Practices and Challenges of Extra or Co- Curricular Activities in Government Primary Schools of Sheno and Hamus-Gebeya Towns of North Shewa Zone Oromia Region
| dc.contributor.advisor | Assefa, Meseret (PhD) | |
| dc.contributor.author | Legesse, Yidnekachew | |
| dc.date.accessioned | 2019-03-18T12:02:10Z | |
| dc.date.accessioned | 2023-11-05T09:05:05Z | |
| dc.date.available | 2019-03-18T12:02:10Z | |
| dc.date.available | 2023-11-05T09:05:05Z | |
| dc.date.issued | 2018-06 | |
| dc.description.abstract | This study was carried out in the intention of assessment of the current practices, problems and challenges of extra or co-curricular activities in the second cycle of government primary schools located in Sheno and Hamus-Gebeya towns in North Shewa, Oromia Region where varied kinds of communities both in them and neighboring rural ‘kebeles’ are being served. The research design that was actually applied is one of a descriptive kind and in the study were employed basic mechanisms and principles of mixed research. To this effect a range of data were secured by administration of questionnaires to students and teachers, conducting interviews and FGD and holding physical school observation in which also was included review and investigation of documents and related material resources. The students’ samples were selected randomly using a lottery method and a total of 134 individuals some of them are teachers and school principals were directly involved as data providers. The research findings pointed out that most of the problems and challenges of ECAs or CCAs in the schools targeted are strongly linked to weak school administration which is manifested in the form of school principals’ incompetence to manage activities based on a comprehensive plan that looks into each and every activity in perspective. Teachers also shared the deficiency exhibited on the side of the school principals which displays itself by lack of motivation and especial interest to participate and effectively lead ECAs or CCAs by taking them as essential part of the teaching learning process. It was also evident that most of the schools were poorly organized by the necessary facilities, equipment, and some basic materials which foster the operation of extra or co-curricular club activities. The students in their part have had problems of significant lack of awareness of the essence and significance of ECAs or CCAs to their learning and development. Generally the condition of ECAs or CCAs in the schools was not pleasurable to anybody including students in particular and the schools’ community in general. As recommendation the government in general and schools in particular should make revision of their positions actually reflected in the running of school extra or co-curricular programs. Schools’ administrative structure is better if revised in such a way that due emphasis can be given to the management and running of ECAs or CCAs. Schools should be made to at least fulfil the minimum requirement that will enable them to run as many ECAs or CCAs as effectively and smoothly as possible. The measures should also include allocation of government finances which are clearly earmarked to the running of ECAs or CCAs among others. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/16865 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | and Challenges of Extra | en_US |
| dc.subject | or Co- Curricular Activities | en_US |
| dc.subject | Practices | en_US |
| dc.title | Practices and Challenges of Extra or Co- Curricular Activities in Government Primary Schools of Sheno and Hamus-Gebeya Towns of North Shewa Zone Oromia Region | en_US |
| dc.type | Thesis | en_US |