Abstract:
The main objective of this study was to assess factors that influence the quality of
teaching learning physical education in some selected Government and private
primary schools, Deber markos town Amhara regional state. The participants of this
study were 332 students and 14 PE teachers. The study was descriptive survey type.
The data analysis method was used both quantitative and qualitative. The schools
were selected 8 government primary schools were selected 4 and 4 private primary
schools 2 by using lottery method. Sample students from these schools were selected
using comprehensive sampling method. The method of data collection instrument used
was observation, questionnaire and focus group discussion. The data gathered
through observation and focus group discussion were analyzed using qualitatively
(narration in statements) where as the data gathered through questionnaire was
analyzed quantitatively (description in frequency and percentage). Based on the
gathered data the following findings were found. There were scarcity of PE facilities
and equipment concerning this idea majority of selected schools had no handball,
basket ball and volley ball. More over the school instructional time was not enough. It
was found out that PE teachers had skill gap in planning instructional activities based
on students need, interest and ability students were not instructed (taught) by their
learning style considering their need and interest. The findings of the study indicated
that in all selected schools disabled students were not participated in the practical
lesson. Hence, the lesson was not inclusive. In all selected schools the practical lesson
was not inclusive only healthy students participated in practical classes by using the
available teaching materials. Based on the above finding the researcher forwards the
following recommendation. To assure the quality of PE the Amhara bureau education
office and private school owners should fulfill PE facilitator and PE teachers should
be given in-services training. PE teachers should employ inclusive ways of teaching.
