Teaching Strategies of Physical Education Teachers in Online Learning: Their Upshot to Students’ Engagement and Performance

The study tackles the utilization of teaching strategies of Physical Education teachers in online learning and how it affects to students’ engagement and performance. The researcher utilized the descriptive-correlational design. The respondents of the study were random 283 college students from PE101-PE104 of Foundation University. This study utilizes percentage, mean, weighted mean, and Spearman’s rank correlation coefficient. The researcher utilized a researcher-made questionnaire and employed the percentage, mean, weighted mean, and Spearman’s rank correlation coefficient. The study revealed that collaborative learning has a significant and moderate relationship with student engagement but no significant relationship with performance. There is also a significant and strong relationship between the extent of utilization of teaching strategies (project-based learning, lectures and Q and A, and video presentations) during online learning and the students’ level of engagement and performance. It is recommended that students should have breakaway rooms to discuss further topics and to come up with collaborative ideas and how to tackle projects for project-based learning. During their discussion, the teacher will give students time to voice out their ideas and merely act out as a facilitator so students can maximize the sharing of ideas. On the other hand, to increase the level of engagement, online classes have to be motivating and can capture the interest of the learners. For better academic performance, teachers are to constantly feedback on students’ performance in school