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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Valenzuela, Luwy R.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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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.
Fostering Pre-service Physical Educators’ Retention of Concepts in a Professional Education Course Using Moneypoly Game Almario, John Ivan F.; Castro, Rafael Luis G.; Pabustan, Carl Jemuel S.; David, Christian Jay P.; Macabali, Allen J.; Tolentino, Julius Ceazar G.; Valenzuela, Luwy R.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 9 (2023): 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.04.09.24

Abstract

Diversified development of educational strategies has been increasingly growing in the field of teacher education to address the challenges in residential-based learning brought by the virtual classroom setting. Necessarily, the application of game-based learning (GBL) is viewed to significantly contribute to complementing the students' learning deficiencies. Hence, this study was conducted to increase concept retention among pre-service physical educators (PSPEs) through a game-based assessment strategy called moneypoly game. This descriptive-qualitative collaborative action research study comprised 48 student-participants enrolled in the professional education course, “Curriculum and Assessment in Physical Education and Health Education for K to 12”, at a teacher education institution in Central Luzon, Philippines during the first semester of the academic year 2022-2023. Educational activities related to the moneypoly game were implemented multiple times during the face-to-face class sessions. Subsequently, open-ended reflective questionnaires were administered to obtain authentic and valid data to capture the increment of concept retention among the PSPEs. Adhering to Braun and Clarke’s Thematic Analysis technique, students’ responses were themed via qualitative analysis software powered by MAXQDA Analytics Pro 2022. Findings revealed three (3) emerging themes that helped learners retain long-term memory of the lessons' concepts. This includes (1) learners’ experiences in the moneypoly game that strengthen their concept retention, (2) contributing factors to students’ constant participation, and (3) significant recommendations to improve the game-based assessment strategy in the next cycle. These characteristics of the moneypoly game influenced the way that students learned and remembered information. This led to the perception that the intervention generated multiform driving forces for the learners' all-encompassing learning. The exploration and utilization of GBL could be applied to other areas of discipline to corroborate the findings made in this study.
Co-Authors Almario, John Ivan F. Cadeliña, Pamela Mae M. Castañeda, Edzel S. Castro, Rafael Luis G. Dalangin, Harold Raven S. David, Christian Jay P. Dizon, Stephanie G. Fernandez, Paula Mae Q. Garcia, Rolan Randolf I. Macabali, Allen J. Marcaida, John Louise M. Mungcal, Kervy S. Ortega, Hans Christian A. Pabustan, Carl Jemuel S. Tolentino, Julius Ceazar Tolentino, Julius Ceazar G.