Abstract

The study titled: “The Effects of Co-Curricular Activities on Secondary School Students’ Academic Performance in Buea Municipality” is sought to find out the effects of sporting activities and the effects of drama activities in secondary schools within the Buea Municipality. The instrument used for data collection was structured questionnaires.

The population was students of Government, Mission and Private Schools within the Buea Municipality.

The sample used in the study was made up of 80 students. The data collected for the study was analysed using a descriptive statistics (Frequency tables and percentage), the findings revealed that sport has a positive effect on students’ academic performance in the Buea municipality and that drama has a positive effect on students’ academic performance in the Buea Municipality.

Based on the findings, it is recommended that parents should encourage their children to take part in sports and drama. And others co-curricular activities.

CHAPTER ONE

GENERAL INTRODUCTION

Introduction

This chapter will undertake to examine the background of the study, statement of the problem, general objectives, specific objectives, and general research question, specific research question, and general and specific research hypothesis, significance of the study, scope of the study and operational definition of terms.

Background of the Study.

Conceptually, educational experience should not be only limited to formal knowledge to help to develop intellectually and mentally. But also include lots of other experience for his social and physical development Winston (et al. 2008). Such education comprises of curricular and co-curricular activities.

They refer to these activities contributing to the academic learning experience especially activities that provide students with opportunities to learn and develop skill through active participation in sports and drama. To fulfill these purpose, varieties of educative experience are to be provided in the school programs which may contribute to a long, happy and normal life of the students (Edlind,1986).

According to Kathmandu (2004), co-curriculum is one of the opportunities for children to demonstrate their talent. Co-curricular activities are also recognized as a source of enrichment and vitalization of the school curriculum such as the nurturing of hobbies, interest, and growing talents. In similar ways, several studies have been conducted to assess the effect of co-curricular activities for all round development of students (Marsh and Kleitman , 2002; Mahoney et Al, 2003; Kumar et Al, 2004).

However, no systematic effort has yet been made to look into the role of co-curricular curricular activities on various dimension of achievement of students in a comprehensive manner. Most of the classical and almost all modern educationists admit that education is not just the memorization of certain facts, figures and skills but it is an all-round development of the students. In line to this, Kuh(2006) emphasized on co-curricular activities close at the side of the formal curriculum activities are part of the general education.

The different activities in which students participate both inside and outside the school itself are among the multiple situation or agent that can have effect on performance. So that co-curricular activities increased critical thinking and personal and social maturity ( Baver and Liang, 2003) , higher motivation(Hallway,2002),and benefits  that serve to bridge school activities with those performed outside the academic setting (Noam, Biancarosa and Dechausay, 2003). Co-curricular activity creates close harmony between teachers and students.

As a result, students can deeply involve in subject and widen their own intellectual and physical capacity. As Wegerich (1988) note that co-curricular activities promoted the development of such qualities as thirst for knowledge, pleasure in learning and thinking.

Seitotaw (1998) as cited in Messynh Eshitu (2008) report some common activities practice in modern education in Ethiopia included sports games, School bands, film shows, field trip, art and drama. In line to this, Moe (2010) further states that the chief goal of the education and training policy is the cultivation of citizens with all-round education capable of playing conscious and active role in the economic, social and political life of the country.

To achieve this goal, it is imperative that the fundamental problems of the educational system are corrected stage by stage.

Regarding the term, the guideline prepared for the implementation of co-curricular activities indicates that the term co-curricular activities are preferable (Moe, 1997; 3). Thus, the above evidence shows that different countries classified activities outside the classroom in different ways, but they considered as an important part of the total educational program effectiveness.

Contextually, sports and drama are carried out various ways in secondary schools in the Buea Municipality.

Sports are carried out in secondary schools in Buea especially in junior and senior cycle like form four to five, lower sixth and upper sixth because it seems important. Students are grouped in different sports activities to exercise themselves or show their different talents which help to keep them healthy, fit and facilitate their understanding and concentration in class. Examples can be seen where the sport teachers in schools take students out to compete with other students or teachers.

Drama activities is another important co-curricular activity practiced in secondary schools in the Buea Municipality. Secondary schools in Buea organized drama activities where every student is encouraged to belong to at least one role to make the drama exciting and interesting.

Teachers and students are assigned to drama activities to either supervised, participate or make sure it goes effectively. Drama are organized as a competitive day in schools for students in Buea to showcase their talents thus making drama activities important.

Theologically, the researcher will use the theory of academic performance(Top) by Elger(2007), when he described performance as an ability to produce a valid results and “performer” as an individual or a group that encourages in collaboration while the level of performance as the location in an academic journey. Also Bandura, belief in “reciprocal determinism”, that is the world and the person’s behavior cause each other, while behaviorism states that one environment causes one’s behavior.

Social learning theory has sometimes been called a bridge between behaviorists and cognitive learning theory because it encompasses attention, memory and motivation. The theory is related to Vygosky’s social development theory and Lave’s stated that learning, which also emphasizes the importance of social learning.

According to Chickering (2010), the student development theory is comprised of seven major area of development which progress and regress at various time. Thus this theory shows how co-curricular activities especially sports and drama is very important in schools in Buea Municipality.

Historically, co-curricular activities are not new to the modern curricular education syllabus. It can be traced back in the 19th century in the United States. In the very beginning, they were part on the normal academic program included some practices.

Athletic activities designed as co-curricular activities were also offered in the United States and remain popular today Miller(2010), says that the cause to establish this program in rural and inner city schools was about 250million.according to the national center, for educational statistics, indicators of successful participation in co0curriculoar activities included improved and consistent attendance in schools as well as higher levels of academic achievement and aspiration for continuing education beyond high school.

Statement of the Problem

Co-curricular activities are meant to complement what students learned in the class room. So that the students will have a concrete information. In addition, it also helps to bring out the different talents that students have.

Some schools lack play ground where students can make sports. Some schools don’t have drama clubs where students can show their talents. Some parents even prevent their children from taking part in co-curricular activities such as sports and drama with the excuse that it is using their study time.

If students don’t do co-curricular activities such as drama, it may have hindered their understanding on some of the things taught in the class room. it may also prevent them from developing the other talent that they have in them. It is for this reason, the researcher wants to find out the effects of co-curricular activities on secondary schools particularly sports and drama on students’ academic performance in Buea Municipality.

 

Objective of the Study  

General Objective

To find out the effects of co-curricular activities on secondary School students’ academic performance in Buea municipality.

Specific Objectives

1. To find out the effect of sports on students’ academic performance in secondary Schools in Buea municipality.
2. To find out the effect of drama on secondary School students’ academic performance in Buea municipality.

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