CHAPTER 3
METHODOLOGY
This portion of the study describes the research design employed in organizing
this paper. It also describes the research setting, research respondents, research
instruments, validation of instrument, the data gathering procedure and the statistical
technique to be used.
Research Design
This study adopts a quantitative research design to explore the relationship
between recreational activities involvement and the development of practical sport skills,
specifically passing, shooting, and dribbling, among BPED students. Given the small
sample size of 30 respondents, a descriptive correlational design will be used to examine
the strength and direction of the relationship between the frequency of participation in
recreational sports and students' self-reported improvements in these key basketball
skills.
Respondents of the Study
The target population for this study consists of BPED students at Medina
Foundation College of Sapang Dalaga, Inc. who participated actively in recreational
basketball activities. All the 30 BPED students will be considered in this study.
Research Instrument
Data will be collected through a self-administered questionnaire, which will
gather information on the students’ participation in recreational basketball activities and
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their self-reported improvement in practical sport skills, specifically passing, shooting,
and dribbling.
The questionnaire is divided into three parts. First Part is about the demographic
information of the respondents. The second part deals with the recreational activities
involvement of the respondents. The third part deals with the respondents performance in
the different practical sport skills performance. This section will focus on students' self-
reported improvement in their passing, shooting, and dribbling skills.
To ensure the reliability and clarity of the questionnaire, it will be pre-tested on a
small group of BPED students who are not respondents of this research study.
Data-Gathering Procedure
The researcher will seek approval from the Dean of the Graduate School of
Education to conduct the study. Upon approval, the researcher will seek permission from
the College President of the school that she will be allowed to personally distribute
personally the questionnaire to the respondents of this study. Then, the researcher will
seek the assistance of the program head in the distribution and retrieval of the
questionnaires from the respondents of his study at their most convenient time provided
that there is no disruption of classes.
Ethical Consideration
The researcher will request the teacher-respondents to participate voluntarily in
the study. She will also solicit the consent of the pupils’ parents for the participation of
the pupils in the study. Before the administration of the instruments, she will see to it that
the respondents sign in the Informed Consent Form (Appendix B). The form describes
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the nature of participation of the respondents. The respondents will be assured of the
confidentiality and anonymity issues and that they will not be identified in any way by a
reader of the final report.
Statistical Tools to be Used
All the data to be gathered from the respondents will be organized,
tallied, tabulated and presented in a series of tables and graphs. Frequency counts,
percentage weight values and weighted mean will be used in the analysis and
interpretation of data.
1. Frequency and Percentage Distribution. This was used to
determine
the proportion of the respondents on responses on the professional profile of the
respondents and their classroom management practices.
Formula:
P = F/N x 100
Where:
P = Percentage
F = Frequency
N = Number of Cases
100 = Constant
2. Weighted mean is defined as the summation of the product of weights
and quantities, divided by the summation of weights. The concept of the weighted
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mean is quite often used in accounts, to give different weights based on time or
based on priority.
Weighted mean = Σ(w)n (x̄)n/Σ(w)n
where,
x̄ = the mean value of the set of given data.
w = corresponding weight for each observation.
3. Spearman's Rank-Order Correlation will be utilized to test the significant
relationship between respondents’ level of participation in recreational activity and
level of performance in practical sports skills.
4. T-test for independent samples will be used to examine differences in
practical skills performance between groups, such as those who participate regularly
versus those who participate less frequently. Given the small sample size, it is important
to note that the statistical power may be limited, and findings will be interpreted with
caution.
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Questionnaire
on
RECREATIONAL ACTIVITIES INVOLVEMENT AND PRACTICAL
SPORT SKILLS PERFORMANCE
Name: __________________________________________
(Optional)
Section 1: Respondent’s Profile
Instructions: Please answer the following questions as honestly as possible by
putting a check mark (_/) on the space provided. Your responses will remain confidential
and will only be used for academic research purposes.
1.1 Sex:
` __ Male ___Female
1.2 Age:
__ Below 18 ___ 22-25
__ 18-21 ___26 and above
1.3 Civil Status:
___ Single ___ Widowed
___ Married ___ Separated
1.4 Year Level:
___ First Year ____ Third Year
___ Second Year ____ Fourth Year
Section 2: Level of Involvement in Recreational Activities
Please indicate your level of involvement in recreational activities by checking the
appropriate column of your responses on the following questions. Use the scale provided to
indicate your response.
1. How often do you participate in recreational basketball activities (pick-up games,
informal practices, etc.)?
1 - Never 2 - Rarely (Once 3 - Occasionally 4 - Frequently 5 - Very
a month or less) (2-3 times per (Once a week) Frequently
month) (Multiple times a
week)
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2. How often do you engage in structured basketball practice (e.g., with a coach, formal
drills, team practice)?
1 - Never 2 - Rarely (Once 3 - Occasionally 4 - Frequently 5 - Very
a month or less) (2-3 times per (Once a week) Frequently
month) (Multiple times
a week)
3. How often do you participate in basketball tournaments or competitions?
1 - Never 2 - Rarely (Once 3 - Occasionally 4 - Frequently 5 - Very
a semester) (2-3 times per (Once a month) Frequently
semester) (Multiple times
per month)
4. How often do you practice basketball skills individually (e.g., dribbling, shooting,
passing)?
1 - Never 2 - Rarely 3 - Occasionally 4 - Frequently 5 - Very
Frequently
5. How often do you play basketball with friends or teammates during informal games?
1 - Never 2 - Rarely 3 - Occasionally 4 - Frequently 5 - Very
Frequently
Section 3: Relationship between Recreational Activities and Practical Sport Skills
Performance
Please answer the following questions regarding how recreational basketball activities have
affected your practical sport skills.
1. My passing skills (accuracy, timing, decision-making) have improved because of my
participation in recreational basketball activities.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
2. My shooting skills (accuracy, consistency, technique) have improved due to my
involvement in recreational basketball activities.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
3. My dribbling skills (ball control, handling under pressure, speed) have improved as a
result of recreational basketball.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
4. I feel more confident applying passing skills in competitive and informal games due to
recreational basketball activities.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
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5. I feel more comfortable taking shots under pressure in competitive and recreational
basketball games.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
Section 4: Specific Aspects of Recreational Activities Contributing to Skill
Development
1. Individual practice (e.g., shooting alone, dribbling drills) has significantly contributed
to my improvement in basketball skills.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
2. Playing in informal games with teammates or friends has helped improve my passing
accuracy and decision-making.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
3. Engaging in structured practice sessions (e.g., drills, with a coach) has contributed most
significantly to improving my shooting accuracy.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
4. Competition-based practice (e.g., tournaments, friendly matches) has helped me improve
my dribbling skills.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
5. My overall improvement in all aspects of basketball (passing, shooting, and dribbling) is
largely due to participation in recreational activities.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
Section 5: Perception of Relationship between Recreational Activities and Skill
Performance
1. I believe that my involvement in recreational basketball activities has a direct positive
impact on my performance in practical sport skills (passing, shooting, dribbling).
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
2. Recreational basketball activities have contributed more to the improvement of my
teamwork skills rather than individual skills (passing, shooting, dribbling).
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
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3. I perceive that my overall sports performance in practical skills is significantly
enhanced by consistent participation in recreational basketball.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
4. I believe that individual practice plays a greater role in improving my practical sport
skills than playing in recreational games.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
5. Participating in structured team practices and drills helps improve my team
communication and passing skills more than informal activities.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
Section 6: Significance of Relationship Between Recreational Activities Involvement
and Practical Sport Skills Performance
1. I believe there is a significant relationship between my participation in recreational
basketball activities and my practical sport skills performance (passing, shooting,
dribbling).
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
2. I feel that the more I participate in recreational basketball, the better my practical sport
skills (passing, shooting, dribbling) become.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
3. There is no clear relationship between recreational basketball participation and
improved performance in practical sports skills.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
4. Recreational activities involvement significantly affects my confidence in applying
practical basketball skills in a competitive setting.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
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5. Involvement in recreational activities has helped me perform better in practical sports
(passing, shooting, and dribbling) during both recreational and competitive settings.
1 - Strongly 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly
Disagree Agree
Thank you very much for your participation!
The Researcher
