MANAGEMENT OF INSTITUTION-BASED CO-CURRICULAR ACTIVITIES AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC PRIMARY TEACHERS TRAINING COLLEGES, KENYA

Abstract

ABSTRACT Students’ academic success is a function of several factors that affect one’s ability to stay connected, motivated and thrive in college. Attempts to address the place of co-curricular activities in colleges and schools have failed to isolate or explore on the implications of institution-based co-curricular factors on student academic performance. The study sought to investigate the influence of institution-based co-curricular factors on students’ academic performance. Specifically, the study focused on the types of co-curricular activities offered in colleges; the extent to which college co-curricular policies influence students’ performance; determine the influence of co-curricular facilities and equipment on students’ academic performance; assess the influence of motivational strategies used by college administration on students’ academic performance; determine the predictive power of the institution based co-curricular factors on students’ academic performance. The study adopted Astin’s involvement theory, Zero-Sum theory and Threshold theories for its theoretical framework. The study employed correlational research design with a target population of 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. Using multi-stage cluster random sampling techniques, systematic and purposive sampling methods, a sample of 11 colleges, 370 students, 11 principals and 11 games tutors were selected. Data was collected using three research instruments namely; a semi-structured questionnaire, focus group discussion guide, and an interview guide that were validated and adjustments made after the pilot study conducted in one public PTTC that was later excluded from the main study. Reliability was determined using the test re-test method with the reliability coefficient calculated using Pearson correlation coefficient that yielded a score of 0.83. The data was analysed with the aid of IBM Statistical Package for Social Sciences (SPSS) version 23.0. Chi square distribution, ANOVA and multiple regression techniques were used to test the significance levels of the stated hypothesis. Results showed that policy on number of co-curricular activities had strong negative influence on students’ academic performance (ß = -.71, p =0.05); Policy on time spent on co-curricular activities had strong negative influence on academic performance (ß = -.18, p =0.05);Policy on types of co-curricular activities had a strong positive influence on academic performance (ß =.054, p =0.05); Availability, adequacy and condition of co-curricular facilities and equipment had positive influence on academic performance (ß =.12, p =0.05). Motivational strategies used by college administrators had a positive influence on students’ academic performance (β = .24, p<0.05). Overall, two institution-based co-curricular factors highly predicted students’ academic performance; time spent on co-curricular activities (ß = -.316, p = 0.05) and types of co-curricular activities (ß = .054, p = 0.05). It was concluded that co-curricular activities are an important facet in students’ academic performance. The study recommended a balanced approach on the modalities of offering co-curricular activities to students for optimal benefits of the learner. College administrators need to consider mechanisms of enhancing the types of co-curricular activities offered in their institutions.