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P3xtra: a paradigm shift from passive to active learning in physical education through 3EX�S ( Experience, Exploration, Exposure) approach./ Gem B. Doctolero, Renz Jay G. Salas, Christian Maria Clopino, Jethro E. Gonzales.

By: Contributor(s): Material type: TextPublication details: Paran��aque City; Olivarez College, 2019.Subject(s): DDC classification:
  • T 370 2019 0054
Dissertation note: Undergraduate Thesis Summary: This study aimed to know the paradigm shift from passive to active learning in Physical Education through 3Ex's (Experience, Exploration, Exposure). Specifically, it sought answer the following questions: 1. How do students perceive Physical Education prior to employing 3Ex's approach? 2. What factors impede the students' active perspective in learning Physical Education 3. What turn out to be the new perception of students in learning Physical Education upon utilization of 3Ex's approach? 4. Is there a significant support difference on the perception of respondents in learning physical education when group according to section? 5. How can 3Ex's approach be advocated to gain students' appreciation of Physical Education? 6. Is there significant difference on the perception of respondents in learning physical education before or after employing 3Ex's?
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Theses/Dissertation General Reference And Serial Section Olivarez College Learning Resource Center T 370 2019 0054 (Browse shelf) Available

Undergraduate Thesis

This study aimed to know the paradigm shift from passive to active learning in Physical Education through 3Ex's (Experience, Exploration, Exposure). Specifically, it sought answer the following questions: 1. How do students perceive Physical Education prior to employing 3Ex's approach? 2. What factors impede the students' active perspective in learning Physical Education 3. What turn out to be the new perception of students in learning Physical Education upon utilization of 3Ex's approach? 4. Is there a significant support difference on the perception of respondents in learning physical education when group according to section? 5. How can 3Ex's approach be advocated to gain students' appreciation of Physical Education? 6. Is there significant difference on the perception of respondents in learning physical education before or after employing 3Ex's?

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