SPORT PRACTICE, TEACHERS’ EXPECTATIONS AND ACADEMIC ACHIEVEMENTS OF SECONDARY SCHOOL STUDENTS IN SOUTHERN BENIN, NIGERIA

Abstract

Teachers behave differently with their students in the interactions they initiate with them. Interactions which could affect the students and reflect on their academic performance. The objective of this study was to provide a description of the Pygmalion effect from the student‟s point of view and to evaluate the impact of regular exercise on academic achievement of students in the Girls‟ Secondary School of Lokossa. One hundred and five students (52 sportswomen and 53 non-sportswomen) were used for this study. They include all the three experimental classes concerned with the school sport association (SSA) in the school. Data were coded and typed in SPSS spreadsheet. Descriptive statistical tools such as percentage, mean and standard deviation were used. Student‟s t-test and Pearson‟s Chi-square were used for a significance level of 0.05 to test the difference between the academic results of sportswomen and non-sportswomen students respectively for the general average marks of students in the experimental classes, and the success rate of the BEPC (Brevet d‟Etude du Premier Cycle) examination, session of June 2014. The results of this second study conducted in the Girls‟ Secondary School of Lokossa was congruent with the four-steps of the Pygmalion effect. The members of the teaching staff formerly against SSA, now think that this extracurricular activity has no negative impact on academic achievement and initiate similar teaching behaviour with the two groups of students. As for sportswomen students, they are now more confident and motivated regarding the academic activities and are willing to continue training in SSA until they complete their secondary school education. Results of Student‟s t-test for independent samples and Pearson‟s Chi-square have shown significantly similar (p>0.05) school performances between sportswomen and non-sportswomen students. Despite the fact that the present study has failed to show the positive connection between sports activities and academic achievement, what does seem evident is the absence of negative relations between both variables. However, one should recognise that maintaining physical activities, and particularly, a competitive sports during schooling, remains for all, complex. It is necessary to regulate these practices with maximum rigour and organisation to prevent them from being a hindrance to school goals