Asian Journal of Education and Social Studies

This study explored the challenges faced in implementing extracurricular activities (ECAs) in secondary schools in Morogoro Municipality, Tanzania, and how these challenges hinder students' development of practical skills necessary for solving societal problems. The research employed a case study design, utilizing both simple random sampling for students and purposive sampling for teachers. Data was collected through interviews with 17 teachers and focus group discussions with 72 students. The findings revealed two main themes of challenges: student attitudes and backgrounds as barriers, as well as teacher and parental support issues. Student attitudes and backgrounds encompassed inappropriate attitudes towards ECAs, home upbringing influences, and gender-biased perspectives. Teacher and parental support issues involved inadequate teacher guidance and lack of parental involvement. Based on these findings, the study recommends increased Tanzania government funding to provide necessary resources for ECAs in secondary schools, as well as the implementation of awareness campaigns aimed at changing negative perceptions about ECAs. These initiatives are crucial for fostering an environment that promotes skill development and equips students with the abilities needed to solve pressing societal problems.