PRACTICES AND CHALLENGES OF TEACHING PHYSICAL EDUCATION: THE CASE OF SOME SELECTED HARAR TOWN HIGH SCHOOLS, HARARI REGIONAL STATE.

Abstract

The purpose of this study was to assess the practices and challenges of teaching physical education in public secondary schools in the Harari Regional State. The objectives of the study were to identify the perception of students towards physical education and to investigate the challenges of teaching physical education. In so doing, effects of current students’ perceptions towards Physical Education, identifying persistent challenges to look forward in overcoming the challenges were the focal areas. The design of the study is a descriptive survey that used both qualitative and quantitative methods. The target populations of the study were 880 Students, four physical education teachers out of four secondary Schools, four principals out of four Schools. Student respondents were 88 (34girls and 54boys):15 from Abadir, 15 from Hamaressa, 15 from Shekib and 43 from Harar XV Secondary Schools. The study was conducted in four schools. These sample schools were selected by purposive sampling method. Four Physical Education teachers and four principals were included in the sample by the same techniques.88 students were selected by systematic random sampling technique. Descriptive survey method was used in this study. Data gathering instruments were questionnaire and interviews. The study used instructional interview guide to address teachers and principals. Adapted questionnaire items with 33 questions were followed by Likert type five scaled responses was the other means of data gathering used with students. Both descriptive (percentage and Mean scores) and inferential means were used to analyze the finding of the study. In three of the four schools (75%), there are scarcities of teaching materials, and facilities including basics like balls, sports wears and other necessary teaching aids for managing practical PE classes. All or four out of four PE teachers (100%) and all principals four out of four (100%) unanimously believed that the cancellation of PE from the school regular time table has affected the attitude and perceptions of students, PE teachers and school community towards the subject. Low attentiveness on the part of student was indicated to be caused by it. Lack of confidence, dim insight to its futurity and carelessness on the part of PE teachers was evident. There is a marked gap between students’ responses on one side and teachers (three out four or 75%) and all principals (100%) responses on the other. For example, in students’ results, out of a total of N=88; 4.25 or quite a significant number of students claimed that:“We have enough time to learn PE classes (MS=4.09); the time for physical education class in the time table is the last period (MS=4.06); I learn your lesson more than three times a week (MS=3.23); there is no challenge in our school to learn physical education(MS=4.04). These and similar findings obtained from students is indicative of further inquiry on the matter. The result from teachers and principals on the other hand has confirmed the persistence of numerous challenges and problems encountered in practicing PE as a subject. Issues ranging from curriculum guide, balls, lack of sports fields, lack of budget, cancellation of PE from time table etc are confirmed to exist. The disparity, between these groups of respondents (students Versus Principals and PE teachers) calls or invites an extensive research in that area. Based on the finding of the survey students, teachers and principals have recommended the formation of ad hoc steering committee composed of the regional, wereda officials, school officials, Parents, PE teachers and seek for solutions to the deteriorating conditions of PE teaching. Fund raising efforts, seeking donors from governmental , nongovernmental, faith based organizations and development collaborator citizens are among the top most points recommendations and actions to overcome the challenges.