Research Articles

Permanent URI for this collection

http://localhost:4000/handle/20.500.14270/422

Browse

Now showing 1 - 20 of 34

Assessing University-Society Engagements: Towards a Methodological Framework
(nnovative Higher Education, 2023-10-17) Bekele,Teklu Abate; Ofoyuru,Denis Thaddeus; Woldegiorgis,Emnet Tadesse
Abstract Higher education institutions pursue three distinct yet interrelated missions of education, knowledge production, and community engagement. Until the last dec ades of the twentieth century, the third mission, also known as community engage ment, has received little attention. Although the third mission generally aims to contribute to the socio-cultural and economic transformations of society, its dis tinct characteristics are still under-theorized. None of the existing methodological and conceptual frameworks provides a holistic analysis of significant engagement indicators that transcend specific application contexts. Collecting data on university engagement with society and making meaningful interpretations is thus a challenge to researchers and practitioners. To contribute to filling this gap, this modified Del phi study proposes a comprehensive methodological framework of university-soci ety engagements in Africa. The core thesis is that engagement is ubiquitous- univer sity missions and support systems embody it. The framework thus constitutes eight engagement domains aligned with university core functions (teaching, knowledge production, and societal service) and support systems (governance, digitalization, internationalization, partnerships, and sustainability), with 52 items, rating scales, and descriptors. The framework contributes to conceptual and methodological clar ity, informs data collection, and interpretations of the different modalities of univer sity engagements. The alignment of engagement domains to university activities and the simplified articulations of the indicators ensure straightforward interpretations and applications of the framework by practitioners and researchers. It is also signifi cant as it comes at a time when universities are expected to contribute more directly and significantly to the realizations of the UN 2030 SDGs and the African Union 2063 centennial development ambitions
Assessing University‑Society Engagements: Towards a Methodological Framework
(Innovative Higher Education, 2023) Bekele Teklu Abate; Ofoyuru Denis Thaddeus; Woldegiorgis Emnet Tadesse
Abstract Higher education institutions pursue three distinct yet interrelated missions of education, knowledge production, and community engagement. Until the last decades of the twentieth century, the third mission, also known as community engagement, has received little attention. Although the third mission generally aims to contribute to the socio-cultural and economic transformations of society, its distinct characteristics are still under-theorized. None of the existing methodological and conceptual frameworks provides a holistic analysis of significant engagement indicators that transcend specific application contexts. Collecting data on university engagement with society and making meaningful interpretations is thus a challenge to researchers and practitioners. To contribute to filling this gap, this modified Delphi study proposes a comprehensive methodological framework of university-society engagements in Africa. The core thesis is that engagement is ubiquitous- university missions and support systems embody it. The framework thus constitutes eight engagement domains aligned with university core functions (teaching, knowledge production, and societal service) and support systems (governance, digitalization, internationalization, partnerships, and sustainability), with 52 items, rating scales, and descriptors. The framework contributes to conceptual and methodological clarity, informs data collection, and interpretations of the different modalities of university engagements. The alignment of engagement domains to university activities and the simplified articulations of the indicators ensure straightforward interpretations and applications of the framework by practitioners and researchers. It is also significant as it comes at a time when universities are expected to contribute more directly and significantly to the realizations of the UN 2030 SDGs and the African Union
Collaboratively reimagining teaching and learning
(Open Book Publishers, 2023) Fabian, Flora; Harle, Jonathan; Kalimasi, Perpetua; Kilonzo, Rehema; Lamaro, Gloria; Luswata, Albert; Monk, David; Ngowi, Edwin; Nzegwu, Femi; Sikalieh, Damary
In 2020, the African Regional Forum on Sustainable Development proclaimed Africa would only attain the Sustainable Development Goals (SDGs) if “universities in Africa collaborate in research, teaching and community or societal engagement” (Ligami, 2020). In 2022, the UNESCO World Higher Education conference called on universities to “reshape ideas and practices in higher education to ensure sustainable development for the planet and humanity” (UNESCO, 2022). While there are regular calls for African universities to improve their teaching, finding ways to do this within the resources and the available time in already stretched institutions, at the scale required, have proven elusive. This chapter is a reflexive exercise, discussing the work of an international partnership, Transforming Employability for Social Change in East Africa (TESCEA), that aimed to reshape habits of teaching and learning in institutions of higher education.1 We, as TESCEA partners and authors of this chapter, hope that our example can make a significant contribution towards understanding how change can happen in higher education, and particularly in resource-constrained settings.
Collaboratively reimagining teaching and learning, In: Higher education for good
(Open Book Publisher, 2023) Fabian, Flora; Harle, Jonathan; Kalimasi, Perpetua; Kilonzo, Rehema; Lamaro, Gloria; Luswata, Albert; Monk, David; Ngowi, Edwin; Nzegwu, Femi; Sikalieh, Damary
In 2020, the African Regional Forum on Sustainable Development proclaimed Africa would only attain the Sustainable Development Goals (SDGs) if “universities in Africa collaborate in research, teaching and community or societal engagement” (Ligami, 2020). In 2022, the UNESCO World Higher Education conference called on universities to “reshape ideas and practices in higher education to ensure sustainable development for the planet and humanity” (UNESCO, 2022). While there are regular calls for African universities to improve their teaching, finding ways to do this within the resources and the available time in already stretched institutions, at the scale required, have proven elusive. This chapter is a reflexive exercise, discussing the work of an international partnership, Transforming Employability for Social Change in East Africa (TESCEA), that aimed to reshape habits of teaching and learning in institutions of higher education.1 We, as TESCEA partners and authors of this chapter, hope that our example can make a significant contribution towards understanding how change can happen in higher education, and particularly in resource-constrained settings. We begin by presenting our approach and then offer reflections on the change we observed, the ways in which this was achieved, and the challenges we encountered along the way.
Disablers of Activities for Community Transformation in Regional Universities in Africa: The Case of Gulu University
(East African Scholars Publisher, Kenya, 2019-07) Denis Thaddeus Ofoyuru; Ronald Bisaso; Anthony Mugagga
The knowledge economy discourse underscores the role of regional universities in socio-economic transformation, however, a number of disablers tend to undermine these efforts unnoticed or at best taken for granted. We explored disablers for community transformation activities in regional universities in northern Uganda. Employing the case study design we drew sixteen participants from academic staffs and top management. We collected data using semistructured interviews from thirteen senior faculty and three top management members and analysed using thematic analysis based on in-vivo coding and pattern coding. Strained university-community relationship, theoretical teaching, and dearth of funding were implicated as the overarching disablers for community transformation. Requisite measures are recommended to surmount the existing disablers
Doctoral education and the knowledge triangle: dynamics of linkage to other sectors in doctoral programs in Uganda
(Gulu University, 2025) Etomaru Irene; Ofoyuru Denis Thaddeus
Purpose – This study aims to explore the dynamics of linking doctoral programs to other sectors constituting future workplaces and fields of public engagement for doctoral graduates in Uganda. This is in light of the current global pressures for universities to contribute more directly to society, and changes in student demographics and career aspirations. In a number of jurisdictions, intentional linkage to other sectors is being pursued to better prepare doctoral graduates for work beyond academia. However, not much is known about the dynamics involved. Guided by the knowledge triangle framework, this paper posits that creating sufficient links between education, research and innovation through linkage to other sectors can offer a window of opportunities for attaining relevant doctoral outcomes for both students and wider society. Design/methodology/approach – Qualitative multiple case study design was used to explore mechanisms of linking doctoral programs to other sectors in Uganda. Data was collected through in-depth interviews with 45 participants selected across all institutions providing doctoral education in Uganda. Thematic analysis was used to make sense of the data. Findings – The study found no formal mechanisms for linking doctoral programs to other sectors. Lack of institutionalization, narrow focus in program design, cultural mismatch and resource limitations were major systemic constraints to effective linkage to other sectors in doctoral education. Institutionalization of integrated learning in collaborative university-other sector settings in doctoral education in Uganda is recommended. Research limitations/implications – The research data is exclusively from higher education institutions, the possibility of not comprehensively reflecting the broader perspectives from other sectors cannot be overlooked.Amore comprehensive study of the dynamics of innovating doctoral education in Uganda through coherent collaboration between higher education institutions and other sectors to ensure the success of linking education, research and innovation is recommended. Practical implications – Promoting the knowledge triangle approach in doctoral education by creation of synergies between education, research and innovation through linkages to the other sectors would enhance the attainment of relevant doctoral outcomes for students and the wider society
Emerging University-Society Engagements in Africa: An Analysis of Strategic Plans
(Journal of Comparative & International Higher Education, 2021) Bekele Teklu Abate; Ofoyuru Denis Thaddeus
Due mainly to globalization, knowledge economies, liberalization, and regulation and accountability regimes, higher education institutions are under increasing pressure to demonstrate their relevance and significance to society. European and North American universities have rearticulated their profiles and adopted entrepreneurial and engaged mandates. The extent to which and how African universities are strategically repositioning themselves in that respect remains obscure. Using relevant theoretical frameworks, this study explores emerging modalities of university-society engagements and linkages in Africa through a critical analysis of the current strategic plans of 30 universities from 14 countries. Qualitative and quantitative analyses of the strategic plans reveal that universities have explicitly identified strategies for the production and transfer of knowledge; for creating networks and partnerships; and for engaging varied stakeholders in decision making at various levels. Implications for further research are identified
Enhancing critical thinking through academic collaborations
(African Educational Research Journal, 2024-10) Lamaro Gloria; Kimoga Joseph; Nampijja Dianah; Reichert Frank
This study investigated the role of academic collaborations in enhancing critical thinking skills among graduate students, drawing on Critical Theory. A qualitative research approach was utilized, incorporating an exploratory case study design to investigate the effects of collaborative academic practices on the development of critical thinking. Data collection methods included personal interviews, focus group interviews (FGIs), and document analysis, involving current graduate students, alumni from the 2015 cohort, and teaching staff. The findings revealed that academic collaborations significantly contribute to the development of critical thinking skills. Participants reported that interdisciplinary teamwork, resource sharing, and expertise exchanges enable students to approach problems from multiple perspectives, thereby, broadening their analytical capabilities. The study highlighted that collaborative efforts facilitate access to diverse methodologies and knowledge which enriches students’ educational experiences and enhances their problem-solving abilities. Moreso, the study found that collaborative projects and joint research initiatives provide practical opportunities for students to engage with real-world issues, promoting a deeper understanding and application of theoretical concepts. This process not only fosters intellectual growth but also prepares students to tackle complex challenges in their professional fields. The research aligns with established theories on collaborative learning and critical thinking, supporting the view that academic collaborations are vital for intellectual development. It underscores the importance of creating a supportive environment for interdisciplinary work and effective communication among collaborators. This study recommends prioritising interdisciplinary projects, offering faculty training for collaborative initiatives, and developing assessment frameworks to evaluate the impact of these collaborations on students' critical thinking skills. These insights highlight the benefits of academic collaborations in higher education and suggest practical steps to improve collaborative practices for better educational outcomes.
Extent of Institutional Autonomy in Determination of Content and Quality of University Education in Uganda
(Sciedu Press, 2016-06-17) Ofoyuru,Denis Thaddeus; Lukwago,Rashid; Kimoga,Joseph
Outcry about deplorable content and quality of university education in Uganda is widespread. Yet, studies about the same are rare. This paper explored the extent of institutional autonomy in the determination of content and quality of university education in Uganda. The political model of university governance was the guiding theory. Findings revealed that the government, the National Council for Higher Education, and universities determine the content and quality of university education. We conclude that partial institutional autonomy is inherent in the determination of content and quality of university education in Uganda. However, we recommend that universities should be accorded more institutional autonomy in order to achieve better content and quality of education suitable for national development.
Funding and Support Supervision under Universal Primary Education
(Journal of Education and Practice, 2021) Okello, Nicholas Gregory; Kidega, Phonic Onekalit
Support supervision promotes continuous improvement in the quality of teaching and learning by providing necessary leadership and support for quality improvement processes. Several policies and guidelines on funding and support supervision to schools have been made to create efficiency and effectiveness in education. The study investigated the relationship between funding and support supervision in Universal Primary Education (UPE) schools in Uganda. The study orientation was quantitative using a cross-sectional survey design. Stratified random sampling was used to select UPE schools for the study and simple random sampling for selecting the teachers while purposive sampling was used to select head teachers, school management committees (SMCs), parent teachers association (PTAs), local council III (LCIIIs) and district officials. A total of 265 respondents participated in the study. The results indicated that the status of funding is low, the level of support supervision is also low. However, and funding status has a significant positive relationship with the level of support supervision (r = 0.373; p < 0.01). The study concluded that the low level of support supervision and the poor performance in UPE schools is attributed to the low status of funding under UPE schools in Nwoya district, Uganda.
Funding and Support Supervision under Universal Primary Education
(Journal of Education and Practice, 2021-09-30) Okello, Nicholas Gregory; Kidega, Phonic Onekalit; Lamaro, Gloria
Support supervision promotes continuous improvement in the quality of teaching and learning by providing necessary leadership and support for quality improvement processes. Several policies and guidelines on funding and support supervision to schools have been made to create efficiency and effectiveness in education. The study investigated the relationship between funding and support supervision in Universal Primary Education (UPE) schools in Uganda. The study orientation was quantitative using a cross-sectional survey design. Stratified random sampling was used to select UPE schools for the study and simple random sampling for selecting the teachers while purposive sampling was used to select head teachers, school management committees (SMCs), parent teachers association (PTAs), local council III (LCIIIs) and district officials. A total of 265 respondents participated in the study. The results indicated that the status of funding is low, the level of support supervision is also low. However, and funding status has a significant positive relationship with the level of support supervision (r = 0.373; p < 0.01). The study concluded that the low level of support supervision and the poor performance in UPE schools is attributed to the low status of funding under UPE schools in Nwoya district, Uganda.
Head Teachers' Conflict Management Strategies and Students' Satisfaction with School Climate in Secondary Schools in Uganda
(East African Journal of Education Studies,, 2023-05-16) Amito, Betty; Oriangi, George; Lamaro, Gloria
Over the last three decades, students' satisfaction with school climate has been a global concern for educationists and scholars. This study investigated the influence of head teachers' conflict management strategies on students' satisfaction with the school climate. A cross sectional survey design with a sample size of 181 respondents was used. Data obtained using questionnaires were analysed using descriptive statistics to determine the nature of head teachers' conflict management strategies and the level of student's satisfaction with school climate, while linear regression was used to determine the influence of head teachers' conflict management strategies on students' satisfaction with school climate. Findings revealed that: paying little attention to students' complaints, ignoring students' complaints, and putting emphasis on conflicting parties to continue performing their tasks even if there is conflict were the most commonly used conflict management strategies, while the least commonly used strategies were taking charge in times of conflict and emphasising on areas of agreement between conflicting parties. Furthermore, students' level of satisfaction with the school climate was low. Additionally, giving priority to the views of members in settling conflicts (p = 0.037) and liaising with student leaders to settle conflicts (p = 0.069) were strategies of conflict management that had a significant influence on student's satisfaction with the school climate. In conclusion, head teachers need to consider the views of conflicting members and liaise with student leaders to manage conflicts so as to create a favourable school climate that can enhance teaching and learning. Finally, future studies may need to explore students' satisfaction in primary schools as well as in rural secondary schools.
Head Teachers' Conflict Management Strategies and Students' Satisfaction with School Climate in Secondary Schools in Uganda
(East African Journal of Education Studies, 2023-05-16) Amito, Betty; Oriangi, George; Lamaro, Gloria
Over the last three decades, students' satisfaction with school climate has been a global concern for educationists and scholars. This study investigated the influence of head teachers' conflict management strategies on students' satisfaction with the school climate. A cross sectional survey design with a sample size of 181 respondents was used. Data obtained using questionnaires were analysed using descriptive statistics to determine the nature of head teachers' conflict management strategies and the level of student's satisfaction with school climate, while linear regression was used to determine the influence of head teachers' conflict management strategies on students' satisfaction with school climate. Findings revealed that: paying little attention to students' complaints, ignoring students' complaints, and putting emphasis on conflicting parties to continue performing their tasks even if there is conflict were the most commonly used conflict management strategies, while the least commonly used strategies were taking charge in times of conflict and emphasising on areas of agreement between conflicting parties. Furthermore, students' level of satisfaction with the school climate was low. Additionally, giving priority to the views of members in settling conflicts (p = 0.037) and liaising with student leaders to settle conflicts (p = 0.069) were strategies of conflict management that had a significant influence on student's satisfaction with the school climate. In conclusion, head teachers need to consider the views of conflicting members and liaise with student leaders to manage conflicts so as to create a favourable school climate that can enhance teaching and learning. Finally, future studies may need to explore students' satisfaction in primary schools as well as in rural secondary schools.
Institutional Policy for Community Transformation Activities by Disciplinary Fields in Ugandan Universities: Case Study of Gulu University
(International Journal of Education and Research, 2018-06-06) Ofoyuru Denis Thaddeus; Bisaso Ronald; Muwagga Anthony Mugagga
Community transformation rhetoric by some universities is so unequivocal that one would expect such universities to have institutional policies informing disciplinary activities for the same. Studies focusing this area are glaringly sparse. We investigated how policies inform community transformation activities by disciplinary fields in Gulu University, a public university in Uganda. The study answered the question: how do policies inform community transformation activities by disciplinary fields in Gulu University? A qualitative case study using in-depth interviews and documents check was conducted. Fifteen members of academic and management staff constituted the sample. Findings reveal an institutional policy-disciplinary activity disjuncture. It is recommended that institutional policy should be developed to mainstream community transformation into activities by disciplinary fields in such a university that seeks to transform community to give the university a true community oriented stature.
Is Effective Teaching and Learning the Solution to Quality Management of Massification in Science-Based Faculties? A case of Gulu University, northern Uganda.
(Merit Research Journal of Education Review, 2016-11) Lam-Lagoro, J; Ocitti, J. P; Neema-Abooki, P.
In higher education and in education generally, the quality of teaching and learning is paramount. Teaching and learning are key elements of any education system without which there is no legitimacy for any educational institution. In this research, quality teaching and learning of practical science discipline is the main focus against a backcloth of the rapid transformation sweeping the higher education sub-sector globally resulting into a situation of massification; where the ratio of educational resources and class numbers become incompatible, giving rise to the poor quality standard (Mohamedbhai, 2008). Furthermore, massification is assumed results into stressful learning conditions for both the lecturers and learner, and the loss of quality and or lowering of standards. Using qualitative and quantitative research paradigms, the survey, single-case and parallel cross-sectional designs, this study was done involving 294 respondents out of the 395 sampled populations. The sampling techniques used were purposive, random and stratified. Data was collected through closed ended structured questionnaires, oral interviews, direct observations, focus group discussions and search into archival records. Analysis was by use of descriptive statistics. Major findings indicated that the quality of teaching and learning in the science-based faculties at Gulu University is eroding because of massification and can be mitigated by effective teaching and learning.
Job Satisfaction and Teachers’ Performance in Secondary Schools in Gulu District
(East African Journal of Education Studies eajes.eanso.org, 2024-05-21) Gloria Lamaro; Proscovia Daphine Okello
Education outcomes depend on the quality and effectiveness of their workers. Teachers who are satisfied with their jobs perform their duties effectively and efficiently. This study aimed to investigate the relationship between job satisfaction and teachers’ performance in secondary schools in Gulu district. A total of 174 secondary school teachers in Gulu district were selected as respondents of the study and a descriptive correlation design was used in order to see the relationship of the variables in eight sample secondary schools in the district. Data was analysed using person’s correlation with the help of SPSS software to obtain the values. The findings indicate that there is high correlation between job satisfaction and teachers’ performance, which show that high job satisfaction contributes to high teachers’ performance. The study concludes that there is a significant relationship between job satisfaction and teachers’ performance. Based on the findings and conclusions the research recommends that; the government should strengthen and harmonise teachers’ pay in order for them to gain higher satisfaction on the job. Secondly, teachers be housed within the school to boost their job satisfaction and lastly, the teachers be treated equally without bias.
Land Suitability Evaluation for Tea and Food Crops in Kabarole District, Western Uganda
(Greener Journal of Agricultural Sciences, 2013-05-29) Nuwategeka,Expedito; Ayine,Robert; Ofoyuru,Denis Thaddeus
The study was conducted in Busoro Sub County in Kabarole District to assess the physical and economic suitability of the land for Tea, Maize and Bananas. Physical suitability was evaluated using a soil map of the study area. Soil types with their parameters of Cation Exchange Capacity, base saturation, pH, organic matter, nitrogen, potassium, and phosphorous were studied. The climate of the area was studied using annual monthly rainfall and temperature values for the area for more than thirty years. Production costs, market prices and annual yields per hectare for tea, maize and bananas were computed. Using Net Present Value approach, the economic suitability of each crop was computed. The economic and physical parameters were entered into a model built in Automated Land Evaluation System (ALES) software using the decision trees. Overall suitability evaluation results were produced for each of the respective crops. The results of the study indicated that different soil types (management units) had varying suitability among the three crops. Tea registered higher overall economic suitability followed by Bananas and then Maize. However, Bananas presented a higher overall physical suitability on all soil types followed by Tea and Maize. The study recommends conducting a mini agro-ecological zonation in planning and decision for maximum utilization of the land resources for a potential LUT is an important tool in ensuring improved agricultural livelihoods and household income.
Land Suitability Evaluation for Tea and Food Crops in Kabarole District, Western Uganda
(Greener Journal of Agricultural Sciences, 2013-05-29) Expedito Nuwategeka; Robert Ayine; Denis Thaddeus Ofoyuru
The study was conducted in Busoro Sub County in Kabarole District to assess the physical and economic suitability of the land for Tea, Maize and Bananas. Physical suitability was evaluated using a soil map of the study area. Soil types with their parameters of Cation Exchange Capacity, base saturation, pH, organic matter, nitrogen, potassium, and phosphorous were studied. The climate of the area was studied using annual monthly rainfall and temperature values for the area for more than thirty years. Production costs, market prices and annual yields per hectare for tea, maize and bananas were computed. Using Net Present Value approach, the economic suitability of each crop was computed. The economic and physical parameters were entered into a model built in Automated Land Evaluation System (ALES) software using the decision trees. Overall suitability evaluation results were produced for each of the respective crops. The results of the study indicated that different soil types (management units) had varying suitability among the three crops. Tea registered higher overall economic suitability followed by Bananas and then Maize. However, Bananas presented a higher overall physical suitability on all soil types followed by Tea and Maize. The study recommends conducting a mini agro-ecological zonation in planning and decision for maximum utilization of the land resources for a potential LUT is an important tool in ensuring improved agricultural livelihoods and household income.
Learning Environment and Inclusion of learners in Secondary Education in Uganda
(East African Journal of Education Studies, 2023-10-15) Opio,George; Ofoyuru,Denis Thaddeus; Prof. Hoppers,Catherine A. Odora
The inclusion of learners in secondary education has been fundamentally associated with the learning environment. However, little is known about the relationships between types of learning environments and inclusion when moderated by self-efficacy and mediated by disability status. This study measured whether different types of learning environments were associated with inclusion differently and if self-efficacy and disability status mediated the relationships between learning environment and inclusion. In a cross-sectional study, 309 learners with and without disabilities were assessed for inclusion in secondary education, Self-efficacy, Disability status and Learning environment. Regression Analyses were used to measure the association between different types of Learning environment and inclusion and the moderating role of learner’s self-efficacy and disability status in the relationship between learning environment and inclusion in secondary education. The findings yielded that physical and social learning environments are the types of learning environments that significantly and independently predicted inclusion in secondary education. The physical learning environment was significantly correlated with social efficacy (B=. 18, P<. 001) and all four facets of inclusion: access (B=. 19, P<. 001), Presence (B=. 12, P<. 001), Participation (B=. 14, P<. 001) and Achievement (B=. 10, P<. 001). While Social environment also had appositive and stronger effect on social efficacy (B=. 27, P = .001) and facets of inclusion; access (B=. 33, P<. 001), presence (B=. 22, P<. 001), Participation (B=. 26, P<. 001), and achievement (B=. 20, P<. 001). Disability status was found not to relate significantly to self-efficacy and inclusion, but self-efficacy was positively associated with inclusion. The direct relation between learning environment and inclusion remained significant (B=. 33, P<. 001). However, self-efficacy and disability status did not mediate the relationship between learning environment and inclusion. Types of learning environments should be considered when implementing inclusion in secondary education. Psycho-educational intervention should consider the development of social efficacy as a key determinant of the inclusion of all learners in secondary education.
Level of Students’ Achievements in Co-Curricular Activities in Schools
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025) Jussy Hakiigaba Okello; Gloria Lamaro; Jerry Bagaya
This research focused on examining students' achievement in co-curricular activities (CCAs) in secondary schools in Gulu City. The objective of this study was to establish the level of students’ achievements in co-curricular activities in secondary schools in Gulu City. The number of medals won, number of trophies won, number of excelling students representing the school, City, Country, number of certificates obtained, number of scholarships awarded and number of records set at competitions denoted the level of students’ achievements in co-curricular activities. The study was conducted using a correlational design. Data was collected using questionnaires featuring closed-ended questions categorised into sections. Section A focused on background information, requiring respondents to select the most relevant option. Section B addressed the level of students’ achievements in CCAs, with respondents indicating their agreement or disagreement using a five-point Likert Scale, interviews; a structured guide was employed, encompassing background information in part A and questions on students' achievements in part B and observation surveys from 218 respondents. Interview data was analysed using descriptive and inferential statistics, data from observation was analysed narratively and descriptive statistics analysis was used to determine the level of students’ achievements in secondary schools. Ordinal regression was used to analyse the data. The findings were presented in the form of tables and narratives from interviews. The results of the findings indicated that the majority (55.6%) of respondents agreed that the level of students’ achievements in co-curricular activities was high. The status of excelling students in CCAs in the city at all levels was high. The study recommended that the government should prioritise funding for co-curricular activities from grassroots to national levels, focusing on talent identification and development. City leaders should lobby development partners and the central government for adequate funding. School head teachers should strategise for promoting co-curricular activities and talent development.

Browse

Browsing Research Articles by Title

Results Per Page

Sort Options