Effects of learning related factors on the level of academic performance of students in physical education

This study examined the performance of Grade 10 students in Physical Education (PE), focusing on evaluating teacher-related, school-related, and student-related factors. Using a quantitative research approach, data were collected from 142 respondents via survey. Teachers generally demonstrate effective pedagogical practices in PE, using engaging methods like game-based learning, but there is room for improvement in integrating technology and fostering student self-reflection. Schools provide a solid foundation of learning materials and multimedia resources for PE, though access to digital tools and more interactive resources like games could enhance student engagement. Students display a positive attitude and motivation toward PE. However, their responsibility for personal fitness and their approach to feedback-seeking could be further developed through targeted strategies and supportive teaching methods. Statistical analyses revealed that while teacher-related factors (pedagogy, teaching materials, and assessment) had negligible correlations with PE performance, school-related factors like learning materials and sports equipment, along with student factors such as attitude and motivation, showed small but significant correlations with performance (p<0.05). The study concluded that improving technology integration, enhancing the availability and use of learning resources, and fostering a positive student attitude and motivation are essential for boosting PE outcomes, and it provided recommendations for targeted interventions in these areas. Additionally, future research could further explore the role of other factors, including teacher competencies and community support, in shaping student success in PE.