1

EFFECTIVE IMPLEMENTATION OF CO-CURRICULAR ACTIVITIES

TO STUDENTS LEARNING: THE CASE OF EAST SHOA ZONE
GIMBICHU WOREDA SELECTED SECONDARY SCHOOL

M.A Thesis

By
Dereje Feyisa Sefisa

September 5, 2021

Haramaya University, Haramaya

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EFFECTIVE IMPLEMENTATION OF CO-CURRICULAR ACTIVITIES

IN STUDENTS LEARNING: THE CASE OF EAST SHOA ZONE
GIMBICHU WOREDA SELECTED SECONDARY SCHOOL

A Thesis Submitted to the college of education and behavioral studies

department of educational planning and management and, School of

Graduate Studies Haramaya University

In Partial Fulfillments of the Requirement for the Degree of Masters of Arts

in School leadership

BY
Dereje Feyisa Sefisa

September, 2021

Haramaya University, HARAMAYA

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HARAMAYA UNIVRSITY

We hereby certify that we have read and evaluated this Thesis titled by Effective
implementation of co-curricular activities in students learning: The Case of East
Shoa Zone Gimbichu Woreda Selected Secondary School

Prepared under our guidance by Dereje Feyisa.We recommended that it be submitted as

fulfilling the Thesis requirement.

Wakgari Tasisa (Assistant Prof) __________________ ______________________

Major advisor signature date

Dr. Abdela Yuya ___________________ __________________

Co advisor signature date

As members of the board of examination of MA Thesis Open Defense Examination, we

certify that we have read and evaluated the thesis prepared by Dereje Feyisa and examined the
candidate. We recommend that the thesis be accepted as fulfilling the thesis requirement for
the Degree of Masters of Arts in school leadership.
_______________ _______________ ______________

Name of chairman Signature date

_______________ ______________ ______________

Name of internal examiner signature date

_______________ ___________ ____________

Name of external examiner Signature date

Final approval and acceptance of the Dissertation is contingent up on the submission of the
final copy to the council coordinate studies (CGS) through the candidate’s department or
school graduate committee (DGS or SGS)

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 DEDICATION

This research paper is dedicated to my father Feyisa Sefisa who put the corner stone of my
education for the purpose of eradicating one of the our common enemies, intellectual poverty
and Abebe Teshoma who helped me in secret in the course of this struggle by considering my
effort.

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 STATEMENT OF THE AUTHOR

I hereby declare that all information in this document has been obtained and presented in
accordance with academic rules and ethical conduct. I also declare that, as required by these
rules and conduct, I have entirely cited and referenced all materials and results that are not
original to this work. Genuinely, this thesis is my original work and has not been pr-resented
for a degree in any other universities.

This thesis is submitted in partial fulfillment of the required a degree from the school of graduate
studies at Haramaya University. The thesis is deposited in the Haramaya University library and
is made available to borrow under the rules of the library. I solemnly declare that this thesis has
not been submitted to any other institution anywhere for the award of any academic degree,
diploma or certificate.

Brief quotation from this thesis may be used without special permission provided that accurate
and complete acknowledgement of the source is made. Request for permission for extended
quotation from, or reproduction of, this thesis in whole or in part may be granted by the Head
of School or department or the Dean of the School of Graduate Studies when in his or her
judgment the proposed use of the material is in the interest of scholarship. In all other instances,
however, permission must be obtained from the author of the thesis.
Name: Dereje Feyisa Signature __________________
Place: Haramaya University Date
of submission:

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 BIOGRAPHICLA SKETCH

The author was born in North Shoa Zone, Hedebu Abote Woreda, on July 2, 1978.E.C. He
attended his primary and secondary school at Yaya Muka Primary School and Fetche Secondary
School respectively. After completing secondary school in 1997 E.C., he joined Nekemte
Teachers College. After three years of study, he received Diploma in 2000 E.C. After that, he
was assigned as a teacher at East Shoa Zone, Gimbichu woreda, Tosigne Primary School. He
received his first degree from Adama Science and Technology University in 2007.Soon, he was
assigned as high school teacher in September 1, 2010. He joined the postgraduate programme
of the Haramaya University to pursue his M.A.in School leadership

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 ACKNOWLEDGEMENTS

First of all, I would like to express my sincere thanks to all those who have helped me through
my study. I extend my deepest gratitude and appreciation to my thesis advisor Wakgari Tasisa
(Assistant Prof) and Co advisor (Dr. Abdela Yuya) for his unreserved professional advice and
guidance by giving constructive comments and useful suggestions. Indeed, without his great
dedication, the development and completion of this study would have been impossible.
Moreover, I wish to express my thanks to all my sample respondents; teachers, students and
principals, in the selected high school Gimbichu Woreda for their cooperation to be interviewed
and imparting their experiential thoughts and feelings heartily.

In addition, my thank goes to Gimbichu Woreda education office experts' to all those who
helped me being cooperative and enthusiastic informant in giving necessary information's and
providing me deferent kinds of written materials including guide lines, action plans and other
documents to be observed. I am indebted to thank my younger brother Abreham Feyisa who
always helped me with regarding my success as his' own success. I would like to express my
profound gratitude to my beloved wife, Ayinalem Girma, who shared all life burdens during my
stay in the graduate studies. I have deepest gratitude and humble thanks to my lovely child
Yoobsaan Dereje. Thank you all.

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 ACRONYMSAND ABBREVIATIONS

CCAs Co-curricular Activities

CCE Continuous Comprehensive Evaluation

ECAS Extracurricular Activities

EFA Education for All

ETP Education and Training policy

MOE Ministry of Education

NFHS National Federation of State High School Associations

TEAP Total Extracurricular Activity Participation

SPSS Statistical Package for Social Sciences

UNESCO United Nations Educational, and Scientific Cultural Organization

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TABLE OF CONTENTS PAGE

DEDICATION i
STATEMENT OF THE AUTHOR ii
BIOGRAPHICLA SKETCH iii
ACKNOWLEDGEMENTS iv
ACRONYMSAND ABBREVIATIONS v
LIST OF TABLES viii
ABSTRACT Error! Bookmark not defined.
1. INTRODUCTION 1
1.1 Background of the study 1

1.2. Statements of the problem 4

1.3. Research Questions 6

1.4. Objective of the Study 6

1.4.1. General objective of the study 6

1.4.2. Specific objectives of the study 6

1.5. Significant of the study 7

1.6. Delimitations of the Study 7

1.7. Operational Terms 7

2. REVIEW OF RELATED LITERATURE 9

2.1. Definition of Curriculum and Co-curriculum 9

2.1.1. Curriculum 9

2.1.2. Co-curricular/Extracurricular Activities 9

2.2. Co-curricular activities for minimizing dropout and students miss-behavior 11

2.3. Co-curricular Activities and Quality Education 11

2.3.1. Co-curricular activities for students’ development 12

2.4. Types of Co-Curricular Activities 14

2.5. The Benefits of Co-Curricular Activities 15

 2.6. Infrastructural facilities and students’ participation in co- curricular activities 17

2.7. Teachers’ role and students’ participation in co-curricular activities 18

2.8. The value of Co-curricular Activities 19

2.9. Impact of co-curricular activities on learning outcomes 20

2.10. Challenges in Implementing Co-curricular activities 22

2.11. Teachers’ role and students’ participation in co-curricular activities 23

3. RESEARCH DESIGN AND METHODOLOGY 25

3.1. Description of the Study Area 25

3.2. Methodology 26

3.3. Research Design 26

3.4. Data Sources 26

3.5. Population, Sample Size, and Sampling Techniques 26

3.5.1. Sampling Technique 27

3.5.2. Sample Size Determination 27

3.6. Method of Data Collection 28

3.6.1. Questionnaire 28

3.6.2. Interview guide 29

3.6.3. Document analysis 29

3.7. Procedures of Data Collection 29

3.8. Method of Data Analysis 30

3.9. Validity and Reliability of the Instruments 30

3.9.1. Validity 30

3.9.2. Reliability 31

3.10. Ethical considerations 31

4. RESULT AND DISCUSSIONs 32

4.1. Background of Respondents 32

4.2. Factors that can affect the Perception of Teachers and students towards CCAs 35

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 4.3. The Roles of School Leaders and Teachers in Promoting CCAs 42

4.4. responses on influences of infrastructural facilities on student’s participation in CCAs 46

4.5. Teachers and students perceive the of co-curricular activities in contributing the
developments of student talents 49

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 55

5.1. Summary of Major Findings 55

5.2. Conclusion 56

5.3. Recommendation 57

6. REFERENCES 60
APPENDICES 65

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 LIST OF TABLES

1: Sample population of the study area 28

2: Sex, Age and, Educational background of respondents 33

3: Factors that can affect the Perception of Teachers and Students towards CCAs 35

4 : Descriptive statistics of the roles of school leaders in promoting

CCAs 42

5: Descriptive Statistics the roles of teachers in promoting co-curricular activities 45

6:Teachers’ responses on influences of infrastructural facilities on student’s

participation in CCAs in selected secondary schools 47

7: Descriptive Statistics of perception towards CCAs the benefit of co-curricular

activities in contributing to the developments of student talents 50

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 Effective Implementation of Co-Curricular Activities to Students Learning: The Case of
East Shoa Zone Gimbichu Woreda Selected Secondary School Dereje Feyisa

ABSTRACT

The main purpose of this study was to assess effective implementation of co-curricular activities in students
learning the case of east Shoa zone Gimbichu Woreda selected secondary school. The study was designed to
understand the present effective implementation of co-curricular activities in students learning that have been
in place in selected secondary schools, the extent of its implementation and where the challenges are. To
achieve this purpose, descriptive survey research design was employed. Both quantitative and qualitative
approaches were used for data analysis. The sample size of 60 teachers, 397 students, 4 school principals and
1 CRC supervisor were involved in the study. Teachers and students were selected using simple random
sampling technique, while school principals and supervisor were including in this study using purposive and
availability sampling respectively. The data gathering tools were questionnaire, interview and document
analysis. Questionnaire was employed to collect data from students and teachers and interview was used to
gather information from school principals and supervisor. Then, the information gathered through closed-
ended questionnaire was analyzed using percentage, mean score, standard deviation and t-test were employed
to analyze the collected data by using a Statistical Package for Social Sciences (SPSS) version. While the
information gathered through interview was narrated qualitatively. The findings of the study indicated that,
lack of trained teachers on area of co-curricular activities and lack of budget were the factors exhibited in
selected secondary schools. So, the participation of students and the implementation of co-curricular activities
in secondary schools were low. Moreover, adequate guidance and support, incentive and reward giving
practices for better achievement of teachers and students were not achieved by school leaders. In addition,
Absence of adequate co-curricular infrastructural facilities, experience sharing program and shortage of
provision of materials, equipment and supplies were seen secondary schools. The teachers and students
respectively perceived positively and were in favors of the practice of CCAs in schools. In same vein teachers
and students respectively acknowledged that CCAs had major contributions for developing students’ talents.
Therefore, this study suggests to school administrators, Educational experts and other stakeholders to give
more emphasis towards Co-Curricular activities so as to enhance teachers’ cooperativeness and students’
wellbeing

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1. INTRODUCTION

This chapter contains sub-sections including background of the study, the statement of
the problems, research questions, objectives of the study and, Significant of the study.
Moreover, it includes delimitations of the study as well as the definition of key concepts.

1.1 Background of the study

Education is a corner stone of economic growth and social development and a principal
means of improving the welfare of individuals. As Lockheed and Verspoor (2001) stated
education helps to reduce poverty by increasing the value and efficiency of the labor
offered and by mitigating the population, health and nutritional consequences of poverty.
Education is gained through varieties of activities. For instance, as Aggarwal (1999) stated
a pupil gets one-fourth of his/her education from his/her teachers, another one-fourth from
his/her own intellectual efforts, another fourth from his/her fellow students and the rest in
the course of time through life and experience.

Likewise, the modern education system recognizes that child comes to school for all
rounded harmonious development. In this regard, as stated by Kochhar (1993),
educational experiences should include not only formal curriculum centered activities but
also other curricular activities (co-curricular activities) that help children to develop
mentally, spiritually and socially Similarly, Jha et al. (2004) stated that co-curricular
activities are, a series of activities related with the school program, which help to bring
out all round development of the students, outside the subjects for examination. Children
today need knowledge, skill and personality. In a similar manner, Cousins (2004) also
asserted that students who participated in Co-Curricular activities assumed to develop
many valuable traits that are integral to their future endeavors and it should be
implemented like other curricular program. In sum, the learned characteristics or traits are
including sacrifice for the common good, striving for excellence, following directions,
working with others, and most important, being self-disciplined.
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Furthermore, contemporary literature argues that participation in Co-Curricular activities

seems to have several indicators of academic achievement, namely academic
performance, self- concept and school perception (Peixoto 2004). They suggested that
Co-Curricular activities may be one of the reasons many students stay in school or find
personal meaning for their middle level and high school years. However, as stated by
Fujita (2005) before 1900, many educators believed that Co-Curricular activities were
more of recreational and therefore hindrance toward student’s success in the classroom.
But soon after 1900, as the schools continued to grow and they changed their rules and
focus more on helping students prepare for citizenship Soderberg (1997). The philosophy
of co-curricular activities means education through practical or learning by doing.

The aim of education can be achieved only when curricular and co-curricular activities
co-exist. The blend of the two is very essential in order to produce a complete person.
Therefore, Co-Curricular activities, as the name implies, are those not directly related with
the prescribed Curriculum and include; sports, athletics, scouting, cubing, various
hobbies, excursions literary societies, dramatics, debates etc. (Ismat, Rakhsi Salem n.d)
In line with Ismat, Rakhsi Salem, Nessan (2009) and Massoni (2011) advocate that “Co-
Curricular activities refer to those activities which compliment learning experience of the
students in the School.” These activities are connected with academic and organized or
designed to help the students have a better understanding of their course. Extra-curricular
activities or sometimes referred to as Extra Academic Activity refer to those activities
which are totally outside the realm of normal curriculum, but are essential for all round
development of the students.

In Singapore education program, Co-Curricular activities (CCAS) are no longer looked

upon as extras, it is an integral part of the school program, not seen as non-academic, it is
formal part of education with timetabled and compulsory sessions for all students, Each
student can choose what CCAS s/he desires to practice, but they are required to follow at
least one. Teachers are required to run CCAS as part of their job, and the Co-Curriculum
is generally well-funded (Ministry of Education, Singapore, 2011) Like different
countries, Ethiopian education system has its own CCAS in primary and secondary
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schools. As aforementioned in the beginning, Curriculum and Co-Curriculum together

make better change in children cognitive and skills development. Thus, cognitive
development is mostly taken care of by curricular activities and skills development in Co-
Curricular activities and by the actual activities outside classroom teaching (MoE, 1994).
Even though, in curricular program, Co-Curricular and Extracurricular activities are
practiced in different countries of the world, both Co-Curricular and Extra-curricular
activities, being non-credit activities, no distinction are made between Co and Extra-
curricular activities. In this regard Kochhar (1999), which is cited in published research
paper of Co-Curricular and Extracurricular activities in Nepal gives his strong view in
these words; “the distinction between Curricular and Extracurricular activities must cease
to exist. Co-Curricular and Extra-Curricular activities are very much interwoven; there is
no difference between them, and it is essential to develop better educational plans and
programs. It helps to utilize money and resources more fruitfully for the better
development of children mentally and intellectually.

In most schools, it has a plan and budget to utilize but it needs follow-up and feedback
to make it more effective.” Co-Curricular Activities are non-academic activities that
students are mainly participating in. students activities are those activities voluntarily
engaged in, by students which have the approval of and are sponsored by the faculty and
which do not carry credit towards promotion. Co-curricular activities are known in
different names or terms such as extracurricular activities, allied activities, and supper
curricular activities. For these reason a definition of any one of these above mentioned
terms can be applied to the other as well. They are a great means of enhancing social
interaction, healthy recreation, leadership, self-discipline and self-confidence. Co-
Curricular activities are held outside of curriculum hours and the activities undertaken
depend on the nature of the activity (Rhita Kumari, 2017: Dhanmar, 2014). Bridge (2005)
as cited in Mesay (2008) reported that before modern education was stared in Ethiopia,
traditional education was found in Ethiopian Orthodox Church.

The activities that have been taken as CCAS in modern education were found in
traditional education of the Orthodox Church as book binding (metsehaf digosa),
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agriculture, debating and discussion, painting, hand craft, school bands etc. are the
common activities practiced before 1974 in modern education. Setotaw (1998) as cited in
Rahel (2012) pointed out, some common Co-Curricular activities practiced in modern
education in Ethiopia included: sport games, school bands, film shows, meteorological
observations, student council, field related clubs like geography and history, art and
drama, Agriculture etc. In the idea of basic education given by Gandhi co-curricular
activities were given their due place in the form of physical, socio-cultural and craft
activities. We can say on the basis of above discussion that the purpose of education
cannot be achieved only through curricular activities.

The importance of co-curricular activities in education, and especially in school’s

educations is pointed out by educationist all over the world. These activities are an integral
part of the school curriculum. They may reinforce, and give broader and deeper
understanding and comprehension to the intellectual pursuits, by and large, made in
classroom. In addition, they cater to the cultural, social, aesthetic development of the
child; the sine quanon [an indispensable component] of any and every good education
system. Despite the fact that the place of Co-Curricular activities in teaching and learning
process has well ground, but more emphasis in Ethiopian Education system has given to
the regular Curriculum aspect of education, which puts more stress on academic
performance forgetting the role of Co-Curricular activities in student’s social
development. Owing to the existing gaps associated with the over emphasis of curriculum
activities at the expense of the Co-Curricular students’ engagement in Ethiopian Schools,
this study intends to examine effective implementation co-curricular activities in students
learning: the case of East Shoa Zone Gimbichu Woreda selected secondary school.

1.2. Statements of the problem

The education system of most countries of the world incorporates both curriculum and
co-curriculum objectives, which would enable them to shape all rounded citizens.
Through co-curricular activities, students will get chance of fulfilling their aroused
interests and feelings in the classroom. It paves the way for a harmonious interaction to
prevail between teachers and students. Co-curricular programs also develop in students’
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lifelong interests or hobbies in cultural and artistic activities. In connection to this, Tan
and Pope (2007) suggested that implementing co-curricular activities in school enables
students to use their spare time effectively. In light with this, it is widely accepted that co-
curricular activities hold a place of great importance in the field of education for the all-
round development of students. However, the current world is demanding an educational
system that prepares graduates with the international knowledge and skills to work and
live in an increasingly diverse and interdependent world.

To fill such global gap, the value of Co-Curricular activities along with the academic
(Curricular) should be considered as beneficial in developing critical thinking and socially
and ethically equipped citizen, Hallway (2002). Lunenburg and Ornstein (2008), Wilson
(2009) argue that ECAS are usually voluntary, organized by school officials and not
associated with academic credit, which offered for students for personal growth and
contribution to the school or community. But despite the timely realization of their
importance and their advocacy on papers, the ground realities are different. The Co-
Curricular activities are not considered as spar with the regular academic subject areas.
They are yet to find their place in the regular time-table of the schools.

The Co-Curricular activities are still considered as once in a while affair. Also, there is a
lack of clear specifications for Co-Curricular area of education as a result any activity
carried out outside the class-room is considered as Co-Curricular activities (Ongang et
al,2010 MacInally,2003 and New man,2005). The function of Co-Curricular activities in
the education and development of the child is yet to be realized in the true sense. In
attempt to contribute in bringing the above stated gap, this study was focused on effective
implementation of co-curricular activities in students learning: the case of East Shoa Zone
Gimbichu Woreda selected secondary school.

Furthermore, from the researchers experienced gained through participating sharing

meeting with others secondary schools and from observed situations, the attention and
emphasis give to CCAS in secondary school of Gimbichu woreda was low. This in one
way or another would pose considerable obstruction to address quality of education for
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all students in general and social, psychological and emotional factors of individual’s
students in particular.

In line with these different researchers have carried out studies on Co-Curricular
activities in different secondary schools of Ethiopia Setotaw (1998), Rahel (2012), and
Demes (2014). These researchers have mainly focused on: the practice of extracurricular
activities in higher education and implementation of Co-Curricular activities in second
cycle primary school. But they have not focused on effective implementation of co-
curricular activities in students learning in secondary schools.

1.3. Research Questions

The study was guided by the following research questions:
1. What factors are affecting the proper implementation of co-curricular activities in selected
secondary schools?
2. What is the role of school leaders and teachers in promoting co-curricular activities in
selected secondary schools?
3. What is the role of infrastructural facilities on students’ participation in co-curricular
activities in selected secondary schools?
4. How do teachers and students perceive the benefit of co-curricular activities in
contributing to the development of students’ talents?

1.4. Objective of the Study

1.4.1. General objective of the study
The main purpose of this study was to examine effective implementation of co-curricular
activities in students learning the case of east Shoa Zone Gumbichu Woreda Selected
secondary school

1.4.2. Specific objectives of the study

1. To identify the factor that affects the proper implementation of co-curricular activities
in selected secondary schools
2. To find out the roles of school leaders and teachers in promoting co-curricular activities
in selected secondary schools.
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3. To establish the influence of infrastructural facilities on students’ participation in co-

curricular activities in selected secondary schools.
4. To find out teachers and students perceive the benefit of co-curricular activities in
contributing to the development of student talents in selected secondary schools?

1.5. Significant of the study

The finding was significant not only to students but also to teachers, curriculum planners,
parents and educators as they provide empirical data on the effective implementation of
co-curricular activities in students learning up on which to base their future judgments
and decisions. The finding may also assist school principals in making policies on using
facilities and equipment to improve students’ participation in co-curricular activities. This
was helped to promote a sense of belonging to schools and eventually control in the
discipline. Furthermore, the study also may serve as a sound base for other researchers
who study any practices related to co-curricular activities.

1.6. Delimitations of the Study

This study was conducted only in the selected secondary schools of East Shoa Zone,
Gimbichu Woreda namely, Chefe Donsa and Dobie. Conceptually, the study was
delimited on the effective implementation of co-curricular activities in students learning.
Even though Gimbichu Woreda has fourteen primaries and three secondary schools, the
study was focused on two secondary schools to make the study and the data more
manageable by representing the geographical location of the Woreda.

1.7. Operational Terms

The following are operational definitions of important terms in the study. According to
this study:
Co-Curricular activities: defined as the activities undertaken to strengthen the
classroom learning as well as other activities both inside and outside the classroom to
develop the personality of the child (Bhatia, 1996)
Challenges: refers to the difficult situations and non-stimulating to the student’s learning
within the environment
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Curricular activities- are primarily cognitive events, not just "thought-less" activities.
Activities related to classroom teaching-learning process based on objectives of the
curriculum.
Extra-curricular activities are activities that students participate in that do not fall into
the Realm of normal curriculum of schools. Such activities are direct and personal
services for school students for their enjoyment that are managed and operated under the
guidance of an adult or staff member and conducted out-side school hours (Aggarwal,
2000).
Holistic development - All round development of students in terms of academic,
physical, intellectual, social, moral, spiritual as well development of all life skills of
individuals.
Quality education: a fundamental determinant of enrollment, retention, and
achievement.
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2. REVIEW OF RELATED LITERATURE

In this section, the definition of curriculum, and co-curriculum, co-curricular activities for
minimizing dropout and student’s miss-behavior, co-curricular activities and quality
education, types of co- curricular activities, the benefits of co-curricular activities, the
value of co-curricular activities, the impact of co-curricular activities on learning
outcomes and challenges in implementing co-curricular activities were discussed.

2.1. Definition of Curriculum and Co-curriculum

As described above, education aims to help children to achieve all-round development.
Therefore, curriculum experts and educational administrators have to give attention to the
co- curricular activities (CCA s) that need to be available in schools. It is important for
the development of students and cannot be seen separately from the curriculum Kochhar
(1993), as cited in (Balkhu, Kathmandu, Nepal, 2004).

2.1.1. Curriculum
The term curriculum refers to the program of study in various academic subjects like
Mathematics, English, History, Sciences’ that followed by students at various levels of
education. The school teaching staff are employed to teach this curriculum, and students
are periodically assessed by exams and term papers in their progress in each curriculum
subject. As they grow older, students’ achievements in their curriculum subjects are seen
as important in helping them get into a good university or college, and to find a good job
when they leave education. The academic curriculum has never been all that schools offer
to their students. Often a range of other classes, clubs and activities is available to
students, sometimes in lessons but more often in the lunch break or after school. These
are referred to as the co-curriculum, or as extra-curricular activities, and they are mostly
voluntary for students (Daniel Nesan, 2009).

2.1.2. Co-curricular
Co-curricular activity is defined as a program or out-of-class activity, supervised and/or
financed by the school, which provides curriculum-related learning and character-
building experiences. Co-curricular activities are voluntary, are not part of the regular
 10

school curriculum, are not graded and do not earn credits. It is the intent of the School
Committee by this policy to encourage academic effort and achievement by the students
of all academic Schools. Co-curricular requirements are designed to supplement students'
formal coursework, promoting the consolidation and application of knowledge and skills
addressed in program curricula and readings through specified activities in vocation-
oriented settings (Jha et al 2004). Extra-curricular, on the other hand, have been defined
as, “Extra-curricular activities are small activities sponsored by students' clubs or groups
and approved by the administration”. Extracurricular activities are direct and personal
services for school students for their enjoyment that are managed and operated under the
guidance of an adult or staff member. Morgan Hill as cited in Jha et al (2004) has also
given almost similar definitions of co-curricular and extracurricular activities. Co-
curricular activities extend learning experiences and they are directly related to academic
courses in curricular subjects and activities, whereas extracurricular activities are not part
and parcel of the curriculum and are not carried out during school hours. The participants
in the extra-curricular activities are guided by a staff member or any other adult with
knowledge and experiences.

Both co-curricular and extra-curricular activities are noncredit activities. However, both
of them need approval from school authorities. However, according to Rocco Marano,
the director of NASSP's Student Activities, as cited in Edward J. Klesse and Jan a.
D’Onofrio, student activities are not extra; they should be regarded more than “extra.”
Extra implies something not necessary and suggests that student activities are just fun and
games, which makes it easy for them to be dismissed or removed. Numerous studies show
that students who participate in student activities usually have better grades, better
attendance, and are more successful in later life than students who don't participate.
Certainly, student activities should be enjoyable, but there are also valuable skills and
lessons that can be taught to those who participate, such as goal setting, communication,
organization, decision making, teamwork, conflict resolution, and tolerance. These are
sometimes thought of as leadership skills, but they are life skills that can be practiced as
part of a club or organization and complement what is taught in the classroom.
 11

2.2. Co-curricular activities for minimizing dropout and students miss-

behavior
Research also shows that low levels of participation in student activities are characteristic
of at-risk students (Klesse and D’Onofrio 1994). Compared with students who reported
spending 1–4hours a week in co-curricular activities, students who reported spending no
time in school-sponsored activities were 57 percent more likely to have dropped out
before their senior year, 49 percent more likely to have used drugs, 37 percent more likely
to have become teen parents, 35 percent more likely to have smoked cigarettes, and 27
percent more likely to have been arrested (Zills, Nord, and Loomis, 1995). Participation
in CCAs improves an adolescent's chances of avoiding such risky behaviors as dropping
out, becoming a teenage parent, engaging in delinquency, smoking, or abusing drugs or
alcohol through three mechanisms. According to Zill, Nord, and Loomis (1995) Time
displacement is one of the widely held notions that if a young person spends a great deal
of time in beneficial or harmless activities, he or she will not have time to get into
mischief. The second is commitment building in which the argument that participation in
constructive activities, by developing skills, creating aspirations, and providing rewarding
experiences, strengthens a young person’s commitment to conventional institutions, such
as school, and traditional career pathways. Thirdly, Group pressure means the idea that
participation in teams, clubs, or other group activities promotes a sense of membership or
belonging.

2.3. Co-curricular Activities and Quality Education

The World Declaration on Education for All noted that the generally poor quality of
education needed to be improved and recommended that education be made both
universally available and more relevant. The Declaration also identified quality as a
prerequisite for achieving the fundamental goal of equity. While the notion of quality was
not fully developed, it was recognized that expanding access alone would be insufficient
for education to contribute fully to the development of the individual and society.
Emphasis was accordingly placed on assuring an increase in children’s cognitive
development by improving the quality of their education (World Conference on Education
for All, 1990).
 12

Notwithstanding the growing consensus about the need to provide access to education of
‘good quality’, there is much less agreement about what the term means in practice. The
summarization to of the evolution of UNESCO's understands of education quality in
definition goes beyond the intrinsic and instrumental goals of education. It seeks to
identify unambiguously the important attributes or qualities of education that can best
ensure that those goals are met (World Education Forum, 2000). Similar formulations can
be found in documents produced by other international organizations and in the vast array
of literature dealing with the content and practice of education. Although the details differ,
two key elements characterize such approaches: First, cognitive development is identified
as a major explicit objective of all education systems based on the curriculum they run.
The degree to which systems achieve this is one indicator of their quality. While this
indicator can be measured relatively easily – at least within individual societies, if not
through international comparison – it is much more difficult to determine how to improve
the results. Thus, if the quality is defined in terms of cognitive achievement, ways of
securing increased quality are neither straightforward nor universal (Carron, 1996). The
second element is education’s role in encouraging learners’ creative and emotional
development, in supporting objectives of peace, citizenship, and security, in promoting
equality and in passing global and local cultural values down to future generations. Many
of these objectives are defined and approached in diverse ways around the world.
Compared with cognitive development, the extent to which they are achieved is harder to
determine (Carron, 1996) and mostly experienced through co-curricular activities.

2.3.1. Co-curricular activities for students’ development

Participation in CCAs provides many important outlets for students in today’s world. It
provides them with challenges, alternative resources, and life-long learning experiences.
Women have made strong gains in developing opportunities to join co- curricular teams
and activities. Women’s interscholastic sports have opened many doors that were closed
just a generation ago. Some of these activities enable students to belong to a team, which
aids in developing social skills. It also teaches them how to cooperate and work as a single
unit which is a vital strength needed in today’s workforce. It is also evident that the extra
time spent on these activities does not harm one’s academic performance, but is positively
 13

associated with grades. This trend may continue through life as the skills learned as a
young individual grows through time (Carl E, 2004). Dyson (2002) revealed that CCAs
strengthen the integration of students with severe disabilities as well. Many students with
disabilities can acquire the skills necessary to participate partially in clubs offering sports,
newspapers, student council and social events such as dances. These programs allow
disabled children to work with other children disabled like themselves and non-disabled
students in a positive environment where everyone can participate in one way or the other.
Another goal of CCAs is to provide children with opportunities to realize their leadership
potential. Leadership is an extremely important quality for people to have to succeed.
Leadership is learned over time through involvement of others. Co-curricular activities
encourage this by providing for them the chance to begin to understand diverse attitude
skills and talents and how to interact effectively with a diversity of people while working
toward a common goal (Karnes and Bean, 1990).

One source stated that CCAs connect students to school. Participating in a co-curricular
activity connects students more deeply to the school, its faculty, a peer group, and school
values (Mahoney, 2000; Mahoney and Cairns, 1997). Adolescents who participated in
structured activities supervised by positive adult role models were more likely to make
personal investments in their schooling that might, in turn, motivate them to excel
academically. Higher grades and positive attitudes towards school are the effect that
extracurricular activities have on students. Self-esteem can be a predictor of academic
performance. Students that don’t like school won’t do as well as the students that do like
school because they are not motivated to succeed. If students don’t like school, it is
usually because they do not feel as though they are succeeding or that they can succeed.
Participation in an after school program or co-curricular activities that are designed to
build self-esteem, had positive effects on standards test scores in math and reading while
receiving extended time to complete homework did not have the same positive effects on
self-esteem or achievements(Cosden et al., 2004, 223). Berson (1995) in her survey of the
community college softball team, also found that the students had to learn to budget their
time for their studies and four-hour per day softball practices. In addition to organizational
skills, co-curricular activities in the arts teach students logical skills and creative problem-
 14

solving skills since they have to think creatively to successfully perform music, act in a
play, or produce a work of art. CCAs also provide students with a network of peers and
adults who have interests and talents similar to their own. Students who participate have
the chance to excel individually, be part of a group, and gain real-life lessons about the
importance of teamwork, responsibility, commitment, and hard work (Educational
Research Service 1999).

CCAs may be one of the reasons many students stay in school or find personal meaning
for their middle level and high school years. Students who are involved in co-curricular
activities can extend and enrich previously learned academic skills through competitions
and real-world simulations. In the co-curricular setting, they may also develop and
practice artistic, musical, and psychomotor talents; leadership skills; and future career and
occupational skills (Haensly, Lupkowsky, and Edlind 1985/1986). Goal-directed
activities develop skills in young people, and they may foster positive character traits.
Both individual and group activities can teach students the importance of vigilance, hard
work, attention to detail, practice, patience, and persistence in the face of setbacks. Group
activities encourage cooperation and teamwork, personal sacrifice for group goals, and
empathy—qualities that benefit young people in their studies, their jobs, and their
personal lives, as well as help them become responsible and successful adults (Zill, Nord,
and Loomis 1995).CCAs foster success in later life. Participation in high school activities
is often a predictor of later success—in college, in the workplace, and society (NFHS,
1999). Consider what any industry wants from its new employees, besides positive
attendance records and high academic averages in core courses: The list always includes
people skills, the ability to accept responsibility and follow directions, poise, and high
personal ideals.

2.4. Types of Co-Curricular Activities

Identifying the relationship between curriculum and co- curriculum helps us to
develop a better educational plans. Understanding the type of co-curricular
activities also helps us to develop and utilize resources more fruitfully and make it
 15

easy to organize desirable activities in schools. Singapore Secondary schools

typically divide CCAs into Core CCAs and Merit CCAs:
Core CCAs, which typically include the Sports, Performing Arts Groups and
Uniformed Groups, tend to take up more time and resources and have more
emphasis placed on them by the school. Membership in at least one Core CCA is
compulsory for secondary school students in Singapore and it is considered an
integral part of the education system.
Merit CCAs, which typically include Clubs and Societies, are usually less time-
consuming. Academic clubs however may consume as much time as, if not more
than, Core CCAs. Merit CCAs serve as an optional pursuit for students with an
interest in what the CCA has to offer (MOE Singapore, 2011).

2.5. The Benefits of Co-Curricular Activities

CCAs benefit children, schools, parents and communities as a whole. It also helps students
themselves gain new knowledge and skills as well as educating them against developing
unhealthy activities during their leisure time. It has also been found that extra-curriculum
activities help to reduce academic stress and tension, helping students to become more
alert and productive in their learning. Well-planned after-school activities can develop
positive attitudes, fun and healthy lifestyles for students (M.S. Omar Fauzee, 2007).
Students who participate in co-curricular activities benefit by making new friends,
learning new skills, working with teachers outside the academic setting and having fun
doing something they enjoy. All students are strongly encouraged to participate in at least
one club, activity or sport that they want to involve themselves according to their interest
and it helps them to know their hidden talents (Daniel Nessan, 2009). Co-curricular
activities, as the name implies, are those, not directly related to the prescribed curriculum
and include; sports, athletics, scouting, cubing, various hobbies, excursion, literary
societies, dramatics, debates etc. to bring social and physical adjustments in students.

The basic idea behind such activities in educational institutions is the building up of the
student character and personality as well as training of their mind that may help/facilitate
academic achievements of the student. However, over the years it was noticed that most
 16

of the schools in Pakistan were paying over emphasis to academic activities for the sake
of achieving a better percentage of the past candidates and winning awards and ranks than
in organizing suitable activities to improve the personality and the talents of the students.
This shift in mindset has led to a new approach giving special attention to the studies and
ignoring co- curricular activities altogether. Whereas, it is believed that unless balancing
both the curricular and co- curricular activities is done the very purpose of education
would be left unrealized (Daniel Nessan, 2009). CCAs help students to strengthen the
purpose of education, by implementing CCAs students can be responsible and develop
different characters, such as critical thinking, social skills, and talents (NASSP 1996). It
also offers students making group of peers and adults who have interests and talents
similar to their own. Students who participate in CCAs have the chance to outshine
individually, and as part of a group, and gain real-life lessons about the importance of
teamwork, responsibility, commitment, and hard work (Educational Research Service
1999). According to Allison (1979) cited on Edward J. and Jan A. (2000), students who
participate in co- curricular activities do not only do better academically than students
who do not but also develop other facets of their personalities in the process. Self-esteem
self-confidence, social cooperation, and leadership skills are just a few of the cognitive
factors that are affected. Co-curricular activities allow students to blend aspects of their
academic learning into personal actions. As Hensley, Lupkowsky, and Edlind
(1985/1986) cited on Edward J. and Jan A. (2000) Co-curricular activities may be one of
the reasons many students stay in school or find personal meaning for their middle level
and high school years. Students who are involved in co- curricular activities can extend
and enrich previously learned academic skills through competitions and real-world
simulations.

In the co- curricular setting, they may also develop and practice artistic, musical, and
psychomotor talents; leadership skills; and future career and occupational skills. In
addition to this, according to Daniel Nesan, (2009) students have a right to a road
education. And he asked, “Why should a science student have to give up for music or
major social studies are not getting opportunities for sport?” Many children have
remarkable talents in all sorts of different areas, and it is wrong to force them to specialize
 17

too early in specific areas. A career is not the only part of an adult’s life, school needs to
make sure they have interests and skills that will help them in their family and leisure
lives too. So the children’s educational development is stressed their interests or needs.
Through the equal balancing of academic and co-curriculum, however, students have the
chance to exercise their rights and the opportunity to be multitalented. For this reason, co-
curricular activities are supplementary or compulsory roles for the classroom program in
different countries. In many UK and USA high schools, for instance, sports activities
such as football, golf, tennis, and basketball are the most popular after-school choices
among students. In the same country those who prefer music, theatre and journalism, tend
to join specific after-school clubs that provide specifically for those activities (Wikipedia
2011). In Malaysia Putra University, Mohd Sofian Omar Fauzee (2007) suggested that
for most of the high school students of Malaysia, it is compulsory to attend CCAs outside
school hours and this may take place after school and during weekends. The CCAs
continues to be a popular program of after-school activity that serves school children of
all ages. Indeed, after-school programs have long been considered to be a key part of the
leisure activities of students all over the world. These programs are the collection of
sports, music and arts and often involve activities that are not part of the core academic
curriculum.

2.6. Infrastructural facilities and students’ participation in co-

curricular activities
One of the major factors, affecting the operation of a successful development of co-
curricular activities among the students is the provision of adequate facilities, equipment,
and supplies. In general, the term facilities, equipment and supplies are used as an
alternative word for each other. But in the field of physical education, games & sports and
in practical subject these three words have different meanings. In this regard, facilities
may be defined as an area, space or teaching station, it may be located either out-of-doors
or inside a building, such as classroom, play field, laboratory, gymnasium, auditorium
(Winston et al 2008). Similarly the term 'equipment' is interpreted as non-expendable
items which may be a part of the permanent construction. Such as backboard of basketball,
goal post in football or hockey ground etc., whereas supplies are those expendable
 18

materials or items that need to be replaced at frequent intervals, such as balls, bats, net,
book, paper, paint, brushes etc. It was observed by Sowa and Gressard (1999), that most
schools have the needed facilities (except for athletics). He also observed that schools do
not have sufficient items of musical instrument but, they hire the needed instruments.
Some school have well-furnished auditorium, where most of the district level workshops,
seminars are conducted. However, co-curricular programs in most schools have remained
unattractive chiefly because of inadequacy of facilities. In fact, amount and variety of
facilities, equipment and supplies needed depend upon several factors including the type
and extent of program, the number of students to be served, and of course, budgetary
considerations. Although it is recognized that good leadership is the most important
ingredient in teaching and conduct of schools, the proficient teacher can do better job by
the use and mobilization of local resources and material (Pascarella, & Terenzini, 1991).

2.7. Teachers’ role and students’ participation in co-curricular

activities
The study also aimed at determining the influence of teachers‟ role in the development of
co-curricular activities among students in secondary schools in Gimbichu Woreda
secondary. Emphasis on co-curricular activities has been made because the Ministry
knows of the positive effect of students being all-rounder when they excel in academic
and co-curricular activities. In some secondary schools, applications for the entrance are
judged on the examination of co-curricular activities but great care is taken to ensure that
the selected students are active in curriculum activities too. The concern here is whether
students who participate in co-curricular activities are gaining any benefits or is it a mere
waste of time and effort by all parties. The importance in education does not only lie in
academic but also in all other fields which are required in educating students, which
include skills and co curriculum. Fostering a sense of school co-curricular engagement in
a personalized environment requires an expanded role for teachers.

In this expanded role, teachers seek to influence students' social and personal
development, as well as their intellectual growth. To sustain a pervasive "ethic of caring,"
adults maintain continuous and sustained contact with students, responding to the students
 19

as whole persons rather than just as clients in need of a particular service. Expanding their
traditional role as transmitters of knowledge, teachers help create networks of support that
foster students' sense of belonging and support students to succeed in the school. For their
part, adults in the school need to promote positive and respectful relations between adults
and students; help students with personal problems; cultivate students' ability to meet
school standards; and support students' efforts to find a place in society by forging
appropriate links between personal goals and interests, school opportunities, and future
plans. In exchange for this active commitment from the school, students behave positively
and respectfully toward adults and peers and commit their mental and physical efforts in
school tasks to a level making their own achievement likely. Competency building begins
at school level. There is extensive literature on competency building and co-curricular
activities. Green (1998) emphasized that the contents of competency building will finally
ensure that the workforce produced will possess the proficiency and literacy that is
required for a good performance. A study carried out by Russel, Peter, Donald and Robert
(2000) found that extra curriculum involvement in high school produces honesty and fair
play needed to prevent delinquency and crime. Previous studies reveal that students‟
involvement in co-curricular activities makes them stay in school and improve retention
rates. Many coaches are teachers in the school, and they interact with students not only in
the classroom but in after school programs as well. Some teachers may become biased
toward students who participate outside the classroom, forming bonds that may affect the
grades of the individual students.

2.8. The value of Co-curricular Activities

CCAs have some values like academics. Educational value has great potential, but
classroom teaching is theoretical. To get practical knowledge, CCAs can be imparted.
There are so many valuables of CCAs: Development of social spirit, Recreational values,
Physical Development, and cultural values. The development of social spirit has its value.
Social cooperation is recognized as one of the important demands of citizenship. It is
difficult to teach social value through school subjects like Languages, Mathematics or
Social Sciences. By participating in group activities, students learn good manners and
develop a sense of cooperation. Membership in a club, student council, dramatic cast or
 20

athletic team requires co-operation. Students learn to appreciate the relationship of an

individual to the social group. Through team activities, students learn social cooperation.
They develop group spirit, 'we' feeling, belongingness, unity and ability to be cooperative
(Daniel Nesan, 2009). Recreational value is also one valuable activity. Lack of ability and
training in proper utilization of one's leisure time is one of the major defects in the present
system of sports and athletics directly contribute to physical development of students.
These activities provide a useful opportunity for the growth and development of the body
and it helps to develop education. By providing and organizing various activities, schools
provide wholesome opportunities to students, rather than to spend their spare time in
undesirable activities. Instead, hobbies that can be developed at the school-age become
lifelong habits.

Physical development, while games, psychological brightness too. Some CCAs like
understanding of different cultures have also a tremendous value, as they help in providing
opportunities for better understanding of our cultural heritage and traditions, activities
like dramatic song and dance, folk songs, folk music, exhibitions and celebration of
various religious and social festivals provide better knowledge and understanding of our
culture. Even if CCAs are very important for students at all academic levels, different
factors are affecting it to practice effectively.

2.9. Impact of co-curricular activities on learning outcomes

Are Co-curricular activities having any relation with academic achievement or not, these
are important in their own right due to many reasons. Many educationists believe that
these activities increase social interaction, enhance leadership quality, give a chance for
healthy recreation, and make students self-disciplined and confident. Marsh and Kleitman
(2002) tested whether participation in co-curricular activities influences academic
outcomes even when the effects of a student’s ability, school, personal and family
characteristics, and numerous other factors are controlled. They find that joining more co-
curricular activities and spending more time participating in them is associated with
higher grades, more difficult courses selected, more time spent on homework, more
 21

colleges applied to, a higher likelihood of starting and finishing college, and a higher final
degree earned, even when other factors are controlled.

Mary Rombokas (1995) surveyed college students who were involved in co-curricular
activities in high school to discover if there was, in fact, a connection between
involvement in activities and academic achievement. She concluded after inquiring two
hundred ninety-two college students that "participation in co-curricular activities
improves both the academic and social development of students". In her research, she
discovered that athletes have higher grade point averages than students that are not in
athletics. Also, Broh (2002) stated that researchers have found positive associations
between co-curricular participation and academic achievement. Darling et al. (2005),
compared the students who participated in co-curricular and who did not participate in
these activities and commented as, “students who participated in school-based co-
curricular activities had higher grades, higher academic aspirations, and better academic
attitudes than those who were not involved in CCAs at all” Thompson and Austin (2003)
found no significant relationship between co-curricular activities and the academic grades
Mahoney et al (2003) found a positive relationship between co-curricular activities and
inter-personal competencies, high aspiration, and better attention level. Hollway (2002)
studied the effect on motivation and found it positive too. Similarly, Bauer and Liang,
(2003) showed a positive effect on critical thinking, social and personal maturity.
Participation in co-curricular activities is widely thought to play a key role in students’
academic success (Huang and Chang, 2004; Hunt, 2005; Camp, 1990; Stephens and
Schaben, 2002), and contribute to bachelor’s degree attainment (Tan and Pope, 2007).
Students also realize the importance of developing overall competencies, by joining
CCAs and working collaboratively with their student peers on academic work to gain
hands-on experience (Fung, Lee, and Chow, 2007). Numerous researches were conducted
to investigate this relationship and found that co-curricular activities were positively
correlated to academic performance (Hanks and Eckland, 1976; Camp, 1990). Some
findings, however, found no such correlation between co-curricular involvement and
academic performance (Light, 1990; Hartnett, 1965).
 22

One research finding suggested that only an academic curriculum would enhance
academic performance (Chambers and Schreiber, 2004). It implied that participation in
some nonacademic co-curricular activities might not directly benefit academic
performance. Black (2002) suggested that involvement in student 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 by the flawed use of cross-sectional designs and
inadequate or non-existent selection control methods (Holland and Andre, 1987; Otto,
1982).

2.10. Challenges in Implementing Co-curricular activities

Funding is a major problem with many co-curricular activities. Budget concerns in
schools and communities often result in the reduction or loss of extracurricular activities.
For many schools facing budget deficits, co-curricular activities are the first programs to
be cut. However, extracurricular activities often require students to maintain a specified
grade point average. And fewer opportunities for students to become involved outside the
classroom can be detrimental to academic success as well (Amanda, 2003). Lack of
trained human power in the area of CCAs, lack of budget, less involvement of the society
in the co-curricular program, and over workload were the major factors affecting the
implementation of CCAs. In light of this, the research study of Jha et al. (2004) pointed
out that limitations in the educational budget and inadequacy of educational materials
were the critical problems for the successful implementation of co-curricular activities in
secondary schools. From this analysis, it can be observed that lack of trained and training
teachers, inadequate school facilities, lack of incentives and reward for good performance
of teachers and students, over teaching load, financial problems, lack of monitoring and
guidance were the prominent factors affecting the practice and implementation of co-
curricular activities in secondary schools.

Finding leaders for co-curricular activities -- coaches, mentors, and instructors -- can be
a problem. Schools and communities often have a hard time finding people to organize
and run co-curricular activities because of the time commitment. Even for those activities
 23

with leadership in place, a lack of commitment on that person's part can doom the program
to fail with students. Low participant involvement can be a stumbling block for CCAs.
Getting students involved requires work by the activity leader. Without enough student
involvement, schools and communities usually drop activities. There are several reasons
for students not getting involved in CCAs, such as not being interested in the programs
offered or not having enough time to participate. Encourage students to take an active role
in extracurricular activities that meet their interests and help them understand how to
manage their time (Amanda, 2003). Inequality between and within schools is a problem
with some CCAs. Funding, leadership, and student involvement are all factors. Larger,
wealthier schools and communities generally offer more opportunities for students,
because they have more resources. This inequality can be a problem for smaller
communities that cannot afford diverse CCAs. Besides, inequality can exist within
schools between athletic, academic, and artistic CCAs. The lack of variety in programs in
schools and communities restricts the opportunities for involvement as well.

2.11. Teachers’ role and students’ participation in co-curricular

activities
The Emphasis on co-curricular activities has been made because the Ministry knows of
the positive effect of students being all-rounder when they excel in academic and co-
curricular activities. In some secondary schools, applications for the entrance are judged
on the examination of co-curricular activities but great care is taken to ensure that the
selected students‟ are active in curriculum activities too. The concern here is whether
students who participate in co-curricular activities are gaining any benefits or is it a mere
waste of time and effort by all parties. The importance in education does not only lie in
academic but also in all other fields which are required in educating students, which
include skills and co curriculum. Fostering a sense of school co-curricular engagement in
a personalized environment requires an expanded role for teachers. In this expanded role,
teachers seek to influence students' social and personal development, as well as their
intellectual growth. To sustain a pervasive "ethic of caring," adults maintain continuous
and sustained contact with students, responding to the students as whole persons rather
 24

than just as clients in need of a particular service. Expanding their traditional role as
transmitters of knowledge, teachers help create networks of support that foster students'
sense of belonging and support students to succeed in the school.

For their part, adults in the school need to promote positive and respectful relations
between adults and students; help students with personal problems; cultivate students'
ability to meet school standards; and support students' efforts to find a place in society by
forging appropriate links between personal goals and interests, school opportunities, and
future plans. In exchange for this active commitment from the school, students behave
positively and respectfully toward adults and peers and commit their mental and physical
efforts in school tasks to a level making their own achievement likely. Competency
building begins at school level. There is extensive literature on competency building and
co-curricular activities. Green (1998) emphasized that the contents of competency
building will finally ensure that the workforce produced will possess the proficiency and
literacy that is required for a good performance. A study carried out by Russel, Peter,
Donald and Robert (2000) found that extra curriculum involvement in high school
produces honesty and fair play needed to prevent delinquency and crime. Previous studies
reveal that students‟ involvement in co-curricular activities makes them stay in school
and improve retention rates. They interact with students not only in the classroom but in
after school programs as well. Some teachers may become biased toward students who
participate outside the classroom, forming bonds that may affect the grades of the
individual students.
 25

3. RESEARCH DESIGN AND METHODOLOGY

This chapter discusses the research design and methodology that was used to carry out
the study. It presents the description of the Study area, design of the study, data sources,
target Population, sampling size, and sampling techniques, Data gathering instruments,
Data collection procedures, Methods of data analysis, Validity and Reliability, Ethical
considerations

3.1. Description of the Study Area

The study was conducted in Gumbichu Woreda which is one of the woredas of the East
Shoa Zone Oromia Regional State located in South-East Ethiopia. Gumbichu woreda is
situated between latitude 8o52’N and longitude 7030’E, It is located at a distance of 84 km
southeast of Addis Ababa. The Woreda is bordered with Menjar Shankara woreda with
the east, with Kaliti Rural Kebele Administration in the west, with Ada’a woreda in the
south, and with Aleltu woreda in the north.It comprises 36 kebeles, in which all of them
have at least one primary schools, however; In the woreda, there are 3 secondary schools
and all of them are government
 26

3.2. Methodology
For this study mixed (quantitative and qualitative) methods was employed. Because
a mixed research method is convenient for social and human science as distinct
research, which is used to cover basic deficiencies and description of the study
(Creswell, 2009). Gary S. et al. (2009) also indicated that using mixed research
method neutralizes or cancels the biases of any single method, and it is used as a
means for seeking convergence and integrating qualitative and quantitative data.
QUAN-Qual (Quantitative-qualitative) Model was used; i.e. quantitative data was
collected first and more heavily weighted. The first to be read or the capitalized
abbreviation is the dominant perspective and is weighted more heavily.

3.3. Research Design

The descriptive survey design was employed in this study on the ground that it is
helpful to obtain reliable and relevant information from a variety of groups on the
actual implementation of the issue under investigation. According to Best and Kahn
(2006), a descriptive research design helps to describe and interpret the current
condition. By using this type of research method, the researcher has attempted to
gather data about past experience, recent status, and other internal and external
factors that contributed to the existing problems.

3.4. Data Sources

This study used both primary and secondary data sources. The primary data sources were
collected from students and teachers through questionnaires and from principals and
supervisors through interviews. The secondary data sources were books, journals and
related documents collected from selected schools.

3.5. Population, Sample Size, and Sampling Techniques

Data source of the study includes those Gimbichu Woreda secondary school’s teachers,
principals, and supervisors. From the total 3 government secondary schools found in
Gimbichu Woreda, 2 secondary schools were selected using a purposive sampling
 27

technique because the researcher intended to include schools from a different

geographical location that helps in the generalization of the population. Those target
schools of this study schools are Chefe Donsa and Dobie secondary school were selected
as a sample of the study. In addition to this, the researcher was used random sampling for
students, strata sampling by teacher’s sample from the target population and using none
proportional quota for schools and availability for principals, and supervisors. The
researcher was 397 students from 1721, 60 teachers from 67 teaching staff, 4 principals
out of 4 principals, and 1 supervisor out 1 were selected availability sampling technique.

3.5.1. Sampling Technique

In this study, purposive sampling techniques were employed. This is because selected
schools are convenient for the researcher to deeply investigate the problem and collecting
data. The respondents from each school were selected and drawn based on a strata
proportionate simple random sampling technique.

3.5.2. Sample Size Determination

Sample size from the target population teachers, principals and students of selected
Secondary Schools were determined using the Yamane formula. This formula was used
to calculate the sample size from the target population.
𝑁
The formula: 𝒏 = 1+𝑁𝑒^2

Where 𝒏is the sample size, 𝑵is target population size (total number of teachers and
students of the four Secondary Schools), e is the level of precision (5%) (Bereket and
Kidus, 2016; Engida and Zeytu, 2017). Therefore, Sample determination of teachers,
principal, and students from each School will be obtained using the above rule in the
below table;
 28

Table 1: Sample population of the study area

Secondary Respondents Number of Number Percentage Sampling

schools Population of of samples Techniques
Samples from the
total (%)
Chefe Students 1627 321 20 Random S*
Donsaa Teachers 55 48 87 Stratified RS
Principals* 3 3 100 Available S*
Dobie Students 94 76 81 Random S*
Teachers 12 12 100 Stratified RS
Principals* 1 1 100 Available S*
Both school supervisor 1 1 100 Available S*
Total Students 1721 397 23
sample Teachers 67 60 90
Schools Principals* 4 4 100%
Supervisor 1 1 100%
The total sample of students 397, teachers 60, principals(including vices)4 and
supervisors 1 is 1
Principals*= principals and vice-principals,

3.6. Data Collection Instruments

To collect data, which is relevant for this study the researcher was used questionnaires,
interviews, and documents related to co-curricular activities.

3.6.1. Questionnaire
The questionnaires were prepared to collect information from students and, teachers. The
instrument was composed of open and close-ended questions based on the nature of
questions were five-point Likes scales which are range from strongly disagree to strongly
agree, close-ended questions were ranked. Open-ended questions are designed for
respondents to trap valuable additional information and to express his/her feelings about
 29

the research problem. The questionnaires were prepared in English and distributed to
Secondary school teachers and students. While for the students it was translated to Afaan
Oromo languages to address all of the respondents with keeping its originality.

3.6.2. Interview guide

The interview was as also used as a data collection instrument to obtain additional data
that can strengthen the output of the study. In this study, the interview was undertaken in
the form of person-to-person encounters using semi-structured and open-ended questions,
enabling respondents to address matters in their terms and words. Therefore, the interview
guide was prepared for the 1 Supervisor and 4 School Principals by the researcher. It was
prepared for cross-checking and substantiates the result of the questionnaire.

3.6.3. Document Review

In addition to the data collection instruments mentioned above, document analysis was
made on the existing-curricular activities of students in school club records and the non-
club activities concerning the students learning. Moreover, the school club plan, meeting
schedules and activities was checked and analyzed. This was done to triangulate the data
which were collected through questionnaires and interviews.

3.7. Procedures of Data Collection

Relevant data for the research study was collected through the use of multiple instruments.
Both qualitative and quantitative primary data were collected. The first step in the study
process was the preparation of the instruments, questionnaires on the role of effective
implementation of co-curricular activities in students learning, the other one is interview
questions for the principals and supervisor from the selected secondary schools of
Gimbichu Woreda, which was discussed under instrumentations. The second step was the
acquisition of approval for conducting the research. Regarding this, the researcher
submitted a permission request letter to each director of the two selected secondary
schools and then the approval to administer the questionnaires was obtained from the
selected secondary schools of Gimbichu Woreda principals. Before the administration of
the questionnaires for the students, a brief explanation was given on the aim and purpose
 30

of the study by the researcher. This was done in addition to the specific and general
guidance and direction in the questionnaires. Moreover, each student was told to fill up
both questionnaires mentioned above. Because, to assess and identify which explanatory
variables are detrimental for their perception and which are the potential factors that can
affect their perception towards co-curricular activities. As to the administration of the
interview for the principals and supervisor, it was conducted in their free and appropriate
times. A pilot study was conducted before the administration of the questionnaire to the
respondents. This was done by choosing some students and teachers randomly who are
not included in the main study. Because conducting a pilot study facilitates the actual data
collection process.

3.8. Method of Data Analysis

The data that were collected by using different tools were checked and tabulated,
presented, and interpreted based on the type and nature of items. Frequency and
percentage were used to present the background information of the respondents. The
questions that related to the research work was analyzed, by using both descriptive
statistics like percentage, means and standard deviation and inferential statistics like chi-
square and test

3.9. Validity and Reliability of the Instruments

3.9.1. Validity
Validity is the degree to which results obtained from the analysis of the data represent the
phenomenon under the study (Orodbo, 2005 cited in Wekesa, 2013). Based on this
definition and different perspectives of validity, the items in the perception towards the
activities and implementation of co-curricular activities questionnaire and interview
questions content validity was checked using rating scales. In other words, the
representativeness of each item/question from which they have taken and to what extent
they represent the objective of the study. Finally, the two instruments are reviewed by
professionals and the study will be conducted.
 31

3.9.2. Reliability
The reliability of an instrument is the degree to which measures are free from random
error and, therefore, provide consistent data. The researcher has used this test to ensure
the internal consistency of the items in the questionnaire to measure the reliability as
indicated in (Baharin et al., 2015).

3.10. Ethical considerations

Data collection in descriptive case study research poses various ethical problems. An
interviewee might experience unexpected emotional difficulties as a result of expressing
deeply held and perhaps controversial beliefs and feelings to an interviewer (Gall, Gall
& Borg, 2007). It is very important to make ethical considerations to better protect the
right of the participants. To undertake the study ethically, the following ethical
principles will be included in the research process: first, getting permission from the
school administrators, teachers, and students, second, permission and readiness of the
participants to participate in the study after understanding the purpose and significance
of the study, third, participants were informed who was get access to the data, forth, the
participants were informed that their identities remain confidential.
 32

4. RESULT AND DISCUSSIONS

This chapter of the study deals with data presentation, analysis, and interpretation of data
obtained from the questionnaire, interview, and document analysis to search for an
appropriate answer to the basic questions listed in chapter one. The section is divided into
two major parts. The first part presents the demographic & Educational characteristics of
the participants and the second part deals with the analysis and interpretation of the role
of effective implementation of co-curricular activities in Students Learning. Accordingly,
presentation and analysis were made making use of the data gathered from teachers,
students, school principals, and supervisors of CRC.

To collect data, questionnaires were filled by selected secondary schools' sample teachers
and community representatives mentioned above. To validate the data from
questionnaires, students and teachers and interviews were conducted with principals and,
supervisors. In addition to these, document analysis was employed as supplementary data
gathering tools in this study. The questions in the questionnaire of the appendix parts have
a repetitive nature and during analysis, similar items are clustered together. The rated
results of the items are taken as the average of their summation for simplicity of
presentation.

4.1. Background of Respondents

Four hundred fifty-seven copies of the questionnaire were distributed to the
respondents. Out of these questionnaires, 397 copies were distributed among
students, 60 copies were distributed among teachers. All the distributed copies of the
questionnaires (100%) were returned. The researcher believes that the following
description of the characteristics of the sample respondents gives some basic insight
about sex, qualification, and educational background for a better understanding of
their situation. In this regard, Table 3 presents the background characteristics of the
respondents. Understanding the overview of the respondent’s characteristics was
important for further analysis of their responses. Hence, attempts were made to
describe the background of the respondents, which directly or indirectly related to the
 33

objectives of the study. Accordingly, respondents’ general demographic

characteristics, sex, age, and educational background were separately treated.

Table 2: Sex, Age and, Educational background of respondents

Variable Teacher Students Principals Supervisor Total

s
Categories

N % N % N % N % N %

M 45 75 299 75.3 3 75 1 100 348 75.3

Sex F 15 25 98 24.6 1 25 - - 114 24.6

T 60 100 397 100 4 100 1 100 462 100

≤15 - - 99 24.9 - - - - 99 21.4

Age 16-20 - - 120 30.2 - - - - 120 25.9

21-25 6 10 158 39.7 - - - - 164 35.4

26-30 36 60 20 5.03 2 50 - - 58 12.5

31-35 11 18.3 - - 1 25 - - 12 2.5

36-40 4 6.6 - - 1 25 1 100 6 1.29

≥41 3 5 - - - - - - 3 0.64

Total 60 100 397 100 4 100 1 100 462 100

Educati Diploma - - - - - - - - - -
on
Degree 50 83.3 - - 3 75 - - 53 81.5
Backgro
Master 10 16.6 - - 1 25 1 100 12 18.4
und
Total 60 100 - - 4 100 1 100 65 100
 34

As can be seen from table 2 the Directors respondents consisted of 3(75%) male and
1(25%) female. Concerning the supervisor, 1(100%) was male. The data revealed the
participation of females in the school leadership position of the study area was low. This
implies that the leadership positions were dominated by males in which females were
underrepresented as secondary school principals and supervisors in the area under
investigation. According to Sperandio (2006), the presence of women in leadership roles
at the secondary school level and above contributes to sensitivity within schools for the
wellbeing of adolescent girls and provides girls beginning to consider carrier choices
with role models of decision-makers and leaders. In the case of teachers and students
45(75%) male, 15 (25%) females and 299(75.3%) male, 98(24.6%) females respectively.
Concerning their age, as shown in the same table 5, 99(24.9%) students were 15and under
15, 120(30.2%) between 16 and 20, 158 (39.7%) between 21 and 25, 20(5.03%) between
26 and 30. In case of teachers,6(10%) teachers were between 21 and 25, between 26 and
30, 36(60%) were teachers,2(50%) principals, 11(18.3%) were teachers,1(25%)
principal, between 31 and 35, 4(6.6%) were teachers, 1(25%) principal ,1(100%),
between 36 and 40, 3(5%) teachers were above 40years age. According to the interview
response: "…. most of the school Co-Curricular activities (club) members and facilitators
are served teachers and Secondary school students" The educational background level
was an important factor to assess the role of effective implementation of co-curricular
activities in Students Learning. As it is indicated in table 2 large proportions (100%)
were secondary school students, (83.3%), (16.6%) teachers were first Degree and
master’s holder respondents respectively, whereas (75%), (25%) principals were first
degree and master’s holder respectively. Also, all (100%) supervisor was master’s
holder. The more teachers participate in leading Co-Curricular activities, the more they
can help students of all academic, economic, and demographic types succeed (STEM
Wizard, 2018).
 35

4.2. Factors that can affect the Perception of Teachers and students
towards CCAs
This section deals with the items related to the factors that can affect the perception of
teachers and students towards CCAs. Each item is analyzed based on the data obtained
through questionnaires responded by teachers and students. Accordingly, the ten items
are interpreted as indicated in the table below
 36

Table 3 Factors that can affect the Perception of Teachers and Students
Towards CCAs
No Statements Choice

Respo

Mean
ndent

SD
SA A U D SD

s
1 Most students have a low interest T 18 14 7 15 6 3.383 3.16
in co-curricular activities. S 100 200 97 - - 4.00 3.54
2 Most teachers have a low interest T 20 15 6 8 11 3.42 3.24
in co-curricular activities. S 170 160 67 - - 4.25 3.97
3 Low attention is given to CCAs by T 20 22 5 6 7 3.7 3.43
the school administrators. S 185 156 56 - - 4.32 3.85
4 There is an inadequate facility in T 20 5 8 12 15 3.05 2.97
the school for exercising CCAs. S 120 200 77 - - 4.10 3.64
5 Lack of incentives and rewards for T 24 8 4 10 14 3.3 3.21
teachers and students S 175 120 102 - - 4.18 3.73
6 Insufficient allocation of budget forT 30 21 2 2 5 4.15 3.8
CCAs by the school
S 100 200 97 - - 4.00 3.54
administration.
7 There is a lack of guidance and T 31 14 10 2 3 4.13 3.76
monitoring. S 220 100 77 - - 4.36 3.90
8 Lack of trained teachers in Co- T 11 22 9 10 8 3.3 3.04
Curricular activities S 97 200 100 - - 3.99 3.52
9 Weak reinforcing education system T 14 20 7 5 14 3.25 3.08
towards co-curricular activities S 200 177 20 - - 4.45 3.96
10 Lack of knowledge by Students T 19 21 10 5 5 3.7 3.38
about the role of CCAs. S 210 152 35 - - 4.44 3.96
T=teacher, S= student, SA=strongly agree, A=agree, U=undecided, D=disagree,
SD=strongly disagree
As can be observed in item1 of table 3 respondents were asked to indicate their
agreement on the extent to which most students have a low interest in co-curricular
 37

activities. In this regard, 32 (53.33%) of teacher respondents have agreed on most students
have an interest in co-curricular activities, 7 (11.66%) of teacher respondents have not
decided on the issue while 21 (35%) of teachers disagreed on the use of such method.
Also 300 (75.5%) student respondents agreed on most students have a low interest in co-
curricular activities, while 97(24.4%) of student respondents disagreed on the use of the
method. On the other hand, the calculated mean values of teachers (mean= 3.83 SD=3.16)
and that of students (mean= 4.00, SD 3.54). From this analysis, it can be observed that
involvement in CCAs is low. In connection to this, Hung and Chang (2004) verified that
students who participated in structured CCAs are likely to have higher academic
achievement and a higher level of attachment to school.

An s can be seen in table 3 item 2 respondents were asked to indicate their agreement on
the extent to which most teachers have a low interest in co-curricular activities. In this
regard 35(58.3%) of teacher respondents have agreed on most teachers have low interest
in co-curricular activities, 6 (10%) of teacher respondents have not decided on the issue
while 19(31.66%) of teachers disagreed on the use of such method. Also,330 (83.1%)
student respondents agreed on most teachers have a low interest in co-curricular activities,
while 67(16.8%) of student respondents disagreement with the use of the method. On the
other hand, the calculated mean values of teachers (mean= 3.42 SD=3.24) and that of
students (mean= 4.25, SD 3.79)

About item 3 of table 3 respondents were asked to indicate their agreement on low
attention is given to CCAs by the school administrators. In this regard, 42 (70%) of
teacher respondents have agreed on low attention is given to CCAs by the school
administrators 5(8.33%) of teacher respondents have not to decide on the issue while 13
(21.66%) of teachers disagreed on the use of the method. Also, 341 (85.8%) student
respondents agreed on low attention is given to CCAs by school administrators, while 56
(14.1%) of student respondents disagreed on the use of the method. On the other hand,
the calculated mean values of the teachers (mean= 3.7 SD=3.43) and that of students
(mean = 4.32, SD= 3.85)
 38

In responding to item4 on table 3 respondents were asked whether inadequate facilities,

equipment, and supplies affected the implementation of CCAs. In this regard, 45(75%) of
teacher respondents have agreed on there is an adequate facility in the school for
exercising CCAs, 8(13.3%) of teacher respondents have not to decide on the issue while
7(11.6%) of teachers disagreed on the use of such method. Also, 320(80.6%) student
respondents agreed on there is an inadequate facility in the school for exercising CCAs,
while 77(19.3%) of student respondents disagreed on the use of the method. On the other
hand, the calculated mean values of teachers (mean= 3.05 SD= 2.97and that of students
(mean=4.10, SD= 3.64)

Item 5, on table 3 respondents responded whether lack of incident, the reward for teachers
and students affected the implementation of CCAs or not. In this regard, 32(53.3%) of
teacher’s respondents have agreed on the lack of incentive and rewards for teachers and
students, 14(23.3%) of respondents have no decision on the issues, while 14(23.3%)of
teachers disagreed on the use of such method. Also, 295(74.3%) student respondents
agreed on the lack of incentives and rewards for teachers and students, while 102(25.6%)
of student respondents disagreed on the use of the method. On the other hand, the
calculated mean values of the teacher (mean=3.3, SD=3.21) and that of students (mean=
4.18, SD= 3.73) from this, it was convenient to say that there was no incentive, reward
for good work of teachers and students in secondary schools in enhancing the practice of
CCAs.

Supervisor interview commonly agreed that: “Providing a reward for the work of teachers
and students in Co-Curricular activities is crucial” According to their role in these
activities, they tried in providing certification in school closing /parents day and
announcing their best activities in the school Notice.

As can be observed in item 6 of table 3 respondents were asked to indicate their agreement
on insufficient allocation of budget for CCAs by the school administration, in this regard,
41(68.33%) of teacher’s respondents have agreed on the insufficient allocation of budget
for CCAs by the school administration, 4(6.66%) of teacher respondents have not to
 39

decide on the issue while 5 (8.3%) of teachers disagreed on the use of such method. Also,
300(75.5%) student respondents agreed on the insufficient allocation of budget for CCAs
by the school administration, while 97(24.4%) of student respondents disagreed on the
use of the method. On the other hand, the calculated mean values of teachers (mean= 4.15
SD=3.8) and that students (mean= 4.00, SD=3.54). From this analysis, it can be observed
that the financial problems of secondary schools significantly affect the implementation
of CCAs. In light of this, the research study of Jha et al (2004) pointed out the limitation
in educational budget and inadequately of educational materials were the critical problems
for the successful implementation of co-curricular activities in secondary school.

As can be observed in item 7 of table 3 respondents were asked to indicate their agreement
on there is lack of guidance and monitoring. In this regard, 45(75%) of teacher
respondents have agreed on there is a lack of guidance and monitoring, 10(16.67%) of
teacher respondents have not decided on the issue while 5(8.3%) of teachers disagreed on
the use of such method. Also, 320(80.6%) student respondents agreed on there is a lack
of guidance and monitoring, while 77(19.3%) of student respondents disagreed on the use
of the method. On the other hand, the calculated mean values of the teacher (mean= 4.13
SD=3.76) and that of students (mean= 4.36, SD= 3.90). From this analysis, it can be
concluded that lack of guidance and monitoring significantly affect the implementation
of CCAs in secondary schools. Similarly, Derebsa (2006) indicated that effective
implementation of CCAs requires a personal interaction guide and monitoring.

As can be seen in table 3 item 8 respondents were asked to decide on whether the lack of
trained and training teachers affects the implementation of CCAs. In this regard, 33(55%)
of teacher respondents have agreed on the lack of trained teachers in CCAs, 9 (15%) of
teacher respondents have not decided on the issue while 18(30%) of teachers disagreed
on the use of such method. Also, 297(74.8%) student respondents agreed on the lack of
trained teachers in CCAs, while 100(25.18%) of student respondents disagreed on the use
of the method. On the other hand, the calculated mean= 3.3 SD=3.04and that of students
(%) mean= 3.99, SD=3.52). From this analysis, it can be observed that the lack of trained
teachers in CCAs heavily affects the implementation of CCAs in secondary schools. In
 40

line with this, the research finding of Jha et al (2004) confirmed that the absence of
specific training on CCAs negatively affected the implementation of CCAs.
The majority of the interview respondent’s
Principals 1 said:
"……. they invite teachers and students to participate in Co-Curricular activities (Clubs)
through Notice advertisement and few of the respondents said that they invite club’s
members from teachers related to the subject they teach and for students by asking their
interest in the special form that is prepared for registering interested club members. "

As can be observed in item 9 of Table 3, respondents were asked to indicate their

agreement on the Weak reinforcing education system towards co-curricular activities. In
this regard, 34(56.6%) of teacher respondents have agreed on the Weak reinforcing
education system towards co-curricular activities, 7(11.6%) of teacher respondents have
not decided on the issue while 19(31.6%) of teachers disagreed on the use of such method.
Also, 377(94.9%) student respondents agreed on the Weak reinforcing education system
towards Co-Curricular activities, while 20(5.03%) of student respondents disagreed on
the use of the method. On the other hand, the calculated mean values of teachers (Mean=
3.25, SD=3.08) and that of students (Mean=4.45, SD= 3.96)

As can be observed in item 10 of Table 3, respondents were asked to indicate their

agreement on the Lack of knowledge by Students about the role of CCAs. In this regard,
40(66.6%) of teacher respondents have agreed on Lack of knowledge by Students about
the role of CCAs, 10(16.6%) of teacher respondents have not decided on the issue while
10(16.6%) of teachers disagreed on the use of such method. Also, 362(91.18%) student
respondents agreed on the Lack of knowledge by Students about the role of CCAs, while
35(8.81%) of student respondents disagreed on the use of the method. On the other hand,
the calculated mean values of teachers (Mean= 3.7, SD=3.38) and that of students
(Mean=4.44, SD=3.96) Participation in Co-Curricular activities are widely thought to
play a key role in students’ academic success (Huang and Chang, 2004)
 41

According to the document analyzed on CCAs module one (2004) the available clubs
were: Environmental protection, Mini Media, Sport, Anti HIV/AIDS, Women’s Affairs,
Students counseling, Library, Question and Answer, Civic and ethical, and Red Cross.
Documents revealed that the number of clubs organized in school at the beginning of two
months of annual schooling time was more than fourteen. However, the number of clubs
commonly found was not more than ten. These are anti-HIV/AIDS club, Civic and ethical,
Mini Media, Sport, Question and Answer, students counseling, Red Cross, Library,
Women’s affairs and Environmental protection. Similarly, documents revealed that:
There was no fixed schedule for co-curricular activities in secondary schools. This is
because; in most cases, priority is given to the curricular activities that have been taking
place in the classroom. In addition to this, the crowdedness of the program was observed
in secondary schools because of the staff meeting, training and other activities.
 42

4.3. The Roles of School Leaders and Teachers in Promoting CCAs

This title was treated with the roles of school leaders and teachers in promoting co-
curricular activities
Table 4. Descriptive statistics of the roles of school leaders in promoting CCAs

No Statements Choices

Resp
onde
nts
SA A U D SD Mean SD
1 Prepare co-curricular plan T 12 26 15 4 3 3.60 3.29
of a school as a whole S 120 140 97 40 3.85 3.45
2 Provides materials for T 19 23 10 2 6 3.78 3.46
effective implementation
of the program
S 150 160 45 22 20 4.15 3.71
3 Facilitate experience T 20 22 5 7 6 3.71 3.43
sharing program with S 211 98 88 4.30 3.86
other schools
4 Conduct training for T 14 16 4 20 6 3.2 2.98
school Community S 99 99 152 47 3.62 3.24
5 Reward and give incentive T 26 15 3 10 6 3.75 3.50
for good work at each step S 229 142 26 4.51 4.02
T=teacher, S= student, SA=strongly agree, A=agree, U=undecided, D=disagree,
SD=strongly disagree

In item 1 of Table 4 above, the respondents were asked to rate the degree of their
agreement whether prepare a co-curricular plan of a school as a whole the role of school
leaders. As we can see from the responses, the majority of respondents 12(20%) and
120(30.22%) of teachers and students respectively replied that they strongly agree with
the idea. which means they agree to prepare the co-curricular plan of a school as a whole
the role of school leaders. Also, 26(43.3%) of teachers and 140(35.2%) of students replied
that agree with the idea. But, 15 (25%) of teachers and 97(24.4%) of students, 4(6.66%),
40(10.07%) of teachers and students were replied undecided and, disagree respectively.
Besides, 3(5%) of teachers strongly disagreed. On the other hand, the mean score of
 43

teachers’ response was 3.60 and also the mean of students 3.85. This means to score and
significant difference of teachers and students implies that the majority of teachers agree
on having the awareness of the Prepare co-curricular plan of a school as a whole the role
of school leaders and the level of expectations of students on teachers’ awareness on the
Prepare co-curricular plan of a school as a whole the role of school leaders is medium.
From the data, it can be stated that the awareness of teachers and students on the Prepare
co-curricular plan of a school as a whole the role of school leaders were high and medium
respectively.

In item 2 of table 4, the teachers were asked to rate the degree of their agreement Provides
materials for effective implementation of the program was the role of school leaders.
Accordingly, 19(31.66%), 23(38.3%), 10(16.6%), 2(3.3%) and, 6(10%) of teachers
strongly agreed, agree, undecided, disagree and strongly disagree respectively. On the
Provides materials for effective implementation of the program the roles of school leaders
remain replied that strongly agree. About this, 150(37.7%), 160(40.3%), and 45(11.3%)
of student’s respondents strongly agreed, agree and undecided respectively on Provides
materials for effective implementation of the program roles of school leaders. As stated
in the table the mean score of teachers is 3.78 and the mean score of student’s were4.15.
That means the mean score of both teachers and students was within the range of high.

Regarding item 3 of table 4, teachers were asked to rate their agreement Facilitate
experience sharing program with other schools was the role of school leaders. The
majority 20(33.3%), 22(36.6%), and 5(8.3%) of the respondents strongly agreed, agree
and undecided respectively. On the other hand, the small amount of teachers 7(11.6 %),
and 6(10%) respondents disagreed and strongly disagree respectively on the facilitate
experience sharing program with other schools was the role of school leaders. About this,
211(53.1%), 98(24.68%), and 88(22.16%) of students’ respondents strongly agreed, agree
and undecided respectively on facilitating experience sharing program with other schools
was role of school leaders The mean of the item is 3.71 for teachers and 4.30 for students,
which are in the range of medium and high respectively on facilitating experience sharing
program with other schools was the role of school leaders. This indicates that there is a
 44

gap in Facilitate experience sharing programs with other schools to act as role models for
effectively implementation CCAs in the school. Since by its nature CCA needs the sharing
of experiences with the different programs with other schools and its output is to improve
the quality of education through promoting students’ knowledge, this gap should need to
fill.

Regarding item 4 in table 4, both respondents were asked to give their suggestion on the
Conduct training for school Community was the role of school leaders. In this regard,
14(23.3%), 16(26.6%) and 4(6.66%) of the teacher’s respondents rated that the conduct
training for school Community was role of school leaders strongly agree, agree and
undecided respectively. Also, 20 (33.3%) and 6(10%) of the respondents replied that the
conduct training for school Community is the role of school leaders disagree, and strongly
disagree respectively. Besides, 99(24.93%), 99(234.93%) and 152(38.8%) of the students
replied that Conduct training for school Community is school leader’s roles strongly
agree, agree and undecided respectively. But, the rest students replied that it was not at
all. As indicated in the table the mean score of teachers and students were 3.2 and 3.62
which is in the range of medium and high level respectively. From this, it can be
concluded that Conduct training for the school Community was the main role of school
leaders to plan in-school programs.

In item 5 of table4, the teachers were asked to rate the degree of their agreement Reward
and give incentive for good work at each step was the role of school leaders. Accordingly,
26(43.3%), 15(25%), and 3(5%) of teachers strongly agreed, agree, and undecided
respectively. Also, 10 (16.6%) and 6(10%) of the respondents replied that reward and give
incentive for good work at each step was the role of school leaders disagree, and strongly
disagree respectively. On the Reward and give incentive for good work at each step the
roles of school leaders remain replied that strongly disagree. About this, 229(57.68%),
142(35.76%), and 26(6.54%) of student’s respondents strongly agreed, agree and
undecided respectively on reward and give incentive for good work at each step the roles
of school leaders. As stated in the table the mean score of teachers is 3.75 and the mean
 45

score of student’s were ssss4.51. That means the mean score of both teachers and students
was within the range of high.

The Roles of Teachers

Table 5: Descriptive Statistics the roles of teachers in promoting
Co-curricular activities

No Statements Respondents t-
Teacher Student value
Grand
N=60 N=397
mean
mean SD Mean SD
1 Implement co-curricular program 3.41 1.062 3.38 1.066 3.39 1.697
effectively
2 Give opportunity for students to lead 3.97 1.13 3.09 1.032 3.44 2.648
co-curricular activities
3 Coordinate time and resources to 3.89 0.85 3.57 1.152 3.73 1.730
realize the stated objective
4 Act as role model by voluntarily 3.67 1.046 2.74 1.29 3.25 3.168
participating in the clubs

In the above Table, teachers coordinate time and resources to realize the stated objective;
it was favored by the respondents. Based on this, the respondents of teachers and students
agreed with the mean values of 3.89 and 3.57 respectively. This indicated that teachers
satisfactorily coordinate resources and time in promoting the implementation of co-
curricular activities. The t-test value of 1.73 showed there was no statistical significance
difference between the Marlow (2002), school teachers take the top position in promoting
the CCAs in schools. In general, as can be seen from the above analysis, the majority of
the roles teachers in promoting co-curricular activities like implementing co-curricular
activities, allow students to lead co-curricular activities, acts as role respondents’ views
at p > 0.05 level of significance. From this, it may convenient to conclude that the
 46

respondents aware of the coordination of time and resources by teachers in the process of
achievement of the goals of CCAs.

Regarding items 1, 2, 4 majorities of the teachers and students respondents confirmed that
the teachers implement these activities somewhat moderately. In this regard, as justified
by Stacey and model by voluntarily participating in co-curricular activities and reporting
the activities done and the problem they encountered were moderately achieved. The
overall results of the analysis showed that there was significant difference between the
ideas of the respondents

4.4. Responses on influences of infrastructural facilities on student’s

participation in CCAs.
This section is devoted to the presentation of the major influences of infrastructural
facilities on student’s participation in CCAs in selected secondary schools the influences
were learned from the responses provided to items as is displayed in table 6.
 47

Table 6: Teachers’ responses on influences of infrastructural facilities on

Student’s participation in CCAs in selected secondary schools

N Stron disagre moderate agree Stron Mea SD

o Items gly e gly n

disagr agree
ee
1 There is intensified F 7 0 25 14 14 2.5 2.3
education on facilities that % 11.64 0% 41.17% 23.53% 23.53
students can use to develop % %
their activities
2 There are few trainers on F 0 14 7 32 7 2.46 2.1
facilities available % 0% 23.53% 11.64% 52.94% 11.64
%
3 Some of the existing F 7 0 14 18 21 2.23 2.0
facilities are obsolete thus
% 11.64 0% 23.53% 29.41% 35.29
discouraging students
% %
from the utilization
4 Good leadership has F 0 0 0 25 35 1.41 0.9
enhanced proper % 0% 0% 0% 41.17% 58.53
utilization of facilities in %
our school
5 Inadequate knowledge by F 0 7 7 7 39 1.7 1.5
students on some facilities % 0% 11.64% 11.64% 11.64% 64.7%
available leads to
underutilization
6 Due to insufficiency, the F 7 14 0 25 14 2.58 2.4
school hire the needed % 11.64 23.53% 0% 41.17% 23.53
instruments for students to % %
use
 48

As indicated in item 1 of Table 6, the total of 28(47.06%), with 14(23.53%) strongly agree
and 14(23.53%) agree, which showed their agreement. On the other hand,7(11.64%)
respondents showed strongly disagree. 25 (41.17%) respondents moderate. From the
data, it can be stated that the attempt of teachers there is intensified education on facilities
that students can use to develop their activities

While responding to item 2 of table 6, 7(11.64%) and 32(52.94%) respondents strongly

agreed and agreed respectively. 7(11.64) and 14(23.53%) respondents revealed theirs
disagree and moderate respectively. But, 9(5.6%). This reveals that there are few trainers
on facilities available. In light of this, the finding was nearly the same as the finding of
the study by Wong, (2008). As he stated, the experienced teachers in facilities are more
effective in participating and implementing co-curricular activities than are less teaching
experience.
The school supervisor added:
Almost in all schools students are given opportunities to participate in co-
curricular activities, but the extent of students participating in these activities
varies from one school to another school depending on CCAs available in that
school. Some schools have enough facilities and others have few facilities
because of lack of fund and poor school environment For example, during
school supervision we find most of the schools have enough facilities compared
to other schools. )
The findings revealed that more than 80% of students participated in sports activities
compared to other co-curricular activities this has been a critical issue where sporting
activities have been considered as an only co-curricular activity in schools to complement
the formal curriculum for developing students holistically. Shehu (2001) pointed out that
one reason why the sport is considered a veritable means of bringing about mental,
physical, social, emotional and cultural fitness is that any sporting activity is process-
oriented.

In response to item 3 of table 6, 21(35.29%) respondents showed strongly agree whereas

18(29.41%) agreed and 14(23.53%) moderate on some of the existing facilities are
 49

obsolete thus discouraging students from utilization. However, 7(11.64%) respondents

strongly disagree on some of the existing facilities are obsolete thus discouraging students
from utilization. In connection to this, action without planning or planning that does not
pay equal attention to students, program, and material factors lead to failure and waste
resources (Derebsa, 2006). Therefore, from the above analysis, it can be concluded that
some of the existing facilities are obsolete thus discouraging students from the utilization
In response to item 4 of the same table 35(58.53%) and 25(41.17%), respondents showed
strongly agree and agree respectively. Form this it can be said that good leadership has
enhanced proper utilization of facilities in the school.

About item 5 of the same table, 39(64.7%) respondents replied strongly agree whereas
7(11.64%) agreed and 7(11.64%) moderate that inadequate knowledge by students on
some facilities available leads to underutilization. But 7(11.64%) respondents showed
theirs disagree.

In response to item 6 of the same table, 14(23.53%) and 25(41.17%) respondents

responded that they strongly agree and agree respectively whereas 14 (23.53%) and
7(11.64%) respondents strongly disagreed and disagreed respectively. Hence it is possible
to recognize that due to insufficiency the school hire the needed instruments for student’s
use
4.5. The benefit of co-curricular activities in contributing the
developments of student talents.
This section deals with the items related to the Teachers and students perceive the benefit
of co-curricular activities in contributing to the development of student talents. Each item
is analyzed based on the data obtained through questionnaires responded by teachers and
students and further backed by the data obtained through interviews. Accordingly, the
four items were interpreted as indicated in the table below.
 50

Table 7: Descriptive Statistics of perception towards CCAs the benefit of co-

curricular activities in contributing to the developments of student talents
N Response category
o
Item

Respondent
Strongly Agree disagree Strongly Undeci
agree disagree ded

Mean

SD
F % F % F % F % F %
1 Co-curricular S 159 40 182 45.8 20 5.03 6 1.7 30 7.5 4.0 3.72
activities serve 8
for the growth T 19 31.6 29 48.3 4 6.6 3 5 5 8.3 3.9 3.5
of social issues
of students.

2 Students S 170 42.8 155 39.0 30 7.5 23 5.7 19 4.7 4.0 3.71
participation in 9
co-curricular T 25 41.6 10 16.6 10 16.6 6 10 9 15 3.6 3.39
activities has
high benefits
3 Strength the S 215 54.1 98 24.6 - - 48 12.0 36 9.0 4.0 3.74
relationship 2
between T 12 20 30 50 9 15 3 5 6 10 3.6 3.31
students and 5
teachers
4 Develop all S 198 49.8 99 24.9 39 9.8 4 1.00 57 14. 3.9 3.68

personality 3 4

and self- T 18 30 28 46.6 12 20 1 1.6 1 1.6 4.0 3.58

direction of 1

students
S=student , T=teacher
 51

As indicated in table-7-item -1, respondent’s students and teachers were asked to express
their degree of agreement whether co-curricular activities can serve the growth of
different social issues of students. Accordingly, their responses 158(40%), 182(45.8%) of
students, and 19(31.6%), 29(48.3%) of teachers said strongly agree and agree
respectively. The rest respondents said disagree, strongly disagree and undecided co-
curricular activities can serve the growth of social issues.

Based on the above table -7-above analysis result showed majority182 (45.8%) of
students and, 29(48.3%) of teachers agree with co-curricular activities growth of different
social issues of students. Similarly, the mean scores of respondents about on the issues
4.08 and 3.9 agree respectively. The interview conducted with supervisors revealed that
the co-curricular activities serve the growth of different social issues of students.

As shown in table -7-item-2 indicate, students and, teachers respondents were asked
about their view on student’s participation in co-curricular activities has high benefits for
students. In this case, 170(42.8%) of students and, 25(41.6%) of teachers which was
strongly agreed, 155(39%) of students and, 10(16.6%) of teachers and, which was agree
and 30(7.5%) of students and, 10(16.6%) of teachers which disagreed and 23(5.7%) of
students and 6(10%) of teachers strongly disagreed. The rest 19(4.7%) of students and,
9(15% were undecided on the issues. Therefore, from the above analysis, the majority of
(42.8%) of students and, (41.6%) of teacher’s respondents strongly agree and agree on
the issues. Similarly, the mean scores of the respondents were 4.09 and 3.6 agree
respectively, that students' participation in co-curricular activities high benefits.

As can be seen from table-7-item 3, provided to respondents to be rated whether co-

curricular activities strength the relationship between teachers and students in secondary
schools. The respondents view indicated that 215 (54.1%) of students and, 12(20%) of
teachers strongly agreed and 98(24.6%) of students and,30(50%) of teachers agreed and
9(15%) of teachers said disagree and 48( 12%) of students and 3(5%) of teachers strongly
disagreed on the issues. The rest 36(9%) of students and, 6(10%) of teachers which were
undecided co-curricular activities strength the relationship between teachers and students.
 52

Accordingly, they viewed the majority of (54.1%) of students and, (20%) of teachers
reported agree co-curricular activities strength the relationship between teachers and
students. On the other hand the mean scores showed students and, teachers and were 4.02
and 3.65 respectively, co-curricular activities strength the relationship between teachers
and students.

From the interview, principal responded confirmed that Co-curricular activities strength
the relationship between teachers and students. Therefore, this study has shown that from
two group of respondents and interview reported concerning the idea that co-curricular
activities the relation between teachers and students. In addition to this, in the interview
with the supervisor it was found that teachers’ participation in co-curricular activities was
important.
Supervisor highlighted the following comments:
Students feel happy when they see their teachers participate in co-curricular
activities, teachers are as a role models to them and influence them to
participate more in co-curricular activities…also this helps reduce social
distance that is always in the minds of students that teachers are always harsh.

Principal 2 added
I always encourage teachers to attend co-curricular activities like sports to
maintain discipline among students and avoid unnecessary problems which
may occur in absence of teachers. For example, in football boys always
quarrel because of the nature of the game. I sometimes attend with other
teachers to motivate students and this shows that we value co-curricular
activities
The information reveals that teacher’s participation in co-curricular activities was very
important because they were acting as a role models to influence students to participate
in co-curricular activities in schools and maintain discipline among students when
participating in co-curricular activities. In addition to that, the participation of teachers in
co-curricular activities was very important for socialization which helped to reduce the
social distance between teachers and students. Acquaah and Anti Party (2014)
 53

recommended that teachers should be assigned to each of these co-curricular activities to

serve as coordinators for each activity that will make students attach importance to the
activities, and at the same time the teachers can report to the school authority about the
progress being made by students in their respective co-curricular activities

According to table-7-item-4, the total respondents of students, teachers and principals

were asked to rate their agreement. As result, shown 198(49.8%) of students and, 18(30%)
of teachers responded strongly agree and 99(24.9%) of students and, 28(46.6%) of
teachers were responded agree and 39(9.8%) of students and, 12(20%) of teachers were
responded disagree, also 4(1%) of students and, 1(1.6%) of teachers which strongly
disagreed. The rest 57(14.3%) of students and, 1(1.6%) of teachers were responded
undecided co-curricular activities help to develop personality and self-direction. The
majority of students and, teachers and which was rated strongly-agrees and agree co-
curricular activities help to develop personality and self-direction. Similarly, the mean
scores showed that students and teachers 3.94 and 4.01 respectively agree with co-
curricular activities help to develop personality and self-direction.
Likewise, principals in the interview supported the views on the contribution of co-
curricular activities.
Principal 3 added
Some students were like to participate in some of the CCAs like netball, singing
and debate helps me to reduce boredom, bring about entertainment, and build
confidence and self-expression…participation in religious groups during
evening and over weekend teaches them about moral values like hard-working
and to love my fellow students and other people.
Principals 4 added
Some students hobbies are singing, and there are not playing any type of sports
in their school, but they usually like to attend to the grounds when their fellow
students are playing, because they feel joy and entertained when watching them,
charming or talking to each other and singing songs with other students to their
favorite team
 54

This study finding suggests that there was a difference between students who participated
and not participated in CCAs, students who participated in CCAs were more
advantageous to develop talents compared to those students who were not participating
in CCAs. Students who participated in CCAs were able to use time properly and socialize
with other students. This is consistent with the study done by Jamalis and Fauzee (2007)
who found that socializing actors were of key importance to the students who participated
in CCAs and that the opportunity to socialize CCAs not only provided them with the
opportunity to gain new friends but also presented them with the opportunity to get to
know people from other ethnic groups.
 55

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter deals with the summary of major findings, the conclusion drawn from the
findings and recommendations that the researcher suggests and assumes operational in
effective implementation of co-curricular activities in Students Learning selected
secondary school in East Shoa Zone Gimbichu Woreda

5.1. Summary
The purpose of this study was to assess the extent of effective implementation of co-
curricular activities in Students Learning selected secondary schools in East Shoa Zone
Gimbichu Woreda. The implementation of Co-curricular activities was dealt with about
students, teachers, principals, and CRC supervisors.

To achieve the objectives, the study tried to answer the following basic questions

1. What factors are affecting the proper implementation of co-curricular activities in

selected secondary schools?

2. What is the role of school leaders and teachers in promoting co-curricular activities in
selected secondary schools?

3. What is the role of infrastructural facilities on students’ participation in co-curricular

activities in selected secondary schools?

4. How do teachers and students perceive the benefit of co-curricular activities in

contributing to the development of students’ talents?

To get answers to these questions, a descriptive survey method was employed. Sixty
teachers and three hundred ninety-seven students were participated in responding to the
questionnaires. Four principals and one CRC supervisor principal, were interviewed;
CCAs based documents were also analyzed. Based on the analysis and interpretation of
the data gathered through all the instruments, the following major findings were indicated
The major problems that affect the implementation of CCAs in selected secondary school
were most students and teachers have a low interest in co-curricular activities, low
attention is given to CCAs by the school administrators, there is an inadequate facility in
the school for exercising CCAs, lack of incentives and rewards for teachers and students,
 56

insufficient allocation of budget for CCAs by the school administration, there is lack of
guidance and monitoring, lack of trained teachers in co-curricular activities
Concerning the roles of school leaders and teachers in promoting co-curricular activities
in selected secondary schools, there was a large gap so as to enrich the whole students to
the goal of desired objectives of education

There are many types of co-curricular activities that students can be engaged in some of
them are not capital intensive. The results of the study indicated that physical facilities
did not affect the development of co-curricular activities among students in selected
secondary schools in Gimbichu Woreda. This, therefore, showed a negative relationship
between infrastructural facilities and the development of student’s activities in co-
curricular activities

Regarding benefits of co-curricular actioners biased on the analysis related co-curricular

activities growth of different social issues of student’s strength relationship between
students and teachers, help to develop personality and self- direction.
Generally, as it can be seen from the above analysis students their academic achievements
compared with those who participated in co-curricular activities and those who did not
participate in co-curricular activities. Therefore, this study has shown that students scored
more academic achievements than those who participated in co-curricular activities than
those who did not participate in co-curricular activities.

5.2. Conclusion
Based on the data analysis and major findings, the conclusions were drawn. These are:
1. Regarding the major factors that affect the implementation of co-curricular activities in
secondary schools, the lack of trained teachers and training programs for co-curricular
activities, lack of adequate physical facilities, equipment and supplies, Inadequate
supervision and monitoring practices in realizing the stated objective of co-curricular
activities, lack of budget, absence of reward and incentives for better achievements and
low attention is given to CCAs by the school administrators in secondary schools. This
 57

significantly has an impact on the motivation of teachers and students and affects the
implementation of co-curricular activities.

2. Concerning the management of prevalent co-curricular activities in secondary schools

in the way of implementing effectively for the benefits of students and the school
community was low. Concerning the roles of school leaders and teachers in promoting
co-curricular activities in secondary schools, there was a large gap to enrich the whole
students to the goal of desired objectives of education. In connection to this, the
achievement of the aims of co-curricular activities in secondary schools, as forwarded by
the majority of respondents was low.

3. Infrastructural facilities were very crucial in the development of student’s activities in

co-curricular activities in a secondary schools in the district. Teacher’s role in the
development of co-curricular activities among students in secondary schools in Gimbichu
Woreda

4. Majority of respondents of the sampled units of the study believed that the practice of
co-curricular activities in schools was very important for strengthening talents
development or personalities; create a path for future employment, the ability for
adjustment to social change, add creativity and improve the health of students. Also, the
study indicates that teachers’ participation in co-curricular activities in schools had greater
impacts in creating a good image or acting as role model for motivating students to
participate and develop talents in co-curricular activities.

5.3. Recommendation

Based on the results and conclusions the following recommendations are forwarded to
assess effective implementation of co-curricular activities in Students Learning selected
secondary school in East Shoa Zone Gimbichu Woreda.

1. From MOE up to School Co-Curricular activities (Club) leaders are should to give
training/awakening program for teachers and students to have a positive perception
 58

towards the state of Co-Curricular activities by forming experience sharing and system
overhaul program at the beginning and half of the academic year.

2. Schools are should be hold enough budgets in the annual physical plan for Co-
Curricular activities from School Grant, Block Grant and from School supportive NGOs
and parents by creating income-generating program and cooperative alliance project for
the successful implementation of Co-Curricular activities

3. School administrators and teachers should have to give equal attention and motivation
to Co-Curricular activities participants as that of academic participants by giving credit in
school closing programs and certifying best Co-Curricular Activities to enhance for better
performance.

4. School administrators should have to give financial and material resources fairly
according to the Co-Curricular activities work plan and effectiveness of their work plan
performance on time to start and continue their mission at the beginning of the academic
year and on the process.

5. Appraise students those effectively and efficiently participate in CCAS and improve
academic achievement play their role in motivating students for effective teaching –
learning need to be schedule to enable the students test their theory through practice;
should be performing with high class activity will be identified and prize; the opinion of
students in learning teaching process should be regarded with respect and treated
accordingly.

6. Aware students to be familiar with the rules and regulation of the school and CCAS or
clubs code of conduct and let them to know and accept what they are expected to do and
what not to do make them responsible for themselves and for another’s in the school and
outside the school.

7. Train Students in the school to be valued, cared for, respected to promote positive
organizational cultures which had significant impacts on teaching-learning activities,
Socialization and affect the behaviors of other students. Empirical research has also
 59

shown that when school members feel safe, valued, cared for, engaged and respected,
learning measurably increases, and staff satisfaction and retention is enhanced.

8. School principals and concerned body shall use the strategies like a discussion with
teachers, students, and parents on Co-Curricular activities, work with stakeholders to
improve the internal efficiency of education (reduce dropouts, foster academic
achievements and increase school enrollments)

9. There were a variety of benefits co- curricular activities for students giving like growth
in different social issues, make strong relationship between students and teachers,
personality and self-direction school principals and teachers to proportionate the emphasis
for both academic and co-curricular activities.
 60

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APPENDICES

Appendix A
HARAMAYA UNIVERSITY COLLEGE OF EDUCATION
AND BEHAVIORAL SCIENCE

DEPARTMENT OF EDUCATIONAL PLANNING AND

MANAGEMENT

Effective Implementation of Co-Curricular Activities in Students

Learning: The Case of East Shoa Zone Gimbichu Woreda Selected
Secondary School

A questionnaire to be filled teachers

General Direction

The main purpose of this questionnaire is to collect necessary data for my MA study on
the topic entitled “Effective implementation of co-curricular activities in Students
Learning: The Case of East Shoa Zone Gimbichu Woreda Selected Secondary
School” and thereby to come up with some workable solutions to overcome the existing
problems. The outcome of this study will highly depend upon your responsible, sincere
and timely response. Therefore, you are kindly requested to fill the questionnaire honestly
and with great responsibility as per the instruction. Your responses will be read-only by
the researcher and used only for academic purposes. Moreover, your identity will be kept
strictly confidential. Please indicate your response by putting a tick (√) next to the option
that applies to you.

Part I
A: Background information
Name of the school

1. Sex: Male Female

2. Age__________________________
Currently, what is your educational status?

For Teachers: Diploma BA/ BSc MA/ MSc/ MEd

 66

Part II: Teachers' perception towards factors affecting the implementation of

Co-Curricular Activities in secondary school.
You are kindly requested to show your level of fillings by making a tick mark (√) in the
box of your choice, ranging1 to 5. Whereas:1: Strongly disagree, 2: Disagree, 3:
Undecided, 4: Agree, 5: Strongly agree
No Items Responses
1 2 3 4 5
1. Students have a low interest in co-curricular activities
2. Teachers have a low interest in Co-curricular activities

3. School administrators give low attention to Co-curricular

activities
4. There is an inadequate facility in the school for exercising
Co-curricular activities
5. lack of incentives and rewards for teachers and students
participating in Co-Curricular activities
6. Insufficient allocation of budget for CCAs by the school
administration
7. There is a lack of guidance and monitoring mechanism for
Co-Curricular activities
8. Lack of trained teachers in co-curricular activities

9. weak enough to reinforcing the education system towards Co-

curricular activities
10 Knowledge of knowledge by students about the role of co-
curricular activities
 67

PART-III Teachers Responses on Influences of Infrastructural Facilities On

Students Participation in Co-Curricular Activities in Selected Secondary School.
You are kindly requested to show your level of fillings by making a tick mark (√) in
the box of your choice, ranging1 to 5. Whereas: 1: Strongly disagree, 2: Disagree, 3:
Undecided, 4: Agree, 5: Strongly agree
No Items 1 2 3 4 5
1. There is intensified education on facilities that students can use to
develop their activities
2. There are few trainers on facilities available Due to
insufficiency, the school hire the needed instruments for
students to use
3. Some of the existing facilities are obsolete thus discouraging students
from the utilization
4. Good leadership has enhanced proper utilization of facilities in our
school
5. Inadequate knowledge by students on some facilities available leads to
underutilization
6. There are few trainers on facilities available

7. Due to sufficiency, the school hire the needed instruments for students
to use
 68

Part IV: The Roles of School Leaders and Teachers in Promoting Co-Curricular
Activities
You are kindly requested to show your level of fillings by making a tick mark (√) in
the box of your choice, ranging1 to 5. Whereas:1: Strongly disagree, 2: Disagree,
3: Undecided, 4: Agree, 5: Strongly agree

No Items Responses
1 2 3 4 5
Are the following School leader’s roles?

1. Prepare a co-curricular plan of a school as a whole

2. Provides materials for effective implementation of the
program
3. Facilitate experience sharing program with other schools
4. Conduct training for school Community

5. Reward and give incentive for good work at each step

Are the following Teachers' roles?
1. Implement co-curricular program effectively
2. Give opportunity for students to lead co-curricular
activities
3. Coordinate time and resources to realize the stated
objective
4 Act as a role model by voluntarily participating in the clubs
 69

Part-V -Teachers and students perceive the benefit of co-curricular activities in

contributing to the developments of student talents in selected secondary schools
You are kindly requested to show your level of fillings by making a tick mark (√) in the
box of your choice, ranging1 to 5. Whereas:1: Strongly disagree, 2: Disagree, 3:
Undecided, 4: Agree, 5: Strongly agree

No Response category

Item
1 2 3 4 5
1 Co-curricular activities serve for the growth of social issues of
students.
2 Students participation in co-curricular activities has high
benefits
3 Strength the relationship between students and teachers

4 Develop all personality and self-direction of students

 70

Appendix B
HARAMAYA UNIVERSITY COLLEGE OF EDUCATION
AND BEHAVIORAL SCIENCE

DEPARTMENT OF EDUCATIONAL PLANNING AND

MANAGEMENT

Effective Implementation of Co-Curricular Activities in Students

Learning: The Case of East Shoa Zone Gimbichu Woreda Selected
Secondary School

A questionnaire to be filled in students

General Direction

The main purpose of this questionnaire is to collect necessary data for my MA study on
the topic entitled “Effective implementation of co-curricular activities in Students
Learning: The Case of East Shoa Zone Gimbichu Woreda Selected Secondary
School” and thereby to come up with some workable solutions to overcome the existing
problems. The outcome of this study will highly depend upon your responsible, sincere
and timely response. Therefore, you are kindly requested to fill the questionnaire
honestly and with great responsibility as per the instruction. Your responses will be
read-only by the researcher and used only for academic purposes. Moreover, your
identity will be kept strictly confidential. Please indicate your response by putting a tick
(√) next to the option that applies to you.

Part I
School name________________________

Gender: - Male Female

Grade ________________
 71

Part II: Teachers' perception towards factors affecting implementation of Co-

Curricular Activities in secondary school.
You are kindly requested to show your level of fillings by making a tick mark (√) in the
box of your choice, ranging1 to 5. Whereas:1: Strongly disagree, 2: Disagree, 3:
Undecided, 4: Agree, 5: Strongly agree
No Items Responses
1 2 3 4 5
1. Students have a low interest in co-curricular activities
2. Teachers have a low interest in Co-curricular activities

3. School administrators give low attention to Co-curricular

activities
4. There is an inadequate facility in the school for exercising
Co-curricular activities
5. lack of incentives and rewards for teachers and students
participating in Co-Curricular activities
6. Insufficient allocation of budget for CCAs by the school
administration
7. There is a lack of guidance and monitoring mechanism for
Co-Curricular activities
8. Lack of trained teachers in co-curricular activities

9. weak enough to reinforcing the education system towards Co-

curricular activities
10 Knowledge of knowledge by students about the role of co-
curricular activities
 72

Part III: The Roles of School Leaders and Teachers in Promoting Co-Curricular
Activities
You are kindly requested to show your level of fillings by making a tick mark (√) in
the box of your choice, ranging1 to 5. Whereas:1: Strongly disagree, 2: Disagree, 3:
Undecided, 4: Agree, 5: Strongly agree

No Items Responses
1 2 3 4 5
1. Are the following School leader’s roles?

1. Prepare a co-curricular plan of a school as a whole

2. Provides materials for effective implementation of the
program
3. Facilitate experience sharing program with other schools
4. Conduct training for school Community

5. Reward and give incentive for good work at each step

Are the following Teachers' roles?

1. Implement co-curricular program effectively
2. Give opportunity for students to lead co-curricular
activities
3. Coordinate time and resources to realize the stated
objective
4 Act as a role model by voluntarily participating in the clubs
 73

Part-IV -Teachers and students perceive the benefit of co-curricular activities in

contributing to the developments of student talents in selected secondary schools
You are kindly requested to show your level of fillings by making a tick mark (√) in the
box of your choice, ranging1 to 5. Whereas: 1: Strongly disagree, 2: Disagree, 3:
Undecided, 4: Agree, 5: Strongly agree

No Response category

Item
1 2 3 4 5
1 Co-curricular activities serve for the growth of social issues
of students.
2 Students participation in co-curricular activities has high
benefits
3 Strength the relationship between students and teachers

4 Develop all personality and self-direction of students

 74

Appendix C
Yuniversitii Haramayaa Kolleejjii Barnootaa Fi Saayinsii Amalaa

Mummee Karooraa Fi Bulchinsaa

Adeemsaa Barachuu Keessaatti Hojiirraa Oolmaa Barnootaa Wal-

Maddeessaa: Taatee Mana Barnootaa Sadarkaa Lammaaffa Filaatamee
Godinaa Shawaa Bahaa Aanaa Gimbichuu

Gaaffiilee Barattootaan Guutaman

Kallaattii waliigalaa

Kaayyoon gaaffiilee kaanneen ragaalee barbaachisoo qoraannoo digirii lammaaffa mataa

duree: adeemsaa barachuu barattootaa keessaatti gahee hojiirraa oolmaa barnoota wal-
maddeessa: taateewwaan mana barnootaa sadarkaa lammaaffaa filatamanii godina
shawaa bahaa aanaa gimbichuutti rakkoolee mul’aatan furmaata lachuuf. Qoraannoo kana
xumuruuf itti gaafatamummaa bahu, odeeffannoo icciitiin eegame kennuu fi yeroo deebii
kennu keessaan irraatti hundaa’a. Kanaafuu, isin ragaalee kanneen dhugumaa fi
qajeelfama irratti hundaa’uun deebiin kennitan Kan dubbisu qorataa qofaa fi bu’aan isaas
dhimmi barnootaa qofaaf Kan ooludha.deebii keessaan akkaata fi bakka gaafannoo kun
gaafatu qofaatti /saanduqaa keessatti mallaattoo kaa’uun haa ta’u

Kutaa I
Maqaa mana barnootaa________________________

Saala: - dhiiraa duubara

Kutaa ________________
 75

Kutaa II. Ilaalchaa barsiisoota taateewwan hojiirraa oolmaa barnoota wal-

maddeessa mana barnootaa sadarkaa lammaaffa keessaatti danqaa ta’an.
Gaaffiilee itti aanan sirriitti dubbisuun sadarkaa waliigaltee lakkoofsa 1hanga 5
kanneen
Sirriittin deeggaraa=5, Nan deeggara=4, murteessuu hin dandaa’u=3, hin deeggaru=2,
sirrumaa hin deeggaru=1

lakk Qabxiilee Deebii

1 2 3 4 5
1. Waa’ee barnoota wal-maddeessarratti fedhiin barattootaa
gad-aanaa ta’u
2. Feedhiin b/sootaa waa’ee barnoota wal-maddeessarratti
gad’aana ta’u
3. Hooggansii mana barnootaa xiyyeeffannoo gad-aanaa
barnoota wal-maddeessaaf kennuu
4. Faasilittiin gahaan dhabamuu shaakala barnootaa wal-
maddeessaaf
5. Faayidaa fi baadhaasni gahaan hirmaanna barsiisootaa fi
barattootaa barnoota wal-maddeessa keessatti dhabamu.
6. Bajaata gahaa ta’e hoggaansi mana barnootaa wal-
maddeessaaf ramaaduu.
7. Hanqinaa maaloota qajeelchuu fi to’aachuu barnootaa wal-
maddeessa
8. Hanqinaa leenjii barsiisootaa barnoota wal-maddeessa

9. Dadhaabina gahaa sistaama barnootaa waliin barnootaa wal-

maddeessa kakaasuurraatti.
10 Beekumsa barattoota gahee barnoota wal-maddeessarratti
 76

Kutaa III. Gahee Hoggansa Mana Barumsaa Fi Barsisoota Barnoota Wal-Madeessa

Ceesisuu Keessatti Raawwatu;-
Ati kan gaafatamte sadarkaa irratti waliigaltee kee maallattoo kana ka’uun ibsi.
Sirrittin deggara=5, Nan deeggara=4, Murteessu hin danda’u=3, hin deggaru=2, sirruma
hin deggaru=1
lakk Gaaffilee Deebbii
1 2 3 4 5
Kanneen Armaan Gadii Gahee Hoggana Mana
Barumsaatti
1. Karoora barnoota wal-madeessa akka waliigalatti
qopheessu
2. Dhiyeessi meeshaalee sagantaaf haalaan hojiirraa olmaa.

3. Muuxxannoo manneen barnoota biro waajjiin

godhaachuuf haalaa mijaatadha
4. Hawaasa mana barnootaf leenjii ni kennu

5. Hojilee sadarkaa sadarkaan haala gaariin hojjetamaniif

badhaasa fi beekamti kennu
Kanneen Armaan Gadii Gahee Barsiisatti?
1. Sagantaa barnoota wal-madeessa haala gaariin hojjirra
olchu
2. Barattootaaf caarraa barnoota wal-madeessa gaggeessu
kennu
3. Kaayyoo ibsamee galmaan gahuuf yeroo fi wantoota
barbaachisoo qindeesu
4 Akka moodeellatti tola oltummaa gumiicha keessatti
hirmachu
 77

Kutaa IV. Hubbannoo Barsiisoota Fi Barattoota Faayidaa Barnootni Wal-

Madeessa Guddina Talentii Barattoota Sadarkaa2ffaa Keessatti Qabu
Ati kan gaafatamteete sadarkaa irratti waliigaltee kee mallattoo kan ibsi.
5=Sirritti Waliigalu, 4=Waliin Gala, 3=Murteessu Hin Danda’u, 2=Walii Hin Galu,
1=Sirrumaa Walii Hin Galu
lakk Deebii

Gaaffii
1 2 3 4 5
1 Barnootni wal-madeessa hawaasumma barattoota ol-guddisa
2 Barattootni barnoota wal-madeessa keessatti hirmaatan
fayidaan guddaa argatu
3 Walitti dhufeenya barsiisoota fi barattoota cimsa

4 Jijjirama ammala kaallatti hunda fi of ta’uu ykn of qajeelcha

barattootani guddisa
 78

Appendix D
INTERVIEW QUESTION FOR THE CHEFE HIGH SCHOOL AND DOBIE
HIGH SCHOOL PRINCIPAL AND SUPERVISOR

Good morning/good afternoon: my name is Dereje Feyisa I come from Haramaya

University in the Department of Educational Planning and Management, to conduct
research on the title of “Effective implementation of co-curricular activities in
Students Learning: The Case of East Shoa Zone Gimbichu Woreda Selected
Secondary School”. Be sure that the information gathered will be for the research
purpose. Hence, you are kindly requested to provide the necessary information which
very helps full to the quality of the research. Therefore, your honest and genuine
participation by responding to the questions prepared is highly appreciated and credited.

If yes, proceed.
If no, thank you and stop.
PART- I: INTERVIEW FOR SCHOOL PRINCIPALS

1. Is there any difference between students who participate and not participate in CCAs
in secondary schools?

2. What is the importance of teachers participating in CCAs in secondary school?

3. How do you invite teachers and students to participate (involve) in Co-Curricular

Activities (Clubs)?

PART-III: INTERVIEW FOR SUPERVISOR

1. What is the importance of teachers participating in CCAs in secondary school?

2. Is there adequate physical facilities for CCAs in secondary school?

3. What are your main support areas of Co-Curricular Activities (Clubs) at your
school?
79