The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa

Agnès Kena Lubuka; Paulin Mandoumou; Aristide Ewamela; Michael Ha; Danny Lo; Euloge Moboza Ndongo; Joachim Bongbele

doi:doi:10.11648/j.ijsspe.20160103.12

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The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa

Agnès Kena Lubuka, Paulin Mandoumou, Aristide Ewamela, Michael Ha, Danny Lo, Euloge Moboza Ndongo, Joachim Bongbele

Published in International Journal of Sports Science and Physical Education (Volume 1, Issue 3)

Received: 18 October 2016 Accepted: 6 January 2017 Published: 31 January 2017

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Abstract

In this study, we examine the impact of diversity and gender on EPS (Education Physique et Sportive, French for Physical and Sports Education) disengagement in humanities students of Catholic schools in Kinshasa. 2 groups of students were randomly selected for this study. 305 girls and 456 boys from a co-ed Catholic schools that took a weekly 50-minute EPS lesson formed the experimental group (EG) while 116 girls and 133 boys of the Joint Physical Education section and consular schools, subjected to 3 weekly hours of EPS formed the control group, CG. All volunteers answered two questionnaires of gender diversity in EPS (both general and gender-specific). The collected data were analyzed and subjected to the Student t-test. The results show that the subjects in the two groups had significantly different values regarding masculinity of EPS, EPS for all, the usefulness of endurance in APSA (Activités Physiques, Sportives et Artistiques, French for Physical, Sports & Artistic Activities) practice, the need of agility in APSA practice, gender-specific APSA, gender-equality in football and agility-similarity of boys and girls in dancing (P<0.001). Furthermore, the disengagement was significantly higher in the experimental group for both genders compared with their counterparts in the control group (10.2 ± 1.26 vs. 1.41 ± 0.49 and 7.93 ± 1 25 vs 0.64 ± 0.76) (P <0.001). These results suggest that the adverse effects of didactic contract, low self-esteem, diversity and gender constitute didactic, psychological and sociological factors of EPS disengagement in humanities students at Kinshasa’s Catholic schools.

Published in	International Journal of Sports Science and Physical Education (Volume 1, Issue 3)
DOI	10.11648/j.ijsspe.20160103.12
Page(s)	35-42
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Gender Equality, EPS Disengagement, Humanities Students, Catholic Schools, Kinshasa

References

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APA Style

Agnès Kena Lubuka, Paulin Mandoumou, Aristide Ewamela, Michael Ha, Danny Lo, et al. (2017). The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa. International Journal of Sports Science and Physical Education, 1(3), 35-42. https://doi.org/10.11648/j.ijsspe.20160103.12

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ACS Style

Agnès Kena Lubuka; Paulin Mandoumou; Aristide Ewamela; Michael Ha; Danny Lo, et al. The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa. Int. J. Sports Sci. Phys. Educ. 2017, 1(3), 35-42. doi: 10.11648/j.ijsspe.20160103.12

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AMA Style

Agnès Kena Lubuka, Paulin Mandoumou, Aristide Ewamela, Michael Ha, Danny Lo, et al. The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa. Int J Sports Sci Phys Educ. 2017;1(3):35-42. doi: 10.11648/j.ijsspe.20160103.12

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@article{10.11648/j.ijsspe.20160103.12,
  author = {Agnès Kena Lubuka and Paulin Mandoumou and Aristide Ewamela and Michael Ha and Danny Lo and Euloge Moboza Ndongo and Joachim Bongbele},
  title = {The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa},
  journal = {International Journal of Sports Science and Physical Education},
  volume = {1},
  number = {3},
  pages = {35-42},
  doi = {10.11648/j.ijsspe.20160103.12},
  url = {https://doi.org/10.11648/j.ijsspe.20160103.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsspe.20160103.12},
  abstract = {In this study, we examine the impact of diversity and gender on EPS (Education Physique et Sportive, French for Physical and Sports Education) disengagement in humanities students of Catholic schools in Kinshasa. 2 groups of students were randomly selected for this study. 305 girls and 456 boys from a co-ed Catholic schools that took a weekly 50-minute EPS lesson formed the experimental group (EG) while 116 girls and 133 boys of the Joint Physical Education section and consular schools, subjected to 3 weekly hours of EPS formed the control group, CG. All volunteers answered two questionnaires of gender diversity in EPS (both general and gender-specific). The collected data were analyzed and subjected to the Student t-test. The results show that the subjects in the two groups had significantly different values regarding masculinity of EPS, EPS for all, the usefulness of endurance in APSA (Activités Physiques, Sportives et Artistiques, French for Physical, Sports & Artistic Activities) practice, the need of agility in APSA practice, gender-specific APSA, gender-equality in football and agility-similarity of boys and girls in dancing (P<0.001). Furthermore, the disengagement was significantly higher in the experimental group for both genders compared with their counterparts in the control group (10.2 ± 1.26 vs. 1.41 ± 0.49 and 7.93 ± 1 25 vs 0.64 ± 0.76) (P <0.001). These results suggest that the adverse effects of didactic contract, low self-esteem, diversity and gender constitute didactic, psychological and sociological factors of EPS disengagement in humanities students at Kinshasa’s Catholic schools.},
 year = {2017}
}

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TY  - JOUR
T1  - The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa
AU  - Agnès Kena Lubuka
AU  - Paulin Mandoumou
AU  - Aristide Ewamela
AU  - Michael Ha
AU  - Danny Lo
AU  - Euloge Moboza Ndongo
AU  - Joachim Bongbele
Y1  - 2017/01/31
PY  - 2017
N1  - https://doi.org/10.11648/j.ijsspe.20160103.12
DO  - 10.11648/j.ijsspe.20160103.12
T2  - International Journal of Sports Science and Physical Education
JF  - International Journal of Sports Science and Physical Education
JO  - International Journal of Sports Science and Physical Education
SP  - 35
EP  - 42
PB  - Science Publishing Group
SN  - 2575-1611
UR  - https://doi.org/10.11648/j.ijsspe.20160103.12
AB  - In this study, we examine the impact of diversity and gender on EPS (Education Physique et Sportive, French for Physical and Sports Education) disengagement in humanities students of Catholic schools in Kinshasa. 2 groups of students were randomly selected for this study. 305 girls and 456 boys from a co-ed Catholic schools that took a weekly 50-minute EPS lesson formed the experimental group (EG) while 116 girls and 133 boys of the Joint Physical Education section and consular schools, subjected to 3 weekly hours of EPS formed the control group, CG. All volunteers answered two questionnaires of gender diversity in EPS (both general and gender-specific). The collected data were analyzed and subjected to the Student t-test. The results show that the subjects in the two groups had significantly different values regarding masculinity of EPS, EPS for all, the usefulness of endurance in APSA (Activités Physiques, Sportives et Artistiques, French for Physical, Sports & Artistic Activities) practice, the need of agility in APSA practice, gender-specific APSA, gender-equality in football and agility-similarity of boys and girls in dancing (P<0.001). Furthermore, the disengagement was significantly higher in the experimental group for both genders compared with their counterparts in the control group (10.2 ± 1.26 vs. 1.41 ± 0.49 and 7.93 ± 1 25 vs 0.64 ± 0.76) (P <0.001). These results suggest that the adverse effects of didactic contract, low self-esteem, diversity and gender constitute didactic, psychological and sociological factors of EPS disengagement in humanities students at Kinshasa’s Catholic schools.
VL  - 1
IS  - 3
ER  -

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Author Information

Agnès Kena Lubuka

Department of Physical Education and Sports Management, Faculty of Science, National Pedagogical University, Kinshasa, Democratic Republic of Congo
Paulin Mandoumou

Laboratory of Didactic of Physical Activities and Sports, Higher Institute of Physical Education from the University Marien Ngouabi, Congo-Brazzaville
Aristide Ewamela

Laboratory of Didactic of Physical Activities and Sports, Higher Institute of Physical Education from the University Marien Ngouabi, Congo-Brazzaville
Michael Ha

Sino-US College, Beijing Institute of Technology, Zhuhai, China
Danny Lo

College of Business & Public Management, Wenzhou-Kean University, Wenzhou, China
Euloge Moboza Ndongo

Teaching Staff of Information Technologies and Communication and Sports Management, Higher Institute of Physical Education from the University Marien Ngouabi, Congo-Brazzaville
Joachim Bongbele

Department of Physical Education and Sports Management, Faculty of Science, National Pedagogical University, Kinshasa, Democratic Republic of Congo; Laboratory of Didactic of Physical Activities and Sports, Higher Institute of Physical Education from the University Marien Ngouabi, Congo-Brazzaville

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APA Style

Agnès Kena Lubuka, Paulin Mandoumou, Aristide Ewamela, Michael Ha, Danny Lo, et al. (2017). The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa. International Journal of Sports Science and Physical Education, 1(3), 35-42. https://doi.org/10.11648/j.ijsspe.20160103.12

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ACS Style

Agnès Kena Lubuka; Paulin Mandoumou; Aristide Ewamela; Michael Ha; Danny Lo, et al. The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa. Int. J. Sports Sci. Phys. Educ. 2017, 1(3), 35-42. doi: 10.11648/j.ijsspe.20160103.12

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AMA Style

Agnès Kena Lubuka, Paulin Mandoumou, Aristide Ewamela, Michael Ha, Danny Lo, et al. The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa. Int J Sports Sci Phys Educ. 2017;1(3):35-42. doi: 10.11648/j.ijsspe.20160103.12

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@article{10.11648/j.ijsspe.20160103.12,
  author = {Agnès Kena Lubuka and Paulin Mandoumou and Aristide Ewamela and Michael Ha and Danny Lo and Euloge Moboza Ndongo and Joachim Bongbele},
  title = {The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa},
  journal = {International Journal of Sports Science and Physical Education},
  volume = {1},
  number = {3},
  pages = {35-42},
  doi = {10.11648/j.ijsspe.20160103.12},
  url = {https://doi.org/10.11648/j.ijsspe.20160103.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsspe.20160103.12},
  abstract = {In this study, we examine the impact of diversity and gender on EPS (Education Physique et Sportive, French for Physical and Sports Education) disengagement in humanities students of Catholic schools in Kinshasa. 2 groups of students were randomly selected for this study. 305 girls and 456 boys from a co-ed Catholic schools that took a weekly 50-minute EPS lesson formed the experimental group (EG) while 116 girls and 133 boys of the Joint Physical Education section and consular schools, subjected to 3 weekly hours of EPS formed the control group, CG. All volunteers answered two questionnaires of gender diversity in EPS (both general and gender-specific). The collected data were analyzed and subjected to the Student t-test. The results show that the subjects in the two groups had significantly different values regarding masculinity of EPS, EPS for all, the usefulness of endurance in APSA (Activités Physiques, Sportives et Artistiques, French for Physical, Sports & Artistic Activities) practice, the need of agility in APSA practice, gender-specific APSA, gender-equality in football and agility-similarity of boys and girls in dancing (P<0.001). Furthermore, the disengagement was significantly higher in the experimental group for both genders compared with their counterparts in the control group (10.2 ± 1.26 vs. 1.41 ± 0.49 and 7.93 ± 1 25 vs 0.64 ± 0.76) (P <0.001). These results suggest that the adverse effects of didactic contract, low self-esteem, diversity and gender constitute didactic, psychological and sociological factors of EPS disengagement in humanities students at Kinshasa’s Catholic schools.},
 year = {2017}
}

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TY  - JOUR
T1  - The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa
AU  - Agnès Kena Lubuka
AU  - Paulin Mandoumou
AU  - Aristide Ewamela
AU  - Michael Ha
AU  - Danny Lo
AU  - Euloge Moboza Ndongo
AU  - Joachim Bongbele
Y1  - 2017/01/31
PY  - 2017
N1  - https://doi.org/10.11648/j.ijsspe.20160103.12
DO  - 10.11648/j.ijsspe.20160103.12
T2  - International Journal of Sports Science and Physical Education
JF  - International Journal of Sports Science and Physical Education
JO  - International Journal of Sports Science and Physical Education
SP  - 35
EP  - 42
PB  - Science Publishing Group
SN  - 2575-1611
UR  - https://doi.org/10.11648/j.ijsspe.20160103.12
AB  - In this study, we examine the impact of diversity and gender on EPS (Education Physique et Sportive, French for Physical and Sports Education) disengagement in humanities students of Catholic schools in Kinshasa. 2 groups of students were randomly selected for this study. 305 girls and 456 boys from a co-ed Catholic schools that took a weekly 50-minute EPS lesson formed the experimental group (EG) while 116 girls and 133 boys of the Joint Physical Education section and consular schools, subjected to 3 weekly hours of EPS formed the control group, CG. All volunteers answered two questionnaires of gender diversity in EPS (both general and gender-specific). The collected data were analyzed and subjected to the Student t-test. The results show that the subjects in the two groups had significantly different values regarding masculinity of EPS, EPS for all, the usefulness of endurance in APSA (Activités Physiques, Sportives et Artistiques, French for Physical, Sports & Artistic Activities) practice, the need of agility in APSA practice, gender-specific APSA, gender-equality in football and agility-similarity of boys and girls in dancing (P<0.001). Furthermore, the disengagement was significantly higher in the experimental group for both genders compared with their counterparts in the control group (10.2 ± 1.26 vs. 1.41 ± 0.49 and 7.93 ± 1 25 vs 0.64 ± 0.76) (P <0.001). These results suggest that the adverse effects of didactic contract, low self-esteem, diversity and gender constitute didactic, psychological and sociological factors of EPS disengagement in humanities students at Kinshasa’s Catholic schools.
VL  - 1
IS  - 3
ER  -

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