The Effect of Sports Activity Scheduling on Students’ Academic Achievement in Public Secondary Schools in Bukoba District, Kagera-Tanzania

Sports Activity

Abstract

This paper assessed the effect of sports activity scheduling on students’ academic achievement in public secondary schools in Bukoba District, Kagera-Tanzania. This study adopted a mixed-methods approach with an explanatory sequential design, involving a total sample of 197 participants. Sampling procedures included purposive sampling, stratified and simple random sampling. Data collection instruments included questionnaires and semi-structured interviews. Quantitative data were analyzed using SPSS with descriptive statistics such as frequencies and percentages, while qualitative data were analyzed thematically to identify key patterns and explanations. The study found that the majority of both teachers and students perceive sports scheduling in public secondary schools as positively influencing academic performance, concentration, and classroom behavior, especially when scheduled weekly and outside core academic hours. However, challenges such as student fatigue and scheduling conflicts persist, particularly in resource-limited schools, highlighting the need for improved planning and infrastructure. The study recommended that schools should enhance coordination between academic and sports departments to ensure sports activities are scheduled without disrupting critical learning periods. Education authorities should support under-resourced schools by investing in infrastructure, providing scheduling tools, and training staff to implement balanced, student-centered extracurricular programs.