CHALLENGES FACING ON TEACHING AND LEARNING PROCESS IN PHYSICAL EDUCATION AMONG THE SELECTED SECONDARY SCHOOLS LOCATED IN BABO GEMBEL DISTRICT WEST WALLAGA ZONE, OROMIA REGION, ETHIOPIA

ADVISOR: GETACHEW KINATI (PhD) ABSTRACT Objective: The primary goal of this study was to evaluate the challenges impacting the teaching and learning of physical education in a three selected secondary schools in the Babo Gembel district. Methodology: The descriptive survey method, together with quantitative and qualitative data collection techniques, was employed in this study to attain the intended purpose. The secondary schools in Qarsa Gembel, Ambalo Dila, and Babo Gembel were chosen using a simple random sampling selection procedure out of five schools. Subsequently, the sample respondents of students were picked from various schools, the target population for this study were 5579 and 373 was chosen using a simple random sampling procedure. Data were analyzed descriptively for quantitative using mean, standard deviation percentages and frequency. The qualitative data that were gathered from physical education teachers and principals and analyzed thematically. Results: According to the findings, 6 (1.6%), 142 (38.1%), 110 (29.5%), and 115 (30.8%) of the responses had indicated that they had strongly disagreed, disagreed, and partially agreed, respectively and the mean score 2.89±0.86 on whether teachers are not prepared to motivate students during the teaching of physical education lessons. Absence of teachers' preparation affects the teaching and learning of PE, according to about 18 (4.8%), 59 (15.8%), 167 (44.8%), and 129 (34.6%) and the mean score 4.05±0.82 of the respondents. Moreover, this study's findings were indicated that teachers' subject knowledge, lack of readiness to motivate students during physical education lessons, lack of attitude toward motivating students in the physical education classroom, and inadequate lesson preparation all had an impact on how physical education was taught and learned in secondary schools. The total mean score 3.47±0.8 is also implies the above summary. Student-related factors that affected the teaching and learning of physical education in the secondary school included a negative attitude toward attending PE lessons, peer pressure, a fear of speaking up during the teaching and learning of PE, a fear of making mistakes, lack of a large indoor teaching space for gymnastics, inadequate line athletic tracks, and lack of discipline. About 3.00±0.83 of mean score is indicating the Analysis of the teachers and learners’ attitudes towards the PE class in the mentioned school. Conclusion: Secondary school PE teachers and secondary school principals should strive to foster positive attitudes and perspectives among secondary school students through their receptiveness, exemplary conduct, and enthusiastic engagement in the pedagogical and educational aspects of physical education in secondary schools. Key words: Babo Gembel, Challenges, Ethiopia, Physical Education