Practice and Challenges of Implementing Co-Curricular Activities: The Case of Hadiya Zone Government Primary Schools, Snnpr
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Date
2019-12
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Addis Ababa University
Abstract
The purpose of this study was to investigate the practices and challenges related to implementation of co-curricular activities in the government primary schools of the Hadiya zone. In order to meet the objective of the study, descriptive survey research design was employed. Simple random sampling technique was used to select sample population. Thus, 153 students and 57 teachers were used as the sample population. Purposive sampling technique was used to select 7 principals and 6 supervisors. Instruments of data collection like interview, questioner and document analysis were employed in the study. Quantitative data was analysis numerical data whereas qualitative method was used to narrate data from interview. Finding of the study revealed that the current practice of schools in co-curricular activities in the second cycle primary schools practices were medium level of current implementation of co- curricular activities , low practice CCAs in the schools, medium level of encouragement provided by school management for enhancing CCAs, low chance given to students co-ordinate co-curricular activities. Regarding the benefits of co- curricular activities in schools, based on the finding the majority of respondents indicated that high benefits, helped to encourage relationship between students and teachers, to develop personality and self- direction, discipline, Less interests of teachers to participate co-curricular activities, lack of co- operation among the members of co- curricular activities, lack of effective monitoring and guidance, a shortage of training on co- curricular activities, teacher’s work load problem, and lack of incentive and support affect the implement of co- curricular activities. Finally, based on finding, it was recommended that the practice of current implementation of co-curricular activities needs improvement to start raising awareness of students and teachers and giving more chance for students to lead school clubs. It would be better if awareness should be built enough continuously about in the school level. There should be adequate guidance and support, incentive and reward giving practices for better achievement of CCAs school community and Woreda education offices for teachers and students. For the effective practice and implementation of CCAs, another alternative was reducing factors influencing the implementation of CCAs. In this case, the first options used were allocating budget for schools to strength the practice and implementation of CCAs, providing on off job training on CCAs so as to increase CCAs status.
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Education