Effectiveness of Co Curricullar Activities PDF
Effectiveness of Co Curricullar Activities PDF
Effectiveness of Co Curricullar Activities PDF
Abstract
This study attempted to explore
and identify factors that help to
promote students’ efficiency in
co-curricular activities in Khyber
Pakhtunkhwa, Pakistan. The
sample consisted of 60
principals/headmasters of schools
from all the boys’ high schools of
Peshawar City, which included 52
principals from private and 8 from public schools respectively. 120 teachers two
from each sample school from both public and private sectors (16 teachers from
public and 104 teachers from private schools). Of those 60 schools, a sample of
1200 students was selected, including 160 students from public and 1040
students from private schools. Three separate opinionnaires were used to gather
data from principals, teachers and students. The opinionnaires contained items
and statements which were structured around eliciting responses from principals,
teachers and students about factors that contributed to students’ efficiency. The
interviews based on 10 items/statements which were held with 120 parents
whose children were in 10th class of the sampled schools. The data were
analyzed both quantitatively and qualitatively. In order to be logical and
scientific in approach, the analysis was further made meaningful with the
application of statistical measures. The data obtained from principals’, teachers’
and students’ revealed a number of areas and factors that contributed to the
students’ development.
Keywords: Community, Efficiency, Factors, Opinionnaire, Parents, Public
and Private, Principals, Relationship, Students, Teachers.
Introduction
Schools is a social organization by uprightness of the way that the principal, the
teachers and the students have normal intrigue engaged with the school-based
exercises for which they arrange their efforts for the welfare of the students. The
goals of the schools should be detailed on the premise of shared endeavors of those
framing an organization.
Co-curricular exercises advance energy, essentialness, constructive considering
and solidarity which thus, add to identity improvement. Co-curricular exercises
encourage the improvement of different spaces of psyche and identity, for
example, scholarly advancement, emotional development, social improvement,
moral advancement and aesthetic development.
Community demand quality education for their kids. The educational system
ought to guarantee all-encompassing improvement of a youngster. He ought not
just have one aptitude required for joining a calling but instead he ought to be
furnished with an individual from abilities that empower him take helpful
individual from society, so he assume his part successfully in the improvement
of his nation. Effective schools meet the desires of stakeholders in education.
Both students and teachers at such schools endeavor to meet the desires cravings
of society, while teachers and students at the less effective schools don't
experience such turmoil.
In a magnificent school, the population including, among others, the key, the
teachers and the taught have a common cause. For them work has an
essentialness and life is work. Both teachers and students have viable
connections and they finish their distinctive assignments in time with a soul that
demonstrates their eagerness for accomplishment of the expressed goals of the
school. Their individual and aggregate achievements are promptly perceived.
The perfection of viable schools don't exclusively radiate from a solitary factor
of high resolve, or of students' high accomplishments, or high pass rate however
it is the net consequence of all these and the net result of all these and more.
Literature Review
According to Balls (2008) the particular commitment of good schools is
amazing educating and realizing, which enable youngsters to create certainty, to
find out about cooperation, authority, obligation, and effective connections. As a
vital community resource, schools could offer more extensive open doors for
youngsters and their families to partake in sports and social exercises. Great
schools have a comprehension of the youngster. They are places that could
distinguish and address developing issues before they end up plainly genuine.
As indicated by the National Education Policy (2009) of Government of
Pakistan training frameworks empower students to advance their hidden talents
and skills, encouraging them to assume their compelling parts in the
improvement of society. Education ought to inject in them the soul of patriotism
and assemble their character, quality of tolerance, social equity, majority rules
system with a specific end goal to know their way of life and history. They
ought to be very much aware of the ideology of Pakistan.
Terezinda (2006) has investigated in a gathering called Teaching and Learning
Research Program (TLRP) infeatured the most vital reason for learning and
announced that it was to make a man ready to unfold his inner qualities. While,
then again, expected teachers to remember past information of the student. The
investigation additionally detailed that teachers ought to perform different
activities in the class with a specific end goal to make the environment of the
class healthy by talking about and tackling the student's social and emotional
issues by which an teacher can make the learning successful.
As indicated by Iqbal (2014) amazing schools are perceived by the
accompanying attributes:
• Significant work.
• Fruitful interaction amongst teachers and students.
• The securing of perfection in school is not reliant upon singular exertion
whether it is on part of school or student; yet an aggregate attempt prompts
accomplishment.
• The society's higher foresights are met through the best accomplishments of
these schools.
• Having strong culture and clear sense of purpose are two main approaches.
• Regarding accomplishment of fundamental targets of school, teachers and
other staff are given fitting point.
According to Pollard and James (2006) advancing the learning and
accomplishment of students is the fundamental point of school instruction.
Educating is the fundamental method for accomplishing this. Instructing and
realizing are what at last make distinction in the brain of the student, and along
these lines influences learning, abilities, mentalities and the limit of youngsters
to add to contemporary social orders.
H = 3.75 DF = 59 P = 1.000
H = 4.25 DF = 59 P = 1.000 (adjusted for ties)
From above mentioned p-value, it revealed that the statistical hypothesis of the
study was insignificant. Conclusively, the responses of all the principals were
the same at the average.
Analysis of Teachers’ Responses
The responses acquired from 120 teachers on the basis of opinionnaire with
respect to factors making viability in schools through co-curricular activities
were subjected to statistical analysis by utilizing a non-parametric test, i-e-
Krushkal Wallis test, through Minitab to test the similarities in the teachers’
responses. The teachers’ responses about related subjects with five choices
(Strongly Agree (SA), Agree (A), Undecided (UD), Disagree (D), Strongly
Disagree (SD)) are given in Table 3.
Table 3: Teachers’ Responses about Co-curricular activities for School
Effectiveness
S. School Effectiveness SA A UD D SD
No.
A look at the teachers' responses in Table 3 above shows that, for most
explanations, every one of the respondents reacted positively to the given
statements i.e. they conveyed what needs be by "agreeing" and 'strongly
agreeing' with the statements. For statements 1 and 2, most respondents (66 out
of 120) agreed or strongly agreed that co-curricular activities are being held in
their schools. Twenty six respondents ticked "undecided" while eighteen ticked
"disagree" and ten ticked 'strongly disagree'. There might be no utilization of
such kind of exercises or no facilities there because of which teachers are not
satisfied personally with co-curricular activities in their school. For statements 3,
4 and 5, most respondents agreed or strongly agreed that students are being
appropriately instructed through co-curricular activities. Curricular and co-
curricular programs of school elevate feasible commitment to educational
outcomes and teachers are regulating co-curricular activities in their schools.
Twenty six teachers in statement no: 3 ticked 'undecided'. They don't know that
co-curricular activities are educating students. While in statement- 4 six teachers
ticked "undecided" eight "disagree" and four 'strongly disagreed' that curricular
and co-curricular programs of school promote practical responsibility regarding
instructive results. For statement 5 eight respondents ticked 'undecided', two
"disagree" while four 'strongly disagreed' that they are directing co-curricular
exercises in their schools.
Table 4: Testing of Statistical Hypothesis of Teachers’ Responses
S. N. Statements N Media Ave
n Rank
1 Co-curricular activities are being held in your school 5 18.0 59.8
2 You are satisfied personally with co-curricular activities in your sch 5 18.0 59.8
3 You are properly educating students through co-curricular 5 24.0 53.4
activities
4 Curricular and co-curricular programs of school promote 5 8.0 56.1
sustainable commitment to educational outcomes
5 You are supervising co-curricular activities in your school. 5 8.0 51.9
H = 3.81 DF = 19 P = 1.000
H = 3.90 DF = 19 P = 1.000 (adjusted for ties)
From above mentioned p-value, it revealed that the statistical hypothesis of the
study was insignificant. Conclusively, the responses of all teachers were the
same at the average.
Table 5: Students’ Responses about Co-curricular activities for School
Effectiveness
S. School Effectiveness SA A UD D SD
No.
1 Co-curricular activities are being held in your school 412 402 154 94 138
2 You are satisfied personally with co-curricular activities
in your school 486 474 44 112 84
3 You are taking part in co-curricular activities held in your 382 418 138 100 162
4 You are being educating through co-curricular
activities. 386 504 70 120 120
5 Are these activities wasting your learning time. 102 140 90 414 454