1023

Student Participation and Behavior on the Performance

of Physical Education of the College Students
in Cavite State University

Kristine Denise M. Reyes

[email protected]
Cavite State University, Cavite City, Cavite 4100 Philippines

Abstract

Physical Education is an important subject that is being incorporated in the curriculum of

formal education system. Participation of the students in P.E classes varies to different behavior
that they apply and demonstrate in all the lessons and activities. Teachers provide instructional
materials for the videos that students may learn and follow clearly.
This study was conducted to determine the students’ participation and behavior on the
performance of physical education among college students in Cavite State University-Cavite City
Campus. Specifically, the study aimed to determine the profile of the college students in terms of
age, sex, gender, course, student participation in terms of recitation and practical performance,
determine the level of behavior in terms of optimism in terms of physical health, mental health,
social health, emotional health, motivation in terms of intrinsic, extrinsic, demotivation, and self-
confidence in terms of individual, academic, family.
Results in age group by student that ranges from 21-25 years old obtained a 15.68%, 1
student range from the age group of 26-30 years old obtained 0.42% of the total sample population.
For sex results show that male students obtain a frequency of 40.25% and 58.90% are female, 2
students preferred not to say obtain a 0.85% of the sample population. Gender results determine
the following: 131 students or 55.51% are feminine, while 37.71% out 89 students rea masculine,
while 16 students preferred not to say obtain a 6.78% frequency of the sample population. Course
results come from two courses: Bachelor of Science in Hospitality Management with a 75.42%
and Bachelor of Science in Computer Science with a 24.58% sample population.
It is concluded that no recitation has been conducted during this study. For practical
performance results, students conducted and recorded 3 practical performances. The level of
student’s behavior in optimism in terms of physical health yields- 4.02 mental health – 3.92, social
health – 4.13, emotional health – 3.88. Motivation gets an overall mean score results for intrinsic
– 4.00, extrinsic – 3.88, and demotivation – 3.40. Self –confidence obtains an overall mean result
as follows: for individual – 3.42, academic – 3.88, family – 3.52. These results determine the
reliability of this study and make it more productive for some related research.

Keywords: Participation; Behavior; Performance; Physical Education

IJRP 2022, 104(1), 1023-1054; doi:.10.47119/IJRP1001041720223592 www.ijrp.org

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1. INTRODUCTION

Physical Education is an important subject being contained in the curriculum of the formal
education system. Through this subject, every student develops different aspects of their lives
every day. Physical Education programs allow students to be active in their P.E. classes that focus
on their lifelong health-related activities.

In this regard, the important role that schools, and particularly physical education, can play
in student’s healthy development has become increasingly acknowledged in research (Cale, 2021,
Sallis J.F et.al 2012, Haerens, L. 2011, Harris, J. 2018). Current evidence suggests that physical
education provides many benefits and positive outcomes for students, such as higher physical
activity levels, physical fitness, fundamental movement skills, and improved cognition. The
physical education experts provide opportunity for students to enjoy while learning the essentials
of physical training for successful participation.

Participation of the students in P.E. classes varies based on the different behavior they
apply and demonstrate in every lesson and activity. Nowadays, physical education subjects face
difficulties in delivering all the practical performance tasks for individual learners because of the
pandemic being experienced. Teachers provide instructional materials in each video sent to
students for them to learn and follow clearly. By reading and studying, university students
experience more cognitive skills in different subjects in the curriculum. Therefore, they need a
subject to overcome all the mental stress they encounter. It is widely recognized that Physical
Education, sports, and other physical activities provide numerous benefits for young people
(Cardinal, 2016). It also supports the study of Biddle et al., 2019 and Moejies et al., 2018, which
shows that the benefits from Physical Education vary widely and can affect areas of development
such as; physical, social, and emotional wellbeing; and cognitive and academic achievement. Some
researchers have also suggested that physical activity, physical education, and sports improve
physical development and health as well as strengthen academic performance.

Students' behaviors vary per school or class's social and psychological structure. Therefore,
each student's response to a given event may also be different. These reactions are manifested
sometimes as positive, constructive, disciplinary rules, harmful, hurtful, harsh, and problematic
behaviors. In physical education, these behaviors may be seen and applied in every lesson and
activity and how the students perform and participate by their behavior.

This study aimed to analyze the level of students’ participation and behavior in the
performance of physical education of the college students at Cavite State University. This may
help the teachers to make enhancement programs for the physical education subject.

1.1 Objective of the Study

Generally, this study aimed to determine the student participation and behavior in the
physical education performance of the college students at Cavite State University.
Specifically, this study sought answer to the following questions:
1. What is the profile of the respondents in terms of:
1.1. Age
1.2 Sex

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1.3 Gender
1.4 Course?
2. What is the level of student participation in terms of:
2.1 Recitation,
2.2 Practical Performance?
3. What is the level of student's behavior in terms of:
3.1. Optimism
3.1.1 Physical Health
3.1.2 Mental Heath
3.1.3 Social Health
3.1.4 Emotional Health
3.2 Motivation
3.2.1 Intrinsic Motivation
3.2.2 Extrinsic Motivation
3.2.3 Demotivation
3.3. Self-confidence
3.3.1 Individual
3.3.2 Academic
3.3.3 Family?
4. Is there a significant difference in the level of student participation in physical education
class when respondents are grouped according to their demographic profile?
5. Is there a significant difference in the level of student behavior in physical education
class when respondents are grouped according to their demographic profile?
6. Does the level of student participation significantly affect the performance in the
physical education class of the respondents?
7. Does the level of student behavior significantly affect the performance in the physical
education class of the respondents?

2. METHODOLOGY

2.1 Research Design

The research design used in this study is descriptive research. Descriptive research
describes the data and characteristics of the population or phenomenon being studied. Descriptive
research answers the questions of who, what, where, when, and how. This type of research is also
a grouping that includes many particular research methodologies and procedures, such as
observations, surveys, self-reports, and tests (National Research Council, 2002). The researcher
employed observations and surveys in this study to gather the necessary information. With the
nature of the present study, descriptive research was employed.

2.2 Respondents of the Study

The study's respondents are the selected students in Cavite State University (Cavite City
Campus) A.Y. 2021-2022 taking physical education subjects. The purposive sampling technique
was used to select student-respondents included in this study.

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2.3 Research Instruments

The study used a researcher-made survey questionnaire to assess the student behavior in
the performance of physical education and secondary data to determine the student participation
in the performance of physical education.
Each of these variables has indicators where students-respondents rate their behavior based
on their performance on physical education using the 5-point Likert Scale.
Legend:
Scale Range Remarks
5 4.20 – 5.00 Always
4 3.40 – 4.19 Often
3 2.60 – 3.39 Sometimes
2 1.80 – 2.59 Seldom
1 1.00 – 1.79 Never
Preparation. The researcher was able to get the relevant information about the
construction of the survey questionnaire from books, studies, and other references. Consultation
with the researcher’s adviser was done to formulate the instrument.
Validation. Some theses, online articles, and professional reading articles were used as
research materials. The survey questionnaire was validated by an internal statistician who is an
expert in physical education.

2.4 Research Procedure

Permission to conduct the study was secured from the Research Adviser, the Dean of the
College of Sports, Physical Education, and Recreation, and the Campus Administrator of the
respective satellite campus selected in this study. After that, the physical educators and students
were informed about the study and were requested to participate in the research.
The physical educators were asked to allow the researcher to conduct the survey among
the students during class for at least 30 minutes. The respondents were assured of confidentiality
and privacy of information provided.
The researcher discussed the purpose of the study with the students. They interpreted and
translated the questionnaire in a manner that was understandable to them before distributing the
questionnaire. Only those randomly selected students received the questionnaire. The non-selected
students remained in the room and were asked to keep quiet while the questionnaire was
administered. Finally, the researcher collected the instruments immediately after the students were
done completing them.

2.5 Conceptual Framework

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Independent Variable Dependent Variable

Profile of the Respondents Performance of Physical

 Age Education
 Sex  Grades
 Gender
 Course

Student Participation
 Recitation
 Practical Performance

Student Behavior
 Optimism
 Physical Health
 Mental Health
 Social Health
 Emotional Health
 Motivation
 Intrinsic Motivation
 Extrinsic Motivation
 Demotivation
 Self- confidence
 Individual
 Academic
 Family

Research Paradigm

The conceptual framework is derived from Operant Conditioning. This study aimed to
identify the student participation and behavior in the performance of physical education college
students at Cavite State University. Figure 1 states the independent and dependent variables used
in this study. The independent variables included are the demographic profile of the respondents
(age, sex, gender, course), the student participation in terms of recitation and practical
performance, the student behavior in terms of optimism (physical health, mental health, social
health, and mental health), motivation (intrinsic motivation, extrinsic motivation, and
demotivation), self-confidence (individual, academic, and family). The dependent variable is the
performance of physical education in the students' final grades.

2.6 Statistical Treatment of Data

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The statistical treatment of data used in this study were the following:
1. To determine the profile of the respondents in terms of:
1.1. Age
1.2 Sex
1.3 Gender
1.4 Course,
Frequency was used to compute the statistical treatment of data.
2. To determine the level of student participation in terms of:
2.1 Recitation
2.2 Practical Performance,
Frequency was used to compute the statistical treatment of data.
3. To determine the level of students behavior in terms of:
3.1. Optimism
3.1.1 Physical Health
3.1.2 Mental Heath
3.1.3 Social Health
3.1.4 Emotional Health
3.2 Motivation
3.2.1 Intrinsic Motivation
3.2.2 Extrinsic Motivation
3.2.3 Demotivation
3.3. Self-confidence
3.3.1 Individual
3.3.2 Academic
3.3.3 Family,
Mean and Standard Deviation was used to compute the statistical treatment of data.
4. To determine the significant difference in the level of student participation in physical
education class when respondents are grouped according to their demographic profile. T-statistics
was used to compute the statistical treatment of data.
5. To determine the significant difference in the level of student behavior in physical
education class when respondents are grouped according to their demographic profile. T-statistics
was used to compute the statistical treatment of data.
6. To determine the significant effect in the level of student participation on the
performance in physical education class of the respondents. Regression Analysis was used to
compute the statistical treatment of data.
7. To determine the significant effect in the level of student behavior on the performance
in physical education class of the respondents. Regression Analysis was used to compute the
statistical treatment of data.

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3. RESULTS AND DISCUSSION

Presentation, Analysis and Interpretation of Data

This chapter discusses the profile of the respondents, the level of student participation in
recitation and practical performance, the level of student behavior in terms of Optimism as to:
Physical Health, Mental Health, Social Health and Emotional Health; Motivation as to: Intrinsic
Motivation, Extrinsic Motivation and Demotivation; and Self-Confidence as to: Individual,
Academic, and Family, the significant difference in the level of student participation in physical
education class when respondents are grouped according to their demographic profile, the
significant difference in the level of student behavior in physical education class when respondents
are grouped according to their demographic profile, the significant effect between student
participation on the performance of physical education, the significant effect between student
behavior on the performance of physical education.

Profile of the Respondents

The Profile of the Respondents covered in this study included age, sex, gender and course.
Figure 2 presents the profile of the respondents in terms of age. Out of two hundred and
thirty-six (236) students, one hundred and ninety-eight (198) or about 83.90% of the sample
population were from the age group 16 to 20 years old. This is followed in frequency by the age
group 21 to 25 years old with thirty-seven (37) students or about 15.68% of the sample population.
On the other hand, only one (1) student were from the age group 26-30 years old which accounts
for 0.42% of the sample population.

Age

37, 1,
15.68% 0.42%

198,
83.90%

FREQUENCY
16 to 20 years old 21 to 25 years old 26 to 30 years old

Figure 2. Profile of the Respondents in terms of age

It can be inferred that the age of the students is predominantly in their teenage period during
the study. It can be deduced that the age of the students is mainly in their teenage phase throughout
the time of the study since most of the respondents in the provided population are dominantly in
the range of teenagers.

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Uddin, Salmon, Islam, and Khan (2020) examined the associations between physical
education class participation and physical activity among adolescents using the Global School-
based Student Health Survey data from 65 countries. The findings reveal that over half (56.5%) of
the adolescents participated in physical education classes 1–2 days/week. About a quarter (24.2%)
participated in physical education classes ≥ three days/week (boys 26.8%; girls 21.6%).
Figure 3 presents the profile of the respondents in terms of sex. Out of two hundred and
thirty-six (236) students, one hundred and thirty-nine (139) or about 58.90% of the sample
population are female. This is followed in frequency by the male with ninety-five (95) students or
about 40.25% of the sample population. On the other hand, only two (2) students prefer not to say
the sex, which accounts for 0.85% of the sample population.

Sex
2,
0.85%
95,
40.25%
139,
58.90%

FREQUENCY
Male Female Prefer not to say

Figure 3. Profile of the Respondents in terms of Sex

It can be inferred that the sex of the students is dominantly female during the study. It may
be deduced that the sex of the students is mostly female throughout the research. More than half
of the population is female, implying that female respondents outnumbered the male respondents
in the target group.
Junio and Liwag (2016) investigated the factors affecting students' performance in a
physical education class in the Philippines University- Laguna Lyceum. Based on the
demographics of the participating college students, majority were female, with ages ranging from
±16 to 21 years of age. The data also showed that most were first-year students in their PE II.
Figure 4 presents the profile of the respondents in terms of gender. Out of two hundred and
thirty-six (236) students, one hundred and thirty-one (131) or about 55.51% of the sample
population are feminine. This is followed in frequency by the masculine with eighty-nine (89)
students or about 37.71% of the sample population. On the other hand, sixteen (16) students prefer
not to say, which accounts for 6.78% of the sample population.

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Gender

16,
6.78%
89,
37.71%

131,
55.51%

FREQUENCY
Masculine Feminine Prefer not to say

Figure 4. Profile of The Respondents in terms of Gender

It can be inferred that the gender of the students is mainly feminine during the study. It
may also be deduced that because the majority of the respondents in the target group are female,
the research is dominated by women. In other words, each set of data is supported by Figures 2
and 3.
Huang and Hsu (2019) researched the motivation and attitude of college students' physical
education in Taiwan. More than half of the respondents (50.3%) were female, and 49.7 percent
were male.
Figure 5 presents the profile of the respondents in terms of course. Out of two hundred and
thirty-six (236) students, one hundred and seventy-eight (178) or about 75.42% of the sample
population are from BSHM. On the other hand, there are fifty-eight (58) students from BSCS,
accounting or 24.58% of the sample population.

Course

58,
24.58%

178,
75.42%

FREQUENCY
BSCS BSHM

Figure 5. Profile of the Respondents in terms of Course

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It can be inferred that the students' course is predominantly from the Bachelor of Science
in Hospitality Management during the study. The figure shows that most of the sample population
are enrolled in BSHM, and few are in BSCS. This reflects that the primary course of the sample
population during the study duration is from the Bachelor of Science in Hospitality Management.
Junio and Liwag (2016) investigated the factors affecting students' performance in a
physical education class in the Philippines University- Laguna Lyceum. Based on the
demographics of the participating college students, most were enrolled in tourism and hospitality
courses (27.7%), followed by allied medicine courses (26.3%), then engineering courses (22.2%).
The majority were female, with ages ranging from ±16 to 21 years of age. The data also showed
that most were first-year students in their PE II.

Level of Student Participation in Physical Education Class

Figure 6 presents the level of student participation in Physical Education class in terms of
recitation. Out of two hundred and thirty-six (236) students, one hundred and thirty-two (132), or
about 55.93% of the sample population, have no recorded recitation. This is followed in frequency
with one recitation of about fifty-seven (57) students or 24.15% of the sample population. On the
other hand, only one (1) student with 8 recitations accounts for 0.42% of the sample population.

Number of Recitation
4 3
0
14
1
23

2
no recitation
1 recitation
57, 132, 2 recitations
24.15% 55.93% 3 recitations
4 recitations
5 recitations
6 recitations
7 recitations

FREQUENCY

Figure 6. Level of Student Participation in Physical Education Class in terms of Recitation

It can be inferred that the students have no recitations during the study. When it comes to
the students' recitation during Physical Education class, more than half of the students have no
recorded recitation. In contrast, only a few have at least one recorded recitation. This implies that
most of the students did not recite during the duration of the study.
A recent study was conducted by Escomes, Gutierrez, Sarabia, Morbo, and Calixto Jr.
(2021) on the factors affecting distance learning for Physical Education students in Sultan Kudarat
State University, Mindanao, Philippines. Results revealed that the said students had a "low level

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of participation" in tasks such as assignments, reports, assessments, demonstrations, and oral

recitation.
Figure 7 presents the level of student participation in Physical Education class in terms of
practical performance. Out of two hundred and thirty-six (236) students, two hundred and eleven
(211), or about 89.41% of the sample population, have three recorded practical performances. This
is followed in frequency by two recorded practical performances with fifteen (15) students or about
6.36% of the sample population. On the other hand, ten (10) students with 1 recorded practical
performance, accounted for 4.24% of the sample population.

Number of Practical Performance

10,
4.24%
15,
6.36%

1 performance
211,
2 performances
89.41%
3 performances

FREQUENCY

Figure 7. Level of Student Participation in Physical Education Class in terms of Practical

Performance

It can be inferred that the students attain 3 recorded practical performances during the
study. Regarding practical performance, almost all the sample population have 3 recorded
performance tasks. In comparison, only a few have 1 or 2 recorded performance tasks. These
results show that more than half of the students have 3 recorded practical outputs during the study.
In Xie and Ye's (2011) study, it was found that the participation in regular exercise and
sports known as task performance and exercise habits of college students in physical education
classes affect their performance in physical education.

Level of Students’ Behavior in Physical Education Class in terms of Optimism

In this section, the Level of Students’ Behavior in Physical Education class in terms of
Optimism as to Physical Health, Mental Health, Social Health and Emotional Health. The
following table shows the statement, mean, standard deviation and verbal interpretation.
Table 1 presents the level of students’ behavior in Physical Education class in terms of
Optimism as to Physical.

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Table 1. Level of Students’ Behavior in Physical Education class in terms of Optimism as to

Physical Health
Statement: MEAN Standard Verbal
In physical education class, as a student: Deviation Interpretation
I participate in P.E classes to gain a healthy
4.11 0.92 Often
body.
I enjoy engaging in practical activities in
4.22 0.84 Always
conditioning my body.
In attending P.E class, I gain an understanding
of the nutritional benefits of my food intake. 4.21 0.87 Always

When I frequently engage in physical activities,

I seldomly get sick. 3.28 1.22 Sometimes

My P.E class encourage me to be active in my

4.31 0.95 Always
daily lifestyle.
Overall Mean 4.02 High
Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Always Very High
4 3.40 – 4.19 Often High
3 2.60 – 3.39 Sometimes Moderate
2 1.80 – 2.59 Seldom Low
1 1.00 – 1.79 Never Very Low

In table 1, Among the statements above, “My P.E class encourage me to be active in my
daily lifestyle” yielded the highest mean score (M= 4.31, SD= 0.95) and was remarked as Always.
This is followed by “I enjoy engaging in practical activities in conditioning my body” with a mean
score (M= 4.22, SD= 0.84) and was also remarked as Always. On the other hand, the statement
“When I frequently engage in physical activities, I seldomly get sick” received the lowest mean
score of responses with (M= 3.28, SD= 1.22) yet was also remarked Sometimes.
The level of students’ behavior in Physical Education class in terms of optimism as to
Physical Health attained a mean score of 4.02 and a standard deviation of 1.04 and was High
among the respondents.
In table 1, “P.E. class is a good encouragement to be active in my daily lifestyle” receives
the highest mean score, while “not getting sick when engaging in physical activities” gets the
lowest. With this, the perception of the students in Physical Education class when it comes to
Optimism about Physical Health is High among the participants.
Xie and Ye (2011) explore the differences in learning motivation, attitude, and exercise
behavior of college students in physical education classes and the relevance between variables.
The motivational scale of physical education revealed that five factors affect student performance
in P.E. classes, including exercise behavior, student self-confidence, peer relationship, exercise
habits, and physical health.
The following table shows the statement, mean, standard deviation and verbal
interpretation.
Table 2 presents the level of students’ behavior in Physical Education class in terms of
optimism as to Mental Health.

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In table 2, Among the statements, “When I watch specific sports whether, on television or
online, I can now understand games situations” yields the highest mean score of (M= 4.06,
SD= 0.91) and is remarked as Often. This is followed by “I can now observe and analyze situations
before making a decision” with a mean score of (M= 3.99, SD= 0.92) and is also remarked as Often.
On the other hand, the statement "I can now cope with my daily problems” receives the lowest
mean scores of responses with a mean of (M= 3.68, SD= 0.82), yet is also remarked Often.

Table 2. Level of students’ behavior in Physical Education class in terms of Optimism as to

Mental Health
Statement: MEAN Standard Verbal
In physical education class, as a student: Deviation Interpretation

The activities in my P.E class helped me to be

more focused on my studies. 3.94 0.88 Often
I can now cope with my daily problems. 3.66 0.82 Often
I can now observe and analyze situations before
making a decision. 3.99 0.92 Often

I am now good at making creative ideas for my

3.94 0.91 Often
activities.
When I watch specific sports whether, on
television or online, I can now understand 4.06 0.91 Often
games situations.
Overall Mean 3.92 High
Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Always Very High
4 3.40 – 4.19 Often High
3 2.60 – 3.39 Sometimes Moderate
2 1.80 – 2.59 Seldom Low
1 1.00 – 1.79 Never Very Low

The level of students' behavior in Physical Education class in terms of optimism as to

Mental Health attains a mean score of 3.92 and a standard deviation of 0.90 and is evaluated as
High among the respondents.
In table 2, the statement "watching specific sports via television or online can help in
understanding the mechanics of the game" obtains the highest mean score while coping with daily
problems receives the lowest. With this, students' attitude toward Physical Education class
regarding optimism in Mental health is high among the participants.
The Convention of the Rights of the Child (UNICEF, Art.29, Sec. 1a, b, September 2, 1990,
mentioned as cited by Kirui & Too, 2012), states that education shall be directed to the
development of the child's personality, talents, and mental and physical abilities to his/her fullest
potential; the development of respect of human rights.
The following table shows the statement, mean, standard deviation and verbal
interpretation.

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Table 3 presents the level of students’ behavior in Physical Education class in terms of
optimism as to Social Health.
In table 3, Among the statements, “It is okay for me to win or lose in terms of activity
competition” yields the highest mean score of (M= 4.43, SD= 0.84) and is remarked as Always.
This is followed by “When I join activities in P.E. class, it helps me to gain more friends” with a
mean score of (M= 4.23, SD= 0.89) remarked as Always. On the other hand, the statement "I enjoy
engaging in group-type activities.” receives the lowest mean score with a mean of (M= 3.88,
SD= 1.03) yet is also remarked as Often.

Table 3. Level of students’ behavior in Physical Education class in terms of Optimism as to

Social Health
Statement: MEAN Standard Verbal
In physical education class, as a student: Deviation Interpretation
I understand the different behavior of my
classmates. 3.93 0.89 Often

I enjoy engaging in group-type activities.

3.88 1.03 Often
It’s okay for me to win or lose in terms of
activity competition. 4.43 0.84 Always

I share thoughts and opinions to help my

classmates in group activities. 4.19 0.90 Often

When I join activities in P.E class, it helps me to

gain more friends. 4.23 0.89 Always
Overall Mean 4.13 High
Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Always Very High
4 3.40 – 4.19 Often High
3 2.60 – 3.39 Sometimes Moderate
2 1.80 – 2.59 Seldom Low
1 1.00 – 1.79 Never Very Low

The level of students' behavior in Physical Education class in terms of optimism as to Social
Health attains a mean score of 4.13 and a standard deviation of 0.93 and receives a remark of High
among the respondents.
In table 3, the statement “It is okay for me to win or lose in terms of activity competition”
gets the highest mean score. At the same time “I enjoy engaging in group-type activities” receives
the lowest. With this, students' attitude toward Physical Education class regarding optimism in
social health is high among the participants.
Xie and Ye (2011) explored the differences in learning motivation, attitude, and exercise
behavior of college students in physical education classes and the relevance between variables.
The motivational scale of physical education revealed that five factors affect student performance
in P.E. classes, including exercise behavior, student self-confidence, peer relationship, exercise
habits, and physical health.

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The following table shows the statement, mean, standard deviation and verbal
interpretation.
Table 4 presents the level of students’ behavior in Physical Education class in terms of
optimism as to Emotional Health.

Table 4. Level of students’ behavior in Physical Education class in terms of Optimism as to

Emotional Health
Statement: MEAN Standard Verbal
In physical education class, as a student: Deviation Interpretation
I showcase my skills with a high level of
3.74 1.00 Often
confidence.
I believe that I can do properly all the physical
3.81 1.02 Often
activities.
I can control my adrenaline rush when I feel
3.77 0.82 Often
excited.
I am determined that I can pass all my subjects. 4.17 0.95 Often
I can overcome my hesitations when doing
physical activities. 3.93 0.88 Often
Overall Mean 3.88 High
Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Always Very High
4 3.40 – 4.19 Often High
3 2.60 – 3.39 Sometimes Moderate
2 1.80 – 2.59 Seldom Low
1 1.00 – 1.79 Never Very Low

In table 4, Among the statements above, “I am determined that I can pass all my subjects”
yields the highest mean score (M= 4.17, SD= 0.95) and is remarked as Often. This is followed by
“I can overcome my hesitations when doing physical activities” with a mean score of (M= 3.93,
SD= 0.88) and is also remarked as Often. On the other hand, the statement “I showcase my skills
with a high level of confidence” receives the lowest mean score of responses with a mean of
(M= 3.74, SD= 1.00) yet is also remarked Often.
The level of students' behavior in Physical Education class in terms of optimism as to
Emotional Health attains a mean score of 3.88 and a standard deviation of 0.95 and is High among
the respondents.
In table 4, the statement “I am determined that I can pass all my subjects” gets the highest
mean score. At the same time “I showcase my skills with a high level of confidence” receives the
lowest. With this, students' attitude toward Physical Education class regarding Optimism in
Emotional health is high among the participants.
According to Kul, Yilmaz, and Yasartürk (2018), physical education is the education of
the whole personality. Through physical education, students are taught how to use their bodies in
the most effective and efficient way, how to move correctly, be happy and become ethical
individuals, and exhibit positive mental and emotional development.

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Level of students’ behavior in Physical Education class in terms of Motivation

In this section, the Level of students’ behavior in Physical Education class in terms of
Motivation to Intrinsic Motivation, Extrinsic Motivation and Demotivation is assessed. The
following table shows the statement, mean, standard deviation and verbal interpretation.
Table 5 presents the level of students’ behavior in Physical Education class in terms of
motivation as to Intrinsic Motivation.

Table 5. Level of students’ behavior in Physical Education class in terms of Motivation as to

Intrinsic Motivation

Statement: MEAN Standard Verbal

In physical education class, as a student: Deviation Interpretation
I am happy when my friends invite me to play
online games. 4.02 1.06 Often
Playing online games help me to relieve stress. 3.94 1.05 Often
I am motivated when my teacher assigned tasks
3.74 0.97 Often
and challenges me.
I am inspired when my teacher praises me
4.17 0.94 Often
during recitation.
Physical activities give me satisfaction in
4.16 0.87 Often
conditioning my body.
Overall Mean 4.00 High
Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Always Very High
4 3.40 – 4.19 Often High
3 2.60 – 3.39 Sometimes Moderate
2 1.80 – 2.59 Seldom Low
1 1.00 – 1.79 Never Very Low

In table 5, Among the statements above, “I am inspired when my teacher praises me during
recitation” yields the highest mean score of (M= 4.17, SD= 0.94) and is remarked as Often. This is
followed by “Physical activities give me satisfaction in conditioning my body” with a mean score
of (M= 4.16, SD= 0.87) and is also remarked as Often. On the other hand, the statement “I am
motivated when my teacher assigned tasks and challenges me” receives the lowest mean score of
responses with a mean of (M= 3.74, SD= 0.97) yet is also remarked Often. The level of students'
behavior in Physical Education class in terms of motivation as to intrinsic motivation attains a
mean score of 4.00 and a standard deviation of 0.99 and is High among the respondents.
In table 5, the teacher's praise during the recitation inspires the students. It receives the
highest mean score, while the tasks and challenges given by the teacher provides motivation to the
students and receives the lowest. With this, the attitude of students toward physical education class
when it comes to motivation in terms of intrinsic motivation is high among the participants.
The behavior in terms of the motivation of college students in physical education classes at
Taiwan University was studied by Huang and Hsu (2019). The authors explained that if students

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have positive motivation for physical education, students may show high learning or performance
in physical education.
The following table shows the statement, mean, standard deviation and verbal
interpretation.
Table 6 presents the level of students’ behavior in Physical Education class in terms of
motivation as to Extrinsic Motivation.
In table 6, Among the statements, “I am happy when my teacher gave credit points as a
reward during recitation” yields the highest mean score of (M= 4.59, SD= 0.72) and is remarked
as Always. This is followed by “I study hard to qualify for the academic scholarship” with a mean
score of (M= 4.08, SD= 0.98) and is also remarked as Often. On the other hand, the statement "I
usually volunteer to be the leader for group activities for additional grades” receives the lowest
mean score of responses with a mean of (M= 2.67, SD= 1.22) yet is also remarked as Sometimes.
The level of students' behavior in Physical Education class in terms of motivation as to
extrinsic motivation attains a mean score of 3.81 and a standard deviation of 1.19 and is High
among the respondents.

Table 6. Level of students’ behavior in Physical Education class in terms of Motivation as to

Extrinsic Motivation
Statement: MEAN Standard Verbal
In physical education class, as a student: Deviation Interpretation
I am happy when my teacher gives credit
4.59 0.72 Always
points as a reward during recitation.
I study hard to qualify for the academic
4.08 0.98 Often
scholarship.
During group activities, I encourage my
classmates to do their best to be exempted 3.90 0.97 Often
from exams.
I usually volunteer to be the leader for group
2.67 1.22 Sometimes
activities for additional grades.
I always exert best effort in all my outputs to
3.79 1.07 Often
be recognized by my teacher.
Overall Mean 3.81 High
Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Always Very High
4 3.40 – 4.19 Often High
3 2.60 – 3.39 Sometimes Moderate
2 1.80 – 2.59 Seldom Low
1 1.00 – 1.79 Never Very Low

In table 6, “giving extra credit points during recitation makes the students happy” gets the
highest mean score, while “volunteering to be the leader in group works for additional grades”
gets the lowest. With this, the attitude of students towards Physical Education class when it comes
to motivation in terms of Extrinsic Motivation is high among participants.
The behavior in terms of the motivation of college students in physical education classes at
Taiwan University was studied by Huang and Hsu (2019). The authors explained that if students

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have positive motivation for physical education, students may show high learning or performance
in physical education.
The following table shows the statement, mean, standard deviation and verbal
interpretation.
Table 7 presents the level of students’ behavior in Physical Education class in terms of
motivation as to Demotivation.

Table 7. Level of students’ behavior in Physical Education class in terms of Motivation as to

Demotivation
Statement: MEAN Standard Verbal
In physical education class, as a student: Deviation Interpretation

Having an average grade is enough for me. 3.80 1.01 Often

I comply with my activities even though I did
2.75 1.22 Sometimes
not follow the instructions properly.
I lack confidence when doing physical
3.24 1.08 Sometimes
activities.
I am content with my life status. 3.64 1.14 Often
I seldomly participate in recitation because I
might say the wrong answer. 3.58 1.00 Often

Overall Mean 3.40 High

Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Always Very High
4 3.40 – 4.19 Often High
3 2.60 – 3.39 Sometimes Moderate
2 1.80 – 2.59 Seldom Low
1 1.00 – 1.79 Never Very Low

In table 7, Among the statements above, “Having an average grade is enough for me”
yields the highest mean score of (M= 3.80, SD= 1.01) and is remarked as Often. This is followed
by “I am content with my life status” with a mean score of (M= 3.64, SD= 1.14) and is also remarked
as Often. On the other hand, the statement “I comply with my activities even though I did not follow
the instructions properly” receives the lowest mean score of responses with a mean of (M= 2.75,
SD= 1.22) yet is also remarked Sometimes.
The level of students' behavior in Physical Education class in terms of motivation as to
Demotivation attains a mean score of 3.40 and a standard deviation of 1.16 and is High among the
respondents.
In table 7, students with an average grade receives the highest mean score, while students
complying in activities even if they don’t follow the instructions properly receives the lowest. With
this, students' attitude towards Physical Education class when it comes to Motivation of
Demotivation is high among the participants.
The behavior in terms of the motivation of college students in physical education classes at
Taiwan University was studied by Huang and Hsu (2019). The authors explained that if students

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have positive motivation for physical education, students may show high learning or performance
in physical education.

Level of students’ behavior in Physical Education class in terms of Self-Confidence

In this section, the Level of students’ behavior in Physical Education class in terms of Self-
confidence as to Individual, Academic and Family. The following table shows the statement, mean,
standard deviation and verbal interpretation.
Table 8 presents the level of students’ behavior in Physical Education class in terms of
Self-Confidence as to Individual.

Table 8. Level of Students’ Behavior in Physical Education Class in terms of Self-Confidence

as to Individual
Statement: MEAN Standard Verbal
In physical education class, as a student: Deviation Interpretation
I believe it will be easy for me to do physical
3.67 0.95 Often
activities because I have an active lifestyle.
I am active during recitation because I have
3.03 1.01 Sometimes
good communication skills.
I am confident to have high scores during
3.44 0.95 Often
practical activities because I practiced a lot.
I am certain to be accurate in my answers
during recitation because I always take notes 3.38 0.93 Sometimes
on the important details of the lesson.
I know all of my classmates will follow my
instructions regarding group activities 3.60 1.04 Often
because our class is united.
Overall Mean 3.42 High
Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Always Very High
4 3.40 – 4.19 Often High
3 2.60 – 3.39 Sometimes Moderate
2 1.80 – 2.59 Seldom Low
1 1.00 – 1.79 Never Very Low

In table 8, Among the statements above, “I believe it will be easy for me to do physical
activities because I have an active lifestyle” obtains the highest mean score of (M= 3.67, SD= 0.95)
and is remarked as Often. This is followed by “I know all of my classmates will follow my
instructions regarding group activities because our class is united” with a mean score of (M= 3.60,
SD= 1.04) and is also remarked as Often. On the other hand, the statement “I am active during
recitation because I have good communication skills” receives the lowest mean score of responses
with a mean of (M= 3.03, SD= 1.01) yet is also remarked as Sometimes. The level of students’
behavior in Physical Education class in terms of Self-confidence as to Individual attains a mean
score of 3.42 and a standard deviation of 1.00 and is High among the respondents.

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In table 8, students who believe they will not have a hard time doing physical activities
because of their active lifestyle gets the highest mean score, while being active during class
recitation because of their excellent communication skills receives the lowest. With this, students'
attitude toward Physical Education class when it comes to Self-Confidence in terms of
Individuality is high among the participants.
Xie and Ye (2011) explore the differences in learning motivation, attitude, and exercise
behavior of college students in physical education classes and the relevance between variables.
The motivational scale of physical education revealed that five factors affect student performance
in P.E. classes, including exercise behavior, student self-confidence, peer relationship, exercise
habits, and physical health.
The following table shows the statement, mean, standard deviation and verbal
interpretation.
Table 9 presents the level of students’ behavior in Physical Education class in terms of
Self-Confidence as to Academic.
In table 9, Among the statements, “I exert my full effort in P.E. subject to maintain high
grades” yields the highest mean score of (M= 4.07, SD= 0.95) and is remarked as Often. This is
followed by “I am physically prepared for the tasks and challenges in the future” with a mean
score of (M= 4.06, SD= 0.87) and is also remarked as Often. On the other hand, the statement “I
am a grade-conscious student in my P.E. subject” receives the lowest mean score of responses
with (M= 3.68, SD= 0.98) yet is also remarked Often. The level of students’ behavior in Physical
Education class in terms of Self-confidence in Academic attains a mean score of 3.88 and a
standard deviation of 0.94 and is High among the respondents.

Table 9. Level of students’ behavior in Physical Education class in terms of Self-confidence

as to Academic
Statement: MEAN Standard Verbal
In physical education class, as a student: Deviation Interpretation
I exert my full effort in P.E subject to
4.07 0.95 Often
maintain high grades.
I am physically prepared for the tasks and
challenges in the future. 4.06 0.87 Often
I have objectives to adopt all the lessons in
my P.E class. 3.90 0.92 Often
I always consult my status regarding grade
3.69 0.92 Often
condition in P.E class.
I am a grade-conscious student in my P.E
subject. 3.68 0.98 Often
Overall Mean 3.88 High
Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Always Very High
4 3.40 – 4.19 Often High
3 2.60 – 3.39 Sometimes Moderate
2 1.80 – 2.59 Seldom Low
1 1.00 – 1.79 Never Very Low

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In table 9, exerting effort in the student's Physical Education class maintain high grades
receives the highest mean score while being grade-conscious in their Physical Education subject
gets the lowest mean score. With this, students' attitude toward Physical Education class when it
comes to Self-Confidence in terms of academics is high among the participants.
Xie and Ye (2011) explore the differences in learning motivation, attitude, and exercise
behavior of college students in physical education classes and the relevance between variables.
The motivational scale of physical education revealed that five factors affect student performance
in P.E. classes, including exercise behavior, student self-confidence, peer relationship, exercise
habits, and physical health.
The following table shows the statement, mean, standard deviation and verbal
interpretation.
Table 10 presents the level of students’ behavior in Physical Education class in terms of
Self-Confidence as to Family.
In table 10, Among the statements, “I raise awareness to my family members about having
an active lifestyle” yields the highest mean score of (M= 3.72, SD= 1.09) and is remarked as Often.
This is followed by “I can share important facts about health benefits with my family” with a mean
score of (M= 3.71, SD= 1.04) and is also remarked as Often. On the other hand, the statement “My
family supports me to be able to do the exercises” receives the lowest mean score of responses
with a mean of (M= 2.94, SD= 1.06) yet is also remarked as Sometimes. The level of students’
behavior in Physical Education class in terms of Self-confidence as to family attains a mean score
of 3.52 and a standard deviation of 1.16 and is High among the respondents.

Table 10. Level of students’ behavior in Physical Education class in terms of Self-confidence
as to Family
Statement: MEAN Standard Verbal
In physical education class, as a student: Deviation Interpretation
I encourage my family members to join me in
3.01 1.16 Sometimes
doing physical exercise.
The activities in P.E class help me to create a
3.21 1.18 Sometimes
bond with my family members.
My family supports me to be able to do the
2.94 1.06 Sometimes
exercises.
I can share important facts about health
benefits with my family. 3.71 1.04 Often
I raise awareness to my family members
about having an active lifestyle. 3.72 1.09 Often

Overall Mean 3.52 High

Legend:
Scale Range Remarks Interpretation
5 4.20 – 5.00 Always Very High
4 3.40 – 4.19 Often High
3 2.60 – 3.39 Sometimes Moderate
2 1.80 – 2.59 Seldom Low
1 1.00 – 1.79 Never Very Low

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In table 10,” raising awareness to family members to have an active lifestyle” gets the
highest mean score, while “student's families supporting them in doing exercises” gets the lowest.
With this, students' attitude toward Physical Education class when it comes to Self-Confidence in
terms of the family is high among the participants.
Xie and Ye (2011) explore the differences in learning motivation, attitude, and exercise
behavior of college students in physical education classes and the relevance between variables.
The motivational scale of physical education revealed that five factors affect student performance
in P.E. classes, including exercise behavior, student self-confidence, peer relationship, exercise
habits, and physical health.

There is significant difference in the level of student participation in physical education class
when respondents are grouped according to their demographic profile.

Table 11 presents the significant difference in the level of student participation in physical
education class when respondents are grouped according to their demographic profile.
There is no observed significant difference in the level of student participation in physical
education class when respondents are grouped according to their age based on the computed t-
statistic, which implies that it is less than the critical t with a p-value greater than the significance
alpha 0.05.
Also, there is no observed significant difference in the level of student participation in
physical education class when respondents are grouped according to their sex based on the
computed t-statistics, which implies that it is less than the critical t with a p-value that is greater
than the significance alpha 0.05.
And there is no observed significant difference in the level of student participation in
physical education class when respondents are grouped according to their gender based on the
computed t-statistic, which implies that it is less than the critical t with a p-value that is greater
than the significance alpha 0.05.
While there is an observed significant difference in the level of student participation in
physical education classes when respondents are grouped according to their course based on the
computed t-statistics, which implies that it is greater than the critical t with a p-value that is less
than the significance alpha 0.05.

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Table 11. There is a significant difference in the level of student participation in physical
education class when respondents are grouped according to their demographic
profile.
Profile of the Range t statistic p-value Analysis
Respondents
Age 16 to 20 years old
0.413 0.340 Not Significant
21 to 25 years old
Female
1.749 0.041 Significant
Male
Sex Female
-1.156 0.227 Not Significant
Prefer not to say
Male
-1.908 0.154 Not Significant
Prefer not to say
Feminine
1.931 0.028 Significant
Masculine
Gender Feminine
0.572 0.285 Not Significant
Prefer not to say
Masculine
-0.959 0.174 Not Significant
Prefer not to say
BSCS
Course -2.760 0.004 Significant
BSHM

From the findings above, we can infer that at a 0.05 level of significance, the null
hypothesis stating that "There is no significant difference in the level of student participation in
physical education class when respondents are grouped according to their demographic profile” is
accepted.
Table 11 Introduces the significant difference in the students' participation during physical
education class when the participants are organized based on their demographic profile. All in all,
the null hypothesis, which states that there is no significant difference in the level of the students’
participation during physical education class when the participants are arranged based on their
demographic profile, is accepted.
Uddin, Salmon, Islam, and Khan (2020) examined the associations between physical
education class participation and physical activity among adolescents using the Global School-
based Student Health Survey data from 65 countries. The overall participation of adolescents was
"high," and those who were sufficiently active were greater than those who attended more physical
education classes.

A significant difference in the level of student behavior in physical education class when
respondents are grouped according to their demographic profile.

Table 12 presents the significant difference in the level of student behavior in physical
education class when respondents are grouped according to their demographic profile.

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There is an observed significant difference in the level of student behavior in physical

education class when respondents are grouped according to their age based on the computed t-
statistic, which implies that it is greater than the critical t with a p-value that is less than the
significance alpha 0.05.
Also, there is no observed significant difference in the level of student behavior in physical
education class when respondents are grouped according to their sex based on the computed t-
statistic, which implies that it is less than the critical t with a p-value that is greater than the
significance alpha 0.05.
Furthermore, there is no observed significant difference in the level of student behavior in
physical education class when respondents are grouped according to their gender based on the
computed t-statistics, which implies that it is less than the critical t with a p-value that is greater
than the significance alpha 0.05.
While there is no observed significant difference in the level of student behavior in physical
education class when respondents are grouped according to their course based on the computed t-
statistics, which implies that it is less than the critical t with a p-value that is greater than the
significance alpha 0.05.

Table 12. A significant difference in the level of student behavior in physical education class
when respondents are grouped according to their demographic profile.
Profile of the Range t statistic p-value Analysis
Respondents
Age 16 to 20 years old
-2.779 0.004 Significant
21 to 25 years old
Female
-0.529 0.299 Not Significant
Male
Sex Female
-1.061 0.241 Not Significant
Prefer not to say
Male
-0.909 0.265 Not Significant
Prefer not to say
Feminine
0.859 0.196 Not Significant
Masculine
Gender Feminine
0.082 0.468 Not Significant
Prefer not to say
Masculine
-0.436 0.333 Not Significant
Prefer not to say
BSCS
Course -1.344 0.091 Not Significant
BSHM

From the findings above, we can infer that at a 0.05 level of significance, the null
hypothesis stating that "There is no significant difference in the level of student behavior in
physical education class when respondents are grouped according to their demographic profile” is
accepted. Thus, inciting that there is no significance between the two. This presents a significant
difference in the level of student behavior in physical education class when respondents are

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grouped according to their demographic profile. It also concludes that most of the profiles of the
students have no observed significant difference.
The behavior in terms of the motivation of college students in physical education classes at
Taiwan University was studied by Huang and Hsu (2019). The authors explained that if students
have positive motivation for physical education, students may show high learning or performance
in physical education.

Significant Effect of Level of Student Participation on the Performance in Physical

Education Class of the Respondents.
Table 13 presents the significant effect of level of student participation on the performance
in physical education class of the respondents.

Table 13. Significant Effect of Level of Student Participation on the Performance in

Physical Education Class of the Respondents
Student Beta t value p-value Analysis
Participation Coefficient
Recitation -0.1434 -5.056 0.000 Significant
Performance in
Practical PE
-1.119 -14.629 0.000 Significant
Performance

Recitation (t=-5.056) and practical performance (t=-14.629) is observed to have a

significant effect on the performance in P.E. All incurred p-values that is less than 0.05 level of
significance of the test.
Therefore, from the findings above, we can infer that at 0.05 level of significance, the null
hypothesis stating that "There is no significant effect of level of student participation on the
performance in physical education class of the respondents" is rejected. This calls for the
acceptance of the alternative; hence there is a significant effect. This simply presents that there is
a significant effect of the level of student participation on the performance in physical education
class to the respondents, particularly in two aspects: recitation and practical performance. It is
concluded that their participation is a factor that can affect their performance in P.E. Giner-Mira,
Navas-Martínez, Holgado-Tello, and Soriano-Llorca (2020) examined the factors that influence
the academic performance in physical education of secondary students in the Region of Valencia,
Spain. The authors found that task orientation and performance in sports activity had a statistically
significant relationship with the academic performance in P.E. among the respondents.

Significant Effect of Student Behavior on the Performance in Physical Education Class of

the Respondents

Table 14 presents the significant effect of level of student behavior on the performance in
physical education class of the respondents.

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Table 14. Significant Effect of Student Behavior on the Performance in Physical Education
Class of the Respondents
Student Behavior Beta F value p-value Analysis
Coefficient
Optimism -0.737 109.94 0.000 Significant
Performance in
Motivation PE -0.417 16.700 0.000 Significant
Self-Confidence -0.405 31.685 0.000 Significant
Optimism (F=109.94), Motivation (F=16.700), and Self-confidence (F=31.685) are
observed to have a significant effect on the performance in P.E. All incurred p-values that is less
than 0.05 level of significance of the test.
Therefore, from the findings above, we can infer that at a 0.05 level of significance, the
null hypothesis stating that "There is no significant effect of level of student behavior on the
performance in physical education class of the respondents" is rejected. This calls for the
acceptance of the alternative. Hence there is a significant effect. From the discussion above, it
simply means that there is a significant effect of the level of student behavior on the performance
in physical education class of the respondents, particularly in the three aspects: optimism,
motivation, and self-confidence. It is concluded that the student's behavior is one factor in their
performance in P.E.
Owens (2019) conducted a quantitative case study on school climate, student behavior and
achievement, and classroom facility factors. He found out that students' behavior significantly
relates to the students’ achievements.

4. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, the conclusions based on the hypothesis,
and the corresponding recommendations.

Summary

This study was conducted to determine the students' participation and behavior in physical
education among the college students at Cavite State University-Cavite City Campus. Specifically,
the study aimed to determine the profile of the college students in terms of age, sex, gender, course,
student participation in terms of recitation and practical performance, determine the level of
behavior in terms of optimism in terms of physical health, mental health, social health, emotional
health, motivation in terms of intrinsic, extrinsic, demotivation, and self-confidence in terms of
individual, academic, family.
It will also determine if there is a significant difference in the level of student participation
in physical education classes when respondents are grouped according to their demographic
profile; and if there is a significant difference in the level of student behavior in physical education
class when respondents are grouped according to their demographic profile.
Moreover, this study will ascertain if the level of student participation have any significant
effect on the performance in the physical education class of the respondents, and if the level of
student behavior have any significant effect on the performance in the physical education class of
the respondents.

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This study utilized a descriptive research design to determine the students' participation
and behavior in the physical education performance of the college students at Cavite State
University. Survey questionnaires were used, including the student's physical education behavior
and secondary data on student participation in recitation and practical performance. Descriptive
Statistics such as the T-Test formula was used to determine the significant difference and the beta
coefficient to determine the significant effect. The target population for this study is two hundred
thirty-six (236) students who were enrolled in A.Y. 2021-2022 first semester taking up Frequency,
Intensity, Time, Type (FITT) 1 subject.
The results showed no significant difference in the level of student participation and
behavior in physical education class when respondents were grouped according to their
demographic profile.
Also, results showed that the students’ level of participation has a significant effect on their
performance in physical education class, particularly in two aspects: recitation and practical
performance. It can conclude that their participation is a factor that can affect their performance in
P.E. It simply means that the students’ level of behavior also has a significant effect on their
performance in physical education class, particularly in the three aspects: optimism, motivation,
and self-confidence. It can conclude that the student's behavior is one factor in their performance
in P.E.

Conclusions
Drawn the results of the study, the following results are set forth;
1. The null hypothesis stating that “There is no significant difference in the level of student
participation in physical education class when respondents are grouped according to their
demographic profile” is accepted. Thus, inciting that there is a significance between the two.
2. The null hypothesis stating that “There is no significant difference in the level of student
behavior in physical education class when respondents are grouped according to their demographic
profile” is accepted. Thus, inciting that there is a significance between the two.
3. The null hypothesis stating that “There is no significant effect of level of student
participation on the performance in physical education class of the respondents" is rejected. This
calls for the acceptance of the alternative. Hence there is a significant effect.
4. The null hypothesis stating that “There is no significant effect of level of student
behavior on the performance in physical education class of the respondents" is rejected. This calls
for the acceptance of the alternative. Hence there is a significant effect.

Recommendations
In the light of the findings and conclusions of the study, the following recommendations
were drawn.
1. Teachers should have exciting collaboration activities like mini games before
lessons in P.E class to encourage the students to share their ideas while lectures are on-going.
2. Teachers should continue to show compassion and carefully understand the
differences in the behavior of every student in P.E class by means of asking them relevant
questions about their life.
3. Teachers should have a broader perception when it comes to the difficulties of
students in online learning in P.E class.
4. The curriculum in P.E class should have an enhancement program in terms of
collaboration activities which can affect positively to the behavior of the students.

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5. ACKNOWLEDGMENTS

The author wishes to extend appreciation to the participants of the study.

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