BARRIERS OF FEMALE STUDENTS IN LEARNINIG PHYSICAL EDUCATION PRACTICAL CLASS IN ALETA CHUKO KETEMA AND ALETA CHUKO WORDA ADMINISTRATION SECONDARY AND PREPARATORY SCHOOL, SIDAMA REGION

The purpose of this study was, to investigate the barriers of female students in learning physical<br> education practical class in Aleta chuko ketema and Aleta chuko woreda secondary and<br> preparatory school. This study was employed a descriptive survey design that used simple<br> random sampling techniques and a self-administered questionnaire interview and observation<br> was used to collect information. The data gathered from questionnaire was, analyzed in the form<br> of qualitative and quantitative and interview and observation was, analyzed by using qualitative<br> approach. The total population 2837 students (2830) and (7) male physical education teachers<br> that the sample to selected 283(10%) students at 2020/21 academic year. In addition, 7male<br> physical education teachers selected whole methods. The sample consists of students in four<br> schools. The questionnaire instruments consisted from three parts that included;- social and<br> cultural barriers, environmental barriers, and intrapersonal barriers and enter into the<br> Statistical Package for Social Sciences (SPSS) program for analysis. Data collected were<br> analyzed using descriptive statistics that are uses included frequencies, and percentages. The<br> major findings includes; social and cultural barriers of female students in learning physical<br> education practical class were culture, society, family, friends, school administration employees.<br> Environmental barriers of female students in learning physical education practical class were<br> shortage of physical education facility and equipment, safety place, recreational place, role<br> model, health team or club and for female students. Intrapersonal barriers of female students in<br> learning physical education practical class such as; frustrating cultural norms, feeling of<br> embarrassed, fear of injury, and shyness. Nevertheless, female students do not have interest or<br> motivation, positive attitude, and self-confidence in learning physical education practical class.<br> Generally, intrapersonal barriers were higher barriers from other barriers (social-cultural and<br> environmental barriers) in learning physical education practical class of female students. Hence,<br> it was, recommended that depending on the result of findings, concerned bodies such as physical<br> education teachers, school administration, ministry of education, Should create awareness for<br> female students about the benefits of learning physical education practical class and motivates<br> female students