The Case of Middle Schools in Addis Ketema Sub-City, Addis Ababa
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Date
2026-04-10
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Addis ababa Universty
Abstract
Continuous Assessment (CA) is an ongoing evaluation method supporting the teaching-learning process by providing constant feedback to improve students' performance. In Physical Education (PE), CA helps track skill acquisition and participation in practical classes, aligning assessment with active learning. The main purpose of this study was to explore the challenges and practices of implementing CA in teaching-learning PE practical classes in middle schools of Addis Ketema Sub-City, Addis Ababa. The total population included 275 students, 25 PE teachers, and 11 school leaders from government middle schools. A sample of 165 students, 20 PE teachers, and 8 school leaders was selected using stratified random sampling for students and purposive sampling for teachers and school leaders to ensure representativeness. Instruments for data collection included structured questionnaires, semi-structured interviews, classroom observations, and document analysis for gathering quantitative and qualitative data. Data analysis methods involved quantitative descriptive statistics (frequency, percentage, mean, standard deviation) and qualitative thematic analysis to interpret and triangulate findings. Findings revealed that despite recognizing the importance of CA, large class sizes, limited time, inadequate resources, and insufficient teacher training hinder effective implementation. The study concluded that addressing institutional, resource, and capacity-related challenges is essential for effective CA implementation in PE practical classes. Recommendations include establishing clear frameworks, training teachers, reducing class sizes, providing resources, and aligning policy with practice to ensure consistent CA in PE
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Keywords
Continuous Assessment, Teaching-Learning, Physical Education, Practical Class, Sport