Book With Chapters

List of tables:
List of co curricular activities:
S.No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Type of co curricular activity

Poems
Rhymes
Drawing
Dance
Narrative
Role play
Word game
Play let
Quiz
Puzzle
Riddles
Proverbs
Slogans
Mind mapping
Pictures
Origami
Wall magazine
Calligraphy
Mime action
puppetry
Day wise planned activities for carrying in the investigation.

DAY 1
DAY - 2
DAY - 3
DAY - 4
DAY - 5
DAY - 6
DAY - 7
DAY - 8
DAY - 9
DAY - 10
DAY - 11
DAY - 12
DAY - 13
DAY - 14
DAY - 15
DAY - 16
Listening and speaking,

Reading and writing
Vocabulary,
grammar,
Creative expression.
Listening and speaking
Reading
Writing
Vocabulary
Reading and writing
Vocabulary
Grammar ,
creative expression
Reading
Writing
Vocabulary
Grammar
Creative expression
Reading and writing
Vocabulary
Grammar
Creative expression
Reading and writing
Reading and writing
Vocabulary
Grammar
Creative expression
Reading and writing
Vocabulary
Grammar
Creative expression
Rhyme
Rhyme
Role play
Picture of stories
Game with game story strips
Word game
Riddles
Riddles and slogans
Origami
Narrate a story
Hand puppets
Story
Puzzle
Flash cards game
Poster making
Dance
Poem
Poem
Quiz
Drawing
Pictures of story
Proverbs
Poem and dance
Riddles
Matching game
Drawing
Role play
Story
Word game
Poem
Poem
Play let
DAY - 17
DAY - 18
DAY - 19
DAY - 20
DAY - 21
DAY - 22
DAY - 23
DAY - 24
DAY - 25
Reading and writing

Vocabulary
Grammar
Creative expression
Reading and writing
Vocabulary
Grammar
Creative expression
Reading
Writing
Vocabulary
Grammar
Creative expression
Reading
Writing
Vocabulary
Grammar
Creative expression
Reading
Vocabulary
Grammar
Creative expression
Sample Question paper analysis table:
Matching game
Matching game
Poem
Poem
Recitation of poem
Mind map
Mind map
Puppetry
Pictures
Pictures
Mind map
Puzzle
Pictures
Mime action
Wall magazine activity
Pictures
Story
Mind map
Mind map
Drawing
Puppet show
Game
Game
Poem
S. No
Skill
Listening and
speaking
Writing
Vocabulary
Grammar
Creative expression
Marks
allotted
No of questions
given
Co curricular
activity
Narrative
2.50*4
2(2)
3(2)
Riddles
Proverbs
2*1
2*1
1(8)
Story
8*0.5
2 (8)
1(4)
2(4)
3(4)
1(4)
2(4)
3(4)
1(2)
2(6)
Bio data
Word game
Puzzle
Drawing
Pictures
Objects
Poem
Poem
Picture
8*0.5
4*0.5
4*0.5
4*1
4*0.5
4*0.5
4*1
2*1
6*1
question
wise
Total
marks
10
8
8
CHAPTER-1
INTRODUCTION
1.1 CONCEPTUAL UNDERPINNING:The function of education is to bring change in child behavior and personality in a
more desirable form. Development of childs body and mind demand proper nurturing of its physical
and intellectual qualities as few of the major determinants of his personality. Therefore modern
approaches of education emphasize an all-around development of the child. The process of education is
not something static or onetime measure rather continuous and lifelong endeavor that can be divided in
two parts, curricular activities and co-curricular activities. There are also recognized as a source of
enrichment and vitalization of the school curriculum mainly through the cultivation of hobbies, interests
etc. These activities are no longer looked upon as extras but as an integral part of the school program.
The direction between curricular and extracurricular is gradually disappearing in modern education
practice and the coordination and integration of all the experiences of the pupils intellectual, social,
moral ,emotional and physical abilities has become the object of the persistent efforts of the school. Cocurricular activities has the name of implies are those not directly related with the prescribed curriculum
and include; sports, athletics, scooting , cubing, various hobbies excursions, literary societies, dramatics,
debates etc to bring social and physical adjustment in the child. The basic idea behind such activities in
educational institutions is to build up of the student character and personality as well as training of their
mind that may help in facilitating academic achievements of the child and language development.
However, over the years it was noticed that most of the private school were paying overemphasis to
academic activities for the sake of achieving better percentage of the pass candidates and winning
awards and ranks than in organizing suitable activities to improve the personality and the talents of the
students. This shift in mid set has led to a new approach giving special attention to the studies and
ignoring co-curricular activities all together. Whereas it is believed that unless balancing both the
curricular and co-curricular activities is done the very purpose of education would be left unrealized.
There are around six thousand languages in the world and about one sixth of them
are from India. Among the languages of the world English has become the global language has it is the
most widely spoken language. English thus become a symbol of political power. It became the language
of the legal system higher education, pan regional administrative new work, science and technology,
trade and commerce. More over this language had at its credit social prestige and power. English has
become gradually a major tool for acquiring knowledge in the sciences and humanities. It has come to
represent modernization and development and has link language. It has acquired international as well as
international rolls over the years. As a global language the importance of English in the outer circle is
increasing day by day. The policy makers thought that English would be like a window to world.
English was retained in India in order to reap of it in the international context. So the pupils should learn
English effectively from the basic education.
In the context of globalization it would be difficult to overestimate the importance
of English. The increased importance of English in international, commercial and socio-political spheres
has
consequently increased
employment
opportunities
in
many
computers
intensive
and
communications related industries. Secondly, opportunities of advancement in academic and

administrative sections for people who know English have considerably increased. Also , English has
become the means of empowerment for the various communities in India which were till now
marginalized, exploited and left on the peripheries of development.
The classroom is one of the most neglected sites in the existing, discourse in English
language. English is treated more as content subject and is the only method of teaching English, as it
often is the easiest way of finishing the syllabus. Memorizing answers dictated by the teacher in the
class are following old methods of teaching. Thus, there is hardly any awareness of the fact that learning
a language is learning how to do things with the language. Language is not a system of unchanging rigid
rules; it is live medium of communication. Therefore learning a language is internalizing the process of
communication of negotiating meanings through sustained interpersonal interactions of developing
skills for performing various functions /roles and carrying out various tasks in different situations. Sadly,
this is ignored and the student who pass examination with good marks but who are unable to cope with
the challenges of operating in real situations in the world outside where a proficient use of English is
required. So that it is most important to enhance the English language skills of the students from the
primary level. Children should know that English is introduced not for the sake of examination but for
their future challenges.
Co-curricular activities are now considered to be the intrinsic part of the educated
endeavor in a school. Till lately these were called extra-curricular activities. But now these have been
recognized a part of the regular curriculum for the complete education of the child had hence these are
now considered complementary to each other both deserving equal weight and emphasis in the total
program of the school. So students need to develop their language skills through different literary cocurricular activities. The teachers should also plan different learning activities and situations for the
enrichment of the English language with the wonderful tools of literary and other co-curricular
activities. Thus co-curricular activities bring great influence in the process of language learning to
enhance various skills in English.
1.2 BACK GROUND OF THE STUDY:

Good educators now that the real world is evermore interconnected and
interdependent. We all share in facing such planetary challenges as climate change, health epidemics,
global poverty, global economic recessions and trade imbalances, assaults on human rights, terrorism,
political instability and international conflicts. There are some opportunities for global collaboration in
such areas as scientific and artistic creations, trade and international cooperation. These challenges and
opportunities define the contours of lives, even in their most local dimensions at inspire of growing
awareness of the importance of developing global skills, few students around the world have the
opportunity today to become globally competent. Also English has become the means of empowerment
for the various communities in India which were till now marginalized, exploited and left on the
peripheries of development.
1.3 NEED AND IMPORTANCE OF THE STUDY:

Attitudes towards language learning especially English language skills are extremely
complex in this study most probably because of different education systems. There are large number of
students who do not speak English, whether in class activities or outside the class room, either because
they are afraid that they will commit mistakes and would be found out or they fell that speaking English
is snobbish or they may not get a response in English form fellow students who are free occupied by
such notions and thoughts (Rahman 2005). The end result is that students are mostly too shy to speak
English. Curtin (1979) suggests that, Languages are the cultures and environment in which they have
developed and cannot be treated in isolation (curtin 1979-281). He believes that language acquisition
requires students to adopt themselves to the native environment (of the second language) whether they
are learning it in a country in which it is spoken or not.
A number of researches (prabhu 1987, krashen 1985, elly and mangubhai 1983) have
stressed that language is acquired when attention is focused not on language form but on the meaning of
messages. The role of meaningful language exposure are input for the mind to work on is
acknowledged by all cognitive theories of learning and language learning (as opposed to behaviorists
theories of learning as habit formation). The burden of language (as of all education) is the burden of
incomprehension. This happens when language is taught for its own sake as a set of forms or rules, and
not introduced as the carrier of coherent textual meaning; it becomes another subject to be passed. The
question is how the learner can receive meaningful language input that is appropriate to her of his age of
English learning situations in India. Such input must be provided at least in the classroom, but also be
made available to learners at their own initiative in a variety of ways. The co-curricular activities such as
debates, language clubs, green core activities and literary activities like narration of a story, recitation of
poems, songs and dance, puzzles, word games, wall magazines, riddles, drawing pictures, dramatics role
plays etc. can enrich the students learning capacity in English language.
Co-curricular activities seem to complement the academic curriculum through live
experience activities as well as instilling talents in order to enhance self-development in English
language. Co-curricular activities planned and implemented by students are able to cultivate English
language skills, listening and speaking, reading, conventional writing, vocabulary, grammar, creative
expression. 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 quality such as perseverance, dedication,
courageous and commitment in order to master in English and be successful in life. 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 student to the real world, work culture and
genuine challenges. These experiences will help to build positive personality and enrich language skills
at the same time. All the literary Co-curricular activities are organized with specific purpose which vary
according to the nature and form such activity.
The importance of co-curricular activities has been realized since a long time. Cocurricular activities were to be an integral part of the school life. The activities sponsored are recognized
by a school were not a part of the academic curriculum, but were acknowledged to be an essential part
of life of an educational institution which includes sports, school bands, student news paper, green core
activities, literary co-curricular activities such as wall magazine, language labs dramatic clubs debates
9
and language clubs were good for the teacher student relations performed better in studies. Teachers get
more time to understand their students. They get to know different sides of their students other than
studies. Teachers get advantages from them as they could help other with their ideas and presence
(Cowley, 2005, Ahmad,2006).
Clark (2007) stated that teaching process through games was effective has compared to the alternative
ways to teach. Language games were used to practice the knowledge and skills. A further factor which
effects personality development of a child is the quality of teachers available and the ability of a teacher
to dispense education. This can be gauged by evaluating performance of students.
THE LEARNER:
In simple terms for a school student to change an attitude there has to be some
advantages for the students. This advantage may not be clearly seen by the student; it may be almost
sub-conscious. However , if attitudes exist to enable individual to make sense of their work, their
relationship and themselves, then they has to be some gain one or more of these for an attitude to
change. Thus the newly internalized attitude position after a better understanding or perspective in some
way (sherife and sherife 1997),
If the learning of English is presented to students in way which is to teachers entered
and less activity based, also not emphasizing its importance in the students future in an effective way.
This is unlikely improve students internalization for English learning till it is too late. Childrens
voices and experiences do not find expression in the classroom. Often the only voice heard is that of the
teacher. When children speak, they are usually only answering the teacher questions is repeating the
teacher words. They rarely do things, nor do they have opportunities to take initiative. The curriculum
must enable children to find their voices, nurture their curiosity to do things, to ask questions and to
pursue investigations, sharing and integrating their experiences with school knowledge by involving in
co-curricular activities rather than their ability to reproduce textual knowledge.
Children will learn only in atmosphere where they feel they are valued. Children need
to feel that each one of them, their homes, communities, languages and cultures, are valuable as
resources for experience to be analyze and enquired into at school that their diverse capabilities are
accepted, that all of them have the ability and the right to learn and regards them as capable of the best.
10
THE TEACHER:
The first important thing of an aspect of a teachers sense of identity is expert
knowledge. Beijaardetal (2000) investigated this on a sample of secondary school teachers in the
Netherlands. They looked at subject matter expertise, didactical expertise and pedagogical expertise; the
teacher and how the learners understand. They found that most of the teachers saw themselves in terms
of a combination of these identities although it was interesting observation that many perceived a
transition from subject expertise towards learning expertise as their career development.
Although this speaks of concepts and skills, it could apply to attitudes. The teachers
influence is powerful. The manner in which the subject is taught, in which the curriculum is presented,
and in which the classroom activity are conducted is the result of the knowledge, world views, beliefs,
life goals, life style, needs, skills, and attitudes that the teacher brings to the classroom. Thus, the
personality of the teacher his or her competence in the subject, the methods used in the classroom, the
ability to motivate and to encourage pupils will influence pupils attitude towards the subject
(skryabins.2000) this emphasis not only teachers refresher courses for the teaching of English but also
throws light on building teachers confidence and ability for their students attitude development towards
English language.
Furthermore, good teachers wish to open and invigorate the minds of the children they
teach. They encourage their children to observe and reflect on their experiences. Teachers must also
understand their new roles, use new approaches and have new attitudes. Indeed the teacher is a new
factor in the classroom, and a vital part of childrens learning. Only a teacher with a positive attitude
towards his / her subject can create a good learning atmosphere in the lesson, be enthusiastic, motivated,
stimulating and incorporating for pupils. Teacher must not merely important knowledge. Thus, (Board
2001) points out that the role of the teacher is to promote and develop autonomous learning in the
classroom by facilitating , helping, counseling, co-coordinating, proposing ideas, guiding and bordering
communication.
However, it goes further than that. The personal qualities of individual teachers are
vital. Loveless (1995) observes that the teachers beliefs and values about the nature of the education
and schooling affect home life in the classroom is organized and managed and the background
11
experience of an attitude to new technology will also affect the role it play in the classroom (Loveless
1995;149).
There is no doubt that teacher is absolutely critical in the formation of positive
attitudes towards learning, towards the subject being learned and frequently towards aspects of the
themes being studied. This has important implications. If it is important, for example, to encourage the
development of more positive attitudes towards a subject (like English); then it is of little value trying to
influence the learner form attitude the school situation. It is much more eruptive seek to work with the
teachers, as provide them with support materials, activities and encouragements. They have day to day
contact with the learners and are in the most powerful position to enable attitude development to take
place.
1.4 STATEMENT OF THE PROBLEM:Impact of Co-curricular activities on the enrichment of skills in

English language at secondary level in Parawada Mandal ---- A Study.
1.5 OPERATIONAL DEFINITION OF THE TERMS
Co-curricular activities
English language skills
Secondary level
CO-CURRICULAR ACTIVITIES:Introduction:
Co-curricular activities are an integral part of curriculum which provides educational
activities to the students and thereby help in broadening their experiences. Co-curricular activities can
be defined as the activities that enhance and enrich the regular curriculum during the normal school
hours. All co-curricular activities are organized with specific purpose which varies according to the
nature and form of such activities.
12
Importance:
1. These activities are designed to meet the needs of the students and cover a broad/wide range of their
abilities and talents.
2. Such activities stimulate the interests in the students and provide equal opportunities to all the
students to participate
3. These activities enhance the learning experience of the students and help in
Recognizing and developing their inner skills such as leadership qualities, creative or innovative skills
etc.
4. Co-curricular and extracurricular activities give the students a chance to think out of their box and
get creative ideas of their own with the help of a guide/facilitator.
5. These activities help the students in developing richer learning experiences by giving them a chance
to think in new ways to solve a problem or answer a question.
6. Students need to take time outs to do more than just studying. Co-curricular and Extra-curricular
activities give them a chance to relax, refresh and mingle easily with others.
7. In short, these activities prepare the students practically for their future.
8. The normal curriculum teaches and educates the student about academic theories while co- curricular
activities and extra-curricular activities help the student to apply what he/ she has learned to practice in
their practical life.
9. These activities help in developing the grasping power of the students and provide an Opportunity to
the students to work in teams and thus develop team spirit in them.
10. Most of the Co-curricular and Extra co-curricular activities are to keep the students physically active
and get them out their desks to try out new things in practical way.
The following activities can be undertaken by each house:

(i) Games and Sports.Hockey, Football, Badminton, Volleyball, Wrestling, Table- Tennis,
Badminton etc.
(ii) Athletics.100m, 200m, 400m, 4100m, Relay, 800m, 1500m, Cross Country, Long Jump,
Pole Wart, Hop-step and Jump, Tripple-Jump etc.
13
Co-Curricular Activities:
(i) Literary Activities: Debate and Declamation contest, Poem Recitation, Essay writing,
Story-writing, Drama/one Act Play, Quiz Competition, mock parliament etc.
(ii) Aesthetic activities: Music and Dancing, Fancy Dress, Group Songs, Music Vocal Solo,
Instrumental Music, Folk Songs, Folk Dance etc.
(iii) Community Activities: Mass Prayer, Scouting and Guiding, N.S.S, N.C.C., Trips,
Excursions etc.
(iv) Tutorial Groups: Tutorial groups are to be formed in each house of the school with a
teacher-in-charge of each tutorial group with specific number of students in each group. For counseling
of girls the teacher in charge of the tutorial group should be lady teacher as far as possible. In charge of
tutorial group is to guide and counsel the students of a tutorial group especially in following aspects:
(i)
Personal Hygiene
(ii)
Motivation
(iii)
Academic, Psychological and Socio-Economic needs
(iv)
Problems relating to adolescence (counseling of girls is to be done by a female teacher).
(v)
Development of soft skills
(vi)
Choice of a career and vocational guidance
All tutorial groups are to function cohesively in a house for its functioning.
Formation of various Clubs:

To encourage/create general awareness, an inquiring mind and team spirit among the students. Various
clubs have been formed in which the students and teachers participate actively.
Eco Club:
Eco Club plays an important role in creating environmental awareness and action based
program for the improvement of environment amongst the students.
Objectives of the Eco Club:

14
1. To make students understand environment and environmental problems.

2. To provide environmental education opportunities for school students.
3. To utilize the unique position of school students as conduits for awareness of the society at large.
4. To facilitate students participation in decision making in areas related to environment and
development.
5. To bring students into direct contact with the environmental problems facing the society they live in
and make them think of solutions.
6. To involve children in action based program related activities in their surroundings.
Role of Teacher-in-Charge of Eco Club:

The Teacher-in-Charge of Eco club plays a key role in the implementation of the scheme.
He/She should encourage more and more students to join the club. He/ She should take imaginative
steps to implement the activities suggested in the scheme which are relevant to that region. Main
functions of In-charge Teachers are:
(i) To assemble the Eco Club members every week for one hour at least and take up some activity.
(ii) To encourage the students to suggest activities for the following weeks and make a list of it. Make
necessary preparations for their execution in consultation with the Headmaster/Principal.
(iii) Send monthly activity report to the District committee.
(iv) Co-ordinate with the District Committee for taking up District Level Common Programs.
The following activities will be undertaken by this club:

1. 1st April will be celebrated as Sanitation Day and this day will be a working day in
all educational institutions.
2. World Environment Day (5th June) may be celebrated every year and activities for protection of
environment may be one of the regular features in future.
3. Van Mahotsava may be celebrated every year and each student and teacher will ensure to plant
atleast one tree on this day so that Each One, Plant One, Every Year activity should be encouraged.
4. Ensure that the campus of the institution is polythene free and class rooms are neat
and clean.
15
5. Flower beds may be prepared in the school campus for beautification.

6. Spitting here and there may be restricted in the campus and students should well aware in this regard.
7. Students may acquaint themselves with healthy eco friendly environment.
8. Garbage is not littered in the rooms /Campus and its proper disposal be ensured.
9. Keeping in view the good hygienic conditions, the toilets to be provided to the
students /Staff should be neat and clean.
Decisions of the Government regarding Zero Tolerance Strategy for Plastic/
Polythene waste management and other related matters may be brought to the notice of students and
Head of institutions will ensure the implementation of policy decision of the Govt. So that the campus
and its surroundings remain plastic/Polythene free.
Plastic/ Polythene collected, if any, be deposited with the Authorities concerned. On these particular
days, the voluntaries of Bharat Scouts and Guides, National Cadet Corps, National Service Scheme, Red
Cross, Eco Club should be in their formal dress and also ensure the campaign launched is made
successful.
The following activities may be carried out at least once in a month:

1. Address by principal/staff and selected students on the day, during morning assembly about protection
of environment.
2. Organizing Poster Competition/Quiz Competition/Cartoon Competition/Nukkad Nataks.
3. Organizing debates on the theme of protection of environment.
4. Rally for awareness of public about protection of environment.
5. Collection of waste plastic from institutional premises and surrounding area.
6. Disposal of waste plastic with the concerned authorities.
Cultural Club:
Centre for Cultural Resources and Training, New Delhi has initiated a scheme under
which Cultural Clubs are opened in different schools. The promotion and dissemination of information
on Indias cultural heritage has been the prime concern of this Centre (CCRT). With this objective in
mind, the CCRT has undertaken the task of setting up CULTURAL CLUBS IN SCHOOLS.
Through the Cultural Clubs, the CCRT aim at:
16
(i) Motivating schools children to acquire knowledge about Indias rich cultural heritage.
(ii) Sensitizing them towards appreciation of Indian Arts and,
(iii) Developing a sense of respect towards continuity of traditions.
(iv) Empowering children to undertaken action-projects to conserve and preserve cultural
and become custodians of our heritage.
WHAT ARE CO-CURRICULAR ACTIVITIES?

Co-curricular activities are now considered to be the intrinsic part of the educational
endeavor in a school. Till lately these were called as extracurricular activities but now these have been
recognized a part of regular curriculum for the complete education of the child had hence these are now
co-curricular activities are now considered complementary to each other, both deserving equal weight
and emphasis in the total program of the school. Every institution prescribes a variety of activities which
are normally known as curricular, co-curricular and extracurricular activities. Activities such as self
study, creative thinking, observation, experimentation, works experience, projects etc. are curricular
activities. Academic discussions debate participation in symposium, panel discussion and seminars etc.
are co-curricular activities, while field trips, sports meet, celebrations of birthdays of national leaders
and of national festivals etc. are extracurricular activities. And such activities are known as co-curricular
and extracurricular. They are indeed on integral part of curriculum in fact the teacher employees these as
methods to teach the various subjects curriculum.
Co-curricular program a fundamental part of curriculum:

The classroom is generally considered to be the backbone of the educational process. Educators
however are aware that things learned outside the classrooms frequently are more perm ant and exert for
greater influence on the students attitudes work habits and values than to the more traditional classroom
learning. This result pertly from the fact that out of class activities as a mean of satisfying some of his
personal interest which he finds absent in the typical classroom activity.
Self-satisfaction and enjoyment are not ends in themselves. It is not for these purposes alone that a
college or a school organizes a co-curricular program. The purpose of the program is to assist the
students in finding satisfaction through activities that by themselves are helpful in developing them into
more useful individuals and members of society. When the co-curricular program is well directed
17
through understanding leadership much supplementary learning takes place. Thus the co-curricular
program becomes a fundamental part of a total educational program.
Objectives Of Co-Curricular Activities:

In the process of any new development in which large numbers of personalities are
involved. It is only natural that these will be difference in opinion regarding the best procedure to follow
to attain a given objective. An organization designed to cater to the social, literary, cultural and aesthetic
needs of students will be now exception. There are certain objectivities. However upon which it may be
anticipated that there will be unanimity of opinion. A particular list includes
1. Development of leadership potential.
2. Promotion of social activities.
3. Promotion of cultural activities.
4. Promotion of literary activities.
5. Promotion of athletic activities.
6. Development of a better understanding of the problems, beliefs, habits and characteristics to follow
students and thereby to overcome individual prejudices.
7. Generation of a sense of responsibilities to self and society and to impress upon the student the fact
that he has obligations in a democracy has well as rights.
8. Development of the personality of the student to make him a better citizens.
9. Involvement of all students and as many faculty member as possible.
Aims Of Co-Curricular Activities

Co-curricular activities are aimed at a strong demand of the democratic society that
the youth should have a laboratory for social; experiences. Where they can bring into use the democratic
principles they learn in the classrooms. Thus in group program in the school and in activities which
bring together the teachers and the tough emphasis should be bid on practical which would promote
democratic experience among the children.
In addition democratic experiences are:
1. To rise the tone of the entire educational program and the general character of the school.
18
2. To provide valuable experience to the students in self government, so that they may develop into
citizens in later life.
3. To develop the feeling of co-operation and co-existence among children, who come from different
environments and different communities and to make them feel like one entity so that a sense of national
integration may grow.
4. To develop a close relationship between the community and school and to encourage the community
to take greater interest in the school.
5. To contribute towards the all-around development of childrens personality.
6. To train the children for the utilization of their leisure time.
Criteria for the selection co-curricular activities

The following points shall be kept in view while selecting the co-curricular activities for the language
development.
1. The activities that are selected should be related to the real problems confronted by the students in
their language acquisition.
2. The activities should be interesting to the individual students as well as the group as whole towards
English language.
3. The activities should develop English language skills among the students to selection an evaluation.
4. The activities should be within the ability range of students.
5. These activities must be cultivated the joy of English language learning.
6. The activities must arrange creative interest and talent of the students.
The pupils must be left free to choose the activities of language learning.
Advantages of co-curricular activities in language learning

Co-curricular activities for English language learning are useful to the student. They help in curriculum
improvement in English and are significant factors in promoting school and community relations.
19
These activities educate for the citizenship through experiences and insights that stress leadership,
fellowship, co-operation and independent action.
These activities develop school spirit and moral.
These activities strengthen the mental and physical health of the students.
These activities provide for a well-rounded social development of students.
These activities opportunities for students to exercise their creative capacities more fully for the
enhancement of English language skills.
These activities help in exploring new learning experience which may ultimately be incorporated into
the curriculum of English.
These activities motivate classroom instruction towards English language skills.
These activities provide opportunities for the secondary school children in the worthwhile utilization
of their spare time.
These activities enable the teachers to understand the pupils better.
These activities promote better school and community relations among the children.
Limitations and defects in the implementation of co-curricular

activities for English language:In the process of implementation the school activities a large number of defects and difficulties are
experienced which tell upon the good effects and purpose of the program. They may be mentioned as
follows.
1. Lack of facilities suitable material appropriate equipment and trained personnel and sufficient
furniture.
2. Lack of pupils participation.
3. Defective scheduling or no scheduling.
4. Over emphasis on academic work.
5. Over emphasis on activities.
Unless these difficulties are taken care of adequate pre-planning balancing both the curricular and cocurricular and proper distribution of the workload the very purpose of activities cannot be and the
objectives will be left unrealized.
20
Even though the co-curricular activities have difficulties to implement, they have much importance in
schools. There are so many co-curricular activities. Some of the important literary activities are listed
below.
Types of literary co-curricular activities

1. Rhymes recitation.
2. Role play.
3. Drawing pictures.
4. Narrative.
5. Songs.
6. Play let.
7. Word games.
8. Poems recitation.
9. Quiz.
10. Puzzle.
11. Slogans.
12. Mind mapping.
13. Pictures.
14. Origami.
15. Calligraphy.
16. Wall magazines.
17. Mime action.
18. English clubs.
19. English lab.
20. Green core activities.
21. Riddles.
22. Puppetry.
23. Story writing.
24. Dance and choreography.
25. Diaries.
21
English language skills:

Children who go through English language should be able to develop the following English language
skills.
Listening and speaking skills:- listening is process of decoding the oral expressions
and making meaning out of it. It is a receptive skill. Pupils listen to something because they have a
desire to do and to some purpose to achieve. There are two types of listening one is causal listening and
focused listening. Listening in English is attending to and interpreting oral English. Listening necessary
to develop the speaking skill. Listening prepares the students to understand the language spoken
naturally at a normal pace. In the classroom, students do listen in order to repeat and to understand. In
listening to repeat, students imitate and memorize linguistic items such as words, idioms and sentence
patterns. In listening to understand student may involved in the question-oriented response model,
In the words of Brooks, it is observed that spoken form is an important aspect of language.
Communication is to way process which involves speaker and listener. Speaking is an integral part of
communication. Speaking leads to reading and writing. Oral communication is spontaneous and more
effective. The ability to speak English means the ability to communicate orally, convey the message
correctly and use appropriate vocabulary in different context.
Reading skills:- Reading is about understanding written texts. It is a complex activity that
involves several stages and processes that act simultaneously to achieve comprehension. Comprehension
is the process of making sense of words, sentences and connected text. Reading is for getting meaning.
It is for understanding a given text. It develops our knowledge of the language. Learning to read well in
one language also helps us to read well in other languages. There are two models of reading process, one
is the bottom up model and other is top down model. A reading strategy is an activity used to help
reading comprehension. They are specific action, behavior, steps, techniques used by students to
enhance their own learning.
There are some skills involved in reading.
22
1. Relating graphic symbols with sounds and words,

2. Understanding relationship between parts of information in a sentence or text,
3. Inferring meanings of words from their roots and affixes.
4. Guessing meanings of words from context.
5. Understanding relationship such as cause and effect, fact and opinion, generalization and
example, illustration and contrast.
6. Predicting.
7. Identifying the main idea and supporting details.
8. Understanding figurative language.
9. Understanding inferences.
10. Skimming and scanning.
11. Reading critically.
12. Varying reading strategies according to the type of text and the purpose of reading.
Writing skills
Writing is expressing oneself freely by following accepted written symbols. Writing is the expression
of ideas. Writing is difficult because the child has to know the written form of the language. The most
important features of writing are writing clearly, knowing how to organize information and ideas
logically. The clear writing is direct, straight forward expression, precise, accurate expression. The
clarity of writing is most important because it shows respect for the reader. It increases the credibility of
the document, and encourages honesty. Legible and fast hand writing is an asset to the student. Hand
writing is part of education. The good hand writing characteristics are neatness, legibility, size, shape,
space, speed, beauty.
Writing is skill which has developed in civilized society to pass on knowledge or message to the next
generation. Writing is certainly for others. There is need for developing this skill among all the students.
There are some sub skills of writing. They are sequencing, organizing, clarity, coherence, cohesion
(using appropriate functions of language), grammatical correctness, correct form of writing, knowing
the readers expectations, being a critical reader to ones own writing. Kinds of writing are the narrative,
descriptive, expository, argumentative and persuasive.
23
Process of writing is volitional and conscious. It requires instructions and teaching. Writing and
speaking are productive / active skills. Language and thought are inseparable. Writing is consequent to
thought. It is not possible to write without thought. Vygotsky says thinking as linear speech. Writing is a
linear activity where as thinking is not. This makes for difficulty in writing.
VOCABULARY SKILLS
Vocabulary means the set of words familiar within a language. A vocabulary usually grows and evolves
with age, and serves as useful and fundamental tool for communication and acquiring knowledge.
Objectives: To sensitize the students on the need and importance of vocabulary.

To equip the students with a activities and strategies to develop vocabulary.
To equip the students with the classroom techniques to build vocabulary of children.
To help the students know certain ways of presenting meaning of a new item.
The importance of vocabulary:

Initially, in the infancy, vocabulary growth requires no effort. Infants here words and mimic them,
eventually associating them with objects and actions. This is the listening vocabulary. The speaking
vocabulary follows as a child taught become more reliant on its ability to express itself without gestures
and mere sounds. The reading and writing vocabulary are attained through education.
An extensive vocabulary aids expressions and communications.
Vocabulary size has been directly linked to reading comprehension.
Linguistic vocabulary is synonymous with thinking vocabulary.
A person may be judged by others based on their vocabulary.
Knowing and using word

A vocabulary is defined as all the words known and used by a particular person. The words known and
used by a particular person do not constitute all the words a person is exposed to.
24
GRAMMATICAL SKILLS
Language is often called as a skill rather than a subject. Grammar plays an important role in acquiring
language. Learners are expected to get the grammatical knowledge as imported through the teaching
material. As a language learner need not acquire all the grammatical knowledge. The grammatical traits
that are imperative for using the language is taught as pedagogical grammar. Therefore, the learners or
students are expected to require the pedagogical grammar.
Objectives
To help the students understand some basic concepts of grammar.
To provide exposure to various for learning grammar.
To make the students aware of the common errors made by the learners.
To use correct and suitable functional language.
CREATIVE EXPRESSION
Creative expression is a recent innovative skill introduced in the new curriculum for the development of
the learners creativity. Creative expression is most important for the learners to get the idea of the
concern topic and express their views in the process of evaluation. Creative expression of the learners
may be either in oral or written form. The creative expression deals with the psychomotor domain of the
learner at various learners. The following aspects of English enable the creative expression of the
learners at different levels. Those aspects are dialogues, descriptions, narrative, mind mapping, short
stories, profile, songs/poems/rhymes, letters, diary, notices/invitations, slogans, drama, posters,
announcements, and choreography, compeering, essay and drawing pictures.
Need and importance of study

This investigated the extent to which participation in co-curricular activities enhances the achievement
of student learning outcomes in English at secondary level students in Z.P.HIGH School,
Mutyalamma palem, Parawada mandal, Visakhapatnam district. Planned and selected co-curricular
25
activities were implemented for 8th class and 9th class students on different English language skills,
listening and speaking, reading, writing, vocabulary, grammar and creative expression. This study based
on two assumptions. First, co-curricular activities enrich student learning in English language. The
definition of co-curricular events (activities closely connected to English classroom learning) indicates
that student results from these experiences and that a study to assess the achievement of institutional
student English learning outcomes resulting from the participation in co-curricular activities is needed.
Second, co-curricular activities are the potential for these events abound in secondary level in English
language.
1.6 OBJECTIVES OF THE STUDY

Find out the difference between learning English language skills with and without co-curricular
activities in the secondary school learners.
Specific objectives
1. To find out the impact of co-curricular activities on the listening and speaking skills in English.
2. To assess the influence of co-curricular activities on reading skills in English.
3. To know the effect of co-curricular activities on writing skills in English.
4. To bring out the impact of co-curricular activities on vocabulary skills in English.
5. To draw out the influence of co-curricular activities on grammatical skills in English.
6. To elucidate the effect of co-curricular activities on creative expression skills in English.
1.7 HYPOTHESIS
There is significant difference of English learning with introducing co-curricular activities and without
in the secondary school learners.
1. There is significant enrichment by introducing co-curricular activities towards the acquisition of
listening and speaking skills in English language.
2. There is significant development by introducing co-curricular activities towards the acquisition of
reading skills in English language.
3. There is significant enhancement by introducing co-curricular activities towards the acquisition of
vocabulary skills in English language.
4. There is significant development by introducing co-curricular activities towards the acquisition of
vocabulary skills in English language.
26
5. There is significant flourishing by introducing co-curricular activities towards the acquisition of

grammatical skills in English language.
6. There is significant rising by introducing co-curricular activities towards the acquisition of creative
expression skills in English language.
1.8 DELIMITATIONS OF THE STUDY

Area: The study will be confined to the secondary school recognized by zilla parishad and
government of Andhra Pradesh, Parawada Mandal in Visakhapatnam district.
Grade: The study will be delimited to the students of 8th class and 9th class in English language only.
Discipline: The study will be confined on the conduct of pre test and post test for 8 th class and 9th
class students before and after performing co-curricular activities as a part of experimental study in
English language.
Sample: The sample will be restricted to Z.P. High school, Mutyalammapalem in Parawada mandal.
Limitations of the study: The study will be experimented in the Z.P. High school,
Mutyalammapalem in Parawada mandal with 40 students of 8th class and 29 students from 9th class.
CONCLUSION:
Thus as a part of dissertation the investigator has given detailed introduction for the selected topic. The
research area and the problem of language skills acquisition and sample selection for the investigation
on the selected topic and other details were orderly introduced in this chapter. Introduction is most
important for any educational matter to get a brief idea about the research planning.
27
28
CHAPTER-2
Review of Related Literature
2.1 REVIEW OF RELATED LITERATURE:

The investigator has discussed in detailed about the significance of the problem
regarding the current investigation as per mentioned in the previous chapter. The present chapter is set
apart for marking a brief review of the related studies. A study of the related literature implies locating
reading and evaluating reports of research as report of casual observation and opinions that are isolated
individual planned research as well as report of casual observations. The present investigation proposed
to study of impact of co-curricular activities on the enrichment of English language skills at secondary
level in Paravada mandal, Visakhapatnam district.
29
1) PANI. R.N, studied on evaluation of co-curricular activities in secondary schools of Orissa and their
relationship with personal development of the pupils (1969).
The study sought to find out the relationship of the different aspects of the co-curricular activities
with personality development of the pupils and thus established the importance of the former in relation
to the latter.
The method of field study was adopted. The sample considered of 1200 pupils of 10 th drawn
randomly from 55 high schools. A comprehensive questionnaire consisting of four parts administered to
10th class students. Personal development inventory was also constructed. It covered physical,
emotional, social and leadership aspects and the attitude towards life.
Some of the findings were as follows:

Participation of pupils in co-curricular activities is generally poor. It is highest in enrichment program
and lowest in education for thrift. Participation in the aspects of social and welfare activities and
physical education, literary activities and speech activities is better related with personal development
than other aspects. Provision of co-curricular activities in schools is not well utilized by the pupils. The
pupils develop a more physical attitude towards life because of participation in co-curricular activities.
2) BHAGAVATHI.N, Students on co-curricular activities organized in the secondary schools of Assam

and its relevance on physical, social, emotional aspects of adolescence girls and boy
The objectives of the study:

1) To examine the prevailing conditions of co-curricular activities organized in the secondary schools of
Assam.
2) To find out the provision of co-curricular activities in the school time table and the number of
students participating in different co-curricular activities after the regular school hours.
3) The number of co-curricular activities present in the school program.
4) To find out the position of funds regarding co-curricular activities.
5) To find out the influence of co-curricular activities in relation to the adjustment of the adolescent in
their physical, emotional and social aspects.
30
The Normative survey methods were employed for the investigation.1000 boys and girls of 7 th,
9th and 10th students were selected to test from 100 schools. A questionnaire, Prasad and Thakurs
attitude scale, case study, Bhatias better of performance test of intelligence and observation methods
were used to find out results.
Some of the major conclusions:

1) The prevailing condition of the co-curricular activities in secondary schools of Assam was very
disappointing.
2) Co-curricular activities played an important role in the adjustment of physical, emotional, mental and
social aspects of adolescence.
3) Students participating in social as well as co-curricular activities were adjusted than those who avoid
or did not participate in them.
4) The subject of co-curricular activities was trailing far behind general education in terms of staff
position. Funds allotted for co-curricular activities were poor.
5) Teachers in change of games and sports wholeheartedly supported the co-curricular activities
program.
3) Miss. LILLY JOHN, studied An evaluate study of the co-curricular activities of standards 9 th, 10th
and 11th in a few convents in Delhi. The purpose of the study was to investigate the effectiveness of the
co-curricular activities on the adolescent school children of New Delhi.
The main purpose of the study was to find out how far co-curricular activities were
successful in achieving the objectives stated at the outset. One way two techniques used which was
questionnaire and interview several teachers including opened the sponsors for the co-curricular
activities were interviewed opened questions as to the nature of the activities and the number of times
conducted were asked.
It was found that all the teachers as well as pupils, that co-curricular activities are
essential part of the educational program. All the teachers agreed that assembly, debate, dramatics,
school clubs, school magazine. Student government is essential part of the educational program. Some
teachers pointed that it was the duty of the physical education teachers to conduct the activities. Several
teachers announced that adequate facilities were not available for conducting the activities in schools.
Most of the pupils had a favorable attitude towards co-curricular activities. All the students dont take
part in the co-curricular activities, this may be due to the limitation of time, qualified staff etc. the
31
investigators opinion is that participation in the activities could be encouraged by the enthusiasm of the
sponsors.
4) Mr. SARALA SHARMA, studied An investigation into the provision for extracurricular activities
in higher secondary schools in New Delhi, the purpose of the study was to determine the status of
extracurricular activities higher secondary schools in New Delhi.
The following procedure was adopted by the investigator. A comprehensive questionnaire consisting of
items was sent to 80 principals responded.
After analyzing the responses of the questionnaire the following conclusions were drawn. It was found
that there was a serious shortage of the physical education teachers, art and craft teachers, music
teachers. The time allotted to these activities was not proportioned to their importance. A little more than
50% of the school population in each school participates in the extracurricular activities. The schools in
Delhi were greatly handicapped in organizing these activities due to inadequate finances.
In order to improve the nature and character of extracurricular activities in schools, the
following measures may however be recommended. Schools should take the responsibility of these
activities. Training institutions should arrange for training in the management of the activities to the
student teachers and provide in-service training as well. A cumulative record for each pupil showing his
achievement in these activities should be maintained. The department of education should make
budgetary provision for these activities.
5) Mr. B.P. GUPTA worked on a project An investigation into the leisure time activities of secondary
school boys of Delhi state in relation to their vocational preference.
The purpose of the investigation was to find out the amount of leisure to students have and
how far co-curricular activities provide opportunities to spend their leisure time beneficially. The
procedure followed is given below. All the boys of class of 6th selected higher secondary schools were
taken for the study. The total numbers of students were 160. The students taken for study were following
different courses. The students studying arts, commerce and science were 95, 95 and 170 respectively.
The information was elicited by means of comprehensive questionnaire. He found out the following
results.
The science students enjoyed a higher socio-economic status than the arts and commerce group.
The average time devoted for the leisure time activities by the three groups was 2 hours and among
these three groups, the arts group had more leisure.
32
The activities accepted by them were reading stories and newspapers, books, games and sports,
listening to radio, cinema. The least preferred activities were carpentry, spinning, poultry, farming and
metal work. There was some relationship between the leisure time activities and the vocational
preference through it was not high, hobbies, clubs and other organizations were not popularized in the
schools. The teacher plays a very significant role in assisting the students to make their vocational plans.
The following recommendations were given:

1) A variety of activities must be conducted in the schools.
2) There should be regular period for the hobbies and clubs.
3) The school library must have certain literature on occupational information and leisure time
activities.
4) There is need to parent teacher association.
6) B.N.V.K.CHAKRAVARTHI studied on Problems of secondary school teachers in organizations cocurricular activities in east Godavari district (unpublished M.A dissertation of Andhra University 200102).
The main purpose of the study was to find out the problems of the secondary school teachers in
organizing co-curricular activities. To collect the data the investigator employed a questionnaire
consisting of 120 students. It was administered to 150 teachers of rural and urban areas. Stratified
random sampling technique was used to select teachers.
Some of the findings are as follows:

1. All the teachers realized and accepted that co-curricular activities are very important in all round
development of the student in his personality development.
2. In most of the schools managing cooperative stores are not organized also training in handicapped
work and in yoga is not given to the students.
3. Most of the teacher opinion is that significant funds are not available to purchase library and play
materials.
2.2 REVIEW LITERATURES
33
Review Literature Topic:

TEACHERS PERCEPTION ON THE EFFECTIVENESS OF CO-CURRICULAR ACTIVITIES:
By Abdul Rashid Abdul Sitra

Taman Medan Secondary School ,
Universiti Tun Abdul Razak (UNITAR).
The following hypotheses were tested:
1: The efficiency of students who participate in co-curricular activities is significantly more than
those who do not participate in co-curricular activities.
2: Students participation in co-curricular activities has significant positive effect on their competency
in communication.
in cognitive skills.
in managing self.
in academic.
6: The efficiency of students depends on the school.
7: The efficiency of students depends on the teachers gender.
8: The efficiency of students depends on the teachers experience.
9: The efficiency of students depends on the number of societies, clubs and uniform bodies.
CONCLUSION
The statistical analysis have corroborated the evidence that students who participate in the cocurriculum activities have shown a significant positive correlation with the four competencies tested
which includes communication, cognitive, managing self and academic competency as has been proven
34
by many other researchers.

Henceforth, in can be safely concluded from the study that students involvement in co-curricular
activities enhances their competencies in the four areas tested, thus causing the objective of this study to
be achieved. Hence, significant steps must be taken to assure that every student participates actively in
co-curricular activities, which are headed by teachers who are knowledgeable about that particular
activity. The Parents Teachers Association (PTAs) could certainly help in this noble cause and provide
undivided assistance.
The school plays a key role here as the heads are able to control and monitor both students and
teachers participation. In this fast changing world our nation needs able citizens, dynamic and excellent
leaders. The school bench is where the molding should begin, and thus the importance of students
participation in co-curriculum activities, which has proven to churn out better and successful students, as
leaders and responsible citizens of tomorrow. As if to seal this, the government has now embarked on
the National Service Program which if viewed wholly would bring one to the conclusion that it is an
extension of co-curricular activities in school.
However, in order for students to participate successfully in this newly imposed program, it is now even
more important for schools to emphasize and encourage students participation in co-curricular activities
as it would be a sure way of ensuring better participation in the National Service
Program: a programmed based on the aim of churning out responsible, good and capable citizens for our
nation.

EVALUATION OF IMPLEMENTATION OF CO-CURRICULAR IN SECONDARY SCHOOL
Introduction
High schools offer many subjects, cultivate dreams for many futures, and respond to the varied mlange
of personalities, temperaments, and social divisions typical of adolescents. For this reason, high schools
must employ a variety of staff. That variety must not simply be academic; it must as well be in
pedagogical styles, personality types, co-curricular interests, and personal backgrounds. A central
purpose of the principal should be to foster this diversity so that students, as they meander their ways
along increasingly separate paths, have compatible, sympathetic, flexible adults to accompany them
35
(Hanson & Pickering 2000). High school principals do not provide leadership the way generals direct
military campaigns. They lead, instead, through a myriad of directives, conversations, public postures,
and behind-the-scenes decisions. Above all, they lead in the important arenas of student life whether it is
curricular and co-curricular through the leadership of those other adults in the school who deal
constantly with students. For that reason, the relationships formed between principal and teachers,
counsellors, coaches, librarians, aides, secretaries, and all other adults are a medium vital to the
principal's success and the school's performance (Donaldson Jr., 2003).
Consequently, the principal's symbolic presence and activities, his or her opportunities figuratively to
shape what others think their purposes and activities should be in school, have tremendous potential
impact. Principals must be skilled at identifying and using public forums, collective decision-making
processes, and crises to demonstrate their values and goals for the school. These are opportunities to put
many people on the same wave length, to assert a common vision, and move everyone toward
understanding their common mission. The principal must develop the intellectual tools necessary to
understand the local condition. Knowing the broad philosophical purposes and history of high schools is
import, but any one school's purposes must to a degree match local societal values, occupational
expectations, and academic focus. This requires that the principal lead in building a rationale for each
major curricular and co-curricular program that is anchored in the social, economic, and cultural
needs of the school's students (Liddell & Lund 2000). Successful mission-building involves knowing
how local authorities, local adults, and students themselves think about the school's purposes and
learning about the real social, occupational, and intellectual patterns of the area. Such work calls on the
principal to monitor local trends and to watch and listen to the local scene with insight. He or she must
also feel comfortable with basic social science concepts in order to understand how social, economic,
and cultural forces bear on the school's curriculum, co-curriculum, and goals. The principal is
simultaneously realistic about what does go on in the school and cognizant of where the school ought to
be headed. Further, he or she can help others recognize how their activities specifically assist or do not
assist in the attainment of purposes and how improvements can be made. This translation capacity
operates constantly, making staff and students proud of their accomplishments, setting new goals for
improvement, and spurring curricular, co-curricular, and pedagogical assessment and innovation
(Scheele 2005). This paper is a proposal to create a study on the evaluation of implementation of cocurricular activities in secondary school. This paper wants to find out how co-curricular activities are
implemented in schools.
36
Aims and objectives

1.
To understand implementation of co-curricular activities in secondary school including the phases
such as planning, organizing, reporting, evaluating and recognizing.

2. To give the advantages of having co-curricular activities in schools.
3.
To make a comparison between some countries like India, Thailand and UK and how they
implement their co-curricular activities at school

4. To know what is the evaluation program in education and what is CIPP mode.
Timetable:
One month and a half would be used in conducting the study. Four things would be done. The first thing
to be done is to collect necessary data and information. In this part the focus is to conduct the
quantitative survey and gather qualitative data. This will take a week. After gathering data the next thing
to do is analyse it. This will be done for 2 weeks. This part will focus on analysing the gathered data and
making a conclusion out of it. Data gathered would be put in graphs for the reader to understand what it
means. The next activity is formulating the chapters of the study. This will be done in 1 week. This part
will focus on documentation and arranging the study according to its importance. The last activity is
preparation to present the results of the study. This will also be done in a week.

ENGLISH AS SECOND LANGUAGE LEARNERS:
by
Special Programs Branch,
ESL Learners: A Guide for ESL Specialists 2,
Canadian Cataloguing in Publication Data,
Ministry of Education, British Columbia
Research on second language learning indicates that ESL students in the English-speaking school
system require appropriate English language support. Educators have the responsibility of promoting the
equitable participation of ESL students in B.C. schools. A clear understanding of ESL students and their
needs is a prerequisite if the school system is to enable them to develop their individual potential. This
37
document is designed to support current Ministry policy for ESL learners and to highlight some current
aspects of knowledge with regard to effective practices.
Mission Statement:
The purpose of the school system is to enable all learners to develop their individual potential and to
acquire the knowledge, skills and attitudes needed to contribute to a healthy, democratic and pluralistic
society and a prosperous and sustainable economy.
Purpose:
While classroom teachers share in the responsibility for educating ESL students, the ESL specialist has
specialized training in the field of English as a second language (i.e., a concentration, diploma, or degree
in ESL from the Education Faculty of a recognized university see the Guidelines), and is qualified to
help make initial assessment, placement, and programming decisions. The specialist teacher is also able
to provide information on the linguistic, cultural, academic, and social adjustment of ESL students at all
ages and grade levels.
This guide has been produced with the input of ESL specialists across the province. It is intended to
assist ESL specialist teachers, including district consultants, school-based teachers, or itinerant teachers
who work with students in several different schools.
Teachers use of Language:
1) Provide additional wait time for student responses to questions
2) Be conscious of the vocabulary you use
3) Teach the language of the subject (specialized vocabulary)
4) Simplify sentence structures
5) Rephrase idioms or teach their meaning
6) Clearly mark transitions during classroom activities
7) Periodically check to ensure students understanding.
8) Contextual Support for Linguistic Development
38
9) Write key words on the board and use visual and other non-verbal cues to present key ideas
10) Provide written notes, summaries, and instructions
11) Use the students native languages to check comprehension and clarify problems
12) Communicate interest in students linguistic development and set expectations
13) Respond to students language errors
14) Use directed reading activities (e.g., previewing the text, pre-reading questions, locate key words,
vocabulary notebooks, follow-up questions)
15) Use audiotaped text to combine aural and visual cues
16) Establish a supportive environment for language learning
17) Use co-operative learning strategies
18) Encourage students to rehearse information or instructions orally
19) Use peer tutoring
20) Establish a homework club
21) Provide models (e.g., provide an example of a compare-contrast essay when asking students to
create one)

COCURRICULAR
INVOLVEMENT,
FORMAL
LEADERSHIP
Education:
by
Paige Haber, Master of Arts, 2006
Thesis submitted to the Faculty of the Graduate School of the
University of Maryland, College Park in partial fulfillment
of the requirements for the degree of
39
ROLES,
AND
LEADERSHIP
Master of Arts, 2006

PURPOSE OF THE STUDY
Accordingly, this study attempted to address some of the gaps in current literature and contribute to the
research on leadership development examining experiences that contribute to students leadership
outcomes. The purpose of this study is to identify any gender differences in socially responsible
leadership outcomes and the extent to which co-curricular involvement, holding formal leadership roles,
and participating in leadership education and training programs independently and collectively
contribute to undergraduate college students outcomes of socially responsible leadership. Two research
questions were posed: (1) What, if any, gender differences exist in the mean outcome scores of college
students socially responsible leadership?(2) How much of the variance of men and women college
students leadership development outcomes is explained by co-curricular involvement, holding formal
leadership roles, and participation in leadership education and training programs?
CONCLUSION
As colleges and universities continue to emphasize the importance of leadership development of college
students and as the need for assessment and accountability (Miller, 2003; Roberts & Ullom, 1990), there
is a greater need to understand students leadership development and experiences that contribute to the
outcomes of leadership development. The current study addressed gender differences in undergraduate
college students socially responsible leadership outcomes and examined the ways in which cocurricular involvement, holding a formal leadership role, and participation in leadership education
training and education programs contribute to college men and womens leadership outcomes. Key
findings of gender differences in outcomes and key experiences significantly contributing to students
leadership outcomes provided a discussion of the findings, ways in which the findings can impact
practice, and future areas of research to better understand the phenomenon of undergraduate students
socially responsible leadership development.
Leadership Reconsidered (A. W. Astin & Astin, 2000), a report focusing on higher education and social
change, states that a major problem with contemporary civic life in America is that too few of our
citizens are actively engaged in efforts to effect positive social change (p. 2). It is the role of college
student educators to help provide 207opportunities for, develop, and empower students to engage in and
be effective in leadership contributing to positive social change. This study helped provide insight into
40
this topic, and future research will continue to contribute to the development of college students and the
greater society.

Impact of Co-curricular Activities on Personality Development of Secondary School Students.
By
Tahir Mehmood, PhD
Assistant Professor
Institute of Education and Research
University of the Punjab
The following were the objectives of the study:

To find out the relationship of co-curricular activities with developing Self-confidence, Honesty ,
Adaptation, Sociability, Sympathetic attitude, Social obligation and sense of responsibility among
secondary school students.
To find out the impact of co-curricular activities on developing, Self-confidence, Honesty , Adaptation,
Sociability, Sympathetic attitude, Social obligation and sense of responsibility among secondary school
students.
Hypotheses:
1. There is no significant relationship of co-curricular activities with developing Self-confidence,
Honesty, Adaptation, and Sociability, Sympathetic attitude, Social obligation and sense of responsibility
among secondary school students.
2. There is no significant impact of co-curricular activities on developing Self-confidence, Honesty,
Adaptation, and Sociability, Sympathetic attitude, Social obligation and sense of responsibility among
secondary school students.
41
Conclusions:
Following conclusions can be drawn from the findings of the study:
Co-curricular activities have stronger relationship with developing adaptation, self-confidence, honesty,
sociability, sympathetic attitude, social obligation, sense of responsibility among male secondary school
students than female secondary school students.
Co-curricular activities have stronger impact on developing adaptation, self-confidence, honesty,
sociability, sympathetic attitude, social obligation, sense of responsibility among male secondary school
students than female secondary school students.
Co-curricular activities have significant impact on personality development secondary school students.

The Correlation between Extracurricular Activities and Grade Point Average of Middle School
Students.
By
Carl E. Schlesser
Master of Science Degree with a Major in Guidance and Counselling
Investigation Advisor
University of Wisconsin-Stout
March, 2004
Assumptions:
This researcher assumed that this study of Midwestern middle schools included an ample and
representative sample of eighth grade students attending small schools (grade size up to 45 students)
throughout rural, agricultural areas of the Midwestern states.
Furthermore, this researcher assumed that all the middle school students at each participating school had
equal opportunity to participate in these activities. Finally, this Researcher assumed the academic staff at
42
each school graded all participants fairly.

Hypothesis:
There will be statistically significant higher G.P.A. of students who participate in extracurricular
activities than those who do not participate in these activities.
Summary of Findings:
The hypothesis that there would be a significantly higher G.P.A. for students who participate in extracurricular activities than those who do not participate in these activities was supported.
Both male and female students participation in athletics and other activities was positively associated
with G.P.A.
Conclusion:
Participation in extracurricular activities provides many important outlets for students in todays world.
It provides them with challenges, alternative resources, and life-long learning experiences. Women have
made strong gains in developing opportunities to join co curricular teams and activities. Womens
interscholastic sports have opened many doors that were closed just a generation ago. Some of these
activities enable students to belong to a team, which aids in developing social skills. It also teaches them
how to cooperate and work as a single unit which is a vital strength needed in todays workforce. It is
also evident that the extra time spent on these activities does not hormones academic performance, but
is positively associated with grades. This trend may continue through life as the skills learned as a young
individual grow through time.

Using literature in English lessons in the Basic School Recognizing cultural images and symbols
By
Mgr. Pavla Buchtov
Bachelor Thesis
Brno 2011
43
Programme goals:
1) Background knowledge
2) To search for new information
3) To improve pupils understanding of grammar and vocabulary
4) To improve pupils reading, speaking and writing skills
5) To develop fluent readers
Conclusion:
This bachelor thesis focused on using literature in English classes at primary school. In the theoretical
part there was written why to use literature in English class, how to select a proper book and I
mentioned about themes and signs in literature. There are also described what considerations the
teachers need to make before starting with literature in their classes. The first charter I wrote about the
role of literature, next parts I depicted the role of reading.
The practical part showed the results of the reading questionnaire and of the anticipation guide I made
among my pupils from the fifth class and the ninth class. It was evident from the answers from the
questionnaire that pupils in lower class read more than their older school friends. It was evident from
the answers from both questionnaires that the pupils changed their attitude to reading.
From both my past and present experiences with primary-age children, I have found it to be more
beneficial to teach social skills through literature. Children are able to relate to the characters in the
stories and are able to connect to their own lives.
As a teacher I will continue to influence their behaviors in a positive way. The purpose of my thesis was
to see how pupils changed their attitude to literature while working on this project . I felt positive
opinion about using literature in the English classes with my pupils. I now know that using literature can
be enjoyable not only for students but also for me as their teacher. And also according to their parents
the project was very successful. Pupils learn a lot of new words, phrases, but also what was important
they learnt about foreign culture. They used their information from the project in History, Geography
44
and Social studies. Another positive thing about this project was that more students started to read in
English but also in their mother language.

Implementation of Co-Curricular Activities in Secondary Schools.
by
Dr. MANAS RANJAN PANIGRAHI
Department of Pedagogical Sciences
Haramaya University, Ethiopia, Africa
Objectives of the Study:

1. To assess the prevalent co-curricular activities in the secondary schools.
2. To investigate how the prevalent co-curricular activities are managed.
3. To find out the roles of school leaders and teachers in promoting co-curricular activities.
4. To explore the extent to which the aims of co-curricular activities are achieved.
5. To identify the factors that affects the implementation of co-curricular activities.
Conclusions:
Based on the data analysis and major findings, the conclusions were drawn.
These are:
1. With regard to the prevalent co-curricular activities in secondary schools, the number of co-curricular
activity commonly organized and available were not enough to be involving large number of students.
Besides, the numbers of clubs that had been providing effective services for school communities were
45
very less.
In general, these broaden the gap of providing effective services and make the school societies more
beneficiary and giving chance for each student to participate into co-curricular activities.
2. Concerning the management of prevalent co-curricular activities in secondary schools in the way of
implementing effectively for the benefits of students and school community was low. With respect to the
roles of school leaders and teachers in promoting co-curricular activities in secondary schools, there was
a large gap so as to enrich the whole students to the goal of desired objectives of education. In
connection to this, of the achievement of the aims of co-curricular activities in secondary schools, as
forwarded by majority of respondents was low.
3. Regarding the major factors that affect the implementation of co-curricular activities in secondary
schools, the lack of trained teachers and training programs for co-curricular activities, lack of adequate
physical facilities, equipment and supplies, Inadequate supervision and monitoring practices in realizing
the stated objective of co-curricular activities, lack of budget, absence of reward and incentives for
better achievements and over teaching load of teachers in secondary schools. This significantly have
impact on motivation of teachers and students and affect the implementation of co-curricular activities.

The Influence of Learners Participation in School Co-curricular Activities on Academic
Performance:
by
Israel Kariyana
Walter Sisulu University,
Department of Education, South Africa
Goal of the Study:

The study sought to establish the educators views on the influence of learners participation in cocurricular activities on their academic performance.
46
CONCLUSION:
The study concludes that educators were very positive about learners participation in school cocurricular activities. It is viewed that learners participation in school-based co-curricular activities
support the academic mission of schools. These activities should not be taken in isolation or as a
diversion from the core school activity, but rather as an endeavor to create a complete educational
program. Students who participated in such activities tend to be motivated, have a positive attitude
towards schoolwork, and develop a positive perception of the school Land is disciplined than students
generally. Eventually, such students tend to attain better academic results.
The study also concludes that such activities are intrinsically educational.
As the custodian of promoting a quality school system, the Department of Education in South Africa and
related policy makers have the duty to further monitor schools pertaining the extent to which they are
abiding by the sport policies or such policies regarding the conduct of co-curricular activities in schools.
It is critical that both public and private schools be put un-der the same scrutiny by their relevant
respective authorities so as to foster a balanced education system.
As the most vulnerable group whose life de-pends largely on the former stakeholders, learners ought to
reconsider their perception of their co-curricular involvement. In light of a host of benefits that are
attached to participation in co-curricular activities, including the fundamental need to improve their
academic achievement, it becomes necessary that learners demonstrate their commitment in these
activities. Inherently, they should put pressure on responsible authorities to avail them with a balanced
education principled to afford them access to a complete curriculum.

Impact of an Out-of-class Activity on Students English Awareness, Vocabulary, and Autonomy:
by
Siao-cing Guo
National Taipei College of Business,Taiwan
47
The present study intended to investigate the effect of the out-of-class English Detective Activity on
students language awareness in an EFL learning environment. It incorporates students voices, because
students feedback is perceived as an important source in determining how an activity or a program is to
be run (Hsieh & Chu, 2006). The study considered the following questions:
1. To what degree did students pay attention to English signs and usage outside of class in real life?
2. Did students awareness of English used in their living environment outside of class increase after the
English Detective Activity?
3. Did students self-perceived language ability increase after the English Detective Activity?
Conclusion:
The out-of-class activity is intended to help students realize that although they are not in an Englishspeaking environment, they are still surrounded by English. The present study demonstrates that this
activity encourages students to expand their language experience to outside the classroom by making
them aware of existing and available English language opportunities in their surroundings. Instead of
presenting only formulaic English in textbooks, an out-of-class activity can increase students exposure
to English in existing and familiar contexts. In addition to providing authentic language exposure, the
English Detective Activity can draw students into a discussion of the appropriateness of language usage
and translation.
Their conscious attention to English usage in the real world can also increase students language ability
and, in particular, improve their vocabulary.
This study shows the potential value of incorporating out-of-class activities for enriched learning outside
of school and for autonomous learning. Non-English speaking countries such as China, Japan, and
Vietnam are witnessing an increasing need for international communication and collaboration and have
recognized the impact of English as a universal for that, there will be more incorporation of English in
the environment. However, it cannot be assumed that students will automatically absorb the English
displayed in their environment. Institutions need to [transcend] the artificial boundaries of in-class and
out-of-class learning experiences and provide ample opportunities for learning outside of classrooms
(Kuh, Douglas, Lund, & Ramin-Gyurnek, 1994). Thus, it is worthwhile for educators in similar EFL
environments to implement this purposeful out-of-class activity as a means of promoting English
48
language awareness and enhancing the learning of English in their local contexts.

Why are English Language Teaching materials the way they are?
The purpose of the present study:
For those involved in English Language Teaching (ELT), the commercially produced 'main course book'
is, by now, a familiar object. Among the wide range of teaching materials now available, these types of
texts claim to provide for what are assumed to be all the necessary classroom work in a general language
course, offering work in each of the 'four skills', grammar, usage and so on. They are most frequently
elaborately designed, full colour works, supplemented by various components (such as teachers' guides,
workbooks, tests, cassettes and so on), often at a number of different levels of ability in English.
Promoted with the full resources of modern technology, the most 'successful' (in commercial terms) of
these texts, often achieve adoptions on a world-wide basis. It is thus not uncommon to find the same
books in use in schools as far afield as those in Mexico and Turkey, Sweden and Australia - testimony to
the power of modern-day communications and modern-day corporate enterprise to reach into the
furthest corners of the globe. In a relatively short space of time, the authors of such texts may thus
become international figures. The fictional characters they create, the content of their reading and
listening passages, the language tasks they devise, even the details of their otherwise unknown home
towns, may become the object of classroom work all over the world. Behind the production of such
texts, stands a publishing industry the scale of which is indeed massive. As we shall see later, even if a
new set of main course materials is only modestly successful (in commercial terms), the students' book
will almost certainly achieve sales exceeding 100,000 copies a year, and may go on to reach final sales
well in excess of a million, easily outstripping some of the more publicly proclaimed best sellers in
paperback fiction. As a development in the capacity of the publishing houses to expand and service the
market for English language teaching materials, the sales of such titles now render almost insignificant
by comparison the sales of their predecessors of previous decades. Whilst the sales of the newer course
books have continued to expand, however, so too have their claims on the structuring of class time. As
we shall see later in Chapters 2 and 3, the modern day main coursebook is a very complex phenomenon.
From the early days of textbooks that contained mainly readings, perhaps with some questions and
sentences to translate, to be supplemented by the explanations and directions of the teacher, the
49
contemporary main course book undertakes to offer complete 'packages' for language learning and
teaching. Teachers' guides, students' books, workbooks, tests, cassettes, videos, and other ancillary
components facilitated by modern technology, are all integrated into a 'system' which sets out, often in
minute detail, the work to be done by teachers and learners. With the onset of the 1990s, materials are
thus now taking on an increasingly significant role in the structuring of classroom time, claiming to
provide not only the basis for the content for classroom work but also the manner in which teachers and
learners are to interact.
Outline of the thesis:
I attempt to chart the process which has, for me, characterized the experience of research into the nature
and shaping of teaching materials. It has, more than anything else, been a process of discovery, one in
which further layers of meanings and influence in the materials became clear as I moved forward in my
investigation. At the very outset, however, I recognized that no single line of explanation would suffice
in accounting for the factors which bear upon the design of materials. Teaching materials, as I have
already suggested, are very complex objects, embodying the efforts of numerous individuals in different
ways for different purposes. Any account of materials needs, therefore, to be a multi-faceted one,
viewing their creation from a number of different perspectives in an effort to identify the varying
sources of influence. In my approach to the explanation of the materials discussed in this thesis, I have
thus chosen to adopt a number of different 'windows' on the process of creation, tracing into the
materials the impact of various factors, from the 'top-down' influence of Applied Linguistic thought, to
the wider societal context in which ELT materials production takes place. As the outline below shows,
however, I see each of these windows as offering essentially complementary, rather than competing,
perspectives, each revealing further insights into the formation of the materials. Figure 1.1 summarizes
the outline of the thesis.

LANGUAGE THROUGH LITERATURE: REAL LANGUAGE EXPERIENCES IN AN ESL ADULT
CLASSROOM
by
50
WON KIM
B.A., Inha University, 1999
M.Ed., The University of British Columbia, 2004
Purpose of the Study
The review of the existing literature on L2 learning through literary texts has demonstrated that
literature can play a positive role in L2 learning. However, a majority of these studies looked into the
beneficial effects of using literature on the L2 development for younger ESL learners. Little scholarly
attention has been paid to the role of literature in L2 classrooms for adult learners. Also, while many
studies advocated for the feasibility of literature in L2 classrooms, they called for more empirical
research to explore the instructional question of how literature can be used in support of the L2. In
particular, Paran (2006) asserted that more descriptive research studies examining diverse learning
contexts are needed to address the question of how (p. 9).
Furthermore, Paran (2006) stressed, researchers need to address the issue of what participants feel to be
the advantage of the learningthis question needs to be addressed directly through investigating the
learners attitudes (p. 10). Considering what the existing research suggests and 8based on my previous
ESL/EFL learning experiences, the present study aims to provide a documentation of a particular ESL
class incorporating literature in the form of thick descriptions in order to answer the following research
questions that guided this study: 1) What is the nature of teaching practices of literature-based L2
instruction in an adult ESL classroom? And secondly, what are the students learning experiences with
such instruction?
Originally, the aim of the study was to investigate an adult ESL classroom employing literature for
young people as the key teaching material. This had to do with an eye-opening inspiration gained
through my personal literary and linguistic experiences with the childrens literature course that I had
taken. I was curious to find scholarly inquiries with regard to the use of literature for young people in an
adult L2 classroom. However, after the failure to find a class which extensively uses childrens or
adolescent literature for adult ESL learners, the original scholarly inquiries had to be modified to look
into an adult ESL class using literature in general, instead of only literature for young people. Countless
hours and days were committed to the search for a class to meet the original aim of this study. I searched
more than 20 private ESL institutes in Vancouver and I learned that the use of childrens or adolescent
literature was scarce (even literature in general was not being used widely): According to the course
51
content on the websites of the private schools, a majority of the classes placed an emphasis on
improving general communicative skills or enhancing standardized test scores such as TOEFL and
major
9 teaching materials advertised were commercial ESL textbooks. Only a few classes were found to
adopt literature into a curriculum either as partial or central learning material. Hence, I came to the point
where I had to make a realistic decision to expand the definition of literature from that for young people
to that in general.
Concluding Remarks
Human communication both orally and in writing has practical sides as well as affective sides.
Bernhardt (2000) supported the idea that knowledge and affect are linked to individual readers (p.
798). L2 classes have often focused on the practical sides of language and moreover they have often
been limited to a sentence level without considering context. As a result, affective sides of language
have been overlooked. Even when the affective sides were dealt with in the class, they were viewed as a
representation of a linguistic code rather than as part of the social practice of human communication.
Similarly, according to Rosenblatt (1978), reading practice often focused on efferent reading. She
argued that an aesthetic reading stance should also be promoted as it would engage us in transactions
between readers and texts.
Particularly stories, the universal speech genre, can serve as a venue for the interaction between the
affective and practical sides of language as well as efferent and aesthetic reading. The findings of the
present study suggest that literature can enrich L2 classes as it serves as a resource of language and a
source for interaction. Through meaning-filled interaction around literature, instructions with literature
can involve students in the learning of language both as an object and as a subject. L2 learners can
develop and learn with the target language in the LBLI classes. To maximize the learning outcomes of
the instruction, careful steps and preliminary considerations should be taken in terms of the active
participant role of the teacher and students, 162appropriately chosen text materials, and the quantity and
quality of classroom discourse. The successful implementations of LBLI can bring seemingly superficial
L2 classrooms one step closer to the reality outside the classroom. More real, not just realistic
interaction can be facilitated as interactions among participants in the classroom promote authentic,
jointly-constructed exchanges of meaning by involving and connecting minds of language users.
52
Furthermore, it can boost the students voice in L2, which Cox and Boyd-Batstone (1997) argued is the
ultimate goal of L2 instruction. L2 students voice can be fostered by the teachers constant attempt to
connect students with literature by offering them opportunities to explore literary texts, taking the role of
meaning-makers in the community of readers and language users.
Changes in the nature of the interactional structure in the classroom can lead to changes in overall
teaching practices and ultimately the education system (Gibbons, 2004). Given that, the action of putting
students voices at the front while participating in co-constructing meanings together with other
participants by means of literature-based L2 instruction can possibly lead to substantial changes in
classroom practice in which the voices of students, a teacher, and texts come together interwoven and, in
particular, the voice of L2 students can grow in the literal and figurative sense.

The Effectiveness of Co-curricular Activities on Academic Achievements of Secondary School
Students.
by
Zahid Bashir, Shafqat Hussain
NUMLs, Islamabad, Pakistan
Following hypotheses were tested in order to achieve the objectives of the

study:
1) There is no significant difference between the academic achievements score of the students involved
in co-curricular activities as compared to those who do not take part in co-curricular activities in Govt
school for boys.
in co-curricular activities as compared to those who do not take part in co-curricular activities in
Govtschool for girls
3) There is no significant difference between the academic achievements score of the student involved
in co-curricular activities as compared to those who do not take part in co-curricular activities in private
school for boys.
53
in co-curricular activities as compared to those who do not take part in co-curricular activities in private
school for girls.
Conclusions:
Participation in co-curricular activities is beneficial for government and private school as well as boys
and girls. There was no significant difference between the achievement level of government boys
(control and experimental groups), government girls (control and experimental groups) private boys
(control and experimental groups) and private girls (control and experimental groups) on pre-test scores.
An improvement was observed after the treatment in control and experimental groups of all the four
types of schools. The performance of experimental groups of government boys, government girls and
private girls was significantly better than the performance of control groups of respective schools. While
there was no significant difference between the performance of experimental and control group of the
private boys school on post-test.

CO-CURRICULAR ACTIVITIES & STUDENT LEARNING OUTCOMES
Methodology
1) This report assesses the academic performance of students who are heavily involved in co-curricular
activities.
2) Air Force ROTC, Army ROTC, Bands & Orchestras, Navy ROTC and Purdue Musical Organizations
are included.
3) Presidential Scholars and Trustees Scholars are also included to allow comparison.
4) The analysis looks at student performance across six semesters, Fall 2008 to Spring 2011.
5) The dataset contains 7,392 records for engaged students and 182,666 records for all Purdue students.
6) Students academic performance is measured in terms of semester GPA and credits earned in a
54
semester.
Findings
1) Engaged students earn higher GPAs and more credit hours than Purdue students overall. 36.8% of all
students earn both 15 or more credits and a 3.0 or higher semester GPA.51.8% of students in the five
programs earn both 15 or more credits and a 3.0 or higher semester GPA.
2) Engaged students perform better even when SAT scores, academic major and other factors are
controlled.
3) Engaged students average GPA exceeds the average GPA for all students at every SAT level.
4) Engaged students average GPA exceeds the average GPA for all students in every under-graduate
grade classification and most colleges.

The Role of Extracurricular Activities in Foreign Language Learning in University Settings
Methodology:
This chapter describes and justifies the methods chosen to conduct the research project that looked at the
role of extracurricular activities in language learning in university settings in Canada and Russia.
Conclusions:
Upon the examination of the data, several conclusions were drawn based on research questions:
(1) Language-related extracurricular activities are an important part of foreign language programs and
student life;
(2) The degree of instructors participation in these activities is high both in Russia and Canada, and the
55
importance of ECA is confirmed by their impact evaluations by students and by language instructors in
both countries;
(3)
In general, based on opinions of students and language instructors, language-related ECA have a
positive impact on all the aspects of students language acquisition;

(4) Among the problems with organizing ECA, the respondents listed: uncertainty about who should be
responsible for this part of language instruction, and lack of spare time due to the busy schedules of both
students and instructors in both countries;
(5) In order to inspire students motivation to participate in ECA and study foreign languages more,
ECA need to be organized according to students current interests and needs, and follow other basic
principles like voluntary basis and students initiative.
Practical recommendations:
Based on the results of the study the following recommendations are offered for language instructors
and students on how to organize language-related extracurricular activities:
1. Voluntary basis. Making extracurricular activities mandatory and not giving students a chance to
choose activities will likely lower students motivation towards language learning.
2. Involving a larger number of students in different activities. Providing students with a wide range of
ECAs and more information about them will help to attract more students towards ECA. In turn, an
increase in students involvement will have a positive effect on their language learning motivation.
3. Choosing age appropriate activities and materials. While this study only surveyed university-based
ECAs, further studies should clarify the preferences for learners in different environments and from
different age groups (e.g., elementary school, high school, etc).
4. Providing students with opportunities to express themselves and choose materials and activities
according to their own preferences.
5. Organizing activities appropriate for students language proficiency level. Activities should be
challenging, but should also bring students a feeling of success and enjoyment.
56
6. Connecting the materials used in class to extracurricular activity content might be beneficial.
7. Promoting students initiative and self-sufficiency throughout extracurricular work. Since there are
usually no faculty members responsible for organizing extracurricular activities, it might be appropriate
to select a student or a group of students who major in a foreign languageto manage this work. This can
give the designated student monitors an opportunity to practice some elements of language teaching
before they graduate and thus stimulate them towards choosing the profession of a language teacher. For
the rest of the ECA participants, student monitors would provide a role model and thus contribute to
their language learning motivation.
CONCLUSION:
Thus we have discussed in detail about the significance of the problem regarding the current
investigation and brief review of the related studies. The various examples of study explained here
are of related literature implies locating reading and evaluating reports of research as report of casual
observation and opinions that are isolated individual planned research as well as report of casual
observations.
57
CHAPTER 3
METHODOLOGY OF THE STUDY
3.1 RESEARCH DESIGN:

In order to achieve the objectives of the present investigation, the investigator planned to conduct pretest
and posttest for 8th class and 9th class students. The investigator selected 23 kinds of co-curricular
activities based on language skills to perform in the English class of 8 th and 9th students. The investigator
prepared day wise activities on 6 language skills (listening and speaking, reading comprehension,
writing, vocabulary, grammar, creative expression).
58
The investigator selected 3 language skills (listening and speaking, reading and writing) for one day to
perform and remaining 3 language skills (vocabulary, grammar and creative expression) for the next
consecutive day. As per the above schedule these activities are conducted for a period of one month.
To assess the enhancement of language skills of the students, the investigator prepared a question paper
on English language skills to conduct pretest and posttest for the count of 50 as marks. The investigator
conducted the tests with this self-prepared question paper.
3.2 POPULATION OF THE STUDY:

As a part of investigation, the investigator selected 29 students from 9 th class and 39 students from 8th
class in Z.P.H SCHOOL, Mutyalammapalem, Paravada Mandal in Visakhapatnam district.
3.3 SAMPLE OF THE STUDY:

The sample was taken from Z.P.H SCHOOL- Mutyalammapalem, Paravada Mandal in Visakhapatnam
district which was established on 1996. This sample was restricted to only our school which was a
success school but has no English medium students.
3.4 TOOLS AND TECHNIQUES USED FOR DATA COLLECTION:

The investigator prepared different literary co-curricular activities on 6 English language skills which
are to be conducted for one month in the classroom beyond the regular working hours. The investigator
selected co-curricular activities as follows:
1. Rhymes
2. Role play
3. Songs
4. Poems
5. Drawing
6. Narration
7. Word game
8. Play let
9. Quiz
10. Puzzles
11. Riddles
12. Slogans
13. Mind mapping
14. Pictures
59
15. Origami
16. Wall magazine
17. Calligraphy
18. Mime action
19. Puppetry
20. Dance
21. Doll making.
The investigator prepared one month schedule of the above mentioned co- curricular activities on
English language skills (A book let). To assess the enhancement of the language of the students the
investigator prepared a question paper on 6 language skills which are related to the above listed
activities.
3.5 PROCEDURE OF THE DATA COLLECTION:

In the process of investigation, the investigator wanted to assess the impact of co-curricular activities on
the students in English class. In order to know the assessment, the investigator prepared a question paper
on 6 language skills. The investigator introduced a plan of day wise co-curricular activities which are of
one month duration (July 2013) for 8th and 9th class regularly beyond the class working hours.
The investigator started to conduct the pretest before introducing these co-curricular activities
to test the level of the skills inhibited in the students. The self-prepared question paper was given to the
students to assess the current status of the students skills and the papers were evaluated.
Every day the investigator performed concern activities in the classrooms as per the planned
day wise schedule. After completion of the listed 25 day activities a post test was conducted on the same
question paper and the evaluation is done.
The investigator recorded the evaluated results of the pretest and posttest of the 8 th and 9th
class students. The collected data was interpreted to get the statistical analysis.
CONCLUSION:
Thus we have discussed the objectives that are required to achieve of the present investigation, the
investigator planned to conduct pretest and posttest for 8th class and 9th class students. The
investigator selected 23 kinds of co-curricular activities based on language skills to perform in the
English class of 8th and 9th students. The investigator prepared day wise activities on 6 language
60
skills. To assess the enhancement the investigator prepared a question paper on English language
skills to conduct pretest and posttest for the count of 50 as marks and conducted with self-prepared
question paper.
61
CHAPTER 4
ANALYSIS & INTERPRETATION
ZPH School, Mutyalamapalem, Parawada

mandal.
8th Class
Marks Statement: Pre test.
S
AD
NAME OF
TOTAL
62
ENGLISH LANGUAGE SKILLS

NO
THE
STUDENT
489
A.
Appalanarasa
491
MARKS
LISTENING/
SPEAKING
READING
WRITING
VOCABULARY
GRAMMAR
CREATIVE
EXPRESSION
10
50
18
T. Maheswari
27
439
Ch. Mounika
23
494
K. Adilakshmi
23
495
S. Lakshmi
21
496
Ch. Devi
20
498
B. Venkati
27
501
M. Nukaratnam
17
503
G. Devi
22
10
502
A.Swathi
24
11
504
Ch.Mutyalama
28
12
505
A.Swati
38
13
506
A.Shanthi
30
14
507
A.Nookaratnam
17
15
508
B.Maheswari
35
16
510
A.komali
22
17
511
Ch.Nokaratnam
28
18
512
A.Jaya
17
19
514
T.Demudamma
15
20
520
B.Maheswari
23
21
519
M.Nokaratnam
20
22
520
B.Maheeswari
21
23
524
G.Sujatha Rani
17
24
528
M.Alekhya
19
25
536
K.Satyawathi
21
26
492
T.Devudubabu
21
27
497
K.Mahesh
16
28
495
Ch.Apparao
15
29
500
V.Appanna
19
30
509
M.Ramu
30
31
513
A.Ramana
36
32
517
K.Suresh
18
33
521
S.Mahesh
20
34
523
T.Raju
17
35
527
V.Naveen
20
36
533
V.Polaraju
23
37
535
K.Krishna
31
NO
63
38
537
V.Chanti
23
39
582
A.Appalaraju
21
Total
179
161
169
152
109
110
883
Percentage
45.897
51.6
54.16
48.71
34.93
35.25
45.282
MEAN
4.58
4.12
4.33
3.89
2.79
2.82
22.64
ST DEV
1.51
1.28
1.36
1.02
1.1
1.5
5.79
Marks Statement: Post test.

TOTAL
S
NO
AD
NO
NAME OF
THE
STUDENT
LISTENI
NG/
SPEAKI
NG
-10
MARKS
READING
WRITING
VOCABULARY
GRAMMAR
CREATIVE
EXPRESSION
-8
-8
-8
-8
-8
-50
489
A.Appalanarasa
25
491
T. Maheswari
42
439
Ch. Mounika
33
494
K. Adilakshmi
29
495
S. Lakshmi
33
496
Ch. Devi
33
498
B. Venkati
42
501
M. Nukaratnam
29
503
G. Devi
37
10
502
A.Swathi
42
11
504
Ch.Mutyalama
38
12
505
A.Swati
10
49
13
506
A.Shanthi
40
14
507
A.Nookaratnam
31
15
508
B.Maheswari
10
49
16
510
A.komali
34
17
511
Ch.Nokaratnam
34
18
512
A.Jaya
32
19
514
T.Demudamma
24
20
520
B.Maheswari
35
21
519
M.Nokaratnam
29
22
520
B.Maheeswari
39
23
524
G.Sujatha Rani
36
64
24
528
M.Alekhya
24
25
536
K.Satyawathi
35
26
492
T.Devudubabu
40
27
497
K.Mahesh
27
28
495
Ch.Apparao
22
29
500
V.Appanna
28
30
509
M.Ramu
10
43
31
513
A.Ramana
10
47
32
517
K.Suresh
19
33
521
S.Mahesh
30
34
523
T.Raju
32
35
527
V.Naveen
35
36
533
V.Polaraju
29
37
535
K.Krishna
41
38
537
V.Chanti
35
39
582
A.Appalaraju
36
Total
248
232
231
244
211
187
1338
Percentage
68.589
74.359
74.038
78.205
67.62
59.93
68.615
MEAN
6.35
5.94
5.92
6.25
5.41
4.79
34.3
STDEV
1.7
1.21
1.47
1.01
1.46
1.67
7.14
Pre Test Percentage vs Post Test Percentage:
65
Graph 4.1: Column Chart to compare pretest percentage and post test percentage for 8th Class.
Graph 4.2: Line Chart to compare pretest percentage and post test percentage for 8th Class.
PRE TEST MEAN vs POST TEST MEAN:
66
Graph 4.3: Column Chart to compare pretest mean and post test mean for 8th Class.
Graph 4.4: Line Chart to compare pretest mean and post test mean for 8th Class.
67
Pre Test Standard Deviation vs Post Test Standard Deviation
Graph 4.4: Column Chart to compare pretest and post test standard deviation for 8th Class.
Graph 4.4: Line Chart to compare pretest and post test standard deviation for 8th Class.
SKILL WISE PRE TEST-POST TEST ANALYSIS:
68
LISTENING/SPEAKING SKILL:
Graph 4.5: Column Chart to compare pretest and post test results for 8th Class in Listening/Speaking Skill.
Graph 4.6: Line Chart to compare pretest and post test results for 8th Class in Listening/Speaking Skill.
READING SKILL:
69
Graph 4.7: Column Chart to compare pretest and post test results for 8th Class in Reading Skill.
Graph 4.8: Line Chart to compare pretest and post test results for 8th Class in Reading Skill.
70
WRITING SKILL:
Graph 4.9: Column Chart to compare pretest and post test results for 8th Class in Writing Skill.
Graph 4.10: Line Chart to compare pretest and post test results for 8th Class in Writing Skill.
71
VOCABULARY SKILL:
Graph 4.11: Column Chart to compare pretest and post test results for 8th Class in Vocabulary Skill.
Graph 4.12: Line Chart to compare pretest and post test results for 8th Class in Vocabulary Skill.
72
GRAMMER SKILL:
Graph 4.13: Column Chart to compare pretest and post test results for 8th Class in Grammar Skill.
Graph 4.14: Line Chart to compare pretest and post test results for 8th Class in Grammar Skill.
73
CREATIVE EXPRESSION:
Graph 4.15: Column Chart to compare pretest and post test results for 8th Class in Creative Expression Skill.
Graph 4.16: Line Chart to compare pretest and post test results for 8th Class in Creative Expression Skill.
74
ZPH School, Mutyalamapalem, Parawada mandal

9th class 2013-14 Marks Statement: Pretest.
S
NO
AD
NO
NAME OF THE
STUDENT
TOTAL

LISTENING/
SPEAKING
READING
MARKS
WRITING
VOCABULARY
GRAMMAR
CREATIVE
EXPRESSION
-50
10
3
8
4
8
3
8
6
8
2
8
2
20
455
M.Aruna
469
31
474
26
471
K.Bangaram
a
S.Dhanalak
shmi
T.Devi
33
476
30
456
24
464
M.K.mahala
xmi
G.Prashant
hi
B.Shanthi
34
460
S.Anji
34
462
S.Chinnarao
16
10
468
Ch.Gavaraju
19
11
466
A.Mahesh
25
12
465
Ch.Mahesh
30
13
475
S.Mahesh
37
14
474
29
15
458
Ch.mutyaln
aidu
Ch.Mutyalu
28
16
467
Ch.Naidu
19
17
452
S.Raju
30
18
473
Ch.shivaji
33
19
461
20
20
463
S.Sivakuma
r
S.Yallaji rao
22
21
487
S.Bangaraju
23
22
529
23
23
540
16
24
561
20
25
560
T.Appalaraj
u
T.Nageswar
ao
S.Mahesh
babu
S.Mahesh
19
26
569
A.Ramu
20
27
570
13
28
571
A.Lakshman
a
A.Nagendra
23
29
576
Ch.Nukaraji
19
Total
130
117
124
157
113
75
716
75
Percentage
Mean
St
Deviation
44.82
4.48
50.43
4.03
53.44
4.27
67.67
5.41
48.7
3.89
32.32
2.58
49.37
24.68
1.08
1.05
1.84
1.54
1.26
1.15
6.38
ZPH School, Mutyalamapalem, Parawada mandal

LANGUAGE Post
SKILLS
9th class 2013-14ENGLISH
Marks Statement:
test.
S NO
AD NO
NAME OF THE
STUDENT
LISTENING/
SPEAKING
READING
WRITING
VOCABULARY
GRAMMAR
CREATIVE
EXPRESSION
-10
-8
-8
-8
-8
-8
TOTAL
MARKS
455
M.Aruna
39
469
K.Bangarama
40
474
S.Dhanalakshm
i
33
471
T.Devi
10
46
476
M.K.mahalaxmi
44
456
G.Prashanthi
32
464
B.Shanthi
42
460
S.Anji
10
41
462
S.Chinnarao
32
10
468
Ch.Gavaraju
25
11
466
A.Mahesh
32
12
465
Ch.Mahesh
41
13
475
S.Mahesh
10
48
14
474
Ch.mutyalnaidu
10
42
15
458
Ch.Mutyalu
32
16
467
Ch.Naidu
29
17
452
S.Raju
41
18
473
Ch.shivaji
10
47
19
461
S.Sivakumar
26
20
463
S.Yallaji rao
31
21
487
S.Bangaraju
40
22
529
T.Appalaraju
33
23
540
T.Nageswarao
27
24
561
S.Mahesh babu
36
25
560
S.Mahesh
29
26
569
A.Ramu
30
27
570
A.Lakshmana
23
28
571
A.Nagendra
30
29
576
Ch.Nukaraji
27
Total
173
158
156
184
159
132
961
Percentage
64.07
73.14
72.22
85.18
73.61
61.11
71.18
76
Mean
6.4
5.85
5.77
6.81
5.88
4.88
35.59
St
Deviation
1.98
1.43
1.45
1.27
1.42
1.62
7.13
Pre Test Percentage Vs Post Test Percentage
Graph 4.17: Column Chart to compare pretest percentage and post test percentage for 9th Class.
77
Graph 4.18: Line Chart to compare pretest percentage and post test percentage for 9th Class.
Pre Test Mean Vs Post Test Mean
Graph 4.19: Column Chart to compare pretest mean and post test mean for 9th Class.
78
Graph 4.20: Line Chart to compare pretest mean and post test mean for 9th Class.
Pre Test St Dev Vs Post Test St Dev
Graph 4.21: Column Chart to compare pretest and post test standard deviation for 9th Class.
79
Graph 4.22: Line Chart to compare pretest and post test standard deviation for 9th Class.
SKILL WISE PRE TEST-POST TEST ANALYSIS:

LISTENING/SPEAKING SKILL:
Graph 4.23: Column Chart to compare pretest and post test results for 9th Class in Listening/Speaking Skill.
80
Graph 4.24: Line Chart to compare pretest and post test results for 9th Class in Listening/Speaking Skill.
READING SKILL:
Graph 4.25: Column Chart to compare pretest and post test results for 9th Class in Reading Skill.
81
Graph 4.26: Line Chart to compare pretest and post test results for 9th Class in Reading Skill.
WRITING SKILL:
Graph 4.27: Column Chart to compare pretest and post test results for 9th Class in Writing Skill.
82
Graph 4.28: Line Chart to compare pretest and post test results for 9th Class in Writing Skill.
VOCABULARY SKILL:
Graph 4.29: Column Chart to compare pretest and post test results for 9th Class in Vocabulary Skill.
83
Graph 4.30: Line Chart to compare pretest and post test results for 9th Class in Vocabulary Skill.
GRAMMER SKILL:
Graph 4.31: Column Chart to compare pretest and post test results for 9th Class in Grammar Skill.
84
Graph 4.32: Line Chart to compare pretest and post test results for 9th Class in Grammar Skill.
CREATIVE EXPRESSION:
Graph 4.33: Column Chart to compare pretest and post test results for 9th Class in Creative Expression Skill.
85
Graph 4.34: Line Chart to compare pretest and post test results for 9th Class in Creative Expression Skill.
CONCLUSION:
Thus the pretest, posttest activities are conducted. The results are tabulated for the both 8 th and 9th
classes separately. The results thus obtained are elaborated in a graphical representation for better
understanding. We are able to conclude a good progress in the student progress level from pretest and
posttest results and we have them explained from test results.
86
87
CHAPTER 5
SUMMARY AND CONCLUSION
SUMARRY AND CONCLUSION:

The investigated problem of the researcher was the impact of the co- curricular activities on
English language skills. The objective of the study was to find out the difference between learning with
and without co-curricular activities in the acquisition of English language skills in secondary school
level learners. To find out the impact of co-curricular activities on listening and speaking skills, reading
skills, writing skills, vocabulary skills, grammatical skills, creative expression skills in English language
learning.
The main hypothesis is there is a significant difference of English learning with and without
introducing co-curricular activities in the secondary school learners. The study was confined to the Z.P.
88
High School, Mutyalammapalem, Parawada Mandal in Visakhapatnam district. The study was delimited
to the students of 8th and 9th class in English language only.
In order to know the impact of the co-curricular activities on secondary level school learners. The
investigator selected 8th (39) and 9th (29) students and conducted pretest and evaluated for initial data
collection and then the researcher introduced day wise activities for a duration of one month. In the
process of implementation, the investigator prepared respective material like poems, riddles, slogans,
hand puppets, a big book of short stories, crowns, origami etc. The posttest was conducted and
evaluated for final result. The data was analyzed and interpreted.
5.1 MAJOR FINDINGS OF THE STUDY:
With the interpreted data the investigator got the major findings which are as follows:
There is a significant benefit to the learners in the process of English language learning
with the participation of different co-curricular activities to enrich the 6 English language skills.
1. There was a significant enrichment by introducing co-curricular activities toward the acquisition of
listening and speaking skills in English language skills.
2. There was a significant development by introducing co-curricular activities towards the acquisition of
reading skills in English language.
3. There was a significant enhancement by introducing co-curricular activities towards the acquisition
of writing skills in English language.
4. There was a significant enhancement by introducing co-curricular activities towards the acquisition
of vocabulary skills in English language.
5. There was a significant enrichment by introducing co-curricular activities towards the acquisition of
grammatical skills in English language.
6. There was a significant rising by introducing co-curricular activities towards the acquisition of
creative expression skills in English language.
5.2 DISCUSSION OF RESULTS:
Co-curricular activities play an important role at secondary level of student level education. Different
co-curricular activities have been choose and performed for this research work. This research has
showed in good results in the English language skills improvement. These activities are very much
helpful to the teacher to know the feelings and attitudes of the student towards English language
89
acquisition. This result proved that we can make use of these methods to enhance student language
skill at school level.
5.3 IMPLICATIONS AND CONCLUSION OF THE STUDY:
This study envisages how the language skills were enriched by the implementation of different cocurricular activities in the English class of secondary level students. This study exposed not only for the
enrichment of language skills but also for the development of moral and value based education through
participation in number of co-curricular activities. This study also impacted the attitude of the students
towards English language skills.
The investigator had a great opportunity to assess the students ability in English language
skills acquisition. The investigator got good experience in framing different co-curricular activities for
secondary level students.
This study fulfilled the teaching strategy and the curiosity of the student in the language learning.
5.4 SUGGESTIONS FOR FURTHER RESEARCH:
The investigator is interested in suggesting for further researchers that the most useful and interesting
activities should be introduced for the better language learning. The curriculum with participation of cocurricular activities should be noticed and implemented at primary and high school education for
English language development.
The learning of language skills should become simple with the correlation of these activities by
the eminent researchers. So more investigation could be done for the language enhancement and the allaround development if the student.
The impact of co-curricular activities should always be assessed by the investigators to create interest
among the students.
90
BIBLIOGRAPHY:
BOOKS:
1.
2.
3.
4.
5.
Agarwal J.C Thought and education Aryan book department, New Delhi.
Baglay W.C Classroom management-Mac and Millan,London.
Board man J.H Practical school method- the moral press, London.
Brubacher quated in Educational administration- vinod pustak mandir, Agra.
Freet well extracurricular activities in secondary schools- moughton, miffiln
company,1931.
6. Harry C, Mckown Extracurricular activities- third edition The Mac millan
company, New York- Ch.I 1956.
7. Kathari D.S Report of the education commissions
8. Education and national development-Ministry of education- gvt of India-1965.
9. Leo N Chamberlin, Lislie W.Kindered The teacher and school organization
prentice hall.inc.,
91
10. Agrawal J.C thought and education Aryan book dept New Delhi.
11. baglay , w.c, classroom management Mac , millan, London, 1928 chapter-9.
12. Boarrdman , J.H practical school method the moral press London.
13. Brubacher putad in educational administration vinod pustak mandi agra.
14. Fret well extracurricular in secondary schools moughton Mifflin company , 1931.
15. Harry , c.mackown extracurricular activities 3rd edition The mac. Millan company
new York ch.i
16. John dewy democracy and education the mac millan company , new York 1916
17. Kothari , D.S. report of the education commission education and national
development ministry
of education govt of india 1965.
18. Kill Patrick , W.H. Quoted in educational administration vinod pustak - agra.
19. Leo M.Chamberlin, Leslie Q.Kinred the teacher and school organization - prentice
hall inc. - new York 1954
JOURNALS:
DESEERTATIONS/THESIS:
1. A critical study of the importance of co curricular activities in teaching social studies in
secondary schools in Prakasam district.
By
Ravana Reddy(investigator)
ST.Marys College of education.
2005-06 guide:Dr.N.Joseph.
2. A study of implementation of co curricular activities in secondary schools in nandigam mandal
of sri kakulam district.
By
A.Manmadha Rao
Guide:Dr.R.Siva Prasad Rao
92
M.A(Politics),M.A(Edu.)
A.U 2010-11
3. A study of attitudes of secondary school teachers towards co curricular activities in eluru
mandal of west Godavari district.
By
B.Satyavathi
Guide:Smt.K.Saraswathi
M.Sc,M.A,M.Ed, B.L,(P.Hd)
4. A study of implementation of co curricular activities in secondary schools at nandigama
mandal of srikakulam district.
By
A.Rambabu
Guide:Dr.R.Siva Prasad
M.A(Pol),M.A(Edu.),P.Hd
IASE, AU, Visakhapatnam.
5. An investigation into the role of co curricular activities at the secondary level in kothavalasa
mandal in vizianagaram district.
By
G.Sri devi
Guide:Dr.Jayaram kanakala.
IASE, A.U, Visakhapatnam.
6. Nageswara rao , u. A study of teacher moral in teacher training institutions in Sri Kakulam,
vijaynagaram and Visakhapatnam districts an unpublished pre P.Hd dissertation of Andhra
university in 1984.
7. William, j.t the administration and d supervision of the high school Grionn and company
1925
8. Sukhaia, S.P Educational Administration Vinod pustak mandir- Agra 1982.
9. Narang, c.l , Sharma .t.l a modern approach to school organization N.B.S. educational
publishers 40/20 B, Chandigarh 1975.
93

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List of tables:

List of co curricular activities:

Type of co curricular activity

Day wise planned activities for carrying in the investigation.

Listening and speaking,

Reading and writing

Sample Question paper analysis table:

communications related industries. Secondly, opportunities of advancement in academic and

1.2 BACK GROUND OF THE STUDY:

1.3 NEED AND IMPORTANCE OF THE STUDY:

1.4 STATEMENT OF THE PROBLEM:Impact of Co-curricular activities on the enrichment of skills in

The following activities can be undertaken by each house:

Academic, Psychological and Socio-Economic needs

Problems relating to adolescence (counseling of girls is to be done by a female teacher).

Development of soft skills

Choice of a career and vocational guidance

Formation of various Clubs:

Objectives of the Eco Club:

1. To make students understand environment and environmental problems.

Role of Teacher-in-Charge of Eco Club:

The following activities will be undertaken by this club:

5. Flower beds may be prepared in the school campus for beautification.

The following activities may be carried out at least once in a month:

WHAT ARE CO-CURRICULAR ACTIVITIES?

Co-curricular program a fundamental part of curriculum:

Objectives Of Co-Curricular Activities:

Aims Of Co-Curricular Activities

Criteria for the selection co-curricular activities

Advantages of co-curricular activities in language learning

Limitations and defects in the implementation of co-curricular

Types of literary co-curricular activities

English language skills:

1. Relating graphic symbols with sounds and words,

Objectives: To sensitize the students on the need and importance of vocabulary.

The importance of vocabulary:

Knowing and using word

Need and importance of study

1.6 OBJECTIVES OF THE STUDY

5. There is significant flourishing by introducing co-curricular activities towards the acquisition of

1.8 DELIMITATIONS OF THE STUDY

2.1 REVIEW OF RELATED LITERATURE:

Some of the findings were as follows:

2) BHAGAVATHI.N, Students on co-curricular activities organized in the secondary schools of Assam

The objectives of the study:

Some of the major conclusions:

The following recommendations were given:

Some of the findings are as follows:

2.2 REVIEW LITERATURES

Review Literature Topic:

By Abdul Rashid Abdul Sitra

by many other researchers.

Review Literature Topic:

Aims and objectives

To understand implementation of co-curricular activities in secondary school including the phases

such as planning, organizing, reporting, evaluating and recognizing.

implement their co-curricular activities at school

Review Literature Topic:

Review Literature Topic:

Master of Arts, 2006

Review Literature Topic:

The following were the objectives of the study:

Review Literature Topic:

each school graded all participants fairly.

Review Literature Topic: