Engaging the Body, Empowering the Mind: Kinesthetic Activity and Proactive Learning Mindset of Senior High School Students

ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 Engaging the Body, Empowering the Mind: Kinesthetic Activity and Proactive Learning Mindset of Senior High School Students Angelia Jane C. Padasay Abstract. This study primarily aimed to examine the connection between kinesthetic activity and the proactive learning mindset of senior high school students in a selected private school in Davao City using a parallel convergent mixed-methods approach. A total of 293 senior high school students were selected through simple random sampling. For the quantitative phase, modified and enhanced adapted survey questionnaires were utilized and pilot tested in a nearby school to ensure high reliability and internal consistency. The qualitative phase employed a semi-structured interview guide to elicit in-depth insights into the lived experiences of the participants. Findings showed that students frequently engaged in kinesthetic activities, particularly for emotional regulation, while self-expression was less evident. Their proactive learning mindset was moderately extensive, with growth mindset development most observed and learning resilience least. A significant positive relationship existed between kinesthetic activity and proactive learning mindset, with self-expression showing the strongest correlation. The qualitative data highlighted six key themes showing that kinesthetic activities support both emotional and academic growth among students. These included improvements in well-being, self-expression, motivation, growth mindset, autonomy, and resilience. The integration of findings revealed a strong alignment between quantitative and qualitative results, confirming that physical engagement promotes motivation, self-awareness, and proactive learning. KEY WORDS 1. Kinesthetic Activity 2. Proactive Learning Mindset 3. Embodied Cognition 4. Student Motivation 5. Mixed Methods Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction The increasing concern over students’ passive engagement in learning environments highlights a critical need for educational strategies that foster a more proactive learning mindset. Observations indicate that a low level of proactive engagement among senior high school students often correlates with diminished academic performance and reduced enthusiasm towards learning activities. This shows that integrating kinesthetic activities into the curriculum may significantly enhance students’ engagement and cultivate a proactive approach to learning. Using a parallel convergent design, this research aims to empirically investigate the impact of physical activities on the learning mindset of high school students. In the United Kingdom, Benson-Greenwald and Diekman (2022) highlighted that high school students reported feel- NIJSE (2025) - ing actively engaged in their classroom activities, suggesting a significant gap in fostering a proactive learning mindset. Further analysis by Parada and Verlhiac (2022) indicated that this disengagement could be linked to traditional teaching methods that do not incorporate active learning strategies. These findings are alarming as they correlate with lower academic achievements and diminished student well-being. Educational experts in the UK are now advocating for an overhaul of teaching methodologies to include more interactive and student-centered approaches. In Africa, research by Maziriri et al. (2023) found that students’ engagement levels in several sub-Saharan countries were among the lowest globally, with proactive learning mindsets particularly deficient due to inadequate educational resources and large classroom sizes. Coetzee (2022) further explored this issue, discovering that the lack of engaging teaching methods significantly hindered students’ ability to adopt proactive learning behaviors. These studies suggest a pressing need for educational reforms that emphasize active learning and kinesthetic involvement to foster better engagement. The impact of such disengagement is profound, affecting not only academic performance but also future economic opportunities for these students. As such, stakeholders are called upon to prioritize educational strategies that can transform passive learning settings into more vibrant educational experiences. In Indonesia, a survey by Amalia et al. (2023) showed that only 35In the Philippines, particularly in Luzon, recent studies by Mobo (2022) highlighted that student disengagement is particularly high in rural schools, where resources are limited and teaching methods are traditionally didactic. Obmerga and de Guzman (2024) corroborated these findings, reporting that lack of student participation in these areas leads to lower academic outcomes and reduced interest in school. The data suggests a critical need for educational interventions that not only address resource allocation but also pedagogical training in active learning techniques. Efforts to integrate kinesthetic activities could significantly improve students’ proactive engagement and overall educational success. The push towards reforming educational practices in Luzon aims to cultivate a more involved and motivated student body. In Mindanao, studies by Bayod et al. (2021) have shown that despite efforts to improve education, a significant number of students remain passively engaged in their learning environments. This issue is compounded in conflict-affected areas where educational disruptions are common, as noted by Escaro and Paglinawan (2021), who found that these disruptions further discourage proactive learning dispositions among students. The researchers suggest that implementing more interactive and physically engaging teaching methods could help overcome these barriers. The challenge lies in training teachers and restructuring educational systems to support such dynamic teaching approaches. There is a growing consensus that enhancing educational practices in Mindanao is essential for fostering resilience and a proactive mindset among students. In the researcher’s setting, recent educational assessments reveal that while the city has made significant strides in educational development, many students still show a lack of a proactive learning mindset. This is particularly evident in overcrowded classrooms where individual student engagement tends to decline significantly. Incorporating kinesthetic activities into daily lessons could help counteract this trend by boosting student involvement and engagement. Such strategies are seen as vital for encouraging students to take ownership of their learning and to actively participate in the classroom. Existing research highlights the potential advantages of kinesthetic activities in supporting students’ learning, but there remains a limited understanding of how these activities shape the proactive learning mindset among senior high school students. While a number of 2ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - studies have noted improved engagement or motivation through physical movement, few have examined the deeper personal and contextual factors that drive students to embrace more active roles in their learning. This gap in the literature suggests a need for a parallel convergent design, which can integrate both qualitative and quantitative perspectives to present a fuller picture. By merging the richness of personal narratives with measurable data, this approach offers a unique lens for exploring the nuances of kinesthetic influence. Consequently, addressing this gap may lead to stronger, evidence-based strategies to encourage students to participate actively in their educational journey. It is urgent to conduct this study within the researcher’s setting because many senior high school classrooms still rely heavily on lecture-based teaching, giving less attention to hands-on or movement-oriented approaches. Preliminary observations in the researcher’s locality indicate that students often exhibit low motivation and limited involvement in classroom tasks, which may hamper their academic growth. By focusing on how kinesthetic activities might address these issues, the study’s results could offer timely insights for teachers and school leaders seeking to enhance student engagement. Moreover, implementing the parallel convergent design in this context will ensure that local educational policies and practices are guided by a balanced view of both numerical trends and the lived experiences of students. This, this research is poised to deliver practical recommendations that can significantly elevate the learning environment in the researcher’s community. 1.1. Review of Significant Literature— 1.1.1. Kinesthetic Activity—Kinesthetic activity refers to learning through physical movement and hands-on interaction (Zerf, 2019). It engages multiple senses—sight, touch, and motion—creating stronger neural connections and enhancing memory, comprehension, and motivation (Rini et al., 2020; Hwang et al., 2020; Flippin et al., 2021). By manipulating materials and solving problems physically, students develop critical thinking and apply theoretical knowledge to real-world situations (Sutapa Suharjana, 2019; Kusumawarti Subiyantoro, 2020). Kinesthetic learning benefits vary by discipline: STEM emphasizes experiments and modeling; Humanities focus on role-playing and simulations; Arts and Physical Education involve creative and bodily expression (Dale et al., 2020; Lozy et al., 2020). This differentiation supports learning preferences and engagement across strands. Moreover, kinesthetic activities enhance intrinsic motivation and enjoyment, leading to proactive engagement and ownership of learning (Frey et al., 2019; El Khdar et al., 2019; Peng, 2019). 1.1.2. Well-Being—Well-being reflects students’ physical, emotional, and mental health achieved through regular movement and handson learning (Zerf, 2019). Physical activity improves cardiovascular fitness, brain function, and concentration while reducing fatigue and stress (Baik et al., 2019; Torales et al., 2019). It also stimulates neural growth and supports holistic development by balancing physical, cognitive, and emotional needs (Virtanen et al., 2019; Bano et al., 2019). Healthy, active students show better attendance, focus, and academic performance. 1.1.3. Self-Expression—Self-expression through movement allows learners to convey thoughts and emotions nonverbally (Zerf, 2019). Moderate kinesthetic activities promote engagement, autonomy, and emotional release ( C¸ etin G ¨ une s¸ , 2021; Lee et al., 2020). Groupbased creative activities like drama or sports build community, motivation, and belonging (Shutenko et al., 2021). These experiential methods align with Kolb’s theory—students “learn by doing,” transforming abstract ideas into concrete understanding (Henry Thorsen, 2020; Kettunen et al., 2021). 3ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - 1.1.4. Emotional Regulation—Emotional regulation—managing emotions effectively—enhances concentration, resilience, and social harmony (Zerf, 2019). Physical activities reduce anxiety and channel energy constructively, helping students maintain focus and classroom order (San Rom ´ an-Mata et al., 2020; Cho, 2020; Vasilopoulos Ellefson, 2021). Team-based kinesthetic tasks cultivate empathy, cooperation, and conflict resolution skills, promoting emotional balance and positive peer interaction (Wang et al., 2020; Rojo-Ramos et al., 2023). 1.1.5. Artistic Appreciation—Artistic appreciation—engaging in creative movement such as dance, drama, and music—develops creativity, critical thinking, and motivation (Zerf, 2019; Chac ´ on-L ´ opez Maeso-Broncano, 2023). Artistic kinesthetic learning strengthens decision-making, problem-solving, and interpretative skills (Cox et al., 2019; Auhuber et al., 2019). Integrating artistic and academic subjects creates interdisciplinary, holistic experiences that nurture physical, cognitive, and emotional growth (Bae et al., 2019; Sabiston et al., 2019). 1.1.6. Proactive Learning Mindset—A proactive learning mindset involves selfinitiative, active participation, and accountability for one’s education (Benson-Greenwald Diekman, 2022). Such learners engage deeply, pursue independent inquiry, and connect learning with real-world applications (Parada Verlhiac, 2022; Deng et al., 2022). This mindset fosters resilience, adaptability, and critical thinking—enabling students to embrace challenges as opportunities for growth (Bi Collins, 2022; Ni, 2019; Bai Wang, 2023). Proactive traits manifest differently by academic strand: STEM students express it through experimentation; Humanities through reflection; Arts and PE through creativity (Tseng et al., 2020; Karlen et al., 2019). Regardless of field, it promotes lifelong learning and adaptability. 1.1.7. Self-Motivation—Self-motivation — an internal drive to learn—encourages persistence and consistent engagement (Moneva et al., 2020; Nurafifah et al., 2021). Intrinsically motivated students view challenges as growth opportunities and maintain long-term academic commitment (Chemsi et al., 2020; Vanslambrouck et al., 2019). 1.1.8. Growth Mindset Development—A growth mindset is the belief that intelligence and ability can improve through effort (BensonGreenwald Diekman, 2022). Students embracing challenges and feedback show higher resilience and critical thinking (Limeri et al., 2020; Claro Loeb, 2019; Jia et al., 2021). Teachers cultivate this mindset by praising effort over innate talent and normalizing mistakes as learning opportunities (Mesler et al., 2021; King Trinidad, 2021). 1.1.9. Autonomous Learning—Autonomous learners set goals, manage time, and evaluate progress independently (BensonGreenwald Diekman, 2022). This self-direction promotes ownership, responsibility, and lifelong learning habits (Khulaifiyah et al., 2021; Papamitsiou Economides, 2019). Through minimal guidance and moderate freedom, teachers help students build confidence and problemsolving skills (Wang Zhang, 2022; Padmadewi et al., 2020). 1.1.10. Learning Resilience—Learning resilience is the ability to adapt and persist despite academic challenges (Benson-Greenwald Diekman, 2022). Resilient learners maintain motivation, view setbacks as learning opportunities, and inspire peers through positivity (Theron, 2021; Woolf et al., 2019). They develop critical and creative problem-solving skills, essential for navigating complex tasks (Russell et al., 2020; Garc´ ıa Crespo et al., 2022). 1.2. Synthesis—The existing literature on kinesthetic activity and proactive learning mindset among students indicates that engaging in physical movement and activities significantly 4ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - contributes to enhanced cognitive functions and a more active approach to learning. Studies have shown that kinesthetic activities, such as physical exercises, sports, and hands-on learning tasks, not only improve physical health b u t also boost brain function, leading to better concentration, memory retention, and problem-solving skills. These activities encourage students to be more involved in their learning processes, fostering a proactive learning mindset characterized by self-motivation, curiosity, and a willingness to take initiative. The connection between kinesthetic activity and proactive learning mindset is further supported by evidence suggesting that physical movement stimulates neural pathways and increases the release of neurotransmitters, which are critical for learning and emotional regulation. The relationship between kinesthetic activity and a proactive learning mindset is evident in various educational contexts, with significant positive correlations observed across different academic strands. Research indicates that students who regularly participate in kinesthetic activities tend to exhibit higher levels of engagement, perseverance, and resilience in their academic pursuits. This relationship highlights the importance of incorporating physical activities into the curriculum to promote active learning. Furthermore, when analyzing the impact of kinesthetic activities on proactive learning mindsets according to different academic strands, significant differences emerge. F o r instance, students in STEM (Science, Technology, Engineering, and Mathematics) strands might benefit differently from kinesthetic activities compared to those in Humanities or Arts strands, due to the varying nature of the subjects and the cognitive demands they place on students. 1.3. Theoretical/Conceptual Framework — This study was anchored on the Wilson’s (2002) Theory of Embodied Cognition. This theory suggests that cognitive processes are deeply rooted in the body’s interactions with the world. According to this theory, physical activity is not just beneficial for physical health b u t also for cognitive functioning. Engaging in kinesthetic activities can enhance cognitive abilities such as attention, memory, and problem-solving, which are crucial for a proactive learning mindset. The physical movement involved in kinesthetic activities can stimulate neural pathways and improve brain function, thereby supporting more active and engaged learning. In support, Frey et al. (2019) observed that kinesthetic activities necessitate physical involvement from students, which naturally heightens their engagement and interest in the learning process. When students are actively participating, they tend to remain more attentive and committed to the tasks at hand. This level of involvement helps to mitigate boredom and passivity, making the learning experience more enjoyable and stimulating. Similarly, El Khdar, Rguibi, and Bouziane (2019) highlighted that the pleasure and satisfaction gained from physical activities can enhance intrinsic motivation. When students perceive these activities as fun and rewarding, they are more inclined to take initiative and responsibility for their o w n learning. This increased motivation fosters a proactive learning mindset. In alignment with the current study, a pragmatic paradigm is highly appropriate for conducting a study on the influence of kinesthetic activity on the proactive learning mindset of senior high school students using a parallel convergent design. The pragmatic paradigm in research focuses on using a combination of methods and approaches to address research questions in a way that best fits the practical nature of the problem being studied. This paradigm is not committed to any one system of philosophy or reality, allowing researchers to adapt their methods based on the needs of the study (Krebs Denton, 2005). This viewpoint allows the researcher to combine quantitative methods, which can measure the extent and influence of kinesthetic activity on the proactive learning mindset of senior high school students, with qualitative meth5ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - Fig. 1. Theoretical/Conceptual Framework of the Study ods that explore deeper insights into how this involvement affects student behavior and perceptions. By integrating these methodologies, the study can provide a more comprehensive understanding of the phenomenon, ensuring that the findings are both robust and nuanced. The pragmatic approach supports the use of whatever methods are most effective in answering the research questions, thereby enhancing the practical implications of the research findings for policy and practice in education. This flexibility is crucial in educational research, where complex human behaviors and institutional dynamics often require multi-faceted exploration to capture the full scope of the issues at hand. As shown in Figure 1, the study was a threeway process. In the quantitative component of the study, the researcher measured kinesthetic activity and proactive learning mindset of senior high school students. Descriptive statistics, particularly the mean, were utilized to understand the central tendencies of each variable, reflecting how teachers generally perceived their involvement in kinesthetic activity and how it affected the proactive learning mindset of senior high school students. Moreover, the researcher employed the Pearson Product Moment Correlation to determine whether a statistically significant relationship existed between kinesthetic activity and proactive learning mindset of senior high school students. This correlation analysis offered insights into whether higher levels of kinesthetic activity aligned with a more proactive learning mindset among students. In the qualitative component, the study delved into the lived experiences of teachers to gain deeper insights into how kinesthetic activity impacted the proactive learning mindset of senior high school students. By conducting in-depth interviews or focus group discussions, the researcher gathered narratives that captured the nuances of how students perceived and responded to proactive learning mindset. These personal stories uncovered specific areas where students shared experiences, offering a rich understanding of the emotional and social dimensions of students’ proactive learning mindset. Through thematic analysis, common patterns and unique perspectives were identified, further illustrating the extent to which decision-making inclusion fostered collaboration, motivation, and professional growth. Finally, the convergent mixed method design merged findings from the quantitative and qualitative strands to create a comprehensive picture of how kinesthetic activity influenced the proactive learning mindset of senior high school students. The researcher compared and contrasted numerical data, such as correlation coefficients, with the qualitative themes derived from teacher interviews. Where both data types corroborated each other, confidence in the study’s conclusions was strengthened, and any discrepancies prompted deeper investigation into contextual factors. This integrated analysis enabled the study to offer nuanced recommendations that addressed not only the statistical relationships but also the lived realities of teachers. 6ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - 1.4. Statement of the Problem—The primary objective of this study was to evaluate the relationship between kinesthetic activity and proactive learning mindset of senior high school students. Thus, the result of the study sought the answer of the following questions: (1) What is the level of kinesthetic activity of senior high school students in terms of: (1) wellbeing (2) self-expression (3) emotional regulation; and (4) artistic appreciation? (2) W hat is the level of proactive learning mindset of senior high school students in terms of: (1) self-motivation; (2) growth mindset development; (3) autonomous learning; and (4) learning resilience? (3) I s there a significant relationship between kinesthetic activity and proactive learning mindset of senior high school students? (4) W hat are the lived experiences of participants with regard to the relationship between kinesthetic activity and proactive learning mindset of senior high school students? (5) To what extent do the qualitative findings corroborate with the quantitative data? 1.5. Hypotheses—The following hypotheses were tested at 0.05 level of significance: H0: There is no significant relationship between kinesthetic activity and proactive learning mindset of senior high school students. The study would benefit the following organizations and individuals: Teachers – Teachers directly benefit from the study as it offers practical insights into how kinesthetic activities can be integrated into their teaching practices to improve student engagement and learning outcomes. With concrete evidence supporting the effectiveness of these methods, teachers can more confidently employ strategies that incorporate physical activity into lessons, whether through group activities, hands-on experiments, or movement-based learning tasks. This can make classrooms more dynamic and engaging, improving student attention and retention of information. Students – Students are the primary beneficiaries of this research, as the insights gained could lead to a more engaging and responsive learning environment that caters to diverse needs and preferences. By participating in educational activities that include kinesthetic elements, students may develop a more proactive mindset towards learning, which can enhance their academic motivation and performance. Additionally, incorporating physical activities into the learning process can help in reducing the sedentary lifestyle associated with traditional classroom settings, promoting better physical health and psychological well-being among students. For more comprehensive understanding, the following terms were defined operationally: Kinesthetic Activity – This is conceptually defined as physical movement and hands-on tasks that involve bodily motion. In this study refers to the independent variable being described in terms of wellbeing; self-expression; emotional regulation; and artistic appreciation. Proactive Learning Mindset – This is conceptually defined as the student’s attitude and approach towards learning that is characterized by self-initiative, active engagement, and a willingness to take responsibility for their own 7ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - education. This refers to the dependent variable of the study described in terms of selfmotivation; growth mindset development; autonomous learning; and learning resilience. 2. Methodology This section contains the research design, research respondents, research ethics, research instrument, research procedure, data collection, and data analysis. 2.1. Research Design —In this study, the researcher employed mixed methods, specifically a convergent research design. Mixed method research design combined qualitative and quantitative approaches to gather and analyze data. This integration allowed for a more comprehensive exploration of research questions by incorporating both statistical analysis and in-depth personal perspectives (Schoonenboom Johnson, 2017). For studying the influence of kinesthetic activity on the proactive learning mindset of senior high school students, a mixed method design was highly appropriate because it enabled the collection of diverse data types. Quantitative data assessed the measurable impact of kinesthetic activities on learning outcomes, while qualitative data provided insights into students’ subjective experiences and attitudes toward learning. This blend enhanced the understanding of how kinesthetic activity influenced not only academic performance but also students’ motivational and emotional states. The parallel convergence approach in mixed methods involved conducting qualitative and quantitative research simultaneously but independently; findings were compared and combined during the interpretation phase (Creswell, 1999). This approach was suitable for the study because it allowed for simultaneous collection of numeric data on student performance and qualitative data on student attitudes and feelings towards kinesthetic activities. By analyzing these streams concurrently, the researcher quickly identified patterns and discrepancies between what students did and how they felt, leading to more robust conclusions. The parallel analysis also ensured that neither methodological bias dominated the research outcomes, providing a balanced view of the effects on students’ proactive learning mindsets. In the quantitative phase, the researcher specifically used the descriptive correlational techniques of research to gather data, ideas, facts, and information related to the study. Descriptive correlational research design aimed to identify relationships between variables through correlation coefficients without establishing causal relationships. It helped in understanding how variables changed together, but did not manipulate any variable (Meredith, 2015). For a study on kinesthetic activity and learning mindsets, this design determined the strength and direction of the relationship between physical activity levels and aspects of proactive learning. By statistically analyzing how these variables correlated, educators could assess the potential benefits of incorporating more physical activities into learning environments. Insights gained informed decisions on integrating kinesthetic strategies to promote a more engaged and proactive learning culture among students. In the qualitative phase, the researcher made use of a phenomenological approach. The phenomenological approach focused on studying individuals’ lived experiences from their own perspective. This approach sought to uncover the essence of participants’ experiences through detailed descriptions provided by the participants themselves (Wilson, 2015). For exploring how kinesthetic activity influenced students’ proactive learning mindsets, the phenomenological approach allowed the researcher to delve deeply into the personal 8ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - and subjective experiences of high school students. This method was ideal for understanding the nuances of how movement and physical engagement in learning contexts shaped students’ attitudes and approaches to learning. 2.2. Ethical Considerationss—The researcher observed promptly the protocols deemed necessary as the standard guidelines in carrying out the research study following the study protocol assessment criteria, particularly in managing the population and data. The survey questionnaires with supporting authors were submitted for further evaluation. After the approval from the Ethics Committee, the researcher proceeded to the next phase of the study. Social Value – The study on the influence of kinesthetic activity on the proactive learning mindset of senior high school students offered significant societal value. By exploring how physical activity intersected with cognitive and behavioral engagement in educational settings, the research aimed to contribute to enhanced teaching strategies and student outcomes. Insights gleaned could have guided educators and policymakers in developing programs that integrated physical activity effectively to boost student engagement and learning capabilities. Additionally, the findings might have informed broader educational policies by highlighting the potential of kinesthetic activities to improve academic performance and student well-being. The practical implications of this research extended to the design of school curricula that accommodated physical activities as integral components of the learning process. By demonstrating the potential benefits of kinesthetic activities, the study advocated for educational reforms that prioritized holistic student development. Schools could have used the findings to justify the integration of movement-based learning activities into daily classroom routines, potentially leading to improved student engagement and reduced sedentariness. Informed Consent/Assent – Informed consent was a cornerstone of the research process, ensuring that all respondents understood the purpose, methods, and potential impacts of the study. Senior high school students, being minors, received a detailed explanation of the study in language that was age-appropriate and accessible. They were informed of their participation’s voluntary nature and their right to withdraw from the study at any time without any consequences. This information was provided both verbally and in written form, ensuring that the students had ample opportunity to discuss with their parents or guardians before making a decision. Parental or guardian consent was also required for all respondents under the age of 18. A consent form detailing the study’s scope and nature was sent home with students, which had to be signed and returned before any data collection involving that student proceeded. This dualconsent process ensured that both the student and their legal guardians were fully informed and agreeable to the participation. It also respected the family’s role in decision-making processes related to the child’s involvement in research activities. During the consent process, respondents and their guardians were informed of the benefits they might expect from participating in the study. These included contributing to a better understanding of how kinesthetic activities could enhance learning, which might have influenced future educational opportunities and methods. Additionally, participants were reassured that all responses would be handled confidentially and that their identities would be protected throughout the study. Finally, to ensure that the consent process was ethically sound, respondents were given contact information for the research team to ask questions or express concerns at any point during or after the study. This open line of communication helped maintain transparency and allowed respondents to feel more secure in their understanding of the 9ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - ing trends in the data, setting the stage for more complex analyses. By summarizing the data in this way, stakeholders and researchers could quickly grasp the typical respondent behaviors and attitudes towards kinesthetic activity and their impacts on learning mindsets, thereby contextualizing the subsequent inferential statistical findings. In the final stage of data analysis, inferential statistics were employed to explore deeper relationships and test hypotheses formulated at the study’s onset. Techniques such as Pearson Product Moment Correlation provided insights into the strength and direction of the relationship between kinesthetic activity and proactive learning mindsets. These advanced statistical methods were essential for drawing meaningful conclusions from the data, allowing the researcher to confirm or refute the initial hypotheses with a high degree of confidence. Conduct of Interview on Research Participants – The first step in conducting the interview-based research involved selecting participants who were most suitable for the study. To ensure a diverse and representative sample of opinions, purposive sampling was used to choose participants based on their experience and role in the educational sector, particularly those who had direct experience with the kinesthetic activity and proactive learning mindset of senior high school students being studied. This selection process was crucial to ensure that the data collected would provide insights into the range of experiences and perceptions regarding the impact of kinesthetic activity on the proactive learning mindset of senior high school students. Once selected, the researcher contacted these participants to explain the purpose of the study, the nature of their involvement, and the expected duration of the interviews, ensuring their informed consent before proceeding. Next, the interview guide was validated to ensure that it effectively addressed the research questions and objectives. This involved reviewing the questions with a panel of experts in educational research and teacher well-being to gather feedback on the clarity, relevance, and comprehensiveness of the questions. Revisions were made based on this feedback to refine the questions, thus enhancing the reliability and validity of the data collection process. This validated interview guide served as a framework for conducting in-depth interviews and focus group discussions, ensuring consistency across all interactions with the participants. The conduct of the interviews involved both individual in-depth interviews (IDI) and focus group discussions (FGD) to allow for triangulation of data and a richer understanding of the participants’ experiences and perceptions. Using a semi-structured interview guide provided flexibility, enabling the researcher to explore interesting themes and insights that emerged during the sessions while ensuring all relevant topics were covered. These sessions were recorded using a digital recorder, with prior consent from the participants, to accurately capture their responses for later transcription and analysis. The choice to use both IDIs and FGDs was strategic, as it allowed for a more comprehensive exploration of individual and collective perspectives on the research topic. Thematic Analysis of Data – Upon completion of the interview sessions for the study on the lived experiences of students regarding the relationship between kinesthetic activity and the proactive learning mindset of senior high school students, the initial step involved transcribing the recorded data verbatim. This meticulous transcription process was essential to ensure that all details, including nuances and emphases, were captured accurately from the digital recordings. Each transcription was then reviewed alongside the audio to verify accuracy and completeness, correcting any discrepancies. This detailed transcript formed the foundational dataset from which insights into students’ experiences and perceptions were drawn. Following transcription, the thematic analysis began by 16 ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - reading through the transcripts multiple times to become thoroughly familiar with the content. This immersive process helped in identifying initial codes or significant features in the data related to punctuality and its effects on student learning. These codes were then collated into potential themes that reflected overarching patterns or insights about the topic. This stage was iterative, as refining and defining themes required revisiting the data several times to ensure that the themes accurately represented the views and experiences shared by the participants. The final stage of thematic analysis involved reviewing and defining the identified themes to ensure they formed a coherent pattern that provided meaningful insights into the research question. Each theme was then analyzed in relation to the literature on educational practices and student outcomes to contextualize the findings. Narratives were developed around these themes, illustrating how they manifested in the real-life experiences of senior high school students in selected private schools. Data Integration Phase – After the quantitative and qualitative data were obtained, the researcher integrated the qualitative findings with the quantitative results to provide a comprehensive understanding of kinesthetic activity and proactive learning mindset of senior high school students. They compared qualitative themes with quantitative data to identify areas of convergence, divergence, or complexity, thus offering nuanced insights into the relationship between kinesthetic activity and proactive learning mindset of senior high school students. Triangulation was used to strengthen the validity and credibility of the research findings. Researchers compared qualitative findings with quantitative results to identify corroborating evidence or discrepancies for further exploration. Qualitative results were interpreted within the framework of the overall research objectives and related literature. 2.6. Data Analysis —This section explained the procedures used to examine both quantitative and qualitative data in the study. It outlined how numerical data were statistically processed and how narrative responses were thematically analyzed to generate comprehensive insights. Quantitative Phase – The following were the statistical tools that were utilized by the researcher in processing the gathered data: Weighted Mean – This was useful in characterizing the kinesthetic activity and proactive learning mindset of students. This provided answers to SOP 1 and SOP 2. Pearson Product Moment Correlation – This tool was used in the study to assess the significant relationship between kinesthetic activity and proactive learning mindset of students. This provided an answer to SOP 3. Qualitative Phase – The researcher conducted qualitative interviews and focus group discussions with senior high school students to gather rich, in-depth data on their experiences and perspectives related to kinesthetic activity and proactive learning mindset. During these interviews and discussions, students were encouraged to share their thoughts, feelings, and experiences openly and honestly. After the interviews or focus group discussions, the researcher transcribed the audio recordings or notes taken during the sessions. After the transcription, the researcher familiarized themselves with the data by reading and re-reading the transcripts multiple times. This process helped the researcher gain a comprehensive understanding of the content and identify initial ideas or patterns within the dataset. The researcher systematically coded the data by identifying meaningful units of information or “codes” that captured key concepts, ideas, or themes related to kinesthetic activity and proactive learning mindset of senior high school students. This involved highlighting relevant passages of text and assigning descriptive labels or codes to them. The researcher orga17 ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - nized the coded data into broader themes or patterns that emerged from the dataset. Themes represented recurrent topics, ideas, or experiences shared by the participants and captured the main findings of the study. The researcher reviewed the coded data and developed themes, ensuring that they accurately reflected the content of the dataset and captured the diversity of participants’ perspectives. Themes were refined through iterative analysis and discussion to enhance their clarity and coherence. Finally, the researcher interpreted the themes in relation to the research questions and objectives, considering how they shed light on the experiences and perceptions of respondents regarding kinesthetic activity and proactive learning mindset of senior high school students. Interpretation involved synthesizing the findings, identifying implications for theory and practice, and considering any limitations or biases in the data. Data Integration Phase – The Data Integration Phase presented how findings from both the quantitative and qualitative strands were merged for comprehensive analysis. It highlighted the points of convergence, divergence, and complementarity to draw well-rounded conclusions. Sequence – In the parallel convergent design for the study exploring the influence of kinesthetic activity on the proactive learning mindset of senior high school students, data collection occurred simultaneously for both quantitative and qualitative components. This simultaneity ensured that neither type of data influenced the collection or analysis of the other. Quantitative data, gathered through structured surveys or assessments measuring academic confidence, were collected concurrently with qualitative data, which included interviews or focus groups with students discussing their experiences and perceptions. This approach allowed for a comprehensive snapshot of the phenomena at a single point in time, facilitating a robust comparison and integration during the analysis phase. Emphasis – In this study, equal emphasis was placed on both quantitative and qualitative data collection to ensure a balanced understanding of the impact of kinesthetic activity on proactive learning mindset. The study utilized both quantitative data, which offered a numerical baseline of kinesthetic activity and proactive learning mindset among senior high school students, and qualitative data, which provided indepth context through students’ personal experiences and reflections. By integrating these two types of data, the researcher capitalized on the strengths of both methodological approaches. This approach not only enhanced the study’s overall validity but also delivered a more comprehensive analysis of how kinesthetic activity influenced the proactive learning mindset of senior high school students. Mixing Procedures – Once the separate streams of data were collected, the mixing procedures in this parallel convergent design involved a careful and systematic integration of the quantitative and qualitative results. Initially, data were analyzed within their respective strands to ensure that each type was understood in its own right. After conducting independent analyses of both quantitative and qualitative data, the findings were merged during the interpretation phase. This process involved drawing comparisons and contrasts between the quantitative outcomes and qualitative insights. 3. Results and Discussion This chapter presents the results generated from the data gathered. It is sequenced based on the objectives of the study as presented in the first chapter. Thus, it presents the extents of interactive teaching strategies and linguistic approaches of teachers; the significant relationship among these 18 ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - variables; the lived experiences of participants with regard to interactive teaching strategies and linguistic approaches of teachers in Bangoy District, Davao City; and corroboration of quantitative and qualitative results. 3.1. Kinesthetic Activity in a Selected Private School in Davao City—The kinesthetic activity in a selected private school in Davao City is measured in terms of wellbeing, selfexpression, emotional regulation, and artistic appreciation. The extent of this variable and its domain is presented below. 3.1.1. Wellbeing—Table 1 results show that the extent of kinesthetic activity in terms of wellbeing obtained a mean of 3.58, interpreted as extensive, indicating that senior high school students frequently engage in physical activities that support their physical and mental health. This suggests that kinesthetic practices are not only valued but also consistently integrated into students’ routines as a means of enhancing wellness. The extensive rating reflects students’ recognition of the positive effects of movement on their energy levels, focus, and mood regulation. This aligns with the findings of Goodday et al. (2019), who emphasized that regular physical activity improves both physical health and psychological wellbeing, particularly among adolescents. According to Torales et al. (2019), promoting kinesthetic activities within educational settings supports a balanced lifestyle and contributes to students’ overall development. The highest-rated statement, Doing regular physical activity reduces my stress levels, received a mean score of 3.64. In contrast, the lowest-rated statement, Engaging in physical activities helps me feel more energetic throughout the day, garnered a mean score of 3.48, though still interpreted as extensive, suggesting that students may not consistently associate movement with sustained energy. As noted by Torales et al. (2019), while physical activity can boost energy and reduce fatigue, its effects are influenced by timing, intensity, and individual habits. Therefore, schools are encouraged to implement well-paced and strategically timed kinesthetic activities throughout the day to maximize students’ energy, concentration, and stress resilience. Table 1. Kinesthetic Activity in Terms of Wellbeing No. Statements Mean Descriptive Rating 1 Participating in kinesthetic activities improves my overall physical health. 3.56 Extensive 2 Engaging in physical activities helps me feel more energetic throughout the day. 3.48 Extensive 3 Doing regular physical activity reduces my stress levels. 3.64 Extensive 4 Doing physical activities contributes to my mental clarity and focus. 3.58 Extensive 5 Engaging in kinesthetic activities helps me maintain a positive mood. 3.63 Extensive Mean 3.58 Extensive Legend. Very Extensive = Always practiced; Extensive = Frequently practiced; Moderately Extensive = Occasionally practiced; Less Extensive = Rarely practiced; Not Extensive = Never practiced. 19 ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - 3.1.2. Self-Expression—Table 2 results show that the extent of kinesthetic activity in terms of self-expression obtained a mean of 3.24, interpreted as moderately extensive, indicating that students occasionally use physical movement as a medium to express their emotions, thoughts, and ideas. This suggests that while kinesthetic expression is present in students’ experiences, it is not yet fully or consistently practiced. The moderately extensive rating implies a growing awareness of the expressive potential of physical activities, yet it also highlights the need for more structured opportunities for students to explore movement-based expression (Kettunen et al., 2021). As noted by G ¨ une s¸ (2021), kinesthetic self-expression supports emotional development and identity formation, particularly among adolescents. Thus, integrating movement-based tasks into academic and co-curricular programs may promote more frequent and meaningful use of kinesthetic self-expression. The highest-rated statement, Engaging in kinesthetic activities allows me to express my thoughts and feelings effectively, received a mean score of 3.43, interpreted as extensive. In contrast, the lowest-rated statement, Doing physical activities provides a meaningful outlet for my creativity, garnered a mean of 3.15, interpreted as moderately extensive, indicating that students may not yet fully connect physical activity with creative self-expression. According to Shutenko et al. (2021), creativity is enhanced when learners are encouraged to explore and express ideas through varied sensory modalities, including movement. To close this gap, schools may consider incorporating dance, dramatization, and improvisational activities into arts and physical education classes, allowing students to develop confidence and fluency in expressing themselves through kinesthetic means. Table 2. Kinesthetic Activity in Terms of Self-Expression No. Statements Mean Descriptive Rating 1 Engaging in kinesthetic activities allows me to express my thoughts and feelings effectively. 3.43 Extensive 2 Expressing myself through movement makes me feel more confident. 3.24 Moderately Extensive 3 Doing physical activities provides a meaningful outlet for my creativity. 3.15 Moderately Extensive 4 Participating in kinesthetic activities helps me communicate nonverbally. 3.21 Moderately Extensive 5 Engaging in physical self-expression gives me a sense of freedom. 3.18 Moderately Extensive Mean 3.24 Moderately Extensive Legend. Very Extensive = Always practiced; Extensive = Frequently practiced; Moderately Extensive = Occasionally practiced; Less Extensive = Rarely practiced; Not Extensive = Never practiced. 3.1.3. Emotional Regulation —Table 3 results show that the extent of kinesthetic activity in terms of emotional regulation acquired a mean of 3.68, interpreted as extensive, indicating that students frequently use physical activities to manage and regulate their emotions. This suggests that kinesthetic practices are an integral part of students’ coping strategies, helping them navigate stress, maintain emotional stability, and improve their psychological well20 ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - being. The extensive rating highlights a wellestablished recognition among learners of the therapeutic and calming effects of movement (Vasilopoulos Ellefson, 2021). As supported by San Rom ´ an-Mata et al. (2020), regular physical activity has a direct influence on emotional regulation through the release of neurochemicals such as endorphins and dopamine, which reduce stress and enhance mood. This underscores the value of embedding movement-based interventions into the school routine as a proactive approach to emotional wellness. The highestrated statement, Engaging in physical movement helps me process my emotions effectively, received a mean score of 3.85. On the other hand, the lowest-rated statement, Engaging in kinesthetic activities helps me stay calm during stressful situations, garnered a mean of 3.52, though still interpreted as extensive, indicating slightly less frequent use of movement during moments of immediate stress. This slight variation suggests that while students recognize the benefits of kinesthetic activity, they may need further guidance on applying it in high-stress, real-time scenarios. According to Cho (2020), structured physical interventions such as breathing exercises, yoga, and mindful movement can significantly enhance students’ ability to regulate emotions under pressure. Therefore, incorporating these techniques into the school day may further strengthen students’ emotional resilience and promote a supportive, wellnesscentered learning environment. Table 3. Kinesthetic Activity in Terms of Emotional Regulation No. Statements Mean Descriptive Rating 1 Engaging in kinesthetic activities helps me stay calm during stressful situations. 3.52 Extensive 2 Using physical activities as a way to release emotional tension helps me cope better. 3.60 Extensive 3 Doing kinesthetic activities helps me feel more in control of my emotions. 3.75 Extensive 4 Engaging in physical movement helps me process my emotions effectively. 3.85 Extensive 5 Doing physical activity helps me calm down. 3.68 Extensive Mean 3.68 Extensive Legend. Very Extensive = Always practiced; Extensive = Frequently practiced; Moderately Extensive = Occasionally practiced; Less Extensive = Rarely practiced; Not Extensive = Never practiced. Artistic Appreciation Table 4 results show that the extent of kinesthetic activity in terms of artistic appreciation earned a mean score of 3.41, interpreted as extensive, indicating that students frequently engage in movement-based activities that contribute to their appreciation and understanding of the arts. This suggests that kinesthetic experiences such as dance, dramatization, or expressive movement play a significant role in enriching students’ artistic sensitivity and cultural awareness. The extensive rating reflects a meaningful connection between physical engagement and the development of aesthetic perception (Sabiston et al., 2019). As supported by Cox et al. (2019), kinesthetic learning provides learners with embodied experiences that allow them to internalize artistic concepts more deeply, leading to enriched interpretive skills and creative thinking. Thus, integrating kinesthetic components in art-related instruction 21 ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - may further enhance students’ holistic engagement with the arts. The highest-rated statement, Participating in kinesthetic activities enhances my appreciation for art, received a mean score of 3.53. In contrast, the lowest-rated statement, Engaging in physical activities increases my interest in artistic performances, garnered a mean of 3.23, interpreted as moderately extensive, indicating that while physical activities are appreciated, they do not always translate to a heightened interest in formal artistic showcases such as theater or concerts. This suggests a potential disconnect between personal engagement in art and appreciation of others’ artistic performances. As noted by Bae et al. (2019), fostering aesthetic appreciation involves not only active creation but also reflective observation and critique of art. Therefore, exposing students to live or recorded performances and facilitating reflective discussions may help bridge this gap and nurture a more comprehensive artistic appreciation. Table 4. Kinesthetic Activity in Terms of Artistic Appreciation No. Statements Mean Descriptive Rating 1 Participating in kinesthetic activities enhances my appreciation for art. 3.53 Extensive 2 Gaining a deeper understanding of artistic expressions through physical activities enriches my perspective. 3.44 Extensive 3 Doing kinesthetic activities helps me connect with different forms of art. 3.49 Extensive 4 Engaging in physical activities increases my interest in artistic performances. 3.23 Moderately Extensive 5 Developing a greater appreciation for the creativity involved in the arts through kinesthetic activities deepens my artistic awareness. 3.34 Moderately Extensive Mean 3.41 Extensive Legend. Very Extensive = Always practiced; Extensive = Frequently practiced; Moderately Extensive = Occasionally practiced; Less Extensive = Rarely practiced; Not Extensive = Never practiced. 3.1.4. Summary on the Kinesthetic Activity of the Senior High School Student in a Selected Private School in Davao City —Table 5 results show that the overall level of kinesthetic activity among senior high school students in a selected private school in Davao City yielded a mean score of 3.48, interpreted as extensive, indicating that students frequently engage in kinesthetic activities across various dimensions such as physical health, emotional regulation, creativity, and expression. This suggests that movement-based experiences are an integral part of students’ personal and academic development, contributing positively to their overall well-being and learning experiences. The extensive rating reflects an encouraging trend in the incorporation of physical and expressive activities within the students’ routines (Flippin, Clapham Tutwiler, 2021). As supported by Zerf (2019), regular engagement in physical activity is not only beneficial for physical health but also enhances cognitive performance and emotional stability. Promoting kinesthetic learning in schools can therefore support both academic success and holistic student development. Among the four indicators, Emotional Regulation received the highest mean at 3.68, interpreted as extensive, suggesting that students fre22 ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - quently use movement and physical activities as effective tools to manage emotions and reduce stress. This demonstrates the vital role kinesthetic activity plays in supporting mental health and emotional well-being. On the other hand, Self-Expression obtained the lowest mean at 3.24, interpreted as moderately extensive, indicating that students only occasionally utilize movement as a means of expressing thoughts, emotions, or ideas. This points to a potential area for growth, as expressive movement activities such as dance, dramatization, or creative play are known to enhance emotional intelligence and communication skills. According to Rini et al. (2020) kinesthetic expression fosters self-awareness and deeper emotional processing. Thus, integrating more opportunities for expressive movement in both academic and cocurricular programs may further enrich students’ kinesthetic engagement and personal development. Table 5. Summary on the Kinesthetic Activity of the Senior High School Students in a Selected Private School in Davao City No. Statements Mean Descriptive Rating 1 Wellbeing 3.58 Extensive 2 Self-Expression 3.24 Moderately Extensive 3 Emotional Regulation 3.68 Extensive 4 Artistic Appreciation 3.41 Extensive Overall Mean 3.48 Extensive Legend. Very Extensive = Always practiced; Extensive = Frequently practiced; Moderately Extensive = Occasionally practiced; Less Extensive = Rarely practiced; Not Extensive = Never practiced. 3.2. Proactive Learning Mindset —The proactive mindset in a selected private school in Davao City is measured in terms of selfmotivation, growth mindset development, autonomous learning, and learning resilience. The extent of this variable and its domain is presented below. 3.2.1. Self-Motivation —Table 6 results show that the extent of proactive learning mindset in terms of self-motivation acquired a mean of 3.39, interpreted as moderately extensive, indicating that students sometimes demonstrate internal drive and persistence in their academic pursuits. This suggests that while elements of self-motivation such as goal-setting, curiosity, and perseverance are present, they are not yet consistently manifested across all learning contexts. The moderately extensive rating implies a growing but still developing orientation toward intrinsic motivation and independent academic effort (Vanslambrouck et al., 2019). As supported by Deci and Ryan’s SelfDetermination Theory (2000), intrinsic motivation fosters deeper engagement and longterm learning when students perceive autonomy, competence, and purpose in their educational tasks. Schools can enhance this disposition by promoting learner-centered environments that recognize individual goals and reward academic initiative. The highest-rated statement, Feeling driven to complete my schoolwork without external rewards or incentives shows my intrinsic motivation, received a mean score of 3.67, interpreted as extensive. In contrast, the lowest-rated statement, Actively seeking out additional resources 23 ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - Table 6. Proactive Learning Mindset in Terms of Self-Motivation No. Statements Mean Descriptive Rating 1 Feeling driven to complete my schoolwork without external rewards or incentives shows my intrinsic motivation. 3.67 Extensive 2 Setting personal academic goals and working diligently to achieve them helps me succeed. 3.32 Moderately Extensive 3 Actively seeking out additional resources and materials enhances my understanding of subjects. 3.26 Moderately Extensive 4 Being eager to learn new things beyond the required curriculum reflects my love for learning. 3.29 Moderately Extensive 5 Staying motivated and focused on my studies during difficult challenges helps me overcome obstacles. 3.40 Extensive Mean 3.39 Moderately Extensive Legend. Very Extensive = Always manifested; Extensive = Oftentimes manifested; Moderately Extensive = Sometimes manifested; Less Extensive = Seldom manifested; Not Extensive = Never manifested. and materials enhances my understanding of subjects, garnered a mean of 3.26, interpreted as moderately extensive, indicating that students are less consistent in independently exploring supplementary learning materials. This highlights a need to cultivate research habits and information-seeking behaviors that reinforce autonomous learning. As Moneva et al. (2020) emphasized, proactive learners are characterized not only by internal motivation but also by the active pursuit of resources and strategies that support their academic growth. Thus, embedding inquiry-based activities, open-ended projects, and digital literacy instruction into the curriculum may encourage students to take greater initiative in deepening their subject mastery. 3.2.2. Growth Mindset Development —Table 7 results show that the extent of proactive learning mindset in terms of growth mindset development obtained a mean of 3.47, interpreted as extensive, indicating that students frequently demonstrate beliefs and behaviors associated with a growth mindset. This suggests that many learners recognize the importance of effort, persistence, and learning from mistakes as key drivers of their academic development. The extensive rating reflects a positive orientation toward learning, resilience, and adaptability, which are essential components of long-term success (Jia et al., 2021). As Limeri et al.(2020). emphasized, students who believe that intelligence can be developed through effort are more likely to embrace challenges, persevere through setbacks, and achieve higher levels of academic performance. Encouraging continued reinforcement of growth-oriented thinking through instructional practices and feedback mechanisms can further sustain this learning mindset. The highest-rated statement, Seeing mistakes and failures as opportunities to learn and grow strengthens my resilience, received a mean score of 4.10. On the other hand, the lowest-rated statement, Seeking feedback to understand how I can improve enhances my learning process, obtained a mean of 3.23, interpreted as moderately extensive, suggesting that while students appreciate the importance of feedback, they may not consistently seek it out or apply it effectively. This gap reveals the need to cultivate feedback literacy and help students develop the mindset that constructive critique is a valuable tool for growth. As Claro and Loeb (2019), assert, effective feedback supports learner progress when it is timely, relevant, and understood as part of the learning process. 24 ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - Therefore, fostering a classroom culture that normalizes feedback and teaches students how to use it constructively can enhance both their growth mindset and overall academic performance. Table 7. Proactive Learning Mindset in Terms of Growth Mindset Development No. Statements Mean Descriptive Rating 1 Believing that I can improve my intelligence and abilities through effort and practice motivates me to keep learning. 3.34 Moderately Extensive 2 Seeing mistakes and failures as opportunities to learn and grow strengthens my resilience. 4.10 Extensive 3 Taking on challenging tasks that help me develop new skills supports my personal growth. 3.24 Moderately Extensive 4 Seeking feedback to understand how I can improve enhances my learning process. 3.23 Moderately Extensive 5 Remaining persistent and continuing to try even when things are difficult helps me overcome challenges. 3.44 Extensive Mean 3.47 Extensive Legend. Very Extensive = Always manifested; Extensive = Oftentimes manifested; Moderately Extensive = Sometimes manifested; Less Extensive = Seldom manifested; Not Extensive = Never manifested. 3.2.3. Autonomous Learning—Table 8 results show that the extent of proactive learning mindset in terms of autonomous learning obtained a mean of 3.28, interpreted as moderately extensive, indicating that students sometimes exhibit self-directed learning behaviors such as managing their own study routines, exploring topics of interest, and using varied learning resources. This suggests that while students show signs of academic independence, these practices are not yet consistently integrated into their learning habits. The moderately extensive rating reflects a developing sense of learner autonomy, where students require additional support and encouragement to strengthen their confidence and initiative (Papamitsiou Economides, 2019). As Zhang (2022) emphasized, autonomy in learning is a foundational element of self-regulated learning and requires both cognitive and motivational readiness. Encouraging self-paced activities, goal-setting exercises, and reflective learning logs can foster greater autonomy among students. The highest-rated statement, Taking responsibility for my own learning and seeking out information independently empowers me to grow academically, received a mean score of 3.42, interpreted as extensive. Conversely, the lowest-rated statement, Feeling confident in my ability to learn new things on my own fosters independence and self-efficacy, received a mean of 3.16, interpreted as moderately extensive, suggesting that while students engage in autonomous behaviors, their confidence in their self-learning abilities remains limited. This highlights the importance of not only promoting independent tasks but also building students’ belief in their capacity to succeed without constant teacher direction. As Padmadewi et al. (2020), asserted, self-efficacy plays a critical role in motivating students to take initiative and persist in challenging tasks. Thus, integrating scaffolded learning opportunities that gradually build independence can help students develop both the skills and confidence required for autonomous learning. 25 ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - Fig. 2. Lived Experiences of Participants with Regards to the Relationship Between Kinesthetic Activity and Proactive Learning Mindset of Senior High School Students 32 ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - mation to the quantitative results. The nature of data integration column shows the type of mixing used in the study which revealed that the qualitative findings converged with the quantitative findings. The first aspect of the joint display centers on the contribution of kinesthetic activities to student wellbeing. Quantitative findings from Table 1 indicate that the items Engaging in physical activities helps me feel more energetic throughout the day and Doing physical activities contributes to my mental clarity and focus are rated extensive, with mean scores of 3.48 and 3.58, respectively. These scores suggest that students regularly experience physical and mental benefits from movement-based activities. This finding aligns with qualitative insights in Figure 2, where the core idea Boosting Energy and Mood under the theme Enhancing Physical and Mental Wellbeing emerged. Students described feeling more alert, emotionally balanced, and mentally present after engaging in physical activities, indicating convergence between reported perceptions and lived experiences. This integration supports the idea that kinesthetic activities play a vital role in fostering student wellness. According to Ratey (2008), physical movement stimulates brain function, enhances mood, and improves mental clarity, elements crucial for learning and self-regulation. The joint findings reinforce that the incorporation of physical movement into school routines positively affects students’ overall functioning, contributing not only to academic performance but also to emotional resilience and mental focus. The second aspect focuses on kinesthetic activities as a medium for self-expression. Quantitative results from Table 1 show that the item Kinesthetic activities allow me to express my thoughts and feelings effectively is rated extensive, with a mean score of 3.43. This indicates that students widely perceive movementbased activities as a form of emotional release and communication. Qualitative findings in Figure 2 corroborate this, with the core idea Expressing Through Movement under the theme Empowering Emotional Expression and Identity. Students shared how dance, physical games, and sports helped them convey emotions that are otherwise difficult to verbalize, reflecting a deep-seated connection between movement and identity. This convergence of findings reveals the therapeutic and expressive dimensions of kinesthetic activity. As highlighted by Wang et al. (2024), embodied learning allows individuals to articulate their inner world through bodily movement, which serves as a channel for emotional authenticity and personal exploration. The merging of data indicates that kinesthetic learning strategies not only support academic goals but also promote psychosocial development by enabling emotional self-awareness and confidence in expressing one’s identity. The third aspect addresses how proactive learning habits influence self-motivation. In Table 6, the item Actively seeking out additional resources and materials enhances my understanding of subjects scored a moderately extensive mean of 3.26. This suggests that while many students show initiative, there is room for cultivating stronger proactive behaviors. This quantitative data aligns with qualitative findings in Figure 2, which identified the core idea Belief in Self-Improvement under the theme Developing Growth Mindset. Students described their willingness to seek out new knowledge and challenge themselves academically, even when facing obstacles, demonstrating alignment in attitudes and actions. The integration illustrates that fostering a growth mindset is closely tied to developing proactive learning habits. Coetzee (2022) emphasizes that students with a growth mindset believe intelligence and abilities can improve with effort, making them more likely to pursue learning opportunities actively. The convergence of findings suggests that enhancing student motivation requires not only academic encouragement but also support for building resilience, goal-setting skills, and confidence in 33 ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - lifelong learning. The final aspect of the joint display examines the significant relationship between kinesthetic activity and proactive learning mindset. As shown in Table 11, the bivariate correlation analysis reports an r-value of 0.737 and a p-value of 0.000, indicating a strong and statistically significant positive relationship at the 0.05 level. This confirms that increased participation in kinesthetic activities is associated with a higher level of proactive learning behavior among students. This aligns with qualitative findings in Figure 2, where students’ statements reflected the core ideas Bouncing Back from Setbacks and Adapting Learning Strategies, under the theme Strengthening Learning Resilience. These themes describe how physical activity builds perseverance, adaptability, and a positive response to academic challenges. This strong correlation and thematic alignment suggest that kinesthetic activities may serve as a foundation for enhancing cognitive and emotional resilience. According to Cutumisu (2019), learning is deeply rooted in the body’s interactions with the world, and movement-based experiences foster adaptive thinking and problemsolving. Thus, the merging of statistical and narrative data supports the assertion that kinesthetic engagement enhances not only physical health but also students’ capacity to self-regulate, persist, and actively pursue learning goals. 4. Conclusions and Recommendations This part of the paper presents the conclusion and recommendation of the researcher. The discussion is supported by the literature presented in the first chapters and the conclusion is in accordance with statements of the problem presented in this study. 4.1. Findings—This study primarily aimed to examine the connection between kinesthetic activity and proactive learning mindset of senior high school students using a parallel convergent mixed-methods approach. A total of 293 senior high school students from selected private school in Davao City, were chosen as participants through a simple random sampling technique. For the quantitative phase, the researcher employed modified and enhanced adapted survey questionnaires, which underwent pilot testing in a nearby school to verify their high reliability and internal consistency. In contrast, a semi-structured interview guide was utilized for the qualitative phase to capture in-depth insights from the participants. The extent of kinesthetic activity among senior high school students in a selected private school in Davao City is described as extensive, indicating that students frequently engage in physical activities that support their overall development. Among the dimensions, emotional regulation emerged as the most evident, suggesting that students effectively use kinesthetic activities to manage their emotions. In contrast, self-expression was the least evident, implying that while movement encourages expression, it may not always be fully utilized as a medium for communicating thoughts and feelings. The extent of students’ proactive learning mindset is generally described as moderately extensive, showing that students sometimes demonstrate initiative and self-directedness in their learning. Growth mindset development was the most consistently observed, reflecting students’ belief in the potential for improvement through effort. On the other hand, learning resilience was the least evident, suggesting a need for further support in helping students recover from academic challenges. The findings further reveal a significant positive relationship between kinesthetic activity and proactive learning mindset, with all indicators showing meaningful associations. Among the dimensions, self-expression dis34 ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - played the strongest connection with proactive learning behaviors, indicating that students who use movement to express themselves tend to show greater academic initiative. Emotional regulation showed a comparatively lower but still relevant association, implying that managing emotions through movement contributes to a constructive learning mindset. The qualitative findings presented in Figure 2 highlight six thematic areas: enhancing physical and mental wellbeing, empowering emotional expression and identity, strengthening academic motivation, developing growth mindset, promoting autonomous learning, and strengthening learning resilience. Students described how participation in physical activities helped them become more energized, emotionally expressive, and motivated to learn. These lived experiences demonstrate the multifaceted value of kinesthetic engagement in shaping both cognitive and emotional aspects of student development. The joint display of findings confirms a strong convergence between quantitative and qualitative data, reinforcing the alignment between students’ reported behaviors and their personal experiences. Indicators such as wellbeing and self-expression from the quantitative data are reflected in themes such as enhancing wellbeing and empowering identity from the qualitative analysis. This integration supports the conclusion that kinesthetic activity plays a vital role in fostering a proactive learning mindset by promoting self-awareness, motivation, and resilience among senior high school students. 4.2. Conclusions —Based on the findings of this study several conclusions were generated: The extent of kinesthetic activity among senior high school students in a selected private school in Davao City is generally described as extensive, indicating that students frequently engage in physical activities that support wellbeing, artistic appreciation, and emotional regulation. This implies that students benefit from movement-based experiences that help them manage emotions and enhance their physical and mental state. Schools are encouraged to maintain and expand these opportunities by promoting expressive and reflective kinesthetic activities to reach underutilized areas like selfexpression. The results also confirm that the extent of proactive learning mindset among students is moderately extensive, suggesting that while students occasionally demonstrate motivation and independent learning, there is still room for growth in learning resilience and self-directedness. This implies that students are developing essential learning dispositions but may require more structured support and guidance to sustain long-term academic perseverance. Schools are encouraged to design programs that foster resilience, autonomy, and a belief in effort-based improvement, particularly through integrative kinesthetic approaches. Moreover, the study reveals a significant positive relationship between kinesthetic activity and proactive learning mindset, indicating that physical engagement plays a key role in fostering academic motivation, growth mindset, and emotional regulation. This finding supports Wilson’s (2002) Theory of Embodied Cognition, which emphasizes that physical experiences are fundamental to cognitive development and learning processes. The implication is that schools should integrate more body-based learning activities into the curriculum to promote higher-order thinking and active academic engagement among students. The analysis of students’ lived experiences highlights that kinesthetic activities contribute to six key areas: enhancing physical and mental wellbeing, empowering emotional expression and identity, strengthening academic motivation, developing a growth mindset, promoting autonomous learning, and building learning resilience. This implies that students experience not only physical benefits from movement but also deep emotional and cognitive growth. Schools are encouraged to leverage these insights by creating 35 ISSN 3028-1261 10.5281/zenodo.17354857/NIJSE.2025 NIJSE (2025) - holistic learning environments that incorporate movement into both academic and extracurricular programming. Finally, the integration of quantitative and qualitative findings confirms a strong convergence between kinesthetic engagement and the development of a proactive learning mindset. Quantitative data describe students’ frequent use of kinesthetic strategies, while qualitative findings reveal that these experiences shape their motivation, self-concept, and adaptive learning behaviors. This alignment suggests that sustained kinesthetic activity supports whole-child development, and thus, educators and school leaders should continue to invest in programs that link physical activity with academic and emotional growth. 4.3. Recommendations—Based on the findings and conclusions generated from the study, the researcher recommends the following: School Administrators. School administrators can enhance the integration of kinesthetic activities into the curriculum by supporting programs that promote physical engagement across subject areas. They are encouraged to allocate resources for sports, arts, movementbased learning, and wellness initiatives that contribute to students’ physical and mental wellbeing. Creating structured opportunities for movement within both academic and non-academic contexts may help maximize student motivation and proactive learning behaviors. Teachers. Teachers are encouraged to regularly incorporate kinesthetic strategies into classroom instruction, such as simulations, role-playing, expressive activities, and movement-based tasks. These strategies may enhance students’ emotional regulation, self-expression, and academic motivation when used intentionally and reflectively. Teachers can also collaborate in designing experiential learning sessions that address cognitive, emotional, and physical dimensions of student development. Students. Students are advised to actively participate in physical and movement-based activities as part of their academic routines and personal development practices. Engaging in such experiences may help them regulate emotions, build resilience, and strengthen self-motivation, all of which are essential for developing a proactive learning mindset. Students can also reflect on how their involvement in kinesthetic activities contributes to their academic performance and personal growth. Future Researchers. Future researchers can explore the long-term effects of kinesthetic learning on students’ academic outcomes and emotional resilience through longitudinal studies. Investigating the differential impact of specific kinesthetic strategies on learners with diverse needs may provide valuable insights for inclusive education practices. They may also consider developing culturally responsive frameworks that incorporate movement into learning, particularly in contexts similar to the private school studied. Teachers and School Leaders. 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