Physical Education Resources and Implementation of Physical Education in Urban Primary Schools of Starehe District, Nairobi County,Kenya
Ndungu, James Muchiri
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Effective implementation of Physical Education requires adequate provisron of physical education resources and effective use of such resources. The purpose of this study was to establish the provision, availability, and effective use of P.E physical education facilities, equipment and teaching and learning materials in primary schools in Starehe District, Nairobi County. The study endeavored to establish the provision of teaching and learning materials in P.E, teacher preparedness in teaching of P.E, allocation of finances for P.E in annual school budgets, and establish ways of effective in1plementation of P.E. The objective of the study was to establish the availability of P.E facilities in the schools under study, establish the provision of teaching and learning materials in P.E in the schools under the study, establish the teacher preparedness in the teaching of P.E, establish whether the schools management in the schools under the study allocated financial resources to P.E in their annual budgets, explore better ways on effective implementation of P.E in Starehe district, and to assess the attitude of schools stake holders on P.E subject. Descriptive survey design was used to investigate the availability of physical education resources in the schools. Schools were stratified under the public schools, private schools and non-formal schools. For each category, random sampling was used to select the school to be involved in the study. Starehe District has a total population of 22,680 pupils, 587 teachers and 40 heads of institutions. Ten public schools, five non-formal schools and three private schools randomly selected were involved in the study. A sample size of 126 respondents representing 42% of the population was purposively selected for the study. Three types of questionnaires were developed. All head teachers in the schools under study filled a questionnaire. Three teachers from each school which included one lower primary teacher, one upper primary teacher and the teacher in charge of games filled the questionnaire. Three pupils from each school which included one pupil from standard six, one pupil from standard seven and one pupil from standard eight filled a questionnaire. Piloting of the questionnaires was done in three schools each representing the three categories. All the head teachers and teachers responded while 52 pupils responded giving a response rate of 98%. The data collected was sorted, tallied and analyzed using the Statistical Package for Social Sciences (SPSS). Qualitative and quantitative data analysis was used. Frequency distribution tables, pie charts and bar graphs were used to present the data. The study found out that most of the schools did not commit adequate resources in their annual budgets for development of P.E resources and facilities. Although P.E is a compulsory subject in schools, most of the teachers did not teach P.E. It was found out that most teachers utilize the P.E lesson t,o teach other subjects. The head teachers, teachers and students felt that Physical Education was a very important subject that should not be dropped from the syllabus. However, the commitment of head teachers and teachers in the effective implementation of P.E in schools was very poor. Most of the teachers had not attended any in-service courses on P.E in the last three years. Most teachers did not prepare adequately for teaching of P.E. Although pupils strongly liked P.E they were not given adequate opportunity to attend P.E lessons. The study concluded that P.E is inadequately implemented in Starehe district schools and it was recommended that all stake holders in the education sector should revamp the teaching of P.E in schools by providing adequate teaching and learning resources and monitoring of teaching of the subject in the schools .