Multimedia Assisted (Video Based) Instruction in PE 11 – Aerobics

Abstract

This study examined changes in aerobic performance and students’ experiences following multimedia-assisted (video-based) instruction in Grade 11 physical education, providing a basis for an enhanced teaching guide. A sequential explanatory mixed-methods design involved 90 purposively selected Grade 11 students at Liloan National High School, Cebu, during School Year 2025–2026. Following a two-week intervention, researcher-developed, expert-reviewed rubrics measured pretest and posttest cardiovascular endurance, flexibility, coordination, and agility; focus group discussions captured students’ experiences. Descriptive statistics, paired-samples t-tests, and thematic analysis were employed. Mean scores increased in cardiovascular endurance (3.51 to 4.98), flexibility (2.27 to 4.32), coordination (1.28 to 3.86), and agility (3.38 to 5.00), with significant differences across all components (p < .001). Students reported greater engagement, confidence, and independence through repeatable, self-paced demonstrations, although unstable internet access, rapid movement sequences, and limited immediate feedback posed challenges. The findings indicate substantial short-term improvements in assessed aerobic performance alongside favorable learning experiences, without establishing that video instruction alone caused these changes. Teachers should apply the enhanced teaching guide using clear, accessible videos, guided practice, regular performance assessment, and timely feedback. The single-school, purposively sampled, two-week, uncontrolled design limits generalizability and causal inference. The study provides context-specific guidance for technology-supported physical education and contributes to Sustainable Development Goal 3 (Good Health and Well-Being) and Goal 4 (Quality Education) by informing health-promoting and accessible instructional practices.