Semester Adopted:

Revision Status:
Republic of the Philippines
Revision Date:
Western Mindanao State University
Recommending approval:
External Studies Unit – Molave Campus
Concurred:
Teacher Education Department
Approved:

RESTRUCTURED OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN PHYSICAL EDUCATION 1

For the 1st Semester, SY 2021-2022 ONLY

Western Mindanao State University Teacher Education Department

Vision GOALS College Goals

The University of Choice for higher learning with strong research orientation a. The Bachelor
Provide of Secondary
high quality Education
teacher education Program
that is responsive ofto
the College of Teacher
education-
that produces professionals who are socially responsive to and responsible for for-all in theEducation,
nation andWestern Mindanao State University
education-for-sustainable developmentaimsneeds
to: in
human development; ecological sustainability; and, peace and security within the world;
and beyond the region. a. develop
b. Realize the knowledge,
the threefold attitudes,
institutional thrust skills and habits
of instruction, of the prospective
research and high
school teacher to enable
community outreach in higher education; him to harness his potentials as a human person,
Mission family member, and community organizer.
c. Hone
b. the
caterstudents to theof
to the needs competencies and skills of a newclientele
its socio-culturally-pluralistic breed ofby
21 st
The Western Mindanao State University, set in a culturally diverse environment, centurycontinuously
teachers, such as information-media
revising/ literacyitscommunication
enriching/ upgrading curricular offerings;
shall pursue a vibrant socio-economic agenda that include: skills, civic literacy, global awareness, among
c. provide adequate training to would-be teachers others; in evolving a sound
 A relevant instruction paradigm in the education and training of d. Createphilosophy
an environmentof lifefor
inspired by an abiding
transformational faith in God
leadership amongandstudents
love for
competent and responsive human resource for societal and industry who willfellowmen;
be imbued with energy, enthusiasm and passion for positive
needs; d. instil
change in thecritical thinking
teaching as welland
profession; as aesthetic and cultural values among the
 A home for intellectual formation that generates knowledge for people prospective high school teachers,
e. Instill the value of lifelong learning among and;
graduates who will not only
empowerment, social transformation and sustainable development; and; e. produce a new breed of teachers
desire to become full-fledged professionals but who arealso
imbued with and
molders altruism,
artists
 A hub where science, technology and innovation flourish enriched by the dynamics, responsibility and ethics virtues
who blend the natural qualities and strong desire to be the best in the
wisdom of the Arts and Letters, and Philosophy. profession.

Name of Institution Date Last Revised

WMSU-VPAA-FR-032.00 Page 1 of 11
Effective Date: 24-JUN-2020
 Institution College Name Revision Date
Logo Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 74, s. 2017 p. 4):

6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

Course Information
Course Name Research in Education Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
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Effective Date: 24-JUN-2020
 Course Requirements

Grading System

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Effective Date: 24-JUN-2020
 Course Description BTIs covered
This is a practicum research course that introduces the fundamentals of research and understanding of research-based
knowledge and principles of teaching and learning. It will also provide prospective elementary teachers with an avenue to 1.1.1, 1.2.1
conduct applied or action research on significant problems in their own classrooms/ schools that will provide empirical bases
and research-based knowledge to improve teaching and learning and make curricular as well as instructional decisions both
school-wide and at the classroom level.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers will be able to:

A. demonstrate knowledge and understanding of research and how it can inform classroom decisions and practices 1.1.1
B. demonstrate understanding of research-based knowledge and principles of teaching and learning and 1.2.1
C. apply the ability to use research as part of personal professional development and reflective practice. 7.4.1

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Effective Date: 9th-AUG-2021
 Time Intended Learning Outcomes BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment (ILOs) Activities
Week 1 a. Explicate the nature of research The Scientific Approach in  Group work: preparing a  Group presentation of the
as a scientific inquiry aimed at [A] Education concept/semantic map of the concept/semantic map [A]
providing basis for informed 1.1.1 nature and fundamentals of 1.1.1
classroom decisions research and how it informs
b. Review the fundamentals of [A]
classroom decisions
research 1.1.1

Week 2 a. Compare and contrast the major [A] Research Approaches:  Dyad work: reading sample  Short Quiz/ Making a Venn [A],
characteristics of quantitative 1.1.1 Qualitative vs Quantitative articles for each type of diagram for comparing 1.1.1
and qualitative research designs research approaches, and contrasting qualitative
preparing a comparative and quantitative research
matrix of the characteristics of approaches
the two based on the articles
provided, and sharing in the
class discussion their
observations.

Week a. Identify a research problem Typical Stages of a Research  Group work: identifying an  Discussion of output (i.e., [A]
3-4 b. Develop potential questions [A] Study, Selecting a Research educational problem and research problem, research 1.1.1
related to the selected research 1.1.1 Problem, Articulating the formulate a research problem, questions, significance of
topic Research Questions, and 2 potential research questions, the study)
c. Evaluate the plausibility of the Underscoring Significance of and significance of the study.
questions Study: Focus on Action
d. Articulate the significance of the Research
study

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Effective Date: 9th-AUG-2021
 Week a. Evaluate the sources for review [A, B] Reviewing and Evaluating the  Library work, seatwork and  Writing an annotated [A, B]
5-6 b. Prepare an annotated 1.1.1, Literature, Avoiding board work on APA Style bibliography, List of 1.1.1,
bibliography 1.2.1 Plagiarism, APA Citation Style References following APA 1.2.1
c. Document sources properly format
using APA citation style

Week a. Provide a summary of the [A, B] Writing and Organizing the  Writing the related literature  Peer evaluation of the [A, B]
7-8 reviewed literature based on the 1.1.1, Review of Literature review inside the classroom writing output in terms of 1.1.1,
annotated bibliography 1.2.1 achieving its purpose, 1.2.1
b. Conduct a peer evaluation of a coherence, and adherence
classmate’s work to APA citation standards

Week a. Elucidate on how theories [A] The role of theory in research  Lecture, class discussion,  Ex Theory identification [A]
9 explain the phenomena being 1.1.1 group discussion and justification (Short 1.1.1
explored quiz)
b. Cite a theoretical and a practical [B] [B]
question that educational 1.1.1 1.1.1
researchers ask Tools of Research: Tests,
Measures of Personality,  Tool Identification and
[A] [A]
c. Identify appropriate tools for Surveys, Observations Rationalization (Short quiz)
1.1.1 1.1.1
gathering research data
Week a. Develop a survey questionnaire [A, C] Constructing the survey  Lecture, Dyadic Task on  Constructed survey [A, C]
10 1.1.1, instruments Instrument development, pilot questionnaire 1.1.1,
7.4.1 testing of research instrument 7.4.1

Week a. Provide an example for each [A, C] Quantitative Research  Lecture, exercises, class  Accomplishing worksheets [A, C]
WMSU-VPAA-FR-032.00 Page 6 of 11
Effective Date: 9th-AUG-2021
 11 type of hypotheses, namely 1.1.1, Designs: Hypothesis testing, discussion on hypothesis formulation 1.1.1,
research hypothesis, null 7.4.1 validity 7.4.1
hypothesis, and alternative
hypothesis [A, C] [A, C]
b. Discuss a classroom example of 1.1.1, Quantitative Research 1.1.1,
7.4.1 7.4.1
testing a hypothesis. Designs: Sampling  Short quiz on sampling
Techniques techniques
[A] [A]
c. Elucidate the concept of
1.1.1 1.1.1
sampling and sampling error
Week a. Identify the statistical test/s [A, C] Quantitative Research  Lecture, article analysis  Writing a Statistical [A, C]
12 appropriate for a research 1.1.1, Designs: Correlation, t-tests, Analysis Plan 1.1.1,
question 7.4.1 Chi-Square Tests of 7.4.1
Significance, Analysis of
Variance

Week a. Determine the appropriateness of [A, B] Qualitative Research Designs:  Lecture, article analysis  Short quiz on qualitative [A, B]
13 a qualitative research design in 1.1.1, Grounded Theory, research designs 1.1.1,
relation to a research problem 1.2.1 Ethnography, Case Study 1.2.1

Week b. Analyze qualitative data using [A, C] Analyzing and Reporting  Lecture, data analysis  Data analysis report in [A, C]
14 Creswell’s (2014) model 1.1.1 Qualitative Research exercises tabular form 1.1.1

Week a. Explain the nature and process Action Research: Its nature,  Lecture - writeshop  Writing Action Research [A]
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Effective Date: 9th-AUG-2021
 15- of action research [A] process, data collection and Plan 1.1.1
18 1.1.1 analysis
b. Write and present research report
Writing the Final Report:  Writing and critiquing of the [A, B,
[A, B, IMRD format written research report  Completed research report C]
C] 1.1.1,
1. Swales’ CARS Model for in IMRD format
1.1.1, 1.2.1,
Introduction
1.2.1, 7.4.1
2. Generic structures of
7.4.1
other sections
Suggested List of References
Ary, D., Jacobs, L.C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wadsworth, Engage Learning.
Baumfield, V., Hall, E., & Wall, K. (2013). Action research in education: Learning through practitioner enquiry. SAGE Publications Ltd
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Los Angeles, CA: SAGE Publication.
Cunningham, D. (2011). Improving teaching with collaborative action research: An ASCD action tool. Alexandria, VA: Association for Supervision and Curriculum
Development.
Efron, S. E. & Ravid, R. (2013). Action research in education: A practical guide. Guilford Press.
Wilson, E. (2017). School-based research: A guide for education students. SAGE Publications Ltd

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Effective Date: 9th-AUG-2021
 GRADE COMPONENT AND CORRESPONDING WEIGHT: TOTAL SCORE.................................40 correct out of 50 items
For the 1st Semester, SY 2021-202 ONLY PERCENTAGE GRADE....................80%
NUMERICAL RATING.....................2.00
FINAL RATING REMARKS …………………………………. PASSED
Midterm Grade......................40% Passing Grade = 60%
Final term Grade...................60% 100%

MIDTERM GRADE
 Midterm Exam (to be administered face to face).....……………… 40%
 Written Output (can be generated online or offline) ……………. 30%
e.g. quizzes, essays, case analysis, reflection paper & etc.
 Course Output/Project (can be generated online or offline)… 20%
 Participation (can be generated online or offline) ……………….. 10%
100%
FINAL TERM GRADE
 Final Exam (to be administered face to face)............……………… 40%
 Written Output (can be generated online or offline) ……………. 30%
e.g. quizzes, essays, case analysis, reflection paper & etc.
 Course Output/Project (can be generated online or offline)… 20%
 Participation (can be generated online or offline) ………………... 10%
100%

SAMPLE COMPUTATION OF PERCENTAGE GRADE FOR A QUIZ OR EXAM

Percentage Grade = raw score / total number of items x 100
Example: raw score = 40, total items = 50
GRADE = 40/50 x 100
= 0.80 x 100
= 80%

WMSU-VPAA-FR-032.00 Page 9 of 11
Effective Date: 9th-AUG-2021
 NUMERICAL  At least 60% passing in all exams and other graded requirements
% EQUIVALENT
RATING
96-100 1.0
91-95 1.25
86-90 1.5
81-85 1.75
76-80 2.0
71-75 2.25
66-70 2.5
62-65 2.75
60-61 3.0
Below 60 5.0
Lacks requirements and/or final exam INC

Authorized Withdrawal (Dropped with permit) AW

Unauthorized Withdrawal (Dropped from class for non-
attendance/non-appearance for 20% of prescribed UW
attendance)
COURSE REQUIREMENTS
 2 Written Major Exams (Midterm and Final Examination)
 Course output/project
CONDITIONS FOR PERFORMANCE EVALUATION
 Active participation in all class activities.
WMSU-VPAA-FR-032.00 Page 10 of 11
Effective Date: 9th-AUG-2021
 Prepared By: Noted: Recommending Approval: Approved:

HAZEL P. ALJAS NOEL V. PUGOSA BYRON B. GO SILK, Ph.D. MARIA CARLA A. OCHOTORENA, Ph.D.
INSTRUCTOR Academic Coordinator / Dean, External Studies Unit President
OIC Campus Coordinator

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Effective Date: 9th-AUG-2021