COLLEGE POLICIES ON PARTICIPATION IN COCURRICULAR ACTIVITIES AND STUDENTS ACADEMIC PERFORMANCE AT PUBLIC TEACHERS TRAINING COLLEGES IN KENYA

Abstract

The core business of educational institutions is to deliver educational excellence to learners so that they fit in the world of work. The purpose of this study was to investigate the extent to which college policies on participation in co-curricular activities influence students’ academic performance at public Primary Teachers Training Colleges in Kenya. Specifically, the researcher determined the influence of policies on number of co-curricular activities, time spent on co-curricular activities and types of co-curricular activities students participated in on academic performance. The study employed cross-sectional correlational survey designs. The target population was 9,731 Second Year students in 25 public Primary Teachers Training Colleges that had presented students for Primary Teacher Examinations for at least two years prior to the study. Using multi-stage cluster random sampling techniques, systematic and purposive sampling methods, a sample of 11 colleges, 440 students, 11 principals and 11 games masters was selected. Data were collected through semi-structured questionnaires, focus group