Teaching Methods on Student Satisfaction in Physical Education Courses in Biliran: A Contextualized Active Learning Program

The study sought to explore the teaching practices used in Physical Education classes and their relationship to the satisfaction of students at Biliran Province State University. Using a descriptive-correlational research design, data were obtained from 789 respondents through a modified survey questionnaire. Frequency and percentage results indicated that Lecture/Direct Instruction was the most dominant teaching practice, followed by Demonstration and Game-Based Learning. Descriptive statistical analysis showed that all teaching approaches were employed extensively. Students reported high satisfaction with all teaching approaches, with Inquiry-Based Learning, Peer Teaching, and Blended Learning receiving the highest satisfaction scores. The overall results of the study revealed that students were satisfied with the teaching approaches used in Physical Education classes. Inferential analysis demonstrated that several teaching methods had a statistically significant positive association with student satisfaction, including Lecture/Direct Instruction, Demonstration, Game-Based Learning, Cooperative Learning, Project-Based Learning, Inquiry-Based Learning, and Experiential Learning. Conversely, Technology-Integrated Learning, Blended Learning, and Peer Teaching did not exhibit a statistically significant association. The Kruskal-Wallis test also found that there was no significant difference among teaching methods in terms of student satisfaction. These results indicated that, although different teaching methods positively influenced the learning process of students, none of the methods were significantly superior to others regarding student satisfaction.