Abstract:
The purpose of this study was to determine deaf students’ views on the influence of
co-curricular activities on their social and academic life at Akenten Appiah Menken
University of Skill Training and Entrepreneurial Development (AAMUSTED). This
study employed a qualitative approach and a case study design. Astin’s (1992) theory
of student participation was employed in this study. Data was gathered through
census sampling from 13 deaf students. Semi-structured interviews were used for data
collection and thematically analyzed. The findings of the study revealed that the types
of co-curricular activities deaf students at AAMUSTED engage in include academic
co-curricular activities, physical activities, and religious co-curricular activities.
Regarding how co-curricular activities influence the social life of deaf students at
AAMUSTED. The study established that these activities help students develop
personal competence, social and interpersonal skills, and provide them with a
personal sense of belonging. The study further revealed that co-curricular activities
influence deaf students’ academic life. Specifically, they help students develop
cognitive and good time management skills. Therefore, it was recommended that
AAMUSTED should encourage its students to actively participate in a diverse range
of co-curricular activities, including academic clubs, sports, and religious groups, as
these provide valuable opportunities for skill development, social bonding, and
personal competence.
Description:
A thesis in the Department of Special Education,
Faculty of Educational Studies, Submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Special Education)
in the University of Education, Winneba
DECEMBER, 2021
