Challenges of teaching- learning process in physical education class in preparatory schools of south west shoa zone oromia regional state

Abstract

This thesis is about the challenges of the teaching-learning process in physical education class in preparatory schools of the Southwest Shawa Zone. Attempts have been made to utilize both qualitative and quantitative data. The zone has eleven Woreda as (districts) and one urban administration. Each district has one preparatory school. Of the eleven preparatory schools in the zone, four of them were selected by using simple random sampling techniques specifically lottery method. All (12) physical education teachers, 2171 students, 11 school principa ls in the sample preparatory schools were considered as the study population. While the respondent students were selected by random sampling techniques, teachers and principals were selected by purposing sampling techniques. The data gathered through open and close questionnaires then analyzed by using percentage, mean, and standard deviation. The analysis of data revealed that as several challenges hindered the teaching-learning process of physical education. Resources such as absences of the classroom, teachers guide and syllabus, teaching field, and time assigned to physical education are among the challenges. On top of these, low level of teachers' preparation to handle physical education lesson, not using appropriate pedagogy, not using continuous assessment, and lack of positive interaction among teachers and students are another challenges. Moreover, the attitudes of teachers and students towards the subject also affected the teaching-learning process of physical education, i.e. most of physical education teachers were not reflect their lesson according to syllabus, not treat their students fairly and impartially, not effectively manage and arrange classroom, not motivate the interest of their students to word the subject, not clearly set lesson objectives and appreciated in case of success and achievement, not provided contingent feedback for their learners; while the students have low interest to learn physical education. Based on the aforesaid information the status of physical education in the preparatory schools of southwest Shawa zone is low. To sum up, the value of physical education is less understood by the students in the preparatory schools of the south-west shoa zone. Based on these conclusions it would be possible to recommend that, administration of warad as, Zonal or region should prepare additional classes in the schools, arrange successive training and consultative workshops to the physical education teachers; psychological aspects of teacher-student interaction should be improved, awareness activities should be done progressively to develop positive attitude towards physical education and understand value of physical education, and the school principals and supervisors working in the zone need to design a strategy to maximize teachers interaction in order to reduce the observed gap between them.