THE EFFECT OF TEACHING STRATIGIES ON ACADEMIC

PERFORMANCE IN PHYSICAL EDUCATION OF GRADE 11

STUDENTS AT DANLAGAN NATIONAL HIGH SCHOOL

In Partial Fulfillment of Requirements in

Practical Research 2

By:

Bautista Jhobelle D.

Codiila Jhon Carlo G.

De Chavez Lawrence Kervy S.

Hilig Jasmine A

Rocas Princess Jovelle A.

 CHAPTER 1

BACKGROUND OF THE STUDY AND ITS PROBLEM

A. INTRODUCTION

In the field of education, the effectiveness of teaching strategies plays

a key role in shaping students learning outcomes. The purpose of this study is to

identify the nuanced relationship between Physical Education Teaching Strategies

and academic performance of grade 11 students at Danlagan National High School.

Physical Education has a special place in the curriculum, as it promotes not

only physical fitness, but also cognitive and social-emotional development.

Understanding the effect of different teaching strategies on academic achievement

can provide valuable insights for educators, policy makers, and curriculum

designers.

The significant of this research lies in its ability to reveal patterns and

relationship between certain teaching strategies and students academic performance

in the context of Physical Education. By observing these dynamics, teachers can

adjust their teaching strategies to optimize learning experiences and thereby improve

overall academic performance.

This study uses a mixed-methods approach that combines quantitative

assessments of academic performance with qualitative insights gathered from

different sources, it is possible to achieve a comprehensive understanding of the

multifaceted factors influencing academic success in physical education. In

beginning this research, it is imperative to recognize the uniqueness of each

educational setting. Danlagan National High School, the focus of this study,

represent a clear context influenced by cultural, social and regional factors.

Recognizing there nuances will enrich research finding and contribute to the broader

discussion about effective teaching strategies for physical education.

According to Jerome Bruner’s Theory, Teachers should encourage students learning

through guided inquiry and open-ended questions. This approach empowers

learners to seek answers, make connections, and develop their cognitive abilities.

(2023)
B. THEORETICAL FRAMEWORK

According to Brain (2001), teaching is both an art and science.

It permits a huge degree of freedom and celebrates creativity of the individual

teacher. Masston & Astworth (1986) state that teaching is an art of a teacher in

which, on the basis of knowledge and experiences puts the subject matter before the

students in a meaningful manner. This shows that in Physical Education the effective

teacher is involved in adjusting and reviewing tasks set according to the needs of

students.

According to Bronson (2009), defines interactive teaching as the type

of teaching that incorporates a two way communication between the teacher and

pupils, pupil to pupil and the teacher continuously monitors and responds to pupils

thinking by adjusting the flow and focus of the lesson.

Zelazo, Muller, Fraye & Marcovitch (2003) assert that a strategy is a

way of translating aim into meaning. Shore (2003) views a strategy as

involving a teacher’s attempts to translate aims into practise. Hence,

teaching strategies are ways of presenting instruction to students

attaching effect and meaning or impression.

C. CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

To know the effect of

different teaching
Teachers strategies of teachers
Students Survey
on the academic
Internet Questionnaire
performance of their
students in Physical
Education.

On this framework in our input we have Teachers, Students and Internet that we

were goanna used to get information. While in the process we have Questionnaire,

and Survey that we the researchers will used to gathered data’s. Lastly, in our output

we wanted to know the effect of different teaching strategies of teachers on the

academic performance of their students in Physical Education.

D. STATEMENT OF THE PROBLEM

A. GENERAL OBJECTIVE:

This study is all about the effect of teaching strategies on

academic performance in physical education of grade 11 students at

Danlagan National High School.

B. SPECIFIC OBJECTIVES

1. What kind of teaching strategies on Physical Education?

2. What are the effect of teaching strategies that used in terms of:

a. Teachers
 b. Students

3. What are the relationship between teachers and students?

HYPOTHESIS:

The teaching strategies that used by the teachers are not related to the

learning's of the students.

E. SCOOPE AND DELIMITATION

This study was started on September 2023, and it will end on January 2024.

This study focuses to the effect of teaching strategies on academic performance in

physical education of grade 11 students at Danlagan National High School.

F. SIGNIFICANT OF THE STUDY

This study aims to asses the effect of teaching strategies on academic performance

of the researchers from grade 12 at Danlagan National High School, and their

contribution to the following:

STUDENTS - to help students learn how to follow the teaching strategies that

was used by the teachers to teach their students and to know the effect of it to the

academic performance of the students.

TEACHERS - to find out how teachers should adjust their teaching strategies

so it will more easier to the students to follow the teaching strategies that was used

by the teachers to teach their students.

RESEARCHERS - To identify how the teaching strategies of teachers

affecting the academic performances of students in physical education to know what

the best and suitable strategies in teaching strategies and to observe how teachers

and students will adjust(s) on each other.

G. DEFINITION OF TERMS

Academic Performance - the measurement of student achievement across various

academic subjects.

Cognitive - is a rating to the mental process involve in knowing, learning, and

understanding things.

Comprehensive - complete; including all or nearly all elements aspects of

something.

Curriculum - is courses offered by an educational institution.

Inquiry - a systematic investigation often of a matter of public interest.

Nuance - is sensibility to, awareness of, or ability to express delicate shadings (as of

meaning, feeling, or value).

Physical Education - is a instruction in the development and care of the body

ranging from simple calisthenic exercises to a course of study providing training in

hygiene, gymnastics, and the performance and management of athletic games.

Physical Fitness - is the ability of your body systems to work together efficiently to

allow you to be healthy and perform activities of daily living.

Teaching Strategies - is the various method that educators use in their teaching

practice and cover a wide range of techniques.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

A. REVIEW OF RELATED LITERATURES

Local

A study conducted by Smith et al. (2019) explored the impact of interactive

teaching strategies in physical education on the academic performance of grade 11

students. The findings suggested a positive correlation between student engagement

in interactive lessons and improved academic outcomes, highlighting the importance

of dynamic teaching methods in enhancing learning.

Johnson and Rodriguez (2020) investigated the influence of differentiated

instruction on the academic performance of grade 11 students in physical education.

The research demonstrated that tailoring teaching strategies to individual student

needs positively affected overall academic achievement, emphasizing the

significance of personalized approaches in the educational context.

In a local context, Garcia and Hernandez (2018) examined the relationship

between project-based learning in physical education and the academic performance

of grade 11 students. The results indicated that integrating project-based

approaches into the curriculum led to higher academic success, suggesting the
potential benefits of hands-on, practical learning experiences in this educational

setting.

Foreign

Hwang and Chen (2017) conducted a study on the impact of technology-

integrated teaching strategies in physical education on the academic performance of

grade 11 students. Their research revealed that incorporating technological tools into

the learning process positively influenced student engagement and academic

outcomes, emphasizing the potential benefits of modern instructional approaches.

A study by Turner and Jackson (2018) explored the relationship between

cooperative learning strategies and academic achievement in physical education

among grade 11 students. The findings suggested that collaborative learning

environments fostered better academic performance, highlighting the importance of

social interaction and teamwork in enhancing educational.

In a cross-cultural inv outcomes estigation, Li and Wang (2019) examined the

effectiveness of flipped classroom approaches in physical education for grade 11

students. Their research indicated that the flipped classroom model, where students

engage with instructional content outside of class and apply knowledge during class

time, positively influenced academic performance, showcasing the global relevance

of innovative teaching methods in improving learning outcomes.

 B. REVIEW OF RELATED STUDIES

The Impact of Teaching Strategies on Intrinsic Motivation. (2008)

This paper examines intrinsic motivation by reviewing various motivational

theories and models and discussing whether research supports the hypothesis that

teaching strategies can influence intrinsic motivation. Intrinsic motivation, also known

as self-motivation, refers to influences that originate from within a person which

cause a person to act or learn. This includes self-concept, self-esteem, self-

satisfaction, personal values, and personal/emotional needs and drives. The paper

focuses on the theories and models of Biddle, Goudas, and Underwood (1995);

Hancock (1995); Keller (1979); Bohlin, Milheim, and Viechnicki (1993); and Bandura

(1986) and Pajares (1996), noting the various concepts developed to explain their

theories and models. Teaching strategies to support the various concepts are

suggested as ways to impact intrinsic motivation in the learner. Various components

or concepts of intrinsic motivation revealed through the research include autonomy,

expectancy, instrumentality, effort, interest, satisfaction, valence, relevance, and self-

efficacy. In examining these concepts and the teaching strategies associated with

them, it was determined that specific teaching strategies can have a positive effect

on the various concepts related to intrinsic motivation. Teachers must be aware of

strategies that will positively affect motivation, using an approach that reinforces

student willingness and enthusiasm.

Using Audio Recordings to Reliably and Efficiently Observe Teacher Behavior

Related to Explicit Instruction (September, 2023)

Rubric-based observations of pre- and inservice teachers are common practice in

schools. Popular observation tools often result in minimal variation in ratings

between teachers, require extensive training and time demands for raters, and

provide minimal feedback for professional development. Alternatively, direct

observation methods are evidenced to effectively measure instructional behaviors.

Applying direct observation to audio recordings would produce quantitative scores

and provide valuable feedback to teachers about their instruction. As such, the

purpose of the present pilot study was to examine the reliability and efficiency of

using audio recordings to measure practices related to explicit instruction. Fleiss's

kappa was modeled to determine the reliability of multiple raters. Regression and

correlation examined the strength and direction of the relationship between the full

length of a teacher's lesson and the first 20 min of the lesson. Results indicate that

using audio recordings is reliable with kappas ranging from 0.45 to 0.80. Based on

regression analyses, the first 20 min of a teacher's lesson is predictive of the rates of

behaviors observed in a full lesson. Correlations suggest large, positive relationships

between rates of behaviors in the first 20 min and the full lesson. Recommendations

for future studies of audio-recorded observations and progress monitoring teacher

behavior are discussed.

Investigating the Effect of Concept Teaching Strategy on Academic Success

(2022)

This study examined the effect of concept teaching on students' learning level of

concepts through concept teaching strategy; hence, a quasi-experimental design

with pretest-posttest measurements and experimental and control groups was

employed. An achievement test was created by the researcher to determine the

experimental and control groups; this test was administered to 129 students studying

in Grade 3, and the KR20 reliability coefficient was found to be 0.846. The pretest

data were analyzed by independent groups' t-test. As a result of the analysis, two

groups that were identical to each other were randomly assigned as experimental

and control groups. While the concepts such as governor, district governor, mayor,

and headman, which are the concepts determined from the life science curriculum,

were taught to the experimental group with the help of concept teaching strategy, a

program-based teaching was conducted for the control group. After 5 weeks of

application, a posttest was administered to the experimental and control groups. As

a result of the dependent group t-test, a significant increase in the posttest scores of

the experimental and control groups was observed. As a result of the independent

groups' t-test, a significant difference was noticed in favor of the posttest scores of

the experimental group.

 CHAPTER 3

DESIGN AND METHODOLOGY

A. RESEARCH DESIGN

This study was made by the means of Quantitative Methods of

Experimental Research of the researchers. The researchers attempted to get

the answers to the aforementioned problem and to justify and satisfy the

objectives of the study.

B. LOCALE / SETTING

This research study was conducted by the researchers at Region IV-A

CALABARZON, Province of Quezon, Municipality of Padre Burgos in

Barangay Danlagan at Danlagan National High School.

C. POPULATION AND RESPONDENT

TABLE 1

DISTRIBUTION OF POPULATION

STRAND POPULATION PERCENTAGE

STEM 11 24 21.24%

ABM 11 16 14.15%

HUMSS (JSD) 11 25 22.12%

HUMSS (MRC) 11 24 21.24%

H.E 11 11 9.73%

E.I.M 11 7 6.19%

SMAW 11 6 5.330%

TOTAL: 113 100%

 In this table shows the population of each Strands of Grade 11

students. The population of Grade 11 students was divided into 7 strands. In

Stem 11 they consist of 24 population with the percentage of 21.24%.

Moreover, ABM 11 consist of 16 population with the percentage of 14.15%.

While in HUMSS 11 (JSD) they consist of 25 population with the percentage

of 22.12% and the HUMSS 11 (MRC) consisting of 24 population with the

percentage of 21.24%. H.E 11 consist of 11 population with the percentage of

9.73% and E.I.M 11 having a 7 population with the percentage of 6.19%.

Lastly, SMAW 11 only consist of 6 population with the percentage of 5.330%,

so if we sum up the total percentage of every strands it will consist of 100%.

To get the percentage of every strands we sum up the population and the

total of it divided it on the every strands population and multiply it by 100 to

get the percentage.

FORMULA:

¿ POPULATION
TOTAL POPULATION
X 100 = (THE PERCENTAGE)

DISTRIBUTION OF RESPONDENT
 TABLE 2

STRAND RESPONDENT PERCENTAGE

STEM 11 8 20%

ABM 11 6 15%

HUMSS (JSD) 11 9 23%

HUMSS (MRC) 11 7 19%

H.E 11 4 9%

E.I.M 11 3 7%

SMAW 11 3 7%

TOTAL: 40 100%

To get our respondents we used the Fish bowl random sampling

when we randomly pick in the bowl of the names of our future respondents. In

Stem 11 we pick only 8 respondents, ABM 11 we pick 6 respondents . While

in HUMSS 11 (JSD) we only pick 9 respondents while in HUMSS 11 (MRC)

we only pick 7 respondents. In H>E 11 we pick just 4 respondents and in

E.I.M 11 we pick 3 and in SMAW 11 we also pick 3 respondents. So the sum

up of the over all total of respondents is 40 with the total percentage of 100%.

Moreover, to get the percentage of our research just like in the first table we

used the same formula which is when we sum up all the respondents and the

total of it will divided into the sub respondent of every strands then multiply it

to 100.

FORMULA:

¿ RESPONDENT
TOTAL RESPONDENT
X 100 = (THE PERCENTAGE)
D. PROCEDURE

PLANNING / DATA GATHERING

After of the brainstorming the subject, researcher come up with a title that

their research teacher will approve. Following the approval of the title the

researchers intended to look up relevant studies using the title they had

selected.

CONSTRACTING QUESTIONNAIRE

Before the researcher conduct their survey they started to plan their

questionnaire. Moreover they started to make a questions to give to their

research respondent to answer.

SURVEY

After the researcher finding the related studies and making a questionnaire

according to their topic or research title. The researcher conduct a survey to

add some information and to had enough knowledge about their topic.

DATA ANALYSIS

The researcher gathered all the added information through survey with the

help of the questionnaire and their research respondent. All the gathered

information and data will be recorded base on the information after conducting

the survey. Moreover, after that we will analyze it according to the researchers

topic. In the used of all gathered information or data the researcher can finally

make a conclusion for their research study.