{"id":207917,"date":"2018-10-11T12:48:00","date_gmt":"2018-10-11T11:48:00","guid":{"rendered":"https:\/\/dutable.com\/2018\/10\/11\/statistical-distribution\/"},"modified":"2019-04-18T17:38:39","modified_gmt":"2019-04-18T16:38:39","slug":"statistical-distribution","status":"publish","type":"post","link":"https:\/\/dutable.com\/statistical-distribution\/","title":{"rendered":"Statistical distribution"},"content":{"rendered":"

<\/p>\n

\nTable
\n4.4: Possible problems of effective teaching and learning of physical education<\/span><\/div>\n\n\n\n\n\n\n\n
\n
\nStatement<\/span><\/b><\/div>\n<\/td>\n
\n
\nA<\/span><\/b><\/div>\n<\/td>\n
\n
\nSA<\/span><\/b><\/div>\n<\/td>\n
\n
\nD<\/span><\/b><\/div>\n<\/td>\n
\n
\nSD<\/span><\/b><\/div>\n<\/td>\n
\n
\nTotal<\/span><\/b><\/div>\n<\/td>\n<\/tr>\n
\n
\nAttempt <\/span>to teach physical education<\/span><\/span><\/div>\n<\/td>\n
\n
\n93 (62%)<\/span><\/div>\n<\/td>\n
\n
\n24 (16%)<\/span><\/div>\n<\/td>\n
\n
\n21 (14%)<\/span><\/div>\n<\/td>\n
\n
\n12 (8%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\nUnclear <\/span>concept of physical education<\/span><\/span><\/div>\n<\/td>\n
\n
\n21 (14%)<\/span><\/div>\n<\/td>\n
\n
\n42 (28%)<\/span><\/div>\n<\/td>\n
\n
\n57 (38%)<\/span><\/div>\n<\/td>\n
\n
\n30 (20%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\nInadequate allotment of time<\/span><\/span><\/div>\n<\/td>\n
\n
\n24 (16%)<\/span><\/div>\n<\/td>\n
\n
\n3  <\/span>(2%)<\/span><\/div>\n<\/td>\n
\n
\n69 (46%)<\/span><\/div>\n<\/td>\n
\n
\n54 (36%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\nIm<\/span>proper planning of curriculum<\/span><\/span><\/div>\n<\/td>\n
\n
\n21 (14%)<\/span><\/div>\n<\/td>\n
\n
\n9  <\/span>(6%)<\/span><\/div>\n<\/td>\n
\n
\n42 (28%)<\/span><\/div>\n<\/td>\n
\n
\n78 (52%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\n<\/span><\/div>\n

<\/a>Table 4.4 above shows that 78% of the respondents agreed that <\/span>there <\/span>is no attempt to teach physical education in
\njunior secondary schools in Ogwashi-Uku<\/span> while 22% disagreed. 42% agreed that <\/span>the <\/span>concept of physical education is not clear to many
\nteachers and students in Ogwashi-Uku<\/span> while 58% disagreed. 18% agreed that <\/span>inadequate<\/span> allotment of time is one of the major problems to
\nteaching and learning health education in Ogwashi-Uku<\/span> while 82% disagreed. 20% agreed that <\/span>lack <\/span>of proper planning of physical education
\ncurriculum is one of the problems in Ogwashi-Uku<\/span> while 80% disagreed.<\/span><\/span><\/p>\n

\n<\/div>\n
\nTable 4.5: Contributory factors to the problems of
\neffective teaching and learning of physical education<\/span><\/div>\n\n\n\n\n\n\n\n
\n
\nStatement<\/span><\/b><\/div>\n<\/td>\n
\n
\nA<\/span><\/b><\/div>\n<\/td>\n
\n
\nSA<\/span><\/b><\/div>\n<\/td>\n
\n
\nD<\/span><\/b><\/div>\n<\/td>\n
\n
\nSD<\/span><\/b><\/div>\n<\/td>\n
\n
\nTotal <\/span><\/b><\/div>\n<\/td>\n<\/tr>\n
\n
\nPhysical <\/span>education<\/span> taught <\/span>by generalist teachers<\/span><\/div>\n<\/td>\n
\n
\n69 (46%)<\/span><\/div>\n<\/td>\n
\n
\n21 (14%)<\/span><\/div>\n<\/td>\n
\n
\n27 (18%)<\/span><\/div>\n<\/td>\n
\n
\n33 (22%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\nAllocation of lower priority <\/span><\/div>\n<\/td>\n
\n
\n42 (28%)<\/span><\/div>\n<\/td>\n
\n
\n6  <\/span>(4%)<\/span><\/div>\n<\/td>\n
\n
\n72 (48%)<\/span><\/div>\n<\/td>\n
\n
\n30 (20%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\nAbsence of adequate polices <\/span><\/div>\n<\/td>\n
\n
\n45 (30%)<\/span><\/div>\n<\/td>\n
\n
\n9   <\/span>(6%)<\/span><\/div>\n<\/td>\n
\n
\n57 (38%)<\/span><\/div>\n<\/td>\n
\n
\n39 (26%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\nIndifference towards physical education <\/span><\/div>\n<\/td>\n
\n
\n18 (12%)<\/span><\/div>\n<\/td>\n
\n
\n18 (12%)<\/span><\/div>\n<\/td>\n
\n
\n57 (38%)<\/span><\/div>\n<\/td>\n
\n
\n57 (38%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\nTable 4.5 above shows that 60% of the respondents <\/span>agreed <\/span>teaching <\/span>of physical education by generalist teachers is a
\ncontributory factor to problems of effective teaching and learning in junior
\nsecondary schools in Ogwashi-Uku<\/span> while 40% disagreed. 32% agreed that <\/span>allocation <\/span>of lower priority to physical education contributes to
\nproblems of effective teaching and learning in junior secondary schools in
\nOgwashi-Uku<\/span> while 68%
\ndisagreed. 36% agreed that <\/span>absence
\n<\/span>of adequate polices on physical education contributes to problems of
\neffective teaching and learning in junior secondary schools in Ogwashi-Uku<\/span> while 64% disagreed. 24% agreed that <\/span>indifference <\/span>towards physical education
\nis a major cause of the problem of effective teaching and learning in junior
\nsecondary schools in Ogwashi-Uku<\/span> while 76% disagreed.<\/span><\/div>\n
\n<\/div>\n
\nTable 4.6: Implication of the problems of effective
\nteaching and learning of physical education <\/span><\/div>\n\n\n\n\n\n\n\n
\n
\nStatement<\/span><\/b><\/div>\n<\/td>\n
\n
\nA<\/span><\/b><\/div>\n<\/td>\n
\n
\nSA<\/span><\/b><\/div>\n<\/td>\n
\n
\nD<\/span><\/b><\/div>\n<\/td>\n
\n
\nSD<\/span><\/b><\/div>\n<\/td>\n
\n
\nTotal <\/span><\/b><\/div>\n<\/td>\n<\/tr>\n
\n
\nPoor <\/span>academic performance<\/span><\/div>\n<\/td>\n
\n
\n36 (24%)<\/span><\/div>\n<\/td>\n
\n
\n15 (10%)<\/span><\/div>\n<\/td>\n
\n
\n69 (46%)<\/span><\/div>\n<\/td>\n
\n
\n30 (20%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\nPoor <\/span>health status<\/span><\/div>\n<\/td>\n
\n
\n18 (12%)<\/span><\/div>\n<\/td>\n
\n
\n6  <\/span>(4%)<\/span><\/div>\n<\/td>\n
\n
\n78 (52%)<\/span><\/div>\n<\/td>\n
\n
\n48 (32%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\nIncreased spending on health care <\/span><\/div>\n<\/td>\n
\n
\n24 (16%)<\/span><\/div>\n<\/td>\n
\n
\n3   <\/span>(2%)<\/span><\/div>\n<\/td>\n
\n
\n45  <\/span>(30%)<\/span><\/div>\n<\/td>\n
\n
\n78 (62%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\nLack <\/span>of concentration<\/span><\/div>\n<\/td>\n
\n
\n36  <\/span>(24%)<\/span><\/div>\n<\/td>\n
\n
\n12  <\/span>(8%)<\/span><\/div>\n<\/td>\n
\n
\n30 (20%)<\/span><\/div>\n<\/td>\n
\n
\n72 (48%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\nTable 4.6 above shows that <\/span>34% of the respondents agreed that <\/span>lack <\/span>of effective teaching and learning of physical
\neducation le<\/span>ads to poor academic
\nperformance <\/span>while 66%
\ndisagreed.<\/span> <\/span>16% agreed that <\/span>inadequate <\/span>time for physical educa<\/span>tion lead to poor health status <\/span>while 82% disagreed.<\/span> <\/span>18% agreed that <\/span>increased <\/span>spending on health care can result from lack of
\nadequate attention to physical education<\/span> while 82% disagreed. 32% agreed that <\/span>poor <\/span>attention to physical education leads to <\/span>lack of concentration <\/span>while 68% disagreed.<\/span><\/span><\/div>\n
\n<\/div>\n
\nTable 4.7: Possible solution to the problems of
\neffective teaching and learning of physical education  <\/span><\/span><\/div>\n\n\n\n\n\n\n\n
\n
\nStatement<\/span><\/b><\/div>\n<\/td>\n
\n
\nA<\/span><\/b><\/div>\n<\/td>\n
\n
\nSA<\/span><\/b><\/div>\n<\/td>\n
\n
\nD<\/span><\/b><\/div>\n<\/td>\n
\n
\nSD<\/span><\/b><\/div>\n<\/td>\n
\n
\nTotal<\/span><\/b><\/div>\n<\/td>\n<\/tr>\n
\n
\nWell <\/span>designed curriculum<\/span><\/div>\n<\/td>\n
\n
\n33 (22%)<\/span><\/div>\n<\/td>\n
\n
\n9   <\/span>(6%)<\/span><\/div>\n<\/td>\n
\n
\n42  <\/span>(28%)<\/span><\/div>\n<\/td>\n
\n
\n66 (44%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\nSupportive school environment <\/span><\/div>\n<\/td>\n
\n
\n39 (26%)<\/span><\/div>\n<\/td>\n
\n
\n12   <\/span>(8%)<\/span><\/div>\n<\/td>\n
\n
\n54 (36%)<\/span><\/div>\n<\/td>\n
\n
\n45 (30%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\nInvolvement of parents <\/span><\/div>\n<\/td>\n
\n
\n27 (18%)<\/span><\/div>\n<\/td>\n
\n
\n18 (12%)<\/span><\/div>\n<\/td>\n
\n
\n48 (32%)<\/span><\/div>\n<\/td>\n
\n
\n57 (38%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\nUse <\/span>of specialized teachers<\/span><\/div>\n<\/td>\n
\n
\n27 (18%)<\/span><\/div>\n<\/td>\n
\n
\n9   <\/span>(6%)<\/span><\/div>\n<\/td>\n
\n
\n36 (24%)<\/span><\/div>\n<\/td>\n
\n
\n78 (52%)<\/span><\/div>\n<\/td>\n
\n
\n150 (100%)<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\nTable 4.7 above shows that<\/span> 28% of the respondents agreed that <\/span>a <\/span>well designed curriculum on physical education
\ncan help in improving teaching and learning i<\/span>n physical and health education <\/span>while 72% disagreed. 34% agree that <\/span>supportive <\/span>school environment can help in improving teaching and
\nlearning in physical and health education<\/span> while 66% disagreed. 30% agree that <\/span>involvement <\/span>of parents is a viable solution in improving teaching
\nand learning of<\/span> physical
\nand health education <\/span>while 70%
\ndisagreed. 24% agree that <\/span>the use of specialized teachers in the teaching
\nof physical education can help in improving teaching and learning of<\/span> physical and health education <\/span>while 76% disagreed.<\/span><\/div>\n","protected":false},"excerpt":{"rendered":"

Table 4.4: Possible problems of effective teaching and learning of physical education Statement A SA D SD Total Attempt to teach physical education 93 (62%) 24 (16%) 21 (14%) 12 (8%) 150 (100%) Unclear concept of physical education 21 (14%) 42 (28%) 57 (38%) 30 (20%) 150 (100%) Inadequate allotment of time 24 (16%) 3 …<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[106],"class_list":["post-207917","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-social"],"_links":{"self":[{"href":"https:\/\/dutable.com\/wp-json\/wp\/v2\/posts\/207917","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dutable.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dutable.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dutable.com\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/dutable.com\/wp-json\/wp\/v2\/comments?post=207917"}],"version-history":[{"count":0,"href":"https:\/\/dutable.com\/wp-json\/wp\/v2\/posts\/207917\/revisions"}],"wp:attachment":[{"href":"https:\/\/dutable.com\/wp-json\/wp\/v2\/media?parent=207917"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dutable.com\/wp-json\/wp\/v2\/categories?post=207917"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dutable.com\/wp-json\/wp\/v2\/tags?post=207917"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}