233
1 INTRODUCTION The International Chamber of Shipping [1] report on
the Global Supply and Demand for Seafarers has
The Use of Instructional Materials in Physical Education
to Enhance the Students’ Knowledge and Skills in
Swimming and Life
-Saving Techniques
R.R. Germo, B.G.S. Sarinas,
E.C. Coo, M.R. Teruñez, B.E. Gavadan, C.Y. Jardenil
&
J.R.P.V.
Flores
John B. Lacson Foundation Maritime University, Iloilo City, Philippines
ABSTRACT: John B. Lacson Foundation Maritime University (Arevalo), Inc. is mandated to offer aquatic-sports
courses such as paddling, rowing, sailing, and swimming to equip students with needed skills essential for
survival in case of emergencies. Since, there is a dearth of instructional materials in Physical Education 2
(Advanced Swimming and Life-saving Techniques), the JBLFMU-Arevalo was given a research grant by the
CHED (Commission on Higher Education) known as DARE TO (Discovery Applied Research and Extension
Trans/Inter-Disciplinary Opportunities) to address the problem. This DARE TO grant aimed to develop
instructional materials in PE 2 that will enhance the swimming performance and life-saving techniques of
students. That is why the researchers would like to test for the effectiveness of this instructional material in the
form of modules over the traditional approach which is lecture in improving the students’ swimming
performance and life-saving techniques in terms of their knowledge and skills. This non-equivalent control
group under quasi-experimental study was utilized among the BSMT (Bachelor of Science in Marine
Transportation) students. A pretest was used to determine swimming performance of the experimental and
control groups. An intervention through the use of instructional materials was employed in the experimental
group for the whole semester (five months) while the control group was exposed to lecture as a traditional
method of instruction. After a semester, the posttest was administered. The statistical tools used were mean,
standard deviation, Mann-Whitney test, and Wilcoxon-signed ranks test. The findings of the study revealed that
the instructional material is effective in enhancing the swimming performance and life-saving techniques of
students both in the aspects of knowledge and skills. Both the experimental and control groups were “Fair” in
their knowledge pretest scores but during the posttest, the experimental group was “Good” and the control
group was “Fair”. On the other hand, both the experimental and control groups were “Fair” in their skills’
pretest scores but during their posttest, the control group was “Good” while the experimental group was
“Excellent”. The experimental group who used the module showed significantly better performance during the
posttest both for knowledge and skills compared to the control group who did not use the module (lecture
only). The study further showed significant differences in the mean gains between the experimental and control
groups after the conduct of pretest and posttest in favor of the experimental group. It can be gleaned from the
results that the module can enhance the knowledge and skills in swimming performance and life-saving
techniques of the experimental group. It is highly recommended that this module be utilized among maritime
schools offering swimming and life-saving courses.
http://www.tra
nsnav.eu
the
International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 16
Number 2
June 2022
DOI: 10.12716/1001.16.02.05
234
reached an estimated 1,647,500 seafarers consisting of
774,000 officers and 873,500 ratings, of which the
greatest contributors are China, Philippines,
Indonesia, the Russian Federation, and Ukraine. The
Philippines has been hailed as the largest supplier of
ratings on the other hand China has the largest supply
of officers. Overall, the global demands reach to
1,545,000 where 790,500 officers and 754,500 ratings.
As mitigation for the demand, one of the
recommended actions was to enhance maritime
education and training.
Due to the archipelagic nature of the Philippines,
Filipinos have long been using boats or ships as
means of transportation providing them with
seafaring skills. Due to this, the Philippines provides a
huge bulk of seafarers in the maritime industry
making it a major global supplier [2]. In addition,
according to the BIMCO Report [3], the Philippines is
the second-largest supplier of seafarers worldwide.
On the contrary, the report from Depasupil [4]
stressed that the Philippines remained the number
one source of seafarers amounting to 229,000 onboard
merchant vessels worldwide. This was because
Filipinos were better trained and English proficient
compared to other races. In recent surveys, the sway
of Filipino and Chinese seafarers has reached a point
of slowly changing the demographics of worldwide
manpower on the shipping industry.
The shortage of skilled maritime labor has called
for skilled talent within the industry [5]. Manalo,
Marshall, and Fraser [6] have suggested to improve
the academic performance of the students, address the
key aspects of learning, and to point out their failures
and risks for further failures with regards to their
studies. They also presented the critical factors and
action plans which include the preparation,
organization, implementation of the programs, the
consideration of knowledge and experience of the
program deliverers, methods used, and relevant
teaching materials and mode of delivery.
Consideration of these relationships develops the
other supporting mechanisms linked to the learning of
the students.
Article XIV, Section 19 of the 1987 Constitution of
the Republic of the Philippines for Sports states the
promotion of physical education and sports programs
encouragement [7]. With this, under the CMO 13, 14,
27, 31 and 32 series of 2013, CMO 20 series of 2014,
CMO 20 series of 2015, and, CMO 67, 70 and 71 series
of 2017 in cooperation with MARINA (Maritime
Industry Authority) has mandated HEIs (higher
education institutions) engaged in maritime fields to
set the minimum mandatory requirement for policies,
standards and guidelines for maritime courses [8].
Furthermore, RA 5708 known as the “The Schools
Physical Education and Sports Development Act of
1969” that supports the promotion of physical
education in schools shall also be a key basis of this
study [9].
In addition to the provisions of the constitution by
the country, certain international laws and
conventions specifically, under the maritime field
have mandated the minimum mandatory
requirements for the physical capabilities. This
includes: lifesaving on Chapter 3, Section V,
Regulation 35 of the SOLAS Convention (SOLAS,
2014) [10]; basic training under Table A-VI/1-1,
Section A-VI/1, Regulation VI/1, Chapter VI of
Standards of Training, Certification, and
Watchkeeping Convention [11]; and the provisions of
Part A, Part C, and Part D of Proficiency in Personal
Survival Techniques of IMO Model Course 1.19 [12].
According to Zhenbin [13], maritime PE reform and
development on schools [14] under the standards of
the STCW Convention shall result in better service of
the maritime industry.
Swimming comes with its fundamentals. This
includes the following: breathing [15, 16], floating
[17], and gliding [18-20]. On the other hand, the basics
of strokes are also essential. These include crawl or
freestyle [15, 16, 18, 20-22], breaststroke [15, 16, 20-22]
backstroke [15, 16, 18, 20, 22]. On the other hand,
sidestroke [17] was included in some stroke types but
the more acknowledged type was butterfly stroke [15,
16, 20-22].
The grounds of the study shall be the
establishment of the instruction as a basis for the
developments of the instructional materials. This
study shall also apply to aid the betterment of the
training and instruction to provide a basis for the
enforcement of the fundamentals of seafaring.
Aside from the necessity of producing quality
seafarers, several health benefits can be acquired from
swimming. Swimming is beneficial in a great array of
aspects. This includes physical [23-27], social [18, 22],
emotional [18, 27], mental [18, 22, 28], psychological
[24, 25, 29-31], physiological [16, 26, 32], and spiritual
[22, 27, 33] aspects. Lindgren and Nilsson [34] have
presented the cognitive dimension of knowledge
(technical knowledge) has a relative influence on the
development of a student.
The first step to survival starts with the correct
approach to the water surface. Basics of water entry
includes: ease into the water [17], stride jump entry
[35-38], and feet first entry [39, 40]. Some other rescue
techniques include blockings (open palm and leg
blocking) and escapes (head hold, wrist, and arm
escapes) [41-46]. Furthermore, survival at the water
includes the following skills such as underwater
swimming, water treading and sculling [17, 42, 47].
This study shall be applied not only to the basic
education of the seafarers but also to increase their
rates of survival once cast out into the vast ocean.
European Maritime Safety Agency (2016) [48] has
presented 3,296 casualties and incidents resulting in
91 very serious casualties. This has generated 976
injured seafarers bringing forth 115 fatalities.
Drowning was one of the key players of casualty
increase. This study shall give the Filipino seafarers
the advantage of aquatic survival and rescue if
needed.
The highly rated impact of the seafaring profession
[34] has influenced the choice of students in taking
their professions. The John B. Lacson Foundation
Maritime University (Arevalo), Inc., as a maritime
institution and a major global supplier of world-class
technical and professional manpower is mandated to
offer aquatic-sports courses such as swimming,
sailing, paddling, and rowing. These courses are
designed to equip BSMT (Bachelor of Science in
Marine Transportation) students with the skills
235
essential for survival, in case of emergencies or during
ship abandonment.
This is also in compliance with STCW Chapter 6,
Table A-6/1, Column 3 (STCW 78 as Amended). The
techniques are not only applicable to maritime courses
but also other non-maritime related ventures. The
study aimed to provide a basis for the construction of
an instructional material for swimming and aquatic
life saving techniques. This shall also enhance their
survival rates at any emergency situation at sea. In
effect, the study shall be beneficial to all those who
practice aquatic sports, maritime rescue personnel, PE
instructors, the Maritime Industry, Maritime
Institutions, the Department of Education, and those
who are inclined to any aquatic activities may it be
recreational or instructional.
This study is anchored on CHED’s (Commission
on Higher Education) research agenda on maritime
education and social and behavioral sciences. It is also
aligned with the University’s research agenda on
maritime education and creating developmental
research. This research is also anchored in the STCW
mandates. This study is anchored on Bruner’s
Cognitive-Development Theory [49] which explains
that one’s knowledge is achieved through instruction;
each element of instruction is evaluated to determine
the extent of the students’ achievement of stated
objectives. Bruner further states that when the entire
program is completed, a final evaluation of the
success of both the students and the program will be
necessary. Furthermore, this study can also be gleaned
from the Skill Acquisition Theory which implies that
as an individual acquires new skills, his knowledge
also increases resulting in remarkable improvement,
positive behavioral changes and refinement,
spontaneity, fluency, and competence [50].
This study was conceptualized because there is a
dearth of instructional materials in Physical Education
2 (Advanced Swimming and Life-saving Techniques).
Fortunately, the JBLFMU-Arevalo was given a
research grant by the CHED known as DARE TO
(Discovery Applied Research and Extension
Trans/Inter-Disciplinary Opportunities) to address the
problem. This DARE TO grant aimed to develop
instructional materials in PE 2 that will enhance the
swimming performance and life-saving techniques of
students. That is why the researchers would like to
test for the effectiveness of this instructional material
in the form of modules over the traditional approach
which is lecture in improving the students’ in
swimming performance and life-saving techniques in
terms of their knowledge and skills.
Generally, this study was conducted to determine
the effectiveness of instructional materials in PE 2 to
the knowledge and skills of students in swimming
and life-saving techniques.
2 MATERIALS AND METHODS
2.1 Research Design
This study utilized the quasi-experimental,
specifically, the Non-Equivalent Control Group
design. It is structured like a pretest-posttest
randomized experiment, but it lacks the key feature of
random assignment [51].
2.2 Participants
The participants of the study were the BSMT students
of John B. Lacson Foundation Maritime University
(Arevalo), Inc. They were selected based on their
general weighted average last second semester of
school year 2017-2018. For skills, the participants were
selected based on weight, height, and physical
condition. This ensured that participants are in good
condition and did not contradict the activity.
These students have undergone PE 1—
Introduction to Physical Education and Basic
Swimming. Swimming and life-saving techniques
activities were conducted for both the control and
experimental groups wherein their performance was
measured as to speed and endurance using an
arbitrary rubric. The conduct of the study was held at
JBLFMU-Arevalo, Villa, Iloilo City, Philippines.
2.3 Instrument
A researcher-made questionnaire was used to assess
the level of knowledge and skills of the participants. It
was validated by a panel of experts and underwent
reliability-testing using Cronbach alpha with 0.77
reliability coefficient. The instructional material in the
form of module used was composed of knowledge
and skill-based. This module consisted of
Introduction, Learning Outcomes or Objectives,
Pretest, Content or Subject Matter, Posttest or
Assessment, Enrichment Activities, and References.
The module also contained printed illustrations and
video presentation through a CD (compact disc)
attached to have a faster simulation of the learning
activities.
2.4 Data Collection
An intervention through the use of the instructional
materials (module) was employed to the experimental
group for the whole semester while the control group
was exposed to traditional method of instruction
which is lecture. After a semester, the posttest was
then administered for both groups after the
interventions have been employed.
2.5 Data Analysis
Meanwhile, the statistical tools used were mean,
standard deviation, Mann-Whitney, and Wilcoxon-
Signed Ranks set at .05 alpha to determine the
significant difference between groups and tests. In
addition, Cohen’s d effect size was used to measure
the effectiveness of the instructional material to the
knowledge and skills of students in swimming and
life-saving techniques. Tables 1 and 2 presents the
mean scale, description, and indicators in measuring
the knowledge and skills in advanced swimming and
life-saving techniques.
236
Table 1. Mean scale, description, and indicators in
measuring the knowledge in advanced swimming and life-
saving techniques.
_______________________________________________
Mean scale Description Indicators
_______________________________________________
31.01-40.0 Outstanding Students have an exceptional
information and understanding in
advanced swimming and life-
saving techniques.
24.01-31.0 Very good Students have great information
and understanding in advanced
swimming and life-saving
techniques.
16.01-24.0 Good Students have suitable
information and understanding in
advanced swimming and life-
saving techniques.
8.01-16.0 Fair Students have slight information
and understanding in advanced
swimming and life-saving
techniques.
1.00-8.0 Poor Students have low information
and understanding in advanced
swimming and life-saving
techniques.
_______________________________________________
Table 2. Mean scale, description, and indicators in
measuring the skills in advanced swimming and life-saving
techniques.
_______________________________________________
Mean scale Description Indicators
_______________________________________________
4.51-5.0 Excellent The students were fully aware of
the basic principles of life-saving.
3.51-4.50 Very good The students were aware of the
basic principles of life-saving.
2.51-3.50 Good The students were somewhat
aware of the principles of life-
saving.
1.51-2.50 Fair The students were slightly aware
of the principles of life-saving.
1.0-1.50 Needs The students were not aware at all
improvement of the basic principles of life-
saving.
_______________________________________________
3 RESULTS AND DISCUSSION
3.1 Score Performance of the Experimental and Control
Groups on Knowledge in Swimming and Life-Saving
Techniques
The pretest was initially conducted to determine the
comparableness between the experimental and the
control groups in terms of knowledge. The posttest
was given to the respondents after the experiment.
Table 3 shows the pretest scores among the
experimental and the control groups. Twenty students
composed the experimental group and 20 for the
control group. The experimental group’s pretest mean
score is “Fair” (M = 13.05) while the controls group’s
mean score is also “Fair” (M = 13.35). It means that
students have slight information and understanding
in advanced swimming and life-saving techniques. It
was noted that the experimental and control groups
registered comparably the same mean scores in the
pretest, indicating their almost identical knowledge
levels before the experiment. Lana [52] expresses that
both groups start at the assumption that both
experimental group and control group are of the same
level. An almost negligible higher difference on the
mean was noted on the control group. However, no
other notable differences were noted between groups.
Table 4 shows the posttest scores among the
experimental and the control groups. The
experimental group’s posttest mean score is “Good”
(M = 17.50) which means that students have suitable
information and understanding in advanced
swimming and life-saving techniques while that of the
control group is still “Fair” (M = 13.50) which means
that students have slight information and
understanding in advanced swimming and life-saving
techniques. On the other hand, the experimental
group manifested a higher mean score in the posttest
than the control group, implying the experimental
group’s better performance in terms of knowledge
ability after the experiment. This is conjunction to the
study of Foster, Shurtz, and Pepper [53] that imply
results of higher ratings after enhancing and utilizing
developmental processes on instructional models.
Table 3. Pretest score performance of the experimental and
control groups on knowledge in swimming and life-saving
techniques.
_______________________________________________
Compared group N M Description SD
_______________________________________________
Experimental 20 13.05 Fair 2.91
Control 20 13.35 Fair 2.66
_______________________________________________
Table 4. Posttest score performance of the experimental and
control groups on knowledge in swimming and life-saving
techniques.
_______________________________________________
Compared group N M Description SD
_______________________________________________
Experimental 20 17.50 Good 3.27
Control 20 13.50 Fair 3.94
_______________________________________________
3.2 Significant Difference on the Score Performance
between the Experimental and Control Groups on
Knowledge in Swimming and Life-Saving Techniques
Table 5 reveals that the obtained significance value is
higher than 0.05 which means that the two pretest
mean scores shows no significant difference, U =
196.50, p = 0.924. Lana [51] sets further examples on
the context of significance between pretest differences.
However, the results may vary depending on the
pretest sensitization.
Table 6 shows that the obtained significance value
is lower than the significance value of 0.05 which
indicates that the difference between the two mean
scores is significant, U = 91.50, p = 0.003. This is in
relation to the study of Rasberry et al. [54], they
agreed on the significant difference between groups
which attributes on both skill and academic
performance.
3.3 Significant Difference on the Pretest and Posttest
Score Performance of the Two Groups on Knowledge
in Swimming and Life-Saving Techniques
The students’ pretest and posttest mean scores were
compared to determine the significance of their
difference. Table 7 revealed that there is a significant
difference between the experimental group’s
performance before and after the treatment, Z = -3.45,
p = 0.001. The experimental group’s knowledge
performance after the treatment is significantly better
than before the treatment. Skills and performance
increase can be largely attributed to the successive
237
activities flow that was associated with activity based
curricula as suggested by Metzler [55].
Table 5. Mann-Whitney test result for the significant
difference on the pretest score performance between the
experimental and control groups on knowledge in
swimming and life-saving techniques.
_______________________________________________
Compared group U W Z Asymp.
sig.
(2-tailed)
_______________________________________________
Experimental 196.50 406.50 -0.096 0.924
Control
_______________________________________________
Table 6. Mann-Whitney test result for the significant
difference of the posttest score performance between the
experimental and control groups on knowledge in
swimming and life-saving techniques.
_______________________________________________
Compared group U W Z Asymp.
sig.
(2-tailed)
_______________________________________________
Experimental 91.50* 301.50 -2.95 0.003
Control
_______________________________________________
Asterisk (*) means significance at 0.05 level of probability.
Table 7. Wilcoxon-signed ranks test result for the significant
difference on the pretest and posttest score performance of
the experimental group on knowledge in swimming and
life-saving techniques.
_______________________________________________
Compared test Z Asymp. sig. (2-tailed)
_______________________________________________
Pretest -3.45* 0.001
Posttest
_______________________________________________
Asterisk (*) means significance at .05 level of probability.
Table 8 shows that there is no significant difference
between the pretest and posttest score, Z = -2.41, p =
0.810. The table further shows that the control group’s
posttest performance is not significantly better than
their pretest performance. The study of Diamond,
Maerten‐Rivera, Rohrer, and Lee [56] had the same
results as the control group’s lack of progress on the
posttest results.
Table 9 shows the mean gains of the experimental
and control groups. It shows that the experimental
group is higher than the control group in their mean
gain scores. Results denote that curricular
intervention affects academic achievement and
psychology [57].
Table 8. Wilcoxon-signed ranks test result for the significant
difference on the pretest and posttest score performance of
the control group on knowledge in swimming and life-
saving techniques.
_______________________________________________
Compared test Z Asymp. sig. (2-tailed)
_______________________________________________
Pretest -2.41 0.810
Posttest
_______________________________________________
Table 9. Mean gain of the experimental and control groups
on knowledge in swimming and life-saving techniques.
_______________________________________________
Compared group Pretest Posttest Mean gain
_______________________________________________
Experimental 13.05 17.50 4.45
Control 13.35 13.50 0.15
_______________________________________________
Table 10 shows that there is a significant difference
in knowledge performance in swimming mean gains
between the experimental and the control groups, U =
87.50, p = 0.002. The results show great promise on the
outcomes which support the study conducted by
Petrass and Blitvich [58] showing significant increase
on knowledge and swimming ability of the
respondents.
Table 10. Mann-Whitney test for the significant difference in
the mean gain of the experimental and control groups on
knowledge in swimming and life-saving techniques.
_______________________________________________
Compared Group U W Z Asymp. Sig.
(2-tailed)
_______________________________________________
Experimental 87.50* 297.50 -3.06 0.002
Control
_______________________________________________
Asterisk (*) means significance at 0.05 level of probability.
The Cohen’s d effect size was 1.048 or greater than
1.0 which has a very large effect size [59, 60]
indicating that 84% of the control group (lecture-
method) who are below the average person in the
experimental group (with module) according to Coe
(2002) [61] in terms of students’ knowledge in
swimming and life-saving techniques.
3.4 Score Performance of the Experimental and Control
Groups on Skills in Swimming and Life-Saving
Techniques
The pretest was initially conducted to determine the
comparableness between the experimental and the
control groups in terms of skill levels. The posttest
was given to the respondents after the experiment.
Table 11 shows the pretest scores among the
experimental and the control groups. Twenty students
composed the experimental group and 20 for the
control group. The experimental group’s pretest mean
score is “Fair” (M = 2.12) while the control group’s
mean score is also “Fair” (M = 2.15). “Fair” means that
majority of the mechanics are incorrect and deviate
from the standards. It was noted that the experimental
and control groups registered comparably the same
mean scores in the pretest, indicating their almost
identical skill levels before the experiment. This is in
coherence with the study of Aidoo, Boateng, Kissi,
and Ofori [62].
Table 12 shows the posttest scores among the
experimental and the control groups. The
experimental group’s posttest mean score is
“Excellent” (M = 4.53) which means that the entire
mechanics are correct and the execution conforms to
the standards while that of the control group is
“Good” (M = 3.34) which means that some of the
mechanics are correct with more deviations of the
execution based on standards. On the other hand, the
experimental group manifested a higher mean score
in the posttest than the control group, implying the
experimental group’s better performance in terms of
skill after the experiment. The study of Parr, Edwards,
and Leising [63] agrees to the results as interventions
utilized sustainable concept learning and deep skills
approach.
3.5 Significant Difference of the Score Performance
between the Experimental and Control Groups on
Skills in Swimming and Life-Saving Techniques
Table 13 reveals that the obtained significance value is
higher than 0.05 which means that the two pretest
238
mean scores showed no significant difference, U =
190.50, p = 0.797. No significant difference on the
pretest scores denotes the uniformity of the
respondents between groups. This is supported by
Kirk [64] and Lana [52].
Table 11. Pretest score performance of the experimental and
control groups on skills in swimming and life-saving
techniques.
_______________________________________________
Compared group N M Description SD
_______________________________________________
Experimental 20 2.12 Fair 0.06
Control 20 2.15 Fair 0.08
_______________________________________________
Table 12. Posttest score performance of the experimental
and control groups on skills in swimming and life-saving
techniques.
_______________________________________________
Compared group N M Description SD
_______________________________________________
Experimental 20 4.53 Excellent 0.04
Control 20 3.34 Good 0.03
_______________________________________________
Table 13. Mann-Whitney test result for the significant
difference on the pretest score performance between the
experimental and control groups on skills in swimming and
life-saving techniques.
_______________________________________________
Compared group U W Z Asymp. sig.
(2-tailed)
_______________________________________________
Experimental 190.50 400.50 -0.258 0.797
Control
_______________________________________________
Table 14. Mann-Whitney test result for the significant
difference of the posttest score performance between the
experimental and control groups on skills in swimming and
life-saving techniques.
_______________________________________________
Compared group U W Z Asymp. sig.
(2-tailed)
_______________________________________________
Experimental 0.000* 210.00 -5.43 0.000
Control
_______________________________________________
Asterisk (*) means significance at 0.05 level of probability.
Table 14 shows that the obtained significance value
is lower than the significance value of 0.05 which
indicates that the difference between the two mean
scores is significant, U = 0.000, p = 0.000. The
difference denotes progress and skills improvement
on swimming which is supported by Parr, Edwards,
and Leising [63].
3.6 Significant Difference on the Pretest and Posttest
Score Performance of the Two Groups on Skills in
Swimming and Life-Saving Techniques
The students’ pretest and posttest mean scores were
compared to determine the significance of their
difference. Table 15 shows that there is a significant
difference between the experimental group’s
performance before and after the treatment, Z = -3.92,
p = 0.000. The experimental group’s performance after
the treatment was significantly better than before the
treatment. Implications of the study denote
curriculum intervention effectivity as gains agree on
outcomes during the conduct of instruction [65].
Table 16 shows that there is a significant difference
between the pretest and posttest score, Z = -0.92, p =
0.000. The table further shows that the control group’s
posttest performance was significantly better than
their pretest performance. This shows that majority of
young adults have sound swimming and skills [58].
Table 15. Wilcoxon-signed ranks test result for the
significant difference on the pretest and posttest score
performance of the experimental group on skills in
swimming and life-saving techniques.
_______________________________________________
Compared test Z Asymp. sig. (2-tailed)
Pretest -3.92* 0.000
Posttest
_______________________________________________
Asterisk (*) means significance at 0.05 level of probability.
Table 16. Wilcoxon-signed ranks test result for the
significant difference on the pretest and posttest score
performance of the control group on skills in swimming and
life-saving techniques.
_______________________________________________
Compared test Z Asymp. sig. (2-tailed)
Pretest -0.92* 0.000
Posttest
_______________________________________________
Asterisk (*) means significance at 0.05 level of probability.
Table 17 shows the mean gains of the experimental
and control groups. It shows that the experimental
group is higher than the control group in their mean
gain scores. Matton, Vautier, and Raufaste [66] imply
that an increase in mean gain scores means that there
is an improvement on the specified target abilities as
in this case, swimming skills.
Table 18 shows that there is a significant difference
in skills performance in swimming mean gains
between the experimental and the control groups, U =
0.000, p = 0.000. Matton, Vautier and Raufaste [66] and
Shidler [67] added that a larger time spent on
coaching proves greater mean scores. At the same
time, the attention of respective coaches brings
bearing to skill development and maturation [68].
Table 17. Mean gain of the experimental and control groups
on skills in swimming and life-saving techniques.
_______________________________________________
Compared group Pretest Posttest Mean gain
_______________________________________________
Experimental 2.12 4.53 2.41
Control 2.15 3.34 1.19
_______________________________________________
Table 18. Mann-Whitney test for the significant difference in
the mean gain of the experimental and control groups on
skills in swimming and life-saving techniques.
_______________________________________________
Compared group U W Z Asymp. sig.
(2-tailed)
_______________________________________________
Experimental 0.000* 210.00 -5.41 0.000
Control
_______________________________________________
Asterisk (*) means significance at 0.05 level of probability.
The Cohen’s d effect size was 3.303 or greater than
3.0 which has a very large effect size [59, 60]
indicating that 99.9% of the control group (lecture-
method) who are below the average person in the
experimental group (with module) according to Coe
[61] in terms of students’ skills in swimming and life-
saving techniques.
4 CONCLUSIONS
Above results showed promising results on the
applicability and effectiveness of the intervention on
both knowledge and performance of students. Mean
gain on both knowledge and skills performance
239
implies achieving the target learning output and skills
display. This study further concludes that the youth
have inherent skills on swimming as part of their
survival instincts as basic instructions were given to
the control group however, achieving yet significant
results on posttest skills performance. This study adds
that the medium effect size on knowledge
performance and large effect size on skills
performance conceives the true nature of instruction
of swimming which mainly focuses on skills
performance.
Since this study shows that the developed
instructional material has been proven effective in
enhancing the swimming performance and lifesaving
techniques of students both in aspects of knowledge
and skills, the utilization of this module is highly
recommended among maritime institutions offering
swimming and life-saving courses. This study also
recommends further research on the inherent
swimming skills of the youth using larger sample size.
ACKNOWLEDGMENT
We express our gratitude to the Commission on Higher
Education (CHED), K to 12 Transition Program of the Office
of Planning, Research, and Knowledge Management
(OPRKM), Republic of the Philippines for funding this
research through the DARE TO (Discovery Applied
Research and Extension Trans/Inter-Disciplinary
Opportunities) Research Grant with Project ID: DARETO1-
071.
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