Factors Affecting the Implementation of Co-Curricular Education in Secondary Schools of Adiarqay Woreda

Abstract

The purpose of this study is to investigate the factors that are affecting implementation of cocurricular education in Adiarqay and Zarima secondary schools of Adiarqay woreda, North

Gondar. In order to achieve this objective, descriptive research was used. Primary data from

the research participants including students, principals, counsellors, teachers and a supervisor were used. Both Adiarqay and Zarima secondary schools were taken and included

in the study using comprehensive sampling technique. Besides, the principals, supervisor,

counsellors and club coordinators of both schools accounted for 25 (2 principals, 1 supervisor, 2 counselors, and 20 club coordinator teachers) were included using

comprehensive sampling technique. Moreover, students were 312 also proportionally

selected from both schools and included in the study. Data to the study were collected using questionnaires from the students, interview from the principals and a supervisor as well as

focus group discussion from club coordinators. In this study, both quantitative and qualitative analysis techniques were used. The quantitative data were analyzed using mean

score and standard deviation. The qualitative data were analyzed qualitatively using thematic

analysis techniques in accordance with the specific objectives of the study. The results

indicated that the practices of co-curricular education in the selected secondary schools were

not performed well. Concerning this, there were also factors identified in the study related to the schools’ principals, teachers, students and the school that constrained the practices of cocurricular education. In all, the results of the current study indicated the low status and performance of co-curricular education in Adiarqay and Zarima secondary schools.

Generally, co-curricular education has been bottlenecked in practice in the selected schools;

and the various students’ needs of co-curricular education were left without being responded

due to factors that could be traced to the principals, teachers, the students and the schools. It

is generally concluded that co-curricular education was inadequate. Thus, the school

leaders, the teachers/coordinators being professional, the schools’ teachers and the

education office of the respective woreda and the educational professionals and experts

serving in the office are all recommended to consider the problem and to recognize it as one

major part of their task to make a difference