Competence and Performance Analysis of Physical Education (PE) Teachers Using Modular Learning Delivery Modes
Main Article Content
Keywords
competence, learning modality, senior high school, teaching performance
Abstract
The delivery of education drastically changed during the COVID-19 pandemic, revealing a weakness in the preparation of teachers for modular distance learning in Physical Education (P.E) classes. The mixed methods research investigated competency and performance among Senior high school PE teachers in Davao City, Philippines, in digital literacy, content delivery, and assessment. The study used a purposive sampling of 61 teachers with validated survey instruments and in-depth interviews. The findings demonstrated strong teaching performance (M=3.28) and digital literacy proficiency (M=4.06). However, the qualitative data highlighted significant challenges in module distribution and technological infrastructure issues. The study recommends improving technology infrastructure, creating development programs specifically for PE, and setting standard limits on the number of modules issued at a given time. Furthermore, the conversation around global educational resilience and adaptation is relevant for developing regions emerging from the pandemic and transitioning to blended learning practices and policies.
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Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189x015002004
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 Pandemic: The Philippine context. Pedagogical Research, 5(4), em0063. https://doi.org/10.29333/pr/7947
Trust, T., & Whalen, J. (2021). Emergency remote teaching with technology during the COVID-19 pandemic: Using the whole teacher lens to examine educator’s experiences and insights. Educational Media International, 58(2), 145-160. https://doi.org/10.1080/09523987.2021.1930479
Varea, V., & González-Calvo, G. (2020). Touchless classes and absent bodies: Teaching physical education in times of COVID-19. Sport Education and Society, 26(8), 831–845. https://doi.org/10.1080/13573322.2020.1791814
Ahmed, H. N., Sr., Pasha, A.R., & Malik, M. (2021). The role of teacher training programs in optimizing teacher motivation and professional
development skills. Bulletin of Education and Research, 43(2) 17-37. https://files.eric.ed.gov/fulltext/EJ1338294.pdf
Alvarez, A. V. (2020). The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asian Journal of Distance Education, 15(1), 127-143. https://doi.org/10.5281/zenodo.3881529
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Brown, A., & Green, T. (2012). Issues and trends in instructional technology: Despite lean times, continued interest and opportunity in K 12, business, and higher education. In Educational media and technology yearbook (pp. 55-71). https://doi.org/10.1007/978-1-4614-
1305-9_6
Calvani, A., Cartelli, A., Fini, A. & Ranieri, M. (2009). Models and instruments for assessing digital competence at school. DOAJ (DOAJ: Directory of Open Access Journals). https://doi.org/10.20368/1971-8829/288.
Carretero Gomez, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use. RePEc: Research Papers in Economics. https://doi.org/10.2760/38842
Castroverde, F., & Acala, M. (2021). Modular distance learning modality: Challenges of teachers in teaching amid the COVID-19 pandemic. International Journal of Research Studies in Education, 10(8). https://doi.org/10.5861/ijrse.2021.602
Creswell, J.W., & Poth, C.N. (2018) Qualitative inquiry and research design: Choosing among five approaches [4th ed.], SAGE Publications, Inc.
D'Agostino, E. M., Urtel, M., Webster, C. A., Mc-Mullen, J., & Culp, B. (2021). Virtual physical education during COVID-19: Exploring future directions for equitable online learning tools. Frontiers in Sports and Active Living, 3. https://doi.org/10.3389/fspor.2021.716566
David, R., Pellini, A., Jordan, K., & Philips, T. (2020). Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries. Zenodo. https://doi.org/10.5281/zenodo.3750976
Department of Education (2019). K to 12 basic education curriculum. https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
Etikan, İ., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1. https://doi.org/10.11648/j.ajtas.20160501.11
General Assembly of the World Medical Association (2014). World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects. The Journal of the American College of Dentists, 81(3), 14-18.
Gillis, A., & Krull, L. M. (2020). COVID-19 remote learning transition in Spring 2020: Class structures, student perceptions, and inequality in college courses. Teaching Sociology, 48(4), 283-299. https://doi.org/10.1177/0092055x20954263
Greenhow, C., Graham, C. R., & Koehler, M. J. (2022). Foundations of online learning: Challenges and opportunities. Educational Psychologist, 57(3), 131-147. https://doi.org/10.1080/00461520.2022.2090364
Griggs, G. (2012). An introduction to primary physical education. In Routledge eBooks. https://doi.org/10.4324/9780203131886
Hobbs, L., & Porsch, R. (2021). Teaching out-of-field: Challenges for teacher education. European Journal of Teacher Education, 44(5), 601-610. https://doi.org/10.1080/02619768.2021.1985280
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
Lai, K., & Hong, K. S. (2014). Technology use and learning characteristics of students in higher education: Do generational differences exist? British Journal of Educational Technology, 46(4), 725-738. https://doi.org/10.1111/bjet.12161
Lisenbee, P. (2016). Generation gap between students' needs and teachers' use of technology in classrooms. Research-Gate. https://www.researchgate.net/publication/311426801_Generation_gap_between_students'_needs_and_teachers’_use_of_technology_in_classrooms
Llemit, R. L. G. (2020). DepEd-Davao ready for class opening. SunStar Publishing Inc. https://www.sunstar.com.ph/davao/local-news/deped-davao-ready-forclass-
opening#:~:text=DepEd%2DDavao%20Region%20Assistant%20Supervisor,as%20the%20online%20distance%20learning.
Magsambol, B. (2021). No student left behind? During pandemic, education 'only for those who can afford.' RAPPLER. https://www.rappler.com/newsbreak/in-depth/261562-education-only-for-people-who-can-afford-coronavirus-pandemic/
Masalimova, A. R., Khvatova, M. A., Chikileva, L. S., Zvyagintseva, E. P., Stepanova, V. V., & Melnik, M. V. (2022). Distance learning in higher education during COVID-19. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.822958
Mercier, K., Centeio, E., Garn, A., Erwin, H., Marttinen, R., & Foley, J. (2021). Physical education teachers' experiences with remote instruction during the initial phase of the COVID-19 pandemic. Journal of Teaching in Physical Education, 40(2), 337-342. https://doi.org/10.1123/jtpe.2020-0272
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Reimers, F., Schleicher, A., Saavedra, J., &Tuominen, S. (2020) Supporting the continuation of teaching and learning during the COVID-19 pandemic-annotated resources for online learning. organization for economic co-operation and development, Paris. - References - Scientific Research Publishing.
(n.d.). https://www.scirp.org/reference/referencespapers?referenceid=2973273
SEAMEO INNOTECH (2021). Sustaining education resilience: Learnings from the sustaining basic education delivery in COVID-19 times project in the Philippines. https://www.seameo.org/img/Publications/SEAMES/SEAME O%20COVID-19%20Response%20Report.pdf
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189x015002004
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 Pandemic: The Philippine context. Pedagogical Research, 5(4), em0063. https://doi.org/10.29333/pr/7947
Trust, T., & Whalen, J. (2021). Emergency remote teaching with technology during the COVID-19 pandemic: Using the whole teacher lens to examine educator’s experiences and insights. Educational Media International, 58(2), 145-160. https://doi.org/10.1080/09523987.2021.1930479
Varea, V., & González-Calvo, G. (2020). Touchless classes and absent bodies: Teaching physical education in times of COVID-19. Sport Education and Society, 26(8), 831–845. https://doi.org/10.1080/13573322.2020.1791814
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Dec 3, 2024
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How to Cite
Lapesigue, J. (2024). Competence and Performance Analysis of Physical Education (PE) Teachers Using Modular Learning Delivery Modes. AsTEN Journal of Teacher Education, 8. Retrieved from https://po.pnuresearchportal.org/ejournal/index.php/asten/article/view/2741
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Section 1: Research Articles and Research Briefs
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