The sudden switch in the delivery of lessons from face to face to online due to the coronavirus-19 pandemic has

left educators with difficulty transitioning their traditional pedagogy to active online learning or modular pedagogy.

Students did not develop motor skills, and their participation during classes was limited due to lack of space to perform

practical skills and minimal knowledge transfer in conducting Physical Education (PE) Course online. These are some of

the challenges encountered by teachers in conducting virtual Physical Education in the middle of the COVID19 pandemic

that continues to happen today (Aguinaldo, 2021). Hence, this issue being addressed is very timely and relevant because

it will help with the problems of learning Physical education as a performance-task based subject in distance learning.

The data used in this data analytics are taken from the academic performance grading sheets of forty (40) Grade 11 students at one of Davao
Occidental's secondary schools. It must be recognized that the outcome of this data analytics is based on a quantitative approach. It is limited to
the first grading academic performance in Physical Education of forty (40) Grade 11 students to one section only in one of the secondary schools
in Davao Occidental.

Pearson r will be used to determine if the relationship between the academic performance in Physical Education with regards to time spent in
accomplishing performance tasks of the students are significant. The Pearson r is a measure to determine the relationship between two
quantitative variables and the degree to which the two variables coincide with one another (Allen, 2017). Independent t-test compares the
means between two independent groups in order to distinguish whether here is statistically significant difference between the means in two
unrelated groups. (Kent State University, 2021).
The possible audiences of this data analytics are the stakeholders of education, specifically: the DepEd Teachers (teaching PE), administration
and learners. It will assist in the formulation of educational curricula as well as the delivery of Physical Education instruction. This will be one of
the pillars upon which educational stakeholders will build learning materials and activities that are essential to children's development and
progress in Physical Education. On the student's side, this will emphasize the significance of a performance task in a distance learning setting in
terms of academic achievement in Physical Education.

Time
Sex (1-
Spent
male, 2-
Academic per Female
Performance (PE) Week
1 83 18 1
2 87 43 1
3 86 38 1
4 82 17 1
5 93 73 1
6 85 32 1
7 88 49 1
8 95 84 1
9 89 55 1
10 85 34 1
11 92 69 1
12 89 52 1
13 90 58 1
14 84 25 1
15 94 75 1
16 81 15 1
17 91 60 1
18 90 59 1
19 95 84 1
20 85 35 1
21 95 85 2
22 90 59 2
23 92 69 2
24 85 55 2
25 87 45 2
26 88 49 2
27 86 39 2
28 93 74 2
29 95 84 2
30 92 68 2
31 92 66 2
32 95 83 2
33 87 48 2
34 88 49 2
35 94 79 2
36 89 53 2
37 95 52 2
38 94 73 2
39 90 57 2
40 95 82 2
The table in figure 1 provides useful statistics for the two variables. The table shows the result of Academic Performance in PE (M= 89.65, SD=
4.105) and the result of Time Spent per Week in Accomplishing Performance Tasks in Minutes (M= 56.10, SD= 2.4111).
The table in figure 2 presents the correlation of the variables. This Pearson-r is conducted to reveal the relationship between the students;
academic performance in PE and the Time Spent in Accomplishing Performance Tasks. It was found that there is a positive direction and weak
correlation (r=.951, r²= 5.1) with a p-value of .000 which is less than our alpha level of 0.05, reveals that the relationship between the academic
performance in PE and time spent in accomplishing the performance tasks of the students has significance. Hence, we reject the null hypothesis.

Group Statistics

Sex N Mean Std. Deviation Std. Error Mean

Academic Performance in Male 20 88.20 4.299 .961

PE Female 20 91.10 3.417 .764

The table in figure 3 provides useful descriptive statistics for the Physical Education grades of the two groups. It shows the mean of 88.20 for
male and 91.10 for female. Also, the standard deviation of 4.299 for male and 3.417 for female.
 Independent Samples Test

Levene's Test for

Equality of Variances t-test for Equality of Means

95% Confidence
Interval of the
Difference
Sig. (2- Mean Std. Error
F Sig. t df tailed) Difference Difference Lower Upper

Academic Equal variances

1.047 .313 -2.362 38 .023 -2.900 1.228 -5.386 -.414
Performance in assumed
PE Equal variances
-2.362 36.156 .024 -2.900 1.228 -5.390 -.410
not assumed

The table in figure 4 presents the Independent Samples Test SPSS output for Levene’s test for homogeneity of variance which shows a p-value of
0.313 which is greater than 0.05. this means that the academic performance in PE of male and female students have equal variances. The mean
difference in the test scores of male and female was -2.900. the value of t, which is at -2.3692 with a p-value of .024 (p<0.05) reveals that the
difference between the academic performance in PE of male and female has statistical significance. Thus, we reject the null hypothesis.

The study revealed that the relationship between the academic performance in PE and time spent in accomplishing the performance tasks has
statistical correlation. Pearson-r was conducted, and it was found that academic performance in PE and time spent in accomplishing the
performance tasks of the students has positive direction and weak correlation (r=.951) with a p-value of .000. Hence, we reject the null
hypothesis. Moreover, it was found that the academic performance of male students has statistical difference compared to academic
performance in PE of female students. An independent sample t-test was conducted to compare students’ academic performance in PE based on
their sex. The results shoed the academic in PE of male students (88.20 ± 4.299) and the academic performance in PE of female students (91.10 ±
3.417), t (40) = -.362 with a p-value of 0.024. hence, we reject the null hypothesis.

It is recommended that the stakeholders of education, specially the administration, and the teachers have develop performance tasks that will
enhance the academic performance of students in Physical Education.