Influence of Co-Curricular Activities Provided in a School on Students Level of Self-Esteem: Case of Public Secondary Schools in Nyandarua West Sub-County, Kenya

Abstract

The major purpose of the study was to investigate whether students’ level of self-esteem can be influenced by co-curricular activities provided in a school. To achieve this objective, co-curricular activities provided in a school and students’ self-esteem were measured and the data obtained was analysed. The aim was to find out whether the selected school factor had any influence on students’ level of self-esteem. The research was conducted using ex post facto research design. Co-curricular activities provided in a school was seen as a naturally occurring independent variable, which could influence students’ level of self-esteem. The population of the study comprised of students in public secondary schools in Nyandarua West Sub County. The Sub County had 8 public secondary schools when the research was conducted; with a student population of 3067. Data relevant to the study was collected using questionnaires prepared by the researcher. The questionnaires were administered to a sample of 240 students, selected using simple random sampling from the 1320 form two students in the Sub County. The data was analysed using mean calculations, percentages, and one-way ANOVA test. It was found out that co-curricular facilities available in a school had a significant influence on students’ self-esteem. Students in schools with more and better quality co-curricular facilities had a higher level of self-esteem than their age mates in other categories of schools which were rated lower in co curriculum facilities. Probably, schools with better facilities offered the students a chance of trying out their abilities and excelling in some. This success may have led to social success, a higher status among peers, popularity and even a career in future. This can translate to an improved self-esteem. However, in day schools where co-curricular facilities were rated as unsatisfactory students recorded a low level of self-esteem. It is therefore recommended that MOEST should finance seminars to sensitize secondary school administrators on adolescents’ co-curricular activities need, so that every Principal would endeavour to provide students with age-appropriate activities. The government can also exempt equipment for such purposes from tax, or otherwise supply these facilities to schools that do not have them. Further studies should be conducted to find out whether similar results would be obtained in other Sub Counties in Kenya.