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Research Proposal (2)

This research proposal aims to develop and evaluate performance tasks for Grade 3 Physical Education using an output-based strategy to enhance student engagement and skill acquisition. The study will utilize a mixed-methods approach, focusing on the relationship between the teaching strategy and student outcomes, while addressing essential competencies and effectiveness of the tasks. The significance of the study extends to educators, students, curriculum developers, and future researchers, contributing to innovative teaching methods in Physical Education.

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Ricardo De Veyra Bautista
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4 views

Research Proposal (2)

This research proposal aims to develop and evaluate performance tasks for Grade 3 Physical Education using an output-based strategy to enhance student engagement and skill acquisition. The study will utilize a mixed-methods approach, focusing on the relationship between the teaching strategy and student outcomes, while addressing essential competencies and effectiveness of the tasks. The significance of the study extends to educators, students, curriculum developers, and future researchers, contributing to innovative teaching methods in Physical Education.

Uploaded by

Ricardo De Veyra Bautista
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Research Proposal

Research Title: Output-Based Strategy in Teaching Physical

Education: A Collection of Performance Tasks for Grade 3

1. Introduction

a. Background of the Study

The teaching of Physical Education (PE) is essential for the holistic development of students,

encompassing physical, mental, emotional, and social well-being. In Grade 3, students are at a

critical stage of developing motor skills, teamwork, and self-confidence. Traditional teaching

methods, often focused on drills and theoretical assessments, may not fully engage students or

assess their practical competencies.

An output-based strategy, which emphasizes the creation of meaningful and performance-based

tasks, offers an innovative approach to Physical Education. By implementing this strategy,

students can demonstrate their learning through tangible outputs, fostering a deeper

understanding and practical application of skills. This study aims to develop and evaluate

performance tasks tailored for Grade 3 PE, aligned with educational standards and

developmental needs.

b. Statement of the Problem

This study seeks to address the following research questions:


1. What are the essential competencies in Physical Education for Grade 3 students?

2. How can an output-based strategy enhance student engagement and skill acquisition in

PE?

3. What performance tasks can be developed to align with the competencies of Grade 3

Physical Education?

4. How effective are the proposed performance tasks in achieving the learning objectives of

PE for Grade 3?

c. Theoretical Framework of the Study

This study is anchored on Constructivist Learning Theory, which posits that learners actively

construct knowledge through experiences. In PE, performance tasks provide opportunities for

experiential learning, enabling students to build skills through practice and reflection.

Additionally, Bloom’s Taxonomy supports the design of tasks that progress from basic motor

skills to complex physical activities, ensuring comprehensive skill development.

d. Conceptual Framework of the Study

The conceptual framework centers on the relationship between an output-based teaching strategy

and student outcomes in Physical Education. The independent variable is the output-based

strategy, while the dependent variable includes student engagement, skill acquisition, and

performance in PE. Mediating factors such as teacher facilitation, resources, and student

motivation are also considered.

e. Significance of the Study


This research is significant for several stakeholders:

 Educators: Provides innovative teaching strategies and ready-to-use performance tasks

for Grade 3 PE.

 Students: Enhances engagement, practical skill development, and a deeper

understanding of PE concepts.

 Curriculum Developers: Contributes to the development of output-based educational

materials aligned with national standards.

 Future Researchers: Serves as a foundation for further studies on output-based teaching

strategies in other subject areas.

f. Scope and Delimitation of the Study

This study focuses on developing and evaluating performance tasks for Grade 3 Physical

Education. It is limited to competencies outlined in the curriculum standards for Grade 3 and

does not cover other grade levels or subjects. The implementation and evaluation will be

conducted in selected elementary schools within [specific location].

g. Definition of Terms

 Output-Based Strategy: An instructional approach emphasizing student outputs or

performance as evidence of learning.

 Performance Task: A specific activity or project requiring students to demonstrate their

knowledge and skills.

 Physical Education (PE): A school subject focused on physical activity, motor skills,

and overall physical fitness.


 Grade 3: The third level of elementary education, typically catering to students aged 8-9

years.

2. Review of Related Literature and Studies

a. Related Literature

This section will explore theoretical and practical foundations related to output-based teaching

strategies, focusing on their application in Physical Education. It will include discussions on

experiential learning, assessment frameworks, and developmental needs of Grade 3 students.

b. Related Studies

This section will review empirical studies that evaluate the effectiveness of output-based

strategies and performance tasks in education. Specific attention will be given to research

involving Physical Education and competency-based learning approaches.

3. Methodology

a. Research Design

The study will utilize a mixed-methods approach, combining qualitative and quantitative

methods to develop and evaluate the performance tasks. The developmental research design will

guide the creation and refinement of tasks, while a quasi-experimental design will assess their

effectiveness.

b. Locale of the Study


The study will be conducted in selected elementary schools within [specific location]. These

schools will be chosen based on their willingness to participate and alignment with the study’s

objectives.

c. Respondents of the Study

Participants will include Grade 3 students and their PE teachers. Purposive sampling will be

employed to ensure the inclusion of schools with varying resources and contexts.

d. Research Instrument

The research instruments will include:

1. Performance tasks designed for Grade 3 PE.

2. Surveys to gauge teacher and student perceptions.

3. Pre- and post-assessment tools to measure student skill acquisition and engagement.

e. Validation of the Instruments

The instruments will be validated by a panel of experts in Physical Education and educational

research. A pilot study will be conducted to refine the performance tasks and assessment tools

based on feedback.

f. Data Gathering Procedure

1. Development Phase:

o Consult with PE experts and review curriculum standards.

o Design and pilot performance tasks.


2. Implementation Phase:

o Administer performance tasks to Grade 3 students.

o Collect data through surveys and assessments.

3. Evaluation Phase:

o Analyze data to determine the effectiveness of the tasks.

g. Statistical Treatment of Data

Quantitative data will be analyzed using descriptive and inferential statistics, including mean,

standard deviation, and paired t-tests to compare pre- and post-assessment results. Qualitative

data from surveys and interviews will be analyzed thematically to capture user experiences and

perceptions.

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