A Study of Female Students Participation in Sports Activities in SK Kampong Bahagia Teluk Intan Perak PDF

A STUDY OF FEMALE STUDENTS’ PARTICIPATION IN SPORTS ACTIVITIES
IN SK KAMPONG BAHAGIA, TELUK INTAN, PERAK.
BY:
MUHAMMAD AKBAR BIN ZAHIDI
2005216577
FACULTY OF SPORTS SCIENCE AND RECREATION
UNIVERSITI TEKNOLOGI MARA
SHAH ALAM, SELANGOR DARUL EHSAN
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I am MUHAMMAD AKBAR BI ZAHIDI, I/C Number: 831006-08-5939, hereby, declare
that:
This work has not previously been accepted in substance for any degree, locally
or overseas, and is not being concurrently submitted for this degree or any other
degrees.
This research paper is the result of my independent work and investigation, except
where otherwise stated. I absolve Universiti Teknologi MARA (UiTM) and its Faculty of
Sports Science and Recreation for any blame as a result of my work.
All verbatim extracts have been distinguished by quotation marks and sources of
my information have been specifically acknowledged.
MUHAMMAD AKBAR BIN ZAHIDI

______________________________
(Student’s name)
_____________________________
(Signature)
2005216577
______________________________
(UiTM ID)
831006-08-5939
______________________________
(NRIC No.)
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ABSTRACT
This research seeks to investigate the participation of female students in sports
activities. The study is finding the factors of female students who involve in the sports
activities and which activities are suitable for the female students. Data were collected
from 100 female students who aged 11 and 12 years which was consisted of 30
students of Year 5 and 70 students using convenience sampling at SK Kampong
Bahagia Teluk Intan, Perak. It can be concluded that, most of the female students r =
0.693, (p>0.05) are interested and involved in the sports activities. The researcher also
runs the one simple t-test. There were suitable sports activities t = 3.012 on sports are
significant differences p>0.05. It is recommended that respondents should be added
from the other schools so that more reliable result can be obtained towards
participation of the sports activities among the female students. Progress came slowly
in the face of opposition and gradually women achieved the right to participate in more
and more sports and eventually have been allowed to compete professionally.
However, despite the increased opportunities that women have fought to achieve,
many still do not participate as a result of the stigmas attached since many years ago.
Furthermore according to research done in school has shown that girls’ participation in
sports is lower than boys.
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CHAPTER 1
INTRODUCTION
1.0 INTRODUCTION
Sports activities or fun is the expenditure of time in manner designed for therapeutic
refreshment of one’s body or mind. As people in the world wealthier region lead
increasingly sedentary lifestyles. The need for sports has increased. The rise of so
called active vacation exemplifies this. Netball, football or futsal, volleyball and
badminton are the examples of the sport activities in general. Recently there are many
discussions about the sport programs that provide such many advantages to the
student especially. But poorly, there are not many of school students realize the
advantages of getting involve in the sports programs.
We have to make student think and realize the actual thing of sports programs. It
is a very beneficial program for them. They can gain a lot of knowledge while join the
sports activities such as self confidence skill and social skill. Besides that, while they
join the sports activity, it will provide them with a good health. It is because it will need
them to be in the good condition of health to do the challenges activity. To be active in
the sports activities also require the students’ time management. It is because they
have to divide their time properly to ensure they have the time to study without left
behind their interest toward the sports activities.
1.1 BACKGROUND OF THE STUDY
According to Harderson and Bialeschki (2005), sports and leisure activities and
programs for women and girls are not new concept, although their involvement
sometimes has been different from men or boys.
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Syed, M. (2009), there are several misconceptions regarding Muslim women
participating in sport. Women of Islam are represented as oppressed and unable to
engage with society and in sports. In fact Islam promotes good health and fitness for
both men and women. However there are guidelines within which sports can be
practiced; this entails women following their faith by not engaging in mixed gender
sports and by observing a dress code. This consists of covering the hair and wearing
modest clothing by covering the arms and legs.
Beggs, B.A., Elkins, D.J. & Powers. S (2005), these contribute to Muslim women’s
comparatively lower participation rate. Other factors which contribute to this are the
lack of single sex provisions which can put young women off sport and physical activity.
This may also include early negative experiences of P.E. at school. The negative
perceptions about physical activity can last into adulthood, making it more difficult for
these women to engage in sport. Thus, environmental and cultural boundaries seem to
be a determining factor in young Muslim women’s attitudes towards sports and physical
activity in this society.
1.1.1 Participation and health
Waldron, J.J (2007), there are no statistics that show physical activity participation by
different religious groups, for instance Muslim men and women. With respect to Muslim
participation rates, participation by ethnicity is the closest monitor that exists, as over
90 per cent of people from Pakistan and Bangladesh are Muslims (Census 2001).
1.1.2 Muslim women’s attitudes towards sports and physical
activities
Syed, M. (2006), research into Muslim women’s attitudes towards sports and physical
education in Muslim countries has provided some interesting findings. A study in
Jordan found that young Muslim female students hold positive attitudes towards
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participation in PE. Furthermore, they considered PE as having great significance and
value in increasing leadership proficiency. However, with regard to parental influence, it
appeared that parents were less encouraging of their children taking up the option of
PE in further education, with girls getting fewer opportunities due to social constraints.
1.1.3 Culture
The Women’s Sport Foundation (2006), many Muslim women are constrained by their
ethnic backgrounds from participating in sport. For example, research conducted by
WSF on Bangladeshi women found that they led sedentary lives with little priority given
to exercise and physical activity as it conflicted with their role as a mother and home-
keeper (WSF, 2006). Asian cultural ideologies do not always promote exercise and
physical activity in women, although many of the women in the research understood its
significance. There is research to support such a view. A study in Norway shows that
Muslim women who identified themselves in terms of their ethnicity were not interested
in participating in sport as it challenged the boundaries of femininity and cultural identity
(Walseth, 2006).
1.2 PROBLEM STATEMENTS
The female students’ interest must be balance in their field of participations between
academic and sports activities. The problem statements are going to be followed:
Based on a research done by Mr. Muhammad Akbar Zahidi who was a physical
education teacher at SK Kampong Bahagia in October 2009, A Study of Female
Students’ Interest toward Physical Education Subject, most of the female students’
interested toward sports activities but they did not want to get involved together with
male students. The sports activities sometimes give a lot of impact to the female
students. As a result from the research, it had stated the factors that made them
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involving in the sports activities. 70% of them said they involved in sports because they
had been forced by teachers in school.
The second problem is to know the actual types of sports activities that really
make the female students interest to get involve. From the previous research of Mr.
Muhammad Akbar Zahidi (2009), A Study of Female Students’ Interest toward Physical
Education Subject, female students at SK Kampong Bahagia did not want to participate
in any sports activities if the activities gave a burden to them.
According to Waldron, J.J (2007), Journal of Physical Education, Recreation and
Dance, the third problem is to get to know whether the female students’ time spending
between the concentration of study and involvement in the outdoor activities. The good
students do not get any problem to do both of their tasks respectively.
This research project covers the history of female students throughout sport. From
the beginning when women had no opportunity to participate, covering the challenges
they have faced to overcome the restriction placed upon them by men in control. There
are many reasons from the research. Through to the stage they are at today with few
restrictions stopping them from participating and yet still lower participation rates than
men (Hargreaves, J. 2004).
Primary research has been carried out in SK Kampong Bahagia on the opinion of
young girls on attire and clothing that they have to wear for sports. Whilst assessing the
extent to which this acts as a deterrent to future participation. It has discovered 80% of
the female students at SK Kampong Bahagia that the attire was not popular amongst
these young women but it had very little impact as a contributory factor to women’s
lower participation rates. Finally this research has established female students would in
fact like to wear the tracksuit bottoms of their choice of sport attire.
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1.3 OBJECTIVES
The purpose of this study:
1.3.1 To determine the factors that female students involve in sports
activities.
1.3.2 To assess which sports activities are suitable for the female
students.
1.4 RESEARCH QUESTIONS
This study is trying to collect and gather information from the female students. The
questions are: -
1.4.1 What are the factors to attract the female students to get involved
in the sports activities?
1.4.2 Which sports activities are suitable for the female students?
1.5 DEFINITION OF TERMS
1.5.1 Participation
Beggs, B, A., Elkins, D.J & Powers, S. (2005), participation is the process of involving
young people in projects, policy reviews or ideas to encourage decision-making and
empowerment, recreation and influence in youth services and activities and sports
programs. It is the act of taking part in an activity or event. Participation is the action of
group in which everyone has contributed their own ideas and act as accordingly their
task.
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1.5.2 Female
Oglesby, C (2008), the traditional definition of female was "an individual of the sex that
bears young" or "that produces ova or eggs". However, things are not so simple today.
Female can be defined by physical appearance, by chromosome constitution or by
gender identification.
1.5.3 Student
Olubor, R.O & Osunde, U.A. (2007), a person engaged in study one who is devoted to
learning, a learner, a pupil, a scholar, especially, one who attends a school, or who
seeks knowledge from professional teachers or from books as the students of an
academy, a college, or a university, a medical student, a hard student. Student is one
who studies. In widest use, student is used to mean a school or class attendee.
1.5.4 School
Gratton, C. Jones, I. (2004), a school originally meaning is an institution designed to
allow and encourage students or "pupils" to learn, under the supervision of teachers.
Most countries have systems of formal education, which is commonly compulsory. In
these systems, students progress through a series of schools. The names for these
schools vary by country, but generally include primary school for young children and
secondary school for teenagers who have completed primary education.
1.5.5 Sport
Haralambos, M. Holborn, M. (2005), sport refers to activities where the physical
capabilities of the competitor are the sole or primary determinant of the outcome
winning or losing, but the term is also used to include activities such as mind sports a
common name for some card games and board games with little to no element of
chance and motor sports where mental acuity or equipment quality are major factors.
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Sport is commonly defined as an organized, competitive and skillful physical activity
requiring commitment and fair play.
1.6 SIGNIFICANCE OF THE STUDY
This study is one of the first few attempts to investigate the female students’
participation in the sports programs in SK Kampong Bahagia. Therefore, this study will
provide a useful for further research in this area of interest. The findings of this study
could provide some form of data for future research in this area. This study also
provide the organizer for the sports programs in the school to be more consider to the
female students participation field, as well as try to attract them to participate in the
sports programs that will be organize. After setting out aims and objectives the reasons
for female students’ low participation rates will be analyzed. Focus will be given to
clothing and the history of this will be traced. Research will be carried out among
female students in Year 5 and Year 6. This should discover the extent to which they
are disinclined to take part in sports and if it is as a result of the enforced attire that
students must wear for physical education. After presenting and analyzing the data
appropriate conclusions will be drawn. A methodology will be presented explaining
research methods to be used and reasons for this selection. This will be followed by
presentation of the data in the form of graphs and charts allowing for clear presentation
of the results. The data will then be analyzed and explained in the data analysis
chapter, clearly explaining what the results show and what they mean. The research
project will then be concluded by discussing the extent to which the objectives have
been met.
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1.7 LIMITATIONS
There are some limitations doing this study. The major constraints of this research are
time, cost and procedure to get the students. This happened because this study will be
conducted in a limited time. The time is very tight to the researcher and also to the
school. There are also certain procedures that need to be followed at school such as
get the permission from the authority during teaching and lesson hour. The distribution
of the questionnaire may also disturb the learning process of the students involved. In
other word, this study will only concern at SK Kampong Bahagia and does not involve
other schools’ students.
1.8 DELIMITATIONS
This study will be only limited to the female students from SK Kampong Bahagia Teluk
Intan, Perak. One hundred (100) female students will be selected randomly. They will
be randomly selected without knowing about their sports background. Researcher will
get the information from the respondent by answering the questionnaire.
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CHAPTER 2
LITERATURE REVIEW
2.0 OVERVIEW
Sports activities for females, whether athletic or otherwise, were to serve as an
educational and constructive force in building qualities of character and citizenship.
According to Henderson and Bialeschki (2005), after the World War II, little was written
about recreation programming for girls and women. It was believed that sports had
become an actuality for women and that women were now interested in their personal
sports and not just their children's. Girls' and women's programs were thought to be
well established in many communities with a variety of activities (Program for Women,
2004).
Guinn, B. & Vincent, V. (2008), the literature in general, suggested that local
sports departments should keep the interest in girls' and women's' activities alive yet,
others still felt much needed to be done in local communities so that sports for girls and
women was not a "warmed-over version of a sports program which pleased the boys"
(p. 153). While research on women's experiences has uncovered various outcomes of
participation, very little research has been conducted with adolescent girls.
Adolescence is a "critical time in women's development" (Jackson, E. 2006, p. 37)
and a confusing time period for girls. Western culture engages in practices that favor
male characteristics and separates boys and girls. "What is culturally valued is
associated with masculinity and maleness, and what is devalued is associated with
femininity and femaleness, regardless of the reality of men's and women's lives"
(Jackson, E. 2006, p. 44). Boys and girls learn at a young age that it is not desirable to
be "like a girl," to "act like a girl," or to "throw like a girl."
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2.1 HISTORY OF WOMEN IN SPORTS
Studies by Roth, A. Basow, A. (2004), early forms of sport and physical education for
women were established in the late nineteenth century and in order to for it to survive it
tended to accommodate traditional biological assumptions, rather than openly
challenge them.
Cashmore, E (2005) points out that in the beginning athletic contests were part of
young women’s education in ancient Sparta and Crete. In ancient Greek and Roman
cultures women would hunt, ride, swim and run and yet were not allowed to compete in
sport. They were only able to be spectators or outsiders.
Oglesby, C (2008) highlights that in the medieval period women were not seen to
be active participants but as objects to place on a pedestal, protected and fought for.
However some noble women in parts of Europe jousted, many women were skilled
archers and by the 18th century shot on level terms with men. In addition Oglesby
suggests that this was a significant historical period for women, a time when for noble
women it was acceptable for women to play some sports.
Hargreaves, J (2004) goes on to point out that during the 1930’s women began to
challenge tradition and the women’s movement was gaining momentum dramatically,
there were more resources and the numbers of women involved were increasing. This
was in part due to a government initiative to improve the fitness of the nation, women
were actively encouraged to participate in some form of sport or exercise, traditional
ideologies about female exercise were beginning to change and girls and women were
becoming more equal on policy agendas.
Oglesby, C. (2008) points out that during the 1960’s controversy over high level
competition occurred and led to a change in educational athletics. General prosperity
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accompanied by time and money for sport and approval of championships by many
influential organizations contributed to an impression that society was beginning to
accept women’s sports.
2.2 PHYSICAL EDUCATION IN SCHOOLS
Early debates about gender and PE during the 1970’s and 1980’s focused on equal
opportunities and issues of access, Leaman’s research and ILEA’s research (2004)
found girls are socialized into female activities for example netball and gymnastics
whereas boys are socialized into male activities such as football or cricket. Green and
Hardman (2005) argue PE has generated much discussion around single sex and
mixed sex groups. It is one of the few subjects that have traditionally taught different
activities in single sex groupings. Development of separate training for women PE
teachers challenged gendered expectations of women’s physical capabilities and gave
them access to sport previously denied to them.
Olubor, R.O & Osunde, U.A (2007) argues that many PE teachers fail to address
seriously the ways in which their practices reinforce and reproduce social inequalities.
There are marked gender differences in colleges and universities that reflect school
experience.
Guthrie, R.S. & Costa, M.D (2004) argue teachers play a big part in the
reproduction and challenging of gender in schools. Teachers had clear ideas about
appropriate activities for girls based on historical and traditional expectations of their
capabilities; this has affected opportunities made available to girls, their dress for PE
and teachers educational practice.
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Hardman, K. & Green, K. (2005) claim there continues to be clear evidence that
girls and young women are less likely to take part in physical activity and sports
compared with boys. The social construction of an ideal femininity and masculinity can
influence young people’s self-perceptions and esteem.
Coakley, J (2001) pointed out that sport continues to be unpopular amongst young
girls; they carried out a study in which they asked fourth year secondary school girls
about femininity and their attitudes towards PE. Coakley, J (2001) found that girls often
felt pressured to conform to popular ideas of what is considered to be feminine, and as
a result they felt vigorous sport’ was not feminine, playing sport and being good at sport
was linked to popular ideas about masculinity. Girls do not consider sport to be an
important part of their life.
It would appear that throughout the history of women in sport clothing has been a
way of limiting women’s enjoyment of sport. It has moved from being extremely
conservative and unpractical to become revealing and ‘sexy’. Studies such as those by
Coakley (2001) and Hargreaves (2004) have shown that young women do not continue
to play sport after leaving school. One of the reasons identified for this is bad
experience of physical education and the clothing worn for this. The studies show that
many women feel uncomfortable in what they have to wear, they feel on display and
insecure about their bodies. This dissertation should establish the extent to which this
is true.
2.3 THE FACTORS THAT FEMALE STUDENTS INVOLVE IN SPORT
ACTIVITIES
Structured sports programming for girls and women has evolved over the years. And
generations of females have experienced physical competence, the joy of play, an
appreciation of competition and excellence, and supportive bonds with other women in
nontraditional settings (Cahn, S.K. 2004). And what we have learned to date about
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women's leisure and recreation can help shape future programs that are superior in
quality and include the elements that women value the most.
Bialeschki, M.D & Henderson, K.A. (2005), females tend to think of themselves as
sports fans for primarily social reasons. These reasons include watching a sporting
event with friends and family, cheering at sporting events, and watching and attending
sporting event. Additionally, exercise is a crucial “success strategy” for weight loss as
well as weight maintenance. However, exercise habit and eating patterns are two
lifestyle factors women change and improve upon to prevent chronic disease. It is well
established fact that regular physical activity helps with the maintenance of body or
loses weight.
Study revealed that weight and body size were prominent concerns of young
women. These young women wanted to be thinner than they currently were, and an
increased physical activity is one healthful option for weight management. Additionally,
exercise is a crucial “success strategy” for weight loss as well as weight maintenance
(Soliah, Walter, and Antosh, 2008).
Jarvie, G. (2006), recent research also provides evidence for the benefit of leisure
for school students. With this population, sports have been shown to be an effective
coping resource to help individual develop and maintain healthy psychologically.
2.4 THE SPORTS ACTIVITIES WHICH SUITABLE FOR FEMALE
STUDENTS
"Ultimately women's efforts to attain meaningful leisure, unrestricted access to sport,
and athletic determination will be part and parcel of transforming the broader social
relations of gender within which sporting life takes place. It is the sense of entitlement
and determination that stamps the recent period of sports history and provides hope for
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a future in which adequate leisure, athletic pleasures, and physical power are available
to all women (Cahn,S.K. 2004)”.
Finding by Osborne, Ziersch, and Baum (2008), indicates that women’s regular
participation in sports groups is related to levels of material and social advantage. This
supports research that has found social and economis diferrences in the way elements
of social capital are accessed, with those who are more privileged generally having
greater access to potentially health-enhancing social capital (Ziersch 2005, Baum et al.
2000). It also supports research that has found that women social capital is shaped
differently according to socioeconomic factor (Healy et all. 2007, Caiazza 2005).
2.5 CONCLUSION
This chapter describes the outline of the study with the information of the past
researches within the context of the sports program itself. It contains the past
researches finding about the factors to attract female students involve in the sports
activities, the sports activities which suitable for the female students, time spending to
join the sports activities and the type of sports activities they like to do. There are many
reasons from the research. Through to the stage they are at today with few restrictions
stopping them from participating and yet still lower participation rates than men. It
analyses and assesses their role in the control of sports and administration,
documenting their history of exclusion in this area once again due to male control.
Furthermore it covers the reasons why they are so underrepresented in this area due
to traditional male practices amongst many reasons. Primary research has been
carried out in secondary schools on the opinion of young girls on uniform and clothing
that they have to wear for sports. Whilst assessing the extent to which this acts as a
deterrent to future participation.
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CHAPTER 3
RESEARCH METHODOLOGY
3.0 INTRODUCTION
This study is implemented purposing to observe about the participation of female
students in sports programs. With the purpose to get the result from this research, this
chapter will be discussing about the factor that will attract them to involve in the sports
programs and the impact toward their academic achievement.
For the primary research which has chosen to collect data is using questionnaires.
The questionnaires will be administered to young women aged between 11 and 12
years of age. 100 female students in SK Kampong Bahagia will be picked at random
and the questionnaires will be handed out by staff at the schools or by teachers to
female PE classes.
The research has chosen to use questionnaires because they can be used to
collect large quantities of data in a relatively short period of time. There is little personal
involvement so it is unlikely that I would influence respondents filling out the
questionnaires, which could potentially cause the results to be invalid. Questionnaires
provide data SPSS 16 of one sample t-test that is easily quantified and therefore data
can be analyzed quickly and efficiently. Furthermore the data from SPSS 16 of one
sample t-test can be analyzed more scientifically and objectively with the use of close
ended questions. In addition to this any differences in responses should reflect
differences between respondents.
One method that was considered but rejected was to use interviews. This is
because they can be very time consuming and this would limit the number of interviews
that would be able to be carried out. What’s make this may cause the results to be
unrepresentative of girl’s feelings about sport at school and the uniform they have to
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wear. Furthermore the information may not be valid or reliable because interviewees
may be unwilling or unable to give full accurate responses, they may lie or they may tell
the interviewer what they feel the interviewer wants to hear.
In order to test the hypothesis it has included questions that should help gain
some understanding as to why it is that after leaving school young women do not
participate in sport as much men. The questions in my questionnaire should provide
data on whether or not girls enjoy sport, what they like and dislike about it and how
they feel about the uniform which they have to wear for PE. This should provide the
data one simple t-test that will help to find out the extent to which PE uniform is a
contributory factor in the drop off rates for young women’s participation in sports after
they leave school.
A pilot study will be carried out in order to check the feasibility of the
questionnaire, this should test the questions to ensure they make sense and produce
the information required to come to some conclusion on the impact of uniform on girls
participation rates. In order to do this it will hand out 100 questionnaires to girls aged
11 and 12, this should be enough for me to determine if the questionnaire are going to
work.
As a result of the pilot study, I found that I had to change the wording of the
questions so that it could be sure that the students would understand it. Additionally it
was important that the wording of the questions did not influence the respondent in any
way so rather than asking if the students felt there was anything wrong with the uniform
they wear, researcher chose to ask what they thought of it. Another design issue that
arose was the options that would be offered in the close ended questions. They had to
be designed in such a way that would allow a variety of sports to be chosen as sports
which the students enjoy.
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The chosen sample for this research is young women aged 11 and 12 years old.
The questionnaire will be given out to PE classes of all female students just before or
after their PE lesson. The classes of female students will be selected at random and
the questionnaires will be given out mainly by me but also by staff at the school. The
limitations of finding my sample this way are that essentially it is not truly random as
not each person within my chosen population has an equal chance of being selected.
This research will be carried out by firstly selecting schools in the SK Kampong
Bahagia, contacting them with details about the questionnaire and the reasons for
carrying out the research. Arrangements will then be made for me to visit the school
and administer the questionnaires or for teachers themselves to administer and
supervise the filling out of the questionnaires. Teachers will be instructed to hand out
the questionnaires to female students in years 11 and 12. I will then collect the
questionnaires from the schools and analyze the data.
The questionnaires were administered during February 2010, the time at which the
questionnaires were handed out does not have any particular significance. It was
simply a suitable time for researcher and the school after I had contacted them, at the
beginning of February.
Once all the data has been collected it will then be analyzed and presented in the
SPSS 16 of one sample t-test form of graphs and charts. In order to gain statistics from
the open ended questions I will look for the most popular response.
To achieve that purpose, the implementation of this study through particular
procedure and methodology and was discussed for a particular purpose in this part
according to follow topics:
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a) Research design
b) Variables
c) Population and Sample
d) Instrumentation
e) Data Collection
f) Data Analysis Procedure
3.1 RESEARCH DESIGN
This study adopted a survey method, which has been designed to investigate the
nature of the female students in the sport programs. This study will just focus on the
female students at SK Kampong Bahagia. This design was chosen because this study
wants to know the interest of female students toward the sports programs and it is not
suitable to do an experimental research or qualitative research that needs a time to
make an observation. Each respondent will be given a same set of written
questionnaires and they will be selected by simple random sampling. Each respondent
has to answer the questionnaire at the time it was given. It is because to ensure that all
the questionnaire that will be distribute will getting back and also to avoid wasting of
time to collect the questionnaire back if they take the questionnaire back to home.
3.2 VARIABLES
A variable is anything that can on differing or varying values. The values can differ at
various times for the same objects or persons, or at the same time for different objects
or persons.
Furthermore it will look at the participation rates of girls at school, post school and
the drop-off rates. This will show if girls are playing less sport upon leaving school and
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should add to the argument that uniform contributes to a lack of enthusiasm for sport
and lower participation rates amongst female students.
Primary research will then be conducted in the form of questionnaires asking girls
at the secondary school age to obtain their opinion on the uniform that they have to
wear and the extent to which it is a cause for them not wanting to take part in physical
education. The data from these findings will then be presented in the form of graphs
and charts and analyzed to come to a conclusion on the extent to which uniform is a
contributory factor in girl’s lower participation rates at school and after school leaving
age. The primary research will also undertake and discover the choices of the girls
themselves and what they would prefer to wear.
Table 3.2.1 Independent Variables:
NO ITEM SUBJECT
1 Gender Female
2 Clothes Sport attire
3 Age 11-12
4 Occupation School students
3.2.1 Independent Variables
Independent variables focus on the female students who were
studying at SK Kampong Bahagia, Teluk Intan, Perak. Through
this study, it examined the factors and suitable activities of their
participations.
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Table 3.3.2 Dependent Variables:
NO SUBJECT
1 Sports enjoyment
2 Self esteem
3 Perception about sports
4 Muslim culture
5 Behaviour change
3.2.2 Dependent Variables
Dependent variables focus on the perception, enjoyment, experience, culture,
influence,behaviour and thought about sports activities that organized by
school.
3.3 POPULATION AND SAMPLE
The target population of this study was the female students of SK Kampong Bahagia.
The sample of this study was just focusing to the female students who from Year 5 and
Year 6. The required sample selected randomly by recognizing the class representative
and the questionnaire distributed to them before they had been collected afterwards.
3.4 INSTRUMENTATION
Questionnaire
In this study, the instrument used is the Sports Activities Interest Questionnaires. It is
based to measure the interest of sports activities and related factors (Van Wersch, Trew,
Turner, 2002) (See Appendix 1). These questionnaires have two sections. Section A is
mainly about demographic data (age, height, weight and level). While section B is about
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several questions regarding to the sports activities. The total number of item in the
survey is 30 which are divided into four sub-areas and are shown on the next page table
3.3.1. Both of the sections are analyzed by one sample t-test of SPSS version 16.
Table 3.4.1: Distribution of Sub-Areas Regarding to Sports Activities
_____________________________________________________________________
SUB-AREAS NO. OF ITEMS TOTAL OF ITEMS
_____________________________________________________________________
Attraction factors of female 4,5,9,10,16,20,26 10
students to join sports 27,29,30
activities
Sports activities which 3,7,11,13,19,23,24 8

suitable for female students 28
Spending time for both 2,8,15,18,21,22 6

sports activities and study
Type of sports activities 1,6,12,14,17,25 6

female students like
_____________________________________________________________________
3.5 DATA COLLECTION
The method of data collection is very important to make analysis easier to equip the
study more accurately based on the information and the obtained data. The class
representative of each programme will be recognized to distribute the questionnaire to
their classmates. The respondents have to fill in the questionnaire at the time given.
The questionnaire will be collected after the respondents finished fill in the
questionnaires. From the questionnaire, all the received data will be collected. The data
collection of the research will be analyzed using the quantitative and qualitative
methods of one sample t-test SPSS 16. Besides that, the data collections are taking
24
from two types of data that are from primary data and secondary data. Primary data will
be taking from the questionnaire and the secondary data will be taking from previous
reading such as magazine, journal or thesis.
3.6 DATA ANALYSIS PROCEDURE
For each sub-areas of the questionnaire, and overall mean value calculated for an
overall group mean of female students. This data was then analyzed by using the
percentage to ascertain differences between female students’ interest toward sports
activity. Analyzes were carried by means of the Statistical Packages of the Social
Sciences (SPSS) version 16.0 using one sample t-test. In addition, the researcher used
histogram chart to illustrate the distribution sample of subject according to age, height,
weight and level.
The sum of the 30 items provided an indication of female students’ participation in
sports activities. Meanwhile, the indication for each sub-area of female students’
participation toward sports activities are shown on the next page. The analysis had
been analyzed based on research questions, the detail discussed in chapter 4. To
answer the research question one (1) and two (2), researcher had used one sample T-
Test.
25
CHAPTER 4
DATA ANALYSIS
4.0 INTRODUCTION
In this chapter, the researcher will discuss the findings that the researcher enclosed
from his study. The researcher had distributed questionnaire on the Female Students’
Participation in Sports Activities at SK Kampong Bahagia, Teluk Intan Perak.
The questionnaires provided were divided into two sub-areas which are
interpretation of recreational activity to determine the factors to attract female student
to join sports activity, which sports activities for female students, time spend for both
sports activities and study and the type of sports activities which female students’ like
as mentioned in Chapter 3 (Methodology). The result of the data analysis and the
interpretation are organized as follows:
4.1 Section A – Demographic background
4.2 Section B – Information about female students’ participation in sports
activities.
26
4.1 SECTION A – DEMOGRAPHIC BACKGROUND
From the study, table 4.1.3 finds that 70.0% of the students are from age 12 years and
30.0% of the students are from age 11 years answered the questionnaire. Based on
that, table 4.1.4 reveals that a number of female students with height 120cm – 129cm
are 18.0% while the students with height 130cm – 139cm are 35.0%. Besides, table
4.1.4 shows the height ranges from 140cm – 149cm is 34.0% and height more than
150cm is 13.0% students answered the questionnaire. Meanwhile, table 4.1.5 also
shows that students who answered the questionnaire come with an average weight of
20kg – 29kg with 16.0% followed by 30kg – 39kg with 35.0%, 40kg – 49kg with 34.0%
and more than 50kg with 15.0%. Apart from that, table 4.1.6 shows that 68.0%
students from Year 6 and 32.0% students from Year 5 answered the questionnaire.
Table 4.1.1 and 4.1.2 below presents the demographic background of students
using one sample t-test. Table and figure 4.1.3, 4.1.4, 4.1.5 and 4.1.6 represent the
distribution of percentage according to the demographic background of students
clearly.
27
4.1.1 ANALYSIS OF DEMOGRAPHIC BACKGROUND
(ONE SAMPLE T-TEST)
For the data of participation of female students in sports activities, researcher analyzed
all the questions by randomly based on four (4) main demographic areas shown below:
Table 4.1.1 One-Sample Statistics
N Mean Std. Deviation Std. Error Mean

Age 100 1.7310 .46756 .08497
Height 100 2.4909 .93912 .20449
Weight 100 2.5636 .94216 .21366
Level 100 1.6817 .47485 .08468
Table 4.1.2 One-Sample Test
Test Value = 2
Mean 95% Confidence Interval
t df Sig. (2-tailed) Difference of the Difference
Lower Upper
Age 2.812 99 .424 .0690 .2430 .1051
Height 2.890 99 .009 .5909 .1657 .0162
Weight 1.702 99 .104 .3636 .0807 .8080
Level 2.460 99 .022 .2083 .3835 .0332
Table 4.1.1 and table 4.1.2 show the demographic areas analysis regarding to female
students from the school. The mean of the age is 1.73 (+0.46). The result shows that
the t-value of age is 2.812, df is 99 and two-tail significant is 0.424 which the difference
is (p>0.05). Second, the mean for height is 2.49 (+0.93). The result shows that the t-
value of height is 2.890, df is 99 and two-tail significant is 0.009 which the difference is
(p<0.05). Meanwhile, the mean of weight of the female students is 2.56 (+0.94). The
result shows that the t-value of age is 1.702, df is 99 and two-tail significant is 0.104
which the difference is (p>0.05). Besides that, the demographic area of mean for level
28
is 1.68 (+0.47). The result shows that the t-value of level is 2.460, df is 99 and two-tail
significant is 0.22 which the difference is (p>0.05).
Table 4.1.3: Age
Cumulative
Frequency Percent Valid Percent Percent
Valid 11 years 30 25.2 30.0 30.0
12 years 70 58.8 70.0 100.0
Total 100 84.0 100.0
Missing System 19 16.0
Total 119 100.0
Figure 4.1.3: Age
AGE
80
60
40
20
Frequency
Std. Dev = .46

Mean = 1.70
0 N = 100.00
1.00 1.50 2.00
AGE
Figure 4.1.3 shows that 70% of the students (N: 70) are from age 12 years, 30% of
students (N: 30) from age 11 years who answered the questionnaire.
29
Table 4.1.4: Height
Cumulative
Valid 120 cm - 129
18 15.1 18.0 18.0
cm
130 cm - 139
35 29.4 35.0 53.0
cm
140 cm - 149
34 28.6 34.0 87.0
cm
> 150 cm 13 10.9 13.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.1.4: Height
HEIGHT
40
30
20
10
Frequency
Std. Dev = .93

Mean = 2.4
0 N = 100.00
1.0 2.0 3.0 4.0
HEIGHT
Figure 4.1.4 shows that 18.0% of the students (N: 18) with height 120cm to 129cm,
35.0% of the students (N: 35) with height 130cm to 139cm, 34.0% of the students (N:
34) with height 140cm to 149cm and 13.0 % of the students (N: 13) with height above
150cm answered the questionnaire.
30
Table 4.1.5: Weight
Cumulative
Valid 20 kg - 29
16 13.4 16.0 16.0
kg
30 kg - 39
35 29.4 35.0 51.0
kg
40 kg - 49
34 28.6 34.0 85.0
kg
> 50 kg 15 12.6 15.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.1.5: Weight
WEIGHT
40
30
20
10
Frequency
Std. Dev = .94

Mean = 2.5
0 N = 100.00
1.0 2.0 3.0 4.0
WEIGHT
Figure 4.1.5 reveals that 16.0% of the students (N: 16) with weight 20kg to 29kg,
35.0% of the students (N: 35) with weight 30kg to 39kg, 34.0% of the students (N: 34)
with weight 40kg to 49kg and only 15.0% of the students (N: 15) with weight above
50kg answered the questionnaire.
31
Table 4.1.6: Level
Cumulative
Valid Year 5 32 26.9 32.0 32.0
Year 6 68 57.1 68.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.1.6: Level
LEVEL
80
60
40
20
Frequency
Std. Dev = .47

Mean = 1.68
0 N = 100.00
1.00 1.50 2.00
LEVEL
Figure 4.1.6 shows that 32.0% of the students (N: 32) are from Year 5 and 68.0% of
the students (N: 68) are from Year 6 answered the questionnaire.
32
4.2 - SECTION B
ANALYSIS OF SUB-AREAS REGARDING TO SPORTS ACTIVITIES
(ONE SAMPLE T-TEST)
For the data of participation of female students in sports activities, researcher
analyzed all the questions by randomly based on four (4) main sub-areas
shown below:
Table 4.2.1 One-Sample Statistics
Std. Error
N Mean Std. Deviation Mean
Attraction factors of female
students to join sports 100 2.03 .758 .076
activities
Sports activities which
suitable for female students 100 2.2300 .76350 .07635
Spending time for both sports

activities and study 100 2.3000 .78496 .07850
Type of sports activities
which female students like 100 2.4700 .71711 .07171
Table 4.2.2 One-Sample Test
Test Value = 2
95% Confidence
Interval of the
Difference
Sig. (2- Mean
T Df tailed) Difference Lower Upper
Attraction factors of
female students to join .396 99 .693 .03 -.12 .18
sports activities
Sports activities which
suitable for female 3.012 99 .003 .2300 .0785 .3815
students
Spending time for both
sports activities and 3.822 99 .002 .3000 .1442 .4558
study
Type of sports activities
which female students 3.554 99 .002 .3700 .3277 .3123
like
33
Table 4.2.1 and table 4.2.2 show the sub-areas analysis regarding to the
questionnaire distributed. The mean of the type of sports activities which
female student like was the highest that is 2.47 (+0.71). The result shows that
the t-value is 0.396, df is 99 and two-tail significant is 0.693 which the
difference is p>0.05. Second, the mean for spending time for both sports
activities and study is 2.3 (+0.78). The result shows that the t-value is 3.012, df
is 99 and two-tail significant is 0.03 which the difference is p<0.05. Meanwhile,
the mean for sport activities which suitable for female activities is 2.23 (+0.76).
The result shows that the t-value is 3.822, df is 99 and two-tail significant is
0.02 which the difference is p<0.05.The sub-area of mean for the attraction
factors of female students to join sports activities is 2.03 (+0.75). The result
shows that the t-value is 3.554, df is 99 and two-tail significant is 0.02 which
the difference is p<0.05.
34
4.3 ANALYSIS OF SUB-AREAS REGARDING TO RESEARCH
QUESTIONS (ONE SAMPLE T-TEST)
4.3.1 The factors that female students involve in sports activities
Table 4.3.1.1 One-Sample Statistics

Std. Error
Attraction factors of
female students to join 100 2.03 .758 .076
sports activities
Table 4.3.1.2 One-Sample Test
Test Value = 2
95% Confidence
Interval of the
Difference
Sig. (2- Mean
t df tailed) Difference Lower Upper
Attraction
factors of
female
.396 99 .693 .03 -.12 .18
students to
join sports
activities
Table 4.3.1.1 and table 4.3.1.2 show the analysis of factors of female students
involve in sports activities. The mean of the factors is 2.03 (+0.75) and 0.3 of
the mean difference. The result shows that the t-value is 0.396, df is 99 and
two-tail significant is 0.693 which the difference is (p>0.05). There is no
significant different among the factors t = 0.396, p>0.05.
35
Table 4.3.1.3 The factors that female students involve in sports activities
Std. Std. Error

N Mean Deviation Mean
Combination of
several sports
100 2.4000 .75015 .07502
activities makes me
feel more interested
I am able to do things
100 2.2600 .76237 .07624
as well as most other
people
I always think about

the great things that 100 2.6200 .62085 .06208
sports activities bring
me
School should
100 2.7500 .52745 .05275
organize women-only
sports activities
I am easy to like 100 2.1200 .78498 .78250

sports
My schoolwork gets in
100 2.3300 .70779 .07478
the way of my sports
activities
I would only play

100 2.2600 .75307 .07531
sports if the teacher or
coach is a woman
Female students can

have sports activities 100 2.2100 .69698 .06970
together with male
students
Female students
always fussy of the 100 2.4700 .69719 .06972
sports attire they have
to wear
I would choose to
wear my preferred 100 2.5200 .67335 .06733
sports attire if I have
the choice
36
4.3.2 The sports activities which are suitable for the female students
Table 4.3.2.1 One-Sample Statistics
Std. Error
Sports activities
which suitable for 100 2.2300 .76350 .07635
female students
Table 4.3.2.2 One-Sample Test
Test Value = 2
95% Confidence
Interval of the
Difference
Sig. (2- Mean
T df tailed) Difference Lower Upper
Sports
activities
which
3.012 99 .003 .2300 .0785 .3815
suitable for
female
students
Table 4.3.2.1 and table 4.3.2.2 show the analysis of sports activities
which are suitable for female students. The mean of the sports activities is
2.23 (+0.76) and 0.23 of the mean difference. The result shows that the t-
value is 3.012, df is 99 and two-tail significant is 0.03 which the difference is
p<0.05. There is no significant different among the sports activities t = 3.012,
p>0.05.
37
Table 4.3.2.3 The sports activities which are suitable for the female
students
Std.
Std. Error
N Mean Deviation Mean
Sports activities are
not an unwanted
chore or burden for 100 2.1100 .79850 .07985
me
Sports activities are

not suitable for me
because I am not
100 2.2700 .72161 .07216
strong and big
enough
I do not like sports

activities because it is
100 2.6100 .62725 .06272
only suitable for men
I am not embarrassed
to let people know my
100 2.4400 .69435 .06934
opinions
Getting active will

help me look and feel
100 2.6300 .61343 .06123
better about myself
I would teach myself

a new skill, practice
and see how good I 100 2.3300 .70343 .07032
can be
I enjoy playing sports

during Physical
100 2.4200 .73239 .07349
Education period
I am forced to play
sports which I do not 100 2.2100 .74432 .07432
like
38
4.4 INFORMATION ABOUT FEMALE STUDENTS' PARTICIPATION IN
SPORTS ACTIVITIES
Scale: 1 = Disagree, 2 =Neutral, 3 = Agree
1. If a task is difficult it just makes me all the more determined
Table 4.4.1
TASK
Cumulative
Valid disagree 12 10.1 12.0 12.0
neutral 33 27.7 33.0 45.0
agree 55 46.2 55.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.1
TASK
60
50
40
30
20
Frequency
10 Std. Dev = .70

Mean = 2.43
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
TASK
Figure 4.4.1 shows the frequency of participation in sports activities related to a task
which is difficult and makes them all be more determined. 55.0% (N: 55) of students
agreed that the sports activities were difficult tasks while 12.0% (N: 12) of students
disagreed and the rest were neutral.
39
2. I would take part in sports activities even if I did not have to.
Table 4.4.2
JOIN
Cumulative
neutral 37 31.1 37.0 52.0
agree 48 40.3 48.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.2
JOIN
60
50
40
30
20
Frequency
10 Std. Dev = .73

Mean = 2.33
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
JOIN
Figure 4.4.2 shows the frequency of participation in sports activities related to
take part in sports activities even if they did not have to. 48.0% (N: 48) of
students agreed that to take part in the sports activities even if they did not
have to. 15.0% (N: 15) of students disagreed and the rest were neutral.
40
3. Sports activities are not unwanted chore or burden for me
Table 4.4.3
BURDEN
Cumulative
neutral 37 31.1 37.0 63.0
agree 37 31.1 37.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.3
BURDEN
40
30
20
10
Frequency
Std. Dev = .79

Mean = 2.11
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
BURDEN
gender barrier, sports activities are not unwanted chore or burden for them.
37.0% (N: 37) of students agreed that the sports activities ware not unwanted
chore or burden. 26.0% (N: 26) of students disagreed and the rest were
neutral.
41
4. Combination of several sports activities makes me feel more
interested
Table 4.4.4
INTEREST
Cumulative
neutral 28 23.5 28.0 44.0
agree 56 47.1 56.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.4
INTEREST
60
50
40
30
20
Frequency
10 Std. Dev = .75

Mean = 2.40
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
INTEREST
Figure 4.4.4 shows the frequency of participation in sports activities related to attraction
factors, the combination of several recreational activities make students feel more
interested. 56.0% (N: 56) of students agreed that the combination of several sports
activities made students felt more interested. 28.0% (N: 28) of students were in neutral
state and only 16.0% (N: 16) of students disagreed with the combination of several
sports activities.
42
5. I am able to do things as well as most other people
Table 4.4.5
ABLE
Cumulative
neutral 36 30.3 36.0 55.0
agree 45 37.8 45.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.5
ABLE
50
40
30
20
Frequency
10
Std. Dev = .76
Mean = 2.26
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
ABLE
attraction factors, they are able to do things as well as most other people. 45.0%
(N: 45) of students agreed that they were able to do things as well as most other
people made students felt more interest. 36% (N: 36) of students were neutral
while 19.0% (N: 19) of students disagreed.
43
6. It is depend on sports activities to make me feel positive toward
myself.
Table 4.4.6
ATTITUDE
Cumulative
neutral 32 26.9 32.0 48.0
agree 52 43.7 52.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.6
ATTITUDE
60
50
40
30
20
Frequency
10 Std. Dev = .75

Mean = 2.36
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
ATTITUDE
Figure 4.4.6 shows the frequency of participation in sports activities related to the type
of sports activities, it depends on sports activities to make them feel positive toward
themselves. 52.0% (N: 52) of students agreed that it depended on the sports activities
to make them felt positive toward themselves. 16.0% (N: 16) of students disagreed and
the rest were neutral.
44
7. Sports activities are not suitable for me because I am not strong
and big enough.
Table 4.4.7
SUITABLE
Cumulative
Valid Disagree 16 13.4 16.0 16.0
Neutral 41 34.5 41.0 57.0
Agree 43 36.1 43.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.7
SUITABLE
50
40
30
20
Frequency
10
Std. Dev = .72
Mean = 2.27
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
SUITABLE
Figure 4.4.7 reflects the frequency of participation in sports activities and related to
sports activities which are not suitable for them because they are not strong and big
enough. 43.0% (N: 43) of students agreed that the sports activities were not suitable for
them. 16.0% (N: 16) of students disagreed and the rest were neutral.
45
8. My academic assignments prevent me from joining sports
activities
Table 4.4.8
ACADEMIC
Cumulative
neutral 21 17.6 21.0 36.0
agree 64 53.8 64.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.8
ACADEMIC
70
60
50
40
30
20
Frequency
Std. Dev = .75

10
Mean = 2.49
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
ACADEMIC
Figure 4.4.8 reflects the frequency of participation of sports activities related to
academic assignments prevent them from joining sports activities. 64.0% (N: 64) of
students agreed that academic would prevent them from joining sports activities. 15.0%
(N: 15) of students disagreed and the rest were neutral.
46
9. I always think about the great things that sports activities bring
me.
Table 4.4.9
THINGS
Cumulative
neutral 24 20.2 24.0 31.0
agree 69 58.0 69.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.9
THINGS
80
60
40
20
Frequency
Std. Dev = .62

Mean = 2.62
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
THINGS
Figure 4.4.9 reflects the frequency of participation in sports activities related to always
thinking about the great things that sports activities bring them. 69.0% (N: 69) of
students agreed that thinking about the great things that sports activities brought them.
7.0% (N: 7) of students disagreed and the rest were neutral.
47
10. School should organize women-only sports activities.
Table 4.4.10
ORGANIZE
Cumulative
neutral 17 14.3 17.0 21.0
agree 79 66.4 79.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.10
ORGANIZE
100
80
60
40
Frequency
20
Std. Dev = .52
Mean = 2.75
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
ORGANIZE
Figure 4.4.10 reflects the frequency of participation in sports activities related to
organize women-only sports activities. 79.0% (N: 79) students thought school should
organize women-only in sports activities. 4.0% (N: 4) of students disagreed and the
rest were neutral.
48
11. I do not like sports activities because it is only suitable for men.
Table 4.4.11
DISLIKE
Cumulative
neutral 23 19.3 23.0 31.0
agree 69 58.0 69.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.11
DISLIKE
80
60
40
20
Frequency
Std. Dev = .63

Mean = 2.61
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
DISLIKE
Figure 4.4.11 reflects the frequency of participation in sports activities related to the
female students do not like sports activities because it is only suitable for men. 69.0%
(N: 69) of students agreed with the statement while 8.0% (N: 8) of them disagreed.
23.0% (N: 23) of students were neutral with their answers.
49
12. I can usually make my mind up and stick to it.
Table 4.4.12
STICK
Cumulative
neutral 30 25.2 30.0 51.0
agree 49 41.2 49.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.12
STICK
60
50
40
30
20
Frequency
10 Std. Dev = .79

Mean = 2.28
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
STICK
Figure 4.4.12 reflects the frequency of participation in sports activities related to they
can usually make their mind up and stick to it. 49.0% (N: 49) of students agreed
sticking to it. 21.0% (N: 21) of students disagreed and the rest were neutral.
50
13. I am not embarrassed to do type of sports activities do by men.
Table 4.4.13
SHAME
Cumulative
neutral 34 28.6 34.0 45.0
agree 55 46.2 55.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.13
SHAME
60
50
40
30
20
Frequency
10 Std. Dev = .69

Mean = 2.44
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
SHAME
they do not embarrass to do some type of sports activities which are done by
men. 55.0% (N: 55) of students agreed that they did not embarrass to do the
sports activities. 11.0% (N: 11) of students disagreed and the rest were
neutral.
51
14. Time is the thing that currently prevents me from participating in
sports and activities.
Table 4.4.14
TIME
Cumulative
neutral 24 20.2 24.0 36.0
agree 64 53.8 64.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.14
TIME
70
60
50
40
30
20
Frequency
Std. Dev = .70

10
Mean = 2.52
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
TIME
the time spent, which time is the thing that currently prevents them from
participating in sports activities. 64.0% (N: 64) of students agreed that time
was the thing that currently prevented them from participating the activities.
52
15. I prefer those activities in sports programs which do not make me
tired and sweaty.
Table 4.4.15
TIRED
Cumulative
neutral 24 20.2 24.0 34.0
agree 66 55.5 66.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.15
TIRED
70
60
50
40
30
20
Frequency
Std. Dev = .67

10
Mean = 2.56
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
TIRED
Figure 4.4.15 reflects the frequency of participation in sports activities related to those
activities in sports programs which do not make them tired and sweaty. 66.0% (N: 66)
of students agreed those activities in sports programs made them tired and sweaty.
53
16. I like to do easy sports activities.
Table 4.4.16
EASY
Cumulative
neutral 38 31.9 38.0 63.0
agree 37 31.1 37.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.16
EASY
40
30
20
10
Frequency
Std. Dev = .78

Mean = 2.12
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
EASY
Figure 4.4.16 shows the frequency of participation in sports activities related to they
like to do easy sports activities. 37.0% (N: 37) of students agreed that they like to do
easy sports activities. 25.0% (N: 25) of students disagreed and the rest were neutral.
54
17. I do not go to school to do sports activities, but to learn more
important subjects.
Table 4.4.17
SUBJECTS
Cumulative
neutral 13 10.9 13.0 17.0
agree 83 69.7 83.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.17
SUBJECTS
100
80
60
40
Frequency
20
Std. Dev = .50
Mean = 2.79
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
SUBJECTS
do not to go to school to do sports activities, but to learn more important subjects.
83.0% (N: 83) of students agreed that they went to school to learn more important
subjects and not to do sports activities. 4.0% (N: 4) disagreed while the rest were
neutral.
55
18. I find the sports activities more masculine than feminism.
Table 4.4.18
GENDER
Cumulative
neutral 23 19.3 23.0 63.0
agree 37 31.1 37.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.18
GENDER
50
40
30
20
Frequency
10
Std. Dev = .88
Mean = 1.97
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
GENDER
Figure 4.4.18 reflects the frequency of participation in sports activities related to find
the sports activities more masculine than feminism. 37.0% (N: 37) of students agreed
that the sports activities were more masculine than feminism while 40.0% (N: 40) of
students disagreed and the rest were neutral.
56
19. Getting active will help me look and feel better about myself.
Table 4.4.19
ACTIVE
Cumulative
neutral 23 19.3 23.0 30.0
agree 70 58.8 70.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.19
ACTIVE
80
60
40
20
Frequency
Std. Dev = .61

Mean = 2.63
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
ACTIVE
Figure 4.4.19 reflects the frequency of participation in sports activities related to get
active will help them look and feel better about themselves. 70.0% (N: 70) of students
agreed that getting active will help them look and feel better. 23.0% (N: 23) of students
were neutral and 7.0% (N: 7) of them disagreed.
57
20. My schoolwork gets in the way of my sports activities.
Table 4.4.20
HOMEWORK
Cumulative
neutral 41 34.5 41.0 54.0
agree 46 38.7 46.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.20
HOMEWORK
50
40
30
20
Frequency
10
Std. Dev = .70
Mean = 2.33
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
HOMEWORK
their schoolwork gets in the way of their sports activities. 46.0% (N: 46) of
students agreed that their schoolwork gets in the way of their sports activities.
58
21. Sports activities consume a lot of time
Table 4.4.21
TIME
Cumulative
neutral 24 20.2 24.0 36.0
agree 64 53.8 64.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.21
PERIOD
70
60
50
40
30
20
Frequency
Std. Dev = .70

10
Mean = 2.52
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
PERIOD
the recreational activities consume a lot of time. 64.0% (N: 64) of students
agreed that the recreational activities consumed a lot of time. 12.0% (N: 12) of
students disagreed and the rest were neutral.
59
22. I like sport activity which is challenging
Table 4.4.22
HARDER
Cumulative
neutral 44 37.0 44.0 64.0
agree 36 30.3 36.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.22
HARDER
50
40
30
20
Frequency
10
Std. Dev = .73
Mean = 2.16
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
HARDER
they like sports activities which are challenging. 36.0% (N: 36) of students
agreed that they liked sports activities which were challenging. 20.0% (N: 20)
of students disagreed and the rest were neutral.
60
23. I would teach myself a new skill, practice and see how good I can
be
Table 4.4.23
PRACTICE
Cumulative
neutral 41 34.5 41.0 54.0
agree 46 38.7 46.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.23
PRACTICE
50
40
30
20
Frequency
10
Std. Dev = .70
Mean = 2.33
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
PRACTICE
the students will teach themselves a new skill, practice and see how good they
can be. 46.0% (N: 46) of students agreed that they would teach themselves a
new skill, practice and how good they could be while 13.0% (N: 13) of students
did not agree and the rest were neutral.
61
24. I enjoy playing sports during Physical Education period.
Table 4.4.24
ENJOY
Cumulative
neutral 30 25.2 30.0 44.0
agree 56 47.1 56.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.24
ENJOY
60
50
40
30
20
Frequency
10 Std. Dev = .73

Mean = 2.42
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
ENJOY
Figure 4.4.24 reflects the frequency of participation in sports activities related to enjoy
playing sports during Physical Education period.56.0% (N: 56) of students agreed that
they enjoyed playing sports during Physical Education period. 30.0% (N: 30) of
students were neutral and 14.0% (N: 14) of them disagreed.
62
25. Female students like sports to keep themselves fit and
healthy.
Table 4.4.25
HEALTHY
Cumulative
neutral 33 27.7 33.0 49.0
agree 51 42.9 51.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.25
HEALTHY
60
50
40
30
20
Frequency
10 Std. Dev = .74

Mean = 2.35
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
HEALTHY
like sports to keep themselves fit and healthy.. 51.0% (N: 51) of students agreed that
sports kept themselves fit and healthy. 33.0% (N: 33) of students were neutral and
16.0% (N: 16) of them disagreed.
63
26. I would only play sports if the teacher or coach is a
woman.
Table 4.4.26
TEACHER OR COACH
Cumulative
neutral 38 31.9 38.0 56.0
agree 44 37.0 44.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.26
COACH
50
40
30
20
Frequency
10
Std. Dev = .75
Mean = 2.26
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
COACH
Figure 4.4.26 reflects the frequency of participation in sports activities related
to play sports if the teacher or coach is a woman. 44.0% (N: 44) of students
agreed that would only play sports if the teacher or coach was a woman.
38.0% (N: 38) of students were neutral and 18.0% (N: 18) of them disagreed.
64
27. Female students can have sports activities together with
male students.
Table 4.4.27
TOGETHER WITH MALE
Cumulative
neutral 49 41.2 49.0 64.0
agree 36 30.3 36.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.27
TOGETHER
60
50
40
30
20
Frequency
10 Std. Dev = .69

Mean = 2.21
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
TOGETHER
to female students can have sports activities together with male students.
36.0% (N: 36) of students agreed that they could have sports activities
together with male students. 49.0% (N: 49) of students were neutral and
15.0% (N: 15) of them disagreed.
65
28. I am forced to play sports which I do not like.
Table 4.4.28
FORCED
Cumulative
neutral 41 34.5 41.0 60.0
agree 40 33.6 40.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.28
FORCED
50
40
30
20
Frequency
10
Std. Dev = .74
Mean = 2.21
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
FORCED
to be forced to play sports which they do not like. 40.0% (N: 40) of students
agreed they were forced to play sports which they did not like. 41.0% (N: 41)
of students were neutral and 19.0% (N: 19) of them disagreed.
66
29. Female students always fussy of the sports attire they have to
wear
Table 4.4.29
FUSSY
Cumulative
neutral 31 26.1 31.0 42.0
agree 58 48.7 58.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.29
FUSSY
70
60
50
40
30
20
Frequency
Std. Dev = .69

10
Mean = 2.47
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
FUSSY
Figure 4.4.29 reflects the frequency of participation in sports activities related to female
students always fussy of the sports attire they have to wear. 58.0% (N: 58) of students
agreed that they were always fussy of the sports attire they had to wear. 31.0% (N: 31)
of students were neutral and 11.0% (N: 11) of them disagreed.
67
30. I would choose to wear my preferred sports attire if I have the
choice
Table 4.4.30
SPORT ATTIRE
Cumulative
neutral 28 23.5 28.0 38.0
agree 62 52.1 62.0 100.0
Total 100 84.0 100.0
Total 119 100.0
Figure 4.4.30
ATTIRE
70
60
50
40
30
20
Frequency
Std. Dev = .67

10
Mean = 2.52
0 N = 100.00
1.00 1.50 2.00 2.50 3.00
ATTIRE
Figure 4.4.30 reflects the frequency of participation in sports activities related to choose
to wear their preferred sports attire if they have the choice. 62.0% (N: 62) of students
agreed that would choose to wear they preferred sports attire if they had the choice.
28.0% (N: 28) of students were neutral and 10.0% (N: 10) of them disagreed.
68
CHAPTER 5
DISCUSSION
5.0 INTRODUCTION
This chapter will provide a discussion of data that had been collected by the
researcher. The discussion will begin with an overview of the overall female students’
participation in sports activities and will continue with all sub-areas that linked with
those factors.
5.1 FACTORS THAT FEMALE STUDENTS INVOLVE IN THE
SPORTS ACTIVITIES
An analysis was made for sub-area of participation in sports activities in interpretation
of factors that female students involve in the sports activities. Table 4.4.4 obtained
56.0% (N: 56) students from this study answering “agree” for statement “Combination
of several recreational activities makes me feel more interested”. It showed that variety
of activities in one session can get students’ participation in sports activities. Table
4.3.1.1 and table 4.3.1.2 show the analysis of factors of female students involve in
sports activities. The mean of the factors is 2.03 (+0.75) and 0.3 of the mean
difference. The result shows that the t-value is 0.396, df is 99 and two-tail significant is
0.693 which the difference is (p>0.05). There is no significant different among the
factors t = 0.396, p>0.05. The variety of activities can avoid student feel bored to do the
same activities for a long period of time (Guthrie, R. S. Costa, M. D. 2004).
5.2 SPORTS ACTIVITES WHICH ARE SUITABLE FOR FEMALE
STUDENTS
The same result showed for sub-area interest toward recreational activity in
interpretation of sports activities which are suitable for female students. Table 4.4.11
69
has been categorized positive whereby 69.0% (N: 69) students answering “disagree”
for statement “I do not like sports activities because it is only suitable for men”. It was
supported by Hannon and Ratliffe (2006) in their study to increase girls’ participation in
sports activities. Table 4.4.22 also showed that 36.0% (N: 36) students like sports
activities which are challenging. One of the reason is students can feel something that
they never done before and get a new knowledge and experience. Contrary for the
result of the statement “I find the sports activities more masculine than feminism”.
Majority of the students agreed that the statement. It might be certain of sports
activities looking so rough, traditionally sports activities ware monopoly by the man so
most of the activities are based on their level of challenge. Sports and outdoor activities
have been claimed by women as a symbol of empowerment. Table 4.3.2.1 and table
4.3.2.2 show the analysis of sports activities which are suitable for female students.
The mean of the sports activities is 2.23 (+0.76) and 0.23 of the mean difference. The
result shows that the t-value is 3.012, df is 99 and two-tail significant is 0.03 which the
difference is p<0.05. There is no significant different among the sports activities t =
3.012, p>0.05. But at the same time, women’s program has been inferior to men’s,
making the women involved feel frustrated and less powerful (Deem, R. 2002).
5.3 SPENDING TIME FOR BOTH SPORTS ACTIVITIES AND STUDY
In addition, the same result also can be observed for sub-area of interest toward
recreational activity related to spending time for both sports activities and study. Table
4.4.14 showed that students have positive participation in sports activities whereby the
finding that 64.0% (N: 64) students agreed that the time was the thing that currently
prevented them from participating in sports activities. The students perceived their
academic assignment prevent from joining the recreational activity. The main
constraint for students’ interest is the lack of time. To alleviate this, they would like to
70
see organized activities specifically designed for students that are promoted well in
advance so that they can schedule it into their busy schedules (Cashmore, E. 2005).
5.4 TYPE OF SPORTS ACTIVITIES THAT FEMALE STUDENTS LIKE
Lastly, the result for sub-area of participation in sports activities in related to types of
recreational activity like to do by women. Table 4.4.13 obtained 55.0% (N: 55)
students from this study answering ‘agree” for statement “I am do not embarrassed to
do type of recreational activity do by men. This is supported by Schmalz and Kerstetter
(2007). More girls participated in masculine sports than girls participated in feminine
sports.
5.5 RECOMMENDATIONS BASED ON RESEARCH FINDINGS
Based on research findings, there are several recommendations can be suggested to
improved students participation in sports activities. The most important way to do that
is to foster high interest participation in sports among students. Even though most of
the student showed interest towards sports activities, some students did not participate
even they have to or pretended to be ill. This problem will be solved if collaboration
between schools, teachers and students exist in order to promote high interest
participation in sports activities among students. All parties should encourage students
to engage sports activities which eventually will contribute good development for the
students. Administrators should play their main role to encourage the students and
promote them to engage in sports activities by organize it out of the students’ schedule.
In addition, each programme must have its own committee to in charge the sports
activities for their single members of the programme. It is to ensure the leisure time of
the students will be fulfilling with the beneficial activity. For the first time, the
participation should be compulsory to make them feel the experienced and gain the
71
knowledge. By the first experience it will make the students feel interest in the sports
activities. They have to manage themselves and their group members to ensure that
activities will be successful.
According to the findings for sub-area of interpretation gender barriers, whereby
the sports activities more masculine than feminism. It can be recommended that variety
of activities should be offered to the female students’ development can offer avenues
for the students to resist social stereotypes.
5.6 RECOMMENDATIONS FOR FUTURE RESEARCH
Based on the findings of this study, additional research is needed in the area of female
students’ participation in sports activities. The insights gathered from this study,
although helpful, are in no way exhaustive. Therefore it is imperative that future
research in this area to be continued.
An obvious starting point would be to further investigate is to increase the sample
of this study. Further research can be carried out on every single class in SK Kampong
Bahagia Teluk Intan, Perak as well to get better insights in the area of participation in
sports activities. Otherwise, another recommendation for future research is the
replication of this study with various populations from various locations. More
specifically, female students’ participation in sports activities should continue to be
examined according to school location including other districts and according to student
co-curriculum background.
Another important factor to be considered in the future research is the method
used in obtaining research data that gives substantial impact to research outcome.
Contributing questionnaire is the easiest and fastest way to get information from the
research sample and that can be improved by having more questions to get in depth
survey for the research topic. Besides, researcher may include interview session
72
between students as an additional method to gather more information and get better
insights in this area of participation in sports activities.
Based on the recommendations that have mentioned above, it is hoped that more
local researchers will commit to study in this area and get better insights about it to
make some necessary improvement of sports activities in the future.
5.7 CONCLUSION
From this study, it is indicated that overall female students are participating in sports
activities. Meanwhile, sub area of interpretation sports activities in gender barrier, the
time spend to do sports activities and the attraction factors that make students interest
in sports activities showed positive value.
To conclude, it would appear that this project has been successful in meeting the
objectives set out in the beginning. The research carried out disproved the hypothesis
that sport attire is a contributory factor to female students’ low participation rates. To
improve the project further research is necessary using a larger broader scale to
ensure that this is the case. It could be that the schools involved in this study may be
exceptional cases. The influence of a good teacher or the fact that the schools may
have a good spirit and ethos may have influenced the overall result of this study.
Furthermore in such a piece of research as this it is important to consider the influence
of peer pressure on the results of the primary research. A number of the respondents
may have been influenced by others and feel it necessary to agree in order to ‘fit in’
with the group. In a school it is very likely that this could have been the case.
The conclusions can be drawn from this study offer insight into female students’
participation in sports activities and also factors which contribute to those interests.
Although, this study will contribute to the research area, additional and in-depth
investigations are needed for better finding.
73
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A STUDY OF FEMALE STUDENTS’ PARTICIPATION IN SPORTS ACTIVITIES

IN SK KAMPONG BAHAGIA, TELUK INTAN, PERAK.

MUHAMMAD AKBAR BIN ZAHIDI

FACULTY OF SPORTS SCIENCE AND RECREATION

UNIVERSITI TEKNOLOGI MARA

SHAH ALAM, SELANGOR DARUL EHSAN

Sports Science and Recreation for any blame as a result of my work.

my information have been specifically acknowledged.

MUHAMMAD AKBAR BIN ZAHIDI

This research seeks to investigate the participation of female students in sports

students of Year 5 and 70 students using convenience sampling at SK Kampong

significant differences p>0.05. It is recommended that respondents should be added

sports is lower than boys.

advantages of getting involve in the sports programs.

them to be in the good condition of health to do the challenges activity. To be active in

behind their interest toward the sports activities.

1.1 BACKGROUND OF THE STUDY

sometimes has been different from men or boys.

participating in sport. Women of Islam are represented as oppressed and unable to

modest clothing by covering the arms and legs.

activity in this society.

1.1.1 Participation and health

1.1.2 Muslim women’s attitudes towards sports and physical

education in Muslim countries has provided some interesting findings. A study in

value in increasing leadership proficiency. However, with regard to parental influence, it

ethnic backgrounds from participating in sport. For example, research conducted by

in participating in sport as it challenged the boundaries of femininity and cultural identity

1.2 PROBLEM STATEMENTS

education teacher at SK Kampong Bahagia in October 2009, A Study of Female

had been forced by teachers in school.

in any sports activities if the activities gave a burden to them.

According to Waldron, J.J (2007), Journal of Physical Education, Recreation and

students do not get any problem to do both of their tasks respectively.

men (Hargreaves, J. 2004).

The purpose of this study:

1.3.1 To determine the factors that female students involve in sports

1.4 RESEARCH QUESTIONS

in the sports activities?

1.5 DEFINITION OF TERMS

young people in projects, policy reviews or ideas to encourage decision-making and

Female can be defined by physical appearance, by chromosome constitution or by

seeks knowledge from professional teachers or from books as the students of an

academy, a college, or a university, a medical student, a hard student. Student is one

Gratton, C. Jones, I. (2004), a school originally meaning is an institution designed to

Most countries have systems of formal education, which is commonly compulsory. In

secondary school for teenagers who have completed primary education.

Haralambos, M. Holborn, M. (2005), sport refers to activities where the physical

requiring commitment and fair play.

1.6 SIGNIFICANCE OF THE STUDY

appropriate conclusions will be drawn. A methodology will be presented explaining

other schools’ students.

get the information from the respondent by answering the questionnaire.

Sports activities for females, whether athletic or otherwise, were to serve as an

educational and constructive force in building qualities of character and citizenship.

Adolescence is a "critical time in women's development" (Jackson, E. 2006, p. 37)

be "like a girl," to "act like a girl," or to "throw like a girl."

tended to accommodate traditional biological assumptions, rather than openly

sport. They were only able to be spectators or outsiders.

women it was acceptable for women to play some sports.

were actively encouraged to participate in some form of sport or exercise, traditional

becoming more equal on policy agendas.

competition occurred and led to a change in educational athletics. General prosperity

influential organizations contributed to an impression that society was beginning to