Advisers

Enriqueta R. Buenaventura, PhD

Discipline

Education

Abstract

This study evaluated Aqua Kit as an instructional material for developing basic aquatic knowledge and skills among second-year Bachelor of Physical Education students at Bestlink College of the Philippines. The kit combined practical equipment, illustrated activity cards, and video lessons for breathing, floating, gliding, and flutter kicking, addressing limited access to consistent aquatic practice. A quasi-experimental pretest–posttest design was used with 88 students selected through cluster sampling from a population of 113 second-year BPED students. Instruments included a 20-item pretest and posttest and a validated 63-item questionnaire. Frequency, percentage, weighted mean, a paired z-test, and Pearson correlation were used to assess knowledge, skill acquisition, and perceptions. On the pretest, 36% scored 13–16 points and 30% scored 9–12 points; the mean was 11.82 (“good”). On the posttest, 44% scored 13–16 and another 44% scored 17–20, with no students in the lowest category. The posttest mean was 15.65 (“very good”), an increase of 3.83 points reported as significant at p < 0.05. In addition, 64% participated in aquatic activities only rarely, defined as 1–2 times per year. Aqua Kit may supplement practical swimming sessions by combining instructional media with skill practice. Students should still receive supervised pool-based training, and institutions should improve facilities, digital access, and teacher preparation. Future studies should examine long-term skill retention and report the computed z statistic and any Pearson-correlation results.

Keywords

physical education, skill acquisition, instructional material, aqua kit, aquatics, hybrid learning