ATTITUDE OF SECONDARY SCHOOL STUDENTS TOWARDS PHYSICAL EDUCATION INSUDEWOREDA, ARSI ZONE, OROMIA REGIONAL STATE, ETHIOPIA

Abstract

The purpose of the study is to investigate students' attitude towards physical education, explicitly on the difference in attitude of students with and without physical disability towards physical education. The study is designedto assess curriculum, facility and teacher related factors that influence the student’s attitude towards physical education subject. Descriptive survey method was employed to conduct the study; the sampling techniques were systematic random, purposive and comprehensive sampling techniques. In order to collect data, the researcher used questionnaire, interviews and observation. Questionnaires were distributed to 338students.Out of these 325 students filled and returned. In addition to this, 5physical education teachers were interviewed. To analyse the data, frequency, percentage, mean score and Mann Whitney U-test were used. The findings of the study revealed that there was low active participation of students with physical disability in physical education class, the subject was not considered as important as other subjects and most of the students were unwilling to choose physical education as their major field of study if they get a chance in colleges and universities. There was statistically significant difference between students with and without physical disability in relation to their attitude towards physical education. This indicated that students without physical disabilities have positive attitude towards physical education than students with physical disabilities. In the secondary schools of the study area there were curriculum, teacher and facility related factors affecting students' attitude towards the subject. Thus, to improve the attitude of students towards physical education they should be supported by their families and school administrations materially and morally. Secondary school physical education teachers should adapt physical exercises according to their needs and abilities, consider encouragement and support to students with physical disabilitiesduring physical activity. The time and number of periods given to Physical Education should be increased per a week