Teachers and pupils’ understanding of physical education curriculum contents and instructional practices in Tanzanian primary schools: the case of Dar es Salaam region

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Date
2010
Journal Title
Journal ISSN
Volume Title
Publisher
Unversity of Dar es Salaam
Abstract
This study investigated primary school teachers and pupils’ understanding of Physical Education curriculum content and instructional practices. The study examined curriculum contents and teaching strategies. Also the study assessed various challenges that affect the teaching and learning process of Physical Education. Such investigations are necessary to appraise the teaching of Physical Education in primary schools in Tanzania. The study was done in selected schools in Dar es Salaam region. A survey design was employed in this study and used a mixed approach to collect both qualitative and quantitative data. The study incorporated interviews with head teachers (N= 10) and Physical Education teachers (N= 12). Questionnaires were used to collect information from pupils (N= 86). Stratified random and purposeful sampling techniques were used to obtain schools and participants. Statistical Package for Social Sciences (SPSS) version 15 was used to analyse quantitative data, while qualitative data were subjected to content analysis to determine common themes. Results revealed that both teachers and pupils were aware about primary schools curriculum contents. Teachers believed that teaching of physical education can take place either in the classroom or in the field. For improvement of the current curriculum contents, both teachers and pupils suggested for either elimination of bao, cards and draft or addition of first aid and traditional dances in the curriculum. A variety of teaching and learning strategies (Demonstration, Brain storming, Guest speaker, Lecture and Group work) were reported to be used in the teaching of Physical Education in the classroom and in the field. Challenges for implementation of Physical Education were reported and ranged from shortage of; equipment and facilities, qualified Physical Education teachers, teaching and learning materials to shortage of time allocated for the subject. Such challenges affected the teaching of Physical Education in schools. It was concluded that despite teachers and pupils being aware of the primary school curriculum contents, the teaching of Physical Education in primary schools did not meet requirements. Thus, there is a need to improve the current primary schools curriculum, as some teachers and pupils suggested for either elimination or addition of some contents in the current curriculum. Despite differences on how they are used, teaching and learning strategies used in the teaching of Physical Education were reported to be used interchangeably in the classroom and in the field.Recommends include the following: review of the current Physical Education curriculum; and revitalization of components of curriculum content to be taught at different primary education levels. Revitalization should go hand in hand with provision of qualified Physical Education teachers, facilities and equipment, as well as teaching and learning materials.
Description
Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF GV261.T34K39)
Keywords
Physical education, Physical education teachers, Physical education curriculum, Primary schools, Tanzania, Dar es Salaam region
Citation
Kazungu, J. D. (2010) Teachers and pupils’ understanding of physical education curriculum contents and instructional practices in Tanzanian primary schools: the case of Dar es Salaam region, Master dissertation, University of Dar es Salaam, Dar es Salaam