Phys. Educ. Sport Stud. Res.

2(1); 26-43 (2023) Physical Education and

DOI: 10.56003/pessr.v2i1.190 Sport: Studies and Research

ORIGINAL RESEARCH Open Access

Teachers’ Management in Implementation of CHED

Memorandum Order (CMO) 39, Series of 2021
towards the Achievement of Students’
Learning Outcomes in Physical Education
John Michael Aquino
Laguna State Polytechnic University, San Pablo City, 4000 Laguna, Philippines
Submitted : January 29, 2023
Accepted : April 9, 2023
Published : April 20, 2023

Abstract
Background: The Commission on Higher Education (CHED) has issued Memorandum Order
(CMO) No. 39, Series of 2021 that strengthens the management of physical education teachers
and promotes the achievement of students’ learning outcomes. Higher education institutions will
guarantee that they are adhering to the requirements of the CMO to ensure the quality of
instruction in physical education and the improvement of the students’ learning outcomes.
Objectives: This research aims to investigate the process of implementation of the CMO 39, Series
of 2021 and its contribution to the improvement of student learning outcomes in Physical Education
(PE).
Methods: Through a qualitative research design based on a phenomenological approach, the
researchers employed a purposive sampling method to select 9 male and 3 female PE teachers from
Higher Learning Institution in the Philippines. A non-test instrument consisting of an interview
guide was used to collect data from the study participants. The data was then analyzed to
identify themes and patterns that emerged from the responses.
Results: The study revealed the effectiveness of physical education in terms of student motivation,
class orientation, students’ participation, and the application of the Physical Activity Towards Health
and Fitness (PATHFIT) program. The findings show that physical education is an important part of
the educational process and has a direct influence on the students' learning outcomes. Furthermore, the
study also highlights the importance of providing students with the necessary knowledge and skills
to succeed, and of assessing the students' abilities from their performance to achieve course
objective with good behavior and attitude.
Conclusion: It showed potential areas of improvement in the implementation process to ensure that
the objectives of the memorandum are achieved, which is necessary for teachers to be aware of
the competencies that need to be developed for students. This research will contribute to the existing
literature on the importance of quality assurance programs, particularly in the area of physical
education.
Keywords: CHED Memo.39, s.2021, learning outcomes, achievement of students, teachers’
management.

*Correspondence: [email protected] John

Michael Aquino
Laguna State Polytechnic University, San Pablo City, 4000 Laguna, Philippines

© 2023 The Author(s). Open Access. This is an Open Access article distributed under the terms of the Creative Commons
Attribution-ShareAlike 4.0 International License.
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INTRODUCTION
As an educational institution, the Philippine government has implemented the
Commission on Higher Education (CHED) Memorandum Order (CMO) 39, Series of
2021 to prioritize the improvement of student learning outcomes in Physical
Education (PE). The memorandum order directs higher education institutions to
develop and implement a comprehensive quality assurance program in PE courses
that will enable them to monitor and assess the effectiveness of their programs in
achieving their academic objectives (Segerholm, Lindgren, & Editors, 2019). This
study aims to investigate the teachers’ process of implementation of CHED Memo 39,
Series of 2021 towards the achievement of students’ learning outcomes.
Teachers' management in implementation of the Commission on Higher
Education (CHED) Memorandum No. 39, Series of 2021 is a multi-step process. All
teachers shall be informed of the contents of the memo, which outlines the new policy
on the use of student assessment tools and the requirements for their use (Alharbi,
2015). Teachers shall be provided with a copy of the memo and allowed to ask
questions and clarify any issues related to the policy and be trained on the proper use
of the assessment tools, including the criteria and format for the evaluation of
students (Veblen & Teichgraeber, 2015). The assessment tools shall be implemented
in the classroom in accordance with the memo (Flannery, Fenning, McGrath Kato, &
McIntosh, 2014). Consequently, the assessment results shall be reviewed and discussed
among the teachers and the students, and the necessary changes shall be made based
on the review.
The achievement of students' learning outcomes by emphasizing on the
development of quality learning materials, instruction and assessment (Fitchett &
Heafner, 2018). It encourages the use of technology in teaching and learning, and the
integration of research-based best practices in teaching and learning (Barr & Miller,
2013). It also requires higher education institutions to make sure that the learning
materials and assessment tools they use are aligned with the learning outcomes and
the students' needs (Moskal, Dziuban, & Hartman, 2013). In addition, it emphasizes
the importance of providing meaningful feedback to students to help them improve
their learning and performance (Chakraborty & Muyia Nafukho, 2014). Likewise, the
CMO 39, Series of 2021 also encourages institutions to develop systems for
monitoring, evaluating, and reporting the progress of their students' learning
outcomes. Moreover,
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Achievement of students' learning outcomes refers to the successful attainment of the

goals and standards set by teachers and the educational system (Dangara, 2016). This
includes meeting the goals, objectives, and expectations of the learning process. It is
the result of a successful, comprehensive, and effective learning program that has
been tailored to meet the individual needs of the students (Buli-Holmberg &
Jeyaprathaban, 2016). Achieving learning outcomes requires a combination of
instruction, assessment, feedback, and guidance. It involves setting measurable goals,
analyzing student progress, and providing appropriate interventions and resources
(Khalil & Elkhider, 2016). Ultimately, the achievement of students' learning outcomes
is a measure of a successful learning program (Jarchow, Formisano, Nordyke, &
Sayre, 2018).
The effectiveness of the implementation of the memo on the teaching practices
of teachers should be studied (Oktariyana, Asmawi, & Zamzami, 2020). This includes
understanding the extent to which the memo has encouraged teachers to use student-
centered approaches, such as inquiry-based learning, problem-solving strategies, and
project-based learning (Edmunds, Arshavsky, Glennie, Charles, & Rice, 2017).
Further, the impact of the memo on student learning outcomes may be discovered by
the researchers. This includes analyzing the degree to which the memo has helped
students to develop higher order thinking skills and critical thinking skills, as well as
to become better independent learners. Additionally, the ways in which teachers have
adjusted their teaching strategies to meet the expectations of the memo that includes
understanding what strategies teachers have used to enhance student learning gains, as
well as how they have used the memo to create more meaningful learning experiences
as well as the effectiveness of the memo in promoting changes in teaching practices
and student learning outcomes. By addressing these research gaps, more effective
strategies for implementing the memo and improving student learning outcomes can
be developed (Seidel, Blomberg, & Renkl, 2013).
Specifically, this research seeks to answer the research questions on how the
teachers implement CHED Memo 39, Series of 2021 in their classes? and how will
teachers know that the learning outcomes of CHED Memo 39, Series of 2021 are
being achieved? Through this research, we will be able to gain a better understanding
of the implementation process of the memorandum order and how it contributes to
the development of student learning outcomes. This research will also help identify
potential
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areas of improvement in the implementation process to ensure that the memorandum

order is properly implemented and that its objectives are achieved.
Research Question
This study aims to answer the following questions:
1. How will you implement CMO.39, s.2021 in your class?
2. How will you know that you that the learning outcomes of CM0. 39, s.2021 is
being achieved?

METHOD
Study Design and Participants
The researcher employed a qualitative research based on a phenomenological
approach referring to a method of inquiry that seeks to understand human experiences
as they are lived (Villalba, González-Rivera, & Díaz-Pulido, 2017). It is a method that
focuses on exploring the meanings and interpretations that individuals attach to their
experiences. In this type of research, the researcher is not just concerned with
examining the experiences of the participants, but also with understanding how the
participants interpret their experiences (Alase, 2017). The researcher begins by
gathering information from the participants through interviews, observations, and
other methods. The researchers then analyze the data and create a narrative that
captures the essence of the participants’ experiences.
The researcher used purposive sampling to select PE teachers from Higher
Learning Institution for the research. The sample consisted of 9 male and 3 female
PE teachers, of which 4 had been serving the university for 7 years, 2 for 5 years, 4 for
4 years, and 2 for 3 years. Additionally, 5 of the respondents were enrolled in a
doctoral degree program, while the remaining were enrolled in a master's degree
program. The use of a purposive sample approach in this case allowed the researcher
to focus on specific characteristics that were of interest to them. This allowed them to
better answer their research questions and gain meaningful insights into their
population of interest (Etikan, 2016).
Research Instruments
The researcher employed a non-test instrument focusing on an interview guide
which is a method used to structure a face-to-face interview and collect information
from
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the interviewee. This type of instrument is designed to help an interviewer to focus on

the topics and questions that are important for the research or inquiry. Open-ended
questions allow the interviewee to freely express their thoughts, feelings, and ideas
(Bredart, Marrel, Abetz-Webb, Lasch, & Acquadro, 2014). Non-test instruments can
be used to identify patterns and trends in the data collected. They can also be used to
explore topics and issues in more depth, as well as to gain insights into a particular
phenomenon or area of inquiry. Non-test instruments can also be used to help focus
the interview and ensure that the right questions are asked (Berlian, Vebrianto, &
Thahir, 2021).
Moreover, to ensure the validity and reliability of an interview guide,
researcher created an interview guide that is comprehensive and relevant to the
research question. The questions were carefully crafted to ensure that they are clear,
unambiguous, and not leading (Einola & Alvesson, 2021). After the guide has been
created, the researchers conducted a pilot study with a small sample size to test the
validity and reliability of the interview guide (Ismail, Kinchin, & Edwards, 2017).
During the pilot study, the researcher asked participants questions and analyzed the
responses to determine if the questions are clear and if the responses are consistent.
The researcher also asked participants to provide feedback on the questions to ensure
they are not leading or biased. Once the pilot study is complete, the researcher made
necessary revisions to the interview guide and then conducted cthe full study. During
the full study, the researcher looked for any inconsistencies in responses that could
indicate a lack of validity or reliability. Finally, the researcher analyzed the data to
ensure that the results are valid and reliable and that the conclusions drawn from the
data are accurate.

Data Analysis
The researcher identified key themes from the responses of the PE teachers,
which allowed them to draw conclusions from the data. This data was then coded in
order to identify patterns and themes that emerged from the responses (Williams &
Moser, 2019). Through this process, the researcher was able to draw conclusions
about how the PE teachers responded to the survey and what their perceptions and
attitudes were towards physical education. The researcher then discussed the findings
of the thematic analysis in view of the research questions. They were able to discuss
how different PE teachers had different responses to the survey, and how they had
different attitudes and perceptions
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towards physical education. This allowed the researcher to draw conclusions from the
data and to answer the research questions that were posed.
The researcher established trust with the respondents and to ensure the
confidentiality of all the information gathered during the research process. It is also
secured the properly store and file all audio-recorded interviews, as well as accurately
transcribe and interpret the data. Doing so will not only guarantee the trust of the
respondents, but also the credibility of the researchers and the study.

RESULTS

This phase of the manuscript will present the results and discussion of the
gathered data from the respondents.
1. How will you implement CMO.39 in your class?
From the responses of the teachers in interviews, students must highly engage
in activities that promote learning in their respective classes. The sharing of
knowledge among students is encouraged and appreciated, creating an atmosphere of
collaborative learning. Furthermore, students are motivated to take part in activities
and strive for excellence. Lastly, classes must be oriented in a manner that allows for
equal opportunity for all students to participate and gain the maximum benefit from
their studies. All these themes are important and should be incorporated in any
educational setting.
Students Participation in Activities
The development of an identity and activity-based approach for students is
essential in helping them to achieve their desired competencies in physical education.
Teacher 5 reiterated that “… I will be focus more on activity based for students”.
Examinations and applications may not be enough to properly gauge the student's
physical ability.
Teacher 6 mentioned that “… I will provide enough examinations and applications to achieve
the competencies in physical education which is really exercises”.
Therefore, assessment of the student's physical condition and health is an
important part of the process. Teacher 9 stated that “…I will conduct assessments about
the student’s condition when it comes to their health. I will also provide several activities that
will suit their deficiency and we need to target their needs”. Through targeted activities
that suit the student's needs, they will be able to gain the necessary skills in physical
education.
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Sharing of Knowledge
Teacher 1 stated that “…I will share everything that I can give and teach all
learning competencies I learned from the training seminars and formal education to the students
to have full of knowledge and experiences in Physical education classes. My purpose is to teach
them to develop their holistic well-being”. By sharing the knowledge and experiences
gained from their training seminars and formal education, the PE teacher aims to
provide the students with holistic well-being. This is a commendable effort as it will
help the students gain a comprehensive understanding of physical education and its
importance.
Likewise, Teacher 7 added that “…in instructional materials, they have guidelines
that will be used. PE teachers can revise it connected to experiences and share our knowledge
to students”. The guidelines in the instructional materials will provide PE teachers with
the necessary framework for teaching the students. They can be further enhanced and
adapted based on the teachers' own experiences and knowledge, thus allowing them
to offer the students a more comprehensive and engaging learning experience.
Motivation to Students
Teacher 2 is suggesting that discussing PATHFIT 1 to 4 with students can help
to motivate them to study physical education. As Teacher 2 mentioned that “…I will
discuss them about the physical education because there are really students who once you
discuss from PATHFIT 1 to 4 will motivate them to study”.
Likewise, Teacher 3 is responding to Teacher 2 by agreeing to discuss the topic
with students and suggesting ideas to boost their interest in the subject. This shows
that Teacher 2 and Teacher 3 are both committed to helping students to improve
their physical education knowledge and understanding.
Class Orientation
Teacher 1 reiterated that by implementing CMO in the classroom, the instructor
is providing a structured pathway for the students to follow. Teacher discussed that
“…I will implement CMO in my class by orienting them from PATHFIT 1 to 4. There will be
an orientation for them that is what you will follow until PATHFIT 4”. This orientation will
help students understand what to expect and how to progress through the PATHFIT
program from 1 to 4. Additionally, it is important that the students are well-guided
and have a clear understanding of the expectations and goals of the CMO program
(Teacher 6). This can be done through providing orientation sessions for the students
and ensuring that
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they are properly informed of the objectives of the program. CMO 39 is a

comprehensive program that provides step-by-step instructions for the students to
learn and master. Teacher 10 stated that “…I will explain what exactly this CMO 39 in
step by step, it will not totally affect the upcoming ones especially if this upcoming CMO will be
studied by everyone”. It is important to explain the program in detail so that the
students have a good understanding of the program, and it does not affect the
outcomes of the upcoming CMOs.
2. How will you know that you that the goal of CM0. 39 is achieved?
Students' performance, behavior and attitude, knowledge, and achieving
course objectives are all important areas of consideration when it comes to engaging
in achieving the learning outcomes of CMO.39, s.2021. The importance of these
themes is evident in the answers of the respondents in the interview. Students'
performance is a key factor in successful learning, and the respondents expressed
their desire for teachers to create an environment that encourages and facilitates the
best performance possible. Furthermore, students' behavior and attitude are also
important, as respondents pointed out that a positive attitude and respect can make a
huge impact on the learning process as they become satisfied and happy particularly in
grading system. Students' knowledge is another critical factor, and the respondents
noted that teachers should strive to ensure that the material is being understood and
absorbed by the students. Finally, achieving course objectives was highlighted as a key
goal of effective teaching, with the respondents emphasizing that teachers should be
aware of the objectives and be able to measure and assess the success of the CMO.39.
Students' Performance
Teacher 1 shared that the teachers can observe the achievement of the goal of
the learning competencies by providing more on performance based on the outcome-
based education that is the focus of CHED as he mentioned that “…we can observe if
we have achieved the goal of the learning competencies by providing more on performance
based on the outcome-based education that is the focus of CHED. We will see that if the student
is able to do the performance on their own”. Teachers can assess the student’s ability to
perform on their own (Teacher 1 & Teacher 3). In addition, Teacher 4 added that “…this
will be determined if the students themselves are satisfied in their learnings based on their
actual performances. Teachers must always be aware of the competencies that need to
develop anchor to the outcomes-based
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education where the performances of the students will be the evidence if the goal was achieved”. This
means that this will be determined if the students themselves are satisfied with their
learnings based on their actual performances. Teachers must always be aware of the
competencies that need to develop anchor to the outcomes-based education where
the performances of the students will be the evidence if the goal was achieved.
Meanwhile, by means of performing, the teachers evaluate the students as individuals
(Teacher 7). Teacher 8 mentioned that “…we play the most in P.E. The student has physical
fitness and from different activities, there has been development”. Teachers play an
important role in the achievement of learning outcomes of the students by looking at
the holistic development of students which was agreed by Teacher 10.

Students' Behavior and Attitude

The statement made by Teacher 2 suggests that the goal has been achieved
when the student is happy, which implies that the student feels satisfied and
accomplished by the new grading system and that the changes made are beneficial for
them. Teacher 2 reiterated that “…I can tell that the student has already achieved the goal
when we see that they are happy”.
Likewise, this could mean that the new system is better for them, as it does not
rely on attendance or groupings for physical activities as mentioned by teacher 11. It
could also suggest that the student is looking forward to the return of face-to-face
learning, which could provide further insight into the new system and how it works.
Ultimately, it appears that the student is satisfied with the new grading system, which
could be seen as a positive sign for the school and the student.
Students' Knowledge
Teacher 5 stated that the use of PATHFIT program examination, teachers have
a system. Students will have enjoyed it more and have mastery, everyone must have
mastery when after finals. It is important to have a well-structured system in place
which can provide students with the necessary information and resources to succeed.
In this case, the use of the PATHFIT program was an important step in providing
students with the opportunity to gain mastery over their course material.
Achieving Course Objective
The statement of Teacher 6 refers to the evaluation of the objectives that have
been set for the implementation of a particular program or initiative. Teacher 6
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mentioned that “…when the students have achieved what is in your objectives then CMO
goal was also achieved”. However, it takes time to assess the success of a program because
it can take a few years to fully understand the impact that it has had. This is why it is
important to set goals that have measurable results and to be patient to understand the
full impact of the program. In addition, Teacher 9’s statement is referring to the
alignment of an individual's abilities with the goals that they choose in PATHFIT 3.
PATHFIT 3 is a program designed to help individuals reach their health and fitness
goals. It allows individuals to customize their goals and track their progress to achieve
their desired results. By aligning individual abilities with achievable goals, PATHFIT
3 helps individuals stay motivated and on track to reach their fitness goals.

DISCUSSION
The implementation process of CMO 39 and learning outcomes to the students
when it comes to participating in activities is a complex one. This is followed by
enough examinations and practice to help the student gain the necessary competencies
(Al Amin & Greenwood, 2018) as reiterated by Culajara (2022) students as the heart
of the curriculum, the students need to develop a sense of identity, which can be done
through activities that are tailored to the individual needs of each student (Abeysekera
& Dawson, 2015). For physical education, it is advised to provide physical exercises
that are tailored to each student and their needs. After assessing each student's
position, the activities should be tailored to target the areas that need more work.
This process should be monitored and assessed regularly, noting any changes and
strengths and weaknesses of the student (Béres, Magyar, & Turcsányi-Szabó, 2012).
This should be done until the students have achieved their desired level of fitness.
Thus, it is important to note that the process of implementation and learning
outcomes to the students when it comes to participating in activities is a long one and
it cannot be done in a snap. It requires time, patience, and dedication (Fotaris &
Mastoras, 2019).
Consequently, sharing knowledge is an essential part of education. It is
important for students to learn from what their teachers and mentors have experienced
and learned in the past (Yalcin Arslan, 2019). Teachers need to provide students with
the necessary skills and knowledge to help them develop their holistic well-being
(Chism, Angelo, & Cross, 1995). To do this, teachers need to use instructional
materials that are applicable and available to students, such as instructional materials
and YouTube videos (Barry et
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al., 2016). Teachers also need to be flexible and revise their approaches, when
necessary, to ensure that they are providing the best possible learning environment for
our students. To ensure that our students are getting the most out of their learning
experiences, they need to provide them with the necessary tools to help them become
better learners (Rapanta, Botturi, Goodyear, Guàrdia, & Koole, 2020). This may
include activities and exercises that can help them explore their interests, learn
problem-solving skills, and build confidence in their abilities. By providing these
tools, we can help our students become better prepared for their future and help them
reach their goals.
Likewise, motivation to students is an important part of teaching physical
education (Norboev, 2021). This process involves providing students with an
understanding of the goals and objectives of the physical education curriculum, and
helping them to see the benefits of completing the activities (Piercy et al., 2018). It
also involves engaging students in active learning experiences that are both enjoyable
and challenging. In order to motivate students, teachers should be able to explain the
physical, mental, and emotional benefits of physical activity and show students how it
can improve their overall health (Chen, 2015). Teachers can also show students the
importance of goal setting and provide them with the tools and strategies to achieve
their goals. Additionally, teachers can provide students with positive reinforcement
for successful completion of activities, and encourage them to participate in physical
activities outside of the classroom (Kobus, Maxwell, & Provo, 2008). Finally, teachers
should provide students with an opportunity to explore their own interests, and give
them the freedom to choose activities that they find enjoyable and engaging (Leirhaug
& MacPhail, 2015). By allowing students to have some control over their physical
education experiences, they are more likely to be motivated to continue to participate
and learn.
Furthermore, implementing classroom orientation in a CMO 39 can be
beneficial to students in terms of learning outcomes. Orientation is an important
component of this process. Orientation can provide learners with the necessary
information which help them to make informed decisions on which field they would
like to pursue in the future. Additionally, it is important to explain the CMO in detail,
step by step, to ensure that students are properly informed and do not feel
overwhelmed by the upcoming CMO. This will allow them to focus on the current
CMO and make sure that they can
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effectively learn the material. By providing a clear orientation, learners can better
identify which field they would like to pursue, as well as understand the CMO in its
entirety (Verger et al., 2020).
The statements are discussing the importance of performance-based education in
order to measure if the learning competencies have been achieved (Wahyo, Sinulingga,
& Simatupang, 2020). The teachers must be aware of the competencies that need to
be developed and that this can be seen in the performance of the students.
Meanwhile, the learning outcomes of the students is a process that requires
observation and evaluation of their performance. The goal of this process is to
determine whether the learning competencies have been achieved (Ikhwan, 2013).
Teachers must be aware of the competencies that need to be developed and should use
a performance- based approach to evaluate the progress of the students. This can be
seen in the grades that the students receive, but also in their behavior and physical
fitness (Espinosa, 2015). Activities such as physical education can be used to assess
the physical development of the students. In addition, the performance of the students
can be an indication of whether or not the goals have been achieved. Ultimately, the
satisfaction of the students with their learning process is the best indicator of success.
Additionally, the process of implementing CMO 39 and achieving learning
outcomes to students has a significant impact on their behavior and attitude. One way
to measure the effectiveness of the process is to observe the students' reactions. If the
students are exhibiting a positive attitude and are engaged in the learning process, then
it is likely that the process and outcomes are successful (Chi & Wylie, 2014). In order
to ensure successful implementation and learning outcomes, teachers should consider
the individual needs of the students and ensure that the process and outcomes are
tailored to meet those needs (Bhattacharyya & Shariff, 2014). Likewise, the process of
implementing and learning outcomes to students is an important part of creating a
positive learning environment. Teachers should take the time to tailor the process
and outcomes to the individual needs of the students to ensure that the students are
engaged, motivated, and successful. Additionally, teachers should re-evaluate the
grading system to ensure that it is equitable and fair for all students. With the right
process and outcomes, students will be more likely to have a positive attitude and
exhibit positive behaviors (Hlalele, 2016).
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In addition, the program allowed students to gain a better understanding of the

PE courses, and to properly assess their progress in the course. The program also
provided a way for the students to receive feedback on their progress. This feedback
was important in helping the students to understand how they were doing and to
adjust their approach accordingly. Furthermore, the program also served to motivate
the students to strive to gain mastery. This is because students who achieved passing
grades on the examination were given a sense of accomplishment and pride, and this
encouraged them to continue striving for mastery. Overall, the use of the PATHFIT
program was a successful method in providing students with the opportunity to gain
mastery over their course material. The feedback and motivation provided by the
examination was also beneficial in helping the students to strive for mastery.
Ultimately, the PATHFIT served as an effective tool in helping the students to learn
and master the PE courses, and this resulted in successful learning outcomes for the
students.
Moreover, the process of implementation CMO 39 requires a comprehensive plan
of action that includes both theoretical and practical aspects. First, the course
objective must be clearly defined and communicated to the students. This will
provide a basis for developing the curriculum and the materials needed to accomplish
the objectives. Additionally, the instructors must design instruction and assessment
methods to ensure that the students are able to meet the objectives. In addition, it is
important to consider the students' abilities when designing the course objectives and
the curriculum (Tam, 2014). Each student should be assessed to determine their
abilities and then the course should be designed to meet their specific needs. This
assessment should be done prior to the implementation of the course and should
include PATHFIT 1 and 2. If a student does not meet the requirements for PATHFIT 1
and 2, then they should be given an alternative curriculum designed to meet their
specific needs. Finally, once the course objectives have been set and the curriculum
designed, the implementation of the curriculum should be closely monitored. This
will ensure that the course objectives are met and that the students are able to learn
the material. A comprehensive assessment should be conducted at the end of each
semester to determine whether the objectives have been achieved. If they have not
been met, then appropriate changes should be made to the curriculum and instruction
methods to ensure that the objectives are met. In conclusion, the process of
implementation of CMO in achieving learning outcomes to the
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students requires careful planning, assessment, and monitoring to ensure that the
objectives are met. Additionally, the abilities of the students should be considered
when designing the objectives and curriculum.

CONCLUSION
Based from the analyzed gathered data, students’ participation in activities,
sharing of knowledge, motivation to students and providing class orientation are all
integral parts of physical education. Through targeted activities that suit the student's
needs, they will be able to gain the necessary skills in physical education. In order to
motivate students, teachers should be able to explain the physical, mental, and
emotional benefits of physical activity and show students how it can improve their
overall health. Additionally, providing orientation on PATHFIT 1 to 4 can provide
learners with the necessary information and understanding of the CMO that they are
expected to follow and understand the objectives of the program.
Performance-based education is an important tool for measuring the
achievement of learning competencies. Teachers must be aware of the competencies
that need to be developed and should use a performance-based approach to evaluate
the progress of the students. Additionally, the process of implementing and learning
outcomes to students has a significant impact on their behavior and attitude. One way
to measure the effectiveness of the process is to observe the students' reactions.
Finally, the use of the PATHFIT program was an important step in providing students
with the opportunity to gain mastery over their course material.
Moreover, the educational process involves clearly defining and
communicating course objectives, designing a curriculum to meet individual student
needs, assessing student abilities, providing alternative curricula if necessary, and
closely monitoring and assessing the implementation of the curriculum. This will
ensure that students have the best chance to reach their learning goals and develop
their knowledge and skills to be successful in the future.

ACKNOWLEDGMENTS
The researcher would like to express his sincere appreciation to the participants
of this research project for their contribution. The researcher grateful for the time,
effort, and dedication they have devoted to this endeavor. The results of this research
would not have been possible without their help and support.
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CONFLICT OF INTEREST
The author hereby declares that this research is free from conflicts of interest with
any party.

AUTHOR'S CONTRIBUTION
The author's contributions include preparing concepts, formulating methods,
conducting research, processing results, interpretations, and conclusions, editing the final
version. The author is the person responsible for the entirety of a research project.

FUNDING/SPONSORSHIP
This research does not receive external funding.

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