PRACTICES AND CHALLENGES OF CO-CURRICULAR ACTIVITIES

IN SECONDARY SCHOOLS OF BALE ZONE, OROMIA REGIONAL

STATE

MA THESIS

KENENISA ASSEFA

MARCH 2016

HARAMAYA UNIVERSITY, HARAMAYA

Practices and Challenges of Co-Curricular Activities in Secondary Schools of
Bale Zone, Oromia Regional State

A Thesis Submitted to the Department of Educational Planning and

Management
Postgraduate Program Directorate
HARAMAYA UNIVERSITY

In Partial Fulfillment of the Requirements for the Degree of

MASTERS OF ART IN SCHOOL LEADERSHIP

Kenenisa Assefa

March 2016
Haramaya University, Haramaya

ii
 HARAMAYA UNIVERSITY

Postgraduate Program Directorate

We hereby certify that we have read and evaluated this Thesis entitled Practices and Challenges
of Co-Curricular Activities in secondary schools of Bale Zone Oromia Regional State prepared
under our guidance by Kenenisa Assefa Guluma. We recommend that it be submitted as
fulfilling the thesis requirement.

Garkebo Basha (PhD) ____________ _________

(Major Advisor) Signature Date

Bahar Adem (PhD) __________ _________

Co Advisor Signature Date

As members of the Board of Examiners of the MA Thesis Open Defense Examination, we

certify that we have read and evaluated the thesis prepared by Kenenisa Assefa and examined the
candidate. We recommend that the thesis be accepted as fulfilling the Thesis requirements for the
degree in Master of Art which ever appropriate in school Leadership.

__________________ ______________ ____________

Name of Chair person Signature Date

___________________ _____________ ____________

Name of External Examiner Signature Date

___________________ _____________ ____________

Name of Internal Examiner Signature Date

The final approval and acceptance of the Thesis is contingent up on the submission its final copy
to the Council of Graduate Studies (CGS) the candidate’s department or school graduate
committee (DGC or SGC).

iii
 DEDICATION

I dedicated this thesis to my wife Abay Legesse for her dedicated Partnership in the success
of my life and to my son Amanuel Kenenisa for their affection and love.

iv
 STATEMENT OF THE AUTHOR

By my signature below, I declare and affirm that this Thesis is my own work. I have
followed all ethical and technical principles of scholarship in the preparation, data
collection, data analysis and compilation of this Thesis. Any scholarly matter that is
included in the Thesis has been given recognition through citation.
This Thesis is submitted in partial fulfillment of the requirements for MA degree at the
Haramaya University. The Thesis is deposited in the Haramaya University Library and is
made available to borrowers under the rules of the Library. I solemnly declare that this
Thesis has not been submitted to any other institution anywhere for the award of any
academic degree, Diploma or certificate.

Brief quotations from this Thesis may be made without special permission provided that
accurate and complete acknowledgment of the source is made. Requests for permission for
extended quotations from or reproduction of this Thesis in whole or in part may be granted
by the Head of the school or Department when in his or her judgment the proposed use of
the material is in the interest of scholarship. In all other instances, however, permission must
be obtained from the author of the Thesis.

Name: Kenenisa Assefa Guluma Signature: _________

Date : March 2016
Department: Educational Planning and Management

v
 BIOGRAPHICAL SKETCH

The author was born on 15 March, 1979 E.C in Munessa District Gumguma Kebele, Arsi Zone
of Oromia Regional State from his father Assefa Guluma and his mother Atsedu Gizaw. He
attended his primary school at Gumguma primary school and his secondary school and
preparatory education at Bekoji Senior Secondary school. In 1999 E.C he joined Arba Minch
University and graduated with Bachelor of Education (B.Ed.) in Mathematics in 2001 E.C.
Soon after graduation, he was employed by Ministry of Education at Meda Walabu Woreda Bale
Zone, Oromia Regional State. After four years of work experience in teaching and one year in
school principal at Secondary School, he joined the school of Graduate Studies at Haramaya
University in 2005 E.C to pursue MA in School Leadership.

vi
 ACKNOWLEDGEMENTS

The successful completion of any study of this kind is only possible through the invaluable
support of a number of people. Therefore, I would like to express my appreciation for the help I
received from several individuals and institutions in the course of carrying out this study.

I am highly indebted to my major advisor Dr. Garkebo Basha for his constructive comments and
support from the beginning to the end of the research work. Without his encouragement, insight,
guidance, and professional expertise the completion of work would not have been possible. My
special appreciation also goes to my co- advisor Dr. Bahar Adem who had advised me on matters
pertinent to the thesis.

My heartfelt admiration goes to Dr. Dawit Negassa for his unreserved professional, guidance as
well as time and effort he has devoted from preparation of the proposal to the final thesis.

My thanks also uttered to principals, supervisors, teachers and students of Walabu, Menna,
Goba, Robe, Dinsho and Agarfa Secondary schools as they collaborated with me in giving data
by administering the questionnaires and conducting interviews.

Finally, I would like to take this opportunity to express my appreciation to my families and my
friends for their invaluable moral and material support for this study.

vii
 ACRONYMS

CCAs Co- curricular Activities

ETP Education and Training Policy

Gos Governmental organizations

MoE Ministry of Education

NASSP National Association of Secondary School Principals.

NGos Non Governmental organizations

SME Singapore Ministry of Education

SPSS Statistical Package for Social Sciences

viii
 TABLE OF CONTENTS
DEDICATION iv
STATEMENT OF THE AUTHOR v
BIOGRAPHICAL SKETCH vi
ACKNOWLEDGEMENTS vii
ACRONYMS viii
LIST OF TABLES xi
1. INTRODUCTION 1
1.1. Background of the study 1
1.2. Statement of the problem 4
1.3. Research Questions 5
1.4. Objectives of the Study 6
1.5. Significance of the study 6
1.6. Delimitation of the study 7
1.7. Limitation of the study 7
1.8. Operational Definition of the key Terms 8
2. REVIEW OF RELATED LITERATURE 9
2.1. The Concept of Curriculum and Co -curricular Activities 9
2.1.1. The concept of curriculum 10
2.1.2. The concept of co- curricular activities 10
2.2. Types of Co-curricular Activities 14
2.2.1. Clubs 14
2.2.2. Non-clubs activities 15
2.3. Importance and Benefits of Co-curricular activities 15
2.4. The need and Rationale for the CCAS in the Schools 19
2.5. Stakeholders and their Responsibilities in the CCAs 19
2.6. The Contributions of CCAs to students' talent development 21
2.7. Conceptual Framework ( Model) of School CCAs 22
2.8. Factors Affecting Implementation of Co-curricular Activities 24

ix
 TABLE OF CONTENTS ( Continued...)

3. RESEARCH METHODOLOGY 26
3.1. Description of Study Area 26
3.2. Research Design 26
3.3. Sources of Data 27
3.3.1. Primary sources of data 27
3.3.2. Secondary Sources of Data 27
3.4. Population, Sample Size and Sampling Techniques 27
3.4.1. Population of the study 27
3.4.2. Sample size and sampling techniques 27
3.5. Instruments of Data Collection 30
3.5.1. Questionnaires 30
3.5.2. Interview guide 31
3.5.3. Document Analysis 31
3.6. Procedures of Data Collection 31
3.7. Methods of Data Analysis 32
3.8. Ethical Consideration 33
4. RESULTS AND DISCUSSIONS 34
4.1. Background Information of the Respondents 34
4.2. Types and Status Existing Practices 37
4.2.1. Types of co-curricular activities 37
4.3. Perception of Teachers and Students about CCAs 40
4.4. Roles and responsibilities of school leaders 43
4.5. Factors that Affect Implementation of Co-curricular Activities 47
5. SUMMARY, CONCLUSION AND RECOMMENDATIONS 52
5.1. Summary 52
5.2. Conclusions 55
5.3. Recommendations 56
6. REFERENCES 57
7. APPENDICES 61

x
 LIST OF TABLES
Table page

Table 1: Description of sample and sampling techniques 29

Table 2: Background and Information Concerning respondents 34
Table 3: Practices and Benefits of co-curricular activities 38
Table 4: Perception on the benefits of co-curricular activities 40
Table 5 : Roles and Responsibilities of school Leaders in the planning and implementation 43
Table 6: Challenges that affect implementation of co-curricular activities 47

xi
 PRACTICES AND CHALLENGES OF CO-CURRICULAR ACTIVITIES
IN SECONDARY SCHOOLS OF BALE ZONE, OROMIA REGIONAL
STATE.

Kenenisa Assefa

ABSTRACT

The purpose of this study was to assess the Practices and challenges of co-curricular activities in
secondary schools of Bale Zone in Oromia Regional State. Descriptive survey method was employed to
conduct the study. In the study 4 sample groups encompassing, 290 students, 53 teachers, 6 principals
and 6 supervisors were the participants of this study. Simple random sampling, availability and stratified
random sampling techniques were used to select the samples. In order to collect data, the researcher used
questionnaire, interviews and secondary sources. Questionnaire was distributed to 53 teachers and 290
students. In addition to this, 6 school principals and 6 school supervisors were interviewed. To analyze
the data, frequency, percentage, mean score and t-test were used. Finding of the study revealed that the
number of clubs established and effectively providing services for school community was less and could
not give chance for a large population of students to participate. Absence of experience sharing program
and shortage of provision of materials were seen in secondary schools. Adequate guidance and support,
incentive and reward giving practices for better achievement of teachers and students were not achieved
by school leaders. In addition, lack of trained teachers on area of co-curricular activities and lack of
budget were the factors exhibited in secondary schools. So, the participation of students and the
implementation of co-curricular activities in secondary schools were low. The implication is that the
contribution of CCAs for the students' talent development will be minimal. Thus, to improve the situation,
it is recommended that training program should be organized by the school leaders and woreda
education office. Strong monitoring and feedback mechanism should be established, adequate budget
needs to be allocated by government for school, experience sharing program within and between
secondary schools in zone, region, and country should be designed and implemented by joint effort of
school, woreda education office, zone and regional education bureau and MoE. Stakeholder such as
school leaders, teachers, students and supervisors should be participated actively for effectiveness of co-
curricular activities.

xii
xiii
 1. INTRODUCTION

This section of the paper deals with background of the study, statement of the problem, objective
of the study, research questions, significance of the study, delimitation of the study, limitation of
the study and operational definition of related terms were presented.

1.1. Background of the study

The quality of the whole education depends on the quality of its parts, it would be appropriate to
assess the quality of students' activities performed out of the regular class hours. Thus, it has
become necessary to examine the practices and challenges of co- curricular activities to define its
status in order to suggest strategies for better and higher achievement. In order to have higher
achievement and quality education, the contribution of co- curricular activities for all rounded
development is essential. Through co-curricular activities students will get a chance of fulfilling
the aroused interest and feeling in the classroom (Lewy, 1997).

Learners' academic achievement and progression is a great concern for all educational
institutions, including schools. The primary role of schools everywhere is to act as places where
future leaders are nurtured. Across the world, schools are usually expected to offer learners a
core academic curriculum together with other co-curricular activities, where the former is the
core reason whose survival is partly influenced by the latter. In this study, school co-curricular
activities refer to other school activities that are offered together with the academic curriculum.
Some refer to such activities as extra-curricular activities, suggesting that they are added on to
the main or core curriculum. By suggesting that they are co-curricular, the aim is to elevate them
to an equal status to academic work for curriculum has to be looked at holistically (Miller, 2007).

Co-curricular activity creates close harmony between teachers and students. Because of these,
students can be deeply involved in subject and widen their own intellectual and physical
capacity. As Wegerich (1988) noted, "co-curricular activities promote the development of such
qualities as thirst for knowledge, pleasure in learning, thinking and discoursing. Thus, there are a
lot of useful influences on learning during lessons. Unlike classroom instruction, prime emphasis
is given to student's interest, students are encouraged to plan and direct activities while the role
of teachers is to act as an adviser, moderator and providing the necessary professional
supervision. There is no defined course of study and fixed time of activities. Some activities have
 2

trend toward sectional, state, regional and even international organization of activity groups as
explained by Steles, Mc Clear and Turnbaugh (2001). Moreover, the activities are not graded and
usually the participants are heterogeneous in terms of grade level and age.

Both co-curricular and extra-curricular activities, being non credited activities, no distinction are
made between co and extra -curricular activities. In this regard Kochhar (1993) , gives his strong
view in these words; the distinction between curricular and extra-curricular must get nearer to a
close to exist. Co-curricular and extra-curricular activities are very much interwoven; there is no
difference between them, and it is essential to develop better educational plans and programs. It
helps to utilize resources more fruitfully for the better development of children mentally and
intellectually. In most schools, it has a plan and budget to utilize but it needs follow-up and
feedback to make it more effective.

Minnesota High schools educate students to reach their full potential by participating in co-
curricular activities. It helps to develop students' academic and fine arts to improve skills without
credit towards graduation. Even schools make reasonable accommodation for students with
disabilities to participate in co-curricular programs (Balkhu and Kathmandu, 2004). Co-
curricular activities are also recognized as a source of enrichment and vitalization of the school
curriculum, these are mainly through the nurturing hobbies, interests, and growing talents etc.

Children are born with different talents and have innate ideas and interests that appear in
different opportunities. According to Balkhu, Katmandu (2004), co-curriculum is one
opportunity for children to demonstrate their talent in this activities. As different researchers
mentioned, the difference between curricular and co-curricular activities is gradually
disappearing in modern educational practice and the coordination and integration of all the
experience of the students' intellectual, social, moral, emotional and physical abilities has
become the object of the persistent efforts of the schools activities.

In Singapore education program, co-curricular activities (CCAs) are no longer looked upon as
extras. It is an integral part of the school program, not seen as non-academic, it is formal part of
education with timetabled and compulsory sessions for all students. Each student can choose
what CCAs he/she desires to practice, but they are required to follow at least one. Teachers are
 3

required to run CCAs as part of their job, and the curriculum is generally well funded (SME,
2011).

Like in other countries, the Ethiopian education system has its own CCAs in primary and
secondary schools. As described in the beginning, curriculum and co-curricular activities
together make better change in children cognitive and skills development. Thus, cognitive
development is mostly taken care of by curricular activities and skills development in co-
curricular activities and by the actual activities outside class room teaching (MoE,1994).

In Ethiopia, co- curricular activities have been existing since the start of modern education in the
country. The activities were sports and games, school bands, painting, hand craft, book binding,
film shows, meteorological observations, field related clubs like history, geography, agriculture,
art and dramatic clubs, excursions, and picnics, welfare activities, debating and discussions,
student council activities, boy scouts and Girls guides movement ( MoE, 1997).

As stated in the guideline published by MoE in 1997 on organizing students councils, among the
nine office bearers one is sports officer and the other is head clubs officer: The head club officer,
according to article 18, is expected function as coordinator of all club activities of the students,
closely assist the teacher designated as coordinator of extra- curricular activities and write
reports to the school magazine on club activities. This indicates that students were encouraged to
participate in organizing and executing activities. At the school level, the responsibility of
coordinating the activities is given to a committee called "co-curricular activities coordinating
committee," composed of vice principal, guidance counselor, head of the pedagogical centre,
unit leaders, teachers and students representatives. Each club had an executive committee
composed of teacher-sponsor as chair person and four students as members.

Bridge (2005) as cited in Mesay (2008) explained that before modern education started in
Ethiopia, traditional education was found in Ethiopian Orthodox Church. The activities that have
been taken as CCAs in modern education were found in traditional education of the orthodox
church. Book binding (Metsehaf digosa), agriculture, debating and discussion, painting, hand
craft, school bands etc, are the common activities practiced before 1974 in modern education.

Setotaw (1998) as cited in Mesay (2008), reports; some common co-curricular activities
practiced in modern education in Ethiopia included: Sport games, school bands, film shows,
 4

meteorological observations, student council, field related clubs like geography and history, art
and drama, agriculture etc.

1.2. Statement of the problem

Currently available documents showed that co-curricular activities (CCAs) are being
implemented in different countries including Ethiopia. Ministry of Education, Singapore
described CCAs as integral part of students holistic, well-rounded education. It helps nurture in
students' qualities such as resilience, tenacity, confidence and perseverance, which prepare them
to adapt and thrive in rapidly changing world (SME, 2011). In addition to this, according to
Education law of Singapore, talented students can use their full potential by using educational
programs that further than those normally presented by the regular school program.

Similarly, the Education and Training policy of Ethiopia (ETP, 1994), described some issues
related to CCAs in its objectives stating that formal and non- formal program help to promote the
relevant and appropriate education, training and aesthetic that can help to develop and enrich
students' inquisitive ability and raise their creativity and interest.

Some researchers stated that practice of CCAs is more difficult than academic teaching (learning
process) because it needs more time. There are also different factors that affect the practice of
CCAs like the absence of trained and motivated teachers, the absence of continuous monitoring,
the recklessness of students to participate in this activity, and the shortage of finance (no
allocation of budget); lack of equipment, etc and sometimes students think that these activities
interfere with their studies. Therefore, whenever CCAs are organized, students participate in
these activities unwillingly. And some students are too shy to participate in these activities. Some
students even do not know their hidden talents (Nessan, 2009). So this study is designed to
search the contribution of CCAs in the development of students' talent in secondary schools. The
organization of these activities is equally important and every effort should be made to introduce
and practice CCAs as important as academic classes. In addition government secondary schools
can create multi talented students by participating them in CCAs.

As reviews of different literatures (such as Balkhu and Kathmandu, 2004; MoE, 1995; Guthrie
and Reed, 1999) show, many of the foreign schools have plan, budget, attention, follow-up and
evaluation about the implementation and effectiveness of school co-curricular activities. In
 5

Ethiopia, one of the objectives of ETP, non formal education helps to promote the appropriate
education to develop aesthetics. Co-curricular activities helps to develop and improve students'
talents, ability, raise their creativity and interest.

However, as justified by Setotaw (1998) strong critics indicated that even though school
organized different co-curricular activities at the beginning of annual schooling time in the
schools, most of them were unable to function properly and became unsuccessful. The statement
on the ESDP III document (MoE, 2005) also clearly stressed that the capacity level of lower
management was one of the main problems in to realizing educational goals.

Furthermore, the practices and challenges, factors affecting the planning and implementation of
CCAs including their contributions towards the students' talent development has not been studied
and duly documented in the Bale zone. Thus, the study was designed to fill the gap through
assessing the existing practices and challenges of co-curricular activities in some selected
secondary schools in Bale zone of Oromia regional state.

1.3. Research Questions

In order to investigate the problem, the following guiding questions were formulated:

1. What is the practice of co-curricular activities in secondary schools of Bale zone?

2. What is the awareness of teachers, principals and students about CCAs in secondary
schools of Bale zone?
3. What are the roles and responsibilities of school leaders in the planning and
implementation of CCAs in secondary schools of Bale zone?
4. What is the contribution of CCAs in the development of students' talent in secondary
schools of Bale zone?
5. What are the challenges affecting the effective planning and implementation of CCAs in
secondary schools of Bale zone?
6. What should be done to improve the implementation of CCAs in secondary schools of
Bale zone?
 6

1.4. Objectives of the Study

The general objective of this study was to investigate practices and challenges of CCAs
secondary schools. With this general framework, the specific objectives of the study were to:

1. Assess the practices and availability of school CCAs in secondary schools of Bale zone.
2. Identify the awareness of teachers, principals and students about CCAs of secondary schools
of Bale zone.
3. Investigate the roles and responsibilities of school leaders in the planning and
implementation of CCAs in secondary schools of Bale zone.
4. Examine the extent to which CCAs contributed to student's success.
5. Identify challenges affecting the effective planning and implementation of school CCAs in
secondary schools of Bale zone.
6. Make suggestions towards the improvements of CCAs in secondary schools of Bale zone.

1.5. Significance of the study

The result of this study may not be comprehensive to show the status of CCAs. However, it is
paramount to have the following significances. It may enable educational personnel to organize
the actual practices of CCAs. So that possible interventions that alleviate the situation can be
taken. It may also draw the attention of concerned bodies (Gos) and supporters (NGos), to
alleviate the working conditions of CCAs in secondary schools and provide basic information for
further studies.

In the case of beneficiaries, students, teachers, principals, policy makers and community at
large are expected to be beneficiary, because the finding would have the contribution to
strengthen the school community relation through improving the status of the co-curricular
programs as well as the formal co-curricular program.
 7

1.6. Delimitation of the study

The study was delimited to 6 secondary schools of Bale Zone of Oromia Regional State. More
specifically to assess practices and its challenge carried out by considering clubs and non club
factors.

In Bale Zone there were 48 governmental secondary schools. Among these the study was
delimited to only 6 secondary schools of the Zone due to the financial, time constraints and the
research would not more manageable. Hence to make the study manageable the researcher
delimited the scope of the study. Accordingly, the researcher delimited to conduct research on
practice and challenges of CCAs in selected secondary schools of Bale Zone.

The delimitation was also made to the practices and challenges of CCAs by taking principals,
CCAs coordinator teachers, students and supervisors as a frame of reference because the research
would not be manageable if all factors and all the schools were included.

1.7. Limitation of the study

The study was intended to examine the practice and challenges of CCAs in secondary schools of
Bale zone. The researcher used selected secondary schools of Bale Zone. It would have been
better if all schools were studied but in this study only 6 secondary schools were included
because of time and budget constraint and coverage of population in the government schools.

There was a limitation because of limited research works to see the consistency of the present
findings and lack of up to date references materials were also another limitation of the study that
forced the researcher to refer at old materials. The study was intended to collect information
from schools but there was a problem of getting sufficient information from grade 9 students
because they were new comers to the schools. Hence the situation forced the researcher to make
students respondents only from grade 10 of the 6 selected secondary schools.

However, more time and unreserved efforts were made to collect, interpret the data and report
the findings objective.
 8

1.8. Operational Definition of the key Terms

Co-curricular activities: refer to important educative practices or program that will be arranged
in the schools in order to provide more opportunities for all around development of the students.

Examples: Anti-HIV/AIDS, Environmental protection, sport, red cross, girls club etc.

Curriculum: refers to the courses offered by an educational institution, a set of courses

constituting an area of specialization.

Development of student talent: refers to strengthening or encouraging the natural endowment

of students, such as athletic, creativity, artistic aptitude, general intelligence or mental power,
ability for the success of students creativity and innovation. .

Extra-curricular activities: refers to those activities which are totally outside the realm of
normal curriculum, but are essential for the all round development of the students.

Examples: Athletics, gymnasium, etc.

Leadership: refer to process of social influence in which leader can enlist the aid and support of
others in the accomplishment of a common task.

Principal: refers to school director or administrator of the school.

Secondary School: refers to a school system following the elementary schools exclusively
established to offer general education courses to students from grade 9 and 10.

School Leaders : Refer to the leaders (principals) of the schools.

Talent: refers to the natural endowment of students, specially athletic, creative, artistic aptitude,
general intelligence or mental power, ability.

Woreda: refers to administrative structure level below zone and above kebele.
 9

2. REVIEW OF RELATED LITERATURE

In order to provide theoretical concept to the study, review of related literature has been made.
The review is made on theoretical concepts and available research works on co-curricular
activities.

2.1. The Concept of Curriculum and Co -curricular Activities

The function of education is to guide and control the formation of habit and character on the part
of the individual as well as to develop his capacities and powers, so that he will become an
efficient member of society. Education is, then, the great mean of controlling habit and character
in complex social group. It is the basic need of every society. The society uses school as its agent
of socialization. The curriculum is devised to provide desirable attitudes and experiences among
youth.

Broadly speaking curriculum is the blue print or a plan of the school that includes list of
experiences for the learners. It is a way to achieve the ends of education. Moreover, the
curriculum lays the basis for increasing the ability of as many of an individual as possible to
become active participating adult. Active participation means that student learns some real skills
and knowledge, which allows him to take part in adding to the general social good and also gains
the basis for making judgment about undesirable social directions. This segment of education is
well thought-out as personality development.

School and society are inter-related. School provides manpower to society keeping in view its
needs and demands. Society needs mentally and physically healthy persons having qualities like
creativity, hard work and honesty. Such qualities need training and practice. Textbook alone
cannot develop such qualities. These qualities also acquire co-curricular activities as well. Co-
curricular activities are, therefore, a series of activities related with the school program, which
help to bring out all round development of the students, outside the subjects for examination
schedule.

The aim of education is to help children to achieve all round development. Therefore, curriculum
experts and educational administrators have to give attention for the CCAs need to be available
in the schools. It is important for the development of pupil and cannot be seen separately from
 10

the curriculum. Kochhar (1993) as cited in Jha et al., (2004), stated "we conceive of school
curriculum as the totality of learning experiences that the school provides for the pupils through
all the manifold activities, in the school or outside, that are converted on under its supervisions."

In the same way, the national academy of higher education of Pakistan described "curriculum as
all the activities, which are provided inside or outside the institution for achieving the
predetermined goals," (Iqbal, 2007). Hence, curriculum includes not only curricular centered
activities but also other curriculum activities (CCAs) that help children to develop mentally,
spiritually, socially and physically.

2.1.1. The concept of curriculum

The term curriculum refers to the program of study in various academic subjects like
Mathematics, English, History, Science etc that followed by students at various level of
education. The school teaching staffs are employed to teach this curriculum and students are
periodically assessed by exams and term papers in their progress in each curriculum subject.

As they grow older, students' achievements in their curriculum subjects are seen as important in
helping them get into a good university or college , and find a good job when they leave
education. The academic curriculum has never been all that schools offer to their students. Often
a range of their classes, clubs and activities is available to students, sometimes in lessons but
more of in the lunch break or after school. These are referred to as the co-curriculum , or as
extra-curricular activities, and they are mostly voluntary for students (Nessan, 2009).

2.1.2. The concept of co- curricular activities

Four decades ago it was comparatively easy to define Co-Curricular Activities, because all of
them were organized and promoted largely by students themselves, with relatively little
assistance from teachers and administrators. Equipments were Major, little official recognition
was given and no credit was allowed for participation. These activities were really
Extracurricular.

Today it is difficult to define Co-Curricular Activities because all teachers have some definite
responsibilities for their organizations. Many full time professional teachers are employed,
 11

classrooms, time, equipment and materials are provided, their relations with regular curricular
activities are regarded as vital, credit for participation is allowed and recognition is also given.
In short, we can say that, according to modern education thinkers, curriculum is not only
teaching and learning in classroom, it also includes work in ;Library, Laboratory and workshop,
participation in games and sports in playground and numerous informal contacts between
teachers and pupils in these places . In these informal contacts there are many activities which
are taken place one of which is Co-Curricular Activities.

Co-curricular activity is defined as a program or out of class activity, supervised and/or financed
by the school, which provides curriculum related learning and character building experiences.
Co-curricular activities are voluntary, are not part of the regular school curriculum, are not
graded and do not earn credits. It is the intent of the school committee by this policy to
encourage academic effort and achievement by the students of all academic schools. Co-
curricular requirements are designed to supplement students' formal course work, promoting the
consolidation and application of knowledge and skills addressed in program curricula and
reading through specified activities in vocation -oriented settings Jha et al., (2004).

Thus, Co-curricular activities are conducted at regular and uniform times during school hours or
at other times established by the school administration. Although not offered for credit, they are
directed or supervised by instructional staff in the learning environment similar to that found in
courses offered to credit. They are partially funded by public money for general instructional
purposes under the direction and control of the school Board.

Luthans (2005) has also given almost the similar definition of co-curricular and extracurricular
activities. Co-curricular activities extend learning experiences and they are directly related to
academic courses in curricular subjects and activities, whereas extra-curricular activities are not
part and parcel of curriculum and they are not carried out during school hours. The participants
in the extra-curricular activities are guided by a staff member or any other adult with knowledge
and experiences. Both co-curricular and extra-curricular activities are noncredit activities.
However, both of them need approval by school authorities.

Globally some countries have realized the importance of co- curriculum, and this has enhanced
review of their education system to ensure early identification of their students’ talents. This has
 12

facilitated a good environment for tapping, nurturing and developing the talents from a tender
age. This Endeavour has borne fruits through production of a mass pool of sports personalities.
This has in turn developed careers for thousands of their citizens. A classic example is in Brazil
which has produced many renowned professional footballers, playing their trade across elite
European clubs. This in turn earns their country foreign exchange in form of monies repatriated
back to their county.

The provisions of co-curricular and extra-curricular programs in USA, Jamaica, Germany,

England and China have been recognized as the most essential mechanism for psychological and
intellectual development of students. These activities have been evolved as an integral part of
their learning process. Education as has been said elsewhere is a creation of a sound mind in
sound body. So children need ways and means to express their emotions and learn to adjust
themselves in the broad society.

Extra-curricular, on the other hand has been defined as, " small activities sponsored by students'
clubs or groups and approved by the administration". Extra-curricular activities are direct and
personal services for school students for their enjoyment that are managed and operated under
the guidance of an adult or staff member. Thus, Extra-curricular activities have the following
characteristics: they are not offered for school credit or required for graduation, they are
generally conducted out-side school hours, or if partly during school hours, and at times agreed
by the participants and approved by school administration. MoE (1997) show different terms
that used to describe the same thing .According to them Currently due to an increasing
acceptance of the wide function of school and brood definition of Curriculum the term Co-
curricular activities become more useful rather than using terms like” extracurricular activities”
“semi-curricular” “student activities” and “school activity” because of having undermining
implication on the program.

Generally, as the purpose of education is that students shall be trained not only to know the right
thing (cognitively) but also to behave in the right way (skill) .Thus, cognitive development is
mostly taken care by the curricular activities and the skill development is taken care mostly by
the actual activities outside the normal class room teaching.
 13

Minehira and Marlaw (n.d) indicated clearly that co-curricular activities are one of the five
concepts of curriculum. These are:-

1. The official curriculum

2. The operational curriculum, which is implemented in classroom
3. The hidden curriculum, both social and academic expectation and unwritten norms in
school
4. The null curriculum, which consists of subjects that are consciously omitted from the
school's official and operational curriculum.
5. The co- curricular activities, which include all of the experiences engaged in by
students and teachers, before, during and after the regular school hour/day.

The content of the activities is determined primarily by the student participation under the
guidance of a stage -member or other adult. Morgan Hill as cited in Jha et al., (2004) has also
given almost similar definition of co-curricular and extracurricular activities. Co-curricular
activities extend learning experiences and they are directly related to academic courses in
curricular subjects and activities, whereas extracurricular activities are not part and parcel of
curriculum and they are not carried out during schools hours. The participants in the extra -
curricular activities are guided by a staff member or any other adult with knowledge and
experiences. Both co-curricular and extra-curricular activities are noncredit activities. However,
both of them needs approval by school authorities. However, according to Rocco Marano, the
director of NASSP'S Students activities, as cited in Edward J.Klesse and Jana a. D' Onofrio,
student activities are not extra; it should be regarded more than "extra." Extra implies something
not necessary and suggests that student activities are just fun and games, which makes it easy for
them to be dismissed or removed. There are numerous studies that show that students who
participate in student activities usually have better grades, better attendance, and are more
successful in later life than students who don't participate.

Certainly, student activities should be enjoyable, but there are also valuable skills and lessons
that can be taught to those who participate, such as goal setting, communication, organization ,
decision making, teamwork, conflict resolution, and tolerance. These are sometimes thought of
 14

as leadership skills, but they are really life skills that can be practiced as part of a club or
organization and complement what is taught in the classroom.

In general, as described in the beginning, the purpose of education is to train students not to
know about things (in cognitive) but to behave or practice it in the right way (skills). Therefore,
mostly, cognitive development is taken care by curriculum and the skill development is
implemented by the outside class room teaching (MoE, 1994). By practicing it most students
develop their talents with knowledge and experiences. It has practiced in academic schools in
after school program.

2.2. Types of Co-curricular Activities

Identifying the relationship between curriculum and co-curricular activities helps us to develop
better educational plan, understanding the types of co-curricular activities also help us to develop
and utilize resources more fruitfully and make easy to organize desirable activities in the schools.
According to Setotaw (1998), the types of co- curricular activities in schools might be depend on
such factors as how well organized the school is, the level of development of the community and
the resource available. As much as possible, there must be various types of activities to meet the
differing needs and interests of students. Some of the co curricular activities includes home-
room, class organization, physical activities, musical activities, speech art activities (debating,
oratory, dramatic, etc), School clubs, publications, student councils, school events and fund
raising activities etc. According to MoE (1997), based on their organization nature CCAs can be
categorized in to two:- clubs and non-clubs.

2.2.1. Clubs

Clubs are activities organized in the form of association, usually have leader, executive
committee, members, rule and regulation and entrance fee. Clubs also have different varieties
such as: clubs related to classroom subject ( e.g. Mathematics, Chemistry, Geography, etc),
service clubs (e.g. Library, Red- cross, Mini-media, charity, etc), Clubs related to self
governance (e.g. students council, girls guide movement etc), career and talent related clubs (e.g.
future teacher, journalist, Nurse etc).
 15

2.2.2. Non-clubs activities

Non-club activities are activities organized permanently or temporarily and have no similarity in
organization with club, such activities are publication, social activities, flag ceremony, class-
monitor, social service, holidays, uniform speech and forum etc.

2.3. Importance and Benefits of Co-curricular activities

The informal situations set up in CCAs provides opportunity for the teachers and students to
work together in friendly relationship this foster the teachers to work more effectively even in
classroom (Karlin and Berger, 1971). Co-curricular activities given a chance to involve students
in school and community affair. This often helps to create or improve effective communication
between school and society. Therefore, if it is well planned, Communities can also gain direct
benefit from CCAs. For instance, through voluntary service like: library, campaign, anti-
HIV/AIDS movement, tree plantation etc. Not only the local people but also the country as
whole can benefit from CCAs. In this regard, Setotaw (1998) stated, "there are no better
opportunities other than co-curricular program that established close contact between school and
community". Through activities like parent day, sport competitions, exhibition and drams etc.
school can easily catch the attention of local people for the betterment of school image. Co-
curricular activities also used to accommodate issues like HIV/AIDS, environmental protection,
peace education, inter-cultural education and important recent innovation and contents that are
not included in the text ( ESDP III, 1997).

There are so many values of CCAs like academics. Educational value has a great potential, but
the class room teaching is theoretical. To get practical knowledge, develop group spirit,
recreational values, physical development and cultural values CCAs can be imparted. Ahmad
(2011) has limited number of values of co-curricular activities like educational value,
psychological values, physical development values, recreational values, development of civic
values, and cultural values. Development of social spirit and cooperation is recognized as one of
the important demands of citizenship. It is difficult to teach social value through school subjects
like Languages, Mathematics or Social sciences. By participating in group activities, students
learn good manners and develop a sense of cooperation. Membership in a club , student council,
 16

dramatic cast or an athletic team requires co-operation. Students learn to appreciate the
relationship of an individual to the social group (Nessan, 2009).

Co- curricular activities give a chance to involve students in school and community affair. This
often helps to create or improve effective communication between school and societies. Through
these students develop further sensitivities to social needs and problems, and acquire a deeper
sense of civic responsibility. Moreover, schools that communicate with their external publics in
some organized way enhance their chances of getting better public supports, minimizing
criticism, Learning the values and priorities of the community, and receiving many functional
ideas that will help them educate students better (Gallagher, 2001).

Therefore, if it is well planned, communities can also gain direct benefit from CCAs, for
instance, through voluntary services like: anti- HIV/AIDS, tree plantation, literacy campaign etc,
not only the local people but also the country as whole can benefit from CCAs.

Recreational value is one valuable activity. Lack of ability and training in proper utilization of
one's leisure time is one of the major defects in the present system of education. By providing
and organizing various activities, schools provide wholesome opportunities to students, rather
than to spend their spare time in undesirable activities. Instead hobbies can be developed at the
school age become lifelong habits. Physical development, while games, sports and athletics
directly contribute to physical development of students. These activities provide a useful
opportunity for the growth and development of the body and it helps to develop psychological
brightness too. Some CCAs like understanding of different cultures have also a tremendous
values, as they help in providing opportunities for better understanding of our cultural heritage
and traditions, activities like dramatic song and dance, folk songs, folk music, exhibitions and
celebration of various religious and social festivals provide better knowledge and understanding
of our culture.
Gyanunlimited (2014), enlisted importance and benefits of co-curricular activities such as: Co-
curricular activities stimulate playing, acting, singing, recitation, speaking, and narrating
students, activities like participation in games, debates, music, drama, etc help in achieving
overall function of education, it enables the students to express themselves freely through debate,
helps to develop the spirit of healthy competition, guide the students how to organize and present
 17

an activity, how to develop skills, how to cooperate and coordinate in different situations all
these helps in leadership qualities and develop the sense of belongingness.
Co-curricular activities benefits children, schools, parents and communities as a whole. It also
helps students themselves gain new knowledge and skills as well as educating them against
developing unhealthy activities during their leisure time. It has been found that extra-curriculum
activities help to reduce academic stress and tension, helping students to become more alert and
productive in their learning. Well planed after school activities can develop positive attitudes,
fun and healthy lifestyles for students (Fauzee, 2007).

Students who participate in co-curricular activities benefit by making new friends, learning new
skills, working with teachers outside the academic setting and having fun doing something they
enjoy. All students are strongly encouraged to participate in at least one club, activity or sport
that they want to involve themselves according to their interest and it helps them to know their
hidden talents ( Nessan, 2009).

Co-curricular activities, as name implies, are those, not directly related with the prescribed
curriculum and include; sports, athletics, scouting, cubing, various hobbies, excursion, literary
societies, dramatics, debates etc. to bring social and physical adjustments in students. The basic
idea behind such activities in educational institutions is the building up of student character and
personality as well as training of their mind that may facilitate academic achievements of the
student. However, over the years it was noticed that most of the schools in Pakistan were paying
over emphasis to academic activities for the sake of achieving better percentage of the past
candidates and winning award and ranks than in organizing suitable activities to improve the
personality and the talents of students.

This shift in mindset has led to a new approach giving special attention to the studies, and
ignoring co-curricular activities altogether. Whereas, it is believed that unless balancing both the
curricular and co-curricular activities is done the very purpose of education would be left
unrealized (Nessan, 2009).

CCAs help students to strengthen the purpose of education, by implementing CCAs students can
be responsible and develop different characters, as critical thinking, social skills, and talents
NASSP (1999). It also offers students by making group of peers and adults who have interests
 18

and talents similar to their own. Students who participate in CCAs have the chance to outshine
individually, and part of a group, and gain real life lesson the importance of teamwork,
responsibility, commitment, and hard work (Educational Research Service, 1999). Participation
in CCAs improves an adolescent's chances of avoiding such risky behavior as dropping out,
becoming a teenage parent, engaging in the bad habit like juvenile delinquency, abusing drugs or
alcohol through three mechanisms (Edward J. and Jan A., 2000).

Time displacement: the widely held notion that if a young person spends a great deal of time in
beneficial or harmless activities, he or she will not have time to get into mischief.

Group pressure: the idea that participation in teams, clubs, or other group activities promotes a
sense of membership or belonging. According to Allison (1979) cited on Edward J. and Jan. A,
2000), students who participate in co-curricular activities are not only do better academically
than students who do not but also develop other facets of their personalities in the process. Self
esteem, self -confidence, social cooperation , and leadership skills are just a few of the cognitive
factors that are affected. Co-curricular activities allow students to blend aspects of their academic
learning into personal actions.

Commitment building: the argument that participation in constructive activities, by developing

skills, creating aspirations, and providing rewarding experiences, strengthens a young person's
commitment to conventional institutions, such as school, and traditional careers. As Haensly,
Lupkowsky, Edlind (1986) cited on Edward J. and Jan A. (2000), co-curricular activities may be
one of the reasons many students stay in school or find personal meaning for their middle level
and high school years. Students who are involved in co-curricular activities are able to extend
and enrich previously learned academic skills through competitions and real world simulations.
In the co-curricular setting, they may also develop and practice artistic, musical, and
psychomotor talents, leadership skills, and future career and occupational skills.

In addition to this, according to Nessan (2009) students have a right to a broad education. And he
asked "Why should a science students have give up for music or students majoring social studies
are not getting opportunities for sport?". Many children have remarkable talents in all sorts of
different areas, and it is wrong to force them to specialize too early in specific areas. A career is
not the only part of an adult's life, school needs to make sure they have interests and skills that
 19

will help them in their family and leisure lives too. So the children's educational development
stressed on their interest or needs. Through equal balancing of academic and co- curriculum,
however, students have the chance to exercise their rights and the opportunity to be
multitalented. In this reason ,co-curricular activities are supplementary or compulsory role for
the classroom program in different countries.

In many UK and USA high schools for instance, sport activities such as football, golf, tennis, and
basketball are the most popular after school choices among students. In the same country those
who prefer music, theatre, and journalism, tend to join specific after school clubs that provide
specifically for those activities. In Putra Malaysia University, Fauzee (2007) suggested that for
most of the high school students of Malaysia, it is compulsory to attend CCAs outside school
hours and this may take place after school and during weekends. The CCAs continues to be a
popular program of after school activity that serves school children of all ages. Indeed after
school programs have long been considered to be a key part of the leisure activities of students
all over the world. These programs are the collections of sports, music and arts and often involve
activities which are not part of the core academic curriculum.

2.4. The need and Rationale for the CCAS in the Schools

According to Brown (2005), to organize effective CCAs in the school, the influence of factors
like economic status, educational policy, cultural and historical background of a given
community might need attention and involvement of all concerned bodies in planning and
execution might be very essential. Additionally, in order to avoid undesirable activities, school
administrators have to be conscious about the purpose of CCAs and have to consider educational
objective of the country. Therefore, such activities are usually emanated from educational
subjective or from the general educational objectives of the country.

2.5. Stakeholders and their Responsibilities in the CCAs

Most scholars emphasizes the idea that educational leaders should pay due to attrition to co-
curricular activities, because co curricular activities is an important part of curriculum in all level
of education to increase student participation, that are outside of their main core students and to
 20

create so far skills development in the students and to create good citizenship, well organized and
managed co-curricular activity should be exists in academic institutions (Guthrie & Reed,1999).

Power-Ross, (2000) recommends a range of concrete steps that schools may consider: assessing
parents' needs and interests where schools can bridge the distance between families and schools
by surveying parents to find out their concerns and opinions about school. Schools should begin
planning parental involvement activities by asking parents of students what they need (e.g.,
information, training, decision-making opportunities) to support their children's development of
their co- curricular talents.

Secondly, through creating a mechanism for personalized communication with parents especially
those unable to come in the school. For example, a school might appoint a home-school
coordinator; provide more flexible time for teachers to visit homes, or expand opportunities for
contact by providing parents with more flexible schedules with which to meet school staff. For
example, schools can set up resource centers for parents, institute home visits or talent mentoring
programs, hold evening or weekend meetings out in the community, and establish homework
hotlines. Personal contact is important in encouraging families to participate.

Also through giving parents a voice in school decisions. In this case, schools can include parents
and other family members in site-based decision-making teams, school improvement teams, or
steering committees that direct school restructuring efforts. Once family members are informed
and involved, the school must listen and respond to their contributions.

According to Bossed et.al., (1982) in order to have effective co-curricular activity that can
contribute for children's all rounded development, establishing clearly stated goals and
improving co-curricular activity teachers knowledge to keep teachers co-curricular activity fit is
essential. In addition to this Guthrie and Reed (1999), suggest that, co-curricular activity cannot
be organized and operated without sufficient resources being allocated to them. In his sense
essential resource such as sufficient funding through various sources, time, provision of
hardware like computers and rooms, technical resources (coaches and related expertise) play
great role in organizing co-curricular activity. In general, Organizing and carrying out co-
curricular programs in schools require special effort and skill due to their special characteristics
( MoE, 1995).
 21

2.6. The Contributions of CCAs to students' talent development

As compared to classroom instruction CCAs provide environments for harmonious relationship

between pupils. The informality of the situation and the relaxed atmosphere all help to encourage
the children to make friends. For educationalist, CCAs help the children to develop in
personality, for psychologist satisfies the Psychological need, for sociologist it is place for
stressing social development Karlin and Berger, (1971); and Jha et,al.,(2004). Furthermore,
Research shows that students involved in co-curricular activities are more likely to have: higher
GPAs, higher college admission test scores, better attendance, lower dropout rates, fewer
discipline referrals, and affiliation with peers who are academically focused.

Several studies conducted within the past ten years have suggested that co-curricular activities
have played a much broader role than ever before and could assist academic performance in
many areas. The recent studies Cooper, Valentine ( 1999), Eccles and Baber (1999), Jordan and
Nettles (1999) have documented the association of participation in school based co-curricular
activities with higher levels of academic commitment and better academic performance, lower
rates of secondary school dropout and lower level of delinquency . A number of studies in the
last few years have examined the effects that students participate in co- curricular activities has
had on student achievement (Holloway, 2008).

Recently, the educationalists and the administration of different educational in situation started
realizing that the co-curricular activities have positive influence on the skills enhancement and
the academic performance of the students Marsh and Kleitman (2002). Co-curricular activities
should be organized in a school in such a way so that each student participates, contributes his
maximum and prepares himself for becoming a good citizen of the society (Aggarwal, 1994).

In line with this, Crosnoe (2000) state that students who participate in co-curricular activities
including sports, environmental protection, derive a host of benefits such as better grade, a
higher likelihood of college attendance, a lower likelihood of dropout, higher educational
aspirations, more satisfaction, broader conventional peer networks , less involvement in
delinquent behavior, and less drug and alcohol use. In addition to this, co- curricular activities
encourage personal accomplishments and the development of interpersonal skills. Adolescents
 22

who participate in these activities have opportunities to assume meaningful roles and
responsibilities. The sense of efficacy students gain from these experiences can be an important
protective factor for those growing up under adverse circumstances Wagner (1999).

In line with this, Cousins (2004) also stated that students who participated in co-curricular
activities assumed to develop many valuable traits that are integral to their success in school and
their future endeavors and it should be implemented like other curricular program. In sum, the
learned characteristics or traits are including sacrifice for the common good, striving for
excellence, following directions, working with others, and most important, being self-
disciplined. Furthermore, co-curricular activities act as a support system for students.

As Huang and Chang (2004) founded co-curricular activities provide an academic safety net.
They suggested that co-curricular activities may be one of the reasons many students stay in
school or find personal meaning for their middle level and high school years.

2.7. Conceptual Framework ( Model) of School CCAs

According to Covington (1992) students were motivated to engage themselves in academic tasks
from both external and internal perspectives. Different theories (Drive theory, attribute theory,
and self-worth theory) provided some guidance regarding ways to motivate students via external
sources. One technique was to provide students with feedback regarding their knowledge gain.
When students perceived that they had progressed in the acquisition of knowledge or skill, they
tended to increase their level of effort and engagement regardless of their relative standing
compared with other students. Another external approach to motivation was to involve students
in game like tasks that focused on academic content, because games and game like activities
were inherently interesting.

The integrated theoretical framework applied in this study is based on the constructivist theory of
learning postulated by philosophers like Jean et.al.,(1980). A constructivist approach emphasizes
the active role of the student teacher in building understanding and making sense of information
as knowledge is constructed by negotiated consensus rather than mere transmission with little or
nonintellectual participation. This approach is conducive to student-centered teaching and
learning (i.e. foregrounding the student teacher’s own efforts to understand). Constructivists
believe that instead of confronting student teachers with simplified (schematic) problems and
 23

basic skills drills they should rather have to deal with complex real-life situations as exemplified
in co-curricular activities.

At the same time social constructivist learning does not aim at individual learning. Instead it
proceeds from the learning activities experienced in a group will shape individual learners’
behavior in the group and therefore the outcomes generated by the collaborative efforts of the
group. These group activities should be used to inculcate new strategies and knowledge.
Participation in team sports, dancing or clubs is well-suited to the purposes of co curricular group
activities.

Social constructivists view learning as a means to extend individual group abilities in the process
of participating with others in activities that are experienced as meaningful. Most social
constructivists share two main ideas: (1) that learners actively construct their own knowledge
(e.g. student teachers construct their own knowledge and develop their own skills when
participating in co- curricular activities) and (2) that social interaction (e.g. co-curricular
activities) is an important aid to knowledge construction.

The teaching and learning goal envisaged for co-curricular activities is to develop student
teachers' abilities to establish and defend their own independently reasoned stance on any matter
while respecting the positions of others on similar matters and working together to negotiate or
construct meaning by consensus. To accomplish this change, student teachers must talk and
listen to each other as well as to mentor teachers, learners, their families and members of the
communities concerned as they interpret their co-curricular experiences in social situations.
Student teachers use what they know and what the situation provides during social interaction to
construct meaning and understanding and to act.

The focus is on how knowledge and skills are imparted by co-curricular activities. Considering
that prior knowledge impacts on the learning process, building useful knowledge structures
requires effort and purposeful activities. However, this does not mean that mentor teachers have
no outcomes planned for student teachers. The mentor teacher has overarching goals that guide
planning, but student teachers’ ideas and experiences in relation to key topics such as lesson
plans, teaching media and assessment criteria are elicited, and learning situations are fashioned
that help student teachers to elaborate or restructure their pre- existing knowledge. As student
 24

teachers work collaboratively, co-curricular activities naturally lend themselves to using the
principles of social constructivism as an aid to imparting knowledge during and after specific
activities, especially since the activities concerned are usually undertaken by groups and have
well-defined goals.

2.8. Factors Affecting Implementation of Co-curricular Activities

Hindering factors are obstacles that usually challenge a given program at the level of
implementation. Research works of Jha, et al (2004) identifies the following hindering factors
for the implementation of CCAs in secondary schools (9-10) of Nepal. These were: lack of
budget, Lack of trained teachers, over teaching and crowded class, less participation of students,
lack of incentive, reward and punishment for teachers and principals, no provision of planned
teaching load in daily routine, forcible participation by teachers, lack of parental interest,
awareness and support, unavailability of teachers' guide book and other resource material for
CCAs and lack of monitoring and supervision on CCAs etc.

In the government service, it is the responsibility of the government to provide funds for co-
curricular related materials. Inadequate sporting materials hinder many students from being
involved in co-curricular activities; in the end, they give up if the government cannot provide
adequate materials the burden of provision of the same is shifted to the parents. Therefore, there
is need to evaluate whether the government funding of sporting materials is viable Okwach et al.
(1997). Setotaw (1998), Dejene Tefera(2006) and Ayele Eshete (2007), (unpublished MA thesis
identified almos similarly factors that hinders the implementation of CCAs at different level.
According to Derebssa (2004), communication is another factor that needs to be considered
because communication is one of the important process to transfer information among people. In
addition, different literatures showed that the implementation of CCAs may be influenced by the
presence or absence of material or budget, skilled manpower and workable organization.
Minerhira and Mariow (n.d) strongly advised that to improve the implementation of the program,
principles have to find access to support in terms of resources and professional development
opportunities for the teachers.
 25

According to Derebssa (2004), communication is another factor that needs to be considered

because communication is one of the important processes to transfer information among people.
It assists implementers to accomplish intended objectives. Therefore success of implementation
of CCAs may be affected by the peoples, material and organizational factors. The present study
consistent results with earlier research finding by Mesayneh Eshetu (2008) and Rahal
Gebrestadik (2012) in those the inadequacy of facilities and absence of equipments and supplies
were found to be some of the challenges of successful implementation of CCAs in the schools.
 26

3. RESEARCH METHODOLOGY

This section dealt with research design, procedure of the study, source of the data, and
instruments of data collection, sample techniques and method of data analysis.

3.1. Description of Study Area

The study was conducted in Bale Zone, this zone is one of 18 zones of Oromia Regional state,
which is located 430km south east of Addis Ababa, the capital city of Ethiopia. Robe is the
capital city of this zone. Bale zone has 18 woredas and 3 town administrative. Among these, the
study was carried out on Mada Walabu, Delo-Mena, Dinsho, Agarfa, Goba and Robe
administrative towns. The total population is male 766,713; Female 677,307; total 1,444,020. It
is found at 7.8oN and 40.0oE and having an altitude of 2492 meters above sea level with an
average maximum and minimum temperature of 22.1oc and 9.5oc respectively. The average
annual rain fall of the area is 850mm. The zone has 48 secondary schools; out of which the
researcher selected 6 secondary schools ( Walabu, Mena, Goba, Robe, Dinsho and Agarfa) by
simple random sampling (lottery methods).

3.2. Research Design

As mentioned in the objective part, the study was targeted at the practices and challenges of co-
curricular activities in secondary school of Bale Zone. And since the study has been found to be
the first of its kind, it was designed to obtain pertinent and precise information properly. The
researcher employed descriptive survey method because it is suitable for describing the
characteristics of individuals or groups, institutions, present situation, narrating facts and
investigating phenomena in the natural setting (Koul,1997). Thus, descriptive survey approach
was employed in the study.

In conducting the study, the researcher used both quantitative and qualitative data. Quantitative
method was selected because it is economical and important in generalization for large
population from small group (Creswell, 2003). Qualitative data also used for understanding of
the human system and its subjective aspects of behavior be it small or large ( Savenye and
Robison, 1996).
 27

3.3. Sources of Data

3.3.1. Primary sources of data

In finding the practices and challenges of CCAs in secondary schools of Bale Zone, primary data
was collected from the principals, supervisors, CCAs coordinators teachers and students through
questionnaire and interview.

3.3.2. Secondary Sources of Data

Secondary sources are essential data for the study, this was gathered through document analysis.
For this purpose synthesized information was obtained from sample schools' records, Plans, MoE
publications, minutes and other related literatures.

3.4. Population, Sample Size and Sampling Techniques

3.4.1. Population of the study

According to Bless and Smith (2000) research participants are the units of analysis as they are
the source from which research data are being collected. Therefore, data analysis should reflect
an accurate picture of the research participants. In light of this, the analysis and the general
discussion of the study was revolved around 53 CCAs coordinator teachers, 290 students, and 6
principals and 6 supervisors. Therefore, the source population of the study were principals,
supervisors, teachers and students of the 6 secondary schools of Bale zone, Oromia Regional
State.

3.4.2. Sample size and sampling techniques

Data sources of the study was included 6 secondary school teachers, supervisors and students.
Available sample method was used to select supervisors. Based on that, almost all (100%) of
each would have taken under consideration for the study, since the number was manageable. For
teachers, Purposive sampling technique was used to select 53(30%) focal teachers on CCAs out
of 175(100%) from 6 governmental secondary schools. Because they were in a position to
indicate the different types of co-curricular activities in their schools as well as providing
information on their role, parental role and availability of funds for developing co-curricular
 28

talents among the students. They were also in a position to openly evaluate the schools in terms
of availability of facilities to enhance students’ involvement in co-curricular activities.

Stratified random sampling technique was employed to select students of grade 10 from 6
governmental secondary schools according to their sections from different strata. This is because
the total population of grade 10 students in the 6 governmental schools was 1243, based on this
there were about 29 sections, so that a stratified random sampling would be the appropriate
technique for such number of population to select 10 students from each section or to select 290
(23%) students as sample.

In order to select the target schools of the total of 48 governmental secondary schools, a two
stage sampling techniques was used to select 6 governmental secondary schools of Bale zone. In
that case, each secondary schools was coded and selection was followed based on their code.
Koul (1997) suggested that when simple random sampling is used to select schools, the subjects
from such schools should be selected randomly. In view of that researcher employed lottery
system of simple random sampling techniques for the selection of the schools. The target schools
of the study were Walabu, Menna, Negade, Robe, Dinsho and Agarfa. From each school 1
supervisor was selected by using available sample technique.

Purposive sampling technique was used to select focal teachers (coordinators) of CCAs in a
particular school. This is because they do have more information and experiences about the
practices and implementation of CCAs more than other teachers and the researcher believed that
they can give relevant information on facilities, planning and implementation of CCAs in their
schools. .
 29

Table 1: Sample and Sampling Techniques

Schools CCAs focal teachers Students Principals Supervisors

( coordinators)
Pop. Sam. % Pop. Sample % Pop. Sam. % Pop. Sam. %
(N) (n) (N) (n) (N) (n) (N) (n)
Walabu 12 4 33 78 20 26 1 1 100 1 1 100
Menna 31 9 29 205 50 24 1 1 100 1 1 100
Negade 37 11 30 295 70 24 1 1 100 1 1 100
Robe 41 12 30 310 70 23 1 1 100 1 1 100
Dinsho 25 8 32 173 40 23 1 1 100 1 1 100
Agarfa 29 9 31 182 40 22 1 1 100 1 1 100
6 175 53 30 1243 290 23 6 6 100 6 6 100
Simple random Purposive
sampling sampling Stratified random Availability Availability
sampling

Keys: Pop= Population, Sam= Sample, %= Percent

 30

3.5. Instruments of Data Collection

3.5.1. Questionnaires

For data collection the researcher was employed questionnaire as major tool. Common
questionnaires was prepared for teachers and students on practices and challenges affecting the
planning and implementation of CCAs in secondary schools. The instrument composed of open
ended questions were prepared and distributed for each. The open ended questions were
developed using Likert type five points scale. The scaling procedure adopted was ranging from
Strongly Agree (5) to Strongly Disagree (1). The questionnaire that was prepared for teachers
and students contained three parts. The first part was focused on personal characteristics of the
respondents and the second part was on practice, how to plan and implement CCAs in secondary
schools.

3.5.1.1. Validity of the instruments

The study adopted content validity which indicated whether the test items represented the
content that the text was designed to measure. The pilot study assisted in determining accuracy,
clarity, and suitability of the instruments (Borg and Gall, 1989).It helped to identify inadequate
and ambiguous items such that those that failed to measure the variables were modified or
disregarded completely and new item added.

Validity of the instrument was carried out by the advisors and followed by pilot study that was
conducted in Angetu secondary schools, which was not included in the actual study. In this
regard, the questionnaires were pretested in a pilot test through a sample of 1 principals, 2 vice
principals, 6 coordinator of CCAs teachers, 1 supervisor and 20 students selected which were not
included in the actual study to avoid respondents defilement. In light of the advisors opinions and
the pilot test, the items of the questionnaire were improved in terms of language, format and
content.

To obtain the coefficient values the software statistical package for social science (SPSS) version
20 was used. The average of the reliability result was found to be 0.98 and hence, highly reliable.
Cronbach's alpha reliability coefficient normally ranges between 0 and 1. However, there is
actually no lower limit to the coefficient. The closer Cronbach's alpha coefficient is to 1 the
greater the internal consistency of the items in the scale. George and Mallery (cited in, Joseph A
 31

and Rosemary R. 2003: 87) provide the following rules: “ 0.9 Excellent, 0.8 Good, 0.7
Acceptable, 0.6 Questionable, 0.5 poor, and < 0.5 Unacceptable”. So as one can see from
the coefficient it is excellent.

3.5.2. Interview guide

Lankshear and knobbe (2004) affirm that interview is useful tool to generate comprehensive
information about the phenomena being studied. It can be inferred that more than any other data
collection tool, an interview gives the interviewer a unique opportunity for clarification and in
depth information on the topic of interest. In this study, interview was under taken in the form of
person to person encounter using semi-structured and open ended questions, enabling
respondents to address matters in their own terms and words.

Therefore, in order to get views and opinion about the practices and challenges of CCAs in
secondary school of Bale Zone, interview was prepared for 6 supervisors by the researcher. It
was prepared for the purpose of cross checking and substantiates the result of the questionnaire.

3.5.3. Document Analysis

Document analysis was used to substantiate the information gathered by questionnaire. Selected
secondary schools' annual plan, 2007 annual school report and minutes of the schools consulted
as documents to examine the emphasis given to co- curricular activities. This was done to
triangulate the data that collected through questionnaire and interview.

3.6. Procedures of Data Collection

The data gathering tools was designed on the basis of review of related literature and basic
research questions. To make the study successful the researcher was made a face to face contact
with school administrators to establish rapport, introduce the purpose of the study and to
cooperation for collecting data for interview in particular. Next, the researcher distributed the
questionnaire for the respondent chosen for the study with the help of vice principals and
volunteer teachers, in the mean time the researcher conducted interviews with administrator or
supervisors and assess information from the document in the schools on co-curricular activities
while waiting for the return of questionnaire papers. After the interview has been completed, the
researcher collected the questionnaire paper from the teachers and the students.
 32

3.7. Methods of Data Analysis

Both quantitative and qualitative data analyses methods was used. Depending on the nature of
basic questions and data collected, the following statistical techniques was employed. In order to
know practices and challenges of co-curricular activities in secondary schools, the mean and
standard deviation was calculated for teachers and students responses. In addition, percentage
will used to identify the major problems of the implementation of CCAs.

To know whether there is significant difference between students and teachers on practices and
contributions of CCAs in secondary schools t-test was computed. These techniques was applied
using the statistical package for social sciences (SPSS) for windows version 20. Frequencies,
percentage, mean differences and other out comes obtained in order to identify the data
distribution and the nature of the data for comparing the value of the variables by employing the
before mentioned technique of analyzing data was presented using tables and figures. The level
of statistical significance have been chosen for the study is 0.05. This level of probability is
chosen in accordance with the norm in educational researches.

While interpretation the five point rating scales was compiled in to three class scale in order to
show clear images of respondents' position. These three classes were: 1. strongly disagree and
disagree changed to disagree and very low and low changed in to low. 2. strongly agree and
agree changed in to agree and very high and high changed in to high 3. fairly agree, faire,
medium changed in to average. Mean score interpretation in all case. If the mean is above 1-
1.49= strongly disagree, 1.5-2.49= disagree, 2.5-3.49= Average, 3.5-4.49= Agree, 4.5-5.00=
strongly agree.

The qualitative data that was collected through open ended questionnaires interview and
document analysis were directly stated by researcher and was presented, narrated and described
and the result was classified, and computed to draw conclusions. Multiple instruments or
triangulation approach procedure was followed to collect data that possibly depending on the
nature of the instruments deployed. One can be more confident with a result if different methods
lead to the same results. The aim of triangulation is to cross check the data through
questionnaires, interview and document analysis. Finally, the result of the analysis and
 33

interpretation of the data obtained was discussed, and summarized to forward recommendations
on the basis of the finding.

3.8. Ethical Consideration

Letter of co-operation was obtained from the respective Haramaya University and Woreda
education office which is at Bale zone Mada Walabu District. And it was submitted to all
concerned bodies to obtain their cooperation. Interviewers, Principals and School Supervisors
who were working in schools got informed written consent from the subject prior to the study.
Moreover, all the study participants were informed verbally about the purposes and benefit of the
study along with their right to refuse.

According to Best and Khan (1999) involving participants in a research work it is important
considering the ethical principles lay down to protect them. Furthermore, the study participants
were reassured of confidentiality by explaining them and written on questionnaires and
information was kept strictly, handled confidentially and anonymously that no one had
opportunity to see the response except the vice principal investigator. The information they
provided was not used for anything other than research purpose.
 34

4. RESULTS AND DISCUSSION

This chapter deals with the presentation, analysis, discussion and interpretation of the data
gathered from the respondents through questionnaires and interviews . Data were analyzed and
interpreted using both quantitative and qualitative methods. After analysis attempts were made to
provide answers for the basic research questions raised in chapter one. The study comprised of
background of information of the respondents, standard set of controlling function, actual
performance, comparing the two , problem in implementation of controlling function and the
solution to the problem was discussed in detailed. Thus, the quantitative as well as qualitative
analysis of data was incorporated in to this. The qualitative part was supposed to complementary
to the quantitative analysis.

4.1. Background Information of the Respondents

Characteristics of the principals, supervisors and teachers were examined in terms of sex, age,
years of service, academic qualification and current position they were held in the schools. The
analysis and interpretations of the data were presented following each table. The groups of
respondents were indicated in their background information. The details of the characteristics of
the respondents were given in the table below as follow.

The data were collected from total of 343 respondents. To this effect a total of 343 copies of
questionnaires were distributed to 53 teachers and 290 students. All the questionnaire papers
were returned from both teachers and students. Moreover, 6 secondary school supervisors were
interviewed. This part consists of two major parts. The first section deals with the characteristics
of the respondents, and the second section presents the analysis and interpretation of the main
data.
 35

Table 2: Background and Information Concerning Respondents

No Variables Respondents

Principals Teachers Students Supervisors Total

(N= 6) (N= 53) (N= 290) (N= 6) N= 355

f % f % f % f % f %

1 Gender Male 6 100 37 69.8 170 58.6 6 100 219 61.7

Female - - 16 30.2 120 41.4 - - 136 38.3

2 Age: 15-25 2 33.3 18 33.9 285 98.3 2 33.3 307 86.5

26-36 2 33.3 21 39.7 5 1.7 3 50 31 8.7

37-47 1 16.7 13 24.5 - - 1 16.7 15 4.2

> 48 1 16.7 2 3.8 - - 1 16.7 2 0.6

3 Education: MA/M.Sc. 2 33.3 - - - - 3 50 5 1.4

B.A/B.Sc. 4 66.7 53 100 - - 3 50 60 16.9

Diploma - - - - - - - - - -

TTI - - - - - - - - - -

Below - - - - 290 100 - - 290 81.7

certificate

4 Work 1-4 years 2 33.3 12 22.6 - - 3 50 17 4.8

Experience
5-8 years 3 50 25 47.2 - - 2 33.3 30 8.5

> 9 years 1 1.7 16 30.2 - - 1 16.7 18 5

As table 2 above shows that description of teachers, principals and supervisors by sex, age,
educational level, field of specialization and years of services in the sample schools of Bale zone
Oromia Regional State. As stated in table 2, item 1, 6 (100%), of the respondents from
principals were males and no females assigned as principals. On the other hand, 37 (69.8%) of
the teachers respondents were males while 16 ( 30.2) of the respondents were females. Similarly,
170 (58.6%) of the students respondents were males and 120(41.4%) of the respondents were
females. Concerning supervisors all 6 (100%) of the respondents were males. This means, out of
 36

total respondents 219(61.7%) and 136(38.3%) were males and females respectively. Hence, it is
clear that females participation in co-curricular activities was low.

Item 2 of table 2, shows that, about 2(33.3%) of principals, 18(33.9) of teachers, 285(98.3%) of
students and 2(33.3%) of supervisors were between 15 and 25 years. And 2(33.3%) of principals,
21(39.6%) of teachers, 5(1.7%) of students and 3( 50%) of supervisors were between 26 to 36
years. Whereas 1(16.7%) of principals, 13(24.5%) of teachers and 1(16.7%) of supervisors were
between 37 and 47. From this, one can conclude from table 2, the age interval at which majority
of the respondents fall was different. The representation of the respondents of different age
groups helps to manage co-curricular activities.

In table 2 of item 3, accordance with educational qualification 4(66.7%) of principals, 53(100%)

of teachers and 3(50%) of supervisors were first degree holders, On the other hand, 2(33.3%) of
principals and 3 (50%) of supervisors were qualified with EdPM. Thus, it can be inferred from
the above data, interview and documents co-curricular activities were led by personnel who were
not qualified with co-curricular activities.

The data in table 2 item 4, reveals that 2(33.3%) of principals, 12(22.6%) of teachers and 3(50%)
of supervisors served from 1-4 years in current positions. Similarly, 3(50%) of principals,
25(47.2%) of teachers and 2(33.3 of supervisors were served for 5 to 8 years. And also 1(1.7%)
of principals, 16(30.2%) and 1(16.7%) had served more than 9 years. Thus, it can be concluded
that most of the principals, supervisors and teachers included in the study have enough work
experience in teaching. So the researcher believe that the information obtained from these
relatively experienced respondents help to improve the practice and implementation of co-
curricular activities.
 37

4.2. Types and Status Existing Practices

The manual of CCAs also describes different types of CCAs and provides valuable suggestion
that helps to organize the activities in the schools (ESDP III, 2005) and (MoE, 1997). In addition
to the above documents, letters of communication related to CCAs that found in check list of
explore types of existing practices. Therefore, the following are the summary of the results that
obtained from the data collected by checklist.

4.2.1. Types of co-curricular activities

Totally a maximum of 14 types of CCAs were organized in the Secondary schools of the study
area. These were: Red Cross, mini media, Ant-Aids, sport clubs, Traffic club, Environmental
protection, girls club, civic and ethical, Library club, Question and answer competition club,
Gender Club, Language Club, Guidance and counseling clubs, tomorrows' teachers club, ICT
club, Science and technology Club. However, only Six clubs were common in all sample
schools: Red-Cross, Anti-Aids, Environmental protection, sport, civic and ethical, and mini-
media clubs were presented. The rest were specific to some schools or merged with other clubs).
This implies clubs were organized based on the directory from higher education and also based
on the interest of the schools.

The interview held with principals, woreda supervisors and documents review revealed that the
dominant clubs functioning in schools were Anti-HIV/AIDS, Mini Media, Sport, Civics and
Ethical club. They added that, even though there are more than 14 different clubs organized at
the beginning of annual schooling time in school, their activities and services were insignificant.
 38

Table 3: Practices and Benefits of Co-curricular Activities

No Item Respo Rating scales Mean

ndents VL (1) L (2) A (3) H (4) VH (5)
f % f % f % f % f %
1 Anti- HIV/AIDs T= 53 3 5.7 8 15 11 20.8 19 35.8 12 22.6 3.38
S=290 24 8.3 43 14.8 55 18.9 91 31.4 81 27.9 2.87
2 Red cross T= 53 2 3.8 7 13.2 14 24.6 18 33.9 12 22.6 3.58
S=290 18 6.2 45 15.5 91 31.4 71 24.5 65 22.4 3.41
3 Environmental T= 53 4 7.5 6 11.3 18 33.9 11 20.7 14 26.4 3.47
Protection
S=290 46 15.8 62 21.4 72 24.8 61 21 49 16.9 2.87

4 Civic and Ethical T= 53 5 9.4 9 16.9 13 24.5 14 12 12 22.6 3.26

Education S=290 53 18.3 61 21 55 19.9 58 20 63 21.7 2.77
5 Mini- Media T= 53 6 11.3 10 18.9 11 20.8 20 37.7 6 11.3 3.03
S=290 35 12.0 74 25.5 75 25.9 55 18.9 51 17.6 3.04
6 Sport T= 53 6 11.3 11 20.8 16 30.2 10 18.9 10 18.9 3.13
S=290 46 15.9 62 21.4 77 26.6 56 19.3 49 16.9 3.01

Note: T= Teachers, S= Student, VL=Very Low (1), L= Low (2), A= Average (3), H- High (4) ,
VH= Very High (5), f= frequency.

It is widely accepted that co-curricular activities hold a place of great importance in the field of
education. Example, it encourages students' skill and talent in various aspects. With regard to the
clubs that have been providing considerable benefits for school community, the respondents
forwarded their views. As seen from table 3 the respondents were asked to rate the practice and
benefits of different CCAs. On the basis of this, on anti-HIV/AIDS club, majority of teachers
31(58.4 %) and 172(59.3%) of students rated on high. Regarding Red cross club, 30 (56.5%) of
teachers and 136 (46.9%) of students rated on high, concerning to environmental protection club
25 (47.1%) of teachers and 110 (37.9%) of students rated on high level, on the other hand, 26
(34.6%) of teachers and 111(41.7%) of students rated the practices of civic and Ethical education
club on high, Mini-media club, 16 (30.2%) of teachers and 109 (35.5%) of students rated on low
level. Regarding to Sport club majority 20(37.8%) of teachers and Majority 106 (36.2%) of
students leveled the practices of sport club on high. Therefore, based on table 3, HIV-AIDS, Red
cross, Civics and ethical education and sport were the four (4) relatively better beneficiary clubs in
 39

the sampled schools. In this regard, Setotaw (1998) stated, "there are no better opportunities other
than co-curricular program that established close contact between school and community".
Through activities like parent day, sport competitions, exhibition and drams etc. school can
easily catch the attention of local people for the betterment of school image. On the other side,
from observation on the file and from report Letters of the schools, researcher found some sorts
of non- club activities that practiced in the sample schools even though the schools did not
considered the practices as CCAs. These were: Parent day, Class monitor, Student and teacher
one to five program (Team-work), National Flag Day, Wearing uniform, Nation, Nationality and
people day etc. In general, during the observation the practices of non- club CCAs were
practiced and included in report format but they were not considered as CCAs through all
sampled schools

In line with this, the mean scores of the teachers and students respondents were 3.38, and 2.87
for anti HIV/AIDS, 3.58 and 3.41 red-cross club, 3.47 and 2.87 for Environmental club, 3.26 and
2.77 for Civics and ethical club and 3.13 and 3.01 for sport club confirmed on the services that
the mentioned clubs providing school community in current situation in schools. The interview
held with principals, woreda supervisors and documents review revealed that the dominant clubs
functioning in schools were Anti-HIV/AIDS, red cross, Sport, Environmental protection and
civics and ethical education club. They added that, even though there are more than 14 different
clubs organized at the beginning of annual schooling time in school, their activities and services
were insignificant.

In this regard, Grove (2010) many students from many different cultures and ethnicities populate
the high schools across this nation; therefore there are many different interests, skills and
abilities possessed. Therefore, the most important aspect to look at in terms of types of co-
curricular activities is to look at the individual and the skills, desires, wants, and aspirations. To
sum up, based on the above analysis, the clubs those had been providing considerable functions
and services for secondary schools community in particular and the whole society in general
were: Anti-HIV/AIDS, red cross, environmental protection, civics and ethical education club and
Sport club.
 40

4.3. Perception of Teachers and Students about CCAs

Students, teachers and principals were indicating the level of agreement and disagreement on the
educational benefits of CCAs. The responses of the respondents were demonstrates in table 4.

Table 4: Perception of teachers and students about co-curricular activities

No Items Respondents Grand t- value p- value

Teacher Students Mean
(N= 53) (N= 270)
Mean SD Mean SD
1 Co-curricular activities 3.74 1.3 3.41 1.32 3.56 1.82 0.07
help to develop
responsibility and self-
direction of students
2 Co-curricular activities 3.41 1.3 3.91 1.2 3.65 2.5 0.01
helps effective utilization
of leisure-time.
3 Co-curricular activities 3.58 1.47 3.93 1.12 3.75 1.97 0.06
could develop social
skills of students.
4 Co-curricular activities 4 1.14 3.92 1.12 3.96 0.45 0.65
enhanced democracy in
school
5 Co-curricular activities 3.66 1.25 3.53 1.37 3.59 0.60 0.09
assisted school discipline
and minimize dropout
rates of students
6 Co-curricular activities 3.83 1.26 3.72 1.20 3.77 0.56 0.571
assist academic
performance of students
7 Co-curricular activities 3.81 1.24 3.80 1.15 3.80 0.04 0.96
strength the relation
between teachers and
students

Note: P-value was calculated at α=0.05 levels, df=341 and N= 343 scale: 1-1.49= SDA, 1.5-
2.49= DA, 2.5-3.49= Average, 3.5-4.49= Agree, 4.5-5.00= strongly agree

According to table 4, item 1, the total respondents of both teachers and students were asked to
rate their agreement. As a result, the mean score of teachers on the CCAs helps to develop
responsibility and self direction of students was 3.74 that shows agree and that of students was
 41

3.41 that shows average on the item. The average mean of two respondents was 3.56 that show
agree on the item. As a t-test result showed the difference between the two groups was not
significant: t= 1.82, p- value 0.07 > 0.05. In line with this idea: Edward (2000) state that students
who participate in CCAs are not only do better academically than students who do not but also
develop other facets of their personalities in the process such as self esteem, self confidence,
social cooperation and leadership skills are just a few of the cognitive factors that are affected.

As seen from item 2, table 4 teachers and students respondents were asked to express their
degree of agreement whether co-curricular activities helps effective utilization of leisure.
Accordingly, the mean score of teachers on CCAs helps effective utilization of leisure time was
3.41 that shows average and that of students was 3.91 that shows agree. The average mean of
two respondents was 3.65 that shows agree on the item. As a t-test result showed that the
difference between the teachers and students responses was significant: t= 2.5, p -value 0.01 <
0.05 level of significant concerning realizing co-curricular activities supported for effective
utilization of leisure time.

Furthermore, the interview held with principals and supervisors revealed that the time out of
regular class always occupied by varieties of program like: club activities, make- up class and
tutorial class. In addition to the regular working time and day, these programs also held on
weekend. Therefore, implementing co-curricular activities helps effective utilization of leisure
time in school.

As item 3, in table 4 indicated, the mean score of teachers and students were 3.58 and 3.93
respectively agreed on the co-curricular activities could develop social skills of students.
Similarly, the average mean of the respondents was 3.75 was also agreed on the item. P- value=
0.06 > 0.05, t= 1.97 that implies there is no significance difference among the responses of the
two groups of the respondent concerning the idea that the CCAs could develop social skills of
students.

As can be observed in table 4, item 4, teachers and students were asked whether or not CCAs
enhanced democracy in school. Consequently, the mean score of teachers and students were 4
and 3.92 respectively agreed that CCAs enhance democracy in school. Similarly the average
means of the respondents was 3.96 also agreed on the item. As a t-test result showed the
 42

difference between the two groups was not significant: t= 0.45, p-value 0.65 > 0.05. The
interview responses of principals and supervisors confirm that the achievements of the aims of
CCAs in secondary schools were not satisfactory. In this regard, White (2010) stated that CCAs
can be a major influencing factor in enhancing students to find personal support, enjoyable
relationships through school, as well as helping to build a student's personal and social skill
development.

Item 5, on table 4 indicate, teachers and students respondents asked about their view on whether
or not the CCAs assist school discipline and minimize dropout rate of students. In this case the
mean score of teachers and students were 3.66 and 3.53 which was agree. Similarly the average
mean of the respondents was 3.59 also agreed on the item CCAs assist school discipline and
minimize dropout rate of students. The t -value indicates that the difference between the teachers
and students responses was not significant. t= 0.6, p- value 0.09 > 0.05. In line with this idea
Karlin and Berger (2004) stated that students involved in CCAs are more likely to have higher
GPAs, higher college admission test score, better attendance, lower dropout rates, fewer
discipline referrals and affiliation with peers who are academically focused.

As shown in table 4, item 6 denote that the mean score of teachers and students were 3.83 and
3.72 respectively agree on the CCAs assist academic performance of students. Similarly, the
average mean of the respondents was 3.77 also agreed on the item. As a t-test result showed the
difference between the two groups was not significant: t= 0.56, p- value 0.57 > 0.05. In line with
this, Nettles (1999) stated that participation in CCAs with higher levels of academic commitment
and better academic performance and lower level of delinquency.

Responses in table 4, item 7, showed that the mean score of teachers and students were 3.81 and
3.8 respectively agree on the CCAs strength the relation between teachers and students. Similarly
the average mean of the respondents was 3.8 also agree on the item. The t- value indicates that
the difference between the teachers and students responses was not significant: t= 0.04, p-value
0.96 > 0.05 that implies there was no significant difference among the response of the two
groups of respondents concerning the idea that CCAs strength the relation between teachers and
students.
 43

4.4. Roles and responsibilities of school leaders

Table 5 : Roles and Responsibilities of School Leaders in the Planning and Implementation

No Items Respondents Grand t-value p-value

Teacher Students Mean
School leaders: (N= 53) (N= 270)
Mean SD Mean SD
1 Prepare co-curricular 3.64 1.45 3.07 1.38 3.35 2.7 0.007
plan of a school as a
whole
2 Provides materials for 2.88 1.42 2.92 1.39 2.90 -0.17 0.86
effective implementation
of the program
3 Facilitate experience 2.66 1.45 2.75 1.48 2.71 -0.44 0.65
sharing program with
other schools
4 Conduct training for 3.41 1.45 2.89 1.48 3.15 2.47 0.01
school Community to
strength school CCAs
5 Fix and implement 3.22 1.55 2.78 1.46 3.00 2.04 0.04
awareness creation
program for school
6 Provides guidance and 2.92 1.6 3.08 1.50 3.00 -0.72 0.46
support in effective
manner
7 Reward and give 2.90 1.45 2.92 1.42 2.9 -0.1 0.92
incentive for good work
at each step
Note: P-value was calculated at α=0.05 levels, df=341 and N= 343 scale: 1-1.49= SDA, 1.5-
2.49= DA, 2.5-3.49= Average, 3.5-4.49= Agree, 4.5-5.00= strongly agree.

Item 1, in table 5 indicate, teachers agreed with mean score 3.64 with the issue that school
leaders prepare CCAs plan of a school as a whole. But for the same item students with mean
score 3.07 average about the issue. The average mean of the two respondents was 3.35 which
was average on the item. As a t-test result showed the difference between the two groups was
significant: t= 2.7, p- value 0. 07< 0.05.

Furthermore, the information obtained from interview and document analysis revealed that
school leaders prepared CCAs plan of a school as a whole. This ascertained that most
respondents were not familiar with CCAs plan that was prepared by school leaders.
 44

As seen from table 5, item 2, the total respondents of both teachers and students were asked to
rate their agreement. As a result, the mean score of teachers on school leaders provides materials
for effective implementation of the CCAs was 2.88 that shows average and that of students was
2.92 that also shows average on the same item. The average mean of two respondents was 2.9
that shows average on the item. The t-test value indicates that the difference between the teachers
and students response was not significant: t= - 0.17, p-value 0.86 > 0.05.

As seen from item 3, in table 5, teachers and students were asked to express their degree of
agreement whether school leaders facilitate experience sharing program with other schools.
Accordingly, the mean score of teachers was 2.66 that shows average and that of students was
2.75 that shows average again on the same item. Similarly, the average mean of two respondents
was 2.71 that show average on the item. As a t-test result showed the difference between the two
groups was not significant: t= - 0.44, p- value 0.65 > 0.05 this indicates that there was no
statistical significant difference between the two groups of respondents.

Item 4, in table 5, the respondents were asked whether or not school leaders conduct training for
school community to strengthen CCAs. As teachers respondents undecided with mean score of
3.41 with the issue that school leaders conduct training for school community to strength school
CCAs and that of students was 2.89 that shows average again on the same item. Similarly the
average mean of the two respondents was 3.15 that showed average on the item. As a t-test
result showed the difference between the two groups was significance difference at; t= 2.47, p-
value 0.01 < 0.05. Furthermore, the information gained from interview and document analysis
showed that there was no training on the practice and implementation of CCAs that held for
school community.

From this one can conclude that giving training on practice and implementation of CCAs is a
crucial issue for the betterment of co-curricular activities and to maximize the practical
achievements of students. In line with this fact Power-Ross, (2000) recommends a range of
concrete steps that schools may consider: assessing parents' needs and interests where schools
can bridge the distance between families and schools by surveying parents to find out their
concerns and opinions about school. Schools should begin planning parental involvement
 45

activities by asking parents of students what they need (e.g., information, training, decision-
making opportunities) to support their children's development of their co- curricular talents.

In tem 5 of the table 5 indicated that, the respondents asked whether or not school leaders fix and
implement awareness creation program for school community. Accordingly, teachers with mean
score of 3.22 average about the issue and students with mean score of 2.89 also average on the
same item. Similarly the average mean of the respondents was 3.00 which was undecided again.
As a t-test result showed the difference between the two groups was significance difference at; t=
2.04, p- value 0.04 < 0.05. Hence, it can be concluded, that there is significance difference
between the two groups of respondents.

From the interview with the principals and supervisors, it was found that the " There was no
fixation and awareness creation on CCAs to students and teachers as well as to staff members
except at the beginning of the new year or September, This was because most of the school CCAs
are organized and coordinated by non trained teachers on CCAs for this reason most of the time
our teachers did not practice and implement these CCAs effectively and efficiently because most
of the time they focused on subject matter.''

Regarding this, the researcher also attempts to see the documents and the schools time table.
For this in all sampled school there were no time table or schedule which showed the awareness
creation program for school community to strength the practice and implementation of CCAs in
school permanently.

As it can be observed from table 5 item 6, respondents were asked to rate their agreement levels
on school leaders provides guidance and support in effective manner to strength the participation
of students and teachers. Based on this teachers with mean score of 2.92 average to the issue and
students with mean score of 3.08 also average to the same item. Similarly the average mean of
the two respondents was 3.00 which was also average about the item. As a t-test result showed
the difference between the two groups was no significance difference at; t= -0.72, p- value 0.46 >
0.05. Hence, it can be concluded, that there was no significance difference between the two
groups of respondents.
 46

As depicted in table 5 item 6, teachers and students were asked whether or not school leaders
give incentive and reward for good work for teachers and students at each step for the
improvement CCAs implementation. Accordingly, teachers with mean score of 2.9 average to
the item and students with mean score of 2.92 was also average about the item in the same way.
In the same way, the average mean of the two respondents was 2.9 which was also average. As t-
test result shows: there was no statistical significance difference about the issues: mean that at: t=
-0.1, p-value 0.92 > 0.05. Hence, it can be concluded, that there was no statistical significance
difference between the two groups of respondents.

However, all the items were rated by the respondents that there were moderately achieved by the
school leaders. Inline to this, the interview respondents of principals and supervisors reveals that
most roles of school leaders were not achieved. As they suggested the main causes for less
achievement of the role of school leaders were the work load, the clashes of the program,
absence from school due to meeting and the likes. In this regard, as Maxwell (2001) described,
leadership as "all about understanding students, bringing them together, and getting them to work
together as a team their potential."

In general majority of the respondents on most items forwarded their views that school leaders
did not satisfactorily achieved their role in school. From the total of seven items, all items
showed insignificant variation between the views of the respondents and the same views on low
achievements of the roles of school leaders on CCAs.
 47

4.5. Factors that Affect Implementation of Co-curricular Activities

Table 6 : Challenges that affect implementation of Co-curricular activities

No Items Respondents Grand t- value p- value

Teacher Students Mean
N= 53 N= 270
Mean SD Mean SD
1 Lack of trained teachers 3.88 1.26 3.35 1.42 3.61 2.55 0.01
in co- curricular activities
2 Inadequate facilities and 3.69 1.42 3.30 1.46 3.49 1.79 0.07
equipment supplies.
3 Lack of incentives, 3.37 1.48 3.09 1.48 3.23 1.28 0.20
reward for teachers and
students
4 Lack of interest of 3.5 1.46 3.26 1.40 3.38 1.13 0.26
teachers
5 Lack of interest of 3.43 1.44 3.08 1.46 3.25 1.59 0.11
students
6 Low understanding level 3.30 1.48 3.25 1.54 3.27 0.20 0.83
of the school community
7 Inconvenient learning 3.69 1.27 3.33 1.44 3.51 1.69 0.09
program (schedule)
8 Over teaching load 3.00 1.53 3.16 1.45 3.08 -0.77 0.44
9 Financial problem 4.09 1.14 3.20 1.47 3.64 4.16 0.00
10 Lack of monitoring and 3.66 1.41 3.22 1.52 3.44 1.95 0.06
guidance
Note: P-value was calculated at α=0.05 levels, df=341 and N= 343 scale: 1-1.49= SDA, 1.5-
2.49= DA, 2.5-3.49= Average, 3.5-4.49= Agree, 4.5-5.00= strongly agree

In Table 6, item1, respondents were asked to make a decision whether the lack of trained
teachers negatively affects the implementation of CCAs. Accordingly, Teachers gave their
responses by mean scores of 3.88 which was agree and students average with mean scores of
 48

3.35. The average mean of the respondents was 3.61 which was agree on the same item. In
addition to comparison of mean at t-value 2.55 showed that there was no statistical difference
between the views of respondents at p- value 0.01 < 0.05 which showed the difference between
the two groups was significant. level of significance indicating agreement of responses between
the two groups. The response of an interview held with principals and supervisors revealed that
there was lack of trained teachers in co-curricular activities.

In line with, the research finding of Jha, et al. (2004) identifies the following hindering factors
for the implementation of CCAs in secondary schools (9-10). These were: lack of budget, Lack
of trained teachers, over teaching and crowded class, less participation of students, lack of
incentive, reward and punishment for teachers and principals, no provision of planned teaching
load in daily routine, forcible participation by teachers, lack of parental interest, awareness and
support, unavailability of teachers' guide book and other resource material for CCAs and lack of
monitoring and supervision on CCAs etc.

In responding to Item 2, of table 6, respondents were asked whether inadequate facilities,

equipments and supplies affect the implementation of CCAs. In this regard, teachers with mean
score of 3.69 agree. But students with mean score of 3.3 which was average with the same item.
The average mean of the respondents was 3.49 which was average. In addition to the comparison
of mean, t-test result showed the difference between the two groups was not significant: t-value =
1.79, p- value 0.07 > 0.05. Regarding with this, Guthrie and Reed (1999), also suggested that,
co-curricular activity cannot be organized and operated without sufficient resources being
allocated to them. In his sense essential resource such as sufficient funding through various
sources, time, provision of hardware like computers and rooms, technical resources (coaches and
related expertise) play great role in organizing co-curricular activities. In addition to this research
finding by Mesayneh Eshetu (2008) and Rahel Gebrestadik (2012) revealed that in those the
inadequacy of facilities and absence of equipments and supplies were found to be some of the
challenges of successful implementation of CCAs in the schools. Therefore, this may negatively
affect the implementation of the CCAs in schools.

As indicated item 3, on Table 6, respondents were asked whether lack of incentives and rewards
for teachers and students affected the implementation of CCAs or not. In this regard the teachers
 49

with mean scores of 3.37 and students with mean scores of 3.09 respectively average on the lack
of incentive, reward and with lack of motivation in their school. Similarly, the average mean of
the respondents was 3.23 which was also average on the item. As a t-test result showed the
difference between the two groups was not significant: t= 1.28, p- value 0.20 > 0.05. Regarding
to this, Jha et al.(2004) stated that lack of incentives and reward for teachers and principals were
the major hindering factors for the implementation of CCAs in secondary schools.

Based on this, It was suitable to say that there were no incentive and reward for high-quality
work of teachers and students in secondary schools in order to enhance the practice and
implementation of CCAs for better encouragements of students academic performance and their
talent developments.

Responses for item 4, in the table 6 showed that the mean score of teachers on lack of interest of
teachers affect the implementation of CCAs in secondary schools was 3.5 which was agreed. But
for the same item students with mean score 3.26 average about the issues. Similarly, the average
mean of the respondents was 3.38 which was average on the item. The t-value indicates that the
difference between the teachers and students response was not significant t= 1.13, p- value 0.26
> 0.05.

As item 5, in table 6 indicated, the mean score of teacher on lack of interest of students affect the
implementation of CCAs was 3.43 which was undecided and also the mean scores of students on
the same item was 3.08 which was also undecided. Similarly the average mean score of the two
group respondents was 3.25 was also undecided on the item. As a t-test result showed the
difference between the two groups was not significant: t= 1.59, p-value 0.11 > 0.05 that implies
there is no significance difference among the response of the two groups of respondents.

Item 6, in table 6 respondents were asked about whether low understanding level of the
community affect the implementation CCAs in secondary schools. In this case the mean score of
teachers was 3.3 which was average and students with mean score of 3.25 which was also
average on the same item. The average mean of the respondents was 3.27 which was also
average. Regarding to this the t-value indicates that the difference between the teachers and
students response was not significant: t= 0.20, p-value 0.83 > 0.05. that implies there is no
significance difference among the response of the two groups of respondents.
 50

In case of item 7, on Table 6, respondents were asked whether inconvenient learning

program(schedule) affect the implementation of CCAs or not. In this regard, teachers with mean
scores of 3.69 agree but students with mean scores of 3.33 average on the same item. The
average mean of the two respondents was 3.51 agreed that inconvenient learning schedule affect
the practice and implementation of CCAs in the school. This was confirmed that at t- value=
1.69, p-value 0.09 > 0.05 showed that there was no statistical difference between the two groups.
From this it was suitable to say inconvenient learning schedule negatively affect the practices
and implementations of co-curricular activities in school.

In line with this Singapore education program, co-curricular activities (CCAs) are no longer
looked upon as extras it is an integral part of the school program, not seen as non-academic, it is
formal part of education with timetabled and compulsory sessions for all students. Each student
can choose what CCAs s/he desires to practice, but they are required to follow at least one.
Teachers are required to run CCAs as part of their job, and the co-curriculum is generally well-
funded (SME, 2011). In the same way, from the interviews of principals, and supervisors and
document revealed that, There was no fixed schedule for CCAs. This is because, in most cases
priority was given for the curricular activities that have been taking place in the classroom. In
addition, to this the rowdiness of the program was observed in secondary schools because of staff
meeting, training and other activities.

Therefore, from the above analysis, It can be concluded that the practice of co-curricular
activities in secondary schools of Bale zone was not given in a fixed schedule. This was basically
hindered effective realization the objectives of the CCAs and the causes for the absence of
uniformity among the existed co-curricular activities.

With regards to item 8 of table 6 researcher asked the respondents whether teaching load of
teacher affect the practice and implementation of CCAs. Regarding this teachers with mean
scores of 3.00 and students with mean scores of 3.16 respectively average about the issues.
Similarly The average mean of the respondents was 3.08 which showed also average. As a t-test
result showed the difference between the two groups respondents was not significant: t= -0.77, p-
value 0.44 > 0.05 that implies there was no significance difference among the response of the
two groups of the respondents. In this respect the interview responses of most principals and
 51

supervisors depicted that teaching load of teachers generally existed which affect the
implementation co-curricular activities. From this analysis, it can be concluded that most
respondents responded that over teaching load of teachers significantly affect the implementation
of co-curricular activities in secondary schools.

As indicated on table 6, item 9, respondents were asked to make their views as the financial
problems of secondary schools affect the practices and implementation of CCAs or not. In line
with, teachers with mean scores of 4.09 agree. But students with mean scores of 3.2 which was
average on the same item. The average mean scores of the two respondents which was 3.64
agreed that shortage of financial of secondary school significantly affect the practice and
implementation of CCAs. As t-test value indicates that the difference between the two groups of
respondents was significant: t= 4.16, p- value 0.00 < 0.05.

Views of principals and supervisors and document analysis revealed that: There was no budget
allocated for the strengthening and implementing co-curricular activities from the woredas, Zone
education offices and Oromia Educational Bureau for the further practices of CCAs in the
secondary schools. In line with this research work of Jha, et al. (2004) identifies lack or
constraints of budget is one of the hindering factors for the practices and implementation of co-
curricular activities in secondary schools (9-10). On the study in Nepal stated by Balkhu,
Katmandu, (2004) getting fund from donation organizations and collecting money by doing
creative or local resource mobilization solves in covering tasks that need budget. No regular
budget available for CCAs.

In the case of item 10 of table 6, the respondents were requested to decide whether the lack of
monitoring and guidance of the school hinder the practice and implementation of CCAs. On this
Item, teachers with mean scores of 3.66 agreed and students with mean scores of 3.22 average
about the issues. The average mean of the two group respondents was 3.44 which was average.
Regarding to this the t- test indicates that the difference between the teachers and students
response was not significant: t= 1.95, p-value 0.06 > 0.05.
 52

5. SUMMARY, CONCLUSION AND RECOMMENDATIONS

Chapter four of this study deals with result and discussion of the study which is an aspect of the
objective of this study as stated in chapter one. This chapter considers the summary, conclusions
and recommendations part of the findings. The primary objective of this chapter is to summarize
the overall findings, draw conclusions based on the findings and forward certain
recommendations based on the conclusions.

5.1. Summary

The main purpose of this study was to asses and analyzes the practice and Contributions of co-
curricular activities in Bale Zone secondary schools. Hence to find out the current practices and
implementation of CCAs, the following six basic questions were administered.

1. What is the practice of co-curricular activities in secondary schools of Bale zone?

2. What is the perception of teachers, principals and students about CCAs in secondary
schools of Bale zone?
3. What are the roles and responsibilities of school leaders in the planning and
implementation of school CCAs in secondary schools of Bale zone?
4. What is the contribution of CCAs in the development of students' talent in secondary
schools of Bale zone?
5. What are the challenges affecting the effective planning and implementation of CCAs in
secondary schools of Bale zone?
6. What should be done to improve the implementation of CCAs in secondary schools of
Bale zone?

The study was conducted in 6 Governmental secondary schools. The study sample consisted of
53 CCAs co-coordinator teachers, 290 students, 6 principals, and 6 woreda supervisors, the total
sampling was 355. The information was obtained from the sampled respondents through
questionnaire, interview, and documents. The data obtained through questionnaire was analyzed
and interpreted using statistical tools such percentage, frequency and t-test to compare the results
positively and negatively and the qualitative data were analyzed using descriptive and narrative
method supporting the quantitative. The major finding of the study were summarized as follows.
 53

1. Characteristics of the Respondents

Results obtained from background information of the respondents have revealed that majority of
the respondents were relatively male which accounts for about 6 (100%) for the principals and
supervisors, 37(69.8%) for teachers and 170(58.6%) for the students. It was also evident that
most of the respondents of this study were found in one sex category (male). Secondly, majority
of the respondents were in the same academic qualification that was 66.7% of principals, 100%
of teachers and 50% of supervisors were first degree holders. Thirdly, the result of the finding
indicated that even though majority of the respondents have 5-8 years experience in teaching,
nobody has taken training on practices and implementation of co-curricular activities.

2. Practices and Benefits of Co-curricular activities

Students, teachers, principals and supervisors were found having awareness on the concepts of
clubs, but they had no clear awareness on the practices of non-club CCAs. Majority of the
respondents had positive feeling about the educational benefits of CCAs program. There were 14
clubs and 6 main non clubs CCAs found in the school. Such as Red Cross, Anti Aids,
environmental protection, sport, tomorrows teachers, library, ICT and civic and ethical clubs
were clubs commonly found in the schools while parents day, class monitor question and answer
competition, nation nationality and people day, national flag day, student and teacher one to five
were non club activities existed. Therefore, the number of clubs established and effectively
providing service was less and could not give chance for a large population of students to
participate. The implication is that the contribution of CCAs for the students' talent development was
minimal in the sample schools included in the study.

3. Perception of Teachers and Students about CCAs

Majority of the students, teachers and principals were found having clear concept on CCAs. The
result revealed that the awareness level of the participant were positive and promising. Majority
of students and teachers involved in the study perceived or agree with the educational benefits of
CCAs. However, their participation on existing situation is not like what they expected to
participate. It indicates that there is a problem that hinders their participations. Lack of practical
and potential participation of teachers and students were high.
 54

4. Roles of School Leaders in the Planning and Implementation of CCAs

Preparation of participatory plan is important to motivate school community and enabling them
to have a common vision, mission and goals. However, the finding of the study showed that
school leaders did not discuss with stakeholders such as teachers and students to prepare school
plan to practice and implement co-curricular activities.

Majority of the respondents forwarded that in secondary schools there were no experience
sharing, provision of materials , adequate guidance and support, giving incentive and reward for
teachers and students for better achievements by school leaders, woreda education office and
zonal education bureau.

5. Challenges that affect implementation of Co-curricular activities

Teachers and students said that there was high shortage of facility; one of the reasons why they
do not participate in schools club is shortage of facilities in school compound. They said shortage
of equipments in the school brought the inactive participation in different clubs. Generally, the
study depicted the following major problems that encountered challenge in the practice and
implementation of co-curricular activities in secondary schools. Accordingly, a problem of
budget, lack of teachers motivation, lack of material and facilities, lack of training, unsystematic,
organization of CCAs, absence of commitment and attention from teachers to support CCAs
from the school teachers and principals, teachers work load, absence of guiding principle for
CCAs and lack of effective practice and implementation in order to strength the participation of
students to enhance their academic performance and talent developments in their skill and
attitude.
 55

5.2. Conclusions

Based on the major findings and summary of the study, the following conclusive remarks were
made about the study.

 Results obtained from background information of the respondents have revealed that
majority of the respondents were relatively male and most of the teachers have no experience
in implementation and management of co-curricular activities. This also limited the
contribution of female and experienced teachers in practicing and implementing of co-
curricular activities.

 Even though CCAs plan is available at secondary school level, and there is a plan to give
supportive supervision at schools, but it doesn't get main concern as other vital tasks. From
this one can conclude that the school leaders part not give attention for the co -curricular
activities.

 Providing planned training for teachers on co-curricular activities help them to have better
understanding about the importance and methods of implementation . In line with this, the
present study revealed that majority of the teachers were not trained on CCAs. Thus, it can be
concluded that most of teachers in the sampled schools were not trained on practice and
implementation of co-curricular activities. Therefore, the implication is that the contributions
of CCAs for students talent development will be minimal.
 School success is determined by the quality of its parts. Since CCAs are some of the part of
education, unless due attention is provided to it, it is difficult to achieve total education aim.
Thus, the selected schools were expected to know how to practice and implement CCAs
effectively. However, the study revealed that most schools did not give due attention to the
practice and implementation of co-curricular activities.
 Regarding the factors influencing implementation of CCAs, the problems faced at school
level were many. According to the finding of the present study, unavailability of trained
teachers, shortage of budget, lack of experience sharing, lack of on job and off job training,
shortage of monitoring and feedback. Lack of interest of teachers, lack of incentives and
reward and insufficient or absence of support from nongovernmental organizations.
Therefore, it can be concluded that unless those factors hindering CCAs implementation
were improved, the goal of CCAs will not be achieved.
 56

5.3. Recommendations

Depending on the finding of the study and conclusion derived so far, the following
recommendations were forwarded to improve CCAs.

 It was found that in the selected secondary schools, the status of co-curricular activities
needs improvement on the dimension such as setting appropriate plan, participating in CCAs,
providing necessary support to students and teachers. The improvement has to start with
creating awareness about CCAs contributions to students talent development and community
at large. In doing so, Woreda education office, zone education bureau and Oromia Education
Bureau should provide short and long term training to school leaders and teachers to provide
them with appropriate knowledge of co-curricular activities.
 Both school leaders and teachers and did not provide necessary attention to co-curricular
activities. So Woreda education office and Zonal education office should support school
leaders and teachers through assigning trained human resource, providing material resource,
allocating financial resource, improving their capacity and also strengthening follow-up
mechanism.
 Experience sharing program on CCAs implementations within and among secondary schools
in Woreda, Zone, Region and country should be designed and implemented by joint effort of
school leaders, Woreda education office, Zonal education office and Oromia Education
Bureau.
 There should be adequate guidance and support, incentive and reward giving practices for
better achievement of CCAs school leaders 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 job and off job training on CCAs so as to increase CCAs status. The school leaders and
woreda education office should search for nongovernmental organization that may support
the effort made to improve CCAs in addition to the government budget.
 57

6. REFERENCES

Aggarwal, J.C. 1994. Educational Administration, Management and Supervision Principles and
Practice, New Delhi.

Ahmad, S. 2011. School Organization and Management. An essay on co-curricular activities.

definition concept-of-co-curricular. Middle-East J. Sci. Res, 21 (11): 2169-2176.

Allison, B. 1979. Student activities as the ultimate academic department. NASSP Bulletin, 63
(426): 95–98.

Ames, C. 1992. Classrooms: Goals, structures and student motivation, Middle east Journal of
Education Psychology.

Balkhu and Kathmandu. 2004. Status of co-curricular and extracurricular activities, Curricular
activities of their Athletics programs. In primary schools in Nepal.

Best, J. W. and Kahn, J.U. 1989. Research in Education.: practice and Implementation Guides
of Co- Curricular Activities. New Jersey.

Bless, C. and Higson- Smith, C. 2000. Fundamentals of Social Research Methods: An African
Perspective. 3rd edition. Cape Town, Juta Education Ltd.

Cousins, M. 2004. The Relationship Between Students’ Participation Rates in Taxes Publics’
School Extracurricular Activity Programs and Rated Factors of Academic Achievement,
Attendance, Drop Outs and Discipline. Unpublished MA Research.

Cresswel, J.W. 2003. Research Design, Qualitative, Quantitative, and Mixed Approaches 2nd
Edition. London, sage publication Inc.

Crosnoe, R. 2002. Academic and Health related trajectories in adolescence: Journal of Health
and Social behavior. 43(3) : 317- 335.

Daniel Nessan. 2009. Co-curricular Activities and Debate Base Education 3rd Edition. Putra,
Malaysia.

Davalos, D., Chavez E. 1999. The effects of extracurricular activity, ethnic identification, and
perception of school on students dropout rates. Hispanic Journal of Behavioral sciences,
21(1): 61-77.

Dejene Tefera. 2006. The participation of students with special need in Extra Curricular
Activities. Unpublished MA thesis, AAU.

Derebssa Dufera. 2004. Fundamentals of curriculum. Addis Ababa, Ethiopia.

 58

Eccles, J., Barber, B. 1999. Student council, Volunteering, basket ball, or marching band: What
kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1): 10-
43.

Education and Training Policy of Ethiopia 1997. The implementation of co-curricular activities,
Addis Ababa.

Educational Research Service. 1999. Creating a caring school community. Arlington,Va.:

Educational Research Service.

EDUVINET. 1997. The European Dimension in the curriculum of the primary school and junior
certificate. Putra, Malaysia.

Edward, J., Klesse. E. 2000. Student Activity for Student at Risk. Reston, Va. NASSP's National
Leadership Camp in Castine, Maine.

Gallagher, D.R., Bagin, D. and Moore, E.H. 2001. School and community relations. 8th ed.
Boston.

Gay, I.R. and Airasian, P. 2003. Educational Research Competencies for Analysis and
Application. 7th edition . New Jersey, Merrill prentice Hall.

Grove, A. 2010. What is an Extracurricular Activity?

Haensly, A., Lupkowsky, F. and Edlind, E. 1986. The role of extracurricular activities in
education. The High School Journal 69 (2):110–119.

Huang, Y. R., and Chang, S. M. 2004. Academic and Co-curricular Involvement: Their
Relationship and the Best Combinations of College Student Development, 43(5): 340-50.

Iqbal, Z. 2007. Curriculum and Material Development. Module No.4. (unpublished) National
Academy of Higher Education Commission H-9, Islamabad (electronic version).

Jan, A. D. Onofrio, 1993. Journal of Student Affairs Research. League, New Hartford Central
School District, New Hartford, N.Y.

Jha, A. K. 2004. Status of co-curricular and extracurricular Activities in primary Schools of

Nepal: Problems and prospects. Katmandu Nepal: Tribhuran University Research centre
for Educational Innovation and Development.

Karlin, M.S. and Berger, R. 1991. The effective student Activities program. West Nyack parker
publisher comp, Inc.

Kochhar, S. K. 1993. Secondary School Administration. New Delhi: Sterling Publisher PVT.
 59

Lankshear, C. and Knobble, M. 2004. A Handbook for Teacher Research: From Design to
Implementation. New York: Open University Press.

Lewy, A. 1997. Handbook of curriculum evolution: International institution for Education

planning. Paris: UNESCO and Longman Inc.

Luthans, K.W. 2005. Students out-of-class experiences and their influence on learning and
cognitive development: A literature review. Journal of Student Development.

Mahoney, J.L. and Cairns, B.D. 2003. Promoting interpersonal competence and educational
success through extracurricular activity participation. Journal of Educational psychology.
27(3):1235-1237.

Marsh, H.W., Kleitman S. 2002. Extracurricular school activities: The Good, the bad and the
Nonlinear. Harvard Educational Review.

Maxwell, J. C. 2001. The 17 Indisputable Laws of Teamwork. Nashville: Thomas Nelson.

Mesay E. 2008. The implementation of Co-curricular Activities in Second Cycle Primary

Schools of Gursum Woreda. Unpublished Master's Thesis , Addis Ababa University,
College of Education, A.A.

Miller, J. P. 2007. The Holistic Curriculum. Toronto: University of Toronto Press.

Minehira. N. and Marlow.S .(n.d). principles as curriculum leaders: New Perspectives for the
21st century.

MoE.1994.Guideline of School internal Administration. Tesfa Printing Press. A.A

MoE. 1997. Hand Book on the Implementation of School Improvement, Amharic Document.
Addis Ababa.

MoE. 2005. Education Sector Development Program (ESDP) III: Program action Plan. Addis
Ababa.

Mohd, S. Omar F. 2007. Developing human value through Extracurricular Activities. Research
Center For Educational Innovation and Development.

NASSP. 1996. Breaking ranks: changing an American institution. Reston, Va.: NASSP.

National Federation of State High School Association. 1999. The case for High School
Activities. Indiana Polis, Ind. Education in Ethiopia.

Okwach and Odipo. 1997. Extracurricular involvement inventory: An instrument for assessing
the intensity of student involvement. Journal of College Student Personnel, 28, 169-175.
 60

Pollard, M. and A. James. 2006. Improving Teaching and Learning in School. Journal of Social
Science, Institute of Education University of London. UK.

Power-Ross, S. K. 2000. Co-curricular activities validated through research. Student Activities

Programming, 13, 46-48.

Rahel G/tsadik. 2012. Practice of co curricular Activities and how they develop student talent in
Addis Ababa preparatory schools. AAU. (Unpublished MA Thesis).

Ridley, B. and Bridges, D. 2005. School of Education and professional Development .University
of East Anglia, Norwich.

Savenlye, C. and Robinson, S. 1996. Quantitative Research Issues and Methods: An Introduction
to Educational Technologies. In D.H. Jonasse (ed.). Handbook of Research for
Educational Communication and Technology. New York: Simon and Schuster
Macmillan.

Setotaw Y. 1998. A survey study on the co-curricular activities in the Ethiopian schools: In
Amare Assegdom M.W. Cammings, Derbsa Dufera, J.ODHARA. (PP.227-237). IER,
Addis Ababa University.

Singapore Ministry of Education. 2011. Education system Secondary Education Co- curricular
activities. University of Singapore.

S.K. Kochhar. 1993. Status of Co-curricular and extra-curricular Activities in primary Schools in
Nepal: Problems and Prospects.

Wegerich, H.J. 1988. Extra -curricular and Out of school Education in European socialist
countries. Bulletin of the international Bureau of Education, no. 248, Unesco.

White, S. 2010. The school counselor’s role in school dropout prevention. Journal of counseling
and development.

Winston, B., Bonney, W. Miller, T. and Dagley, J. 2008. Promoting student development.
Through intentionally structured groups. San Francisco, Jossey-Bass.
 61

7. APPENDICES

7.1. Appendix I

HARAMAYA UNIVERSITY

POSTGRADUATE PROGRAM DIRECTORATE

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES

Department of Educational Planning and Management

Questionnaire for teachers and students on the practice and contributions of co-curricular
activities in secondary school of Bale Zone.

The purpose of this questionnaire is to collect information on the practice and Contributions of
co- curricular activities to strength the students' talent development in your school. Hence you
kindly are requested to give full and genuine responses for all questions. Your responses will
keep confidential and used only for academic purpose.

Thank you in advance for your Cooperation!

If yes, proceed

If No, thank and stop.

Direction
 Please answer all questions as much as possible.
 Items which have options put a tick mark (√ ) in the space provided.
 No need to write your name.
 62

Part I. Personal Information

1. Gender: A. Male B. Female

2. Age range : A. 15-25 B. 26-36 C.37-47 D. 48

3. School name _____________________________

Part II. The practices of schools co-curricular activities

1. Please evaluate the practices of clubs in your school based on the services provided for
different target groups in your school context.
Directions: Please indicate your response by putting a '' '' in one of the boxes against
each other.
VH-Very High= 5, H- High= 4, A- Average =3, L-Low =2, VL-Very low= 1

No Clubs 5 4 3 2 1
1 Anti-Aids
2 Red cross
3 Environmental Protection
4 Civic and Ethical Education
5 Mini- Media
6 Sport

Please, if there are other practices list them and rate the level of the activities.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________.
 63

2. The following are the indicators of teacher’s and student's perception about the usefulness of
Co-curricular activities. Please evaluate your agreement by putting '' '' on each of the following
statements according to your school.

Strongly Agree =5, Agree =4, Average =3, Disagree =2, Strongly disagree = 1

No Activities 5 4 3 2 1
1. Co-curricular activities developed responsibility and self-direction of students
2 Co-curricular activities realized effective utilization of leisure-time.
3 Co-curricular activities could develop social skills of students.
4 Co-curricular activities enhanced democracy in school
5 Co-curricular activities assisted school discipline and minimize dropout rates of students
6 Co-curricular activities assist academic performance of students
7 Co-curricular activities strength the relation between teachers and students

Please, if there are other perceptions list them and rate the level of the activities.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________.
 64

3. Roles and responsibilities of school leaders in the planning and implementation of school CCAs.

The following are the roles and responsibilities of school leaders in the planning and implementation of
school CCAs. Please rate them in order of their level by putting '' '' according to your school context.
Strongly Agree = 5, Agree = 4, Average = 3, Disagree = 2, Strongly disagree = 1

No Item 5 4 3 2 1
1 Prepare co-curricular plan of a school as a whole
2 Provides materials for effective implementation of the program
3 Facilitate experience sharing program with other schools
4 Conduct training for school Community to strength school CCAs
5 Fix and implement awareness creation program for school
6 Provides guidance and support in effective manner
7 Reward and give incentive for good work at each step

Please, if there are other list them and rate the level of the activities.
______________________________________________________________________________

4. Factors that Affect Implementation of Co-curricular Activities

The following are the major challenges (factors) that affect implementation of Co-curricular
activities. Please rate them in order of their level by putting '' '' according to your school
context.
Strongly Agree = 5, Agree = 4, Average =3, Disagree = 2, Strongly disagree = 1
No Items 5 4 3 2 1
1. Lack of trained and training teachers in co- curricular activities
2 Inadequate facilities and equipment supplies.
3 Lack of incentives, reward for teachers and students
4 Lack of interest of teachers
5 Lack of interest of students
6 Low understanding level of the school community
7 Inconvenient learning program (schedule)
8 Over teaching load
9 Financial problem
10 Lack of monitoring and guidance

Please, if there are other challenges, list them

______________________________________________________________________________
 65

7.2. Appendix II
YINIVARSIITII HARAMAYAA

Koolleejjii Saayinsii Barnootaa fi Amalaa

Muummee Saayinsii Peedaagoojii

Sagantaa Hoggansa Barnootaa

Gaaffannoo Barattoota mana Barumsa Sadarkaa 2ffaa ttin kan guutamu

Haala Waliigalaa: Gaaffannoon kun kan qophaa'e haala waliigala sochii gumiilee
fi qooda gumiileen mana barumsa sadarkaa 2ffaa keessatti dhaabbatan dandeetti fi
guddina sammuu barattootaa irratti gaheen isaan qaban maal akka fakkatuf kan
qophaa'eedha. Kanaafuu, deebiin isin tokko tokkoon gaafii armaan gaditti
dhihaatan irratti kennitan milkaa'ina qoo'annoo kanaatif gaheen inni qabu
guddaadha. Deebiin isin kennitan martuu kan oolu qoo'annoo barnootaa kanaaf
qofaadha.

Kana gochuu keessaniif baayy'ee galatoomaa!

Kalattii 1ffaa

 Gaaffilee dhihaatan maraaf deebii kennuuf yaala

 Gaaffilee fillannoo adda addaa qabanii mallattoo kana iddoo kenname
irratti barreessa
 Maqaa keessan barreessun hin barbaachisu
 66

Kutaa I. Odeeffannoo bu'uuraa namoota deebii laatanii

Kallattii: Deebii keessan iddoo deebiif qophaa'eratti mallattoo barreessuun agarsiisaa.
I. Haala oddeeffannoo bu'uraa namoota deebii kennanii

1. Saala Dhi Du

2. Umrii 15-25 26- 36 37- 47 48

3.Maqaa Mana Barumsa keetii___________________________________

II. Haala sochii gumiilee ilaalchisee
1. Haala qabatama mana barumsa keessanii iratti hundaa'un sochii fi shaakallii gumiilee adda
addaa irratti jiru ilaalchisee

Kallattii: Deebii keessan mallattoo kanaan saanduqa keessatti guutun agarsiisi.

Baayy'ee ol'aanaa = 5, Ol'aanaa= 4, Giddu-gala = 3, Gadi aanaa = 2, baayyee gadi-aanaa= 1

T/L Gumii 5 4 3 2 1

1 Farra HIV /IADS

2 Fannoo diimaa

3 Kunuunsa naannoo

4 lammummaa

5 Mini- miidiyaa

Sochii fi haala gumiilee biroo mana barumsa keessanii irratti yoo yaada
qabaatan______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________
 67

2. Kanneen armaan gadii mul'istoota hirmaannaa barattootaa fi ilaalcha barattootni faayidaa

gumiileen mana barumsaa qaban agarsiisaniidha. Deebii fi yaada keessan mallattoo kana
iddoo saanduqaa keessatti barreessun agarsiisaa.
Sirritti waliigala =5, waliigala=4, G/gala=3, waliihingalu=2, sirritti waliihingalu.
T/L Himoota 5 4 3 2 1
Gumiileen barattootni itti gaafatamummaa fi maal ta'uu fi maal gochuu
1 akka qaban kallatti ni agarsiisu
Gumiileen barattootni yeroo boqqonnaa isaanii haala sirriin akka itti
2 fayyadamaniif gahee guddaa qabu
Gumiileen barattootni walii waliin ta'anii akka hojjataniif shoora guddaa
3 qabu.

Gumiileen sirna dimookiraasii cimsuu keesstti gahee guddaa qabu

4
Gumiileen naamusnii fi harcaatin barattoota akka hir'atuuf gaheen isaan
5 qaban ol'aanaadha
Gumiileen dandeetti barattootni barnoota isaanii irratti qaban ni cimsa.
6 akkasumas qabxii ol'aanaa akka galmeessisaniif gahee ol'aanaa qaba
Gumiileen mana barumsaa keessatti daran yoo dhaabbatanii tajaajila
7 kennan walitti dhufeenyi barattootaa fi barsiisotaa ni cima

Maaloo! yaada hafuu hin qabne yoo qabaatan iddoo armaan gadii irratti yaada
keessanbarreessunagarsiisa_____________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 68

3. Gahee fi itti gaafatammummaa hoggantootni manneen barnootaa (dura bu'aa fi itti aanaa
dura bu'aa) Gumiilee mana barumsaa keessatti dhaabbatan irratti karoorsuu fi hojiiti hiikuu
irratti qaba kan agarsiisuudha. Deebii fi yaada keessan mallattoo kana iddoo saanduqaa
keessatti barreessun agarsiisaa.
Sirritti waliigala =5, waliigala=4, G/gala=3, waliihingalu=2, sirritti waliihingalu=1

T/L Himoota 5 4 3 2 1
Hoggantootni mana barumsa keessanii karoora adda addaa gumiileef
1 oolan akka barbaachisummaa isaati ni qopheessu
Hoggantootni mana barums keessani meeshaalee adda addaa itti
2 fayyadama gumiilee cimsuuf Oolan mara akka barbaachisummaa isaanitti
ni dhiheessu
Sochii gumiilee fi haala waliigala hojii irra oolmaa sagantaa gumiilee
3 irratti manneen barnootaa sadarkaa 2ffaa biroo waliin muuxannoo wal-
jijjirraan yeroo adda addaatti ni godhama
Hoggansi mana barumsa keessanii sochii gumiilee fi bu'aa gumiilee mana
4 barumsaan dhufan irratti akkasumas gahee gumiileen dandeetti
barattootaa cimsu irratti qaban ilaalchisee leenjii adda addaa ni kennu.
Sochii gumiilee ilaalchisee, hawaasa mana barumsaa fi naannoo mana
5 barumsaa jiraniif hubannoon waa'ee barbaachisummaa fi bu'aa gumilee
irratti yeroo adda addaatti hoggansa mana barumsan ni kennama

Hoggansi mana barumsa keessanii haala sochii gumiilee fi hojii irra

6 oolmaa isaaniif jecha deeggarsaa fi hordoffiin yeroo adda addaatti
barattootaa fi barsiisotaaf haala bu'a qabeessa ta'een ni kennama.
Hoggantootni mana barumsaa barattootaa fi barsiisota hojii gaarii fi hojii
7 muuxannoo guddaa qaban hojjataniif aadan jajjabeessu, badhaasuu fi
onnachiiftuu kennuufii ni jira

Dhimma kana ilaalchisun yaada biroo yoo qabaatan iddoo armaan gadii irratti barreessun
yaada keessan ibsaa
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
 69

4. Himootni armaan gadii wantoota hojii irra oolmaa gumiilee irratti hudhaa (dhiibbaa) ta'uu
danda'an kan agarsiisuudha. Kanaaf, sochii gumiilee mana barumsa keessanii irrattii
hundaa'un deebii keessan iddoo duwwaa irratti mallattoo kana barreessun agarsiisaa.

T/L Himoota 5 4 3 2 1
Hanqina barsiisota gumiileen leenji'anii mana barumsaati ramadamuu
1 dhabuu
Hanqina Meshaalee hojii irra oolmaa gumiileef oolan dhiheessuu irratti
2
Badhaasaa fi onnachiiftun adda addaa barsiisotaa fi barattootaf kennuu
3 irratti rakkoon ni jira
Gumii keessatti hirmaachuf fedhii dhabuu barsiisotaa
4
Gumii keessatti hirmaachuf fedhii dhabuu barattootaa
5
Hubannoon hawaasni waa'ee gumiilee irratti qaban xiqqaa ta'uu
6
Sagantaan barnootni gumiileef qophaa'ee jirachuu dhabuu
7
Gumiilee adda addaa hojii irra oolchuf barsiisonni hojii barsiisuu birootin
8 qabamuu
Rakkoon bajaataa sochii gumiileef oolu dhabamuu
9
Deeggarsi, hordofii fi gamaaggamni sochii gumiilee irratti godhamu
10 jiraachuu dhabuu

yaada dabalataa yoo qabattan iddoo kenname irratti

ibsaa______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________.
 70

7.2. Appendix III

HARAMAYA UNIVERSITY

POSTGRADUATE PROGRAM DIRECTORATE

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES

Department of Educational Planning and Management

Interview held with school principals and Supervisors

Date _________________________

Name of interviewer_______________

Name of principals/ supervisors_________________

starting time______________________

Time of ending of interview_____________

Introduction: Greeting!!!

I am working research on the practice and contributions of co-curricular activities in the

developments of students' talent in secondary schools of Bale Zone Oromia Regional State.

Therefore, You are honest and genuine participation by responding to the questions prepared is
highly appreciated and credited.

If yes, proceed

If no, thank you and stop.

 71

Part I. Questions of socio demographic data of teachers and supervisors

School Name _______________________________

1. Background Information

Sex______

Age_____

Year of experience as:-

i. a teacher____________

ii. a principal___________

iii. a supervisor_________

Qualification Major ___________________________

Level of educational attainment___________________

2. . Is there a plan of co-curricular activities in your school?

3. What does the practices of CCAs look like in your school?
4. According to your school context, what are the major contributions of CCAs on
students academic achievement and on their talents.
5. How do CCAs of secondary schools get support from you?
6. Do CCAs has budget in secondary school you supervised?
7. Do you monitor and give feedback about the implementation of CCAs according to the
school plan?
8. What are the major challenges secondary schools face in practicing and implementing
CCAs?
9. Do teachers get training about CCAs? If so how do they train?
10. Do secondary schools have sufficient resources to implement CCAs?