A Study on the Impact of Cultural Activities on Primary Schools Pupils Academic Achievement in Got Regea Area, Siaya County Kenya
Onyango Daniel Oduor
St. Augustine University of Tanzania; P. O. Box 307; E-mail: mailto:jumadan06@gmail.com
Abstract
This study investigated the impact of cultural activities on primary school pupils' academic achievement in Got Regea Area, Siaya County, Kenya. A descriptive survey design under a mixed-methods approach was employed. The sample comprised 40 participants (20 pupils, 12 teachers, 8 stakeholders) selected through purposive sampling. Questionnaires and interview guides were used to collect data, with quantitative data analyzed using descriptive statistics (SPSS v.21) and qualitative data through thematic analysis. Findings revealed that 77.7% of pupils and 81.9% of stakeholders agreed that extended night vigils disrupt school attendance, while 66.6% of pupils and 70% of teachers agreed that Disco Matanga contributes to learners' inability to complete assignments. Other identified impacts included early marriage (qualitative), wife inheritance conflicts (60% teacher agreement), and childcare practices (88.8% pupil agreement). The study concludes that cultural activities negatively affect academic achievement through school dropout and poor performance. Recommendations include community education programs on cultural practices' educational impacts.
Keywords: Cultural Activities, Academic Performance, Traditional Dance
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