Utilization of Contextualized Electronic Learning Material in Physical Education and its Relation to the Pupils’ Academic Performance

The aim of this study is to determine the level of utilization of contextualized electronic learning material in Physical Education and its relationship to the Grade Six Physical Education learners. The study utilized the descriptive-correlational research design which aimed to describe the content, relevance, and acceptability of contextualized electronic learning resources and its significant relationship with the learners’ academic performance. Total enumeration sampling technique was used. A total of 40 Grade Six learners became the respondents of this study. The study used standardized questionnaire, and data was analyzed using the frequency, mean, and the Pearson Product Moment Correlation Coefficient to analyze the significant relationship. The study revealed that the contextualized electronic learning material in Physical Education was perceived to be effective with regard to its content, relevance and acceptability. The academic performance of the learners is “satisfactory”. No learners achieved the outstanding grades which suggests a need to enhance the learning materials in terms of its content, relevance and acceptability. The result of regression analysis showed that there is a significant relationship between the learning materials’ content, relevance and acceptability and the learners’ academic performance. The study concludes that contextualized electronic learning material in Physical Education is found to be effective and can impact the learners' academic performance; however, the teachers must take continuous improvement on enhancing the learning materials, ensuring that this is relevant and aligned to the learning preference and needs of the learners to maximize its effectiveness.