Abstract:
Physical Education plays a crucial role in the holistic development of learners, fostering physical
well-being and cognitive growth. However, the level of engagement in Physical Education and its
impact on academic performance among Grade 7 learners remained a concern, necessitating an
instructional program to enhance both aspects. This study aimed to determine the learning
engagement and academic performance in Physical Education of Grade 7 learners in Zambales
National High School, Iba District, Schools Division of Zambales, during the School Year 2024-
2025. A quantitative-descriptive research design was employed, involving 440 Grade 7 learners
selected through total population sampling. A researcher-designed questionnaire was utilized, with
high reliability indices (learning engagement: ? = .99, academic performance: ? = .94). Findings
revealed that the majority of Grade 7 learners were 12 years old, predominantly male, had one
sibling, belonged to families with an income of P19,999 or below, and spent less than one hour
studying at home. Their learning engagement in Physical Education was moderately engaged
across behavioral, emotional, cognitive, and social aspects. Academic performance was very
satisfactory in the first and second quarters. A significant difference in learning engagement was
found concerning age, number of siblings, monthly family income, and daily study hours, while
no significant difference was observed based on sex. Moreover, a moderately positive and
significant correlation existed between learning engagement and academic performance. Based on
these findings, an enhanced Physical Education instructional program was developed to improve
learning engagement and academic performance. This study contributes to the research community
by providing empirical insights into the relationship between learning engagement and academic
performance in Physical Education, serving as a basis for instructional program enhancement.
|
