An assessment of students’ perceptions of the importance of physical education in Lokoja Local Government Area, Kogi State.
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Background of the Study
In recent years, the significance of physical education has transcended traditional boundaries, becoming integral to the overall development of students. In Lokoja Local Government Area, Kogi State, understanding how students perceive the importance of physical education is essential for designing curricula that meet both physical and cognitive developmental needs (Okoro, 2023). Research suggests that positive perceptions of physical education can lead to increased participation, improved health outcomes, and enhanced social skills (Balogun, 2024). The contemporary educational landscape in Lokoja reflects a growing emphasis on holistic education, wherein physical education is not viewed merely as an extracurricular activity but as a core subject that contributes to the development of self-discipline, teamwork, and resilience. Despite these recognized benefits, there remains a disparity in how students value physical education relative to academic subjects. Some students consider physical education as a secondary subject, largely due to the academic pressures and societal expectations that prioritize conventional academic success (Chima, 2023). This disconnect may stem from a lack of understanding of the long-term benefits of physical activity, as well as from instructional practices that fail to engage students effectively. Moreover, the availability and quality of sports facilities and equipment play a crucial role in shaping student perceptions, with inadequacies in these areas potentially diminishing the perceived value of the subject (Eze, 2024). In Lokoja, where infrastructural challenges coexist with progressive educational policies, it is imperative to explore the factors that inform student attitudes towards physical education. Such exploration will not only highlight existing challenges but also reveal opportunities for enhancing the curriculum. By integrating modern pedagogical approaches that emphasize experiential learning and interactive activities, educators can reshape perceptions and elevate the status of physical education among students. This study therefore seeks to provide a comprehensive analysis of students’ perceptions of physical education’s importance and to identify strategies that can promote a more positive attitude towards the subject, ultimately contributing to the overall well-being and academic success of students (Onyema, 2025).
Statement of the Problem
Although physical education is acknowledged for its myriad benefits, students in Lokoja Local Government Area continue to exhibit mixed perceptions regarding its importance. Anecdotal evidence and preliminary surveys indicate that many students tend to undervalue physical education, considering it less critical than core academic subjects. This undervaluation is problematic as it may lead to lower participation rates, diminished physical fitness, and missed opportunities for developing essential life skills. Contributory factors include a lack of engaging teaching methods, insufficient facilities, and an educational culture that prioritizes academic achievement over holistic development (Adebayo, 2024). Furthermore, many educators in Lokoja face challenges in conveying the practical benefits of physical education due to limited professional development opportunities. The resultant gap between the intended benefits of the curriculum and student perceptions presents a critical problem that necessitates systematic investigation. The current situation raises questions about whether the existing instructional methods are adequate and what interventions might be necessary to shift student attitudes. In light of these challenges, this study is designed to delve into the underlying causes of negative or indifferent perceptions toward physical education and to assess the impact of contextual factors such as school environment and teacher attitudes on student outlooks. Understanding these dynamics is vital for developing interventions that can enhance the perceived value of physical education. Moreover, by identifying and addressing the barriers to a positive perception, this research aims to contribute to policy formulations that support the improvement of physical education programs in Lokoja (Ifeanyi, 2023). Ultimately, the study endeavors to offer practical recommendations that can realign student perceptions with the broader educational goals of promoting balanced and holistic development.
Objectives of the Study
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To explore students’ perceptions regarding the importance of physical education.
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To identify factors influencing these perceptions in Lokoja.
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To recommend measures to improve the perceived value of physical education.
Research Questions
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What are the prevailing perceptions of physical education among students in Lokoja?
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Which factors most significantly influence these perceptions?
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How can the curriculum be modified to enhance student appreciation for physical education?
Research Hypotheses
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There is a significant relationship between the quality of physical education facilities and student perceptions.
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Positive teacher attitudes are associated with more favorable student perceptions of physical education.
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Curriculum enhancements that include interactive activities improve students’ valuation of physical education.
Significance of the Study
This study is significant as it investigates students’ perceptions of physical education, offering critical insights that can guide curriculum reform and teaching strategies in Lokoja. By understanding these perceptions, educators and policymakers can better design interventions that foster a more positive attitude towards physical education, thereby enhancing physical fitness, social skills, and overall academic performance. The findings promise to contribute to a more balanced educational framework that values holistic student development (Ndukwe, 2024).
Scope and Limitations of the Study
This study is confined to primary schools in Lokoja Local Government Area, Kogi State, and focuses solely on student perceptions of physical education. The results are contextual and may not be generalizable to other regions.
Definitions of Terms
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Perception: The process by which individuals interpret and assign meaning to experiences.
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Physical Education: A school subject aimed at improving physical fitness and promoting health.
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Curriculum: The structured set of courses and content offered in an educational institution.
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