Research Clinic 1: Research in the PNU Context

[Audio] Good evening everyone. I'm Jethro Anthony Rosello, a teacher at Baybay National High School under the Division of Baybay City, part of Leyte, handling MAPEH 7 and serving as an SPS Specialist in Badminton..

[Audio] This study evaluates the quality of the Special Program in Sports (SPS) in Region VIII and develops a Monitoring and Evaluation Framework to enhance its effectiveness. It focuses on assessing current program components, identifying challenges, and evaluating interventions and strategies (DepEd Order No. 25, s. 2015). Program Components The SPS includes sports training, academic support, facilities, coaching, partnerships, and life skills development. Effective sports training must be supported by strong academics and high-quality facilities for balanced development (Johnston et al., 2013; Holt et al., 2017). Challenges School heads, teacher-specialists, and students face challenges like insufficient resources and inadequate training, affecting student-athlete performance and program success (Pierce et al., 2014; Martindale et al., 2015). Interventions Interventions such as improved training, better academic support, and enhanced facilities have shown varied success. The study aims to develop a framework with clear objectives, measurable indicators, and systematic data collection and analysis to ensure continuous assessment and improvement of the SPS (Hatfield et al., 2016). Research Questions How do SPS components interact to create a holistic environment, and what can be improved? a. Sports Training b. Academic Support c. Facilities and Equipment d. Coaching and Mentoring e. Partnerships and Collaborations f. Life Skills and Values Formation 2. To what extent is SPS achieving its objectives and outcomes? 3. What challenges do stakeholders face, and how do these affect the program's success? 4. What interventions have been implemented, and what has been their impact? 5. What are the necessary components and steps to develop an effective Monitoring and Evaluation Framework?.

[Audio] This conceptual framework illustrates how the different components of the SPS, the challenges faced by stakeholders, and the interventions employed interact and influence the overall quality and effectiveness of the program. The intervening variables such as stakeholder engagement, program implementation processes, and contextual factors mediate this relationship, ultimately impacting the program's success and the development of a robust Monitoring and Evaluation Framework. This framework serves as a guide to understanding the complex dynamics within the SPS and provides a basis for developing strategies to enhance its effectiveness..

[Audio] For the data to be used in this study, such as the number of schools in the region implementing SPS, the number of specialists, and the number of enrollees, the researcher will be contacting their Regional MAPEH Supervisor to obtain accurate records. After crafting the monitoring and evaluation tool based on the study's results, It will be presented to the regional authorities and subsequently to the division. This study employs a mixed-methods research design, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of the SPS. In this study based on the scope and the number of Divisions in Region 8, a stratified random sampling technique will be used. This will ensure that each division is adequately represented in the sample. For Research Question 1: "How do the different components of the SPS interact to create a holistic development environment for student-athletes, and what are the areas for improvement in terms of sports training, academic support, facilities and equipment, coaching and mentoring, partnerships and collaborations, and life skills and values formation?", data will be sourced from student-athletes, SPS specialists, stakeholders, and school heads. The data collection methods will include surveys, interviews, and observations, utilizing structured questionnaires, interview guides, and observation checklists as instruments. The data analysis will employ descriptive statistics and thematic analysis to interpret the findings. a. Sports Training: Frequency analysis: Count the frequency of sports training sessions, types of training, and duration. Descriptive statistics: Calculate means, medians, and standard deviations of sports training data to understand the distribution of data. Content analysis: Analyze the content of sports training programs to identify common themes, patterns, and gaps. b. Academic Support: Frequency analysis: Count the frequency of academic support services provided (e.g., tutoring, mentoring). Descriptive statistics: Calculate means, medians, and standard deviations of academic performance data (e.g., grades, test scores) to understand the distribution of data. Correlation analysis: Examine the relationship between academic support services and academic performance. c. Facilities and Equipment: Frequency analysis: Count the frequency of facility use and types of equipment used. Descriptive statistics: Calculate means, medians, and standard deviations of facility usage data to understand the distribution of data. Observational study: Observe facilities and equipment usage to identify patterns and areas for improvement. d. Coaching and Mentoring: Qualitative analysis: Conduct semi-structured interviews with coaches and mentors to gather their perceptions and experiences. Content analysis: Analyze coaching and mentoring programs to identify common themes, patterns, and gaps. Descriptive statistics: Calculate means, medians, and standard deviations of coaching and mentoring data to understand the distribution of data. f. Partnerships and Collaborations: Network analysis: Map partnerships and collaborations between organizations, institutions, and individuals. Qualitative analysis: Conduct semi-structured interviews with partners and collaborators to gather their perceptions and experiences. Content analysis: Analyze partnership agreements and memoranda to identify common themes, patterns, and gaps. g. Life Skills and Values Formation: Qualitative analysis: Conduct semi-structured interviews with student-athletes to gather their perceptions and experiences related to life skills and values formation. Content analysis: Analyze life skills and values formation programs to identify common themes, patterns, and gaps. Descriptive statistics: Calculate means, medians, and standard deviations of life skills assessment data (e.g., self-reported surveys) to understand the distribution of data..

[Audio] For Research Question 2: "To what extent is the Special Program in Sports (SPS) achieving its stated objectives and outcomes?", data will be collected from student-athletes and academic and performance records. The data collection method will be a survey, using structured questionnaires. Descriptive statistics will be used for data analysis to assess the extent to which the SPS is meeting its goals. To evaluate the effectiveness of the Special Program in Sports (SPS), a comprehensive approach is necessary. Statistical analysis plays an important role in this process. Correlation analysis: Calculate Pearson's r or Spearman's rho to examine the correlation between SPS participation and outcome variables. Analyzing the correlation between variables can help identify relationships between program components and outcomes, enabling a deeper understanding of the program's effectiveness. Content analysis is also a valuable tool in evaluating the SPS. By examining program documents, such as policies and reports, researchers can identify program goals, objectives, and outcomes, providing a clear understanding of what the program aims to achieve. This can be further supported by analyzing program materials, such as curriculum and instructional materials, to determine their alignment with program objectives and outcomes. Triangulation is important to provide a robust understanding of the program's effectiveness. By combining multiple data sources, such as surveys, interviews, and observational data, researchers can gain a more comprehensive picture of the SPS's impact. This triangulation approach helps to reduce biases and limitations associated with individual data sources, providing a more accurate representation of the program's effectiveness. For Research Question 3: "What specific challenges do school heads, teacher-specialists, and students encounter in the implementation of the Special Program in Sports (SPS), and how do these challenges affect the overall effectiveness and success of the program?", data will be sourced from student-athletes, SPS specialists, stakeholders, and school heads. Surveys, interviews, and observations will be employed as data collection methods, using structured questionnaires, interview guides, and observation checklists as instruments. Thematic analysis will be used for data analysis to identify and understand the challenges and their impacts. For Research Question 4: "What interventions have been implemented by teacher-specialists and school heads to address the challenges associated with the SPS, and what has been their impact?", data will be collected from student-athletes, SPS specialists, stakeholders, and school heads. The data collection methods will include surveys, interviews, and observations, utilizing structured questionnaires, interview guides, and observation checklists. Descriptive statistics and thematic analysis will be used to evaluate the interventions and measure their impact. Thematic analysis: Code and categorize open-ended responses from interviews, focus groups, or surveys to identify themes related to interventions implemented by teacher-specialists and school heads to address challenges in the SPS. Content analysis: Analyze text-based data (e.g., interview transcripts, program documents) to identify patterns and themes related to interventions and their impact..

[Audio] Data Sources: Surveys and questionnaires allow for gathering information from multiple perspectives, including students, teacher-specialists, and school heads. Existing data can provide additional insights into program implementation and outcomes. Observations of SPS activities offer a more nuanced understanding of the program's day-to-day operations. Focus groups and interviews provide an opportunity to gather more in-depth information from stakeholders. Tools for Validation: Content validity is important in ensuring that the indicators and metrics used to measure the SPS are relevant and meaningful to the field of sports education. A panel of experts can validate the indicators and metrics by reviewing them against established standards and best practices. Face validity is also important to ensure that the framework is perceived as relevant and meaningful by stakeholders. Triangulation of data sources helps to increase confidence in the findings and reduce potential biases. Validators: The validators for this study will comprise a diverse group of stakeholders who will provide expert input, practical insights, and personal experiences to ensure the robustness and relevance of the framework. The Expert Panel will consist of Professors from the Institute of Human Kinetics, Visayas State University (VSU), who will bring their expertise in sports education to the table, providing a rigorous review of the indicators and metrics. Additionally, the Regional MAPEH Supervisor and Division's Supervisor will offer a broader perspective on the implementation of the Special Program in Sports (SPS) and its impact on students and schools. The stakeholders' group will include student-athletes who have participated in the SPS, providing firsthand experiences and perspectives on the program's effectiveness. SPS Specialists/Coaches will offer insights into the program's delivery and potential areas for improvement, while parents of student-athletes who have participated in the SPS will provide a parent's-eye view of the program's impact on their children. Their input can help refine indicators and metrics, increase their validity and reliability, and ultimately improve the overall quality of the research..