By Farzana Bukhari
INTRODUCTION
As like
other fields, many changes occur in education i.e. now education is not based
only on theory but there is also a significant space for practical in it. In
simple words we can say that theory means our curriculum or co-curricular
activities which make the teaching learning process more effective and
interesting. The topic of this research is “Lack of interest on part of teacher
to motivate students for participation in co-curricular activities.
Which is one
of the main issue in education now a days. The researcher selected two schools
from public sector one is GGHS. Tarnab farm and other is GGHS Chamkani
OBJECTIVES:
1)
To define co-curricular activities.
2)
To define its advantages and kinds
3)
To describe important principles of organizing
co-curricular activities.
4)
To know why teachers show lack of interest to motivate
students for participation in co-curricular activities.
5)
To know why teachers like some of co-curricular
activities.
6)
To find some suggestions in order to solve this issue.
TOOL OF DATA COLLECTION
Researcher has collected
data through questionnaire given below
QUESTIONNAIRES
Name:________________________ Experience
_____________
Q1. Can you
mention some of co-curricular activities?
Q2. Why
co-curricular Activities are important to organize at secondary level?
Q3. Among head master, teacher and student, who play a vital role in
organizing these activities?
________________________________________________________________________
________________________________________________________________________
Q4. Have these activities any adverse effect on studies of students
at secondary level?
Q5. Do you think today’s political and economic condition of our
country affect these activities?
Q6. Following is the list of co-curricular activities. Write the
cause of your interest or lack of
interest to motivate the students for participation.
S.No
|
Co-curricular activities
|
Cause of interest
|
Cause of lack of interest
|
1.
|
Physical activities
a.
Athletics
b.
Games
|
||
2.
|
Literary and academic activities
a.
Dramatics
b.
Debates
c.
Scientific club
d.
Story and Essay writing
|
||
3.
|
Social service activities
a.
Scouting
b.
Girl guiding
|
||
4.
|
Civic training activities
a.
School/ Bank
b.
Student council
c.
Assembly
Celebrating festivals.
|
||
5.
|
Hobbies
|
||
6.
|
Cultural activities
a.
Drawing
b.
Painting
c.
Folk songs
d.
Dancing’
e.
Community activities
|
||
7.
|
Multipurpose activities
a.
Excursion and trips
b.
Decoration, beatifying schools,
Preparation of charts and models.
|
REVIEW OF LITERATURE
DEFINITION:
Pre-school the purpose of education was confined to
the teaching of subjects of curriculum. The social activities were regarded as
‘extras’. A weak student had no right to go to the playgrounds or to functions.
Gradually, this attitude of hostility changed into that of indifference. These
activities were not supervised nor any guidance was given. But now the concept of
education has changed. All round development of the child is the theme of new
education. Modern education recognizes that when the child comes to the school,
he comes in mentally, physically, spiritually, socially and vocationally and a
such he must be educated in all of them. Now it is recognized that these
activities are valuable media for developing proper attitudes, habits,
interests, and ideas among pupils. Because of their importance in education, they
have been renamed a co-curricular activities as they form an integral part of
the school curriculum in their organization, therefore, need just much care and
fore thought.
PRINCIPLES FOR THE
ORGANIZATION OF CO-CURRICULAR ACTIVITIES:
1. Proper integration of co-curricular
activities with curricular activities.
2. Adequate planning
3. Provision of adequate equipment and
accommodation.
4. Proper distribution of activities
among the staff members.
5. Proper recording of these activities.
6. Proper control of expenditure
(Arbab Khan Afridi, School Organization)
KINDS OF THE
CO-CURRICULAR ACTIVITIES:
The number and kinds of activities to be recognized
will depend upon the size and the financial resources of the school, the number
and special capacities of the teachers who have to guide and advise pupil, and
upon the interest, support and special conditions of the localities in which
the schools are situated. Each school will have therefore, to select the form
of activity most suitable to its special conditions having regard to the above
factors.
Advantages of
co-curricular activities:
The values of co-curricular activities are
multifarious and important from educational points of view. The various
advantages of these activities may be discussed under the following heads.
Physical Advantages
There are many co-curricular activities like games, sports,
athletics, scouting, hiking, etc. which are helpful for the growth and
development of the body. Many activities provide healthful channel for the
super fluous energy of the pupils. They also contribute to the sound health,
physical development, vital powers healthful habitats, vocational, efficiency
and personal happiness.
Most of the co-curricular activities have immense
psychological values. There are many strong instincts in the adolescents and
unless they are submitted, these instincts create a large number of
psychological problems For example, the gregarious instinct unless directed to
fruitful tasks through self government, community work, social service and
other group works, might find its expression in student unrest; gang activities
and other anti-social activities. All the instincts of self-assertions
self-abasement, curiosity, constructiveness acquisitiveness, sex and
gregariousness find desirable expression through these co-curricular
activities. Rather these activities play an important role in training
emotions.
Academic Value:
Every academic programme should have two aspects. (i)
Theoretical, and (ii) practical. Most of the classroom activities today are
theoretical in character. Unless they are supported as well as supplemented by
practical activities the learning experiences will be lop-slides. Co-curricular
activities provide practical experiences adequately. For example, theoretical
discussion in geography, social studies, sciences and language studies can be
supplemented by learning experience through excursions, library will be more
meaningful and lively, if activities like elections for self-students
government, mock assembly, etc can be organized in the school effectively.
Social value:
Most of the school activities have social
implications. Through the activities which are mostly co-operative in nature
call for social traits like co-operation, mutual help, understanding,
fellow-feeling, tolerance and sharing responsibility. Pupils learn these traits
very easily. They acquire group loyalty to the school, loyalty to the family,
loyalty to the nation and loyalty to the world. The specific social activities
which provide social training are Scouting Girls, Red Cross, Community Work,
Social Service camps, etc.
Aesthetic Value:
It is essential to promote a sense of beauty and
appreciation in the pupil. To develop artistic- sensibility, ie. aesthetic —
attraction to beauty--- beauty in himself, beauty in the home, beauty in the
school or beauty in the environment in general is one of the objectives of
education. But, aesthetic sensibility cannot be learnt through text books or
speeches, it has to be learnt in life, activities in habits and in conduct. It
can not be taught it is caught. That is why, school. should provide adequate
opportunities for developing sense of beauty and artistic outlook. Drawing,
painting, decoration, toy making, clay modeling, preparation of charts and
models not only express, but also develop aesthetic sensibility in the
children.
Recreational Value:
Modern culture is evaluated by the criteria of leisure
time activities. It is said that one’s culture is known by the way his leisure
is used. Unless the students are taught how to utilize their leisure most
usefully. They cannot contribute to cultural growth satisfactorily and enjoy
their life to the optimum. On the other hand, they may engage themselves in
anti-social activities and waste their time and energy in gossiping, gambling,
wandering aimlessly reading obscene books and visit if ugly pictures.
Therefore, students should be encouraged to participate in arts, symposia,
debates, discussions, exhibition games and sports and other hobbies, so that
they can learn the methods and means of utilizing their leisure through
recreational and creative activities.
The school assembly:
It is a good practice in the progressive schools to
begin the day’s work with a morning assembly. On this occasion, the entire
school population assembly for a common prayer and then talks from the
headmasters or from other teachers. This prayer should be general in character
without any denominational reference. Besides, prayer songs, some patriotic
songs. may be recited. This occasion is also utilized for making announcements
- regarding -they, ‘day’s program particularly competitions, ‘1 celebrations,
timetable, etc. Here, the students get themselves familiar with three rules,
regulations, ideals and practices of- the school and thus are acquainted, with
the community spirit and image, of the school. Some students and teachers’ take
the opportunity to announce the local regional national as well as
international news.
Debates, Discussions,
Seminars and symposia:
With a view to promoting expression intellectual
powers, debates, discussions, seminar. and symposia should organized in the
school adequately These activities provide pupils with the opportunities of
collecting information, organizing, ideas, presenting facts, speaking effectively
and conducting before the audience properly The pupils get confidence and speak
with the presence of mind, learn, oratory or art of elocution through
participation in these activities.
Dramatics:
Dramatics is a playful activity in which both creative
expression and artistic imitation combine. As the pupil plays varied roles, he
satisfies his internal urge to play and, imitate, ‘Through this activity he
expresses himself and funds enjoyment. ‘It, therefore, helps maintaining his
mental health and, as ‘such it ‘is of great therapeutic value. It provides
opportunities for the release of pent up emotions, for improving speech and
other qualities of elocution.
Boy scouting and Girls
guides:
Scouting is meant for the boys in the age-group from
11 to 18. every scout takes a solemn oath to obey the scout. Law which consists
of ten rules relating to honour, loyalty, obedience, friendliness,
courteousness, cheerfulness, usefulness, thrift and cleanliness. He puts on a
special uniform and learns the use of ropes and sticks, learns first aid and
social service, organizes . camp fires and field trips, learns to lead camp
life and to live corporate life and gets himself trained to lead an independent
life but, with team spirit. The Girl Guide on the other hand, leas activities
like cooking, nursing, singing, drill, social service and first aid..
Educational Travel:
There has been in recent years an increased amount of
school travel particularly by senior classes. This travel in some, instances
has been made possible by school buses. In some instances the amount of time
taken for the trip and the amoünt of expense involved have been thought to be
excessive and the project of the long trip has been abandoned.
Different policies are used for financing such travel.
Sometimes a class or club uses funds accumulated through social events, sales
of commodities or receipts from an entertainment to offset the charges in part
or complete Although the possible “ contributions of planned tours to
individual students and to the school they represent rare obvious, care must
be’ exercised’ that tour do not require too large expenditures of student and
faculty time, energy and money.
School Publication:
The school magazine, newspaper or annual furnishes the
means for the other form of literary expression, viz, the written. The school
publication provides a natural and powerful motive for practice in the art of
written expression. Pupils, who have ideas to express and the desire to share
them with others, find in the periodical school publication a natural medium
for communication.
Athletic Activities:
Sports, games and athletics should be organized in the
school in order to help pupils in the conservation of their health, development
of habits, promoting their personality, traits – like alertness, confidence,
judgment, co-operation, team spirit and so on. Athletic activities help developing
all-round personality of the pupils and train in citizenship qualities. That is
why, play grounds is called the cradle of democracy.
(S.M. Shahid, School Administration)
ANALYSIS OF DATA
·
The
first question is that: Can you mention some of co-curricular activities/ as
the question is not difficult and every teacher know the co-curricular
activities but purpose was just to warm up the mind of repliers. The essence of
ten answers to this question in which co-curricular activities are mentioned are
debates, quiz, programes, dramatics girls guide, story and essay writing sports
Naat Competition etc.
·
About
the importance of organizing co-curricular activities variety of answers are
obtained like 50% teachers expressed their view that these activities are
important to organize because it helps in over all development of child and
also improve and develop skill of a child, 20% out of them said that it
develops managerial quality of a child and also make him more social, 10%
replied that these activities make a child active confident and make him able
to face any problem. Remaining 20% mention that organization of these
activities enable the students to escape from routine of school life. And
provides a break and make them fresh. And also create a jolly and friendly
atmosphere at school.
Table – 1
S. No.
|
Views of respondents
|
%age of respondents
|
1
|
It help to improve skills and over
all development of children
|
50
|
2
|
It develops managerial qualiy in a
child and make him more social
|
20
|
3
|
These activities make a child
active confident and make him able to face any problem
|
10
|
4
|
These activities enable the student
to escape from daily routine of school life and make them fresh
|
20
|
·
Infact
Head master, teacher and students are just like a triangle. Is there any unity
required among them for organization of co-curricular activities at secondary
level? Most of the answers to this questions are same i.e, 60% f teachers
expressed their views that all of three play a vital role in organization of
these activities. 20% replied that teacher is just like a bridge between
headmaster and student so easily convince the Headmaster to organize
co-curricular activities and can motivate students take part in these
activities. Remaining 20% thought that as headmaster is all in all so he or she
plays vital role in this regard.
Table - 2
S. No.
|
Views of respondents
|
%age of respondents
|
1
|
All of three play important role in
organizing these activities at secondary level
|
60
|
2
|
Teacher play important role who can
easily convence headmaster for its organization and student for motivation
|
20
|
3
|
Head master play important role in
its organization because in school he or she is all in all
|
20
|
·
Question
No 4 is that have these activities any adverse effect on studies of students at
secondary level? As these activities are very important for the overall
development of a child but when a child leave the elementary level of education
and enters the secondary level education, he faced to study difficult and
lengthy courses. So only 20% favour these activities organization at secondary
level. While rest of teachers expressed different views against it. Like 60%
said that as cources at secondary level are more difficult and lengthy so it
wastes time of students. The teacher who expressed this view teaches maths
English, urdu and science subjects 20% thought that to some extent these
activities effect studies.
Table 3
Adverse effect of these activities on studies of
student
S. No.
|
Answers of respondents
|
%age of respondents
|
1
|
These activities have no adverse
effect on studies of students at secondary level
|
20
|
2
|
It is wastage of time
|
60
|
3
|
To some extent these activities
effect the studies of students
|
20
|
·
Question
No 5 is that is there any affect of political and economic condition of our
country on these activities? All the teacher address this question differently,
30% said that there is no political stability in our country and great
fluctuation in prices. So both of these factor like other field also effect
these activities. 40% answered the question that as mainly our province and
specially Peshawar
is target of terrorism. So environment of our province is not favourable for
these kind of activities. Remaining 30% claimed that there is no effect of
politics and economic on these activities
Table 4
Effect of political and economic crises on these
activities
S. No.
|
Answers of respondents
|
%age of respondents
|
1
|
Political instability and
fluctuation of prices effect these
activities organization
|
30
|
2
|
NWFP is target of terrorism so
environment is not favourable for these activities
|
40
|
3
|
No effect of politics and economy
on it
|
30
|
·
Question
No 6 is based on seven kinds of co-curricular activities. And there are two
columns for teachers to expressed their
views why they are interested in these activities and why they are not
interested in these activities.
6.1
In
table first question is about physical activities i.e. athletics and Games. 70%
teachers expressed their views that there are many causes of lack of interest
in these activities like there is no enough area for physical activities so
teacher can not allow students in games period for playing any game. Because it
cause disturbance.
Secondly courses at secondary level are more difficult
and lengthy. So mostly teacher of maths and English utilize this time and teach
her subject to students. One of cause is also that now there is no competition
of physical activities at district level. And with out compettion motivation
and struggle for any thing is impossible. As for as athletics is concern . we
practice this game at school level. But we cannot motivate a good athle girl to
carry this game at high level because of religious restrictions. So this point
discourage the teacher to motivate the student for this game.
30% teachers admit that teacher should try to motivate
students for taking part in these activities because through physical
activities student learn to face failure and try to improve her self.
6.2
In
question number six second part is based on literacy and academic activities.
50% teacher showed lack of interest in science club and dramatics because these
activities are time consuming. And there is also lack of cooperation of other
staff members. Who do not allow students for preparation of these activities.
These activities are to some extent expensive and money consuming. Rest of 50%
teachers claimed that these activities are important for developing skills and
inner potentialities of students. It helps in improving writing and language
power of students. Students learn to cope with others and gain self confidence.
Each story have a good lesson in it and student learn more from it.
6.3
In
question No. 6 the third co-curricular activity is social services activities.
In these activities GGHS concern with girl guiding. 100% of teachers showed lack
of interest in this co-curricular activity because in this participant students
must visit the guide house.
As now – a –
days safty problem is increasing so teachers avoided to convince or motivate
students to take part in girl guiding.
6.4
In
question no. 6.4 is about school bank, student council, assembly and
celebrating festivals. About school bank and students council all of teachers
said that these activities are not common in practice at secondary level. So
there is unawarness about it. In very
exceptional case teachers used student counciling. About assembly 100% teachers
showed interest they said assembly is useful activity. It helps in religious and
moral development. A good source of conveying message to all the students at
one time and there is no finance required for it. One important point about
assembly is also that it devel manarizm, discipline and unity among students
that’s why teachers showed interest in this.
6.5
5th
co-curricular activity is hobbies like gathering, photography friends ship and
toymaking. As 10% of teachers claimed that these activities are good for
developing esthetic sense, make students well behaved but rest of teachers said that these activities
are time consuming, expencive and required more skill full teachers.
6.6
Next
co-curricular activities are cultural activities. In cultural activities
drawing, painting, fold song dancing and community activities. 100% teachers
said that drawing is good co-curricula activity which help student in
curricular activities. But as for as painting is concern 100% teachers showed
lack of interest because it is a difficult and expernsive activity. It required
skill full and trained teacher. And on the other hand as we know in govt
schools students are not from rich families so this activity can not introduced
in schools. About singing and dancing 100% teachers expressed their views that these activities are prohibited in Islam
that’s why teachers do not motivate students for it. All of teachers also
showed lack of interest in community activities. Because in these activities
students go out side the school and involve in community activities and
teachers do not take responsibility of student in this regard and always try to
avoid there kind of co-curricular activities.
6.7
At
the end the question is about multipurpose activities. In this first
co-curricular activity is excursion and trips and other is beautifying schools,
preparation of charts and models, 100% teachers showed lack of interest in tips
because now a days there is lack of safty and environment in NWFP is not
secure. So teachers avoide to plan any trip for students. And funds are not
enough or head mistress also avoide to use funds for this purpose. While
activity of beautifying school is easily applied in schools at secondary level.
And teachers showed their interest in it. Because not expensive and easily
manageable activity.
Table – 5
S.No.
|
Co-curricular activities
|
Eason of interest
|
%
|
Lack of interest
|
%
|
1
|
Physical activities games athletics
|
Student learn to face failure and
try to improve
|
30
|
1) No enough area / cause discipline
problem
2) Waste time
3) No competition at district level
4) No future cor athletics religious
restriction
|
70
|
2
|
Literary and academic activities
|
1)
Important for developing skills and inner potentialities
2)
Improve writing
3)
Give confidence to students
4)
Each story give a good and moral lesson
|
50
|
1) Science club and dramatics are time
consuming
2) Lack of co-operation of staff
3) Expensive
|
50
|
3
|
Social services activities
Girls guide
|
In girls guide participant students
must visit guide house. So teachers avoide to motivate students for it in
order to escape from taking responsibility of students.
|
100
|
||
4
|
a) school/ bank
b) student council
c)
Assembly
|
a+b) Is good for solving personal
problems of students.
c) Useful activity, religious and moral development source
of conveying message, no need of finance.
|
30%
100%
|
a) and (b) are not common in
practice and unawareness about it.
|
70%
|
5
|
Hobbies
a) gathering
b) photography
c) friendship
d) toymaking
|
Developing esthetic sense and make
students Gregarious
|
10%
|
Time consuming expencive, required
more skillful teachers.
|
90%
|
6
|
Cultural
a)
Activities drawing
b)
Painting
c)
Folk songs
d)
Dancing
e)
Community activities
|
a) Drawing helps in curricular activities
|
100%
|
b) difficult and expensive required
skillful teacher
C+D: singing and dancing is
prohibited in islam
c) these activities are usually done
outside the school.
|
100%
100%
100%
|
7
|
Multi purposes activities
a) Ex cursion trips
b) Decorating school
|
b) An easy and interesting task,
common in practice
|
100%
|
a) Lack of safty, great
responsibility, lack of funds
|
100%
|
FINDINGS AND CONCLUSION
1)
All of the respondent teachers know about the
co-curricular activities that are debates, quize programmes, dramatics girl
guide, story and essay writing, sports, and naat competition etc.
2)
Co-curicular activities are important of ganize at
school level because it develops skills, managerial quality, and confident. I
also make a student gregarious. It brings enjoyment in daily life of a student.
3)
As in school head master, teacher and students are
just like a triangle. But in organization of co-curricular activities 10%
teachers think that all play important role, 90% thinks that teacher play
important role and remaining 20% thinks head master is responsible for ganizing
any kind of activity in school.
4)
These activities are good for over all development of
a child but when a child enters secondary level. He study difficult courses. So
40% farour these activities at secondary level while 60% said that these
activities waste time of students.
5)
30% claimed that there is no effect of political and
economic in stability on organization of these activities. While 40% thinks
that political and economic in stability greatly effects the organization of
these activities. Remaining 30% said that due to terrorism teachers do not take
interest in organization of these activities because lack of security outside
the school and psychological disturbance also stop the teachers for his.
6)
Due to lack of area teachers avoide to motivate
students for games. Which cause discipline problem in school.
7)
As for as athletics is concerned. There is no bright
future for girls in Pakistan
and not permited in islam.
8)
As scientific claps and dramatics are time and money
consuming so most of teaches were not in its favour. Mostly all the teacher
show interest in story and essay writing because they think that it can help
greatly in co-curricular activities.
9)
As for as social services are concern most of the
teacher show lack of interest in girl guide. Because there are visits outside
the school in girl guide and teachers are no willing to take any responsibility
of students in this regard.
10)All of teachers show interest in
school assembly because it is a good source of conveying message. It also helps
in imparting and sharing knowledge about religion.
11) In schools the money which is
colleted from the students in form of fine is used mostly classroom by girls
for fulfilling their small requirements and for decorating their class.
But
most of the fin and profit canteen is handed over to principal and she used it
for school by herself. There is no awareness about student counciling.
12) Most of the hobbies are time
consuming and also money consuming. As courses at secondary level are more
difficult and lengthy so teacher does not compromise on giving time to
co-curricular activities.
13)As a muslim teaches never convence for motivate the students for
singing or dancing. All of the teachers liked to motivate the students for
drawing which is helpful in curricular activities, while they think painting is
an expensive activity which required a skillful teacher.
14) In multipurpose activities all of
the teacher show lack of interest in picnics and trips because of the
insecurity and lack of funds.
15) All the teachers show interest in
beautifying school. According to then i is an easy and interesting job which is
common in practice.
SUGGESTIONS
1)
These activities should placed in daily time table.
2)
If principal assign to teacher the duty of
organizating co-curricular activity so he should given some relexation to him
for his other curricular activities.
3)
Same like curricular activities principal try his best
to appreciate the teacher organizer in
order to encourage him. This appreciation may be inform of any certificate
which can be given in annual day of the school.
4)
Principal should always generously spend funds on
organizing there activities. Because when the
teacher organizer does not face any economic problem he take interest in
organizing these activities and motivating students.
5)
Co-opeation of the other staff o the school is very
important because it encourages the teacher organizer to motivate students for
participating in co-curricula activities.
6)
As there are two grammer period of English and urdu
per week. So if a teaher give practice to students in writing stories and
essays. He will able to prepare students for story and essay writing
competition in advance and can save the time.
7)
If the area of the school is not enough for sports and
during school hours teacher does not allow the students for playing any sports
inorder to avoide disturbance and discipline problem. If she select the girls
for any game. And organize small competitions among them. The suitable time for
these competition is after break. At that time other students of school can
also be allowed for seeing and enjoying competition this will inspire and
encourage other students. To take part in it. And teacher will able to prepare
students for any competition at high level.
BIBLIOGRAPHY
1)
A. K Arbab. school organization.
2)
Mohiyuddin M. Sultan School organization and management
3)
Ramanna R.K Issues in Ed-Ad.
4)
Shahid
S.M. School
organization and administration
