INFLUENCE OF TEACHERS’ PEDAGOGICAL SKILLS ON STUDENTS’ ABILITY TO PERFORM MOTOR APPROPRIATE SKILLS DURING P.E INSTRUCTION IN KUMASI METROPOLIS, GHANA
Abstract
The Purpose of the study: The purpose of this study was to explore the influence of teachers’ pedagogical skills on students’ ability to perform motor appropriate skills during PE instruction in senior high schools in Kumasi metropolis, Ghana.
Statement of the Problem: There have been strong criticisms that the pedagogical skills PE teachers use does not help learners to acquire the requisite knowledge and skills making it difficult to achieve the curriculum objectives and there exist studies in support of these reproaches. The literature on PE teachers’ pedagogical skills are also relatively sparse within physical education setting, the little studies that have been done on pedagogy concentrate mainly on influence of PE teachers’ pedagogical content knowledge (PCK) in elementary schools.
Research Methodology: The study employed non-experimental descriptive survey design, using the mixed method approach (both quantitative and qualitative approaches). The rationale for collecting both quantitative and qualitative data simultaneously was to neutralize the weaknesses of both quantitative and qualitative form of data to sustain the strengths of the two designs. The study was conducted in the public Senior High Schools in the Kumasi metropolis, Ghana. The target population for this study was in four groups and these included; the population of public senior high schools in Kumasi metropolis of Ghana, population of third year SHS students, population of Physical Education teachers and the population of school heads of the selected schools. The study used Yamane's sample size determination formula to obtain a sample size of 320 students. SPSS was used to analyze the data collected and the results presented using tables.
Study Result: The findings indicated that most of the students had the feeling that their teachers were demonstrating skills and allowing them to imitate and demonstrate the same during PE lessons as indicated by (M= 4.04 and SD= 1.153). The findings revealed that the mean time spent by students being motor inappropriate was 7.10 minutes; the maximum time spent by motor inappropriate students was recorded as 19.50 minutes while the minimum time spent by students being motor inappropriate was recorded as 0.00 minutes.
Conclusion: The study concluded that the teachers’ pedagogical skills have influence on students’ ability to perform motor appropriate skills.
Recommendation: Based on the findings and the conclusions, the study recommended to the P.E teachers that it is important to understand the ability of their students and not compel them to perform activities that are beyond their abilities as learners.
Key Words: Teachers’ Pedagogy kills, Students’ Ability, Motor Appropriate Skills, Performance, P.E Instruction, Kumasi Metropolis, Ghana.
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