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IMPACT OF CO CURRICULAR ACTIVITIES ON
THE NON – ACADEMIC DEVELOPMENT OF
JUNIOR COLLEGE STUDENTS
Dissertation Submitted to the
D. Y. Patil University,
School of Management, Navi Mumbai.
in partial fulfillment of the requirements for
the Degree of
MASTER OF PHILOSOPHY In
BUSINESS MANAGEMENT
Submitted by :
BHARATI RAJENDRA DHANMEHER
(Enrollment No: DYP - M PHIL – 11018)
Research Guide :
PROF. DR. R. GOPAL
DIRECTOR AND HEAD OF THE DEPARTMENT, D.Y. PATIL UNIVERSITY, NAVI MUMBAI.
SCHOOL OF MANAGEMENT.
Sector 4, Plot No. 10, CBD Belapur, Navi Mumbai – 400 614.
October 2014
IMPACT OF CO CURRICULAR
ACTIVITIES ON THE
NON – ACADEMIC DEVELOPMENT
OF JUNIOR COLLEGE STUDENTS
I
DECLARATION
I hereby declare that the thesis titled “ IMPACT OF CO CURRICULAR
ACTIVITIES ON THE NON ACADEMIC DEVELOPMENT OF JUNIOR
COLLEGE STUDENTS “ submitted for the Award of Master of Philosophy
(M. Phil) in Business Management at D. Y. Patil University, Navi Mumbai School of
Management is my original work and the Dissertation has not formed the basis for the
award of any degree, associate ship, fellowship or any other similar titles.
The material borrowed form other sources and incorporated in the thesis has been
duly acknowledged.
I understand that I myself could be held responsible and accountable for plagiarism, if
any, detected later on.
The research papers published based on the research conducted out of and in the
course of the study are also based on the study and not borrowed from other sources.
Date :
( MRS. BHARATI RAJENDRA DHANMEHER )
Enrollment No: DYP – M PHIL – 11018
II
CERTIFICATE
This is to certify that the thesis entitled “ IMPACT OF CO CURRICULAR
ACTIVITIES ON THE NON ACADEMIC DEVELOPMENT OF JUNIOR
COLLEGE STUDENTS “ and submitted by Mrs. Bharati Rajendra Dhanmeher
is bonafide research work for the award of the Master of Philosophy in Business
Management at the D.Y.Patil University, Navi Mumbai, School of Management in
partial fulfilment of the requirements for the award of the degree of Master of
Philosophy in Business Management and that the thesis has not formed the basis of
the award previously of any degree, diploma, associate ship, fellowship or any other
similar title of any University or Institution.
Also it is certified that the thesis represents an independent work on the part of the
candidate.
Place : Navi Mumbai
Date :
Dr. R. Gopal Dr. R. Gopal
( Director and Head of the Department, ( Research Guide )
D. Y. Patil University, Navi Mumbai,
School of Management )
III
ACKNOWLEDGEMENT
I am extremely grateful to the D. Y. Patil University, Navi Mumbai, School of
Management, which has accepted me for the Master of Philosophy program and
provided me with an excellent opportunity to carry out the present research project.
The research work embodied in this Dissertation has been carried out under the
expert guidance and supervision of Prof. Dr. R Gopal, Dean and Director of D. Y.
Patil University, Navi Mumbai, School of Management. It is an honour for me to
express my sincere gratitude to my mentor and guide Prof. Dr. R. Gopal for having
given me his valuable guidance and cheerful enthusiasm that I was able to complete
my research work. He helped me retain my focus during the course of this study and
guided me in prioritizing the different phases of this research.
I owe my profound gratitude and most sincere acknowledgement to him for his
constant encouragement and intellectual insights and also the constructive guidance
that was of immense help from the outset to the finale.
Without his guidance and support the research would not have taken this current
form and could not have been completed within the scheduled time
I also wish to express my gratitude to the officials and the staff members of D Y
Patil University, Navi Mumbai, School of Management, for their continuous
timely support.
I would like to thank the students of different colleges who have provided me with a
lots of information and in fact even sharing some of the important data which helped
me in compilation of my dissertation work.
I owe more than thanks to my family members i.e. my dear mother Ratana, my dear
siblings Vijay, Tripti and Geetanjali, brother in law Patrick and my loving husband
IV
Raj (Rajendra) for allowing, supporting and co-operating with me to spend time on
this project work and thus have helped me in completing the project work
successfully. Without their support, it was really impossible for me to finish my
Higher Education Seamlessly.
Last but not the least, I thank the Almighty God and Goddess for their constant
bliss showered on me during completion of my M.Phil. Without which I feel it is
hard to imagine completing this research work.
Place : Navi Mumbai.
Date :
Mrs .Bharati Rajendra Dhanmeher.
( Research Scholar )
V
TTHHIISS TTHHEESSIISS IISS
DDEEDDIICCAATTEEDD
TTOO
MMYY PPAARREENNTTSS
VI
CONTENTS
CHAPTER
NO.
SUB
SECTION
TITLE PAGE
NO.
Preliminary Cover Page **
Title **
Declaration I
Certificate II
Acknowledgement III
Contents VI
List of Tables XI
List of Diagrams XV
List of Figures XVII
List of Abbreviations XVIII
*** Executive Summary XIX
1 1.0 Introduction 1 – 9
2 2.0 Literature Review and a gap Analysis 10 - 18
2.1 Literature Review 11
2.2 Research Gap Analysis 17
3 3.0 Objectives of the Study 19 - 25
3.1 Need of the Study / Purpose of the Study 20
3.2 Objective of the Study 22
3.3 Limitation of the Study 22
3.4 Hypothesis of the Study 23
3.5 Importance of the Study 24
4 4.0 Research Methodology 26- 31
4.1 Research Methodology 27
4.2 Method of Data Collection 29
VII
CHAPTER
NO.
SUB
SECTION
TITLE PAGE
NO.
4.3 Data Source of the Study 30
4.4 Instrument used for Research Work 30
4.5 Limitation of the Study 31
4.6 Statistical Techniques used 31
5 5.0 Co Curricular Activities - An Overview 32 – 64
5.1 Concept of Co Curricular Activities 33
5.2 Meaning of Co Curricular Activities 34
5.3 Definition of Co Curricular Activities 36
5.4 History of Co Curricular Activities 40
5.5 Features of Co Curricular Activities 45
5.6 Objective of Co Curricular Activities 48
5.7
Role of Co Curricular Activities in
Student's Life 48
5.8 Need of Co Curricular Activities 53
5.9 Scope of Co Curricular Activities 54
5.10
Difference between Curricular and Co
Curricular Activities 54
5.11
Co Curricular Experience and General
Education 57
5.12
Benefits of Co Curricular and Curricular
Linkage 58
5.13 Barriers to Co Curricular Learning 60
5.14 Encouraging Co Curricular Learning 61
6 6.0
Co Curricular Activities - A help to
Students 65 – 77
6.1 Co Curricular Activities-A help to Students 66
VIII
CHAPTER
NO.
SUB
SECTION
TITLE PAGE
NO.
6.2
Role of Co Curricular Activities in
Student's Life 66
6.3 Importance of Co Curricular Activities 67
6.4
Significance of Organizing Co Curricular
Activities in Educational Institutions 68
7 7.0
Scope and Value of Co Curricular
Activities in Student’s Life 78 – 104
7.1
Value of Co Curricular Activities in
Student's Life 79
7.2 Values of Co Curricular Activities 80
7.3 Benefits of Co Curricular Activities 87
7.4
Students Development through Co
Curricular Activities 88
7.5 Advantages of Co Curricular Activities 89
7.6 Disadvantages of Co Curricular Activities 90
7.7 Principles of Co Curricular Activities 93
7.8
Basic Principles of Co Curricular
Activities 94
7.9
Major types of Co Curricular Activities
for Students 95
7.10 Types of Co Curricular Activities 97
7.11
Different types of Co Curricular
Activities for Students 98
7.12 Examples of Co Curricular Activities 100
IX
CHAPTER
NO.
SUB
SECTION
TITLE PAGE
NO.
7.13 List of Co Curricular Activities 102
7.14 Functions of Co Curricular Activities 103
8 8.0
Administration of Co Curricular
Activities 105-120
8.1
Duties and Responsibilities of Co
Curricular Activities Coordinators 106
8.2
Duties and Responsibilities of Co Curricular
Activities 108
8.3 Organization of Co Curricular Activities 110
8.4
Implementation and Evaluation of Co
Curricular Activities 111
8.5
Role of Teacher in Co Curricular
Activities 115
8.6
Matters requiring attention in Organizing
Co Curricular Activities by Teachers 116
8.7
Evaluation of Co Curricular Activities by
Teachers 118
8.8
Points of Concern in Evaluating Co
Curricular Activities 119
9 9.0 Analysis and Interpretation 121-162
9.1 Analysis of Data 122
9.2 Hypothesis Testing of Data 137
10 10.0 Conclusion and Recommendation 163-171
10.1 Conclusion 164
10.2 Recommendation 168
11 11.0 Annexure 172-207
X
CHAPTER
NO.
SUB
SECTION
TITLE PAGE
NO.
11.1
Annexure I - Statistical Classification of
Data 173
11.2
Annexure II – Classification Tables and
Diagrams 186
11.3 Annexure III - Bibliography 199
11.4 Annexure VI - Webliography 203
11.5 Annexure V - Questionnaire 204
XI
LIST OF TABLES
SR
NO.
TABLE
NO.
TITLE PAGE
NO.
1 5.1 Difference between Curricular and Co Curricular
Activities 54
2 7.1 Types of Co Curricular Activities 97
3 7.2 Classification of Co Curricular Activities 102
4 9.1 Gender Classification 123
5 9.2 Classification of Students Age group 124
6 9.3 Standard wise Classification 125
7 9.4 Classification of Student’s Parents or Guardian Annual
Income 126
8 9.5 Classification of Students liking towards Study 128
9 9.6 Classification of Students Regularity 129
10 9.7 Classification of Co Curricular Activities participation 130
11 9.8 Students participation in numbers of Co Curricular
Activities 132
12 9.9 Classification of Personality Traits 135
13 9.10 Classification of Adaptation 137
14 9.11 Chi Square Tests for Adaptation 138
15 9.12 Classification of association between Co Curricular
Activities and Self Confidence 139
16 9.13 Chi Square Tests for Self Confidence 141
17 9.14 Classification of association between Co Curricular
Activities and Self Confidence
142
18 9.15 Classification of Chi Square Tests - association
between Co Curricular Activities and Honesty
143
XII
SR
NO.
TABLE
NO.
TITLE PAGE
NO.
19 9.16 Classification of association between Co Curricular
Activities and Sympathetic Attitude
144
20 9.17 Chi Square Tests for Self Confidence 145
21 9.18 Classification of association between Co Curricular
Activities and Social Obligation
146
22 9.19 Classification of Chi Square Tests for Sympathetic
Attitude
148
23 9.20 Classification of association between Co Curricular
Activities and Sense of Responsibility
149
24 9.21 Classification of Chi Square Tests for Sense of
Responsibility
150
25 9.22 Classification of association between Co Curricular
Activities and Time Management
151
26 9.23 Classification of Chi Square Tests for Time
Management
152
27 9.24 Classification of association between Co Curricular
Activities and Leadership
153
28 9.25 Classification of Chi Square Tests for Leadership 155
29 9.26 Classification of relation between Co Curricular
Activities and reduction in dropout and Absentees
156
30 9.27 Classification of reduction in dropouts and absentees
due to Co Curricular Activities
157
31 9.29 Classification of relation between career plan and Co
Curricular Activities interest 158
32 9.30
Classification of Pearson Chi Square Test for relation
between career plan and Co Curricular Activities
interest
158
33 9.31 Classification of relation between career plan and Co
Curricular Activities interest
159
XIII
SR
NO.
TABLE
NO.
TITLE PAGE
NO.
34 9.32 Classification of Chi Square Test relation between
career plan and Co Curricular Activities interest
159
35 9.33 Classification of relation between cultural virtue
improvement and Co Curricular Activities interest.
160
36 9.34
Classification of Chi Square Tests for relation between
cultural virtue improvement and Co Curricular
Activities interest.
160
37 9.35 Classification of relation between Community Spirit
and Co Curricular Activities interest. 161
38 9.36
Classification of Chi-Square Tests between
Community Spirit and Co Curricular Activities interest. 162
39 11.1.1 Demographic Profile of Respondents 173
40 11.1.2 Compile Classification of Respondents 174
41 11.1.3 Classification of Personality Traits 176
42 11.1.4 Classification as per Standard, Age group, Regularity
and Irregularity
177
43 11.1.5 Classification as per Annual Income of Parents and
Guardian of Students
178
44 11.1.6 Classification of Students liking and disliking of Co
Curricular Activities
179
45 11.1.7 Classification of Co Curricular Activities liking and
disliking and participation by Students
180
46 11.1.8 Co Curricular Activities reduces Dropout and
Absentees
181
47 11.1.9 Students Career Plan related with Co Curricular
Activities Interest
182
48 11.1.10 Co Curricular Activities improves Cultural Virtue
within Students
183
49 11.1.11 Co Curricular Activities leads to Community Spirit 184
XIV
SR
NO.
TABLE
NO.
TITLE PAGE
NO.
50 11.1.12 Classification of Personality Traits Development in
Students by taking part in Co Curricular Activities
185
51 11.2.1 Class wise Classification of Students Gender 186
52 11.2.2 Classification of Regular Students in Junior College 187
53 11.2.3 Age wise Classification of Students 188
54 11.2.4 Classification of Annual Income of Parent or Guardian
of Students
189
55 11.2.5 Classification of Students liking and disliking of Co
Curricular Activities
190
56 11.2.6 Co Curricular Activities reduces Dropout and
Absentees
191
57 11.2.7 Co Curricular Activities improves Cultural Virtue
within Students
192
58 11.2.8 Co Curricular Activities leads to Community Spirit 193
59 11.2.9 Students Career Plan related with Co Curricular
Activities Interest
194
60 11.2.10
Classification of Personality Traits Development
within Students by participating in Co Curricular
Activities
196
XV
LIST OF DIAGRAMS
SR
NO.
DIAGRAM
NO.
TITLE PAGE
NO.
1 9.1 Gender Classification 123
2 9.2 Classification of Students Age Group 124
3 9.3 Standard wise Classification 125
4 9.4 Classification of Annual Income of Parent or
Guardian of Students
127
5 9.5 Classification of Students liking towards Study 128
6 9.6 Classification of Students Regularity 129
7 9.7 Classification of Co Curricular Activities
Participation
131
8 9.8 Students participation in number of Co Curricular
Activities
133
9 9.9 Classification of Personality Traits 136
10 9.10 Classification of Adaptation 138
11 9.11 Classification of Co Curricular Activities
participation and Self Confidence
140
12 9.12 Classification of Co Curricular Activities
participation and Honesty
143
13 9.13
Classification of Chi Square Tests association
between Co Curricular Activities and Sympathetic
Attitude
145
14 9.14 Classification of Co Curricular Activities
participation and Social Obligation
147
15 9.15
Classification of Co Curricular Activities
participation and Sense of Responsibility
150
16 9.16
Classification of Co Curricular Activities
participation and Time Management 152
XVI
SR
NO.
DIAGRAM
NO.
TITLE PAGE
NO.
17 9.17
Classification of Co Curricular Activities
participation and Leadership 154
18 9.18
Classification of reduction in Dropout and
Absentees due to Co Curricular Activities 156
19 11.2.1 Standard wise Classification of Students Gender 186
20 11.2.2 Regular Students in Junior College 187
21 11.2.3 Age wise Classification of Students 188
22 11.2.4 Classification of Annual Income of Parent or
Guardian of Students 189
23 11.2.5 Classification of Students liking and disliking of
Co Curricular Activities 190
24 11.2.6 Co Curricular Activities reduces Dropout and
Absentees 191
25 11.2.7 Co Curricular Activities improves Cultural Virtue
within Students 192
26 11.2.8 Co Curricular Activities leads to Community
Spirit among Students 193
27 11.2.9.1 Students Gender wise Career Plan related with
Co Curricular Activities Interest 194
28 11.2.9.2 Students Career Plan related with Co Curricular
Activities interest 195
29 11.2.10.1
Gender wise Personality Traits Development
within Students due to Co Curricular Activities
participation
197
30 11.2.10.2 Personality Traits Development within Students
due to Co Curricular Activities participation
198
XVII
LIST OF FIGURES
SR
NO.
FIGURE
NO.
TITLE
PAGE
NO.
1 1.1 Need of Students Skills in 21st Century XXVI
2 4.1 Research Proposal Flowchart 28
3 5.1
Holistic Development of Students through Co
Curricular Activities
47
4 5.2
Creative and Innovative Skills Development
through Co Curricular Activities
51
5 5.3 Modern concept of Education 56
6 7.1 Value of Co Curricular Activities 80
7 7.2 Guiding Principles for Students Development 86
8 7.3 Holistic Development of Students 89
9 7.4 Different Clubs and Activities for Students 100
XVIII
LIST OF ABBREVIATIONS
SR
NO
ABBREVIATION FULL FORM
1 CCAs Co Curricular Activities
2 ECAs Extra Curricular Activities
3 NSSE National Survey of Student Engagement
4 DEPT Department
5 EDUN Education
6 NCF National Curriculum Framework Of India
7 NCC National Cadet Corps
8 NSS National Social Services
9 B SCHOOL Business School
10 SIP Socially Involved Project
11 SLB Study Life Balance
12 MBA Master Of Business Administration
13 HIV Human Immunodeficiency Virus
14 NGO Non Government Organization
15 FYJC First Year of Junior College
16 SYJC Second Year of Junior College
17 CV Cultural Virtue
18 SD Standard Deviation
19 USA United States of America
XIX
EXECUTIVE SUMMARY
1.1 INTRODUCTION
1.2 MEANING OF CO CURRICULAR ACTIVITIES
1.3 DEFINITION OF CO CURRICULAR ACTIVITIES
1.4 EXAMPLES OF CO CURRICULAR ACTIVITIES
1.5 NEED AND IMPORTANCE OF CO CURRICULAR
ACTIVITIES
1.6 OBJECTIVE OF THE STUDY
1.7 RESEARCH METHODOLOGY
1.8 FINDINGS
XX
EXECUTIVE SUMMARY 1.1 INTRODUCTION : Holistic Development is basically the development of everyone’s intellectual, emotional, social, physical, artistic, creative, religious values and feelings. It is pretty much just the development of the entire brain’s thoughts and feelings. The all round development or holistic development of an individual is only
possible through balanced development of scholastic or academic as well
as non –scholastic or non-academic aspects in the formal, in-formal and
non-formal educational setting in the society. Particularly, in the modern
era where individual have to pass through phases of undue anxiety and
over-stress, one finds that sometimes it leads to various types of depression
and even loss of life. In such cases individual’s involvement in the
co curricular activities become more significance because these activities
stop various types of anxieties and stress to come near the individual.
Today, the burdens of “stunts in education” i.e. marks, grades, divisions
etc. are also becoming fatal for growth and life of individuals across all
societies in the world. The co curricular or extracurricular activities help
the student to overcome the stress of stunts and allow the holistic
development of individual.
The modern education system recognizes that child come to educational
institution i.e. school or college for all round and harmonious development.
It aims at the development of the total personality of the child and
for that school or college provides opportunities for experiences. In fact
the quality of the school or college depends on and is evaluated upon
XXI
the education experiences which is provided in the school or college
study programmes, which may contribute to a long, happy and normal life
to the child. These comprises curricular, extracurricular as well as co
curricular educative experiences which provides inside as well as outside
the classroom.
In this context, modern education lays special emphasis on the need of
co curricular and extracurricular activities, because it has been
recognized as a source of enrichment and vitalization of the school or college
curriculum.
These activities form a vital link in the pattern of educational experiences
necessary for all boys and girls. Besides, these activities provides
opportunities of self – expression and participation which include various
important traits in learner. Psychologically these activities are considered
essential because they provide outlets for the flow of the surplus
energies of the students.
1.2 MEANING OF CO CURRICULAR ACTIVITIES :
Co Curricular Activities are non - academic activities that students participate
in. They are a great means of enhancing social interaction, healthy
recreation, leadership, self - discipline and self - confidence.
Co Curricular Activities are held outside of curriculum hours and the
activities undertaken depend on the nature of the activity.
Co Curricular refers to Activities, programs and learning experiences
that complement. in some way, what students are learning in school or
college i.e. experiences that are connected to or mirror the academic
curriculum.
XXII
1.3 DEFINITION OF CO CURRICULAR ACTIVITIES :
A Co-Curricular Activity is defined as a program or out-of-class activity,
supervised and / or financed by the school or college, which provides
curriculum-related learning and character building experiences. Co-curricular
Activities are voluntary, are not part of the regular school or college
curriculum, are not graded and do not earn credits. In other words, "Co-
curricular activities" means those activities which are conducted inside or
outside of the school or college premises by way of establishing different
subject clubs, associations, and organizations of pupils which are
sponsored by the Board of Education. "Co-Curricular Activities" also includes
the pupil clubs, sports associations, and cultural activities organizations which
conducts those activities.
Co Curricular Activities are typically, but not always, defined by their
separation from academic courses. For example, they are ungraded ;
they do not allow students to earn academic credit, they may take place
outside of school or college or after regular school or college hours and
they may be operated by outside organizations.
Co Curricular Activities seem to complement the academic curriculum
through live experience activities as well as instilling talents in order to
enhance self - development. Co curricular activities, planned and
implemented by students, are able to cultivate soft skills. In the process
of acquiring these skills, students have a lot to undergo. There are
hurdles and restrictions awaiting them in their bid to grow and develop
themselves into becoming individuals who are able to face the challenging
world. Students should possess qualities such as perseverance, dedication,
XXIII
courageous and commitment in order to master soft skills and be
successfully lift.
Co Curricular Activities can be the paths for students to develop their
interest and talents within their scope of studies. Organizing various
activities or projects, indirectly, expose students to the real world, work
culture and genuine challenges. These experiences will help build
positive personality and develop soft skills at the same time.
Co-Curricular Activities may often believe extra activities for college students
are a means to enhance social interaction, leadership, healthy recreation,
self-discipline and self-confidence. At higher levels of education, co curricular
participation may even translate into academic points (Ahmad). Although
several studies have been conducted to assess the impact of co-curricular
activities for all round development of students ( Kumar et al, 2004; Broh,
2002; Darling et al, 2005; Marsh and Kleitman, 2002; Thompson and Austin,
2003; Mahoney et al, 2003; Bauer and Liang, 2003 etc.), however, no
systematic effort has yet been made to look into the role of co-curricular
activities on various dimensions of achievement of students in a
comprehensive manner.
1.4 EXAMPLES OF CO CURRICULAR ACTIVITIES :
A few examples of common educational opportunities that may be
considered as Co Curricular which includes student newspapers, musical
performances, art shows, debate competitions, fine arts, indoor sports,
outdoor sports, camps, visits etc. But given the differing interpretations of
the term as well as its many potential applications, it's best to
determine precisely how co curricular being used in a particular
XXIV
educational context.
Co-Curricular Activities are mainly student activities. Student activities are
those school or college activities voluntarily engaged in, by students which
have the approval of and are sponsored by the faculty and which do not carry
credit towards promotion. Co-curricular activities are known in different
circles by different names or terms such as extracurricular activities, informal
activities, semi-curricular activities, non-curricular activities, allied activities
and super curricular activities. For these reasons a definition of any one of
these above mentioned terms can be applied to the other as well.
Educational Institutions have the potential to be placed in community that
intentionally fosters and encourages a culture of character and citizenship.
Co curricular and extracurricular activities act as valuable catalysts for
schools or college to create this sense of community. They provides
students opportunities to experience both i.e. independence and
interdependence with two ways of being, which are necessary components
of community and democratic membership. Participation in co curricular
activities or extracurricular activities is associated with school or college level
which reduces the dropout rates. Co Curricular Activities or Extracurricular
or Non academic activities help students feel more connected to their school
or college community.
1.5 NEED AND IMPORTANCE OF CO CURRICULAR ACTIVITIES :
Co Curricular Activities develops skills for Life and Career of students. Co-
Curricular and Extracurricular Activities offer a forum beyond the daily
classroom experience for students to develop, practice and demonstrate new
attitudes and skills and to work at becoming both independent and
XXV
interdependent in a variety of different contexts. There are also crucial
opportunities for staff, parents and the larger community to model traits of
character and citizenship, including ;
critical thinking, reasoning and problem-solving skills.
responsibility and the ability to apply ethical principles.
adaptability and flexibility.
critical interpersonal skills including speaking, listening and the
ability to be part of a team.
self-discipline, respect for the value of effort and understanding of
the need for individual contributions.
excitement about life, and ability to set and assess goals for the
future.
ability to make a commitment and persevere, even through
challenges.
understanding and respect for those not like oneself, including
insights into diversity and the need for international perspective.
ability and willingness to empathize with the experiences and
feelings of others.
conflict-resolution and negotiation skills.
honesty, integrity and belief in the “golden rule”.
ability to take responsibility for one’s actions.
XXVI
_______________________________________________________
Figure : 1.1 Need of Students Skills in 21st Century
( Source : www.google.com images extracted on April, 2014 ) In addition to supporting character and citizenship development, these skills
and attitudes are identified by researchers as necessary for success in the
workforce. The key is making activities integral to the larger school or college
culture with character and citizenship education at the heart.
For decades, researchers have studied students’ college experiences (Astin,
1977, 1993a; Bowen 1977; Feldman and Newcomb, 1969; Knox, Lindsay,
and Kolb, 1993; Kuh, Kinzie, Schuh and Whitt, 2005; Pascarella and
Terenzini, 1991, 2005). In light of this research, college faculty and staff work
to structure students’ free time involving them in activities that research
deems educationally effective (National Survey of Student Engagement
[NSSE], 2009).
For example, researchers at the National Survey of Student Engagement
XXVII
(NSSE) estimated that 50% of college students are involved in some type of
co-curricular experience by the end of their senior year (National Post
Secondary Education Cooperative, 2006). Research supports the importance
of this involvement for undergraduate student learning and success
(Pascarella & Terenzini, 1991, 2005).
Studies about the impact of out-of-class experiences range from explorations
of the impact of involvement on critical thinking skills (Inman and Pascarella,
1998; Whitt, Edison, Pascarella, Nora, and Terenzini, 1999) to the
development of written and oral communication skills (Beeny, 2003; Pike,
2000). Information gathered from longitudinal studies (Astin, 1993), national
surveys ( Pascarella, Seifert, and Blaich, 2008; Pascarella, Whitt, Nora,
Edison, Hagedorn and Terenzini, 1995) and ongoing observation (Sandeen,
2003 ), find that many college experiences facilitate cognitive growth and
development in students. Despite this large body of research on the impact of
co-curricular involvement on student learning, gaps remain.
The study was designed to find out the impact of co curricular activities on
holistic development or overall personality development of junior college
students in Mumbai City.
1.6 OBJECTIVE OF THE STUDY : The objective of the study were to find out the impact of co curricular
activities on developing confidence, honesty, sociability, sympathetic
attitude, sense of responsibility, social obligation and adaptation among
junior college students in Mumbai City.
The following were the objectives of the study: 1. To study the different aspects of Co Curricular Activities.
XXVIII
2. To study the different aspects of Non Academic Development. 3. To study the impact of Co Curricular Activities on the Non Academic
Development of Students
( e.g. of Non Academic Development includes Adaption, Self Confidence,
Honesty, Sympathetic Attitude, Social Obligation, Sense of
Responsibility, Time Management and Leadership Qualities )
1.7 RESEARCH METHODOLOGY :
The Sample Size for data collection was 500 Respondents (i.e. Junior
College Students) out of which 416 Respondents data was valid and
reliable for study. The type of sampling chosen was " Random Sampling "
as the population was divided into different segments on the basis of
certain common characteristics.
For the study, the sample is selected randomly from different colleges of Mumbai, possessing different gender and different age group Students of Standard XI and XII ( i.e. Junior College Students ). Necessary care was taken to ensure that the sampling remained random. The method used for data collection for the study is simple questionnaire.
Data collected from the above exercise was fed to the SPSS software
and an analysis was carried on the output of the SPSS Statistics 20
analysis.
1.8 FINDINGS :
There is a positive attitude of Students towards Co Curricular
Activities as it develop students regularity which reduces Drop outs
and absentees in Junior Colleges.
Co Curricular Activities leads to holistic development of Students
XXIX
personality which develop students intellectual, emotional, social,
physical, artistic, creative, religious values and feelings.
Co Curricular Activities develop students all round personality
which make them to handle kinds of tasks and challenges i.e.
physically as well as mentally.
Co Curricular Activities help Students to channelize their hidden
potential and make them to improve socialization which result
into good future citizen of the country.
Co Curricular Activities enrich different domains in Students like
social, academic, intellectual, cultural, democratic, civic and
aesthetic ( people’s appreciation of beautiful things ).
Co Curricular Activities help Students in realizing the importance
of education and develop the spirit of healthy competition which
leads to community spirit as well as cultural virtue.
Co Curricular Activities support Students practically as well as
professionally to built their better future career plan related with
Co Curricular Activities interest.
Co Curricular Activities improves Students academic performance
with help of subject club, hobby club, sports club and cultural
clubs.
Co Curricular Activities improves different personality traits in
Students such as Adaptation, Self Confidence, Honesty, Sympathetic
Attitude, Social Obligation, Sense of Responsibility, Time
Management and Leadership Qualities.
XXX
1. 9 LIMITATION OF THE STUDY :
1. The study will be restricted to Junior College Students, as these
students are in an impossible age which can be easily influenced.
2. The study will be restricted to students of Mumbai's four colleges
impressionable.
1
CHAPTER - 1
INTRODUCTION
2
CHAPTER - 1
INTRODUCTION
1.1 INTRODUCTION :
Today’s world is a competitive world which is full of undue anxiety and
overstress. The formal, non formal as well as informal institutions in our
society are under a state of confusion. The informal institutions are
dominated by the will of parents and members of society. The parents
and other members in the informal institutions are influenced by marks
and divisions leading to achievement of social status in the society.
The Teachers in the formal institutions are also influenced by the false
indicators of student’s achievement i.e. the raw scores in the examinations.
The dependency on marks is also evident in the non-formal system of
education in forms of grades. Although, the present system of education
in India aspires to develop all potentials of individual in a balanced manner
yet it is unable to harness the more vital potential of individuals because
of the emphasis being given to the marks, percentage, grades etc. But,
recently it has been universally realized that the achievement in form of
marks, grades, percentage etc. are in reality ‘stunts of education’. They
hardly indicate one aspect of student’s development which is known as
scholastic development or academic development of students personality.
There is another vital aspect of development termed as non – scholastic
development or non - academic which is equally important for all round
development of student. Therefore, it has been visualized and conceived
that the all round development of an individual should include
development of scholastic or academic as well as non – scholastic or non
3
academic aspects. Such development includes academic, physical,
intellectual, social, moral, spiritual as well development is called “holistic
development” of individual.
The sole goal of education should be to ensure the holistic development of
students. Therefore curriculum must include all these aspects in educational
transaction. It can be ensured through proper implementation of Co
Curricular Activities in schools and colleges as well.
The function of education is to guide and control the formation of habit
and character on the part of the individual as well as to develop his
capacities and powers, so that he will become an efficient member of
society. Education is, then the great mean of controlling habit and
character in complex social group. It is the basic need of every society. The
society uses school and college as its agent of socialization. The
curriculum is devised to provide desirable attitudes and experiences
among youth.
Broadly speaking curriculum is the blue print or a plan of the school or
college that includes list of experiences for the learners. It is a way to
achieve the ends of education. Moreover, the curriculum lays the basis
for increasing the ability of as many of an individual as possible to
become active participating adult. Active participation means that student
learns some real skills and knowledge, which allows him or her to take
part in adding to the general social group and also gains the basis for
making judgment about undesirable social directions.
This segment of education is well thought- out as personality
development. Educational Institutions i.e. School or College and Society are
4
inter related and inter woven. School or College provides manpower to
society keeping in view of its needs and demands. Society needs
mentally and physically healthy persons having qualities like creativity,
hard work and honesty. Such qualities need training and practice.
Textbook alone cannot develop such qualities. These qualities also
acquire co curricular activities as well. Co-curricular activities are
therefore a series of activities related with the school or college program,
which help to bring out all round development of the students, outside
the subjects for examination schedule.
Co-Curricular Activities facilitate in the development of various domains of
mind and personality such as intellectual development, emotional
development, social development, moral development and aesthetic
development. Creativity, Enthusiasm, and Energetic, Positive thinking are
some of the facets of personality development and the outcomes of Co
Curricular Activities or Extracurricular Activities.
Co-Curricular Activities are essential part of curriculum. These activities are
important for the harmonious development of the personality. Earlier the
activities like games, sports, excursions, picnics, singing, drawing, painting
etc. were not included in the curriculum and considered as Extra –curricular
activities. But now the importance of these activities is recognized by modern
educationists. Therefore these activities are included in the total education
program of school as well as college and turned as Co-Curricular Activities.
In this lesson, you are going to understand about the concept of Curricular
and Co-Curricular Activities, categorizing the Co-Curricular Activities and the
importance of organising Co-Curricular Activities in educational institutions.
5
As the term curriculum generally refers to the academic program of school
and college in which the work is been done within the classroom, in contrast,
the co-curriculum encompasses all activities that are held outside the regular
curriculum. In some cases, in conjunction with the normal academic timetable
of scheduled classes, the school as well as college to enable students to
develop further all aspects of their character provided in these. The Co-
Curriculum plays a vital role in providing a variety of options within the school
and college environment so that all students can find educational pathways
that match their individual preferences and abilities. Through participating in
the Co Curriculum, students shall be able to learn to live together and
contribute to academic development and expand their interests, and skills
beyond the norm, giving them the course work opportunity to enrich their
lives by experiencing activities which otherwise might have passed them by.
There are certain protocol and principles laid down by educational institutions
i.e. school and college for co curricular and extracurricular activities .Co-
curricular activities exist at all the levels of education, i.e. at pre primary,
primary, secondary, higher secondary, degree college as well as university
education. These activities are compulsory in some institutions while in
others it's voluntary. Where these are compulsory all school students must
participate them alongside the standard study curriculum. At higher levels of
education student participation generally include academic points in lieu of the
efforts put by a student in a particular activity. These are held outside
standard curriculum hours and the activities are taken depend on the nature
of the institute and occasion. Catholic convent schools have generally have
Christmas celebration as a major part of the co-curricular activities due to
6
catholic significance. While some schools are more inclined towards annual
function. Some give significance to both.
Today these activities have become more profound than ever before. Most of
the institutes highlight them as a crucial advertising factor in their prospectus
Advertisements in order to attract parent-students attention. Though not all of
these activities may pursued with great enthusiasm these are however
popular and leave a lifelong lasting experience for most. These activities are
not examined in the same way that the academic curriculum is, and because
most of them take place outside lessons, such activities have less status in
education than the main curriculum. However, they are often held to be very
important to the wider education of young men and women.
Co-Curricular Activities form the core of students' life. Many schools and
colleges have different units like clubs or houses in which all the students
have been divided into four houses. Each club or house has a club in charge
or house Master and staff of the school or college to guide the students for
various internal competitions. These competitions improves the physical as
well as mental abilities and skills of participant students.
Time should be made available in the school and college timetable for Co-
Curricular Activities for all students. School and College shall organize Co-
Curricular Activities taking into consideration locally available resources.
Co-Curricular Activities includes Indoor CCAs and Outdoor CCAs. These can be classified as under : 1. PHYSICAL ACTIVITIES : These activities are essential for physical development and for channelizing
the superfluous energy of pupils. Games, Sports, Athletics, Mass Drill,
7
Physical Exercises, Yogic Asanas, NCC,NSS, Gardening, Scouting, Girl
Guiding etc. are the example of physical activities.
2. LITERARY ACTIVITIES : Literary and academic, activities are organized for the development of
linguistic skills & mental faculties. Debates, Discussions, Symposia, School
Magazine, Declamation Contest, Story Writing, Essay Writing, Seminars,
News Paper Reading, and Library work are some of the literary and
academic activities.
3. SOCIAL ACTIVITIES : These are also known as community activities. These activities promote the
sprit of social welfare. These are Red Cross, Scouting, National Service
Scheme, Labour Squads, Girl Guiding, Community Cooking and Service etc.
4. AESTHETIC & CULTURAL ACTIVITIES : These activities develop aesthetic sensibility and provide opportunity for
better understanding of culture. Drawing, Painting, Organizing Exhibitions,
Variety Shows, Folk-Dance, Folk Songs, Celebration of Festivals, School
Decoration etc. are the examples. The activities connected with music and
fine arts develop the aesthetic side of pupil’s personality.
5. CRAFT ACTIVITIES : These activities are also termed as productive activities. The craft activities
are Spinning, Weaving, Soap-Making, Book Binding, Toy Making, Knitting,
Embroidery Work, Leather Work, Wood Work, Kitchen Gardening etc.
6. LEISURE ACTIVITIES : Under this heading hobbies & leisure time activities are included. Collection of
Coins, Stamps, Rare Stones, Pictures, Photographs, Paintings Singing,
8
Writing Poems, Album Making, Cartooning, Picnics, Excursions, Visit to
Monuments, Museums are included in these activities.
7. CIVIC DEVELOPMENT ACTIVITIES : These activities provide rich experience of the civil life to the leaner. These
activities are Mock Polling Station, Mock Parliament, Mock Court, Student’s
Cooperative Store and Visiting Civil Institutions like Panchayat, Post Office,
Police Stations, Legislative Assembly and Celebrating of Festivals etc.
8. MORAL DEVELOPMENT ACTIVITIES : These activities promote moral development of pupils. These activities
include Morning Assembly, Mass Prayer, Celebrations of Birthdays of Great
Men, Quiz on the teaching of Great men, Social Service Activities etc.
9. PATRIOTIC ACTIVITIES : These activities are meant for promoting the feeling of emotional & national
integration among the students. These are celebration of National Days (i.e.
Independence day and Republic day), Student Exchange Programme,
Bharat Darshan Tours, National Integration Camps and Cross Cultural
Programmes etc.
For holistic development or non academic development various in house
or inter school or inter collegiate competitions are conducted by schools or
colleges, which develops various personality traits in students such as
adaptation, self confidence, honesty, sympathetic attitude, social obligation,
sense of responsibility, time management, team work and leadership
qualities. In Modern Competitive world each and everyone wants to become
all rounder in various activities, so these Co Curricular Activities provides
them a good platform to improve and develop their personality.
9
The Study reveals an Impact of Co Curricular Activities on the Non
Academic Development of Junior College Students in Mumbai city.
10
CHAPTER - 2
LITERATURE REVIEW AND A GAP ANALYSIS
2.1 LITERATURE REVIEW
2.2 RESEARCH GAP ANALYSIS
11
CHAPTER - 2
LITERATURE REVIEW AND A GAP ANALYSIS
2.1 LITERATURE REVIEW :
The making of man was regarded as an artistic and not a mechanical
process. Indeed, the aim of education is to develop pupil's personality, his
innate and latent capacity. The academic curriculum has never been all that
schools and colleges offer to their students. Often a range of other classes
and activities are available to students in class routine and even after school
and college hours. These are referred to as the co-curricular activities and
they are mostly voluntary for students. Examples would include sports,
games, community service, social services, religious study groups, charitable
fund raising, Young Enterprise projects, military cadet activities, cultural
activities like dance, singing, drama, street play, debate, elocution, essay
writing, story writing, science clubs, and hobbies such as gardening, crafts,
cookery, coin collection, stamp collection etc.
Co-Curricular Activities prepare students practically for the future. Modern
education has recognized that when the child comes to the school or
college, 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 attitudes, habits,
interests, ideals among people, because of their importance in education,
they have been renamed as co-curricular activities as they form an integral
part of the school and college curriculum. The organization, therefore, needs
much care and forethought.
India has the largest democracy in the present world. Democracies, as
12
we know, are nourished by democratic methods adopted in the various
institutions of a country. It depends more on the quality of its schools
and colleges than on the educational contribution of any other single
social institution with the possible exceptions of the home .The quality of
the schools as well as colleges will depend upon the educational
experiences provided to the students . Co curricular activities form a vital
link in the pattern of blended educational experiences which is very much
essential for all boys and girls in the modern Indian School and College.
A great variety of education experience is to be provided in the
School and College programme which may contribute to a long, happy
and normal life. Only well – adjusted citizens will be able to ensure national
development in all its parameters.
These educative experiences comprise experiences inside as well as
outside the classroom, curriculum as well as curricular, extracurricular,
as well as co - curricular to cover all facets of growth pattern and
ensure balanced development of the child and good citizenship for the
country. In fact, the distinction between the curricular and extracurricular
must cease to exist.
The Education Commission also stressed ; “ We conceive of the school
curriculum as the totality of learning experiences that the school
curriculum as the totality of learning experience that the school provides
for the pupils through all the manifold activities, in the school or outside,
that are carried on under its super vision.”
Each country has its own unique education system. School as well as
College should not solely aim at simply imparting academic content to
13
students. Co curricular activities are activities that enhance and enrich
the regular curriculum during normal school and college days.
Co curricular or Extracurricular or non academic activities are found at
all the levels of school and college in many different forms. Which can
be sports, subject clubs, cultural activities such as debate, drama, Street
play, dance, singing, student council and other social events. A student’s
future can be determined in the things that they do in the hours after
and before their parents get home.
All over the universe, many scholars have analyzed that the Co -
Curricular, Extracurricular or Non Academic Activities develops over all
personality of students in various ways.
Some of the authors and scholars have given their theory as under :
Amy, F. Feldman & Jennifer, L. Matjasko (2011) The role of school-based
Extracurricular Activities in Adolescent Development reviews the
contemporary literature on school-based activity participation, focusing on
patterns of participation, academic achievement, substance use, sexual
activity, psychological adjustment, delinquency, and young adult outcomes.
Also, the authors discuss possible mediators and moderators of
extracurricular activity participation in regard to adolescent development. The
review indicates that the associations between school-based activity
participation and these outcomes are mostly positive but that the picture
becomes mixed once moderator variables are included. The authors suggest
areas for future research that include using new methods for measuring
activities and applying an overarching theoretical framework to investigations
of extracurricular activities and adolescent development.
14
Finally, to move toward a causal model of activities and adolescent
functioning, future research must consider the mechanisms through which
activities exert their influence on development. The authors propose several
possible mechanisms of participation in terms of adjustment during
adolescence and young adulthood.
American Sociological Association (2011) Linking Extracurricular
Programming to Academic Achievement analyzes data from the National
Educational Longitudinal Study of 1988 to test the effect of participation in
extracurricular activities on high school achievement. It also explores
potential mediating mechanisms that link such participation to academic
success. The results show that participation in some activities improves
achievement, while participation in others diminishes achievement.
Participation in interscholastic sports promotes students' development and
social ties among students, parents, and schools, and these benefits explain
the positive effect of participation on achievement.
According to Mahatma Gandhi , "By education, I mean an all round
drawing out of the best in child and man - body, mind and spirit."
All roundness is the theme of modern education which recognizes that
when the child comes to the school, he comes for mental, physical,
social, spiritual and vocational education and as such he must be
educated and nourished in all of them.
According to Indian Education System , “ Co-Curricular and Extracurricular
Activities General policy : "Recognizing the importance of providing
educational activities that enrich and broaden student experiences as an
integral part of the curriculum as well as beyond the normal academic day, the
15
School Committee supports the development of co-curricular and
extracurricular programs in accordance with the policies established by the
School Department. Co-curricular programs are defined as those activities
that enhance and enrich the regular curriculum during the normal school day.
Extracurricular programs are defined as those activities that broaden the
educational experience which usually take place beyond the normal school
day. Students who desire to participate on athletic teams shall do so on a
volunteer basis with the understanding that it is a privilege and not a right to
be a member of a school team. All students are invited to participate, but it is
recognized that some students may not be capable of competing at the varsity
level. At non-varsity levels, participation may be restricted based on safety
and space restrictions. It shall be the policy of the School Department to
compete in interscholastic athletics sanctioned by the Rhode Island
Interscholastic League and to abide by that organization's rules and
regulations. Activities should be designed to meet the needs of and to
stimulate interests expressed by students and should cover a broad range of
abilities. There shall be equal opportunities for all students to participate in
such programs. The expenses of voluntary activities may be covered by the
students, the school, school-related organizations, and / or non-school
groups." Elementary Level
Recognizing the positive aspects of co-curricular programs that enrich and
enhance the regular elementary school and college program, the School and
college Committee supports the development of such activities in all areas of
the approved curriculum. “
According to Prof. Dr. R Gopal , a Director, Dean and Head of D Y Patil
16
University, Navi Mumbai, School of Management, published his article in
DNA Academy Newspaper, Mumbai. on Tuesday, September 11, 2012.
He highlighted certain aspects of Students Holistic Development were
elaborated in his article in which he expressed that : “ Industry desires
that the MBA Graduate should have Holistic Development. Socially
Involved Projects ( SIP ) also leads to this and in turn, results in a
Study Life Balance ( SLB ) concept where in the student enjoy the high
demand student life of a MBA. The objective of these projects is to
create an awareness of the social issues and through this awareness
the self development measured in terms of group working, negotiations,
communication skills, ethical working etc. In many cases, the student
could also become not just a manager but a leader himself or even an
entrepreneur. SIP projects could include for example; blood donation
camps, eye camps, awareness of HIV, clean Mumbai projects etc.
One another noteworthy project adopted through the SIP group involved
adopting a village and carrying out activities in the area of women
empowerment, microfinance etc. Through these SIP projects, diverse
groups of students, villagers and other stake holders come together,
think of plan and implement the same. The initial fright of how to
approach, how to communicate with unknown persons, the negotiating
skills, group dynamics etc are all practically learnt and implemented.
In implementing these SIP projects it is a case of perform or perish.
Ways need to be evolved to ensure these projects are successful. The
logistic of the entire project is sometimes very crucial and needs to be
carefully studied. Thus for example, the issue in a case of blood
17
donation camp would involve identifying the donors, collaboration with a
group of doctors or NGO, identifying and collaborating with a blood
bank, having an ambulance ready in hand in case of emergency etc.
Most importantly ensuring that cleanliness, storage facility of the blood
are strictly adhered to as per norms. After the blood donation camp,
collecting the blood donor's card and distributing the same to the
donors. In the blood donation camp, the logistics aspects are extremely
important for the success of the project.
SIP projects provide opportunities to the students to develop himself
holistically. This will help him to hold himself in the corporate world -
an important aspect which the corporate looks at evaluating a student. "
2.2 RESEARCH GAP IDENTIFICATION :
The available literature suggests that Co Curricular Activities develop
students personality which are equally important along with academic
Curriculum.
As there are very less number of studies available on CCAs which
provides studied on impact of co curricular activities on non - academic
development of junior college students with specific reference to Mumbai
city, so it is difficult to give any gap analysis or review on the study.
It is in this context, that this literature survey proved useful to the
researcher in identifying the gap analysis and accordingly the research
design has been evolved, so as to explore impact of CCAs on non -
academic aspect of the students development of junior college students
in Mumbai city.
18
RESEARCH GAP :
The Literature Review reveals that there are practically very few
students available on theses research topic.
19
CHAPTER - 3
OBJECTIVE OF THE STUDY
3.1 NEED OF THE STUDY / PURPOSE OF THE STUDY
3.2 OBJECTIVES OF THE STUDY
3.3 LIMITATION OF THE STUDY
3.4 HYPOTHESES OF THE STUDY
3.5 IMPORTANCE OF THE STUDY
20
CHAPTER - 3
OBJECTIVES OF THE STUDY
3.1 NEED FOR THE STUDY / PURPOSE OF THE STUDY : Study suggest that Co Curricular Activities are needed for the overall
development or holistic development of each and every child because it
brings holistic and sustainable growth in the student. It calls for co
operation, group work, sincerity and discipline which are very essential for
all the students to understand and develop within themselves, which is
possible only with the help of CCAs.
Study found that these activities install the moral values in the students,
leadership quality, team work and also prepares them to take on bigger
goals and challenges in their life. These activities include uniformed
bodies, societies, clubs and games. Every School and Colleges should
be involved in at least one activity from each unit of the co curricular
activities offered in their school and college.
There are many advantages that students can reap by taking part in
CCAs.
( 1 ) Students learn to socialize and interact through the activities that
they take part in when they join any CCA. They make friends, learn to
give and take besides respecting their teachers and friends.
( 2 ) They learn to be leaders and assume responsibilities which
accelerate not only attitude but also aptitude that will determine students
altitude. Therefore the importance of CCAs is for shaping the attitudes
of our future generation.
( 3 ) By joining a CCA, the students fill up their time constructively. They
21
learn to be involved in healthy activities that will build up their self
confidence and self esteem.
The study conducted for getting a deep knowledge and idea about the
impact of Co Curricular Activities on non academic aspect of the
students holistic development.
The need and purpose of the study was to know, how students
personality can be transformed and developed with the help of various
CCAs which are been conducted while studying in school and college.
The purpose of the study was to highlight, that CCAs plays a vital and
significant role in the life of students. It provides lots of knowledge and
managerial ability to students. Not only physically but also mentally
students personality gets developed with the help of various CCAs.
In today's modern era students need to be all rounder and are focus
on excellences in all the aspects of i.e. academically as well as non
academically. Therefore CCAs provides a good platform to shape up
their present and future by giving opportunities to participate in it.
Due to Globalization and privatisation of educational sector, each
educational institutions give ample chance to their students to become
all rounder by CCAs participation. Some ambitious students always
participate in CCAs to win the race. Which highlights that there is
cut throat competition to win, which develops fair competitive sprit
within the students.
Hence it becomes necessary to conduct a comprehensive research in
terms of students participation in CCAs and their personality
development through CCAs. This also helps to judge whether CCAs
22
results into positive or negative impact on non academic aspect of
students holistic development and personality development.
The need of this project also arose because an extensive survey can
help the school, college, teachers, parents, and students to make them
understand that CCAs plays a vital role in the life of students.
The study mainly focused on discovering the factors that students are
aware about CCAs liking, participating or non participating in CCAs and
their scholastic as well as non scholastic development.
The study was restricted to only to four colleges of Mumbai city and
targeted only junior college students as they are alert and matured to
take their own decisions to improve themselves i.e. academically as
well as non academically.
3.2 OBJECTIVES OF THE STUDY : Based on the secondary data, literature review and the gaps identified
the objectives of the study:
1. To study the different aspects of Co Curricular Activities. 2. To study the different aspects of Non Academic Development. 3. To study the impact of Co Curricular Activities on the Non Academic Development of Students. ( e.g. Non Academic development includes different traits such as
Students Adaption, Self Confidence, Honesty, Sympathetic Attitude,
Social Obligation, sense of responsibility, time management and
leadership qualities )
3.3 LIMITATION OF THE STUDY : The study was limited to junior college students of Mumbai City only
23
and no response was solicited for the parents or teachers or principals
of Mumbai City.
3.4 HYPOTHESES OF THE STUDY : Based on the above mentioned objectives, the following hypothesis
were initiated.
H01: There is no association between CCAs and Personality trait viz. adaption.
H11: There is an association between CCAs and Personality trait viz.
adaption.
H02:There is no association between CCAs and Personality trait viz. self
confidence
H12:There is an association between CCAs and Personality trait viz. self
confidence
H03: There is no association between CCAs and Personality trait viz. Honesty
H13: There is an association between CCAs and Personality trait viz. Honesty.
H04: There is no association between CCAs and Personality trait viz.
sympathetic attitude.
H14: There is an association between CCAs and Personality trait viz.
sympathetic attitude.
H05: There is no association between CCAs and Personality trait viz. Social
Obligations.
H15: There is an association between CCAs and Personality trait viz. Social
Obligations.
H06: There is no association between CCAs and Personality trait viz. sense of
responsibility.
H16: There is an association between CCAs and Personality trait viz. sense of
24
responsibility
H07: There is no association between CCAs and Personality trait viz. Time
Management.
H17: There is an association between CCAs and Personality trait viz. Time
Management.
H08: There is no association between CCAs and Personality trait viz.
leadership.
H18: There is an association between CCAs and Personality trait viz.
leadership.
H09: There is no relation between CCAs with reduction in dropouts and
absentees of students.
H19: There is relation between CCAs with reduction in dropouts and
absentees of students.
H010: There is no relationship between career plan and CCAs interest in
student.
H110: There is relationship between career plan and CCAs interest in student.
H011: There is no relationship between cultural virtue improvement and CCAs
of student.
H111: There is relationship between cultural virtue improvement and CCAs of
student.
H012: There is no relationship between community spirit development and
CCAs of student.
H112: There is relationship between community spirit development and CCAs
of student.
3.5 IMPORTANCE OF THE STUDY :
25
This research has sought to identify the impact of Co Curricular
Activities on non academic aspect of the student development which is
very essential in today's world. An endeavour has been made to study
the impact of CCAs on holistic development of students with reference
to various CCAs conducted in Junior College.
The research is expected to help schools and colleges and their
management in getting pointers for students improvement in overall
performance hence resulting in an indirect contribution to the welfare of
the society.
26
CHAPTER – 4
RESEARCH METHODOLOGY
4.1 RESEARCH METHODOLOGY
4.2 METHOD OF DATA COLLECTION 4.3 DATA SOURCE FOR RESEARCH WORK 4.4 INSTRUMENT USED FOR RESEARCH WORK 4.5 LIMITATIONS OF THE STUDY 4.6 STATISTICAL TECHNIQUES USED
27
CHAPTER - 4
RESEARCH METHODOLOGY
4.1 RESEARCH METHODOLOGY :
The Research Methodology is a blue print of the Study conducted,
which includes many steps such as formulating research questions or
objectives, matching the research design with research objectives,
defining and clarifying the research variables or analysis of plan,
drawing the sample, selection of sample, methods of data collection,
framing questionnaire, conducting interview survey, monitoring and
carrying out the research, processing of data analysis and finally
interpretation of the data.
The Research Methodology is based on stages of fact finding and its
analysis.
1. The current research attempts to find out impact of co curricular activities
on the non academic development of junior college students in
Mumbai. For this purpose, diagnostic research design is adopted.
2 The research process followed in this study is depicted in the following
Flow Chart.
28
________________________________________________________
Figure No. 4.1 Research Proposal Flowchart.
( Sources : www.google.images extracted on May, 2014 )
3. As already discussed, the diagnostic research design is adopted for
this study. Under this design, attention has been paid to the following
aspects:
( a ) Selection of Sample
( b ) Method of data collection
29
( c ) Data collection
( d ) Data processing and analysis
( e ) Interpretation
The selection of the method depended upon the nature of the problem
selected and kind of data necessary for interpretation. The main aim of the
present study was to compare the perception of students towards co-
curricular activities organized in schools and colleges.
The following method and procedure were used to arrive at the conclusions
of the study.
The study comprises :
1. Formulating the research problem
2. Extensive literature survey
3. Development of working hypotheses
4. Preparing the research design
5. Determining sample design
6. Collecting the data
7. Execution of the project
8. Analysis of data
9. Hypothesis testing
10. Generalizations and interpretation
11. Preparation of the report or the thesis
4.2 METHOD OF DATA COLLECTION : Secondary data was collected from different research papers, Thesis
and internet web sites.
A detailed review was conducted from all the available material.
30
After the identification of gaps and finalization of research objectives a
questionnaire was prepared and a study was conducted on a pilot
scale.
The Secondary Data was collected using available information as well
as from the internet web sites.
The Primary Data were collected through a questionnaire.
4.3 DATA SOURCE FOR RESARCH WORK :
Sample Design and Type : Simple Random Sampling. Universe : Junior college students of Mumbai City. Sample Size : Sample for Questionnaire was 500 Junior
College Students out of which 416 Junior
College Students data was valid and
reliable for the Study.
Sample Unit : Sampling unit was Individual Student.
4.4 INSTRUMENT USED FOR RESEARCH WORK :
Primary data collected through Random Sample Survey from the selected
element in Junior College of Mumbai . For this purpose data collected
through direct communication with respondents. The tool used is simple
structured Questionnaire to collect quantitative data and comments by
respondents on the open ended questions. The questionnaire provided a
rich layer of information which could not be gathered through a highly
structured questionnaire. In the questionnaire respondents were asked
about their personal details such as their name, gender, age, qualification
etc. The responds were also asked questions based on their regularity
and liking or disliking in co curricular activities as well as their in
31
participation in college Co Curricular Activities.
Additionally, Students were asked in relation to various traits such as Self
Confidence, Honesty, Sympathetic attitude, Social Obligation, Sense of
Responsibility, Time Management and Leadership Qualities.
4.5 LIMITATIONS OF THE STUDY : The study was restricted to Junior College Students of Mumbai City.
4 6 STATISTICAL TECHNIQUES USED : The means, standard deviations of the entire sample are computed. In order
to test the significance, 't' test is used. In order to find out the significance of
more than two variables, 'F' test is also used in this present investigation.
The Research Statistical analysis was carried out with the help of SPSS
Statistics 20 software.
32
CHAPTER - 5
CO CURRICULAR ACTIVITIES - AN OVERVIEW
5.1 CONCEPT OF CO CURRICULAR ACTIVITIES
5.2 MEANING OF CO CURRICULAR ACTIVITIES
5.3 DEFINITION OF CO CURRICULAR ACTIVITIES
5.4 HISTORY OF CO CURRICULAR ACTIVITIES
5.5 FEATURES OF CO CURRICULAR ACTIVITIES
5.6 OBJECTIVES OF CO CURRICULAR ACTIVITIES
5.7 ROLE OF CCAs IN STUDENT'S LIFE
5.8 NEED OF CO CURRICULAR ACTIVITIES
5.9 SCOPE OF CO CURRICULAR ACTIVITIES
5.10 DIFFERENCE BETWEEN CURRICULAR AND CO
CURRIUCLAR ACTIVITIES
5.11 CO-CURRICULAR EXPERIENCES AND GENERAL
EDUCATION
5.12 BENEFITS OF CO-CURRICULAR AND CURRICULAR
LINKAGE
5.13 BARRIERS TO CO-CURRICULAR LEARNING
5.14 ENCOURAGING CO-CURRICULAR LEARNING
33
CHAPTER - 5
CO CURRICUALR ACTIVITIES - AN OVERVIEW
5.1 CONCEPT OF CO CURRICULAR ACTIVITIES : Four decades ago it was comparatively easy to define Co Curricular
Activities because all of them were organized and promoted largely by
students themselves, with relatively little assistance from teachers and
administrators. Equipments were meager, little official recognition was
given and no credit was allowed for CCAs participation. These activities
were really Extracurricular.
Today, it is difficult to define Co Curricular Activities because all
teachers have some or definite responsibilities for their organization.
Therefore many full time CCAs professional teachers are employed.
School or College classrooms are provided to them for conducting
CCAs with proper time equipment and CCAs materials. Their
relationships with regular curricular activities are regarded as vital
activities. They are given credit for encouraging and allowing students
to participate in CCAs which gives them recognition.
In Short, we can say that according to modern education thinkers,
curriculum is not only teaching and learning in classroom. It also
includes work in library, laboratory and workshop, participation in games
and sports in playground and numerous informal contacts between
teacher and students in these places. In these informal contacts there
are many activities. One of which is Co Curricular Activities. It is a part
of curriculum of the institution.
Education is aimed at the harmonious and all round development of
34
personality. This development of personality is in terms of physical, mental,
social, emotional, aesthetic & cultural dimensions. For the development of all
these aspects of personality of an individual, there is need to organise various
activities in and out of class room. The activities like games, sports, athletics,
singing, dancing, painting, hobbies etc. provide opportunities for self
expressions and ensure wholesome development of personality.
Earlier, when the curriculum was dominated by the academic subjects, these
activities were not recognized as essential part of curriculum. In the
traditional curriculum, these activities were known as Extracurricular activities.
But now, the modern educators have recognized these activities as essential
and integral part of the curriculum. These activities are planned by the
Schools and colleges in addition to the usual academic work. Through
participating in these activities, student learns democratic behavior. These
activities are helpful in the development of feelings of loyalty & cooperation.
These activities form an important of the curriculum & have immense
educational value. Therefore, all those activities which are organized outside
the class room but are the important and essential part of the curriculum are
termed as Co-Curricular Activities.
Curricular and Co-curricular activities are complementary to each other.
According to “Secondary Education Commission” report on Co-Curricular
Activities- “They are as integral part of activities of the school as its curricular
work and their proper organization needs just as much case & foresight if
they are properly conducted, they can help in the development of very
valuable attitudes and qualities.”
5.2 MEANING OF CO CURRICULAR ACTIVITIES :
35
“Co Curricular Activities” means activities conducted on or off school or
college premises by clubs, associations and organizations of pupils
sponsored by the Board of Education. Co Curricular Activities also
includes the pupil clubs, associations and organizations that conduct
those activities.
Co Curricular Activities (CCAs) previously known as Extracurricular
Activities (ECAs) are activities that educational organizations in some
parts of the world create for School students and at present extended for
Junior as well as Senior College Students They are activities which all
students must attend alongside. Which believes extra activities for school
and college students are a means to enhance social interaction,
leadership, healthy recreation, self discipline and self confidence. At
higher levels of education, Co Curricular participation many even
translate into academic points.
Co curricular activities (CCAs) earlier known as Extracurricular
Activities (ECAs) are the components of Non-Academic Curriculum
which helps to develop various facets of the personality development
of the child and students. For all round development of the child, there
is a need of emotional, physical, spiritual and moral development that
is complemented and supplemented by Co Curricular Activities. Activities
which complement but are not part of the conventional academic curriculum. It
means that Co-curricular activities are those activities which fall outside the
regular academic curriculum yet they are a part of schooling or collegiate life.
These are observed in tandem with an institute’s curriculum and have a yearly
schedule. Most of the educational organisations in various different parts of
36
the world facilitate these activities for school and college students. Faculty is
mostly involved in organising and directing these activities in schools while it
may be independent from faculty in universities or colleges.
The meaning of Co-Curricular Activities revolves around its different feature
and characteristics. For the overall development of a child, curriculum is not
only the single criteria. The holistic growth as well as to develop the various
facets of personality of children; classroom teaching should be supplemented
with co-curricular activities. These out of class activities affect all domains of
life such as cognitive (intellectual), emotional, social, moral, cultural and
aesthetic. Co-curricular activities meaning are more focused upon cognitive
aspects thereby help in intellectual development. Competitiveness,
excellence, quality achievements, creativeness and enthusiasm are few of the
ethics of extra-curricular activities and also strengthen the meaning of Co
Curricular Activities in school and college. Non-academic activity in the form
of Co Curricular one provides support to students to venture into professional
fields like fashion, music, painting, art, acting, photography, printing and many
more. That’s why students need co-curricular activities, which helps in
enhancing many skill developments. Importance of Co Curricular
Activities have increased manifold in modern life. However, co-curricular
meaning varies to little bit as per place, time and space.
Importance of co curricular activity in school and college curriculum has been
widely acknowledged by many countries in their respective Curriculum
Frameworks. The same case is also noticed with National Curriculum
Framework (NCF) of India.
5.3 DEFINITION OF CO CURRICULAR ACTIVITIES :
37
A Co-Curricular Activity is defined as a program or out-of-class activity,
supervised and / or financed by the school, which provides curriculum-related
learning and character building experiences.
Co-Curricular Activities are voluntary, are not part of the regular school
curriculum, are not graded and do not earn credits. In other words, "Co-
Curricular Activities" means activities conducted on or off school premises by
clubs, associations, and organizations of pupils sponsored by the Board of
Education.
Co-Curricular Activities (CCAs), previously known as Extracurricular Activities
(ECAs) are activities that educational organizations in some parts of the world
create for school and college students. They are activities which all school
and college students must attend alongside.
Co-Curricular Activities may often believe extra activities for school and
college students are a means to enhance social interaction, leadership,
healthy recreation, self-discipline and self-confidence. At higher levels of
education, CCAs participation may even translate into academic points
(Ahmad). Although several studies have been conducted to assess the impact
of co-curricular activities for all round development of students ( Kumar et al,
2004; Broh, 2002; Darling et al, 2005; Marsh and Kleitman, 2002; Thompson
and Austin, 2003; Mahoney et al, 2003; Bauer and Liang, 2003 etc.),
however, no systematic effort has yet been made to look into the role of Co-
Curricular Activities on various dimensions of achievement of students in a
comprehensive manner.
The Co Curricular Activities or Extracurricular activities or Non Academic
Activities are definitions by leading modern educational thinkers and
38
others are as under :
1. "Activities sponsored or recognized by a school or college which are
not part of the academic curriculum but are acknowledged to be an
essential part of the life of an educational Institution. Co Curricular
Activities include sports, school bands sports, school bands, student
newspaper etc. They may also be classed ad 'Extracurricular' i.e
activities carried on outside the regular course of study; activities
outside the usual duties of a job, as extra class activities"- according to
The International Dictionary of Education (1977).
2. "Co-Curricular Activities" also includes the pupil clubs, associations, and
organizations that conduct those activities. It does not include athletic
competitions or practices or athletic teams or organizations" - according
to Kochhar (1990).
3. "Co Curricular Activities may be defined as the activities undertaken to
strengthen the classroom learning as well as other activities or both
inside and outside the classroom to develop the personality of the child"
- according to Bhatia (1996).
4. "Various social and other types of activities like literary, dramatic,
social services etc. which attracted the attention of the chid were
considered as extracurricular activities. Extracurricular activities have
been renamed by educationists as co curricular, which implies that all
these activities are a part of school curriculum" - according to Mittal
(1999).
5. "Co Curricular Activities were mainly organized after school hours and
so were the extracurricular but they are not an integral part of the
39
activities of the school as its curricular work"- according to Aggarwal
(2000).
6. A Co Curricular Activity is defined as "a program or out of class
activity, supervised and / or financed by the school or college,
which provided curriculum related learning and character building
experiences. Co Curricular Activities are voluntary, are not part of
the regular curriculum, are not graded and do not earn credits. It
is the intent of the School or College Committee by this policy to
encourage academic effort and achievement by the students."
7. Co Curricular Activities are defined as " the activities that enable to
supplement and complement the curricular or main syllabi activities.
These are the very important part and parcel of educational
institutions to develop the students personality as well as to
strengthen the classroom learning. These activities are organized
after the school hours, so known as extracurricular activities. Co
curricular activities have wide horizon to cater to the cultural, social,
aesthetic development of the child."
8. According to Myra Wilhite and Liz Banset ( University of Nebraska -
Lincoln ) , " Co Curricular Activities is not only learning outside the box
but also making connections between Co Curricular Activities and the
Curriculum".
5.3.1 DEFINITIONS OF TERMS :
"Involvement" is the amount of physical and psychological energy that a
student devotes to the college experience. For example, a student who is
highly involved dedicates energy to studying, co-curricular involvement,
40
interacts with other students and spends time on campus. On the other hand,
a student who is uninvolved might ignore her or his studies, spend little time
on campus, and/or have infrequent interactions with peers and faculty
members.
1. "The Need for Cognition" “measures an individual’s tendency to engage in
and enjoy effortful cognitive endeavours” (Cacioppo, Petty & Kao, 1984, p.
306).
2. "The amount of learning and personal development a student experiences
is directly proportional to the quality and quantity of the student’s
involvement" (Astin, 1993).
3. "Individuals who are high in need for cognition are thought to be more likely
to expand effort on formation acquisition, reasoning, and problem solving
than those who are low in need for cognition (Cacioppo et al., 1996).
4. "Need for cognition can be developed or changed over time (Cacioppo,
Petty, Feinstein and Jarvis, 1996).
5. "Co-curricular involvement" refers to non-academic experiences
sponsored, sanctioned, or supported by the college or university. These
experiences include, but are not limited to, participation in student
organizations, intramurals, intercollegiate athletics, student government,
leadership programs, and community service programs (Evans, Forney
and Guido-DiBrito, 1998).
Rooted in motivation theory, this construct describes how much people enjoy
thinking, learning, and solving problems that require creative solutions.
5.4 HISTORY OF CO CURRICULAR ACTIVITIES :
We can trace the concept of Co-curricular Activity in our ancient literatures.
41
Ancient scriptures of India like Vedas, Upanishads, Yoga Vashistha,
Mahabharata, Ramayana, all inform us about Gurukuls and Ashrams system.
Co-Curricular Activities like cleaning Ashram, collecting woods, milking the
cows, wrestling, archery, dyeing clothes, cooking, singing, playing, warfare
activities etc. were quite common. Warfare, community services, archery were
common in Spartan Civilization of Greece. More or less same things may
also be observed in Roman civilization.
Therefore, Co Curricular Activities are not new to the modern curricular
education syllabi. It can be traced into Indian ancient schools, gurukuls, and
religious places. All the Indian scriptures like Mahabharata, Ramayana, Veda,
Upanishad, etc., mentioned about extra-curricular activities. In the ancient
times, simple Co-Curricular Activities in school were organized such as
wrestling, cooking, singing, playing, magic, etc. In rest parts of the world, Co-
Curricular programmes were common in various ancient civilizations.
In Spartan Civilization (Greece) warfare, heroic activities, archery, creativity
and artistic talents were widespread. In Roman Civilization, concrete arts and
crafts, and religious ceremonies were given importance. In the dark history of
Europe, extra-curricular activities were also the part and parcel of life. During
reformation period, such activities got patronage.
The Extra Curriculum made its first appearance in colleges in the nineteenth
century. It complemented the curriculum as much as subverted it. The
students found in it a kind of laboratory for practical and vocational interests.
The first extracurricular activities were student literary societies (which had
roots in the previous century at Harvard and Yale.), debate clubs, and by
mid-century, Greek letter " fraternities and sororities ". Students also initiated
42
and organized the early athletic programs on American college campuses.
Literary societies were on the decline by the turn of the twentieth century, and
some educators felt that less desirable extracurricular activities were now
distracting students from their curricular responsibilities. Intercollegiate
athletics soon became the dominant element in the extra curriculum in most
American colleges and high schools
Such activities as school newspaper and interschool sports programs have
been part of American high schools since the World War Era. Today’s public
high schools offer a comprehensive array of extracurricular activities to
complement the curriculum. Activities that often involve some time
commitment outside of the regular school day, such as band and choir, are
also considered extracurricular activities.
Great educational thinkers such as Rousseau, Herbert Spencer, Dewey, all
gave much more importance of co-curricular activity in school education.
According to them, Co-curricular activities play vital role in students life.
Gandhi Ji gave an idea of 'Basic Education' in 1938 and Dr. Zakir Hussein,
the Vice Chancellor of Jamia Milia Islamia developed the curriculum of
Basic Education, on the lines suggested by Gandhi Ji, co curricular activities
were given their due place in the form of physical, socio cultural and craft
activities.
The Secondary Education Commission (1952) remarks - " The School is
not merely a place of formal learning whose main concern is to
communicate a certain prescribed quantum of knowledge but as a living
and organic community which is primarily interested in training its pupils
in what we have called the gracious " Art of living ". Knowledge and
43
learning are undoubtedly of value but they must be acquired as by -
product of interested activity because it is only then that they can become a
vital part of the student's mind and personality and influence his behavior. But
the art of living is much more comprehensive concept than the acquisition of
knowledge, however intelligently planned. It includes training in the habits and
graces of social life and capacity for co-operative group work: it calls for
patience, good temper, sincerity, fellow feeling and discipline. This can only
be cultivated in the context of the social life and the many curricular activities
that must find a recognized place in every school. And if we look into present
scenario, in all walks of life, in careers options lively creative, enthusiastic and
energetic positive thinkers are preferred. Therefore, to prepare the students
future, for their future, for their successful career educational institution need
to give equal weightage and strike a right balance between academic and co-
curricular activities. Only then the aim of all round development of the child
can be achieved.
Co Curricular Activities are mainly cognitive (intellectual) in nature and
concentrate on the intellectual growth of the student. But intellectual
developments is not the only aim of education. The main aim of education is
all round development of personality of the child that is besides intellectual
growth, education should also cater to the emotional, physical, spiritual and
moral development or the all-round growth. There is the need of the co-
curricular activities.
According to Mittal (1996), “Various Social and this type of activities like
literary, dramatic, social services etc. which attracted the attention of the child
were considered as extra co curricular activities. Extra-co-curricular activities
44
have been renamed by educationists as co curricular activities, which imply
all these activities are a part of school curriculum'' .According to Aggarwal
(2000),
“Co-Curricular Activities were mainly organized after school hours and so
were the extracurricular but they are not an integral part of the activities of the
school as its curricular work''.
So in brief, Co Curricular Activities have very wide scope. They may reinforce
and give broader and deeper understanding and comprehension to the
intellectual pursuits, by and large, made in class room. In addition, they cater
to the cultural, social, aesthetic development of the child; the sine quanon [an
indispensable component] of any and every good education system.
Co-curricular activities provide ample opportunities for the inculcation of
democratic values and self discipline. In spite of strong recommendations of
various commissions, committees and study groups in favor of co-curricular
activities, they have not been given due place on the school or college
curriculum.
Some studies drew attention in this respect. Desai (1963) analyzed the need
for physical education for girls in India, Agarkar (1947) recommended
introduction of folk dance in the school curriculum as a means of physical
education, Chaturvedi (1957) discussed the role of craft as a medium of
education in elementary schools. Pani (1969) found that participation and
achievement of pupils in co-curricular activities help in the personal
development of the pupil. Gopi (1981) explored the status of games and
sports in secondary schools of Allahabad. It was observed that lack of
interest among students and teachers, teachers’ involvement in tuitions and
45
financial constraints were the primary factors for the low standards of games
and sports. Most of these studies substantiate that co-curricular activities
have a great potential for training the students in cooperative group behavior
and leadership.
5.5 FEATURES OF CO CURRICULAR ACTIVITIES :
There are many characteristics of Co-Curricular Activities, which directly or
indirectly help the classroom teaching of students. Co-curricular activities
supplement and complement the entire teaching-learning process and
effectively impact student earning outcomes. It strengthens the classroom
teaching and helps to clear the concept of topics. Extra-curricular activities
give emphasize upon aesthetic as well as spiritual development, which are
the essential components of education. It helps in developing features like
speech fluency and extempore. Such activities are good platform to excel in
acting, singing, speaking, and recitation. Thus, CCAs becomes the integral
part of school and college curriculum and student’s life.
The Education Model is founded on the following characteristics that are
present in all courses regardless of their level and academic field :
(1) ACTIVE LEARNING :
The school and college environment is designed to offer students multiple
opportunities to actively participate in professional and personal development
endeavours. Within this context, students may discover, process and apply
their acquired knowledge in a relevant and significant way both within and
outside the classroom. Through the institutional use of several didactic
techniques such as Problem Based Learning, Project Oriented Learning,
Collaborative Learning, Service Learning, Case Method or Research based
46
Learning among others, students become involved in a planned and
programmed manner in the construction of their knowledge. Students then
develop the foreseen competencies contained in the graduate profile and the
institutional mission. The faculty’s profile stands out because of their
development in a professional field alongside an intense training for docent
work fostered by the same institution. They may design and guide carefully
structured teaching processes where students achieve a maximized outcome
from their participation.
(2) SELF-REGULATED LEARNING :
An important objective of school and college learning model is that students
develop abilities that allow them to continue learning throughout their lives.
Because of this, throughout their academic course work they will be
systematically facing challenging educational situations that require high
yielding academic results. They also confront a heavy workload that contains
motivational elements that foster within students a capacity to administer their
learning by establishing goals and reflecting on the accomplishments attained.
In this process, students can constantly rely on the orientation and support of
faculty, as well as a great deal of physical, technological and human
resources that the institution offers.
(3) HOLISTIC DEVELOPMENT : As actions linked to professional development in such a way that it integrates a diversity of strategies based on transversal school and college education
and co-curricular activities. The objective is to promote within the student
body some reflection on the issues within their own social, economic, political
and ecological environment. Their perspective must encompass both a social
47
and professional spheres.
Figure No.5.1 : Holistic Development of Students through CCAs
( Sources : www.google.com.images extracted on March, 2014 )
Because of this, within student development there is a strong emphasis on
participation in community intervention projects as well as in programs for
Entrepreneurial internationalization and cultural development options.
Application of knowledge and innovation to improve competitiveness in
business relies on the attendance and organization of congresses as well as
in the promotion and organization of cultural and sport activities. This is
encouraged strongly in student life.
By promoting participation in this type of activities, students are encouraged to
assume a series of values such as cultural appreciation, self-confidence,
concern and committed responsibility with health issues as well as
48
communication and leadership abilities.
5.6 OBJECTIVES OF CO CURRICULAR ACTIVITIES :
To capitalize important fundamental drives for educational profit
(to be curious, to show off, to be loyal, to imitate, to be
sympathetic etc.).
To prepare for active life in a democracy.
To make self - directive
To teach social co operation
To increase interest in the school or college.
To develop group morale.
To understand power of unity or team work .
To foster sentiments of law and order ( fear free discipline, self
defense or self control )
To develop special qualities like initiative and leadership, honesty,
fair play and good sportsmanship, spirit of co operation and
mutual respect etc.
5.7 ROLE OF CO CURRICULAR ACTIVITY IN STUDENT'S LIFE :
To realize the all-round development of student, curriculum should be
amalgamated with Co-Curricular Activities or Extra-Curricular Activities. Co-
Curricular Activities help in realization of aims and objectives of education. In
the practical life, the students able to express their ideas freely due to active
participation in debate and extempore. Discussion also helps in generating
ideas and inculcating values. Games and Sports make them mentally and
physically fit and sound. Games make them learn how to perform while losing
or wining an event. Sometimes, classroom teaching becomes monotonous
49
and routine. Here, co-curricular activities can bring pleasant and joyous
experiences. Thus, co-curricular activity has many advantages in student’s life
of school, college and university. Co Curricular Activities are intended to
compliment the academic curriculum in order to create and produce
holistic graduates, in terms of physical, emotional, spiritual and
intellectual, through living experiences in many different talent generating
contexts. Upon completion of the co curricular activities, students will
have acquired different learning outcomes of the following rubrics :
1. SOFT SKILLS AND SENSE OF RESPONSIBILITIES :
* Display responsible behaviors towards self and others
* Sensitive towards to the environment.
* Sensitive and responsible towards social situations like unity, poverty,
unemployment, inequality etc.
2. COMMUNICATION SKILLS :
* Display effective non verbal skills such as body language, tone of
voice, gestures, expressions etc.
* Deliver ideas effectively verbal and in writing.
* Able to interact effectively.
* Able to interact using the international language.
3. INFORMATION MANAGEMENT AND LIFE LONG LEARNING :
* Plan strategically to obtain knowledge and skills.
* Explore and solve issues or problems that need solving on their own.
* Self gather and manage information.
4. VALUES, ATTITUDES, ETHICS AND PROFESSIONALISM :
* Show professional behaviors appropriate to work ethics.
50
* Carry out responsibilities with integrity and sincerity.
* Display voluntarism attitudes.
5. CRITICAL THINKING, PROBLEM SOLVING AND SCIENTIFIC
APPROACH :
* Identify visible and hidden problems.
* Identify and synthesize problems accurately.
* Evaluate different alternatives and make decisions based on accurate
information.
6. LEADERSHIP AND TEAMWORK :
* Lead or follow in acceptable situations,
* Build teamwork to achieve consensus goal.
* Help other members proactively.
7. MANAGEMENT SKILLS :
* Generate or suggest or plan ideas after evaluating choices.
* Determine future goals in - lined with planned activities.
* Able to plan, implement, control and evaluate activities systematically.
* Delegate, empower and be responsible to others.
8. CREATIVE AND INNOVATIVE SKILLS :
* Always explore new ideas.
* Generate creative ideas and be innovative as an added values.
* Always able to face obstacles and crave for opportunities.
51
Figure No.5.2 :- Creative and Innovative Skills Development through
Co Curricular Activities
( Sources : www.google.com.images extracted on February, 2014 )
This approach aims at having each student successfully achieve the
different outcomes which are soft skills and sense of responsibility,
information management and lifelong learning, values, attitudes, ethics
and professionalism, critical thinking, problem solving and scientific
approach, leadership and teamwork, management skills, creative and
innovative skills.
Students who have achieved these learning outcomes shall have great
abilities in communication skills, good team work, able to plan and
organize activities through analytical thinking with effective problem
solving and leadership skills.
Students involvement in academics and social activities are contributors
52
to their successes and in turn, reflects the index quality performance of
a higher institution.
In addition, students will be able to adapt experience gained in various
contexts and ready to compete in the local and international market.
It helps to develop the all-round personality of the students to face the
undaunted task and turbulent world of future. Experience and
accolades gained through many of these activities help during
internships and other college sponsored work programs.
The aim of curricular activities is to make the students fit for the future
time and to develop a sense of competitive spirit, co-operation,
leadership, diligence, punctuality, team-spirit as well as to provide a
backdrop for the development of their creative talents. Whenever
someone is chosen as a head boy or is given leadership in certain
matters, it boosts self-confidence and sense of achievement.
Additional activities for school students are a means to enhance social
interaction, leadership, healthy recreation, self-discipline and self-
confidence. Competitions may also be organized to create a
competitive environment and groups with an objective to work towards
a better society and the world as well.
In today's competitive world, percentage makes a lot of difference
during admission into various courses. Such students are given
preference as compared to non participants. These may make a
difference when the students are considered for the most popular
courses.
When the students in their early teens are given some responsibilities
53
like giving first aid they acquire a sense of responsibility.
Some tasks require precision, management and organizational and
such activities provide training to prepare students for the outside
world.
In Polytechnics and Universities, certificates of such activities are given
weight age by potential employers.
Students in the form of Alumni etc., act as Counsellors or Guides in
their respective Institutions in such matters. They impart what they
have learned to their juniors. Whilst doing so they are imparting
knowledge and helping in the development of a productive society.
Such activities divert student's attention from harmful activities like
drugs, crime etc. It channelises their energies in fruitful activities.
Physical activities like running, football etc. help not only in the physical
fitness they also refresh the burdened mind.
Success in organizations requires more than high intellect. Thus,
college recruiters commonly examine job candidates' Co curricular
activities in search of well-rounded, emotionally intelligent, and
interpersonally skilled students. Intuitively, Co curricular activities are
like valuable student experiences.
5.8 NEED OF CO CURRICULAR ACTIVITIES :
Co curricular activities are utmost needed to fulfill the aims and objectives of
life. In co-curricular activities, students participate in various cultural
programmes, which help them in socialization, self-identification and self-
assessment. The participation in drama, play enables in developing balanced
personality. People get acquainted with culture, customs, and activities of
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other places due to co-curricular activities such as field trips, tours and
excursion. It inculcates the feelings of harmony, thus develop unity and
togetherness in the society. In community work, students require to meet with
many people and develop the capability of adjustment. Since, in many co-
curricular activities, children have to perform in groups, and performing as a
team develops the sense of belongingness.
5.9 SCOPE OF CO CURRICULAR ACTIVITIES :
Co-curricular activities not only make the students active and energetic but
also enable to harness the in-depth potential of students. It enhances
knowledge in many domains, which benefits the student as well as the school
and college. Co-curricular activities are good platforms to secure your future
both professionally and socially and promote leadership quality.
It nurtures student’s ability in co-operation, co-ordination, organization and
lead you toward leadership. Extra-curricular activities provide exposure to
personality and helps in psychological and sociological transformation.
Schools and Colleges channelize the energy of students with the help of
extra-curricular activities so that proper realization of student’s energy and
potential can be ensued. The importance of co-curricular activities is
extremely important in case of naughty or problematic children who are full of
energy.
5.10 DIFFERENCE BETWEEN CURRICULAR AND CO
CURRICULAR ACTIVITIES :
TABLE NO – 5.1 Difference between Curricular and Co Curricular
Activities :
55
SR.
NO.
CURRICULAR
EDUCATION CO CURRICULAR ACTIVITIES
1.
Curricular Education is formal
in nature.
Co Curricular Activities is
informal.
2.
Curricular Education involves
classroom teaching,
instructional education,
examination, evaluation
Co Curricular Activities
encompass singing,
dancing, gardening, mass drill,
community work, games etc.
3.
Curricular Education
comprises reading books,
going through newspapers and
journals.
Co Curricular Activities known for
telling stories, acting doing
theatrical work, singing, etc.
4
In Curricular Education,
students spend their time in
laboratory, workshop or doing
important assignments for
class work.
In Co Curricular Activities,
students perform work such as
cleaning road, school and
college gardening, painting,
creative art and so on.
56
SR.
NO.
CURRICULAR
EDUCATION CO CURRICULAR ACTIVITIES
5
In Curricular Education,
students formally read about
different festivals, ceremonies
and celebrations.
In Co Curricular Activities, the
children actively participate
physically in these functions.
However, the vital difference between curricular and co-curricular activities is
that the latter helps to supplement and complement the curricular teaching.
According to Myra Wilhite and Liz Banset ( University of Nebraska -
Lincoln ) , "Co curricular Activities is not only learning outside the box
but also making connections between Co Curricular Activities and the
Curriculum ".
Figure No. 5.3 Modern concept of Education
( Sources : www.google.com.images extracted on May, 2014 )
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How many hours a week do students spend under the direct influence of an
instructor? Say the average course load is 12-15 credit hours; be generous
and add five hours for library time, study group sessions, visits to instructors'
offices; give credit to the more industrious students and throw in another five
hours of study time. So even in the best of cases, students spend 22-25
hours - approximately 20 percent of their waking hours - each week on
curriculum-related activities. College programs that focus only on curricular
activities are apparently ignoring 80 percent of a student's time.
The university experience is incomplete if students only take classes, no
matter how hard they work at them. Any college or university graduate can
attest to the value of experiences beyond the classroom that contributed to
development of self-awareness, general knowledge, values, and attitudes.
The co-curricular component of a complete education - which takes place in
the 80 percentage of a student's time spent outside the classroom - is every
bit as important to the process as is the formal curricular component. Yet,
most institutions and their faculties focus on a disproportion of their energies
on the smaller piece of a much larger whole.
5.11 CO-CURRICULAR EXPERIENCES AND GENERAL EDUCATION :
Everything a student does at an institution, both inside and outside the
classroom supports or opposes the process of learning. Programs with the
strongest impacts on academic and personal development and persistence
result from purposeful, programmatic efforts to integrate students' intellectual
and social lives. Participants in the Project on Strong Foundations for
General Education (1994) proposed 12 principles to help institutions sustain
the gains made in general education in the past ten years. Among them are:
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to teach social responsibility, to attend carefully to student experience, and to
reach beyond the classroom to the broad range of student co curricular
experiences.
An essential obligation of a general education program is to provide
opportunities for growth in these areas: personal, intellectual, and career
development; health and wellness; cultural understanding; arts appreciation;
values and ethics; and social responsibility. It is, however, asking a great deal
of an institution to provide all of that within the confines of the formal
curriculum.
What if we could tap into the unintentional learning that occurs outside the
classroom and make students' co-curricular experiences intentionally
meaningful in the larger context of their whole education ?
5.12 BENEFITS OF CO-CURRICULAR AND CURRICULAR LINKAGE :
True education is training the body, the mind and the soul. Aiming towards
excellence in sports, the school provides its students a multitude of
opportunities to choose a sport of their choice. Professional instructors and
coaches train our children in a range of sporting activities like football,
basketball, cricket, table tennis, judo and athletics.
Creative forms of expression serve as nourishment for the soul. Music
enriches the soul and symbolizes the language of love. Students may choose
to learn the guitar, drums or the keyboard as part of their creative co-curricular
activities. They could also choose activities like pottery and carpentry, speech
and drama, graphic art and public speaking. Those who are inclined towards
the performing arts are encouraged to take up theatre or jazz dancing. All
these activities are conducted under the guidance of trained experts.
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The creative writing classes of the school are designed to encourage students
to express their thoughts and ideas creatively. The objective being to exploit
the creative and aesthetic features of language in them.
Debating is encouraged as an integral part of co-curricular activities.
Community service is also an important part of the all-round development of
the students. To widen perspectives and to encourage the spirit of
international mindedness there are class assemblies and presentations
whereby global issues are taken up, researched, discussed and presented.
Knowledge based education influences the brain and value based education
influences the heart. The life skill programme is welded into the curriculum. It
helps children imbibe universal values like fearlessness, purity of mind,
patriotism and truth. Discussions on life management skills, improving the
power of concentration and self confidence are held during these classes.
Insights into our rich culture and national heritage are also provided to our
pupils through celebration of festivals.
Yoga forms an integral part of the curriculum. The inclusion is aimed not only
at improving the physical fitness of our pupils but also at enhancing their
concentration and alertness.
Students have much to gain from the integration of co-curricular activities into
the curriculum. In out-of-class experiences, students tend to take greater
responsibility for their own learning; they learn from one another as well as
their instructors. In addition, co curricular activities promote personal growth,
physical and mental health, academic achievement, social and cultural
awareness, and help students formulate short- and long-range goals.
Successful co-curricular programs encourage the development of friendships,
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a sense of belonging, enhanced intellectual awareness, improved academic
performance, an appreciation of different perspectives, and close interaction
with faculty and staff members who really care about students.
Studies indicate that success in the first year of college depends on how
effectively students connect to the institution - both academically and socially.
Bringing together curricular and co curricular activities may make a significant
difference in student retention.
5.13 BARRIERS TO CO-CURRICULAR LEARNING :
Banta and Kuh (1998) suggest that the best way to improve the quality of the
undergraduate experience is to bring together the two groups that spend the
most time with students - faculty and student affairs personnel. Yet, the
traditional division between academic affairs and student affairs does little to
prepare students for post college life, where the quality of job performance,
family life, and community activities are interdependent.
A necessary first step to blur the boundaries between classroom and out-of-
class experiences is a stronger partnership between student affairs and
academic affairs. To do so means overcoming some institutional barriers
(Zeller, Hinni and Eison, 1989):
Many faculty members believe their primary role is to create
knowledge and all other roles are secondary; therefore ,activities that
divert student energy from "class work" are counter-productive.
Faculty members identify strongly with departments, not with the larger
campus community.
The value of faculty time is critical and faculty members prefer to
spend their time on activities that are rewarded.
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Student affairs professionals and faculty members occupy separate
domains; the faculty deals with the intellectual domain, student affairs
with the affective and social. Consequently, one don't know much
about what the other does, sometimes leading to mistrust or
misunderstanding.
5.14 ENCOURAGING CO-CURRICULAR LEARNING :
Zeller et al. (1989) identify four trends that support interdivisional links and
may make it easier to reduce the barriers. They cite renewed interest in:
promoting educational goals outside the classroom,
enhancing teaching and learning inside the classroom,
restoring the role of general education,
emphasizing active involvement throughout undergraduate
education.
To encourage co-curricular learning and integrate it into academic programs,
faculty and student affairs professionals can collaborate on instructional
programs that encourage students to capitalize on the learning that occurs in
their out-of-class time. Such a collaboration can occur at either the individual
or administrative level.
COURSE DESIGN : Individual faculty members can work with student affairs
staff to design courses with co-curricular components that allow them to "take
the academic discourse of the classroom into the community" (Project on
Strong Foundations, 1994, p.70).
An example from the Strong Foundations report shows how a single course
can make students' co-curricular experiences more intentional. In a University
of Hartford general education course on epidemics and AIDS, students
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participate in a health campaign both on and off campus. Guest speakers
come to the residence halls; students teach and work off campus to raise
AIDS awareness; music students in the course perform concerts in an AIDS
hospice; art students have auctioned their work to benefit the hospice.
On a simpler level, math students could go to a local art gallery, study an
artist's body of work, then evaluate and write about the artist's use of
geometric shapes and mathematical constructs. Food science students could
research foods of other cultures by attending dinners sponsored by various
cultural groups on campus.
Service Learning. Instructors who add service learning components to their
courses allow students to use academic skills and knowledge to meet
community needs. Service learning also provides structured time for students
to think, talk, and write about their experiences; fosters an ethic of caring for
others; and encourages them to value diversity (Meyer, 1998).
Faculty who want to integrate service learning can work with student affairs
personnel to identify agencies or businesses willing to form a service learning
alliance.
Students in an English course who are learning to write for varied audiences
can work with community agencies to develop grant proposals, brochures,
and newsletters. Business students might develop strategic business plans for
non-profit organizations. Habitat for Humanity could rely on construction
management students to help build a home.
INTERNSHIP : Internship programs in which students spend a semester or
more practicing what their teachers have preached have been formalized for a
number of years in such areas as engineering, journalism, and education. But
63
faculties and student affairs offices may collaborate to discover additional
internship opportunities for students in other fields, as well.
LEARNING COMMUNITIES : A more institutionalized vehicle for integrating
the co-curricular with the curricular is the learning community. Learning
communities may be defined in a number of ways, but at the heart of the
learning community experience is the opportunity for students to find an
education outside the walls of the classroom in their interactions with friends
and their day to day encounters with others.
5.15 LAST THOUGHTS :
Making learning that happens outside the classroom more intentional doesn't
really require great changes in the way we teach. It requires only a change in
the way we think about teaching and learning and about who is responsible
for it. An active partnership between the faculty and the student affairs office
to help students use the resources available in their lives outside the
classroom is the first step toward a more enriching and encompassing
education.
Co-Curricular Activities are also referred as 'Extra-curricular' activities.
Grammatically speaking there is a difference between the two. Extra-
curricular is self explanatory, i.e. Activity which is extra or additional to
curricular but is more leisure oriented than learning oriented. Extra-curricular
activities are mostly conducted after school or college hours. They generally
don’t complement academic studies. However, some of the activities overlap
each other; some extra-curricular activities can also be co-curricular and vice
versa. Depending upon the institutes certain activities are considered co-
curricular while for some it is extra-curricular. Therefore, in academic sphere,
64
there isn’t any clear consensus as to which is what? Thus, the gap between
the two is negligible in academic sense.
65
CHAPTER - 6
CO CURRICULAR ACTIVITIES - A HELP TO
STUDENTS
6.1 CO CURRICULAR ACTIVITIES – A HELP TO STUDENTS
6.2 ROLE OF CO CURRICULAR ACTIVITIES IN A STUDENTS
LIFE
6.3 IMPORTANCE OF CO CURRICULAR ACTIVITIES
6.4 SIGNIFICANCE OF ORGANISING CO CURRICULAR
ACTIVITIES IN EDUCATIONAL INSTITUTIONS
6.5 IMPACT OF CO CURRICULAR INVOLVEMENT
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CHAPTER - 6
CO CURRICULAR ACTIVITIES - A HELP TO STUDENTS
6.1 CO CURRICULAR ACTIVITIES - A HELP TO STUDENTS :
There are questions which generally raised by students, parents, teachers
and schools and college how co-curricular activities help in education There
is a synergy between school education and extra-curricular activities. In fact,
the very concept of co-curricular activities genuinely strengthens the base of
curriculum. These activities enable children to share their emotions and
strengthen the bond of friendship. In extra-curricular activities, creative works
are given more importance, which facilitate skills and ideas of children.
Adolescent stage is a period of turmoil and restless, where energy of children
has to be tapped before its use in unproductive work. These are the activities
which motivate students for learning and make their lesson enjoying.
6.2 ROLE OF CCAS IN A STUDENT'S LIFE :
Activities which complement but are not a part of the conventional
academic curriculum. It means that CCAs are those activities which fall
outside the regular academic curriculum yet they are a part of
schooling or collegiate life. These are observed in tandem with an
institute's curriculum and have a yearly schedule. Most of the
educational organisations in various different parts of the world facilitate
these activities for school and college students. Faculty is mostly
involved in organising and directing these activities in schools while it
may be independent from faculty in universities or colleges.
CCAs exist at all levels of education i.e. from 4th - 6th, junior or high or
middle school, high school, college and university education. These
67
activities are compulsory in some institutions while in others it's
voluntary. Where these are compulsory all school students must
participate them alongside the standard study curriculum. At higher
levels of education student participation generally include academic
points in lieu of the efforts put by a student in a particular activity.
These are held outside standard curriculum hours and the activities
partaken depend on the nature of the institute and occasion.
Today these activities have become more profound than ever before.
Most of the institutes highlight them as a crucial advertising factor in
their prospects or advertisements in order to attract parent - students
attention. Though not all of these activities may pursued with great
enthusiasm these are however popular and leave a life long lasting
experience for most.
These activities are not examined in the same way that the academic
curriculum is, and because most of them take place outside syllabus
chapters, such activities have less status in education than the main
curriculum. However, they are often held to be very important to the
wider education of men and women. CCAs form the core of student's
life. Many schools and colleges have different units like clubs or
houses in which all the students have been divided into four houses.
Each house has a house & staff of the school to guide the students
for various internal competitions.
6.3 IMPORTANCE OF CO CURRICULAR ACTIVITIES :
The Primary aim of the school and college is to develop students
character, intellect and physical skills, to equip them to live fully and to
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train them for the grand vocation of human life, of good citizenship.
Mere academic teaching and factual information, however good and
effective it may be, is not by itself enough to bring in to play all those
essential virtues and gifts that go to the making of a well balanced
personality.
Education along with Co-Curricular Activities helps in the overall development
of personality. Co-curricular Activities furnish many values among students. It
is depend upon students and teachers how they imbibing these values for the
better education and health of students. Students participate in physical
activities, which contribute towards physical health, vitality, and endurance of
the students. Psychological needs are meet by co-curricular activities.
Psychological needs such as emotions, self-assertion, sex, and curiosity are
trained and groomed by these activities. A large part of theoretical works in
discipline like geography, and science can get value added from excursions,
tour and nature study. Extra-curricular activities help to inculcate civic and
democratic values by participating in self-government and organizing different
festivals and ceremonies. Co-curricular activity is also an effective platform to
make absorb values like social, aesthetic, cultural, recreational and
disciplinary among students.
6.4 SIGNIFICANCE OF ORGANISING CO-CURRICULAR ACTIVITIES IN
EDUCATIONAL INSTITUTIONS :
Co-curricular activities are regarded as the essential and integral part of the
total school and college programme. Modern educators have recognized the
importance of these activities for the complete development of personality.
These activities provide the opportunity to the learner for self-expression. The
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significance of organizing co-curricular activities in educational institutions
can be discussed under the following sub-headings:-
1. PHYSICAL IMPORTANCE :
Co-curricular activities like Games, Sports, Athletics, Physical Exercises,
Yogic Aasanas etc. ensure physical fitness and proper functioning of the
glandular system. These activities also provide useful channel for the
superfluous energy of the pupils. Their surplus energy is diverted to
constructive and fruitful channels. Physical activities are helpful in developing
healthy life style and good habits in the children.
2. PSYCHOLOGICAL IMPORTANCE :
Different psychological needs of the individual are satisfied with the help of
Co-Curricular Activities. These activities provide media for training of
emotions, sentiments and sublimation of instincts. By participating in these
activities an individual gets the opportunity for self expression. These are
helpful in unfolding the hidden talent of the learner. The instincts like self
assertion, curiosity, constructiveness, acquisition, gregariousness and sex
find worthy outlets of expression and are sublimated through these activities.
3. ACADEMIC IMPORTANCE :
Co-Curricular Activities have academic and literary values. By participating in
literary activities like Debates, Discussions, Poetic recitations, Symposia,
Drama etc. students gets training in different styles of oral expression.
Moreover, class room instructions can be supplemented with academic
activities. Theoretical work in history, languages and science can be
supplemented by visiting to historical places, library activities and nature
study respectively. School magazine gives exercise in written work.
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4. ETHICAL IMPORTANCE :
These activities inculcate moral and ethical qualities in the individual.
Individual learns to co-operate with others, judge the situation, act honestly,
display integrity and have self-confidence while participating in these
activities. Morning assembly and mass prayer can also develop qualities of
character.
5. SOCIAL IMPORTANCE :
Co-Curricular Activities are very important in the development of social
aspect of the personality. In group activities, pupil learns to share
responsibility. These activities develop social traits like group feeling, co-
operation, belongingness, sincerity, loyalty and mutual understanding. These
activities make the individual to understand the relation between college and
society.
6. AESTHETIC IMPORTANCE :
The activities like Drawing Painting, Exhibitions, Variety Shows, school and
college Decoration, Music and Fine Arts develop aesthetic sensibility of the
learner. These are helpful in unfolding and extracting the hidden beauty in the
minds of the students.
7. CIVIC IMPORTANCE :
The activities like Mock Court, Mock Polling Station, Mock Assembly and
Visiting Civil Institutions provide best ways for training for true citizenship.
These activities bring about knowledge of rights and duties as a citizen. Such
activities also give rich experience of civic life and democratic society.
8. CULTURAL IMPORTANCE :
Cultural activities provide better knowledge and understanding of our rich
71
cultural heritage. India is a land of diverse cultures. Organization of cross-
cultural activities in the educational institutions develops a taste for our
culture & promotes social cohesion.
9. RECREATIONAL IMPORTANCE :
Leisure time activities and hobbies are very useful from educational point of
view. These activities provide opportunity for recreation, amusement and
enjoyment to the students. Such activities are important for mental, emotional
and moral development of the individual. Therefore knowledge and learning
take place through interesting activities.
10. DISCIPLINARY IMPORTANCE :
When students participate in Co-Curricular Activities, they frame the rules
and follow them. This develops the sense of self-discipline which is important
for leading a disciplined life. Students learn the value of discipline. These
activities develop a sense of self control and self-confidence in the pupils.
Co-operation, respect for authority leadership training can pave the way of
instructing them in the fundamental of true discipline.
6.4 IMPACT OF CO-CURRICULAR INVOLVEMENT :
College impact research suggests that focusing on what students do during
college, both in and outside of the classroom, is the best way to enhance
student success (Pascarella and Terenzini, 2005; Whitt, 2006). Alexander
Astin (1984) labeled this activity student involvement: “the amount of physical
and psychological energy that the student devotes to the academic
experience” (p. 297). Astin asserted that the more time and effort students
invest in the learning process, the more engaged they will be in their own
education, thereby increasing the amount they learn during college. Astin’s
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theory of involvement assumes that simply exposing students to course
material or a co-curricular activity is unlikely to produce the desired learning
goals; students must be active participants in the learning process.
Not all forms of involvement are created equal, however. In his research on
college impact, Astin (1996) found that the three most powerful forms of
student involvement are academic involvement, involvement with faculty, and
involvement with student peer groups. In fact, Astin (1996) stated that peer
groups are the strongest single source of influence on cognitive and affective
development in college. Peers often act as a support network, both for
academic and personal matters, thereby influencing student development
(Tierney, Corwin and Coylar, 2005).
Astin’s theory of student involvement suggests that student time is the most
valuable resource. “According to the theory, the extent to which students can
achieve particular developmental goals is a direct function of the time and
effort they devote to activities designed to produce these gains” (Astin, 1999,
p. 522). Student affairs administrators must ensure the co-curricular
opportunities they provide are worth a student’s time and effort – that is, are
educationally-effective programs and practices aimed at fostering student
learning and development? Does involvement in Greek life, residence life,
student government and other campus organizations contribute to the desired
outcomes of college? Much of the evidence from past studies supports claims
that involvement has a positive and measurable impact on student success
(Astin, 1993; Baker, 2008; Brenner, Metz and Brenner, 2009; Cress, Astin,
Zimmerman-Oster, Burkhart, 2001; Harper and Quaye, 2007; Hernandez,
Hogan, Hathaway, and Lovell, 1999; Kuh, 1995; Martin 2000; McClure, 2006;
73
Terenzini, Springer, Yaeger, Pascarella, and Nora, 1994; Titus, 2004; Whitt,
Edison, Pascarella, Nora, and Terenzini, 1999).
Even with this vast research base, the picture of how involvement impacts
learning is not complete. Although we know involvement influences skill
acquisition in areas such as critical thinking, it is still unknown whether
involvement affects an individual’s disposition toward learning. How do
individuals approach a situation requiring complex cognitive skills, such as
critical thinking? And what role, if any, does co-curricular involvement play in
that approach? Given the demands of the current economy, individuals need
to continually update their knowledge and skills to remain current with the on-
going scientific and technological changes. By developing a student’s
enjoyment in learning along with his or her cognitive growth, educators are
providing students with “learning that lasts” (Mentkowski & Associates, 2000,
p.1). This comprehensive view of learning prepares and motivates graduates
to continue learning throughout their lifetime. Continuing to develop this area
of research, including new aspects of learning and development, will
strengthen this research base, providing a greater breadth and depth of
knowledge for faculty and staff as they allocate resources and design
programs.
“Co-Curricular Activities prepare Students Practically for the Future.”
Co-curricular activities prepare students practically for the future. The normal
curriculum can only go so far as to teach and educate students about
academic theories. But students whose only experience of school and college
is one of rigid academic study may not be able to apply what they have
learned in practice. If the co-curriculum was given an equal footing in students
74
life there will be an improvement in the students ability to grasp things as a
whole, because students will have received a more rounded education. Co-
curricular activities are particularly good at providing opportunities for students
to work in teams, to exercise leadership, and to take the initiative themselves.
These experiences make students more attractive to universities and to
potential employers.
“Most Co-Curricular Activities are physically active.”
Most Co-Curricular Activities are physically active, getting the student out from
behind their desk and making them try new things. This is healthy and
ensures that students are exposed to practical tasks, not just what is taught in
class. The outcome of giving the co-curriculum the same status as the
curriculum will therefore be well balanced individuals. Future politicians, for
example, will not only thrive on law or social studies, but will also become
fluent in multiple languages, learn to tango and perform several calculus
operations simultaneously, while also experiencing service through
community work. Such are the more profound benefits of the co-curriculum
being integrated into the syllabus.
“Having a wide range of experiences prepares people better for the
future, especially in today’s uncertain world.”
Having a wide range of experiences prepares people better for the future,
especially in today’s uncertain world. The broad education that the co-
curriculum can provide is better preparation for life in a society where an
individual may change career several times in their life. Students must
therefore have a fundamental grasp of multiple skills. For instance, athletes
who had their career cut short due to mishaps might venture into business,
75
having had co-curricular experience of entrepreneurship as part of their
education. Speech and debate clubs might give a doctor or engineer the
communication skills to move into broadcasting, teaching, or even politics.
Placing more emphasis on the co-curriculum thus ensures a variety of
possibilities for young people to choose from instead of being sidelined.
“Students have a right to a broad education.”
Students have a right to a broad education. Why should a science student
have to give up music, or a social studies major not get opportunities for
sport? Many children have talents in all sorts of different areas, and it is wrong
to force them to specialise too early. A career is not the only part of an adult’s
life – school needs to make sure they have interests and skills that will help
them in their family and leisure lives too. Through equal balancing of
academic and co-curriculum, however, the students have the chance to
exercise their rights and the opportunity to be multi-talented. Lopsided
individuals are not the key to the future, instead by recognizing each individual
by their talents there exists a higher possibility for young people to learn and
to grow in their studies.
“Many students do not take advantage of the extra-curricular
opportunities they are currently offered.”
Many students do not take advantage of the extra-curricular opportunities they
are currently offered. They may instead waste their time lazing around, or
maybe even making trouble. These young people do not know what they are
missing; if they could be made to try other activities they would surely enjoy
them and gain a lot of benefit. If the co-curriculum was given formal
importance, with students required to undertake at least one activity, then
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more people would try new things, and discover they like them.
“An ambitious co-curricular programme is quite affordable for schools
and colleges of all kinds.”
An ambitious co-curricular programme is quite affordable for schools and
colleges of all kinds. State schools in Singapore and many public universities
in the USA are able to offer strong co-curriculums, and elsewhere many state-
funded institutions have thriving extra-curricular activities. Most co-curricular
pursuits are not expensive to run, and those activities that might be more
expensive, such as military cadet groups and science clubs, can often apply
to outside agencies for funding. Staff often given their time free, because they
believe that the Co Curricular Activities are worthwhile for the students and
enjoyable for themselves to run, and many groups can also be supported by
unpaid volunteers from the wider community.
“Many towns today do not have a strong civil society, and in more rural
areas there may be no groups .”
Many towns today do not have a strong civil society, and in more rural areas
there may be no groups at all for young people to join outside school. If
schools and colleges do not provide opportunities for youngsters to broaden
their experiences, then students will not get them at all. Boosting the place of
the co-curriculum in schools and colleges are the ways of addressing this
weakness in modern society, as it will equip young people with the civic spirit,
initiative and organising skills to set up their own clubs, teams and activity
groups when they leave education. Finally, a successful co-curriculum often
depends on building links between the school and the wider community,
bringing local enthusiasts in to work with students, and sending students out
77
to work on community projects, help in primary schools, secondary schools
and junior colleges perform for local audiences etc.
“ Co Curricular Activities enhances Social aspects “
Co Curricular Activities allow students to work in groups, teams and
enhance their social skills of cooperating, coordinating and equality etc.
This also allows students to learn how to work groups and give their
best in a team.
“ Co Curricular Activities leads to Cultural Virtue “
Co Curricular Activities leads to Cultural Virtue as activities help in
provides opportunities for better understanding of our cultural heritage
and traditions because it includes street play, folk songs, folk dance, folk
music, celebration of religious and social festivals.
In short it helps in developing national and international integration with
understanding.
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CHAPTER - 7
SCOPE AND VALUE OF CCAs IN STUDENTS LIFE
7.1 VALUE OF CO CURRICULAR ACTIVITIES IN STUDENTS
LIFE
7.2 VALUE OF CO CURRICULAR ACTIVITIES
7.3 BENEFITS OF CO CURRICULAR ACTIVITIES
7.4 STUDENTS DEVELOPMENT THROUGH CO CURRICULAR
ACTIVITIES
7.5 ADVANTAGES OF CO CURRICULAR ACTIVITIES
7.6 DISADVANTAGES OF CO CURRICULAR ACTIVITIES
7.8 BASIC PRINCIPLES OF CO CURRICULAR ACTIVITIES
7.7 PRINCIPLES OF CO CURRICULAR ACTIVITIES
7.8 BASIC PRINCIPLES OF CO CURRICULAR ACTIVITIES
7.9 MAJOR TYPES OF CO CURRICULAR ACTIVITIES FOR
STUDENTS
7.10 TYPES OF CO-CURRICULAR ACTIVITIES
7.11 DIFFERENT TYPES OF CO CURRICULAR ACTIVITIES
FOR STUDENTS
7.12 EXAMPLES OF CO CURRICULAR ACTIVITIES
7.13 LIST OF CO CURRICULAR ACTIVITIES
7.14 FUNCTIONS OF CO CURRICULAR ACTIVITIES
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CHAPTER - 7
SCOPE AND VALUE OF CCAs IN STUDENTS LIFE
7.1 VALUE OF CCAs IN STUDENTS LIFE : ( 1 ) Co Curricular activities prepare students practically for the future.
The normal curriculum can only go so far as to teach and educate
students about academic theories. But students whose only experience
of school or college is one of rigid academic study may not be able to
apply what they have learned in practice. If the co-curriculum was given
an equal footing in student life then there will be an improvement in the
student ability to grasp things as a whole, because students will have received
a more rounded education. Co-curricular activities are particularly good at
providing opportunities for students to work in teams, to exercise leadership,
and to take the initiative themselves. These experiences make students more
attractive to universities and to potential employers. The academic curriculum
is really much more important and must continue to be given more status in
schools and colleges than the co-curriculum. Students are meant to be
receiving an education and gaining recognized qualifications. Higher
Education institutions place a greater importance on the curriculum than the
co-curriculum when selecting students, and so do employers. Co-curricular
activities are nice, but they have never been shown to actually play a vital role
in a student’s life. And if they distract students from focusing on their
academic qualifications, then they could be actually harmful.
( 2 ) Most co-curricular activities are physically active, getting the student out
from behind their desk and making them try new things. This is healthy and
ensures that students are exposed to practical tasks, not just what is taught in
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class. The outcome of giving the co-curriculum the same status as the
curriculum will therefore be well balanced individuals.
7.2 VALUES OF CO CURRICULAR ACTIVITIES :
1. Educational Values
2. Psychological Values
3. Development of Social Values
4. Development of Civic Values
5. Physical Development Values
6. Recreational Values
7. Cultural Values
FIGURE NO. 7.1 : - VALUES OF CO CURRICULAR ACTIVITIES.
(Sources : - www.google.com.images extracted on April, 2014 )
CCAS DEVELOPS AND IMPROVES VARIOUS VALUES IN STUDENTS :
1. EDUCATIONAL VALUE :
These activities have great “educational ”potential. All classroom
teaching is theoretical. Practical knowledge can be imparted through
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co curricular activities. Excursions and tours provide firsthand experience
and reinforce classroom knowledge in subjects like history, geography,
nature study, visit to different places etc. Language and expression
improves though debates and recitations. Teaching of History gets vitalized
by dramatization. Practical lessons in Civics can be given through
student self-government. College magazines teach students the art of
writing forcefully and effectively. Celebration of various functions
develops organizational capacities and leadership qualities in students.
Project of various subjects provides direct learning opportunities.
2. PSYCHOLOGICAL VALUE :
These activities as the name suggests meet the psychological needs of the
students, mainly with reference to social demands of the pupils. They help in
expressing personal behavior and provide a vehicle for creative thinking.
( i ) These Activities act as Agent for Sublimation of the Instincts :
Co-curricular activities are a means of channelizing students' instincts into
healthy and fruitful channels e.g. instinct of curiosity can be fruitfully
channelized by library, stamp and coin collection etc. The instinct of
gregariousness can be directed through self-government, social service and
other group work.
( ii ) Emotional Health :
A student is a bundle of innate urges or drives. It is natural for him/her to be
curious, to show off, to master, to be loyal and to be sympathetic. Co-
curricular activities provide valuable opportunities in which these drives may
be capitalized for educational benefit. But fortunately or unfortunately, they
may not come up to the required expectation e.g. some students who are
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backward in studies develop inferiority complex and find school life disgusting
and can get emotionally unbalanced. Such activities provide a means of
emotional adjustment for students.
( iii ) To Increase the Interest of Students :
A student who gives his / her time and effort to his / her school or college is,
therefore, more interested in it, because of his / her contributions e.g. the
athlete talks about school and college spirit.
( iv ) Recognition of Individual Differences Co-curricular Activities :
By providing a number of co-curricular activities, we can ensure the
expression of potential capacities of each individual e.g. writing, public
speaking, dramatics, painting, different games and sports, organization of
functions etc. which provide training in different aspects of personality of
students. These activities, thus, cater to aptitude, interests and abilities of
students and sometimes act as a determining factor for the choice of future
vocation.
3. DEVELOPMENT OF SOCIAL VALUE :
Social cooperation is recognized as one of the important demands of
citizenship. It is difficult to teach through different subjects like Languages,
Mathematics, Sciences, Commerce and Management or Social Sciences. By
'participating in group activities, students learn good manners and develop a
sense of cooperation. Membership in a club, student council, dramatic cast or
an athletic team requires co operation. Students learn to appreciate the
relationship of an individual to the social group.
Through team activities, students learn social cooperation. They develop
group spirit, "WE" - feeling, belongingness, unity and ability to be co-
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operative.
4. DEVELOPMENT OF CIVIC VALUE : In group activities students learn the value of doing one's duty. For example,
students' self-government in school and colleges provides an excellent
training in exercising one's franchise and shouldering responsibilities. These
activities train the students for good citizenship. Co curricular activities offer
many opportunities for the development of self-discipline e.g. NCC (National
Cadet Corps )and NSS (National Social Services). They develop in students
a spirit of toleration of others' views, healthy exchange of ideas, fellow feeling
and accepting victory and defeat with grace. Secondly, the school and
college is a miniature society and the activities of the school and college
should have direct relations with the activities of the society.
Qualities like initiative and leadership are not always developed in a
classroom. On the playground, students get opportunities to develop
leadership qualities like initiative, decision-making, judgment, tolerance etc.
These qualities are required for a democratic society. Many girls and boys
have little practice in controlling themselves and in directing their own affairs.
They have not developed the ability to do these things. As a result, when they
are placed in settings that demand self-direction, they are lost. Co-curricular
activities provide numerous situations in which students may gradually get
increasing responsibilities for their own direction. The settings for developing
these carry-over values must be definitely provided. A school must be a
workshop in democracy.
The traits and qualities of leadership are developed in students, when they
organize these activities by themselves under the guidance of teachers.
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Students learn to plan, organize and execute the plan that has been
developed. This develops in them initiative, planning, thinking and power of
independent judgment. These activities provide excellent moral training.
Through these activities are learnt the importance of obeying the law, rules
and regulations, love for truth and above all, these activities develop moral
consciousness by providing moral experiences. For example, a boy in charge
of finances has to act honestly. On the play field, one has to show sportsman
spirit.
5. PHYSICAL DEVELOPMENT VALUE :
While games, sports and athletics directly contribute to physical development
of students, other co-curricular activities also indirectly contribute to it. These
activities provide a useful channel for the growth and development of the
body.
6. RECREATIONAL VALUE : Lack of ability and training in proper utilization of one's leisure time is one of the major defects in our present system of education. By providing and
organizing various activities, we provide wholesome opportunities to our
students, rather than to spend their spare time in undesirable activities e.g.
Movies, Television, idle talk etc. Hobbies developed at the junior college l
stage become lifelong habits.
7. CULTURAL VIRTUE :
Some Co Curricular Activities are of tremendous value, as they help in
providing opportunities for better understanding of our cultural heritage and
traditions, for example, activities like dramatics, folk songs, dance, folk music,
exhibitions and celebration of various religious and social festivals provide
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better knowledge and understanding of our culture, foster cultural tastes and
awaken cultural interests among students. Student would appreciate to learn
all these though our language, religion, culture, food habits, dress etc. are
different but we are one, and that we are leman beings of the same universe.
Thus, Co-Curricular Activities will help in developing national and international
understanding. We can concede by saying that co-curricular activities cater to
the development of a child's entire personality, draw out the latent powers of
children of different temperaments, supplement academic work, develop
social and civic sense. Without these activities students would be mere book-
worms.
These activities are really important as they have a potential of developing the
intellect of a student which is always not possible with theoretic procedures.
For this co-curricular activities need to be effective so that they can give the
right exposure to the mind. When effective these activities provide a practical
hands-on approach to the students which provide similar experiences which
they will face in the outside world. Such experiences go a long way in
producing multi-faceted personalities which, in due course of time may bring
honour to the country as well. Students have a right to a broad education. A
wide range of experiences prepare students better for the future, especially in
today’s uncertain world. Broad education can provide better preparation for
life in a society where an individual may need to change career several times
in their life. Student minds aren't mature enough to ascertain what's good and
what's bad for them? Their decisions may be influenced by peer pressure etc.
but at the same time these activities should not be forced. Co-curricular
activities need to be more refined, varied and interesting so as to be widely
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accepted and successful. A successful co-curriculum builds links between
the school or college and the wider community, bringing local enthusiasts in
to work with students, and sending students out to work on community
projects. Many children have talents in all sorts of different areas, and it is
wrong to force them to specialize too early. A career is not the only part of an
adult’s life –school and college needs to make sure they have interests and
skills that will help them in their family and leisure lives too. Through equal
balancing of academic and co-curriculum, the students have the chance to
exercise their rights and the opportunity to be multi-talented.
FIGURE NO. 7.2 : - GUIDING PRINCIPLES FOR STUDENTS
DEVELOPMENT
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( Sources : www.google.images extracted on March, 2014 )
7.3 BENEFITS OF CO-CURRICULAR ACTIVITIES :
“A winning part of a complete education!”
Participation in school or college activities benefits everyone i.e. students,
staff, administration, and the community—now…and in the future.
Let’s take a look at reasons why :
* Activities support the academic mission of school and college .
* Participation in school and college activities is a valuable part of the
overall junior college experience.
* Activity programs provide opportunities for character development and
unique learning labs for valuable life lesson and universal values,
teamwork, sportsmanship, self-discipline and hard work. These are
qualities students need if they are to become responsible adults,
productive citizens and skilled professionals.
* Activities foster success in later life. Participation in co curricular activities
is often a predictor of later success – in school and college, a career and
in becoming a healthy, contributive member of society.
* Research shows that students involved in co-curricular activities are more
likely to have :
Higher college admission test scores
Better attendance
Lower dropout rates
Fewer discipline referrals
* Affiliation with peers who are academically focused
* Participation promotes positive health behaviors and deters negative ones
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by placing a premium on personal health and fitness as prerequisites to
optimal performance. Those who participate in co-curricular activities are
less likely to engage in risky behaviors.
* From a cost standpoint, activity programs are an exceptional bargain
when matched against the overall junior college district’s education
budget. At a cost of only one to three percent (or less in many cases) of
an overall school and college budget.
* Participation enhances the overall educational experience of the student.
7.4 STUDENTS DEVELOPMENT THROUGH CCAs :
Students gets many benefits by participating in Co curricular Activities.
It helps in overall Development of students as under :
Co-curricular activities stimulate playing, acting, singing, recitation,
speaking and narrating in students.
Activities like participation in game debates, music, drama, etc., help in
achieving overall functioning of education.
It enables the students to express themselves freely through debates.
Games and Sports helps to be fit and energetic to the child.
Helps to develop the spirit of healthy competition.
These activities guide students how to organize and present an activity,
how to develop skills, how to co-operate and co-ordinate in different
situations-all these helps in leadership qualities.
It provides the avenues of socialization, self-identification and self-
assessment when the child come in contact with organizers, fellow
participants, teachers, people outside the school during cultural activity.
Inculcate the values to respects other’s view and feeling.
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It makes you perfect in decision making.
It develops a sense of belongingness.
CCAs provide motivation for learning.
CCAs develop the values like physical, psychological, Ethical,
academic, civic, social, aesthetic, cultural recreational and disciplinary
values.
FIGURE NO. 7.3 HOLISTIC DEVELOPMENT OF STUDENTS
( Sources : www.google.com.images extracted on February, 2014 )
7.5 ADVANTAGES OF CO CURRICULAR ACTIVITIES :
Co Curricular Activities make a horizon for systematic and
meaningful learning opportunities and prepare students for future.
Co Curricular Activities makes active and energetic thereby help
in learning and enable to develop multiple skills to students.
Co Curricular activities help in holistic development of the
personality.
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Co Curricular activities along with formal education helps to
channelize the hidden potential of the students and make student
as a good citizen.
Domains like social, academic, intellectual, cultural, democratic,
civic and aesthetic get enriched after participation in CCAs.
Students who are good in sports also have good academic record.
Co Curricular Activities help in realizing the importance of
education and develop the spirit of healthy competition.
Co Curricular Activities support students practically and
professionally for a better future.
Co Curricular Activities enhances students experience,
understanding and brings benefits beyond students and parents
expectation.
Co Curricular Activities are a good source of remaining fit and
healthy and provides a mental rest.
7.6 DISADVANTAGES OF CO CURRICULAR ACTIVITIES :
Why many students, parents and other hate Co-Curricular Activities?
One of the major reasons that such activities are hated because in many
institutes, these are compulsory. Students feel that should have right to
choose whether they wish to pursue them, rather than forcing them to give
equal importance to something they do not wish to do. They find handling
both, academic and co-curricular activities very demanding and as such they
lose interest in them.
Also making Co-curricular activity compulsory takes the fun out of it. If some
were forced to take part, they would be less enthusiastic and spoil the activity
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for the rest. To be successful, Co-curricular activities need to voluntary so that
they can develop personal development benefits.
Many students, parents and others consider that the academic curriculum is
much more important and should be given more status in schools and
colleges than the co-curriculum. According to them, educational institutes are
only meant to deliver education and awarding recognized qualifications. They
also view higher education of a greater importance than the co-curricular
when being selected by employers.
There is also a view based on logic that there is more need for super talented
individuals and as such institutes should make specialized individuals in their
selected fields. Most modern careers require expert knowledge and skills,
which can take years to acquire. Co-curricular activities distract students from
developing skills in whatever selected field they have chosen to specialise in.
According to them, a doctor or an engineer is known for his or her worth in the
job he or she performs rather than being an all rounder. Therefore they do not
require such skills as part of their formal education.
Many co-curricular activities require great expenditure. These require more
staff to organise and manage such events. This expenditure is added to the
fees of the students which becomes an eyesore for those who are not wealthy
enough to afford. High profile institutes deprive deserving students just
because they are putting an indirect extra cost which sadly, discourages less
wealthy families.
Some believe that co-curricular activities can be pursued even after
completing academic education. There is no need to compromise academic
education by over-emphasis on non-academic activities, when most
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professions still provide a range of career opportunities. For example, if
someone is fond of cultural activities he can pursue these when he / she has
achieved the preferred academic goal.
Often co-curricular activities offered by schools are duplicate to those, that are
already available in the wider community. For example, a school cricket team
may deprive the local town’s cricket club of young players, while school
adventure activities might weaken NCC or NSS activities. So a strong co-
curriculum may have the effect of killing off lots of worthwhile community-
based activities because they do not receive school credit.
There is also a concern amongst some that co-curricular activities are already
available in abundance outside the school curriculum in the form of clubs,
teams, societies etc. So if these are available there is no need to spend
money and time in pursuing these activities in educational institutes.
One can also switch career in accordance with his or her interest through
evening classes and continuing education programmes which can retrain
them.
Many activities are repetitive and are very common. They are observed as a
casual affair or as a formality. Therefore these offer no excitement on the part
of the students as they are not interesting enough.
( 1 ) DIFFICULTIES FACED BY STUDENTS :
Wastage of time.
Lack of concentration to study due to tiredness.
Students are too shy to participate in these activities.
Students are not economically well off to bear the extra expenses.
Sometimes students feel that these activities interfere with their
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studies.
These activities are not assessed in the examinations.
( 2 ) PROBLEMS FACED BY THE TEACHERS :
Teachers over burdened
Teacher has lack of knowledge
Teachers are not competent to organize a sufficient number of
activities.
Most of the teacher consider these activities as superfluous.
( 3 ) LIMITS OF THE INSTITUTIONS :
In crowded cities, it is generally not possible to have spacious
playgrounds.
Activities are not given a plan in college time - table, during college
hours
Extra Financial burden.
7.7 PRINCIPLES OF CO CURRICULAR ACTIVITY :
For the better benefits of Co-Curricular Activities, certain principles and rules
have to be followed to have more and more advantage of extra-curricular
activities. Initially, smaller forms of such activities have to be performed and
gradually move towards the larger one. Those activities should be promoted,
which are curricular related and educationally relevant. Activities like
creativity, writing, poetry, painting and discussion will help to understand the
lessons well. The teacher or the administration should encourage students so
that more and more of them can participate in the activities by arranging the
same during school hours. The role of teacher should be just like as a advisor.
These activities should be executed in a democratic manner and all the
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students should be given opportunity to lead their respective teams.
Regularity, programme schedule and necessary tools should be should be
arranged and maintained to give it a proper direction.
7.8 BASIC PRINCIPLES OF CO CURRICULAR ACTIVITIES :
The student is a citizen of the school and college with certain right
and duties.
The school and college must have a constructive program.
These activities should be scheduled during School and College time.
All students should participation requirements should be democratic.
Students should not be excused from class to participating in co
curricular activities ( except rare cases )
Activities should be considered part of regular programmes.
Permanent record of activities should be kept.
Financing should be adequate, fair and safe.
The school and college and community should be kept well informed
about activity programs.
Develops various skills such as effective communication, critical
thinking, integration and application of knowledge.
Develops various skills such as effective communication, critical
thinking, integration and application of knowledge.
Develops intellectual depth and adaptiveness through which students
can examine and organise disciplinary ways of knowing and to apply
them to specific issues and problems.
Develops the ability to know and identify the interests, beliefs and
customs of their community and others through interaction, self –
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discovery, scholarship and active participation in communal traditions.
Develops sense of values and ethic within diverse cultural, social,
environmental and personal settings.
Exhibits respect and preserve the dignity of others.
Develops intrapersonal development which includes ability to analysis of
one’s values, beliefs, strengths and challenges.
Implements personalized approach to physical, mental and emotional
health and wellness for individual growth and development.
To cultivate healthy, meaningful relationship with others
Actively engage with others to build consensus, define values or meet
shared goals.
To acknowledge and respect the values of others.
7.9 MAJOR TYPES OF CO-CURRICULAR ACTIVITIES FOR STUDENTS :
Many curricular activities are organized by the school and colleges for
harmonious development of physical, mental, social, aesthetic, emotional,
ethical and cultural aspects of personality.
These activities are classified as under :
( 1 ) PHYSICAL ACTIVITIES : These activities are essential for physical development and for channelizing
the superfluous energy of pupils. Games, Sports, Athletics, Mass Drill,
physical Exercises, Yogic Asanas, NCC, NSS, Gardening, Scouting and
Guiding , Girl Self Defense training etc. are the example of physical
activities.
( 2 ) LITERARY ACTIVITIES : Literary and academic, activities are organized for the development of
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linguistic skills & mental faculties. Debates, Discussions, Symposia, School
and College Magazine, Declamation Contest, Story Writing, Essay Writing,
Seminars, News Paper Reading, and Library work are some of the literary
and academic activities.
( 3 ) SOCIAL ACTIVITIES : These are also known as community activities. These activities promote the
spirit of social welfare. These are Red Cross, Scouting, National Service
Scheme, Labour Squads, Girl Guiding, Community Cooking and Service etc.
( 4 ) AESTHETIC & CULTURAL ACTIVITIES : These activities develop aesthetic sensibility and provide opportunity for
better understanding of culture. Drawing, Painting, Organizing Exhibitions,
Variety Shows, Folk-Dance, Folk Songs, Celebration of Festivals, School and
College Decoration etc. are the examples. The activities connected with
music and fine arts develop the aesthetic side of pupil’s personality.
( 5 ) CRAFT ACTIVITIES : These activities are also termed as productive activities. The craft activities
are Spinning, Weaving, Soap-Making, Book Binding, Toy Making, Knitting,
Embroidery Work, Leather Work, Wood Work, Kitchen Gardening etc.
( 6 ) LEISURE ACTIVITIES : Under this heading hobbies and leisure time activities are included. Collection
of Coins, Stamps, Rare Stones, Pictures, Photographs, Paintings Singing,
Writing Poems, Album Making, Cartooning, Picnics, Excursions, Visit to
Monuments, Museums are included in these activities.
( 7 ) CIVIC DEVELOPMENT ACTIVITIES : These activities provide rich experience of the civil life to the leaner. These
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activities are Mock Polling Station, Mock Parliament, Mock Court, Student’s
Cooperative Store and Visiting Civil Institutions like Panchayat, Post Office,
Police Stations, Legislative Assembly and Celebrating of Festivals etc.
( 8 ) MORAL DEVELOPMENT ACTIVITIES : These activities promote moral development of pupils. These activities
include Morning Assembly, Mass Prayer, Celebrations of Birthdays of Great
Men, Quiz on the teaching of Great men, Social Service Activities etc.
( 9 ) PATRIOTIC ACTIVITIES : These activities are meant for promoting the feeling of emotional & national
integration among the students. These are celebration of National Days (i.e.
Independence day and Republic day), Student Exchange Programme,
Bharat Darshan Tours, National Integration Camps and Cross Cultural
Programmes etc.
7.10 TYPES OF CO-CURRICULAR ACTIVITIES : TABLE NO.- 7.1 Types of Co Curricular Activities :
SR. NO.
ACTIVITY
DETAILS
1 LITERARY ACTIVITIES
Debates and discussion, subject wise club, College l Magazine, Dramatics, Study Circle, Story Writing, Seminar, Recitation, Kavi Summelan works
---
----- ----
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SR. NO.
ACTIVITY
DETAILS
2
PHYSICAL
DEVELOPMENT
ACTIVITIES
Games, Indoor and Outdoor Athletics, Mass Drill, Parade, Scouting, NCC, ACC
3
AESTHETIC AND
CULTURAL
DEVELOPMENT
Music, Dancing, Drawing, Painting, Sculpture, Dramatis, Exhibition, Fancy Dress, Folk Dance, Folk Songs, Variety Programs.
5
SOCIAL WELFARE
ACTIVITIES
Social Study Circle, Social Services
on Special occasions like Fair,
Festivals, professions, Cultural
Programmes, Assembly, Scouting,
or Guiding, First Aid and Red Cross
Social Survey
6
LEISURE
TIME ACTIVITIES
Stamp Collection, Coin Collection,
Collection of Copies. Photography,
Reading, Needlework and Knitting.
7.11 DIFFERENT TYPES OF CCAs FOR STUDENTS DEVELOPMENT :
(1) ACTIVITIES FOR PHYSICAL DEVELOPMENT :
Indoor and Outdoor games, sports, exercise, NCC, Athletics, etc.
(2) ACTIVITIES FOR INTELLECTUAL DEVELOPMENT :
School and College magazine, science club, history club, world affairs
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society, debates, seminars and discussions, essay and story writing
competition, poetry recitation, newspaper reading, etc.
(3) ACTIVITIES FOR SOCIAL DEVELOPMENT :
Co-operative society, scouting and guiding, NCC, NSS, games and sports,
college council activities, celebration of special festivals, celebration of
various college days etc.
(4) ACTIVITIES FOR PSYCHOMOTOR DEVELOPMENT :
Tailoring, carpentry, toy-making, soap-making, candle and incense-stick
making, embroidery, knitting, spinning, gardening, sculpture making, leather
work, clay work, weaving, book-binding ,photography etc.
(5) ACTIVITIES FOR CULTURAL DEVELOPMENT :
Annual day programmes, Talent show, Music and Dance, Drawing and
Painting, Fancy Dress Competitions, Festival Celebrations, Days
celebrations i.e. Chocolate day, Rose day, Friendship day, Tie and Saree
day, Traditional day, Black and White day, Jeans and Kurta day etc.
(6) PICNICS, VISITS AND EDUCATIONAL TOURS :
Hiking, rock or mountain climbing, visits to museums, zoo, aquarium,
planetarium, Nehru science centre, nature park ,visits to exhibitions, visits to a
bank, a post-office, a hospital, a police-station, a stock exchange, LIC office,
government offices or mantralaya, an air-port or a sea-port, etc.
(7) ACTIVITIES FOR DEVELOPMENT OF CIVIC VALUES :
Celebration of social, religious and national festivals, school parliament
election, co-operative stores, cleanliness drive, AIDS awareness programme,
drug and liquor or alcohol abuse programmes, World Environment Day
celebrations, environmental protection drive, etc.
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It must be noted here that all these activities do not fulfil only one aim but are
multipurpose in nature in that they help in developing many facets of an
individual’s personality simultaneous.
FIGURE NO 7.4 DIFFERENT CLUBS AND ACTIVITIES FOR
STUDENTS
( Sources : www.google.com.images. Extracted on March, 2014 )
7.12 EXAMPLES OF CO-CURRICULAR ACTIVITIES :
Sports
Musical activities
Debate
Model
Art
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Music
Drama
Debate and discussion
Declamation contest
Story writing competition
Essay writing competition
Arts and crafts
Wall magazine decoration
Writes ups for school and college magazine
Folk songs and Folk Dances
Flower show
School and College decoration
Sculpture making
Fancy dress competition
Preparation of chart & models
Album making
Photography
Clay modelling
Toy making
Soap making
Celebration of festival such as Gokul Asthami ( Dahi Handi), Ganesh Utsav, Navratri Dandiya, Christmas Party etc.
Celebration of school or colleges days such as friendship day, rose day, chocolate day, saree day, tie day, indo - western outfit day etc.
Visits to various places related to curriculum subjects
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Organizing Exhibitions.
Science Exhibitions
Hiking or Mountaineering camps
Picnics
Educational tours 7.13 LIST OF CO CURRICULAR ACTIVITIES : CCAs are Classified into two categories ( 1 ) Outdoor Co Curricular Activities ( 2 ) Indoor Co Curricular Activities TABLE NO. - 7.2 Classification of Co Curricular Activities
OUTDOOR CO-CURRICULAR
ACTIVITIES
INDOOR CO-CURRICULAR
ACTIVITIES
Yoga Chess or Carom
Athletics Drawing or painting
Bicycling Music and Dance
Gardening Dramatics
Cricket Decoration
Football Rangoli
Basket Ball Mehandi
Volley Ball Beauty Culture and
Hair dressing
Hand Ball Tattoo making
Kabaddi Weaving
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OUTDOOR CO-CURRICULAR
ACTIVITIES
INDOOR CO-CURRICULAR
ACTIVITIES
Kho Kho Tailoring and
Swimming Embroidery
Photography Book Binding
Picnic or Tours or Visits Leather Work
Various Camps Wood carving
Social Services in
neighbourhood
Organising students
club
Trips to place of
geography, historical or
cultural interest
Students self
government (electing
class leader, college
leader, club leader
etc,)
Social services in
neighbourhood
Exhibitions
Survey and Visits Fun n Fair
7.14 FUNCTIONS OF CO CURRICULAR ACTIVITIES :
Co Curricular Activities should have the following functions:
1.Reinforcing classroom learning and allowing students to put their
knowledge and skills into practice;
2. Facilitating the teaching of certain skills and the inculcation of certain
values which may present difficulties in a formal classroom setting;
3. Promoting students’ personal development by broadening their interests,
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developing their potential and providing opportunities for character
formation and leadership training;
4. Promoting students’ social development by offering opportunities for
the broadening of their social experiences, the practice of social skills and
the internationalization of moral and social values;
5. Making school and college life more challenging and interesting.
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CHAPTER - 8
ADMINISTRATION OF CO CURRICULAR ACTIVITIES
8.1 DUTIES AND RESPONSIBILITIES OF CCAs
COORDINATORS
8.2 DUTIES AND RESPONSIBILITIES OF CCAs ADVISORS
8.3 ORGANIZATION OF CO CURRICULAR ACTIVITES
8.4 IMPLEMENTATION AND EVALUATION OF CCAs
8.5. ROLE OF TEACHER IN CO CURRICULAR ACTIVITIES
8.6 MATTERS REQUIRING ATTENTION IN ORGANISING
CCAs BY TEACHERS
8.7 EVALUATION OF CCAs BY TEACHERS
8.8 POINTS OF CONCERN IN EVALUATING CCAs
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CHAPTER - 8
ADMINISTRATION OF CO CURRICULAR ACTIVITIES
Co Curricular Activities are of many kinds so it requires a proper and
systematic management activities. There are certain Teachers,
Coordinators, Advisors and Student Leaders are appointed to plan and
execute the CCAs. They have to function as per the given duties and
responsibilities.
8.1 DUTIES AND RESPONSIBILITIES OF CCAs COORDINATORS :
In the prevailing school and college system, there is the established post of
"CCAs Coordinator". student is responsible for organising the CCAs of the
school and college, helping to arrange and to coordinate inter-school and
inter -collegiate activities and major school and college functions. He or
She participates in the setting up of goals, directions and policies for the
implementation of CCAs. The CCAs coordinator also guides students
towards proper concepts and encourages them to participate in the activities.
As part of the middle management in college, the CCAs Co-coordinator is
accountable to the junior college principal in carrying out the following tasks.
( 1 ) MANPOWER PLANNING :
The CCAs co-coordinator is responsible for recruiting the necessary
personnel for the implementation of CCAs. He/she should understand the
strengths, interests and abilities of his or her fellow colleagues with a view to
suggesting to the school principal the distribution of work for CCAs. He or she
should also pay attention to the performance of the teachers-in-charge with a
view to providing them with assistance and encouragement. The school and
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college may set up an CCA committee in this regard to help the CCAs
Coordinator with his or her work.
( 2 ) ACTIVITY PLANNING :
The CCAs co-coordinator is responsible for drawing up a yearly plan for CCAs
in school and college. He/she needs to coordinate both intra-mural and
extra-mural activities, bearing in mind the time schedule and the arrangement
of facilities. It is important to ensure that students enjoy a well-balanced
school and college life through their participation in CCAs. The yearly plan is
normally planned during the summer vacation. When school and college
starts, the CCAs Co-coordinator should consult other teachers-in-charge of
the activities, fine tune the yearly plan, work out the timetable and ensure that
it is implemented. Nonetheless he/she should be flexible and be alert to any
need for adjustment as and when required. At the planning stage, the CCAs
co-coordinator should avoid jamming the activities too closely together, so as
not to pressurize teachers and students.
( 3 ) USE OF RESOURCES :
The CCAs co-coordinator should give suggestions to the school and college
principal regarding the utilization of finances, the allocation of resources and
the equipment needed for the running of CCAs. Administratively, the junior
college principal may authorize the CCAs coordinator to plan the financial
budget, to control the expenses of various activities or to assist in
administering the CCAs fund.
( 4 ) TRAINING AND SUPPORT :
The CCAs co-coordinator is responsible for promoting the CCAs of the
school and college. He or she should participate in setting up school clubs
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and in promoting new activity plans. In the course of an activity, he or she is
required to acquaint himself/herself with the operation in order to assist in
problem-solving and to ensure achieving the preset objectives. He or she
should pay particular attention to safety measures and remind teachers or
staff to abide by the safety guidelines. The CCAs Co-coordinator should
organize leadership training courses to prepare students to guide activities in
order to provide the teachers-in-charge with effective assistance.
( 5 ) EVALUATION AND APPRAISAL :
The CCAs Co-coordinator should design an evaluation and appraisal system
for the proper assessment of various activities, activity clubs, staff and
student performance. This will help improve the planning of future activities.
On the basis of such evaluation, the CCAs Co-coordinator should submit a
report to the school and college principal at the end of the school year.
The points mentioned above are the general duties of an CCAs Co-
coordinator. The school and college are free to make adjustments in the
light of its own circumstances. Furthermore, the CCAs Co-coordinator should
exercise his or her professional knowledge and administrative skills to lead
fellow colleagues in achieving the goals set by school and college.
8.2 DUTIES AND RESPONSIBILITIES OF CCAs ADVISORS :
The school and College Principal can appoint teachers as CCAs advisors,
and teachers-in charge according to the school’s and college's needs and
each teacher’s talents and interests, to guide one or more clubs and activity
groups. The CCAs advisor, being the frontline leader of activities, is
responsible for the various duties listed below.
( 1 ) ORGANIZING CCAs :
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The CCAs advisor is responsible for planning the relevant activities,
recruiting members and helping to establish an executive committee for each
club. He or she should, as far as possible, make suggestions to the executive
committee in matters relating to the nature of activities, arranging meetings
and preparing financial budgets.
( 2 ) PARTICIPATION OF ADVISORS :
The CCAs advisor should participate in the meetings of Activity clubs and
activity groups to give support. He/she should ensure that the activity goals
are achieved and provide suggestions to the executive committee for more
effective implementation of the activities. The CCAs advisor’s participation
can raise the morale as well as build up a sense of belonging amongst the
club members.
( 3 ) MONITORING CCAs :
In the course of an activity, the CCAs advisor should make sure that the
members play their respective roles and attend to safety measures to protect
the participants. He or She should pay particular attention to the handling of
monetary matters and make sure that the records are complete and in good
order. The CCAs advisor should also remind members to conduct regular
stocktaking for all assets and facilities in order to safeguard the proper
use of finances and resources.
( 4 ) CCAs APPRAISAL :
The CCAs advisor is responsible for compiling a list of committee members,
keeping a record of their participation and appraising their performance. If the
club has participated in intra-mural or extra-mural competitions during the
school and college year, the advisor should register the results and awards
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with a view to reporting to the school and college principal or the CCAs
Coordinator at the close of the academic year.
( 5 ) CCAs RECORD MAINTENANCE :
The CCAs advisor should, at the end of the activities, file a report that may
include the theme of the activities, the content of the meetings, the list of
participating organizers, members and students, a summary of income and
expenses, and the feedback from the participants.
The above mentioned duties fall into the general responsibilities of CCAs
advisor. However, the points listed are not exhaustive, since the duties of an
CCAs advisor are by nature wide-ranging and complex. The school is advised
to make adjustments according to its own circumstances.
As long as the advisor is devoted and flexible, students will undoubtedly
benefit from their participation in CCAs.
8.3 ORGANIZATION OF CO CURRICULAR ACTIVITIES :
According to Singh and Singh (2007) the objective of Co Curricular
Activities can only be achieved by effective implementation of such
activities. It requires following fulfilments by school and college
administrators or instructors or in charge teachers.
The Administrators have firm belief in the effectiveness of such
activities for holistic development of students.
The Administrators should have knowledge about them and have
participatory experience of such activities.
The Administrators, teachers and Parents should appreciate
participation by students in such activities.
The Administrators, Teacher and Parents should be oriented in
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such activities through training programs.
The functioning for organization of such activities requires functioning
through formation of committees of teachers and students.
8.4 IMPLEMENTATION AND EVALUATION OF CCAs :
( 1 ) SETTING GOALS :
Since CCAs are part of the curriculum to promote life-wide learning, they
can be seen as a means of accomplishing the goals of education. It follows
that before carrying out CCAs, we should set up distinct goals according to
the environment of the individual schools and the needs of students. These
goals should include aspects related to intellectual, physical, social and
personality development. After the establishment of the goals, appropriate
activities should be selected, with due consideration paid to the format and
content which will enable the participants to best achieve these goals.
Evidently, not only do CCAs fulfil the developmental goals of students, they
also contribute to the growth of the curriculum, school and teachers. These
are important means to promote cross-curricular activities in civic education
and moral education, to foster the relationship between teachers and
students, and to create a harmonious junior college climate.
( 2 ) USE OF MANPOWER RESOURCES FOR CCAs :
Following the setting of the goals, format and content of the activity, suitable
personnel should be enlisted to plan and carry out the work. These include
CCAs advisors, teachers, students, alumni, voluntary helpers from local
community, as well as parents and other staff in junior college. The CCAs Co-
coordinator should serve as a link among the different parties. It is most
important of all to train the students to organise activities. Not only does this
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help the activity to continue for a longer period, it also develops the students’
leadership ability, which remains one of the CCAs goals.
( 3 ) PREPARE THE SCHEMES OF CCAs :
This does not simply involve devising activities and following up with the
recruitment of participants. It also represents a stage in school and college
development that should take into account students’ interests and
orientations in order to achieve the goals of education.
( 4 ) ESTABLISHMENT OF VARIOUS CLUBS AND GROUPS :
In relation to the set goals of CCAs, we can either organise a one-off function
or achieve the goals through the establishment of regular clubs or groups. In
general, CCAs clubs can be categorized into five types, namely, academic,
sports, art, interest and social services. Depending on the situation of the
individual school, the school itself may set up a balanced number of clubs.
With respect to its developmental stage, each club may devise its own activity
plan, recruitment method, frequency of meetings and activity content. Each
club may also, according to its own needs, discuss with the CCAs Coordinator
how to institute the management of club membership (such as admission
standard, membership subscription and withdrawal), the establishment of
committee members, subscription fee etc..
( 5 ) PLANNING AND EXECUTING CCAs PROGRAMME :
Whether or not an activity can be run smoothly depends firstly on a
comprehensive plan. The plan includes distribution of work, time tabling,
budgeting and programmes. After completing the job of planning, it is
necessary to keep the students informed of the activity via proper channels.
There are several common ways, such as bulletins, posters, banners, public
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announcements, newsletters and personal contacts. In the course of carrying
out an activity, attention and counselling should be given to the students as
appropriate.
( 6 ) ARRANGEMENT OF AN ENCOURAGING AWARDS SCHEME :
One of the important aspects in the implementation of CCAs is to make them
self-rewarding for the participants. To achieve this objective, students should
first of all be encouraged to take part in CCAs and to gain experience from
the process. Once students have been stimulated to try out the activities,
they should be further motivated to do so by various means. An awards
scheme is one of the best motivators.
According to the nature of each activity, awards can comprise praise,
certificates, merit points etc.
( 7 ) PROBLEM - SOLVING :
Problems seem to be inevitable in the course of carrying out an activity. If one
is equipped with problem-solving skills and ready with contingency plans, the
chance of a problem and any unexpected consequences is no doubt
minimized. In general, problems can be classified as due to poor students’
attitude, inadequate contacts, communication problems, and poor time
management. These problems could in fact be reduced, if not avoided, by
looking into the students’ needs, working out detailed plans and ensuring
close communication among all the parties involved, before planning an
activity. In the long run, CCAs should start a snowball effect by raising the
professionalism of advisors, increasing in-service training for teachers,
strengthening the support of both school and parents, and creating a
harmonious school climate. It is also the CCAs Adviser’s responsibility to
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strike a proper balance, to ensure effective monitoring and to attend to needs
for counselling.
( 8 ) FEEDBACK, EVALUATION AND IMPROVEMENT :
It will not be possible to evaluate unless goals are established . Once set, the
success of each activity depends on the appreciation of its goals. It is
essential to know why a goal cannot be reached. If an activity is run within a
long period of time, one may use formative evaluation to examine the
planning and implementation of the activity quantitatively and qualitatively.
Quantitative measures include attendance records and activity records,
whereas qualitative measures include various kinds of feedback, like chatting
and observations.
Other measures, such as whether the plan is followed, participants’ responses
and a mid-year review can also be considered. There should be a summative
evaluation for each CCAs at the end of the school year. The target group
may include any of the following: participants, observers, planners, advisors
and non-participants. The purpose of the evaluation is to further improve the
activity in the long run. Any significant information about the conduct of an
activity may be retained in a data bank for CCAs; the keeping of such
information, will also facilitate long term planning.
( 9 ) RETENTION AND UTILISATION OF CCAs RECORDS :
Records must be kept for all activities to serve as future reference. The school
and college should also keep for each student an activity record, listing in
detail the activities the student has joined as well as his/her performance.
These records will be useful in writing student references and
recommendations. The CCAs Co-coordinator can thus make use of these
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reports to assess the feasibility of new activities or to have his or her attention
drawn to areas requiring notice.
8.5. ROLE OF TEACHER IN CO CURRICULAR ACTIVITIES :
The teacher should have to perform multi-dimensional functions in organizing
and executing co-curricular activities. It is also the school and college,
which play pivotal role in conducting co-curricular activities. It is the teacher or
the school and college who finally should take the responsibility how
activities should proceed further.
The Teacher can be a planner, leader, innovator, director, organizer,
manager, recorder, advisor, motivator, communicator or coordinator.
While executing such activities, the teacher faced lots of difficulties. But he
should not discourage and completed the assignment after consultation with
seniors and college administrator.
The Teacher must be a good planner so that the different activities
could be carried out systematically throughout the year.
It should be the duty of the teacher to provide more and more
opportunity to the students while performing co curricular activities.
The Teacher should act as an innovator by introducing some
innovative programmes.
The Teacher must be a good organizer and manager so that the
students experienced maximum of it.
The Teacher should act like director and motivator and an advisor
so that the students can get the correct direction, motivation and an
advise to complete the activities.
The Teacher should act like evaluator and decision maker to that
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students get ample chance to prove them the best with fair competitive
spirit,
The Teacher should be good communicator so that students feel
free to share problems and difficulties to complete the activities.
The Teacher should be good coordinator so that all participants
students as well as other Teacher in charge will cooperate to
complete the activities.
The Teacher should be good recorder keeper so that the student
could gained maximum of finer aspects of Co Curricular Activities.
8.6 MATTERS REQUIRING ATTENTION IN ORGANISING CCAs BY
TEACHERS :
( 1 ) DETAILED PLANNING :
Teachers should plan carefully when organising CCAs. They should let the
participants know about the nature and content of the activities. For activities
that are held outside school and college , teachers should be familiarized
with the details of the event, the route to the venue, the venue itself and the
safety facilities provided. In particular, they should prepare a contingency
plan with possibilities well anticipated.
( 2 ) NOTIFYING AND INFORMING PARENTS :
The school and college should inform parents of the details of organized
CCAs. Special attention should be paid to outdoor activities for which school
and college should ask in writing for the parental consent of the participants.
Letters to parents should state the date of the activity, time, venue and
teachers in- charge, etc.
Teachers must confirm the agreement of parents and collect the notes duly
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signed indicating their consent. After the activity, these notes on parental
consent should be kept for a period of time for record purpose.
( 3 ) NOTIFYING AND INFORMING THE POLICE :
When organising outdoor activities for students, the school and college
should notify and inform the police in accordance with the guidelines issued
by the Education Bureau. This is a safety precaution that the school and
college must take to protect the students and the school and college itself
in the event of an accident. To facilitate teachers in their work, the school
and college may consider designing standard forms for reporting to the
police.
( 4 ) SAFETY MEASURES AND PRECAUTIONS :
The school and college should ensure that all CCAs are conducted safely.
For CCAs held in school and college, they school should arrange for
sufficient teachers to be on duty to invigilate the activity. Teachers-in-charge
should also make reference to the safety guidelines in special rooms and
laboratories to ensure that all facilities are safe for use. Facilities, equipment
and safety devices should be constantly checked to ensure proper working
conditions and to avoid accidents. Teachers-in-charge should also be
cautious in conducting outdoor activities and adhere to the “Guidelines on
Outdoor Activities” published by the Education Bureau. In the case of
activities requiring special attention, teachers should be reminded to follow
the safety measures closely.
( 5 ) HANDLING OF ACCIDENTS :
In the case of an accident, teachers-in-charge should take good care of the
victim to prevent further mishap. (For example, he/she must be sent to
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hospital if injured). They should also notify the college and parents in the first
instance, report to them the condition of the student and what have been
done so far to relieve the parents from unnecessary worries. It is advisable
that teachers-in-charge should carry with them on outings (e.g. picnics,
residential camps, visits) a telephone list of parents (including office & home)
and teachers on duty for emergency use.
( 6 ) RESPONSIBILITY AND LEGAL PROBLEMS :
The school or college and teachers assume a parental role to take care of
their students, as a parent should normally do. The Education Bureau has
arranged for all Aided Educational Institutions ( i.e. school and college) a
Block Insurance Policy. For details of the Block Insurance Policy, In the case
of Government colleges, the responsibility will be borne by the Government.
8.7 EVALUATION OF CO-CURRICULAR ACTIVITIES :
1. AIMS OF CCAs EVALUATION :
To ascertain the values of CCAs
To improve the quality and the implementation of CCAs
To examine the ability and achievement of the CCAs facilitators
To assess the attitude and contribution of the participants
2. SCOPE OF CCAs EVALUATION :
CCAs are part of the school curriculum and its planning includes research,
experimentation, innovation and evaluation. We may assess CCAs in three
aspects, namely, design, implementation and analysis.
3. ITEM OF CCAS EVALUATION :
( a ) DESIGN OF CCAs :
Purpose of the design
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Educational objectives
Appropriateness of the activities
Effectiveness of the CCAs and its anticipated effects
Marketing of CCAs
( b ) IMPLEMENTATION OF CCAs :
Activity plans and programmes
Types of activities
Number of participants involved
Cost-effectiveness
Effectiveness of the programme/activity
( c ) ANALYSIS OF PERSONNEL INVOLVED :
Organizers’ analysis
Facilitators’ analysis
Advisors’ analysis
Participants’ analysis
Observers / Spectators’ analysis
Parents’ analysis
8.8 POINTS OF CONCERN IN EVALUATING CCAs :
In assessing the success and effectiveness of an CCAs, we need to consider
the objectives of the CCAs, the activity culture of the school, the ability of the
students, the capacity of the CCAs advisors and the availability of the
resources. There is no hard and fast rule for the evaluation. However, the
evaluation should comprise the following objectives
To provide a channel for feedback.
To make the personnel involved in CCAs realize the importance of the
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CCAs improvement.
To improve the effectiveness of CCAs and its educational value.
To make the CCAs organizers and facilitators realize that they are the
leaders of the CCAs.
The evaluation results could gain support from school and college
management for future CCAs programmes.
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CHAPTER - 9
ANALYSIS AND INTERPRETATION
9.1 ANALYSIS OF DATA 9.2 HYPOTHESIS TESTING OF DATA
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CHAPTER - 9
ANALYSIS AND INTERPRETATION
9.1 ANALYSIS OF DATA : Research Analysis is done with the help of SPSS Statistics 20 software for
different Tests as well as for hypothesis.
For the research and study of objective hypothesis primary data was
collected.
Information obtained from 500 respondents out of which data of 416
respondents found to be valid and reliable. The respondents were the
students of First year of junior college and Second year of junior college.
Information were collected through structured questionnaire method.
Information collected through questionnaire first then classified and
presented by using tables and graphs.
Classified information analyzed by using statistical tools chi-square test for
testing of hypothesis.
( 1 ) DEMOGRAPHIC FACTORS :
GENDER CLASSIFICATION :
Table no.- 9.1 details the descriptive statistics of gender classification
of 416 Respondents.
The survey analysis states that :
( i ) There are 161 Female students i.e. 38.70 %
( ii ) There are 255 Male students i.e. 61.30 %.
This classification further simplified in Diagram No.- 9.1.
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GENDER
NUMBER OF
STUDENTS
PERCENT
FEMALE 161 38.7
MALE 255 61.3
TOTAL 416 100.0
Table N0. 9.1. Gender classification.
Diagram No. - 9.1 Gender Classification.
2. AGE GROUP :
Table no.- 9.2 details the descriptive statistics of age classification of
416 students.
The survey analysis states that :
( i ) There are 63 students i.e. 15.10 % who fall under 16 years age.
( ii ) There are 188 students i.e.45.20 % who fall under 17 years age.
( iii ) There are 120 students i.e. 28.80 % who fall under 18 years age.
( iv ) There are 45 students i.e. 10.80 % who fall under more than 18
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years age.
This classification further simplified in Diagram No.- 9.2.
AGE GROUP
NUMBER OF
STUDENTS
PERCENT
16 years 063 15.1
17 years 188 45.2
18 years 120 28.8
More than 18 045 10.8
Total 416 100.0
Table No. – 9.2 Classification of Students Age Group.
Diagram No. – 9.2. Classification of Students Age Group.
3. STANDARD OF STUDY :
Table no.- 9.3 details the descriptive statistics of standard wise
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classification of 416 students.
The survey analysis states that :
( i ) There are 172 students i.e. 41.30 %. Studying in Standard FYJC.
( ii ) There are 244 students i.e. 58.70 % Studying in Standard SYJC.
This classification further simplified in Diagram No. - 9.3.
STANDARD
NUMBER OF
STUDENTS
PERCENT
FYJC 172 41.3
SYJC 244 58.7
TOTAL 416 100.0
Table No.- 9.3. Standard wise Classification.
Diagram No. - 9.3 Standard wise Classification
4. ANNUAL INCOME :
Table no.- 9.4 details the descriptive statistics of Annual Income of
Student’s Parents classification of 416 students.
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The survey analysis states that :
( i ) There are 63 students i.e. 15.10 % who fall under 16 years age.
( ii ) There are 188 students i.e. 45.20 % who fall under 17 years age.
( iii ) There are 120 students i.e. 28.80 % who fall under 18 years age.
( iv ) There are 45 students i.e. 10.80 % who fall under more than 18
years age.
This classification further simplified in Diagram No. - 9.4.
ANNUAL INCOME FREQUENCY PERCENT
LESS THAN 1 LAC 115 27.6
1 LAC TO 2 LACS 181 43.5
2 LACS TO 3 LACS 102 24.5
MORE THAN 3 LACS 018 04.3
TOTAL 416 100.0
Table No.- 9. 4 Classifications of Annual Income of Parent or
Guardian of Students.
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Table No. – 9.4 Classifications of Student’s Parents Annual
Income..
5. LIKING IN STUDY :
.Table no.- 9.5 details the descriptive statistics of whether Students
likes to study or not.
The survey analysis state that :
( i ) There are 91 students i.e. 21.90 % who do not like to study
but joined the college either of parental force or to enjoy
college environment.
( ii ) Whereas 325 students i.e. 78.10% who really like to study and
make their career with focused goal for future.
This classification further simplified in Diagram No. - 9.5.
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LIKING IN STUDY FREQUENCY PERCENT
NO 091 21.9
YES 325 78.1
TOTAL 416 100.0
Table No. –9.5. Classification of Students Liking toward Study.
Diagram No. - 9.5 Classification of Students Liking toward Study.
6. REGULARITY :
Table no.- 9.6 details the descriptive statistics of whether Students
regularly come to study or not.
The survey analysis states that :
( i ) There are 111 students i.e. 26.70 % who do not like to
attend college but just to bunk college lectures and enjoy
college life.
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( ii ) Whereas 305 students i.e. 73.30% who really like to study
and attend the college lecture to make their subjects
foundation strong to do further study.
This classification further simplified in Diagram No. 9.6
REGULARITY FREQUENCY PERCENT
NO 111 26.7
YES 305 73.3
TOTAL 416 100.0
Table No. –9.6 Classification of Students Regularity.
Diagram No. – 9.6 Classification of Students Regularity.
7. PARTICIPATION IN CCAS :
Table no.- 9.7 details the descriptive statistics of Students participation
in Co Curricular Activities.
The survey analysis consists of 416 Respondent.
( i ) There are 128 Students participate in Sports.
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( ii ) There are 37 Students participate in Athletics.
( iii ) There are 57 Students participate in Drama.
( iv ) There are 32 Students participate in Singing.
( v ) There are 98 Students participate in Dance.
( vi ) There are 28 Students participate in Debate.
( vii ) There are 56 Students participate in Camps.
( viii ) There are 49 Students participate in Hobby Classes.
This classification further simplified in Diagram No. - 9.7.
SR.
NO.
NAME OF CCAs YES NO TOTAL
1 SPORTS 128 288 416
2 ATHLETICS 37 379 416
3 DRAMA 57 359 416
4 SINGING 32 384 416
5 DANCE 98 318 416
6 DEBATE 28 388 416
7 CAMPS 56 360 416
8 HOBBY CLASSES 49 367 416
Table No. – 9.7 Classification of CCAs Participation
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Diagram No. - 9.7 Classification of CCAs Participation.
8. PARTICIPATION IN CCAs :
Table no.- 9.8 details the descriptive statistics of Students participation
in various number of Co Curricular Activities out of different CCAs
such as Sports, Athletics, Drama, Singing, Dance, Debate, Camps and
Hobby Classes.
The survey analysis consists of 416 Respondent.
( i ) There are 117 students i.e. 28.10 % who do not participate in
any of the CCAs.
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( ii ) There are 241 Students i.e. 57.90 % who participate in either
One or Two CCAs.
( iii ) There are 54 Students i.e. 13 % who participate in either Three
or Four CCAs.
( iv ) There are 4 students i.e. 1 % who participate in more than Five
CCAs.
This classification further simplified in Diagram No. - 9.8.
PARTICIPATION IN CCAs FREQUENCY PERCENT
NONE 117 28.1
ONE OR TWO 241
57.9
THREE OR FOUR 054
13.0
MORE THAN FIVE 004
01.0
TOTAL 416 100.0
Table No – 9.8 Students participation in numbers of CCAs.
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Diagram No –9.8 Students participation in number of CCAs
9. PERSONALITY DEVELOPMENT TRAITS :
Table no.- 9.9 details the descriptive statistics of Students personality
traits development by participating in various Co Curricular Activities as
per respondents.
Students Personality traits are Adaption, Self Confidence, Honesty,
Sympathetic Attitude, Social Obligation, Sense of Responsibility, Time
Management and Leadership Qualities.
The survey analysis consists of 416 Respondent.
( i ) There are 47 Students believe that Adaptation gets develop by
taking part in CCAs.
( ii ) There are 369 Students believe that Adaption do not develop by
taking part in CCAs.
(iii) There are 281 Students believe that Self Confidence gets
develop by taking part in CCAs.
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(iv) There are 135 Students believe that Self Confidence do not develop by
taking part in CCAs.
(v) There are 176 Students believe that Honesty gets develop by taking part
in CCAs.
(vi) There are 240 Students believe that Honesty do not develop by
taking part in CCAs.
(vii) There are 32 Students believe that Sympathetic Attitude gets
develop by taking part in CCAs.
(viii) There are 382 Students believe that Sympathetic Attitude do not
develop by taking part in CCAs.
(ix) There are 128 Students believe that Social Obligation gets develop by
taking part in CCAs.
(x) There are 288 Students believe that Social Obligation do not develop by
taking part in CCAs.
(xi) There are 154 Students believe that Sense of Responsibility gets
develop by taking part in CCAs.
(xii) There are 262 Students believe that Sense of Responsibility do not
develop by taking part in CCAs.
(xiii) There are 199 Students believe that Time Management gets develop
by taking part in CCAs.
(xiv) There are 217 Students believe that Time Management do not develop
by taking part in CCAs.
(xv) There are 260 Students believe that Leadership Qualities gets develop
by taking part in CCAs.
(xvi) There are 156 Students believe that Leadership Qualities do not
135
develop by taking part in CCAs.
This classification further simplified in Diagram No. - 9.9
SR.
NO
PERSONALITY
TRAITS
YES PERCENT NO PERCENT TOTAL
1 ADAPTATION 47 11.30 369 88.70 416
2
SELF
CONFIDENCE 281 67.55 135 32.45 416
3 HONESTY 176 42.31 240 57.69 416
4 SYMPATHETIC
ATTITUDE
32 7.69 384 92.31 416
5
SOCIAL
OBLIGATION 128 30.77 288 69.23 416
6
SENSE OF
RESPONSIBILITY 154 37.02 262 62.98 416
7
TIME
MANAGEMENT 199 47.84 217 52.16 416
8
LEADERSHIP
QUALITIES 260 62.50 156 37.50 416
Table No –9.9 Classification of Personality Traits
136
Diagram No – 9.9 Classification of Personality Traits
137
9.2 HYPOTHESIS TESTING OF DATA :
( 1 ) HYPOTHESIS ONE ( H1 ) :
Null Hypothesis H01: There is no association between CCAs and
Personality trait adaption.
Alternate Hypothesis H11: There is association between CCAs and
Personality trait adaption.
To study this hypothesis student’s participation in CCAs and improvement in
Personality trait adaption information is classified and presented in the
following Table No. - 9.10.
PARTICIPATION IN CCAS
Q36 1 ADAPTATION TOTAL
NO YES
MORE THAN FIVE 003 01 004
NONE 110 07 117
ONE OR TWO 215 26 241
THREE OR FOUR 041 13 054
TOTAL 369 47 416
Table No. 9.10 Classification of Adaption
Above table no - 9.10 indicate that out of 416 students 369 students
said there is no improvement in personality trait ‘Adoption’ and 47 said
there is improvement.
Out of 47 students who said there is improvement in ‘Adoption’, 7
students did not participated in any CCAs, 26 students participate in
138
one or two CCAs, 13 students participated in three to four activities.
Only one student participate in more than five activities and remaining
7 students participated in none CCAs This information is presented
using multiple bar diagram as show below.
Diagram No.9.10 Classification of Adaption
For testing of above hypothesis chi square test is applied and result of test is
as follows.
CHI-SQUARE TESTS
***** Calculate
d Value
Degree
of
freedom
Table
Value
(at 5%
loss)
Result
Pearson Chi-
Square 12.905a 3 7.815 Rejected
Table No- 9.11 Chi – Square Tests for Adaption
139
Above table no - 9.11 indicate that Chi-square calculated value (12.905) is
greater than chi square table (7.815). Therefore test is rejected hence null
hypothesis is rejected. Conclusion is there is there is no association between
CCAs and Personality trait ‘Adaption’.
Conclusion is Due to participation in CCAs there is improvement in personality
trait ‘Adaption’.
( 2 ) HYPOTHESIS TWO ( H 2 ) :
Null Hypothesis H02: There is no association between CCAs and
Personality trait self confidence.
Alternate Hypothesis H12: There is association between CCAs and
Personality trait self confidence.
To study this hypothesis student’s participation in CCAs improvement in
Personality trait Confidence information is classified and presented in the
following table.
PARTICIPATION IN
CCAs
ASSOCIATION
BETWEEN CCAs AND
SELF CONFIDENCE
TOTAL
NO YES
NONE 53 64
117
ONE OR TWO 76 165
241
THREE OR FOUR 05 049
054
MORE THAN FIVE 01 003
004
TOTAL 135 281
416
Table No – 9.12 Classification of Association between CCAs and
Self Confidence
140
Above table no - 9.12 indicate that out of 416 students; 135 students
said there is no improvement in personality trait ‘Self Confidence’ and
281 said there is improvement.
Out of 281 students who said there is improvement in ‘Self
Confidence’, 64 students did not participated in any CCAs, 165
students participate in one or two CCAs, 49 students participated in
three to four activities. Only 3 students participate in more than five
activities and remaining 7 students participated in none CCAs. This
information is presented using multiple bar diagram as shown below.
Diagram No – 9.11 Classification of CCAs participation and Self
Confidence
For testing of above hypothesis chi square test is applied and result of test is
as follows.
141
CHI-SQUARE TESTS
----- Calculated
Value
Degree
freedom
Table Value Result
Pearson
Chi-Square 22.254a 3 7.815
Rejected
Table No -9.13 Chi- Square Tests for Self Confidence
Above table no - 9.13 indicate that Chi-square calculated value (22.254) is
greater than chi square table (7.815). Therefore test is rejected hence null
hypothesis is rejected. Conclusion is there is there is no association between
CCAs and Personality trait ‘Self confidence’.
Conclusion is Due to participation in CCAs there is improvement in personality
trait ‘Self confidence’.
( 3 ) HYPOTHESIS THREE ( H 3 ) :
Null Hypothesis H03: There is no association between CCAs and
Personality trait Honesty.
Alternate Hypothesis H13: There is association between CCAs and
Personality/ trait Honesty.
142
CROSSTAB COUNT
PARTICIPATION IN CCAS
ASSOCIATION BETWEEN
CCAS AND HONESTY
TOTAL
MORE THAN FIVE NO YES 4
NONE 0 4 117
ONE OR TWO 85 32 241
THREE OR FOUR 131 110 54
TOTAL 24 30 416
Table No – 9.14 Classification of Association between CCAs and
Self Confidence
Above Table No. – 9.14 indicates that out of 416 students 240 students said
there is no improvement in personality trait ‘Honesty’ and 176 said there is
improvement.
Out of 176 students who said there is improvement in ‘Honesty’, 32 students
did not participated in any CCAs, 110 students participate in one or two
CCAs, 30 students participated in three to four activities. Only 4 students
participate in more than five activities and remaining 32 students participated
in none CCAs This information is presented using multiple bar diagram as
shown below.
143
Diagram No – 9.12 Classification of CCAs participation and Honesty.
For testing of above hypothesis chi square test is applied and result of test is
as follows.
CHI – SQUARE TESTS
***** Calculated
Value
Degree
freedom
Table
Value Result
Pearson
Ch Square 21.160a 3 7.815 Rejected
Table No – 9.15 Classification of Chi-Square Tests - Association
Between CCAs and Honesty
Above Table No – 9.15 indicate that Chi-square calculated value (21.160) is
greater than chi square table (7.815). Therefore test is rejected hence null
hypothesis is rejected. Conclusion is there is no association between CCA
and Personality trait ‘honesty’.
Conclusion is Due to participation in CCA there is improvement in personality
144
trait ‘honesty’.
( 4 ) HYPOTHESIS FOUR ( H 4 ) :
Null Hypothesis H04: There is no association between CCAs and
Personality trait sympathetic attitude.
Alternate Hypothesis H14: There is association between CCAs and
Personality trait sympathetic attitude.
CROSSTAB COUNT
PARTICIPATION
IN CCAs
ASSOCIATION BETWEEN CCAs
AND SYMPATHETIC ATTITUDE
TOTAL
NO YES
More than Five 003 01 004
None 112 05 117
One or Two 224 17 241
Three or Four 045 09 054
Total 384 32 416
Table No – 9.16 Classification of Association between CCAs and
Sympathetic Attitude.
Above Table No. - 9.16 indicate that out of 416 students 384 students said
there is no improvement in personality trait ‘Sympathetic attitude’ and 32 said
there is improvement.
Out of 32 students who said there is improvement in ‘Sympathetic attitude’, 5
students did not participated in any CCAs, 17 students participate in one or
two CCAs, 9 students participated in three to four activities. Only 1 student
participate in more than five activities and remaining 5 students participated in
145
none CCAs. This information is presented using multiple bar diagram as
shown below.
Diagram N0 –9.13 Classification of chi-square Tests Association
between CCAs and Sympathetic Attitude.
For testing of above hypothesis chi square test is applied and result of test is
as follows.
CHI - SQUARE TESTS
***** Calculated
Value
Degree
freedom Table Value Result
Pearson
Chi-Square 9.877a 3 7.815 Rejected
Table No - 9.17 Chi- Square Tests for Self Confidence
Above Table No. - 9.17 indicate that Chi-square calculated value (9.877) is
146
greater than chi square table (7.815). Therefore test is rejected hence null
hypothesis is rejected. Conclusion is there is there is no association between
CCAs and Personality trait ‘sympathetic attitude’.
Conclusion is Due to participation in CCAs there is improvement in personality
trait ‘sympathetic attitude’.
( 5 ) HYPOTHESIS FIVE ( H 5 ) :
Null Hypothesis H05: There is no association between CCAs and
Personality trait Social Obligations.
Alternate Hypothesis H15: There is association between CCAs and
Personality trait Social Obligations.
CROSSTAB COUNT
PARTICIPATION
IN CCAs
ASSOCIATION BETWEEN CCAs
AND SOCIAL OBLIGATION TOTAL
NO
YES
More than Five 1 3 4
None 91 26 117
One or Two 179 62 241
Three or Four 17 37 54
Total 288 128 416
Table No – 9.18 Classification of Association between CCAs and
Social Obligation.
147
Above table indicate that out of 416 students 288 students said there is no
improvement in personality trait ‘Social Obligation’ and 128 said there is
improvement.
Out of 128 students who said there is improvement in ‘Social Obligation’, 26
students did not participated in any CCAs, 62 students participate in one or
two CCAs, 37 students participated in three to four activities. Only 3 students
participate in more than five activities and remaining 26 students participated
in none CCAs. This information is presented using multiple bar diagram as
shown below.
Diagram N0 – 9.14 Classification of CCAs participation and Social
Obligation
For testing of above hypothesis chi square test is applied and result of test is
as follows.
148
CHI - SQUARE TESTS
***** Calculated
Value
Degree
freedom
Table Value Result
Pearson
Chi-Square 46.687a
3 7.815 Rejected
Table No - 9.19 Classification of Chi Square Tests for Sympathetic
Attitude.
Above Table No. - 9.19 indicate that Chi-square calculated value (46.687) is
greater than chi square table (7.815). Therefore test is rejected hence null
hypothesis is rejected. Conclusion is there is no association between CCAs
and Personality trait ‘social obligation’.
Conclusion is Due to participation in CCAs there is improvement in personality
trait ‘social obligation’.
( 6 ) HYPOTHESIS SIX ( H 6 ) :
Null Hypothesis H06: There is no association between CCAs and
Personality trait sense of responsibility.
Alternate Hypothesis H16: There is association between CCAs and
Personality trait sense of responsibility.
149
CROSSTAB COUNT
PARTICIPATION
IN CCAs
ASSOCIATION BETWEEN CCAs
AND SENSE OF RESPONSIBILITY TOTAL
NO YES
More than Five 001 003 004
None 077 040 117
One or Two 162 079 241
Three or Four 022 032 054
Total 262 154 416
Table No. – 9.20 Classification of Association between CCAs and
Sense of Responsibility.
Above Table No. 9.20 indicate that out of 416 students 262 students said
there is no improvement in personality trait ‘Sense of responsibility’ and 154
said there is improvement.
Out of 154 students who said there is improvement in ‘Sense of
responsibility’, 40 students did not participated in any CCAs, 79 students
participate in one or two CCAs, 32 students participated in three to four
activities. Only 3 students participate in more than five activities and
remaining 40 students participated in none CCAs. This information is
presented using multiple bar diagram as shown below.
150
Diagram N0 – 9.15 Classification of CCAs participation and Sense of
Responsibility. For testing of above hypothesis chi square test is applied and result of test is
as follows.
CHI-SQUARE TESTS
***** Calculated
Value
Degree
freedom
Table Value Result
Pearson
Chi-Square 16.191a 3 7.815 Rejected
Table No – 9.21 Classification of Chi – Square Tests for Sense of
Responsibility.
Above Table No. - 9.21 indicate that Chi-square calculated value (16.191) is
greater than chi square table (7.815). Therefore test is rejected hence null
hypothesis is rejected. Conclusion is there is no association between CCAs
and Personality trait ‘sense of responsibility’.
151
Conclusion is Due to participation in CCAs there is improvement in personality
trait ‘sense of responsibility’.
( 7 ) HYPOTHESIS SEVEN ( H 7 ) :
Null Hypothesis H07: There is no association between CCAs and
Personality Time Management.
Alternate Hypothesis H17: There is association between CCAs and
Personality trait Time Management.
CROSSTAB COUNT
PARTICIPATION
IN CCAS
ASSOCIATION BETWEEN CCAs
AND TIME MANAGEMENT TOTAL
NO YES
More than Five 002 002 004
None 070 047 117
One or Two 134 107 241
Three or Four 011 043 054
Total 217 199 416
Table No. - 9.22 Classification of Association between CCAs and
Time Management
Above Table No. - 9.22 indicate that out of 416 students 217 students said
there is no improvement in personality trait ‘time management’ and 199 said
there is improvement.
Out of 199 students who said there is improvement in ‘time management’, 47
152
students did not participated in any CCAs, 107 students participate in one or
two CCA, 43 students participated in three to four activities. Only 2 students
participate in more than five activities and remaining 47 students participated
in none CCAs. This information is presented using multiple bar diagram as
shown below.
Diagram No – 9.16 Classification of CCAs participation and Time
Management.
For testing of above hypothesis chi square test is applied and result of test is
as follows.
CHI – SQUARE TESTS
*****
Value df p-Value Result
Pearson
Chi-Square
25.779a 3 7.815 Rejected
Table No.–9.23 Classification of Chi–Square Tests for Time Management
153
Above Table No. 9.23 indicate that Chi-square calculated value (25.779) is
greater than chi square table (7.815). Therefore test is rejected hence null
hypothesis is rejected. Conclusion is there is no association between CCA
sand Personality trait ‘Time Management’.
Conclusion is Due to participation in CCAs there is improvement in personality
trait ‘Time Management’.
( 8 ) HYPOTHESIS EIGHT ( H 8 ):
Null Hypothesis H08: There is no association between CCAs and Personality trait leadership. Alternate Hypothesis H18: There is association between CCAs and Personality trait leadership
CROSSTAB COUNT
PARTICIPATION
IN CCAs
ASSOCIATION BETWEEN CCAs
AND LEADERSHIP
TOTAL
No Yes
More than Five 001 003 004
None 048 069 117
One or Two 101 140 241
Three or Four 006 048 054
Total 156 260
416
Table No.- 9.24 Classification of Association between CCAs and
Leadership.
154
Above Table No.9.24 indicate that out of 416 students 156 students said
there is no improvement in personality trait ‘leadership’ and 260 said there is
improvement.
Out of 260 students who said there is improvement in ‘leadership’, 69
students did not participated in any CCAs, 140 students participate in one or
two CCAs, 48 students participated in three to four activities. Only 3 students
participate in more than five activities and remaining 69 students participated
in none CCAs. This information is presented using multiple bar diagram as
shown below.
Diagram No.- 9.17 Classification of CCAs participation and
Leadership.
For testing of above hypothesis chi square test is applied and result of test is
as follows.
155
CHI – SQUARE TESTS
*****
Value
df
p-Value
Result
Pearson
Chi-Square 18.930a 3 7.815 Rejected
Table No.- 9.25 Classification of Chi- Square Tests for Leadership.
Above Table No. - 9.25 indicate that Chi-square calculated value (18.930) is
greater than chi square table (7.815). Therefore test is rejected hence null
hypothesis is rejected. Conclusion is there is no association between CCAs
and Personality trait ‘Leadership’.
Conclusion is Due to participation in CCAs there is improvement in personality
trait ‘Leadership’.
( 9 ) HYPOTHESIS NINE ( H 9 ) :
Null Hypothesis H09: There is no relation between CCAs with reduction
in dropouts and absentees of students.
Alternate Hypothesis H19: There is relation between CCAs with reduction
in dropouts and absentees of students.
To test above hypothesis information about reduction in dropouts and
absentees of students due to CCAs is obtained. Classified information is
presented in the following table.
156
REDUCTION IN DROPOUT
AND ABSENTEES
FREQUENCY PERCENT
NO 186 44.7
YES 230 55.3
TOTAL 416 100.0
Table No – 9.26. Classification of relation between CCAs and
reduction in dropout and absentees
Diagram No.-9.18 Classification of reduction in dropouts and
Absentees due to CCAs.
157
CASE PROCESSING SUMMARY
REDUCTION IN
DROPOUTS AND
ABSENTEES
MORE
THAN
FIVE
THREE
OR
FOUR
ONE OR
TWO NONE TOTAL
No 1 11 090 84 186
Yes 3 43 151 33 230
Total 4 54 241 17 416
Table No.- 9.27 Classification of Reduction in Dropouts and
Absentees due to CCAs
For testing of above hypothesis chi square test is applied and result of test is
as follows.
CHI-SQUARE TESTS
***** Calculated
Value df Table Value Result
Pearson
Chi-Square 53.579a 3 7.815 Rejected
Table No.- 9.28 Classification of Chi-Square for reduction in dropouts
and absentees.
Above Table No. - 9.28 indicate that Chi square calculated value (53.579) is
greater than table value (7.815) at 5% level of significance. Test is rejected
and null hypothesis is rejected.
Conclusion: There is relation between CCAs with reduction in dropouts and
absentees of students. Due to participation in CCAs there is reduction in
158
dropouts and absentees of students.
( 10 ) HYPOTHESIS TEN ( H 10 ) :
Null Hypothesis H010: There is no relationship between career plan and
CCAs interest in student.
Alternate Hypothesis H110: There is relationship between career plan
and CCAs interest in student.
CAREER PLAN
RELATED TO
CCAs
INTEREST IN CCAs TOTAL
No 56 147 203
Yes 17 196 213
Total 73 343 416
Table No.- 9.29 Classification of relation between Career Plan and
CCAs interest.
For testing of above hypothesis chi square test is applied and result of test is
as follows.
CHI – SQUARE TESTS
***** Calculated
Value Df Table Value Result
Pearson
Chi-Square 27.611a 1 3.84 Rejected
Table No.-9.30 Classification of Pearson Chi Square Test for relation
between Career Plan and CCAs interest.
Thus, Conclusion is there is relationship between career plan and CCA
159
interest in student.
Que. 33 CAREER
PLAN RELATED
TO CCAs
LIKE TO PARTICIPATE IN CCAs TOTAL
No Yes
No 099 104 203
Yes 026 187 213
Total 125 291 416
Table No.- 9.31 Classification of relation between Career Plan and
CCAs interest.
For testing of above hypothesis chi square test is applied and result of test is
as follows.
CHI – SQUARE TEST
***** Calculated
Value df Table Value Result
Pearson
Chi-Square 66.103a 1
3.84
Rejected
Table No.- 9.32 Classification of Chi Square Test relation between
career plan and CCAs interest.
Thus, Conclusion is there is relationship between career plan and liking to
participate in CCAs.
160
( 11 ) HYPOTHESIS ELEVEN ( H 11 ):
Null Hypothesis H011: There is no relationship between cultural virtue
improvement and CCAs of student.
Alternate Hypothesis H111: There is relationship between cultural virtue
improvement and CCAs of student.
CULTURAL
VIRTUE
IMPROVEMENT
RELATED TO
CCAs
MORE
THAN
FIVE
THREE
OR
FOUR
ONE OR
TWO NONE TOTAL
NO 0 00 029 051 080
YES 4 54 212 066 336
TOTAL 4 54 241 117 416
Table No.- 9.33 Classification of relation between cultural virtue
improvement and CCAs interest.
For testing of above hypothesis chi square test is applied and result of test is
as follows.
CHI-SQUARE TESTS
--- Calculated
Value df Table Value Result
Pearson
Chi-Square 66.543a 3 7.815 Rejected
Table No. - 9.34 Classification of Chi – Square Tests for relation
between Cultural Virtue Improvement and CCAs interest.
161
Conclusion is there is relationship between cultural virtue improvement and
CCAs of student.
( 12 ) HYPOTHESIS TWELVE ( H 12 ) :
Null Hypothesis H012: There is no relationship between community spirit
development and CCAs of student.
Alternate Hypothesis H112: There is relationship between community
spirit development and CCAs of student.
CROSSTAB COUNT
CCAs LEADS
TO
COMMUNITY
SPIRIT
PARTICIPATION IN CCAs
TOTAL
More than
Five
None
One or
Two
Three
or Four
Coaches 0 015 088 12 115
Peer group 0 020 060 02 082
None 2 059 016 03 080
Both 2 023 077 37 139
Total 4 117 241 54 416
Table No.- 9.35 Classification of relation between Community Spirit
and CCAs interest.
For testing of above hypothesis chi square test is applied and result of test is
as follows.
162
CHI-SQUARE TESTS
***** Calculated
Value Df Table Value Result
Pearson
Chi-Square 142.668a
9 16.919 Rejected
Table No.- 9.36 Classification of Chi-Square Tests between Community
Spirit and CCAs interest.
Conclusion : There is relationship between community spirit development and
CCA of student.
163
CHAPTER - 10
CONCLUSION AND RECOMMENDATION
10.1 CONCLUSION
10.2 RECOMMENDATION
164
CHAPTER – 10
CONCLUSION AND RECOMMENDATION
10.1 CONCLUSION : Education is not just graduation. It’s all round holistic development of
individual ensuring student's physical, intellectual, emotional, spiritual,
social and moral development. This goal of holistic development or non
academic development can be achieved only when Co Curricular activities
are effectively implemented in the educational institutions on the
mentioned principles to achieve the above mentioned objectives. It
should be evident in the life skills of students also, then only the
mission of education will be accomplished in real terms. Let Parents,
Teachers and Administrators should accept this reality and implement it
effectively in all types of educational setting through all related agencies
of education.
It is said that co-curricular activities are known as extra-curricular activities
in the traditional curriculum, during the scheme of education of British rule in
India. Modern educators have recognized these activities as a part & parcel of
education and hence these activities are termed as co-curricular activities.
The activities like Games, Sports, Athletics, Painting, Singing, Dancing,
Hobbies etc. provide opportunities for self expression and ensure
wholesome development of personality. Earlier curriculum was dominated by
academic subjects but now there are Physical, Social, Literary, Aesthetic,
Cultural, Craft, Civic, Leisure, Patriotic and Moral Development Activities.
There is great significance of these activities from educational point of view.
These activities are organized for the development of all the aspects of
165
personality of the learner.
The study concludes that the students participation in co - curricular
activities or extracurricular activities or non academic activities is positively
viewed by the students themselves. Majority of the students felt that
they should all participate in CCAs and they should be supported. As per
the study the conclusions say that the CCAs is an axle of holistic as
well as non academic development of students.
The holistic development or non academic development requires
development of 3H (Head, Hand, and Heart) and not 3R (Reading, Writing,
Arithmetical abilities) which leads to “All roundness”. It also requires the
balanced development of academic and non – academic abilities of
students. It never depends on the stunts of education but requires real
active participation in all Co Curricular Activities. The participation in
Academic affairs only enables the development of 3R whereas a
balanced participation in Academic and Co Curricular activities promotes
development of 3H. Therefore the Co Curricular activities have been
perceived as axle of holistic development. They enable the student to
develop their life skills and a rich character to succeed in society.
There are no disadvantages of not being involved in Co Curricular
Activities or Extracurricular Activities ;
Even though academics are of significant importance in a student’s life,
involvement in Co Curricular Activities provides opportunities for growth
that will benefit students as they approaches adulthood. Notable
benefits include enhanced academic achievement and the acquisition of
useful life skills, such as persistence and focus according to Jennifer A
166
Fredricks and Jacquelynne S. Eccles in a 2005 article published in the
“Journal of Youth and Adolescence,” on the University of Michigan’s
website. Students who are not involved in organized co curricular
activities should engage in a hobby to keep their minds occupied and
their time well spent.
UNDERDEVELOPED TIME MANAGEMENT SKILLS :
Students who are not involved in co curricular activities miss the
opportunity to learn effective time management skills. Involvement in co
curricular activities helps students to learn and balance school or college
work with other activities like sports and clubs, and with keeping an
active social life. Students should strive to be effective in each of their
activities. Students who do not have responsibilities to juggle may not
get the chance to develop necessary time management skills until
they reach adulthood. Whether a student chooses to pursue college or
enter into the workforce after junior college, learning time management
skills are essential for keeping stress levels down and for improving
productivity, according to MayoClinic.com.
Colleges view Candidates less favorably :
The Teens Health website says that teens' involvement in high school
co curricular activities is a plus on college applications, because these
activities give admissions officers the impressions that active teens are
responsible and well rounded. Colleges assess not only academic
achievement, they also want to understand the kind of person a
potential application is. Admissions personnel can glean a great deal of
this information from the co curricular activities in which applicants
167
choose to participate. College admissions teams view teens who are
involved in sports, clubs and other activities more favorably than teens
who fail to engage in co curricular activities. This lack of appeal might
provide a teen with fewer college options, or with a limited number of
scholarship opportunities.
MISSED OPPORTUNITY TO GAIN SELF - AWARENESS :
Involvement in co curricular activities enables a students to be aware of
his or her strengths and weakness. Self - esteem and self –efficiency
become enhanced when they can demonstrate their strengths, and
when they have opportunities to work on any areas that need
improvement. Students who never try out for football or basketball may
not be aware of their gifts in these sports. Those Students who have a
fear of public speaking miss opportunities to develop this skill so that
they can become better speakers. Self – awareness is essential to be
an effective leader, notes Anthony K. Tjan, CEO of the venture capital
firm Cue Ball, in an article in the “Harvard Business Review.”Self – awareness
and leadership qualities benefit Students while they are in school and
colleges and in adulthood. Having leadership qualities open the door for
students to many academic, social and professional opportunities
Thus the findings concludes that :
CCAs have stronger relationship with developing adaptation, self
confidence, honesty, sociability, sympathetic attitude, social obligation,
sense of responsibility, time management and leadership qualities among
Junior College Students.
CCAs have stronger impact on developing adaptation, self confidence,
168
honesty, sociability, sympathetic attitude, social obligation, sense of
responsibility, time management and leadership qualities among Junior
College Students.
CCAs have significant impact on non academic development of Junior
College Students.
10.2 RECOMMENDATION :
In view of findings the study makes the following recommendations :
1. There should be Curriculum Policy requirement that Junior
Colleges make it compulsory to students for participation in at
least one co curricular activity or extracurricular activity.
2. The Curriculum Policy should explicitly make Junior College be
aware that co curricular activities or extracurricular activities are
important elements of the curriculum and should not be treated as
extra activities but treated as non academic improvement activities.
3. Resources should be made available so that students participation
in co curricular activities or extracurricular activities are made more
meaningful.
4. Junior college should offer a variety of co curricular activities or
extracurricular activities as per students choice, interest or liking
related with their career plan or future plan.
5. Students who excel in CCAs should be given the same recognition
as those who excel in other junior college activities particularly
academics.
6. CCAs should be structured in a way to develop communication
skills, leadership qualities , general citizenship and art of living with
169
others requires broader "out of class" mechanisms .
7. CCAs should be structured in such a way to provide services
related to counselling, financial aid, academic support, health care,
career advisement and placement.
8. CCAs should encourage sense of community within the college
campus.
9. CCAs should improve good physical and mental health of students.
10. CCAs provides a framework within which students can better
understand themselves and others and thus be better prepared to
assume their roles as members of a world community in the
twenty first century.
Co-curricular activities are the true and practical experiences received by
students. To a greater extent, the theoretical knowledge gets strengthened
when a relevant co-curricular activity is organized related to the content
taught in the classroom. Intellectual aspects of personality are solely
accomplished by Classroom, while aesthetic development, character building,
spiritual growth, physical growth, moral values, creativity, etc. are supported
by co-curricular activities. Frankness and clarity in language and personality is
supported by these activities. It helps to develop co-ordination, adjustment,
speech fluency, extempore expressions, etc. among student both at the
school as well as college levels.
It helps to develop the all-round personality of the students to face the
undaunted task and turbulent world of future. Experience and
accolades gained through many of these activities help during
internships and other school sponsored work programs.
170
The aim of curricular activities is to make the students fit for the future
time and to develop a sense of competitive spirit, co-operation,
leadership, diligence, punctuality, and team-spirit as well as to provide
a backdrop for the development of their creative talents. Whenever
someone is chosen as a head boy or is given leadership in certain
matters, it boosts self-confidence and sense of achievement.
Extra activities for school and college students are a means to enhance
social interaction, leadership, healthy recreation, self-discipline and
self-confidence. Competitions may also be organized to create a
competitive environment and groups with an objective to work towards
a better society and the world as well. In today's competitive world,
percentage makes a lot of difference during admission into various
courses. Such students are given preference as compared to non
participants. These may make a difference when the students are
considered for the most popular courses.
When the students in their early teens are given some responsibilities
like giving first aid they acquire a sense of responsibility.
Some tasks require precision, management and organizational and
such activities provide training to prepare students for the outside
world.
In polytechnics and universities, certificates of such activities are given
weight age by potential employers.
Students in the form of Alumni etc., act as counsellors or guides in their
respective institutions in such matters. They impart what they have
learned to their juniors. Whilst doing so they are imparting knowledge
171
and helping in the development of a productive society. Various In
house as well as Intercollegiate Competitions improves over all
personalities of the students.
Such activities divert student's attention from harmful activities like
drugs, crime etc. It channelises their energies in fruitful activities.
Physical activities like running, marathon, Cricket, Tennis, Table
Tennis, Volleyball, Football, Tug of War, Boxing, Weight lifting, High
jump, Long Jump etc. help not only in the physical fitness they also
refresh the burdened mind.
Mental activities like chess, carom, counter strike, various
computer games, word forming games, puzzles solving, quiz
contest etc. help to improve metal and thinking abilities of
students.
Success in organizations requires more than high intellect. Thus,
college recruiters commonly examine job candidates' extracurricular
activities in search of well-rounded, emotionally intelligent, and
interpersonally skilled students. Intuitively, extracurricular activities are
like valuable student experiences.
172
CHAPTER - 11
ANNEXURE
11.1 ANNEXTURE I - STATISTICAL CLASSIFICATION
OF DATA
11.2 ANNEXTURE II - CLASSIFICATION TABLES AND
DIAGRAMS
11.3 ANNEXTURE III - BIBLIOGRAPHY
11.4 ANNEXTURE IV - WEBLIOGRAPHY
11.5 ANNEXTURE V - QUESTIONNAIRE
173
CHAPTER - 11
ANNEXURE - I
11.1 STATISTICAL CLASSIFICATION OF DATA TABLE NO. 11.1.1 : DEMOGRAPHIC PROFILE OF RESPONDENTS
Respondent Std –XI Std – XII Grand Total ( % ) ( % ) ( % ) (1) Gender Boys 109 42.75 146 57.25 255 100 Girls 063 39.13 098 60.87 161 100 Total 172 41.35 244 58.65 416 100 (2) Age Group 16 years 062 100 000 00.00 062 100 17 years 059 31.38 129 68.62 188 100 18 years 039 32.23 082 67.77 121 100 Above 18 years 012 26.67 033 73.33 045 100 (3) Regular Regular 125 40.72 182 59.28 307 100 Irregular 047 43.12 062 56.88 109 100 (4) Annual income in INR
< 100000 055 47.83 060 52.17 115 100 100000-200000 075 41.44 106 58.56 181 100 200000-300000 035 34.31 067 65.69 102 100 > 300000 007 38.89 011 61.11 018 100 (5) CCA Liking Like CCA 130 39.88 196 60.12 326 100 Don't like CCA 042 46.67 048 53.33 090 100 (6) CCA Participation Participate 120 40.68 175 59.32 295 100 Don't Participate 052 42.98 069 57.02 121 100 (7) CCA Reduces Dropouts & Absentees
Reduces d 085 36.64 147 63.36 232 100 Don't Reduce 087 47.28 097 52.72 184 100 (8) Career plan related to CCA Interest
Related with 093 43.26 122 56.74 215 100 Not Related with 079 39.30 122 60.70 201 100 (9) CCA Improves Cultural Virtue (C V)
Improves C V 134 40.12 200 59.88 334 100 Don't Improve C V 38 46.34 44 53.66 82 100
174
TABLE NO. - 11.1.2 : COMPILE CLASSIFICATION OF RESPONDENTS
Variable No. of Students Total No. of Students
(Grand Total)
----- Total in Number
( % ) Total in Number
( % )
(1) Gender Boys 255 61.30 416 100 Girls 161 38.70 416 100 (2) Age Group 16 years 62 14.90 416 100 17 years 188 45.19 416 100 18 years 121 29.09 416 100 Above 18 years 45 10.82 416 100 (3) Regular Regular 307 73.80 416 100 Irregular 109 26.20 416 100 (4) Annual income (INR) < 100000 115 27.64 416 100 100000-200000 181 43.51 416 100 200000-300000 102 24.52 416 100 > 300000 18 4.33 416 100 (5) CCA Liking Like CCA 326 78.37 416 100 Don't like CCA 90 21.63 416 100 (6) CCA Participation Participate 295 70.91 416 100 Don't Participate 121 29.09 416 100 (7) CCA Reduces Dropout and Absentees
Reduces dropout 232 55.77 416 100 Don't Reduce 184 44.23 416 100 (8) Career plan related to CCA Interest
Related with 215 51.68 416 100 Not Related with 201 48.32 416 100 (9) CCA Improves Cultural Virtue (C V)
Improves C V 334 80.29 416 100 Don't Improve C V 82 19.71 416 100
175
Variable No. of Students
Total No. of Students
(Grand Total)
--- Total in
Number ( % )
Total in
Number ( % )
(10) CCA develops
Adaption 48 11.54 416 100
Self Confidence 204 49.04 416 100
Honesty 171 41.11 416 100
Sympathetic
Attitude 118 28.37 416 100
Social Obligation 130 31.25 416 100
Sense of
Responsibility 186 44.71 416 100
Time Management 203 48.80 416 100
Leadership Quality 227 54.57 416 100
176
TABLE NO. - 11.1.3 : CLASSIFICATION OF PERSONALITY TRAITS
Variances
Aver
-age
Mean
S.D Variance
S.D
Populatio-
- n S.D
Variance
Population
S.D
Personality
Traits :
Adaption 12 8.48528 72 07.34847 54
Self
Confidence
51 30.80043 948.66667 26.67396 711.5
Honesty 42.75 15.94522 254.25 13.80896 190.6875
Sympathetic
Attitude
29.5 44.51591 1981.66667 38.55191 1486.25
Social
Obligation
32.5 09.94987 99 08.61684 74.25
Sense of
Responsibility
46.5 27.38004 749.66667 23.71181 562.25
Time
Management
50.75 21.06142 443.58333 18.23972 332.6875
Leadership
Quality
56.75 19.85573 394.58333 17.19557 295.6875
177
TABLE NO,- 11.1.4 : STUDENTS CLASSIFICATION AS PER
STANDARD, AGE GROUP, REGULATIY AND IRREGULARITY.
Variable
Std XI
Std XII
Grand Total
Regul
-ar
Irregul
-ar
Tot-
al
Regul
-ar
Irregul
-ar
Tot
-al
Regul
-ar
Irregul
-ar
Grand
Total
Gen
-der
Age
grou
p
-- -- -- -- -- -- -- -- --
Boys
15 -- -- -- -- -- -- -- -- -
16 26 10 36 -- -- -- 26 10 36
17 20 14 34 42 18 60 62 32 94
18 19 11 30 38 21 59 57 32 89
Abov
e 18 04 05 09 14 13 27
18
18 36
Total
(a) 69 40 109 94 52 146 163 92 255
Girls
15 -- -- -- -- -- -- -- -- --
16 26 00 26 -- -- -- 26 00 26
17 21 04 25 63 06 69 84 10 94
18 06 03 09 19 04 23 25 07 32
Abov
e 18 03 -- 03 06 -- 06 09 -- 09
Total
(b) 56 07 63 88 10 98 144 17 161
Grand
Total (a+b) 125 47 172 182 62 244 307 109 416
178
TABLE NO. - 11.1.5 : CLASSIFICATION AS PER ANNUAL INCOME OF
PARENTS AND GUARDIAN OF STUDENTS
Annual
Income
In INR
Std – XI Std- XII Total Grand
Total
------- Boys Girls Total Boys Girls Total Boys Girls Total ------
<100000
35
21
56
41
19
60 76 40 116
116
100000
to
200000
54 21 75 69 37 106 123 058 181 181
200000
To
300000
17 18 35 30 37 67 047 055 102 102
>300000
03
03
06
06
05
11 009 008 017
017
Grand
Total
109 63 172 146 98 244 255 161 416 416
179
TABLE NO. - 11.1.6 :
CLASSIFICATION OF STUDENTS LIKING AND DISLIKING OF CCAs
Variable Std-XI Std-XII
Grand Total
----
Boys
Girls
Total
Boys
Girls
Total
Boys
Girls
Total
Like
CCA
73
57
130
105
91
196
178
148
326
Dislike
CCA
36
06
42
41
07
48
77
13
90
Grand
Total
109
63
172
146
98
244
255
161
416
180
TABLE NO,- 11.1.7 :
CLASSIFICATION OF CCAs LIKING, DISLIKING AND PARTICIPATION.
BY STUDENTS
Variables
Students Like CCA and take part in CCA Like
CCA
and Not
take
part in
CCA
Do not
like CCA
and
Do not
take
part in
CCA
Grand
Total
In
House
Inter
Collegiate Both Total
Std – XI
Boys 13 22 31 66 12 31 109
Girls 07 21 26 54 04 05 63
Total (a) 20 43 57 120 16 36 172
Std – XII
Boys 20 23 52 95 22 29 146
Girls 10 20 50 80 14 04 98
Total (b) 30 53 102 175 36 33 244
Total
Boys 33 45 83 161 34 60 255
Total Girls 17 41 76 134 18 09 161
Grand
Total
(a + b)
50 86 159 295 52 69 416
181
TABLE NO - 11.1.8 :
CCAs REDUCES DROPOUT AND ABSENTEES
Variables Std – XI Std – XII
Grand Total
*** Boys Girls Total Boys Girls Total Boys Girls
Total
CCA reduces
Dropout and
Absentees
56 29 85 80 67 147 136 96 232
CCC not
reduces
Dropout and
Absentees
53 34 87 66 31 97 119 65
184
Grand Total
109 63 172 146 98 244 255 161
416
182
TABLE NO. 11.1.9 :
STUDENTS CAREER PLAN RELATED WITH CCAs INTEREST
Variables
Std - XI
Std – XII Grand Total
*** Boys Girls Total Boys Girls Total Boys Girls
Total
Career
plan
related
with CCA
Interest
59 34 93 69 53 122 128 87 215
Career
plan not
related
with CCA
Interest
50 29 79 77 45 122 127 74 201
Grand
Total 109 63 172 146 98 244 255 161 416
183
TABLE NO. - 11.1.10 :
CCAs IMPROVES CULTURAL VIRTUE WITHIN STUDENTS
Variables
Std - XI
Std – XII
Grand Total
*** Boys Girls Total Boys Girls Total Boys Girls
Total
CCA
improves
Cultural
Virtue
83 51 134 114 86 200 197 137 334
CCA
Do not
improves
Cultural
Virtue
26 12 38 32 12 44 58 24 82
Grand
Total 109 63 172 146 98 244 255 161 416
184
TABLE NO. – 11.1.11 : CCAs LEADS TO COMMUNITY SPIRIT
Variable Std XI Std XII Grand Total
*** BOYS GIRLS BOYS GIRLS BOYS GIRLS TOTAL
*** NO. % NO. % NO. % NO. % NO. % NO. % NO. %
YES 74 68 51 81 97 66 84 86 171 67 135 84 306 74
NO 35 32 12 19 49 34 14 14 84 33 26 16 110 26
TOTAL 109 100 63 100 146 100 98 100 255 100 161 100 416 100
185
TABLE NO. - 11.1.12 :
CLASSIFICATION OF PERSONALITY TRAITS DEVELOPMET IN
STUDENTS BY TAKING PART IN CCAs.
Variable
Std XI
Std XII
Total
Personality Traits
Boys Girls Boys Girls Total
Adaptation
06 04 16 22 48
Self Confidence
71 45 10 78 204
Honesty
38 24 62 47 171
Sympathetic Attitude
05 04 96 13 118
Social Obligation
31 22 46 31 130
Sense of
Responsibility
34 27 87 38 186
Time Management 48 22 67 66 203
Leadership Qualities
68 30 54 75 227
Total No. of Students
109 63 146 98 416
186
ANNEXURE - II
11.2 CLASSIFICATION TABLES AND DIAGRAMS
TABLE NO. - 11.2.1 :
CLASS WISE CLASSIFICATION OF STUDENTS GENDER :
No. of Students
No of Boys No of Girls Grand Total
Frequency % Frequency % Frequency %
Std – XI 109 43 63 39 172 41
Std – XII 146 57 98 61 244 59
Total 255 100 161 100 416 100
DIAGRAM NO 11.2.1
Standard wise Classification of Students Gender
187
TABLE NO.- 11.2.2 :
CLASSIFICATION OF REGULAR STUDENTS IN COLLEGE :
No. of
Students
Boys Girls Grand
Total
Regular (%) 64 89 74
Irregular (%) 36 11 26
Total (%) 100 100 100
DIAGRAM NO.11.2.2 :
REGULAR STUDENTS IN JUNIOR COLLEGE
188
TABLE NO. - 11.2.3 :
AGE WISE CLASSIFICATION OF STUDENTS :
Number of
Students
No. of Boys No. of Girls Grand Total
Age Group Total % Total % Total %
16 years 36 14 26 16 62 15
17 years 94 37 94 58 188 45
18 years 89 35 32 20 121 29
above 18 years 36 14 9 6 45 11
Total No of
Students 255 100 161 100 416 100
DIAGRAM NO. - 11.2.3
AGE WISE CLASSIFICATION OF STUDENTS
189
TABLE NO. - 11.2.4 :
CLASSIFICATION OF ANNUAL INCOME OF PARENT OR
GURDIAN OF STUDENTS.
Annual
Income
in INR
Std XI Std XII Grand Total
BOYS GIRLS BOYS GIRLS BOYS GIRLS TOTAL
Freq % Fr
eq % Freq %
Fr
eq % Freq % Freq %
Fre
q %
<100000 35 32 21 33 41 28 19 19 76 30 40 25 116 28
100000 –
200000 54 49 21 33 69 47 37 38 123 48 58 36 181 43
200000 –
300000 17 16 18 29 30 21 37 38 47 18 55 34 102 25
>300000 L 3 3 3 5 6 4 5 5 9 4 8 5 17 4
Total 109 100 63 100 146 100 98 100 255 100 161 100 416 100
DIAGRAM NO. - 11.2.4
CLASSIFICATION OF ANNUAL INCOME OF PARENT OR
GUARDIAN OF STUDENTS
190
TABLE NO. – 11.2.5 :
CLASSIFICATION OF STUDENTS LIKING AND DISLIKING OF CCAs
VARIABLE
STD – XI STD – XII
GRAND TOTAL
BOYS GIRLS BOYS GIRLS BOYS GIRLS
TOTAL
NO
. %
NO.
% NO
. %
NO.
% NO
. %
NO.
% NO
. %
LIKE CCA
73 67 57 90 105 72 91 93 178 70 148 92 326 78
DIS LIKE CCA
36 33 6 10 41 28 7 7 77 30 13 8 90 22
GRAND TOTAL
109 100 63 100 146 100 98 100 255 100 161 100 416 100
DIAGRAM NO -11.2.5
CLASSIFICATION OF STUDENTS LIKING AND DILIKING OF CCAs
191
TABLE NO. - 11.2.6 : CCAs REDUCES DROPOUT AND ABSENTEES. :
VARIABLE
STD – XI
STD – XII
GRAND TOTAL
*** BOYS GIRLS BOYS GIRLS BOYS GIRLS TOTAL
***
NO %
NO %
NO %
NO %
NO %
NO %
NO %
REDUCES
DROPOUT
AND
ABSENTEES
56 51 29 46 80 55 67 68 136 53 96 60 232 56
NOT
REDUCES
DROPOUT
AND
ABSENTEES
53 49 34 54 66 45 31 32 119 47 65 40 184 44
GRAND TOTAL 109 100 63 100 146 100 98 100 255 100 161 100 416 100
DIAGRAM NO. – 11.2.6 :
CCAs REDUCES DROPOUT AND ABSENTEES
192
TABLE NO. - 11.2.7 : CCAs IMPROVES CULTURAL VIRTUE WITHIN STUDENTS.
VARIABLE STD – XI STD – XII
GRAND TOTAL
GENDER BOYS GIRLS BOYS GIRLS BOYS GIRLS TOTAL
CULTURAL VIRTUE
FREQUENCY
%
FREQUENCY
%
FREQENCY
%
FREQUENCY
%
FREQUENCY
% FREQUENCY
%
FREQUENCY
%
CCA-IMPROVE CULTURAL VIRTUE
83 76 51 81 114 78 86 88 197 77 137 85 334 80
CCA-NOT IMPOVE
CULTURAL VIRTUE
26 24 12 19 32 22 12 12 58 23 24 15 82 20
GRAND TOTAL
109 100 63 100 146 100 98 100 255 100 161 100 416 100
DIAGRAM NO. - 11.2.7 :
CCAs IMPROVES CULTURAL VIRTUE WITHIN STUDENTS
193
TABLE NO – 11.2.8 : CCAs LEADS TO COMMUNITY SPIRIT
VARIAB
L-E
STD XI
STD XII
GRAND TOTAL
BOYS GIRLS BOYS GIRLS BOYS GIRLS TOTAL
NO. % NO % NO. % NO. % NO. % NO. % NO. %
YES 74 68 51 81 97 66 84 86 171 67 135 84 306 74
NO 35 32 12 19 49 34 14 14 84 33 26 16 110 26
TOTAL 109 100 63 100 146 100 98 100 255 100 161 100 416 100
DIAGRAM NO. – 11.2.8 :
CCAs LEADS TO COMMUNITY SPIRIT AMONG STUDENTS
194
TABLE NO. - 11.2.9 : STUDENTS CAREER PLAN RELATED WITH CCAs INTEREST :
VARIABLE STD XI STD XII GRAND TOTAL
-- BOYS GIRLS BOYS GIRLS BOYS GIRLS TOTAL
-- NO. % N
O. % NO. %
N
O. % NO. % NO. % NO. %
RELATED
WITH
CCA 59 54 34 54 69 47 53 54 128 50 87 54 215 52
NOT
RELATED
WITH
CCA
50 46 29 46 77 53 45 46 127 50 74 46 201 48
GRAND
TOTAL 109 100 63 100 146 100 98 100 255 100 161 100 416 100
DIAGRAM NO. - 11.2.9.1 :-
STUDENTS GENDER WISE CAREER PLAN RELATED WITH CCAs
INTEREST
195
DIAGRAM NO. - 11.2.9.2 :
STUDENTS CAREER PLAN RELATED WITH CCAs INTEREST
196
TABLE NO. -11.2.10 :
CLASSIFICATION OF PERSONALITY TRAITS DEVELOPED WITHIN
STUDENTS BY PARTICIPATING IN CCAs :
VARIABLE STD – XI STD – XII
GRAND TOTAL
BOYS GIRLS BOYS GIRLS BOYS GIRLS TOTAL
PERSONALITY
TRAITS NO. % NO % NO. % NO % NO % NO. % NO. %
ADAPTATION 6 6 4 6 16 11 22 22 22 9 26 16 48 12
SELF
CONFIDENCE 71 65 45 71 96 66 78 80 167 65 123 76 290 70
HONESTY 38 35 24 38 67 46 47 48 105 41 71 44 176 42
SYMPATHTIC
ATTITUDE 5 5 4 6 10 7 13 13 15 6 17 11 32 8
SOCIAL
OBLIGATION 31 28 22 35 46 67 31 32 77 30 53 33 130 31
SENSE OF
RESPONSIBIL
TY
34 31 27 43 54 37 38 39 88 35 65 40 153 37
TIME
MANAGEMENT 48 44 22 35 62 42 66 67 110 43 88 55 198 48
LEADERSHIP
QUALTITY 69 63 30 48 87 60 75 76 156 61 105 65 261 63
TOTAL NO
STUDENTS 109 -- 63 -- 146 -- 98 -- 255 -- 161 -- 416 --
197
DIAGRAM NO. - 11.2.10.1 :
GENDER WISE PERSONALITY TRAITS DEVELOPMENT WITHIN
STUDENTS DUE TO CCAs PARTICIPATION
198
DIAGRAM NO. - 11.2.10.2 :
PERSONALITY TRAITS DEVELOPMENT WITHIN STUDENTS DUE
TO CCAs PARTICIPATION
199
ANNEXURE - III
11.3 BIBLIOGRAPHY
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eae76369e122%40sessionmgr111&vid=7&bdata=JnNpdGU9ZWhvc3QtbGl2
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C. J (1977). Planning Management and Ideology: Key Concepts for co
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Alaska Strategic Prevention Framework State Incentive Grant: Risk and
Protective Factors for Adolescent Substance Use ( and Other Problem
Behavior )
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;University of Michigan ; Research Center for Group Dynamics:
Meyer, E.L. (1998, June). Bridging the ivory tower and the community:
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Policy. MOEC – Dar Es Salaam.
Nabila. F.A. (1993). Practical Guide for Classroom Measurement and Testing.
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Prof. Dr. R Gopal a Director, Dean and Head of D Y Patil University, Navi
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DNA Academy Newspaper, Mumbai. on Tuesday, September 11, 2012.
He highlighted certain aspects of Students Holistic Development in an
article with main title as " Holistic Development initiatives rise at B
Schools " with sub title as "Socially involved projects can be used as a
tool to improve the employability of a Student."
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campus activities to foster a sense of community.
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between Activities and Youth Outcomes?
203
ANNEXURE - IV
11.4 WEBLIOGRAPHY
http://www.ascd.org//leadership////Extracurricular-Activities-and-Student-
motivation.aspx.
http://///web.ebscohost.com//?hid=111&sid=f82bdbec-1525-4f5a-9257-
eae76369e122%40sessionmgr111&vid=7&bdata=JnNpdGU9ZWhvc3QtbGl2
ZQ%3d%3d#db=eric&AN=EJ692469
http://web.ebscohost.com//detail?hid=111&sid=f82bdbec- 1525- 4f5a-9257-
eae76369e122%40sessionmgr111&vid=7&bdata=JnNpdGU9ZWhvc3QtbGl2
ZQ%3d%3d#db=eric&AN=EJ683351
http://www.educationworld.com/_curr/.shtml
http://www.google.com/co curricular activities
http://www.google.scholar.com/ extra curricular activities
http://www.nationalforum.com/%20Journal%20Volumes/,%20Fred%20C.%20
Extracurricular%20Activities%20Schooling%20V1%20N1%202010.pdf
204
ANNEXURE - V
11.5 QUESTIONNAIRE
1. Name of the student : ________________________________
2. Date of Birth : _________________ Tick the option you fall in. 3. Gender : ( ) Male ( ) Female
4. Age :
( ) 15 ( ) 16 ( ) 17 ( ) 18 ( ) above 18
5. In which Standard are you studying ?
( ) FYJC ( ) SYJC
6. What is an annual income of your parents or guardian ?
( ) < 100000 ( ) 100000 - 200000
( ) 200000 – 300000 ( ) > 300000
7. Do you like to Study ?
( ) Yes ( ) No
8. Are you a regular student ?
( ) Yes ( ) No
9. What percentage did you score in examinations ?
( ) Distinction ( ) First class ( ) Second class ( ) Pass class
10. Do you like Co Curricular Activities ?
( ) Yes ( ) No
11. Do you like to take part in Co Curricular Activities ?
( ) Yes ( ) No
12. In which Co Curricular Activities do you like to take part ?
( ) In House ( ) Inter collegiate ( ) Both ( ) None
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13. In which Co Curricular Activities do you like to participate ?
( ) Sports ( ) Athletics ( ) Drama ( ) Singing ( ) Dance
( ) Debate ( ) Camps ( ) Hobby class ( ) All ( ) None
14. How much time do you spent to improve yourself in Co Curricular Activities ?
( ) 2 hours a day ( ) 3 hours a day ( ) more than 3 hours a day ( ) None
15. Who motivates you to participate in Co Curricular Activities ?
( ) Self ( ) Friends ( ) Teachers ( ) Parents ( ) All ( ) No One
16. Who support you when, you participate in Co Curricular Activities ? ( ) Teachers ( ) Parents ( ) Friends ( ) All ( ) No One
17. Do you motivate your friends to take part in Co Curricular Activities ?
( ) Yes ( ) No
18. If given a chance to speak in some gathering than would you like to ?
( ) not to speak ( ) speak only a few words
( ) speak fluently ( ) speak confidently
19. What do feel when you take part in such activities ?
( ) very good ( ) good ( ) not sure
20. Are you scared of Competitions ?
( ) Yes ( ) No
21. Do you like to take part ?
( ) Individually ( ) In team / group ( ) Both ( ) None
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22. Are you a member of any hobby club in your Junior College ?
( ) Yes ( ) No
23. If yes, than Specify the same ?
( ) Subject Club ( ) Hobby Club
( ) Sports Club ( ) Cultural Club
24. Are you gaining benefits by taking part in Co Curricular Activities ?
( ) Yes ( ) No ( ) Sometimes ( ) Every times
25. Is Co Curricular Activities help to motivate you to learn something new?
( ) Yes ( ) No ( ) Sometimes ( ) Always
26 .Is Sports develops any specific ability ?
( ) Physical fitness ( ) Mental fitness ( ) None ( ) Both
27 .Co Curricular Activities help to improve socialization through ?
( ) Coaches ( ) Peer Groups ( ) None ( ) Both
28. Is Co Curricular Activities leads to community spirit ?
( ) Yes ( ) No
29 .Is Co Curricular Activities reduces Drop outs and Absentees ?
( ) Yes ( ) No
30. Is Co Curricular Activities improves your academic performance ?
( ) Yes ( ) No
31. Is Co Curricular Activities assist to develop a positive attitude
towards college studies ?
( ) Yes ( ) No
32. Will you going to take part in Co Curricular Activities in your
higher studies ?
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( ) Yes ( ) No
33. Is there any Career Plan related with your Co Curricular Interest ?
( ) Yes ( ) No
34. Is Co Curricular Activities developed Student’s Personality ?
( ) Yes ( ) No
35. Is Co Curricular Activities improves Cultural Virtue within Students ?
( ) Yes ( ) No
36. Which personality traits gets developed in student by taking parts in
Co Curricular Activities ?
( ) Adaptation ( ) Self Confidence
( ) Honesty ( ) Sympathetic attitude
( ) Social Obligation ( ) Sense of Responsibility
( ) Time Management ( ) Leadership Qualities
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