities and

physical engagement activities.

According to Calmorin (2007), the descriptive research includes present facts or

current conditions concerning the nature or persons, a number of subjects or class

events, classification of events, classification or measurement. Descriptive research

characterized as a fact- finding with adequate interpretations. The research design is

suitable in the study especially in describing the level of effectivity of the developed

SLMs.

The SLMs development was based from the K-12 Senior High School Curriculum

as stipulated in DepEd Order 272, s. 2020. The basis as where the level of mastery

can be categorized is indicated in the National Diagnostic-Test Form 2 of DepEd Order

236, s. 2020 wherein a percentage rating of 75%-100% indicates mastery, 50%-74%

as nearing mastery, and 0%-49% as no mastery.

a. Participants and Other Sources of Data and Information

The developed SLMs was administered to Senior High School students under

the Technical Vocational Livelihood Track who have poor performance in Health

Optimizing Physical Education both in thinking abilities and physical engagement

activities during the first quarter of the school year 2020-2021. These respondents

were determined using purposive sampling technique. Students got a 74% and below

in the first quarter examination were identified as the “low performers.” This number

8
was composed by four sections handled by the researcher.

To ensure that the content, language, presentation and assessment of the

developed SLMs met the criteria for validation and evaluation, the researcher used the

criteria as indicated in DepEd Order No. 001 s. 2021 This was validated by the Group

of Validators composed of Butuan City Division- Education Program Supervisor in

MAPEH, Assistant School Principal, Master Teacher in MAPEH Department, District

Research Coordinator and three (3) English Teachers of Butuan City School of Arts

and Trades. The Google drive link of the criteria for SLMs validation as well as the

soft copy of the developed material were sent through messenger. The validation tool

was divided into five areas. The content, language, assessment and presentation. The

assessment is guided by the rating scale: 5 for Outstanding, 4 for Above Average, 3

for Average, 2 for below average and 1 for Unacceptable.

b. Data Gathering Methods

Senior High School students who have a poor performance in the said content

were given a 40-item multiple choice type of assessment. The said test was developed

by the researcher as an assessment before they use the SLMs. The content and the

face of the assessment was checked by the Asst. Principal and the Master Teacher of

MAPEH Department. Moreover, the test underwent Test-Retest Method to measure

its reliability.

To determine the Main-Percentage Score (MPS) result, the pretest were

recorded and computed. For the printed learning modality, the researcher posted the

schedule of SLMs distribution on Facebook, sent through messenger, called-up and

texted the parents to give the information. Safety protocols and Color Code of

Quarantine pass were considered when parent or guardian came to school. Upon

receiving the SLMs, the researcher directed the parents to instruct their child to read

9
carefully the instructions written in each activity of the SLMs and were encouraged to

ask questions for some clarification. Digital learning modality has its own process. The

researcher created a group chat to send the SLMs link and videos for additional

references that can help the students to understand the assigned activities. They were

also instructed to answer the questions for the activities based on the context.

After the use of SLMs by the students who got a low score, the same test was

given to the students. At this time, the researcher changed the placement of each item.

The MPS result was determined to know if there is an increase or decrease of the

performance of the students after the use of the intervention material to indicate the

efficacy of the said material in improving students’ performance.

The results of the pretest and post test conducted to low performing Grade 12

Senior High School students were used in determining the MPS. The MPS of each

learning competency was computed, analyzed, and interpreted based on the Likert

Scale shown in table.

Table 1. Mastery Levels Used for Interpretation of MPS Results

MPS Result Mastery Level

0%-49% Not Mastered

50%-74% Nearly Mastered

75%-100% Mastered

To determine if there is a significant difference between the two assessments,

the researcher employed Paired-Sampled T-test.

V. Discussion of Results

a. Findings

Statistically, the problems of the researcher were answered by the data

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gathered by the researcher.

1. Level of performance of Grade 12 students in Health Optimizing Physical

Education during the first quarter of School Year 2020-2021 for the

different contents.

Table 1. Mean and MPS Results for Grade 12 Health Optimizing Physical Education

Content Most Essential Learning MPS Remarks

Competencies

1. Self-assesses health-

related fitness (HRF), status,

Traditional Dance/Folk 43.00 Not Mastered
barriers to physical activity

assessment participation and

one’s diet.

2.Sets frequency Intensity

Time Type (FITT) goals based

Ethnic Dance on training principles to 44.20 Not Mastered

achieve and/or maintain

health-related fitness (HRF).

3. Engages in moderate to

Modern vigorous physical activities

Dance/Contemporary (MVPAs) for at least 60 Nearly

51.40
dance minutes most days of the Mastered

week in a variety of setting in-

and out-of- school

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 4.Analyzes physiological

indicators such as heart rate,

Ballroom/ Recreational rate of perceived exertion and 43.40 Not Mastered

Competitive dance pacing associated with

MVPAs to monitor and/or

adjust participation or effort.

5.Observes personal safety

protocol to avoid dehydration,

overexertion, hypo-and 42.60 Not Mastered

Cheer Dance
hyperthermia during MVPAs

participation.

6.Demonstrates proper
Hip hop/ Nearly
etiquette and safety in the use 50.20
Street Dance Mastered
of facilities and equipment.

Total MPS Result 45.80 Not Mastered

As depicted on the table above, there are four (4) competencies in Health
Optimizing Physical Education subject which the students are found to be weak.

Specifically, Competency no. 1 under the topic of Traditional Dances, Competency

no. 2 with the topic of Ethnic dance, Competency no.4 under the topic of Ballroom

and Competitive dance and Competency no. 5 under the topic of Cheer dance. The

low MPS of the students during the first quarter examination could be the result of

not having a stable learning material that deprived students to learn the exact and

complete knowledge of the subject. With that, the researcher will use the data as

basis and focus of SLMs development.

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 2. Level of the developed Self-Learning Module as validated and evaluated
by the validators with respect to content, language, presentation and
assessment as the effective learning material to address the low
performance of the students.

Table 2. Level of the Efficacy of Fitness Card Assessment as the developed learning

material to address the low performance of the learners as evaluated by the

validators with respect to the Content.

Content Weighted Mean Standard Deviation Verbal Description

1.The SLM ensures

that the target Most

Essential Learning
4.87 0.06 Very Acceptable
Competencies per

topics are

sufficiently covered.

2.The SLM contains

alignment in the
4.83 0.06 Very Acceptable
instructional design

and organization.

3.The texts and

visual used in the

4.90 0.10 Very Acceptable
SLM are accurate

and error-free.

4.The SLM include

the appropriate 4.90 0.10 Very Acceptable

assessment for the

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 learners and

readability is

ensured.

5.The SLM contents

are sensitive to the

4.93 0.06 Very Acceptable
culture/beliefs of the

learner.

Composite Mean 4.89 Very Acceptable

It is depicted in the table that for the validators, the contents of the Self-

Learning Module are very acceptable as evidenced by a high composite mean of

4.78. This implies that the contents of the developed learning material is indeed

basic and suitable to the level of learners and relevant to the students’ day to day

activities.

Table 3. Level of the Efficacy of Fitness Card Assessment as the developed learning

material to address the low performance of the students as evaluated by the

validators with respect to the Language.

Language Weighted Mean Standard Deviation Verbal Description

1.The words used

in the SLM are 4.67 0.06 Very Acceptable

correctly used.

2.The vocabulary

used is suitable to 4.73 0.12 Very Acceptable

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 the comprehension

level of students.

3.The lessons are

presented in

paragraphs/senten
4.77 0.06 Very Acceptable
ces that are

grammatically

correct.

4.The SLM is

accompanied by

clear and specific 4.70 0.10 Very Acceptable

directions for their

use.

5.The language

promotes culture
4.83 0.21 Very Acceptable
sensitivity and good

values.

Composite Mean 4.74 Very Acceptable

The validators highly acknowledged that the lessons are presented in

paragraphs/sentences that are grammatically correct; that the words used in the

module are correctly used; that the module is accompanied by clear and specific

directions for their use; that the vocabulary used is suitable to the comprehension

level of students; and that instructions to students are clear and easy to follow and

that the language promotes culture sensitivity and good values. It is apparent that a

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composite of 4.68, interpreted as Very Applicable. This is related to Lardizabal’s

(2007) statement that instructional material is a package of learning activities that

students have to accomplish. It can be used as part of or a complete course or a

curriculum design.

Table 4. Level of the Efficacy of Fitness Card Assessment as the developed learning

material to address the low performance of the students as evaluated by the

validators with respect to the Assessment.

Assessment Weighted Mean Standard Deviation Verbal Description

1.The SLM provides

sufficient assessment

activities that will help

4.73 0.17 Very Acceptable
the learner track his/her

progress and mastery of

the target competencies.

2.The SLM has

assessments that are

4.88 0.10 Very Acceptable
aligned with the specific

objectives and content.

3.The SLM contains

assessment that have

clear, demonstration/ 4.95 0.06 Very Acceptable

examples, instructions

and/or rubrics to serve

16
 as guide on how these

will be used.

4.The SLM has

assessment activities

that ensure active 4.88 0.25 Very Acceptable

engagement of the

learners.

5.The SLM has pretest

The and post

assessment items that 5.00 0.00 Very Acceptable

are constructed

differently.

Composite Mean 4.88 Very Acceptable

It can be deduced from the composite mean of 4. 88 with verbal interpretation

of Very Acceptable that the developed learning material is very acceptable with

respect to assessment. This finding is congruent with the discussion of Nepomuceno

as stated by Balderas (2016) who described the modules in the following statements.

It focuses on a distinctive, identifiable skills or set of skills or outcomes other than

skills. It is fairly short, make learners use their study time efficiently. Furthermore, it is

essentially self-teaching, even though it may encourage group work and it blends

theory and practice.

Table 5. The level of the Efficacy of Fitness Card Assessment as the developed

learning material to address the low performance of the students as evaluated by the

validators with respect to the Presentation.

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 Presentation Weighted Mean Standard Deviation Verbal Description

1.The SLM cover

elements are
4.73 0.17 Very Acceptable
correct and

complete.

2.The visual used

are simple,
4.93 0.10 Very Acceptable
relevant and easily

recognizable.

3.The SLM has

consistently clear
4.98 0.05 Very Acceptable
in content and

detail.

4.The pictures

used matches the 5.00 0.00 Very Acceptable

topics in the SLM.

5.The font size are

readable and are

easy to view 4.88 0.25 Very Acceptable

specially to the

learner.

Composite Mean 4.904 Very Acceptable

The finding leads to an implication that the developed learning material contain

illustration pictures that serve as visual representations of the printed materials for

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easy understanding of the concept. In general, the developed module is very

acceptable with respect to presentation as evidenced by a composite mean of 4.904.

3. Level of performance of the Grade 12 students in Health Optimizing

Physical Education before and after the utilization of the SLMs.

Table 2: Assessment Results for the Pretest and Posttest (Before and After

the Utilization of the SLMs).

N Mean Std. Deviation MPS Level of mastery

Before the

utilization 47 2.29 3.93 45.80 Not Mastered

of SLMs

After the
3.40
use of 47 5.47 68.07 Nearly Mastered

SLMs

Table 3. Pretest and Posttest Results Before and After the Use of SLMs

Mean Difference t-value p-value Decision

Pretest vs.
-1.11
-8.10 0.27 Reject 𝑯𝒐
Posttest

It can be gleaned from the table above that there is a significant difference

between the pretest and posttest results of the Grade 12 students in the content of

Health Optimizing Physical Education 3. Since the level of significance is greater

than the significance for two-tailed test as depicted above, the null hypothesis is

rejected.

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 b. Reflection

In the light of the findings of study, the Self Learning Module (SLMs) can be

considered as an effective tool in remediating low performing students in a

student-centered based skill as in the case of Grade 12 students handled by the

researcher in Butuan City School of Arts and Trades. The study of Ysthr Rave Pe

Dangle and Johnine Danganan Sumaoang (2020, supports that Self -Learning

Module encourages independent study. Using module for instruction is the

acquisition of better self-study or learning skills among students. Students engage

themselves in learning in the concepts presented in the module. In addition, Nardo

(2017), stressed that SLMs develop a sense of responsibility in accomplishing the

tasks provided in the material with little or no assistance from others, the learners

progress on their own. They are learning how to learn; they are empowered. Other

advantages of modular instruction include more choice and self-learning at their own

pace.

In this study, the scores of the students increased after the utilization of the

material and a significant difference between the first (before the utilization of SLMs)

and second (after the utilization of the SLMs) assessment results was also evident.

Based on these, it can be concluded that the SLMs had improved their performance

in a particular competency. Using a composite approach, students become more

active learners because they are able to establish their learning goals on what they

will do, what they will write and how to perform the task correctly and understand why

they should be doing it. In addition, students have the opportunity to design how do

they achieve the outcome by exploring the idea using the substantial material and

promote healthy behavior in modular distance learning.

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 4. Plans for Dissemination and Utilization

With the authority given by the School Principal, the Teacher- Made

Contextualized Fitness Card Assessment in Health Optimizing Physical Education

subject will serve as a pilot SLMs for Senior High School students of Butuan City

School of Arts and Trades.

A seminar-workshop on SLMs making (school-based) will be conducted also

during Department LAC session via google meet. This aims to equip other teachers

with knowledge on making SIMs.

The said instructional materials illustrate the key components of Health

Optimizing Physical Education core and a substantial tool in increasing cognitive

learning and a motivation for physical activity engagement. Handed of SLMs copies to

other public Senior High School institutions from the Department of Education and

Butuan City Division office, is positively considered at the approval and quality

assurance.

21
 References

Cayetano, Senator Pia (2020). “Include PE in the “new normal curriculum” on

May 15, 2020 from mb.com.ph/2020/05/15

DepEd Order No.001 s.2021(3rd and 4th) Guidelines on the Evaluation of Self-

Learning Modules from qumssueoqn

DepEd Order No.018, s.2020 titled Policy Guidelines for the Provision of

Learning Resources in the Implementation of the Basic Education (BE-

LCP) Island, Prince Edward (2016) Physical Education Curriculum.

from https://www prince edwardisland.cam

Mayer, S. J. (2008). Dewey's dynamic integration of Vygotsky and Piaget.

Education and Culture, 24(2), 6-24.

Nardo, Ma. Theresa (2017). Modular Instruction Enhances Learning

Autonomy, Volume 5 on October 20, 2017 from https://pubs.scie

pub.com> Education.

NAT Overview and 2012 Test Results. Department of Education, National

Education Testing and Research Center, Retrieved on May 15, 2016.

Mayer, S. J. (2008). Dewey's dynamic integration of Vygotsky and

Piaget. Education and Culture, 24(2), 6-24.

Pe Dangle, Ysther Rave and Sumaoang, Johniur (2020). The Implementation

of Module Distance Learning in the Philippines Secondary Public

School on November 27, 2020 from

https://www.dpublication.cow>upload 2020/11.

Ramirez, William (2020). PSC DepEd agree to include PE under “new normal”

on May 29, 2020 from https://www.pna.gov.ph.

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Stearns, Clio (2018) "Using Student Fitness Cards for Assessment in Physical

Education." Study.com,28 February 2018 from study.com/academy/

lesson/using-student-fitness-cards-for-assessment-in-physical-

education.html.

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