Past Time Preferences of Teachers
Past time Preference of Teachers in Daniel R. Aguinaldo National High School
Research Method and Statistics
Presented to Dr. Gaudencio G. Abellanosa
University of Southeastern Philippines
Advance College Division
Obrero, Davao City
In Partial Fulfillment of the Requirements for the Subject in
EDFD 211
Joan A. ASoY
October 2009
Acknowledgment
The researcher would like to convey her profound gratitude to the following people who made this research paper possible: To Dr. Gaudencio Abellanosa for his indefatigable effort in guiding the researchers to successfully finish this endeavor. To the administrators and teachers of Daniel R. Aguinaldo National High School (DRANHS) for their kind accommodation in allowing the researchers to conduct the study inside the institution. To the teachers of DRANHS who shared their precious time in answering the questionnaires, their kind attention is much appreciated. To Our Lord Jesus Christ for His endless provision in accomplishing this paper, indeed without His grace, this paper would not have been possible.
Dedication
The researcher would like to lovingly dedicate this paper to the following people: To our Lord and Savior Jesus Christ, the completion of this paper is the evidence of His abounding love and guidance to the researcher. To Mr. Gaudencio G. Abellanosa, who made this pursuit, a challenging and enriching one. To the Administrators and teachers of Daniel R. Aguinaldo National High School. To my parents and siblings for the inspiration and guidance.
To our co-researchers.
This paper is dedicated also to those unmentioned who were one way or another significant in accomplishing this pursuit.
TABLE OF CONTENTS Page
Title Page i
Acknowledgement ii
Dedication iii
Table of Contents iv
List of Tables v
List of Figures vi
Chapter
1 THE PROBLEM AND ITS SETTING Background of the Study 7 Review of related Literature 7 Theoretical and Conceptual Framework 15 Statement of the Problem 17 Hypothesis 17 Significance of the Study 18 Definitions of Terms 18 2 METHOD Research Design 19 Research Subjects 19 Research Instruments 20 Data Gathering Procedure 20 Statistical Treatment of Data 21 3 RESULTS AND DISCUSSION Sports Activities 22
4 SUMMARY, CONCLUSION AND RECOMMENDATION Summary 32 Conclusion 33 Recommendation 34
REFERENCES 35
CERTIFICATION 38
APPENDICES
A. Letters B. Letter of Permission C. Questionnaires
CURRICULUM VITAE
LIST OF TABLES
Table Page
1 Level of Past time Preference of Teachers in terms of Sports Activities
2. Level of Past time Preference of Teachers in Terms of Indoor Activities
3. Level of Past time Preference of Teachers in terms of Outdoor Activities
3. Significant Difference of Past time Preference when grouped according to Gender
5 Significant Difference of Past time Preference of Teachers when grouped according to length of service
LIST OF FIGURES
Figure Page 1 Conceptual Framework of the Variables of the Study
Chapter 1
The problem and related literature
Introduction
Low leisure-time physical activity is associated with obesity/overweight, diabetes mellitus, and cardiovascular morbidity and mortality. Leisure-time physical activity reduces coronary heart disease risk by lowering blood pressure in hypertensive groups, by protecting against the development of diabetes, by increasing insulin sensitivity, and by decreasing weight and visceral fat accumulation. It also improves cardio respiratory fitness and physical performance. (Swatzky et al, 2007). The recently released Surgeon General 's Report on Physical Activity and Health summarizes the beneficial effects of physical activity on numerous diseases and conditions such as cardiovascular disease, some types of cancer, non-insulin-dependent diabetes, osteoporosis, and others. The Surgeon General 's report also indicates a striking disparity in the amount and type of physical activity research conducted with certain groups of people, particularly minority women. (Eyler, 1997) Activity is viewed as closely linked to recreation in that recreation is activity undertaken during free time/ leisure time. Activities specifically physical activity affects the health status of an individual. Health is wealth as the common cliché goes and so it is but necessary to involve in activities that are of good benefits to health. One of the studies conducted on effects of physical activity in chronic conditions which considers having a negative effect on adults reveals that physical activity partially mediates the impact of chronic conditions on several health outcomes that are important to quality of life (Pigram and Jenkins, 2006). A study on recreational activities in Manila showed that the number one activity was watching television. Active pursuits were not part of the top ten activities Manila residents have chosen. A national survey on Filipino women further revealed that proximity to one’s home environment dictated the sedentary type of activities women participated in. In general, 50 percent or half of Filipinos engage in sedentary to light physical activity. This doubles the risk for coronary artery disease and other chronic degenerative diseases (DOH, 1994). Filipinos spend the least on leisure and recreation which accounted for only .51 percent. The choice of leisure and recreation has so changed over the period. Growing interest in high end sports such as golf and domestic tourism had been decrease. Spending for recreation and leisure is significantly low compared to spending on other commodities (Consumer Trends in the Philippines, 2008).
Review of Related Literature Past Time Preference. Americans spend their time reading, cleaning up, doing more work, even at home. According to the most recent American Time Use Survey issued by U.S. Bureau of Labor Statistics (BLS), the report, which surveyed the amount of time per day that Americans worked, cared for children, and participated in various leisure activities during 2007, found that about 2o percent of employed people did some or all of their work from home last year, compared with 21 percent of employed people who did so in 2006. People with a bachelor 's degree were almost six times as likely to have the option to work from home on occasion. Aristotle viewed leisure as the state of being free from the necessity to labor. Freedom is generally considered the key element of leisure. Thus many definitions link the notion of leisure with free time periods which are relatively free of economic, social or physical constraints or obligations. In these terms, leisure is a residual component discretionary time over and beyond that need for existence (Clawson and Knetsch 1996). Sports Activity. Sports commonly refer to activities where the physical capabilities of the competitor are the sole or primary determinant of the outcome (winning or losing), but the term is also used to include activities such as mind sports (a common name for some card games and board games with little to no element of chance) and motor sports where mental acuity or equipment quality are major factors. Sports, leisure/recreational activities and even paid entertainment allow individuals to manage their free time without constraints. Even in difficult situations, these activities give young people the opportunity to entertain themselves, to relax, to play, and to find cultural enrichment. These activities give young people the possibility of self expression, personal fulfillment, and personal development as an individual and as a member of a group. In addition, sports and leisure activities can raise awareness in young people that can inspire them to contribute to the improvement of their living conditions through volunteerism.” This is the opportunity of leisure/recreation—robust, varied and essential. Too often, though, risk rather than opportunity is the focus of programs and policies that affect young people’s leisure, and leisure is not imagined as the critical time it genuinely is. How leisure/past time is perceived makes all the difference. (Dakar Youth Empowerment Strategy, 2001). Indoor Activities. People living in urban areas throughout the developing world are much further along in the transition than their rural counterparts. Comparatively sedentary jobs demand less physical energy than rural labor; traditional patterns of food preparation are changing. The fact that more people are moving to cities makes the problem [of obesity] more pervasive. (National Food Policy Research Unit 2004) Indoor activities are also a part of the recreation program. The word literally tells us that indoor recreation activities are undertaken on the comfort of ones home or more specifically indoor and they are to recreate the mind and soul. For such indoor recreation activities there are well-established clubs or recreation centers that have well-equipped indoor leisure facilities, which cater for sports activities for all ages and abilities. Such clubs or recreation centers offer a varied program of activities throughout the year. Activities on offer include swimming, volleyball, table tennis, squash, badminton and even football Outdoor Activities. Explaining participation in outdoor recreational activities appears to be a complex task. Devlin notes (1992) people’s recreational use of leisure time will almost inevitably at some stage include outdoor recreation. This is currently true for 90 percent of those who live in Western countries, and for many of these participants, this form of recreation, which represents a very important part of their lives. Environmental issues affect the outdoor activities as well. One fundamental aspect of life that may be altered under this new climatic paradigm is the amount of time that individuals spend outdoors. Outdoor activities are typically less sedentary than indoor ones and thus may have more subtle impacts on population health and time spent outdoors is a direct route through which climate change will affect human health. Therefore, if people self-protect by limiting time outside in response to a change in temperature, this represents a form of short-run adaptation to climate change. (American Recreation Coalition, 2007) In a recent article concerning low physical activity and mortality in women, it was emphasized that sedentary women seem to be a selected group with more medical problems and a less healthy lifestyle than physically active women. However, the fact that there was a strong association in our study, not only when the data were analyzed cross-sectional but also after prospective analyses, could indicate a causal relationship (Buse and Gerber, 2005). On the average day, 66 percent of men reported doing some type of house- hold related activity, such as lawn care, cooking, checkbook manage- ment, etc., up from 64% in 2006. The amount of time men spent on house- hold activities remained steady at 2.1 hours, compared with 2.7 hours for women, 83% of whom reported doing some type of household activity. In other words, while slightly more men are pitching in around the house, their performance, overall, is comparatively mediocre. (Alexandris and Carroll, 1997) Physical activity is now recognized as a strong independent predictor of mortality and chronic disease. Physically active individuals will gain a typical risk reduction of around 30% for major chronic diseases when compared to the inactive. Among non-smoking women, physical inactivity and overweight and obesity together, may account for as much as 31 percent of all premature deaths and 59 percent of deaths from CVD. In addition to its role in preventing disease, physical activity also has a key role in the management of these diseases (Brown, 2004) Duncan (2004) have suggested that higher socioeconomic status is linked with higher involvement in physical activity. In addition, higher educational attainment and family income contribute to higher involvement in physical activity Leisure time physical activity among young people in Finland increased during the 30 years from 1977 to 2007 in both genders, but more among girls than among boys, and the increase was particularly noteworthy in organized sport. This means that, in Finland, leisure time physical activity more often than previously means participation in organized sport (Lauri, 2007). Every individual has its own way of spending their past time depending on the priorities or areas of interest. As cited, individuals are thought to have time personalities that guide their perception and allocation of time across many contexts (Anderson and Golden, 1989). A person’s perception towards past time reflects on the choices they make and the involvement towards a specific activity. Each has its own purpose of how they spend their past time that is appropriate to their workplace or areas they might be staying most of the time.
How individuals frame their time; their time perspective has been significantly correlated with a broad range of attitudes and behaviors (Boyd and Zimbrado,2002). A recent study conducted revealed that respondents with job strain have significantly higher odds ratios of low leisure-time physical activity than the relaxed category. As such people working in industries and factories tend to be deprived with leisure. They are hooked with their tight schedules and demand of output in which most people experienced physical and emotional burnout (Ali and Lindstrom, 2006). Based on the studies, the researchers believe that past time activities of teachers are vital for their physical, emotional and social wellness. Teachers should be involved with activities outside their field of work aside from the usual school work they do everyday.
Theoretical and Conceptual Framework This study is anchored on the study of Clawson and Knetsch (1996) that leisure is a residual component discretionary time over and beyond that need for existence. Likewise, Swatzky (2001) conceptualized that Low leisure-time physical activity is associated with obesity/overweight, diabetes mellitus, and cardiovascular morbidity and mortality. Leisure-time physical activity reduces coronary heart disease risk by lowering blood pressure in hypertensive groups, by protecting against the development of diabetes, by increasing insulin sensitivity, and by decreasing weight and visceral fat accumulation. It also improves cardio respiratory fitness and physical performance. The researchers also believe that age and length of service are significant factors on the Past Time Preferences of teachers. (Boyd and Zimbrado,2002). Presented on Figure 1 is the schematic diagram of the past time preferences of teachers in terms of sports activity indoor activity and outdoor activity. The moderator variables are length of service and gender.
Variable
Moderator Variables
Figure 1: Conceptual Framework Showing the Variables
Statement of the Problem The study was conducted to determine the recreational activities of the secondary public school teachers in Davao City. Specifically, it sought to answers the following questions: 1. What is the level of past time preferences among the teachers in terms of: 1.1 Sports activities 1.2 Outdoor activities 1.3 Indoor activities? 2. Is there a significant difference in the past time preference of teachers when they are grouped into 2.1 Gender 2.2 Length of service?
Hypothesis The null hypothesis of the study is that there is no significant difference in the past time preference of teachers when they are grouped according to gender and length of service.
Significance of the study The findings of the study would be beneficial to the following: Administrators. This would help them see the importance of giving time for the teachers to involve in past time activities to help them be invigorated and replenished in their loads as teachers. This would also enable them to design appropriate retreat activities for the teachers in accordance to the result of the study. Teachers. This study would enable them to identify the current type of recreational activities of the majority of the teachers in the institution. This would also help other teachers who do not engage in any past time activities to realize the importance of involvement in other activities after school.
Definition of terms The following terms are defined operationally: Past time Preference of Teachers. This refers to the activities preferred by teachers done during free time Daniel R. Aguinaldo National High School. A Project Sterling Silver Accredited Public Secondary School located at Matina, Davao City. This is where the study was conducted.
Chapter 2
Method
This chapter includes research design, respondents, instrument, procedure of the study and statistical treatment.
Research Design Descriptive method was used by the researcher as an appropriate design for the study. It is descriptive because the study sought to determine the level of past time preferences of teachers with the indicator such as sports activities, indoor activities and outdoor activities and also to identify the significant difference of past time preference when grouped according to gender and length of service.
Research Subjects Purposive sampling was done in identifying respondents. There were 85 respondents who are teachers from Daniel R. Aguinaldo High School, Davao City
Table 1 Distribution of Respondents
|Gender |Population |Sample |% |
|Males |45 |35 |41.18 |
|Females |55 |50 |58.82 |
|TOTAL |95 |85 |100 |
Research Instrument A questionnaire was made and was validated by 3 professionals specifically holding the degree of Doctoral. Part 1 of the survey questionnaire encompasses the demographic profile of the respondents. Part 2 are identified indicators such as sports, indoor and outdoor activities. Likert-scale was being used in measuring the responses
Range of Means Level Description 4.50 - 5.00 Very High If the teachers always manifest their past time preference
3.50 - 4.49 High If the teachers often manifest their past time preference
2.50 - 3.49 Moderate If the teachers sometimes manifest their past time preference
1.50 - 2.49 Low If the teachers seldom manifest their past time preference
1.00 - 1.49 Very Low If the teachers never manifest their past time preference
Data Gathering Procedure In collecting the data for the study, the following steps are observed: Asking Permission to Conduct the Study. Letters of permission to conduct the study was given to the Principal of Daniel R. Aguinaldo National High School. Administration and Retrieval of the Questionnaires. The researchers administered the questionnaires personally with the help of the teachers. Before the distribution of the questionnaires, the respondents were informed of the purpose of the study and the importance of their responses. This was done in the presence of the teachers in each class. The respondents were given ample time to answer the questionnaires, and the answer sheets were retrieved. Scoring and Subjecting the Data to Statistical Analysis. The data gathered were then tallied and encoded in the computer for statistical analysis.
Statistical Treatment The following tools were used in the analysis and interpretation of data: Mean. This was used to determine the level past time preference of teachers. T-test. This was used to determine the significant difference in the level of past time preference of teachers when grouped according to gender. Analysis of Variance (ANOVA). This was used to determine the significant difference in the level of past time preference of teachers when grouped according to length of service.
Chapter 3
Results and Discussion
In this chapter, the researchers present the data, interpret and analyze the findings. Discussion of topics is arranged in the following subheadings: Level of Past Time Preference of teachers and Significance of the Difference of the Past Time Preference of Teachers when grouped according to Gender and Length of Service.
Level of Past time Preference of Teachers Sports Activities. Presented in Table 1 is the level of past time preference of teachers in terms of sports activities. The teachers claim that they seldom participate in any sports events conducted in their community during weekends (volleyball, basketball, badminton) with the mean score of 1.92 with a verbal description to low level. They seldom watch sports league in their community when there is any with the mean score of 2.31, which is equivalent to low level. They also claim that they seldom train students whenever there is sports competition in their school with the mean score of 2.10 with verbal description of low level. They seldom join teachers’ tournaments during sports fest with a mean score of 2.40, with a verbal description of low level. The overall mean for this indicator is 2.18, which is interpreted as low level.
Table 1.
Level of Past time Preference of Teachers in terms of Sports Activities
| |Mean |Descriptive Equivalent |
|Indicator | | |
|Sports Activities | | |
|1. I participate in any sports events conducted in our community during weekends (e.g |1.92 |Low |
|volleyball, basketball, badminton) | | |
|2. I watch sports league in our community when |2.31 |Low |
|there is any. | | |
|3. I train students whenever there are sports competition in our school |2.10 |Low |
|4. I join teachers’ sports tournaments during sport feasts |2.40 |Low |
|Overall Mean |2.18 |Low |
The teachers claim that they seldom participate in any sports events conducted in their community during weekends (volleyball, basketball, badminton); watch sports league in their community when there is any; train students whenever there is sports competition in their school and join teachers’ tournaments during sports fest. Indoor Activities. Presented in Table 2 is the level of past time preference of teachers in terms of indoor activities. The teachers claim that they seldom enroll in baking, sewing or cooking class during weekends with a mean of 1.63 with a descriptive value of low level. They seldom sell direct-selling products (AVON, Natasha, Sara Lee (tocino, embutido, pastries) and prepaid cell phone loads during their free time with a mean score of 1.98 with a verbal description of low level. Moreover, they seldom meet clients to deal real estate properties, insurance, educational materials etc. during free time/weekends with a mean of 2.46, with a verbal description of low level. They claim that they seldom visit salons, massage centers, beauty spa for their physical wellness with a mean of 1.57 with a descriptive value of low level. The overall mean for this indicator is 1.91, which equivalents to low. The results imply that only few of the teachers prefer indoor activities as their past time activity. The teachers claim that they seldom enroll in baking, sewing or cooking class during weekends. They seldom sell direct-selling products (AVON, Natasha, Sara Lee (tocino, embutido, pastries) and prepaid cell phone loads during their free time. They seldom meet clients to deal real estate
Table 2
Level of Past time Preference of Teachers in terms of Indoor Activities
| |Mean |Verbal Description |
|Indicator | | |
|Indoor Activities | | |
|1. I enroll in baking, sewing or cooking class during weekends. |1.63 |Low |
|2. I sell direct-selling products (i.e. AVON, Natasha, Sara Lee (i.e. tocino, | | |
|embutido, pastries) and prepaid cell phone loads during my free time. |1.98 |Low |
|3. I meet clients to deal real estate properties, insurance, educational |2.46 |Low |
|materials etc. during free time/weekends | | |
|4. I visit salons, massage centers, beauty spa for my physical wellness. |1.57 |Low |
|Overall Mean |1.91 |Low |
properties, insurance, educational materials etc. during free time/weekends. They claim that they seldom visit salons, massage centers, beauty spa for their physical wellness. The teachers were less likely involved in indoor activities. It could be due to financial reasons. Since the mentioned activities requires money and more time. In addition to that, are less likely involved direct-selling activities due to lack of time caused by extra school work. Outdoor Activities. Presented in Table 3 is the level of past time preference of teachers in terms of outdoor activities. The teachers claim that they often enjoy mall strolling with their family/colleagues/friends such as watching movies, window shopping, playing arcade games with a mean of 3.54 with a verbal description of high. They claim that they sometimes engage into hobbies such as gardening (i.e. flower-raising, landscaping, planting etc.); reading with a mean of 3.38 with a descriptive value of moderate. They claim that they sometimes spend their free time on family gatherings such as singing together, picnicking and chatting with a mean score of 3.21 with a descriptive value of moderate. The teachers claim that they often enjoy traveling in the different places around the locality/region/country/other countries with a mean of 3.68, which equivalents to high. The overall mean for this indicator is 3.45 with a descriptive value of moderate. The results imply that most of the teachers prefer outdoor activities as their past time activity.
Table 3
Level of Past time Preference of Teachers in terms of Outdoor Activities
| |Mean |Verbal Description |
|Indicator | | |
|Outdoor Activities | | |
|1. I enjoy malling with my family/colleagues/ friends such as watching movies, |3.54 |High |
|window shopping, playing arcade games) | | |
|2. I engage into hobbies such as gardening (i.e. flower-raising, landscaping, |3.38 |Moderate |
|planting etc.); reading | | |
|3. I spend my free time on Family Gatherings such as singing together, |3.21 |Moderate |
|picnicking and chatting. | | |
|4. I enjoy traveling in the different places around the |3.68 |High |
|locality/region/country/other countries | | |
|Overall Mean |3.45 |Moderate |
The teachers claim that they often enjoy mall strolling with their family/colleagues/friends such as watching movies, window shopping, playing arcade games with a mean of 3.54 with a verbal description of high. They claim that they sometimes engage into hobbies such as gardening (i.e. flower-raising, landscaping, planting etc.); reading with a mean of 3.38 with a descriptive value of moderate. They claim that they sometimes spend their free time on family gatherings such as singing together, picnicking and chatting. The teachers claim that they often enjoy traveling in the different places around the locality/region/country/other countries. The results imply that most of the teachers prefer outdoor activities as their past time activity.
Significant Difference of Past time Preference when grouped according to Gender
Presented in Table 4 is the significant difference of past time preference of teachers when grouped according to gender. Male and female teachers garnered the mean scores of 2.95 and 1.89. The t value is 4.60 with the p value of .07 which is greater than .05 level of significance. The result is not significant and the acceptance of the null hypothesis. This implies that male and female showed equal level of past time preference in terms of sports activities. This implies further that gender is not a source of difference along this indicator. Indoor activities as indicator, male and female garnered the mean scores of 1.60 and 2.03 respectively. The t-value is -2.02 with the p-value of 0.52 which is greater than 0.05 level of significance. The result is not significant and the
Table 4
Significant Difference of Past time Preference when grouped according to Gender
| | |t-value |p-value |Decision |
| |Gender | | |(Ho) |
|Past time | | | | |
| | | | | | |
| |Male |Female | | | |
| | | | | |Accept |
|Sports Activities |2.95 |1.89 |4.60 |.07 | |
| | | | | | |
|Indoor Activities |1.60 |2.03 |-2.02 |.52 |Accept |
| | | | | |Accept |
|Outdoor Activities |3.25 |3.53 |-2.01 |.86 | |
| | | | | | |
| |2.60 |2.48 |.777 |.52 | |
|Total | | | | |Accept |
acceptance of the null hypothesis. This implies that gender is not a source of difference in the past time preference of teachers in terms of indoor activities. This implies further that male and female showed equal level of preference in terms of indoor activities. Outdoor activities as indicator, male and female obtained the mean scores of 3.52 and 3.53 respectively. The t-value is -2.01 with the p-value of 0.86 which is greater than 0.05 level of significance. The result is not significant and the acceptance of the null hypothesis. This implies that gender is not a source of difference in the past time preference of teachers in terms of outdoor activities. This implies further that male and female showed equal level of preference in terms of outdoor activities. Overall mean scores for male and female are 2.60 and 2.48 respectively. The t-value is 0.77 with the p-value of 0.52 which is greater than 0.05 level of significance, thus, the acceptance of the null hypothesis. This implies that gender is not a source of difference in the past time preference of teachers. This implies further that male and female showed equal level of past time preference.
Significant Difference of Past time Preference of Teachers when grouped according to Length of Services
Presented in Table 5 is the significant difference of past time preference of teachers when grouped according to length of service. Mean scores in length of service below 10 garnered 2.58, 11-20 is 1.86 and 21 above is 1.70. The F value is 0.221 with the p value of .02 which is lesser than .05 level of significance.
Table 5
Significant Difference of Past time Preference of Teachers when grouped according to length of service
| | |F-value |Sig. |Decision |
| |Length of Service | | |(Ho) |
|Past time | | | | |
| | | | | | | |
| |Below 10 |11 – 20 |21 – above | | | |
| | | | |0.221 |0.02 |Reject |
|Sports Activities |2.58 |1.86 |1.70 | | | |
| | | | |0.620 |0.37 |Accept |
|Indoor Activities |2.01 |1.93 |1.65 | | | |
| | | | |0.003 |0.25 |Accept |
|Outdoor Activities |3.52 |3.51 |3.19 | | | |
| |4.35 |4.34 |4.25 |0.267 |0.76 |Accept |
|Total | | | | | | |
The result is significant and the rejection of the null hypothesis. This implies further that the length of service is a source of difference along this indicator. Indoor activities as indicator, teachers with the length of service below up to 10 years garnered the mean score of 2.01: 1.93 for 11-20 years: 1.65 for 21 and above respectively. The F-value is 0.620 and the p-value is 0.02 which is greater than 0.05 level of significance. The result is not significant and the acceptance of the null hypothesis. This implies that length of service is not a source of difference in the past time preference of teachers in terms of indoor activities. This implies further that teachers showed equal level of past time preferences in terms of indoor activities regardless of their length of service. Outdoor activities as indicator, teachers with the length of service below up to 10 years garnered the mean score of 3.52 : 3.51 for 11-20 years: 3.19 for 21 and above respectively. The F-value is 0.620 and the p-value is 0.37 which is greater than 0.05 level of significance. The result is not significant and the acceptance of the null hypothesis. This implies that length of service is not a source of difference in the past time preference of teachers in terms of indoor activities. This implies further that teachers showed equal level of past time preferences in terms of indoor activities regardless of their length of service. The past time preference of teachers in terms of length of service are as follows: for below up to 10 years in service, the mean score is 4.35; 4.34 for 11-20 years and 4.25 for 21 years and above respectively. The F-value is 0.267 with the p-value of 0.76 which is greater than 0.05 level of significance, thus, the acceptance of the null hypothesis. This implies that length of service is not a source of difference in the past time preference of teachers. This implies further that length of service showed equal level of past time preference of teachers.
Chapter 4
Summary, Conclusion and recommendation
In this chapter, the researchers present the summary, conclusion and recommendation.
Summary The study was conducted to determine the recreational activities of the secondary public school teachers in Davao City. Specifically, it sought to answers the following questions: 1. What is the level of past time preferences among the teachers in terms of: 1.1 Sports activities 1.2 Outdoor activities 1.3 Indoor activities? 2. Is there a significant difference in the past time preference of teachers when they are grouped into 2.1 Gender 2.2 Length of service? The null hypothesis of the study is that there is no significant difference in the past time preference of teachers when they are grouped according to gender and length of service. Descriptive method was used by the researcher as an appropriate design for the study. Purposive sampling was done in identifying respondents. There were 85 respondents who are teachers. Mean, t-test and ANOVA were the statistical tools used in the study. The findings of the study are summarized as follows: 1. The level of past time preference of teachers is moderate with the mean score of 2.51, however, they revealed low level in terms of sports activities with the mean score of 2.18; 1.91 or low for indoor activities and 3.45 or moderate for outdoor activities. 2. There is no significant difference in the level of past time preference of teachers when they are grouped by gender as revealed in the t-value of 0.77 with the p-value of 0.52 which is greater than 0.05 level of significance. However, There is no significant difference in the level of past time preference of teachers when they are grouped by length of service as revealed in the F-value is 0.267 with the p-value of 0.76 which is greater than 0.05 level of significance,
Conclusion Based on the findings the following conclusions are drawn: 1. The level of past time preference of teachers is moderate. 2. There is no significant difference in the level of past time preference of teachers when they are grouped by gender and length of service.
Recommendation From the foregoing conclusions, the following are the recommendations for implementation. 1. The administrators should establish a program for recreational activities. Activities that would help boost the emotional intelligence of the teachers since this would serve as an avenue to release tension and stress from work likewise to rekindle the camaraderie and bond between and among co-workers. 2. Physical Education teachers were recommended to facilitate the program since they are much oriented with recreational activities. 3. Teachers should participate in recreational activities implemented in the school since this would help them a lot. This would renew their energy and stamina in teaching as well as promotes personality development in the emotional aspect. They are also encouraged to spend time with their families in order to balance the aspects of life in career and in family relationship. 4. Similar studies maybe conducted in other districts in Davao City.
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http://www.thechurchillobserver.com/features/2009/06/08/yoga-gives-teachers-relaxing-way-to-end-the-school-day/. Retrieved date July 22, 2009)
http://ped.sagepub.com/cgi/content/refs/13/2/118
http://en.wikipedia.org.
http://www2.doh.gov.ph/noh/191-193.pdf
http://lifestyle.indianetzone.com/recreation/1/indoor_recreational_activities.htm
APPENDICES
August 7, 2009
MRS. SEGUNDINA C. RAMOS
Principal III
Daniel R. Aguinaldo National High School
Matina, Davao City
Dear Mrs Ramos,
Greetings of peace!
We, the EDFD 211 (Research Methods and Statistics) graduate students of University of Southeastern Philippines under Dr. Gaudencio Avellanosa, would like to ask for your permission for us to distribute questionnaires to your selected faculty members from the different departments under your good school. The questionnaires would be vital in the conduct of our study entitled, “Past Time Preferences of Teachers in Daniel R. Aguinaldo National High School”.
If allowed, the distribution will be on August 7, 2009 at 2:00 PM onwards.
We are assuring you that our distribution would not disrupt classes as well as your faculty members’ time.
Attached in this letter is a sample questionnaire.
Your positive response on this request would be very much appreciated.
Thank you and God bless!
Respectfully,
MAED Students
Past Time Preferences of Selected Teachers in Davao City
I. Profile of Respondents
Name : ___________________________ Position: __________________
School: ______________________________ District: __________
Year Level Handled: ________________ Gender: ___________
Year/s in Service: _________ Subject Taught: ____________
II. Please indicate your response in the following items. Check the frequency in which you engage in the following activities in the past three months.
5- Always 4- Often 3- Sometimes 2- Seldom 1- Never
|ITEM |5 |4 |3 |2 |1 |
|SPORTS ACTIVITIES | | | | | |
| | | | | | |
|1. I participate in any sports event/s conducted | | | | | |
|in our community during weekends | | | | | |
| | | | | | |
|2. I watch sports league in our community when there is any. | | | | | |
|3. I train students whenever there are sports competition in our school | | | | | |
| | | | | | |
|4. I join teachers’ sports tournaments during sportsfests | | | | | |
|INDOOR ACTIVITIES | | | | | |
| | | | | | |
|1. I enroll in baking, sewing or cooking class during weekends. | | | | | |
| | | | | | |
|2. I sell direct-selling products (i.e. AVON, Natasha, Sara Lee), processed | | | | | |
|foods (i.e. tocino, embutido, pastries) and prepaid cellphone loads during | | | | | |
|my free time. | | | | | |
|3. I meet clients to deal real estate properties, insurance, educational | | | | | |
|materials etc. during freetime/weekends | | | | | |
|4. I visit salons, massage centers, beauty spa to improve my physical | | | | | |
|wellness. | | | | | |
|OUTDOOR ACTIVITIES | | | | | |
|1. I enjoy Malling with my family/colleagues/friends such as watching | | | | | |
|movies, window shopping, playing arcade games) | | | | | |
|2. I engage into hobbies such as gardening (i.e. flower-raising, | | | | | |
|landscaping, planting etc.); reading | | | | | |
|3. I spend my freetime on Family Gatherings such as singing together, | | | | | |
|picnicking and chatting. | | | | | |
|4. I enjoy traveling in the different places around the | | | | | |
|locality/region/country/other countries. | | | | | |
VALIDATOR’S RATING
|Name |Mean |Description |
| | | |
|Mrs. Mercelee P. Perez |4.0 |High |
| | | |
|Dr. Aime T. Guarino |3.86 |High |
| | | |
|Mr. Enrico B. Abo |3.86 |High |
| | | |
|Overall |3.90 |High |
CURRICULUM VITAE
Name : MELODY C. INOFERIO
Birth date : November 16, 1983
Sex : female
Age : 26
Educational Attainment: Elementary : Buhangin Central Elementary School SECONDARY : Davao City National High School TERTIARY : University of Southeastern Philippines COURSE : Bachelor of Home Economics : GRADUATE : M.A. in Educational Management (in-progress)
PROFESSIONAL EXPERIENCE
Faculty Member
Child of God Learning Center, Buhangin Davao City
2005-2006
Faculty Member
Holy Cross of Agdao, Agdao, Davao City
2006-2007
Tutor, Greenbox Tutorial Center, Matina Davao City
2006-2007
Teacher 1
Cabonbon Elementary School (Department of Education)
2008-present
CURRICULUM VITAE
Name : CYL ANDE D. HERNANDEZ
Birth date : September 17, 1983
Sex : Female
Age : 26
Educational Attainment:
Elementary : Kapitan Tomas Monteverde Sr. Cent. Elementary School
SECONDARY : Daniel R. Aguinaldo High School
TERTIARY : University of Southeastern Philippines
COURSE : Bachelor of Home Economics
GRADUATE : M.A. in Educational Management (in-progress).
PROFESSIONAL EXPERIENCE
Data Encoder
Philippine Health Insurance Corporation, Ecoland Davao City
2007
Tutor
Bethel Language and Culture Center, Matina Davao City
2006-2008
Publication Staff In-charge
Brokenshire College Research and Publication Office
2008-2009
Teacher 1
Daniel R. Aguinaldo National High School
Matina Davao City
2009-present
CURRICULUM VITAE
Name : RAULYN C. FUENTES
Birth date : July 3, 1983
Sex : Female
Age : 26
Educational Attainment:
Elementary : Quezon Elementary School
SECONDARY : Davao City National High School
TERTIARY : University of Southeastern Philippines
COURSE : Bachelor of Home Economics
GRADUATE : M.A. in Educational Management (in-progress).
PROFESSIONAL EXPERIENCE
Administrative Assistant,
Christian Colleges of Southeast Asia,
Ecoland Davao City
2004
Administrative Assistant/Teacher
Progressive Learning Development Center,
Cabaguio Avenue Davao City 2004-2005
Research Assistant
Brokenshire College
2006 to present
CURRICULUM VITAE
Name : LEONORA C. MAHINAY
Birth date : JUNE 25,1963
Sex : Female
Age : 46 yrs.
Educational Attainment:
Elementary : Elementarya ng Ma-a
SECONDARY : Matina Barangay High School
TERTIARY : Rizal Memorial Colleges
COURSE : Bachelor of Elementary Education
GRADUATE : M.A. in Educational Management and MED ALS Alternative Learning System
PROFESSIONAL EXPERIENCE
Teacher 1
Dela Peña Narisma Recaño Elem.School
Bajada La Union, San Isidro, Davao Oriental
1994-1998
Teacher 111
Ciriaco Mariano Elementary School
74-A Purok 9, Shrine Hills, Matina, Davao City 1998-2009
CURRICULUM VITAE
Name : JOAN A. ASOY
Birthdate : June 23, 1979
Sex : Female
Age : 30
Educational Attainment: Elementary : Astorga Central Elementary School SECONDARY : St. Peter 's College of Toril TERTIARY : University of Southeastern Philippines COURSE : Bachelor of Elementary Education : GRADUATE : M.A. in Alternative Learning System (in-progress)
PROFESSIONAL EXPERIENCE
Faculty Member
Ateneo de Davao University (Graders Department)
2000 - 2001
Teacher 1
Tibolo Elementary School
2001- 2006
Teacher 2
Ciriaco Mariano Elementary School
2006 - present
-----------------------
Past time Preference of Teachers
Sports Activity Indoor Activity Outdoor Activity
Gender Length of service
References: Ajzen and Driver (1992) Living with Stress and Promoting Well Being. Anderson, J. and Golden, R. (1989) Outdoor Recreational Management. Rotledge, London. Blomstrand. A. C, Björkelund, N. Ariai, L. Lissner and C. Bengtsson (1998) Effects of leisure-time physical activity on well-being among women: a 32-year perspective. http://sjp.sagepub.com/cgi/content/abstract/37/7/706. Eyler,A, Brownson,R. King,A. D. Brown and Donatelle,R. Heath (1997) Physical activity and women in the United States: An overview of health benefits, prevalence, and intervention opportunities. Women Health American Recreation Coalition (2007) Boyd and Zimbrado,2002; Zimbardo, Keogh and Boyd, 1997 Attitudes and Behaviors Psychology from Science to Practice Buse, U. and Gerber, M. (eds) (2005) International Comparison of Physical Education, Concepts, Problems, Prospects. Aachen: Meyer & Meyer Sport. Carrol, B. (1997). Living with Stress and Promoting Well Being. Clawson ,M. and Knestch,J. (1992) Economics of Outdoor Recreation, Baltimore, MD: Jhons Hopkins Press. De Knop, P., Engström, L.-M., Skirstad, B. and Weiss, M.R. (eds) (1996) Worldwide Trends in Youth Sport. Champaign, IL: Human Kinetics. Jacobs and Gerson (2001) Working with Emotional Intelligence. Bantalan Brooks Lauri L., (2007) Trends in leisure time physical activity among young people in Finland. Murphy, 1981:52. Technological Effects. Franklin Covey Company USA. Pigram and Jenkins, 2006. Values and Work Ethics , Phils. Shelton, T. (2006) Advocacy for physical activity-from to influence. Swatzky et al, 2007. The 8th Habits from Effectiveness to Greatness. American Time Use Survey (2004) issued by the U.S. Bureau of Labor Statistics (BLS) http://www.britannica.com/bps/additionalcontent/18/34632662/How-Americans-Spend-Their-Time. Retrieved date July 22, 2009 http://www.answers.com/topic/recreation http://www.thechurchillobserver.com/features/2009/06/08/yoga-gives-teachers-relaxing-way-to-end-the-school-day/. Retrieved date July 22, 2009) http://ped.sagepub.com/cgi/content/refs/13/2/118 APPENDICES August 7, 2009
Research Method and Statistics
Presented to Dr. Gaudencio G. Abellanosa
University of Southeastern Philippines
Advance College Division
Obrero, Davao City
In Partial Fulfillment of the Requirements for the Subject in
EDFD 211
Joan A. ASoY
October 2009
Acknowledgment
The researcher would like to convey her profound gratitude to the following people who made this research paper possible: To Dr. Gaudencio Abellanosa for his indefatigable effort in guiding the researchers to successfully finish this endeavor. To the administrators and teachers of Daniel R. Aguinaldo National High School (DRANHS) for their kind accommodation in allowing the researchers to conduct the study inside the institution. To the teachers of DRANHS who shared their precious time in answering the questionnaires, their kind attention is much appreciated. To Our Lord Jesus Christ for His endless provision in accomplishing this paper, indeed without His grace, this paper would not have been possible.
Dedication
The researcher would like to lovingly dedicate this paper to the following people: To our Lord and Savior Jesus Christ, the completion of this paper is the evidence of His abounding love and guidance to the researcher. To Mr. Gaudencio G. Abellanosa, who made this pursuit, a challenging and enriching one. To the Administrators and teachers of Daniel R. Aguinaldo National High School. To my parents and siblings for the inspiration and guidance.
To our co-researchers.
This paper is dedicated also to those unmentioned who were one way or another significant in accomplishing this pursuit.
TABLE OF CONTENTS Page
Title Page i
Acknowledgement ii
Dedication iii
Table of Contents iv
List of Tables v
List of Figures vi
Chapter
1 THE PROBLEM AND ITS SETTING Background of the Study 7 Review of related Literature 7 Theoretical and Conceptual Framework 15 Statement of the Problem 17 Hypothesis 17 Significance of the Study 18 Definitions of Terms 18 2 METHOD Research Design 19 Research Subjects 19 Research Instruments 20 Data Gathering Procedure 20 Statistical Treatment of Data 21 3 RESULTS AND DISCUSSION Sports Activities 22
4 SUMMARY, CONCLUSION AND RECOMMENDATION Summary 32 Conclusion 33 Recommendation 34
REFERENCES 35
CERTIFICATION 38
APPENDICES
A. Letters B. Letter of Permission C. Questionnaires
CURRICULUM VITAE
LIST OF TABLES
Table Page
1 Level of Past time Preference of Teachers in terms of Sports Activities
2. Level of Past time Preference of Teachers in Terms of Indoor Activities
3. Level of Past time Preference of Teachers in terms of Outdoor Activities
3. Significant Difference of Past time Preference when grouped according to Gender
5 Significant Difference of Past time Preference of Teachers when grouped according to length of service
LIST OF FIGURES
Figure Page 1 Conceptual Framework of the Variables of the Study
Chapter 1
The problem and related literature
Introduction
Low leisure-time physical activity is associated with obesity/overweight, diabetes mellitus, and cardiovascular morbidity and mortality. Leisure-time physical activity reduces coronary heart disease risk by lowering blood pressure in hypertensive groups, by protecting against the development of diabetes, by increasing insulin sensitivity, and by decreasing weight and visceral fat accumulation. It also improves cardio respiratory fitness and physical performance. (Swatzky et al, 2007). The recently released Surgeon General 's Report on Physical Activity and Health summarizes the beneficial effects of physical activity on numerous diseases and conditions such as cardiovascular disease, some types of cancer, non-insulin-dependent diabetes, osteoporosis, and others. The Surgeon General 's report also indicates a striking disparity in the amount and type of physical activity research conducted with certain groups of people, particularly minority women. (Eyler, 1997) Activity is viewed as closely linked to recreation in that recreation is activity undertaken during free time/ leisure time. Activities specifically physical activity affects the health status of an individual. Health is wealth as the common cliché goes and so it is but necessary to involve in activities that are of good benefits to health. One of the studies conducted on effects of physical activity in chronic conditions which considers having a negative effect on adults reveals that physical activity partially mediates the impact of chronic conditions on several health outcomes that are important to quality of life (Pigram and Jenkins, 2006). A study on recreational activities in Manila showed that the number one activity was watching television. Active pursuits were not part of the top ten activities Manila residents have chosen. A national survey on Filipino women further revealed that proximity to one’s home environment dictated the sedentary type of activities women participated in. In general, 50 percent or half of Filipinos engage in sedentary to light physical activity. This doubles the risk for coronary artery disease and other chronic degenerative diseases (DOH, 1994). Filipinos spend the least on leisure and recreation which accounted for only .51 percent. The choice of leisure and recreation has so changed over the period. Growing interest in high end sports such as golf and domestic tourism had been decrease. Spending for recreation and leisure is significantly low compared to spending on other commodities (Consumer Trends in the Philippines, 2008).
Review of Related Literature Past Time Preference. Americans spend their time reading, cleaning up, doing more work, even at home. According to the most recent American Time Use Survey issued by U.S. Bureau of Labor Statistics (BLS), the report, which surveyed the amount of time per day that Americans worked, cared for children, and participated in various leisure activities during 2007, found that about 2o percent of employed people did some or all of their work from home last year, compared with 21 percent of employed people who did so in 2006. People with a bachelor 's degree were almost six times as likely to have the option to work from home on occasion. Aristotle viewed leisure as the state of being free from the necessity to labor. Freedom is generally considered the key element of leisure. Thus many definitions link the notion of leisure with free time periods which are relatively free of economic, social or physical constraints or obligations. In these terms, leisure is a residual component discretionary time over and beyond that need for existence (Clawson and Knetsch 1996). Sports Activity. Sports commonly refer to activities where the physical capabilities of the competitor are the sole or primary determinant of the outcome (winning or losing), but the term is also used to include activities such as mind sports (a common name for some card games and board games with little to no element of chance) and motor sports where mental acuity or equipment quality are major factors. Sports, leisure/recreational activities and even paid entertainment allow individuals to manage their free time without constraints. Even in difficult situations, these activities give young people the opportunity to entertain themselves, to relax, to play, and to find cultural enrichment. These activities give young people the possibility of self expression, personal fulfillment, and personal development as an individual and as a member of a group. In addition, sports and leisure activities can raise awareness in young people that can inspire them to contribute to the improvement of their living conditions through volunteerism.” This is the opportunity of leisure/recreation—robust, varied and essential. Too often, though, risk rather than opportunity is the focus of programs and policies that affect young people’s leisure, and leisure is not imagined as the critical time it genuinely is. How leisure/past time is perceived makes all the difference. (Dakar Youth Empowerment Strategy, 2001). Indoor Activities. People living in urban areas throughout the developing world are much further along in the transition than their rural counterparts. Comparatively sedentary jobs demand less physical energy than rural labor; traditional patterns of food preparation are changing. The fact that more people are moving to cities makes the problem [of obesity] more pervasive. (National Food Policy Research Unit 2004) Indoor activities are also a part of the recreation program. The word literally tells us that indoor recreation activities are undertaken on the comfort of ones home or more specifically indoor and they are to recreate the mind and soul. For such indoor recreation activities there are well-established clubs or recreation centers that have well-equipped indoor leisure facilities, which cater for sports activities for all ages and abilities. Such clubs or recreation centers offer a varied program of activities throughout the year. Activities on offer include swimming, volleyball, table tennis, squash, badminton and even football Outdoor Activities. Explaining participation in outdoor recreational activities appears to be a complex task. Devlin notes (1992) people’s recreational use of leisure time will almost inevitably at some stage include outdoor recreation. This is currently true for 90 percent of those who live in Western countries, and for many of these participants, this form of recreation, which represents a very important part of their lives. Environmental issues affect the outdoor activities as well. One fundamental aspect of life that may be altered under this new climatic paradigm is the amount of time that individuals spend outdoors. Outdoor activities are typically less sedentary than indoor ones and thus may have more subtle impacts on population health and time spent outdoors is a direct route through which climate change will affect human health. Therefore, if people self-protect by limiting time outside in response to a change in temperature, this represents a form of short-run adaptation to climate change. (American Recreation Coalition, 2007) In a recent article concerning low physical activity and mortality in women, it was emphasized that sedentary women seem to be a selected group with more medical problems and a less healthy lifestyle than physically active women. However, the fact that there was a strong association in our study, not only when the data were analyzed cross-sectional but also after prospective analyses, could indicate a causal relationship (Buse and Gerber, 2005). On the average day, 66 percent of men reported doing some type of house- hold related activity, such as lawn care, cooking, checkbook manage- ment, etc., up from 64% in 2006. The amount of time men spent on house- hold activities remained steady at 2.1 hours, compared with 2.7 hours for women, 83% of whom reported doing some type of household activity. In other words, while slightly more men are pitching in around the house, their performance, overall, is comparatively mediocre. (Alexandris and Carroll, 1997) Physical activity is now recognized as a strong independent predictor of mortality and chronic disease. Physically active individuals will gain a typical risk reduction of around 30% for major chronic diseases when compared to the inactive. Among non-smoking women, physical inactivity and overweight and obesity together, may account for as much as 31 percent of all premature deaths and 59 percent of deaths from CVD. In addition to its role in preventing disease, physical activity also has a key role in the management of these diseases (Brown, 2004) Duncan (2004) have suggested that higher socioeconomic status is linked with higher involvement in physical activity. In addition, higher educational attainment and family income contribute to higher involvement in physical activity Leisure time physical activity among young people in Finland increased during the 30 years from 1977 to 2007 in both genders, but more among girls than among boys, and the increase was particularly noteworthy in organized sport. This means that, in Finland, leisure time physical activity more often than previously means participation in organized sport (Lauri, 2007). Every individual has its own way of spending their past time depending on the priorities or areas of interest. As cited, individuals are thought to have time personalities that guide their perception and allocation of time across many contexts (Anderson and Golden, 1989). A person’s perception towards past time reflects on the choices they make and the involvement towards a specific activity. Each has its own purpose of how they spend their past time that is appropriate to their workplace or areas they might be staying most of the time.
How individuals frame their time; their time perspective has been significantly correlated with a broad range of attitudes and behaviors (Boyd and Zimbrado,2002). A recent study conducted revealed that respondents with job strain have significantly higher odds ratios of low leisure-time physical activity than the relaxed category. As such people working in industries and factories tend to be deprived with leisure. They are hooked with their tight schedules and demand of output in which most people experienced physical and emotional burnout (Ali and Lindstrom, 2006). Based on the studies, the researchers believe that past time activities of teachers are vital for their physical, emotional and social wellness. Teachers should be involved with activities outside their field of work aside from the usual school work they do everyday.
Theoretical and Conceptual Framework This study is anchored on the study of Clawson and Knetsch (1996) that leisure is a residual component discretionary time over and beyond that need for existence. Likewise, Swatzky (2001) conceptualized that Low leisure-time physical activity is associated with obesity/overweight, diabetes mellitus, and cardiovascular morbidity and mortality. Leisure-time physical activity reduces coronary heart disease risk by lowering blood pressure in hypertensive groups, by protecting against the development of diabetes, by increasing insulin sensitivity, and by decreasing weight and visceral fat accumulation. It also improves cardio respiratory fitness and physical performance. The researchers also believe that age and length of service are significant factors on the Past Time Preferences of teachers. (Boyd and Zimbrado,2002). Presented on Figure 1 is the schematic diagram of the past time preferences of teachers in terms of sports activity indoor activity and outdoor activity. The moderator variables are length of service and gender.
Variable
Moderator Variables
Figure 1: Conceptual Framework Showing the Variables
Statement of the Problem The study was conducted to determine the recreational activities of the secondary public school teachers in Davao City. Specifically, it sought to answers the following questions: 1. What is the level of past time preferences among the teachers in terms of: 1.1 Sports activities 1.2 Outdoor activities 1.3 Indoor activities? 2. Is there a significant difference in the past time preference of teachers when they are grouped into 2.1 Gender 2.2 Length of service?
Hypothesis The null hypothesis of the study is that there is no significant difference in the past time preference of teachers when they are grouped according to gender and length of service.
Significance of the study The findings of the study would be beneficial to the following: Administrators. This would help them see the importance of giving time for the teachers to involve in past time activities to help them be invigorated and replenished in their loads as teachers. This would also enable them to design appropriate retreat activities for the teachers in accordance to the result of the study. Teachers. This study would enable them to identify the current type of recreational activities of the majority of the teachers in the institution. This would also help other teachers who do not engage in any past time activities to realize the importance of involvement in other activities after school.
Definition of terms The following terms are defined operationally: Past time Preference of Teachers. This refers to the activities preferred by teachers done during free time Daniel R. Aguinaldo National High School. A Project Sterling Silver Accredited Public Secondary School located at Matina, Davao City. This is where the study was conducted.
Chapter 2
Method
This chapter includes research design, respondents, instrument, procedure of the study and statistical treatment.
Research Design Descriptive method was used by the researcher as an appropriate design for the study. It is descriptive because the study sought to determine the level of past time preferences of teachers with the indicator such as sports activities, indoor activities and outdoor activities and also to identify the significant difference of past time preference when grouped according to gender and length of service.
Research Subjects Purposive sampling was done in identifying respondents. There were 85 respondents who are teachers from Daniel R. Aguinaldo High School, Davao City
Table 1 Distribution of Respondents
|Gender |Population |Sample |% |
|Males |45 |35 |41.18 |
|Females |55 |50 |58.82 |
|TOTAL |95 |85 |100 |
Research Instrument A questionnaire was made and was validated by 3 professionals specifically holding the degree of Doctoral. Part 1 of the survey questionnaire encompasses the demographic profile of the respondents. Part 2 are identified indicators such as sports, indoor and outdoor activities. Likert-scale was being used in measuring the responses
Range of Means Level Description 4.50 - 5.00 Very High If the teachers always manifest their past time preference
3.50 - 4.49 High If the teachers often manifest their past time preference
2.50 - 3.49 Moderate If the teachers sometimes manifest their past time preference
1.50 - 2.49 Low If the teachers seldom manifest their past time preference
1.00 - 1.49 Very Low If the teachers never manifest their past time preference
Data Gathering Procedure In collecting the data for the study, the following steps are observed: Asking Permission to Conduct the Study. Letters of permission to conduct the study was given to the Principal of Daniel R. Aguinaldo National High School. Administration and Retrieval of the Questionnaires. The researchers administered the questionnaires personally with the help of the teachers. Before the distribution of the questionnaires, the respondents were informed of the purpose of the study and the importance of their responses. This was done in the presence of the teachers in each class. The respondents were given ample time to answer the questionnaires, and the answer sheets were retrieved. Scoring and Subjecting the Data to Statistical Analysis. The data gathered were then tallied and encoded in the computer for statistical analysis.
Statistical Treatment The following tools were used in the analysis and interpretation of data: Mean. This was used to determine the level past time preference of teachers. T-test. This was used to determine the significant difference in the level of past time preference of teachers when grouped according to gender. Analysis of Variance (ANOVA). This was used to determine the significant difference in the level of past time preference of teachers when grouped according to length of service.
Chapter 3
Results and Discussion
In this chapter, the researchers present the data, interpret and analyze the findings. Discussion of topics is arranged in the following subheadings: Level of Past Time Preference of teachers and Significance of the Difference of the Past Time Preference of Teachers when grouped according to Gender and Length of Service.
Level of Past time Preference of Teachers Sports Activities. Presented in Table 1 is the level of past time preference of teachers in terms of sports activities. The teachers claim that they seldom participate in any sports events conducted in their community during weekends (volleyball, basketball, badminton) with the mean score of 1.92 with a verbal description to low level. They seldom watch sports league in their community when there is any with the mean score of 2.31, which is equivalent to low level. They also claim that they seldom train students whenever there is sports competition in their school with the mean score of 2.10 with verbal description of low level. They seldom join teachers’ tournaments during sports fest with a mean score of 2.40, with a verbal description of low level. The overall mean for this indicator is 2.18, which is interpreted as low level.
Table 1.
Level of Past time Preference of Teachers in terms of Sports Activities
| |Mean |Descriptive Equivalent |
|Indicator | | |
|Sports Activities | | |
|1. I participate in any sports events conducted in our community during weekends (e.g |1.92 |Low |
|volleyball, basketball, badminton) | | |
|2. I watch sports league in our community when |2.31 |Low |
|there is any. | | |
|3. I train students whenever there are sports competition in our school |2.10 |Low |
|4. I join teachers’ sports tournaments during sport feasts |2.40 |Low |
|Overall Mean |2.18 |Low |
The teachers claim that they seldom participate in any sports events conducted in their community during weekends (volleyball, basketball, badminton); watch sports league in their community when there is any; train students whenever there is sports competition in their school and join teachers’ tournaments during sports fest. Indoor Activities. Presented in Table 2 is the level of past time preference of teachers in terms of indoor activities. The teachers claim that they seldom enroll in baking, sewing or cooking class during weekends with a mean of 1.63 with a descriptive value of low level. They seldom sell direct-selling products (AVON, Natasha, Sara Lee (tocino, embutido, pastries) and prepaid cell phone loads during their free time with a mean score of 1.98 with a verbal description of low level. Moreover, they seldom meet clients to deal real estate properties, insurance, educational materials etc. during free time/weekends with a mean of 2.46, with a verbal description of low level. They claim that they seldom visit salons, massage centers, beauty spa for their physical wellness with a mean of 1.57 with a descriptive value of low level. The overall mean for this indicator is 1.91, which equivalents to low. The results imply that only few of the teachers prefer indoor activities as their past time activity. The teachers claim that they seldom enroll in baking, sewing or cooking class during weekends. They seldom sell direct-selling products (AVON, Natasha, Sara Lee (tocino, embutido, pastries) and prepaid cell phone loads during their free time. They seldom meet clients to deal real estate
Table 2
Level of Past time Preference of Teachers in terms of Indoor Activities
| |Mean |Verbal Description |
|Indicator | | |
|Indoor Activities | | |
|1. I enroll in baking, sewing or cooking class during weekends. |1.63 |Low |
|2. I sell direct-selling products (i.e. AVON, Natasha, Sara Lee (i.e. tocino, | | |
|embutido, pastries) and prepaid cell phone loads during my free time. |1.98 |Low |
|3. I meet clients to deal real estate properties, insurance, educational |2.46 |Low |
|materials etc. during free time/weekends | | |
|4. I visit salons, massage centers, beauty spa for my physical wellness. |1.57 |Low |
|Overall Mean |1.91 |Low |
properties, insurance, educational materials etc. during free time/weekends. They claim that they seldom visit salons, massage centers, beauty spa for their physical wellness. The teachers were less likely involved in indoor activities. It could be due to financial reasons. Since the mentioned activities requires money and more time. In addition to that, are less likely involved direct-selling activities due to lack of time caused by extra school work. Outdoor Activities. Presented in Table 3 is the level of past time preference of teachers in terms of outdoor activities. The teachers claim that they often enjoy mall strolling with their family/colleagues/friends such as watching movies, window shopping, playing arcade games with a mean of 3.54 with a verbal description of high. They claim that they sometimes engage into hobbies such as gardening (i.e. flower-raising, landscaping, planting etc.); reading with a mean of 3.38 with a descriptive value of moderate. They claim that they sometimes spend their free time on family gatherings such as singing together, picnicking and chatting with a mean score of 3.21 with a descriptive value of moderate. The teachers claim that they often enjoy traveling in the different places around the locality/region/country/other countries with a mean of 3.68, which equivalents to high. The overall mean for this indicator is 3.45 with a descriptive value of moderate. The results imply that most of the teachers prefer outdoor activities as their past time activity.
Table 3
Level of Past time Preference of Teachers in terms of Outdoor Activities
| |Mean |Verbal Description |
|Indicator | | |
|Outdoor Activities | | |
|1. I enjoy malling with my family/colleagues/ friends such as watching movies, |3.54 |High |
|window shopping, playing arcade games) | | |
|2. I engage into hobbies such as gardening (i.e. flower-raising, landscaping, |3.38 |Moderate |
|planting etc.); reading | | |
|3. I spend my free time on Family Gatherings such as singing together, |3.21 |Moderate |
|picnicking and chatting. | | |
|4. I enjoy traveling in the different places around the |3.68 |High |
|locality/region/country/other countries | | |
|Overall Mean |3.45 |Moderate |
The teachers claim that they often enjoy mall strolling with their family/colleagues/friends such as watching movies, window shopping, playing arcade games with a mean of 3.54 with a verbal description of high. They claim that they sometimes engage into hobbies such as gardening (i.e. flower-raising, landscaping, planting etc.); reading with a mean of 3.38 with a descriptive value of moderate. They claim that they sometimes spend their free time on family gatherings such as singing together, picnicking and chatting. The teachers claim that they often enjoy traveling in the different places around the locality/region/country/other countries. The results imply that most of the teachers prefer outdoor activities as their past time activity.
Significant Difference of Past time Preference when grouped according to Gender
Presented in Table 4 is the significant difference of past time preference of teachers when grouped according to gender. Male and female teachers garnered the mean scores of 2.95 and 1.89. The t value is 4.60 with the p value of .07 which is greater than .05 level of significance. The result is not significant and the acceptance of the null hypothesis. This implies that male and female showed equal level of past time preference in terms of sports activities. This implies further that gender is not a source of difference along this indicator. Indoor activities as indicator, male and female garnered the mean scores of 1.60 and 2.03 respectively. The t-value is -2.02 with the p-value of 0.52 which is greater than 0.05 level of significance. The result is not significant and the
Table 4
Significant Difference of Past time Preference when grouped according to Gender
| | |t-value |p-value |Decision |
| |Gender | | |(Ho) |
|Past time | | | | |
| | | | | | |
| |Male |Female | | | |
| | | | | |Accept |
|Sports Activities |2.95 |1.89 |4.60 |.07 | |
| | | | | | |
|Indoor Activities |1.60 |2.03 |-2.02 |.52 |Accept |
| | | | | |Accept |
|Outdoor Activities |3.25 |3.53 |-2.01 |.86 | |
| | | | | | |
| |2.60 |2.48 |.777 |.52 | |
|Total | | | | |Accept |
acceptance of the null hypothesis. This implies that gender is not a source of difference in the past time preference of teachers in terms of indoor activities. This implies further that male and female showed equal level of preference in terms of indoor activities. Outdoor activities as indicator, male and female obtained the mean scores of 3.52 and 3.53 respectively. The t-value is -2.01 with the p-value of 0.86 which is greater than 0.05 level of significance. The result is not significant and the acceptance of the null hypothesis. This implies that gender is not a source of difference in the past time preference of teachers in terms of outdoor activities. This implies further that male and female showed equal level of preference in terms of outdoor activities. Overall mean scores for male and female are 2.60 and 2.48 respectively. The t-value is 0.77 with the p-value of 0.52 which is greater than 0.05 level of significance, thus, the acceptance of the null hypothesis. This implies that gender is not a source of difference in the past time preference of teachers. This implies further that male and female showed equal level of past time preference.
Significant Difference of Past time Preference of Teachers when grouped according to Length of Services
Presented in Table 5 is the significant difference of past time preference of teachers when grouped according to length of service. Mean scores in length of service below 10 garnered 2.58, 11-20 is 1.86 and 21 above is 1.70. The F value is 0.221 with the p value of .02 which is lesser than .05 level of significance.
Table 5
Significant Difference of Past time Preference of Teachers when grouped according to length of service
| | |F-value |Sig. |Decision |
| |Length of Service | | |(Ho) |
|Past time | | | | |
| | | | | | | |
| |Below 10 |11 – 20 |21 – above | | | |
| | | | |0.221 |0.02 |Reject |
|Sports Activities |2.58 |1.86 |1.70 | | | |
| | | | |0.620 |0.37 |Accept |
|Indoor Activities |2.01 |1.93 |1.65 | | | |
| | | | |0.003 |0.25 |Accept |
|Outdoor Activities |3.52 |3.51 |3.19 | | | |
| |4.35 |4.34 |4.25 |0.267 |0.76 |Accept |
|Total | | | | | | |
The result is significant and the rejection of the null hypothesis. This implies further that the length of service is a source of difference along this indicator. Indoor activities as indicator, teachers with the length of service below up to 10 years garnered the mean score of 2.01: 1.93 for 11-20 years: 1.65 for 21 and above respectively. The F-value is 0.620 and the p-value is 0.02 which is greater than 0.05 level of significance. The result is not significant and the acceptance of the null hypothesis. This implies that length of service is not a source of difference in the past time preference of teachers in terms of indoor activities. This implies further that teachers showed equal level of past time preferences in terms of indoor activities regardless of their length of service. Outdoor activities as indicator, teachers with the length of service below up to 10 years garnered the mean score of 3.52 : 3.51 for 11-20 years: 3.19 for 21 and above respectively. The F-value is 0.620 and the p-value is 0.37 which is greater than 0.05 level of significance. The result is not significant and the acceptance of the null hypothesis. This implies that length of service is not a source of difference in the past time preference of teachers in terms of indoor activities. This implies further that teachers showed equal level of past time preferences in terms of indoor activities regardless of their length of service. The past time preference of teachers in terms of length of service are as follows: for below up to 10 years in service, the mean score is 4.35; 4.34 for 11-20 years and 4.25 for 21 years and above respectively. The F-value is 0.267 with the p-value of 0.76 which is greater than 0.05 level of significance, thus, the acceptance of the null hypothesis. This implies that length of service is not a source of difference in the past time preference of teachers. This implies further that length of service showed equal level of past time preference of teachers.
Chapter 4
Summary, Conclusion and recommendation
In this chapter, the researchers present the summary, conclusion and recommendation.
Summary The study was conducted to determine the recreational activities of the secondary public school teachers in Davao City. Specifically, it sought to answers the following questions: 1. What is the level of past time preferences among the teachers in terms of: 1.1 Sports activities 1.2 Outdoor activities 1.3 Indoor activities? 2. Is there a significant difference in the past time preference of teachers when they are grouped into 2.1 Gender 2.2 Length of service? The null hypothesis of the study is that there is no significant difference in the past time preference of teachers when they are grouped according to gender and length of service. Descriptive method was used by the researcher as an appropriate design for the study. Purposive sampling was done in identifying respondents. There were 85 respondents who are teachers. Mean, t-test and ANOVA were the statistical tools used in the study. The findings of the study are summarized as follows: 1. The level of past time preference of teachers is moderate with the mean score of 2.51, however, they revealed low level in terms of sports activities with the mean score of 2.18; 1.91 or low for indoor activities and 3.45 or moderate for outdoor activities. 2. There is no significant difference in the level of past time preference of teachers when they are grouped by gender as revealed in the t-value of 0.77 with the p-value of 0.52 which is greater than 0.05 level of significance. However, There is no significant difference in the level of past time preference of teachers when they are grouped by length of service as revealed in the F-value is 0.267 with the p-value of 0.76 which is greater than 0.05 level of significance,
Conclusion Based on the findings the following conclusions are drawn: 1. The level of past time preference of teachers is moderate. 2. There is no significant difference in the level of past time preference of teachers when they are grouped by gender and length of service.
Recommendation From the foregoing conclusions, the following are the recommendations for implementation. 1. The administrators should establish a program for recreational activities. Activities that would help boost the emotional intelligence of the teachers since this would serve as an avenue to release tension and stress from work likewise to rekindle the camaraderie and bond between and among co-workers. 2. Physical Education teachers were recommended to facilitate the program since they are much oriented with recreational activities. 3. Teachers should participate in recreational activities implemented in the school since this would help them a lot. This would renew their energy and stamina in teaching as well as promotes personality development in the emotional aspect. They are also encouraged to spend time with their families in order to balance the aspects of life in career and in family relationship. 4. Similar studies maybe conducted in other districts in Davao City.
References
Ajzen and Driver (1992) Living with Stress and Promoting Well Being. Skidmore Roth Publishing Inc. Texas.
Anderson, J. and Golden, R. (1989) Outdoor Recreational Management. Rotledge, London.
Blomstrand. A. C, Björkelund, N. Ariai, L. Lissner and C. Bengtsson (1998) Effects of leisure-time physical activity on well-being among women: a 32-year perspective. http://sjp.sagepub.com/cgi/content/abstract/37/7/706.
Eyler,A, Brownson,R. King,A. D. Brown and Donatelle,R. Heath (1997) Physical activity and women in the United States: An overview of health benefits, prevalence, and intervention opportunities. Women Health
American Recreation Coalition (2007). “Outdoor recreation outlook 2008.” Prepared for the 2007 Marketing Outlook Forum.
Boyd and Zimbrado,2002; Zimbardo, Keogh and Boyd, 1997 Attitudes and Behaviors Psychology from Science to Practice. Pearson Education Inc.
Buse, U. and Gerber, M. (eds) (2005) International Comparison of Physical Education, Concepts, Problems, Prospects. Aachen: Meyer & Meyer Sport.
Carrol, B. (1997). Living with Stress and Promoting Well Being.
Clawson ,M. and Knestch,J. (1992) Economics of Outdoor Recreation, Baltimore, MD: Jhons Hopkins Press.
Golembiewski, Dakar Youth Empowerment Strategy 1990.
Different Personalities . 7th Edition. Pearson Education Inc. USA.
De Knop, P., Engström, L.-M., Skirstad, B. and Weiss, M.R. (eds) (1996) Worldwide Trends in Youth Sport. Champaign, IL: Human Kinetics.
Jacobs and Gerson (2001) Working with Emotional Intelligence. Bantalan Brooks. New York
Lauri L., (2007) Trends in leisure time physical activity among young people in Finland.
Murphy, 1981:52. Technological Effects. Franklin Covey Company USA.
Pigram and Jenkins, 2006. Values and Work Ethics , Phils.
Shelton, T. (2006) Advocacy for physical activity-from to influence.
Swatzky et al, 2007. The 8th Habits from Effectiveness to Greatness. Franklin Covey Company USA.
American Time Use Survey (2004) issued by the U.S. Bureau of Labor Statistics (BLS)
http://www.britannica.com/bps/additionalcontent/18/34632662/How-Americans-Spend-Their-Time. Retrieved date July 22, 2009
http://www.answers.com/topic/recreation
http://www.thechurchillobserver.com/features/2009/06/08/yoga-gives-teachers-relaxing-way-to-end-the-school-day/. Retrieved date July 22, 2009)
http://ped.sagepub.com/cgi/content/refs/13/2/118
http://en.wikipedia.org.
http://www2.doh.gov.ph/noh/191-193.pdf
http://lifestyle.indianetzone.com/recreation/1/indoor_recreational_activities.htm
APPENDICES
August 7, 2009
MRS. SEGUNDINA C. RAMOS
Principal III
Daniel R. Aguinaldo National High School
Matina, Davao City
Dear Mrs Ramos,
Greetings of peace!
We, the EDFD 211 (Research Methods and Statistics) graduate students of University of Southeastern Philippines under Dr. Gaudencio Avellanosa, would like to ask for your permission for us to distribute questionnaires to your selected faculty members from the different departments under your good school. The questionnaires would be vital in the conduct of our study entitled, “Past Time Preferences of Teachers in Daniel R. Aguinaldo National High School”.
If allowed, the distribution will be on August 7, 2009 at 2:00 PM onwards.
We are assuring you that our distribution would not disrupt classes as well as your faculty members’ time.
Attached in this letter is a sample questionnaire.
Your positive response on this request would be very much appreciated.
Thank you and God bless!
Respectfully,
MAED Students
Past Time Preferences of Selected Teachers in Davao City
I. Profile of Respondents
Name : ___________________________ Position: __________________
School: ______________________________ District: __________
Year Level Handled: ________________ Gender: ___________
Year/s in Service: _________ Subject Taught: ____________
II. Please indicate your response in the following items. Check the frequency in which you engage in the following activities in the past three months.
5- Always 4- Often 3- Sometimes 2- Seldom 1- Never
|ITEM |5 |4 |3 |2 |1 |
|SPORTS ACTIVITIES | | | | | |
| | | | | | |
|1. I participate in any sports event/s conducted | | | | | |
|in our community during weekends | | | | | |
| | | | | | |
|2. I watch sports league in our community when there is any. | | | | | |
|3. I train students whenever there are sports competition in our school | | | | | |
| | | | | | |
|4. I join teachers’ sports tournaments during sportsfests | | | | | |
|INDOOR ACTIVITIES | | | | | |
| | | | | | |
|1. I enroll in baking, sewing or cooking class during weekends. | | | | | |
| | | | | | |
|2. I sell direct-selling products (i.e. AVON, Natasha, Sara Lee), processed | | | | | |
|foods (i.e. tocino, embutido, pastries) and prepaid cellphone loads during | | | | | |
|my free time. | | | | | |
|3. I meet clients to deal real estate properties, insurance, educational | | | | | |
|materials etc. during freetime/weekends | | | | | |
|4. I visit salons, massage centers, beauty spa to improve my physical | | | | | |
|wellness. | | | | | |
|OUTDOOR ACTIVITIES | | | | | |
|1. I enjoy Malling with my family/colleagues/friends such as watching | | | | | |
|movies, window shopping, playing arcade games) | | | | | |
|2. I engage into hobbies such as gardening (i.e. flower-raising, | | | | | |
|landscaping, planting etc.); reading | | | | | |
|3. I spend my freetime on Family Gatherings such as singing together, | | | | | |
|picnicking and chatting. | | | | | |
|4. I enjoy traveling in the different places around the | | | | | |
|locality/region/country/other countries. | | | | | |
VALIDATOR’S RATING
|Name |Mean |Description |
| | | |
|Mrs. Mercelee P. Perez |4.0 |High |
| | | |
|Dr. Aime T. Guarino |3.86 |High |
| | | |
|Mr. Enrico B. Abo |3.86 |High |
| | | |
|Overall |3.90 |High |
CURRICULUM VITAE
Name : MELODY C. INOFERIO
Birth date : November 16, 1983
Sex : female
Age : 26
Educational Attainment: Elementary : Buhangin Central Elementary School SECONDARY : Davao City National High School TERTIARY : University of Southeastern Philippines COURSE : Bachelor of Home Economics : GRADUATE : M.A. in Educational Management (in-progress)
PROFESSIONAL EXPERIENCE
Faculty Member
Child of God Learning Center, Buhangin Davao City
2005-2006
Faculty Member
Holy Cross of Agdao, Agdao, Davao City
2006-2007
Tutor, Greenbox Tutorial Center, Matina Davao City
2006-2007
Teacher 1
Cabonbon Elementary School (Department of Education)
2008-present
CURRICULUM VITAE
Name : CYL ANDE D. HERNANDEZ
Birth date : September 17, 1983
Sex : Female
Age : 26
Educational Attainment:
Elementary : Kapitan Tomas Monteverde Sr. Cent. Elementary School
SECONDARY : Daniel R. Aguinaldo High School
TERTIARY : University of Southeastern Philippines
COURSE : Bachelor of Home Economics
GRADUATE : M.A. in Educational Management (in-progress).
PROFESSIONAL EXPERIENCE
Data Encoder
Philippine Health Insurance Corporation, Ecoland Davao City
2007
Tutor
Bethel Language and Culture Center, Matina Davao City
2006-2008
Publication Staff In-charge
Brokenshire College Research and Publication Office
2008-2009
Teacher 1
Daniel R. Aguinaldo National High School
Matina Davao City
2009-present
CURRICULUM VITAE
Name : RAULYN C. FUENTES
Birth date : July 3, 1983
Sex : Female
Age : 26
Educational Attainment:
Elementary : Quezon Elementary School
SECONDARY : Davao City National High School
TERTIARY : University of Southeastern Philippines
COURSE : Bachelor of Home Economics
GRADUATE : M.A. in Educational Management (in-progress).
PROFESSIONAL EXPERIENCE
Administrative Assistant,
Christian Colleges of Southeast Asia,
Ecoland Davao City
2004
Administrative Assistant/Teacher
Progressive Learning Development Center,
Cabaguio Avenue Davao City 2004-2005
Research Assistant
Brokenshire College
2006 to present
CURRICULUM VITAE
Name : LEONORA C. MAHINAY
Birth date : JUNE 25,1963
Sex : Female
Age : 46 yrs.
Educational Attainment:
Elementary : Elementarya ng Ma-a
SECONDARY : Matina Barangay High School
TERTIARY : Rizal Memorial Colleges
COURSE : Bachelor of Elementary Education
GRADUATE : M.A. in Educational Management and MED ALS Alternative Learning System
PROFESSIONAL EXPERIENCE
Teacher 1
Dela Peña Narisma Recaño Elem.School
Bajada La Union, San Isidro, Davao Oriental
1994-1998
Teacher 111
Ciriaco Mariano Elementary School
74-A Purok 9, Shrine Hills, Matina, Davao City 1998-2009
CURRICULUM VITAE
Name : JOAN A. ASOY
Birthdate : June 23, 1979
Sex : Female
Age : 30
Educational Attainment: Elementary : Astorga Central Elementary School SECONDARY : St. Peter 's College of Toril TERTIARY : University of Southeastern Philippines COURSE : Bachelor of Elementary Education : GRADUATE : M.A. in Alternative Learning System (in-progress)
PROFESSIONAL EXPERIENCE
Faculty Member
Ateneo de Davao University (Graders Department)
2000 - 2001
Teacher 1
Tibolo Elementary School
2001- 2006
Teacher 2
Ciriaco Mariano Elementary School
2006 - present
-----------------------
Past time Preference of Teachers
Sports Activity Indoor Activity Outdoor Activity
Gender Length of service
References: Ajzen and Driver (1992) Living with Stress and Promoting Well Being. Anderson, J. and Golden, R. (1989) Outdoor Recreational Management. Rotledge, London. Blomstrand. A. C, Björkelund, N. Ariai, L. Lissner and C. Bengtsson (1998) Effects of leisure-time physical activity on well-being among women: a 32-year perspective. http://sjp.sagepub.com/cgi/content/abstract/37/7/706. Eyler,A, Brownson,R. King,A. D. Brown and Donatelle,R. Heath (1997) Physical activity and women in the United States: An overview of health benefits, prevalence, and intervention opportunities. Women Health American Recreation Coalition (2007) Boyd and Zimbrado,2002; Zimbardo, Keogh and Boyd, 1997 Attitudes and Behaviors Psychology from Science to Practice Buse, U. and Gerber, M. (eds) (2005) International Comparison of Physical Education, Concepts, Problems, Prospects. Aachen: Meyer & Meyer Sport. Carrol, B. (1997). Living with Stress and Promoting Well Being. Clawson ,M. and Knestch,J. (1992) Economics of Outdoor Recreation, Baltimore, MD: Jhons Hopkins Press. De Knop, P., Engström, L.-M., Skirstad, B. and Weiss, M.R. (eds) (1996) Worldwide Trends in Youth Sport. Champaign, IL: Human Kinetics. Jacobs and Gerson (2001) Working with Emotional Intelligence. Bantalan Brooks Lauri L., (2007) Trends in leisure time physical activity among young people in Finland. Murphy, 1981:52. Technological Effects. Franklin Covey Company USA. Pigram and Jenkins, 2006. Values and Work Ethics , Phils. Shelton, T. (2006) Advocacy for physical activity-from to influence. Swatzky et al, 2007. The 8th Habits from Effectiveness to Greatness. American Time Use Survey (2004) issued by the U.S. Bureau of Labor Statistics (BLS) http://www.britannica.com/bps/additionalcontent/18/34632662/How-Americans-Spend-Their-Time. Retrieved date July 22, 2009 http://www.answers.com/topic/recreation http://www.thechurchillobserver.com/features/2009/06/08/yoga-gives-teachers-relaxing-way-to-end-the-school-day/. Retrieved date July 22, 2009) http://ped.sagepub.com/cgi/content/refs/13/2/118 APPENDICES August 7, 2009
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