The Practice and Challenges of Continuous Practical Assessment in Physical Education in Some Selected Senior Secondary Schools of Nekemte Admimnistrative Town
| dc.contributor.advisor | Solomon Areaya | |
| dc.contributor.author | Gemechu Melka | |
| dc.date.accessioned | 2026-09-18T06:26:37Z | |
| dc.date.available | 2026-09-18T06:26:37Z | |
| dc.date.issued | 2016-08-01 | |
| dc.description.abstract | The purpose of this study was to investigate the current status of the practices and challenges of continuous practical assessment in physical education in three selected senior secondary schools. The study was conducted in Oromiya Regional State, East Wollega at Nekemte administrative town. To conduct the study descriptive survey design was employed. The total population for this study were 2014, from these 213 participants were selected by simple random sampling technique of the available students which were recently attending regular class. In addition, eight physical education teachers and three academic administrators of each school were involved. The data were collected by using closed and open-ended questionnaires, structured interview and field observation in practical class. Then, to obtain valid and appropriate information the data were analyzed by descriptive statistics and inferential statistics utilizing SPSS software and interpreted in words. The finding of the study revealed that the magnitude of practices and Challenges of continuous practical assessment in physical education in the study schools was very high, due to the seriousness of several internal and external challenges: - some of them were: time allotment, material limitation, lack of administrative support, large class size, over loaded, lack of external and internal supervision and the misunderstanding of physical education teachers and students assessment results, perceiving negatively. In addition to these, Scio-economic status, Cultural adaptations and religious norms are some of the major external factors that hindered the implementation of continuous practical assessment. On the other hand, physical education teachers have been using continuouspractical assessment results only for grading purposes. So, in order to minimize the problem and maximize the implementations of continuouspractical assessment the following recommendations were forwarded:-The MOE should take in to consideration to improve the already allotted period per a week, the school should provide the necessary physical education-materials,equipments, resources on time, the selected schools should standardize the class size in order to implementcontinuouspractical assessment effectively. In line with this, the corresponding sample schools should reduce the physical education teachers work load. And Nekemte town education office should assign the professional supervisors to the perspective schools so as to implement continuouspractical assessment. Finally, bothphysical education department and the academic body should create an awareness to raise the perception of learners’ towards the significance of continuouspractical assessment inphysical education practical class efficiently | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/8974 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.subject | continuous assessment | |
| dc.subject | practice and challenges | |
| dc.subject | physical education | |
| dc.title | The Practice and Challenges of Continuous Practical Assessment in Physical Education in Some Selected Senior Secondary Schools of Nekemte Admimnistrative Town | |
| dc.type | Thesis |