CHAPTER I

THE PROBLEM

Introduction

The art of defense tactics plays a role in law enforcement and corrections,

which is to enable officers to perform arrests and restraints, as well as to ensure

the safety of both officers and suspects. It is a technique of controlled defensive

and offensive bodily movements employed by law enforcement officials in

response to aggression or resistance from a subject; a combination of techniques

from martial arts, wrestling, and boxing. Moreover, defensive tactics charge law

enforcement personnel with defending others as well as themselves. Training in

defensive tactics is more than simply issuing officers a nightstick and saying,

"Don’t hit anybody in the head."

The objective of defensive tactics in law enforcement and corrections is to

increase the officer's and the suspect's margin of safety during arrests and

restraints. Defensive techniques require the officer to protect themselves and

others. This definition of "defend" is neither punitive nor passive; rather, it means

"to repel danger or injury while serving and protecting." Self-defense embraces all

methods of self-protection.

Tactics, on the other hand, are a well-planned approach to achieving a

specific goal (Laoyan, 2021). While defense is described as the ability to repel

danger or injury while serving and protecting people (Lau, 2001), Tactic was
 2

originally developed in military terminology, but it is now usually used in a

professional setting.

To be effective in safeguarding citizens as well as to practice their self

defense in case of emergency, defense tactics are included in trainings and

techniques. There are types of defense tactics, one of those is martial arts. The

term martial arts refer to all of the various systems of training for combat that have

been arranged or systematized. Generally, these different systems or styles are all

designed for one purpose: physically defeating opponents and defending against

threats. Martial arts are formalized procedures and traditions of combat performed

for self-defense, military and law enforcement applications, competition, physical,

mental and spiritual growth, entertainment, or preserving a nation's intangible

cultural legacy (Tactay, 2021).

Martial arts evolved in numerous places around the world and are said to

have been practiced in Ancient Greece since at least 2,000 BCE. It has evolved

over time, with many different styles emerging depending on the place or culture

in which it was practiced. Today’s most popular martial arts styles are from East

Asia, including Japan and China, with other prominent styles hailing from India,

Southeast Asia, Europe and Brazil. Many people regard Asia as the center of the

martial arts world since many of the most well-known martial arts, such as kung

fu, karate, and hwa ring, originated in the region. All martial arts styles, in general,

share the same goal: self-improvement via physical training while including

elements of personal discipline (Daniel, 2007).

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The Bachelor of Science in Criminology is a four-year degree program

intended for students who want to have a career in the fields of law enforcement,

police administration, corrections, scientific crime detection, jail management and

penology, fire protection, and industrial security. This program educates the

students about the different theories, policies, practices, and laws that are

connected with criminal behavior, criminal liability, and methods applied to

manage deviant activities. In this regard, the BS Criminology Program includes

Fundamentals of Martial Arts courses as part of the curriculum as they prepare to

enter law enforcement.

As stated by the CHED Memorandum Order No. 5, S. of 2018, defense

tactics is a type of advanced training that is given to students. This is to help them

become professionally competent, and honorable graduates who can provide

efficient and effective services in areas such as crime prevention, scientific crime

detection, law enforcement, correctional administration and public safety and

allied fields. More so, this is to foster the values of leadership, integrity,

accountability, and responsibility while serving their fellowmen, community, and

country.

At Batangas State University – Pablo Borbon Campus, the BS Criminology

Program complies with the requirements of CHED Memorandum Order No. 5,

series of 2018. Under the said CHED Memo, BS Criminology Program has a total

of 177 units encompassing General Education, Professional Courses, and

Practicum (On-the-Job Training/ Community Immersion). General Education

 4

Courses includes Physical Education with a total of 8 units, which are divided into

four sub-courses called Fundamentals of Martial Arts, Disarming Techniques,

First Aid and Water Safety, and Marksmanship and Combat Shooting with a

course code of Def Tact or Defense Tactics.

The Def Tact 101 or the Fundamentals of Martial Arts deals with the study

and practice of martial arts as a means of self-defense for law enforcement

officers. This is also the application of the different principles of karate-do, long

stick, police baton, taekwondo, and other forms of martial arts. It includes

instructions on safety falls, kickback throws, pushing and open hand strikes,

fighting stances, training and conditioning of the body through calisthenics,

developing force, and flexibility. This program is significant in every instruction in

physical conditioning, unarmed defense tactics, offensive and defensive

procedures, pistol disarming, and defense against knife and club attacks.

When the coronavirus pandemic forced schools to close their doors and

move classes online in March 2020, essentially all students were forced to become

online learners (Hess, 2021). It facilitates learning from home without the

additional costs of accommodation and travel. This is done through the use of

virtual meeting platforms and virtual conference software that mimic face-to-face

interactions, albeit digitally (Sam, 2020).

However, the educational system has shifted significantly toward online

and digital classes and other means of learning. Many courses will continue to be

ineffectively assisted by these online assistance and education programs. The most
 5

affected courses resulting from the pandemic are probably those that are more

practical, such as physical education courses, which can include bachelor's,

master's, and other diploma courses. These courses are practical because they

require the physical presence of teachers, students, and other personnel for

educational reasons, which has been made nearly impossible due to the threat of

virus transmission (Kaur, 2020).

Nowadays, online classes are a form of education in which students and

teachers communicate via the internet. The mix of live lectures and video

recordings is often employed in virtual learning. It features a specific application

that students utilize to keep them up to date on activities and modules, as well as

announcements. As studied by Kokemuller (2011), online classes don't offer the

same immediate and regular access to instructors and classmates as traditional

face-to-face classes. Social media and online discussion forums are frequently

used for communication. While this can help with technology learning, it has a

negative influence on a student's capacity to connect with teachers, ask questions,

and perform physical activities. It also detracts from some exact and professional

physical learning.

Students can’t practice. Science has shown that the best way to learn

something is by practicing it. This was the main concern of those students enrolled

in Fundamentals of Martial Arts classes conducted virtually. Practicing alone in

their own houses with a limited data connection, lost internet connection, and

limited space for the performance of stunts are big hindrances to performance. As
 6

a result, students cannot practice and the learning process does not reach its full

potential.

This research was pursued by the researchers to see if the Fundamentals of

Martial Arts principle was being utilized correctly by students and, if so, how they

perceived it even when conducted through online classes. In addition, the purpose

of this study was to determine how BS Criminology students perceive the flexible

learning environment method while studying the principles and fundamentals of

martial arts, and doing practical courses. Furthermore, the purpose of this study is

to produce a suitable instructional manual for the Fundamentals of Martial Arts,

which is essential to ensuring the constructiveness of educational programs. Its

objective is to provide each student with high-quality instructional resources as

efficiently and affordably as possible. With the help of this research, new chances

for improving and enhancing the necessary sets of activities will become available,

as well as improved teaching strategies for defense tactics in Bachelor of Science

in Criminology programs that utilize a flexible learning method.

Statement of the Problem

This study aimed to determine the perception of Batangas State University-

The National Engineering University-Pablo Borbon Campus BS Criminology

students on their Fundamentals of Martial Arts classes conducted through a

flexible learning method.

Specifically, it sought answers to the following questions:

1. What is the profile of the respondents in terms of:

 7

1.1 sex;

1.2 general weighted average (GWA);

1.3 type of students;

1.4 socio economic status; and

1.5 type of community?

2. What is the perception of the respondents on their Fundamentals of

Martial Arts classes conducted through flexible learning?

3. Is there a significant difference on the perception of the respondents

when grouped according to their profile variables?

4. What inputs may be proposed to aid in the delivery of instruction for

Fundamentals of Martial Arts classes?

Scope, Delimitation and Limitation of the Study

The study emphasized the perceptions of BS Criminology students at

Batangas State University-The National Engineering University-Pablo Borbon

Campus offers Fundamentals of Martial Arts classes conducted through a flexible

learning method. It applies to BS Criminology students who have prior experience

with and enrollment to online martial arts fundamentals training. The profile

variables of the respondents were taken into consideration to determine if there

were significant differences in the perceptions of the respondents when grouped in

terms of sex, GWA, type of student, socio-economic status, and type of

community.
 8

The study intended to discuss the perception of the students in their

Fundamentals of Martial Arts classes conducted through a flexible learning

method. All the methods mentioned are geared toward proposing inputs to the BS

Criminology educators to enhance and ensure the achievement of the

Fundamentals of Martial Arts class learning objectives when conducted via online

learning.

Those students who are enrolled in the BS Criminology Program at other

universities outside BatStateU Pablo Borbon Campus are not included in this

study. Other students from different CAS programs other than the BS Criminology

Program are also excluded. More so, other subject courses other than

Fundamentals of Martial Arts that the respondents are enrolled in are also not

included.

Significance of the Study

This study examined the effectiveness of online Fundamentals of Martial

Arts classes, among the potential beneficiaries of this research are the following:

BS Criminology Students. This study may guide them in applying the

right principles of the Fundamentals of Martial Arts. It can help them easily

perform in their classes and understand the importance of those instructions. It

may also assist them in better understanding the topics as presented in the

instructional manual and in conducting advanced research because they have their

own manual to refer to.

 9

BS Criminology Program. The study might serve as a foundation for

acquiring additional data regarding the circumstances being faced by the students.

It will help them determine the challenges that the BS Criminology students

encounter with regard to the Fundamentals of Martial Arts classes, which are

conducted online. It helps them determine the challenges that the BS Criminology

students encounter with regard to the Fundamentals of Martial Arts classes, which

are conducted online.

Defense Tactics Instructors. This research may assist them in broadening

their perspectives in terms of the possibilities for improving the way they teach

online. It may also serve as a foundation for further development, not just in the

subject of the specific course, but more simply in all online subject courses.

Batangas State University-College of Arts and Sciences. This study may

help the university in providing information and techniques on how to handle

online classes as well as practical courses in a field program. It may help with

different strategies that may be applied to enhance the needs of all kinds of

courses.

Other Criminology Schools. This study will be able to enlighten the

mentality and awareness of students at other institutions and schools regarding the

pandemic. This may be taken into account so that students have the opportunity to

thoroughly study the instructors' possible course strategies.

CHED. This study is beneficial to them since it may acknowledge the

various problems students encounter in online classes and help them be more
 10

aware of students' situations. They can develop techniques that should be

implemented and enhanced by all institutions and schools capable of teaching

practical courses online.

Present Researchers. It awakens the mind to how online classes affect the

actual performance of BS Criminology students as in regards Fundamentals of

Martial Arts classes. It may help them realize that creating an instructional manual

is really their passion, and they express their knowledge freely in creating it. The

present researchers also opened the possibility of teaching in the near future. It

might contribute to excellent research and provide additional knowledge about a

subject matter.

Future Researchers. It will be a valuable resource for those who wish to

conduct research similar to the current study. The present study can impart

essential ideas relevant to the further improvement of the current curriculum for

BS Criminology students, study for future references about defense tactics, as well

as to other similar research of online classes.

 CHAPTER II

REVIEW OF LITERATURE

This chapter presents the conceptual literature and research literature, its

synthesis, the conceptual framework, and definition of terms.

Conceptual Literature

The following are the topics discussed under the conceptual literature:

defense tactics, students during the conduct of flexible learning, and instructional

material development.

Defense Tactics. In CMO no. 5 Series of 2018, Defense Tactics course is

being termed as Physical Education but is likely the same as the topics that are

listed in the Defense Tactics course and is used by the University as a course code.

Physical Education is one of the eight units in the General Education Courses. It is

divided into four sub-courses: Fundamentals of Martial Arts, Disarming

Techniques, First Aid and Water Safety, and Marksmanship and Combat

Shooting, with the course code Def Tact and course title Defense Tactics.

The course Fundamentals of Martial Arts focused on different combative

systems in martial arts, especially Karate-do and self-defense. The course focuses

on the fundamental techniques of Judo, Ju-jitsu, and Aikido for law enforcement

officers as a means of self-defense. Safety falls, kickback throws, fighting stances,

pushing and open hand attacks, hand grips and grabbing, headlock and

hammerlock, and body conditioning through calisthenics to develop force and

flexibility are addressed. Online physical education is unique and is used

 12

nowadays due to the worldwide pandemic and the digital environment since the

subject should generate a movement response from the appropriately taught

student. As a result, even with widely available technology, some of the objectives

of physical education become extremely difficult to accomplish online (CMO No.

21 series of 2005).

According to Militello (2021), practicing martial arts is a terrific method to

enhance your physical health and acquire self-defense techniques, its biggest

benefit is undoubtedly its capacity to help you develop self-discipline.

Professionally and personally, the capacity to keep control over responses,

thoughts, and emotions is of immense significance. It is the basis for the

development of a healthy sense of self.

Fagela Jr. (2021) states that the course deals with the study of modern

techniques in martial arts, which will be employed by law enforcers to protect the

innocent and employ techniques of martial arts to defend the weak from criminal

elements. It equally deals with the study of human kinetics to address the

challenges brought by modern technologies. The training also aims to familiarize

the students with the methods in physical and mental conditioning that help them

survive challenges in the community.

According to Green and Svinth (2010), Martial arts include kung fu (Pinyin

gongfu), judo, karate, and kendo, which are all mainly East Asian fighting sports

or skills. Armed and unarmed martial arts are two types of martial arts. Archery,

spearmanship, and swordsmanship are examples of the former; the latter, which
 13

originated in China, focuses on striking with the feet and hands or grappling. In

Japan, a warrior's traditional training includes archery, swordsmanship, unarmed

combat, and armored swimming. Members of other classes interested in combat

concentrated on arts using the staff, everyday work implements (such as thrashing

flails, sickles, and knives), and unarmed combat. Ninjutsu, which was developed

for military spies in feudal Japan and encompassed training in disguise, escapes,

concealment, geography, meteorology, medicine, and explosives, was perhaps the

most versatile practice.

In modern times, derivatives of some of the armed martial arts, such as

kendō (fencing) and kyūdō (archery), are practiced as sports. Unarmed combat

derivatives such as judo, sumo, karate, and taekwondo, as well as self-defense

forms such as aikido, hapkido, and kung fu, are practiced. Simplified forms of tai

chi chuan (taijiquan), a Chinese form of unarmed combat, are popular as a type of

healthy exercise that has nothing to do with martial arts. Derivatives of many of

the armed and unarmed forms are practiced as a means of spiritual development.

The fundamentals of martial arts are codified systems and traditions of

combat practices, which are practiced for a variety of reasons, including self-

defense, competition, physical health and fitness, entertainment, as well as mental,

physical, and spiritual development, as stated by Teves (2013).

On the other hand, Burke et al., (2007) stated that martial art is a term that

is used to describe a variety of combative arts that are studied all over the world.

They are developed from the need to defend oneself against an enemy's attack or
 14

escape a dangerous situation and are referred to as "military arts." Martial arts

have always been associated with physical development. Still, they are also used

to improve character and spiritual growth, showing that they can improve physical,

mental, emotional, and social well-being.

Physical activity is a vital component of all martial arts, which offers more

than just physical benefits. The American Heart Association recommends that

adults (ages 18 and older) exercise moderately for at least 150 minutes weekly or

75 minutes vigorously over the same period of time. However, individuals who

study martial arts gain the benefits of physical exercise while gaining other

benefits. The Center for Disease Control and Prevention (2019) reports that

regular physical activity can improve cardiovascular, mental health, and cognitive

function and reduce the risk of high blood pressure. Essential physical exercise is a

common way people maintain their well-being and support a healthy lifestyle. It

can be through sports, dancing, or going to the gym. Martial arts, by its nature, can

provide these benefits, and practitioners continue to adopt them as an alternative to

many other popular physical activities. Regular exercising can be a significant

factor in a person's ability to self-regulate (Sanford & Gill, 2018) and (Harris,

2021).

As Lau (2001) mentioned, martial arts can give a knowledge base for

defensive tactics, they are unlikely to be sufficient for application in the street.

Officers may benefit from martial arts training in some ways, including fitness,

strength and agility, balance and flexibility, stress reduction, recreation, and more.
 15

Long-term practice does provide great rewards for self-perfection. As a result,

while martial arts training can be beneficial to officers, it is not necessary.

On the other hand, defensive tactics training is more than simply issuing

officers a nightstick and informing them, "Don't hit anybody in the head." It takes

only a few seconds to be given a tool but learning how and when to apply it is

ongoing.

Furthermore, you do not always carry the appropriate instrument. It may be

on your belt or in your car, and while getting it takes a few seconds, that could be

all you have. Defensive tactics training also serves the purpose of giving you a few

seconds. You can use those seconds to get a tool, plan a better response, or breathe

to regain control of your mind. Finally, once you've learned the techniques, don't

forget to take them with you. Sure, you can lose your skills if you panic or refuse

to practice them, but no one can take them away from you until you are rendered

unconscious.

However, the same author also mentioned police defensive tactics are not

the same as self-defense. The role of defensive tactics in law enforcement and

corrections is to assist the officer in the performance of arrest and restraint and to

increase the margin of safety for both the officer and the suspect. Defensive tactics

charge the officer with protecting others as well as themselves. The definition of

"defend" as used here is neither punitive nor passive, but instead "to repel danger

or harm while serving and protecting." Meanwhile, self-defense encompasses any

and all means of protecting oneself. Self-defense techniques are not meant to
 16

apprehend an assailant. Indeed, there is no regard for the safety of the attacker

whatsoever.

More so, the students can study the principles and applications of self-

defense and world martial arts at institutions like Radford University in Virginia,

which offers a minor in Asian Martial Arts. While only a few, institutions such as

Bryan College and Radford University have credit-based martial arts programs,

demonstrating that martial arts can be recognized as a legitimate subject of study

by higher education institutions (Radford University, 2019).

Mental concentration is required to master the complex and foreign skills of

martial arts. Students must maintain focus under pressure, whether they are

focusing energy into a challenging board break or ensuring that a technique is

completed precisely. Students frequently find that this focus is applicable to their

academic work as well, noting greater concentration and focus, especially during

stressful situations such as college entrance exams.

Additionally, martial arts instruction involves a great deal of memorization

of vocabulary and methods. Numerous martial arts phrases are in foreign

languages; it is not uncommon for young pupils to be able to count as easily in

Japanese or Korean as in their home language. Kata, or prearranged sequences of

techniques, must be memorized in order to reproduce each technique not only in

the correct order, but also with correct execution and a comprehension of its use in

combat.
 17

Students' muscle memory is ingrained with martial arts methods through

repeated practice. These educational methods, which involve repetition leading to

memorization and then testing the application of that knowledge (through belt

exams, kata interpretation, or sparring, for example), are also applicable to

academic environments. Learning martial arts is a joyful experience, as stated by

Creek (2017).

Students During the Conduct of Flexible Learning. The majority of

education sectors have chosen to conduct online teaching-learning to prevent the

spread of the virus. Dhawan (2020) stated that many earlier academic institutions

resistant to shifting their old educational approach were forced to transition to

online teaching and learning entirely. Students could not attend school during

pandemic; therefore, the class was conducted entirely via online means. Students

frequently lack physical contact with the outside world, but it affects their

psychological well-being. Most governments urge those experiencing mental

distress to seek assistance from specialists in their community or through a

government-led initiative.

Sufian et al., (2020) examines how students perceive the Online Learning

System in the midst of the COVID-19 pandemic. Students discover that learning

with online tools is interactive, despite the fact that they sometimes have

connectivity problems. Students remarked that using online tools is not difficult

and also teaches them how to complete tasks. It demonstrates a favorable outcome

for students' use of online learning resources. While Agung et al., (2020) stated
 18

that online learning has a variety of benefits. Some students discovered that their

IT literacy improved significantly during online study. Students benefit from the

experience of online learning and their ability to locate information improves as a

result.

Additionally, it teaches kids to be self-sufficient and accountable for

accomplishing their assigned tasks, students have stated that it is a difficulty

because it requires more independent reading. On the other hand, it demonstrated

that, despite the fact that majority of students had a bad internet connection and an

ample amount of internet data/quota at home, they were committed to enrolling in

online courses. This is because students have continuous access to the resources

used in class.

Based on the study of Amadora (2020), some problems that students

encounter through online classes are internet connection. Truth be told, our

country is an internet-challenged country. A problem that had caused delays in

implementing remote learning in general. Although poor internet connection can

cause audio drawbacks, the type of microphone used may also contribute to the

problem. Problems of unwanted echo and background noises both from the

professor or from the student reciting most often are distracting. Short Attention

Span this problem may not be technical; but a problem that remains universal. It

takes self-discipline to be attentive and focused in a regular classroom setting.

With online classes, it takes willpower to stay awake and focused. Short attention

spans have gone even shorter.

 19

Here are some of the most common challenges undergraduate students are

currently facing with online classes along with specific tips on how to address

them: technical issues, distractions, time management, staying motivated,

understanding course expectations, lack of in-person interaction, adapting to

unfamiliar technology and uncertainty about the future (Friedman, 2020).

Students find it challenging to shift from traditional classroom learning to

online learning immediately. Because of the sudden switch, they are unable to

adjust to computer-based learning. Students begin to lose hope when they

experience problems in online learning. Learning from home is a great experience.

At home, things are different. However, with online learning, even minor

interruptions at home can easily confuse students. Learners who are enrolled in

online classes often lack practical communication skills. Some students may not

find dedication in this program as compared to a traditional one. Many educators

are dealing with technology challenges that are unavoidable and might be

stressful. If there are any malfunctions and technical difficulties during the live

session, or when interacting with students, they will be rendered powerless

(Venkataraman 2020).

Copeland et al., (2021) reported that the pandemic adversely affected

students’ behavioral and emotional functioning, particularly attention and

externalizing problems (i.e., mood and wellness behavior) caused by isolation,

economic/health effects, and uncertainties.

 20

Kumar (2015) stated that there are 5 common problems faced by students in

eLearning classes, and which they need to be solved through proper initiatives for

the students’ future benefits: First, the adaptability struggle which is switching

from traditional classroom and face to face instructor training to computer-based

training in a virtual classroom makes the learning experience entirely different for

students. Second, technical issues since many students are not provided with the

high bandwidth or the strong internet connection that online courses require, and

thus fail to catch up with their virtual classmates. Third, computer literacy

although students are generally tech-savvy, and thus able to manage computers

well, lack of computer literacy is a major issue among students today. Fourth, time

management is a difficult task for e-Learners, as online courses require a lot of

time and intensive work. Lastly, self-motivation is an eLearning essential

requirement; however, many online learners lack it, much to their surprise.

Moreover, Fagan (2021) discussed that pandemic affected everyone, but

college students have been particularly seriously affected. When schools closed,

many students were forced to vacate their dorms, fly home, and adjust to online

learning for the first time in their lives. Students who had never taken an online

class before found it inconvenient and frustrating. Fortunately for these students,

once the pandemic is through, they will be able to return to face-to-face courses.

Many students' concerns and issues about online learning are all too familiar to

actual online students. Wi-Fi, which is constantly dropping, teachers who might
 21

not be easily accessible for questions, and being interrupted during an examination

by distractors at home are one part of day’s schooling.

Moreover, Esperat (2018) discussed that students have expressed a sense of

isolation in online classes. They felt they lacked peer support, which contributed to

their feelings of isolation. Other students provided negative feedback, and online

classes lacked language and cultural exchanges. Additionally, asynchronous online

course requires limited interaction with students. Instructors could not respond

immediately to student questions if they cannot check their emails regularly. This

causes students to be highly frustrated. Students could not receive timely

assistance necessary to complete the weekly tasks when an urgent response is

required for an upcoming assignment.

Different devices like mobile phones, tablets, and laptops were used for the

experiments. Participants talk to their teachers and share their ideas with other

people online. It has a lot of advantages, such as being able to move around.

Besides, students can access course materials at any time. (Ferriman, 2013).

However, a lack of motivation, feelings of isolation, and loneliness are some of the

things that make them less effective than they could be (Hetsevich, 2017).

Liguori & Winkler (2020) averred that educational classrooms' reputations

are on the line, and they are being scrutinized. How well they behave and how

well they maintain their quality of education amidst this crisis show their adapting

capabilities. The only option is to change from face-to-face lectures to online

classes. Academic institutions, for instance, could not be able to transform all of
 22

their college curricula into online resource in a single day. The three biggest

challenges for online teaching are distance, scalability, and personalized teaching

and learning. Institutional measures can only help in fighting pandemic.

Instructional Material Development. Honary (2018), stated that an

instructional method is a procedure used to instruct individuals on a specific topic.

Each educational style has its unique application with distinct benefits and

drawbacks. It is referred to in many ways by researchers, but they all refer to the

same entity. Teaching Methods, Teaching Strategies, Instructional Strategies, and

Training Methods are alternative words.

Instructional materials are human and non-human resources and facilities

that can be used to facilitate, encourage, enhance, and promote teaching and

learning. They are any instructional materials utilized in the classroom. They

represent a vast array of instructional resources that can be employed to assist

effective instruction. They denote a methodical approach to planning,

implementing, and utilizing the complete process of learning and communication,

as well as utilizing human and non-human resources to produce more meaningful

and successful training. They are human and non-human materials that a teacher

utilizes to impart knowledge to his or her students (Muraina, 2015).

Moreover, Janovsky (2015) stated that materials used in educational

lessons, which include active learning and assessment, are instructional materials.

Essentially, every resource a teacher employs to assist him in instructing his

students constitutes instructional material.

 23

However, Sale (2016) stated that to maintain an efficient teaching and

learning environment, it is of the utmost importance that every teacher whose goal

is to promote the effective learning of his students adopt the practice of

incorporating instructional materials into his lessons. Sale then emphasized that a

lack of instructional resources in teaching and learning may result in inattention

and poor learning, thereby impeding the attainment of a lesson's intended goals.

Insisted that "as educators, we must motivate kids to learn." He continued by

stating that instructional materials are essential for motivating students to learn

efficiently and that learning is impossible without instructional materials. The

absence of instructional resources in teaching and learning may result in problems

such as a failure to achieve objectives.

The content or information conveyed within a course is referred to as

instructional materials. These include the lectures, readings, textbooks, multimedia

components, and other resources in a course. These materials can be used in both

face-to-face and online classrooms; however, some must be modified or

redesigned for online use. The best instructional materials are accurate with the

course's other elements, such as learning objectives, assessments, and activities. It

provides the core information that students will experience, learn, and apply

during a course. They hold the power to either engage or demotivate students. This

is especially true for online courses, which rely on a comprehensive collection of

instructional materials that students will access, explore, absorb, and reference as

they progress through the course (University of Wisconsin–Madison, 2021).

 24

Similarly, Hizon (2018) stated that instructional materials are the tools used

in educational lessons which includes active learning and assessment. In general,

instructional material includes any resources that a teacher uses to help him teach

his students. It is significant because they can significantly boost student

achievement by facilitating student learning. This process facilitates learning by

allowing students to explore knowledge independently while also providing

repetition. The importance of this is to improve students' knowledge, abilities, and

skills in order to monitor their assimilation of information and to contribute to

their overall development and upbringing. It also clarifies important concepts in

order to pique and maintain students' interest, as well as provide all students in a

class with the opportunity to share experiences necessary for new learning.

Instructional materials support learning content, allow students to engage in

the application of concepts and provide an opportunity for evaluation. They are

developed to facilitate learner understanding. This instructional material provides

facts and information, engages and teaches learners, accumulates teaching

concepts and evaluates knowledge of the students (Writer,2020).

Based on Friedman (2019) online education encompasses a tremendous

number of topics, subject areas, disciplines and degree programs. In its broadest

terms, online education simply means acquiring knowledge through the use of

instruction provided via internet. More specifically, this education is

acknowledged to be pedagogical rather than self-selected. In other words, reading

an article about birds in a periodical online wouldn't be classified as "online

 25

education," but enrolling in a video course about ornithology given by a teacher

would be considered online education.

In online education, learning is asynchronous or synchronous or a

combination of both. Asynchronous learning is teaching and learning that do not

happen at the same time (Moore & Kears-ley, 2011), while synchronous learning

refers to teaching and learning that happen at the same time, both of which are

conducted through technologies such as the Internet.

An online classroom is an environment created through use of a learning

management system that allows students and teacher to connect either

synchronously (real-time, with teacher and students meeting at the same time or

asynchronously with the interaction between teacher and students occurring

intermittently with a time delay; teacher students are generally separated by

location (Estes 2016).

Apart from these, students with busy lives and limited flexibility can now

obtain a quality education, especially with the development of online education.

As opposed to traditional classroom instruction, Web-based instruction has made

it possible to offer classes across the world using a single internet connection.

Although it has several advantages over traditional education, online learning has

disadvantages and limitations, such as a lack of communal relations. Nonetheless,

many students appear to be choosing online education as a means of obtaining a

degree (Paul et al., 2019).

 26

Furthermore, Loeb (2020) discussed that most online courses, especially K-

12 students, have a very similar format to in-person classes. The teacher facilitates

virtual discussions among students, assigns homework, and analyzes individual

students' performance. Sometimes these courses are synchronous (teachers and

students all meet simultaneously), and sometimes they are asynchronous (non-

concurrent). In both cases, the teacher is expected to allow students to engage

meaningfully with the subject matter, and learners are encouraged to interact

virtually with each other in most cases.

Research Literature

To better understand the research study, the researchers examined different

related studies. These previous studies helped the researchers in determining that

the present study is valid and relevant.

In the study of Larisma et al., (2018) entitled "Perception of Criminology

on Students on Defense Tactics courses in Batangas State University-Main

Campus I," the study determines the perception of Criminology Students on

Defense Tactics course in Batangas State University-Main I. The study

respondents were 98 criminology students who were enrolled in Defense Tactics

101-104 at Batangas State University-Main Campus I to satisfy the objectives of

the study. The number of respondents was chosen through purposive sampling.

The researchers used a descriptive quantitative method approach of research. The

researcher concluded that most of the respondents agreed on the problems

encountered by the BS Criminology students in Defense Tactics courses. The

 27

majority of the respondents strongly agreed on the safety precautionary measures

in conducting defense tactics. The researchers found that may propose to lessen

the problems encountered by the respondents based on the least rated items on the

respondents' perception of defense tactics courses.

The study of Vertonghen et al., (2021) entitled "Teaching in Martial Arts:

The Analysis and Identification of Teaching Approaches in Youth Martial Arts

Practice." The study was set up to analyze different teaching approaches used in

martial arts and develop a framework to identify these teaching methods. A

multiple instruments research design was set up, in which the respondents are 20

teachers in aikido, karate, or kick-/Thai boxing. Martial arts teachers were given a

pre-and post-interactive interview. Subjects were asked to respond to an

instrument specifically developed for this study, consisting of seven dimensions to

identify different teaching approaches.

They found out that based on the total scores of TAMA; martial arts

teachers were classified into three groups. Those with the lowest scores were

classified as representatives of a traditional teaching approach, with medium

scores as teachers using an educational sporting approach and with the highest

scores as those utilizing an efficiency approach. In short, teachers using a

traditional teaching method emphasized traditional aspects and pedagogically

oriented aims. The focus of teachers using an efficiency approach was on

competition and the development of performing skills. Differences are identified

 28

in the teaching approach used by teachers of different martial arts. The result of

TAMA was the first onset to identify different teaching approaches.

Based on Jeong and So (2020) study entitled "Difficulties of Online

Physical Education Classes middle and High School and an Efficient Operation

Plan to Address'' this study examined the difficulties of running online physical

education classes in the context of coronavirus disease 2019 (COVID-19) and

used the findings to develop an efficient operation plan to address these

difficulties. Six middle and high school physical education teachers participated;

three were experts in online physical education and active in the Korea Council

School Physical Education Promotion, and three were recommended teachers

making efforts to improve the online classes offered by the Korea Ministry of

Education.

A qualitative case study method employing phenomenological procedures

to collect and analyze the data was used. The difficulties of operating middle and

high school online physical education classes for the first time included the

following; the monotony of the classes within their limited environmental

conditions and limited educational content that did not adequately convey the

value of physical education; trial-and-error methods applied nationwide, resulting

from a lack of expertise in operating online physical education classes, and; very

limited evaluation guidelines proposed by the Korea Ministry of Education, which

made systematic evaluation with online methods impossible.

 29

To address the identified problems and facilitate the efficient operation of

online physical education classes, changes in strategic learning methods are

needed to understand online physical education characteristics and thereby better

communicate the value of physical education. It is also necessary to cultivate

teaching expertise through sharing online physical education classes, where

collaboration among physical education teachers is central. In addition, evaluation

processes should be less formal to encourage active student participation.

According to the study of Laar et al., (2021), "Performance, Health, and

Psychological Challenges Faced by Students of Physical Education in Online

Learning During the COVID-19 Epidemic: A Qualitative Study in China," the

spread of COVID-19 has led students de around the world, including in China, to

take classes online (rather than face-to-face).

They conducted qualitative focus group discussions for this study to learn

about the experiences and challenges that online physical education students in

higher education face while taking online classes, including the impact on their

physical activity performance and some health issues that they face while taking

online classes during the quarantine period, such as weight gain, depression, and

anxiety. Finally, we suggest a technique that tackles how to successfully manage

an ideal future learning system for physical education students, both during and

after the COVID-19 outbreak crisis, using Mayer's learning model as a conceptual

framework. During COVID-19's isolation period, participants' required equipment

 30

was rarely accessible at home when taking online courses, resulting in a reduction

in the number of physical education units that could be offered.

This resulted in a transfer of attention from competition to

underperformance, weight gain, and adverse psychological conditions. Conclude

that it is important to review and systematize the methods of online physical

education learning, particularly highlighting the cultural and educational

characteristics of different countries, and to investigate the effectiveness of online

physical education as a whole.

In the study of Chen and Liang (2020) entitled "Online resource sharing of

martial arts teaching based on 5G network and FPGA system," the study of new

curriculum reforms, colleges and universities have begun to reform their

educational models. Physical education is also included in the reform of the

critical curriculum system, not well resource sharing. The martial arts course has

many features, such as self-defense and physical fitness, welcomed by students.

The selection of the proposed system's physical material-based method will

strengthen these students' practical skills and understanding.

The respondents of the study of Chen and Liang are 50 students and were

be collected through pre-interactive interviews and informal dialogue

observations, primarily based on the validation of descriptive statistics. The study

achieved the educational goals of the overall reform of the martial arts teaching

system and provides a theoretical reference for new plans of physical, and
 31

educational reform on research based on the training process. It provides abortive

practice requirements for students who master to some extent of difficulty.

The researchers found out that existing system research shows that martial

arts courses' resources are limited, and many students cannot successfully choose

it. Researchers have become more interested in martial arts to create a thought-

provoking scientific report. The Martial Arts presentations at the online resource

sharing also had a significant increase. It can also provide online resource sharing-

based martial arts practice, and some trends have been pointed out.

On the other hand, the study of Chakraborty M. (2017) identifies pertinent

reflections on the vital issue of student engagement strategies in online courses

and student engagement strategies that work. The research methodology adopted

in this study was a cross-sectional online questionnaire design—the quantitative

survey design was utilized for this study. The respondents consist of 300

participants. The research finds the influence of teaching presence and immediacy

on students’ motivation, affective learning, and cognitive learning. Teaching

presence is established to positively impact students’ basis, affective education,

and cognitive learning.

Simon, et al., (2021), observed, described, and analyzed elements of

instruction and practice in classrooms that were designed to reach all learners in a

fully inclusive context. The study focused on the underlying daily techniques used

by classroom teachers to achieve high-quality, equitable, and personalized

instruction. A multiple-case-study approach was carried out, with the voluntary

 32

participation of seven schools at the kindergarten, elementary and high school

levels. Multiple data collection methods were utilized, including in-depth

interviews and extended classroom observation. The research shows the classroom

and educational strategies that enable teachers to connect with all students and

support their academic success. The systemic supports and strategies that ensure

that all learners engage, learn, and be a part of the class community are also

addressed. The complications are still present in the inclusion processes, notably to

support and curriculum.

Subsequently, Brodersen (2017) then examined research on programs that

offered a variety of learning opportunities and studies on stand-alone programs.

Programs that did not involve excluding a classroom teacher were from this study,

which focused on programs that provide differentiated learning alternatives. Only

studies that directly affected a teacher's delivery and monitoring of teaching were

considered. The study report indicated that it utilized the online or blended

learning tool to assist differentiated instruction.

On the other hand, online programs that were entirely software-driven and

did not include an instructor facilitator were not considered. The research team

looked at 162 different studies and used them as a data source. Only 17 papers out

of 162 that looked at the link between online and blended learning programs with

differentiated learning options and student academic outcomes satisfied the

requirements for this study. The remaining studies did not qualify because they did

not focus on K–12 programs, evaluate stand-alone online programs, or offer

 33

differentiated learning opportunities. To find relevant papers, the research team

did a thorough search by splitting the investigation into two parts: a keyword

search in an electronic database and a program search. Educators can utilize the

findings in this paper to assess particular online or blended learning programs that

have evidence of influencing student accomplishment, even while the results do

not allow for conclusions about the effectiveness of these programs as a whole.

The findings could help instructors make better decisions about online and mixed

learning programs.

There are several challenges in remote learning for university students in

the Philippines during the COVID-19 crisis, and according to a study by Rotas,

and Cahapay, (2020), entitled "Difficulties in Remote Learning: Voices of

Philippine University Students in the Wake of COVID-19 Crisis", was following a

mainly qualitative research design, this study surveyed a pool of purposively and

conveniently selected students currently enrolled in a tertiary institution. The result

of the content analysis revealed the following categories of difficulties in remote

learning: unstable internet connectivity; inadequate learning resources; electric

power interruptions; vague learning contents; overloaded lesson activities; limited

teacher scaffolds; poor peer communication; conflict with home responsibilities;

poor learning environment; financial related problems; physical health

compromises; and mental health struggles.

However, the study of Mahyoob (2020) revealed that COVID-19 has

caused damage to the majority of the world's industries. Education is the only
 34

industry that has been wholly computerized in most of the world's countries.

Online education proved to be the most effective method of continuing education

during the pandemic, particularly at the tertiary level. This study ascertained the

difficulties and impediments encountered by English language learners (EFL) at

Science and Arts College, Alula, Taibah University, Saudi Arabia, as they

transition to online learning in the second semester of 2020 under the COVID-19

pandemic.

The point of the study of Mahyoob is to assess learners' new experiences

with online education and determine the effectiveness of virtual learning methods.

This is accomplished by examining the responses of 184 learners to a survey-

based questionnaire. A descriptive statistical method was used to evaluate the

study's validity. It is found out that the primary problems facing and impacting

online EFL learning during COVID-19 are technical, academic, and

communication difficulties. The study's findings indicate that most EFL learners

are dissatisfied with continuing online education since they are unable to make the

expected progress in language learning performance.

In the study by Jagiełło et al. (2011), entitled “Martial Arts in the opinions

of students at the Faculty of Physical Education”, the importance of martial arts in

the physical development of children and youth is confirmed by extensive

scientific research. The main advantages of martial arts are not limited only to the

biological sphere. They are highly assessed primarily for mental values, the

pedagogical ones as well as the practical ones. Hence the central cognitive aspect
 35

of the study was to find out the opinions of future physical education (PE) teachers

on the issue of the significance of martial arts in widely understood PE among

children and youth.

The respondents are 225 students in the first-year level at the PE Faculty at

the Academy of Physical Education and Sport (AWFiS) in Gdańsk, Poland. 75%

of the subjects had played competitive sports. A diagnostic survey applying the

authors’ questionnaire was the primary study tool. The questionnaire was

anonymous and consisted of the so-called certificate and two parts. The first part

of the questionnaire regarded the significance of martial arts in PE for children and

youth. The second part viewed the assessment of the organization and conduct of

classes.

Consequently, it is reasonable to assume that prospective, well-educated

teachers will aggressively incorporate martial arts into the curriculum of a physical

education class if they are aware of the traditional benefits of these disciplines.

Yet, until these sports are in the primary curriculum at Academies of Physical

Education, such a claim will remain a hypothesis.

The study conducted by Miskech (2017) entitled Perceived Positive Effects

of Traditional Martial Art Training, seeks to identify the perceived positive

benefits traditional martial arts training has on its participants. Traditional martial

arts defined as a martial art that emphasizes the development of training's physical,

mental, and emotional/spiritual aspects. This is also include a deliberate effort to

downplay combat competition as a perceived result. Using survey questions, three

 36

domains of perceived improvement were evaluated: psychomotor, cognitive, and

practical. The affective domain encompassed self-confidence, self-esteem, and an

emotional or spiritual connection to traditional martial arts training.

Two traditional martial arts schools, a traditional Tae Kwon Do school and

a traditional Brazilian Jiu-Jitsu school, match the set standards. The survey

responses were entirely optional. No previous explanation was provided to the

participants that would have permitted an unsolicited answer. The survey data

were collected for one month. The only needed identifying response was the

training duration to facilitate future data analysis. It is acknowledged that neither a

pre-or post-test was given to detect actual, measurable outcomes. However, a

connection was identified between perception and traditional martial arts training.

A comprehensive overview of training methods is presented to help readers

comprehend the rationale behind self-perceived development. The survey results

highly correlated traditional martial arts instruction and perceived personal

growth.

In the study of Jeon et al., (2021) entitled Subjective Perceptions of South

Korean Parents Regarding the Effectiveness of Taekwondo Education for

Adolescents and Its Characteristics: The Q Methodology Application, this study

determined why Korean parents provide adolescent children with continuous

physical education through Taekwondo. The final 25 Q-samples were selected by

composing the Q-population. Twenty parents who provided their children with

Taekwondo education for more than 10 years were designated as the P-sample. Q-
 37

sorting was performed on the P-sample. Centroid factor analysis and varimax

rotation were performed using version 2.35 of the PQ method program.

The study identified four characteristics that explained 69% of the overall

variance. Types 1 to 4 (N = 5, 7, 5, and 3) pertained to a potent means of

enhancing mental health, the driving force behind stable school life and social

development, improvement in psychological and social areas for a successful

transition to adulthood, and increased awareness of the values of Taekwondo and

the importance of physical activity, with eigenvalues of 4.59, 6.42, 3.16, and 1.18

and respective explanatory variances of 0.16, 0.32, 0.12, and 0.09. Furthermore,

the Q18 and Q17 consensus statements for each type were investigated. This

objectivity of the academic foundation of good Taekwondo education in

adolescence and validated it as a potent means of positively influencing adulthood.

In addition to this, Sale (2016), stated that at the elementary level, the

utilization of instructional materials is a useful instrument for enhancing the

quality of instruction and learning. The purpose of instructional materials is to

improve learners' grasp of concepts and ensure their long-term recall of concepts

and topics taught to students. This study assessed the usefulness of instructional

materials in primary schools in the metropolitan area of Katsina, Nigeria. It

utilized a survey design based on a cluster sampling methodology. The

questionnaire was used to collect data for analysis, and statistical and frequency

tables were utilized to analyze the collected data. The results indicate that both

instructors and students have recognized the efficacy of modern instructional

 38

resources in teaching and learning for the achievement of goals outlined in the

policy for elementary education. It was also determined that reluctance to utilize

instructional resources will impede the attainment of a quality elementary

education. For effective teaching and learning, the study advises that all primary

schools in the state of Katsina should be supplied with suitable and current

instructional resources.

The study of Wu et al., (2010) entitled "The Effectiveness of E-learning for

Blended Courses in Colleges: A multi-level empirical study" applied the socio-

technical systems theory to review and integrate theories on students' e-learning

from a macro view. To compensate for the lack of related research, a literature

review is conducted first, followed by the development of an analysis model to

thoroughly investigate factors influencing e-learning effectiveness. Later,

hypotheses about the relationship between the influencing factors and the research

model are validated using a questionnaire survey on students' adoption of e-

learning and subsequent multilevel data analysis. The findings show that e-

learning effectiveness is influenced by direct or moderating factors of the technical

and social systems at the learning environment and individual levels.

The study of Nadeak (2020) entitled "The Effectiveness of Distance

Learning Using Social Media During the Pandemic Period of Covid -19" assessed

the effectiveness of distance learning via social media during the Covid-19

Pandemic. The survey method was used in this study, with a questionnaire

distributed online to 250 students, who were then analyzed using the Multi-
 39

Attribute Utility Theory (MAUT). Indonesian Christian University supports the

policy of home learning by imposing online learning through social media

platforms such as Facebook, Instagram, and YouTube to provide students with

lecture material and assignments. The results of testing the effectiveness of

distance learning using social media concluded that distance learning using social

media is only effective for theoretical and theoretical practical courses, whereas it

is less effective for practice courses and distance field courses.

Subsequently, the study of Xu et al., of 2007 entitled "The Effectiveness of

Online Learning Program: A Case Study of A Higher Education Institution”

focused on how the assessment and delivery methods used can influence the

effectiveness of an online program, as well as the advantages and disadvantages of

e-learning. The three-month research project was carried out at a Higher

Educational Institution. The opinions and experiences of faculty and students

involved in online programs were investigated using a case study methodology.

Several factors influencing the effectiveness of online programs were studied in

order to provide insights into the major challenges, benefits, and limitations

encountered. Among the findings, major problem areas were identified, and

suggestions for minimizing identified problems were made. The study also raised

questions about the future of e-learning.

The study of Bahasoan et al. (2020) entitled "Effectiveness of Online

Learning in Pandemic COVID-19" determined the efficacy of online learning

during the Covid-19 pandemic. This a quantitative descriptive study was

 40

conducted via online using survey methods. The sample collection method is

simple random sampling, and the sample of this study is an active student in the

management study program, Faculty of Economics, University of West Sulawesi;

primary data collection in this study was carried out by distributing questionnaires

to 115 respondents online. Data was collected by filling out questions distributed

to all respondents in the form of Google. In addition, the collected data was

analyzed and described. The results of data analysis obtained from student

questionnaires indicate that the online learning system implemented during the

COVID-19 pandemic is effective and inefficient. Effectively implemented because

of the conditions that require online study and inefficient because the costs

incurred more when compared with offline lectures.

Synthesis

This part discusses the relationship between the current study and several

related literature and studies.

The study of Larisma is similar to the focus of the current research which is

to know their perception and effectiveness of defense tactics courses to enrolled

students of BS Criminology at BatStateU. Both studies were conducted through a

self-constructed questionnaire as an instrument and were used in both quantitative

descriptive research methods. Larisma's result shows that there are problems

encountered by the students on defense tactics, whereas the current study aimed to
 41

know what other issues were experienced by the students in an online learning

setup.

Subsequently, the study of Vertonghen is quite similar to the present study

as they mainly focused on different teaching approaches and teaching methods in

martial art practices, while the current study focused on teaching strategy through

online classes of defense tactics. Vertonghen used multiple instruments: research

design; pre-interview, and post-interview, and they mainly focused on the teachers

who taught martial arts. In contrast, the present study was focused on the students

and used a self-constructed questionnaire. Based on the result of Vertonghen, the

focus of teachers using an efficiency approach was on competition and the

development of performing skills. However, the current study focused on the

strategies of the teachers in creating instructional materials when conducting

defense tactics on an online basis.

On the other hand, the study of Jeong is comparable to the present study as

they presented the objective of the research wherein, they wanted to know the

challenges or problems when physical education is conducted online. Past research

utilized a qualitative case study method to collect and analyze the data but the

current research used a questionnaire. They are different as regards the

respondents of the study since the participants of the current study are the BS

Criminology students while the past research is six middle and high school

physical education teachers. The past research identified the problems and

facilitated the efficient operation of online physical education classes and the
 42

strategies that should be changed while the current research identified the principle

or the fundamentals of defense tactics if this is being applied correctly.

The study of Laar is relevant to the present study since it discussed the

challenges that students encountered in conducting physical education online. But

they are different when it regards the instrument used in the past research; they

used a qualitative focus group discussion while the current research used a

questionnaire. Also, the respondents of the current research are selected BS

Criminology students while the past research is 56 participants who enrolled in

physical education. In terms of conceptual framework, they are also different since

the past research utilized Mayer’s learning model while the current utilized Input -

Process- Output model.

Also, the study of Chen is similar to the current study because it both

tackles teaching of martial arts in the 5G network and defense tactics via online

classes. Data is collected through pre-interactive interviews and informal dialogue

observations with 50 students as respondents, while the present study was a self-

constructed questionnaire and informal interviews as a data-gathering instrument.

Moreover, both used a descriptive statistics method and a quantitative research

design. From the result of Chen's study, the existing system that has been used

shows that martial arts courses' resources are limited. Likewise, the current study

was finding more resources for online defense tactics set up.

Moreover, the study of Chakraborty was partially similar to the present

research. It aimed to identify the students' engagement strategy in online classes

 43

relevant to the current study that sought the strategies that may help students in

defense tactics in online classes. Chakraborty used a cross-sectional online

questionnaire design while the current study used a self-constructed questionnaire,

but both used a quantitative research design. Furthermore, the past study had 300

respondents, while the current one was all the enrolled students taking defense

tactics BS Criminology at BatStateU only. Based on the findings and results of

Chakraborty, the research finds the influence of teaching presence and immediacy

on students' motivation, affective learning, and cognitive learning, whereas the

researcher aims to determine the same.

On the other hand, the study of Simon is relevant to the present study since

it analyzes the elements of classroom instruction to reach all of the learners that

are quite similar to the study. They are different because the past study in data

gathering is in-depth interviews and extended classroom observation while the

current study utilized the informal interview and self-constructed questionnaire. In

the past study, the respondents are kindergarten, elementary and high- school

levels while in the current study are college students specifically taking Bachelor

of Science in Criminology. Based on the result of Simon’s study, knowing the

strategies that ensure the learners learn and engage in the class in the traditional

face-face setting while the current study aimed to know the strategies of the

teacher through online class and how it affects the actual performance of the

students.
 44

The study of Brodersen determined the different strategies to learn and

studies of stand-alone programs and focuses on programs that provide

differentiated learning alternatives while the present study focuses to determine

the different strategies of the teachers that they applied in every online class. They

both utilized descriptive methods in research design. Based on the result of the

Brodersen study, it could help instructors to make better decisions about online

and mixed learning programs, whereas the present study aimed at knowing the

different strategies of teachers to satisfy the performance of the criminology

students through online classes.

The study of Rotas and Cahapay focused on the challenges that students

encounter through online classes that are relevant to the present study. It differs in

research methods: the previous study used qualitative research design while the

present study used descriptive design. Also, in the respondents the present study

respondents are those BS Criminology students of BatStateU- Pablo Borbon

Campus.

Mahyoob's study was somewhat similar to this one in that both aim to

examine the effectiveness of online classes during a pandemic. However, they

differ in terms of the number of survey respondents. They both used a

questionnaire that was constructed, and they both conducted research using the

descriptive approach. Mahyoob's data collection device was a qualitative one. The

data, however, reveal that the majority of EFL students are dissatisfied with

continued online education since they are unable to make the required
 45

development in language learning performance. This study aims to ascertain the

efficiency of the online technique in terms of student learning.

In the study by Jagietto is quite similar to the current study since they both

focused on the perception and opinions of martial arts. They are different in terms

of respondents the past study respondent is 225 students in their first year at the

Faculty of Physical Education at the Academy of Physical Education and Sport

while the respondent of current study are 2nd year & 3rd year BS Criminology

students at the Batangas State University Pablo Borbon the past study and current

study both utilized self- constructed questionnaire.

Moreover, the study of Miskech is quite similar to the present study since

the past study is all about the perceived positive benefits of traditional martial arts

while the present study is all about the perception of the BS Criminology students

in Fundamentals of Martial Arts through flexible learning. Both studies were

conducted with questionnaires and informal interviews. The respondents in the

past study are the participants in the martial arts in regards to their different ages

and length of training experience while the respondents of the present study are

2nd year and 3rd year BS Criminology students.

The study of Jeon is quite similar to the current study considering that they

both focused on the perception regarding martial arts. They differ as regards

respondent of the study, the respondent of the past study is the south Korean

parents while the present study is the 2nd year and 3rd Year BS Criminology

students in Batangas State University- Pablo Borbon Campus. The past study
 46

utilized Q- Methodology Application while the present study utilizes descriptive

methods.

The study of Sale is different from the present study considering the fact

that the past study utilized the respondent cluster sampling technique while the

present study utilized randomly picked respondents. But they are quite similar

since they determine the use of instructional methods. The respondent of the past

study is different from to present study since the past study comprised 958

teachers and 5999 primary six pupils in the forty-seven (47) public Primary

schools in Katsina metropolis, Katsina State Nigeria while the respondent of the

present study is 2nd year and 3rd year BS Criminology students at Batangas State

University - Pablo Borbon Main I. They both used a questionnaire in their study.

The study of Wu differs from the current study in that the previous study's

hypothesis is about the relationship of the influencing factors, whereas the current

study's null hypothesis is the significant difference in the perception of the

respondents when grouped according to their profile variables. However, it is quite

similar to the current study, which is to learn about the factors that students

encounter in their practical courses. Their research methodology was a

questionnaire survey, and their respondents were students who participated in

online learning. Furthermore, the findings of their study are quite similar because

they are both knowledgeable that online learning has an impact on students.

The study of Nadeak is quite relevant to the present study since the method

they used is a questionnaire, but they differ in terms of distribution because the
 47

previous study distributed online to 250 students, whereas the present study

distributed online or through gforms to 105 students and face to face to 101

students. The findings of both studies are similar, owing to the fact that social

media platforms assist students in their practical courses by allowing them to

search for and gain advanced knowledge about the subject matter that can be

useful to them.

The study of Xu was quite similar to the current study since they both

recognized the opinions of their respondents who experienced attending in their

practical courses that conducted through flexible learning but in regards on their

respondents they are differ since the respondents of the past study are teachers and

students while the respondents of the current study is BS Criminology

students.The previous study used a case study as its research methodology,

whereas the current study used a descriptive method.

The study of Bahasoan and the present study both utilized a descriptive

method, specifically a quantitative approach, as their research methodology. They

are also similar in their sample collection method, which is simple random

sampling. But they differ in their respondents, considering that the past study had

115 respondents and the present study has 206. When it comes to the results, they

are quite different from each other since in the past study they knew the effectivity

and inefficiency of online learning that was implemented during COVID-19, while

in the present study they knew the challenges and perceptions of the students in

their practical courses that were conducted through flexible learning.

 48

As stated above, there are similarities between the past studies and present

studies regarding the concepts of the data, yet it has also been different. Therefore,

the present study is not a duplication of other studies already conducted.

Conceptual Framework

The study focused on the perception of the Batangas State University-Pablo

Borbon BS Criminology students on their Fundamentals of Martial Arts classes

which were conducted through a flexible learning method. According to Yafai

(2012), the thought of learning combat techniques and defense techniques outside

of the traditional method of learning in an institution is viewed with suspicion

among some in the martial arts community. Practicing these techniques online is

more of a function of the student's ability to learn and the instructor's ability to

reach beyond the traditional methods used in a facility. To put it in other words, all

the lessons in the world, whether at a facility or through alternative ways, would

be useless if the practitioner takes a passive approach to learning or if the

instructor lacks critical teaching abilities.

The researchers present a research paradigm that reflects the study's

primary objectives to understand this scholarly research's intentions further. The

study's paradigm is made up of three parts: input, process, and output. The first

box presents the variable of the study, which includes the profile of the

respondents as to sex, general weighted average, type of students, socio-economic

status, and type of community they lived in. It also includes the perception of the

respondents on their Fundamentals of Martial Arts classes which were conducted

 49

through a flexible learning method. The second box represents the process used in

gathering data, and the researchers used data gathering analysis by researchers-

constructed questionnaires. The last box is the expected outcome which is the

proposed inputs to aid in the delivery of instruction for fundamentals of martial

arts classes.

Figure 1 presents the conceptual paradigm of the study.

INPUT PROCESS OUTPUT

I. Profile of the
Respondents
• sex
• GWA
• type of students
• socio economic
status
 50

Figure 1

Conceptual Paradigm of the Study

Hypothesis

This study tested the null hypothesis:

 51

There is no significant difference on the perception of BS Criminology

students on Fundamentals of Martial Arts Classes conducted through flexible

learning when grouped according to their profile variables.

Definition of Terms

The following terminologies has been defined both conceptually and

operationally to aid in the understanding of this study.

Asynchronous Class. Students can access their studies on their own

schedules with asynchronous online classes (Wintemute, 2021). In this study, this

refers to the distinction of conducting online learning.

BS Criminology. Criminology is the branch of sociology that has generally

focused on studying human behavior and interaction, and organization (Roufa

2020). In this study, this refers to the college course where the respondents came

from, where the researchers also came from.

Calisthenics. This is a form of strength training consisting of a variety of

movements that exercise large muscle groups (gross motor movements), such as

standing, grasping, pushing, etc. (Thomas 2017). In this study, it refers to the

physical activities likewise in Def Tact that endurance, strength, and movements

are all that are needed and prioritized.

Defense Tactics. This refers to a system of controlled defensive and

offensive body movements used by police officers to respond to a subject's

aggression or resistance (Clemmon 2012). In this study, this refers to the course
 52

wherein the students learned about the fundamentals of defense tactics, and also it

is the main topic where the research is focused.

Flexible Learning. This refers to those who are interested in different ways

of learning namely e-learning, m-learning, and online learning (i.e., flexible

learning provides learners with choices about where, when, and how learning

occurs). (Joan 2013). In this study, this refers to the students' current method of

instruction and learning during the pandemic.

Instruction. Instruction is sometimes associated with the term "curriculum"

and generally refers to the teaching methods and learning activities that a teacher

uses to implement the curriculum in the classroom (Kridel, 2010). In this study,

this refers to the direction given by the instructors for the guidance of the students

in their academic performance.

Instructional Method. Instructional methods consist of the ideas and

procedures that teachers employ to enhance and contextualize student learning.

(Honary, 2018). In this study, this refers to the strategy that instructors implement

in the teaching of the subject matter.

Manual. Manuals are documentation of guidelines for understanding

anything from policies to performing an activity. (Grimsley, 2015). In this study, it

refers to the output containing instructions and guidelines for Fundamental of

Martial Arts Def Tact 101.

Martial Arts. The term martial arts refers to all of the various systems of

training for combat that have been arranged or systematized (Rousseau 2019). In
 53

this study, this refers to the similarity and origin of defense tactics and is often

used as a sport or skills which are used by strategy, knowledge, and capabilities.

Online Class/Online Learning. A form of distance education in which a

course or program is specifically intended to be delivered entirely online in

advance (Bates, 2016). In this study, online learning refers to taking the course

online instead of traditional classroom setup.

Perception. Perception is the organization, identification, and interpretation

of sensory data in order to represent and comprehend the information or

environment presented (Schacter, 2011). In this study, it refers to the insight of the

BS Criminology students about the Fundamental of Martial Arts that is conducted

through flexible learning.

Platform. A platform is a group of technologies that are used as a base

upon which other applications, processes, or technologies are developed. (Janssen

2020). In this study, it refers to the different applications that are used by students

while taking a specific subject.

Remote learning. While working from home, remote learning enables

students and teachers to remain connected and engaged with the course (Ray,

2020). In this study, this refers to the interaction of students and instructors online.

Synchronous Class. Synchronous online classes follow the same format as

traditional classes, including attendance, lectures, and discussion times

(Wintemute, 2021). In this study, this refers to the distinction of conducting online

learning.
 54

Teachers Strategy. The term "teaching strategy" refers to the principles

and teaching methods, it is how an instructor decides to impart knowledge and

encourage learning (Writer 2020). As used in the study, teacher strategy refers to

the methods that teachers used to sustain the knowledge of the students for them to

engage and practice different skills.

Virtual Learning. Virtual learning programs have typically followed a

formal process of establishing a school, adopting an online curriculum, and

developing a dedicated organization to support students enrolled in the school

(Ray, 2020). Virtual learning refers to the current situation that the respondents

encounter in their Def Tact course. They conduct a meeting through different

technologies, making them see each other virtually.

 CHAPTER III

RESEARCH METHOD AND PROCEDURE

This chapter presents the methods and procedures that were employed in

undertaking the study. It includes a description of the research design, respondents

of the study, data gathering instrument, data gathering procedure and statistical

treatment of data.

Research Design

The main purpose of this study is to determine the perception of the

Batangas State University The National Engineering University-Pablo Borbon

Campus, BS Criminology students on their Fundamentals of Martial Arts classes

which are conducted through a flexible learning method and to attain this purpose,

the researchers used the descriptive method.

As defined by Lambert (2012), descriptive method of research refers to the

scientific methodology in which observation of the sampled population is carried

out in its natural surroundings. The descriptive study aims to discover "what" is

connected to a phenomenon. Data are obtained then examined quantitatively in

this manner. Surveys, interviews, correlation studies, observation studies, and

content analysis are all used to collect data. Furthermore, the observer does not

interfere with the observation process or influence any of the study's variables.

The descriptive method is utilized since it fully comprehends and explores

the variables, using interviews and questionnaires as data collection tools. It

focuses on collecting data for the interpretation of current conditions or scenarios.

 56

The researchers adopted this strategy to facilitate the research and acquire the most

beneficial outcomes. The descriptive research design was the most effective

method for determining Batangas State University, National Engineering

University—Pablo Borbon Campus BS Criminology students' perceptions of their

Fundamentals of Martial Arts classes, which were taught using a flexible learning

method.

Respondents of the Study

The students enrolled in the BS Criminology program at the Batangas State

University The National Engineering University-Pablo Borbon Campus, were

sampled using a Stratified Proportional Random Sampling technique. A total of

206 second- and third-year students participated in this study. The study

determined the respondent profile variables in terms of sex, GWA, type of

students, socioeconomic status, and the type of community. The researchers

considered the BS Criminology students at the university because they believed

they could supply the necessary data for the study.

Table 1

Distribution of Respondents

Year Level Population Sample

2nd Year
Regular 230 107
Irregular 13 6
3rd Year
Regular 197 92
Irregular 1 1
Total 441 206
 57

Data Gathering Instruments

In connection with the descriptive method, the researchers used a

researcher-constructed questionnaire as the major tool in gathering the necessary

data.

Researcher-constructed Questionnaire. The data gathering instrument

used is a researcher-constructed questionnaire to gather data on the challenges

encountered by the respondent students in their Fundamentals of Martial Arts

classes conducted through an online method.

The questionnaire is composed of three (3) parts. The initial part of the

questionnaire was composed of items that determined the profile variables of the

respondents in terms of sex, GWA, type of student, socio-economic status, and

type of community. The second part of the instrument contains items that

determined the respondents' perceptions of their Fundamentals of Martial Arts

classes, which were conducted through a flexible learning method.

The scale below was used to fulfill the objectives of this study. The

researchers used a four-point scale, where four (4) were considered the highest and

one (1) was the lowest. The appropriate range, together with the corresponding

verbal interpretations, are also taken into consideration to interpret the data that

was obtained.

Scale Range Verbal Interpretation

4 3.5-4.0 Strongly Agree

 58

3 2.5-3.49 Agree

2 1.5-2.49 Disagree

1 1.0-1.49 Strongly Disagree

Data Gathering Procedures

The researchers utilized the internet to gather information related to the

topic of the study. The researchers did not only depend on the first-hand

information gathered; they also took advantage of the secondary data they found

from various sources and created a meaningful instrument to gather data relevant

to the study and to be distributed among the chosen respondents.

To construct the data gathering instrument, the researchers initially

conducted a preliminary survey, which was followed by browsing various

reference materials and online sources to collect data that may serve as the content

of the researcher-made instrument. These relevant data are presented to the

research adviser to instruct the researchers in constructing the initial draft of the

questionnaire. Upon the completion of the first draft of the instrument, it was once

again presented to their research adviser for comments and suggestions. After

incorporating all the suggestions provided to them, the researchers sought the

advice of their research adviser to subject the instrument to content validation by a

group of experts from the BS Criminology Program who were chosen by their

research adviser.

The data collection instruments were subjected to content validation by a

panel of experts with the approval of the research adviser. These experts provided
 59

significant comments and suggestions to further enhance the contents of the

instrument. After complying with the recommendations of the experts, their

approval is sought to subject the instrument to a dry-run to test its reliability. In

this process, the researchers chose 10 second-year and 10 third-year students from

Westmead International School—Alangilan Campus to be their respondents for

the dry-run. The data that was obtained was tallied and submitted to their chosen

statistician for a reliability test. The result for this test obtained a 0.939 reliability

coefficient with verbal interpretation of excellent, which shows that the items

contained in the instrument were clear, comprehensive, and competent to be used

in the actual gathering of data for the study. This likewise means that the said

instrument is ready for administration to the actual respondents and for actual data

gathering.

In the administration of the self-constructed questionnaire, the researchers

provided two types of questionnaires: pen and paper and Google Forms. The

researchers initially asked permission, through a formal request letter, to the

program chair of the BS Criminology at Batangas State University, The National

Engineering University-Pablo Borbon Campus. After the formal request of the

researchers was granted, the pen and paper were immediately and personally given

by the researchers to their respondents who had face-to-face classes, and for those

remaining respondents who had online classes, the Google forms created were

passed via Messenger to their class representative, and they are the ones who

distributed the questionnaires randomly. The researchers waited for the data
 60

collection to be completed before tallying each data point. Respondents were

assured that their participation to the data collection aided not only them and the

researchers, but also the BS Criminology program in carrying out a flexible

learning method as a learning tool. When the respondents successfully completed

the received questionnaires, their actual responses are tallied in order to subject

them to statistical treatment. The statistical results are interpreted to substantially

answer the objectives of the study.

The researchers personally distributed the questionnaires to the respondents

during the administration of the validated data collection instrument. The

researchers explained to them beforehand the purposes and objectives of their

study. The directions to effectively answer the instrument are emphasized to them,

and the respondents are assured that they are guided thoroughly to successfully

accomplish the received questionnaires. Furthermore, they were also informed that

all of their responses will be treated with the utmost confidentiality and will be

used only for academic purposes.

Statistical Treatment of Data

The responses of the respondents were treated with the use of the following

statistical tools:

Frequency Count. This is used in order to present the frequency

distribution of the respondent's demographic profile in the terms of sex, GWA,

type of students, socio-economic status, and type of community

 61

Percentage Distribution. This is utilized to present the percentage

distributions of the respondents in relation to their sex, GWA, type of students,

socio-economic status, and type of community

Weighted Mean. This is utilized to determine the typical responses chosen

from a four-point scale, particularly the BS Criminology students taking the

Fundamentals of Martial Arts classes at BatStateU-Pablo Borbon Campus.

Independent t-Test. This is used to determine the significant difference in

the perception of Batangas State University- Pablo Borbon BS Criminology

students on their Fundamentals of Martial Arts classes which were conducted

through a flexible learning method when grouped according to their profile

variables: sex, socio-economic status, and type of community.

One-way Analysis of Variance (ANOVA). This is used to determine the

significant difference in the perception of Batangas State University- Pablo

Borbon BS Criminology students on their Fundamentals of Martial Arts classes

which were conducted through a flexible learning method when grouped

according to their profile variables when grouped according to GWA and type of

students.
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results, analysis and interpretation of data based

on the responses gathered.

1. Profile of the Respondents.

The present study includes the profile variables of the respondents in terms

of sex, general weighted average (GWA), type of students, socio economic status

and the type of community.

1.1 Sex. Table 2 shows the distribution of the respondents in terms of sex.

Table 2

Profile of Respondents as to Sex

Sex Frequency Percentage

Male 73 35.44
Female 133 64.56
Total 206 100

As shown in Table 2, majority of respondents were female, with a

frequency of 133 out of 206 and a percentage of 64.56; the remaining 35.44

percent of respondents, with a frequency of 73, are male.

In an effort to promote gender equality in all fields of social activity, the

Philippine National Police (PNP) launched the first municipal police station

staffed by female police officers on the island-province of Siquijor (Calawin,

2019). As a result of the above table, most of the enrolled students in the BS
 63

Criminology Program are female other than male. Nowadays, the majority of

women are submitting applications for positions that men are better equipped for.

Although it was long believed that criminology was a male-dominated subject,

women can now work as law enforcement officers. Women today are capable of

holding professions and doing tasks on equal terms with men.

1.2 General Weighted Average (GWA). Table 3 shows the distribution

of the respondents in terms of their General Weighted Average (GWA).

Table 3

Profile of Respondents as to General Weighted Average (GWA)

GWA Frequency Percentage

1.00-1.50 66 32.04
1.51-2.00 125 60.68
2.01-2.50 13 6.31
2.51-3.00 2 0.97
Total 206 100

Table 3 reveals that the most of the respondents have a GWA between

1.51-2.00, with 125 out of 206 frequency, or 60.68 percent. It was followed by

respondents with a GWA of 1.00-1.50, who made up 66 out of 206 or 32.04

percent of the sample. Next, 13 out of 206 or 6.31 percent of respondents have a

GWA between 2.01-2.50, and 2 out of 206 or 0.97 percent have a GWA between

2.51-3.00.

The majority of respondents have a GWA between 1.50 and 2.00, given

that they may have conducted advanced research using YouTube links and other
 64

resources in addition to the teachers' PowerPoint presentations. Additionally, the

grading standards for students engaged in flexible learning may be more generous

than those of students in traditional classes.

1.3 Type of students. Table 4 shows the distribution of the respondents in

terms of type of students.

Table 4

Profile of Respondents as to Type of Students

Type of Students Frequency Percentage

Regular 199 96.60
Irregular 7 3.40
Total 206 100

The majority of respondents were regular, as indicated by the frequency of

199 out of 206 respondents, or 96.60 percent, while the 7 respondents were

irregular, with a percentage of 3.40 percent.

There are 7 irregular students who may not enroll in certain BS

Criminology Program courses but still attended Fundamentals of Martial Arts

during their recent semester of flexible learning.

1.4 Socio-economic status. Table 5 shows the distribution of the

respondents in terms of socio-economic status.

 65

Table 5

Profile of Respondents as to Socio-economic Status

Socio-economic Status Frequency Percentage

Poor 101 49.03
Low-Income but not poor 74 35.92
Lower Middle Income 19 9.22
Middle Income 7 3.40
Upper Middle Income 4 1.94
Upper Income but not Rich 1 0.49
Rich 0 0.00
Total 206 100

The socio-economic status was based on the family income bracket. It can

be gleaned from the table above that majority of the respondents have a socio-

economic status of Poor, with a frequency of 101 out of 206 in the sample

population, or 49.03 percent. It was followed by those respondents who have a

socio-economic status of Low-Income but are not poor, with a frequency of 74 out

of 206 in the sample population, or 35.92 percent. Then, 19 out of 206

respondents, or 9.22 percent, have a socio-economic status of Lower Middle

Income while 7 respondents, or 3.40 percent, have a socio-economic status of

Middle Income. Next, 4 or 1.94 percent of the respondents have a socio-economic

status of Upper Middle Income, the respondents have a socio-economic status of

Upper Income but not Rich with a frequency of 1 or 0.49 percent, and lastly, 0 or

0.00 percent of the respondents have a socio-economic status of Rich.

The majority of BS Criminology students came from poor families.

Considering the fact that the challenges encountered by the respondent’s incidental
 66

to their Fundamentals of Martial Arts classes may be addressed somehow by the

capacity of their family to provide all they need in their online classes, such as

gear, uniform, a high-speed internet connection, gadgets, etc. But if the family

does have a low monthly income, BS Criminology students may struggle to

undergo martial arts classes via flexible learning.

1.5 Type of community. Table 6 shows the distribution of the respondents

in terms of type of community.

Table 6

Profile of Respondents as to Type of Community

Type of Community Frequency Percentage

Rural 151 73.30
Urban 55 26.70
Total 206 100

Table 6 reveals that the majority of respondents are from rural areas, with a

frequency of 151 out of 206, or 73.30 percent. On the other hand, 55 respondents

are from urban areas, with a percentage of 26.70 percent.

Since online classes were adopted during the pandemic, the students are

mandated to go home for their safety, and those who have been from provinces

and municipalities and have been attending their online classes, especially

Fundamentals of Martial Arts, in their respectful houses are categorized as being

in a rural area.
 67

2. Perceptions of the BS Criminology Students on their Fundamentals of

Martial Arts Classes Conducted through Flexible Learning

Table 7

Perceptions as to Fundamentals of Martial Arts Classes

through Flexible Learning

Verbal
Items Mean
Interpretation
1. Unable to participate in the activities given due to the equipment and working space 2.47 Disagree
available at home.
2. Hardly apply the fundamentals of martial arts because my partner does not have any 2.55 Agree
knowledge about it since he or she is a family member.
3. Experienced body aches and other muscular pains due to the fact that we are unable 2.77 Agree
to stretch before performing martial arts.
4. Unavailability of gears such as a uniform, gloves, mouth guard, helmet, boots at 3.00 Agree
home during Flexible Learning method.
5. Easily distracted by the individuals that surrounded me, watched me, and just 3.03 Agree
passed through me, which is why I completely failed to understand the foundations of
martial arts correctly.
6. Having a hard time catching up with the instructions and procedures presented on 2.66 Agree
the modules or have been given by the instructors online.
7. Deficient in terms of the venues where I did various activities, stunts, and similar 2.81 Agree
things, particularly the partners with whom I partnered.
8. Unsure about my performance and whether I’m doing it correctly, as instructors 2.84 Agree
cannot accommodate everyone.
9. Unable to perform well in class since I lack sufficient knowledge and computer 2.40 Disagree
literacy when taking the class virtually.
10. Unable to adequately execute each of the fundamentals of martial arts movements 2.58 Agree
as advised since the YouTube video available is either mirrored or difficult to follow.
11. Having trouble determining whether my skills are correct because the teachers 2.68 Agree
only evaluate us based on our video output from Google Classroom, and didn't receive
some feedback from instructors.
12. Having trouble with proper stance execution because the camera becomes 2.85 Agree
mirrored in the screen, making it difficult to determine the right and left.
13. Unable to clearly understand the instructor’s instruction properly, because of the 2.97 Agree
loss of internet either on them or mine.
14. Unable to master all of the procedures, techniques, and skills of martial arts 2.68 Agree
because it is taught through flexible learning.
15. Barely understand all of the lessons provided by the instructors because they are 2.63 Agree
simply links to various foreign YouTube channels.
16. Rarely participate in the video performance task assigned by the instructors 2.40 Disagree
because they do not notice all of the corrections and lapses, we might notice if we
simply opened the camera.
17. Incompetent when performing stunts with my opponent, a family member, because 2.64 Agree
I am afraid of injuring them because they do not know how to defend themselves.
18. Unable to fully comprehend the procedures and lessons, which is why I am only 2.58 Agree
researching and watching online videos on various platforms.
19. Having trouble filming my form and doing self- analysis, and it’s a much slower 2.86 Agree
process trying to self-coach my own form than having an experienced coach make
real-time corrections.
20. Lack of commitment and self-discipline when it comes to my responsibilities at 2.50 Agree
home and in the classroom.
Composite Mean 2.69 Agree
 68

The respondents’ perceptions on the fundamentals of martial arts classes

conducted through a flexible learning method can be seen in Table 6. It shows that

the majority of the BS Criminology students were in agreement with the items

presented on the above table. Their overall responses obtained a composite mean

of 2.69, verbally interpreted as "Agree". They agree because they might

experience the challenges and problems encountered during flexible learning in

Fundamentals of Martial Arts classes.

As gleaned from Table 7, respondents agreed on the following items: they

are easily distracted by the individuals that surrounded, watched, and just passed

through them, which is why they completely failed to understand the foundations

of martial arts correctly, with a weighted mean of 3.03; unavailability of gears

such as a uniform, gloves, mouth guard, helmet, boots at home during Flexible

Learning method, with a weighted mean of 3.00; they are unable to understand

clearly the instructor’s instruction properly, because of the loss of internet either

on them or on the students, with a weighted mean of 2.97.

In addition, the following items follow: having trouble filming the form and

doing self- analysis, and it’s a much slower process trying to self-coach their own

form than having an experienced coach make real-time corrections, with a

weighted mean of 2.86; having trouble with proper stance execution because the

camera becomes mirrored in the screen, making it difficult to determine the right

and left, with a weighted mean of 2.85; unsure about their performance and
 69

whether they’re doing it correctly, as instructors cannot accommodate everyone,

with a weighted mean of 2.84.

Deficient in terms of the venues where they did various activities, stunts,

and similar things, particularly the partners with whom they partnered, with a

weighted mean of 2.81; experienced body aches and other muscular pains due to

the fact that they are unable to stretch before performing martial arts, with a

weighted mean of 2.77; having trouble determining whether their skills are correct

because the teachers only evaluate them based on their video output from Google

Classroom, and didn't receive some feedback from instructors and unable to

master all of the procedures, techniques, and skills of martial arts because it is

taught through flexible learning; were both has a weighted mean of 2.68.

More so, having a hard time catching up the instructions and procedures

presented on the modules or have been given by the instructors online, with a

weighted mean of 2.66 are also agreed by the respondents; so as the incompetent

when performing stunts with the opponent, a family member, because they are

afraid of injuring them because they do not know how to defend themselves, with

a weighted mean of 2.64; and the statement barely understand all of the lessons

provided by the instructors because they are simply links to various foreign

YouTube channels, with a weighted mean of 2.63.

Furthermore, they are unable to adequately execute each of the

fundamentals of martial arts movements as advised since the YouTube video

available is either mirrored or difficult to follow and unable to fully comprehend

 70

the procedures and lessons, which is why they are only researching and watching

online videos on various platforms gained a weighted mean of 2.58; they hardly

apply the fundamentals of martial arts because their partner does not have any

knowledge about it since he or she is a family member garnered a weighted mean

of 2.55; lack of commitment and self-discipline when it comes to their

responsibilities at home and in the classroom obtained a weighted mean of 2.50.

Additionally, items no. 5, 4, and 13 obtained the highest weighted mean,

which states that; they were easily distracted by the individuals that surrounded

them, watched them, and just passed through them, which is why they completely

failed to understand the foundations of martial arts correctly; Unavailability of

gears such as a uniform, gloves, mouth guard, helmet, boots at home during

Flexible Learning method; and Unable to clearly understand the instructor’s

instruction properly, because of the loss of internet of both of them.

According to one of the respondents, he was in their province since there

was a pandemic, and the main problem he encountered during online classes were

the noises of his family, unnecessary noises from the surroundings, and the

distractions from the neighborhood.

Proportional to the statement in the informal interview of one of the

respondents, she cannot provide the necessary equipment for the online class.
 71

Also, she was only using limited mobile data, which results in limited access to

different platforms such as Google Meet and Google Classroom.

On the other hand the same respondents answered a disagree on items: they

are unable to participate in the activities given due to the equipment and working

space available at home, with a weighted average of 2.47; and lastly, disagree that

they are unable to perform well in class since they lack sufficient knowledge and

computer literacy when taking the class virtually and they are rarely participate in

the video performance task assigned by the instructors because the latter do not

notice all of the corrections and lapses of students might notice if they simply

opened the camera both had a weighted mean of 2.40.

As stated by some BS Criminology Program respondents, they are able to

participate in class because they have done advanced research using YouTube

links and other resources to practice and watch during leisure time, and they are

also able to perform well using different Google platforms because they have

sufficient knowledge in utilizing computers and other technological gadgets.

Based on the Friedman's (2020) study, the following are the most prevalent

challenges that undergraduate students face with online classes, as well as specific

suggestions for overcoming them: technical issues, distractions, time management,

staying motivated, understanding course expectations, lack of in-person

interaction, adapting to unfamiliar technology, and uncertainty about the future.

 72

3. Difference on the Perceptions of the Respondents when Grouped

According to their Profile Variables.

This study tested the null hypothesis (H0) that there are no significant

differences in the perception of the respondents when grouped according to their

sex, GWA, type of students, and type of community, but there is significant

difference when grouped according to the socio-economic status of the

respondents.

Table 8

Difference as to Profile Variables

Computed p- Decision on
Profile Variables Interpretation
Value value Ho
Sex -0.969 0.334 Accept No Significant Difference
GWA 0.923 0.431 Accept No Significant Difference
Type of Students -1.238 0.217 Accept No Significant Difference
Socio-economic Reject Significant Difference
2.476 0.033
Status
Type of 0.850 0.396 Accept No Significant Difference
Community

As shown in Table 8, the probability value (p-value) yields from each

profile variable such as sex (0.334), GWA (0.431), type of students (0.217), socio-

economic status (0.033), and type of community (0.396), with computed value of -

0.969, 0.923, -1.238, 2.476, 0.850 respectively.

Since the p-value was determined to be greater than the significance level

of 0.05, the null hypothesis was accepted. This indicates that there are no
 73

significant differences between the perception of the respondents when they are

grouped according to sex, GWA, type of students, and type of community.

Alternatively, the socioeconomic status of the respondents has a p-value of

0.033 and a computed value of 2.476, as the p-values were determined to be less

than the 0.05 significance level, the null hypothesis must be rejected.

Consequently, there is a significant difference in the perception of the BS

Criminology students when grouped according to socio-economic status, with a

result of rejection to the null hypothesis, given that the BS Criminology family has

different monthly incomes, the null hypothesis was rejected because the family's

ability to provide for their needs in online classes could be addressed in some way.

They are able to provide a specific need, such as gear, a complete uniform, a high-

speed internet connection, gadgets, etc. for a better online class, but of course, if

the family has a low monthly income, they may struggle to undergo such a course

because of the lack of instruments.

4. Proposed Inputs to Aid in the Delivery of Instruction for Fundamentals

of Martial Arts Classes

The researchers aimed to determine the perceptions of the Criminology

students on Def Tact conducted through a flexible learning method. Based on the

results of the study, the researchers came up with the idea of manual learning,

especially at this time that the pandemic still arises, producing instructional

material for the instructors as well as for the students in order to be possibly that
 74

the flexible learning be adapt even it is a physical course, and to deliver the

instruction in the flexible environment.

As revealed in the present study, almost all items regarding the perception

of BS Criminology students on Def Tact conducted through flexible learning were

agreed by the respondents. The researchers had come up with the proposed input

through a summary table of results on the perception of respondents as a basis for

instructional material to be produced. The proposed inputs of this study differ

from different study since the inputs are only focused on the items that got the

highest weighted mean greater than 2.97 in terms of the perceptions of the

criminology students on fundamentals of martial arts classes conducted through

flexible learning.

More so, these inputs were specified to help fully comprehend a possible

solution and to help improve the perception of respondents in the fundamentals of

martial arts that were conducted through flexible learning. In particular, Table 9

presents the items which obtained the highest weighted mean.


Summary Table of Results on the Perceptions of Respondents
as Basis for Instructional Materials
Fundamentals of Martial
Arts
1. Easily distracted by the
individuals that surrounded
me, watched me, and just
passed through me, which is
why I completely failed to
understand the foundations
of martial arts correctly.
2. Unavailability of gears
such as a uniform, gloves,
mouth guard, helmet, boots
at home during Flexible
Learning method.
3. Unable to clearly
understand the instructor’s
instruction properly, because
of the loss of internet either
on them or mine.
75
Table 9
Weighted Verbal Proposed Inputs
Mean Interpretation
3.03 Agree 1. Advise students to
look for a suitable
location in their houses
that is free from
distractions and
interference when
attending Fundamentals
3.00 Agree of Martial Arts classes
through Flexible
Learning.
2. Ask for donations of
Martial Arts’ gear from
barangay officials for
2.97 Agree students to have uniform,
gloves, mouth guard,
helmet, boots at home
when attending
Fundamentals of Martial
Arts classes through
Flexible Learning.
3. Tap the assistance of
the local government
officials, barangay
officials and non-
government
organizations (NGOs) for
internet allowance or for
having regular access to
public WIFI/ internet.
4. A module should be
developed to aid BS
Criminology Faculty and
 76

students in the delivery

of instruction for
Fundamentals of Martial
Arts classes.

In order to adapt both in the traditional and new normal classroom set up,

an instructional material is hereby proposed by the researchers. The instructional

material provided an important topic about the Fundamentals of Martial Arts that

can help those students who enrolled in this course. This manual will serve as

guidelines for every stand and principle of martial arts. It was obtained as an

illustration to lead in proper formation, proper execution, and body balance.

INSTRUCTIONAL MATERIAL

The course emphasized various combative systems in martial arts,

particularly Karate-do and self-defense. The course focuses on the fundamental

techniques of Judo, Ju-jitsu, and Aikido as self-defense methods for law

enforcement officers. It consists of instructions on safety falls, kickback throws,

fighting stances, pushing, and open hand strikes, hand grips and grabbing, head

lock and hammer lock, as well as training and conditioning of the body through

calisthenics that develop strength and flexibility.

Objectives:

1. To know the importance of the Fundamentals of Martial Arts

2. To determine and understand different terminologies and types of martial

arts
 77

3. To discuss, practice, and execute different forms of fighting stance, strikes,

punch, and blocks.

4. To have skills and knowledge on how to defend yourself, and other people,

especially building self-discipline.

5. To apply the proper timing of attacking the opponents.

6. To apply all the knowledge and skills in the sparring activity, even

conducted through a flexible method.

7. To properly understand different principles of Fundamentals of Martial

through flexible learning.

Description of Instructional Manual

Topic 1. Fundamentals of Martial Arts. The program covers judo, karate,

and arnis as self-defense techniques for law enforcement officers. It covers

teachings on safety falls, kickbacks, throws, fighting postures, pushing and open

hand strikes, hand grips and grappling, head lock and hammer lock, body

conditioning through calisthenics, and the development of strength and flexibility.

The Four Fundamental Requirements of Martial Arts also discussed.

Topic 2. Types of Martial Arts and Its Definition. Karate as a form of

full contact martial arts, the History of Karate, Participants, equipment, playing

area and the officials to officiate a professional competition of karate. Secondly,

was the Arnis as the Philippines’ official national sport and martial arts, which was

played between two fighters, the origin of the arnis, participants, equipment, the

playing area, game play, and scoring of the match.

 78

Topic 3. Terminologies of Martial Arts. In this topic, different

terminologies of Martial Arts, such as Stances and the Basics about Karate

Stances, Punch and the Type of Karate Punches, Blocking and the Types of

blocking, Kick and Some Basic Kicks, and Strikes and the Karate Strike

Techniques were emphasized.

Topic 4. Sparring (Kumite). As the final and last part of the training,

fighting and sparring Whether you are learning martial arts for self-defense,

competition, or to improve yourself, kumite can help you in many ways. But it is

not just about fighting. It's a direct link to the origins and purpose of karate, as

well as a way to show who you are as a martial artist.

Exercises/Activities/Training/Demonstrations. The researchers provided

exercises, activities, training and demonstrations for the students assessment in

every topic provided in the instructional manual. In order for them to practice each

lesson and comprehend their knowledge of the topics covered.

79
 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter provides the summary, findings, conclusion, and

recommendations derived from the data gathered.

Summary

This study aims to determine the perception of Batangas State University-

The National Engineering University-Pablo Borbon Campus BS Criminology

students on their Fundamentals of Martial Arts classes conducted through a

flexible learning method.

Specifically, it sought answers to the following questions:

1. What is the profile of the respondents in terms of:

1.1 sex

1.3 general weighted average (GWA);

1.4 type of students;

1.4 socio economic status; and

1.5 type of community?

2. What is the perception of the respondents on their Fundamentals of Martial

Arts classes which were conducted through a flexible learning method?

3. Is there a significant difference in the perception of the respondents when

grouped according to their profile variables?

4. What inputs may be proposed to aid in the delivery of instruction for

Fundamentals of Martial Arts classes?

 81

The study entitled “Perception of BS Criminology Students on

Fundamentals of Martial Arts Conducted through Flexible Learning”, was

participated by 206 respondents from 2nd year and 3rd year Criminology Students

in the Pablo Borbon Campus enrolled during AY 2022-2023 who experienced the

flexible learning strategy of conducting a Fundamentals of Martial Arts classes. It

aimed to identify the perception of students in Fundamentals of Martial Arts

classes in a flexible learning environment. The descriptive method of research was

used in the study. Data were gathered through a researchers-constructed

questionnaire. The statistical methods used were frequency count, percentage

distribution, weighted mean, independent t-Test, and one way analysis of variance

(ANOVA).

Findings

After the analysis and interpretation of data gathered, the following are

findings of the study:

1. Profile of the Respondents

1.1 Sex. Majority of respondents were female, with a frequency of 133 out

of 206 and a percentage of 64.56; the remaining 35.44 percent of respondents,

with a frequency of 73, are male.

1.2 General Weighted Average (GWA). As to the general weighted

average (GWA), most of the respondents have a GWA between 1.51-2.00, with

125 out of 206 frequency, or 60.68 percent. It was followed by respondents with a

GWA of 1.00-1.50, who made up 66 out of 206 or 32.04 percent of the sample.
 82

Next, 13 out of 206 or 6.31 percent of the respondents have a GWA between 2.01-

2.50, and 2 out of 206 or 0.97 percent have a GWA between 2.51-3.00.

1.3 Type of Students. For the type of students, the majority of respondents

were regular, as indicated by the frequency of 199 out of 206 respondents, or

96.60 percent, while the 7 respondents were irregular, with a percentage of 3.40

percent.

1.4 Socio-economic Status. There were 101, or 49.03 percent, of

respondents who belong to the family of the Poor, followed by 74, or 35.92

percent, belonging to the Low-Income but not Poor family. Nineteen or 9.22

percent belong to the family of Lower Middle Income, seven or 3.40 percent

belong to the Middle-Income family, followed by the family of Upper Middle

Income with 4 or 1.94 percent, while the Upper Income but not Rich family had a

1 or 0.49 percent. Lastly, zero percent of the respondents were Rich.

1.5 Type of Community. As to the type of community, the majority of

respondents are from rural areas, with a frequency of 151 out of 206 or 73.30

percent, while 55 respondents are from urban areas, with a percentage of 26.70

percent.

2. Perceptions of the BS Criminology Students on their Fundamentals of

Martial Arts Classes Conducted through Flexible Learning

The respondents’ perceptions on the fundamentals of martial arts classes

conducted through a flexible learning method obtained a composite mean of 2.69,

with a verbal interpretation of “Agree”. The item, BS Criminology students are

 83

easily distracted by the individuals that surrounded, watched, and just passed

through them, which is why they completely failed to understand the foundations

of martial arts correctly got the highest weighted mean is 3.03. This is followed by

unavailability of gears such as a uniform, gloves, mouth guard, helmet, boots at

home during Flexible Learning method, with a weighted mean of 3.00; they are

unable to understand clearly the instructor’s instruction properly, because of the

loss of internet either on them or on the students, with a weighted mean of 2.97;

having trouble filming the form and doing self- analysis, and it’s a much slower

process trying to self-coach their own form than having an experienced coach

make real-time corrections, with a weighted mean of 2.86; having trouble with

proper stance execution because the camera becomes mirrored in the screen,

making it difficult to determine the right and left, with a weighted mean of 2.85;

and students are unsure about their performance and whether they’re doing it

correctly, as instructors cannot accommodate everyone, with a weighted mean of

2.84.

3. Difference on the Perceptions of the Respondents when Grouped

According to their Profile Variables.

Based on the results, there was a significant difference on the perception of

the respondents when grouped according to their profile variables such as sex,

GWA, type of students and the type of community, the null hypothesis is accepted

while the perception of the respondents when grouped according to socio-

economic status is reject the null hypothesis.

 84

4. Proposed Input to Guide in the Delivery of Instruction for Fundamentals of

Martial Arts classes

The researchers had come up with the proposed input through a summary

table of results on the perception of respondents as a basis for instructional

material to be produced. The proposed inputs of this study differ from different

study since the inputs are only focused on the items that got the highest weighted

mean on the perceptions of the criminology students on fundamentals of martial

arts classes conducted through flexible learning.

The instructional material produced is intended to help in the delivery of

instruction for classes on Fundamentals of Martial Arts. As the pandemic

continues to exist across the nation, a flexible learning environment has been

developed so that students can successfully complete the academic year and

maintain a competitive, innovative, and sustainable learning environment.

Conclusion

Based on the given findings, the following conclusions were drawn.

1. The majority of respondents were female, had a GWA between 1.51

and 2.00, were regular students in the average group, came from a poor family,

and lived in a rural area.

2. The BS Criminology students perceived that the Fundamentals of

Martial Arts which was conducted through flexible learning, students are easily

distracted by the individuals that surrounded, watched, and just passed through

them, which is why they completely failed to understand the foundations of

 85

martial arts correctly; there was unavailability of gears such as a uniform, gloves,

mouth guard, helmet, boots at home; and students are unable to understand clearly

the instructor’s instruction properly, because of the loss of internet either on them

or on the students.

3. There was a significant difference in the perception of the

respondents when grouped according to their socio-economic status, while there

was no significant difference in regards to their sex, GWA, type of student, and

type of community.

4. An input through a summary table was proposed as a basis for

instructional material as a way for BS Criminology students to improve and adopt

to flexible learning scheme.

Recommendations

The following recommendations are based on the findings and conclusions

generated from the study:

1. The department may establish rules that students must abide to.

During flexible learning, these norms may include strict implementation of

attendance requirements and the wearing of proper uniforms in any learning

environment.

2. The instructor shall require a mandatory presentation of lessons by

opening all students' cameras to present the learnings acquired during discussions;

if students are not capable of opening cameras for some reason, a highly
 86

recommended journal video presenting the learnings from the previous discussion

will be uploaded as a participation in the Google Classroom.

3. Students must pay close attention to the instructor's instructions and

take detailed notes on all important aspects of the Fundamentals of Martial Arts.

Applying to themselves in order to achieve self-discipline that will be enforced as

future law enforcers.

4. The Criminology Department shall ensure that all students enrolled

in Fundamentals of Martial Arts obtain a copy of the instructional material; in

order for the students to cope effectively and guide them in every lesson and

comprehend different aspects in Fundamentals of Martial Arts.

5. Similar research could be done to confirm and broaden the study's

findings.
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Vertonghen, J., Theeboom, M., Coles, M., (2012). "Teaching In Martial Arts: The
Analysis And Identification Of Teaching Approaches In Youth Martial Arts
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C. UNPUBLISHED THESES

Larisma, M., Marasigan, M., & Mores, J., (2018). Perception of Criminology on
Students on Defense Tactics courses in Batangas State University Main
Campus I. An Undergraduate Thesis Submitted to the College of Arts and
Sciences, BS Criminology Program, Batangas State University – Pablo
Borbon Campus, Rizal Avenue, Batangas City

Veyra, J., & Gomez, R., (2016). Significnace of On-The-Job Training (OJT)
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Borbon Campus, Rizal Avenue, Batangas City

D. DOCUMENTS

CHED Memorandum Order No. 05 Series of 2018 – The New General Education
Curriculum (GEC).

CHED Memorandum Order No. 21 series of 2005 – The New General Education
Curriculum (GEC).