BIBLIOGRAPHY WEER, ADA R. April 2007. The Use of Inductive and...
BIBLIOGRAPHY
WEER, ADA R. April 2007. The Use of Inductive and Deductive Method in
Teaching Tertiary Physical Education in Selected Private Schools of San Fernando City.
Benguet State University, La Trinidad, Benguet.
Adviser: Russell B. Dolendo, M.A.P.E.
ABSTRACT
The study was conducted to determine the factors affecting the teaching process
in using the inductive and deductive methods; find out the level of effectiveness of the
inductive and deductive in teaching physical education; determine the effect of gender,
age, birth order and income level on the level of effectiveness using the two methods of
teaching; and determine the relationship between the factors affecting the kevel of
effectiveness of the inductive and deductive methods in teaching physical education of
six private institutions of San Fernando City, during the SY 2006-2007.
The study made used of a questionnaire to gather the needed data from 100
students and an achievement test prepared by the teachers. It utilized the descriptive and
inferential statistics at 0.05 level of significance.
The significant findings of the study are the following:
Regardless of methods used in the teaching of physical education, environment,
facilities and materials/equipment were perceived very satisfactory by the students.
The level of effectiveness of the inductive method and deductive methods of
teaching was satisfactory both in the pretest and posttest.
On the level of effectiveness of the methods used, there is a significant difference
between the male and female students in the pretest in the inductive method. A
significant difference was noted in the deductive method for both the pretest and
posttest.
In the use of inductive and deductive methods, no significant differences existed
between the different age groups, birth order and income level in the pretest and posttest.
There is a positive correlation between environment and level of effectiveness of
the inductive method but negative correlation in terms of facilities and
materials/equipment. There is a positive correlation between the factors affecting the
teaching process and the level of effectiveness of the deductive method.
ii
TABLE OF CONTENTS
Page
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
INTRODUCTION
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Importance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Scope and Delimitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
REVIEW OF LITERATURE
Teaching Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Strategies, Methods and Techniques in
Teaching Physical Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Factors Affecting the Physical
Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Level of Effectiveness According to
the Different Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Hypotheses of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
iii
METHODOLOGY
Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Instrumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Item Analysis of the Achievement Test . . . . . . . . . . . . . . . . . . . . . . 27
Treatment of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
RESULTS AND DISCUSSION
Factors Affecting the Teaching Process . . . . . . . . . . . . . . . . . . . . . . 30
Level of Effectiveness of Methods Used
in Teaching Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Level of Effectiveness of Methods Used
in Teaching Physical Education According to
Selected Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Relationship between the Level of Effectiveness
of Methods and the Factors Affecting the Teaching
of Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
LITERATURE CITED. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
iv
APPENDICES
A. Letter to the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
B. Achievement Test. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . 66
C. Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
D. Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
E. Table of Specification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
BIOGRAPHICAL SKETCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
v
INTRODUCTION
Background of the Study
Quality education is the main thrust of the Department of Education. In
fact the newest program of Department of Education is the program on the
Refined Basic Education Curriculum (RBEC). Trainings, seminars or workshops
were launched for classroom teachers, school heads, and supervisors nationwide
in order to uplift their competence and equip them with the skill, knowledge, and
capabilities. This Basic Education Program had been formally introduced in the
classroom setting. Educators nowadays are very concerned about the future of the
children or youths in society. They are trying to fill in the present need of the
declining quality of education by introducing innovations.
Moreover, educators do not just guide learners to the right path and
become knowledgeable they also take into consideration how to inculcate values
or right attitude as a strong foundation in building oneself in order to get along
well with peers, elders, parents, officials, other members of the family, and to
everyone else. This is to further build a strong value-laden citizens, disciplined
and with leadership capabilities. As stated by Delor (1985), education serves
society as an instrument in fostering the creation, advancement and dissemination
of knowledge, and the triple goals (equity, relevance and excellence) prevail in
policy-making, planning and practice.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
2
The critical need for quality education becomes even more pronounced in
the context of the growing complexity of the roles of educational institutions as
they operate in response to the evolving shift in the nature of social system and
structures. Zubi (1988) quoted Hawkridge (1983) who labeled the year 2000 AD
as the “learner’s haven” which will result to a more critical and complex yet
functional learning process particularly in institutions of higher learning (IHL).
Higher education is expected to serve both as an agent of change and as a source
of change agents. It is expected that quality education is readily accessible to all.
Tenedero (1998) on the other hand, said that in order to meet the holistic
understanding of the learning process, teachers must strive to shift fallacies from
facts and myths from realities; and that parents can best ensure learning to their
children if they help teachers identify, bring out and nurture the individual genius
that is in every child.
Modern education aims to develop the total person. It is concerned not
only with mental banking but also with making provisions for the physical
aesthetic, spiritual, moral and social growth; thus, man seeks for perfection as he
strives towards total enjoyment. Man has a indomitable spirit which refuses
defeat, knows only fortitude and endurance as he makes adjustments for a better
life. Invariable people change their perspectives or attune themselves to the
perspective of the environment (Bastian, 1999).
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
3
The vision of the Philippines in the 21st century concerns the quality of life
of Filipinos and is anchored on a very strong global competitiveness. The greatest
challenge of the 21st century is to discover how to make good use of the
innovations and discoveries of the 20th century. When Churchill said that
“empires of the future are empires of the mind” several decades ago, it could be
that the age of information and technology was referred to. There is no stopping
this global development, this emerging new world. It can only be met and
welcomed with new ways of thinking which, in turn must be equal to the
challenges and the opportunities of the unfolding global village: visionary
dynamic, creative, liberating and transformative. Anything less would be
disservice to man and would be a failure of education (Tenedero, 1998).
Statement of the Problem
This study aimed to determine the effectiveness of inductive method and
deductive method used in teaching tertiary physical education in selected private
schools of the City of San Fernando.
Specifically, this study sought answers to the following questions:
1. To what extent does the teaching of physical education using the
inductive and deductive methods as affected by the following factors?
a. Environment
b. Facilities
c. Equipment/materials
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
4
2. What is the level of effectiveness of the inductive method and the
deductive method in teaching physical education as r in the pre-test and posttest?
3. What is the level of effectiveness of the inductive and deductive
methods used in teaching physical education when students are grouped according
to the following variables:
a. Gender
b. Age
c. Birth order
d. Income level
4. What is the relationship between the factors affecting the teaching
process and the level of effectiveness of the inductive and deductive method used
in Physical Education?
Objectives of the Study
This study had the following objectives:
1. To determine the extent of teaching physical education using the
inductive and deductive methods as affected by the following factors:
a. Environment
b. Facilities
c. Equipment/materials
2. To find out the level of effectiveness of inductive method and
deductive methods in teaching tertiary physical eEducation.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
5
3. To determine the level of effectiveness of the inductive and deductive
methods in teaching physical education when students are grouped according to
the following variables:
a. gender
b. age
c. birth order
d. income level
4. To determine the relationship between the factors affecting the teaching
process and level of effectiveness of the inductive and deductive methods in
teaching physical education.
Importance of the Study
Educators have become keenly aware that there is a crisis in education;
hence the crucial role of innovations to improve the educational enterprise. One
such innovations is the process of inquiry which helps students how to think for
themselves, how to formulate and test ideas, and in general involves the students
in a lifetime learning technique.
Students in college are more independent than those in the elementary or
secondary schools. Outside the classroom, they are practically on their own to
manage their time, skills, and responsibility. The concern of educators in the
tertiary level is to assist young people manage their time, skill, and study in
preparating them as the future leaders and professionals of society.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
6
This study would be of value to the teachers of physical education.
Results of the study willate awareness of their responsibilities as teachers to
improve their teaching methods and strategies appropriate to the learning styles of
their students.
For curriculum planners, results of this study will provide them insights in
terms of innovations in content, teaching strategies and techniques to improve the
teaching of physical education.
Results of this study can contribute to the development of better teaching-
learning process, and help develop students not only in the physical dimension but
also developing their social awareness and thinking skills. Moreover, results of
the study will make administrators realize that the success of the implementation
of the physical education is dependent upon their administrative support. Positive
attitude of administrators towards P.E. program will encourage teachers and
bolster their morale to be more committed in their teaching responsibilities.
Scope and Delimitation of the Study
This twelve-week experiment is concerned with the effectiveness of
inductive and deductive method used in teaching tertiary physical education. The
subjects of the study were 100 students taking physical education subjects in the
selected private schools in San Fernando City, La Union during the first semester
of the school year 2006-2007. Two comparable classes were involved in the
experiment. Students were equated based on their scores in the pretest and
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
7
posttest. The two classes went through the learning unit on “Rhythmic Activities”
which included Philippine folk dances, physical fitness (gymnastics), individual
dual sports.
It dealt with the factors affecting the teaching of physical education using
the inductive and deductive methods. It also determined the effectiveness
methods. It also determined the effectiveness of both methods as affected by
some selected variables like gender, age, birth order and income level of family.
Finally, the relationship between the factors affecting the teaching process and the
level of effectiveness of both methods of teaching was determined.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
REVIEW OF LITERATURE
Teaching Methods
A teaching method is an organized and systematic procedure employed by
a teacher in making students learn. It consists of steps which are logically
arranged. A teacher employs it to make it highly efficient, thus, maximizing the
teaching output. Without it, learning becomes cumbersome and a big waste in
terms of efforts, time and even money (Calderon, et. al., 1993).
Davis and Wallis (1989) referred to method as a set of procedures that are
carried out according to some rules. To know the rule is to know “how to” carry
out procedure, to have gone through the procedure many times not only helps to
make sure that one knows the rule, but also that one can carry out the actions
prescribed by it. With the use of the method, the teacher knows exactly what to
do in guiding students go about and undertake a specific learning task.
Meanwhile, Harrison (1973) defined the teaching method as primarily a
matter of organization of materials and effort to get certain definite things done.
The organization to be taught and to be learned is part of this method. He also
categorized such organization into two: logical and psychological.
Learning by discovery naturally employs the inductive method whereby
students form the expected generalization toward the end of the lesson. It also
recommends the use of the activity method where “learning by doing” takes
place. Students to be able to find out things by themselves must be actively
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
9
engaged in undertakings like experimenting, observation, investigating and the
like (Calderon, et. al., 1993).
The teaching methods may be classified according to some chosen criteria.
First criterion is based on whether certain methods are addressed to the whole
class or to groups of students or to individual students. Second criterion is based
on whether certain methods are highly cognitive or highly psychomotor or even
highly affective. Third criterion is based on whether certain methods are teacher-
monopolized, student-monopolized, or teacher-students collaborated.
Lardizabal (1997) categorized teaching styles into two major areas; direct
and indirect teaching. He defined the former as teaching wherein the teacher
provides new or additional information to students in a number of ways, that is,
by lecturing, showing a film or taking a field trip. The latter he elaborated as a
pattern in which the teacher structures activities in which the learner is active and
involved in a variety of situations, such as playing games, group role playing,
training and laboratory work.
Another way of classifying teaching methods which primarily emphasize
the acquisition of knowledge is whether they are convergent or divergent. The
convergent mode of teaching makes students to come up together at point which
means they are expected to accept an idea or a set of ideas like what is being done
in the process of generalizing or jotting down the teacher’s lecture notes. In this
mode, ideas other than the expected ones are not acceptable. On the other hand,
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
10
the divergent way of teaching permits students to branch out to different ideas
allowing them to share diverse opinions toward a certain topic or issue. Such
mode is very evident in a socialized form of classroom discussion in which each
student justifies or supports a point, argues and even criticizes certain ideas
(Hidalgo, 1984).
Strategies, Methods and Techniques
in Teaching Physical Education
With regard to teaching methods in physical education, Andin (1995)
observed that many teachers have been employing the usual methods of teaching
the academic subjects. This fact has caused too much confusion and has resulted
to ineffective teaching according to studies, it has also affected the attitudes of
individuals towards the subject. While it is true that some of the usual methods of
teaching are maybe effective in teaching the cognitive phase, they may be not be
applicable in teaching the psychomotor program.
In the education process, the three most important factors are the child, the
teacher and the subject matter. The primary concern of learning is to educate the
child. The teacher is necessary to guide the educative process. Since the child is
the center of the educative process, method must be suited to the learner. Age,
grade, maturity level, abilities, needs, experiences, health and growth must be
considered. The child has to acquire knowledge and information through subject
matter. Transmission of subject matter from the teacher to child is done through
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
11
method. By means of method, the child is guided as to what parts of the subject
matter to appreciate and what skills. In the final analysis, the outcomes of
education are acquired through method with the changing educational goals. The
choice of method becomes important. According to Bastian (1999), the following
factors help determine how a teacher decides what method to be used in teaching:
1. The educational objective and the aim of the lesson. 2. Nature of the subject
matter or the lesson. 3. The nature of the learners. 4. School equipment and
facilities. 5. The teacher.
Aquino (1988) stressed that a teacher should make good use of teaching
devices or materials. A teaching device is a “little method”. It is a teaching aid or
tool to facilitate instruction. It is any means, usually concrete used to make
teaching clearer, more meaningful and more interesting. The teacher’s procedure
comprises the method of teaching. Technique refers to the art of skill of
performance. Teachers become facilitators, calibrators, tour guides or coaches for
the infor-sphere rather than omniscient leaders rested in air-conditioned rooms.
Not only do they convey and conclude information but also they explain and
expand the same. Teachers, indeed, should know how and why things happen
(Qua, 1995).
In addition, method cannot be standardized simply because children do not
belong to the same world. There is no single best method, but there are many
good methods. A teaching method is good if: 1. It makes use of the principles of
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
12
learning and permits the operation of these principles such as readiness, exercise
and effect as provided for. 2. It utilizes the principle of “learning by doing”. 3. It
provides for individual differences. 4. It stimulates thinking reasoning. 5. It
provides for growth and development
The urges of children represent broad traits that are typical of children
regardless of age, sex or race. Varied teaching strategies are utilized to hold
interest and to enhance teaching. Physical education as a subject applies various
methods and techniques that develop the three learning domains: cognitive,
psychomotor and affective in varying degrees. The domains of learning are ways
of classifying educational objectives (Cunning, 1995).
Bucher and Wues (1979) stated that physical education in an educational
process that has its aims the improvement of human performance through
physical activities selected to analyze this outcome. Physical Education includes
acquisition, refinement development and maintenance of motor skills
development and maintenance of fitness for optimal health in well-being:
attainment of knowledge; and growth of positive attitude.
The selection of instructional strategy is never an easy task for teachers as
every class has students with any number of preferences for learning. Learners
respond in various ways to various strategies (Harrison and Blakenmore, 1992).
Some students respond better to lecture but others used group works and even
other prefer debates. Many instructional strategies are available to teachers for
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
13
the presentation of fitness and formation inn a concept-based fitness course. The
instructional strategies are educational gain demonstrations, debates, and
discussion, group work, cooperative learning group, brainstorming, concept
mapping, lectures, panels and forums.
Serrano (1978) cited other methods and techniques in teaching physical
education. The direct – study method relates to assignment of outside work to
students. This help students learn activities and develop interest in them. In the
direct practice of motor skills, students practice more to master skills than can be
provided during scheduled class period the socialized class methods depends upon
the students willingness to work together in the development of their skills of both
leadership and followership in the ability of instructors to assume role of
democratic guidance and supervision. The individualized instructional method is
based upon the principle that leaning is highly individualized and each students
does his own learning. This is usually applied and combative events and
gymnastic with the supervision of the trainor or coach.
According to Camat (2002) the circuit training method is made up of an
exercise program consisting of a number of stations arranged in the form of
circuits. Each station demands an exercise tasks from the students who move
from station to station in sequential order. This is done during team events and
group dancing practice.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
14
Corpuz (1998) said that the poorest method of teaching, according to
many educators is the lecture method because children easily get bored and they
lose interest. Sometimes however, when special topics need to be presented with
authority, lecture method should be used. The person who lectures most from the
lecture is the lecturer himself.
Another method which is deemed to be one of the most effective methods
in teaching physical education is the demonstration method. Its use can enhance
learning or retention of students. It must be well-planned and the equipment and
materials to be used must be organized at the place where demonstration is
provided. Tinipac (2005) found that demonstration method serves as excellent
way of teaching physical education and that the teacher should demonstrate the
skills perfectly as possible. It is highly suggested that the lecture method should
be combined with demonstration method to make information in physical
education more interesting and effective. This can be an effective way to provide
opportunities to discover the talents of students in the field of creativity.
Factors Affecting the Physical
Education Program
Laconsay (1989) pointed out that adequate venue/classroom should be
provided for various education activities in order to attain the objectives of
physical education.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
15
Klap (1977) mentioned that what is important to any sports program is the
maximum effective use of equipment and utilization of facilities and best means
of buying and storing supplies. Gymnasium equipment are very important in any
sports or physical education program. Facilities sanitation is also important in
sports facilities management. The training room is a special room designed to
meet the requirement not only of the sports training program but also the general
physical education program when the need arises to accommodate the various
functions of a training program. It must be designed as a multi-purpose area in
which first aid can be administered, physical examinations conducted, programs
and pre practice bondaging and taping band to be done, and re-conditioning
carried out.
Salvador (1978) found that factors that affect the physical education was
lack of facilities, equipment and supplies. She stressed that the physical education
program needed re-examination in relation to its urgent needs, and that teaching
techniques, class supervision and evaluation of the program needed improvement.
Level of Effectiveness According
to the Different Variables
Age is important because the older the person, the more mature they are
likely to be. If most students are older in the grade, they probably will have an
advantage on the physical fitness test (Echave, 2005).
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
16
West (2006) stated that female and male athletes seem to respond to
training in a comparable manner. As the quantity or intensity of training
increases, aerobic capacity shoots upward, body fat tends to decrease and
performance improves, regardless of gender. Males frequently achieve better
performance than similarly trained females. Part of the reason for this is that
males routinely engage in a perfectly legal, natural form of blood doping.
In terms of performance measurement, men are taller than women and
therefore take longer strikes. Since being taller seems to give men an unfair
advantage.
Birth order and its impact on the individual have been a maller of great
debate. Many say that the first-born children are the smartest out of all the other
siblings in the family. Evans (2006) discovered that birth order does have a slight
impact on IQ. Overall, first-born children and only children scored higher on the
IQ test than did later born children. Therefore, her study suggests that first-born
and only children perform better on IQ test and overall are more intelligent.
Schemo (2006) said that the private school students have long scored
higher on the national assessment, commonly referred to as “the nations report
card”, the new study used advanced statistical techniques to adjust for the effects
of income, school and home circumstances.
Andin (1988) stated that teaching strategies are methods, techniques or
approaches for the effective teaching of physical education. A method of
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
17
teaching is a general way of guiding and controlling learning experiences. In
addition to the foregoing ideas, it is highly necessary for the teacher to have a
repertoire of teaching strategies. Even though a program of education is founded
on worthy aims, it cannot achieve a satisfactory degree of success unless direct
understanding of workable skills may be met in actual practices.
Two general methods of teaching motor skills have been derived from
experimental students and these are the “whole part methods” and the “part whole
methods” of teaching. This method leads themselves to the teaching of special
skills in sport, dance, gymnastics, as well as the basic game skills. For example,
in teaching of serving volleyball, the teachers demonstrate the whole pattern of
the activity first before doing it step by step. Then any size of the preparatory
position is made, such as the stance, the trunk position and how the ball is held,
after which comes an analysis of the movement in hitting the ball. The whole
activity may be demonstrated again in order to put the parts all together for a
better impression.
The premise of this method of teaching is that part is more important than
the whole since the parts make the whole. This is based on the stimulus-response
theory of Thorndike. Learning the parts and mastering them lead to learning the
whole activity. Although this method cannot be superior to the whole part
method, it lends itself satisfactorily to the teaching of a dance or a set of exercise
where it would be very uneconomical and considered impractical for the teacher
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
18
to demonstrate the whole dance or the whole set of exercise first before he teaches
the different figures. In addition to this research, the strategy may proceed from
part to part (part method), may encompass the entire skill (whole method) or may
employ a combination of the part and whole methods.
Most experts agree that both part and whole methods should be used, that
at times a combination is feasible, and that alert teachers employ all three
depending on the background of the students, the complexity of the skill and
objectives guiding immediate instruction. The principal steps in teaching strategy
for developing motor skill are as follows: 1) Clarify need for the skill.
2) Demonstrate the skills, or have a student demonstrate them. 3) Provide for
immediate practice, observing to not those in need of guidance. 4) Provide
individual assistance as needed. 5) Provide for immediate use of the skill.
According to Matt Lochen (2005) he prefers inductive methods to
deductive approaches. He recently turned an old deductive – based lesson into an
Inductive lesson. He learned through a combination of lectures and funny looking
drawings on the chalk board, but instead of subjecting the students to the pain of
another lecture he gave them some models and a work sheet. With minimal
instruction, almost each of the students was able to do the correct structural
formula, then he decided to incorporate more and more inductive lessons into
topic.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
19
Conceptual Framework
The paradigm (Figure 1) of the study shows the three major variables
independent variables, dependent variables, and the intervening variables. The
independent variables revolve around the teaching method, the result of the post
test and pre-test. The dependent variables are the effectiveness of the inductive
and deductive method used in teaching tertiary physical education after the
experiment. The intervening variables are the socio-economic profile of students
in terms of age, gender, birth order and income level. Included also are the
factors like environment, facilities, materials/equipments.
Definition of Terms
The following terms are operationally defined.
Method
refers to the way an educator in physical education teacher carry
out the objective of the lesson such as lecture method, demonstration method,
whole-part method. and part-whole method.
Inductive Method is a procedure through which one may arrive at a fact,
principle, truth or generalizations. Many instances or cases are studied, observed,
and compared and the common elements in them discovered and generalized.
Deductive Method is the reverse of inductive procedure. It starts with
generalization, principle, or rule that is then applied to specific cases.
Effectiveness is the ability of a teacher to create a meeting and an
interaction between the physical, intellectual and psychological interest of
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
20
Independent Variables
Dependent Variables
Inductive Method
Effectiveness of
(Pre test and Post test)
Inductive and
Deductive Method
Deductive Method
(Pre test and Post test)
I. Socio-Economic
Profile
a. Age
b. Gender
c. Birth order
d. Income Level
II. Factors
a. Environment
b. Facilities
c. Materials/equipme
nt
Intervening Variables
Figure 1. Paradigm showing the effectiveness of inductive and deductive
method used in teaching tertiary Physical Education.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
21
students or learner and some given subject matter content; the ability of a teacher
to relate the learning activities to the developmental process of the learners and to
their current immediate interest and needs.
Achievement refers to the number of correct responses/answers a
particular students gets in an administered test constructed by the researcher.
Achievement
Test is a test developed on the basis of educational
objectives that have verbal or mathematical aspects and are assigned to measure
the degree which the students have achieved those objectives.
Tertiary Student refers to an individual who is admitted and enrolled as a
student in a institution of higher learning
Teaching is a process of stimulating, directing and guiding the learner.
Physical Education an integral part of educational programs designed to
promote the total development of individual.
Hypotheses of the Study
This study was guided by the following hypotheses:
1. There is no significant difference in the factors affecting the teaching
process using the inductive and deductive methods:
a. environment
b. facilities
c. equipment/materials
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
22
2. There is no significant difference in the level of effectiveness of
inductive method and deductive method in teaching physical education in the pre-
test and posttest.
3. There is no significant difference in the effectiveness of inductive and
deductive method used in teaching tertiary physical education according to the
following variables:
a. Age
b. Gender
c. Birth order
d. Income level
4. There is no significant relationship between the factors affecting the
teaching process and the level of effectiveness of the inductive and deductive
method used in teaching tertiary physical education:
a. Environments
b. Facilities
c. Materials/Equipment
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
METHODOLOGY
Locale of the Study
The study focused on the selected private tertiary schools in San Fernando
City, La Union and conducted during the first semester 2006 – 2007. The
different selected private tertiary schools considered were: Saint Louis College,
Union Christian College, Lorma Colleges, Sea and Sky College, La Union
College of Nursing, and Systems Technology Institute. Figure 2 shows the map
of San Fernando City showing the location of the study
Respondents of the Study
Subjects of the study were 100 tertiary students enrolled in physical
education in six selected private tertiary schools of San Fernando City chosen
through stratified sampling. They took the pre-test and post-test and their scores
were arranged from highest to lowest.
Table 1 shows the information about the respondents. There were more
female (71) than male (29) and their age ranged from 17 years old and below to
more than 19 years. Classified according to their birth order, theree were 38 who
were the first child in the family, 32 in the middle and 30 the last. With regard to
family income per month of the family, 42 families had Php 11,000 and above, 36
with Php 5,100-Php 10,999 and 22 with less than Php 5,000.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
24
Figure 2. Map of San Fernando City showing the location of the study
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
25
Table 1. Background information about the respondents (100)
NUMBER OF
PERCENT
PARTICULAR RESPONDENT
(%)
a. Gender
Male
29
29
Female
71
71
TOTAL
100 100
b. Age
19
and
above
12
12
18
58
58
17 and below
30 30
TOTAL
100 100
c. Birth Order
First child
38
38
Middle
child
32
32
Last
child
30
30
TOTAL
100
100
d. Family Income/month
Less than P5,000
22
22
P5,100 – P10,999
36
36
P11,000 and above
42 42
TOTAL
100
100
Research Design
The experimental research design was used in this investigation consisting
of two treatments. Treatment 1 was taught by inductive method and Treatment 2,
the deductive method. The experiment was conducted for 12 weeks.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
26
Two sets of lesson plan were formulated, one was for the inductive and
the other was deductive method (Appendix D).
Instrumentation
The main instrument used in the study was a 50-item multiple choice pre-
test and post-test. There were 20 items for dance, 15 items for gymnastics and 15
items for table tennis. The table of specification provided the learning content,
knowledge and skills to be developed (Appendix E). The test which was
constructed by the researcher was personally administered by the P. E. teachers to
their students under the study.
The original test which consisted of 50 items was submitted to experts for
critiquing and improvement. These experts consisted of five physical education
specialists and three college professor/instructor from selected private tertiary
schools of San Fernando City who were considered competent along test
construction for content validity (Appendix C). Comments/suggestions became
the basis for revision of the test before it was finally administered. The best was
tried out to the Physical Education 4 students of Union Christian College, who
finished P.E. 1, 2 and 3 and were not included in the study for reliability. Using
the Kuder-Richardson Formula 20, the test was reliable at 0.84, described as very
high reliability.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
27
Item Analysis of the Achievement Test
The final form of the test was administered to the 100 students for item
analysis using the procedure by Ebel 91975).
The number of correct responses of the low-scoring group was subtracted
from the number of correct responses of the high-scoring group. The quotient
which is the index of discrimination was expressed as a decimal fraction. The
formula which was used to compute the index of discrimination is as follows:
D =U – L
N
where:
D = index of discrimination
U = number of students in the upper group who answered the
test item correctly
L = number of students in the lower group who answered the
test item correctly
N = Number of students in each group
The computed values for the index of discrimination was compared with
the accepted norm. In this study, the items with discriminating indices of at least
0.30 were considered and included in the final form of the test (Appendix B).
The difficulty of the test items was determined by the numbers of
examinees who answered the test items correctly. The number of correct
responses to an item for both the high scoring group and the low-scoring group
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
28
were added. The quotient was considered as the index of difficulty of the item and
is expressed in percent. The formula for the index of difficulty is as follows:
ID = U – L X 100
N
Where:
ID = Index of difficulty
U = the number of students in the upper group who answered
the test item correctly
L = the number of students in the lower group who answered
the test item correctly
N = the total number of students in both upper group and the
lower group
The researcher considered the index of difficulty of each item as guide in
arranging the items from easiest to the most difficult.
Treatment of Data
The achievement of the 100 students by treatment was described in terms
of the mean from their scores in the pretest and post test.
The 75% cut-off level was used as the criterion in describing further the
achievement of the students. This was the mastery level set in the selected private
tertiary schools of San Fernando City, La Union.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
29
The t-test and the F-test were employed to determine whether or not
significant differences existed in the physical education performance of students
in the achievement test when they were taught the inductive and deductive
approaches when they are grouped according to some variables. The Pearson
Product Moment Correlation Coefficient (r) was likewise used to determine the
relationship among variables.
A 5-point scale was used for the factors affecting the teaching process as
follows:
5
–
Outstanding
4 – Very Satisfactory
3
–
Satisfactory
2
–
Unsatisfactory
1
-
Poor
For the level of effectiveness the following was used:
47 and above – Outstanding (O)
36 – 46 – Very Satisfactory
25 – 35 – Satisfactory
13 – 24 – Fair
0 – 12 - poor
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
RESULTS AND DISCUSSION
This section presents the analysis and interpretation of results on the
factors affecting the teaching process, level of effectiveness of the inductive and
deductive method, effect of gender, age, birth order and family income on the
level of effectiveness using the inductive and deductive, and the relationship
between the factors affecting the level of effectiveness of the inductive and
deductive methods in teaching physical education.
Factors Affecting the Teaching Process
The Inductive Method
Table 2 shows the factors affecting the teaching process using the
inductive method as reflected in the results of pretest and posttest. As shown in
the table, environmental, facilities and materials or equipment. In terms of
environment, conduciveness of the area for sports activities is perceived 3.98
in the pretest and 4.06 in the posttest; both are described very satisfactory and
the present arrangement of the area is perceived 3.72 and 3.82, both in the pretest
and posttest, respectively. In general, the environment is perceived very
satisfactory in teaching physical education using the inductive method of teaching
as indicated by the weighted means of 3.85 and 3.94, during the pretest and
posttest, respectively. Furthermore, the difference in the perception of the
respondents regarding environment as a factor that may affect the teaching
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
31
Table 2. Factors affecting the teaching process using the inductive method
INDUCTIVE METHOD
PRETEST POSTTEST
FACTOR
Xw DE Xw DE
a. Environment
Conduciveness of the area for
sports activities.
3.98 VS
4.06 VS
Present arrangement of the area.
3.72 VS
3.82 VS
MEAN
3.85 VS
3.94 VS
tc
=
0.932ns
prob.
=
0.356
b. Facilities
Cleanliness
and
orderliness.
4.08
VS 4.04 VS
Ventilation and lighting.
3.68 VS 3.66 VS
MEAN
3.88 VS 3.85 VS
tc
=
0.302ns
prob.
=
0.764
c. Materials/Equipment
Adequacy of physical education
equipment.
3.94 VS 3.90 VS
Quality of materials for physical
education activities.
3.76 VS 3.78 VS
MEAN
3.85 VS 3.84 VS
tc
=
0.114ns
prob.
=
0.909
OVERALL MEAN
3.86 VS 3.88 VS
tc = 0.254ns
prob.
=
0.800
ns-not
significant
Legend:
4.50 – 5.00 – Outstanding (O)
3.50 – 4.49 - Very satisfactory (VS)
2.50 – 3.49 – Satisfactory (S)
1.50 – 2.49 – Unsatisfactory (U)
1.00 – 1.49 – Poor (P)
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
32
process is not significant as evidenced by the computed t-value of 0.932 with a
probability of 0.356 which is higher than 0.05 level of significance. Thus, the
students do not vary in their perception on the method used by their teacher. This
finding implies that the students are satisfied with the existing area in their
physical education classes for whatever method of teaching the teacher employs.
Another factor is the facilities used in teaching physical education. These
are cleanliness and orderliness as well as ventilation and lighting. These factors
are perceived very satisfactory as evidenced by their respective weighted means.
Facilities is perceived very satisfactory as perceived by the students with
weighted means of 3.88 and 3.85, respectively both in the pretest and posttest
taken by the students. The difference in the perception of the students is not
significant as revealed by the computed t-value of 0.302 with a probability of
0.764 which is higher than the 0.05 level of significance. The findings imply that
among the institutions considered in this study, the students are very satisfied with
the facilities in their physical education classes. Furthermore, the different
institutions the teachers are aware of the facilities they need for a better teaching
and learning process in physical education.
Another factor that may affect teaching-learning process is the availability
of materials/equipment they need in teaching physical education. The materials
and equipment the teachers used in physical education are perceived very
satisfactory with the overall weighted mean of 3.85 and 3.84, respectively during
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
33
the pretest and posttest period of the students. The results indicate that the
students are very satisfied with the available materials and equipment the teachers
are use in physical education. As indicated by the computed t-value of 0.114 with
a probability of 0.909, the difference in the perception of the students is not
significant.
Generally, the difference in the perceptions of students on the factors
affecting the teaching process using the inductive method of teaching by the
teachers in teaching physical education is not significant. This is indicated by the
computed t-value of 0.254 with a an exact probability of 0.800 which is higher
than 0.05 level of significance, hence, not significant. Thus, the hypothesis that
there is no significant difference in the factors affecting the teaching process in
physical education using the inductive method of teaching in the pretest and
posttest, is accepted. This means that the factors do not affect whenever the
students’ performance in the examinations. This may be attributed to the
availability of facilities, materials and equipment and the area where they
conduct physical education activities. In addition, a better performance of the
students sometimes depends on the teaching methods, techniques and strategies
used by the teacher.
According to Calderon et. al. (1993) a teaching method is an organized
and systematic procedure employed by a teacher in making students learn. It
consists of steps which are logically arranged. A teacher employs it to make it
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
34
highly efficient, thus, maximizing the teaching output. Without it, learning
becomes cumbersome and a big waste in terms of efforts, time and even money.
Davis and Wallis (1989) also referred to method as a set of procedures that
are carried out according to some rule. To know the rule is to know “how to”
carry out procedure, to have gone through the procedure many times not only
helps to make sure that one knows the rule, but also that one can carry out the
actions prescribed by it. With the use of the method, the teacher knows exactly
what to do in guiding students go about and undertake a specific learning task.
The Deductive Method
Table 3 shows the factors affecting the teaching process in physical
education using the deductive method of teaching. The deductive method is the
reverse of inductive procedure. It starts with generalization, principle, or rule that
is applied to specific cases.
The table shows the perceptions of the students regarding the factors of
environment, facilities and materials/equipment the teachers use in teaching of
physical education.
In terms of environment, the students perceived very satisfactory both the
conduciveness of the area for sports activities and present arrangement of the area
in their physical education classes with means of 3.59 and 3.66, respectively in
the pretest and posttest period. The difference in their perception is not
significant as evidenced by the computed t-value of 0.603 with a probability
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
35
Table 3. Factors affecting the teaching process using the deductive method
DEDUCTIVE METHOD
PRETEST POSTTEST
FACTOR
Xw DE Xw DE
a. Environment
Conduciveness of the area for
sports activities.
3.56 VS
3.60 VS
Present arrangement of the
area.
3.62 VS
3.72 VS
MEAN
3.59 VS
3.66 VS
tc
=
0.603ns
prob.
=
0.549
b. Facilities
Cleanliness
and
orderliness.
3.90 VS
3.76 VS
Ventilation and lighting.
3.38 S
3.38 S
MEAN
3.64 VS
3.57 VS
tc
=
0.673ns
prob.
=
0.504
c. Materials/Equipment
Adequacy of physical education
equipment.
3.56 VS
3.70 VS
Quality of materials for physical
education activities.
3.58 VS
3.50 VS
MEAN
3.57 VS
3.60 VS
tc
=
0.381ns
prob.
=
0.705
OVERALL MEAN
3.60 VS
3.61 VS
tc = 0.120ns
prob. = 0.905 ns-not significant
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
36
which is higher than 0.05 level of significance.
The facilities in the conduct of physical education classes is also perceived
very satisfactory by the students as revealed by the weighted means of 3.57 and
3.60, described as very satisfactory. The students are satisfied of the facilities the
teachers used regardless of the method they employ.
The same result (very satisfactory) was obtained in the materials and
equipment available in teaching physical education as perceived by the students.
This is supported by the result of the t-test with a computed value of 0.381 with a
probability higher than the specified level of significance, hence, not significant.
In general, the perception of the students of the factors affecting the
teaching process in physical education is not significant as evidenced by the
computed t-value of 0.120 with a probability higher than 0.05 level. Thus, the
hypothesis that there is no significant difference in the perceptions of students on
the factors affecting the teaching process in physical education, is accepted. This
means that the students are very satisfied with the available materials, facilities
and equipment as well as the area where they hold physical education classes
regardless of what method of teaching employed by physical education teachers.
Andin (1988) stated that teaching strategies are methods, techniques or
approaches for the effective teaching of physical education. A method of
teaching is a general way of guiding and controlling learning experiences. In
addition to the foregoing ideas, it is highly necessary for the teacher to have a
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
37
repertoire of teaching strategies. Even though a program of education is founded
on worthy aims, it cannot achieve a satisfactory degree of success unless those
direct understanding of workable skills may be met in actual practice.
Inductive and Deductive Methods
Table 4 shows the factors affecting the teaching process using the
inductive and deductive method of teaching physical education in terms of
environment, facilities and materials/equipment available. As seen in the table,
the students do not differ in their perceptions regarding the area where they hold
the physical education classes. The students perceived very satisfactory the
environment as indicated by the weighted means of 3.94 and 3.66, respectively,
regardless of the teaching method utilized by the teachers. Furthermore, there is
no significant difference on the use of inductive and deductive method of teaching
by the teachers. This is supported by the computed t-value of 1.851 with a
probability higher than 0.05 level of significance. This indicates that regardless of
the method employed by the teachers the area where they hold classes plays a
significant role.
In terms of facilities, the students perceived very satisfactory regardless of
the teaching method used by the physical education teachers. This is evidenced
by the weighted means of 3.85 and 3.57, respectively in the inductive and
deductive method of teaching. The difference is not significant as supported by
the t-value of 1.967 with a probability higher than 0.05 level of significance. This
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
38
Table 4. Teaching process using the inductive and deductive methods
METHOD
INDUCTIVE DEDUCTIVE
FACTOR
Xw DE Xw DE
a. Environment
Conduciveness of the area for
sports activities
4.06 VS
3.60 VS.
Present arrangement of the
area.
3.82 VS
3.72 VS
MEAN
3.94 VS
3.66 VS
tc
=
1.851ns
prob.
=
0.068
b. Facilities
Cleanliness
and
orderliness.
4.04 VS
3.76 VS
Ventilation and lighting.
3.66 VS
3.38 S
MEAN
3.85 VS
3.57 VS
tc
=
1.967ns
prob.
=
0.052
c. Materials/Equipment
Adequacy of physical education
equipment.
3.90 VS
3.70 VS
Quality of materials for physical
education activities.
3.78 VS
3.50 VS
MEAN
3.84 VS
3.60 VS
tc
=
1.621ns
prob.
=
0.108
OVERALL MEAN
3.88 VS
3.61 VS
tc = 2.149*
prob. = 0.034 *-significant
ns-not significant
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
39
is an indication that regardless of the teaching methods used by the teachers, the
students believed that the availability of facilities used by the teachers are
considered important.
The availability of materials/equipment in teaching physical education is
very satisfactory in using the inductive and deductive method of teaching. This is
supported by the weighted means of 3.84 and 3.60, respectively. The difference
in the perceptions of the students regarding the availability of materials/equipment
in teaching physical education whether using the inductive or the deductive
method of teaching, is not significant. Thus regardless of what teaching methods,
techniques or styles teachers use, the students believed that availability of
materials/equipment is deemed significant.
Generally, the difference in the perception of the students regarding the
factors affecting the teaching process in physical education, is significant. This is
supported by the computed t-value of 2.149 with a probability of 0.034 which is
lower than the 0.05 level of significance, hence, significant. This means that there
is a significant difference in their perception on the availability of facilities,
materials/equipment and environment using the inductive an deductive method of
teaching. They believed that the factors considered like available materials/
equipment, facilities and area are more suited using the inductive method than the
deductive method of teaching. This implies that the teachers utilized the
inductive method more than the deductive method with the available
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
40
materials/equipment, facilities and the area where they conduct physical education
classes.
Two general methods of teaching motor skills have been derived from
experimental students and these are the “whole part methods” (inductive) and the
“part whole methods” (deductive) of teaching. The whole part lends itself to the
teaching of special skills in sports, dance, gymnastics, as well as the basic game
skills. For example, in teaching serving volleyball, the teachers demonstrate the
whole pattern of the activity first before doing it step by step. Then any size of
the preparatory position is made, such as the stance, the trunk position and how
the ball is held, after which comes an analysis of the movement in hitting the ball.
The whole activity may be demonstrated again in order to put the parts all
together for a better impression.
The premise of the part-whole method of teaching is that the part is more
important than the whole since the parts make the whole. This is based on the
stimulus-response theory of Thorndike. Learning the parts and mastering them
lead to learning the whole activity. Although this method cannot be superior to
the whole part method, it lends itself satisfactorily to the teaching of a dance or a
set of exercise where it would be very uneconomical and considered impractical
for the teacher to demonstrate the whole dance or the whole set of exercise first
before he teaches the different figures. In addition, the strategy may proceed from
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
41
part to part (part method), may encompass the entire skill (whole method) or may
employ a combination of the part and whole methods.
According to Matt Lochen (2005) he prefers the inductive method to
deductive approaches. He recently turned an old deductive – based lesson into an
inductive lesson. He learned through a combination of lectures and funny looking
drawings on the chalk board, but instead of subjecting the students to the pain of
another lecture he gave them some models and a work sheet. With minimal
instruction, almost each of the students was able to do the correct structural
formula, then he decided to incorporate more and more inductive lessons into the
topic.
Level of Effectiveness of Methods Used
in Teaching Physical Education
Tables 5 to 7 show the level of effectiveness of methods used in teaching
physical education.
Effectiveness of the Inductive Method
Table 5 shows the level of effectiveness of the inductive method shown in
the results of the pretest and posttest.
The table shows that the level of effectiveness of inductive method is
satisfactory as indicated by the scores of the students in their achievement test in
physical education in the pretest and posttest examinations. As shown in the
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
42
Table 5. Level of effectiveness of inductive method in teaching physical
education
INDUCTIVE
PRETEST
POSTTEST
LEVEL
n % n %
47 and above
0
0 0 0
36 –46
3
6
8
16
25 – 35
33 66 39 78
13 – 24
14 28 3 6
0 – 12
0
0 0 0
TOTAL
50 100 50 100
MEAN
27 S 32 S
tc = 6.005*
prob. = <0.01 *-significant
Legend:
47 and above – Outstanding (O)
36 – 46 – Very Satisfactory (VS)
25 – 35 – Satisfactory (S)
13 – 24 – Fair (F)
0 – 12 – Poor (P)
significant. This means that the inductive method used by the teachers improved
the performance of the students. This implies that the method is effective.
Therefore, the hypothesis that there is no significant difference in the level
of effectiveness using the inductive method of teaching in physical education, is
rejected.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
43
According to Matt Lochen (2005) he prefers inductive methods to
deductive approaches. He recently turned an old deductive – based lesson into an
Inductive lesson. He learned through a combination of lectures and funny looking
drawings on the chalk board, but instead of subjecting the students to the pain of
another lecture he gave them some models and a work sheet. With minimal
instruction, almost each of the students was able to do the correct structural
formula. He then decided to incorporate more and more inductive lessons into the
topic.
Effectiveness of the Deductive Method
Table 6 shows the level of effectiveness of the deductive method in
teaching physical education.
The table shows that 38 or 76 percent of the students obtained scores from
25 to 35 (satisfactory); only 1 or 2 percent with scores from 36 to 46 (very
satisfactory); and 11 or 22 percent from 13 to 24 (fair). The mean score of the
student in their pretest is 28 falling within the satisfactory level.
In the posttest, 29 or 58 percent got scores from 25-35 (satisfactory); 17 or
34 percent, very satisfactory; and 4 or 8 percent, fair. The average score of the
students in the posttest is 32 (satisfactory). This shows that the scores of the
students increased with the used of the deductive method. This increase is
significant as indicated by the computed t-value of 5.624 with a probability of less
than 0.01 which is less than the 0.05 level of significance, hence, significant. This
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
44
Table 6. Level of effectiveness of deductive method in teaching physical
education
DEDUCTIVE
PRETEST
POSTTEST
LEVEL
n % n %
47 and above
0 0 0 0
36 –46
1
2 17 34
25 – 35
38 76 29 58
13 – 24
11 22 4 8
0 – 12
0 0 0 0
TOTAL 50 100 50 100
MEAN
28 S 32 S
tc = 5.624*
prob. = <0.01 *-significant
means that the deductive method improved the performance of the students in
physical education.
Therefore, the hypothesis that there is no significant difference in the level
of effectiveness using the deductive method, is rejected. This implies that the
performance of the students using the deductive method by the teachers
enhanced learning.
Effectiveness of Inductive and
Deductive Methods
Table 7 shows the level of effectiveness of the both the inductive and
deductive methods in physical education.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
45
Table 7. Level of effectiveness of the inductive and deductive method in teaching
physical education
METHOD
INDUCTIVE
DEDUCTIVE
LEVEL
n % n %
47 and above
0
0 0 0
36 –46
8
16
17 34
25 – 35
39 78 29 58
13 – 24
3
6 4 8
0 – 12
0 0 0 0
TOTAL
50 100 50 100
MEAN
32 S 32 S
tc = 0ns
prob. = 1.00 ns-not significant
For the inductive method, the table reveals that 39 or 78 percent scored
from 25 to 35 (satisfactory); 8 or 16 percent got scores from 36 to 46 (very
satisfactory); and only 3 or 6 percent with scores from 13 to 24 (fair). The
average score obtained by the students in the inductive method is 32 which falls
under the satisfactory level.
In the use of the deductive method, scores ranging from 25 to 35 were
obtained by 29 or 58 percent (satisfactory); 17 or 34 percent within the score 36 to
46 (very satisfactory) and 4 or 8 percent (fair). The differences on the mean
scores of the students between the two methods of teaching using the t-test reveals
a computed t-value of zero with a probability of one which is not significant. This
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
46
means that there is no significant difference between the two methods of teaching
in the performance of the students in their posttest. Thus, the hypothesis that
there is no significant difference in the level of effectiveness of the two methods
of teaching by the physical education teachers, is accepted. This implies that both
methods of teaching showed favorable results in the students’ performance in the
test.
Most experts agree that both part and whole methods should be used, that
at times a combination is feasible, and that alert teachers employ all three
depending on the background of the students, the complexity of the skill and
objectives guiding immediate instruction. The principal steps in teaching strategy
for developing motor skill are clarify need for the skill; demonstrate the
skills, or have a student demonstrate them; provide for immediate practice,
observing to not those in need of guidance; provide individual assistance as
needed; and provide for immediate use of the skill (Andin, 1988).
Level of Effectiveness of the Methods Used
in Teaching Physical Education
According to Some Variables
Tables 8 to 11 show the level of effectiveness of the methods used in
teaching physical education according to gender, age, birth order and family
income.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
47
Effectiveness of Method and Gender
Table 8 shows the level of effectiveness of methods used in teaching
physical education according to gender.
As reflected in the table, the scores of the female students (29) in the
pretest under the inductive method is higher than the male students (22). The
same trend was also obtained during the posttest with scores of 33 and 31,
respectively. The female performed significantly different during the pretest but
not during their posttest. This is indicated by their respective computed t-value.
This implies that the use of the inductive method improved the performance of
the male students. In addition, the inductive method enhanced learning
among the male students.
On the other hand, the deductive method showed no significant difference
between male and female students in the pretest as well as in the posttest. Results
showed an improvement of the performance of the students, however, gender is
not a significant factor in the performance of the students.
Therefore, the hypothesis that gender does not affect the level of
effectiveness of the deductive method, is accepted but rejected in the inductive
method in the pretest.
Lardizabal (1997) categorized teaching styles into two major areas; direct
and indirect teaching. He defined the former as teaching wherein the teacher
provides new or additional information to students in a number of ways, that is,
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
48
Table 8. Level of effectiveness of the methods used according to gender
GENDER
MALE
FEMALE
METHOD
Xm
Xm tc prob.
a. Inductive
Pretest
22 29 3.613* 0.002
Posttest
31 33 1.537ns 0.139
b. Deductive
Pretest 25 29 2.015ns 0.056
Posttest 31 32 1.187ns 0.246
*-significant ns-not significant
by lecturing, showing a film or taking a field trip. The latter he elaborated as a
pattern in which the teacher structures activities in which the learner is active and
involved in a variety of situations, such as playing games, group role playing,
training and laboratory work.
Effectiveness of Method and Age
The level of effectiveness of the methods used in teaching physical
education according to age is shown in Table 9.
The table shows that the performance of the students regardless of age is
not significant as evidenced by the computed t-value of 0.963 with a probability
higher than 0.05 level of significance in both the pretest and posttest taken by the
students using the inductive method of teaching. This is the score trend in the
deductive method of teaching. This is supported by the respective computed t-
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
49
Table 9. Level of effectiveness of the methods used according to age
AGE GROUP
17 and below 18 19 and above
METHOD
Xm Xm Xm tc prob.
a. Inductive
Pretest 25 28 25 0.963ns 0.389
Posttest
34 32 32 0.256ns 0.776
b. Deductive
Pretest 26 29 27 1.598ns 0.213
Posttest 31 32 34 1.203ns 0.309
ns-not significant
values in the pretest and posttest scores of the students. In the pretest scores of
the students, the 18 years old students had the highest scores compared to the 17
years and below and 19 and above. In the posttest using the inductive method, the
younger students obtained higher achievement scores than the older ones. Using
the deductive method in the pretest, 18 years old students obtained the highest
score, however, the students who are older obtained highest scores in the posttest
compared to the younger ones. The differences of the scores of the students
showed no significant difference which imply that age does not significantly
affect the level of effectiveness of methods used. Thus, the hypothesis that age
does not affect the level of effectiveness of the inductive and deductive
methods, is accepted.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
50
Modern physical education activities are based on the natural physical
education activities of primitive times. Even the more recent activities, when
analyzed, are found to be developed from natural activities. For example, playing
American football involves such basic skills as running, dodging, leaping,
striking, throwing, and swimming a club. In fact, it is probable that the greater
the variety of basic natural skills employed in a single game, the greater the
resulting satisfaction and educational value of the game or sports. Among
the contributions of many nations to the accumulated heritage of large-muscle or
physical education activities were those of the early Greeks of the Homeric era.
These includes javelin throwing, chariot racing, speed and distance running,
discus throwing, weight throwing, boxing, wrestling and shooting the bow and
arrow.
The mastery of life’s varied activities can be directly attributed to physical
education. This development starts with the skills learned in the simple play and
games of childhood and increases gradually with the more complex coordination
of team and individual sports of later years. It develops thinking, interpreting, and
problem-solving processes of the individual. It starts with exploratory play of
infancy and adulthood and continues through all physical education activities as
well as others. It is developed particularly in teams sport through learning the
rules and signals and the special techniques for such skills as pitching a curve
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
51
ball; punting a spiral; executing a particular football block; and diagnosing the
opponent’s offence or defense quickly.
Effectiveness of Method and Birth Order
Table 10 shows the level of effectiveness of methods used in teaching
physical education when compared according to birth order.
In the inductive, the first born students obtained higher scores in the
pretest than the middle and last child in the family. However, the last child had
highest scores in the posttest in the inductive method. No significant difference
among the first, middle and last child was noted in the achievement test scores
both in the pretest and posttest. This is supported by the computed t-values of
0.220 and 1.254, respectively with probabilities higher than the 0.05 level of
significance.
Using the deductive method of teaching, the scores of the middle born
students obtained higher scores than the first and last born students in the pretest
and posttest. However, these differences of scores among the students is not
significant as evidenced by the computed t-values of 0.601 and 1.468,
respectively. Both computed values have probabilities higher than the 0.05 level
of significance, hence, not significant. This means that regardless of birth order
of the students, their scores are not different from each other.
Therefore,
the
hypothesis
that birth order does not affect the level of
performance of the students using the inductive and deductive methods, is
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
52
Table 10. Level of effectiveness of the methods used according to birth order
BIRTH ORDER
First Middle Last
METHOD
Xm Xm Xm Fc prob.
a. Inductive
Pretest 29 27 26 0.220ns 0.803
Posttest 32 31 33 1.254ns 0.295
b. Deductive
Pretest 28 29 27 0.601ns 0.552
Posttest 31 34 31 1.468ns 0.241
ns-not significant
accepted. This implies that birth order of the students do not affect the
performance of the students in physical education regardless of the method of
teaching employed by the teachers.
Effectiveness of Method and
Income Level
Table 11 shows the level of effectiveness of the methods used in teaching
physical education when compared according to income level.
The table shows that the students with income level of Php 5,100 to
Php 10,999 obtained the highest score of 29 as compared to those with income
level of less than Php5,000 and Php 11, 000 and above in the pretest. However,
the students with the highest income level obtained the highest scores in the
achievement test in the posttest. The difference in the performance of students in
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
53
Table 11. Level of effectiveness of the methods used according to income level
INCOME LEVEL
Less than P5,100 - P11,000
P5,000 P10,999 and above
METHOD
Xm Xm Xm Fc prob.
a. Inductive
Pretest
25 29 26 1.959ns 0.152
Posttest 31 31 33 1.469ns 0.241
b. Deductive
Pretest 27 28 28 0.164ns 0.849
Posttest 31 33 32 0.771ns 0.468
ns-not significant
the achievement test is not significant as evidenced by the computed t-values
of 1.959 and 1.469, respectively using the inductive method.
Using the deductive method, of teaching the students who belong to the
income level Php 5,100 to Php 10,999 obtained the highest scores in the
achievement test given to them both in the pretest and posttest. However, the
difference in their scores is not significant as revealed by the result of the t-test.
The computed t-values are all not significant as shown in the table. This implies
that family income is not a significant factor in the performance of the students in
the deductive method of teaching.
Therefore, the hypothesis that income level do not significantly affect the
level of effectiveness of the the two methods of teaching, is accepted.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
54
The development and maturing of impulses and emotions are brought
about through physical activities. An athlete controls his emotions because of his
desire to stay in the game. Inherent in team sports are fear, anger, joy, and other
powerful emotions which are experienced. One of the purposes of teaching
physical education is to produce individuals who can contribute to economic well
being through the improvement of proper work habits and attitudes related to
punctuality, cooperation, reliability, precision and accuracy, open-mindedness
(Bahr, 1995).
Relationship Between the Factors Affecting the
Teaching Process and Level of Effectiveness
in Teaching Physical Education
Tables 12 and 13 show the relationship between the factors affecting the
teaching process and level of effectiveness of the inductive method and deductive
method of teaching physical education.
Factors and Inductive Method
Table 12 shows the relationship between the level of effectiveness and
factors affecting teaching process using the inductive method.
As shown in the table, a positive correlation exists with environment as
indicated by the correlation coefficient of 0.043. This result means that the
availability of the area where the students perform their physical education
activities the higher is their performance. This correlation, however, is not
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
55
Table 12. Relationship between the level of effectiveness and factors affecting
teaching process using the inductive method
Correlation
Coefficient
FACTOR
(r) prob.
Environment
0.043ns
0.765
Facilities
-0.143ns 0.321
Materials/Equipment
-0.173ns 0.229
OVERALL -0.128ns 0.375
ns-not significant
significant. The availability of the area where the students perform their physical
education activities increases their performance.
In terms of facilities, there is a negative correlation with r=-0.143,
described as low correlation which is not significant. Using the inductive
method of teaching, the use of more facilities by the teachers tend to decrease the
students’ scores in the achievement test.
Similar results are obtained in terms of materials/equipment. There is a
negative relationship between the level of effectiveness of methods and factors.
This means that the more materials/equipment the teachers use tend to decrease
the performance of the students. However, this claim is not significant. This may
be true because if more materials/equipment were used in teaching a particular
topic it might confuse the students.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
56
Tinipac (2005) stated that demonstration method serves as excellent way
of teaching physical education and that the teacher should demonstrate the skills
perfectly as possible. It is highly suggested that the lecture method should be
combined with demonstration method to make information in physical education
more interesting and effective. This can be an effective way to provide
opportunities to discover the creative talents of students.
Factors and Deductive Method
Table 13 shows the relationship between the level of effectiveness of
deductive method and factors affecting it.
The table shows that there is a positive correlation between the availability
of environment, facilities, materials and equipment with the students’
performance in the achievement test in physical education. This is indicated by
their respective correlation coefficients of 0.166, 0.009 and 0.160, respectively for
environment, facilities, materials/equipment with respective probabilities of
0.250, 0.951 and 0.268. These computed probabilities are all higher than 0.05
level of significance, hence, not significant. This means that there is no
significant relationships between the factors with the level of effectiveness of the
deductive method. The scores of the students increased with the availability
of resources, although the improvement is not significant.
Thus, the hypothesis that there is no significant relationship between the
level of effectiveness of deductive method and factors affecting it, is accepted.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
57
Table 13. Relationship between the level of effectiveness of deductive method
and factors
Correlation
Coefficient
FACTOR
(r) prob.
Environment
0.166ns 0.250
Facilities
0.009ns 0.951
Materials/Equipment
0.160ns 0.268
OVERALL
0.127ns 0.380
ns-not significant
There is a relationship, however this relationship is not significant.
Another method which is deemed to be one of the most effective methods
in teaching physical education is the demonstration method. Its use can enhance
learning or retention of students. It must be well-planned and the equipment and
materials to be used must be organized at the place where demonstration is
provided.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study was conducted to determine the factors affecting the inductive
and deductive methods; find out the level of effectiveness of the inductive and
deductive methods; determine the effect of gender, age, birth order and family
income on the level of effectiveness using the two methods of teaching; and
determine the relationship between the factors affecting the kevel of effectiveness
of the inductive and deductive methods different private institutions of San
Fernando City during the SY 2006-2007.
The study made use of a questionnaire to gather the needed data from 100
students and an achievement test prepared by the teacher. It utilized the
descriptive and inferential statistics at 0.05 level of significance.
The significant findings of the study are the following:
1. Environment, facilities and materials/equipment were perceived very
satisfactory in both the inductive and deductive methods in the pretest and posttest
by the students. The difference is not significant in the pretest and posttest using
the inductive and the deductive methods.
2. The level of effectiveness of the inductive and deductive methods was
satisfactory both in the pretest and posttest although no significant differences
were noted between the two results.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
59
3a. The level of effectiveness of the methods used revealed a significant
difference between male and female students in the pretest but not significant in
the posttest.
3b. No significant differences existed among the age groups in the pretest
and posttest using the inductive and deductive methods.
3c. There were no significant differences in the pretest and posttest
according to birth order in the two methods of teaching.
3d. In terms of income, no significant difference were found among
income groups in the two methods of teaching in both pretest and posttest.
4a. There is a positive correlation between environment and level of
effectiveness of the inductive method but positive in terms of facilities and
materials/equipment.
4b. There is a positive correlation between the level of effectiveness of
the deductive method and the three factors.
Conclusions
Based from the findings of the study, the following conclusions are drawn:
1. The factors affecting the teaching process in physical education do not
affect the performance of the students regardless of the methods used in teaching.
2. There is an improvement in the performance of students using the
inductive and deductive methods in teaching physical education.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
60
3. Regardless of methods used, the performance of students is not affected
by selected variables like age, gender, birth order and income of family.
4. That the factors affecting teaching process and level of effectiveness
using the inductive method and deductive method both contribute to the
enhancement of students performance.
Recommendations
Based on the findings and conclusions drawn; the following
recommendations are offered:
1. The institutions included in this study need to improve and maintain
facilities and procure additional materials/equipment in teaching physical
education and consider other areas conducive in the conduct of physical education
activities.
2. Teachers in physical education do not only consider the inductive and
deductive methods in teaching physical education. A variety of methods
depending on the needs of students and subject matter to be taught is highly
recommended.
3. The physical education teachers should attend seminars, trainings and
conferences regularly to update their knowledge in the area especially if these
teachers are not majors in physical education. These teachers likewise must
pursue higher studies to be upgrade themselves in the field of physical education.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
61
4. School administrators identify needed resources in teaching physical
education to enhance learning.
5. Another study may be conducted considering other variables and other
methods used in teaching physical education.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
LITERATURE CITED
ANDIN, C.T. 1995. Organization and Management of Physical Education and
Sports. Quezon City: Rex Printing Co., Inc. Pp. 4-5
ANDIN, C.T. 1995. The teaching of Physical Education in Philippine Schools.
Quezon City. Rex. Co., Inc. Pp. 25-30
AQUINO,G.V. 1988. Principles and Methods of Effective Teaching. Manila,
Philippines. National Book Store. Pp 10-11
BAHR, L.S. and Bernard Johnston. 1995 Collier’s Encyclopedia Vol. 19. New
York. P. 1
BASTIAN, R. 1999. Intensive Enhancement Trainings for Teachers –
Elementary Education Division. Department of Education, Culture and
Sports – Cordillera Administrative Region (DECS –CAR) La Trinidad,
Benguet.
BARTOLOME,C.C 1971. Source Book In Physical Education for Coaches and
Researchers, Manila: Lemar Publisher.
BUSTOS, A. and S. ESPIRITU. 1985. Psychological Anthropological and
Sociological Foundations of Education (Foundation of Education):
Quezon City. Katha Publishing Co., Inc.
BUTCHER, A.C. 1983. Foundations of Physical Education and Sports. New
York: Mosby Co.
BUTCHER, C. and D. Wues. 1987. Foundations of Physical Education and
Sports. 10th edition. United States: Human Kinetics.
CALDERON, J.F and Expectation C. Gonzales. 1993. Methods of Research and
Thesis Writing. Manila, Philippines: National Book Store.
CAMAT. M.B. 2002. A Comparative Study on the Implementation of Physical
Education in Public and Private Higher Education Institutions in San
Fernando City. Unpublished Master’s Thesis. Benguet State University,
La Trinidad Benguet. Pp. 16-17
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
63
CORPUZ, E. N. 1998. The Teaching of Physical Education in Selected Private
Tertiary Schools in San Fernando, La Union. Unpublished Master’s
Thesis, Benguet State University. La Trinidad Benguet. Pp. 17,18, 22, 23
CUNNING, C.L. B. 1995. Physical Education Activities Preferred by the College
Students of Mt. Province State Polytechnic Colleges. Unpublished
Master’s Thesis, Benguet State University, La Trinidad, Benguet.
DAVIS, E. and K. Wallis. 1989. Towards Better Teaching in Physical Education.
Englewood Cliffs, New Jersey: Prentice Hall, Pp. 34-36.
DELORS, J. As cited by Tenedero, H.S. 1998. Breaking the IQ Myth. Manila,
Philippines: REX Printing Company Inc. Pp. 580 – 581.
ECHAVE, M. M. 2005. Performance of Students Along the Physical Fitness test
in Northern Luzon Adventist College. Unpublished Master’s Thesis,
Benguet State University, La Trinidad, Benguet.
EVANS, J. E. 2006. Does Birth Order Impact Intelligence? Missourie Western
State University.
HARRISON, A. and Blakenmore, J. 1992. Physical Education Handbook.
Revised Edition. New York: A Simon and Schuster Company. Pp. 67-70.
HIDALGO, F.S.J. 1984. Tips on how to Teach Effectively. Quezon City: REX
Printing Company, Inc. Pp. 23 – 25.
KLAP, C. E. 1977. Principles of Athletic Training. St. Louis, USA: C.V. Mosby
Company. Pp. 20-21.
LACONSAY, E. 1989. Assessment of the Physical Education Program in the
public secondary schools of Baguio City. Unpublished Master’s Thesis,
Benguet State University, La Trinidad, Benguet. P. 9.
LARDIZABAL, M.D. 1977. Principles of Methods of Teaching. Manila,
Philippines: National Book Store. Pp. 118-121
LUMPKIN, A. et. al. 1994. Sports Ethics. United States of America: Maple –
Vail Book Manufacturing Group. Pp. 13 – 14.
ORNSTEIN, A.C. 1990. Strategies for Effective Teaching. United States of
America: Brown and Benchmark Communications, Inc. Pp. 4 – 5.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
64
QUA, P. E. 1985. Job Performance of Graduates from the Distance Education
Training Program for Extension Agents in Thailand. Unpublished Ph.D.
Dissertation: UPLB, College, Laguna.
RAVELLO, S. and J. BERAN. 1972. Physical Activities for the Filipina. Manila
Philippines. New Day Publisher
RIVERA, F.V. and G. E. SAMBRANO. 1980. Towards Effecting Teaching.
Quezon City Philippines: National Book Store. P.110
SALVADOR, T. 1978. A study of some Aspects of Physical Education Program
in the Division of City School Manila. Unpublished Master’s Thesis,
National College of Physical Education, Manila. Pp. 33-35.
SERRANO, S. C. 1976. Problems in the teaching of Elementary Physical
Education in the district of La Trinidad, Division of Benguet 1973-1974.
Pp. 119-123.
SCHEMO, D. J. 2006. Public School Students Score Well in Large Scale
Government Study. University of Illinois.
TENEDERO, H.S. (1998). Breaking the IQ Myth. Manila, Philippines: Henyo
Publications. Proloque.
TINIPAC, R. O. 2005. Teaching Physical Education Classes In Newly Opened
Private Secondary Schools of Baguio City and Benguet. An Analysis.
Unpublished Master’s Thesis. Benguet State University, La Trinidad
Benguet. Pp. 18-19
WESTBY, J. C. 2006. Gender and Academic Performance in English
Communication Courses. Meijo University, Nagoya, Japan. P. 9.
ZUBI, H. 1988. Professional Preparation and Teachers Effectiveness. Journal for
Teacher Education. Vol. 13.
http://www.sports-media.org/sportspolisnewsletter 16. htm-26 k. 23 January
2003.
http://www.sports-media.org./sportspolisnewsletter 5. htm-20 k.24 Oct. 2001
http://www.pponline.co/uk/encyc/0240.htm. March 14, 2006.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
65
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
APPENDIX A
LETTER TO THE RESPONDENTS
Benguet State University
INSTITUTE OF PHYSICAL EDUCATION AND SPORTS
La Trinidad, Benguet
June 1, 2006
_________________________
_________________________
Sir/Madam :
I am presently engaged in gathering data for my thesis entitled “THE USE
OF INDUCTIVE AND DEDUCTIVE METHOD IN TEACHING TERTIARY
PHYSICAL EDUCATION IN THE SELECTED PRIVATE SCHOOLS OF SAN
FERNANDO CITY, LA UNION”.
This study is conducted as a requirement for my completion of my
Master’s degree (Master of Arts in Physical Education).
In view hereof, I wish to solicit your cooperation by answering honestly
all the questions in the interview guide. Rest assured that the data gathered in this
study shall be held strictly confidential.
Thank you very much for your cooperation. God Bless!
Respectfully yours,
(SGD.) ADA R. WEER
Researcher
Noted by:
(SGD.) RUSSEL B. DOLENDO, M.A.P.E.
Adviser
(SGD.) TESSIE M. MERESTELA, D. AGR.
Dean
66
APPENDIX B
Achievement Test
Name:______________________________ Date:______________________
Score:_____________________
Gender: ____________________________ Age:______________________
Economic Status: ______________________
Birth Order: Please check
Income Level:
First born
_______
less than P 5,000.00/month _______
Middle born
_______
P5,100.00 – P10,999.00/month _______
Last child
_______
P11,000.00 and above/month _______
Factors Affecting the Teaching Process
Please check the column which you have observe that applicable to each item,
wherein 5 - outstanding; 4 - very satisfactory; 3 - satisfactory; 2 –
unsatisfactory; 1 – poor.
5 4 3 2 1
1. Environment
Conduciveness of the area for
sports
activities
___ ___ ___ ___ ___
Present arrangement of the area.
___
___
___
___
___
2. Facilities
Cleanliness
and
orderliness
___ ___ ___ ___ ___
Ventilation
and
lighting
___ ___ ___ ___ ___
3. Materials/Equipments
Adequacy of physical education
equipments
___ ___ ___ ___ ___
Quality of materials for physical
Education
activities
___ ___ ___ ___ ___
67
Direction: This is an exam in Physical Education with reference to and mental
ability. Answer this test to your best. Here are some ideas that will guide you in
answering
1. Read and understand clearly the direction before answering. You
may ask questions if it is not clear.
2. Your total score will be the number of correct answer. You must
answer all the question.
3. All the question will have four choices. Choose the best answer
and encircle the letter only.
Example:
1. The foot away from ones partner
a. back foot
c. inside foot
b. front foot
d. outside foot
1. The other term of Rice Thrashing
a.
Paggapas
c.
Paglulugas
b.
Paghangin
d.
pagiik
2. Dances that were performed in connection with religious vows,
practices and ceremonies.
a.
Regional
c.
Ceremonial
b.
Occupational
d.
Courtship
3. The foot not bearing the weight of the body.
a.
Inside
foot
c.
Instep
b. Free foot
d. Outside foot
4. Oldest dance and song.
a.
Komintang
c.
Komentang
b.
Kumintang
d.
Kumentang
5. Dance where in the male dancer beat drums, dance, and perform
stunts to drive way evil spirit.
a.
Sinurog c.
Sinorog
d.
Sinulog d.
Sinolog
6. Weigth of one foot hit the floor with the ball or heel of the other
foot and lift that foot from the floor to any direction.
a.
Leap
c.
Inside
foot
b.
Brush
d.
Outside
foot
7. To turn palms up and down alternately, hands at waist level in
front, elbows close to waist
a.
Masiwak
c.
Bilao
b.
Panadyak
d.
Jaleo
68
8. Bring the right arm overhead so that both arms are up
a. 2nd
position
c.
4th position
b. 3rd
position
d.
5th position
9. The heel of the right is in contact with the toes of the left foot
a. 5th
position
c.
3rd position
b. 4th
position
d.
2nd position
10. To place one forearm in front and the other at the back of the waist
a.
Panadyak
c.
Patay
b. Hayon – hayon
d. Sarok
11. Heels close; toes open
a. 2nd
position
c.
1st position
b. 4th
position
d.
3rd position
12. To turn with the ball, heel or whole foot
a.
Cut
c.
Place
b.
Draw
d.
Pivot
13. To glide smoothly along the floor
a. Slide
c. Set
b.
Stamp
d.
Sarok
14. Swinging the arm downward – upward passing in front of the body
on the other foot
a.
Sarok
c.
Saludo
b.
Salok
d.
Stamp
15. Open position with the heels in line
a. 1st
position
c.
3rd position
b. 2nd
position
d.
4th position
16. Arms raised and encircle in front, hands hanging naturally
a. 1st
position
c.
3rd position
b. 2nd
position
d.
4th position
17. A dance formation like square or a unit formation composed of
two or more pairs
a.
Pivot
c.
Set
b.
Place
d.
Slide
18. Dances intended to show imaging combat
a.
Ceremonial
c.
Festival
b.
Religious
d.
War
19. Cross the R(L) foot in front of the Left (Right) bend the body
slight by forward and cross the hands down in front with the Right
(Left) hand over Left(Right)
a.
Sarok
c.
Saludo
b.
Salok
d.
Stamp
69
20. Partners facing each other or standing side by side, join their hands
together and Right(Left) and together
a.
clockwise
c.
Cross-over
b. Crossed arms
d. Counter clockwise
21. Activities in the form of play that tests one’s strength, flexibility,
balance, agility, endurance and coordination.
a. Pyramid Building
c. Tumbling
b. Rhythmic Gymnastics
d. Stunts
22. Movements done by a part of several parts of the body in
stationary place.
a. Scale movements
c. Locomotor movements
b. Axial movements
d. Arch movements
23. First American contributor to gymnastics.
a. Jacob Riis
c. Dudley Sargent
b. Jessie Bancroft
d. Adolf Spiess
24. Stunt used by a performer to get off the apparatus.
a.
Dismount
c.
Scale
b.
Routine
d.
Mount
25. Person who helps a performer to go about a scale for the first time.
a. Split
c. Scale
b.
Spotter
d.
Spotting
26. To touch the floor with the whole of the foot with slightly body
weight on it.
a.
Point c.
Place
b.
Step d.
Spring
27. Invented the stall bars in the vaulting box.
a. Perh Ling
c. Lars Branting
b. Gustaf Nybleus
d. Niels Bukh
28. Routines or exercises accompanied with music.
a. Medical gymnastics
c. Primitive gymnastics
b. Military gymnastics
d. Rhythmic gymnastics
29. Devised a wooden equipment used in gymnastics similar to the
back of the horse.
a.
Greeks
c.
Chinese
b.
Romans
d.
Egyptians
30. A position where the body is curved like an arc of a circle, with
the hip forward and the head and trunk bend backward.
a.
tuck
c.
arch
b.
twist d.
scale
31. To spring on both feet and land on one or both feet.
a.
Jump c.
Hop
b.
Leap d.
Skip
70
32. A skill in gymnastics that requires sufficient strength of the arms
and flexibility of almost all parts of the body.
a. Tumbling
c. Pyramid Building
b. Stunts
d. Apparatus Exercise
33. To touch the floor with the toes open, the knees well extended.
a.
Step
c.
Walk
b.
Point d.
Run
34. Developed the word “Naked Art”
a.
Filipino
c.
Greeks
b.
Swedish
d.
Chinese
35. Great grandfather of gymnastics.
a. Johann Basedow
c. Hjalmar Ling
b. Adolf Spiess
d. Johann Guts Muths
36. A method of holding the racket.
a.
Grip c.
Smash
b.Drive d.
Service
37. Manufacturer of an indoor tennis kit.
a. John Jacques
c. Parker Brothers
b. Viktor Barna
d. James Gibb
38. A line which divides the table.
a. center line
c. side line
c. boundary line
d. end line
39. Equipment that has a three basic parts.
a.
net
c.
ball
b.
table d.
racket
40. Registered the trade name Ping Pong.
a. John Jacques
c. Parker brothers
b. Viktor Barna
d. James Gibb
41. Year when International Table Tennis Federation was organized.
a.
1925 c.
1927
b.
1926 d.
1928
42. Year when American Ping Pong Association was organized.
a.
1930 c.
1932
b.
1931 d.
1933
43. The measurement of the table.
a. 2.73 meters x 1.51 meters c. 2.73 meters x 1.52 meters
b. 2.74 meters x 1.51 meters d. 2.74 meters x 1.52 meters
44. A shot that does not count where a re-serve is required.
a.
Set
c.
Deuce
b.
Let
d.
Match
71
45. Simple throw-up of the ball from an open palm of the hand
directed onto one’s court before it crosses the net.
a.
Service
c.
Smash
b.
Drive d.
Block
46. The first world championship tournament of table Tennis.
a.
India c.
London
b. South Africa
d. England
47. The line which marks the edge of the table.
a. Center line
c. Boundary line
b. End line
d. Side line
48. A unit of match
a. set
c. Let
b.
Deuce
d.
Rematch
49. A light top spin stroke that produces a low ball trajectory and the
primary offensive strokes.
a.
Block
c.
Smash
b.
Push d.
drive
50. Known as the put-away stroke of table tennis.
a.
Drive c.
Block
b.
Smash
d.
Push
72
APPENDIX C
QUESTIONNAIRE
A QUESTIONNAIRE TO ESTABLISH THE CONTENT VALIDITY OF THE
TEST THROUGH THE JUDGEMENT OF COMPETENT PHYSICAL
EDUCATION TEACHERS
Name: ____________________
Designation: _______________
Station : __________________
Directions: Following is a set of questions to establish the content validity of the
attached achievement test.
Please evaluate the test by filling out the blanks with a check ( ) mark
on the appropriate spaces.
Scale
3 – Very Effective (VE) – 80% -100%
2 – Effective (E) – 50% - 79%
1 – Not Effective (NE) – below 49%
A. INDUCTIVE METHOD
VE
E
NE
3
2
1
1. How well are the test items representative of the
unit on “Fundamentals of Rhythm and Philippine
Folk Dances, Gymnastics and Table Tennis” as
contained in the students textbooks?
2. How well are the test items representative of the
objectives for the unit “ Fundamentals of Rhythm
and Philippine Folk Dances, Gymnastics and table
Tennis”?
3. How well are the test items suited to the vocabulary
level of college students?
4. How well are the test items suited to the average
behavior patterns of the college students
5. How well are the items clear & unequivocal?
73
VE
E
NE
3
2
1
6. How well are the number of items adequate enough
to collect data about all aspects of the study?
7. How well are the questions interesting & not
boring?
8. Are all the items relevant to the research problem?
9. Is the questionnaire not too long?
10. Are the directions clear?
11. Are the number of options from which you
selected your response enough?
Suggestions/ Comments:
B. DEDUCTIVE METHOD
VE
E
NE
3
2
1
1. How well are the test items representative of the
unit on “ Fundamentals of Rhythm and Philippine
Folk Dances, Gymnastics and Table Tennis” as
contained in the students textbooks?
2. How well are the test items representative of the
objectives for the unit “Fundamentals of Rhythm
and Philippine Folk Dances, Gymnastics and Table
Tennis”?
3. How well are the test items suited to the vocabulary
level of year college students?
4. How well are the test items suited to the average
behavior patterns of the college students.
74
VE
E
NE
3
2
1
5. How well are the items clear and unequivocal?
6. How well are the number of items adequate enough
to collect data about all aspects of the study?
7. How well are the questions interesting & not
boring?
8. Are all the items relevant to the research problem?
9. Is the questionnaire not too long?
10. Are the directions clear?
11. Are the number of options from which you
selected your response enough?
Suggestions/ Comments:
75
APPENDIX D
LESSON PLANS
Lesson Plan (Rhythmic Activities)
I Objectives (Inductive Method)
At the end of the lesson the students shall be able to:
1. Discuss the history of Philippine folk dance.
2. Identify the geographical origin and nature of folk dance.
3. Know the different dance terms.
4. Create a dance taken from the different dance terms.
5. Appreciate that Philippine folk dance has a great contribution in
the development of dances.
6.
II.
Subject Matter (Rhythmic Activities and Folk Dance)
III.
Materials an References
Hand-Out
Physical Activities for Filipina by Sofia Ravello
Today’s Physical Education by Aquillino Rivera
IV.
Procedure
Teacher’s
Activity
Student’s
Activity
A. Motivation
Can you describe the position/location
of the Philippines?
Ma’am the Philippines is located in
Asia
The Philippines is scattered
The Philippines is composed of
islands and islets.
Very good
Since the Philippines is composed
of islands, do we have a variety of
dances? Why?
Yes ma’am, because of the different
customs and traditions that were
existed in the different regions.
76
B. Lesson Proper
1. Preparation
Let us imagine that we are
primitive dancers, what are the dances
that we perform?
Tribal and ethnic dances.
2. Presentation of Details
We all know that before the coming
of the Spaniards our country was
inhabited by 3 racial groups.
Can you enumerate them Jana?
Ma’am the Pygmies, Indonesians
and Malays.
Because of them, they introduce
dances in the country and dances became
part of their religious activity.
In your own idea why did they
perform dances?
For thanksgiving to their god, to
have a bountiful and plentiful
harvest, for a victorious battle, they
dance in order for them to have a
prosperous voyage and recovery
from sickness.
Bright idea.
What is sinulog?
A dance of primitive duel using
bolos.
Dancing were also part of social
activities especially during the Spanish
regime.
Kindly give the dances that were
performed during Spanish regime?
Komintang, Pampango, Fandango,
Lanceros, rigodon, Carinosa and
Curacha
Among those dances which are
considered the oldest dance and song?
Ma’am the Komintang.
How about Pampango?
A dance characterized by the
movements of loins and clapping of
the hands.
Because of the Spaniards we were
influenced by a lot of music and dances.
77
Do you agree that we Filipinos are
fun of dancing and singing?
Yes Ma’am.
Give reasons why we are fun
of dancing and singing?
In order to entertain ourselves for
relaxation during occasion and other
celebration.
That’s why it increased in popularity
Who became the mother of Philippine
folk dances?
Mrs.Francisca Reyes Aquino
Will you give me some ideas why
she was considered the mother of
Philippine folk dance?
Because she was able to published
books all about folk dance.
Because of her interest, skill and
devotion to work.
She was able
to traveled all over the
Philippines to gathered music and
steps for the dances.
What are the different dance troupes
that she organized?
University of the Philippines folk
song and dance, Filipiniana,
Barangay, Bayanihan and
Filipinescas.
The different dance troupes have
gone outside the country performing
the different Philippine dances.
What are the geographical
origin
of
dances?
National
and Local or Regional
Dances
William, compare the 2
geographical origins.
National dances these are traditional
dances throughout the Philippines
while Local or Regional these are
dances found in certain localities
or region.
We have also nature of dances,
Write down on the board the nature of
dances.
Occupational,
religious,
Courtship, Wedding, Festival, War,
Comic and Game dances.
78
Can you tell something about
each
nature.
1.
Occupational
dance
it
depicts
action
characterizing
certain
occupation.
2. Religious dance, dances in
connection with religious vows,
practices and ceremonies.
3. Courtship dance it depicts love
making or love themes.
4. Wedding dances performed by
newlyweds, friend and relative of
bride and groom.
5. Festival dance performed in
connection with celebration.
6. War dances performed to show
imaginary combat.
7. Comic dance are dances with
funny and humorous movement.
8. Game dances these are dances that
have play elements.
What are the examples of
dances? Pabirik,
Kin-aras,
Rice
festival,
Sinurog, Pandang-pandang,
Makongo and Kinoton
Does this dance belong to one
nature?
No Ma’am.
What is pabirik?
An occupational dance that depicts
the different stages of gold panning.
How about the other dances?
Kin-aras depicts the different stages
of catching mudfish in the field.
Rice festival depicts the different
stages of planting rice to winnowing.
It became the largest number of dances
What else?
Sinurog, Pandan-pandang, Makongo
and Kinoton.
Can we apply a step pattern for the
different dances that you mention?
Yes Ma’am.
Give an example
step brush, step close, step point
Class bring out your hand out” The
common Dance Term and Step” and read
it one by one ( The other dance term may
be taken in like manner).
79
3. Comparison and Abstraction
Without the Spaniard can we develop/
create a lot of dances?
Yes ma’am as we discuss a while
ago that the Philippine is composed
of a lot of islands we can create a lot
of dances because of our strategic
location,
tradition
that
existed
in
the
different region.
4. Generalization
Why does this generation nowadays
like to perform foreign dances rather
than our own dances?
Ma’am just because dances now a
days has a fast movements and they
can easily adopt.
5. Application
You have to group into 5 with 10 members each and create or choreograph
your own dances taken from your hand out.
80
Lesson Plan
I. Objectives (Deductive Method)
At the end of the lesson the students shall be able to:
1. Discuss the history of Philippine folk dance.
2. Identify the geographical origin and nature of folk dance.
3. Know the different dance terms.
4. Create a dance taken from the different dance term.
5. Appreciate that Philippine folk dance has a great contribution in
the development of dances.
II.
Subject Matter (Rhythmic Activities and Folk Dance)
III.
Materials an References
Hand-Out
Physical Activities for Filipina by Sofia Ravello
Today’s Physical Education by Aquillino Rivera
IV.
Procedure
Teacher’s
Activity
Student’s
Activity
1. Introduction
What is folk dance?
Folk dance are traditional dances of a
country which were evolved
naturally, spontaneously in
connection with everyday activities
and experiences of the people who
developed them
Dances that originate in our country
with different step pattern, rhythm
and dance term
Give the step pattern that you know?
Step ,close, step
Step
,point
Step,
brush
Step,
brush,
hop
Slide, cut, hop
Without the step pattern and rhythm
81
Can we create dances?
No ma’am because in every dance
step pattern and rhythm is very
important in order for as to have a
guide in performing the dances.
2. Giving the rule
From your hand outs (dance term and dance steps) create and choreograph
your own dance with 10 members per group.
3. Explanation of the General idea
The history of Philippine folk dance
started from primitive society to present,
What are the dances that were
performed
before?
Komintang, Pampango, fandango,
Lanceros, Rigodon, Carinosa
Curacha
How about at present?
Modern
dances,
interpretative
dances.
Remember that our dances before were
performed in special occasion not like
modern dances that are performed
anytime.
Our dances have their own geographical
origin and nature.
What is the geographical origin? National
and
Local or Regional
Dances
How about the nature of the dances? Occupational,
religious, Courtship,
Wedding, Festival War, Comic and
Game dances
Enumerate the dances that belong to
the different nature dances.
Pabirik Rice festival and Kin-ars
belong to occupational dances
Sinurog and Pandang Pandang
belong to Religious dances Makongo
and kinoton belong to the comic
dance.
Our folk dances was also popularized
by the Mrs. Francisca Aquino and
considered the mother of folk dance
What are the groups she organized?
University of the Philippine folk
song and dance, Filipiniana,
Felipinescas Barangay and
Bayanihan.
82
This dance troups have performed the
different Phil folk dances.
4. Illustration
On the board write down the reasons why they perform dances?
5. Evaluation
Compare and contrast the dances before and the present?
Lesson Plan (Gymnastics)
I Objectives (Inductive Method)
At the end of the lesson the students shall be able to:
1. Discuss the history of gymnastics.
2. Enumerate and differentiate the phases and terms of the gymnastic
Program.
3. Identify the different body movements used in gymnastics.
4. Appreciate that movement is very important in daily activities.
5. Create their own conditioning exercise in gymnastics.
II. Subject Matter (History of Gymnastics)
Reference – Gymnastics book
III. Procedure
Teacher’s
Activity
Student’s
Activity
A. Motivation
(Let the teacher execute simple exercise)
What did I do?
By creating movement executing
exercise.
Why should we exercise?
to be physically fit
to become stronger
B. Presentation/Comparison
Activity I
Exercise is one of the earliest recorded
activities in gymnastics.
Kindly give other earliest recorded
activities
in
gymnastics?
Stunts, tumbling, resembling
gymnastics, hanging, climbing ropes,
swinging, balancing on stone and
logs, flipping and turning.
83
And they were considered as the
common activities during early
civilizations.
What are exercises that were
Kung Fu or (Medical Gymnastics)
developed by the Chinese?
How about in India and Greece?
In India they called it Yoga and in
Greece they called it Naked Arts.
Very good, the word naked art
means gymnastics for the Greeks.
Can you tell what did Egyptian and
the Roman contribute?
The Egyptian had a balancing
activities and the pyramids
were inspirations for the said
activity.
The Romans, because of love of war
they devised a wooden equipment
similar to the back of a horse. and
they use it for mountingand
dismounting.
The Germans are great
contributors in gymnastic program.
Kindly give the different contributors
and their contributions.
Johann Basedow, 1723 – 1790, he
introduced gymnastics in the school
curriculum.
Johann Guts Muths, 1759 – 1839, the
great grandfather of gymnastics,
wrote a book “Gymnastics for the
Youth” and invent the outdoor
apparatuses.
Freidrich Jahn, 1778 – 1852, the
father of gymnastics and started the
Turuerein movement.
Adolf Spiess, 1810 – 1858, he
introduced marching and free hand
exercises with music.
Perh Ling, 1776 – 1839, invented the
stall bars and the vaulting box.
We can say that all their
contribution have a great help in the
gymnastics program.
84
Do the Americans contribute in this
Program?
Yes ma’am, and they influenced by
the European.
Who is the first American contributor
to gymnastic?
Dr. Dudley Sargent.
In the Philippines, who are
responsible in contributing gymnastic?
Director Candido Bartolome and
Mrs. Francisca Aquino.
As of this time gymnastics is
considered one of the most popular
activities in physical education classes.
Activity II
What is the meaning of gymnastics?
Gymnastic is a self-motivating
activity where one can manipulate
the different parts of the body into
varied positions or movements.
In this program grace, poise and
dignity of movements are emphasized.
Enumerate the phases of the gymnastics
Program?
Conditioning program, Rhythmic
Gymnastics, Stunts, Tumbling,
Apparatus Exercises (Heavy) and
Pyramid Building.
What is a conditioning program?
Selected exercises for the purposes
of preparing the body for more
complicated movements and skills.
Differentiate Rhythmic Gymnastics
from pyramid building.
Rhythmic gymnastics are exercises/
routine accompanied with music
while pyramid building is making
pyramid structures out of positions in
the floor skills and the tumbling
skills.
How about stunts and tumbling?
Stunts are activities in the form of
play while tumbling is a skill in
gymnastics that requires sufficient
strength of the arms and flexibility of
almost parts of the body.
85
Apparatus Exercises include
exercises done on the balance beam,
vaulting horse, parallel bars, uneven
bars, rings and the trampoline.
We need to consider the different
terms in gymnastics
Kindly give the terms used in
gymnastics.
The arch, Dismount, Routine/
Exercise, Static position, Mount,
Press, Scale, Splits, Spotter and
Tuck.
What is an Arch?
Arch is a position where the body is
curved like an arc of a circle.
When a gymnast performs an
arch and goes up to the apparatus,
what term is it?
Mount.
How about if the gymnast gets
off the apparatus?
Dismount.
Differentiate spotter from
Spotting?
Spotter is a person who helps the
performer to go about a skill for the
first time while spotting is the act of
helping a person to go about a skill
for the first time.
Static and Split
Static these are positions held for
two seconds while split is a position
where the legs are extended forward
and backward in a straight position.
Activity III
What are the two types of
body movements?
Axial and Locomotor movements
How can you determine axial
from locomotor?
Axial are movements done by a part
or several parts of the body in
stationary place while locomotor
movements that brings the performer
from one place to another.
I will group you into 5 with 10
members. Identify and perform
the axial and locomotor movements.
86
But before doing that, what are the things
that you should follow in a group work?
Work with a group, cooperate, share
ideas, and follow instructions.
Do it for 15 minutes.
(The students will group themselves)
C. Activity Proper
Group Presentation
D. Evaluation
1. What are the things that you need
to consider when you work in
groups.
Cooperation, and sharing our ideas..
2. Do you agree that movement is
very important? Why?
Yes, Because movements makes our
body work .
3. React in the group presentation.
IV. Assignment
Create your conditioning exercises and find out the threes period of
conditioning.
87
Lesson Plan (Gymnastics)
I Objectives (Deductive Method)
At the end of the lesson the students shall be able to:
1. Discuss the history of gymnastics.
2. Enumerate and differentiate the phases and terms of gymnastic
Program.
3. Identify the different body movements used in gymnastics.
4. Appreciate that movement is very important in daily activities.
5. Create their own conditioning exercise in gymnastics.
II.
Subject Matter (History of Gymnastics)
Reference – Gymnastics book
III.
Procedure
Teacher’s
Activity
Student’s
Activity
A. Motivation
Present a verse and let the teacher
read it first followed by the students.
Gymnastic is good/gymnastic is fun
and enjoyable. Gymnastic is
exciting to everyone.
Suppose we are in military training
I am your leader and you are my cadets.
What will you do if your leader commands
you?
We will follow.
If I tell you to run, you will run while
you chant the verse with the proper
intonation. (Integration of movements)
Run….
The students will do the activity.
Jump…..
Hop…..
Skip…..
Leap……
Twist…..
Swing…..
Rotate…..
Inhale, Exhale 5 times
88
B. Presentation
What types of movement did you
Execute?
Axial and Locomotor movement
How do you feel after performing
the activity.
I feel hot, tire.
What did you feel right now is
like a performer in gymnastics.
What is meant by gymnastics?
Gymnastic is a self motivating
activity where one can manipulate
the different parts of the body into
varied positions or movements.
Very good, gymnastics was
developed in different countries with
different names.
Give examples.
In China they called it medical
gymnastic or Kung Fu.
India – Yoga
Greece – Naked Arts
How about the Egyptians and
The
Romans?
The Egyptians participation of
gymnastic were pyramid activities
while the Romans because of love of
war they devise a wooden
equipments similar to horse where
they could practice mounting.
In the development of gymnastics
who were the greatest contributors?
Enumerate them.
Johann Basedow, John Guts Muths,
Freidrich John, Adolf Spiess, Perh
Ling, Dudley sergeant, Candido
Bartolome and Mrs. Francisca
Aquino.
Because of them, equipment,
materials in gymnastics were being used.
What are the phases of gymnastic
program?
Conditioning, Rhythmic gymnastic,
Stunts, Tumbling, Apparatus
Exercises and Pyramid Building.
Each phase contributes to the
various terms in gymnastics.
Give examples and their meaning.
Arch is a position where the body is
curved like an arc of circle
89
Mount stunts performed by
performer to go up on an apparatus
Dismount stunt performed by
performer to get off the apparatus
Spotter a person who helps a
performer go about a skill for the
first time
Spotting is the act of helping a
person to go about a skill for the first
time
IV. Illustration
What ate the equipment or materials being used in gymnastics?
V. Evaluation
What are the objectives of gymnastics? How do you apply in your present life?
90
Lesson Plan (Table Tennis)
I. Objectives (Inductive Method)
At the end of the lesson the students shall be able to:
1. Tell and discuss the origin and equipment of table tennis.
2. Follow the given rules in the game.
3. Enjoy playing the table tennis showing sportsmanship.
II Subject Matter – Table Tennis
Reference: Book of Rules and PEHM for High School
III. Procedure
Teacher’s
Activity
Student’s
Activity
A. Motivation
(Teacher present the 2 balls
1st ball- Table Tennis ball
2nd ball- Lawn Tennis ball)
What makes the 2 balls different?
The size, color weight and the
texture
The bigger ball use in lawn tennis
while the smaller ball is use in table
tennis
Who among you in this class know
how to play lawn and table tennis?
B. Presentation
Do you consider table tennis and
No, because the history of table
lawn tennis the same?
tennis is different than lawn tennis
The origin of table tennis has never
been exactly pinpointed.
What was the earliest known form of
the
sport?
It
is
called
indoor
tennis.
It was played in the early 1880’s.
Who played this game during early
1880’s?
The British Army officers in India
and South Africa
What are the materials that they used? Lids from cigar, boxes as their
paddles and rounded corks from
91
wine bottles as balls with a row of
books set up across the middle of a
table to form the net
The other version developed in England
during the 1890’s known as “Whiff Whaff”
And “Gossima’
Who contributed this name?
Parker Brothers
How about the name “ping pong”?
James Gibb
Gibb is an Englishman who visited the
United States in 1900.
Who registered the trade name
“ping
pong”?
John
Jacques
However because of this development
associations were formed.
What are they?
Ping Pong Association, Table Tennis
Association and International Table
Tennis Federation
This association was formed in order
to govern the rules & regulation regarding
table tennis.
When and where was the first world It was in the year 1927 and held at
championship tournament for the game? London
From then a lot of countries and continents
dominated the sport.
Enumerate the different equipment Table, Net, Racket and the Ball
used in the game?
Kindly give the measurement of the table? 2.74 meters( 9ft) in length and
1.52 meters (5ft ) in width
The table shall be rectangular in shape
And in a horizontal plane 76 cm. above
the floor.
How can we determine if the table is used By the center line
for the single or double?
What is the length and height of the net? Net shall be 1.83 mm in length
with a height of 15.25 cm
The net is placed at the center dividing
the table into two equal halves.
What is the size of the racket?
The racket maybe of any size,
shape or weight
The racket should be flat and rigid.
What is the weight of the ball?
Generally weighs 2.7 grams and
92
spherical with a diameter of 40mm
The ball is also made of celluloid or
plastic material.
In playing table tennis you need to
know how to grip the racket.
How many methods of gripping?
There are 2 methods of gripping.
What are they?
The shake hand grip and the penhold
Can you differentiate the two
methods of gripping?
Shake hand grip the racket is gripped
with all fingers with the thumb
resting by itself on the opposite side
as the index finger. Penhold grip the
racket is gripped as one would grip a
pen with the thumb and index finger,
with the rest of the fingers being
tucked away on the other side.
Write on the board the other
basic skills.
Service and the strokes.
Service is started by a simple throw-up
of the ball from an open palm of the hand
directed onto ones court before it crosses
the net.
Enumerate the 3 kinds of service.
Top-spin, under spin and the side
spin service.
( Choose students who can perform the 3 kinds of service)
What is meant by drive, push, block
and smash?
Drives – a light top spin stroke that
produces a low ball trajectory and
the primary offensive stroke in the
table tennis.
Push – the basic back spin shot
Block – allows the player to use the
opponent’s force against him/her and
is done immediately after the bounce
so that the maximum control and
speed are retained.
Smash or kill – is the put away
stroke of table tennis.
IV. Generalization
Suppose you are a player on the said event and you apply all the strokes you
know, do you consider yourself a winner? Why?
93
V. Application
Mastery and execution of the different basic skills in table tennis.
Lesson Plan (Table Tennis)
Deductive Method
I. Objectives (Inductive Method)
At the end of the lesson the students shall be able to:
1. Tell and discuss the origin and equipment of table tennis.
2. Follow the given rules in the game.
3. Enjoy playing the table tennis showing sportsmanship.
II Subject Matter – Table Tennis
Reference: Book of Rules and PEHM for High School
III. Procedure
Teacher’s
Activity
Student’s
Activity
A. Motivation
Suppose you are on the final match for
the championship of the table tennis and
you did not make it, what are the things
that you will consider?
I will accept that It is not my time for
winning.
Probably, I use the wrong techniques
and strategies in playing.
B. Statement of the Problem
In that scenario, the player lacks
strategies and techniques, why do
you need to know the strategies and
techniques in playing the game?
In order for us to be a good player.
So that when we will play our
opponent will be confused on the
different strategies and techniques
that we are going to apply.
How can you be a good player? By knowing the history and facilities
And
equipment
of
the
game.
Learning
the
basic
kills/strokes
of
the game.
94
Reading the rules and regulations.
Proper application/execution of the
basic skills.
How does the table tennis start?
Table tennis has never been exactly
pinpointed the origin but the British
army officers in India and South
Africa used lids from cigar boxes as
paddles and rounded corks from
wine bottles as the ball, with a row
of books set up across the middle of
the table to form the net.
Other version is that the England
called the game “whiff whaff and
gossima” and the Parker Brothers
manufactured an indoor tennis kit.
What are the important developments
by table tennis?
In 1900 James Gibb an English man
apparently came up with the name
ping pong.
John Jacques registered “Ping Pong”
as a trade name in 1901.
E.C. Goode covered a wooden ping
pong paddle with pebbled rubber,
which allowed him to put spin on the
ball.
Ping Pong association was founded
in England in 1902.
The sport spread in England and
Europe using the generic name of
table tennis.
Table Tennis Association was
established in 1921.
International Table Tennis
Federation in 1926.
The first world championship
tournament was held in 1927.
The top players of Hungarians were
Maria Medyangky and Viktor Barna.
Asian players developed the penhold
grip.
Table tennis become an Olympic
sport in 1988.
95
Why do players upgrade their
equipment?
To be in good condition during and
after the game.
To make the player comfortable
during the game.
What are the different equipment
used during the game?
The ball, racket, and the table.
What are the measurement of the
table and the net?
The table is 9 ft. (274 cm.) long and
5 ft. (1525 cm.) wide.
The net shall be 1.83 mm. in length
and 15.25 cm. high.
The ball is made up of celluloid
or plastic materials.
What are the basic skills in table
tennis?
The grip, strokes and service.
C. Generalization
Why is gripping very important
for the beginners?
In order to return the ball within the
surface of the table.
To control the ball because the ball is
made up of light materials that can
easily travel through the wrong
direction.
In your point of view, why is it
that they called it Ping Pong?
Because of the sound made by the
ball and the racket back and forth.
Why are Black and Red colors
commonly used in table tennis?
Because red indicates the penhold
grip and black indicates shake hand
grip.
IV. Evaluation
Lets talk about it.
1, What will you do if you were cheated in your championship game?
Explain.
2. Do you still participate in the next tournament? Why?
3. List down three ways of being a good athlete?
V. Agreement
1. Research and read the new rules of table tennis.
APPENDIX E
TABLE OF SPECIFICATION
LEARNING
TOTAL
CONTENT
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS ATTITUDE
ITEMS
I. Rhythmic
activities
History of
Phil. Folk
dance
2, 18
1, 4, 5
5
Dance
3, 6, 7, 9, 10,
Terms
17
19
12, 14, 15
20
8, 11, 13
15
II.Gymnastics
History of
gymnastics
23, 27, 29, 34
22, 28, 35
21, 26
25
10
Phases of
gymnastics
32
24
5
Body
movements
30, 31, 33
10
III. Table
Tennis
Origin of
Table Tennis
40, 48
37, 46, 47
38, 39, 43
41, 42
Basic Skills
49, 50
44, 45
36
5
TOTAL 9
13
18 6
4
50
BIOGRAPHICAL SKETCH
The author, born on November 11, 1975 is the second among the three
children of Mr. Henry P. Weer and Mrs. Jimena R. Weer of Santiago Norte, San
Fernando City.
She finished her elementary education at the Santiago Elementary School,
San Fernando, La Union in 1987 and her Secondary Education at La Union
National High School, in 1992. She obtained from the Union Christian College,
San Fernando, La Union in 1997 with the degree of Bachelor of Secondary
Education major in History with units in Physical Education, Health and Music.
She finished her Diploma in Physical Education at Benguet State University, La
Trinidad, Benguet.
She was an instructor at the Systems Technology Institute College, San
Fernando City from 1997 to 1998. In June 1998, she was hired at the Union
Christian College, High School Department as a PEHM teacher. In 2001 she
became a college instructor.
The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education
in Selected Private Schools of San Fernando City / Ada R. Weer. 2007
Document Outline
- The Use of Inductive and Deductive Method in
Teaching Tertiary Physical Education in Selected Private Schools of San Fernando City
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- Background of the Study
- Statement of the Problem
- Objectives of the Study
- Importance of the Study
- Scope and Delimitation of the Study
- REVIEW OF LITERATURE
- Teaching Methods
- Strategies, Methods and Techniquesin Teaching Physical Education
- Factors Affecting the PhysicalEducation Program
- Level of Effectiveness Accordingto the Different Variables
- Conceptual Framework
- Definition of Terms
- Hypotheses of the Study
- METHODOLOGY
- Locale of the Study
- Respondents of the Study
- Research Design
- Instrumentation
- Item Analysis of the Achievement Test
- Treatment of Data
- RESULTS AND DISCUSSIONS
- Factors Affecting the Teaching Process
- Level of Effectiveness of Methods Usedin Teaching Physical Education
- Level of Effectiveness of the Methods Usedin Teaching Physical EducationAccording to Some Variables
- Relationship Between the Factors Affecting theTeaching Process and Level of Effectivenessin Teaching Physical Education
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- Summary
- Conclusions
- Recommendations
- LITERATURE CITED
- APPENDICES
- BIOGRAPHICAL SKETCH