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Chapter I

Introduction

Background of the Study

Adaptive, flexible (AFLEX) learning modality refers to a type of learning that

will be conducted away from traditional classroom settings or within the comfort of our

own homes, with or without the use of Internet technology (Linaja et al., 2020).

Practical activities in PE involve movement, which improves health or motor

activities, alleviates pressure and psychological constraints, boosts student engagement,

and promotes social connections through group or competitive events. However,

according to the study by Yu and Jee (2020), online practical classes in Physical

Education are difficult to teach and learn. Online courses feature less student-teacher

interaction than regular classrooms, making student involvement harder. Hence, teaching

and learning a successful instructional design model for online education is necessary to

assist the development and delivery of engaging online learning experiences. A poorly

designed online lecture causes learners to become disoriented, disinterested and

disturbed. Moreover, online Physical Education is offered, allowing students to earn

credits for Physical Education classes. Nevertheless, the effectiveness and efficiency of

teaching and learning Physical Education in an online setting are still questionable (Cruz

et al., 2021). Consequently, Zheng et al. (2021) stated that assessing its effectiveness is

becoming increasingly vital because of the widespread use of online learning. Factors

such as their schedule, online data performance, technology devices, and network

conditions should be properly considered when determining the most effective

students are interested in flexible learning, while twenty-six percent (26%) of students are

not interested in flexible learning (Joan, 2013).

Adorador (2022) mentioned that an adaptive, flexible (AFLEX) learning

modality, became an alternative to face-to-face learning. Higher education institutions

came up with a solution to the issue concerning the AFLEX learning experience, where

students have the option to engage in synchronous learning under this system. They can

participate in online classes provided they have internet access. Asynchronous learning is

an option for students with limited internet access and who depend on the use of

traditional learning modules. Nevertheless, despite efforts to close the learning gap, this

strategy is still little more than a band-aid. Online Physical Education is engaging in the

21st century, and if taught effectively, it can create an initial reaction from the student in

response to the movement. Even if the technology is available, it is not easy to meet

particular Physical Education objectives online. Moreover, Physical Education is

becoming one of the challenging courses for some learning institutions due to the

transition of Philippine schools to online learning. As many were looking to save extra

revenue, others found it challenging to teach and learn a physical education course that

typically needs face-to-face presentations and interactive exercises (Calixtro et al., 2021).

Furthermore, although having an AFLEX learning modality yielded positive

results, there are still specific concerns regarding the accessibility of online learning

resources.  Therefore, to determine the effectiveness of AFLEX learning modality in

teaching the subject of Physical Education, the researchers decided to conduct this study.
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Statement of the Problem

The researchers aimed to measure the level of effectiveness of AFLEX learning

modality in teaching Physical Education to the College of Education Students of Carlos

Hilado Memorial State University (CHMSU) in the school year 2021 – 2022.

Specifically, it answers the following questions:

1. What is the level of effectiveness of AFLEX learning modality in teaching

Physical Education students in terms of delivery of subject matter and students’

assessment when taken as a whole and grouped according to year level and sex?

2. Is there a significant difference in the level of effectiveness of AFLEX learning

modality in terms of delivery of subject matter and students’ assessment when taken as a

whole and grouped according to year level and sex?

3. What training plan can be proposed?

Hypothesis

It is hypothesized that there is no significant difference in the level of

effectiveness of AFLEX learning modality when labeled as a whole and grouped

according to year level and sex.

Theoretical Framework
This study was founded on Siemens' Connectivism Learning Theory, which

asserts that digital technology is a major factor affecting the learning process.  It supports

the learning process between the interaction of human and digital technology. The

learning theory is supposed to create new learning opportunities and that intersects

human interaction and digital technology, supporting a continuous learning environment

(Siemens, 2004).
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According to George Siemens (2004) and Stephen Downes (2005) the learning

theory commences when digital technology is used to find something using different

search engines, contacting a friend, or to search something topical in social media

content. Evidently, the theory and digital technology helps to further understand a certain

idea or topic and to answer and solve queries. 

Furthermore, George Siemens organized his guiding principles while developing

his learning theory. Some of his guiding principles are:

 Learning and Knowledge rest in a diversity of opinions. It means that

multiple resources, means deeper understanding.

 Learning may reside in non-human appliances. Learning can still occur

digitally and that learning information could be stored digitally, like in an

app, social media post, or video.

           To provide new learning opportunities is one of the ideas of Connectivism

Learning Theory, and that learning may reside digitally. Thus, the researchers used

Connectivism Learning Theory in this study entitled "AFLEX Learning Modality in

Teaching Physical Education" because it emphasizes the major influence of digital

technology in learning, and how helpful it is in making new learning opportunities and

promotes effective learning.

Conceptual Framework

The conceptual framework of the study used a schematic diagram to illustrate the

following variables. The first box consists of the personal factors of the respondents such

as year level and sex which serve as identifiable variables. The second box focuses on the
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effectiveness of AFLEX learning modalities in teaching Physical Education. From the

findings of the study, the researchers decided to propose a training enhancement plan for

AFLEX learning modality.

Figure 1. Schematic Diagram illustrating the Effectiveness of AFLEX learning

modality in teaching Physical Education

Level Effectiveness of
AFLEX Learning
Students’ Profile Modality in teaching
Physical Education
Year Level AFLEX Training Plan
Sex Delivery of
subject Matter
Students’
Assessment

Significance of the Study

The findings of this study may be significant to the following:

Students

The study may help students find out whether the use of AFLEX learning

modality is effective and beneficial for their learning progress. Also, this study may help

students to justify whether the AFLEX learning modality does help their academic

performance in meeting the teachers’ standards in activities.

PE Teachers

The results of this study may help them determine the effectiveness of the

AFLEX learning modality in teaching Physical Education and assess them to observe and
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evaluate the students’ progress in synchronous and asynchronous classes. This may also

help teachers recognize how efficient and effective the instructional materials they use to

teach the subject matter using the AFLEX learning modality are.

PE Chairperson

This study may help the PE Chairperson to determine whether the said modality is

effective and efficient in the student's learning progress and academic performance in the

application of Physical Education lessons. The results may also help the PE Chairperson

to determine the effectiveness of the modality as it impacts students' perception of their

learning and various factors that may help the PE Chairperson formulate a possible plan

of action to be implemented.

Present Researchers

This study may help the present researchers to determine and justify that AFLEX

learning modality is effective in teaching Basic Physical Education subjects.

Future Researchers

This study may help future researchers to make their research work easier. This

study may allow future researchers to justify the effectiveness of the modality used for

teaching Physical Education and have aid in formulating curriculum enhancement

programs.

Delimitations of the Study

The study focused on the effectiveness of the AFLEX learning modality in

teaching Physical Education. Out of fifty-six (56) second-year students of Bachelor of

33 students were requested to participate in conducting the reliability of the research.

The study was conducted at CHMSU – Talisay Campus, with two hundred

seventy-four (274) randomly selected students from the College of Education enrolled as

respondents in the second semester of the academic year 2021 – 2022. The variables

considered were year level and sex.

The researchers used a random sampling technique to determine the sample size

and the data were analyzed using the mean and standard deviation and Mann-Whitney U.

Definition of Terms

This part explains the different terminologies used in the study, conceptually and

operationally.

AFLEX Learning Modality

A type of learning that will take place off -campus or in the confines of our homes

with or without Internet technology (Linaja et al. 2020).

As used in this study, it refers to a mode of alternative learning in which learning

occurs through online courses, gadgets, printed modules, and a combination of online and

offline modes.

Delivery of Subject Matter

This refers to a dynamic process in all phases and student development.

(Mudawamah, 2022).
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As used in this study, the term refers to how teachers present the subject content

in the AFLEX learning modality, and is used to evaluate the effectiveness of the latter in

teaching Physical Education.

Physical Education

It is a school-taught course that emphasizes the development of physical fitness

and the capacity to do and enjoy every day physical activities with ease (Rogers, 2022).

As used in this study, the term refers to a subject matter that the students must

take up to develop holistic well-being and serve as a basis for the effectiveness of

AFLEX learning modality.

Sex

This refers to a variety of biological and physiological traits shared by males and

females, including secondary sex traits, gender identity, and reproductive organs,

chromosomes, and hormones (WHO, 2022).

As used in this study, the term is one of the factors used to analyze how sexual

variations affect and how well the AFLEX learning modality works in both men and

women.

Teaching

It refers to the collaborative sharing of knowledge and experience, which is

typically organized within a discipline, and, more generally, the stimulation of a person's

psychological and intellectual development by another individual or object (IGI, 2012).

As used in this study, it refers to educating the College of Education Students for

PE Class in the AFLEX learning modality.

It refers to the academic year of education that students have attained currently;

first year or freshman, second year or junior, and fourth year or senior. (Candelansa,

2022).

As used in this study, the term is one of the variables that is being used to conduct

the study to determine whether the perspective of first-year and second-year students

affects the effectiveness of AFLEX learning modality in teaching Physical Education.