School Based Action Research presented by Marvin M. Benitez

1. SCHOOLS DIVISION OF VALENZUELA
Disiplina Village Bignay National High
School

2. Facilitating learning in physical education (PE) faces the
challenge of advancing academic achievement and holistic
learner development, intensified by the shift to in-person classes
and the need for timely and appropriate instruction.
Numerous pieces of literature have substantiated the notion that
learners need adequate and thoughtfully structured instructional
assistance to effectively acquire the necessary skills and
knowledge at various stages of their academic growth, especially
in Physical Education (Walters, MacLaughlin, & Deakin, 2023;
Vasquez, Gaudreault, & Flory, 2022).
CONTEXT AND RATIONALE

3. CONTEXT AND RATIONALE
Akalin and Gümüs (2020) proved that learners and their families did not have
the habit of doing sports at the desired level in normal time. Further, in a Disiplina
Village Bignay National High School, Schools Division of Valenzuela, the researcher
noticed that there are learners who are not actively participating in the actual
discussion during in-person classes in Physical Education. Hence, it is reported that
during the first quarter period of the school year 2022-2023, the majority of the
learners in the said subject failed to achieve the mastery of the learning
competencies as reflected in the computed mean percentage score (MPS) of
74.03% which described as least satisfactory per DepEd Order No. 8 Series 2015.
This implies that teachers should think of innovative teaching instruction that will
help learners improve their achievement by becoming a part of an active learning
process that enhances their higher-order thinking skills while enjoying the lessons.
This is similar to the suggestion of other researchers that PE teachers should initiate
better lesson planning to increase learners’ interest in learning the said subject
(Hodges, Phelps, Knipe, Doherty, Colburn, & Hamilton, 2023).

4. RESEARCH QUESTIONS
The main objective of the study is to assess the
effect of Project LARO on the learners’ achievement in
teaching Physical Education 8 in Disiplina Village
Bignay National High School, Schools Division of
Valenzuela this first quarter period of the school year
2023-2024.

5. RESEARCH QUESTIONS
1. How may the pre-test scores of the members of the experimental
and control groups be compared in Physical Education 8?
2. How may the achievement of the members of the experimental and
control groups be compared during the posttest in Physical Education
8?
3. Is there a significant difference between the achievement of the
learners exposed to Project LARO and those taught using
conventional teaching instruction in Physical Education 8?
4. What are the challenges encountered by the learners under Project
LARO based on the interview that will be conducted?
5. What learning plan may be proposed based on the findings of the
study?

6. C. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
This study is based on the principles of Aaron Beck's Cognitive
Theory, as cited by Schneider, Beege, Nebel, Schnaubert, and Rey
(2022). The theory emphasizes the significance of addressing learners'
difficulties in attaining content mastery in the subject. It states that
learning ought to be an intellectually stimulating and participatory
journey, engaging learners in collaborative efforts while acquiring
knowledge and deriving enjoyment from classroom experiences. The
theory accentuates the significance of interactivity in designing,
implementing, and mastering learning competencies. Project LARO
promotes active engagement and the building of knowledge. It offers
chances to retain information while fostering cooperation among
learners, actively engaging them in the process of learning (Sani,
Rochintaniawati, & Winarno, 2019; Kosar & Bedir, 2018).

7. Project LARO stands for Learn Together, Active Engagement, Real-World
Connections, and Open Discussion. To specify, learners will be engaged in an
active learning process where they will ‘LEARN TOGETHER’ through
Collaborative Concept Mapping- students will work in groups to create
concept maps of a fitness-related topic. Each group member contributes ideas,
and the map visually represents the connections between different fitness
concepts. Afterward, groups present their maps to the class, fostering shared
understanding and collaborative learning. Also, the Jigsaw Puzzle Activity will
be used to divide a complex reading or topic into sections and assign each
section to a small group. Each group becomes an "expert" on their assigned
fitness activity. Afterward, regroup learners so that each new group has one
member from each original group. Learners will share their expertise to piece
together the full picture of their assigned task.
C. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

8. ACTION RESEARCH METHODS
a. Participants and/or other Sources of Data and Information

9. ACTION RESEARCH METHODS
a. Participants and/or other Sources of Data and Information
The study will involve Grade 8 learners from Disiplina Village
Bignay National High School, Schools Division of Valenzuela, during
the first quarter of the school year 2023-2024. Using a simple
random sampling technique, the researcher will choose 80 learners
from the two sections in the Grade 8 curriculum. The experimental
group and control group will be composed of randomly selected
students from sections A and B. Also, learners’ characteristics will be
matched by the researcher, and these include age, sex, and general
point average.

10. b. Data Gathering Methods
The study will employ an explanatory sequential mixed
research method through a pretest-posttest true-control
group design to determine the effect of Project LARO in
improving learners' performance in Physical Education 8.
Two groups need to be measured before and after the
program implementation.
The researcher will utilize the achievement test as a
form of pre-test and post-test. It had a Table of Specifications
(TOS). It consisted of forty (40) items in higher-order thinking
skills (HOTS) and will be submitted to the experts in the field
of Physical Education like master teachers for content and

11. b. Data Gathering Methods
In gathering the data, the researcher carried out the following procedures:
(1) A research proposal to conduct the study duly noted by the Principal will be
sent to the Schools Division Superintendent for approval and permit him to
undertake the said study;
(2) After the approval, the researcher will send the Informed Consent Form to all
learners’ parents/guardians for the conduct of the study;
(3) After the retrieval of the Informed Consent Form, the researcher will personally
administer the achievement test through a pre-test, then execution of actual
experimentation, and give the post-test to the respondents;
(4) Upon the completion of the relevant data, the researcher will manually check
the achievement test. The spreadsheet in Excel will be used in tabulating and
tallying the test results. After the tabulation, the descriptive statistics measures
like means, standard deviation, frequency, and percentage will be utilized, t-test
of independent means will be computed.

12. c. Data Analysis Plan
The achievement test will be scored manually. The results
will be processed and will be presented using appropriate
tables, figures, and texts. In analyzing the achievement of the
subjects, the pre-test scores of the experimental group and
control group will be compared using the t-test of the
independent means. After the pre-test, the intervention will
be given to the experimental group, and the control group
will be taught using conventional instruction. After the given
intervention, a post-test will be administered to see if there is
a significant difference between the pre-test and post-test
results of the two groups.

13. c. Data Analysis Plan
Mean and standard deviation procedures will be
utilized in reporting the academic performance of the
members of the experimental and control groups. Also, a t-
test of independent means will be used in testing the
significance of differences in the academic performance of
the experimental and control groups. Also, the challenges
encountered by the learners under Project LARO based on
the interview will be analyzed using thematic analysis.
Hence, a learning plan will be proposed based on the
findings of the study.

14. Action Research Workplan and Timeliness

15. Cost Estimates

16. Plan for Dissemination and Utilization

17. REFERENCES
Akalin, t. & Gümüs, M. (2020). Investigation of Secondary School Students' Participation in Physical Education
Lessons with Distance Education in the Pandemic Process. https://eric.ed.gov/?q= EJ1274638
Blain, D., Standage, M., Curran, T. (2022). Physical Education in a Post-COVID World: A Blended-Gamified
Approach. https://eric.ed.gov/?q= EJ1346994
Burns, R., Bai, Y., Podlog, L., Brusseau, T., Welk, G. (2023). Associations of Physical Activity Enjoyment and
Physical Education Enjoyment with Segmented Daily Physical Activity in Children: Exploring Tenets of the Trans-
Contextual Model of Motivation. https://eric.ed.gov/?q= EJ1377197
Cardina, C., James, A. (2021). Significance of High-Quality Physical Education Teachers. https://eric.ed.gov/?q=
EJ1321376
Hastie, P., Stringfellow, A., Johnson, J., Dixon, C., Hollett, N., Ward, K. (2022). Examining the Concept of
Engagement in Physical Education. https://eric.ed.gov/?q= EJ1323397
Hodges, M., Phelps, A., Knipe, R., Doherty, B., Colburn, J., & Hamilton, X. (2023). Secondary Physical Education
Teaching Methods Course: Through the Lens of the Preservice Teachers. https://eric.ed.gov/?q=EJ1378343
Koroluk, N. (2015). Brain-Based Education. https://eric.ed.gov/?q=brain-based&id=EJ1230694

18. REFERENCES
Oghyanous, P. (2017). The Effect of Brain-Based Teaching on Young EFL Learners' Self-Efficacy. https://eric.ed.gov/?q= EJ1140108
Orendorff, K., Egan, C. (2023). sing Your State Organization to Advocate for Expanded Physical Education Opportunities. https://eric.ed.gov/?q=
EJ1374908
Salem, A. (2017). Engaging ESP Students with Brain-Based Learning for Improved Listening Skills, Vocabulary Retention and Motivation.
https://eric.ed.gov/?q= EJ1160987
Slagle, M., Brown, H., Egan, C. (2022). Increasing Physical Education and Physical Activity Time in School: Strategies That Worked.
https://eric.ed.gov/?q= EJ1370954
Segovia, Y., & utiérrez, D. (2022). Using Sport Education to Implement Game-Based HIIT in Physical Education. https://eric.ed.gov/?q= EJ1339858
Sick, T. (2022). The Role of Exercise Intensity in Physical Education for Improving Body Composition. https://eric.ed.gov/?q= EJ1370002
Simonton, K., Garn, A., Washburn, N. (2022). Caring Climate, Emotions, and Engagement in High School Physical Education.
https://eric.ed.gov/?q= EJ1346035
Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. (2022). The Cognitive-Affective-Social Theory of Learning in Digital Environments
(CASTLE). https://eric.ed.gov/?q= EJ1326166
Vasquez, M., Gaudreault, K., Flory, S. (2022). Strategies to Support and Deliver Culturally Relevant Physical Education. https://eric.ed.gov/?q=
EJ1368428
Walters, W., MacLaughlin, V., Deakin, A. (2023). Perspectives and Reflections on Assessment in Physical Education: A Narrative Inquiry of a Pre-
Service, In-Service and Physical Education Teacher Educator. https://eric.ed.gov/?q= EJ1378327