Educational Equity through Engagement Theory of Program Quality in the Bachelor of Physical Education Major in Sports and Wellness Management of San Beda University

Abstract

With the implementation of the new Bachelor in Physical Education, major in Sports and Wellness program for 7 years and the UNESCO’s emphasis on Quality Physical Education, there is a need for an evaluation of its quality that will aid the administrators and the faculty in further enhancing it. Anchored on Haworth and Conrad’s theory (1997), this study employed mixed methods using survey, interview with the program chair, faculty and student portfolio assessment, and document review to examine the (a) importance, (b) concreteness, and (c) effectiveness of the 17 attributes of Engagement Theory of Program Quality (ETPQ) on the growth and development of BPE-SWM students of San Beda University. The results reveal that the 17 attributes are deemed important indicators of program quality, concrete in the stakeholders’ experience, and effective contributors to students’ growth and development. However, Diverse and Engaged Faculty, Diverse and Engaged Students, Risk-Mentoring, and Support for Basic Infrastructure, with emphasis on sports facilities, need to be further reinforced. Increased student involvement, re-tooling of faculty, especially on mentoring, proper orientation on professional residency and tangible products like thesis, and sufficient funding for sports facilities would help ensure the optimal quality of the BPE-SWM program in the institution.