MOTIVATION, STRESS, AND EXPERIENCES IN FLEXIBLE LEARNING: EFFECTS ON STUDENTS PERFORMANCE IN PHYSICAL EDUCATION

Education has always been a salient factor in a persons life. Both internal and external factors contribute to its enhancement and its diminishment. Even when the pandemic hit the whole world, education never ceased the government and its education departments immediately shifted to a Flexible mode of teaching and learning. In the Philippines, the Commission on Higher Education (CHED) created a policy that ensures learning continuity amidst the pandemic. Drawn from this situation, this study determined the relationship between motivation, stress level, and experiences in Flexible Learning to the performance of students in PE 4. The study utilized a descriptive correlational design to check whether there is a relationship between variables. Moreover, the study used multiple linear regression and inferential statistics to treat the data gathered in the survey. The study showed that the variables, namely motivation, and stress, have no significant relationship with the participants PE 4 performance. In comparison, the learning experiences significantly positively relate to PE 4 performance. Moreover, learning experiences were found to be the variable that best influences PE 4 performance. Based on the studys findings, conclusions were drawn that motivation and stress do not affect the students performance in PE 4. At the same time, the learning experience predicted the students PE 4 performance significantly.