Journal of Physical Education and Sport ® (JPES), Vol. 24 (issue 8), Art 208, pp. 1875 - 1886, August 2024
online ISSN: 2247 - 806X; p-ISSN: 2247 – 8051; ISSN - L = 2247 - 8051 © JPES

Original Article
Physical exercise and socio-emotional skills as predictors of academic productivity
among college students
JERIC E. SUGUISTeacher Education Department, Davao de Oro State College PHILIPPINES
Published online: August 31, 2024
Accepted for publication : August 15, 2024
DOI:10.7752/jpes.2024.08208
Abstract:
The abrupt transition from traditional face-to-face to online instruction due to the Covid-19 pandemic createdchallenges in the teaching-learning process. This quantitative study aimed to examine the relationship between
physical exercise, socio-emotional skills, and academic productivity. The study used adapted researchquestionnaires to fit the context. Linear regression analysis was employed to describe the possible existing
relationships between the identified variables, as well as to determine the direction and magnitude of such
relationships. It was discovered that the overall levels of students’ physical exercise, socio-emotional skills, andacademic activity were high, indicating that these three variables were significantly observed by the college
students. Among the five indicators of physical exercise, preventive health received the highest mean. In thevariable of socio-emotional skills, both self-awareness and responsible decision-making had the highest means.
Additionally, among all domains of academic productivity, the interaction process received the highest mean.
After thorough investigation, the null hypothesis (p<0.05) was rejected. The study demonstrated that physicalexercise and socio-emotional skills were significant predictors of students' academic productivity. This finding
highlighted the direct impact that these factors had on enhancing students' academic productivity. Physicalexercise contributed to improved cognitive function, concentration, and overall mental health, which in turnsupported better learning outcomes. Meanwhile, socio-emotional skills, such as emotional regulation, selfawareness, and interpersonal skills, were essential for managing stress, fostering positive relationships, andmaintaining motivation. By emphasizing the importance of both physical activity and socio-emotional
development, the study underscored the need for educational strategies that integrated these elements toeffectively boost students' academic success.
Keywords:Physical Education, academic productivity, quantitative research, regression analysis,
Philippines
Introduction
Previous studies revealed that students and teachers greatly affected by the abrupt change of teachingmodality from traditional instruction to online teaching modality due to the Covid-19 pandemic. It was also
discovered that teaching of practical content got a poor rating. In comparison to past years, the proportion of
students who are extremely dissatisfied with their current condition has increased by one percentage point, while
the number of students who are extremely satisfied has nearly halved. In 2018, 18% of students stated they were
extremely dissatisfied with their outputs with the current circumstances, compared to 34 and 31 percent in 2018and 2016, respectively (Pfister, et al., 2021).
Another study revealed that the pandemic has significantly affected students' academic success acrossvarious backgrounds. A study from Sapienza University of Rome found that 25.4% of students reported a
noticeable drop in their academic performance due to the pandemic. This decline was driven by several factors,
including financial difficulties and heightened psychological stress. Students facing economic challenges
struggled with the costs of remote learning and limited resources, while those requiring psychological support
experienced increased anxiety and stress. These results demonstrate how the pandemic intensified existing issues
and created new obstacles, severely impacting students' ability to sustain their academic performance (Siena, etal., 2024).
In Japan, research revealed that students experienced substantial declines in their academic productivity
as a result of school closures. Specifically, at 7 months after schools reopened, students' performance had
dropped by 0.133 standard deviations, and this decline became more pronounced with a decrease of 0.249
standard deviations by 19 months. These findings illustrate the persistent and significant impact that extended
periods of school closure can have on students' learning outcomes. The data indicates that the effects of school
closures on academic performance extend well beyond the immediate aftermath, suggesting long-lasting
disruptions in educational progress. This underscores the critical need for targeted interventions to address andremediate the academic setbacks caused by such interruptions (Asakawa, et. al., 2024).
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Corresponding Author: JERIC E. SUGUIS, E-mail: jericsuguis199723@gmail.com

JERIC E. SUGUIS--------------------------------------------------------------------------------------------------------------------------------------The study conducted in Germany highlighted that issues of academic productivity were significantly
impacted by procrastination and mediocrity among students enrolled in online courses. Students often struggledwith time management, leading to increased procrastination and a decline in the quality of their work.
Additionally, the pressure to keep up with online coursework, combined with the lack of face-to-face interaction,
contributed to feelings of burnout. This combination of factors adversely affected students' academic health andled to long-term reductions in academic productivity. The study underscores the need for effective strategies toaddress procrastination and manage the pressures of online learning to improve students' overall academic
performance and well-being. (Mirzoyan, & Mikaelyan, 2022).
In the Philippine context, remote learning has the potential to increase inequalities and create obstacles
to online learning. There are thirty-two percent (32%) and twenty-two percent (22%) of 3, 670 Filipino students,
have difficulty adjusting to new learning techniques and do not have dependable internet connection,
respectively. For some, purchasing a learning gadget that allows them to effortlessly tune in to online classes andturn in assignments in the online system may be tough. Despite attempts to make education more accessible toall, Filipino university students who choose remote education face several challenges (Baticulon, 2020).
The productivity in education is significant on many levels. In the study of Karadag (2018) revealed that
instructors and their productive actions and operations are one of the most significant things to promote during
the transition process of colleges and universities into third generation educational institutions. It should beemphasized that universities must improve their missions to conduct scientific research, which is one of their
purposes of establishment, in order to gain competitive advantage in the modern world, where students andinstructors' mobility, innovation, technology, and information-based economic policies are all predominant. In
the 21st century when innovation and skills are considered as the key driving factors, colleges and universities
that are the center of search and development operations, as well as instructors who are the essential aspects ofuniversities, could not withstand the worldwide trend for long against global tendency.
The benefits of consistent physical activity have been demonstrated to have a favorable impact on avariety of metabolic activities, including such as heart rate, platelet function and etc., as well as being linked to a
reduction in chronic non-contagious disorders respiratory illnesses. However, in recent decades, increases inbrain structures have been connected to improvements in cognitive abilities such as attention, memory, planning,inhibition, and so on. This final circumstance has allowed researchers to establish a link between physical activity
and academic productivity (Maureira, and Diaz, 2018).
On the other hand, Alzahrani, Alharbi, and Alodwani (2019) emphasized that social and emotional skills
are essential in building a productive learner especially in today’ educational system. The reinforcement of thesocio-emotional dimension in the educational environment aids students in achieving their learning objectives.
With this, teachers must focus on helping students to develop healthy social and emotional skills. The
development of students' social and emotional competency has a direct impact on their motivation to learn andconsequently on their current and future academic success. Furthermore, additional social and emotional support
for students is required to ensure academic productivity and high-test score results. They are more likely to beready for school-related activities and to perform well in their academic tasks when they feel joyful, comfortable,
loved, understood, and listened to than if they do not feel these qualities.
There is a need to conduct a study to understand the factors influencing academic productivity amongcollege students, particularly in the context of increasing academic demands. There is a growing recognition thatphysical exercise and socio-emotional skills might play crucial roles in enhancing academic performance. Prior
studies have suggested that these factors can impact cognitive function, stress management, and overall wellbeing, which are essential for academic success. Investigating their predictive value can provide insights into
effective strategies for improving student outcomes and inform institutional policies and support programs. The
context of the study is situated in the academic productivity of college students, who often face significant
pressures related to their studies, personal life, and future career prospects. The increasing emphasis on holistic
student development has led to a focus on non-academic factors, such as physical health and emotional wellbeing, as potential contributors to academic success. By exploring how physical exercise and socio-emotional
skills affect academic productivity, the research aims to address gaps in understanding how these factors interact
with academic performance in a higher education setting.
The researcher did not find studies that examine physical exercise and socio-emotional skills as
Predictors to Academic Productivity among college students. Most of the previous studies only include either
physical exercise or socio-emotional skills as its independent variable separately. Many studies have directly
focus on the effects of the aforementioned factors on the academic success of the students in general, not on thelevel productivity. This study focuses on determining students’ physical exercise and socio-emotional skills andidentifying which among students’ physical exercise and socio-emotional skills most significantly predicts
students’ academic productivity. The result of this study may be helpful in refining and promoting student
academic productivity as it is believed important in academic success. Considering the limited researches that
scrutinize the current trends of instruction, especially in promoting academic productivity, this study might behelpful in future studies. Thus, the urgency to conduct the study. This study may benefit the students to enhancetheir productivity level and will also help them improve and their learning mechanisms. It is also beneficial to the1876 ---------------------------------------------------------------------------------------------------------------------------JPES ® www.efsupit.roJERIC E. SUGUIS--------------------------------------------------------------------------------------------------------------------------------------college instructors and administrators to have the basis for taking steps on addressing the issue of academic
productivity and to establish feasible interventions.
Material & Methods
ParticipantsThis study applied the cluster sampling technique in selecting the respondents of the study. Out of all
tertiary education institutions in Davao de Oro, only two (2) higher educational institutions were chosen to
represent the entire population. The subjects of the study were the teacher education students, who were
specialized in Secondary Education and Elementary Education enrolled in the year 2021-2022. The respondents
can withdraw anytime if they are threatened in the conduct of the study.
The researcher used the Slovin’s formula: (n= N/(1+Ne2 ). Where “n” pertains to the sample size, “N”
refers population size and “e” denotes the margin of error) to determine the number of samples.
The Distribution of Respondents.
Population of Teacher Education Students Respondents
Campus A = 508
Campus B = 272
Total = 770

Respondents
220
160
380

The Sample of Variables
The researcher used an adapted questionnaire for the independent and dependent variables to suit thecontext of the study. The gathered data from the research were linked to the literature to aid the construction of
the survey questionnaire which were validated by the panel of internal and external validators. The respondents
were given a questionnaire that contains the respondent’s the three sets of questionnaires for the independent anddependent variables.
The first set of questionnaires was dealing with the engagement of students in physical exercise. The
survey questionnaire in the first independent variable was taken from the adapted questionnaire of Kadariya andAro, (2018) entitled “Barriers and facilitators to physical activity among urban residents with diabetes in Nepal”.
The aforementioned survey questionnaire contains 29 statements that were consist of the following domains; life
enhancement (8 items), physical performance (8 items), psychological outlook (6 items), social interaction (4items), and preventive health (3 items) which were rated using the 7-points Likert scale.
The original survey questionnaire was modified to accommodate the school setting. To get a deeper
interpretation from the respondents, the initial items were simplified or paraphrased, and were validated by theexpert panel. Reliability was also be put to the test. For each item, the participants were requested to rate thephysical exercise of student using the 5-points Likert scale anchored at (5) Very High, (4) High, (3) Moderate,(2) Low, and (1) Very Low. The second set of survey questionnaire was dealing with socio-emotional skills. The
survey questionnaire in the second independent variable will be taken from the third part of questionnaire in the
study of Zhou, and Ee (2012). The original form of questionnaire contains 25 items which was consists of fivedomains; self-awareness (5 items), social awareness (5 items), self-management (5 items), relationshipmanagement (5 items), and responsible decision making (5 items).
The original survey questionnaire was modified to contextualize the school setting. The original items
were simplified or paraphrased to gain better understanding from the respondents. The questionnaire wasvalidated by the panel of experts. It also undergone the test of validity and reliability. For each item, theparticipants were requested to rate the physical exercise of students using the 5-points Likert scale anchored at(5) Very High, (4) High, (3) Moderate, (2) Low, and (1) Very Low. The third set of survey questionnaire
embarks with academic productivity among college students. The survey questionnaire in the dependent variable
was taken after the adapted questionnaire of Pfister, Mika, Pavic, and Nguyen (2021) in their study entitled“Student productivity in the transition to online lectures”. Moreover, the following benchmarks were established
for the effective educational practices; learning facilities (3 items), technology use (3 items), interaction process(4 items), student participation (5 items), study time (3 items).
The initial sample questionnaire was modified to contextualize the school setting. To ensure that the
respondents understood the original questionnaire, it was paraphrased and the validity and durability were also
tested. For each item, the participants were requested to rate the student engagement using the 5-points Likert
scale anchored at (5) Very High, (4) High, (3) Moderate, (2) Low, and (1) Very Low. It should be noted that the
instruments used in this study were validated by the panel of experts.
Statistical Analysis
This is a quantitative study, specifically a causal-comparative research design which is also known as expost facto research design. This is a research design that seeks to find relationships between independent anddependent variables after an action or event has already occurred which means that the purpose of research is toinvestigate whether the independent variables affected the dependent variable (outcome) by comparing two or
more groups or samples. The linear regression analysis was used to describe the possible existing relationshipbetween identified variables as well as determining the direction and magnitude of such relationship, if there is.
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JPES ® www.efsupit.roJERIC E. SUGUIS--------------------------------------------------------------------------------------------------------------------------------------This research also employed statistical tools in processing the answers to the questions at 5% level ofsignificance. The responses obtained from all the items in the questionnaires were tallied, tabulated andinterpreted. The Mean was be used to determine the levels of engagement in physical exercise, socio-emotional
skills and the academic productivity among teacher education students across the selected institutions in Davaode Oro. The Pearson-r was used to determine the significance on the relationship between factor’s physicalexercise, socio-emotional skills and the academic productivity among teacher education students across theselected institutions in Davao de Oro. The Linear Regression Analysis was employed to determine whichamong the students’ physical exercise, socio-emotional skills significantly predict the academic productivity
among teacher education students across the selected institutions in Davao de Oro.
Results
The table 1 shows the level of physical exercise in terms of the indicators— life enhancement, physicalperformance, psychological outlook, social interaction, and preventive health is presented in the table below. The
overall level of students’ physical exercise is high. This indicates that the physical exercise is observed by thecollege students. Among the five indicators, preventive health got the highest mean of 4.15 which is described ashigh. This is followed by the indicator, physical performance which attained a mean of 4.08, described as high.
Next is the life enhancement, which posted a mean of 4.06, described as high. Finally, social interaction got thelowest mean of 3.38 with the description of moderate.

The level of Students’ socio-emotional skills in terms of the indicators— self-awareness, social
awareness, self-management, relationship management, and responsible decision making is presented in the tablebelow. The overall level of students’ socio-emotional skills is high.
In this variable, both self-awareness and responsible decision making got the highest mean of 4.18,
described as high. Followed by relationship management with a mean of 4.02 and a verbal description of high.
Meanwhile, social awareness attained a mean of 3.94, described as high. Compared to other indicators of thisvariable, self-management got the lowest mean of 3.86, but still described as high.

The level of students’ academic productivity in terms of the indicators— learning facilities, technology
use, interaction process, student participation, and study time is presented in the table below. The overall level ofstudents’ academic productivity is high. Among all domains of academic productivity, interaction process got thehighest mean of 4.12 which is described as high. The indicator, technology use has a mean of 3.76 and a verbal
description of high. Learning facilities attained the mean score of 3.72, described as high. More so, study time
got the mean score of 3.68 with a verbal description of high. Finally, the academic performance in terms ofstudent participation got the lowest mean of 3.37 and a verbal equivalent moderate.

Pearson* Correlation is conducted to test the relationship between level of physical exercise andacademic productivity. The result shows a strong positive correlation between life enhancement and academic
productivity at rho = 0.613, which was statistically significant at p < 0.000. This means that there is sufficientevidence to conclude that the correlation between life enhancement and academic productivity performance is not1878 ---------------------------------------------------------------------------------------------------------------------------JPES ® www.efsupit.roJERIC E. SUGUIS--------------------------------------------------------------------------------------------------------------------------------------zero. The result shows a moderate positive correlation between physical performance and academic
productivity at rho = 0.572, which was statistically significant at p < 0.000. This means that there is sufficientevidence to conclude that the correlation between physical performance and academic productivity performance
is not zero. The result shows a moderate positive correlation between psychological outlook and academic
productivity at rho = 0.588, which was statistically significant at p < 0.000. This means that there is sufficientevidence to conclude that the correlation between psychological outlook and academic productivity performance
is not zero. The result shows a moderate positive correlation between social interaction and academic
productivity at rho = 0.520, which was statistically significant at p < 0.000. This means that there is sufficientevidence to conclude that the correlation between social interaction and academic productivity performance is not
zero. The result shows a moderate positive correlation between preventive health and academic productivity at
rho = 0.527, which was statistically significant at p < 0.000. This means that there is sufficient evidence toconclude that the correlation between preventive health and academic productivity performance is not zero.
The result shows a strong positive correlation between students’ physical exercise and academic
productivity at rho = 0.647, which was statistically significant at p < 0.000. This means that there is sufficientevidence to conclude that the correlation between students’ physical exercise and academic productivity
performance is not zero.

Pearson* Correlation is conducted to test the relationship between level of socio-emotional skills andacademic productivity. The result shows a strong positive correlation between self-awareness and academic
productivity at rho = 0.653, which was statistically significant at p < 0.000. This means that there is sufficientevidence to conclude that the correlation between self-awareness and academic productivity performance is not
zero. The result shows a moderate positive correlation between social awareness and academic productivity at
rho = 0.588, which was statistically significant at p < 0.000. This means that there is sufficient evidence toconclude that the correlation between social awareness and academic productivity performance is not zero.
The result shows a strong positive correlation between self-management and academic productivity at
rho = 0.648, which was statistically significant at p < 0.000. This means that there is sufficient evidence toconclude that the correlation between self-management and academic productivity performance is not zero.
The result shows a strong positive correlation between relationship management and academic
productivity at rho = 0.610, which was statistically significant at p < 0.000. This means that there is sufficientevidence to conclude that the correlation between relationship management and academic productivity
performance is not zero. The result shows a strong positive correlation between responsible decision making
and academic productivity at rho = 0.633, which was statistically significant at p < 0.000. This means that there issufficient evidence to conclude that the correlation between responsible decision making and academic
productivity performance is not zero. The result shows a very strong positive correlation between socioemotional skills and academic productivity at rho = 0.728, which was statistically significant at p < 0.000. Thismeans that there is sufficient evidence to conclude that the correlation between socio-emotional skills andacademic productivity performance is not zero.

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JPES ® www.efsupit.roJERIC E. SUGUIS--------------------------------------------------------------------------------------------------------------------------------------Using Multiple Linear Regression analysis, the regression model of academic productivity in terms ofthe domains of student’s physical exercise is Y = 1.374 + 0.231X1 + 0.067X2 + 0.116X3 + 0.078X4 + 0.106X5..
The results of the Student’s t-test, shown above indicate that only life enhancement and physical performance are
significant. These results prove that the estimated regression coefficients of said indicators are significantly
different from zero, signifying only life enhancement and physical performance are meaningful additions to themodel. Consequently, F-test revealed that the composite hypothesis that all regression coefficients are equal tozero is also highly significant with an F-statistic of 54.920 and a p-value of < 0.000. Finally, the adjusted R2
revealed that the model could explain approximately 42% of the variation in the level of academic productivity ofthe students. This suggests that 42% of the variability in the observed levels of academic productivity of the
respondents can be attributed to the domains of physical exercise.

Using Multiple Linear Regression analysis, the regression model of academic productivity in terms ofthe domains of socio-emotional skills is Y = 0.953 + 0.120X1 + 0.058X2 + 0.261X3 + 0.084X4 + 0.181X5. The
results of the Student’s t-test, shown above indicate that only self-awareness, self-management, and responsible
decision making are significant. These results prove that the estimated regression coefficients of said indicators
are significantly different from zero, signifying only self-awareness, self-management, and responsible decision
making are meaningful additions to the model.
Consequently, F-test revealed that the composite hypothesis that all regression coefficients are equal tozero is also highly significant with an F-statistic of 89.835 and a p-value of < 0.000. Finally, the adjusted R2
revealed that the model could explain approximately 54% of the variation in the level of academic productivity ofthe students. This suggests that 54% of the variability in the observed levels of academic productivity of the
respondents can be attributed to the domains of socio-emotional skills.

Using Multiple Linear Regression analysis, the regression model of academic productivity in terms ofphysical exercise and socio-emotional skills is Y = 0.869 + 0.164X1 + 0.559X2.
1880 ---------------------------------------------------------------------------------------------------------------------------JPES ® www.efsupit.roJERIC E. SUGUIS---------------------------------------------------------------------------------------------------------------------------------------The results of the Student’s t-test, shown above indicate that all variables are significant. These results
prove that the estimated regression coefficients of said indicators are significantly different from zero, signifyingthat both Physical Exercise and socio-emotional skills are meaningful additions to the model. Consequently, Ftest revealed that the composite hypothesis that all regression coefficients are equal to zero is also highly
significant with an F-statistic of 222.877 and a p-value of < 0.000. Finally, the adjusted R2 revealed that themodel could explain approximately 54% of the variation in the level of academic productivity of the students.
This suggests that 54% of the variability in the observed levels of academic productivity of the respondents canbe attributed to Physical Exercise and socio-emotional skills.
Discussion
In this study, it was found that the level of students’ physical exercise is observed by the college
students. This result is connected to the study of Sullivan, Johnson, and Owens (2017) that students' growth andacademic success depend greatly on their level of physical exercise. Additionally, Conner (2019), claimed thatphysical activities encourages the introduction of physical education in the classroom. Many college students'
studying habits have been improved by physical activity. Previous studies gave recommendations for instructors
to enhance the degree of physical exercise among students should be increased. They may be affected in the longterm if the school administration continues to cut off the sports activities.
The indicator, preventive health, were found very much observed by the college students. The result of
this study relates to the study of Lobelo et al. (2019) that physical inactivity is one of the most common main
health risk factors and is linked to a high burden of cardiovascular disease. Reducing metabolic, hemodynamic,
functional, body composition, and epigenetic risk factors for noncommunicable chronic illnesses is achieved byincreasing and maintaining recommended amounts of physical exercise. physical exercise is crucial in theprevention and treatment of over 40 illnesses, including diabetes mellitus, cancer, cardiovascular disease, obesity,
depression, Alzheimer's disease, and arthritis. Physical exercise plays a substantial role that is frequently
equivalent to or superior than medication therapies.
In his study, it was eloquently stated by Matiba (2015) that physical activity is acknowledged as a factor
in a number of advantageous outcomes for individual's physical and mental health, social wellbeing, andcognitive and academic performances. People who are physically active and take part in team sports are lesslikely than non-participants to engage in harmful behavior including substance misuse and unsafe sexual
practices. Consistently living a sedentary lifestyle was linked to low educational outcomes, poor self-perceived
health, and a less healthy lifestyle.
However, it was revealed by Vaara, et al., (2019) that there are only few people who are aware about therecommended physical exercise. Also, only a few researches have examined understanding of and knowledge
with recommendations for aerobic type of physical exercise. Therefore, more aggressive efforts are required topromote the guidelines for physical exercise.
The result also revealed that physical performance was much observed by the college students. It isnoteworthy that in the study of Shujaat (2018), the Pakistani students have a positive attitude toward physicalactivities and like participating in them to enhance their health. They understand the advantages of participationin sports and physical activities. Cricket is the most popular sport among Pakistani students (Shujaat, 2018).
Contrarywise this, a study conducted by Dunton, Do, and Wang (2020) the lives of students have beensignificantly impacted by the limitations on mobility and engage effectively in schools, as well as thecancellation of sporting events and other activities in the year 2020.
Meanwhile, the physical exercise influenced by physical enhancement, also turned to be much observedby the college students. As heighted by Ennis (2017) that many of the advantages of leading an active lifestyle
are still elusive for some students, teens, and young adults. Teachers and program directors need to concentrateprogrammatic emphasis on techniques to really raise students' out-of-class physical activity behavior if they want
to improve programming and performance to fulfill physical activity goals. Transformative PE offers physical---------------------------------------------------------------------------------------------------------------------------- 1881
JPES ® www.efsupit.roJERIC E. SUGUIS--------------------------------------------------------------------------------------------------------------------------------------activity material in a supportive and inspiring setting that has the power to transform students' lives. Teachers canuphold their commitment to successful standards-based teaching while educating students for a lifetime ofphysical activity by using sport, physical exercise, dance, and adventure activities as the means to an end for
personal and social growth.
Accordingly, psychological outlook was also found to be much observed by the college students. The
result of the study of Guo and Zhang (2022) implied that people's deep awareness of the idea of mental health has
led them to develop a new view of the purpose of physical activity and attempt to conduct a thoroughinvestigation into this purpose. Teenagers are seen to be the driving force behind our society's future growth, thus
when educating them, we should focus on developing their mental and emotional faculties as well as their
physical faculties.
Finally, social interaction, were discovered to be observed by the college students. It was argued by
Dunton, et al (2020) that social interaction is a key component in the field of physical education and health.
Students gain mobility and the capacity for cooperation via interaction with one another. However, Dunton, et al(2020) revealed that students were less physically active in the year 2020 during the Covid-19 pandemic since
they could not really participate in school-based physical activities. They did not participate in much physicalexercise, despite the fact that Covid-19 must be kept from spreading through social isolation. Most of thestudents and teachers used social media platform as the tool for communication and instruction. As recommendedby Göktaş (2015), teachers must be aware of their students' opinions of Facebook as an interactive environment
because interaction is an essential component of sports activities. That could raise awareness of issues involving
interactions between students and instructors. Furthermore, it is clear that Facebook provides students withdifficulties in face-to-face engagement with an environment for interaction. Students that participate in sports
will be less likely to engage in passive behaviors as a result.
This study revealed that socio-emotional skills is much observed by the college students. The result
subscribes to the of Villar, et al., (2021) that socio-emotional competency should be encouraged throughdedicated and successful educational initiatives. In order to promote dispute resolution and foster democratic
coexistence in schools, it is possible to strengthen social skills and emotion control. This has significant andpractical ramifications for delivering the wellbeing and high-quality education we strive for in the field of
education.
In this variable, both self-awareness and responsible decision making were found to be much observedby the college students. This is parallel to the study of Ibach (2017) that the current studies showed selfawareness is a life skill that is essential. The requirement for self-awareness must be implemented on college
campuses by higher education professionals. This implementation could take a varied form, such as in theresident halls or through mental health promotion. The necessity to encourage self-awareness among college
students, however, must be acknowledged by those working in higher education. Additionally, it was claimed byGarrecht et al., (2018) that responsible making decisions is a crucial skill for both business and daily life. Making
decisions is a crucial part of problem-solving and is crucial for management and leadership roles. We should
anticipate this kind of leadership from our college students.
Additionally, the indicator relationship management, was found to be much observed by the college
students. It conforms to the study of Firmante (2019) which pointed out that the value of relationshipmanagement abilities in students' daily life up till they graduate from college. It has been discovered that socialand emotional learning competency has favorable impacts on students' academic performance, promotes physicalhealth, improves citizenship, and is crucial to future careers and lifetime learning. Given that relationshipmanagement might aid in creating an evidence-based curriculum for students, it is significant to investigate its
function in career planning. Jayousi (2016) added that individuals have adapted the modern telecommunication
technologies to socialize with other people for it shortened distances, consolidated social ties, and allowed
individuals to use it for collective projects and education.
Meanwhile, social awareness was found to be much observed by the college students. In relation to thestudy of Matitaputty, et al., (2018), students need social awareness education to develop their critical thinking
abilities and to promote social change. They can comprehend the actions of the kids they are with bothacademically and non-academically. As a result, their appreciation of life grows as time passes. In addition, they
are appreciative of the chance to speak with the underprivileged and homeless kids in person.
Finally, the study revealed that self-management got the lowest mean score but much observed by thecollege students. This result is similar to the study of Muluk, et al., (2021) that students have complete control
over changing or modifying their immediate physical and social surroundings. They understand when it isnecessary to work alone or in a group, when it is appropriate to ask for support from others, and when it isappropriate to adapt to and modify their surroundings. The success of students in completing their coursework
depends, among other things, on their capacity for time management and activity organization. Impacts ofstudents' self-management abilities on their academic and social lives.
This implied that the level of academic productivity among college students is much observed by thecollege students. This is parallel to the study of Alyami, et al., (2021) that students produce better outputs andachieve the learning objectives if they are able to manage their time and behavior at school. It would be more
beneficial for their academic productivity if they have better preplan their studies. The quality of teacher-student
1882 ---------------------------------------------------------------------------------------------------------------------------JPES ® www.efsupit.roJERIC E. SUGUIS--------------------------------------------------------------------------------------------------------------------------------------interactions in the classroom is a critical determinant of overall student involvement and achievement. By
fostering positive, respectful, and engaging interactions, teachers can cultivate a supportive learning environmentthat empowers students to thrive academically and personally.
Among all domains of academic productivity, interaction process got the highest mean. This finding issimilar to the study of Kovshar, et al, (2018) which highlights the significance of online group cognition,emphasizing that co-presence and intersubjective shared understanding are crucial for fostering academically
productive discourse in computer-supported collaborative learning settings. This suggests that the dynamics ofinteraction can be effectively monitored and analyzed, providing insights into the collaborative knowledgebuilding process. The student productivity influenced by technology use, was found to be observed by the college
students. According to learners K to 12 Curriculum Guide (2012) it is the prerogative of the tertiary universities
and colleges to provide advanced and useful technology for students. Furthermore, Abdullah and Muait (2019)asserted that technological skill is one of the several skills to be developed by the Modern technology is thedevelopment of information and communication technology which are available for different consumers
especially in the field of learning.
Moreover, student productivity influenced by learning facilities was found to be observed by the college
students. This result is connected to the study of Ramli and Zainv (2019) that a newly established educational
institutions sometimes fail to provide adequate learning facilities to the learners which cause a significant impact
in their academic productivity. The classrooms are said to be the place where the learners develop their aspirationof what they want to become in the future, as well as the skills and knowledge that are essential to achieve that
aspiration. More so, student productivity influenced by study time was also found to be much observed by thecollege students. The study of Nonis and Hudson (2022) highlighted that study habits are the natural practices
which allows the learners receive information through learning. It helps the learners improve their academic
productivity. Moreover, it was discussed in their study that poor study habits have significant impact in theiracademic performance.
Student productivity influenced by student participation got the lowest mean but still found to beobserved by the college students. It was revealed by Carter (2019) that students are suffering from a wide
spectrum of educational distracters, such as dissatisfaction, indifference, and disillusionment, thereby expanding
the success disparity. Schools are supposed to give learning opportunities that help the students to integrate into
society. However, the phenomenological study by Gesualdi, (2019) revealed that student participation is a goodpredictor of academic success.
Since all indicators in this variable have a p-value of 0.000, which is obviously less than 0.05 level ofsignificance, this allows the researcher to reject the null hypothesis, which states that “there is no domain in
physical exercise that significantly influences academic productivity”. Thus, all domains in physical exercise
influence the academic productivity among college students. The result is supported by the study of Sumaira, etal., (2018), physical exercise had a substantial overall influence on academic performance. As a result, therelevance of physical exercise must be considered while developing an educational institution's curriculum. It
attempts to improve students' academic performance by reducing depression, tension, and anxiety and boosting
self-esteem (Ariza, et al., 2017).
The results revealed that all indicators in this variable have a p-value of 0.000, which is clearly less thanthe level of significance of 0.05, this allows the researcher to reject the null hypothesis, which states that “there is
no domain in socio-emotional skills that significantly influences academic productivity”. Thus, all domains insocio-emotional skills influence the academic productivity among college students. This is in concordance to thestudy of Alzahrani, et al., (2019) that the first place where students develop and learn is at home; the second is ina classroom. Both the learning results and personalities of students can be impacted by the interactions between
instructors and students. They are more productive in both their academic and social lives when there is more
optimism in these connections and the school environment. Additionally, healthy growth in every area ofdevelopment benefits students’ life throughout time, particularly their academic life.
The regression analysis revealed that only life enhancement and physical performance are significant
variables. This means that these two specific variables have a statistically significant impact on the outcome
being studied, while the other variables in the model are not statistically significant.
The significant results of the t-test indicate that the estimated regression coefficients for life enhancement andphysical performance are significantly different from zero. This suggests that only these two variables, and not
the other variables, are meaningful additions to the model in explaining the observed levels of academic
productivity among the respondents. A significant portion of the differences or changes in academic productivity
levels among the respondents can be explained by the influence of physical exercise-related factors, specificallylife enhancement and physical performance. These variables play a key role in accounting for the variation inacademic productivity levels observed in the study.
The results of the regression analysis discovered that only self-awareness, self-management, andresponsible decision-making are statistically significant variables in the model being studied. This means thatthese three specific variables have a significant impact on the outcome, while the other variables included in theanalysis are not statistically significant. The significant results of the t-test suggest that the estimated regression
coefficients for self-awareness, self-management, and responsible decision-making are significantly different---------------------------------------------------------------------------------------------------------------------------- 1883
JPES ® www.efsupit.roJERIC E. SUGUIS--------------------------------------------------------------------------------------------------------------------------------------from zero. This indicates that only these three variables contribute meaningfully to the model and play importantroles in explaining the observed levels of academic productivity among the respondents. A substantial portion of
the differences or variations in academic productivity levels among the respondents can be explained by the
influence of socio-emotional factors, specifically self-awareness, self-management, and responsible decisionmaking. These variables are key contributors to the variability in academic productivity levels observed in the
study.
The results regression analysis has shown that all variables included in the analysis are significant. Thismeans that each variable has a statistically significant impact on the outcome being studied. The significant
results of the t-test indicate that the estimated regression coefficients for these variables are significantly different
from zero. Specifically, the analysis indicates that both Physical Exercise and socio-emotional skills playmeaningful roles in the model being examined. This suggests that these variables are important predictors of theobserved levels of academic productivity among the respondents. There are more than half of the changes ordifferences in academic productivity levels can be explained by the influence of these two variables in the model.
In other words, Physical Exercise and socio-emotional skills are significant factors that account for a substantial
portion of the variation in academic productivity among the respondents
Conclusions
Referring back to the result of the research objective, the researcher has concluded that physical exercise
in terms of life enhancement, physical performance, psychological outlook, social interaction, and preventive
health influence the academic productivity among college students. Furthermore, student motivation in terms ofself-awareness, social awareness, self-management, relationship management, and responsible decision making
also influence college students’ academic productivity.
The findings revealed that physical exercise in terms of Preventive Health, Physical Performance, Life
Enhancement, and Psychological Outlook is much observed by college students. Among the indicators ofphysical exercise, social interaction is moderately observed by the college students. On the other hand, the levelof student motivation in terms of Self-awareness, Responsible Decision Making, Relationship Management,
Social Awareness, Self-management, is much observed by college students. Overall, the results revealed that
there is a significant relationship between all domains in physical exercise and socio-emotional skills havesignificant relationship to academic productivity.
The results of the student’s t-test in the variable, physical exercise indicate that only life enhancement
and physical performance are significant. The results proved that the estimated regression coefficients of said
indicators are significantly different from zero, signifying only life enhancement and physical performance aremeaningful additions to the model. While the results of the student’s t-test in the variable socio-emotional skills
indicate that only self-awareness, self-management, and responsible decision making are significant. These
results prove that the estimated regression coefficients of said indicators are significantly different from zero,signifying only self-awareness, self-management, and responsible decision making are meaningful additions to
the model. When taken as one, the results of the student’s t-test, shown above indicate that all variables are
significant. These results prove that the estimated regression coefficients of said indicators are significantly
different from zero, signifying that both Physical Exercise and socio-emotional skills are meaningful additions to
the model.
After a profound consideration of the possible implications of the findings and conclusion of the study,
the researcher came up with several recommendations on how students can improve their academic
productivity. First, to escalate the level of physical exercise to very high, the college instructors shall include"Brain Breaks" in the teaching and learning process. Especially physical exercise is one of the indicators ofphysical exercise that significantly impacts academic productivity among college students; movement-based
activities like Brain Breaks shall be employed in the instruction. These simple physical and mental exercises willallow the students to refocus, relax and breathe. It will also help them improve their performance in doing thetasks at hand. Secondly, to improve the level of life enhancement to very high, the institution shall strengthen its
implementation of the Health and Wellness Program, especially since it was discovered to have a significant
impact on academic productivity.
This program is not limited to providing physical activities to its stakeholders but also conducts
seminars about its effects on their lives. Students' engagement in the said program should be strictly
monitored. Additionally, self-awareness, self-management, and responsible decision-making are proven to havesignificant meaning to academic productivity. To elevate its level to very high, the institution shall provide
workshops and seminars about the Social and Emotional Learning Framework (SEL). Ultimately, this initiative
will aim to help the students acquire self-management skills, develop and enhance awareness within themselves
and advance their abilities in making caring and constructive choices across diverse situations. As part of the SEL
Framework, these key components shall be integrated into the curriculum. Lastly, the "Together at School
Program" shall be implemented to strengthen the student consultation program by establishing institutionalized
guidelines for monitoring academic involvement and performance and fast-track their learning blocks andconcerns.
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