Implementation of Sports Development Program and Learners’ Engagement in Public Elementary Schools in District III, Division of Quezon City : Basis for A Contextualized School-Based Engagement Program

Abstract

This study assessed the implementation of sports development programs and the level of learner engagement in public elementary schools in District III, Division of Quezon City, as a basis for developing an intervention program. Using a quantitative descriptive-correlational research design, data were gathered from 287 respondents consisting of supervisors, school heads, and teachers through validated survey questionnaires. Findings revealed that the sports development program was implemented to a "Highly Evident" level across all dimensions (overall WM=4.62), with Curriculum Integration and Coaching Competency ranked highest (WM=4.79), followed by Administrative and Community Support (WM=4.67), and Resource Allocation and Facilities (WM=4.40). Learners' engagement was also assessed as "Highly Engaged" (overall WM=4.64), with Behavioral Engagement ranking highest (WM=4.75), followed by Emotional Engagement (WM=4.68), and Cognitive Engagement (WM=4.48). Regression analysis revealed no significant relationship between sports program implementation and learner engagement dimensions, with all p-values exceeding 0.05. Challenges encountered were rated as "Least Encountered" (overall WM=2.35). A proposed intervention program was developed and rated "Highly Acceptable" (WM=4.43). The study concludes that while sports programs are effectively implemented, their influence on learner engagement remains limited, suggesting the need for more integrated approaches. A contextualized school-based engagement program was proposed to strengthen the connection between sports development and learner participation.