Abiola, M. O.Ajibade, B. K.Mohammed, S. B.2026-03-252026-03-252019Abiola, M. O., Ajibade, B. K., & Mohammed, S. B. (2019). Using co-curricular activities as engaging and motivating tools among the adolescent Internally Displaced People (IDPS) in Nigeria. Nigerian Journal of Educational Foundations (NIJEF), 18(1), 213-224.https://repository.iou.edu.gm/handle/123456789/315High motivation and engagement in learning have consistently been linked to reduced dropout rates and increased levels of student academic success. Motivation and engagement greatly impact students’ learning and behaviour. Motivation is basically of two different types—intrinsic (internal) and extrinsic (external). The former is the self-desire to seek new things and new challenges, to analyse one’s capacity, to observe, and to gain knowledge. Conversely, the latter comes from influences outside the learner. Both intrinsic and extrinsic motivations are interwoven. Research findings revealed that learners’ participation and engagement in co-curricular activities could pave the boulevard towards improved academic performance and appropriate behaviour. In recognition of the immense benefits derivable from co-curricular activities, it was thus recommended that all adolescent IDPs should be given the freedom to choose the kind of co-curricular activities that please them, irrespective of their academic discipline. It was also recommended that both academic and non-academic teachers coordinating the available clubs should come to their respective clubs with resources that are relevant, classroom-tested, and above all, practical. School administrators and managers should ensure that coordinators of co-curricular activities are given both financial and moral support, as this would go a long way in motivating them to give their best during club and society periods. Parents/guardians are encouraged to educate their children/wards on the need to participate in co-curricular activities in school.enArticle