Educational Equity through Engagement in the Bachelor of Physical Education Major in Sports and Wellness Management Program in the National Capital Region

With the implementation of the new Bachelor in Physical Education, major in Sports and Wellness program for seven years and the UNESCO’s emphasis on Quality Physical Education, there is a need to evaluate the quality of the Bachelor in PE, major in Sports and Wellness Management program in the National Capital Region that will aid the college administrators and the faculty in further enhancing it. Anchored on Haworth and Conrad’s theory (1997), this study survey, interview, assessed faculty and student portfolio, and document reviewed documents to examine the (a) importance, (b) concreteness, and (c) effectiveness of the Engagement Theory of Program Quality (ETPQ) attributes on students’ growth and development. The results revealed that all attributes are deemed important indicators of program quality, concrete in the stakeholders’ experience, and effective contributors to students’ growth and development. However, Diverse and Engaged Faculty, Diverse and Engaged Students, Shared Program Direction, Risk-taking Environment, Integrated Learning, Risk-Mentoring, Cooperative Peer Learning, and Support for Basic Infrastructure, particularly sports facilities, need to be further reinforced. Increased student involvement, re-tooling of faculty on mentoring, proper orientation on professional residency and tangible products, and sufficient funding for sports facilities would ensure that all stakeholders would benefit from the optimal quality of the program.

Keywords- program quality, Engagement Theory of Program Quality, physical education, program evaluation, higher education.