Volume 1, Issue 3, December 2016, Page: 35-42
The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa
Agnès Kena Lubuka, Department of Physical Education and Sports Management, Faculty of Science, National Pedagogical University, Kinshasa, Democratic Republic of Congo
Paulin Mandoumou, Laboratory of Didactic of Physical Activities and Sports, Higher Institute of Physical Education from the University Marien Ngouabi, Congo-Brazzaville
Aristide Ewamela, Laboratory of Didactic of Physical Activities and Sports, Higher Institute of Physical Education from the University Marien Ngouabi, Congo-Brazzaville
Michael Ha, Sino-US College, Beijing Institute of Technology, Zhuhai, China
Danny Lo, College of Business & Public Management, Wenzhou-Kean University, Wenzhou, China
Euloge Moboza Ndongo, Teaching Staff of Information Technologies and Communication and Sports Management, Higher Institute of Physical Education from the University Marien Ngouabi, Congo-Brazzaville
Joachim Bongbele, Department of Physical Education and Sports Management, Faculty of Science, National Pedagogical University, Kinshasa, Democratic Republic of Congo; Laboratory of Didactic of Physical Activities and Sports, Higher Institute of Physical Education from the University Marien Ngouabi, Congo-Brazzaville
Received: Oct. 18, 2016;       Accepted: Jan. 6, 2017;       Published: Jan. 31, 2017
DOI: 10.11648/j.ijsspe.20160103.12      View  3633      Downloads  128
Abstract
In this study, we examine the impact of diversity and gender on EPS (Education Physique et Sportive, French for Physical and Sports Education) disengagement in humanities students of Catholic schools in Kinshasa. 2 groups of students were randomly selected for this study. 305 girls and 456 boys from a co-ed Catholic schools that took a weekly 50-minute EPS lesson formed the experimental group (EG) while 116 girls and 133 boys of the Joint Physical Education section and consular schools, subjected to 3 weekly hours of EPS formed the control group, CG. All volunteers answered two questionnaires of gender diversity in EPS (both general and gender-specific). The collected data were analyzed and subjected to the Student t-test. The results show that the subjects in the two groups had significantly different values regarding masculinity of EPS, EPS for all, the usefulness of endurance in APSA (Activités Physiques, Sportives et Artistiques, French for Physical, Sports & Artistic Activities) practice, the need of agility in APSA practice, gender-specific APSA, gender-equality in football and agility-similarity of boys and girls in dancing (P<0.001). Furthermore, the disengagement was significantly higher in the experimental group for both genders compared with their counterparts in the control group (10.2 ± 1.26 vs. 1.41 ± 0.49 and 7.93 ± 1 25 vs 0.64 ± 0.76) (P <0.001). These results suggest that the adverse effects of didactic contract, low self-esteem, diversity and gender constitute didactic, psychological and sociological factors of EPS disengagement in humanities students at Kinshasa’s Catholic schools.
Keywords
Gender Equality, EPS Disengagement, Humanities Students, Catholic Schools, Kinshasa
To cite this article
Agnès Kena Lubuka, Paulin Mandoumou, Aristide Ewamela, Michael Ha, Danny Lo, Euloge Moboza Ndongo, Joachim Bongbele, The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa, International Journal of Sports Science and Physical Education. Vol. 1, No. 3, 2016, pp. 35-42. doi: 10.11648/j.ijsspe.20160103.12
Copyright
Copyright © 2016 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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