PPT-THESIS-1 (2) (1).pptx

PROPONENTS:
Nina Mina Labajo
Fela Mae L. Sustoa
Razz Marion D. Sipat
Adviser:
Cheenee A. Osorno, MAED

BACKGROUND OF THE STUDY
 Nieuwoudt (2020) argued that students with low propensity in self-
management and control experienced complications in supervising their
learning endeavors. The circumstance has led to failures, absenteeism,
and late submission, thus, affecting a lot their academic performance.
 In Mcgraw Hill College, New York, Marilyn, Jacalyn, Joyce, and
Connie (2020) reported that because of the sudden learning shift, the
students’ perspective toward physical exercise has devaluated.
 Barreara, Jaminal, and Arcilla (2020), virtual classes are not effective in
delivering PE courses in the same way that face-to-face classes could.
SIGNIFICANCE OF THE
STUDY
This study is beneficial to the
following:
UM Digos College. To be informed
about the current situation of their
physical education classes in the new
normal.
BPE course facilitators. To be
provided with the need to foster much
effectivity of instruction for future
students as this new learning
environment is sustained.
Students. To realize the importance of
their self-regulation in building a
desirable response toward attending
virtual discussion and activities of the
course.
Future researchers. To use the results
in their investigations in the future.

RESEARCH OBJECTIVES
 This study was investigated to examine how significantly influential self-regulated learning is
to the attitude of the students toward physical activity.
Specifically, this sought to determine:
1.1 the level of self-regulation in online learning among students in terms of goal setting, help seeking,
self-study strategies, managing physical environment, and effort regulation,
1.2 the level of attitudes toward physical activity among students in terms of fun, learning, benefits,
self-efficacy, fitness, and personal best,
1.3 the significant relationship present between self-regulation and attitude toward physical activity
among students in UM Digos College.

DESIGN
 Descriptive-correlational research design was utilized
since it is within the major premise of this paper to
establish a statistical evidence showing the relationship
between self-regulation and attitude of the students toward
physical activity.
PARTICIPANTS
 Two hundred forty (240) college students in UM Digos
College being enrolled in physical education subjects for
the academic year 2021-2022, selected using purposive
sampling.
Frequency Percent
Year Level
1st Year 168 70
2nd Year 72 30
Age
18-20 175 72.9
21-23 62 25.8
24-26 3 1.3
Gender
Female 148 61.7
Male 92 38.3
Table 1. Demographic profile of respondents (n=240)

INSTRUMENT
 The first survey questionnaire was adopted from the study published by Kocdar, Karadeniz,
Bozkurt, and Buyok (2018) entitled Measuring Self-Regulation in Self-Paced Open and Distance
Learning Environments.
 The second survey questionnaire was retrieved from the study of Dinc, Uzunok, Mok, and Chin
(2019) entitled Adaptation of the “Attitudes Toward Physical Activity Scale” for Higher Education
Students in Turkey.
Statistical Tool
 Mean. This will be used to determine the average level of self-regulation and
attitude of the students toward physical activity along with their respective
indicators in the perspective of the college students who are enrolled in PE
subjects.
 Pearson r. This statistical tool will be used to assess and evaluate the
relationship level between self-regulation and attitude of the students toward
physical activity.

RESULTS AND DISCUSSIONS
Mean Std. Deviation
Goal Setting 4.53 0.47
Help Seeking 4.10 0.53
Self-Study Strategies 4.22 0.42
Managing Physical Environment 4.54 0.49
Effort Regulation 4.55 0.52
Overall 4.40 0.36
Level of Self-Regulation in Online Learning among Student
Table 1. Level of self-regulation in online learning among students
Overall, the self-regulation level in terms of effort regulation, managing physical environment, goal
setting, self-study strategies, and help-seeking of the students obtained a mean value of 4.40 and a
standard deviation of 0.36. This result falls to very high with a general implication that the self-
regulation of the students, in total, while taking the course, is strongly agree.

Mean Std. Deviation
Fun 4.47 0.52
Learning 4.33 0.53
Benefits 4.50 0.51
Self-efficacy 4.32 0.54
Fitness 4.30 0.54
Personal Best 4.49 0.53
Overall 4.40 0.44
Level of Attitudes toward Physical Activity among Students
Table 2. Level of attitudes toward physical activity among students
Overall, the attitude of the students towards physical activity in relation to benefits,
personal best, fun, learning, self-efficacy, and fitness obtained a mean value of 4.40 and
a standard deviation of 0.44 , which, when interpreted, corresponded to very high,
indicating that the students’ attitude toward physical activity, in totality, is strongly agree.

Correlation matrix of Self-regulation and Attitude Toward Physical Activity
Table 3. Correlation matrix of Self-regulation and Attitude Toward Physical Activity (n=239)
As illustrated in the table, the findings imply a statistical evidence indicating a strong,
positive correlation between self-regulation and attitude which was statistically
significant (rs(237) = .632, p = .000).
The result therefore suggests that the more self-regulated the students are despite the
physically distanced set-up in teaching and learning, the higher is their attitude toward
physical activity. Hence, the null hypothesis proposed in this study was rejected.
Attitude
r-value p-value
Goal Setting .421** .000
Help Seeking .231** .000
Self-Study Strategies .442** .000
Managing Physical Environment
.601** .000
Effort Regulation .650** .000
Self-regulation .632** .000
*p<.05. **p<.01

 Significant relationship was found between self-regulation and attitude towards
physical activity. In other words, when students are highly self-regulated in the
process of learning, the greater they develop positive attitude toward the
subject/ course. The study revealed that the more students have control in
their physical education endeavors, it’s because they understand themselves
better, set well-established goals, ask for help when the need arises, put extra
efforts to the things they do, and most importantly, have more authority about
doing the activities that are suitable for them. Thus, it will also significantly
influence their higher regard for learning and succeeding while enjoying the
course despite the online modality set-up, producing much better results, to
eventually put.

 UM Digos College is encouraged to be informed about the findings of this study to provide more
learning opportunities where students could develop and have more control and positive attitude of
their learning process. Knowing that the institution has now shifted from online to a face-to-face
set-up, the university is further advised to continue the momentum of the students by suggesting
their instructors to devise classes where students can be more self-regulated to whatever they do
in the learning space. In addition, the BPE Course Facilitators must build an academic avenue
where students have more freedom of themselves for them to discover and further their self-
regulation skills. Moreover, they should innovate, if not, carry out fresh teaching strategies and
activities for students to savor new enjoyment and excitement in their conduct of physical
education classes, which later on, when effective, may increase the students’ positive attitude
toward the subject. The fact that face-to-face classes have already started, it must be an
opportunity for them to create more learning spaces where students could engage, enjoy, and take
responsibility of their progress. Furthermore, the students are encouraged to be much more self-
regulated for them to have greater accountabilities of their academic success and most importantly,
live up a high regard for learning and succeeding. They are suggested to go beyond their comforts
by always doing their best, taking new steps, joining different events and organizations just to
name a few. Finally, the future researchers should explore other areas not included in this
research. The findings must be used as a springboard for them to strengthen the results preserve
in this study or discover new and fresh insights that may be added to the knowledge in store for
future literatures.

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