Innovative Teaching Strategies Employed by Secondary Physical Education Teachers at Cauayan City National High School
DOI:
https://doi.org/10.5281/zenodo.20544672Keywords:
innovative teaching strategies, 2C-2I-1R pedagogical framework, physical education instruction, MATATAG curriculum alignment, constructivist teaching enhancement, junior high school PE teachers, most essential learning competencies (MELCs), student-centered learning experiencesAbstract
This study explored the extent of implementation of innovative teaching strategies among Physical Education (PE) teachers using the 2C-2I-1R framework Collaborative, Constructivist, Inquiry-Based, Integrative, and Reflective approaches at Cauayan City National High School. Utilizing total enumeration and purposive sampling, 28 Junior High School teachers handling PE for the school year 2025–2026 were selected as respondents. The study aimed to assess how these strategies are applied in relation to the K–12 Most Essential Learning Competencies (MELCs) and the MATATAG curriculum. Findings revealed that despite many teachers being early in their careers and few having specialized training in MAPEH, there was a strong commitment to professional growth and teaching excellence, as reflected in their active use of the 2C-2I-1R strategies. Inquiry-Based and Reflective approaches were most commonly applied, while Constructivist strategies were used the least, indicating a need for further support in implementing student-centered, real-life learning experiences. In response to these findings, a 12-week Constructivist Physical Education Teaching Enhancement Plan is proposed to improve strategy implementation. Recommendations for the school administrators of Cauayan City National High School include providing equal access to resources, encouraging professional development, and supporting strategy integration while future researchers are encouraged to expand the study scope, explore cross-subject applications of the framework, and develop better tools for assessing strategy use.
Author Biography
-
Hanna Clarisse Pascua, Department of Education
References
Almusawi, H. A., Durugbo, C. M., & Bugawa, A. M. (2021). Innovation in physical education: Teachers’ perspectives on readiness for wearable technology integration. Computers & Education, 167, 104185.
Arufe-Giráldez, V., Sanmiguel-Rodríguez, A., Ramos-Álvarez, O., & Navarro Patón, R. (2023). News of the pedagogical models in physical education A quick review. International Journal of Environmental Research and Public Health, 20(3), 2586.
Atmowardoyo, H. (2018). Research methods in TEFL studies: Descriptive research, case study, error analysis, and R & D. Journal of Language Teaching and Research, 9 (1), 197-204.
Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.
Boyd, E. M., & Fales, A. W. (1983). Reflective learning: Key to learning from experience. Journal of humanistic psychology, 23(2), 99-117.
Bugwak, E. (2021). Travails of out-of-field teachers: A qualitative Inquiry. Journal of World Englishes and Educational Practices, 3(2), 10-32996.
Bunker, D. & Thorpe, R. (1986). The curriculum model. In R. Thorpe, D. Bunker, & L. Almond (Eds.), Rethinking games teaching (pp. 7-10). Loughborough, UK: University of Technology, Loughborough.
Carag, E. A. (2020). Pedagogical approaches used by teachers in teaching MAPEH in the Division of Tuguegarao City, Philippines. International Journal of Psychosocial Rehabilitation, 24(08).
CHANG, D., Jorrín Abellán, I. M., Wright, J., Kim, J., & Gaines, R. E. (2020). Do advanced degrees matter? A multiphase mixed-methods study to examine teachers’ obtainment of advanced degrees and the impact on student and school growth. Georgia Educational Researcher, 17(1), 62.
de Greeff, J.W., Bosker, R.J., Oosterlaan, J., Visscher, C. & Hartman, E. (2018). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis. Journal of Science and Medicine in Sport 21(5): 501–507.
Department Order No. 010, Series of 2024. Policy Guidelines of the Implementation of the MATATAG Curriculum, dated July 23, 2024.
Department Order No. 043, Series of 2013. Implementing Rules and Regulations (IRR) of Republic Act No. 10533 Otherwise Known as the Enhanced Basic Education Act of 2013, dated September 24, 2013.
Du Plessis, A., & McDonagh, K. (2021). The out-of-field phenomenon and leadership for wellbeing: Understanding concerns for teachers, students and education partnerships. International Journal of Educational Research, 106, 101724.
Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22, 194-214.
EdTech Books. (n.d.). https://edtechbooks.org/studentguide/constructivism
Fernandes, S., Araújo, A. M., Miguel, I., & Abelha, M. (2023). Teacher professional development in higher education: The impact of pedagogical training perceived by teachers. Education Sciences, 13(3), 309.
Fernando, S. Y., & Marikar, F. M. (2017). Constructivist teaching/learning theory and participatory teaching methods. Journal of Curriculum and Teaching, 6(1), 110-122.
Ghavifekr, S. (2020). Collaborative learning: a key to enhance students’social interaction skills. Mojes: Malaysian Online Journal of Educational Sciences, 8(4), 9-21.
Gholam, A. P. (2019). Inquiry-Based Learning: Student Teachers’ Challenges and Perceptions. Journal of Inquiry and Action in Education, 10 (2). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol10/iss2/6
Gore, J., Rosser, B., Jaremus, F., Miller, A., & Harris, J. (2024). Fresh evidence on the relationship between years of experience and teaching quality. The Australian educational researcher, 51(2), 547-570.
Graham, L. J., White, S. L., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching?. Teaching and teacher education, 96, 103190.
Gupta, R. A. J. N. I., & Gupta, V. E. E. N. U. (2017). Constructivist approach in teaching. International Journal of Humanities and Social Sciences, 6(5), 77 88.
Hellberg, R., & Fauskanger, E. (2023). Learning of quality improvement theory experiences with reflective learning from a student perspective. International Journal of Lean Six Sigma, 14(6), 1207-1226.
Hobbs, L., & Porsch, R. (2021). Teaching out-of-field: challenges for teacher education. European Journal of Teacher Education, 44(5), 601-610.
Kennedy. D., Hyland, A. & Ryan, N. (n.d.) Writing and Using Learning Outcomes: a practical guide. https://sss.dcu.ie/afi/docs/bologna/writing_and_using_learning_outcomes.pdf
Khatoon, U. T., Bakreen, M. R. A. M., & Masri, M. R. (2023). Implementing Innovative Teaching and Learning Strategies. Saudi Journal of Business and Management Studies, 8(1), 10-12.
Khurshid, F., & Ansari, U. (2012). Effects of innovative teaching strategies on students’ performance. Global Journal of Human Social Science Linguistics & Education, 12(10), 47-54.
Ladd, H. F., & Sorensen, L. C. (2015). Do master’s degrees matter? Advanced degrees, career paths, and the effectiveness of teachers. National Center for Analysis of Longitudinal Data in Education Research. https://caldercenter.org/sites/default/files/WP% 20136_0. pdf.
Langton, T. W. (2007). Applying Laban’s movement framework in elementary physical education. Journal of Physical Education, Recreation & Dance, 78(1), 17-53.
Lee, S. W., & Lee, E. A. (2020). Teacher qualification matters: The association between cumulative teacher qualification and students’ educational attainment. International Journal of Educational Development, 77, 102218.
Macphail, D. K. A. Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model.
Matinho, D., Pietrandrea, M., Echeverria, C., Helderman, R., Masters, M., Regan, D., ... & McHugh, D. (2022). A systematic review of integrated learning definitions, frameworks, and practices in recent health professions education literature. Education Sciences, 12(3), 165.
Mee Mee, R. W., Shahdan, T. S. T., Ismail, M. R., Ghani, K. A., Pek, L. S., Von, W. Y., ... & Rao, Y. S. (2020). Role of gamification in classroom teaching: Pre-service teachers’ view. International Journal of Evaluation and Research in Education, 9(3), 684-690. https://doi.org/10.11591/ijere.v9i3.20622
Modebelu, M. N., & Duvie, A. N. (2012). Innovative methods and strategies for effective teaching and learning. Mediterranean Journal of Social Sciences, 3(13), 145-154.
Murray, J. (2021). Good teachers are always learning. International Journal of Early Years Education, 29(3), 229-235.
Narayan, R., Rodriguez, C., Araujo, J., Shaqlaih, A., & Moss, G. (2013). Constructivism—Constructivist learning theory. Oliver, L. E., & Nieves, A. M. TEACHING GAMES FOR UNDERSTANDING MODEL.
Ningthoujam, R., Nongthombam, B., & Sunderchand, M. (2017). Innovative teaching methods in physical education for better learning. International Journal of Community Current Research and Review, 9(16), 6-11.
Onyema, E. M., Ogechukwu, U., Anthonia, E. C. D., & Deborah, E. (2019). Potentials of mobile technologies in enhancing the effectiveness of inquiry based learning approach. International Journal of Education (IJE), 2(01), 1 22.
Perry, E., Halliday, J., Higginson, J., & Patel, S. (2022). Meeting the challenge of providing high-quality continuing professional development for teachers: The Wellcome CPD Challenge Pilot Delivery Report.
Puranik, S. (2020). Innovative teaching methods in higher education. BSSS Journal of Education, 9(1), 67-75.
Santos, J., Figueiredo, A. S., & Vieira, M. (2019). Innovative pedagogical practices in higher education: An integrative literature review. Nurse education today, 72, 12-17.
Sarsale, J. S., & Langub, M. K. C. (2023). Effects of student-centered learning approaches towards interest in science. Journal of Research, Policy & Practice of Teachers and Teacher Education, 13(2), 73-85.
SEAMEO INNOTECH (2022). Pedagogical Approaches in Education: Theories, Practices, and Applications in the Classrooms. A compilation of online presentations delivered during the webinar on “The Making of Teacher Experts in the New Normal: Deepening the Understanding of Pedagogical Approaches”. Retrieved from https://www.seameo-innotech.org/wpcontent/uploads/2022/12/WPA-Special-Publication-2022-October.pdf
Seong, L., Ling, T., & Cheng, Z. (2023). The effect of game-based learning on performance and motivation of university students: An exploratory study. University Tunku Abdul Rahman.
Shah, M. A., Hafeez, N., & Idrees, J. (2019). Plight of physical education in secondary schools of Punjab; Pakistan. Int J Educ Res, 10(3), 11-25.
Sheninger, E. (2018, June 10). Reflective learning as the new normal. https://esheninger.blogspot.com/2018/06/reflective-learning-as new-normal.html
Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8-12.
Silm, G., Tiitsaar, K., Pedaste, M., Zacharia, Z. C., & Papaevripidou, M. (2017). Teachers’ Readiness to Use Inquiry-Based Learning: An Investigation of Teachers' Sense of Efficacy and Attitudes toward Inquiry-Based Learning. Science Education International, 28(4), 315-325.
Si, Z., Song, H., & Xia, R. (2024). Innovative teaching methods and practice in physical education curriculum in primary and secondary schools. Social Medicine and Health Management, 5(1), 70-76.
Singha, R., & Singha, S. (2024). Application of Experiential, Inquiry-Based, Problem-Based, and Project-Based Learning in Sustainable Education. In Teaching and Learning for a Sustainable Future: Innovative Strategies and Best Practices (pp. 109-128). IGI Global.
Sumathi, D. (2022). Innovative teaching strategies. Psycho-technological approaches in heutagogy, 25.
Tiilikainen, M., Karjalainen, J., Toom, A., Lepola, J., & Husu, J. (2019). The complex zone of constructivist teaching: a multi-case exploration in primary classrooms. Research Papers in Education, 34(1), 38-60.
Top Hat. (2022, October 18). Integrative Learning Definition and Meaning | Top hat. https://tophat.com/glossary/i/integrative-learning/
Varea, V., Gonzalez-Calvo, G., & García-Monge, A. (2022). Exploring the changes of physical education in the age of Covid-19. Physical Education and Sport Pedagogy, 27(1), 32-42.
Victoria. (2021, June 16). 4 Of rhe Most Common Problems with Inquiry-Based Learning and How to Solve Them. Learning by Inquiry. https://www.learningbyinquiry.com/4-of-the-most-common problems-with-inquiry-based-learning-and-how-to-solve-them/
Xu, Z., & Shi, Y. (2018). Application of constructivist theory in flipped classroom take college English teaching as a case study. Theory and Practice in Language Studies, 8(7), 880-887.
Yaakop¹, N., Koh¹, D., & Yasin¹, R. (2022). The Recent Trends on Physical Education Subject with the Issues and Strategies. International Journal of Special Education, 37(3s).
Yawman, M., & Appiah-Kubi, J. (2018). Innovative teaching strategies and students’ achievement. Available at SSRN 3161988.
Zalun, J. G. (2023). The teachers’ utilization of the most essential learning competencies (MELCS) and its relation to the learning development of grade six pupils in a public school in the philippines: Basis for a proposed program. International Journal of Multidisciplinary: Applied Business and Education Research, 4(6), 1888-1903.
Zhang, H. (2016). Research on innovation of physical education teaching method based on inquiry teaching: A survey based on online questionnaire. International Journal of Future Generation Communication and Networking, 9(2), 37-48.
https://www.philippinesbasiceducation.us/2015/12/learner-centered education.html
https://study.com/academy/lesson/what-is-reflective-teaching-definition-methods quiz.html
https://www.iitms.co.in/blog/what-is-collaborative-learning.html
