FACTORS INFLUENCING PLANNING AND PROPER MANAGEMENT

OF EVENT PLANNING AND DÉCOR IN NAKURU TOWN

PRESENTED BY : YVONNE MORARA MORAA

ADM NO. : 5465

COURSE : DIPLOMA IN INFORMATION TECHNOLOGY

ABSTRACT
The study assessed “Factors Influencing planning and proper management of Event planning and
décor in Nakuru Town.” The study objectives were; to find out how different faced challenges in
managerial and service delivery to their clients in the businesses long run. Descriptive research
design guided by quantitative data collection approach was used. The data was gathered from
different firms using sampling technique with a self-administered questionnaire.
Objective one result indicated that there is a major limitation of service delivery to clients due to
lack of proper communication and documentation of customer needs which in turn leads to
delivery that is not satisfactory to the clients. Objective improper documentation of customer-
related data, this needs to be improved and be software sensitive since the town is growing
rapidly with the current revolution in computing technology.
In conclusion, facility related factors highly influence the failure in participation in service
delivery clients in Nakuru Town. Similarly, technology related factors highly influence the
failure in participation in Event planning and management in the area.
The researcher recommends that; Event Planners with the help of proper technological based
knowledge and skills will be able to properly run, carry out research on new trends, have a
proper feedback, communication and marketing to their clients in aid of a system based
operation that will assist to cater for their day to day management of events in the region.
DECLARATION
ACKNOWLEDGEMENT
DEDICATION
This work is dedicated to ………………………
Contents
RESULTS AND DISCUSSION...............................................................................................................20
Introduction.........................................................................................................................................20
Respondents Demographic Information............................................................................................21
SECTION A: BIO DATA...................................................................................................................29
2. Age; 18-25 years ( ) 26-35 years ( ), 36 and above years ( )........................................................29
3. Education Level: Certificate ( ), Diploma ( ), Degree ( ).............................................................29
SECTION B: OBJECTIVE QUESTIONS........................................................................................29
1.0: CHAPTER ONE

1.1: INTRODUCTION

1.2: Background of the Study

Most pupils and teachers in USA believe that physical education plays an important role in

children’s healthy development (Bauman, 2002). Participation in regular physical activity in

childhood and adolescence can contribute to a healthier lifestyle as an adult and help reduce the onset

of Type II diabetes, cardiovascular disease and other chronic ailments. Thus, identifying the

contributions of key determinants of physical activity in early childhood is essential to optimize

activity levels in young children and maximise the possibility of a physically active lifestyle in future

years. However, it has been a challenge among learners with physical disabilities in most parts of the

developing world.

In China, teachers believe that physical education have the potential to impact on school

attendance (Long, 2002) which in turn could impact on academic achievement. For example,

there is a strong relationship between attendance and exam performance, even after prior

attainment is taken into account and significant relationships have been identified between

attendance and skill acquisition, knowledge and understanding, behaviour, personal

development. But this opportunity is not provided to every child since some schools fail to have

special programs for physically disabled children (Long, 2002).

One area of recent current interest in South Africa has been whether or not participation

in sport and other forms of physical activity can enhance cognitive function, including memory

and concentration among learners. Large, all encompassing reviews examining this relationship

between physical activity and learning behaviour in South Africa have suggested that school

children may indeed derive cognitive benefits from participation in physical activity including

sport (Mahar et al., 2006). However, due to certain factors ranging from lack of facilities,
trainees, and community attitude, learners with physical disabilities find it hard to be part of the

teams participating in physical education (Sibley and Etnier, 2003; Tomporowski, 2003).

Teacher’s perception towards physical education in Uganda, Kenya and Tanzania argue

that the potential psychological and social benefits of physical education, physical activity and

sport may indirectly enhance academic performance by enhancing mental health, improving

feelings of connectedness with school and by enhancing positive social behaviours (Trudeau and

Shephard, 2008, 2010).

The time allocated to physical education in the majority of Kenyan schools has declined

over the last decade, with a consequent increase in time allocation for other academic subjects

(Hillman, 2008). Budget restraints and pressure to meet academic targets have caused schools to

cut back on physical education, with the aim of improving academic performance among

disabled children. This study therefore seeks to investigate factors influencing participation in

physical education among physical disabled learners in Umia Zone.

1.3: Statement of the Problem

In Umia Zone, majority of primary schools are inclusive whereby children whether with

special needs or not are allowed to share classes and other schooling resources and facilities. In

this case, cases of children with physical disability are growing every day in the area schools.

During physical education session, children with physical disability are required to participate

together with those without physical disability. Though it is seen a normal phenomena in the

eyes of normal people, it could be a very big challenge to the physically disabled learners based

on a number of factors which in this case have not yet been evaluated. This study therefore seeks

to investigate factors influencing participation in physical education among physical disabled

learners in Umia Zone.

1.4: Research Questions

1. How does facility related factors influence the participation in physical education among

physical disabled learners in Umia Zone?

2. How does attitude related factors influence the participation in physical education among

physical disabled learners in Umia Zone?

1.5: General Objectives

The main objective of this study is to investigate factors influencing participation in

physical education among physical disabled learners in Umia Zone.

1.6: Specific Objectives

1. To find out how facility related factors influences the participation in physical education

among physical disabled learners in Umia Zone.

2. To determine how attitude related factors influences the participation in physical education

among physical disabled learners in Umia Zone.

1.7: Scope of the Study

1.7.1: Geographical Scope: The study will be carried out in Umia Zone which is located

in Bungoma County.

1.7.2: Content Scope: The main objective of this study is to investigate factors

influencing participation in physical education among physical disabled learners in Umia Zone.

1.7.3: Time Scope: The study will take a period of 5 months which is from July 2018 to

December 2018. Within this period, the study proposal and the project will be completed and the

results presented.
1.8: Significance of the Study
This study is expected to add to the existing wealth of knowledge on the factors

influencing participation in physical education among physical disabled learners. Such

information may be of great help to other researchers and scholars in future.

It will also enrich the researcher with knowledge and skills on how to conduct more

studies in future.

It is also expected that the study will help to raise awareness amongst all stakeholders, on

matters concerning factors influencing participation in physical education among physical

disabled learners in Umia Zone.

. Likewise, the study is expected to benefit educational planners as it will be one of the

reference points to feed into their developmental plans to address the gaps in educational

provision. Furthermore, it shall be of interest to all public and private educational providers that

are involved in ensuring equal opportunities especially to children with special needs.

The study will be significant in the generation of information that is to be fed into the

current advocacy and lobbying activities taken by various stakeholders aimed at addressing

factors influencing participation in physical education among physical disabled learners in Umia

Zone.

1.8: Conceptual Framework

The figure 1 below shows the association between the independent variables (factors

influencing) and the dependent variable (participation in physical education). The indicators of

the independent variable are Facility related and attitude related factors.

Independent Variables Dependent Variable

Factors Influencing Learners with

Physical Disability; Participation in Physical
Education
 Facility related Factors
 Attitude related Factors
Figure 1: Conceptual Framework
1.9: Operational Definition of the Terms

Facility Related Factors: This refers to infrastructure, resources and material related problems

influencing the participation in physical education among physical disabled learners.

Management related challenges: This refers to behavioral problems of other learners, teachers

and the community which influencing the participation in physical education among physical

disabled learners.

Participation in Physical Education: This refers to the involvement of learners with physical

disabilities in physical education activities like sports and games.

2.0: CHAPTER TWO

2.1: LITERATURE REVIEW
2.2: Introduction
This chapter contains literature review factors influencing participation in physical

education among physical disabled learners. The literature is retrieved from published journals,

articles and reports reviewing what other scholars and researchers have said in regard to the

study subject and then find out the gap of information.

2.3: Facility Related Factors

 In Kenya, according to the Disability Standards of Education (2005), education

opportunities for learners with special needs and disabilities are a major challenge to the

education sector and it affects even teachers teaching in inclusive schools which do not have

adequate physical education facilities for children with special needs.

The national education system of Uganda has been characterized by inadequate physical

education facilities that respond to the challenges faced by learners with physical disabilities.

The Disability Standards of Education rules, supports equalization of opportunities. It not only

affirms the equal rights of children, youth and adults with handicaps to education but also

states that education should be provided, in integrated school settings, and in the general

school setting (Mndyata, 2002). Echoing the same Ndinda (2005) argues that there is need to

link inclusive education with wide community-based programs for learners with physical

disabilities so that they can be able to participate in physical education as well.

In a study to determine challenges faced by pupils with disabilities in accessing inclusive

physical education in selected schools of Chongwe District in Lusaka Province of Zambia. Data

was collected from 424 respondents and informants. Qualitative and quantitative methodology

was used in the study. The qualitative method used focus group discussion. Quantitative method

mainly relied on questionnaires. The data revealed the following challenges: inadequate funding

to schools, long distance to schools, non user friendly infrastructure, inadequate appropriate

teaching and learning materials and lack of skills in instructing children with physical disability

in physical education session. In order to address the above stated challenges, the respondents

and informant suggested that Ministry of Education should ensure that infrastructure is modified

so that it is accessible by all pupils. In addition, all teachers should be trained in sign language
and braille and all teacher training institutions should include sign language and braille in their

curriculum (Mndyata, 2002).

A general understanding of the concept is that, inclusive education is a practice of

including children with special needs in the regular educational programme. However, this

definition is limiting. For example, one can ask, to what benefit is inclusion to a deaf pupil in an

ordinary class and taught by a teacher who does not use sign language to communicate what is

being taught? So what is inclusive education? Savolainen et al (2000) point out that inclusive

education does not mean just the integration of children and young people with physical, sensory

or intellectual disability into regular schools or just the access to education of excluded learners.

Inclusion is to be understood as a two way process; firstly of increasing participation in learning

and secondly of identifying and reducing or removing barriers that inhibit the learning and

participation of all learners. An inclusive school is therefore, a place where every pupil belongs,

is accepted, supports and is supported by his/her peers and other members of the school

community in the course of having his/her educational needs met. In addition, all pupils are

provided with appropriate educational opportunities and resources within the school or class.

Care must be taken to avoid indiscriminate inclusion even of pupils with severe disabilities

(Kalabula, 2011).

This high cost of instructional materials of CWDs further makes the access to all-

inclusive education services a challenge as they compete unfavorably with those of normal

children (Kimbugwe, 2002). For example, on average educational and instructional materials for

a child with visual impairment for primary school could include perkins Braille, cubes for

arithmetic cubartithm board games, thermo form machine, binding and spiral machine, and

mobility cane.
 Farrant (2009) advise that teaching or learning materials should be selected according to

the specific needs of the learners. Failure to get such materials, teachers resort to using only

blackboards which are not effective for all pupils in inclusive classes for example learners with

Autism. Education is not only about good quality teachers and materials (MoES, 2008).

2.4: Attitude Related Factors

In addition, Tanya and Amerena (2007) believe that inclusion is ultimately about

removing barriers, not normalisation, cure or mere integration. Removal of physical and

attitudinal barriers in schools and communities to a minimal level may contribute greatly to

making children with special needs access education in Africa. Practicing inclusive schooling

promotes access to education in schools by all learners regardless of their disabilities. Despite the

efforts of the Ministry of Education through the Inclusive Schooling Programme (INSPRO) to

make schools conducive for inclusive education, studies on inclusive education in Uganda by

Kasonde Ng’andu (2001) and Mandyata (2002) indicate that most schools do not have facilities

or resources conducive for inclusive education thereby excluding a lot of children with special

needs from accessing education in schools.

Some schools which operate as exclusive institutions accommodating children with

special needs and normal kids lack necessary facilities and infrastructures. In a study conducted

by Ndinda (2005), she found out that in most of exclusive schools in East Africa, there were no

ramps, no rails along the corridors and no acoustic materials in most schools. Doors in most

school buildings did not allow wheel chairs to pass. This situation made the learning

environment somewhat hostile to pupils with disabilities. This observation was consistent with

that of Savolainen, (2000) who pointed that in Finland infrastructure was unsuitable to children

with special needs but non-Governmental Organisations built new schools, made school
infrastructure accessible to children with special educational needs at all levels of education,

provided bursaries to vulnerable children and worked with professionals in public awareness on

inclusion.

3.0: CHAPTER THREE

3.1: METHODOLOGY OF THE STUDY

3.2: Introduction

This chapter entails the framework or guidelines which will be used in the study. It will

give a detailed procedure followed to realize the research objectives. This include the locale of

the study, the descriptions of the research design, sampling techniques, instrumentation as well

as data analysis sample size, sampling procedure, among others.

3.3: Locale of the Study

The study will be carried out in Umia Zone located in Bungoma County, Western Kenya.

The study is going to be conducted in this area because the researcher has been observing that
majority of children with physical disabilities could be getting problems in accessing physical

education.

3.4: Research Design

This study will be based on descriptive research design with both qualitative and

quantitative research methods. The descriptive research design will be used to describe the

factors such as facility and attitude related on how they influence the participation in physical

education among physical disabled learners in Umia Zone whereby the results will be presented

in terms of mean and Standard Deviation.

The study will be qualitative in that it will involve respondent’s views, opinions, and

feelings. Quantitative research will involve the collection of numerical data in order to explain,

predict and control subject under study.

3.5: Population of the Study

Umia Zone has a total of ---------- primary schools with a total of ------pupils and -------

teachers. Based on the school records, there is a total of ------physically disabled learners in the

available area school (Umia Zone Education Office, 2018).

3.6: Target Population

The researcher will target teachers teaching physical education and physically disabled

children in all primary schools within Umia Zone. Based on the school records for physically

disabled children, there is a total of ------disabled learners in the area schools (Umia Zone
Education Office, 2018). This population is illustrated below in relation to the population of

teachers and physically disabled children in each of the targeted schools.

3.7: Sample Size

The researcher will collect data from the total targeted population in order to have enough

information from the respondents. Thus, the target population of -------teachers teaching physical

education and -----physically disabled children will be the same in terms of sample size.

Table 1: Target/Sample Size Population of the Study

Name of the School Target population/Sample Size
Teachers Disabled Learners
Primary School
Primary School
Primary School
Primary School
Primary School
Total
Umia Zone Education Office Report (2018)

3.8: Sampling Procedure

The researcher will use census sampling procedure to select the required sample for the

study. Thus, names and class of learners with physical disability will be provided to the

researcher by the school head teachers. In addition, the administration will provide the researcher

with the list of teachers teaching physical education. The two lists will guide the researcher in the

process of identifying the respondents. This technique is suitable for this study because it will

ensure that data is only collected from the targeted respondents.

3.9: Methods of Data Collection

The principle method of data collection will be a self administered questionnaire and an

interview guide. The researcher will use self administered questionnaire as research tool to
collect data from the physically disabled children respondents because it is time and cost

effective. This approach is consistent with a phenomenological approach and it is the most

appropriate for a case study research because it will enable the researcher to collect as more data

as possible within a very short time. The study will as well use an interview guide to gather

qualitative data from the teacher respondents.

3.9.1: Questionnaire:

This instrument will be constructed and modified to be suitable for everyone involved.

The respondents will fill in blank spaces and tick (√) boxes according to the instruction given.

The questions will be constructed according to the sub-themes of the study. Therefore the

questionnaire will help in data collection based on a scale. The questionnaire will be developed

as a list which will include all the variable of the study, and it will be answered using the

following order based on a four point linker scale rating as illustrated; 4. Strongly agree 3. Agree

2. Disagree 1. Strongly Disagree.

3.9.2: Interview Guide:

An interview guide will be used as the instrument to collect in-depth qualitative data in

which the researcher will set some questions which will be used to interview the participating

teachers teaching physical education. The researcher will be using probing questions that will be

able to extract very sensitive information from the key informants by personal interaction with

them (Polit, 2001).

3.10: Validity of the Research Instrument

To ensure the validity of the questionnaire, the researcher will construct the research

items which are answering the intended objectives and then avail the first draft to the research

supervisor and other research experts to check on the language to clarify on the
comprehensiveness of contents, relevance and length of the questionnaire and majorly to ensure

that the research instrument had relevant items which answered the research objectives. Thus, the

researcher will calculate the Content Validity Index (CVI) to verify the relevance of the items in

the questionnaire towards the targeted specific objectives of the study as illustrated;

Relevant items
CVI =
Total items

3.10: Reliability of the Research Instrument

Anderson (2001), says, it refers to the consistency of an instrument to measure an

attribute or concepts that it was designed to measure. He further says that a pilot study involves

actually administering the questionnaire to a small sample of respondents under conditions as

much as possible similar to the ones anticipated for the final administration of the survey. Before

using the instrument, it will be pre-tested on 20 physically disabled learners from ------Zone

primary schools. The feedback received will determine the necessary adjustments or

restructuring of the questions. According to Cronbach’s alpha, a minimum reliability of 0.70 will

be regarded as a reliable value.

3.12: Data Processing and Analysis

Before the actual data analysis, the researcher will gather, validate, edit and then code the

data. In the validation process, the researcher will check the questionnaire to determine whether

an accurate number or acceptable sample will be obtained in terms of proportions of the issued

questionnaires. Responses from the questionnaires will be statistically analyzed. This will be

done by the means of the Statistical Package for Social Sciences (SPSS).
 Thus, Objective 1, 2 and 3 will be analyzed using descriptive statistics, such as mean and

standard deviation tables while demographic information will be analyzed into frequency and

percentage tables.

CHAPTER FOUR

RESULTS AND DISCUSSION

Introduction

This chapter presents the results and discussion on “Factors Influencing Participation in

Physical Education among Learners with Physical Disability in Inclusive Primary Schools in

Umia Zone, Bungoma County, Kenya.” The study objectives were; to find out how facility

related factors influences the participation in physical education among physical disabled

learners in Umia Zone, and to determine how attitude related factors influences the participation

in physical education among physical disabled learners in Umia Zone. The data was gathered

from 83 teacher respondents using census sampling technique with a self-administered

questionnaire.
 Respondents Demographic Information

The study assessed respondents’ demographic information in terms of gender. The main

objective being to find out whether there were any variations in the respondents’ gender

background and whether this had effects on their responds. The findings are presented in the sub-

section of the report.

Table 3: Respondents Demographic Information

Frequency Percent
Gender Male 51 64.1
Female 32 35.9
Age 18-25 Years 19 22.9
26-35 years 34 41.0
36 and above years 30 36.1
Education Level Certificate 33 39.8
Diploma 39 47.0
Degree 11 13.2
n=83

Table3 shows information on respondents’ demographic information in terms of gender,

age and education level.

Gender: Results shows that 51(64%) of the teacher respondents were male and 32(36%)

were female.

Age: Results shows that 19(23%) were aged between 18-25 years, 34(41%) were aged

between 26-35 years and 30(36%) were aged between 36 and above years.

Education Level: Results reveals that 33(40%) had a teaching certificate, 39(47%) were

having a diploma and 11(13%) had attained a degree.

Facility Related Factors and Participation in Physical Education among Physical Disabled

Learners

Objective one of the study was to find out how facility related factors influences the

participation in physical education among physical disabled learners in Umia Zone. Variable
investigated was facility related factors and the results are presented in this sub-section of the

study.

Table 4: Facility Related Factors

Items on Facility Related Factors Mean

Most of the schools lack special sports equipments for children with disability 2.91
There are no sporting fields prepared specifically for children with disability. 3.16
Children with disability do not have necessary facilities such as wheelchairs to 3.04
assist them in participation in physical education.
Schools are not given adequate funds to provide for necessary facilities to help 3.11
children with disability.
Grand Mean 3.06
n=83
Mean range: 4. SA-Strongly Agree (legend 4: 3.25 -4.00), 3. A- Agree (legend 3: 2.50- 3.24), 2.
D- Disagree (legend 2: 1.75- 2.49), 1. SD-Strongly Disagree (legend 1: 1.00- 1.74).
Table 4 shows information on how facility related factors influences the participation in

physical education among physical disabled learners in Umia Zone whereby the results indicates

a high grand mean of 3.06 revealing that the teacher respondents constantly agreed with the

views that most of the schools lack special sports equipments for children with disability, there

are no sporting fields prepared specifically for children with disability, children with disability

do not have necessary facilities such as wheelchairs to assist them in participation in physical

education and that schools are not given adequate funds to provide for necessary facilities to help

children with disability.

Objective one result indicate a high grand mean of 3.06 which imply that facility related

factors highly influences the participation in physical education among physical disabled learners

in Umia Zone. The results mean that the area schools experience inadequacy of facilities which

can help children with disability participate in physical education in Umia Zone.

The results supports the views of Disability Standards of Education (2005) which states

that education opportunities for learners with special needs and disabilities are a major challenge
to the education sector and it affects even teachers teaching in inclusive schools which do not

have adequate physical education facilities for children with special needs.

Attitude Related Factors and Participation in Physical Education among Physical

Disabled Learners

Objective two of the study was to determine how attitude related factors influences the

participation in physical education among physical disabled learners in Umia Zone. Variable

investigated was attitude related factors and the results are presented in this sub-section of the

study.

Table 4: Attitude Related Factors

Items on Attitude Related Factors Mean

Children with disability have the feeling that they will not be able to as good as 3.21
the normal children.
Children with disability are scared of getting hurt as a result of participating in 3.11
sport activities.
Discrimination and stigmatization make children with disability avoid 3.19
participation in physical education.
Children with disability think that even if they participate in physical education, 2.91
no one will ever recognize them.
Children think that participation in physical education does not create 3.29
employment chances for them in future.
Grand Mean 3.14
n=83
Mean range: 4. SA-Strongly Agree (legend 4: 3.25 -4.00), 3. A- Agree (legend 3: 2.50- 3.24), 2.
D- Disagree (legend 2: 1.75- 2.49), 1. SD-Strongly Disagree (legend 1: 1.00- 1.74).
Table 5 shows information on how attitude related factors influences the participation in

physical education among physical disabled learners in Umia Zone whereby the results indicates

a high grand mean of 3.14 revealing that the respondents constantly agreed with the views that

children with disability have the feeling that they will not be able to as good as the normal

children, children with disability are scared of getting hurt as a result of participating in sport

activities, discrimination and stigmatization make children with disability avoid participation in
physical education, children with disability think that even if they participate in physical

education, no one will ever recognize them and that children think that participation in physical

education does not create employment chances for them in future.

Objective two results indicates a high grand mean of 3.14 which imply that attitude

related factors highly influences the participation in physical education among physical disabled

learners in Umia Zone. This means that children with disability have a negative attitude towards

physical education and this discourages them.

The results supports the views of Tanya and Amerena (2007) who believe that inclusion

is ultimately about removing barriers, not normalisation, cure or mere integration. Removal of

physical and attitudinal barriers in schools and communities to a minimal level may contribute

greatly to making children with special needs access education in Africa. Practicing inclusive

schooling promotes access to education in schools by all learners regardless of their disabilities.

Despite the efforts of the Ministry of Education through the Inclusive Schooling Programme

(INSPRO) to make schools conducive for inclusive education, studies on inclusive education in

Uganda by Kasonde Ng’andu (2001) and Mandyata (2002) indicate that most schools do not

have facilities or resources conducive for inclusive education thereby excluding a lot of children

with special needs from accessing education in schools.

 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Introduction

This chapter contains summary, conclusion and recommendations of the study on

“Factors Influencing Participation in Physical Education among Learners with Physical

Disability in Inclusive Primary Schools in Umia Zone, Bungoma County, Kenya.”

Summary

The study assessed “Factors Influencing Participation in Physical Education among

Learners with Physical Disability in Inclusive Primary Schools in Umia Zone, Bungoma County,

Kenya.” The study objectives were; to find out how facility related factors influences the

participation in physical education among physical disabled learners in Umia Zone, and to

determine how attitude related factors influences the participation in physical education among

physical disabled learners in Umia Zone. Descriptive research design guided by quantitative data

collection approach was used. The data was gathered from 83 teacher respondents using census

sampling technique with a self-administered questionnaire.

Objective one result indicates a high grand mean of 3.06 which imply that facility related

factors highly influences the participation in physical education among physical disabled learners

in Umia Zone. The results mean that the area schools experience inadequacy of facilities which

can help children with disability participate in physical education in Umia Zone.
 Objective two result indicates a high grand mean of 3.14 which imply that attitude related

factors highly influences the participation in physical education among physical disabled learners

in Umia Zone. This means that children with disability have a negative attitude towards physical

education and this discourages them.

Conclusion

Facility related factors highly influence the failure in participation in physical education

among physical disabled learners in Umia Zone.

Attitude related factors highly influence the failure in participation in physical education

among physical disabled learners in Umia Zone.

Recommendations

Primary school administration with the help of the government and even non-

governmental organizations should ensure that schools have adequate facilities for children with

disability to participate in physical education.

Teachers and parents should work hand in hand in motivating children with disability to

participate in sports and physical education.

Further studies should be carried out on other factors which could be affecting

participation in physical education among physical disabled learners in Umia Zone.

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 APPENDICES

APPENDIX 1: QUESTIONNAIRE FOR TEACHERS

Dear Teacher,

I am ------, a student of ------college carrying out a research on “FACTORS

INFLUENCING PARTICIPATION IN PHYSICAL EDUCATION AMONG LEARNERS

WITH PHYSICAL DISABILITY IN INCLUSIVE PRIMARY SCHOOLS IN UMIA

ZONE, BUNGOMA COUNTY, KENYA.” Your contribution towards filling this questionnaire

will be a great contribution to my academic endeavors.

INSTRUCTIONS:
1. Do not write your name anywhere on the questionnaire
2. Write short statements where you are asked to
SECTION A: BIO DATA
Please tick (√) all that applies
1. Gender: Male ( ), Female ( ).
2. Age; 18-25 years ( ) 26-35 years ( ), 36 and above years ( )
3. Education Level: Certificate ( ), Diploma ( ), Degree ( )

SECTION B: OBJECTIVE QUESTIONS

On a scale below, please indicate your level of agreement to the following statements by ticking
(√) in the appropriate space.
4. SA stands for Strongly Agree, 3. A stands for Agree, 2. D stands for disagree, 1. SD stands for
strongly disagree

Items on Facility Related Factors SD D A SA

4. Most of the schools lack special sports equipments for
children with disability
5. There are no sporting fields prepared specifically for
children with disability.
6. Children with disability do not have necessary facilities
such as wheelchairs to assist them in participation in
physical education.
7. Schools are not given adequate funds to provide for
necessary facilities to help children with disability.
Items on Attitude Related Factors
8. Children with disability have the feeling that they will
 not be able to as good as the normal children.
9. Children with disability are scared of getting hurt as a
result of participating in sport activities.
10. Discrimination and stigmatization make children with
disability avoid participation in physical education.
11. Children with disability think that even if they participate
in physical education, no one will ever recognize them.
12. Children think that participation in physical education
does not create employment chances for them in future.

SECTION C: SUGGESTIONS

13. What measures to be taken to promote participation in physical education among

physical disabled learners in Umia Zone?
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