Impact of Co-Curricular Activities on Curricular Activities (Mehwish Sha....doc

IMPACT OF CO-CURRICULAR ACTIVITIES ON CURRICULAR ACTIVITIES OF MALE STUDENTS AT THE

SECONDARY LEVEL IN THE UNIVERSITY PUBLIC SCHOOL OF UNIVERSITY OF PESHAWAR

0334-9148114 ([email protected])

MEHWISH SHAHRoll No. 6143

M. Ed

HORIZON INSTITUTE OF HIGHER STUDIES

Affiliated with

UNIVERSITY OF PESHAWAR Session: 2014-15

IMPACT OF CO-CURRICULAR ACTIVITIES ON CURRICULAR ACTIVITIES OF MALE STUDENTS AT THE

SECONDARY LEVEL IN THE UNIVERSITY PUBLIC SCHOOL OF UNIVERSITY OF PESHAWAR

MEHWISH SHAHRoll No. 6143

M. Ed

Submitted to the Institute Horizon Institute of Higher Studies, University of

Peshawar in partial fulfillment of the requirements for the award of the degree

of Master of education

HORIZON INSTITUTE OF HIGHER STUDIES

Affiliated with

UNIVERSITY OF PESHAWAR

Session: 2014-15

APPROVAL SHEET

Certified that the Contents and form of thesis entitled “Impact of Co-Curricular Activities on Curricular Activities of Male Students at the Secondary Level in the University Public School of University of

Peshawar” Submitted by Mehwish Shah have been found satisfactory for the requirement of the degree.

Internal Examiner: _________________________________

DR. Arbab Khan Afridi

External Examiner: _______________________________Dr.

Director: __________________________

AbdullahHorizon Institute of Higher

Studies

Date: ---------2011

ii

DEDICATION

I dedicate this

humble effort to

almighty Allah who blessed

me with the ability, to complete this work

and I pay tribute to my beloved

Parents

whose constant and

continuous support me

to achieve all

my goals

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ACKNOWLEDGMENTS

First of all I am thankful to Allah the most merciful and

beneficent for enabling me to complete this work.

I wish to record my thanks to Dr. Khisro Kaleem Raza for

providing me with all necessary facilities for understanding this

research work. My special thanks are owed to my supervisor in

research whose kind assistance, expert advices and cooperation

stands behind this research work.

I also extend my thanks to my friend Afshan Andaleeb, who

extended co-operation and helping hand when and where I

needed in the accomplishment of this Thesis.

Mehwish Shah

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TABLE OF CONTENTS

DEDICATION...........................................................................................................III

ACKNOWLEDGMENTS.........................................................................................IV

TABLE OF CONTENTS............................................................................................V

LIST OF TABLES...................................................................................................VII

ABSTRACT............................................................................................................VIII

CHAPTER-1.................................................................................................................1

INTRODUCTION........................................................................................................1

1.1 STATEMENT OF THE PROBLEM......................................................................2

1.2 OBJECTIVES OF THE STUDY...........................................................................2

1.3 DELIMITATIONS OF THE STUDY.....................................................................3

1.4 SIGNIFICANCE OF THE STUDY.......................................................................3

CHAPTER-2.................................................................................................................4

REVIEW OF RELATED LITERATURE.................................................................4

2.1 NATIONAL EDUCATIONAL POLICIES.............................................................42.1.1 According to national educational policy 1959:......................................42.1.2 According to national education policy 1978:.........................................52.1.3 According to National Education Policy 1992:.......................................52.1.4 According to National Education Policy 1998:.......................................5

2.2 IMPORTANCE AND SCOPE OF CO-CURRICULAR ACTIVITIES.........................6

2.3 CO-CURRICULAR ACTIVITIES......................................................................11

2.4 ADVANTAGES OF CO-CURRICULAR ACTIVITIES..........................................13

2.5 KINDS OF CURRICULAR ACTIVITIES............................................................15A. Literary Activities........................................................................................16B. Dramatic Activities.....................................................................................16C. Games and Athletics...................................................................................17

CHAPTER-3...............................................................................................................18

METHODS AND PROCEDURE OF THE STUDY...............................................18

3.1 NATURE OF RESEARCH................................................................................18

3.2 CONSTRUCTION OF THE QUESTIONNAIRE....................................................18

3.3 AREAS OF THE INSTRUMENT.......................................................................18

3.5 TABULATION AND INTERPRETATION OF DATA...........................................19

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CHAPTER-4...............................................................................................................20

PRESENTATION AND ANALYSIS OF DATA....................................................20

CHAPTER-5...............................................................................................................34

FINDINGS, CONCLUSION & RECOMMENDATIONS.....................................34

5.1 FINDINGS.....................................................................................................34

5.2 CONCLUSION...............................................................................................34

5.3 RECOMMENDATIONS...................................................................................35

BIBLIOGRAPHY......................................................................................................37

Questionnaire...............................................................................................................38

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LIST OF TABLES

TABLE-1: SHOWS PROPER PROVISION OF SCHOOL FACILITIES.....................................20

TABLE-2: SHOWS PROPERLY CELEBRATE OF CO CURRICULAR ACTIVITIES DAY.........21

TABLE-3: SHOWS PROVIDING OF DIFFERENT TYPES OF ACTIVITIES............................22

TABLE-4: THE TABLE SHOWS THAT STUDENTS WILLINGLY PARTICIPATE IN CO-CURRICULAR ACTIVITIES.............................................................................23

TABLE-5: SHOWS THE MAXIMUM NUMBER OF STUDENT’S PARTICIPATION IN CO-CURRICULAR ACTIVITIES........................................................................24

TABLE-6: SHOWS THAT MOSTLY ACADEMICALLY HIGH LEVELS OF STUDENTS ARE MORE PARTICIPATING THAN LOWER LEVEL.................................................25

TABLE-7: SHOWS THE EFFECT OF CO CURRICULAR ACTIVITIES ON THE ACADEMIC PERFORMANCE OF THE STUDENTS...............................................................26

TABLE-8: SHOWS THE POSITIVE EFFECT OF CO CURRICULAR ACTIVITIES ON STUDENT’S PHYSICAL AND MENTAL GROWTH.......................................27

TABLE-9: SHOWS AVOIDANCE OF CO CURRICULAR ACTIVITIES IN SCHOOL................28

TABLE-10:SHOWS THE SUBJECT TEACHER (SCIENCE) ENCOURAGE PARTICIPATION OF STUDENTS IN CO CURRICULAR ACTIVITIES..................................................29

TABLE-11:SHOWS THE STUDENTS PARTICIPATION IN CO CURRICULAR ACTIVITIES ARE OUTSTANDING IN STUDIES...........................................................................30

TABLE-12:SHOWS THE SOCIAL IMPACT OF CO CURRICULAR ACTIVITIES ON STUDENTS IN THEIR SOCIAL LIFE?.................................................................................31

TABLE-13:SHOWS THAT THE STUDENTS WHO PARTICIPATE IN SUCH ACTIVITIES ARE MORE CONFIDENT........................................................................................32

Table-14: Shows that the students who take part in co curricular activities have the potential of social adjustment.....................................................................33

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ABSTRACT

The study was undertaken with the objectives of exploring

motives and attitudes of trainee teachers (M.Ed Evening) 2010-11

of IER Peshawar University. The hypotheses were that people

join the teaching profession, have the sense of the honour of

teaching, by their own choice or being convinced by others. The

study was limited to I.E.R Peshawar University only. Data was

collected from M.Ed (Evening) students, data was tabulated and

analyzed. For the collection of this data a sample of 12 students

was selected and a questionnaire was given to them after the

tabulation and analysis conclusions were drawn on the basis of

findings and presented in the form of present report. Some

recommendations were also made for the improvement of the

performance of the system. The study was accepted as most of

the students were in their field by their own choice.

viii

CHAPTER-1

INTRODUCTION

The word education has been derived from the Latin word educate or

education and it means to train to bring up and nourish while education on

mean to lead out for more implies the education is some thing external to be

imposed or put in from out side. The later indicates growth from with in. the

purpose of the education is to codify the behavior of the child and to shape his

personality in a move desirable from education in its limited sense includes the

influence deliberately planned chosen and employed by the community for the

welfare of its coming generations. The purpose is to modify the behavior of the

child and to shape his personality in a move desirable from education is not

some thing static but it is continues and life long process. The secret of the

extreme progress and development of any nation is laid in education as

Napoleonsaid, “you give me educated mothers I will give you leaders of the

nation.”

Aristotle said,” Education is a process necessary for certain of sum

mined is a sound body”.

According to John Dewy “education is a process of living thought

continuous reconstruction of experience”. Modern approaches of education

emphasizes on all round development of the child. They emphasizes on the

harmonious development of the child’s body and mind. By nature the child

most general urge is to be active both mentally and physically especially as his

physical and intellectual qualities are the major determinant of his personality.

So the activities rather than the course of study are also new included in the

1

curriculum and they are named as co-curricular activities. Some can say that

co-curricular activities are those which are not directly related with the

prescribed curricular of various subjects in the school but are equally important

and in some cases more important than curricula for balanced development of

the child.

All activities for physical development and many activities desirable for

social and emotional adjustment come under this heading sports, athletics,

scouting various hobbies, excursions, literary societies, dramatic, debates,

various cooperative projects etc are all co-curricular activities. The basic

purpose of these activities is to build up the character and personality of the

child as well as training of their mind.

Co-curricular activities are all concomitant to teaching activity in

academic institutions. The basic idea behind it is the building up the character

and personality of the students as well as training of their mind. To a large

extent it is an extension as well as application of classroom teaching to life

activity it is therefore bound to be meaningful and interesting.

1.1 STATEMENT OF THE PROBLEM

The present study concentrated upon the impact of co-curricular

activities on curricular activities of male students at secondary level in UPS. .

1.2 OBJECTIVES OF THE STUDY

Following are the objectives of the study.

1. To find out the effects of co curricular activities on the academic

achievements of the child.

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2. To find out whether they are encouraged by their parents in participating

theses activities.

3. To find out whether their performance is affected by kind of activity

they are involved in.

4. To find out the overall effect on the personality of the students when

they arc taking part in co-curricular activities.

5. To investigate which types of facilities regarding co-curricular activities

are provided in the school.

1.3 DELIMITATIONS OF THE STUDY

Due to estimated and resources at the disposal of the investigator:

1. This study was limited only to university Public School Peshawar.

2. Only one school was selected as sample for the study.

1.4 SIGNIFICANCE OF THE STUDY

Following are the most notable aspects of this research work.

1. This study will clearly point out the range of involvement of boys in the

co-curricular activities at the secondary level school in UPS.

2. It will classify the level of interest of boys in specific type of co-

curricular activity and also show their interest in most commonly

preferred activities.

3. This study will also highlight the infrastructural support available for

organizing the co-curricular activities for male students in the school.

3

CHAPTER-2

REVIEW OF RELATED LITERATURE

Previously, the purpose of education was confined to the teaching of

subjects of the curriculum. The social activities were regarded as extras. A

weak student had no right to go to the playgrounds or to functions. Gradually,

this attitude of hostility changed into that of indifference. These activities were

not supervised nor were any guidance given. But now the concept of education

has changed. All-round development of the child is the theme of new

education. Modern education recognizes that when the child comes to the

school, he comes in mentally, physically, spiritually, socially and vocationally

and as such he must be educated in all of them. Now it is recognized that these

activities are valuable media for developing proper attitude, habits, interests,

ideals among pupils. Because of their importance in education, they have been

renamed, as co-curricular activities as they form an integral part of the school

curriculum in their organization, therefore, need just much care and fore

thoughts.

Co-curriculum activities have been emphasized in almost all of the

national educational policies, of Pakistan.

2.1 NATIONAL EDUCATIONAL POLICIES

2.1.1 According to national educational policy 1959:

Physical activities like games and sports encourage such desirable social

characteristics as sense of fair play, teamwork and fortitude and endurance. For

the sake of a cause in the past our schools and colleges have been nurseries of

athletes and sportswomen. The minds of our children and the intellects of our

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youth will develop best when they have sound strong bodies in which to grow

for these reasons physical education must be accepted as importance in all

schools.

2.1.2 According to national education policy 1978:

Besides the general school and college education Physical education,

sports and cultural activities are recognized as important factor in the all round

development of an individual’s personality. These out of class activities are

strong means of development of democratic leadership, discipline, national

integration, patriotism and international understanding.

2.1.3 According to National Education Policy 1992:

Physical education, sports and games will be recognized, as a high

priority area in the educational sector. Physical education will be a compulsory

pan of the daily timetable in schools and colleges.

2.1.4 According to National Education Policy 1998:

The modern concept of education stresses upon, all round development

of the individuals. Physical education with special emphasis on games and

sports is an integral part of the education concerned with health and physical

fitness. It also contributes along with other branches of education, to mental

health, emotional and social development. Thus physical education is important

for the development of personality.

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2.2 IMPORTANCE AND SCOPE OF CO-CURRICULAR ACTIVITIES

1. To Meet the Needs at the Adolescent Study

Gregarious instinct is very predominant in adolescents Growing boys

desire to behave socially. If opportunities are not provided to them, they will

form their own undesirable groups and gangs. This grouping may be harmful to

them and to the society. Their activities give a healthy outlet to various

instincts like gregariousness, assertion and curiosity (Many curricular activities

e.g., self government, social service league, scouting etc will be very

conductive to sublimate their instincts as they will provide them a field for

dong something socially worth whit through group activities).

2. To provide social training

By participation in co-curricular activities pupils learn valuable lessons

in practical cooperation and the habits of team work they realize the relation of

the society to the individual and of the individual to the society.

One hand is to sacrifice one’s immediate interests, for the welfare of the

group. Pupils have to move from sheer individualism to social awareness.

Team spirit is developed in them. Spirit of give and take takes place of

selfishness.

The pupil identifies himself with the group of his own choice, a debating

club, a dramatic club or football team. I-Ic is no longer an individual but a

meniber of the group. He teams loyalty to his group. Universal brotherhood,

true democracy faith in man and unselfish service are ideals, which are

encouraged.

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3. Moral training

Co-curricular activities are also helpful in giving moral training. What is

moral conduct? “Moral conduct is the response that an individual makes to the

requirements and expectations of the social order, in which he lives, in matters

affecting the welfare of others”. “Its a conduct approved by society”.

By participating in their activities,

Pupils learn act according to the well and standards of the group.

Moral qualities such as honesty, truth, and justice are put to test.

Pupils find opportunities to decide and choose the right and to learn the

great values of self-control and moderation.

Every one of moral experience is worth a pound of ethical teaching.

Through the community life of games and activities, the child learns an

inner discipline, which abides with the child as a directing and restrains

influence when he is away from the school.

4. Civic training

The school should be a training ground for democracy. It should

reorganized and administered on democratic lines. The students will thus have

opportunities and responsibilities somewhat similar in small way to those they

will have later as grown up citizen. Co curricular activities train pupils for their

rights and responsibilities as citizens. Students learn the mechanics and deceive

of government and develop true spirit of citizenship.

Self-government will provide experience of the life of a democratic

society. In this pupils determine the policies and the programs, they plan and

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present assembly programs. The individual pupil learns how to conduct a

meeting in an approved and parliamentary style; it gives him an opportunity to

exercise his boat. Here the students will know that rights involve

responsibilities.

Lessons in cooperation can be learnt by practice. In order to retain his

position as a member in Students Council, Athletic team etc, a student has to

exercise cooperation.

5. To Provide Worthy Recreational Interests

Education for leisure should begin in school, it is as important as

education for work. If recreational interests are developed during school life,

they prove to be very beneficial in leisure hour of adult life and make life fuller

and richer.

With the advent of industrial civilization, machines have replaced

human labor So increasing leisure hours have been afforded to man. As the

work is entirely mechanized, the work does not derive any human satisfaction

from it. He is never responsible for a work as a whole. He will never take

satisfaction and pride on the completion of the whole work. The denial of

human values during work hours results in the worker to enjoy his leisure hours

violently. He is frustrated. Schools can create favorable attitudes in their pupils

of healthy activities and unfavorable ones for unhealthy leisure time activities.

If love of one or move a hobby be created at the school stage, that hobby will

be the principal leisure time activity of the pupil through out life.

8

6. Supplementation of Academic Work

Due to co-curricular activities the teaching of civics, composition,

history and geography etc will be greatly supplemented. Election to the

students’ council will give them a picture of Central State elections. Excursions

to historical, geographical and industrial places will enrich the experiences of

the students. Contributions to the school magazine will supplement the

teaching of languages.

7. To Discover and Develop Individual Interest and Provide Recreation

The school should organize various kinds of activities in the school so

that the pupil may participate according to his interest. The pupil will

participate in only that activity in which he is interested. So the teacher can fin

out the interest and aptitude of the pupil. Recreation can therefore, be provided

according to the interest of the pupils. When individual differences are

recognized, when tests and aptitudes are discovered and when recreation is

provided, the problem of school discipline can be solved. All these activities

are helpful in experimenting with their likes and dislikes, in finding their

interests and capacities in these fields and in developing their tests and

aptitudes they possess.

8. Training for Leadership

Many performances have to be organized. Many situations have to be

faced in the running of various societies. All these inculcate in the students the

qualities of quick and clear thinking, adaptability, good judgment, initiative self

confidence, broad vision, patience, tolerance, integrity, willingness to work,

9

enthusiasm, faith, courage, conviction, unselfishness etc all these qualities can

be developed through the regular curriculum.

9. Development of Discipline

Discipline becomes self-discipline. Students remain busy with different

kinds of activities and develop their talents in different directions. They make

laws for various societies and come to realize the need for showing respect to

their school laws.

Many kinds of educational activities basis as well as none. Basic should

be organized in schools. These activities should be able to serve some

objectives.

All students should have equal opportunity to be a member of school

organization.

These activities should stimulate children’s interest in their environment.

Education of children in school should be closely linked to their lives in

the community.

These activities should provide such experiences as would contribute to

all round development of children. They should be organized in such a

manner that they are helpful in the physical, mental and moral

development of the child.

These activities should be helpful in giving training for leadership.

They should give the child training in citizenship and the art of self-

government.

10

Pupils should learn while doing things. Learning should be purposive,

realization and more effective.

They should give scope for creativity and self-expression in children.

They should develop initiative in children.

They should teach the child the art of recreation and worthy use of

leisure.

They should help acquire knowledge.

2.3 CO-CURRICULAR ACTIVITIES

1. Need and Interests

The program of co curricular activities should grow out of the needs and

interests of the pupils unless the membership of an organization satisfies a

pupil native interest and results in meeting his needs. He is not likely to take

part in it with enthusiasm.

2. Free Choice

In no case the membership of an organization be imposed upon a pupil.

It should be the result of his free choice. What the head of the school has to see

to only the presence of the large number and variety of organization so as to

cater for the different interests and aptitudes of the pupils. Each pupil should be

allowed to choose from the activities the one. which is more interesting to him.

3. Educational Value

Co curricular activities should contribute in high degree to the

realization of educational objectives unless each activity can be justified in

terms of this principal. It has no justification for being in the program.

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4. Flexibility

The program of co curricular activities should be flexible enough to fit

new demands and meet changed conditions. The same old program should not

be repeated year after year.

5. Responsibility

Responsibility for administration of co curricular activities should be

clearly defined and shared with faculty and students.

6. Protection

The number of co curricular activities in which a pupil may participate

should be Limited. This does not contradict that every pupil should have the

opportunity to participate and that his participation should be varied according

to his needs and interests. It means that a desirable balance should be

maintained between the curricular and co curricular programs. Unless

irritations are imposed some students are over emphasized this phase of school

Life. Thus limiting the extent of participation is likely to result in a more

general distribution of opportunities for the entire student body.

7. Expense

Co curricular activities should be provided at a little or no cost to those

who take part in them. Those activities should not be organized in which a very

few member of students arc participating and which involve much expenditure.

8. Eligibility

Co curricular activities should be available to all pupils regardless of

their scholastic standing.

12

9. Time

Co curricular activities should be given a place in the daily timetable of

the school. If it were not done, they would be looked as extra. By inclusion of

these activities in the regular timetable, on the one hand all the students would

be provide with the opportunity to participate in social experience and on the

other hand the status of the activities would be raised to the level of curricular

pursuits.

10. Direction

Individual activities in the co curricular program should be planned and

directed by pupils under teacher guidance. This principle is fundamental to the

achievement of objectives set up for the program. Pupils must have the

opportunity to learn how to plan their own affairs, to work cooperatively and to

assume their own affairs.

2.4 ADVANTAGES OF CO-CURRICULAR ACTIVITIES

The values of co-curricular activities are multifarious and important

from educational point of view. Dr. Arbab Afridi has listed the following

advantages

13

The Physical Advantages

There are many co-curricular activities such as games, athletics,

scouting and thinking which provide healthy channels for the

development of the pupils.

Academic Activities

Co-curricular activities provide practical experience in academic growth

of the child. Many activities such as excursion, library, debates etc add

in the mental growth of the child.

The Social Values

The activities, which are mostly cooperative in nature, are called social

values like, cooperation, mutual help, understanding, fellowship,

tolerance and sharing, responsibilities etc. Pupils acquire group loyalty

through group activity.

The Aesthetic Values

Drawing, painting, decoration, toy making, clay modeling, preparation

of charts and modes develop aesthetic sensibility in children.

The Recreational Values

Student who are encouraged, to participate in arts, symposium, debates,

discussion, exhibition, games arid sports and other hobbies can learn the

methods and means of utilizing their leisure through recreational

activities.

14

2.5 KINDS OF CURRICULAR ACTIVITIES

The following are some of the activities that satisfy the innate interests

of the pupils and at the same time give them good social, civic moral training.

The number and kinds of activities to be organized will depend upon the size

and the financial resources of the school, the member and special capacities of

the teachers.

Literary activities, such as debating public speaking and editing and

publication of the school magazine

(a) Literary activities

(b) Dramatic activities

(c) Game and athletics

1. Pertaining to academic interests as represented by language, literature,

history, geography, and general science, mathematics, camera, radio etc.

2. Pertaining to musical and artistic interests such as painting, drawing and

orchestras.

3. Pertaining to interests in natural as expressed in cycling, rambles, hikes,

gardening etc.

4. Pertaining to vocational interests, such as project carried out in the

school workshop with various kinds of material.

5. Pertaining by co-operative societies, Boy Scout and junior Red Cross

movements, safety clubs, social service league etc.

15

A. Literary Activities

Literary activities provide training for youth in the essentially social art

of communicating one side to others fully, clearly and effectively. The impulse

to communicate is very powerful in adolescents and it seeks expression in

various ways. Side by side with the growth of these impulses the thought

process develop rapidly and the youth become capable of organizing their ideas

and of reasoning about things.

Literary expression is either oral or written. So far as oral expression in

the company of others is concerned it has various forms. The most important

are, firstly speaking in public on any subject of interest to the speaker and the

audience in an orderly, clear and effective manner and secondly debating issues

of the live interest. The debater not only presenting his case in clear and logical

way but also seeking to persuade and convince others that his own point of

view is correct and therefore acceptable.

B. Dramatic Activities

Dramatization as a form of extra curricular activity has no become so

popular in our school as in those of foreign countries. But dramatic tendency is

general among children irrespective of race and nationality and it is the

business of the educator to utilize it for the development of the individual and

the benefit and pleasure of others.

Dramatic work may be started quite early in school life, fables and folk

tales being fit subjects for dramatization by young children. In the secondary

school when the dramatic instinct reaches fuller development, more formal

productions should be attempted so much as an educational method as in the

16

primary classes but as a form of self-expression and a source of joy and

pleasure to the actors and the audience.

C. Games and Athletics

In the whole ranges of extra curricular activities games and athletics

enjoy the largest measure of popularity. This is mainly due to the strong appeal

they make to the instinctive nature of boys as well as girls. The growing self

assertion and self reliance of the adolescent. his individuality, resourcefulness

and good fellowship combined with his desire for vigorous physical activity

and his reckless courage find in athletics very welcome outlet. The element of

content that enters in to most of these activities gives them an additional zest.

Adolescence is said to be preeminently in the athletic period and it is necessary

that full account should be taken of these activities in the school program.

Athletics have a wholesome effect on the physical, mental, social and

moral development of the individual. Being undertaken with full zest and

enthusiasm, these activities absorb the participants whole being and thus

exercise and develop his full personality by promoting the actions of bodily

functions by quickening blood circulating and by purifying the bloody vigor

athletics act as a powerful physical tonic.

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CHAPTER-3

METHODS AND PROCEDURE OF THE STUDY

3.1 NATURE OF RESEARCH

It is a survey type descriptive research, which simply indicates the broad

field of study depending upon the availability of literature and formation. It

involves the collection, analyzing and interpretation of the data in order to find

the comparative analysis of co-curricular activities among boys at the

secondary level.

3.2 CONSTRUCTION OF THE QUESTIONNAIRE

A questionnaire is a major instrument of the research for the collection

of the data.

3.3 AKLFJALFJ

3.3 AREAS OF THE INSTRUMENT

The questionnaire contained the following aspects of study.

1. Types of co-curricular activities

2. Time and period for these activities

3. Arrangements of competitions for theses activities

4. Analysis of Data

18

The new data was collected and arranged to its nature and lastly it was

tabulated. A comparative analysis has been shown by the data.

3.5 TABULATION AND INTERPRETATION OF DATA

The data was statistically analyzed and tabulated. Percentage was

calculated for the whole data on the basis of which findings and conclusions

were drawn.

19

CHAPTER-4

PRESENTATION AND ANALYSIS OF DATA

Physical Facilities

1. Does your school provide proper physical facilities?

Table-1: Shows proper provision of school facilities

Table-1Respondents Yes %Age No %Age

30 25 83.3% 5 16.7%

Figure-1

Analysis

Table-1 indicates that 83.3% teachers gave Yes response and give

16.7% No response.

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2. Do the school properly arrange co curricular activities?

Table-2: Conduct in celebrate of co curricular activities day


30 22 73.3% 8 26.7%

Figure-2

Analysis

Table-2 shows that 73.3% schools have properly celebrated co-

curricular activities and 26.7% did not conduct these.

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Academic Achievements

1. Does your school provide different types of co-curricular activities?

Table-3: Shows providing of different types of activities


30 26 86.7% 4 13.3%

Figure-3

Analysis

Table-3 indicates that 86.7 % schools have provided different types of

activities and 13.3% did not provide the activities.

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2. Do students willingly participate in co-curricular activities?

Table-4: The table shows that students willingly participate in Co-curricular activities


30 30 100% 0 0%

Figure-4

Analysis

Table-4 shows that students willingly participate in co-curricular

activities. The above table shows that 100% students willingly participate in co

curricular activities.

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3. Does maximum number of students of your school participate in co

curricular activities?

Table-5: Shows the maximum number of students participation in co curricular activities


30 28 93.3% 2 6.7%

Figure-5

Analysis

The above table-5 and figure shows that 93.3% students participated in

co curricular activities and 6.7% did take not interest.

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4. Do you think that most academically high-level students actively

participate in co-curricular?

Table-6: Shows that mostly academically high levels of students are more participating than lower level


30 16 53.3% 14 46.7%

Figure-6

Analysis

Table-6 indicates that 53.3% high-achieves students participated in co

curricular activities and 46.7% low-achiever students participate. This table

shows balance between both levels.

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5. These co-curricular activities have some effect on the academic

performance of the participation?

Table-7: Shows the effect of co curricular activities on the academic performance of the students


30 28 93.3% 2 6.7%

Figure-7

Analysis

Table-7 shows the effect of cc curricular activities on the academic

performance of the students. 93.3% students academic performance was

affected by participation and 6.7% students are not affected.

26

6. Do the co curricular activities have positive effects on student’s physical

and mental growth?

Table-8: Shows the positive effect of co curricular activities on student’s physical and mental growth


30 30 100% 0 0%

Figure-8

Analysis

Table-8 shows the positive effect 100% of co-curricular activities on

student physical and mental growth.

27

7. Are you agreeing that co curricular activities are avoided in school?

Table-9: Shows avoidance of co curricular activities in school


30 5 16.7% 25 83.3%

Figure-9

Analysis

Table-9 shows avoidance of co-curricular activities in school. 16.7%

schools avoid the co curricular activities and 83.3% agreed these activities.

28

8. Do the subject teachers (science) encourage participation of students in

co curricular activities?

Table-10: Shows the subject teacher (science) encourage participation of students in co curricular activities


30 29 96.7% 1 3.3%

Figure-10

Analysis

Table-10 this table shows that 96.7% subject teacher specially science

teacher encourage participation in co-curricular activities and subject teacher

(science) encourage participation of students in co-curricular activities and

3.3% discourage.

29

1. Do the students participating in co curricular activities are outstanding in

studies?

Table-11: Shows the students participation in co curricular activities are outstanding in studies


30 28 93.3% 2 6.7%

Figure-11

Analysis

It indicates that the student’s participation in co curricular activities. The

table-11 shows the students participation in co curricular activities are

outstanding in studies.

30

2. Do you think that these activities help the students in their social life?

The table 12 focuses on the social impact of co-curricular activities.

Table-12: Shows the social impact of co curricular activities on students in their social life?


30 30 100% 0 0%

Figure-12

Analysis

The table 12 focuses on the social impact of co curricular activities. The

above table shows that 100% co curricular activities help in social impact. The

result shows that 100% co curricular activities help in social impact.

31

11. Do you think that the students who participate in such activities arc

more confident in their behavior than the others?

Table-13: Shows that the students who participate in such activities are more confident.


30 30 100% 0 0%

Figure-13

Analysis

The above table shows that 100% of students who participate in co

curricular activities are more confident in their behavior than the other students.

32

3. Do you agree that the students who take part in co curricular activities

have the potential of social adjustment?

Table-14: Shows that the students who take part in co curricular activities have the potential of social adjustment


30 30 100% 0 0%

Figure-14

Analysis

The table shows that students who take part in co curricular activities

have the potential of social adjustment. The table shows that co curricular

activities have great impact on the students.

33

CHAPTER-5

FINDINGS, CONCLUSION & RECOMMENDATIONS

5.1 FINDINGS

5.1.1 It is observed that University Public School provides co curricular

activities to their students.

5.1.2 It is discovered that 97% students willingly participate in co curricular

activities.

5.2 CONCLUSION

Based on the interpretation of data the following conclusions are drawn.

5.2.1 It his reveled that most of the schools have the facilities of co curricular

activities and the schools provide their students with opportunities to

participate in them.

5.2.2 Most of the students willingly participate in co curricular activities and

their parents also encourage them to take part in such activities.

5.2.3 It has found that co curricular activities do not affect their academic

performance and while engaged in such activities they also pay full

attention to their studies.

5.2.4 It has also discovered that these activities motivate students towards

studies and also develop study habit in them.

5.2.5 It has found that most of the students like physical exercises more than

mental exercise.

34

5.2.6 Most of the students also agreed that by participating in such activities

they have a positive effect on their personalities.

5.2.7 Co-curricular activities also build confidence in them.

5.2.8 Co-curricular activities also developed social skills in students.

5.2.9 The students who participate in mental activities perform better than

those who are involved in physical co curricular activities.

5.2.10 It is found that although the students are engaged in co curricular

activities still most of them give proper attention and time to their

studies.

5.2.11 It has been concluded that overall effect of co curricular activities is

positive.

5.2.12 It has been found that most of the schools have special teachers for co


5.2.13 It is also discovered that most of the schools have proper period for co


5.3 RECOMMENDATIONS

5.3.1 It is recommended that all the students should provide co curricular

activities to their students.

5.3.2 Trained teachers who should have complete knowledge about such

activities should carry out these activities.

5.3.3 All the students should be given equal opportunities to participate in

such activities.

35

5.3.4 The school should also provide all the facilities regarding such activities.

5.3.5 These activities should be provided to the students according to their

interests and attitudes.

5.3.6 The students should be encouraged to participate in such activities as the

conclusion has shown that the students taking part in co-curricular

activities become social.

5.3.7 All the activities should be given due importance i.e both involving

physical exercise like different types of games and sports and mental

exercise like debates and quiz competitions should be there in the list of

co-curricular activities of every school.

5.3.8 Students should be rewarded for their performance in order to encourage

them.

5.3.9 All the activities should be organized in accordance with the image and

regulations of the school.

5.3.10 Audio-visual record of such activities should be kept in school.

5.3.11 The supervisors of these activities should be selected according to their

abilities.

5.3.12 All the activities should be arranged with proper planning.

5.3.13 All the competitions should be conducted in peaceful environment.

36

BIBLIOGRAPHY

1. Afridi, Arbab Khan. School Organization 6th edition, The Printman

Peshawar. 1991.

2. National Education Commission Report (1959). Ministry of Education

Government of Pakistan. The Manager of Publication Press

Karachi Government of Pakistan.

3. National Education Policy and Implemented Program (1978).

Government of Pakistan Ministry of Education Islamabad.

4. Shahid S.M. (2002) Educational Administration V’ edition Z.A Printers

Lahore.

5. Rehman Mehmooda (1994) Teaching of Science and Mathematics

Institute of Education and Research University of Peshawar.

6. Mohi-ud-din Sultan (1963) School Organization and Management West

Pak Publishers Co-LTD Lahore.

7. Pringle R.W (1985): The Psychology of High School Discipline D.C

Health and Co-London

8. Khalid Tanveer (1998) Education Printed By S.M Printers Karachi.

9. Terry P.W (1980) Supervising Extra Curricular Activities. Mc Graw

Hill book Co.INC. London.

37

QUESTIONNAIRE

Topic: Impact of co-curricular activities of male students at secondary level in

University Public School, Peshawar.

Name of School: ______________________________

Teacher Name: ______________________________

Qualification of Teacher: ______________________________

General — Professional Experience: ______________________________

Subject: ______________________________

PHYSICAL FACILITIES

I. Do your school provide proper facilities? Yes___No____

2. Do the school properly celebrate co curricular activities day? Yes___No____

Academic Achievements

3. Do your school provide different types of activities? Yes___No____

4. Do students willingly participate in co curricular activities? Yes___No____

5. Does maximum number of students of your school

participate in co curricular activities? Yes___No____

6. Do you think that mostly academically high-level

students are more participating than lower level? Yes___No____

7. Do the co curricular activities have some effect on the

academic performance of the students? Yes___No____

8. Do the co curricular activities have positive effects on

student’s physical and mental growth? Yes___No____

38

9. Are you agree that co curricular activities be avoided

in school? Yes___No____

10. Do the subject teachers (science) encourage participation

of students in co curricular activities? Yes___No____

11. Do the students participating in co curricular activities are

outstanding in studies? Yes___No____

SOCIAL IMPACT

12. Do you think that these activities help the students? Yes___No____

13. Do you think that the students who participate in such

activities are more confident in their behavior than the others?Yes___No____

14. Do you agree that the students who take part in taking co

curricular activities have the potential of social adjustment? Yes___No____

15. If No, Why? Your comments. Yes___No____

39

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