Gender-sensitive teaching and social presence as predictors to students' motivation in learning physical education in a limited face-to-face learning environment

Abstract

The primary objective of this research was to establish a connection between students' perceptions of gender-sensitive teaching and their sense of social presence, and how these factors influence their motivation to engage with Physical Education. The participants of the study were 400 college students across all specific TEIs (Teacher Education Institution) in Davao de Oro selected using simple random sampling. Through a predictive-correlational approach, this study delved into the interplay between these variables and their ability to predict students' motivation levels in mastering the subject which will be analyzed using Pearson-r correlation and linear regression analysis. The findings revealed remarkably elevated levels of students' perceptions of gender-sensitive teaching, social presence, and motivation within the realm of Physical Education. Furthermore, both gender-sensitive teaching and social presence wielded substantial influence over students' motivation to excel in Physical Education and emerged as potent predictors of students' motivational drive, underscoring the significance of fostering an environment that values gender-sensitive pedagogy and nurtures a strong sense of social presence to enhance the learning experience and displayed a collective capacity to anticipate students' motivational levels in their pursuit of Physical Education when combined. These findings underscore the pivotal roles of gender-sensitive teaching and social and advocates for the integration of gender-sensitive teaching practices and the cultivation of robust social presence as integral considerations in endeavors to amplify students' motivation in the context of Physical Education.