EFFECTIVE IMPLEMENTATION OF CO-CURRICULAR ACTIVITIES TO STUDENTS LEARNING: THE CASE OF EAST SHOA ZONE GIMBICHU WOREDA SELECTED SECONDARY SCHOOL

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