Library Progress International Print version ISSN 0970 1052

Vol.44 No.3, Jul-Dec 2024: P.6109-6115 Online version ISSN 2320 317X

Original Article Available online at www.bpasjournals.com

Teachers’ Assessment and Challenges on Teaching Tertiary Physical

Education Program

Argin A. Gulanes1, Arnel S. Travero2, Isabelita C. Bodbod3 and Melchor T. Allado4

1
Vice-Chancellor for Student Affairs and Services, University of Science and Technology of Southern
Philippines, Claveria, Misamis Oriental, Philippines
2
Executive Assistant to the Vice-Chancellor for Student Affairs and Services, University of Science and
Technology of Southern Philippines, Claveria, Misamis Oriental, Philippines
3
Dean, College of Arts and Sciences, University of Science and Technology of Southern Philippines, Claveria,
Misamis Oriental, Philippines
4
Secretary, Office of the Vice-Chancellor for Student Affairs and Services, University of Science and
Technology of Southern Philippines, Claveria, Misamis Oriental, Philippines
* [email protected]

How to cite this article: Argin A. Gulanes, Arnel S. Travero, Isabelita C. Bodbod, Melchor T. Allado (2024).
Teachers’ Assessment and Challenges on Teaching Tertiary Physical Education Program. Library Progress
International, 44(3), 6109-6115.

ABSTRACT
Transformation in the transportation sector is imperative to address the environmental issues and combat climate
change. The study examined the determinants of intention to adopt cycling as a sustainable work travel mode
among individuals in mumbai city. The responses were collected using a structured questionnaire based on the
theory of planned behaviour. Individuals riding a cycle or sometimes using a cycle to workplace were the target
audience of the study. Sem technique was used to identify the significant determinants of intention to adopt
cycling as a sustainable work travel mode. The analysis found the “perception of environment” as the only
significant contributor to the intention to adopt cycling as a sustainable work travel mode. The study highlights
the urgent need to augment the infrastructure for cycling. The findings of the study may help enhance the usage
of cycles as a work travel mode.
Keywords: Bicycling, Cycling, Sdgs 2030, Sustainability, Transportation, Vehicular Emissions

1. INTRODUCTION
Physical Education teachers are facing limitations in schools. Besides, some schools oblige physical education
teachers to accept multiple responsibilities such as coaching, heavy teaching loads and many others. Teaching
physical education, is focused on instructional planning that is influenced by the quality of the whole physical
education program, especially teacher-coach role conflict. According to Xu et al. [1], this situation may cause
physical tension of the teachers’ cognitive conflict when attempting to effectively fulfill the stated expectations
on both roles. Otherwise, cases like these fall short on these expectations a teacher and a coach thus, both roles
devote time and effort to only one of them. This will result to neglecting the other and focus on the other role, a
situation has consequences for the educational attainment of the students.
Several studies have noted that planning and preparing a lesson is time consuming. This will result to managing
and organization that provides students the opportunity to be more involved and responsible and accountable for
their learning. He added that the most challenging task for PE teachers most often is the increased need for
planning and preparation and its implementation [2].
Moreover, it was concluded that physical education demonstrates the potential role for PE teachers who plays a
role in determining achievement that facilitates increased competence, perception and enjoyment within the
different areas in PE courses. It was also cited that teachers’ active supervision on students’ activity level
maintains teacher-student engagement appropriated level of intensity, duration and quality. It recognized varied
goals having different teaching styles and instruction when working with varied students that ensures maximum
participation and lifelong positive influence that strengthens the school’s physical education program and
professionals in the field aimed to initiate solutions to the obesity problem of the students [1]. On account to
Ricacho et al., [3] they hypothesized that teachers who agree to students input while maintaining control of the

Library Progress International| Vol.44 No.3 | Jul-Dec 2024 6109

Argin A. Gulanes, Arnel S. Travero, Isabelita C. Bodbod, Melchor T. Allado

instructional processes may have positive attitude towards Physical education course.
Ensuring discipline in the classroom is vital for efficient teaching and the main determinant of student academic
progress. Effective classroom management techniques are crucial for promoting excellent instruction and
fostering student achievement. In addition, effective classroom management in physical education promotes a
favorable learning environment that improves academic performance and supports the cultivation of a healthy
lifestyle in students.
[4; 5].
In a study a applying the Deming Cycle, Knight [6] believes in a continuous quality improvement that provides
an orderly method to progress toward the goal. Teaching and assessment of student learning are innately
complex tasks. If one’s goal is to effectively teach skills, knowledge and abilities in physical education class, it
should be required by the teacher and then assess student learning appropriately. However, Deming’s cycle that
is planning, doing, checking and acting is continuous quality improvement that will provide a systematic
method to incrementally progress toward the goal that emphasize a step-by-step guide, founded on regular,
systematic evaluation of results and formulation of altered approaches with trial and re-evaluation. Following
Deming’s cycle, teachers will be guided with the plan on what to teach, how and what to teach, how to evaluate
and assess students’ learning that ensures validity of measurement in all class activities in the physical education
program.
Furthermore, assessment helps PE teachers understand students in terms of their learning that allows this
knowledge to help them set appropriate objectives to make effective programs in physical education course.
The feedback mechanism provides effective and summative evaluation of physical education, while they are
being monitored on the progress made. He advised to fulfill the goals, assessing the needs dealing with
students’ knowledge of the lesson content, skill and development [1]. Further, PE teachers must promote
achievement goals based on task competence like presenting interesting and enjoyable activities to have more
motivated students who consequently display more positive experiences towards physical education course and
physical activities as an important factor to maintain adequate fitness, health and functioning throughout life
which is the main goal of physical education [7].
Physical education is the only factor to get students be active that is a useful way to uncover and discover new
skills and activities they enjoy considering each student a chance to find a chance to be personally conscious
fighting against obesity.
With this, the present study reports the assessment of the tertiary physical education (TPE) teachers on the
effectiveness of the program in terms of specifically, policy and environment, curriculum, appropriate
instruction, student assessment, professionalism of physical education teachers. Moreover, this study documents
their challenges in teaching the TPE. It is hoped that this study will provide fresher insights to curriculum
planners on how to enhance the course, and to University officials to assist TPE teachers address their
challenges in teaching the course.
2. METHODS
This descriptive study surveyed 16 randomly selected Physical Education teachers from the three campuses of a
State University in Northern Mindanao. There were 10, 4, and 2 teachers from Campuses 1, 2 and 3,
respectively. The sample size was determined using Cochran’s formula with 95% confidence level and 5%
margin of error. Research instruments used to gather data were adapted from Society of Health and Physical
Educators of America (SHAPE) [8] and National Association for Sport and Physical Education (NASPE) [9].
Mean and standard deviation were used in analyzing the teacher’s assessment on their physical education
program. Table 1 shows the scoring procedure applied for the adapted questionnaire.
Table 1: Scoring Procedure of the Adapted Questionnaire.
Scale Ranges Qualitative Description (QD) Interpretation (I)
3.26-4.00 Always (A) Highly Practiced (HP)
2.51-3.25 Sometimes (S) Moderately Practiced (MP)
1.76-2.50 Rarely (R) Rarely Practiced (RP)
1.00-1.75 Never (N) Never Practiced (NP)

3. RESULTS AND DISCUSSION

The TPE program is divided on the following components, Policy and Environment, Curriculum, appropriate
instruction, student assessment, professionalism of physical education teachers. Mean scores of teachers’
assessment on these components is shown on Table 2.
Table 2: Teachers’ Assessment on the TPE Program.

Library Progress International| Vol.44 No.3 | Jul-Dec 2024 6110

Argin A. Gulanes, Arnel S. Travero, Isabelita C. Bodbod, Melchor T. Allado

Domain Mean SD QD I
Policy and Environment 3.81 0.20 A HP
Curriculum 3.79 0.38 A HP
Appropriate Instruction 3.78 0.46 A HP
Student Assessment 3.40 0.35 A HP
Professionalism of Physical Education Teachers 3.71 0.39 A HP
Overall 3.69 0.35 A HP
When it comes to policy and environment, the teachers considered it as highly practiced. These results expose
that the teachers believed that the indicators of policy and environment as an area in Physical Education
program are highly practiced. These are confirmed during the interview that the teachers are always
systematically making plans, developing and maintaining positive learning environment. The students shared
that fair and consistent classroom management practices are evident which encourage them to be responsible,
and the activities ensure that they really match students’ ability levels.
As revealed in the interview, there some teachers who are more focused on the content of the subject or the
lesson and give less emphasis on students’ behavior since they are already in college. Teachers trust the students
that they are already responsible and can manage with the consequences of their actions. Teachers anticipate that
students already have known the consequences of bullying. On the other hand, students still opted that teachers
still impose discipline to those students who are showing inappropriate remarks on behavior. With regards to
first aid, advanced diagnostic, CPR, etc., students maybe were not informed and were unaware that these
teachers have known these things as part of activity course. Teachers are trained in case emergencies occur and
have known it and how to handle it in case the class needs it.
The National Center on Safe Supportive Learning Environments [10] stated that as educators engage with
students during teaching, they wield considerable influence in fostering a secure and encouraging learning
atmosphere. Constructive teacher-student connections hold enduring impacts on the social, emotional, and
academic growth of young individuals. By actively fostering relationships with both students and colleagues,
teachers can enhance the school environment and mitigate instances of physical violence, bullying, and
emotional mistreatment within their classrooms and across the entire school setting. When it comes to
Curriculum, Table 2 shows that teachers considered this component highly practiced. This implies that the
teachers of Physical Education subject have successfully delivered the curriculum to the students.
During the interview, it was revealed that the curriculum develops the skills of the students, and the curriculum
maximizes specific learning, fitness/skill enhancement and enjoyment in games instruction. Moreover, the
curriculum includes the scope and sequence based on goals and objectives that are appropriate for all students
and that are derived from national or state standards.
Mastery of the subject matter and skills ensure the teaching procedure conducted will be effective. Teachers
must possess a good attitude in teaching and learning Physical Education subject. The study of Padillo et al.
[11] showed that that professional development activities contributed to mastery in instructional planning,
instructional delivery, knowledge of the subject matter, rapport with students, and classroom management.
Moreover, Shantz and Latham [12] emphasized that a teacher who possesses good knowledge of the subject
matter can effectively plan and teach lessons, clarifying any misconceptions for learners.
On the other hand, Husain et al. [13] states that teachers are the main actors and actresses implementing a strong
connection in the delivery of the skills and the learning standard of the curriculum aspects. It should meet the
standard competencies.
As shown on Table 2, teachers highly practiced the indicators under appropriate instruction. This signifies that
the teachers know the appropriate instruction that can help them in understanding the lessons needed for their
class instruction. This also portrays that the teachers have sufficient knowledge on the content of the lessons
discussed. They also know the concepts, facts, theories, and procedures within the particular content. The
teachers are knowledgeable enough to teach that lessons which will enable them to design, apply, and evaluate
the appropriate teaching strategies for a particular topic which will satisfy the students’ needs.
Study revealed that instructional strategies must be focused by teachers to prevent academic and behavioral
difficulties and thereby increased student achievement. The study of Thomas and Green [14] emphasized the
importance of teachers being situational in their application of instructional strategies. Teachers should assess
the instructional needs of each student and align the appropriate strategy accordingly to enhance student
achievement. Teachers provided with proper training on up-to-date information and new research on classroom
management, new curriculum resources, and more, could become a successful factor to their schools.
Understanding and working with students is a professional development for teachers that can be best
collaborative culture of students and teachers in class [15].

Library Progress International| Vol.44 No.3 | Jul-Dec 2024 6111

Argin A. Gulanes, Arnel S. Travero, Isabelita C. Bodbod, Melchor T. Allado

Moreover, the result signifies that the teachers highly practiced the Physical Education program in terms of
student assessment. Teachers do prepare syllabus before the start of the semester and present it on class during
the orientation including the grading system. Students will be informed with regards to how they will be graded
during examination and when it is graded practical examination. Rubrics are prepared and disseminated to the
students for their information so that they will have a guide during student assessment. It has formative and
summative assessment the usual evaluation to check students understanding and check if the program is aligned
to its objectives.
An interview reveals that teachers have to vary their assessments considering students with disabilities or slow
learners. The teachers need to inform students the criteria or rubric as part of the instruction before assessment,
and it should be explained clearly to the students. Further, the students revealed that some teachers failed to
inform them about their scores of the test in which through this they will be informed as to what part of the
assessment they need to focus and improve.
Anticipating the outcomes of evaluation may often be challenging. Chan et al. [16] conducted semi-structured
interviews with instructors and students in Queensland, Australia to investigate the interpretations of evaluation
that are perpetuated in physical education (PE).
The examination of the data collected from the participants in the senior phase (year 12) reveals that the
students' understanding of what is evaluated varies from that of their professors. The professors outlined a
performance-based accountability framework that included both the practical and theoretical abilities of the
pupils. Contrarily, the students believed that the exam primarily emphasized their proficiency in diverse
physical activities and their capacity to collaborate in groups [5]. An unforeseen educational outcome of this
misinterpretation was that, in all the written tasks and assessments they were required to do, their ability to write
well became more significant than their acquisition of skills in the psychomotor and affective domains.
Further, the teachers believed that they highly practiced the indicators of professionalism of physical education
teachers. In College, teachers report grades and accomplishment of the students is given directly to the
Registrars’ Office copy furnished to the Deans and Office of the Academic Affairs. These students are
responsible and independent learners. PTA (Parent Teachers Association) unlike in Elementary and High
School is a must. College students are independent working on their own and accomplishing what needs to be
done by the student.
In the study of Tichenor et al. [17], Kramer [18] stipulated that professionalism contends the most critical
elements of teacher professionalism can be classified into three categories: attitude, behavior, and
communication. These three broad areas cover a wide range of behaviors and characteristics that should be
demonstrated in the professional lives of teachers, from being on time and dressing neatly to understanding
learning theories to clearly communicating with colleagues, parents, and students [19]. Additionally, Cruikshank
and Haefele [20] categorized “good teachers” in multiple areas including being analytic, dutiful, expert,
reflective, and respected as shown in the article.
Table 3: Teaching Challenges in the Tertiary School Physical Education.
Teaching Challenges (Teachers) F %
1. Large number of students per class 6 100
2. No permanent classroom 6 100
3.Challenging tasks as teacher, adviser and coach 3 50
4. Demanding college requirement 5 83
Table 3 presents the four (4) themes for the teaching challenges shared by the teachers. These are large number
of students per class, no permanent classroom, challenging task as teacher, adviser and coach, and demanding
college requirement. All of the six (6) teachers being interviewed revealed that it is really a problem for them to
have large number of students per class (40-60 students) and no permanent classroom. These problems are
considered as struggle for the teachers in keeping things in order and coping with teacher burnout [19].
Likewise, they were always worried with the classroom since PE subject is not given priority in assigning
classrooms. Low priority was given to physical education because a lot of them considered PE as a frill or
something that disrupts their classes or classroom work.
Moreover, there were three teachers who shared that they have a challenging task as teacher, adviser, and coach
that they need to miss their classes and attend to monthly meetings, practices and other activities. Likewise, five
(5) teachers mentioned that it was challenging for them to meet the requirements of the college. Aside from
teaching designation, they have assigned tasks; hence, a lot of deadlines.
In terms of large number of students per class, study by Konukman et al. [21] found that PE teachers often have
larger class sizes than teachers in other subjects, which can lead to difficulties in managing student behavior and

Library Progress International| Vol.44 No.3 | Jul-Dec 2024 6112

Argin A. Gulanes, Arnel S. Travero, Isabelita C. Bodbod, Melchor T. Allado

providing individualized instruction.

With regards to no permanent classroom, the lack of dedicated PE spaces is a common issue, as highlighted by a
study by Santini and Neto [22], which found that PE teachers in Brazil often face challenges related to
inadequate space and equipment.
In terms of challenging task as teacher, adviser, and coach, the role conflict experienced by PE teachers,
including the need to balance teaching, coaching, and extracurricular activities, is well-documented in the
literature. For example, a study by Richards and Templin [23] explored the multidimensional perspective on
teacher-coach role conflict. With regards to struggle with coping and teacher burnout, the literature supports the
idea that PE teachers face challenges that can lead to burnout and difficulties in keeping things in order. For
example, a study by Rainer et al. [24] found that PE teachers faced a range of challenges, including low wages,
precarious infrastructure, and lack of materials, which can contribute to burnout.
With regards to demanding college requirements, the need for PE teachers to meet a variety of college-level
requirements, including maintaining certification, attending professional development workshops, and staying
current with best practices in the field, is supported by the literature. For example, a study by Kale [25] found
that job satisfaction of PE teachers and investigation of their burnout levels were associated with several
variables, including meeting college-level requirements.
With these teaching challenges faced by the TPE teachers, they were able to find ways to cope with by giving
more time to prepare the lessons, observe from teachers who are expert in the field, manage time wisely to
submit the requirement promptly, find ways or place to conduct class if the venue is not available, report class
scheduling to the Dean for consideration for the next class scheduling, and do some make-up classes for those
missed classes affected with the monthly meeting and other activities.
4. CONCLUSION AND RECOMMENDATION
This study explored the teachers’ assessment on the TPE program. Moreover, it determined the challenges that
the teachers experienced. It was found that teachers considered all the components of TPE as highly practiced.
The participants expressed that the challenges they encountered in teaching TPE include large number of
students per class; no permanent classroom; challenging task as teacher, adviser and coach; and demanding
college requirement.
From these, the researchers recommend that University officials continue to prioritize policy and environment to
maintain a safe, supportive, and positive learning environment; ensure that the curriculum is aligned with
national or state standards and meets the needs of all students; Continue to provide ongoing professional
development opportunities to ensure that teachers have the knowledge and skills to effectively teach the
Physical Education subject; ensure that assessments are clear, fair, and aligned with the curriculum to help
students understand their progress and areas for improvement; and continue to prioritize professional
development opportunities and maintain a culture of professionalism among TPE teachers.
Moreover, to address the challenges experienced by the teachers, it is recommended to reduce class sizes to
improve student management and individualized instruction; provide dedicated PE spaces to improve the quality
of instruction and student safety; offer professional development opportunities to help teachers manage role
conflicts and cope with teacher burnout; and, foster a culture of understanding and support within educational
institutions to address the challenges faced by TPE teachers.

6. REFERENCES
[1] Xu, F., Chepyator, J., Culp, T. & Culp, B. (2010). School-Based Physical Education Programs and
Obesity in the United States: Trends, Rationalizations, and Perspectives of Change. Educational Research
Journal, Vol. 25, No. 2. https://www.hkier.cuhk.edu.hk/journal/document/ERJ/erj_v25n2_241-262.pdf
[2] Chng, L., Lund, J. (2018) Assessment for Learning in Physical Education: The What, Why and How.
Journal of Physical Education, Recreation & Dance, Vol. 89:8.
https://doi.org/10.1080/07303084.2018.1503119
[3] Ricacho, A., Teofel, R., Arpon, P. & Ampong, H., (2019). Freshmen Students’ Attitudes Toward’s
Physical Education in Naval State University. Ijesrt International Journal of Engineering Sciences &
Research Technology. Vol. 8(3) ISSN: 227-9655. Doi: 10.5281/zenodo.2607890
[4] Sabanci, A. & Özyildirim, G. (2020). The Adaptation of Behavior and Instructional Management Scale
into Turkish Language Context: Validity and Reliability Analysis. International Journal of Educational
Leadership and Management, Vol. 8(1), 34-59. http://dx.doi.org/10.17583/ijelm.2020.4825

Library Progress International| Vol.44 No.3 | Jul-Dec 2024 6113

Argin A. Gulanes, Arnel S. Travero, Isabelita C. Bodbod, Melchor T. Allado

[5] Gulanes, A. A., Fadare, A. S., Bautista-Apollinario, C., & Baligod, M. (2024). Unveiling Stident
Assessment and Instructional Management in Physical Education Programs. Educational Administration:
Theory and Practice. 30(4); 438-444.
[6] Knight, J. (2012). Applying the PDCA Cycle to the Complex Task of Teaching and Assessing Public
Relations Writing. Marketing Communication Department, Columbia College Chicago 600 South
Michigan Avenue, Chicago, Illinois.
[7] Gouveia, E., Ehle, A., Gouveia, B., Rodrigues, A.J. (2019). Students’ Attitude Toward Physical
Education: Relations with Physical Activity, Physical Fitness, and Self-Concept. Vol.76. 945-963.
Doi:10.18666/TPE-2019-V76-I4-8923.
[8] Society of Health and Physical Educators of America (SHAPE) (2009). National Standards & Grade-
Level Outcomes for K-12 Physical Education. Champaign, IL: Human Kinetics.
https://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-12-Physical-
Education.pdf
[9] National Association for Sport and Physical Education (NASPE) (2011). Association of the American
Alliance for Health, Physical Education, Recreation and Dance. https://www.pgpedia.com/n/national-
association-sport-and-physical-education
[10] National Center on Safe Supportive Learning Environments (2020).
https://safesupportivelearning.ed.gov/training-technical-assistance/roles/teachers
[11] Padillo, G. G., Manguilimotan, R. P., Capuno, R. G., & Espina, R. C. (2021). Professional development
activities and teacher performance. International Journal of Education and Practice, 9(3), 497–506
[12] Shantz, A., & Latham, G. (2011). The effect of primed goals on employee performance: Implications for
human resource management. Human Resource Management, 50(2), 289–299
[13] Husain, M Z., Hasan, A., Abdul N.B., & Wahab, J. J., (2014). Determining Teaching Effectiveness for
Physical Education. Procedia - Social and Behavioral Sciences, Vol.172 (2015) 733 – 740. Doi:
10.1016/j.sbspro.2015.01.426
[14] Thomas, I. A., & Green, R. L. (2015). Using instructional strategies to enhance student achievement.
National Forum of Teacher Education Journal, Volume 25, No. 3, 2015. http://tinyurl.com/5ecz57u7
[15] Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development.
Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-
files/Effective_Teacher_Professional_Development_REPORT.pdf
[16] Chan, K. W., Haywood, K. M., & Capel, S. A. (2011). Meanings of assessment in physical education: A
study of teachers and students in Queensland, Australia. European Physical Education Review, 17(2),
179–197. https://e-flt.nus.edu.sg/wp-content/uploads/2020/09/v8s12011/chan.pdf
[17] Tichenor, M. S., Tichenor, J. M. (2015). Understanding Teachers’ Perspectives on Professionalism.
Professional Educator, Vol.27, No.1-2, 89-95. https://eric.ed.gov/?id=EJ728484
[18] Kramer, S. (2003). Teacher professionalism: Attitude, behavior, and communication.
https://files.eric.ed.gov/fulltext/EJ787753.pdf
[19] Fadare, A.S., Gumanoy, A. D., Cosain, O.H., Cayambae, R. D., Ansarie, A., & Cassion, A. D. (2023).
Struggles and Coping Strategies of Teachers Pursuing Grdauate Studies: A Basis for Intervention.
Tianjin Daxue Xuebao/Journal of Tianjin University Science and Technology. 56(11); 239-257.
[20] Cruickshank, D. R., & Haefele, D. (2001). Good Teachers, Plural. Educational Leadership, 58(5), 26-30.
https://eric.ed.gov/?id=EJ622997
[21] Konukman, F., Agbuga, B., Erdogan, S., Zorba, E., Demirhan, G., & Yilmaz I. (2010). Teacher-coach
role conflict in school-based physical education in USA: A literature review and suggestions for the
future. Biomedical Human Kinetics, 2, 19–24
[22] Santini J, & Neto VM. A síndrome do esgotamento profissional em professores de educação física: um
estudo na rede municipal de ensino de Porto Alegre. [Professional burnout syndrome in physical
education teachers: a study in Porto Alegre's municipal school system]. Rev. bras. educ. fís. esporte
(Impr.). 2005; 19(3): 209-222.
[23] Richards, K. A. R., & Templin, T. J. (2012). Toward a multidimensional perspective on teacher-coach
role conflict. Quest, 64, 164-176.

Library Progress International| Vol.44 No.3 | Jul-Dec 2024 6114

Argin A. Gulanes, Arnel S. Travero, Isabelita C. Bodbod, Melchor T. Allado

[24] Rainer, P., Cropley B., Jarvis, S., & Griffiths, R. (2012). From policy to practice: the challenges of
providing high quality physical education and school sport faced by head teachers within primary
schools, Physical Education and Sport Pedagogy, 17:4, 429-446, DOI: 10.1080/17408989.2011.603125
[25] Kale, F. (2007). Job satisfaction of physical education teachers and investigation of their burnout levels
according to several variables. Master's Thesis. Nigde: Nigde University.

Library Progress International| Vol.44 No.3 | Jul-Dec 2024 6115