Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 8 (2025)

Teacher’s Practices, Students’ Motivation and Performance in Physical Education among Senior High SchoolStudents in the Division of Northern Samar

Beverly Grace M. Dato

Discipline: Education

 

Abstract:

Physical Education supports students’ physical, mental, social, and emotional development, helping them interact well in school and society. This study examines the practices, student motivation, and performance in Physical Education among Grade 12 students in the Division of Northern Samar for the 2024– 2025 school year. The respondents included 19 PE teachers and 827 Grade 12 students, who were randomly selected from big, medium, and small public secondary schools in three areas: the Pacific Area, the Balicuatro Area, and the Central Area. Separate survey questionnaires were used for the teachers and students to gather data for the study. Findings revealed that most senior high school PE teachers are females, hold at least a bachelor’s degree, and are within Salary Grades 11 or 12. Many are MAPEH majors and have not received specialized PE training. The majority of classes were larger than the Department of Education (DepEd)- recommended size, and most were assigned to urban schools. Teaching practices in PE were generally rated as "Practiced" by both PE teachers and the students. Among the various practice areas, "Instructions" and "Professionalism" received the highest average ratings, while "Classroom Management" received the lowest scores. The students were found to be generally "motivated" in their PE classes, where “identified regulation” is perceived to have personal relevance in what they are learning. In the 2024–2025 school year, most Grade 12 students received a “Very Satisfactory” rating in PE. The study found that teaching practices—such as instruction, assessment, classroom management, learning climate, and professionalism—had a weak but significant positive effect on student performance. This means that good teaching, when done holistically, can help improve student outcomes in PE. Among types of motivation, only "identified regulation" had a small but meaningful link to better performance. Future research should look into how teacher training and LAC sessions affect teaching quality and student success in PE.



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