This paper examined gender differences in cognitive and affective outcomes of participation in PE in secondary schools in Tanzania. The study adopted achievement goal approach and involved 400 PE students (male =221: female = 179: M= 17.21 years, SD 1.69). A standardized questionnaires assessing goal orientation, purpose of PE, satisfaction and enjoyment in PE were utilized. Results confirmed the psychometric suitability of the research instruments when used in Kiswahili language. Furthermore, the multivariate analysis of variance indicated that there were significant gender differences between males and females in goal orientations and cognitive outcomes of participating in PE. Follow up univariate analyses indicated that males were higher in goal orientation, and believed that social status and enhanced lifetime health skills were important purpose of participation in PEthan females. On the other hand, females perceived social responsibility to be more important purpose of participating in PE than males. However, during participation in PE there were no gender differences in affective outcomes of satisfaction and enjoyment. Further analysisindicated that the goal orientation profiles of the individualinfluenced the outcome of participation in PE. The findings leads to a conclusion indicating that for Tanzanian PE students, gender differences have substantial influence on individual’s responses in PE. Gender was found to influence the socialization process in terms of achievement goal orientation. It is recommended that PE teachers should enhance task to fosterpro-social behavior. As more and more women are engaging in nontraditional sport such as soccer, rugby, boxing, taekwondo and weight lifting future study should examine the effect of this trend in terms of gender differences in PE and sport.
| Published in | International Journal of Sports Science and Physical Education (Volume 3, Issue 2) |
| DOI | 10.11648/j.ijsspe.20180302.11 |
| Page(s) | 16-26 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2018. Published by Science Publishing Group |
Gender, Achievement Goals, Physical Education, Psychological Outcome, Tanzania
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APA Style
Cyprian Ngilisho Maro. (2018). Gender Differences on Cognitive and Affective Responses Within Tanzanian Physical Education Context Achievement Goal Approach. International Journal of Sports Science and Physical Education, 3(2), 16-26. https://doi.org/10.11648/j.ijsspe.20180302.11
ACS Style
Cyprian Ngilisho Maro. Gender Differences on Cognitive and Affective Responses Within Tanzanian Physical Education Context Achievement Goal Approach. Int. J. Sports Sci. Phys. Educ. 2018, 3(2), 16-26. doi: 10.11648/j.ijsspe.20180302.11
AMA Style
Cyprian Ngilisho Maro. Gender Differences on Cognitive and Affective Responses Within Tanzanian Physical Education Context Achievement Goal Approach. Int J Sports Sci Phys Educ. 2018;3(2):16-26. doi: 10.11648/j.ijsspe.20180302.11
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Download@article{10.11648/j.ijsspe.20180302.11,
author = {Cyprian Ngilisho Maro},
title = {Gender Differences on Cognitive and Affective Responses Within Tanzanian Physical Education Context Achievement Goal Approach},
journal = {International Journal of Sports Science and Physical Education},
volume = {3},
number = {2},
pages = {16-26},
doi = {10.11648/j.ijsspe.20180302.11},
url = {https://doi.org/10.11648/j.ijsspe.20180302.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsspe.20180302.11},
abstract = {This paper examined gender differences in cognitive and affective outcomes of participation in PE in secondary schools in Tanzania. The study adopted achievement goal approach and involved 400 PE students (male =221: female = 179: M= 17.21 years, SD 1.69). A standardized questionnaires assessing goal orientation, purpose of PE, satisfaction and enjoyment in PE were utilized. Results confirmed the psychometric suitability of the research instruments when used in Kiswahili language. Furthermore, the multivariate analysis of variance indicated that there were significant gender differences between males and females in goal orientations and cognitive outcomes of participating in PE. Follow up univariate analyses indicated that males were higher in goal orientation, and believed that social status and enhanced lifetime health skills were important purpose of participation in PEthan females. On the other hand, females perceived social responsibility to be more important purpose of participating in PE than males. However, during participation in PE there were no gender differences in affective outcomes of satisfaction and enjoyment. Further analysisindicated that the goal orientation profiles of the individualinfluenced the outcome of participation in PE. The findings leads to a conclusion indicating that for Tanzanian PE students, gender differences have substantial influence on individual’s responses in PE. Gender was found to influence the socialization process in terms of achievement goal orientation. It is recommended that PE teachers should enhance task to fosterpro-social behavior. As more and more women are engaging in nontraditional sport such as soccer, rugby, boxing, taekwondo and weight lifting future study should examine the effect of this trend in terms of gender differences in PE and sport.},
year = {2018}
}
TY - JOUR T1 - Gender Differences on Cognitive and Affective Responses Within Tanzanian Physical Education Context Achievement Goal Approach AU - Cyprian Ngilisho Maro Y1 - 2018/07/18 PY - 2018 N1 - https://doi.org/10.11648/j.ijsspe.20180302.11 DO - 10.11648/j.ijsspe.20180302.11 T2 - International Journal of Sports Science and Physical Education JF - International Journal of Sports Science and Physical Education JO - International Journal of Sports Science and Physical Education SP - 16 EP - 26 PB - Science Publishing Group SN - 2575-1611 UR - https://doi.org/10.11648/j.ijsspe.20180302.11 AB - This paper examined gender differences in cognitive and affective outcomes of participation in PE in secondary schools in Tanzania. The study adopted achievement goal approach and involved 400 PE students (male =221: female = 179: M= 17.21 years, SD 1.69). A standardized questionnaires assessing goal orientation, purpose of PE, satisfaction and enjoyment in PE were utilized. Results confirmed the psychometric suitability of the research instruments when used in Kiswahili language. Furthermore, the multivariate analysis of variance indicated that there were significant gender differences between males and females in goal orientations and cognitive outcomes of participating in PE. Follow up univariate analyses indicated that males were higher in goal orientation, and believed that social status and enhanced lifetime health skills were important purpose of participation in PEthan females. On the other hand, females perceived social responsibility to be more important purpose of participating in PE than males. However, during participation in PE there were no gender differences in affective outcomes of satisfaction and enjoyment. Further analysisindicated that the goal orientation profiles of the individualinfluenced the outcome of participation in PE. The findings leads to a conclusion indicating that for Tanzanian PE students, gender differences have substantial influence on individual’s responses in PE. Gender was found to influence the socialization process in terms of achievement goal orientation. It is recommended that PE teachers should enhance task to fosterpro-social behavior. As more and more women are engaging in nontraditional sport such as soccer, rugby, boxing, taekwondo and weight lifting future study should examine the effect of this trend in terms of gender differences in PE and sport. VL - 3 IS - 2 ER -
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