Implementation of Co-Curricular Activities in Primary Schools in Iganga District, Uganda

Isiko Mohammed (Corresponding Author) isikomohammed@gmail.com Isanga John Walters, Ngobi Charles, Waiswa Mark Michael – Busoga University, Uganda

Abstract: This study assessed the effect of Facilitation, and School Participation on Implementation of Co-Curricular Activities in Iganga District in Uganda. The researcher carried out intensive, descriptive and holistic analyses. Questionnaires were used to obtain findings from respondents. Data was analyzed Using Statistical Package for Social Science (SPSS). The Co-Curricular Activities practiced in primary schools were; conducting field excursions (55%), writing school magazines (58%) though not in all schools, writing competitions with 60% rating, and cerebration of public holidays plus holding parties/picnics (53%), membership to certain clubs (51%) in the distribution and forming drama clubs/teams in schools (58%); self-governance among pupils (53%), and availability of learners’ sports management teams (54%). Results from Linear Regression Analysis showed that Facilitation has a significant negative effect (B = -.178; p<0.05) on the implementation of CCAs or it poses a 17.8% effect on the implementation of CCAs in primary schools.The findings therefore show that both Facilitation (B= -.170; p= .000) and School Participation (B= -.139; p= .046) have negative effects on the implementation of Co-Curricular Activities in Primary Schools in Iganga district. In other words, the study found out that most of the activities meant to be ensured in the implementation of CCAs were not evident in schools, and where they were, stakeholders did not give it much priority.