eaching PE is more than instructing students and helping them the desire educational outcomes of skill proficiency, physical fitness and knowledge. However, it affects by large class size. For this matter, the researcher interested to condacts a research. The main purpose of this study is to identify the impact of management of large class size during physical education practical class teaching learning process in case of Flaket secondary and higher preparatory school. To do this, a descriptive survey method was employed. In this study, Of the 220 total target students select 110 students, all 6 school PE teachers, 2 of them school principals and 1 district educational office head were participated. The sample size of the study was selected by using simple random(for students) and purposive sampling method (for teachers, principals and education head). Beside to this, adequate amount of data was collected by using multiple data collection tools. Predominantly, questionnaires were used as-a major data collection instrument that administered for all . ' participants. However, in order to assure and triangulate the validity of the data that obtained from questionnaires, the researcher conducted structured interview for teachers, principals and education leader and practical lesson observations (four times). The data that obtained from questionnaires, interview and lesson observation was analyzed by quantitative and qualitative method. Generally, the finding revealed that, large class size creates problem on teacher's management skill; on managing student's behavior, time, facilities and equipments, on providing and utilizing facilities and ' ~quipments, on preparing and implementing appropriate daily lesson plan, on teachers using different teaching style, on engaging students in the content actively, on assessing student's skill progression in a lesson and giving feedback in timely manner by the teacher. In addition to this, large class size adversely affect the overall activities of the physical education practical lesson teaching learning process. As the result of lack of sufficient facilities, equipments and time, the teacher unable to use different teaching style, unable to=prepare good lesson plan, they cannot asses all student's skill and providing feedback in timely manner highly affects the student's skill progression, attitudes, intesest, motivation and knowledge. Generally, it affects the smooth sailing of - ABSTRACT teaching learning process in PE practical lesson. Therefore to reduce the encountered problems the researcher made valuable recommendations.

ATHESIS SUBMITTED TO SPORT ACADEMY, BAHIR DAR UNIVERSITY, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF _., MASTERS OF EDUCATION SUMMER PROGRAM