IMPACT IMPACT OF CO-CURRICULAR ACTIVITIES ON CURRICULAR ACTIVITIES OF MALE STUDENTS AT THE SECONDARY LEVEL IN THE UNIVERSITY PUBLIC SCHOOL OF UNIVERSITY OF PESHAWAR
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MEHWISH SHAH Roll No. 6143 M. Ed
HORIZON INSTITUTE OF HIGHER STUDIES
Afliated with UNIVERSITY OF PESHAWAR Se!o"# $%14-1&
IMPACT IMPACT OF CO-CURRICULAR ACTIVITIES ON CURRICULAR ACTIVITIES OF MALE STUDENTS AT THE SECONDARY LEVEL IN THE UNIVERSITY PUBLIC SCHOOL OF UNIVERSITY UNIVER SITY OF PESHA PESH AWAR
MEHWISH SHAH Roll No. 6143 M. Ed
Submitted to the Institute Hoi!on Institute o" Highe Studies# $ni%esit& o" 'eshawa in atial "ul"illment o" the euiements "o the awad o" the degee o" *aste o" education
HORIZON INSTITUTE OF HIGHER STUDIES
Afliated with UNIVERSITY OF PESHAWAR
Session+ ,014-1
APPROV APPRO VAL SHEET SHE ET
eti"ied that the ontents and "om o" thesis entitled 'I()*+, o Co-C//!+l*/ A+,!0!,!e o" C//!+l*/ A+,!0!,!e o M*le S,de", *, ,e Se+o"d*/2 Le0el !" ,e U"!0e/!,2 Pl!+ S+ool o U"!0e/!,2 o Pe**/5 Submitted b& Me! S* ha%e been "ound satis"acto& "o the euiement o" the degee.
Intenal /amine+
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/tenal /amine+
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Horizon Studies
2ate+ ---------$%11
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Institute
of
Higher
DEDICATION
I dedicate this humble e""ot to almight& llah who blessed me with the abilit&# to comlete this wo and I a& tibute to m& belo%ed 'aents whose constant and continuous suot me to achie%e all m& goals
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ACNOWLED8MENTS
5ist ist o" all all I am than than" "ul ul to llah llah the the most most me meci"u ci"ull and and bene"icent "o enabling me to comlete this wo. I wish wish to eco ecod d m& than thans s to 2. 2. 6his 6hiso o 6ale 6aleem em 7a!a 7a!a "o "o o%iding me with all necessa& "acilities "o undestanding this eseach wo. *& secial thans ae owed to m& sue%iso in eseach whose ind assistance# eet ad%ices and cooeation stands behind this eseach wo. I also etend m& thans to m& "iend "shan ndaleeb# who ete etend nded ed co-o co-oe ea ati tion on and and heli heling ng hand hand when when and and whe wheee I needed in the accomlishment o" this hesis.
Me! S*
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TABLE OF CONTENTS DEDICATION. DEDICATION........................ .............................................. .............................................. ................................................. ..................................... ...........III III ACNOWLED8MENTS................... ACNOWLED8ME NTS.......................................... .............................................. ...............................................IV ........................IV TABLE TABLE OF CONTENTS............................... CONTENTS...................................................... ............................................................. ...................................... V LIST OF TABLES............. TABLES.................................... .............................................. .............................................. ......................................... .................. VII ABSTRACT............................................................................................................VIII CHAPTER-1............................. CHAPTER-1.................................................... .............................................. .............................................. ...................................... ...............1 1 INTRODUCTION......................... INTRODUCTION................................................ .............................................. ........................................................1 .................................1
1.1
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1.,
:;=/I>/S :5 H/ S$2?............................................ ................................................................... ..............................., ........,
1.3
2/
1.4
SII5I/ :5 H/ S$2?.......................................................................3
CHAPTER-$............................. CHAPTER-$.................................................... .............................................. .............................................. ...................................... ...............4 4 REVIEW OF RELATED RELATED LITERATURE.... LITERATURE........................... .............................................. .......................................4 ................4
,.1 I:< /2$I:< ':
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:-$77I$<7 I>II/S......................................................................11
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6 I2S I2S :5 $77I$<7 I>II/S............................................................1 Literary Activitie................................................. Activitie....................................................................................... ...................................... 1! #ra$atic Activitie.......................................... Activitie................................................................. ........................................... ....................1! 1! &a$e and At'letic....................... At'letic.............................................. ............................................................17 .....................................17
CHAPTER-3............................. CHAPTER-3.................................................... .............................................. ...........................................................19 ....................................19 METHODS AND PROCEDURE OF THE STUDY............................................ STUDY............................................ ...19
3.1
$7/ :5 7 /S/7H /S/7H ................................................................................18
3.,
:S7$I: :5 H/ B$/SI:I7/....................................................18
3.3
7/S :5 H/ I S7$*/.......................................................................18
3.
;$<I: 2 I /7'7/ /7'7/I: I: :5 2 .............................................19
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CHAPTER-4............................. CHAPTER-4.................................................... .............................................. ...........................................................$% ....................................$% PRESENTATION AND ANALYSIS OF DATA.......................................................$% CHAPTER-&............................. CHAPTER-&.................................................... .............................................. ...........................................................34 ....................................34 FINDIN8S: CONCLUSION ; RECOMMENDATIONS..... RECOMMENDATIONS.................................. ................................34 ...34
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5I2IS.....................................................................................................34
.,
:<$SI: ...............................................................................................34
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7 /:**/2I:S /:**/2I:S........................................... .................................................................. .........................................3 ..................3
BIBLIO8RAPHY......................................................................................................3< =UESTIONNAIRE....................... =UESTIONNAIRE.............................................. .............................................. ......................................................39 ...............................39
%i
LIST OF TABLES ;ISI: :5 SH::< 5I
II/S 2?..........,1 ;I2I :5 2I55/7/ ?'/S :5 I>II/S............................,, ;II/S.............................................................................,3 ;II/S............................................ ................................................................... ............................,4 .....,4 ;/
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ABSTRACT
he he stud& stud& was was unde undeta tae en n with with the obec obecti% ti%es es o" el elo oing ing moti%es and attitudes o" tainee teaches (*./d /%ening) ,010-11 o" I/7 'eshawa $ni%esit&. he h&otheses wee that eole oin the teaching o"ession# ha%e the sense o" the honou o" teaching# b& thei own choice o being con%inced b& othes. he stud& was limited to I./.7 'eshawa $ni%esit& onl&. 2ata was collected "om *./d (/%ening) students# data was tabulated and anal&!ed. 5o the collection o" this data a samle o" 1, students was selected and a uestionnaie was gi%en to them a"te the tabulation and anal&sis conclusions wee dawn on the basis o" "ind "inding ingss and and es esen ente ted d in the the "om "om o" es esent ent eo eot t.. Some Some ecommendations wee also made "o the imo%ement o" the e"omance o" the s&stem. he stud& was acceted as most o" the students wee in thei "ield b& thei own choice.
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CHAPTER-1 INTRODUCTION he wod education has been dei%ed "om the
1
cuiculum and the& ae named as co-cuicula acti%ities. Some can sa& that co-c co-cu ui icu cula la acti acti%it %itie iess ae ae those those whic which h ae ae not die diect ctl& l& ela elate ted d with with the escibed cuicula o" %aious subects in the school but ae euall& e uall& imotant and in some cases moe imotant than cuicula "o balanced de%eloment o" the child. ll acti%ities "o h&sical de%eloment and man& acti%ities desiable "o social and emotional adustment come unde this heading sots# athletics# scouting scouting %aious %aious hobbies hobbies## ecus ecusion ions# s# litea litea& & societi societies# es# damat damatic# ic# debate debates# s# %aiou %aiouss cooe cooeati% ati%ee oec oects ts etc ae all co-cu co-cuic icula ula acti%it acti%ities ies.. he basic basic uose o" these acti%ities is to build u the chaacte and esonalit& o" the child as well as taining o" thei mind. o-c o-cu ui icu cula la acti acti%it %itie iess ae ae all all conc concom omit itan antt to teac teachi hing ng acti% acti%it it& & in academic institutions. he basic idea behind it is the building u the chaacte and esonalit& o" the students as well as taining o" thei mind. o a lage etent it is an etension as well as alication o" classoom teaching to li"e acti%it& it is thee"oe bound to be meaning"ul and inteesting.
1.1
STATEMENT STATEMENT OF THE PROBLEM
he he es esen entt stud stud& & conc concen ent tat ated ed uon uon the the ima imact ct o" co-c co-cu ui icul cula a acti%ities on cuicula acti%ities o" male students at seconda& le%el in $'S. .
1.$
OB>ECTIVES OF THE STUDY
5ollowing ae the obecti%es o" the stud&. 1.
o "ind "ind out out the the e""ects o" co cuicu icula acti%it %ities ies on the the academ demic achie%ements o" the child.
,
,.
o "ind "ind out out whet whethe he the& the& ae ae enco encou uag aged ed b& the thei i a aen ents ts in a ati tici ciat atin ing g theses acti%ities.
3.
o "ind "ind out out whet whethe he thei thei e e""oma omanc ncee is a"" a""ected cted b& ind ind o" act acti% i%it it& & the& ae in%ol%ed in.
4.
o "in "ind d out the the o% o%eal ealll e"" e""ect ect on the the es eson onaalit& lit& o" o" the the stud studen ents ts when when the& ac taing at in co-cuicula acti%ities.
.
o in% in%es estig tigat atee whic which h t&e t&ess o" "aci "acili litie tiess ega egadin ding g co-c co-cu ui icu cula la acti% acti%iti ities es ae o%ided in the school.
1.3
DELIMITATIONS DELIMITATIONS OF THE STUDY
2ue to estimated and esouces at the disosal o" the in%estigato+ 1.
his his stud stud& & was was limite limited d onl& onl& to to uni%e uni%es sit& it& 'ubl 'ublic ic Schoo Schooll 'es 'esha hawa wa.
,.
:nl& :nl& one one sch schoo ooll was was sele select cted ed as sam samle le "o "o the the stud stud& &.
1.4
SI8NIFICANCE OF THE STUDY
5ollowing ae the most notable asects o" this eseach wo. 1.
his his stu stud& d& wil willl clea cleal l& & oin ointt out out the the an ange ge o" in% in%ol ol%e %eme ment nt o" o" bo&s bo&s in in the the co-cuicula acti%ities at the seconda& le%el school in $'S.
,.
It will classi"& the le le%el o" int inteest o" o" bo&s in se seci"ic t& t&e o" cococu cuic icula ula acti% acti%it it& & and and also also show show thei thei inte intee est st in most most comm common onl& l& e"eed acti%ities.
3.
his his stu stud& d& will will als also o highl highlig ight ht the the in"a in"ast stu uct ctu ual al su suo ott a%ai a%aila labl blee "o "o ogani!ing the co-cuicula acti%ities "o male students in the school.
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CHAPTER-$ REVIEW OF RELATED RELATED LITERATURE L ITERATURE 'e%iousl&# the uose o" education was con"ined to the teaching o" subects o" the cuiculum. he social acti%ities wee egaded as etas. wea student had no ight to go to the la&gounds o to "unctions. aduall&# this attitude o" hostilit& changed into that o" indi""eence. hese acti%ities wee not sue%ised no wee an& guidance gi%en. ;ut now the concet o" education has has chan change ged. d. ll- ll-ou ound nd de%e de%elo lom men entt o" the the chil child d is the the them themee o" new new education. *oden education ecogni!es that when the child comes to the school# he comes in mentall&# h&sicall&# siituall&# sociall& and %ocationall& and as such he must be educated in all o" them. ow it is ecogni!ed that these acti%ities ae %aluable media "o de%eloing oe attitude# habits# inteests# ideals among uils. ;ecause o" thei imotance in education# the& ha%e been enamed# as co-cuicula acti%ities as the& "om an integal at o" the school cuic cuiculum ulum in thei thei ogani ogani!at !ation ion## thee" thee"oe oe## need need ust much much cae cae and "oe "oe thoughts. o-cu o-cuic iculum ulum acti%it acti%ities ies ha%e ha%e been been emhas emhasi!e i!ed d in almost almost all o" the national educational olicies# o" 'aistan.
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NATIONAL NATIONAL EDUCATIONAL POLICIES
$.1.1 A++o/d!"? ,o "*,!o"*l ed+*,!o"*l )ol!+2 1@&@#
'h&sical acti%ities lie games and sots encouage such desiable social chaacteistics as sense o" "ai la&# teamwo and "otitude and enduance. 5o the sae o" a cause in the ast ou schools and colleges colleges ha%e been nuseies o" athletes and sotswomen. he minds o" ou childen and the intellects o" ou
4
&outh will de%elo best when the& ha%e sound stong bodies in which to gow "o these easons h&sical education must be acceted as imotance in all schools. $.1.$ A++o/d!"? ,o "*,!o"*l ed+*,!o" )ol!+2 1@<9#
;esides the geneal school and college education 'h&sical education# sots and cultual acti%ities ae ecogni!ed as imotant "acto in the all ound de%eloment o" an indi%idualEs esonalit&. hese out o" class acti%ities ae stong means o" de%eloment o" democatic leadeshi# disciline# national integation# atiotism and intenational undestanding. $.1.3 A++o/d!"? ,o N*,!o"*l Ed+*,!o" Pol!+2 1@@$#
'h&sical education# sots and games will be ecogni!ed# as a high ioit& aea in the educational ed ucational secto. 'h&sical education will be a comulso& an o" the dail& timetable in schools and colleges. $.1.4 A++o/d!"? ,o N*,!o"*l Ed+*,!o" Pol!+2 1@@9#
he moden concet o" education education stesses uon# all ound de%eloment de%eloment o" the indi%iduals. 'h&sical education with secial emhasis on games and sots is an integal at o" the education concened with health and h&sical "itness. It also contibutes along with othe banches o" education# to mental health# emotional and social de%eloment. hus h&sical education is imotant "o the de%eloment o" esonalit&.
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IMPORTANCE IMPORTANCE AND SCOPE OF CO-CURRICULAR ACTIVITIES
1.
To Mee, ee, ,e ,e Need ed *, *, , ,e Adol dole+ e+e" e",, S, S,d2 d2
egaious instinct is %e& edominant in adolescents owing bo&s desie to beha%e sociall&. I" ootunities ae not o%ided to them# the& will "om thei own undesiable gous and gangs. his gouing ma& be ham"ul to them and to the societ&. hei acti%ities gi%e a health& outlet to %aious instincts lie gegaiousness# assetion and cuiosit& (*an& cuicula acti%ities e.g.# sel" go%enment# social se%ice league# scouting etc will be %e& conducti%e to sublimate thei instincts as the& will o%ide them a "ield "o dong something sociall& woth whit though gou acti%ities). $.
To )/o0!de o+!*l ,/*!"!"?
;& aticiation aticiation in co-cuicula co-cuicula acti%ities acti%ities uils lean %aluable lessons lessons in actical cooeation and the habits o" team wo the& eali!e the elation o" the societ& to the indi%idual and o" the indi%idual to the societ&. :ne hand is to saci"ice oneEs immediate inteests# "o the wel"ae o" the gou. 'uils ha%e to mo%e "om shee indi%idualism to social awaeness. eam siit is de%eloed in them. Siit o" gi%e and tae taes lace o" sel"ishness. he uil identi"ies himsel" with the gou o" his own choice# a debating club# a damatic club o "ootball team. I-Ic is no longe an indi%idual but a menibe o" the gou. He teams lo&alt& to his gou. $ni%esal bothehood# tue tue demo democ cac ac& & "ait "aith h in man man and and unsel unsel"i "ish sh se% se%ic icee ae ae ideal ideals# s# whic which h ae ae encouaged.
A
3.
Mo/*l ,/*!"!"?
o-cuicula acti%ities ae also hel"ul in gi%ing moal taining. Chat is moal conductG *oal conduct is the esonse that an indi%idual maes to the euiements and eectations o" the social ode# in which he li%es# in mattes a""ecting the wel"ae o" othesJ. Its a conduct ao%ed b& societ&J. ;& aticiating in thei acti%ities# •
'uils lean act accoding to the well and standads o" the gou.
•
*oal ualities such as honest&# tuth# and ustice ae ut to test.
•
'uils "ind ootunities ootunities to decide and choose the ight and to lean the geat %alues o" sel"-contol and modeation. /%e& one o" moal eeience is woth a ound o" ethical teaching. hough the communit& communit& li"e o" games and acti%ities# the child leans an
inne inne disci discil line ine## whic which h abide abidess with with the child child as a diec diecti ting ng and est esta ain inss in"luence when he is awa& "om the school. 4.
C!0!+ ,/*!"!"?
he he schoo schooll shoul should d be a tai tainin ning g goun gound d "o "o demo democ cac ac&. &. It should should eogani!ed and administeed on democatic lines. he students will thus ha%e ootunities ootunities and esonsibilitie esonsibilitiess somewhat somewhat simila simila in small wa& to those the& will ha%e late as gown u citi!en. o cuicula acti%ities tain uils "o thei ights and esonsibilities as citi!ens. Students lean the mechanics and decei%e o" go%enment and de%elo tue siit o" citi!enshi. Sel"-go%enment will o%ide eeience o" the li"e o" a democatic societ&. In this uils detemine the olicies and the ogams# the& lan and F
esent assembl& ogams. he indi%idual uil leans how to conduct a meeting in an ao%ed and aliamenta& st&leK it gi%es him an ootunit& to eecise his his boa boat. Hee the stude udents will ill now now that hat igh ights in%o n%ol%e esonsibilities.
To P/o0!de Wo/,2 Wo/,2 Re+/e*,!o"*l I",e/e,
/duc /ducat ation ion "o "o leis leisu uee shoul should d begin begin in schoo school# l# it is as imo imota tant nt as education "o wo. I" eceational inteests ae de%eloed duing school li"e# the& o%e to be %e& bene"icial in leisue hou o" adult li"e and mae li"e "ulle and iche. Cith Cith the ad%ent ad%ent o" industi industial al ci%ili! ci%ili!ati ation# on# machin machines es ha%e ha%e elac elaced ed human labo So inceasing leisue hous ha%e been a""oded to man. s the wo is entiel& entiel& mechani!ed# mechani!ed# the wo does not dei%e an& human satis"action satis"action "om it. He is ne%e esonsible "o a wo as a whole. He will ne%e tae satis"action and ide on the comletion o" the whole wo. he denial o" human %alues duing wo hous esults in the woe to eno& his leisue hous %iolentl&. He is "ustated. Schools can ceate "a%oable attitudes in thei uils o" health& acti%ities and un"a%oable ones "o unhealth& leisue time acti%ities. I" lo%e o" one o mo%e a hobb& be ceated at the school stage# that hobb& will be the incial leisue time acti%it& o" the uil though out li"e.
8
6.
S))le(e",*,!o" S))le(e",* ,!o" o A+*de(!+ Wo/ Wo/
2ue to co-cu co-cuic icula ula acti%it acti%ities ies the teachi teaching ng o" ci%ics ci%ics## comos comositio ition# n# histo histo& & and and geog geoga ah& h& etc etc will will be gea geatl tl& & sul sulem emen ented ted.. /lec /lectio tion n to the studentsE council will gi%e them a ictue o" ental State elections. /cusions to histoical# geogahical and industial laces will enich the eeiences o" the the stud student ents. s. ont onti ibut butio ions ns to the the schoo schooll maga maga!i !ine ne will will sul sulem emen entt the the teaching o" languages. <.
To D!+o0e/ *"d De0elo) I"d!0!d*l I",e/e, *"d P/o0!de Re+/e*,!o"
he school should ogani!e %aious inds o" acti%ities in the school so that that the the uil uil ma& ma& at atic ici iat atee acco accod ding ing to his inte inteest est.. he he uil uil will will aticiate in onl& that acti%it& in which he is inteested. So the teache can "in out the inteest and atitude o" the uil. 7eceation can thee"oe# be o%ided acco accod din ing g to the inte intees estt o" the uils uils.. Chen Chen indi%i indi%idu dual al di"" di""e eenc ences es ae ae ecogni!ed# when tests and atitudes ae disco%eed and when eceation is o%ided# the oblem o" school disciline can be sol%ed. ll these acti%ities ae hel"ul in eeimenting with thei lies and dislies# in "inding thei inte inteest estss and and caa caaci citie tiess in thes thesee "ield "ieldss and and in de%e de%elo loing ing thei thei test testss and and atitudes the& ossess. 9.
T/*!"!"? T/ *!"!"? o/ Le*de/!)
*an& e"omances ha%e to be ogani!ed. *an& situations ha%e to be "aced in the unning o" %aious societies. ll these inculcate in the students the ualities o" uic and clea thining# adatabilit&# good udgment# initiati%e sel" con"idence# boad %ision# atience# toleance# integit&# willingness to wo# enthusiasm# "aith# couage# con%iction# unsel"ishness etc all these ualities can be de%eloed though the egula cuiculum. 9
@.
De0elo)(e", o D!+!)l!"e
2isciline becomes sel"-disciline. Students emain bus& with di""eent inds o" acti%ities and de%elo thei talents in di""eent diections. he& mae laws "o %aious societies and come to eali!e the need "o showing esect to thei school laws. *an& inds o" educational acti%ities basis as well as none. ;asic should be ogani!ed in schools. hese acti%ities should be able to se%e some obecti%es. •
ll students should ha%e eual ootunit& to be a membe o" school ogani!ation.
•
hese acti%ities should stimulate childenEs inteest in thei en%ionment. /ducation o" childen in school should be closel& lined to thei li%es in the communit&.
•
hese acti%ities should o%ide such eeiences as would contibute to all ound de%eloment o" childen. he& should be ogani!ed in such a mann manne e that that the& the& ae ae hel hel"u "ull in the the h&s h&sic ical al## ment mental al and and moa moall de%eloment o" the child.
•
hese acti%ities should be hel"ul in gi%ing taining "o leadeshi.
•
he& should gi%e the child taining in citi!enshi and the at o" sel"go%enment.
•
'uils should lean while doing things.
10
•
he& should gi%e scoe "o ceati%it& and sel"-eession in childen.
•
he& should de%elo initiati%e in childen.
•
he& should teach the child the at o" eceation and woth& use o" leisue.
•
$.3 1.
he& should hel acuie nowledge.
CO-CURRICULAR ACTIVITIES Need *"d I",e/e,
he ogam o" co cuicula acti%ities should gow out o" the needs and inteests o" the uils unless the membeshi o" an ogani!ation satis"ies a uil nati%e inteest and esults in meeting his needs. He is not liel& to tae at in it with enthusiasm. $.
F/ee Co!+e
In no case the membeshi o" an ogani!ation be imosed uon a uil. It should be the esult o" his "ee choice. Chat the head o" the school has to see to onl& the esence o" the lage numbe and %aiet& o" ogani!ation so as to cate "o the di""eent inteests and atitudes o" the uils. /ach uil should be allowed to choose "om the acti%ities the one. which is moe inteesting to him. 3.
Ed+*,!o"*l V*le
o cu cuic icul ula a acti acti%i %iti ties es shou should ld cont conti ibu bute te in high high deg degee ee to the the eali!ation o" educational obecti%es unless each acti%it& can be usti"ied in tems o" this incial. It has no usti"ication "o being in the ogam.
11
4.
Fle!!l!,2
he ogam o" co cuicula acti%ities should be "leible enough to "it new demands and meet changed changed conditions. conditions. he same old ogam should not be eeated &ea a"te &ea. &ea. &.
Re)o"!!l!,2
7esonsibilit& "o administation o" co cuicula acti%ities should be cleal& de"ined and shaed with "acult& and students. 6.
P/o,e+,!o"
he numbe o" co cuicula acti%ities in which a uil ma& aticiate should be
E)e"e
o cuicula acti%ities should be o%ided at a little o no cost to those who tae at in them. hose acti%ities should not be ogani!ed in which a %e& "ew membe o" students ac aticiating and which in%ol%e much eenditue. 9.
El!?!!l!,2
o cuicula acti%ities should be a%ailable to all uils egadless o" thei scholastic standing.
1,
@.
T!(e
o cuicula cuicula acti%ities should be gi%en a lace in the dail& timetable timetable o" the school. I" it wee not done# the& would be looed as eta. ;& inclusion o" these acti%ities acti%ities in the egula timetable# timetable# on the one hand all the students would be o%ide with the ootunit& to aticiate in social eeience and on the othe hand the status o" the acti%ities acti%ities would be aised aised to the le%el o" cuicula usuits. 1%.
D!/e+,!o"
Indi%idual acti%ities in the co cuicula ogam should be lanned and diected b& uils unde teache guidance. his incile is "undamental to the achi achie% e%em emen entt o" obe obecti cti%e %ess set set u "o "o the the og oga am. m. 'uil 'uilss must must ha%e ha%e the ootunit& to lean how to lan thei own a""ais# to wo cooeati%el& and to assume thei own a""ais.
$.4
ADVA ADVANTA8ES NTA8ES OF CO-CURRICULAR ACTIVITIES
he %alues %alues o" co-cu co-cuic icula ula acti%it acti%ities ies ae multi" multi"ai aious ous and imota imotant nt "om "om educat educationa ionall oint oint o" %iew. %iew. 2. bab bab "id "idii has listed listed the "ollowi "ollowing ng ad%antages
13
•
he 'h&sical d%antages he heee ae ae man& man& co-c co-cu ui icu cula la acti% acti%iti ities es such such as game games# s# athle athletic tics# s# scou scouti ting ng and and thin thini ing ng whic which h o% o%id idee heal health th& & chan channe nels ls "o the the de%eloment o" the uils.
•
cademic cti%ities o-cuicula acti%ities o%ide actical eeience in academic gowth o" the child. *an& acti%ities such as ecusion# liba&# debates etc add in the mental gowth o" the child.
•
he Social >alues he acti%ities# which ae mostl& cooeati%e cooeati%e in natue# natue# ae called social %alu %alues es lie lie## cooe cooea ati tion# on# mutu mutual al hel# hel# unde undest stan andin ding# g# "ello "ellows wshi hi## toleance and shaing# esonsibilities etc. 'uils acuie gou lo&alt& though gou acti%it&.
•
he esthetic >alues 2awing# ainting# decoation# to& maing# cla& modeling# eaation o" chats and modes de%elo aesthetic sensibilit& in childen.
•
he 7eceational >alues Student who ae encouaged# to aticiate in ats# s&mosium# debates# discussion# ehibition# games aid sots and othe hobbies can lean the metho methods ds and and mean meanss o" utili utili!i !ing ng thei thei leis leisu uee thoug though h ec ecea eatio tiona nall acti%ities.
14
$.&
INDS OF CURRICULAR ACTIVITIES
he "ollowing ae some o" the acti%ities that satis"& the innate inteests o" the uils and at the same time gi%e them good social# ci%ic moal taining. he numbe and inds o" acti%ities to be ogani!ed will deend uon the si!e and the "inancial esouces o" the school# the membe and secial caacities o" the teaches.
(b)
2amatic acti%ities
(c)
ame and athletics
1.
'etaining 'etaining to academic academic inteests inteests as eesented eesented b& language# language# liteatue# liteatue# histo&# geogah&# and geneal science# mathematics# camea# adio etc.
,.
'etaining to musical and atistic inteests such as ainting# dawing and ochestas.
3.
'etaining to inteests in natual as eessed in c&cling# ambles# hies# gadening etc.
4.
'etai 'etaining ning to %oca %ocation tional al intees inteests# ts# such as oect oect caie caied d out out in in the the school wosho with %aious inds o" mateial.
.
'etaining 'etaining b& co-oeati%e co-oeati%e societies# societies# ;o& Scout and unio 7ed oss mo%ements# sa"et& clubs# social se%ice league etc.
1
A.
L!,e/*/2 A+,!0!,!e
D/*(*,!+ A+,!0!,!e
2amati!ation as a "om o" eta cuicula acti%it& has no become so oula in ou o u school as in those o" "oeign counties. count ies. ;ut damatic tendenc& is gene genea all among among child childe en n ie ies sec ecti% ti%ee o" ace ace and natio nationa nalit lit& & and it is the the business o" the educato to utili!e it "o the de%eloment o" the t he indi%idual and the bene"it and leasue o" othes. 2amatic 2amatic wo ma& be stated stated uite eal& in school li"e# "ables "ables and "ol tales being "it subects "o damati!ation b& &oung childen. In the seconda& school when the damatic instinct eaches "ulle de%eloment# moe "omal oductions should be attemted so much as an educational method as in the
1A
ima& classes but as a "om o" sel"-eession and a souce o" o& and leasue to the actos and the audience. C.
8*(e *"d A,le,!+
In the whole anges o" eta cuicula acti%ities games and athletics eno& the lagest measue o" oulait&. his is mainl& due to the stong aeal the& mae to the instincti%e natue o" bo&s as well as gils. he gowing sel" assetion assetion and sel" eliance o" the adolescent. adolescent. his indi%idualit& indi%idualit&## esouce"ulness esouce"ulness and good "ellowshi combined with his desie "o %igoous h&sical acti%it& and his ecless ecless couage "ind in athletics %e& welcome outlet. he element o" content that entes in to most o" these acti%ities gi%es them an additional !est. dolescence is said to be eeminentl& in the athletic eiod and it is necessa& that "ull account should be taen o" these acti%ities in the school ogam. thletics ha%e a wholesome e""ect on the h&sical# mental# social and moal de%eloment o" the indi%idual. ;eing undetaen with "ull !est and enthusi enthusiasm asm## these these acti%it acti%ities ies absob absob the atic aticia iants nts whole whole being being and thus eecise and de%elo his "ull esonalit& b& omoting the actions o" bodil& "unctions b& uicening blood ciculating and b& ui"&ing the blood& %igo athletics act as a owe"ul h&sical tonic.
1F
CHAPTER-3 METHODS AND PROCEDURE OF THE STUDY 3.1
NATURE NATURE OF RESEARCH
It is a su%e& t&e desciti%e eseach# which siml& indicates the boad "ield o" stud& deending uon the a%ailabilit& o" liteatue and "omation. It in%ol%es the collection# anal&!ing and inteetation o" the data in ode to "ind the the com coma aati ati%e %e anal anal&si &siss o" co-c co-cu ui icu cula la acti% acti%iti ities es amon among g bo&s bo&s at the seconda& le%el.
3.$
CONSTRUCTION OF THE =UESTIONNAIRE
uestionnaie is a mao instument o" the eseach "o the collection o" the data.
3.3
ALF>ALF>
3.3
AREAS OF THE INSTRUMENT
he uestionnaie contained the "ollowing asects o" stud&. 1.
&es &es o" co-cuicula acti%ities
,.
ime and eiod "o these acti%ities
3.
angements o" cometitions "o theses acti%ities
4.
nal&sis o" 2ata
18
he new data was collected and aanged to its natue and lastl& it was tabulated. comaati%e anal&sis has been shown b& the data.
3.&
TABULATION AND INTERPRETATION INTE RPRETATION OF DATA DATA
he he data data was was stat statist istic ical all& l& anal anal&! &!ed ed and and tabu tabulat lated ed.. 'ec 'ecent entag agee was was calculated "o the whole data on the basis o" which "indings and conclusions wee dawn.
19
CHAPTER-4 PRESENTA PRES ENTATION TION AND ANALYSIS ANALYSIS OF DATA DATA P2!+*l F*+!l!,!e
1.
2oes &ou school o%ide oe h&sical "acilitiesG
T*le-1#
T*le-1
So )/o)e/ )/o0!!o" o +ool *+!l!,!e
Re)o"de",
Ye
A?e
No
A?e
30
,
8 3 .3 L
1A.FL
F!?/e-1
A"*l2!
able-1 able-1 indicates that th at 83.3L teaches ga%e g a%e ?es ?es esonse and gi%e 1A.FL 1A.F L o esonse.
,0
,.
2o the school oel& aange co cuicula acti%itiesG
T*le-$#
T*le-$
Co"d+, !" +ele/*,e o +o +//!+l*/ *+,!0!,!e *+,!0!,!e d*2
Re)o"de",
Ye
A?e
No
A?e
30
,,
F3.3L
8
,A.FL
F!?/e-$
A"*l2!
able-, shows that F3.3L schools ha%e oel& celebated co-cuicula acti%ities and ,A.FL did not conduct these.
,1
A+*de(!+ A+!e0e(e",
1.
2oes &ou school o%ide di""eent t&es o" co-cuicula acti%itiesG
T*le-3#
T*le-3
So )/o0!d!"? o d!e/e", ,2)e o *+,!0!,!e
Re)o"de",
Ye
A?e
No
A?e
30
,A
8A.FL
4
13.3L
F!?/e-3
A"*l2!
able-3 indicates that 8A.F L schools ha%e o%ided di""eent t&es o" acti%ities and 13.3L did not o%ide the acti%ities.
,,
,.
2o students willingl& aticiate in co-cuicula acti%itiesG
T*le-4#
T*le-4
Te ,*l Te ,*lee o o ,*, ,*, ,d ,de" e", , !ll !ll!" !"?l ?l2 2 )*/, )*/,!+ !+!) !)*, *,ee !" CoCo+//!+l*/ *+,!0!,!e
Re)o"de",
Ye
A?e
No
A?e
30
30
100L
0
0L
100% 100% 90% 80% 70% 60% 50%
F!?/e-4
40% 30% 20% 10%
0%
0% Yes
No
A"*l2!
ableble-4 4 show showss that that stud student entss willi willing ngl& l& at atic icia iate te in co-c co-cu ui icu cula la acti%ities. he abo%e table shows that 100L students willingl& aticiate in co cuicula acti%ities.
,3
3.
2oes 2oes mai maimum mum numbe numbe o" student studentss o" o" &ou school school atic aticiat iatee in co cuicula acti%itiesG
T*le-&#
T*le-&
So So ,e (*!( (*!(( ( " "(e (e// o ,de ,de", ", )*/,!+ )*/,!+!)* !)*,!o ,!o" " !" +o +//!+l*/ *+,!0!,!e
Re)o"de",
Ye
A?e
No
A?e
30
,8
93.3L
,
A .F L
F!?/e-&
A"*l2!
he abo%e table- and "igue shows that 93.3L students aticiated in co cuicula acti%ities and A.FL did tae not inteest.
,4
4.
2o &ou &ou thin thin that that most most aca acade demi mica call ll& & highhigh-le le%e %ell stude student ntss acti% acti%el& el& aticiate in co-cuiculaG
T*le-6#
T*le-6
So ,*, (o,l2 *+*de(!+*ll2 !? le0el o ,de", */e (o/e )*/,!+!)*,!"? ,*" loe/ le0el
Re)o"de",
Ye
A?e
No
A?e
30
1A
3.3L
14
4A.FL
F!?/e-6
A"*l2!
able-A indicates that 3.3L high-achie%es students aticiated in co cuicula acti%ities and 4A.FL low-achie%e students aticiate. his table shows balance between both le%els.
,
.
hes hesee co-cu co-cu ic icul ula a acti acti%it %itie iess ha%e some some e""e e""ect ct on the aca acade demi micc e"omance o" the aticiationG
T*le-<# -<#
T*le-<
So ,e ee+, o +o +//!+l*/ *+,!0!,!e o" ,e *+*de(!+ (!+ )e/o/(*"+e o ,e ,de",
Re)o"de",
Ye
A?e
No
A?e
30
,8
93.3L
,
A.FL
F!?/e-<
A"*l2!
able-F shows the e""ect o" cc cuicula acti%ities on the academic e"omance o" the students. 93.3L students academic e"omance was a""ected b& aticiation and A.FL students ae not a""ected.
,A
A.
2o the co cuicula acti%ities ha%e ositi%e e""ects on studentEs h&sical and mental gowthG
T*lele-9# 9#
T*le-9
So ,e So ,e )o!, )o!,!0 !0ee ee ee+, +, o o +o +// +//!+ !+l l*/ */ *+, *+,!0 !0!, !,!e !e o" ,de ,de", ", )2!+*l *"d (e",*l ?/o,
Re)o"de",
Ye
A?e
No
A?e
30
30
100L
0
0L
100% 100% 80% 60%
F!?/e-9
40% 20% 0% 0% Yes
No
A"*l2!
able-8 shows the ositi%e e""ect 100L o" co-cuicula acti%ities on student h&sical and mental gowth.
,F
F.
e &ou ageeing that co cuicula acti%ities ae a%oided in schoolG
T*lele-@# @#
So S o *0o *0o!d !d*" *"+e +e o +o +// +//!+ !+l l*/ */ *+,! *+,!0! 0!,! ,!e e !" +o +ool ol
Re)o"de", T*le-@
Ye
A?e
No
A?e
1A.FL
,
83.3L
30
F!?/e-@
A"*l2!
able-9 shows a%oidance o" co-cuicula acti%ities in school. 1A.FL schools a%oid the co cuicula acti%ities and 83.3L ageed these acti%ities.
,8
8.
2o the subect teaches teaches (science) (science) encouage encouage aticiatio aticiation n o" students students in co cuicula acti%itiesG
T*lele-1% 1%##
So ,e So ,e e+ e+,, ,e*+ ,e*+e e// +! +!e" e"+e +eGG e"+o e"+o/ /*? *?ee )*/, )*/,!+ !+!) !)*, *,!o !o" " o ,de", !" +o +//!+l*/ *+,!0!,!e
Re)o"de", T*le-1%
Ye
A?e
No
A?e
,9
9A.FL
1
3.3L
30
F!?/e-1%
A"*l2!
able-10 this table shows that 9A.FL subect teache seciall& science teache encouage aticiation in co-cuicula acti%ities and subect teache (scien (science) ce) encou encouage age atic aticiat iation ion o" student studentss in co-cu co-cuic icula ula acti%it acti%ities ies and 3.3L discouage.
,9
1.
2o the students aticiating in co cuicula acti%ities ae outstanding in studiesG
T*lele-1 11#
So ,e So ,e ,d ,de" e", , )*/, )*/,!+ !+!) !)*, *,!o !o" " !" +o +//! +//!+ +l* l*// *+,! *+,!0! 0!,! ,!e e */e */e o,,*"d!"? !" ,d!e
Re)o"de", T*le-11
Ye
A?e
No
A?e
,8
93.3L
,
A.FL
30
F!?/e-11
A"*l2!
It indicates that the studentEs aticiation in co cuicula acti%ities. he table table-1 -11 1 show showss the stude student ntss at atic icia iati tion on in co cu cuic icula ula acti% acti%iti ities es ae ae outstanding in studies.
30
,.
2o &ou thin that these acti%ities hel the students in thei social li"eG
he table 1, "ocuses on the social imact o" co-cuicula acti%ities. T*lele-1$ 1$##
T*le-1$
So ,e So ,e o+!* o+!*ll !()*+ !()*+,, o +o +// +//!+ !+l l*/ */ *+,! *+,!0! 0!,! ,!e e o" ,d ,de" e", , !" ,e!/ o+!*l l!e
Re)o"de",
Ye
A?e
No
A?e
30
30
100L
0
0L
100% 100% 80% 60%
F!?/e-1$
40% 20% 0% 0% Yes
No
A"*l2!
he table 1, "ocuses on the social imact o" co cuicula acti%ities. he abo%e table shows that 100L co cuicula acti%ities hel in social imact. he esult shows that 100L co cuicula acti%ities hel in social imact.
31
11. 11.
2o &ou &ou thin thin that that the stude students nts who who atici aticiat atee in such such acti%i acti%itie tiess ac moe con"ident in thei beha%io than the othesG
T*le-13 le-13##
So So ,*, ,*, ,e ,e ,de ,de", ", o )*/,!+ )*/,!+!)* !)*,e ,e !" + + *+,!0! *+,!0!,!e ,!e */e */e (o/e (o/e +o"!de",.
Re)o"de", T*le-13
Ye
A?e
No
A?e
30
100L
0
0L
30
100% 100% 80% 60%
F!?/e-13 40% 20% 0% 0% Yes
No
A"*l2!
he abo%e table shows that 100L o" students who aticiate in co cuicula acti%ities ae moe con"ident in thei beha%io than the othe students.
3,
3.
2o &ou agee that the students students who tae at in co cuicula cuicula acti%ities acti%ities ha%e the otential o" social adustmentG
T*lele-14 14##
T*le-14
So ,*, So ,*, ,e ,e ,d ,de" e", , o o ,*e ,*e )*/ )*/,, !" +o +// +//!+ !+l l*/ */ *+, *+,!0 !0!, !,!e !e *0e ,e )o,e",!*l o o+!*l *d,(e",
Re)o"de",
Ye
A?e
No
A?e
30
30
100L
0
0L
100% 100% 80% 60%
F!?/e-14 40% 20% 0% 0% Yes
No
A"*l2!
he table shows that students who tae at in co cuicula acti%ities ha%e the otential o" social adustment. he table shows that co cuicula acti%ities ha%e geat imact on the students.
33
CHAPTER-& FINDIN8S: CONCLUSION ; RECOMMENDATIONS &.1
FINDIN8S
.1.1 .1.1 It is obse%e obse%ed d that $ni%esit $ni%esit& & 'ublic 'ublic School School o%ide o%idess co cuic cuicula ula acti%ities to thei students. .1., It is disco%eed disco%eed that 9FL students students willingl& aticiat aticiatee in co cuicula cuicula acti%ities.
&.$
CONCLUSION
;ased on the inteetation o" data the "ollowing conclusions ae dawn. .,.1 It his e%eled that most o" the schools ha%e the "acilities o" co cuicula acti%ities and the schools o%ide thei students with ootunities to aticiate in them. .,., *ost o" the students students willingl& aticia aticiate te in co cuicula cuicula acti%ities acti%ities and thei aents also encouage them to tae at in such acti%ities. .,.3 .,.3 It has "ound "ound that co cuicul cuicula a acti%itie acti%itiess do not a""ect a""ect thei thei academ academic ic e"omance and while engaged in such acti%ities the& also a& "ull attention to thei studies. .,.4 .,.4 It has also disco%e disco%eed ed that these these acti%it acti%ities ies moti%ate moti%ate students students towad towadss studies and also de%elo stud& habit in them. .,. It has "ound that that most o" the students students lie h&sica h&sicall eecises eecises moe than than mental eecise.
34
.,.A *ost o" the students students also ageed ageed that b& aticiating aticiating in such such acti%ities acti%ities the& ha%e a ositi%e e""ect on thei esonalities. .,.F o-cuicula acti%ities also build con"idence con"idence in them. .,.8 o-cuicula acti%ities also also de%eloed social sills in students. .,.9 he students students who aticiate in mental mental acti%ities e"om e"om bette than than those who ae in%ol%ed in h&sical co cuicula acti%ities. .,. .,.10 10 It is "ound "ound that that alth althoug ough h the stude students nts ae ae enga engaged ged in co cui cuicu cula la acti%ities still most o" them gi%e oe attention and time to thei studies. .,.1 .,.11 1 It has been conclu concluded ded that o%eal o%ealll e""e e""ect ct o" co cuic cuicula ula acti%it acti%ities ies is ositi%e. .,.1, It has been "ound that most o" the schools ha%e secial secial teaches "o co cuicula acti%ities. .,.13 It is also disco%eed that that most o" the schools ha%e oe eiod "o co cuicula acti%ities.
&.3
RECOMMENDATIONS
.3.1 .3.1 It is ecomm ecommende ended d that that all the students students should o%ide o%ide co cuic cuicula ula acti%ities to thei students. .3., .3., aine ained d teache teaches s who should should ha%e ha%e comlet comletee nowled nowledge ge about about such such acti%ities should ca& out these acti%ities. .3.3 .3.3 ll the student studentss should should be gi%en gi%en eual eual ootunit ootunities ies to atic aticiat iatee in such acti%ities.
3
.3. .3.4 4 he he schoo schooll shou should ld also also o%i o%ide de all all the the "aci "acilit litie iess ega egad ding ing such such acti%ities. .3. hese acti%itie acti%itiess should be o%ided o%ided to the students accoding accoding to thei inteests and attitudes. .3.A he students should be encouaged to aticiate in such acti%ities as the conclu conclusion sion has shown shown that that the student studentss taing taing at at in co-cu co-cuic icula ula acti%ities become social. .3.F .3.F ll the acti%itie acti%itiess should should be gi%en gi%en due imotan imotance ce i.e both in%ol%in in%ol%ing g h&sical eecise lie di""eent t&es o" games and sots and mental eecise lie debates and ui! cometitions should be thee in the list o" co-cuicula acti%ities o" e%e& school. .3.8 Students should be ewaded ewaded "o thei e"omance e"omance in ode to encouage them. .3.9 ll the acti%ities should be ogani!ed in accodance with the image and egulations o" the school. .3.10 udio-%isual ecod o" such acti%ities should be et in school. .3.11 .3.11 he sue%isos sue%isos o" these acti%ities should be selected accoding accoding to thei abilities. .3.1, ll the acti%ities should be aanged with oe lanning. .3.13 ll the cometitions cometitions should be conducted conducted in eace"ul eace"ul en%ionment. en%ionment.
3A
BIBLIO8RAPHY 1.
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,.
ati ation onal al /du /duca cati tion on om ommi miss ssio ion n 7eo 7eot t (19 (199) 9).. *ini *inist st& & o" /du /duca cati tion on o%e o%en nme ment nt o" 'ais 'aista tan. n. he he *ana *anage ge o" 'ubli 'ublica cati tion on 'es 'esss 6aachi o%enment o" 'aistan.
3.
ational
/ducation
'olic&
and
Imlemented
'ogam
(19F8).
o%enment o" 'aistan *inist& o" /ducation Islamabad. 4.
Shah Shahid id S.*. S.*. (,00 (,00,) ,) /duc /ducat atio iona nall dmi dmini nist sta ati tion on >E edit editio ion n M. 'i 'int nte ess
.
7ehma hman *ehmo hmooda oda (199 1994) eachin hing o" Science and *athematics Institute o" /ducation and 7eseach $ni%esit& o" 'eshawa.
A.
*ohi *ohi-u -udd-di din n Sulta Sultan n (19A3 (19A3)) Schoo Schooll :gan :gani! i!at atio ion n and *an *anag agem emen entt Ce Cest 'a 'ublishes o-<2 o-<2
F.
'ing ingle le 7.C 7.C (198 (198) )++ he he 's&c 's&cholo holog& g& o" High High Sch Schoo ooll 2isci 2iscil lin inee 2. Health and o-
8.
6hal 6halid id an%ee n%ee (199 (1998) 8) /duc /ducat ation ion 'int 'inted ed ;& S.* S.* 'i 'int nte ess 6a 6aac achi hi..
9.
e& & '. '.C ((19 1980) 80) Sue Sue%is %ising ing /t /taa u uic icula ula ct cti%i i%itie ties. s. *c *c aw aw Hill Hill boo o.I.
3F
=UESTIONNAIRE oic+ Imact o" co-cuicula acti%ities o" male students at seconda& le%el in $ni%esit& 'ublic School# 'eshawa. ame o" School+
eache ame+
Buali"ication o" o" e eache+
ene enea all N 'o" 'o"es essio sional nal /e /ei ien ence ce++
Subect+
PHYSICAL FACILITIES
I.
2o &ou school o%ide oe "acilitiesG
,. 2o the the sch school ool o oe el& l& cele celeb bate ate co cu cuic icula ula acti% acti%iti ities es da&G da&G
?eso ?eso so
cademic chie%ements 3.
2o &ou school o%ide di""eent t&es o" acti%itiesG
?eso
4.
2o student studentss willingl willingl& & atici aticiat atee in co cuic cuicula ula acti%it acti%ities iesGG
?eso so
.
2oes maimum numbe o" students o" &ou school aticiate in co cuicula acti%itiesG
A.
2o &ou &ou thi thin n that that most mostl& l& acad academ emic ical alll& hig highh-le le% %el students ae moe aticiating than lowe le%elG
F.
?eso
2o the the co co cu cui icu cula la act acti% i%it itie iess ha% ha%ee som somee e" e""ect ect on on the the academic e"omance o" the studentsG
8.
?eso ?eso
?eso
2o the co cuicula acti%ities ha%e ositi%e e""ects on studentEs h&sical and mental gowthG
?eso
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9.
e &ou agee that co cuicula acti%ities be a%oided in schoolG
10.
2o the subect teaches (science) encouage aticiation o" students in co cuicula acti%itiesG
11.
?eso
?eso
2o the students aticiating in co cuicula acti%ities ae outstanding in studiesG
?eso
SOCIAL IMPACT
1,.
2o &ou thin that these acti%ities hel the studentsG
13.
2o &ou thin that the students who aticiate in such
?eso
acti%ities ae moe con"ident in thei beha%io than the othesG?eso 14.
1.
2o &ou agee that the students who tae at in taing co cuic cuicula ula acti% acti%itie itiess ha%e the otenti otential al o" social social adustme adustmentG ntG
?eso so
I" o# Ch&G ?ou comments.
?eso
39
