Teachers’ Perception of Co-Curricular Participation on Students’ Academic Performance and Self-Concept in Rift Valley Region, Kenya

The study sought to investigate teachers’ perception of co-curricular participation on students’ academic performance and self-concept. The objectives of the study were to: investigate the perception of teachers on the relationship between co-curricular participation by students and their self-concept, examine the relationship between gender, co-curricular participation perception and academic performance, and investigate gender and training of students in co-curricular participation and their influence on teachers’ perception of students’ participation in co-curricular activities. The ontology was post-positivism and the epistemology was realist/objectivist. The research method was quantitative. The research design was ex-post-facto. A total of 72 volleyball players, 124 football players and 82 teachers participated in the study. A stratified random sampling technique was used to select the sample. The data was collected using a Likert scaled questionnaire. Data was analyzed using frequencies, percentages, means, standard deviations, t-test, Pearson r and a two way ANOVA at p >.05 level of significance. The major finding of the study showed that: participation in co-curricular activities has no significant relationship with academic performance, [t(194) = -1.36, p = .176. Based on the findings it was recommended that there was need to explore on a theory that can guide co-curricular participation in academic institutions.