The Lived Experiences of the Bachelor of Physical Education Students in Online Learning Modality


  • Saramie S. Belleza Department of Teacher Education, University of Mindanao Tagum College, Philippines
  • Klaizle Jane Aytona Department of Teacher Education, University of Mindanao Tagum College, Philippines
  • Hara Marie Delideli Department of Teacher Education, University of Mindanao Tagum College, Philippines
  • Marwin Vidad Department of Teacher Education, University of Mindanao Tagum College, Philippines



Online Learning, Teaching, Physical Education


The purpose of this study was to look into Bachelor of Physical Education students’ common patterns of online learning experiences to inform researchers and instructors about the current state of learners’ online learning experiences as a foundation for considering online learning suggestions and curricular designs. The participants of this study were the 3rd Year Bachelor of Physical Education students of University of Mindanao Tagum who were enrolled in the School Year 2021-2022 and engaged in Online Learning Modality. The study was a phenomenological approach, intending to identify the lived experiences of Bachelor of Physical Education students in online learning modality. From the study results taken from the responses of both the in depth interviews and the FGD participants, poor internet connection, limited and inefficient online learning resources, and being proactive and resourceful are the responses that most participants answered. Understanding the lived experiences of Bachelor of Physical Education is essential. It helps us understand the Bachelor of Physical Education students’ perspectives on Online Learning Modality. It also helps broaden the student’s knowledge in determining the advantages and disadvantages of online learning.


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How to Cite

Belleza, S. S., Aytona, K. J., Delideli, H. M., & Vidad, M. (2024). The Lived Experiences of the Bachelor of Physical Education Students in Online Learning Modality. Journal of Tertiary Education and Learning, 2(1), 12–19.