Untitled

Table of content page
Acknowledgement ------------------------ I
Tables of content------------------------II
List of tables --------------------------V
List of figures -------------------------VI
Acronyms ----------------------------VII
Abstract -----------------------------VIII
CHAPTER ONE
1 Introduction---------------------------1
1.1 Back ground of the study----------------1
1.2 Statement of the problem ---------------2
1.3 Research objective --------------------2
1.3.1 General objective --------------------2
1.3.2 Specific objective --------------------2
1.4 Research questions--------------------2
1.5 Significance of the study ----------------3
1.6 Delimitation of the study-----------------3
1.7 Limitation of the study -----------------3

CHAPTER TWO
2. Literature Review ----------------------4
2.1. The Definition of khat------------------4
2.2. Over view of khat cultivation -------------5
2.3. Expansion of khat cultivation--------------5
2.4. Current status of Khat cultivation----------6
2.5 Impacts of Khat cultivation on environmen-----6
2.6. International Impacts of Khat cultivation------8

2.7. Impacts of Khat cultivation in Ethiopia -------9
2.8. Effects of Chewing Khat----------------9
2.8.1 Social and Economic Effects of Chewing Khat-10
2.8.1.1 Social Effects of chewing Khat---------10
2.8.1.2 Economic Effects of Chewing Khat-------10
2.8.2 The Harms of Khat to Individual Users------11
2.8.2.1 Drug specific mortality---------------12
2.8.2.2 Drug-related mortality---------------12
2.8.2.3 Liver damage---------------------12
2.8.2.4 Cardiovascular diseases--------------12
2.8.2.5 Cancers ------------------------13
2.8.2.6 Drug-specific damage---------------14
2.8.2.7. Drug-related damage---------------14
2.8.2.8 Dependence----------------------15
2.8.2.9 Loss of relationships----------------15
2.8.3 The Harms of Khat to Others-----------16
2.8.3.1 Fetal harm-----------------------16
2.8.3.2 Crime--------------------------16
CHAPTER THREE
3. Research Design and Methodology-----------18
3.1. Description of the study area -----------18
3.1.1 Location-------------------------3.1.2 Climate-------------------------18
3.1.2.1 Temperatures---------------------20
3.1.2.2 Rainfall -----------------------20
3.2 Sampling Design -------------------20
3.3. Sample size determination-------------21
3.4. Method of data collection-------------21
3.5 Sampling procedures-----------------21
3.5.1. Questionnaire--------------------22
3.5.2 Interview Guides------------------22
3.6. Methods of Data analysis ------------22

CHAPTER FOUR
4. Result and Discussion
4.1. Back ground of the respondents----------23
4.2. Age of respondents------------------23
4.3. Marital statuses of respondents---------- 24
4.4. Religion of respondents----------------24
4.5. Educational back ground of the respondents --25
4.6. Number of family of the respondents -------25
4.7. Years of the respondents lived in the area---26
4.8. Khat Cultivation Experience of the Farmers -26
4.9. Khat cultivated land area --------------27
4.10. Years of khat cultivation experience of
farmers-----------------------------------28
4.11. Trends of khat cultivation based on respondent reply in the study
area-------- ------ ----4.12. Comparison of khat cultivation with other crops
in terms of economic value---- --- --29
4.13. Harvesting time per year---------------30
4.14. Expansion farm of land for khat cultivation---31

4.15. Khat and pesticides -----------------32
4.16. Protect a pest that attacks khat---------33
4.17. Fertilizers used for khat cultivation--------33
4.18. Forest declining to expand cultivation-------34

.5 CONCLUSION AND RECOMMENDATION
5.1 Conclusion-------------------------35
5.2 Recommendation---------------------36
References ---------------------------37
Acrimony’s
ACMD - Advisory Council on the Misuse of Drugs
CSA- Central Statistical Agency
EMCDDA - European Monitoring Centre for Drugs and Drug Addiction
HDL -High Density lipoprotein
PTSD -Posttraumatic Stress Disorder
UN - United Nation
UNODC - United Nations Office on Drugs and Crime
WCMC -World Conservation Monitoring Center
WHO -World Health Organization

Abstracts
An investigation of the impact of khat (Catha edulis) cultivation was
carried out in Silti woreda
in 2015/16 in four purposively selected kebeles. (Boze, Yeteker, Asano,
and Senena). The
purpose of the study was to investigate the ecological impact of khat
cultivation in Silti woreda.
In order to accomplish this study objectives were to examine the
current status of Khat
cultivation in selected Kebele of Silti woreda, Analyses the ecological
impact of Khat
cultivation, Identify the problems of chemicals uses for cultivation khat
and to recommend actions to
be taken to improve stakeholders’ engagement in Khat cultivation
through identifying its
negative ecological impact. The research used descriptive method and
data were collected using
questionnaires, interview and document analysis. Data were analyzed

descriptive statistics and
response compared with using ANOVA test for different variables. The
target population of the
study was 1280. From this study uses a sample size of 128
respondents. The survey result has
shown that 107 of the respondents has increased their khat cultivation
land by performing forest
declining, which shows almost all of the respondents have
experienced this action as a means
of expanding agricultural area for khat cultivation. The study indicates
(84%) of the respondents
uses different chemicals to prevent pests which attack khat, Most
farmers uses chemicals like
DDT and other effective chemicals to prevent damage of khat by pests
but as data taken from the
respondents it has its own contribution for ecological and health
impact. Khat cultivation on a
large cover of land created a monoculture of vegetation and destroyed

any other plants.
Therefore, alternative intercropping method should be created with
indigenous plants in the
study area.
infarction. ‘Mild’ chewers were not shown to be at risk, while ‘moderate’ khat
chewers were
shown to be at high risk. Several other papers of varying quality have
suggested higher incidents
of cardiovascular problems amongst khat chewers than non-chewers,
although most are
compromised by their failing to account for confounding risk factors such as
tobacco smoking
(Al-Motarreb, 2002).
2.8.2.5 Cancers
Possible links between khat use and oral and gastrointestinal tract cancers
are difficult to isolate
as poly substance use with tobacco or snuff may be confounding issues
which render conclusions
unreliable (ACMD, 2013). For example, (Gunaid, 1995) found a high
frequency of khat chewing
and water-pipe smoking among-st people in Yemen with tumors’ of the
gastro esophageal
junction or cardiac, but were unable to identify independent effects of khat.
Some studies suggest
that the evidence for khat chewing as a risk factor for oral cancer is limited
and larger controlled
studies needed (Al-Hebshi and Skaug, 2005). Some research has involved
small numbers of
subjects and present circumstantial evidence with confounding issues such
as snuff uses.
However, the World Health Organization (WHO, 2006a) and ACMD (2005)
suggested that there
was growing evidence that oral cancer may be a significant issue related to
khat chewing due the
widespread development of precancerous growths in the mouths of regular
khat chewers. Hassan
et al. (2007) consider the evidence to suggest a possible link between long
term khat use and oral
malignancies. However, in 2013, the ACMD concluded it was not aware of
any robust evidence
relating to increased oral cancer in khat users. El-Wajeh and Thornhill
(2009) reviewed literature
on oral health from the past 20 years, finding chronic tobacco smoking and
alcohol consumption
to be the most important of the known predisposing risk factors for the
development of oral
squalors cell carcinoma in the UK. They conclude that there is insufficient
evidence in the
literature that khat chewing alone is carcinogenic or plays an independent
direct role in the
development of head and neck cancers. Khat chewers showed more genetic
damage in buccal
mucosa cells when compared to non-chewing controls (Kassie, 2001).
Kassie et al. consider risk
of genetic damage (pre-cancerous changes) to be eight times higher in
heavy users of khat (100–
160 g/day) than background level. The study accounts for alcohol and
tobacco use and suggests
that the risk for cancer in heavy khat chewers is similar to that of heavy
smokers who consume
alcohol regularly. Other studies have also found khat to be associated with
free radical
production (Al-Akwa, 2009)
2.8.2.6 Drug-specific damage
The literature lists several adverse effects considered to be associated with
khat use, such as
blood vessel constriction, prolonged malnutrition, gastritis, duodenal ulcer
formation, increased
blood pressure, stomatitis, oesophagitis, apoptosis and mitochondrial
damage, cytotoxic effects
on kidneys, keratotic lesions in the mouth, cerebral hemorrhage, pulmonary
oedema, tachypnoea,
bronchitis, polydipsia, dental caries, periodontal disease, chronic gastritis,
constipation,
hemorrhoids and paralytic ileus. (Al-Habori, 2005). However, the scientific
evidence for many of
these adverse effects is ‘inadequate’ and evidence is often equivocal or
contradictory (Al-Hebshi
and Skaug, 2005). Some pre-clinical studies used dose levels considered
unrealistic for daily
human consumption (Al-Habori, 2002). There is evidence relating to
damage caused to male
fertility, for example reduced semen volume, sperm count, sperm motility,
motility index and
percentage of normal spermatozoa (Mwenda, 2003), although evidence
relating to this and male
sexual function is mixed (Al-Hebshi and Skaug, 2005). There are calls for
more case-control
studies to ascertain the role of khat in cardiomyopathy, vascular disease
such as cerebrovascular
ischemia and thromboembolism, diabetes, sexual function, duodenal ulcer
and hepatitis (Al-
Motarreb, 2010; Al Suwaidi, 2013).
2.8.2.7. Drug-related damage.
There is an increased prevalence of respiratory problems reported amongst
male khat users,
which may be attributable to tobacco use (ACMD, 2013; Kennedy et al.,
1983). A Khat Research
Program is currently undertaking research into khat tobacco relationships so
that these issues and
potential additive effects can be better understood (Al’Absi and Grabowski,
2012). High levels
of sugar may be consumed through fizzy drinks and tea to counter the bitter
taste of the khat
leaves during a chewing session. However, no evidence demonstrates
harms caused indirectly by
khat in this manner, but fears over increased risk of tooth decay and
developing diabetes are
cited (Douglas, 2011). Evidence relating to diabetes and dental health
amongst khat chewers is
inconclusive (Al-Motarreb, 2010)
2.8.2.8 Dependence
Physical dependence on khat may be considered in terms of withdrawal
effects or the
development of tolerance, whilst psychological dependence relates to
craving and compulsive
use (Kassim et al., 2010). The WHO considered data regarding the
dependence potential of khat
to be inconsistent, but dependence potential is largely considered to be mild
and associated with
daily khat consumption (WHO, 2006b) As it takes over two hours for
maximal plasma
concentrations of cathinone and cathine to be reached, many consider khat
to have less
reinforcing properties than other stimulants such as cocaine and
amphetamine (ACMD, 2005).
One study found the effects of khat chewing on increased blood pressure,
heart rate, and body
temperature to be lesser amongst habitual users than native users
suggesting the potential to
develop a degree of tolerance to the sympathetic activation induced by khat
(Nencini, 1984). The
physical limits on the amount of khat that can be chewed are proposed as
an explanation for the
lack of evidence of tolerance to khat (Al-Hebshi and Skaug, 2005). To stop
chewing khat one
would not only suffer the minor physical withdrawal symptoms but also, and
more importantly,
miss out of the companionship, friendship, information and social networks
that are part of
chewing practices. As such, from the perspective of consumers, the most
severe withdrawal
symptoms should be understood as socially defined, that is as the
experience of being deprived
of social networks and companionship. (Hansen, 2010: 593)
2.8.2.9 Loss of relationships
Evidence relating to links between khat and loss of relationships has been
generated largely
through focus group discussions and interviews during which links are made
anecdotally by
participants. The vast majority of reports pertain to loss of relationships with
a partner or
children, rather than with friends. Indeed, many cite the use of khat as
enhancing relationships
with friends and peers. Whilst most reports relating to loss of relationships
are by women
expressing frustration of absent fathers/partners, occasional reports were
found expressing
similar frustrations towards women who chewed khat. (Dhaifalah and
Santavy, 2004; Khalil,
1997). Due to the familial nature of this harm, it is considered more fully
below under the section
on family adversities.
2.8.3 The Harms of Khat to Others
2.8.3.1 Fetal harm.
Evidence suggests around 40% of women in Yemen chew khat during
pregnancy (Khawaja,
2008). Khat chewing mothers in Yemen were shown to give birth to lower
birth weight babies
than non khat chewers, but there was no increase in stillbirths or congenital
abnormalities of the
babies born to khat chewing mothers (Eriksson, 1991). (Abdul- Ghani, 1987)
study on the foetal
effects of khat established that lower birth weights appeared in both the
habitual and occasional
chewer’s sampled compared to non khat chewers. A dose relationship was
found for boys but not
for girls, such that occasional users gave birth to lighter girls than did
habitual users of khat.
Lower birth weight has been suggested as a result of inhibition of
uteroplacental blood flow
(Mwenda, 2003). Some evidence suggests that the positive economic
impact of the khat industry
has resulted in increased birth weight in khat production areas in Africa
(Seyoum, 1986). No
evidence was found from the UK or other Diasporas populations, but this
finding may suggest
that low birth weight, and its associated risks, could be less relevant in the
UK context. Reports
of teratogenic effects of khat have been shown in rodent experiments, but
no human evidence
supports this (Pennings, 2008). Only one case study was found detailing a
pregnant woman
requiring medical attention following khat use. (Kuczkowski, 2005).
Kristiansson (1987) found
that cathamines are excreted in breast milk and can be detected in the urine
of breast fed babies.
It is not known if this causes harm, but it has led to recommendations in The
Netherlands that
women avoid khat chewing whilst breastfeeding (Pennings, 2008).
2.8.3.2 Crime
Patel (2008) asserts that there does not appear to be any link between khat
use and acquisitive
offending and that this might be attributable to the relatively low cost of a
bundle of khat and the
relatively non addictive nature of the substance. In addition, as khat is legal,
users do not have to
liaise with dealers offering illicit substances (ACMD, 2005). The ACMD
notes that crime rates
detected are particularly low considering the financial status, social situation
and location of
many of the khat using communities (ACMD, 2005). Sharing and lending
amongst the khat
using community may serve to prevent acquisitive offending. khat use was
seen as an activity
that actually prevented people from offending as it is time consuming and
makes them feel
relaxed’ (Yussuf, 2007).
In other areas where khat is uncontrolled, similarly low levels of crime were
associated with khat
use. In Australia, where khat is grown in gardens, trespassing to gather khat
leaves is seen as the
main offence (Douglas, 2012). In the Netherlands, where khat was legal until
recently, low levels
of anti social behavior such as spitting of khat leaves on the street, yelling,
and fighting are
reported. There were no indications of khat trade being related to organized
crime whilst the drug
was legal (Pennings, 2008). In contrast, a 2005 Swedish investigation
(where khat is illegal)
showed that the trade of khat was related with smuggling of MDMA (3, 4-
methylenedioxy
methamphetamine), whilst Klein et al. (2012) assert that the prohibition of
khat in Sweden has
created an opportunity for the formation of transnational crime groups and
Somali traders have
reacted to the increase in penalties by diversifying their drug imports into
drugs with a
substantially higher profit margin such as cannabis and cocaine. (Balint,
2009) note an18-month
Drug Enforcement Agency operation in the USA to dismantle an
international smuggling
operation which took 25 tons of khat into the country. Currently, around 50
tons of khat is
legally imported into the UK each week (ACMD, 2013).
CHAPTER ONE
1. Introduction
1.1 Background of the Study
Ethiopia is one of the centers of plant genetic diversity and that its
indigenous forests have been
repositories of biodiversity including microorganisms, fungi, different
wildlife, as well as human
beings (Legalese, 2002). The research revealed that Ethiopia is
endowed with rich fauna and flora
because of its diverse ecological features, which make the country an
important centre of
diversity and endemic (WCMC, 1992).
Ethiopia has the fifth largest flora in Africa. The flora is very
heterogeneous and has a rich
endemic element owing to the diversity in climate, vegetation, and
terrain. It is estimated to
contain between 6,500–7000 species of higher plants, of which about
12% are endemic (Tewolde

Brhane, 1990). Endemism is particularly high in the high mountains
and in the lowland area,
south eastern Ethiopia. However, there is continued exploitation of
natural forests without giving
due consideration to their propagation, domestication and cultivation
has resulted in a vicious
cycle where increased forest destruction has led to increased scarcity
and/or rarity of resources
which in turn have resulted in increased demand and subsequent
further destruction (Leul etal,
2010). If this trend of deforestation continues unabated, there is a great
danger of serious decline
or loss of biodiversity. Since the population is growing at alarming rate
per year, the need for
more arable land to cultivate crops becomes inevitable, further
aggravating the rate of
deforestation and associated land degradation. In the Silti Woreda area
in south central Ethiopia,

khat has rapidly become a major source of income. This has profound
effects on the livelihoods
of the local people as well as on the local environment. From these
points of view, it is vital to
assess Khat cultivation impact in selected Kebele of Silti Woreda, Siltie
Zone, and SNNPRs.
Hence, this study was examining social, economic and ecological
impacts of Khat cultivation in
Silti Woreda.
1.2. Statement of the Problem
Khat production influences the production of other crops, the
distribution of household
incomes (men usually control the khat incomes) and patterns of
settlement. This, in turn,
influences the state of the forest in the area. The khat habit is a
widespread phenomenon which
has in the past years spread to parts of Silti Woreda, Zone, and
Region. Khat is one of the most
lucrative cash crops in East Africa and the horn of Africa. Although the
psychoactive alkaloids
in khat are restricted under international drug conventions,
possession and use of the khat plant
itself is not controlled in many countries. In this highly cultivated area
a new cash crop, khat,
has rapidly become a major source of income. This has profound
effects on the livelihoods of
the local people as well as on the local environment.

 What are the ecological impacts of Khat cultivations?
 What measures can be taken to improve stakeholders' practice in
impact of Khat
cultivation?
 What solutions recommend for management and conservation
problems
impact of Khat
cultivation?
problems?
1.5. Significance of the Study
It is widely recognized that to assess coverage of plants in selected
kebeles of Silti woreda is one
of the best vehicle to improve the coverage of plants in selected
kebeles of Silti woreda. This
study attempts to provide valuable information to decision makers
about the impact of Khat
cultivation in selected kebeles of Silti woreda. Therefore, this study
attempts to compile baseline
information on floristic composition and vegetation structure in
relation to environmental factors
of the Silti Woreda. This study may be important in various ways

useful for Silti woreda to
improve the coverage of plants in selected kebeles of Silti woreda and
this was helps planners
and decision makers at various levels to identify the ecological impact
of Khat cultivation in
selected kebeles of Silti woreda. It may also serve as a valuable source
of literature on the subject
studied which strengthen the capacity of practitioners to conduct their
own research.
impact of Khat
cultivation?
problems?
1.5. Significance of the Study
It is widely recognized that to assess coverage of plants in selected
kebeles of Silti woreda is one
of the best vehicle to improve the coverage of plants in selected
kebeles of Silti woreda. This
study attempts to provide valuable information to decision makers
about the impact of Khat
cultivation in selected kebeles of Silti woreda. Therefore, this study
attempts to compile baseline
information on floristic composition and vegetation structure in
relation to environmental factors
of the Silti Woreda. This study may be important in various ways

useful for Silti woreda to
improve the coverage of plants in selected kebeles of Silti woreda and
this was helps planners
and decision makers at various levels to identify the ecological impact
of Khat cultivation in
selected kebeles of Silti woreda. It may also serve as a valuable source
of literature on the subject
studied which strengthen the capacity of practitioners to conduct their
own research.
1.6 Delimitation of the study
This research delimited to in terms of content and area coverage.
Interims of area converge, the
study is delimited to Silti woreda four kebeles, the study is also
delimited interims of content, It
asses ecological impact of khat cultivation.
1.7. Limitation of the Study
This research would be more effective and valuables if the research
did not face the following

constraints.
 Lack of sufficient available and easily accessible material.
 Lack of sufficient time to conduct the research.
 Lack of sufficient finical support to cover the costs need to conduct
the research
ge and understanding for lifelong participation in society” (MINEPS V, 2013).
The Kenya Youth Development Policy, 2019 emphasizes the importance of sport
development for promoting better health and wellness among the youth. The policy
thus prioritizes and supports direct involvement of youth in physical activity and
interventions that target them. This is in tandem with the view that promotion of
physically active life is imperative in the early life for the
health development of children and youth including those with disabilities and
special needs.
Physical education and sport are an integral learning area in the holistic
development of a learner. In basic education institutions, it provides an avenue for
learners to be active and learn necessary skills, knowledge and attitudes that lead to
a lifelong active lifestyle. Through P.E
and sport activities and programmers the mental, social and physical well-being of
individuals is improved while creating a healthy and active society.
The history of sports in Kenya stretches way back to the period before the British
rule, through colonialism to post-independent Kenya. Before the advent of
colonization, Kenyans actively involved themselves in traditional sports such as
spear throwing, swimming, running and wrestling and others which were mainly
confined within various indigenous communities.
Formal education was introduced in Kenya during the British colonial rule. During
this period, modern forms of sports and games were introduced in the country. The
main objective of teaching P.E in this period was to develop the learners’ character
by instilling virtues of Ministry of Education:
Physical Education and Sport Policy For Basic Education2 obedience, discipline,
and submission to authority, which were important in entrenching the colonial rule.
After independence, the country embarked on various education reforms which
have adversely affected the teaching and learning of P.E and sport among other
subjects in Kenya.
1
2.3. The importance physical education and
sport in the society
In the present age, physical education and sports are an essential part of education. It
directly contributes to the development of physical fitness and fitness. It also helps
to make young people aware of how to live a physically active lifestyle. Healthy and
physically active youth will be academically motivated, attentive, and hopeful.
We can also say that physical education and sports are only for the main curriculum
of the school. It is the only program that offers young people the
opportunity to learn motor skills, increase mental and physical fitness, Benefits from
physical activity such as disease prevention, safety and injury prevention, reduction
of morbidity and premature death, Go-go Rang sang Research Journal UGC Care
Group I Journal ISSN : 2347-7180 Vol-9 Issue-3 Sept - Dec 2019
and increased mental health. Physical education is just one course where young
people learn about all the benefits gained from being physically active as well as the
skills and knowledge to incorporate safe, satisfying physical activity into their lives,
in addition to how they can interact with others.
Schooling sessions should be easy to get from preschool to secondary. The goal is to
deal with a variety of physical activities and to encourage those with disabilities to
take up competitive sports.
Sports programmers did not emerged automatically. They were sponsored and
patronized by administrator’s rules kinds and leaders. History of many states in
India reveals that institutions which promoted freedom struggle and freedom
fighters are primarily responsible for influencing the society
2
2.4. Educational values co-circular physical
activity
We get it – high school can be tough. Maybe you’re busy getting ahead, or maybe
you’re busy just trying to keep up. It’s understandable if you feel you need to focus
on academics. But the truth is, if you’re always working, you could be missing out
on something equally as important. Co-curricular activities fuel your learning by
stimulating creative thought, improving your social and organizational skills,
developing your interests and talents, and offering you the chance to switch off and
do something you really enjoy. So, if we’ve captured your imagination, here are our
picks for the top benefits of co-curricular activities in high school
2.4.1. Social skills
It’s easy to forget when you’ve got your nose buried deep in a book, but interacting
with your peers is essential to ensuring your high school experience is as rich as it
can be. Even if you’re not someone who finds social situations easy, joining a
school club is the perfect way to meet like-minded individuals. Having fun with
friends will make your high school experience more enjoyable, and those social
skills will come in handy when you start university or your first job. Never
underestimate the importance of connecting to others – there’s power in building
networks. The friends you make tomorrow could be the ones who support you your
whole life through
3
2.4.2. Improved academic performance
You might worry that participating in co-curricular activities will detract from your
schoolwork, but that isn’t the case. Active participation in an activity you’re
passionate about will improve your brain functioning. You’ll develop your
concentration and time management skills. For example, sports activities will train
you to focus, build stamina, and teach you to keep trying in the face of failure or
difficulty. Students who get involved in other areas of student life are also likely to
have a more positive outlook on school and future study. In short, co-curricular
activities could give you an advantage when it comes to improving your academic
performance.
2.4.3. Stress relief and relaxation
Working on homework, studying for exams, thinking about your future – these
things can all seem overwhelming. Co-curricular activities provide you with the
opportunity to concentrate your efforts somewhere else. For an hour or two, you can
escape whatever it might be that’s stressing you out and relax into something
productive. Theatre or public speaking will build your self-confidence. Sports will
keep you healthy and happy. Discussion or interest groups will increase your sense
of community at school. Gardening, science, technology clubs will all allow you to
build transferable skills while having a good time with friends. Whatever you decide
to do, it’s important to do something that isn’t studying once in a while.
4
2.5. Factors, Which affect females Attitude
toward sport
2.5.1 . Factors related to family
Family plays a very important role in determining the degree of access that Female
students have good education and their level of achievement in the area they are
participated. Kasente (2000) noted that, father can be a player in enhancing girls
access to education and in urban as well as in some rural areas, mother also either
jointly or with the father or singly can influence the decision for a girl to enroll in
school. Thus, there are many family related factors including parental schooling,
house hold responsibilities, family size, parent's educational level and
Background and area of residence, family income and so on.
This can be supported with Rose and Trombone (1999) also reviewed that female
students poor enrollment and participation in school could be related to their life
styles too, that is, most of them do house chores such as: cooking, taking care of
younger brothers and sisters, generally helping their over burdened
mothers.
5
2.6.2. Lack of enough time
Work and study commitments contribute to a lack of time for physical activity for
both male and female students. In addition, to these commitments, female
commonly have responsibility for organizing a household and others with in it. The
support of others with their household to facilitate female participation in physical
activity is a significant enabler as female are often more time poor than men (Ca rig
and Pittman, 2005).
The social construct of gender can mean that male and female do not reach adequate
levels of physical activity due to their roles in paid and unpaid work. This extends to
family commitments that are a barrier to physical activity for female more often
than they are for 10 male. Fourteen percent of Australian female attribute
insufficient time due to family commitments as their main reason for not
participating in sports or physical recreation (Canberra, 2007).
People without at least one child at home were 20 % less likely to be insufficiently‖
active than those, and as female are more commonly the primary careers of children,
they are more likely to be physically in active (Canberra, 2009).
2.7.3. Socio- Cultural influence
Physical activities are influenced by culture and this extends to concerns about
public safety for women from cultural diversity. These concerns often stem from
experiences of social exclusion and marginalization Perception of public safety are
significantly for women whose appearance identifies them as being from certain
Sports and physical activities. Physical activities are usually social events for
children.
6
Similarly, physically active adolescents tend to socialize with friends. Whilst a peer
group can act as powerful enforcer of norms and behaviors for both boys and girls,
there is evidence that they use and view friendships in different ways. Studies
suggest that a key factor in whether girls engage in and sustain physical activities
was whether they had a same-sex friend with whom to participate.
This may, in part, be due to the support structure such shared experiences can offer,
especially during adolescence, when many girls consider reducing their
commitment to physical activities that they are most anxious about being rejected or
excluded from same-sex friendships. For girls, physical activities often become less
important in their lives as they, encouraged by pressure from their peer group to
seek other activities associated with their preferred perceptions of femininity
( Suleiman et al., 2007)
2.7.4. Trends in physical activity over the
lifespan
There is substantial evidence of a decline in physical activity over the lifespan. A

number of international tracking studies have identified adolescence, typically
between 13-18 years, as the period of greatest decline in physical activity in both
males and females over the lifespan (Casper sen, Pereira, & Cur ran, 2000; Kim m
et al., 2000; Telama& Yang, 2000; Van Mechelen,
Twisk, Post, Snel, & Kemper, 2000). However, as there is a lack of data on physical
activity
Levels of children less than 10 years old, trends within childhood are unclear. It is
possible that substantial declines in physical activity in childhood may also be
7
apparent. While female adolescents are generally less active than males, most
notably inactive in vigorous and strengthening activities (Hill, 2002; Hoos, Gerver,
Kester, &Westerterp, 2003; Mo ta
&Esculcas, 2002; Van Mechelen et al., 2000), the differences in rate of decline
between
a gender is unclear.
A review of studies found an average decline of approximately2003; Mota
&Esculcas, 2002; Van Mechelen et al., 2000), the differences in rate of decline
between genders is unclear. A review of studies found an average decline of
approximately7.4% per year
in girls, compared to 2.7% in boys (Sallie, 1993). Although many studies report
rates of decline to be larger in females, a number of studies report significantly
greater declines in males. Three recent studies of boys in the United States, Finland
and Amsterdam found declines of approximately 1.8-3.7% in boys, compared to
1.2-1.3 % in girls (Casper sen et al., 2000; Telama& Yang, 2000; Van Mechelen et
al., 2000).
2.8.5. Declining physical activity throughout
the lifespan
There is some evidence to suggest the decline in physical activity levels has a
biological basis.Studies of a variety of animal species, such as insects, rodents and
monkeys, show a decline in physical activity levels over the lifespan (Ingram,
2000).
While some animal surveys show a linear decline, others find a greater decline at
young ages, similar to human studies (Ingram,2000). These studies suggest that
8
decline in physical activity over the lifespan is at least partially a biological
phenomenon. However, there is substantial evidence which points to a large,
adaptable behavioral component.
Numerous studies have shown that psychology, social and physical environments
are related to physical activity (Sallies, Prochaska, & Taylor, 2000).In essence,
while a decline in physical activity over the human lifespan is somewhat inevitable,
the degree or slope of decline can be altered by intervention
2.9.6. Factors Related to Schools

Schools are the main parts of educational systems, which are considered as a source
of educated people. However, a number of studies indicate that, the participation
and enrollment of female students in school; particularly in the rural areas could be
affected by different school related factors.
As Kasente (2000) examined that, with related to school the total working
environment,
distance to school, teacher attitudes, and teaching practice, gender basis in curricula
and
classroom culture all affect female attainment and persistence in schools
2.10.7. Factors related to teachers

Physical education teachers are basic elements for the development of sport
activities and for enhancing student’s participation in different sport games and
activities. So as far as teachers are concerned, the international Bureau of education
(1993) remarked that, "no one is in any doubt that the chief agent in the process of
educational reform is the teacher."
Therefore in order to implement the teaching learning process, teachers play a
decisive role, which also the same for physical education teachers that, they are a
role model for their own students to enhance the participation level. Posner (1992)
also stated that teachers play crucial role in determining the success or failure of
9
curriculum implementation. Thus the teacher with his or her skill, and experience
attitude is the most important of all determining the success or failure for the
process of teaching and learning with enhancing female students’ participation in it.
PE teacher’s attitude is the basic ground to act in a positive or negative way towards
the participation of female students in handball.
They are very responsible in giving a good lesson for their students in the school.
This is supported by Cooper (1986), that he suggested teacher’s attitude towards
students in every important aspects in helping to improve the development of
their participation levee
2.11.8. Lack of Support from the
Stakeholders
Arguably, all schools need more funding and the educational institutions within
their respective province. When funding is minimized, then resources are hard to
come by (Fraser-Thomas and Baudouin, 2004). Even maintaining equipment is very
expensive. Sometimes, the physical educator must make a decision and play a game
that can accommodate some students with the equipment on hand, no matter its
condition or state of repair. For example, two nets and a soccer ball can allow for
various types of games. The problem is that not all girls enjoy these types of
activities and some would rather experience something else that requires less sport-
based participation and more flow-based movements such as dance, stretching or
running.
Many girls do not like to be forced to play something they do not like because that
is the only
equipment available. For instance, it is possible that a number of girls would love to
jump on an elliptical trainer or a treadmill at times and exercise in the weight room
rather than in the gym, however cost for this 15 equipment is often too much for a
secondary school or Board of
Education (Fraser-Thomas and Baudouin, 2004).
10
With limited equipment and limited facilities, we look for outside activities yet the
elimination of the gym can deter girls from taking physical education and the
limited variety of activities does not keep them interested (O‘Brien, 2007).Similarly,
people with lower socioeconomic status (LSES) are less likely to be physically
active than those with a higher SES. In one Victorian study, 80 percent of women in
the lowest socioeconomic group were physically an active compared with 67
percent of women in the highest socioeconomic group (Cadilhac et al., 2009).
2.12.9. Administration
According to Jacky and Marianne(2007), found that projects sustenance and success
was highly related with principals Students with teachers of positive attitude
towards teaching and curriculum are found to be high-level achievers in learning.
Administrations are one of the human factors that influence implementation
understating the crucial role of school administrations in implementation is
incredibly hard and that successful implementation
generally required a combination of pressure (introducing new idea
2.13.10. Religion
The relationship between sport and religion has been influenced by differing
perceptions of the body, the significance of sporting practices in the expression of
religiosity, as well as the structure of both institutions. Christianity has had the most
pronounced impact on the philosophy of modern sport, though the various Christian
churches have not always regarded sport as a suitable activity for their followers.
The emphasis on the corpus was thought to be at the expense of the spiritual, a
division that remained until the rise of the Muscular Christian movement in the
nineteenth century, which provided a new model of the sport/religion nexus, one
that led to the proliferation of evangelist practices in sport throughout the twentieth
and early twenty first centuries. The popularity of modern sport and the devotion
11
that fans display to their teams has led some to regard sport as a contemporary
religion, one that holds more meaning for their followers than traditional religions;
however, this standpoint has been challenged by those who regard the inherent
natures of sports and religion to be fundamentally different.
Chapter Three
Methods and materials
3.1 Study Area
The study would be conduct at samara secondary and preparatory school, which is
found in samara town. Which is located in asayita administrative zone one and
Samara which is 578 km south west of Addis Ababa, the country's capital city.
Samara which is the capital city of afar located in afar regional state and located
geographically located on 11 degree,47 minute.3second north latitude and
41degree,0020 minute .8secod east longitude (2oo6 lonely planet guide of Ethiopia
description of Samara)
12
3.2. Study Population
The study was to be mainly focused on samara secondary and preparatory school
female student’s .which contains grade 9, grade 10, and grade 11, grade 12
female students.
3.3 Method of data Collection
This study used both primary and secondary sources. The primary source of data
would be collect from questionnaire, which is full with the students, which we get
the original data from primary source, the data collected by preparing
questionnaire for the respondents. And secondary sources the data we get the
number of female students in each grade level from Samara secondary and
preparatory school director’s office.
3.4. Sampling technique
This study was use stratified sampling technique, because stratified random
sampling is applied when the populations are internally (with in-group) are
homogeneous but externally (between groups) are heterogeneous. Those our
population (N) is divides sub population in to four-sub population, those are
samara secondary and preparatory schools include-grade nine, grade ten, grade
eleven, grade twelve.
13
3.5. Study design
In this study a cross -sectional survey would use since the study select a cross
section (sample) of a population at a single point in time, and it is usually the
simplest &least costly alternative.
Table 1 Number of female students in the class

no Grade A B C D E total
1 Stratum 1 32 34 30 28 26 150
9
2 Stratum2 15 20 18 24 23 100
10
3 Stratum3 25 28 32 20 25 130
11
4 Stratum 4 20 28 32 20 100
12
480
3.6. Sample size Determination
Sample size determination is the act of choosing the number of observations to

include in a statistical sample. The sample size is an important feature of any
empirical study in which the goal is to make inferences about a population from a
sample. Also Sample size determination is important because of taking too large
sample is waste of time, money & effort, however, too small sample reduces the
use fullness of the results to generalize. The sample size determines from N total
population (Hosmer-Lemeshow). a study may be divided into different
group(William G.Cochran,1977).
In order to have an optimum sample size we use stratified random sampling
technique as follow:
To find sample size that will be needed for the study take 95% confidence interval,
14
The marginal of error is the range of values below and above the sample statistic in
a confidence interval. Take margin of error (degree of precision) 8% and take a
proportion (p) 0.56 to maximize participants (t II-Steps in Pilot survey
First, we must have a series of questions or variables and decide the sample size of
pilot survey, then select some questions, from the questions we select three
questions that are most interesting and are common.
· Deiced pilot survey size based on our time, cost and the placement we need.
· Distribute these six questions to the respondents randomly and collect the required
data.
· Analyze the parameters that we want to estimate the total sample size.
III-Result of Pilot survey

We are conducted the pilot survey to determine a sample size and to check whether
the attitudes females towards sport is good or not good. We select three main
questions that are answers for the samara secondary and preparatory school female
students on Samara secondary and preparatory school from the prepared
questionnaires and distribute for 16 students.
Sex Response
N
Yes o
female 9 7
^p= 0.56, q^ = 0.44, α= 0.05
Maximum the sample size).then
zα/2=z0.025=1.96, p=0.56, q=0.44, d=0.08(from pilot study)

p ∗ q ∗ ( Zα /2 )2
n 0= 2
d
Where:
N=total population of target population.
Nh = total population of each strata.
d= marginal error.
n=the optimum or normal sample size.
15
no = the initial sample size.
P=population proportion of Samara secondary and preparatory school female
students those attitude is good
q=population proportion of samara secondary and preparatory female students
those attitude is not good
Zα/2=confidence level.
1.962 ∗ 0.56 ∗0.44

n0 = 2 = 144
(0.08)
n0
When n0/N is greater than 0.05 we use the formula = n0
1+
N
But n0/N=144/480=0.3 which is greater than 0.05 thus
n0
n= n =144/1+144/480 = 110
1+ 0
N
Unless n0/N is less than 0.05

We use
n=no
Proportion allocation is determined by:
nh = ( NℎN ) n
3.7. Proportional allocation formula
In this study the researcher would use grade nine up to grade twelve female students
in Samara secondary and preparatory schools to find sample size of i th female
student proportional to sample size formula is more appropriate in finding of the
sample size of each female student. That is follow below
ni= (Nh/N)*n h =1, 2,3….5

Where N1=total number of female students in grade 9
16
N2=total number of female students in grade 10
N3=total number of female students in grade 11
N4 =total number of females in grade 12
Therefore by using the above proportional formula

n1= (N1/N)*n =150/480*110=34
n2= (N2/N)*n=100/480*110=23
n3 = (N3/N)*n=130/480*110=30
n4 = (N4/N)*n=100/480*110=23
Where N =N1+N2+N3+N4
N=150+100+130+100=480
n =n1+n2+n3+n4
n=34+23+30+23=110
No Grade Total population Sample size
1 Stratum1 150 34
9
2 Stratum 2 100 23
10
3 Stratum3 130 30
11
4 Stratum4 100 23
12
Total 480 110
17
3.8. Study variables
The most important variables that will use in analyzing the research are
There are two variables in this study.
Dependent Variable is:-attitudes of females towards sport in samara secondary and

preparatory schools.
Independent Variables are:-
 Lack of enough time

 Sociocultural influence
 Trend in physical activity
 Decline in physical activety
 Factor related to teacher
 Factor related to schools
 Administration of schools
 Religion of students
 Lack of Support from the Stakeholders
 Lack of financial support from family
18
3.9. Method of data analysis
3.9.1. Method of statistical analysis
A method of data analysis used for any study depends on the nature of the variables
incorporated in the study and objective of the research. In this study the data would
be analyze by using descriptive statistics such as frequencies table and bar chart. In
addition inferential statistics which includes chi-square test of independence
3.9.2. Descriptive statistics
Descriptive statistics is a collection, organization, summarization and presentation

of data in meaningful Forms by using tables, charts and graphs it may be computed
by the measure of variation (range, variation, maximum, minimum, etc.)
3.9.3. Inferential statistic
Inferential statistics is statistical method deals with making inference or conclusion

about population based on data obtained from a limited number of observations that
come from population. Inferential statistics of estimation and hypothesis testing. By
statistical inference, one generally means the making of some generalization
(conclusion) about the characteristic of the entire population based on sample result
in other word by taking fraction a scientifically selected population one could make
statement concern over all characteristics of entire population.
The researcher would use a chi-square test of in-dependency whether there is an
association between variables or not.
19
3.9.4. Chi-square test
Chi-square test is a method of analysis for data obtained from categorical variables.
The data was in the form of counts. Chi-square test for the form of association
(independence) in two ways classification use this procedure to test if the
probability of items or subjects being classified for one variable depends up on the
classification of the other variables.
. The test statistics is given by
X2= with (n-1) (m-1) = degree of freedom
Where: X2=chi-square
Oij =observed frequency
Eij=the corresponding expected frequency.
n=number of rows
m=number of column
Assumptions of Chi-Square
• All individuals’ observation in the sample should be independent.
• The sample must draw from the population investigation.
• The data should be expressed in original unit rather than in

percentage or ratio.
• Each data entry will be containing at least five individual

observations.
20
3.9.5. Logistic regression
Logistic regression is used when the dependent variable or the response variable is
qualitative in nature or categorical. Qualitative response variable are either binary
(dichotomous variable) or multiple category. Binomial or binary logistic regression
is the form of regression which is used when the dependent variable is dichotomous
and the independent variables are of any type. Multinomial regression can handle
the case of dependent variables with more than two classes. Logistic regression can
be used to predict a dependent variable on the bases of count and (categorical
independent variables) and to determine the percent of variance in the dependent
variable explained by the independents; to rank the relative importance of
independent variables; to assess the interaction effect and to understand the impact
covariance control variables. Logistic regression models are special cases of
generalized liner models (GLMS) for binary data. The regression model when the
dependent variable is quantitative our aim (objective) is to estimate the expected or
(mean), value given the values of the regresses. E (y i/X1i… XKi).but in logistic
regression our objective is to find the probability of something happening
(probability of success).logistic regression is used in various fields.
3.9.6 Binary Logistic regression
Binary Logistic regression is a variation of ordinary regression which is used when

the dependent (response) variable is dichotomous variable (i.e. it takes only two
values, which usually represent the occurrence and non- occurrence, or success or
failure, or satisfy or dissatisfy of some outcome events usually coded as 0 or 1) and
the independent (input) variables are continuous, categorical or both.
Unlike ordinal linear regression, logistic regression does not assume that the
relationship between the independent variables and the dependent variable is a
21
linear one. Nor it assumes that the dependent variable or the error terms are
distributed normally.
Binary logistic regression has also been used to classify observations into one of
two categories, and it may give fewer classification errors than discriminates
analysis for some case.
3.9.7 Model of logistic regression
One of the statistical techniques for this study is binary logistic regressions and
model for logistic regression is as follow:
Where π is the conditional probability of the form
Logit[]=log[]= of the form p(y=1/x1……xp)
That is it is assume that “success” is more or less likely depending on combination

of value of the predictor variables. The log odds, as defined above is also known as
the log it transformation of p and the analytical approach described here is
sometimes known as log it analysis.
Recall that the odds for a group is
Odds = now the odds for another group would also be for that group
the odds and the legit is related as follows:
Log (odds) =Logic (p) =Ln ( )
22
• Where: P-the probability of success (job satisfaction)
• 1-p =the probability of failure (unsatisfactory)
• Xj=are independent variables which are in this study
• Βj=coefficients of independent variables
• The ratio of probability success to probability of failure was (p/1-p) is

odd ratio of success.
• Exp (βj) where j=0, 1, 2…, is a factor by which the odds of occurrence
of success change by a unit increase in the jth independent variables. If
L=ln (p/1-p), is positive, it means that the value of the regresses (s)
increase the odds that the regressed equals 1 (meaning some event of
interest happens) increase. If Ln is negative, the odds that the regress
and equals 1 decrease as the value of x increases.
THE ASSUMPTION IN LOGISTIC REGRESSION TO BE USED IS
• Logistic regression does not assume a linear relationship between the

dependent and independent variable.
• The dependent variable need not be normally distributed (but does

not assume) its distribution is within the range of the exponential as
normal, Poisson, binomial and gamma.
• Normally distribution error terms are not assumed
• The dependent variables need not be homosexuality for each level of
independent variables that is there is no homogeneity of variance
23
assumption.
• Logistic regression does not require that the independent variables to
be continuous.
• Logistic regression does not require that the independent variables be
unbounded. However, other assumptions still apply meaningful
coding,inclusionofall
relevant variables and exclusion of all irrelevant variables.
• Logistic regression can handle ordinal and nominal data as
independent variables.
• The independent variables do not need to be metric (interval or ratio
scaled).
3.9.8 Model adequacy checking
After estimating the coefficients, there are several steps involved in assessing the
appropriateness, adequacy and usefulness of the model. First the overall goodness of
fit of the model will be tested and finally if, possible, the model is validated by
checking the goodness of fit.
24
3.9.9 Goodness of fit of the Model
The Goodness of the fit or calibration of a model measure shows well the model
describes the response variables. Assessing goodness of fit involves investigating
how close values predicted by the model with that of observed values (Be-wick et
al, 2005).
3.9.10 Likelihood ratio test
All alternative and used approach to testing the significance of a number of

explanatory variables is to use the likelihood ratio test. Likelihood ratio test uses the
ratio of maximized value of likelihood function for the full model (L1) over the
maximized value of the likelihood function for the simpler model (Lo).
The likelihood – ratio test statistic equals.
-2 log ( ) = -2] log (Lo) – log (L1) ……………..(4)
It is compared with a x2 distribution with 1 degree of freedom. This log

transformation the likelihood function yields a chi – square statistic.
3.9.11The Homer–LemeshowTest
The final Measure of model fit is the Homer and lame show goodness- of – fit
statistic, which measures the correspondence between the actual and predicts values
of the dependent variable. The Homers-Lemshow test is a commonly used test for
assessing the goodness of fit a model and allows for any number of explanatory
variables, which may be continuous or categorical. In this case better model fit is
indicated by a smaller difference in the observed and predicted classification (Be
wick et al, 2005).
25
3.9.12 Wald Statistic
The Wald test is a way of testing the significance of particular explanatory variables
in a statistical model. The Wald test describes by polite (1996) and Agresti (1990),
is one of the number of ways of testing weather the parameters associated with a
group of explanatory variables are zero. Wald x 2 statistics will be used to test the
significance of individual coefficients in the model and are calculated as:-
Z= --------------------------------------------- (5)
Each Wald statistic is compared an X2 distribution with 1 degree of freedom. Wald

statistics are easy to calculate but their reliability is particularly for small samples.
The standard error is often inflated, resulting in a lower Wald statistic and therefore
the explanatory variable.
26
Chapter 4
4.RESULT AND DISCUSSION
4.1. Descriptive statistics
The main purpose of this chapter is to analyze the attitude of females towards
sport in samara secondary and preparatory school. Finally, binary logistic
regression model is employed to examine the attitude of female towards sport
with the help of SPSS software.
Table 4.1: summary of descriptive statistics
Count
attitudes of females towards sport Total
in SSAPS
bad good
grade level of student grade9 17a 16a 33
27
grade10 11a 12a 23
grade11 18a 6a 24
grade12 23a 7a 30
Total 69 41 110
 Interpretation: from the above descriptive statics table 110 total number of
female students grade nine 17(51.5%) were said attitudes of females towards
sport is bad and 16(48.5%) said good. And from grade ten 11(47.8%) were
said bad and 12(52.2%) said good .from grade 11 students 18(75.0%)were
said bad and 6(25.0%) said good. from grade 12 female students 23(76.7%)
were said bad and 7(23.3%) said good.

in SSAPS
bad good
strongly agree 5a 2a 7
there is no school related agree 19a 12a 31

factor to do any physical unknown 3a 1a 4
activity disagree 41a 26a 67
strongly dis agree 1a 0a 1
Total 69 41 110
 Interpretation: from the above descriptive table 110 total number
of female students 38 were said there is no any school related
factors to do physical activity. And 19(61.3%) 12(38.7%) were
said there is school related factors. And 4(25%) of female
students had no idea about school related factors. And also
28
41(61.2%) 26(25.0%) of female students said there is school
related factors to do any physical activity.

in SSAPS
Bad good
my physical education
agree 17a 16a 33
teacher motivate me to take
unknown 3a 3a 6
part in sport
disagree 43a 20a 63
Total 69 41 110
.
 Interpretation: from the above descriptive table 110 total number of female
students 6(75.%) 2(25.0%) and 17(5.5%) 16(48.5%) said there is no teacher
related factors and 3(50.0%) 3(50.0%) have no idea about teacher related
factors and the remaining 43(68.3%) 20(31.7%) said there is school related
factors.

in SSAPS
bad good
socio cultural people give me agree 20a 17a 37

moral support to take in unknown 2a 0a 2
sport disagree 34a 17a 51
strongly disagree 2a 5a 7
Total 69 41 110
.
 Interpretation: from the above descriptive table 110 number of female
students 11(84.6%) ,2(15.4%) and 20(54.1%),17(45.9%) said there is no
socio cultural factors to do any physical activity and 2(100.0%) have no idea
about socio cultural factors. And the remaining 34(66.7%) 17(33.3%) and
29
2(28.6%) 5(71.4%) of female students said there is no socio cultural factors
to any physical activity.

in SSAPS
bad good
my femalely helps agree 13a 10a 23

me financially to unknown 7a 3a 10
complicate in sport disagree 48a 27a 75
strongly disagree 0a 1a 1
Total 69 41 110
 Interpretation: from the above descriptive table 110 number of female

students in samara secondary and preparatory school1 (100.0%) 0(0.0%)
said there is family related factors towards attitudes of females towards
sport. And 7(70.0%) 3(30.0%) of female students have no idea about family
related factors. And the other 48(64.0%) 27(36.0%) and 0(0.0%) ,1(100.0%)
said there is no family related factors to wards attitudes of females towards
sport.

in SSAPS
bad good
is there a problem yes 19a 10a 29
towards your sport 50a 31a 81
no
department?
Total 69 41 110
30
 Interpretation: from the above descriptive table 110 number of female
students 19(65.5%),10(34.5%) said there is a problem towards samara
secondary and preparatory school sport departments and
50(61.7%),31(38.3%) of female students said there is no a problem towards
to samara secondary and preparatory school sport department.

in SSAPS
bad good
do you have yes 60a 37a 97
enough time to do 9a 4a 13
any physical no
activity?
Total 69 41 110
.
 INTERPRETATION: from the above descriptive table 110 number of female
students 60(61.2%),37(38.1%) said there is no enough time to do any physical
activity and 9(69.2%),4(30.8%) said there is enough time to do any physical
activity.

in SSAPS
bad good
do you do any regular yes 20a 11a 31
physical activity in 49a 30a 79
no
every week?
Total 69 41 110
.
 Interpretation: from the above descriptive table 110 number of female students
20(64.5%), 11(35.5%) said they do any physical activity in every week. And
49(62.0%),30(38.0%) said they don’t.do any regular physical activity.
31
in SSAPS
bad good
is there environmental yes 48a 20b 68
problem to do any physical 21a 21b 42
no
activity?
Total 69 41 110
 INTERPRETATION: from the above descriptive table 110 number of female

students in samara secondary and preparatory school48 (70.6%) ,20(29.4%)
female students said there is environmental factor to do any physical activity
and 21(50.0%) ,21(50.0) of females said there is no environmental factors to do
any physical activity.
Crosstab
Count
in SSAPS
bad good
is female students yes 62a 37a 99
participate actively 7a 4a 11
drung physical
no
education practical
class?
Total 69 41 110
.
 Interpretation: from the above frequency table 110 number of female students
62(62.6%), 37(37.4%) said they participate actively during physical education
practical class. And 7(63.6%),4(36.4%) of female students said that don.t
participate actively during physical education practical class.
Variables
32
in SSAPS
Bad good
my religion avoid agree 28a 23a 51

me to take in sport unknown 3a 1a 4
dis agree 34a 13a 47
Total 69 41 110
Interpretation: from the a table 110 total number of female students in samara secondary and
preparatory school 4(50.0%)4(50.0%)a and 28 (54.9%) 23(45.1%) of female student said their
religion avoids them to take part in sport.3(75.0%) 1(25.0%) have no idea whether religion avoids
them to take part or not.34(72.3%)13(27.7%) of female students said that their religion not avoid
them to take part in sport.
4.2 inferential statics
Independent Person chi Exact sig(1 Point probability

variable square sided
religion 4.004 0.261 0.11

Family related 2.934 0.569 0.090
factors
Environmental 4.707 0.042 0.016

factor
Grade level 7.99 0.08 0.03

Socio cultural 8.874 0.226 0.45
factor
Lack of enough 0.267 0.425 0.216

time
Lack of interest 0.004 0.948 0.256
33
 Chi-square test
The chi square test is used to find out whether there is an association between row
and column variables and to test the homogeneity that exists between the
independent and dependent variable. We assessed as follow for the independent
variables that either have an association or not to the dependent variables
 Religion of female student
H0: there is no significant association between religion of female student and

attitudes of females towards sport vs.
H1: there is significant association between-religion of female student and
attitudes of females towards sport
Test statistic=0.04, α=0.05,p-value=0.011
Decision rule: we have enough evidence to reject Ho at 5% level of significance

since p-value<α- value (0.011<0.05).
Conclusion: there is significance association between attitudes of female student and
attitudes of females towards sport.
 Trend in physical activity

H0: there is no significant association between regular physical activity and
attitudes of females towards sports.
H1: .there is significant association between regular physical activity and attitudes
of females towards sports.
Decision rule: we have no enough evidence to reject Ho at 5% level of significance

since p-value>α- value (0.059>0.05).
Conclusion: there is no significance association between regular physical activity
and attitude of females towards sport.
 Lack of enough time
H0: there is no significant association between attitudes of females towards sport
and lack of enough time vs.
H1: .there is significant association between attitudes of females towards sport and
lack of enough time.
34
Conclusion: there is significance association between lack of time and attitude of
females towards sport.
 Problems towards sport department
H0: there is no significant association between problems towards sport
department and attitudes of females towards sport vs H1: there is association
between between problem towards sport and attitudes of females towards sport.

since p-value<α- value (0.0167<0.05)
Conclusion: there is association between sport department and attitude towards
sport.
Teacher related factor
H0: there is no significant association between physical education teachers and
attitudes of females towards sport vs.
H1: .there is significant association between physical education teachers and
attitudes of females towards sport .

since p-value<α-value (0.046<0.05).
Conclusion: there is association between physical education teacher and attitudes of
females towards.
 Socio cultural factors

H0: there is no significant association between socio cultural people and attitudes
of females to Crosstab wards sport vs.
H1: there is significant association between socio cultural people and attitudes of
females to war Crosstab ds sport.
Test statistic=9.447, α=0.05, p-value=0.045
35
Conclusion: there is association between socio cultural people and attitude of
females towards sport.
 Regular physical activity
H0: there is no significant association between regular physical activity and
attitudes of females towards sports.
H1: .there is significant association between regular physical activity and attitudes
of females towards sports.

Conclusion: there is no significance association between regular physical activity
and attitude of females towards sport.
 Grade level of female students

H0: there is no significant association between dependent and independent
variables vs.
H1: there is association between dependent and independent variables.

Conclusion: there is association between age of female student attitude towards
sport.
 School related factors

H0: there is no school related factors to do any physical activity in samara
secondary and preparatory school vs.
H1: there is school related factors to do any physical activity in samara secondary
and preparatory school.
Decision rule: we have NO enough evidence to reject Ho at 5% level of significance

since p-value>α- value (0.072<0.05)
36
Conclusion: there is no school related factors in samara secondary and preparatory
school.
 Environmental problem
H0: there is no significant association between attitudes of females towards sport
and environmental factors vs.
H1: .there is significant association between attitudes of females towards sport and
environmental factors.

since p-value<α- value (0.016<0.05).
Conclusion: there is significant association between environmental factor and

4.3 discussions
 In general, from the above descriptive tables the independent variable

religion, environmental problem, grade level, problem towards sport
department, socio cultural factor, teacher related factor have p_ value less
than level of significance and these show that they have direct relationship to
the dependent variable (attitudes of females towards sport). Therefore, those
variables are included in the model. And the independent variables family
related factor, trend in physical activity, lack of interest, school related
factors have p value greater than the level of significant those variables are
not included
37
4.2.Binary logistics regration
Logistic regression model is a popular statistical tool to the probability of a certain

events as function of categorical variables. It is a technique for making predictions
when the dependent variable dichotomous.
Variables in the Equation

B S.E. Wald df Sig. Exp(B)
Step 0 Constant -.521 .197 6.968 1 .008 .594
Interpretation: The overall model in the above table is significance since p value
=0.008 < α- value=0.05.
Omnibus Tests of Model Coefficients

Chi-square df Sig.
Step 22.069 11 .024
Step 1 Block 22.069 11 .024
Model 22.069 11 .024
The Omnibus Tests of Model Coefficients tests that, the model coefficients as a
whole is significant or not and the model is adequately fit or not. The table above
shows that the overall model is significant, since the p value is less than 0.05, which
are highly significant at alpha =0.05. Which shows that the independent variables
predict the dependent variables well and the model was good fit. Omnibus Tests of
Model Coefficients p value=0.043<α=0.05, So that, all the independent variables are
significance, when they are assumed to be included in the model.
Model summery
Model Summary
Step -2 Log likelihood Cox & Snell R Nagelkerke R
Square Square
1 123.218a
.767 ..650
a. Estimation terminated at iteration number 4 because
parameter estimates changed by less than .001.
Interpretation:
The Cox & Snell R2indicates that 76.7% of attitudes of female's towards sport was
explained by the independent variables. In addition to this, Menagerie's R2indicates
38
that 65 % of attitudes of females towards sport was also explained by the
independent variables.
Classification Table
Observed Predicted
attitudes of females towards Percentage
sport in SSAPS Correct
bad good
attitudes of females bad 60 9 87.0

Step 1 towards sport in SSAPS good 21 20 48.0
Overall Percentage 72.7
a. The cut value is .500
 Interpretation: The above Classification shows that this rule allows to correctly
classifying 87.0% of the subjects where the predicted event (attitudes of
females towards sport) was observed. This is known as the sensitivity of
prediction, the P (correct /event did occur), that is, the percentage of
occurrences correctly predicted. We also see that this rule allows us to correctly
classify 48.0 % of the subjects where the predicted event was not observed.
This is known as the specificity of prediction, the P (correct/event did not
occur), i.e. the percentage on occurrence correctly predicted and an overall
success rate of 72.7%.
Hosmer and Lemeshow Test
Step Chi-square df Sig.
1 7.772 8 .456
 Interpretation:
The Homer-Lemeshow tests the null hypothesis those predictions made by the
model fit perfectly with observed group. A good as measured by Hosmer and
Lemeshow test would yield a large p-value
Hypothesis test of Homer-Lemeshow test:
1. H 0: The model is not adequately fit to the data Vs
H 1: The model is adequately fit to the data.
2. Test statistic: α =0.05
3. Decision: we reject the null hypothesis at 5% level of significant, since p-value
greater than α -value (0.456>0.05 )
4. it indicates that the model is good fit.
Variables in the Equation

B S.E. Wald df Sig. Exp(B)
grade -.434 .176 6.069 1 .014 .648
Step 1a
Constant .515 .455 1.285 1 .257 1.674
Step 2 b
grade -.567 .191 8.771 1 .003 .567
environmental 1.240 .455 7.411 1 .006 3.454
problem
39
Constant -.904 .680 1.768 1 .184 .405
grade -.605 .200 9.109 1 .003 .546
religion -.403 .207 3.780 1 .052 .669
Step 3 c
environmental 1.243 .467 7.079 1 .008 3.467
problem
Constant .295 .914 .104 1 .747 1.343
πi
Legit (πi) =log ( ) = 0.295 + 1.243x31 – 0.403x32 - 0.605x21+1.240x22-0.567x11
1− πi
0   3
Where was slope of parameter and 1 , 2 , ……. and β5 coefficients of
parameter (X21environmental problem,X31grade level of female students, X41 religion of
female students, ).
Interpretation:
 .When the grade level was increased by one the response variable (attitudes of
females/log pi) was decreased by -0.605 and the rest of variables hold in con-
stant.
 .When the religion of female students exist (agree) the response variable (atti-
tudes of females towards sport/log pi) was decreased by 0.403 and the rest of
variables holds in constant.
 ..When there is no environmental factor, exist. 1.243 And the rest of variables
hold in constant increased the response variable (attitudes of females/log pi).
 .When there is no factor exists in samara secondary and preparatory schools the
response (attitudes of female towards sport/log pi) was 0.295 and the rest of
variables holds in constant.
.
.
40
Odds ratio interpretation;
 .The e-0.605 for grade was 0.540 .This implies the odds of female students
who said attitudes of females towards sport is bad was 54.6% times greater than
the odds of students who have been said good.
 .The e 1.243 for environmental factor was3.467 .This implies the odds of atti-
tudes of females toward sport who said environmental factor affects attitudes
towards sport is 46.7% greater than those said no did.
 .The e-0.403for religion of female students was 0.669. This implies the odds of
female student attitudes toward sport affected by religion factor (agree) was
66.9% times less than the odds of students those said (disagree).
.Qualitative statistics:
1. From the information, we asked explain any problem whatever you think about
factor attitudes of females towards sport.
• Involuntary arrangement of physical education practical class.
• Lack of materials like football, field.
• There is no motivation
• There is no give awareness’ of sport
41
.Chapter five
5. Recommendation and Conclusion
5.1 Conclusions
The main objective of this study was to investigate the attitudes of females towards
sport in samara secondary and preparatory school. The study uses primary and
secondary data that is primary data from questioner and secondary data from samara
secondary and preparatory school director office. This study uses descriptive statics,
chi square test, and binary logistics regeration and inferential statics in the methods
of data analysis.and the method of sampling technique used in study was stratified
sampling.finaly From the 110 female students were considered in this study, of
which 62.7% were said that the attitudes of females in samara secondary and
preparatory school is bad. While 37.3% were said good.
Based on the findings of the study, the following conclusions are drawn. From the
output or result of descriptive and binary logistics regration, the following
conclusions obtained.
 From the above descriptive table and the analysis of binary logistics regres-
sion the attitudes of females towards sport in samara secondary and prepara-
tory school inflenced by environmental problem, religion of female student,
grade level of female student. Those factors inflence attitudes of females to-
wards sport. And the factors problem towards sport, socio cultural factor,
teacher related factor, trend in physical activity, family related factors, and
administration problem have no effect on attitudes of females towards sport.
 From the model summery of Cox & Snell R2indicates that 76.7% of atti-
tudes of females towards sport were explained by the independent variables.
In addition to this, Menagerie's R2indicates that 65 % of attitudes of females
towards sport was also explained by the independent variables
42
Generally the above listed factors does have an effect attitudes of females towards
sport..
5.2 Recommendation
 The samara secondary preparatory school should give special attention for
 The samara secondary and preparatory school, sport departments heads, and
teachers’ should have given awareness to sport for female students.
 The samara secondary and preparatory school should give rewards for
female students who participate in competitive sport in order to increase
their motivation
attitudes of females towards sport in SSAPS
Frequency Percent Valid Percent Cumulative
Percent
bad 69 62.7 62.7 62.7
Valid good 41 37.3 37.3 100.0
Total 110 100.0 100.0
43
Dependent Variable Encoding
Original Value Internal Value
bad 0
good 1
44
REFERENCE
ADAK & KICD Joint Study (2019): Situational Analysis on Application Values in
Schools.
Akiiki, B.K Michael, (2014): Comparative Assessment of Physical Education &
Sports Programs
in East Africa; a conference paper, drawn from a Kenyatta University PHD Thesis.
AU Framework for Sustainable Development of Sports in Africa & AU Agenda
2063.
Appleton, P. (2017): The Psychological and Emotional Benefits of Playing Football
on Girls
and Women in Europe.
Andaje, M. et al (2015): Shaping the future of Physical Education in Kenya,
published in the
Journal of Physical Education & Health.
Bangs Bo, J. et al. (2016): The Copenhagen Consensus Conference 2016: Children,
youth and
physical activity in schools and during leisure time.
Bailey, R. et al. (2013): Physical Activity: An Underestimated Investment in Human
Capital? Journal of Physical Activity & Health, 10, 3, pp. 289–308.
Basic Education Statistical Booklet, 20219.
Government of Kenya (2013): Basic Education Act 2013.
Brook Sport Consulting (2019): Baseline Survey on Safeguarding in Sports and
45
Sport for
Development in Kenya.
Coalter, F. (2016): Youth and sport for change programmes: What can you expect?
In:
Routledge handbook of Youth sport, pp. 543–558. Routledge.
Coalter, F. & Taylor, J. (2010): Sport for development impact study.
GIZ/DSHS (2020): Competences Children and Youth gain in Sport
forSustainDevelopment Program mes.
GIZ (2019): Guidebook for active and healthy communities.
Government of Kenya (2013): Sports Act 2013.
Government of Kenya (2015): Sessional Paper No. 2 of 20
46
Appendix
Questionnaires to be filled by students
I. Personal background information

1. Sex: A. Male B. Female
2. Age: A. 10-15 B. 16.20 C. 21-25 D ≥26
3. Grade: A. 9th B. 10th C.11th D.12th
SD = I strongly disagree, Di = I disagree, UN = unknown, Ag = I agree and SA= I

strongly agree
Questionnaire for Samara secondary and preparatory school female students-the

purpose of this questionnaire is to obtain information about the the attitudes of
females towards sport in case Samara secondary and preparatory schools . Your
genuine response
contributes much to the success of the research to be under taken. Hence, you are
kindly
requested to fill the questionnaire.
Thank you!
Direction:- please circle the letter of your choice and fill the appropriate answers, of
the
47
questions require written responses.
II. Questions
1. Does a female student participate actively during physical education period?
A) Yes B) No
2. If your answer for question No. 1 is „No‟, write the factors that affect the
participation of
female students during physical education period?
a. _________________________________
b. _________________________________
c. _________________________________
d. _________________________________
e. _________________________________
3. Do you believe that the following factors affect the attitudes of female towards
sport? To what extent those factors hinder the attitudes of females towards sport in
case of Samara secondary and preparatory schools? Mark your choice in the box
provided.key 5=strongly agree 4=agree 3=unknown 2=disagree 1=strongly agree
No item 5 4 3 2 1
1 There is no school related factor to do any
physical activity
2 My physical education teacher motivates
me to take part in sport
3 Socio cultural people gives me moral
support to take part in sport
4 My family helps me financially to
participate any competitive sport
5 My religion avoid me to take part in sport
48
4. Is there a problem with behind your sport department administration
in your school?
A) Yes  B) No
5. If say yes in quotation number 4 list types of problem?
a. _________________________________
b. _________________________________
c. _________________________________
d. _________________________________
6. is religion affect attitudes of females towards sport A) Yes

B) No
7. Does a school principal fulfill sport materials for PE department?
A) Yes B) No
8. If you say yes in quotation number 7 list type materials fulfilled?
a. _________________________________
b. _________________________________
c. _________________________________
d. _________________________________
9.does you have enough time to do any physical activity?
A) Yes B) No
10. Do you do any regular physical activity in every week?
A) Yes B) No
11. If you say yes in quotations number 10 list types of physical activity
you do? A. _________________________________
b. _________________________________
c. _________________________________
d. _________________________________
12. Is any environmental problem to do any physical activity?

A) Yes B) No
13. If you say yes in quotation number 12 list type of problem?
a. _________________________________
b. _________________________________
c. _________________________________
d. _________________________________
49
14.what is your attitudes towards sport? A) good B) bad
50

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Table of content page

List of tables --------------------------V

List of figures -------------------------VI

1.1 Back ground of the study----------------1

1.2 Statement of the problem ---------------2

1.3 Research objective --------------------2

1.3.1 General objective --------------------2

1.3.2 Specific objective --------------------2

1.4 Research questions--------------------2

1.5 Significance of the study ----------------3

1.6 Delimitation of the study-----------------3

1.7 Limitation of the study -----------------3

2. Literature Review ----------------------4

2.1. The Definition of khat------------------4

2.2. Over view of khat cultivation -------------5

2.3. Expansion of khat cultivation--------------5

2.4. Current status of Khat cultivation----------6

2.5 Impacts of Khat cultivation on environmen-----6

2.6. International Impacts of Khat cultivation------8

3. Research Design and Methodology-----------18

3.1. Description of the study area -----------18

3.1.1 Location-------------------------3.1.2 Climate-------------------------18

3.1.2.2 Rainfall -----------------------20

3.2 Sampling Design -------------------20

3.3. Sample size determination-------------21

3.4. Method of data collection-------------21

3.5 Sampling procedures-----------------21

3.5.2 Interview Guides------------------22

3.6. Methods of Data analysis ------------22

4. Result and Discussion

4.1. Back ground of the respondents----------23

4.2. Age of respondents------------------23

4.3. Marital statuses of respondents---------- 24

4.4. Religion of respondents----------------24

4.5. Educational back ground of the respondents --25

4.6. Number of family of the respondents -------25

4.7. Years of the respondents lived in the area---26

4.8. Khat Cultivation Experience of the Farmers -26

4.9. Khat cultivated land area --------------27

4.10. Years of khat cultivation experience of

4.11. Trends of khat cultivation based on respondent reply in the study

area-------- ------ ----4.12. Comparison of khat cultivation with other crops

in terms of economic value---- --- --29

4.13. Harvesting time per year---------------30

4.14. Expansion farm of land for khat cultivation---31

4.16. Protect a pest that attacks khat---------33

4.17. Fertilizers used for khat cultivation--------33

4.18. Forest declining to expand cultivation-------34

ACMD - Advisory Council on the Misuse of Drugs

CSA- Central Statistical Agency

EMCDDA - European Monitoring Centre for Drugs and Drug Addiction

HDL -High Density lipoprotein

PTSD -Posttraumatic Stress Disorder

UNODC - United Nations Office on Drugs and Crime

WCMC -World Conservation Monitoring Center

WHO -World Health Organization

An investigation of the impact of khat (Catha edulis) cultivation was

carried out in Silti woreda

in 2015/16 in four purposively selected kebeles. (Boze, Yeteker, Asano,

and Senena). The

purpose of the study was to investigate the ecological impact of khat

cultivation in Silti woreda.

In order to accomplish this study objectives were to examine the