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UTILIZATION OF FAMILY FEUD IN HONING STUDENT

LEARNING DEVELOPMENT IN PHYSICAL
EDUCATION: A BASIS FOR PROPOSE
INSTRUCTIONAL MATERIAL

A Thesis Presented to the Faculty of

The College of Teacher Education
Bestlink College of the Philippines

In partial Fulfillment of the Requirement of the degree

Bachelor of Secondary Education
Major in Physical Education

DIANNE LORRAINE J. DOMASIG

MARY ANN B. ECLARINAL

JANE E. GUIMBAYAN

LEOMARK TILO

November 2024
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APPROVAL SHEET

This thesis entitled UTILIZATION OF FAMILY FEUD IN HONING

STUDENT LEARNING DEVELOPMENT IN PHYSICAL EDUCATION:A BASIS

FOR PROPOSE INSTRUCTIONAL MATERIAL,preprared and submitted by

Dianne Lorraine Domasig, Mary Ann Eclarinal, Jane Guimbuayan and

Leomark Tilo in partial fulfillment of the requirements of the degree of Bachelor

of Physical Education has been examined and is recommended for acceptance

and approval for Oral Defense.

ABRAHAM P. MUYRONG II, MBA

Adviser

THESIS REVIEW PANEL

Approved by the Committee on Oral Examination with a grade of PASSED.

RODERICK D. SANTOS, LPT MR.ELVIN A. JANSOL, MAT.S

Member Member

DR.JOY EVELYN M. IGNACIO

Chairperson

Accepted and approved in partial fulfillment of the requirements of the

degree of Bachelor of Bachelor of Physical Education

MILAGROS O. LUANG, Ed. D

Dean, College of Teacher Education
Date of Oral Defense: April 27, 2024
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ACKNOWLEDGMENT

The researchers would like to express their heartfelt thanks and gratitude

to the following persons who one way or another has contributed much, and

extended willingness and support needed make this research possible:

Dr. Maria M. Vicente, President/CEO of Bestlink College of the

Philippines, for her generosity and a kind heart were exhibited in the

establishment of this institution and in providing possibilities for those less

privileged pupils to continue their education and realize their aspirations

Ms. Edith M. Vicente, Executive Vice President, for supplying the

knowledge required to finish this research;

Dr. Charlie I. Cariño, Vice President for Academic Affairs, for his help and

inspiration to make this thesis writing possible;

Engr. Diosdado T. Lleno, Vice President for Administration and Finance,

for his positive affirmations and valuable words;

Ms. Joy Evelyn A. Ignacio, Research Head, for her a kind heart to offer

the researchers the assistance they need;

Dr. Milagros O. Luang, Dean of College of Teacher Education, or her

critical appraisal and highly valuable suggestions that have aided in the process

of this research;
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Ms. Justine Lyn Fernandez , Research Coordination for having the

kindness to offer the additional assistance the researchers require in their work:

Mr. Abraham P. Muyrong II, MBA, thesis adviser, for his comprehensive

supervision of the researchers as they prepared this manuscript;

Dr. Ryan Christopher M. Villalon, thesis professor, for his insight have

been essential to our research. His contributions greatly supported our

comprehension of complex concepts and enhanced the quality of our work.

Respondents, who helped and took the time to fill out ques- tionnaires,

making it feasible to conduct this research;

Families and Friends for all the monetary aid and moral encouragement

that allowed the researchers to overcome challenges and issues during times of

crisis, which served as our inspiration to finish this

study;

Panel, Mr. Bernard D.O. Dizon , Mr. Roderick O. Santos , and Dr. Rubie

R. Soliman . Who extend their efforts and time to scrutinize our research thesis

and share their expertise with us in order to enlarge and deepen the information

we need; and

Above all, to our Almighty God, for the strengths and knowledge

to conduct this research.

THE RESEARCHERS
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DEDICATION

The researchers wholeheartedly dedicate this humble

piece of the work to GOD and the researcher family,

relatives, friends ‘colleagues, and to the people

whose name are too many to mention,

for their consistent help and support

that has been the source of us

strength and inspiration to

pursue our endeavor.

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ABSTRACT

Title: PERSONAL QUALITIES AMONG PHYSICAL

EDUCATION TEACHERSAS FACTOR TO

MOTIVATE LEARNING OF THE STUDENTS

Authors: DIANNE LORRAINE J. DOMASIG

MARY ANN B. ECLARINAL

JANE E. GUIMBUYAN

LEOMARK TILO

Degree: Bachelor Secondary Education

Major: Physical Education

Date of Completion:
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TABLE OF CONTENTS

Page
TITLE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION v

ABSTRACT vi

TABLE OF CONTENTS vii

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES

Chapter

1.INTRODUCTION
Background 1
Review of Related Literature and Studies 3
Theoretical Framework 9
Conceptual Framework 11
Statement of the Problem 13
Hypothesis 13
Significance of the Study 14
Scope and Delimitation 16
Definition of Terms 16

2.METHODS
Research Design 18
Respondents 19
Sampling Technique 19
Instruments 20
Construction of instrument
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And Validation of Instrument 21

Administration and Retrieval of Instruments 21
Statistical Treatment of Data 22

3.RESULTS
Demographic profile of the respondents 26
Result of pre-test 28
Result of post-test 30
Significance differences between the result 33

4.DISCUSSIONS
Summary of Findings 40
Conclusions 43

Recommendations 45
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Chapter 1

INTRODUCTION

This chapter presents the background of the study, referenced

literature and related studies, theoretical and conceptual frameworks,

problem statement, hypothesis, study limitations and scope, study

significance, and definitions of terms.

Background of the Study

In the varied field of education, teachers are always looking for new

and creative ways to involve their students and improve their learning.

The integration of game-based learning methodologies is an innovative

route that has attracted attention. This strategy capitalizes on the

motivation and enjoyment obtained from gameplay to improve

educational outcomes.Although there is an abundance of research on

game-based learning in physical education, there is a notable gap in the

literature about the particular application of the popular game show

format, "Family Feud," in this setting.

Family Feud has been effectively used into classroom environments

to improve student learning. A Family Feud-based exercise in statistics

classes helps students understand different data levels and makes

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teaching key statistical concepts easier. Similar to this, in marketing

classes, the Marketing Feud game has worked well to clear up

misunderstandings, encourage student participation, and increase

excitement about the subject, all of which have increased comprehension

of marketing ideas.These diverse applications of Family Feud in

educational and research settings showcase its versatility in promoting

engagement, understanding, and exploration across various disciplines.

Although many different game formats have

been utilizedby PE teacher as instructional materials, such as board

games, interactive simulations, and quizzes, the potential of "Family

Feud" as a teaching tool has not yet been thoroughly investigated. While

previous research has looked at a variety of game-based strategies, the

"Family Feud" format's special combination of physical activity,

cooperation, and cognitive engagement offers an intriguing chance to

improve student learning experiences. The popularity and accessibility of

"Family Feud" as a culturally appropriate and flexible platform for

teaching and instructional materials makes this research especially

important

The researcher intends to investigate the use of "Family Feud" as an

instructional material in teaching settings in order to fill this problem and

clarify how successful it is at enhancing student learning growth. "Family

Feud" has potential as a flexible tool for teaching critical thinking,

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encouraging social interaction among students, and reinforcing important

concepts because it capitalizes on the competitive and cooperative

aspects of the game. Its ability to accommodate a variety of learning

preferences and styles also emphasizes its use in modern PE instruction.

Review of Related Literature and Studies

This chapter presents the related literature and studies after an

thoroughly done by the researchers. The researchers gather all the

information that they needed to give them the better organize of all the

ideas, information and form all the studies.

BEHAVIORAL

According to Ferriz-Valero (2020) its application as an active

methodology has increased recently as a result of developing a fresh

approach to teaching that addresses issues with social behavior and

student motivation. This cutting-edge pedagogical strategy is predicated

on the use of games' potential to rethink didactic and methodological

components in order to boost student motivation and adherence to the

teaching-learning process, thereby altering students' social behaviors and

ultimately improving their academic performance. These entertaining

components that gamify learning environments need to be concrete for

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the pupils (avatars, points, levels, accomplishments, insignia, etc.); they

need to make learning seem like an activity and progress (rules,

challenges, competition, cooperation, feedback, etc.); and they need

to control the social-emotional competencies of the group (motivations,

emotions, responsibilities, interpersonal relationships, etc.) in order

to influence academic performance. Likewise Barba Martin (2020)

enhance your capacity for decision-making. Students can be inspired by

their instructors to participate actively in the classroom and in the field.

Games have been used by many writers to find enjoyment in their

study. Moreover Sortwell et al., (2022). In the teaching and learning

process, the PE places a lot of emphasis on the development of

emotional intelligence, metacognition, and psychosocial enjoyment.

Further studies have confirmed the benefits of physical education (PE) for

the development of students' metacognition, motor competence in motor

performance abilities, and emotional and physical benefits, underscoring

these presumptions. lifetime physical exercise In addition,Pérez-Muñoz et

al., (2022). As a result, it's critical to define how we may

create gamification-based PE learning environments. For these reasons,

the purpose of this survey evaluation was to critically examine the ways in

which gamification can impact students' growth and engagement with the

physical education curriculum. In addition Liu T; et al., (2021) Reaching

this level of usefulness will improve student focus and comprehension.

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We should see these gadgets as enabling mechanisms in order to

promote them as enablers rather than as novelty items.

In the upcoming years, it's expected that playful tactics will be employed

more frequently. These tactics' widespread use and digitalization with the

aid of virtual environments provide witness to their effectiveness

PERSONAL GROWTH

According to Fernandez-Rio (2020) The new methodological

approach known as "gamification" is even more revolutionary because it

suggests that the classroom actually becomes an interactive game with

digital components that is based on role-playing and video games, giving

both teachers and students the chance to learn and develop while

utilizing the fact that we live in a digital age. Research on the potential

psychological advantages and efficacy of the gamification method in

physical education is still in its infancy, sparse, and often contentious.

Numerous research that look into the psychological consequences of this

methodology as a motivational strategy for learning subject-specific

curriculum content have been conducted in the field of physical education

in compulsory education.Likewise Quintas (2020) In light of this, it seems

sense to suggest that one of the primary difficulties facing PE teachers

would be inspiring students enough in their lessons while implementing

innovative methodological techniques to address their social and psycho-

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emotional demands. Thus, gamification is being set up as a crucial

instrument to favorably impact the many forms of motivation, the

environment in the classroom, and academic achievement. Arufe-

Giráldez et al.,( 2022) Gamification techniques enable the establishment

of precise goals in physical education classes, offering a clear path to

success in the cognitive abilities critical to sports practice: problem-

solving, decision-making, and strategic thinking. These tactics make use

of games' motivational qualities to encourage engagement, boost student

enthusiasm, and develop a deeper comprehension of the material. More

importantly, gamification techniques have shown children and teens to

gain in the immediate term (motivation and engagement in PE lessons)

as well as the long term (lifelong maintenance of PA, exercise, and sports

principles). Wang et al., (2022) studies have supported these hypotheses

by demonstrating the advantages of physical education (PE) for the

growth of students' metacognition, motor proficiency in motor

performance abilities, and emotional and physical

benefits. lifetime exercise Greater motor skills, such as muscle strength

and power, in kids and teenagers make them more equipped to acquire

motor performance skills that improve learning new sports. In

addition Suhairi et al., (2020) These interactive multimedia games can

boost motivation and help with learning challenges.Furthermore, the

expected thinking skills can be improved by using interactive multimedia

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in education.The use of interactive multimedia can generally result in the

following benefits: a reduction in the amount of time spent on instruction,

an improvement in the quality of student learning, and the ability to carry

out the teaching and learning process.Additionally, the procedure is

flexible and enhances students' capacity for reasoning.

SELF ESTEEM

According to Ryan, R.M.; Deci, E.L. (2020) A student's

motivation is crucial to their success. Because of this, self-determination

theory, or SDT, is a macro-theory that is widely utilized to comprehend

the function of motivation in the educational setting. As stated by Silva et

al.,(2022). Students can play interactive games that combine PA with

digital aspects based on their own skills, interests, and ambitions, or they

can take part in virtual simulations that require them to move physically.

Give kids the freedom to select challenges or activities based on their

interests and ability levels. Provide pupils with a range of options and

opportunity to investigate their interests in different areas of physical

education. Personalized learning paths can employ many tactics such as

goal-setting and reflection, social interaction, group work, and storytelling.

Every single one of these points has unique qualities.LikewiseSix, S.G. et

al., (2022) It has been demonstrated that gamified physical exercise is a

crucial tool for delaying the onset of mental disease. It has been
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demonstrated that physical activity improves both mental and physical

health and raises wellbeing. in addition to lowering anxiety and

despair Sedentary behavior, defined as little or no physical activity, is

linked to heart disease, diabetes, and cancer and is the fourth biggest

cause of death globally.Futhermore PizzoA,D., et al (2020) Young people

and adolescents are finding gamified physical activities more appealing

and engaging, and they appear to be more interested in active living and

leisure models that are shifting away from sedentary lives. They are

encouraged to participate in physical activities by rewards, ongoing

updates, personalization of challenges and activities, and the dual nature

of the modality (individual/group). Participating in gamified physical

exercise has several advantages for users, chief among them being

enhanced mental and physical health, commitment, and enjoyment.

Among the fundamental tenets of personal health care and

participation, gamification aids in converting physical activity into a

habit. In addition Lopez-Belmonte j,et al,.(2020) Actions taken with no

intention of finishing them or with a comparatively low level of personal

motivation for those actions are referred to as amotivation-based

behaviors. According to an SDT methodology, gamificationhas been

linked to increased task completion and academic success by promoting

changes in several student motivational manifestations. Even though

most students find physical education to be enjoyable and motivating,

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prior research has revealed that a significant number of students,

particularly in the adolescent years, lack motivation for the subject and

find it frustrating or embarrassing because teachers frequently fail to take

into account the socio-emotional and psychological needs of their

students during a particular stage of pre-adolescent and adolescent

development.

Theoretical Framework

This study is anchored on the Social Learning Theory by Albert Bandura

(2020). The theory emphasized the importance of observation as an

essential way of learning in different aspects

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FIGURE 1: SOCIAL LEARNING THEORY BY ALBERT BANDURA

(2020)

Learning according to Bandura occurs by simply through observing others

in terms of listening and even watching personally or through media.

Through observation each individual can easily adopt various behavior

from the model: the person bahind the action and words but it always

matter of which specific behavior of the model they will be portraying and

which are not. This theory can be also influenced by factors such as

attention, motivation, attitudes an emotions. Such factors can be a huge

influenced towards students learning depending on how they deal onto it.

The study uses the Social Learning Theory to analyze the impact of

family feud on students' learning development in physical education.

Bandura (2020) identifies three main factors: behavior, personal, and

environment. Students' learning can be influenced by their parents,

siblings, and community. The study uses instructional material to refine

students' learning development and self-esteem. Environmental factors,

such as personal behavior and idolization, also influence students' growth

and self-esteem. Bandura emphasizes the role of learning through

observation, but individuals are responsible for determining their own

attributes.
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Conceptual Framework

This study structured by a conceptual model based on the

Coomb’s System Approach, which consists of three frames, INPUT-
PROCESS-OUTPUT.
INPUT PROCESS OUTPUT

The
demographic profile
of the respondent in
terms of age and
gender.

What is the result of Utilization of

pre test of the Family Feud as a
reapondents before Social learning gamified material
and after the theory in the
utilization of Family development of
Feud as a gamified learning in
material to develop Research Design Physical
student learning in Education
physical education
in terms of:
behavior;
personal growth and Pre-test and Post-
Self esteem test

Related Literature
Studies

FEEDBACK
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Figure 2: Conceptual Paradigm of the Study

This study is structured by a conceptual model based on the

Coomb’s System Approach, which consists of three frames, INPUT-

PROCESS-OUTPUT. The input stage, as viewed in frame 1, focused on

the following such as the demographic profile of the respondents,

Utilization of family feud in honing student learning development in

physical education: A basis for propose instructional material , and What

is the result of pre test of the respondents before and after the utilization

of Family Feud as a gamified material to develop student learning in

physical education

The process stage, as viewed in frame 2, consists of frequency

and percentage, and weighted mean. It is focused on gathering

information on Assessment on the level of effectiveness of Inquiry-Based

Utilization of family feud in honing student learning development in

physical education: A basis for propose instructional material.

The output stage, as viewed in frame 3, is concerned with the

utilization of the findings or results. It showed that the output was utilize

the Family Feud as a gamified material in the development of learning in

Physical Education .
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Statement of the Problem

The study aims to Utilize the "UTILIZATION OF FAMILY FEUD IN

HONING STUDENT LEARNING DEVELOPMENT IN PHYSICAL
EDUCATION: A BASIS FOR PROPOSE INSTRUCTIONAL MATERIAL”

Specifically, it sought to answer the following questions;

1. How may the profile of the respondents can be described in terms of:

1.1 Age

1.2 Gender

2. What is the result of pre test of the respondents before the utilization of

Family Feud as a gamified material to develop student learning in

physical education in terms of:

2.1 Behavior

2.2 Personal growth

2.3 Self-esteem

3. What is the result of post-test of the respondents after the utilization of

Family Feud as a gamified material in the development of learning in

Physical.Education in terms of:

3.1 Behavior

3.2 Personal growth

3.3 Self-esteem
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4. Is there significant differences between the result of pretest and

post-test before and after the utilization of Family Feud as a gamified

material in the development of learning in PhysicalEducation?

5. After the utilization of findings what mechanics and procedure

can be formulated to develop and utilize the Family Feud as a gamified

material in the development of learning in Physical Education among

Bped freshmen student in Bestlink College of the Philippines

Null Hypothesis

There is no significant difference between the pretest and post-test

before and after the utilization of Family Feud as a ganified material in

development of learning in Physical Education among 1st Year Bped

Students in Bestlink College of the Philippines.

Significance of the Study

Researchers conducted this study is all about how to utilize the

family feud in honing students learning development in physical

education.
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The researcher pursue this study because they believe that the results

will be of great value to the following individuals

Researchers conducted this study is all about how to utilize the

family feud in honing students learning development in physical

education.

The researcher pursue this study because they believe that the

results will be of great value to the following individuals

School Admin. The result of this study will be a great contribution

to the school admin as this study focused on how to utilize the family feud

as a gamified way in honing students learning development in physical

education and will serve as a references/resources for the future studies.

Teacher. The result of this study will give ideas to all physical

education Teachers specifically for those individuals who wants to

proposed related studies on how important utilization of gamified activities

in honing every students learning development and also this study carries

important details that may serve as teachers guide on how effective

improvising instructional materials way of teaching on every student's

learning.

Parents. This study would also help to parents on letting their

kids go sometimes with gamified activities knowing that individual can

also learn things on that way. Enjoying things while learning may live last

not only as knowledge but for memories.

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Students. This study will encourage students dealing with

gamified activities sometimes since it is also one of way developing their

learnings. Utilizing family feud aims in honing their knowledge becomes

wider and discovered engaging way of learning.

Future researchers. The findings of this study would be a great

help to the future researchers who are interested to conduct the same or

related study. This study will contribute to be one of review related

literature as a basis for those who seek for the sources that will proved

their studies in the future.

Scope and Delimitation

The scope of study is all about how utilize student learning

development in physical education. The delimitation of the study is

applied on its benefits, important and components which this is only

stated in previous paragraphs to support the study.

Definition of Terms

The following words used in this study have been interpreted using

operational and conceptual methods to help better understand the topic

and clearer the meaning that the researchers want to inform Personal
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qualities among physical education teachers as factor to motivate

learning of the students.

Behavior. Observable actions orreactions of individuals or

groups,often influenced by internal and external factors, which can be

studied to understand and predict human actions.

Cognitive engagement. The involvement of mental processes in

learning

Family feud. A popular game show format where two families

compete by guessing the most popular answers to survey questions,

promoting teamwork and competition within a familia context.

Game-based learning. An aneducational approach that uses

games to engage students in learning activities

Innovative. It refers introducing or using new ideas or methods

Personal-growth. The ongoing process of self

improvement,development, and maturation in various aspects of one's

life,including emotional, intellectual,physical, and social dimensions.

Self-esteem. A person's subjective evaluation of their own worth

and capabilities, which can

influence their confidence,resilience, and overall well-being.

Strategy. Is where you will focusyour efforts to achieve your

goals,and how you will succeed-or,"Where to play and how to win."

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Versatility. - The ability to adapt or be adapted to many different

functions or activities

Chapter 2

METHODS

This chapter concentrates on the discussion of the research

methods and procedures adhered to by the researcher to answer

systematically the specific problems posed for investigation.

Specifically, the research method, population and samples,

research instrument, data gathering procedure, and statistical

treatment of the data used for the accurate `data analysis and

interpretation were explained in this chapter.

Research Design

This study used Quasi-experimental designs resemble

experimental designs but lack full control over variables due to ethical or

practical constraints. Understand previous quasi-experimental studies,

identify potential confounding variables, and select appropriate matching

or control techniques (Harris & Taylor, 2021). Quantitative method used

to observe the relationship between the variables with the principal

objective analyzed and associated mathematically by statistical

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analysis. The study manipulated the utilization of family feud in

honing student learning development in physical education.

Respondents

The chosen respondents of this study were the 1st year Bped

1101 students in the Bestlink College of the Philippines . The population

size of the Bped 1st year students are ,one hundred forty-five (145) the

total of respondents chosen is fifty-two (52) 1st year Bped 1102 students

from Bestlink College of the Philippines.

Respondents must give their informed consent to participate,

and their age can vary depending on the study's objectives.

Sampling techniques

The students were chosen using purposive sampling

technique, fifty-two (52) students from BPED-1101 in Bestlink College of

the Philippines.

Purposive sampling, also known as judgmental or selective

sampling, is a non-probability sampling method where the researcher

deliberately selects participants based on specific characteristics or

criteria that are relevant to the research objectives. According to Creswell

(2020), purposive sampling involves the intentional selection of

participants based on specific criteria relevant to the research objectives.

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Table 1. Respondents of the Study

Section Population Group Samples (n)

1101 52 52

Total 52 52

More so, purposive sampling was used for the respondents to

ensure that every individual has specific characteristics or criteria that are

relevant to the research objectives selected in the sample.

Specifically, fifty-two (52) Bped 1101 students were selected for the

study.

Instruments

In this study, the following instrument is utilized by the

researcher to gather all the data needed to answer the specific

problems in the study.

Pre-test and Post-test

The researcher- made pretest and post test are used to measure

the student learning development in physical education before and after

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the utilization of the conventional method of the controlled group and the

instruction using focused group.

Construction and Validation of Instruments

A 30-item researcher-made was constructed by the

researcher, based on the review of related literature and studies.

The researcher asked for the help and assistance of the

research adviser and teacher to check the appropriateness and

coherence of the test questions. The said questionnaire was

presented to some experts including the dean of the college of

teacher education at Best College of the Philippines, a department

head with Masteral Degree for content validation. The tool was

validated through pre-test and distributed the questionnaire to five

non- respondents. The items which are difficult to understand by the

respondents were revised and modified. The recommendations of

the validation are considered in the final copy of the questionnaire.

Administration and Retrieval of Instruments

The researchers personally sought a permit from the dean of

College of Teacher Education and the Head of the Bachelor of

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Elementary Education Department. The Education Department was

given a letter requesting permission to collect data inside the

school. Upon approval, we immediately pass the letter and survey

questionnaire to the Department Head of Bachelor of Physical

Education Department. Upon approval, we manually administer the

questionnaires to the chosen respondents. After one (1) day, the

researchers were able to retrieve all 30 questionnaires manually

Statistical Treatment

The data that obtained in the survey was analyzed and evaluated using

the following statistical treatments.

1. Frequency and Percentage. According to Groves, Fowler, Couper,

Lepkowski, Singer, and Tourangeau (2021), frequency and percentage

are computed using the formula P = F/N x 100, where P represents the

percentage, F is the frequency sum of respondents, and N is the number

of respondents.

The formula is as follows:

P = F/N x 100

Where:

P = percentage
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F = frequency sum of the respondents

N = number of respondents

2. Ranking. Refers to the ordering and priority of the responses made by

the subjects of the study. According to Agresti and Finlay (2020), ranking

refers to the ordering and prioritization of responses made by study

subjects.

3.Weighted Mean. It entails multiplying every data point in a set by a

value that is based on some attribute of whatever provided the data point.

According to Sheskin (2022), the weighted mean is computed using the

formula WX = Σfx/ΣN, where WX is the weighted mean, Σfx is the sum of

the product of the frequency, and N is the total number of respondents.

In this statistical tool, the data gathered in questionnaire it will be

computed with this formula below.

WX = Σfx/ΣN

WX = weighted mean

Σfx = is the sum of the product of the frequency

N = total number of respondents

Composite weighted mean – is the average of the obtained weighted

mean. Mean and grand mean will be interpreted as follows:

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Table 2. Likert Scale

Scale Range Verbal Symbol

Interpretation

4 3.25 – 4.00 Strongly Agree SA

3 2.50 – 3.24 Moderately Agree MA

2 1.75 – 2.49 Agree A

1 1.00 – 1.74 Least Agree LA

4.Likert Scale - named after psychologist Rensis Likert, is a

psychometric scale used in survey research to measure attitudes,

opinions, or perceptions. It typically consists of several statements or

items, each followed by a range of response options indicating the degree

of agreement or disagreement, satisfaction, frequency, or importance.

Respondents are asked to select the option that best reflects their opinion

or experience according to Brown et al. (2022)

5. T-test to test the Significance- The t-Test Paired Two Sample for

Means tool performs a paired two- sample Student's t-Test to ascertain if

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the null hypothesis (means of two populations are equal) can be accepted

or rejected. This test does not assume that the variances of both

populations are equal. Paired t-tests are typically used to test the means

of a population before and after some treatment, i.e., two samples of

math scores from students before and after a lesson.

The result of this tool is a calculated t-value. This value can be negative

or positive, depending on the data. The t-test is commonly used to test

the significance of the correlation coefficient (Gravetter & Wallnau, 2021).

Assuming that the population means are equal:

If t < 0, P (T <= t) one-tail is the probability that a value of the t-

Statistic would be observed that is more negative than t.

If t >0, P(T<=t) one tail is the probability that a value of the t-

Statistic would be observed that is more positive than t.

P (T <=t) two tail is the probability that a value of the t- Statistic

would be observed that is larger in absolute value than t.

Table 3. P Value

P-Value two
tailed (α=0.05) Decision Interpretation
Df (50)
> 0.05 Accept Ho Not Significant
≤ 0.05 Reject Ho Significant
Very
≤ 0.01 Reject Ho
Significant
Highly
≤ 0.001 Reject Ho
Significant
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Chapter 3

RESULTS

This chapter presents the results, analysis, and interpretation

of data gathered from the answers to the questionnaires

distributed to the field. The said data were presented in tabular

form in accordance with the specific questions posited on the

statement of the problem.

Research Question 1. What is the demographic

profile of the respondents in terms of:

1.1. age,

1.2. gender

Table 1

Age of the Respondents

Age Frequency Percentage Rank

15-17 1 2 3

18-19 47 90 1

20-22 4 8 2

23- above 0 0 4.5

Total 52 100
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Table 1 ,The survey results show that the majority of

respondents (90%) belong to the 18-19 age group,

making it the most represented demographic. The

second largest group is aged 20-22, comprising only

8% of respondents. Meanwhile, the 15-17 age group

accounts for 2%, and there are no respondents aged

23 and above. This indicates a strong concentration

of younger participants, especially those aged 18-19.

The findings highlight the demographic makeup of

the survey, which may influence the interpretations of

the data.

Table 2

Sex of the Respondents

Sex Frequency Percentage Rank

Female 23 44 2

Male 29 56 1

Total 52 100
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In Table 2, provides data on the sex of

respondents in a survey, showing that there are 52

total participants. Out of these, 23 (44%) are

Female, and 29 (56%) are Male. Males have the

highest frequency and rank (1), while Females rank

second (2). The results indicate a gender

imbalance, with 6 more male respondents than

female, which may be significant depending on the

survey's context.

Research Question 2: What is the result of the pre-

test of the respondents before the Utilization of

Family Feud as gamified material to develop

students' learning in physical education in terms

of:

2.1 behavior

2.2 personal growth

2.3 self-esteem
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Table 3

Pre-Test of the Respondents

Frequenc
Pre-Test Percentage Rank
y

0-08 1 2 4

9-16 19 37 2

17-22 29 56 1

23-30 3 6 3

Total 52 101

In Table 3,The Pre-Test results indicate that the most

common score range among participants was 17-22, with a

frequency of 29 and a percentage of 56%, earning it the top rank.

The next highest range was 09-16, which had 19 participants

and accounted for 37% of the scores, ranking second.

Conversely, the lowest frequency was observed in the 00-08

range, with only 1 participant, representing just 2% of the scores

and ranking fourth. The 23-30 range had a frequency of 3 (6%)

and was ranked third. Notably, the total percentage of scores

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exceeded 100%, likely due to rounding errors in the

calculations.

The data only supports the idea of Pérez-Muñoz

et al., (2022). As a result, it's critical to define how we

may create gamification-based PE learning

environments. For these reasons, the purpose of this

survey evaluation was to critically examine the ways in

which gamification can impact students' growth and

engagement with the physical education curriculum.

Research Question 3: What is the result of

the post-test of the respondents before the

Utilization of Family Feud as gamified material to

develop students' learning in physical education

in terms of:

2.1 behavior

2.2 personal growth

2.3 self-esteem
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Table 4

Post-Test of the Respondents

Frequenc
Post Test Percentage Rank
y

00-08 0 0 4

09-16 4 8 3

17-22 26 50 1

23-30 22 42 2

Total 52 100

In Table 4, The results indicate that half of the respondents

scored within the 17-22 range, showing a strong performance in

that segment. The next highest group is in the 23-30 range,

which still indicates a significant number of respondents

performed well. No one scored in the lowest range (00-08),

suggesting that all respondents achieved at least a minimal level

of understanding or competency in the assessed area

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The data only supports the idea of Ryan, R.M.; Deci, E.L.

(2020) A student's motivation is crucial to their success. Because

of this, self-determination theory, or SDT, is a macro-theory that

is widely utilized to comprehend the function of motivation in the

educational setting. As stated by Silva et al.,(2022). Students can

play interactive games that combine PA with digital aspects

based on their own skills, interests, and ambitions, or they can

take part in virtual simulations that require them to move

physically. Give kids the freedom to select challenges or

activities based on their interests and ability levels.

Research Question 4: Is there significant differences

between the result of pre-test and post-test before and after

the utilization of family feud as a gamified material in

development of learning in physical education?

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Table 5

Shapiro-Wilk Test on Data Distribution

Tests of Normality and T-test for dependent samples

Tests of Normality- Statistic df Sig.

Shapiro-Wilk

Pretest .969 52 .193

Posttest .966 52 .143

Note. This table presents the results of the Shapiro-Wilk normality

test conducted to evaluate the data distribution. The pretest p-value of

0.193 and the posttest p-value of 0.143 indicate that both datasets are

approximately normally distributed, as both values are greater than 0.05.

Given this normal distribution of the pretest and posttest data, the

researchers will use a parametric test for analysis, specifically the t-test

for dependent samples, to accurately evaluate both datasets.

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Table 6

Significant Difference between the Pre-

Test and Posttest of the Respondents

Significant difference between the pre-test and post-test

Shapiro-Wilk normality test results

Indicator p- Alpha Comparison Distribution Statistical

value Level (p & α) of data test

(α)

Pretest 0.19 0.05 0.19 > 0.05 Normal T-test for

dependent
Posttest 0.14 0.05 0.14 > 0.05 Normal

samples

Note. This table presents the results of the Shapiro-Wilk normality

test conducted to evaluate the data distribution. The pretest p-value of

0.19 and the posttest p-value of 0.14 indicate that both datasets are
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approximately normally distributed, as both values are greater than 0.05.

Given this normal distribution of the pretest and posttest data, the

researchers will use a parametric test for analysis, specifically the t-test

for dependent samples, to accurately evaluate both datasets.

T-test for dependent samples

Indicator MEAN SD t p- Decision Remarks

value

Pretest 17.46 3.98 -33.25 0.00 Reject Significant

Ho
Posttest 21.87 3.56

Note. This table presents the results of a T-test for dependent

samples aimed at evaluating the effectiveness of "Family Feud" as a

gamified material in the development of learning in Physical Education

among BPED freshmen students at Bestlink College of the Philippines.

The mean score for the pretest was 17.46 (SD = 3.98), while the posttest

mean score significantly increased to 21.87 (SD = 3.56). The standard

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deviation for the pretest indicates some variability in the scores, while the

slightly lower standard deviation for the posttest suggests that scores

clustered more closely around the mean after the intervention. The t-

value of -33.25 indicates a substantial difference between the pretest and

posttest scores, with the negative sign reflecting that the posttest mean is

significantly higher than the pretest mean. The p-value of 0.00

demonstrates that this difference is statistically significant, well below the

conventional alpha level of 0.05. These results imply that the intervention

had a considerable positive impact on participants. Overall, the findings

indicate significant improvement from the pretest to the posttest,

suggesting that the intervention was effective.

5. Utilization on the results of the study

The study could offer insights into how interactive games boost

student motivation and engagement. Physical Education frequently

benefits from dynamic strategies to maintain student interest, and game-

show formats may cater to diverse learning styles, especially for those

less drawn to conventional PE activities. Drawing from the study,

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educators might incorporate quiz games or competitions into the class,

encouraging students to participate more actively.

1. Demographic profile

The survey results reveal a strong demographic

concentration of respondents, with 90% falling within the 18-19 age

range. The second-largest age group is 20-22, while the 15-17 age group

is 2%. This skewed representation may impact the interpretation of the

data, especially for younger populations.

Regarding the survey data shows a slight gender imbalance, with

56% male and 44% female respondents. The higher representation of

male respondents warrants consideration when analyzing gender-specific

trends or responses, especially in contexts focusing on gender-related

factors.

2. Result of the pre-test of the respondents using Utilization of

Family Feud

The Pre-Test results revealed a clear distribution of participant

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scores across different ranges. The most frequent score range was 17-

22, which was achieved by 29 participants, representing 56% of the total

scores and securing the highest rank. The next most common range, 09-

16, included 19 participants and accounted for 37% of the scores, placing

it second. In contrast, the lowest frequency was observed in the 00-08

range, which had only 1 participant, representing just 2% of the scores

and ranking fourth. The 23-30 range, although less common, had a

frequency of 3 participants (6%), ranking third. It is important to note that

the total percentage of the scores across the ranges exceeded 100%,

which can be attributed to rounding errors in the data calculations. This

distribution suggests that the majority of participants performed within the

moderate score ranges, with a smaller proportion achieving higher or

lower scores.

3. Result of the post-test of the respondents using Utilization of

Family Feud

The results of the assessment reveal a generally positive

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performance among the respondents. Half of the participants scored

within the 17-22 range, indicating strong proficiency in the evaluated area.

A substantial proportion of respondents also performed well in the 23-30

range, further suggesting a high level of understanding or competence.

Notably, no participants scored within the lowest range (00-08), implying

that all respondents demonstrated at least a minimal level of knowledge

or skill. This finding highlights the effectiveness of the assessment in

identifying areas of strength, as well as the overall competence of the

group. The absence of lower scores may also suggest that the task or

evaluation was well-designed to match the respondents' baseline abilities,

ensuring a minimum standard of performance across the board.

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Chapter 4

DISCUSSION

This chapter presents the summary and conclusions

derived in the conduct of the study which is to probe on the

UTILIZATION OF FAMILY FEUD IN HONING STUDENT LEARNING

DEVELOPMENT IN PHYSICAL EDUCATION: A BASIS FOR

PROPOSE INSTRUCTIONAL MATERIAL. This study was conducted

at Bestlink College of the Philippines.

The respondents of this study were BPED 1st year college

students. The respondents were chosen using purposive sampling

technique. It uses Quasi-experimental designs. Statistical method

were frequency and percentage, Weighted mean, ranking, likert

scale and T-test.

Summary of Findings

The findings of the study were summarized according to the

statement of the problems stated in Chapter 1.

1. How may the profile of the respondents can be described in

terms of:
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1.1 age

The survey reveals that majority of respondents (90%) belong

to the 18-19 age.

1.2 gender

Results indicates that in total of 52 respondents, 56% are Male.

Males have the highest frequency respondents that reveals huge

gender imbalances.

2. What is the result of pre test of the respondents before the

utilization of Family Feud as a gamified material to develop

student learning in physical education

The pre-test results reveal that 56% of the respondents scored

within a range of 17-22 . This indicates that a majority of participants

fell within this specific score bracket before the intervention or further

testing.

3. What is the result of post-test of the respondents after the

utilization of Family Feud as a gamified material in the

development of learning in Physical Education.

The post-test results show that 50% of the respondents achieved

scores within the range of 17-22. This indicates that half of the
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participants demonstrated a certain level of proficiency or

understanding.

4. Is there significant differences between the result of pretest

and post-test before and after the utilization of Family Feud as a

gamified material in the development of learning in Physical

Education?

Results reveals that there is a huge significant differences

between the result of pre-test and post-test of utilization of Family

Feud as a gamified material in the development of learning in

Physical Education. On the pre-test result only 2% of respondents

scored 23-30 while after post-test results reveals 42% or

respondents scored 23-30 ranges, and from the 2% of respondents

scored 0-08 ranges on pretest, after post-test study reveals that 0%

of respondents scored below 09-16 ranged. The result strongly

suggest a significant differences between pre-test and post-test in

the study. The mean score for the pre-test was 17.46, while the post-

test mean score significantly increased to 21.87. Overall, the findings

indicate a significant improvement in the participants' scores from the

pre-test to the post-test, suggesting that the intervention was

effective.
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5. After the utilization of findings what mechanics and

procedure can be formulated to develop and utilize the Family

Feud as a gamified material in the development of learning in

Physical Education among Bped freshmen student in Bestlink

College of the Philippines?

After utilization of findings we can formulate several

procedure to enhanced and utilized the Family Feud as a gamified

materials in developing learning of students includes physical

interaction allowing every students performed efficiently, motivating

them to enhance their knowledge by interacting with them

professionally. Providing specific space to every students to express

own ideas and do minimal exercises. Innovate intervention materials

as an innovative way of learning and offering further assistance by

showing willingness to teach. By formulating these

actions/procedures BPED freshmen students will surely utilized

family feud as a gamified material in the development of learning

Conclusions

Considering the findings of the researchers from the

gathered data, the following conclusions are formulated:

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1. The respondents of the survey are predominantly within the 18-

19 age range, accounting for 90% of the total, indicating that the

survey primarily represents this younger demographic. Additionally,

there is a slight gender imbalance, with 56% of respondents being

male .

2. The pre-test results indicate that a significant portion of respondents

A majority (56%) scored between 17-22, indicating average

performance. Overall, these results suggest that many students could

benefit from additional support or more engaging learning tools, such

as the gamified material being proposed.

3.The post-test results demonstrate that after utilizing Family Feud as a

gamified material in Physical Education, the majority of respondents

achieved satisfactory learning outcomes. Specifically, 50% of

respondents scored in the 17-22 range, 42% scored between 23-30,

and only 8% scored between 09-16, with no respondents scoring

below . This suggests that all respondents attained at least a basic

level of understanding or competency in the subject, indicating that the

gamified approach was effective in enhancing learning.

4.In conclusion, the study demonstrates a significant difference

between the pre-test and post-test results following the use of Family

Feud as a gamified material in Physical Education. The percentage of

respondents scoring in the higher range (23-30) increased from 2% in

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the pre-test to 42% in the post-test, while none scored in the lowest

range (0-08) in the post-test compared to 2% in the pre-test.

Furthermore, the mean score improved from 17.46 to 21.87, indicating

that the intervention was effective in enhancing learning outcomes in

Physical Education.

5. Utilizing the findings allows for the formulation of procedures to

effectively implement "Family Feud" as a gamified learning tool in

Physical Education for BPED freshmen at Bestlink College of the

Philippines. These procedures include encouraging physical interaction,

motivating students through professional engagement, providing space

for idea-sharing and exercises, and developing innovative teaching

materials. By following these steps, the "Family Feud" game can be used

to enhance student learning, participation, and knowledge retention in a

dynamic and engaging way.

RECOMMENDATION

This study is focused on the UTILIZATION OF FAMILY FEUD

IN HONING STUDENT LEARNING DEVELOPMENT IN PHYSICAL

EDUCATION: A BASIS FOR PROPOSE INSTRUCTIONAL

MATERIAL Thus, the following recommendations are hereby presented

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School:

Schools should incorporate game-based learning activities, like

"Family Feud," within the Physical Education curriculum to engage

students in a fun, interactive way. This could be particularly effective for

promoting teamwork and quick thinking.

Provide workshops or professional development for teachers to

effectively use game-based learning, ensuring they are equipped to

maximize the instructional benefits of activities like "Family Feud" in PE

Teachers:

Using the "Family Feud" format, teachers can emphasize

teamwork, communication, and collaboration among students,

promoting a supportive and engaging classroom environment.

After each session, teachers should assess the game’s impact on

student learning and make adjustments to questions or the game’s

format as needed, ensuring it continuously meets educational

objectives.

Parents:

Parents can encourage students to participate fully in "Family

Feud" games and support teamwork, emphasizing the value of

cooperation and resilience both in and out of school.

Parents could reinforce concepts introduced during "Family Feud"

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sessions by discussing health and fitness topics at home, helping

students solidify their understanding.

Learners:

Students should actively participate in "Family Feud" sessions,

contributing their knowledge and listening to teammates, thus improving

collaboration and communication skills.

Learners can take insights gained from "Family Feud" activities,

such as health and wellness tips, and apply them in daily life, promoting

a lifelong commitment to physical activity.

Future Researchers:

.Future researchers can examine the effects of "Family Feud"-

based activities on student engagement and retention of Physical

Education content, comparing it to other instructional strategies.

Researchers could investigate the long-term impacts of game-

based learning on students' physical and social development, identifying

trends and best practices in Physical Education.

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