Influence of Physical Fitness Level on Student Self-Motivation in Public Secondary Schools in Rulindo District, Rwanda
DOI:
https://doi.org/10.53573/rhimrj.2025.v12n11.001Keywords:
Physical fitness level, student self-motivation, physical education, sports implementation, academic performance, RwandaAbstract
This study assessed how physical fitness levels influence student self-motivation in public secondary schools in Rulindo District, Rwanda. Using a descriptive research design, data were collected from 301 teachers and 98 head teachers through questionnaires and semi-structured interviews respectively. Findings revealed that 39.7% of teachers acknowledged students use sports to make effective school progress, though 58.9% indicated students never use sports tools regularly. Correlation analysis showed a strong positive relationship (r = 0.684, p < 0.05) between physical fitness level and student self-motivation, with regression analysis indicating that physical fitness explains 77.2% of variance in student self-motivation. The study concludes that enhanced physical fitness levels significantly improve student self-motivation, though challenges including inadequate sports infrastructure, insufficient professional training for teachers, and limited frequency of sports activities constrain effectiveness. Recommendations include investing in sports facilities, providing professional development for teachers in physical education pedagogy, and establishing regular physical activity schedules to maximize motivational benefits.
References
Black, P., & Wiliam, D. (2021). Advances in educational measurement and assessment: The role of assessment in educational reforms. Educational Measurement: Issues and Practice, 24(4), 22-29.
Campbell, J. (2020). Research methods in educational leadership and management (4th ed.). London: Sage Publications.
Harter, S. (1978). Effectance motivation reconsidered: Toward a developmental model. Human Development, 21, 34-64.
Kiprotich, K., & Mwai, M. (2020). Assessment practices and curriculum implementation in Kenyan schools. Kenya Journal of Education, 14(4), 72-84.
MINEDUC. (2020). Education Sector Strategic Plan 2018/19–2023/24. Kigali: Ministry of Education, Republic of Rwanda.
Ng'wanakilala, A. (2023). Teacher assessment practices and their impact on curriculum adaptation in Tanzanian secondary schools. Tanzania Educational Journal, 12(2), 17-29.
Ratey, J. J., & Loehr, J. E. (2019). The positive impact of physical activity on cognition during adulthood: A review of underlying mechanisms, evidence and recommendations. Reviews in the Neurosciences, 22(2), 171-185.
Rwandan Teachers' Forum. (2020). Challenges facing secondary education in Rwanda: Teachers' perspectives. Kigali: RTF Publications.
Ryan, R. M., Kuhl, J., & Deci, E. L. (2020). Nature and autonomy: An organizational view of social and neurobiological aspects of self-regulation in behavior and development. Development and Psychopathology, 9(4), 701-728.
Taylor, R. (2023). The impact of standardized testing on curriculum design in Australia. Australian Journal of Curriculum Studies, 18(5), 103-116.
UNESCO. (2022). Assessment for learning in the classroom: A comparative analysis of assessment practices in African countries. Paris: UNESCO Institute for Statistics.
Wamulla, K. (2020). Factors influencing student academic performance. East African Journal of Education, 14(3), 112-126.
Wang, M. T. (2019). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315-352.
White, R. W. (2020). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297-333.
