Understanding Pupils’ Engagement in Extracurricular Programmes and Contextual Influences in Mbulu Town Council Primary Schools

Abstract

This study examines patterns of preference and factors influencing primary school pupils’ participation in extracurricular activities in Mbulu town council, Tanzania. Guided by Bronfenbrenner’s Ecological Systems Theory, a mixed-methods approach was employed, involving 68 pupils from four primary schools selected through stratified sampling. Quantitative data were collected using a structured 5-point Likert scale questionnaire, while qualitative insights were obtained through open-ended questions. Descriptive statistics and thematic analysis were used to analyse quantitative and qualitative data, respectively. Findings indicate that pupils participate more in activities that are formally scheduled in the school timetable, well-structured, and supervised. Participation is further shaped by contextual factors, including school facilities, parental support, peer interactions, and the degree of school support for engagement. The study recommends improving infrastructure, ensuring adequate supervision, and integrating extracurricular support into school policies to create motivating, accessible, and inclusive environments that enhance pupils’ holistic development.