CONTRIBUTION OF EXTRACURRICULAR ACTIVTIES ON MANAGEMENT OF STUDENTS DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN RWANDA

In 2015, Rwanda implemented a competency-based curriculum that incorporated extracurricular activities (ECAs) in public secondary schools to enhance student engagement and discipline. This study explores the impact of ECAs on managing student discipline in Gasabo Districts public secondary schools. It specifically aims to assess the practice level of ECAs and determine their influence on student discipline.The research involved a target population of 904, with a sample size of 277 determined using Solvins formula. Employing purposive and simple random sampling techniques, the study utilized descriptive and correlation research designs, analyzing data with SPSS Version 21.0. Data collection included questionnaires, guided interviews, and educational document reviews. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis. Inferential statistics, including the Karl Pearson correlation coefficient, were also computed.Findings revealed that ECAs significantly improved various aspects of student discipline: 51.5% noted better respect for school property, 55.2% reported improved class attendance, and 66.7% observed increased student participation in school activities. A strong positive correlation (0.864) between ECAs and student discipline management was identified. However, limitations such as respondent bias and socio-economic factors were acknowledged.Recommendations include enhancing funding and resources for ECAs, systematically integrating them into curricula, and establishing robust monitoring systems. Stakeholders are urged to support ECAs through community involvement, fostering collaboration with local organizations to create a positive school climate and enhance student discipline and academic performance.