LEARNING ENVIRONMENT AND ACADEMIC PERFORMANCE OF

STUDENTS IN PHYSICAL EDUCATION 11 AT THE

COLLEGE OF TEACHER EDUCATION

___________
An Action Research
Presented to
DR. ELIZA P. DELA CRUZ
ISABELA STATE UNIVERSITY
Echague, Isabela

_____________
In Partial Fulfillment
Of the Requirements for the Subject
MAJOR 19-RESEARCH IN EDUCATION

____________
By
__________________

First Semester, SY 2015-2016

TEACHING AND LEARNING ENVIRONMENT SURVEY

I. The Teaching and Learning Experiences

Instructions: The following statements will help determine the experiences gained
in the teaching-learning of the subject/course. Please give your honest rating
using the scale where 5 is the highest and 1 is the lowest such that:
5 = Completely agree;
4 = Mostly agree;
3 = Slightly agree;
2 =Mostly disagree; and
1 =Completely disagree.
Please check the appropriate number corresponding to your answers.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
11.
12
.

ITEMS
I have often had trouble in making sense of the things I have to
remember.
I have been over the work Ive done to check my reasoning and
see that it makes sense.
I have usually set out to understand for myself the meaning of
what we had to learn.
I have generally put a lot of effort into my studying.
Much of what I have learned seems no more than lots of unrelated
bits and pieces in my mind.
In making sense of new ideas, I have often related them to
practical or real life contexts.
On the whole, I have been quite systematic and organized in my
studying.
Ideas I have come across in my academic reading often set me off
on long chains of thought.
I have looked at evidence carefully to reach my own conclusion
about what Im studying.
When I have been communicating ideas, Ive thought over how
well Ive got my points across.
I have organized my study time carefully to make the best use of
it.
It has been important for me to follow the argument, or to see the
reasons behind things.

13
.
14
.
15
.
16
.
17
.
18
.

I have tended to take what we have been taught at face value

without questioning it much.
I have tried to find better ways of tracking down relevant
information in this subject.
Concentration has not usually been a problem for me, unless I
have been really tired.
In reading for this course, Ive tried to find out for myself exactly
what the author means.
I have just been going through the motions of studying without
seeing where I am going.
If I have not understood things well enough when studying, Ive
tried a different approach.

II. The Teaching-Learning Environment

Instructions: The following statements will help determine the quality of the teachinglearning environment in the classroom. Please give your honest rating using the scale
where 5 is the highest and 1 is the lowest such that:
5 = Completely agree;
4 = Mostly agree;
3 = Slightly agree;
2 =Mostly disagree; and
1 =Completely disagree.
Please check the appropriate number corresponding to your answers.

1.
2.
3.
3.
5.
6.
7.
8.

ITEMS
It was clear to me what I was supposed to learn in this
course/subject.
The topics seemed to follow each other in a way that made sense
to me.
The course/subject was well organized and ran smoothly.
We were given a good deal of choice over how we went about
learning.
We were allowed some choice over what aspects of the subject to
concentrate on.
What we were taught seemed to match what we were supposed to
learn.
We were encouraged to look for links between this course/subject
and others.
I can imagine myself working in the subject area covered by this
course.

9. The handouts and other materials we were given helped me to

understand the course/subject.
10 On this course/subject I was prompted to think about how well I
. was learning and how I might improve.
11. I could see the relevance of most of what we were taught in this
course/subject.
12 We were not just given information and explained how knowledge
. is developed in this course/subject.
13 The teaching encouraged me to rethink my understanding of some
. aspects of the course/subject.
14 The different types of teaching (lectures, tutorials, labs, etc.)
. supported each other well.
15 Plenty of examples and illustrations were given to help us to grasp
. things better.
16 This topics has given me a sense of what goes on "behind the
. scenes" in this course/subject .
17 The teaching in this course/subject helped me to think about the
. evidence underpinning different views.
18 How this course/subject was taught fitted in well with what we
. were supposed to learn.
19 This course/subject encouraged me to relate what I learned to
. issues in the wider world.
20 The references (books, lecture notes, web pages, etc.) provided
. by our teacher helped me to understand the topics better.
21 Students supported each other and tried to give help when it was
. needed.
22 I found most of what I learned in this course/subject really
. interesting.
23 Our teacher tried to share their enthusiasm about the subject with
. us.
24 Talking with other students helped me to develop my
. understanding.
25 Our teacher is patient in explaining things which seemed difficult
. to grasp.
26
. I enjoyed being involved in this course/subject .
27
. Students' views were valued in this course/subject .
28 Our teacher helped us to see how we are supposed to think and
. reach conclusions in this course/subject.
29 I found I could generally work comfortably with the other
. students on this course/subject.
30 This course/subject provided plenty of opportunities for me to
. discuss important ideas.

31 It was clear to me what was expected in the assessed work for

. this course/subject.
32 I was encouraged to think about how best to tackle the
. requirements (activities such as seat work, problem sets,
assignments, etc) in this course/subject .
33 I could see how the requirements fitted in with what we were
. supposed to learn.
34 You had to really understand the topics to get good marks in this
. course/subject.
35 The feedback given on my work helped me to improve my ways
. of learning and studying.
36 Doing the requirements helped me to think about how evidence
. is used in this course/subject.
37 Our teacher gave me the support I needed to help me complete
. the requirements for this course/subject .
38 To do well in this course/subject, you had to think critically
. about the topics.
39 The requirements helped me to make connections to my existing
. knowledge or experience.
40 The feedback given on my requirements for the course/subject
. helped to clarify things I had not fully understood.

III. Teaching and Learning Demands

Instructions: The following statements will help determine the demands made by the
course/subject. Please give your honest rating using the scale where 5 is the highest and
1 is the lowest such that:
5 = Very easy;
4 = Fairly easy;
3 = Not sure/Not applicable;
2 = Fairly difficult; and
1 = Very difficult.
Please check the appropriate number corresponding to your answers.
Items
1.
2.
3.
4.
5.
7.
8.
9.
10
.
11.

What I was expected to know to begin with.

The rate at which new material was introduced
The ideas and problems I had to deal with
The skills or technical procedures needed in this subject
The amount of work I was expected to do
Working with other students
Organizing and being responsible for my own learning
Communicating knowledge and ideas effectively
Tracking down information for myself
Information technology/computing skills (e.g. WWW, email,

5 4

word processing)
IV. Teaching and Learning Achievement
Instructions: The following statements will help determine the extent of learning
achieved in the course/subject. Please give your honest rating using the scale where 5 is
the highest and 1 is the lowest such that:
5 = A great deal;
4 = Much;
3 = Somewhat;
2 = Little; and
1 = Never.
Please check the appropriate number corresponding to your answers.
Items
1. Knowledge and understanding about the topics covered
2. Ability to think about ideas or to solve problems
3. Skills or technical procedures specific to the subject.
4. Ability to work with other students
5. Organizing and being responsible for my own learning
7. Ability to communicate knowledge and ideas effectively
8. Ability to track down information in the subject area
9. Information technology/computing skills (e.g. WWW, email,
word processing)
10
. Tracking down information for myself
11. Information technology/computing skills (e.g. WWW, email,
word processing)

5 4

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

Table 2. Distribution of Respondents according to their Grade -Point Average

(GPA) in __________________.
Grade-Point Average
(GPA)

Frequency

Total

Percent

100.00
Mean GPA =

Perceived Teaching Learning Approaches in the Classroom.

Table 2. Respondents Perception about their Learning Experiences their General
_______________ Classroom.
Items
1. I have often had trouble in making sense of
the things I have to remember.
2. I have been over the work Ive done to check
my reasoning and see that it makes sense.
3. I have usually set out to understand for
myself the meaning of what we had to learn.
4. I have generally put a lot of effort into my
studying.
5. Much of what I have learned seems no more
than lots of unrelated bits and pieces in my
mind.
6. In making sense of new ideas, I have often
related them to practical or real life contexts.
7. On the whole, I have been quite systematic
and organized in my studying.
8. Ideas I have come across in my academic
reading often set me off on long chains of
thought.
9. I have looked at evidence carefully to reach
my own conclusion about what Im studying.
10. When I have been communicating ideas, Ive
thought over how well Ive got my points
across.
11. I have organized my study time carefully to
make the best use of it.
12. It has been important for me to follow the
argument, or to see the reasons behind things.
13. I have tended to take what we have been
taught at face value without questioning it
much.
14. I have tried to find better ways of tracking
down relevant information in this subject.
15. Concentration has not usually been a problem
for me, unless I have been really tired.
16. In reading for this course, Ive tried to find
out for myself exactly what the author means.
17. I have just been going through the motions of
studying without seeing where I am going.
18. If I have not understood things well enough
when studying, Ive tried a different approach.

Mean

Qualitative Description

Respondents Perceived Quality of the Learning Environment in the Classroom

Table 3. Respondents Perception About the Quality of the Learning Environment in
the Classroom.
Items
1. It was clear to me what I was supposed to learn in this
course/subject.
2. The topics seemed to follow each other in a way that
made sense to me.
3. The course/subject was well organized and ran
smoothly.
4. We were given a good deal of choice over how we went
about learning.
5. We were allowed some choice over what aspects of the
subject to concentrate on.
6. What we were taught seemed to match what we were
supposed to learn.
7. We were encouraged to look for links between this
course/subject and others.
8. I can imagine myself working in the subject area
covered by this course.
9. The handouts and other materials we were given helped
me to understand the course/subject.
10. On this course/subject I was prompted to think about
how well I was learning and how I might improve.
11. I could see the relevance of most of what we were
taught in this course/subject.
12. We were not just given information and explained how
knowledge is developed in this course/subject.
13. The teaching encouraged me to rethink my
understanding of some aspects of the course/subject.
14. The different types of teaching (lectures, tutorials, labs,
etc.) supported each other well.
15. Plenty of examples and illustrations were given to help
us to grasp things better.
16. This topics has given me a sense of what goes on
"behind the scenes" in this course/subject .
17. The teaching in this course/subject helped me to think
about the evidence underpinning different views.
18. How this course/subject was taught fitted in well with
what we were supposed to learn.
19. This course/subject encouraged me to relate what I
learned to issues in the wider world.
20. The references (books, lecture notes, web pages, etc.)
provided by our teacher helped me to understand the
topics better.

Mean

Qualitative
Description

Table 3. (Continuation)
21. Respondents supported each other and tried to give
help when it was needed.
22. I found most of what I learned in this course/subject
really interesting.
23. Our teacher tried to share their enthusiasm about the
subject with us.
24. Talking with other respondents helped me to develop
my understanding.
25. Our teacher is patient in explaining things which
seemed difficult to grasp.
26. I enjoyed being involved in this course/subject .
27. Respondents views were valued in this
course/subject .
28. Our teacher helped us to see how we are supposed to
think and reach conclusions in this course/subject.
29. I found I could generally work comfortably with the
other respondents on this course/subject.
30. This course/subject provided plenty of opportunities
for me to discuss important ideas.
31. It was clear to me what was expected in the assessed
work for this course/subject.
32. I was encouraged to think about how best to tackle
the requirements (activities such as seat work,
problem sets, assignments, etc) in this course/subject .
33. I could see how the requirements fitted in with what
we were supposed to learn.
34. You had to really understand the topics to get good
marks in this course/subject.
35. The feedback given on my work helped me to
improve my ways of learning and studying.
36. Doing the requirements helped me to think about how
evidence is used in this course/subject.
37. Our teacher gave me the support I needed to help me
complete the requirements for this course/subject .
38. To do well in this course/subject, you had to think
critically about the topics.
39. The requirements helped me to make connections to
my existing knowledge or experience.
40. The feedback given on my requirements for the
course/subject helped to clarify things I had not fully
understood.

Respondents Perceived Learning Demands and Achievements in__________________

Table 4. Respondents Perception on the Learning Demands and Achievements in
__________________________.

Items
1. What I was expected to
know to begin with.
2. The rate at which new
material was introduced
3. The ideas and problems I
had to deal with
4. The skills or technical
procedures needed in this
subject
5. The amount of work I
was expected to do
6. Working with other
students
7. Organizing and being
responsible for my own
learning
8. Communicating
knowledge and ideas
effectively
9. Tracking down
information for myself
10 Information technology/
. computing skills (e.g.
WWW, email, word
processing)

Demands
Qualitative
Mean
Description

Achievements
Qualitative
Mean
Description

Difference between the Respondents Perception on the Learning Demands and

Achievements in ____________________

Table 5. Difference between the Respondents Perception about the Learning Demands and
Achievements in General Biology.

Items

Mean
Achieve- |t value|
Demands
ment

Prob.

1. What I was expected to know to begin

with.
2. The rate at which new material was
introduced
3. The ideas and problems I had to deal with
4. The skills or technical procedures needed
in this subject
5. The amount of work I was expected to do
6. Working with other students
7. Organizing and being responsible for my
own learning
8. Communicating knowledge and ideas
effectively
9. Tracking down information for myself
10 Information technology/computing skills
. (e.g. WWW, email, word processing)
*Significant
53

Relationship between the Perceived Learning Experiences in the Classroom

and Grade Point Average (GPA).
Table 5. Relationship between Respondents Perception about their Learning
Experiences in the Classroom and their Grade Point Average (GPA).
Items
1. I have often had trouble in making sense of the things I
have to remember.
2. I have been over the work Ive done to check my
reasoning and see that it makes sense.
3. I have usually set out to understand for myself the
meaning of what we had to learn.
4. I have generally put a lot of effort into my studying.
5. Much of what I have learned seems no more than lots of
unrelated bits and pieces in my mind.
6. In making sense of new ideas, I have often related them
to practical or real life contexts.
7. On the whole, I have been quite systematic and
organized in my studying.
8. Ideas I have come across in my academic reading often
set me off on long chains of thought.
9. I have looked at evidence carefully to reach my own
conclusion about what Im studying.
10 When I have been communicating ideas, Ive thought
. over how well Ive got my points across.
11. I have organized my study time carefully to make the
best use of it.
12 It has been important for me to follow the argument, or
. to see the reasons behind things.
13 I have tended to take what we have been taught at face
. value without questioning it much.
14 I have tried to find better ways of tracking down
. relevant information in this subject.
15 Concentration has not usually been a problem for me,
. unless I have been really tired.
16 In reading for this course, Ive tried to find out for
. myself exactly what the author means.
17 I have just been going through the motions of studying
. without seeing where I am going.
18 If I have not understood things well enough when
. studying, Ive tried a different approach.
ns
*Significant
Not Significant

Correlation
Prob.
value

Relationship between Respondents Perception About the Quality of the Learning

Environment in the Classroom and their Grade Point Average (GPA).
Table 6. Relationship between Respondents Perception About the Quality of the
Learning Environment in the Classroom and their Grade Point Average (GPA).
Items
1. It was clear to me what I was supposed to learn in this
course/subject.
2. The topics seemed to follow each other in a way that made
sense to me.
3. The course/subject was well organized and ran smoothly.
4. We were given a good deal of choice over how we went
about learning.
5. We were allowed some choice over what aspects of the
subject to concentrate on.
6. What we were taught seemed to match what we were
supposed to learn.
7. We were encouraged to look for links between this
course/subject and others.
8. I can imagine myself working in the subject area covered by
this course.
9. The handouts and other materials we were given helped me
to understand the course/subject.
10 On this course/subject I was prompted to think about how
. well I was learning and how I might improve.
11. I could see the relevance of most of what we were taught in
this course/subject.
12 We were not just given information and explained how
. knowledge is developed in this course/subject.
13 The teaching encouraged me to rethink my understanding of
. some aspects of the course/subject.
14 The different types of teaching (lectures, tutorials, labs, etc.)
. supported each other well.
15 Plenty of examples and illustrations were given to help us to
. grasp things better.
16 This topics has given me a sense of what goes on "behind
. the scenes" in this course/subject .
17 The teaching in this course/subject helped me to think about
. the evidence underpinning different views.
18 How this course/subject was taught fitted in well with what
. we were supposed to learn.
19 This course/subject encouraged me to relate what I learned
. to issues in the wider world.

Correlation
value

Prob.

Table 6 (Continuation)
20
.
21
.
22
.
23
.
24
.
25
.
26
.
27
.
28
.
29
.
30
.
31
.
32
.
33
.
34
.
35
.
36
.
37
.
38
.
39
.
40
.

The references (books, lecture notes, web pages, etc.) provided

by our teacher helped me to understand the topics better.
Students supported each other and tried to give help when it was
needed.
I found most of what I learned in this course/subject really
interesting.
Our teacher tried to share their enthusiasm about the subject with
us.
Talking with other students helped me to develop my
understanding.
Our teacher is patient in explaining things which seemed difficult
to grasp.
I enjoyed being involved in this course/subject .
Students' views were valued in this course/subject .
Our teacher helped us to see how we are supposed to think and
reach conclusions in this course/subject.
I found I could generally work comfortably with the other
students on this course/subject.
This course/subject provided plenty of opportunities for me to
discuss important ideas.
It was clear to me what was expected in the assessed work for
this course/subject.
I was encouraged to think about how best to tackle the
requirements (activities such as seat work, problem sets,
assignments, etc) in this course/subject .
I could see how the requirements fitted in with what we were
supposed to learn.
You had to really understand the topics to get good marks in this
course/subject.
The feedback given on my work helped me to improve my ways
of learning and studying.
Doing the requirements helped me to think about how evidence
is used in this course/subject.
Our teacher gave me the support I needed to help me complete
the requirements for this course/subject .
To do well in this course/subject, you had to think critically
about the topics.
The requirements helped me to make connections to my existing
knowledge or experience.
The feedback given on my requirements for the course/subject
helped to clarify things I had not fully understood.
ns
*Significant
Not Significant

58
Relationship between Respondents Perception on the Learning Demands and
Achievements in ___________________ and their Grade Point Average (GPA).
Table 7. Relationship between Respondents Perception on the Learning Demands in
__________________ and their Grade Point Average (GPA).
Items
1.
2.
3.
4.
5.
6.
7.
8.

Knowledge and understanding about the topics covered

Ability to think about ideas or to solve problems
Skills or technical procedures specific to the subject.
Ability to work with other students
Organizing and being responsible for my own learning
Ability to communicate knowledge and ideas effectively
Ability to track down information in the subject area
Information technology/computing skills (e.g. WWW, email,
word processing)
9. Tracking down information for myself
10 Information technology/computing skills (e.g. WWW, email,
. word processing)
*Significant ns Not Significant

rho
value

Prob.

Table 8. Relationship between Respondents Perception on the Learning Achievement

in _______________________ and their Grade Point Average (GPA).
Items
1.
2.
3.
4.
5.
6.
7.
8.

Knowledge and understanding about the topics covered

Ability to think about ideas or to solve problems
Skills or technical procedures specific to the subject.
Ability to work with other students
Organizing and being responsible for my own learning
Ability to communicate knowledge and ideas effectively
Ability to track down information in the subject area
Information technology/computing skills (e.g. WWW, email,
word processing)
9. Tracking down information for myself
10 Information technology/computing skills (e.g. WWW, email,
. word processing)
ns
*Significant
Not Significant

rho value

Prob.