The influence of socialized physical education to personality of development and academic performance of college students in Inchon city, Korea : an analysis

다국어 초록 (Multilingual Abstract)

This study aimed to analyze the influence of Socialized Physical Education to personality development and academic performance of college studens in Inchon City. Korea.
More specifically, this study sought answers to the following problems:
1. What is the profile of the respondents as to:
1.1 Age
1.2 Sex
1.3 Year level
1.4 Place of origin
1.5 Educational attainment ofparents.
1.6 Socio-economic status, and
1.7 Exposure to socialized games or leisure clubs?
2. What is the status of the respondent schools in terms of:
2.1 Objectives
2.2 Environment
2.3 Number of faculty members
2.4 Socialized games/activities/programs
2.5 Physical facilities/eduipment, and
2.6 Competitions participated in and out of the school?
3. What are the levels of personality development and academic performance of the students when their profile is considered?
4. How effective is the implementation of the Socialized Physical Education activities when the following factors are considered:
4.1 Ojectives
4.2 Activities/Programs
4.3 Facilities/Equipment, and
4.4 Awards received in competitions in and out of the school?
5. Are there significant difFerences in the academic performance levels of the students when their profile is considered?
6. Are there significant differences in the personality development of the students when their profile is considered?
7. What problems are encountered in the implementation of the Socialized Physical Education activities and what solutions are offered to overcome them?
Methods Used. The descriptive method of reseach, employing a questionnaire, was used in conducting this study.
Our thousand students who were chosen by random sampling technique, were used as respondents of this study.The data, which were obtained through a survey utilizing a questionnaire were consolidated, organized, and tabulated in distribution tables. They were analyzed and interpreted using the following statistical tools: percentage, weighted mean, and chi-square test of Independent Samples.
Findings
From the foregoing results of the analysis and interpretation, the following findings are drawn and presented:
1. The profile of the respondents as to:
1. 1. Age. The averse age of the respondents was 19 years. More than two fifths(41%) of the respondents were within 18 - 20 years old, while less than three-tenths (29%) were within 17 years old and below.
1.2. Sex. Fifty-nine (59) percent of the respondents wera males. They surpassed in percentage the females by 18 percent.
1.3. Year Level. Highest percentage (29%) of the respondents were First Year while lowest percentage (20%) were Forth Year.
1.4. Place of Origin. Highest percentage (37%) of the respondents came from a town/district, while lowest percentage (28%) came from a subdivision
1.5. Educational Attainment of Parents. More than one-third (38%) of the respondents were belonging to parents with high school education while less than one-fifth (16%) of them were coming from parents with elementary education.
1.6. Socio-Economic Status(SES). Highest percentage (49%) of the respondents belonged to average socio-economic status, while lowest percentage(13%) of them belonged to high socio-economic status.
1.7. Length of Exposure to Socialized Games. The average length of exposure to socialized games was 7 years. Two-fifths of them had 1 - 5 years, while lowest percentage (28%) had 11 - 15 years exposure to sociali games
2. The status of the respondent - schools in terms of:
2.1. Objectives. As confirmed by the general average mean rating of 4.10. the objectives of the respondent - schools are often implemented. Most prominent among them are; to supply the basic human needs of the students, promote their physical and mental health and fitness, develop/practice desirable social habits and values, and to develop acquire useful playing skills.
2.2. Enrolment. The average enrolment of the respondent schools is 2,500 students. Incheon University had the highest percentage (29%) of enrolment, while Sahm Yook University had the lowest percentage (20%) .
2.3. Number of Faculty Member. The average number of faculty members of the respondent - schools is 65. Incheon University had the highest percentage(29%) of faculty members, while Sahm Yook University had the lowest percentage (20%).
2.4. Socialized Games/Activities/Programs. The respondent - schools agreed that they had implemented the following games/activities/programs : sports and leadership training, cultural programs, boxing, wrestling, and Taekwondo workout, and indoor recreational sports activities.
2.5. Physical Facilities. The physical facilities of the responent - schools were adequate, particularly the following: playing area, storage/locker rooms, library, shower/dressing/comfort rooms, Taekwondo/boxing wrestling rooms.
2.6. Equipment/Materials. The equipment/materials of the respondent - schools were adequate, especially the following: balls, nets, bats, hurdles, batons, tables, chairs, benches, books, magazines, and physical litness equipment/materials.
2.7. Sports Competitions Perticipated. The respondent - schools agreed that they had participated in sports competitions, particularly the following sports intramurals/tournaments, inter-school sports competitions, inter-destrict ahtletic meet, and provincial/regional/national athletic competitions
3. The level of:
3.1. Personality Development. The level of personality development of the students in terms of physical (91.98), intellectual (90.84), social (91.76) and emotional(90.73) was satisfactory, but in terms of moral(89.45) and spititual (88.73), moderately satisfactory.
Highest percentage (43.40%) of the students had satisfactory level, while lowest percentage (9.80%) had outstanding level of personality development.
The average level of personality development of the students was (91) satisfactory.
3.2 The Level of Personality Development of the Students When Grouped According to Their Profiles: Age, sex, year level, place of origin. parents' educational attainment, socio-economic status, and length of exposure to socialized games was satisfactory as attested by the average mean rating of 91, respectively.
3.3 Academic Performance Level of the Students was above average as confirmed by avearge mean rating of 89.
3.4 The Level of Academic Performance of the Students When Grouped According to Their Profiles: Age, year level, place of origie, parents' educational atainment, and socio-economic status was above average as evidenced by the average mean rating of 89. The level of academic performance of the students when grouped according to sex and length of exposure to sociaized games was above average as proven by the average mean rating of 90, respectively.
4. The Implementation of the Socialized Physical Education Activities with Respect to
4.1. Objectives. As attested by the average mean rating of 3.91. the objectives of the socialized Physical Education activities were effective most particulary the following: to supply the basic human needs of the students, promote their physical and mental health and fitness, and to inculcate/practice desirable social habits and values.
4.2. Activities/Programs. The average mean rating of 3.88 is a proof that the activities/programs of the Socialized Physical Education activities were effective, most especially the following: physical fitness, drill/practice, workout/practical test, sports intramural/tournaments, and sports trainning.
4.3. Facilities. The physical facilities of the Physical Education activities were effective as indicated by the average mean rating of 3.87, most importantly the following: playing area, shower/dressing/comfort rooms, multi-purpose court, and Taekwondo/boxing/wrestling rooms.
4.4. Eguipment/Materials. The average mean rating of 3.91 is an evidence that the equipment/materials of the socialized physical education activities were effective, most especially the following: balls, nets, bats, hurdles, batons, tables, chairs, benches, books, magazines, and physical fitness equipment materials.
4.5. Awards Received. As confirmed by the average mean rating of 4.59, the awards received by the students were effective, most particularly the following: certificate of recognition/application, bronze, silver and gold medals with certificates, accordingly.
5. Comparison of the Academic Performance Level of the Students
There were no significant differences in the academic performance of the students when their age, year level place of origin and socio-economic status were considered as confirmed by their respective X2-values 0.397, 0.115, 0.361 and 0.976. Therefore, the null hypothesis was accepted. It proves that the students grouped according to those profiles had equally attained "Above Average" level of academic performance.
There were significant differences in the academic performance of the students with respect to sex, parents' educational attainment, and length of exposure to socialized games as attested by their X2-value of 46.50, 169.53, and 219. 75, respectively. Thus, the null hypothesis was rejected. It is due to the fact that the female students with many years exposure to socialized games, and whose parents were with guaduate and college education had attained highly satisfactory academic performance level, while their respective counterparts had earned "Above Average" academic performance level. It means that the former students had exhibited higher level of academic performance than the latter.
6. Comparison in the Level of Personality Development of the Students.
There were significant differences in the elvels of personality development of the students with respect to their age, parents' educational attainment, and length of exposure to socialized games as evidenced by their respective X^2-values of 296.362, 149.89, and 75.84. Hence, the null hypothesis was rejected. This is attributed to the fact that the older students, belongings to parents with graduate/college education, many years exposure to socialized games had attained satisfactory level of personality development, while the younger students, belonging to parents with high school/elementary education, and few years exposure to socialized games had possessed moderate level. In others words,the former students had displayed highar level of personality development than the latter.
There were no significant differences in the elvel of personality development of the students when their sex, year level, place of origin and socio-economic status were considered as evidnect by their X^2-values of 0.209, 0.362, 0.405, and 1.268. Therefore, the null hypothesis was accepted. It proves that the students grouped according to those profiles had eqyally possessed the same satisfactory level of personality development.
7. Problems. As confirmed by the average mean rating of 2.92, the problems encountered in the implementation of the Socialized Physical Education activities are " Slightly Serious", particularly the following: limited time allotted to training/practices for recreational sports activities, difficulty to improve/maintain academic performance, lack of self-discipline of some student athlets, and lack of support from teachers and parents.
8. Solutions. The average mean rating of 3.88 is a confirmation that the solutions offered to overcome the problems were effective, most especially the following: preparing and implementing appropriate time schedule for training/practice of recreational sports activities, getting the suppotrt of teachers and parents, conducting regular sports clinic or counseling on personal discipline and improving academic achievement, and developing/inculcating self-discipline among the students.
Conclusins
In the light of the foreging findings, the following conciusions are developed and presented:
1. Many of the respondents are males, middle-age, First Year, with presents processing high school education, average socio-,economic status, and with few years exposure to socialized games.
2. The respondent - schools often supplied the basic hurnart needs of their students by promoting their physical and mental health and fitness, cultivating their social habits and values, and strengthening sports skills.
Incheon University has the highest number of enrolment and faculty members.
The respondent - schools have provided their students sports and leadership training, Taekwondo/boxing/wrestling workout, and indoor recreatiotnal sports activities for physicall, mental, and social development as well as skills strengthening.
They have adequate physical facilities, such as: playing are, comfert rooms, multi-purpose court, and other PE and physical fitness facilities. Thet also have adequate equipment/materials, such as: balls, nets, tables, chairs, benches, books, magazines, etc.
The respondent schools have participated in sports intramurals/tournaments, inter-school/district sports meet, and in provincial/regional/national athletic meet or competitions.
3. The level of personality development of the students when grouped according to their age, sex, year level, place of origin, parents' educational attainment, socio-economic status, and length of exposure to socialized games is satisfactory.
The level of academic performance of the students when grouped according to their age, sex, year level, parents/ educational attainment, social-economic status, place of origin, and length of exposure to socialized games is "Above Average".
4. The implementation of the Socialized Physical Education activities in terms of objectives, activities/programs, facilities, equipmpnt/materiais, and awards received are "Effective".
5. There are no significant differences in the academic performance level of the students with respect to age, year level, place of origin, and socio-economic status. They have equally attained "Above Average' level of academic performance.
There are significant differences in the academic performance levels of the students with respect to their sex, parents' educational attainment, and length of exposure to socialized games. The female students with parents possessing graduate, college education, and many year's exposure to Socialized Physical Education have attained "Highly Satisfactory" level of academic performance, while the male students with parents possesing high school/elementary education, and with few years exposure to socialized games have earned "Above Average" level of academic performance.
6. There are significant differences in the levels of personality development of the students with respect to their age, parents' educational attainment, and length of exposure to socialized games. The older students, with parents possessing graduates/college education and with many years exposure to socialized games have possessed "Satisfactory"' level of personality development, while the younger students, with parents possessing high school/elementary education and with few years expostue to socialized games have acquired "Moderate" level.
There are no significant differences in the level of personality development with respect to sex, year level, place of origin, and socio-economic status. The students grouped according to those profiles have equally possessed " Satisfactory" level of personality development.
7. The problems encountered in the implementation of the Socialized Physical Education activities are: limited time allotted to training/practice, difficulty to maintain students academic performance and self-discipline, and lack of support from teachers and parents.
8. The following are considered effective solutions to problems: implementing appropriate time schedule for training/practice of recreational sports activities, getting the support of teachers and parents, conducting regular sports clinic of counseiling on personal discipline and academic performance and sharpening sports skills.
Recommendations
Based on the findings and conclusions arrived at, following recommendations are evolved and forwarded:
1. The concerned school should keep on implementing effective avtivities/progrms favorable to the development of students' personality and improvement of their acadeamic performance.
2. The administration and teachers should continuously equip their schools, particularly the socialized physical education with adequate and suitable facilities,equioment, and materials.
3. The schools should keep on recognizing/awarding deserving student - athletes.
4. The Physical Education management should prepare and implement appropriate time schedule for sprots training/practice or workout.
5. The schools should conduct regular training and development programs on skill sharpening and self-discipline enhancement.
6. The students should be made to value Socialized Physical Education activities by encouraging them to participate regularly in and out of school recreational sports.
7. An shoot study on the status of the Socialized Physical Education Program at the selected unversities iu Seoul, Korea should be conducted by future researchers.

목차 (Table of Contents)

• TITLE PAGE = i
• APPROVAL SHEET = ii
• ACKNOWLEDGEMENT = iii
• ABSTRACT = iv
• TABLE OF CONTENTS = xvii
• LIST OF TABLES = xx
• CHAPTER
• 1 THE PROBLEM AND TTS BACKGROUND = 1
• Introduction = 1
• Conceptual Framework of the Study = 4
• Statement of the Problem = 6
• Hypothesis = 7
• Significance of the Study = 10
• Scope and Delimitation of the Study = 10
• Definition of Terms = 11
• 2. REVIEW OF RELATED LITERATURE AND STUDIES = 13
• Local Literature = 13
• Foreign Literature = 22
• Local Studies = 36
• Foreign Studies = 41
• Justification of the Study = 43
• 3. METHODS OF STUDY AND SOURCES OF DATA = 44
• Research Design = 44
• Respondents of the Study = 44
• Research Instrument = 45
• Sources o Data = 46
• Procedure of Gathering the Data = 46
• Statistical Treatment of Data = 46
• 4 PRESENTATION, ANALYSES AND INTERPRETATION OF DATA = 48
• The Profile of the Respondents = 48
• The Status of the Respondent Schools in Implementing the Socialized Physical Education = 51
• The Levels of Personality Development and Academic Performance of the Students When Grouped According to Their Profile = 63
• The Effectiveness of the Implementation of the Socialized Physical Education Activities = 75
• The Comparison in the Academic Performance of the Students = 81
• The Comparison in the Levels of Personality Development of the Students = 89
• The Problems Encountered in the Implementation of the Socialized Physical Education Activities = 95
• The Solutions Offered to Overcome the Problems Encountered In the Implementation of the Socialized Physical Education Activities = 97
• 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS = 100
• Summary = 100
• Findings = 101
• Conclusions = 107
• Recommendations = 110
• BIBLIOGRAPHY = 112
• APPENDICES = 115