International Journal of Educational Policy Research and Review






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Argin A. Gulanes
Isabelita C. Bodbod
Arnel S. Travero



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Original Research Article

Assessing instructional management practices of tertiary physical education program

Argin A. Gulanes1, Isabelita C. Bodbod2 and Arnel S. Travero*3


1Physical Education Department, College of Arts and Sciences, University of Science and Technology of Southern Philippines-Claveria, Claveria, Misamis Oriental, 9004.
2Department of Languages and Communication, College of Arts and Sciences, University of Science and Technology of Southern Philippines-Claveria, Claveria, Misamis Oriental, 9004.
3Mathematics and Science Services, College of Arts and Sciences, University of Science and Technology of Southern Philippines-Claveria, Claveria, Misamis Oriental, 9004

Argin A. Gulanes

Isabelita C. Bodbod

Arnel S. Travero


Article Number: IJEPRR.22.014  |   Pages: 128-135  |   Vol. 9 (4), September 2022   |   DOI: https://doi.org/10.15739/IJEPRR.22.014

 Received: June 10, 2022  Accepted: August 23, 2022  Published: September 9, 2022

Abstract

Assessing instructional management practices in physical education courses allows administrators see if students are learning from the institution’s physical education classes. This study investigated the students’ and teachers’ assessment of the instructional management practices (IMP) in tertiary physical education (TPE) in the following domains: Planning and Preparation, Classroom Climate, Instruction, and Program Planning and Goal Setting. Research participants include 16 teachers teaching Physical education and 373 second-year students enrolled in the second semester of the school year 2019-2020. These participants are randomly selected and the sample size was determined using Cochran’s formula with a 95% confidence level. The researchers employed a descriptive-comparative design and tested the difference between students’ and teachers’ assessments. Gathered data were subjected to descriptive statistics and a t-test. Findings revealed that teachers assessed the IMP as highly practiced, while students assessed IMP as moderately practiced. Moreover, the t-test result leads to the conclusion that teachers and students have significantly different assessments in all the domains of instructional management practices. From these, researchers recommend that TPE program heads may peruse the program and subject it to curriculum review. PE instructors and administrators should improve the instructional management practices in the program. Further, PE instructors may employ instructional management practices that directly promote students’ learning. Lastly, a continuing study to be implemented to a bigger population and sample may be conducted by other researchers to provide a generalization of the present result.

Keywords:

Planning and preparation, classroom climate, instruction, program planning and goal setting, students and teachers’ assessment

How to Cite this Article

Author(s) retain the copyright of this article. Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.

Author(s) retain the copyright of this article. Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License


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