Microsoft Word - [Yusuf Sulemani] Edited Artikel 2 Yusuf Sulemani 19 juni 2019.doc Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 1 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach Yusuf Suleiman1, Zahyah Bt Hanafi 2, Muhajir Tanslikhan3 1Department of Educational Management and Counselling, Al-Hikmah University, Nigeria 2 Faculty of Education, City University Kuala Lumpur, Malaysia 3 Faculty of Education, Universitas Dr. Soetomo, Indonesia DOI: 10.23917/ijolae.v1i2.7766 Received: January 1st, 2019. Revised: January 14th, 2019. Accepted: June 19th. 2019 Available Online: June 20th, 2019. Published Regulary: July 1st, 2019 Abstract Extracurricular services are regarded as essential services in school system. Studies suggest that access to the services lead to students’ academic success. Literature shows that the use of qualitative approach to investigate extracurricular services is limited. In view of the foregoing, this study examined the perceived influence of extracurricular services on students’ academic achievement in secondary schools. Twenty (20) principals were selected from the three senatorial districts of Kwara State using stratified, purposive and convenience sampling techniques. Instruments used include interview and observation methods to collect relevant data from the participants. Specifically, observation method was used to complement findings from interview. Our findings reveal that extracurricular services influenced students’ academic achievement. Our findings revealed also that inadequate availability of extracurricular facilities and personnel are the factors militating against effective provision of extracurricular services. This study recommends that adequate extracurricular facilities (football pitch, volleyball court, hall for social activities, etc.) should be available in schools. Lastly, adequate extracurricular services personnel should be deployed to schools to ensure active participation of students in various activities. Keywords: extracurricular services, academic achievement, secondary schools, qualitative approach. Corresponding Author: Department of Educational Management and Counselling, Al-Hikmah University, Nigeria e-mail : yusufsuleiman@alhikmah.edu.ng 1. Introduction Extracurricular services are the services provided in school which students participate apart from the necessity of gaining a certificate. These extracurricular services (i.e. sports and social activities) provide additional advantages for students to manage stress and to grow the level of their skills, experiences, and functionality (Adeyemo, 2010; Ensturk, Demir, Yilmaz & Ilhan, 2016). Extracurricular activities experience has become an important component of students’ school life as many students today engage in various activities that they cherish. Different activities, in which students engage, both inside and outside the school environ-ment, are among the numerous situations or agents that can have an influence on these con-cepts. The foregoing situation has given rise in our society to an almost massive involvement in after-school activities. Activities for supporting, complementing and strengthening not only the student’s school Indonesian Journal on Learning and Advanced Education http://journals.ums.ac.id/index.php/ijolae Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 2 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach success, but also their personal development and other aspects such as health, values, leisure, etc (Mahoney, Cairos &Farwer, 2003). According to Moriana, Alós, Alcalá, Pino, Herruzo and Ruiz (2006), Schools invested substantial resources on extracurricular services and they are expected to provide a wide range of these services to provide a balanced education. Extracurricular activities provided in school are often categorized into two well- differentiated types: extra-scholastic (outside the school program) and extra- curricular (complementary activities carried on within the school setting, and generally under school auspices). A reasonable number of quantitative studies suggest that availability of extracurricular activities in school is associated with an improved educational level, higher aspirations, more interpersonal competencies and a better attention level (Pitts, 2010; Mahoney, Cairos & Farwer, 2003), increased critical thinking and personal and social maturity (Adeyemo, 2010; Kim & So, 2012), and generally speaking, with great benefits that serve to bridge school activities with those performed outside the academic setting (Noam, Biancarosa & Dechausay, 2003). Pitts (2010) and Trail (2002) found that extracurricular activities increased the academic success of individuals and make contribution to the character guidance (Prayitno, Ngalim, Sutopo, Rohmadi, & Yuniawan, 2018). Also, literature shows that little attention is given to qualitative approach in investigating the impact of extracurricular services on students’ success. The one conducted by Esenturk et al., (2016) limited their study to evaluation of extracurricular activities in school without examine its impact on students’ academic achievement, thus suggesting that qualitative studies are yet to be fully used exhausted. In view of the foregoing, the focus of the present study is to investigate the perceived influence of extracurricular services on students’ academic achievement in secondary schools in Kwara State, Nigeria via a qualitatihve approach with a view of gaining a better understanding of the study phenomenon. 2. Method The research design for this study is qualitative method. The reason for using qualitative method is to gain a better understanding of the study phenomenon, as suggested by Creswell (2009). Another reason for is that it helps to get the richness of the study context. The study population consists of entire principals of both public and private secondary schools in Kwara State, Nigeria. In order to select draw participants from the population, we used three sam-pling techniques. Firstly, stratified sampling technique was used to group all schools into three senatorial districts (kwara central, kwara south and kwara north) with its 16 local government. Secondly, purposive and convenience sampling techniques were employed to select 20 princi-pals from twenty secondary schools from the three senatorial districts (Ary, Jacobs and Ra- zavier, 1997). The reason for using principals is that they have broad knowledge of activities in their domain. Since they are the one responsible for the implementation of school curricu-lum, it is expected that adequate information regarding extracurricular services can be gotten from them with a view to using it for research purpose. Below is Table 1 showing the three senatorial districts and its local government in Kwara State, Nigeria. Also, Figure 2 depicts the map of Kwara State and where its 16 local governments are located. Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 3 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach Table 1. Three Senatorial Districts and Its 16 Local Government in Kwara State Kwara South Senatorial District 1 Ifelodun 2 Irepodun 3 Ekiti 4 Offa 5 Oyun 6 Isin 7 Oke-Ero Kwara Central Senatorial District 8 Asa 9 Ilorin South 10 Ilorin West 11 Ilorin East Kwara North Senatorial District 12 Baruteen 13 Kaima 14 Patigi 15 Edu 16 Moro Figure 1. Map of Kwara State showing 16 local governments are located a. Study Instrument An instrument tagged “Interview Guide on Extracurricular Services (IGES)” developed by researchers was used to collect relevant data for the study. Some of the items in the interview guide were adapted from previous studies (e.g.Mestapeltan & Pukkinin, 2014; McCaughn, 1999) who investigated the influence of extracurricular services on students’ academic achievement via a quantitative approach. Two reasons justify the use of interview for the study. Firstly, interview covers essential information that can be used to elicit relevant information from the interviewees. Secondly, interview helps get in-depth views which a conclusion can be drawn from it (Gay & Aisaran, 2000). In addition to the use of interview, standard observational checklist adapted from previous studies, was used to collect and assess extracurricular services in the visited schools. The observation was used to complement the findings from interviews conducted (Creswell, 2009). b. Validity and Reliability of the Instrument Firstly, in order to ensure validity of the instrument, experts in the field of the study assisted to ensure that the items contained in interview guide and observational checklist are capable of eliciting relevant data for the study. The also ensured that those items are relevant to the study research questions. All the corrections made by the experts were effected as directed. By this measure, both Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 4 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach the face and content validity of the instrument were assured (Creswell, 2009). Secondly, in order to ensure reliability of the instrument, we carried out a reliability test so as to determine the consistency of the adapted instrument. To achieve this, pilot study involving 2 principals were drawn from 2 secondary schools outside the schools used for the main study. c. Ethical Consideration This study was conscious of ethical consideration because it is one of the fundamental issues in qualitative research (Creswell, 2009). In order to achieve it, an ethical approval to investigate the perceived influence of extracurricular services on students’ academic achievement in secondary schools was secured. Firstly, an introduction letter was obtained at Ahwang Had Salleh Graduate School of Arts and Sciences, Universiti Utara Malaysia explaining the nature and purpose of the study. Secondly, a written informed consent was secured from the principals and participation was voluntary, nobody was forced to participate in the study. Thirdly, the interviews were conducted in a setting that ensured privacy and confidentiality (Ary, Jacobs and Razavier, 1997; Creswell, 2009). d. Data Collection Procedure In this study, data were collected with the help of two research assistants, who ensured the recording of the interviews. At least, 30 minutes each was used to conduct interview for the participants (principals) selected for the study. The interviews conducted lasted for 3 months. Specifically, ten principals were interviewed in one month; five principals were interviewed in the second month while the remaining five principals were interviewed in the third month. Materials used to collect data include digital audio tape, iPad phone, camera, laptop, biro, pencil, eraser, exercise book and jotter (Creswell, 2009). It is imperative to provide a background of informants in qualitative research, this is also applicable in quantitative research as well. The essence of providing the profile of informants is to gain a better understanding of the informants based on their unique or characteristic that formed their personality. Another reason for reporting the profile of is to exhibit transparency in research, however, as explained earlier, twenty informants (schools’ principals) formed the total sample size for the study (Creswell, 2009). The profile of the informants is displayed below: Figure 2. Profile of The Informants Based on sex, it shows that that the ma- jority of the informants are males with 13 informants while seven informants are fema- les. The 13 informants (males) account for 65%; while seven informants (females) ac- count for 35%. Regarding age, it shows that majority of the informants’ age (15 infor- mants) is 50 years and above, which repre- sents 75%, while five informants’ age is less than 50years, which represent 25%. Also, Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 5 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach figure 2 revealed that most of the informants possessed Masters’ Degree in Education (M.Ed.). Fifteen (15) of the informants ac- quired a masters while the remaining infor- mants (5) possessed Bachelor Degree in Education (B.Ed.). The 15 informants ac- count for 75% of the sample size while five informants account for 25% of the sample size. The implication of this is that the majo- rity of the interviewed principals were educated, which helped to get accurate in- formation needed for the study. Lastly, regarding religion, the study shows that the majority of the informants are Muslims (14) while the remaining informants are Christi- ans (6). The 14 informants represent 70% of the informants while seven informants repre- sent 30%. e. Data Transcription and Thematic Coding After successful data collection, the collected data were transcribed with the use of laptop and hear piece. The transcription produced 20 pages. The transcribed data was subsequently coded in line with the study research questions. The data coding produ- ced three (3) main themes and eight (8) sub- themes. The three main themes are: (1) issu- es on extracurricular services; (2) factors affecting provision of extracurricular servi- ces; (3) ways of ensuring effective extracur- ricular services (Yildrim & Simsek, 2013). Table 2 below shows detailed main and sub- themes of the study based on research ques- tions. Table 2. Main and Sub-themes Based on Coding Main Theme Number of theme 3 Number of sub-theme 8 Theme One (Issues on extracurricular services ) Number of sub-theme 4 Theme Two (Factors affecting provision of extracurricular services) Number of sub-theme 2 Theme Three (Ways of ensuring effective extracurricular services) Number of sub-themes 2 Total 19 3. Result and Discussion a. The contemporary issues on extracur- ricular services in school Nowadays, no student would say no to active participation in extracurricular ser- vices. It is one of the oldest and main ser- vices in the school system. Ekeke (2014) asserts that a school without service is in- complete because of its unique importance. In this study, an attempt was made to know the meaning of extracurricular services in the education system. Expectedly, quite number of principals used for the study gave com- prehensive responses to what extracurricular services mean in the education system. Start with, some informants explained that: Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 6 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach “Extracurricular services are the ser- vices for the development of mind and body through physical and social activi- ties. Extracurricular services can be de- fined as the services meant for students to engage in the school. Extracurricular services are the services provided for students outside the classroom learning. It is an outstanding service in the school system.” (Informants 1, 4, 8, and 14). In support of the statements above on the meaning of extracurricular services, in- formants 9, 6 and 17 expressed that: “Extracurricular activity is the training of mind and body through physical and social activities. This is meant to keep the mind and soul of students together. It is often called curricular activities. Ex- tracurricular services are meant for stu- dents to develop themselves academical- ly, physically, socially and emotionally. These services are done outside the classroom. It is an indispensable service in the school.” The above responses show the level of what extracurricular services are all about, this agrees with the study of Ekeke (2014) who submit that extracurricular forms co- curricular activities in the school system. He explained that there was a paucity of re- search in this area, sadly, most of the study conducted mostly focused on tertiary institu- tions. He sees extracurricular activities as the activities that students embarked on with a view to developing in them the cognitive, affective and psychomotor domains of the learner. Informants 2, 6, 8, and 18 offered their opinions on the meaning of extracurric- ular services, they explained: “Extracurricular services can be de- fined as the services that are provided for the physical, social and emotional development of students. Extracurricu- lar activities are the activities that are necessary for the development of stu- dents in the school. It is also known as co-curricular activities as enshrined in national policy on education. It is a service provided to give students a sense of belonging. Extracurricular ac- tivities are vital. When we talk about extracurricular activities, it can be de- fined as sporting events and debate en- gagements meant for the students. These activities widen the horizon of the students.” Furthermore, informants 12, 20, and 19 expressed that: “Extracurricular services refer to activi- ties that students engage in outside the classroom. It is a valuable service that is vital to the development of students. Ex- tracurricular services are services for the social and physical development of the students. These are services that are meant to develop students physically and emotionally. Having extracurricular services in the school is imperative. Ex- tracurricular activities are crucial for the academic development of the stu- dents. It is sometimes called co- curricular activities. It should be pro- vided.” Explaining more on the meaning of ex- tracurricular activities, Ohienuran (2008) explains that efforts should be made to un- derstand more of what extracurricular activi- ties stand for by all the stakeholders in the education sector. In the light of this, inform- ants 3, 10, 11, and 15 asserted that: “Extracurricular services mean the ser- vices provided for the benefit of the stu- dents. It is a vital service in the school system. It develops them physically, so- cially and emotionally. It covers the af- fective, cognitive and psychomotor learning of the student. It is also called co-curricular services. They are services Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 7 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach meant for the enjoyment of students in school. It is a service that students par- ticipate to for their overall development. Lastly, extracurricular services are the services provided for students outside the classroom learning. It is an out- standing service in the school system.” In synopsis, it is understood that the ma- jority of the informants has knowledge of what extracurricular services meant, which is good for the promotion and development of the services in their schools. It is safe to say that understanding the meaning of the service by the informants is essential to know what kind of extracurricular services they have, whether the services are provided, and know- ing the importance of extracurricular services in secondary schools in Kwara State. Researchers have classified extracurricu- lar activities to be formal and informal ac- tivities. They see formal extracurricular ac- tivities as moderately structured like to par- ticipate in sporting events (i.e. Football, basketball, volleyball, table tennis, etc.) and social activities (debates, quiz competitions, etc.) (Afiah Binti Sheikh Ismail, 2019). In- formal activities refer to less structured activ- ities, which has to do with watching televi- sion, listening to music, etc. (Fujita, 2006). Some studies in the literature opined that the former (structured activities) are mostly prominent in the activities of students in the school while the latter (unstructured activi- ties) are mostly performed at home (Ekeke, 2014; Fujita, 2006). However, this study empirically supports the structured activities which are known mostly in the school sys- tem. Thus, it is evident in this study that most of the principals expressed the nature of extracurricular services in their schools. For example, informant 8 explained that “… well, we have various types of extracur- ricular services in our school. We have sports facilities which include a football pitch, table tennis, badminton, etc. We also participate in quiz competitions, debates and other events that are of benefit to the stu- dents”. Informant 19 said that “… we have various facilities such as a football pitch, table tennis, relay race, etc. We also allow our students to participate in social events such as debates, quiz, religious and other competitions from time to time. This has helped to develop our students mentally, spiritually, and physically.” The views of the informants show that the nature of the extracurricular services in- cludes student participation in sports activi- ties and debate competitions. Fujita (2006) opined that numerous extracurricular activi- ties that are embedded in the school have proven to be of great importance to students. Activities in sports and other related activi- ties are common in schools. To know more about the nature of extracurricular activities that applies to secondary schools in this study, informant 14 asserted that “… our school engages in various activities such as football, volleyball, table tennis, etc. We also engage in social club activities like quiz, debates, etc.” Informant 18 also bares his mind that “… our school participates in events such as football, volleyball, basket- ball, table tennis, relay race and other sports activities… Also, we participate in the quiz, debates and other social events which help to develop students academically, socially and physically… All these are part and parcel of the activities we provided for students in our school”. Specifically, informant 17 ex- pressed that “… we have sports facilities that our students use for their physical develop- ment. Facilities such as a football pitch, ta- ble tennis, basketball court, etc. Our students participate in social activities such as de- bate, quiz, religious and other competitions for their development”. Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 8 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach In the same vein, informant 20, who is also in support of other informants on the nature of extracurricular activities in his school, said that “… we have sports facilities such as a football pitch, volleyball, table tennis, basketball, etc. Our students also engage in debate, quiz and other social ac- tivities”. Similarly, an informant described the nature of extracurricular activities in his school, he said: “Our school has been involved in vari- ous extracurricular activities. We have a football pitch, table tennis, etc. Regard- ing social activities, our students do par- ticipate in debate and quiz competitions and another form of social events for their development. We do teach students in the area of entrepreneurship for the purpose of making them self-reliance af- ter their graduation.” (Informant 5). According to informants 7 and 4, they explained that: “We have various extracurricular activi- ties lined up for our students in their devel- opment. We have a football pitch, volleyball, table tennis, etc. Our students engage in both social and physical activities in school. These are provided for students’ use. Also, students in this school participate in quiz competitions, debates, social club, and reli- gion activities. All those above are provided for students in school.” (Informants 4 and 7). Informants 13 and 15 also expressed that: In our school, we have various sporting activities. We have a football pitch, table tennis, volleyball court, etc. Our stu- dents participate in sporting events from time to time. Also, they participate in so- cial activities such as quiz, debates, and religious activities for their develop- ment. We have won many awards in sports and quiz and debate competitions.” Furthermore, informants 1, 6, 9 and 10 admitted that: “We have a series of activities for our students in this school. We participate in the quiz, debate, and social club, reli- gious and other competitions for the de- velopment of our students. Also, we have a football pitch, table tennis and other sporting facilities which our students engage in. We allocate Wednesday as extracurricular activities for our stu- dents. Our students participate in foot- ball, table tennis, relay race, volleyball, debates, quiz competitions, social club, etc. These activities are meant for the overall development of students.” Also, informant 3 opined that: “We have a variety of facilities for stu- dents in this school; we have a football pitch, handball pitch table tennis, bad- minton, and these are meant for sporting activities. When we talk about social events, our students involve in quiz com- petitions, debates, and excursions. Our students do well in these mentioned ac- tivities as you can see some medals won by our school.” In support, informant 16 describes the nature of extracurricular activities that are applicable in her school, she said”… our students actively participate in both sports and quiz competitions and won trophies. We have a football pitch, table tennis, etc. for students to make use of at break time. Also, they go for debates and quiz competitions within and outside the school”. Lastly, in- formant 2 expressed that: “We have a variety of facilities for stu- dents in this school; we have a football pitch, handball pitch table tennis, bad- minton, and these are meant for sporting activities. When we talk about social events, our students involve in quiz com- Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 9 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach petitions, debates, and excursions. Our students do well in these mentioned ac- tivities as you can see some medals won by our school. In view of the foregoing, this study found that the nature of extracurricular ser- vices in secondary schools in Kwara state is similar. Also, our observation on the nature of extracurricular services in secondary schools corroborates the interviews conduct- ed. Table below shows the nature of extra- curricular services in schools. Table 3. Observation on nature of library services in selected secondary schools Provision of extracurricular services in the school is often said to be an essential that could influence the academic performance of students in the school system. Time for ex- tracurricular services helps students or learn- ers on how to make use of their leisure time more wisely and upsurge their intellectual acumen so that they can function well as leaders as well as members of a group (Manebete and Duwa (2015). Nevertheless, extracurricular activities are very popular in Nigerian schools because of its importance. However, the interview conducted on wheth- er extracurricular service is provided for sec- ondary school students or not was the ques- tion that was thrown to principals-in-charge of the schools. The responses got from the principals confirmed that extracurricular ser- vice is provided for students. To start with, informants 12, 16, 17, and 19 admitted that “… Extracurricular ser- vices are well provided for students as far as am concerned. It should be provided for stu- dents in schools because of its importance”. Informants 3, 5, 7, and 9 explained that “… Extracurricular activities are well provided for students in this school. Extracurricular services should be provided in schools”. Specifically, informant 2 expressed his views on the reality of extracurricular services for students, he said: “Students do involve in extracurricular activities because that is the only way to enjoy themselves outside the classroom activities. Our students participate ac- tively in extracurricular activities which are good for their development. Extra- curricular services should be provided from time to time for the overall evolu- tion of the school. Extracurricular ser- vice is one of essential services in the school.” The above responses show that extracur- ricular services are still alive in secondary schools in Kwara State, Nigeria, despite the findings as reported in the literature. Mane- bete and Duwa (2015) opined that the avail- ability of the services immensely contributes to social, character and physical development as well as for mental and healthy growth, which will, in turn, affects their academic performance positively. In support of this, S/N Nature of library services 1 Football 2 Volleyball 3 Basketball, 4 Badminton 5 Table Tennis 6 Long Jump 7 Handball 8 Relay Race 9 Social Club 10 Quiz Competition Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 10 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach informants 6, 8, 11, 13 and 14 were of the view that “… Totally, extracurricular are well provided for students in this school as far as am concerned. It should be provided; it is an integral part of the school system. It should be provided in the school. They are imperative. We provide these services for students”. Also, informants 1, 4, 15 and 20 said that: “It should be offered in the school be- cause the service is necessary for the development of the students. Extracur- ricular services should be provided for students in schools because it is vital for their growth and development. b. Perceived influence of extracurricular services on students’ academic achievement The extant literature has shown that stu- dents who actively participate in extracurric- ular activities tend to have good grades in their examinations because they manage time, strive for excellence, and relieve stress in doing things. Besides, extracurricular ac- tivities that are well-grounded in the school programs positively have an impact on stu- dents’ achievement (Ekeke, 2014). However, given those above about the importance of extracurricular activities in the school sys- tem, this study is totally in support of it as the interviews conducted shows clearly the significance of extracurricular activities for students in secondary schools. Meanwhile, quite a reasonable number of informants at- tested to this and bared their minds on how their students’ participation in extracurricular activities improves their students’ academic achievement. For instance, according to the statements emanating from informants 1 and 11, they said that: “One of the important of extracurricular services is that it prepares students for future challenges. It helps students to explore skills they have. It makes them develop socially. It helps them to be physically fit. It helps them to put into practice what they have learnt in the classroom. Finally, extracurricular ac- tivities improved students’ academic achievements in our schools.” In buttressing the above on the im- portance of extracurricular activities in the school system, some of the informants be- lieved that students who participate in it stand to benefit more than those that do not participate, informants 5, 9, and 10 said that: “The importance of extracurricular ser- vices is to bring out talents in them. It fosters unity among the students. It is al- so to promote friendship among the stu- dents. It helps them to gain exposure. It contributes to develop students emotion- ally, physically and socially. It helps students in their academic careers. It prepares students for future challenges.” Similarly, informants 6, 12, and 19 ex- pressed that: “It assists in enhancing students’ aca- demic performance. It develops students emotionally, physically and mentally. It develops students socially. These are some of the importance of extracurricu- lar services in the school system. It cre- ates friendship among students within and outside the school.” Some informants are of the view that the importance of extracurricular activities is beyond the known academic performance; the importance covers both the visible and invisible. They said: “It develops physical development of students. It fosters unity among students. It enhances the academic performance of students. It creates friendship among students. It helps students spiritually. It helps students socially, physically and psychologically. It also helps in the men- Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 11 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach tal development of the students.” (Informant 8, 15 and 18). Informants 4, 13, 14 and 20 justifies the inclusion of extracurricular activities in the school programmes, they expressed that: “They are crucial to the attainment of the school’s goals and objective. It helps to promote competition among students. It develops students physically, emotion- ally, spiritually, and socially. It makes the students fit. It fosters unity amongst students. It is an essential service in the school system.” Furthermore, another informant who is also in support of other informants’ submis- sions on the importance of extracurricular, he said that: “The importance of extracurricular ac- tivities is enormous. Firstly, It brings mental alerting. It promotes friendship amongst the students, and it gives room for competition. Extracurricular is a tool for community development as well as the state and country development because it is through these events that bring development to the society.” (In- formant 2) Informants 17 said that “… it helps to sharpen the emotional and social develop- ment of students. It contributes to develop students physically. It enhances the academ- ic performance”. Informant 3 also expressed that “… for mental alertness…. for social development of the students… and for the psychological development of students”. Lastly, informant 16 opined that “… it en- hances the academic performance of stu- dents… It fosters unity among students and creates competition among students.” c. Factors affecting provision of extra- curricular services in school Based on the interviews conducted in the study, it is evident that majority of the in- formants concurred that non/inadequate availability of extracurricular services inhib- its effective provision of extracurricular ser- vices in secondary schools. According to informants 2, 3, 6, 7 and 8, they asserted that ”... our schools doesn’t have enough sports (i.e. football, volleyball basketball etc.) equipment which students can use for extracurricular activities”. In support of the foregoing, informants 1, 9, 10, 11, 12 and 19 expressed that ”...Due to population explo- sion in our schools, inadequate sports facili- ties sometimes stop our students from par- ticipating in sports (volleyball, basketball, gymnastic, handball, etc.) that are available in our schools”. In the same vein, inform- ants 5, 18, 16 and 17 said ”...Inadequate availability of extracurricular facilities is a serious challenge in our schools. For in- stance, in sports, the facilities we have can- not accommodate large number of students at a time”. Table 4. Observation on availability of extracurricular facilities in 20 selected schools S/N Extracurricular Facilities in 20 selected schools Available Not available 1 Football pitch Available in 20 schools 2 Volleyball court Available in 8 schools Not available in 12 schools 3 Badminton court Available in 4 schools Not available in 16 schools 5 Table Tennis Available in 20 schools 6 Gymnastics Available in 2 schools Not available in 18 schools Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 12 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach S/N Extracurricular Facilities in 20 selected schools Available Not available 7 Hall for social events Available in 8 schools Not available in 12 schools 8 Mosque and church for religious activities Available in 11 schools Not available in 9 schools d. Non/inadequate availability of extra- curricular services personnel Interviews conducted in this study con- firmed that non/inadequate availability of extracurricular services personnel hinders effective provision of extracurricular ser- vices in secondary schools. According to informants 1, 4, 7, 9 and 12, they opined ”Personnel in charge of extracurricular ac- tivities in our schools are not enough”. In the same vein, informants 1, 5, 8, 11 and 20 expressed thus ”Due to lack of personnel, students are restricted to certain activities in our schools”. Similarly, informants 8, 14, 15, 16 opined that ”We have few people that are in charge of sports and other related activities in our schools”. Lastly, the opin- ion of informants 2 and 9 concurred with the submissions of other informants given earli- er, they opined that ”To be candid, we don’t have adequate personnel to guide students who engage in various activities such as de- bate, football, quiz completion, volleyball, basketball, handball, badminton, etc.” Table 5. Observation on extracurricular services personnel in 20 selected secondary schools School Number of staff available for sports activities (i.e. football, volleyball, table tennis, etc.) Number of staff availa- ble for other activities (i.e. quiz competition, debate, etc.) Total number of staff for extracur- ricular services in school School A 4 6 10 School B 5 8 13 School C 5 11 16 School D 7 10 17 School E 5 9 14 School F 4 11 15 School G 4 6 10 School H 3 5 8 School I 5 7 12 School J 2 6 8 School K 11 15 26 School L 10 12 22 School M 4 7 11 School N 3 5 8 School O 2 5 7 School P 6 9 15 School Q 2 7 9 School R 4 8 12 School S 5 10 15 School T 3 9 12 Note: Schools with 20 personnel is considered as adequate while schools with less than 20 personnel is considered as inadequate e. Adequate provision of extracurricu- lar facilities Interviews conducted indicated that majority of the informants opined that ade- quate provision of extracurricular facilities will increase students’ participation in ex- tracurricular activities in secondary schools. Informants 1, 3, 6, 11, 13 and 14 said: Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 13 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach ”In order to encourage students to par- ticipate in extracurricular activities in school, basic extracurricular facilities (such as football pitch, basketball court, volleyball court, badminton court, etc.) should be available for students to use. In the same vein, relevant equipment re- lated to the mentioned facilities should be available in large number so that students who are interested will be able to use it”. Informants 2, 4, 5, 8, 9 and 12 ex- pressed that ”Extracurricular facilities in schools are needed to entice students for them to partake in various social activities”. Similarly, informants 7, 10, 15, 18 and 20 opined that ”Since sports remain the major extracurricular activities that students en- gage in, sports facilities should be ade- quately provided so that students can be encouraged to use it”. According to inform- ants 6, 16, and 17: “Students engagement in extracurricu- lar activities largely depends on availa- bility of facilities in the school. To this end, adequate extracurricular facilities (football pitch, volleyball court, hand- ball court, etc.) should be available in secondary schools so that extracurricu- lar activities can be promoted.” Lastly, informant 8 said “…for schools to provide comprehensive extracurricular services, adequate extracurricular facilities must be provided so that active participa- tion of students can be assured. “ Our interviews confirmed that in order to promote extracurricular services in sec- ondary schools, adequate availability of extracurricular services personnel must be ensured. According to informants 1, 2, 3, 5 and 10 ”Enough staff should be available to ensure effective provision of extracurricular services in secondary schools. This will make students to be more active in partak- ing in various activities”. Informants 4, 7, 8, 9 and 11 said: ”School’s social and sports committee should be comprised of adequate men and women of proven integrity who are to guide students on various activities which include inter-house sports, social club, quiz completion, debate and other related completion”. Similarly, informants 6, 12, 14, 15 and 18 opined that ”Since we have various ex- tracurricular activities in secondary schools, adequate personnel should be available to direct and guide students for effective utilization of facilities we have”. The foregoing submission is in consonance with the view of informants 13, 16, 17 and 19 which said ”Honestly, schools need ex- tracurricular service0s personnel to be sad- dled with responsibility of guiding students when they engage in various extracurricular activities.” The main aim of the present research was to investigate the perceived influence of extracurricular services on students’ aca- demic achievement in secondary schools in Kwara State, Nigeria. Thus the discussion of the key findings will be done based on three research questions and objectives of the study. The first research question of the study was based on contemporary issues on extra- curricular services in school. In line with the research question, the first research objec- tive of the study was to know the contempo- rary issues on extracurricular services in school. Our findings revealed four issues on extracurricular services, they are meaning of extracurricular services, nature of extracur- ricular services, provision of extracurricular services and perceived influence of extra- curricular services on students’ academic achievement in secondary schools. Firstly, on what extracurricular services mean, our findings show that majority of the inform- ants explained it as the services that are de- signed for students’ development outside the four walls of the classroom. The foregoing is in tandem with the work of Holloway (2000) who opined that the term extracur- ricular services refer to any services that school render to students outside the class- Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 14 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach room. Those services take place outside the regular (compulsory) school curriculum. Similarly, Al- Ansari et al., (2016) and Fu- jita (2006) found that extracurricular ser- vices have to do with the designed programs planned by the school authority for students to enjoy. It is an all-round service which focuses on the cognitive, affective and psy- chomotor domains of the students. Extracur- ricular remain a certain service in the school system. It is an activity that gives students' joy outside the classroom because of the elements that are embedded in the extracur- ricular programs. Secondly, on the nature of extracurricu- lar services that schools provide for stu- dents, our findings indicate that series of extracurricular services are provided for students in schools. In addition to the inter- views conducted, observation method was used to complement the interviews conduct- ed. As shown in Table 3, nature of extracur- ricular services in schools include football, table tennis, volleyball, badminton, quiz completion, social club, debate, etc. The findings corroborate the studies conducted by Ekeke (2014) and Fuji (2006) who con- curred that the existence of various extracur- ricular activities (such as football, volley- ball, social club, etc.) are needed to fast- track students’ development and that the types of activities in schools vary because schools have various priorities when it comes to this aspect. Thirdly, on whether schools provide ex- tracurricular services or not, our findings show that extracurricular services are well provided for students. The findings is in congruent with the research conducted by Edem (2006) and Manebete and Duwa (2015) who found that the provision of ex- tracurricular activities promotes captivating challenges to the students, as well as adding to their activity and novelty of their lesson. Fourthly, concerning whether extracurricu- lar services influence students’ academic achievement in secondary schools, our find- ings reveal that students’ who engage in various extracurricular activities in schools perform better in their examinations. The findings is synonymous with the studies conducted by Adeyemo (2010), Bradley et al. (2101) and Courtner-Smith, Sofo, Chouinard and Wallace (2007) who found that extracurricular activities such as base- ball, basketball, debating, tennis, chess clubs, drama, student government, choir, yearbook, computer clubs stimulate academ- ic achievement of students. Specifically, they opined that opined that despite the ef- forts and time the extracurricular activities consume, there is a benefit that is accrued to students who participate in it. The benefit could be in the form of enhanced life skills and fun. In the same vein, Al- Ansari et al., (2016), Ekeke (2014), Trail (2002) and Welk et al. (2010) concluded that overall, the participation of school students in vari- ous extracurricular activities positively im- proved students’ academic pursuit and life skills, which include goal-setting, discipline, teamwork, responsibility and accountability. They will find themselves prepared better for post-school activities. There is a high tendency for students to realize that the les- sons they acquired outside classroom, whether in sports or social activities, would help them cope with future challenges at their places of work. Additionally, the cur- rent finding is also in congruent with devel- opmental framework theory, which theo- rized that extracurricular activities participa- tion has a positive effect on students’ academic performance indirectly as a result of the non-academic and social benefits as- sociated with extracurricular activities par- ticipation (Anderman, 2002; Broh, 2002; Fin, 1989; Holland & Andre, 1987). The second research question of the study was on factors affecting the provision of extracurricular services in school. In line with the second research question, the sec- ond objective of the study was to identify factors affecting provision of extracurricular services in secondary schools. Our findings from interviews reveal that two possible Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 15 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach factors inhibit the provision of effective extracurricular services; they are non/inadequate availability of extracurricu- lar facilities and non/inadequate availability of extracurricular services personnel. First- ly, on non/inadequate availability of extra- curricular facilities, informants complained about inadequate extracurricular facilities in their schools. In order to buttress the forego- ing point, evidence from our observation method and other documents attest to the fact that schools lacked adequate extracur- ricular facilities. As displayed in Table 4, all the 20 selected schools had football pitch and table tennis for students use. Sadly, out of 20 schools, only 8 schools had volleyball court and hall for social events while 4 out of 20 schools had badminton court. Fur- thermore, 2 out of 20 schools had gymnas- tics for students use while 5 out of 20 schools had mosque and church for religious activities. The findings is in congruent with the work of Adeyemo (2010) and Ekeke (2014) who concluded that unavailability of extracurricular facilities affect effective im- plementation of school services. Secondly, concerning non/inadequate availability of extracurricular services personnel, we con- firmed that majority of the schools had in- adequate personnel to guide students in sev- eral extracurricular activities. As shown in Table 5, it indicate that only school K and school L had 26 and 22 extracurricular ser- vices personnel respectively in charge of both sport and other social activities while school C, D, E, P and S had 16, 17, 14, 15 and 15 extracurricular services personnel respectively, which is less than 20 person- nel. Also, the remaining schools had less than 15 personnel. We considered the 2 schools with 20 extracurricular services per- sonnel as adequate because they will be able to direct and guide students who engage in various activities, while schools with less than 20 personnel were considered as inade- quate. Adeyem (2010) and Okeke (2014) opined that inadequate personnel hindered extracurricular services in education system. The third research question of the study was on measures that can be used to ensure effective extracurricular services in school. In tandem with the third research question, the aim of the third research objective was to suggest measures that can be used to en- sure effective extracurricular services in school. Evidence from the interviews con- ducted show that two measures were sug- gested by the informants, they are adequate provision of extracurricular facilities and adequate availability of extracurricular ser- vices personnel. On adequate provision of extracurricular facilities, majority of the informants opined that facilities (such as standard football pitch, volleyball court, table tennis, hall centre, etc) should be ade- quately provided for students in secondary schools so that active participation of stu- dents can be guaranteed. The findings are in line with the studies of Bozkus (2013) and Kim and So (2012) who confirmed that ex- tracurricular facilities are important in rais- ing students’ skills. Similarly, Gerber (1996), Mash (1992) and Mahoney and Cairns (1997) concluded that availability of extracurricular facilities is necessary for the overall development of students. On ade- quate availability of extracurricular services personnel, our findings reveal that if ade- quate personnel are in charge of extracurric- ular services, it will lead to more participa- tion of students in extracurricular activities. It is believe that if there is adequate person- nel in charge, students can be enlightened on the need for participation in extracurricu- lar activities. The foregoing findings corre- spond with Bozkus (2013) and Ludeman (2002) who opined that the function of ex- tracurricular personnel in school is to edu- cate students on the need to engage in vari- ous extracurricular activities. Specifically, they are saddled with the responsibility of organizing sports events, debate and quiz completions for students. Taken together, it can be said that the present study has successfully provided an- swers to the three research questions while Indonesian Journal on Learning and Advanced Education (IJOLAE) | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. (1) (2) (2019) 1-19 16 Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach the three research objectives had been achieved. In view of the foregoing, this study made some contributions to the exist- ing body of knowledge in several ways. From practical perspective, our findings will assist schools’ principals on the need to un- derstand the important role that extracur- ricular services play on students’ academic achievement. It will also enable them to know the types of extracurricular services that will provided in their schools. In addi- tion, findings will enable the government at all levels (local, state and federal) and other stakeholders in education on how to formu- late policy that will ensure effective provi- sion of extracurricular facilities and person- nel in secondary schools. From methodolog- ical perspective, the use of qualitative approach to investigate the perceived influ- ence of extracurricular services on students’ academic achievement is another notable contribution of the present study because literature reviews revealed that there was less research on qualitative study (e.g. Esen- turk et al., 2016) investigating the connec- tion between extracurricular services and academic success, hence the use of inter- views and observation in this study helped to gain a better understanding of the study phenomenon. 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