An exploration of holistic learning of students through co-curricular activities- the Akuapem experience

Abstract

Research is conclusive that co-curricular activities play a significant role in a student's holistic development. Yet, scant literature exist that provides empirical data to explain how co-curriculum provides holistic learning experiences for learners in Senior High Schools. To fill this gap, this study explored co-curriculum practice in a notable school in the Akuapem of Ghana to gain a nuanced understanding of how co-curricular activities influence students’ holistic development. The study draws on Bronfenbrenner's Bio-ecological System Theory to examine the whats’ the hows and whys of co-curriculum, whilst exploring challenges that impede its successful implementation. A qualitative instrumental case study design was used for the research which relied on observation and interview data. Purposive sampling technique was used to select the school as a case, and 24 other research participants. Data generated were in the form of audio, texts, and images and were analyzed with the use of Taguette, an open-source qualitative data analysis software. The study found 21 varying co-curricular activities that engage students’ attention with the overall purpose of students’ holistic development dubbed - 3H (Head, Hand, and Heart). This finding is discussed in line with Bronfenbrenner Bio-ecological System Theory to conclude that, the case school in Akuapem provides an ecology of educational experiences that promote holistic development of students. The study discovered that co-curricular activities develop the cognitive, psycho-motor and affective domains of the individual. The study recommends for these experiences to be sustained in the school, whiles the Ghana Education Service and Ministry of Education provide the needed resources for other schools to follow the example.