At the second stage, the simple random sampling technique of balloting with replacement was used to select ninety (90) public junior secondary schools in Edo state. This involved the use of pieces of paper, which were folded and put in bags from which the researcher picked schools based on their local government area; put it back in the bag, and then picked another. The procedure was used to select five (5) public JSS in each LGA, thus giving a total of ninety (90) out of 317. At the third stage, the simple random sampling technique was also used to select 70 teachers from the 78 PE teachers from all LGA in the State. The fourth stage involved using proportionate random sampling technique to select ten (10) students from each of the 90 selected public JSS to give a total of 900 students selected for the study (i.e. 50 students from each LGA). Additionally, the head teachers/principals of each of the sampled schools were used in the study, totaling 90 head teachers/principals. Table 2 is a representation of the sample used in the study.

RESEARCH INSTRUMENTS

The instruments used for this study were

Objectives of Physical Education Rating Scale (OPERS)

Rating Scale of Physical Education Teachers Instructional Ability (RSPETIA)

The OPERS was a rating scale containing 20 items on Objectives of physical education. The responses ranged from: Emphasized excellently (5); Very good emphasis (4); Good emphasis (3); fairly good emphasis (2); and emphasized poorly (1). The PE teachers carried out this assessment.

The RSPETIA is a rating scale containing 20 items on ratings of instructional ability of PE teachers. The Head teacher used this to assess their PE teachers on a scale of Excellent (5), Very Good (4), Good (3), Fair (2), and Poor (1).

VALIDITY OF THE INSTRUMENT

The instrument was validated by the two experts of Human Kinetics and one expert of Educational Measurement and Evaluation in the University of Benin. This was carried out to ascertain the construct and content validity of the instrument.

RELIABILITY OF THE INSTRUMENT

To establish reliability of the instrument, the researchers carried out a pilot test using twenty students, ten teachers, and ten head teachers drawn from twenty public junior secondary schools in Edo State. These students, teachers, and head teachers were not involved in the main study. The instrument was given to the various respondents to fill, the data obtained were analyzed using Cronbach’s Alpha Statistics, which is a measure of the internal consistency of test items. Reliability correlation coefficients were obtained as follows: teacher’s rating of the objectives of physical education (0.95); and instructional ability of PE teachers (0.96). These were considered good reliability coefficients for the study.

METHOD OF DATA ANALYSIS

The data collected were analyzed using the descriptive statistics of frequency count, percentage, mean and standard deviation to answer the research questions. The Statistical Packages for Social Sciences (SPSS) was employed in carrying out the analyses. Benchmarks that aided decision making are as follows:

Research Question 1: What are PE teachers’ ratings of the objectives of PE component of BST?

Table 1: Mean ratings of Teacher’s Objectives of Physical Education; 2.50 mean and above = High Priority (HP) and Less than 2.50 = Low priority (LP)

Research Question 2: What is the rating of instructional ability (competence) of PE teachers?

Table 2: Mean ratings of instructional ability of PE teachers

5.00 - Excellent

4.00 - 4.99 Very Good

3.00 - 3.99 Good

2.00 - 2.99 Fair

1.00 - 1.99 Poor

PRESENTATION OF RESULTS

Research Q Question 1: What are PE teachers’ ratings of the objectives of PE component of BST?

Table 3 in relation to research question 1 shows a cluster mean of 3.95 which shows high priority of PE teachers’ ratings of the Objectives of Physical Education Component of Basic Science and Technology. This shows that the PE content component of the Basic Science and Technology provides opportunities for learners to develop the objectives in Physical education as stipulated in the programme.

Research Question 2: What is the rating of instructional ability of PE teachers? (Table 4).

Table 2 shows the results of research question 2. The mean ranges from 3.63, which the teacher has identified adequate aids, games, and skills for teaching PE lesson effectively, to 4.26, which shows teachers uses explicit and appropriate teaching methodology to convey the kind of concepts (skills, facts, attitudes, values, and so on) students are to learn. A cluster mean of 3.96 further goes to reveal high instructional ability of PE employed by Physical Education teachers.

DISCUSSION OF FINDINGS

Results in research question 1 shows that PE content component of the Basic Science and Technology provides opportunities for learners to develop interest in Physical education, sports and game-like activities; improve self-confidence in the performance of physical skills; acquire basic skills in various games and sports activities; develop the various organic systems of the body through the application of skills in games and sports, among others. This agrees with the findings of Zipporah, Kadenyi, and Maithya (2016), that majority of the teachers are not adequately prepared for the implementation of PE syllabus and so needs the benefits PE provides. This also agrees with the study by Yaro, Arshad and Salleh (2017), who revealed that the definition  of high-quality education to include provision of adequate instructional materials, the provision of educational infrastructure, imparting the “right” knowledge, meeting education “yardsticks”, provision of teacher support and welfare, creating a conducive learning atmosphere and availability of high-quality teachers.

Results in research question 2 revealed that rating of teachers’ instructional ability is generally good. This finding is to a large extent in line with the findings by Husain, Hasan, Wahab and Jantan (2015) who found most students indicate that physical education is an interesting subject which is not unconnected with the teachers’ good use of appropriate instructional techniques. On the other hand this finding negate the finding by Aktop and Karahan (2012), who found that most PE teachers found that PE lesson curriculum was insufficient, and that most teachers use command style and there was a significant gender difference in preference of teaching strategies. This is in addition to the fact that the attitude of the majority of Physical Education teachers towards the lesson is negative.

CONCLUSION

It was concluded that PE component of the BST curriculum provides opportunities for learners to develop interest in PE, sports and games; improve self-confidence in physical skills performance, and so on. As well as PE teachers’ pedagogical skills rated good.

RECOMMENDATIONS

There should be a periodic evaluation of the extent of the attainment of the objectives of PE in relation to students’ learning practicability; as well as teachers’ effectiveness.

Regular training and re-training of PE teachers should be carried out to enhance their instructional ability.

PE teachers should be made to compulsorily undergo professional in-service training annually to help hone their pedagogical skills.

• 
  Table 1
• 
  Table 2
• 
  Table 3
• 
  Table 4