11th ASEAN Council of Physical Education and Sport (ACPES) International Conference 2025

Abstract

This study investigated the effectiveness of two dance troupe models: community-based and local government unit (LGU). Financial backing and collaboration proved to be the most significant factors, with both models thriving under stronger resource allocation and teamwork. Interestingly, coaching also had a clear positive impact. The elements like facilities, recruitment, training, and rehearsals didn't show statistically significant differences between the models; their influence shouldn't be discounted. These aspects might hold equal importance for both types of dance organizations, and their effect could be more nuanced.
The study emphasized the importance of financial investment, collaboration, and professional guidance (coaching) for the success of dance troupes, regardless of their organizational structure. These factors likely create a more supportive environment, leading to better outcomes for the troupes. Future research could delve deeper into the specific mechanisms by which these factors influence effectiveness, potentially identifying which aspects were most crucial within each model.

Basicha: Development and Validation of Creative Multimedia E-learning Materials for Grade 9 Cha-Cha Dance Performance
Batiancila J1*, Morales JR.2

1 Bachelor of Physical Education, Mindanao State University - General Santos, Philippines
email: jeyrald.batiancila@msugensan.edu.ph

2 Bachelor of Physical Education, Mindanao State University - General Santos, Philippines
email : moralesjohnray021@gmail.com
*Corresponding author, email:moralesjohnray021@gmail.com

Abstract
The Basicha multimedia e?learning platform enhances Grade 9 students’ Cha?Cha dance proficiency within the Physical Education curriculum by addressing clearly identified weaknesses in Proper Execution (12.79/20) and Mastery & Timing (20.95/30), despite students showing strengths in etiquette and creativity; this performance gap stems in part from PE teachers lacking specialized dance training. Guided by the ADDIE model—Analyze, Design, Develop, Implement, and Evaluate—the platform incorporates front? and back?angle instructional videos (including slow?motion), step?pattern tables with counts, etiquette guidance, and sequential “Next” navigation to support varied learning styles. Validation by Physical Education instructors, Dancesport professionals, and IT experts yielded very high validity in all assessed domains. Content Quality (M = 4.86), Instructional Quality (M = 4.70), Technical Quality (M = 4.73), and Accuracy (M = 4.77) resulting in an overall mean of 4.77, confirming the platform’s effectiveness in strengthening technical skills, rhythm mastery, posture, etiquette, and creative expression.
Keywords: multimedia e?learning, ADDIE model, Cha?Cha dance, dance education, instructional design, performance validation

Background

In contemporary education, secondary students are increasingly recognized as visual and kinesthetic learners who benefit significantly from multimedia-rich instruction that fosters engagement, critical thinking, and retention. Although instructional videos and interactive content have proven effective in enhancing dance education by supporting self-paced learning and technical refinement, the integration of Cha-cha instruction within Physical Education remains limited. This is largely due to inadequate teacher training and low confidence in dance pedagogy, which in turn hampers students' technical execution, rhythm, and timing. Despite the inclusion of DanceSport particularly Latin dances like the Cha-cha in the school curriculum, the absence of structured and accessible multimedia teaching resources continues to undermine its educational potential. Therefore, there is a pressing need within the Philippine Grade 9 Physical Education context for a comprehensive e-learning platform that provides clear demonstrations, rhythmic guidance, and interactive features to support both teachers and learners, and effectively address the existing gaps in Cha-cha dance instruction.
Objectives
1.What is the performance level of Grade 9 physical education students before the development of creative multimedia e-learning material in terms of:
1.1 Proper Execution;
1.2 Dance Etiquette;
1.3 Mastery in Timing; and
1.4 Choreography and Creativity?
2.What creative multimedia e-learning materials will be developed to address the cha cha dance performance of grade 9 physical education students?
3.What is the validity level of creative multimedia e-learning materials for cha cha dance performance of grade 9 physical education students in terms of:
3.1 Content Quality;
3.2 Instructional Quality;
3.3 Technical Quality; and
3.4 Accuracy?
Methods
This study employed a Research and Development (R&D) design using the ADDIE model Analyze, Design, Develop, Implement, and Evaluate to create and validate BASICHA: Creative Multimedia for Cha Cha Dance Learning. A mixed-methods approach was utilized, combining quantitative data from Likert-scale evaluations on content, instructional, and technical quality, and qualitative insights from expert validators. The study was conducted in selected schools and institutions in South Cotabato, involving 156 Grade 9 students, 10 PE teachers, 3 licensed dancesport professionals, and 2 IT experts, all selected through purposive sampling. Data were gathered using an adapted DepEd LRMDS-based evaluation tool and analyzed using mean scores and thematic analysis. Ethical guidelines were strictly followed, with formal approval from the Institutional Ethics Review Committee (IERC). The study aimed to ensure that the developed multimedia material is pedagogically sound, technically functional, and effective in enhancing students' learning and performance in Cha Cha dance.
Results
Table 1. Diagnostic Score of Grade 9 Students Before the Development of Multimedia E-learning Material
Criteria 1 2 3 4 5 6 7 8 Mean Score Description
Score D Score D Score D Score D Score D Score D Score D Score D
Proper Execution (20%) 11.3 NSH 13.33 NSH 13 NSH 12.33 NSH 12 NSH 13.66 NSH 14 NSH 12.66 NSH 12.79 NSH
Dance Etiquette(10%) 9 VG 8.33 S 9 VG 8.33 S 8.33 S 8.66 G 9 VG 8.66 G 8.66 G
Mastery & Timing (30%) 18.33 NSH 22.33 FS 21.66 FS 21 FS 20.66 NSH 21.66 FS 22 FS 20 NSH 20.95 NSH
Choreography & Creativity (40%) 34.66 G 33.33 S 34 G 33.33 S 33.36 S 34.66 G 34 G 35 G 34.08 G
Mean Score 73.33 77.33 77.66 75 74.66 78.86 79 76.33 76.5
Description FS S S S FS S S S S
Scale: Proper Execution: 18.9 - 20 Excellent, 18 - 18.8 Very Good, 17 - 17.9 Good, 16 - 16.9 Satisfactory, 14 below Needs Special Help. Dance Etiqutte: 9.5 - 10 Excellent,, 9.0 - 9.4 Very Good, 8.5 - 8.9 Good, 8.0 - 8.4 Satisfactory, 7.4 - 7.9 Fairly Satisfactory, 7.4 below Needs Special Help. Mastery & Timing: 28.5 - 30 Excellent, 27.0 - 28.4 Very Good, 25.5 - 27.9 Good, 22.5 - 25.4 Satisfactory, 21.0 - 22.4 Fairly Satisfactory, 21 below Needs Special Help. Choreography and Creativity: 38 - 40 Excellent, 36 - 37 Very Good, 34 - 35 Good, 30 - 33 Satisfactory, 28 - 29 Fairly Satisfactory, 28 below Needs Special Help. Total Score: 95 - 100 Excellent, 90 - 94 Very Good, 85 - 89 Good, 75 - 79 Satisfactory, 70 - 74 Fairly Satisfactory, 70 below Needs Special Help.

The table 1 shows the diagnostic test results of Grade 9 students show strengths in Choreography and Creativity (34.08/40) and Dance Etiquette (8.66/10), but reveal weaknesses in Proper Execution (12.79/20) and Mastery and Timing (20.95/30). Performer 1 had the lowest overall score (73.33) due to issues in technique and timing, while Performer 7 scored highest (79) with consistent performance. The findings highlight the need for focused instruction on technical execution and rhythm, while continuing to nurture students’ creativity and etiquette.

Table 2. Key Indicators in addressing the dance performance of Grade 9 students.
Key Indicators Objective Strategy/Activity Materials/Resources References Link
Proper Execution
(12.79, NSH) Improve proper execution of students Instructional video of basic steps with proper execution WDSF Technique Books - Cha cha - cha (3rd edition) World DanceSport Federation. (2019). WDSF technique books: Cha-cha-cha (3rd ed.). Casa Musica. https://casa-musica.com/en/literature-books/206-wdsf-technique-books-cha-cha-cha-3rd-edition.html
Mastery & Timing
(20.95, NSH) Develop students mastery & timing of basic steps Instructional video of basic steps with proper timing WDSF Technique Books - Cha cha - cha (3rd edition) World DanceSport Federation. (2019). WDSF technique books: Cha-cha-cha (3rd ed.). Casa Musica. https://casa-musica.com/en/literature-books/206-wdsf-technique-books-cha-cha-cha-3rd-edition.html
Choreography & Creativity
(34.08, G) Demonstrate Originality and Expression Demonstration of advanced execution of the basic steps WDSF Technique Books - Cha cha - cha (3rd edition)

World DanceSport Federation. (2019). WDSF technique books: Cha-cha-cha (3rd ed.). Casa Musica.  https://casa-musica.com/en/literature-books/206-wdsf-technique-books-cha-cha-cha-3rd-edition.html

Dance Etiquette
(8.66, G) Learn the proper posture, behavior, and attire Dedicated section for proper posture and attire in social dance WDSF competition rules. World DanceSport Federation. (2013). WDSF competition rules. https://cdnb.worlddancesport.org/legacy-docs/competition/rules%20and%20bidding/2013/Competition%20Rules.pdf
Table 2 presents the key indicators used to assess the dance performance of Grade 9 students, highlighting areas that require improvement to enhance overall performance. The data emphasizes the need for significant focus on Proper Execution and Mastery & Timing, which recorded the lowest average scores among the four criteria. These results suggest that students struggle most with the technical and rhythmic aspects of the Cha-cha, such as maintaining proper posture, executing precise movements, and keeping in sync with the music. On the other hand, Choreography & Creativity and Dance Etiquette received relatively higher scores, indicating that only minor enhancements are needed in these areas. Students have shown strong potential in expressing originality and demonstrating appropriate behavior during performances. Thus, instructional efforts should prioritize refining technical skills and musical synchronization, while continuing to support and develop students' creativity and performance conduct.

Table. 3: Summary of the level of Validity of the developed e-learning materials for Grade 9 cha-cha dance mastery in physical education
Level of acceptability WM SD Description
1. Content Quality 4.86 0.34 VHV
2. Instructional Quality 4.7 0.53 VHV
3. Technical Quality 4.73 0.48 VHV
4. Accuracy 4.77 0.59 VHV
Overall Mean 4.77 VHV
Scale: Not Valid: 1.00 - 1.49, Less Valid: 1.50 - 2.49, Valid: 2.50 - 3.49, Highly Valid: 3.50 - 4.49, Very Highly Valid: 4.50 – 5
The overall acceptability of the developed e-learning materials for Grade 9 Cha-cha dance mastery in Physical Education was rated highly effective across all evaluated dimensions, as reflected in an overall mean score of 4.77, classified as Very Highly Valid (VHV). Among the four criteria, content quality achieved the highest mean of 4.86, indicating strong alignment with learning competencies, promotion of critical thinking, and use of age-appropriate language. Instructional quality followed with a mean of 4.7, affirming the material’s effectiveness in achieving educational objectives through diverse teaching strategies. Technical quality, with a mean score of 4.73, demonstrated the strength of the materials' audiovisual design and user-friendly navigation. Meanwhile, accuracy received a mean of 4.77, highlighting the clarity and correctness of content. These findings affirm that the e-learning materials are pedagogically sound and technically reliable, with only minor areas requiring improvement to further optimize the learning experience.
Conclusion
The study concludes that the Basicha creative multimedia e-learning material is a highly valid and effective tool for improving Grade 9 students’ Cha-cha performance in Physical Education. Diagnostic results highlighted technical weaknesses in Proper Execution and Mastery and Timing, which the material addressed using the ADDIE model through videos, guides, and rhythm exercises. Validation showed very high acceptability in content, instruction, technical design, and accuracy, with content quality rated highest. Overall, Basicha is a comprehensive and engaging resource that enhances Cha-cha instruction and supports meaningful student learning.
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Abstract
Guided by the interest-based motivation theory, this study examined the moderating effect of gender, age, and years of dance experience on situational interest and dance genre preference. The study used a descriptive correlational research design. The respondents of this study were the 248 undergraduate student dancers enrolled in Mindanao State University - Iligan Institute of Technology in the A.Y. 2023-2024. Logistic Regression Analysis was utilized to evaluate the significant relationship between situational interests in dance and preferred dance genre. The results show that only a student's situational interest in dance significantly predicted their preference for Ballet (p=0.013), Jazz Tap (p=0.001), and Zumba (p=0.005). Age only significantly moderated the relationship between situational interest and preferred dance genre for Jazz Tap (p=0.042), suggesting that as students get older, their interest has a slightly weaker association with choosing Jazz Tap. No other genre showed a significant main effect of situational interest or a moderating effect of age. Intrinsic motivation, as explained by the Interest-Based Motivation theory, is a key factor influencing dance preferences among MSU-IIT students, with genres like hip-hop and Zumba being highly favored. The study highlights a strong link between situational interest and dance genre choice, emphasizing the importance of individual preferences and the moderating role of age in shaping these interests.

Keywords: Situational Interest, Dance, Student

Within the changing environment of 21st-century learning, the integration of Information and Communication Technology (ICT) is critical to improve instructional practices and retain cultural heritage. Seeing the plight of MAPEH teachers, limited access to credible sources, lack of training in digital tools, and reliance on outdated or unverified materials. This research works on creating a vodcast (a video podcast) as a virtual instructional material for teaching basic Philippine folk dance movements. Utilizing the Successive Approximation Model (SAM), the researchers used a qualitative method that included expert consultation, iterative design, and thematic analysis. Data were collected using purposive sampling and comprised folk dance experts, MAPEH teachers, ICT experts, trained student models, and a music specialist to attest to the cultural relevance, pedagogic value, and technical quality of the vodcast. The process of development included planning lessons, developing a storyboard, shooting demonstrations, and finalizing the vodcast based on expert consultation. The completed vodcast is composed of compartmentalized episodes with a sequential teaching method: observe, practice together, and practice alone, aimed at facilitating self-paced and interactive learning. Findings showed that the vodcast successfully blended pedagogical correctness with cultural authenticity. Experts attested to its pedagogical validity, user engagement, and capacity to facilitate student learning at their own pace. The research concludes the development of the vodcast needed to be well planned and carefully combined with clear instructions, technical precision, and interactional elements. In spite of its challenges, it became a feasible and functional tool for teaching common Philippine folk dance. It is suggested that teachers and curriculum developers incorporate similar multimedia materials into teaching cultural subjects to promote both digital literacy and cultural appreciation.

Keywords: Vodcast, Philippine Folk Dance, ICT Integration, Successive Approximation Model (SAM)

The Higaonon tribe of Iligan City, Northern Mindanao, is renowned for its rich cultural traditions, including dances that embody their spirituality, lifestyle, and identity. While existing scholarship has largely documented these dances in descriptive or ethnographic form, there is limited integration of such movements into structured, culturally responsive fitness programs.

Addressing this gap, this study developed Hataw Higaonon, a low-impact dance fitness routine that blends indigenous Higaonon movements with contemporary exercise design. Guided by the Input–Process–Output (IPO) framework and the Successive Approximation Model (SAM), the research utilized a qualitative approach through immersive methods such as community consultations, cultural validation, participant observation, and focus group discussions.

From seven documented Higaonon performances, four were identified as culturally permissible for non-Higaonons, leading to the validation of seven essential steps which were choreographed into the Hataw Higaonon routine. The prototype was video-documented and pilot-tested with selected participants to ensure authenticity, cultural sensitivity, and practical applicability. Findings from cultural experts and participants revealed that the routine was culturally relevant, engaging, and enjoyable, while simultaneously fostering appreciation of Higaonon heritage.

The study concludes that Hataw Higaonon functions not only as a fitness intervention but also as a cultural archive, providing innovative pathways for cultural preservation, health promotion, and social identity reinforcement. These outcomes underscore the potential of indigenized fitness programs to contribute to the Sustainable Development Goals, particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education), by fostering inclusive, community-driven approaches to wellness and cultural continuity.

This paper presents MINDALIT, a digital repository designed to preserve and promote the folk and ethnic dances of Northern Mindanao, as a case study in applying digital innovation within Physical Education. Utilizing the Successive Approximation Model, the study followed iterative phases of preparation, design, and development to transform cultural knowledge into a functional high-fidelity prototype. Insights from ethnic dance experts and web application specialists guided the refinement of low-fidelity prototypes into a user-friendly platform developed through Google Sites and QR codes. Beyond safeguarding cultural heritage, MINDALIT supports Physical Education by providing accessible instructional resources that enhance the teaching and learning of traditional dances. This integration of technology into PE pedagogy illustrates how digital tools can sustain cultural identity while addressing the evolving needs of education in the digital era. The study underscores the potential of web-based repositories to bridge tradition and innovation, enriching both dance education and cultural preservation.