Students’ Involvement in Co-Curricular Activities and Students’ Discipline in Secondary Schools in Ibanda Municipality, Southwestern Uganda

Abstract

The study examined the relationship between students’ involvement in co-curricular activities and their discipline in secondary schools in Ibanda Municipality, Southwestern Uganda. The study was guided by Involvement Theory by Alexander W. Astin (1984), which emphasizes that the extent of students' engagement in meaningful activities directly influences their personal and academic development. Specifically, the study achieved the following research objectives: to assess the influence of participation in sports and physical activities on students’ behavior and discipline; to analyze the impact of students' engagement in arts and cultural activities on their moral conduct and social interactions; to investigate the role of academic clubs and competitions in fostering self-discipline and responsibility among students; and to assess the relationship between students' participation in co-curricular activities and their overall discipline levels. A descriptive research design with a mixed methods approach was employed. The study targeted 4,885 individuals from 20 secondary schools in Ibanda Municipality, consisting of head teachers, teachers, and students. Using Morgan and Krejcie’s (1970) table, a sample size of 721respondents was determined, however data was collected from 713 respondents yielding the response rate of 98.9%, Respondents were selected using purposive, simple random, and systematic random sampling techniques. Data were collected using questionnaires, interviews, and focused group discussions. Quantitative data were analyzed using SPSS version 20.0, while qualitative data were analyzed thematically. The study found that students' participation in co-curricular activities significantly enhances various aspects of discipline, including improved attendance, punctuality, academic integrity, rule adherence, and goal-setting. Sports and physical activities were found to foster behavioral improvements, leadership, teamwork, and responsibility. Engagement in arts and cultural activities enhanced students’ moral conduct, cooperation, creativity, and a sense of belonging. Academic clubs and competitions were instrumental in building self-discipline, responsibility, time management, and academic excellence. A strong positive correlation was established between overall co-curricular involvement and student discipline indicators. The study concluded that active engagement in co-curricular activities plays a critical role in promoting discipline and holistic development among secondary school students. It recommended that school administrators and teachers should promote co-curricular participation, design inclusive and structured programs, and monitor student involvement. Students should be encouraged to balance academics with cocurricular engagement. Policymakers should support integration of co-curricular activities into the curriculum and allocate adequate resources to enhance their implementation.