A STUDY PROPOSAL OF THE
REATIONSHIP BETWEEN THE INFLUENCE
OF EXTRA CURRICULAR PARTICIPATION ON
PUPILS’ ACADEMIC ACHIEVEMENT IN
SELECTEDPRIMARY SCHOOLS IN
NYAKACH SUB-COUNTY, KISUMU COUNTY
by
Daniel Omondi
Submitted to the Kabianga University
In partial Fulfillment of the Requirements for the
Masters of Education in Management and Planning
ABSTRACT
Education has various components that must be fused together in order for it to an all rounded
affair. Academic work is majorly given priority more than any other component of education
and to this effect most pupils and students dig in their minds into books and forgetting about
extracurricular activities. The general objective is this study will put into check Identification
of the specific extracurricular activities that learners participate in Nyakach Pap Onditi area.
Investigate amount of time allocated to extracurricular activities, Check on government annual
allocation of funds for extracurricular activities, compare participation of both girls and boys
in extracurricular activities and determine intervention measures that can be instituted to
promote extracurricular activities in Pap Onditi area. Data collection methods will majorly
involve questionnaires and face to face questions. The methods used for data collection will be
pretested to verify their validity and ethical appropriateness. Data collected will be put in charts
and pie charts to properly bring out the nature of the collected information.
Most students lacked a layer of depth necessary to form a defense conclusion. They mostly
concentrated on overload of schedules and narrow identity.
In order to ascertain the relationship between physical activity and academic achievement, it is
important to examine the role of other potential variables affecting the relationship without
which according to me, the argument would be weakened.
The variables to include are age and type of activity.
Microsoft excel application will be used to manage and analyze qualitative and quantitative
data. chi square
analysis at PLO.05 and Kruskal Wallis test will be used to ascertain the
variables.
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Table of Contents
DECLARATION AND APPROVAL ...................................................................................... i
ABSTRACT ........................................................................................................................................... ii
List of figures ......................................................................................................................................... v
CHAPTER . ............................................................................................................................. 1
1.0
INTRODUCTION ............................................................................................................... 1
1.1 BACKGROUND OF THE STUDY ....................................................................................... 2
1.2. Statement of the problem ........................................................................................................ 2
1.4.
Objectives of the study ............................................................................................. 3
1.5 Research Questions ..................................................................................................... 4
1.6 Justification of the study ............................................................................................. 4
1.7 Significance of the Study......................................................................................................... 4
1.9 Limitations ............................................................................................................................... 5
1.9 Assumptions ............................................................................................................................. 5
CHAPTER 2 ................................................................................................................................... 6
LITERATURE REVIEW .............................................................................................................. 6
2.1 Introduction ............................................................................................................................. 6
2.2 Review of related literature .................................................................................................... 6
2.3 Student Achievement………………………………………………………………............... 8
2.3.2. Participation in extracurricular activities………………………………………………. 11
2.4. identification of Knowledge .................................................................................................. 14
Sports Participation ..................................................................................................................... 16
Leisure ........................................................................................................................................... 17
CHAPTER 3 ................................................................................................................................. 18
METHODOLOGY ....................................................................................................................... 18
3.1. Introduction ........................................................................................................................... 18
3.2. Research Design ........................................................................................................ 19
3.3 Location of the Study ................................................................................................ 21
3.4 Data collection ........................................................................................................... 22
3.6 Location of study .................................................................................................................. 23
3.8. Gaining Access ....................................................................................................................... 22
3.9 Contacting Participants ....................................................................................................... 23
3.10 Design of the Study............................................................................................................... 25
ii
REFERENCES……………………………..…………….………………………….. i
APPENDICES .................................... ………………..….………………………….. ii
APPENDIX 1. QUESTIONNAIRE
APPENDIX 2. WORK PLAN………………………………………………………. v
APPENDIX 3 BUDGET……………………………………………………………. Vi
APPENDIX 3 Map …………………………………………………………….
iii
vii
List of figures
Figure 3.1.6 Nyakach Sub-County map
Table: 3.5.0. Data Collection
Table: 3.5.1 Data analysis
iv
Definition of terms
Curriculum - the subjects comprising a course of study in a school or college.
Extra-curricular - are those that fall outside the realm of the normal curriculum of school or
university education, performed by students. Extracurricular activities exist for all students.
Mean grade - Is a number representing the average value of the accumulated marks earned in
exams over time.
Co-curricular Activities – These are the activities that students participate in during the
normal school day. These can include sports, band, chorus, or any other
Physical activity Academics - of or relating to a college, academy, school, or other educational institution.
Performance – Refers to academic excellence
v
ACRONYMS
H.O.D -
Head of Departments
CSO -
Curriculum support officer
ECA -
Extracurricular activities.
Means ScoreSPSS – Statistical Package for the Social Sciences
vi
CHAPTER 1
1.0 INTRODUCTION
Major highlights of this chapter are; Background of the study, Statement of the problem,
objectives of the study, significance of the study, scope of the study, limitations of the study
and theoretical framework.
1.1 BACKGROUND OF THE STUDY
The landscape of public education in Kenya is on transformation from 8.4.4 to 2.6.6.3.3.
According to the Ministry of Education, the Act of 2001 was designed to improve student
academic achievement, increase national test scores, raise the performance of students, and
attract highly qualified professionals to the field of education. The legislation has created a
different educational environment in the school systems across the country. It forces every
school system to set expectations and measurements for determining student achievement,
provide support for struggling students, and create accountability within the school districts for
academic success. The school systems have been forced to determine where they are going to
focus their resources in order to meet all of the new accountability measures created by
Ministry of Education.
In the process of meeting of the measurements and standards created by the legislation, schools
are required to be creative in how to motivate their students to achieve at higher rates.
According to Mazrui (2008) schools have always strived to increase their achievement results,
but the current economic situation in our country is forcing schools to make tough economic
decisions. Currently, the economy is forcing schools to reduce school budgets, reduce the
teacher workforce, reduce student activities, and cut or eliminate non-essential activities. Many
schools are prioritizing academic to extracurricular activities. Symposiums, workshops, interschool debates and motivational talks are being sidelined by normal teaching which should not
be the case. Before the schools cut the non-essential academic programs, they need to research
the impact these programs have on student achievement. There is a greater need to truly
understand the impact that participation in extracurricular activities has on student
achievement.
According to Cadwallader, Garza, and Wagner (2002), extracurricular activities are defined as
the activities in which the students participate after the regular school day has ended. These
activities may include school athletics, school clubs, marching band, chorus, orchestra, and
student leadership organizations. It is important to note the differences between extracurricular
activities and co-curricular activities. Co-curricular activities are activities that occur during
1
the normal class time (Frame, 2007). Most students that participate in school band, chorus, and
orchestra spend countless hours outside of the normal class day. For this reason, these activities
are classified as extracurricular activities.
According to Reeves (2008), there is a strong association between student involvement in
extracurricular activities and improved attendance, behavior, and academic performance.
Reeves (2008) explained that all students who participate in some type of extracurricular
activity perform better than students who are not involved. This involvement includes
participation in sports and other school sponsored activities. Students who are consistently
exposed to music perform better than students that are not exposed (Cash, 2009). Cash (2009)
reported that most states do not place any academic requirements on participation in student
clubs, participation in the band, participation in the chorus, and participation in the orchestra.
It is worth noting that during athletics in school in first term, an association is usually created
to regulate athletics for an entire region of school. This association determines what sports are
offered, recognizes champions, and determines a student’s eligibility requirements for
competition. The association requires every student athlete to be in good health in order to take
part in the competition. The competition is usually that each school presents a team to go and
compete with the team from the neighboring school. These competitions could cause more
students that participate in athletics to have higher achievement rates. This study explored the
relationship between participation in extracurricular activities and student achievement at the
school level in a large district.
1.2. Statement of the problem
This study investigated the relationship between student achievement and participation in
extracurricular activities. In today’s educational world, there is a strong push from the national
and county governments to increase student achievement by stressing test scores. Every local
school must determine how they are going to increase their performance. The school
determines how they are going to allocate their scarcest resource, which is money. One of the
most common budget cuts is funding for athletic and extracurricular activities.
The schools need to understand the relationship between student achievement and participation
in extracurricular activities. They do not want to cut the funding to extracurricular activities if
it is going to have a negative impact on student achievement. The ultimate goal for every
student to
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achieve academically at the highest possible level, and participation in sports, clubs, and other
extracurricular activities might help improve student achievement.
1.3. Purpose of the study
The purpose of this study is three-fold. First is to investigate the impact of participation in
extracurricular activities on academic. Second is to identify the factors that inform, shape and
affect the participants view in extracurricular activities.
Finally, to establish the conclusion that emerge about this impact, the factors that affect the
impact and how the impact can be enhanced. An attempt will be made to give participants a
voice to talk about their conception of effective balance between the two.
An attempt will be made establish perspective of other stake holders like Ministry of gender
and Sports CSO’s and other Ministry officials with an aim of understanding the complex
phenomenon from the point of view of people concerned with its development.
It is also to make recommendation to the Ministry to help upgrade, integrate and make policies
to the positive effect of the same.
1.4.
Objectives of the study
The objectives of this proposal are:
1. Identification of the specific extracurricular activities that learners participate in
Nyakach Pap Onditi area.
2. Investigate amount of time allocated to extracurricular activities.
3. Check on government annual allocation of funds for extracurricular activities.
4. Compare participation of both girls and boys in extracurricular activities
5. Determine intervention measures that can be instituted to promote extracurricular
activities in Pap Onditi area.
1.5 Research Questions
Which activities do pupils from primary schools Nyakach Pap Onditi area participate in?
1. What is the time allocation for this extracurricular activity in the primary schools?
2. To what extent does the government allocate funds for extracurricular activities in this
school and are the funds sufficient to run the needs of the activities?
3. Comparatively, what is the participation of boys compared to girls in the extracurricular
activities?
4. What measures can all the stakeholders put in place to ensure that extracurricular
activities are done to the optimum levels?
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1.6 Justification of the study
The continued over concentration on academic/class activities in our country and lead to most
learners not being able to discover their talents and above it all poor performance amongst most
of the learners due to less time that they have to discover more of what they can do outside the
classroom environment. It is therefore relevant for this study to be carried out to look into more
better ways of ensuring that extracurricular is also given core value in the academic growth of
all Kenyan learners so as to maintain an equilibrium in the learning cycle. It will also form a
platform for other researchers to do further work on the unexplored terrain of the same. Holland
A., and Andre T (1987)
1.7 Significance of the Study
A study that explores the significance of participation in extracurricular activities on student
achievement may provide valuable information for the schools that are being forced to cut
and eliminate non-academic programs. The economy and the current budget issues are
forcing school to make tough economic decisions with their scarce allocated funds. The
schools need to determine how they can best spend their resources while still increasing
student achievement. The findings from this study will help school administrators and even
the government to realize that extracurricular activities also are core in learning activities and
can greatly improve academic performance of pupils. The area is also mostly hot and over
floods during rainy season.
1.8. Scope of the study
The study will be done in Pap Onditi Area of Nyakach Sub-County, Kisumu County.
Nyakach Sub county is one of the seven sub counties in Kisumu County. The remaining six
sub counties are Muhoroni, Nyando, Seme, Kisumu East, Kisumu Central and Kisumu West.
Nyakach Sub county is a home to so many schools i.e. both primary and secondary schools
but not much extracurricular activities is witnessed from the region. The study will majorly
focus on finding ways of promoting extracurricular activities and finding challenges
witnessed when working participating in extracurricular activities. Reasons why they don’t
participate. The study will include head teachers of primary schools, HOD’s, pupils (6-8) and
CSO’s. Study to be done in sampled primary schools in the area.
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1.9 Limitations
This study is limited primary schools in a large school district located in the Nyakach area.
1. This study is limited to selected primary schools and an average of 30 pupils per school
for in- depth discussions with the selected schools.
2. Caregivers no included due to lack of funds.
3. The other limitation is that some pupils may not know the importance of answering the
questions correctly which may not give full accuracy of the report.
1.9 Assumptions
During the study, the researcher will operate under the following assumptions:
1. The participants who fill out the questionnaires will answer honestly; and
2. The participants in the study will have already attempted the questions prior to
completing the questionnaire for the study.
3. Study assumes that pupils will ‘see’ the importance of participating in extracurricular
activities.
4. More time and money will be allocated for participation of pupils in the various
activities.
5
CHAPTER 2
2.0 LITERATURE REVIEW
2.1 Introduction
An extensive review of literature noted a variety of sources that observed interesting
relationships between participation in extracurricular activities and student outcomes. A
comparison between the expenses and benefits of participating in extracurricular activities
yielded a conclusion that it was a simple task to create a new club, activity, or team that would
benefit the students and the schools (Reeves, 2008). In this article Reeves also described how
Woodstock School in Illinois that serviced more than two thousand students showed drastic
improvements in academics and student behavior. Although there were many positive changes
in the improvement process, the one major change that occurred was the 400% increase in
student participation in extracurricular activities. Reeves (2008) also discovered that if there
were six or seven students interested in something that a new club would be started. Data
analysis in this school showed that students who took part in three or four activities had better
grades than students who had no participation, thus, suggesting that if schools made a
commitment in extracurricular participation, the entire school community benefited.
Another source, Massoni (2011), identified extracurricular activities as beginning in the United
States in the 19th century in Harvard and Yale Universities consisting of debate clubs and
Greek organizations familiar in today’s schools. Early educators were skeptical of the benefits
of extracurricular activities and believed school should focus more on academics (Marsh &
Kleitman, 2002). There has been an extreme evolution today where about one in four students
participate in academic clubs (Sadker &10 Zittleman, 2010). Bloomfield and Barber (2011)
agreed that simultaneous participation in a diversity of activities apparently made a meaningful
difference in youthful outcomes similarly as previous studies concluded.
In general,
Bloomfield and Barber (2011) indicated that participation in extracurricular activities had
protective benefits for youth.
Administrators have to decide what type of commitment that a schools will have in
extracurricular activities and their value in the learning process. A study by Cleveland, Powell,
Saddler, and Tyler (2011) discussed how administrators play significant roles in making the
proper decisions that create these necessary climate changes that facilitate positive outcomes.
Another study by Klose (2008) concluded that for a student to reach desired levels of
achievement motivation must be intact. Klose also noted that the leadership in the schools had
6
a responsibility of analyzing the needs of the learning environment and made decisions that
facilitated the learning process.
The subtopics of this literature review include the discussion of theoretical foundations, student
achievement, student attendance, and student behavior in high schools. This review next
elaborated on extracurricular participation and funding of extracurricular activities while
focusing on how participation relates to academics, attendance, and behavior. The latter
portion of the literature review illustrated student outcomes when participating in athletics,
band, choral, dance, debate, speech, and writing. All of these topics presented an abundance
of evidence that support this study.
2.3. Theoretical Foundations
There were many theorists who were impactful with ideas that are exhibited in schools today.
According to Pieratt (2010), John Dewey’s progressive approaches to child-centered learning
can be seen in our schools today.
Pieratt also explained how Dewey emphasized the
importance for students to have engaging learning experiences that imparted more into them
than just a recite and rote curriculum. Usher and Kober (2013) insisted that extracurricular
programs can motivate students by providing opportunities to demonstrate skills and building
confidence outside the classroom. This study explains the value of student engagement in the
learning environment and the impact extracurricular activities has on a student academic
outcome.
Bumen (2007) described the theories of another educational reformer, Howard Gardner, who
advocated multiple intelligence instruction as a beneficial component to understanding the
learning process. Gardner (n.d.) adamantly emphasized that students were academically
stimulated when being exposed to a variety of learning styles including verbal-linguistic,
mathematical-logical, interpersonal, intrapersonal, visual-spatial, bodily-kinesthetic, musicalrhythmic, and naturalistic. This understanding was necessary when addressing the individual
need for each learner. Scholars speculated that involvement in a mix of organized activities
offered youth exposure to a greater variety of adults, peers, skills, and experiences that
promoted successful development and more readily counter the risks of problematic behaviors
(Fredricks & Eccles, 2006). This study examined the benefits of exposure to a variety of
instructional methods to address optimal learning styles.
Jean Piaget was another theorist who developed principles employed in educational reform
today (Slavin, 2006).
Slavin explained how Piaget suggested that children construct
understanding through many channels, including reading, listening, exploring, and
7
experiences. This text eluded to the importance of reaching each student’s learning needs.
This theorist too was driven to believe in the uniqueness of every learner and the need for a
variety of experiences to maximize the learning environment. Students who participated in
extracurricular activities tended to be more comfortable in school with greater feelings of
belonging and more cohesive social networks than other students (Barber, Stone, Hunt, &
Eccles, 2005). This study explained that students who were exposed to programs that offered
positive experiences gain tremendously because of the meeting of each students learning needs
as described by Piaget.
2.3.1. Student Achievement
Student achievement was the next focus of this literature review and how it related to
extracurricular activities. Reeves (2005) defined student achievement as levels in which
students acquire measureable and attainable educational goals. Neal (2005) concluded that
student achievement gaps may exist for much of the 21st century. According to the National
Center of Educational Statistics, elementary and secondary schools showed that about one in
five public schools were considered high poverty in 2011 where 75% or more of their enrolled
students qualified for free or reduced lunch thus affecting student achievement results (Aud et
al., 2013). There was a joint force of multiple reforms that must integrate to make all the
difference in improving student achievement (Casserly et al., 2012).
Cause and effect
relationships cannot be established between student characteristics and achievement because
many factors may influence student achievement including educational practices, available
resources, and
demographic characteristics of the student body (Aud et al., 2013). These findings laid the
foundation for more probing looks at student achievement and what affects it.
Current literature suggested the role that education plays for young adults in schools as stated
below:
In this new economy, most students hope to go to college and those who are not entering
college face a rapidly eroding labor market for young adults with only a high school
education. This changing educational landscape means that students’ coursework and
activities in senior year are becoming increasingly important. (Roderick et al., 2013,
para 2)
More literature suggested the following:
In this era of standards and accountability policies, policymakers, school
administrators, and teachers have identified the instructional core as the primary foci
for school improvement. This study on high school effectiveness, however, turns our
8
attention to activities in schools that both support the instructional core as well as the
socio-emotional life of students. The research from this study as well as other research
on personalization in schools suggests that by providing for and attending to the
personalization of academic and social learning (PASL), high schools may see rewards
in student outcome. (Rutledge et al., 2012, p. 59) In 2012, the American College Test
(ACT) emphasized how strong relationships between teachers and students were the
largest predictor of student achievement. The results of this study recommended that
educators at higher performing high schools attributed much of their success to
possessing supportive and orderly learning environments as well as having a clear focus
on academics (ACT, 2012).
Another study that focused on ingredients to influence school improvements included the
following:
A list of recommendations compiled in the Institute of Educational Sciences Practice
Guide on School Turnaround, based on case studies of schools that showed substantial
improvement, starts with establishing strong leadership focused on improving school
climate and instruction, strengthening partnerships across school communities,
monitoring instruction, addressing discipline, and building distributed leadership
among teachers in the school. (De la torre, Allensworth, Jagesic, Sebastian, &
Salmonowicz, 2012, p. 6)
Much of the literature continued to explain a variety of influences on student achievement.
Aikens (2013) described how young people actively seek ways of achieving their goals and
how students thrive when exposed to positive language, acts, people, and role models. Another
study illustrated how attachment to teachers, school involvement, attachment to school, and
school commitment were all correlated to positive achievement results (Bryan et al., 2012).
The last emphasis that the literature made clear was that teachers should increase rigor in the
classroom and students should take more challenging classes (National Governors’
Association, 2008).
2.3.2. Student Attendance
Student attendance in schools had a significant amount of literature associated with it. Walker
and Education Partnerships (2007) suggested that many students do not attend school because
of boredom in classes, the ease of work, or no strong relationships in the learning environment.
Walker and Education Partnerships also discussed how being suspended, being bullied,
missing the bus, and lack of clean clothes all made differences in attendance. Working,
domestic violence, and babysitting for siblings were also mentioned in Walker and Education
9
Partnerships’ research about common reasons for missing school. This literature continued to
concentrate on how a lack of effort or engagement to the school environment was extremely
influencing. Students who were connected with their teachers and thought school was a safe
learner friendly environment were more comfortable with coming to school (Wilkins, 2008).
Many researchers promoted school-wide interventions at the high school level that positively
affected student attendance (Kaufman et al., 2010). According to Capps (2003), truancy was
not a new problem in America, and since the 1980s educators searched for ways to identify
and address this problem as it became rampant. Nemec and Watson (2007) described how
students admitted that classroom activities, relationships with teachers, and positive incentives
improved their attendance.
Academic achievement may be raised by improving attendance of those students who would
normally have a high rate of absenteeism (Daugherty, 2008). Daugherty continued to contend
that students who regularly attend school were less likely to fail high-stakes tests. Beyond
parental influence, peer influence also played a role in a student’s truancy where there could
be either positive or negative effects (Hartnett, 2008).
Schools that could improve attendance had a better chance meeting adequate yearly progress
goals because improving attendance had a direct impact at improving academic achievement
(Marburger, 2006).
Conversely, academic success was adversely affected by a lack of
attendance in which Means Score test scores, quizzes, and even the ability to complete
homework suffered (Spencer, 2009). Chen and Lin (2008) wrote that students who attended
classes regularly have a 9.4% to 18.0% improvement as shown in examination grades. The
literature supported improved attendance in high schools as a predictor for high student
outcomes.
2.3.3. Student Behavior
There was a large amount of literature on how student behavior in schools is related to student
outcomes. Determining the effects of high-quality instruction on achievement and behavior
was described as vital to the success of the future of public education (Algozzine et al., 2012).
Truancy, defiance, and tardiness were the most common discipline referrals, and detention was
the most common result in correcting these behaviors (Spaulding et al., 2010). Spaulding
emphasized greatly the importance of keeping the students in class as much as possible because
time out of class hindered student achievement greatly.
Suspended students are more likely to have low achievement (Arcia, 2006). Another theory
associated with managing student behavior included the need of connecting with students about
their lives and being available to offer assistance for their emotional needs (Hamre & Pianta,
10
2006). An additional disciplinary strategy was one that focuses on building relationships with
students to prevent and diffuse disciplinary interactions (Hoy & Weinstein, 2006). Early
detection of student disengagement with minimal disruption to instruction are hallmarks of
good classroom management (Jones & Jones, 2007). According to Warren et al. (2003), school
wide support was necessary to promote a positive climate within a school by changing the
focus from solely punitive approaches to using more positive approaches to support appropriate
behavior.
2.3.4. Participation in Extracurricular Activities
Several researchers described relationships between participation and extracurricular activities.
One study illustrated that students committed to school with increased participation or
engagement displayed a more positive attitude and reported higher academic achievement
(Sciarra & Seirup, 2008). Dotterer, McHale, and Crouter (2007) concluded that time in
extracurricular activities positively related to greater school self-esteem and school bonding.
Many researchers studied the relationship between participation and positive outcomes for
minority and poverty-stricken students. Casserly et al., (2012) emphasized how important it
was for males to have full access to high-quality instruction during the school day as well as
ample opportunities for out-of-school enrichment. Casserly et al. also suggested that they need
to engage not only schools and teachers, but also parents, social service agencies, and
communities to create a wide network of people and institutions ready to intervene and support
them. Low income and minority students also benefited from relevant supplemental school
programs, including after-school programs featuring strong technology, athletics, arts, and
social components in a structured environment with adult guidance and supervision (Shernoff
& Shmidt, 2008).
More studies on this topic discussed Black youth as a basis where those who spent their time
watching television and unattached to organizations exhibited less involvement in the school
learning environment (Shulruf, 2010). Shulruf also stated that those who participated in a
combination of extracurricular programs had the highest levels of initial self-esteem growth.
Shulruf continued to describe how research consistently showed
2.3.5. Socioeconomic Status and Participation
The literature described the relationship between socioeconomic status and participation in a
variety of ways. Finances and transportation issues prohibiting student participation caused
the missing of opportunities that could enhance their future options (Logan & Scarborough,
2008). This view made schools ponder over the issue of making these programs available for
all learners. Gager and White (2007) added that students of lower economic status were less
11
likely to participate in extracurricular activities because of the lack of financial support. This
theory eluded to the idea that students with higher economic status were the only students
involved in these programs, thus, only affecting influential students who already have a
developed academic foundation.
Carbonaro and Covay (2010) suggested that lower socioeconomic status students were less
likely to participate and have the opportunities to develop intrinsic skills. They explain that
high socioeconomic students have access to these programs, thus, continuing to provide these
students with an advantage. Wormington, Corpus, and Anderson (2012) stated that students
with high socio-economic statuses reported the strongest academic performance and greatest
extracurricular activities participation. Wormington et al. (2012) suggested this as an impactful
relationship.
2.3.6. Extracurricular Participation and Student Achievement
More literature described the relationship of extracurricular participation and student
achievement.
Feldman and Matjasko (2005) explained that individuals involved in
extracurricular activities during school were more likely to have higher Means Score.
Shulruf, Tumen, and Tolley (2008) learned in their work that extracurricular activities
improved literacy scores in schools as well and also described how structured activities offer
youth the opportunity to participate in enriching activities. It was also emphasized that the
importance of interaction with adult role models. Students who participated in out-of-school
activities were more likely to earn a high school diploma and to have higher grades than those
who do not participate (Gifford et al., 2011).
Lipscomb (2007) examined the benefits of
participating on academic achievement as well as on future abilities to attain bachelor’s
degrees. These discoveries concluded that students gained valuable leadership skills and work
ethics that contributed to their abilities to perform in the classroom setting. Everson and
Millsap (2005) elaborated on this view with its examinations of significant increases in
students’ scores particularly at-risk students and minority students. This study concluded that
participation in high school extracurricular activities appeared to be one of the few
interventions that benefited students less well served by traditional educational programs.
More work by Dumais (2009) explained that positive relationships exist between students’
involvement in extracurricular activities and academic achievement. This study examined
students in two eras and gained a great incite on how students performed the best. Academics
alone did not motivate students to achieve at high scholarly levels.
Another useful study by Zwart (2006) determined the benefits of the extracurricular activity
12
that students were already participating in at Paramount School. This quantitative study looked
at the cumulative means score, standardized test scores in mathematics, and standardized test
scores in English/Language Arts of students involved in school athletics, music instruction,
and non-participants.
Athletes and music students outperformed their non-participating
counterparts in all areas.
Howard and Ziomek-Daigle (2009) suggested that professional school counselors, school
officials, and community agency personnel collaborated and used extracurricular activities to
help target the academic achievement of other uninvolved students. This study’s approach
used these programs as interventions for academic progress. All of this scholarship illustrated
advantageous views of participation effects on student achievement.
2.3.6. Extracurricular Participation and Student Attendance
The relationship between extracurricular participation and student attendance is further
developed in this section. Lipscomb (2007) suggested that extracurricular activities positively
affected school attendance and resulted in students being in class doing the things that would
influence success. This study also found that there was a great effect on females, Black males,
and Hispanic participants. Reeves (2008) stated that there was a strong association between
student involvement in extracurricular activities and improved attendance. Students who
participated in activities such as sports, music, the arts, clubs, and interest groups had higher
attendance rate than students who did not participate in extracurricular activities (Education
Partnerships, 2012).
2.3.7. Extracurricular Participation and Student Behavior
There was an abundance of research on the relationship of extracurricular participation and
student behavior. Durlak and Weissberg (2007) suggested that students who spent time outside
class involved with organized and constructive programs were more likely to exhibit positive
behaviors. The study specifically described desirable changes in the areas of feelings and
attitudes, behavioral adjustments, and school performance. Furthermore, the study emphasized
how these areas of improvement encompassed a multiple of domains, thus illustrating strong
support of extracurricular activities.
More studies on this topic included the idea of how student behaviors in school could
effectively predict student achievement (Choy, O’Grady, & Rotgans, 2012). This study
determined that properly engaged students who participate in group discussions and attempt to
understand what was taught do learn. More research showed that participating in after-school
activities made students less likely to partake in at-risk behavior (Linville & Huebner, 2005).
Linville and Huebner specifically looked at the effects of participation in extracurricular
13
activities on fighting at school as well as having possession of weapons at school.
Participation in Athletics
The research continued to describe athletics as having strong effects on student outcomes.
Ostro (2007) spoke on how being a part of an organization usually sets certain eligibility
standards. These standards force students to maintain high academic levels to participate in
the organization. Ostro continued to state that schools that perform well academically are
encouraging environments and create positive public views because of their performance. This
study also discovered that standout athletes and highly motivated students can often be seen
causing trouble both in and outside school. Although extracurricular participation provoked
students to maintain a busy schedule and distract them from the opportunities to act in troublecausing ways, extracurricular activities in and of themselves will not prevent teens from
compromising their moral standards. This study further stated that although extracurricular
activities are a good venue for individual development and staying active, they are not a major
factor in a teen’s decision-making process.
More literature reflected the theory that students who have high fitness levels performed at a
higher academic level (Chomitz et al., 2009). This theory made for an increased emphasis in
health consciousness where students can be physically fit as well as academically prepared. A
consistent narrative emerging from this literature was that youth who participate in sports
generally have a lower likelihood of troublesome outcomes than those not involved in
extracurricular activities. The benefits of participation in sports over non-participation became
more noticeable when involvement in sports occurs in concurrence with involvement in nonsports (Fredricks & Eccles, 2006). Similarly, Gardner, Roth, and Brooks-Gunn (2009) found
that the likelihood of non-violent delinquency among boys who participate in sports is lower
than for boys who do not participate in extracurricular activities after adjusting for race, family
structure, parental education, and prior nonviolent problem behavior and physical violence.
However, boys who participated only in sports activities have a higher likelihood of such
delinquency than those who combine sports with involvement in other activities.
2.4. Studies on the Perception of Students/attitude about Extra-Curricular Activities
The Eccles and Barber (1999) investigated in their study that the students who participated
in extracurricular activities showed significant difference in the academic achievement and
showed positive correlation between academic performance and extracurricular activities.
14
Kaur (1998) studied the intelligence and creativity status of 400 preadolescent children (200
boys and girls each) at different level of physical fitness. It was reported that boys were
superior to girls at the three levels of physical fitness.
Girls were superior to boys on total creativity and its dimensions. Physical fitness and
intelligence, irrespective of sex was positively correlated.
Mawdsley (2001) found the impact of participation in extra-curricular activities, on
educational attainment and work and career related outcomes. That involvement in high
school extra-curricular activities leads to positive long-term outcomes in individual lives.
Dworkin et al., (2003) in their empirical research on Adolescents' Accounts of Growth
Experiences in Youth Activities conducted 10 focus groups in which adolescents discussed
their "growth experiences" in extracurricular and community based activities. The 55
participants reported personal and interpersonal processes and generally described
themselves as agents of their own development and change.
Moriana (2006) studied the extra-curricular activities and academic performance of
secondary students and found the possible influence of extracurricular activities (studyrelated and/or sports) on academic performance of pupils (222). Results indicate that the
group involved in activities outside the school day yielded better academic performance,
especially those that participated in study related activities, tutoring support or private
classes, and those that participated in mixed activities (both sports and academic).
Carriveau and Pamela (2007) investigating the relationship between schools and student
ideas about citizenship, present the students attitudes on citizenship as articulated in their
survey responses and attempt to identify sources of these attitudes through statistical analysis.
In the end, this paper investigates the connection between the messages schools send and the
opinions students expressed in their responses to various survey questions regarding
citizenship.
Markson (2008) found the impact of participation in extra-curricular activities, on
educational attainment and work and career related outcomes. The results showed that the
students involved in extracurricular activities showed better performance in academic
achievement.
15
Mark (2009) conducted the study on extra-curricular involvement of students on
achievement among university students. Results indicated that the higher the quality of
students' involvement, the better their adjustment to university. The students involved in
extracurricular activities showed higher performance than the other students.
Skip Dane (2010)conducted the research on the participation of the students in high school
the results are i) Boys, who participated in the sports have performed better in the school
and lessened the absenteeism among the students ii) The ratio for girls who had taken part
in the sports and have performed well than boys.
Anyango, Veronica (2012) investigated the influence of co-curricular activities in academic
achievement of pupils in primary schools in Kisumu Muncipality of Kisumu. The sample
was collected from 12 public primary schools and sample size was 382 students. The study
revealed that the students who took part more in co-curricular activities performed more in
academic achievement.
Israel Kariyana, Cosmas Maphosa and Beginner Mapuranga(2012) The study sought to
establish educators’ views on the influence of learners’ participation in school co-curricular
activities on their academic performance. Data were solicited from educators in both private
and public schools in one educational district in the Eastern Cape Province of South Africa
Acquah, B.Y.S and Anti Partey, (2014) conducted a study students’ involvement in cocurricular activities and their performance in economics. The causal comparative design was
used. The sample consists of 920 economics students from Ashanti region of Ghana. The
results shows that the students involvement in extra co-curricular activities showed
significant difference in the academic achievement.
Zahid Bashir, Shafqat Hussain (2015) investigated to examine the effect of cocurricular
activities on academic achievements of secondary school students in District Abbottabad.
The research is experimental in nature, pre-test Post–test equivalent group design was
selected for this. The experimental group was involved in co-curricular activities and the
control group did not participate in any activity beyond the classroom. The study reveals that
the students who has participated in co-curricular activities has scored high in academic
performance.
16
2.5. Studies Related to Self-Concept and Academic Achievement
Corbiere, Marc Fraccaroli, France Mbekon, Jacques (2006) conducted a study on
academic self-concept and academic interest measurement. Results from confirmatory
factors analyses of both French and Italian sample supported theoretical model in which
academic self-concept and academic interest were interconnected. The results indicated a
significant and positive correlation between academic self-concept, academic interest and
academic achievement in both academic subjects.
Manger and Eikeland (2006) studied that the effect of mathematics self concept on girls
and boys mathematical achievement among the Norwegian elementary school students. The
result showed that boys significantly higher mathematics, self concept than girls. Boys also
had a significantly higher mathematical achievement score than girls.
Groydek, Mateja Jagodie (2007) conducted a study to examine differences in self-concept
among students of different academic achievement gender and type of school they attend as
well as to examine the structure of self-concept of students of different academic
achievements, participants have 308 high school students from yegreb. The results show that
high academic achievers assess themselves better on school competence than low and
medium achievers, and that the lower achievers assess they behavioural conduct lower than
the other two groups of students. Gender differences were found on dimension of behavioural
conduct (girls assess themselves higher than boys) and athletic competence and physical
appearance (boys assess themselves higher than girls).
Xu, Fu-ming Shi Jian-nong. Liu (2008) conducted a study on academic self concepts and
its relation to academic achievements of middle school students in China. Findings of the
study are Boys level of mathematics self-concept was reliable higher than boys. The level
of general academic self-concept was reliable higher in students who lived in the city than
who lived in the countryside. There were positive correlations between achievement and
self-concept among the students.
Lui (2009) conducted a study on self-concept and academic achievement among intermediate
students. The sample consists of 126 first year college students. The students having low self-
17
concept performed less in achievement test and higher self-concept performed higher
performance.
High Risk Students
A low household income and/or difficult home culture are two elements that characterize high
risk students (Darling et al., 2005; Herbert & Reis, 1999; Mahoney et al., 2003; Silliker &
Quirk, 1997; Tavani & Losh, 2003). These challenges, as well as typical school related stress,
result in increased obstacles to success for high risk students. According to Mahoney (2000)
“the introduction of a new experience into the existing pattern of constraints was linked to a
shift in the outcomes associated with the early patterns of social and academic competence”
(p. 512). Participation in extracurricular activities is helpful in order to establish a routine of
success for students who currently have none and represents an attractive stepping stone that
encourages conventional behavior (Mahoney, 2000). This experience of success leads to the
desire to perform well academically and engage in positive social behaviors, regardless of the
struggles of the home environment.
2.4 Identification of knowledge
The benefits of extracurricular activity participation among students in the middle and high
school grades appear to be worthwhile. Clearly, the most undisputable advantage to these
after-school programs is the increased academic achievement experienced by the participants.
This success is attributed to the positive peer and adult relationships developed among the
participants. These relationships encourage academic performance and post-secondary
education and often discourage the engagement in risky behaviors. High-risk students
especially benefit from these types of relationships. In most Kenyan schools, more emphasis
is given to co-curricular activities more than extracurricular and thus the benchmark for this
proposed study.
18
CHAPTER 3
METHODOLOGYY
3.1. Introduction
This study will explore the relationship among types of participation in defined
extracurricular activities and academic achievement. Previous studies supported findings that
indicated involvement in extracurricular activities reflected positive impact on academic
achievement. Needlman (2001) found that, “many extracurricular activities teach real-world
skills, such as journalism, photography, or debate, which can lead to lifelong interests, even
careers. . .. Most studies find that children who participate in these activities are more
successful academically than those who don’t” (p. 1).
This chapter presents the rationale for and the application of quantitative methodologies in
order to address the research questions. The parameters of the research study are examined
along with an explanation regarding the selection of the participating schools, data collection,
and analysis. Ethical considerations, and delimitations are also reviewed.
3.2. Research Design
This research study used Primary schools in this Papa Onditi. The research was a quantitative
study. There were four dependent variables, and there was one independent variable. The
independent variable was participation in extracurricular activities during the participant’s
upper-class years in school when they are very active and class work is more demanding.
The dependent variables included the student’s current achievements in their scores in their
test results, and the student’s attendance\rates. The variables were collected only one time on
the survey completed by the participants. The data were analyzed to determine if participation
in extracurricular activities impact on student’s achievement in the following categories: test
19
scores, success on their preparation for their final exam and the student’s attendance rate. Also,
the results of this study provided data that helped to determine if participation based on a
specific type of activity was related to student achievement.
The four major questions that will guide this study are:
1. Does participation in extracurricular activities have a statistically significant and
positive relationship with student achievement?
2. Does participation in different types of extracurricular activities have statistically
significant, but differentiated relationships with student achievement?
3. Does participation in extracurricular activities have a statistically significant, but
differentiated relationship with student achievement based on gender?
4. Does participation in extracurricular activities have statistically significant, but
differentiated relationship with student achievement based on ethnicity?
Sample/Participants
The study will be done in Pap Onditi Area of Nyakach Sub-County, Kisumu County. Nyakach
Sub county is one of the seven sub counties in Kisumu County. The remaining six sub counties
are Muhoroni, Nyando, Seme, Kisumu East, Kisumu Central and Kisumu West. Nyakach Sub
county is a home to so many schools i.e. both primary and secondary schools but not much
extracurricular activities is witnessed from the region.
The participants in the study were seniors attending class six and eight of the primary schools
within Pap Onditi. The Pap Onditi area is one of the largest with many primary and Secondary
schools in the county, and the area has the fewer participants extracurricular activities in the
sub-country. The researcher chose to use only Class 6-8 based on the fact that they should
have completed their sports trials and the majority of the students should have attempted the
more test during sports term. Every primary school in the area were eligible to participate in
the study, but only the selected few were allowed to take the survey.
20
3.3.Research Instruments
The instrument used for this research study was developed by the researcher. It is a short
survey that requests specific information from the participants. The survey asked the students
to identify their gender, their current Means Score, their success on their Test, and the average
amount of days that they miss each year. The survey supplied a list of the acceptable sports
and school extra-curricular for the participants to mark. Since the researcher is conducting a
quantitative study, a pilot study for the survey was not necessary. The data collected by the
survey will be completely based on the student’s answers. The accuracy of the data will be
also based on the accuracy and honesty of the student’s answers that participated in the study.
The school Heads does not have another way of retrieving the data that the researcher needed,
so the survey was created to gather the data for the study.
21
3.4.Location of study
The study will be conducted in Nyakach Sub county of the greater Kisumu county
specifically in schools within Pap-Onditi that will be selected by the researcher. Below is
the map of the Sub county.
Figure 3.1.6 Nyakach Sub-County map
22
3.5.Data Collection
Research regarding extracurricular participation will be conducted at upper classes in the
primary schools. These schools are based on a convenience sample. The schools will be
assigned pseudonyms to protect privacy: School A, School B, and School C. These three
schools, while comparable in size and geographic location, will have differing levels of
diversity. Data will be collected, and the researcher will obtain the following records for
each sample subject:
1. Demographics. Gender will be recorded for each student (so differences by gender
could be analyzed if needed).
2. Academic achievement. Academic achievement will be measured by a student’s
score in their cumulative Means Score.
3. Extracurricular participation. Extracurricular activities were grouped into three
areas: athletics and all school-sponsored clubs and activities. The total number of
extracurricular activities each student was (or was not) involved in school will be
totaled and recorded.
23
3.0. Table of data collection:
Study
No
of
population
respondents
Sample
percentage
Instruments
Population
3.1. Table of data anaysis
Groups
Mean Score
Mean
Range
Difference
NonParticipants
Participants
24
Mean
3.6.Gaining Access
Data collection will be completed in averagely three months. This timing will allow the data
collectors to have a better idea about the kinds of activities in which the students are involved,
and allow for a reasonable timeframe for MEANS SCORE calculation, which is the sole
indicator of academic achievement in this study. After the data regarding participation, gender,
ethnicity, and weighted and unweighted MEANS SCORE had been collected and analyzed,
each school was provided with the results. At that point, a determination was made if students
that were participants in extracurricular activities had a higher MEANS SCORE when
compared to those that did not participate.
3.7.Contacting Participants
Contacts will be made with the principals at each school to assist in the data collection process.
It is important to note that the researcher would not be doing any collection of raw data from
participating schools. Data collected will be separated according to each area as listed above.
The data collectors at each school will assign students an identifying number. This number will
shield the pupil’s identity.
3.7.Design of the Study
Data for the study will be collected on participants at three participating schools. School pupils
will be selected because their gaps could no further be influenced in any manner. A principal
designee used the instruments provided to organize the collected data. For each student in the
study, the following data will be collected:
□ School
□ Type of Participation
□ Gender
25
Results indicated whether participants in extracurricular activities outperformed nonparticipants in academic achievement. Results were reported based on gender, ethnicity,
and type of participation.
3.8.Data Analysis
Once data will have been collected for each pupil in the sample, organized by an identifying
number, comparisons will be made. A framework for comparisons will then be constructed
using an ANOVA procedure from the statistical software Statistical Package for the Social
Sciences (SPSS). This ANOVA will indicate any discrete main effect differences. The tables
generated by the ANOVA will be examined more thoroughly to determine what significant
relationships will be revealed in the data. A ninety-five percent level of confidence will be
accepted as indicating a statistically significant relationship.
Through a careful data collection process and statistical analysis, this study determined
if there were significant relationships between participation in extracurricular activities
and MEANS SCORE and whether or not that relationship differed based upon a
student’s gender, ethnicity, and type of participation.
26
REFERENCES
1
Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based
extracurricular activities and adolescent adjustment. Journal of Leisure Research,
37(1), 51-76.
2.
Eccles, J. S., Barber, B. L„ & Hunt, J. (2003). Extracurricular activities and adolescent
development. Journal of Social Issues, 59(4), 865-889.
3.
Herbert, T. P., & Reis, S. M. (1999). Culturally diverse high-achieving students in an
urban high school. Urban Education, 34(4), 428-457.
4.
Holland, A., & Andre, T. (1987). Participation in extracurricular activities in secondary
schools: What is known, what needs to be known? Review of Educational Research,
57(4), 437-466.
5.
Holloway, J. H. (1999/2000). Extracurricular activities: The path to success?
Educational Research, 87-88.
6.
Holloway, J. H. (2002, January). Research link: Extracurricular activities and student
motivation. Educational Leadership, 80-81.
7.
Kirch, S. (2002). Promoting achievement in school through sports. Retrieved March
9,2006, from http://www.amerspo1ts.0rg/library/reports/l.html
8.
Mahoney, J. L (2000). Student extracurricular activity participation as a moderator in
the development of antisocial patterns. Child Development, 77(2), 502-516.
9.
Mahoney, J. L., & Cairns, R. B. (1997). Do extracurricular activities protect against
early school dropout? Developmental Psychology, 33(2), 241-25
10. Howley, C., & Huang, G. (1991). Extra-curricular participation and achievement:
School size as possible mediator of SES influence amona individual students. (ERIC
Document Reproduction Service No. ED 336247)
i
11. Marsh, H. W.
(1992). Extra-curricular activities: Beneficial extension of the
traditional curriculum or subversion of academic goals? Journal of Educational
Psychology, 84(4), 553-562.
12. Lewis, C. P. (2004). The relation between extracurricular activities with academic and
social competencies in school age children: A meta-analysis. College Station, TX:
Texas A&M University.
13. Marsh, H. W., & Kleitman, S. (2002). Extracurricular school activities: The good, the
bad, and the nonlinear. Harvard Educational Review, 72(4), 464–511.
14. Cadwallader, T., Garza, N., and Wagner, M. (2002). Participation In Extracurricular
Activities. Retrieved from www.nlts2.org/reports/2003_04-2/nlts2_report_ 2003_042_ch4.pdf
15. White, L. K. (2005). The correlation between athletic participation and academic
Performance. Ed. D. dissertation, Fielding Graduate University, Santa Barbara,
CA. Retrieved from Dissertations & Theses: Full Text.
16. Braddock et al., 1991; Urban Child Research Center, Levin College of Urban Affairs,
1992).
ii
AP PE NDI C E S
APPENDIX 1. QUESTIONNAIRE
Pupils Questionnaire
Questionnaire No : ........................................
Date ......................................... Location .................................... School .....................
School zone ...................................................
PART 1 - GENERAL INFORMATION
1. Gender of the respondent [ ] Male
[ ] Female (Tick appropriately)
2. Age..............................
3. Name of school .....................................................
PART 2 - EXTRACURRICULAR ACTIVITY INVOLVED IN
a. Amongst the below listed which activity do you participate in
Football
[
] Yes
[ ]No
(Tick appropriately)
Netball
[
] Yes
[ ]No
(Tick appropriately)
Volleyball [
] Yes
[ ]No
(Tick appropriately)
Handball [
] Yes
[ ]No
(Tick appropriately)
Athletics [
] Yes
[ ]No
(Tick appropriately)
Singing
[
] Yes
[ ] No
(Tick appropriately)
Drama
[
] Yes
t ]No
(Tick appropriately)
1. Any other not mentioned in the above list…………………………………
2. Do you participate in it voluntarily? [
] Yes
[ ] No (Tick appropriately)
3. If no what’s the selection process for those who participate …………………………..
4. How do you feel of the selection process? …………………………………………….
5. Averagely in any normal school day, how many hours do you spend participating in the
above-mentioned activities ………………………………………………
6. Do you go for interschool tournaments? …………………………………….
7. If yes, how many times in a term
………………………………………..
8. How do feel after participating in the above activities ……………………………
9. How well do you prepare for exam in a term with extra-curricular activities? ….…
……………………………………………………………………………………..
i
a). What of the term without extra-curricular activities? …………………………..
10. Do
your
teachers
stop
you
from
participating
the
above-mentioned
activities?..................................................................................................................
11. If yes, what are the reasons they give for doing that. ………………………
……………………………………………………………
12. Do you fail when you participate in the above-mentioned activities. ……………..
13. What should your school do to make you participate more on the above-mentioned
activities……………………………………………………………………………..
ii
APPENDIX 2: Interview for Informants
1. Name of key informant being interviewed: ……………………………………………
2. Name of the school: ………………………………………………………………..
3. Designation: 1). Teacher
2). Pupil
[ ]
3). CSO
[ ]
[ ]
4. Which class are you in: ……………………… ………………………………………
5. What role do you play in the areas of extra-curricular:
a). Coach
a) Trainer
b) Participant
6. In brief what are your responsibilities …………………………………………………
………………………………………………………………………………..………..
7. Can you mention some of the importance of participating in sporting activities
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
8. What are the threats facing the pupils and teaches in carrying out the programmes?
………………………………………………………………………………………….
…………………………………………………………………………………………..
9. What do you think are the courses of these threats? …………………………………
…………………………………………………………………………………………..
10. What is the role of the community in enhancing sporting activities?.………………….
………………………………………………………………………………………
11. Which offices are in charge of coordinating extra-curricular activities?
iii
a). CSO
b). Gender and Sports
12. what problems do you encounter in facilitating these activities? …………………
………………………………………………………………………………
13. Which kind of sporting activities do you engage in?
1. …………………………………….
2. ……………………………………..
3. ……………………………………….
14. Are there incentives for participating in these activities? [ ] Yes
[ ] No
15. If yes to the above question 10, what are the incentives ………………………………
………………………………………………………………………………………….
16. Based on your experience, how have the incentives contributed to overall participation?
…………………………………………………………………………………………
17. What more do you suggest to be done to make schools and particularly pupils interested
………………………………………………………………………….
18. In your opinion, is participation in sports a hinderance to pupils’ academic
performance?
19. In
your
opinion,
how
does
ECA
affect
education?
…………………………………………………………………………………………
………………………………………………………………………………………….
iv
APPENDIX 3: WORK PLAN
ACTIVITY
JUL
Y
AUG
SEP
OC
T
T
Reconnaissance
Data collection:
Administration of
questionnaire
Interview, field
observation and
experiments
Data entry and
analysis.
Report submission
v
NOV
DE
C
JAN
FEB
MARCH
APPENDIX 4: BUDGET
ITEM
QUANTITY
UNIT PRICE
Literature search and
30,000.00
transport logistics
Digital camera
1
15,000.00
Data analysis services
5 reports
40,000.00
(software), printing,
2 papers
scanning and binding of the
12 thesis copies
report/thesis/paper
(Draft & Final)
Miscellaneous
20,000.00
Contingency
10,000.00
Total
105,000.00
vi
vii