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© Josephine, Alberto, Consorcia, Lerma, Marcial (2023)
Corresponding author’s email: ruinjo002@gmail.com
International Journal of Theory and Application in Elementary and Secondary School Education
(IJTAESE)
Vol. 5 No. 1 (2023)
https://doi.org/10.31098/ijtaese.v5i1.1086
Factors Influencing Learners’ Participation in Physical Education in The
New Normal: An Input to Curriculum Development Program
Josephine R. Alcantara1, Alberto D. Yazon2, Consorcia S. Tan2,
Lerma P. Buenvinida2, Marcial M. Bandoy2
1 Los Baños National High School – Batong Malake
2 Laguna State Polytechnic University, Los Baños Campus, Philippines
Received: November 15, 2023
Revised: February 10, 2023
Accepted: April 14, 2023
Online: April 30, 2023
Abstract
This study focused on determining the factors that influence the learners’ participation in Physical Education (PE)
under the New Normal; it also investigated perceptions about teaching quality, level of readiness in distance
learning, and the mean level of participation in PE in accordance to MELCS. It further looked into the significant
relationships between factors of teaching quality; learners’ level of readiness to distance learning as against
learners’ participation; and learners’ demography. This study offers a lot of learning opportunities about simplified
and essential teaching modalities, which are focused and easy for learners, under the New Normal environment
and under the threat of being infected with Covid-19. Frequencies, percentage, means, standard deviation, Pearson
product moment of correlation, multiple linear regression, and hierarchical linear regression were the statistical
tools applied in the analysis of data collected from selected Junior High School learners from 25 districts in the
Division of Laguna. Major findings from the study are that (i) learners have a high level of perception of teaching
quality in terms of cognitive activation, supportive climate, and classroom management; (ii) learners have a high
level of readiness on distance learning in terms of availability of technology, use of technology, self-confidence,
acceptance, and time management skills; and (iii) a high mean level on learner’s participation in PE according to
their respective MELCS in terms of personalized exercise programs, physical activity participation, physical
activity/fitness assessment, and skills demonstration. This study recommended that physical education teachers
may provide students with more enhanced and localized activities that are tailored to their interests and
appropriate for this new normal setting.
Keywords learners’ participation, readiness, physical education activity
INTRODUCTION
‘The adversities of education under the New Normal are not comparable to the mounting
pressure on optimizing pedagogical practices of teachers. Due to the demand to have a curriculum
overhaul to tailor to students' needs, this has greatly affected the learning environment as well as
the attitude of our learners towards educational development, particularly in physical education.
Nonetheless, the role of teachers in education should not be influenced by negativity. The
development of a learner’s inner core, particularly developing the basic set of education, should
never be derailed (OECR, 2018). Instead, it is imperative to recognize that a learner’s individual
learning and commitment to their country are the cornerstone of a learner's education, and
therefore, education must be sustained on myriad distance platforms.
The Department of Education (DepEd) Secretary, Leonor Magtolis, emphasized that education
should continue no matter what strategy the teachers are using. On the other hand, regardless of
the methods and strategies to be used by the teachers, the common purpose is that children must
continue to learn. Therefore, it is essential for teachers to assist learners to find out and develop
Research Paper
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their capabilities to prepare them for a lot of useful learning and activities. These activities shall
boost the learners’ interests, make them adjustable, and will enable them to cope with the new
learning set up. Due to the present state of education, the so-called new normal, teachers should
endlessly discover, innovate, and create changes for them to become competent.
The Department of Education (DepEd) has an issuance on flexible learning and resources,
DepEd Order No. (DO) 21, s. 2019, or the K-12 Basic Education Policy Guidelines. The
implementation of Flexible Learning Options (FLOS) with various delivery modes and related
learning resources that are responsive to learners' needs, contexts, circumstances, and diversity,
continues to address the problems of learners who belong to the poor or to families with minimal
income, no access to the internet, and no gadgets. In addition, several studies have reported that in
Asia, the Philippines has the worst internet access. As a result, difficulties would include
impartiality issues, learners' security and safety, and lower-than-expected learning quality.
Distance learning is an active kind of education that involves students in real-world job
situations. It blends planned classroom learning activities into the curriculum, allowing students to
apply knowledge and skills learned in class. Distance learning allows learners to participate and
communicate while also demonstrating important abilities required for today's new normal. "So,
we are heading into a new normal because we are constructing a brave new world," said DepEd
Secretary Briones, "and we have to start with the kindness, courage, initiative, rational perception
of difficulties, and persistent optimism and confidence that we can conquer, children." According
to the DepEd Secretary (dated May 11, 2020), creating a favorable learning environment via the
child's perspective is critical for them to develop competency in applying the topics they've learnt
in class.
Moreover, changes in the grading system, assessment, and evaluation of learners'
performance pose a challenge for every teacher and school administrator. Assessment in Physical
Education (PE) is not confined to paper and pen assessments. Physical education subjects demand
greater practical performance than other disciplines. For assessment in PE, all learners must be
physically present in order to be evaluated by performance tests. However, this becomes a
challenge for all teachers, as the school must transition to the new normal where teaching and
learning are going online.
For this reason, the researcher saw the big challenge that lies in what new teaching and
learning skills do educators need to support and encourage participation among the students in
their physical activity and how they can continue to develop as professionals in the current
situation. In order to determine the factors that influence the learner’s participation in Physical
Education in the new normal that impact students' interest and preparedness, such as; Learners’
perception of PE teacher’s teaching quality, Readiness to remote instructions in the light of the
COVID-19 pandemic. the researcher formulated the following research questions:
1. What is the learners’ perception of Physical Education teacher’s teaching quality in terms of:
cognitive activation; supportive climate; and classroom management
2. What is the learners’ level of readiness on distance learning in terms of: availability of
technology; use of technology; self-confidence; acceptance; and time management skills?
3. Is there any significant relationship between learners’ perception of Physical Education teachers’
teaching quality and learner’s participation in physical education?
4. Is there any significant relationship between learners’ level of readiness on distance learning and
learner’s participation in physical education?
In order to attain these goals, the researcher utilized descriptive correlational research
design. It includes studies using survey questionnaires to be answered by respondents for data
collection (Creswell, 2012, p.340). Respondents are limited only to the selected junior high school
learners of the 25 districts in the Division of Laguna wherein the perception of the learners on the
Int. J. Theory Appl. Elem. Sec. Sch. Educ.
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factors affecting their P.E. involvement or participation for the school year 2021-2022. The results
were used as an input to Curriculum Development Program on selected junior high school in
Laguna.
LITERATURE REVIEW
Quality teaching is critical to educational outcomes and reform around the world. Effective
remedies to a global learning crisis will rely on ensuring high-quality instruction on a global scale.
Measurement and evaluation of teaching quality are thus critical: any attempts to improve the
quality of education that children receive rely on precise measurement of that quality. Focusing on
pedagogy, especially when looking at how teachers teach, according to Penfold (2020), limits what
we can learn about how well teachers actually know their subjects. For example, many teachers are
noticed who have excellent pedagogical skills and a diverse repertoire but lack subject expertise.
Teaching quality has a considerable impact on students' learning and outcomes, according to
previous research. Previous research has consistently demonstrated that what instructors do in the
Learners' learning is influenced by the classroom, and having excellent teachers makes it possible
for learners to reach their full potential. The term "teaching quality" refers to the interactions in the
classroom between teachers and learners. It stays primarily connected to teaching methods that
help learners achieve better informative outcomes in the classroom. Despite the fact that it is a
developing trend, the research issue appeared to have a lot of conceptual uncertainty. Despite the
fact that multiple terminologies have been used interchangeably to represent the same notion,
academics generally agree that the quality of classroom processes has a considerable impact on
students' learning and performance. According to Ruiz et.al., (2021), positive teaching quality is
defined as teachers' actions that promote learners' desires for independence, competence, and
connectedness. Independence, in this context, denotes the impression of being able to do something
without being influenced by outside forces, such as learners believing that their school actions come
from them and the academic actions are aligned with personal interests.
In addition, Self-determination Theory (STD) emphasizes the importance of forming and
maintaining strong and meaningful relationships among the students. When students realize that
their sentiments are being acknowledged and that they are special and important to them, they
often feel closer and more connected to their teachers. Using SDT as a reference, several authors
explored teaching quality characteristics and instructor behaviors that fulfill those learners' needs.
Several authors have identified a variety of strategies for fostering student autonomy, including
providing meaningful and explanatory rationales, nurturing students' inner motivational
resources, providing meaningful choices, acknowledging students' negative feelings, encouraging
their participation in class, and using non-controlling language. On the other hand, some academics
have encouraged teachers to provide an optimal challenge and to focus on students' competency.
To organize and structure the classes, as well as to provide positive and specific comments on the
process. Finally, Stroet et al. (2016) suggest that teachers pay attention to learners' feelings and
demonstrate interest and trust in order to support their need for connectedness.The three
fundamental characteristics of teaching excellence are cognitive activation, a supportive
environment, and classroom management. They are included in the following section.
Physical Education is an excellent forum for discussing public health concerns and assisting
children in developing "the knowledge, skills, and confidence to engage in a lifetime of healthful
physical activity." As a result of the pandemic-induced shift to online training, PE teachers
encountered a variety of challenges. Teachers having little or no experience in distant PE
instruction lacked competence and relied on "trial-and-error" methods in PE, a traditionally
marginalized topic (Jeong & So, 2020).
Around the world, teaching quality is vital to educational outcomes and reform. Penfold
(2020); Ruiz, Santana, & Gonzalez (2021); and Stroet et al. (2016) all provided insights in improving
students' learning through high-quality instruction. The relationship between teachers and
students in the classroom is often regarded as teaching quality. It is specifically related to teachers'
practices that boost favorable educational results in pupils in the classroom.
Dorfner et.al., (2018); Praetorius et al., (2018); Von Et.al (2020); Winkler (2020); Kunter &
Trautwein (2013); and Weinstein & Schafer (2021) all significantly contributed on the discussion
of three basic dimensions of teaching excellence. Cognitive activation, classroom management, and
Int. J. Theory Appl. Elem. Sec. Sch. Educ.
133
a supportive climate are the three essential factors. Applying higher order thinking abilities,
encouraging students' in-depth grasp of the topic, considering students' existing knowledge, and
creating content-related discourses are all characteristics of cognitive activation. The supporting
climate includes characteristics of a pleasant learning environment in the classroom. Teachers'
caring personality, a strong teacher-student connection, and additional supporting measures such
as constructive comments during education are all features. Finally, classroom management refers
to the action’s teachers take to create and maintain an environment that fosters academic success
as well as social, emotional, and moral development in their learners.
Xiang et.al., (2020); Centeio et.al (2021); Chauhan et al, (2021); Septian & Sukarmin, (2020);
and Jeong & So, (2020) all conducted study on Physical Education in the New Normal. However,
they are different in terms of the objectives, subject of the study, and the mediating variable used.
Findings revealed that there were numerous roadblocks, which were caused by a variety of factors,
including a lack of engagement and a policy that required students to participate. Understanding
the barriers and facilitators of successful remote instruction, as well as the early experiences of
instructors transitioning to a remote learning environment, can help teachers and other PE
professionals in the future develop effective learning experiences.
Dendir & Maxwell (2020), Diaz & Cartnal (2019), and Zhang et al. (2019) investigated the
characteristics of distant learning. The findings revealed that while distance learning provides a
valuable alternate way of learning for students, the existing approach to individual variations is less
than ideal. The use of the internet and multimedia technology can modify how information is
presented and provide an alternative to traditional classroom learning. As a result, considerable
effort has been devoted to developing innovative teaching techniques that increase students'
dedication and participation while also maximizing their information absorption. These are all
similar to the present study on having an emphasis on distance learning. However, the study
differed in terms of the objective, subject of the study, and variables used. This research broadens
existing literature by exploring the new normal and learners’ participation in physical education.
Despite the numerous benefits of online PE for kids, research in this area is sparse, and issues
such as teacher training, student responsibility, and a lack of a holistic approach have been noted.
As a result, understanding how online PE evolved during the COVID-19 pandemic is critical, and
while this is a situation-specific issue, it must be documented and used to impact the future of online
PE. While previous research on effective or high-quality PE training that is connected to student
learning outcomes and promotes standard achievement has been conducted, the vast majority of
this study has focused on in-person PE instruction. According to several research, the major
emphasis or objective of in-person PE differs from the primary focus or goal of online PE, with in-
person PE focused on acquiring competency in a range of motor skills vs. increasing health habits
and fitness levels (Richards et.al., 2018).
Taken together, the studies developed by different authors are thought to reflect many of the
learners’ participation in physical education, readiness in distance education. Literature specifically
refers to the thoughts and concerns discussed in the paper's aims and objectives. Furthermore,
previous research has found parallels with the goals of this work. These arguments will then be
applied to the actual findings of the investigation. Despite the similarities and differences between
the current study and the cited studies, the current study is not a replication of any of them.
Moreover, variables used in this study differed from the studies stated above.
According to Tuguic (2021), who cites Yurdugül & Demir (2017), who include e-learning
readiness as one of the system's crucial inputs, remote learning readiness is high in terms of
technology. The learners' readiness to use e-learning environments therefore appears as a crucial
component in many research. According to Newman (2008) and Jed Rosenberg, who are also cited
by Tuguic, learners in e-learning must exhibit a sufficient level of competence for and
comprehension of how to use modern ICT and computers (2009). They contend that the list should
include activities like emailing, web browsing, file downloading and uploading, and posting notes
to message boards. Consistent with Tuntirojanawong (2013); Straka & Stockl (1998), and Gaide
(2004), an individual's readiness and willingness to perform in an online learning format is
enhanced when appropriate learning environments are combined with strategic training.
Olayemi et al, (2021). They believe that perception is essential to understanding human
behavior because everyone views the world and problems differently and behaves in line with
Int. J. Theory Appl. Elem. Sec. Sch. Educ.
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those perceptions. As a result, a person may predict their behavior in subsequent situations by
being aware of what they are now experiencing or going through. The perceptions of learners are
contrasted to the benefits of online learning, as well as how they see their instructor and teacher's
ability. An effective task presentation is essential for students to demonstrate their proficiency with
manipulative skills since teachers have a significant impact on their engagement. Task design, task
presentation, class management, and instructional monitoring are all essential components of a
Quality Physical Education Teacher (QPET), and they are all significant contributors to learners'
manipulative competence, according to Chen et al (2015).
In terms of preparation for remote learning as well as the use of technology and e-learning, the
findings of the current study are similar to those of the previous study. But the present study is
unique in that previous studies showed a substantial association between the respondent's age,
gender, use of technology, mode of learning, and usage of the internet. However, in the current
study, there was no correlation between students' preparation and involvement and demographics.
METHODOLOGY
This study attempts to determine students' physical education participation in distance
learning modality and the extent of motivation, readiness, access of learners to remote instruction
amidst the COVID-19 pandemic.
This is a descriptive survey method with correlation (Creswell 2012, p.340), which aimed to
characterize and quantify the degree of correlation between two or more variables, its association
is also investigated in correlational research and the respondents are the 1,352 learners who were
drawn from 71 public Junior High School, at the Schools Division of Laguna, for the school year
2021-2022. The number of learners per group was identified using Cochran’s formula for sampling,
using the actual population and gender proportion of the learners at the candidate school, sample
size for each cluster was calculated wherein the ideal sample size, given a desired level of precision,
is based on a confidence level and was set at 95% and sample size for each school was then stratified
across gender. Three candidate districts were selected randomly from each cluster. Only one
candidate school were chosen from the said district. The study came to the conclusion that the 12
candidate districts' schools.
The junior high school learners in the Division of Laguna will be included in the research. The
research will be carried out for SY 2021–2022. An important goal of the study is to develop a
curriculum development plan.
The instruments used by the researcher in this study were all adopted by a number of
researchers, but modifications were applied according to the suggestions of the five (5)
professional validators specialists in the area who recommended changes. Four with doctorates
and one language expert. The following validators were:
1. Principal II and Regional evaluator in content in PE subjects.
2. Principal II and Technical Writing Evaluator in English.
3. Head Teacher III and Regional Evaluator in Technology and Livelihood Education.
4. Master teacher II and regional content evaluator in Mathematics.
5. Head teacher VI and Division content and language editor in English.
To assure the confidentiality of the information, the names of the learner-respondents were
not included in all questionnaires to reduce the likelihood of individual respondents being
identified by the researcher or records being kept at the school level as to who completed each
questionnaire. The researcher also prepared a permit and a waiver attached to the survey
questionnaire for the parents since the participants were all minors.
The researcher followed the LSPU Research Manual's ethical criteria. The researcher
presented the study's importance and goals to the participants. The participants' personal
information was treated with confidentiality. The authors of literature and research cited in the
conclusion, background of the investigation, and to support the study's conclusions were properly
credited.
The instruments' first section was focused on identifying the profile of learners by looking at
their age, sex, technology used, and grade level. On the other hand, the second section intends to
assess learners' perceptions of physical education teacher's teaching quality in terms of cognitive
activation, supportive atmosphere, and classroom management from the research of Havik &
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Westergard (2020) from the research with the title “Do Teachers Matter? Students’ Perceptions of
Classroom Interactions and Student Engagement." This utilized the rating scale of 5, 4, 3, 2, 1, which
stands for strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree,
respectively.
The third section of this instrument measures the learner’s Readiness in Distance Learning
in terms of availability of technology, technology skills, self-confidence, acceptance, and time
management skills adopted from the instrument used by Unal et. al. (2014) in the research entitled
“Student’s readiness for E-Learning: An assessment on Hacettepe University Department of
Information Management.” The Likert scale seen on Table 3 was used.
Lastly, the researcher made some modifications and crafted instruments which were
intended to measure the learners’ participation in physical education classes. This was anchored
by the Physical Education Curriculum Guide of the Department of Education and the test was
subjected to validity and reliability tests owing to the fact that there will be a different set of criteria
in terms of teaching and learning modes for the group of respondents of this study and this was
covered by the elements of personalized exercise, physical activity participation, physical fitness
and conditioning, and skills demonstration.
To analyze the result of the study the researcher used the following statistical treatment:
The frequency and percentage were used to determine the learner’s profile in terms of age,
sex, technology. Then, the weighted mean was used to measure learners’ perception of Physical
Education teacher’s teaching quality in terms of cognitive activation, supportive climate, classroom
management as well as to assess learners' preparation for remote learning in terms of technology
availability, technology use, self-confidence, acceptance, and time management abilities. Likewise,
the weighted mean was also used to the mean level of learners’ participation in physical education
according to their respective MELCS in terms of physical exercise programs, physical activity
participation, physical activity/ fitness assessment and skills demonstration. Lastly, the Pearson-r
was utilized to see if there is a significant relationship between learners’ perception of Physical
Education teachers’ teaching quality and learner’s participation in physical education.
Similarly, Pearson-r were also utilized to realize if there is a significant relationship between
learners’ level of readiness on distance learning and learner’s participation in physical education.
Finally, the Linear regression was utilized to see if learners’ demographic profile moderates
the relationship between learners’ perception of Physical Education teacher’s teaching quality, level
of readiness on distance learning, and learners’ participation in physical education.
Hierarchical multiple linear regression was used to test if learners’ perception of Physical
Education teacher’s teaching quality, level of readiness on distance learning and predict learners’
participation in physical education. The result of statistical treatment was interpreted to formulate
a generalization. Recommendations about the study were indicated to be able for future researcher
to re assess the study and conduct more in-depth data analysis in this area to better meet the needs
of students while staying current with educational technology.
FINDINGS AND DISCUSSION
Based on the conduct of the study, the following results have been revealed.
Table 1. Learners’ Level of Perception on Physical Education Teacher’s Teaching Quality in Terms of
Cognitive Activation
Indicative Statement
Mean
SD
Skilled Response
Level
1. The teacher describes clear learning targets for the activities and
lessons
4.35
0.63
Agree
High
2. The teacher carefully helps us to understand concepts and facts and
the relationship between them
4.41
0.63
Agree
High
3. The teacher carefully asks us questions that are challenging enough
for us to have to work thoroughly with them
4.33
0.67
Agree
High
4. The teacher carefully provides feedback on what we do well and
what we need to work on
4.37
0.65
Agree
High
5. The teacher carefully encourages discussion that extend our
knowledge on the subject
4.39
0.65
Agree
High
Composite Mean
4.37
0.65
Agree
High
Legend: 5.00-4.50 Strongly Agree; 4.49-3.50 Agree; 3.49-2.50 Neither agree nor disagree; 2.49-1.50 Disagree; 1.49-1.00 Strongly Disagree
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136
As shown in Table 1. All indicators were assessed as having a “high” level of perception
among the learners in terms of cognitive activation. It obtained a composite mean of 4.37 (SD=.65).
It is described that the learners’ perception of the physical education teacher’s teaching quality in
terms of cognitive activation is high. These results showed that the teacher evidently helps learners
to understand concepts, and finds a way to encourage them that they may extend their knowledge
base on their subject, and also encourages learners to participate in higher-order thinking and, as a
consequence, construct a more sophisticated knowledge base. As cited by Winkler, (2020),
Cognitive Activation teaches learners strategies to push them to think more deeply in order to find
answers, and to focus on the process rather than the outcome. By offering tough challenges,
cognitive conflicts, and a diversity of ideas, opinions, interpretations, and solutions, the teacher
encourages learners to uncover, explain, express, and compare their thoughts, conceptions, and
solution methodologies.
Table 2. Learners’ Level of Perception on Physical Education Teacher’s Teaching Quality in Terms of
Supportive Climate
Indicative Statement
Mean
SD
Skilled Response
Level
1. The teacher recognizes and acknowledges excellence in students’
work
4.39
0.63
Agree
High
2. The teacher helps me if I have problems
4.32
0.70
Agree
High
3. I feel the teacher care about me
4.33
0.71
Agree
High
4. I feel the teacher appreciate me
4.31
0.71
Agree
High
5. The teacher tells me how to do better when I make a mistake
4.34
0.70
Agree
High
Composite Mean
4.34
0.69
Agree
High
Legend: 5.00-4.50 Strongly Agree; 4.49-3.50 Agree; 3.49-2.50 Neither agree nor disagree; 2.49-1.50 Disagree; 1.49-1.00 Strongly
Disagree
Table 2 shows the level Learners’ Perception on Physical Education Teacher’s Teaching
Quality in Terms of Supportive Climate. All indicators were assessed as having a “high” level of
perception among the learners. The highest perception of a supportive climate is about the teacher
recognizing and acknowledging excellence in students’ work (mean=4.39, SD=.63), while the lowest
perception is about the teacher showing appreciation to the learners (mean=4.31, SD=.71). The
composite mean of 4.34 (SD: 0.69), which means that in terms of these indicators, the teacher
recognizes and acknowledges excellence among learners’ work at a very high level. The elements
of a supportive atmosphere in the classroom are those that contribute to a pleasant learning
environment. Teachers' caring behavior, a pleasant teacher-student connection, and other
supporting measures such as constructive comments during teaching are all elements (Dorfner
et.al., 2018). To create a positive classroom atmosphere in terms of perceived and expected dangers
to an individual's feelings, ideas, and behaviors, a teacher must establish a rationalistic mentality.
Table 3. Learners’ Level of Perception on Physical Education Teacher’s Teaching Quality in Terms of
Classroom Management
Indicative Statement
Mean
SD
Skilled Response
Level
1. The teacher makes sure we do our best in class
4.46
0.62
Agree
High
2. The teacher sets rules makes sure we behave well in class
4.46
0.62
Agree
High
3. When students are disruptive, the teachers are able to handle this
4.33
0.64
Agree
High
4. The teacher observes punctuality and regularity in the performance
of duty
4.40
0.61
Agree
High
5. The teacher has poise and self-confidence when encountering
teaching difficulties
4.44
0.61
Agree
High
Composite Mean
4.42
0.62
Agree
High
Legend: 5.00-4.50 Strongly Agree; 4.49-3.50 Agree; 3.49-2.50 Neither agree nor disagree; 2.49-1.50 Disagree; 1.49-1.00 Strongly
Disagree
Table 3 shows that all indicators were assessed as a “high” level of perception among the
learners. The highest perception on classroom management is about the teacher making sure the
learners do their best in class (mean=4.46, SD=.62) and teacher setting rules to make sure the
learners behave well in class (mean=4.46, SD=.62). The lowest perception is about how the teacher
handles disruptive learners (mean=4.33, SD=.64).
The composite mean of 4.42 (SD=0.62) shows that all evaluated indicators rated as high
level, teachers were giving their best in performing classroom management. Classroom
management encompasses both the structure and organization of education as well as the control
Int. J. Theory Appl. Elem. Sec. Sch. Educ.
137
of learners' conduct. As a result, these qualities seek to provide time for students' learning activities,
which is one of the most important aspects of instructional quality (Dorfner et.al 2018). Classroom
management, on the other hand, referred to the action’s teachers take to establish and maintain an
atmosphere that fosters learners' academic performance as well as their social, emotional, and
moral growth.
Table 4. Level of Readiness on Distance Learning in Terms of Availability of Technology
Indicative Statement
Mean
SD
Skilled Response
Level
1. The hardware facilities are enough
4.04
0.70
Agree
High
2. The software facilities are enough
4.04
0.70
Agree
High
3. The speed of internet access is satisfactory
3.88
0.83
Agree
High
4. The stability of the internet access is satisfactory
3.87
0.82
Agree
High
5. I have access to a computer whenever I need it
3.65
1.08
Agree
High
6. I can connect to the internet whenever I need to.
4.01
0.91
Agree
High
Composite Mean
3.91
0.86
Agree
High
Legend: 5.00-4.50 Strongly Agree; 4.49-3.50 Agree; 3.49-2.50 Neither agree nor disagree; 2.49-1.50 Disagree; 1.49-1.00 Strongly Disagree
Table 4 indicates that all indicators were analyzed, according to the information presented
as a “high” level of readiness among the learners. The highest indicator of availability of technology
is the sufficiency of hardware and software facilities (mean=4.04, SD=.70) while the lowest
indicator is the access to a computer whenever needed (mean=3.65, SD=1.08).
With a composite mean of 3.91 (SD=.86), it can be concluded that the majority of students
are considered to have a high level of readiness in terms of technological availability. Positive
impressions of aspects associated to online learning are also related to internet connectivity and
technology availability, according to Khairuddin et.al., (2020), It will also assist learners in adjusting
to the online learning environment in terms of technology usage availability, computer and internet
proficiency, self-directed learning, and student behavior.
Table 5. Level of Readiness on Distance Learning in Terms of Use of Technology
Indicative Statement
Mean
SD
Skilled Response
Level
1. I use internet as information source
4.37
0.65
Agree
High
2. I use e-mail as the main communication tool with my teachers
and classmates
3.89
0.94
Agree
High
3. I use office software (e.g. Microsoft PowerPoint, Word, Excel)
3.81
1.02
Agree
High
4. I use file hosting services like Google Docs, Drive, Dropbox
4.02
0.93
Agree
High
5. I use online forums and chat to communicate with my
classmates.
4.28
0.74
Agree
High
Composite Mean
4.07
0.89
Agree
High
Legend: 5.00-4.50 Strongly Agree; 4.49-3.50 Agree; 3.49-2.50 Neither agree nor disagree; 2.49-1.50 Disagree; 1.49-1.00 Strongly Disagree
Table 5 reveals that most indicators were evaluated, according to the information
presented. Assessment of the indicators presented a “high” level of readiness among the learners.
The most influential factor of technological use is the use of the internet as a source of information
(mean=4.37, SD=.65) while the lowest indicator is the use of Microsoft Office applications
(mean=3.81, SD=1.02).
Pertaining to the composite mean of 4.07 (SD=0.89) of the respondents, all of the indicators
were rated as high level. The findings demonstrated that remote learning readiness in terms of
technology is high, according to Tuguic, (2021), who cites (Yurdugül & Demir (2017), who describe
e-learning readiness as one of the system's integral inputs. As a result, in many studies, the learners'
preparedness to use e-learning settings emerges as a key factor. Learners in e-learning must have
a sufficient level of ability and understanding on how to utilize modern ICT and computers, as
Tuguic also cites to Newman (2008) and Jed Rosenberg (2009). According to them, surfing the web,
emailing, downloading and uploading files, and submitting messages to a discussion board should
all be on the list. Consistent with Tuntirojanawong (2013); Straka & Stockl (1998), and Gaide
(2004), an individual's readiness and willingness to perform in an online learning format is
enhanced when appropriate learning environments are combined with strategic training.
Table 6. Level of Readiness on Distance Learning in Terms of Self-confidence
Indicative Statement
Mean
SD
Skilled Response
Level
1. I can follow a structured approach to find solutions to a
problem
4.15
0.67
Agree
High
2. I can communicate effectively with other students through
online technologies
4.09
0.79
Agree
High
3. I can express my thoughts and ideas in writing
4.12
0.77
Agree
High
Int. J. Theory Appl. Elem. Sec. Sch. Educ.
138
4. I can learn new technologies; I do not put it off or avoid it
4.12
0.72
Agree
High
5. I am comfortable doing academic work independently and
without regular face-to-face interaction with a teacher
3.91
0.94
Agree
High
Composite Mean
4.08
0.79
Agree
High
Legend: 5.00-4.50 Strongly Agree; 4.49-3.50 Agree; 3.49-2.50 Neither agree nor disagree; 2.49-1.50 Disagree; 1.49-1.00 Strongly
Disagree
Table 6. presents that all the indicators were assessed as a “high” level of readiness among
the learners. The highest indicator of self-confidence is that the learners can follow a structured
approach to find solutions to a problem (mean=4.15, SD=.67) while the lowest indicator is that the
learners are comfortable doing academic work independently and without regular face-to-face
interaction with a teacher (mean=3.91, SD=.94). Based on the composite mean evaluation of 4.08
(SD:0.79) of the respondents, the distance learning in terms of self-confidence has a high level of
monitoring and evaluation on the readiness in distance learning.
This result supports with study of Khairuddin, et.al., (2020), students are also likely to
agreed that they are ready in terms of technology use, self-confidence level, and self-directed
learning to learn via ODL, practice self-directed learning, and have training to better prepare them
for ODL. As a result, students are almost ready to be more independent in their learning process,
which is aided by the technology accessible.
Table 7. Level of Readiness on Distance Learning in Terms of Acceptance
Indicative Statement
Mean
SD
Skilled Response
Level
1. I believe that distance learning can increase my productivity
3.77
0.93
Agree
High
2. I believe that distance learning is more effective than the traditional
classroom-based approach.
3.30
1.11
Neither agree
nor disagree
High
3. I believe that distance learning enables learners and teachers to
communicate better with one another
3.51
1.02
Agree
High
4. I believe that distance learning has benefits for education
3.82
0.88
Agree
High
5. I support the implementation of distance learning in my subject
3.87
0.87
Agree
High
Composite Mean
3.65
0.99
Agree
High
Legend: 5.00-4.50 Strongly Agree; 4.49-3.50 Agree; 3.49-2.50 Neither agree nor disagree; 2.49-1.50 Disagree; 1.49-1.00 Strongly
Disagree
As regards to composite mean of 3.65 (SD=0.99) of the respondents. This means that in
terms of acceptance most respondents have rated as high except from the belief that distance
learning is more effective than the traditional classroom-based approach. According to Larasati,
Widyawan, and Santosa (2017) to TAM, an individual who believes that a technology is good and
simple to use will create a favorable attitude and readiness to accept and use the technology, as well
as direct them to do so. Learners' acceptance of technology is comparable to the predisposition to
use technology, which is based on the individual's opinion of the technology, it’s worth, and its ease
of use.
Table 8. Level of Readiness on Distance Learning in Terms of Time Management Skills
Indicative Statement
Mean
SD
Skilled Response
Level
1. I can schedule time to provide timely responses my classmates or to
my teacher
4.03
0.78
Agree
High
2. I can control my desire to postpone important tasks
3.89
0.83
Agree
High
3. I can sacrifice personal time to complete assignments and reading
4.04
0.81
Agree
High
4. I can get assignment done ahead of time
3.99
0.82
Agree
High
5. I have the self-discipline to log in and participate in an online course
several times a week
4.11
0.80
Agree
High
Composite Mean
4.01
0.81
Agree
High
Legend: 5.00-4.50 Strongly Agree; 4.49-3.50 Agree; 3.49-2.50 Neither agree nor disagree; 2.49-1.50 Disagree; 1.49-1.00 Strongly Disagree
As presented to Table 8 signifies that all the indicators were assessed as a “high” level of
readiness among the learners. The highest indicator of time management skills is having the self-
discipline to log in and participate in an online course several times a week (mean=4.11, SD=.80)
while the lowest indicator is controlling the desire to postpone important tasks (mean=3.89,
SD=.83).
Distance learning readiness in terms of time management abilities was evaluated as high,
with a composite mean of 4.01 (SD:0.81). This indicates that learners have the self-discipline to log
in and participate in an online course several times a week, within their control. Effective time
management entails estimating the amount of time each task requires to be completed effectively,
planning, budgeting, organizing, and implementing it, as well as evaluating it in order to revise it as
Int. J. Theory Appl. Elem. Sec. Sch. Educ.
139
needed; and that effective time management necessitates sacrifice or what could be called an
"opportunity cost" with regard to some activities that must be forgone for the achievement of the
desired results.
Table 9. Correlation Matrix between Perception on Teaching Quality and Learners’ Participation in
Physical Education
Perception on
Teaching Quality
Learner's Participation
Personalized
Exercise
Physical Activity
Physical Fitness and
conditioning
Skills
demonstration
Cognitive
Activation
0.275**
0.324**
0.247**
0.290**
Supportive
Climate
0.325**
0.347**
0.289**
0.300**
Classroom
Management
0.267**
0.331**
0.267**
0.290**
**. Correlation is significant at the 0.01 level
The correlation matrix between the learners’ perception on teaching quality and learners’
participation in physical education. Each construct of learners’ perception on teaching quality
yielded a highly significant correlation (p < .01) with each construct of learners’ participation. All
the Pearson r coefficients are positive and indicated a low correlation between the two variables.
The effect sizes indicated small to moderate effects by constructs of perception on teaching quality
on constructs of learners’ participation. The highest value of the correlation coefficient is between
supportive climate and physical activity (r=.347, p<.01) and this indicates a moderate effect by
supportive climate on physical activity. Therefore, there is a significant positive linear relationship
between the learners’ perception on teaching quality and learners’ participation in physical
education.
Olayemi, et,al., 2021. claim that Perception is critical in understanding human behavior
since each person perceives the environment differently and approaches challenges differently and
individuals act in accordance with their perceptions. As a consequence, by knowing what they are
currently experiencing or going through, a person may forecast their conduct in other situations.
Learners' impressions are compared to the advantages of online learning, as well as how they
perceive their instructor and the quality of their teacher. Because of teachers have a big influence
on students' participation, a good task presentation is important for them to demonstrate
manipulative skill competency. According to Chen et al., the core aspects of a Quality Physical
Education Teacher (QPET) were all key contributors to students' manipulative competence,
including task design, task presentation, class administration, and instructional monitoring (2015).
As supported by the study of Wang & Liu (2019), they discovered that learner interactions
are influenced by the degrees and techniques of teacher instruction based on the results of learners'
interactions and collaborative knowledge acquisition. It remains to be seen how teachers will
enhance teaching and capture the hearts of learners, particularly in online class discussions.
According to some research, excessive and direct teaching might harm learners' engagement and
involvement in their knowledge growth. To boost learners' interactions and cooperation, the
teacher may employ additional design and facilitation strategies. In distance learning, they can
perform learner-centered learning activities and employ less direct instruction to assist students'
discovery.
Table 10. Correlation Matrix between Readiness on Distance Learning and Learners’ Participation
in Physical Education
Readiness in Distance
Learning
Learner's Participation
Personalized
Exercise
Physical
Activity
Physical Fitness and
conditioning
Skills demonstration
Availability of Technology
0.323**
0.308**
0.288**
0.288**
Technology Skills
0.317**
0.387**
0.308**
0.386**
Self-confidence
0.466**
0.485**
0.434**
0.468**
Acceptance
0.434**
0.409**
0.377**
0.367**
Time Management Skills
0.464**
0.458**
0.413**
0.433**
**. Correlation is significant at the 0.01 level
Int. J. Theory Appl. Elem. Sec. Sch. Educ.
140
Each construct of the learners’ readiness in distance learning yielded a highly significant
correlation (p < .01) with each construct of learners’ participation. All of the Pearson r coefficients
are positive and the correlation ranges from low to moderate between the two variables. The
strongest correlation is between self-confidence and physical activity (r=.485, p<.01). Therefore,
there is a significant positive linear relationship between the learners’ readiness in distance
learning and participation in physical education.
According to Banit et al., (2022), distance learning provided certain problems to pupils
while also offering them with new options. Learners' preparedness to apply distant learning is
viewed as a complex of cognitive, motivational, technical, and reflexive components. The readiness
of learners and teachers to manage tasks to assign and complete by learners, the appropriateness
of learning delivery in connection to the learning result, and the development of self-directed
independent learning materials are all supported by Bozcurt and Sharma's research (2020).
Table 11. Summary of Multiple Regression Analysis of Learners’ Participation in Physical Education
and Perception of Physical Education Teacher’s Teaching Quality
R
R2
B
β
t
Model
0.369
0.136
(Constant)
1.278
7.109**
SC
0.289
0.218
5.207**
CM
0.148
1.000
2.330*
CA
0.123
0.084
1.979*
Dependent Variable: Learners' Participation
**. Significant at the 0.01 level
*. Significant at the 0.05 level
Note: SC-Supportive Climate; CM-Classroom Management; CA-Cognitive Activation
The model was significant (F [1, 1308] = 68.706, p<.01) and explained 13.6% of the
variance in learners’ participation. Each construct of learners’ perception was a significant
contributor to the model. Regression coefficients suggest that learners with high scores in each
construct of learners’ perception are expected to have high participation scores in physical
education. The regression equation for the model is given as:
part=(.289*SC)+(.148*CM)+(.123*CA)+1.278
Physical education, enables individuals to organize and contribute to the development of
the mind in order to keep healthy, from the school environment to good education and teacher
quality of life. Despite of our educational goals, we cannot deny that it is always necessary to pass
on to future generations the knowledge that has been accumulated and developed over time, first
and foremost to ensure the safety of every society and, second, to enable us to be resilient in
accepting or adapting to new situations. After that, depending on the ever-changing character of
society, satisfy the demands. According to Silva, A., Silva, V., and Silva, P., (2019) cited to Brando
(1993), there is no one paradigm of education, no single teaching style, and no single location where
education takes place.
Distance learning is the educational process in which the most of communication is
mediated by technologies capable of overcoming the physical distance between students and
teachers, since there is no single way of educating or a single location; education manifests itself in
various ways for different people from different societies. According to Silva, A., Silva, V., and Silva,
P., (2019), education is the development, renovation, and appropriation of a society's culture, from
the oldest to the most modern civilizations, as viewed by Neira and Nunes, (2009). Education has
suffered and will continue to suffer as a result of diverse pedagogical inclinations mirrored in
society and the political and social periods into which they are inserted across time.
Table 12. Summary of Multiple Regression Analysis of Learners’ Participation in Physical Education
and Learners’ Readiness in Distance Learning
R
R2
B
β
T
Model
0.581
0.338
(Constant)
0.522
3.517**
AT
-0.036
-0.030
0.303
TS
0.134
0.107
3.658**
SC
0.321
0.254
7.493**
A
0.152
0.167
5.709**
TMS
0.231
0.198
6.036**
**. Significant at the 0.01 level
Int. J. Theory Appl. Elem. Sec. Sch. Educ.
141
Note: AT-Availability of Technology; TS-Technology Skills; SC-Self-confidence; A-Acceptance; TMS-Time Management Skills
In Table 12. The model was significant (F [4, 1286] = 164.084, p<.01) and explained 33.8%
of the variance in learners’ participation. Four out of five constructs of learners’ readiness were
significant contributors to the model. Availability of technology was not a significant contributor to
the model. Regression coefficients suggest that learners with high scores in each construct of
learners’ readiness are expected to have high participation scores in physical education. The
regression equation for the model is given as:
part=(-.036*AT)+(.134*TS)+(.321*SC)+(.152*A)+(.231*TMS)+.522
Cruz et.al., (2021) believe that in order to boost students' favorable perceptions of PE, PE
teachers should analyze how they connect with students of the same and different sex. Based on
the significant findings for the satisfaction and comfort dimensions of PE, female PE teachers, in
particular, should strive not to reduce female students' satisfaction levels during PE by making the
class fun and interesting and creating an atmosphere that facilitates social interactions, harmonious
teacher–student relationships via positive feedback and technical information, and skill mastery.
They also suggested that when dealing with male students, men teachers focus on making the class
more comfortable by offering less challenging and competitive activities and abstaining from vocal
and nonverbal criticism.
CONCLUSION
The increasing need for teachers to improve their instructional techniques is one of the new
normal educational challenges. The desire for redesigning the curriculum to better meet the
requirements of the learners has had a significant impact on the learning environment as well a s
our learners' attitudes toward educational progress (OECR, 2018). Nonetheless, negativity should
not have an impact on teachers' roles in education. The growth of a learner's inner core, particularly
the development of the fundamental set of education, should never be jeopardized. Instead, it is
critical to understand that a learner's unique learning and devotion to their nation are the
cornerstones of a learner's education, and so education must be perpetuated across a variety of
remote platforms.
Due to insufficient research on distance learning programs under the New Normal, there is
a need to conduct additional research during these trying times when the world is facing challenges
in order to participate in preliminary assessment on the distance learning modality and to pinpoint
competent surviving strategies and programs that will effectively address teacher instruction and
student participation regardless of their situation. However, schools and other institutions must
help teachers carry out their tasks while dealing with the added stress of a pandemic. Teachers
must also pay attention to their personal well-being and exercise self-care, as well as remember the
sense of fulfillment they have gained from their employment (Ketchell, 2020).
Teaching Physical Education in this “New Normal" at the various junior high schools in the
Division of Laguna is one of the primary or fundamental strategies in encouraging learners to
participate virtually in physical activities that are healthy, intellectually stimulating, morally
uplifting, socially significant, culturally enriching, and environment-oriented. Because it is the only
topic that deals with man's physical development, research is conducted to establish the status of
both instructors and learners in teaching and studying physical education via distance learning.
The primary focus of this study is to determine the factors that influence the learner’s
participation in Physical Education in the new normal. This will be accomplished by the following
specific objectives on determining the profile of the respondents in terms of age, sex, technology
used, learning modality, time spent in internet use and connectivity source. This also aims to
measure learners’ perception of Physical Education teacher’s teaching quality, learners’ readiness
in distance learning in physical education and the mean level of learner’s participation in physical
education according to their respective MELC. Lastly, test significant relationship between learners’
perception of physical education teachers’ teaching quality and learner’s participation, significant
relationship between learners’ level of readiness on distance learning and learner’s participation in
Int. J. Theory Appl. Elem. Sec. Sch. Educ.
142
physical education, test if learners’ demographic profile moderate the relationship between
learners’ perception of Physical Education teacher’s teaching quality, level of readiness on distance
learning predict learners’ participation in physical education.
In order to attain these goals, the researcher utilized descriptive correlational research
design. Respondents are limited only to the selected junior high school learners of the 25 districts
in the Division of Laguna wherein the perception of the learners on the factors affecting their P.E.
involvement or participation for the school year 2021-2022
LIMITATION AND FURTHER RESEARCH
The limitations of the study included the sex distribution of participants is not equally
distributed; therefore, it is possible that this may affect the result of the study. Learners’ perception
of teaching quality was found to have the strongest correlation among supportive and physical
activity, therefore, other factors affecting the supporting & physical activity must be explored. Self-
confidence and its correlation to physical activity in times of COVID should be further explored, as
these factors need further investigation. It also suggested that future researcher may conduct an
in-depth study of the data analysis in this area to better meet the needs of students while staying
current with educational technology.
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