TABLE OF CONTENTS
Title Page
Approval page – – – – – – – – i
Certification – – – – – – – – ii
Dedication – – – – – – – – iii
Acknowledgements – – – – – – – iv
Table of Contents – – – – – – – v
List of Tables – – – – – – – – viii
Abstract – – – – – – – – ix
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study – – – – – – 1
1.2 Statement to the Problem – – – – – – 5
1.3 Purpose of the Study – – – – – – – 6
1.4 Research Questions – – – – – – – 7
1.5 Research Hypothesis – – – – – – – 7
1.6 Significance of the Study – – – – – – 8
1.7 Scope and Delimitation of the Study – – – – – 9
1.7 Operational Definition of terms – – – – – 9
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Theoretical Framework – – – – – – 10
2.2. Organizational theory of Improvisation – – – – 10
2.3 Education and Educational theory of Improvisation – – – 11
2.1 Conceptual Framework – – – – – – 19
2.1.1 The roots and applications of improvisation – – – – 19
2.1.2 Improvisation as a professional quality: The teacher’s role – – 23
2.1.3 Factors to be considered in improvisation – – – – 25
2.1.4 Concepts of Instructional Materials – – – – – 27
2.1.5 Concept of Improvisation – – – – – – 30
2.1.6 Rationale for Improvisation – – – – – – 31
2.1.7 Importance of Improvisation – – – – – – 32
2.1.8 Advantages of improvisation – – – – – – 33
2.1.9 Factors affecting Improvisation in Schools – – – – 34
2.3 Empirical Framework – – – – – – – 35
2.4 Summary of Review of Related Literature – – – – 38
CHAPTER THREE: RESEARCH METHODS
3.1 Introduction – – – – – – – – 41
3.2 Research Design – – – – – – – 41
3.3 Population of the Study – – – – – – 41
3.4 Sample and Sampling Techniques – – – – – 42
3.5 Instrument for data collection – – – – – – 43
3.6 Validity of the Research Instrument – – – – – 43
3.7 Reliability of the Research Instrument – – – – 43
3.8 Method of Data Collection – – – – – – 44
3.9 Procedure for Data Analysis – – – – – – 44
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Data Analysis – – – – – – – – 45
4.2 Test of Hypothesis – – – – – – – 51
4.3 Discussion of findings – – – – – – 54
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction – – – – – – – – 57
5.2 Summary of the Study – – – – – – 57
5.3 Conclusions – – – – – – – – 59
5.4 Recommendations – – – – – – – 60
REFERENCES
APPENDICES
LIST OF TABLES
Table 1: Gender distribution of respondents – – – – 45
Table 2: analysis of respondents’ educational qualification – – 45
Table 3: analysis of respondents’ years of teaching experience – 46
Table 4: Descriptive analysis of respondents’ opinion on availability
ofinstructional material for teaching physical and health
education in secondary schools – – – – 47
Table 5: Descriptive analysis of respondents’ opinion on adequacy and
appropriateness of available instructional material for
teaching physical and health education in secondary schools- 48
Table 6: Descriptive analysis of respondents’ opinion on improvisation
of instructional material for teaching physical and health
education in secondary schools – – – – 49
Table 7: Descriptive analysis of respondents’ opinion on difference in
the performance of students taught Physical Education using
improvised material and those taught with no instructional aids- 50
Table 8: t-test analysis of difference in the availability of
instructional materials in teaching Physical Education – 51
Table 9: t-test analysis of difference in the adequacy of instructional
Maternaland how it affects the teaching of Physical
Education in secondary schools – – – – 52
Table 10: t-test analysis of difference in the improvisation of instructional
material in the teaching of physical education in secondary schools – 53
Table 11: t-test analysis of difference in the performance of students
taught Physical Education using improvised materials and
those taught without instructional aid – – – – 53
ABSTRACT
This study was designed to examine the improvisation by teachers in effective teaching of physical education in some selected secondary school in MkpatEnin Local Government Area. Four objectives were formulated for the study, four research questions and four hypotheses were formulated in line with the objective to give the study a direction. Related literatures were extensively reviewed under theoretical conceptual and empirical framework. A descriptive survey design was adopted for the study and the population for this study include all physical education teachers in 5 secondary schools in MkpatEnin Local Government Area. A sample size of seven was selected for the study using simple random sampling technique. A researcher developed questionnaire entitled improvisation for effective teaching of physical education in school was the instrument used for data collection. The research questions were answered and hypothesis tested. The respondent demographic data were analysed using simple percentage, while t-test was adopted to test the null hypotheses at .05 level of significance. The result from data analysis revealed that physical education teachers in MkpatEnin do not improvise in teaching. Based on the results, it was recommended among others that secondary schools teachers should consider the importance of using instructional materials and improvising where necessary as part of their teaching activity
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Physical Education, also known in many commonwealth countries as physical training or PT, is an educational course relating to maintaining the human body through physical exercise (i.e calisthenics). It is offered in primary, post-primary and tertiary levels of education and encourages psychomotor learning in a play or movement exploration setting to promote health. Whether the class produces positives effects on students’ health, behaviour and academic performance depends upon the kind of program that is taught.
Physical Education programs vary all over the world. However, there are worldwide organizations that allow for a better understanding on how much, a child should be getting daily. Popular games in Physical Education include;- Football, Basketball, Hockey, Athletics and Cricket.
In general, Physical Education is “Education through the Physical”. It aims develop students’ physical competence and knowledge of movement and safety and their ability to use this to perform wide ranges of activities associated with the development of an active and healthy lifestyle. It also develops student’s confidence and generic skills especially those of collaboration, communication, creativity, critical thinking and aesthetic appreciation. These, together with the nurturing of positive values and attitudes in physical education provides a good foundation for student’s lifelong and wide learning (Beghetto, R. A., and Kaufman, J. C, 2011).
The ultimate goal of any teaching activity is to facilitate effective learning among students. In an attempt to ensure that effective learning takes place, teachers effort should be geared towards ideas, methods and skills (Abolade, E. E. 2004). There is no gain saying that student in modern world of science, technology and information explosion are expose to myriad of information from different sources. It is expected that this information should be acquired, perceived, internalized, retained, intercepted and utilized by students in a similar or novel environment with view to succeed in examination in particular and life in general.
The teaching of sports apart from its physiological benefits as a motivational factor is known to take a more lasting effect on students learning. Some process skills on the other hand, appear to have a longer life span and are positively related to acquisition of appropriate scientific attitudes and habits because even those dropouts from school at some stage are those that might not later specialized in scientifically intelligent question and pursue the solutions to their problems in like manners (Barker, L., and Borko, H., 2011). The importance of these cannot be over emphasized; given that the world is daily become more scientifically and technologically sophisticated.
For accuracy and provision, most science teachers tend to feel that these processes can only be use of expensive imported apparatus. However, in the wake of increasing enrolment, dwindling economy and stringent financial support for science, there is general call on teacher to use available local resources for improvisation to reduce cost and conserve hard foreign exchange.
Instruction on WASC/SSCE reveals that practical examination carries the highest mark of the total mark allocated to Physical Education. It is therefore, highly significant for every school to make sure that instructional materials for Physical Education practical’s are adequately provided and should be functional. In stating what an ideal exercise physiology lab/gymnasium contains, VOSS and BROWN (1968) observed that, the laboratory is a place where students can learn more skills of Physical Education. A well-equipped high school Physical Education laboratory has the following sporting facilities and equipment:
Facilities: Football pitch, handball court, basketball court, Volleyball court etc.
Equipments: Ball, net, racket, javelin, shot-put discus etc.
Many reasons have been advanced for the need for improvisation, for example, ALONGE (1983) outlined the following reasons
a. Improvisation is a way of minimizing cost of equipments/materials
b. Inexpensive method of widening the scope of inquiry
c. Enables the teachers method of making teaching/learning processes easier for students, hence promote creativity and self reality
d. Provides a cognitive bridge to lead students from abstractions and its attendants or mental indigestion to a nodding acquaintance with reality.
Balogun (2010), also emphasized that no effective physical education programmed can exist without equipments, they are indispensible to effective teaching and learning. We also need to bear in mind that at least some of the pupils may intend to become professional physical education teachers, coaches, exercise physiologist, such pupils need the equipments to begin to develop the necessary sport science process skills. Specific educational reasons for using equipment for science teaching include the following.
a. To enable the learners to develop problem solving skill and scientific attitudes
b. To enable the students to develop interest in science
c. To enable students to develop functional scientific knowledge and manipulative skills.
The acquisition of these skills by the students is the contribution of science education to the general preparation of youth for life especially those that intend to take up carrier in science and technology.
A major reason for improvisation of equipment as already hinted is that, it contributes to the achievements of our educational objective .another reason is that ,the economics of education is generally economic of scarcity. In other hands, no matter how generous and rich educational authorities can be, they are generally not always in a position to provide their schools with all they need. Therefore schools and teachers might be obliged to make the most of what they can get or construct from available material.
1.2 Statement to the Problem
Incompetence of teachers to improvised instructional resources has been said to be one of the factors responsible for poor performance of learners, especially in our primary schools (Balogun, 2001). A lot of studies have been carried out to improve effective teaching learning process by different researchers.
Adeniran (2005) examined strategies for production and level of improvised biology instructional materials and discovered that instructional media are inadequate in the schools. Adelakun (2005) studied the acquisition production and utilization of teaching resources and its effects on academic achievement of secondary students in Physical Education, he opined that the use of real life situation as teaching materials facilitates easy communication which leads to better retention of what is learned that is using what have not experienced or seen before.
This study is set out to assess the importance of improvisation in teaching Physical Education to secondary school students in MkpatEnin, In order to stimulate effective learning of Physical Education in our various schools.
