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IMPROVING STUDENTS’ PHYSICAL FITNESS PERFORMANCE THROUGH PEER

TEACHING STRATEGY

____________________________________

An Undergraduate Action Research

Presented to the
College of Teacher Education
Palompon Institute of Technology
Palompon, Leyte
____________________________________

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Physical Education
__________________________________

By
SIMEON ILDEFONSO A. BROCOY JR.
FRANCIS Q. MACAPAZ
MARAE JAYA T. PEROZ

January 2024
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APPROVAL SHEET

In partial fulfillment of the requirements for Prof.Ed 15 Teaching Internship, this

action research entitled “IMPROVING STUDENTS’ PHYSICAL FITNESS
PERFORMANCE THROUGH PEER TEACHING STRATEGY" has been prepared and
submitted by SIMEON ILDEFONSO A. BROCOY JR., FRANCIS Q. MACAPAZ, MARAE
JAYA T. PEROZ, who are hereby recommended for Oral Examination.

ARISA S. POGOY
Instructor

Approved in partial fulfillment of the requirements for the degree Bachelor of

Physical Education Oral Examination Committee, with the grade of _________.

ROUSHIELL FRANCE S. LONDON, PhD

Panel Chairman

CINDY D. LUEGO ODESSA L. URGEL

Member Member

Accepted in partial fulfillment of the requirements for Prof.Ed 15 Teaching

Internship.

MARIA CONSUELO S. RAMIREZ, MAT

Research Coordinator, CTE

ROUSHIELL FRANCE S. LONDON, Ph.D.

Chair, Basic Education Department

Date of Oral Examination: January 24, 2022

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ACKNOWLEDGEMENT

The researchers would like to express their heartfelt gratitude to some people who

have helped us in making this research study. Without them, this study would not be

possible. Grateful acknowledgement is extended to the following individuals who fully

contributed to the success of this research study:

Mrs. Arisa S. Pogoy, the researchers’ adviser, for helping them and sharing her

ideas and suggestions to make this research study possible. They would not be able to

do this without her guidance and advice.

Dr. Roushiell France S. London, Chairman of the Panel, and other member of the

Panel, Mrs. Cindy D. Luego and Mrs. Odessa L. Urgel for sharing their comprehensive

and constructive criticism for the improvement and development of the ideas of the

research study.

Mr. Alberto Sanico, the researchers’ statisticians, who helped them interpret the

data and gave them suggestions.

Special thanks to the respective families and friends of the researchers for their

moral and financial support that inspired them to finish their research study.

Above all, the researchers would like to thank our Almighty Father for boosting our

strength, determination, knowledge, and patience to complete this research study; without

him, we can’t do anything.

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ABSRACT

Peer Teaching Strategy helps the students improve their physical fitness
performance in executing different physical activities through engaging themselves
with their peers. The study aims to evaluate the improvement of students’ physical
fitness performance through peer teaching strategy in grade 8. The study also
evaluated the level of students’ physical fitness performance before and after utilizing
the peer teaching strategy. A descriptive method was adopted for the study. The level
of the students’ physical fitness performance was assessed using the Physical Fitness
Test Score Card (PFT), which measures the students’ physical fitness performance.
The data was gathered through a test for the students’ participation and to assess if
the strategy was effective in helping the students enhance their level of physical fitness
performance with their peers. The results revealed that the students’ physical fitness
performance was at the high level, when the students exposed to the Peer Teaching
Strategy. Thus, it can be concluded that by utilizing the peer teaching strategy, it can
improve the level of physical fitness performance of the students when participating in
the different physical activities with their peers or partner. Therefore, it is recommended
that Peer Teaching Strategy be included in the academic studies beneficial to the
teachers, students, school administrators, and researchers because this will help
improve academic growth and improve the physical fitness performance of the
students in participating in the different physical activities with their peers or partner.

Keywords: peer teaching strategy, physical fitness performance, Grade 8,

action research.
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TABLE OF CONTENTS

Page

TITLE PAGE………………………………………………………………………………….. i

APPROVAL SHEET…………………………………………………………………….…... ii.

ACKNOWLEDGMENT…………………………………………………………………….....iii

ABSTARCT……………………………………………………………………………………iv

TABLE OF CONTENTS………………………………………………………………………v

CHAPTER 1 INTRODUCTION

Background of the Study…………………………………………………… 1

Theoretical / Conceptual Framework……………………………………… 5
Statement of the Problem…………………………………………………...8
Hypothesis…………………………………………………………………….9
Significance of the Study ……………………………………………………9
Scope and Delimitation …………………………………………………….10
Definition of Terms…………………………………………………………..11
CHAPTER 2 REVIEW OF RELATED LITERATURE

Conceptual Framework……………………………………………………..13
Research Literature…………………………………………………………18

CHAPTER 3 RESEARCH METHODOLOGY

Research Design………………………………………………………..….27
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Research Environment……………………………………………………27
Research Participants…………………………………………………….28
Research Instrument……………………………………………………...28
Data Gathering Procedure………………………………………………..29
Statistical Treatment of Data……………………………………………..31
Ethical Consideration……………………………………………………...32
CHAPTER 4 RESULTS AND DISCUSSION OF DATA
Findings............................................................................................. ….33
Initial level of students’ Physical Fitness Performance (1st iteration) …..34
First Cycle............................................................................................... 43
Final level of students’ Physical Fitness Performance (1st iteration) ...... 45
Comparison between Students’ Pre test and Post Test Scores
(1st iteration) . ........................................................................................ 54
Initial level of students’ Physical Fitness Performance (2nd iteration)….. 56
Second Cycle.......................................................................................... 64
Final level of students’ Physical Fitness Performance (2nd iteration) ....... 66
Comparison between Students’ Pre- test and Post Test Scores
(2nd iteration) ......................................................................................... 73

CHAPTER 5 CONCLUSIONS AND RECCOMENDATIONS

Conclusions............................................................................................. 78
Recommendations.................................................................................. 80
REFERENCES…………………………………………………………………………………82

APPENDICES…………………………………………………………………………..……. 86
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LIST OF FIGURES
FIGURE PAGE
1 Schematic Diagram of the Conceptual Framework ................................ 8
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LIST OF APPENDICES90
Appendix Pages
A Letter to the Principal………………………………………….………………86
B Letter to the Adviser ………………………...….………………...................87
C Comparison of Pre-test and Post test Scores……………………………... 88
D Result of First Cycle and Second Cycle…………….………………….…… 90
E Pre-Test and Post-Test Questionnaire on the Level of Students’............ 95
F Feedback Form……………………………….………………….……….…... 97
G Lesson Plan ……………………………………………………….….….…... 98
H CURRICULUM VITAE…………. ……………………………………………..143