IMPACT OF CO-CURRICULAR ACTIVITIES ON

CURRICULAR ACTIVITIES OF MALE STUDENTS AT THE

SECONDARY LEVEL IN THE UNIVERSITY PUBLIC
SCHOOL OF UNIVERSITY OF PESHAWAR

0334-9148114 (mhwshshah@gmail.com)

MEHWISH SHAH
Roll No. 6143
M. Ed

HORIZON INSTITUTE OF HIGHER STUDIES

Affiliated with
UNIVERSITY OF PESHAWAR
Session: 2014-15

IMPACT OF CO-CURRICULAR ACTIVITIES ON

CURRICULAR ACTIVITIES OF MALE STUDENTS AT THE
SECONDARY LEVEL IN THE UNIVERSITY PUBLIC
SCHOOL OF UNIVERSITY OF PESHAWAR

MEHWISH SHAH
Roll No. 6143
M. Ed
Submitted to the Institute Horizon Institute of Higher Studies, University of
Peshawar in partial fulfillment of the requirements for the award of the degree
of Master of education

HORIZON INSTITUTE OF HIGHER STUDIES

Affiliated with
UNIVERSITY OF PESHAWAR
Session: 2014-15

APPROVAL SHEET

Certified that the Contents and form of thesis entitled Impact of

Co-Curricular Activities on Curricular Activities of Male Students at
the Secondary Level in the University Public School of University of
Peshawar Submitted by Mehwish Shah have been found satisfactory for
the requirement of the degree.

Internal Examiner:

_________________________________

DR. Arbab Khan Afridi

External Examiner:

_______________________________
Dr.

Director:

Studies

__________________________
Abdullah
Horizon

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

ii

Institute

of

Higher

DEDICATION

I dedicate this
humble effort to
almighty Allah who blessed
me with the ability, to complete this work
and I pay tribute to my beloved
Parents
whose constant and
continuous support me
to achieve all
my goals

iii

ACKNOWLEDGMENTS
First of all I am thankful to Allah the most merciful and
beneficent for enabling me to complete this work.
I wish to record my thanks to Dr. Khisro Kaleem Raza for
providing me with all necessary facilities for understanding this
research work. My special thanks are owed to my supervisor in
research whose kind assistance, expert advices and cooperation
stands behind this research work.
I also extend my thanks to my friend Afshan Andaleeb, who
extended co-operation and helping hand when and where I
needed in the accomplishment of this Thesis.

Mehwish Shah

iv

TABLE OF CONTENTS
DEDICATION...........................................................................................................III
ACKNOWLEDGMENTS.........................................................................................IV
TABLE OF CONTENTS............................................................................................V
LIST OF TABLES....................................................................................................VII
ABSTRACT............................................................................................................VIII
CHAPTER-1.................................................................................................................1
INTRODUCTION........................................................................................................1
1.1

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

1.2

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

1.3

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

1.4

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

CHAPTER-2.................................................................................................................4
REVIEW OF RELATED LITERATURE..................................................................4
2.1
NATIONAL EDUCATIONAL POLICIES..............................................................4
2.1.1 According to national educational policy 1959:......................................4
2.1.2 According to national education policy 1978:.........................................5
2.1.3 According to National Education Policy 1992:.......................................5
2.1.4 According to National Education Policy 1998:.......................................5
2.2

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

2.3

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

2.4

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

2.5
A.
B.
C.

KINDS OF CURRICULAR ACTIVITIES............................................................15

Literary Activities.......................................................................................16
Dramatic Activities.....................................................................................16
Games and Athletics...................................................................................17

CHAPTER-3...............................................................................................................18
METHODS AND PROCEDURE OF THE STUDY...............................................18
3.1

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

3.2

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

3.3

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

3.5

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

CHAPTER-4...............................................................................................................20
PRESENTATION AND ANALYSIS OF DATA.......................................................20
CHAPTER-5...............................................................................................................34
FINDINGS, CONCLUSION & RECOMMENDATIONS.....................................34
5.1

FINDINGS.....................................................................................................34

5.2

CONCLUSION...............................................................................................34

5.3

RECOMMENDATIONS....................................................................................35

BIBLIOGRAPHY......................................................................................................37
QUESTIONNAIRE....................................................................................................38

vi

LIST OF TABLES
TABLE-1: SHOWS PROPER PROVISION OF SCHOOL FACILITIES .....................................20
TABLE-2: SHOWS PROPERLY CELEBRATE OF CO CURRICULAR ACTIVITIES DAY ..........21
TABLE-3: SHOWS PROVIDING OF DIFFERENT TYPES OF ACTIVITIES ............................22
TABLE-4: THE TABLE SHOWS THAT STUDENTS WILLINGLY PARTICIPATE IN COCURRICULAR ACTIVITIES.............................................................................23
TABLE-5: SHOWS THE MAXIMUM NUMBER OF STUDENTS PARTICIPATION IN
CO-CURRICULAR ACTIVITIES ........................................................................24
TABLE-6: SHOWS THAT MOSTLY ACADEMICALLY HIGH LEVELS OF STUDENTS ARE
MORE PARTICIPATING THAN LOWER LEVEL ..................................................25
TABLE-7: SHOWS THE EFFECT OF CO CURRICULAR ACTIVITIES ON THE ACADEMIC
PERFORMANCE OF THE STUDENTS...............................................................26
TABLE-8: SHOWS THE POSITIVE EFFECT OF CO CURRICULAR ACTIVITIES ON
STUDENTS
PHYSICAL AND MENTAL GROWTH .......................................27
TABLE-9: SHOWS AVOIDANCE OF CO CURRICULAR ACTIVITIES IN SCHOOL ................28
TABLE-10:SHOWS THE SUBJECT TEACHER (SCIENCE) ENCOURAGE PARTICIPATION OF
STUDENTS IN CO CURRICULAR ACTIVITIES ..................................................29
TABLE-11:SHOWS THE STUDENTS PARTICIPATION IN CO CURRICULAR ACTIVITIES ARE
OUTSTANDING IN STUDIES ...........................................................................30
TABLE-12:SHOWS THE SOCIAL IMPACT OF CO CURRICULAR ACTIVITIES ON STUDENTS
IN THEIR SOCIAL LIFE?.................................................................................31
TABLE-13:SHOWS THAT THE STUDENTS WHO PARTICIPATE IN SUCH ACTIVITIES ARE
MORE CONFIDENT........................................................................................32
TABLE-14:SHOWS THAT THE STUDENTS WHO TAKE PART IN CO CURRICULAR
ACTIVITIES HAVE THE POTENTIAL OF SOCIAL ADJUSTMENT ........................33

vii

ABSTRACT
The study was undertaken with the objectives of exploring
motives and attitudes of trainee teachers (M.Ed Evening) 2010-11
of IER Peshawar University. The hypotheses were that people
join the teaching profession, have the sense of the honour of
teaching, by their own choice or being convinced by others. The
study was limited to I.E.R Peshawar University only. Data was
collected from M.Ed (Evening) students, data was tabulated and
analyzed. For the collection of this data a sample of 12 students
was selected and a questionnaire was given to them after the
tabulation and analysis conclusions were drawn on the basis of
findings and presented in the form of present report. Some
recommendations were also made for the improvement of the
performance of the system. The study was accepted as most of
the students were in their field by their own choice.

viii

CHAPTER-1
INTRODUCTION
The word education has been derived from the Latin word educate or
education and it means to train to bring up and nourish while education on
mean to lead out for more implies the education is some thing external to be
imposed or put in from out side. The later indicates growth from with in. the
purpose of the education is to codify the behavior of the child and to shape his
personality in a move desirable from education in its limited sense includes the
influence deliberately planned chosen and employed by the community for the
welfare of its coming generations. The purpose is to modify the behavior of the
child and to shape his personality in a move desirable from education is not
some thing static but it is continues and life long process. The secret of the
extreme progress and development of any nation is laid in education as
Napoleonsaid, you give me educated mothers I will give you leaders of the
nation.
Aristotle said, Education is a process necessary for certain of sum
mined is a sound body.
According to John Dewy education is a process of living thought
continuous reconstruction of experience. Modern approaches of education
emphasizes on all round development of the child. They emphasizes on the
harmonious development of the childs body and mind. By nature the child
most general urge is to be active both mentally and physically especially as his
physical and intellectual qualities are the major determinant of his personality.
So the activities rather than the course of study are also new included in the

curriculum and they are named as co-curricular activities. Some can say that
co-curricular activities are those which are not directly related with the
prescribed curricular of various subjects in the school but are equally important
and in some cases more important than curricula for balanced development of
the child.
All activities for physical development and many activities desirable for
social and emotional adjustment come under this heading sports, athletics,
scouting various hobbies, excursions, literary societies, dramatic, debates,
various cooperative projects etc are all co-curricular activities. The basic
purpose of these activities is to build up the character and personality of the
child as well as training of their mind.
Co-curricular activities are all concomitant to teaching activity in
academic institutions. The basic idea behind it is the building up the character
and personality of the students as well as training of their mind. To a large
extent it is an extension as well as application of classroom teaching to life
activity it is therefore bound to be meaningful and interesting.
1.1 STATEMENT OF THE PROBLEM
The present study concentrated upon the impact of co-curricular
activities on curricular activities of male students at secondary level in UPS. .
1.2 OBJECTIVES OF THE STUDY
Following are the objectives of the study.
1.

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

achievements of the child.

2.

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

theses activities.

3.

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

they are involved in.

4.

To find out the overall effect on the personality of the students when
they arc taking part in co-curricular activities.

5.

To investigate which types of facilities regarding co-curricular activities

are provided in the school.

1.3 DELIMITATIONS OF THE STUDY

Due to estimated and resources at the disposal of the investigator:
1.

This study was limited only to university Public School Peshawar.

2.

Only one school was selected as sample for the study.

1.4 SIGNIFICANCE OF THE STUDY

Following are the most notable aspects of this research work.
1.

This study will clearly point out the range of involvement of boys in the
co-curricular activities at the secondary level school in UPS.

2.

It will classify the level of interest of boys in specific type of cocurricular activity and also show their interest in most commonly
preferred activities.

3.

This study will also highlight the infrastructural support available for
organizing the co-curricular activities for male students in the school.

CHAPTER-2
REVIEW OF RELATED LITERATURE
Previously, the purpose of education was confined to the teaching of
subjects of the curriculum. The social activities were regarded as extras. A
weak student had no right to go to the playgrounds or to functions. Gradually,
this attitude of hostility changed into that of indifference. These activities were
not supervised nor were any guidance given. But now the concept of education
has changed. All-round development of the child is the theme of new
education. Modern education recognizes that when the child comes to the
school, he comes in mentally, physically, spiritually, socially and vocationally
and as such he must be educated in all of them. Now it is recognized that these
activities are valuable media for developing proper attitude, habits, interests,
ideals among pupils. Because of their importance in education, they have been
renamed, as co-curricular activities as they form an integral part of the school
curriculum in their organization, therefore, need just much care and fore
thoughts.
Co-curriculum activities have been emphasized in almost all of the
national educational policies, of Pakistan.
2.1 NATIONAL EDUCATIONAL POLICIES
2.1.1 According to national educational policy 1959:
Physical activities like games and sports encourage such desirable social
characteristics as sense of fair play, teamwork and fortitude and endurance. For
the sake of a cause in the past our schools and colleges have been nurseries of
athletes and sportswomen. The minds of our children and the intellects of our

youth will develop best when they have sound strong bodies in which to grow
for these reasons physical education must be accepted as importance in all
schools.
2.1.2 According to national education policy 1978:
Besides the general school and college education Physical education,
sports and cultural activities are recognized as important factor in the all round
development of an individuals personality. These out of class activities are
strong means of development of democratic leadership, discipline, national
integration, patriotism and international understanding.
2.1.3 According to National Education Policy 1992:
Physical education, sports and games will be recognized, as a high
priority area in the educational sector. Physical education will be a compulsory
pan of the daily timetable in schools and colleges.
2.1.4 According to National Education Policy 1998:
The modern concept of education stresses upon, all round development
of the individuals. Physical education with special emphasis on games and
sports is an integral part of the education concerned with health and physical
fitness. It also contributes along with other branches of education, to mental
health, emotional and social development. Thus physical education is important
for the development of personality.

2.2

IMPORTANCE AND SCOPE OF CO-CURRICULAR

ACTIVITIES

1.

To Meet the Needs at the Adolescent Study

Gregarious instinct is very predominant in adolescents Growing boys

desire to behave socially. If opportunities are not provided to them, they will
form their own undesirable groups and gangs. This grouping may be harmful to
them and to the society. Their activities give a healthy outlet to various instincts
like gregariousness, assertion and curiosity (Many curricular activities e.g., self
government, social service league, scouting etc will be very conductive to
sublimate their instincts as they will provide them a field for dong something
socially worth whit through group activities).
2.

To provide social training

By participation in co-curricular activities pupils learn valuable lessons

in practical cooperation and the habits of team work they realize the relation of
the society to the individual and of the individual to the society.
One hand is to sacrifice ones immediate interests, for the welfare of the
group. Pupils have to move from sheer individualism to social awareness. Team
spirit is developed in them. Spirit of give and take takes place of selfishness.
The pupil identifies himself with the group of his own choice, a debating
club, a dramatic club or football team. I-Ic is no longer an individual but a
meniber of the group. He teams loyalty to his group. Universal brotherhood,
true democracy faith in man and unselfish service are ideals, which are
encouraged.

3.

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

moral conduct? Moral conduct is the response that an individual makes to the
requirements and expectations of the social order, in which he lives, in matters
affecting the welfare of others. Its a conduct approved by society.
By participating in their activities,

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

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

Pupils find opportunities to decide and choose the right and to learn the
great values of self-control and moderation.
Every one of moral experience is worth a pound of ethical teaching.
Through the community life of games and activities, the child learns an

inner discipline, which abides with the child as a directing and restrains
influence when he is away from the school.
4.

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

reorganized and administered on democratic lines. The students will thus have
opportunities and responsibilities somewhat similar in small way to those they
will have later as grown up citizen. Co curricular activities train pupils for their
rights and responsibilities as citizens. Students learn the mechanics and deceive
of government and develop true spirit of citizenship.
Self-government will provide experience of the life of a democratic
society. In this pupils determine the policies and the programs, they plan and
7

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

meeting in an approved and parliamentary style; it gives him an opportunity to
exercise his boat. Here the students will know that rights involve
responsibilities.
Lessons in cooperation can be learnt by practice. In order to retain his
position as a member in Students Council, Athletic team etc, a student has to
exercise cooperation.
5.

To Provide Worthy Recreational Interests

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

education for work. If recreational interests are developed during school life,
they prove to be very beneficial in leisure hour of adult life and make life fuller
and richer.
With the advent of industrial civilization, machines have replaced
human labor So increasing leisure hours have been afforded to man. As the
work is entirely mechanized, the work does not derive any human satisfaction
from it. He is never responsible for a work as a whole. He will never take
satisfaction and pride on the completion of the whole work. The denial of
human values during work hours results in the worker to enjoy his leisure hours
violently. He is frustrated. Schools can create favorable attitudes in their pupils
of healthy activities and unfavorable ones for unhealthy leisure time activities.
If love of one or move a hobby be created at the school stage, that hobby will
be the principal leisure time activity of the pupil through out life.

6.

Supplementation of Academic Work

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

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

students council will give them a picture of Central State elections. Excursions
to historical, geographical and industrial places will enrich the experiences of
the students. Contributions to the school magazine will supplement the
teaching of languages.
7.

To Discover and Develop Individual Interest and Provide Recreation

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

that the pupil may participate according to his interest. The pupil will
participate in only that activity in which he is interested. So the teacher can fin
out the interest and aptitude of the pupil. Recreation can therefore, be provided
according to the interest of the pupils. When individual differences are
recognized, when tests and aptitudes are discovered and when recreation is
provided, the problem of school discipline can be solved. All these activities
are helpful in experimenting with their likes and dislikes, in finding their
interests and capacities in these fields and in developing their tests and
aptitudes they possess.
8.

Training for Leadership

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

faced in the running of various societies. All these inculcate in the students the
qualities of quick and clear thinking, adaptability, good judgment, initiative self
confidence, broad vision, patience, tolerance, integrity, willingness to work,
enthusiasm, faith, courage, conviction, unselfishness etc all these qualities can
be developed through the regular curriculum.
9

9.

Development of Discipline
Discipline becomes self-discipline. Students remain busy with different

kinds of activities and develop their talents in different directions. They make
laws for various societies and come to realize the need for showing respect to
their school laws.
Many kinds of educational activities basis as well as none. Basic should
be organized in schools. These activities should be able to serve some
objectives.

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

organization.

These activities should stimulate childrens interest in their environment.

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

These activities should provide such experiences as would contribute to

all round development of children. They should be organized in such a
manner that they are helpful in the physical, mental and moral
development of the child.

These activities should be helpful in giving training for leadership.

They should give the child training in citizenship and the art of selfgovernment.

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

realization and more effective.

10

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

They should develop initiative in children.

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

They should help acquire knowledge.

2.3 CO-CURRICULAR ACTIVITIES

1.

Need and Interests

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

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

pupil native interest and results in meeting his needs. He is not likely to take
part in it with enthusiasm.
2.

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

It should be the result of his free choice. What the head of the school has to see
to only the presence of the large number and variety of organization so as to
cater for the different interests and aptitudes of the pupils. Each pupil should be
allowed to choose from the activities the one. which is more interesting to him.
3.

Educational Value
Co curricular activities should contribute in high degree to the

realization of educational objectives unless each activity can be justified in

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

11

4.

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

new demands and meet changed conditions. The same old program should not
be repeated year after year.
5.

Responsibility
Responsibility for administration of co curricular activities should be

clearly defined and shared with faculty and students.

6.

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

should be Limited. This does not contradict that every pupil should have the
opportunity to participate and that his participation should be varied according
to his needs and interests. It means that a desirable balance should be
maintained between the curricular and co curricular programs. Unless
irritations are imposed some students are over emphasized this phase of school
Life. Thus limiting the extent of participation is likely to result in a more
general distribution of opportunities for the entire student body.
7.

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

who take part in them. Those activities should not be organized in which a very
few member of students arc participating and which involve much expenditure.
8.

Eligibility
Co curricular activities should be available to all pupils regardless of

their scholastic standing.

12

9.

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

the school. If it were not done, they would be looked as extra. By inclusion of
these activities in the regular timetable, on the one hand all the students would
be provide with the opportunity to participate in social experience and on the
other hand the status of the activities would be raised to the level of curricular
pursuits.
10.

Direction
Individual activities in the co curricular program should be planned and

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

achievement of objectives set up for the program. Pupils must have the
opportunity to learn how to plan their own affairs, to work cooperatively and to
assume their own affairs.
2.4 ADVANTAGES OF CO-CURRICULAR ACTIVITIES
The values of co-curricular activities are multifarious and important
from educational point of view. Dr. Arbab Afridi has listed the following
advantages

13

The Physical Advantages

There are many co-curricular activities such as games, athletics,
scouting and thinking which provide healthy channels for the
development of the pupils.

Academic Activities
Co-curricular activities provide practical experience in academic growth
of the child. Many activities such as excursion, library, debates etc add
in the mental growth of the child.

The Social Values

The activities, which are mostly cooperative in nature, are called social
values like, cooperation, mutual help, understanding, fellowship,
tolerance and sharing, responsibilities etc. Pupils acquire group loyalty
through group activity.

The Aesthetic Values

Drawing, painting, decoration, toy making, clay modeling, preparation
of charts and modes develop aesthetic sensibility in children.

The Recreational Values

Student who are encouraged, to participate in arts, symposium, debates,
discussion, exhibition, games arid sports and other hobbies can learn the
methods and means of utilizing their leisure through recreational
activities.

14

2.5 KINDS OF CURRICULAR ACTIVITIES

The following are some of the activities that satisfy the innate interests
of the pupils and at the same time give them good social, civic moral training.
The number and kinds of activities to be organized will depend upon the size
and the financial resources of the school, the member and special capacities of
the teachers.
Literary activities, such as debating public speaking and editing and
publication of the school magazine
(a)

Literary activities

(b)

Dramatic activities

(c)

Game and athletics

1.

Pertaining to academic interests as represented by language, literature,

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

2.

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

orchestras.

3.

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

gardening etc.

4.

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

school workshop with various kinds of material.

5.

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

movements, safety clubs, social service league etc.

15

A.

Literary Activities
Literary activities provide training for youth in the essentially social art

of communicating one side to others fully, clearly and effectively. The impulse
to communicate is very powerful in adolescents and it seeks expression in
various ways. Side by side with the growth of these impulses the thought
process develop rapidly and the youth become capable of organizing their ideas
and of reasoning about things.
Literary expression is either oral or written. So far as oral expression in
the company of others is concerned it has various forms. The most important
are, firstly speaking in public on any subject of interest to the speaker and the
audience in an orderly, clear and effective manner and secondly debating issues
of the live interest. The debater not only presenting his case in clear and logical
way but also seeking to persuade and convince others that his own point of
view is correct and therefore acceptable.
B.

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

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

general among children irrespective of race and nationality and it is the
business of the educator to utilize it for the development of the individual and
the benefit and pleasure of others.
Dramatic work may be started quite early in school life, fables and folk
tales being fit subjects for dramatization by young children. In the secondary
school when the dramatic instinct reaches fuller development, more formal
productions should be attempted so much as an educational method as in the

16

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

pleasure to the actors and the audience.
C.

Games and Athletics

In the whole ranges of extra curricular activities games and athletics

enjoy the largest measure of popularity. This is mainly due to the strong appeal
they make to the instinctive nature of boys as well as girls. The growing self
assertion and self reliance of the adolescent. his individuality, resourcefulness
and good fellowship combined with his desire for vigorous physical activity
and his reckless courage find in athletics very welcome outlet. The element of
content that enters in to most of these activities gives them an additional zest.
Adolescence is said to be preeminently in the athletic period and it is necessary
that full account should be taken of these activities in the school program.
Athletics have a wholesome effect on the physical, mental, social and
moral development of the individual. Being undertaken with full zest and
enthusiasm, these activities absorb the participants whole being and thus
exercise and develop his full personality by promoting the actions of bodily
functions by quickening blood circulating and by purifying the bloody vigor
athletics act as a powerful physical tonic.

17

CHAPTER-3
METHODS AND PROCEDURE OF THE STUDY
3.1 NATURE OF RESEARCH
It is a survey type descriptive research, which simply indicates the broad
field of study depending upon the availability of literature and formation. It
involves the collection, analyzing and interpretation of the data in order to find
the comparative analysis of co-curricular activities among boys at the
secondary level.
3.2 CONSTRUCTION OF THE QUESTIONNAIRE
A questionnaire is a major instrument of the research for the collection
of the data.
3.3 AKLFJALFJ

3.3 AREAS OF THE INSTRUMENT

The questionnaire contained the following aspects of study.
1.

Types of co-curricular activities

2.

Time and period for these activities

3.

Arrangements of competitions for theses activities

4.

Analysis of Data

18

The new data was collected and arranged to its nature and lastly it was
tabulated. A comparative analysis has been shown by the data.
3.5 TABULATION AND INTERPRETATION OF DATA
The data was statistically analyzed and tabulated. Percentage was
calculated for the whole data on the basis of which findings and conclusions
were drawn.

19

CHAPTER-4
PRESENTATION AND ANALYSIS OF DATA
Physical Facilities
1.

Does your school provide proper physical facilities?

Table-1:

Table-1

Shows proper provision of school facilities

Respondents

Yes

%Age

No

%Age

30

25

83.3%

16.7%

Figure-1

Analysis
Table-1 indicates that 83.3% teachers gave Yes response and give 16.7%
No response.

20

2.

Do the school properly arrange co curricular activities?

Table-2:

Table-2

Conduct in celebrate of co curricular activities day

Respondents

Yes

%Age

No

%Age

30

22

73.3%

26.7%

Figure-2

Analysis
Table-2 shows that 73.3% schools have properly celebrated co-curricular
activities and 26.7% did not conduct these.

21

Academic Achievements
1.

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

Table-3:

Table-3

Shows providing of different types of activities

Respondents

Yes

%Age

No

%Age

30

26

86.7%

13.3%

Figure-3

Analysis
Table-3 indicates that 86.7 % schools have provided different types of
activities and 13.3% did not provide the activities.

22

2.

Do students willingly participate in co-curricular activities?

Table-4:

Table-4

Figure-4

The table shows that students willingly participate in Cocurricular activities

Respondents

Yes

%Age

No

%Age

30

30

100%

0%

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

100%

0%
Yes

No

Analysis
Table-4 shows that students willingly participate in co-curricular
activities. The above table shows that 100% students willingly participate in co
curricular activities.

23

3.

Does maximum number of students of your school participate in co

curricular activities?

Table-5:

Table-5

Shows the maximum number of students participation in co

curricular activities

Respondents

Yes

%Age

No

%Age

30

28

93.3%

6.7%

Figure-5

Analysis
The above table-5 and figure shows that 93.3% students participated in
co curricular activities and 6.7% did take not interest.

24

4.

Do you think that most academically high-level students actively

participate in co-curricular?

Table-6:

Table-6

Shows that mostly academically high levels of students are more

participating than lower level

Respondents

Yes

%Age

No

%Age

30

16

53.3%

14

46.7%

Figure-6

Analysis

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

curricular activities and 46.7% low-achiever students participate. This table
shows balance between both levels.

25

5.

These co-curricular activities have some effect on the academic

performance of the participation?

Table-7:

Table-7

Shows the effect of co curricular activities on the academic

performance of the students

Respondents

Yes

%Age

No

%Age

30

28

93.3%

6.7%

Figure-7

Analysis
Table-7 shows the effect of cc curricular activities on the academic
performance of the students. 93.3% students academic performance was
affected by participation and 6.7% students are not affected.

26

6.

Do the co curricular activities have positive effects on students physical

and mental growth?

Table-8:

Table-8

Shows the positive effect of co curricular activities on students

physical and mental growth

Respondents

Yes

%Age

No

%Age

30

30

100%

0%

100%

100%

80%
60%

Figure-8

40%
20%
0%

0%
Yes

No

Analysis
Table-8 shows the positive effect 100% of co-curricular activities on
student physical and mental growth.

27

7.

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

Table-9:

Shows avoidance of co curricular activities in school

Respondent
Table-9

Yes

%Age

No

%Age

16.7%

25

83.3%

s
30

Figure-9

Analysis
Table-9 shows avoidance of co-curricular activities in school. 16.7%
schools avoid the co curricular activities and 83.3% agreed these activities.

28

8.

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

co curricular activities?

Table-10:

Shows the subject teacher (science) encourage participation of

students in co curricular activities

Respondent
Table-10

Yes

%Age

No

%Age

29

96.7%

3.3%

s
30

Figure-10

Analysis
Table-10 this table shows that 96.7% subject teacher specially science
teacher encourage participation in co-curricular activities and subject teacher
(science) encourage participation of students in co-curricular activities and
3.3% discourage.

29

1.

Do the students participating in co curricular activities are outstanding in

studies?

Table-11:

Shows the students participation in co curricular activities are

outstanding in studies

Respondent
Table-11

Yes

%Age

No

%Age

28

93.3%

6.7%

s
30

Figure-11

Analysis
It indicates that the students participation in co curricular activities. The
table-11 shows the students participation in co curricular activities are
outstanding in studies.

30

2.

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

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

Table-12:

Table-12

Shows the social impact of co curricular activities on students in

their social life?

Respondents

Yes

%Age

No

%Age

30

30

100%

0%

100%

100%

80%
60%

Figure-12

40%
20%
0%

0%
Yes

No

Analysis
The table 12 focuses on the social impact of co curricular activities. The
above table shows that 100% co curricular activities help in social impact. The
result shows that 100% co curricular activities help in social impact.

31

11.

Do you think that the students who participate in such activities arc
more confident in their behavior than the others?

Table-13:

Shows that the students who participate in such activities are more
confident.

Respondent
Table-13

Yes

%Age

No

%Age

30

100%

0%

s
30

100%

100%

80%
60%

Figure-13
40%
20%
0%

0%
Yes

No

Analysis
The above table shows that 100% of students who participate in co
curricular activities are more confident in their behavior than the other students.

32

3.

Do you agree that the students who take part in co curricular activities
have the potential of social adjustment?

Table-14:

Table-14

Shows that the students who take part in co curricular activities

have the potential of social adjustment

Respondents

Yes

%Age

No

%Age

30

30

100%

0%

100%

100%

80%

Figure-14

60%
40%
20%
0%

0%
Yes

No

Analysis
The table shows that students who take part in co curricular activities
have the potential of social adjustment. The table shows that co curricular
activities have great impact on the students.

33

CHAPTER-5
FINDINGS, CONCLUSION & RECOMMENDATIONS
5.1 FINDINGS
5.1.1 It is observed that University Public School provides co curricular
activities to their students.
5.1.2 It is discovered that 97% students willingly participate in co curricular
activities.
5.2 CONCLUSION
Based on the interpretation of data the following conclusions are drawn.
5.2.1 It his reveled that most of the schools have the facilities of co curricular
activities and the schools provide their students with opportunities to
participate in them.
5.2.2 Most of the students willingly participate in co curricular activities and
their parents also encourage them to take part in such activities.
5.2.3 It has found that co curricular activities do not affect their academic
performance and while engaged in such activities they also pay full
attention to their studies.
5.2.4 It has also discovered that these activities motivate students towards
studies and also develop study habit in them.
5.2.5 It has found that most of the students like physical exercises more than
mental exercise.

34

5.2.6 Most of the students also agreed that by participating in such activities
they have a positive effect on their personalities.
5.2.7 Co-curricular activities also build confidence in them.
5.2.8 Co-curricular activities also developed social skills in students.
5.2.9 The students who participate in mental activities perform better than
those who are involved in physical co curricular activities.
5.2.10 It is found that although the students are engaged in co curricular
activities still most of them give proper attention and time to their
studies.
5.2.11 It has been concluded that overall effect of co curricular activities is
positive.
5.2.12 It has been found that most of the schools have special teachers for co
curricular activities.
5.2.13 It is also discovered that most of the schools have proper period for co
curricular activities.
5.3 RECOMMENDATIONS
5.3.1 It is recommended that all the students should provide co curricular
activities to their students.
5.3.2 Trained teachers who should have complete knowledge about such
activities should carry out these activities.
5.3.3 All the students should be given equal opportunities to participate in
such activities.

35

5.3.4 The school should also provide all the facilities regarding such
activities.
5.3.5 These activities should be provided to the students according to their
interests and attitudes.
5.3.6 The students should be encouraged to participate in such activities as the
conclusion has shown that the students taking part in co-curricular
activities become social.
5.3.7 All the activities should be given due importance i.e both involving
physical exercise like different types of games and sports and mental
exercise like debates and quiz competitions should be there in the list of
co-curricular activities of every school.
5.3.8 Students should be rewarded for their performance in order to encourage
them.
5.3.9 All the activities should be organized in accordance with the image and
regulations of the school.
5.3.10 Audio-visual record of such activities should be kept in school.
5.3.11 The supervisors of these activities should be selected according to their
abilities.
5.3.12 All the activities should be arranged with proper planning.
5.3.13 All the competitions should be conducted in peaceful environment.

36

BIBLIOGRAPHY
1.

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

Peshawar. 1991.

2.

National Education Commission Report (1959). Ministry of Education

Government of Pakistan. The Manager of Publication Press
Karachi Government of Pakistan.

3.

National

Education

Policy

and

Implemented

Program

(1978).

Government of Pakistan Ministry of Education Islamabad.

4.

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

Lahore.

5.

Rehman Mehmooda (1994) Teaching of Science and Mathematics

Institute of Education and Research University of Peshawar.

6.

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

Pak Publishers Co-LTD Lahore.

7.

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

Health and Co-London

8.

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

9.

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

book Co.INC. London.

37

QUESTIONNAIRE
Topic: Impact of co-curricular activities of male students at secondary level in
University Public School, Peshawar.
Name of School:

______________________________

Teacher Name:

______________________________

Qualification of Teacher:

______________________________

General Professional Experience:

______________________________

Subject:

______________________________

PHYSICAL FACILITIES
I.

Do your school provide proper facilities?

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

Yes___No____
Yes___No____

Academic Achievements
3.

Do your school provide different types of activities?

Yes___No____

4.

Do students willingly participate in co curricular activities?

Yes___No____

5.

Does maximum number of students of your school

participate in co curricular activities?

6.

Do you think that mostly academically high-level

students are more participating than lower level?

7.

Yes___No____

Do the co curricular activities have some effect on the

academic performance of the students?

8.

Yes___No____

Yes___No____

Do the co curricular activities have positive effects on

students physical and mental growth?

Yes___No____

38

9.

Are you agree that co curricular activities be avoided

in school?

10.

Do the subject teachers (science) encourage participation

of students in co curricular activities?

11.

Yes___No____

Yes___No____

Do the students participating in co curricular activities are

outstanding in studies?

Yes___No____

SOCIAL IMPACT
12.

Do you think that these activities help the students?

13.

Do you think that the students who participate in such

Yes___No____

activities are more confident in their behavior than the others? Yes___No____
14.

15.

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

curricular activities have the potential of social adjustment?

Yes___No____

If No, Why? Your comments.

Yes___No____

39