Abstract:
The core business of educational institutions is to deliver educational excellence to learners so that they fit in the
world of work. The purpose of this study was to investigate the extent to which college policies on participation in
co-curricular activities influence students’ academic performance at public Primary Teachers Training Colleges
in Kenya. Specifically, the researcher determined the influence of policies on number of co-curricular activities,
time spent on co-curricular activities and types of co-curricular activities students participated in on academic
performance. The study employed cross-sectional correlational survey designs. The target population was 9,731
Second Year students in 25 public Primary Teachers Training Colleges that had presented students for Primary
Teacher Examinations for at least two years prior to the study. Using multi-stage cluster random sampling
techniques, systematic and purposive sampling methods, a sample of 11 colleges, 440 students, 11 principals and
11 games masters was selected. Data were collected through semi-structured questionnaires, focus group
