As education increasingly embraces diverse learning modalities, the effectiveness of traditional and remote teaching methods in engaging students has come under scrutiny. This study used a quantitative method with a descriptive correlational design to measure the level of instructional mode, student engagement, and limited learning method among high school students. The study involved 150 high school students in Davao City. Further, the study was anchored on the Theory of Learning Preferences (Dunn & Dunn, 1975), which refers to individuals elements that contribute to mastering academic skills such as environmental and emotional. In the context of this study, this theory helps understand how these elements interact and is influential in enhancing learning experiences in high school students focused on Physical Education. A researcher-made survey was conducted for data collection, achieving a reliability score of .92 Cronbachs alpha. The study utilized the mean to analyze instructional modes and student engagement among high school students, with Pearsons r assessing their relationship. Multiple linear regression was employed to determine the most effective instructional methods for improving learning outcomes. This study recommends reverting to full face-to-face instruction in Physical Education for high school students, as online classes hinder proactivity and first-hand experience. Additionally, securing a spacious area and equipment is advised to enhance learning and motivation, along with further investigation into additional predictors not covered in this study.

Instructional mode

student engagement

limited learning methods

high school students

physical education