Extra-curricular Activities and Primary School Pupils’ Academic Self-Efficacy in Gwale Local Government Area, Kano State, Nigeria

ABSTRACT Extra Curricular activities and primary pupils academic self efficacy is based the current study which was carried out to establish the extent of primary school pupils’ participation in extra curricular activities in Gwale Local Government Area, Kano State, Nigeria; to find out the degree of primary school pupils’ self-efficacy in Gwale Local Government Area, Kano State, Nigeria; and to assess the relationship between extra-curricular activities and primary school pupils’ self-efficacy in Gwale Local Government Area in the Kano State of Nigeria.The study was based on Spearman’s two-factor theory of intelligence and Piaget’s theory of Constructivism Itemployed a cross sectional survey design, using quantitative approach.A sample of 400 pupils was taken from ten primary schools. This was got using Morgan & Krejicie (1971) method of determining the sample from a given population. To get the data, the researcher used selfadministered questionnaire on extra-curricular activities and a standardized questionnaire of likert scale type, the Morgan-Jinks Students Efficacy Scale (MJSES). The MJSES is an inventory designed for middle school students to gain information about student efficacy beliefs that are related to school success. The collected data were analysed using the arithmetic mean and the Pearson’s Linear Correlation Coefficient.The findings were that the pupils’ participation in extra curricular activities was being done to a large extent, given the arithmetic mean of 2.8; pupils’ degree of self-efficacy was high, given the grand arithmetic mean of 2.55; and there is a significant relationship between extra-curricular activities and pupils’ perceived academic selfefficacy in primary schools in Gwale Local Government Area in the Kano State of Nigeria (sig, 0.003). Based on these findings, the following recommendations are made by the researcher. Though pupils’ participation in extra-curricular activities was found to be high, there is need to make it higher due to the need of balancing studies with leisure, as well as the many advantages of extra-curricular activities. In doing this however, academics need not be compromised. Given the pupils’ high level of self-efficacy, there is need for them to be more confident and have very high self-efficacy because the more one feels the ability to do something, the more one is likely to do it; and given the finding that the pupils who highly participated in extra-curricular activities highly felt the confidence to perform well academically , and those who participated less in extra-curricular activities felt that they would not perform well academically, there is need for

TABLE OF CONTENTS

DECLARATION

APPROVAL

DEDICATION

ACKNOWLEDGEMENT iv

ABSTRACT

TABLE OF CONTENTS

LIST OF TABLES ix

CHAPTER ONE 1

INTRODUCTION 1

1.0 Introduction 1

1.1 Background of the study 1

1.1.1 Historical Perspective i

1.1.2 Contextual perspective 7

1.1.3 Theoretical perspective 9

1.1.4 Conceptual perspective 10

1.2 Statement of the Problem 10

1.3 Purpose of the study 11

1.4 Research Objectives 11

1.5 Research Questions 11

1.6 Research Hypotheses 12

1.7Scope 12

1.7.1 Geographical scope 12

1.8 Significance of the study 13

CHAPTER TWO 14

LITERATURE REVIEW 14

2.0 Introduction 14

2.1 Theoretical Review 14

2.2 Concepmal Framework 16

2.3 Related Literature 17

vi

2.3.1 Self-efficacy .17

2.3.2 Extracurricular Activities 27

2.3.3 Self-Efficacy and Education 29

2.4 Research Gaps identified in the reviewed literature 30

CHAPTER THREE 31

METHODOLOGY 31

3.0 Introduction 31

3.1 Research Design 31

3.2 Research Population 31

3.3 Sample Size 31

3.4 Sampling Strategies 32

3.5 Research Instruments 32

3.6 Validity 32

3.7 Reliability 33

3.8 Data Gathering Procedures 33

3.9DataAnalysis 33

3.10 Ethical Consideration 34

3.11 Limitation of the Study 34

CHAPTER FOUR 35

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 35

4.0 Introduction 35

4.1 Profile of the Respondents 35

4.2 Findings 36

CHAPTER FWE 43

DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS 43

5.0 Introduction 43

5.1 Discussion 43

5.2 Conclusions 53

5.3 Recommendations 54

VII

2.2 Conceptual Framework .16

2.3 Related Literature 17

2.3.1 Self-efficacy 17

2.3.2 Extracurricular Activities Error! Bookmark not defined.

2.3.3 Self-Efficacy and Education Error! Bookmark not defined.

2.4 Research Gap 30

CHAPTER THREE 31

METHODOLOGY 31

3.0 Introduction 31

3.1 Research Design 31

3.2 Research Population 31

3.3 Sample Size 31

3.4 Sampling Strategies 32

3.5 Research Instruments 32

3.6 Validity 32

3.7 Reliability 33

3.8 Data Gathering Procedure 33

3.9 Data Analysis 33

3. ~ 0 Ethical Consideration 34

3.11 Limitation of the Study 34

CHAPTER FOUR 35

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 35

4.0 Introduction 35

4.1 Profile of the Respondents 35

4.2 Findings 36

CHAPTER FIVE 43

DISCUSSION, CONCLUSIONS AIND RECOMMENDATIONS 43

5.0 Introduction 43

5.1 Discussion 43

5.5 Areas for future research ~

REFERENCES 55

APPENDICES 58

Appendix F 58

Appendix II: Introductory Letter 61

Appendix III: Informed Consent 62

Appendix IV: Morgan and Krejcie sample size 63

Appendix V: Permission Letter 64