Abstract

This study was aimed at finding the effects of extracurricular activities on students’ academic performance in secondary schools in the Buea municipality because the university is in Buea, so students will attend their classes and carry out research without so much stress. The research was guided by the following research questions;

1. How student’s participation in club activities affects their academic performance.
2. How students’ participation in games affects their academic performance.
3. How student’s participation in field trips affects their academic performance.

The purposive random technique was used to select students of three schools giving a sample size of 60. The instrument used for the collection of data was the questionnaires. The data was analyzed using relative frequencies, percentages and represent in mean and chi-square. The results showed that there is a relationship between extracurricular activities and students’ academic performance. Finding from research questions showed that;

1. Findings from research question one show that there is the effect club activities affect students’ academic performance in the Buea subdivision.
2. Findings from research question two show that sports activities do affect students’ academic performances.
3. Findings from research question one show that there is an effect of the field trip on students’ academic performances in the Buea subdivision.

Based on the findings the following recommendations were made:

Extracurricular activities should be an independent subject on its own written in official exams in the Anglophone system of education. By this students will spend time to learn it or take it seriously and will be aware of its importance as other subjects or courses. This will be able to solve the problem of students’ reluctance and misconceptions about extracurricular activities in secondary schools, primary, and universities.

CHAPTER ONE

INTRODUCTION

Extracurricular activities are real and vital. It helps students to learn about the world naturally. Students use these activities to test ideas, create relationships, express their feelings and develop skills. Students who participate actively develop and accumulate their own knowledge about their own world and place in it (Stone, 1993). Through play, students learn about and how to leave in the world. Some of these extracurricular activities are games, club activities, and field trips.

This project is made up of five chapters. Chapter one is made up of the introduction and under the introduction and the introduction, chapter two is made up of the literature review, chapter three is made up of the research methodology, chapter four is made up of data representation and analysis, and the final chapter which is chapter five is made up discussion and conclusion.

Background to the Study

It has been generally assumed that participation in extracurricular activities has a positive impact on the retention of students beyond the first year. However, many also believe that these activities may actually affect students’ performance in a negative manner due to conflicting time requirements and competing schedules, even if they do in fact enhance student persistence. In our homes and school, one can find students performing different extracurricular activities. Even in higher institutions like in universities, extracurricular activities have been made compulsory in the form of physical education (sports), field trips, and club activities.

The extracurricular activities made their first appearance in American colleges in the nineteenth century. It completed the curriculum as much as it subverted it. Students found it a kind of laboratory for practical and vocational interest. The first extracurricular activities were student literary societies (which has roots in the previous century at Harvard and Yace), debate clubs, and by mid-century, Greek letters fraternities and sororities student also initiated and organized the early athletic programs on the American campus.

Literate societies were on the decline by the turn of the twentieth century, and some educators felt that less desirable extracurricular activities were distracting students from their curricular responsibilities. Intercollegiate athletics soon became the dominant element in the extra curriculum in most American colleges and high schools. Nonacademic activities were being primarily recreational and therefore, were detrimental to academic achievement and consequently were been discouraged because some educators in 1900 were skeptical in participation in extracurricular activities. To Marsh and Kleitmann (2002), schools should focus narrowly on the outcome of defined academics.

Some years back, most of the extracurricular activities were carried out by students using their own initiatives. It is difficult to find a single school without these activities organized formally. In some schools, parents refuse their children or students from getting involved in one or more extracurricular activities reason being that their students or children are occupied hence they cannot find time to take part. It therefore based on this neglect that the government of Cameroon introduced in secondary schools what is known as FENASCO games. With this game, some annual exhibitions of culture and art events are organized where students from different schools compete in several disciplines. The aim of extracurricular activities is to develop the talent of the students and this is laid down in the guidelines for education in Cameroon and the national educational forum of 1995 (Tambo, 2003), which started among other objectives of education.

Also, extracurricular activities were introduce to train citizens who are firmly rooted in their cultures, but open to the world and respectful of the general interest and common will. To develop creativity, and sense of initiative, and the spirit of enterprise, to provide physical, sport artistic, and cultural training for the students or child.

Statement of the Problem

Extracurricular activities play a vital role in student’s academic performance. From my observation, some schools in Buea operate in environments where there is limited space for these activities and even when there is space, some schools do not build facilities that can accommodate these activities. Students always complain of having their timetable tight in such a way that they cannot participate in these activities. This study intends to investigate the effects of extracurricular activities on student’s academic performance.

Purpose of the Study

The purpose of this study is to investigate the effects of extracurricular activities on student’s academic performance in the Buea municipality.

Specific objectives

1. To find out how students’ participation in club activities affects students’ academic performance.
2. To find out how students’ participation in field trips affects students’ academic performance.
3. To find out how students’ participation in sporting activities affects students’ academic Performance.