Deaf students’ views on the influence of co-curricular activities on their social and academic life at Akenten Appiah University of Skill Training and entrepreneurial development

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.