Abstract
This study evaluates the effectiveness of modular performance-based activities in the Special Program in Sports (SPS) at Escalante National High School, with a particular focus on their potential to enhance the athletic and holistic development of student-athletes. The evaluation of the relevance and impact of these tasks in specialized areas, such as sports education, has become increasingly critical with the transition to modular and remote learning. The study examines the demographic profiles of SPS students, assesses the perceived efficacy of modular tasks, and examines variations in effectiveness with respect to gender and sports discipline. A descriptive correlational design was employed to analyze data from 100 Grade 7–10 SPS pupils, which were collected using a structured questionnaire and analyzed using SPSS. The results showed that modular performance-based tasks were highly effective (M = 4.029), with athletics being the most effective, closely followed by volleyball, Sepak Takraw, and basketball. The modular approach's adaptability and equity were illustrated by the absence of substantial disparities based on gender or sports discipline. The challenges that have been identified include the necessity of maintaining student motivation and the limited accessibility of resources. The research suggests that modular assignments are effective in evaluating and developing skills, thereby facilitating the acquisition of essential life skills and athletic abilities. Providing educators with professional development, providing ongoing feedback, instituting inclusive practices, and enhancing resource accessibility are among the recommendations. Future research should examine the long-term effects of these tasks on physical health and career preparedness in order to enhance the educational value of SPS programs.
