IMPACT OF CO-CURRICULAR ACTIVITIES ON

STUDENT’S PERSONALITY DEVELOPMENT AT

SECONDARY SCHOOL LEVEL, LAHORE

By

RoziKhadim BEF1700011

ShahnazAzam BEF1700015

Supervisor

Associate Professor Abida Khalid

UNIVERSITY OF EDUCATION

BANK ROAD CAMPUS

LAHORE
 RESEARCH COMPLETION CERTIFICATE
It is certified that research work presented in this thesis entitled “IMPACT OF CO-
CURRICULAR ACTIVITIES ON STUDENT’S PERSONALITY
DEVELOPMENT AT SECONDARY SCHOOL LEVEL, LAHORE” has been
carried out and completed byRoziKhadim and ShahnazAzam, under our supervision
during her B.Ed. Secondary at University of Education Bank Road Campus Lahore.

_________________________________
Supervisor
Associate Professor Abida Khalid
 DECLARATION
I RoziKhadim and ShahnazAzamhereby declared that the matter printed in this thesis
entitled “IMPACT OF CO-CURRICULAR ACTIVITIES ON STUDENT’S
PERSONALITY DEVELOPMENT AT SECONDARY SCHOOL LEVEL,
LAHORE” is my own work and has not been printed,published and submitted as
research work, thesis or publication in any form in any university,Research institute
etc. in Pakistan or abroad.

Moreover, I give all the copy rights of this thesis to my supervisor/Institute.

______________________
Signature of deponent
 TABLE OF CONTENTS

Page Number
Chapter I
INTRODUCTION 1
1.1 Statement of the Problem 3
1.2 Objective of the Study 3
1.3 Significance of study 4
1.4 Meaning of key words of this study 4
1.4.1 Co-curricular Activities 4
1.4.2 Personality 4
1.4.3 Development 5
1.4.4 Secondary school 5

Chapter 2
LITERATURE REVIEW 6
2.1 Co-Curricular Activities History 6
2.2 Meaning of Co-Curricular Activities 6
2.3 Definition of co-curricular activities 7
2.4 Examples of Co-Curricular activities 8
2.5 Need and importance of Co-Curricular activities 9
2.6 Teachers’ role and students’ participation in co-curricular activities 10
2.7 Meaning of Personality Development 12
2.8 Meaning of Personality Development at an individual level 14
2.9 Types of Personality Traits 14
2.9.1 Positive Personality Traits 14
2.10 Role of Teachers in Personality Development of Secondary School
Students 15
2.11 School plays more important role than the family in shaping one's
personality 17

i
Chapter 3
RESEARCH METHODOLOGY 19
3.1 Research Design 19
3.2 Population of Study 19
3.3 Target population 19
3.4 Assessable population 19
3.5 Sampling Design 20
3.6 Instrument of research 21
3.7 Development of the instrument 21
3.8 Procedure of Data Collection Data 22
3.9 Procedure for data collection 22

Chapter 4
DATA ANALYSIS AND INTERPRETATION 23
4.1 Demographic information of the participants 23
4.2 Statements related to co-curricular activities and personality factors 26

Chapter 5
FINDINGS, CONCLUSION AND RECOMMENDATIONS 35
5.1 Findings 35
5.2 Conclusion 36
5.3 Reconditions 37

References /bibliography 38

ii
 LIST OF TABLES

Page number

Table 3.1Distribution of sample by (Students) 20

Table 3.2Distribution of sample by (Schools) 21
Table 4.1Distribution of responses rate by (Class) 23
Table 4.2Distribution of responses rate by (Schools) 24
Table 4.3Distribution of responses rate by (Gender) 25
Table 4.4Distribution of responses rate by (Institutes) 25
Table 4.5Distribution of responses rate by (Age) 26
Table 4.6Frequency of Self-Confidence (N=300) 27
Table 4.7Frequency of Socialization (N=300) 28
Table 4.8Frequency of Teamwork (N=300) 29
Table 4.9Frequency of Leadership (N=300) 30
Table 4.10Frequency of role of Teacher & School (N=300) 31
Table 4.11Frequency of role of Parents (N=300) 32
Table 4.12Awareness of co-curricular activities 33
Table 4.13Awareness of co-curricular activities on student’s personality
by schools 34

iii
 Abstract

The function of education is to bring change in child behavior and personality in a

more desirable form. Development of child’s body and mind demand proper nurturing

of its physical and intellectual qualities as few of the major determinants of his

personality. Co-curricular activities facilitate in the development of various domains

of mind and personality such as intellectual development, emotional development,

social development, moral development and aesthetic development. The purpose of

this study was to establish the effects of co-curriculum activities on personality

development of secondary school student in Lahore. The objectives of the study were

to establish the effects of games and sport on personality development.Quantitative

research method was adopted for this study the research method was relevant to this

study as it involved collection of data. The study was carried out in Lahore.

Questionnaires were used as instrument, having 31 items about different personality

traits (self-confidence, socialization, teamwork, leadership) and also some questions

about parents, teachers, and institution’s role in encouraging students for co-curricular

activities.The target population for this study was all secondary schools in Lahore.

The researcher selected schools within Lahore that incorporate co-curriculum

activities in their programs. The researcher then randomly selected 300 students. The

data was analyzed using statistics (percentage + mean and slandered division + T-test)

with the aid of SPSS program.

iv
 Chapter I
INTRODUCTION
The function of education is to guide and control the formation of habit and

character on the part of the individual as well as to develop his capacities and powers,

so that he will become an efficient member of society (Maribeth1990). Education is,

then, the great mean of controlling habit and character in complex social group. It is

the basic need of every society. The society uses school as its agent of socialization.

The curriculum is devised to provide desirable attitudes and experiences among

youth. Broadly speaking curriculum is the blue print or a plan of the school that

includes list of experiences for the learners. It is a way to achieve the ends of

education. Moreover, the curriculum lays the basis for increasing the ability of as

many of an individual as possible to become active participating adult (Thomas and

Morrison 1995).

Active participation means that student learns some real skills and knowledge,

which allows him to take part in adding to the general social good and also gains the

basis for making judgment about undesirable social directions. This segment of

education is well thought-out as personality development (Leslie1992). School and

society are inter-related. School provides manpower to society keeping in view its

needs and demands (Christopher 1998).

Society needs mentally and physically healthy persons having qualities like

creativity, hard work and honesty. Such qualities need training and practice. Textbook

alone cannotdevelop such qualities. These qualities also acquire co-curricular

activities as well. Co-curricular activities are, therefore, a series of activities related

with the school program, which help to bring out all round development of the

students, outside the subjects for examination schedule.

1
 Co-curricular activities (CCA) were previously known as extra-curricular

activities. They pertain to activities contributing to the academic learning experience

especially activities that provide students with opportunities to learn and develop

skills through active participation. Co-curricular activities (CCA) and programs may

be led by faculty or staff, or by students themselves, but they must have stated goals

and measured outcomes. CCA foster the development of co-operation and establish

important social negotiation skills within the peer group (Eccles& Templeton, 2002).

Co-curricular activities are those which help in balanced personality of

children. In the earlier period people use the term “Extra-Curricular Activity”. But

now a day the term “Extra” is not use because it means something “unnecessary”. The

aim of education is the overall development of a child. A child needs mental,

physical, social, moral and emotional development. We cannot overcome all these

requirements only with books reading. To accomplish all these requirements of a

child we have to provide them different type of co-curricular activities. That is why

those activities which help in the mental, physical, social, moral and emotional

development of a child are known as co-curricular activities. For example debates,

spots, scout etc.

In Pakistan, references have been made in various educational books,

commission reports and educational plan regarding the policy, program, activities and

significance of these activities. They further added that for social, physical and

spiritual development co-curricular activities are essential. Co-curricular activities are

the activities performed by students that do not fall in the realm of the ordinary

curriculum of educational institution (Bashir, 2012).

Whether these activities have any relation with academic achievement or not,

these are important in their own right due to many reasons. Many educationists

2
believe that these active increase social interactions, enhance leadership quality, give

a chance of healthy recreation, and make students self-disciplined and confident

(Bashir, 2012).

The main concern of this study is how co-curricular activities place a vital role

in the student’s personality development positively and negatively? How can co-

curricular activities change the personality of a student? The basic idea behind such

activities in educational institutions is to build up students‟ character and personality

as well as to train their minds in order to facilitate academic achievements of the

child. This study intended to solicit the impact of co-curricular activities on

personality development of students in secondary schools.

Statement of the Problem

The problem under investigation was to find out the “Impact of Co-curricular

Activities on Personality Development of students at secondary school level in

Lahore”.

Objective of the Study

The objective of the study were to find out the impact of co curricular

activities on developing confidence, honesty, sociability, sympathetic attitude, sense

of responsibility, social obligation and adaptation among secondary school students in

Lahore City.

The following were the objectives of the study:

1. To find out the impact of Co-Curricular Activities on student’s developing

personality.

2. To find out the difference between Co-Curricular Activities on male and

female students personality traits at secondary school, level.

3
 3. To find out the impact of co-curricular activities on public and private schools

students personality at secondary school level.

Significance of study

Co-curricular activities are very important decision in student’s academic life.

The Co-Curricular activities determine the approach of personality development of an

individual. It candevelopSelf-confidence, Honesty, Adaptation, and Sociability,

Sympathetic attitude, Social obligation and sense of responsibility among secondary

school.This study provides information to theCurriculumDevelopers to design co-

curricular activities to improve student’s risingpersonality’s traits. This study can

provide information to Text Book Writers to develop co-curricular activities

according to the need of students and their required ages. This study can provide

information to teachers to enhance, enrich and increase student’s qualities and

encourage shy or poor students to participate in co-curricular activities.

Meaning of key words of this study

Co-curricular Activities

These are the activities through which a learner explores ones abilities,

develops the strengths and eradicates the shortcoming through informal guidance,

observation and self-assessment. The activities undertaken to strengthen the

classroom learning as well as other activities both inside and outside the classroom to

develop the personality of the child.

Personality

The quality or state of being a person.

4
Development

The process in which someone or something grows or changes and becomes more

advanced

Secondary school

A school intermediate between elementary school and college and usually offers

general, technical, vocational, or college-preparatory courses.

5
 Chapter 2
LITERATURE REVIEW

This chapter presents literature review starting with a review of co-curricular

activities in secondary schools and their impact on students. Literature on the

influence of funding, infrastructural facilities, teachers‟ role, parents‟ involvement on

students‟ participation in co-curricular in secondary schools has been provided.

Co-Curricular Activities History

Co-curricular activities are not new to the modern curricular education syllabi.

It can be traced into Indian ancient schools, gurukuls, and religious places. All the

Indian scriptures like Mahabharata, Ramayana, Ved, Upnishad, etc., mentioned about

extra-curricular activities. In the ancient times, simple co-curricular activities in

school were organized such as wrestling, cooking, singing, playing, magic, etc. In rest

parts of the world, co-curricular programmes were common in various ancient

civilizations.

In Spartan Civilization (Greece) warfare, heroic activities, archery, creativity

and artistic talents were widespread. In Roman Civilization, concrete arts & crafts,

and religious ceremonies were given importance. In the dark history of Europe, extra-

curricular activities were also the part and parcel of life. During reformation period,

such activities got patronage.

Great educational thinkers such as Rousseau, Herbert Spencer, Dewey, all gave much

more importance of co-curricular activity in school education.  According to them,

Co-curricular activities play vital role in student life.

Meaning of Co-Curricular Activities

Co-Curricular Activities are non - academic activities that students participate

in. They are a great means of enhancing social interaction, healthy recreation,

6
leadership, self - discipline and self - confidence. Co-Curricular Activities are held

outside of curriculum hours and the activities undertaken depend on the nature of the

activity.

Co-Curricular refers to Activities, programs and learning experiences that

complement. In some way, what students are learning in school or college i.e.

experiences that are connected to or mirror the academic curriculum.

Definition of co-curricular activities

A Co-Curricular Activity is defined as a program or out-of-class activity,

supervised or financed by the school or college, which provides curriculum-related

learning and character building experiences. Co-curricular Activities are voluntary,

are not part of the regular school or college curriculum, are not graded and do not earn

credits. In other words, "Co-Curricular activities" means those activities which are

conducted inside or outside of the school or college premises by way of establishing

different subject clubs, associations, and organizations of pupils which are sponsored

by the Board of Education.

"Co-Curricular Activities" also includes the pupil clubs, sports associations,

and cultural activities organizations which conducts those activities. Co-Curricular

Activities are typically, but not always, defined by their separation from academic

courses. For example, they are ungraded; they do not allow students to earn academic

credit, they may take place outside of school or college or after regular school or

college hours and they may be operated by outside organizations. Co-Curricular

Activities seem to complement the academic curriculum through live experience

activities as well as instilling talents in order to enhance self - development.

Co-Curricular activities, planned and implemented by students, are able to

cultivate soft skills. In the process of acquiring these skills, students have a lot to

7
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 qualities such as perseverance, dedication, courageous

and commitment in order to master soft skills and be successfully lifted.

Co-Curricular Activities can be the paths for students to develop theirinterest

and talents within their scope of studies. Organizing various activities or projects,

indirectly, expose students to the real world, work culture and genuine challenges.

These experiences will help build positive personality and develop soft skills at the

same time.

Co-Curricular Activities may often believe extra activities for college students

are a means to enhance social interaction, leadership, healthy recreation, self-

discipline and self-confidence. At higher levels of education, co curricular

participation may even translate into academic points. Although several studies have

been conducted to assess the impact of co-curricular activities for all round

development of students ( Kumar et al, 2004; Broh,2002);

Students in successful alternative secondary school programs place a high

value on their sense of belonging, or membership, in the school. According to

observers, students characterized these alternative schools as friendlier as and warmer

than the schools they had left; peers were more accepting, teachers were more

concerned. In their view, adults' willingness to help them overcome academic and

personal problems and accept them as individuals was among the most valued

features of their new schools (Wehlage et al., 1989).

Examples of Co-Curricular activities

A few examples of common educational opportunities that may be considered

as Co- Curricular which includes student newspapers, musical performances, art

8
shows, debate competitions, fine arts, indoor sports, outdoor sports, camps, visits etc.

But given the differing interpretations of the term as well as its many potential

applications, it's best to determine precisely how co curricular being used in a

particular educational context.

Co-Curricular Activities are mainly student activities. Student activities are

those school or college activities voluntarily engaged in, by students which have the

approval of and are sponsored by the faculty and which do not carry credit towards

promotion.

Co-curricular activities are known in different circles by different names or

terms such as extracurricular activities, informal activities, semi-curricular activities,

non-curricular activities, allied activities and super curricular activities. For these

reasons a definition of any one of these above mentioned terms can be applied to the

other as well. Educational Institutions have the potential to be placed in community

that intentionally fosters and encourages a culture of character and citizenship.

Co-Curricular and extracurricular activities act as valuable catalysts for

schools or college to create this sense of community. They provides students

opportunities to experience both i.e. independence and interdependence with two

ways of being, which are necessary components of community and democratic

membership. Participation in co curricular activities or extracurricular activities is

associated with school level which reduces the dropout rates. Co-Curricular Activities

or Extracurricular or Non academic activities help students feel more connected to

their school community.

Need and importance of Co-Curricular activities

Co-Curricular Activities develops skills for Life and Career of students. Co-

Curricular and Extracurricular Activities offer a forum beyond the daily classroom

9
experience for students to develop, practice and demonstrate new attitudes and skills

and to work at becoming both independent and interdependent in a variety of different

contexts.

There are also crucial opportunities for staff, parents and the larger community

to model traits of character and citizenship, including;

a) Critical thinking, reasoning and problem-solving skills.

b) Responsibility and the ability to apply ethical principles.

c) Adaptability and flexibility.

d) Critical interpersonal skills including speaking, listening and the ability to be

part of a team.

e) Self-discipline, respect for the value of effort and understanding of the need

for individual contributions.

f) Excitement about life, and ability to set and assess goals for the future.

g) Ability to make a commitment and persevere, even through challenges.

h) Understanding and respect for those not like oneself, including insights into

diversity and the need for international perspective.

i) Ability and willingness to empathize with the experiences andfeelings of

others.

j) Conflict-resolution and negotiation skills.

k) Honesty, integrity and belief in the “golden rule”.

l) Ability to take responsibility for one’s actions.

Teachers’ role and students’ participation in co-curricular activities

Theteacher can pay a great role in the development of co-curricular activities

among students in secondary schools. Emphasis on co-curricular activities has been

10
made because the Ministry knows of the positive effect of students being all-rounder

when they excel in academic and co-curricular activities.

In some secondary schools, applications for the entrance are judged on the

examination of co-curricular activities but great care is taken to ensure that the

selected students‟ are active in curriculum activities too. The concern here is whether

students who participate in co-curricular activities are gaining any benefits or is it a

mere waste of time and effort by all parties. The importance in education does not

only lie in academic but also in all other fields which are required in educating

students, which include skills and co curriculum.

Fostering a sense of school co-curricular engagement in a personalized

environment requires an expanded role for teachers. In this expanded role, teachers

seek to influence students' social and personal development, as well as their

intellectual growth. To sustain a pervasive "ethic of caring," adults maintain

continuous and sustained contact with students, responding to the students as whole

persons rather than just as clients in need of a particular service.

Expanding their traditional role as transmitters of knowledge, teachers help

create networks of support that foster students' sense of belonging and support

students to succeed in the school. For their part, adults in the school need to promote

positive and respectful relations between adults and students; help students with

personal problems; cultivate students' ability to meet school standards; and support

students' efforts to find a place in society by forging appropriate links between

personal goals and interests, school opportunities, and future plans.

In exchange for this active commitment from the school, students behave

positively and respectfully toward adults and peers and commit their mental and

11
physical efforts in school tasks to a level making their own achievement likely.

Competency building begins at school.

Meaning of Personality Development

An individual’s personality is the sum total of the person’s qualities,

characteristics, attitudes and quirks, psychological traits, beliefs and

motives which make up his identity. Personality development therefore

means an improvement in all spheres of the individual’s life.

Personality is the sum total of ways in which an individual reacts and interacts

with others. In fact, when one refers to personality, it generally implies to all what is

unique about an individual, the characteristics that makes one stand out in a crowd.

The psychological concept of personality goes further and deeper than mere

appearance or outward behavior. In its narrow meaning it reflects with the consistent

behavior patterns of an individual. Eysenk (1971) defines personality as, it is more or

less stable enduring organization of a person’s character, temperament, intellect and

physique, which determines his unique adjustment to the environment (Mangal,

2006).

According to Secondary Education Commission (1952-53), an important aim

of democratic education is the all-round development of every individual’s

personality. This requires that education should take into account his entire needs-

psychological, social, emotional, and practical and cater to all of them. It should

provide in him the sources of creative energy so that he may be able to appreciate his

cultural heritage, to cultivate rich interests, which he can pursue in his leisure, and

contribute in later life to the development of this heritage. According to Allport

(1948), ‘Personality is the dynamic organization within the individual of those

psycho-physical systems that determine his unique adjustment to his environment’.

12
This definition emphasizes that (a) personality is constantly evolving and changing as

a motivational and self-regulating aspect; (b) it is neither inclusively mental nor

exclusively neural; it operates from both body and mind; (c) psycho-social systems

have motivational force for the full range of social and environmental aspects. (d) the

way in which the individual learns to adjust is unique and (e) the individual behavior

includes a great amount of spontaneous creative behavior towards environment,

involving mastery as well as passive adaptation (Kundu, 1989).

According to Jones, Personality consists of the way you look, the way you

dress, the way you talk, the way you act, the skill with which you do things and the

way you maintain your health (Haffman, 1987). In the words of Cattel (1967),

Personality is that which permits a prediction of what a person will do in a given

situation (Mangal, 2000).

Today the word, however, refers to personality in a typical way of reacting to

the world and relating to the people 22 around us. Personality characteristics describe

consistencies both at different times and different situations. Seeming and being are

different. The ‘self’ that we present to the world is often false, a personal construction

behind which we conceal our real selves. In fact an individual has two different faces,

a personal face and real face.

Personality is of two types, viz., in-built personality and out-ward personality.

Inbuilt personality refers to one’s inner strength on account of maturity and morality

which develops a strong self-confidence in one’s attitudes and approaches. Out-ward

personality depends upon one’s potentiality of creating a strong impression with

others. Out-ward personality helps to achieve materialistic confidence and in-built

personality helps to attain moral confidence. Psychologically personality is the

13
integrated and dynamic organization of physical, mental, moral and social qualities of

the individual that manifests itself to others in social life.

Meaning of Personality Development at an individual level

At an individual level, personality development can be understood to

include:

a) Awareness of self

b) Self-Knowledge

c) Building self-identity and self esteem

d) Spiritual Development

e) Talent development

f) Identifying potential

g) Acceptance of responsibility for self

h) Enhancing the quality of life

i) Improving physical and mental health

j) Aspiration fulfillment

k) Improving social abilities

Types of Personality Traits

There are many different personality types, and it is sometimes difficult to

classify a person into a single type as there are many different personality traits you
can possess.

Personality traits are simply:

• Actions

• Attitudes

14
 • Behaviors you possess

Positive Personality Traits

Some personality traits are positive:

a) Being honest no matter what the consequences are is one personality trait
peopleshould aspire to.
b) Having responsibility for all of your actions and being a little bit of
perfectionism.
c) Adaptability and compatibility are great and can help one to get along with
others.
d) Having the drive to keep going, and having compassion and understanding.
Patience is a virtue and also another trait.
e) Getting up the courage to do what’s right in tough situations and loyalty to

friends and loved ones.

Negative personality traits

A whole host of bad characteristics like, arrogant, cowardly, dishonestly, rude,

unfriendly, etc., can be considered as negative personality traits if you practice these

things habitually.

Role of Teachers in Personality Development of Secondary School Students

One of the prime aims of education is to create complete individuals capable

of manifesting their full potential. But these day's most of the education systems are

emphasizing more on the cognitive aspect of students than other personality traits

which are necessary for success in practical life. Teachers effect their students"

personality in many ways: students follow the method of their teachers to everyday

problems; they follow teachers' point of views and the manners their teacher' adopt.

So, teachers' play an important role in the personality development of their students

other than the subjects they teach. This study has been conducted to identify the

extent to which teachers' influence students' personality development in school.

15
 Considering discipline in educational environments is one of the important

educational goals, to which the schools' administrators give special attention and

priority. As a result, the students' educational behavior and activity is determined

(Houghton et al., 1990; Galloway &Rongers, 1994). Discipline in students' activity

and in their daily life can be a basis for the achievement and pleasure and

consequently flourish their lives (Seyf&Hossein, 1998). Students spend numerous

hours in school during a school year and their high interaction with their teachers has

a great influential impact on shaping their personality and behavior which is a source

of their educational advancement.

Teaching, on the other hand, is the process in which the individual develops

talents (obtained during the education phase) in proportion to their capacity (Karsli,

2007). The most important factor in education and teaching activities is the teacher. A

teacher, in the most general terms, is a person working in educational institutes who

enables students to achieve cognitive, sensory and behavioral aim and gains within

the range determined by the educational system (Gundogdu&Silman, 2007).

According to Ahmad (2017) teachers' role is not only confined to the transfer

of knowledge but he goes far beyond it. Intentional or unintentionally teachers relate

their teachings with social values they think are important. And ultimately their own

personality and believes effect their students' personality development. Research on

teachers' personality is based on the assumption that the teacher as a person is a

significant figure in the teaching-learning process and effects students in a strong

way. Teachers' personality influences the personality of their students in diverse ways,

such as in interaction with students, method selected for teaching and students'

learning experiences.

16
 To effective influence on students' personality, teachers need to focus on

students' personality development while conducting instructional activities. Students'

personality development gets profound effect from teacher's intent even if there is no

formal communication between them (Arif, Rashid, Tahira, &Akhter, 2012).

The contemporary education in these days not only places the responsibility of

becoming effective in students' intellectual development but also the personal

development is exclusively on the shoulder of the teachers. The accomplishment of

this liability is merely feasible through the teacher's focus on the endorsement of

healthy personality values not only among themselves but also by developing

effectiveness in their relations with students in order to allow them to develop their

personality generously (Can, 2011; Inelmen, 2011).

School plays more important role than the family in shaping one's personality

School is the place where one spends considerable amount of life. It

accompanies people from their childhood, up to adult years. Therefore, it strongly

influences the development of one's personality. It may be said that the impact of

school is much more significant than the family, but this thesis is not clearly obvious.

One point in favor of that statement is that children spend even eight hours a

day in school. If we subtract the time spent on sleeping, We realize that they spent

more time sitting on a school bench than at home. Thus, the teachers are to take over

many responsibilities, beginning with protection and ending on transmitting the

knowledge and basic moral values. After a few years, the teacher knows who the

pupil is, what social background he comes from and who his parents are.

Secondly, school plays a vital role in the process of socializing. This is the

place where pupils meet their peers, make friends and establish relationships which

17
may be very important in future life. The great role of school as an institution is to

create conditions and teach children basics of living in a community.

On the other hand, it may be argued that children do not establish close

relationships with their teachers. In fact, an average pupil does not- about that - he

treats the teacher as a leader but nothing more. In some moments of children's life, the

appreciation of friends may be the most important, even more than parents' opinion.

Moreover, a lot of time in school is devoted to preparing for exams and

competition for better grades, treatment etc. This is in fact the fault of the educational

system, which promotes thoughtless swotting of often completely useless rules than

practice in using the knowledge. Consequently, the pupil's school life goes from one

test to another - little time is left for pure pedagogy, i.e. modeling one's personality

and pointing at fundamental moral principles.

To sum up, it is undoubted that school is an integral part of every human life.

However, it is not important than parental education - these two aspects cannot be

neither separated nor replaced by each other. Both teachers and parents should agree

upon this fact.

18
19
 Chapter 3
RESEARCH METHODOLOGY

Methodology deals with research design, population, sampling design.

Research was conducted on the basis on data collected. Data was collected in a very

effective and organized way, so that it is relative and true.

Research Design

Quantitative method was used for this study. Survey design was used to investigate

the impact of co-curricular activities on student’s personality development at

secondary level through their responses to the questions. Research design provides the

glue that holds the research is used to structure the research to show how all of the

major parts of the research project. The samples or groups, measures, treatment or

programs and methods of assignment work together to try address the central research

questions (Troachim W.M.K: 2006)

Population of Study

Polit and Hungler (1999:37) refer to the population as an aggregate or totality

of all the objects, subjects or members that conform to a set of specifications. A

population is the total of all the individuals who have certain characteristics and are of

interest to a researcher. Community college students, race car drivers, teachers,

college-level athletes, and disabled war veterans can all be considered populations.

The population of the study was students of secondary school level district Lahore.

Target population

All secondary schools level students were the target population the study.

Assessable population

All enrolled students of 9th and 10th class of Lahore government school were the

assessable population of the study(Govt.Girls High School, Govt.Ishal-e-MoshraHigh

20
School,Govt. Saleem Model School, Govt. Muslim Model School, Govt.

Muhammadia High School, Al-Rahman High School, Sedera Memorial High school,

Salman Public High School).

Sampling Design

The sample method involves taking a representative selection of the

population and using the data collected as research information. A sample is a

“subgroup of a population” (Frey et al. 125). It has also been described as a

representative “taste” of a group (Berinstein 17). The sample should be

“representative in the sense that each sampled unit will represent the characteristics of

a known number of units in the population” (Lohr 3). Random sampling technique

was used for the collection of data from secondary schools from Lahore for this study.

A Sample of three hundred and one (300) was taken from secondary school students

of 9th and 10th classes.

Table 3.1

Distribution of sample by (Students)

No Type of Students Total Number of Students

1 9th class students 166
2 10th class students 134

This table shows that 300 students of 9th and 10th class students were my

sample of the study.

21
Table 3.2

Distribution of sample by (Schools)

Sr. no. School

1 Govt.Girls High School
2 Govt.Ishal-e-Moshra High School
3 Govt.Saleem Model School
4 Govt.Muslim Model School
5 Govt.Muhammadia High School
6 Al-Rahman High School
7 Sedera Memorial High school
8 Salman Public High School

This table shows that 300 samples were collected from five public (Govt

schools and three Private schools).

Instrument of research

There are many ways to collect data for a survey research like interview,

observation; questionnaire etc. In this study questionnaire was selected to collect the

data from the sample of the study. The questionnaires were developed to measure the

knowledge about the co-curricular activities and personality development which were

developed by researcher. The “impact of co-curricular activities on student’s

personality development at secondary school level” was administered by researcher.

Development of the instrument

The questionnaires were composed, some questions related to the background

information of despondence like gender, class; schools and Age etc. second part of the

questionnaires were developed on likert scale. Total questions were on tool were 31

developed by researchers.

Procedure of Data Collection Data

The data was collected through questionnairs.in order to collect data firstly;

data was collected from 9th and 10th secondary schools students of public and private

with the permission of the administrative department of the school. Secondly data was

22
collected from students of Government schools Lahore. The data was collected from

the secondary schools personally by researchers.

Procedure for data collection

Questionnaire wasbeing administered face to face by researchers themselves

from the sample of 300secondary level students. Questionnaire was included 31 items

and wastaken20 to 25 minutes to be filled. This information was evaluated by using

statistical analysis. This analysis of this collected data was done through SPSS

(version).

23
 Chapter 4
DATA ANALYSIS AND INTERPRETATION

This chapter consisted on data analysis along with descriptive and inferential

statistics on collected data. This study was investigated the impact of co curricular

activities on personality development of students at secondary school level, Lahore.

The questionnaire used in this study was two main portion (i) demographic

information of the participants (ii) main body of the questionnaire along with six sub-

sections i.e. (i) Self-Confidence (ii) Socialization (iii) Teamwork (iv)Leadership (v)

Role of Teachers and School (vi)Role of Parents. Five statement in each sub-section.

Demographic information of the participants

In the current study demographic question to asked from respondents. The

demographic information based on respondent’s gender, class, schools, institutions

and age.

Table 4.1

Distribution of responses rate by (Class)

Classes f % Mean SD
9th Class 166 55.3 1.45 .498
10th Class 134 44.7
Total 300 100.0

f=frequency, %age=percentage, Mean, SD

This table shows that 55.3%respondents of the 9 th class ,44.7% of 10th class and their

mean score & SD score is( M= 1.45, SD=.498) .

24
Table 4.2

Distribution of responses rate by (Schools)

Schools f % Mean SD
Govt.Girls High School 23 7.7 5.52 2.230
Govt.Ishal-e-Moshra High School 21 7.0
Govt.Saleem Model School 14 4.7
Govt.Muslim Model School 35 11.7
Govt.Muhammadia High School 36 12.0
Al-Rahman High School 38 12.7
Sedera Memorial High school 63 21.0
Salman Public High School 70 23.3
Total 300 100.0
f=frequency, %age=percentage, Mean, SD

This table shows that 7.7%respondent belongs to (Govt.Girls High

School),7.0% respondent relate to(Govt.Ishal-e-Moshra High School),4.7% related

to(Govt.Saleem Model School).11.7 % related to (Govt.Muslim Model School),12.0

% related to(Govt.Muhammadia High School),12.7 related to (Al-Rahman High

School), 21.0 related to (Sedera Memorial High school),23% related to(Salman Public

High School) and their mean score & SD score is( M= 5.52, SD=2.230) .

25
Table 4.3

Distribution of responses rate by (Gender)

Gender f % Mean SD
Girls 84 28.0 1.72 .450
Boys 216 72.0
Total 300 100.0
f=frequency, %age=percentage, Mean, SD
This table shows that 28.% girls respondent participate in this research,72.0%

boys participate as respondents in this research and their mean score & SD score

is( M= 1.72, SD=.450) .

Table 4.4

Distribution of responses rate by (Institutes)

Institutions f % Mean SD
Public Schools 188 62.7 1.37 .484
Private Schools 112 37.3
Total 300 100.0

f=frequency, %age=percentage, Mean, SD

This table shows that 62.7%respondent were belong to public schools (Govt.

Schools), 37.3% respondents were belongs to private schools and their mean score &

SD score is (M= 1.37, SD=.484).

26
Table 4.5

Distribution of responses rate by (Age)

Universities f % Mean SD
12-15 195 65.0 1.35 .486
16-18 104 34.7
19-22 01 .3
Total 300 100.0

f=frequency, %age=percentage, Mean, SD

This table shows that 65.0.%respondent were the age of (12-15),34.7% were

the age of (16-18) and .3% respondents were the age of (19-22) and their mean score

& SD score is( M= 1.35, SD=.486) .

Statements related to co-curricular activities and personality factors

The second portion of instrument based on co-curricular activities and

personality factors of higher secondary school students. There are six sub-sections of

personality factors and every sub-section has statements. The following tables showed

the simple descriptive analysis with mean and stranded deviatiosssn values are given

below.

27
Table 4.6

Frequency of Self-Confidence (N=300)

Statement SDA DA N A SA Mea SD

% % % % % n

I like to participate in co- 16 13 09 134 128 4.15 1.0

curricular activities (5.3% (4.3%) (3.0%) (44.7% (42.7% 4
) ) )
I feel myself more 18 38 21 127 95 3.82 1.1
confident when I (6.0% (12.7% (7.0%) (42.3% (32.0% 8
participate in co-curricular ) ) ) )
activities.
I can speak fluently in the 49 38 35 143 35 3.26 1.2
gathering. (16.3) (12.7% (11.7% (47.7% (11.7% 9
) ) ) )
I like to participate in 62 27 47 108 56 3.23 1.4
debates and formal (20.7) (9.0%) (15.7% (36.0% (18.7% 0
speeches. ) ) )
I can persuade others by 38 36 29 128 69 3.51 1.3
my arguments (12.7) (12.0% (9.7%) (42.7% (23.0% 1
) ) )

Frequency of Self-Confidence

Table showed the frequency of Self-Confidence. The result revealed that the

greater number of the participants 87.4% agreed with the statement that they like to

participate in co-curricular activities the highest mean value (M=4.15).while most of

the participants 73.3% are agreed with the statement that they feel confident to

participate in activities and the second most highest mean value (M=3.82). In other

hand half of the respondents (59.4%) are agreed with the statement that they can

speak fluently in gathering with the mean value (M=3.26) while more than of the

participants (54.7%) agreed that they participate in debates and their (M=3.23).

majority of the respondent(65.7%) agree with the statement that the can persuade by

other arguments and their mean score is(M=3.51).So it is concluded that majority of

the students agree with above statements.

28
Table 4.7

Frequency of Socialization (N=300)

Statement SDA DA N A SA Mea SD

% % % % % n

I like to make new 37 11 11 86 155 4.04 1.3

friends. (12.3% (3.7% (3.7%) (28.7% (51.7% 4
) ) ) )
I think participation 13 14 29 133 111 4.05 1.0
in co-curricular (4.3%) (4.7% (9.7%) (44.3% (37.0% 2
activities increase ) ) )
my social circle.
I like to share my 16 15 22 126 121 4.07 1.0
stuff with my (5.3%) (5.0% (7.3%) (42.0% (40.3% 7
friends and siblings ) ) )
I feel myself fresh 11 20 31 110 128 4.08 1.0
and contented when (3.7%) (6.7% (10.3% (36.7% (42.7% 6
I participate in ) ) ) )
social work.
I feel proud to help 14 10 8 77 191 4.40 1.0
others. (4.7%) (3.3% (2.7%) (25.7% (63.7% 2
) ) )

Frequency of Socialization

Table presented the frequency of socialization. The result describe that great

number of the participants 80.4% agreed with the statement that they like to make

new friends that with the mean value& SD (M=4.04,SD=1.34) while most of the

participants (81.3%) also agreed that they think participation in co-curricular activities

to increase my social circle and mean value &SD(M=4.05,SD=1.02). In contrast, less

than half of the participants (82.3%) agreed that they like to share stuff with their

friends and mean value & (M=2.07,SD=1.07) while more than half of the participants

(79.4%) agreed that they feel fresh when they participate in social work and mean

value (M=4.08,SD=1.07). while more than half of the participants (88.4%) agreed that

they feel proud to help others and mean value (M=4.40,SD=1.02).So majority of the

participants agree with above statements.

29
Table 4.8

Frequency of Teamwork (N=300)

Statement SDA DA N A SA Mea SD

% % % % % n

I like to play 24 11 14 111 140 4.11 1.7

outdoor games. (8.0%) (3.7%) (4.7%) (37.0% (46.7% 2
) )
I like to participate 9 18 21 116 136 4.17 1.0
in games which are (3.0%) (6.0%) (7.0%) (38.7% (45.3% 0
played in teams. ) )
I like to play 23 32 23 91 131 3.92 1.2
cricket, football, (7.7%) (10.7% (7.7%) (30.3% (43.7% 7
hockey etc. ) ) )
I think I can work 40 35 42 105 78 3.49 1.3
easily with every (13.3% (11.7% (14.0% (35.0% (26.0% 4
type of people. ) ) ) ) )
I enjoy group work 14 19 29 125 113 4.01 1.0
more than (4.7%) (6.3%) (9.7%) (41.7% (37.7% 7
individual. ) )

Frequency of Teamwork

Table presented the frequency of Teamwork. The result showed that great

number of the participants (83.7%) agreed that they like to play outdoor games with

the highest mean value & SD(M=4.11,SD=172) while(84.0 %) participants agreed

that they like to participate in games which are played in team with the second most

highest mean value (M=4.17,SD=1.00). Question asked to the participants about like

to play cricket, football and hockey, in response less than half of the participants

(73.7% )agree and mean value& SD (M=3.92,SD=1.27). 61.0% participants agreed

that, they feel easy to play every type of people with lowest mean value (M=3.49,

SD= 1.34). While more than half of the participants (79.4%) agreed that they enjoy

group work more than individual and mean value& SD (M=4.01, SD=1.07).

30
Table 4.9

Frequency of Leadership (N=300)

Statement SDA DA N A SA Mean SD

% % % % %

I can make my 18 26 30 125 101 3.88 1.14

decisions by myself. (6.0%) (8.7%) (10.0% (41.7% (33.7%
) ) )
I can resolve my 9 37 24 139 91 3.89 1.06
problems easily. (3.0%) (12.3% (8.0%) (46.3% (30.3%
) ) )
I can take immediate 36 65 48 119 32 3.15 1.22
decisions. (12.0% (21.7% (16.0% (39.7% (10.7%
) ) ) ) )
I can handle every 12 36 57 131 64 3.66 1.06
type of situations. (4.0%) (12.0% (19.0% (43.7% (21.3%
) ) ) )
I like to provide 22 21 28 116 113 3.92 1.18
guidance to others. (7.3%) (7.0%) (38.7% (38.7% (37.7%
) ) )
I have supervised my 37 33 45 119 66 3.48 1.28
school team many (12.3% (11.0% (15.0% (39.3% (22.0%
times. ) ) ) ) )

Frequency of Leadership

Table described frequency of leadership. The result presented that great

number of the participants (75.4%) agreed that they can make my decisions by myself

and their mean value&SD (M=3.88,SD=1.14). While (76.6%) participants agreed that

they can resolve my problems easily and their mean value& (M=3.89,SD=1.06). In

other hand less than half of the participants 50.0%) agree with theycan take immediate

decisions and mean value &SD (M=3.15, SD=1.22). More than half of the

participants (65.0%) participants agreed with the statement that they canhandle every

type of situations and mean value&SD (M=3.92,SD=1.18). While

(76.4%)participants agreed that theylike to provide guidance to others and mean

value&SD(M=3.93.SD 1.18).While (61.3%) participants agreed that they have

supervised my school team many times.and mean value&SD (M=3.48,SD=1.28).

31
32
Table 4.10

Frequency of role of Teacher & School (N=300)

Statement SDA DA N A SA Mean SD

% % % % %

My teachers 39 37 42 84 98 3.55 1.39

organize co- (13.0% (12.3% (14.0% (28.0% (32.7%
curricular ) ) ) ) )
activities as well
with classroom
routine.
My teachers 25 22 34 106 113 3.87 1.23
appreciate my (8.3%) (7.3%) (11.3% (35.3% (37.7%
performance in ) ) )
co-curricular
activities and
games.
I have sports 52 26 20 115 87 3.53 1.43
teachers in my (17.3% (8.7%) (6.7%) (38.3% (29.0%
school. ) ) )
I love to 23 18 17 107 135 4.04 1.20
participate in (7.7%) (6.0%) (5.7%) (35.7% (45.0%
sports ) )
competition held
in my school.
I have 27 37 36 126 74 3.61 1.23
participated in (9.0%) (12.3% (12.0% (42.0% (24.7%
inter school ) ) ) )
competitions
with my school
team.

Frequency of Role of teacher and school

Table described frequency of role of teachers and students. The result

presented that great number of the participants (60.7%) agreed that my teachers

organize co-curricular activities as well with classroom routine and their mean

value&SD (M=3.55, SD=1.39). While (73.4%) participants agreed thatmy teachers

appreciate my performance in co-curricular activities and games and their mean

value& (M=3.87, SD=1.32). In other hand less than half of the participants 67.3%)

agree with they love to participate in sports competition held in my school and mean

33
value &SD (M=4.04, SD=1.23). More than half of the participants (66.7%)

participants agreed with the statement that they have participated in inter school

competitions with my school team and mean value&SD (M=3.61,SD=1.23).

Table 4.11

Frequency of role of Parents (N=300)

Statement SDA DA N A SA Mean SD

% % % % %

My parents 25 15 35 131 94 3.85 1.16

appreciate my (8.3%) (5.0%) (11.7% (43.7% (31.3%
participation in ) ) )
co-curricular
activities.
My parents think 62 60 23 122 33 3.01 1.37
that co-curricular (20.7% (20.0% (7.7%) (40.7% (11.0%
activities are ) ) ) )
wastage of time
My parents paly 37 50 26 125 62 3.42 1.31
indoor games (12.3% (16.7% (8.7%) (41.7% (20.7%
with me ) ) ) )
My parents think 25 21 31 103 120 3.91 1.23
that I should (8.3%) (7.0%) (10.3% (34.3% (40.0%
select my hobby ) ) )
as my profession.
My parents give 28 16 30 106 120 3.91 1.24
me reward on my (9.3%) (5.3%) (10.0% (35.3% (40.0%
performance in ) ) )
co-curricular
activities.

Frequency of role of parents

Table described frequency of role of Parents. The result presented that great number

of the participants (75.0%) agreed that my parents appreciate my participation in co-

curricular activities and their mean value&SD (M=3.85, SD=1.16). While (51.7%)

participants agreed thatmy parents think that co-curricular activities are wastage of

time and their mean value& (M=3.01, SD=1.37). In other hand less than half of the

participants (62.4%) agree with my parents paly indoor games with me and mean

34
value &SD (M=3.42, SD=1.31). More than half of the participants (74.3%)

participants agreed with the statement that my parents think that I should select my

hobby as my profession and mean value&SD (M=3.91, SD=1.23). More than half of

the participants (75.3%) participants agreed with the statement thatmy parents give

me reward on my performance in co-curricular activities and mean value&SD

(M=3.91,SD=1.24).

T-test among demographical variable and study variable

T-test is most important and frequently used test in quantitative base studies.

Researchers use t-test in their studies when they want to determine the difference is

statistically significant among two variables i.e. gender, marital status etc.

Generating an independent samples T- test

Table 4.12

Awareness of co-curricular activities

Students N M SD t df sig
Females 84 114.71 16.515 -1.421 298 .156

Males 216 117.87 17.587

An independent –samples t-test was conducted to compare the opinion of students

about the entrepreneurship skills. There is no significance difference found between

females and male students there is no significant e difference in score for female

(M=114.71, SD+16.515) and males (M=117.87, SD=17.78); t(-

1.421)=0.156,p=0.010(two-tail).

35
Generating an independent samples T- test

Table 4.13

Awareness of co-curricular activities on student’s personality by schools

Students N M SD t df sig
Public schools 188 117.87 18.33 1.150 298 .251

Private schools 112 115.50 15.44

An independent –samples t-test was conducted to compare the opinion of students

about the entrepreneurship skills. There was no significance difference found

betweenpublic and private schools students. There was no significance difference in

score for public school (M=117.87, SD=18.33) and private schools(M=115.50,

SD=15.44); t(300)=0.251,p=0.020(two-tail).

36
 Chapter 5
FINDINGS, CONCLUSION AND RECOMMENDATIONS
Findings

 The response showed that greater number of the participants agreed with

the given statement about self confidence.

 The response showed thatmajority of the participants agreed with the given

statement about socialization.

 The response showed that great number of the participants agreed with

thegiven statements about team work.

 The response showed that great number of the participants agreed with the

given statements about leadership.

 The response showed thatmore than half of the participants’ agreedwith

the given statementabout teacher and school’s role in co-curricular

activities.

 The response showed that large number of participants agreed with the

given statementsabout role of parents in co-curricular activities.

 The mean score of independent sample t-test to compare the opinion of

male and female participant show that there is no significant difference

between opinion of male and female participants.

 The mean score of independent sample t-test to compare the public and

private schools reveal that there is no significant differencefound between

public and private schoolsstudents. The students of both public and private

school both participate in co-curricular activities.

37
Conclusion

The results obtained by the study shows that co-curricular activities play a

significant role in personality development of secondary school students. These

activities are necessary for achieving academic objectives as well. Educational aims,

goals and objectives are achieved by the curriculum butmodern concept of curriculum

is broader than of past, now-a-days all activities which are provided by any

institution, inside or outside the school, are part of curriculum. Co-curricular activities

provide a chance to students to utilize his talent. Study also shows that educational

institutions are well aware of about importance of these activities and are organizing

these activities for their students. The results show that student also have

opportunities of enjoying these activities in society as well. The results reveal that

parents also well aware about the significance of these activities and encourage the

participation of their children in co-curricular activities. Co-curricular activities and

personality development have a strong relationship. Co-curricular activities have

significant impact on personality development secondary school students.

Reconditions

a) Co-curricular activities should be organized in schools and students must

encourage for participating in co-curricular activities. These activities play

vital role in developing personality of students.

b) Parents should appreciate the performance of children in co-curricular

activities, and also cooperate with school and teachers in organizing co-

curricular activities for students.

c) Co-curricular activities are necessary for students not only for personality

development; these activities are also necessary for developing interst of

students in studies and motivate students to join school. These activities

38
protect students from boredom and keep them active and fresh. The well

known proverb is healthy mind is always in healthy body. So co curricular

activities are necessary for development of students’ personality.

39
 References

Arabian Journal of Business and Management Review Role of ECA’s (Extra

Curricular Activities) in Personality Development: A Case Study of University

Students Ismail M1 *, NadeemM2 ,Thind MHH3 , Shaheen MA4 , Shahid M5 and

Ahmad R6

International Journal of Humanities and Social Science Vol. 2 No. 18; October 2012

Impact of Co-curricular Activities on Personality Development of Secondary School

Students

IRA-International Journal of Education & Multidisciplinary Studies ISSN 2455–2526;

Vol.06, Issue 03 (2017) Pg. no. 241-254

Booth, E.G. (1958) "Personality traits of Athletes as Measured by MMPI." Research

Quarterly. Vol.29. No1

Participation in activities outside of school hours in relation to problem behavior and

social skills in middle childhood. School Health, v80n3, p119- 125.

doi:10.1111/.1746-1561.2009.00475.x

http://www.educationworld.com/_curr/.shtml http://www.google.com/co curricular

activities

http://www.google.scholar.com/extra curricular activities

http://www.nationalforum.com/%20Journal%20Volumes/,%20Fred%20C.%20

Extracurricular%20Activities%20Schooling%20V1%20N1%202010.pdf

40
 Impact of Co-curricular Activities on students Personality Development at Secondary School
level

Questionnaire for Students

Student Name: ______________________ Class: _________________________

School: _____________________________________________________________

Gender: ___________ age __________

Instructions: Please tick the relevant box, provided in front of each statement after carefully
reading. It is assured that the answer would be kept confidential.
Sr. indicators statement Strongly Disagree Undecided Agree Strongly
no Disagree Agree

1 2 3 4 5

1 Self I like to participate in co-curricular activities.

confidence

2 I feel myself more confident when I participate

in co-curricular activities.

3 I can speak fluently in the gathering.

4 I like to participate in debates and formal

speeches.

5 I can persuade others by my arguments.

6 socialization I like to make new friends.

7 I think participation in co-curricular activities

increase my social circle.

8 I like to share my stuff with my friends and

siblings

9 I feel myself fresh and contented when I

participate in social work.

10 I feel proud to help others.

11 teamwork I like to play outdoor games.

12 I like to participate in games which are played

in teams.

13 I like to play cricket, football, hockey etc.

14 I think I can work easily with every type of

41
 people.

15 I enjoy group work more than individual.

16 Leadership I can make my decisions by myself.

17 I can resolve my problems easily.

Questions 1 2 3 4 5

18 I can take immediate decisions.

19 I can handle every type of situations.

20 I like to provide guidance to others.

21 I have supervised my school team many times.

22 Role of My teachers organise co-curricular activities as

teacher and well with classroom routine.
school

23 My teachers appreciate my performance in co-

curricular activities and games.

24 I have sports teachers in my school.

25 I love to participate in sports competition held

in my school.

26 I have participated in inter school competitions

with my school team.

27 Role of My parents appreciate my participation in co-

parents curricular activities

28 My parents think that co-curricular activities

are wastage of time

29 My parents paly indoor games with me

30 My parents think that I should select my hobby

as my profession.

31 My parents give me reward on my

performance in co-curricular activities.

Thanks……………………………………………..

42