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WOLLO UNIVERSITY

COLLEGE OF NATURAL SCIENCE


DEPARTMENT OF SPORT SCIENCE
THE ASSESSMENT OF THE MAJOR FACTOR THAT AFFECT THE
TEACHING LEARNING PROCESS OF HANDBALL IN THE CASE OF
WOLLO UNIVERSITY SECOND YEAR SPORT SCIENCE STUDENTS

RESEARCH PAPER SUBMITTED TO THE DEPARTMENT OF SPORT


SCIENCE FOR THE REQUIRMENT OF BACHLER OF SCIENCE IN
SPORT SCIENCE
BY: GETANEH ADMASACHEW
ID NUMBER: 416/05
ADVISOR: TESFAYE LEGESSE (MSC)
JUNE, 2015
DESSIE, ETHIOPIA

WOLLO NUIVERITTY
COLLEGE OF NATURAL SCIENCE
DEPARTMENT OF SPORT SCIENCE

RESEARCH PAPER SUBMITTED TO THE DEPARTMENT OF SPORT


SCIENCE FOR A PARTIAL FULLFILLMENT OF BACHLER OF
SCIENCE IN SPORT SCIENCE

BY: GETANEH ADMASACHEW


APPROVID BY: ___________________________________________
NAME
ADVISOR ______________________

DATE
_______________

EXAMINER_____________________

________________

CHAIR MAN____________________

_______________

SIGNITURE
_________________
_________________
__________________

ACKNOWLEDGEMENT
First and for most, I would like to express my joy to almighty GOD, whose contribution is
immeasurable the reason why I can here today.
Secondly, I would like to extend my gratitude to my advisor ATO TESFAYE LEGESSE, my
senior easy advisor whose brilliant comments have been very impressive.
Thirdly, my deepest gratitude goes to my family to my mother ALEMITU WORKIE, my
father MINALU, SNSHAW, my brother ADISIA ADMASACHEW, my uncles Inspector
ABEBE ATIKU AND YENIWORK GARED who have been very helpful throughout my
academic life and also who are kindly and underserved financial, material, moral supports
for their end ever to my achievement and without whom the work couldnt have attained its
end.
Fourth, I would like to express my heartfelt best friends, GEBRE ASHEBR, DERESLIGN
TIBEBU, MEKONNENT ADANE, H/SELASSIE MITKU, HILE G/HIWOT, and all third
year sport science students.
Finally, thinks for all participate who fill my questionnaire on time while conducting this
research.

ABSTRACT
Education is vital for social, cultural, and economical development of the society. It is very
important instrument in modern creation economy. In school, college, and university,
handball is given as a separate subject who is important like other subjects. However, the
student performance in handball is influenced by the complex set of out of and school,
college, and university related factors.
Those students was investigation student on the major problem that affect teaching learning
process of handball in WOLLO UNIVERSITY the main issues considered are in handball
activities, students interest in handball teaching and learning and finally the factor that
affects students in handball activities to this end descriptive research method was employed.
Data were gathered from 20 sample students and 4 sample teachers. The respondent
sampling was carried out through random sampling technique. The data for this study was
obtained through questionnaire. Both quantitative and qualitative methods and percentages
were used to analysis the data. The result indicate that the students are not interested in the
handball teaching, lack of encouragement for family, teachers and concerned bodies,
inadequately of school, college, and university facilities and teaching materials. Therefore, it
is recommended that depending on the result concerned bodies such as teachers,
administrators, have to encourage the students participation in handball activities, to fulfill
school, college and university facilities, to give equal opportunity like other subjects to
provide different services for the students, to involve teachers and curriculum experts in
curriculum development.

List of table
Table 1.do you learn handball in your university? ...........................................................13
Table 2.how do you learn handball lesson? ...................13
Table 3 Is there enough material available for teaching of handball? ........14
Table 4.do you want to be handball player? ............. 14
Table 5.what is your interest towards handball? .............................................................. 15
Table6.how interesting and motivating is teachers methods of presenting Handball lesson?
.................................... 15
Table 7.do you participate in handball competition? ............... 16
Table 1.do you have adequate supply of equipments for the teaching of handball? .......... 16
Table 2.how many semesters do you give handball lessons? .............................................. 17
Table 3.in which one of the following beaches does you gives handball? ................ 17
Table 4.in your opinion the time allotment for the teaching of handball throughout the year
is? ...........18
Table 5.when do students leave in the university, do you believe that they leave with
adequate skill and knowledge................................ 18
Table 6.how much interesting are students in handball lesson? ....... 18
Table 7.the number of students in one beach is enough? ........ 19
Table 8.do you face disciplinary problems while teaching handball? ..... 19
Table 9.do you have adequate materials and staffs in class as well as in the field ... 19
Table 10.do you believe that teachers quality enables them to successfully accomplish their
tasks? ............................................................................................................................20
Table 11.as compared to other games system of play of handball is? ........... 20

Table of content
Content

page

ACKNOWLEDGEMENT................................................................................................................... I
ABSTRACT.........................................................................................................................................II
CHAPTER ONE
INTRODUCTION ...............................................................................................................................1
1. BACKGROUND OF THE STUDY ...1
1.2 STATEMENT OF THE PROBLEM...2
1.3 OBJECTIVE OF THE STUDY .2
1.3.1 GENERAL OBJECTIVE OF THE STUDY...2
1.3.2
SPECIFIC OBJECTIVE OF THE STUDY..... 2
1.4 SIGNIFICANCE OF THE STUDY.2
1.5 BASIC RESEARCH QUESTIONS.3
1.6 DELIMITATION OF THE STUDY....3
1.7 LIMITATION OF THE STUDY..........3
1.8 OPRATIONAL DEFINATION OF TERMS...4
1.9 ORGANIZATION OF THE STUDY..4
CHAPTER TWO
2. REVIEW OF RELATED LITERATURE.5
2.1 HISTORICAL BACKGROUND OF HANDBALL5
2.2 EFFECTIVE TEACHING IN HANDBALL...6
2.3 THE MAJOR PROBLEMS OF HANDBALL TEACHING7
2.3.1THE ARRANEGMENT OF ACTIVITIES....8
2.3.2 LUCK OF PROPER FACILITIES....8
2.3.3 LARGE CLASS SIZE9
2.3.4 TIME ALLOTMENT9.
2.3.5 TEACHING METHOD9
2.3.6 PROBLEM OF CONDUCTING HANDBALL LESSONS10
2.3.7 STUDENT PROBLEM10
2.3.8 STUDENT INTEREST10
CHAPTER THREE

3. RESEARCH
METHODOLOY.11
3.1 DESCRIPTION OF THE STUDY AREA.11
3.2 STUDY DESIGN............11
3.3 STUDY POPULATION, SAMPLE SIZE, AND TECHNIQUE11
3.4 METHOD OF DATA COLLECTION ............11
3.5 METHOD OD DATA ANALYSIS.........11
CHAPTER FOUR
4. DATA ANALYSIS AND INTERPRATION ........................................................................13
4.1 ANALYSIS AND INTERPRETATION OF DATA COLLECTED THROUGH
QUESTIONNAIRE FROM STUDENTS......................................................13
4.2 ANALYSIS AND INTERPRATION OF DATA COLLECTED THROUGH
QUESTIONNAIRE FROM TEACHERS....16
4.3 QUALITATIVE INTERPRETATION OF DATA COLLECTED THROUGH
QUESTIONNAIRE FROM TEACHERS...................................21
4.4 QUALITATIVE INTERPRETATION OF DATA COLLECTED THROUGH QUESTION
FROM STUDENTS...............21
CHAPTER FIVE
5. SUMMERY, CONCLUSIONS AND RECOMMENDATIONS.........22.
5.1 SUMMERY22.
5.1.1 MAJOR FINDINGS22
5.2 CONCLUSIONS23
5.3 RECOMMENDATIONS...23
REFERANCE
APPENDIX I
APPENDIX II

CHAPTER ONE

1. INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Handball is team a sport. Team handball was invented in Europe around the 1890s in which
two team of seven players each (six field players and one a goal keeper) pass ball to
through into the other team .The team the most goals after two periods of 30 minutes are
winners.(en.wikipedia.org/wiki/handball)
Official rules were created and it becomes an Olympic event. Mens team handball made it
its Olympic debut at the 1972 Olympics in Munich. Womens team handball was later added
in 1976 at the Montreal games. The United States had never enjoyed much success in the
sport, drawn from the fact neither men nor womens teams qualified for the Sydney games.
But the womens team finished 8th at Atlanta games in 1996, while the men took 9th.
(www.handball09.com/the history-of-handball)
The focus and concern of handball is the development of physical, social, emotional and
teaching skills, the acquisition of knowledge and development of attitude through movement
and as a result is contributed much too educational process.
(www.europeanhandball.com.aau/history)
The invention of different kinds of games with no doubted had prefund effect on the current
level of physical education. Today handball is recognized as one of the major parts of
physical education program in most schools, colleges and universities and is incorporated in
the curriculum. Students are more interested leaning activities that they perceive to be a
relevant to their lifes in selecting activities for instruction, the considered. As a student s
become involved in the physical education program potential of the activities to education
should be and teachers should seek to expand their interest by offering new activities and
boarding curriculum opportunities. (sportvite.com/sports/handball/rules)
Teaching learning process of handball is most commonly used to donated they have
participated in the subject area rather than studied it handball trends have developed
gradually to incorporate more activities into handball introducing students to life time
activities at the school, college and university level and can help students develop handball
skills.(blogs.ksbe.edu/../teamhandinfo.pdf)

1.2 STATEMENT OF THE PROBLEMS


There are many problems in the process of teaching and learning of handball games in
WOLLO University. Therefore, it is necessary and important that assess the major problems
that affect the teaching learning of handball to identify weather the following problems are
present or not. These are materials and facilities, play grounds, progressions in activities to
satisfy individual difference, and suitable time to teach handball game. There are not only
these but also there is no continuity to teach handball games. The factors may influence in
the development of the game. By finding out the solution for the above listed problems the
researcher tries to promote success through a deeper understanding of the way.
1.3 OBJECTIVE OF THE STUDY
1.3.1 GENERAL OBJECTIVE OF THE STUDY
The main objective of this study is to assess the major factor that affect teaching and
learning of handball in WOLLO university second year sport science students.
1.3.2

SPECIFIC OBJECTIVE OF THE STUDY

The specific of objective of the study:


To determine the extent of actual problem of the student in teaching-learning of
handball.
To forward relevant remedy for the problem under study.
To investigate the factor that affects the teaching learning of handball.
To assess the interest of students towards the teaching learning of handball.
1.4 SIGNIFICANCE OF THE STUDY
The significance of the study is:
The study may contribute for the teaching learning of handball and students
interest.
The study also gives opportunities for education policy makers to be aware of the
problem and help them to design strategies for implementing suggested
recommended points.
The study benefits to other researchers who are interested to conduct further
extensive study for the next generation.

1.5 BASIC RESEARCH QUESTIONS


The study would answer the following basic research questions:
How the teaching learning process is given in handball class?
What is the interest of students towards handball game?
Do available equipments and supplies of facilities for the teaching learning
process of handball?
How handball activities integrate with the communities?
What are the major challenges that hinder the effective teaching learning
process of handball?
How interesting and motivating is teachers method of presenting handball
lesson?
1.6 DELIMITATION OF THE STUDY
It is difficult and unnamable to conduct research on the major problems of handball in
WOLLO UNIVERSITY, because of resource, time, and other constraints. Therefore, the
researcher himself to restrict in WOLLO university second year sport science students and
teachers. These students selected due to the interest of the researcher to examine the real
solution in the topic.
1.7 LIMITATION OF THE STUDY
To conduct this study the researcher has faced the following problems which contributed to
the limitation of the study.
Problem of title selection.
Shortage of materials such as internet, referenced books.
Financial constraints have limited the scope and deep of the study.
1.8 OPRATIONAL DEFINATION OF TREMS
Handball: is dynamic, popular and exciting sport that requires athleticisms strength

and stamina, great fitness and most of all team.


Physical education: is an integral part of the total educational curriculum deals with

the bodys activity to perform exercise.


1.9 ORGANIZATION OF THE STUDY
The study comprise of five chapters .The first chapter treats with background, objective,
significance, delimitation, and, limitation of the studies and definition of terms and

organizations of the study. Chapter two focuses on review of related literatures, the third
chapter presents research methodology and procedure of the study. Chapter four deals on
analysis and interpretation of data and the last chapter that is chapter five presents barfly
summaries of findings, conclusion and recommendation.

CHAPTER TWO
2. REVIEW OF RELATED LITERATURE
2.1 HISTORICAL BACKGROUN OF HANDBALL
The game handball that we know today invented in germen at the end of 19thc, when it was
introduced to the world by a gymnastic master kornadvoch.

However, the development of the game since its introduction has not been first it was not
have its own governed body it come under the jurisdiction of the international armature
federation (IAAF).
From 1904,handball developed steadily under the watching eye of the IAAF .it keep pace
with the progress of handball and other developing sports, the IAAF appointed, a special
committee presenting the countries where is played the look into the possibility producing a
standardized set of rules for the game.
Modern handball was first played towards the end of 19thcentury.the real impulses emanated
from Denmark, Germany and Sweden. The founding fathers of field handball as a separate
sport at the turn of the century based on the game of introduced his country to a certain
periods/sport named handball in 1910.
In 1928, eleven handball playing nations met in Amsterdam on the occasion of the Olympics
games and as results of this meeting the international amateur handball federation (IAHF)
was formed.
In 1931, just three years after attaining a separate entity, handball was included in the
program of the games by the international Olympic committee. The first was included in the
Olympic held Berlin in 1936.
Indoor handball was invented in 1940s in Denmark .there is a-7-a side game, played on a
court slightly larger than a basketball court with similar goals than its outdoor counterpart
again this sport flourished in the Germanic nations were it was hoped that it would that it is
appeal to older audience with rules from other sports like basketball being introduced, this
made the game similar to players actions and experiments and higher scores than soccer or
football .handball has always been a sport dominated by the European nations .in its
formative years as an outdoor game, Germany, Austria and Denmark dominated in the
international sphere level through not many other nations outside Europe were playing.
2.2 effective teaching in handball
Wuest Bucher (1999:390-392) states that;

Teaching can be defined as that interaction of the teachers and the learners that make the
learning more successful. Although it is possible for learning to occur without a teachers
involvement, it is generally accepted that teachers facilitate the acquisition of knowledge,
skills, and attitude.
Teachers who are effective use of a variety of pedagogical skills and strategies to ensure that
their students are approximately engaged in relevant activities a high percentage of time,
hold positive expectations for their students, and create and maintain a class room climate
that is warm and nurturing.
Effective teachers are able to maintain an orderly, productive learning environment,
handling discipline problems appropriately while encouraged and providing opportunities
for students to learning responsibility and to accountable for their actions, wide variety of
teaching methods and instructional strategies are judiciously employed to maximize students
active and successful engagement in relevant tasks. The ability to present clear explanations
and offer accurate demonstration contributes to learning.
The communication of high expectation for each student is also important. Teachers should
hold high expectations for both students learning and behave or positive expectations
including the belief that all students are capable of learning, are important in establishing a
warm, nurturing classroom climate and a productive learning environment.
The ability to motivate students to perform to their potential is the goal of every teacher,
skillful teachers use a variety of teaching techniques to involve students in participation and
seek creative technique to involve students in the learning process. They also use
appropriate reinforcement technique to maintain students involvement and promote a level
of student involvement promote a high level of student effort.
Effective teachers process superior human relation skills. They listen to students and accept
students as individual treating then as such. They strive to instill in each student a sense of
self worth. Effective teachers shows concern for the well-being of each student in their
classes and endues or provides students with opportunities that enhance their self
confidence.

In general effective teachers are able to successfully utilize a variety of skills pertaining to
the organization, communication, instruction, motivation, and human relations. However
effective teaching requires more than skills to the specific context and situation. Although
many of these skills appear to be innate to certain individuals, all of them con be developed
or improved by individuals who desire to become effective teachers.
2.3 The major problems of handball teaching
Deborah Wuest (1994:14);
Problems are numerous in all areas of teaching handball as one major part of the physical
education program shares advantages, disadvantages and the problems in all respects
equally.
Secondary school physical education programs have been criticized by the public and
professionals. Criticism has focused on the worth of the subject matter , the outcomes
realized , the manner in which the program is conducted, and its contribution to the
education of the students unfortunately, this criticism obscures the fact that there many
outstanding programs of school, college, and university physical educations being
conducted throughout the nation. Dedicated teachers work hard towards achieving the desire
outcomes for their programs, using a variety of approaches that adhere to the basic tenets of
curriculum and instruction and are sensitive to the context in which they teach.
The following are the major problems of handball teaching-learning process:
1.
2.
3.
4.
5.
6.
7.
8.

The arrangement of activities


Luck of proper facilities
Large class size
Time allotment
The teaching method
Conducting handball lesson
Student problem
Student interest

2.3.1 The arrangement of activities


Deborah wuest (1994:15) states that;

The various arrangement of instructional time is used in these programs. Typically, short
instructional units of 3 to 4 weeks in length are used at the school, college, and university
level to allow students to become familiar with a variety of activities. The short exposure
introduces students to many activities and allow them to identify activities and allows them
to identify activities in which they an interest.
At the school level, longer instructional units are offered, ranging from 4 weeks to
semesters. To increased length of time devoted to an activity helps students attain
competency in activity suited to their ability and interest and further chances for continued
participation. Mastery appears to be closely associated with the development of desired
affective outcomes such as personal satisfaction, self-esteem, and self-confidence.
2.3.2 Luck of proper facilities
Physical education learning experience becomes more memorable through the proper use of
supplementary teaching aid each teacher should have a variety of good instructional
materials, but should remember that the more exposure to them will insure learning. All
such materials should assist the students to learn and should not be used as a means of
entertainment where properly used such aids can increase the depth and speed of teaching
learning activity.
When handball fell shortage of the facilities required teachers will also be in a problem on
this issues they write it follows inevitably that luck facilities has its effect upon the moral
teachers as well as on the teaching learning process the problems that in part be tackled if
they necessary materials are variable.
On this issue perstresses and sine lain (1978:210);
Wrote a high priority must be assigned to facilitate that can meet the engages since
To blucher (overcoming obstacles means creating a better situation without the help of
facilities the realization of objective of physical education seems impossible on this regard.
2.3.3 Large class size

There are the problems that large class size is believed to be possible according 1975:319)
these are it takes time, discipline many be a greater problem, and the administrative
structure of the class will be informal.
Bucher and Koenig (1974:211) states that;
the size of class affect the number of teaching situations, supplies and equipment, size of
area , and the number of available teachers.
2.3.4 Time allotment
Bucher and Koenig (1974:213) suggested that the time advantage can be achieved by longer
period.
In same situation it may advisable to have physical education on a fewer days with longer
periods (Bucher and Koenig ibid: 212).
2.3.5 Teaching method
The longer the periods the higher the percentage of time available for handball activities no
program of activities like handball are favorite of boys and girls. But there are certain
teaching and students interest problems which require special method.
According to Bucher and Koenig (1974:257) states that:
The problem is method of dividing between the teacher of game skills and actual playing of
the game itself and problems in the method of specifying certain position on team sports.
The teaching learning process is to be effective; class organization is the key to success.
2.3.6 Problem of conducting handball lessons
According to Bucher (1975:4) students do not want to be required to perform the same
activities as other students where abilities, needs, and interests may different from their own.
That means they tend to like to activities which are widely recognized and have many funds.
Bucher further states that too many students unfortunately do not recognize the need for

attending handball classes. So the classes will stubbornly Passover with many reluctant and
disinterested students attendance.
2.3.7 Student problem
Students attention is also drawn to sports which are of their own favorite as Bucher
(1975:4) wrote students do not want to participate on activities whose abilities, needs and
interests may be different from their own. Students with low motor ability are often ignored
by the physical education (Bucher, 1975:407) students are not aware of the objective of
physical education.
2.3.8 Student interest
Different students have different interests towards handball teaching some students believe
that psychological education has a great role or benefit for them Bucher (1975:2) state as
follows.
In learning physical skills, the exercise it supplies for becoming fit, the social contributions
such as the development of sports man ship qualities learning hero to get along with others
and team work this psychological benefits is the from self-confidence and out let for mental
frustration, improvement of personality and development of qualities coverage and self
discipline and knowledge learned inter respect the role of sport in the culture of the world.

CHAPTER-THREE
2. RESEARCH METHODOLOGY
3.1 Description of the study area
This study is conducted in WOLLO University, DESSIE campus, which is found in the
northern part of Ethiopia. The university is 406 km far from the capital of Ethiopia Addis
Ababa. It is located in AMHARA region specifically in south WOLLO zone, DESSIE town.
3.2 Study design

The researcher were designed to investigate the major problem that affect the teaching
learning process of handball in the case of WOLLO university second year sport science
students. The researcher uses both quantitative and qualitative descriptive research method
of approach. The quantitative aspects of data were analysis by using percentage in table
form and the qualitative aspect were analysis by using descriptive statement approach.
3.3 Study population, sample size, and sample technique
The participants of the study are WOLLO university second year students, and teachers and
a total population includes 53 students, 8 teachers and 1 technical assistant. The researcher
use simple random sampling technique to select the samples from the total population and
20 students, 3 teachers and 1 technical assistant are taken as a sample by simple random
sampling technique.
3.4 Method of data collection
The necessary information was conducted through questionnaire about the major problems
that affect the teaching learning process of handball. The questionnaires are 18 close ended
questions and 4 open ended questions for students and teachers.
3.5 Method of data analysis
As indicated in the data collection part first distributed questionnaires arise would be
collected. Then the collected data were analyzed using both quantitative and qualitative
method of approach. For quantitative data table percentage were used. However, for the
qualitative data descriptive statements were used. Finally by doing so, the researcher
interoperates the result

CHAPTER FOUR
4

DATA ANALYSIS AND INTERPRETATION

The qualitative and quantitative data analysis and interpretation of data through
questionnaire are dealt here.
To get the necessary information 7 close ended and 2 open ended question for the students
and 11 close ended and 2 open ended questions for teachers were distributed in wollo
university sport science students and teachers.

4.2 QUANTITATIVE ANALYSIS AND INTERPRETATION OF COLLECTED


DATA THROUGH QUESTIONNAIRE FROM STUDENT.
Question number 1.do you learn handball in your university?
Table-1 response given by the students based on learning handball
Item

Number of

Percentage (%)

Yes

respondents
20

100%

No

Total

20

100%

The above table-1 shows 100% of the respondents asserted that they teach handball.
Question number 3.how do you learn handball?
Table2. Response given by students based on the way of learning.

Item

Number of

respondents
Theoretically
Practically
Both
20
100%
None
Total
20
100%
The above table 2-shows that 100% of the respondents said both theoretical and practical
methods are used.
Question number 4: Is there enough material availability for the teaching of handball?

Table 3.response given by students on the availability of materials in handball.

Items

Number of

Percentage (%)

Yes

respondents
3

15%

No

17

85%

Total

20

100%

As illustrate on the table 3data, 855 of the respondents said no and 15% of said yes.
From this there is lack of available materials to teach handball.
Question number 5: Do you want to be a handball player?
Table 4.response given by students towards the game.
Items

Number of

Percentage

Yes

respondents
10

50%

No

10

50%

Total

20

100%

As shown the above table 4, 50% of the respondents want to be handball player and 50% do
not.
From the data probability they play handball.
Question number 6.w hat is your interest towards handball?
Table 5: Response given by students for their interest towards handball lesson.
Items

Number of

Percentage (%)

Very good
Good
Medium
Low
To low
Total

respondents
6
6
8
20

30%
30%
40%
100%

The above table 5, shows that 35% of the respondents respond medium interest, 30% of said
very good and 30% of them said good interest.
From the above data students have a medium interest for handball.
Question number 7.how interesting and motivating is teachers method of presenting
handball lesson in the class as well as in the field?
Table 6.response given by students towards teachers method of handball lessons.
Items

Number of

Percentage (%)

Very good

respondents
7

35%

Fairly good

35%

Poor

30%

Total

20

100%

35% of the respondents said that teachers method of presenting handball is very good, 35%
of said fairly good and 30% of them said poor.
So probably the teachers method of presentation handball lesson is most important.
Question number 8: Do students participate in handball competition?
Table 7.response given by students for their participation in handball competition.

Items

Number of

Percentage (%)

Always
Sometimes
Poor
No-competition

respondents
1
13
4
2

5%
65%
20%
10%

Total
20
100%
The majority of the respondents (65%) said sometimes participate in the competition, 20%
of said poor, 10% of said no- competition and 5% of them said always.

From the data the majority of students participate in the competition.


4.3 QUANTITATIVE ANALYSIS AND INTERPRETATION OF DATA COLLECTED
THROUGH QUESTIONNAIRE FROM THE TEACHERS.
Question number 1: Do you have adequate supply of equipments for teaching of handball?
Table 1: response given by teachers based on material supply.
Items

Number of

Percentage (%)

respondents
More than enough Poor
3
75%
Enough
1
25%
Not at all
Total
4
100%
75% of the respondents said the teaching material of handball is poor and 25% of them said
that the supply of equipment is enough.
From the data the majority of the respondents the supply of equipments are poor.
Question number 2: how many semesters do you give handball lessons?
Table 2: response given by teachers towards giving handball lesson.
Items

Number of

Percentage (%)

One

respondents
2

50%

Two

Three

50%

Four
Total

100%

According to the above table 2, 50% of the respondents said only one semester is given and
50% of them give three semesters.
Question number 3: in which one the following beaches do you give handball lesson?
Table 3: response given by teachers.
Items

Number of respondents

Percentage (%)

First

Second

75%

Third

None

25%

Total

100%

As shown above 75% of respondents said teach handball lesson in the second beaches and
25% of them said none to teach handball.
Question number 4: In your opinion the time allotment for the teaching of handball
throughout the year is?
Table 4.response given by teachers for the time allotment of handball lesson.
Items

Number of

Percentage (%)

respondents
It is to enough
Enough
3
75%
Not enough
1
25%
Total
4
100%
As table indicates 75% of the respondents said the time allotment is enough and 25% of the
respondents said not enough.
Question number 5: when do students leave in the university, do you believe that they leave
with adequate skill and knowledge of handball?
Table 5.response given by teachers based on students skill and knowledge of handball.

Items

Number of

Percentage (%)

Yes
No

respondents
4

100%

Total

100%

In the above table 5, 100% of teachers said no and none of them said yes.

Question number 6.how much interested are students in handball lesson?


Table 6: Response given by teachers towards students interest in handball lesson.

Items

Number of respondents

Percentage (%)

Has great interest

25%

Somehow interested

75%

No, not at all

Total

100%

75% of the respondents said that students are somehow interested in handball lesson, 25%
of them said great interest and none of them said they are not interested handball lesson.
Question number 7: The number of students in one beach is enough?
Items
Number of respondents
Percentage (%)
Very great
1
25%
Fair
2
50%
Very low
1
25%
Total
4
100%
A considerable number of respondents that is 50% of said fair, 25% of them very great and
25% of them said very low.
Question number 8: Do you face disciplinary problems while teaching handball?
Table 8: response given by teachers based on students discipline.
Items

Number of

Percentage (%)

Always

respondents
1

25%

Sometimes

50%

No, not at all

25%

Total

100%

75% of the respondents sometimes face disciplinary problems, 25% of them do not
encounter disciplinary problem at all.
Question number 9: do you have adequate materials and staffs in your field?
Table 9.response given by teachers based on materials and staffs.
Items

Number of

Percentage (%)

Yes

respondents
1

25%

No

75%

Total

100%

As shown above table 9, 75% of the respondents said no and still 25% of them said yes.
Question number 10: Do you believe that teachers quality enables them to successfully
accomplish their tasks?
Table 10: response given by teachers based on teachers quality to success students.
Items

Number of

Percentage (%)

Yes

respondents
1

25%

No

75%

Total

100%

Most of the respondents that is 75% of the respondents said teachers quality not enable them
success of students and 25% of them said to accomplish tasks.
Question number 11: As compared other games system of play of handball is?
Table 11: response given by teachers based on system of play of handball.
Items

Number of

Percentage (%)

Difficult
No difference
Very easy

respondents
1
2
2

25%
50%
25%

Total
4
100%
In the above table 11, 25% of respondents said difficult, 25% of them said very easy and
50% of them said no difference as compared to other games.

4.4 QUALITATIVE ANALYSIS AND INTERPRETATION OF DATA


COLLECTED THROUGH QUESTIONNAIRE FROM TEACHERS.
Two question out of 13 questions administrated to teachers in the form of open ended
questionnaires and the response are summarized as follows.
The first question wary about handball activities can integrate with the communities, and
according to the respondents with a great effort handball can be popular in the world like
European and other nations .but in our nations the community interest is not emphasis about
the game.
The second question was open to let the respondents, the major problems that hinder the
effective teaching learning process of handball. The majority of respondents respond that
there is;

Inadequate supply of equipments and materials.


Lack of skilled man for handball profession.
Poor learning and teaching system.
Students poor background in the subject.
Lack of appropriate play ground
4.4 QUALITATIVE ANALYSIS AND INTERPRETATION OF DATA
COLLECTED THROUGH QUESTIONNAIRE FROM STUDENTS.

Out of 9 questions 2 questions administered to the students were open ended, one question
only dealt here.
The respondents freely express their opinion for the major factor that affects the teachinglearning process of handball. Themajority of respondents responds
Shortage of materials standardize court
Personal and environmental discomfort
Low number of personnel in handball course

CHAPTER FIVE
5

SUMMERY, CONCLUSIONS AND RECOMMENDATION


SUMMERY

Based on the respondents there are many problems in the teaching learning process of
handball in Wollo University. These problems includes shortage of materials , lack of skilled
manpower for handball course, poor learning and teaching system, students poor
background towards handball and environmental discomfort.
The study employed a descriptive research method and it was conducted in Wolo University.
The samples were selected with a sample random sampling technique. The subject of the
study was second year sport science students and teachers in WOLLO university sport
science department. The data was obtained from the sample respondents through
questionnaire. The data were analyzed using qualitative and quantitative descriptive
approach.
5.2.1

MAJOR FINDINGS

From the data analyzed the following major findings were obtained;
Student's interests towards handball the majority of the respondent have a medium
interest towards handball; similarly teacher respondents confirmed that students
have low interest towards handball.
Students classroom and practical participation in handball lesson the majority of
respondents indicated that they participate in theoretically and practically.
The availability of materials and equipments for the teaching learning process of
handball the majority of the respondents indicate that lack of adequate materials and
equipments are the problems in handball teaching-learning process.
The integration of handball activities with the communities is very low in our
country, because of the emphasis of the game in our country.
The major problem that hinder the effective teaching leaning process of handball, the
majority of respondents responds ;

Inadequate supply of equipments and materials


Lack of skilled manpower for handball profession
Poor learning and teaching system
Students poor background about handball
Personal and environmental discomfort
o The teachers presenting handball lessons in the class as well as in the field are very
good and fairly good to motivate the students interest towards handball.
CONCLNSUSION
Based on the analyzed data, the following conclusions were drawn.
o The students participation in both practical and theoretical is low , this indicate that;
Low participation in handball activities and competition
Low confidence in their handball ability
Low perception to handball course
o The handball teachers and administrators of the university are not given attentions
for the game handball and are not discuss issues related to students handball
activities and environmental realities. Therefore, the researcher conclude that;
Students are not interested for handball course
Students have little involvement in practical class of handball
The students low understanding of the course
o The instructional materials bring intended desirable changes in students
participation.
o The majority of the students were not interested to learn handball, because of this
the researcher conclude that;
Lack of proper facilities
Poor educational background
Perception of the game handball with other subjects.
5.3 RECMMONDATIONS
Based on the finding, the following recommendation put forward;
In order to make the curriculum effective, handball teachers university
administrators, non-governmental organizations and concerned bodies involved
during designation of handball curriculum, which helps to balance and avoid
unnecessary things.
The teachers and university at large incorporation with the students establish a safe
teaching learning environment of handball to develop and motivate the interest of
students towards the course.

To increase practical and theoretical interaction of the handball course, teachers


encourage and motivated students to develop positive attitude and participation by
providing playing ground and competition.
The department with the help of students and teachers should design to make play
grounds with locally supplied materials and the administrators should allocate
budget to contract handball facilities, materials, and equipments.
To develop students positive attitude, teachers give handball activity related to their
interests and needs.

REFERANCE
BLOGS.KSBE.EDU... /TEAMHANDBALL.PDF.
BUCHER CHARLES A (1991), FOUNDATION OF P.E,
7THEDITION.USA.ETD.AAU.EDU./SPACE/BITTREAM/12345678/144.
DARYL SEDEN TOP, (1991) DEVELOPING TEACHING SKIL IN PHYSICAL
EDUCATION.
HORINE, LARR, (1985) ADMINSTRATION OF PE AND SPORT PROGRAM,
PHILADELPHIA, SOUNDER COLLEGE.
INTRODUCTION TO HANDBALL BY MEBRATU BELAY KCTE,1986E.C.
MEKONNEN AMEDE AND DEREGE SOME, (2005) PHYSICALEDUCATION
GRADE 10 &12, PHYSICAL EDUCATIONS STUDENTS TEXT BOOK.
SPORTVITE.COM/SPORTS/HANDBALL/RULES.
WEST BUCHER, (1999) FOUNDATION OF PHYSICAL EDUCATION AND
SPORTS, 13th EDITION.
WWW.EUROPEANHANDBALL.COM/HISTORY.
WWW.HANDBALLO9.COM/THE HISTORY-OF-HANDBALL.

APPENDIX I
WOLLO UNIVERSITY
COLLEGE OF NATURAL SCIENCE
DEPARTMENT OF SPORT SCIENCE
Questionnaire to be filled by Student
Dear Student:
This questionnaire is designed to collect data for the purpose only to asses your opinions a
study on the major problems of handball teaching and learning in WOLLO University

Second Year Sport Science Students. The data gathered through questionnaire will be used
only for the purpose of this study and will be kept confidential.
Instruction: It is not necessary to write your name in this paper and write close end
question.
Background Information
1. Sex
2. Year
3. Age

Male
1st
Below 20

Female
2nd

4. Region ___________

Amhara

3rd
20-25

26-30 above 30
Tigre

Oromo

Others

Instruction: Place respond for the following questions .


1. Do you learn hand ball in your University?
Yes
No
2. If your answer to question 1 is No what is the reason?
_______________________________________________________________________
_______________________________________________________________________
3.
4.
5.
6.
7.

________
How do you learn handball?
Theoretically
Practically
Both
None
Is there enough material available for the learning of handball?
Yes
No
Do you want to be a handball player?
Yes
No
What is your interest towards handball?
Very good
Good
Medium
Low
to low
How interesting and motivating is teachers method of presenting handball lesson in the

class as well as in the field?


Very good
fairly good
Poor
8. As a student do you participate in handball competition?
Always
Sometimes
Poor
No competition
9. According to your opinion what are the main factor that affect the teaching and learning
of handball?
_______________________________________________________________________
_______________________________________________________________________
________

APPENDIX II
WOLLO UNIVERSITY
COLLEGE OF NATURAL SCIENCE
DEPARTMENT OF SPORT SCIENCE
Questionnaire to be filled by Teachers
Dear Teachers:
The purpose of this study questionnaire is to gather the available data as study on the major
problems that affect teaching and learning of handball in WOLLO University Second Year
Sport Science Students. The data gathered through questionnaire will be use only for the
purpose of detecting the major problems in handball teaching and learning process and will
keep confidence.
Hence, you are kindly requested to fill this questionnaire that accommodates genuine
response to the questions.
Instruction I: Please write your background information on the space provided.

1.
2.
3.
4.

Age
A. 25-30
B. 31-36
C. 37-42
D. Above
Sex
A. Male
B. Female
Educational Level A. First Degree
B. Master
C. PHD
Religion: A. Muslim
B. Orthodox C. Protestant D. Other

Instruction: Please respond for the following questions by marking your choice.
1. Do you have adequate supply of equipments for teaching of handball?
A. More than enough
B. Poor
C. Enough
D. Not at all
2. How many semesters do you give to handball lesson?
A. one
B. two
C. three
D. four
3. In which one of the following Beaches do you give handball lesson in your University?
A. First
B. Second
C. Third
D. None
4. In your opinion the time allotted for the teaching of handball through out the year?
A. It is too much
B. enough
C. not enough
5. When do students leave University, do you believe that they leave with adequate skin

6.

and knowledge of handball?


A. Yes
B. No
How much interested are students in handball lesson?
A. Has great interest B. somehow interested
C. No, not at all
The number of student in one Bach is enough?
A. Very great B. Fair
C. Very low
Do you face disciplinary problem while teaching handball?
A. Always
B. Sometimes C. No, not at all
Do you have adequate materials and staffs in your field?
A. Yes
B. No

7.
8.
9.

10. Do you believe that teachers quality enables them to successfully accomplish their task?
A. Yes

B. No

11. As compared to other games system of play of handball is?


A. Difficult

B. No difference

D. Very easy

12. Do you believe handball activities can interest with the community?
_________________________________________________________________________
______________________________________________________________________
___
13. In your opinion, what are the major challenges that hinder the effective teachinglearning process of handball?

______________________________________________________________________
___
______________________________________________________________________
___