1 PRACTICES AND CHALLENGES IN IMPLEMENTING CO- CURRICULAR ACTIVITIES IN ADDIS ABABA PREPARATORY SCHOOLS By Demes Regassa ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT JUNE, 2014 Addis Ababa
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PRACTICES AND CHALLENGES IN IMPLEMENTING CO-
CURRICULAR ACTIVITIES IN ADDIS ABABA PREPARATORY
SCHOOLS
By
Demes Regassa
ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES
DEPARTMENT OF EDUCATIONAL PLANNING AND
MANAGEMENT
JUNE, 2014
Addis Ababa
2
PRACTICES AND CHALLENGES IN IMPLEMENTING CO-
CURRICULAR ACTIVITIES IN ADDIS ABABA PREPARATORY
SCHOOLS
By
Demes Regassa
A thesis submitted to the school of graduate studies of Addis Ababa
University in partial fulfillment of the requirements for the degree of Masters
of Educational planning and management
June, 2014
Addis Ababa
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Addis Ababa University
School of Graduate Studies College of Education and Behavioral studies
Department of Educational planning and Management
Practices and challenges in implementing Co- curricular Activities in
Addis Ababa Preparatory Schools.
By
Demes Regassa
Approved by Bored of Examination External Examiner___________________ Signature____________ Date____________
Internal Examiner____________________ Signature___________ Date____________
Advisor_______________________________ Signature___________ Date____________
Chairperson, ________________________ Signature____________ Date____________
Head of the Graduate committee
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Acknowledgements
First of all, I would like to express my heartfelt appreciation and gratitude to my advisor
Dr.Teshom Tola for his constructive advice and unreserved support during the whole process of
the study. Secondly I would like to thank Addis Ababa University for giving me the opportunity
to study and financial support for the research. I would like to express my deepest gratitude to all
instructors and administrative staff in the Institute of Education for their unreserved support.
I am thankful for all Research participants who gave me their unreserved time and support
during the data collection process. Finally I would also like to thank my family and friends for
their assistance and encouragement throughout my study period. First of all, I would like to
thank Addis Ababa University for giving me the opportunity to study.
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Table of Contents
Acknowledgement ………………………………………………………………………… i
Table of content……………………………………………………………………………… ii
Acronyms……………………………………………………………………………………… iv
List of tables………………………………………………………………………………….. v
Abstract ………………………………………………………………………………………..vi
Chapter one
1. Introduction ............................................................................................ 10
1.1. Back Ground of the study..................................................................... 10
1.2. Statement of the problem ..................................................................... 12
1.3. Objectives............................................................................................. 17
1.4. Research Questions .............................................................................. 17
1.5. Significance of the study ....................................................................... 18
1.6. Delimitation of the Study ...................................................................... 18
1.7. Limitation of the study……………………………………………………………….10
1.8.Operational Definitions of Terms ............................................................. 20
1.9. Organization of the study……………………………………………………………11
Chapter two
2. Review of Related Literature .................................................................... 21
2.1. Definition of Education ......................................................................... 21
2.2. Definition of Curriculum and Co- curriculum ....................................... 21
2.3. Concepts of co-curricular activities ....................................................... 24
2.4. Types of Co-curricular Activities ........................................................... 27
2.5. Objectives and benefits of co-curricular activities……………………………..19
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2.6. The value of Co – curricular Activities ................................................... 30
2.7. Participation in Co-curricular Activities ................................................ 31
2.8. Limiting factors of the implementation of CCAs..................................... 32
Chapter three
3. Research Design and Methodology........................................................... 33
3.1.Research Design ..................................................................................... 33
3.2.Sources of Data ....................................................................................... 34
3.3. Sampling procedure and Sampling Techniques....................................... 34
3.4.Instrument .............................................................................................. 36
3.5.Pilot study ............................................................................................... 37
3.6.Data Gathering procedure ....................................................................... 38
3.7.Techniques of Data Analysis ................................................................... 39
Chapter 4
4. Presentation, Analysis and interpretation ................................................ 40
4.1. Profile of Respondents .......................................................................... 40
4.2. Status Existing practice of co- curricular Activities ............................... 42
4.3. Major factors negatively affect the implementation of CCAs………………..49
Chapter 5
5. Summary, conclusions and recommendations ......................................... 63
5.1. Summary ............................................................................................. 63
5.2. Conclusions ......................................................................................... 65
5.3. Recommendations ................................................................................ 66
References .................................................................................................... 68
Annexs
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Acronyms
AAEB - Addis Ababa Education Bureau
CCAs-co-curricular activities
ESDP-Educational sector development program
ETP-Education and Training policy
GOs-Governmental organizations
MOE-Ministry of education
NGOs-Non-governmental organizations
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List of Tables
Page
Table 1: sample schools and target population-------------------------------------26
Table 2: Samples of student by grade level------------------------------------------26
Table 3: Distribution of student and teachers --------------------------------------31
Table 4: Awareness level on co-curricular activities -------------------------------33
Table 5: perception on the benefits of co-curricular activities-------------------34
Table 6: participation level in co-curricular activity-------------------------------35
Table 7: Students, participation by sex and grade level --------------------------36
Table 8: Time spent in co-curricular activities -------------------------------------37
Table- 9: opportunities to lead club or non club co-curricular activities ------ 38
Table -10: students Participation in multiple clubs ------------------------------ 39
Table -11: clubs benefits and activates in the school ----------------------------- 41
Table -12: teachers‟ and principals opinion on organizing
co-curricular activates ---------------------------------------------------- 43
Table- 13: opinions on the current practices of co-curricular activates-------- 45
Table –14: Student, teacher, and principals‟ response in the
Involvement of student and teachers-------------------------------------46
Table-15 Training opportunity on co-curricular activates-------------------------48
Table 16 Major factors that affect the implementation
of co-curricular activates--------------------------------------------------- 50
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Abstract
The purpose of this study is to assess the practices and challenges in
implementing co-curricular activities (CCAs) in Addis Ababa preparatory schools.
To that end, descriptive survey method is employed, in which both qualitative
and quantitative techniques were applied. In the study 3 sample groups
encompassing, 355 students, 140 teachers and 11 principals participated.
Questionnaire, interview and checklists were instruments used to collect data.
After data were collected, analysis was made qualitatively and quantitatively.
Hence, the results suggested that majority of participants had good awareness
on the CCAs. Moreover the Analyses confirmed that grade level and sex
significantly affected the participation of students in CCAs. Additionally; it was
found that the CCAs were not properly organized in the schools. However, 21
types of Clubs and 10 non- club activities were found in the schools (of these
only 8 clubs were commonly found in the schools). Regarding factors that
negatively affect the practical implementation of CCAs, the major were: lack of
budget and material, low motivation of teachers, absence of facilities, low
interest of students, extra-work of students in home, absence of supportive
material for teachers and work load of teachers. Hence the study concludes that
the implementation of CCAs was not good. The study suggests: trainings for
teachers and principals, use of incentives to motivate teachers, systematically
organize CCAs to attract the interest of the students, using income generating
scheme to reduce constraints of budget. Finally in order to create competitive
atmosphere among implementers the establishment of effective continuous
monitoring and evaluation mechanism need to be established.
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Chapter one
1. Introduction
This section of the paper deals with back ground of the study, statement of the
problem, objective of the study, research questions, and significance of the
study, delimitation of the study, limitation of the study and operational
definition of related terms were presented.
1.1. Back Ground of the study
Education occupies a position of high priority to accelerate political, social,
economical and cultural progress of a nation, According to Harrison (1968:1)
the speed and facilities of which any society progress towards solution of
political, social and economic problems is directly and positively related to the
quality and quantity of education available to the people. Indeed, the survival
of a nation perhaps the whole world may depend effectiveness of the
educational enterprise of a given nation.
Education plays a vital role for the improvement of children‟s behavior. The
process of education is not something static and stagnant. Instead, it is a
continuous and lifelong endeavor and it has two parts, curricular and co-
curricular /extracurricular activities.
The concerns of great philosophers like Plato, Aristotle and John Dewey
indicated that the historical development of CCA, begins with the emergence of
formal Education (sadhu, n.d:l).For Example one of the known philosophers
Plato believed that children are born with a great many ideas that remain
dormant until stimulated by experience (theory of innate) (sadhu, n.d:2)
similarly, John Dewey, as cited in Derebssa, (2004.38.34) regarded education
as social process he stated “education has two sides: psychological and social
side, neither can be neglected or subordinated to the other without evil results
follow.” He was one of the famous advocators of Learning by Doing. Hence; the
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educational development of the child must be studied in terms of individual
needs and interests. It was the major method of instruction for most of the 20th
century in elementary schools of most of the United States and most of
European countries (Ibid). Today, the program becomes more systematic and
used in different countries starting from primary schools; however, the
perception and the emphasis given to the CCAs may be different from country
to country. As a result, curricular program, co-curricular and extracurricular
activities are practiced .Both co-curricular and extracurricular activities, being
non-credit activity, no distinction are made between co-and extra-curricular
activities. In this regard S.K kochhar (1993: 285) which is cited in published
research paper of co-curricular and extracurricular activities in Nepal, gives
strong, view to these words, the distinction between curricular and
extracurricular activities must cease to exist. Co-curricular and
Extracurricular activities are very much interwoven, there is no difference
between them, and it is essential to develop better educational plans and
programs .It helps to utilize money and resources more fruitfully for the better
development of children mentally and intellectually. In most schools, it has a
plan and budget to utilize but it needs follow –up and feedback to make it more
effective. In American education system the activities experienced outside the
classroom are classified as co-curricular and extra-curricular activities ,hence,
in this way CCAs, refer to the activities related to formal classroom program
but delivered outside the normal school day and participation is on voluntary
basses while Extra –curricular activities for them requires the activities that
fall outside the formal curriculum . However, the privilege of the students to
participate in both programs is the same (Wikipedia: 2007)
Minnesota High schools educate students to reach their full potential by
participating in co-curricular activities .It helps to develop students „ academic
and fine arts to improve skills without credit towards graduation. Even schools
make reasonable accommodation for students with disabilities to participate in
co-curricular programs (Balkh, kathmand 2004)
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In education system of Singapore, the terms co-curricular activity is more
accepted and frequently used to indicate activities organized outside the
classroom that has supplementary or complementary roles to the curricular
program (ministry of Education, Singapore, 2011).
In Ethiopia the activities that have been taken as CCAs in modern education
were deep rooted in traditional education of the Orthodox Church. Typical
examples were painting, Handcraft, Book binding (diagnose), Agriculture etc
(Rodney B, and Bridge D) (2005) were the common activities practiced before
1974 in modern education. Seitotaw (1998) as cited in Messynh Eshitu(2008)
reports some Common activities practiced in modern education in Ethiopia
included: sports games ,school bands ,film shows, meteorological observations,
student council, field related clubs like geography and history ,art and drama,
Agriculture etc. Regarding the term, the guideline prepared for the
implementation of CCAs indicated that the term CCAs is preferable. (MOE,
1997: 3) Thus the above evidences showed that different Countries Classified
activities outside the Classroom in different ways, but they considered as an
important part of the total educational program effectiveness.
1.2. Statement of the problem
There are more than enough evidences that showed the strong desire to have
CCAS in the past and present Ethiopian education system, for example ,the
Guidelines of schools General administration prepared by the Ministry of
Education and Fine Arts (1966 Article12) ,as cited by (Setotaw ,1998:34)
“students have to be encouraged to participate in the school clubs” The
guidelines prepared by the Ministry of Education (MOE) for Internal School
Administration also indicated, how CCAS were organized and coordinated in the
School (MOE,1981,1982) Later after six years ,updated guide line of Internal
school Administration issued by MOE showed the structure and job description
of CCAs Committee (MOE, 1988). Currently available documents showed that
co-curricular activities (CCAs) are being implemented in different countries
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including Ethiopia. Ministry of Education, Singapore described CCAs are an
integral part of students‟ holistic, well-rounded education. It helps nurture in
students‟ qualities such as resilience, tenacity, confidence and perseverance,
which prepare them to adapt and thrive in a rapidly changing world (Ministry
of Education Singapore, 2011).
According to Setotaw (1998) in Ethiopia Education system after the
establishment of regional education bureau, the Co-Curricula program was
coordinated by physical Education and Co- curricular program section at MOE
level while at Regional, Zonal and Woreda Levels the responsibilities were given
to the Examination and Student service section. Similarly, at the School Level
the responsibility was given to the Co-Curricular Coordinating Committee.
On the other side, there were critics that indicated the reverse situation with
that of Setotaw‟s findings. The critics indicated that there are no responsible
skilled personnel and structural position for CCAS at Wereda, Zonal, Regional
Educational Bureau and MOE Levels .Moreover, there were strong critics that
indicated, about the formation of CCAs. Even though, Schools often organized
different CCAS at the start of annual schooling time most of them are unable to
function properly and become unsuccessful.
The statement in the ESDP II document also clearly stressed that the capacity
level of Lower Level management was one of the main problems to realize
educational goals.”Inadequate statics planning and management capacity at
the lower levels of the organization structures (e.g. woreda) is a critical problem
in realizing the goals of education, especially with regard to primary education”
(ESDPII 2005)
However, there are Limited research works that may show the existing
practices of CCAs particularly at Secondary and Preparatory Schools (11 and
12 grades).
For instance, unpublished MA theses of Ayele Eshete, (2007),Dejene Tefera
(2006) and Mesayneh Eshetu (2008) and Setotaw, (1998) indicated that the
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status of co-curricular Activities were not good and the participation of
students and teachers also very low.
In a survey study on the status of CCAs in the Ethiopian schools that
conducted by Setotaw in 1998 emphasized that the status of CCAs was under
a series condition. Similarly, the findings of unpublished MA theses of Ayele
Esthete (2007) under the topic” The practices of extracurricular Activities in
higher education” and Mesayneh Eshete (2008) “The implementation of Co-
Curricular activities in second Cycle primary Schools confirmed that the
participation of students and the status of CCAs was not in good manner..
The research works of Dejene Tefera and Ayele Esthete were specific to the
participation Level of students with special needs and students of higher
education, Mesayneh Eshete‟s research was also specific in the
implementation of Co- Curricular activity on primary school second cycle
respectively. The findings may indicate the participation Levels of the students
and the implementation activity and challenges in CCAS at higher education
and second Cycle primary schools.
None of the above researchers examined the actual situations in secondary
school second cycle particularly in preparatory schools because the existing
practices and challenges to implement CCAS were not properly quantified by
the above mentioned research works.
A number of literatures also confirmed that complexity of the implementation
of co-curricular program in the ground because it requires the involvement of
various bodies, more time and high commitment of coordinator as well as
administrators. For Example, some researchers stated the practice of CCAs is
difficult from the academic teaching/ learning process because it needs more
time. There are also different factors that affect the practice of CCAs like the
absence of trained and motivated teachers, the absence of continuous
monitoring, the recklessness of students to participate in this activity, and the
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shortage of finance (no allocation of budget); lack of equipment, etc and
sometimes students feel that these activities interfere with their studies.
Therefore, whenever CCAs are organized, students participate in these
activities unwilling. (Daniel Nesan, 2009).
So this study is designed to search the practice of CCAs in preparatory schools.
The organization of these activities is equally important and every effort should
be made to introduce and practice CCAs as important as academic classes. In
most foreign country schools, to facilitate co- curricular activities (CCAs), it has
a plan, allocated budget and, follow-up and feedback. In Ethiopia, one of the
objectives of ETP, non formal education helps to promote the appropriate
education to develop aesthetics. CCAs helps to develop and improve students‟
ability, raise their creativity and interest. Despite these facts, there are factors
that affecting the effective practice of CCAs:
• The absence of trained and motivated teachers
• The absence of continuous monitoring and evaluation
• Students are careless to participate in this activity
• Lack of willingness.
The above mentioned ideas stated in conducting research that focused on
factors that affect the effective practice of CCAs in Government preparatory
schools and to steer clear of the affecting factors in effective practicing of CCAs.
Through this study the existing practice of CCAs in preparatory Schools is
assessed and tried to find out the financial status or budget allocation,
material support and giving practical training for teachers and students in
conducting CCAs in Government preparatory schools. Besides the study is
designed to search how the preparatory School students can participating in
school clubs
Hence to assess the implementation status of CCAs, it needs attention to
consider human, material and structural factors. As the study of Rahel Gebre
Tadik(2012) finding, indicates shortage of materials, participation of the
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teacher and students are very low and there is a plan for supportive
supervision but the school administrators do not give priority as they do with
other urgent tasks..
Karlin and Berger (1971) stressed on the process of coordination by describing
the prerequisite to be considered before organizing co-curricular activities,
accordingly; identifying the interest of students the effectiveness of the
assigned sponsor, the availability of resource and environment that encourages
voluntary activity are the prerequisites to effective implementation of the Co-
curricular program.
Chamberlain and kindred (1966) emphasizing that success or failure of the co-
curricular program depends most upon the quality of leadership provided by
faculty members. Neville (1997) stated educational aim that emanated from the
educational policy serves to determine what should be taught in the school and
how school life should be organized .There may be weaknesses to materialize
the written documents and policy intentions in the ground due to different
problems.
In general, the CCAs program is expected to be implemented in line with
classroom curricular program starting from the primary school.
From the above point of view, conducting research that focused on the
implementation of CCAs in second cycle Secondary schools is very essential.
Hence; the study is designed to fill the gap through assessing the existing
practices of CCAs in secondary and preparatory school context, in Addis Ababa
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1.3. Objectives
1.3.1. General objective
The general objective of this study is to examine the implementation practices
of CCAs and identify its major problems or challenges in preparatory schools.
To meet the above-mentioned objective, the following specific objectives were
included in this study:
1.3.2. Specific objectives
� To find out the existing practices of the program and physical facilities for
Co-curricular activities in preparatory Schools.
� To find out the financial status for conducting the Co-curricular r activities
� To find out the training level of teachers involved in Co curricular activities.
� To find out the role of teachers and School principals in promoting Co-
curricular activities in preparatory School.
� To identify the perception of the students and teachers towards the benefit of
Co-curricular activities.
� To identify the problems of preparatory School in carrying out Co-curricular
activities
To identify barrier that affect students and teachers to practice CCAs
1.4. Research Questions
1. How do the current status and practices of co-curricular activities look like
in preparatory schools?
2. Is the financial status (budget) of CCAs enough?
3. Is the training level of teachers involved in CCAs competitive?
4. What is the perception of students and teachers in CCAs?
5. What are the major factors and challenges affecting the implementation of
co-curricular activities in preparatory schools?
6. What are barriers that affect students and teachers to practice CCAs?
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1.5. Significance of the study
The result of this study may not be exhaustive to provide solution for the
problems. However; it is significant for the following reasons:
Educational and Cultural policy of Ethiopia support the implementation
of CCAs in schools.
It helps to know/see what strategies should be employed to attain the
effective practice of CCAs. Besides, it gives clues about how problems are
solved concerning the effective practice of CCAs in secondary schools
It will enable educational expertise to recognize the actual practices and
challenges of implementing CCAs, so that possible interventions that
alleviate the situation can be taken.
It provides basic information for further studies
To alleviate the working conditions of CCAs in preparatory schools
1.6. Delimitation of the Study
The study is delimited to some preparatory schools of Addis Ababa.more
specifically to assess the implementation practices of ccas and its challeng was
carried out by considering clubs and non clubs factors.
Administration structure of Addis Ababa is City Government at the top,
10 Sub City Administrations in the Middle and 116 weredas Administrations at
the bottom. There are about 52 Government, 71 private, 13 Local community
schools, 1 foreign community,11 church, 10 Mission, 1 Mosque, and 9 others
Secondary Schools in Addis Ababa. These schools are distributed throughout
the ten sub-cities. 101,288 students enrolled in Government,11,343 in local
community, 23,079 in Private, and 51,283 in non government (Foreign
community, church, mission, mosque, and others) Secondary Schools (AAEB,
2013/14). The researcher selected five Government Secondary and preparatory
Schools for the reason that the majority of students are there. Administratively,
Government Secondary and preparatory schools are governed by sub-city
education offices. The study area was conducted randomly selected sub-cities,
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lideta.Yeka, Arada, and Gulala. In these sub cities, there are five preparatory
schools and five of them are randomly selected. Balcha Abba Nefso, Yekatit 12,
Hidase Lideta, Kokebe Tsibah and Menelike II Preparatory Schools are selected
using simple random sampling. The study was carried out from February 2,
2014 G.C to April 4, 2014 G.C.
The delimitation is also made to the implementation status and challenges
of CCAs by taking its students, teachers and principals related factors as a
frame of reference because the research will not be manageable if all factors
and all the schools will be included.
1.7. Limitation of the study
The study is intended to examine the implementation practices of CCAs in
preparatory schools. The researcher used selected preparatory schools of Addis
Ababa. It would have been better if all schools were studied but in this study
nongovernmental schools were not included because of time and budget
constraint and the coverage of population in the government schools. There is a
limitation because of Limited research works to see the consistency of the
present findings and Lack of up-to-date reference materials were also another
limitation of the study that forced the researcher to refer at old materials. The
study was intended to collect information from schools but there was a
problem of getting grade 12 studentes because in conducting time they are not
in the schools properly. Hence the situation forced the researcher to take more
students from grade 11.however, more time and unreserved efforts were made
to collect, interpret the data and report the findings objective.
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1.8. Operational Definitions of Terms
Awareness-the state or level of consciousness, knowledge where sense can be
confirmed by observer or aware of something
Challenge –A difficulty, especially one that make confront the action
Co – curricular Activity - being outside of but usually complementing the
regular curriculum a program or out of class activity, supervised and/or
financed by the School, this provides Curriculum-related and different
character building experiences (The Free Dictionary, 2012).
Curriculum – the courses offered by an educational institution, a set of
courses constituting anarea of specialization (The Free Dictionary, 2012).
Practice –Actual performance or habit for skill sake constant exercise or
Use.
Second Cycle Secondary School:-educational structure consists of grade 11
And 12
Training-it is a planned process of learning the necessary knowledge, skills and
attitudes, which enable an individual performance a certain activity effectively
and efficiently.
1.9. Organization of the study
The study consists of five chapters, chapter one deals with introduction,
background of the study, statement of the problem, objective, research
questions, significant, delimitation, limitation and operational definition of
terms of the study. The second chapter is concerned with the review of related
literature relevant to the problem under investigation. The third chapter
consists of the research methodology and procedure of the data collection and
analysis. The fourth chapter deals with the presentation, analysis and
interpretation of the data. Lastly chapter five comprises the summary,
conclusion and recommendations were presented.
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Chapter two
2. Review of Related Literature
In order to make theoretical context to the study, review of related literature
has been made the reviews based on the theoretical concepts and available
research works on co-curricular activities will be seen.
2.1. Definition of Education
Education in its broadest, general sense is the means through which the aims
and habits of a group of people lives on from one generation to the next. It
occurs through any experience that has a formative effect on the way one
thinks, feels, or acts. In its narrow, technical sense, education is the formal
process by which society deliberately transmits its accumulated knowledge,
skills, customs and values from one generation to another, for example,
instruction in schools (Deering High School Student Handbook 2005 – 2006).
Aggarwal (1990) stated students get one- fourth of their education from their
environment such as their teachers and others from their fellow students and
the rest in the course of time through their life experience, on the other side,
G.S Millar, as cited in Aggarwal (1990), argued that education is a conscious
and deliberate process well planned to modify the behavior of the students in
desirable and socially approved channels and to bring about in the students
specific knowledge and skills.
2.2. Definition of Curriculum and Co- curriculum
As described above, the aim of education is to help children to achieve all
round development. Therefore, curriculum experts and educational
administrators have to give attention for the co curricular activities (CCA s)
need to be available in schools. It is important for the development of students
and cannot be seen separately from the curriculum Kochhar (1993:286), as
cited in (Balkhu, Kathmandu, Nepal, 2004:2).
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2.2.1. Curriculum
Deferent oaters define the term curriculum defiantly. According to (Daniel
Nesan,2009:178) the term curriculum refers to the program of study in various
academic subjects like Mathematics, English, History, Science etc that followed
by students at various levels of education. The school teaching staffs are
employed to teach this curriculum, and students are periodically assessed by
exams and term papers in their progress in each curriculum subject. As they
grow older, students‟ achievements in their curriculum subjects are seen as
important in helping them get into a good university or college, and to find a
good job when they leave education. The academic curriculum has never been
all that schools offer to their students. A range of other classes, clubs and
activities is available to students, sometimes in lessons but more often in the
lunch break or after school. These are referred to as the co-curriculum, or as
extra-curricular activities, and they are mostly voluntary for students (Daniel
Nesan, 2009).
2.2.2. Co – curricular/Extracurricular Activities
Co-curricular activity is defined as a program or out-of-class activity,
supervised and/or financed by the school, which provides curriculum-related
learning and character building experiences. Co-curricular activities are
voluntary, are not part of the regular school curriculum, are not graded and do
not earn credits. It is the intent of the School Committee by this policy to
encourage academic effort and achievement by the students of all academic
Schools. Co-curricular requirements are designed to supplement students'
formal coursework, promoting the consolidation and application of knowledge
and skills addressed in program curricula and readings through specified
activities in vocation-oriented settings (Jha et al 2004).
23
As Kochhar cited in (Jha et al 2004: 221) thus, Co-curricular activities have
one or more of the following characteristics:
They are conducted at regular and uniform times during school hours or at
other times established by the school administration.
Although not offered for credit, they are directed or supervised by
instructional staff in the learning environment similar to that found in
courses offered to credit.
They are partially funded by public money for general instructional
purposes under the direction and control of the school Board. Extra-
curricular, on the other hand, has been defined as, “Extra-curricular
activities are small activities sponsored by students' clubs or groups and
approved by the administration”. Extracurricular activities are direct and
personal services for school students for their enjoyment that are managed
and operated under the guidance of an adult or staff member. Thus, Extra-
curricular activities have all of the following characteristics:
They are not offered for school credit or required for graduation.
They are generally conducted out-side school hours, or if partly during
school hours, and at times, agreed by the participants and approved by
school administration.
The content of the activities is determined primarily by the student
participation under the guidance of a stage-member or other adult.
Morgan Hill as cited in Jha et al (2004: 12) has also given almost
similar definition of co curricular and extracurricular activities. Co-
curricular activities extend learning experiences and they are directly
related to academic courses in curricular subjects and activities, whereas
extracurricular activities are not part and parcel of curriculum and they are
not carried out during school hours. The participants in the extra-curricular
activities are guided by a staff member or any other adult with knowledge
and experiences. Both co-curricular and extra-curricular activities are non
credit activities. However, both of them need approval by school authorities.
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However, according to Rocco Marano, the director of NASSP's Student
Activities, as cited in Edward J. Klesse and Jan a. D‟Onofrio, student activities
are not extra; it should be regarded more than “extra.” Extra implies something
not necessary and suggests that student activities are just fun and games,
which makes it easy for them to be dismissed or removed. There are numerous
studies that show that students who participate in student activities usually
have better grades, better attendance, and are more successful in later life than
students who don't participate. Certainly, student activities should be
enjoyable, but there are also valuable skills and lessons that can be taught to
those who participate, such as goal setting, communication, organization,
decision making, teamwork, conflict resolution, and tolerance. These are
sometimes thought of as leadership skills, but they are really life skills that can
be practiced as part of a club or organization and complement what is taught
in the classroom. In general, as described in the beginning, the purpose of
education is to train students not to know about things (in cognitive) but to
behave or practice it in the right way (skills). Therefore mostly, cognitive
development is taken care by curriculum and the skill development is
implemented by the outside class room teaching (MOE, 1994). By practicing it
most students develop their talents with knowledge and experiences. It has
practiced in academic schools in after school program.
2.3. Concepts of co-curricular activities
Before looking the importance and need of Co- Curricular Activities, let us be
clear about the concept of Co-Curricular Activities.
Four decades ago it was comparatively easy to define Co-Curricular Activities,
because all of them were organized and promoted largely by students
themselves, with relatively little assistance from teachers and administrators
.Equipments were Major, little official recognition was given and no credit was
allowed for participation .These activities were really Extracurricular.
25
Today it is difficult to define Co-Curricular Activities because all teachers have
some definite responsibilities for their organizations. Many full time
professional teachers are employed, classrooms, time, equipment and materials
are provided, their relations with regular curricular activities are regarded as
vital, credit for participation is allowed and recognition is also given.
In short, we can say that, according to modern education thinkers, curriculum
is not only teaching and learning in classroom, it also includes work in
;Library, Laboratory and workshop, participation in games and sports in
playground and numerous informal contacts between teachers and pupils in
these places . In these informal contacts there are many activities which are
taken place one of which is Co-Curricular Activities .It is a part of curriculum
of the institution, school organization and management Edict BlogSpot Co-/--
/Defending
As described above curriculum experts and educational administrators have to
give attention for the CCAs need to be available in the schools, it is important
for the development of pupil and cannot be seen separately from the
curriculum.
Kochhar (1993:286), as cited in (Jha et al, 2004; 2) stated “we conceive of the
school curriculum as the totality of Learning experiences that the school
provides for the pupils through all the manifold activities, in the school or
outside that are Covered under its supervision”
Similarly, Module prepared by national academy of higher education of
Pakistan described “curriculums all the activities which are provided inside or
outside the institution for achieving the predetermined goals” (Iqbaletal,
2007:9)
Hence, curriculum included not only curricular activities but also other
Curriculum activities (CCAs) that help children to develop mentally spiritually
socially and physically, so, understanding the interwoven relationships.
26
Chamberlain and kindred (1966) and(MOE(1997) show different terms that
used to describe the same thing .According to them Currently due to an
increasing acceptance of the wide function of school and brood definition of
Curriculum the term Co-curricular activities become more useful rather than
using terms like” extracurricular activities” “semi-curricular” “student
activities” and “school activity” because of having undermining implication on
the program. Minehira and Marlaw (n.d) indicated clearly Co-Curricular activity
is one of the five concepts of Curriculum .These are:-
1. The official Curriculum, which is document
2. The operational Curriculum, which is implemented in class room.
3. The hidden Curriculum, both social and academic expectation and
unwritten norms in schools
4. The Null Curriculum which consists of subjects that are consciously omitted
from the school‟s official and or operational Curriculum.
5. The Co-curricular Activities , which include all of the experiences engaged
in, by students and teachers , before, during and after the regular school
hour /day/
“Co-curricular activities are activities sponsored by the district and
approved by the school board and are designed to provide opportunities
for students to participate, on an individual or group basis in school and
public events for the improvement of skills.” Jan et al (2004:12)
Hence co-curricular and extra- curricular activities are noncredit activities and
need approval by school administrators, but the main difference is the
supervisory procedure given to the activities (Ibid).
Generally, as the purpose of education is that students shall be trained not
only to know the right thing (cognitively) but also to behave in the right way
(skill) .Thus, cognitive development is mostly taken care by the curricular
activities and the skill development is taken care mostly by the actual activities
outside the normal class room teaching (MOE,1997)
27
2.4. Types of Co-curricular Activities
As fair Relationship or distinction between co- curricular activities and
curriculum helps us to develop better educational plan, understanding the
types of Co-curricular activities also help us to utilize resources more fruitfully
and make easy to organize desirable activities in schools. According to MOE
(1997:35) based on their organizational nature CCAs can be categorized in to
two; clubs and Non-clubs.
2.4.1. Clubs
Clubs are activities organized in the form of association; usually have leader,
executive committee, members, rule and regulation and iterance fee. Clubs also
have different varieties such as:
- Clubs related to class room subject e.g. .History, Geography, Language
etc
- Clubs related to self governance e.g. Boy Scout, girls club etc.
- Service clubs e.g. library, postal service ,Red Cross, mini-media etc
- Talent and career related clubs e.g. tomorrows teacher, journalist,
theater etc.(MOE,1997:35)
2.4.2. Non-clubs
Non-clubs activities are activities organized permanently or temporarily and
have no similarity in organization with club, such activities are:
- Holy days
- Class monitor
- Flag ceremony
- Social activities etc.
On the other side the co-curricular activity resource book for teachers of Nepal
classified the activities in to compulsory, desirable and optional group in the
following manner (Ibid, 1997)
28
- Compulsory activities: National flag, National anthem, prayer, cleaning
of compound, field and class room, personal hygiene, minor games and
observing education day.
- Desirable activities : school uniform parent day National song, drawing
and handicrafts
- Optional activities: Educational tour, school flag, school anniversary,
National festival, garden, National symbols and photos of National
personalities(Jha et al,2004)
Singapore Secondary schools typically divide CCAs into Core CCAs and Merit
CCAs:
Core CCAs, which typically include the Sports, Performing Arts Groups and
Uniformed Groups, tend to take up more time and resources and have more
emphasis placed on them by the School. Membership in at least one Core CCA
is compulsory for secondary school students in Singapore and it is considered
an integral part of the education system.
Merit CCAs, which typically include the Clubs and Societies, are usually less
time-consuming. Academic clubs however may consume as much time as, if
not more than, Core CCAs. Merit
CCAs serve as an optional pursuit for students with an interest in what the
CCA has to offer (MOE, Singapore, 2011).
2.5. Objectives and Benefits of CO-curricular Activities
The benefits of Co-Curricular activities are not Limited to pupils, teachers can
also gain a lot for example teachers who are shy ,sensitive and whose talents
are not expressed very much enriched psychologically be discovering his /her
talent because he/she can get more exposure to break shyness .The informal
situation set up in CCAS provide opportunity for the teachers and students to
work together in friendly relationship this foster the teachers to work more
effectively even in a class room(karlin and Berger, 1971)
29
Co- curricular activities give a chance to involve students in school and
community affair .This often helps to create or improve effective
communication between school and societies. Through these students develop
further sensitivities to social needs and problems, and acquire a deeper sense
of civic responsibility. Moreover, schools that communicate with their external
publics in some organized way enhance their chances of getting better public
supports, minimizing criticism, Learning the values and priorities of the
community, and receiving many functional ideas that will help them Educate
students better (Gallagher, 2001).
Therefore, if it is well planned, communities can also gain direct benefit from
CCAs, for instance, through Voluntary services like: Literacy Campaign, anti
AIDS movement, tree plantation etc, not only the Local people but also the
country as whole can benefit from CCAS.
In this regard , setotaw (1998:175) stated “there are no better opportunities
other than Co-curricular program that established close contact between
school and community “ Through activities like parent day ,sport Competitions,
exhibition and dramas etc school can easily catch the attention of Local people
for the betterment of school image
However, Gallagher (2001) stressed on some precautions, according to him
activities undergoing by pupils to public benefit should be a logical to fit with
its educational objectives .He said “Unless this principle is respected, there is
always a danger of exploiting pupils for publicity purpose. In general, the
school has amoral obligation to see that pupils maintain a desirable balance
between participation in school /Community affair and educational progress.
Co-curricular activities also used to accommodate issues like HIV/AIDS,
environmental protection, place education, and inter cultural education and
important recent innovation and contents that are not included in the text
(ESDP III, 2005, EDUV: NET, 1997)
30
2.6. The value of Co – curricular Activities
CCAs have a number of values like academics. Educational value has a great
potential, but the classroom teaching is theoretical. To get practical knowledge,
CCAs can be imparted. There are so many valuables of CCAs: development of
social spirit, Recreational values, Physical development and cultural values.
Development of social spirit has its own value. Social cooperation is recognized
as one of the important demands of citizenship. It is difficult to teach social
value through school subjects like Languages, Mathematics or Social Sciences.
By participating in group activities, students learn good manners and develop a
sense of cooperation. Membership in a club, student council, dramatic cast or
an athletic team requires co-operation. Students learn to appreciate the
relationship of an individual to the social group. Through team activities,
students learn social cooperation. They develop group spirit, 'we' feeling,
belongingness, unity and ability to be cooperative (Daniel Nesan, 2009).
Recreational value is also one valuable activity. Lack of ability and training in
proper utilization of one's leisure time is one of the major defects in the present
system of education. By providing and organizing various activities, schools
provide wholesome opportunities to students, rather than to spend their spare
time in undesirable activities. Instead hobbies can be developed at the school
age become lifelong habits. Physical development, while games, sports and
athletics directly contribute to physical development of students. These
activities provide a useful opportunity for the growth and development of the
body and it helps to develop psychological brightness too. Some CCAs like
understanding of different cultures have also tremendous values, as they help
in providing opportunities for better understanding of our cultural heritage and
traditions, activities like dramatic song and dance, folk songs , folk music,
exhibitions and celebration of various religious and social festivals provide
better knowledge and understanding of our culture. Even if CCAs are very
important for students in all academic levels, different factors are affecting it to
practice effectively.
31
2.7. Participation in Co-curricular Activities
As described in the previous section of this proposal research findings
indicated that participation of students in CCAS play Central role in students
health development However, a number of factors might affect the active
participation of students.
Macomber and More (1999) reported that nationally 83 percent of all Children
ages from 6 to 17years participated in at Least one CCA, but of children in
families with Low income (under 200 percent of the poverty Level ) 73 percent
participated compared to 90 percent of Children in higher income families.
Some findings indicated that gender; grade level and socio economic status of
an individual may influence the involvement of students in CCAS similarly as
reported in Ezewu. E(2000:25-26) the research work of Obaya and Ezewu that
was conducted on 1644 pupils of twelve primary schools of two Nigeria cities
indicated that children from high socio –economic status families expressed
interest in both academic and varied activities where as children from Low
socio economic status showed interest only in academic subjects.
In a survey of 1500 student drawn from 65 randomly selected high schools
across the united states of America also indicated that half of the students
were not participating in CCAS for the reasons; Job outside the school,
irrelevance of activities, inconvenient of schedule while 40 percent of the
students indicated teacher domination, parental disapproval and unavailability
of their sex (Long, Boser and Johnson, 1977)
Moreover, the survey conducted by Morris and Starrized (1982) on phoenix
high school students showed that the main reasons for joining students in
CCAs were internal reward or interes.
32
2.8. Limiting factors of the implementation of CCAs
Limiting factors are obstacles that usually challenge a given program at (jha et
al 2004) identified the following limiting factors for the implementation of CCAs
in primary school of Nepal. These were:
- Lack of budget, lack of training and trained teachers for CCAs
- Over teaching load and crowded class
- Less participation of students
- Unavailability of guiding book for CCAs
- Lack of monitoring and supervising on CCAs
- Forcible participation by teachers etc.
Setotaw (1998), of Dejene Tefera(2006) and Ayele Eshete(2007)( un published
MA theses) identified almost similar factors that hinders the implementation of
CCAs may be influenced by the presence or absence of material or budget
skilled man power and workable organization.
Minerhira and Mariow (n.d) strongly advised that to improve the
implementation of the program, principles have to find access to support in
terms of resources and professional development opportunities for the
teachers. Hawes (1982), chamberlain and kindered (1966) also emphasized
that the success or failure of the co-curricular program depends most up on
the quality of leadership provide by faculty members.
Gabries and chao (1996), and Detjen (1952) that the availability of trained
teaching staff, teacher‟s morale and professional incentive could have a power
full effect on the implementation of CCAs
According to Derebssa (2004), communication is another factor that needs to
be considered because communication is one of the important processes to
transfer information among people. It assists implementers to accomplish
intended objectives.Therefore success of implementation of CCAs may be
affected by the peoples, material and organizational factors.
33
Chapter three
3. Research Design and Methodology
This chapter explains the research was carried out; it includes research design,
source of data, population, sampling procedure sample size, sampling
techniques characteristics of population, instrument, data gathering procedure
and data analysis.
3.1. Research Design
To undertake the research, mixed Research method was employed. Mixed
research methods are an approach that combines both qualitative and
quantitative. According to (Crewell, 2009), it involves philosophical
assumptions, the use of qualitative and quantitative approaches and the
mixing of both approaches in a study. In selecting a research method, one
must need to consider the difference among the three research methods, since
they differ in terms of world views, strategies and instruments to be employed
in the study.crewell,2009, identify six issues as a criteria that determine ones
method selection. Strategies, instruments of data collection, researcher
problems and experiences of the researcher etc. The advantage of mixed
research method as Creswell(2009), stated that, researchers may first survey
alrege number of individuals and then follow up with a few participants to
obtain ther specific language and voices about the topic. In these situations,
collecting both close-ended quantitative data and open ended qualitative data
proves advantageous. In terms of research design, a descriptive survey method
was employed with the intention of getting the general image of the current
status practices and challenges of CCAs Addis Ababa preparatory schools.
Descriptive survey research involves a clearly defined problem and definite
objectives (Best and Kahn;1989).Hence, it was expected that, this design could
help the researcher to obtain the nature of situation as it exists at a time of the
study.
34
3.2. Sources of Data
To achieve the objective of the study both primary and secondary source of
data were used. Students, teachers and principals were used as primary
sources of data. While Thesis, Books, Journals, Internet, and document were
used as secondary source of data.
3.3. Sampling procedure and Sampling Techniques.
According to Johnson and Christenson, (2008:51). A population is the set of all
elements to which a researcher want to generalize his/her sample results. The
target population of this study consists of all Government preparatory schools.
Beside to it sample of principals, teachers and students of Lideta ,Gulele,Arda
and yeka sub-city are also included in the study, from those sub-city 5
preparatory schools were selected randomly. The reason behind it is that all
the government preparatory schools was included in the study; Random
sampling especially simple random was used to select 30% of the teachers, and
5%of students from the sample schools. The use of simple random sampling
stems from the reason that the choice of respondents is guide by the
probability principle, according to which every unit of the target population will
have equal chance of non-zero probability being included in the study,
Sarandakos,(2005:154).
35
TABLE-1 sample schools and target
No Schools Students Teachers principals Total
sample Total Sample total sample total sample
1. Balcha Abba Nefso
Preparatory
1214 61 80 24 3 3 88
2. Hidase Lideta secondary
& preparatory
855 43 56 17 2 2 62
3. Yekatit 12 preparatory 1839 92 129 39 2 2 133
4. Kokebetsibah secondary
& preparatory
1116 56 58 18 2 2 76
5. Menelik II preparatory
school
2460 123 138 42 3 2 167
Total
7484 375 461 140 12 11 526
TABEL-2 Sample of student in grade level
Sample schools Grade level
Total
No
Total
%
Grade 11 Grade 12
Hidase lidata 43 - 43 12.1
Balcha Abanefso 31 30 61 17.1
Kokebe Tshibah 36 20 56 15.7
Yekatit 12 71 21 92 25.9
Menelik II 89 14 103 29.01
Total 270 85 355 100
36
Beside the above sample population, 11 school principals were also involved in
the study through purposive sampling. Their involvement in this study was
considered because of their critical role in school CCAs and it is expected that
they would offer adequate and relevant information to the issue of the study.
Thus the participant of this study comprises teachers; principals and students
were included in the study.
3.4. Instrument
In order to obtain adequate information the researcher employed
questionnaire, Interview and observation checklists. The researcher expected
that the selected instruments were fit to the design of the study appropriately.
Questionnaire
Questionnaire was commonly used to address the largest number of
respondents and helps the respondents to express their ideas freely and easily
with less time .Therefore in this study both open ended and closed ended items
were used. The student questioners‟ had four parts that consists of 19 closed
ended with 4 open ended items, while the teachers and principals
questionnaire had five parts that consists of 25 closed ended with 4 open
ended items. The questionnaires were adopted from different literatures that
were developed for similar purposes. It was reviewed with professionals from
school teachers, masters‟ students from Addis Ababa University, educational
expertise and finally commented by the divisor. Here the questionnaires were
written in English, and translated in to Amharic languages to include all the
respondents, to express their ideas by their own language. And the
questionnaires were pre-tested before the actual data was collected; it was
practiced in Balch Aba -Nefeso preparatory School. The questionnaires were
modified according to the result obtained of the pre-test.
Open-ended items were employing in order to give opportunity to express
their feelings, perception, problems and their attitude related to CCAs. Thus to
37
be questions was used to elicit general information so as to supplement
information obtained form close ended questions.
Close –ended items were also developed to elicit their feeling about the
CCAs practice, promoting CCAs practice and major problems related with
CCAs. The close –ended items were constructed in five point liker type scale to
cover the whole range of possible response allowing respondents to choose the
answer that fit their opinions.
Interview
The interview permits in-depth of response, which is not possible through
any other means. Thus, the purpose of the interview was to collect more
information about the respondent point of views. So to cross check the
questionnaire responses, semi structure interviews were conducted with school
principals to elicit in-depth response about the issue of the study. Semi
structured interview items were selected because of the advantages of flexibility
in which new questions can be forwarded during the interview based on the
responses of the interviewee; four schools principals were involved in the
interview.
Observation checklist
The observation checklist used to collect the information related to facilities
like library, laboratory, school compound and materials in different rooms
which are important for club or non club CCAs while the other form was
employed to obtain the information related to the availability of materials for
organization sports, music and the pedagogical center the last form also
employed to check the type of CCAs available in the schools.
3.5. Pilot study
To improve the understandability of the questioner and interview the pilot
study is conducted in Balca Abanefeso preparatory school. Hence by
considering the proportion of sex 10 students from grade 12 and 6 teachers
38
were selected for the pilot study. These were not included in the main study.
The questioners were distributed to all participants and appealing genuine
comment through briefing the purpose of piloting the instrument. To made
simple observation on how students were filled at different time in a class
room. Based on the comment, observation and checking the piloted
questioners the following modification were made on the first draft.
Item in matrix form that prepared for students in part two and for teacher
and principals respectively confused some participant on how to fill the
response. Hence instructional modification and brief description was added
on the direction for the main study.
Additionally in interview leading questions were piloted on Balcha aba Nefeso
School. One principal and one experienced teacher were participated. Hence
the comment was considered during the main study. Observation checklist also
tested in the same school.
3.6. Data Gathering procedure
With the intention of practice and challenges in implementing CCAs in
preparatory school of Addis Ababa Administration the following procedure were
follow.
First, the researcher develops questionnaires based on the existing literature
and duplicates it in a single copy on which the advisor comments. Then
refineries were made and piloted the questionnaires in limited number. After
the pilot test was conducted items that have low correlation with the rest of,
sub scale items were eliminate.
Second, instrument were develop and piloted the researcher was made contact
with school principals prior to the collection of data. Then the researcher
receives the number of all teachers, principals and students. Having the
framework of participant, the researcher were employed simple Random
sampling technique to select the sample of respondents finally; the researcher
39
was administer and collect the questionnaires with the collaboration of school
principals by going to each sample of secondary and preparatory school.
3.7. Techniques of Data Analysis
The researcher was collecting a quantitative and qualitative data from
quaternary, respondents‟ interview and observation. The data collected through
closed ended questionnaires were tallied and tabulated. Than the data were
bringing order and meaning to all the information gathered and analyzed in
descriptive statistical computation. Among the various type of descriptive
statistics, frequency and percentage were made to analyze the findings of all
basic questions. For basic reason that are very important in identifying the
difference and similarity of respondents‟ judgment on variable the data that
collect through. The interpretation was making with the help of percentage.
So as to test whether there is any significant difference happens in the
response of students, teachers and principals. Open ended questionnaires,
interviews and observation were analyzed qualitatively while the close ended
questionnaires will analyzed quantitatively.
Finally, conclusion and recommendation had been drawn based on the
findings.
40
Chapter Four
4. Presentation, Analysis and interpretation
This study was prepared to assess the existing practices and challenges related
to the implementation of CCAs, in preparatory schools. Hence, data collected
through questionnaires, interview and observation are presented and
interpreted in this chapter under the following main headings. Profiles of
respondents, existing practice of CCAs and major challenges that hinder the
implementation CCAs.
4.1. Profile of Respondents
Based on the questionnaires respondents self reflect present in table 3
Table 3 Distribution of student and teachers from selected schools in
Addis Ababa 2014
Variable Frequency Percent
Sex of teachers
Male
Female
89
51
63.57
36.42
Sex of principals
Male
Female
11
-
100
-
Occupation
School principals
Teacher
11
140
7.28
92.71
Years of service
Below 5 years
5 to 10 years
Above 10 years
24
65
62
15.89
43.04
41.05
Educational status of teachers
Diploma
Degree
Masters
1
110
29
0.71
78.57
20.71
Educational status of principals
Diploma
Degree
Masters
_
7
4
-
63.63
36.36
41
Total number of selected students per grade
level, sex and age grade level of students
Grade 11
Grade 12
270
85
76.05
23.94
Sex of student
Male
Female
166
189
46.76
53.23
Age of students
16 and blow
Above 16
14
341
3.94
96.05
Majority of the teachers were male compared to the percentage of female
participants 100 (66.2% versus 51 (33.77%) from the total number of 151
teachers, 11 (7.28%) where in Administration and 140 (92.7%) of them are in
teaching. 24 (15.89%) of them are below 5 year of work experience, 62 (41.05
%) of the rest are above 10 years of work experience. The educational status of
teachers and principals is diploma, degree and masters, 1 (0.71%) of teachers
are in diploma level, 110(72.84%) of them have first degree and 40 (26.49%) is
in masters levels
Form the total of 355 students 270(76.05%) of the students in grade 11and the
rest 85 (23.94%) of the students in grade 12. From the total number of
students participated in the study 166 (46.76%) of students are male. The rest
or the majority 189(53.23) were females. The age of them were 14 (3.94%)
students were 16 and below and 341 (96.05%) of students were above 16 years
of age. Therefore the result obtained in the study related to these group
especially teachers and principals were more reflective of male, but more
female students were participated in the study. On the other said majority of
teachers and principals were below 10 service years and degree holders in
educational status.
42
4.2. Status of existing practice of curricular Activities
In terms of awareness on the concept of CCAs, perception, participation type
and organizational nature of activities and training of teachers, the responses
obtained from different sources were presented her under.
4.2.1. Awareness on Co-Curricular Activities
Based on the questionnaires participants‟ awareness level on the concept of
CCAs was rate. Then Result are presented in table 4
Table 4 Awareness Level on co-curricular Activities
Groups
Response Categories
Very high High Average Low Very low Total
No No % No % No % No % No %
Student 71 20 90 25.3 169 47.6 14 3.9 11 3.09 355
Teachers 30 21.43 50 35.71 47 33.6 13 9.3 - - 140
Principals 6 54.5 3 27.27 2 18.18 - - - - 11
Total 107 21.14 143 28.2 218 43.08 27 5.3 11 2.17 506
Half of the respondents of the study 250 (49.34) had aware on the concept of
CCAs 107 (21.14%) very high and 143 (28.20%) high some or 218 (43.08%)
averagely aware on the concept of CCAs. While the rest 27 (5.3%) Low and 11
(2.17%) very low awareness level on CCAs.
The awareness level of principals and teachers was higher than the awareness
level of students. Majority of student had aware on the concept of CCAs
average. It is expected result because principal and teachers have more
exposure and experiences on the CCAs than students. Generally From this
finding most of the respondents from the total sample groups rated their
awareness. Level Positively. But in interview most of the respondents of each
groups unable to give example for CCAs other than Clubs.
43
The present study consistent results unpublished MA Thesis of Mesaynh
Eshaty (2008) and Rahel Geberstadik (2012) majorities of principal and
teachers related their awareness level is the same with this study findings.
4.2.2. Perception on the Benefits of CCAs
Students, teachers and principals were indicating the level of agreement and
disagreement on the educational benefits of CCAs. The responses of the
respondents were demonstrates in table 5.
Table 5 perception on the Benefits of co-Curricular Activities
Respondents Response Categories
Groups Strong Agree Agree Disagree Strongly
disagree
uncertain Total
No % No % No % No % No % No
Student 118 33.23 183 51.51 39 10.9 13 3.66 2 0.56 355
Teachers 39 22.9 83 59.3 8 5.7 3 2.14 7 5 140
Principals 8 72.73 3 27.27 - - - - - - 11
Total 165 32.61 269 53.1 47 9.2 16 3.16 9 1.7 506
Regarding to the perception about benefit of CCAs, student, teachers and
principals agreed up on the educational benefits of CCAs. From the total of 506
respondents 165 (32.61%) strongly agree and 269 (53.1%) agree. However, 39
(10.9%), 13 (3.66%) and 2 (0.56%) of students disagree, strongly disagree and
uncertain responded to the educational benefit of CCAs. 8 (5.7%) disagree and
3 (2.14%) strongly disagree and 7 (5%) of teachers from their respective groups
showed disagreement and unable to decide their level of agreement or
disagreement as we seen in the above table majority of the respondent were
positively respond on the educational benefit of CCAs. On the interviewee also
the same response were gate from sample school one principal said that “there
is no doubt on the benefit and importance of CCAs not only for student for
44
school can gain from the effective implementation of CCAs” the above idea
indicate that there is better feeling about the CCAs” this idea strength the
awareness level of the principal were in god position.
4.2.3. Participation in Co-curricular Activities
In the study teachers and students were asked to indicate their status of
participation in co-curricular activities. Table 6-10 presents the response of
each group with respect to variables.
4.2.3.1. Participation Level in Co-curricular Activities
According to Jha.et.al (2004), the teacher is the dynamic force of the school.
Hence, without a competency teacher, even the best of systems is bound to fail.
It is the teacher who directs and implements educational program. The future
of the school is dependent on the teachers‟ active involvement. So, teachers
were asked to indicate if they were registered or appointed in CCAs or not the
responses of the teachers and principals indicates in the next table.
Table 6 participation Level in co-curricular activity
Response Categories
Respondents
category
Very high High Medium Low Very low Total
No % No % No % No % No % No
Teachers 5 3.6 22 15.7 48 34.3 36 25.7 29 20.7 140
Principals 3 27.27 2 18.18 2 18.18 4 36.36 - - 11
Total 8 5.29 24 22.13 50 33.11 40 26.40 29 19.2 151
Regarding to the participation level of the teacher on CCAs 5 (3.6%) very high
22 (15.7%) high, 48 (34.3%) medium, 36 (25.7%) Low and 29 (20.7%) very low.
Principals respond on their participation in Co-curricular activities 3 (27.27%)
very high, 2 (18.18%) high 2 (18.18%) medium and 4 (36.36%) low participation
45
level in Co-Curricular activities. Majority of teachers and principals or
50(33.11%) their participation in co- Curricular activities were medium.
4.2.3.2. Participation of Students in Co- curricular Activities
In the study students were asked to indicate their participation level and if they
were registered in CCAs or not. The following table indicates the response of
the students. Based on the variable sex and grade level
Table 7 Students, participation by sex and grade Level
Response
category
Sex
Total
(No)
Grade Level
Total
(No)
Male Female 11 12
No % No % No % No %
Yes 15 4.2 21 5.9 36 30 8.4 6 1.69 36
No 151 42.5 168 47.3 319 240 67.6 79 22.2 319
Total 166 46.7 189 53.2 355 270 76 85 23.94 355
The results on participation status of students indicated that the proportion of
female participants in co-curricular activities were greater than male 21 (5.9%)
versus 15 (4.2%) .More participant in grade 11 of the students 30 (8.4%) and 6
(1.69%) grade 12 student were participant in CCAs. This implies the
participation level of the student decrease when the grade level increase.
Generally sex and grade level had direct relationship with participation rate.
Results reported by Buser (1990) were differ and the male student
participation showed statistically more enrollment in leadership role, service
organization etc than female but in this study female participation rate greater
than male.
The present study is also not constant results on the participation of male and
female but the result of this study is indicate the participation of female
student in positive manner.
46
4.2.3.3. Time Spent in CCAs
Question was posed for those participants to assess how much time spends in
average for co-curricular activities per week. The following table demonstrates
the responses of each group.
Table 8 Time spent in Co-Curricular activities
Response
category
Spent time per week
Total
Below 1 hours One hour Two hours Three
hours
Above
three
hours
No % No % No % No % No % (No)
Student 18 50.1 10 27.7 8 22.2 - - - - 36
Teachers 76 54.3 39 27.8 14 10.1 5 3.5 6 4.28 140
Principal - - - - 4 36.3 6 54.5 1 9.09 11
Total 94 50.2 49 26.2 26 13.9 11 5.8 7 3.7 187
As described in the table 8 the respondents reported most of the respondents
were spent their time less than 1 hour per week in CCAs 94 (50.2%) below 1
hour. This implies majority of student, teacher spent below 1 hour in CCAs
more participants were only registered as participant or as members of CCAs
but they are not involve effectively.
Similar finding were reported by Jha et al (2004). Lamm and Harder (2005)
showed that students involved in CCAs for at least 1 hour per week.
4.2.3.4. Opportunities to Lead or a member of executive
committee of club or non-club CCAs
The Ethiopia ministry of education CCAs manual suggested and expected
students to participate as a Leader or committee in CCAs (MOE, 1997). In the
47
questionnaire an item was include to explore the opportunity of the students to
lead club and non- club CCAs Table 9 demonstrates the response of student.
Table 9 opportunities to Lead or executive committee of club or non- club
of CCAs
Response
Response Category
Total
Yes No
No % No % (No)
Student
24
66.6
12
33.3
36
As table shows, majority of students 24 (66.6%) reported that they did get a
chance to lead club and non club activities but during observation we will see
there were no room to lead co-curricular activities. Checklist and interviews
support the results of the questioner. According to the interview all clubs were
lead by teachers and the student were participated as supported committee of
clubs.
4.2.3.5. Participation in Multiple CCAs
The countries policy and principles expected to participate students in CCAs
voluntarily or compulsorily to maximize educational benefit. Schools provide a
numbers of CCAs (Wikipedia, 2007) and (MOE, 1997). In this study students
were asked to indicate the numbers of CCAs they participate in. The responses
of the students demonstrated in table 10 here under
48
Table 10 students Participation in Multiple CCAs Based on Sex
Response
category
Number of CCAs
Total
No
One Two Three Four and Above
No % No % No % No %
Male 8 53.3 4 26.66 1 6.6 2 13.33 15
Female 12 57.1 7 33.3 1 4.7 1 4.7 21
Total 20 55.5 11 30.5 2 5.5 3 8.3 36
As table 10 participation of male and female student in CCAs were ranging
from one to four and above. The results showed from the total male and female
20 (5%) in one, 11 (30.5%) in two, (5.5%) in three and 3 (8.3%) in four and
above participate in CCAs.
Majority, of Male and Female students registered in one club. Thus, 8(53.3), of
male and 12 (57.1%), of Female from the respondents in CCAs.
4.3. Types and status Existing Practices
The organization of the clubs like, girl, environmental protection and Anti Aids
in all Ethiopian schools. ESDP III (2005). The manual of CCAs also describes
different types of CCAs and provides valuable suggestion that helps to organize
the activities in the schools (ESDP III, 2005) and (MOE, 1997). In addition to
the above documents, letters of communication related to CCAs that found in
check list of explore types of existing practices. Therefore, the following are the
summary of the results that obtained from the data collected by checklist.
4.3.1. Types of Co-Curricular Activities
Totally a maximum of 20 types of clubs were organized in the preparatory
schools of the study area. These were: Red Cross, mini media, Ant, Aids, sport
clubs, Traffic club, Environmental protection, girls, civic and ethical, special
need Club, Library club, Question and answer competition club, Gender Club,
49
Language Club, Guidance and counseling clubs, knowledge sharing club,
tomorrows teachers club, ICT club, theater and music club, creativity and
technology Club, etc. However, only 7 clubs were common in all sample
schools: Red-Cross, Anti-Aids, Environmental protection, sport, civic and
ethical, tomorrow‟s teachers and mini-media clubs were presented. The rest
were specific to some schools or merged with other clubs (see, Annex-4).
This implies clubs were organized based on the directory from higher education
and also based on the interest of the schools. (See Annex -4)
4.3.2. Clubs in the Benefits and in its activity in the Schools
To explore the clubs relatively better in its activities, and item was included in
the questionnaires; table 11 summarizes the opinions of target groups.
50
Table 11 clubs in the benefits and activates in the Schools
Clubs
Respond
ent
groups
Response category
Total
No
Very high High Undecided Low Very low
No % No % No % No % No %
Red
cross
students 28 7.8 92 25.9 113 31.8 60 16.9 62 17.4 355
Teachers 21 15 28 20 38 27.1 40 28.5 13 9.2 140
Principal - - - - 6 54.5 3 27.2 2 18.1 11
Environ
mental
protecti
on
students 43 12.1 70 19.7 103 29 65 18.3 74 20.8 355
Teachers 16 11.4 44 31.4 10 7.1 49 35 21 15 140
Principal 5 45.4 3 27.2 -- - 3 27.1 - - 11
Civic
and
ethics
students 45 12.6 62 17.4 157 44.2 35 9.8 56 15.7 355
Teachers 28 20 33 23.5 16 11.4 41 29.2 22 15.7 140
Principal 6 54.5 2 18.1 - - 1 9 2 18.1 11
Sport students 40 11.2 140 39.4 83 23.3 28 7.8 64 18 355
Teachers 36 25.7 48 34.2 14 10 19 13.5 23 16.4 140
Principal 2 18.1 4 36.3 - - 2 18.1 3 27.2 11
Teachers
tomorro
w
students
11
3.09
22
6.1
117
32.9
90
25.3
115
32.3
355
Teachers 36 25.7 48 34.2 14 10 19 13.5 23 16.4 140
Principal 1 9 2 18.1 1 9 6 54.5 1 9 11
Mini
media
students 106 29.8 133 37.4 20 5.6 50 14 46 12.9 355
Teachers 39 27.8 61 43.5 13 9.2 13 9.2 14 10 140
Principal 6 54.5 2 18.1 1 9 1 9 1 9 11
Anti aids students 37 10.4 52 14.6 109 30.7 78 21.9 79 22.2 355
Teachers 32 22.8 32 22.8 31 22.1 29 20.7 16 11.4 140
Principal 2 18.1 3 27.2 1 9 2 18.1 3 27.1 11
Table 11 shows, majority of participants respondent that mini- media sport
environmental protection and civic and Ethics the four (4) relatively better
beneficiary clubs in the school.
However, students ranked civic and Ethical clubs at fourth place rather than
other clubs. Civic and Ethical club was the only subject related club that found
51
in the study area and the subject is compulsorily. The opinion of the students
may be influenced by the regular classroom activity of the subject.
The result is expected because these activities relatively have better support
from NGOs (see Annex-4), the same finding were reported by Setotaw (1998).
Dejene Tefera (2006) and Mesaynhe Eshetu (2008).
On the other side, from observation on the file and from report Letters of the
schools, researcher found some sorts of non- club activities that practiced in
the sample schools even though the schools did not considered the practices as
CCAs.
These were
Parent day
Class monitor
Student and teacher one to five program
National Flag Day
Flag ceremony
Wearing uniform
Nation Nationality and people day etc.
Generally, during the observation the practices of non- club. CCAs were
practiced and included in report format but they were not considered as CCAs
through all sample schools.
4.3.3. Organizational Nature of Existed CCAs
According to the manual of CCAs 1997, to organize effective clubs, schools
have to consider at least people, organizational and material factors. Based on
the suggestions provide in the above mentioned and manual five items with five
reactor scale were prepared to evaluate the organizational motive of existing of
CCAs/ clubs. Table 12 present the opinions of teachers and principals.
52
Table 12 teachers’ and principals opinion on organizing CCAs clubs
No
Items
Respondents
Strongly
agree
Agree
Disagree
Strongly
disagree
Uncertain
Total
No
% % % % %
1 Teaching
load is not
taken in to
consideratio
n when
teachers are
assigned as
club leaders
Teachers
Principals
46.4
92
40
6.9
8.6
-
5
1
-
-
140
11
2 There is no
established
co-operation
among the
organized
clubs
Teachers
Principals
22.9
4
55.7
11
15.7
62
4.3
17
1.43
6
140
11
3 There is no
clear guiding
principle to
organize co-
curricular
activities in
the schools
Teachers
Principals
22.14
29
43.6
36
26.43
26
4.3
9
3.6
-
140
11
4 The school
clubs are not
functional
Teachers
Principals
33.6
5
37.9
31
24.3
39
3.6
20
0.71
5
140
11
5 The school
principals do
not give
appropriate
attention for
the practices
of co-
curricular
activities
Teachers
Principals
25
8.3
52.1
7.3
16.43
66.4
4.3
18.1
2.14
-
140
11
Majorities of the respondents agreed upon those five important considerations
were not properly handled, when CCA/clubs were organized. This implies there
53
is a problem in organizing CCAs which might negatively affect the
implementation of CCAs.
In the base of this result, it was noticed from report documents of each sample
schools, clubs were not properly organized. Interview also indicates that CCAs
were organized unsystematically.
More over practical showed and the result of the questioner reflect there is no
co-operation among the organized clubs. Vertical communication also not
satisfactory and in some sample schools the communication was blacked.
During the visit the researcher observed that no guideline available in the
schools. Most of principals said there was no any available manual related to
CCAs in the school is one school principal said that “In my experience I have
never seen any guide lines related to CCAs for clubs but there is some guide
lines for non clubs that changed year to year like one to five program”
As response of the respondents about 33.6% teachers and 5% of principal
strongly agree and 37.9% of teachers and 31% principals agree the school
clubs where not practically in function 28% of teacher and 59% of principals
strongly disagree and disagree with this functionality of clubs. Generally most
respondent agree with the school clubs not functional, the observation also
shows that in name there is many school clubs but most of them have no plan,
practical work and reporting system.
Most of teachers agree with the school principals were not give appropriate
attention for the practices of co-curricular activists, but the school principals
not agree with the response of the teacher. Most of the principals said in the
interview “we try to support because the practice is one part of our work“the
researcher observed that there were no any feedback for practice of CCAs by
the school principal in those sample schools.
54
4.3.4. Opinions on the current practices of CCAs
The participants were evaluated by asking the current implementation of CCAs,
table 13 demonstrates the felling of the participants.
Table- 13- opinions on the current practices of CCAs
Group of
respondent
Response Categories
Very.
good
Good
Average
Poor Very Poor Total
No
No % No % No % No % No %
Students 13 3.6 26 7.3 89 25 171 48.1 56 15.7 355
Teachers 5 3.6 22 15.7 48 34.3 36 25.7 29 20.7 140
Principals - - 2 18.18 5 45.4 3 22.2 1 9.09 11
Total 18 3.5 50 9.8 142 28.06 210 41.5 86 16.99 506
The majority of respondents rated below average 296 (58.4%) 210 (41.5%) poor
and 86 (16.99%) very poor, where as 68 (13.4%) of all respondents very good
and good or positively respond the reset respondents evaluated the current
practice in average 142 (28.06%).This finding is in line with the finding
reported by setotaw (1998) Ayele Eshete (2007). Vaidyas (2002: 12), as cited
by(Jha, et al: 2004: 11) also reported “In Asia Legally CCAs has attained 73 %
status at par with other subjects but in actual practice it goes down to 20%
which is in agreement with the present study.”
55
4.3.5. Involvement level of student, teacher and allocation
of resources in co-curricular activities
Table – 14 Student, teacher, and principals’ response in the Involvement
Questions
Choices
Frequency Percent
Student Teacher Student Teacher
The perception
(evaluation) of
student and
teachers on
student
participation
Very high 8 3 2.2 1.9
High 25 14 7.04 9.2
Satisfactory 27 46 7.6 30.4
Low 199 65 56 43
Very low 96 23 27 15.2
Total 355 151 100 100
The perception
(evaluation) of
student and
teacher on
teacher
participation on
CCAS
Very high 71 4 20 2.6
High 9 32 2.5 21.1
Low 146 63 41.1 41.7
Very low 70 43 19.7 28.4
Undecided 123 9 34.6 5.9
Total 355 151 100 100
Teachers
evaluation on
allocation of
resources for
CCAS
implementation
Excellent - - - -
Very good - 15 - 9.9
Good - 45 - 29.8
Poor - 50 - 33.1
Very poor - 41 - 27.1
Total - 151 - 99.95
56
4.3.6. Perception and Evaluation of student and teacher on
Student participation on CCAs
When students were evaluating the participation in CCAS, from student
response 199 (56%) low, 96 (27%) very low participation from the total, the rest
60 (16.9%) of students said, the participation of the student is satisfactory and
high.
For the same question teachers respond 88 (55%) of teachers said the student
participation in CCAs were low and very low.
4.3.7. The perception or evaluation of student and teacher on
teacher participation on CCAs
From the total 355 students, 71 (20%) of students said teachers have very high
participation in school CCAs, 9 (2.5%) said high, 146 (41.1%) of students said
teachers have low participation 70 (19.7%) very low participation. The rest 123
(34.6%) of students undecided to evaluate the participation of the teachers in
CCAs. In the interview on principal said about the importance‟s of teachers
participation “teaches are facilitators and a role models for their student if
teachers are involved in CCAs/clubs students will participate in the activity”
from this respond the researcher understand that teacher participation were
important to encourage students to involve actively in CCAS/ clubs.
Among the participant teachers of the research 106 (70.1%) respond teachers
participation is low and very low. In line with respond the researcher asked
why the participation of teacher low and very low in the interview the principals
said teachers did not participate in school clubs/CCAs. Because the reason of
the teachers when asked the question why do not participate in CCAs teachers
said “life is difficult even for survival; there for I do not have time to participate
in CCAs.”
57
4.3.7. Teachers evaluation on allocation of resources for
CCAs implementation
From total 151 number of teachers and principals majority of teachers said
allocation of resources is one of the problems for the implementation of CCAs.
15 (9.9%) very good, 45 (29.8%) good while 50 (33.1%) poor and 41 (27.1%)
very poor. Generally shortages of resources were seen highly.
4.3.8. Training of teachers on CCAs
To assess the training opportunity of teachers and principals, they were asked
to indicate if they were trained on CCAs or not. Additionally, further question
was included in the questionnaire to identify the focus of training topics. Table
15 demonstrates the respond of teachers and principals they were trained or
not on specific CCAs.
Table-15 Training opportunity on CCAs
Respondents
Response categories
Yes No
Total
No
No % No %
Teachers 38 27.14 102 72.86 140
Principals 5 45.45 6 54.54 11
Total 43 28.4 108 71.5 151
From the total of 151 teachers and principals, 108 (71.5%) responded that
teachers were no training at all, the rest 43 (28.4%) of them said that there was
training. Further question was posed for those replied positively (had training
on CCAs) to identify the type of training, hence for further question majority of
58
teachers and principals reported that they were trained on awareness creation,
Hive Aids, environmental protection, CPD, and student and teacher one to five
only this not full to implement CCAs effectively in the schools.
The present study is agreed with these research findings. Research findings by
Jha et al (2004) and Rahal Geberastadik ,(2012) in that absence of specific
trading on CCAs negatively affected the implementation of CCAs.
4.4. Major factors negatively affect the implementation of CCAs
To identify the major factors that influences on the implementation of CCAs,
data were collected through close ended items that included in questionnaire.
The summary of response obtained through open ended question and data
collected through interview or checklist are also presented and discussed
under the following table.
59
Table 16 Major factors negatively affect the implementation of CCAs
Questions
Factor
Choice
Student Teacher and
Principals
Total
No
Frequency Percent Frequency Percent
Low awareness
Level of principles
Major 120 33.8 70 46.3 190
Not major 235 66.19 81 53.6 316
Total 355 100 151 100 506
Low awareness
Level of teachers
Major 162 45.6 54 35.7 216
Not major 193 54.3 97 64.2 290
Total 355 100 151 100 506
Low awareness
Level of students
Major 201 56.33 70 46.3 271
Not major 154 43.38 81 53.6 235
total 355 100 151 100 506
Low interest of
teachers
Major 200 56.33 105 69.5 305
Not major 155 43.66 46 30.4 201
Total 355 100 151 100 506
Low interest of
Students
Major 233 65.6 67 44.37 300
Not major 122 34.36 84 55.62 206
Total 355 100 151 100 506
Low motivation
level of teachers
Major 174 49.01 83 54.9 257
Not major 181 50.9 68 45.03 249
Total 355 100 151 100 506
Constraints of
Budget
Major 135 38.02 78 51.65 213
Not major 220 61.97 73 48.3 293
Total 355 100 151 100 506
Lack of facilities in
the school
Major 156 43.94 74 49 230
Not major 199 56.05 77 50.9 276
Total 355 100 151 100 506
Students extra
work in the home
Major 110 30.98 36 23.8 146
Not major 245 69.01 115 76.15 360
Total 355 100 151 100 506
Administrative
problems
Major 155 43.66 63 41.7 218
Not major 200 56.33 88 58.2 288
Total 355 100 151 100 506
Teachers‟ work
load problem
Major 124 34.92 51 33.7 175
Not Major 231 65.07 100 66.2 331
Total 355 100 151 100 506
60
4.4.1. Low awareness Level of student, teacher and Principals
As presented in the table above from the total 506 sample respondents 316
(62.4%) of students and teachers said low awareness level of principal not a
major factor that negatively affect the implementation of CCAs and 290 (57.3%)
the awareness level of teacher not affect the implementation of CCAs, while
from the total respondents of the study 271 (53.5%) were said low student
awareness level affect the implementation practice of co- curricular activity.
4.4.2. Low interest level of teacher and student
Result on factors that negatively affect the implementation of CCAs which
presented on table 16 indicates that majority 200 (56.33%) students and 105
(69.5%) of teachers reported low interest of teacher another important
hindering factor for the implementation of CCAs, low interest level of students
also reacted 233 (65.6%) student and 67 (44.37%) teacher reported as a major
factor for implementation of CCAs.
This finding is consistent with the earlier results reported by Rahal (2012) and
Dejene Tefera (2006) Rahal Gerestadike found that low interest level of
students and teachers was one factor that affects the implementation practice
of CCAs in preparatory schools while Dejene identified the same result as one
4.4.3. Low motivation level of teacher
As presented in table 16, 174 (49.01%) of students and 83 (54.9%) of teachers
showed low teachers motivation was one of the responsible factor that
negatively affect the practical implementation of CCAs. As study with similar
finding was reported by Rahal Gebrestadike (2012) in that no incentives were
the factor that affects the implementation of CCAs.
4.4.4. Constraints of Budget
From the total 506 respondents 135 (38.02%) of students and 78 (51.65%) of
teacher confirmed the Budget constraint affects the operation of CCAs.
61
Similarly in interview almost all principals said that one of the main factors
that affecting the implementation of CCAs was the absence of budget for CCAs.
One principal said that “without any budget and material resources how cans
the implementation effective and efficient.” This indicates that constraints of
budget for CCAs might be one of the major factors that hinder the
implementation of CCAs.
4.4.5. Lack of facilities in the School
156 (43.94%) of students and 74 (49%) teaches said there was lack of facilities
in school and it brought the inactive participation in different CCAs. These put
as a one reason for low level of practical implementation of CCAs. One principal
side “students and teachers were not encouraging because school clubs not
well organized and lack of facility.”
To check the existed facilities for CCAs, researcher conducted practical
checking on the spot. It was observed that in all sample schools had foot ball
and volley ball, mini-media, laboratory, library, National flag and staff room.
But unable to use the facilities that are found in schools compound.
The practices of students wearing uniform and teachers using guan were
regularly observed during the visit. Almost similar results were obtained from
the interview.
4.4.6. Students extra work in the home
A numbers of students and teachers reported extra work in home was one
factor for the implementation of CCAs. 110 (30.98%) of students and 36
(23.8%) of teachers reported the above result.
The present finding were consist with the research finding Macober and Moore
(1999) in that they reported that children in families with low income
participated at lower rate than from higher income.
62
4.4.7. Administrative Problems
Based on table 16 administrative problems were one part of major problem 155
(43.6%) students and 63 (41.7%) of teacher agree with this problem that
negatively affect the implementation practice of CCAs.
4.4.8. Teachers work load problem
From the study respondent 124 (34.9%) of student and 51 (33.7%) of teacher
reported teachers work load is one of the significant problem in the
implementation of CCAs.
Generally, the following were the summary of common responses obtained
through interview. This are;
Absence of accountability at school level
Consternates of budget and material
Absence of training
Low interest and motivation level of students and teachers to participate
and coordinate CCAs.
Low income of students and teachers
Absence of clear guide lines and principles at the schools for CCAs
Teachers and principals work load
The present study consistent results with earlier research finding by
Setotaw(1998),Mesaynh Eshatu (2008) and Rahal Geberstadik (2012).in those
the inadequacy of facilities and absence of equipments and supplies were
found to be some of the challenge of successful implementation of CCAs in the
schools.
63
Chapter Five
5. Summary, conclusions and recommendations
This chapter presents the summary of the major findings, the conclusions
reached at and recommendations based on the major findings.
5.1. Summary
The main purpose of this study was to asses and analyzes the practice and
challenge on implementation practice of co-curricular activities in Addis Ababa
preparatory schools, i.e. Hidase lidata, Balcha Abanefeso, Kokeba Tshebaha,
Yekatit 12 and Menelik II preparatory schools. Hence to find out the current
status of CCAs implementation, descriptive survey methods was employed and
data were collected from students ,teachers and principals by using
instruments such as questionnaire ,semi-structured interviews and
observational checklists. Furthermore random sampling techniques were used
to select the various respondents. Accordingly, a total of 506 respondents were
participated in the survey and the data drown from different sources were
analyzed by using statistical tool such as percentages and frequency table.
To study the problem and to meet the objective, the study was guided by the
following basic questions:
1. How do the current status and practices of co-curricular activities look like
in preparatory schools?
2. Is the financial status (budget) of CCAs enough?
3. Is the training level of teachers involved in CCAs competitive?
4. What is the perception of students and teachers in CCAs?
5. What are the major factors and challenges affecting the implementation of
co-curricular activities in preparatory schools?
6. What are barriers that affect students and teachers to practice CCAs?
64
Findings
Students, teachers and principals were found having awareness on the
concepts of clubs, but they had no clear awareness on the practices of non-
club CCAs. This is why undesirable activities in different time different non
club activities were come and observed like one to five, top 10 students
parliament etc.
Majority of the respondents had positive feeling about the educational benefits
of CCAs program.
It was found that participation of students in CCAs was significantly affected
by grade level and sex
Students and teachers also spent less than one hour per week in CCAs
There were 21 clubs and 10 main non clubs CCAs found in the school. Such as
Red Cross ,Anti Aids, environmental protection, sport, tomorrows teachers,
library, ICT and civic and ethical clubs were clubs commonly found in the
schools while parents day, class monitor question and answer competition,
nation nationality and people day national flag day, student and teacher one to
five were non club activities existed.
It was found that all the undergoing CCAs in the schools have plan but most of
them are inactive. Almost all teachers and students believed that CCAs are
important but most of clubs did not practicing, and they did not participating
actively by different reasons.
Teachers and students mentioned that there is no allocated budget for CCAs.
On the study in Nepal stated by Balkhu, Katmandu, (2004) getting fund from
donation organizations and collecting money by doing creative or local resource
mobilization solves in covering tasks that need budget. No regular budget
available for CCAs. Teachers who are the members of CCAs donate to manage
specific programs of CCAs.
65
Teachers and students said there is high shortage of facility; one of the reasons
why they do not participate in school clubs is shortage of facilities in school
compound. They said shortage of materials in the school brought the inactive
participation in different clubs.
Generally the study depicted the following major problems that
encountered challenges the implementation practice of CCAs in preparatory
school. Accordingly, problem of budget, lack of teachers motivation, lack of
teachers and students „interest,, lack of material and facility, lack of training,
unsystematic organization of CCAs, lack and absences of commitment and
attention to support CCAs from the teachers or schools principals, extra work
of students in the home, teachers work load, absence of guiding principle for
CCAs and lack of effective management system.
5.2. Conclusions
To answer the status of the existing practices of CCAs and challenges related to
the implementation the research questions were designed. To seek answer for
the research questions the implementation of CCAs in preparatory schools the
following issues were studied: awareness on the concept of CCAs, attitudes on
benefits of CCAs, participation in CCAs, types, status of existed practice,
organization of thus activities and training of teachers and major challenges in
the implementation of CCAs were assisted and interpreted. Based on the
analysis and major findings of the study, the following conclusions are derived:
Majority of the students, teachers and principals were found having clear
concept on CCAs. The result revealed that the awareness level of the
participant were positive and promising.
Majority of students and teachers involved in the study perceived or agree
with the educational benefits of CCAs. However, there participation on existing
situation is not like what they expected to participate. It indicates that there is
a problem that hinders their participations.
66
Lack of practical and potential participation of teachers and students‟
were high. There for it can be concluded that the success of CCAs
implementation practice could be inactive. Majority of teachers are not trained
in CCAs, therefore the practical implementation of CCAs not successful.
Inadequacy of the availability of budget, materials, guideline, club offices,
sport and recreation centers, monitoring and evaluation mechanisms existing
in the selected schools contributed to some degree of limitation to the success
of implementation process of CCAs program.
There were different CCAs in schools, they were found to be large in
number. But most clubs are inactive, from this result; one can conclude that
large number of students could not participate in the activities.
For CCAs plan is available at preparatory school level, and there is a plan
to give supportive supervision at schools. But it doesn‟t get priority as other
urgent tasks. From this one can conclude that the administrative part not give
attention for the CCAs.
5.3. Recommendations
On the basis of the above major findings and conclusion drawn the following
recommendations were forwarded for a concerned body, to improve the
implementation status of CCAs by alleviating the challenges.
The participation level of students and teachers were low besides low
interest and motivation level were found as one of the responsible factors for
low level of implementation of CCAs. There for to alleviate the situation the
following remedial measure could be help full:
To raise students and teachers interest and motivation
Giving opportunity for the teachers and students to participate in planning
by school principals.
Giving training at school or sub city level for the teachers and student
continually to develop there awareness.
Using reward or Giving incentive for their effort for active participants
67
The available strategies and plans of CCAs strategic and annual plan,
gilding manuals and budget need attention by Addis Ababa education biro, to
practice it effectively. And at school level resource can be mobilized from
different sectors including from school environments to fill gaps. And also
teachers could be assigned to train on the basis of their interest and abilities in
facilitating CCAs at school level.
In order to enhance the execution and coordination of CCAs first and for
most its organizational structure should be made clear and strong monitoring,
evaluation, and feedback should be established for CCAs by Sub city and
school level. Unless the implementation and status could be difficult, for this
reason, CCAs needs to be organized as formal academic or curricular program.
68
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73
Annex -1
ADDIS ABABA UNIVERSITY COLLEGE OF EDUCATIONAL AND BEHAVIORAL
STUDIES DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT
Questionnaire to be filled by students
General Information
The purpose of this questionnaire is to collect information on the practices and challenges in
implementation of co-curricular activities in your school. Hence you are kindly requested to give
genuine and clear responses that reflect your opinion for each question. Your responses will be
kept confidential and used only for academic purpose. Please do not mention your identity in any
page of this questionnaire.
THANK YOU FOR YOUR COOPERATION
Part one – Personal Information
1.1. Name of the school ;_____________________________
1.2. Your grade level; _______________________________
1.3. Sex ; male female
1.4. Age ; below16 16 and above
Part two
For the following questions, show your answers by putting “x” mark in the box.
2.1. Your awareness level about co-curricular activities
Very high High Average Low Very low
2.2. Would you think that the participation in co-curricular activities has high benefit for the students?
Strongly agree Agree uncertain Disagree Strongly Disagree
2.3. Do you have participation in any of the co-curricular activities in your school?
Yes No
(If your answer is “No” please don’t answer questions 2.4 to 2.6)
2.4. Have you any experiences as club leader or as a member of executive committee in co-curricular activities?
Yes No
74
2.5. Please indicate the numbers of Co-curricular activities you are participating in
One Two Three Four and above
2.6. How many times you spend in co-curricular activities per week?
Below 1hour 1 hour 2 hours 3 hours above 3 hours
2.7. How do you evaluate the implementation of co-curricular activities in your school now?
Very good Good Average Poor Very poor
2.8. How do you rate the involvement level of students of your school in co-curricular activities?
Very high High Satisfactory Low Very Low
2.9. How do you rate the participation of teachers in co-curricular activities in your school?
Very high High Undecided Low Very low
2.10. What are the major factors that negatively affect the practical implementation of co-curricular activities in your
schools? More than one answer is possible.
A. Low awareness level of principals
B. Low awareness level of teachers
C. Low awareness level of students
D. Low interest of teachers
E. Low interest level of students
F. Low motivation level of teachers
G. Constraint of budget and materials
H. Lack of facilities in the school
I. Students extra work in home
J. Administrative problem
K. Teacher’s high work course load
If any other(please specify)-----------------------------------------------------------------------------------------------------------
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--------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------------
75
Part Three
Evaluate the practices of clubs in your school based on the services provided for different target groups in your
school context. Please, indicate your opinion using “X” mark in the box corresponding to each clubs.
No
Clubs
Response Categories
Very high High Low Very low Undecided
3.1. Anti—AIDS
3.2. Red Cross
3.3. Environmental Protection
3.4. Civic and Ethical
3.5. Sport
3.6. Teacher’s of Tomorrow
3.7. Mini—media
3.8 Others(please list)
Part four
4.1. If you have extra comment on the implementation of co-curricular activities in your school, please specify ------
--------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------
76
ADDIS ABABA UNIVERSITY COLLEGE OF EDUCATIONAL AND BEHAVIORAL
STUDIES DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT
Questionnaire to be filled by school principals and teachers
General Information
The purpose of this questionnaire is to collect information on the practices and challenges in implementing co-
curricular activities in your school. Hence you are kindly requested to give genuine and full responses for all
questions. Your responses will be kept confidential and used only for academic purpose. Please do not mention your
identity in any part of this questionnaire.
THANK YOU FOR YOUR COOPERATION
Part one
Personal information
1.1. Name of the school---------------------------------------------------------------------
1.2. Sex
Male female
1.3. Occupational status
School principal Teacher
1.4. years of service (in education sector).
Below 5 years 5 to 10 years above 10 years
1.5. Education status
Diploma Degree Masters
Part two
For the following questions show your answer by putting “x” mark in the box.
2.1. Your awareness level about co-curricular activities
Very high High Average Low Very low
77
2.2. Would you believe that co-curricular activities in preparatory school have benefit for the students?
Strongly agree Agree Disagree Strongly disagree Uncertain
2.3. How much time you spend in average for co-curricular activities per week
Below one hou r One hour two hours three hour above three hours
2.4 How do you rate your participation Level in co-curricular activities?
Very high High Medium Low Very low
2.5. Did you take any training on Co-Curricular issues?
Yes No
2.6 If your answer for question 2.5 is yes, please indicate the topics in which the training
focused
-----------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------------------------
2.7. How do you evaluate the allocation of resources for the implementation of Co-Curricular activities in your
school?
Excellent Very good Good poor Very poor
2.8. How do you rate the involvement Level of students in co-curricular activities?
Very high High satisfactory Low Very low
2.9. How do you rate the participation level of teachers in Co- Curricular activities in your school?
Very high high Low Very low Undecided
2.10. What are the major factors that negatively affect the implementation of Co-Curricular Activities?
in your school?.More than one answer is possible.
A. Low awareness Level of principals
B. Low awareness Level of teachers
C. Low awareness Level of students
D. Low interest of teachers
E. Low interest level of students
F. Low motivation Level of teachers
78
G. Constraints of Budget
H. Lack of facilities in the school
I. Students extra-wok in the home
J. Administrative problems
K. Teachers’ Course Load problems
If any others -------------------------------------------------------
PART III
The following are statements that reflect the performance of school management in strengthening the
effective implementation of Co-curricular activities in your school. Please read each statement carefully and
indicate your response (agreement and disagreement Level) by using “X” mark in any of the boxes against
each statement.
PART - V
Evaluate the practices of Clubs in your school by showing the benefits they gave to students, teachers, and
schools and for the Community at large. Please indicate your opinion by putting “x” mark in the given box.
No Clubs Response Categories
Very high High un decided Low Very Low
4.1 Red Cross
4.2 Environmental protection
4.3 Civic and Ethics
4.4 Sport
4.5 Teacher’s tomorrow
4.6 Mini –media
4.7 Anti-Aids
4.8 Others(please list)
No Items Strongly
Agree
Agree Disagree Strongly
disagree
uncertain
3.1 Teaching Load is not taken into Consideration
when teachers are assigned as club leaders
3.2 There is no established Co-operation among the
organized Clubs
3.3 There is no Clear guiding principle to organize co-
curricular activities in the schools
3.4 The school Clubs are not functional
3.5 The school principals do not give appropriate
attention for the practices of co-curricular
activities
79
PART- IV
Write your Comments on the following question
5.1. If you have extra Comments on the practices and challenges in implementing Co-Curricular activities in
your School please describe it------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------
Thank you once again for spending time and completing this questionnaire.
80
Annix-2
በአዲስ አበባ ዩኒቨርስቲ የስነ-ትምህርት እና ስነ-ባህሪ ጥናት የትምህርት እቅድና
አስተዳደር ትምህርት ክፍል
በተማሪዎች የሚሞላ መጠይቅ
አጠቃላይ መረጃ
የዚህ መጠይቅ አላማ በት/ቤት ያሇውን የተጓዳኝ ትምህርት አፈጻጸም ተግባርና እየገጠሙት ያለ ችግሮችን
ሇመሇየት የሚረዳ መረጃን መሰብሰብ ነው፡፡ በመሆኑም ሇቀረቡት ጥያቄዎች በሙለ ተገቢና የተሟላ ምላሽ
እንዲሰጡን እየጠየቅሁ፤ የሚሰጡን ምላሽም በሚስጢር የሚጠበቅና ሇትምህርት ስራ አገሇግሎት ብቻ
የሚውል ይሆናል፡፡እባኮን ማንነቶን የሚገልጽ ነገር በየትናውም የመጠይቅ ገጽ ላይ አያስፍሩ፡፡
ስሇትብብሮ እናመሰግናሇን
ክፍል አንድ፡-የግል መረጃ
1.1. የትምህርት ቤቱ ስም-----------------------------------------------------------------------------
1.2. የሚማሩበት የክፍል ደረጃ--------------------------------------------------------------------
1.3. ጾታ ወንድ ሴት
1.4. እድሜ ከ16ዓመት በታች ከ16ዓመት በላይ
ክፍል ሁሇት
ሇሚከተለት ጥያቄዎች መልሶን በተዘጋጀው ሳጥን ውስጥ የ”x” ምልክት በማድረግ ያመልክቱ
2.1. ስሇተጓዳኝ ትምህርት እንቅስቃሴ ያሎት ግንዛቤ ምን ያህል ነው?
በጣም ከፍተኛ ከፍተኛ መካከሇኛ ዝቅተኛ በጣም ዝቅተኛ
2.2. በተጓዳኝ ትምህርት አደረጃጀት(በክበባት) መሳተፍ ሇተማሪው ከፍተኛ ጠቀሜታ አሇው ብሇው ያስባለ?
በጣም እስማማሇው እስማማሇው እርግጠኛ አይደሇው አልስማማም በጣም
እልስማማም
2.3 .በትምህርትቤታችሁ ባለት ክበባት (ተጓዳኝ አደራጀቶች)ውስጥ ተሳትፎ አሎት?
አሇኝ የሇኝም
81
ሇጥያቄ 2.3 መልሶ የሇኝም ከሆነ እባኮን ከጥያቄ ተራ ቁጥር 2.4 እስከ 2.6 ያለትን ጥያቄዎች
አይመልሱ(ይዝሇሏቸው)
2.4. በክበባት እንቅስቃሴ ውስጥ(በተጓዳኝ አደረጃጀት) መሪ ወይም አብይ ኮሚቴ ሆነው ሰረተው ያውቃለ?
አቃሇው አላውቅም
2.5. በአባልነት የሚሳተፉበትን ተጓዳኝ አደረጃጀት( የክበባት) ብዛት ያመልክ
አንድ ሁሇት ሶስት አራትና ከዚያ በላይ
2.6. በሳምንት ውስጥ ሇምን ያህል ሰዓት በክበባት ይሳተፋለ?
ከ1ሰዓት በታች 1 ሰዓት ከ2ሰዓት 3ሰዓት ከ3 ሰዓት
በላይ
2.7. በአሁኑ ወቅት በትምህርትቤታችሁ ያሇውን የክበባት እንቅስቃሴ እንዴት ይገመግሙታል?
በጣም ጥሩ ጥሩ መካከሇኛ ደካማ በጣም ደካማ
2.8. በትምህረትቤታችሁ ያለ ተማሪዎች የክበባት ተሳትፎ ደረጃን እንዴት ይገልጹታል?
በጣም ከፍተኛ ከፍተኛ አጥጋቢ ዝቅተኛ በጣም ዝቅተኛ
2.9. በትምህርትቤታችሁ የመምህራንን የክበባት ተሳትፎ ደረጃ እነዴት ያዩታል?
በጣም ከፍተኛ ከፍተኛ መወሰን አሇችልም ዝቅተኛ በጣም
ዝቅተኛ
2.10. በትምህርት ቤት የተጓዳኝ ትምህርት አፈጻጸም ላይ አለታዊ ተጽህኖ የሚሆኑ ምክንያቶች ምን ምን
ናቸው ብሇው ያምናለ (ከአንድ በላይ መልስ መስጠት ይቻላል)
ሀ.የርዕሰ መምህራን የግንዛቤ እጥረት
ሇ.የመምህራን የግንዛቤ እጥረት
ሐ.የተማሪዎች የግንዛቤ እጥረት
መ.የመምህራን የፍላጎት ማነስ
ሠ.የተማሪዎች ፍላጎት ማነስ
ረ.የመምህራን የተነሳሽነት ችግር
82
ሰ.የበጀት እጥረት
ሸ.የቁሳቁስ እጥረት
ቀ.በተማሪዎች ላይ በቤት ውስጥ ያሇ የስራ ጫና
በ.የአስተዳደር ችግር
ተ.የመምህራን የክፍሇጊዜ (የስራ) ጫና
ተጨማሪ ካሎት (እባኮን የተወሰነ ነገር ይበለ)-------------------------------------------------------------------------------
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ክፍል ሶስት
ከትምህርትቤታችሁ ተጨባጭ ሁኔታ በመነሳትና ሇሚመሇከታቸው አካላት ከሚሰጡት ግልጋሎት አንጻር
ከዚህ በታች የተዘረዘሩትን ክበባት እንቅስቃሴን በመገምገም የራሶን ሀሳብ የ”x” ምልክት በመጠቀም በሳጥኑ
ውስጥ ያስፍሩ
ተ.ቁ
ክበባት
የምላሽ ዘርፎች በጣም ከፍተኛ
ከፍተኛ
ዝቅተኛ
በጣም ዝቅተኛ
መወሰን አልችልም
3.1 ፀረ-ኤድስ
3.2 ቀይ መስቀል 3.3 የአካባቢ ጥበቃ
3.4 ስነ-ዜጋና ስነ-ምግባር
3.5 ስፖርት
3.6 የነገው መምህር
3.7 ሚኒ ሚድያ
ክፍሇ አራት
4.1. በት/ቤታችሁ ባለ ተጓዳኝ አደረጃጀቶች( ክበባት) እንቅስቃሴ ዙረያ ተጨማሪ ሀሳብ ካሎ እባኮን በአጭሩ
ይግሇጹ?
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83
Annix-3
Observation checklist form
A. General description
Name of the school--------------------------------- total numbers of clubs-----------------------
--Non-clubs-------------------------
No. Item yes no Remark
1. Planning for CCAS
-strategic plan
-Annual plan
2. Rule and regulation for club or non-club members
3. Guideline and principle
4. National flag and song
5. Management of poll for flag hoisting
6. Provision of uniform for student
7. Provision of guan for teacher
8. Provision of toilet and privacy for Male and Female student and
teacher
9. Provision of drinking water
10. Provision of dust bin or garbage
11. Office for clubs or non-clubs
12. Available room e.g-laboratory, library, pedagogy center teachers‟ staff
etc.
13. Materials in laboratory‟s ,pedagogy center ,library etc.
B. Sport and other equipments
No Sport and other equipments yes no remark
1. Athletics‟
-tape mater
-rope
2. Balls
-volley balls
-foot balls
-basket balls
-hand balls
3. Table tennis
4. Sport wears or Malaya
5. Tape recorder
6. Monttarbo specour (amplifier)
7. First aid kit
8. Musical instruments
9. Other accessories
84
Annix-4
Existing scenario of co-curricular activities in the schools
Available activities
Schools
Remarks Balcha
Aba Nfso
Hidase
lidata
Yekatit
12
Kokeba
thiba
Minilik
II
A. Type of clubs
I
I
A
I
I
1.red cross
2.mini media A A A A A
3.Anti-aids A A A A A
4.Sport A A A A A
5.Trafic I I A I A
6.Enviromental protraction A A A A A
7.girls I I A I A
8.civic and ethical A A A A A
9.special need I I I A I
10.library I I I I I
11.quetion and answer I I I I I
12.Gendar A I I I
13.language club I I I I I
14.Gidance and counseling I I I I I
15.theatr and music I I I I I
16.know your country I I I I I
17.knowlage sharing X X X X X
18.tomorros teachers A A A A A
19.ICT I I I I I
20.Scines and creativity I I I I I
21.other clubs I I I I I
B. Non-club activities
A
A
A
A
A
1.class monitor
2.parent day A A A A A
3.flag day A A A A A
4.Nation and Nationality day A A A A A
5.top 10 students network A A A A A
6. 1 to 5 student and teacher Network
A A A A A
7.Student council X X X X X
8.wearing uniform and Guan A A A A A
9.Ethical leader of the
Students
X X X X X
10.Student pare lama A A A A A
NOTE: - Available A
-Not Available X
-Integrated clubs I
85
Annex-5
LEADING QUESTIONS FOR INTERVIEW
1. What is your view about the organization of co-curricular program in school
in reference to its importance for the school teachers, and students?
2. Would you indicate how the implementation of co-curricular activities
supported, monitored and evaluated?
3. What are the promoting and hindering factors for the implementation of co-
curricular activities in the school?
4. Is there any interscholastic program at the school? Please, list and evaluate
the implementation?
5. What are the possible recommendations to improve the implementation of
co-curricular activities in the school?
6. Do you have any idea you want to add?
86
Declaration
This thesis my original work and not been presented in any other University
and that all sources of materials used for this thesis have been duly
acknowledged.
Name Signature Date
Demes Regassa ---------------------- -------------------
Teshom Tola (PHD) ----------------------- -------------------
Advisors name Signature Date
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