Influence of learners’ participation in co-curricular activities on academic performance in public secondary schools in West Pokot County, Kenya

Abstract

Co-curricular activities are vital for the holistic development of learners, as they foster interest and enhance intellectual capacity. Despite these benefits, there seems to be varying arguments on how learner participation in co-curricular activities influence their academic performance. The purpose of this study therefore was to investigate the influence of learner participation in co-curricular activities on academic performance in public secondary schools in Kapenguria sub-county, west Pokot County. The objectives of the study were to: To establish the influence of education- based co-curricular activities on academic performance in public secondary schools, examine the influence of sport-based co-curricular activities on academic performance in public secondary schools, find out the influence of social-based co- curricular activities and academic performance in public secondary schools and assess the influence of community-based co-curricular activities on academic performance in public secondary schools. The study was anchored on Austins theory of involvement. Mixed method approach and convergent mixed research design were adopted. Target population consisted; 50 principals, 200 teachers of co-curricular activities and 826 form three students from 50 schools. A sample of 277 respondents was selected comprising 232 students, 36 teachers and 9 principals using simple random sampling and Purposive sampling techniques. Data was collected through students’ and teachers' questionnaires and interview guides for principals. Quantitative data from the closed ended questions was analyzed using SPSS using descriptive statistics such as frequencies and percentages and presented in tables. Qualitative data from the interview guide was thematically analyzed and presented through narration. The study revealed that: a reasonable number of the learners said that their schools offer academic clubs 84(36.2%), debates clubs 48(20.7%) and field trips which they mostly participated in while article writing 4(1.7%) was the least offered and participated in followed by symposiums 8(3.4%). This was supported by teachers and the interviewed principals. Participation in education based co-curricular activities positively influenced learners ‘academic performance. Athletics and football were the most popular sports offered in schools while handball, volleyball, basketball, netball and table tennis were least offered according to the students, teachers and the principals. Data from teachers and the interviewed principals confirmed that participation in sport-based activities improves learners’ academic performance. Music, drama, scouting and guiding were also offered in schools. Students, teachers and the interviewed principals were in agreement that there was high participation in these activities. Students, teachers and the interviewed principals affirmed that students who participated in social- based activities were able to improve their social and interaction skills that later on enable them to improve in their academic performance. A reasonable number of students 67(28.9%) and teachers 24(66.7%) stated that garbage collection activity was the most offered compared to Red Cross and tree planting. Students, teachers and principals were in agreement that participation in community- based activities positively impacts learners’ academic performance. The study concluded that participation in education-based, sports-based, and social-based co-curricular activities positively influenced learners' academic performance. The study recommends proactive planning and management of co- curricular activities by principals and teachers to enhance students' intellectual growth. These recommendations aim to enhance the integration of co-curricular activities into education, benefiting school administrators, teachers, students, and other stakeholders.