Children's attitudes towards physical education in selected urban primary schools in Mutare - Zimbabwe
- Authors: Gomwe, Howard
- Date: 2012
- Subjects: Physical education and training -- Zimbabwe , Physical education for children -- Zimbabwe , School children -- Zimbabwe , Exercise for children -- Zimbabwe , Curriculum planning -- Zimbabwe , Primary schools -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MSc (HMS)
- Identifier: vital:11540 , http://hdl.handle.net/10353/527 , Physical education and training -- Zimbabwe , Physical education for children -- Zimbabwe , School children -- Zimbabwe , Exercise for children -- Zimbabwe , Curriculum planning -- Zimbabwe , Primary schools -- Zimbabwe
- Description: The aim of the study was to evaluate school children’s attitudes towards Physical Education in selected Mutare city schools. In order for the children to benefit from the Physical Education program, the study hypothesized that children must develop the right attitudes towards Physical Education. This observation has also been emphasized in other studies that children, who possess the right attitude towards Physical Education, develop positive attitudes towards physical activities. This suggestion has also been reported by Portman, (2003) and McKenzie (2003) that one of the benefits of Physical Education is sustained participation in physical activities outside the school. This study involved 400 children from Mutare Junior, Chancellor, Zamba, Dangamvura, Sakubva, Chikanga, Mutanda and Murahwa Primary Schools in Mutare city. The children’s age ranged between 12 - 14 years old. The primary data were collected from questionnaires, interviews and focus group discussions, while secondary data were based on related literature review. The results indicated that the teacher, curriculum content and delivery, the learning environment, siblings, type of school, location of residences, proximity of facilities and support from parents were some of the factors associated with children’s attitudes towards Physical Education and Physical Activity at school and home respectively. In many ways, these factors affected children’s sustainable participation in physical activities after school.
- Full Text:
- Date Issued: 2012
- Authors: Gomwe, Howard
- Date: 2012
- Subjects: Physical education and training -- Zimbabwe , Physical education for children -- Zimbabwe , School children -- Zimbabwe , Exercise for children -- Zimbabwe , Curriculum planning -- Zimbabwe , Primary schools -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MSc (HMS)
- Identifier: vital:11540 , http://hdl.handle.net/10353/527 , Physical education and training -- Zimbabwe , Physical education for children -- Zimbabwe , School children -- Zimbabwe , Exercise for children -- Zimbabwe , Curriculum planning -- Zimbabwe , Primary schools -- Zimbabwe
- Description: The aim of the study was to evaluate school children’s attitudes towards Physical Education in selected Mutare city schools. In order for the children to benefit from the Physical Education program, the study hypothesized that children must develop the right attitudes towards Physical Education. This observation has also been emphasized in other studies that children, who possess the right attitude towards Physical Education, develop positive attitudes towards physical activities. This suggestion has also been reported by Portman, (2003) and McKenzie (2003) that one of the benefits of Physical Education is sustained participation in physical activities outside the school. This study involved 400 children from Mutare Junior, Chancellor, Zamba, Dangamvura, Sakubva, Chikanga, Mutanda and Murahwa Primary Schools in Mutare city. The children’s age ranged between 12 - 14 years old. The primary data were collected from questionnaires, interviews and focus group discussions, while secondary data were based on related literature review. The results indicated that the teacher, curriculum content and delivery, the learning environment, siblings, type of school, location of residences, proximity of facilities and support from parents were some of the factors associated with children’s attitudes towards Physical Education and Physical Activity at school and home respectively. In many ways, these factors affected children’s sustainable participation in physical activities after school.
- Full Text:
- Date Issued: 2012
Teachers' perceptions of the state of readiness for the introduction of grade zero/early childhood education in Zimbabwe : a case study
- Authors: Mangwaya, Ezron Pemberai
- Date: 2012
- Subjects: Early childhood education -- Zimbabwe , Curriculum planning -- Zimbabwe , Readiness for school -- Zimbabwe , Education, Preschool -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9574 , http://hdl.handle.net/10948/d1018179
- Description: Up to 2005 early childhood education in Zimbabwe was organised, directed and run by non-governmental organisations, churches and private individuals. Such an arrangement meant that the curriculum, personnel and strategies used to implement the programme were varied. In 2004 the Ministry of Education directed that all primary schools attach two classes of children aged between 3 and 5 years with effect from 2006, thus effectively making early childhood education part of the formal primary school structure. The research presented in this thesis focuses on teachers' perceptions of primary schools' state of readiness for the introduction of early childhood education in Zimbabwe. Located in the interpretive paradigm of qualitative research the study draws on a wide range of research methods. In particular a multiple case study was used to explore teachers' perceptions of primary schools' state of readiness for the introduction of grade zero/early childhood education in a former government group B school, a church run school, a rural school, a former government group A school and, a council run school. Some of the key findings of the study are: • School heads who are the principal gate keepers in primary schools were not provided with any preparation for the introduction of grade zero/early childhood education. • School reliance on fees and levies, without direct Ministry of Education financial assistance, meant that resource conditions - hence state of readiness - greatly differed from one school to another. • No ongoing support was provided to school heads, teachers-in-charge and early childhood education teachers. • The quality of teaching and learning at the early childhood education level, in the multiple case study, depended on the nature of teacher preparation, availability of appropriate resources, adequacy and appropriateness of teacher support, and teacher state of preparedness. The study recommends interventions that curriculum policy planners and implementers can use to create conditions that enable schools to be ready for installing, implementing and institutionalising the early childhood education innovation.
- Full Text:
- Date Issued: 2012
- Authors: Mangwaya, Ezron Pemberai
- Date: 2012
- Subjects: Early childhood education -- Zimbabwe , Curriculum planning -- Zimbabwe , Readiness for school -- Zimbabwe , Education, Preschool -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9574 , http://hdl.handle.net/10948/d1018179
- Description: Up to 2005 early childhood education in Zimbabwe was organised, directed and run by non-governmental organisations, churches and private individuals. Such an arrangement meant that the curriculum, personnel and strategies used to implement the programme were varied. In 2004 the Ministry of Education directed that all primary schools attach two classes of children aged between 3 and 5 years with effect from 2006, thus effectively making early childhood education part of the formal primary school structure. The research presented in this thesis focuses on teachers' perceptions of primary schools' state of readiness for the introduction of early childhood education in Zimbabwe. Located in the interpretive paradigm of qualitative research the study draws on a wide range of research methods. In particular a multiple case study was used to explore teachers' perceptions of primary schools' state of readiness for the introduction of grade zero/early childhood education in a former government group B school, a church run school, a rural school, a former government group A school and, a council run school. Some of the key findings of the study are: • School heads who are the principal gate keepers in primary schools were not provided with any preparation for the introduction of grade zero/early childhood education. • School reliance on fees and levies, without direct Ministry of Education financial assistance, meant that resource conditions - hence state of readiness - greatly differed from one school to another. • No ongoing support was provided to school heads, teachers-in-charge and early childhood education teachers. • The quality of teaching and learning at the early childhood education level, in the multiple case study, depended on the nature of teacher preparation, availability of appropriate resources, adequacy and appropriateness of teacher support, and teacher state of preparedness. The study recommends interventions that curriculum policy planners and implementers can use to create conditions that enable schools to be ready for installing, implementing and institutionalising the early childhood education innovation.
- Full Text:
- Date Issued: 2012
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