Abstract

Physical Education (PE) is an important component of higher education because it contributes to students’ physical health, psychological well-being, social development, and lifelong physical activity engagement. However, the effectiveness of compulsory PE remains uneven in many higher education contexts, particularly when students perceive PE as secondary to academically specialized subjects. This study examines the factors affecting students’ learning outcomes in compulsory PE at Vietnam National University of Agriculture. The study investigates the relative effects of Course Content, Teaching Methods, Learning Motivation, and Facilities on students’ perceived learning outcomes. A quantitative cross-sectional survey was conducted among 150 undergraduate students enrolled in compulsory PE courses. Data were analyzed using Cronbach’s Alpha, Exploratory Factor Analysis (EFA), Pearson correlation analysis, and multiple regression analysis. The findings indicate that all four factors positively and significantly influenced students’ learning outcomes. In comparison, Course Content emerged as the strongest predictor, followed by Teaching Methods, Learning Motivation, and Facilities. The results suggest that students’ PE learning outcomes are influenced more strongly by curricular relevance and pedagogical quality than by infrastructural conditions alone. This study contributes to the literature by providing empirical evidence from a Vietnamese higher education context and by clarifying the relative hierarchy of determinants affecting compulsory PE learning outcomes. The findings imply that improving PE effectiveness requires an integrated approach centered on meaningful curriculum design, effective pedagogy, student motivation, and supportive learning conditions.

Keywords

Physical Education, Learning Outcomes, Teaching Methods, Learning Motivation, Higher Education,

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