CO-CURRICULAR ACTIVITIES AND STUDENTS` PERFORMANCE IN

SELECTED SECONDARY SCHOOLS IN ISHAKA BUSHENYI

MUNICIPALITY BUSHENYI DISTRICT

AHIMBISIBWE VICENT

2020-08-02032

A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

AWARD OF A BACHELOR’S OF SCIENCE WITH

EDUCATION OF KAMPALA

INTERNATIONAL

UNIVERSITY

JANUARY, 2024

i
 DECLARATION

I, AHIMBISIBWE VICENT declare that this work is original and has never been submitted in
any university or institution for a similar award.

Sign………………………………………. Date……………………………

AHIMBISIBWE VICENT

2020-08-02032

ii
 APPROVAL

This research report has been submitted for examination with my approval as University
supervisor.

Signed……………………………….. Date……………………………

MR. LUBEGA MIDLARGE

UNIVERSITY SUPERVISOR

iii
 DEDICATION

I dedicate this work to my family members. I thank them for their support emotionally,
intellectually and financially towards my study.

iv
 ACKNOWLEDGEMENT

I want to thank almighty God for His continued sustenance and assistance.

My very deep and heartfelt appreciation to my family members. I thank them for their support
emotionally, intellectually and financially.

I whole heartedly extend my sincere gratitude to my supervisor Mr. Lubega Midlarge and all
lecturers of Faculty of Education Kampala International University for their support and
guidance throughout my study.

Also I wish to appreciate the respondents who had given me information towards the research
study.

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 TABLE OF CONTENTS

DECLARATION...........................................................................................................................ii

APPROVAL..................................................................................................................................iii

DEDICATION..............................................................................................................................iv

ACKNOWLEDGEMENT............................................................................................................v

TABLE OF CONTENTS.............................................................................................................vi

LIST OF TABLES.........................................................................................................................x

ABSTRACT....................................................................................................................................x

CHAPTER ONE............................................................................................................................1

INTRODUCTION.........................................................................................................................1

1.0 Introduction................................................................................................................................1

1.1 Background to the study............................................................................................................1

1.1.1 Global Perspective..................................................................................................................1

1.2 Statement of the problem...........................................................................................................3

1.3 Objectives of the study..............................................................................................................4

1.3.1 Main objective of the study....................................................................................................4

1.3.2 Objectives of the study...........................................................................................................4

1.4 Research Questions....................................................................................................................4

1.5 Scope of the study......................................................................................................................4

1.5.2 Geographical scope.................................................................................................................4

1.5.2 Content scope..........................................................................................................................5

1.5.3 Time Scope.............................................................................................................................5

1.6 Significance of the study...........................................................................................................5

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CHAPTER TWO...........................................................................................................................6

LITERATURE REVIEW.............................................................................................................6

2.0 Introduction................................................................................................................................6

2.1 Forms of Co-curricular activities in Secondary schools............................................................6

2.2 Effect of Co-curricular activities on academic performance of students...................................7

2.2 Strategies to improve students’ academic performance............................................................9

CHAPTER THREE.....................................................................................................................11

METHODOLOGY......................................................................................................................11

3.0 Introduction..............................................................................................................................11

3.1 Area of study............................................................................................................................11

3.2 Research Design......................................................................................................................11

3.3 Population of the study............................................................................................................11

3.3.1 Target Population..................................................................................................................11

3.3.2 Sample Size..........................................................................................................................12

3.4 Sampling techniques................................................................................................................12

3.5 Data Collection Methods and Tools........................................................................................12

3.6 Data collection Procedure........................................................................................................14

3.7 Data Quality control................................................................................................................14

3.7 Data processing........................................................................................................................14

3.7.2 Data quality...........................................................................................................................15

3.8 Validity and Reliability............................................................................................................15

3.8.1 Validity.................................................................................................................................15

3.8.2 Reliability.............................................................................................................................15

3.9 Limitations of the study and how they were handled..............................................................15

3.9.1 Limitations............................................................................................................................15

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3.10 Ethical consideration.............................................................................................................15

CHAPTER FOUR.......................................................................................................................17

PRESENTATION, INTERPRETATION AND ANALYSIS OF FINDINGS.......................17

4.2 FORMS OF CO-CURRICULAR ACTIVITIES IN SECONDARY SCHOOLS................19

CHAPTER FIVE.........................................................................................................................22

DISCUSSION, CONCLUSION AND RECOMMENDATIONS............................................22

5.0 Introduction..............................................................................................................................22

5.1.1 Different forms of Co-curricular activities in selected secondary schools in Ishaka

Bushenyi Municipality Bushenyi District.....................................................................................22

5.1.2 The extent to which Co-curricular activities affect students` academic performance in
secondary schools in Ishaka Bushenyi Municipality Bushenyi District........................................22

5.1.3 The appropriate measures to improve students’ academic performance in selected

secondary schools in Ishaka Bushenyi Municipality Bushenyi District........................................23

5.2 Conclusions of the study..........................................................................................................23

5.2.1 Different forms of Co-curricular activities in selected secondary schools in Ishaka

Bushenyi Municipality Bushenyi District.....................................................................................23

5.2.2 The extent to which Co-curricular activities affect students` academic performance in
secondary schools in Ishaka Bushenyi Municipality Bushenyi District........................................23

5.2.3 The appropriate measures to improve students’ academic performance in selected

secondary schools in Ishaka Bushenyi Municipality Bushenyi District........................................24

On the role of teachers in Co-curricular activities in school, participants it was concluded that
Teachers create positive attitude towards physical education.......................................................24

5.3 Recommendations of the study................................................................................................24

5.3.1 Different forms of Co-curricular activities in selected secondary schools in Ishaka

Bushenyi Municipality Bushenyi District.....................................................................................24

5.3.2 The extent to which Co-curricular activities affect students` academic performance in
secondary schools in Ishaka Bushenyi Municipality Bushenyi District........................................24

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5.3.3 The appropriate measures to improve students’ academic performance in selected
secondary schools in Ishaka Bushenyi Municipality Bushenyi District........................................25

5.4 Areas for further research........................................................................................................25

REFERENCES............................................................................................................................26

APPENDIX A...............................................................................................................................32

Questionnaires to be filled by Head teachers and teachers.....................................................32

APPENDIX B...............................................................................................................................35

Questionnaires to be filled by Students.....................................................................................35

APPENDIX C...............................................................................................................................37

Interview guide.............................................................................................................................37

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 LIST OF TABLES

Table 1: Target population, Sample size and sampling technique

Table 2: Demographic Characteristics of the Respondents

Table 3: The forms of Co-curricular activities in secondary schools you are familiar with

Table 4: The extent to which Co-curricular activities affect students` academic performance in
secondary schools in Ishaka Bushenyi Municipality Bushenyi District.

Table 5: The appropriate measures to improve students’ academic performance in selected

secondary schools in Ishaka Bushenyi Municipality Bushenyi District given by students

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 ABSTRACT

The purpose of the study was to establish the effect of Co-curricular activities on students`
performance in selected secondary schools in Ishaka Bushenyi Municipality Bushenyi District.
The study was guided by the following study objectives; To identify different forms of Co-
curricular activities in selected secondary schools in Ishaka Bushenyi Municipality Bushenyi
District, to examine the extent to which Co-curricular activities affect students` academic
performance in secondary schools in Ishaka Bushenyi Municipality Bushenyi District and to
suggest the appropriate measures to improve students’ academic performance in selected
secondary schools in Ishaka Bushenyi Municipality Bushenyi District. The data was mainly
qualitative although with quantitative data collection method. Data was collected, analyzed and
interpreted. The researcher targeted 4 head teachers, 32 teachers, 100 students. Therefore, the
total target population was 136 respondents. Qualitative data was analyzed in a way of
identifying the responses from respondents that was relevant to the research problem. Mainly
such data was analyzed by explaining the facts collected from the field under which the
researcher was able to quote respondents` responses. From the study findings, 32(43.8%) agreed
that moderate activity and walking are among the forms of Physical Education activities in
secondary schools you are familiar with, 24 (32.8%) disagreed while 17 (23.3%) were not sure.
According to the findings the study conceded that, vigorous activity muscle strengthening,
tailoring, carpentry, toy-making, soap-making, candle and incense-stick making, embroidery,
knitting, spinning, gardening, sculpture making, leather work, clay work, weaving, book-binding
among others, music and dance were among physical education activities. The study
recommended that intervention studies that explore both acute and chronic physical activity are
needed, along with larger sample sizes to achieve adequate statistical power. Designs are needed
that control potential confounding variables to better establish possible causal relationships.
Additionally, randomized experiments with longer duration that assess longitudinal effects of
physical activity on academic achievement are also suggested.

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 CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter includes the back ground of the study, statement of the problem, purpose of the
study, objectives of the study, research questions, scope of the study and significance of the
study.

1.1 Background to the study

1.1.1 Global Perspective
Co-curricular activities began in the United States in the 19th century. At first, they were just an
additional part to the normal academic schedule for the year. Co-curricular activities usually had
some practical or vocational interest that was included into the activities. The first Co-curricular
activities that were well known in schools started at Harvard and Yale University. They were
literacy clubs that consisted of different debate clubs and Greek systems such as fraternities and
sororities. Students in American schools were the first to initiate athletic clubs. (Casinger, J.
2011). These soon became popular and literacy clubs began to decline. Around the time of
World War I, schools started adding clubs such as journalism, and newspaper. (Casinger, J.
2011) Now these clubs have become popular and many public high schools and grade schools
have clubs for all interests. Today about 1 to 4 students participate in academic clubs. (Miller,
Zittleman, 2010).

In Africa, different activities, in which students participate, both inside and outside the school
itself, are among the multiple situations or agents that can have effect on performance. In the
Africa, co- curriculum activities have been associated with an improved education level, more
competences that are interpersonal, higher aspirations and a better attention level (Mahoney,
Cairos & Farwer, 2003). Increased critical thinking and personal and social maturity (Bauer &
Liang, 2003), higher motivation (Hallway, 2002), and benefits that serve to bridge school
activities with those performed outside the academic setting (Noam, Biancarosa & Dechausay,
2003).

A study by Chege (2013) showed that there is a variety of CCAs being carried out in schools
and their implementation is influenced by several factors. These factors are; resource allocation,

1
pre-planning of the activities, training of students and patrons of CCA, monitoring and
evaluation of the CCA. The students‟ perception regarding the value of CCA also
implementation to other students and the rest of the school.

Most of the classical and almost all modern educationists admit that education is not just the
memorization of certain facts, figures and skills but it is all-round development of the students.
So it is logical to think that Co-curricular activities are the integral part of educational system.
Kumar et. al (2004) commented that Co-curricular activities hold a place of great importance in
the field of education for the all round development of children. In Kenya, mentions have been
made in various educational books, commission reports and educational plan regarding the
policy, programme, activities and significance of these activities. They further added that for
social, physical and spiritual development Co-curricular activities are prerequisite. Co-curricular
activities are the activities performed by students that do not fall in the realm of the ordinary
curriculum of educational institution (Bashir, 2012).

According to Ongonga, Okwara and Okello (2010) almost every pupil in the Ugandan education
has experienced Co-curricular activities either as a spectator or participant. Yet, outside athletic
participation, research on the effects of participation in specific school activities (e.g. music,
drama, netball, basketball, football and volleyball) is scant. History suggests that participation in
such activities as band, choir and orchestra have a positive effect on everything from academic
achievement to self-discipline and fromcitizenship to personal hygiene (Morrison, 2004).

Besides, Ongonga et al. (2010) while addressing the relationship between music and academic
achievement argued that music enhances knowledge in the areas of mathematics, science,
geography, history, foreign language, co-curricular activities and vocational training.
Consequently, the recent emphasis on interdisciplinary studies, along with the uncertain future of
many school subjects, has provoked renewed interest in cross cultural research.

Despite this knowledge, sport participation has been viewed in two different perspectives in
Ugandan secondary schools as far as their contribution to academic performance is concerned.
Some perceive sports to have positive effect on students‟ academic performance while others
view it as a hindrance to academic success and a waste of students‟ precious time. Therefore,

2
this duality in the perception of the contribution of sports should be corrected through research
findings. Besides, it is important to note that sports can assume other functions other than the
traditional function of entertainment and leisure (Ongonga et al., 2010). These functions include;
supporting academic objectives, boosting students‟ self-concept, self-efficacy, affective needs,
behavioural needs, social needs, discipline, retention rates among others.
Although education is divided into two parts; curricular activities and Co-curricular activities
activities in Uganda, many researchers like Ongonga et al. (2010), McInally (2003) and
Newman (2005) have observed that participation in Co-curricular activities in Bushenyi-Ishaka
Municipality is not fully supported by most schools and the contribution of it to the students‟
self-concept and academic performance have not been clearly articulated to the educators,
teachers, students and even parents. Besides, no research has addressed itself to the impact of
Co-curricular activities participation on academic performance and looked at it from the
perspective of enhancing the self-concept for better performances in both academics and sports,
as well as providing opportunities to the less endowed academically pupil to succeed.
Nonetheless, success and failure in life largely depend on the levels of self-concept of the
individual concerned. Furthermore, the more the students discover this level and its relationship
to the world, the more they know themselves. Moreover, such knowledge provides them with a
measure of internal stability and security.

1.2 Statement of the problem

Educationists are interested in the relationship between academic achievement and participation
in co-curricular activities implying that these activities do have some sort of influence on how
students perform academically (Stephen and Schaben, 2002). Whether or not there is a
relationship between students’ participation in school based Co-curricular activities and students`
performance in schools is yet to be under taken empirically.

Over the years the costs and effect of Co-curricular activities have generated many studies and
numerous debates in their relation to academic performance. Parents and school Personnel alike
have had controversies on whether a great deal of time and money should be devoted to these
activities especially in this time of tight budget. They believed that students should focus solely
on a narrowly defined traditional in class instruction that impact academic achievement.

3
Many schools in Ishaka Bushenyi Municipality Bushenyi District do not participate in Co-
curricular activities like, stretching, gyms, athletics, football and among others and this has
affected their academic performance (Wilber, 2006). This geared the researcher to carry out the
study on the the effect of Co-curricular activities on students` performance in selected secondary
schools in Ishaka Bushenyi Municipality Bushenyi District.

1.3 Objectives of the study

1.3.1 Main objective of the study

The purpose of the study was to establish the effect of Co-curricular activities on students`
performance in selected secondary schools in Ishaka Bushenyi Municipality Bushenyi District.

1.3.2 Objectives of the study

The study was guided by the following study objectives;
i. To identify different forms of Co-curricular activities in selected secondary schools in
Ishaka Bushenyi Municipality Bushenyi District.
ii. To examine the extent to which Co-curricular activities affect students` academic
performance in secondary schools in Ishaka Bushenyi Municipality Bushenyi District.
iii. To suggest the appropriate measures to improve students’ academic performance in
selected secondary schools in Ishaka Bushenyi Municipality Bushenyi District.

1.4 Research Questions

The study was guided by the following study research questions
i. What are the different forms of Co-curricular activities in selected secondary schools in
Ishaka Bushenyi Municipality Bushenyi District?
ii. To what the extent do Co-curricular activities affect students` academic performance in
secondary schools in Ishaka Bushenyi Municipality Bushenyi District?
iii. What are the measures of improving students’ academic performance in selected
secondary schools in Ishaka Bushenyi Municipality Bushenyi District?
1.5 Scope of the study
1.5.2 Geographical scope.
The study findings were carried out in Ishaka Bushenyi Municipality Bushenyi District

4
The report covered a period of 1 year that was from 2021 to 2023. This period was enough for
the research to establish all the misconceptions people have towards Co-curricular activities and
the general attitude people have towards Co-curricular activities.
1.5.2 Content scope
The study mainly concentrated on the effects of Co-curricular activities on students` performance
in upper classes basing on three objectives of the study.

1.5.3 Time Scope

The information was collected in a period of 10years that is from 2012-2023. This was hoped to
be enough time for the researcher to make valid conclusions on the study phenomenon.

1.6 Significance of the study.

i. It will help parents in identifying areas of improvement in order to improve on the pupil`s
performance in schools.
ii. The study findings will motivate other scholars and researchers to carry out research in
other areas in order to establish acceptable ways of improving performance in secondary
schools.
iii. The study will also help the parents and guardians to identify their roles in molding their
children towards learning.
iv. It will help the researcher to acquire the Degree in Secondary Education since it is one
the requirements.

5
 CHAPTER TWO
LITERATURE REVIEW

2.0 Introduction
The chapter reviews other related literature on the effects of Co-curricular activities on students’
performance.

2.1 Forms of Co-curricular activities in Secondary schools

In the United States, the overall high school experience includes athletic competition. Athletics
has a great impact on the school culture through the competition or the rituals created by the
competition (Burnette, 2001). The athletic competition helps to create the high school
experience. For the students, this experience impacts whether they have a successful high school
experience. Some researchers have determined that participation in Co-curricular activities has a
positive impact on pupil achievement (Whitley, 2008). There are some researchers that
concluded that participation in Co-curricular activities has a negative impact on pupil
achievement (McMillen, 2011)

According to Wilber, (2006), he mentioned examples Co-curricular activities include sports,

musical activities, debate, community service, religious study groups, charitable fundraising,
projects, drama, clubs, and hobbies such as cookery and dance. Because these are not examined
in the same way that the academic curriculum is and most of them take place outside lessons,
such activities are voluntary. According to Josh (2003), some examples of Co-curricular
activities are; Debating, Essay Writing, Spelling Bees, Helping Organize School Events, being
active in School Clubs and Running the School Newsletter or Magazine

Co-curricular activities are activities that take place outside the classroom but reinforce or
supplement classroom curriculum in some way. They are ungraded and do not offer any form of
academic credit, but they do provide complementary learning of some form Kurian, (2008).
Examples of Co-curricular activities might include, school sports teams, math clubs, chess clubs,
talent shows, spelling bees, writing competitions, debates, mock trials, school newspapers, and
drama productions. All of these activities take place outside the traditional classroom and offer

6
no grade or academic credit, but they provide supplementary and complementary instruction and
education for students.
Activities for Cultural Development. Annual day programs, music and dance, drawing and
painting and fancy dress competitions. Tailoring, carpentry, toy-making, soap-making, candle
and incense-stick making, embroidery, knitting, spinning, gardening, sculpture making, leather
work, clay work, weaving, book-binding among others.

2.2 Effect of Co-curricular activities on academic performance of students

Co-curricular activities can provide students with a lot of interesting and important experiences
outside the traditional classroom. There are many advantages to involvement in Co-curricular
activities , including; Allowing students to explore strengths and talents outside of academics,
Helping students develop stronger time-management and organizational skills, Giving students
the opportunity to build friendships and participate in group activities outside of the tight circle
of the regular classroom, Helping to build confidence and self-esteem, building skills that are not
necessarily taught in the classroom but are still important for the future

While there are many advantages to pupil’s involvement in Co-curricular activities , there are
also some disadvantages. These disadvantages should be taken into consideration before
encouraging students participation in Co-curricular activities :

Co-curricular activities help in realization of aims and objectives of education. In the practical
life, the students able to express their ideas freely due to active participation in debate and
extempore. Discussion also helps in generating ideas and inculcating values. Games and Sports
make them mentally and physically fit and sound. Games make them learn how to perform while
losing or wining an event Houpl, (2011). Sometimes, classroom teaching becomes monotonous
and routine. Here, Co-curricular activities can bring pleasant and joyous experiences. Thus, Co-
curricular activities activity has many advantages in pupil’s life of school, college and university.

According to Metzl and Shookhoff (2002), sports provide physical benefits, personal benefits,
and social benefits. These are some of the most important aspects of the hidden curriculum.
Almost every single team sport will encompass these aspects in some form or fashion. To better
understand the hidden curriculum of sports, it is important to explore the physical, personal, and

7
social benefits of participation. The physical benefits include better fitness, stress relief, skill
mastery, and healthy habits. Kids who remain active on a daily basis learn healthy habits that
create life long active adults (KidsHealth, 2010). Children that are active develop strong muscles
and bones, control their weight, sleep better, have a better outlook on life, and perform better in
schools (KidsHealth, 2010). Sports provide them a fun way to stay in shape, and this is
extremely important as childhood obesity is growing. Sports also allow children to deal with
stress. They allow children to clear their minds and remove themselves from social and school
pressures. Athletics also allow children to gain mastery over their personal skills. Participating in
sports can socialize adolescents in ways that will promote educational success (Hass, 2004).
When they have success, they feel positive about themselves. They can also see the benefits of
practice when they enjoy success. These are habits that these students will continue to develop
over their adult lives. They are learning healthy work ethics that will help them for the remainder
of their academic careers and later in life. Sports also lead to healthy habits by encouraging
children to stay in shape and avoid drug and alcohol use. Studies are showing that healthy
students achieve at higher rates than other students who do not
develop healthy habits.

Participation in Co-curricular activities is widely thought to play a key role in students’ academic
success (Huang & Chang, 2004; Hunt, 2005; Camp, 2000; Stephens &Schaben, 2002), and
contribute to bachelor’s degree attainment (Tan & Pope, 2007). Students also realize the
importance of developing overall competences, by joining Co-curricular activities and working
collaboratively with their pupil peers on academic work in order to gain hands-on experience
(Fung, Lee, & Chow, 2007). Numerous researches were conducted to investigate this
relationship and found that Co-curricular activities were positively correlated to academic
performance (Hanks &Eckland, 1976; Camp, 2000). Some findings, however, found no such
correlation between Co-curricular activities involvement and academic performance (Light,
2000; Hartnett, 1965). One research finding suggested that only an academic curriculum would
enhance academic performance (Chambers & Schreiber, 2004). It implied that the participation
in some nonacademic Co-curricular activities might not directly benefit academic performance.
Black (2002) suggested that involvement in pupil clubs and organizations might even distract
students from their regular study, and not all activities were of benefit to academic performance.
The research results have so far been inconclusive. Among other possibilities, it could be caused
8
by the flawed use of cross-sectional designs and inadequate or non-existent selection control
methods (Holland & Andre, 2007; Ot2002).

2.2 Strategies to improve students’ academic performance

With regard to area of residence, the 2011 UNEB report attributes the poor performance in rural
schools to the higher rate of student absenteeism in these schools compared to those located in
urban areas, that is, small towns or large cities. Further, a majority of rural schools and student
enrollment are government aided. The schools are faced with a number of challenges that may
affect student academic performance particularly; the increasing number of students in these
schools does not match the available resources, that is, teachers and learning materials. Unlike
the 2011 UNEB assessment that established significant male-female differentials in student
literacy, in the results of this study, males scored higher than the females in all disciplines. With
regard to numeracy particularly, girls’ lower performance is attributed to a lack of female role
models a small proportion of female teachers (8.2%) is noted to be teaching numeracy (UNEB,
2011).

Kamla-Raj quoted in his article in 2011, Physical presence of student on discussion in class and
learning performance of students’ relationship is close relative. The only way of measuring the
learning ability of students is class participation. In the units of learning of student, student and
teacher relationship is one of fundamental unit in the class (Moore,Armstrong et al. 2008).

Karemera (2003) found that students' performance is significantly correlated with satisfaction
with academic environment and the facilities of library, computer lab and etc. in the institution.
With regard to background variables, he found a positive effect of high school performance and
school achievement he found no statistical evidence of significant association between family
income level and academic performance of the student.

Noble (2006), Students’ academic accomplishments and activities, perceptions of their coping
strategies and positive attributions, and background characteristics (i.e., family income, parents’
level of education, guidance from parents and number of negative situations in the home) were
indirectly related to their composite scores, through academic achievement in high school.
Amitava Raychaudhuri, et. al., (July 2010), found that numerous studies have been done to
identify the level of student’s academic performance.

9
Kahavizakiriza, Walela and Wanyonyikukubo (2015) noted that good planning provides a good
start to financial management in public primary schools. Turnbull (2010), earlier noted that
Teachers’ participation in financial planning in their subjects is very important for principals to
make accurate decisions. Damary (2013) found that strategic planning is positively correlated to
each performance indicator, making it a significant tool in creating competitive advantage.

However, McCourt & Derek (2013), also noted that strategic planning is not the sole contributor
to performance. For instance, it was established that strategic planning can only explain 25.4% of
academic performance, 49.4% of discipline and school culture, and 62.1% of stakeholder
satisfaction among others. Ndegwah (2014) also noted that Strategic planning leads to
significantly better performance than unplanned and opportunistic approach. Ahmad (2012)
indicated that there is significant association between strategic planning and allocation of
resources for a better institutional performance, similarly Ajao and Grace (2012) also established
relationship between strategic planning and corporate works.

10
 CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter presents the methodology of the study involving the area such as; the study area
description, research design, target population, sample size, sampling procedures, instruments for
data collection procedures, data analysis, statistical procedures, and ethical considerations.

3.1 Area of study

The study was conducted in Bushenyi-Ishaka Municipality, Bushenyi district. The rationale
behind the choice of this area is the fact that it is accessible as well as based on research budget
and sampling weight was sufficiently managed. Also the area was selected because the
researcher grew up with in the area; hence it was easy to collect relevant and valid data on Co-
curricular and learners’ academic performance in upper classes. Another reason for the choice of
the area is that one that no similar research that has been done there in the past.
3.2 Research Design
The research design referred to the overall strategy that is chosen to integrate the different
components of the study in a coherent and logical way, the researcher assured that affectively
addresses the research problem, constitutes the blue print for the collection, measurement and
analysis of data (Bryman 2008). The data was mainly qualitative although with quantitative data
collection method. Data was collected, analyzed and interpreted.

3.3 Population of the study

3.3.1 Target Population
Targeted population is a particular group of people, event or things that is identified as the
intended recipient for investigation, and it forms a base from which the sample or subject of the
study is drown (Bryman 2008). The target population of this study included three secondary
schools. These were St Kagwa Secondary School, Bassajjabalaba Secondary school and Ishaka
Vocational Secondary school. The researcher targeted 3 head teachers, 32 teachers, 100
students. Therefore, the total target population was 135 respondents.

11
3.3.2 Sample Size
Sample size is a part of large body especially selected to represent the whole ( Bhujel, 2008: 79).
The sample size in this study was determined according to the guidelines proposed by Kothari
( 1985 ). In this study, purposive sampling was used while selecting head teachers. Random
sampling was used in selecting the teacher and students in each school. The sample for this study
was drawn from the target population using Sloven’s formula. The sample size was 3 head
teachers, 20 teachers, 50 students; total sample size was 73.

Table 1: Target population, Sample size and sampling technique

Category Target population Sample size Sampling technique

Head teachers 03 03 Purposive sampling

Teachers 32 20 Random sampling

students 100 50 Random sampling

Total 135 73

Source: krejcie and Morgan’s (2000): determining sample size from a given population.

3.4 Sampling techniques

Sampling techniques refers to the total part of the research plan that shows how cases are to be
selected for the study (Kombo & Tomp: 1958). The researcher used purposive sampling, method
to select key respondent who were head teachers and random sampling was used to select
teachers and students in the study (Kothari 2009).

3.5 Data Collection Methods and Tools

There are various data collection methods such as survey, observation, focus groups,
ethnographies, oral history, documentation, and records. (Bryman 2008) according to the study,
case study was employed. Bushenyi-Ishaka Municipality in Bushenyi District was a case study.

3.5.1 Data Collection Methods

3.5.1.1 Questionnaire method

According to Rodgers, (2005) a questionnaire offers considerable advantage in administration; it

presents an even stimulus potential to large number of people simultaneously and provides the

12
investigator with an easy accumulation of data. The researcher used both open and closed ended
questions. This method was chosen because it’s the cheapest method and respondents were frank
on certain issues especially on Co-curricular and learner’s performance in secondary schools in
Bushenyi -Ishaka municipality.

3.5.1.2 Interview Method

Interview is the face to face conversation among the respondents and the researcher (Kothari,
2004:273). In this study, interview was administered to the management committee members.
This was because they were educational stakeholders so they provided information regardless of
their leadership style in relation to the Co-curricular and leadership performance in upper classes.
During the study the researcher used semi-structured interview during data collection. This
technique was used because the intention was the collection of detailed and in-depth information.
The semi-structured interview was flexible in nature and enable the researcher to collect much
information from the respondents. It also allowed direct contact for checking accuracy and
relevant data to be collected. However, semi-structured interview had some limitations which
included time.

3.5.1.3 Documentary Review

Documents were collected from different from libraries concerning Co-curricular activities and
students’ performance in secondary schools.

3.5.2 Data Collection tools

3.5.2.1 Questionnaires

Questionnaires were used as the main source of data for the study Koul (1997) and Kothari
(2004), and Mugenda (1999), they define a questionnaire as a form of interrelated questions
prepared by the researcher about the research problem under investigation based on objectives of
the study.

The questionnaires were developed because they easily generate quick responses from a larger
number of participants with in short time and can easily tap attitudes, feelings, interests and
opinions of respondents (Amin 2005).

13
3.5.2.2 Interview guide
The researcher used the interview guide and other informal questions of relevancy was asked
depending on the respondent education status. This method was applied to respondents with no
time to fill the questionnaire for purpose getting particulars, information. The tool also permited
the researcher to ask more complex and follow up questions that was difficult to be asked in the
questionnaire.

3.5.2.3 Documentary Analysis

This is the use of outside sources, document, to support the view point or argument of an
academic work. The process of documentary analysis often involves some or all of
conceptualizing, using and assessing documents. The analysis of the documents in documentary
analysis involved use of both quantitative and qualitative analysis.

3.6 Data collection Procedure

The researcher acquired an introductory letter from Head of Department of Education, Kampala
International University. This helped to clarify his status and purpose of the study to avoid
chances of respondents asking for money. This letter served as evidence that the research was
carried out by the researcher for academic purposes. Questionnaires were administered to the
respondents and was collected from them. The researcher conducted interviews. The researcher
recorded, analyzed data got from questionnaires. The researcher lastly got involved in the report
writing.

3.7 Data Quality control

3.7 Data processing
Data processing was done after collecting the raw data from the study area. Editing and checking
for accuracy of information, consistency and uniformity, the edited data was analyzed for both
qualitative and quantitative data. Quantitative data was grouped in statistical descriptions such as
tables showing frequencies and percentages and pie charts as well as graphs were used for better
interpretation (Mugenda and Mugenda (2003).

14
3.7.2 Data quality
Qualitative data was analyzed in a way of identifying the responses from respondents that was
relevant to the research problem. Mainly such data was analyzed by explaining the facts
collected from the field under which the researcher was able to quote respondents` responses.

3.8 Validity and Reliability

3.8.1 Validity
Copies of questionnaires consisting the objectives of the study were given to the supervisor to
find out whether the instruments measure what they mean to measure and also check on the
phrasing, understandability and wording of the statements.

3.8.2 Reliability
Reliability is the measure of the degree to which a research instrument yields consistent results
or data after repeated results. So in this study the quality control was done by carrying out a pre-
test of the questionnaires on 5 respondents to test the reliability of the variables.

3.9 Limitations of the study and how they were handled

3.9.1 Limitations
Kombo and Tromp (2006), define limitation of the study as a section that indicates challenges
anticipated or faced by the researcher during the study. While carrying out the study the
researcher anticipates the following problems;

Financial problems in terms of photocopying, secretarial services, transport costs were faced.
The problem of lack of enough funds were solved by soliciting money from parents and
relatives.

The researcher met problems of unresponsive respondents in conducting the research. The
problem of unresponsive respondents in conducting the research was dealt with by giving them
ample time to fill the questionnaires during their free time.

3.10 Ethical consideration

Throughout the period of data collection, the researcher used an introductory letter obtained from
Kampala International University. The researcher clearly introduced himself to the respective
authorities in the sub-county, such as the inspector of schools, Head teachers, teachers among

15
others also granted him permission to proceed with the study. In order to carry out research, the
researcher first introduced himself and later ask for consent from the respondents. After the
consent had been granted, the researcher proceeded to conduct the study with respondents and
the information got was later arranged and presented in chapter four of this dissertation. The
researcher ensured that the data collected was kept confidential and the respondents ‘anonymity
was ensured.

16
 CHAPTER FOUR

PRESENTATION, INTERPRETATION AND ANALYSIS OF FINDINGS

4.0 Introduction

This chapter presents, analyses, and interprets the study findings on

4.1 Demographic Characteristics

The study sought to describe the demographic characteristics of respondents such as gender,
age of respondents, education qualification obtained and experience of respondents in the
organizations. In this elucidation, the study intended to get detailed understanding of the
respondents key characteristics which, to a great extent, influences the result of the study.
The general information has an implication on the study variables. The different demographic
characteristics are analyzed and presented in table 1 below;

17
Table 2: Demographic Characteristics of the Respondents

Demography
Gender Frequency Percent

Male 38 52
Female 35 48
Total 73 100.0
Education
Secondary 1 7.6
Certificate 2 15.4
Diploma 6 46.2
Degree 4 30.8
Total 13 100.0
Age
Below 20 years 2 15.4
21-29 years 5 38.5
30-39 years 3 23
40-49 years 2 15.4
50years above 1 7.6
Total 13 100.0
Teaching experience
1-3years 4 30.8
4-6years 6 46.2
7 years and above 3 23
Total 13 100.0

Source: Field Data, 2023

The study findings on the gender of the respondents concealed that majority of the
respondents were male with (52%), the females were (48%). The results critically show that

18
 male dominated the study however female were also considered during data so as to enable
the researcher attain unbiased information.

The study findings also provided that the respondents were majorly the diploma holders
with (46.2%) of the respondents, the secondary level respondents were (7.6%) of the
respondents, the degree respondents were (30.8%) of the respondents while certificate holders
were (15.4%) of the respondents. The study findings reveal that the utmost environment was
that majority respondents were educated.

Concerning the age of the respondents, the majority of the respondents were below 21-29 years
who were (38.5%) of the respondents, followed by 30-39years who were (23%) of the
respondents followed by those of 40-49 years who were (15.4%) of the respondents while
those of 50 years and above were (7.6%) of the respondents. The study findings further
provided that majority respondents had been in the school interaction with 4-6 years that
included (46.2%) of the respondents, 1-3 years were (30.8%) of the respondents while 7
years and above were (23%) of the respondents. The study findings reveal that the respondents
have a critical and greater understanding on the study given a longer interaction time.

4.2 FORMS CO-CURRICULAR ACTIVITIES IN SECONDARY SCHOOLS

Respondents were asked the meaning of Co-curricular and the responses were
summarized below.

Table 3: The forms of Co-curricular activities in secondary schools you are familiar with
Responses Agree Disagree Not sure

Moderate activity and walking. 32(43.8%) 24 (32.8%) 17 (23.3%)

Vigorous activity muscle strengthening. 45 (61.6%) 20 (27.4%) 8 (11%)

53 (72.6%) 17 (23.3%) 3 (4.1)

Activities for Cultural Development. Annual day
programs, music and dance, drawing and painting and
fancy dress competitions.
Tailoring, carpentry, toy-making, soap-making, candle 68 (93.2%) 5 (6.8%) 0
and incense-stick making, embroidery, knitting, spinning,
gardening, sculpture making, leather work, clay work,
weaving, book-binding among others.

19
It was revealed that 68 (93.2%) agreed that tailoring, carpentry, toy-making, soap-making,
candle and incense-stick making, embroidery, knitting, spinning, gardening, sculpture making,
leather work, clay work, weaving, book-binding among others while 5 (6.8%) disagreed.

According to the findings, 45 (61.6%) agreed that vigorous activity muscle strengthening, 20
(27.4%) disagreed while 8 (11%) were not sure.

From the study findings, 32(43.8%) agreed that moderate activity and walking are among the
forms of Co-curricular activities in secondary schools you are familiar with, 24 (32.8%)
disagreed while 17 (23.3%) were not sure.

Table 4: The extent to which Co-curricular activities affect students` academic

performance in secondary schools in Ishaka Bushenyi Municipality Bushenyi District.

Responses Agree Disagree Not sure

Co-curricular activities can provide students with a lot 32(43.8%) 24 (32.8%) 17 (23.3%)
of interesting and important experiences outside the
traditional classroom

Co-curricular activities help in realization of aims and 45 (61.6%) 20 (27.4%) 8 (11%)

objectives of education

53 (72.6%) 17 (23.3%) 3 (4.1)

Participation in Co-curricular activities is widely thought
to play a key role in students’ academic success
Sports provide physical benefits, personal benefits, and 68 (93.2%) 5 (6.8%) 0
social benefits.

45 (61.6%) agreed that Co-curricular activities help in realization of aims and objectives of
education, 20 (27.4%) disagreed while 8 (11%) were not sure.

Participation in Co-curricular activities is widely thought to play a key role in students’

academic success, 53 (72.6%) agreed, 17 (23.3%) disagreed and 3 (4.1) were not sure.

Sports provide physical benefits, personal benefits, and social benefits 68 (93.2%) agreed while 5
(6.8%) disagreed.

20
On the effect of Co-curricular activities on students` academic performance in secondary
schools, most participants 32(43.8%) agreed that Co-curricular activities can provide students
with a lot of interesting and important experiences outside the traditional classroom, 24 (32.8%)
disagreed while 17 (23.3%) were not sure.

Table 5: The appropriate measures to improve students’ academic performance in selected

secondary schools in Ishaka Bushenyi Municipality Bushenyi District given by students

Responses Agree Disagree Not sure

Teachers’ involvement builds the student self confidence

21(27.8%) 35 (47.9%) 17 (23.3%)

Many coaches are teachers in the school and they interact

with students not only in the class room but also in after the 41(56.2%) 23 (31.5%) 9 (12.3%)
school

Teachers help create networks to support that foster students’

sense of belonging and support students succeed in the 45 (61.6%) 20 (27.4%) 8 (11%)
school

On the effect of teachers` role on the development of Co-curricular activities

among the students in the school. Further findings showed that Teachers help create networks
to support that foster students’ sense of belonging and support students succeed in the school 45
(61.6%) agreed, 20 (27.4%) disagreed unlike 8 (11%) were not sure.

It was revealed that many coaches are teachers in the school and they interact with students not
only in the class room but also in after the school 41(56.2%) agreed, 23 (31.5%) disagreed while
9 (12.3%) were not sure.

Respondents revealed that Teachers’ involvement builds the student self-confidence 21(27.8%)
agreed, 35 (47.9%) disagreed while 17 (23.3%) were not sure.

21
 CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction
This chapter provides a discussion and conclusion of the findings in relation to the research
objectives and using a face to face approach, and the questionnaires. The purpose of the study is
to establish the effect of Co-curricular on students` performance in upper classes in
secondary schools in Central Division in Bushenyi-Ishaka Municipality in Bushenyi District

5.1 Discussion of the major findings according to objectives

5.1.1 Different forms of Co-curricular activities in selected secondary schools in Ishaka

Bushenyi Municipality Bushenyi District.
According to the study participants, majority agreed that Co-curricular are activities that take
place outside the classroom but reinforce or supplement classroom curriculum in some way. Also
some of few respondents revealed that Co-curricular is any movement that increases your heart
rate and breathing. The findings are in relation with Kurian, (2008). Co-curricular activities are
activities that take place outside the classroom but reinforce or supplement classroom curriculum
in some way. They are ungraded and do not offer any form of academic credit, but they do
provide complementary learning of some form

5.1.2 The extent to which Co-curricular activities affect students` academic performance in
secondary schools in Ishaka Bushenyi Municipality Bushenyi District.
On the effect of Co-curricular activities on students` academic performance in secondary
schools, most participants revealed that Co-curricular activities can provide students with a
lot of interesting and important experiences outside the traditional classroom, Co-curricular
activities help in realization of aims and objectives of education. The findings are in line with
(Huang & Chang, 2004; Hunt, 2005; Camp, 2000; Stephens &Schaben, 2002), Participation in
Co-curricular activities is widely thought to play a key role in students’ academic success and
contribute to bachelor’s degree attainment (Tan & Pope, 2007). students also realize the
importance of developing overall competences, by joining Co-curricular activities and working
collaboratively with their pupil peers on academic work in order to gain hands-on experience
(Fung, Lee, & Chow, 2007).

22
5.1.3 The appropriate measures to improve students’ academic performance in selected
secondary schools in Ishaka Bushenyi Municipality Bushenyi District.

Respondents revealed that Teachers’ involvement builds the student self-confidence. This is in
line with According to Stephens & Schaben (2002), a study conducted by the United States
Department of Education revealed that students who were involved in Co-curricular and Co-
curricular activities were three times more likely to have a grade point average of 3.0 or higher
(2002). These results suggest that students need to get involved in the various activities offered
in their school settings. The results also revealed that students would have better academic
results regardless of their backgrounds if they were involved in Co-curricular activities. The
trend of the current studies examining pupil achievement and Co-curricular activities suggest that
participation has a positive impact on pupil achievement.

5.2 Conclusions of the study

5.2.1 Different forms of Co-curricular activities in selected secondary schools in Ishaka

Bushenyi Municipality Bushenyi District.
From the study findings, it was concluded that moderate activity and walking are among the
forms of Co-curricular activities in secondary schools you are familiar with. According to the
findings the study conceded that, vigorous activity muscle strengthening, tailoring, carpentry,
toy-making, soap-making, candle and incense-stick making, embroidery, knitting, spinning,
gardening, sculpture making, leather work, clay work, weaving, book-binding among others,
music and dance were among Co-curricular activities.

5.2.2 The extent to which Co-curricular activities affect students` academic performance in
secondary schools in Ishaka Bushenyi Municipality Bushenyi District

On the effect of Co-curricular activities on students` academic performance in secondary

schools, the study concluded that Co-curricular activities can provide students with a lot of
interesting and important experiences outside the traditional classroom, Co-curricular activities
help in realization of aims and objectives of education.

It was further concluded that participation in Co-curricular activities is widely thought to play a
key role in students’ academic success and that sports provide physical benefits, personal
benefits, and social benefits

23
5.2.3 The appropriate measures to improve students’ academic performance in selected
secondary schools in Ishaka Bushenyi Municipality Bushenyi District.

On the role of teachers in Co-curricular activities in school, participants it was concluded that
Teachers create positive attitude towards physical education.
Students were given the opportunity to develop their full potential and to play a productive and
equal role in their families, their societies, their country and their world. Participants further
revealed that teachers group students’ ability during teaching of Co-curricular in the
classroom.

5.3 Recommendations of the study

The current study supports previous findings that indicate increased daily physical activity of
children in kindergarten can have a positive impact on academic achievement, or the effect is not
detrimental to the student’s academic performance. In light of the previous research and current
findings several suggestions follow.

5.3.1 Different forms of Co-curricular activities in selected secondary schools in Ishaka

Bushenyi Municipality Bushenyi District.

Intervention studies that explore both acute and chronic physical activity are needed, along with
larger sample sizes to achieve adequate statistical power.
Designs are needed that control potential confounding variables to better establish possible
causal relationships. Additionally, randomized experiments with longer duration that assess
longitudinal effects of physical activity on academic achievement are also suggested.

5.3.2 The extent to which Co-curricular activities affect students` academic performance in
secondary schools in Ishaka Bushenyi Municipality Bushenyi District

Further exploration into types, duration, and intensity of physical activity that specifically
examines the effect of the exercise dosage, which may benefit cognition and academic
achievement, is recommended.

New methods of assessing children’s physical activity levels that are more accurate are needed.

24
Advocacy for federal and state mandates of daily physical activity through Co-curricular as
part of the school’s curriculum should be a high priority for our schools.

5.3.3 The appropriate measures to improve students’ academic performance in selected

secondary schools in Ishaka Bushenyi Municipality Bushenyi District.

More education is needed for school administrators and parents on the importance of
implementing daily quality Co-curricular programs that begins at the secondary level.

5.4 Areas for further research

(i) Co-curricular and learners’ behavior in Bushenyi-Ishaka Municipality in Bushenyi
District
(ii) Co-curricular and learners’ intellectual development in Bushenyi-Ishaka Municipality
in Bushenyi District
(iii) Learners’ attitudes on Co-curricular in Bushenyi-Ishaka Municipality in
Bushenyi District

25
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 APPENDIX A
Questionnaires to be filled by Head teachers and teachers

The researcher is a student of Kampala International University and I am carrying out research
on the effect of Co-curricular activities on students` performance in Ishaka Bushenyi
Municipality Bushenyi District. This study is in partial fulfillment for the requirements for my
Degree in Education. I therefore request you to provide me with the information as required. The
findings of this research are intended for purely academic purposes. Your contribution towards
filling in this questionnaire will be of a great contribution to this academic endeavor.
Please fill in the blank spaces provided or tick the applicable answers from the alternatives
provided below.

PART A

BIOGRAPHIC DATA

(i) Age
(a) Below 30
(b) 30-40
(c) 40-50
(d) Above 50

(ii) Sex (a) Male (b) Female

(iii) Marital Status

(a) Single
(b) Married
(c) Widow
(d) Divorced
(iv) Level of Education
(a) Degree
(b) Diploma
(c) Certificate

32
v. Working experience………………………………….….

PART B
FORMS CO-CURRICULAR ACTIVITIES IN SECONDARY SCHOOLS IN BUSHENYI-
ISHAKA MUNICIPALITY
1. In your view, what are Co-curricular activities?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………
2. What are some of the forms of Co-curricular activities in secondary schools you are familiar
with?
Responses Agree Disagree Not sure

Moderate activity and walking.

Vigorous activity muscle strengthening.

Activities for Cultural Development. Annual day programs, music

and dance, drawing and painting and fancy dress competitions.
Tailoring, carpentry, toy-making, soap-making, candle and incense-
stick making, embroidery, knitting, spinning, gardening, sculpture
making, leather work, clay work, weaving, book-binding among
others.

3. Do all students participate in these activities?

(a) Yes
(b) No
4. Which students participate mostly in Co-curricular activities ?
(a) Boys
(b) Girls

33
 PART B
EFFECTOF CO-CURRICULAR ACTIVITIES ON STUDENTS` ACADEMIC
PERFORMANCE IN SECONDARY SCHOOLS
5. Do you think when students are engaged in Co-curricular activities, their academic
performance is affected?
(a) Yes
(b) No
Responses Agree Disagree Not sure

Physical Education activities can provide students with a lot of

interesting and important experiences outside the traditional
classroom

Physical Education activities help in realization of aims and

objectives of education

Participation in Physical Education activities is widely thought to

play a key role in students’ academic success
Sports provide physical benefits, personal benefits, and social
benefits.
PART C
6. What are the measures of improving students’ academic performance in selected secondary
schools in Ishaka Bushenyi Municipality Bushenyi District?
…………………………………………………………………………………
…………………………………………………………………………………

7. What are the roles of teachers in Co-curricular activities in school?

…………………………………………………………………………………
…………………………………………………………………………………
8. Do you think these roles enhance development of Co-curricular activities
among the students?
Yes
No

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 APPENDIX B
Questionnaires to be filled by Students
The researcher is a student of Kampala International University and I am carrying out research
on the effect of Co-curricular activities on students` performance in Ishaka Bushenyi
Municipality Bushenyi District. This study is in partial fulfillment for the requirements for my
Degree in Education. I therefore request you to provide me with the information as required. The
findings of this research are intended for purely academic purposes. Your contribution towards
filling in this questionnaire will be of a great contribution to this academic endeavor.
Please fill in the blank spaces provided or tick the applicable answers from the alternatives
provided below. Name……………………………………………………….. (Optional)
Tick or Fill in the right answers where appropriate.
PART A

BIOGRAPHIC DATA

(i) Respondent`s class ……………………………………………..

(ii) Age (Tick)

(a)10-12
(b) 12-14

(iii) Sex (Tick)

(a) Male
(b) Female
(i) Responsibility

(i) Head boy

(ii) Head girl
(iii) Food prefect
(iv) Games prefect
(v) Class monitor

1. Do you engage in Co-curricular activities ?

35
Yes
No
2. In the table below, what Co-curricular activities do you participate in at your school?

Co-curricular activities
Tick ( )
Football
Stretching
Gyms
Athletics

Netball

Singing

3.At what time do students participate in Co-curricular activities ?

Morning
Afternoon
Evening
4. Which students participate most in these activities?
(i) Boys
(ii) Girls

5. Do you think when students are engaged in Co-curricular activities , their academic
performance is affected?
(c) Yes
(d) No
If yes, how?

36
 APPENDIX C
Interview guide
1. In your view, what are Co-curricular activities?
2. What are some of the forms of Co-curricular activities in secondary schools you are familiar
with?
3. Name some of Co-curricular activities you participate in this school?
4. Do all students participate in these activities?
(c) Yes
(d) No
5. At what time do students participate in Co-curricular activities?

6. Do you think when students are engaged in Co-curricular activities, their academic
performance is affected?
(e) Yes
(f) No
If yes, how?
7. What is the effect of Co-curricular activities on students` academic performance in secondary
schools?
8. How has the government helped in supporting Co-curricular activities in school?
9. What are the roles of teachers in Co-curricular activities in school?
…………………………………………………………………………………
10. Do you think these roles enhance the development of Co-curricular activities among the
students?
Yes
No
11. In what ways are teachers` involved in facilitating students` absorption of
proper skills…………………………………………………………………………………

Thank you for your cooperation

37