BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
CAUSES AND SOLUTION TO MASS FAILURE OF STUDENTS IN PHYSICS IN SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE STUDY
Osokoya (2003) defines Education as a continuous process which the society establishes to assist its members to understand the heritage of the past and to participate productively in the future. It is the leading out of the in-born powers and potentialities of the individuals in the society and the acquisition of skills, aptitudes, and competencies necessary for self-realisation and for coping with life’s problem. For Afe (2000), Education is considered as a tool to be used for the integration of the individual into the society to achieve self-realisation, develop national consciousness, promote unity, and strive for social, economic, political, scientific, cultural and technological progress. Education in science and physics therefore becomes bedrock and indispensable tools for scientific, technological and economic advancement in any nation. It gives the nation the capacity to apply technology for the exploitation of the resources of nature. Such exploitation will depend greatly on physics for laying the foundation for political, governmental, military, civil, scientific, technological advancement, economic development, socio-cultural and environmental peace.
There are number of questions which need to be answered at this stage. What then is Physics? Why should everybody learn Physics? What is the importance of this subject in life and in school curriculum? What shall be the advantage of devoting so much effort, time, and money to the teaching of Physics? The importance of physics transcends all the definitions and the prosperity of any country depends on the volume and quality of physics offered in its school system. Obe (1996) conceptualises physics as the master and servant of most disciplines and
thus, a source of enlightenment and understanding of the universe. He further opines that without it, the understanding of national problems would be superficial.
Greaber and Weisman (1995) agree that physics helps the individual to understand the environment and to give accurate account of the physical phenomena around every person. To this end, Setidisho (2001) submits that no other subject forms a strong binding force among various branches of science as physics, and without it, knowledge of the sciences often remains superficial.
Emphasising the importance of the subject to the society, Robert (1987) stated that in the United States, physics has come to play important roles: in the engineering of highways, the search for energy, the designing of television sets, the profitable operation of most business, astronauts flying space-crafts, the study of epidemics, the navigation of ships at sea all depends on the study of physics. Ogunbanjo (1998) opines that all over the world, sciences has been accepted as a vehicle of technology, social and economic development. Physics is not only basic to these but is the language of science. In another related study, Igbokwe (2003) highlights the intricate link of physics to science and technology, and contends that without physics there will be no science and without science there will be no technology, and without technology there will be no modern society. These and many more reasons are why the Nigerian government believes that the subject should be taken seriously in our school system; and Nigeria in her march towards technological development, has not made physics a compulsory subject in the curriculum of the primary and secondary school levels of her educational system (Federal Republic of Nigeria, 2004) but also as a prerequisite to the study of science courses in her colleges, polytechnics and universities (JAMB Brochure, 19992-2007).
Shapiro (2000) defines Physics as the study of qualitative relations; put simply, it is the science of structure, order, numbers, space and relationships about counting, measuring and describing of shapes and objects. It qualifies in its own right as a science but it is often regarded as a language of and a link between all the sciences. Soyemi (1999) Physics is a body of knowledge that opens up the mind to logical reasoning, analytical thinking and the ability for creative thinking, deep focusing and clarity of thought and precision. It is the hub on which all scientific and technological studies find their bearings. In pure sciences it is the basis and language of study, in applied sciences and technology it is an indispensable tool of analysis, with the social sciences it is a scaffold and for the Arts the light that gives consistently and completeness to its study. Osafehinti (1990) observes that the learning of physics in schools represent first, a basic preparation for adult life and secondly a gateway to a vast array of career choices. And from the societal perspective, competence in physics is essential for the preparation of an informed citizenry and for continuous production of highly skilled personnel required for industry, technology and science. The progress of any nation depends upon her scientific and technological advancement which can only be built on a sound mathematical education capable of making the citizens effectively functional in the natural and applied sciences. The study of Physics therefore will go a long way to “equip students to live effectively in our modern age of science and technology” (NPE 2004).
Fakuade (1977) sums up this assertion; for the purposes of economic survival, the ordinary citizen needs to be able to compare and estimate values of articles, determine prices of foodstuffs, reckon distances and time, weigh evidence and be able to sift substances from chaffs. Thus in the complexity of the modern society
everyman requires a certain amount of competence in basic physics for purposes of handling money, prosecuting daily businesses, interpreting mathematical graphs and charts and thinking logically.
In concluding this section therefore, Physics Education must contribute towards the acquirement of these values: knowledge and skills, intellectual habits and power, desirable attitudes and ideals that are indispensable tools for a successful and balanced human existence.
During the last fifty years there had been unprecedented efforts in curriculum reforms in Physics education in Nigeria, from the indigenous innovation of the Africa Mathematic Programme (AMP) (The Entebbe Physics (1961-1969), through the formation of Nigeria Educational Research Council (NERC) in 1969. In spite of the efforts made by these bodies, students’ failures rate in physics has been on the increase.
Similarly workshops and conferences have also been held to salvage the situation and gave a solid foundation to mathematic education, curricula developments and implementation. To name but a few of such events are: The comparative Education Study and Adaptation Centre (1976) that took care of the secondary level physics syllabus, the Benin Conference (1977) and The National Critique Workshop at Onitsha (1978).
Subsequently The National Physics Centre formulated and adopted the following objectives for teaching physics in Nigeria secondary schools:
iii. To foster the desire and ability to be accurate to a degree relevant to the problem at hand.
vii. To stimulate and encourage creativity.
STATEMENT OF THE PROBLEM
Observations and reports from examining bodies like WAEC, NECO and JAMB revealed that a high percentage of secondary school students continue to perform poorly in physics examinations. Despite the laudable efforts at developing an acceptable general physics curriculum students’ performance in the subject appears to be declining over the years. To alleviate the situation in the 1989, the National Physics Centre was established. Chief amongst its functions include:
Yet in the face of all these efforts the rate and degree of students’ poor performance in senior secondary school examination in physics must now be a problem of national concern. This sad situation is aptly described by Adeniyi (1988) who rightly observes, that one’s involvement in the marking of physics for the West African
Examinations Council (WAEC) is enough to get anyone sorrowful at the state of Physics in Nigeria secondary schools. Some candidates submit their answer scripts without writing anything in them. Some candidates merely recopy the questions, while a high percentage of those who try to write anything at all score below 40%. This is aptly confirmed with the release of WAEC result for May/June 2011 as quoted in the Leadership newspaper, “the West African Examination Council (WAEC) released results of the May/June 2011 west African senior secondary certificate examination, (WASSCE) with an abysmal 30% of the candidates making credit in English and Physics. Details of the results showed that the results of 81, 573 candidates representing 5.29% were withheld.
The question that readily comes to mind is; what are the factors responsible for the students’ poor performance in physics in secondary school examination? This project will therefore take a survey of the factors responsible for these failures, the effect on students and the future of our society, the attendant problems and proffer means of the changing the trend of students’ poor performance in physics.
The decline in the numbers of candidates opting to pursue the studies in the sciences has become a matter of considerable societal concern and debate among researchers (Jenkins, 1996). Consequently, the promotion of favourable attitudes towards science and learning of Physics is extremely critical and important. However, the concept of poor performance in physics is rather ill-defined, often poorly expressed and not well understood.
Fundamental to this quest are the questions that the researcher seeks to address:
PURPOSE OF THE STUDY
This study examines the factors responsible for the students’ poor performance in physics in selected secondary schools in Idah Local government area of Kogi State.
Specifically, it will examine;
Schools are established to accomplish specific goals and objectives and incidentally one of the most common criteria of evaluating the effectiveness of any school system is the extent to which the students perform in their examinations.
RESEARCH QUESTIONS
To achieve the objective of the study, five research questions were raised.
SIGNIFICANCE OF STUDY
It is the sincere hope of the researcher that by carrying out this study of the factors responsible for students’ poor performance in physics and proffering solutions, the findings and recommendations would be of a great help to all stakeholders who have anything to do with the success or failure of the child in school; school administrators, classroom teachers, psychologists, teacher trainers, theorists, examination bodies, curriculum designers and professional associations.
It will equally guide and guard government at all levels and ministries of education, school guidance counsellors and parents. It is hoped that this study will help in improving the whole system in such a way as to induce better performance in physics examination at the secondary school level.
SCOPE OF STUDY
The present study used five secondary schools in Idah local government area of Kogi state. These schools present students for the senior secondary school certificate examinations conducted by both NECO and WAEC.
LIMITATION OF STUDY
The research work covered only five sampled selected schools in only one local government area. It also covered only public senior secondary schools.
DEFINITION OF TERMS
To set stage for our survey of the factors responsible for the poor performance of students in physics, we present working definitions of some of the terms.
Factor: In this study, a factor is taken to mean any element, force, condition or circumstances that has a causal influence or can contribute to the students’ performance in physics.
Performance: Accomplishing or achievement of specific goals, objectives or set mark in any academic endeavour. It is one of the most common criteria of evaluating effectiveness of schools.
Curriculum: A sequence of potential experiences, set up in the schools to discipline children and youth in ways of thinking and acting whether it is carried out in groups or individually, inside or outside the school.
Innovation: is a way of changing and adapting for the purpose of attaining certain goals and aspirations.
Qualified Teacher: For this study a teacher who holds the following certificate is assumed to be qualified: NCE, B.Ed., B
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
AN INVESTIGATION ON THE PROBLEM OF TEACHING PHYSICAL AND HEALTH EDUCATION IN PRIMARY SCHOOLS IN NIGERIA
CHAPTER ONE
INTRODUCTION
Background to the Study
In this era of globalization and technological revolution, education is considered as a first step for every human activity. It plays a vital role in the development of human capital and is linked with an individual’s well-being and opportunities for better living (Battle & Lewis, 2002). It ensures the acquisition of knowledge and skills that enable individuals to increase their productivity and improve their quality of life. This increase in productivity also leads towards new sources of earning which enhances the economic growth of a country (Saxton, 2000). The quality of students’ performance remains at top priority for educators. It is meant for making a difference locally, regionally, nationally and globally. Educators, trainers, and researchers have long been interested in exploring variables contributing effectively for quality of performance of learners. These variables are inside and outside school that affect students’ quality of academic achievement. These factors may be termed as; student factors, family factors, school environment and peer influence (Crosnoe, Johnson & Elder, 2004).
Physical and Health Education as a school subject is one of the important subjects in junior primary school education. Physical and Health Education is relevant for both the students who are likely to continue to tertiary level and those who will not proceed. It equips students with a body of knowledge to make them functional and socially relevant in the fast changing world. Physical and Health Education is a distinct and dynamic science discipline. A decline in the yearly number of students’ enrolment for Physical and Health Education at the junior secondary certificate examination level as observed by the researcher and their lack of keen interest in Physical and Health Education as a school subject were the motivation for the study. The performance of students in Junior Primary schools in Nigeria has remained an issue of concern to all stakeholders (Ajagun, 2000). The report by Ojerinde (1998) on the survey of the performance of candidates in Physical and Health Education in Nigeria over the years revealed a discernible decline. This perennial decline has remained a source of concern to physical educators, (Nnaka and Anaekwe, 2004).
Exercise is the most important part of Physical and Health Education . Nowadays students generally dislike exercise. There are four reasons for this:
1. They do not have self-awareness. If a thing is to be put into practice, one must first take pleasure in it. One must understand in detail the whys and the wherefores.
2. To know in detail the whys and the wherefores is self-awareness. People generally do not know the interrelation between exercise and themselves— or they may know it in general terms but not intimately.
3. They cannot change their long-established habits. Our country has always stressed literary accomplishment. People blush to wear short clothes. (The mode of dress of the swordsmen of King Wen of Chao, according to a chapter of the Taoist classic Chuang Tzu). Hence there is the common saying, ‘A good man does not become a soldier’.
4. Exercise has not been propagated forcefully. Students feel that exercise is shameful.
According to my humble observation, this is really their major reason for disliking exercise. Flowing garments, a slow gait, a grave, calm gaze — these constitute a fine deportment, respected by society. Why should one suddenly extend an arm or expose a leg, stretch and bend down? Is this not strange? Hence there are those who know well that their body needs exercise and, moreover, wish very much to do so, but they cannot. There are those who can exercise only with a group, not by themselves and those who can exercise in privacy but not in public.
In short, all this is due to feelings of shame. All four of these are reasons for disliking exercise. The first and the fourth are subjective, and changing them depends on ourselves; the second and third are objective, and changing them depends on others: ‘What the superior man seeks is in himself ‘[Analects], that which depends on others is of lesser importance.
Abdullah (1999) highlighted the importance of Physical and Health Education programmes included as main school subjects which meet the students’ needs and interests. The success in Physical and Health Education may give confidence and assurance in the academic realm if the confidence is treated in a supportive and encouraging way. It is generally agreed that improvements to the existing Physical and Health Education programmes at the secondary stage should be made more applicable and attractive to students in order to give Physical and Health Education a better status within the educational system. The tailoring of the Physical and Health Education curriculum and programmes to meet the student needs can do much to help the accomplishment of the aims of Physical and Health Education within the educational system, but it can also aid the perspectives which are presented to society in general (Kanan, 2006)
According to Christine (2003), schools can provide many opportunities for students to engage in physical activity and can play an important role in motivating students to stay active. Educators struggle to make Physical and Health Education more enjoyable and useful to all students by developing more practical equipment, adapting appropriate curriculum, and training competent teachers to offer Physical and Health Education in proper way in schools (Al-Liheibi, 2008). Osborn, Bauer, Sutliff (2002) and Roberts &Marvin (2010) indicated that, physical educators aim is to make Physical and Health Education experience more enjoyable and worthwhile for their students.
Physical and Health Education nature is grounded in movement, games, and sports which itself to a high rate of teacher-student interactions. The nature of these interactions may be a leading factor in a student’s perception of Physical and Health Education . Carlson (1995) and Portman (1995) mentioned that teaching behaviors as strong indicators for either positive or negative perceptions of Physical and Health Education .
Statement of the Problem
Students are faced with the problem of indecision when they are about to choose a subject, as a result of differences in opinion from various angles. This problem has plagued many Nigerian primary school students for quite sometime. It is such a problem that must be looked into, knowing full well that the place of secondary education cannot be over emphasized in the educational development of a nation. With good background, students still need to develop themselves on the subject areas they are keenly interested in and particularly that he has potentiality for. Lots of students have been found choosing subjects for junior school certificate examination not minding the aspect of their potentiality and the directive of the school counselor (where available). Hence the study is carried out to find out the factors associated with failure of Physical and Health Education in Ilorin east local government.
Research Question
The following research questions were formulated to guide the study
1. To what extent does student factors contribute to poor performance of students in Junior School Certificate Examination in Physical and Health Education ?
2. To what extent does family factors contribute to poor performance of students in Junior School Certificate Examination in Physical and Health Education ?
3. To what extent does school environment contribute to poor performance or students in Junior School Certificate Examination in Physical and Health Education ?
4. To what extent does peer influence contribute to poor performance of students in Junior School Certificate Examination in Physical and Health Education ?
Research Hypotheses
Ho1: There is no significant relationship between student factors and poor performance of students Junior School Certificate Examination in Physical and Health Education .
Ho2: There is no significant relationship between family factors and poor performance of students Junior School Certificate Examination in Physical and Health Education .
Ho3: There is no significant relationship between school environment and poor performance of students Junior School Certificate Examination in Physical and Health Education .
Ho4: There is no significant relationship between peer influence and poor performance of students Junior School Certificate Examination in Physical and Health Education .
Purpose of the Study
The general purpose of the study was to find out the factors associated with failure of Physical and Health Education . Specifically it examined the following factors that associated with failure of Physical and Health Education in Ilorin east local government.
1. The student’s attitude and aptitude towards offering Physical and Health Education in the study area.
2. Teacher’s attitude/relationship to students as it influences study of Physical and Health Education .
3. The influence of students’ peer groups.
4. The availability of instructional materials in Physical and Health Education .
5. The wideness of the syllabus.
6. Gender influence.
Significant of the Study
The student will be able to appreciate the importance of the effective domain like interest and motivation in improving their performance. With this awareness, the student might put up a positive attitude towards Physical and Health Education which will increase their performance and enhance higher grades in senior primary school certificate examination and even higher institution of learning. Teachers will also be able to adjust their teaching methods and offer remedial helps where they find out that student are putting up a low attitude. State government will also see the need of guidance and counseling in each school, the ministry of education and curriculum planners for better organization of subjects in education.
Scope and Delimitation of the Study
The scope of this study will focused on the factors associated with failure of Physical and Health Education in junior primary school certificate examination in Ilorin east local government area. Due to military factors such as time and other resources and the inconvenience of handling a large scope, the study will be delimited to: Ilorin east local government area junior primary school, the use of questionnaire as the research instrument and the use of percentage and chi-square.
Operational Definition of Terms
Pupil: Is a student under the direct supervision of a teacher.
Physical Activity: Is any bodily movement that is produced by the contraction of skeletal muscle and that substantially increases energy expenditure, including exercise, sport, dance, and other movement forms.
Exercise: Is any form of physical activity that helps to promote overall health.
Curriculum: Is the totality of student experiences that occur in the educational process.
Physical and Health Education : It is an integral part of total education that has it aims in developing the body physically, mentally, intellectually through selected physical activities.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
A STUDY OF FACTORS THAT MOTIVATE NCE STUDENTS TO CHOOSE PHYSICAL EDUCATION AS A STUDY
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
From the secondary school age, the adolescent are often faced with the problem of choosing subject that are suitable and relevant for the attainment of a dream career. This process of choice making leads the adolescent to select one form of subject or the other in which he or she is best suited.
According to Okeke (1993) in pre colonial Nigeria, the acquisition of skills did not require much specialized assistance because it was organized informally at home and in families, village square, and at moon light games. These purpose were dearly understand by adult citizens who impacted the skills such as the pract9ical transmission of local customs, moral, religious and social values.
In modern age, the quest for knowledge and excellence has made the society more complex and as a result create the problem of career choice among youth just coming out from secondary school, quite often, the adolescent student choose subjects for which they have no interest or ability on. It is always a failure on the part of student which can lead to frustration and eventually leads to dropout. With this, choosing a suitable and interesting subject becomes a problem which he or she must in one time or the other faced in future. The eventually becomes not just the individual students problem but societal and government responsibility.
Also, the choice of a subject is very crucial in the life of the students as it may affect every aspect of their lives. A right choice in subject making will always afford the students opportunity to actualize their potentials in their chosen future career.
Jaiyeola (1997) of the opinion that our young one needs constant guidance in their choice of subject; this is because it is common to find students choosing subjects for which they have little or no aptitude or interest in only to the end up frustration treated in long run
1.2 STATEMENT OF THE PROBLEM
There have been a lot of research work carried out on this topic, but despite their findings and results, choice of school subject is still a common problem student’s face in school today. Therefore, this study tends to examine specific issue that serve as barriers to choice of secondary school subject
1.3 PURPOSE OF THE STUDY
This research work is carried out to examine those factors influencing choice of school subject among secondary school students in Esan North Local Government area of Edo State as its main purpose are:
It aimed at bringing to the light various factors influencing choice of subject offered among secondary school students.
The researcher is also interested in finding out our counseling services by teacher affect decision on student’s choice of subject.
This study will also determine the relative influence of each factor that affects student’s choice in secondary school.
Finally, the researcher intends to find out how students.
1.3 RESEARCH QUESTIONS
The following are some of the research question to this research.
Does a government regulation affect student’s choice of physical education?
Does peer group influence affect student choice of physical education?
Does ineffectiveness of secondary school teachers reflect on physical education choices make by students?
Does student’s academic performance and inappropriate reading manner affect their choice of physical education?
Would too many subjects affect student’s choice of precious?
Does poor financial background of parents affect student choice of physical education?
1.4 SIGNIFICANCE OF THE STUDY
Most parents are ill informal about the opportunities opened to their children. There is also lack of awareness of what should be factors to consider before choosing subject even among student themselves.
There are also conflicting values by student at times when they are faced with problems of making right choice. These study will help students understand themselves and become more effective and productive.
Also this study intend to reinforce the need for training and updating school counselors who will be of help to the interpretation of students results in order to place them where they belong. The study is aimed at reducing social voices of our young people. many students had dropped out of school due to their inability to recognize their potentials; thus this study will put them in normal human track and make them sensitive to social norms.,
Therefore, the overall significance of this study is that it reveals the career aspiration of students with a promise that it will help career guidance expert in assisting tomorrow leaders making a good decision as regards their school subject which will save the young people from future failure and frustration but make them productive and equip them with the knowledge for future learning.
1.5 SCOPE OF THE STUDY
Due to the geographical nature of Edo state, and with the large numbers of secondary schools, this research therefore is limited to Egor Local Government Area only. This study is meant to examine the factors influencing choice of school subject among secondary school students.
It aimed at identifying factors responsible for student choice of subject in secondary schools. It has its focus on student in secondary schools so that they can have a better future.
1.8 DEFINITION OF TERMS
CHOICE: An act of choosing between two or more possibilities or the willingness to select among others.
MANNER: the way something is done or happens.
SUBJECT: an area of knowledge that are studied in schools or universities.
COUNSELLORS: one who give expert advice to student in pressing issues.
INFLUENCE: factors that affects human decision making or thinking that affects the way person behaves or think.
FACTORS: they are reason behind certain happening or why things happen.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
A STUDY OF FACTOR ASSOCIATED WITH MASS FAILURE OF STUDENTS IN PHYSICAL AND HEALTH EDUCATION
CHAPTER ONE
INTRODUCTION
Background to the Study
In this era of globalization and technological revolution, education is considered as a first step for every human activity. It plays a vital role in the development of human capital and is linked with an individual’s well-being and opportunities for better living (Battle & Lewis, 2002). It ensures the acquisition of knowledge and skills that enable individuals to increase their productivity and improve their quality of life. This increase in productivity also leads towards new sources of earning which enhances the economic growth of a country (Saxton, 2000). The quality of students’ performance remains at top priority for educators. It is meant for making a difference locally, regionally, nationally and globally. Educators, trainers, and researchers have long been interested in exploring variables contributing effectively for quality of performance of learners. These variables are inside and outside school that affect students’ quality of academic achievement. These factors may be termed as; student factors, family factors, school environment and peer influence (Crosnoe, Johnson & Elder, 2004).
Physical and health education as a school subject is one of the important subjects in junior secondary school education. Physical and health education is relevant for both the students who are likely to continue to tertiary level and those who will not proceed. It equips students with a body of knowledge to make them functional and socially relevant in the fast changing world. Physical and health education is a distinct and dynamic science discipline. A decline in the yearly number of students’ enrolment for physical and health education at the junior secondary certificate examination level as observed by the researcher and their lack of keen interest in physical and health education as a school subject were the motivation for the study. The performance of students in Junior Secondary Schools in Nigeria has remained an issue of concern to all stakeholders (Ajagun, 2000). The report by Ojerinde (1998) on the survey of the performance of candidates in physical and health education in Nigeria over the years revealed a discernible decline. This perennial decline has remained a source of concern to physical educators, (Nnaka and Anaekwe, 2004).
Exercise is the most important part of physical and health education. Nowadays students generally dislike exercise. There are four reasons for this:
1. They do not have self-awareness. If a thing is to be put into practice, one must first take pleasure in it. One must understand in detail the whys and the wherefores.
2. To know in detail the whys and the wherefores is self-awareness. People generally do not know the interrelation between exercise and themselves— or they may know it in general terms but not intimately.
3. They cannot change their long-established habits. Our country has always stressed literary accomplishment. People blush to wear short clothes. (The mode of dress of the swordsmen of King Wen of Chao, according to a chapter of the Taoist classic Chuang Tzu). Hence there is the common saying, ‘A good man does not become a soldier’.
4. Exercise has not been propagated forcefully. Students feel that exercise is shameful.
According to my humble observation, this is really their major reason for disliking exercise. Flowing garments, a slow gait, a grave, calm gaze — these constitute a fine deportment, respected by society. Why should one suddenly extend an arm or expose a leg, stretch and bend down? Is this not strange? Hence there are those who know well that their body needs exercise and, moreover, wish very much to do so, but they cannot. There are those who can exercise only with a group, not by themselves and those who can exercise in privacy but not in public.
In short, all this is due to feelings of shame. All four of these are reasons for disliking exercise. The first and the fourth are subjective, and changing them depends on ourselves; the second and third are objective, and changing them depends on others: ‘What the superior man seeks is in himself ‘[Analects], that which depends on others is of lesser importance.
Abdullah (1999) highlighted the importance of physical and health education programmes included as main school subjects which meet the students’ needs and interests. The success in Physical and health education may give confidence and assurance in the academic realm if the confidence is treated in a supportive and encouraging way. It is generally agreed that improvements to the existing physical and health education programmes at the secondary stage should be made more applicable and attractive to students in order to give physical and health education a better status within the educational system. The tailoring of the physical and health education curriculum and programmes to meet the student needs can do much to help the accomplishment of the aims of physical and health education within the educational system, but it can also aid the perspectives which are presented to society in general (Kanan, 2006)
According to Christine (2003), schools can provide many opportunities for students to engage in physical activity and can play an important role in motivating students to stay active. Educators struggle to make physical and health education more enjoyable and useful to all students by developing more practical equipment, adapting appropriate curriculum, and training competent teachers to offer physical and health education in proper way in schools (Al-Liheibi, 2008). Osborn, Bauer, Sutliff (2002) and Roberts &Marvin (2010) indicated that, physical educators aim is to make physical and health education experience more enjoyable and worthwhile for their students.
Physical and health education nature is grounded in movement, games, and sports which itself to a high rate of teacher-student interactions. The nature of these interactions may be a leading factor in a student’s perception of physical and health education. Carlson (1995) and Portman (1995) mentioned that teaching behaviors as strong indicators for either positive or negative perceptions of physical and health education.
Statement of the Problem
Students are faced with the problem of indecision when they are about to choose a subject, as a result of differences in opinion from various angles. This problem has plagued many Nigerian secondary school students for quite sometime. It is such a problem that must be looked into, knowing full well that the place of secondary education cannot be over emphasized in the educational development of a nation. With good background, students still need to develop themselves on the subject areas they are keenly interested in and particularly that he has potentiality for. Lots of students have been found choosing subjects for junior school certificate examination not minding the aspect of their potentiality and the directive of the school counselor (where available). Hence the study is carried out to find out the factors associated with failure of physical and health education in Ilorin east local government.
Research Question
The following research questions were formulated to guide the study
1. To what extent does student factors contribute to poor performance of students in Junior School Certificate Examination in Physical and health education?
2. To what extent does family factors contribute to poor performance of students in Junior School Certificate Examination in Physical and health education?
3. To what extent does school environment contribute to poor performance or students in Junior School Certificate Examination in Physical and health education?
4. To what extent does peer influence contribute to poor performance of students in Junior School Certificate Examination in Physical and health education?
Research Hypotheses
Ho1: There is no significant relationship between student factors and poor performance of students Junior School Certificate Examination in Physical and health education.
Ho2: There is no significant relationship between family factors and poor performance of students Junior School Certificate Examination in Physical and health education.
Ho3: There is no significant relationship between school environment and poor performance of students Junior School Certificate Examination in Physical and health education.
Ho4: There is no significant relationship between peer influence and poor performance of students Junior School Certificate Examination in Physical and health education.
Purpose of the Study
The general purpose of the study was to find out the factors associated with failure of physical and health education. Specifically it examined the following factors that associated with failure of physical and health education in Ilorin east local government.
1. The student’s attitude and aptitude towards offering physical and health education in the study area.
2. Teacher’s attitude/relationship to students as it influences study of physical and health education.
3. The influence of students’ peer groups.
4. The availability of instructional materials in physical and health education.
5. The wideness of the syllabus.
6. Gender influence.
Significant of the Study
The student will be able to appreciate the importance of the effective domain like interest and motivation in improving their performance. With this awareness, the student might put up a positive attitude towards physical and health education which will increase their performance and enhance higher grades in senior secondary school certificate examination and even higher institution of learning. Teachers will also be able to adjust their teaching methods and offer remedial helps where they find out that student are putting up a low attitude. State government will also see the need of guidance and counseling in each school, the ministry of education and curriculum planners for better organization of subjects in education.
Scope and Delimitation of the Study
The scope of this study will focused on the factors associated with failure of physical and health education in junior secondary school certificate examination in Ilorin east local government area. Due to military factors such as time and other resources and the inconvenience of handling a large scope, the study will be delimited to: Ilorin east local government area junior secondary school, the use of questionnaire as the research instrument and the use of percentage and chi-square.
Operational Definition of Terms
Pupil: Is a student under the direct supervision of a teacher.
Physical Activity: Is any bodily movement that is produced by the contraction of skeletal muscle and that substantially increases energy expenditure, including exercise, sport, dance, and other movement forms.
Exercise: Is any form of physical activity that helps to promote overall health.
Curriculum: Is the totality of student experiences that occur in the educational process.
Physical and health education: It is an integral part of total education that has it aims in developing the body physically, mentally, intellectually through selected physical activities.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
AVAILABILITY OF QUALIFIED TEACHERS IN EFFECTIVE TEACHING AND LEARNING IN PHYSICAL AND HEALTH EDUCATION
CHAPTER ONE
BACKGROUND TO THE STUDY
In the Nigeria national policy on education (1981) it stated that school education should “equip students to live attentively in our modern age of Physical and health education” in accordance with this aim of education, Boge (1979) has his to say, “in an era that is most accurately described by its social and religiousprocess, one major educational problem is preparing the young people to cope with the intellectual and religious environment characterized by rapid changes” in order for students to understand this rapidly, social and religious society, it is assumed that these young people should have some basic understanding for the Physical and health education
Experimental Physical and health education is one of the most recently included subject content of the curriculum Physical and health education it inclusion, Physical and health education has continued to occupy its separate place and some time, it is often neglected in some schools even where the various branches of Physical and health education are taught they are done without regard for the basic requirement needed in spite of the effort made during the present decade by the federal and state government of Nigeria to give Physical and health education subject their role in education note much has been achieved in some selected schools in Shagamu Local Government Areaof Lagos state the effect of the deficiency in teaching Physical and health education in schools are particularly evident in developing countries such as Nigeria
STATEMENT OF PROBLEM
RESEARCH QUESTION
HYPOTHESIS
The ineffective teaching of Physical and health education schools is brought by several factors the researcher has it in mind that the factors listed below could be responsible for it
PURPOSE OF STUDY
The purpose of this study is to find out the problem militating against the teaching of Physical and health education the schools
SIGNIFICANCE OF STUDY
The teaching of Physical and health education has not been as effective as it output to be is easily of students in schools it is therefore necessary to diagnose the various factors responsible for this unheeding state of affairs and proper means by which the anomalies could be arrested
The importance of Physical and health education in the life of man need to be over emphasized therefore if the subject is note effectively taught, the rudiment that are necessary for development of the basic concept of Physical and health education would be lacking at the secondary schools level and this could permeate the other state of the nation’s educational level it is believed that the importance of Physical and health education is well under stood and all the factors responsible for it’s unhealthy development are quickly nipped on the bud it would be possible to build a Physical and health education culture oriented society which will augur well for the healthy development of the nation
SCOPE AND DELIMITION OF STUDY
The study will be restricted to Shagamu Local Government Areain Benin City Lagos state a large number of primary school is located there hence Shagamu Local Government Areawill serve as the centre of the study this will enable one to know the factor militating against effective teaching of Physical and health education
Selected secondary schools in Shagamu Local Government Areaare to be used for the study
The selected schools are:
LIMITATION OF STUDY
To carry out a project such as this there are bound to be procedural and methodological flew inherent in the item developed human biases are likely to aggravate the internal weakness that are likely to exist however, conscious effort will be made to evolve method that will control for such extraneous influences in order to ensure the validity and reliability of the study
It is also expected that distance, times, finance and lack of human co-operation can pose serious threats to the successful execution of this project to this end it is hoped that every effort will be made to minimize, if not totally eliminating such threats and steps taken be highlighted to serve as a guide to those who may wish to replicate the project
DEFINITION OF TERMS
In the course of study, it is important to know what the following terms stand for technology may be defined as the use of organized knowledge to solve practical problems
Physical and health education laboratory is a place equipped for experimental studies in Physical and health education
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
USE OF AUDIO VISUAL AIDS IN TEACHING PHYSICAL HEALTH EDUCATION IN SENIOR SECONDARY SCHOOLS
ABSTRACT
In Teaching and learning communication skills, we have a lot to choose from the world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio o Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades have witnessed a revolution due to onset of technology, and has changed the dynamics of educational institutes, and has also influenced the educational system and the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new teaching model. Using audio visual to create a context to teach communication skill has its unique advantages. As a result technology plays a very important role in teaching communication skill. This paper tries to analyze the necessity of audio visual technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make Physical health education teachers aware of the strategies to use it in an effective manner.
CHAPTER ONE
1.1 Background of the study
The use of audio visual in industries has been extensive, as it has been effective inincreasing productivity and retention rates, where research has shown that peopleremember 20% of what they see, 40% of what they see and hear, but about 75%of what they see and hear and do simultaneously (Lindstrom, 1994). Audio visual is now permeating the educational system as a tool for effective teaching and
learning. With audio visual, the communication of information can be done in a more effective manner and it can be an effective instructional medium for delivering information. Audio visual access to knowledge is one of the possibilities of information and communication technology that has tremendous impact on learning. The instructional media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers efforts in ensuring effective learning by students. It is recognized that conventional media technologies can no longer meet the needs of our teaching and learning processes; as a result they are being replaced by audio visual technology. This technology provides a learning environment that is self-paced, learner-controlled and individualized.
Audio visual is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audio ence. In other words, audio visual means “an individual or a small group using a computer to interact with information that is represented in several media, by repeatedly selecting what to see and hear next” (Agnew, Kellerman and Meyer, 1996).
Reisman (1994) described audio visual as a ray of “computer-driven interactivecommunication system, which create, store, transmit and retrieve, textual, graphicand audio tory networks of information.
Audio visual could be interpreted as a combination of data carriers, for examplevideo, CD-ROM, floppy disks, Internet and software in which the possibility for aninteractive approach is offered (Smeets, 1996; Jager and Lokman, 1996).
Fetterman (1997) also viewed audio visual as those resources used for instructionthat include one or more media such as graphics, video, animation, image andsound in addition to textual information. He identified four important characteristics of audio visual as:
The power of audio visual lies in the fact that it is multi-sensory, stimulating themany senses of the audio ence. It is also interactive, enabling the end users of theapplication to control the content and flow of information. This has introducedimportant changes in the educational system and impact the way we communicateinformation to the learners (Neo and Neo, 2000).Ogunbote and Adesoye (2006) expressed that audio visual technology adds newdimension to learning experiences because concepts were easier to present andcomprehend when the words are complemented with images and animations.
Stating further that it has been established that learners retain more when a varietyof senses are engaged in impacting knowledge; and the intensity of the experienceaids retention and recall by engaging social, emotional and intellectual senses.
The evolution of audio visual has made it very possible for learners to become more involved in their work. With audio visual technologies, they can create audio visual applications as part of their project requirements. This would make them active participant in their own learning process, instead of just being passive learners of the educational content.
Reinsman (1994) expressed that audio visual involves processing, storage, generation, manipulation and retention of audio visual system, and the resourcescould include text files, pictures, video, audio o, databases, archives, library catalogs, course notes, relevant links to various websites and easy access to search engines available on the Internet (Shuell and Ferber, 2001).
A study by Ubogu (2006) supports the view that audio visual resources facilitateaccess to all human knowledge, anytime, and anywhere in a friendly, multi-modal, efficient and effective way, by overcoming barriers of distance, language and culture, and by using multiple Internet-connect devices.
It is important to say that the use of audio visual technology has great significancein colleges, universities and research institutions in the Western countries. In thesecountries, the technology is being seen as a key player to development in allramifications and essential component of education.
However, Babajide (2003) identified different types of audio visual communication, some of which include physical health education hardware, physical health education software, public address systems, slides, overhead projectors, opaque projectors, videos, cassettes, audio tapes, cassette recorders, flip, time sequence, stream charts, Diorama still motion pictures among others.
Audio visual in Education
Audio visual in Education has been extremely effective in teaching individuals a wide range of subjects. Audio visual is changing the way we communicate with each other. The way we send and receive messages is more effectively done and better comprehended.
While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students a wide variety of disciplines, most notably languages and music.
A multi-sensory experience can be created for the audio ence, which in turn, elicits positive attitudes towards its application (Neo and Neo, 2001). Audio visual has also been shown to elicit the highest rate of information retention and result in shorter learning time (Ng and Komiya, 2000). On the part of the creator, designing aaudio visual application that is interactive and multi-sensory can be both a challenge and thrill. Audio visual application design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way (Agnew et al, 1996).
However, information technology application serves different purposes, such asknowledge sharing-portal, search engines, public administration, social service and business solution. Oshodi (1999) posits that awareness created towards the use of information and communication technology over the years is increasing in the classroom learning environment in the third world such that mere verbalization ofwords alone in the classroom to communicate ideas, skills and attitude to educatelearner is futile. Omagbemi (2004) supporting this view expressed that access to audio visual information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners. There is certainly no lack of vision within educational communities concerning the central role and importance of ICT in the educational contexts of the future (Wood, 1993). That vision is shared by many and is accompanied by an acknowledgement that in order to realize this vision, three factors – access, training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman (2001) suggested that successful implementation of ICTs need to address five interlocking frameworks for change namely the infrastructure, attitude, staff development, support (technical and administrative) and also sustainability and transferability.
The many kind of ICTs implemented at teaching and learning can be used in education for different purpose. For instance, some of them help students withtheir learning by improving the communication between them and the instructors (Valasidou, Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).
In a study conducted by Simpson et al (1999) it was found that 64% of the teachereducator used ICT in the production of traditional resources of overhead transparencies and hand outs using standard word processing package; 27% indicated that they made use of and had experience with more powerful communication and presentation software; 32% incorporated the use of any ICT software into the lectures and only 24% made use of CDi resource materials. The study also revealed that in the tutors’ delivery of the courses, the students seldomexperienced demonstrations of the use of ICT as a teaching tool, that is, the tutorsseldom modelled its use through their own practices. However, these tutors gave lack of time to practice skills and the limited accessibility of some specialized facilities as constraint factors on their use of ICTs in teaching.
Studies have shown that, there are some factors that determine academics’ useand non-use of new technologies for teaching and learning in the advanced countries and these include, the needs of the learner, the characteristics and experiences of academics, the technology available, the environment within whichacademics work and how valuable they perceive the use of technology to be for teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and Kwan,2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context of which the academic is part (Rowley, Banwell, Childs, Gannon – heary, Londsdale,Urguhart and Armstrong, 2002). However, research have demonstrated that thereare disciplinary and subject differences in the way ICTs are being used and adopted in teaching and learning (Jager and Lokman, 1999; Jones, Zenois andGriffiths, 2004 and Eynon, 2006).
In developing countries, Nigeria inclusive, factors like lecturers’ attitude (Agbonlahor, (undated); Perception and use of media (Mabawonku, 1987); Perceived ease of use (Mabawonku, 1987; Ehikhamenor, 2005) quoted by Agbonlahor (undated); Perceived usefulness (Aghonlahor, (undated); Characteristics of lecturers (Gender, Age, Experience; Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi 2009; Training (Osunade, Philips and Ojo
(undated); Opinions of “significant others” and or peers in the university community (Agbonlahor, (undated); Availability of infrastructural facilities (Osunade et al (undated); Iloanusi and Osuagwu (undated); Cost of Purchasing (Ehikhamenor, 2005; Iloanusi and Osuagwu (undated); Management attitudes (Sife, Lwoga and Sanga, 2007); Use/knowledge of physical health education(Anadarajan, Igbaria and Anakwe, 2002); Power supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated) amongst others.
There is an urgent need to improve the quality of education to bridge the gapbetween developed and developing nations, and audio visual instruction is considered as a necessary tool for this purpose. However, the presence of audio visual alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of audio visual instruction in education.
Without the involvement of teachers, most students may not take advantage of allthe available potential benefits of audio visual on their own. Teachers need to actively participate in the use of audio visual facilities. They have to be trained in the use of audio visual and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and
encourage students by making them responsible for their own learning. Many ofthe current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo and Wong, 2000;
Tan, 2000).
In this study, attempts are therefore made at examining such issues as arepertinent to audio visual utilization for teaching in the Faculties of Arts and
Education, University of Ibadan, Oyo State, Nigeria.
Specifically, the objectives of this study are to:
1. Determine the availability of instructional audio visual in the Faculties of Arts and Education for teaching and learning.
2. Determine the pattern and frequency of use of audio visual by lecturers in these selected faculties for teaching and learning
3. Investigate the adequacy of audio visual facilities for teaching and learning of physical health education.
4. Identify factors, if any, which limit the use of audio visual by the teachers.
The study is structured to provide answers to the following research questions:
1. How available are the instructional audio visual for teaching and learning in physical health education?
2. What is the pattern and frequency of use of the audio visual for teaching andlearning by the lecturers of the facility?
3. How adequate are the audio visual facilities for teaching and learning of physical health education?
4. What factors limit the use of audio visual by teachers of the subject?
H0: The application of audiovisuals does not have a significant positive impact in teaching physical health education in junior secondary schools in Oredo LGA, Edo state
H1: The application of audiovisuals have a significant positive impact in teaching physical health education in junior secondary schools in Oredo LGA, Edo state
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
IMPORTANCE OF PHYSICAL AND HEALTH EDUCATION IN HIGHER INSTITUTIONS OF LEARNING
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Physical and Health Education (PHE) is an essential component of the educational curriculum in many countries, playing a pivotal role in the holistic development of students. In higher institutions of learning, PHE goes beyond the traditional focus on physical fitness to encompass a broader spectrum of health-related knowledge, skills, and attitudes that contribute to the overall well-being of students. The increasing prevalence of lifestyle-related diseases, mental health issues, and the need for promoting lifelong healthy habits underscore the importance of PHE in higher education.
The role of PHE in higher institutions is not just limited to promoting physical fitness; it also serves as a foundation for developing critical thinking, teamwork, and social skills. These attributes are vital for students as they prepare to transition into the workforce and society. Furthermore, the integration of health education within the curriculum helps in raising awareness about various health issues, including nutrition, mental health, substance abuse, and sexual health, thereby empowering students to make informed decisions about their well-being.
Despite its importance, PHE is often underemphasized in the curriculum of higher institutions, leading to a lack of awareness and appreciation among students and educators alike. This study seeks to explore the importance of PHE in higher institutions of learning, examining its impact on students’ physical health, mental well-being, and academic performance.
1.2 Statement of the Problem
In recent years, there has been a growing concern about the declining levels of physical activity among students in higher institutions of learning. This decline is often attributed to the increased academic pressures, technological advancements that promote sedentary lifestyles, and the limited emphasis on PHE in the educational curriculum. As a result, many students are at risk of developing health issues such as obesity, cardiovascular diseases, and mental health disorders, which can have long-term consequences on their overall quality of life.
The problem is further compounded by the lack of infrastructure, resources, and qualified personnel dedicated to PHE in many higher institutions. This has led to a situation where PHE is not given the priority it deserves, resulting in students missing out on the numerous benefits it offers. Addressing this problem requires a comprehensive understanding of the importance of PHE and its role in promoting the well-being of students in higher institutions.
1.3 Objectives of the Study
The main objective of this study is to assess the importance of Physical and Health Education in higher institutions of learning. The specific objectives include:
To examine the impact of Physical and Health Education on the physical health of students.
To explore the role of PHE in promoting mental health and emotional well-being among students.
To analyze the relationship between participation in PHE and academic performance in higher institutions.
To identify the challenges faced in the implementation of PHE programs in higher institutions.
To provide recommendations for enhancing the effectiveness of PHE in higher institutions.
1.4 Research Questions
To achieve the objectives of this study, the following research questions will be addressed:
What is the impact of Physical and Health Education on the physical health of students in higher institutions?
How does participation in PHE influence the mental health and emotional well-being of students?
Is there a relationship between participation in PHE and academic performance in higher institutions?
What are the challenges faced in the implementation of PHE programs in higher institutions?
What strategies can be implemented to enhance the effectiveness of PHE in higher institutions?
1.5 Significance of the Study
This study is significant for several reasons. First, it highlights the critical role that PHE plays in the overall development of students in higher institutions. By providing empirical evidence on the benefits of PHE, this study aims to raise awareness among educators, policymakers, and students about the need to prioritize PHE in the educational curriculum.
Second, the findings of this study will contribute to the existing body of knowledge on PHE and its impact on students’ well-being. This information can be used to inform policy decisions and the development of PHE programs that are more effective and responsive to the needs of students.
Finally, this study will provide practical recommendations for enhancing the implementation of PHE in higher institutions, thereby promoting a healthier and more active student population.
1.6 Scope of the Study
The scope of this study is limited to higher institutions of learning, including universities, polytechnics, and colleges of education. The study will focus on the impact of PHE on students’ physical and mental health, as well as its relationship with academic performance. The challenges faced in the implementation of PHE programs and strategies for improvement will also be explored.
1.7 Definition of Terms
Physical and Health Education (PHE): A curriculum area in education that focuses on the development of physical fitness, health knowledge, and social skills.
Higher Institutions of Learning: Educational institutions that provide tertiary education, including universities, polytechnics, and colleges of education.
Physical Health: The state of being physically fit and free from illness or injury.
Mental Health: A state of well-being in which an individual can cope with the normal stresses of life, work productively, and contribute to their community.
Academic Performance: The extent to which a student has achieved their educational goals, typically measured through grades or other assessments.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
EFFECT OF CLASS SIZE IN EFFECTIVE TEACHING AND LEARNING OF PHYSICAL HEALTH EDUCATION
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Since Western education became firmly rooted in Nigeria, it has faced myriads of problems. Most of these problems are hardly lost on the various governments, whether during colonial or post-independence era. It has resulted in the setting up of various commissions (e.g. the Ashby Commission of 1960; the 1969 curriculum conference, etc) to examine Nigeria’s educational problems and make recommendations. These problems pertained to the quantity and quality of teachers, educational facilities, curriculum planning and development, etc. Adaralegbe (1983:16) noted that “a recurring feature in Nigerian secondary school system from its inception about 120 years ago was its poor staffing”. Adesina (1990:76) speaking on the physical facilities also observed “Post-independence Nigeria saw most Nigeria’s primary and secondary school buildings no better than they were during the colonial era”.
In fact, most of them are worse now having suffered from lack of maintenance and weather conditions (e.g. rain-storm). Though the various Governments, military and civilian, have given considerable attention to the provision of more teachers and schools, the reality in most schools today, from the primary to the tertiary levels, confirms that the problems still linger.
The problems of shortage of teachers and classrooms are intricately interwoven and when both combine with large pupil enrolment, the consequence is over-crowded classrooms. This is the sad truth in many Nigerian classrooms especially in the major towns and cities with many classes registering fifty (50) to
one hundred (100) students and above which is clearly above the internationally recommended standard (See Table 1).
The poor state of the physical facilities in the schools confirms Adesina’s (1990 p.76) observation that this aspect of the educational problem has been consistently ignored in educational “plans and reports”. He cited the ‘example of Banjo Commission (1961) in the then Western Nigeria and a similar One in the old Eastern Nigeria which failed to mention ‘inadequate physical facilities’ as one of the fifteen factors considered responsible for failing standard of education. Only the Old man Report on Northern Nigeria gave some attention to buildings and furniture in schools (Adesina, 1990). The consequence as noted by the West Africa study group of the Nuffied Foundation (1952) in their report on educational policy and practice in Tropical Africa is that “… most of the school buildings are poor and made worse by over-crowding…” (Adesina, 1990 p.70).
Ordinarily, the phenomenon of rural-urban drift in an emergent nation like Nigeria normally exerts pressure on the facilities and services such as hospitals, schools, transportation etc. However, the introduction of the Universal Free Primary Education (U.P.E.) first in the old Western Region in 1955 and later in the Eastern Region in 1957 as well as the launching of the U.P.E. Scheme by the Federal Government in 1976 compounded the problems of providing adequate facilities in schools to meet the resultant unprecedented upsurge in pupil enrollment (Akinyemi, 1983). With inadequate planning for the expected population explosion in schools, over crowded classrooms now become a permanent feature of academic setting at all levels of thee educational system.
In addition, Educational planning in Nigeria has always been thought of in terms of quantitative growth, which is usually above the financial capacity of the Government (Adesina, 1990). A recent example is the implementation of the current 6-3-3-4 system of education, which is seriously affected by lack of adequate funding and poor preparation. Even though the Federal and State Governments have shown serious commitment to educational development through their annual budgetary allocation to Education in recent years (allocation to Education sector is second only to Defense), the attention given to physical facilities is far from being adequate. The issue at stake is not how ‘huge’ the allocation is but how ‘adequate’. In a study by Ndagi (1983) on educational financing under military rule (1968-1978) it was found that:
of the financial resources allocated to secondary level institutions, over 80% -went to the personal emolument of staff and the maintenance of students while less than 10% went to the purchase of educational materials and equipment, (p. 195).
And in the case of the State Governments, the same study found out that.
of the resource allocated to secondary level education, on average, over 50% went to the personal emoluments of Staff and over 30% to the maintenance Of students while less than 15% was Used for the purchase of educational Materials and equipment; (pp. 195-196).
In the case of students’ furniture, some state Governments have completely handed off the supply. Students either pay to the school to purchase for them or they bring from home. The latter is more popular. Such furniture now come in all shapes and sizes presenting an ugly sight in the classroom.
The phenomenon of overcrowded classroom as well as poor quality and inadequate furniture in the classroom due to unlimited expansion has taken its toll on the educational system. Only few people will deny that the quality of teaching and learning is on the decline at all levels of the educational system. The poor result of the Senior Secondary school examination (SSCE) in almost all subjects in recent years is one potent indicator. The increase in examination malpractices cannot be divorced from poor seating arrangement in classrooms. The quantity and quality of interaction in the class are likely to be adversely affected due to lack of space for moving round the class and the over whelming number of students that the teacher has to deal with within a forty-minute lesson. Nolasco and Arthur (1988) also identified five likely problems of large classes:
coping with the noise, persuading the class to use Phe , managing the introduction and setting up of activities, making limited resources go a long way and monitoring the work of individuals within the class (p.5).
These and many other problems inform the decision to conduct this study with the hope that it will help to draw more attention to this ugly situation under which learning is expected to take place and educational objectives are to be attained.
The Health and Physical Education domain provides students with knowledge, skills and behaviours to enable them to achieve a degree of autonomy in developing and maintaining their physical, mental, social and emotional health. This domain focuses on the importance of a healthy lifestyle and physical activity in the lives of individuals and groups in our society. This domain is unique in having the potential to impact on the physical, social, emotional and mental health of students. It promotes the potential for lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. Engaging in physical activity, games, sport and outdoor recreation contributes to a sense of community and social connectedness. These are vital components of improved wellbeing.
Students’ involvement in physical activity can take many forms, ranging from individual, non-competitive activity through to competitive team games. Emphasis is placed on combining motor skills and tactical knowledge to improve individual and team performance. Students progress from the development of basic motor skills to the performance of complex movement patterns that form part of team games. They learn how developing physical capacity in areas such as strength, flexibility and endurance is related to both fitness and physical performance.
Students progress from learning simple rules and procedures to enable them to participate in movement and physical activity safely, to using equipment safely and confidently. Students undertake a variety of roles when participating in sports such as umpire, coach, player and administrator and assume responsibility for the organisation of aspects of a sporting competition. This domain explores the developmental changes that occur throughout the human lifespan. It begins by identifying the health needs necessary to promote and maintain growth and development, followed by discussion of significant transitions across the lifespan including puberty, to gaining an understanding of human sexuality and factors that influence its expression. The exploration of human development also includes a focus on the establishment of personal identity, factors that shape identity and the validity of stereotypes. Students develop an understanding of the right to be safe and explore the concepts of challenge, risk and safety. They identify the harms associated with particular situations and behaviours and how to take action to minimise these harms.
Through the provision of health knowledge, this domain develops an understanding of the importance of personal and community actions in promoting health and knowledge about the factors that promote and protect the physical, social, mental and emotional health of individuals, families and communities. Students investigate issues ranging from individual lifestyle choices to provision of health services by both government and non-government bodies. In investigating these issues, they explore differing perspectives and develop informed positions. This domain examines the role of food in meeting dietary needs and the factors that influence food choice. Students progress from learning about the importance of eating a variety of foods to understanding the role of a healthy diet in the prevention of disease.
1.2 PROBLEM OF THE STUDY
The classroom is the heart of any educational system. No curriculum planning is complete without implementation and evolution, both of which are mainly carried out in the classroom. Most of the class activities take place while students are seated. The seating arrangement is therefore too important to suffer the kind of neglect being experienced by many secondary schools in the country. As rightly observed by Cohen and Manion (1983 p.221) “a careful attention to seating arrangement contributes as effectively as any other aspect of classroom management and control to overall success with a class subsequently”. Adesina (1990 p.13) also affirms that one potent index for evaluating educational standards and quality is an examination of the physical facilities available for learning experiences”.
The seating arrangement can make or mar any lesson. Ideally, in a secondary school, especially in a mixed ability grouping, as found in Nigeria schools, seats should be arranged in rows with a reasonable amount of space between them to allow for proper teacher-student and student-student interactions as well as allow for individual and group work (Cohen and Manion, 1983). To this end, the ratio of teacher to students should not exceed 1:30 or at most 40 judging by the size of the classrooms. But what one finds in many o these classes is between ratio 1: 50 and 1: 150 in certain cases.
This study was therefore interested in identifying the major problems caused by over-populated classes in Nigeria growing towns and cities with a view to making suggestions that could help to alleviate the problems. The popularity of class-size reduction may make it difficult for policymakers to increase class size across the board in order to sustain other investments in education during a period of budget reductions. In that context, state policymakers should consider targeting CSR at students who have been shown to benefit the most: disadvantaged students in the early grades, or providing a certain amount of funding for CSR but leaving it up to local school leaders on how to distribute it.
In settings where state mandates on maximum class size are relaxed, policymakers need to bear in mind that the effect of any increase in class size will depend on how such an increase is implemented. For example, a one-student increase in the pupil/teacher ratio in the NIGERIA. would reduce the teaching workforce by about 7 percent. If the teachers to be laid off were chosen in a way largely unrelated to their effectiveness, such as seniority-based layoffs, then the associated increase in class size might well have a negative effect on student achievement. But if schools choose the least effective teachers to let go, then the effect of increased teacher quality could make up for some or all of the possible negative impact of increasing class size.
The national policy on education revised in 2010 stipulates that the maximum teacher –student ratio is one teacher is to thirty students. The obvious reason for this standard is to ensure that the teacher not only controls the class but also to ensure that he understands the learning capabilities of each of the learner in the classroom. Ozochi (2008) affirms that there is a limit to which a teacher can effectively control, anything more than that according to him will affect the school objectives.
However, in most of our secondary schools today the teacher –student ration has gone far beyond the stipulation of the national policy on education. Students stay more than fifty in each class, seating arrangement altered, thereby making teaching and learning difficult. Educational planners in Nigeria have attributed the over bloated class size due to the explosion of the population of children of school age. Recently the Enugu State Government through her agently spliced most of the secondary schools located within the metropolis in order perpherps to expel the agony of overcrowded classroom.
Phe, like all other health science is an activity based subject, a situation whereby the learner is exposed mainly to the practical learning process under the guide and supervision of a teacher. Maduagwu et al (1998) opines that effectiveness of a classroom management results when the teacher and student achieve the purpose of which either are together in a class under an overcrowded classroom environment like what obtains in most of our schools today it becomes pertinent to ask, how effective is teaching and learning particularly in subject area that requires close monitoring of the learner by the teacher.
1.3 OBJECTIVE OF THE STUDY
1. To determine the effect of class seize on effective teaching and learning of phein Senior secondary schools.
2.To develop students’ motor and games skills and equip them with the knowledge, skills and attitudes to pursue and enjoy a physically active and healthy lifestyle.
3. To evaluate the implication of over-crowded class on students assimilation and understanding of phe.
4. To evaluate the level of competency and proficiency of teachers in teaching phe in Senior secondary schools.
5. To know the challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in phe.
6. To recommend solution to the problems.
To findout ways class size affects teaching and learning of phe in Senior secondary schools in Enugu North Local Government Area of Enugu State.
2. To examine the effectiveness of the policy guiding teacher-student ratio in Senior secondary school phe
3. To examine how effective is the use of instructional materials in an overcrowded classroom environment.
1.4 RESEARCH QUESTIONS
1. What are the effects of class seize on effective teaching and learning of phein Senior secondary schools?
2.Can phe help to develop students’ motor and games skills and equip them with the knowledge, skills and attitudes to pursue and enjoy a physically active and healthy lifestyle?
3. What are the implications of over-crowded class on students assimilation and understanding of phe?
4. How is it possible to evaluate the level of competency and proficiency of teachers in teaching phe in Senior secondary schools?
5. What are the challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in phe?
1.5 RESEARCH HYPOTHESIS
H0: The is no significant relationship between class seize of students and effective teaching and learning of phein Senior secondary schools.
H1: The is a significant relationship between class seize of students and effective teaching and learning of phein Senior secondary schools.
H0: Over-crowded class has negative implications on students assimilation and understanding of phe.
H1: Over-crowded class has positive implications on students assimilation and understanding of phe.
H0: It is impossible to evaluate the level of competency and proficiency of teachers in teaching phe in Senior secondary schools.
H1: It is possible to evaluate the level of competency and proficiency of teachers in teaching phe in Senior secondary schools.
H0: The are no challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in phe.
H1: The are challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in phe.
1.6 SIGNIFICANCE OF THE STUDY
1. The study when completed would enable the teacher and or instruction know the dangers associated with over-crowded classroom.
2. It would assist the government and education planner on recruitment and supervision of teachers bearing in mind the expected teacher-learner ratio.
3. The study will assist in providing a guide in the realization of one of the core objectives of Nigeria education which is to make Nigeria one of the technological advanced countries in the world.
1.7 SCOPE/ LIMITATION OF THE STUDY
The study is on the effect of class seize in effective teaching and learning of phe in Senior secondary schools. This study is limited to government Senior secondary schools located in Enugu North Local Government Area.
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. Teachers in government Senior secondary schools Enugu North Local Government Area find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
PROBLEM AND POSSIBLE SOLUTION OF TEACHING PHE IN SELECTED PRIMARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background to the Study
In this era of globalization and technological revolution, education is considered as a first step for every human activity. It plays a vital role in the development of human capital and is linked with an individual’s well-being and opportunities for better living (Battle & Lewis, 2002). It ensures the acquisition of knowledge and skills that enable individuals to increase their productivity and improve their quality of life. This increase in productivity also leads towards new sources of earning which enhances the economic growth of a country (Saxton, 2000). The quality of students’ performance remains at top priority for educators. It is meant for making a difference locally, regionally, nationally and globally. Educators, trainers, and researchers have long been interested in exploring variables contributing effectively for quality of performance of learners. These variables are inside and outside school that affect students’ quality of academic achievement. These factors may be termed as; student factors, family factors, school environment and peer influence (Crosnoe, Johnson & Elder, 2004).
Physical and Health Education as a school subject is one of the important subjects in junior primary school education. Physical and Health Education is relevant for both the students who are likely to continue to tertiary level and those who will not proceed. It equips students with a body of knowledge to make them functional and socially relevant in the fast changing world. Physical and Health Education is a distinct and dynamic science discipline. A decline in the yearly number of students’ enrolment for Physical and Health Education at the junior secondary certificate examination level as observed by the researcher and their lack of keen interest in Physical and Health Education as a school subject were the motivation for the study. The performance of students in Junior Primary schools in Nigeria has remained an issue of concern to all stakeholders (Ajagun, 2000). The report by Ojerinde (1998) on the survey of the performance of candidates in Physical and Health Education in Nigeria over the years revealed a discernible decline. This perennial decline has remained a source of concern to physical educators, (Nnaka and Anaekwe, 2004).
Exercise is the most important part of Physical and Health Education . Nowadays students generally dislike exercise. There are four reasons for this:
1. They do not have self-awareness. If a thing is to be put into practice, one must first take pleasure in it. One must understand in detail the whys and the wherefores.
2. To know in detail the whys and the wherefores is self-awareness. People generally do not know the interrelation between exercise and themselves— or they may know it in general terms but not intimately.
3. They cannot change their long-established habits. Our country has always stressed literary accomplishment. People blush to wear short clothes. (The mode of dress of the swordsmen of King Wen of Chao, according to a chapter of the Taoist classic Chuang Tzu). Hence there is the common saying, ‘A good man does not become a soldier’.
4. Exercise has not been propagated forcefully. Students feel that exercise is shameful.
According to my humble observation, this is really their major reason for disliking exercise. Flowing garments, a slow gait, a grave, calm gaze — these constitute a fine deportment, respected by society. Why should one suddenly extend an arm or expose a leg, stretch and bend down? Is this not strange? Hence there are those who know well that their body needs exercise and, moreover, wish very much to do so, but they cannot. There are those who can exercise only with a group, not by themselves and those who can exercise in privacy but not in public.
In short, all this is due to feelings of shame. All four of these are reasons for disliking exercise. The first and the fourth are subjective, and changing them depends on ourselves; the second and third are objective, and changing them depends on others: ‘What the superior man seeks is in himself ‘[Analects], that which depends on others is of lesser importance.
Abdullah (1999) highlighted the importance of Physical and Health Education programmes included as main school subjects which meet the students’ needs and interests. The success in Physical and Health Education may give confidence and assurance in the academic realm if the confidence is treated in a supportive and encouraging way. It is generally agreed that improvements to the existing Physical and Health Education programmes at the secondary stage should be made more applicable and attractive to students in order to give Physical and Health Education a better status within the educational system. The tailoring of the Physical and Health Education curriculum and programmes to meet the student needs can do much to help the accomplishment of the aims of Physical and Health Education within the educational system, but it can also aid the perspectives which are presented to society in general (Kanan, 2006)
According to Christine (2003), schools can provide many opportunities for students to engage in physical activity and can play an important role in motivating students to stay active. Educators struggle to make Physical and Health Education more enjoyable and useful to all students by developing more practical equipment, adapting appropriate curriculum, and training competent teachers to offer Physical and Health Education in proper way in schools (Al-Liheibi, 2008). Osborn, Bauer, Sutliff (2002) and Roberts &Marvin (2010) indicated that, physical educators aim is to make Physical and Health Education experience more enjoyable and worthwhile for their students.
Physical and Health Education nature is grounded in movement, games, and sports which itself to a high rate of teacher-student interactions. The nature of these interactions may be a leading factor in a student’s perception of Physical and Health Education . Carlson (1995) and Portman (1995) mentioned that teaching behaviors as strong indicators for either positive or negative perceptions of Physical and Health Education .
Statement of the Problem
Students are faced with the problem of indecision when they are about to choose a subject, as a result of differences in opinion from various angles. This problem has plagued many Nigerian primary school students for quite sometime. It is such a problem that must be looked into, knowing full well that the place of secondary education cannot be over emphasized in the educational development of a nation. With good background, students still need to develop themselves on the subject areas they are keenly interested in and particularly that he has potentiality for. Lots of students have been found choosing subjects for junior school certificate examination not minding the aspect of their potentiality and the directive of the school counselor (where available). Hence the study is carried out to find out the factors associated with failure of Physical and Health Education in Ilorin east local government.
Research Question
The following research questions were formulated to guide the study
1. To what extent does student factors contribute to poor performance of students in Junior School Certificate Examination in Physical and Health Education ?
2. To what extent does family factors contribute to poor performance of students in Junior School Certificate Examination in Physical and Health Education ?
3. To what extent does school environment contribute to poor performance or students in Junior School Certificate Examination in Physical and Health Education ?
4. To what extent does peer influence contribute to poor performance of students in Junior School Certificate Examination in Physical and Health Education ?
Research Hypotheses
Ho1: There is no significant relationship between student factors and poor performance of students Junior School Certificate Examination in Physical and Health Education .
Ho2: There is no significant relationship between family factors and poor performance of students Junior School Certificate Examination in Physical and Health Education .
Ho3: There is no significant relationship between school environment and poor performance of students Junior School Certificate Examination in Physical and Health Education .
Ho4: There is no significant relationship between peer influence and poor performance of students Junior School Certificate Examination in Physical and Health Education .
Purpose of the Study
The general purpose of the study was to find out the factors associated with failure of Physical and Health Education . Specifically it examined the following factors that associated with failure of Physical and Health Education in Ilorin east local government.
1. The student’s attitude and aptitude towards offering Physical and Health Education in the study area.
2. Teacher’s attitude/relationship to students as it influences study of Physical and Health Education .
3. The influence of students’ peer groups.
4. The availability of instructional materials in Physical and Health Education .
5. The wideness of the syllabus.
6. Gender influence.
Significant of the Study
The student will be able to appreciate the importance of the effective domain like interest and motivation in improving their performance. With this awareness, the student might put up a positive attitude towards Physical and Health Education which will increase their performance and enhance higher grades in senior primary school certificate examination and even higher institution of learning. Teachers will also be able to adjust their teaching methods and offer remedial helps where they find out that student are putting up a low attitude. State government will also see the need of guidance and counseling in each school, the ministry of education and curriculum planners for better organization of subjects in education.
Scope and Delimitation of the Study
The scope of this study will focused on the factors associated with failure of Physical and Health Education in junior primary school certificate examination in Ilorin east local government area. Due to military factors such as time and other resources and the inconvenience of handling a large scope, the study will be delimited to: Ilorin east local government area junior primary school, the use of questionnaire as the research instrument and the use of percentage and chi-square.
Operational Definition of Terms
Pupil: Is a student under the direct supervision of a teacher.
Physical Activity: Is any bodily movement that is produced by the contraction of skeletal muscle and that substantially increases energy expenditure, including exercise, sport, dance, and other movement forms.
Exercise: Is any form of physical activity that helps to promote overall health.
Curriculum: Is the totality of student experiences that occur in the educational process.
Physical and Health Education : It is an integral part of total education that has it aims in developing the body physically, mentally, intellectually through selected physical activities.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
PERCEIVED PROBLEM OF TEACHING ADOPTED PHYSICAL EDUCATION IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background to the Study
In this era of globalization and technological revolution, education is considered as a first step for every human activity. It plays a vital role in the development of human capital and is linked with an individual’s well-being and opportunities for better living (Battle & Lewis, 2002). It ensures the acquisition of knowledge and skills that enable individuals to increase their productivity and improve their quality of life. This increase in productivity also leads towards new sources of earning which enhances the economic growth of a country (Saxton, 2000). The quality of students’ performance remains at top priority for educators. It is meant for making a difference locally, regionally, nationally and globally. Educators, trainers, and researchers have long been interested in exploring variables contributing effectively for quality of performance of learners. These variables are inside and outside school that affect students’ quality of academic achievement. These factors may be termed as; student factors, family factors, school environment and peer influence (Crosnoe, Johnson & Elder, 2004).
Physical education as a school subject is one of the important subjects in junior secondary school education. Physical education is relevant for both the students who are likely to continue to tertiary level and those who will not proceed. It equips students with a body of knowledge to make them functional and socially relevant in the fast changing world. Physical education is a distinct and dynamic science discipline. A decline in the yearly number of students’ enrolment for physical education at the junior secondary certificate examination level as observed by the researcher and their lack of keen interest in physical education as a school subject were the motivation for the study. The performance of students in Junior Secondary Schools in Nigeria has remained an issue of concern to all stakeholders (Ajagun, 2000). The report by Ojerinde (1998) on the survey of the performance of candidates in physical education in Nigeria over the years revealed a discernible decline. This perennial decline has remained a source of concern to physical educators, (Nnaka and Anaekwe, 2004).
Exercise is the most important part of physical education. Nowadays students generally dislike exercise. There are four reasons for this:
1. They do not have self-awareness. If a thing is to be put into practice, one must first take pleasure in it. One must understand in detail the whys and the wherefores.
2. To know in detail the whys and the wherefores is self-awareness. People generally do not know the interrelation between exercise and themselves— or they may know it in general terms but not intimately.
3. They cannot change their long-established habits. Our country has always stressed literary accomplishment. People blush to wear short clothes. (The mode of dress of the swordsmen of King Wen of Chao, according to a chapter of the Taoist classic Chuang Tzu). Hence there is the common saying, ‘A good man does not become a soldier’.
4. Exercise has not been propagated forcefully. Students feel that exercise is shameful.
According to my humble observation, this is really their major reason for disliking exercise. Flowing garments, a slow gait, a grave, calm gaze — these constitute a fine deportment, respected by society. Why should one suddenly extend an arm or expose a leg, stretch and bend down? Is this not strange? Hence there are those who know well that their body needs exercise and, moreover, wish very much to do so, but they cannot. There are those who can exercise only with a group, not by themselves and those who can exercise in privacy but not in public.
In short, all this is due to feelings of shame. All four of these are reasons for disliking exercise. The first and the fourth are subjective, and changing them depends on ourselves; the second and third are objective, and changing them depends on others: ‘What the superior man seeks is in himself ‘[Analects], that which depends on others is of lesser importance.
Abdullah (1999) highlighted the importance of physical education programmes included as main school subjects which meet the students’ needs and interests. The success in Physical Education may give confidence and assurance in the academic realm if the confidence is treated in a supportive and encouraging way. It is generally agreed that improvements to the existing physical education programmes at the secondary stage should be made more applicable and attractive to students in order to give physical education a better status within the educational system. The tailoring of the physical education curriculum and programmes to meet the student needs can do much to help the accomplishment of the aims of physical education within the educational system, but it can also aid the perspectives which are presented to society in general (Kanan, 2006)
According to Christine (2003), schools can provide many opportunities for students to engage in physical activity and can play an important role in motivating students to stay active. Educators struggle to make physical education more enjoyable and useful to all students by developing more practical equipment, adapting appropriate curriculum, and training competent teachers to offer physical education in proper way in schools (Al-Liheibi, 2008). Osborn, Bauer, Sutliff (2002) and Roberts &Marvin (2010) indicated that, physical educators aim is to make physical education experience more enjoyable and worthwhile for their students.
Physical education nature is grounded in movement, games, and sports which itself to a high rate of teacher-student interactions. The nature of these interactions may be a leading factor in a student’s perception of physical education. Carlson (1995) and Portman (1995) mentioned that teaching behaviors as strong indicators for either positive or negative perceptions of physical education.
Statement of the Problem
Students are faced with the problem of indecision when they are about to choose a subject, as a result of differences in opinion from various angles. This problem has plagued many Nigerian secondary school students for quite sometime. It is such a problem that must be looked into, knowing full well that the place of secondary education cannot be over emphasized in the educational development of a nation. With good background, students still need to develop themselves on the subject areas they are keenly interested in and particularly that he has potentiality for. Lots of students have been found choosing subjects for junior school certificate examination not minding the aspect of their potentiality and the directive of the school counselor (where available). Hence the study is carried out to find out the factors associated with failure of physical education in Ilorin east local government.
Research Question
The following research questions were formulated to guide the study
1. To what extent does student factors contribute to poor performance of students in Junior School Certificate Examination in Physical Education?
2. To what extent does family factors contribute to poor performance of students in Junior School Certificate Examination in Physical Education?
3. To what extent does school environment contribute to poor performance or students in Junior School Certificate Examination in Physical Education?
4. To what extent does peer influence contribute to poor performance of students in Junior School Certificate Examination in Physical Education?
Research Hypotheses
Ho1: There is no significant relationship between student factors and poor performance of students Junior School Certificate Examination in Physical Education.
Ho2: There is no significant relationship between family factors and poor performance of students Junior School Certificate Examination in Physical Education.
Ho3: There is no significant relationship between school environment and poor performance of students Junior School Certificate Examination in Physical Education.
Ho4: There is no significant relationship between peer influence and poor performance of students Junior School Certificate Examination in Physical Education.
Purpose of the Study
The general purpose of the study was to find out the factors associated with failure of physical education. Specifically it examined the following factors that associated with failure of physical education in Ilorin east local government.
1. The student’s attitude and aptitude towards offering physical education in the study area.
2. Teacher’s attitude/relationship to students as it influences study of physical education.
3. The influence of students’ peer groups.
4. The availability of instructional materials in physical education.
5. The wideness of the syllabus.
6. Gender influence.
Significant of the Study
The student will be able to appreciate the importance of the effective domain like interest and motivation in improving their performance. With this awareness, the student might put up a positive attitude towards physical education which will increase their performance and enhance higher grades in senior secondary school certificate examination and even higher institution of learning. Teachers will also be able to adjust their teaching methods and offer remedial helps where they find out that student are putting up a low attitude. State government will also see the need of guidance and counseling in each school, the ministry of education and curriculum planners for better organization of subjects in education.
Scope and Delimitation of the Study
The scope of this study will focused on the factors associated with failure of physical education in junior secondary school certificate examination in Ilorin east local government area. Due to military factors such as time and other resources and the inconvenience of handling a large scope, the study will be delimited to: Ilorin east local government area junior secondary school, the use of questionnaire as the research instrument and the use of percentage and chi-square.
Operational Definition of Terms
Pupil: Is a student under the direct supervision of a teacher.
Physical Activity: Is any bodily movement that is produced by the contraction of skeletal muscle and that substantially increases energy expenditure, including exercise, sport, dance, and other movement forms.
Exercise: Is any form of physical activity that helps to promote overall health.
Curriculum: Is the totality of student experiences that occur in the educational process.
Physical Education: It is an integral part of total education that has it aims in developing the body physically, mentally, intellectually through selected physical activities.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>