Research consultancy

THE PERCEPTION AND ATTITUDES OF PUPILS TOWARDS THE TEACHING OF PHYSICAL EDUCATION IN PRIMARY SCHOOLS IN LAGORO SUB-COUNTY KITGUM DISTRICT

CHAPTER ONE

1.0 INTRODUCTION

This chapter gives background to the study, statement of the problem, purpose of the study, objectives, research questions, significance, scope, and limitations of the study.

1.1. Background to the study

Education is the driving force behind any strong economy and a prerequisite for social and economic growth. It creates opportunities and provides societies with a better educated and skilled work force which is necessary for stimulating development (Govender etal 2010).

Thomas, Lee and Thomas (2008) claim that: Physical Education makes an important contribution to total development, Even though educators talk about “the total child”, during a typical school day, time and energy are devoted primarily to academic subject matter.

In an effort to provide education for all, Universal Primary Education (UPE) policy has become popular in many countries in Sub-Saharan Africa (SSA) for achieving Education for All (EFA) since the mid-1990s, therefore physical educations promoted in most of the schools, (Avenstrup et al, 2010).

We are living in times when many people in the world appreciate the value of physical activity; lifelong involvement in physical activity is considered as not only valuable, but also necessary for health and wellbeing. According to Siedentop (1992) only schools, primarily through Physical Education (PE), have the institutional process and the potential of socializing and educating all children towards a lifetime of active involvement in physical activity. However, for schools to provide a well-rounded education they must have active sports and PE programmes. In fact, Almond (1989) asserts that young people’s education would be incomplete if physical education were neglected.

Many parents in Uganda also advice their children to concentrate on academic subjects which would enable them to attain good marks so that they can qualify for university admission. During parents’ days, an entire day is set aside for parents to meet their children’s teachers and to discuss with them issues regarding academic performance. Therefore, while teachers of the academic subjects would be kept busy discussing with parents and answering their questions, a PE teacher would sit alone forlorn, lonely and ignored. This is because PE is regarded as a non-essential subject that does not in any way impact a student’s academic prospects. Consequently, parents feel it is needless to consult with the PE teacher. This attitude maybe justified because PE is neither examined nor assessed and therefore, there are no grades or scores for parents and teachers to discuss.

National examinations in Uganda have a lot of importance attached to them and results are always released with a lot of fanfare and excitement throughout the country. There is always jubilation for schools that perform well and sadness for schools whose performance is considered to be poor. Schools reward teachers whose subjects excelled as a way of motivating them to work even harder. These rewards, which are often financial, are pegged on the grades and mean scores achieved by their students. Since PE is not examined, PE teachers are often ignored when it comes to such rewards because they have no grades or mean scores in PE.

United Nations Educational Scientific and Cultural organization’s (UNESCO) global monitoring report released in 2004 which tracks countries, progress on UPE achievement found out that 22 countries in Sub Saharan Africa (SSA) were far from achieving the Education For All (EFA) goals because primary enrolments are low, gender ratios highly unequal, widespread illiteracy, poor educational quality and poor attendance by pupils in physical education.

Today’s primary school education aims at providing experiences for learners, so as to enable them to realise their capacity as active and participatory members of society. It is the role of the school to develop the learners’ lateral and creative thinking skills while also giving them access to a broad educational base, covering a myriad of topics (Department of Education, 2002).

This will capacitate them with the ability to explore all their alternatives and make informed decisions in life. The learners need to be stimulated and motivated in order for them to realise their full potential, yet also to realise that they are ultimately responsible for their own actions. Today’s primary school education aims at providing experiences for learners, so as to enable them to realise their capacity as active and participatory members of society, (Department of Education, 2002).

Educators express concern for the social, emotional, and aesthetic needs of the child – planned sequences are provided for these concerns – yet physical education, like music and art, is taught when time is left over. If the child is truly a physical, intellectual, and social being, then educational plans must meet the whole needs of the child. A child’s physical needs go beyond food and shelter;

Physical activity and more specifically, Physical Education, is an imperative for the total education of primary school learners. It helps them to realise mind-body-soul unity (Holdstock, 1991). It also capacitates the child with the ability to seek victory while managing defeat and to become citizens of the world without foregoing their citizenship of their own country. By nature, Physical Education encourages learners to explore and find their own solutions to their physical movement and physical activity problems. This type of exposure to problem solving activities will assist learners in becoming problem solvers, as they engage in the development of their own solutions, defend their uniqueness and maintain their sense of individuality. Engaging in the problem solving process builds character, as well as boosts the self-image and self-esteem of the individual (Wuest & Bucher, 1995:118).

The current Ugandan education structure has been in place since 1963 and came as a result of recommendation made by the Castle Commission. The country’s formal education system starts with seven years of primary school (ages 6-12), which is ‘supposedly’ compulsory and free according to the current universal primary education program me. It is followed by six years of primary education for ages 13-18, which is also free and compulsory, though the last two for S.5 and 6, Government is under way to make it universal. This level is succeeded by three to five years of university or tertiary education depending on the profession selected by the individual (Kakuru, 2003).

1.2 Statement of the problem

Education is a fundamental human right according to the United Nations international children’s fund, (UNICEF, 2009), countries across the globe invest significant amount of their GDP on improving of the quality of education as it is viewed as aback bone of the economic development of a country. According to the Ministry of Education And Sports record, (2014), the government of Uganda allocated hundreds of billions to the ministry in order to ensure the development of education sector by improving on the quality of education and reducing on the number of student drop out this is further evidenced by the improved budgetary allocations to the education sector. For instance, whereas in 2011/2012 education comprised 15% of the total government expenditure, by 2012/2013 it had reached 17%, (MOES, 2013), However the involvement of pupils in primary schools in physical education is low as compared to the level of government investments this study therefore intends to investigate into The perception and attitudes of pupils towards the teaching of physical education in primary schools in kitgum district, Lagoro sub-county.

1.5. Purpose of the study

The overall purpose of this study is to identify and explain the perception and attitudes of pupils towards the teaching of physical education in primary schools in kitgum district. Lagoro sub-county.

1.6. Specific objectives

To identify the attitudes of pupils towards the teaching of physical education.
To examine the challenges of teaching physical education in primary schools.
To indentify the strategies aimed at improving the teaching of physical education.

1.7 Research Questions

What are the attitudes of pupils towards the teaching of physical education?
What are the challenges of teaching physical education in primary schools?

What are the strategies aimed at improving the teaching of physical education.

Scope of the Study

1.8.1 Study Scope

The study will cover the attitudes of pupils towards the teaching of physical education, the challenges of teaching physical education in primary schools and the strategies aimed at improving the teaching of physical education.

1.8.2 Geographical Scope

The study will be carried out at Lagoro sub-county Kitgum district.

1.8.3 Time scope

The period of data to be considered in the organization will be from 2012-2017 and period of body of knowledge in reviewing literature will be from 2000-2017, while the study will be carried out from May to October 31^st 2017.

1.9 Significance of the Study

It is hoped that the study might provide guidance to the government in formulation of policies, regarding pupil participation in physical education in schools.

It is hoped that the study will add to the already existing literature on challenges of pupil participation in physical education in school.

The study might stimulate further research into the area of Primary Education