Exploring the perceived contribution of non-subject co-curricular clubs to students’ moral behaviour in selected secondary schools in Dar es Salaam, Tanzania: A multiple-case study
Abstract
This study examined how non-subject co-curricular clubs influence moral behaviour among secondary school students in Dar es Salaam. It examined club types, objectives, behavioural impacts, and factors affecting effectiveness, using a qualitative case study conducted from 1 June to 10 August 2026. Guided by Social Learning Theory, the study used this as the primary interpretive framework, complemented by Dewey’s experiential perspective and Bronfenbrenner’s ecological view of behaviour. Data were collected between 1 June and 10 August 2026 through four focus group discussions involving 24 students (six per school) and eight semi-structured individual interviews with four teachers and four club patrons/matrons. The 12 transcripts from 32 participants were analysed using reflexive thematic analysis, including within-case and cross-case comparisons. Analysis revealed that schools had a broad ecology of clubs, but formal availability often exceeded regular functionality. Participants linked activities to values such as respect, responsibility, honesty, cooperation, self-discipline, and confidence, but factors such as passive delivery, uneven participation, and external influences limited their impact. Challenges included timetable conflicts, exam pressure, teacher workload, lack of supervision, guidance, resources, external support, and motivation. The study concludes that clubs can positively reinforce moral learning, but their effects are conditional rather than causal. Recommendations include allocated time, proper audits, training, resources, student leadership, inclusive participation, stronger partnerships, and behaviour monitoring.