SOCIO-CULTURAL FACTORS INFLUENCING GENDER DIFFERENCES IN PHYSICAL EDUCATION PARTICIPATION AMONG JUNIOR SECONDARY SCHOOL STUDENTS

TOPIC IS SUITABLE FOR:
1-Physical and Health Education
2-Gender Studies
3-Sociology
4-Education

TOPIC:  SOCIO-CULTURAL FACTORS INFLUENCING GENDER DIFFERENCES IN PHYSICAL EDUCATION PARTICIPATION AMONG JUNIOR SECONDARY SCHOOL STUDENTS

TABLE OF CONTENT
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Definition of Terms
CHAPTER TWO: REVIEW OF LITERATURE
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size
3.4 Sampling Technique
3.5 Instrument for Data Collection
3.6 Validity of Instrument
3.7 Reliability of Instrument
3.8 Method of Data Collection
3.9 Method of Data Analysis
3.10 Ethical Consideration
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Data Presentation
4.2 Analysis
4.3 Test of Hypotheses
4.4 Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusion
5.4 Recommendations
5.5 Limitations of the Study
5.6 Suggestions for Further Studies
References
Appendix

ABSTRACT 
This study was carried out to examine the socio-cultural factors influencing gender differences in Physical Education participation among junior secondary school students in public secondary schools in Etche Local Government Area of Rivers State. The study was specifically carried out to examine the influence of culture on gender differences in Physical Education participation among junior secondary school students, assess the effect of parental attitudes on gender differences in Physical Education participation among junior secondary school students, determine the influence of religion on gender differences in Physical Education participation among junior secondary school students, and examine the effect of peer group influence on gender differences in Physical Education participation among junior secondary school students. The study employed the descriptive survey research design. The study population comprised 4,820 Junior Secondary School students in public secondary schools in Etche Local Government Area of Rivers State, while a total of 369 respondents were selected as sample size using the Taro Yamane formula. Out of the 369 questionnaires distributed, 351 were returned and 351 were validated for analysis. The questionnaire was used for data collection, while the data collected were analyzed using frequency tables, mean scores, standard deviation, and Pearson Product Moment Correlation (PPMC) with the aid of SPSS. From the responses obtained and analyzed, the findings revealed that culture has a significant influence on gender differences in Physical Education participation among junior secondary school students at r = 0.61, t = 14.38, P = .000. The study also showed that parental attitudes have a significant effect on gender differences in Physical Education participation among junior secondary school students at r = 0.58, t = 13.27, P = .000. Likewise, religion was found to have a significant influence on gender differences in Physical Education participation among junior secondary school students at r = 0.55, t = 12.32, P = .000, while peer group influence also showed a significant effect on gender differences in Physical Education participation among junior secondary school students at r = 0.64, t = 15.55, P = .000. The study concluded that culture, parental attitudes, religion, and peer group influence each had a significant influence on gender differences in Physical Education participation among junior secondary school students, though at varying degrees. Peer group influence emerged as the most influential factor, demonstrating a stronger relationship with gender differences in Physical Education participation. The study therefore recommends that school administrators and Physical Education teachers should organize regular awareness programmes aimed at addressing negative cultural beliefs, parents should provide equal encouragement and support for both male and female students, religious leaders should promote positive attitudes towards Physical Education participation, and schools should encourage peer-led Physical Education activities that foster inclusive participation among students.
Keywords: Socio-Cultural Factors, Gender Differences, Physical Education Participation, Culture, Parental Attitudes, Religion, Peer Group Influence.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background of the Study
Physical education is an important part of the all-round development of young people since it develops their physical fitness, psychological health, social skills and, above all, the habit of being physically active for life. In the world of education, it has become more and more accepted that learning is not limited to cognitive achievement and that physical and emotional development are a vital part of the learning process. Musso et al. (2022) found that physical activity in schools had a positive impact on the educational experience of the students as it helped them build confidence, team spirit, and discipline. Likewise, Olayinka (2022) pointed out that physical activity was also a significant way in which learners were able to acquire motor skills and healthy lifestyle which was transferable to adulthood. The positive influence of physical activity on social adaptation and personal development of students in structured participation in the movement-based programmes (Zhou and Liu (2025). The study also highlighted that physical activity fostered positive behaviors in adolescents (Kasahun et al. (2025). Physical education is therefore an important part of the curriculum in school and is used towards developing a well-rounded student and achieving other educational goals.
Physical activity has long been acknowledged as a key component of education and the importance of the role of physical education in influencing student development is coming into increased focus. Physical education is defined as a process of planned activity through the medium of physical education, games and sports which aims at developing physically, mentally, emotionally and socially the learner.  According to Adeosun and Owolabi (2021), Physical education is the process of instruction by which people gained knowledge, skills, attitude and values needed to be physically active. Likewise, Agbabiaka et al. (2023) argued that physical education imparted opportunities for learners to develop physical competence as well as foster cooperation and interpersonal relationship. Physical education participation is the amount of involvement students have in physical activities and experiences in the school curriculum and co-curriculum. Okechukwu et al. (2023) revealed that physical education students' experiences were shaped by various environmental and social experiences that influenced their perceptions and attitudes towards physical activity. These experiences can take place in the socio-cultural contexts in which the learners experience their learning.
The socio-cultural environment refers to the values, beliefs, norms, traditions, expectations and patterns of interaction among people of a given society. All of these have a significant influence on attitudes and educational experiences of the individual. Badreddine (2025) found that socio-cultural factors had an impact on the perception of young people towards the various school subjects and extracurricular activities. Similarly, Umbo (2023) reported that family expectations, peer relations, community values and cultural orientations play a high role in the educational participation patterns of the students. In this context, ‘gender’ is a term used to describe how 'men' and 'women' behave, what they are supposed to do, which roles they can fulfill, and the expectations people have about their roles in the society in which they live. Boys and girls were seen to engage in activities appropriate to their gender, as described by Nwokike et al. (2025), societal perceptions about gender often determined the activities they engaged in. Kasahun et al. (2025), likewise, said that many times, the students' preference, interest and participation in educational activities were influenced by cultural norms and socialization processes. Thus, the socio-cultural influences at the students level of immediate social environment need to be explored to gain understanding of gender differences of participation.
The influence of socio-cultural on gender is especially significant for junior secondary school students due to their developmental stage of heightened awareness of and identity formation within the social context. Attitudes and behavioural decisions are shaped by family, peer, school and community influences, to which learners are more exposed during this period. According to Adeleke et al. (2025), cultural norms and social experiences in adolescent's surroundings can significantly influence their decision to participate in education. Okechukwu et al. (2023) in another study indicated that students' participation in school activities was a result of the interplay of their personal interest with the influence of society. In addition, Adeosun and Owolabi (2021) asserted that education experiences were also intertwined within a larger social and cultural framework which affected the choices and engagement of the learners. In the context of junior secondary schools, gender inequality in the participation in PE can therefore be explained by the socio-cultural aspects of students' everyday lives. In view of this, this study is aimed at looking at the socio-cultural determinants of gender disparities in physical education participation of junior secondary school children.

1.2 Statement of  the Problem    
Gender inequalities in physical education (PE) participation remain a focus of attention in physical education in education, especially at junior secondary school level. With this, physical education should be an equal opportunity to all learners to participate actively in physical activities that promote physical, social and emotional development as highlighted by Agbabiaka et al. (2023) and Olayinka (2022). In practice, however, disparities between participation of male and female students are still evident in school environments. While studies like Adeleke et al. (2025), Okechukwu et al. (2023), and Adeosun and Owolabi (2021) have emphasised that educational participation is influenced by underlying social and cultural norms, there is still a lack of localised understanding of the nature of the interaction of these norms with education in specific educational contexts. Therefore, the study aims at analysing the socio-cultural factors of gender differences in the participation of junior secondary school students in physical education in Abuja.
Physical education is now well established as an essential part of the school curriculum which helps pupils to develop. It offers structured opportunities for students to be physically active and improve their fitness, teamwork, confidence and healthy lifestyle habits. However, Musso et al (2022) reported that participation in physical activity helped to enhance students' self-confidence and cooperative skills, and Olayinka (2022) pointed to the relevance of physical activity in developing motor skills and for lifelong health. Zhou and Liu (2025) also described how PE was a means of socializing and emotionally well-being for learners. Moreover, Adeosun and Owolabi (2021) stated that physical education is a structured process that helps to learn a set of essential skills and values that promote active living and Agbabiaka et al. (2023) focused on the necessity of teaching physical education to encourage interaction and collaboration among students. These have emphasised the need for the ideal importance of physical education in school.
Although such advantages, it is also found that there are still differences in participation between female students and male students, indicating that there is socio-cultural influence. Research has demonstrated that the students' attitude to taking part in physical education is influenced by their cultural beliefs, family expectations, peer influence and societal norms. As mentioned by Nwokike et al., (2025), and Kasahun et al., (2025), gender roles within a culture are likely to influence whether activities are suitable for boys or girls while, Umbo, (2023) highlighted that the social environment plays a substantial role in students' engagement in school activities. But, the empirical evidence of socio-cultural influences contributing to the gender disparity in PE participation of junior secondary school students in the study area is still not clear. This provides a gap between what is already known and what is needed in terms of context specific evidence which this study aims to fill.
1.3 Objective of the Study
The main purpose of this study is to investigate socio-cultural factors influencing gender differences in physical education participation among junior secondary school students. The specific objectives of the study seek to:
1.Examine the influence of culture on gender differences in Physical Education participation among junior secondary school students.
2.Assess the effect of parental attitudes on gender differences in Physical Education participation among junior secondary school students.
3.Determine the influence of religion on gender differences in Physical Education participation among junior secondary school students.
4.Examine the effect of peer group influence on gender differences in Physical Education participation among junior secondary school students.
OTHER PARTS OF CHAPTER ONE INCLUDE:
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of this Study 
1.8 Operational Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview) 
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of socio-cultural factors, the concept of gender differences, the concept of physical education participation, socio-cultural factors influencing gender differences in physical education participation, and the challenges affecting physical education participation among junior secondary school students. The chapter covers the following subheadings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
RESEARCH METHODOLOGY (Preview)
Research Design: The study adopted a descriptive survey research design.
Population of the Study: The population of the study comprises junior secondary school students in public secondary schools in Etche Local Government Area of Rivers State.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 369 participants.
Sampling Technique: The study employed stratified and simple random sampling techniques to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Pearson Product Moment Correlation (PPMC), were used to test the hypotheses.

CHAPTER FOUR; DATA PRESENTATION AND ANALYSIS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

i. The study found that culture significantly influences gender differences in Physical Education participation among junior secondary school students, as evidenced by the mean scores ranging from 3.48 to 3.55, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.61, t-value of 14.38, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

ii. The study found that parental attitudes significantly affect gender differences in Physical Education participation among junior secondary school students, as evidenced by the mean scores ranging from 3.49 to 3.60, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.58, t-value of 13.27, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that religion significantly influences gender differences in Physical Education participation among junior secondary school students, as evidenced by the mean scores ranging from 3.52 to 3.57, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.55, t-value of 12.32, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that peer group influence significantly affects gender differences in Physical Education participation among junior secondary school students, as evidenced by the mean scores ranging from 3.54 to 3.60, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.64, t-value of 15.55, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusion
5.4 Recommendations
5.5 Limitations of the Study
5.6 Suggestions for further studies

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