<![CDATA[Background Physical fitness is an important component of students’ health and functional capacity. However, its relationship with physical education (PE) learning achievement remains unclear, particularly because PE grades may reflect multiple learning dimensions beyond physical performance. Objectives This study examined the relationship between physical fitness levels and PE learning achievement among lower secondary school students. Methods A quantitative correlational design was employed involving 20 ninth-grade students. Physical fitness was assessed using a composite score derived from six fitness test components: a 50-m sprint, pull-ups, sit-ups, a bent-arm hang, a vertical jump, and an 800-m run. PE learning achievement was represented by students’ PE grades. Descriptive statistics were used to summarize both variables, while Pearson’s product-moment correlation and Spearman’s rank correlation were conducted to examine their associations. Statistical significance was set at p < 0.05. Results The mean physical fitness score was 14.05 (SD = 2.39), while the mean PE grade was 90.90 (SD = 1.62). Most students (65%) were classified as having moderate physical fitness. Pearson’s correlation revealed a weak negative association between physical fitness and PE learning achievement (r = −0.202, p = 0.392). Spearman’s correlation also indicated no statistically significant association (ρ = −0.046, p = 0.849). Conclusion No statistically significant relationship was identified between physical fitness and PE learning achievement in this sample. The small sample size and limited variation in PE grades warrant cautious interpretation. Further studies involving larger samples and more comprehensive learning assessments are needed to clarify this relationship.]]>
