FACTORS AFFECTING THE TEACHING LEARNING PROCESS

OF PHYSICAL EDUCATION: THE CASE OF KORE WOREDA

SECONDAY SCHOOLS, WEST ARSI ZONE, OROMIA REGIONAL
STATE, ETHIOPIA

MEd THESIS

ADEM WATO GEDA

JULY, 2022

HARAMAYA UNIVERSITY, HARAMAYA

Factors Affecting the Teaching Learning Process of Physical Education:
The case of Kore Woreda Secondary Schools, West Arsi Zone, Oromia
Regional State, Ethiopia

A Thesis Submitted to the Department of Sport Science

Postgraduate Program Directorate

HARAMAYA UNIVERSITY

In Partial Fulfillment of the Requirements for the Degree of

MASTER OF EDUCATION IN TEACHING PHYSICAL EDUCATION

Adem Wato Geda

July, 2022
Haramaya University, Haramaya
 HARAMAYA UNIVERSITY
POSTGRADUATE PROGRAM DIRECTORATE

As members of the Examining Board of the Final MEd thesis Open Defense, we certify that
we have read and evaluated the thesis prepared by Adem Wato Geda Entitled as “Factors
Affecting the Teaching Learning Process of Physical Education in Kore Woreda
Secondary Schools West Arsi Zone Oromia Regional State Ethiopia’’ we recommended
that it can be accepted as fulfilling the thesis requirement.

Desta Enyew (PhD) ___________________ _____________________

Major Advisor Signature Date

Garkebo Basha (PhD, Associated Prof)__________________ ___________________

Co-Advisor Signature Date

As a member of Board of Examiners of the Master of Education Thesis Open Defense

Examination, We certify that we have read and evaluated the Thesis prepared by Adem
Wato Geda and examined the candidate. We recommend that the thesis can be accepted as
fulfilling the Thesis requirements for the Degree of Master of Education in Teaching
Physical Education.

________________________ ________________ _______________________

Chairperson Signature Date

___________________________________ _______________________
External examiners Signature Date

______________________ ___________________ _______________________

Internal examiner Signature Date
 DEDICATION

The researcher dedicates this research work to all Physical Education teachers who challenged
to teach physical education in both practical and theoretical sessions and to my beloved
families for their support and patience.

ii
 STATEMENT OF THE AUTHOR

By my signature below, I declare and affirm that this Thesis is my own work. I have
followed all ethical and technical principle of scholarship in the preparation, data collection,
data analysis and compilation of this Thesis. Any scholarly matter that is included in the
Thesis has been given recognition through citation.

This Thesis is submitted in partial fulfillment of the requirements for a Master of Education
in teaching Physical Education at Haramaya University. The Thesis is deposited in the
Haramaya University Library and is made available to borrowers under the rules of Library.
The researcher seriously declares that this thesis has not been submitted to any other
institution anywhere for the award of any academic degree, diploma or certificate.

Brief quotations from this thesis are may be made without special permission provided that
accurate and complete acknowledgement of the source is made. Requests for permission for
extended quotations from or reproduction of this Thesis in whole or in part may be granted
by the Head of the school or Department when in his or her judgment the proposed use of
the materials is in the interest of scholarship. In all other instances, however, permission
must be obtained from the Author of the Thesis.

Name of Author: - Adem Wato Geda

Signature: - _________________

Date of submission: - July, 2022

Department: - Sport Science

Place: - Haramaya University

iii
 BIOGRAPHICAL SKETCH

The Author was born on August 22, 1983 in Alembada 01 Kebele, Heban Arsi Woreda in
West Arsi Zone of Oromia Region. He attended his Elementary School from grade 1-8 in
Buku Waldia Elementary School. He learnt his secondary schools grade 9 at Negelle Arsi
Secondary School, grade 10 at Heban Degaga secondary school, grade 11 at Kiltu Rae
preparatory school and grade 12 at Ethiopian Adventist preparatory school in 2010. After
completing high school education he joined his higher education at Ambo University for his
BSc program in the year of 2010 and graduate by sport science department in 2013. Having
graduated, he was employed for five years in West Arsi Zone Kore Woreda, Kore secondary
school. Finally he joined Haramaya University in 2022 as summer student to pursue his
Master of Education in Teaching Physical Education.

iv
 ACKNOWLEDGEMENTS

First and foremost, I would like to acknowledge the almighty Allah who made everything
possible in this world and helped me to start and finish my work successfully.

Next I would like to express my deep and heartfelt thanks to my major Advisor, Dr. Desta
Enyew (PhD) and to my Co-Advisor, Dr. Garkebo Basha (PhD, Associated Prof) for their
advice and constructive comments which have shaped my thesis greatly. I always appreciate
them not only for their commitments but also for their understanding and critical comments
for further improvements.

I would like to thank Haramaya University and sport science department specifically for
facilitating when I have done my thesis. My genuine pleasure is also extended to Ministry of
Education (MoE) and Haramaya University for giving me this opportunity to follow my
education and providing me with the required financial support for the thesis research work.
And my thanks go to Oromia Education Bureau for sponsoring to join the Postgraduate
Program.

I would like to express my special thanks to my father Ato Wato Geda and my mother W/ro
Gemmedu Hayato and all my brothers for their advice and support during my study.
Besides, I am very much indebted to my best and lovely wife Radia Milkeso for her
encouragement and moral support during my study.

I would also like to appreciations all concerned secondary schools such as Biftu Bari
secondary school and Kore secondary school, for their kindness, cooperation during data
collection and participation to provide the necessary information required for my study.
Further, I would like to thank my father’s brother Ato Abdurkedir Geda and to all my
friends for their advice and moral support during my study.

Finally, I am also very much those who have extended their mental, material and moral
contribution during my study.

v
 LIST OF ACRONYMS AND ABBREVIATIONS

CPD: Continuous Professional Development

HU: Haramaya University
ICDR: Institute for Curriculum Development and Research
MEd: Masters of Education
NASPE: National Association for Sport and Physical Education
PE: Physical Education
MoE: Ministry of Education
SPSS: Statistical Package for Social Sciences
SRS: Stratified random sampling
YMCA: Young Men’s Christian Association

vi
 TABLE OF CONTENTS

DEDICATION ii
STATEMENT OF THE AUTHOR iii
BIOGRAPHICAL SKETCH iv
ACKNOWLEDGEMENTS v
LIST OF ACRONYMS AND ABBREVIATIONS vi
TABLE OF CONTENTS vii
LIST OF TABLES x
LIST OF FIGURE IN THE APPENDIX xi
ABSTRACT xii
1. INTRODUCTION 1
1.1 Background of the Study 1
1.2. Statement of the Problem 3
1.3. Scope of the Study 5
1.4 Significance of the Study 5
1.5. Objectives of the Study 6
1.5. 1. General objective 6
1.5.2 Specific objectives 6
1.6. Operational Definition of Terms 7
1.7. Organization of the Study 7
2. REVIEW OF RELATED LITERATURE 8
2.1. Historical Background of Physical Education 8
2.2. The Basic Concepts of Physical Education 8
2.3. The Importance of Physical Education in Secondary Schools 9
2.4. The Nature of Physical Education in Schools 10
2.5 Physical Education as a Part of Education 13
2.6. The Teaching of Physical Education 14
2.7. Major Problems on Teaching Physical Education 16
2.8. Attitudes of Teachers and Students toward Physical Education 18
2.9. Teacher’s Preparation in Teaching Physical Education 20
2.10. Factors Related with Administrators 22
2.11. Factors Related Organizational Factors 23
vii
 Table of contents (continued)

2.11.1. Instructional facilities and material 23

2.11.2. Large class size 24
2.12. Motivation 25
2.13. Summary of Review Related Literature 25
3. MATERIALS AND METHODS 26
3.1. Description of the Study Area 26
3.2. Research Design 27
3.3. Population of the Study. 27
3.4 Sample Size and Sampling Techniques 27
3.5. Source of Data 29
3.6. Data Collection Tools / Instruments 29
3.6.1. Questionnaire 29
3.6.2. Interview 29
3.6.3. Observation 30
3.7. Validity and Reliability Instrument 30
3.8. Data Collection Procedure 30
3.9. Data Analysis 31
3.10. Ethical Consideration 31
4. RESULTS AND DISCUSSIONS 32
4.1. Characteristics of the participants 32

4.2. Interpretation and Analysis of Students Response 35

4.3. Interpretation and Analysis of Physical Education Teachers Interview Response 44

4.3.1. Quality of instructional time and class size 44
4.3.2. Availability of instructional materials 45
4.3.3. Preparedness of teachers toward teaching 46
4.3.4 Perceptions of participants on PE as an important part of learning 46
4.3.5. Support/Encouragement given to PE in the schools 47
4.3.6. Number and adequacy of PE staff/teachers in the schools 47
4.3.7. PE activities and participation in the school 47

viii
 Table of contents ( continued)
4.4. Presentation of School Observation Results 48
4.4.1. Availability of school facilities 48
5. SUMMARY, CONCLUSIONS AND RECOMENDATIONS 522
5.1. Summary 52
5.2. Conclusions 54
5.3. Recommendations 56
6. REFERENCES 58
7. APPENDICES 64

APPENDIX A-E 63-69

ix
 LIST OF TABLES

Table Page

1: Sample size of the students 28

2: Characteristics of the Students respondents 32
3: Characteristics of the Physical Education Teachers respondents 33
4: Characteristics of the Directors and Vice-Directors 34
5: Responds of Students about below questions. 35
6: Instructional time and classroom size 38
7: Availability of instructional facility and materials 40
8: Observation result on the availability of PE facilities 48
9: Participation of students in PE class 51
10 Observational check list 69

x
 LIST OF FIGURE IN THE APPENDIX
Figure Page

Figure 1: Map of the study site 69

xi
 Factors Affecting the Teaching Learning Process of Physical Education:
The case of Kore Woreda Secondary Schools West Arsi Zone, Oromia
Regional State, Ethiopia

ABSTRACT

The aim of the study was to assess the factors affecting the teaching learning process of
physical education in Kore Woreda secondary schools in West Arsi Zone Oromia regional
state. Descriptive survey method was employed in order to answer the research questions of
the study. The study was used purposive sampling techniques for PE teachers, school
principals and vice-principals. Stratified random sampling method for students to select
samples from the total population Data was collected through questionnaires, interviews
and observation. The total samples size was taken from two schools and they totally were
323, which consisted of 2 Principals, 3 vice- principals, 2 Physical Education teachers and
316 students. The collected data were organized, analyzed, tabulated and interpreted by
using percentage and frequency. The major identified problems were lack of motivation of
PE teachers, lack of teaching materials, problem of large class size, teaching methodology,
insufficient instructional time and the role of school management and working condition of
the school compound. The researcher recommended that the concerned bodies of education,
PE teachers as well as students and school management should show unreserved effort to
provide and fulfill inadequate instructional resources and facilities as well as give training
for PE teachers and drawing students’ attention to the purpose are the possible solutions to
overcome the challenges.

Key words: - large class size, facilities and materials, Teaching Methodology, Instructional
time

xii
 1. INTRODUCTION

This chapter describes background of the study, statement of the problem, scope of the
study, significance of the study, objectives of the study, operational definition of terms and
organization of the study.

1.1 Background of the Study

Education helps a country to create strong and competitive economy which can effectively
cope up with the challenges of development and can adapt to the changing market and
technological condition in the global economy Sidentop (1998). The overall cultural, social
and economic development of a country depends up on the degree to which it ensures access
and opportunity of education to all social groups without any disparity. It is, therefore form
this point of view, the main objective of physical education (PE) is to develop physical,
mental, social, motor and skill through physical activities, and to enable the individual learner
to develop his/her health, daily life, social interaction, feelings, discipline etc. by his/her
physical and mental coordination through different activities.

There are major factors that affecting the teaching learning process of students during physical
education class such as physical and physiological, economical and school factors. However,
students can show remarkable improvement in their physical features by making continuous
physical exercise, Eyueil, (2012). To this end, PE plays a decisive role. As stated above all
those factors may be rooted from different direction. Even though the major factors that hinder
student’s participation during physical education are sensitive issues, there are some adequate
research works that are conducted to identify these factors.

According to a study by Hardman and Marshall (2000), on the condition of Physical

Education in Schools, absence of policies for national PE, programmed is stated but not fully
carried out, PE tutors are not specialists, lack of government’s support, in sufficient structures
and facilities and lack of time for teaching were the major obstacles of PE in most secondary
schools. Within the broad education system, a greater part of countries has legal necessities for
physical education in schools for at least some part of the mandatory schooling years.
 2

Inadequate facilities, insufficient training of teachers, overcrowded classes, shortage of books

and other teaching materials, all indicate the low quality of learning provided. Quality of
learning could be based on various factors such as the level of infrastructural facilities, quality
of programs offered, qualification levels of teachers, performance of students in their
evaluation while in the school and their performance once on the labor market Zhang, (2016).

Consciously or unconsciously man has ever used physical activities, since his existence in this
world. The reason is that nature by itself has endowed him with a number of moral, physical
and personal computations in the individual daily activities. In under developed countries, like
Ethiopia, where most of productive sectors are manual and labor, such physical culture and
sport have got indispensable positive bearings on the development of economy by rising
working people wellbeing performance, creative power, and healthy personalities. Education
is a process and practice geared towards shaping an all rounded personality through a
harmonious and integrated development of mental, physical, social, emotional and spiritual
power of human being. It is the total process of human experiences imparted by which
knowledge is acquired, skill is developed, attitudes and values formed.

Physical Education is defined as learning process designed to raise the development of motor
skill, health related fitness, knowledge and attitude related to PE through a series of carefully
planned and conducted experiences and PE is one of the subjects which have given as a vital
and unique subject among all. As indicated by Institute Curriculum Development and
Research (ICDR) (2001) Physical education syllabus for grade 9-12, physical education is an
essential subject matter which focuses on learning in the psychomotor domain and the
development of life time patterns of physical activity. In recent years evidence has
accumulated to document the importance of physical activity to lifelong health and fitness.
Recognizing the unique physical activity needs of youth; promoting opportunities for girls;
changing our focus from fitness to physical activity; promoting self-esteem and feelings of
competence among youth; narrowing the scope of our objectives; and emphasizing self-
management skills in high school to help youth adopt active living as adults, Corbin
(2002:128-144).
 3

According to Leonard II and Knapp (1968) the fundamental purpose of physical education is
to promote through selected physical activity, the establishment and maintenance of
competences,
attitudes, ideas, drives and conditions which enables each individual. To establish a pattern of
living that provides satisfactory self expression and adjustment through individual accomplish
ment and that contributed to group welfare through home, community, state, national and worl
d citizenship experience appropriate for each individual. Therefore, not only the importance of
the theoretical assumption of physical education but also realization of these assumptions is
an increasing significance of effective teaching learning process in physical education class.

PE in secondary Schools, according to Hardman (2008), the actual legal and perceived status
of PE and its teachers compared to other subjects and their teacher is a highly contentious
issue. Even in countries where all subjects are weighted equally, somehow the status of PE
and its teachers is placed at a level lower than in the traditionally academic subjects. This
situation is especially worse in education systems where PE is not an examinable subject
because they concentrate more on the examinable subjects. So, this study attempted to survey
the application factors affecting the teaching learning process of physical education in the
secondary schools of kore woreda, in specific reference to Biftu Bari secondary school and
Kore secondary school which are found in West Arsi zone, Oromia region.

1.2. Statement of the Problem

The researcher has 8 years of experience as PE teaching at kore woreda secondary school.
During this period the researcher notice that problem of PE teaching learning process in Kore
woreda, West Arsi zone Oromia regional state has suffered from considerable difficulties. The
researcher thought it was important to conduct such a researcher to identify the factors
affecting teaching learning process of PE and recommend some suggestion to improve the
teaching learning process and encourage student lower achievement in school.

In secondary school PE teacher face a lot of challenge concerning curriculum time allocation,
class size, teacher professional affiliation, examination and assessment school sport,
availability of sport facilities, Student text Book, teacher’s guide of PE, attitude of teacher and
student, lack of money and use of technology.
 4

However, while the importance of PE widely acknowledge, completion from other

academic subjects has forced many school to reduce some PE program. Therefore there is a
great need for teachers to collaborate and to share information on how to improve and to
strengthen the delivery of PE program in secondary school.
The teaching learning of physical education is countered with different affecting factors in
Schools Mazengia (2011).
PE, Bailey (2006), is an integral subject in the holistic development of a learner.
The impact of PE to the empowerment of learners can be attested by the physical, social,
affective and cognitive development of the learners Bailey (2006).
The correlation between PE and examinable academic subjects is great, in that learners
become active participants in the process of learning. Hence, the researcher believes that,
there are different problems to apply the teaching learning process of physical education in
secondary schools of Kore woreda and this problem will be investigated and controlled to
achieve the objectives of secondary school quality of teaching learning process.

There are numerous research conducted in secondary school on major factors that affects the
teaching learning process of PE Diriba Fayera. et al., (2018), they have not focused on their
problem of teaching learning process in both practical and theoretical class. In other word
they did not assess several variables that influence the teaching learning process of PE
during practical and theoretical classes. Thus the researcher is interested to carry out the
study on the factors affecting the teaching learning process of PE class at Kore Woreda
secondary schools of West Arsi zone, Oromia regional state in a particular.

In order to the problem stated to be investigated; the following research questions are raised:
1. What factors in the school environment promote the teaching learning process of physical
education in the both schools?
2. What are the major factors that affect the teaching learning process in theoretical and
practical classes of physical education?
3. To what extent the influencing factors affect the teaching learning process of physical
education?
4. What measures were taken to improve the teaching learning process of physical education?
 5

1.3. Scope of the Study

This study was conducting on a single woreda with in which only kore woreda secondary
schools in selected West Arsi Zone, Oromia Regional State. The study were only conducted
on School director, Vice director, PE teachers and students of two selected kore woreda
schools. That affects the teaching learning process in PE is difficult and unmanageable in a
few times, cost, relatively near to the residence of the researcher and accessible to collect data
for the study. Because of this, delimiting the study becomes very important. As the result of
these, scopes of the study were forced to limit in secondary schools in Kore woreda. Biftu Bari
secondary school and Kore secondary school grade 9th and grade10th. The factors that affect
the teaching learning process are broad.
So to make the study manageable and reachable the scope is delimited in factors affecting
teaching learning process in PE in both theoretical and practical class. In general, the study
was surrounded to the application of factors affecting teaching learning process in those
mentioned secondary schools of Kore woreda.

1.4 Significance of the Study

This study has the following significances. Education is not only preparation for life. It is life
by itself. Identification of problems hence in practical solution therefore this study is believed
to be partial solution in identify major factors of applying proper teaching learning, which laid
great impact on the goal of quality of learning process and suggest some solution from the
study.
It may assess the problem that affects educational process of physical for concerned body.
It also attempt to identify whether these are factors related to ability of teachers, class room
size and organization, in appropriate interaction, availability of teaching aids or materials, the
influence of student, the attitude of students, school administrators, the influence of teaching
materials, miss understanding about physical education,.
Generally the findings of the study were expected to contribute the advancement of knowledge
about factors affecting teaching PE in secondary schools of Kore Woreda.
 6

So the findings of this study may have the following importance.

 It may help to create awareness of the factors affecting teachers among school
administrators and those who are directly or indirectly concerned with physical education.
 It may help to investigate the solution for change on attitude of secondary school
community those has miss understanding about PE.
 The findings may recompense the way for others to take investigation in this area or serve
as a reference for further study on the area.
 It may identify factors that affect the educational process of PE in the secondary schools.
This would be used as input to take appropriate measures by the concerned bodies.

1.5. Objectives of the Study

1.5. 1. General objective

The general objective of this study was to separate the factors affecting teaching learning
process in Physical Education in Kore woreda secondary schools and to potential ways of
overcoming the difficulties.

1.5.2 Specific objectives

The specific objective of this study is to attempt:

1. To identify the major factors affects the school environments promote the teaching
learning process of PE in the two schools.
2. To identify the major factors affecting the teaching learning of PE in teaching theoretical
and practical classes.
3. To determine to what extent the influencing factors affect the teaching learning process of
PE.
4. To measures that taken to improve the teaching learning process of PE
 7

1.6. Operational Definition of Terms

Administrators: Law the management and disposal of the property of a deceased person or
Debtor of an insolvent company by a legally appointed administrator
Concept: is a generally accepted collection of meanings or characteristics associated with
certain events, objects, conditions, situations, and behaviors.
Equipment: The items needed for a particular purpose, the process of supplying these items.
E.g. parallel bars, pummel horse, Swedish box and etc.
Facilities: Teaching station or a room or place where physical education teaching and learning
process takes the place.
Management: Is the art of getting things done by a group of people with effective utilization
of resources.
Motivation: Define as drive to do something.
Physical Education: The term refers to a process of learning through physical activities to
develop all aspect personality. Such as physical, mental and social well being
Preparedness: The quality or state of being prepared; a state of adequate preparation.
Supervision: One who inspects and directs the work of others.
Source: http://www.Google.com

1.7. Organization of the Study

This study is organized in to five chapters. In the first chapter, background of the study,
statement of the problem, delimitation of the study, significance of the study, objectives of
the study, limitations of the Study and definition of key terms were included. In the second
chapter relevant review of the related literature was incorporated. The third chapter
presented materials and methods which included description of the study area, research
design, study population and sampling techniques, sources of data, instruments of data
collection, procedures of data collection, validity and reliability instruments, method of data
analysis and ethical consideration. The fourth chapter dealt with Results and discussions.
The last chapter incorporated the summary of major findings, conclusions, and recommenda
tions of the study.
 8

2. REVIEW OF RELATED LITERATURE

2.1. Historical Background of Physical Education

This chapter presents a review of related literature. The purpose of this research work will be
to examine the teaching learning process in physical education at Kore woreda secondary
schools in West Arsi Zone, Oromia region. The researcher tries searching through Haramaya
University libraries, internet, different text books and many other research materials. Where
consulted to come out with the topic specially factors that affect the teaching learning process
in PE.

According to Siedentop (2007), historically, PE programs focused on teaching children and

youths in the school setting. The expansion of physical education beyond its traditional realm
to non-school settings and people of all ages requires a more inclusive definition to encompass
the diversity of programs and the wide range of goals achieved by participants Siedentop
asserts that there is probably less agreement today on the basic meaning of PE than there has
been at any time in our education than there has been at any time in our professional history.
However, he states that the mostly widely accepted meaning for PE is based on the
developmental model. This model is based on the belief that all school subject, including
physical education, should contribute to the development of the whole child. Carefully
structured physical activity is recognized as a means through which educational goals can be
achieved.

2.2. The Basic Concepts of Physical Education

Physical Education and Sports has been defined in many ways by various writers and physical
educationists. Physical education according to Bucher (1985) is an integral part of the total
education process. It is a field of end ever of human performance through the medium of
physical activities that have been selected with a view of realizing this outcome. It is therefore,
harmonies the physical, intellectual, social and emotional aspects of individual’s personality
mainly through directed physical activity. Traditionally, PE had focused primarily on teaching
sports and games to basic school children.
 9

Today, fitness specialists and exercise and sports scientists in various settings work with adults
to help them establish and maintain life-long activity program. There have also been changes
is school program to guarantee that there are opportunities for all persons to meet their unique
needs while engaged in progressively challenging experiences. PE and sports is now among
the subjects on the basic education curriculum that students, teachers and the entire
community witness when it comes to competitions: San deep ANAD, (2006). These spectators
use this period for relaxation, release of tension as well as to assess the physical education
teacher in the school through the student’s performance. The basic school years are the
opportunities for the pupils to experience many different types of physical activity. If
education is concerned with the development of the total person, the unique contribution of
physical education to this end ever cannot be overlooked.

2.3. The Importance of Physical Education in Secondary Schools

According to Naul (2002) physical education is two headed coin. The one side represents
development and maintenance of physical characteristics including: - strength, attributes
endurance, good posture, flexibility, balances and neuromuscular skills. The other side
represents what is happening to total person as he develops these physical self-participation,
attitude and general feelings of self-realization. In relation to the interest social and emotional
qualities above points out that PE should be concerned with improving one’s fitness and
health.

Students indicate that they want to learn new skills and many sports. Students at this age level
also indicate that physical education should be more than just develop the body; it should also
develop mind and prepare students for their future work, they also emphasize the point that
they want to learn activities that would prove useful leisure hours. The majority of students at
this age also indicate the desire to play on a team. to strengthen, The above idea the main
importance of physical education is to help individuals to acquire the knowledge at, attitudes
and skills leading to exercise, including physical reaction, and to insure that these become an
integrate part of life pattern
 10

2.4. The Nature of Physical Education in Schools

Basic schools physical education program focus on helping pupils to attain competency in the
fundamental motor skills and movement concepts that form the foundation for later
development of specialized games, sports, fitness, and dance activities.
Physical Education in schools, therefore help pupils to set realistic goals for achievement by
providing for the need of pupils at various levels of development and ability by encouraging
acceptance of responsibility by nurturing pupil’s self-esteem and by enabling them to gain
confidence in themselves as learners. According to Sehmottlach and McManama (1997), PE
focuses on the teaching of skills, the acquisition of knowledge and the development of attitude
through movement. This means that pupils should leave the basic school years knowing at
least something about stability, force, leverage and other factors related to efficient movement.

Teaching PE as it exists shows that a good number of teachers often deny pupils the
opportunity to express themselves freely in purposeful activities during PE lessons. Most
often, teachers of PE do not and sometimes devote very little time to the planning of their
lessons to meet the needs of the pupils. It is a fact that the teacher schedule at the basic
education is a heavy one and much is needed to be done to bring such a program to a success
Traxter and North (1987). They mention how tedious the work of the basic education teacher
is. They state, it is common knowledge that the average public high school teachers carry a
heavy load. He/she must teach from 100/200 or more pupils distributed through three, four or
five classes, participate in extra curriculum program of the school, prepare lessons plans, read
and correct papers and exercises, give special help to slow pupils, make out report, and often
take an important part in and out of school life of the community. The above task explains the
exact terms of the work of a basic education school teacher in Ghana. She/he can only succeed
if he/she is assiduous to work.

It is assumed that it is only in the school that planned programs are possible. The duty of the
teacher is to make sure that a variety of activities are available to teach a child. According to
Ayi-Bonte (1966), since the child stores to understand his immediate environment through
movement, the school should provide him with facilities for purposeful movement. He must
have things to throw, climb, pull and push about. He must also have things to jump unto, jump
over and also things to jump down from.
 11

This gives him excitement Ayi-Bonte, (1966). Physical education is on most schools time
table but attention is not given to it. Teachers allow pupils play around, doing things on their
own without any instruction on how certain skills are performed. The teacher thinks and feels
that keeping pupils involved in activity is the most important skills. As pupils are found
playing and enjoying themselves, the Happy, Busy and Good type of lesson, whilst the teacher
engages him/herself in other things. Physical education period are treated as time for
recreation. According to Pangrazi and Dauer (1995), all people would like to be skilled and
competent in the area of motor performance. The elementary schools years are an excellent
time to teach motor skills because children have time and predisposition to learn. Pupils must
learn and for learning to take place, there must be information or instruction on what is being
done. Pupils needs instruction on whatever they are doing to become perfect so that they can
grow and become better persons in the future to contribute meaningfully to the community in
which they find themselves. This also emphasize on the need to train so that he/she will not
depart when he/she grows, therefore we need to “catch them young” and at the appropriate
age.

Understanding the genetic diversity among pupils such as in muscle type, cardio-respiratory
endurance and motor co-ordination is a requisite for helping pupils evaluate their physical
capabilities. Pupils clearly play and most developmental psychologists believe that, playing is
the most basic form of behavior in young children and that, it is through play that children
acquire much of their early knowledge about the physical and social world in which they live.
The role of games in elementary physical education is to provide all pupils the chance to be
successful in playing in dynamic, unpredictable situation that challenge them to outwit their
opponents:

According to Graham et al., (2001)it is, therefore, the responsibility of the teacher to design
his/her activities to meet the needs of all pupils. Since movement is the child’s first language,
a variety of experiences will help make that language as precise and expressive as possible.
According to Pangrazi et al., (1995:3): “Youngsters need to learn about the classification of
movement concepts which includes body awareness, space awareness, qualities of movement,
and relationships. It is not enough to learn only the fundamental skills: youngsters need to
perform these skills in a variety of settings”, this means that, pupils love to play was central to
 12

the development of progressive education. During that time certain values could be passed on
to pupils as they play. They need to be guided while they are engaged in any activity. Teachers
are responsible for seeing to it that pupils treat one another respectfully and are committed to a
fair learning environment since PE uses physical activity to enhance the development of a total
person. Unfortunately, despite the fact that special interest has been shown and continue to be
shown in pupils in the basic schools, their expectation are not met because of the lukewarm
attitude from some teachers in the way the subject in being handled. According to Wuest
Deborah and Lombardo Bennett, (1994:10) “…in too many places, physical education exists
precariously as a marginal aspect in secondary education. What is most disturbing is that, in
America culture when fitness and physical active leisure experiences are increasingly valued,
school physical education is so often devalued, generally lacking in creditability within the
secondary school culture, and too often ridiculed by those outside of the school”. Physical
educations status as an integral part of the school curriculum is being challenged, and support
for it is diminishing.

As curricula are being restructured to include more time for academics, time allotted to
physical education and other subjects such as music and arts are being decreased. Those who
are convinced with reasons why Physical Education is important in schools will like to see the
time spent in physical education lessons curtailed. They argue that there is just not enough
time in school day to cover academic subjects, let alone allot time for physical education.
However, those who have benefited from learning team work through sports in gymnasium
and have seen how it applies to one’s daily life even into adulthood, do not ask why Physical
Education is important in the schools: Kirchner Glenn and Fishburne Graham (1995:4) was
with the view that: “since children are rational individuals, we must provide many experiences
in a graduated way, to allow each child opportunities to learn how to make, correct and
effective decision”

Physical Education must be a systematic and comprehensive program that reaches out to
children from all walks of life. They must teach pupils specifically how to apply the concepts
of respect and fairness in the PE class, and then must support pupils when they make that
application so that such behavior becomes the norm in the class. Only when the needs of all
children are met, is physical education regarded as an integral part of the total school
 13

curriculum: Wuest and Bucher (1995:48) aptly states: “No learning content however strong
lasts a life time. Since knowledge doubles every five years, the need for individual to be self-
educated is apparent; physical education must recognize that as we enter information age, the
process of physical education may be as important as the content.

By emphasizing the process, we can teach students how to learn. This is essentially what
education is about providing basic tools to enable consumers to become self-educative
throughout their lives.” In fact the critical mass of school children receives limited time for
engagement in physical activity. In many cases, classroom teachers use physical education
period to coach sports for inter-school competition, a misplacement of priority. While it is
important to understand how physical Education contributes to the individual, it is equally
important to appreciate that Physical Education is a worthy subject to study in its own right:
Ken Green (2008)

2.5 Physical Education as a Part of Education

In institutionalized education, the main goal has been developing children's cognitive capacity
in the sense of learning knowledge in academic disciplines. This goal dictates a learning
environment in which seated learning behavior is considered appropriate and effective and is
rewarded. Physical education as part of education provides the only opportunity for all
children to learn about physical movement and engage in physical activity. As noted, its goal
and place in institutionalized education have changed from the original focus on teaching
hygiene and health to educating children about the many forms and benefits of physical
movement, including sports and exercise.

With a dramatic expansion of content beyond the original Swedish and German gymnastics
programs of the 19th century, physical education has evolved to become a content area with
diverse learning goals that facilitate the holistic development of children: National Association
for Sport and Physical Education (NASPE) (2004). To understand physical education as a
component of the education system, it is important to know that the education system in the
United States does not operate with a centralized curriculum. Learning standards are
developed by national professional organizations such as the NASPE and/or state education
 14

agencies rather than by the federal Department of Education; all curricular decisions are made
locally by school districts or individual schools in compliance with state standards.
According to NASPE and the American Heart Association (2010), although most states have
begun to mandate physical education for both elementary and secondary schools, the number
of states that allow waivers/exemptions from or substitutions for physical education increased
from 27 and 18 in 2006 to 32 and 30 in 2010, respectively.
These expanded waiver and substitution policies increase the possibility that students will opt
out of physical education for nonmedical

2.6. The Teaching of Physical Education

Many questions are pertinent here as one to explore on the attitude of teachers in the basic
schools towards the teaching of PE. Teacher’s concentration on sports, So PE is seen as
sports. Instead of engaging the whole class in a systematic approach in skill development,
they concentrate on few individuals who are skilled. During PE lesson, some teachers teach
it as though pupils were of the same levels and abilities. Pupils, who do not fit into the
teachers’ category, are left behind and sometimes ridiculed or shame to be the target of
sarcasm or to be belittled. This negative behavior does not encourage some pupils to go out
for physical education. Pupils like fun, so teachers are to provide the plat form for pupil’s
enjoyment at the same time learn as well since PE encourages participation and skill
development in a variety of sports, thus providing pupils with the opportunity to participate
in appropriate sports activities.

According to Wuest and Lombardo (1994:248) “the teachers of the twenty-first century must
learn to anticipate change and make long-range assumptions, they must be informed, future-
oriented adaptable individuals who are capable of envisioning future alternatives and devising
suitable courses of action for themselves and their pupils.” Some pupils entering school may
not have mastered the more complete patterns of movement in which two locomotors
movement are combined and performed in an uneven rhythm. So if pupils are to grow and
develop to their full potentials, then they must be provided with the most conducive learning
environment.
 15

PE includes the acquisition and refinement of motor skills, the development and maintenance
of fitness for optimal health and well- being, the attainment of knowledge about physical
activities and exercise, and the fostering of positive attitudes conducive to life-span
participants lives. According to Wuest and Bucher (1999) this means under a qualified
leadership, PE helps to promote active life styles for people of all ages and abilities, thus
enriching participants’ lives. The teacher finds it difficult to impact the knowledge to pupils
when it comes to teaching PE.

According to Rink (1998;20) stated that: “ Teaching PE for learning is primarily a text on
instructional processes and the teaching skills required to execute those processes effective-
that is what teachers can do to help trainees learn what teachers want them to learn”. It is
therefore the duty of the teacher to teach motor skills in a clear, concise manner. So youngsters
can learn proper movement at an early age.

The difficulty faced involves combination of class size and heterogeneity of skill levels pupils’
prose a problem for the class-room teachers, there is always a problem of classroom
management, equipment and space in some schools, hence making it impossible to teach the
subject as it stands. Agreeing with this statement: Mosston and Ashworth (2002:34) were with
the opinion that: “Teachers who can transform their knowledge about an activity and articulate
it to specific group of learners in language and concepts they understand have strong practical
knowledge”. Unfortunately, this is not always the case as many pupils experiences failure and
frustration in a physical education setting. Most teachers fail to teach physical education the
way it should be taught because they lack the technical knowledge. Some do not even show
any interest in the subject let alone to encourage others to teach it. This attitude put some
pupils off to even come out for PE lesson. The issue here is clear.

Most classroom teachers have had one course in PE methods as part of their teacher
preparation. They are not well prepared to teach PE they cannot possibly do all the things
expected of them-and physical education is too often the subject that gets left out. Most
teachers see the job of PE teacher a demanding one that is often seriously underappreciated as
they lead intense daily live in school teaching and supervising pupils, and also taking after
school coaching responsibility can increase their length of the school day.
 16

PE must be largely an instructional program if it is to acquire a full partnership in the child’s

overall education. Only high quality program based on developmental goals with
demonstrable and accountable outcome achieve this respect. All children need basic
instruction in motor skills and sports activities through a comprehensive PE programs. Such
program will facilitate the skills and knowledge necessary to support an activity, productive
and healthy life style. When an individual is playing a game, swimming, doing gymnastic or
even matching, it is said that some sort of education is taking place, and this type of education
should be conductive to the environment of the individual’s life or it may be detrimental.

One of the main goals of physical education is to get learners incorporate physical activities
into their lifestyles. The emphasis is placed on learning to perform the skill correctly rather
than worrying about the outcome. This is so when children experience successful participation
in physical activities in a warm supportive and positive environment with teachers who care,
they are more likely to continue to participate outside school setting. PE uses physical activity
to enhance the development of the whole person. PE includes the acquisition and refinement
of motor skills, the development and maintenance of fitness for optimal health and wellbeing,
the attainment of knowledge about physical activities and exercise, and the fostering of
positive to lifelong learning and lifespan participation. Physical Education is concerned with
the promotion of active lifestyles for people of all ages and abilities: Harrison, M., (1996:130).

2.7. Major Problems on Teaching Physical Education

Teaching the subject makes a teacher being physically active and smart. The problems that
generally stare in the face of effective organization of physical activities in the schools are:
Teachers having too many classes to teach in a week/day and very large classes that makes so
difficult to determine the teaching strategies and methods especially at the secondary level.
Lack of respect from others about the profession of physical education, Lack of fund,
Therefore, the strategies and other important thing are mentioned in physical education
positively for the effective teaching learning process task to be accomplished. There might
have been so many problems that hinder physical education teachers to not implement the
teaching and learning process effectively, achieving the desired outcomes for their programs.
 17

Using a variety of approaches that adhere to the basic tenets of curriculum and instruction and
are sensitive to the context in which they teach. Lack of proper facilities could be one problem
for physical education teacher to teach physical education lesson. Physical education learning
experience becomes more memorable through the proper use of supplementary teaching aid;
each teacher should have a variety of good instructional materials and teaching equipments.
All such materials should assist students to learn and should not be used as means of
entertainment where properly used such aids can increase the depth and speed of teaching
learning activity with physical education lesson.

According to Mitzel in Azeb (1998), in some high schools the shortages of facilities are very
real. They also explain that there remain many communities and institutions with the most
limited facilities. On the influence that shortage of facilities can play claim they further
suggests, when facilities are lacking or merge as in innumerable schools, then class in physical
education are held in classrooms corridors and basements. Such places limit the program and
when facilities are lacking children do not learn the skill and coordination that is essential for
their development. Time allotment for physical education is also a problem for PE teachers in
Practical lesson.

According to Bucher and Koeing (1974) suggested that the time advantage can be achieved
by long period. So, time allotment is one of the most important factors that influence the
students during physical education lesson to participate efficiently. Knapp and Leonhard
(1968) stated that on a daily period requirement it the developmental and skill need of students
is to be meeting with reasonable adequacy that is to say it will help to form a basis for further
involvement in worthwhile activities. Therefore according to the above sentence, the period
allotted for physical education can affect the students’ participation in physical education
lesson for them to be effective.

So that the long time allotment the higher the students to participate in activities of physical
education lesson. Not all physical activity needed for health growth and development can be
provided during one school period daily. This is because of the shortage of time and for
involvement all students with in the give time is not enough. Physical educator’s lesson, it is
an interesting subject to be played in competitions where as in schools with both sexes.
 18

But in school areas there are certain teaching and student interest problems which require
special method. According to Bucher and Koeing (1974) stated that: The problems are method
of dividing between the teaching of game skill and the actual playing of the game itself and
problems in the method of specifying certain position on team sports and method on the
problem of providing opportunities for creative thinking. There for in order to make the
teaching and learning process effective, class organization and the method that the teacher
going to use is the key to success for students to involvement in learning physical education
lesson effective.

2.8. Attitudes of Teachers and Students toward Physical Education

If physical education is going to be responsive to the needs of each child, it should reflect the
culture in which it is practiced. Students come to our classrooms with various backgrounds,
reflecting differences in social and economic environments; individual and family values;
demands and responsibilities placed on them; and exposure to physical education and sports
programs. Children learn and respond to different values about the place of sport in society
and their own role within that setting Greendorfer (1983). According to Frank (1990) and
Halas et.al (2005) teachers usually teach the way they were taught. Arabic (2009) in the article
attitudes towards physical education activities and class inclinations of Turkish school
students, note that, many studies have acknowledged family influence and support as an
importance factor.

Sports participation in pre- adolescent girls and adolescent’s attitudes are associated with
parent’s participation Colley et al, (1992; Greg son and Colley (1986). Peers also influence
pleasure by providing friendship and acknowledgment of achievements Duncan (1993).
Furthermore, Boyle et al., (2008) in the Australian journal of teacher education depicts that
teachers feel that students are lured by the greater accessibility of inactive opportunities.
Therefore, suggesting that lower physical capability in learners might be affecting both
delivery and involvement in PE and physical activities Boyle et al., (2008). According to an
article-physical Education and Sports policy for schools, (2011) Motor skills and physical
fitness development begins in the initial years of primary school.
 19

During the period, the students are physically and academically competent of benefiting from
instruction in PE and are greatly motivated to learn. However, right through the school life,
age-suitable training must be provided during PE. With these ideas in mind, people can well
plan for the growth of our young person’s arising from a number of discussions, explanation,
experiences and events. A study carried out by Gitonga et al., (2011) of teacher-teaches
physical education in second cycle primary schools attitude towards PE has been noted in
primary schools. Gitonga encourages that in all the teachers in primary schools, teaching PE is
mandatory for every teacher learner and must be taken in spite of interest, gender, age or
physical environment. Therefore, students and teachers appear to correlate the subject with
little esteem. The negative attitude factors developed by the trainee-teachers are carried to
schools they are posted to after training.

According to the Sakwa et al., (2003) investigated second cycle primary school learners'
attitudes towards participation in physical education programs, and the students' attitudes and
their performance. Sakwa et al., (2003) found that students have positive attitudes towards
participation in physical education and that their performance is significantly Practices of the
example is also clear in the methodologies used in the delivery of teaching PE lessons.
Physical education programs are affecting by the needs of youth in a changing environment.

Traditional curricula must integrate social change while discovering ways to motivate youth to
develop life-long physical activity habits. Previously this goal can be achieved we, as physical
educators, must be conscious of how young people within several of physical education
observe teaching physical education in second cycle primary schools. This study was
conducted to provide some awareness into the attitudes in second cycle primary school of
youth toward teaching physical education and sport from a multi teaching physical education
perspective.
 20

2.9. Teacher’s Preparation in Teaching Physical Education

This is another aspect that determines the quality of physical education and activity prepared
and delivered by the teachers in schools. The general primary school-based result reflects not
only the absence of research across the secondary grades in schools, but could probably be
accredited to both secondary and specialist primary school teachers having committed PE unit
as part of their training Barros et al (2005), Decorby et al., (2003), Morgan and Hansen
(2008), Morgan and Bourke, (2005), and Xiang et al., (2002).

This specialization should prepare teachers with the skills to overcome challenges effortlessly
and enable them to plan and apply programs accordingly. Katherine et al., (2011) in their
manuscript of physical education assets, class management, and learner physical activity
levels, empirically appraise a proposed mock-up of PE programs excellence in grained in the
Donabedian (2003) organization–progression- result approach to presentation monitoring.
Structure indicators of excellence human e.g students to teacher ratio, accessibility of tutors of
completely listening carefully on Physical education curricular E.g. accessibility of curricula
and lesson preparation resources associated with best practices in Physical education and
material. E.g. right to use amenities and apparatus) resources that contain the circumstances
below which PE is provided.

In addition, Katherine (2011) noted that learners who are present at schools with a sufficien nu
mber of tutors who completely provide PE coaching (specialist teachers) receive more PE
knowledge and skills per week. Furthermore, the increasing generally experience to PE lesson
time, the accessibility of dedicated PE teachers raised learners understanding of physical
health and activity levels during class. A research article titled, promoting better health for
teenage people during physical action programs and sports highlight, the importance of
qualified and appropriately trained physical education tutors. Sorry to say, most schools in
Kenya do not have skilled professionals teaching physical education programs. In the United
States of America (USA), only seven states were taught physical education by specialist
teachers in all grades.
 21

According to Curry (2012), the study shows that compared with classroom teachers, physical
education tutors teach longer and top quality classes in which learners use extra time being
physically energetic. In another research article by Curry (2012), primary teachers frequently
skip the compulsory P.E. hours from their week because of emotion pressured by the scope of
the curriculum and their absence experience and capability to teach the sensible component of
the Personal growth, Health and Physical Education program of study.

The aspect of teachers’ preparedness to teach physical education can to some extent influence
the attitude of teachers in handling physical education in schools. According to Kirui and
Ahmed (2012), a successful student teaching experience is the key stone of pre-service teacher
preparation. As envisioned, one of the main challenges of effective curriculum instruction in
physical education in schools is the nature of supervision of teachers during training. In
addition, if the preparation of teachers is not done well, the result will be disparities between
the promises and realities in schools in the implementation of innovation or even existing
curriculum policies as in the case of physical education in primary schools. Primary school
teachers undergo PE teachers’ certificate course for two years.

Physical Education is one of the subjects taught in the colleges. In fact, the tutor trainees
should have taught PE in the primary schools for the duration of the teaching practicum. After
college, PE becomes a non- examinable subject in primary and secondary schools. This aspect
contributes very much to the poor attitude and poor quality of teaching physical education
programs both primary and secondary schools in Kenya. Lack of specialist P.E teachers is a
major undoing in primary schools in Kenya thus affecting the attitude and quality of PE
programs in the learning institution.

The effective rolling out of the HPE curriculum is reliant on its recognition by practicing PE
teachers Culpan (1996). This would need teachers to acquire and gain knowledge on health
and physical education curriculum, and make knowledgeable decision as to the benefits and
weaknesses of the document. Pétrie, (2007) noted that, seven years after it was made public,
teachers had little knowledge of the 1999 HPE curriculum. PE in primary schools examined,
appears to be primarily delivered all the way through teacher-directed approaches, mostly
given that teacher-directed approaches come out less widespread in other curriculum areas.
Many teachers reported to continue using a conservative lesson progression, involving a
 22

warm-up, ability-teaching practice, game, and warm-down movement when teaching PE

Petrie, Jones &MeKim (2007). According to a research article by Crum (1990) and Stuart et
al.( 2000) potential teachers do not come.
From the study of PE Morgan et al., (2001), PE teachers have great pressure on an
individual’s choices, practices and routine as future teachers of PE. Morgan et al., (2001) state
by means of preconceived knowledge linking to the practices of PE. To negate these
preconceptions of PE and to increase more dependable ideas concurrent with curriculum
assistance; enough time is to be specified for PE. The current PE reduction in terms of hours
allocated to PE courses is of great concern to the stakeholders Morgan et., (2001). According
to the study by Timperley et al., (2007) experienced teachers are to be given chance to take
part in regular in-service focused on PE.

2.10. Factors Related with Administrators

According to Maclaughlin (1987) notes, implementation incredibly hard and that successful
implementation generally require a combination of pressure (introducing new idea) and
support by school administrators. Supporting this: Berman and Maclaughlin (1976) found that
project sustenance and success was highly related with principal’s support.

According to them, degrees of implementation were different in different schools. Mainly the
action and the concerns of principals were different. In addition Hord, (1995) he further noted
that principal’s actions convey the message as to where a planned change is to be taken
seriously or not. This will as noted by, Barman and Maclaughlin (1976) indirectly affects the
willingness and dedication of teachers. This action includes many activity but the main one are
developing supportive organizational arrangements, training and ongoing information support,
consultation and reinforcement, monitoring and evaluation. For teaching School directors pay
attention to particular innovations, there will be a greater degree of implementation in the
classroom. Thus the school director is a key grantor of successful implementation he/ she play
a major role in support the school activities such as giving moral support to the staff, by
arranging staff development, collecting resource to the task establishing good working
relationship among teachers by generating better solutions to the school problems.
 23

Administrative should play a facilitative role rather than evaluative and accomplish these
actions, though the administrators do not directly play role in implementing classroom activity
he/she needed to have knowledge of facilitating managing and planning Zeng and Wang,
(2015).

2.11. Factors Related Organizational Factors

Factors that related with organizational factors are: Instructional material, large class size
of teaching, Lack of adequately qualified PE personnel, Time allocation, Skill, Effects of
school context on teacher student relation and attitude etc.

2.11.1. Instructional facilities and material

Throughout the years the provision of teaching PE is inadequate in many secondary

schools due to unsuitable facilities and a lack of equipment and resources. In the Joint
Oireachtas Report on the Status of PE (2005), it was noted that there was never a period of
significant funding in the area of PE, nor had it ever been seen as worthy of serious
investment or concentration either in terms of resources or planning.

Discussion of classroom organization must begin with some attention to resource and facility
that the specific set up demands its implementation. Further discussed that, when there is no
lack of equipment and materials that appear geographically to understanding of the pupil
teaching cannot be challenged indeed. Effective teaching learning to take place, classroom
must be adequately organized and conducive enough. The crux of educational quality among
others heavily relies upon the environmental conditions and facilities of the classroom.
Whenever theoretical issues presented in classroom for students, it is practically proved that
students get the most out of them when they supported by teaching materials Wakuma,
(2018).The writer further maintained that classroom should have furniture that is comfortable
and easy to move from one point to another and to arrange for different purpose.

The most writer argued that classroom should encompasses teaching materials like, textbook,
guide, map, charts etc. therefore teaching material and other classroom situation are often
importance in the process of teaching and learning where lack of appropriate material results
in hampering effective transmission of knowledge Alsuiadi, (2015).
 24

According to MitzalinAzeb (1998) any discussion of class room organization must begin with
some attention to resource and facilities that the specific step up demands or effectiveness of
physical education teaching learning process. Mitzalin farther describes that, when there is no
lack of equipment and materials that appear geographically to the understanding of the pupil,
teaching cannot be affecting indeed. In light of this statement Tirusew (1998) also describes
that for effective teaching learning to take place, class room must be adequately organized and
conducive enough.

2.11.2. Large class size

Teaching learning process depends almost entirely on communication between teachers and
students, the number of students in a class determines the amount and quality of knowledge
imparted to and gained by the students. Thus, the larger the size of the students’ number in a
class, the more difficult communication between the teacher and students becomes, the more
effectiveness of teaching will be hindered and lower the quality of education will be. There are
arguments which support the idea, that class size by itself has nothing to affect teaching
learning if the teacher selects appropriate methods of teaching. A universal complaint, even
among teachers with unusual success in large section, was inability in such classes to find
adequate time to treat individual differences in pupils Michael, (2011).

Therefore, instruction in limited class size requires more preparation before class begins.
Space, equipment and activities must be clearly determine to efficiently organize at least two
groups working simultaneously with in the same area, provisions must be made for providing
information to the groups clearly, quickly, and efficiently to avoid students‟ dependence on
the teacher (as in the command style lessen) for direction, visual information, modeling and
explanations Martynova et al., (2016).Class size refers to the number of pupils regularly
scheduled to meet in the administrative and instructional unit, known as class or section,
usually under the direct guidance of a single teacher Michael, (2011). Class size concerns
educators for various reasons because learning can only occur positively when lessons are
under appropriate conditions both for the students and teachers. The classroom size has its
own impact in facilitating or hindering activities of teaching and learning.
 25

Usually under the direct guidance of a single teacher Manre (1956) class size concerns
educators for various reasons because learning can only occur positively when lessons are
under appropriate conditions both for the students and teachers.
Whenever people talk about population the main issue that takes much of the time is the
demand of the society for education. As Lawrence et al., (1986:106 – 107) state “A major
cause of the rise in the demand for education is the increase in the size of the children
population.”

2.12. Motivation

The learners more time will spend on learning while motivation is crucial force that
determines whether the learner embarks on a task all, Lift Lowood, (1994:53) as cited in
Geleta Alemu, (1990:6) say motivation is a power house which emerging any education
activity. Student motivation is key factor in successful learning. Lado, (1982:42) and
motivated learners never out any lesson unless something goes beyond their capacity to deal
with when students are motivated to learn, they usually pay attention to the lesson”: Carrel,
(1992:71) as cited in Geleta’s (1990: 12-18).

2.13. Summary of Review Related Literature

The literature review highlighted the factors affecting teaching physical education facing in
the teaching and learning of physical education in secondary schools. It has led to physical
education in secondary schools not enjoying the high status it deserves despite the benefits that
are derived from teaching and learning it. Some of the major importance of physical education
and sports are showed in physical, way of life, emotional, public and cognitive domains in
children and youth. One gap identified is that teaching PE environment varies from country to
country in that some countries had acceptable playing grounds but lacked PE kits required.

Another gap identified was that in Oromia the administrators of the school do not see the need
of purchasing PE resources. Another gap illustrated is that despite the negative attitudes
attributed to some teachers of PE there are those ones who are committed to effectively teach
PE but lack of resources and motivation from school administration Timperley et al, (2007). In
addition, another gap is that studies on factors affecting teaching physical education in
teaching learning process in secondary schools of Kore woreda.
 26

3. MATERIALS AND METHODS

Descriptive survey study was conducted to assess the factors that affect teaching learning
process of PE in secondary schools in Kore woreda. In order to have a clear picture about the
problems of teaching learning process in PE, the methods and materials are appropriate to
describe, understand and define the factors that affect the teaching learning process in PE
class.

3.1. Description of the Study Area

The study area of this research is in Biftu Bari secondary school and Kore Secondary school
which are found in Oromia Region West Arsi Zone Kore woreda. West Arsi Zone is one of the
Zones in Oromia Regional state. It is bordered by some other zones in the region and one
regional state in the country. For instance, on the north by East Shoa Zone, on the north-east
by East Arsi Zone, on the south-east by Bale Zone and on the South and south-west by the
Southern Nation Nationalities and people region. It is about 250 km far from the capital city of
Addis Ababa to the south.

The administrative center of the Kore woreda is Kore. Kore is one of the west Arsi Zone
woreda. It is about 50 km far from Shashemene Town to the East and 300 km far from the
Addis Ababa. It is bordered as follows; on the North West by Negelle Arsi Woreda, on the
South Kofale Woreda, on the South West by Shashemene woreda, on the East by Gedab
Hasasa Woreda, on the North East by Arsi Zone Munesa Woreda.

The 2007 national census reported a total population for this woreda of 103,734 of whom
51,538 were men and 52,196 were women. 5393 or 5.2% of population were urban dwellers.
The majority of the populations were Muslim with 89.37% of population reporting they
observed this belief. While 8.85% of the population said they practiced Ethiopian Orthodox
Christianity, 1.21% of the populations were catholic, and 0.57 were Adventist followers.

According to the statistical report of West Arsi Zone Education Office of 2022, there are three
(3) governmental secondary schools. These are: - Kore secondary school, Biftu Bari secondary
school and Shire secondary school. From these schools researcher was select two (2) of them
among these schools (Source: The administrative center of Kore Woreda 2014 E.C)
 27

3.2. Research Design

A descriptive survey study was used to assess the factors affecting the teaching learning
process of physical education in secondary schools of Kore Woreda. For this study the
researcher were used both qualitative and quantitative method to collect and analyze data.

The design is selected on the assumption that it is helpful to gather enough information from
many people on the issues under study. The appropriateness of the design for this study is
noted by many scholars. For example, Jackson (2009) states that descriptive survey design
becomes useful particularly where one needs to understand some particular information. Best
and Khan (1989) have noted that a descriptive survey research design involves a clearly
defined problem and definite objectives.

3.3. Population of the Study.

There are three secondary schools in Kore Woreda; Namely Biftu Bari secondary school, Kore
secondary school and Shire secondary school. From these secondary schools researcher were
select two secondary schools by simple random sampling. These are Biftu Bari secondary
school and Kore secondary school. According to the data obtained from administration of two
secondary schools there are 2 Principals, 3 Vice-Principals, 2 physical education teachers and
1504 students in two schools.

3.4 Sample Size and Sampling Techniques

In this regard the target population of this study consists of students, PE teachers, principals
and vice principals. Generally the total population of this study includes 1504 students, 2
Principals, 3Vice- Principals and 2 PE teachers. So, 2 Principals, 3 Vice-Principals and 2
physical education teachers were selected by purposive sampling techniques, whereas, gender
based stratified random sampling technique were used to select sample students among 1504
student population.

For this specific research the following sampling will be select from two selected secondary
schools of kore woreda. This sampling technique is preferred because every member of
different strata will get an equal chance to be selected. To determine the representative sample
 28

size, the researcher used Slovene’s formula, (1960)

That is: n = Use confidence level 95%, Margin of error = 0.05
Where, n = the sample size
N = the population size
e = the margin of error
n= 316

In other opinions, to define proportion the sample size required is 316.Therefore, n=316, is
multiplied by the number of sample size in each gender by the obtained proportion, that is,
0.21 in order to determine the sample size.

Table 1: Sample size of the students

№ School Sex Student P S Sampling

Techniques
1 Biftu Bari Secondary Male 440 440×0.21 92
School
Female 240 240×0.21 51
Total 680 680×0.21 143 SRS
2 Kore Secondary Male 533 533×0.21 112
School Female 291 291×0.21 61
Total 824 824×0.21 173 SRS
Total 1504 1504×0.21 316
Key: P= proportionality, S= Sample, SRS= Stratified random sampling
 29

3.5. Source of Data

To achieve the objectives of this study, the researcher were used primary data sources. To
gather information from the specified population to conduct the study
Primary data source
Primary data source were collected from the school Principals, Vice-principals, PE teachers
and students through questionnaire, observation and interview from two schools namely Biftu
Bari and Kore secondary schools of Kore woreda.

3.6. Data Collection Tools / Instruments

In order to gather information the researcher used three main instruments of data collection
namely questionnaire, interview and observation believing these were done in achieving the
stated objectives.

3.6.1. Questionnaire

The researcher was mainly employed both close ended and open ended questionnaire for data
gathering instruments because it is easy to address many people and save time and money to
collect data. Questionnaires were prepared for students. The designed questionnaires were
answered by individuals who are included in the study. All the samples of the study filled the
questionnaire and returned.

3.6.2. Interview

The interview question was prepared by English language. It is mainly focused on factors
affecting teaching learning process of PE. Interview is very useful instruments to understand
reasons why and how things happen and the way they are happening. Literature indicates that
interviewing has three major forms. These are structured, semi- structured, and unstructured.
In this study, structured interview guide was used to collect data from the school principals
and vice- principals. While a semi-structured interview guide was employed to obtain in-depth
data from PE teachers. The qualitative data provided an opportunity for explanation of
findings and questions.
 30

3.6.3. Observation

Observation is a necessary part of data gathering instrument. Therefore to obtain more

information, observation of the actual teaching and learning process, was conducted on
different sport facility and materials. The schools and class room has been observed to get the
relevant information that observation is useful to indicate how the school organized and
prepared for PE according to variety of activities. For the purpose of observation data were
collected by using a checklist.

3.7. Validity and Reliability Instrument

The validity of the study instruments were checked as follows; before the actual data
collection is started; the questionnaire were given to colleagues so as to get valuable
comments on the strengths and weakness of the items. Based on the comments obtained,
necessary modifications are made and given to the thesis advisor for further comments,
corrections and evaluation.

3.8. Data Collection Procedure

First the researcher was begun to introduce himself for the respondents’ willingness to give
their responses and describe the objective of the study for the respondents. Then questionnaire
distribute by the researcher to all respondents, include students, PE teachers, Directors and
Vice Directors of two secondary schools are in the study. Most of the questionnaires filled in
during the time when the students are free and questionnaires were recollected immediately.
After approval of all authorizes the questionnaires will be distributed to the respondents.

Interview was conduct with PE teachers, Directors and Vice Directors of two secondary
schools with the help of structured interview guides prepare. Physical Education class
observation was made by the researcher in both schools. That mean one period in each base on
the prepared checklist. Finally the data collect through questionnaires has been coded match
and arrange prepare for the analysis purpose. generally they contact personally at their offices
and classes, much more pieces of information was gathered through interactions with the
individuals with much consideration given to comments views put across by opinion
 31

respondents finally observation of teaching process and interview was conduct in special case
for concerned bodies.

3.9. Data Analysis

The researcher finds out alternative solution for this problem. The collected data were
organized using different methods of data analysis. The data collected through the
questionnaire, interview and observation are analyzed and interpreted. The gathered data were
coded and arranged for analysis. For student percentage in tables and each table contains the
items, the numbers and percent of respondents for each question. Both qualitative and
quantitative approaches were used to find out the factors affecting teaching learning process of
physical education. For the statistical processing data, Descriptive Statistical Methods were
analyzed by Statistical Package for Social Science (SPSS) program.

3.10. Ethical Consideration

The researcher was considering the research values In order to collect data successfully and
smoothly, the researcher had got voluntary participations from the participants. In addition, the
researcher had shown respect to research participants and explain the purpose of the study as a
fulfillment of requirements of MEd degree and not for any other problems. The reason why
they are selected, the amount of time that they would be involved and their responsibilities
Furthermore, the researcher was created a healthy relationship with respondents expressing
that their responses are crucial for the successful accomplishment of the study. On top of that,
the researcher also was underlined that their responses would not be used for any other. The
researcher will assure the respondents on the confidentiality of information given and
protection from any possible harm that could arise the study since the finding will be use for
intended purposes only. In addition to this, the study will inform that their participation in the
study will be based on their permission.
 32

4. RESULTS AND DISCUSSIONS

This chapter deals with the presentation, analysis and interpretation of the data collected
through questionnaire, interview and observation. The chapter consists of two parts. The first
part is concerned with the description of the background and characteristics of the respondents
of the sampled population. The second part is concerned with the analysis and interpretation of
the collected data. The data was presented in tables. Data analysis and interpretation of
collected data consists quantitative data analysis and qualitative data analysis.

4.1. Characteristics of the Participants

Table 2: Characteristics of the Students respondents

Respondents Students
Characteristics Frequency Percent
Sex Male 204 64.6%

Female 112 35.4.%

Total 316 100%
Age 16-17 years 120 38%
18-19 years 150 47.5%
20 & above 46 14.5%
Total 316 100%
Grade level 9 140 44.3%
10 176 55.7%
Total 316 100%

Source: - Field survey by investigator 2022

According to the above table 2, indicates that 204(64.6%) of respondents are males and 112
(35.4%) students are females. Here, we understood that the majorities of student’s
participants were males. Regarding to the age of the respondents120 (38%) of the students
are in age group of under 16-17 age. Whereas 150 (47.5%) of the students between age
group of 18-19 and 46(14.5%) of the students are the age group of 20 and above year age.
 33

Here we saw that the majorities of students were in the age category of 18-19 years.
Regarding to grade 140(44.3%) students are grade 9 and 176 (55.7%) students are grade10.
From this we can inferred that most of participants were male, in the age range of 18-19
years and grade 10 students.

Table 3: Characteristics of the Physical Education Teachers respondents

Teachers
Characteristics of Frequency Percent
Physical Education teachers
Male 2 100%
Sex Female - -
Total 2 100%
21-25 - -
Age 26-30 1 50%
36 & above 1 50%
6-10 - -
11-15 1 50%
Work Experience 16 and above 1 50%
Total 2 100%

Diploma - -
Academic Achievement Degree 2 100%
Msc/MA/Med - -
Total 2 100%

Source: Field survey by Investigator 2022

As show on the above table 4, 2 (100%) of the respondents were male. From 2 physical
education teachers 1(50%) was between 26-30 years of age and 1(50%) was also above 36
year of age. The educational level of the physical education teachers 2 (100%) were degree
holders. As to the teaching experience of the respondents, teacher 1(50%) had teaching
experience of between 11-15 years’ experience and 1 (50%) had above 16 years of
experience. This indicates that the all of the teachers had relatively little teaching
experience.
 34

Table 4: Characteristics of the Directors and Vice-Directors

Characteristics of the Director and Vice – Directors &Vice-Directors

Directors Frequency Percent
Sex Male 4 80%
Female 1 20.%
Total 5 100%
Age 21-25 years - -
26-30 years - -
31-35 1 20%
36 and above years 4 80%
Total 5 100%
Years of service 6-10 years - -
11-15 years 1 20%
16-20 years 4 80%
Total 5 100%
Academic Degree - -
qualification MA/MSc/Med 5 100%
Total 5 100%
Status Directors 2 40%
Vice-Directors 3 60%
Total 5 100%

Source: Directors and Vice-Directors interview

As shown on the table 5 above, the numbers of Directors and vice directors in both schools are
4 (80%) are males and 1 (20%) are females and all are MEd holders. Regarding with age
1(20%) are in age group of between 31-35 years and 4(80%) are in the age group of 36 and
above years. Concerning work experience, 1(20%) has 11-15 years’ experience and 4 (80%)
have 16-20 years of work experiences.
 35

When we saw the status the 2(40%) of them are Directors and 3(60%) of them are Vice-
Directors.
The results of the study indicated that both 2 (100%) of the teachers were degree holders. The
results show that all of the teachers were trained and thus enough skills for effective
implementations of PE in the secondary schools.

The results of the study showed that only 1(20%) of them had teaching experience of between
11-15 years. an indication that many of them were not old enough in their workstations and
could not effectively develop ways of enhancing Physical Education activities in their schools.
4.2. Interpretation and Analysis of students Response

Table 5: Responds of Students about below questions.

N Item Category Frequen Percent

o cy

1 Do you have adequate Physical education Yes 70 22.2

teachers in your school? No 246 77.8

Total 316 100.0

2 Do you think PE is an important part of Yes 70 22.2

learning? No 246 77.8

Total 316 100.

3 The physical education teacher motivates Yes 116 36.7

students during physical education period? No 200 63.3

Total 316 100

4 To what extent those physical High 30 9.5

education teachers motivate students? Medium 90 28.5

Low 150 47.5

Never 46 14.5

Total 316 100

 36

5 Physical education teacher provided equal Yes 94 29.7

chances for all students during physical No 222 70.3
education period?
Total 316 316

6 Is there safety environment to learn physical Yes 68 21.5

education? No 248 78.5

Total 316 100

7 To what extent do those factors affect you? High 56 17.7

Medium 70 22.2

Low 88 27.8

Never 102 32.3

Total 316 100

Source: Students Questionnaires

From the above table we have seen that the responses of students on the factors affecting
teaching learning process of physical education in their schools.

Item 1 of table 5, as indicated on the above table data shows that the (N=70) 22.2% of the
respondents suggested that yes there is adequate physical education teachers in the school.
Whereas (N=246) 77.8% of the respondents suggested that there is no adequate physical
education teachers in their schools.

Item 2 of table 5, According to the above questions responses of the students, the majority of
the respondents i.e. (N=196) 62.0% did not agree that PE is important part of education.
However, only (N=120) 38% reported PE is as an important part of education.

Item 3 of table 5, According to the above data shows that (N=116) 36.7% of the participants
replied Yes indicating that PE teachers motivate students during physical education.

Whereas (200) 63.3%of students respondents replied No PE teachers did not give motivations
for students during PE teaching learning process in both theoretical and practical session.
 37

Item 4 of table 5, According to the above questions 4, (N=30) 9.5% of respondents said that
the degree of motivation giving for students are “High”, (90) 28.5% of the respondents said
that the degree of motivation giving for students are” Medium”, Whereas (150) 47.5% of
respondents said that the degree of motivation giving for students are “Low” that means PE
teachers did not give motivations for students during PE period and (46)14.5% of respondents
said that “Never”, So, based on the above questions PE teachers did not give motivation for
students during PE period.

Item 5 of table 5, as we seen from the above table it shows that, (N=94) 29.7% of respondents
replied that teachers provide equal chance for all or for both male and female students.
Whereas, (N=222) 70.3% of students said that teachers did not give equal chance for all
students during PE period.

Item 6 of table 5, as we indicated from the above table (N=68) 21.5% of the students
responded that there is a safety environment to learn physical education in our school.
Whereas (N=248)78.5% of the students responded that there is no safety environment to learn
physical education.

Item 7 of table 5, according to the above table data shows that (N=56) 17.7% of the students
responded that the extent those factors affect the interest of the students toward physical
education high, (N=70) 22.2% of the students responded that the extent those factors affect the
interest of the students toward physical education is medium. Whereas (N=88) 27.8%of the
students responded that the extent those factors affect the interest of the students toward
physical education is low and (N=102) 32.3%of the students responded that the extent those
factors affect the interest of the students toward physical education is never.
 38

Table 6: Instructional time and classroom size

N Item Category Frequency Percent

o

1 The numbers of students per class room 71 and above 120 38

66-70 98 31
61-65 78 24.7
56-60 20 6.3
Total 316 100.0
2 The effects of large class size on classroom High 164 51.9
participation
Medium 96 30.4

Low 32 10.1

Never 24 7.6

Total 316 100

3 The time provided for physical education Yes 89 28.2

lesson is adequate?
No 227 71.8

Total 316 100

Source: Students Questionnaires’

From the above table 6 we have seen that the responses the instructional time and large
classroom size.

Item 1 of table 6,according to the above table shows Students responses that, (N=120) 38%, of
students response indicate number of students per class room is 71 and above students, (N=98)
31%, of the students response indicate the number of students are between 66-70 students in
class room, (N=78)24.7%, of the students response indicates the number of students per class
room is between 61-65 students, (N=20)6.3% of students response indicates the number of
students per class room is between 56-60 students.
 39

As the researcher’s opinion and the literature tells us if the class size is more than 50 students,
it is not faire because of the teacher is unable to control/manage students while teaching in the
class room and practical activities. In addition to this it is difficult to manage and transfer the
intended lesson properly. So according to the above information gathered from students the
number of students per class is more than 50 students.

Item 2 table 6, As indicates that on the above table (N=164) 51.9%, of students responded that
large class size has its own negative impact highly on teaching learning process of physical
education, (N=96) 30.4%, of students responded that large class its own negative impact
moderately on teaching learning process of physical education, (N=32) 10.1%, of the students
responded that the impacts of large class size is “Low” and (N=24) 7.6% of the students
responded that large class size has no negative impact or never affect the teaching learning
process of physical education, Therefore, from the majority point of view it is very difficult to
teach physical education in large class size students, Because of it may cause problem for the
teacher to control and problem of addressing materials.

Item 3 table 6, as we indicated on the above table shows that (N=89) 28.2% of the respondents
suggested that the time provided for learning physical education is enough. Whereas, (N=227)
71.8% of respondents suggested that the time provided for physical education lesson is not
adequate to learn physical education. Generally the period of time to given for physical
education is not enough.
 40

Table 7: Availability of instructional facility and materials

N Item Category Frequency Percent

o

1 Physical education teachers use

teaching aid to teach PE? Always 42 13.3
Sometimes 84 26.6

Never 190 60.1

Total 316 100.0

Does the student attend the Yes Yes 52

2 theoretical physical education No No 246
lesson? Total Total 316

Does the school director and vice – Yes 86 27.2

3 director support you during No 230 72.8
Physical education? Total 316 100
Sufficient 41
13
Insufficient 75
Does the school have enough
23.7
4 equipment for learning physical
Never 200
education?
63.3
Total 316
100
Strongly 126
disagree 39.6
Have you interest to participate Disagree 118
5
during physical education period? 37.3
Agree 51
16.1
 41

Strongly 21 7
agree

Total 316
100
Lack of
curriculum,
materials,
If your answer of for question large class
number 6 is strongly disagree or size,
disagree write factors that you insufficient 316
6 100
hinder/ affect your interest to instructional
participate actively during Physical time, the
education period role of
school
managemen
t
Yes 40 12.7

276 87.3

Are there text book of physical No

7
education to learn? 316 100

Total

Do you have a written Yes 50 15.8

8 examination of physical No 266 84.2
Education? Total 316 100
Source: Students Questionnaires
 42

As we have seen from the above table 7 of the responses on availability of instructional
facility and materials are gives below.

Item 1 table7, as indicated on the above table shows that (N=42) 13.3% of the respondents
suggested that the physical education teachers always use teaching aids in physical
education class. However (N=84) 26.6%suggested that the physical education teachers
sometimes use supportive teaching aids in physical education class. Whereas, (N=190)
60.1% of them are suggested that the physical education teachers never use teaching aids in
physical education classes. Unless the teachers use supportive teaching aids the students will
not understand lesson easily as expected and it can result in negative impact in teaching
learning process in physical education.

Item 2 table7, as table above shows that (N=52) 16.5% of the students responded that the
students attend the theoretical physical education lesson. Whereas (N=264) 83.5% of the
students responded that the students didn’t attend theoretical physical education lesson

Item 3 table 7, according to the above table shows that (N=86) 27.2% of the students
responded that the school directors and vice- principal supports students during physical
education period. Whereas, (N=230) 72.8%, of students replied that the school directors and
vice-principals (administrators) did not support students during physical education period.

Item 4 table 7, as table above shows that (N=41) 13% of the students responded that the
school have sufficient equipment for learning physical education. Whereas (N= 75) 23.7%
of the students responded that the school have insufficient equipment for learning. And
(N=200) 63.3% of the students responded that the school haven’t equipment for learning
physical education. When we compute the total percentile, more of the students responded
that the schools haven’t equipment for learning physical education.
 43

Item 5 table 7, Based on the above table (N=126) 39.6% of students responded that strongly
disagree, to have interest to participate during physical education period.(N=118) 37.3%of the
respondents replied that is Disagree, (N=51) 16.1% of the students responses is Agree and
(N=21) 7%of the respondents response is strongly agree. So as the above data shows it
indicates that the majority of the students did not have interest to participate during physical
education period.

Item 6 tables 7, if your answer for question number 5 is “Strongly disagree or disagree”, write
the factors that you hinder/affect/ your interest to participate actively during physical
education period.
Almost all students who responded, ’’strongly disagree and disagree’’ answer for the above
question indicate almost the same things that responses or answer that hinder/affect their
interest to participate actively during physical education period. Those are: lack of curriculum
materials, large class size, lack of effective communication, lack of teacher’s confidence,
insufficient instructional time, and condition of the school and the role of school management.

Item 7 table 7, as indicated on the above table (N=40) 12.7% of the students responded that
there are enough textbooks to learn physical education. Whereas (N=276) 87.3% of the
students responded that there is no enough textbooks to learn physical education.

Item 8 table 7, as indicated on the above table (N=50) 15.8% of the students responded that
yes there is a written examination of physical education. Whereas (N=266) 84.2% of the
students responded that there is no written examination of physical education. This makes
students not to give more attention for learning physical education subjects
 44

4.3. Interpretation and Analysis of Physical Education Teachers Interview Response

4.3.1. Quality of instructional time and class size

For school Physical education teachers two teachers took part in the interviews who are
teaching and working in Biftu Bari secondary school and Kore secondary schools,

1, How many periods per week do you have for physical education class? On the number of
Physical Education period per week,

Both of the teachers’ interviewers replied that number of Physical Education period per week
is one. So this is not enough to teach Physical education subjects. In addition to this, ministry
of education should increase the number of periods per week and include physical education
subject in entrance exam.

2. The instructional time designed for Physical education class is sufficient or not?

Both of the teachers’ interviewers said that the instructional time designed for PE class is not
sufficient and if there is no sufficient time to teach the lesson

3. How the instructional time affects the quality of teaching learning process?

Both of them are said that it affects the quality of teaching learning process and the desired
goal of the subject cannot be achieved.

4. Is there the problem of large class size in your school?

As the interviewers response there is the problem of large class size in both schools and this
affects the teaching learning process of Physical education.

If there are the problem of large class size in their school and the effects of large class size in
their school.
 45

4.3.2. Availability of instructional materials

From both secondary schools, Physical education teachers responses on the availability and
adequacy of teaching materials and facilities to teach Physical Education,

1, How the shortage of teaching materials and facilities affect the quality of teaching learning
process?

One physical education teachers said that the shortage of teaching materials and facilities
affect the quality of teaching learning process at high degree. Whereas the other one of
physical education teacher said that the shortage of teaching materials and facilities affect the
quality of teaching learning process at moderate.

2, Do the school leader’s support in fulfilling Physical education learning materials and
facilities? The school leaders do not support in fulfilling Physical education learning materials
and facilities.

The school administrators and other concerned bodies have to fulfill sport facilities and
equipment’s for physical education department and teachers should try to prepare equipment’s
from local material. Both of the teachers’ interviewers replied that there are no adequate
teaching materials in the school, so Physical education teachers cannot use teaching aid in
both schools,

3, How much was spend in school budget to purchase physical education facilities and
equipment in your school?

The budget spent to purchase physical education facilities and equipment’s are very low. Both
of the respondents said that all concerned bodes can be support the PE teaching facilities.
 46

4.3.3. Preparedness of teachers toward teaching

According to the teachers’ responses on attending PE workshop of physical education

teachers, preparing Physical Education documents/records, using various teaching
methodologies, involving in continuous professional development activities to enhance the
quality of teaching. Both the teachers respondents said that they did not attended any PE
workshop and also they did not prepared any Physical Education documents/records. Both
interviewers said that they did not use different teaching methodologies but teachers should
apply student centered teaching method. In addition to this, the schools implement CPD
program accordingly to increase teacher’s skill and performance.

4.3.4 Perceptions of participants on PE as an important part of learning

For school Physical education teachers and school principals took part in the interviews on
Perception of physical education as a field of study,

1. Do you agree PE is equal with other subjects?

Physical education with other subjects by school administration and school society, the
attitude of students toward Physical Education subject, The believes of school principals
that students have equal participation to theoretical and practical session during PE period,
Physical Education as an important part of learning, interest of teachers to teach physical
education, Perceptional equality of Physical

All teachers responded they believe that physical education is as a field of study like other
subjects but they do not have interest to teach PE because students have fewer interests to
participate during physical education period as compared with other subjects. All school
principals responded PE is an important part of learning but the attitude given to PE is very
low and students have no interest to participate in PE during theoretical class but they have
fewer interests in practical sessions. All interviewers said that the reason to reduce or
decrease the interests of students during physical education period are past experience, lack
of motivation, teaching methodology, lack of teaching materials, lack of teachers
confidence.
 47

2. Does the school have enough facilities to teach PE? Not only these reasons physical
education department do not get any support from external bodies except the financial
support receive from their respective schools budget, schools have no sufficient physical
education teachers to teach physical education, .And also schools have no adequate
facilities and equipment.

4.3.5. Support/Encouragement given to PE in the schools

3. According to the teachers’ responses on school leaders support in fulfilling physical

education teaching materials and facilities, if not what is reason why School leadership
support in fulfilling Physical Education teaching materials and facilities, School Principal
encourage teachers to teach Physical Education lesson, All teachers’ respondents said that
school leaders did not support in fulfilling physical education teaching materials and
facilities because schools have no sufficient budget to purchase physical education teaching
materials and have no enough land to prepare different playing fields and courts.

4.3.6. Number and adequacy of PE staff/teachers in the schools

4. Does your school have enough PE teachers? The school principals took part in the
interviews on the number of physical education teachers in the school and who teach
physical education in the school. According to the data gathered by interview from the both
schools principals the number of PE teachers in Kore secondary school is one and PE
teacher in Biftu Bari secondary school is also one. In Biftu Bari secondary school PE
teachers were teaching physical education subject. Whereas in Kore secondary school PE
teacher and other teachers were teaching physical education subject according to the school
principals response. Because of there is a few physical education teachers in country, lack
of woreda budget

4.3.7. PE activities and participation in the school

5. What is the extent of student’s participation during physical education period?

The school principals from both schools interviewed on the Suggestion on the ways of
improving the PE activities in the school, the extent students participate during physical
 48

education period and how to increase the participation of students during physical
education period. All the school principals interviewers replied that the extent students
participate during physical education period is very low and in order to increase the
participation of students during physical education class, teachers or other concerned
bodies should create awareness for students about the benefits of physical education
subject, teachers should apply student centered teaching method, school administrators and
other concerned bodies have to fulfill sport facilities and equipment’s for physical
education department and teachers should try to prepare equipment’s from local materials.
4.4. Presentation of School Observation Results

4.4.1. Availability of school facilities

Table 8: Observation result on the availability of PE facilities

Materials and Biftu Bari secondary school Kore secondary school

№ facility Availabl Partially Not Availab Partially notavail
e Availabl available le Available able
e
A Game facility
1 Footballs X X
2 Football Field X X
3 Volleyball X X
4 Volleyball Field X X
5 Basketball X X
6 Basketball field X X
7 Handball X X
8 Sport cloth X x
B Athletics
Material
1 Javelin X X
2 Shoot put X X
2 Discuses X X
C Gymnastic
materials
1 Watch X X
2 Meter X X
3 Whistle X X
 49

4 Parallel& Horizontal X
bar X
5 Mat X X
6 Room of changing X
cloth X
7 PE Reference book X
X
8 Water facility X X
 50

According to above table observational checklist analysis result in Biftu Bari secondary
school on availability of game facility like footballs, football field, volleyballs, volleyball
field, basketballs, basketball field, handballs and sport cloth are not available. Whereas
athletics materials like javelin, discuss shoot put are not available. The gymnastics facilities
like watch, meter, whistle, matt, parallel& horizontal bar, room of changing cloth, water
facilities and physical education references are not available.

According to above table observational checklist analysis result in Kore secondary school
on availability of game facilities like footballs, football field, volleyballs, volley ball field
are partially available. Whereas basketball, basketball field, handballs, and sport cloth are
not available. The athletics materials like javelin, discuss, shoot put are not available. The
gymnastics facilities like watch, meter, whistle, matt, parallel and horizontal bar, room of
changing cloth, water facilities and Physical education references books are not available.
 51

Table 9: Participation of students in PE class

№ Participation of students in Biftu Bari secondary Kore secondary school

PE classes school
Al Sometim Not at a Always Someti Not at all
way es ll mes
s
1 The students are motivated to X X
participate in PE classes 
2 The teacher motivate student X X
s to participate
3 The students discus issue in X X
group
4 The teaching methodused are X X
appropriate for students to p
articipate in PE classes
5 The teachers wears appropri X x
ate sport cloth
6 Students practice X x
demonstrations

Source: All are prepared by investigator

According to the above table observational checklist analysis results in Biftu Bari secondary
school on participation of students in PE: students did not motivate to participate in PE
classes and also the PE teachers did not motivate students to participate. Whereas the
students are discussed issues in group and the teaching method used are not appropriate for
students to participate actively in teaching learning process PE classes. According to the
observation above the PE teachers sometimes wear appropriate sport cloth and also students
practice demonstrations. According to the above table observational checklist analysis result
in Kore secondary school on participation of students in PE; the students did not motivated
to participate in PE classes, the PE teachers are also not motivate students to participate. The
students did not discuss issues in group and the teaching methods used for the given
contents are not appropriate for in students to participate actively in teaching learning
process of PE classes. Whereas PE teachers sometimes wear appropriate sport cloth and also
students practice demonstrations.
 52

5. SUMMARY, CONCLUSIONS AND RECOMENDATIONS

This chapter have three parts. Summary, Conclusion and recommendations the summary of
the major findings, the conclusions and the recommendations are considered to improve the
factors affecting teaching learning process of physical education: the case of Kore woreda
secondary schools

5.1. Summary

Summary is intended to summarize the major ideas discussed in the previous chapters. The
attempt of the researcher is to investigate the factors affecting the teaching learning process
of physical education. The main purpose of this study was to assess factors affecting the
teaching learning process of physical education in Biftu Bari secondary school and Kore
secondary school of Kore woreda, West Arsi Zone, Oromia Regional State.

In order to achieve the purpose of the study the following basic research questions were
raised.

1. What factors in the school environment promote the teaching learning process of
physical education in the two schools?
2. What are the major factors that affect the teaching learning process in theoretical
and practical classes of physical education?
3. To what extent the influencing factors affect the teaching learning process of
physical education?
4. What measures were taken to improve the teaching learning process of physical
education?

In order to find out the answer for the above basic research questions, the researcher was
adopted descriptive survey method and a variety of data gathering instruments such as;
Questionnaires, interviews and observation were used as instrument of data collection. The
data gathered was analyzed by using frequency, percentage and tables was employed to
analyze the data collected by questionnaire and qualitative method was employed for
interview, open ended questions and observation.
 53

The sample population of the study was 316 students, 2 Physical education teachers, 2
schools Principals and 3 vice principals. Different issues are raised and have been farther
discussed. Finally, the analysis of data leads to the following findings.

Enrollment of students or large Class size problem in all secondary schools of Kore
woreda, as concerned many teachers and students reported that the number of students per
class room is above 66. If the problem of large class size is there it results the following
negative effects like lack of effective communication, affect method of teaching, problem
of class room management and difficult to identify students with special needs.

The results indicated that the major factors affect facing teaching and learning process of
PE was lack of enough facilities that could facilitate the teaching learning process. As far as
the teaching materials are concerned, many teachers and students reported that, there is no
sufficient sport equipment.

The observation results also strengthen this idea like Shortage of gymnastics field and
apparatus, track and field equipment, football field, handball field, basketball field,
volleyball field and different types of balls. In addition to this the shortages of physical
education textbooks and reference books in secondary schools of Kore woreda.

The study indicated attitude of PE teachers towards teaching and practicing physical
education in schools are very low. Because lack of knowledge and skill for practicing and
Shortage of school facilities such as equipment and play grounds. Additionally, even the
existing sport fields are not convenient to make Practice, so that they are the source of
frustration for injuries to the students and teachers were suggested by the respondents.

The attitude of students towards learning Physical Education subject especially practical
class is low according to the data gathered from the respondents because of the lack of
awareness, lack of teacher confidence and available playground and lack of student’s
interest. To change the lack of interest and to improve students’ involvement in learning
physical education, they show their interest with creating awareness and doing regularly
physical activities.
 54

The period allotted for physical education was also seen as a problem for both students and
teachers to give the teaching learning process effectively in physical education lesson.
Physical education teachers realized that engaging in physical education period is bored
and complicated. Not only these, they do not understand physical education subject as a
subject, because physical education period is given once a week, There is no suitable
infrastructure in the schools and students have less awareness of the subject.

Most of the students said that PE teachers did not give motivation during practical sessions
of physical education subject, PE teacher did not provide equal chance for all students
during physical education period, and did not support students during physical education
class. Both of PE teachers’ respondents replied that the school principals did not fulfill the
sport materials and facilities because of financial constraint. Most of the students said that
school principals did not support students during physical education class. The interest of
students to participate during physical education class was less because of; the lack of
teaching materials, large class size, teaching methodology (teachers approaches),
insufficient instructional time, the role of school management, lack of motivation of PE
teachers and working condition of the school compound.

5.2. Conclusions

Through questioner, interview and observation the researcher has some up with following
major conclusion. Based on investigation and the finding on the topic under discussion the
researcher concluded that there is the need to improve the teaching of PE in the Biftu Bari
and Kore secondary school of Kore woreda in both theory and practical classes.

As a result of observation, most schools under the study use a physical education period as
collecting waste products in compound and play time of students rather than a normal class
of a subject and there is no suitable infrastructure in the schools and they have less
awareness for physical education subject.
Based on the findings of the study physical education teacher did not give motivation and
they did not provide equal chance for all students in physical education class. The finding
of the study indicates that Kore woreda secondary schools do not have available sport
facility and equipment. Even if there are some materials in the school PE teachers did not
 55

use different teaching methods and mechanisms to motivate and improve students’
experience in teaching physical education lesson.

The school compound had no adequate material and facilities to give Physical education
lesson properly that was a major problem for student’s involvement in learning physical
education wisely. The teaching learning process of physical education has been affected by
a number of periods per a week, lack of materials and large class size.

According to the findings of the study, the school administration did not support for
physical education teachers in fulfilling of teaching materials including sports cloth because
of the lack of budget.

Based on the findings, the study concludes that the major factors affecting teaching
learning process of PE in secondary schools of Kore woreda was lack of enough facilities
that could facilitate learning process and shortage of instructional materials regarding to
teaching of physical education subjects in secondary schools.

The study pointed out that there was shortage of teaching materials like student text book,
handball, volleyball, basketball, football, gymnastics apparatus and also the shortages of
facilities like gymnastic field, track and field, football field, handball court, basketball court
and volleyball field water, sport department office, water facility, cloth changing room
which delay their participation in teaching learning theoretically as well as practically in
physical education subject.
 56

5.3. Recommendations

Based on the above major findings conclusion of the study the following recommendations
on the factors affecting teaching learning process of physical education were forwarded.

Since large class size has drawback to provide equal opportunity for students in the class of
the secondary school, directors, the community and the woreda education bureau should
carry out responsibility to bring manageable class size by means of minimizing the number
of student in a class and build additional classroom.

Teachers should impress school administrators and other concerned bodies to fulfill PE
teaching learning inputs and Schools should be facilitated by using the government and the
society’s resource buying sport materials, making available water supply and building of
cloth changing rooms.

Whenever possible physical education teachers should try to produce local teaching
materials to deal with theoretical and practical lessons there by enable to solve the
immediate materials shortage.

To increase class room interaction, teachers have to encourage and motivate students to
develop positive attitude and participate in asking and answering questions in PE classes.

Physical education teachers should create awareness on students by applying student

centered teaching approach in order to motivate students in both practical and theoretical
class.

There should be enough time allotted for physical education class in order to address the
necessary information and to make students accomplish expected lesson objectives.

The students should be informed about the value of physical education which makes them
to pay more attention in teaching learning process of physical education.

Physical Education teachers have to use supportive teaching aids to make the lesson more
memorable and tangible by the students.
 57

The school should implement Continuous Professional Development (CPD) program

accordingly to increase teacher’s skill and performance.
Generally, as the findings of the study discovered that the importance of teaching PE
classes in those secondary schools was found to be low. Thus, Kore woreda Education
bureau and administration of secondary schools of Biftu Bari and Kore secondary schools
should conduct follow up study on a regular basis in order to identify problems that hinder
the teaching learning process of Physical education.
 58

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 64

7. APPENDICES
 65

APPENDIX- A

Questionnaire for Students

Dear Student

This question was conduct to find out the “Factors Affecting the Teaching Learning
Process of Physical Education: The case of Kore Woreda Secondary Schools”.
Respondents was note that information given solely for academic purpose and should
be treated very confidential.

The purpose of this questionnaire is to obtain information about the factors affecting
the teaching learning process of physical education class.

Thank you for your cooperation!

Part one: instruction.

• No need of writing name;

• Please Tick in bracket blow the appropriate item that illustrates your response
and fill the appropriate answers if the questions require written responses.

• Dear respondent upon completing this questionnaire, you are kindly requested to
return it to the researcher.

Section A. Background Information

• School Name: _______________________________________

• Gender: Male ( ) Female ( )
• Age: 14-16 years ( ) 16-18 years ( ) 18-20 years ( ) 21 and above ( )
• Grade Level: 9th ( ) 10th ( )

Section B. Questions
1. Do you have adequate physical education teachers in your school? A, Yes B, No
2. Do you think Physical education is an important part of learning? A, Yes B, No
3. Does physical education teacher motivate students during physical education period?
A, Yes B, No
4. To what extent physical education teacher motivate Students during practical sessions?
 66

A, High B, Medium C, Low D, Never

5. Does physical education teacher provide equal chance for all students during physical
education period? A, Yes B, No
6. Is there safety environment to learn physical education? A, Yes B, No
7. To what extent do those factors affect you?
A, High B, Medium C, Low D, Never

Section C: - Quality of instructional time and classroom size

1. What is the numbers of students per class room in your school?
A, Below 55 B, 56 -60 C, 61-65 D, 66 -70 E, above 71
2. To what degree large class size affect the class room participation?
A, High B, Medium C, Low D, Never
3. Does the time provide for Physical education lesson is adequate? A, Yes B, No

Section D: - Availability of instructional facilities and materials

1. Do physical education teachers use teaching aids to teach? A, Yes B, No
2. Do students attend theoretical physical education lesson? A, Yes B, No
3. Does the director & vice director sometimes support your PE lesson? A, Yes B, No
4. Does the school have enough equipment for the learning of physical education?
A, Sufficient B, Insufficient C, Unknown
5. Do you have interest to participate during physical education period?
A, strongly agree B, Agree C, Disagree D, strongly disagree
6. If your answer for question №. 5 is “Disagree or strongly disagree”, write the factors that
you affect your interest to participate actively during physical education period.
_________________________________________________________
. _______________________________________________________
7. Are there text books of physical education given to you? A, Yes B, No
8. Do students have a write examination in physical education? A, Yes B, No
 67

APPENDIX- B
Interview Question for Physical Education Teachers
Dear Teachers
This interview question was intended to find out the “Factors Affecting the Teaching
Learning Process of Physical Education in Kore Woreda Secondary Schools.” The interview
guide is prepared to gather relevant information to answer the research questions. The
purpose of this interview is to collect information regarding to the factors that affecting the
teaching learning process of physical education class in Kore Woreda Secondary schools.
Thank you for your corporations!

Section A: Personal information

• Gender: Male ( ) Female ( )
• Age: Under 20 ( ) 21-25 ( ) 26-30 ( ) 31-35 ( ) 36 & Above ( )
• Work experience: Below 5 years ( ) 6- 10 years ( ) 11-15 years ( ) 16 & Above ( )
• Qualification: Diploma ( ) Degree ( ) MA/MSc ( )

Section B: Quality of Instructional Time and Class Size

1. How many periods per week do you have for physical education class?

2. Does the instructional time designed for Physical education class is sufficient or not?

3. How does the instructional time affect the quality of teaching learning process?

4. Is there the problem of large class size in your school?

5. If there is the problem of large class size in your school, what are the effects of this
problem?

Section C: Availability of PE Instructional Materials

1 How the shortage of teaching materials and facilities affect the quality of teaching learning
process/?
2 Is the school leader support in fulfilling physical education teaching materials and
facilities?
3. How much was spend in school budget to purchase physical education facility and
equipment in your school?
 68

APPENDIX- C

Interview for school Principal and Vice principals

Dear: School principal and Vice principals!
These questionnaires’ was intended to find out the “Factors Affecting the Teaching
Learning Process of Physical Education in Kore Woreda Secondary Schools.” The interview
guide is prepared to gather relevant information to answer the research questions. The
purpose of this interview is to collect information regarding to the factors that affecting the
teaching learning process of physical education class in Kore Woreda Secondary schools.
Thank you for your corporations!
Interview Questions:
Section A: Personal information
• Name of the schools: Biftu Bari ( ) Kore ( )
• Sex: Male ( ) Female ( )
• Age: Under 20 ( ) 21-25 ( ) 26-30 ( ) 31-35 ( ) 36 & Above ( )
• Work experience: Below 5 years ( ) 6- 10 years ( ) 11-15 years ( ) 16 & Above ( )
• Statues: Directors ( ) Vice-directors ( )
• Qualification: Diploma ( ) Degree ( ) MA/MSc/MEd ( )
• Specialization: Major ( ) Minor ( ) Others ( )
Section: B: interview questions
1. Do you agree physical education is equal with other subjects? A, Yes B, No
If “No” why? ____________________________
2. Does your school have enough facilities to teach physical education? A, Yes B, No
If yes, mention them,
_______________________________________________________
3. School leaders support in fulfilling of physical education teaching materials and
facilities?
4. Does your school have enough teachers of physical education? A, Yes B, No
If “No” why? ______________________________________-
5. What is the extent of student’s participation during physical education?
 69

APPENDIX- D
Class Room and Outdoor observational check list.

This observation is organized to gather factors affecting teaching physical education in

secondary schools of Kore woreda and to undertake survey study.

Objectives: - To assess the Factors that affecting the teaching learning process during
physical education class in sample schools.
• Name of school: Biftu Bari and Kore Secondary Schools
• Name of observer: Adem Wato Geda
• Date of observation: 01/04/2014 E.C. and 06/04/2014 E.C.
• Subject to be observed: Physical Education
• Length of time to visit: Eight hours (8hr)

Table 10: Observational check list

№ Material Biftu Bari secondary school Kore secondary school

and facility Available Partially not Available Partially not
Available available Available availabl
e
A Game
facility
1 Footballs
2 Football
Field
3 Volleyball
4 Volleyball
Field
5 Basketball
6 Basketball
field
7 Handball
8 Sport cloth
B Athletics
Material
 70

1 Javelin
2 Shoot put
2 Discuses
C Gymnastic
materials
1 Watch
2 Meter
3 Whistle
4 Parallel &
Horizontal
bar
5 Mat
6 Room of
changing
cloth
7 PE
Reference
book
8 Water
facility

Source: All Are Prepared Investigator

 71

APPENDIX-E
List of Figure in the Appendix

Figure 1: Map of the study site

Source: Kore Woreda Culture and Tourism Department