School Clubs Research Articles

Predisposing factors of environmental citizenship behavior among Senior High School students in the Cape Coast Metropolis, Ghana

ABSTRACT Problems associated with environmental degradation abound in developing countries, with dire consequences on young people. Young people are the future leaders of the world. Therefore, their appreciation and behavior have the capacity to facilitate their commitment toward environmental citizenship. The paper examined the predisposing factors of environmental citizenship behavior among Senior High School students in the Cape Coast Metropolis. It was guided by the Value-Belief-Norm theory of environmentalism. Quantitative data collected from 292 Senior High School students within the metropolis was analyzed by using appropriate descriptive and inferential statistics. The findings indicate that the students were predisposed to exhibiting pro-environmental behavior, in terms of their environmental values. The students had high biospheric and altruistic values which are prerequisite values, particularly for environmental citizenship behaviors. The study recommended that the students’ environmental engagements should be boosted by school authorities through environmental literacy. Environmental clubs in schools should also be supported by the Ghana Education Service in order to help nurture affinity for nature as well as promote the platform for public sphere environmental actions.

...ALCOHOL ... MAKES A YOUNG SENSITIVE MAN A BRUTAL BEAST»: ALCOHOLISM IN STUDENT AND GYMNASIUM ENVIRONMENTS OF HALYCHYNA AND THE FIGHT AGAINST IT IN THE END OF THE XIX – EARLY XX CENTURY

The problem of spreading such deviations as drunkenness and alcoholism in the youth environment of Halychyna in the late XIX – early XX centuries is analyzed. In particular, studied the genesis and main causes of this phenomenon: financial difficulties of a large part of young people, changes in their lifestyle and living environment (relocation to the city), difficult economic situation, alcohol consumption as an attempt to «escape» from reality, limited ways of spending leisure time, lack of extracurricular life and total control over it by the school administration, public disregard for alcoholism and drunkenness, alcohol consumption for fun, family feast traditions, a negative example of seniors, especially teachers, cheapness of alcohol, availability of the one to students and gymnasists, even a kind of «fashion» for alcohol in youth circles. Emphasis is placed on the increasing scale of alcoholism in Halychyna society, the gradual awareness of young people of the complexity of the problem, and the search for ways out of it. The two main directions of fighting alcoholism in student and gymnasium environments are analyzed: the one implemented by the educational administration of the region and heads of educational institutions and the second initiated by the youth itself. Insignificant effectiveness of measures taken by school authorities to solve the problem was noted. They were either informative or authoritarian and were limited to strengthening control over the behavior of secondary school students. The main form of eradication of alcoholism among young people at the beginning of World War I was disciplinary proceedings with subsequent punishment of violators of the behavioral rules in and out of school. Detected the efforts of the educational institutions authorities not to advertise manifestations of alcoholism among students and solve the problem within the school. Studied the main methods of fighting alcoholism used by young people: educational activities (lectures, reports, exhibitions), expanding the information field on the problem, creating a network of anti-alcohol clubs in schools, spreading the idea of sobriety and abstinence movement, promoting healthy lifestyles and sports. The role of public initiative, in particular the Scout movement, «Plast», «Renaissance», «Eleusis», «Ukraine», «Sokil», etc. in the fight against alcoholism is analyzed.

A comparative study of skill related physical fitness and skill performance of male football players between Debrework secondary school and Debrework Town football clubs

The purpose of this study was to compare skill related physical fitness and skill performance of male football players between Debre-work secondary school and Debre-work town football clubs. The study was experimental study. To achieve the purpose of the study 44 male players was taken as a sample of study. The researcher used purposive sampling method. The age group of the subjects ranges from 19-25 years. The researcher used field test to collect data from the target groups. The variables selected for this study were skill related physical fitness (speed, power, agility, balance, coordination and reaction time) and skill performance (passing, dribbling, heading, juggling and shooting). For his study the researcher was used descriptive statics and independent sample `T` test to compared and interpreted the data at 0.05 level of significance value. The result shows that in case of speed, short pass and heading skills there is no significance difference. Debrework secondary school football players were significantly better in explosive leg power, dynamic balance, long pass and shooting skills. Where as in agility, coordination reaction time and dribbling skills Debre work town football clubs showed significantly perform better.

Engaging Young People in Running Clubs: Best Practices from Marathon Kids’ Volunteer Coaches

ABSTRACT Introduction Current deficiencies in children’s leisure-time physical activity in the United States and globally underscore a pressing and ongoing need to enhance child ecosystems that include school and out-of-school time settings with physical activity supports and opportunities. Marathon Kids (MK) is an international nonprofit organization that promotes children’s physical activity via school and community-based running clubs and programs. Building from the importance of indigenous knowledge and colearning with stakeholders within real-world settings for children’s physical activity promotion, we explore best practices for the implementation of children’s running clubs based on a national sample of U.S. adult volunteer MK coaches. As a secondary aim, we describe selected implementation characteristics of MK running clubs as relates to when clubs are implemented and average weekly minutes scheduled for running clubs. Methods This study was guided primarily by a phenomenological approach to qualitative research. Data were collected in 2019 from MK coaches via an online survey that included open and closed-ended items on MK delivery and best practices. Qualitative analyses were based on thematic analysis; quantitative analyses were based primarily on descriptive statistics. Results MK coaches (n = 478 out of 676 coaches; 70.7% response) from across the United States (n = 35 states) participated. Eight primary themes encapsulated the best practice recommendations: running club leadership and support network; general organization and planning; student recruitment; running club implementation; tracking/logging miles; social support; communication and public promotion of running clubs; and guiding principles for running clubs. MK coaches reported an average of 112 weekly minutes scheduled for running/walking. Conclusions MK coach best practice recommendations hold promise to enhance and further disseminate the establishment of volunteer-led running clubs for young people.

Teaching English Language Through Informal School Club Activities: The Perception of Teachers And Students In Ogbomoso, Oyo State. Nigeria

Teaching English Language Through Informal School Club Activities: The Perception of Teachers And Students In Ogbomoso, Oyo State. Nigeria

The Effect of Brainstorming Strategy on Learning Some Fundamental Skill in Basketball Players Of Sulaymaniyah Sport School Club

The researcher aimed at identifying the effect of barnstorming strategy on basketball fundamental skill for Sulaymaniyah sport school club. The researchers used the experimental method on (10) basketball players from Sulaymania sport school club. The program was applied for six weeks with two sessions per week to conclude the positive effect of the teaching program using brainstorming on offensive skills in basketball players. The researchers also concluded that the teaching program was very useful for developing the subjects’ abilities and needs. Finally, they recommended using this style for teaching physical education and sport sciences students as well as using this style for teaching other skills in other sports due to its great positive effect.

Youth-friendly sexual and reproductive health services utilization and its determinants in Ethiopia: A systematic review and meta-analysis

BackgroundIn most developing countries, meeting young people’s sexual and reproductive health (SRH) needs remains a problem. Despite policy initiatives and strategic measures aimed at increasing youth utilization of sexual and reproductive health services in Ethiopia, its utilization remains very low. Therefore, this study aimed to assess Ethiopia’s youth-friendly sexual and reproductive health services’ utilisation and determinants. MethodsScopus, Medline, Google Scholar, and CINAHL databases were searched for articles published until March 2021. The pooled prevalence and effect size of youth-friendly sexual and reproductive health service use and associated factors were estimated using a weighted DerSimonian-laird random effect model. The I2 statistics were used to determine the degree of heterogeneity. The funnel plot and Egger's regression test were used to examine publication bias. Subgroup analyses were performed to reduce underlying heterogeneity. ResultsOne thousand one hundred and ninety-one articles were generated from various databases, and a final 26 articles were included in the review, including 16246 participants. Ethiopia’s pooled prevalence of youth-friendly sexual and reproductive health service utilization was 42.73 % (95% CI: 35.38–50.09). The findings of this study showed that grade level 11–12, grade level 9–10, close to home sexual and reproductive health services, male sex, and discussion of sexual and reproductive health service with family, friends, and groups, ever experience sexual activity were associated with utilization of youth-friendly sexual and reproductive health services. Maternal educational status secondary school and above, age 15–19 years, age 20–24 years, having ever experienced reproductive problems, living with a partner, living alone, knowing about sexual and reproductive health, having a convenient working hour for youth-friendly service, and participation in a school clubs were also associated with the utilization of youth-friendly sexual and reproductive health services. ConclusionWe found several determinant factors for adolescent and youth utilization of sexual and reproductive health services. The review highlights the importance of improving service usage through youth education and promotion and the scaling up and institutionalizing of youth-friendly services through extensive capacity building.

Pedagogické přístupy a didaktické postupy zaměřené na volnočasovou kompetenci

The article offers an overview of the pedagogical approaches and didactic procedures used for leisure education in school facilities (after-school club, school clubs, children's and youth homes) and evaluates them in terms of the development of leisure education, whose general goal is leisure literacy. In the introductory part, the authors explain the basic concepts. The first (most extensive) chapter is focused on education (extra-curricular education, education outside teaching). Information on various methods, mostly traditional, is followed by a section devoted to methods based on constructivist pedagogy. The first chapter concludes with a section devoted to the methods used in so-called open youth work (Offene Jugendarbeit, Open Youth Work). The second chapter is devoted to the concept of leisure competence, and the third chapter contains an evaluation of educational methods in terms of their suitability for education focused on leisure literacy.

Changes in Children's Physical Fitness during Corona-Related Restrictions in Spring/Summer 2020

Due to the increasing spread of the coronavirus (SARS-CoV-2) and the accompanying containment measures, physical activity opportunities for children in the context of school and sport clubs were severely restricted in the spring/summer of 2020. The present study focuses on changes in children's physical fitness during this period. We conducted an almost full census of 131 primary school children in the 2nd grade in Bad Dürkheim, assessing their physical fitness immediately before the school closures on 16 March 2020 and after the end of the summer holidays (end of August) in Rhine-land-Palatinate, Germany. The standardised German motor skills test with nationally representative, gender- and age-specific reference values was used. For evaluation, we used repeated measures analysis of variance to detect significant changes in physical fitness within the observation period. We took into account changes to be expected due to pandemics containment measures, and found a significant increase in physical fitness and BMI for the total sample during the observation period. Only in the dimensions of speed and endurance did the children show less development than would have been expected for their age. The proportion of overweight children increased from 17.7 to 23.8%. The results show that the frequently formulated fear that the Corona-related restrictions in spring/summer 2020 could have negative effects on children's physical development is not completely justified. However, in the view of the authors, the developments in BMI and endurance diagnosed in the short observation period should definitely be understood as a warning signal in the case of further restricted physical activity offers due to school closures, suspended sport clubs and especially wintry weather conditions.

“A different environment for success:” a mixed-methods exploration of social participation outcomes among adolescents on the autism spectrum in an inclusive, interest-based school club

Background: Adolescents on the autism spectrum often experience challenges participating socially in inclusive education. The majority of school-based social supports focuses on social skills training, although research shows that students on the spectrum prefer activity-based social groups over social instructions. Thus, activity-based school clubs incorporating student interests may support social participation. Method: This mixed-methods study explored the preliminary social participation outcomes of adolescents on the spectrum in an inclusive Maker Club at three public schools. The quantitative phase examined longitudinal social behavior rates throughout the school club among students (n = 12). The qualitative phase interviewed six teachers in three schools (n = 6) to explore teacher perceptions of student social outcomes compared to general classrooms and program outcomes associated with the programs. Results: Mixed-effects modeling revealed increased social response rates and social reciprocity over time in both students on the spectrum and non-autistic peers without any group differences. Teachers reported that students on the spectrum engaged more socially than in general classrooms and attributed the positive outcomes to activities encouraging shared interests and the flexible social environment. Conclusions: Inclusive school clubs incorporating shared interests and joint activities among students may socially support students on the spectrum in inclusive education.

Gender-Sexuality Alliances as a moderator of the association between victimization, depressive symptoms, and drinking behavior among LGBTQ+ youth

BackgroundVictimization and depression are major stressors underlying drinking behavior among LGBTQ+ youth. There remains limited attention to setting-level factors that buffer their effects. Gender-Sexuality Alliances (GSAs) are school clubs that could promote the health of LGBTQ+ youth. We consider whether their presence in schools moderates associations between victimization, depressive symptoms, and recent alcohol use and heavy episodic drinking. MethodsLGBTQ+ youth (n = 5776) ages 13–17 in all 50 U.S. states with any prior history of alcohol use reported past 30-day alcohol use and heavy episodic drinking, victimization, depressive symptoms, and covariates including recent mental health counseling, perceived school safety, and demographics. Logistic regression models predicted youth’s likelihood of any recent drinking and any heavy episodic drinking, with attention to GSA × victimization and GSA × depressive symptoms interaction effects. FindingsGSA presence moderated the extent to which victimization and depressive symptoms were associated with greater odds of recent heavy episodic drinking. GSA presence did not moderate these associations for lower thresholds of drinking (i.e., any drinking). ConclusionFor LGBTQ+ youth with any lifetime history of alcohol use, GSAs could protect against heavy alcohol use, particularly when they face victimization and depression. GSAs may provide them with social-emotional support or educate school health professionals on ways to support LGBTQ+ youth facing victimization or mental health concerns. GSAs may not protect against all drinking behavior because youth may view some levels as normative. Our findings begin to suggest for whom GSA presence could be most protective.

Exploring interpersonal and environmental factors of autistic adolescents' peer engagement in integrated education.

Autistic students often struggle to engage with peers in integrated education; however, research has largely focused on individual characteristics rather than the interpersonal and environmental factors affecting peer engagement. This mixed-methods study examined longitudinal peer interactions over a school year among 17 adolescents (seven were autistic) in an inclusive school club. The quantitative phase investigated participants’ social behavior rates to identify sessions where each student demonstrated high and low peer engagement compared with their average participation levels. The qualitative phase compared social interactions and contexts between sessions of high and low peer engagement, revealing four themes regarding contextual supports and barriers to autistic peer engagement: (1) peer engagement is a participatory process where a student and their peer(s) navigate mutual understanding, shaped by both student and peer social characteristics, openness, and involvement; (2) student–peer synchronicity, such as shared interests or compatibility of social styles, was essential to autistic peer engagement; (3) peer engagement can be supported by activities facilitating joint engagement and exploration of mutual interests; (4) classroom interventions emphasizing strengths can support peer engagement, while normative behavioral standards without peer education on individual differences and diversity can perpetuate peers’ negative perceptions of autistic difficulties.Lay abstractPeer engagement is essential but often challenging for autistic students in integrated education, especially for adolescents. Although peer engagement is bidirectional and context-dependent, research has largely focused on individual characteristics rather than the interpersonal and environmental factors affecting peer engagement. This mixed-methods study examined peer interactions over a school year among 17 adolescents (seven were autistic) in an inclusive school club at a public middle school in the Northeastern United States. The study began with a quantitative phase identifying sessions in which each student was socially engaged with peers more or less often than usual for them. We then qualitatively compared the social interactions and contexts between sessions where each participant experienced high and low peer engagement. Thematic analysis revealed four themes regarding contextual supports and barriers to autistic peer engagement: (1) peer engagement is a participatory process where a student and their peer(s) navigate mutual understanding, shaped by both student and peer social characteristics, openness, and involvement; (2) student–peer synchronicity, such as shared interests or compatibility of social styles, was essential to autistic peer engagement; (3) peer engagement can be supported by activities facilitating joint engagement and exploration of mutual interests; (4) classroom interventions emphasizing strengths can support peer engagement, while normative behavioral standards without peer education on individual differences and diversity can perpetuate peers’ negative perceptions of autistic difficulties. The findings have implications for better inclusive practice to support autistic social participation by modifying the peer environments, activities, and classroom interventions.

Children, military families and soldier citizenship

Service in the armed forces has long been linked with ideas of citizenship but these have often been associated with serving, male personnel. We argue that ideas of military citizenship should extend to other, non-serving family members because of the expectations placed on them by the armed forces. In this article we focus on the lives of children who have parents serving in the military. Drawing on the idea of everyday citizenship, we examine the impact of military service on children’s lives. Based on empirical evidence from young people living in a UK garrison city, we examine how the spaces of the home, school and recreational clubs shape their identities as service children and reflect different forms of citizenship. In doing so, we foreground children’s voices to counter commonly-held discourses of heroism or victimhood. We conclude that emotional geographies are significant to the formation of military citizenship, which extends well beyond that of serving personnel.

Unresponded Social Initiations in Adolescents on the Autism Spectrum: A Naturalistic Observation in an Inclusive School Club

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Adolescents on the autism spectrum have difficulties initiating social interactions, which affects their peer engagement. This study investigated the characteristics of unresponded social initiation among adolescents on the spectrum and their typically developing peers. We investigated the rated characteristics of unresponded initiations among 12 students (six with autism; sixth to seventh grade) and explored the effects of the student group, peer group, and purpose and type of initiations. Primary Author and Speaker: Yu-Lun Chen Additional Authors and Speakers: Kristie Patten

متطلبات تفعيل الدور التربوي لأندية مدارس الحي من وجهة نظر القادة والمشرفين

هدفت الدراسة إلى اکتشاف المعوقات التي تحد من تفعيل الدور التربوي لأندية مدارس الحي، والتوصل إلى معرفة المتطلبات اللازمة لتفعيل الدور التربوي من وجهة نظر قادة الأندية ومشرفيها. اعتمدت هذه الدراسة على المنهج النوعي، وتم توظيف المقابلة لجمع البيانات، وتکون مجتمع الدراسة من جميع قادة ومشرفي أندية مدارس الحي للبنين، وقد تم اختيار عينة قصدية تکونت من (14) مشارکا. توصلت الدراسة إلى عدة نتائج: وجود عدد من المعوقات التي تحد من تفعيل الدور التربوي لأندية مدارس الحي وتنوعت ما بين: معوقات مادية، ومعوقات بشرية، ومعوقات متعلقة بالبرامج والأنشطة، ومعوقات متعلقة بالجوانب المجتمعية. کما کشفت الدراسة عن عدد من المتطلبات اللازمة لتفعيل الدور التربوي، وتنوعت کذلک ما بين: متطلبات مادية، ومتطلبات بشرية، بالإضافة إلى متطلبات تتعلق بالبرامج والأنشطة، ومتطلبات تتعلق بالجوانب المجتمعية. وقد خلصت الدراسة بعدة توصيات، من أهمها: زيادة الدعم المادي لأندية مدارس الحي، والعمل على توفير شراکات مجتمعية مع القطاعات الحکومية والخاصة، وأهمية إنشاء مجالس استشارية تساعد على تطوير الخدمات وشراکاتها المجتمعية لأندية مدارس الحي، وأهمية مشارکة وسائل الإعلام في رفع الوعي المجتمعي حول الأندية وبرامجها. The study aimed to identify the obstacles that limit the activation of the educational role of the neighborhood school clubs. It sought to determine the requirements necessary to activate the educational role from club leaders and supervisors’ perspectives. It used the qualitative approach. The interview was employed to collect data. The study population consisted of all the leaders and supervisors of neighborhood school clubs for boys. A purposeful sample of (14) participants was selected. The study came up with a number of results. There is a number of obstacles that limit of activation the educational role of the neighborhood school clubs. The obstacles are varied: financial, human, related to programs and activities, and related to societal aspects. The study also revealed that there are a number of requirements needed to activate the educational role. They also are varied: financial, human requirements, related to programs and activities, and related to societal aspects. The study concluded with some recommendations. There is a need for increasing financial support for neighborhood school clubs, working to provide community partnerships with government and private sectors. It is important to establish advisory councils that help develop services and community partnerships for neighborhood school clubs. It is vital for the media to participate in raising community awareness about clubs and their programs..

The Participation of Secondary Students With Severe Disabilities in School Clubs.

The purpose of this study was to examine how secondary students with severe disabilities (i.e., severe intellectual disability or autism, multiple disabilities) participate in extracurricular school clubs. Using a qualitative multiple case design, the experiences of three high school students were examined. Data were collected through interviews, observations, and document reviews. A single-case inductive open-coding strategy was utilized across all data sources in which codes and categories emerged, and a final cross-case thematic evaluation was conducted. The cross-case thematic analysis resulted in the following four overarching themes: (a) going with the flow; (b) social obstacles: on the outside looking in; (c) supports provided: too much, too little, just right; and (d) safety in numbers.

Using dual language picturebooks with children in an after school club

Dual language picturebooks use more than one language in the text of the book. There is increasing literature showing the potential of such books to support language learning, and recent studies explore their use in classrooms to raise awareness of multilingualism. This article describes the ways in which dual language picturebooks were used in an after school club of 8-11 year olds in a Latinx neighbourhood in Arizona. Over a six week period an inquiry cycle was used as a curricular framework for exploring dual language picturebooks featuring both familiar and unfamiliar languages for the children. Findings showed the importance of providing time for connection with the books, followed by demonstrations or readings of the picturebooks, and the importance of invitations for the children to explore ideas from the picturebooks. The article provides guidelines for using dual language picturebooks in classrooms, and ends with a provocation suggesting that bilingual picturebooks are not necessarily only for bilingual children.

THE PERCEPTIONS OF STUDENTS REGARDING THE WAYS OF COMMUNITY INVOLVEMENT IN PUBLIC SECONDARY SCHOOL AT DISTRICT KECH BALOCHISTAN

Purpose of the study: The study was designed to investigate students' perception of community involvement in public secondary schools in the district KechBalochistan.
 Methodology: A quantitative method was employed for the current study and a descriptive study was designed to riposte the research questions. The sample size was delimited to 103 respondents. Data were gathered through Questionnaires which it was based on three clusters. Data were analyzed by utilizing the IBM SPSS version of 21.
 Main Findings: The researcher had found that the community involvement in school activities was not statistically significant. The majority of the student’s perception was that their parental community didn’t attend school activities, it was to a low extent. The perceptions of students about parental involvement in school debate activities plus school publications activities in addition to the parental involvement in school club activities were low.
 Applications of the study: The researcher had also suggested to the parents that their involvement in school activities plays a significant role in their academic performances.
 Novelty/Originality of the study: The outcomes of the research or study will motivate or encouraged the community members, especially the parent community to involve themselves more in the school affairs process to enhance the students learning achievement.

Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents.

Social interaction is inherently bidirectional, but research on autistic peer interactions often frames communication as unidirectional and in isolation from the peer context. This study investigated natural peer interactions among six autistic and six non-autistic adolescents in an inclusive school club over 5 months (14 45-min sessions in total) to examine the students’ peer preferences in real-world social interactions and how the preferences changed over time. We further examined whether social behavior characteristics differ between student and peer neurotype combinations. Findings showed that autistic students were more likely to interact with autistic peers then non-autistic peers. In both autistic and non-autistic students, the likelihood of interacting with a same-neurotype peer increased over time. Autistic and non-autistic students’ within-neurotype social interactions were more likely to reflect relational than functional purposes, be characterized as sharing thoughts and experiences rather than requesting help or objects, and be highly reciprocal, as compared with cross-neurotype interactions. These peer preferences and patterns of social interactions were not found among student-peer dyads with the same genders. These findings suggest that peer interaction is determined by more than just a student’s autism diagnosis, but by a combination of student and peer neurotypes.Lay abstractAutistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student’s autism diagnosis.

Perceived Parental Involvement in School Activities in Secondary Schools in South-East Nigeria

Aims: The study ascertained perceived parental involvement in school activities in secondary schools in South-east Nigeria.
 Study design: Descriptive survey research design.
 Place and duration of study: Secondary school students in South-east Nigeria, between 2019/2020.
 Methodology: The study used simple random sampling technique to draw 520 (200 male and 320 female) senior secondary school II students from the total population. Specifically, the toss of die type of simple random sampling was used to draw the sample. The instrument for data collection is a structured questionnaire titled “Students perception on the extent of parental involvement in school activities questionnaire (SPEPISAQ)”. The reliability of the instrument and internal consistency of the questionnaire items were established using Cronbach Alpha statistics which yield an overall reliability coefficient of 0.88, indicating a high-level reliability of the items in the instrument. Data collected were analysed using mean and standard deviation (for research questions). The t-test statistics was used to test the hypotheses raised. The item analysis was based on real limit of numbers ranging from 1.00-1.49 (very low extent) to 3.50-4.00 (very high extent), and the decision rule for the null hypotheses was thus; do not reject the null hypotheses if the significant value is greater than the p-value, otherwise reject the null hypotheses if the calculated value is less than the p-value at 0.05.
 Results: A grand mean of 3.14 which indicates that students’ perception on the extent of parental involvement in debate activities is to high extent. The standard deviation score ranges from 0.66 – 1.01, this shows that students are heterogeneous in their rating. The data analysis revealed that the significant value is greater than the alpha value (Sig. value = 1.021, P value=0.05), hence, the extent of parental involvement in debate activities in secondary schools is not statistically significant based on gender. The results further revealed a grand mean of 3.16 which indicates that students’ perception on the extent of parental involvement in school publication activities is to a high extent. The standard deviation score ranges from 0.59 – 1.11, this shows that students are heterogeneous in their response. The corresponding hypothesis tested revealed that the significant value is greater than the alpha value (Sig. value = 0.006, P value=0.05). This goes to show that the extent of parental involvement in school publication in secondary schools is not statistically significant based on gender. More so, the analysis resulted with a grand mean of 2.12 which indicates that students’ perception on the extent of parental involvement in school club activities is to a low extent. The standard deviation scores range from 0.49 – 0.94, this shows that students are homogeneous in their response. The result further showed that the significant value is less than the alpha value (Sig. value = 0.002, P value=0.05). this goes to show that the extent of parental involvement in school club activities in secondary schools is not statistically significant based on gender.
 Conclusion: Based on the findings of this study it was concluded that, students’ perception on the extent of parental involvement in debate activities is to high extent, the extent of parental involvement in school publication activities is to a high extent, the extent of parental involvement in school club activities is to a low extent. The extent of parental involvement in school publication in secondary schools is not statistically significant, Also, the extent of parental involvement in debate activities in secondary schools is not statistically significant. Finally, the extent of parental involvement in school club activities in secondary schools is not statistically significant based on gender.