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PARENTAL ATTITUDE TOWARDS PHYSICAL EDUCATION AS A COURSE OF STUDY IN THE UNIVERSITY

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

In the contemporary educational landscape, physical education stands as a cornerstone for holistic development, fostering not only physical well-being but also mental and social growth among students. However, despite its acknowledged significance, the realm of physical education as a formal course of study in universities often faces scrutiny, particularly concerning parental attitudes. Parents, as primary stakeholders in their children's educational journey, hold considerable sway in shaping perceptions and decisions regarding academic pursuits. Thus, delving into parental attitudes towards physical education as a university course unveils a multifaceted landscape marked by diverse perspectives, influences, and implications.

The pursuit of understanding parental attitudes towards physical education as a university course demands a nuanced exploration that transcends mere surface-level analysis. It necessitates a comprehensive examination encompassing various dimensions, including cultural, societal, and individual factors. Such an inquiry not only elucidates the prevailing sentiments but also sheds light on the underlying motivations, concerns, and aspirations driving parental perspectives.

At the heart of this exploration lies the intrinsic value of physical education in nurturing well-rounded individuals equipped with not only cognitive prowess but also physical proficiency and emotional resilience. Physical education, far from being a mere extracurricular activity, assumes the role of a vital educational component that fosters a holistic approach to learning. Through structured curricula, practical engagements, and theoretical underpinnings, it aims to instill lifelong habits of physical activity, promote health consciousness, and cultivate essential life skills.

Despite its evident merits, physical education's incorporation as a formal university course often encounters skepticism and resistance from certain quarters, notably parents. Such apprehensions may stem from various sources, ranging from misconceptions about the academic rigor of physical education to concerns regarding its perceived utility in career pursuits. Moreover, cultural and societal attitudes towards physical activity, prevailing educational paradigms, and socioeconomic factors further influence parental perceptions, thereby shaping their stance towards physical education as a university course.

In essence, unpacking parental attitudes towards physical education as a university course necessitates navigating a complex terrain rife with divergent viewpoints, socio-cultural influences, and personal beliefs. It calls for a nuanced understanding that goes beyond surface-level assessments, delving into the intricate interplay of factors shaping parental perspectives and decisions.

This exploration, therefore, assumes paramount significance not only in deciphering the prevailing sentiments but also in informing policy formulations, educational practices, and advocacy efforts aimed at fostering a conducive environment for physical education within the university setting. By unraveling the dynamics of parental attitudes, stakeholders can garner invaluable insights into the challenges, opportunities, and potential pathways towards promoting the integration of physical education as a respected and valued academic discipline.

Against this backdrop, this study embarks on a comprehensive inquiry into parental attitudes towards physical education as a university course, aiming to unravel the underlying motivations, concerns, and aspirations that shape parental perspectives. Through an interdisciplinary lens, it seeks to elucidate the multifaceted nature of parental attitudes, shedding light on the intricate interplay of cultural, societal, and individual factors. By doing so, this study endeavors to contribute to a deeper understanding of the dynamics surrounding physical education in the higher education landscape, paving the way for informed discourse, evidence-based interventions, and transformative initiatives.

STATEMENT OF THE PROBLEM

The statement of the problem concerning parental attitudes towards physical education as a university course encapsulates a multifaceted inquiry aimed at addressing several key challenges and gaps in understanding. One primary concern pertains to the factors influencing parental perceptions and decisions regarding the inclusion of physical education within university curricula. Understanding why some parents may harbor reservations or skepticism towards physical education as an academic pursuit is crucial. Additionally, exploring how cultural, societal, and individual beliefs shape these attitudes is imperative for devising effective strategies to promote the integration of physical education within higher education institutions. Furthermore, the statement of the problem seeks to investigate the potential consequences of parental attitudes on students' academic choices, career trajectories, and overall well-being. By examining the intricate interplay of these factors, the research aims to elucidate the underlying dynamics and implications surrounding parental attitudes towards physical education in the university context.

OBJECTIVE OF THE STUDY

Main Objective: The main objective of this study is to investigate parental attitudes towards physical education as a course of study in the university context.

Specific Objectives:

1.    To identify the key factors influencing parental perceptions and attitudes towards physical education as an academic discipline.

2.    To examine the impact of cultural, societal, and individual beliefs on parental attitudes towards physical education in the university setting.

3.    To assess the potential consequences of parental attitudes on students' academic choices, career aspirations, and overall well-being in relation to physical education as a university course.

RESEARCH QUESTION

1.    What are the primary factors influencing parental perceptions and attitudes towards physical education as a course of study in the university context?

2.    How do cultural, societal, and individual beliefs shape parental attitudes towards physical education within higher education institutions?

3.    What are the potential impacts of parental attitudes on students' academic decisions, career trajectories, and overall well-being concerning the inclusion of physical education as a university course?

RESEARCH HYPOTHESES

H0: Various factors such as perceived academic rigor, societal norms, and personal experiences do not significantly influence parental attitudes towards physical education as a course of study in the university context.

H1: Various factors such as perceived academic rigor, societal norms, and personal experiences positively influence parental attitudes towards physical education as a course of study in the university context.

H0: Cultural, societal, and individual beliefs have no significant impact on parental attitudes towards physical education within higher education institutions, regardless of demographic variations.

H2: Cultural, societal, and individual beliefs significantly shape parental attitudes towards physical education within higher education institutions, with varying degrees of influence across different demographic groups.

H0: Parental attitudes towards physical education as a university course have no significant impact on students' academic choices, career aspirations, or overall well-being, with no observable correlation between parental attitudes and student outcomes.

H3: Parental attitudes towards physical education as a university course significantly impact students' academic choices, career aspirations, and overall well-being, with supportive attitudes correlating with greater student engagement and positive outcomes.

SIGNIFICANCE OF THE STUDY

This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.

SCOPE OF THE STUDY

The scope of this study on parental attitude towards physical education as a course of study in the university encompasses an in-depth examination of various factors influencing parental perceptions and attitudes. It includes an exploration of the socio-cultural, individual, and educational contexts shaping parental perspectives regarding the inclusion of physical education within university curricula. Additionally, the study delves into the potential consequences of parental attitudes on students' academic decisions, career trajectories, and overall well-being concerning physical education as a university course. The research focuses on understanding parental viewpoints across diverse demographic groups and seeks to identify patterns, trends, and correlations to inform policy formulations and educational practices. However, it is essential to acknowledge the limitations of the study, such as the geographical and cultural context, as well as potential biases inherent in survey data collection and analysis methods.

LIMITATION OF THE STUDY

The demanding schedule of respondents at work made it very difficult getting the respondents to participate in the survey. As a result, retrieving copies of questionnaire in timely fashion was very challenging. Also, the researcher is a student and therefore has limited time as well as resources in covering extensive literature available in conducting this research. Information provided by the researcher may not hold true for all businesses or organizations but is restricted to the selected organization used as a study in this research especially in the locality where this study is being conducted. Finally, the researcher is restricted only to the evidence provided by the participants in the research and therefore cannot determine the reliability and accuracy of the information provided.

Financial constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint: The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

DEFINITION OF TERMS

1.    Parental Attitude: The collective beliefs, perceptions, and feelings held by parents towards a particular subject or issue, such as physical education as a course of study in the university context.

2.    Physical Education: A structured educational process that involves the teaching and learning of physical activities, sports, and exercises aimed at promoting physical fitness, motor skills development, and overall well-being.

3.    Course of Study: A prescribed series of academic subjects or disciplines pursued by students within a specific educational program or curriculum, leading to the attainment of a degree or qualification.

4.    University: An institution of higher education that offers undergraduate and postgraduate programs, typically granting academic degrees and conducting research across various fields of study.

5.    Socio-cultural Context: The interconnected framework of societal norms, values, beliefs, and cultural practices that influence individuals' perceptions, behaviors, and interactions within a particular society or community.

Well-being: The state of being comfortable, healthy, and happy, encompassing physical, mental, emotional, and social dimensions of wellness. In the context of this study, well-being refers to the holistic health and fulfillment experienced by individuals within the university environment, influenced by factors such as academic pursuits, social relationships, and physical activity engagement.

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