1

Note: Sequence of the Background of the

study

1st paragraph rationale

CHAPTER I
2nd paragraph globally (2 variable should be
mentioned of discuss)
INTRODUCTION 3rd paragraph Asia

Background of the Study 4th paragraph Philippines/Local

5th your reason why you should conduct this

study
In today's 21st century education, it is necessary for the teacher to

have a wide knowledge about different types of teaching approaches so that

the teaching becomes more meaningful and effective. Teaching Physical

Education aims to make the students physically strong, well-poised, sound

and efficient, mentally alert and active, and emotionally tempered and well-

balanced. Each year level takes on a different fitness program such as sports,

gymnastics, dancing, and martial arts. Moreover, every teacher has her or his

own style of teaching. And as traditional teaching styles evolve with the advent

of differentiated instruction, more and more teachers are adjusting their

approach depending on their students’ learning needs.

According to Parsak and Sarac (2020). Teaching styles as the way in

which teachers teach the content knowledge to students. Additionally,

according to (Chatzipanteli & Dean, 2020), knowledge surrounding teaching

styles in physical education has evolved over time, and; today, there is a

plethora of both research and practitioner-oriented writing focusing on the

different teaching styles and their benefits to both teachers and students.
 2

Additionally, according to Chatoupis (2018), the “Spectrum of Teaching

Styles” - as first posited by Mosston (1966) and later by Mosston and

Ashworth, has been a guiding tool in the use of research on teaching styles in

physical education for over fifty years. The spectrum consists of eleven

teaching styles and one of which is the Reciprocal teaching Style.

Reciprocal teaching style is one of the teaching styles emphasizes

students are more active in learning and the teacher only plays a role as a

facilitator who monitors every activity carried out by students in learning

(Junaidi & Yudiana, 2016). Furthermore, Juanaidi & Yudiana (2016) said that

in the reciprocal teaching style, classes are organized and conditioned in

certain roles (divided into two groups), there students who act as actors and

there are students who act as observers (observer) of the activities carried

out by the group of actors, meanwhile the teacher acts as a facilitator.

In the study of Theodosiou, et al 2016 at Aristotle University of

Thessaloniki Sports Centre, located in Northern Greece, central Macedonia

they identified several barriers in using this teaching style. The first subtheme

identified was time. Students reported that organization of the lesson using

this styles was time consuming and this resulted in lowering their academic

learning time. They acknowledged, however, that this was evident in the first

lesson and as the lessons progressed the organization of the class was more

fluent. Still, the time of actual task execution was less than typical lessons but
 3

the interest in working this way countered the possible negative effects. The

second subtheme emerged involved confusion in implementing the teaching

styles. Similarly, to the previous subtheme, students reported that at the

beginning it was difficult to them to follow the teacher’s instructions and

effectively work in this type of lesson structure. As this lesson structure was

repeated, it became easier for them to adjust and work properly.

In Asia, the findings of the study of Chung Li and Kam 2011 at Hong

Kong Institute of Education revealed that both the teacher and students

experienced reciprocal teaching positively. Students perceived their learning

as active and comfortable. They were satisfied with their mastery of skills,

taking peer tutoring roles, engaging in observing, taking care of others and

seeing their partner’s improvement. They also encountered with those

dissatisfying experiences of boring, simple and repetitive learning content,

difficult skills and the undesirable learning attitude of some of the students

that they feared of ending up with discipline problems and learning nothing.

Their articulation with their improvement in collaboration, communication and

presentation skills, building up confidence, team spirit and learning attitude of

trying hard was found.

Meanwhile, in the Philippines, according to Cuartero & Elpa (2018)

In their study of reciprocal cooperative learning, they found that all four

understanding strategies—predicting, clarifying, questioning, and

summarizing—were effectively aided by reciprocal cooperative learning.

 4

Additionally, it was discovered to be very effective at enhancing the students'

summarizing abilities.

The researcher believes that conducting of this study will help the

learners to improve their learning performance and also wants to find out how

positively affect the learning performance in Physical Education.

Theoretical Framework

This study is anchor with the Humanism theory (Petrovska, 2015)

targets self-actualization and autonomy of those who learn, respect their

interests and needs and encourages internal motivation. A humanistic

approach encourages students to evaluate their learning and take control of

it. Affective goals are valued in addition to cognitive ones; students are seen

as capable people who should have the freedom to take the initiative and to

develop learning objectives that they see as relevant to their needs and

interests.

Reciprocal cooperative Learning fits particularly well with this

perspective, as it provides students an alternative to the teacher-fronted

classroom. Inside the classroom and in the use of Reciprocal Cooperative

Learning, learning is self-actualized in a cooperative and supportive

environment. Students act as the facilitators of their learning together with

their classmates, which meet the affective goals of learning. Learners are

diverse, and each one entails a particular intelligence.

 5

The theory of Multiple Intelligence implies that teachers must recognize

and teach in a broader range of talents and skills that depend on a variety of

intelligence. It is on this premise that the Reciprocal Cooperative Learning is

use. Groups work with four (4) members with each one assigned a particular

comprehension strategy. Students learn cooperatively with one another who

has different multiple bits of intelligences A variety of multiple intelligence

activities highlights the students’ Multiple Intelligence.

This study made use of a particular Cooperative Learning Strategy

which is the Reciprocal Cooperative Learning it was developed based on

Vygotsky’s theory of the fundamental role of social interaction in the

development of cognition. Developed by Brown and Palincsar in 1984.

Reciprocal Learning calls on students to become “the teacher” and work as a

group to bring meaning to a text. Students engage in dialogue regarding parts

of the text (Fales, 2011). It is a collaborative technique in which students; first

make a prediction about the text through visual clues or base on the title of

the text then, they will read a passage of text, paragraph by paragraph. After

reading they will then pause for clarification which include; questions on word

meaning, unclear phrases, and ambiguous sentences. Questions will be

generated as to their understanding of the read text and the way they relate to

the characters. The last part will be the Summary where important ideas are

gathered and students may retell the story in their words. Laguador (2014)

emphasized that collaboration among the group members improves the skills
 6

of the students to communicate in social discussion and participate in the

accomplishment of their common goal. Low-performing students may tend to

give up on performing his activity alone but with the help of high performing

students.

Conceptual Framework

The figure below depicts the conceptual framework of this study

showing the effect of Independent Variable to Dependent Variable. In

Independent Variables, it compromised by the Reciprocal Cooperative

Learning strategy while, Dependent Variable consist of learning performance

of grade 8 learners

Independent Variable Dependent Variable

Reciprocal Cooperative Learning Performance in

Learning Strategy
Physical Education.

Figure 1. the conceptual Framework of the Study

Statement of the Problem

The main focus of this study is to assess the effect of Reciprocal

Cooperative Learning in Teaching Physical Education in the learning

performance of grade 8 learners.

 7

Specific Objectives

1. To what extent is the quality of Reciprocal Cooperative Learning strategy in

Learning Physical education in terms of:

1.1. Content;

1.2. Relevance;

1.3 Acceptability;

1.4. Instructional aspects?

2. What is the level of learning performance of grade 8 students in Physical

Education integrating Reciprocal Cooperative Learning strategy in terms of

pre-test and post-test results between control and experimental group?

3. Is there a significant effect of the learning performance during pre-test

between Experimental and Control group?

4. is there a significant effect of the learning performance during post-test

between Experimental and Control group?

 8

5. Is there any significant difference in the mean gain score in learning

performance between Experimental and Control Group?

Hypotheses

H0 1. There is no significant effect of Reciprocal Cooperative Learning Strategy

in learning performance of grade 8 students.

H0 1 There is no significant difference in the learning performance of grade 8

students of Experimental group and Control group in terms of mean gain.

Significance of the Study

The result of this study may have essences to every party which is

involved in teaching and learning process. The result of this research may

also inspire other Physical Education Teacher to use simple and much better

teaching strategies to improve the learning of their students.

To the Physical Education teachers, this study may serve as a tool in

helping the learners to learn physical Education subject in an enjoyable and

pleasing environment. This is also helpful since the lesson plan prepared for

this has the integration of the creative teaching strategy such as the

Reciprocal Cooperative Learning Strategy. This strategy may help the

teachers retain the attention and develop the interest of the learners in terms
 9

of learning physical education. And the lesson plan is provided with

interactive and engaging activities for better understanding.

To the students, this study is for them. They are the main concern of

every decision in terms of education. With this research, their talents,

knowledge and skills will be tested since the activities prepared for them is

very millennial and is very interactive that they can engage with their fellow

learners.

To the future researchers, this study may provide as basis to refine

and expand studies in relation to efficacy of Reciprocal Cooperative Learning

Strategy in learning performance in Physical Education.

To the researcher herself, the result of this study may serve as a

remarkable factor in research for more teaching strategies and learning

activities for the students. It may also be a basis for further development of

the teaching and learning process in different area of specialization in

Physical Education subject. This may urge the researcher to further seek for

alternative teaching strategies to supplement or reinforce the learning

Physical Education and be an exemplar of what is meant by real teaching in

Philippine setting.

Scope and Delimitation of the Study

 10

The general intent of this study is to determine the efficacy of

Reciprocal Cooperative Learning Strategy in learning performance of grade 8

students of Datu Mantato National High School and Datu Arnel Datukon

National high School in Physical Education.

The study is delimited only for the one (1) section in Grade 8 of Datu

Arnel Datukon National High School as control group and one (1) section in

grade 8 of Datu Mantato National High School as experimental group in the

division of Maguindanao Del Norte who will enroll for the School Year 2024-

2025, the main purpose of this study is to point out the effect of Reciprocal

Cooperative Learning Strategy in learning performance in learning Physicaal

Education. The Reciprocal Cooperative Learning Strategy chose by the

researcher because it is more practical to use in today’s educational

generation and it will address the student’s individual needs in terms of

learning and it promotes cooperation, leadership skills and comprehension

skill. The study only focuses on the efficacy of Reciprocal Cooperative

Learning Strategy in the learning performance of the grade 8 students in

learning Physical Education. However, the study excludes the effects of

Reciprocal Cooperative Learning Strategy to their learning behavior.

 11

Definition of Terms

To better understand the study, the following words were operationally

defined:

Reciprocal Cooperative Learning Strategy is an instructional model in

which students works in pairs or groups to

master lesson content. The cooperate in

well-defined roles of doer and observer.

Learning Performance a measure of how well students are

learning in terms of knowledge and skills

development in Physical Education.

Effectivity The capability of producing a desired result

or the ability to produce desired output.

 12

Teaching Style The personal attributes that define a

teacher’s classroom methods and behavior.

Qualities associated with teacher

effectiveness include mastery of subject

matter, pedagogical thinking, organizational

ability, enthusiasm, warmth, calmness, and

rapport with students.

Post-Test This word refers to the examination

administered to both control group and

experimental group after the series of

treatment.

Pre-Test This word is pertaining to the examination

administered to both control group and

experimental group of students prior to the

experimentation.
 13

Noted: Include in your RRL

the
CHAPTER II
 Learning performance
 Effects of
RECIPROCAL Review of Related Literature
COOPERATIVE
LEARNING
This chapter
STRATEGY to discusses the view of related literature and studies of the
learning performance
study
of entitled “Reciprocal Cooperative Learning Strategy in Teaching
students
Physical Education: Effect in Learning Performance of grade 8 Learners”

Reciprocal Cooperative Learning Strategy

Reciprocal teaching style is one of the teaching styles emphasizes

students are more active in learning and the teacher only plays a role as a

facilitator who monitors every activity carried out by students in learning

(Junaidi & Yudiana, 2016). Furthermore, Juanaidi & Yudiana (2016) said that

in the reciprocal teaching style, classes are organized and conditioned in

certain roles (divided into two groups), there students who act as actors and

there are students who act as observers (observer) of the activities carried

out by the group of actors, meanwhile the teacher acts as a facilitator.

Furthermore, referring to Pamungkas & Wibowo (2020) it is said that the

teaching style is reciprocal This gives freedom to students to make decisions

when observing activity his friends as actors and provide evaluation any

movement activity that has been ordered by Teacher.Reciprocal Teaching

Style, where students are possible to set the number of repetitions and the
 14

speed of carrying out exercises or movements. The reciprocal style is

implemented to increase the socialization relationship with friends and to take

advantage of the presence of immediate feedback. Students are given the

freedom to make broader decisions. In addition, students are required to

assess learning outcomes in a limited way.

The Reciprocal Teaching methodology has a robust evidence base,

includes a cooperative learning style, metacognition is supported throughout,

and progress is monitored in line with implementation science. Specifically,

Reciprocal Teaching is an instructional approach and dialogue based

framework based on the skills necessary for good comprehension. The

approach is based on practitioner’s explicitly teaching four key strategies and

facilitating high-quality discussion (West Dunbartonshire Council, 2015).

Reciprocal teaching is a type of method training created to encourage

self-regulation while reading and learning with text, according to Palincsar

(2017). The purpose of RT is to provide students with tools for self-regulating

the process of constructing meaning while reading. According to Palincsar

(2017). The purpose of RT is to provide students with tools for self-regulating

the process of constructing meaning while reading. It involves the teacher and

students in extensive language use while the group co-constructs the

meaning of the book they are reading and discussing. Reciprocal teaching is

implemented to make sure that students comprehend the material they read.

Discussion in which students and teachers collaborate to create the meaning

 15

of a text. The text were presented to the students in order to help them

improve their ability to make sense of information: summarizing, questioning,

clarifying, and forecasting.

Widi Andewi (2016) conducted a study to investigate how students'

perceptions of reciprocal teaching affected their levels of anxiety and reading

self-efficacy. The findings indicated that almost all of the students had anxiety

and lack of confidence when applying the four reciprocal teaching

instructional tactics (predicting, questioning, clarifying, and summarizing). Due

to a variety of unique student characteristics, including their level of English

proficiency, prior knowledge, and linguistic and lexical expertise, the students

with high anxiety and poor self-efficacy were unable to conduct the four

instructional tactics adequately.

Related Literature

In the years 2014-2015 the West Dunbartonshire Council conducted a

Hub Project entitled “Reciprocal Teaching: Raising Attainment through the

Development of Higher Order Thinking Skills,” with approximately 900 the

study made several findings. The lower achieving group scored 30% or less

on the pre-test assessment of which there were 447 pupils, and the higher

achieving group scored 70% or more on the pre-test assessment of which

there were 370 learners. There were increases in the Comprehension

assessment of the lower achieving group of up to 23% in every chapter of the

lessons conducted. The higher achieving group also demonstrated improved

 16

comprehension scores. The scope for change in the higher achieving group is

much less compared to the low achieving group. At the follow-up assessment,

some children in the high achieving group scored the maximum at each

stage. Therefore, there is a ceiling effect. Nevertheless, the mean difference

at the baseline assessment between the low and high achieving groups was

57.5% and this reduced to 30.8% at follow-up.

Moreover, from the same study in the aspect of Higher Order Skills,

the lower achieving group demonstrated increases in the skills with the

greatest difference in pupil ability to analyze and evaluate text indicating that

Reciprocal Cooperative Learning is linked to the improvement of higher order

skills. The higher achieving group shows no change in the mean score for

understanding, however, the score remains above 85%. The greatest

changes for the achieving group follows a similar pattern to the lower

achieving group with noticeable development in the skills of

analysis and evaluation.

Laguador (2014) study on Cooperative Learning Approach in an

Outcome-Based Environment discussed teaching and learning which is a

studentcentered approach recommended at this point especially in the

outcome-based education where the facilitator of learning activities are the

teachers rather than using the method of a traditional lecture. This research

discusses the option of cooperative learning approach to encourage active

 17

participation of the learners. The output of the teaching-learning process is

the academic performance which is an important measure in the learning

experiences of the students. The active participation of the students is

required in the classroom while encouraging strengthening affective and

cognitive ability and psychomotor domains. An important aspect of success is

the Outcomes-based education to which the learning outcomes gained from

the cooperative learning is an essential effort on quality education for the

future leaders of the world.

Synthesis

The literature and studies reviewed herein have bearings on the

present study being conducted, Reciprocal Cooperative Learning as a

pedagogical approach has long been proven effective. In an attempt to raise

the learning performance of the students in Physical Education it is deemed

by the researcher to try out this strategy as it was effective based on some

studies conducted. Reciprocal Cooperative learning principles take advantage

of heterogeneity in classes by encouraging learners to learn from one another

and more and less knowledgeable peers. Communication and interpersonal

skills will be developed, reading comprehension will improve and lasting

relationships and bonds will be made. Bonds thus develop among learners

who can lead to increase understanding and acceptance of all members of

society, a benefit of Reciprocal cooperative learning that expand beyond the

walls of the school itself.

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Chapter III

METHODOLOGY

Research Design

This research will use quasi–experimental research design with

nonrandomized pretest – posttest to investigate whether or not the implementation

of Reciprocal Cooperative Learning Strategy gives significant effect on the learning

performance in Physical Education. According to Lory Thomas (2020) a quasi-

experimental design aims to establish a cause-and-effect relationship between

an independent and dependent variable. However, unlike a true experiment, a quasi-

experiment does not rely on random assignment. Instead, subjects are assigned to

groups based on non-random criteria.

The researcher will use quasi – experimental design because this

research will be conducting in a school that the groups are organize in the

class itself or in daily normal teaching.

 19

Locale of the Study

This study will be conducted at Datu Mantato National High School

located at Brgy. Benelon and Datu Arnel Datukon National High School

located at Brgy. Taviran, Datu Odin Sinsuat Maguindanao Del Norte

Figure 1. Datu Mantato National High School

 20

Figure 1. Datu Mantato National High School

This is an example
of site development
plan and
emphasized the
arrow where is the
school located

The researcher chose Datu Mantato National High Shool as experimental

group because it is nearest public school in her residence and she rendered

her service as volunteer a teacher in years 2017-2018. Furthermore, Datu

Arnel Datukon National High School was chosen because the research is a

regular permanent teacher and teaching Physical Education on grade grade 8

level on that school.

Respondents of the Study

The respondents of this study will be 1 section from grade 8 of Datu

Mantato National High School as experimental group and 1 section from

grade 8 of Datu Arnel Datukon National High School as control group from
 21

Zone IV in the Division of Maguindanao Del Norte will be enrolling for the

school year 2024-2025. This study also involves Master Teachers and Master

Degree Holder in Teaching Physical Education to evaluate and validate the

Daily Lesson Plan prepared by the researcher as a guiding tool for teaching

and learning process.

Sampling Technique

In this research, the researcher will use Total population sampling

technique to choose the sample. According to Sugiyono 2014, Total

Population Sampling technique is a sampling technique where the whole

member of the populations are treated as sample. Moreover, according to

Sekaran and Bougie (2013) Total population sampling technique involves

examining the entire that have a particular set of characteristics. Thus, Total

population sampling technique will use because the target of sample has

certain characteristics, so it may not take other sample which does not have

the characteristics that has been determined. The target respondents of the

study are Grade 8 students of Datu Mantato National High School as

Experimental group and grade 8 of Datu Arnel Datukon National High School

as control group with the same schedule of class, in this manner the

respondents are clearly determined and identified its characteristics.

Data Gathering Instrument

 22

Written pre-test and post-test test as instrument will use to this study.

According to Ary et al. (2006), “Test is a set of stimuli presented to an

individual in order to elicit responses on the basis of which a numerical score

can be assigned”. There were two kinds of test will use to collect the data, the

first one will be the pre-test and the second one will be the post-test. Both of

them are the most important procedure to acquire the data. Before giving a

treatment, the respondents will do the pretest to get the same or minimally

similar score that become data for the researcher before doing posttest.

The researcher will use test questionnaires that are adopted from

Department of Education Grade 8 Physical Education 1st quarter Alternative

Delivery Mode (ADM) and this will be served as pre-test and post-test for both

experimental and control group. Furthermore, the researcher will construct 4

A’s Daily Lesson Plan that indicated the teaching strategies will be used by

the teacher during class session for experimental group. The 4 A’s framework

is based on the experiential learning theory proposed by David Kolb. 4 A’s

lesson plan aligns with this theory by incorporating activities, analysis,

abstraction and application and it will integrate the four Reciprocal

Instructional Tactics (Predicting, Questioning, Clarifying and Summarizing).

On the other hand, the control group will be teaching usual teaching

strategies. Physical Education Teacher who currently teaching grade 8 of

Datu Mantato National High School will be using the constructed Daily Lesson

Plan prepared by the researcher. Also, Master Teachers and Master Degree
 23

Holder in Teaching Physical Education are involve in this study to evaluate

and validate the Daily Lesson Plan prepared by the researcher as a guiding

tool for teaching and learning process.

Validation tool consists items that will measure the acceptability,

content, relevance and instructional aspect which will interpret using given

scale which was copied and modified from the work of Malugayak in her

thesis entitled “Creative Pedagogies in Teaching Vocabulary and Students’

Achievement (2019).

Below is the Five (5)- point Likert Scale type of questionnaire that will

be using by researcher to interpret the data.

A. Content

SCALE RANGE DESCRIPTIVE INTERPRETATION

RATING
5 4.30-5.00 Excellent Meets 81% and above of
standard
4 3.40-4.29 Very Satisfactory Meets 61-80% quality of
Standard
3 2.60-3.39 Satisfactory Meets 41-60% of standard
2 1.80-2.59 Fair Meets 21-40% of standard
1 1.00-1.79 Poor Meets 21% quality of
standard

B. Relevance

SCALE RANGE DESCRIPTIVE INTERPRETATION

 24

RATING
5 4.30-5.00 Excellent Meets 81% and above of
standard
4 3.40-4.29 Very Satisfactory Meets 61-80% quality of
Standard
3 2.60-3.39 Satisfactory Meets 41-60% of standard
2 1.80-2.59 Fair Meets 21-40% of standard
1 1.00-1.79 Poor Meets 21% quality of
standard

C. Acceptability

SCALE RANGE DESCRIPTIVE INTERPRETATION

RATING
5 4.30-5.00 Excellent Meets 81% and above of
standard
4 3.40-4.29 Very Satisfactory Meets 61-80% quality of
Standard
3 2.60-3.39 Satisfactory Meets 41-60% of standard
2 1.80-2.59 Fair Meets 21-40% of standard
1 1.00-1.79 Poor Meets 21% quality of
standard

D. Instructional Aspect

SCALE RANGE DESCRIPTIVE INTERPRETATION

RATING
5 4.30-5.00 Excellent Meets 81% and above of
standard
4 3.40-4.29 Very Satisfactory Meets 61-80% quality of
Standard
3 2.60-3.39 Satisfactory Meets 41-60% of standard
2 1.80-2.59 Fair Meets 21-40% of standard
1 1.00-1.79 Poor Meets 21% quality of
standard

A researcher adopted test questionnaire from Department of Education

Grade 8 Physical Education 1st quarter Alternative Delivery Mode (ADM) that
 25

measures the learning performance of the students using the interpretation

below based on DepEd Order No. 8 s. 2015.

Interpretation

Grading Scale Description

90-100 Outstanding (O)
85-89 Very Satisfactory (VS)
80-84 Satisfactory (S)
75-79 Fairly Satisfactory (FS)
Below 75 Did Not Meet Expectations (DNME)

Data Gathering Process

In this research, the stages of the collection process are described as

a researcher’s guide to help the researcher collect through data.

Stage 1. Communication Phase

Upon acquiring permission to conduct the study from the Dean of

Sultan Kudarat State University- Graduate School, the researcher will send

letters of communication to the office of School Principal of Datu Mantato

National High School and Datu Arnel Datukon National High Schoolas well as

to the respondents and the teacher involve to this study . Furthermore, the

researcher also solicits permission and approval from the respondents to

prove their voluntary participation in the study.

 26

Satge 2. Obtaining Consent/Permission

The researcher will give a letter of approval to the School Principal of

Datu Mantato National High School and Datu Arnel Datukon National High

School in obtaining to conduct a study in their school. After the approval from

the school principals, the researcher will present a letter and consent form to

the study’s respondents. The researcher will carefully explain the study

details to the participants. Confidentiality will assure as data be coded,

substitute by the real names, or optional.

Stage 3. Conduct of Pre-test to the control and experimental group using test-

questionnaire and giving 4 A’s Lesson plan to the PE Teacher.

The researcher will conduct a pre-test to both control and experimental

group using test-questionnaire to acquire data. The venue of their pre-test will

be on their respective schools. Consent of participation will be collected

before the conducting pre-test. The performance of the student in agility and

speed test will be recorded. Meanwhile, the 4 a’s lesson plan prepared by the

researcher will be given to PE teacher of grade 8 as his/her guiding tool in the

teaching and learning process.

Stage 4. Using Reciprocal Cooperative Learning Strategy to the Experimental

Group.
 27

In conducting the research study, selected grade 8 PE Teacher will

use the prepared 4’as lesson plan in his/her PE class. While, in the control

group, the researcher will use traditional teaching strategy or her usual

teaching strategy.

Stage 5. Conduct of post-test to the control and experimental group using

test-questionnaire.

After several weeks or months of class using 4 a’s lesson plan

integrating Reciprocal Cooperative Teaching Strategy, the researcher will

administer post-test using test-questionnaire for both experimental and

control group to measure the effectiveness of Reciprocal Cooperative

Learning Strategy in learning performance of the grade 8 learners. The

scores of of the learners will be recorded.

Stage 6. Data Consolidation, Interpretation, Collation and Presentation.

The researcher will consolidate, interpret, collate and present the data

gather after conducting pre-test and post-test to have a valid result and strong

conclusion.

Stage 1. Communication Phase

Stage 2. Obtaining Consent/Permission

Stage 3. Conduct of pre-test to the control and

experimental group using test- questionnaire and
Giving 4’a’s Lesson Plan.
 28

Stage 4. Using Reciprocal Cooperative Learning

Strategy

Stage 5. Conduct of Post-Test to The Experimental

and Control Group

Stage 6. Data Consolidation, Interpretation,

Collation and Presentation

Figure 6. Flow Process and Data Gathering Procedures

Statistical Analysis

In data analysis, the researcher will use paired t-test to determine the

effectiveness and to get stronger conclusion. According to According to Ross

and Wilson (2017) A paired- t-test compares the mean of two groups of

people or cases, or compares the mean of a single group, examined at two

different points in time. The researcher will use paired t-test to calculate the

numerical data from pretest and posttest.

 29

Evaluation Rating Scale for

4a’s Lesson Plan as Teaching Guide integrating Reciprocal Cooperative

Learning Strategy.

Evaluation of the 4 a’s Lesson Plan as Teaching Reciprocal Cooperative

Learning Strategy.
Dear Respondents,

This survey questionnaire is intended to gather relevant data to the study

“Reciprocal Cooperative Learning Strategy in Teaching Physical
Education: Effects in Learning Performance of Grade 8 Learners”. Rest
assured that your personal conviction and answers to each item will be
treated with utmost confidentiality.
Please answer every questions accurately and honestly.
Thank you so much!

SITTIE MARIAM A. ANGAL

Researcher

Direction: Please evaluate the “Reciprocal Cooperative Learning Strategy

in Teaching Physical Education: Effects in Learning Performance of
Grade 8 Learners”
” as strategy to enhance the learning performance of the students as to its
content, relevance, acceptability and instructional aspect using the Linkert’s
five-point scale indicated below.

NUMERICAL MEAN MEAN RATING DESCRIPTIVE RATING

5 4.30-5.00 Excellent
4 3.40-4.29 Very Satisfactory
3 2.60-3.39 Satisfactory
2 1.80-2.59 Fair
1 1.00-1.79 Poor
 30

A. CONTENT
Indicators RATING
1. The 4 a’s lesson plan used aligns with the Education 5 4 3 2 1
Curriculum goals.
2. the learning objectives are clearly defined and 5 4 3 2 1
stated.
3. The sequence of activities is appropriate to the 5 4 3 2 1
audience.
4. The directions are specified and understandable. 5 4 3 2 1
5. The exercises are sufficient for practice sessions. 5 4 3 2 1
6. The 4 a’s lesson plan used are realistic and in logical 5 4 3 2 1
order.
7. The 4 a’s lesson plan use lies appropriate with the 5 4 3 2 1
competency level
8. The 4 a’s lesson plan used provides opportunities 5 4 3 2 1
and planning.
9. The 4 a’s lesson plan used provides a drive for 5 4 3 2 1
further enhancement.
10. The 4 a’s lesson plan used allows individualized 5 4 3 2 1
and experiential learning.

B. RELEVANCE
Indicators RATING
1. The 4 a’s lesson plan used are appropriate and 5 4 3 2 1
relevant to student’s experiences and need.
2. The 4 a’s lesson plan used provides evidences of 5 4 3 2 1
effectiveness through pre-test and post-test results.
3. The 4 a’s lesson plan used provides an impetus for 5 4 3 2 1
further research.
4. The learning task are related to the expected content 5 4 3 2 1
 31

and skills to be developed among students.

5. The 4 a’s lesson plan used meets the minimum 5 4 3 2 1
requirements set for the course.
6. The 4 a’s lesson plan used s are suitable for 5 4 3 2 1
student’s capability.
7. The 4 a’s lesson plan used attuned to the latest 5 4 3 2 1
trend and interests.
8. The 4 a’s lesson plan used could develop critical 5 4 3 2 1
thinking skills and mastery of the topics.
9. The 4 a’s lesson plan used gives the teacher and 5 4 3 2 1
students an opportunity for learning effectively and
efficiently the Physical education 4th quarter’s topic.
10.The 4 a’s lesson plan used package is appropriate 5 4 3 2 1
for teaching 4th quarter’s Physical Education topic.

C. ACCEPTABILITY
Indicators RATING
1. The 4 a’s lesson plan used achieves the purpose of 5 4 3 2 1
which they are intended to.
2. The 4 a’s lesson plan used can be used to motivate 5 4 3 2 1
the students in learning Physical Education.
3. The 4 a’s lesson plan used are applicable to real-life 5 4 3 2 1
situations of the students.
4. The 4 a’s lesson plan used provides students with 5 4 3 2 1
activities which develop their class participation.
5. The 4 a’s lesson plan used is easy to handle and 5 4 3 2 1
manipulate.
6. The strategies and materials fit the target audience. 5 4 3 2 1
7. The Convergent Discovery and Divergent Production 5 4 3 2 1
Teaching strategies is culturally and ethically sensitive,
free of bias and reflects diverse audience.
 32

8. The 4 a’s lesson plan used caters the learning needs 5 4 3 2 1

of the students.
9. The 4 a’s lesson plan used package meets the 5 4 3 2 1
minimum standard.
10. The 4 a’s lesson plan used is valuable and could be 5 4 3 2 1
promoted to others.

D. INSTRUCTIONAL ASPECT
Indicators RATING
1. The 4 a’s lesson plan used contains easily 5 4 3 2 1
understandable directions for users.
2. The 4 a’s lesson plan used can be used to motivate 5 4 3 2 1
the students in learning Physical Education.
3. The 4 a’s lesson plan used includes no-threatening 5 4 3 2 1
positive feedback.
4. The 4 a’s lesson plan used is interactive and easy to 5 4 3 2 1
navigate.
5. The questioning techniques are appropriate. 5 4 3 2 1
6. The 4 a’s lesson plan used stimulates students’ 5 4 3 2 1
interest and curiosity.
7. The 4 a’s lesson plan used is culturally and ethically 5 4 3 2 1
sensitive, free of bias and reflects diverse audience.
8. The 4 a’s lesson plan used shows strong relevance 5 4 3 2 1
to students’ experience.
9. The 4 a’s lesson plan used facilitates easy 5 4 3 2 1
integration into the course.
10. The 4 a’s lesson plan used stimulates promising 5 4 3 2 1
interest and curiosity.
 33

Appendix A

PRE-TEST AND POST-TEST

Grade 8 Physical Education Quarter 1

Name:___________________________Section:_____________Score:_____
Directions: Choose the most appropriate answer to each of the questions
below. Encircle the letter of your choice.
1. Which of the following refers to the ability of the heart (cardio), and
circulatory
system (vascular) to supply oxygen to muscles for an extended period of
time?
A. cardio-vascular endurance C. muscular strength
B. muscular endurance D. physical fitness
2. Which refers to the skill-related component that relates to one’s ability to
use the
senses all at a time?
A. agility C. coordination
B. balance D. power
3. Which skill-related fitness component refers to the ability to quickly respond
to
stimulus?
A. agility C. speed
B. power D. reaction time
4. What physical activity requires the person to stand on one leg for as long
as
possible to assess whole body balance ability?
A. juggling C. stork balance stand test
B. standing long jump D. 40-meter sprint
5. Which of the following physical activity will improve cardiovascular fitness?
a. crunching c. pushing
b. jogging d. yoga
6. The ability to become and stay physically healthy refers to __________.
a. Family wellness c. Health regression
b. Health-related Fitness d. Skill-related fitness
7. How many players in a team are playing in the court?
a. 3 players c. 5 players
b. 4 players d. 6 players
8. The following are the positions of basketball players except for one.
a. Center c. Shooting guard
b. Power forward d. Pitcher
9. Which of the following is NOT true about basketball?
a. A basket is made up of horizontal circular ring.
b. A backboard measures 72 inches in width by 42 inches tall.
 34

c. A ball weighs 500-550 grams.

d. All line markings on the floor are two inches’ wide
10. Which refers to the ability of the body to maintain stability in static or when
moving while resisting the force of gravity?
a. agility c. coordination
b. balance d. power
11. Which is NOT a physical fitness activity for skill-related fitness
components?
a. hexagon agility test c. stork balance stand test
b. stick-drop test d. zipper Test
12. What is the goal in conducting physical fitness activity/test?
a. to have a slim body
b. to exhaust the body for nothing
c. to test your strategy in doing the physical activities
d. to measure your ability in every component of physical fitness
13. Why do you need to do warm-up exercises before you do a physical
activity?
a. It helps prepare the body and mind for the workout ahead.
b. Decreasing the chance of any future injury
c. Important part of a workout routine
d. All of the above
14. What refers to the ability of the muscle to transfer energy and release
maximum force at a fast rate?
a. coordination c. speed
b. power d. reaction time
15. What is referred to as the ability of your body systems to work together
efficiently,
to be healthy and to perform activities of daily living?
a. cardio-vascular endurance c. muscular strength
b. muscular endurance d. physical fitness
16. Why is identifying your fitness test results important?
a. It will keep you motivated.
b. It will help you plan your next fitness goals.
c. It will help you identify your areas for improvement.
d. All of the above.
17. How will we know our fitness levels?
a. by playing different sports c. by performing
physical fitness tests
b. by participating in Zumba lessons d. by guessing your
height and weight
18. Which is the ability to rapidly and accurately change direction of the whole
body in space?
a. agility c. coordination
b. balance d. speed
 35

19. How do you measure your reaction time?

a. by juggling c. doing stork balance stand
test
b. by doing stick-drop test d. through standing long jump
20. What health-related component is improved when you do the stretching
a. body composition c. flexibility
b. endurance d. muscular strength
21. Push-ups will help improve your __________.
a. Body Composition c. Flexibility
b. Cardiovascular endurance d. Strength
22. Which of the following is the most relevant objective of basketball?
a. to shoot a ball following set of rules c. to pass a ball to a
teammate
b. to shoot a ball behind the three-point line d. to dribble a ball in court
23. What would happen if a technical foul is committed by a team?
a. one point is given to the opposing team c. three points is given to the
opposing team
b. two points is given to the opposing team d. a free throw is given to the
opposing team
24. In playing Basketball, what would happen when the game ends with a
draw?
a. Additional time (overtime) may be issued. c. Another set of game will
take place.
b. A toss coin will determine the winner. d. The first team to get a
score is the winner.
25. It is your ability to jump with power to gain possession of the ball as it
bounces to the rim after a failed shot before it touches the floor. This skill
refers to __________.
a. shooting b. dribbling
c. passing d. rebounding
26. It is a skill that maximizes the involvement of all players in setting up a
play
to earn successful shots and earn points for the whole team.
a. rebounding c. running
b. passing d. shooting
27. What is the best activity for a toddler?
a. jogging c. swimming
b. playing catch ball d. Zumba dancing
28. The following are the criteria for the assessment of the HRF plan for the
family
except one
a. ability in focusing on the performance
b. appropriateness of the HRF activities for the family
c. completeness of the plan
 36

d. relevance to the needs of the family

29. Which of the following principles refers to how hard exercise?
a. Frequency c. Time
b. Intensity d. Type
30. What is referred to as a future plan or desired results that a person or a
group of
people want to achieve in a specific timeline?
a. aim c. objective
b. goal d. wish
31. What is referred to as a process that involves a developed action plan that
leads to
achieving specific goals?
a. desire aiming c. research findings
b. goal setting d. target setting
32. Which refers to an equipment in 40-meter sprint that can also be used to
other
skill-related components activities?
a. chalk c. ruler
b. masking tape d. stopwatch
33. . Why do you need to do warm-up exercises before you do a physical
activity?
a. It helps prepare the body and mind for the workout ahead.
b. Decreasing the chance of any future injury
c. Important part of a workout routine
d. All of the above
34. Why do we need to perform standing long jump in physical fitness
assessment?
a. So we can assess one’s ability to maintain steadiness
b. For us to get the ability of the body to move in different directions
c. So that we can measure the strength and power of our leg muscles
d. Because we need to measure our running speed for future sports
Activities
35. Which refers to a physical fitness activity that will measure your speed?
a. juggling c. stick- drop test
b. stork balance stand test d. 40-meter sprint
36. Which of the following composes the health-related components?
a. agility, cardiovascular fitness, muscular strength, power
b. balance, coordination, flexibility, muscular strength and endurance
c. body composition, cardiovascular fitness, flexibility, muscular strength
and endurance
d. body composition, cardiovascular fitness, flexibility, speed
37. Which of the following FITT principle measures how hard you exercise?
a. frequency c. time
b. intensity d. type
 37

38. Which of the following is an example of flexibility exercise?

a. bicycle exercises c. gluteus stretches
b. cardio work out d. pull- ups
39. The following are strength exercises except
a. ab crunch c. dumbbell press
b. alternate hammer curl d. shoulder stretch
40. Pull-ups will help improve your
a. body composition c. flexibility
b. cardiovascular endurance d. strength
41. Health-related fitness means
a. the ability to become and stay physically healthy
b. the condition of being physically fit
c. the falling back to a previous condition
d. the quality or state of being healthy
42. Frequency means
a. how hard you exercise c. how often you exercise
b. how long you exercise d. what kind of exercise
43. Which of the following is an example of a strength exercise?
a. bench press c. cardio work out
b. bicycle exercises d. gluteus stretch
44. In performing a zumba dance, what component of HRF is being
developed?
a. body composition c. flexibility
b. cardiovascular fitness d. strength
45. It is a kind of pass in a basketball game where the ball is thrown to the
floor so that it bounces to the intended receiver.
a. bounce pass b. air pass
c. chest pass d. overhead pass
46. Which of the following are most essential in rebounding?
a. leg power and strong body c. leg power and arm
b. abdominal strength and power d. arm strength and power
47. It is a kind of pass in basketball wherein the ball is thrown to the floor so
that
it bounces to the intended receiver.
a. air pass b. bounce pass
c. chest pass d. overhead pass
48. What would be the best skill that a basketball player should possess to
define
his speed?
a. dribbling c. rebounding
b. rebounding d. passing
49. What physical activity requires the person to stand on one leg for as long
as
possible to assess whole body balance ability?
 38

a. juggling c. standing long jump

b. stork balance stand test d. 40-meter sprint
50. What health-related component is improved when you do the stretching?
a. endurance c. speed
b. flexibility d. strength
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