The Pennsylvania State University The Graduate School Department of Curriculum and Instruction

ATTITUDES OF SECONDARY STUDENTS TOWARD PHYSICAL EDUCATION CLASSES IN KUWAIT

A Thesis in

PR

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

EV

Madallah A. Alenezi

2005 Madallah A. Alenezi

Submitted in Partial Fulfillment of the Requirements for the Degree of

Doctor of Philosophy

IE
by May 2005

Curriculum and Instruction

UMI Number: 3172952

INFORMATION TO USERS

submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction.

In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.

PR EV

UMI

UMI Microform 3172952 Copyright 2005 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code.

ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

IE

The quality of this reproduction is dependent upon the quality of the copy

The thesis of Madallah A. Alenezi was reviewed and approved* by the following:

J. Daniel Marshall Professor of Education Thesis Advisor Chair o f Committee

James F. Nolan Professor of Education

Iris M. Striedieck Assistant Professor o f Education

*Signatures are on file in the Graduate School

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

Patrick Shannon Professor of Education Coordinator for Graduate Programs in Curriculum and Instruction

EV

Edgar P. Yoder Professor of Agricultural and Extension Education

IE

ABSTRACT The main purposes of this study are to: 1) investigate high school students attitudes toward physical education classes and three specific factors of learning and teaching, namely, curriculum, students (peers), and teacher; 2) document what differences, if any, exist between female and male attitudes toward high school physical education classes; and 3) explore students attitudes toward physical education classes in relation to different education systems (credit and general) in the State of Kuwait. This study utilized a questionnaire to assess students attitudes toward their physical education classes. The 480 participants were selected randomly, using clustersampling, from four groups. The first group consisted of 120 male students, and the

general system. The third group consisted of 120 male students, and the fourth group consisted of 120 female students, both of whom were studying in the credit system. The researcher selected these groups from the six school districts in the State of Kuwait. In November 2004, the 480 students who represented the six school districts in the State of Kuwait completed the questionnaire. Descriptive statistics were used to investigate students attitudes toward physical education classes in general and physical education curriculum, peers, and teachers in particular. A one-way ANOVA was used to determine what differences, if any, existed in students attitudes towards high school physical education classes when examined by gender and what differences, if any, existed between credit system students and general system students in their attitudes toward physical education classes.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

EV

second group consisted o f 120 female students, both of whom were studying in the

IE

The findings o f this study revealed that (1) Kuwaiti senior students have positive attitudes toward high school physical education classes (M= 2.76); (2) Peers received the highest score (M= 2.80) from students among the three factors considered [curriculum (M= 2.78) and teachers (M= 2.69)]; (3) No statistically significant difference existed between female and male attitudes toward their physical education classes (F= 2.802 and p= .095); (4) A statistically significant difference existed between credit system students and general system students in their attitudes toward physical education classes (F= 7.363

Based on the results of this study, the researcher recommended more cooperation between teachers, o f both genders and school systems, to exchange ideas and experiences and develop strategies to motivate students to participate in physical education classes. Further, in the general school system, it is recommended that grades be applied (factored into the GPA), more time should be available for physical education classes, and students

researcher believes that more research is needed to extend the breath of findings regarding the differences between general system students and credit system students in their attitudes physical education classes. The researcher recommended the replication of this study on middle school students (Grade Eight).

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

should be given the opportunity to select the activities in which they participate. The

EV

IE

and p= .001).

TABLE OF CONTENTS Page. LIST OF FIGURES....................................................................................................... viii LIST OF TABLES......................................................................................................... ix ACKNOWLEDGEMENTS.......................................................................................... xiii CHAPTER 1. INTRODUCTION..............................................................................1 The Educational System in Kuwait................................................................. 3 High School: General System................................................................ 4 High School: Credit System.................................................................... 5 Physical Education in High School..................................................................6 Statement of the Problem.................................................................................7 Purpose of the Study........................................................................................ 8 Significance of the S tu d y ................................................................................9 Research Questions.......................................................................................... 9 CHAPTER 2. LITERATURE REV IEW ................................................................. 11 THE CONCEPT OF ATTITUDE................................................................... 11 Theory o f Reasoned Action..............................................................................14 Rational for Studying Changing Attitudes...................................................... 16 Measurement of Attitudes.................................................................................16 Thurstones Equal-Appearing Interval Scale.........................................17 Osgoods Semantic Differential Scales................................................. 20 Likerf s Methods of Summated Ratings................................................ 21 Measuring Students Attitudes toward Physical Education Classes............. 23 Physical Education Class and its Factors.........................................................30 CURRICULUM.................................................................................................33 Introduction........................................................................................................ 33 Curriculum Planning......................................................................................... 36 Curriculum Objectives...................................................................................... 37 Sources of Curriculum Objectives................................................................... 38 The Needs and Interests of Students.......................................................39 The Needs of Society...............................................................................40 Subject Matter Specialists....................................................................... 41 Domains o f Objectives...................................................................................... 43 The Cognitive Domain.............................................................................44 The Affective Dom ain.............................................................................45 Psychomotor Domain...............................................................................46 Putting Objectives into Action.......................................................................... 48 The Selection of Content......................................................................... 48 The Selection of Activities....................................................................... 50 The Selection of Materials....................................................................... 52

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

EV

IE

vi

The Selection of Instructional Procedures.............................................53 The Selection of Evaluation or Assessment Tools............................... 53 Curriculum Objectives for Physical Education in Kuwait............................. 54 Psychomotor Domain...............................................................................56 Cognitive Domain....................................................................................56 Affective Domain.....................................................................................57 Summary of curriculum....................................................................................57 STUDENTS PEERS......................................................................................60 Introduction........................................................................................................60 General Characteristics of Students.................................................................61 Constructivism and Learner-Centered Educational Theory ..........................63 Piagets Theory of Cognitive Development..........................................66 Vygostskys Social Constructivism....................................................... 67 Interaction between Students and their Peers.................................................69 Social Environment in Physical Education..................................................... 72 Final Comments................................................................................................ 75 Stages of Development........................................................................... 75 Constructivist Perspective....................................................................... 75 How Peers Can Serve as Motivators and Teachers..............................76 TEACHER.........................................................................................................78 Introduction........................................................................................................78 Planning for Learning and Teaching................................................................80 Setting the Goals......................................................................................81 Writing Objectives...................................................................................82 Preparing the P lans..................................................................................83 The Unit Plan........................................................................................... 84 The Lesson Plan.......................................................................................86 Planning for Instructional Strategies................................................................87 Planning for Building a Good Relationship with Students............................90 Planning for Classroom Management..............................................................93 Management within the Physical Education Classroom Space.................... 94 Constructivist Teachers.....................................................................................96 Final Comments................................................................................................ 101 CHAPTER 3. M ETHODOLOGY............................................................................ 102 Selection of Participants...................................................................................102 Creation of the Instrument................................................................................105 Direction and Intensity of Attitude........................................................ 105 Wording of Attitudes Statements........................................................... 106 Content o f the Instrum ent....................................................................... 107 The Validity and Reliability of the Questionnaire................................ I l l Administration of the Questionnaire................................................................114

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR EV

IE

Data Analysis...................................................................................................... 117 CHAPTER 4. RESULTS OF THE DATA ANALYSIS......................................... 119 Part 1: A Description of the Research Instrument........................................... 120 Part 2: Statistical Test Results for Research Questions...................................121 All Student Attitudes toward PE Classes................................................ 121 Female and Male Students Attitudes toward PE Classes.....................130 Credit and General System Students Attitudes toward PE Classes 138 Part 3: Students Attitudes toward Specific Elements within Curriculum, Peer, and Teacher..................................................................................... 147 Part 4: Background of Participants................................................................... 152 Part 5: Students Responses on the Open-Ended Questions........................... 164 CHAPTER 5. DISCUSSIO N...................................................................................... 166 Introduction......................................................................................................... 166 Findings................................................................................................................170 Discussion of the Results of Statistical Tests.................................................. 171 Female and Male Students Attitudes toward PE Classes.....................171 Researcher Interpretations........................................................................172 Discussion..................................................................................................176 Credit System and General System Students Attitudes toward PE Classes........................................................................................................ 179 Researcher Interpretations........................................................................179 Discussion..................................................................................................184 My Findings Compared to Other Studies.........................................................186 Recommendations...............................................................................................189 Recommendations for Future Research............................................................191 General Assertions..............................................................................................193 REFERENCES...............................................................................................................194 APPENDICES Appendix A. ARABIC AND ENGLISH QUESTIONNAIRES................................ 208 Appendix B. LETTER OF VERIFICATION FOR THE ARABIC VERSION OF THE INSTRUMENT FROM TRANSLATION CENTER IN KUWAIT............................................................................................ 216 Appendix C. APPROVAL FORM FOR USE OF HUMAN SUBJECTS THE PENNSYLVANIA STATE UNIVERSITY...........................................218 Appendix D. INFORMED CONCENT FO R M .......................................................... 221

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

EV

IE

viii

LIST OF FIGURES Page Figure 2.1 Factors that Comprise a Learning and Teaching Situation (Physical Education Class)........................................................................................... 32 Figure 2.2 The Organization of Curriculum Section..................................................35 Figure 4.1 Means of Students Attitudes toward PE Classes based on their Beliefs of the Importance of PE Class.........................................................................156 Figure 5.1 The Effect of Gender and School System on the Grand Mean............... 171

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

EV

IE

LIST OF TABLES Page Table 2.1 A Selection of Some Items from a Thurstone Scale of Attitudes toward the Church...............................................................................................19 Table 2.2 Example o f using Likert Scale to Measure Students Attitudes toward Physical Education Classes................................................................... 22 Table 2.3 Levels of Cognitive Domain......................................................................... 44 Table 2.4 Levels of Affective Domain.......................................................................... 45

Table 2.6 Example o f Lesson Plan for Fitness Activities........................................... 49 Table 2.7 Physical, Cognitive, Social Development at Different Age Levels...........62 Table 2.8 A Comparison of the Major Characteristics of Constructivist Perspectives........................................................................................................65 Table 2.9 Piagets Stages of Cognitive Development..................................................66 Table 3.1 Sample of Students from the Six School Districts in K uw ait....................104 Table 3.2 Distribution o f Curriculum Items................................................................. 108 Table 3.3 Distribution o f Peer Items..............................................................................109 Table 3.4 Distribution of Teacher Items....................................................................... 110 Table 3.5 Summary o f the Data Analysis..................................................................... 118 Table 4.1 Factors of Physical Education Classes and Associated Questionnaire Items...........................................................................................121 Table 4.2 Means for Students Attitudes toward All Items, Arranged from the Highest to the Lowest Mean Value...................................................123 Table 4.3 Means for Students Attitudes toward Curriculum Items, Arranged from the Highest to the Lowest Mean Value................................................. 126

with permission of the copyright owner. Further reproduction prohibited without permission.

PR EV

IE

Table 2.5 Levels of Psychomotor Domain....................................................................46

Table 4.4 Means for Students Attitudes toward Peer Items, Arranged from the Highest to the Lowest Mean Value.................................................................. 127 Table 4.5 Means for Students Attitudes toward Teacher Items, Arranged from the Highest to the Lowest Mean Value.............................................................129 Table 4.6 ANOVA Results for Differences in Female and Male Students Attitudes toward PE Classes...............................................................................................130 Table 4.7 ANOVA Results for Differences in Female and Male Students Attitudes toward PE Curriculum....................................................................................... 131 Table 4.8 ANOVA Results for Differences in Female and Male Students Attitudes toward Peers........................................................................................................ 131 Table 4.9 ANOVA Results for Differences in Female and Male Students Attitudes toward PE Teachers........................................................................................... 131 Table 4.10 Means o f Females and Males Attitude toward PE Curriculum............... 133 Table 4.11 Means of Females and Males Attitude toward Peers............................... 135 Table 4.12 Means o f Females and Males Attitude toward PE Teachers....................137 Table 4.13 ANOVA Results for Difference between Credit and General Students in their Attitudes toward PE Classes................................................................ 139 Table 4.14 ANOVA Results for Difference between Credit and General Students in their Attitudes toward Curriculum............................................................... 139 Table 4.15 ANOVA Results for Difference between Credit and General Students in their Attitudes toward Peers..........................................................................140 Table 4.16 ANOVA Results for Difference between Credit and General Students in their Attitudes toward Teachers................................................................... 140 Table 4.17 Means o f Credit and General Students Attitudes toward PE Curriculum.......................................................................................................... 142 Table 4.18 Means o f Credit and General Students Attitudes toward Peers............. 144 Table 4.19 Means o f Credit and General Students Attitudes toward Teachers 146

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

EV

IE

Table 4.20 ANOVA Results of the Differences between Females and Males in their Attitude toward Curriculum, Peers, and Teachers Elements.................150 Table 4.21 ANOVA Results o f the Differences between Credit and General Students in their Attitude toward Curriculum, Peers, and Teachers Elements............................................................................................................. 151 Table 4.22 Frequencies and Percentages of Students Participating in Organized Sport Activities............................................................................153 Table 4.23 ANOVA Results for Difference between Students who are/are not Participating in Organized Sport Activities......................................................154 Table 4.24 Frequencies and Percentages of Participants Belief in the Importance o f Physical Education Class................................................... 155 Table 4.25 Student Levels of Participation in Physical Education Class for the Senior Year.............................................................................................158 Table 4.26 ANOVA Results for Difference between High-Participation Credit and General Senior-Year Students in their Attitudes toward PE Classes............ 159 Table 4.27 Student Levels of Participation in PE Classes during Elementary School..............................................................................................161 Table 4.28 Student Levels of Participation in PE Classes during Middle School..................................................................................................... 162 Table 4.29 Student Levels of Participation in PE Classes during High School........................................................................................................ 163 Table 4.30 Students Responses to the Open-Ended Questions....................................165 Table 5.1 Male and Female Attitudes toward Curriculum, Peers, and Teachers...............................................................................................................172 Table 5.2 Male and Female Attitudes toward Curriculum Elements........................ 174 Table 5.3 Male and Female Attitudes toward Peer Elem ents....................................175 Table 5.4 Male and Female Attitudes toward Teacher Elements............................... 176

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

EV

IE

Table 5.5 General and Credit System Students Attitudes toward Curriculum, Peers, and Teachers.......................................................................................... 179 Table 5.6 General and Credit students Attitudes toward Curriculum Elements....... 181 Table 5.7 General and Credit Students Attitudes toward Peer Elements...................182 Table 5.8 General and Credit students Attitudes toward Teacher Elements............. 183 Table 5.9 Number of PE Periods per Week in General and Credit System Schools................................................................................................................186

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

EV

IE

ACKNOWLEDGEMENTS

First and foremost, I would like to thank Allah for his limitless support and help. He has given me many blessings throughout my life. This study could not have been completed without the assistance and support of the experts whom I was fortunate to meet during the time I studied at The Pennsylvania State University. Sincere gratitude must go to my advisor, Dr. J. Daniel Marshall, for his thoughtful advice, continuous encouragement, and direction that elevated the quality of this study.

Special acknowledgement goes to my committee members, Dr. James F. Nolan, Professor o f Education; Edgar P. Yoder, Professor of Agricultural and Extension

assistance and professional advice during my years of study. I would like to express my hearty appreciation to my wife, Fauzah Alenezi, for her patience, moral support, and continuous encouragement throughout the duration of my study in the United States. I would also like to express my deep gratitude to my children, Barak, Dalai, Sweidan, Ebrahim, and Saad for being patient while their father was pursuing his studies. I am indebted to my parents, brothers, sisters, and friends for their love, prayers, and support throughout my study. My special thanks are extended to the Kuwaiti students who participate in this study, their teachers, and their principals for their cooperation and help during the data collection.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

EV

Education; and Dr. Iris M. Striedieck, Assistant Professor of Education, for their valuable

IE

CHAPTER 1 INTRODUCTION
Developing favorable attitudes toward learning is a universal objective o f instruction and certainly one that finds a place in the goals o f most subject areas (Figley, 1985. p, 229).

Many studies have been conducted to investigate the impact of factors such as curriculum, other students, and teachers on students attitudes toward physical education classes (Cope, 1990; Carlson, 1995; Graham, 1995; Portman, 1995). The research findings suggest that improving these factors helps to motivate students to participate in classroom activities, and will make these classes useful and valuable for later life.

variables that have an impact on student learning. So, how a student thinks and feels about physical education has a significant impact on his or her willingness to participate. Thus, I believe that being aware of the negative factors in the learning and teaching situation may be the first step toward improving learning and teaching situation. Many factors can contribute to the creation of negative or positive attitudes among students towards learning and teaching. Students cultural background is one factor that has been found to affect student attitudes toward learning and teaching (Gilbert, 2001; Albeialy, 2000). Gender of the students and teacher can also influence student attitudes toward learning and teaching (Hastie, 1998; Kenyon, 1968; Silverman & Subramaniam, 1999). Many studies cite curriculum and teacher as the most important

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

EV

Bloom (1976) asserted that students attitudes, feelings, and emotions are

IE

factors in influencing students attitudes toward school subjects, like physical education (Carlson, 1995; Chung & Allen, 2002; Graham, 1995; Luke & Sinclair, 1991). Physical education is an important subject in Kuwaiti education. As a physical education teacher for five years, I observed many secondary students who stopped participating in physical education classes. This behavior interested me, and as my graduate research I chose to investigate factors that might influence the creation of negative attitudes among Kuwaiti students toward their physical education classes and which might contribute to a decrease in students level of participation in high school. This lack of participation among high school students is not uncommon. For example, King, Robertson, and Warren (1985) asserted that Canadian students become less active as they get older, while Van Wersch, Trew, and Turner (1992) also claimed that childrens level o f participation and interest in physical education reduced as they got older (as cited in Treasure and Roberts, 2001). Alenezi (2003) reported similar findings in his investigation of Kuwaiti high school seniors, who characterized their high level of participation in physical education classes during elementary school at 71%, while by middle school their high level of participation had dropped to 51.8%, and by high school, to 8.7%. So, investigating students attitudes toward these classes might help explain the decreased participation among high school students. Studying all possible factors that might affect students attitudes toward learning and teaching is impossible in a single study. I reviewed many studies that focused on multiple factors that affect students attitudes toward physical education classes, and

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

EV

IE

selected as the focus of my study three factors that were repeated in many studies, namely, curriculum, students (peers), and teacher. I concur with the many scholars who believe that these three are the most important factors in the learning and teaching situation. More details about these factors are presented in Chapter 2.

The Educational System in Kuwait The Kuwaiti public educational system consists of three basic levels of education (elementary, intermediate, and secondary) and four grades within each level, for a total of

and intermediate levels (eight years). The government, represented by the Ministry of

educational system in Kuwait separates males and females in general schooling, all students receive equal rights of schooling. Also, all female and male students in the three levels of public education receive equal facilities and resources textbooks, buildings, teachers, and curriculum provided by the Ministry of Education. Female and male students are taught virtually identical subjects by separate staff of the same gender in separate school buildings. Kuwait has given great attention to education for many years. Article 40 in the Constitution of the State of Kuwait (The State of Kuwait, 1962) states that: Education is a right for Kuwaitis, guaranteed by the State in accordance with law and within the limits of public policy and morals. Education in its

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

EV

Education, provides free schooling for all Kuwaitis and resident non-Kuwaitis. While the

IE

12 years of schooling. Schooling is mandatory for all Kuwaiti citizens at the elementary

preliminary stages will be compulsory and free in accordance with law. The State will devote particular care to the physical, moral and mental development of youth (p.l 1). There are two different systems in high school: the General and the Credit systems. In the eighth grade, students select one of these two systems for their four years in high school, grades 9-12. The following section presents details about the differences and similarities between these two systems.

All students in elementary school, until fourth grade, study mathematics, Arabic and English languages, Islamic education, music, art, science, national education, physical education, and social science. In the intermediate level and during the first two

computer science, social studies, and home economics for females and technical and practical studies for males.

In the last two years o f secondary school, all students have the option to study either the literacy track or the scientific track. Literacy tracks include Arabic, French,
English language, Islam ic education, mathem atics, art, computer science, physical

education, social studies, along with home economics (for females) and technical and practical studies (for males). Scientific tracks include Arabic and English languages, Islamic education, mathematics, science, art, physical education, and computer science,

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

years of secondary level, students continue their study of these same subjects plus

EV

IE

High School: General System

along with home economics (for females) and technical and practical studies (for males) (Kuwait Ministry o f Education, 1996).

High School: Credit System The credit system began in Kuwaiti high school level at the end of 1970 (Jamal, 1987). It is not a private system, but is a public system operated by the Ministry of Education. Parents and students have a choice to select either the general or credit system. Both systems are very similar in many respects, but in some respects they are

education.

According to the Kuwaiti Ministry of Education (1996) the credit system school year consists of two 15-week sessions and a seven-week summer session. In order to

common curriculum, track requirements, supplementary requirements, and elective courses (Physical education is one of these). According to Jamal (1987), students grades in this system are averaged by multiplying the number of units for each class times the points earned, adding these products, and dividing the sum by the total number of units(p.20). Physical education class is considered one of the main subjects that all students must study from elementary school through intermediate and secondary school in Kuwait. The importance of physical edt*gg$qn for all students in the three levels of

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

graduate from high school, students must complete at least 40 credits that include

EV

IE

different. One of these differences can be seen in the way in which they offer physical

schooling appears in the Kuwaiti constitution. Article 10 states: The country cares for the young and protects them from exploitation and from moral, physical, and spiritual neglect. Also, the third of the secondary education goals requires supporting students to help them build their identity, emotionally and physically (Kuwait Ministry of Education, 1996). Physical Education in High School Physical education is an integral part of the Kuwaiti curriculum for both males and females, at all levels elementary, intermediate, and high school and in every region, although the curriculum is different in some aspects at each level and between genders. According to the Kuwaiti Ministry o f Education (2004), the activities of

study) are as follows: 1. Boys activities

2. Girls activities a. Team sports (basketball, volleyball, and field handball) b. Track and field events (short and long distance running, relay races, hurdling, javelin and discus throw, shot put, and long and high jump) c. Gymnastics d. Physical or aerobic exercises with music

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

a. Team sports (soccer, basketball, volleyball, and field handball)

a. Track and field events (short and long distance running; relay races; hurdling; shot put; and long, high, and triple jump)

c. Gymnastics

EV

physical education for boys and girls at the secondary level (the level related to my

IE

In addition to the above activities, students in the credit system can select activities as elective courses such as tennis, racquetball, health education, etc. Also, students in the credit system receive physical education class three times per week with 50-minute periods, and their physical education class performance results in a grade that is factored into the students GPA based on their performances in classes and exams. But, in the general system, students participate in physical education class only once per week for 45 minutes, and their participation does not earn a grade that counts as part of the

(Teacher guide, 2001).

Based on my own experience as a physical education teacher for five years, I found that many teachers in Kuwait have complaints about the lack of secondary student participation in physical education classes, particularly students in the general system. Thus, my study investigated students attitudes toward their physical education classes in an attempt to identify explanations for this lack of participation by students in physical education classes at the high school level.

PR

The 480 Kuwaiti high school seniors who were interviewed in Alenezis (2003) study described their own high levels of participation in physical education class as decreasing from 71% participation in elementary school, to 51.8% participation in middle school and, finally, to 8.7% participation in high school. Jamal (1987), in his comparison

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

EV

Statement of the Problem

IE

students GPA. Also, there is no exam for physical education in the general system

study of physical fitness between high school students in Kuwait and their counterparts in the United States, found that Kuwaiti students were less fit than American students because the lack of motivation to participate regularly in appropriate physical exercises has led to these low levels o f fitness among boys and girls in Kuwait (p. 112). For the purpose of this study, I believe that adolescent physical fitness is a direct result of participation in the many activities offered within physical education class. To better understand possible reasons for the lack of participation among students in physical

investigated students attitudes toward important factors that make up these classes: curriculum, peers, and teacher.

The purposes of this study are to: 1) investigate high school students attitudes toward physical education classes in the State of Kuwait; 2) uncover the relationship between students attitudes toward physical education classes and three specific factors of learning and teaching, namely, curriculum, students (peers), and teacher; 3) document what differences, if any, exist between female and male attitudes towards high school physical education classes in Kuwait; and 4) explore student attitudes towards physical education classes in relation to the different education systems (credit and general).

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

EV

Purpose of the Study

IE

education activities in Kuwait, as verified in these earlier studies by Alenezi and Jamal, I

Significance of the Study After an extensive review of studies that investigate student attitudes toward physical education classes and its activities, I found that the most frequently cited factors are curriculum, peers, and teacher. This study could help the Ministry of Education in Kuwait to make decisions about improving physical education classes in particular, and other school subjects in general, if the study were replicated in other subjects such as mathematics, science, language, etc. This study is comprehensive in that it investigates students attitudes toward physical education classes and assesses three measures (curriculum, peers, and teacher) within the same study.

1.What are students attitudes toward their physical education classes during high school years?

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

1. A - What are students attitudes toward their physical education curriculum during high school years?

1. B - What are students attitudes toward their physical education class peers during high school years? 1. C - What are students attitudes toward their physical education teachers during high school years?

EV

Research Questions

IE

10

2. What differences, if any, exist in students attitudes toward physical education classes during high school years when examined by gender? 3. What differences, if any, exist between credit system students and general system students in their attitudes toward physical education classes during high school years?

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PR

EV

IE