Abstract:
The main objective of this study was to assess the impact of large class size on teaching foot ball the case of the Buno Bedele secondary schools. To achieve the intended objective this study descriptive research method was used with quantitative and qualitative data collecting approaches for this study. This study was conducted Bedele, Engibo, Chora and Gechi secondary schools those which were selected through lottery method. 374 sample populations students were selected through stratified simple random sampling method since the sample respondents of students were selected from different schools. The method of data collection tools by used questionnaire, interview and observation. Descriptive statistical analysis was used to analyze the data in using percentages, mean and standard deviation and inferential analysis particularly one sample t-test was used to give the meaningful conclusion. The qualitative data that were collected from physical education teachers and principals were analyzed qualitatively through discussion using with words. Based on the analysis made of this study conclusions were made and the findings of this study were identified. Therefore, the findings of this study were there was negative impact of the large class on teaching foot ball in the physical education of secondary schools, the way large class affects teaching foot ball in the secondary schools were affect the attention of students, marking, planning and assessing are more of a problem in large classes in teaching foot ball, affect quality of teaching,, teachers do not spend extra time with slow learners, teachers had limited time to focus on the needs of slow learners and were forced to neglect them to keep pace with the prescribe time allocation for each learning area in foot ball teaching. Large class sizes do not enhance students’ effective learning and academic success and large class sizes do not enhance the quality of support for individual students which can have a positive impact on their overall academic performance, the theoretical classroom activities are challengingly managed by teachers in the large class in the secondary schools and the extent at which the large class affect foot ball teaching in the secondary schools was high.
