CHAPTER ONE INTRODUCTION 1.1
BACKGROUND OF THE STUYDY
Education is the base of social, cultural and economical development of the society. The advancement of science and technology reached its percentage of development through education. The ancient person was get education in the celebration of different kinds of holy days by sharing the experience from one place to another place or from country to other country. In addition to this education was getting by invitation of the leaders of one place to participate in holydays or festivals of another place by that matter education was accustomed in the world. (Maslow 1954) In the modern world, education is spreading by designing and drafting curriculum by experienced and qualified person or by developed countries, which have great role in the civilization of the world in different aspects of development. The curriculum also must consider the economical sage of that country, the norm belief, values, skills and attitudes of a specific social group or society. Like all countries of the world, Ethiopia also has curriculum and the curriculum was changed from time to time by considering and modifying different situation or development of the country. In addition of the normal curriculum high schools, colleges, and universities may design extra curriculum which is similar to the usually curriculum to accelerate the development of the country, to encourage the participation of females in different field of study and other reasons. Like other disciplines, sport needs extra curriculum time schedule due to different reasons. In the current situation for most of our people is dazzle to understand the advantage of sport science in different aspects. 1
It gives for both male and female over all advantage of human beings that is mental and physical development. Sports are organized activities played individually or in teams. Men and women can play most sports. Many people participate in sports as amateurs for personal enjoyment, the love of competition or as a healthful form of exercise. Sport provides entertainment for people throughout the world. The researcher by gathering information about the general feature and the need of sport science of by the participation of male and female students towards extracurricular sport activity, the study will try to give some basic recommendation that leads to narrow the gaps of their participation difference of male and female students towards extracurricular sport activity.
1.2
STATEMENT OF THE PROBLEM
The study was concerned to compare male & female students towards the participation of extracurricular activity in case of jimma university sport science students. Based on the aim, the study was try to answer the following question. 1. Is there difference between male and female students in participation
towards extracurricular activity? 2. What are factors affecting the male and female participation in
extracurricular activity? 3. Are there social interaction influences of the participation of male and
female students towards the extracurricular activities? 4. What are the possible solutions for minimizing the gap between male
and female participation towards extracurricular activities? 2
1.3
OBJECTIVE OF THE STUDY 1.3.1 General Objectives:-
The study has the following general objectives. To compare the participation of male and female students
towards extracurricular sport activity. To suggest possible solutions for the identified problems
1.3.2
Specific Objectives:-
The followings are specific objectives of this research. To
identify
the
participation
of
males
students
towards
extracurricular sport activity. To
identify the participation of females students towards
extracurricular sport activity. To point out the major reasons for the good participation of
females students in extracurricular sport activity. To point out the major reasons for the good participation of male
students in extracurricular sport activity.
3
SIGNIFICANCE OF THE STUYDY
1.4
It is the belief of the researcher that the outcomes of this research will the following contributions. It will provide information about the need for this field area,
more over after the study had been conducted; it was try to give some basic recommendation. It will be help to narrow the differences between male and
female students’ participation towards extracurricular sport activity and try to equalize it. To make interested for other researcher used to help a record
and further investigation.
1.5
LIMITATION OF THE STUDY
In this study, the researcher faced a number of constraints while the researcher conducts this study. The followings are major limitations:
Shortage of reference materials Shortage of time
4
ď € Financial problem
1.6
DELIMITATION (SCOPE OF THE STUDY )
This study was delimited in jimma university sport science students. This is because of the fact that it takes many time, resource, and much money. In addition to this the researcher is beginner, so the researcher was delimited the study in only Jimma university sport science students.
1.7
DEFFINITION OF TERMS 1. Extracurricular:- an activity at school, college or university
perusal in addition to the normal courses of study. 2. Attitude:- is a positive or a negative outlook towards something
associated with its values. 3. Interest:- the state of being concerned or affected especially with
respect to advantage. 4. Recreational games:- games that are not demand more energy
to perform the activity. Performing the activity for purpose of enjoyment rather than computing with one another. 5. Comparative:- the analysis and comparison of two contemporary
(coexisting & present) phenomenon.
5
CHAPTER TWO REVISEW OF RELATED LITRATURE 2.1
IDEAS FOR EXTRACURRICULAR ACTIVITIES
Extracurricular activities are voluntary activities that fall outside the school curriculum, normally after school hours. Students participant in extracurricular activities to develop their interests, or to support a further 6
education application. Because extracurricular activities are outside the school curriculum (and learning expectations do not have to be specifically met) students and educators can explore various skills, teaching methods and interesting projects. The Common Application as well as many individual college applications group
together
extracurricular
activities
with
community
service,
volunteer work, family activities and hobbies. The list below provides some examples of activities that would be considered "extracurricular". (John H. Holloway ) Creative Activities •
Many students may be interested in creative arts/activities that are
not offered by the school curriculum. Extracurricular activities in art and design, creative writing, photography or student newsletters can help students looking to studying the arts in higher education gain some solid experience. Student newsletters are particularly popular, and can often be completely organized, written and printed by students themselves.
Music/Drama Clubs •
Extracurricular activities in music and drama can be used in
conjunction with each other. For example, an extracurricular activity could be for students interested in music performance and another extracurricular activity may be for students interested in drama, acting or dancing. If students taking drama are planning a performance, then students involved in music clubs could provide the musical score. 7
Similarly, if any students are involved in art design extracurricular activities in the school, they can also design sets for performances. Language Clubs •
Language clubs are an effective way of exposing students to new
cultures. Students can learn new languages without the pressure of examinations or learning expectations, and explore learning a new language in engaging ways (such as learning through learning games or visiting another country to use their skills). Students can also engage in cultural exchanges to learn more about the language and culture they are interested in (for example, writing letters to students in Italy if they are studying Italian). Outdoors Sporting Activities •
Sporting activities are generally the most popular extracurricular
activities in schools. Students can participate in various sporting activities -- such as football, netball, hockey, basketball, track or gymnastics -- or become involved in school sports teams. Outdoor extracurricular activities can also be a fun way for students to explore their interests and skills, for example scouting, bird watching or camping.
Volunteer Associations •
Volunteer clubs that focus on finding volunteer work for students
(either within the school or elsewhere) may interest students who are looking for relevant work experience for their future career, or to give added weight to their college application. Teachers can organize skills workshops for particular volunteer opportunities (i.e., social skills if 8
students are planning to volunteer working with welfare charities) and work with local charities to find students relevant placements. Students can also be given the opportunity to run their own charities, or help in the community without the aid of an organization.
2.2
EXTRACURRICULAR MOTIVATION
ACTIVITIES
AND
STUDENT
Extracurricular activities appeal to student interests: Mahoney and Cairns (1997) looked at the positive connection to school that participating in
extracurricular
activities
created
among
students
whose
prior
commitment to the school had been marginal. They discovered that a wider choice of activities resulted in a stronger effect because students' individual needs and interests were more likely to be met. Posner and Vandell (1999) studied the participation of elementary school students in after-school programs and found that such programs can provide low-income students with experiences similar to those of middleclass students with access to a rich array of lessons (for example, in dance, music, and art), sports, and tutoring. They
encourage
peer
interaction:
McNeal
(1995)
indicates
that
extracurricular participation provides previously marginalized students with access to a more “elite� stratum of the student population and exposes the students to peers who have better attitudes toward school. They promote cooperation: Extracurricular activities instill a less competitive focus in participants, foster a more cooperative environment, and may therefore encourage students to stay in and complete school (McNeal, 1995). They build student-adult relationships: Research supports the notion that high-quality extracurricular activities build relationships between students and the competent, responsive adults who supervise such activities (Mahoney, 2000; Posner & Vandell, 1999). 9
They provide structure and challenge: Mahoney (2000), who extended the work of Posner and Vandell (1999) to focus on adolescents in afterschool activities, determined that effective youth activity programs are highly organized and encourage increasingly complex skill building for participants. They connect students to school: Participating in an extracurricular activity connects students more deeply to the school, its faculty, a peer group, and school values (Mahoney, 2000; Mahoney & Cairns, 1997). Further,
Jordan
and
Nettles
(1999)
found
that
adolescents
who
participated in structured activities supervised by positive adult role models were more likely to make personal investments in their schooling that might, in turn, motivate them to excel academically. Davalos, Chavez, and Guardiola (1999) studied the effects of participation in extracurricular activities on Mexican American students and found that those involved in such activities were more likely to stay in school than their uninvolved peers.
They draw students; especially minorities and women-to science: Sorge, Newsom, and Hagerty (2000) studied the positive effects of minority student participation in extracurricular activities. Their research supports previous studies that showed that exposure to extracurricular science activities has a positive impact on students' science attitudes. Research by McLure and McLure (2000) supports the notion of a positive relationship between out-of-class science accomplishments and in-class science achievement. Students who have the opportunity to participate in experiential, science-related extracurricular activities in a nonthreatening environment feel competent, particularly when adults are available to offer suggestions, support student inquiry, and provide enrichment activities.
10
A budding interest in science stimulates further academic coursework in science, which in turn can lead to students acquiring even greater science knowledge, skills, and interest. Hanson and Kraus (1998) found that science achievement among female students could be enhanced through their participation in team sports. Young girls who are involved in a traditionally male domain like sports may well be less intimidated by and more prepared for the male culture of science classrooms and work settings. Research points to a number of factors that encourage students to getand stay- involved in extracurricular activities. Perhaps educators can generalize the lessons of students' extracurricular engagement to inform classroom practice and improve school climate and culture in ways that motivate all students in the school.
2.3
THE IMPORTANCE OF EXTRACURRICULAR ACTIVITIES
While it is true that kids go to school to get an education, what they learn goes beyond simple reading and writing, learning sciences. Students, especially those in high school and college, have a bevy of extracurricular options as well, most of which can be educational in their own right. By finding the right balance between student academics and extracurricular activities, you can become a better-rounded person and increase your chances of success in life. After-School Activities Give Students Leg up Studies show that students who participate in extracurricular activities generally feel more connected to their schools and perform better academically than children who are not as involved outside the classroom. That research has been confirmed at Noe, which sponsors more than 30 clubs and organizations for students throughout the school year. 11
Extracurricular activities are important to the physical and emotional health
of
students.
Encourage
your
children
to
participate
in
extracurricular activities, where they make friends and develop skills that benefit them. College Admissions •
Students who participate in extracurricular activities can mention
their participation on their college applications. Extracurricular activities provide opportunities for students to take on leadership roles those admissions counselors want to know about. In addition, a student who excels at an activity may be offered a scholarship for it.
Decrease in Violent Behavior •
Decrease school violence by encouraging student participation in
extracurricular activities. Students should develop hobbies to deal with stress, and an extracurricular activity is a great way to develop a hobby. Social Skills •
An extracurricular activity shows students how to work together.
Students take on various roles and may become group leaders. In addition, students learn to communicate and broaden their social network. Grades Students who participate in extracurricular activities perform better in school. According to an article by Mary Rombokas of Iowa State University, high school students who engage in extracurricular activities have better grade point averages than students who do not participate in extracurricular activities. For this, scholars raised the reason why 12
extracurricular sport activities participant have before grade is they refresh their mind with exercise and physical activity.
2.4
HOW TO ENCOURAGE COLLEGE STUDENT PARTICIPATION IN EXTRACURRICULAR ACTIVITIES
Instructions: Make a dynamic and informative presentation of extracurricular activities a part of the orientation all incoming students receive. Hold an organizational showcase in a central location, scheduled to coincide with registration or some other mandatory activity, during which extracurricular groups can present their offerings through literature, discussion and video presentations. Inform all new students of the considerable amount of evidence supporting the many benefits of extracurricular activities: better grades, better physical and mental health, new friends with similar interests, life skills learning, and the creation of bonds that may last a lifetime. Make it as easy and simple as possible for organizations to host educational, promotional or just plain fun events. A user-friendly permitting process and a positive administrative attitude go a long way toward helping students take ownership of their programs and develop them in creative ways. Encourage active promotion of student-led events. Posters and banners are a start; T-shirts, spontaneous flash presentations to crowds using music, dance or spoken word, and videos for broadcast on campus or local public access stations are a few other ideas. Students will likely have ideas of their own for effective ways to reach their peers. Use the Internet. A dedicated website or social media page makes it easy for students to stay informed and involved; email may often be the easiest way for busy students to collaborate on project organization. 13
Encourage collaboration and co-sponsorship of events and programs. Set up a central Internet page where all campus organizations post their news and planned events.
2.5
EXTRACURRICULAR SPORT ACTIVITIES
Study and sports are two linked components of our learning process and will always be important for an individual. A healthy mind can exist only in a healthy body. It is rightly said that a healthy nation can be built if most of the citizens are physically fit. The mental pressure and tension arising out of the fast modern life can only be released in the playground and therefore healthy diet and fitness have gained a new status in today's world. Sports is the most popular of any extracurricular activity, not only on the college and high school levels but also for children ages 5 and older. Sports can be beneficial to students in a variety of ways, both physically and mentally. In addition to helping youngsters maintain healthy lifestyles, sports also can teach teamwork, leadership, adherence to rules, and work ethic. And according to a study by the Canadian Department of Physical Activity Sciences, sports also raise self-esteem and mental arousal without negatively affecting academic success. The followings are basic extracurricular sport activities. •
Athletic Activities: running different distances,
•
Gymnastical Activities: taekwondo, wushu, karate
•
Fitness Activities: weight lifting 14
•
Ball Games: football, basketball, handball, volleyball, etc.
•
Racquet games: table tennis, badminton
•
Swimming activities
•
European tour
•
Cricket
•
Equestrian and others are main sports which human beings are used an extracurricular activities.
CHAPTER THREE RESERCH DESIGN AND METHODOLOGY STUDY DESIGN
3.1
This study was designed to use cross sectional comparative research method to identify variables that help to explain why one group is differs from the other. Both quantitative and qualitative research methods are implemented here. i.
Quantitative:- to find out the quantity or no. of things based on measurement.
ii.
Qualitative:- a research designed to find out how people feel or what they think about a particular subject.
3.2
SUBJUCT OF THE STUDY
This study was conducted in jimma university sport science students. Jimma University is one of the leading public higher education institutions in our country. Sport science dep’t is a one functional department of Natural Science College, which was began before 5 years in 2000 E.C. 15
3.3
STUDY POPULATION
The population of this study was jimma University sport science department regular students. The total numbers of students are 255. Among these 100 are females and 155 are male students.
3.4
SAMPLE SIZE & SAMPLING TECHNIQUE
From the total population of Jimma University sport science students, which means from 1st year up to 3rd year, 40 students was selected from 255 students. The researcher used stratified random sampling for conduct this research in order to decide on the sample size. Stratified sampling is an alternative method to systematic sampling and preferable where the sampling frame contains distinct (heterogeneous) population. Both male and female students are selected during the selection time. nj= sample size of the nth strata Formula:
K= № of strata
nj= (n/N) Nj
Nj= population size of the jth strata N= n1+n2+n3+…nk= total sample size N= N1+N2+N3+…Nk= total population size j= 1+2+3+…k
The sample size for the research is tabularized as follows. Sample size group
Sample sex 16
Male
Year
Female
Total
1st year
8
4
12
2nd year
10
7
17
3rd year
7
4
11
25
15
40
Total sample size
DATA COLLECTION INSTRUMENT
3.5
The necessary information was collected through questionnaire. The questions are attempt on the extracurricular activity in terms of male and female students. The questionnaire was consists seven close-ended & eight open-ended questions and it was distributed to 1 st year, 2nd year & 3rd year students.
SOURCES OF DATA
3.6
This study was used both primary and secondary sources of data. i.
Primary Sources Of Data:- questionnaire is administered.
ii. Secondary Sources of Data:- Documents, Literatures, published &
unpublished materials i.e. relevant books, internet magazines & explorers. 3.7
DATA COLLECTION PROCEDURE
First the researcher was introduced himself for the respondent and ask their willingness to give their response. After getting the willingness of respondents the researcher was described the objective of the study to the
17
respondents. Then questionnaire was given to the respondents. After they fulfill it, the researcher was collected. 3.8
METHOD OF DATA ANALYSIS
Both qualitative quantitative data analysis techniques were used. The collected data was organized interpreted and expressed in tables percentages and in words finally based on the result conclusions was drawn.
3.9
ETHICAL ISSUES
The main purposes of this study were to compare on the participation of male and female students towards extracurricular sport activities in the case of Jimma University sport science students. For conducting this research, the researcher develop questionnaire, which is filled by selected sport science students. Therefore, as performing this, they are willing individuals for what they are asked to respond.
18
CHAPTER FOUR DATA ANALYSIS AND INTERPRETATION This chapter of the study concentrates on the analysis interpretation and discussion of the data collected through the questionnaire. The percentage value was analyzed and interpreted in a meaningful way and each questionnaire was discussed briefly.
4.1
DATA COLLECTED FROM STUDENTS RESPONSE
Considering the data gathered from student’s response, the researcher would have been organize the questionnaire response by using the table from and interpreted each item as follows. Table1: General information
Items Sex Male
Age
Female Below 20 21-30
Year Above 31 1st year 19
2nd year
3rd year
25
15
5
35
-
12
17
11
40
As the table indicated, 25 students are male, 15 are female. 35 students have the age between 21-30 and 5 are below 20. In addition, 12, 17 & 11 are first, second and third year students.
Table 2: Students response on the interest of sport science education Response Items
Male
Alternatives â„–
Female %
â„–
%
What is your interest
Very interested
15
60%
5
33.3%
towards sport science
Interested
7
28%
4
26.7%
Less interest
3
12%
6
40%
25
100%
15
100%
education? Total
Table 2, shows that about 5(33.3%) of the female student responded as very interested and 4(26.7%) of the female students responded they have interest to the sport science and 6(40%) of the female students responded they have less interest to the sport science. From the above table the researcher concludes that most of the female are not interested towards sport science education, where as the male have high interest towards sport science education.
20
Table 3: Students response on the participation of sport activities during extracurricular activities. Response Items
Alternatives
Male
Female
№
%
№
%
Do you participate in sport
Yes
18
72%
2
13.4%
activities during
Sometimes
7
28%
5
33.3%
Never
-
-
8
53.3%
25
100%
15
100%
extracurricular activities? Total
Table 3, shows that about 18(72%) of male respondents respond yes, and 2(13.4%) of female respondents responded yes. 7(28%) of the males and 5(33.3%) of female students responded belong to sometimes, whereas, 8(53.3%) of the female students responded as no. From the above table the researcher conclude that most of the male students participate in sport activities during extracurricular activities and most of the females are participate in sport activities some times. Table 4: Students response on the exercising during extracurricular activities what they learned in the regular class Alternatives
Response Male
Items
Female
№
%
№
%
Do you exercise what was
Yes
20
80%
3
20%
learned in the regular class
No
5
20%
12
80%
25
100% 15
during extracurricular activities? Total 21
100%
Table four, shows that about 20(80%) of males students responded as yes and 5(20%) of the females responded as yes, whereas; 12(80%) of the females students responded no. From the above table the researcher concluded that most of the male students are exercised what they learn in class outside of the regular class whereas most of the females students are not applied what they are learn in regularly class.
Table 5: Students response on the difference between male and female in participating sport activities outside the regular class Response Items
Alternatives
Male
Female
â„–
%
â„–
% 100%
Do you believe that there is any
Yes
15
90%
15
difference between male and female in
No
10
10%
0
25
100% 15
_
participating with sport activities conducted outside the regular class? Total
22
100%
Table five, shows that about 15(90%) of male and 15(100%) or all female students responded yes, 10(10%) of the male students and no one of the female students responded no. From the table, we can clearly understand here was a lot of problem in female students. Table 6: Students response on the problem regarding extracurricular sport activity Response Items
Male
Alternatives №
Female
%
№
%
Have you faced any problem concerning Yes
6
24%
1
6.7%
extracurricular sport activity?
19
76%
14
93.3%
25
100% 15
No
Total
100%
This table shows that, about 6(24%) of male students and 1(6.7%) of the female students responded yes, although 19(76%) of the male’s students and 14(93.3%) of female students responded no. From this table the researcher can clearly understand there was special case on females that create problem on them and also some of the males have a problem. Table 7: students response on the interest and thought to engage in any sport activities Response Items
Alternatives
Before you became a student of Yes 23
Male
Female
№
%
№
%
20
66.6%
4
26.6%
sport science; had you an interest and engaged in any sport activities?
No
Total
5
33.4
11
73.4
25
100
15
100%
Table 7, shows that about 20(66.6%) of male students are responded they had high interest to physical activity and 4(26.6%) of female students responded the same to male they had high interest to physical activity where as 5(33.4%) of male students and 11(73.4%) of female students responded they have less interest to participate in physical activity. So that, male and female respondents have antagonistic respond that is males have high interest and engage in physical activity, whereas most females has less interest and engaged in sport activity before.
Table 8: Students response on the attitude of extracurricular sport activities Response Items
Alternatives
Male
Female
â„–
%
â„–
%
What is your current attitude towards Positive
24
96%
4
26.6%
extracurricular sport activities?
1
4%
11
73.4
25
100% 15
Negative
Total
24
100%
Table eight, shows that about 24(96%) of male students responded they had Positive towards extracurricular sport activities and 4(26.6%) of female students responded the same to male they had towards extracurricular sport activities where as 1(4%) of male students and 11(73.4%) of female students responded towards extracurricular sport activities. So that, almost all male students have positive attitude and in the other hand female respondents have negative attitude towards extracurricular sport activities.
4.2
ANALYSIS OF OPEN ENDED QUESTIONS
1. If your answer for interest of sport science education is less
interested, specify your reasons here. Most of the students who respond we have less interest towards sport science is discussed their reason as follows.
25
Sport science is the base of physical activity so after exercising
(predicating) they fill exhaustion and make them have less interest. The program of sport science has not well accepted by the students of
the university by that matter they make them less interest. The
university management does not provide enough facilities,
equipments and materials and materials by that case they have less interest. From the above, the researcher conclude that the students have less interest towards sport science because of poor facilities & materials and not have good approval by the society of the university. 2. If
your
answer
for
participation
of
sport
activities
during
extracurricular activities is “yes” or “sometimes” specify how many days in a week or for how many hours in days Based on the above question majority student responded that “yes” because they are sport they must be participate at any physical activities to develop physical mentally psychologically and emotionally, so the student said that they were participated in different activity such as football, athletics, basketball and other ball games. Some the students also respond that they participate one day per week and others students said that three (3) days per week.
3. If your answer for the participation of sport activities during
extracurricular activities is never, specify your reason here. For this question, 8(53.3%) of female respondents replied that never. The reason that they responds never is the students are tired during normal
26
class, there is no enough equipments like balls, acceptance of the society, and cultural influences are factors during the adolescent period. 4. If your answer for the exercising during extracurricular activities
what they learned in the regular class is “No”, what is your reason? For this question 5(20%) of male students responded no. From this we can conclude most male students are exercised what they learned
in the
regular class as they responded, where as 12(80%) of female students responded that they do not exercise what they learned in the regular class due to different reasons. Some of the female students said that there were no enough facilities and equipments even if playing balls like basketball, handball, volleyball and football. They also said how we could exercise what we learned in the regular class without these basic materials. 5. If your answer for difference between male and female in
participating in sport activities outside the regular class is “Yes” specify the difference here. The students who respond ‘Yes’ there is a difference between males and females in participating in sport activities outside of the regular class listed below. There is biological difference by that thing females are more tired
than males while they are performing a given activity. So it there is no over load there is no improvement of given task, Less motivation of the university society female are not interested to
participate in sport activities outside of the regular class by that matter females are poor performance than males. The university does not designed extra class for females it leads poor
performance because female need additional support from the whole 27
university society. Ones not designed extra class for females it leads poor performance because female need additional support from the whole university society. 6. If your answer for problem regarding extracurricular sport activity
is “yes,” specify the problem here. The students, who respond yes, have faced different problems while we are in sport activities. The problem is stated as follows: Some of female students said that with we are performing the
activity the teach ear teach us equal with females by that matter we cannot understand in well condition. During playing other students disturbs or talks by that matter we
lose our tension and not play up to our potential and difficult to improve skills with enjoyment. Since there is not sufficient water around the field, we going to
thirst that lead us to be dehydrating. Playing without and improper way of warming up leads us muscle
contraction. Over work of a given activity which leads the students to muscle
exhaustion. Since there is no comfortable playing field or court students failed
and occur some sport injuries.
7. List down the extracurricular sport activities at Jimma University.
28
For this question most of the respondents responds that there are different activities exercised in Jimma University sport science students. Most of male students said that football game, volleyball game, basketball, and running events. In addition to these most of the students, participate in different physical attributed improving sport activities such as strength, balance, flexibility and agility are the most activities of Jimma University sport science students. 8.
What suggestions can you give in order to equal participation in extracurricular sport activities by both sexes?
Due to different reasons, female students have lack of interest, awareness and participation in the subject. While males are strongly encouraged and find many types of stimulating regarding their successful participation, so the society should be consists extracurricular sport activity and females must
be
participate
equally
as
males
regardless
the
cultural,
environmental and other influences to increase their skill. Now female students are competent in different sport activity throughout the world. However, it is difficult to say completely female with male have equal participation in sport activity. So the following points are some suggestions. ďƒ˜ The
university
management
should
give
issue
for
active
participation of female students ďƒ˜ Teachers and program leaders should encourage female students in
sport activities. ďƒ˜ Give advice for female students to observe for other competitions
female athlete throughout the world.
29
CHAPTER FIVE CONCLUSION AND RECOMMENDATIONS 5.1
CONCLUSIONS
According to the data obtained through questionnaire, the research has attempted to conclude in the following way. Female
students have less participation or interest towards
extracurricular sport activity than those of boys and men have the participation or interest towards extracurricular sport activity. The interest of students before entering to sport science is low than
the current situation. Girls have lack of interest due to poor physical ability, biological
nature, and culture causes shift of the participation and need of the sexes towards physical activity. Most of all ball games and some strength exercises are the most
frequent extracurricular activities of the both sexes. Most of the students participate in extracurricular sport activities
from two up to three days per week and per day. Shortage
of
enough
facilities
equipments
and materials
are
problems that faced during extracurricular activities. Females
faced
menstruation
extracurricular sport activities.
30
problem
happened
during
5.2
RECOMMENDATIONS
Based on the findings of the study the researcher wants to comment or recommended the following ideas, which are use full ways to develop extracurricular sport activities in Jimma University female and male students.
ď † Teachers, families and related individuals clearly know the necessity of physical activities in that they must motivate female students to participate and practice physical activity to make them for to have a better
participation
or
interest
development
and
successful
participation of physical activities.
ď † Like
other recreational places; females launch, the University
should provide more facilities and equipment for extracurricular sport activities for girls like sport field for only females.
ď † Increase
motivations for female students and develop their self-
confidence to participate in sport activities.
31
REFERENCES
Charles A. Bucher and C.R Koening,(1974), methods and materials for secondary school physical education, 4th edition, saint Lewis.
Pailm, Insel, Wacton, Roth (2002) Core concepts in health published by mangers ltd.
Azeb Desta(1984), Elementary of general method of teaching, Addis Ababa University, unpublished.
Doughtery G. and Lewis C. (1997) effective teaching strategies in secondary school physical education, 3rd edition.
Wechsler, H. (2000). Programs of extracurricular activities 3rd edition New York 32
International Journal of Environmental and Science Education: "Differences Between Boys and Girls in Extracurricular Leanring Settings"; January 2010
Davalos, D., Chavez, E., & Guardiola, R. (1999) The effects of extracurricular activity, ethnic identification, and perception of school on student dropout rates Hispanic Journal of Behavioral Sciences, 21(1), 61–78.
Mahoney, J. (2000, March/April). School extracurricular activity participation as a moderator in the development of antisocial patterns Child Development.
McNeal, R. (1995) Extracurricular activities and high school dropouts Volume II Phoenix.
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