Challenges facing the teaching and learning of physical education in primary schools in Bwiri/Nanguba Zone, Samia Sub-County, Kenya
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Date
2015-07
Authors
Sirimba, Lukhalango Edward
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Abstract
Despite the fact that the Ministry of Education provides Free Primary Education (FPE) funds and formulates policies, the Kenya Institute of Curriculum Development (KICD) incorporates P.E in the school curriculum and the Teachers` Service Commission (T.S.C) recruits and staffs public schools with P.E teachers. The central problem of this study was to identify the challenges facing the teaching and learning of physical education with a view of coming up with recommendations that can positively enhance the effective teaching and learning of the subject. The objectives were to; identify the challenges related to resources in the teaching and learning of physical education, find out the attitudes of teachers and pupils towards physical education and determine teachers‟ preparedness in handling physical education lessons. This study utilized a descriptive survey design. The descriptive survey provided qualitative information from a representative sample of the sampling frame by the use of an interview guide, observation checklist and questionnaires. The study was carried out in public primary schools of Bwiri/Nanguba Zone in Funyula, Busia County. The targeted respondents were the; eighteen (18) head teachers, one hundred and seventy-six (176) teachers and two thousand nine hundred and forty six (2,946) pupils in primary schools in Bwiri/Nanguba Zone. Fifteen (15) sampled schools took part in the study. The head teacher of each sampled school was interviewed; two (2) teachers and twenty (20) pupils from each sampled school filled a questionnaire. Interview schedules were used since they frequently give very high response rates. Both questionnaires and observation checklist were also used during the study. Through questionnaires, there is greater consistency therefore greater compatibility in the response. The checklist was used to ascertain the availability of the resources and the challenges therein. The research instruments were piloted in two (2) public primary schools from Bwiri/Nanguba Zone. The two (2) schools were not included in the study. Test-retest method was used to test the reliability of the questionnaire and Spearman rank order correlations were employed to compute the correlation coefficient. A correlation coefficient of 0.72 was obtained. Descriptive statistics were used to analyze quantitative data with the aid of Statistical Package for Social Sciences (SPSS) software. The results were presented using frequency tables, pie charts and bar graphs. Both quantitative and qualitative findings were reported based on the objectives of the study. The findings of the study indicated that the major challenge facing teaching and learning of PE was lack of enough facilities that could facilitate learning process. It is evident that majority of teachers had negative attitude towards teaching PE. Majority of teachers did not prepare PE professional documents hence PE programs inadequately handled towards improving learners‟ education and health since majority of teachers were not prepared to enhance teaching and learning of PE. The study concluded that teachers should collaborate and share information on how to improve and strengthen the delivery of PE programs in primary schools. The study recommended that head teachers should ensure that PE is taught in accordance to the ministry guidelines whose reinforcement should start immediately learners join the school in standard one.
Description
Department of Educational Management Policy & Curriculum Studies, 71p. July 2015