Factors Affecting the Implementation of Physical Education in Primary Schools in Uganda. A Case of Primary Schools in Lugazi Municipality Buikwe District
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Date
2024-10-08
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Uganda Christian University
Abstract
With a focus on primary schools in the Buikwe District's Lugazi Municipality, the study sought to investigate the variables influencing the implementation of physical education in Ugandan primary schools. Its main objectives were to identify the factors related to teachers that affect how physical education is implemented in primary schools, evaluate the factors related to schools that affect how physical education is implemented in primary schools, and investigate the external factors that affect how physical education is implemented in primary schools in Lugazi Municipality.
Utilizing both quantitative and qualitative research methods, the study was conducted utilizing a cross-sectional survey research methodology. Utilizing both purposive and simple random sampling techniques, 110 respondents were chosen as the sample size from the entire population. Utilizing questionnaires and interviews, data was gathered.
In this regard, the study findings have shown that the three most influential factors that affect the implementation of PE in primary schools within Lugazi Municipality include teacher-related, school-related, and external factors. The teacher-related factors, such as lack of proper training for PE, negative attitude, or excessively large-sized classes, increased the implementation of PE by 21.4% (β = 0.214, p = 0.000). The school factors were inadequate facilities, equipment, and budget, hence causing the highest impact with an improved 45.4% β = 0.454, p = 0.000. External factors, such as parental support and cultural beliefs, constituted a 37.5% enhancement, β = 0.375, p = 0.000, hence showing that support is needed in every area.
This study also recommended enhancing the training of teachers through specialist programs in physical education and continuous professional development, something particularly called for; improving resource allocations in respect of facilities and equipment; and providing government support with appropriate financing and policies to strengthen the delivery of physical education within schools. It also develops the need for increased involvement of parents and communities and partnerships with outside agencies to raise awareness and encourage support, overcoming cultural obstacles, especially for girls, to physical activities.
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Postgraduate research