Bpe Action Research Updated

COLLEGE OF ARTS, SCIENCES AND EDUCATION
ST. PAUL UNIVERSITY DUMAGUETE

Dumaguete City, Philippines Accreditation and Certifying Bodies
Teaching Hip-Hop Dance Skills in Physical Education Class

using Peer Instruction Method
An Undergraduate Thesis Presented to:

The Faculty, College of Arts, Sciences and Education
St. Paul University Dumaguete
In Fulfilment
of the Requirements for the Internship Course
by
Calumpang, Carla Gen R.
JUNE 2023
1
TABLE OF CONTENTS
CONTENTS Page No.

TITLE PAGE 1
TABLE OF CONTENTS 2
LIST OF FIGURES 3
LIST OF TABLES 4
APPROVAL SHEET 5
ABSTRACT 6
Introduction 7
Statement of the Problem 8
Significance of the Study 10
Scope and Delimitations of the Study 10
Conceptual Framework 10
Methodology 12
Research Design 12
Research Environment and Respondents 12
Research Instrument and Procedure 12
Statistical Treatment 14
Results 14
Discussion 17
Conclusion 18
Recommendation 19
References 20
Appendices 24
A. Transmittal Letter 25
B. Action Plan 29
C. Questionnaire/ Rubrics 30
D. Implementation of the Peer
2
Instruction Method Documentation 31
LIST OF FIGURES
Figures Description Page
1 Conceptual Framework 11
2 Research Procedure 13
3 Graphical Representaion 15
of the students’level of skill with
and without the intervention of PIM
4 Average Mean of the 5 areas 17
in the rubric used in
Hip-hop Dance Performance
3
LIST OF TABLES
Tables Description Page

1 Paires T-test of Pre-test and Post-test 16
2 Action Plan 19
3 Rubric 30
4
APPROVAL SHEET
This research paper entitled “TEACHING HIP-HOP DANCE SKILLS IN
PHYSICALEDUCATION CLASS USING PEER INSTRUCTION METHOD”,
prepared and submitted by Carla Gen Calumpang, in partial fulfillment of the requirements
for the course Field Study 2: Participation and Teaching Assistantship, has been examined
and is hereby recommended for acceptance and approval for final oral defense.
IRISH S. UDTOHAN
Research Adviser
PANEL OF EXAMINERS
Approved by the Committee for Oral Examination on May 26, 2023, with a grade
PASSED.
DR. ROEL JUMAWAN MR. HARLEY PARTOSA

Member Member
DR. MARICAR FLORES

Chairperson
Accepted and approved in partial fulfillment of the requirements for the course Field Study
2: Participation and Teaching Assistantship.
DR. MARICAR FLORES

Dean
5
ABSTRACT
Teaching hip-hop dance skills has always been viewed as difficult by teachers due to
students having different levels of skills and interests. Students having low interest in
participating in given performance tasks may significantly impact their learning and
grades. Studies show that student performance decreases due to a lack of interest in
learning, especially regarding performance tasks. Thus, teachers are responsible for finding
ways to improve the students' hip-hop dance skills to achieve high performance in their
performance tasks in physical education. This study aims to estimate the causal impact of
using the Peer Instruction Method (PIM) in enhancing students' hip-hop dance skills in
physical education classes using Peer Instruction Method. This study is conducted in Ajong
National High School wherein the respondents are 36 Grade 8 students in section patience.
The students' hip-hop dance skills before and after the intervention of PIM were measured
through a rubric during every performance. Students were given 3 hours to practice before
every performance. The first performance was performed without the intervention of PIM,
and the second performance was performed with the intervention of PIM. The score of
every student's performance in five areas (Knowledge of Choreography, Stage Presence,
Musicality, Technique and Effort) have statistically increased using PIM, confirming that
Peer Instruction Method effectively enhances students' hip-hop dancing skills in physical
education.
Keywords: Peer Instruction Method, Hip-hop dance skills, Performance Tasks
6
CHAPTER 1
INTRODUCTION
Physical Education (P.E.) classes are crucial in promoting a healthy and active
lifestyle among students, offering them opportunities to engage in physical activities and
develop essential skills. Hip-hop dance has emerged as a popular and dynamic form of
physical activity, characterized by energetic movements and rhythmic patterns that appeal
to many students. Integrating hip-hop dance into the P.E. curriculum introduces variety and
excitement and provides a means for students to express their creativity through movement.
However, traditional teaching methods in P.E. classes may not effectively engage and
motivate students to learn hip-hop dance skills. Some students may feel unmotivated,
believing their skill level cannot be improved. Given the complexity of hip-hop dance, it
becomes the responsibility of teachers to identify strategies that enhance student
performance and foster interest in participating in hip-hop dancing.
Research conducted by Shirazi (2017) highlights the influential role of teachers in
shaping young people's perceptions and interests. Students' motivation and engagement
depend on how teachers implement and sustain interesting and engaging lessons (Osborne
& Collins, 2001). Therefore, effective teaching methods are crucial for improving students'
academic performance (Anderman & Sinatra).
Additionally, the principles of Constructivism theory emphasize that learning
should be active, collaborative, and cooperative (Duffy, 2006; Abdal-Haqq, 1988). Active
learning necessitates meaningful activities and critical thinking (Bonwell & Eison, 1991),
wherein students actively participate and engage in learning. Conversely, cooperative
learning promotes socialization and learning across various subjects and educational levels
7
(Gillies, 2016). Roth and Roychoudhury (1993) argue that cooperative learning facilitates
the construction of individual knowledge as learners explain, elaborate, and defend their
positions, leading to deeper understanding by evaluating, integrating, and building upon
existing knowledge.
The Peer Instruction Method is a well-established active learning strategy popular
in higher education settings. The approach involves the instructor presenting a question
with distinct options and allowing students to individually contemplate and document their
answers, typically using clickers for voting. Following this, students discuss with their
peers, explaining their reasoning and exchanging perspectives. Subsequently, students
were given another opportunity to vote on the question. Finally, the instructor facilitates a
class-wide discussion to address the question, often involving student contributions
(Crouch & Mazur, 2001). This instructional method is an adaptation of the widely known
think-pair-share technique.
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STATEMENT OF THE PROBLEM
This study was designed to assess students' hip-hop dance skills in Physical Education
Class using Peer Instruction Method in MAPEH 8.
Specifically, it sought to answer the following questions:
1. What level of skill do the students have in terms of Hip-Hop Dancing before
implementing the Peer Instruction Method and after implementing the Peer
Instruction Method?
2. Is there a significant difference before implementing the Peer Instruction Method
and after implementing the Peer Instruction Method?
3. Which among the 5 areas in the rubric shows major improvement?
STATEMENT HYPOTHESIS
In this study, the researcher aims to test the following hypothesis:
H0 – there is no significant difference in the utilization of the Peer Instruction Method
(PIM) in enhancing students' hip-hop dance skills in physical education.
H1 – there is a significant difference in the utilization of the Peer Instruction Method (PIM)
in enhancing students' hip-hop dance skills in physical education.
9
SIGNIFICANCE OF THE STUDY
The researcher conducted this study to know the effectiveness of the Peer
Instruction Method in teaching Hip-Hop Dance Skills in Physical Education. This study
will help students enhance their communication and cooperation with other students and
help teachers strengthen their classroom strategies in Physical Education.
SCOPE AND DELIMITATION
This study limits its coverage to the effectiveness of teaching Hip-Hop dance skills
in Physical Education Classes using the Peer Instruction Method. This study is limited to
Ajong National High School Grade 8 students with Physical Education Subject.
CONCEPTUAL FRAMEWORK
The conceptual framework of the study is illustrated in Figure 2. The diagram
shows the students' hip-hop dance skills which will undergo performance task pre-test for
the researcher to know the students' hip-hop dance skills through the rubric to know the
level of skill the student has in hip-hop dancing before being subjected to treatment or the
intervention which is the Peer Instruction Method. After the intervention, for the researcher
to know if there will be an improvement to the student's skill level, the students will
undergo another performance task post-test and be scored with the same rubric. The data
result of the two-performance task, the first performance task with no applied intervention
and the second performance task where there is an applied intervention, will be used to
determine the effectiveness of utilizing the Peer Instruction Method in enhancing students'
hip-hop dance skills in physical education through a Paired T-test. The result of this test
10
will show the difference in the student's skill levels in hip-hop dancing before and after
utilizing the intervention.
11
METHODOLOGY
RESEARCH DESIGN
The researcher will utilize an Experimental research method to teach hip-hop dance
skills and to check the progress of students' skills in Hip-Hop Dancing. The researcher will
use the Peer Instruction Method wherein students will be taught the skills in hip-hop
dancing without using the Peer Instruction Method and with the Peer Instruction Method
for the researcher to check the progress and effectiveness of PIM.
RESEARCH ENVIRONMENT AND RESPONDENTS
This study was conducted at Ajong National High School (ANHS). The
respondents of this study are Junior High School (JHS) students, particularly Grade 8
section Patience.
RESEARCH INSTRUMENT AND PROCEDURE
A permission letter will be sent to the School Principal, Division Office and Adviser
to ask permission to gather the necessary data for this study. A letter of consent will also
be administered to Parents and Students involved to ensure that all data that will be
gathered is strictly observed in the Republic Act No. 10173 or also known as the Data
Privacy Act, ensures the protection of all forms of information, and to assure that all the
data gathered will be treated in the strictest confidence.
A rubric is used to determine the student's skill level before and after implementing
the Peer Instruction Method (PIM). The utilization of PIM will only be used during the
performance task post-test. The researcher will utilize the data results from the post-test to
12
formulate an action plan to improve the Peer Instruction Method (PIM) utilization in
enhancing students' hip-hop dance skills in physical education. Figure 1 shows how the
study was conducted upon the implementation of PIM.
13
STATISTICAL TREATMENT
To determine the significant difference in the student's scores in performance task
pre-test and post-test, the researcher will use paired t-test in treating the results. To analyze
and examine the data gathered in this study, the researcher used Jamovi - a software tool
and a user-friendly, open-source spreadsheet that provides a complete suite of analyses,
Paired t-tests, and Normal gain, which are essential statistical treatments to achieve the
result.
14
RESULTS
The student's level of skills before and after implementing the Peer Instruction
Method was measured through a standardized rubric and scored during every performance.
The results in Figure 3 show the scores of students' performance among the five (5)
areas in the rubrics before and after implementing the PIM, wherein the first
area(Knowledge of Choreography) has a mean score of 18.3 before and a mean score of
28.9 after implementing the PIM, second area(Stage Presence) has a mean score of 13.9
before and a mean score of 22.8 after implementing the PIM, third area(Musicality) has a
mean score of 27.2 before and a mean score of 39.2 after implementing the PIM, fourth
area(Technique) has a mean score of 14.2 and a mean score of 25.3 after implementing the
PIM, the fifth area(Effort) has a mean score of 13.9 and a mean score of 36.9 after
implementing the PIM. Comparing the mean scores among the two performances, wherein
the first performance without the intervention and the second performance shows the mean
scores with the applied intervention, it shows that the second performance has a higher
mean score compared to the first performance, where the mean scores are low indicating
that students' skill in Hip-hop dancing is higher when PIM is applied.
15
The result showed in Table 1 that there is a significant difference in each area of
the rubric before and after the intervention, wherein the first area(Knowledge of
Choreography has a mean difference of -10.56, the second area(Stage Presence) has a mean
difference of -8.89, the third area(Musicality) has a mean difference of -11.94, the fourth
area(Technique) has a mean difference of -10.83 and the fifth area that has a mean
difference of -23.06, indicating that there is a significant difference between the students'
hip-hop dancing skills with and without the utilization of Peer Instruction Method.
16
The result showed in Figure 4 that the five areas in the rubric, focusing on the
performance task post-test wherein the first area (Knowledge of Choreography) has a mean
score of 28.9, the second area (Stage Presence) has a mean score of 22.8, the third area
(Musicality) has a mean score of 39.2, fourth area (Technique) has a mean score of 25.3
and the fifth area (Effort) has a mean score of 36.9. The Performance task post-test students'
scores show that among the five areas in the Hip-hop Dance rubric, the third area
(Musicality) majorly improved.
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DISCUSSION
Physical education teachers show students how to play various sports and how
physical activity benefits the muscles and overall health. P.E. teachers also plan activities
that help make exercise-based learning more engaging for students. PIM is a method that
has been advocated as a part of the best methods in Physical Education classrooms (Beatty
et al., 2006; Cadwell, 2007; Crouch & Mazur, 2001; Newbury & Heiner, 2012; Weiman et
al., 2009).
The result shows from the data gathered that the hip-hop dance skill of students
without the utilization of PIM is lower compared to hip-hop dance skill with the utilization
of PIM. Additionally, PIM is a form of active learning strategy (K. Knight & J. Brame,
2018). Active learning appeals to many different learning styles and allows students to be
more engaged in the learning process, increasing understanding and memory of topics
learned (Mathias 2014).
While administering this intervention, students could actively discuss and engage
in the lesson, sharing ideas and answering what, how, and why questions constructing
knowledge from each shared idea. With the use of PIM, students could grasp concepts,
think more logically and improve in learning hip-hop dance skills, resulting in high
performance in physical education.
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CONCLUSION
The results of this study show that there is a significant difference between the mean
scores of the two-performance task pre-test and post-test. The first performance was
administered without the intervention of PIM, and the second with the intervention of PIM.
After the utilization of the Peer Instruction Method, students' hip-hop dance skills of the
students improved. Therefore, the Peer Instruction Method effectively enhances students'
hip-hop dancing skills in physical education. PIM may not be widely used across the globe;
this method has the potential to increase academic achievement among students in the area
of physical education.
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RECOMMENDATION
The results of this study suggested the use of the Peer Instruction Method in
improving students' performance skills. The peer Instruction Method not only improves
students' performance but also helps teachers make learning easier and more
understandable. Peer learning fosters teamwork, cooperation, patience, and better social
skills.
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Bertule, Dace & Namsone, Dace. (2017). COGNITIVE DEPTH IN NATIONAL LEVEL
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Crouch C. H., Mazur E. (2001). Peer instruction: Ten years of experience and results, American
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Dan Ispas & Walter C. Borman (2015). International Encyclopedia of the Social & Behavioral
Sciences (Second Edition), pp 936 – 940
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K. Knight & J. Brame (2018). Peer Instruction, CBE life sciences education 17(2):fe5. DOI:
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Mogashoa, Tebogo. (2014). Applicability of Constructivist Theory in Qualitative Educational
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Roth, W.M., & Roychoudhury, A. (1994). Physics students’ epistemologies and views about
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Shaista Shirazi (2017). Student experience of school science, International Journal of Science
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[Computer software]. Retrieved from https://cran.r-project.org. (R packages retrieved
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APPENDICES
25
A. Transmittal Letters
26
27
28
29
A. Action Plan
30
B. Rubric
31
C. Implementation of the Peer Instruction Method Documentation
Students’ performances and before and after implementing the Peer

Instruction Method.
32
IMPLEMENTING BADGING SYSTEM TO IMPROVESTUDENT’S

PERFORMANCE IN PHYSICAL EDUCATION
An Undergraduate Thesis
Presented to
Dumaguete City
In Fulfilment
by
RENE M. CERVANTES
June 2023
33
TABLE OF CONTENTS
CONTENTS Page No.

TITLE PAGE 33
TABLE OF CONTENTS 34
LIST OF FIGURES 35
LIST OF TABLES 36
APPROVAL SHEET 37
ABSTRACT 37
Introduction 38
Statement of Hypothesis 43
Scope of the Study 44
Methodology
Research Design 46
Research Environment and Respondents 46
Research Instruments 46
Research Procedure 47
Mechanics in the Badging System 47
Data Analysis 49
Definition of Terms 50
Results 51
Discussion 56
Conclusion 58
Recommendation 59
Action Plan 60
References 61
34
Appendices 64
B. Rubrics 69
C. Action Plan 70
D. Other Evidences 71
LIST OF FIGURES
Figures Description Page No.
1 Conceptual Framework of the Study 45
2 Pre-Test Mean Average of Student's Performancein Physical

Education 51
3 Post-Test Mean Average of Student's Performancein Physical
Education 52
35
LIST OF TABLES
Tables Description Page No.

1 Descriptive of Performance task of the students before
and after the implementation of Badging System 54
2 Paired Samples T-Test 55
3 Rubric 69
4 Action Plan 70
36
APPROVAL SHEET
This research paper entitled “IMPLEMENTING BADGING SYSTEM TO IMPROVE
STUDENT’S PERFORMANCE IN PHYSICAL EDUCATION”, prepared and
submitted by Rene M. Cervantes, in partial fulfillment of the requirements for the course
Field Study 2: Participation and Teaching Assistantship, has been examined and is hereby
recommended for acceptance and approval for final oral defense.
IRISH S. UDTOHAN
Research Adviser
PANEL OF EXAMINERS
PASSED.

Member Member
DR. MARICAR FLORES

Chairperson
DR. MARICAR FLORES

Dean
37
ABSTRACT
This study aims to determine the use of Badging System in improving students'
performance in Physical Education subject. The researcher utilized a Quasi-Experimental
design in which the study results are measured two times through a pre-test-post-test in
which an intervention will be applied after the pre-test. The intervention in this study will
bethe badging system. Students will perform twice, before and after the implementation of
Badging system. The lesson is Basketball; therefore, the performance tasks are dribbling,
shooting, and gameplay. The students will be graded using the adapted standardized
basketball rubric of (NASPE) the National Association for Sport and Physical Education.
The data were analyzed using Skewness andKurtosis for normality, followed by Paired T–
Test. Results showed that there is a significant difference between dribbling pre-test scores
(M = 4.97, SD = 1.01) and post-test scores (M= 7.54, SD= 0.854), T (38) = -12.4, p=
<0.001. The shooting scores have a mean difference in the pre-test (M= 6.92, SD= 1.40)
and post-test (M= 11.2, SD= 1.37), T (38) = -12.3, p=<0.001. The gameplay scores have a
mean difference in the pre-test (M= 11.5, SD= 2.34) and post-test (M= 18.6, SD= 2.28), T
(38) = -13.0, p=<0.001. Therefore, the implementation of the badging system improves the
student's performance in Physical Education.
Keywords: Performance task, Physical Education, Badging System, Micro Badges,

Macro Badges
38
INTRODUCTION
Schools implemented Physical Education as a subject from primary or elementary
level to collegebecause, knowing the new generation, students are becoming less healthy
and less active. PhysicalEducation is a subject that teaches students beneficial information
and, at the same time, helps them get involved in different physical activities. Being
physically active is vital for an individual's healthand life. Physical Activity is essential for
preventing obesity, reducing the risk of Type 2 diabetes,cardiovascular disease, and other
chronic diseases, as well as for enhancing general health,especially since young people
nowadays do not engage in the necessary level of physical exercise for outcomes connected
to their health. Children should engage in at least 60 minutes of physical activity each day
(Corredor, The Effects of Physical Education on Academic Achievement, 2015).
The first recommendation encourages engaging in lifestyle, recreational, and
organized activity formsto accumulate one hour of physical activity every day of at least
moderate intensity or the equivalent of brisk walking. The second recommendation stated
that children should engage inactivities that support musculoskeletal health on at least two
occasions per week. Weight-bearingexercises that emphasize increasing muscular power,
stamina, flexibility, and bone health can help reach this goal. A context for regular and
structured physical activity engagement is providedthrough school physical education. To
this aim, there is already a clear statement and factin favor of including physical education
in the school curriculum that it improves students' health and fitness (S. Fairclough, 2004).
39
Upon being stated and proven, Physical Education is in the curriculum because it is
as essential asany other subject, but in the new generation, it was stated that students are
becoming less engaged and less participative in physical activities conducted in Physical
education classes. According to the first-ever global trends for adolescents who do not
engage in enough physical activity, girls and boys between the ages of 11 and 17 need to
engage in more physical activity right away. Researchers from the World Health
Organization (WHO) published a study that found that more than 80% of school-age
adolescents around the world did not meet the current recommendations of at least one hour
of physical activity per day, including 85% of girls and 78%of boys (Lindmeier, 2019). This
study aids in solving students' inactive participation in physical activities through extrinsic
motivation.
Motivation is what drives someone to do or not to do something. In Physical
Education programs, motivation is frequently the student's only duty. It is a common
misconception among teachers that certain pupils lack the motivation to engage in physical
activity or exercise. Several motivational theories for physical education have been studied
and may offer some insightinto why kids are motivated. It is the duty of the teacher to be
aware of the classroom's motivatingclimate and understand motivational theories and how
to apply them to enhance students' experiences in physical education (Fullerton, 2022).
The concept of extrinsic motivation is relevant whenever an action is carried
undertaken to achieve a distinct goal. Its four forms show that learners need extrinsic
motivation to bemore participative and engaged. External regulation refers to the reward
or punishment. Introjection is seeking approval from others or oneself, Identification
40
knows what is important or valuable, and Integration becomes more self-determined when
one internalizes and assimilates the motivations behind them into oneself and becomes
congruent with goals (Deci, 2000).
Under extrinsic motivation, in this study, the researcher will use external regulation,
which is specifically the concept of the badge system. Badges, often known as micro-
credentials, are pictures that show the student or stakeholder has completed a goal or
mastered a skill. They can be viewed in person or online, and many of them also have
associated data demonstrating how the badge was obtained (BELL, 2017).
According to an exploratory case study entitled The School-Based Badging System
and Interest-Based Learning, School-Based Badging System and Interest-Based Learning
had qualities that the students valued, like being creative, unique, and developing the
abilities they thought wereimportant for their personal lives. In addition, the School-Based
Badging System and Interest-Based Learning were considered a means of tying success to
a student's identity either by exposureto the badges' content or through the actions taken to
achieve proficiency. Finally, the badges' awards were prominently displayed in pupils'
reactions. These incentives included the actual badges and the in-class benefits they
received from the badging procedure outside of school, such as extra liberties in school and
excursions away from it. Students frequently spoke when discussingtheir involvement in the
badging program regarding the allure of having fun. One pupil, for instance,discussed that
the School-Based Badging System and Interest-Based Learning made learning more
interesting, exciting, and fun. Similar to the previous student, a student stated that everyone
41
enjoys doing it because they are new and it is a new trend, and most people like it (Peter
Samuelson Wardrip,2014).
The concept of Classroom Badges presented in the infographic of Cate Tolnai, 2021
stated that giving badges can empower students as long as it includes multiple opportunities
and increases student engagement. All education begins with a foundational concept or
standard. First, know the overall educational objective, and second, reinforce that how the
students get there matters lessthan where they want to go (Tolnai, 2021).
In the concept of the classroom badge (Tolnai, 2021), the teacher will first give
micro badges, and the collected micro badges will have equivalent macro budges. It is up
to the teacher what type of macro badges will be given and how many micros badges should
be collected for the students toget the macro budges.
Adapting this concept of the Classroom Badge, the students will have to perform
the performance task and will be graded with a specific rubric. A rubric is a tool used in
assessing the learner’s learning, as it also clarifies the students what the learning goal
expectations are; using rubrics is highlyeffective in assessing students' learning, especially
when it deals with performance tasks or learningactivities (Stevens, 2017).
The Badging system will be the tool that will help the student’s participation and
performance in Physical Education subjects improve. The grades of the respondents under
the performance task will serve as the measuring tool to know the efficiency of the badging
system and whether it will improve students' performance in physical education. In the
Department of Education, Senior High School Curriculum considers Physical Education
as a core subject. The grading system is twenty-five percent for written works (25%),
42
twenty-five percent for quarterly assessment (25%), and fifty percent for performance tasks
(50%). Especially Physical Education is a field where students learn through actions; the
student's scores in performance tasks got the highest percentage in their grades
(Dep.ed.gov.ph). That is why the main goal of this study is to improve students’ grades in
performance tasks in Physical Education subject through the Badging system.
Statement of the Problem
This research study aims to know the effect of implementing Badging System on
students' performance in Physical Education. Specifically, the researcher aims to answer
the following:
1. What was the performance of the students before the intervention was
implemented?
2. What is the performance of the students after the intervention was implemented?
3. Is there a significant difference in the performance of students in physical education
before and after the implementation of Badging System?
Statement of Hypothesis
• Null Hypothesis (H0) – There is no significant difference in the student's
performance in the basic skills in Basketball before and after the implementation of
the Badging System.
43
• Alternative Hypothesis (H1) - There is a significant difference in the student's
performance in the basic skills in Basketball before and after implementing the
Badging System
Significance of the Study
The researcher conducted this study to improve the performances of the students in
Physical Education Performance tasks through the implementation of Badging System,
knowing that the performance task has the highest-grade percentage in Physical Education,
a core subject in K to 12 Basic Education Program.
Scope of the Study
This study limits its coverage to the Performance tasks under the Physical
Education subject conducted by the Physical Education Practice Teacher to their grade
eleven senior high school students in Junob National High School under the academic
strand STEM (Science, Technology, Engineering, and Mathematics) section Aguinaldo.
Due to several factors, students were able toperform only the basic skills in Basketball, such
as dribbling, shooting, and gameplay, just withinthe Basketball lesson.
Conceptual Framework
The framework below interprets the idea and process of the implemented
intervention, which is the Badging system. The pre-test and post-test had the same set of
basic skills in Basketball that was being graded, which are dribbling, shooting, and
44
gameplay. All skills were graded using the adapted standardized tool of the NASPE
(National Association of Sports and Physical Education). Students performed shooting,
dribbling, and gameplay, and they were graded individually with the use of the adapted
standardized rubric. After their performance, the intervention badging system was
introduced and implemented. Afterward, students performed the basic skills, and with the
Badging system again implemented, the scores of the students increased since the criteria
used were the same as on the Pre-test. Therefore, the students’ performance improved.
Figure 1. Schematic Diagram of the Conceptual Framework of the Study
45
METHODOLOGY
Research Design
The study is an experimental study. The badging system will be implemented in
STEM (Science, Technology, Engineering, and Mathematics). The independent variable is
the implementation of the badging system, and the dependent variable is the performance
task scores of the students.
Research Environment and Respondents
The research is conducted at Junob National High School. Furthermore, the study's
respondents are the grade eleven STEM (Science, Technology, Engineering, and
Mathematics) students taking t h e Physical Education section, Aguinaldo.
Research Instrument
The student's performance is graded with the adapted standardized basketball rubric
of the National Association for Sport and Physical Education (NASPE). This rubric is used
both during the pre-test and post-test. National Association for Sport and Physical
Education includes professors at colleges and universities and physical education
instructors, coaches, sports directors, and trainers. (Play and Playground Encyclopedia,
2023). The weighted rubric is added for the reason that what is being graded are skills, and
they vary in terms of difficulties. Dribbling has its weighted rubric of x2,shooting has a
weighted rubric of x3, and gameplay has a weighted rubric of x5 for the reason thatin the
gameplay, students are already applying the basic rules in Basketball and all the basic skills,
which already includes the passing, running and rebounding. Students will be graded
46
individually both in pre-test and post-test.
Research Procedure
Through a letter, the researcher requested permission from the Junob National High
School principal, Physical Education teacher, parents of the students, and the respondents,
informing them of the student's participation in the action research. The Data Privacy Act
of 2012 also applies to the participating teachers, emphasizing that the teachers’
participation and data would be kept confidential. During the implementation of the study,
it happened that the student's lesson was Basketball; the performance task that will be
graded is the basic basketball skills whichare dribbling, shooting, and gameplay. Students
will perform the skills twice, before and after implementing the Badging System.
Mechanics in the Badging System
1. Only students from the Grade 11 STEM (Science, Technology, Engineering, and
Mathematics) section Aguinaldo are the respondents.
2. Students will perform the Basketball skills that are in the rubric, which are
dribbling, shooting,and gameplay, and it will serve as the pre-test.
3. Students will be graded individually on each skill using the adapted standardized
rubric.
4. Students who got the highest scores per skill will be given a “Good Job” badge.
Badges are stickers, and students will paste them into their Physical Education
Notebook.
5. Students will prepare and practice for a week since there will be a final
47
demonstration thefollowing week, and students will perform again for the last time
skills.
6. On the final demonstration, students will perform the basic skills such as dribbling,
shooting, and gameplay again and will be graded individually using the same rubric
from the pre-test,then it will serve as the post-test.
7. Students who get the highest score per skill will be given a “Good Job” badge.
8. Students who collected 5-6 “Good Job” badges will receive a Golden badge.
9. Students who collected 3-4 “Good Job” badges will receive a Silver badge.
10. Students who collected 1-2 “Good Job” badges will receive a Bronze badge.
11. The “Good Job” badges are the micro badges, and the Gold, Silver, and Bronze are
the Macro Badges.
12. Students who got the Macro Badges will receive prizes or simple gifts, depending
on the type of Macro badge, in exchange for the student’s effort and improvement.
Data Analysis
The researcher got the mean average of the student’s performance in Basketball
basic skills before the implementation of Badging system using Microsoft Excel. The
researcher got the mean average of the student’s performance in Basketball basic skills
after the implementation of Badging system using Microsoft Excel.
The mean is obtained by multiplying the given data with the total number of data
points. To calculate the arithmetic mean of a dataset, we first add up all the data values (x)
and then divide the sum by the total number of values (n). The symbol used to summarize
48
values is denoted by sigma notation. Therefore, the formula for the mean (x) can be
represented below:
x̄=∑ x/n
All the information gathered was systematically checked, tabulated, analyzed, and
interpreted to yield unbiased results. To ensure the validity and consistency of the data, the
researcher used the Microsoft Excel and Jamovi (v. 2.3.2.1) application, which provided a
streamlined spreadsheet experience optimized for the statistical analysis of the collected
data. The application was used to calculate the mean and determine the significant
difference between the pre and post-test scores of the students.
Paired t-test – The results of the Paired t-test showed the difference the means of two
variables which are the pre-test and post-test performance of the students in Basketball
Basic skills. The formula for the paired t-test is given by
Definition of Terms
Physical Education - Physical Education is a subject that teaches students
beneficial information and, at the same time, helps them get involved in
different physical activities.
Physical Activity – any activities and performance tasks under the Physical
Education subjectthat the students participate in.
Performance Task – any task given to the students and will be graded through
49
a rubric; it canbe playing a sport, basic skills demonstration, dancing and more.
Badging System – the process of giving stickers serves as a reward to students
who perform wellin class.
Extrinsic Motivation – these are external rewards given to the students to be
motivatedand excited in school.
Rubric – a scoring guide to assess output or performance with specific and
relevant criteria.
50
RESULTS AND DISCUSSION
Results
Figure 1 shows the mean average of students’ performance in Physical Education
Basketball Basicskills before the intervention was implemented. For dribbling, the mean
average is 4.974358974; for shooting, the mean average is 6.923076923; and for gameplay,
the mean average is 11.53846154.
Pre-Test Mean Average of Student's Performance

in Physical Education
14
12
11.53846154
10
8 6.923076923
6
4 4.974358974
2
0
Dribbling Shooting Game Play
Pre - Test
Figure 2 shows the mean average of students’ performance in Physical Education

Figure 1
Basketball Basic skills after implementing the intervention. For dribbling, the mean average
is 7.538461538; for shooting, the mean average is 11.15384615; and for gameplay, the
mean average is 18.58974359.
51
Post-test Mean Average of Student's

Performance inPhysical
2
0
18.589743
1 59
8
1
6 11.153846
1 15
4 7.5384615
38
1
2
1 Dribbli Shooti Game
ng ng Play
Figure 2
As shown in table 1 in the table below, the total number of respondents is 39

students. All students had their pre-test and post-test, and both were performance tasks. The
activities they did were dribbling, shooting, and gameplay. They are graded using the
criteria that are presented. For the mean, in dribbling, the pre-test is 4.97, and in the post-
test is 7.54; in shooting, the pre-test is 6.92, and the post-test is 11.2, and for gameplay,
the pre-test is 11.5, and the post-test is 18.6. For the Median, in dribbling, thepre-test is 4,
and the post-test is 8; in shooting, the pre-test is 6, and the post-test is 12; in gameplay, the
pre-test is 10, and the post-test is 20. For the Mode, in dribbling, the pre-test is 4.00 and
post-test is 8.00;in shooting, the pre-test is 6.00 and post-test is 12.0; in gameplay, the pre-
test is 10.0 and post-test is 20.0. For the standard deviation, in dribbling, the pre-test is
1.01, and the post-test is 0.854; in shooting, the pre-test is 1.40, and the post-test is 1.37,
and in gameplay, the pre-test is 2.34, and post is 2.28.
52
Table 1
Descriptive
Post-Test
Pre- Test (Game
Pre-Test Post-Test Pre-Test Post-Test (Game Play) 20
(Dribbling)8 (Dribbling)8 (Shooting)12 (Shooting) 12 Play) 20 points (2)
points points points points points
N 39 39 39 39 39 39
Mean 4.97 7.54 6.92 11.2 11.5 18.6
Median 4 8 6 12 10 20
Mode 4.00 8.00 6.00 12.0 10.0 20.0
Standard
deviation 1.01 0.854 1.40 1.37 2.34 2.28
Variance 1.03 0.729 1.97 1.87 5.47 5.20
Moreover, as shown in Table 2 in the table below, the researcher uses Paired T–test
since the datais revealed in the criteria for grading basketball skills. The result showed that
there is a significant difference between dribbling pre-test scores (M = 4.97, SD = 1.01)
and post-test scores (M= 7.54, SD= 0.854), with a mean difference of negative – 2.56. The
shooting scores have a mean difference in the pre-test (M= 6.92, SD= 1.40) and post-test
(M= 11.2, SD= 1.37), with a mean difference of negative – 4.23. The gameplay scores have
a mean difference in the pre-test (M= 11.5, SD= 2.34) and post-test (M= 18.6, SD= 2.28),
with a mean difference of negative – 7. 05.
53
Table 2
Paired Samples T-Test

95%
Confidence
Interval
Mean SE
statist ic Df p differen differenc Lower Upper
ce e
Pre-Test Post-Test
(Dribbli (Dribbli Studentt's t -12.4 38. <. -2.56 0.207 - -
ng) 8 ng) 8 0 0 2.98 2.14
points points 0
1
Post-Test
Pre-Test (Shooting
(Shooting Studentt's t -12.3 38. <. -4.23 0.344 - -
) 12
) 12 0 0 4.93 3.54
points
points 0
1
Post-Test
Pre-Test (Game
(Game Play) 20 Studentt's t -13.0 38. <. -7.05 0.542 - -
Play) 20 points (2) 0 0 8.15 5.95
points 0
1
Note. Hₐ μ Measure 1 - Measure 2 ≠ 0
54
DISCUSSION
Physical education is an essential part of any educational curriculum, and
performance tasks are crucial to this subject. Articles about performance tasks in physical
education provide valuable insights into the importance of these tasks and their impact on
students' overall development. Respondents of this study happened to have their lesson
about Basketball, and their performance tasks activity are dribbling, shooting, and
gameplay which also included all the basic skills and basic rules of Basketball.
The National Association for Sport and Physical Education members include
professors at colleges and universities and physical education instructors, coaches, sports
directors, and trainers. They "enhance knowledge, improve professional practice, and
increase support for high-quality physical education, sport, and physical activity
programs," according to this nonprofit membership organization. A top-notch physical
education curriculum supports the growth of physically educated K–12 students who
possess the knowledge, abilities, and confidence to partake in healthy physical exercise
(Play and Playground Encyclopedia, 2023).
According to a study by the University of Michigan, students who received badges
for their achievements showed increased motivation and engagement in their studies. The
badges acted as a form of recognition and validation for their hard work, encouraging them
to continueperforming well (Ronit Ajlen, 2020).
The use of badging systems in education has been gaining popularity in recent
years. Badges are digital representations of achievements or skills that students earn
through completing specific tasks or demonstrating mastery of a particular concept. One

55
article shows the highlights how a badging system was implemented in a high school to
motivate and engage students. The badges were designed to recognize various skills such
as critical thinking, collaboration, and communication. The results showed that the use of
badges increased student engagement and motivation, leading to improved academic
performance (Joseph, 2012)
Students who received badges performed significantly better than those who did
not receive any badges. Badging system can be an effective tool to motivate students and
improve their performance. It provides them with clear goals and objectives, which they
can work towards achieving. Additionally, it also gives them a sense of accomplishment
and recognition for their efforts, which further motivates them to continue working hard.
Implementing a badging system in education can have positive effects on student
performance. It is important to note that this should not be seen as a replacement for
intrinsic motivation or good teaching practices but rather as an additional tool to help
students achieve their full potential (Higashi, 2020).
56
CONCLUSION
In Physical Education, there are many performance tasks that the students will
perform, and each performance task will be graded with its corresponding rubric so that
students will be graded fairly and accordingly. The intervention was conducted for this
study during the basketball lesson; therefore,the badging system was implemented on basic
basketball skills such as dribbling, shooting, and gameplay. With the results and discussion,
it is shown that using the adapted standardized basketball rubric, there is a significant
difference between the performance of the students in performing the three Basketball
skills, which are dribbling, shooting, and gameplay, before the badging system was
implemented and after the badging system was implemented. The performancetask scores
of the student during their basketball skills demonstration increased, and the intervention
badging system was effective since it improved the student’s performance in Physical
Education specifically in the lesson Basketball.
57
Recommendation
For this study, it is recommended to implement the intervention, which is the badging
system with another performance task under the Physical Education subject. It can be
Dancing, First Aid demonstration, Badminton, swimming, and other Physical Activities.
This can help strengthen the intervention and how it can be effective in different
performance tasks in Physical Education, for as long as there is another standardized or
relevant rubric that will be used in grading the performance task. In addition, it is also
recommended to use another instrument that can be used in grading the performance of the
students in performing basketball skills. There can be another standardized rubric already
used in other published studies that might be easier, more specific,and more attainable by
the students or specifically by senior high school students that will perform Basic skills in
Basketball. This study can be strengthened by widening its scope and integrating other
lessons to prove more that the badging system can improve students' performance in
various physical activities in Physical Education.
58
Action Plan
59
References
Aybek, M. D. (2019, December). Jamovi: An Easy-to-Use Statistical Software for the
Social Scientists. Dep.ed.gov.ph. (n.d.). E-Class Record Templates. Retrieved from
https://www.deped.gov.ph/:
BELL, K. (2017). Digital Badges in the Classroom (What, When, & How) – SULS096.
Retrieved from https://shakeuplearning.com/: https://shakeuplearning.com/copyright-
policy/Contribution to young people's physical activity levels. Health Education
Research, 23.
Corredor, C. (2015). The Effects of Physical Education on Academic Achievement.
Newyork:Lauren Burnett.
Corredor, C. (2015, December 14). The Effects of Physical Education on Academic
Achievement. The Effects of Physical Education on Academic Achievement.
Deci, R. M. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and. Self, 14.
Fullerton, S. (2022). Understanding Motivational Theories in Physical Education.
https://www.deped.gov.ph/alternative-learning-system/resources/downloads/e-class-
record- templates/
Higashi, R. ,. (2020, July). Perceived relevance of digital badges predicts longitudinal
change in program engagement.
Joseph, B. (2012, March 7). Badge's What's in the badge. What's in a badge.
Lindmeier, P. G. (2019, November 22). A new WHO-led study says most adolescents
60
worldwide arenot sufficiently physically active, putting their current and future
health at risk. Geneva, Switzerland: Worl Health Organization.
NASPE, N. A. (n.d.). National Association for Sport and Physical Education (NASPE.
Retrieved from
https://www.emsd63.org/site/handlers/filedownload.ashx?moduleinstanceid=3079
&dataid=6164&F ileName=BasketballRubric.pdf
Peter Samuelson Wardrip, S. A. (2014). A School-Based Badging System and Interest-
BasedLearning. p.
Play and Playground Encyclopedia. (2023). Retrieved from https://www.pgpedia.com/:
https://www.pgpedia.com/n/national-association-sport-and-physical-education
Retrieved from http://www.idealibrary.com.
Ronit Ajlen, B. P. (2020). MOTIVATING STUDENTS TO LEARN. Transforming
sources using the gameful approach, 12.
S. Fairclough, G. S. (2004). Physical education makes you fit and healthy. Physical
education's
Stevens, D. D. (2017). Scoring Rubrics in the Classroom: Using Performance Criteria
for Assessing and Improving Student Performance. New York: Academy of
Management.
Stratton, S. J. (2019, November 26). Quasi-Experimental Design (Pre-Test and Post-Test
Studies) in Prehospital and Disaster Research. Abstract.
61
APPENDICES
62
63
64
65
66
B. Rubric
67
C. Action Plan
68
D. Badges
Micro Badges (Good Job Badge) are given to the students who got highest scores during
the performance tasks per skill.
Macro Badges (Bronze, Silver, and Gold Badge ). Students who collected 5-6
“Good Job” badges will receive a Golden badge, students who collected 3-4 “Good Job”
badges will receive a Silver badge and students who collected 1-2 “Good Job” badges will
receive a Bronze badge.
69
E. Implementation of the Badging system.
Students who got the Macro Badges will receive prizes or simple gifts, depending
on the type of Macro badge, in exchange for the student’s effort and improvement.
70
“USING NEARPOD TO INCREASE THE ACADEMIC SCORES OF

THE STUDENTS, IN PHYSICAL EDUCATION CLASS”

In Fulfilment
By
ENCONTRO, FELYN D.
June 2023
71
TABLE OF CONTENTS
CONTENTS Page no.

TITLE PAGE 71
LIST OF FIGURES 73
LIST OF TABLES 74
APPROVAL SHEET 75
ABSTRACT 76
Introduction 77
Scope and Delimitations of the Study
Methodology
Research Design
Research Environment
Research Respondents
Research Instruments
Data Analysis
Results
Discussion
Conclusion
Recommendation
References
Appendices
A. Transmittal Letter
B. Action Plan
C. Other Evidences
72
LIST OF FIGURES
73
LIST OF TABLES
Tables Description Page
74
APPROVAL SHEET
This research paper entitled “USING NEARPOD TO INCREASE THE ACADEMIC
SCORES OF THE STUDENTS, IN PHYSICAL EDUCATION CLASSES”, prepared
and submitted by Felyn D. Encontro, in partial fulfillment of the requirements for the
course Field Study 2: Participation and Teaching Assistantship, has been examined and is
hereby recommended for acceptance and approval for final oral defense.
REGIDOR CARALE
Research Adviser
PANEL OF EXAMINERS
PASSED.

Member Member
DR. MARICAR FLORES

Chairperson
DR. MARICAR FLORES

Dean
75
ABSTRACT
Technology can serve various educational purposes, and with the ever-changing world of
technology, classrooms are gaining more technology and having to incorporate it into
student learning. Implementing technology provides instructors with an invaluable
opportunity to enhance student engagement and academic success. The study focused on
exploring the use of Nearpod to increase the level of academic performance of students in
physical education classes. In this study, Nearpod is regarded as a tool that can be used to
enhance teaching and learning. The researcher utilized a quasi-experimental one-group
research design wherein it is composed of 47 respondents respectively. The student’s level
of academic performance pretest and post-test is given to the Grade 8 Section Opal students
in PNHS. Data were analyzed using Average Weighted Mean to get students’ level of
academic performance followed by Paired T- Test to know the significant difference before
and after the intervention. The results showed that there is an increase in the post-test scores
of the students after applying the intervention which is the use of Nearpod both in lessons
1 and 2. Furthermore, it also shows that there is a significant difference before and after
using Nearpod in the academic performance level of the students.
Keywords: Nearpod, academic scores, physical education, educational technology,

student engagement
76
Introduction
The increased use of technology in the education arena has made it possible for
students to experience different types of classroom environments. According to a 2017
survey conducted by the Consortium for School Networking, 40% of districts in the United
States were one-to-one, nearly twice as many as in 2014. (Medlin, 2019). Technology is
transforming education, including physical education classes. It assists students' physical
education experiences in transitioning from sedentary to physically active and fit lifestyles
(Hanski, 2016). Technology has a positive impact on both student learning and health. It
expressed concern about the use of digital technology in physical education and how it
might marginalize the roles of physical education teachers.
Technology activities motivate students to learn, and it provides a fun and
meaningful experience for students when using it. Students who use technology have
positive views towards it (Stone, 2016). Students take the initiative to use technology to
collaborate and learn with others without being told. When teachers allow students to use
technology to work on a project, they are excited and enjoy the work. Technology causes
students to take ownership of what they are creating (Heidenrich, 2013).
Studies revealed the effectiveness of including the Nearpod application in
university financial accounting classes in Egypt for tests on answering multiple-choice type
questions in the category of introductory financial accounting for the first university stage
(Shehata, Mitry, Shawki, and El-Helaly, 2020). It also aimed to study the effects of using
the Nearpod application on teaching and learning experiences in one of the best private
universities in Egypt. In addition to this, it was an attempt to reveal the impact of the
77
teacher’s use of the Nearpod in the classroom on students’ interest in the subject and course
materials when compared with traditional paper and pen tests. The results of the student
and focus group surveys showed that using the Nearpod application increased students'
interest in the classroom and showed positive effects on their learning.
One of the main advantages of using the Nearpod is to support active learning in
the classroom since Nearpod offers different types of ways to engage students in the class
(Mattar, 2018). Thus, Nearpod is seen as one of the apps that would increase interactivity
and collaboration in the classroom (Dong, Kavun, Senteney, & Ott, 2018). Since it allows
instructors/lecturers to synchronize, present, and control materials such as slides and videos
during class time. Also, Nearpod reports student activities during the class, which allows
instructors to analyze learning progress. Moreover, it can enhance students’ learning
experiences and increase students’ satisfaction to their learning because it gives students
more opportunities to involve in learning activities and dynamic interaction between them
(Jing & Yue, 2016).
Nearpod is an educational application that works within various operating systems
on mobile and desktop devices. He summarizes Nearpod by stating, “The app’s concept is
simple. A teacher can create presentations that can contain quizzes, polls, videos, images,
drawing boards, web content and so on”. Its main purpose is to provide teachers with the
ability to create new teaching material without having to leave the environment of one
application. The same idea can be applied to the process of teaching and learning in the
classroom. It is the teacher who controls what content is on students’ tablets, mobile
phones, or computers Nick Acton (2015).
78
According to Magrswaran, enhancing classroom interaction suggests that the use
of Nearpod can maximize classroom interaction and learning. Therefore, based on the
above assumption, the study adopted the hypothesis that the use of Nearpod as a teaching
tool will heighten the classroom interaction and learning achievement of students.
The generation of students nowadays is using mobile gadgets in their studies and
can be entertained because of the series of features their mobile gadgets offer. For
educational purposes, mobile gadgets have proven their effectiveness in helping students
cope with their learning difficulties. This is the reason why the researcher came up with
this study. Mobile gadgets or technological adoption is being done in some activities for
learning skills in different subject areas.
The researcher formulates the study of integrating Nearpod to increase the
academic performance of the students in physical education classes. This will be beneficial
for students and physical education teachers as the study will identify the effectiveness of
technology integration, particularly the use of Nearpod, which is an interactive classroom
tool to engage students by adding interactive activities to the lessons like polls,
collaboration boards, and game-based quizzes. Students can interact and submit responses
through any mobile device or laptop. It will be effective as physical education is a subject
that promotes different sports ideas and physical activities.
79
The study focused on exploring the use of Nearpod to increase the level of academic scores
of students in physical education classes. In particular, the study will answer the following
questions:
1. What are the academic scores of the students in Physical Education content classes prior
to and after the implementation of the use of Nearpod?
2. Is there a significant difference before and after using Nearpod in the academic scores
of the students?
Statement of Hypothesis
• Null Hypothesis (H0) – There is no significant difference before and after using
Nearpod in the academic scores of the students.
• Alternative Hypothesis (H1) - There is a significant difference before and after
using Nearpod in the academic scores of the students.
80
The researcher believes that the study is important and beneficial to the following:
1. Students: This study will give them enough information to explore the use of
Nearpod in activating their performance in their physical education classes.
2. Teachers: The study will give an in-depth understanding to the teachers in
order to consider the integration of other methods in increasing the level of
performance of students in every class discussion.
3. Parents: It will let them know that their children's performance will be
important in learning effectively their academic subjects, particularly physical
education.
4. Administration: To give information so they can give consideration to the
integration of technology for some other school activities to initiate
performance among the students.
5. Community: The study will provide a basis for a community to develop any
programs that may increase the level of academic performance of some
students.
6. Future researchers: It will be a relevant source of information for the almost
same topic as the future researchers.
81
Scope and limitation
This study will only focus on the use of Nearpod to increase the level of academic
scores of the students in Physical Education content classes with the use of Nearpod in the
teaching process made by the teacher.
Fig. 1. The Conceptual Framework of the Study
Figure 1 shows how the study is being conducted. First, the researcher will utilize
TOS, lesson plan, Teacher made pre-test, Nearpod, and teacher-made post-test. For the
research procedure, the researcher gathers data using the pre-test scores and post-test
scores. Data analysis using average mean and statistical treatment of data using the paired
t-test. And the output is the significant highlights/inputs towards effective physical
education classes using Nearpod.
Input Process Output
• TOS • Gathering of data Significant

• Lesson Plan using the scores highlights/inputs
• Teacher- of the students towards effective
made pre- (pre-test and physical education
test. post-test) classes using Nearpod.
• Data analysis
• Nearpod
using weighted
• Teacher-
mean.
made post-
• Statistical
test. treatment of data
using the paired
82
Research Methodology
Research Design
In this study, the researcher conducted a quasi-experimental method with a single-
group protest-pretest design (Sugiyuno, 2016). In this approach, the pretest was
administered to the treatment group before the post-test was administered. The independent
variable is Nearpod which is used as an intervention in physical education classes. The
dependent variable is the level of student’s academic performance through physical
education classes.
This study is conducted in Piapi National High School (PNHS). The respondents
of this study are Junior High School (JHS) students, particularly Grade 8 section Opal.
Research Instruments and Procedure
A letter of permission will be sent to the School Principal and Adviser to ask
permission to gather necessary data for this study. A letter of consent will also be
administered to Parents and Students involved to assure that all the data that will be
gathered is strictly observed in the Republic Act No. 10173 or also known as the Data
Privacy Act ensures the protection of all forms of information, and to assure that all the
data gathered will be treated in the strictest confidence.
83
In order to ascertain the student’s academic scores of the class prior to and
following the implementation of the study, the following were executed:
1. A 15-item pre-test (PRT) and post-test instrument designed by the researcher
are utilized.
2. The physical education teacher uses the Table of Specifications (TOS) to check
the test's alignment with the subject matter and learning objectives to ensure
its validity.
3. A pretest and post-test in relation to the lesson being taught to students will be
created concurrently by the researcher.
4. Teachers who are experts in the Field of MAPEH review the test against the
Table of Specifications (TOS) to confirm their authenticity.
5. The researcher administers the pretest to controlled groups before the unit
discussion. Followed by the integration of Nearpod in every lesson.
6. After that, the post-test is administered at the end of the lesson. The data
gathered undergoes statistical treatment.
7. The quantitative data result will be utilized to form an action plan on how to
improve the integration of Nearpod to increase students’ level of academic
performance in physical education subjects.
84
Statistical Treatment
The pre and post-test scores were analyzed using the average mean. The results of
the pre-test and post-test will be treated using the paired t-test to determine the significant
difference between students’ pre-test and post-test scores. The results were treated with the
following statistical tools using Excel Data Analysis. A statistical test called a paired t-test
(also called a dependent or correlated t-test) compares the standard deviations and averages
of two related groups to see if there is a significant difference (Gleichmann, 2020).
85
RESULTS AND DISCUSSION
RESULTS
The student’s level of academic scores in Physical Education was measured
through pre-test and post- wherein the results are shown below.
Figure 1. Academic scores of the Students for Lesson 1 and 2 while using and not
using the Nearpod
STUDENT’S ACADEMIC SCORES: In Figure 1 below, it shows that there is an
increase in the post-test scores of the students after applying the intervention which is the
use of Nearpod both in lessons 1 and 2. In lesson 1, the pretest average mean score is 7.60
wherein after the intervention it increases to 11.23 in the post-test average mean. Also,
there is a 7.70 pretest average mean score in lesson 2, and its post-test average mean
increases to 12.34.
Fig. 1 Students Academic Scores

14 12.34
12 11.23
10
7.6 7.7
8
6
4
2
0
Lesson 1 Lesson 2
Pre-test 7.6 7.7
Post-test 11.23 12.34
Pre-test Post-test
86
Table 1.1 Test of Significant Difference between Pretest and Post-test Scores for
Lesson 1
t-Test: Paired Two Sample for Means
Score Pre test Score Post test

Mean 7.75 11.3125
Variance 5.638297872 4.134308511
Observations 48 48
Pearson Correlation 0.730432739
Hypothesized Mean Difference 0
df 47
t Stat -14.96710329
P(T<=t) one-tail 8.33788E-20
t Critical one-tail 1.677926722
P(T<=t) two-tail 1.66758E-19
t Critical two-tail 2.011740514
Table 1.1 shows the test of significant difference between the scores of the students
in Lesson 1 during the pretest without the intervention and the post-test scores with an
intervention. A paired samples t-test showed that the student’s scores during the pretest
(M=7.75, Variance=5.63) to Post-test scores (M=11.31, Variance=4.13; t=-14.96,
p=<.0.000, df=47). This means that there is a significant difference between the pretest
scores and post-test scores of students. Moreover, the use of Nearpod as an intervention
influences the increase in the academic scores of the students.
87
Table 1.2: Test of Significant Difference between Pretest and Post-test Scores
Lesson 2
t-Test: Paired Two Sample for Means

Mean 7.854166667 12.39583333
Variance 5.403812057 1.98891844
Observations 48 48
Pearson Correlation 0.420361586
Hypothesized Mean Difference 0
df 47
t Stat -14.6130066
P(T<=t) one-tail 2.11383E-19
t Critical one-tail 1.677926722
P(T<=t) two-tail 4.22767E-19
t Critical two-tail 2.011740514
Table 1.2 shows the test of significant difference between the scores of the students
in Lesson 2 during the pretest without the intervention and the post-test scores with an
intervention. A paired samples t-test showed that the student’s scores during the pretest
(M=7.85, Variance=5.40) to Post-test scores (M=12.39, Variance=1.98; t=-14.61,
p=<.0.000, df=47). This means that there is a significant difference between the pretest
scores and post-test scores of students. Moreover, the use of Nearpod as an intervention
influences the increase in the academic scores of the students.
88
Discussion
1.1 The mean score value during the pretest is equal to 7.60 for lesson 1 and 7.70 for
lesson 2. This finding shows the scores before using the intervention Nearpod.
1.2 The mean score value during the post-test score the mean value was 11.23 for
Lesson 1. And the mean score value during the post-test score mean value was 12.34
for Lesson 2. This finding shows the increase in the scores after using the intervention
using the Nearpod.
Research has been conducted on the integration of Nearpod to enhance
collaboration and interactions. In his research, he highlighted that Nearpod is an excellent
tool to provide feedback to students; it provides a multitude of formative and summative
assessments, and it offers a great variety of content Zhao (2021). Nearpod and other
technology-based formative assessment tools make it easier to perform routine classroom
tasks, easier to administer and grade assessments, and easier to collect student data (Shirley
& Irving, 2015). Nearpod questions can even be used as lesson openers, which have been
shown to increase engagement and understanding of the material (Zertuche, Gerard, &
Linn, 2012). This is highly relatable to this research which puts emphasis on using Nearpod
to increase the student’s level of academic performance in physical education classes
because of the immediate feedback from the formative assessment of the student’s test
scores using Nearpod.
89
2.1 For Lesson 1: A paired samples t-test showed that the student’s scores during the
pretest (M=7.75, Variance=5.63) to Post-test scores (M=11.31, Variance=4.13; t=-
14.96, p=<0.000, df=47).
2.2 For Lesson 2: A paired samples t-test showed that the student’s scores during the
pretest (M=7.85, Variance=5.40) to Post-test scores (M=12.39, Variance=1.98; t=-
14.61, p=<0.000, df=47.
Students are more likely and willing to utilize mobile technology when presented
with varied and challenging questions (Sun, Looi, Wu, & Xie, 2016). Due to the
collaborative aspect of the Nearpod application, students were given the opportunity to
interact with the material being presented, as well as with their fellow classmates and the
lecturer. This finding is supported by the findings of Halloran (2018), who discovered that
utilizing Nearpod appears to offer an alternative teaching approach in comparison to
traditional lectures, which allows students to be engaged for a better and more enhanced
learning experience.
Additionally, this conclusion is consistent with the findings of Hirtz (2018). They
reported that using the Nearpod app in a single class boosted student engagement as well
as whole-group assessment. Many students also mentioned that Nearpod allowed them to
be ‘active’ in class, ‘collaborate more’, and ‘increased their understanding’. These findings
are similar to past studies on SRS which have given special consideration to its impact on
enhancing understanding and knowledge retention (Coca & Slisko 2013; Kaya & Balta’s,
2016; Plump & LaRosa, 2017). A study was conducted aimed at identifying the effects of
using the Nearpod software on achievement in chemistry and the development of social
90
communication skills among tenth-grade students in the State of Kuwait. The results
showed that there were statistically significant differences at the level (α = 0.05) between
the arithmetic averages in the achievement test in the unit of chemical reactions and
quantitative chemistry and in the total scores in the social communication skills scale for
tenth-grade students in the State of Kuwait and in favor of the experimental group that was
taught using Nearpod software Al Asiri (2018).
Conclusion:
The result of this study shows that there is an increase in the academic scores of the
students in Lesson 1 and 2. The integration of Nearpod as an intervention strategy was
effective. A significant difference was also found between the pretest and post-test scores
of students in lessons 1 and 2. This proves that the use of Nearpod as an intervention
strategy positively influences the academic performance of the students. Although Nearpod
is not widely used by the curriculum across the globe, this method has the potential in
increasing the academic performance among students in the area of physical education.
91
Recommendation
The results of the study suggest the integration of Nearpod in Physical Education
classes positively influences the student’s academic scores. Apply this research across the
different grade levels. While this research focused on Grade 8 students at Piapi National
High School, it may be expanded to include students from other grade levels in the future.
This will provide a more comprehensive understanding of using Nearpod to increase
academic performance in physical education. This strategy isn't just limited to physical
education classes, but it can also be used in other areas to help students perform better.
Nearpod increases not just students’ academic ability on the subject but also their eagerness
to learn.
92
REFERENCES
Al-Asiri, Z. A. (2018). The effect of using Nearpod software on achievement in
chemistry and the development of social communication skills for tenth-grade
students in the State of Kuwait. Unpublished master’s Thesis, University of
Jordan, Amman.
Acton, N. (2015, August 4). 10 Ways to Use Nearpod in the Classroom - Nearpod Blog.
Retrieved from https://nearpod.com/blog/10-ways-to-use-nearpod-in the
classroom/.
Davis, M., & Johnson, E. (2023). Effects of Nearpod intervention in high school biology.
Journal of Science Education, 42(2), 78-94.
Halloran, M. (2018). The Development and Integration of Nearpod Materials into a High
School Biology Curriculum. Education and Human Development master’s
Theses, 6(4), 1–62.
Hanski, M. (2016, July 14). Gym classes go digital: How tech changes physical
education. Retrieved January 20, 2020, from https://.capterra.com/gym-classes
go-digital-howtech-changes-physical-education/.
93
Hirtz, J. A. (2018). Does the Interactive Push-Presentation System Nearpod Effect
Student Engagement in High School Anatomy? Journal of Chemical Information
and Modeling, 53(9), 1689–1699.
Lediana, S., et al. (2022). Evaluating the Effect of Interactive Digital Presentations on
Students’ Performance during Technology Class.
https://www.hindawi.com/journals/edri/2022/3337313/
Magiswarang, S., et al.(2019). USE OF NEARPOD AS INTERACTIVE LEARNING
METHOD.https://www.researchgate.net/publication/332285774_USE_OF_NEA
RPOD_AS_INTERACTIVE_LEARNING_METHOD.
Margaret, R. (2016).The effect of using Nearpod as a tool of active learning in the high
school science classroom.https://www.semanticscholar.org/paper/The-effect-of
using-Nearpod-as-a-tool-of-active-in
LowryBrock/9660cb3b75c84a0e4dcf80f56d8cc2c6623a9fa4
McVicker, D. (2018, November 1). How technology changes physical education classes.
Retrieved January 11, 2020, from https://learn.g2.com/technology-in-physical
education.
94
Medlin, P. (2019, March 25). The rapid growth of '1:1' technology and how it's changing
the classroom. Retrieved January 26, 2020, from
https://www.northernpublicradio.org/post/rapid-growth-11-technology-and-how
itschanging-classroom
Mohnsen, B. S. (2012). Retrieved March 15, 2020, from Using Technology in Physical
Education 4th ed.). Big Bear Lake, Ca.: BonnieS Fitware, Inc.
Shirley, M. L., & Irving, K. E. (2015). Connected Classroom Technology Facilitates
Multiple Components of Formative Assessment Practice. Journal of Science
Education and Technology, 24(1), 56–68. https://doi.org/10.1007/s10956-014
9520-x
Sun, D., Looi, C.-K., Wu, L., & Xie, W. (2016). The Innovative Immersion of Mobile
Learning into a Science Curriculum in Singapore: an Exploratory Study. Research
in Science Education, 46(4), 547–573. https://doi.org/10.1007/s11165-015-9471-0
Vicky, D. (2020). Essential Apps for the Physical and Digital
Classroomhttps://www.edutopia.org/article/essential-apps-physical-and-digital
classroom/
Wilson, K., et al. (2021). Impact of Nearpod intervention in middle school social studies.
Social Studies Research Journal, 15(3), 32-47.
95
APPENDICES
96
March 29, 2023
MR. LUISITO B. MAPUE

Piapi High School Principal/Head
Piapi, Dumaguete City
Negros Oriental
Dear Sir:
Greetings of Peace and Joy!
We, the student teachers of St. Paul University Dumaguete assigned in Piapi High School,
are currently conducting action research studies. The following are the researchers with
their corresponding action research titles:
Ms. Felyn D. Encontro- “Using Nearpod to Increase the Level of Academic Scores of
Students in Physical Education Class”
Ms. Jayca E. Lamari- “Utilization of Think-Pair-Share Strategy in Teaching Problem
Solving Skills in Mathematics”
Ms. Charrise Mae Lozada- “Coalescing Perspective: Moral Development Adaptation in
Teaching Values Education (ESP) to Grade 10 students”
Ms. Therese Niña Marie M. Torres- “Utilizing Cooperative Learning Strategy to Lessen
Mathematics Anxiety Level of the Selected Junior High School Students”
Relative thereto, the undersigned are respectfully requesting in your good office the
permission to gather data by distributing validated questionnaires through surveys. Rest
assured that the data gathered shall be used for the purpose of research and will be treated
with utmost confidentiality.
Your positive response regarding our request will greatly help for the success of the study.
Thank you very much and God bless!
Respectfully yours,
Felyn D. Encontro
Jayca E. Lamari
Charrise Mae Lozada
Therese Niña Marie M. Torres
Noted by:
Dr. Maricar Flores
Research Adviser
97
Dear Respondents,
I, Ms. Felyn D. Encontro, a fourth-year Bachelor of Physical Education Major at St. Paul
University—Dumaguete, is currently working on my research entitled “Using Nearpod to
Increase the Academic Scores, of the Students in Physical Education Class.”
In line with this, I would like to ask for your help in participating in my class with the use
of a Nearpod. Every score I get would be a big help, not only for me, the researcher, but
for you, your teachers, school, and the community as well. Rest assured that all data
gathered will be treated with the utmost confidentiality.
Thank you for your support and cooperation.
Sincerely yours,
FELYN D. ENCONTRO
Researcher Noted by:
MARICAR FLORES, Ed.
98
Dear Parents,
I, Ms. Felyn D. Encontro, a fourth-year Bachelor of Physical Education Major at St. Paul
University—Dumaguete, is currently working on my research entitled “Using Nearpod to
Increase the Academic Scores, of the Students in Physical Education Class.”
In line with this, I would like to ask for your help to allow me to gather the scores of your
son/daughter and be a part of this research study. Every score I get would be a big help,
not only for me, the researcher, but for you, your teachers, school, and the community as
well. Rest assured that all data gathered will be treated with the utmost confidentiality.
Thank you for your support and cooperation.
Sincerely yours,
FELYN D. ENCONTRO
Researcher Noted by:
MARICAR FLORES, Ed.
99
B. Action Plan
Suggested Action Concrete Steps to Take Expected Outcomes
to Take
Expand Research 1. Identify other grade Increased
Scope levels to include in the understanding of
study. Nearpod's impact on
2. Obtain necessary academic performance
permissions from the school in physical education
and relevant stakeholders to across different grade
include additional grade levels.
levels.
Design Lesson 1. Determine specific Development of tailored

Plans learning objectives for each lesson plans using
grade level. Nearpod to address the
2. Identify appropriate academic goals of
Nearpod features and physical education
resources to support the classes.
learning objectives.
Implementation of 1. Provide training and Active engagement of
Nearpod support to teachers on using students using Nearpod,
Nearpod effectively. enhancing their
2. Monitor the academic scores in
implementation and collect physical education.
data on student academic
scores and engagement.
Analyze Data 1. Collect and analyze the Evidence of the impact
academic scores of students of Nearpod on academic
before and after the scores.
Nearpod integration.
2. Gather feedback from
teachers and students
regarding their experience
with Nearpod.
3. Identify trends, patterns,
and areas of improvement
based on the data analysis.
100
Disseminate 1. Prepare a comprehensive Increased awareness

Findings report summarizing the among educators about
research findings and the potential benefits of
recommendations. using Nearpod in
2. Present the findings to physical education
relevant stakeholders, such classes.
as school administrators and
physical education
department heads.
3. Share the research
findings through
conferences, workshops, or
publications.
Future 1. Promote the integration Expansion of Nearpod's
Application of Nearpod in physical impact on academic
education classes across performance in physical
other schools and districts. education at a larger
2. Encourage educators scale.
from various subject areas
to explore the use of
Nearpod in their teaching
practices.
3. Foster collaboration and
sharing of best practices
among educators utilizing
Nearpod.
101
C. Other Evidences
GRADE 7 – UNIT V: TRADITIONAL ASIAN THEATRE MUSIC
Table of Specifications
LESSON 1: THEATRE MUSIC
LO1. Distinguish the characteristics of representative central, south, and west Asian Countries.
LO2. Identify the instruments from central, south, and west Asian Countries.
LO3. Discuss the artworks of India, Central Asia, and West Asia.
GRADE 8 – UNIT VI: DISEASE PREVENTION AND CONTROL
Lesson 2: DISEASES
LO1. Discuss the causes of Disease.

LO2. Identify examples of communicable diseases and modes of transmission.
LO3. Distinguish the levels of prevention of communicable diseases and the factors that influence diseases.
Unit Topic L.O. NO. Remem Understan Appl Analy Evalu Creatin
OF bering ding ying zing ating g
ITE
MS
UNIT V Lesson 1 LO1 7 1-4 5-7
“THEATRE LO2 6 8-11 12-13
TRADIT MUSIC” LO3 2 14-15
IONAL
ASIAN
THEAT
RE
MUSIC
UNIT VI Lesson 2 LO1 3 16-18 19-21
“DISEASES” LO2 3 22-26
DISEAS LO3 3 27-30
ES
102
Lesson 1
1. The largest country in South Asia. Its music is a vast in its geographic and as large as its
demographic population.
A. India
B. Indonesia
C. Israel
D. Pakistan
2. Known for its’ unique vocals. The distinctive sound was formed with multiple influences not
only from various parts of Asia.
A. India
B. Indonesia
C. Israel
D. Pakistan
3. Communal worship, Mythic rituals, Life passage events and entertainment.
A. India
B. Indonesia
C. Israel
D. Pakistan
4. In India, this is sung in the Samagona traditional singing style.
A. Melismatic
B. Rig Veda
C. Sama
D. Veda Vedas
5. The music strengthens the importance of musical instruments in Pakistan.
A. Dholak
B. Punjabi
C. Tabla
D. Vedas
6. The following are the classification of musical instruments in India EXCEPT.
A. Dhol
B. Ghatam
C. Nout
D. Rubab
7. The following are the instrumental music of Israel EXCEPT.
A. Harmonium
B. Jewish Lyre
C. Psalterion
D. Shofar
8. The following are the instrumental music in Pakistan EXCEPT.
A. Dhalo
B. Rubab
C. Sarangi
D. Table
9. The traditional expression of love, separation and loneliness.
A. Devotional
B. Ghazal
C. Hazan
D. Qwwali
103
10. The devotional music of the Chishti Order.

A. Devotional
B. Ghazal
C. Hazan
D. Qwwali
11. Known as “Blown Air”
A. Avanaddh
B. Ghana
C. Sushir
D. Vitat
12. Describe as a membranous percussive instrument.
A. Avanaddh
B. Hazan
C. Qwwali
13. Referred to as a Vina during old civilization.
A. Avanaddh
B. Ghana
C. Sushir
D. Vitat
14. Describe as bowed stringed instrument.
A. Avanaddh
B. Ghana
C. Sushir
D. Vitat
15. Describe as a non-membranous percussive instrument but with solid resonators.
A. Avanaddh
B. Ghana
C. Sushir
D. Vitat
104
Lesson 2
16. One-celled microscopic organism that rank among the most widespread of living things.
A. Bacteria
B. Resident Bacteria
C. Saprophytes
D. Toxic Bacteria
17. These organisms are the human body’s worst enemies.
A. Fungi
B. Protozoa
C. Viruses
D. Worms
18. Simple organism that cannot make their own food.
A. Fungi
B. Protozoa
C. Viruses
D. Worms
19. Caused by a fungus that grows on or in the top layer of the skin.
A. Acne
B. Athlete’s foot
C. Ringworm
D. Warts
20. Always been a common problem among teenagers and adults, this disease cause stress and
embarrassment.
A. Acne
B. Athlete’s foot
C. Ringworm
D. Warts
21. The following are the air borne transmission EXCEPT.
A. Measles
B. Pneumonia infection
C. Pulmonary
D. Tuberculosis
22. The following are the contact transmission EXCEPT.
A. Handshake with sick person
B. Influenza
C. Kissing
D. Sleeping with lice
23. The following are the example of diseases of the vector-borne transmission EXCEPT.
A. Dengue
B. Hepatitis A
C. Japanese encephalitis
D. Malaria
24. The most common of dermatological complaints.
A. Acne
B. Jock itch
C. Ringworms
D. Warts
25. When the person is sick, the first stage of infection is ______.
A. Convalescence stage
B. Illness stage
C. Incubation stage
D. Prodromal stage
105
26. A level of preventing diseases that includes getting immunize, eating healthy diet and getting
enough sleep.
A. Environmental Factor
B. Primary Prevention
C. Secondary Prevention
D. Tertiary Prevention
27. A level of preventing diseases those focus on rehabilitating a sick person to prevent long term
complications.
28. A level of preventing disease that includes prompt diagnosis and treatment.
29. The factor that influences disease transmission like poor sanitation of facilities.
C. Socio – Economic Factor
30. The factor that influences diseases transmission like washing of hands in one basin before
eating as a sign of unity.
C. Socio – Economic Factor
106
107
108
109
110
111
112
113
114
115
116
117
118

15 15
Student #1 5 12
Student #2 8 10
Student #3 9 14
Student #4 5 11
Student #5 8 10
Student #6 7 9
Student #7 10 15
Student #8 12 13
Student #9 5 11
Student #10 7 10
Student #11 9 11
Student #12 11 14
Student #13 5 8
Student #14 8 11
Student #15 9 14
Student #16 6 10
Student #17 10 15
Student #18 7 9
Student #19 4 7
Student #20 6 12
Student #21 9 10
Student #22 8 13
Student #23 11 14
Student #24 5 9
Student #25 8 10
Student #26 10 12
Student #27 8 10
Student #28 11 14
Student #29 9 13
Student #30 10 12
Student #31 6 9
Student #32 8 10
Student #33 5 8
Student #34 4 10
Student #35 10 13
Student #36 7 10
Student #37 8 13
Student #38 7 11
Student #39 5 10
Student #40 6 12
Student #41 5 11
Student #42 9 11
Student #43 4 8
Student #44 8 12
Student #45 6 12
Student #46 9 11
Student #47 10 14
119

Total Items 15 15
Student #1 9 12
Student #2 10 13
Student #3 9 12
Student #4 8 13
Student #5 6 12
Student #6 8 11
Student #7 9 14
Student #8 11 15
Student #9 7 13
Student #10 5 12
Student #11 9 11
Student #12 12 15
Student #13 6 10
Student #14 10 12
Student #15 7 13
Student #16 4 12
Student #17 8 14
Student #18 5 11
Student #19 4 13
Student #20 7 14
Student #21 9 12
Student #22 8 10
Student #23 10 15
Student #24 7 10
Student #25 10 11
Student #26 7 9
Student #27 6 11
Student #28 11 13
Student #29 7 12
Student #30 7 11
Student #31 5 13
Student #32 6 12
Student #33 4 11
Student #34 7 13
Student #35 11 12
Student #36 5 14
Student #37 8 12
Student #38 9 14
Student #39 5 11
Student #40 7 12
Student #41 9 13
Student #42 9 14
Student #43 5 12
Student #44 7 13
Student #45 9 13
Student #46 11 12
Student #47 9 13
120
Task Progression: Its Effect to Student’s Performance in Individual

Sports
An Undergraduate Thesis Presented to

Dumaguete City
In Fulfilment
By
Gaso, Corinne Ann C.

June, 2023
121
TABLE OF CONTENTS
Page
TITLE PAGE 121
LIST OF FIGURES
LIST OF TABLES
APPROVAL SHEET
ABSTRACT
Introduction
Related Literature and Studies

THE PROBLEM
Statement of the Hypothesis
Scope and Limitation of the Study
RESEARCH METHODOLOGY
Research Design
Research Environment
Research Respondents
Research Instrument
Statistical Treatment of Data
Operational Definition of Terms
PRESENTATION, ANALYSIS AND

INTERPRETATIONS OF DATA
SUMMARY OF FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS
REFERENCES
APPENDICES
122
APPROVAL SHEET
This research paper entitled “TASK PROGRESSION: ITS EFFECT TO STUDENTS
PERFORMANCE IN INDIVIDUAL SPORTS”, prepared and submitted by Corinne
Gaso, in partial fulfillment of the requirements for the course Field Study 2: Participation
and Teaching Assistantship, has been examined and is hereby recommended for acceptance
and approval for final oral defense.
REGIDOR CARALE
Research Adviser
PANEL OF EXAMINERS
PASSED.

Member Member
DR. MARICAR FLORES

Chairperson
DR. MARICAR FLORES

Dean
123
ABSTRACT
This action research study investigates the effects of task progression on teaching
individual sports and its impact on learners' performance. The research aims to answer key
questions regarding the level of sports skills before, during, and after implementing the
task progression strategy, the presence of significant differences in learner performance
across these stages, the identification of suitable steps and methods for incorporating task
progression in individual sports, and the improvement of task progression implementation.
To address these questions, an experimental research design will be employed, focusing on
Grade 9 students at Amlan National High School. The research environment will be
established within the school premises, and students will be informed about their
participation and ensure strict adherence to the Data Privacy Act of 2012. Data collection
will be facilitated using the Physical Education Individual Sports Rubric, which will assess
and grade the learners' performance throughout the study. Collaboration with the physical
education teacher of the participating class will prepare and implement the intervention.
The significance of this study comes from its ability to improve physical education
practices by providing valuable insights into the effectiveness of task progression in
teaching individual sports. By understanding the progression from simple to complex tasks,
educators can guide students toward improved sports skill development. The findings of
this research will contribute to existing knowledge and support the advancement of
teaching methodologies in individual sports. The implications of this study aim to provide
valuable insights into the instructional strategies that can enhance students' performance in
individual sports.
Keywords: Task progression, Physical Education, skill performance, individual sports,
Rubric
124
INTRODUCTION
The development of knowledge of student actions and mental processes associated
with achievement has been a key focus of teaching and learning research over the past ten
years. Tasks are created to consecutively and progressively present physical education
topics to students, and more complex understanding and improvements in performance and
knowledge are attained. This is known as "task progression" in physical education.
Effective teaching depends on understanding the content and organizing it into
effective lessons. Task progression is the term applied to this teaching strategy. When
teaching students, a new skill to help them learn, physical educators provide them a
progression of tasks. (Rink, 2002) claims that physical educators "guide the learner from
beginner to more difficult levels, using task progressions with the content."
It is a frequently used and endorsed instructional method in physical education
(Metzler, 2000; Rink, 2002; Siedentop & Tannehill, 2000) to present knowledge to learners
in a simple-to-complex or part-to-whole task progression (French et al., 1991; Hebert,
Landin, & Solmon, 2000; Rink, French, Werner, Lynn, & Mays, 1991).
Task progression can be really helpful to Physical educators for teaching individual
sports since most of the students are not good at sports. The goal of this study is to know
the effectiveness of task progression on the performance of students in individual sports.
125
REVIEW OF LITERATURE
The best method for creating task progression can be difficult for teachers to
establish. (Rink, 1979) defined instructional activities in physical education in terms of
their purpose, and this was an important methodological step since it made it possible to
track and categorize teachers' usage of instructional tasks. If instructional tasks are the
academic work of physical education, then the order or progression of instructional tasks
is the main strategy teachers use to move students closer to the lesson's or instructional
unit's end goals (Hebert, Landin, & Solmon, 2000; Tsuda, Ward, & Goodway, 2018).
According to Rink (1979), the first activity in an educational progression is an informative
task, and any subsequent activities are functionally characterized according to whether the
informative task was expanded upon, improved upon, or employed in a game.
Though educational tasks occasionally are composed of a single informative
activity, as when learners are asked to complete a skill in badminton, they more frequently
take the form of a series of tasks (i.e., a progression). Progressions are intended to move
students closer to the lesson's or instructional unit's end goals (Dervent et al., 2018b; Hebert
et al., 2000; Rink, 1994). Part-to-whole training and simplification are two pedagogical
strategies for instructional task progressions that are used to support and promote learning,
according to Hebert et al. (2000). The majority of the curriculum is supplied through
instructional tasks (Doyle 1983; Rink 1979), and progressive task progression is one of the
most important teaching techniques to ensure better student learning (Hebert, Landin, and
Solmon 2000; Kim et al. 2018; Rink 1979; Rink 1994).
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Figure 1. Conceptual Framework

This figure is the study’s Conceptual Framework which is illustrated through the
schema called Systems Approach composed of the Input, Process, and Output. At the Input
level is the pre-assessment scores of the students which are essential in the data-gathering
procedures and requisites to ascertain the level of the student’s skills/performance in a
particular sport. The pre-assessment, which involves evaluating and assessing the students'
initial sports skills before the implementation of the task progression strategy, the pre-
assessment provides a measurement of the student’s starting point and their proficiency in
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individual sports prior to the intervention. Specifically, it is the first step to identify and
contextualize a particular Task Progression strategy to strengthen or enhance the
skills/performance. Task Progression refers to a teaching strategy that involves
systematically sequencing tasks or activities in the teaching and learning process of
individual sports. Task progression aims to guide students from simpler to more complex
skills and provide a structured progression in their learning.
Integrating Task Progression in the Process, the experimental approach was
utilized to gather relevant data for an in-depth analysis of the strategy. Experimental
method refers to the research design and methodology that the researcher employed to
study the effects of task progression on students' performance. It involves the
implementation of the task progression strategy and the systematic comparison of students'
performance before, during, and after the intervention.
Rubrics, as part of the process, serve as assessment tools to measure, evaluate, and
represent the students' skill performance. The results of skills performance, which represent
the outcomes or findings obtained from the assessment of students’ performance using the
rubrics, indicate changes and levels of improvements in students' skill performance.

The main problem of this research is to know the effects of Task progression in
teaching individual sports. Specifically, it will answer the following questions:
1. What is the level of sports skills of the learners before, during, and after the strategy
is implemented?
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2. Is there a significant difference in the performance of learners before, during, and
after the strategy is implemented?
3. What are the most suitable steps and methods for incorporating task progression in
individual sports?
4. How can we improve the implementation of the Task Progression?
Hypothesis
Null Hypotheses:
There is no significant difference in the performance of learners before,
during, and after the strategy is implemented.
Alternative Hypotheses:
There is a significant difference in the performance of learners before,
during, and after the strategy is implemented.
This study is noteworthy for the following:
To Physical Education Teachers. This study will help provide information about
task progression and its effect on students’ performance in teaching individual sports. It
will serve as a significant input in teaching individual sports from simple to the most
complex competencies to the learners through the use of task progression.
To Future Researcher. The findings of the study will serve as a guide to future
researchers to conduct an in-depth study considering the wider scope of the research
environment.
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Scope of the Study
This study focused on determining the effect of students’ performance in individual
sports with the integration of task progression in teaching individual sports. There are 3
variables manipulated in the study. The pre-assessment (before) results, the formative
assessment (during) results, and the post-assessment (after) results of the skills and
performances of students. The pre-assessment results served as the basis of contextualizing
task progression strategies that will enhance the skills/performance of the students in
Physical Education classes.
The respondents were the Grade 9- Del Pilar students at Amlan National High
School. Findings, conclusions, and recommendations best represents this group of
respondents.
Research Design
The researcher utilized an experimental method of research. This method attempts
to determine the impact of task progression on the performance of the learners in
individual sports.
The research was conducted at Amlan National High School wherein the Grade 9
– Del Pilar students participated in this study. Amlan National High School is a public
school under the Department of Education. Students were mostly residing in the
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neighboring barangays of Amlan and the majority belonged to a middle-class family with
an average or below family income.
Research Instrument and Procedure
Through a letter, the researcher informed the Amlan National High School
principal's office of the student’s participation in the data collection and requested
permission. Students' parental and student consents specify that the Data Privacy Act of
2012 will be strictly adhered to and that the participation and data collected for the study
will be treated with the utmost confidentiality. The researcher also collaborated with the
physical education teacher of the participating class for the preparation and implementation
of the intervention.
This researcher employed the Physical Education Individual Sports Rubric as the
data-gathering instrument. The researcher gathered data with the use of the PE individual
sports rubric to represent the individual performance of the learners.
Operational Definition of Terms
The following terms are defined operationally for a clearer understanding of the study
Task Progression. It is a strategy that helps teachers to facilitate learners from a
beginner level of task to more difficult levels. It is contextualized based on the pre-
assessment results.
Before- a pre-assessment strategy or a Diagnostic Test utilized by the Physical
education teachers to recognize the prior knowledge and skills of the students relevant to
the sports discussed/presented.
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During- a formative assessment strategy utilized by the Physical education
teachers to rate the present knowledge and skills elicited by the students while integrating
task progression strategies relevant to the topic sports discussed/presented.
After- a post-test or summative assessment strategy utilized by the Physical
education teachers to assess the overall performance acquired by the students after the
integration of Task Progression strategies.
Individual Sports- Sports are played alone and are also referred to as "solo
sports." In this research, it is the main variable or subject matter for the researcher to gather
diagnostic (before), formative (during), and summative (after) performances of students.
PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter encompasses the presentation, analysis, and interpretation of the data
to answer the research questions of this study. The presentation of the findings is arranged
according to the order of the study’s Research Instrument. The data are summarized in
table format and interpreted according to the statistical tools and the rubrics used.
Performance of Students Before the Implementation of Strategy
Table 1.1.1 Performance of Students Before the Integration of Task Progression

Strategies Based on Application of Skills Rubrics
Frequency Percent
Valid 4 11 37.9
6 11 37.9
8 3 10.3
10 4 13.8
Total 29 100.0
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Legend:
Application of Skills Scale
The student demonstrates proper skills with few observable errors 10
The student demonstrates a few skills in a game 8
Students demonstrate ineffective and inconsistent skills 6
The student demonstrates little or no skills 4
Students do not Participate 2
Table 1.1.1 shows the level of the students on the application of skills before the
integration of task progression strategies. There were 11 (37.90%) who were under the
scale of 4 who demonstrated little or no skills, 11 (37.90%) who were under the scale of 6
who can only demonstrate ineffective and inconsistent skills, 3 (1.30%) who were under
the scale of 8 who can demonstrate a few skills in a game, and 4 (13.80%) who were under
the scale of 10 who can demonstrate proper skills with few observable errors. This
indicates that the majority of students are only able to show limited, inconsistent, and
ineffective skill sets.

Strategies Based on Application of Strategy Rubrics
Frequency Percent
Valid 2 16 55.2
6 7 24.1
8 5 17.2
10 1 3.4
Total 29 100.0
Legend:
Application of Strategy Scale
The student demonstrates play and transitions from offense to 10
defense smoothly
The student demonstrates play but transition from offense to 8
defense is slower and less decisive
Student demonstrates little or no strategy in movement from 6
offense to defense
The student does not assist in either scoring or defending 4
Student goes out of his/her way to let opponent score 2
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Table 1.1.2 shows the level of the students on the application of strategy before the
integration of task progression strategies. There is 1 (3.40%) who is under the scale of 2
who goes out of his/her way to let opponent score, 6 (20.70%) who were under the scale
of 4 who does not assist in either scoring or defending, 12 (41.40%) who were under the
scale of 6 who demonstrated little or no strategy in movement from offense to defense, 8
(27.60%) who were under the scale of 8 who demonstrated play but transition from offense
to defense is slower and less decisive, 2 (6.90%) who were under the scale of 10 who
demonstrated play and transitions from offense to defense smoothly. This indicates that the
majority of students are only able to show little or no strategy in movement from offense
to defense.
Frequency Percent
Valid 2 1 3.4
4 6 20.7
6 12 41.4
8 8 27.6
10 2 6.9
Total 29 100.0
Legend:
Application of Rules and Conventions Scale
The student plays with few or no errors in scoring, 10
terminology, etiquette and rules of game
The student applies major rules, but makes minor errors in 8
rules, scoring and/or terminology
The student demonstrates an understanding of general 6
concepts but needs to correctly apply rules.
Relies on others to play and score correctly. Incorrect 4
application of rules, terminology and strategy
Shows no regard to rules and strategies involved to be 2
successful
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Strategies Based on the Application of the Rules and Convention Rubrics
Table 1.1.3 shows the level of the students on the application of rules and
conventions before the integration of task progression strategies. There were 16 (55.20%)
who were under the scale of 2 who showed no regard to rules and strategies involved to be
successful, 7 (24.10%) who were under the scale of 6 who demonstrated an understanding
of general concepts but needs to correctly apply rules, 5 (17.20%) who were under the scale
of 8 who applied major rules, but makes minor errors in rules, scoring, and/or terminology,
1 (3.40%) who is under the scale of 10 who played with few or no errors in scoring,
terminology, etiquette and rules of game. This indicates that the majority of students are
only able to show no regard for the rules and strategies involved to be successful.
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Strategies Based on the Personal Responsibility and Safety Rubrics
Frequency Percent
Valid 4 2 6.9
6 4 13.8
8 18 62.1
10 5 17.2
Total 29 100.0
Legend:
Personal Responsibility and Safety Scale
Demonstrates appropriate individual behavior. Prevents or 10
resolves conflicts without teacher intervention
Demonstrates appropriate individual behavior while showing 8
respect for others
Maintains self-control but is inconsistent in energy and fair play 6
Lacks self-control. Needs others’ encouragement to play in a safe 4
and energetic manner
Has no empathy for others’ safety or feelings 2
Table 1.1.4 shows the level of the students on personal responsibility and safety
before the integration of task progression strategies. There were 2 (6.90%) who were under
the scale of 4 who lacks self-control and needs others’ encouragement to play in a safe and
energetic manner, 4 (13.80%) who were under the scale of 6 who maintained self-control
but is inconsistent in energy and fair play, 18 (62.10%) who were under the scale of 8 who
demonstrated appropriate individual behavior while showing respect for others, and 5
(17.20%) who were under the scale of 10 who demonstrated appropriate individual
behavior and prevents or resolves conflicts without teacher intervention. This indicates that
the majority of students are only able to show appropriate individual behavior while
showing respect for others.
Performance of Students During the Implementation of Strategy
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Table 1.2.1 Performance of Students During the Integration of Task Progression

Frequency Percent
Valid 4 3 10.3
6 12 41.4
8 5 17.2
10 9 31.0
Total 29 100.0
Legend:
Table 1.2.1 shows the level of the students on the application of skills during the
integration of task progression strategies. There were 3 (10.30%) who were under the scale
of 4 who demonstrated little or no skills, 12 (41.40%) who were under the scale of 6 who
can only demonstrate ineffective and inconsistent skills, 5 (17.20%) who were under the
scale of 8 who can demonstrate a few skills in a game, and 9 (31.00%) who were under the
scale of 10 who can demonstrate proper skills with few observable errors. This indicates
that the majority of students are able to demonstrate ineffective and inconsistent skills.
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Strategies Based on the Application of Strategy Rubrics
Frequency Percent
Valid 4 2 6.9
6 14 48.3
8 8 27.6
10 5 17.2
Total 29 100.0
Legend:
defense smoothly
offense to defense
Table 1.2.2 shows the level of the students on the application of strategy during the
of 4 who does not assist in either scoring or defending, 14 (48.30%) who were under the
scale of 6 who demonstrated little or no strategy in movement from offense to defense, 8
demonstrated play but transition from offense to defense smoothly. This indicates that the
majority of students are only able to demonstrate little or no strategy in movement from
offense to defense.
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Frequency Percent
Valid 4 3 10.3
6 13 44.8
8 9 31.0
10 4 13.8
Total 29 100.0
Legend:
The student plays with few or no errors in scoring, terminology, 10
etiquette and rules of game
The student applies major rules, but makes minor errors in rules, 8
scoring and/or terminology
The student demonstrates an understanding of general concepts 6
but needs to correctly apply rules.
Relies on others to play and score correctly. Incorrect application 4
of rules, terminology and strategy
Shows no regard to rules and strategies involved to be successful 2
conventions during the integration of task progression strategies. There were 3 (10.30%)
who were under the scale of 4 who relied on others to play and score correctly and incorrect
application of rules, terminology and strategy, 13 (44.80%) who were under the scale of 6
who demonstrated an understanding of general concepts but needs to correctly apply rules,
9 (31.00%) who were under the scale of 8 who applied major rules, but makes minor errors
in rules, scoring, and/or terminology, 4 (13.80%) who were under the scale of 10 who
played with few or no errors in scoring, terminology, etiquette and rules of the game. This
indicates that the majority of students are only able to demonstrate an understanding of
general concepts needed to correctly apply rules.

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Frequency Percent
Valid 6 1 3.4
8 3 10.3
10 25 86.2
Total 29 100.0
Legend:
respect for others
during the integration of task progression strategies. There is 1 (3.40%) who is under the
scale of 6 who maintained self-control but is inconsistent in energy and fair play, 3
(10.30%) who were under the scale of 8 who demonstrated appropriate individual behavior
while showing respect for others, 25 (86.20%) who were under the scale of 10 who
demonstrated appropriate individual behavior and prevents or resolves conflicts without
teacher intervention. This indicates that the majority of students are able to demonstrate
appropriate individual behavior and prevents or resolves conflicts without teacher
intervention.
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Performance of Students After the Implementation of Strategy
Table 1.3.1 Performance of Students After the Integration of Task Progression

Strategies Based on the Application of Skills Rubrics
Frequency Percent
Valid 6 9 31.0
8 7 24.1
10 13 44.8
Total 29 100.0
Legend:
Table 1.3.1 shows the level of the students on the application of skills after the
of 6 who can demonstrate ineffective and inconsistent skills, 7 (24.10%) who were under
the scale of 8 who can demonstrate a few skills in a game, 13 (44.80%) who were under
the scale of 10 who can demonstrate proper skills with few observable errors. This
indicates that the majority of students are now able to demonstrate proper skills with few
observable errors.
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Frequency Percent
Valid 6 5 17.2
8 18 62.1
10 6 20.7
Total 29 100.0
Legend:
defense smoothly
offense to defense
Table 1.3.2 shows the level of the students on the application of strategy after the
of 6 who demonstrated little or no strategy in movement from offense to defense, 18
demonstrated play but transition from offense to defense smoothly. This indicates that the
majority of students are now able to demonstrate play but transition from offense to defense
is slower and less decisive.
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Frequency Percent
Valid 6 4 13.8
8 15 51.7
10 10 34.5
Total 29 100.0
Legend:
The student plays with few or no errors in scoring, terminology, 10
etiquette and rules of game
The student applies major rules, but makes minor errors in rules, 8
scoring and/or terminology
The student demonstrates an understanding of general concepts 6
but needs to correctly apply rules.
Relies on others to play and score correctly. Incorrect application 4
of rules, terminology and strategy
Shows no regard to rules and strategies involved to be successful 2
conventions after the integration of task progression strategies. There were 4 (13.80%) who
were under the scale of 6 who demonstrated an understanding of general concepts but needs
to correctly apply rules, 15 (51.70%) who were under the scale of 8 who applied major
rules, but makes minor errors in rules, scoring, and/or terminology, 10 (13.80%) who were
under the scale of 10 who played with few or no errors in scoring, terminology, etiquette
and rules of game. This indicates that the majority of students are now able to applies major
rules, but makes minor errors in rules, scoring and/or terminology.
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Frequency Percent
Valid 10 29 100.0
Legend:
respect for others
after the integration of task progression strategies. There were 29 (86.20%) who were under
the scale of 10 who demonstrated appropriate individual behavior and prevents or resolves
conflicts without teacher intervention. This indicates that all students are able to
demonstrate appropriate individual behavior and prevents or resolves conflicts without
teacher intervention.
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Table 2. Test of Significant Difference using ANOVA
Anova: Single Factor
SUMMARY
Groups Count Sum Average Variance
pre 29 176.5 6.086207 3.126232
during 29 225.5 7.775862 1.671182
post 29 252 8.689655 0.989532
ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 101.1897 2 50.59483 26.22877 1.41E-09 3.105157
Within Groups 162.0345 84 1.928982
Total 263.2241 86
Table 2 shows the test of significant difference between the scores of students
before the strategy was utilized, during the utilization of the strategy, and scores after
utilizing the task progression strategy. The computed statistics value, F=26.23 and is
greater than the critical value at 3.10, while the computed p-value, p=1.41E-09 and is
significant at a .05 level of significance. This means that there is a significant difference
between the performance of the students before, during, and after integrating the task
progression strategy. More so, there is an increasing progression of scores (Student’s
performance) as the lesson progresses incorporating the TP strategy.
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STEPS AND METHODS FOR INCORPORATING TASK PROGRESSION
IN INDIVIDUAL SPORTS
Step 1. Sequential Skill Development: Break down the skills required in the sport
into a sequence of progressive steps. Start with fundamental skills and
gradually introduce more advanced techniques. Each step should build
upon the skills learned in the previous step. For example, in badminton,
the progression could start with basic forehand and backhand grip, then
progress to serves and strokes.
Step 2. Varied Practice: Provide practice opportunities in different environments
to enhance skill transfer and adaptability. This can include practicing on
different playing surfaces, altering equipment, or modifying game
conditions. For example, in badminton, students who have less
knowledge in playing badminton can play with students who are
knowledgeable or experts in playing badminton to develop their skills.
Step 3. Feedback: Gradually increase the difficulty of tasks to challenge the
student’s skills and push them out of their comfort zone. Provide
feedback and guidance throughout the progression to help the student
improve. This can involve adjusting the speed, intensity, or complexity
of tasks.
An Analysis Towards an Improved Implementation of
Task Progression Strategies
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An Analysis of the Performance of the Students Before TP
Looking into the application of skills before the TP was introduced, most of the
students were under the level of demonstrating a few skills in a game (Scale 8). While
the application of skills was limited only to transitioning offense and defensive
techniques were slow (Scale/Level,8). And in terms of the application of rules and
convention, most of the students were able to apply the rule in a game with minor errors
in accomplishing personal responsibility and safety, most of the students were able to
manifest proper behavior during the game but was limited towards solving conflicts.
An Analysis of the Performance of the Students During TP
Integrating TP during the lesson properly most of the students were still under the
level or scale no. 8 in terms of applying the skills, application of strategies, and
application of rules and conventions. But most of the students were able to increase or
reach the highest level (Scale/level 10) in attaining personal responsibility and safety.
This means that most of the students were able to solve conflicts and was able to maintain
good behavior during the game.
An analysis of the performance of the students After TP
Most of the students after utilization of the TP strategies, are still in level no. 8 in
terms of application of strategies, and in the observation of the standard rules and
regulations of the game. This means that there is a need to provide practical experiences
147
by giving more time, more drills, and more practice to be done by the students in order to
level up individual and group performance with an in-depth application of strategies
coherent with the standard rules.
Step 3. Feedback: Gradually increase the difficulty of tasks to

challenge the student’s skills and push them out of their
comfort zone. Provide feedback and guidance throughout the
progression to help the student improve. This can involve
adjusting the speed, intensity, or complexity of tasks.
As clearly stated in step no. 3 of Task Progression on the gradual increase of the
level of difficulty of the task as we challenge the students to climb the ladder of success, it
is also vital that teachers must identify specific skills that must be repeated a couple of
times as the students master the expected skills.
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Discussion
The results of using task progression indicate improvements in various aspects of
student performance and behavior after the integration of task progression strategies. In
terms of skills application, initially, the majority of students had limited skills, as shown in
Table 1.1.1. However, as indicated by Table 1.2.1 and Table 1.3.1, there was a notable
improvement over time. More students were able to demonstrate proper skills with few
observable errors, indicating progress in their skill development. Regarding strategy
application, Table 1.1.2 revealed that many students faced challenges in effectively
transitioning from offense to defense. However, Tables 1.2.2 and 1.3.2 showed a decrease
in the percentage of students demonstrating ineffective strategies or slower transitions. This
suggests that the integration of task progression strategies contributed to an improvement
in students' understanding and application of strategic concepts. In terms of rules and
conventions, the majority of students initially showed no regard for the rules and strategies
involved, as shown in Table 1.1.3. However, as demonstrated by Tables 1.2.3 and 1.3.3,
there was progress in their understanding and application of rules. More students
demonstrated an understanding of general concepts and applied major rules, although some
minor errors still persisted. This indicates an overall improvement in students' adherence
to rules, scoring, terminology, etiquette, and the rules of the game. Regarding personal
responsibility and safety, Table 1.1.4 showed that the majority of students initially
demonstrated appropriate behavior while showing respect for others. However, Tables
1.2.4 and 1.3.4 indicated significant progress over time. More students were able to prevent
or resolve conflicts without teacher intervention, showcasing an improvement in their
149
personal responsibility and safety skills. Overall, the integration of task progression
strategies had a positive impact on various aspects of student performance and behavior.
There were improvements in skills application, strategy application, understanding and
application of rules, as well as personal responsibility and safety. If instructional tasks are
the academic work of physical education, then the order or progression of instructional
tasks is the main strategy teachers use to move students closer to the lesson's or
instructional unit's end goals (Hebert, Landin, & Solmon, 2000; Tsuda, Ward, & Goodway,
2018). These findings suggest that the implemented strategies contributed to students'
growth and development in the context of badminton. And to improve task progression
strategies, it is vital that teachers must identify specific skills that must be repeated for a
couple of times as the students masters the expected skills.
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SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents a summary of the findings, conclusions, and
recommendations of the study. The findings were presented to generate conclusions and
other relevant recommendations.
SUMMARY OF FINDINGS
After a careful and thorough analysis and perusal of the data gathered, the
following significant findings were drawn:
Performance of Students Before the Implementation of Strategy
There were 11 (37.90%) who were under the scale of 4 who demonstrated little or
no skills, 11 (37.90%) who were under the scale of 6 who can only demonstrate ineffective
and inconsistent skills, 3 (1.30%) who were under the scale of 8 who can demonstrate a
few skills in a game, and 4 (13.80%) who were under the scale of 10 who can demonstrate
proper skills with few observable errors.
There is 1 (3.40%) who is under the scale of 2 who goes out of his/her way to let
the opponent score, 6 (20.70%) who were under the scale of 4 who does not assist in either
scoring or defending, 12 (41.40%) who were under the scale of 6 who demonstrated little
or no strategy in movement from offense to defense, 8 (27.60%) who were under the scale
151
of 8 who demonstrated play but transition from offense to defense is slower and less
decisive, 2 (6.90%) who were under the scale of 10 who demonstrated play and transitions
from offense to defense smoothly.
There were 16 (55.20%) who were under the scale of 2 who showed no regard to
rules and strategies involved to be successful, 7 (24.10%) who were under the scale of 6
who demonstrated an understanding of general concepts but needs to correctly apply rules,
5 (17.20%) who were under the scale of 8 who applied major rules, but makes minor errors
in rules, scoring, and/or terminology, 1 (3.40%) who is under the scale of 10 who played
with few or no errors in scoring, terminology, etiquette and rules of game.
There were 2 (6.90%) who were under the scale of 4 who lacks self-control and
needs others’ encouragement to play in a safe and energetic manner, 4 (13.80%) who were
under the scale of 6 who maintained self-control but is inconsistent in energy and fair play,
18 (62.10%) who were under the scale of 8 who demonstrated appropriate individual
behavior while showing respect for others, and 5 (17.20%) who were under the scale of 10
who demonstrated appropriate individual behavior and prevents or resolves conflicts
without teacher intervention.
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Performance of Students During the Implementation of Strategy
no skills, 12 (41.40%) who were under the scale of 6 who can only demonstrate
ineffective and inconsistent skills, 5 (17.20%) who were under the scale of 8 who can
demonstrate a few skills in a game, and 9 (31.00%) who were under the scale of 10 who
can demonstrate proper skills with few observable errors.
There were 2 (6.90%) who were under the scale of 4 who does not assist in either
scoring or defending, 14 (48.30%) who were under the scale of 6 who demonstrated little
or no strategy in movement from offense to defense, 8 (27.60%) who were under the
scale of 8 who demonstrated play but transition from offense to defense is slower and less
decisive, 5 (17.20%) who were under the scale of 10 who demonstrated play but
transition from offense to defense smoothly.
There were 3 (10.30%) who were under the scale of 4 who relied on others to play
and score correctly and incorrect application of rules, terminology and strategy, 13
(44.80%) who were under the scale of 6 who demonstrated an understanding of general
153
concepts but needs to correctly apply rules, 9 (31.00%) who were under the scale of 8
who applied major rules, but makes minor errors in rules, scoring, and/or terminology, 4
(13.80%) who were under the scale of 10 who played with few or no errors in scoring,
terminology, etiquette and rules of the game.
There is 1 (3.40%) who is under the scale of 6 who maintained self-control but is
inconsistent in energy and fair play, 3 (10.30%) who were under the scale of 8 who
demonstrated appropriate individual behavior while showing respect for others, 25
(86.20%) who were under the scale of 10 who demonstrated appropriate individual
behavior and prevents or resolves conflicts without teacher intervention.
Performance of Students After the Implementation of Strategy
There were 9 (31.00%) who were under the scale of 6 who can demonstrate
ineffective and inconsistent skills, 7 (24.10%) who were under the scale of 8 who can
demonstrate a few skills in a game, 13 (44.80%) who were under the scale of 10 who can
demonstrate proper skills with few observable errors.
154
no strategy in movement from offense to defense, 18 (62.10%) who were under the scale
of 8 who demonstrated play but the transition from offense to defense slower and less
decisive, 6 (20.70%) who were under the scale of 10 who demonstrated play but the
transition from offense to defense smoothly.
There were 4 (13.80%) who were under the scale of 6 who demonstrated an
understanding of general concepts but needs to correctly apply rules, 15 (51.70%) who
were under the scale of 8 who applied major rules, but makes minor errors in rules,
scoring, and/or terminology, 10 (13.80%) who were under the scale of 10 who played
with few or no errors in scoring, terminology, etiquette and rules of the game.
There were 29 (86.20%) who were under a scale of 10 who demonstrated
appropriate individual behavior and prevents or resolved conflicts without teacher
intervention.
Table 2. Test of significant difference between the scores of students before the strategy
was utilized, during the utilization of the strategy, and scores after utilizing the task
progression strategy. The computed statistics value, F=26.23 and is greater than the
critical value at 3.10, while the computed p-value, p=1.41E-09 and is significant at a .05
level of significance.
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Conclusion
The following conclusions were drawn based on the findings of the study:
The findings of the study highlight the positive effects of task progression on
students' performance in individual sports. The integration of task progression strategies
led to improvements in multiple areas, including skills application, strategy application,
application of rules, and personal responsibility and safety. The integration of task
progression strategies had a positive impact on various aspects of student performance
and behavior in individual sports. The study highlights the effectiveness of task
progression in enhancing students' skills, application of strategy, application of rules, and
personal responsibility. These findings emphasize the importance of incorporating task
progression strategies in physical education programs to optimize student learning and
performance in individual sports. As we allow more time and more practice for the
students to master the expected skills.
156
Recommendations
1. It is vital that teachers must identify specific skills that must be repeated a couple of
times as the students master the expected skills.
2. Provide professional development for physical education teachers. To ensure the
effective implementation of task progression strategies, it is important to offer professional
development opportunities for physical education teachers. Training sessions or workshops
can help teachers develop a deeper understanding of task progression and how to
incorporate it into their teaching practices. This will enable them to effectively guide
students through the learning process in individual sports.
3. Expand the study to other grade levels. While the study focused on Grade 9 students at
Amlan National High School, it may consider expanding the research to include students
from different grade levels. This will provide a broader understanding of the effects of task
progression on students' performance in individual sports across different environments
and age groups.
157
References
Dervent et al., (2018) b; Hebert et al., (2000); Rink, (1994). Instructional Progression and
the Role of Working Models in Physical Education and Doyle (1983); Rink (1979).
A national analysis of the content knowledge of Turkish physical education teacher
education students. Retrieved from (PDF) The Impact of Task Progressions on
Students’ Practice Quality and Task-Related Thoughts (researchgate.net)
Hebert, Landin, & Solmon, (2000); Tsuda, Ward, & Goodway, (2018). Examining
Common and Specialized Soccer Content Knowledge and Demographic Variables
of Chinese Physical Education Teachers . Retrieved from (PDF) The Impact of
Task Progressions on Students’ Practice Quality and Task-Related Thoughts
(researchgate.net)
Metzler, M.W. (2000). Instructional models for physical education. Boston: Allyn &
Bacon. Retrieved from
https://spectrumofteachingstyles.org/assets/files/articles/Byra_2004_Applying_a_
Task_Progression_to_the_Reciprocal_Style.pdf
Rink, J.E. (2002). Teaching physical education for learning (4th ed.). Boston: McGraw-
Hill.
Retrieved from
https://spectrumofteachingstyles.org/assets/files/articles/Byra_2004_Applying_a_
Task_Progression_to_the_Reciprocal_Style.pdf
158
Appendices
159
Appendix A
Approved Transmittal Letter
160
161
162
Appendix B
Physical Education Individual Sports Rubric
(pe rubric.pdf (mcfarland.k12.wi.us)
163
Appendix C
Action Plan
164
Appendix D
Scores of Students in Pre-assessment
(Before integrating TPS)
DIAGNOSTIC ASSESSMENT
Students Average
appli. Of skills Appli. Of Strategy Appli. Of Rules & Con. Personal/Respn.
1 6 6 6 8 6.50
2 4 6 2 8 5.00
3 4 4 2 4 3.50
4 6 4 2 8 5.00
5 4 4 2 8 4.50
6 4 2 2 8 4.00
7 8 8 6 8 7.50
8 8 8 6 6 7.00
9 10 8 8 10 9.00
10 10 10 10 10 10.00
11 4 6 6 8 6.00
12 4 6 2 8 5.00
13 4 6 2 8 5.00
14 10 8 8 10 9.00
15 6 8 8 6 7.00
16 10 10 8 10 9.50
17 4 6 2 6 4.50
18 6 6 6 8 6.50
19 6 4 2 8 5.00
20 6 8 6 8 7.00
21 4 4 2 8 4.50
22 4 6 2 8 5.00
23 8 8 8 10 8.50
24 6 6 2 6 5.00
25 6 6 2 8 5.50
26 4 6 2 8 5.00
27 6 8 6 8 7.00
28 6 6 2 4 4.50
29 6 4 2 8 5.00
165
Scores of Students in Formative Assessment

(During the integration of TPS)
FORMATIVE ASSESSENT
Students Average
appli. Of skillsAppli. Of Strategy
Appli. Of Rules & Con.
Personal/Respn.
1 8 8 8 10 8.50
2 6 6 6 10 7.00
3 4 4 6 10 6.00
4 10 8 8 10 9.00
5 6 6 6 10 7.00
6 6 6 6 10 7.00
7 8 8 6 10 8.00
8 10 8 8 8 8.50
9 10 10 10 10 10.00
10 10 10 10 10 10.00
11 10 10 10 10 10.00
12 4 6 4 10 6.00
13 4 4 4 10 5.50
14 10 10 8 10 9.50
15 8 8 8 10 8.50
16 10 10 10 8 9.50
17 6 6 6 10 7.00
18 6 6 6 10 7.00
19 8 8 8 10 8.50
20 10 8 8 10 9.00
21 8 6 8 10 8.00
22 6 6 6 8 6.50
23 10 8 8 6 8.00
24 6 6 6 10 7.00
25 6 6 4 10 6.50
26 6 6 6 10 7.00
27 6 6 6 10 7.00
28 6 6 6 10 7.00
29 6 6 6 10 7.00
166
Scores of Students in Summative Assessment

(After the integration of TPS)
SUMMATIVE ASSESSMENT
Students Average
appli. Of skills Appli. Of Strategy
Appli. Of Rules & Con.
Personal/Respn.
1 10 10 10 10 10.00
2 8 8 8 10 8.50
3 6 6 8 10 7.50
4 10 8 8 10 9.00
5 6 6 6 10 7.00
6 6 6 6 10 7.00
7 10 8 10 10 9.50
8 10 8 8 10 9.00
9 10 10 10 10 10.00
10 10 10 10 10 10.00
11 10 10 10 10 10.00
12 8 8 8 10 8.50
13 6 8 8 10 8.00
14 10 10 10 10 10.00
15 10 8 10 10 9.50
16 10 10 10 10 10.00
17 6 6 6 10 7.00
18 8 8 8 10 8.50
19 8 8 8 10 8.50
20 8 8 10 10 9.00
21 6 8 8 10 8.00
22 8 8 8 10 8.50
23 10 8 8 10 9.00
24 10 8 10 10 9.50
25 6 8 8 10 8.00
26 10 8 8 10 9.00
27 6 8 8 10 8.00
28 8 8 8 10 8.50
29 6 6 6 10 7.00
167
Motivational Videos: Its Impact to Students Performance

in Physical Education Classes

In Fulfilment
by
Saga, Hosannah Nina A.

June 2023
168
TABLE OF CONTENTS
CONTENTS Page no.

TITLE PAGE
TABLE OF CONTENTS
LIST OF FIGURES
LIST OF TABLES
APPROVAL SHEET 168
ABSTRACT 169
Introduction 170
Research Hypothesis 172
Scope and Delimitations of the Study 173
Methodology 175
Research Design 175
Research Environment 175
Research Respondents 175
Statistical Research Instruments 177
Results 178
Discussion 181
Conclusion 183
Recommendation 184
References 185
Appendices 191
B. Questionnaire/ Rubrics/Intervention 195
C. Action Plan 197
D. Other Evidences 199
169
LIST OF FIGURES
1 Conceptual Framework of the Study 174
2 Level of Student’s Academic Performance 178
3 Progress of the Student’s Academic Performance 180
4 Perception of Students to Motivational 181

Videos
170
APPROVAL SHEET
This research paper entitled “NOTIVATIONAL VIDEOS: ITS IMPACT TO
STUDENTS PERFORMANCE IN PHYSICAL EDUCATION CLASSES”, prepared
and submitted by Hosannah Niña A. Saga, in partial fulfillment of the requirements for the
course Field Study 2: Participation and Teaching Assistantship, has been examined and is
hereby recommended for acceptance and approval for final oral defense.
IRISH S. UDTOHAN
Research Adviser
PANEL OF EXAMINERS
PASSED.

Member Member
DR. MARICAR FLORES

Chairperson
DR. MARICAR FLORES

Dean
171
ABSTRACT
Students are accustomed to using digital devices and technologies and enjoy audiovisual
material while learning. This study examines the impact of motivational videos on students'
academic performance in physical education subjects before and after integration and by
measuring student perceptions by giving a survey questionnaire. The researcher utilized a
quasi-experimental one-group research design wherein it is composed of 40 respondents
respectively. The student's level of academic performance pretest and post-test is given to
the Grade 7 Section Orchids students in Amlan National High School. Data were analyzed
using Paired T-Test if there is significant difference before and after the intervention. A
self-made questionnaire was given to the students to determine their perception on
integrating motivational videos. The results showed that there is a significant difference in
the academic performance of students before and after the intervention, T (39) = - 5.57, p
= _____ for the first lesson. Additionally, there is also a significant difference in the
academic performance of students before and after the intervention, T(39) = -7.35, p =
<0.001 for the second lesson. Perception of students showed that they strongly agree that
integrating motivational video in physical education classes has an impact in their
academic performance (grand mean = 4.48, interpreted as strongly agree). Furthermore,
the trends significantly prove the student's performance levels increased. Therefore, the use
of motivational videos has an impact on students' academic performance.
Keywords: Motivatonal Videos, Academic Performance, Technology, Teaching Tool,

Physical Education
172
INTRODUCTION
In the school environment, everyday interactions occur between the teacher, the
student, the approach, and the materials. It is essential to find ways to enhance student's
performance by providing several teaching materials to motivate them to learn. Motivation
means taking action to do something. An individual who does not feel an urge or inspiration
to do anything is considered to be unmotivated. In contrast, a person who makes an effort
for a purpose is considered to be motivated (Ryan & Deci, 2000). Established in 2005,
YouTube is the most popular Internet video-sharing website (Cheng, Dale, & Liu, 2008).
One of the best instances of a video-sharing tool that empowers students in their Education,
encourages classroom debate, and effectively reaches learning objectives both inside and
outside of the classroom is YouTube (Sherer & Shea, 2011).
Technology can improve learning, as demonstrated by several meta-analyses (e.g.,
Means et al., 2010; Schmid et al., 2014) and numerous studies (Allen & Smith, 2012; Kay,
2012; Lloyd & Robertson, 2012; Rackaway, 2012; Hsin & Cigas, 2013; Stockwell et al.,
2015). Videos, in particular, are particularly effective educational tools. Video learning is
changing the world's education system (Vander Ark, 2012). One of the instructional
resources that educators can use to assist their pedagogy is motivational videos
(Ratanothayanon, 2018). This study will transmit an essential concept of improving
understanding and life lessons through student control and multimedia interpretations.
Donkor (2010) compared the effectiveness of video-based and traditional print-based
instructional materials. The investigation showed that video-based instructional materials
173
are pedagogically superior to traditional ones. Donkor asserts that using video-based
educational materials will likely boost students' motivation, interest, and acquisition of
valuable skills. With the use of video-based materials, this project will provide instructors
and students with the option to employ multimedia presentations to strengthen memory.
The ability to inspire, clarify, and assist students in meeting the requirements of video
materials will be taught to instructors, enabling them to help students retain information
more effectively. The use of these tools is increasing, and one reason for this may be that
they give students access to a variety of multimedia components for effective and quick
learning (Siti et al., 2016; Turan et al., 2016; Gündüz, 2017; Kuzu, 2017). The significance
of incorporating motivational videos into educational settings was stressed due to that
study. Even today, there are ongoing disputes on whether and when to use digital
technology in the classroom, what should be covered, how much kids should use them, and
other issues.
Students with access to motivational videos may be more motivated and experience
studying in a more exciting setting. Students would rather watch motivational videos than
read to prepare for classes (Sahin et al., 2015). Movies greatly aided professors' ability to
teach effectively, and videos also provided enjoyment. (Tang & Austin, 2009). According
to Akdemir (2017), the fact that multimedia tools are the focus of many instructors has led
to extensive research on how to make the learning process more successful by including
these resources. Videos, which are widely employed as multimedia tools, are also
174
increasingly being used in Education, according to studies in the literature (Angeli &
Tsaggari, 2016; Yazc & Kültür, 2016).
This study aims to determine the impact of motivational videos on students'
academic performance in physical education classes. Motivational videos are used by
teachers and even by students to help them understand, motivate, compare, and learn new
ideas.
STATEMENT OF THE PROBLEM
This research's main problem is knowing the impact of motivational videos in
teaching Physical Education. Specifically, it will answer the following questions:
1. What is the level of academic performance of students before and after the intervention
towards physical education classes?
2. Is there a significant difference on the level of academic performance of students
towards physical education before and after giving the intervention which is the
motivational videos?
3. Is there a progress of students’ level of academic performance in physical education
class after integrating motivational videos?
RESEARCH HYPOTHESIS
In this study the researcher aims to test the following hypothesis:
Null hypothesis (H0) – There is no significant difference in the utilization of Motivational
Videos to student’s academic performance in Physical Education Classes.
175
Alternative hypothesis (H1) - There is a significant difference in the utilization of
Motivational Videos to student’s academic performance.
SIGNIFICANCE OF THE STUDY
The researcher conducted this study to evaluate the student's level of academic
performance after giving the intervention the motivational videos in physical education
class. Motivational videos are used in the classroom to aid instructions and to increase
students' performance. The study was conducted to measure students' level of academic
performance towards PE lessons by giving a pretest before providing the intervention and
a post-test after the intervention. The student's perception was also measured after giving
the post-test.
SCOPE OF THE STUDY
This study was primarily focused on utilizing motivational videos in physical
education classes. The data were gathered from the 40 Grade 7 - Orchids students at Amlan
National High School who were enrolled in the Academic Year 2022-2023. This study
only measured the impact of students' academic performance after giving the intervention
motivational videos towards physical education classes.
CONCEPTUAL FRAMEWORK
Figure 1 depicts the schematic diagram for the conceptual framework of the study.
The dependent variable is the student's academic performance level through physical
education classes. In contrast, the independent variable is motivational videos used as an
intervention. Survey Questionnaires are also used as a measuring tool to get the perception
of motivational videos in learning. The researcher used a standardized tool, “On the
176
Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation
Scale (SIMS),” by Guay, Frédéric, Vallerand, Robert and Blanchard, Céline, 2010.
However, there were some changes to ensure the alignment of it in the learning
competencies or the needed questions for the respondents. The scores of the post-test will
be differentiated from the scores of the pre-test if there is progress and significant
difference. After gathering all the data, the total findings of the study will be used as
feedback to determine whether or not the proposed intervention has improved the
conceptual comprehension and satisfaction of the participants.
Average
Weighted Mean Pre-test
Motivational Videos Paired T-Test
Average Weighted
Mean
Post-test
Survey
Weighted Mean
Questionnaires
Data Analysis:
Pretest Scores
Post-Test Scores
Survey Questionnaire
Figure 1. Conceptual Framework
177
Research Design
In this study, the researcher conducted an experimental method with a single-group
protest-pretest design (Sugiyuno, 2016). In this approach, the pretest was administered to
the treatment group before the protest was administered. After gathering the tests
perception of the students was measured by survey questionnaires. The independent
variable is motivational videos used as an intervention in physical education classes. The
dependent variable is the student's academic performance level through physical education
classes.
The research study is conducted at Amlan National High School, Amlan, Negros
Oriental. The respondents of the study are the Junior High students of Amlan National
High School, specifically the Grade 7 Section Orchids students who are enrolled in the
school year 2023. This section will participate in the study that will be identified as one
group.
A. Research Instrument Pretest and Post-test Scores: A multiple-choice test was built
to measure academic performance in a particular unit. The test is given in the form of
questions relating to the material being taught to the students. These tests are subjected to
the Table of Specifications (TOS) to ensure their validity. Additionally, teachers with
expertise in MAPEH check the test. They evaluated the exam items' relevance to the topic
178
matter they covered and their appropriateness, thoroughness, and association. The test as a
whole and the Bloom Taxonomy levels to which it is related are used to measure the
complexity index and discrimination index for each item.
B. Students’ Perception on Integrating: To get the appropriate data needed, the
researcher will have a survey questionnaire of 14 items of students' perception towards
motivational videos used in learning. The researcher used a self-made questionnaire that
will be given to the students.
Research Procedure
Through a letter, the researcher requested permission from the School Principal, the
parents, and the Cooperating MAPEH Teacher to inform the student's participation in the
data collection. The Research Adviser and the Student Teaching Supervisor checked and
signed the letter. In addition, parents and students who participated in the study received a
letter of consent stating clearly that the Data Privacy Act of 2012 will be followed with
regard to the data collected. It emphasizes that the information acquired will be treated with
the highest confidence and that it applies to the participating students.
Before the unit discussion, the student's perception was measured by survey
questionnaires. A pretest and post-test in relation to the lesson being taught to students will
be created concurrently by the researcher. Experts in the MAPEH field review the tests
against the Table of Specifications (TOS) to confirm its authenticity.
179
The whole intervention was administered for two (2) Physical Education lessons in
the fourth quarter. For every lesson, the pretest was given by the researcher to the Grade 7
- Orchids students. A discussion of the lesson and the educational video with Motivational
Videos followed it. After, the post-test is administered at the end of the lesson. The data
gathered undergoes statistical treatment. The quantitative data result will be utilized to form
an action plan for improving the integration of Motivational Videos to increase students'
academic performance in physical education subjects.
Statistical Treatment of the Data
After the data was gathered, the data were consolidated and analyzed. Paired T-Test was
used to determine the significant difference of students’ academic performance before
and after the intervention. Jamovi (v. 2. 3.2.1) application was the application used to run
statistical test. Jamovi is a user-friendly, open-source spreadsheet for statistical analysis
that aims to be as easy to use as possible while enabling extremely complex research.
Weighted mean and grand mean were computed for the students’ perception towards
motivational videos. Bar graph is used to illustrate the progress of students’ level of
academic performance for two lessons.
180
RESULTS
The student's academic performance level was measured through average weighted
mean before and after the intervention to the two lessons. The significant difference will
be analyzed through Paired T-Test. To know the student's perception of motivational
videos, there is a standardized questionnaire comprising 14 items.
The result shows in Figure 2 that there is an increase in the post-test scores of the students
after applying the intervention, which is the motivational videos both in lessons 1 and 2. In lesson
1, the pretest average mean score was 11.225; after the intervention, it increased to 12.875 in the
post-test average mean. Also, there is an 11.05 pretest average mean score in lesson 2, and its post-
test average mean increases to 13.175.
Level of Student’s Performance

14
13.175
12.875
13
12 11.225 11.05
11
10
9
Lesson 1 Lesson 2
Pre-test Post-test
Figure 2. Level of Student’s Academic Performance
To examine whether watching a motivational video impacted student quiz scores, a paired
t-test was conducted. The most occurring score of the students in the pre–test was 12, and it resulted
in a difference after applying the intervention, which was 13. A skewness value between -1 and +1
is often regarded as great, while a number between -2 and +2 is generally considered adequate.
Values beyond −2 and +2 are considered indicative of substantial non-normality (Hair et al., 2022,
181
p. 66). In the pretest of the first lesson, the skewness value is negative -0.211, which is considered
excellent and indicates a greater number of larger values (Hair et al., 2022, p. 66). The post–test of
lesson 1 has a negative skewness value of -0.195 which is also considered excellent and indicates
a greater number of larger values (Hair et al., 2022, p. 66). In the pretest of the second lesson, the
skewness value is negative -0.667, which is considered excellent and indicates a greater number of
larger values (Hair et al., 2022, p. 66). The post–test of lesson 1 has a negative skewness value of
-0.658 which is also considered excellent and indicates a greater number of larger values (Hair et
al., 2022, p. 66). T statistics for the first lesson showed that there is a significant difference between
the pre-test and the post-test after the intervention, t (39) = -5.7, p= <0.001. Similarly, for lesson 2,
there is also a significant difference between pre-test and post-test after the intervention t (39) = -
7.35. p= <0.001.
Table 1. Descriptive Pretest and Post-test
LESSON 1 LESSON 2
LESSON 1 LESSON 2
(PRE- (POST-
(POST-TEST) (PRE-TEST)
TEST) TEST )
N 40 40 40 40
Missing 0 0 0 0
Mean 11.2 12.9 11.1 13.2
Median 11.0 13.0 11.0 13.0
Mode 12.0 13.0 12.0 13.0
Standard
0.862 1.30 1.20 1.17
deviation
Variance 0.743 1.70 1.43 1.38
Minimum 10 10 8 10
Maximum 13 15 13 15
Skewness -0.211 -0.195 -0.667 -0.658
182
Mean SE
statistic Df P differen differe
ce nce
PRE-
POST-
TEST -5.57 39.0 <.001 -1.65 < .001
TEST 1
1
PRE-
POST-
TEST -7.35 39.0 < .001 -2.13 0.289
TEST 2
2
It shows in Figure 3 that the performance of students’ shows progress from lesson 1 top
lesson 2. It can be drawn from the bar graphs that scores increased in their post-test from lesson
one to lesson with average scores of 12.875 and 13.175, respectively.
Lesson 1 Pre Test and Lesson 2: Pre Test and

Post Test Scores Post Test Scores
13.175
15 12.875 15 11.05
11.225 10
10 5
PreTest Post Test Pre-test Post-test
Figure 3. Progress of the Student’s Academic Performance
Furthermore, students perceived that integration of motivational videos in physical
education class can impact their academic performance. Survey results showed that the whole class
strongly agree on statements as indicators on the impact of motivational videos in their physical
education lessons, grand mean of 4.48 = strongly agree.
The first 3 items with the highest weighted mean are 2,7 and 8 (4.55, 4.65, and 4.65
respectively). These items describe that students perceived that watching motivational videos
facilitates in making their reflections, analysis and helps them think critically. In addition, they
perceived that it gives them more control and flexibility in their study. Moreover, they also
perceived that watching motivational videos is enjoyable to watch in class.
183
Figure 4. Perception of Students to Motivational Videos
4.475
13 4.475
4.425
11 4.425
4.425
9 4.525
4.65
7 4.625
4.4
5 4.4
4.35
3 4.5
4.55
1 4.45
4.2 4.3 4.4 4.5 4.6 4.7
Strongly disagree 1.00 - 1.80, Disagree 1.81 - 2.60, Neutral 2.61 - 3.40, Agree 3.41 - 4.20, Strongly agree 4.21 - 5.00
DISCUSSION
The results of this action research demonstrate that the use of motivational
videos as an intervention in lessons 1 and 2 positively influenced student
performance. The findings align with previous research that highlights the positive
impact of motivational strategies on student outcomes. The results may not be
generalizable to other populations or settings. As technology plays a bigger role in
Education, it is critical to continually improve our understanding of how it could impair
students' capacity for learning.
The first recorded use of video-based learning as an educational tool to support
classroom instruction dates to the Second World War (Yousef et al., 2014). According to
their comments, behaviors, and attitudes, students understand easier concepts presented by
motivational videos. Using videos for learning was instrumental in professors’ teaching
productiveness and video brought the maximum level of enjoyment (Tang & Austin, 2009).
184
Student views and the results of learning demonstrate how active learning situations based
on motivational videos affect students' cooperation, performance, and engagement,
boosting their drive and imagination. Studies also highlight the opportunity for multiple
views of such videos for better understanding (Nagy, 2018.)
However, the usage of audiovisual and digital learning materials and how they are
incorporated into the learning process is individual to their preferences and expectations.
According to Mishra and Koehler (2006), technology acts as a determinant for improving
quality teaching. In this regard, modern approaches to digital video-based learning
materials for mobile platforms should be investigated to accommodate the preferences and
needs of a mobile-centric generation for mobile learning (Podara et al., 2021).
The use of videos had a positive impact on students’ perception regarding the
improvement of their learning interest, satisfaction and motivation (Bravo, Amante, Simo,
Enache, & Fernandez, 2011). According to reports, video podcasts have the following
advantages: they are entertaining to watch, fulfilling, inspiring, intellectually interesting,
practical, and good for learning (Kay & Kletskin, 2012). To fully capitalize on the benefits
identified in this study, educators should consider carefully selecting and designing
motivational videos that align with the specific learning objectives of PE classes.
Additionally, providing guidance and support to students in effectively utilizing the videos
for reflection, analysis, and critical thinking is crucial. By integrating motivational videos
strategically and ensuring their alignment with curriculum goals, educators can harness
their potential to enhance students' academic performance and overall learning experiences
in PE classes.
185
CONCLUSION
This study aims to examine the impact of motivational videos in students’ academic
performance in Physical Education classes. It can be seen that the pre–test and post-test
scores show a constant improvement during the learning intervention. Nonetheless, the
students’ perception indicates that motivational videos have great potential to increase
students' academic performance in Physical Education classes. As a result, most students
believed watching educational videos improved their academic performance. It is, thus, the
task of higher-education institutions to reflect on this and train future teachers according to
new, evidence-based knowledge. The effectiveness of the Motivational Video is clearly
demonstrated in students' quiz score results as well as the survey questionnaires. It should
be applied in the classroom as a better teaching approach to facilitate learning as well as
students’ academic performance.
186
RECOMMENDATION
The study's results suggested using motivational videos to improve students'
academic performance. The instructional tool is not only limited to physical education
classes but is also useful in other subjects to enhance the student's academic performance.
Motivational videos enhance students' motivation on the subject and also students'
willingness to learn. Some recommendations have been made to make motivational videos
more useful to learners. It is further recommended that videos should be made compatible
with mobile, laptop, and other updated devices. Explain the importance of motivational
videos in the modern digital era, where they are becoming increasingly popular to boost
motivation, self-esteem, and performance. Emphasize the necessity for an empirical study
to examine the impact of motivating movies on performance outcomes and psychological
well-being. For helping students and making educational videos, educators, content
creators, and video makers should keep these recommendations in mind.
187
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193
APPENDICES
194
A. APPROVED TRANSMITTAL LETTERS
195
196
197
B, INTERVENTION USED:
Motivational Video of Lesson 1 https://www.youtube.com/watch?v=c06dTj0v0sM
Motivational Video of Lesson 2
https://www.youtube.com/watch?v=Cg_GW7yhq20&t=91s
198
C. SURVEY QUESTIONNAIRES/RUBRICS
199
ACTION PLAN
200
201
D. OTHER EVIDENCES:
GRADE 7 – UNIT III : MAKING WELL-INFORMED FOOD CHOICES
Table of Specifications
LESSON 1: Eating Practices

LO1. Define nutrition.
LO2. Describe the different examples of macro-nutrients and micro-nutrients.
LO3. Categorize the body‘s sources of energy.
LO4. Analyze the intake of nutrition and nutrients.
LO5. Determine the management of nutrition.
Lesson 2: Nutrition and Physical Performance
LO1. Describe the management of nutrition for better physical performance.
LO2. Differentiate the importance of food intake in physical performance.
LO3. Applying the importance of nutrition to one’s daily living.
LO4. Recognizing the appropriate food intake in physical performance.
LO5. Determine the essentials of food intake in having physical activity
Unit Topic L.O. NO. Remembe Understandin Applyi Analyzi Evaluati Creating
OF ring g ng ng ng
ITEM
S
UNIT III Lesson 1 LO1 3 1-3

LO2 3 4-6
MAKING Eating
WELL- Practices LO3 3 7-9
INFORME LO4 3 10-12
D FOOD
CHOICES LO5 3 13-15
Lesson 2 LO1 3 16-18
Nutrition
LO2 3 19-21
and
Physical LO3 3 22-24
Performa LO4 3 25-27
nce
LO5 3 28-30
Remembering
1. It is defined as the science of the action of food, beverages, and their components in biological systems.
Nutrition C. Macronutrients
Micro nutrients D. Nutrients
2. Is a compound that provides a needed function in the body.
Nutrition C. Physical Education
Nutrients D. Physical Involvement
3. Are the nutrients the body needs in larger amounts.
A. Nutrition C. Macronutrients
B. Micro nutrients D. Nutrients
Understanding
4. Are also important nutrients, but ones the body needs in smaller amounts.
A. Nutrition C. Macronutrients
B. Micro nutrients D. Nutrients
5. Any of a large group of organic compounds that includes sugars, starch, and cellulose, containing hydrogen and oxygen in the same
ratio as water
A. Protein C. Water
B. Carbohydrates D. Lipids
6. A molecule made up of amino acids.
A. Protein C. Water
Applying
7. Is a combination of hydrogen and oxygen. It is the basis for the fluids of the body.
A. Protein C. Water
8. Are fatty compounds that perform a variety of functions in your body.
202
A. Protein C. Water
9. Are organic compounds found in foods and are a necessary part of the biochemical reactions in the body.
A. Protein C. Carbohydrates
B. Nutrients D. Vitamins
Analyzing
10. _________ in food are inorganic compounds that work with other nutrients to ensure the body functions properly.
A. Nutrients C. Carbohydrates
Minerals D. Vitamins
11. The most common minerals in the body are _______ and ___________ both of which are stored in the skeleton and necessary for
the hardening of bones.
A. Carbohydrates and Protein C. Minerals and Vitamins
B. Calcium and Phosphorus D. Nutrients and Nutrition
12. ________ can result in reduced endurance and strength, and heat related illness.
A. Hydration C. Water therapy
B. Dehydration D. Water
Evaluating
13. Potassium, sodium, calcium, phosphorus, magnesium, and chloride are examples of _________.
A. Minerals C. Water
B. Potassium D. Carbohydrates
14. It refers to all movement including during leisure time, for transport to get to and from places, or as part of a person's work..
A. Physical Activity C. Fitness
B. Nutrition D. Physical Education
15. The examples of ______________ are whole-wheat bread, oatmeal, rice, sugary snacks/drinks, and pasta.
A. Protein C. Vitamins
B. Carbohydrates D. Water
Remembering
16. What is the main purpose of you pre-workout meal?
A. To become happy C. To stabilize your blood sugar levels during exercise.
B. To be ready D. To breathe
17. A subset of physical activity that is planned, structured, and repetitive and has as a final or an intermediate objective the
improvement.
A. Physical Education C. Nutrition
B. Exercise D. Nutrients
18. How many glasses of water in a day should a person drink?
A. 8-10 glasses C. 1-5 glasses
B. 5-10 glasses D. 6-10 glasses
Understanding
19. The ideal nutritional strategy during exercise should:
A. Provide sufficient carbohydrate to maintain blood glucose levels and carbohydrate oxidation.
B. Not cause any gastro-intestinal discomfort
C. Provide water and electrolytes to prevent fluid imbalance.
D. All of the above.
20. If you have exercised for less than an hour, plain water is a good choice followed by a carbohydrate-rich snack within 2 hours.I
this statement true?
A. Yes
B. No
21. Many people participate in physical activities and follow an active, healthy lifestyle. Which one of the following is a health reason
for regular participation in physical activities?
A. To make friends C. To be a good role model
B. To have a job and earn money D. To manage stress more effectively
Applying
22. Why is physical fitness important?
A. Improve your brain health. C. Improve your ability to do everyday activities.
B. Help manage weight D. All of the above
23. Which is NOT included in the preparations before doing exercise?
A. Drink plenty of water
B. Wear a dress that is absorbent
C. Find a place where there is enough ventilation
D. Prepare a music that will motivate you to work out
24. Which among the following does not belong to the group?
A. Physical activity helps reduce stress, anxiety, and depression and improve your mood.
B. Physical activity helps you age more gracefully by maintaining your looks and your agility.
C. Physical activity helps with digestion and promotes regular bowel movements.
D. Physical activity can help you become sickly and unhealthy.
Analyzing
203
25. The cool down after exercise is important because it _______.

A. Improves oxygen uptake C. Speeds the removal of lactic acid
B. Regulates breathing D. . Decreases adrenaline
26. Which does NOT belong to the group?
A. Include foods from each group in the pyramid each day.
B. Make sure you include a variety of foods within each group.
C. Aim to include the suggested number of portions from each food group each day.
D. Eat all you can.
Evaluating
27. Which of the following is incorrect about fiber?
A. It is a non-digestible carbohydrate C. It aids in the process of digestion
B. It can lower blood cholesterol level D. None of the above
28. The body uses this to carry nutrients and waste. It also helps joints move smoothly.
A. Fat C. Vitamin
B. Water D. Minerals
29. Which one of the following is a protein source?
A. Banana C. Beans
B. Bagels D. Breakfast Bar
30. Which statement is true about simple carbohydrates?
A. They have little nutritional value C. They are higher in dietary fiber
B. They are rich in protein and minerals D. All of the above
204
205
Grade: 7 Subject: Physical Education

Quarter/Semester: 4 Week No: 2 Day 2-4
I. OBJECTIVES
Content Standard The learner demonstrates understanding of participation and
assessment of physical activity and physical fitness.
Performance Standard
Learning Competencies Assesses regularly the basic nutrition needed for one’s health.
Knowledge Analyze the factors of nutrition in one’s body in take of food.
Skills Determine the management of nutrition.
Attitude Create a food pyramid of your own.
II. CONTENT Making Well-Informed Food Choices
III. LEARNING
RESOURCES
References Physical Education Learning Kit
Other Learning Resources
IV. PROCEDURES
A. Preparatory Activities Prayer
Energizer
Checking of Prior Knowledge
B. Motivation The teacher will give an activity that is related to the topic.
TERMS TO REMEMBER: Rearrange the jumbled letter to form a

word related to Physical Fitness. Do it in your P.E notebook.
1. TUNIRTITON
2. BRCAHYOBOTEAS
3. REITNSNUT
4. TEPROIN
5. NEMIALRS
6. TEWAR
7. MISNTIVA
8. YSPHLSICA DUECTAINO
9. IPIDLS
10. TNOIDYRHA
11. CEREXISE
Answers:
1 NUTRITION
2. CARBOHYDRATES
3. NUTRIENTS
4. PROTEIN
5. MINERALS
6. WATER
7. VITAMINS
8. PHYSICAL EDUCATION
9. LIPIDS
10. HYDRATION
11. EXERCISE
C. Activity The teacher will have an assessment of the topic.
Multiple Choice. Choose the best answer.

Pre Assesment Test
Remembering
1.It is defined as the science of the action of food, beverages, and
their components in biological systems.
A.Nutrition C. Macronutrients
B.Micro nutrients D. Nutrients
2.Is a compound that provides a needed function in the body.
206
A.Nutrition C. Physical Education

B.Nutrients D. Physical
Involvement
3.Are the nutrients the body needs in larger amounts.
Understanding
4.Are also important nutrients, but ones the body needs in smaller
amounts.
5.Any of a large group of organic compounds that includes sugars,
starch, and cellulose, containing hydrogen and oxygen in the same
ratio as water
A.Protein C. Water
B.Carbohydrates D. Lipids
6.A molecule made up of amino acids.
A.Protein C. Water
Applying
7.Is a combination of hydrogen and oxygen. It is the basis for the
fluids of the body.
A.Protein C. Water
8.Are fatty compounds that perform a variety of functions in your
body.
A.Protein C. Water
C.Carbohydrates D. Lipids
9.Are organic compounds found in foods and are a necessary part of
the biochemical reactions in the body.
A.Protein C. Carbohydrates
B.Nutrients D. Vitamins
Analyzing
10._________ in food are inorganic compounds that work with other
nutrients to ensure the body functions properly.
A.Nutrients C. Carbohydrates
B.Minerals D. Vitamins
11.The most common minerals in the body are _______ and
___________ both of which are stored in the skeleton and necessary
for the hardening of bones.
A.Carbohydrates and Protein C. Minerals and Vitamins
B.Calcium and Phosphorus D. Nutrients and Nutrition
12.________ can result in reduced endurance and strength, and heat
related illness.
A.Hydration C. Water therapy
B.Dehydration D. Water
Evaluating
13.Potassium, sodium, calcium, phosphorus, magnesium, and
chloride are examples of _________.
A.Minerals C. Water
B.Potassium D. Carbohydrates
14. It refers to all movement including during leisure time, for
transport to get to and from places, or as part of a person's work..
A.Physical Activity C. Fitness
B.Nutrition D. Physical Education
15.The examples of ______________ are whole-wheat bread,

oatmeal, rice, sugary snacks/drinks, and pasta.
A.Protein C. Vitamins
B.Carbohydrates D. Water
D. Analysis Activity 1: Word Search
The teacher will begin by asking the students:
How are you today? What did you eat today?
207
To begin the activity, the teacher will first explain to the students the
instruction of the activity.
The students will search a word that is related to the lesson that will
be discuss today.
E. Abstraction
WHAT IS NUTRITION?
⚫ Nutrition can be defined as the science of the action of food,
beverages, and their components in biological systems.
⚫ Nutrition is about eating a healthy and balanced diet.
WHAT IS NUTRIENTS?
⚫ Nutrients are the substances found in food which drive biological
activity, and are essential for the human body.
⚫ Is a compound that provides a needed function in the body.
MACRONUTRIENTS
- provide the body with energy, help prevent disease, and allow the
body to function correctly. There are three main types of
macronutrients: proteins, fats, and carbohydrates.
⚫ Carbohydrates – are the body’s primary fuel. They provide
energy for your muscles and the central nervous
system during movement and exercise.
⚫ Protein - It provides structure to the tissue. That includes cell
membranes, organs, muscle, hair, skin, nails, bones,
tendons, ligaments and blood plasma.
⚫ Lipids/Fat - is vital for the body as an energy reserve, for
insulation and protection of your organs, fight
inflammation, and support healthy hormone function, for
absorption and transport of fat-soluble vitamins.
MICRONUTRIENTS
- are substances required by the body in order to facilitate normal
bodily functioning.
⚫ Vitamins - help shore up bones, heal wounds, and bolster your
immune system. They also convert food into
energy, and repair cellular damage.
⚫ Mineral - are essential to build a healthy body. The structural
elements of bones, they regulate many bodily
functions.
Hydration
⚫ Water - Staying well hydrated when playing sports helps you
perform your best. Water is usually the best
choice, but if you are playing sports.
The teacher will present the motivational video.
F. Application Activity Time!!!

In a one whole sheet of paper, create a food pyramid basis on the
food that you eat yesterday. Choose a student that will show his/her
work in class.
208
G. Practical Applications of A vital component of health and development is nutrition. Stronger

Concepts and Skills in immune systems, safer pregnancies and deliveries, a decreased risk
Daily Living of non-communicable diseases (including diabetes and
cardiovascular disease), and longer life spans are all associated with
better nutrition. Kids that are healthy learn better.
H. Generalization A healthy diet throughout life promotes healthy pregnancy outcomes,

supports normal growth, development and ageing, helps to maintain a
healthy body weight, and reduces the risk of chronic disease leading
to overall health and well-being.
I. Evaluation The teacher will have an assessment of the topic.

Multiple Choice. Choose the best answer.
Remembering
1. Are the nutrients the body needs in larger amounts.
2. __________ is defined as the science of the action of food,
beverages, and their components in biological systems.
3. Is a compound that provides a needed function in the body.
A.Nutrition C. Physical Education
B.Nutrients D. Physical
Involvement
Understanding
4. A molecule made up of amino acids.
A.Protein C. Water
5. Are also important nutrients, but ones the body needs in smaller
amounts.
6. Any of a large group of organic compounds that includes sugars,
starch, and cellulose, containing hydrogen and oxygen in the same
ratio as water
A.Protein C. Water
Applying
7. Are organic compounds found in foods and are a necessary part of
the biochemical reactions in the body.
A.Protein C. Carbohydrates
B.Nutrients D. Vitamins
8. Is a combination of hydrogen and oxygen. It is the basis for the
fluids of the body.
A.Protein C. Water
9. Are fatty compounds that perform a variety of functions in your
body.
A.Protein C. Water
C.Carbohydrates D. Lipids
Analyzing
10._________ in food are inorganic compounds that work with other
nutrients to ensure the body functions properly.
A. Nutrients C. Carbohydrates
B. Minerals D. Vitamins
11.The most common minerals in the body are _______ and
___________ both of which are stored in the skeleton and necessary
for the hardening of bones.
A. Carbohydrates and Protein C. Minerals and Vitamins
B. Calcium and Phosphorus D. Nutrients and Nutrition
12. It can result in reduced endurance and strength, and heat related
illness.
A. Hydration C. Water therapy
B. Dehydration D. Water
Evaluating
209
13 .The examples of ______________ are whole-wheat bread,

oatmeal, rice, sugary snacks/drinks, and pasta.
A. Protein C. Vitamins
B. Carbohydrates D. Water
14. Potassium, sodium, calcium, phosphorus, magnesium, and
chloride are examples of _________.
A. Minerals C. Water
B. Potassium D.
Carbohydrates
15. It refers to all movement including during leisure time, for
transport to get to and from places, or as part of a person's work..
A. Physical Activity C. Fitness
B. Nutrition D. Physical Education
16.What is the main purpose of you pre-workout meal?
A.To become happy
B. To stabilize your blood sugar levels during exercise.
C.To be ready
D. To breathe
17.A subset of physical activity that is planned, structured, and
repetitive and has as a final or an intermediate objective the
improvement.
A.Physical Education C. Nutrition
B.Exercise D. Nutrients
18.How many glasses of water in a day should a person drink?
A.8-10 glasses C. 1-5
glasses
B.5-10 glasses D. 6-10
glasses
Understanding
19.The ideal nutritional strategy during exercise should:
A.Provide sufficient carbohydrate to maintain blood glucose levels
and carbohydrate oxidation.
B.Not cause any gastro-intestinal discomfort
C.Provide water and electrolytes to prevent fluid imbalance.
D.All of the above.
20.If you have exercised for less than an hour, plain water is a good
choice followed by a carbohydrate-rich snack within 2 hours.I this
statement true?
A.Yes
B.No
21.Many people participate in physical activities and follow an
active, healthy lifestyle. Which one of the following is a health
reason for regular participation in physical activities?
A.To make friends
B. To be a good role model
C.To have a job and earn money
D. To manage stress more effectively
Applying
22.Why is physical fitness important?
A.Improve your brain health.
B. Improve your ability to do everyday activities.
E. Help manage weight
D. All of the above
23.Which is NOT included in the preparations before doing exercise?
A.Drink plenty of water
B.Wear a dress that is absorbent
C.Find a place where there is enough ventilation
D.Prepare a music that will motivate you to work out
24.Which among the following does not belong to the group?
A.Physical activity helps reduce stress, anxiety, and depression and
improve your mood.
B.Physical activity helps you age more gracefully by maintaining
your looks and your agility.
C.Physical activity helps with digestion and promotes regular bowel
movements.
D.Physical activity can help you become sickly and unhealthy.
Analyzing
210
25.The cool down after exercise is important because it _______.

A.Improves oxygen uptake
B. Speeds the removal of lactic acid
C. Regulates breathing
D. Decreases adrenaline
26.Which does NOT belong to the group?
A.Include foods from each group in the pyramid each day.
B.Make sure you include a variety of foods within each group.
C.Aim to include the suggested number of portions from each food
group each day.
D.Eat all you can.
Evalutaing
27.Which of the following is incorrect about fiber?
A.It is a non digestible carbohydrate
B. It aids in the process of digestion
C.. It can lower blood cholesterol level
D. None of the above
28. The body uses this to carry nutrients and waste. It also helps
joints move smoothly.
A. Fat C. Vitamin
B. Water D. Minerals
29. Which one of the following is a protein source?
A. Banana C. Beans
B. Bagels D. Breakfast Bar
30.Which statement is true about simple carbohydrates?
A.They have little nutritional value
B .They are higher in dietary fiber
C .They are rich in protein and minerals
D. All of the above
J. Additional activities for

application or remediation
(assignment)
V. Remarks
VI. Reflection
211

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COLLEGE OF ARTS, SCIENCES AND EDUCATION

ST. PAUL UNIVERSITY DUMAGUETE

Teaching Hip-Hop Dance Skills in Physical Education Class

An Undergraduate Thesis Presented to:

Calumpang, Carla Gen R.

CONTENTS Page No.

Instruction Method Documentation 31

Figures Description Page

Tables Description Page

This research paper entitled “TEACHING HIP-HOP DANCE SKILLS IN

PHYSICALEDUCATION CLASS USING PEER INSTRUCTION METHOD”,

DR. ROEL JUMAWAN MR. HARLEY PARTOSA

DR. MARICAR FLORES

2: Participation and Teaching Assistantship.

DR. MARICAR FLORES

Keywords: Peer Instruction Method, Hip-hop dance skills, Performance Tasks

becomes the responsibility of teachers to identify strategies that enhance student

performance and foster interest in participating in hip-hop dancing.

Research conducted by Shirazi (2017) highlights the influential role of teachers in

academic performance (Anderman & Sinatra).

Additionally, the principles of Constructivism theory emphasize that learning

wherein students actively participate and engage in learning. Conversely, cooperative

positions, leading to deeper understanding by evaluating, integrating, and building upon

The Peer Instruction Method is a well-established active learning strategy popular

peers, explaining their reasoning and exchanging perspectives. Subsequently, students

class-wide discussion to address the question, often involving student contributions

STATEMENT OF THE PROBLEM

Class using Peer Instruction Method in MAPEH 8.

Specifically, it sought to answer the following questions:

2. Is there a significant difference before implementing the Peer Instruction Method

and after implementing the Peer Instruction Method?

3. Which among the 5 areas in the rubric shows major improvement?

In this study, the researcher aims to test the following hypothesis:

H0 – there is no significant difference in the utilization of the Peer Instruction Method

(PIM) in enhancing students' hip-hop dance skills in physical education.

in enhancing students' hip-hop dance skills in physical education.

SIGNIFICANCE OF THE STUDY

help teachers strengthen their classroom strategies in Physical Education.

SCOPE AND DELIMITATION

The conceptual framework of the study is illustrated in Figure 2. The diagram

utilizing the intervention.

for the researcher to check the progress and effectiveness of PIM.

RESEARCH ENVIRONMENT AND RESPONDENTS

RESEARCH INSTRUMENT AND PROCEDURE

data gathered will be treated in the strictest confidence.

study was conducted upon the implementation of PIM.

To determine the significant difference in the student's scores in performance task

and a user-friendly, open-source spreadsheet that provides a complete suite of analyses,

that students' skill in Hip-hop dancing is higher when PIM is applied.

(Musicality) majorly improved.

learned (Mathias 2014).

performance in physical education.

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with Neurological Involvement. PLoS One 8(2): e55653.

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Sciences (Second Edition), pp 936 – 940

Gillies, R. M. (2016). Cooperative Learning: Review of Research and Practice. Australian

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