RESEARCH

Colegio de San Gabriel Arcangel, Inc.
Founded 1993
City of San Jose del Monte, Bulacan, Philippines
IMPACT OF RECREATIONAL PROGRAMS ON THE PHYSICAL AND

PSYCHOLOGICAL DEVELOPMENT OF GRADE 6 LEARNERS:
BASIS FOR AN ACTION PLAN
An Undergraduate Thesis
Submitted to the Faculty of Colegio de San Gabriel Arcangel, Inc.
In Partial Fulfillment of the Requirements for the

Degree of Bachelor of Elementary Education
Submitted by:
Janrelle Carl O. Gonzales

Jeenah V. Aperucho
Russel D. Gala
Lyra Mae J. Mahinay
Judy Ann Pascua
Frezil Jane F. Raymundo
Jhaymee J. Raymundo
Angel Clair V. Rayos
Heart S. Salonga
Rhylhen Mae M. Solvera
Prof. Bryan Del Rosario

Research Group’s Adviser
Submitted to:
Prof. Bryan Del Rosario

Research Course Facilitator
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TABLE OF CONTENTS
PAGE
Chapter 1: INTRODUCTION, REVIEW OF RELATED LITERATURE,

AND THE PROBLEM
Introduction 1
Review of Related Literature 5
Theoretical Framework 9
Conceptual Framework or Research Paradigm 10
Statement of the Problem 13
Hypothesis 14
Scope and Delimitation of the Study 15
Significance of the Study 16
Definition of Terms 18
Chapter 2: METHODOLOGY
Research Design 21
Research Locale
Respondents of the Study 23
Sampling Design
Instrumentation 24
Validation of the Instrument 26
Data Gathering Procedure
Ethical Considerations 28
Statistical Treatment of the Data
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Chapter 1
INTRODUCTION, REVIEW OF RELATED LITERATURE,
AND THE PROBLEM
This chapter of the paper presents the RRL (Review Related Literature)
and the problem and its setting. It includes the Background of the study,
Theoretical and Conceptual Framework, Statement of the Problem, Hypothesis,
Score and
Delimitation of the Study, Significance of the Study, and Definition of Terms.
Introduction
Recreation is a concept that can meet the needs of people both
cognitively, physically, mentally, and socially. Recreational activities can help
individuals relax, have fun, and socialize with others, which can also improve
their physical and mental health as well as help them build social connections. As
the importance of recreation has increased, it has also become clear how
important it is for people to have more leisure time and to use it effectively (Yayla,
O. et al., 2023). Through recreational activities, a person can get a sense of
happiness, pleasure and satisfaction. These activities are constructive, it does
not simply consume your time, but it also makes better use of it and makes you
more productive. Besides, recreation helps to fully express oneself. Without it, life
would become dull and inefficient. Moreover, engaging in various activities is the
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primary occupation of youngsters, cultivating development and learning while
also providing channels for their natural impulses and obtaining skills essential
later in life. These activities have many benefits for upper primary learners such
as improving their health and well-being, contributing to their empowerment and
promoting their development and growth. It may involve individuals, small groups,
teams or whole class and are relevant to people of all different ages, abilities and
levels of skill. Additionally, the types of recreational activities people participate in
vary greatly depending on local context and tend to reflect the social systems and
interests of Grade 6 learners of Gaya-Gaya Elementary School. Yet, due to the
diversity of learners, we are lacking knowledge if what recreational programs
greatly contributes to them and what activities do not directly affect them.
School is a resource full of recreational options for children to develop
physical activity, cognitive and social habits. It is widely acknowledged as a vital
setting to develop the child’s active participation (Hyndman & Wyver, 2020).
Furthermore, one approach that has gained significant recognition is holistic
development, which focuses on nurturing the whole child—physically, cognitively,
emotionally, and socially. By integrating various learning experiences, holistic
learning fosters a well-rounded foundation for lifelong learning (Atticus, 2023). On
the other hand, recreational activities helped individuals, meaning these greatly
affect individual's physical, social, emotional and cognitive well-being. Overall,
these four are connected with each other. If you are physically fit, you have
confidence in yourself and have a positive outlook on life. It would affect your
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social health as you could interact with other people enabling you to learn and
gather insights or knowledge from them. By knowledge, you can achieve good
performance at school (Devi, 2020). Implementing recreational programs in the
school would play an important role in shaping the learner’s holistic development.
A program that focuses on the recreation could help a person to build life skills
and could provide hands-on experiences. It provides them opportunities to
nurture themselves. Thereby, recreation has a growing place in the curricular
offerings of an institution as well as to the overall growth of the children.
In the Philippines, the aim of the Department of Education is to educate
everyone in any way necessary, for that reason, recreational activities are made
available in schools (Constantino Jr., 2020). Primarily, to ensure that the
development of children occur in an adequate manner, active recreational
activities must be undertaken in contrast to passive ones. These activities,
specifically, co-curricular activities, are aligned with the academic curriculum so
that all learners can develop their knowledge and skills beyond subjects.
Learners, particularly in the upper primary levels, were introduced to varieties of
recreational activities. However, participation when it comes to this kind of
program in school may have a bit of dilemma. It has been determined that
participation in recreational activities has a very important place in human life, it
shows that many students do not participate in recreational activity either at all or
at a sufficient level (Aksoy & Arslan 2019). Even though it seems to be
advantageous, there are still several factors affecting their involvement and
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hinders them to join to such activities. Notably, recreational programs have an
impact in the holistic development of learners. It affects them physically,
emotionally, socially and cognitively. Still, there is lack of knowledge if all these
recreational programs that Gaya-Gaya Elementary School is implementing are
contributing positively to the Grade 6 learners in their school. It is also important
to assess the impact of recreational programs on the overall development of
learners who take part and those who do not, to provide appropriate suggestions
and recommendations necessary for school improvement.
The findings of this study will redound to the benefit of the Gaya-Gaya
Elementary School as this will serve as a guide to enhance the quality of their
education. It will help to further increase and ameliorate the co-curricular activities
held in the school. For that reason, the learners can also develop their overall
wellbeing. On the other hand, the parents will also know the recreational
programs that contribute to the growth of their child. The teachers may also have
a better understanding of how such programs affect the development of the
pupils. They may purposely discover how recreational activities are conducive to
the holistic development of the children. Through the data of this research, the
School Administrators will be able to have a basis for the improvement of the
school as well as a viewpoint in conducting a school improvement plan. Thus, the
researchers will also be benefited from this. It paved the way to create and think
of a more effective programs and services in the near future. For the future
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researchers, this study will be helpful for them, they may use the gathered
information as their related literature.
The purpose of this study is to assess the impacts of Recreational
Programs to the Holistic Development of Grade 6 learners of Gaya-Gaya
Elementary School — if their currently implemented recreational programs have
positive or negative impact. This is very timely because the learners now are
more diverse. Thus, we need to understand if the imposed recreational programs
of the said school contributed them greatly or not. At the stage of this research,
recreational programs will be generally defined as co-curricular activities — these
activities are outside of the school curriculum but complement and supplement it.
This research will help the school head and the teachers to administer more
effective recreational programs.
Review of Related Literature
This section presents the conceptual and research literature and studies
which are thematically presented.
Recreational Programs, Holistic Development their roles and Functions.
Defined by Brown, P. M., Fletcher, L. A., & Taylor, A. S. (2020) Sixth-grade
mindfulness program showed significant improvements in their emotional
regulation and wellbeing. The students were also less likely to experience anxiety
and depression.
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O'Connor (2022) Recreational activities, it is well known that an active
lifestyle is essential for physical and mental health are a key part of achieving
this.
Through recreational activities, students can learn important physical skills,
develop a sense of teamwork, and build their self-confidence.
Davis (2021) Recreation is a healthy alternative to a positive attitude and
provides opportunities for learning and a balanced and productive lifestyle.
Oyoque and Brown (2020) stress the lack of social interaction harming
people’s mental health which obstructs Academic success. Motivation, focus, and
social relationships are significant variables in students’ educational progress
affected by mental distress. While recreational activities can help introduce social
interaction to students, the pandemic limited the curricular and extra-curricular
activities of the students.
Hearth (2022) believes recreational activities can help students feel less
stressed, Anxious, and depressed. A sense of worth, belonging, and attachment
are all fostered by engaging in group recreation.
Ayhan et al. (2018) said it is believed that leisure activities help students
develop positive social behaviors and a high-quality lifestyle, as well as protect
the young population from developing harmful habits. Educating the next
generation to adopt pro-active Behaviors and attitudes is one of the primary goals
of promoting leisure activities based on diversification of motivation, improvement
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of physical fitness, and enhancement of motor skills, all of which are important for
the future of our society.
Lombard & Du Toit (2021). emphasize that playing supports the holistic
development of young children by equipping them with skills to resolve problems,
to communicate and interact with others, to build friendships and relationships
with peers and significant adults, to develop fine and gross motor skills and to
learn the self-regulation skills needed to grow and learn. Holistic development
refers to all areas of development in the young child, such as the moral,
affectionate, physical, intellectual (cognitive), emotional and social development,
as well as language development, to help meet the demands and challenges of
daily life.
Devi (2020), stated that recreational activities helped people, meaning
these greatly affect individual's physical, social, emotional and intellectual
wellbeing. Overall, these 4 connected with each other. If you are physically fit,
you have confidence in yourself and have a positive outlook on life. It would affect
your social health as you could interact with other people enabling you to learn
and gather insights or knowledge from them. By knowledge, you can achieve
good performance at school, good participation with peers due to recreational
activities which are the factors for the development of intellectual health.
Ekinci (2018) Participation of children in recreational activities is a goal
shared by parents, service providers, and organizations involved in children’s
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restoration. According to the researchers, participation defines as involvement in
a life situation.
Khanum, F., Khan, M. A., & Luqman, M. S. (2020) Participation in various
recreational have gained remarkable role around the world and considered as
revolving force contributes to the overall developments and promotion of its
participants. Recreational activities have positive impact in the development of
social attributes of the students. It enhances the learning skill of the college
students. Participation in recreational pursuits develop sense of responsibility as
well as sense of achievement and recognition. Recreational activities help in
learning social skills among the youngsters. Recreation is the basic need of
individual. Hence, an establishment of fully equipped sports and fitness clubs
may be encouraged for maximizing recreational trends youngsters. It is also
found that recreational facilities help in maintaining health standard of humans.
Aksoy Y. & Arslan O. (2019) Recreation, which means relaxing and
pleasant activities that people do voluntarily in their free time, is a concept that
provides the physical and psychological renewal of individuals. In another aspect,
it is an education that helps the individual to express himself / herself creatively
and to gain ideas for the leisure activity that improves his / her personality.
Although it has been determined that participation in recreational activities has a
very important place in human life, it shows that many students do not participate
in recreational physical activity either at all or at a sufficient level. The middle
class is basically defined as the socioeconomic group between the affluent and
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the poor. In a more financially focused definition, the middle class is made up of
those people who have the ability to choose their lifestyle, because they have just
enough resources to do so without compromising their basic needs. In
economics, this socioeconomic class is a crucial benchmark of a country’s
economic standing
Moreover, students who did not participate in any recreational activities
had less difficulty in evaluating their free time than those who participated in
recreational activities. In other words, students who did not engage in any sports
did not encounter the obstacles faced by students participating in sports.
Street G. & James R. (2024) Being physically active: protects against
mental health problems, decreases depression in older adults, reduces the
symptoms of post-natal depression, is as effective as medication for mild to
moderate anxiety and depression, improves self-esteem and cognitive function in
young people, playing sport reduces psychological distress Participation in sport
and recreation activities can reduce stress, anxiety and depression. Participation
in group recreation provides a sense of value, belonging and attachment. Both
men and women can benefit from participating in recreational programs, as they
can improve overall health and well-being, reduce obesity, promote social support
and social networks, and enhance cognitive function.
Watts, S., Goode K., & Levitas J. (2023) Co-curricular activities take place
outside of the classroom yet complement academic classroom curriculum.
Examples of co-curricular activities include: Math Club, Writing Club, Chess Club,
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Band, Science Fair, and Student Council. Co-curricular activities are important for
several reasons. They can enhance a student's academic development and
performance. They can also help a student to build several important life skills in
areas such as leadership, organization, confidence, and socialization.
Rapheal, F. K. (2023) In the fast-paced, technology-driven world we live
in, where screens seem to dominate every aspect of our lives, it's crucial to
recognize the immense value of recreational activities for the cognitive
development of children. These activities not only provide an avenue for physical
exercise and social interaction but also serve as fertile ground for the nurturing
and honing of essential cognitive skills. Engaging in recreational activities can
also foster emotional intelligence and social bonds, as children learn to
communicate, understand the feelings of others, and navigate interpersonal
relationships.
Bjork, C. (2021) Recreational programs can positively affect non-
participants in several ways. First, recreational activities can contribute to the
development of a vibrant community atmosphere, fostering a sense of belonging
and social cohesion. Recreational programs can enhance the overall quality of
life for all community members, regardless of their direct participation.
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Synthesis of the Reviewed Literature and Studies
This collection of foreign and local studies provides information to the
proponents that their proposed study has similarities with other studies which is
widely used. As stated in the Philippines, the aim of the Department of Education
is to educate everyone in any way necessary for that reason, recreational
activities are made available in schools (Constantino Jr.,2020).
The collection of local studies above is related in the area of the
importance in keeping all the records files. It will give assurance that these files
are secured and accessible for the advancement of the Gaya -Gaya Elementary
School. It also guarantees that the Learner’s task will be easier faster and more
efficient for the benefit of the school.
Theoretical and Conceptual Framework
Erik Erikson's theory of psychosocial development is one that backs
holistic development. According to Erikson, there are eight developmental phases
that people go through throughout their lifetimes, and each one has its own
distinct psychosocial crisis. Conflicting wants or desires pertaining to matters like
trust, autonomy, initiative, competence, identity, closeness, generativity, and
integrity must be balanced throughout these crises. Erikson contends that
overcoming these crises effectively promotes psychological development and the
formation of
a cohesive sense of self.
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Holistic development is also consistent with Jean Piaget's idea of cognitive
development. According to Piaget, people build their knowledge and
comprehension through their encounters with the outside world. The
sensorimotor, preoperational, concrete operational, and formal operational
phases of cognitive development are the four phases he identified. Every stage
denotes a distinct degree of cognitive capacity It emphasizes the value of looking
at cognitive development holistically as opposed to concentrating only on certain
cognitive
abilities.
Lev Vygotsky's sociocultural theory of development also places a strong
emphasis on the socio-cultural environment in which people develop. According
to Vygotsky, social contact and cultural influences are important for the
development of cognition. The Zone of Proximal Development (ZPD), which
describes the range
of tasks that people can complete with the help of others, was a notion he
introduced. According to Vygotsky, learning and development happen best when
people work together and have assistance from others who are more
experienced than they are.
These theories, along with others, emphasize the connection between
several facets of development, including physical, cognitive, social, emotional,
and cultural development, which advances our understanding of holistic
development.
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CONCEPTUAL HYPOTHESIS
Based on theories above the researchers believe that students who
frequently participate in recreational activities holistically develop more than
students who do not. Furthermore, [ compare HD, sex, SES, etc.]
Conceptual Framework
This research works on the concept that the respondents of recreational
programs (Grade 6 learners) influence the respondents of holistic development
(Grade 6 learners). The recreational programs are supported by the studies of
Smith, M. B., Smith, A. M., and Smith, T. M. (2021), Brown, P. M., Fletcher, L. A.,
& Taylor, A. S. (2020), O'Connor (2022), Davis (2021), Hearth (2022), Mehlhaff
(2019), Ayhan et al. (2018) Holistic Development was established by Lombard &
Du Toit (82021) and Devi (2020). As recreational programs influence holistic
development.
The research aims to serve as the basis for an action plan resulting in the
impact of recreational programs on the holistic development of Grade 6 students.
Sports, leisure, and recreation activities play a significant role in
communities, just like culture and the arts do. Their numerous advantages
include enhancing people's health and well-being, assisting in their
empowerment, and encouraging the growth of inclusive communities. Sports,
recreation, and leisure activities can involve individuals, small groups, teams, or
entire communities and are appropriate for people of various ages, skill levels,
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and capacities. People engage in a wide range of recreational, leisure, and
sporting activities, which often reflect local social structures and cultural values.
Recreation, leisure, and sports activities may be one of the few
possibilities for people with disabilities to participate in communal life outside of
their close family. The ability to take part in these activities. People with
disabilities, like those who participate in culture and art, can choose to participate
actively (as players of a basketball team) or passively (as spectators at a football
game).
States Parties shall take appropriate measures to a) encourage and
promote the full participation of persons with disabilities in mainstream sporting
activities at all levels; b) have an opportunity to organize, develop, and participate
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Figure 1: Conceptual Paradigm of the Study
Figure 1: shows the conceptual model of the study on the physical and
psychological development of Grade 6 Learners.
The first frame presents the input of the study that includes profile of the
respondents such as Gender, Socio – Economic Status, Participation in RP
(Recreational Programs).
The second frame presents the process of the study that involves
assessment of the physical and psychological development of Grade 6 Learners
Basis from an action plan through qualitative and quantitative approach.
Interviews, surveys and 4point likert – scale.
The third frame presents the output of the study which includes the
assessed the physical and psychological development of Grade 6 learners with
the Programs and Proposed Action Plan and Developmental Aspects with the
Social, Emotional, Physical and Cognitive.
Statement of the Problem
This study aims to assess the Impact of Recreational Program on the
Holistic Development of Grade 6 Learners: Basis for an Action Plan.
Specifically, it sought to answer the following questions.
1. What is the demographic profile of the student-respondents in terms of:
1.1 Sex
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1.2 SES: Socio Economic Status,
1.3 Participation to Recreational Program,
2. What is the level of Development of the students-respondents in terms of:
2.1 Physical,
2.2 Social,
2.3 Emotional, and
2.4 Cognitive?
3. Is there a significant difference in the level of development of the student -
respondents when they are grouped according to their profile variables?
4. What School Action Plan can be created based on the findings?
Hypothesis
This study tested the null hypotheses that follow:
There is no significant difference in the level of development of the

students-
respondents when they are grouped according to their profile variables.
Scope and Delimitation of the Study
This study is entitled "Assessing the Impact of Recreational Program on
the Holistic Development of Grade 6 Learners: Basis for an Action Plan. "It
focuses on the impact of recreational activities on children's physical, Social,
emotional, and cognitive health. Moreover, it aims to know the similarities and
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differences between the learners who participate in such programs and those
who do not participate.
The purpose of this research is to propose solutions and recommendations for
the betterment of the school.
Furthermore, the study limits its coverage to Grade 6 pupils wherein
instructors, school principals, other students from different blocks and grades,
and even the school's teaching and non-teaching staff are not included as
respondents.
The students' records in their schools are not integrated or included; instead,
percentages are based on the result of the survey questionnaire. On the other
hand, the demographic profile of the respondents is included, as well as their
development in terms of physical, social, emotional, and cognitive aspects
brought about by recreational activities. The levels of development according to
sex and any aspects are also involved.
Significance of the Study
This present study was significant to the grade 6 learners, parents,
teachers, school administrators, school, researchers and future researchers.
Learners. This study will benefit the primary learners or future learners
that they are the recipients of whatever the improvement of the said recreational
programs of the school. Improving or additional activities in the school can help
the overall well-being of the child.
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Parents. Through this study the parents will know the impact of
Recreational Programs on the overall growth of their child. As the parents seek
self-assurance that their children are given a good quality of education that could
help to discover and develop their child's own unique skills and abilities.
Teachers. This study will be beneficial to the teachers, specifically, to the
Elementary teachers, the stated data will help them to have a better
understanding about the impacts of Recreational Programs to the growth of their
pupils. Through this, teachers may also come up with some ideas that could help
them and can utilize more techniques of teaching strategies. Teachers may
purposely discover how recreational activities are conducive to the holistic
development of the learners.
School Administrators. The result of this study may provide a basis in
school improvement and perspective of the school administrator in conducting
school action plans.
Gaya-Gaya Elementary school. It is expected that the results of this
study will serve as a guide in the enhancement and will help to further increase
the co-curricular or extracurricular activities in the school.
Researchers. This study will greatly help the researchers to conduct
research like this, it will allow us to create more effective programs and services
in the future. It can also provide vital insights into how recreational settings
influence human behavior and holistic development.
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Future Researchers. This study may help them as their preferences or
may use the findings as related literature in their future research and that can
increase their understanding of how recreational activities help us mentally and
physically.
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Definition of Terms
To ensure the clarity of the discussion and to derive a clear concept of the
study, the following terms are defined:
Action Plan: An action plan is a document that lists the action steps needed to
achieve project goals and objectives.
Cognitive Development: Refers to mental development because of growth and
experience, in a child’s capacities for thinking, reasoning, and helps
children to easily adapt, learn, adjust, and cope with the challenges.
Demographic Profile: A form of demographic analysis in which information is
gathered about a group to better understand the group's composition or
behaviors for the purpose of providing more relevant services.
Emotional Development: Refers to the ability of a child to express and manage
their feelings and to have empathy for the feelings of others. Recognizing
and managing an effective way can understand why and how they occur.
Holistic Development: Refers to child development and learning recognizes the
connectedness of mind, body and spirit. Holistic development of a child is
an important focus area in early childhood education.
Physical Development: Pertains to the development of children that involves
the development of their physical abilities and skills. Participating in co-
curricular or extra-curricular activities brings a child into contact with new
challenges that affirm or test their self-esteem or can build a healthy body.
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Recreational programs: Refers to all those activities that a child chooses to do
such as co-curricular or extra-curricular activities to improve their bodies
and minds and make their time more interesting, knowledgeable and
enjoyable while doing.
Sex: Refers to the physical differences between people who are male, female, or
intersex.
Social Development: Pertains to the improvement of a child’s learning abilities,
children who have strong social skills tend to be more engaged in the
learning process and can perform better in school. They are also more
confident and better able to work with others, which helps them achieve
their goals more effectively.
Socio Economic Status: Socioeconomic status encompasses education,
income, occupation, living conditions, and resources, influencing an
individual's social class and perceived social standing.
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Chapter 2
METHODOLOGY
This chapter describes the research design, research locale, participants
of the study, instrumentation, data gathering procedures, and data analysis tools.
Research Design
Research Design This study made use of the quantitative descriptive
comparative type of research design. It is quantitative because it intended to
determine the participants' assessment on the impacts of recreational programs
in the Holistic Development.
This research also made use of the descriptive survey method because it
was designed to gather data and relevant information about the existing
conditions of the groups. Also, it is comparative research because it compares
the mean of respondents when they are grouped in a specific category.
Comparative research design involves comparing two groups in order to
explain existing differences between them on some variable or variables of
interest.
Research Locale
The study will be conducted inside the premises of Gaya-Gaya Elementary
School, a public school located in Tungkong Mangga Road, San Jose Del Monte
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Bulacan. Thus, only those Grade 6 learners will be chosen to participate. Gaya-
Gaya Elementary School is one of the schools in San Jose Del Monte Bulacan
which offers Recreational Programs that arouse the abilities and interests of the
learners. It is a perfect location because the researchers will be able to get an
ample amount of relevant information as well as different ideas came from real
experiences of the learners. Moreover, the researchers chose this scope for the
reason that its desirable outcome will also benefit the institution and the learners
in the near future.
Respondents or Participants of the Study
The research study will be conducted in Gaya-Gaya Elementary School.
The study included the Grade 6 learners, teachers, and principal. By collecting
data from a variety of respondents, researchers can gain a comprehensive
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understanding of the impact of the recreational program on the holistic
development of grade 6 learners. The findings of the study can be used to
improve the school action plan.
Sampling Design
A sampling strategy or method in collecting data is a method for a
researcher to obtain a participant, subject, or sample from a population or local.
As it allowed researchers to collect resources that may be assessed to fix the
specific phenomenon of the population or local.
In this study, the researchers used the targeted sampling technique to
specifically select individuals especially from the population of Grade 6
Elementary students in Gaya – Gaya Elementary School. where in non –
recreational participant of the population was also targeted.
Targeted sampling is a non – probability sampling method that has a
unique feature that can provide insights on the research study. The unique
features of this sampling technique are in its goal; (1) concentrate on specific
characteristics of a population that are interested in order to effectively answer
the research phenomenon. This method assures that the sample is relevant and
fair, allowing judgments about the targeted population to be assessed. We use
this targeted sampling technique because we want to assessed not just the
specific participant of the study (Grade 6), but also the non – participant of the
programs, we want to assessed also the difference development between these
students who are the participants and non – participants.
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Instrumentation
The researchers used the following instruments as data gathering tools.
The first is a qualitative interview questionnaire that aims to identify teachers'
perceptions regarding recreational programs conducted within the school campus
of the chosen locale. The second instrument is a survey questionnaire that aims
to identify the levels of active participation of learners in these recreational
programs and how they affect their holistic development, including physical,
social, emotional, and intellectual aspects. In other words, this study utilizes a
mixed method approach, involving both qualitative and quantitative approaches
to gather data.
1. Demographic Profile
Demographics refer to the specific characteristics within a given population and include
such things as age, income level and geographic location. Demographic data can be
collected in several ways, such as focus groups, surveys and polls, census collection
and psychographic research.
2. Questionnaire on Holistic Development
This questionnaire aims to measure the level of satisfaction or agreement
of the respondents on various topics or factors using a 4-point Likert scale.
According to Lillott (2021), 4-point Likert scale prompts respondents to make a
choice that is either positive or negative, without a middle or neutral option. This
technique, combined with follow-up questions, often elicits the best response
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rates and provides actionable insights. Each holistic factor has its own set of
questions to understand the learners' perspectives on the topic.
Social Aspect: Questions based on Yan, Deng, and Ma (2021) literature to
gauge Chinese teachers' opinions on holistic development of students with
special needs in inclusive schools. Students will express agreement or
disagreement with related statements.
Emotional Aspect: Adopted Tjajono and Hamami (2017) questionnaire to
assess emotional effects of recreational programs. Questions focus on children's
coping mechanisms for stress and depression, and how recreational activities
contribute to maintaining a healthy mind.
Physical Aspect: Questions derived from Marasi (2019) literature to
explore how physical activities enhance comprehensive growth. Emphasis on
developing conversational skills and teamwork through team-building exercises.
Students’ express agreement or disagreement with specific statements
addressing conflict resolution.
Cognitive Aspect: Questions aligned with Liad (2021) literature to identify
the significance of recreational programs in schools. Focus on whether
participation in recreational activities enhances learning and creates a new
understanding of diversity. Students’ express agreement or disagreement with
provided statements.
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Validation of the Instrument
The research instrument used in our study is survey. This type of research
allows for a variety of methods to recruit participants, collect data, and utilize
various methods of instrumentation. This kind of survey research used in
quantitative research strategies using a questionnaire with numerically rated
items. The survey questionnaires were designed to seek information in order to
assess the impact of recreational programs on holistic development of grade 6
learners.
Data Gathering Procedure
To obtain the data needed for investigation, the following procedures were
undertaken by the researchers.
1. The researcher obtained clearance from the research facilitator and
adviser to check and clarify the title of the research.
2. The researcher obtained endorsement from the research adviser and the
director of CPRI for data gathering.
3. The researcher obtain clearance from Gaya-gaya Elementary School to
ensure the ethical practice of the research.
4. The researcher obtained endorsement from the Schools Division Office
and Principal of the school for data gathering.
5. The researcher sought permission from the school administration of Gaya-
Gaya Elementary School for the conduct of the study. The researcher
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wrote a letter to the principal’s office to seek for a permission for the
distribution of survey questionnaires to the grade 6 learners.
6. After the principal approved the request letter for the conduct of the study,
the researcher waited for the inter-memo office instructing the participants
to answer the questionnaires.
7. The survey questionnaires will be distributed through forms.
8. The data obtained from the survey questionnaires were summarized as
basis for an action plan.
In the process of data gathering, the researcher established good ethical
behavior and reminded them that their honest responses were the utmost
concern, and researcher ensured the proper conduct of the research study. All
data are valid, and Participant’s identity and responses are treated with
confidentiality.
Ethical Considerations
All data are valid, and participant’s identity and responses are treated with
confidentiality. This study will be conducted the respondents will receive a briefing
and key information about the purpose of the study. The researcher will not force
the respondents to answer the questionnaires and also make sure that all the
personal information of the respondents will be confidential. Protocols will be
followed in conducting the research.
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In handling the data, a sufficient level of confidentiality will be ensured in
accordance with R.A.10173 also known as the Data Privacy Act. Any form of
misleading information, as well as the representation of primary data findings in a
biased way, will be avoided. On the other hand, maintaining the highest level of
objectivity in discussion and analysis throughout the research will be considered.
Additionally, affiliation in any form, sources of finding as well as possible conflicts
of interest will be declared. To conclude any type of communication related to
action research will be done with honesty and transparency.
Statistical Treatment of the Data
The following statistical procedures were used to interpret the data
gathered from the respondents of the study.
To analyze and interpret the data, the researcher employed the following
statistical procedure:
To answer SOP 1: Frequency and Percentage was used to establish the
profile of the respondents.
To determine the percentage of the frequency of the respondent, each
particular indicator was divided by the total number of respondents multiplied by
100.
To answer SOP 2 Weighted Mean: The weighted mean is the simplest and
most efficient measures of central tendency. It was used to compute for the mean
for data to measure the responses of the respondents.
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To answer SOP 3: T- test and F- test. A - t – test is a statistical test used to
compare the means of two groups and determine if there is a significant
difference between them. It is a parametric test meaning that is makes certain
assumptions about the population being studied. The T - test is commonly used
in hypothesis testing when the data are approximately normally distributed. The
F- test is statistical tool used to compare variances between groups or to assess
the overall significance or to access the overall significance of a regression
model.
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Chapter 3
RESULT, ANALYSIS, AND DISCUSSION
This chapter presents the data gathered which are systematically
displayed in table form. Furthermore, the data were treated, analyzed, and
interpreted through appropriate analytic tools described in the preceding
chapter. Lastly, the results were presented following the order of the
specific problems of the study.
SOP 1 states What is the demographic profile of the student-respondents
in terms of 1.1 Sex, 1.2 SES: Socio Economic Status, and 1.3 Participation
to Recreational Program?
Table 1.1
Frequency and Percentage Distribution of Student-Respondents in terms of Sex
Group Frequency Percentage
Female 38 47.5%
Male 42 52.5%
Total 80 100%
The table above displays the frequency and percentage distribution of the
student-Respondents in terms of Sex. The majority of participants, at 52.5%, are
male, as the table illustrates.
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Table 1.2
Frequency and Percentage Distribution of Student-Respondents in terms of SES:
Socio Economic Status
Poor 33 41.25%
Low Income (but not 30 37.5%
poor)
Lower Middle Class 10 12.5%
Middle Class 5 6.25%
Upper Middle Class 1 1.25%
Upper Income 1 1.25%
Rich 0 0%
Total 80 100%
Student-Respondents in terms of Socio-Economic Status. As seen in the table,
there are 33 students in the poor group, which makes up 41.25% of the total.
Low-income (but not poor) students make up the next largest group, with 30
people making up 37.5% of the total. There are 10 students in the lower middle-
class group (12.5%), and 5 in the middle-class group (6.25%). Each of the upper
income and upper middle-class categories has a single participant, or 1.25% of
the total. Moreover, not a single respondent is considered to be wealthy or rich.
Table 1.3
Frequency and Percentage Distribution of Student-Respondents in terms of
Participation to Recreational Programs
Participant 35 43.75%
Non-Participant 45 56.25%
Total 80 100%
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Student-Respondents in terms of Participation to Recreational Programs. As
seen in the table, the majority of the respondents in the study were non-
participants, making up 56.25% of the total sample. Participants, on the other
hand, made up 43.75% of the sample.
SOP 2 states What is the level of Development of the Students-
Respondents in terms of 2.1 Physical, 2.2 Social, 2.3 Emotional, and 2.4
Cognitive?
Table 2.1
Assessment on the level of development provided by the Student-Respondents
in terms of Physical Development
Physical Students Mean V.I
1. I feel physically healthy and energetic when 3.56 SA

I am doing sports like basketball or
badminton.
(Nararamdaman ko ang pagiging malusog at
masigla ng aking katawan kapag naglalaro
ako ng mga palaro tulad ng basketball o
badminton.)
2. Drama clubs or roleplaying helps to 2.78 A
improve my motor skills.
(Ang mga drama club o roleplaying ay
nakatutulong upang mapabuti ang aking mga
kasanayan sa paggalaw ng katawan.)
3. I always have enough energy for doing arts 2.96 A
like painting.
(Ako ay mayroong sapat na lakas sa
paggawa ng sining tulad ng pagpipinta.)
4. I am able to move comfortably in both 3.94 SA
dance competitions or performances at
school.
(Nagagawa kong gumalaw nang komportable
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sa parehong paligsahan o mga pagtatanghal

sa pagsayaw sa paaralan.)
5. I enjoy joining in poster making because it 2.81 A
helps me improve my artistic skills.
(Nasisiyahan ako sa paglahok sa paggawa
ng poster dahil ito ay nakatutulong sa
pagpapabuti ng aking mga artistic na
kakayahan.)
General Weighted Mean 3.21 A
LEGEND:
Scale Mean Range Interpretation
1 1.00 – 1.74 Strongly Disagree
2 1.75 – 2.49 Disagree
3 2.50 – 3.24 Agree
4 3.25 – 4.00 Strongly Agree
Table 2.1 above shows that the student-respondents generally have a
positive perception of their physical development. The highest mean score was
obtained in number four (3.94), where the students strongly agreed that they are
able to move comfortably in both dance competitions or performances at school.
Second is number one (3.56) that received a mean score indicating agreement,
with the students feeling physically healthy and energetic when engaging in
sports like basketball or badminton. Third is number three (2.96), fourth is
number five (2.81) and lastly is number two (2.78) these three falls into the
‘Agree’ category, The GWM result is 3.21 which means that the students have a
favorable opinion of their physical development, especially when it comes to their
ability to dance and the benefits of participating in sports and the arts. According
to O’Connor (2022). These types of recreational activities are essential not just
for the mental health but in physical health as well. Through recreational
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activities, students can learn important physical skills, develop a sense of
teamwork, and build their self-confidence.
Table 2.2
in terms of Social Development
Social Students Mean V.I
1. I believe that drama club in our school 2.88 A

positively contribute to my social interactions
and relationships.
(Naniniwala ako na ang mga drama club sa
aming paaralan ay positibong nag-aambag sa
aking mga pakikipagugnayan at pakikipag-
ugnayan sa lipunan.)
2. I enjoy working together with others 3.24 A
towards a common goal in such program like
sports.
(Nasisiyahan akong makipagtulungan sa iba
tungo sa iisang layunin sa naturang programa
tulad ng sports.)
3. I I feel more confident in social settings as 2.86 A
a result of participating in programs like
theatre.
(Nakakaramdam ako ng higit na kumpiyansa
sa mga social setting bilang resulta ng
pakikilahok sa programa ng tiyatro.)
4. I feel happier and more fulfilled when 2.85 A
engaging in dance program in our school.
(Mas masaya at mas nasiyahan ako kapag
sumasali sa dance program sa aming
paaralan.)
5. Engaging in story telling program and 2.99 A
competition in our school has enhanced my
communication and interpersonal skills.
(Ang pagsali sa story telling program at
kompetisyon sa aming paaralan ay nagpahusay sa
aking komunikasyon at interpersonal na
kasanayan.)
LEGEND:
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2 1.75 – 2.49 Disagree
3 2.50 – 3.24 Agree
Table 2.2 shows that the student-respondents generally agreed with the
positive impact of these recreational programs on their social development, as all
items have been rated with a mean score that falls within the "Agree" range. The
item with the highest student mean is number two (3.24), second is number five
(2.99), third is number one (2.88), fourth is number three (2.86) and fifth is
number four (2.85). The GWM of all the responses is 2.96, which also falls within
the "Agree" range, indicating that, on average, students generally believe that
taking part in these programs has a beneficial effect on their social development.
This implies that recreational activities such as sports, theater, dance, and
storytelling contribute significantly to their social skills. For that instance, Thereby,
recreational activities have positive impact in the development of social attributes
of the students. Participation in recreational pursuits develop sense of
responsibility as well as sense of achievement and recognition. Recreational
activities help in learning social skills among the youngsters (Khanum, F. et al.,
2020).
Table 2.3
in terms of Emotional Development
Emotional Students Mean V.I
1. Whenever I play basketball, I can feel the 3.25 SA

joy resulted from the game.
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(Tuwing naglalaro ako ng basketball, ramdam

na ramdam ko ang saya na dulot nito.)
2. During fieldtrips, I feel mixed emotions 3.14 A
whenever I try new rides.
(Sa fieldtrip, halo-halong emosyon ang
nararamdaman ko sa tuwing sumusubok ako
ng mga bagong rides.)
3. I am confused about what to draw every 3.00 A
time we have a drawing contest.
(Ako ay nalilito kung ano ang aking iguguhit
sa tuwing kami ay may paligsahan sa
pagguhit.)
4. I pay attention to what I feel when I am in a 2.91 A
debate.
(Binibigyan ko ng pansin ang aking
nararamdaman sa tuwing nasa debate ako.)
5. It makes me feel excited when dance club 2.83 A
announced that we will dance.
(Nakaramdam ako ng pananabik noong nag
anunsyo ang dance club na kami ay
sasayaw.)
LEGEND:
2 1.75 – 2.49 Disagree
3 2.50 – 3.24 Agree
In table 2.3, the highest mean score was obtained in number one (3.25),
where the students strongly agreed that they felt happy when playing sports like
basketball. Second is number two (3.14), third is number three (3.00), fourth is
number four (2.91) and fifth is number five (2.83), these items received a mean
score indicating agreement. The GWM of all the responses is 3.03, falling within
the "Agree" category. This suggests that the student-respondents generally
agreed that the emotional feelings they describe are evoked by these
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recreational activities. Therefore, this indicates that engaging in activities
including basketball, debates, field excursions, drawing competitions, and
dancing clubs helps children grow emotionally. As defined by Brown, P. M.,
Fletcher, L. A., & Taylor, A. S. (2020) students who participated in a mindfulness
program through a recreational sports program showed significant improvements
in their emotional regulation and wellbeing. The students were also less likely to
experience anxiety and depression.
Table 2.4
in terms of Cognitive Development
Cognitive Students Mean V.I
1.I can express my creativity and imagination 3.11 A

through art activity.
(Naipapahayag ko ang aking pagkamalikhain
at imahinasyon sa pamamagitan ng gawaing
sining.)
2. I can understand and remember information 2.94 A

easily after participating in puzzle-solving
sessions at the board game activity.
(Madali kong naiintindihan at naaalala ang
impormasyon pagkatapos kong masagutan
ang mga aktibidad sa board game.)
3. Joining journalism has enhanced my 2.63 A

confidence in presenting ideas and opinions.
(Sa pagsali ko sa pamamahayag ay
nailalahad ko ang aking ideya at opinyon.)
4. Playing board games has improved my 3.03 A

ability to strategize and plan ahead.
(Ang paglalaro ng board games ay nakabubuti
sa aking abilidad na makapag-stratehiya at
magplano ng mas maaga.)
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5. Engaging in board games has enhanced my 3.08 A

teamwork and collaboration skills.
(Ang pagsali ko sa mga board game ay
nagpahusay sa aking mga kasanayan sa
pagtutulungan at pakikipagtulungan.)
LEGEND:
2 1.75 – 2.49 Disagree
3 2.50 – 3.24 Agree
As can be seen from Table 2.4, the student-respondents generally agreed
with the favorable impact of these recreational programs on their cognitive
development, as all items have been rated with a mean score that falls within the
"Agree" category. The item with the highest student mean is number one (3.11),
second is number five (3.08), third is number four (3.03), fourth is number two
(2.94) and fifth is number three (2.63). The GWM of all the responses is 2.96,
also falling within the "Agree" category. This indicates that participating in
activities such as art, puzzle-solving, journalism, and board games contributes to
the cognitive development of students. Students can achieve good performance
at school, good participation with peers due to recreational activities which are
the factors for the development of intellectual health (Devi, 2020).
SOP 3 states 3 Is there a significant difference in the level of development
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of the student -respondents when they are grouped according to their
profile variables?
Table 3.1
Computed t-Test and F-Test comparing the Development of Student-
Respondents on Physical Factor According to their Profile Variables
Physical Development
Profile Sub - Mean Ratio Crit- df p Decision
Groups Value
Sex Female 3.33 4.65 3.97 77.00 0.03 Reject
Male 3.11 Ho
Socio- Low 3.3
Economic Income
Status (but not
(SES) poor)
Lower 3.45 1.05 2.22 81.00 0.40 Accept
Middle Ho
Class
Middle 3.23
Class
Poor 3.08
Participation Non- 3.33 6.51 3.97 77.00 0.01
to Participant Reject
Recreational s Ho
Programs Participant 3.06
s
The table 3.1 above shows the significant difference in the student-
respondents’ assessment of physical development when they are grouped
according to profile variables. The two identified areas of the probability values of
physical factor are lower than the 0.05 level of significance, resulted to rejection
41
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of null hypothesis. These areas are sex and participation to recreational
programs. It means that there is significant difference in the student-respondents’
assessment of physical development when they are classified by sector.
The result implies that the assessment of the student-respondents in terms
of physical development when they are grouped according to different profile
variables vary.
It was shown that the physical development is felt more by the girls.
Activities such as math club, writing club, band, science fair, student council and
many more enhance a student's development and performance. Moreover, girls
who are active in sports and recreational activities feel greater confidence, self-
esteem, and pride in their physical and social selves (Watts, S., Goode K., &
Levitas J., 2023). In terms of participation in recreational programs, the majority
of the student-respondents are non-participants. According to the study of Aksoy,
Y. & Arslan, 0 (2019) students who did not participate in any recreational activities
had less difficulty in evaluating their free time than those who participated in
recreational activities. In other words, students who did not engage in any sports
did not encounter the obstacles faced by students participating in sports. This
implies that, in comparison to participants in recreational programs, non-
participants may experience a more prominent feeling of physical growth since
they may encounter less obstacles in assessing their spare time and taking part
in such activities.
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In contrast, one identified area resulted to acceptance of null hypothesis
as its probability value is higher than 0.05 level of significance. This area is socio-
economic status, as the first group (low income but not poor) has a mean of 3.3,
the second group (lower middle class) has a mean of 3.45, the third group
(middle class) has a mean of 3.23 and the last group (poor) has a mean of 3.08.
The computed t-ratio of the two means 1.05 does not exceeds the crit-value of
3.97 This means that there is no significant difference in the student-respondents’
development on the physical aspect when they are grouped according to their
socio-economic status.
Table 3.2
Respondents on Social Factor According to their Profile Variables
Social Development
Groups Value
Sex Female 3.07 2.77 3.97 77.00 0.10 Accept
Male 2.83 Ho
Socio- Low 3.03
Economic Income
Status (but not
(SES) poor)
Lower 3.03 2 8
Middle 0.74 .07 1.00 0.66 Accept
Class Ho
Middle 3.14
Class
Poor 2.76
Participation Non- 3.11
to Participant 6.51 3.97 77.00 0.01 Reject
Recreational s Ho
s
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Table 3.2 above shows the significant difference in the student-respondents’
social development when they are grouped according to profile factors. Among
the three identified areas, there are two wherein the probability values of social
factor are higher than the 0.05 level of significance, thus, the acceptance of null
hypothesis. These areas are sex and socio-economic status. It means that there
is no significant difference in the student-respondents’ social development when
they are classified by sector.
On the other hand, one identified area resulted to rejection of null hypothesis
as its probability value is lower than 0.05 level of significance. This area is
participation to recreational program, as one group (non-participants) has a mean
of 3.11 and the other (participants) has a mean of 2.74. The computed t-ratio of
the two means 6.51 exceeds the crit-value of 1.97. This means that there is a
significant difference in the student-respondents’ development on the social
aspect when they are grouped according to their participation to recreational
program. The area with a significant difference implies that the social
development of the students is felt more by the non-participants. This is because
majority of the respondents are non-participants.
Table 3.3
Respondents on Emotional Factor According to their Profile Variables
Emotional Development
Groups Value
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Male 2.93 Ho
Socio- Low 3.07
Economic Income
Status (but not
(SES) poor)
Lower 3.33 2.66 1.97 81.00 0.81 Accept
Middle Ho
Class
Middle 3.17
Class
Poor 2.87
to Participant 4.46 3.97 77.00 0.04 Reject
Recreational s Ho
s
Table 3.3 shows the significant difference in the student-respondents’ physical
development when they are grouped according to profile factors. Among the
three identified areas, there are two wherein the probability values of physical
factor are higher than the 0.05 level of significance, thus, the acceptance of null
hypothesis. These areas are sex and socio-economic status. It means that there
is no significant difference in the student-respondents’ physical growth when they
are classified by sector.
On the other hand, one identified area resulted to rejection of null hypothesis
as its probability value is lower than 0.05 level of significance. This area is
participation to recreational program, as one group (non-participants) has a mean
of 3.13 and the other (participants) has a mean of 2.88. The computed t-ratio of
the two means 4.24 exceeds the crit-value of 1.69. This means that there is a
significant difference in the student-respondents’ development on the physical
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aspect when they are grouped according to their participation to recreational
program. The area with a significant difference implies that the physical
development of the students is felt more by the non-participants. This is because
majority of the respondents are non-participants.
Table 3.4
Respondents on Cognitive Factor According to their Profile Variables
Cognitive Development
Groups Value
Male 2.89 Ho
Socio- Low 2.92
Economic Income
Status (but not
(SES) poor)
Lower 3.43 0.86 2.01 81.00 0.57 Accept
Middle Ho
Class
Middle 3.46
Class
Poor 2.87
to Participant 1.10 3.97 77.00 0.30 Accept
Recreational s Ho
s
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The table 3.4 above shows the significant difference in the student-
respondents’ assessment of cognitive development when they are grouped
according to profile variables. All the three identified areas of the probability
values of cognitive factor are higher than the 0.05 level of significance, resulted
to acceptance of null hypothesis. These areas are sex, socio-economic status,
and participation to recreational programs.
The result implies that the assessment of the student-respondents in terms
of cognitive development when they are grouped according to different profile
variables do not vary.
In terms of sex, both men and women can benefit from participating in
recreational programs, as they can improve overall health and well-being, reduce
obesity, promote social support and social networks, and enhance cognitive
function (Street, G. & James, R. 2024). Moreover, recreational programs can
have a positive impact on the cognitive development of children, regardless of
their socio-economic status. It can enhance critical thinking, problem-solving, and
decision-making abilities in children by providing opportunities for exploration
(Rapheal F. K., 2023). These recreational activities also did not reflect any
significant difference between participants and non-participants in terms of
cognitive development. According to Bjork, C. et al. (2021) recreational programs
can enhance the overall quality of life of an individual, regardless of their direct
participation.
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SOP 4 states What School Action Plan can be created based on the
findings?
Rationale:
The purpose of this plan of action is to improve the school's recreational
offerings. Even though the students gave themselves high marks, the
researchers believe that there are still potential for development due to the fact
that there are still problems and barriers that need to be addressed.
Table 4 lays out the suggested plan of action for school administrators to
improve the extracurricular opportunities they offer to their students. This table
includes elements related to the participants' physical and psychological
development, proposed strategies and activities, time frame, financial constraints,
and success rate indicators.
General Objectives:
1. Enhance the recreational programs of Gaya-Gaya Elementary School.
2. Continuously improve and expand recreational programs to ensure they meet
the changing needs and interests of students, while also aligning with educational
goals and standards.
Table 4
Proposed Plan of Action to Enhance Recreational Programs in the School
Physical & Suggested Success
Specific Persons Time Bud
Psychological Activities/ Indicator
Objectives Involved Frame get
Development Strategies s
Physical • Increase • Provide Students As 0 Percent
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Development participation
training and soon age
in support for as increase
recreational
teachers possi in
programs
and staff to ble students
among
effectively participa
students by
lead and ting in
promoting
supervise recreatio
the benefits
recreational nal
of physical
programs, program
activity on
ensuring s
overall
that
health and
students
well-being.
are
engaging in
safe and
age-
appropriate
physical
activities.
Social • Explore • Create Students As 0 Improve
Development the impact strategies to soon d
of improve as commun
• Lack of communicat communicat possi ication
communicatio ion ion skills ble skills
n difficulties and and
• Problems in on their promote strategie
understandin social effective s for
g social rules interactions social students
• Low Self and interaction with
Esteem relationship among commun
s grade six ication
• Identify learners difficultie
strategies with s
and communicat
intervention ion
s to difficulties.
enhance
self-esteem.
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• Develop Students As 0 Increase

and soon 0 in self-
implement as esteem
strategies to possi levels
support ble among
language students
retrieval
and
promote
effective
communicat
ion among
grade six
learners
with
language
retrieval
issues.
• Promote Students As 0
positive soon
self- as
perception possi
among ble
grade six
learners
with low
self-esteem.
Emotional • Reducing • Promote Students As 0 Increase
Development negative reading soon d self-
mood and books to as esteem
• The improving children possi levels
students feel self- while ble and
positive and esteem. mimicking positive
negative • To engage the self-
emotions. students to emotions of image
• Lack of participate characters
Attractivenes in can help
s on the task recreational them start
(Recreational activities to to
programs) have a recognize
confidence emotions in
and good themselves
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developmen and others.

t.
• More Students As 0 Growth

activities soon in
like role as 0 student
play and possi participa
movie ble tion and
theatre to attendan
express the ce in
emotion of recreatio
the nal
students. activities
Cognitive • Increase • Provide Students As 0 Diverse

Development the variety opportunitie soon participa
of s for as tion
• Lack of recreational students to possi across a
Confidence in programs engage in ble range of
Presenting offered at creative recreatio
Ideas and school to arts, such nal
Opinions cater to as painting, activities
• Lack of different drawing, and
Understandin interests music, or interests
g and and theater.
Rememberin learning These
g Information styles of activities
students. can
• Implement stimulate
structured imagination,
activities self-
that expression,
promote and
critical problem-
thinking, solving
problem- skills.
solving, and •Incorporate Students As 0 Improve
creativity problem- soon ment in
among solving and as critical
students. critical possi thinking
thinking ble and
activities problem-
into solving
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recreational skills
programs. among
This could students
include
puzzles,
brainteaser
s, and logic
games that
challenge
students to
think
analytically.
Chapter 4
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter summarizes the findings and presents the conclusions and
recommendations drawn from the results of the study.
Summary of Findings
The following is the summary of the results of the study which are presented in
detail in the previous chapter:
I. Profile of the Student-Respondents
I.1 Sex
Majority of the student-respondents are male.
I.2 Socio-Economic Status
Majority of the student-respondents are poor.
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I.3 Participation to Recreational Programs
Majority of the student-respondents are non-participants of
recreational programs.
II. Level of Assessment on Physical and Psychological Development
by Student-Respondents
II.1 Physical Development
The student-respondents assessed to a “high interpretation” of
their answers to questions provided by the researchers in terms of
physical development.
II.2 Social Development
social development.
II.3 Emotional Development
emotional development.
II.4 Cognitive Development
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cognitive development.
III. Students’ assessment on the level of Physical and Psychological
Development when grouped according to profile variables.
III.1Physical Development as assessed by Student-Respondents
There is no significant difference in the student’s physical
development when they are grouped according to socio-economic
status. Meanwhile, there is a significant difference in the student-
respondents' assessment of physical development when they are
grouped according to sex and participation to recreational
programs.
III.2Social Development as assessed by Student-Respondents
There is no significant difference in the student’s social
development when they are grouped according to sex and socio-
economic status. Meanwhile, there is a significant difference in the
student-respondents' assessment of social development when they
are grouped according to participation in recreational programs.
III.3Emotional Development as assessed by Student-Respondents
There is no significant difference in the student’s emotional
development when they are grouped according to sex and socio-
economic status. Meanwhile, there is a significant difference in the
student-respondents' assessment of emotional development when
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they are grouped according to participation in recreational
programs.
III.4Cognitive Development as assessed by Student-Respondents
There is no significant difference in the student’s cognitive
development when they are grouped according to profile factors.
IV. Proposed Plan of Action for the Enhancement of Recreational
Programs in Gaya-Gaya Elementary School
Rationale:
The purpose of this plan of action is to improve the school's recreational
offerings. Even though the students gave themselves high marks, the
researchers believe that there are still potential for development due to the fact
that there are still problems and barriers that need to be addressed.
Conclusions
The assessment on the level of development provided by the student-
respondents in the different areas of development shows varying degrees of
success in each aspect. The obtained results indicate that the students in Gaya-
Gaya Elementary School generally perform well in physical activities such as
dance competitions and sports, with high mean scores in those categories. In
addition, students show positive social interactions and communication skills,
indicating a healthy level of social development. On the other hand, in terms of
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emotional and cognitive development, the students display a range of
experiences and abilities, with some areas showing higher levels of proficiency
than others.
The general weighted mean for each aspect falls within the high
interpretation range, suggesting that students have made significant progress in
their overall development. It is evident that the recreational programs that the
school is implementing have positively contributed to the students’ overall growth.
That being said, there are still issues and hindrances that need to be resolved for
the benefit of the school, according to the responses provided by the student
responders.
Recommendations
Based on the findings presented and conclusions drawn, the researchers
recommend the following:
1. In terms of Physical Development, the school can provide training and
support for teachers and staff to effectively lead and supervise recreational
programs.
2. In terms of Social Development, the school administrators and staff can
create strategies to improve communication skills and promote effective
social interaction among grade six learners with communication difficulties.
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3. In terms of Emotional Development, the school can promote reading
books, role playing and movie theatre to help them start recognize
emotions in themselves and others.
4. In terms of Cognitive Development, the school can provide more
opportunities for students to engage in creative arts. Engage the students
to problem-solving and critical thinking activities into recreational
programs.
REFERENCES:
Books
Patrick Hyndman, B., & Wyver, S. (2021) Outdoor Recreation within the School
Setting: A Physiological and Psychological Exploration.
Journal and Articles

Davis, B. (2021). Why are recreational activities beneficial? Knowledge Bank:
Quick Advice for Everyone.
Stodden, David; et.al (2021) Exploration: an overacting focus for Holistic

Development
Street G. & James R. (2024) The relationship between organized recreational

activity and mental health
Rapheal, F. K. (2023) Cognitive Skills Development in Children Who Engage in

Recreational Activities
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Founded 1993
Bjørk C. et al. Participation in recreational activities varies with socioeconomic

position and is associated with self-rated health and well-being
Online Sources
Constantino Jr, B. (2020) Recreational/Alternative Activities to Physical
Education in the Philippines
Watts, S., Goode K., & Levitas J. (20230 Co-Curricular Activities | Definition,
Importance & Examples
Published Theses and Dissertation

Agbu, F. S. (2018) The Role of Recreational Behavior in Influencing Domestic
Tourism Participation in Nasarawa State, Nigeria
Ajani, O. A. (2020) Recreation, Physical Activities and Health Needs of Older

Adults Recreation, Physical Activities and Health Needs of Older
Ekinci, N. E. (2018) Examining Effect of Participating to Recreational Activities on

Loneliness Level of Middle School Students.
O'Connor (2022) Recreational Activities: An Intervention to Strengthen Learners'

Engagement in Physical Education Activities
Sarangan, G. (2019) Holistic Learning and Inclusion for Children with

Developmental Delays in Motor, Language & Cognition
Brown, P. M., Fletcher, L. A., & Taylor, A. S. (2019) The impact of a mindfulness
program on the emotional regulation and well-being of elementary school
students participating in a recreational sports program
Yan, T., Dend M., & Ma. Y. (2021) Chinese regular education teachers'
perceptions of the holistic development of students with special educational
needs in inclusive schools
Yayla O, Aytekin A, Uslu F, Ergun GS, Keles H, Guven Y. (2023) How Does the
Experience Quality of Recreational Activities Organized within the Scope of
Public Health Affect Perceived Value, Satisfaction and Behavioral Intentions of
Individuals?
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Lombard & Du Toit (2021) Play-based pedagogy: An approach to advance young

children’s holistic development
Khanum, F., Khan, M. A., & Luqman, M. S. (2020) Role of Recreational Activities
in the Development of Social Attributes and Learning Skills of the Students.
Global Physical Education & Sports Sciences Review, III(I)
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Colegio de San Gabriel Arcangel, Inc.

IMPACT OF RECREATIONAL PROGRAMS ON THE PHYSICAL AND

In Partial Fulfillment of the Requirements for the

Janrelle Carl O. Gonzales

Prof. Bryan Del Rosario

Prof. Bryan Del Rosario

Chapter 1: INTRODUCTION, REVIEW OF RELATED LITERATURE,

INTRODUCTION, REVIEW OF RELATED LITERATURE,

AND THE PROBLEM

Theoretical and Conceptual Framework, Statement of the Problem, Hypothesis,

Delimitation of the Study, Significance of the Study, and Definition of Terms.

Recreation is a concept that can meet the needs of people both

cognitively, physically, mentally, and socially. Recreational activities can help

O. et al., 2023). Through recreational activities, a person can get a sense of

happiness, pleasure and satisfaction. These activities are constructive, it does

primary occupation of youngsters, cultivating development and learning while

as improving their health and well-being, contributing to their empowerment and

levels of skill. Additionally, the types of recreational activities people participate in

interests of Grade 6 learners of Gaya-Gaya Elementary School. Yet, due to the

diversity of learners, we are lacking knowledge if what recreational programs

School is a resource full of recreational options for children to develop

physical activity, cognitive and social habits. It is widely acknowledged as a vital

Furthermore, one approach that has gained significant recognition is holistic

development, which focuses on nurturing the whole child—physically, cognitively,

emotionally, and socially. By integrating various learning experiences, holistic

learning fosters a well-rounded foundation for lifelong learning (Atticus, 2023). On

affect individual's physical, social, emotional and cognitive well-being. Overall,

performance at school (Devi, 2020). Implementing recreational programs in the

and could provide hands-on experiences. It provides them opportunities to

nurture themselves. Thereby, recreation has a growing place in the curricular

offerings of an institution as well as to the overall growth of the children.

In the Philippines, the aim of the Department of Education is to educate

available in schools (Constantino Jr., 2020). Primarily, to ensure that the

development of children occur in an adequate manner, active recreational

activities must be undertaken in contrast to passive ones. These activities,

specifically, co-curricular activities, are aligned with the academic curriculum so

Learners, particularly in the upper primary levels, were introduced to varieties of

recreational activities. However, participation when it comes to this kind of

participation in recreational activities has a very important place in human life, it

at a sufficient level (Aksoy & Arslan 2019). Even though it seems to be

hinders them to join to such activities. Notably, recreational programs have an

impact in the holistic development of learners. It affects them physically,

recreational programs that Gaya-Gaya Elementary School is implementing are

contributing positively to the Grade 6 learners in their school. It is also important

to assess the impact of recreational programs on the overall development of

and recommendations necessary for school improvement.

a better understanding of how such programs affect the development of the

school as well as a viewpoint in conducting a school improvement plan. Thus, the

information as their related literature.

The purpose of this study is to assess the impacts of Recreational

Programs to the Holistic Development of Grade 6 learners of Gaya-Gaya

Elementary School — if their currently implemented recreational programs have

more diverse. Thus, we need to understand if the imposed recreational programs

recreational programs will be generally defined as co-curricular activities — these

effective recreational programs.

Review of Related Literature

which are thematically presented.

Recreational Programs, Holistic Development their roles and Functions.

Defined by Brown, P. M., Fletcher, L. A., & Taylor, A. S. (2020) Sixth-grade

mindfulness program showed significant improvements in their emotional

O'Connor (2022) Recreational activities, it is well known that an active

Through recreational activities, students can learn important physical skills,

develop a sense of teamwork, and build their self-confidence.

Davis (2021) Recreation is a healthy alternative to a positive attitude and