Influence of Parental Perception on Pupils’ Participation in School Extracurricular Activities: A Case of Selected Primary Schools in Mbulu Town Council, Manyara, Tanzania

Aims: This study explored the influence of parents’ perceptions on pupils’ participation in extracurricular activities in primary schools. Study Design: A convergent parallel design was employed in this study. Place and Duration of the Study: The study was conducted in Mbulu Town Council, Tanzania; and it lasted for the period of twelve months. Methodology: The study adopted a mixed methods approach, whereby quantitative and qualitative data was collected at the same time and analyzed separately. Data for this study were collected using questionnaires that included both closed- and open-ended questions, as well as through semi-structured interviews and focus group discussions. To ensure the validity and reliability of the research instruments, a pilot study was conducted using subjects with similar characteristics. Items with a Cronbach’s alpha value below 0.7 were excluded from the final instruments. The study involved 132 respondents from four primary schools, using a stratified sampling technique to select 68 students and 60 parents. Additionally, a purposive sampling technique was adopted to select four chairs of the school committees. Quantitative data were analysed using descriptive statistical methods, while qualitative data were analysed using Content Analysis method, where patterns, themes, and trends were identified. Results: Findings revealed that parents recognize the benefits of students’ participation in extracurricular activities, particularly issues related to students’ retention, talent development, and practical skill acquisition. However, the findings discovered that pupils receive limited parental support in terms of facilities, tools, guidance in activity choices, and financial assistance, which limits students’ participation rate in different extracurricular activities. Conclusion: To enhance pupils’ participation, the study recommends that schools should collaborate more actively with parents by establishing communication channels, organizing parents’ education programmes, as well as involving them in decision-making.