Research Paper

Introduction
For several years, there is a rising priority in the educational system on

including physical education classes as mandated by the school's subject matter. The
understanding of how essential physical activity is to one's general health is the reason
that has led to this development. Physical education is a subject taught in schools to
enable students physically healthy and fit enough to engage in physical activities.
McKinney et al. (2016) suggest that physical activity and cardio-respiratory fitness
can reduce chronic diseases such as hypertension, diabetes, stroke and cancer, reduce
symptoms of depression and promote healthy cognitive and psychosocial function.
The inclusion compulsory physical education classes has been the subject of ongoing
talks, with advocates indicating the various potential beneficial effects on health for
students.
This research intends to learn more about the impact of these desired physical
education classes on the overall wellness of students considering the possible
connections involving mental health and academic performance as well as the state of
their physical health. Through an in-depth investigation of existing research and
qualitative approach, the proposed study is focused on clarifying the more general
impact of physical education on general well-being.
In order to truly comprehend the relevance of this research, it is crucial to

acknowledge the fact that lazy lifestyles have come to be usual in today's society
especially among younger individuals and students. The prevalence of screen time
and the decline on outdoor activities have created concerns regarding the students'
wellness in general. As a result, educational institutions have gotten the idea that
imposing physical education classes can serve as an effective education trying to
address the increasing of passive lifestyles and highlight a physically active life for
students.
Methodology
This chapter clearly defines the research methods used to conduct the study. It
includes the research design, participants, instruments, and data analysis that will be
utilized.
Research Design
The study adopted a phenomenology research design. A researcher applying
phenomenology is concerned with the lived experiences of the people involved, or
who were involved, with the issue that is being researched (Greene, 1997; Holloway,
1997; Kruger, 1988; Kvale, 1996; Maypole & Davies, 2001; Robinson & Reed,
1998). This is a qualitative study that aims to investigate the thoughts and insights of
students towards the effects of physical education classes. A survey in form of
standardized questions was established to collect views and perceptions of
participants.
Participants
The participants of the study were the selected senior high school students in
Grade 11 HUMSS-Nationalism of Negros Occidental High School (NOHS) in which
they are highly participating in physical education activities in school. The sample of
29 students from Grade 11 HUMSS-Nationalism had participated in this data
collection.
Instruments
The researchers used a data gathering instrument to compile the response of
the selected senior high school students in Grade 11 HUMSS-Nationalism of Negros
Occidental High School (NOHS). The researcher will conduct an interview with a
maximum of 30 respondents utilizing a Google form survey to collect data. The
respondents will be questioned about how they would rate their PE classes, which will
be rated from 1, which is the lowest, up to 5, which is the highest. Additionally, it
will inquire about the respondents' perspective and thinking about the importance and
the benefits of their respective PE classes to them.
Data Analysis
This analysis aims to present the summarized computations of the responses
of senior high school students in Grade 11 HUMSS-Nationalism of Negros
Occidental High School (NOHS) about the Impact of Mandatory Physical Education
classes have on Student's Health. After the data were gathered, the researcher tallied,
tabulated, analyzed and interpreted the data.
Results and Discussions
The results that were gathered from this qualitative study will be presented.
This area of study provides an interpretation and concluding analysis. Data were
interpreted by the researcher aligned with the phenomenological research design to
answer the research questions.
Results
Research Question #1: In the scale 1-5, how would you rate PE classes?
16 out of 30 respondents (53.3%) rated 4, while 8 respondents (26.7%) rated a
perfect 5, 4 people (13.3%) rated PE classes as 3, and 2 out of 30 (6.7%) rated it the
lowest, which is 1.
Research Question #2: Do you think PE classes makes an impact on you health?
Most of the respondents, which is 28 out of 30 (93.3%) believed that it does
make an impact to their health, while the remaining 2 (6.7%) does not.
Research Question #3: Why do you think it is important and necessary to include
Physical Education classes as a subject?
Majority of the respondents (66.7%) believed that having PE classes will
improve their physical health. 26.7% of them said that it encourages students to be
active on physical activities as it develops their overall well-being and boosts their
self-esteem. While the rest of 6.6% opposed PE classes as they believe that it's only a
waste of time.
Research Question #4: How did PE classes made an impact to your health?
Most of the respondents (76.7%) considered a positive impact, which they
stated that it improves not only their physical but also their mental well-being and
helps them to participate actively in physical activities. 16.7 % or respondents claimed
that it reduces their laziness and develops their skill. While 6.6% admitted that it
doesn't give a positive outcome to them.
Discussions
The results presented shows different perspectives of the Grade 11 HUMSS-
Nationalism from the survey conducted. The outcome underscores that PE classes
most likely made a positive impact to participants with the results showing that it
improved their health. It highlights improvement on both physical and mental
wellness and increases awareness in healty behaviors. Furthermore, majority of them
believed physical education classes as a significant factor. However, some of the
respondents honestly claimed a no impact from PE classes and does nothing to
improve their well-being. With few of them addresses the challenges that occurs in PE
classes. Acknowledging the study's deficiencies fosters possibility for further research
studies. Conducting additional studies may be able to provide further insights on the
long term impact of physical education classes.
References
Greene M. (1997). The lived world, literature and education. In Vandenberg D. (Ed.),
Phenomenology & education discourse (pp. 169–190). Johannesburg:
Heinemann.
Holloway I. (1997). Basic concepts for qualitative research. Oxford: Blackwell
Science.
Kruger D. (1988). An introduction to phenomenological psychology (2nd ed.). Cape
Town, South Africa: Juta.
Kvale S. (1996). Interviews: An introduction to qualitative research interviewing.
Thousand Oaks, CA: Sage.
Maypole J., Davies T. G. (2001). Students' perceptions of constructivist learning in a
community college American History II. Community College Review, 29(2),
54–80.
McKinney, J. (2016). The health benefits of physical activity and cardiorespiratory
fitness. BC Medical Journal, 58(3), 131-137.
Robinson D., Reed V. (Eds.). (1998). The A Z of social research jargon. Aldershot,
UK: Ashgate.

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Introduction

For several years, there is a rising priority in the educational system on

In order to truly comprehend the relevance of this research, it is crucial to

Results and Discussions

Phenomenology & education discourse (pp. 169–190). Johannesburg:

Holloway I. (1997). Basic concepts for qualitative research. Oxford: Blackwell

Town, South Africa: Juta.

Kvale S. (1996). Interviews: An introduction to qualitative research interviewing.

Thousand Oaks, CA: Sage.

Maypole J., Davies T. G. (2001). Students' perceptions of constructivist learning in a

community college American History II. Community College Review, 29(2),

McKinney, J. (2016). The health benefits of physical activity and cardiorespiratory

fitness. BC Medical Journal, 58(3), 131-137.

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