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The Perceptions and Attitudes of Secondary School Learners

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The Perceptions and Attitudes of Secondary School Learners THE PERCEPTIONS AND ATTITUDES OF SECONDARY SCHOOL LEARNERS FROM THE ZAMBEZI REGION OF NAMIBIA TOWARDS PHYSICAL EDUCATION By GERALD KELA A full thesis submitted in partial fulfilment of the requirements for the Degree Magister Artium Sport, Recreation and Exercise Science in the Department of Sport, Recreation and Exercise Science in the Faculty of Community and Health Sciences at the University of the Western Cape Supervisor: Prof A. L. Travill Co-Supervisor: Dr M. Young November 2016 i THE PERCEPTIONS AND ATTITUDES OF SECONDARY SCHOOL LEARNERS FROM THE ZAMBEZI REGION OF NAMIBIA TOWARDS PHYSICAL EDUCATION Gerald Kela KEYWORDS Perceptions Attitudes Secondary School Learners Zambezi Region Namibia Towards Physical Education ii Declaration I declare that the thesis titled ‘The perceptions and attitudes of secondary school learners from the Zambezi Region of Namibia towards Physical Education’ is my own work, that it has not been submitted for any degree or examination in any other university, and that all the sources I have used or quoted have been indicated and acknowledged by complete references. Full name: Gerald Mwilima Kela Date: November 2016 Signed iii Acknowledgements I wish to express my wholehearted appreciation to: . My study main supervisor Professor Andre Travill and my co-supervisor Dr Marie Young for their support, guidance and encouragement through my entire research journey. You both led my path through narrow and thick, arched my prospective into accomplishments as you imparted knowledge in me that the core of academic life is to scuffle for brilliance and attainment in what one does. The Zambezi Regional Education Directorate for granting me permission to visit and conduct the study in ten senior secondary schools. The school principals, teachers, Grade 11 and 12 learners, and parents of learners who participated by sharing their opinions, views in the study. Their enlightening contributions made this research a success. My family, Rosemary Mubita, Salomi Kela, Liseli Kela, Namubi Kela, Likezo Kela, Nanvula Kela, Mubita Kela and my close friends Israel Maswahu, Kahimbi Likando, my kids: Kazungwe Kela, Liseli Kela Jr, Mambo Kela, Munsiile Kela, Rivers Kela, and Mwilima Gerald Kela Jr who stood firmly by my side through difficulties that emerged during my studies. iv Dedication I wish to dedicate this thesis to my late cousin Benson Kachibonwa Regan and to my late father, Sir Gabriel Kela Mubita, who inspired me all through my youthful until I was an adult. To you Paps I say, thank you for the wonderful gift of education a father can ever give to his loved son. v Table of Contents Keywords…………………………………………………………………………………………ii Declaration …………………………………………………………………………….……….. iii Acknowledgements ………………………………………………………………………….…. iv Dedication…………………………………………………………………………………….… v Table of Contents ……………………………………………………………………….…….… vi List of Tables …………………………………………………………………………………... xii Abstract …………………………………………………………………………………………xiii Abbreviations ………………………………………………………………………………….. xv CHAPTER ONE: INTRODUCTION……………………………………………………………1 1.1 Background …………………………………………………………………………...1 1.2 Statement of the Problem……………………………………………………………...4 1.3 Aims…………………………………………………………………………………...5 1.4 Objectives……………………………………………………………………………..5 1.5 Research Questions……………………………………………………………………6 1.6 Hypothesis for Quantitative Analysis…………………………………………………6 1.7 Definitions of Terms…………………………………………………………………..7 1.8 Thesis Structure……………………………………………………………………….7 CHAPTER TWO: LITERATURE REVIEW……………………………………………………9 2.1 Introduction……………………………………………………………………………9 2.2 The Intellectualisation of Key Concepts………………………………………………9 2.2.1 Perception Intellectualisation………………………………………………10 2.2.2 Teachers' Perceptions Intellectualisation…………………………………..10 2.2.3 General Perception on PE………………………………………………….11 2.2.4 Perceptions of Learners on PE……………………………………………..12 vi 2.2.5 Perceived Teachers' Challenges in Implementing PE Curriculum in Schools…………………………………………………………………………...12 2.2.6 Teachers' Perceptions on Facilities and Equipment in Schools……………13 2.2.7 Learners' Perceptions Conceptualisation…………………………………..14 2.3 Status of PE Conceptualisation………………………………………………………15 2.3.1 Theories on Status………………………………………………………….15 2.3.2 Status Attainment Theory………………………………………………….16 2.3.3 Identity Diffusion Theory………………………………………………….16 2.3.4 Identity Foreclosure Theory………………………………………………..17 2.3.5 Identity Moratorium Theory……………………………………………….18 2.3.6 Identity Achievement Theory……………………………………………...18 2.4 Status of PE…………………………………………………………………………..18 2.5 The importance and benefits of PE for Children…………………………………….19 2.6 Theoretical Framework………………………………………………………………21 2.7 Theories about Perceptions…………………………………………………………..22 2.7.1 Self-Perception Theory…………………………………………………….22 2.7.2 Disjunctivist Theory………………………………………………………..22 2.7.3 Direct Perception Theory…………………………………………………..23 2.7.4 Unconscious Perception Theory…………………………………………...23 2.8 Factors Associated with Low and High Status of PE in Schools……………………23 2.9 Physical Education…………………………………………………………………..25 2.10 PE as a School Subject……………………………………………………………..26 2.11 History of PE in Namibia…………………………………………………………..26 2.12 Health Related Physical Fitness……………………………………………………27 2.12.1 Fitness Principle of Specificity…………………………………………...28 vii 2.12.2 Fitness Principle of Overload…………………………………………….29 2.12.3 Improved General Fitness………………………………………………...29 2.13 Curriculum………………………………………………………………………….30 2.14 Chapter Summary…………………………………………………………………..32 CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY ................................... 33 3.1 Study Aim……………………………………………………………………………33 3.2 Study Objectives……………………………………………………………………..33 3.3 Research Design……………………………………………………………………...33 3.4 Research Setting……………………………………………………………………...35 3.5 Phase 1: Qualitative Phase…………………………………………………………...35 3.5.1 Population and Sampling…………………………………………………..35 3.5.2 Teacher Sampling………………………………………………………….35 3.5.3 Pupil Sampling……………………………………………………………..36 3.6 Research Instruments………………………………………………………………...36 3.7 Validity and Reliability………………………………………………………………37 3.8 Data Collection………………………………………………………………………37 3.9 Data Analysis………………………………………………………………………...38 3.10 Phase 2: Qualitative Phase………………………………………………………….39 3.10.1 Population and Sampling…………………………………………………39 3.11 Focus Group Discussions…………………………………………………………...39 3.12 Data Analysis……………………………………………………………………….41 3.12.1 This research conformed to Creswell’s approach to analyse the data……41 3.13 Validity and Trustworthiness of Qualitative Data………………………………….42 3.13.1 Dependability……………………………………………………………..42 3.13.2 Conformability……………………………………………………………43 viii 3.13.3 Transferability…………………………………………………………….43 3.13.4 Credibility………………………………………………………………...43 3.14 Delimitations………………………………………………………………………..44 3.15 Ethics……………………………………………………………………………….44 3.16 Chapter Summary…………………………………………………………………..46 CHAPTER FOUR: RESULTS AND DISCUSSIONS QUANTITATIVE ................................ 47 4.1 Introduction……………………………………………………………………….….47 4.2 Demographic Profile of Participating Teachers……………………………………...47 4.3 Status of PE in Schools………………………………………………………………47 4.4 Availability of Facilities and Equipment…………………………………………….49 4.5 Attitudes of Leaners………………………………………………………………….49 4.6 Comparisons between Boys and Girls Results………………………………………53 4.7 Discussions…………………………………………………………………………..55 4.7.1 Lack of PE Qualified Teachers…………………………………………….55 4.7.2 Limited Time allocated to PE……………………………………………...56 4.7.3 Lack or Shortage of PE Facilities and Equipment…………………………56 4.7.4 Gender Barriers and Cultural Aspects……………………………………..57 4.7.5 The Curriculum…………………………………………………………….58 4.8 Chapter Summary……………………………………………………………………58 CHAPTER FIVE: RESULTS AND DISCUSSIONS: QUALITATIVE ................................... 60 5.1 Introduction…………………………………………………………………………..60 5.2 Profile Characteristics of Key Informants…………………………………………...61 5.3 Themes for Exploration and Analysis………………………………………………..62 5.3.1 Theme 1: Learners' feelings on the Importance of PE at their School…….62 5.3.1.1 Discussions………………………………………………………………64 ix 5.3.2 Theme 2: Learners feelings of PE in Comparison with other School Subjects…………………………………………………………………………..64 5.3.2.1 Discussions………………………………………………………………67 5.3.3 Theme 3: Availability and Suitability of Resources……………………… 70 5.3.3.1 Discussions………………………………………………………………72 5.3.4 Theme 4: Impact of Lack of PE Equipment on learners in Schools……….73 5.3.4.1 Discussion………………………………………………………………..75 5.4 Chapter Summary……………………………………………………………76 CHAPTER SIX: SUMMARY, RECOMMENDATIONS AND CONCLUSION …………….78 6.1. Introduction……………………………………………………………………….…78 6.1.1 Summary…………………………………………………………………………...79 6.2 Limitations of the Study……………………………………………………………...81 6.3 Conclusions…………………………………………………………………………..82 6.4 Recommendations……………………………………………………………………84 6.4.1 Recommendations for Practice…………………………………………………….84 6.4.2 Recommendations for Future Research……………………………………………86 6.5. Study Conclusion……………………………………………………………………87 REFERENCES ............................................................................................................................ 89 Appendix A ................................................................................................................................... 98 Appendix B ................................................................................................................................. 101 Appendix C ................................................................................................................................
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