INCLUSIVE Teaching Practices and Differentiated Instruction in Physical Education as Determinants of Basic Psychological Needs of College Students among Higher Learning Education INSTITUTIONS

Abstract

This study aimed to determine the inclusive teaching practices and differentiated instruction in physical education as determinants of the basic psychological needs of college students among higher education institutions. The researcher employed a descriptive correlational design, gathering data from the college students in Davao City. The statistical tools used were the mean, standard deviation, Pearson-r correlation, and regression analysis. The findings revealed that the inclusive teaching practices, differentiated instruction, and basic psychological needs of college students in physical education are high. A significant relationship was also found between inclusive teaching practices and psychological needs, as well as between differentiated instruction and psychological needs. Moreover, the inclusive teaching practices and differentiated instruction employed by PE teachers had a significant impact on the students' basic psychological needs.