List of Content

i) Introduction 2

ii) Review of the Related Literature 3

iii) Methodology of Research 4

iv) Result and Discussion 6

v) Summary, Findings, Conclusions and Recommendations 7

vi) References 11

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Introduction:

Education is the key to success in most walk of life it enlighten the people. It enables the

people to know their rights and duties and helps them to secure employment and commands

recognition or respect lack of education results in problems of sickness, mental ill health

and inadequate personal care, thus, leading to much personal unhappiness and frustration

for Generations together (Bala, 2007)

There are two divergon viewpoints regarding Co-curricular activities. Some in favour and

some opposed (Nesan, 2009)

The role of Co-curricular activities in Community model School and Govt. Primary School.

Community model School set up under girl Primary education protect (GPEP) in 1994 and

founded by Asian Development Bank (ADB) and comparison of their academic

performance, Co-curricular activities and available with physical facilities with Govt. girl

Primary School.

Objective of the Study:

The objective of the study were:

i) To find out the degree of involvement of the students in Co-curricular activities.

ii) To find out the level of academic performance of the students who take up more

than one Co-curricular activity.

iii) To explain the students attitude towards the use of Co-curricular activities in the

educational setup.

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Review of Literature

M (2009) stated that currently, the Government claim the Pakistan has a literacy rate of

47%. However, independent analysis and educational organizations put the actual figure at

about 20% at secondary level. Most of the provide Schools serve as tuition centers to

prepare students for board exams, rarely providing Qualities Education and opportunities

for intellectual growth.

It is noteworthy to mention here that the GDP for education was 24% in the 1988, while

despite claiming the sky high efforts by the Government in the education zone.

It just succeeded to touch the 29% of the GDP in the budget 2007 to 2008.

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Methodology of Research

Objective i)

The study demographic of respondent

Name:________________________

Age:_________________________

Gender:_______________________

Objective ii)

To find out the level of academic performance of the students who take part

more than one Co-curricular activity.

Sr.# Statements

i) Is Co-curricular activities make student

active?

ii) Are the Co-curricular makes student

healthy?

iii) Is activity the greatest motivation of

learning?

iv) Is Co-curricular activity is useful?

v) Do you like Co-curricular activities?

vi) Do you like to take part in Co-curricular

activities?

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Objective iii)

To explain the students attitude towards the use of Co-curricular activities in the

educational setup.

Sr.# Statements Yes No 1 2 3 4 5

i) Are Co-curricular activities increase the

student collaborating?

ii) Are Co-curricular activities awake the hidden

ability of students?

iii) Is Co-curricular activities make student

active?

iv) Are you involved in the planning of Co-

curricular activities

v) Are Co-curricular activities only the wastage

of time?

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Result and Discussions

The major aim of this research was to study of Co-curricular activities on students’

performance at elementary level. This study is quantitative in its nature and survey

methodology was sued to collect data.

For the purpose of data collection, researcher designed a questionnaire containing 25

questions for the students of elementary Schools at District Faisalabad. The sample of 150

student (40 boys & 110 girls) was selected for the data collection.

Gender wise Statistic Respondents

Gender Frequency Percent

Male 40 26.7%

Female 110 73.3%

Total 150 100.0

The above table show the sample of the study there were 40 (26.7%) male School teacher

and 110 (73.3%) female School teacher.

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 SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary

Co-curricular activities help to improve not only the physical strength of the children but

also enhance the cognitive skills as well. Students involved in co-curricular activities

benefit from interaction with positive adults who are viewed as role models. Spending extra

hours each day after school with coaches and sponsors helps students develop positive

traits as opposed to poor habits formed by students who engage in less desirable behaviour

in their free time after school. Students participating in activities experience success and

are encouraged to stay in school. Moreover, schools forge a connection with the parents of

participants. Involved students do not want to disappoint their coaches and sponsors with

poor grades or behaviour. Additionally, marginal students view activities as a means to

connect positively to their school. The forming of solid bonds with adults within the

framework of co-curricular activities is beneficial to the participants' development.

The present research was aimed to study of co-curricular activities on student's

performance at elementary level. The basic objectives of the study were: 1) to find out the

degree of involvement of the students in co-curricular activities; 2) to find out the level of

academic performance of the students who take up more than one co-curricular activity; 3)

to explore the students attitude towards the use of co-curricular activities in the educational

setup.

Researcher designed a questionnaire containing 25 questions for the students of elementary

schools of district Faisalabad for the data collection. A sample of 150 students (40 boys &

110 girls) was selected for the data collection. The researcher visited the different

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elementary schools of district Faisalabad personally for the data collection. Proper

permission of head staff was taken for the purpose. Students were informed the procedure

of filling out the questionnaire. All the questions were elaborated at the spot by the

researcher.

Findings

1. There were 40 (26.7%) male school teachers and 110 (73.3%) female school teachers.

2. 63.3% respondents agreed with the statement that co-curricular activities make student active,

while other 36.7% are disagreed.

3. 88% respondents agreed with the statement that activity is the natural urge of the child, while

other 12% are disagreed.

4. 92% respondents agreed with the statement that with the help of games students learns more,

while other 8% are disagreed.

5. 78.7% respondents agreed with the statement that the co-curricular activities create the

interest of the students in studies, while other 21.3% are disagreed.

6. 76% respondents agreed with the statement that the co-curricular make students healthy,

while other 24% are disagreed.

7. 84% respondents agreed with the statement that activity the greatest motivation of learning,

while other 16% are disagreed.

8. 84.7% respondents agreed with the statement that co-curricular activity is useful, while other

15.3% are disagreed.

9. 76% respondents agreed with the statement that they like co-curricular activities, while other

24% are disagreed.

10. 92% respondents agreed with the statement that they like to take part in the co-curricular

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 activities, while other 8% are disagreed.

1 i. 79.3% respondents agreed with the statement that their teacher motivate to participate in co-

curricular activities, while other 20.7% are disagreed.

12. 86% respondents agreed with the statement that their friend motivate to take part in co-

curricular activities, while other 14% are disagreed.

13. 88% respondents agreed with the statement that they are scared to take part in co- curricular

activities, while other 20% are disagreed.

Conclusion

1. Most of the respondents told that co-curricular activities make student active.

2. Majority of the respondents agreed that activity is the natural urge of the child.

3. A large number of the respondents said that with the help of games students learns

more.

4. Most oi the respondents said that the co-curricular activities create the interest of the

students in studies.

5. Most of the respondents told that co-curricular make students healthy.

6. Majority of the respondents replied that activity the greatest motivation of learning.

7. Majority of the respondents said that co-curricular activity is useful.

8. Most of the respondents respond that they like co-curricular activities.

9. A large number of the respondents said that they like to take part in the co-curricular

activities.

10. Most of the respondents replied that their teacher motivate to participate in co-

curricular activities.

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11. Majority of the respondents told that their friend motivate to take part in co-curricular

activities.

12. Majority of the respondents replied that they are scared to take pan in co-curricular

activities.

13. Majority of the respondents told that they are getting benefits by taking part in co-

curricular activities.

14. Majority of the respondents said that the co-curricular activities help to motivate you

to learn something new.

15. Majority of the respondents said that co-curricular activities improve their academic

performance.

16. A large number of the respondents agreed that the co-curricular activities reduce

dropout and absentees.

Recommendations

After analysing the data and drawing conclusion, following recommendations were

made for the study:

1. Co-curricular activities should be promoted at all levels of the schooling.

2. The availability ol sport kits and equipment should be ensured in all the

schools/colleges.

3. All the students should be given the chance to participate in co-curricular activities.

4. Teachers should encourage the students for participation in co-curricular activities.

5. Co-curricular activities should be incorporated with the curricular activities to enhance

the student's outcomes.

6. Administration staff should ensure the arrangement of co-curricular activities regularly.

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Reference:

Ahmad, (2006). The main reasons of declining educational standards at secondary level in

Karachi, Pakistan Educational Research and Reviews Vol. 6(2). pp. 152-160

Bringing Up Girls in Science. (2003). Bugs parents (University of North Texas).

Retrieved February 26, 2017, from http://www.coe.unt.edu/bugs/

parents.index.html

Clark, R. E. (2007). Learning from Serious Games? Arguments, evidence and research

suggestions. Education Technology, 47 (3),56-59.

Faizi, Shakil, and Lodhi (2010)- Evaluation of factors inhibiting effective performance of

primary school teachersin some selected local government education areas in Oyo

state, Nigeria African journal for the psychology study of social issue, 17(1), 130

– 139.

Guest. A & Schneider, B. (2003). Adolescents' co-curricular participation in context:

the mediating effects of schools, communities, and identity [Electronic Sociology

of Education, 76, 89-105.

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