Filipino Teachers’ Favorable Experiences in Teaching Sports Track during the Transition Years of Philippine K-12
DOI:
https://doi.org/10.18666/TPE-2024-V81-I2-11509Abstract
The Philippine education system is undergoing a period of transition with the adoption of Republic Act 10533, generally known as the Enhanced Basic Education Act. Since the law’s enactment in 2013, scholars in physical education have been researching the early impact of this change. Nonetheless, investigations on teachers’ favorable stories and experiences in teaching the Senior High School’s Sports Track program were woefully inadequate. As a result, this research used a qualitative phenomenology research design to elicit the favorable stories and experiences from these teachers. Participants from chosen schools in the Cotabato Province in the Philippines participated in focus groups, in-depth interviews, and extensive field observation. During the triangulation of the results, five noteworthy issues from the research participants emerged. These include having participative and kinesthetically intelligent learners, sports track competencies that correspond to the teachers’ gained knowledge in college, teaching–learning that is more interactive, a curriculum that incorporates practical and hands-on activities, and an easier implementation of the curriculum. The data were used in the development of conclusions that served as implications for improvement of the Sports Track program’s implementation in the Philippine Senior High School curriculum.
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