Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Physical and psychological wellbeing, including forming a positive body image,

relieving depression, and increasing life satisfaction. In addition, there is evidence that

physical activity promotes intelligence and brain development. Intelligence can be

defined as “the aggregate or global capacity of the individual to act purposefully, to think

rationally, and to deal effectively with his environment.

Physical activity has many benefits on the mind and body. Physical activity is

known for increasing heart rate and the blood flow throughout the body, which gives the

brain more blood to create energy and work more efficiently. When the brain works

more efficiently, executive function is increased. Executive function is comprised of

three core skills: working memory (most basic and fundamental concepts required for

learning), inhibitory control (supports self-directed classroom behaviors), and cognitive

flexibility (thinking skills) (Dalziell, Boyle, & Mutrie, 2015). Executive function has been

linked with learning and academic achievement.

A current trend amongst young children is a sedentary lifestyle that leads to a

lack of motivation, focus, and behavioral issues in school. Physical activity is often

lacking in the school day, and studies have shown that increasing the amount of activity

can improve many aspects of a person’s well-being. The curriculum and schedules in

schools are often full of academics, and there is little time for activity, but it is important

that teachers understand the variety of ways it can be integrated for academic success.
 Desai, Kurpad, Chomitz, and Thomas (2015) state that aerobic exercise and

activity positively support mental health, influence health behaviors, and is associated

with academic achievement. A child’s cognitive performance in school has the potential

to be enhanced through the integration of physical activity and exercise into the school

day, with or without adding in programs. There are several ways that educators can get

the students moving with mathematics problems, taking brain breaks, providing after

school exercise programs, and much more.

Syväoja et al. (2013) evaluated the relationship between physical activity and

academic performance using both objectively measured and self-reported moderate-to-

vigorous physical activity (MVPA) levels. The researchers identified the following

activities as MVPA: “running, walking quickly, rollerblading, biking, dancing, 52

skateboarding, swimming, snowboarding, cross-country skiing, soccer, basketball, and

Finnish baseball”. The researchers further explored the relationship between self-

reported screen time (watching television, playing video games, using the internet, etc.)

and academic achievement to determine if screen time played a role in student’s

physical fitness and/or activity levels. The study investigated 277 students, average age

of 12.2 years, from a public school district in Finland. Academic achievement was

measured through grade point averages collected from the school district.

Despite continued dramatic increases in children’s health issues, physical

education programs are being cut more than ever to make room for more core

academic time. This trend continues even though the current evidence shows physical

education to be positively related to increased academic performance; when time is

allocated for quality physical education, there is no detriment to academic achievement

(Smith & Lounsbery, 2009). Therefore, it is critical that physical education (PE)

programs in schools continue to be analyzed to further show the value of physical

activity through physical education programs. Increasing time in physical activity could

help address a serious health concern for children, which is the increasing incidence of

overweight and obesity.

Brain is activated during physical activity. Therefore, by incorporating physical

activity, physical education can have beneficial affects on both academic learning and

physical activity patterns of students (Ploughman, 2008). Therefore, when the brain is

activated during physical activity, existing brain cells are rejuvenated and new ones are

stimulated. Specifically, there is an increase in cerebral blood flow, enhancement of

arousal level, changing hormone secretions, and enhanced nutrient intake.

There has also been growing interest in the benefits of physical activity for

mental health and a strong evidence base shows that regular activity and improved

fitness increases psychological well-being (Biddle & Mutrie, 2008). Exercise can help

people feel better about themselves and their lives, reduce anxiety and improve mood.

Evidence is also building to show that physical activity is associated with substantially

reduced risks of mental illnesses and conditions such as depression, cognitive

impairment and dementia (Fox & Mutrie; Hamer & Chida, 2008).

The benefits of physical activity in the treatment of depression and improvement

in select aspects of cognitive function in older adults are becoming increasingly well

established (Vanhees et al. 2008). The nation that higher levels of activity or fitness may

enhance thinking, concentration and subsequently academic performance is attractive

to educators. Not only could it benefit children and adolescents, it could improve the
school’s added value for academic achievement. For physical educators and sports

coordinators, it could justify greater provision of physical activity in the school

curriculum.

Theoretical Framework

In Howard Gardner’s (2008) theory of multiple intelligences, there is one

intelligence, bodily-kinesthetic, that can be used as a foundation for administrators and

teachers to utilize physical education to improve student achievement. Along with the

bodily-kinesthetic intelligence, there are six other intelligences discussed in Gardner’s

theory of multiple intelligences. The other six multiple intelligences are verbal-linguistic,

logical-mathematical, musical-rhythmic, visual-spatial, interpersonal, and intrapersonal

(Gardner,2008). As regular education teachers are held accountable by school districts

to perform, physical educators now are facing situations where they have less time for

physical education class, hindering the bodily-kinesthetic intelligence (Humphries et al.,

2011). Humphries et al. (2011) emphasized that classroom teachers and physical

education teachers need to collaborate to ensure students receive the needed time for

physical education class. Bodily-kinesthetic intelligence, which is primarily used during

physical education, is considered by Pica (2008) to be the least valuable intelligence;

however, Kagan (2008) concluded that teachers need to understand all of Gardner’s

(2008) multiple intelligences because this will better prepare students to be successful.

According to Gardner, the bodily-kinesthetic intelligence involves the potential of

applying movement of body parts and the movement of the body to help students learn.

Humphries et al. (2011) added that physical education class is important to students

with a high bodily-kinesthetic intelligence because of the enhancement it provides to

these 16 students. The kinetic movement of the body has many physical benefits and

cognitive benefits when applied to students during physical education class. Pica

argued that from birth to around the age of eight, every person uses the bodily-

kinesthetic intelligence to solve problems they might be experiencing. In addition,

Hannaford (2009) emphasized students tend to process information kinesthetically by

using their senses. Ozdemir, Guneysu, and Tekkaya (2008) stated students have

several different abilities, thus allowing them to learn by different techniques. Douglas,

Burton, and Reese-Durham (2008) suggested that students have several types of

abilities that could enhance their capacity to learn and cause them to respond

successfully to the environment around them. Gardner’s (2008) theory of multiple

intelligences takes this into account. The theory of multiple intelligences has become “a

viable approach for exploring teaching styles, individualizing teaching and learning,

developing curriculum, and improving teachers’ assessment literacy” (Ozdemir et al.,

2008, p. 74). McMahon, Rose, and Parks (2009) added that educators are constantly

looking for ways to improve their teaching strategies and finding different ways for

students to learn. Gardner’s multiple intelligence theory’s greatest strength lies within its

framework (Ozdemir et al., 2008). The framework allows teachers to examine and

explore different teaching techniques and helps teachers find ways to structure teaching

and learning experiences for all students (Ozdemir et al., 2008). McMahon et al. (2009)

and Ozdemir et al. (2008) emphasized that Gardner’s theory of multiple intelligences

gives understanding to the cognitive abilities of students. Ozdemir et al. further stated

that Gardner’s theory can be used to meet three objectives: (a) match teaching styles to

students’ learning abilities, (b) help students to extend their 17 learning capabilities by
developing all their possible intelligences, and (c) observe the diversity of all students.

By applying these objectives and using the bodily-kinesthetic intelligence through

physical activity, students can enhance their learning capabilities (Gardner, 2008).

Physical education class is an important part in students becoming more physically

active during the school day. For example, when students become interactive during

physical education class, the blood flow throughout the body is increased and more

oxygenated blood reaches the brain. Berg (2010) stated that through moderate exercise

a neurotrophic factor in the brain is increased and causes more neurons, which

transmits

information to be produced. Administrators and teachers all understand that student

achievement is the main goal in education. By tapping into these different intelligences,

students will be helped in reaching success in academic achievement.

Statement of the Problem

This study aimed to answer the following questions:

1. What is the level of involvement in physical activities of the Grade 11 HUMSS

students?

2. What implications can be drawn based on the result of the study?

Significance of the study

This study will be significant to the following recipients:

To the School. The results of this study support several strategies that schools can use

to help students meet national physical activity recommendations without detracting

from academic achievement.

To the Administrators. This study will be used as a basis for administrators to take

advantage of new funding opportunities to expand their programs and improve the

physical, mental and emotional health of their students.

To the Teachers. This study will make the teachers more responsible to teach skills that

students will participate in physical activity outside of the physical education class and

skills they will need for a lifetime of physical activity.

To the Future Researchers. This study can be a basis for other researchers as future

references. It will also give them idea on what is the level of involvement in physical

activities of Grade 11 HUMSS.

To the Students. They will benefit from this study because they are the ultimate

recipient of the involvement of physical activities in the students.

Scope and limitation of the study

This study focus on the level of involvement in physical activities of HUMSS of

Malapatan National High School Grade 11 students, S. Y. 2018-2019. The study

covered the level of involvement in physical activities.

Definition of terms

For a better and clearer understanding of this study, the following terms are

operationally defined:

Physical Activity. Changing the position or parts of the body, or the location of the

whole body that increases energy expenditure above a resting level (Holt et. al., 2013).

Physical activity can be repetitive, structured and plan movement (fitness class or

recreational activity) such as hiking; leisurely (gardening); sports focused (basketball,

volleyball); wok related (lifting or moving things) and transportation-related (walking to

school).

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies, both local and

foreign, which provide a background and a frame of references upon which the

conceptual framework and other entries of this study were formulated.

Batista and colleagues (2016) found that students with the highest number of

weekly hours of physical activity had a significantly higher level of academic

achievement. Since practices and or games can last about two hours, students are

increasing potential time to enhance their abilities to be better-equipped learners. When

students see physical activity done in the classroom, on breaks, before and after school,

students will associate physical activity as a way of life, instead of just in Physical

Education class. In order for this transfer of learning to be successful, all staff must be

willing to encourage physical activity in the classroom and perform physical activity

themselves. After school sports participation is another way for students to be physically

active, which can further increase their academic performance. Hillman (2008) stated

that a rapidly growing body of work suggests that time spent engaged in physical

activity is related not only to a healthier body but also to a healthier mind.
 Basch (2010) conducted a comprehensive review of how adolescents health and

health disparities influence academic performance and learning. The author's report

draws on empirical evidence suggesting that education reform will be ineffective unless

adolescent’s health is made a priority. Basch concludes that schools may be the only

place where health inequities can be addressed and that, if adolescent’s basic health

needs are not met, they will struggle to learn regardless of the effectiveness of the

instructional materials used. Recently, Efrat (2011) conducted a review of physical

activity and academic performance to examine the achievement gap. He discovered

that only seven studies had included socioeconomic status as a variable, despite its

known relationship to education.

State-mandated academic achievement testing has had the unintended

consequence of reducing opportunities for children to be physically active during the

school day and beyond. In addition to a general shifting of time in school away from

physical education to allow for more time on academic subjects, some students are

withheld from physical education classes or recess to participate in remedial or enriched

learning experiences designed to increase academic performance. Rasberry (2011)

stated that yet little evidence supports the notion that more time allocated to subject

matter will translate into better test scores. Indeed, 11 of 14 correlational studies of

physical activity during the school day demonstrate a positive relationship to academic

performance.

Brain is activated during physical activity. Therefore, by incorporating physical

activity, physical education can have beneficial affects on both academic learning and

physical activity patterns of students (Ploughman, 2008). Therefore, when the brain is
activated during physical activity, existing brain cells are rejuvenated and new ones are

stimulated. Specifically, there is an increase in cerebral blood flow, enhancement of

arousal level, changing hormone secretions, and enhanced nutrient intake.

Increased physical inactivity among middle school students may be a

contributing factor a decline in academic performance (Stone, Desmond, & Casilio,

2012). In addition, negative academic behaviors such as tardiness and disciplinary

referrals have been found to decrease with increased physical activity levels, while

enjoyment and intrinsic motivation have been found to increase along with increased

physical activity levels among students. Physical activity has academic benefits as well.

The California Department of Education looked at students’ health fitness scores on the

FITNESSGRAM and compared them to the student scores on standardized testing in

math and language arts. They found that fit kids “scored twice as well on academic tests

as those that were unfit.” The second year the CDE controlled for upper and lower

income brackets and while upper-income fit students scored higher than lower income

students overall, the premise still held true. Students who were more fit performed

better academically. Secondary students who play sports are more likely to become

active teens who, in turn, are more likely to be active adults. And being active, according

to the World Health Organization, is one of the most important ways to prevent heart

disease, stroke, diabetes and a range of other debilitating ailments.

At the Copenhagen Consensus Conference 2016, which gathered 24

researchers from eight countries and from various academic disciplines, physical

activity was also found to boost brain power and academic performance, among other

benefits. The consensus statement, which was published in the British Journal of Sports
Medicine, lists the reasons why physical activity is beneficial for children and

adolescents aged 6-18. Building their cognitive functioning: Just one session of

moderate physical activity instantly boosts kids’ brain function, cognition and academic

performance. Mastering fundamental movement skills boosts brainpower and academic

performance. Time away from lessons in favour of physical activity doesn’t come at the

cost of good grades. Nurturing their engagement, motivation and psychological well-

being: Physical activity boosts children’s self-esteem. It nurtures relationships with

peers, parents and teachers. A caring environment that supports autonomy enhances

kids’ motivation, their behaviour relating to physical activity and their general well-being.

Regular and organized physical activity training promotes life skills (interpersonal, self-

regulation) and core values like respect and social responsibility.

The studies reviewed by Fedewa and Ahn (2011) include experimental/quasi-

experimental as well as cross-sectional and correlational designs, with the experimental

designs yielding the highest effect sizes. The strongest relationships were found

between aerobic fitness and achievement in mathematics, followed by IQ and reading

performance. The range of cognitive performance measures, participant characteristics,

and types of research design all mediated the relationship among physical activity,

fitness, and academic performance. With regard to physical activity interventions, which

were carried out both within and beyond the school day, those involving small groups of

peers (around 10 youth of a similar age) were associated with the greatest gains in

academic performance.

According to Fraser and Robinson (2012) the cognitive domain deals with

“reasoning, judging, and problem solving”. Fraser and Robinson described this domain
as the “socio-emotional component”. The last of Bloom’s domains is psychomotor

development. According to Fraser and Robinson, the psychomotor domain highlights

fundamental movements, motor skills, and sports skills.

Clemes, Matchett, and Wane (2008) indicate that accelerometer data over a 54

short period of time has been shown to upwardly skew data, thus hindering the

opportunity for association detection. This study was unique in that the researchers

compared self-reported levels of physical activity to objective measures of physical

activity and further revealed the self-reported levels of physical activity to be a more

accurate predictor of academic achievement for this study. Furthermore, increased

levels of screen time were found to decrease levels of academic achievement, yet

levels of sedentary time, objectively measured by the accelerometer, had no significant

association with academic achievement. The researchers found evidence from this

study of the effects of physical activity on academic achievement; however, they also

elucidated the need for additional research incorporating more diverse methods of

capturing these associations.

Donnelly et al. (2009) implemented the Physical Activity Across the Curriculum

(PAAC) program over three years among elementary students in northeast Kansas. The

PAAC program fostered physically active academic lessons that incorporated 90

minutes of MVPA each week. The researchers selected 90 minutes as the target

amount in that students were receiving 60 minutes of physical education and the

combined amount (150 minutes) met Healthy People 2010 physical activity

recommendations. Out of 24 total schools, 14 served as PAAC schools with 814

students and 10 served as the control with 713 students. Teachers in PAAC schools
received training on how to implement the PAAC within their subject and were

subsequently monitored and evaluated to ensure students were receiving equitable

amounts of the treatment. The Wechsler Individual Achievement Test-2nd edition was

implemented to measure student academic achievement at the baseline and after three

years.

Advocating for Physical Education the American Heart Association has indicated

the recent and continuing decline in physical education classes in school in the United

States (US). Therefore, students are not receiving as much physical activity throughout

their day. Burrows and colleagues (2014) concluded that students who dedicated more

than four hours per week to scheduled physical activity were more likely to fall into the

group with the highest academic performance.

San-Yeob and Wi- Young (2012) found that students who attended more than

three physical education classes per week had improved school performance. Schools

may be doing a disservice to their students by decreasing the amount of physical

education classes, thus decreasing their physical activity. Since movement achieves

physical activity, students engaged in physical education may also increase their

academic performance by improving their memory, which helps increase their grades in

core subjects. Physical Educators can use scientific evidence to promote their subject

area as a significant contributor to overall academics. 17 Physical educators can further

advocate for their subject area by integrating core subjects within physical education

class.
 Comprehensive School Physical Activity Program Although the purpose of

Physical Education class is teaching through physical activity, Physical Education

should not be the only time in the day that students are physically active (SPARK,

2017). National Association for Sport and Physical Education (NASPE) released a

position statement advising that all P-12 schools implement a CSPAP, which not only

increases physical activity time, but also positively affects student’s academic

performance (Hunt & Metzler, 2017).

Käll, Nilsson & Lindén (2014) concluded that students who completed the

physical activity integrated math problems had improved response time, the intervention

group had higher proportions of students that achieved the national goals in three

subjects compared to the three reference schools. CSPAP programs may also be an

effective way to encourage engagement in physical activity. Students are more likely to

keep pursuing physical activity if the activity is performed in more than one place; this is

called transfer of learning. When students see physical activity done in the classroom,

on breaks, before and after school, students will associate physical activity as a way of

life, instead of just in Physical Education class. In order for this transfer of learning to be

successful, all staff must be willing to encourage physical activity in the classroom and

perform physical activity themselves. After school sport participation is another way for

students to be physically active, which can further increase their academic performance.

According to Lambourne (2011) when physical activity is used as a break from

academic learning time, post engagement effects include better attention increased on-

task behaviors and improved academic performance. Comparisons between 1st-grade

students housed in a classroom with stand-sit desks where the child could stand at
his/her discretion and in classrooms containing traditional furniture showed that the

former children were highly likely to stand, thus expending significantly more energy

than those who were seated. More important, teachers can offer physical activity breaks

as part of a supplemental curriculum or simply as a way to reset student attention during

a lesson.

Voss and colleagues (2011) used a task to vary cognitive control requirements

and found that higher-fit children outperformed their lower-fit counterparts and that such

differences became more pronounced during task conditions requiring the upregulation

of control. Further, several differences emerged across various brain regions that

together make up the network associated with cognitive control. These findings suggest

that higher-fit children are more efficient in the allocation of resources in support of

cognitive control operations.

According to Grieco et al. (2009) excessive time on task, in-attention to task, off-

task behavior, and delinquency are important considerations in the learning environment

given the importance of academic learning time to academic performance. These

behaviors are observable and of concern to teachers as they detract from the learning

environment. Systematic observation by trained observers may yield important insight

regarding the effects of short physical activity breaks on these behaviors. Indeed,

systematic observations of student behavior have been used as an alternative means of

measuring academic performance. Some have expressed concern that introducing

physical activity into the classroom setting may be distracting to students. Yet in one

study it was sedentary students who demonstrated a decrease in time on task, while
active students returned to the same level of on-task behavior after an active learning

task.

Chaddock and colleagues (2010) showed a relationship among aerobic fitness,

brain volume, and aspects of cognition and memory. Specifically, assigned 9- to 10-

year-old preadolescent children to lower- and higher-fitness groups as a function of their

scores on a maximal oxygen uptake (VO 2max) test, which is considered the gold-

standard measure of aerobic fitness. They observed larger bilateral hippocampal

volume in higher-fit children using MRI, as well as better performance on a task of

relational memory. They further observed that higher-fit children exhibited increased

inhibitory control and response resolution and that higher basal ganglia volume was

related to better task performance. These findings indicate that the dorsal striatum is

involved in these aspects of higher-order cognition and that fitness may influence

cognitive control during preadolescent development. It should be noted that both studies

described above were correlational in nature, leaving open the possibility that other

factors related to fitness and/or the maturation of subcortical structures may account for

the observed group differences.

Kamijo and colleagues (2011) studied performance on a working memory task

before and after a 9-month physical activity intervention compared with a wait-list

control group. They observed better performance following the physical activity

intervention during task conditions that required the upregulation of working memory

relative to the task condition requiring lesser amounts of working memory. Further,

increased activation of the contingent negative variation (CNV), an ERP component

reflecting cognitive and motor preparation, was observed at posttest over frontal scalp
sites in the physical activity intervention group. No differences in performance or brain

activation were noted for the wait-list control group. These findings suggest an increase

in cognitive preparation processes in support of a more effective working memory

network resulting from prolonged participation in physical activity. For children in a

school setting, regular participation in physical activity as part of an after-school

program is particularly beneficial for tasks that require the use of working memory.

Barros and colleagues (2009) examined data from the Early Childhood

Longitudinal Study on 10,000 8- to 9-year-old children. Teachers provided the number of

minutes of recess as well as a ranking of classroom behavior (ranging from

“misbehaves frequently” to “behaves exceptionally well”). Results indicate that children

who had at least 15 minutes of recess were more likely to exhibit appropriate behavior

and participate in the classroom.

State-mandated implementation of the coordinated school health model requires

all schools in Texas to conduct annual fitness testing using the Fitness gram among

students in grades 3-12. In a special issue of Research Quarterly for Exercise and

Sport (2010), multiple articles describe the current state of physical fitness among

children in Texas; confirm the associations among school performance levels, academic

achievement, and physical fitness and demonstrate the ability of qualified physical

education teachers to administer physical fitness tests (Welk et al., 2010; Zhu et al.,

2010). Also using data from Texas schools, Van Dusen and colleagues (2011) found that

cardiovascular fitness had the strongest association with academic performance,

particularly in mathematics over reading. Unlike previous research, which demonstrated

a steady decline in fitness by developmental stage, this study found that cardiovascular
fitness did decrease but not significantly. Aerobic fitness, then, may be important to

academic performance, as there may be a dose-response relationship.

Reed et al. (2010) conducted a study with group of students with integrated

physical activities such as running, hopping, walking into the core languages arts, math

and social studies curricula to a group did not have integrated physical activity. Results

revealed that aerobically trained or physically active participants performed significantly

better on the fluid intelligence than participants in a control group. The authors

concluded that movement is an essential element in promoting the cognitive

development of the students.

The level of physical activity has shown an effect on the academic success rate

when comparing vigorous exercises, moderate exercises, and strengthening exercises

to one another. According to So (2012), vigorous activities may include soccer,

basketball, aerobics, and swimming; moderate activities include badminton, table

tennis, carrying light loads and cycling at a regular pace, and strengthening exercises

can include push-ups, weight lifting, sit-up, and weight training. Vigorous exercises will

raise heart rate higher than strengthening exercise. So demonstrated that higher levels

of physical activity result in a higher correlation of academic success than lower levels

of physical activity. Vigorous activities increase brain and memory functions and can

have a positive influence on boys and girls.

 Chapter 3

METHODOLOGY

This chapter presents and discusses the method of research instrument, and the

procedures used in this study, the sources of data, sampling design and also the

statistical treatment of the data.

Research Design

To attain the objectives of the study, the researcher uses the descriptive-

correlational design. Jackson (2008) says that is in the descriptive method the

researcher used questionnaires distributed to the respondents. After the questionnaires

distributed and answer the researcher will retrieve the questionnaires and collected the

data.

Research Locale

This study will conduct in Malapatan National High School, Poblacion Malapatan,

Sarangani Province. Malapatan National High School Grade 11 students in Malapatan,

Sarangani of Soccsksargen (Region XII). The school has 27 instructional rooms and 0

non-instructional rooms, which are all powered by a grid. With 1,723, class size is

around 64 students and has 80 total population of the teacher.

Respondent of the Study

The respondents of this study are the Grade 11 students of Malapatan National

High School (HUMSS). There were 3 section of HUMSS composed of 129 students.

Research Instrument

Questionnaires is the principal instrument that will use in gathering data on the

physical activities involvement and academic performance of the respondents. The

questionnaire should be filled up with the following details: Name (optional) and the next

part are the question proper that must be answered, it answers the Level of Involvement

in Physical Activities of HUMSS Senior High School.

Data Gathering and Procedure

The researcher will request the school administration to allow her conduct the

study. Upon granting of the permission, the questionnaire will distribute to the students

who will first oriented on the significance of the study. The questions will explain to them

by the researcher, after which, they will ask to answer individually. The questionnaires

were collected right after they were accomplished and submitted to the researcher`s

statistician for analysis and interpretation.

Statistical Treatment

.
 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents analysis and interprets the data gathered in this study. The

various results on the level of involvement in physical activities of Grade 11 HUMSS

Senior High School students of Malapatan National High School during the Academic

Year 2018-2019 are presented on the succeeding tables.

After administering the questionnaire to respondents the researcher was able to

gather the necessary data for this study. The data gathered hereby presented, analyzed

and discussed. Specifically, this chapter answers the following questions:

1. What is the level of involvement in physical activities of Grade 11 HUMSS

students?

2. What implication can be drawn based on the result of the study?

Among the 10 indicators on the level of involvement in physical activities of

Grade 11 HUMSS students, the indicator that got the highest mean of 3.84 is that the

respondents participate five hours in a week in physical activities which means that they

are highly involved in it. Aside from the said indicator, the other indicator that got a
description of highly involved is that they participate in sports or physical activities with

the mean of 3.36.

Aside from the above mentioned indicators, the indicator that got a mean of 2.80

is that they encourage out of school youth to join in physical activities which means they

are involved.

The following indicators are described as moderately involved; participate in

sports for leadership management (2.06), train youth in physical activities (1.98), hold

any formal coaching/coaching qualifications and participate in sports to be represented

in region sports competition (1.96), want to involved in sports to support the physical

activities through local clubs (1.88) and, participate in sports as an ambassador and

participate physical activities in local clubs (1.86).

Furthermore, the level of involvement in physical activities of Grade 11 HUMSS

students of Malapatan National High School is moderately involved with a mean of 2.36.

Table 1. Level of Involvement of Grade 11 HUMSS Senior High School students in

Physical Activities.
INDICATOR MEAN DESCRIPTION
1. I participate in sports or physical 3.36 Highly Involved
activities.
2. I participate five hours in a week in 3.84 Highly Involved
physical activities.
3. I hold any formal coaching/coaching 1.96 Moderately Involved
qualifications.
4. I participate in sports for leadership 2.06 Moderately Involved
management.
5. I participate in sports because I am 1.86 Moderately Involved
a sports ambassador.
6. I participate physical activities in 1.86 Moderately Involved
local clubs.
7. I want to be involved in sports to 1.88 Moderately Involved
 support the physical activities
through local clubs.
8. I participate in sports to be 1.96 Moderately Involved
represented in region sports
competition.
9. I train youth in physical activities. 1.98 Moderately Involved
10. I encourage out of school youth to 2.80 Involved
join the physical activities.
Total 2.36 Moderately Involved

The Implication of the Study

There are many factors that greatly affect a student’s involvement in physical

activities such as their willingness to participate and their background on the physical

activity they are doing. These factors vary greatly on each other and that is why, this

study was made. The level of involvement of Grade 11 HUMSS students in physical

activities is moderately involved which means that they moderately agree that they do

such activities.

The results is neither nor not beyond expectations, but it shall be recommended

that teachers should implement more, teach more, and encourage more their students

to keep on involving themselves in physical activities as it helps, not just their physical,

but also their social skills. It is also recommended that the teacher reach out the school,

to make programs and intervention that helps enhance the students involvement and

willingness to participate in physical activities.

 Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and

recommendations based upon the result of the gathered data pertaining to this study.

This study aimed to determine the level of involvement in physical activities of

Grade 11 HUMSS students of Malapatan National High School during the Academic

Year 2018-2019. To know the result, the researcher conducted a checklist and

questionnaire form on the level of involvement in physical activities of the respondents.

Specifically in this chapter, the researcher sought to determine the answers to the

following questions:

1. What is the level of involvement in physical activities of Grade 11 HUMSS

students?

2. What implication can be drawn based on the result of the study?

Weighted Mean, Frequency count, Percentage and Ranking were the statistical

tools used for tabulation and interpretation of the study.

Summary of Findings

Based on the analysis and interpretation of data presented in chapter 4, the

answers to specific problems were summarized below:

1. Data in Chapter 4 shows that out of 10 indicators on the level of involvement in

physical activities of Grade 11 HUMSS students, the indicator that got the highest

mean of 3.84 is that the respondents participate five hours in a week in physical

activities which means that they are highly involved in it.

 2. The level of involvement in physical activities of Grade 11 HUMSS students of

Malapatan National High School is moderately involved with a mean of 2.36.

Conclusions:

In the light of the findings accumulated, the following conclusions were drawn.

1. Most of the students are not that too much into physical activities.

2. Physical Activities are only done for recreation or during programs in the school.

Recommendations:

In view of the findings and of consideration of the limitations of the study, it is

recommended that:

1.