Factors affecting the implementation of physical education in the primary school curriculum: The case of selected primary schools in Chibombo district, Zambia
| dc.contributor.author | Mwashingwele, Patricia Chileshe | |
| dc.date.accessioned | 2016-07-25T13:25:52Z | |
| dc.date.available | 2016-07-25T13:25:52Z | |
| dc.date.issued | 2015 | |
| dc.description.abstract | The study was designed to assess the factors affecting the implementation of Physical Education in the Zambian primary school curriculum with specific focus on selected schools in Chibombo District of Central Province in Zambia. Using an ethnographic approach, the study involved 161 participants using purposive sampling. A cross sectional embedded study design applying multi or mixed methods was used. The head teachers, deputy head teachers, senior teachers, pupils and the District Education Board Secretary were subjected to in-depth interviews as well as answering a questionnaire, whereas teachers answered the survey questionnaire. Chi square tests were used to determine associations among critical variables and one way Analysis of Variance (ANOVA) was employed to determine differences in scores among groups. Significance was set at 0.05. Interview data was analysed thematically as well as using Qualitative Descriptive Analysis (QDA). Findings of the study revealed that 45 out of 50 teachers were aware that Physical Education must be taught in primary schools despite 23 out of 50 scoring bad perception of the implementation of teaching Physical Education. The District office also agreed that Physical Education must be taught but as a part of Expressive Arts at grades five to seven and as Creative and Technology Studies at grades one to four currently. The subjects Expressive Arts and Creative and Technology Studies are timetabled and as such it is up to the teacher/s to teach the subjects combined in the respective subject. On the other hand, 89 out of 100 pupils were not in agreement with the implementation of teaching Physical Education as spelt out in the curriculum as the subject is not examinable. The older the pupils were, the more clearer they were on why they needed more time for academic subjects rather than Physical Education which would not contribute to their qualifying to grade eight. There were numerous challenges on why there is poor implementation of Physical Education in the primary schools. Based on the findings, the study made the following recommendations: the subject should be taught as an independent subject and timetabled. Supervision should also be rigorous and effective. It must also be examinable so as to add value to both the teacher and the learner | en |
| dc.identifier.uri | http://dspace.unza.zm/handle/123456789/4293 | |
| dc.language.iso | en | en |
| dc.publisher | The University of Zambia | en |
| dc.subject | Curriculum planning--Zambia | en |
| dc.subject | Physical education and training--Study and teaching (Primary)--Zambia | en |
| dc.subject | Physical education and training--Curricula--Zambia | en |
| dc.title | Factors affecting the implementation of physical education in the primary school curriculum: The case of selected primary schools in Chibombo district, Zambia | en |
| dc.type | Thesis | en |