PROBLEMS ENCOUNTERED OF PHYSICAL EDUCATION

TEACHERS OF USING BLENDED LEARNING

IN COLEGIO DE SAN FRANCISCO JAVIER
INC., PALOMPON, LEYTE

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A Research Proposal
Presented to
the College of Graduates Studies
of the Palompon Institute of Technology
Palompon Leyte

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In Partial Fulfillment
of the Requirements for the Subject
Methods of Educational Research

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Jay B. Abordo

October 2021
 Chapter I

INTRODUCTION

Background of the Study

The COVID-19, a respiratory disease caused by the SARS-CoV-2 virus,

became a global pandemic in spring 2020, forcing schools all over the world to
change their instructional methods. Moving to an online environment caused
concern for not only educational outcomes (Eyles, Gibbons, & Montebruno, 2020),
but also current and future health outcomes of children, as schools have been
suggested as a place to help children obtain 60 minutes or more of physical activity
(PA; IOM, 2013). (Rundle, Park, Herbstman, Kinsey, & Wang, 2020).
COVID-19 has been linked to lower levels of PA in children and higher rates
of obesity in children, according to preliminary research (An, 2020; Dunton, Do, &
Wang, 2020; Guerrero et al., 2020; Rundle et al., 2020). Increased sedentary
behaviors, a lack of PA chances outside of school hours, and a lack of physical
education (PE) are all highlighted as contributory reasons to the documented
negative health outcomes in these research.
PE is a logical venue to address public health challenges (McKenzie &
Lounsbery, 2014), such as reductions in PA as a result of the pandemic—especially
given PE's present purpose of assisting students in developing "the knowledge,
skills, and confidence to enjoy a lifetime of healthful physical activity" (SHAPE
America [Society of Health and Physical Educators], 2020). PE teachers faced
various obstacles as a result of the pandemic-induced transition to online instruction.
Teachers with little to no training lacked competence in remote PE instruction and
resorted to "trial-and-error" methods in PE, a traditionally marginalized subject
(Richards, Gaudreault, Starck, & Woods, 2018). (Jeong & So, 2020).
Though there has been past research on effective or quality PE instruction
that is aligned with student learning outcomes and promotes standard success
(Rink, 2013), the vast majority of this research focused on in-person PE instruction.
According to research, in-person PE has a different focus or goal than online PE,
with in-person PE primarily focusing on acquiring proficiency in a variety of motor
abilities, whereas online PE's primary focus is on improving health habits and fitness
levels (Goad & Jones, 2017).
The advantages of online PE for students have been noted; nevertheless,
research in this field is sparse, and difficulties such as teacher training, student
accountability, and a lack of a holistic emphasis have been raised (Daum &
Buschner, 2012; Mohnsen, 2012: Williams, 2013). As a result, it's critical that we
understand how online PE developed during the COVID-19 pandemic, and while this
is a situation-specific issue, we need to document it and use it to inform the future of
online PE.
When the COVID-19 pandemic hit the United States, schools were abruptly
closed, and teachers were expected to shift their classes to the internet. We expect
PE teachers to be no different from other subject area teachers in terms of
determining not just how they would convey knowledge in an online format, but also
what elements of their current curriculum could "transfer" to an online setting
(Marshall, Shannon, & Love, 2020). Although no research has been done on the
subject, the authors believe that teachers were thinking about best practices in PE
while juggling what they already knew in a general setting with how to effectively
disseminate in this "new to them" online environment.
While there is a lot of research on good in-person PE instruction, there is still
a lot to learn about remote PE instruction. Many schools have been forced to go
online as a result of the current pandemic, with remote or hybrid instruction likely for
the majority of the 2020–2021 school year. Even after the pandemic has passed, it
appears that some form of remote PE instruction will continue. Speaking with PE
teachers who were forced to "learn on the go" during the pandemic is an important
first step in identifying effective remote instruction methodologies and modalities.
Although the pandemic presents a unique situation, understanding the initial
experiences of teachers in transitioning to a remote learning environment, as well as
identifying the challenges and facilitators to successful remote instruction, will aid
teachers and other PE professionals in designing effective learning experiences in
the future. As a result, the goal of this study was to learn more about PE teachers'
perspectives on implementing PE during the COVID-19 pandemic, as well as their
needs for future teaching experiences.
Statement of the Problem
The main purpose of the study was to determine the Problems Encountered of
Physical Education Teachers of Using Blended Learning in Colegio de San
Francisco Javier Inc., Palompon, Leyte while Teaching Online and Modular During
the COVID – 19 Pandemic. Specifically, this study aimed to answer the following
questions:

1. What are the record of the students evaluation responses in their Physical
Education subjects:
1.1. Paper and Pen Test, and
1.2. Psychomotor Skills?
2. Is there a discernible difference between the students' initial and final
evaluation responses in both evaluation processes?
3. How can the teachers internalize the importance of continued professional
development focusing on the use of technology?
4. What are the factors that affect the teachers’ teaching strategy for the
students’ personal and mental development?
 METHODOLOGY

The school conducted a poll to better understand the requirements of

teachers who use their services in order to begin planning ways to serve teachers
and schools in the coming school year. The survey was created for professional
development (PD) and to gather information to drive resource development because
this is a secondary examination of data. The survey included four open-ended items
that were the subject of this study, in addition to multiple choice questions about
planning for the coming year (Mercier et al., 2021).
The open-ended questions were on instructors' successes, challenges,
professional development, and concerns. "What has been your biggest struggle in a
distance learning environment?" they asked. "In a distance learning environment,
what has been your greatest success?” "What has been your greatest achievement
in a distance learning setting?" "What is your most pressing professional
development need for the coming school year?" and "As you plan and prepare for
the upcoming school year, what is your most pressing concern?" "The survey, which
was created with Google Forms, was sent out. The qualitative data for this study
comes from open-ended survey replies.
Preliminary organizing and planning, deductive and inductive coding,
production of a preliminary codebook, pilot testing of the codebook, final coding
process, and reviewing the codebook and completing themes were all part of the
collaborative qualitative analysis technique. Researchers decided to utilize deductive
coding from the start, which meant that all of the data was associated with the
survey's unique questions. Because the questions were so specific, it made
reasonable to keep the data in these four categories or deductive codes.
Acknowledging the deductive coding, researchers began inductive coding where
they read the data multiple times and developed initial codes within each topic based
on the deductive codes.
Researchers looked at the coded data in two different ways to come up with
the thematic framework. First, the quantity of codes for each category in each
selected coding group was counted and assessed quantitatively. To discover which
codes were the most frequently stated by teachers, a number was calculated for
each code. Themes were developed based on quantitative counts and inductive
coding. Wordle was also utilized to confirm concepts that were developed but not
included in the final article owing to space constraints.
Due to the nature of the de-identified secondary data analysis combined with
the COVID-19 epidemic, typical trustworthiness strategies were impossible to apply.
However, the employment of multiple data analysts is a well-known approach for
increasing trustworthiness (Elo et al., 2014), and during the data coding and theme
analysis process, researchers kept an audit trail and a researcher notebook, in
addition to the rigorous data analysis process. They also looked for negative cases
throughout the data analysis process, including after the final themes had been
determined, to confirm that the themes that emerged were representative of the
data.
The framework's first component, policy and environment, focuses on eight
key guidelines for districts and schools to follow in order to provide appropriate PE
and PA experiences during the school day. Curriculum, the second component,
suggests three guidelines on which to focus for appropriate PE curriculum: (a)
written, sequential, and comprehensive; (b) based on the national standards and
grade-level outcomes; and (c) designed specifically for a school or district and
revisited in a timely manner. The framework's third component is appropriate
instruction, which focuses on four key areas: using appropriate instructional
practices, being evaluated for teacher effectiveness, engaging students in moderate
to vigorous physical activity for at least 50% of class time, and ensuring that all
students are included. Finally, the framework's fourth component is student
evaluation.