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All Journal Edu Sportivo: Indonesian Journal of Physical Education International Journal of Multidisciplinary: Applied Business and Education Research
Tolentino, Julius Ceazar
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Medicine & Pharmacology Other

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The hidden curriculum in a Filipino pre-service physical educators’ virtual ecology Ortega, Hans Christian; Castro, Rodel; Tolentino, Julius Ceazar; Pusung, Dyjñhlhyn Syrh; Abad, Ronalyn
Edu Sportivo: Indonesian Journal of Physical Education Vol. 3 No. 1 (2022): Edu Sportivo: Indonesian Journal of Physical Education
Publisher : UIR Press Bekerjasama dengan International Association of Physical Education and Sports

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/es:ijope.2022.vol3(1).8851

Abstract

The study was geared toward determining the factors embedded in “hidden curricula” in an online learning environment of a physical education teacher education program. This qualitative-descriptive study considered a complete enumeration of the Bachelor of Physical Education students from a state university in Pampanga, Philippines who voluntarily participated in this qualitative investigation (n = 135) by responding to structured and open-ended questions. Aided by Thematic Analysis, findings revealed six emerging themes that described the embedded hidden curricula in the online learning environment, namely: contributory factors in an online learning experience (OLEx); educational opportunities in the new normal learning set-up; unfavorable factors in using online learning environment; and proposed inputs in enhancing the teaching-learning process in an OLEx. The implications derived as an outgrowth of the identified positive and negative factors as expressed by the participants provided a conceptual understanding of the contemporary picture of the hidden curricula and how it would define the future of an effective online learning experience.
Fitness status of visually impaired learners in the Philippines: A sequential explanatory analysis Tolentino, Julius Ceazar; Gregorio, Julie D.; Dimarucut, Alberto L.; Uy, Gilda L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 8 (2022): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.03.08.22

Abstract

The increased awareness of the value of physical activity by introducing sports and games in the Physical Education curriculum of special education (SPED) schools in the Philippines has been both a trend and a challenge in program planning, implementation, assessment, and professional background of teachers. To evaluate the benefits of learners’ participation in physical activity, this study, therefore, measured and evaluated the health-related physical fitness status of learners in an educational institution for the visually impaired in the Philippines. The health-related physical fitness levels of blind or braille user learners (N = 12) were measured utilizing the following standardized tests: body mass index (BMI); modified sit and reach and zipper tests (flexibility); vertical jump test (power); four-level sit-ups (core strength); and 3-minute step test (cardiorespiratory endurance). Overall results revealed that the participants’ health-related physical fitness levels were below normative standards for fitness. Interviews among the special education teachers of the institution also revealed that their minimal training on fitness testing and physical activity programming, including the scarcity of materials and equipment, emerged as common problems encountered by them as far as fitness is concerned. Given the proper training on the conduct and monitoring of physical fitness tests and the facilitation of physical activity-related programs, special education teachers will be able to address the children’s needs in physical activity, fitness, and leisure programs. The results of the study will serve as inputs toward the development of a comprehensive fitness and leisure program, especially in SPED schools.
Sustaining Pre-Service Teachers’ Virtual Engagement in a Health Education Course through Interactive Buzz Sessions Dizon, Stephanie G.; Fernandez, Paula Mae Q.; Dalangin, Harold Raven S.; Mungcal, Kervy S.; Tolentino, Julius Ceazar; Valenzuela, Luwy R.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 8 (2022): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.03.08.15

Abstract

Distance learning manifested an increasing growth in the field of higher education. Although it may not be exactly comparable to a residential face-to-face encounter, considering the engagement of the students in learning within a virtual context is still significant. Thus, this action research was conducted to sustain the level of virtual engagement among undergraduate teacher education students specializing in Physical Education when interactive buzz breaks are introduced in their online synchronous sessions. This study utilized a mixed-method collaborative action research approach. The participants included 48 second-year Bachelor of Physical Education (BPEd) students enrolled in the course, “Drug Education, Consumer Health, and Nutrition”, from a teacher education institution (TEI) in Central Luzon, Philippines during the second semester of the academic year 2021-2022. Multiple sources of data were collected and analyzed which included teacher’s observation notes, Student Engagement Survey Questionnaire, and reflective journals. Five (5) interactive buzz break activities were implemented using the “Wordwall” as an intervention within twelve synchronous sessions. The survey questionnaire was administered before (pre-assessment) and after (post-assessment) the intervention to describe the students’ level of virtual engagement. Results of the quantitative phase revealed that there is a high level of students’ behavioral, cognitive, and emotional virtual engagement before and after the strategy. The qualitative phase further promoted these results to reveal the remarkable experiences encountered by students during the intervention implementation that contributed to sustaining their virtual engagement. The derived results and findings posit that administering various interactive buzz break activities with the utilization of various educational platforms synchronously and asynchronously may sustain and further improve students’ virtual engagement.
Gamification in a Virtual Ecology (GIVE): Enhancing Classroom Engagement in Physical Education among Senior High School Students Marcaida, John Louise M.; Ortega, Hans Christian A.; Castañeda, Edzel S.; Cadeliña, Pamela Mae M.; Garcia, Rolan Randolf I.; Valenzuela, Luwy R.; Tolentino, Julius Ceazar
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 11 (2022): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.03.11.14

Abstract

The study was geared toward determining the influence of integrating Gamification in a Virtual Ecology (GIVE) in enhancing classroom engagement in physical education among senior high school students in a state university in Pampanga, Philippines. This qualitative-descriptive study included a complete enumeration of the Grade 12 Technical-Vocational-Livelihood (TVL) students who voluntarily participated in this qualitative investigation (n = 58) by responding to open-ended questions. Results of the open-ended questionnaire decipher the influence of gamification on students’ level of engagement and the barriers encountered upon its inclusion. The study utilized Braun and Clarke's Thematic Analysis strategy, which was aided by computer-assisted qualitative analysis software, MAXQDA Analytics Pro 2022. The study revealed two emerging themes that described the influence of gamification in the students' virtual ecology, namely: (1) the effects of the integration of gamified instruction on students’ engagement; and (2) students' problems in using gamified instruction. The findings of this study may predate the institutionalization of the prospective enhancement of the teacher’s capabilities through the aid of gamification to improve the classroom engagement of the students in a virtual ecology towards a better understanding of the lessons in physical education settings.
Co-Authors Abad, Ronalyn Cadeliña, Pamela Mae M. Castañeda, Edzel S. Castro, Rodel Dalangin, Harold Raven S. Dimarucut, Alberto L. Dizon, Stephanie G. Fernandez, Paula Mae Q. Garcia, Rolan Randolf I. Gregorio, Julie D. Marcaida, John Louise M. Mungcal, Kervy S. Ortega, Hans Christian Ortega, Hans Christian A. Pusung, Dyjñhlhyn Syrh Uy, Gilda L. Valenzuela, Luwy R.