Cooperative Games in Boosting Engagement in Physical Education Classes of TESDA Students at Philippine Institute for Technical Education, Inc.

Abstract

This study explores the effects of cooperative games on student engagement in Physical Education (PE) classes among TESDA learners at the Philippine Institute for Technical Education, Inc. (PITE) during the School Year 2025- 2026. It examines changes in students’ interest, class participation, and teamwork before and after the integration of cooperative game- based activities. The research also investigates the benefits of cooperative games on learners’ physical fitness and social skills, as well as the challenges encountered during their implementation.

The study used a mixed method approach and included 50 first-year college students enrolled in PE. Findings showed that before the introduction of cooperative games, some students exhibited low motivation, limited participation, and hesitation in group-based tasks. After the implementation, notable improvements were observed in students’ enthusiasm, willingness to participate, and ability to collaborate with peers. Learners also reported enhanced strength, endurance, communication skills, and confidence during activities. However, several challenges remained, including miscommunication among team members, unequal participation, limited equipment, and personal factors such as shyness, pressure, and physical limitations.

To address these challenges, the study recommends the regular integration of cooperative games in PE classes, provision of adequate resources, use of inclusive instructional strategies, teacher training on cooperative learning, and establishment of structured monitoring and feedback systems. These measures aim to strengthen engagement, promote collaboration, and support the holistic development of students in Physical Education.