Assessing Students’ Interest Towards Football Course in Some Selected Oromia Regional State’s Secondary Schools in Ethiopia

Talila Legese Anbase


The purpose of this study was to assess the Students Interests’ towards football course in some selected Oromia regional state’s secondary schools in Ethiopia. Accordingly, it examined the students’ interest and participations in the football course. To accomplish this purpose across sectional descriptive survey design, which is supplemented by qualitative research, was employed. The study was carried out in selected four   secondary schools in East Showa Zone. The 8 physical Education teachers were selected purposively. One hundred and ninety (190) students were included in the study using simple random sampling techniques. Six(6) schools principals were also included in the study by using census. Questionnaire was the main instrument of data collection. Interview was also utilized to substantiate the data gained through the questionnaire. Percentage was employed to analyze the quantitative data, while qualitative data which was obtained through interview were analyzed qualitatively. The results of the study revealed that, the students’ interests and students’ self confidence in football class were not satisfactory. Based on the findings, it is possible to conclude that, the students’ interests were not sufficient. But the situations like shortage of resources and skilled manpower including large class size were the factors that contributed for the decrease of students’ interest in the secondary schools. The point of the recommendations include: To develop students’ interest and participation in football activities the teachers should give football courses properly, by increasing students’ understanding and interests, encouraging students to the football course by preparing football competition both in-and-out of the schools compounds.

Keywords: Secondary school, Interest, Participation

DOI: 10.7176/RHSS/10-17-01

Publication date:September 30th 2020

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ISSN (Paper)2224-5766 ISSN (Online)2225-0484

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