Are Students Participating and Enjoying Physical Education Activities: Why or Why Not?

This study examined the factors influencing students’ participation and enjoyment in Physical Education at Biliran Province State University during the Academic Year 2025–2026. Using a descriptive-correlational research design, data were collected from 500 first- and second-year college students enrolled in PathFit courses through a validated 5-point Likert-scale questionnaire. Descriptive statistics were used to assess the degree of participation and enjoyment among students, and the Pearson correlation coefficient r, as well as multiple regression analysis, was used to assess the relationship between participation, enjoyment, and the various factors that were identified as influencing factors. It was found that students tended to show high scores in terms of participation (M = 4.07, "Agree") and enjoyment (M = 4.21, "Strongly Agree") in Physical Education. The highest overall mean was the instructor behavior (M = 4.30, "Strongly Agree"), followed by the variety of activities offered (M = 4.16), individual differences (M = 4.14), peer interactions (M = 4.10), and perceived competence (M = 4.04). Correlational analysis revealed that the relationship between all five factors and both participation and enjoyment was significant (p <.01). The behavior of the instructor was most related to the participation (r =.924) and enjoyment (r =.915), which proves its essential role in influencing the experience of students participating in PE. The findings indicate that supportive teaching habits, positive peer climate, increasing perceived competence, awareness of individual differences, and a variety of activities are important in better student involvement and pleasure. The results were used for developing a student-based activity plan and a professional training module for the Physical Education instructors, intended to increase engagement in the PE classes and to make them enjoyable.