02947nam a2200313 i 4500 CSPC 20250320155323.0 250320s2024 ph a b 000 0 eng d CSPC eng CSPC rda UTH BPED Al253r 2024 Alejo, Leorisa M. author. The roles of the teachers and the practices to foster autonomy among the physical education students in the post-pandemic learning / Leorisa M. Alejo [and 3 others]. 136 leaves. rdacontent text rdamedia unmediated rdacarrier volume Undergraduate Theses (BPED) - Physical Education Camarines Sur Polytechnic Colleges, 2024 Includes bibliographic references. This study aimed to gain a more informed understanding of the teachers' key roles and students' practices in the post-pandemic period that, from the BPED students' perspectives, have a significant impact on their competence and autonomy. Hence, responses of the 193 students were gathered through survey forms and analyzed using the quantitative-descriptive research design and statistical tools such as frequency and percentage distribution, weighted mean, 5-point Likert scale, and Pearson correlation coefficient. Findings showed in terms of the Profile, among the respondents, first-year BPEd students represent the largest proportion, with females outnumbering males in enrollment. Additionally, the majority of respondents fall within the 16 to 20 age brackets, while most come from families with a monthly income below P12,030. In terms of the perceived roles of the teachers, the teacher as a facilitator holds significant importance in fostering student autonomy. In the practices of the BPEd students, reflecting upon their learning is the most essential practice of the respondents in strengthening their autonomy. Further, results revealed that there is a significant relationship between the perceived roles of the teachers and the practices of the BPEd students, showing a high correlation between the perceived roles of the teachers in counseling, providing resources, and managing, and the practices of the BPEd students. Lastly, the most prominent recommendations for the teachers and students are teachers to provide more opportunities for BPEd students to exercise their autonomy with a frequency of 70 and increase students' active involvement in deep learning within a large classroom environment with a frequency of 66. Ramboyong, Ma. Rebecca I. author. Rebancos, Ma. Stephanie V. author. Valenzuela, Rose Ann S. author. Paycana, Marivel F. adviser. Luzon, Jay L. chair, panelist. Sotto, Romeo Jr., B. panelist. Baluyot, Benedic V. panelist. ddc 0 UM Al253r BPED UTH 2024 0 0 ddc 0 0 CSPC CSPC UTH 2025-03-20 0 UTH BPED Al253r 2024 006509UM 2025-03-20 15:53:50 1-1 2025-03-20 UM 29235 29235