Application of Teaching Practices and Interaction Strategies of PATHFIT Instructors and Student Engagement

This study employed a descriptive–correlational research design to examine the influence of teaching practices and interaction strategies of Physical Activities Towards Health and Fitness (PATHFIT) instructors on student engagement at Calabanga Community College during the School Year 2025–2026. The study focused on students’ perspectives regarding the level of application of teaching practices and interaction strategies in PATHFIT courses and their relationship with student engagement. A total of 95 students enrolled in PATHFIT 1 and PATHFIT 3 were selected through purposive sampling. Data were analyzed using Weighted Mean, Pearson Product–Moment Correlation Coefficient, and Coefficient of Determination, while a Modified ADDIE Model guided the development of a proposed five-day training program. Findings revealed that teaching practices were perceived as highly effective, with experiential learning and assessment-based instruction demonstrating the strongest positive association with student engagement. In contrast, instructional delivery and technology integration showed comparatively weaker influence when implemented independently. Interaction strategies that emphasized student-led routines, fitness journals, and collaborative group activities produced greater engagement outcomes than passive strategies such as music and rhythm integration. Overall, students demonstrated high levels of engagement, particularly in participation and motivation. Although attentiveness and performance were also rated positively, results suggest the need for structured guidance to ensure consistent mastery of skills. Correlation analysis confirmed that both teaching practices and interaction strategies were significantly related to student engagement, with experiential and learner-centered approaches exhibiting moderate to strong influence across engagement dimensions. The findings underscore the importance of designing active, reflective, and collaborative learning experiences in PATHFIT courses to sustain meaningful student engagement.