Direct Approach in Teaching Recreational Activities among Grade 9 Students of Batangas National High School

Abstract

INTRODUCTION

In Batangas National High School social skills are difficult for some of our students had learning differences. Many students may be uncomfortable making eye contact or may not understand subtle social cues or facial expressions. Some students may be confused or distressed when new or unfamiliar activities are presented. Time spent in outdoor recreation leads to a range of benefits, from reduced obesity rates to strengthened ties, outdoor recreation sites provide the setting for the physical and mental growth of the students.

METHODS

This study utilized the descriptive research. The respondents for this study are the forty-nine (49) students of Grade 9 -Ivory, Batangas City National High School during the academic year 2017 -2018. They involved all the students of the said grade and section. No sampling method is used in the study. The Daily Learning Plan was the main instrument used by the researcher in gathering the needed data in the study. The degree of mastery of the respondents' level of performance was measured using the following system of classification through the item analysis so as to pinpoint the aspects where the students scored high, low or below average.

RESULTS

As a method of instruction in the classroom, direct teaching or direct instruction is probably the one that has the fewest flashes and sparkles. The students are not divided into groups. There are no experiments. And there is very little drama and student participation involved. Direct Approach, when used in teaching outdoor recreation, creates a more positive attitude toward teachers and pupils, and also creates a stronger support system, anxiety significantly reduced. It builds a "̃hook' to capture student's attention and commitment. It can be perceived from the findings that using a direct approach encourages responsibility for learning.

DISCUSSIONS

Based on the findings, the following conclusions were drawn; 1) the distinct feature of direct approach is systematic and grounded on sound teaching and learning principles 2) Direct approach was applied in teaching indoor and outdoor recreational activities 3) Majority of the students have a very high performance in the lesson about indoor and outdoor recreational activities as part of their lessons in Physical Education and 4) The proposed activities to supplement the use of a direct approach in teaching recreational activities in Physical Education are, Cooperative learning, Convergent Discovery and Divergent Discovery.