Understanding Peer Interactions:

Impact on Engagement in Physical

Education

A Thesis

Presented to the
College of Education
Bataan Peninsula State University
Orani, Bataan

In Partial Fulfillment of the

Requirements for the Degree Bachelor in
Physical Education

JOHN JAYSON M. SALAZAR

MAURENE S. REYES
LEI JASMIN M. MENDOZA
EDZEL IVERSON CORNICO
MARIANNE F. REGALA
JIM BRYAN C. MANALANG
April 2024
 APPROVAL SHEET

In partial fulfillment for the degree of Bachelor of Physical Education, this thesis
entitled, “IMPACT OF PEER INTERACTIONS ON STUDENTS’
PHYSICAL EDUCATION ENGAGEMENT” has been prepared and submitted
by
JOHN JAYSON M. SALAZAR
MAURENE JOY S. REYES
LEI JASMIN M. MENDOZA
EDZEL IVERSON CORNICO
MARIANNE F. REGALA
JIM BRYAN C. MANALANG

who hereby successfully passed the Oral Examination.

RUTHER M. BACLIG, MPES

Adviser

Approved in partial fulfillment of the requirements for the degree of Bachelor of

Elementary Education by the Panel of Evaluators.

ROXANNE T. BONGCO, Ph.D.

Chairperson

ALONZO MORTEJO, Ph.D MARIA CRISTINA MIRANIA,

MPES
Member Member

Accepted and approved in partial fulfillment of the requirement

for the degree of Bachelor in Physical Education.

ALONZO MORTEJO, Ph.D.

Dean of Instruction

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 ACKNOWLEDGEMENT

In the name of JESUS, the most gracious and the most merciful.

First and foremost, the researchers are thankful to Almighty God for

giving them the strength, knowledge, ability, and opportunity to undertake this

study and complete it satisfactorily.

Secondly, the researchers would like to thank their parents for not giving

up on them. Their parents served as their first teachers in life, and their love,

sacrifice, and tireless support cannot be matched by any amount of wealth. They

deserve to be acknowledged because they were sent by the Lord as a reminder

that no matter the difficulties experienced in life, there is nothing that cannot be

overcome as long as one relies on the Lord alone.

The researchers thankfully acknowledge the support and inspiration from

their teachers, especially Prof. Dr. Roxxane T. Bongco and Prof. Mr. Ruther M.

Baclig, MPES. They wish to express their deep gratitude to Prof. Ms. Jee-Ann

Faye Barry and Ms. Catherine Garcia for introducing them to the field of

research.

The researchers are thankful for their siblings, friends, colleagues, loved

ones, and all the members of this study. Every piece of advice, sympathy,

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motivation, experience, and support has been a great help and an inspiration in

moments of need.

DEDICATION

This study is sincerely dedicated to our beloved parents, who have been a

constant source of inspiration and resilience. They have guided the researchers

through moments of uncertainty and offered unwavering support during

challenges. Their enduring presence and encouragement have nurtured the

researchers emotionally and spiritually, instilling within them the determination to

persevere through adversity. Additionally, their financial assistance has enabled

the researchers to pursue their academic goals with determination and focus.

In addition to their parents, the researchers extend their gratitude to their

siblings, relatives, mentors, friends, and classmates. Their words of wisdom,

guidance, and support have served as guiding lights throughout the demanding

journey of completing this study. Their steadfast belief in the researchers’ abilities

has fueled their resolve and propelled them forward, even in times of self-doubt.

Lastly, the researchers dedicate this book to Almighty God, whose divine

guidance has illuminated their path, providing them with the strength, protection,

and skills required to navigate the complexities of academic pursuit. They express

their profound gratitude for the gift of a healthy life and for the opportunities

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bestowed upon them. In humble recognition of His grace, the researchers offer

this work as a testament to His boundless love and guidance.

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 ABSTRACT

This research aims to study the correlation between peer interaction and

student engagement in Physical Education (PE) classes. Using the adapted

questionnaires and correlational analysis, the research studied the relationship and

identified aspects of peer interaction contributing to or hindering students’

engagement. Significant findings show that positive peer interaction has a

moderately strong negative relationship with negative class engagement. This

means that if the positive peer interaction of the student increases, the negative

view on class engagement can decrease and vice versa. Positive peer interaction

significantly enhances engagement, while negative interactions hinder it.

Strategies for fostering positive peer interactions are suggested to enhance student

engagement in PE classes, as this contributes to having a supportive environment.

Keywords: Peer interaction, student engagement, Physical Education, positive

relationships, academic performance.

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 TABLE OF CONTENTS

APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS vi
List of Tables viii
List of Figures viii
List of Appendices ix

CHAPTER I 1
THE PROBLEM AND ITS BACKGROUND 1
Introduction 1
Statement of the Problem 4
Significance of the Study 4
Scope and Delimitation of the Study 5

CHAPTER II 8
THEORETICAL FRAMEWORK 8
Relevant Theories 8
Related Studies and Literature 12
Conceptual Framework and Paradigm 27
Definition of Terms 28

CHAPTER III 30
METHODS OF RESEARCH 30
Research Design 30
Population 30
Sampling Procedure 31

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 Inclusion and Exclusion Criteria 31
Data Gathering Procedure 32
Instrumentation 32
Data Analysis 38
Research Process 39
Ethical Considerations 41

CHAPTER IV 43
PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS 43

CHAPTER V 50
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS 50
Summary of Findings 50
Conclusion 52
Recommendations 54
BIBLIOGRAPHY 56
APPENDICES 60
CURRICULUM VITAE 113
List of Tables

Table

1 Questionnaire Items Adapted from "Peer Influence and Performance

Task of Senior High School Students” (2012) 34

2 Questionnaire Items Adapted from “Students, Peer Pressure and their

Academic Performance in School (2019)” by Vangie Moldes 34

3 Peer Interaction and Student Engagement Questionnaire 35

4 Demographic Profile 43

5 Relation of the students' interaction towards their engagement 45

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6 Peer Interaction and Student Engagement 48

7 Peer Interaction and Student Engagement 49

List of Figures

Figure

1 Ecological System Theory 8

2 Social Learning Theory 10

3 Conceptual Framework 27

4 Research Process 39

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 List of Appendices

A- Team Composition and Task Allocation 60

B- Appointment of Adviser 61

C- Permit to Conduct Data Gathering 62

D- Signed Consent Form 63

E- Letter to Validators 68

F- Instrument Development 91

G- Proof of Reliability 97

H- Table of Analysis 107

I- Permit from Original Authors 109

J- Curriculum Vitae 113

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 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Behavioral engagement refers to learners who are involved, in

participation in academic learning it includes behavior such as effort, persistence,

attention, asking questions, participation, and following rules. According to the

study of Branching Mind (2021), there are various types of engagement:

Behavioral engagement, Emotional engagement, and Cognitive Engagement

Emotional engagement is the emotional attitude of students in their school,

classroom, classmates & teachers, which includes a variety of emotions such as

boredom, happiness, anxiety, sense of belonging and lastly liking and disliking

towards their school. Cognitive Engagement refers to strategic investments of

students in academic learning, this one includes hard work and effort in acquiring

mastery of new skills and knowledge using learning techniques.

The students’ feeling of inclusion or belongingness, appreciation, and

support can give higher engagement and enjoyment in the students’ PE classes

based on studies that will be discussed later on. On the other hand, negative

interactions like bullying or exclusion can reduce student involvement by

fostering tension, anxiety, and a hostile classroom atmosphere. The Ecological

Theory of Urie Bronfenbrenner served as its foundation. The following studies

address the relationship between student engagement and peer interaction: Moate

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et al., 2021; Examining the Effects of Social Dynamics and Peer Interactions on

Students Engagement in and Attitudes Towards Physical Education (2019);

however, due to a gap in the studies above, a new study was conducted to identify

the precise aspects of peer interaction that both contribute and hinder students’

academic engagement in their physical education classes. Therefore, it would

identify chances to improve students' experiences and advance their general well-

being by providing a more encouraging environment for peer interaction and

academic performance.

In European and Asian Countries, The Public Health Institution (TPHI) of

Turkey stated that physical activity is important in our daily lives and is still

continuously increasing. Three-fourths of the population in Turkey the physical

activity level is insufficient and the most sedentary group is the 15-19 age group

reported by the Active Living Association (Durmuşoğlu, Tükel. Temel, 2023).

One of the important factors that Physical activity provides is a healthy and

quality life by sustaining physical, emotional, social, physical, and mental

development making the human body active (Demir & Cicioğlu, 2018).

In the United States of America, according to Q. Mazumder, S. Sultana, & F.

Mazumder (2020), the high drop-out rate is linked to the participating students’

low-grade point averages, potentially causing a lack of engagement in the

classroom. This means students who do not interact with their peers are missing

out so much that it causes low or failing grades.

According to the study in Jagobiao National High School Cebu

Philippines, students who belong to a peer group that values education will

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influence students positively in academic activities. Moreover, peer interaction

can affect the student's learning capacity positively and negatively (Legaspino et

al.,2020). This study means that peer groups who value education and proper

discipline affect and influence students positively but in the opposite perspective

if there is a peer group that influences students positively this study is also

concerned that peer groups also affect or influence student performance

negatively.

This correlational research is designed to enable researchers to investigate

the link between variables without altering them. This study seeks to ensure

precision and accuracy in its findings using a quantitative approach. The

researchers will use surveys to gather data with standardized questionnaires. The

researchers will ensure that the study is well-structured and capable of providing

valuable insights into the potential attributes of peer interaction and its

engagement in PE class.

With all the issues mentioned above, this study is worth pursuing for a

broader and deeper knowledge regarding peer interaction and engagement of

students in PE class. This study can be a helpful guide to future researchers. At

the end of this correlational study, it is expected that this research will help

provide more information on aspects of peer interaction that impacted students'

engagement in PE class.

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Statement of the Problem

General Problem:

Investigate and describe the correlation between peer and student engagement in

Physical Education (PE) classes.

Specifically, this study will seek answers to the following questions:

1. What is the relationship of the students' interaction to their engagement in PE

classes?

2. What aspects of peer interaction contribute to students' engagement in PE

class?

3. What aspects of peer interaction hinder student engagement in PE classes?

4. Based on the findings, what policy recommendations could be made on the

instructional designs of PE classes to enhance peer interactions

Significance of the Study

The results of this study may be beneficial to the following:

Students. They go through phenomena such as peer pressure and motivation from

peers. This study could help students become more aware of how their

interactions with peers affect their engagement and overall experience in physical

education class.

Peers. This study empowers peers to contribute to a more positive peer

environment in physical education settings. Gaining how their interactions impact

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their engagement and that of classmates allows peers to adjust their behavior,

fostering a supportive environment. This can improve relationships, teamwork,

and overall experience for everyone involved.

Educators. This investigation delves into effective teaching tactics and classroom

control methods that encourage positive peer connections and elevate student

participation in physical education. Educators can customize their teaching

approaches to foster a supportive and all-encompassing learning atmosphere by

comprehending the role of peer interactions in engagement.

Parents. Parents play a pivotal role in nurturing their children's education and

growth. Recognizing the impact of peer interactions on participation in physical

education can equip parents to champion inclusive approaches and foster their

children's social and emotional development within and beyond the school

environment.

Future Researchers. The results of this study may be used as a reference and

guide in the development of other research focused on the knowledge of in-depth

studies in the area of peer interaction and engagement.

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Scope and Delimitation of the Study

By exploring deeper into the nature and dynamics of peer interaction and

gaining a thorough grasp of the specific aspects that peer interaction will

contribute—positively or negatively—to students' engagement in physical

education classes, the study concentrated on the impact of peer interaction on

student engagement.

This study will be focused on the Bataan Peninsula State University

(BPSU) Orani Campus and will be conducted from April to June 2024. The

respondents in this study are the college students of BPSU (Orani Campus) 1st to

2nd year. The researchers will need (28) respondents, this number of respondents

is the result of the computation of sample size through the Raosoft calculator

(Raosoft.com). The respondents will be those who are attending the class

regularly and have engaged in two (2) different group activities in P.E.

The students who often skipped P.E classes and are above or below 1st to

2nd year level will be excluded in this study. This study also disregards the

teacher, staff or faculty members who's inside or outside the campus. This study

also focused just only in BPSU (Orani) campus and only in Region 3 , other

university and other BPSU Campus such as ( Abucay, Balanga, Dinalupihan and

Main) campus, will not be included in this study.

This study will use correlational research design as we investigate the

relationship between variables with no involvement of researchers manipulation

of variables. This study is under the quantitative research method which include

surveys, questionnaire and statistical analysis.

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 The study has shortcomings when it comes to limited causality because it

wouldn’t determine the causality of the variables given that this study used a

descriptive correlational design. Also, the variables that were used can have other

variables that can elaborate on other related problems, such as class size, student

motivation, and teaching methods. Then, time constraints could be considered a

problem because tracking different variations of peer interaction and engagement

over different times hinders other studies aim. Lastly, the researchers weren’t sure

if the policy that would be created after the data collection would be helpful to

other researchers or to the university itself or not.

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 CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, related literature and studies,

conceptual framework, hypothesis, and definition of terms used in the study.

Relevant Theories

1. Ecological Systems Theory

Figure 1: Ecological Systems Theory

According to Bronfenbrenner, the Ecological Systems Theory (EST)

describes four systems that affect human development: the microsystem, the

mesosystem, the exosystem, and the macrosystem. These systems create the

setting in which people connect and grow, and the chronosystem adds the

dimension of time. EST focuses on how environment, social interaction, and time

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affect human growth. It takes into account things like family, friends, schools,

neighborhoods, and greater social and political situations.

The Ecological Systems Theory can be beneficial in understanding how

peer interactions affect student engagement in physical education. Researchers

may examine how different systems in a PE class affect student involvement by

looking at things from an ecological point of view. For example, the microsystem

includes interactions between students in the same classroom, and the

mesosystem includes interactions between students and teachers. The exosystem

may include school regulations and routines that change how kids interact with

each other, and the macrosystem includes how people in general feel about

physical education. The study looks at how these interconnected systems affect

peer interactions and how those interactions affect other parts of the PE class

setting. This helps researchers come up with ways to get students more involved

and improve their well-being.

According to Rudd et al. (2021) paper, "An ecological dynamics

conceptualisation of physical "education": Where we have been and where we

could go next," explains about physical education (PE) that is based on ecological

dynamics. A method of educating that is based on ecological psychology,

dynamical systems theory, and the complexity sciences encourages students to

explore, discover, and adapt. This way of thinking about education as "leading

someone out into the world" puts the focus on teaching students how to self-

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regulate in their environment and recognize when there are opportunities to act.

There is a lot of potential in using this theory to help us understand how kids

interact with each other in PE classes. The study can help to understand how peer

interactions affect students' engagement and participation in PE by looking at the

idea that people and their environment are connected in a two-way relationship,

which is supported by ecological dynamics. This can help come up with better

ways to make the classroom an effective environment to learn.

2. Social Learning Theory

Figure 2. Social Learning Theory

The findings of the study by Brown and Lloyd (2024) shows how

physical education (PE) teaches as both scholars and practitioners, pushing for a

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combined approach to theory and practice. They make the case for why critical

thinking and cultural awareness should be part of the professional development of

PE teachers. They use Pierre Bourdieu's sociological theories to show how theory

can help and improve practice. PE scholars and practitioners can better understand

their professional context, judge the worth of their students in that context, and

build their own professional identities by adopting Bourdieu's ideas of field,

capital, and habitus. By putting theory into practice in this way, PE teachers can

find their way through complicated school environments and deal with factors

that affect students' learning and participation.

In order to understand how peer interactions affect participation in

physical education, Bandura's social learning theory (1977) has proven helpful.

Traditional behaviorist learning theory and cognitive approaches are different.

Social learning theory focuses on how cognitive factors affect learning and fills in

the gaps. By looking at how students think about what they're learning and how

they believe their actions affect others, the study can learn more about how

students are interested in PE classes. By using Bandura's theory as a framework

for the research, the study can look into the mental processes involved in peer

interactions and how they impact student engagement. This will help to

comprehend better how to teach physical education (Brown & Lloyd, 2024;

Bandura, 1977).

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Related Studies and Literature

CONCEPTUAL STUDIES

The research by Hovdal et al. (2021) looks at how students feel and act

when they are included in group activities, like passing the ball, during physical

education (PE). The study uses cooperative learning models and Dewey's ideas

about teaching to study how teachers help students learn how to be a part of

groups. The results show a conflict between what students experienced and what

they did, showing how hard it is to internalize social inclusion practices even

when they are taught them explicitly. It shows how theories of education and

cooperative learning can help us come up with ways to make sure that everyone

feels welcome in PE classes. According to Brown and Lloyd (2024) where a study

called “Using Critical Social Theory as Professional Learning to Develop

Scholar-Practitioners in Physical Education: The Example of Bourdieu’s Theory

of Practice talks about how critical social theory, especially Bourdieu's Theory of

Practice, can help physical education (PE) teachers become better scholars and

practitioners. They say that PE teachers, as both researchers and practitioners, can

learn a lot from a dual perspective that combines theory and practice and stresses

cultural awareness and critical thinking. By using Bourdieu's ideas of field,

capital, and habitus, PE scholars and practitioners can better understand their

work environment and the experiences of their students, which can then affect

how they teach. The theoretical framework helps PE teachers understand the

complicated nature of their job, figure out how power works in the school system,

and change the way they teach to create welcoming classrooms. This article looks

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at how theory and practice are combined in physical education teaching. It shows

how theoretical frameworks like Bourdieu's Theory of Practice can help guide

strategies for encouraging good peer interactions in PE classes. If we understand

how critical social theory affects teacher training and practice, then this study can

think about how peers interact within a bigger theoretical framework. This will

help the analysis go further and give us a better picture of how engagement works

in physical education.

Based on the study of Kjerland and Annerstedt (2021), looks at how

teacher education students work together to learn as they use learning theories to

teach Physical Education (PE) in a project-based setting. The study looks into

how students work together to use learning theories to come up with new ways to

teach PE. Through interaction analyses, the authors find three main situations that

lead to collaborative learning: the need to agree on how to use learning theories in

PE, the creation of agreed upon ways to apply these theories to PE teaching, and

the need to agree on the value of using these theories in PE teaching. This study

allows to understand how collaborative learning works when learning theories are

applied to classroom practice. It also shows us how students learn to teach using

theoretical frameworks. The study is beneficial as a conceptual reference for

research, "Understanding Peer Interactions: Impact on Engagement in Physical

Education." This study looks at how students in teacher education use learning

theories to come up with new ways to teach PE. It does this by looking at the role

of collaborative learning in the development of teaching methods. The current

study's look into how students interact and participate in PE classes can be helped

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by learning more about how students use theoretical frameworks to improve

teaching methods.

A study from Spray et al. (2023) shows how social comparison works in

physical education (PE). They specifically look at how frames of reference,

reasons for comparison, and motivational regulations affect teens' physical self-

concept (PSC), self-efficacy, and affect. The study shows that how students see

their abilities with the rest of the class affects how well they do. This shows how

important class-level comparisons are in shaping how students see themselves in

PE. Additionally, findings indicate that more forms of motivation positively

predict affect, emphasizing the role of intrinsic motivation in PE. The study can

serve as background for the current research project. By looking into how social

comparisons affect how people see themselves and how they feel in PE, it gives a

better understanding of the psychological processes that drive interactions and

engagement with peers. The current study can learn more about how peer

interactions affect student engagement in PE classes by looking into how students

compare themselves to their peers and how these comparisons affect how they

feel about themselves and how motivated they are. Using the results, this study

can learn more about how social comparisons affect motivation and engagement

in physical education. This will improve the study's analysis and help us

understand peers in physical education more generally.

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 From the recent study of Han, Syed Ali, and Ji (2022) where a systematic

review is used to find out how well observational learning helps students learn

motor skills in physical education. There is evidence that students who did

observational learning improved their motor skills compared to students who did

not do observational learning. There is also some evidence that watching an

expert model or a self-model doesn't make a big difference in how well it works.

On the other hand, there is mixed evidence about how verbal cues affect

observational learning. This study tells us a lot about the observational learning

method used in PE and how it might help students be more interested in learning

and improve their skills. This review looks at for the study. By looking into how

peer interactions during observational learning activities may affect student

engagement, this study looks at how observational learning affects the

development of motor skills in physical education. The current study's look into

how peer interactions and their role in getting students interested in PE classes

can be helped by learning more about how observational learning strategies affect

student engagement and skill acquisition. Drawing on the work of Han et al.

(2022), this study can learn more about how to make observational learning

activities work better to encourage good relationships between peers and get more

students interested in physical education.

According to Lee and Park (2021) a study discussed levels of physical

activity from a social ecological theory, focusing on how important personal,

social, and physical environment factors are. Using a model, the study looks at

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how personal factors like gender, level of education, and age affect physical

activity levels. It also looks at how social and physical environment factors, such

as social networks with neighbors and satisfaction with public transportation,

affect these factors. This study shows how important it is to look at bigger picture

factors when trying to figure out why someone is active. This is in line with the

main goal of figuring out how peer interactions affect participation in physical

education. By learning from this study, the current study on peer interactions in

physical education can use a similar ecological approach to look at all the factors

that affect student engagement. This will help researchers come up with effective

ways to get more students to participate in physical education classes.

According to Crawford, M., (2020) where a study mainly used the idea of the

Ecological Systems Theory, which gives a complete way to think about how

people grow and change in the context of how all the systems in our environment

are connected. The theory shows how different systems affect human behavior

and development by looking at the ecological factors that affect how a person

interacts with their surroundings (Crawford, 2020). This theory is important for

the study of "Understanding Peer Interactions: Impact on Engagement in Physical

Education" because it lets researchers look at how different parts of the

environment, like the microsystem (peer interactions), the mesosystem (teacher-

student dynamics), and the macrosystem (educational policies), affect how

engaged students are in PE classes. This theory looks at things from a broad

perspective, which fits with the study's main goal of looking at the many factors

that affect how interested students are in physical education.

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 Through the lens of the Social Ecological Model (SEM) proposed by

McLeroy et al. (1988), Hu et al.'s systematic review (2021) looked into the factors

that affect kids and teens' participation in physical activity. The study used a

structured search of relevant literature to divide factors that affected the outcome

into five levels: interpersonal, organizational, community, and public policy. The

review found that gender, age, social support, and neighborhood safety are some

of the things that affect young people's participation in PA. The review results

give us useful information about the many aspects of PA participation. These

results will help shape future policies and practices that aim to encourage kids and

teens to be active from a social and environmental point of view. When looking at

the factors that affect kids and teens' physical activity through the lens of the

Social Ecological Model, the systematic review is very relevant to the study. The

review looks at the intrapersonal, interpersonal, and community factors that affect

PA participation. This gives us a better picture of how the environment affects

people's desire to be active (Hu et al., 2021). This is related to the study's focus on

peer interactions and participation in physical education because it shows how

important it is to look at more than just one person's actions. We can get a better

understanding of the factors at play by using what was learned from the model in

this study's analysis of how peer interactions affect student engagement in

physical education classes.

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 The research by Lukas, J. (2020) was to look at what happens when

students with severe cognitive disabilities have peer mentors in adaptive physical

education. Through random assignment, some students with special needs were

paired with peer mentors during adaptive PE sessions, while others stayed in

separate adaptive PE classes. The statistical analysis showed that the students in

the peer mentor adaptive PE group had a higher mean. Post-test results also

showed that they had significantly improved. The positive effect was supported

by qualitative interviews and observational data, which showed that students who

worked with peer mentors improved their social skills (Lukas, 2020). Relevant to

this study is the research on how peer mentors affect students with severe

cognitive disabilities in adaptive physical education. By getting students with

different needs involved with their peers can be helpful by looking at the effects

of peer interaction in physical education. The results show that interacting with

peers is important for academic and social growth. This is in line with the current

study's focus on interacting with peers and participating in physical education

classes.

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LOCAL STUDIES

According to a study conducted by Dimarucot et al. (2021) that looked

into whether and how flexible learning could be used in college Physical

Education during and after the COVID-19 pandemic. Researchers wanted to find

out what flexible learning meant, how much it was used, and how happy students

were with this method because they knew it was important for students to stay

active when they couldn't go to traditional classrooms. The study tackled different

aspects of flexible learning, such as time freedom, academic support, and

technical help, by polling and talking with college Physical Fitness students

online and in focus groups. The results showed that students thought flexible

learning was important, especially the ability to choose their own schedules since

they had a lot of other things to do while studying at home. The study also looked

at the relationship or significance between how important freedom is, how much

flexibility there is, and how satisfied students are. This gave higher education

institutions useful information for changing to meet the needs of their students.

Dimarucot et al.'s (2021) study shows how important it is to meet the different

needs and situations of students. This is especially important when it comes to

how students interact with each other and participate in PE classes. Flexible

learning methods, like the ones that were looked at in the study, might change

how students connect with course materials, with each other, and with physical

activities, whether they are learning in a traditional classroom or from home. By

thinking about how online learning affects student involvement and happiness,

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teachers can create better PE programs that encourage students to work together

and be active, which will improve their overall learning experience.

According to the research from Manlapaz et al. (2023), the researchers

aim at what senior high school students and physical education teachers think

about using games in physical education classes. The study implied a descriptive

qualitative design, and participants were chosen using criterion sampling. Focus

group discussions held through Google Meet are how the researchers find if it is

possible to use as a teaching tool in the Philippines' physical education

curriculum. Participants hope that the study's results will give us useful

information about the pros and cons of using video games as exercise in physical

education classes. This will help improve the way educators teach and get

students more interested in this subject. It is helpful for understanding how

students interact with each other and how that affects their interest in physical

education. The study looks at how game-based exercises might change how

students and teachers interact with each other and how engaged students are in

physical education classes as a whole by asking teachers and students what they

think about the use of these exercises. Learning about how students think about

and respond to these new ways of teaching can help us understand how classroom

engagement affects motivation.

The study by Bronikowski et al. (2015) looked at how support from

physical education teachers and classmates affected the amount of teens in

Kosovo, taking into account their sex and BMI. To find out how much support

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there was, the Classmate and Teacher Support Scale was used. A Physical

Activity Screening Measure questionnaire was implied to find out how much

activity there was. The results showed that support from teachers and classmates

was important for teens' physical activity. Boys who were a healthy weight and

had a lot of support from teachers and classmates were more active than girls who

did not. This study shows how important social support is in the school setting for

encouraging teens to be physically active. It also shows how important it is to

look at personal factors like gender and body mass index (BMI) when trying to

figure out how peer interactions affect participation. In order to understand how

peer interactions affect participation in physical education, the study gives useful

information about the role of teacher and classmate support. This study looks at

how support from teachers and peers affects teens' activity levels. Figuring out

how important teacher and peer support are for encouraging PA can help teachers

and policymakers come up with ways to get more students involved in PE. The

study's results can also be used to help create a supportive environment that

encourages active participation in PE classes and improves the way students

interact with each other.

The study from Cents-Boonstra et al. (2020) called “Fostering Student

Engagement with Motivating Teaching: An Observation Study of Teacher and

Student Behaviors’.” which looked into how teachers use motivating teaching

behaviors related to Self-Determination Theory to get students more involved in

the classroom. By classroom observations, the study looked at how different

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teaching styles affected how engaged students were in 120 lessons conducted by

43 teachers. The results showed a connection between motivating teaching

behaviors, like relatedness support and guidance, and student engagement.

Students were more engaged when teachers exhibited supportive and activating

behaviors during lessons. In order to understand how peer interactions affect

student engagement in physical education, the results of this study are important

because they show how teachers' actions can affect student engagement. By

focusing on how teachers use motivating teaching strategies like providing

support and guidance, the study shows how teachers can make the classroom a

good place to learn where students want to participate.

Based on the study “Examining individual children’s peer engagement in

pre-kindergarten classrooms: Relations with classroom-level teacher-child

interaction quality” by Taylor et al. (2023) into the links between the quality of

interactions between teachers and students in pre-kindergarten classrooms and the

amount and quality of engagement between students. A study from the National

Center for Research on Early Childhood Education Professional Development

(NCRECE) was used to look at 714 kids from 214 classrooms. The study used

multilevel regression models and a two-factor approach to find three unique

factors that affect the quality of the interaction between the teacher and the child:

responsive teaching practices, cognitive facilitation, and management and

routines. It was found that kids were more likely to be friendly and assertive with

their peers in classrooms with higher levels of responsive teaching and cognitive

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facilitation. On the other hand, these traits were less likely to be present in

classrooms with good management and routines. The study shows how important

it is to make the classroom a safe place where kids can interact with each other in

a better way by looking at the connection or relation between different aspects of

the quality of teacher-child interactions and different dimensions of peer

engagement. To improve students' overall engagement and participation in

physical education classes, it's helpful to understand how responsive teaching and

cognitive facilitation can help make classmates more friendly and assertive.

According to Hurst, Wallace, and Nixon wanted to find out how social

interaction affects student learning. They did this by using a model of teaching

that focused on daily interaction between students in literacy teacher preparation

classes. The process involved setting up classes so that students could regularly

interact with each other, and the result was decided by the students' reviews of

their time in the classroom. The results showed that students thought interacting

with others was good for their learning because it helped them learn more about

reading and teaching and improved their critical thinking and problem-solving

abilities. In the context of "Understanding Peer Interactions: Impact on

Engagement in Physical Education," this study on how social interaction affects

student learning gives reference to how peer interactions might be helpful in

school. In the same way that social contact helps students learn new things and

improve their skills in literacy classes, it may also help students learn more and be

more engaged in physical education classes.

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 Gray and DiLoreto (2016) “The effects of student engagement, student

satisfaction, and perceived learning in online learning environments” where a

study looked at how course structure and organization, learner interaction, student

engagement, and teacher presence affect how knowledgeable students are about

their online learning environments. The researchers did the study to add to what

was already known about online learning and how it affects factors tied to student

satisfaction and how much they are learning. The study's main goal was to

improve educational practice by looking closely at these connections.

Specifically, it wanted to help recall rates and make online teaching and learning

better. As a result of the study, it is about what makes students happy and how

they think they are learning in online classrooms. For example, they find it

important for instructors to be present and for students to be able to interact with

each other. In the context of "Understanding Peer Interactions: Impact on

Engagement in Physical Education," this study on the effects of student

engagement, satisfaction, and perceived learning in online learning environments

can help us learn more about how to keep students engaged and happy in school.

The study is mostly about online learning, but its results about how important it is

for students to connect with each other, be engaged, and have an instructor

present can be used in other learning settings as well. Promoting student

involvement through peer interactions is a key part of making physical education

classes more fun and effective for learning. Using what Gray and DiLoreto found,

teachers can come up with ways to get students to connect and participate with

each other in physical education classes.

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 The study by Sliwa et al. (2017) tried to find the most important problems

and chances for physical trainers who work in cities. The researchers looked at a

lot of literature from 1980 to 2015 to find common themes in urban physical

education (PE) and come up with useful ways to deal with problems and make the

most of the tools they had. Their review showed that PE teachers in cities face

structural, demographic, and contextual problems, such as having to deal with

large class sizes, limited access to equipment and outdoor space, high teacher

turnover, problems with English language learners, and low teacher self-efficacy.

By knowing these problems, teachers could come up with targeted ways to get

students more involved and interested in PE classes. The problems that have been

named, like class sizes and a lack of resources, have a direct effect on how well

students interact with each other and how much they participate in physical

activities. For example, bigger class sizes and indoor lessons were linked to less

physical activity among students and more time spent by teachers managing the

classroom.

According to Bertills et al. (2019) where a study to look into the

connection and relation between inclusive teaching methods and student

participation in Physical Education (PE) classes at school. The study focused on

students with disabilities and those with high and low grades. Researchers looked

at different student groups' engagement patterns over time by taking multiple time

samples of individual aspects of student involvement. The results showed that

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students, no matter what group they were in, were generally interested in physical

activity. Students were more interested in learning when the PE teacher had

advanced skills, such as teaching the whole class, allowing students and teachers

to talk to each other often, and giving clear directions. Also, the study showed

how important it is for inclusive teaching methods to get all of the students

involved and talking to each other in PE, especially students with disabilities and

those who aren't doing well in school. The results of this study are relevant to the

current investigation, "Understanding Peer Interactions: Impact on Engagement in

Physical Education," since they show how important teaching methods are in

shaping student involvement in PE settings. The finding that better levels of

engagement were linked to higher levels of teaching skills shows how important

effective teaching methods are for getting students to participate in and enjoy

physical activities. The study's focus on inclusive teaching methods also shows

how important it is to make a learning space that is open to all students, even

those with disabilities, and meets their different needs. Educators can create a

supportive and welcoming learning environment for all students by using the

ideas presented by Bertills et al. (2019) to improve how students connect and

participate with each other in physical education classes.

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Conceptual Framework and Paradigm

Peer interaction and student engagement are related, as this framework

illustrates. Aspects of peer interaction have two distinct impacts on student

engagement, which are positive and negative. Policy suggestions for improving

the environment in the classroom are based on an analysis of these consequences.

To put it briefly, this paradigm offers an organized method for examining how

peer interaction affects student engagement.

Figure 3: Conceptual Framework

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 In the context of student engagement, peer interaction plays a crucial role.

Positive aspects of peer interaction, such as collaborative learning, knowledge

sharing, and social support, contribute significantly to student engagement. These

interactions foster a sense of community, enhance motivation, and promote active

participation in educational settings. However, it is essential to recognize that

negative impacts can also arise from peer interactions. These may include

distractions, conflicts, or peer pressure that hinder student engagement.

To analyze and formulate effective policy recommendations, educators

and policymakers must consider both the positive and negative aspects of peer

interaction. By fostering a supportive and inclusive peer environment, institutions

can maximize student engagement and create a healthier learning atmosphere.

Definition of Terms

Cognitive. Pertaining to the mental processes involved in understanding, learning,

and thinking.

Ecological. Relating to the interactions between organisms and their environment,

particularly within a specific ecosystem.

Exosystem. In ecological systems theory, this refers to external environments that

indirectly affect individuals, such as school regulations or community settings.

Habitus. Refers to the ingrained habits, skills, and dispositions that individuals

acquire through socialization and experience.

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Macrosystem. The broader cultural, societal, and institutional contexts that

influence individuals and their environments.

Mesosystem. In ecological systems theory, this refers to the interactions between

different microsystems, such as the relationship between family and school

environments.

Microsystem. The immediate environment in which individuals interact directly,

such as family, peers, or school.

Pedagogical. Relating to the methods and strategies used in teaching or

education.

Self-regulate. To control, manage, or adjust one's behavior, emotions, or cognition

in response to environmental stimuli or internal goals.

Sociological. Pertaining to the study of society, social institutions, and social

behavior.

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 CHAPTER III

METHODS OF RESEARCH

Research Design

This study is correlational design that falls under quantitative research. It

enables researchers to investigate the link between variables without altering

them. In this context, investigating the relationship between peer interaction and

class engagement can help the researchers understand how changes in peer

interaction affect changes in class engagement. Peer interaction and class

engagement happen organically so using this approach allows researchers to see

how shifts in one aspect might align with shifts in another offering insights into

their potential relationship.

Population

This study focuses on a specific population within the student body of

Bataan Peninsula State University Orani Campus: first and second-year students

enrolled in the Bachelor of Physical Education (BPED) program. These students'

experiences and perspectives on peer interaction and engagement in PE classes

are particularly relevant to the research topic.

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 The selection of this focused population is deliberate, considering factors

such as accessibility, relevance to the research topic, and the ability of participants

to provide informed insights on PE class experiences. A total of 96 respondents

from this specific population were identified for the study.

Sampling Procedure

To determine the required sample size from a total population of 149

students from first to second year, the researchers utilized the online tool

Raosoft.com, setting parameters at a 90% confidence level, a 5% margin of error,

and population proportion of 50%. The researchers chose cluster sampling due to

its practicality and efficiency in data collection, which helps save time and

resources. In cluster sampling, the population is divided into clusters, and a

random sample of clusters is selected for inclusion in the study. This method is

appropriate in this study because it allows for a representative sample to be

obtained with less effort compared to other sampling methods.

Inclusion and Exclusion Criteria

The participants in this study must be;

● First to second year students.

● Students who regularly attend PE Class.

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● Engaged in two different PE group activities during the study.

Students who have a history of chronic absenteeism or irregular

attendance in physical education classes and those students who are unwilling to

participate during the course of the study should be excluded.

Data Gathering Procedure

Researchers decided to use survey questionnaires for data gathering

because it uses standardized questionnaires with predetermined questions and

response options that ensures consistency in data collection across participants.

For this method to be facilitated, researchers obtained permission from school

authorities before conducting surveys in school premises so ethical guidelines and

data protection regulations will be followed. After that, researchers conducted the

survey during school hours to maximize participation, informed consent are

provided too.

Instrumentation

In this quantitative research, the researchers adapted a survey

questionnaire from existing studies, specifically drawing from "Students, Peer

Pressure, and their Academic Performance in School (2019)" by Vangie Moldes

and "Peer Influence and Performance Task of Senior High School Students

(2012)" by Jerald C. Moneva. Some of the questions were modified to align with

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the researcher's study. The validation of the questionnaire was conducted by

experts within the field of Physical Education to ensure that the items adequately

measured the intended constructs and covered relevant aspects of peer interaction

and class engagement. To assess the reliability of the questionnaire, the

researchers performed pilot testing with students engaged in physical education

twice, with a time interval in between. Subsequently, the researchers calculated

the correlation between the two sets of responses to determine consistency.

This questionnaire is designed to assess student perceptions of peer

interaction and how it relates to their engagement in PE class. The survey

incorporates elements of the Social Cognitive Theory (SCT) and the Ecological

Systems Theory (EST) to explore how interactions with classmates influence

students' self-efficacy, motivation, and overall enjoyment in PE class.

Attached below are the questionnaires that the researchers adapted and the

actual survey questionnaire of the researchers:

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Table 1: Questionnaire Items Adapted from "Peer Influence and Performance

Task of Senior High School Students (2012)" by Jerald C. Moneva

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Table 2: Questionnaire Items Adapted from “Students, Peer Pressure and their

Academic Performance in School (2019)” by Vangie Moldes

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(POSITIVE PEER INTERACTION) 1- 2- 3- 4-
Indicate your level of agreement with Strongly Agree Disagree Strongly
the following statements: Agree Disagree

1. I work with classmates in groups

during PE class. (Naggagawa ako
kasama ang aking grupo tuwing
klase ng PE.)

2. I feel comfortable asking my

classmates for help during PE
activities. ( Komportable akong
humingi ng tulong sa mga kaklase
ko tuwing may aktibidad sa PE.)

3. In PE class, my classmates
celebrate each other's successes
during activities. (Sa klase ng PE,
ipinagdiriwang ng mga kaklase ko
ang tagumpay ng bawat isa sa mga
aktibidad.)

4. During PE class activities, my

classmates give encouraging words
to help each other perform better.
(Tuwing may mga aktibidad sa PE,
nagbibigay ang mga kaklase ko ng
mga nakapagpasiglang salita
upang matulungan ang bawat isa
na mag-perform nang mas
mahusay.)

(NEGATIVE PEER INETRACTION)

Indicate your level of agreement with
the following statements:

1. My classmates make fun of me for

my abilities in PE class.
(Pinagtutuksuhan ako ng mga
kaklase ko dahil sa aking
kakayahan sa klase ng PE)

2. I feel excluded from activities

because of my classmates' abilities
in PE. (Nararamdaman kong ini-

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 exclude ako sa mga gawain dahil
sa kakayahan ng aking mga
kaklase sa PE.)

3. I am afraid to participate in PE
class because of how my
classmates might react. (Takot
akong lumahok sa klase ng PE
dahil sa posibleng maging
reaksiyon ng aking mga kaklase.)

4. My classmates make negative

comments about my performance
in PE. (Gumagawa ng mga
negatibong komento ang mga
kaklase ko tungkol sa performance
ko sa PE.)

5. I feel pressured by my classmates

to perform at a certain level in PE.
(Nakakaramdam ako ng pressure
dahil sa aking mga kaklase sa pag-
perform sa isang tiyak na antas sa
PE.)

(POSITIVE ENGAGEMENT) Indicate

your level of agreement with the
following statements:

1. I look forward to PE class.

(Inaabangan ko ang klase ng PE.)

2. My classmates encourage me to
participate in PE activities.
(Hinihikayat ako ng mga kaklase
ko na lumahok sa mga gawain sa
PE.)

3. I feel supported by my classmates

during challenging activities in PE
class. (Nararamdaman ko ang
suporta ng mga kaklase ko sa mga
mahihirap na gawain sa klase ng
PE.)

4. Working with classmates in PE

class helps me learn new skills.

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 (Ang pakikipagtulungan sa mga
kaklase sa klase ng PE ay
nakakatulong sa akin na matuto ng
mga bagong skills.)

5. I find PE class to be enjoyable.

(Nag-eenjoy ako sa klase ng PE)

6. I feel motivated to put more effort

during PE activities. (Ako’y na-
momotivate na magpursige pa sa
mga gawain sa PE)

7. I participate actively in most PE

class activities. (Aktibo akong
lumalahok sa karamihan ng mga
gawain sa klase ng PE.)

(NEGATIVE ENGAGEMENT)
Indicate your level of agreement
with the following statements:

1. I feel discouraged from

participating in PE activities
because of my classmates.
(Nakaramdam ako ng kawalang
gana lumahok sa mga gawain sa
PE dahil sa aking mga kaklase.)

2. I am embarrassed to participate in
PE class because of how my
classmates might perform.
(Nahihiya akong lumahok sa klase
ng PE dahil sa kung paano
maaaring magperform ang aking
mga kaklase.)

3. PE class is one of my least favorite

classes because of how I interact
with my classmates. (Ang klase ng
PE ay isa sa mga hindi ko
paboritong klase dahil sa kung
paano ako nakikipag-ugnayan sa
aking mga kaklase.)

4. I feel anxious during PE class.

(Nakakaramdam ako ng kaba

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 tuwing klase ng PE.)
Table 3: Peer Interaction and Student Engagement Questionnaire

Data Analysis

Data was gathered using structured questionnaires and analyzed using

statistical methods such as Pearson correlation coefficients and Statistical Package

for the Social Sciences (SPSS). The findings reveal a moderate positive

relationship between peer interaction and student engagement, indicating that

supportive and collaborative peer interactions significantly enhance engagement

in PE classes. Specific aspects of peer interaction called mutual encouragement

and teamwork, as the major contributors. Also competitive and exclusionary

behaviors hindered engagement.

With the help of demographic data, this study can better identify the

variations in engagement and interaction patterns, ensuring that the findings are

applicable to a wider range of groups. This supports the development of strategies

that are made specifically to enhance student engagement in PE classes.

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Research Process

Figure 1: Research Process

In the research process, the first thing the researchers do is choosing

participants and validating research tools. Researchers carefully selected

participants, ensuring they represented the target group. The Researchers carefully

tested the research instruments to make sure that it is accurately measured. This

process ensured that the researchers had the right people involved and the right

tools to gather meaningful data for this study.

Data collection is the process of gathering information to tackle a problem

or question. It involves carefully planning and using methods like surveys,

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interviews, or experiments to gather relevant data. Researchers ensure accuracy

and reliability by following established procedures and minimizing errors. Once

collected, the data is analyzed to draw meaningful conclusions or insights. In

short, data collection is essential for understanding issues and making informed

decisions based on evidence.

Data analysis is the process of understanding and making sense of the

obtained data in order to gain insights. Also, it is the process of inspecting,

cleaning, transforming, and modeling data with the goal of discovering useful

information, informing conclusions, and supporting decision-making.

The report writing is the final phase in the research process. It entails

presenting the research findings in a clear and succinct manner, summarizing the

findings, and offering suggestions based on the results. The report should be

carefully written, with a clear layout, introduction, summary of findings, main

report, and conclusion.

In summary, the research process includes participant selection, data

gathering, analysis, and report writing. Each step is crucial for validity and

reliability of the research findings.

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PAGE \* MERGEFORMAT 1
Ethical Considerations

Some of the potential ethical issues that the researchers must consider are;

Minimizing Harm: To protect respondents during data gathering and minimize harm, several steps can b

Informed Consent Process: To ensure participants understand the study's purpose, provide comprehensiv

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 Confidentiality Measures: this include anonymizing data, using secure data storage methods, and ensurin

Institutional Review: researchers should obtain approval from the school administration to check if the q

To manage these ethical issues, the researchers have to develop a clear and

detailed consent form outlining the purpose of the survey and participants rights

and the questionnaires must be clear, respectful, and relevant to the research

objectives. Also, the researchers need to obtain ethical approval from the BPSU

Orani Administration before conducting the survey.

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 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF

RESULTS

This chapter presents the analysis and interpretation of the correlation

study examining the relationship between peer interaction and student

engagement, as well as the impact of various aspects of peer interactions on

student engagement. Descriptive statistics provide an overview of the data

collected through a structured online survey, which utilized cluster sampling to

ensure a representative sample. Following this, Pearson Correlation analysis is

conducted to assess the strength and direction of the relationships between

positive peer interaction, negative peer interaction, and both positive and negative

student engagement. The Statistical Package for the Social Sciences (SPSS)

software was used to perform the statistical analysis.

Demographic Profile

Year Response Percentage

1st year 49 51.0%

2nd year 47 49.0%

TOTAL 96 100%

Table 1. Demographic Profile

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 The table above shows the demographic profile of the respondents from

students based on their year in college. There are a total of 96 responses or 100%.

Majority of it is from 1st year students with 49 responses that got 51.0% and the

least received 47 responses stating that they are 2nd year.

According to El Refae, G. A., Kaba, A., & Eletter, S. (2021), there is

significant correlation between peer interaction and student engagement. The aim

is to study the relationship between peer interaction and student engagement, as

well as the aspects of peer interaction that either contribute to or hinder

engagement. Data was gathered using structured questionnaires and analyzed

using statistical methods such as Pearson correlation coefficients. The findings

reveal a moderate positive relationship between peer interaction and student

engagement, indicating that supportive and collaborative peer interactions

significantly enhance engagement in PE classes. Specific aspects of peer

interaction called mutual encouragement and teamwork, as the major contributors.

Also bullying, conflicts, competitive and exclusionary behaviors hindered student

engagement.

With the help of demographic data, this study can better identify the

variations in engagement and interaction patterns, ensuring that the findings are

applicable to a wider range of groups. This supports the development of strategies

that are made specifically to enhance student engagement in PE classes.

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Based on the descriptive statistics, the average level of agreement of Students for

Positive Peer Interaction (PP) and Positive Class Engagement (PE) was in

between 1-Strongly Agree and 2-Agree while Students Negative Peer Interaction

(NP) and Negative Class Engagement (NEE) was in between 4-Strongly Disagree

and 3-Disagree. Also,the researchers see that all of the median values were close

to its mean. Therefore, the distribution of the response was symmetrically

distributed. Lastly, most of the respondents answered 1-Strongly Agree for

Students Positive Peer Interaction (PP) and Positive Class Engagement of

Students (PE) while 4-Strongly Disagree for Students Negative Peer Interaction

(NP) and Negative Class Engagement of Students (NEE).

Statistics

PP NP PE NEE

N Valid 96 96 96 96

Missing 0 0 0 0

Mean 1.5182 3.2167 1.6176 3.2344

Median 1.5000 3.1000 1.7143 3.0000

Mode 1.00 4.00 1.00 4.00

Table 2: Statistics for Sop 1

Correlations

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 PP1 PP2 PP3 PP4 PE

PE Pearson Correlation .439** .400** .552** .530** --

Sig. (2-tailed) <.001 <.001 <.001 <.001

N 96 96 96 96 96

**. Correlation is significant at the 0.01 level (2-tailed).

Table 3: Correlation for SOP 1 and 2

NP1 NP2 NP3 NP4 NP5 NEE

NEE Pearson Correlation .575** .657** .626** .757** .698** 1

Sig. (2-tailed) <.001 <.001 <.001 <.001 <.001

N 96 96 96 96 96 96

**. Correlation is significant at the 0.01 level (2-tailed).

Table 4: Correlation for SOP 1 and 3

Four out of five negative peers’ interaction was strongly correlated to class

engagement (0.5-0.7) while the remaining one was very strongly correlated to

class engagement (0.7-0.9). Furthermore, all of the correlation was significant at

the 0.01 level for two-tailed. This means that having different negative peer

interactions will negatively affect the student's engagement in PE classes.

Two out of four positive peers’ interaction was strongly correlated to class

engagement (0.5-0.7) while the other two was moderately correlated to class

engagement (0.3-0.5). Furthermore, all of the correlation was significant at the

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0.01 level for two-tailed. This means that having different positive peer

interactions will positively affect the student's engagement in PE classes.

Correlations

PP NP PE NEE

PP Pearson Correlation --

N 96

NP Pearson Correlation -.336** --

Sig. (2-tailed) <.001

N 95 95

PE Pearson Correlation .624** -.192 --

Sig. (2-tailed) <.001 .062

N 96 95 96

NEE Pearson Correlation -.337** .779** -.157 --

Sig. (2-tailed) <.001 <.001 .126

N 96 95 96 96

Correlation is significant at the 0.01 level (2-tailed).

Table 5: Correlation for SOP 1,2,3

The Pearson’s Correlation value between Students Positive Peer

Interaction (PP) and Positive Class Engagement of Students (PE) was 0.624

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which was in between 0.5 to 0.7. Therefore, we have here a strong positive

correlation between Students Positive Peer Interaction (PP) and Class

Engagement of Students (PE).

The Pearson’s Correlation value between Students Negative Peer

Interaction (NP) and Negative Class Engagement of Students (NEE) was 0.779

which was in between 0.7 to 0.9. Therefore, we have here a very strong positive

correlation between Students Negative Peer Interaction (NP) and Negative Class

Engagement of Students (NEE).

The Pearson’s Correlation value between Students Positive Peer

Interaction (PP) and Negative Class Engagement of Students (NEE) was -0.337

which was in between -0.3 to -0.5. Therefore, we have here a moderate negative

correlation between Students Positive Peer Interaction (PP) and Negative Class

Engagement of Students (NEE).

The Pearson’s Correlation value between Students Negative Peer

Interaction (NP) and Positive Class Engagement of Students (PE) was -0.192

which was in between -0.1 to -0.3. Therefore, we have here a weak negative

correlation between Students Negative Peer Interaction (NP) and Positive Class

Engagement of Students (PE).

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 Furthermore, all of the correlation was significant at the 0.01 level for

two-tailed.

SOP 1: Relationship between Students Interaction and Their Engagement in

PE Classes.

The results reveal a significant correlation between peer interactions and

class engagement. Positive peer interactions (PP) have a strong positive

correlation with positive class engagement (PE) with a Pearson's correlation value

of 0.624. This indicates that students who have constructive and supportive

interactions with their peers are more likely to be engaged in their PE classes.

Conversely, negative peer interactions (NP) have a very strong positive

correlation with negative class engagement (NEE) with a Pearson's correlation

value of 0.779, suggesting that negative interactions among students significantly

hinder their engagement in PE classes.

SOP 2: Aspects of Peer Interaction Contributing to Student Engagement in

PE Class

The data indicates that various positive peer interactions significantly

contribute to student engagement. Specific positive peer interactions such as

mutual encouragement, teamwork, supportive interactions and collaborative

behaviors have strong correlations with class engagement, with Pearson's

correlation values ranging from 0.400 to 0.552. This suggests that creating a

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supportive and collaborative environment can greatly enhance student

participation in PE activities.

SOP 3: Aspects of Peer Interaction Hindering Student Engagement in PE

Classes

Negative peer interactions such as bullying, conflicts, exclusionary and

competitive behaviors are shown to have strong to very strong negative impacts

on student engagement. Pearson's correlation values for these interactions range

from 0.575 to 0.757, indicating that negative peer dynamics are significantly

detrimental to student participation in PE classes. This highlights the importance

of addressing and mitigating negative behaviors to improve overall class

engagement.

SOP 4: Policy Recommendations Based on Findings

To enhance peer interactions and thereby increase student engagement in

PE classes, the following policy recommendations can be made:

Promote Positive Peer Interactions: Develop instructional designs that encourage

teamwork, peer support, and collaborative activities. Incorporate group exercises

and games that require mutual cooperation and positive reinforcement.

Anti-Bullying Programs: Implement programs to reduce bullying and negative

peer interactions. Establish clear guidelines and consequences for negative

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behaviors, and provide support systems for students who may be affected by such

interactions.

Inclusive Activities: Design PE activities that are inclusive and accessible to all

students, ensuring that no one feels left out or marginalized. Activities should

cater to different skill levels and interests to promote a sense of belonging among

all students.

Teacher Training: Provide professional development for PE teachers to help them

recognize and address negative peer interactions promptly. Teachers should be

equipped with strategies to foster a positive and supportive classroom

environment.

Peer Mentoring Programs: Establish peer mentoring systems where older or more

experienced students support and guide younger or less confident peers. This can

help build a culture of positivity and encouragement within the PE classes.

Significance of the Results

The findings from this study are significant as they provide empirical

evidence on the crucial role of peer interactions in student engagement during PE

classes. By understanding the dynamics of positive and negative peer interactions,

educators and policymakers can design more effective PE programs that foster a

supportive and engaging learning environment. Implementing the recommended

policies can lead to improved student participation, better physical health

outcomes, and a more positive school climate overall. Furthermore, addressing

negative peer interactions can contribute to the overall well-being of students,

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reducing instances of bullying and promoting a more inclusive and supportive

school culture.

References:

El Refae, G. A., Kaba, A., & Eletter, S. (2021). The impact of

demographic characteristics on academic performance: Face-to-
face learning versus distance learning implemented to prevent the
spread of COVID-19. College of Business, Al Ain University, Al
Ain, United Arab Emirates.
https://files.eric.ed.gov/fulltext/EJ1289894.pdf
Liu, J. (2023). The effect of peer relationship on academic
performance in high school students. Lecture Notes in Education
Psychology and Public Media, 13(1), 136-144.
https://doi.org/10.54254/2753-7048/13/20230870
Shao, Y., Kang, S., Lu, Q., Zhang, C., & Li, R. (2024). How peer
relationships affect academic achievement among junior high
school students: The chain mediating roles of learning motivation
and learning engagement. Frontiers in Psychology, 15.
https://doi.org/10.3389/fpsyg.2024.01234
Hu, Y., & Talib, M. A. (2023). Student engagement and its association
with peer relation and teacher-student relation: A systematic
review. Journal of Educational Psychology and Public Media,
29(4), 35-49. https://doi.org/10.52152/kuey.v29i4.763
Leisterer, S., & Gramlich, L. (2021). Having a positive relationship to
physical activity: Basic psychological need satisfaction and age as
predictors for students' enjoyment in physical education. Sports,
9(7), 90. https://doi.org/10.3390/sports9070090

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 CHAPTER V

SOP 1:What is the relationship of the students’ interaction to their

engagement

in PE classes?

Findings

This study investigated the relationship between peer interaction and

student engagement in Physical Education (PE) classes at Bataan Peninsula State

University Orani Campus. The findings revealed significant correlations between

both positive and negative peer interactions with their corresponding aspects of

engagement. Positive peer interactions (PP) demonstrated a strong positive

correlation with positive class engagement (PE) (Pearson's r = 0.624). This

indicates that students who experience constructive and supportive interactions

with their peers are more likely to be engaged in PE classes. Conversely, negative

peer interactions (NP) exhibited a very strong positive correlation with negative

class engagement (NEE) (Pearson's r = 0.779). This suggests that negative

interactions among students significantly hinder their engagement in PE classes.

Conclusion

These findings highlight the importance of fostering positive peer

interactions within PE classes. By creating a supportive learning environment that

encourages collaboration and positive communication among students, educators

can promote increased student engagement and enjoyment in PE activities.

Recommendations

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Enhancing Team-Based Activities:

Create opportunities for students to work together towards common goals in PE

class. This fosters teamwork, communication, and mutual encouragement among

peers.

Positive Reinforcement:

Recognize and acknowledge instances of positive peer interaction, such as

encouragement, support, and collaboration. This reinforces these behaviors and

sets a positive example for the entire class.

Cooperative Learning Games:

Design games and activities that require collaboration and communication among

students. This not only promotes teamwork and support, but also makes learning

PE skills more engaging.

By incorporating these recommendations, PE teachers can cultivate a more

positive and collaborative learning environment, ultimately leading to increased

student engagement and enjoyment in physical education classes.

SOP 2: What aspects of peer interaction contribute to students'

engagement in PE class?

Findings

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 This study investigated the relationship between peer interaction and

student engagement in Physical Education (PE) classes at Bataan Peninsula State

University Orani Campus. The findings revealed significant correlations between

both positive and negative peer interactions with their corresponding aspects of

engagement. Positive peer interactions (PP) demonstrated a strong positive

correlation with positive class engagement (PE) (Pearson's r = 0.624). This

indicates that students who experience constructive and supportive interactions

with their peers are more likely to be engaged in PE classes. Conversely, negative

peer interactions (NP) exhibited a very strong positive correlation with negative

class engagement (NEE) (Pearson's r = 0.779). This suggests that negative

interactions among students significantly hinder their engagement in PE classes.

Conclusion

These findings highlight the importance of fostering positive peer

interactions within PE classes. By creating a supportive learning environment that

encourages collaboration and positive communication among students, educators

can promote increased student engagement and enjoyment in PE activities.

Recommendations

Enhancing Team-Based Activities:

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Create opportunities for students to work together towards common goals in PE

class. This fosters teamwork, communication, and mutual encouragement among

peers.

Positive Reinforcement:

Recognize and acknowledge instances of positive peer interaction, such as

encouragement, support, and collaboration. This reinforces these behaviors and

sets a positive example for the entire class.

Cooperative Learning Games:

Design games and activities that require collaboration and communication

among students. This not only promotes teamwork and support, but also makes

learning PE skills more engaging.

By incorporating these recommendations, PE teachers can cultivate a more

positive and collaborative learning environment, ultimately leading to increased

student engagement and enjoyment in physical education classes.

SOP 3 : What aspects of peer interaction hinder student engagement in

PE classes?

Findings

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 This study investigated the relationship between peer interaction and

student engagement in Physical Education (PE) classes. The findings revealed

significant correlations between both positive and negative peer interactions with

their corresponding aspects of engagement.

Bullying demonstrated a high correlation with lower class engagement

(Pearson's r = 0.757), indicating that children who experienced bullying were less

likely to actively participate in PE activities. Peer conflicts also exhibited a high

negative correlation with student engagement (Pearson's r = 0.657), suggesting

that conflicts created a hostile climate that deterred students from participating in

PE. Additionally, excessive exclusionary and competitive behaviors were found

to lead to stress and anxiety, reducing students' willingness to engage in PE

activities (Pearson's r = 0.626).

Conclusion

These findings highlighted the significant detrimental impact of negative

peer interactions on student engagement in PE classes. By understanding the

specific aspects of peer interaction that hinder engagement, such as bullying, peer

conflicts, exclusionary and competitive behaviors, educators can take proactive

measures to address these issues. Creating a supportive and inclusive learning

environment that mitigates negative interactions and promotes positive behaviors

is crucial. By fostering positive peer interactions, educators can encourage

collaboration and positive communication among students, thereby promoting

increased student engagement and enjoyment in PE activities.

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Recommendations

Anti-Bullying Programs:

Put in place comprehensive anti-bullying programs that include clear

policies, reporting mechanisms, and support for victims. Regular workshops and

counseling can help mitigate the effects of bullying. The competitive behavior of

peers is another factor that negatively affects student engagement.

Conflict Resolution Training:

Introduce conflict resolution training for students to equip them with the

skills needed to handle disputes constructively. Peer mediation programs can also

be effective in reducing conflicts.

Inclusive Activities:

Design PE activities that promote inclusion and ensure that all students

can participate regardless of their skill level. Activities should focus on teamwork

and cooperation rather than individual competition.

Programs for Peer Support:

Create peer mentorship programs in which more seasoned or experienced

students assist and advise their less seasoned or confident colleagues. This can

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support the development of a supportive and upbeat atmosphere in physical

education classrooms.

Observation and Action:

Urge educators to keep a close eye on how peers are interacting and to

step in when they see inappropriate conduct. Negative encounters can be stopped

before they worsen with prompt intervention.

Encourage a Helpful Environment:

Promote an environment in the classroom where good deeds are

recognized and dealt with right away. The ability to spot the warning signals of

exclusion and act quickly should be taught to teachers.

Balanced Competition:

When engaging in competitive activities, strike a balance such that they

are supportive and healthy rather than unduly stressful. Prioritize team

achievement and personal development over individual accomplishments.

By incorporating these recommendations, PE teachers can mitigate the

negative aspects of peer interactions and create a more supportive and inclusive

learning environment. This will ultimately lead to increased student engagement

and enjoyment in physical education classes.

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 SOP 4: Based on the findings, what policy recommendations could be made

on the

instructional designs of PE classes to enhance peer interaction?

Findings

The study results showed that both positive and negative peer interactions

had a significant impact on student engagement in PE classes. The researcher

identified various aspects of peer interactions that influenced engagement.

Positive aspects, such as mutual encouragement, teamwork, supportive

interactions, and collaborative behaviors, served as driving forces for student

engagement in PE classes. Conversely, negative aspects, including competitive

behaviors, exclusionary behaviors, conflicts, and bullying, acted as restraining

forces, hindering student engagement in PE activities. These findings provided

insights into how to foster a positive learning environment in PE classes.

Conclusion

Implementing a policy aimed at enhancing student engagement in PE

classes by fostering positive peer interactions would significantly benefit students.

A supportive and inclusive environment would not only improve physical activity

participation but also contribute to the overall well-being of students. By

incorporating activities designed to foster a positive learning environment,

students would likely improve their engagement in PE classes. Based on these

results, the researchers developed the following policy recommendations.

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Policy Recommendation for Enhancing Peer Interaction and Engagement in

Physical Education (PE) Classes

Policy Title: Enhancing Peer Interaction and Engagement in PE Classes

Purpose:

To create a supportive and inclusive environment in Physical Education

(PE) classes that fosters positive peer interactions, thereby enhancing student

engagement and overall well-being.

Scope:

This policy applies to all Physical Education classes at Bataan Peninsula

State University (BPSU), Orani Campus.

Policy Statement:

Peer interactions significantly impact student engagement in PE classes.

Positive peer interactions can enhance engagement, while negative interactions

can hinder it. This policy outlines strategies to foster positive interactions and

mitigate negative ones.

Objectives:

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 1. To increase student engagement in PE classes through improved
peer interactions.

2. To identify and implement strategies that promote positive peer

interactions.

3. To create a classroom environment that minimizes negative

interactions such as bullying and exclusion.

Strategies:

1. Peer Support Programs:

-Establish a buddy system where students are paired to support each other
during activities.

-Create peer mentoring programs where senior students guide and support
juniors.

2. Collaborative Activities:

-Design PE activities that require teamwork and cooperation.

-Rotate group members regularly to ensure students interact with

different peers.

3. Positive Reinforcement:

-Recognize and reward positive peer interactions through a point system

or other incentives.

-Provide regular feedback to students on their interpersonal skills.

4. Inclusive Practices:

-Ensure all students, regardless of skill level, are included in

activities.

-Adapt activities to cater to diverse abilities and needs.

5. Conflict Resolution:

-Train students in conflict resolution and communication skills.

-Establish a clear protocol for addressing and resolving conflicts

among peers.

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 6. Teacher Facilitation:

-Teachers should actively monitor and facilitate positive

interactions during PE classes.

-Provide professional development for teachers on managing peer

dynamics and fostering an inclusive environment.

7. Feedback Mechanisms:

-Implement regular surveys and feedback sessions to understand

student experiences and perceptions of peer interactions.

-Use feedback to continuously improve strategies and practices.

Responsibilities:

• Teachers:

Implement and monitor the strategies, provide support and

guidance to students, and foster a positive classroom environment.

• Students:

Participate actively in activities, support peers, and contribute to a

positive and inclusive environment.

• Administration:

Provide resources and training for teachers, and ensure the policy is
effectively communicated and enforced.

Evaluation:

-Regular assessments through surveys and feedback from students and

teachers.

-Review of student engagement levels and peer interaction quality at the

end of each term.

-Adjustments to the policy based on evaluation outcomes and feedback.

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 APPENDICES

APPENDIX A

Team Composition and Task Allocation

Name: John Jayson Salazar

Task: Team Leader, Data Gathering

Name: Maurene Reyes

Task: Literature Analyst, Citation Maker

Name: Lei Jasmin Mendoza

Task: Writer

Name: Edzel Iverson Cornico

Task: Writer

Name: Marianne Regala

Task: Literature Analyst

Name: Jim Manalang

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Task: Data Gathering

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 APPENDIX B

Appointment of Adviser

BATAAN PENINSULA STATE

UNIVERSITY
College of Education
Orani Campus
Bayan, Orani, BataanI hereby accept the following proponent/s,

I hereby accept the following proponent/s,

Name of Student Researchers:

1. John Jayson M. Salazar (Team Leader, Data Gathering)
2. Maurene S. Reyes (Literature analyst, Citation maker)
3. Lei Jasmin M. Mendoza (Writer)
4. Edzel Iverson Cornico (Writer)
5. Marianne F. Regala (Software, Literature Analyst)
6. Jim Bryan C. Manalang (Data Gathering)

UNDER THE PROGRAM BACHELOR OF PHYSICAL EDUCATION

BATAAN PENINSULA STATE UNIVERSITY.

As thesis advisee for their study, entitled:Understanding Peer Interactions:

Impact on Engagement in Physical Education for the Academic Year, 2023-
2024, Semester 2.

Conformed Recommended
RUTHER M. BACLIG DR. ROXANNE T. BONGCO
(Adviser, Name and Signature) (Research Faculty)
Approved: Doctor of Education program applicants
are required to submit original TOR for
both Bachelor's and Master's degrees along
with a copy of their MS/MA Thesis
DR. ALONZO MORTEJO

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Dean of Instruction

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 APPENDIX C

Permit to Conduct Data Gathering

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 APPENDIX D

Signed Consent Form

Objectives of the Study:

This study aims to determine the different aspects of peer interaction that affect

positively and negatively student engagement in P.E. classes.

I am Jayson Salazar a BPED 3A student in BPSU (Orani Campus) and the

following names are my members of this study:

Maurene Reyes

Marianne Regala

Lei Jasmine Mendoza

Edzel Iverson Cornico

Jim Bryan Manalang

Our group is currently writing a research study on “Understanding Peer

Interaction: Impact on Engagement in Physical Education. Our group was inviting

you to be the respondents for this study as an active first/second year majoring in

P.E (BPED) on BPSU (Orani Campus) 2023-2024.

AT THIS POINT, I AM REQUESTING YOU TO READ ALL

OF THE INFORMATION BELOW BEFORE YOU DECIDE

WHETHER OR NOT TO TAKE PART IN THIS STUDY.

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PURPOSE OF THE STUDY

This study intends to investigate further deep understanding of the different

aspects of peer interaction that affect positively and negatively student

engagement in P.E classes because understanding or identifying further the aspect

of peer interaction can lead to a conducive learning environment.

NATURE OF THE STUDY

-This study will only be applied to the students of BPSU (Orani Campus) 1 st-2nd

year level who are currently active in participation in P.E classes and have already

participated in two different P.E group activities.

-This study excluded students who often skipped P.E. classes.

-This study will be needed (28) respondents. You are invited to be one of the (28)

respondents as one who experienced different peer interactions in P.E. classes.

QUESTIONS

For further questions, qualifications, or inquiries about the study, you may reach

us at BPSU (Orani Campus) or by email: (jjmsalazar@bpsu.edu.ph) Contact

number: (09304071787) John Jayson M. Salazar.

CONFIDENTIALITY AND ANONYMITY

All information that you will share in this study will remain confidential.

Pseudonyms would be used from the transcript to the final write-ups. Finally, all

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data that will be gathered will be kept confidential. Data will be stored

electronically and secured with a user password. Your identity will not be

released when the study results are published or presented in book form or

professional journals. The audio records will be deleted after the study.

RESULTS OF THE STUDY

Results of the study will be shared and disseminated to all respondents and BPSU

libraries and online. The study shall also be submitted for publication when the

study is approved by the research panelist. Links will be sent to 28 respondents

who participated.

COST/FINANCIAL CONSIDERATIONS

No payment will be involved in exchange for your participation in the study.

BENEFITS

Your involvement in this study on the Understanding of Peer Interaction: Impact

on student engagement can help you to determine what are the different aspects

involved that affect the engagement of students in P.E classes, you will gain

awareness, and also find ways how to properly interact with peers. This study will

help you to find a way what determine the aspect that leads to a conducive

learning environment. This study can also help HEI students, Peers, Family,

Society, and future researchers as they learn and gain an in-depth understanding

of this study. This study also promotes healthy interaction between peers and

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students, provides support on how to manage pressure, and how to create an

environment that can affect positively the motivation of students in P.E classes.

PROCEDURE

If you volunteer to participate in this study, I shall be requesting you to engage in

the following activities:

1. The survey shall be documented and be answered with full honesty.

2. This is expected to last for an hour, so we are requesting your

understanding for a long period.

3. This will be scheduled at the time and place that would be most

convenient for you.

RISK/DISCOMFORTS AND SAFEGUARDS

This study does not intend to cause any physical or emotional discomfort or social

conflicts. However, in the case of any of these discomforts, please be assured that

the researcher will take all appropriate measures to ensure your safety and

protection.

● In case the researcher asks questions that make you feel uncomfortable,

please be assured that you are free to refuse your safety and protection.

● You might provide sensitive information about your relationships with

your colleagues. However, you can rest assured that any information that

you have will be treated with the utmost confidentiality.

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CONSENT

I have read and understand all the information above. My questions have also

been answered and clarified. I therefore hereby grant any my consent to take part

of this study.

___________________________________________

Volunteer’s Printed Name & Signature Date

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 APPENDIX E

Letter to Validators

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 APPENDIX F

Instrument Development

SOP Questions/ Validation Final Questions

Items Comments/ Decision
Suggestions
1. What is 1. My peers V1. The questions We have revised it
the have helped me only measure the and also removed the
relationship improve my peer questions in SOP1
of the engagement in interaction of the based on feedback
BPSU PE class. students. However, from one of the
Students' they do NOT validators, who
interaction 2. I find it easier identify its mentioned that there
to their to participate in relationship is no need to include
engagement PE activities with their a question for SOP1
in their PE when I am with engagement in their as the data analysis
classes? my peers. PE result will answer it.
classes
3. I often
participate in V2. Translate in
group activities English or make it
with my peers Eng-Tag.
during PE class.
V3. Remove
4. The level of question number 1-4,
competition with you don’t need to
my peers in PE create questions for
class motivates the first SOP since
me to perform the data analysis
better. result will answer
this question.

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2. What 1. I feel a sense V1. The questions We integrated PEER
aspects of of belonging to do not necessarily questions on peer INTERACTION
peer a peer group in answer SOP 2. Make interaction and
interaction my PE class. sure that the student engagement (Positive Peer
contribute questions are based on a validator's Interaction)
to students' 2. I spend a focused on suggestion. We also
engagement significant identifying the added more details 1. I work with
in PE class? amount of time different aspects of about the classmates in groups
with my peers peer interaction. questionnaire content, during PE class.
during PE class. including theories, (Naggagawa ako
The questions are studies, and aspects. kasama ang aking
3. In PE class, grouped based on grupo tuwing klase
seeing my Peer Interaction and ng PE.)
friends Engagement. That
participate with means you are trying 2. I feel comfortable
excitement to separately asking my classmates
makes me feel measure each. for help during PE
more confident activities.
to join in myself. V2. Translate in (Komportable akong
English or make it humingi ng tulong sa
4. It motivates Eng-Tag. mga kaklase ko
me to try harder tuwing may aktibidad
when I see my V3. Revise and add sa PE.)
peers improving more questions in
in PE class. SOP2. 3. In PE class, my
classmates celebrate
5. When each other's
classmates successes during
cheer me on activities. (Sa klase
during PE class ng PE,
activities, it ipinagdiriwang ng
helps me focus mga kaklase ko ang
and perform tagumpay ng bawat
better. isa sa mga
aktibidad.)
6. Knowing that
my classmates 4. During PE class
have my back activities, my
during PE class classmates give
challenges encouraging words to
makes me feel help each other
less anxious and perform better.
more willing to (Tuwing may mga
take risks. aktibidad sa PE,
nagbibigay ang mga
7. My kaklase ko ng mga

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 classmates' nakapagpasiglang
positive energy salita upang
in PE class matulungan ang
creates a fun bawat isa na mag-
atmosphere that perform nang mas
makes me look mahusay.)
forward to
participating.
3. What 1. Some V1. Do not separate We followed the (Negative Peer
aspects of classmates make the questions based same process as in Interaction)
peer fun of others' on Engagement and SOP2.
interaction abilities in PE Peer Interaction. 1. My classmates
hinder class. Instead, provide make fun of me for
student questions that my abilities in PE
engagement 2. Negative answer the different class.
in PE comments from aspects of peer (Pinagtutuksuhan ako
classes? classmates interaction in ng mga kaklase ko
hinder my relation to its dahil sa aking
enjoyment of PE engagement ion PE kakayahan sa klase
class. classes. ng PE)

3. I avoid V2. Translate in 2. I feel excluded

working with English or make it from activities
certain Eng-Tag. because of my
classmates classmates' abilities
during PE class V3. Make the Likert in PE.
activities. scale until 4 and also (Nararamdaman
specify the kong ini-exclude ako
4. I feel corresponding sa mga gawain dahil
discouraged meaning of each sa kakayahan ng
from num (for ex. 1- aking mga kaklase sa
participating in Never. 4 Always) PE.)
PE class
activities by 3. I am afraid to
some participate in PE
classmates. class because of how
my classmates might
5. The behavior react. (Takot akong
of some lumahok sa klase ng
classmates PE dahil sa posibleng
disrupts the maging reaksiyon ng
learning aking mga kaklase.)
environment in
PE class. 4. My classmates
make negative
6. I sometimes comments about my

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skip PE class to performance in PE.
spend time with (Gumagawa ng mga
my friends negatibong komento
outside of class. ang mga kaklase ko
tungkol sa
7 I feel a sense performance ko sa
of competition PE.)
with my peers in
PE class. 5. I feel pressured by
my classmates to
8. My peers perform at a certain
sometimes level in PE.
distract me (Nakakaramdam ako
during PE class. ng pressure dahil sa
aking mga kaklase sa
pag-perform sa isang
tiyak na antas sa PE.)

STUDENT
ENGAGEMENT

(Positive
Engagement)

1. I look forward to
PE class.
(Inaabangan ko ang
klase ng PE.)

2. My classmates
encourage me to
participate in PE
activities.
(Hinihikayat ako ng
mga kaklase ko na
lumahok sa mga
gawain sa PE.)

3. I feel supported by
my classmates during
challenging activities
in PE class.
(Nararamdaman ko

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 ang suporta ng mga
kaklase ko sa mga
mahihirap na gawain
sa klase ng PE.)

4. Working with
classmates in PE
class helps me learn
new skills. (Ang
pakikipagtulungan sa
mga kaklase sa klase
ng PE ay
nakakatulong sa akin
na matuto ng mga
bagong skills.)

5. I find PE class to
be enjoyable. (Nag-
eenjoy ako sa klase
ng PE)

6. I feel motivated to
put more effort
during PE activities.
(Ako’y na-
momotivate na
magpursige pa sa
mga gawain sa PE)

7. I participate
actively in most PE
class activities.
(Aktibo akong
lumalahok sa
karamihan ng mga
gawain sa klase ng
PE.)

(Negative
Engagement)

1. I feel discouraged
from participating in
PE activities because
of my classmates.

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 (Nakaramdam ako ng
kawalang gana
lumahok sa mga
gawain sa PE dahil
sa aking mga
kaklase,)

2. I am embarrassed
to participate in PE
class because of how
my classmates might
perform. (Nahihiya
akong lumahok sa
klase ng PE dahil sa
kung paano maaaring
magperform ang
aking mga kaklase.)

3. PE class is one of
my least favorite
classes because of
how I interact with
my classmates. (Ang
klase ng PE ay isa sa
mga hindi ko
paboritong klase
dahil sa kung paano
ako nakikipag-
ugnayan sa aking
mga kaklase.)

4. I feel anxious
during PE class.
(Nakakaramdam ako
ng kaba tuwing klase
ng PE.)

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 APPENDIX G

Proof of Reliability

PILOT TESTING RESULT

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ACTUAL SURVEY RESULT

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 APPENDIX H

Table of Analysis

Demographic Profile

YEAR Response Percentage

1st Year 16 57.1%

2nd Year 12 42.9%

TOTAL 28 100%

Table 4. Demographic Profile

SOP 1: Relationship between BPSU Students' Interaction and Their

Engagement in PE Classes

PPI Mean NPI MEAN PE MEAN NE MEAN

PPI Mean 1

NPI MEAN -0.43 1

PE MEAN 0.52 -0.22 1

NE MEAN -0.51 0.91 -0.29 1

Table 5

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 SOP 2: Peer interaction Contribute to Student Engagement in PE Class

Pearson R Coefficient PPI 1 PPI 2 PPI 3 PPI 4 PPI MEAN

PE MEAN 0.29 0.41 0.52 0.39 0.52

T-crtical 2.056 2.056 2.056 2.056 2.056

T-statistic 1.529 2.309 3.070 2.163 3.067

Table 6

SOP 3: Peer Interaction hinder Student Engagement in PE Classes

Pearson R NPI 1 NPI 2 NPI 3 NPI 4 NPI 5 NPI

Coefficient MEAN

NE MEAN 0.7586 0.6979 0.9066 0.8068 0.8964 0.9738

T-critical 2.056 2.056 2.056 2.056 2.056 2.056

T-statistic 5.936 4.969 10.955 6.962 10.313 21.851

Table 7

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 APPENDIX I

Permit from Original Authors

We conduct the permission request for adapting research questions through

online platform and here are the request letters we send to each author which are;

● Vangie Moldes- “Students, Peer Pressure and their Academic

Performance in School” (2019) (STUDENT ENGAGEMENT

QUESTIONS)

● Jeraald Moneva- “Peer Influence and Performance Task of Senior High

School Students” (2020) (PEER INTERACTION QUESTIONS)

PERMISSION LETTER:

Dear Ms. Moldes,

Good day! We are writing to you as a group of student researchers from

Bataan Peninsula State University- Orani Campus working on a thesis related to

impact of peer interaction on student engagement in PE classes. Our group

consists of 6 members. We are writing to seek your permission to use your study,

titled “Students, Peer Pressure and their Academic Performance in School”

(published in 2019), as a foundation for developing our survey instrument

specifically designed to gather data from students in our program. We understand

the importance of respecting intellectual property and would ensure proper

citation is given to your work in any future publications or presentations resulting

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from our survey. We would be grateful if you could grant us permission to use

your study for this purpose. Please let us know if you have any questions or

require further information about our project. Thank you for your time and

consideration.

Sincerely,

Jayson Salazar

Maurene Reyes

Lei Jasmin Mendoza

Marianne Regala

Edzel Cornico

Jim Bryan Manalang

Contact Information: 09674350575/ 09304071787

Email Address: mjsreyes@bpsu.edu.ph / jjmsalazar@bpsu.edu.ph

Bataan Peninsula State University- Orani Campus

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Dear Sir Moneva,

Good day! We are writing to you as a group of student researchers from

Bataan Peninsula State University- Orani Campus working on a thesis related to

impact of peer interaction on student engagement in PE classes. Our group

consists of 6 members. We are writing to seek your permission to use your study,

titled Peer Influence and Performance Task of Senior High School Students

(published in 2020), as a foundation for developing our survey instrument

specifically designed to gather data from students in our program. We understand

the importance of respecting intellectual property and would ensure proper

citation is given to your work in any future publications or presentations resulting

from our survey. We would be grateful if you could grant us permission to use

your study for this purpose. Please let us know if you have any questions or

PAGE \* MERGEFORMAT 1
require further information about our project. Thank you for your time and

consideration.

Sincerely,

Jayson Salazar

Maurene Reyes

Lei Jasmin Mendoza

Marianne Regala

Edzel Cornico

Jim Bryan Manalang

Contact Information: 09674350575/ 09304071787

Email Address: mjsreyes@bpsu.edu.ph / jjmsalazar@bpsu.edu.ph

Bataan Peninsula State University- Orani Campus

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 APPENDIX J

Curriculum Vitae

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