PHYSICAL EDUCATION: A PANACEA FOR GENDER EQUALITY AND SOCIAL DEVELOPMENT FOR PUPILS IN ANAMBRA STATE, NIGERIA.

Authors

Peace O Okpala Department of Early Childhood and Primary Education, Nnamdi Azikiwe University, Awka. Author
Charles A Anidi Department of Early Childhood and Primary Education, Nnamdi Azikiwe University, Awka Author
Maryann C Ezeanwu Department of Early Childhood and Primary Education, Nnamdi Azikiwe University, Awka. Author

Physical Education, Gender, Gender Equality, Social Development

development for pupils in Awka LGEA of Anambra state. Three research questions were formulated to

guide the study. Descriptive survey design was used for the study. The population for this study

comprised 154 physical education teachers in private primary schools in Awka Local Government

Education Authorities, Anambra state. Total sample of 100 teachers in primary schools in Awka-south

were selected using simple random sampling technique. The instrument for the study was structured

questionnaire tagged physical education for gender equality and social development (PEGESD)

consisting of 19 items measured on a four Likert scale technique. It was validated by two lecturers from

the department of Early Childhood and Primary Education, and one from Measurement and Evaluation

unit, both from Faculty of Education. The data collected were correlated to determine reliability of the

instrument using Cronbach alpha reliability test which yielded a reliability of 0.78. The responses were

calculated using mean and standard deviation. A mean score of 2.50 and above were accepted while

item with mean score below 2.50 were rejected. The findings of the study revealed that physical

education contribute to gender equality and social development in primary school by providing children

opportunity to socialize with peers, understand others feelings through social skills, enhances language

development, and guarantees physically fitness. It was seen that pupils use communication and

interpersonal skills to build relationships. Also there is low participation of females in physical activity;

limited facility e.g. limited type of games, teachers majorly male as factors militating against gender

equality and social development in primary school. Based on the findings, the researchers recommended

that there should be increase in the level of awareness of teachers concerning their conduct towards boys

and girls. This can be achieved through gender equity training programs

Maryann C Ezeanwu, Department of Early Childhood and Primary Education, Nnamdi Azikiwe University, Awka.