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.

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

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

1
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 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).

2
 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. 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

3
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,

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

6
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

undergo. There are hurdles and restrictions awaiting them in their bid to grow and

7
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 shows,

debate competitions, fine arts, indoor sports, outdoor sports, camps, visits etc. But given

8
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

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

9
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

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

when they excel in academic and co-curricular activities.

10
 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

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

Competency building begins at school.

Meaning of Personality Development

11
 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’. 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

12
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 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

13
 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

• 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.

14
 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.

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

15
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.

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

16
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 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

17
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
 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

19
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

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

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

sample of the study.

Table 3.2

20
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.

21
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

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).

22
 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 9th class ,44.7% of 10th class and their

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

23
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) .

24
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).

25
Table 4.5

Distribution of responses rate by (Age)

Students 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.

26
Table 4.6

Frequency of Self-Confidence (N=300)

Statement SDA DA N A SA Mean SD

% % % % %

I like to participate in 16 13 09 134 128 4.15 1.04

co-curricular activities (5.3%) (4.3%) (3.0%) (44.7%) (42.7%)

I feel myself more 18 38 21 127 95 3.82 1.18

confident when I (6.0%) (12.7%) (7.0%) (42.3%) (32.0%)
participate in co-
curricular activities.
I can speak fluently in 49 38 35 143 35 3.26 1.29
the gathering. (16.3) (12.7%) (11.7%) (47.7%) (11.7%)

I like to participate in 62 27 47 108 56 3.23 1.40

debates and formal (20.7) (9.0%) (15.7%) (36.0%) (18.7%)
speeches.
I can persuade others by 38 36 29 128 69 3.51 1.31
my arguments (12.7) (12.0%) (9.7%) (42.7%) (23.0%)

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.

27
Table 4.7

Frequency of Socialization (N=300)

Statement SDA DA N A SA Mean SD

% % % % %

I like to make new 37 11 11 86 155 4.04 1.34

friends. (12.3%) (3.7%) (3.7%) (28.7%) (51.7%)
I think 13 14 29 133 111 4.05 1.02
participation in co- (4.3%) (4.7%) (9.7%) (44.3%) (37.0%)
curricular
activities increase
my social circle.
I like to share my 16 15 22 126 121 4.07 1.07
stuff with my (5.3%) (5.0%) (7.3%) (42.0%) (40.3%)
friends and
siblings
I feel myself fresh 11 20 31 110 128 4.08 1.06
and contented (3.7%) (6.7%) (10.3%) (36.7%) (42.7%)
when I participate
in social work.
I feel proud to 14 10 8 77 191 4.40 1.02
help others. (4.7%) (3.3%) (2.7%) (25.7%) (63.7%)

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.

28
Table 4.8

Frequency of Teamwork (N=300)

Statement SDA DA N A SA Mean SD

% % % % %

I like to play 24 11 14 111 140 4.11 1.72

outdoor games. (8.0%) (3.7%) (4.7%) (37.0%) (46.7%)
I like to 9 18 21 116 136 4.17 1.00
participate in (3.0%) (6.0%) (7.0%) (38.7%) (45.3%)
games which are
played in teams.
I like to play 23 32 23 91 131 3.92 1.27
cricket, football, (7.7%) (10.7%) (7.7%) (30.3%) (43.7%)
hockey etc.
I think I can 40 35 42 105 78 3.49 1.34
work easily with (13.3%) (11.7%) (14.0%) (35.0%) (26.0%)
every type of
people.
I enjoy group 14 19 29 125 113 4.01 1.07
work more than (4.7%) (6.3%) (9.7%) (41.7%) (37.7%)
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).

29
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).

30
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 value &SD (M=4.04,

31
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 (9.3%) (5.3%) (10.0%) (35.3%) (40.0%)
my 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 value

32
&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).

33
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).

34
 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.

Conclusion

35
 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

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

36
known proverb is healthy mind is always in healthy body. So co curricular

activities are necessary for development of students’ personality.

37
 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

38
 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.

39
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

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

40
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……………………………………………..

41