Effect of cooperative learning strategy on student engagement in Physical Education among Grade 9 students

Abstract

This study examined the effect of the Cooperative Learning Strategy on the engagement of Grade 9 students in Physical Education at Don Vicente Rama Memorial National High School during School Year 2025–2026. Anchored on Self-Determination Theory, Social Cognitive Theory, and Constructivist Learning Theory, the study employed a quasi-experimental pretest-posttest control group design. A total of 50 Grade 9 students participated, with 25 students assigned to the control group and 25 to the experimental group. The experimental group received instruction through cooperative learning activities, while the control group was taught using conventional instruction. An adapted Student Engagement in Physical Education Questionnaire was administered before and after the intervention to measure behavioral, emotional, and cognitive engagement. Data were analyzed using the mean, standard deviation, and t-test. The pretest results indicated low levels of engagement in both groups. In the posttest, the control group recorded slight increases, whereas the experimental group obtained higher mean scores across the three dimensions of engagement. The t-test results showed statistically significant differences between the posttest scores of the two groups, with the experimental group recording higher scores. These findings suggest that the Cooperative Learning Strategy contributed to improved behavioral, emotional, and cognitive engagement among the participating students under the conditions of the study. The study recommends the appropriate integration of structured cooperative learning activities into Physical Education instruction and further research involving larger and more diverse samples.