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    This document contains the results of a statistical analysis regarding students' perceptions of inquiry-based learning (IBL) and their performance in physical education before and after using IBL. It finds that: 1) Students generally agreed that IBL improved self-direction, developed comprehension, and increased engagement. 2) Students also generally agreed that IBL strengthened their cognitive, metacognitive, and affective skills. 3) Students showed improved test scores after using IBL across various physical education metrics. 4) There was a significant difference between students' pre-and post-test scores, indicating IBL had a positive impact. 5) There were some significant relationships found between students'

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    This document contains the results of a statistical analysis regarding students' perceptions of inquiry-based learning (IBL) and their performance in physical education before and after using IBL. It finds that: 1) Students generally agreed that IBL improved self-direction, developed comprehension, and increased engagement. 2) Students also generally agreed that IBL strengthened their cognitive, metacognitive, and affective skills. 3) Students showed improved test scores after using IBL across various physical education metrics. 4) There was a significant difference between students' pre-and post-test scores, indicating IBL had a positive impact. 5) There were some significant relationships found between students'

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    6 views3 pages

    Stat Results TACLA

    Uploaded by

    mecks
    This document contains the results of a statistical analysis regarding students' perceptions of inquiry-based learning (IBL) and their performance in physical education before and after using IBL. It finds that: 1) Students generally agreed that IBL improved self-direction, developed comprehension, and increased engagement. 2) Students also generally agreed that IBL strengthened their cognitive, metacognitive, and affective skills. 3) Students showed improved test scores after using IBL across various physical education metrics. 4) There was a significant difference between students' pre-and post-test scores, indicating IBL had a positive impact. 5) There were some significant relationships found between students'

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    of 3

    CTE-GSAR RESEARCH AND STATISTICS CENTER

    MR/MS, TACLA

    This is the result of your statistical data.

    1) How do the respondents perceive the use of IBL in terms of:


    1.1 Improve self-direction;
    Indicators Mean SD VI
    1. 4.26 .860
    2. 4.61 .737
    3. 4.36 .980
    4. 4.61 .737
    5. 4.68 .680
    Overall 4.50 .377
    Legend: 1.0-1.49 (Strong Disagree); 1.50-2.49 (Disagree); 2.50-3.49 (Partially Agree); 3.50-
    4.49 (Agree); 4.50-5.0 (Strongly Agree)

    1.2 Develop greater comprehension; and


    Indicators Mean SD VI
    1. 4.63 .544
    2. 4.24 .922
    3. 4.61 .737
    4. 4.36 .980
    5. 4.61 .737
    Overall 4.49 .389
    Legend: 1.0-1.49 (Strong Disagree); 1.50-2.49 (Disagree); 2.50-3.49 (Partially Agree); 3.50-
    4.49 (Agree); 4.50-5.0 (Strongly Agree)

    1.3 Increase students’ engagement?


    Indicators Mean SD VI
    1. 4.66 .728
    2. 4.48 .745
    3. 4.73 .617
    4. 4.66 .590
    5. 4.56 .743
    Overall 4.62 .319
    Legend: 1.0-1.49 (Strong Disagree); 1.50-2.49 (Disagree); 2.50-3.49 (Partially Agree); 3.50-
    4.49 (Agree); 4.50-5.0 (Strongly Agree)

    2) What is the perception of respondents to Independent Learning Skills as to:


    CTE-GSAR RESEARCH AND STATISTICS CENTER
    Software License under LSPU-SPCC College of Teacher Education – Graduate Studies and Applied Research
    Licensed Software, PS IMAGO PRO (IBM SPSS STATISTICS BASE + Automation) Version 7.0/SPSS Version 27

    049 554-9910 (3038)LSPU-SPCC [email protected]


    2.1 Cognitive skills
    Indicators Mean SD VI
    1. 4.60 .739
    2. 4.61 .601
    3. 4.54 .558
    4. 4.54 .784
    5. 4.26 .895
    Overall 4.51 .368
    Legend: 1.0-1.49 (Strong Disagree); 1.50-2.49 (Disagree); 2.50-3.49 (Partially Agree); 3.50-
    4.49 (Agree); 4.50-5.0 (Strongly Agree)

    2.2 Metacognitive skills


    Indicators Mean SD VI
    1. 4.70 .674
    2. 4.57 .924
    3. 4.53 .784
    4. 4.57 .655
    5. 4.55 .500
    Overall 4.58 .308
    Legend: 1.0-1.49 (Strong Disagree); 1.50-2.49 (Disagree); 2.50-3.49 (Partially Agree); 3.50-
    4.49 (Agree); 4.50-5.0 (Strongly Agree)

    2.3 Affective skills


    Indicators Mean SD VI
    1. 4.67 .533
    2. 4.69 .720
    3. 4.80 .532
    4. 4.78 .416
    5. 4.73 .709
    Overall 4.73 .289
    Legend: 1.0-1.49 (Strong Disagree); 1.50-2.49 (Disagree); 2.50-3.49 (Partially Agree); 3.50-
    4.49 (Agree); 4.50-5.0 (Strongly Agree)

    3) What is the pre-test and post-test results before and after using the IBL?

    Performance in Gamifie Learning Environment


    Physical Pre-test Post-test
    Education Mean SD VI Mean SD VI
    Very
    Knowledge 79.48 5.263 Fair 86.83 4.824
    Satisfactory

    Very
    Understanding 76.85 7.100 Fair 86.04 3.483
    Satisfactory

    Comprehension 74.66 5.391 Poor 84.23 8.272 Satisfactory

    Application 80.02 4.476 Fair 90.38 4.696 Outstanding

    Very
    Overall 77.76 3.528 Fair 86.95 3.211
    Satisfactory

    4) Is there a significant difference on the performance of students in Physical


    Education before and after the use of IBL?
    Performance in Pre-Test Post-Test Sig.
    Mean
    Physical t df (2-
    Mean SD Mean SD Difference
    Education tailed)
    CTE-GSAR RESEARCH AND STATISTICS CENTER
    Software License under LSPU-SPCC College of Teacher Education – Graduate Studies and Applied Research
    Licensed Software, PS IMAGO PRO (IBM SPSS STATISTICS BASE + Automation) Version 7.0/SPSS Version 27

    049 554-9910 (3038)LSPU-SPCC [email protected]


    Knowledge 79.48 5.263 86.83 4.824 7.358 9.606 99 .000

    Understanding 76.85 7.100 86.04 3.483 9.193 11.000 99 .000

    Comprehension 74.66 5.391 84.23 8.272 9.569 9.144 99 .000

    Application 80.02 4.476 90.38 4.696 10.355 14.134 99 .000

    Overall 77.76 3.528 86.95 3.211 9.19000 17.645 99 .000

    There is a significant difference in the pre-test and post-test scores of the


    respondents.

    5) Is there a significant relationship between the perception of the respondents on


    the inquiry-based learning strategy and their performance in Physical Education?

    Performance in Physical Education


    Inquiry-Based
    Learning Strategy Knowledge Understanding Comprehension Application

    Improved self-
    .047 .104 -.014 -.303**
    direction
    Develop greater
    -.080 .036 -.078 -.284**
    comprehension
    Increase students
    .216** -.106 -.077 .050
    engagement
    **Correlation is significant at the 0.01 level (2-tailed). *Correlation is significant at the 0.05 level (2-tailed).
    Verbal Interpretation of r-values: +1.0 Perfect positive +/- association +0.8 to +1.0 Very strong +/-
    association +0.6 to +0.8 Strong +/- association +0.4 to +0.6 Moderate +/- association +0.2 to +0.4 Weak
    +/- association 0.0 to +0.2 Very weak +/- or no association

    There is a significant relationship among variables. WEAK relationship was seen


    between APPLICATION & IMPROVED SELF-DIRECTION AND EDNGAGEMENT.
    Likewise WEAK relationship was seen between ENGAGEMENT & KNOWLEDGE.

    6) Does level of the independent learning skills mediate the relationship between
    the perception of the respondents on the use of the Inquiry- based learning strategy
    and performance in Physical Education?

    Mediation analysis could not be performed due to the absence of a relationship


    between variables, the total effect (c) may be non-significant due to the negative
    variances, or the assumptions for testing the total effect were not met.

    CTE-GSAR RESEARCH AND STATISTICS CENTER


    Software License under LSPU-SPCC College of Teacher Education – Graduate Studies and Applied Research
    Licensed Software, PS IMAGO PRO (IBM SPSS STATISTICS BASE + Automation) Version 7.0/SPSS Version 27

    049 554-9910 (3038)LSPU-SPCC [email protected]

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