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All Journal Journal of Education and Learning (EduLearn) International Journal of Multidisciplinary: Applied Business and Education Research
Ofrin, Darwin D.
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Integration of the PERMA Model in Physical Education Instruction to Support the Comprehensive Growth of Senior High School Students Pureza, Faith Majella Therese A.; Ofrin, Darwin D.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 7 (2025): 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.06.07.19

Abstract

Physical education (PE) plays a vital role in school life as it promotes the overall development of students by addressing their emotional, social, and psychological needs along with students’ physical fitness. It is critical for Senior High School students in managing social pressures, academic expectations, and the transition to adulthood. This applies that the PERMA model, which emphasizes positive emotions, engagement, relationships, meaning, and accomplishment, explore the use in teaching Physical Education (PE) towards the holistic development such as social, emotional, physical, cognitive, and lifelong values of St. Joseph Academy of Sariaya, Quezon Grade 11 Senior High School students. A quantitative correlational research design was used to explore the relationship of PERMA in PE and the students’ holistic development. It was found that students are generally viewing themselves as functioning at a “normal” level across all PERMA components of well-being. All the five components of PERMA were identified as significant correlates of all five domains of students' holistic development, and so as the Meaning and Accomplishment component, shown as the strongest correlation among the components of PERMA model. Therefore, the researchers recommend that the Senior High School Physical Education curriculum may incorporate the PERMA model and may be more focused on integrating Meaning and Accomplishment as aspects of holistic development.
Perceived Fitness Benefits and Competitive Engagement of Aero Gymnastics and Conventional Physical Education among Grade 7 Jimenez, Zeela Mae; Ofrin, Darwin D.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 7 (2025): 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.06.07.29

Abstract

This study aimed to investigate the perceived fitness benefits and competitive engagement of aerobic gymnastics and conventional physical education (PE) exercises. A total of 90 students were selected through convenience sampling from the school where the research was conducted. The participants were randomly assigned to two equal groups: one group participated in an eight-week aerobic gymnastics program, while the other engaged in conventional PE exercises. A quasi-experimental non-equivalent control group design was utilized to achieve the study’s objectives, enabling a comparative analysis of the two interventions in a controlled environment. Data collection involved a teacher-made questionnaire based on a 4-point Likert scale, which comprised five statements under each subcategory to measure students' fitness levels and engagement. This tool provided a clear visual representation of the data. Participants engaged in distinct activity sets according to their assigned intervention: aerobic gymnastics or conventional PE exercises. For data analysis, both descriptive statistics (means and standard deviation) and inferential statistics (dependent and independent t-tests) were employed to assess changes within and between groups. The findings revealed that participation in both aerobic gymnastics and conventional PE exercises had resulted in significant improvements in students’ physical fitness and competitive engagement.
Investigating academic achievement in high school: an in-depth examination of top performing students Hermosa, Jherwin P.; Ofrin, Darwin D.; Andal, Edilberto Z.
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23051

Abstract

This research aimed to identify the key qualities of high-achieving students to motivate and guide those not meeting their potential to adopt successful strategies and improve their academic results. Through the use of qualitative research methods and purposeful sampling, ten second-year college students from Laguna State Polytechnic University-San Pablo City Campus were selected for this study. Analysis of common themes identified ten key factors that contribute to academic success. These include developing strong reading habits, actively engaging in classroom instruction, effective time management, organized study materials, regular review of learned content, utilizing technology for learning enhancement, a supportive school environment, inspirational role models, and a strong support system involving parents and teachers. All individuals involved in a child’s education must understand and promote these attributes to optimize their learning experience, leading to tangible achievements in their academic performance. However, since this case study was conducted at a single school, it is not representative of all schools nationwide and cannot be generalized to the entire population. However, as it was conducted in a real-life setting, it is reasonable to draw pedagogical implications from these findings, as they offer insights into the characteristics of high-performing students.
Co-Authors Andal, Edilberto Z. Hermosa, Jherwin P. Jimenez, Zeela Mae Pureza, Faith Majella Therese A.