FACULTY OF EDUCATION AND LANGUAGES

HBEF1303

CO-CURRICULAR EDUCATION

Name: Nirukshi Perera

Rg NO: BED07009

Email : Nirukshiperera1205@gmail.com

0702154541

Learning Centre: IIHS,Welisara,Srilanka

January 2021
 Table of Contents

1. Introduction

2. Questionnaire (Appendix A)
2.1. Data Collection Method
2.2. Analysis on the soft skills and their importance for students to excel in
life

3. Interview (Appendix B)
3.1. Data Collection Method
3.2. Analysis on the co-curriculum problems encountered and how these
problems were resolved

4. Conclusion

5. References
 1. Introduction
Every activity learned during the school times plays a significant role in the development of a
child. Relatively co-curricular activities are considered an essential part in a student’s life and
helps in enhancing the overall learning process in school. “The activities which try to develop the
student’s physical, moral, mental, social, and emotional development i.e. all-round development
are called Co-Curricular activities. Co-Curricular activities are such activities which complement
but are not part of the traditional academic curriculum” (Ingale, 2014). It includes athletics,
cricket, drama club, library activities, science lab activities, singing competitions, creative arts
and meditation etc. Usually these activities are designed to balance with the academic curriculum
in schools. Hence, every student gets to learn skills beyond the compulsory subjects.

“Co-curricular activities promote enthusiasm, vitality, positive thinking and team spirit which in
turn, contribute effectively to personality development. Co-curricular activities facilitate the
development of various domains of mind and personality such as intellectual development,
emotional development, social development, moral development and aesthetic development.”
(Khan & Iqbal, 2014). Co-curricular education helps in the holistic development of students and
assist in developing soft skills and the ability to be successful in life and the workplace in the
future. “Holistic development essentially means the development of intellectual, mental,
physical, emotional, and social abilities in a child so that he or she is capable of facing the
demands and challenges of everyday life.” (Sarkar, 2020). “Moreover, soft skills are non-
technical skills that relate to how you work. They include how you interact with colleagues, how
you solve problems, and how you manage your work.” (Doyle, 2020). Therefore, co-curricular
activities can be considered immensely important during school and college education. This
assignment will further explain the soft skills in depth and their importance for students to excel
in life based on a questionnaire distributed among 5 students.

However on the contrary, there can be seen a decline in co-curriculum activities as the focus has
gone to the academics. As a result schools have been giving less attention to co-curricular
education. An analysis on the problems encountered and how these problems were resolved by
the school, teacher, and parents to ensure the success of co-curriculum activities will be
discussed in detail in this assignment with the aid of two interviews directed on a teacher and a
parent.
 2. Questionnaire (Appendix A)

Student 1: age 15
Student 2: age 13
Student 3: age 12
Student 4: age 14
Student 5: age 15

2.1. Data Collection Method

This was a study consisting of a questionnaire through which data was collected from 5 students.
It aimed to identify the soft skills of co-curricular activities done by these students aged between
12 – 15 years. A questionnaire was printed and handed over to each student (above), one of age
12, one of age 13, two each of ages 14 and 15. In order to conduct this research, children who
regularly engage in extracurricular activities in their respective schools were selected. Student
names or school names won’t be mentioned.
There were a set of questions in which they had to answer by ticking the box they were most
familiar with. The responses toward the related questions were given with five choices. Strongly
Agree (SA), Agree (A), Not Sure (NS), Disagree (D), and Strongly Disagree (SD) as specified in
the table. The table below is based on the answers (above) given by the children to the questions
asked. The responses obtained were quantified and analyzed for drawing results.

Appendix A

QUESTIONAIRE

Note: SA - Strongly Agree

A - Agree

NS - Not Sure

D - Disagree

SD - Strongly Disagree

No. Item SD D NS A SA

1 Co – curricular is important to me. - - - - 5

2 Co – curriculum helps me to manage my time. - - - 4 1

3 Co – curriculum make me confident. - - - 1 4

4 Co – curriculum make me a caring student. - - 2 2 1

5 Co – curriculum make me respect others. - - - 4 1

6 Co – curriculum teach me to become a responsible - - - 3 2

student.
7 Co – curriculum teach me to face adversity. - - 2 1 2

8 Co – curriculum teach me to be brave. - - - 2 3

9 Co – curriculum teach me to become a good citizen. - - 1 1 3

 10 Co – curriculum teach me discipline. - - - 1 4

11 Co – curriculum teach me to learn more. - - - 3 2

12 Co – curriculum teach me to respect elders. - - - 3 2

13 Co – curriculum teach me the importance of solidarity. - - 2 2 1

14 Co – curriculum develop my talent. - - - - 5

15 Co – curriculum teach me to be independent. - - - 5 -

16 Co – curriculum improve my knowledge. - - 1 - 4

As per the above table there are certain conclusions that can be made. For the first statement, all
the respondents agreed/strongly agreed that co-curricular education is important to them. Further,
all students have agreed/strongly agreed that it helps develop their talents and teaches to be
independent. As observed in this research majority of the respondents answers were positive,
either toward Agree (A) or Strongly Agree (SA). For example, this pattern can be seen for
statement numbers 2, 3, 5, 6, 8, 10, 11 and 12. Only occasionally some students have responded
with Not Sure (NS). This can be because they didn’t understand the question or a particular
word, or because it didn’t apply to them. For example, in question number 7, two respondents
have answered with Not Sure (NS). In this case, they probably didn’t understand the meaning of
the word “adversity”. Besides the positive responds, there have been no negative responds
(Strongly Disagree (SD) or Disagree (D)) to any of the statements asked. From this research it
can be observed that co-curricular education in schools promote students soft skills and holistic
development apart from the commitment to educational outcomes. For example, in the last
statement - question number 16 – most students have strongly agreed that co-curricular education
improves their knowledge. In the next part we will be discussing, based on the above
questionnaire, which soft skills have been mastered by the students who regularly engage in co-
curriculum and why these skills are important for them to excel in life.
 2.2. Analysis on the soft skills and their importance for students to
excel in life

This analysis aims to investigate the association between students’ participation in Co-curricular
Activities and their soft skill development based on the conclusions drawn. “Apart from
cognitive outcomes, extra-curricular activities have been associated with improvements in a
range of non-cognitive outcomes such as students’ soft skills, e.g. persistence, independence,
following instructions, working well within groups, dealing with authority figures and fitting in
with peers.” (Donnelly at el, n.d.). “Soft skills are a combination of people’s skills, social skills,
communication skills, character traits, attitudes, career attribute, social intelligence and
emotional intelligence quotients among others that enable people to navigate their environment,
work well with others, perform well, and achieve their goals with complementing hard skills.”
(Robles, 2012). Although much of a child’s intellectual development to a great extent happens in
the classroom, other aspects of the personality such as emotional and social development happen
through co-curricular education.

“Soft skills are character traits, attitudes, and behaviors—rather than technical aptitude or
knowledge. Soft skills are the intangible, nontechnical, personality-specific skills that determine
one’s strengths as a leader, facilitator, mediator, and negotiator. Soft skills are character traits
that enhance a person’s interactions, job performance, and career prospects.” (Parsons, 2008).
Co-curricular activities in school help hone the young minds and give them an opportunity to
develop their specialized skills. In this competitive era, students with records of participation in
co-curricular activities are given preference during admissions to various courses or employment
opportunities. “These activities (Co-curricular) guide students how to organize and present an
activity, how to develop skills, how to co-operate and co-ordinate in different situations-all these
helps in leadership qualities.” (Khan & Iqbal, 2014). Schulz (2008) in his study on the
importance of soft skills beyond academic knowledge said that “Soft skills are shaping human
beings’ personality. Any educator’s dream is that graduates, especially from tertiary education
institutions, should not only be experts in a certain field but matured personalities with a well-
balanced, rounded off education.” The idea to connect co-curricular involvement to the
development of soft skills has great potential, especially in addressing issues faced by employers
today. It provides a way for employers to give the spotlight to students who engage in
extracurricular activities, who are more likely to possess the desired skills. Therefore, the
importance of co-curricular activities is immense in their future pursuits. As Alexander Astin
(1993), a pioneer in student affairs stated, co-curricular experiences are “essential to the
development of a well-rounded individual and numerous activities offer a positive impact on
students' emotional, intellectual, and interpersonal development.”

In addition, studies have shown that co-curricular education improves students learning
experience at school and help achieve better results in their studies. A study by Devadason,
Subramaniam and Daniel (2010) reveals that the integration of soft skills in the formal
curriculum helps to produce graduates with comprehensive academic proficiency and soft skills
for the job market. It is important to understand the significance of co-curriculum in improving
academic performance. Moreover, co-curricular activities in school help to enhance the overall
personality of the students. “Students perform co-curricular activities in schools, which help
them sharpen their communication skills, expression skills, public speaking, participation and

sense of belongingness through different activities.” (Khan, 2019). Mehmood Tahir, Hussain
Tariq, Khalid Mubashira, and Azam Rabia (2012) in their study on the impact of co-curricular
activities on personality development revealed that co-curricular activities play a significant role
in personality development in developing confidence, honesty, sociability, sympathetic attitude,
sense of responsibility, social obligation, and adaptation.

“The advantages and benefits of students’ involvement in co-curricular activities could be

perceived from the fact that it provides opportunities for students to see and appreciate the
practical aspect of knowledge with the development of a good self-concept and a positive
attitude. These objectives also demonstrate that the co-curricular program is considered as a
vehicle for personality, intellectual, social, and cultural growth enhancing integrated and holistic
development of the individual.” (Mustapa, 2016).
 3. Interview (Appendix B)

Parent and teacher structured interview questions.

1. What is the soft skills that your students/child have learned through co-curriculum?

2. Why are these soft skills important for your student/child to achieve through co-curriculum
involvement?

3. What are the problems encountered in the implementation of school co-curriculum? Please
comment.

4. How can this problem be solved? Please give your suggestion.

3.1. Data Collection Method

An interview as required was conducted on one teacher and one parent each and they answered
the above questions. This interview was done via phone call (parent) and via distribution of a
soft copy of the answers (teacher). The questions were answered best to their knowledge and
experience. The names or the school names won’t be mentioned. This interview aims to question
the opinions of the parents and teachers in a school regarding the co-curriculum education. The
connection these activities have with mastering soft skills, the problems encountered and how
these problems were resolved by the school, teacher, and parents to ensure the success of co-
curriculum implementation.

Parent‘s interview

1. What is the soft skills that your students/child have learned through co-curriculum?
“Since he started doing the co-curricular activity, the social skills of my child has
improved…it has made him more confident and he communicates better with his peers
and other team mates... He commits well to his sport and the team…”
2. Why are these soft skills important for your student/child to achieve through co-
curriculum involvement?
 “I think because it will be a bonus point in his future…These days when selecting courses
or finding jobs the priority is given to children who have done some kind of
extracurricular activity…”

3. What are the problems encountered in the implementation of school co-curriculum?

Please comment.
“If both parents are working full time… financial problems…pandemics like the
corona…if children go to tuition classes then time cannot be managed…some children
fear that their academic level will decrease if they focus on sports…”
4. How can this problem be solved? Please give your suggestion.
“The teachers should motivate the children to do extra activities…also, parents support is
important if a student want to participate in a co-curricular activity…”

Teacher’s interview

1. What is the soft skills that your students/child have learned through co-curriculum?

-Sharing and caring for each other when in need.

-Very active in class work.
-Shows good team work in group activities.
-Leadership qualities.
- Respecting each other and teacher.
-Time management.
-Creative and always come up with new ideas.

2. Why are these soft skills important for your student/child to achieve through co-
curriculum involvement?

Soft skills are important for a student as they learn to respect the teachers, instructors and
their own friends when they involve in class room activities.  As a result of engaging in
co-curricular activities, the child becomes an active participant in the class work rather
than studying the theories from the text book. Through co-curricular involvement, they
 become more attentive, good at problem solving, creative and improve communication
skills. Ultimately, the child becomes caring and builds a good character overall.

3. What are the problems encountered in the implementation of school co-curriculum?

Please comment.
One problem I have encountered is that, parents’ lack of knowledge about the importance
of co-curriculum. They think of co-curriculum as a competitive area and either pushes the
children to become the first in everything, which makes the children detest the co-
curricular activities or, the children are not given time for co-curricular activities as they
think that it will bring a negative impact on their education and exams. Another reason is
that, when schools introduce the co-curriculum to children and teachers, the academic
syllabus weightage is not reduced. As a result, children and teachers find it difficult to
cope up with the heavy syllabus and time they give for co-curricular activities. As a
result, some children give up on either studies, or co-curricular activities.

4. How can this problem be solved? Please give your suggestion.

All the respective parties including teachers, parents and children, need to be given
training and guidance to make them aware of the importance of co-curriculum in school
and how to balance their work with good time management. The academic syllabus and
co-curriculum should be given proper weightage by the authorized parties when
preparing the curriculum of schools. Children need to be trained to accept winning and
losing positively.
 3.2. Analysis on the co-curriculum problems encountered and how
these problems were resolved

This analysis will highlight some factors that influence the inefficiencies of co-curricular
education based on the ideas of the interviews above. When a child’s talents are identified at a
young age it is easier for the teachers to guide the child toward balancing co-curricular activities
and academics. One main issue that can be identified in the interviews is the parent’s lack of
support. In most families both the father and mother are working. Therefore, students find it hard
to commit to extra activities when parents are unavailable. Some parents have the idea that sports
and co-curricular will automatically lead them to under-perform in their studies. The pressure of
passing exams and completing the syllables can be so demanding that students only concentrate
on the academic area and leave out co-curriculum. It’s best the two go hand-in-hand. For this to
happen, parents and teachers guidance is needed.

Another issues that wasn’t mentioned in the interview is the lack of necessary facilities in
schools. These limited resources in school affects the organizing and implementation of co-
curricular education. It’s a schools duty to help students develop their talents by providing
necessary services. Schools, with the hand of parents and teachers can together come up with
solutions to ensure the success implementation of co-curriculum in schools.
 4. Conclusion

In conclusion, it is observed that it’s important for children to not only concentrate in academics,
but also participate in co-curricular activities. Children should be given more and more
opportunities to explore their talents from the young ages. Students will be successful in their
future endeavors and the overall personality will be developed. The studies conducted proved
that soft skills are developed through co-curricular activities and its relationship with
employment opportunities. However, less facilities and parent/teacher involvement demotivates
the students. It is recommended that parents and teachers should come out with interactive ways
to engage students in co-curricular education which will in turn develop their soft skills and
make them more confident in themselves and successful in their lives.
 5. References
Khan, W. & Iqbal, M. (2014). Role of Co-Curricular Activities in School Effectiveness.
https://www.researchgate.net/publication/281862334_Role_of_Co-
Curricular_Activities_in_School_Effectiveness

Ingale, A.R. (2014). ROLE OF CO-CURRICULAR ACTIVITIES IN STUDENT’S LIFE.

http://www.srjis.com/pages/pdfFiles/146771732121%20Dr.%20Ajaykumar%20Ramdas
%20Ingale.pdf

Sarkar, D. (2020). Holistic development for Students: Meaning & Importance.

https://idreamcareer.com/blog/holistic-development/

Doyle, A. (2020). What Are Soft Skills? https://www.thebalancecareers.com/what-are-soft-

skills-2060852

Robles, M. M. (2012). Executive perceptions of the top 10 soft skills needed in today’s
workplace. Business Communication Quarterly.

Khan, A. (2019). Role and Importance of Co-Curricular Activities at School.

https://www.jagranjosh.com/articles/role-and-importance-of-cocurricular-activities-at-school-
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Mehmood, T.., Hussain, T., Khalid, M., Azam, R. (2012). Impact of Co-curricular Activities on
Personality Development of Secondary School Students.
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Astin, A. (1993). What Matters In College. Four Critical Years Revisited. San Francisco: Jossey-
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SKILLS AND PERSONALITY.
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Donnelly, M, Lažetić, P., Sandoval-Hernandez, A., Kumar, K.,Whewall, S. (n.d.). An Unequal

Playing Field: Extra-Curricular Activities, Soft Skills and Social Mobility.

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