Navigating Physical Education Learning Experiences: Students’ Perspective and Adaptation
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 28, Issue 7
Abstract
This study determined the learning experiences, perspective, and adaptation in Physical Education during the transition from pandemic to face-to-face learning modality. The researcher utilized a phenomenological approach. The respondents of the research were 10 students from public schools named Labangal National High School, Irineo High School and General Santos City SPED Integrated School. The data were gathered through a series of personal interviews to the students to gather the qualitative data, describing their experiences, challenges, and coping mechanisms. A researcher-made interview guide was used in gathering the qualitative data. The interview guide underwent validation by experts in qualitative research, specifically those with expertise in phenomenological approaches. Subsequent to the validation, a pilot test was conducted to confirm the instrument’s accuracy, establish rapport with participants, and refine interviewing skills. The questions in the interview guide focused on the statement of the problem. Results show that the transition from modular to face-to-face learning modality had helped students to learn and engage more in the subject, Physical Education. It revealed six major themes namely Experiential Enlightenment, Active Involvement, Interpersonal Dynamics and Perceptual Shifts, Academic Barriers, and Collective Adaptive Synergy. Face-to-face class was effective in promoting engagement and enjoyment. Despite the challenges, students showed resilience, aiding teachers in creating conducive environments, seeing the transition positively, stressing its importance for academic growth and well-being. Recommendations include continuous assessment, physical activity integration, collaborative learning encouragement, regular teacher-learner communication, more fitness activities, sustained parental support, educational plan alignment, and future research encouragement.
Authors and Affiliations
Julie Christine Ladan
Keywords
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- EP ID EP764189
- DOI 10.5281/zenodo.14354857
- Views 21
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