Republic of the Philippines

Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OF NUEVA ECIJA
CONVERSION INTEGRATED SCHOOL
Brgy. Conversion, Pantabangan, Nueva Ecija

THE EFFECT BETWEEN PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

AMONG GRADE 5 AND GRADE 6 STUDENTS OF CONVERSION INTEGRATED

SCHOOL

PRESENTED TO THE FACULTY OF SENIOR HIGH SCHOOL DEPARTMENT IN

PARTIAL FULLFILMENT FOR THE REQUIREMENTS IN PRACTICAL RESEARCH 2

SWEETY JEAN L. NALUPA

MARIA ELYSSA F. CABALDO
TRICCIA MAY A. CASTAÑEDA

JAYLORD M. ARGUELLES
Research Adviser

AUGUST 2024 – NOVEMBER 2024

TABLE OF CONTENTS PAGE

TITLE PAGE…………………………………………………………………...i
TABLE OF CONTENTS……………………………………………………...ii
CURRICULUM VITAE………………………………………………………iii
ABSTRACT. …………………………………………………………………..iv
ACKNOWLEDGEMENT…………………………………………………..….v

CHAPTER 1 …………………………………………………………………..1
Background of the study………………………………………………….....1
Statement of the problem……………………………………………………4
Objective of the study……………………………………………………….4
Hypothesis……………………………………………………………......….5
Conceptual framework………………………………………………………6
Significance of the study…………………….………………………………7
Scope and limitations…….….………………………………………………8
Definition of terms…….…………………………………………………….8

CHAPTER 2 ………………………………………………………………………9
Review of related literature…………………………………………………9

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

QUESTIONNAIRE……………………………………………………………….15

CHAPTER 3……………………...………………………………………………17
Methodology………………………………….……………………………17
Research design……………………………………………………………17
Population and sampling……………………………………………….….17
Research instruments………………………………………………………18
Data analysis………………………………………………………………19
CHAPTER 4.…………………………………………………………………….20
Presentation of results…………………………………………………….20
Discussion of results………………………………………….………….44

CHAPTER 5…………………………………………………………………….46
Summary, conclusions, and recommendation……………………………46
Summary of findings…………………………………………………….46
Conclusions………………………………………………………………47
Recommendations…………………………………………………….….47
 ABSTRACT

This study is primarily focused on the effects between physical activity and academic

performance and was conducted in Conversion Integrated School. The participants of the study are

the of Grade 5 and Grade 6 students of Conversion Integrated School. The researchers used a survey

type of questionnaire that are collected through a Google form allowing consistent comparison of the

responses of various respondents. The study used frequency and percentage in analyzing and

interpreting the gathered data. It revealed that most of the participants were grade 6 students. It is

concluded that research have all effect in Student Related Factors, Home Related Factors, Physical

Activity, and Physical Education, having enough number of respondents with the conducted in the

study that assures the research is reliable.

 ACKNOWLEDGEMENT

The researchers express their heartfelt gratitude and sincere thanks to the following persons

whose immeasurable contribution had made the completion for this research.

To their research adviser, Sir Jaylord M. Arguelles. For his kindness, generous guidance,

encouragement, and constructive comments from its initial phase till its completion.

To all their classmates, thank you for helping them to go through difficult times. The

knowledge they share would prove invaluable to better equip them for the challenges.

To their beloved parents who always care and support them throughout their studies, for their

unwavering love, moral and financial support and deep prayers. Without their encouragement and

understanding it would have been impossible for them to finish this work.

We thank all the respondents who participated in this study. Your insights and time were

invaluable to our research. We appreciate your support.

Above all, to Almighty God whose goodness never fails, for his divine blessing and spiritual

guidance for without him, this would not have been possible.

I dedicate this work to myself, Maria Elyssa F. Cabaldo for sticking with it, even when things

weren’t easy. For every step I took, every effort I made, and for never quitting, no matter how tough

it got. This is a reminder that I can achieve anything I set my mind to, and that my hard work and

determination will always.

Last but not least, I want to thank me, Sweety Jean L. Nalupa. I want to thank me for

believing in me, I want to thank me for doing all this hard work, I want to thank me for having no

days off, I want to thank me for never quitting, I want to thank me for always being a giver and

trying to give more than I receive, I want to thank me for trying to do more right than wrong, I want

to thank me for just being me at all times.

 CHAPTER I

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Academic performance in primary education is crucial for setting the stage for future

educational success and personal development. During these early years, children acquire

fundamental literacy and numeracy skills that form the basis for more advanced learning throughout

their academic careers. Effective primary education not only provides essential academic skills but

also plays a significant role in cognitive and emotional development, impacting students’ attitudes

toward learning and their overall personal growth.

The role of physical activity in children’s overall development has garnered increasing

recognition. Physical activity is known to contribute significantly to various aspects of a child’s well-

being, including physical health, cognitive function, and emotional stability. Regular physical

exercise supports motor skill development, enhances physical fitness, and fosters healthy growth.

Moreover, research indicates that physical activity positively impacts cognitive functions such as

attention, memory, and executive function, all of which are critical for academic success.

Additionally, physical activity can alleviate stress and anxiety, further supporting better emotional

regulation and a more positive learning experience.

Recent studies have highlighted the connection between physical activity and academic

performance, suggesting that increased physical activity levels are associated with improved

academic outcomes. For example, evidence shows that students who engage in regular physical

exercise often exhibit better concentration, memory, and classroom behavior, which contribute to

enhanced academic performance. This relationship underscores the importance of integrating

physical activity into the school curriculum to support and improve students’ academic achievements.
 Despite the growing body of research, further investigation is needed to fully understand the

mechanisms through which physical activity influences academic outcomes and to identify the most

effective strategies for incorporating physical activity into educational settings. This research aims to

explore these aspects, providing insights into how physical activity can enhance academic

performance and support the holistic development of primary students.

Physical activity (PA) has always been synonymous with well-being and health. Children who

follow a healthy and active lifestyle build their healthy musculoskeletal system, reduce the risk of

developing chronic disease, improve their mental processes and enhance their self-conception In

addition to their well-known health consequences, it is broadly recognized that physical activity is

favorably related to cognitive development, brain health and, consequently, academic achievement

among children and adolescents. This literature suggests that physical activity may affect academic

performance across several direct and indirect physiological, cognitive, emotional, and learning

determinants. After all, youth who are engaged in the highest amounts of physical activity have the

opportunity not only to enhance their physical and mental health but also to solidify their self-esteem

and self-efficacy and, consequently, promote their academic achievement.

In 2022, the World Health Organization (WHO) recommended that adolescents engage in at

least 60 min of moderate to vigorous physical activity (PA) per day, every day of the week. However,

according to the “Guidelines on Physical Activity and Sedentary Behavior” released by the WHO,

approximately 81% of adolescents worldwide do not meet the recommended level of physical

activity

Currently, there is limited research on the correlation between Physical activity duration,

cognitive ability, Physical fitness, and academic achievement. However, many studies have explored

the relationship between Physical activity and academic achievement. For example, a data analysis

of a sample size of 10,205 showed that physical activity can improve classroom behavior and benefit
academic achievement. Therefore, the viewpoint that Physical activity can improve academic

achievement has been widely supported.

1.2 STATEMENT OF THE PROBLEM

1.2.1 Demographic profile of the respondents

1.2.1.1 Age

1.2.1.2 Sex

1.2.1.3 Year Level

1.2.2 Is there significant correlation between the frequency of study sessions and academic

performance among primary students?

1.2.3 Is there significant differences between Physical Activity and Academic Performance among

primary students of Conversion Integrated School?

1.3 OBJECTIVE OF THE STUDY

1.3.1 To quantify the demographic characteristics of primary students at Conversion Integrated

School in terms of:

1.3.1.1 Age

1.3.1.2 Sex

1.3.1.3 Year Level

1.3.2 To analyze the correlation between the frequency of study sessions and academic performance

among primary students.

1.3.3 To assess whether there are significant differences in academic performance related to the

levels of physical activity among primary students of Conversion Integrated School.

 1.4 HYPOTHESIS

H1: Primary students of Conversion Integrated School who participate in regular physical activity

have higher academic performance compared to those who are less physically active. This hypothesis

suggests a direct positive effect of regular physical activity on academic performance.

1.5 CONCEPTUAL FRAMEWORK

This research aims to investigate “THE RELATIONSHIP BETWEEN PHYSICAL

ACTIVITY AND ACADEMIC PERFORMANCE AMONG GRADE 5 AND GRADE 6

STUDENTS OF CONVERSION INTEGRATED SCHOOL.” The researchers will use demographic

profile of the respondents through survey questionnaires to measure the student achievement in

school such as grades, cognitive skills, and classroom behavior.

INPUT OUTPUT

Profile of the PROCESS Measured by student

Respondents Analysis of data through achievement in school

survey questionnaires such as grades, cognitive

a. Age
skills, and classroom
b. Gender
behavior.
\
c. Year level

TABLE 1: RESEARCH PARADIGM

1.6 SIGNIFICANCE OF THE STUDY

This study aims to determine The Relationship Between Physical Activity and Academic

Performances Among Grade 5 and Grade 6 Students of Conversion Integrated School. The following

will gain from this study:

Students. It encourages students to value exercise for its potential to enhance focus, mental health,

and self-discipline, ultimately leading to better academic outcomes and overall well-being.

Teachers. It highlights the role of physical exercise in promoting cognitive development, reducing

stress, and fostering a holistic approach to student success. Teachers can use this insight to support

more balanced educational strategies.

Parents and Guardians. It encourages them to support a balanced routine that includes both study

time and exercise, helping their children reduce stress, stay focused, and perform better in school.

Future Researchers. It offers valuable insights and data that can be expanded upon or used for

comparative studies in different educational settings, contributing to a deeper understanding of how

physical well-being influences cognitive and academic outcomes.

1.7 SCOPE AND DELIMITATION

This study focuses on examining the relationship between physical activity and academic

performance among Grade 5 and Grade 6 students at Conversion Integrated School. The scope of the

research covers the physical activity habits of students, such as participation in sports, recreational

activities, and daily exercise routines, and their correlation with academic performance, measured

through their grades in core subjects like Mathematics, Science, and English.

TABLE 2: MAP OF BRGY. CONVERSION, PANTABANGAN, NUEVA ECIJA

1.8 DEFINITION OF TERMS

Physical activity-bodily movement produced by skeletal muscles that requires energy expenditure.

Academic performance-defined as grade point average, standardized test scores, and educational

aspirations and attainment.

Moderate-to-vigorous exercises- more intense for the muscles, but benefit the body in a good way!
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies after the thorough and in-depth search

done by the researchers.

2.1 ACADEMIC PERFORMANCE

Kao et al. (2017) conducted a study in which they examined the association between aerobic

capacity, muscle capacity, working memory, and academic performance in 79 children aged 9 to 11.

After controlling for sociodemographic variables, the results indicate that there is a relationship

between aerobic capacity, working memory, and mathematical performance. Similarly, physical

capacity is associated with working memory. Other research, such as Haapala (2017), found that

moderate to intense physical exercise was associated with increased reading fluency (p0.05) and

reading comprehension (p0.05) in children aged 6 to 8 years. Esteban et al. (2015) found that

sedentary activity (surfing the internet, listening to music, and sitting quietly) has a negative

correlation with academic achievement (p> 0.05) among 1146 students (12.5 2.5 years old).

Maureira et al.

Apaak & Sarpong (2015) showed in a study that time constraints and physical/ emotional

strain were significant factors affecting the academic performance of studentathletes in Ghana’s

public colleges. Opoku et al. (2019) discovered that sports participation does have an effect on the

academic performance of student-athletes at Offinso College of Education when compared to non-

student-athletes.

(Calestine, et al., 2017). Furthermore, the psychological effects of a sedentary lifestyle can

include mental fatigue and boredom during classes.

 Esteban-Cornejo, et al. (2015) discovered that physical activity, particularly cardiorespiratory

fitness, was linked with increased academic achievement. Other research determined that additional

time spent in PE courses had an upward influence on elementary aged students’ academic scores.

(Dwyer, et al., 1996; Ericsson, 2008; Lynch, 2015). Increased time spent, along with a higher

intensity of physical activity, at recess led to a marked minutes twice a week or 50 minutes three

times a week, their self-efficacy increased, along with their positive mood. Another study looked at

Baduanjin, a traditional Chinese exercise, as a possible way to improve physical and mental health

(Li et al., 2015). They discovered that in addition to some physical improvements, there was

also a positive impact on attention. Lecture breaks. Lack of attention is a common obstacle for any

method used to improve grades.

Lifestyles in today’s society have changed noticeably among children and are becoming less

healthy (Donnelly et al., 2017). The time spent by schoolchildren doing physical activity (PA) has

diminished in favour of other types of habits such as sedentary digital leisure which is associated

with a high use of television, videogames and mobile phones (Gao et al., 2016). This state of affairs

is compounded by higher intakes of processed foods with a high calorie component and large

amounts of salt, fat and sugars, leading to increased levels of overweight and obesity, together with

other related pathologies (Schmidt et al., 2015).

León et al. (2018) define obesity as a non-standard accumulation of body fat that poses a

health risk. This pathology has spread among young people, reaching up to 20% in children and

adolescents. It has also been shown to be related to other diseases such as diabetes and cholesterol

and cognitive problems including low self-esteem, depression and poor academic performance

(Schmidt et al., 2015). In addressing this problem, it is essential to increase levels of PA, defined as

any body movement involving energy expenditure (Gao et al., 2016). Indeed, several international
organisations recommend that young people do at least 60 minutes of PA a day at moderate or

vigorous intensity and with a high aerobic component (Mullender-Wijnsma et al., 2015).

In this respect, Van den Berg et al. (2016) show that doing physical activity and sport

generates myriad benefits at a multi-factorial level. In physical terms, higher levels of PA are known

to be associated with better body composition, greater bone mineral density and higher insulin

sensitivity. Its cognitive benefits have also been widely demonstrated, as an active lifestyle helps to

reduce anxiety and stress and enhances self-esteem, attention span and executive functions (Donnelly

et al., 2017; Mullender-Wijnsma et al., 2016). In particular, recent studies suggest that doing sport

helps to improve academic performance at various educational levels (Krafft et al., 2014).

Similarly, educational failure has also become another major problem for school-age young

people, which is why it is advantageous to promote an active lifestyle that indirectly improves

academic performance (Mullender-Wijnsma et al., 2015). More specifically, the impact of PA has

been evidenced in certain factors influencing academic performance, such as memory, attention span

and executive functions (Donnelly et al., 2017),

By contrast, studies such as those by Donnelly et al. (2017) and Tarp et al. (2016) indicated,

through longitudinal studies, that PA was not related to school performance. This standpoint

underscores the need to conduct a review of the existing literature on this subject, especially in

longitudinal and experimental research, since opposing and contradictory results are found, which

means that greater clarity is called for.

Most of the studies that address academic performance using the scores obtained in regular

tests show how doing PA results in an improvement in such performance, although this needs to be

qualified. In the first place, interventions that involved exercise of greater intensity and length as

well as gross motor skills led to more pronounced improvements in academic performance (Beck et

al., 2016; Howie et al., 2015; Phillips et al., 2015).

 These findings may also be based on a psycho-pedagogical standpoint. The papers by

Mullender-Wijnsma et al. (2015) and Ma et al. (2014) show how the inclusion of tasks that actively

work on educational content and the introduction of active breaks improve academic performance in

children with lower grades. As underlying reasons for these premises, Quinto and Klausen (2016)

demonstrate how the addition of play in academic tasks fosters learning by involving higher levels of

intrinsic motivation and less academic stress. Similarly, the inclusion of active breaks makes it

possible to restore the attention span and improve cerebral blood supply, leading to cognitive

benefits (Krafft et al., 2014). Bunketorp et al. (2015) also report how such programmes promote the

perceived wellbeing and behaviour of schoolchildren.

Turning to the fields most closely linked to the advantages of doing PA, the papers by Beck

et al. (2016), Fedewa et al. (2015) and Resaland et al. (2016) indicate how the benefits of their

intervention programmes were more closely associated with improvements in mathematical

performance, with special emphasis on arithmetic, while not finding any relationship with reading

comprehension

The explanation lies in the improvements that doing PA brings about in a number of factors

associated with cognitive performance and which are more related to mathematical performance

(Donnelly et al., 2017). Finally, no improvements were observed after the guidelines of some studies

were applied, although performance did not worsen either. In all of them, the external load involved

in terms of length was not high (Bugge et al., 2018; Donnelly et al., 2017; Quinto et al., 2016).

2.2 COGNITIVE PERFORMANCE

Several authors argue that doing PA might not only improve academic performance directly

but would also help to enhance cognitive performance, which will have a positive impact on school

performance (Donnelly et al., 2017). More specifically, Chen et al. (2017) demonstrate how multi-

component training based on strength work, coordination and aerobic capacity enables meta-
cognitive development through improvements in attention span and planning which can be explained

by better blood supply in the anterior cerebral cortex that results in higher mental activation

The studies analysed indicate the need for PA prescription to meet specific requirements. In

particular, Fedewa et al. (2015) did not report any improvement in fluid intelligence when adding 20

minutes of PA per day for 8 months. Similarly, Tarp et al. (2016) and Van den Berg et al. (2016)

failed to achieve any changes in executive functions when implementing short-term mild-to-

moderate intensity physical exercise programmes. In this respect there are two basic requirements for

physical exercise to generate positive changes in cognition. The first is in the load of the intervention

performed, involving a minimum of 150 minutes per week of work in which the intensity is

moderate (Chen et al., 2017; Lind et al., 2018). The second requirement lies in the cognitive

demands of the task to be performed, since a cooperation sport with an opponent will produce more

pronounced cognitive improvements by involving more stimuli, thus helping to improve reasoning

ability and selective attention (Ruiz-Ariza et al., 2018; Schmidt et al., 2015).

2.3 PHYSICAL CONDITION AND GENERAL HEALTH

In addition to the impact of PA on school performance, most of the experimental studies

analysed also addressed changes in health status indicator parameters. It was found that regardless of

changes in cognitive or academic performance, several components of physical fitness improved in

most of the studies, and better levels of cardio-respiratory fitness (Bugge et al., 2018), waist

circumference and body mass percentiles (Ardoy et al., 2014; Donnelly et al., 2017) were obtained.

This shows that doing physical activity and sport is an indispensable factor in achieving

physical and mental wellbeing from an early age (Mullender-Wijnsma et al., 2015). In fact, Bugge et

al. (2018) stress the importance of encouraging an active lifestyle from an early age in order to

prevent childhood obesity and several pathologies such as diabetes, cholesterol and cardiovascular

problems.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, population and sampling, research instrument, data

gathering procedure, and data analysis procedure.

3.1 RESEARCH DESIGN

This study was conducted using a descriptive research design to examine the effects between

physical activity and academic performance among students of Grade 5 and Grade 6 of Conversion

Integrated School. This is a descriptive research that is very helpful for this study because it provides

a scope for detailing the existing conditions without manipulating the variable. This kind of research

design would be helpful in gaining and understanding the people and their perception concerning the

phenomena being under investigation. Data are collected through a Google form structured survey

allowing consistent comparison of the responses of various respondents.

Also, the descriptive design lays a foundation of identifying variable interrelationship as well

as identification of patterns and correlations in variables. The use of research design in this research

will consequently aimed to establish relationships among the variables rather than causes and effects

based on the research objectives.

3.2 POPULATION AND SAMPLING

The survey targeted Grade 5 and Grade 6 students of Conversion Integrated School. The

researchers used stratified random sampling. The Google Forms link was shared through social

media, email, and messaging apps to get as many responses as possible.

The researchers aimed to collect at least 87 responses to have enough data to analyze.

Participants had to meet certain simple requirements to take part, so the researchers made sure that

the answers they got are useful for the study.

3.3 RESEARCH INSTRUMENT

The research instrument that are used to survey the Grade 5 and Grade 6 students about the

effects between physical activity and academic performance among Grade 5 and Grade 6 students of

Conversion Integrated School. The questionnaire was developed based on the study’s objectives. The

questionnaire consisted of twenty (20) items. The first part of the questionnaire was also consisted of

five (5) questions about student related factors, the second part was also consisted of five (5)

questions about home related factors, the third part was also consisted of five (5) questions about

physical activity, and the last part was also consisted of five (5) questions about physical education.

The respondents answered these questions using the following 5-point likert scale: 1-Never, 2-Rarely,

3-Sometimes, 4-Often, 5-Always.

In order to gather accurate data, the researchers looked for questionnaire that is related to the

study.

3.4 DATA GATHERING PROCEDURE

The researchers gathered essential data information from internet and other past research

study materials related to the problems of the study being investigated. The data gathered from

internet also served as a guide for the construction of the research study. After the approval of the

topic, and the drafting and checking of the questionnaire by their research adviser, researchers

prepared letter of request for the principal to ask for the permission to allow researchers distribute

questionnaires that is to be answered by grade 5 and grade 6 students.

The survey will be conducted in Conversion Integrated School, through survey questionnaire

and data are collected through a Google form. The researchers explain to the respondents the

importance of their response to the study. The researcher clarifies some terms to the respondents so

that the respondents can answer the questionnaire with full of knowledge. After the survey being
conducted, data will be gathered, tabulated, interpreted, and analyzed. Then, the findings and

recommendations of the study will be formulated and finalized.

3.5 DATA ANALYSIS PROCEDURE

The analysis of this quantitative research involves aiming to uncover or understand the big

picture. By using the data to describe the phenomenon and what this means. Responses from even

instructed quantitative questionnaires can be enter into a computer in order for it to be coded,

counted, and analyzed.

 CHAPTER IV

RESULTS AND DISCUSSION

This part is consisting of all the answers and concerns of the respondents based on the survey

questionnaire conducted. The survey questionnaire is composed of twenty (20) open-ended questions

that will serve to answer the issues of the research.

4.1 PRESENTATION OF RESULTS

Table No-4.1.1 Age of the respondents.

Age Frequency Percentage (%)

10 years old 37 42.5%

11 years old 41 47.1%

12 years old 8 9.2%

13 years old 1 1.1%

Total 87 100%

Out of the surveyed 87 respondents, 47.1% respondents belong to the age group 11 years old;

42.5% respondents belong to the age group of 10 years old; and 9.2% respondents belong to the age

group of 12 years old; 1.1 of them belong to 13 years old.

 Table No-4.1.2 Sex of the respondents.

Sex Frequency Percentage (%)

Male 39 44.8%

Female 48 55.2%

Total 87 100%

The above table shows that out of the surveyed 87 respondents, there were 39 male

respondents and 48 female respondents, indicating a fairly equal gender distribution in the sample.
 Table No-4.1.3 Year level of the respondents.

Year level Frequency Percentage (%)

Grade 5 39 44.8%

Grade 6 48 55.2%

Total 87 100%

The above table shows that out of the surveyed 87 respondents, 55.2% of the respondents are

belong to the Grade 6 students and 44.8% of the respondents are belong to the Grade 5 students.
 STUDENT RELATED FACTORS

Table 1. Q1: How well do you listen to your teacher?

Rating Scale Frequency Percentage (%)

1-Never 1 1.1%

2-Rarely 3 3.4%

3-Sometimes 8 9.2%

4-Often 21 24.1%

5-Always 54 62.1%

Total 87 100%

From the above table it is inferred that the 62.1% of the respondents are saying that they are

always listen to their teacher, 24.1% as often, 9.2% as sometimes, 3.4% as rarely and 1.1% as they

are never listening to their teacher.

Table 2. Q2: How well do you actively participate in the discussion, answering, and clarifying things

you did not understand?

Rating Scale Frequency Percentage (%)

1-Never 1 1.1%

2-Rarely 2 2.3%

3-Sometimes 11 12.6%

4-Often 27 31%

5-Always 46 52.9%

Total 87 100%

From the above table it is inferred that the 52.9% of the respondents are always actively

participate in the discussion, answering, and clarifying things that they are not understand, 31% as

often, 12.6% as sometimes, 2.3% as rarely, and 1.1% saying that they never actively participate in

the discussion, answering, and clarifying things that they are not understand.
Table 3. Q3: How well do you want to get good grades on test, quizzes, assignments, and projects?

Rating Scale Frequency Percentage (%)

1-Never 1 1.1%

2-Rarely 3 3.4%

3-Sometimes 14 16.4%

4-Often 18 20.7%

5-Always 51 58.6%

Total 87 .100%

From the above table it is inferred that the 58.6% of the respondents are always get a good

grade on test, quizzes, assignments, and projects, 20.7% as often, 16.4% as sometimes, 3.4% as

rarely, and 1.1% as they never get a good grade on test, quizzes, assignments, and projects.
Table 4. Q4: How well do you make yourself prepared for the subject?

Rating Scale Frequency Percentage (%)

1-Never 1 1.1%

2-Rarely 3 3.4%

3-Sometimes 19 21.8%

4-Often 17 19.5%

5-Always 47 54%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 54% of the respondents are

always prepared for the subject, 21.8% as sometimes, 19.5% as often, 3.4% as rarely, and 1.1% as

they never prepared for the subject.

Table 5. Q5: How well do you frustrated when discussion is interrupted or the teacher is absent?

Rating Scale Frequency Percentage (%)

1-Never 5 5.7%

2-Rarely 4 4.6%

3-Sometimes 15 17.2%

4-Often 22 25.3%

5-Always 41 47.1%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 47.1% of the respondents are

always frustrated when discussion is interrupted or the teacher is absent, 25.3% as often, 17.2% as

sometimes, 5.7% as never, and 4.6% as they are rarely frustrated when discussion is interrupted or

the teacher is absent.

 HOME RELATED FACTORS

Table 1. Q1: Are you motivated by your parents to improve your studies?

Rating Scale Frequency Percentage (%)

1-Never 1 1.1%

2-Rarely 2 2.3%

3-Sometimes 12 13.8%

4-Often 24 27.6%

5-Always 48 55.2%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 55.2% are always motivated by

their parents to improve their studies, 27.6% as often, 13.8% as sometimes, 2.3% as rarely, and 1.1%

as he or she never motivated by their parents to improve her or his studies.

Table 2. Q2: Do you use learning materials (book, dictionary, and laptop or cellphone) suitable for

your learning?

Rating Scale Frequency Percentage (%)

1-Never 1 1.1%

2-Rarely 5 5.7%

3-Sometimes 21 24.1%

4-Often 24 27.6%

5-Always 36 41.4%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 41.4% of the respondents are

always using learning materials (book, dictionary, and laptop or cellphone) suitable for their learning,

27.6% as often, 24.1% as sometimes, 5.7% as rarely, and 1.1% as he or she never use learning

materials (book, dictionary, and laptop or cellphone) suitable for their learning.
Table 3. Q3: Do you have tutorial sessions after class?

Rating Scale Frequency Percentage (%)

1-Never 26 29.9%

2-Rarely 4 4.6%

3-Sometimes 18 20.7%

4-Often 17 19.5%

5-Always 22 25.3%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 29.9% of the respondents are

never have a tutorial session after their class, 25.3% as always, 20.7% as sometimes, 19.5% as often,

and 4.6% of the respondents are rarely have a tutorial session after their class.
Table 4. Q4: Do your parents help in your homework?

Rating Scale Frequency Percentage (%)

1-Never 1 1.1%

2-Rarely 3 3.4%

3-Sometimes 15 17.2%

4-Often 24 27.6%

5-Always 44 50.6%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 50.6% of the respondents are

their parents always help them with their homework, 27.6% as often, 17.2% as sometimes, 3.4% as

rarely, and 1.1% of the respondents are their parents never help them with homework.
Table 5. Q5: Do you ask guidance from elders and/or family?

Rating Scale Frequency Percentage (%)

1-Never 2 2.3%

2-Rarely 3 3.4%

3-Sometimes 10 11.5%

4-Often 20 23%

5-Always 52 59.8%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 59.8% of the respondents are

always ask guidance from elders and/or family, 23% as often, 11.5% as sometimes, 3.4% as rarely,

and 2.3% as they are never ask guidance from elders and/or family.
 PHYSICAL ACTIVITY

Table 1. Q1: How often do you engage in physical activity for at least 30 minutes?

Rating Scale Frequency Percentage (%)

1-Never 4 4.6%

2-Rarely 2 2.3%

3-Sometimes 19 21.8%

4-Often 21 24.1%

5-Always 41 47.1%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 47.1% of the respondents are

always engage in physical activity for at least 30 minutes, 24.1% as often, 21.8% as sometimes, 4.6%

as never, and 2.3% as they are rarely engage in physical activity for at least 30 minutes.
Table 2. Q2: How often do you engage in vigorous-intensity physical activities (e.g., running,

aerobics)?

Rating Scale Frequency Percentage (%)

1-Never 1 1.1%

2-Rarely 3 3.4%

3-Sometimes 27 31%

4-Often 22 25.3%

5-Always 34 39.1%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 39.1% of the respondents are

always engage in vigorous-intensity physical activities (e.g., running, aerobics), 31% as sometimes,

25.3% as often, 3.4% as rarely, and 1.1% as never engage in vigorous-intensity physical activities

(e.g., running, aerobics).

Table 3. Q3: How often do you walk or bike to school?

Rating Scale Frequency Percentage (%)

1-Never 3 3.4%

2-Rarely 1 1.1%

3-Sometimes 17 19.5%

4-Often 24 27.6%

5-Always 42 48.3%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 48.3% of the respondents are

always walk or bike to school, 27.6% as often, 19.5% as sometimes, 3.4% as never, and 1.1% of the

respondent are rarely walk or bike to school.

Table 4. Q4: How often do you spend time doing sedentary activities (e.g., watching TV, playing

video games) during your leisure time?

Rating Scale Frequency Percentage (%)

1-Never 1 1.1%

2-Rarely 2 2.3%

3-Sometimes 25 28.7%

4-Often 26 29.9%

5-Always 33 37.9%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 37.9% of the respondents are

always spend time doing sedentary activities (e.g., watching TV, playing video games) during their

leisure time, 29.9% as often, 28.7% as sometimes, 2.3% as rarely, and 1.1% of the respondents are

never spend time doing sedentary activities (e.g., watching TV, playing video games) during your

leisure time.
Table 5. Q5: How often do you participate in recreational sports or activities during your free time?

Rating Scale Frequency Percentage (%)

1-Never 2 2.3%

2-Rarely 4 4.6%

3-Sometimes 21 24.1%

4-Often 22 25.3%

5-Always 38 43.7%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 43.7% of the respondents are

always participate in recreational sports or activities during their free time, 25.3% as often, 24.1% as

sometimes, 4.6% as rarely, and 2.3% as they are never participate in recreational sports or activities

during their free time.

 PHYSICAL EDUCATION

Table 1. Q1: How often do you attend physical education classes?

Rating Scale Frequency Percentage (%)

1-Never 1 1.1%

2-Rarely 2 2.3%

3-Sometimes 14 16.1%

4-Often 29 33.3%

5-Always 41 47.1%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 47.1% of the respondents are

always attend physical education classes, 33.3% as often, 16.1% as sometimes, 2.3% as rarely, and

1.1% as never attend physical education classes.

Table 2. Q2: How often do you practice new skills in your physical education classes?

Rating Scale Frequency Percentage (%)

1-Never 0 0%

2-Rarely 3 3.4%

3-Sometimes 22 25.3%

4-Often 23 26.4%

5-Always 39 44.8%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 44.8% of the respondents are

always practice new skills in their physical education classes, 26.4% as often, 25.3% as sometimes,

and 3.4% as they are rarely practice new skills in their physical education classes.
Table 3. Q3: How often do you participate in team sports during physical education classes?

Rating Scale Frequency Percentage (%)

1-Never 0 0%

2-Rarely 4 4.6%

3-Sometimes 16 18.4%

4-Often 20 23%

5-Always 47 54%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 54% of the respondents are

always participate in team sports during their physical education classes, 23% as often, 18.4% as

sometimes, and 4.6% as they are rarely participate in team sports during their physical education

classes.
Table 4. Q4: How often do you participate in fitness assessments in your physical education classes?

Rating Scale Frequency Percentage (%)

1-Never 0 0%

2-Rarely 3 3.4%

3-Sometimes 20 23%

4-Often 20 23%

5-Always 44 50.6%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 50.6% of the respondents are

always participate in fitness assessments in their physical education classes, 23% as often and

sometimes, 3.4% as they are rarely participate in fitness assessments in their physical education

classes.
Table 5. Q5: How often do you learn about nutrition in your physical education classes?

Rating Scale Frequency Percentage (%)

1-Never 0 0%

2-Rarely 2 2.3%

3-Sometimes 14 16.1%

4-Often 27 31%

5-Always 44 50.6%

Total 87 100%

From the above table, it is inferred that out of 87 respondents, 50.6% of the respondents are

always learn about nutrition in their physical education classes, 31% as often, 16.1% as sometimes,

and 2.3% as they are rarely learn about nutrition in their physical education classes.
 NUMERICAL DATA FOR QUESTIONNAIRE RESULTS
A. Student Related Factors
QUESTIONS QUESTIONS (5) (4) (3) (2) (1) TOTAL
NUMBER RESPONSES
ALWAYS OFTEN SOMETIMES RARELY NEVER

01 How well do 54 21 8 3 1 87
you listen to
your teacher?
02 How well do 46 27 11 2 1 87
you actively
participate in
discussions?
03 How well do 51 18 14 3 1 87
you want to
get good
grades?
04 How well do 47 17 19 3 1 87
you prepare
for the
subject?
05 How well do 41 22 15 4 5 87
you feel
frustrated
when
discussions
are
interrupted?
 B. Home Related Factors

QUESTIONS QUESTIONS (5) (4) (3) (2) (1) TOTAL

NUMBER RESPONSES
ALWAYS OFTEN SOMETIMES RARELY NEVER

01 Are you 48 24 12 2 1 87
motivated by
your parents
to improve
your studies?
02 Do you use 36 24 21 5 1 87
learning
materials
(book,
dictionary,
and laptop or
cellphone)
suitable for
your leaning?
03 Do you have 22 17 18 4 26 87
tutorial
sessions after
class?
04 Do your 44 24 15 3 1 87
parents help
in your
homework?
05 Do you ask 52 20 10 3 2 87
guidance
from elders
and/or
family?
 C. Physical Activity

QUESTIONS QUESTIONS (5) (4) (3) (2) (1) TOTAL

NUMBER RESPONSES
ALWAYS OFTEN SOMETIMES RARELY NEVER

01 How often do 41 21 19 2 4 87
you engage
in physical
activity for at
least 30
minutes?
02 How often do 34 22 27 22 34 87
you engage
in vigorous-
intensity
physical
activities
(e.g.,
running,
aerobics)?
03 How often do 42 24 17 1 3 87
you walk or
bike to
school?
04 How often do 33 26 35 2 1 87
you spend
time doing
sedentary
activities
(e.g.,
watching TV,
playing video
games)
during your
leisure time?
05 How often do 38 22 21 4 2 87
you
participate in
recreational
sports or
activities
during your
free time?
 D. Physical Education

QUESTIONS QUESTIONS (5) (4) (3) (2) (1) TOTAL

NUMBER RESPONSES
ALWAYS OFTEN SOMETIMES RARELY NEVER

01 How often do 41 29 14 2 1 87
you attend
physical
education
classes?
02 How often do 39 23 22 3 0 87
you practice
new skills in
your physical
education
classes?
03 How often do 47 20 16 4 0 87
you
participate in
team sports
during
physical
education
classes?
04 How often do 44 20 20 3 0 87
you
participate in
fitness
assessments
in your
physical
education
classes?
05 How often do 44 27 14 2 0 87
you learn
about
nutrition in
your physical
education
classes?
 Highest Percentage Rate of all the Gathered Data based from the Questions Answer

Student Related Factors Answer Frequency Percentage (%)

01 Always 54 62.1%

02 Always 46 52.9%

03 Always 51 58.6%

04 Always 47 54%

05 Always 41 47.1%

Home Related Factors

01 Always 48 55.2%

02 Always 36 41.4%

03 Never 26 29.9%

04 Always 44 50.6%

05 Always 55 59.8%

Physical Activity

01 Always 41 47.1%

02 Always 34 39.1%

03 Always 42 48.3%

04 Always 33 37.9%

05 Always 38 43.7%
Physical Education

01 Always 41 47.1%

02 Always 39 44.8%

03 Always 47 54%

04 Always 44 50.6%

05 Always 44 50.6%

The illustration above clearly states the answers of the highest percentage rate of 48.74%

among the questions. With the question having mostly the result of Always 49.73% and Never

29.9%. Following the majority role, that was chosen from the given chives which are Never, Rarely,

Sometimes, Often, and Always. It is concluded that research have all effect in Student Related

Factors, Home Related Factors, Physical Activity, and Physical Education, having enough number of

respondents with the conducted in the study that assures the research is reliable.

4.2 DISCUSSION OF RESULTS

Student-Related Factors

The study showed that students who paid attention in class and joined discussions did better

in school. Those who prepared well for tests, assignments, and projects also had higher grades. This

shows that being active in class and trying hard can help students succeed.

Home-Related Factors

The support from home was very important. Students whose parents encouraged them to

study and who had access to learning tools like books or computers did better in their schoolwork.

Parents who helped with homework or provided extra guidance made a positive difference in their

child’s grades. This shows that a supportive home can help students do well in school.
Physical Activity

Students who took part in regular physical activities, like playing sports or exercising for at

least 30 minutes a day, did better in their studies. Physical activities help reduce stress and improve

mood, which makes students readier to learn. However, students who spent a lot of time watching

TV or playing video games tended to have lower grades. This shows it’s important to have a balance

between screen time and being active.

Physical Education

Students who regularly attended PE classes and joined team sports or fitness activities

behaved better in class and were more focused on their studies. PE classes help students learn

important skills like teamwork and discipline, which can also help them do better in their schoolwork.
 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter discusses the summary, conclusions, and recommendation of the effects between

physical activity and academic performance among Grade 5 and Grade 6 students of Conversion

Integrated School.

5.1 SUMMARY OF FINDINGS

The aim of this study was to analyze the effects between physical activity and academic

performance among Grade 5 and Grade 6 students among Conversion Integrated School. The data

supported the expectation by finding a significant positive correlation between physical activity and

academic performance which suggested that students who had some kind of regular physical activity

were able to achieve higher in academics. More specifically, students who took part in physical

activity more than 2.5 times in a week had higher mean scores of academic performances. The study

also established that cognitive, behavioral and grading aspects were positively influenced by physical

activity. It was found that demographically, Grade 6 students’ girls and boys had more engagement

in physical activities as compared to Grade 5 students’ boys and girls. The results are in support of

the hypotheses that physical activity, which is undertaken regularly, helps to improve academic

performance. Hence, the study proposes measures for implementation by integrating physical

activity in the school curriculum for the purpose of student’s all-round growth.

5.2 CONCLUSIONS

This part of research where hypotheses will be proven. This is where the conclusion drawn

based on the results of the study.

Based from the result of the study, this study investigates the effects between physical

activity and academic performance among grade 5 and grade 6 students at Conversion Integrated
School. The findings clearly show that regular physical activity has several positive effects on

students’ academic success. Students that engage in physical activities tend to achieve higher marks.

This implies that in addition to promoting their physical health, being active enhances their ability to

learn and overall academic achievement. Additionally, the results suggest students who study on a

regular basis also tend to perform better academically. This demonstrates how important it is to

integrate physical activity with efficient study methods in order to achieve academic success.

Academic achievement is significantly impacted by physical activity.

5.3 RECOMMENDATIONS

To the Students, Teachers, and Guardians/Parents: Physical activity is important for

improving focus, memory, and problem-solving skills, which can help you do better in school.

Students should try to include physical activity in their daily routine, whether it’s through sports,

outdoor play, or simple exercises. These activities not only reduce stress but also help you

concentrate better and remember what you learn. Teachers and parents are important in encouraging

students to stay active, both in school and at home. By providing support and opportunities for

physical activity, you can help create a healthy environment that benefits both academic success and

well-being.

To Future Researchers: Future researchers can look into how different types of physical

activities affect students’ academic performance. It would be helpful to study how often and for how

long students should be active to see the best results in school. Research can also explore which

activities are most helpful for improving focus and learning. This kind of research will help schools

develop better programs to help students balance physical health and academic success.
APPENDIX A
 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OF NUEVA ECIJA
CONVERSION INTEGRATED SCHOOL
Brgy. Conversion, Pantabangan, Nueva Ecija

November 6, 2024

Oliver O. Pascual
Conversion Integrated School
Principal I
Bgry. Conversion, Pantabangan, Nueva Ecija

Sweety, Elyssa, Triccia

Grade 12-GAS
Conversion Integrated School- High School Department
Bgry. Conversion, Pantabangan, Nueva Ecija

Dear Sir Pascual,

We hope this message finds you well. We are Grade 12 students at Conversion Integrated School,

currently engaged in a research project that focuses on the effects between physical activity and

academic performance among Grade 5 and Grade 6 students.

As part of our study, we are conducting a survey to better understand how physical activity

influences various aspects of academic achievement. In order to gather a comprehensive set of data,

we would like to request your permission to conduct this survey with the Grade 5 and 6 students at

Conversion Elementary School.

The survey is scheduled for November 6, 2024, and we intend for it to be carried out in a way that

minimizes disruption to the students' regular activities. We are committed to ensuring that all

participants feel comfortable and are assured that their responses will be kept confidential and used

solely for academic purposes.

We believe that this research will provide valuable insights into how physical activity impacts the

younger students in our community, and it could potentially lead to beneficial changes in school

policies and practices regarding physical education.

We greatly appreciate your consideration of our request, and we hope to receive your permission to

proceed. Please feel free to reach out if you have any questions or require further information

regarding our study.

Thank you very much for your time and support.

Sincerely Yours,
The Researchers

Noted:
JAYLORD M. ARGUELLES OLIVER O. PASCUAL
Research Adviser Principal
 PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE QUESTIONNAIRES

Name (Optional): Grade:

Sex: Male Female Age:

Direction: Please use the following rating scale in making your judgement. Check the box that

corresponds to your answer. (5) Always. (4) Often, (3) Sometimes, (2) Rarely, and (1) Never.

5 4 3 2 1

A. Student Related Factors Always Often Sometimes Rarely Never

1. How well do you listen to your teacher?

2. How well do you actively participate in the

discussion, answering, and clarifying things you
did not understand?
3. How well do you want to get good grades on
test, quizzes, assignments, and projects?
4. How well do you make yourself prepared for
the subject?
5. How well do you frustrated when discussion
is interrupted or the teacher is absent?

B. Home Related Factors

1. Are you motivated by your parents to
improve your studies?
2. Do you use learning materials (book,
dictionary, and laptop or cellphone) suitable for
your leaning?
3. Do you have tutorial sessions after class?

4. Do your parents help in your homework?

5. Do you ask guidance from elders and/or

family?
C. Physical Activity

1. How often do you engage in physical activity

for at least 30 minutes?

2. How often do you engage in vigorous-

intensity physical activities (e.g., running,
aerobics)?
3. How often do you walk or bike to school

4. How often do you spend time doing

sedentary activities (e.g., watching TV, playing
video games) during your leisure time?
5. How often do you participate in recreational
sports or activities during your free time?

D. Physical Education

1. How often do you attend physical education

classes?

2. How often do you practice new skills in your

physical education classes?

3. How often do you participate in team sports

during physical education classes?

4. How often do you participate in fitness

assessments in your physical education classes?

5. How often do you learn about nutrition in

your physical education classes?
References: https://www.scribd.com/document/473365958/Quanti-Survey-Questionnaire
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c