Relationship between Strategies of Managing Co-Curricular Activities and Students’ Achievements in Co-Curricular Activities in Secondary Schools
Abstract
The study was on the relationship between strategies of managing co-curricular activities and the level of students’ achievements in CCAs in secondary schools in Gulu City. The objectives of this study were to establish the relationship between strategies of managing co-curricular activities and the level of students’ achievements in CCAs in secondary schools in Gulu City. Benchmarking, awarding scholarships, training and coaching, financing of CCAs, sponsorships to excelling students, assigning patrons and matrons with roles to manage clubs and societies and role modeling denoted strategies of managing co-curricular activities, whereas, number of medals won, number of trophies won, number of excelling students representing the school, City, Country, number of certificates obtained, number of scholarships awarded and number of records set at competitions denoted level of students’ achievements in co-curricular. The study was conducted using a correlation design; data were collected using questionnaires and observation surveys from 218 respondents. Data from observation was analysed narratively, and descriptive statistics analysis was used to determine the level of students’ achievements and strategies of managing CCAs in secondary schools. Bivariate Regression was used to generalise data from objectives one and two. The relationship was analysed using ordinal regression using data from strategies of managing CCAs and the level of students’ achievements in CCAs. The findings were presented in the form of tables and narratives from the interview. The results of the findings indicated that the majority of respondents agreed that students’ achievements in co-curricular activities were high. The findings revealed that the preferred strategies of managing CCAs by the different secondary schools in Gulu City were: assigning of patrons and matrons, certificates, training and coaching, and scholarship, ranked accordingly. The findings revealed that though independent variables such as scholarship, sponsorship, benchmarking, financing, and assigning of matrons and patrons have positive outcomes, strategies such as role modelling and mentorship approach are demotivating if not employed with more care. It was found that strategies such as training and coaching, and awarding certificates of good performance, significantly improved students’ achievement. Thus, the status of excelling students in CCAs in the city at all levels was likely to relate to the strategies employed in managing CCAs. The study recommended that school head teachers should strategise for promoting co-curricular activities and talent development.
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