FACTORS THAT AFFECT THE PARTICIPATION OF FEMALE

STUDENTS IN PHYSICAL EDUCATION CLASS IN EAST BELESA

WOREDA

BY

HENOK TESFA

A THESIS SUBMITTED TO ADDIS ABABA UNIVERSITY IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF SCIENCE IN SPORT SCIENCE

Addis Ababa University

August, 2014
 FACTORS THAT AFFECT THE PARTICIPATION OF FEMALE
STUDENTS IN PHYSICAL EDUCATION CLASS IN EAST BELESA
WOREDA

BY

HENOK TESFA

A THESIS SUBMITTED TO ADDIS ABABA UNIVERSITY IN PARTIAL

FULFILLMENT OF THE REQUIERMENTS FOR THE DEGREE OF
MASTER OF SCIENCE IN SPORT SCIENCE

Addis Ababa University

August, 2014
 ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES

FACTORS THAT AFFECT THE PARTICIPATION OF FEMALE

STUDENTS IN PHYSICAL EDUCATION CLASS IN EAST BELESA
WOREDA

BY

HENOK TESFA

Approved by Board of Examiners

Name Signature

__________________________________ _____________________

Chairman, Department Graduate Committee

_____________________ _____________________

Advisor

__________________________________ _____________________

External Examiner

__________________________________ _____________________

Internal Examiner

i
 ACKNOWLEDGEMENTS

Frist and foremost, I would like to express my deep and heartfelt thanks to my advisor, Dr.
Solomon Teka for his advice and constructive comments which have shaped my thesis .

I owe my heart felt appreciations to my mother W/ro Tebeyin Fenta and my father Ato Tesfa
G/eyesus for their advice and financial support during my study. Besides, I am very much
indebted to my sister Hanna mariam Tesfa and my brother Tewodros Tesfa for their
encouragement and moral support during my study. Further, I would like to thank W/rit Mulu
Aderajew and W/ro Aida for their typing the thesis devoting their precious time.

I would also like to express my special thanks to East Belesa woreda education offices, Hamusit
secondary school director, Gohalla secondary and preparatory school director, teachers and
students for their cooperation during data collection.

Finally, I am also very much grateful to Assefa Yitbark, Amare Abate, Kenaw Kassegne and
those who have extended their mental, material and moral contribution during my study.

ii
 Table of Contents
Contents Page
Acknowledgements....................................................................................................... ii
Table of Contents ........................................................................................................ iii
List of Tables ................................................................................................................ v
Abbrevation and Acronyms ....................................................................................... viii
Abstract ......................................................................................................................ix
CHAPTER ONE
INTRODUCTION
1.1.Background of the Study ...................................................................................................... 1
1.2.Statement of the Problem .................................................................................................... 3
1.3.Objectives of the Study......................................................................................................... 4
1.4.Significance of the Study ...................................................................................................... 4
1.5.Delimitation of the Study ..................................................................................................... 4
1.6.Limitation of the Study ......................................................................................................... 5
1.7.Definition of key terms ........................................................................................................ 5
1.8.Organization of the Study ..................................................................................................... 5
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1.Female participation during physical education class .......................................................... 6
2.2.Factors affecting the participation of female students during ..............................................6
Physical Education Activity ....................................................................................................... 6
2.2.1 Biological Factors ..........................................................................................................7
2.2.2 Psychological Factors ....................................................................................................9
2.2.3 Socio-Cultural Factors .................................................................................................11
2.2.4 Socio-Economic Factors .............................................................................................. 17
2.2.5. Factors Related with Administrators ........................................................................... 17
2.2.6. Instructional Facilities and Materials ………………………………………………17

2.2.7. Motivation …………………………………………………………………………..18

2.3.Gender issues in physical education female students perspectives and experiences. ........ 18
2.4.Segregated or co-educational physical education classes ................................................... 19

iii
 CHAPTER – THREE
RESEARCH DESIGN AND METHODOLOGY OF THE STUDY
3.1.Research Design ................................................................................................................. 20
3.2.Method of the Study ........................................................................................................... 20
3.3.Population and Sampling Procedures ................................................................................. 20
3.4.Sources of Data ................................................................................................................... 20
3.5 Instrument and Procedure of Data Collections ................................................................... 22
3.5.1.Questionnaire ...............................................................................................................23
3.5.2 Interview ......................................................................................................................23
3.5.3 Observation ..................................................................................................................23
3.6.Method of Data Analysis and Interpretation ...................................................................... 23
CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
4.1.Analysis of information gathered from female students ................................................... 25
4.2.Analysis of information gathered from PE teachers .......................................................... 34
4.3. Analysis of information gathered from school Administrators .........................................39
4.4 Analysis of information gathered through Observation ..................................................... 40

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1.Summary ............................................................................................................................. 44
5.2.Conclusions ........................................................................................................................ 46
5.3.Recommendations .............................................................................................................. 46
Bibliography
Appendices

iv
 List of Tables
Table 1a: Population of the study from Hamusit Secondary School…..……………. 25

Table 1b: Population of the study from Gohalla Secondary School ……………….. 25

Table 1c: Population of the study from Gohalla Preparatory School …….………… 25

Table 2a: Characteristics of female student‟s respondents by age and grade……….. 28

Table 2b: Characteristics of teachers‟ respondent by sex, age, service year

and qualification ….……..………………………………………………… 29

Table 3: Response on female student interests to participate in PE

class………...……………………………………………………………… 30

Table 4: Response on the degree of cultural factor influence on female

Participation in physical education class--------------------------------------------. 31

Table 5: Response on the degree of Menstruation factor influence on female

participation in physical education class.……………………………………….. 32

Table 6: Response on the degree of Economical factor influence on female

participation during PE class.………………………………………………… 33

Table 7: Response on the degree of Physical and Physiological factor

influence on female participation in PE class.………………………………….. 33

Table 8: Response on the degree of female students compering PE with other

subject……………..………………………………………..…………………. 34

Table 9: Response on whether the teacher motivate female students in

PE class or not……………………………………………..………………………. 35

Table 10: Response on the degree of motivation giving by PE teacher to

female students in PE class……………………………….…………………… 36

Table 11: Response on whether PE teacher provide equal chance for both

female and male students in PE period..……………..………………………. 36

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Table 12: Response on whether male students support female students

in PE period or not..…………………………….…..……………………... …… 37

Table 13: Response on the degree of male students support female students

in PE period ………………………………..…….…..……………………… 37

Table 14: Response on whether PE teacher is understand the natural

problem of female students…………………….…….…..….……………………. 38

Table 15: Response on whether school principal support female students

in PE period………………………………..…….…..….…………………… 39

Table 16 Teacher responses, on whether female students actively participate

in PE class or not……………………..……..………………….….…………. 40

Table 17 Teacher responses, on whether cultural, biological, economical, physical and

physiological factor influence female students participate in during PE class

. -------------------------------------------------------------------------------------------- 41

Table 18: Teacher responses, on the degree of cultural factor influence the

Participation of female students in PE class..….…….…..….……………….. 41

Table 19: PE teacher responses, on the degree of Menstruation factor influence the

Participation of female students in PE class..….…...….…………………….. 42

Table 20: Teacher responses, on the degree of Economical factor influence the

Participation of female students in PE class..….………...….………………… 43

Table 21: Teacher responses, on the degree of physical and physiological factor

on the participation of female students in PE class…………………………… 43

Table 22: Teacher responses, on whether teacher are providing tutorial program for

females or not…………………………….……..…..….……………………… 44

Table 23: Teacher responses, on whether teacher are providing equal chance for male

vi
 and female students in PE class or not ..……….…………………………….. 45

Table 24: Teacher responses, on whether school principals fulfill sport materials

for PE department or not ..………………………….….……………………….. 45

Table 25a: Analysis of information gathered through observation from Hamusit

secondary school …………………………….…………………………………… 47

Table 25b: Analysis of information gathered through observation from Gohalla

secondary school …………………………….……………………………………. 48

Table 25c: Analysis of information gathered through observation from Gohalla

secondary school …………………………….……………………………………. 48

vii
 ABBREVATION AND ACRONYMS

EBWEO: East Belesa woreda Educational Office

GSS: Gohalla Secondary School

GPS: Gohalla Preparatory School

HSS: Hamusit Secondary School

ICDR: Institute for Curriculum Development and Research

NO.: Number

PE: Physical Education

% percentile

viii
 ABSTRACT

The major purpose of this research was to assess the factors that affect the participation of female
students in physical education class in Hamusit secondary, Gohall secondary and preparatory
schools. The total population of the study were 1323 (100%) and 411 (31.1%) sample were taken
out of which 400 (30.5%) female students,3 school adminstrators and 8 physical education
teacher were selected for the study. Compressive and random sampling techniques were used in
the study. Data collected from the participant were analyzed using tables and interpreted by
means of both qualitative and quantitative analysis method. Some of the major findings include
the majority of female students in the sample schools have less interest to participate physical
education class, cultural, Biological , past experience, Economical , physical and physiological
factors are major factors that hinder the participation of female students during physical
education class. Hence, it is recommended that depending on the result of findings, concerned
bodies suchas parents, physical education teachers, Zone and woreda educational bureau, etc,
Should create awareness for female students about the benefits of physical education subject.
Physical education teachers should apply student centers teaching approach in order to motivate
female students.

Key words: Biological factors, PE, Psychological factor, socio cultural factor and socio
economic factor

ix
 CHAPTER - ONE
INTRODUCTION

1.1 Background of The Study

Education is a process and practice geared towards shaping an all rounded personality through a
harmonious and integrated development of mental, physical, social, moral and spiritual power of
human being. It is the total process of human experiences imparted by which knowledge is
acquired, skill is developed, attitudes and values formed. Therefore, education is an instrument in
tapping individuals‟ talent, potential and personality development so that individual can improve
their lives and the community at large. Education helps a country to create strong and
competitive economy which can effectively cope up with the challenges of development and can
adapt to the changing market and technological condition in the global economy (sidentop,
1998).
The overall cultural, social and economic development of a country depends up on the degree to
which it ensures access and opportunity of education to all social groups without any disparity.
However, different levels to learning acquisition are still major problems of our country among
women and men. However Compared to males, females have less access to enter schools, are not
provided with equal opportunities at all levels of education and hence do not enjoy the benefits
of education that males do (Tsige Haile, 1991).
Female education in the third world suffers from low participation, poor performance and gender
biases, which are the outcome of the society‟s discriminators practices on females.
The main objective of physical education is to develop physical, mental, social, motor and skill
through physical activities.
As indicated by ICDR (2001) Physical education syllabus for grade 9 – 12, physical education is
an essential subject matter which focuses on learning in the psychomotor domain and the
development of life time patterns of physical activity. Male and female students involved in
physical activity develop coordination and abilities useful in work and play, develop ethical
behaviors and the responsibility of citizenship, self-discipline and quality of leadership to lead
activities in team sports and get opportunities to play with their peers and this contributes to
higher academic and social achievement.

1
According to Leonard II and Knapp (1968) The fundamental purpose of physical education is to
promote through selected physical activity, the establishment and maintenance of competences,
attitudes, ideas, drives and conditions which enables each individual to establish a pattern of
living that provides satisfactory self-expression and adjustment through individual
accomplishment and that contributed to group welfare through home, community, state, national
and world citizenship experience appropriate for each individual .

Since females are occupied by household activities, they have less time to participate in physical
education activities. Therefore, the participation of female students in physical education seeks
more attention and can be maximized by providing them access to relevant education and
training to promote their participation for the development of the society (Fekede Eshete, 1997)

There are major factors that hinder the participation of female students during physical education
class such as biological factor, cultural, social, physical and physiological, Economical and
school factors. However, females can show remarkable improvement in their physical features
by making continuous physical exercise. To this end physical education plays a decisive role.

According to Stivachitis, K (1999) Restriction or prevention of women or girls from sport and
recreational activities is an act of discrimination which violates the enjoyment of their human
rights. The promotion of sport and physical education for girls is an important tool to eliminate
socially constructed gender stereotypes.

As stated above all those factors may be rooted from different direction. Even though the major
factors that hinder female participation during physical education are sensitive issues, there are
some adequate research works that are conducted to identify these factors. Therefore, this study
attempt to assess factors that affecting the participation of female students during PE class in
case of Hamusit secondary, Gohalla secondary and preparatory schools in north Gondar zone,
East Belesa woreda.

2
1.2 Statement of the Problem

This research is entitled as; factors that affect the participation of female students in physical
education class in East Belesa Woreda.
The educational system of any country is designed to develop the learner‟s problem solving
capacity and adaptability by building up knowledge, ability skill and attitude, The teaching
learning process the educational policy of the country and the curriculum are required to be
backed by suitable methods and strategies (sidentop,1998)
Physical education is one aspect of Ethiopia educational policy and curriculum to develop the
learner‟s ability such as female students by building up knowledge‟s and skills.

However female students less participate towards physical education class with comparison to
male therefore to improve performance of female students in physical education class should
have to achieve its objectives it has been observed that this study are not properly maintained to
assist the work of students only. It has significant role in achieving the overall objectives of both
teachers and students.
In the researchers‟ four year experience as well as physical education teacher, the researcher has
observed that factors that affect the participation of female students in physical education class.
In East Belesa Woreda secondary and preparatory schools female students are fewer participants
because of those factors. In light of this fact the researcher become interested to conduct this
study. Therefore, this study examined factors that affect the participation of female students in
physical education class in East Belesa Woreda. The following leading question would be
answer in order to check the attainment of the stated objectives.
Is biological factors influence the participation of female students in PE class?
Is socio-cultural factors influence the participation of female students in PE class?
Is instructional material and facilities influence the participation of female students in PE
class?
Is socio-economical factors influence the participation of female students in PE class.
Is motivation enhancing the participation of female students in PE class?
What methods are used to increase the participation of female students in physical education
class?

3
 1.3 Objectives of the Study

General objective of the study; The general objective of this study was to assess the factors
that affect the participation of female students in physical education class in Hamusit secondary,
Gohala secondary and preparatory schools.

Specific objectives; this study also tried to achieve the following specific objectives;

To identify and explore the factors that affects the participation of female students in
physical education class.
To investigate the role of teachers and administrators for the effective participation of
female students during physical education class.

1.4 Significance of the Study

The significance of the study are to;

Investigate factors that hinder the participation of female students in physical

education class.
Examine factors affecting female students participation during physical education
class.
Initiate female students to actively participate during physical education class.
Provides a clue for future researchers about the factors that affecting the participation
of female students during physical education class.

1.5 Delimitation of the Study

The researcher after preferred the title of the study. The researcher need to do the research on the
whole schools of female students in the North Gondar Zone. But such type of research need a
long time and high budget, so the researcher was enforced to choose Hamusit secondary, Gohala
secondary and preparatory school in East Belesa Wereda.

4
1.6 Limitation of the Study
The most serious limitations are lack of reference materials and other resources, including related
researches in our context, besides these, there are factors that may have negative influence on
findings such as internet access, financial constraints and the load of work.

1.7. Definition of Key Terms

 Attitude;-a predisposition or a tendency to respond positively or negatively towards a

certain idea.
 Games;- are any form of playful competition in which the outcome is determined by
physical skill, strategy, or chance, singly or in combination.
 Intramural;- it is recreational sport, organized with in a set of geographical area.
 Physical activity;- is any bodily movement produced by the contraction of the skeletal
muscles that increases energy expenditure above base line level.
 Physical fitness;- is a state of health or condition of the body ability to with stand the
stress of daily life.
 Play;- is a physical activity which used as amusement.
 Preparatory school: school which have levels from grade 11- 12
 Secondary school;- school which have levels from grade 9 - 10
 Sport;- is a specialized or higher order of play or as a game with certain special
characteristics.

1.8. Organization of The Study

This study consists of five chapters. The first chapter deals with introduction, statement of the
problem, objectives, significance, limitation of the study, delimitation of the study and
definitions of key terms. Chapter two deals with literature review. The methodology and
procedures are dealt with in chapter three. Chapter four includes results, analysis of the data and
interpretation of the data. Chapter five deals with summary, conclusion and recommendations of
the study, and finally a list of reference materials and the questionnaires that was used in the
study is attached at the end of the paper.

5
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1. Female participation during physical education class

According to Jones et al (1997) Female participation during education is a tool to enable citizen
to make all a rounded participation in development process. The participation of female in socio-
economic programs especially depends on their educational background educating girls and
women are critical to achieve the benefits as well as the improvement in the areas of health. The
female participation gap in physical education is wide in developing countries. In developing
countries with low female participation is one the cause for female to be under privileged
underrepresented in development programs. These raise the issue that the role of educational and
female participation should be analyzed and studied. Living in an overly obese society, we must
do our best as physical educators to promote lifelong physical activity to our students. We must
do everything in our power to improve female student‟s perspectives on and experience in
physical education and to life style.

Different studies were conducted on the participation of female students in PE for example,in
Saskatche when, Avery Girolami and Humbert (1998) stated that in the school selected for their
study, over 80% of the young women who participated in physical education when it was
compulsory did not enroll in optional physical education class.

Another study focusing on participation in physical education (king and closes,1992) determined
that young female participation in physical activities and us likely to be physically active at age
20. If girls are turned off by physical education in higher preparatory and secondary school. They
are much us likely to remain active as adults..

2.2 Factors affecting the participation of female students during

Physical Education Activity

According to Sidden top (1998), High school physical education was endangered species. A
subject matter that might gradually became extinct in secondary curriculum. He argued that in
increasing lack of expectations for significant out come in high school physical education and

6
own more learning. Concern that students have stopped care about physical education would
bring in physical educators have duty to alter the expectations of high school students have due
to alter will be in effective if negative attitude towards the course lead students to ignore its
value. Attitude is the agent that can change perceptions and the catalyst that can make physical
education a positive education experience.
Female participation in physical education class is highly influenced by different factors. Like
biological factors menstrual, physical and physiological and psychological factors like
personality, self-concept etc. and socio-cultural factors like family, school, culture and media and
also socio-economic factors.(Ibid)

2.2.1 Biological Factors

Menstruation

According to Hargreaves (1997), strenuous exercises did not negatively affect the menstrual
cycle, nor did menstruation significantly affect physical performance. For many years strenuous
exercises has been believed that delayed onset of the menstrual cycle caused many girls to
continue playing sports based on the observation that menarche occurred later in athletes than
non-athletes.

Girls experience less physical distress associated with their menstrual cycle when they play
sport. Many reports highlight the positive influence of moderate and regular physical activity on
the menstrual cycle. There is no doubt that the benefits of playing sport far outweigh the
disadvantages in respect of young developing female bodies. There is some correlation between
strenuous physical activity and delayed menstrual cycle. For long period of time there has been
such believe that physical exercise has negative(-ve) on menstruation and given for the least
many years medical perspectives indicated that physical activity during menstruation is not
have come to stage to disprove the belief.(Ibid)

As shaver (1981) further reported a study had been made in Hungary on women athletes and it
was found that there were disturbance on the set of during the menstrual period doubt women
athletes is much greater than the amount of general female population.

7
 Physical and Physiological Influence

Shaver (1981), argued that the physical fitness of women in sport has always been questioned
because of a variety of physiological concerns including the menstrual cycle, reproduction,
damage to breasts and genitals. There are some difference in physical and physiological aspects
between male and female. These differences have no effect on female to participate in different
sports. Anatomical and physiological differences are quite apparent between the two sexes
particularly after puberty period

Early studies argued that females should not be involved in sport, due to the deleterious effects
of physical exertion on the frequency of menstruation and the fact that the reproductive organs of
female can be affected. These beliefs prevailed for years and later evidence began to prove these
early beliefs wrong (Leunes & Nation, 1991) Pre-adolescence is (9-11 years) a stage that
involves a slow but consistent form of growth. It is a calm period just before rapid onslaught of
adolescence. The body is undergoing developmental changes in the skeletal system, muscular
system and motor development.

Accepting one‟s physical appearance and being able to deal with the physical changes involved
with maturity and growth is one of the most crucial developmental tasks common to most
adolescents (Brettschneider & Hein, 1997).

Frydenburg & Lewis (1993) suggested that Adolescence has been referred to as a period of
„‟storm and stress‟‟ and it is also a period when the teenager is confronted with a series of
hormonal hurdles and developmental challenges Adolescents have to deal with a number of
issues simultaneously, including the development of an identity, achieving independence away
from the family, and at the same time acceptance by the peer group. Most important is the
transition from childhood into adulthood, which comes with many psychological and
physiological adaptations.

8
 Pregnancy

Anecdotal evidence shows that pregnancy does not hamper performance of women who choose
to participate in sport throughout their lives. Leunes and Nation (1991), stated that Irwin, who
was a female athlete, won an Olympic medal in diving when she was four months pregnant.
Another example is that of Hays who successfully completed the world championship rodeo as a
bareback rider when she was eight months pregnant. It also appears that athletes return to top
form rather quickly after having had children.

Geber et al (1974), concluded by saying that females could look forward to having an active and
exciting sports life uncomplicated by irregular menses, pregnancy and childbirth.

Body Form

According to Coakley (1986), discussed myths that excluded females from sports, in the process
of playing sport; it is believed that females might damage their breasts. There is no evidence that
shows that the breasts or reproductive organs are at risk at any point when females take part in
sport. Breasts are the least vulnerable organ of the female body.
Eitzen & Sage (1993)stated that the uterus is said to be the most shock resistant organ. In fact,
males are more susceptible to injury and trauma because their sexual organ is external.

Kane (1998) explored that the bone structure of females is definitely smaller and more fragile.
Female‟s gain strength as they mature and several studies have indicated that sort-term training
programs can increase muscle strength in all children. At the age of 14 years the growing rate for
girls slows down and if they continue being physically active then they increases their strength.
Females have the ability to enhance their physical strength that would eventually enable
themselves to perform at high competitive level.

2.2.2Psychological Factors

Youth Identity

Youth identity has in the past been an area of interest and the concept has been used differently
in various approaches thus leading to controversy. According to Bredenberg& Bredschneider
(1997), youth identity by identifying a close correlation between identity development in

9
adolescence and developmental tasks. Such tasks include acceptance of one‟s physical
appearance as physical changes occur and understanding that these changes would lead to
growth, maturation, and building good value systems as a guide for personal actualization.

Brettschneider (1997) suggested that identity has two definable components, namely personal
identity and social identity. Personal identity develops on the basis of continuity of self-
experience in the course of life. Social identity evolves from the image that others help to create
for the self. The development of an identity during adolescence is a process through which an
individual maintains a balance between personal and social identity, which means it is important
for the youth to know themselves. Self-knowledge empowers them in the realm of decision-
making.

Personality

Morris & Summers (1995) stated that people have different views as to who can and cannot play
sport. It is a common belief that certain personality types are more suited to the sporting arena.
Individuals across the spectrum of personality types initially have a tendency to participate in
sport and should individuals feel uncomfortable they will withdraw, leaving behind a group that
is more homogeneous in their common interest The decision to play sport might be an individual
choice driven, instilled and inspired by external factors that usually have little to do with
personality types. External factors include encouragement and motivation from parents, teachers,
peers or even role models in the community.

A conducive sporting environment could also be a motivating factor and the media can be a
powerful tool to instill an interest and affinity to sport (Harris, 1994).

Prakasa and Overman (1984) asserted that sport, traditionally has been thought of as a process of
physically building men and the „male‟ athletic personality; this is viewed as tantamount to the
„male personality‟. This view suggests that an athlete is supposed to be competitive, rugged,
aggressive, tough, independent, dominant, assertive, achievement-oriented and self-controlling.
A „real‟ woman is supposed to possess different psychological and physical characteristics thus
implying femininity and possible fragility.

10
 Self-Concept

Brettschneider & Hein (1997) cautioned that self-concept is established when people gather
information that changes whenever an individual encounters new experiences, it also represents
complete knowledge of a person about self, which enables the individual to know her/his own
competencies. „‟Each person develops perceptions and ideas of his/her abilities, characteristics
and personal ways of acting, eventually providing a sense of meaning on a self-rating of quality.
In this sense, the self-concept is the result of a naïve theory or an internal model of a person,
which directs behavior and which is either confirmed or modified on the basis of behavior and
experience‟‟.

The different encounters and interactions that one has with other people will enable the
individual to know more about him-self or herself. As an individual associates with other people
these encounters will either enable them to improve or change their behavior and sometimes
even agree with their present behavior. Female teenagers are greatly influenced by the evaluation
of significant others, they appreciate reinforcement and encouragement based on their own
actions.(Ibid)

Brettschneider and Hein (1997) argued that self-concept allows females to assess themselves by
acknowledging their weaknesses and strengths. Often females compare their performance to that
of other participants and with time, if their performance improves, then their self-concept also
improves and the female sport participant feels competent in what they are involved in. Being
competent in a particular sporting code enables the girls to be self-motivated and builds self-
confidence. A positive self-concept in teenage girls who participate in sports elevates the level of
self-esteem.

Digest (1997), asserted that sport helps to build confidence and a positive body image, which can
be linked to lower levels of depression according to women‟s sports foundation.

2.2.3 Socio-Cultural Factors

Davies (1996) suggested that during infancy and childhood, children develop attitudes, which are
formed through their interaction with their world. Parents and family members play a pertinent
role in this regard. As the child develops, school influence becomes more important. When

11
learners are outside the home they are exposed to different behaviors and attitudes. From primary
school to senior secondary school, learners make choices, which can build or destroy them as
individuals. Individuals adopt attitudes and behavior patterns and these are internalized.

Entrenching such behavioral patterns will depend on whether such behavior is approved of in the
family dynamics. If these, patterns are accepted by the family then they would be reinforced. The
adoption of attitudes and behaviors in relation to sport is often associated with the need to be
accepted by their parents, community and the society they interact with on a daily basis (Davies
,1996).

Harris (1994) stated that the family is said to be generally responsible for early sports
socialization and interest in sport is often preceded by the parents‟ interest. Socialization is „‟the
process where by individuals learn skills, traits, values, attitudes, norms and knowledge
associated with performance of present or anticipated social roles. The sport socialization
process contains three components the socialization into sports refers to the social and
psychological influences that shape an individual‟s initial attraction to sports. These influences
include the prevalent attitudes and values within the family or the peer group.

Brustard (1992) explored that socialization via sport refers to the acquisition of attitudes, values,
and knowledge as a consequence of sport involvement. Socialization out of sport involves those
influences that contribute to an individual discontinuing his or her sport participation‟‟. The
following socializing agents directly or indirectly influence the choice that would be made by
teenagers on a daily basis. In this instance it will be the choice to either participate in sports or
not.

Family

Varpatoli (1986) suggested that sport has been trivialized, regarded as separate from life and as
unrelated to the broader social context and processes. The family prevails as the primary
socializing agent and to a high extent it also defines appropriate gender behavior, which
sometimes could include sport. Numerous studies have indicated that other people who are
usually seen as role models have influenced many individuals who become involved in sport.
The family is said to be generally responsible for early sports socialization, including modeling,
reinforcement and the shaping of the observed behavior (Haris, 1994).

12
Buffer et al (1996), also argues that the socializing process at home for both sexes is different.
Boys usually get more support and encouragement to get involved in activities, which offer
sporting opportunities. They are furthermore provided with role models who encourage and
support participation in physical activities. Girls however, may not be encouraged to become
involved in physical activities.

Snyder and Spreitzer (1976), stated that girls receive greater encouragement for certain sporting
codes which are seen to be more feminine. Girls are encouraged to participate in gymnastics
rather than baseball and athletics.

There are two important theories that indicate that motivation starts at home. The first theory,
Harter‟s Competence Motivation Theory (1981), indicates that the learner who receives
disapproval from significant others will have a diminished sense of competence. Control will
greatly rely on external forms of information and approval, which implies that extrinsic
motivation, will enhance performance. Learners who receive parental support will be motivated
to perform better than those learners who are not motivated by their parents. Interest in sport by
children is usually preceded by the parents‟ interest (Harris, 1994).

The second theory, Nicholls‟ (1984) Theory of Achievement Orientation states that through
achievement the child will display great interest in pursuing challenging opportunities in the
future. Nicholls‟ theory relates to differences in understanding the meaning of competence or
ability. Some people think that competence implies performing better than other people and this
is termed an ego-involved orientation.

In contrast, other people see competence from a personal point of view, which can lead to
personal improvement and this is referred to as task-orientation. According to Nicholls‟ theory
the motive is to demonstrate some level of competence mediated by underlying differences in the
personal interpretation of achievement. This theory has attracted a lot of attention but
unfortunately has not been empirically tested within the youth sport realm (Higginson, 1985).

A major difference between the two theories is that Nicholls (1984) argues that the
demonstration of competence is the most gratifying feeling in the sport fraternity, as opposed to
Harter, who emphasizes that the attainment of competence is what, is most rewarding in any

13
world of sport. The demonstration of competence, particularly for learners who have worked
extremely hard to reach that level, could be very rewarding.

According to Higginson (1985) found that parents were the main socializing agents in the early
years of both girls and boys. As the individual gets older significance of family support seemed
to decrease and peers, coaches and teachers become the main supportive agents.

The School

Frydenberg & Lewis, (1993) suggested that school is a place to fulfill certain social roles with
peers and the opposite sex. Most of the decisions that teenagers make are important for their
development and self-actualization and this might have a big impact on their lives at a later
stage. If the pressure to participate in sport is not generated at home, then it should come from
the coaches, peers and particularly the teachers who are the main driving forces within the
education sector. Schools are thus important as it mold‟s the lives of our developing teenagers.

On the other hand, Engei (1994) also indicated that schooling is of fundamental importance in
perpetuating the notion that some sports are more „masculine‟ or „feminine‟ than others. For
some schools there is still a discrepancy as to which gender should participate in the different
sporting codes. A lot of our schools do not have girls‟ soccer, basketball and volleyball teams as
these are labeled as boys sporting codes.

Schools are institutions in which physical activity is mainly organized within an educational
context and thus determines whether learners will participate. The link between sport and
education plays a crucial role in the holistic development of the learner (Khumalo, 1999).

Gender Role Expectations

The gender schema theory Kiovula (1995), suggested that „‟the phenomena of sex typing derives
in part from gender based schematic processing which form a generalized readiness to process
information on the basis of the sex-linked associations that constitute the gender schema‟‟.

The selectivity of schematic processing allows us to add meaning to a vast amount of stimuli that
we are exposed to and enable us to structure incoming information. Sex typed individuals thus

14
process incoming information according to how society defines masculinity and femininity
(Kiouvula ,1995).

People experience discomfort whenever they are expected to take part in cross-sex activities
because they know the demands far exceed their ability. This theory clearly establishes
expectations and perceptions of „appropriate behavior‟ and will ultimately determine behavior
patterns.(Ibid)

Gregson and Colley (1986) argued that during adolescence, there is an adoption of sex roles.
These roles could have an effect on behavior for example adolescents whose mothers are
involved in sports will also more likely be involved in sports. The socialization process influence
gender schema development. Although it is also important to emphasize that gender has not been
able to consistently predict behavior, it is undoubtedly one of the factors that influence behavior.

Gender differentiation begins at birth and can result in the learning of passive, submissive and
nurturing behavior of the girls and the active, aggressive and autonomous behavior of the boys
(Kiouvola, 1995). In most homes girls and boys are socialized differently.

Culture

Culture is when a group of people have similar beliefs which form part of their tradition and
custom. According to Hargreaves (1997), culture is seen lived dominance and subordination of
particular classes, in the sense that certain cultural beliefs can affect the progress of particular
areas in life. Cultural beliefs have a great impact on the involvement of females in sport.

As Leonard II (1993) point out the influence of culture on females participation in sport that
“female had to be confident and prevented from doing anything that might her delicate
reproductive system and that means she had to be prevented from doing virtually physical
activity.

Edward (2003) explored that cultural influence are claimed that physical education and sport
have variety of positive cultural effect they build character encourage team work and team sprite.

Kane (1998) argued that sport could be regarded as one of the most important sites for the
production of cultural beliefs and practices that equate gender differences. These cultural beliefs

15
make women think that they will never attain the levels of their male counterparts where sport
performance is concerned. „‟A women‟s place is in the kitchen‟‟ is still a common saying and
many cultures still firmly believe it. Participation in sport masculinizes females and is therefore
viewed negatively (Fasting, 1987). The above sentence confirms the fact that masculine and
feminine behaviors are culture bound. Most males are accepting of females not participating in
sport.

According to Kiouvula (1995), the participation of women in sport has always been seen as the
presence of women in a man‟s world.
Hargreves (1997) suggested that women were excluded from convenient venues and they often
had to travel long distance for them to be able to play and this was one of the factors causing
females to be sidelined.

Despite many negative factors, females who continue to participate in sport are challenging the
culture-bound beliefs and are going against deep-seated traditional beliefs. „‟If sports is a cultural
space where gender relations are produced, preserved and publicly celebrated, then women‟s
involvement in sports can be seen as a form of resistance that disturb the apparently already
existing logic of male supremacy‟‟ (Kane, 1998).

The Media

Kane (1998) suggested that the media‟s portrayal of female athletes plays a fundamental role in
the preservation of stereotypes that are formulated by people in relation to female involvement in
sport. The media‟s portrayal of female sport participants is limited. There is an increasing
awareness of young adult sport fiction books; although very few of them have a female sport
protagonist as opposed to those with male protagonists which are still found six times more.
Fiction portraying female protagonists would be more appealing and such books can encourage
girls and make them realize that there are other options in their lives. This will enable teenage
girls to counteract the limitations of gender stereotypes and to realize that they can follow their
dreams, even in sport. Reading about strong, competent sports women could also encourage
more black female adolescents to participate in sports.

16
2.2.4 Socio-Economic Factors

Higginson, (1985) suggested the notion is that social background and availability of
opportunities influence the decision to be involved in sport or not. This implies that the economic
background of an athlete facilitates the choice to participate in sport because opportunities are
readily available. Sport participants can thus afford to travel to where the facilities are situated
and they can also afford to buy the necessary sporting equipment.

There are however, many factors that make it impossible for certain females to take part in sport.
According to Higginson (1985), argued that even if facilities are available a child might not
participate in sport if the parents are unconcerned regarding this facet of the child‟s development.

2.2.5 Factors Related with Administrators

Administrators one of the humane factor, that influences implementation understanding the
crucial role of school. Administrators in implementation; Maclaughlin (1987) notes,
“implementation incredibly hard and that successful implementation generally requires a
combination of pressure (introducing new idea) and support by school administrators.”
supporting this, Berman and Maclaughlin (1976) found that project sustenance and success was
highly related with principal‟s support. According to them, degrees of implementation were
different in different schools. Mainly the action and the concerns of principals were different. In
addition, Hord (1995) he further noted that principal‟s actions convey the message as to where a
planned change is to be taken seriously or not. This will as noted by,Bermaan and Maclaughlin,
indirectly affects the willingness and dedication of teachers. This action includes many activity
but the main one are developing supportive organizational arrangements, training and ongoing
information support, consultation and reinforcement, monitoring and evaluation.

2.2.6 Instructional Facilities and Materials

According to Motzel in Azeb, ( 1998) and discussion of classroom organization must begin with
some attention to resource and facility that the specific set up demands its implementation.
Motzel, further discussed that, when there is no lack of equipment and materials that appear
geographically to understanding of the pupil teaching cannot be challenged indeed. In light of
this statement, Tirusew(1998) also describes that for effective teaching learning to take place,

17
classroom must be adequately organized and conducive enough. The crux of educational quality
among others heavily relies upon the environmental conditions and facilities of the classroom.
Whenever theoretical issues presented in classroom for students, it is practically proved that
students get the most out of them when they supported by teaching materials (Hallak, 1990)

The writer further maintained that classroom should have furniture that is comfortable and easy
to move from one point to another and to arrange for different purpose. The most writer argued
that classroom should encompasses teaching materials like, textbook , guide, map, charts etc.
there fore teaching material and other classroom situation are often per amount importance in the
process of teaching and learning where lack of appropriate material results in hampering
effective transmission of knowledge.

2.2.7 Motivation

The learners more time will spend on learning while motivation is crucial force that determines
whether the learner embarks on a task at all. Lift Lowood (1994:53) as cited in Geleta Alemu
(1990:6) say motivation is considered as a power house which emerging any education activity.

Student motivation is key factor in successful learning. Lado (1982:42) and motivated learners
never out any lesson unless something goes beyond their capacity to deal with “when students
are motivated to learn, they usually pay attention to the lesson” Carrel (1992:71) as cited in
Geleta‟s (1990:12-18).

2.3 Gender issues in physical education female students perspectives and experiences.

According to Craig,C,L and C.Cameron (2004)with something that has remained fairly constant
in high schools over the last few decades is the low enrolment of female students in post
compulsory physical education courses. As physical educators, we need to gain an understanding
as to why girls are choosing not to participate in physical education after it is no longer
compulsory. Often those students are us physical active after graduation and in to their adult
lives. If we can understand why many girls are leaving high school with negative feelings about
physical education, we can implement strategies to deal with the trend accordingly. Research
indicated that physical activity leads to obesity, cardiovascular disease and coronary heart
disease (Canadian association for health, physical education and recreation1993).

18
The psychological benefits include improve social skills, improve leadership skills and increased
self -esteem. Once physical education becomes optional enrolment tends to decrease more
noticeable with adolescent girls than with adolescent boys (Craig and Cameron, 2004).

Flint off (1996) stressed that physical education programs are an important gate way for
encouraging young people to develop the knowledge, skills‟ and attitudes necessarily for active
health living.

2.4 Segregated or co-educational physical education classes

As Myrick (1996) indicated that high school students convert for physical education the skill
level of girls and boys declines. The competitive nature of the boys sub sues the girls “the girls
will avoid play while the boys control the activity”

Girls feel more comfortable feel less reap more benefits from single. Physicaleducation classes
generally speaking as students increase in age.Operating a co-educational physical education
class be becomes increasingly difficult (Ibid).

The influence of peers and the media is substantial in middle schools and high schools today.
According to Myrick (1996) “many other issues come in to play. Including sexual harassment,
boy image, self-esteem, major physical changes and amore sever degree of gender bias when
dealing with co-educational physical education. As physical educators we need to be aware of
these concerns and deal with them accordingly. Girls are generally interested being with
friends.Having fun and participating in activities in which ever one is involved.

Dowing keating and C.Bennett (2005) suggested that physical education teacher should provide
a positive learning enrollment that motivates all. Students to want to be present learn but perhaps
more can concern and attention should be given to the female students in our class, their perhaps
the most important consideration when teaching physical education to all students.

-------- promoting class room community and establishing a safe and caring environment other
key components in ensuring that all students feel well come and wanted in energy physical
education setting. Greeting students at the door with a friendly smile can put them in a positive
frame of mind, and it also conveys that you care and that you are happy they get to know all the
students in your class not just the athletically skilled students or those who participate on the
school team (Aicinena,1991).

19
 CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY OF THE STUDY
3.1 Research Design

This study employed descriptive survey that examines the factors that affects the participations
of female students in North Gonder zone East Belesa woreda schools. The study focus mainly on
describing, analyzing and interpreting the conditions, that exists in the relation to the
participation of female students.

The setting of the study was two secondary and one preparatory school, in North Gondar zone
East Belesa woreda. They are Hamusit secondary, Gohalla secondary and preparatory schools.

3.2 Method of the study

To achieve the intended objective of the study descriptive survey method employed to identify
and describe factors that affect the participation of female students in physical education class.
According to Best and Kahn (1998) stated a descriptive research method focus on investigating
the issues and practices by including the large size of the population. .

3.3 Population and Sampling Procedures

The main participants in the study were in North Gondar zone East Belsa woreda secondary and
preparatory schools of PE teachers and female students. East Belsa woreda has two secondary
and one preparatory schools. They are Hamusit secondary, Gohalla secondary and preparatory
schools. All of them are included in the study. The total target population of the study is 1,323.
That is 1,312 female students, 3 school administrators and 8 PE teachers. Among those 400
(30.5%) female students, 3 school administrators and 8 PE teachers directly participate in the
study. By using comprehensive sampling technique all PE teachers and school administrators
include in the study. In addition, to select sample representatives of female students the
researcher has used random sampling technique.

3.4 Sources of data

Primary and secondary source of data were used in this study. Primary source of data collection
technique is used to increase the credibility of the research findings and minimize the risk of

20
 erroneous conclusion. Secondary sources of data that the researcher uses to collect data are:
book, journals and others. Whereas Primary source of data that the researcher uses to collect data
are:

Female students

East Belesa woreda secondary and preparatory schools female students used as a source of data
collection. The total target population of the study is 1,312. From the total population 400 (four
hundred) (30.5%) females students directly participate in the study.

Physical education Teachers

The researcher used East Belesa woreda secondary and preparatory teachers to collect data.
There are 8 secondary and preparatory PE teachers; all of them are participate in the study to
give information to the researcher based on questionnaires.

Directors

East BNelesa Woreda secondary and preparatory school directors used as a source of data for the
study. There are three secondary and preparatory school directors in East Belesa Woreda; all of
those are directly participate in the study to give information for the researcher based on guided
interview questions prepared by the researcher.

Table 1a: Population of the study

Name of the Total

school Number of students Teachers
th th
9 Grade 10 Grade Total M F T
Hamusit A B C D E F A B C D
Secondary 10 10 10 10 10 10 10 10 10 10 100 2 - 2 102

Table 1a indicated that from HSS 100 female students, 1 director and two PE teachers was
included in this study

21
 Table 1b: Population of the study

Name of Total
the school Number of students Teachers
th th
9 Grade 10 Grade Total M F T
Gohalla A B C D E F G A-H
Secondary 10 10 10 10 10 10 10 80 150 2 1 3 153

Table 1b; indicated that from GSS 150 female students, 1 director and 3 physical education
teachers was included in this study.

Table 1c: Population of the study

Name of Total
the school Number of students Teachers
11th Grade 12th Grade Total M F T
Gohalla A B C D E F A-I
Preparatory 10 10 10 10 10 10 90 150 2 1 3 153

Table1C:- indicated that from GPS 150 female students,1 director and 3 physical education
teachers was included in this study.

3.5. Instruments and Procedure of Data Collections

The researcher was used three kinds of data collection instruments that is questionnaire,
structured interview and observation were employed to obtain adequate and variety of
information for the study.

In order to check the work ability of the questioner, the researcher was administered for 3
English teachers those who teaches in GPS and experts those who works EBWEO. Based on the
response obtained from English teachers and experts correction and revision was made that
means 6 questions from students and 2 question from PE teachers was rejected because of
Grammatical errors and ambiguous word.

22
3.5.1 Questionnaire

Two sets of questionnaires were prepared to obtain information from teachers and students. Both
sets contained both open ended and close ended questions the Amharic versions were used to
collect data from respondents. This was due to the fact that it avoids language problems in
understanding the questions that helps to find clear and pertinent information.

The questionnaires were then administered to the respondents by the researcher himself and
collected by the researcher too.

3.5.2 Interview
Interview is one of the major tools to gather information from participants. Therefore, the
researcher uses semi-structured interview for school principals to get relevant information that
related with factors that affect the participation of female student in physical education class.

3.5.3 Observation

Observation session was used as it was a main supportive tool to gather information about the
present status of female students. The researcher observed 3 times both class room and practical
periods of physical education.

3.6 Procedure of Data Analysis and Interpretation

After carrying out the collection of data through questionnaires, structured interview and
observation, based on the available data, the process of tabulation was carried out. The items
then were first classified in to different tables according to the nature of issues raised in
questionnaires and interview and the data were analyzed.

In analyzing the data both the quantitative and qualitative methods were used. Accordingly, all
the close ended questions of the questionnaires were analyzed quantitatively using frequency
count and percentage.

The data obtained from the open ended questions of the questionnaires interview and observation
were analyzed qualitatively and served as supportive for quantitative data.

23
 CHAPTER FOUR

PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA

The primary objective of this chapter is to find out the appropriate responses for the basic
questions raised under the statement of the problem from the data gathered through
questionnaires distributed to the female students and physical education teachers, structured
interview designed for physical education teachers of Hamusit secondary, Gohalla secondary and
preparatory schools, observation conducted on theoretical and practical periods of physical
education.

The researcher was set 400 questionnaires for female students and 8 questionnaires for physical
education teachers to gather reliable information in breadth. Regarding the return rate, all of
questionnaires distributed for both female students and physical education teachers, all of them
were properly filled in and returned. Consequently based on the responses obtained from
respondents through questionnaires, interviews and observation of the data are presented as
follows.

Table 2a; Characteristics of female students’ respondent by Age and Grade

Schools Number of respondents Age

Grade
th th
9 10 11th 12th Under 17 18-20 21-25 Above 25
Hamusit 60 40 - - - 87 13 -
secondary
school

Gohalla 70 80 - - - 123 27 -
secondary
school
Gohalla - - 60 90 - 107 43 -
preparatory
school
Total 130 120 60 90 - 317 83 -

The above table indicated that, 37.5% participants of female students are grade 9, 25%
participants of female students are grade 10, 15% participants of female students are grade 11

24
 whereas 22.5% of the participants are grade 12. Regarding to the age of the respondents 79.25%
of students between age group of 18 – 20 and 20.75 % of the female students in age group
between 21 – 25 years of age.

Table.2b The Characteristics of teachers’ respondent by sex, age, service year and
qualifications

School N Age Service year Qualification

s o. Sex
of
Re
s
M F < 25 25-30 31-40 40< <5 6-10 11-15 16< Diplo BA MA PhD
ma
HS 2 2 - 1 1 - - 2 - - - - 2 - -
GS 3 2 1 - 3 - - 3 - - - - 3 - -
GP 3 2 1 1 2 - - 3 - - - - 3 - -
Total 8 6 2 2 6 - - 8 - - - - 8 - -

As shown on table 2b, the number of male PE teachers is 6 where as the number of female PE
teachers are2. All of the teachers are degree holders.

Regarding with the age 2 PE teachers (25%) are in age group under 25 years whereas 6 PE
teachers (75%) are in age group 25 – 30 years. Concerning work experience, all of PE teachers
have work experience of 0 – 5 years.

4.1. Analysis of information gathered from female students

Questionnaires were distribute for female students in the Hamusit secondary, Gohalla secondary
and preparatory schools and their responses is summarized in this section.

Table 3 Have you interest to participate during physical education period

Item Number of Total number Percentile %

respondent of respondent
H.S G.S G.P H/S G/S G/P
A) Yes 27 43 57 127 27 28.67 38 31.75%
B) No 73 107 93 273 73 71.33 62 68.25%
Total of
each 100 150 150 400 100 100 100 100%
school

25
Based on the above table 27% of female students from Hamusit secondary school, 43(28.67%)of
female students from Gohalla secondary school and 57(38%) of female students from Gohalla
preparatory school responded “Yes”. And 73%, 107(71.33%) and 93 (62%) of female students
from Hamusit secondary, Gohalla secondary and preparatory schools respectively replied “No”.
So, as the above data shows 273 (68.25%) of female students of the three schools respondent
response “No”. This indicates that the majority of female students did not have interest to
participate during physical education period.

2 If your answer for question number 1 is “No”, write the factors that you hinder your
interest to participate actively during physical education period
Almost all female students responded the same things that hinder their interest to participate
actively during physical education period. Those are:
Cultural factor
Biological factor
Past experience
Physical and physiological factors
Lack of motivation
Table .4 Degree of cultural factor to participate actively during physical education
period

Items Number of total number Percentile %

respondent of respondent
H.s G.S G.P H/S G/S G/P
A) High 73 129 134 336 73 86 89.33 84%
B) Mediu 16 14 11 41 16 9.33 7.33 10.25%
m
C) Low 11 7 5 23 11 4.67 3.33 5.75%
Total 100 150 150 400 100 100 100 100%

From the table above 73%, 129 (86%) and 134 (89.33%) of respondent from Hamusit
secondary, Gohalla secondary and preparatory schools respectively responded ”High”. 16%, 14
(9.33%) and 11 (7.33%) of Hamusit secondary, Gohalla secondary and preparatory schools
respectively responded “Medium”. Whereas 11% of Hamusit secondary, 7 (4.67%) of Gohalla
secondary And 5 (3.33%) of Gohalla preparatory schools of respondents respond “Low”. When
we compute the total percentile, more of female students that means, 336 (84%) of respondents

26
respond cultural influence are one aspect of factor that hinder the interest of female students to
participate actively during physical education period. As Leonard II (1993) point out the
influence of culture on females participation in sport that “female had to be confident and
prevented from doing anything that might her delicate reproductive system and that means she
had to be prevented from doing virtually physical activity. Edward (2003) also argued that
cultural influence are claimed that physical education and sport have variety of positive cultural
effect they build character encourage team work and team sprite.

Table 5 Degree of biological factor to participate actively during physical education

period

Items No. of Respondent Total No. of Percentile %

H.s G. S G.P Respondent H/S G/S G/P
A) High 83 131 144 358 83 87.33 96 89.5
B) Medium 17 19 6 42 17 12.67 4 10.5
C) Low - - - - - - - -
Total 100 150 150 400 100 100 100 100

According to the results from the above data 83%, 131 (87.33%) and 144(96%) of female
students from Hamusit secondary, Gohalla secondary and preparatory schools respectively
replied that the degree of biological factor to reduce the participation of female students during
physical education period is “High”. And 17% of female students from Hamusit secondary
school, 19 (12.67%) of female students from Gohalla secondary school and 6 (4%) of Gohalla
preparatory school said that the degree of biological factor to reduce the participation of female
students during physical education period is “Medium”. Generally different author conclude that
during menstruation period, if female students participate in hard exercise, osteoporosis will be
occur because ca++ remove from their bone through blood. As shaver (1981) further reported a
study had been made on, Hungary on women athletes and it was found that there were
disturbance on the set of during the menstrual period doubt women athletes is much greater than
the amount of general female population.

27
 Table .6 Degree of economical factor to participate actively during physical education
period.
Items Number of total number Percentile %
respondents of respondent
H.S G.S G.P H/S G/S G/P
A) High 87 139 141 367 87 92.67 94 91.75
B) Medium 13 11 9 33 13 7.33 6 8.25
C) Low - - - - - - - -
Total 100 150 150 400 100 100 100 100

According to the above data 87%, 139 (92.67%) and 141 (94%) of female students from Hamusit
secondary, Gohalla secondary and preparatory schools respectively replied that the degree of
economical factor to reduce the participation of female students during physical education period
are “High”. And 13% of female students from Hamusit secondary, 11 (7.33%) of female students
from Gohalla secondary and 9 (6%) of female students from Gohalla preparatory school replied
that the degree of economical factor to reduce the participation of female students during
physical education period are “Medium”. Generally, as researcher understand from the
responses of students almost all hence, 367 (91.75%) of female students hinder by economical
factor to participate actively during physical education period. The notion is that social
background and availability of opportunities influence the decision to be involved in sport or not
(Higginson, 1984)

Table .7 Degree of physical and physiological factors to participate actively during

physical education period

Items Number of total Percentile %

respondents number of
H.S G.S G.P respondent H/S G/S G/P
A) High 75 127 143 345 75 84.67 95.33 86.25
B) Medium 16 19 7 42 16 12.67 4.67 10.5
C) Low 9 4 - 13 9 2.67 - 3.25
Total 100 150 150 400 100 100 100 100

Based on the above data 75%, 127 (84.67%) and 143 (95.33%) of female students from Hamusit
secondary, Gohalla secondary and preparatory schools respectively said that the degree of
physical and physiological factors to reduce the participation of female students during physical

28
education period are “High”. And 16% of respondent from Hamusit secondary School, 19
(12.67%) of respondent from Gohalla secondary school and 7 (4.67%) of respondent from
Gohalla preparatory school replied that the degree of physical and physiological factors to reduce
the participation of female students during physical education period are “Medium. Whereas 9%
of respondent from Hamusit secondary and 4 (2.67%) of respondent from Gohalla secondary
school said that the degree of physical and physiological factors to reduce the participation of
female students during physical education period are “Low”. So, based on the above data
physical and physiological factors are the major factors that hinder the participation of female
students during physical education period. Anatomical and physiological differences are quite
apparent between the two sexes particularly after puberty period (shaver 1981).Early studies
argued that females should not be involved in sport, due to the deleterious effects of physical
exertion on the frequency of menstruation and the fact that the reproductive organs of female can
be affected.

Table 8; Extent comparing physical education with other subject.

Items Number of total number Percentile %

respondents of
H.S G.S G.P respondent H/S G/S G/P
A) High 23 36 57 116 23 24 38 29
B) Medium 13 20 24 7 13 13.33 16 14.25
C) Low 64 94 69 227 64 62.67 46 56.75
Total 100 150 150 400 100 100 100 100

According to the above data, 23%, 36 (24%) and 57 (38%) of respondents from Hamusit
secondary, Gohalla secondary and preparatory schools respectively replied that. Information
what way seen female students in physical education period with other periods would have
“High”.And 13% of respondents from Hamusit secondary, 20 (13.33%) of respondents from
Gohalla secondary and 24 (16%) of respondents from Gohalla preparatory school said that
information what way seen female students in physical education period with other periods
would have “Medium” role. Whereas 64%, 94 (62.67%) and 69 (46%) of respondents from
Hamusit secondary, Gohalla secondary and preparatory schools respectively replied that
information what way seen female students in physical education period with other period would
have “Low” role. Generally, based on the above data female students have less attitude for

29
physical education period when compared with other subjects. They did not consider physical
education as a subject especially practical period that means they consider as a leisure time
actively.

Table 9 physical education teacher motivate you during physical education period
especially practical period

Number of total number Percentile %

Items respondents of respondent
H.S G.S G.P H/S G/S G/P
A) Ye 34 52 95 181 34 34.67 63.33 45.25
s
B) No 66 98 55 219 66 65.33 36.67 54.75
To 100 150 150 400 100 100 100 100
tal

Based on the above data, 34%, 52 (34.67%) and 95 (63.33%) of female students from Hamusit
secondary, Gohalla secondary and preparatory schools respectively replied that physical
education teachers are given motivation for female students during physical education period
especially practical period. Whereas 66% of female students from Hamusit secondary school, 98
(65.33%) of respondents from Gohalla secondary school and 55 (36.67%) of respondents, PE
teachers did not give motivation for female students during physical education period especially
practical period. Therefore, teachers did not motivate female students during physical education
practical work out

Table10 To what extent physical education teacher does you motivation during physical
education period

Items Number of total number Percentile %

respondents of respondent
H.S G.S G.P HSS GSS GPS
A) Always - - 21 21 - - 14 5.25
B) Sometimes 22 37 53 112 22 24.67 35.33 28
C) Usually 12 15 21 48 12 10 14 12
D) Never 66 98 55 219 66 65.33 36.67 54.75
Total 100 150 150 400 100 100 100 100

30
According to the above data, only 21 (14%) of respondents from Gohalla preparatory school
replied that Physical education teacher gives motivation always for female students. 22%, 37
(24.67%) and 53 (35.33%) of respondents from Hamusit secondary, Gohalla secondary and
preparatory schools respectively said that the degree of motivation giving for female students are
“sometimes”. And 12%, 15 (10%) and 21 (14%) of respondents from Hamusit secondary,
Gohalla secondary and preparatory schools respectively said that the degree of motivation giving
for female students are “usually”. Whereas 66%, 98 (65.33%) and 55 (36.67%) of respondents
from Hamusit secondary, Gohalla secondary and preparatory schools respectively said that
physical education teachers did not give Motivation for female students during physical
education period. So, based on the above data, physical education teachers did not give
motivation for female students during physical education period.

Table 11 physical education teacher provide equal chance for you and male student
during physical education period

Items Number of total Percentile %

respondents number of
H.S G.S G.P respondent H/S G/S G/P
A) Yes 13 18 37 68 13 12 24.67 17
B) No 87 132 113 332 87 88 75.33 83
Total 100 150 150 400 100 100 100 100

Table 11 shows that, 13%, 18 (12%) and 37 (24.67%) of female students from Hamusit
secondary, Gohalla secondary and preparatory schools respectively replied that teachers provide
equal chance for both male and female students. Whereas, 87%, 132 (88%), and 113 (75.33%) of
female students from Hamusit secondary, Gohalla secondary and preparatory schools
respectively said that teachers did not give equal chance for female students during physical
education period.

31
 Table12 Extent male students support you during physical education period

Items Number of total Percentile %

respondents number
H.S G.S G.P of H/S G/S G/P
responde
nt
A) High 9 12 11 32 9 8 7.33 8
B) Medium 24 31 48 103 24 20.67 32 25.75
C) Low 67 107 91 265 67 71.33 60.67 66.25
Total 100 150 150 400 100 100 100 100

According to the above table, 9%, 12 (8%) and 11 (7.33%) of respondents from Hamusit
secondary, Gohalla secondary and preparatory schools respectively said that the degree of male
students to support female students during physical education class are “High”. And 24%, 31
(20.67%) and 48 (32%) of respondents from Hamusit secondary, Gohalla secondary and
preparatory schools respectively relied that the degree of male students to support female
students during physical education class are ”Medium”. Whereas 67%, 107 (71.33%) and 91
(60.67%) of respondents from Hamusit secondary, Gohalla secondary and preparatory schools
respectively said that the degree of male students to support female students during physical
education class are “Low”. Therefore, based on the above data male students did not support
female students during physical education class.

Table.14 physical education teacher understand the natural problem of female

students during physical education period.

Items Number of total number Percentile %

respondents of
H.S G.S G.P respondent H/S G/S G/P
A) Yes 87 143 147 377 87 95.33 98 94.25
B) No 13 7 3 23 13 4.67 2 5.75
Total 100 150 150 400 100 100 100 100

The above table indicated that, 87%, 143 (95.33%) and 147 (98%) of respondents from Hamusit
secondary, Gohalla secondary and preparatory schools respectively said that physical education
teachers understand their problems during physical education period. Whereas 13%, 7 (4.67%)

32
and 3 (2%) of respondents from Hamusit secondary, Gohalla secondary and preparatory schools
respectively replied that physical education teachers did not understand the natural problems of
female students during physical education class especially in practical period. Generally, almost
all of students replied that during physical education class, PE teacher understand the natural
problems of female students.

Table 15 School principal support you during physical during period

Number of total number Percentile %

Items respondents of
H.S G.S G.P respondent H/S G/S G/P
A) Yes 37 56 43 136 37 37.33 28.67 34
B) No 63 94 107 264 63 62.67 71.33 66
Total 100 150 150 400 100 100 100 100

Table 15 shows that, 37%, 56 (37.33%) and 43 (28.67%) of respondent from Hamusit secondary,
Gohalla secondary and preparatory schools respectively said that school principals support
female students during physical education period. Whereas, 63% , 94 (62.67%) and 107
(71%.33%) of female students from Hamusit secondary, Gohalla secondary and preparatory
schools respectively replied that school principals (administrators) did not support female
students during physical education period. Therefore, 264 (66%) of total respondents said that
school principals did not support female students during physical education class. In order to
improve the participation of female students during physical education class, school principals
(administrators) should support female students.

What do you advise those who do not engage in physical education class especially in
practical period?

Most of the respondents replied that when you participate in physical education class especially
PE practical period, you can get the following benefits.

 Physical activity reduce disease and pains so, help to read and understand every
academic materials, therefore, being good in academics.
 Spent their leisure time with sport instead of understand places.
 In order to be successful, happy, awake and active you should participate in
physical activity.

33
  To be better socially interactive, you have to participate in physical activity
 It helps to avoid stress.

4.2. Analysis of information gathered from PE teachers

Questionnaires were distributed for all physical education teachers who are teaching in Hamusit
secondary, Gohalla secondary and preparatory schools in North Gondar, East Belesa Woreda and
their response is summarized in this section.

Table 16 Female students participate activity during physical education period

Items Number of total Percentile Total

respondents number of number
H.S G.S G.P respondent H/S G/S G/P of %
A) Yes - - - - - - -
B) No 2 3 3 8 100 100 100 100%
Total 2 3 3 8 100 100 100 100%

Based on the above table, all physical education teachers from Hamusit secondary, Gohalla
secondary and preparatory schools said that, female students did not actively participate during
physical education period.

The reason why female students did not actively participate during physical education
period.

All physical education teachers have responded the same things that the factors hinder
female students to participate actively during physical education periods as follows.

 Cultural factor
 Biological factor
 Past experience
 Physical factor
 Physiological factor
 Lack of motivation
 Teaching methodology

34
 Table 17 Belief that cultural, biological, Economical factor, physical and
physiological factors hinder female students to participate actively during physical
education period.

Items Number of total Percentile %

respondents number of
H.S G.S G.P respondent HS GS GP
A) Yes 2 3 3 8 100 100 100 100
B) No - - - - - - - -
Total 2 3 3 8 100 100 100 100

According to the above table, all physical education teachers from Hamusit secondary, Gohalla
secondary and preparatory schools replied that cultural, biological, economical factor, physical
and physiological factors are the major factors that hinder female students to participate actively
during physical education period.

Table18. Extent cultural factor that hinder female students to participate actively during
physical education class.

Items Number of total number Percentile %

respondents of respondent
H.S G.S G.P H/S G/S G/P
A) High 2 3 2 7 100 100 66.67 87.5
B) Medium - - - - - - -
C) Low - - 1 1 - - 33.33 12.5
Total 2 3 3 8 100 100 100 100

As indicated in the above table, almost all of the total respondents 7 (87.5%) reported cultural
influences are major factors to reduce the participation of female students during physical
education period. The rest 1 (12.5%) of respondents from Gohalla preparatory school replied that
cultural influences are not major factor that hinder female students to participate actively during
physical education class. So, different research findings and scholars agree that cultural influence
are one aspect of factor that affecting female students participation during physical education
period. As Leonard II (1993) point out the influence of culture on females participation in sport
that “female had to be confident and prevented from doing anything that might her delicate
reproductive system and that means she had to be prevented from doing virtually physical
activity. Edward (2003) also argued that cultural influence are claimed that physical education

35
and sport have variety of positive cultural effect they build character encourage team work and
team sprite.

Table 19 Extent biological factors (menstrual irregularities) hinder female student to

participate actively during physical education class.

Items Number of total number Percentile %

respondents of respondent
H.S G.S G.P H/S G/S G/P
A) High 2 3 3 8 100 100 100 100
B) Medium - - - - - - - -
C) Low - - - - - - - -
Total 2 3 3 8 100 100 100 100

Based on the above table, all of physical education teachers respondents from Hamusit
secondary, Gohalla secondary and preparatory and schools replied that, biological influences are
a major factors that affect the participation of female students during physical education class.
As shaver (1981) further reported a study had been made on, Hungary on women athletes and it
was found that there were disturbance on the set of during the menstrual period doubt women
athletes is much greater than the amount of general female population.

Table20, Extent economical factor that hinder female students to participation

actively during physical education class.

Items Number of total Percentile %

respondents number of
H. G.S G.P respondent H/S G/S G/P
S
A) High 2 3 3 8 100 100 100 100
B) Medium - - - - - - - -
C) Low - - - - - - - -
Total 2 3 3 8 100 100 100 100

Table 20 shows that, all of physical education teachers (100%) respondents from Hamusit
Secondary, Gohalla secondary and preparatory schools said that, the degree of economical factor
hinder the participation of female students during physical education class are “High”. So,
economical factors are one aspect of factors that affecting the participation of female students

36
during physical education class. The notion is that social background and availability of
opportunities influence the decision to be involved in sport or not (Higginson, 1984).

Table 21 Extent physical and physiological factors that affect the participation of
female students during physical education class

Items Number of total Percentile %

respondents number of
H.S G.S G.P respondent H/S G/S G/P
A High 2 3 3 8 100 100 100 100
B. Medium - - - - - - - -
C. Low - - - - - - - -
Total 2 3 3 8 100 100 100 100

According to the above table, all of physical education teacher(100%) respondents from Hamusit
secondary, Gohalla secondary and preparatory schools replied that, the degree of physical and
physiological factors that affect the participation of female students during physical education
class are “High”. Generally, based on the above result both physical and physiological factors are
major factors that hinder the participation of female students during physical education class.
Anatomical and physiological differences are quite apparent between the two sexes particularly
after puberty period (shaver 1981).Early studies argued that females should not be involved in
sport, due to the deleterious effects of physical exertion on the frequency of menstruation and the
fact that the reproductive organs of female can be affected.

Table 22 Providing tutorial program for female students

Items Number of total Percentile %
respondents number of
H.S G.S G.P responden H/S G/S G/P
t
A) Yes - 1 2 3 - 33.33 66.67 37.5
B) No 2- 2 1 5 100 66.67 33.33 62.5
Total 2 3 3 8 100 100 100 100

Based on the above table, from the total respondents 3 (37.5%) respondents from Hamusit
secondary, Gohalla secondary and preparatory schools replied that, they give tutorial program for
female students. The rest 5 (62.5%) of from the total respondents said that, they did not giving

37
tutorial programs for female students. Therefore, 62.5% of total respondents did not give tutorial
programs for female students.

The reason, why you did not provide tutorial program for female students?

Five (62.5%) of respondents have responded that the same things why, they did not provide
tutorial class for female students as follows;-

 Female students have a lack of interest to attend the tutorial program of physical
education subject.
 The school has a lack of sport material and facilities.
Table 23 Providing equal chance for female and male students during physical
education class

Items Number of total Percentile %

respondents number of
H.S G.S G.P respondent H/S G/S G/P
A) Yes 2 3 3 8 100 100 100 100
B) No - - - - - - - -
Total 2 3 3 8 100 100 100 100

According to the above data, all of respondents from Hamusit secondary, Gohalla secondary and
preparatory schools replied that, they provide equal chance for both male and female students
during physical education class.

Table 24 School principal (administrators) fulfills sport materials for physical

education department.

Number of total number Percentile %

Items respondents of
H.S G.S G.P respondent H.S G.S G.P
C) Yes - - - - - - - -
D) No 2 3 3 8 100 100 100 100
Total 2 3 3 8 100 100 100 100

Table 24 shows that, all of the respondents from Hamusit secondary, Gohala secondary and
preparatory schools said that, school principals (administrations) did not fulfill sport materials
for physical education department.

38
 The reason why school principals did not fulfill sport materials for physical education
department

All physical education teachers replied that, because of financial constraint, school principals
did not fulfill sport materials for physical education department.

What do you advise for female students those who do not participate in physical
education class?

All physical education teachers said that, when you participate actively in physical education
class, you can develop the following terms;

 Physical
 Mental
 Social interaction
 Motor and skill

4.3. Analysis of information from the interview for school administrators

Three school administrators took part in the interviews who are working in Hamusit secondary.
Gohalla secondary and preparatory schools on the attitude of female students for physical
education subject, the degree of female students participation as compared with male students,
what factors that affect the participation of female students during physical education class, the
level of female participation during physical education class and how to increase the
participation of female students during physical education period.

All the interviewers replied that female students have fewer interests to participate during
physical education period as compared with male students. All interviewers said that the reason
to reduce or decrease the interests of female students during physical education period are
cultural factor, past experience, biological factor, lack of motivation, teaching methodology,
physical and physiological factors. In addition to this discontinuous period which means physical
education class is conduct one time a week, so it is difficult to improve their performance or skill
either practical or theoretical. Not only these reasons physical education departments do not get
any support from external bodies except the financial support receive from their respective
schools budget, schools have no sufficient physical education teachers to teach physical

39
education, organize and administer, female students tutorial programs. And also schools have no
adequate facilities and equipment. All the interviewers replied that in order to increase the
participation of female students during physical education class, teachers or other concerned
bodies should create awareness for female students about the benefits of physical education
subject, teachers should apply student centered teaching method, school administrators and other
concerned bodies should fulfill sport facilities and equipment‟s for physical education
department. In addition to this, ministry of education should increase the number of periods per
week and include physical education subject in metric and entrance exam.

4.4 Analysis of information gathered through Observation

Table 25A:-observation result analyses of Hamusit secondary school facilities

availability of facilities
Team game facilities Available Partially available Not available
Basketball court X

Basketball X
Handball court X

Handball X
Athletics facilities
Athletics field X
Javelin X
Shoot put X
Discus X
Hurdle X
High jump stand bar X
Gymnastic facilities
Matt X

Parallel bar X
Horizontal bar X
Spring board X
Water facility X
Room for changing cloth

40
Table 25B –observation analysis results of Gohalla secondary school facilities.

Facilities Availabilities of facilities

Available Partially available Not available
1.Team game facilities
Basketball game court X
Basket ball X
Hand ball court X
Hand ball X
2 . athletics facilities
Athletics field X
Javelin X
Shoot put X
Discus X
Hurdle X
high jump stand and bar X
3 .gymnastic facilities
Matt X
Parallel bar X
Horizontal bar X
spring board X
4.Water facility X
5.Room for changing cloth X

41
Table 25C – observation analysis results of Gohalla preparatory school facilities

Facilities Availability of facilities

Available Partially Not available
available
1 . Team game facilities
1 .1Basket ball court X
1.2 Basket ball X
1.3 Hand ball court X
1.4 Hand ball X
2. Athletics facilities
2.1 Athletics field X
2.2 Javelin X
2.3 Shoot put X
2.4 Discus X
2.5 Hurdle X
2.6 High jump sand and bar X
3. Gymnastic facilities
3.1 Matt X
3.2 Parallel bar X

3.3 Horizontal bar X

3.4 Spring board X
4 . water facilities X
5 . Room for changing cloth X

According to table 25A:- observational checklist, analysis result in Hamusit secondary school
team game facilities basketball court, basketball and handball court is not available. Only
handball is partially available. When we see athletics facility, athletics field, javelin, shoot put
and discus partially available. Hurdle and high jump stand and bar are not available. Gymnastic
facilities matt and springboard are not available; however, parallel bar and horizontal bar is
partially available. Water facility and room for changing cloth is not available.

Based on table 25B:- observational check list result analysis Gohalla secondary school team
game facilities basketball court and hand ball court is not available. Handball and basketball is

42
partially available. Athletics facilities only athletics field is available but javelin, shoot put,
discus, high jump stand and bar and hurdle is not available. When we see gymnastic facilities in
Hamusit secondary school matt and springboard is not available, however, parallel bar and
horizontal bar is partially available. There is not water facility and room for changing cloth.

Table 25C:- checklist, result analysis shows that Gohalla preparatory school team game facilities
basketball court, hand ball court and hand balls are partially available, however, basketball is
available. Athletics facilities athletics field and hurdle partially available and javelin shoot put,
discus are available. Gymnastic facilities matt, parallel bar and horizontal bar is available.
However, springboard is not available. Water facility and room for changing cloth is no
available. From the above observational checklist presentation ,researcher conclude that
availability of facilities for physical education can be one factor that influence the participation
of female students in physical education class in East Belesa worda

43
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1Summary
As early indicated in this study, the main objective of this study was to assess the factors that
affect the participations of female students towards physical education class in Hamusit
secondary, Gohalla secondary and preparatory schools in North Gondar Zone, East Belesa
Woreda. Furthermore this study also tried to identify and explore the major factor that affects the
participation of female students. To accomplish this purpose, the following research questions
were formulated:

Is biological factors influence the participation of female students in PE class?

Is socio-cultural factors influence the participation of female students in PE class?
Is instructional material and facilities influence the participation of female students in PE
class?
Is socio-economical factors influence the participation of female students in PE class.
Is motivation enhancing the participation of female students in PE class?
What methods are used to increase the participation of female students in physical education
class?

The researcher also tried to write the review related literature regarding on the participation of
female students in PE class, factors affecting the participation of female students in PE class like,
Biological factors, Psychological factors, Socio-cultural factor and Socio-economic factors,
gender issues in PE.

In order to find out the answer for the above basic questions, the researcher was adopted
descriptive survey method and a variety of data gathering instruments such as, Questioners,
Interview and Observation were employed. The sample population of the study was female
students and PE teachers. The data gathered from questioners was analyzed in the form of
qualitative and quantitative and interview was described by using narrative approach. Finally,the
analysis of data leads to the following findings.

44
 The interest of female students to participate during physical education class was less
because of;-
Biological factor
Economical factor
Previous experience
Cultural or religious factors
Physical and physiological factors
Teachers approaches (methodology)
Lack of motivation
Involuntary to learning physical education tutor programs
Scarcity of materials.
 Physical education teachers realized that engaging in physical education period is tire
some and complicated. not only these, they do not understand physical education subject
as a subject, because physical education period is given once a week, there is no suitable
infrastructures in the schools and students have less awareness of the subject.
 Most of female students replied that information what way seen in physical education
period with other subjects would have low role.
 54.75% of female students said that physical education teachers did not give motivation
during practical periods of physical education subject.
 Almost all (about 83%) of female students replied that physical education teacher did not
provide equal chance for both male and female students during physical education period.
 Most of female students said that male students did not support female students during
physical education class.
 Almost all (about 94.25%) of female students replied that physical education teachers
understand their problems during physical education period.
 62.5% of PE teachers did not give tutorial programs for female students. Because, they
said that female students have a lack of interest to attend the tutorial programs of PE
subject and the schools has a lack of class, sport facility and materials.
 All of PE teacher respondents replied that the school principals did not fulfill the sport
materials and facilities because of financial constraint.

45
  66% of female students said that school administrators (principals) did not support female
students during physical education class.
 Finally, female students advised those who do not participate in physical education class
to participate in like then by teaching and creating awareness the multidimensional use of
physical education subject.
5.2 Conclusions
Based on the major findings of the study, the following conclusions were drawn.
The result of the study indicates that the interest of female students to participate
during physical education class was less because of biological, Economical, cultural,
teachers approach, lack of motivation and scarcity of materials.
According to the result of the study, female students don‟t understand physical
education as a subject, because of physical education period is give once a week and
there is no suitable infrastructure in the schools in addition to that they have less
awareness for physical education subject.
Based on the findings of the study physical education teacher did not give motivation
, tutorial programs for female students in addition to that they did not provide equal
chance for both male and female students in physical education class.
The finding of the study indicates that in East Belesa woreda secondary and
preparatory schools does not have available of sport facility and materials.

5.3 Recommendations
Educating female students has a considerable social return. It is one of the critical path ways to
promote social and economic development of the society. This must be a central concern in
efforts to improve learning achievements, school effectiveness, and positive attitude for PE
subject, teacher motivation, education management and issues to resource allocation and
availability of that create good environment where female students can participate in physical
education. As the result, the participation of female students were not given due to attention. To
resolve these problems, it would be advisable that concerned bodies have to consider the
following recommendations:

46
 Physical education teachers should create awareness on female students, apply student
centered teaching approach in order to motivate (encourage) female students in both
practical and theoretical class and strongly exercise tutorial programs.
 To increase class room interaction, teachers have to encourage and motivate female
students to develop positive attitude and to participate in asking and answering
questions in PE classes.
 During observation, some of the existing facilities were in adequate particularly in the
schools. These schools should be facilitated by using the government and the society‟s
resource buying sport materials, making available water supply and building cloth
changing rooms.
 Department heads and principals have to orient and encourage teachers to produce and
utilize relevant instructional materials which are locally made to promote the teaching
learning process in the field of PE.
 Scarcity of sport materials and sport fields discourage students in general and females
in particular, therefore, schools should allocate budget to purchase sport materials
including teachers sports suit, to prepare intramural sport competitions and should
include in their annual plan.
 Ministry of education should evaluate the curriculum of physical education subject,
increase the number of periods per week and include physical education subject in
metric exam in order to increase the participation of female students in physical
education class.
 Further studies should be conducted in this area with all coverage of school in side of
North Gondar, accommodating more students and teachers

47
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Snyder, E.E. and Spreitzer, E. (1976). Change and variations in the social Acceptance in sports.
Journal of sports behavior. Pp1,1-8

Stivachitis, Katia Mescagni (1999). Regional seminar on women in sport for the English
speaking NOCs of Africa. Addis Ababa, Ethiopia.

Tsigie Hailie (1991). An assessment of the Academic performance of female students in Higher
Education institution in Ethiopia, Addis Ababa.

Varpatoli, A. (1987). The Hidden curriculum in leisure. An analysis of a girl‟s sport sub culture.
Women‟s studies international forum. Pp10,411-422
 Appendix A
Addis Ababa University
Faculty of Life Science
Department of sport science
Graduate Program
Questionnaire for female Students
The purpose of this questionnaire is to obtain information about the factors that affecting the
participation of female students during physical education class. Your genuine response
contributes much to the success of the research to be under taken. Hence, you are kindly
requested to fill the questionnaire.

Thank you!

Direction:- please circle the letter of your choice and fill the appropriate answers, if the questions
require written responses.

I. Questions
1. Have you interest to participate during physical education period?
A) Yes B) No
2. If your answer for question No. 1 is „No‟, write the factors that you hinder your interestto
participate actively during physical education period?
a) ________________________________________
b) ________________________________________
c) ________________________________________
d) ________________________________________
e) ________________________________________
3. How much you affect those factors to participate actively during physical education
period?Mark your choice in the box provided

No Factors High Medium Low

1 Cultural factor
2 Biological factor (Menstruation)
3 Economical factor
4 Physical and physiological factor
4. To what extent comparing physical education with other subject?
A) High B) Medium C) Low
5. Does physical education teacher motivate you during physical education period?
A) Yes B) No
6. Based on question No. 5, To what extent physical education teacher motivate you?
A) Always B) Sometimes C) Usually D) Never
7. Does physical education teacher provide equal chance for you and male students during PE
period?
A) Yes B) No
8. Does a male student support you during PE class?
A) Yes B) No
9. To what extent male students support you during PE period?
A) High B) Medium C) Low
10. Does PE teacher understand the natural problem of female students during PE period?
A) Yes B) No
11. Does a school principal support you during PE period?
A) Yes B) No
12. What you advise those who do not engage in physical education class especially in
practical period?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

53
 Appendix B
አዲስአበባዩኒቨርሲቲ
የተፈጥሮሳይንስኮሌጅ
የስፖርትሳይንስትምህርትክፍል
የድህረምረቃፕሮግራም
በሴት ተማሪዎች የሚሞላ መጠይቅ
የዚህ መጠየቅ ዋና አላማ የሴት ተማሪዎችን በሰውነትማጎልመሻ ትምህርት ጊዜ እንዳይሳተፉ
በሚያደርጓቸው ችግሮች ላይ በተመሇከተ መረጃ ሇመሰብሰብ ነው፡፡ ስሇዚህ መጠይቁን በጥንቃቄ
እንዲሞለልኝ በትህትና እጠይቃሇሁ፡፡

ስሇሚደረግልኝ ትብብር በቅድሚያ አመሰግናሇሁ፡፡

ትዕዛዝ፡- 1. ጥያቄውን በሚሰሩበት ጊዜ መልሱን ያክቡት፡፡
2. በመልስ ስጥ ጥያቄ ላይ ትክክሇኛውን መልስ እንዲፅፉ፡፡

ጥያቄ
1. በሰውነት ማጎልመሻ ትምህርት ጊዜ ሇመሳተፉ ፍላጎት አሇሽ?
ሀ) አዎአሇኝ ሇ) የሇኝም
2. በተራቁጥር 1 መልስሺ የሇኝም ከሆነ፣ በሰውነትማጎልመሻ ትምህርት ጊዜ እንዳትሳተፊ
የሚያደርጉሽን ችግሮችን ፃፊ፡፡
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. ከዚህ በታች የተዘረዘሩት ችግሮች ምን ያህል አንችን በሰውነት ማጎልመሻ ትምህርት ጊዜ
እንዳትሳተፊ ያደርጉሻል? በሳጥኑ ላይ ( )ይህን ምልክት ያድርጉ፡፡

ተ.ቁ ችግሮች በከፍተኛ በመካከሇኛ በዝቅተኛ

1 ባህል
2 የወር አበባ
3 የኢኮኖሚ ችግር
4 የአካል ብቃት ችግር

54
4. የሰውነት ማጎልመሻ ትምህርትን ያሇውን ጠቀሜታ በምን ያህል ደረጃ ከሌላው የትምህርት
አይነት ጋር ታወዳድሪዋሇሽ?
ሀ) በከፍተኛ ሇ) በመካከሇኛ ሐ) በዝቅተኛ
5. በሰውነት ማጎልመሻ ትምህርት ጊዜ መምህሩ እንድትሳተፊ ያበረታታሻል?
ሀ) አዎያበረታታኛል ሇ) አያበረታታኝም

6. በተራ ቁጥር 5 መሠረት፣ የሰውነትማጎልመሻ መምህሩ ምን ያህል ጊዜ እንድትሳተፊ

ያበረታታሻል?
ሀ) ሁልጊዜ ሇ) አንዳንድጊዜ ሐ) አልፎአልፎ መ) በጭራሽአያበረታታም
7. በሰውነት ማጎልመሻ ትምህርት ጊዜ መምህሩ ከወንድ ተማሪዎች ጋር እኩል እድል
እንድትሳተፊ ይሰጠሸል?
ሀ) አዎ ይሰጠኛል ሇ) አይሰጠኝም
8. በሰውነት ማጎልመሻ ትምህርት ጊዜ ወንድ ተማሪዎች ያግዙሻል?
ሀ) አዎ ያግዙኛል ሇ) አያግዙኝም
9. በተራ ቁጥር 8 መሠረትመልስሽ „‟ሀ„‟ከሆነ፣በምን ያህል ደረጃ ወንድ ተማሪዎች ያግዙሻል?
ሀ) በከፍተኛ ሇ) በመካከሇኛ ሐ) በዝቅተኛ
10. በሰውነት ማጎልመሻ የተግባር ትምህርት ጊዜ መምህሩ የሴት ተማሪዎችን የተፈጥሮ ችግር
ያገናዝባል?
ሀ) አዎ ያገናዝባል ሇ) አያገናዝብም
11. በሰውነትማጎልመሻ ትምህርት ጊዜ የትምህርት ቤቱ አስተዳደርና ሰራተኞች ያግዙሻል?
ሀ) አዎ ያግዙኛል ሇ) አያግዙኝም
12. በሰውነትማጎልመሻ ትምህርት ጊዜ ሇማይሳተፉ ሴት ተማሪዎች ምን ትመክሪያቸዋሇሽ?
______________________________________________________________________________
______________________________________________________________________________
______________________________
 Appendix - C
Addis Ababa University
Faculty of Life Science
Department of sport science
Graduate Program
Questionnaire for Physical Education Teachers
The purpose of this questionnaire is to obtain information about the factors that affecting the
participation of female students during physical education class. Your genuine response
contributes much to the success of the research to be under taken. Hence, you are kindly
requested to fill the questionnaire.

Thank you!

Direction:- please circle the letter of your choice and fill the appropriate answers, of the
questions require written responses.

II. Questions
1. Does a female student participate actively during physical education period?
A) Yes B) No
2. If your answer for question No. 1 is „No‟, write the factors that affect the participation of
female students during physical education period?
a. _________________________________
b. _________________________________
c. _________________________________
d. _________________________________
e. _________________________________
3. Do you believe that the following factors affect the participation of female students during
physical education period? To what extent those factors hinder the participation of female
students? Mark your choice in the box provided.
 No Factors High Medium low
1 Cultural factor
2 Biological factor (Menstruation)
3 Economical factor
4 Physical and physiological

4. Does you providing tutorial program for female students?

A) Yes B) No
5. If your answer for question No. 4 is No, write the reason, why you do not provide tutorial
program for female students?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
6. Does you providing equal chance for female and male students during physical education
class?
A) Yes B) No
7. Does a school principal fulfill sport materials for PE department?
A) Yes B) No
8. If your answer for question No. 7 is „No‟, write the reason, why school principals do not
fulfill sport material for PE department?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
9. What do you advise for female students those who do not participate in PE class?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
 Appendix - D
Addis Ababa University
School of Graduate Studies
College of Education
Department of Sport Science
Interview for Physical Education Teacher
The main purpose of this interview is to collect information regarding to the factors that affecting
the participation of female students during physical education class in Hamusit Secondary,
Gohalla Secondary and preparatory schools in East Belesa woreda. Thus, your direct
participation has been found essential and you have been selected for the interview. So, you are
kindly requested to provide information needed objectively and honesty. It is assured that the
collected information will be kept confidential and used for research purpose only.

Thank you!

I. Interview Questions
1. Do you believe that female students have good attitude for physical education subject?
2. Do you believe that female students have equal participation with male students during
physical education period?
3. To what extent female students participate during physical education period?
4. How to increase the participation of female students during physical education period
 Appendix - E
Class Room and Outdoor Observational Check List
Objectives
To assess the factors that affecting the participation of female students during physical education
class in sample schools.

Name of school __________________________________

Name of Observer _______________________________
Date of Observation _____________________________

Availability of school facilities

Facility Available Partially available not available

1. team game facility

1.1 football gam field

1.2 football
1.3 volleyball court

1.4 volleyball
1.5 basketball court
1.6 Basket ball
1.7 Handball court
1.8 Handball
2. athletics facility
2.1 Athletics field
2.2 Javelin
2.3 Shoot put
2.4 Discus
2.5 Hurdle
2.6 High jump stand and bar
3. Gymnastic facility
3.1Matters
3.2 Parallel bar
3.3 Horizontal bar
3.4 Swedish box
4 .Water facility

5.Room for changing cloth

 DECLARATION
I the under signed, declare that this thesis is my original work under the guidance of my
advisor. All relevant source of materials used for the thesis are duly acknowledged.

Name ___________________________________
Signature _______________________________
Place and date of submission ________________________________

This thesis has been submitted for examinations with my approval as a university advisor.
Name _______________________________
Sign _________________________________
Date _________________________________

60