Role of co curriculum activities in promoting respect of elder at primary level
Role of co curriculum activities in promoting respect of elder at primary level
Theme: Children’s Socio-Emotional Development
Sub-Theme:Healthy interaction and relation with elder
Topic: Role of co curriculum activities in promoting respect of elder at primary level
Socio-economic status:
The reason for this research was to explain the Role of co curriculum activities in promoting respect of elder at primary level. Financial status measures families and network’s remaining in connection to society. It can be comprehensively characterized as a person’s and network’s entrance to money related, social, and human capital assets. Alongside asset openness: it fills in as a significant determinant to get to personal satisfaction at individual, family, network and national level. Financial contrasts, for example, well being and nourishment status, home condition that give access to scholastically related encounters, versatility rates, and monetary resources can surely impact scholarly accomplishments. Low Socio-economic status associates with lower instructive accomplishment, neediness, and weakness, at last influence our general public, Inequities in well being conveyance, asset circulation, and personal satisfaction. In this research, by and large financial status of present area of Lahore is monetarily not all that good.
Role of co curriculum activities in promoting respect of elder at primary level
Occupation of the Parents:
Parents with the high occupation are in a superior condition to help and support their kids ethically, mentally, profoundly and mentally. However, Parents with less lofty occupation because of precariousness and budgetary issues can’t give satisfactory present day offices to upgrade their kid’s instruction. The control of the Parents from area chose in this research is normal. A part of the Parents are not monetarily so great. The children who Parents with government employment are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction.
Earning trends of the Parents:
Parents with lofty occupation give important offices expected to the upgrade of their kids training. They likewise give them backing and support toward the accomplishment of instructive accomplishment. Then again, children from less esteemed occupations need such huge numbers of favorable circumstances when contrasted with those from the Parents with high renowned occupation. They face a great deal of difficulties both at home and area, which block them from taking an interest completely in classroom research, and result in poor scholarly execution.
Literacy Rate:
In 2020, Lahore’s literacy rate of 49% for females was noticeably lower than the 66% for males; rural literacy was 46% compared to 77% in urban areas. Lahore has several research and educational institutions, both public and private.
Q.1 Why did you select this specific sub-theme and topic? Relate it to your experience / problem in your home / institution.
I see children playing in front of their houses but most of parents use Games & application and activities for their children to keep them at home due to covid-19. After talking some parents and senior teachers I decided to choose the following research problem:“Role of co curriculum activities in promoting respect of elder at primary level”.One of the aims of the education is to equip children with the necessities of the changing and developing world.
Co-curricular activities are those activities which fall outside the regular academic curriculum. These activities are compulsory in some institutions while in others it’s voluntary. Where these are compulsory all school students must participate them alongside the standard study curriculum.
A Chinese proverb very aptly states, “Teach me, and I will forget. Show me, and I might remember. Involve me, and I will never forget.” To a very great extent, the theoretical knowledge is enhanced when a co-curricular activity related to the content taught, is organized. Intellectual development of the personality is achieved to a great extent, in the classroom itself. But, the aesthetic development like character building, spiritual and moral values, physical growth, creativity and many more are backed up by co-curricular activities only. Thus, it may be stated that, co-curricular activities are so many important for the inculcation of values among the students of secondary schools. Thus an analytical study was required to find out the relationship between co-curricular activities and values among the students of primary schools.
The all round development or holistic development of an individual is only possible through balanced development of scholastic or academic as well as non – scholastic or non-academic aspects in the formal, in-formal and non-formal educational setting in the society. Particularly, in the modern era where individual have to pass through phases of undue anxiety and over-stress, one finds that sometimes it leads to various types of depression and even loss of life. In such cases individual’s involvement in the co-curricular activities become more significance because these activities stop various types of anxieties and stress to come near the individual. Today, the burdens of “stunts in education” i.e. marks grades, divisions etc. are also becoming fatal for growth and life of individuals across all societies in the world. The co-curricular activities help the student to overcome the stress of stunts and allow the holistic development of individual.
This study will identify the dimension of Co curriculum activities that most influence and contribute to student department and academic achievement.
Q.2. What was your discussion with your colleague/friend/senior teacher or supervisor regarding the problem (Provide your discussion with your colleague or supervisor for better understanding of the problem and alternate solutions)
Discussion with colleagues/friends/supervisor:
Since I began my teaching practice, I have been using as many creative tasks as possible, not only strictly to teach students. In my action research project, I am therefore going to explore the impact of Strategies to build on Student Collaboration in the Classroom on student’s academic performance during covid-19 pandemic during this death-trap situation. I discussed with my
colleagues/friends/supervisor for better understanding of the problem and alternate solutions.
First of all, I explained that that in China, where covid-19 originated, schools reopened with a reduced number of learners in classes and shortened school days after months of attempts to contain the virus. For example, in Beijing and most cities, classes are limited to 20 students instead of the regular 30 students. The schools also close at 3:30 in the afternoon. A practice that is also changing the physical learning space for children is the wearing of creative winged hats that give children cues to keep a meter away from their peers.
Discussion with college:
My colleague pointed out that Various co-curricular activities carry with them a large number of advantages and benefits. Their educational possibilities and contribution are many and varied.
Co-curricular activities render a number of values like Educational values, Psychological Values, Social Values, Civic Values, Physical Values, Aesthetics Values, Cultural Values, Moral values, etc.
Discussion with Superior:
My supervisor said that Academic work can both be theoretical and practical. Most of the classroom teaching is theoretical in nature. But there is need to supplement this theoretical work by some practical experience. The teaching of science will be greatly supplemented by science club activities, science fairs, scientific hobbies, scientific quiz, and relevant extension lectures. The teaching of language will be supplemented by the literary society activities, school magazine, wall magazine, dramatic club etc. These cocurricular activities have great “educational” potential. Practical knowledge can be imparted through co-curricular activities.
By participating in literary activities like Debates, Discussions, Poetic recitations, Symposia, Drama etc. students gets training in different styles of oral expression. Moreover, class room instructions can be supplemented with academic activities. Theoretical work in history, languages and science can be supplemented by visiting to historical places, library activities and nature study respectively. School magazine gives exercise in written work.
Excursions and tours provide firsthand experience and reinforce classroom knowledge in subjects like history, geography, nature study etc. Language and expression improves through debates and recitations. Teaching of History gets vitalized by dramatization. Practical lessons in civics can be given through student self-government. School magazines teach students the art of writing forcefully and effectively. Celebration of functions develops organizational capacities and leadership qualities in students. Projects provide direct learning opportunities.
Thus, co-curricular activities like Games, Sports, Athletics, Physical Exercises, Yogic, Aasanas etc. ensure physical fitness and proper functioning of the glandular system. These activities also provide useful channel for the superfluous energy of the pupils. Their surplus energy is diverted to constructive and fruitful channels. Physical activities are helpful in developing healthy life style and good habits in the children.
Discussion with friends:
One of my said that this is the foremost of these activities. In spite of the best efforts of the teachers, the classroom teaching will be by and large and monotonous, dull, routine- like and un-psychological. The much needed psychological satisfaction has to provide by some other activities. The co-curricular activities provide to the child a psychological compensation.
Firstly, these activities provide much needed sublimation. Co-curricular activities are a means of channelizing students’ instincts into healthy and fruitful channels e.g. instinct of curiosity can be fruitfully channelized by library, stamp and coin collection etc. The instinct of gregariousness can be directed through self-government, social service and other group work. Secondly, these activities can play a significant role in the training of emotions. They provide opportunities for expression and this expression acts as catharsis, exhaust and outlet for pent-up emotion. These activities help develop certain wholesome sentiments like group spirit and social service. Thirdly, these activities utilize and promote various faculties like aesthetic, social, mechanical and productive. In addition, they cater to varied interests and aptitudes. Fourthly, these activities are a potent means of ensuring and developing mental health.
Thus, Different psychological needs of the individual are satisfied with the help of Co-curricular Activities. These activities provide media for training of emotions, sentiments and sublimation of instincts. By participating in these activities an individual gets the opportunity for self expression. These are helpful in unfolding the hidden talent of the learner. The instincts like self assertion, curiosity, constructiveness, acquisition, gregariousness and sex find worthy outlets of expression and are sublimated through these activities.
Discussion with Teachers:
As indicated by my friend Ali that Social cooperation is recognized as one of the important demands of citizenship. It is difficult to teach through school subjects like Languages, Mathematics or Social Sciences. By ‘participating in group activities, students learn good manners and develop a sense of cooperation. Membership in a club, student council, dramatic cast or an athletic team requires co-operation. Students learn to appreciate the relationship of an individual to the social group. Through team activities, students learn social cooperation. They develop group spirit, ‘we’ – feeling, belongingness, unity and ability to be co-operative.
These activities impart training in art of living, which is a much more comprehensive concept of education than the acquisition of knowledge. Social traits cannot be learnt from books or lectures. The students can be learnt only from practical experience available in these activities. The child learns cooperation through group projects, games, celebrations etc. The group work calls for patience, good temper, sincerity, fellow feeling, group discipline and loyalty. Through social service he acquires the sense of selfless service and sacrifice. First aid, Red Cross and scouting guide him to work and live for others. Through team work he realizes the relation between individual and society. These activities are full of lessons and experiences in social living.
So, co-curricular activities are very important in the development of social aspect of the personality. In group activities, pupil learns to share responsibility. These activities develop social traits like group feeling, cooperation, belongingness, sincerity, loyalty and mutual understanding. These activities make the individual to understand the relation between college and society.
My Opinion:
According to me the social training that these activities provide includes moral training as well. The pupil learns to act in obedience to the will of the group and in accordance with the standards of the group. In the social contacts provided by these activities, his corners are rounded off and his temperament smoothened. The ports field is a training ground for a number of higher experiences and expressions of character, the stage imposes a sense of responsibility and impressiveness, and the member-ship of students‟ council inculcates integrity, impartiality, uprightness, fearlessness and leadership. Morning assembly and celebrations of festivals provide nourishment of ethical value from time to time.
These activities develop moral experience and moral conduct. Through sports, the pupils develop sportsmanship. These activities provide excellent moral training. Through these activities are learnt the importance of obeying the law, rules and regulations, love for truth and above all, these activities develop moral consciousness by providing moral experiences. For example, a boy in charge of finances has to act honestly. On the play field, one has to show sportsman spirit.
So, the activities like Drawing Painting, Exhibitions, Variety Shows, school and college Decoration, Music and Fine Arts develop aesthetic sensibility of the learner. These are helpful in unfolding and extracting the hidden beauty in the minds of the students.
Q.3. What did you find about the problem in the existing literature(books / articles / websites? ( (Explore books and online resources to know what and how has been already done regarding this problem)
The Co-Curricular activities:
Co-curricular activities are those activities which fall outside the regular academic curriculum. These activities are compulsory in some institutions while in others it’s voluntary. Where these are compulsory all school students must participate them alongside the standard study curriculum. At higher levels of education student participation generally include academic points in lieu of the efforts put by a student in a particular activity. So, in high school a large number of co-curricular activities are organized. Examples of co-curricular activities conducted in secondary school are: indoor and outdoor games, sports, exercise, NCC, athletics, school magazine, science club, world affairs society, debates, seminars and discussions, essay and story writing competition, poetry recitation, newspaper reading, co-operative society, scouting and guiding, school council etc.
Today these activities have become more profound than ever before. These activities are not extra activities but complementary, supplementary and substitute educational programmes for an all-round development of a child. It touches all the 3 H‟s programmes i.e. Head, Heart and Hand or cognitive, affective and connective development.
Values and Co-Curricular Activities:
The all round development or holistic development of an individual is only possible through balanced development of scholastic or academic as well as non – scholastic or non-academic aspects in the formal, in-formal and non-formal educational setting in the society. Particularly, in the modern era where individual have to pass through phases of undue anxiety and over-stress, one finds that sometimes it leads to various types of depression and even loss of life. In such cases individual’s involvement in the co-curricular activities become more significance because these activities stop various types of anxieties and stress to come near the individual. Today, the burdens of “stunts in education” i.e. marks grades, divisions etc. are also becoming fatal for growth and life of individuals across all societies in the world. The co-curricular activities help the student to overcome the stress of stunts and allow the holistic development of individual.
In this context, modern education lays special emphasis on the need of cocurricular activities; because it has been recognized as a source of enrichment and vitalization of the school curriculum. These activities form a vital link in the pattern of educational experiences necessary for all boys and girls. Besides, these activities provide opportunities of self – expression and participation which include various important traits in learner. Psychologically these activities are considered essential because they provide outlets for the flow of the surplus energies of the students.
Analysis of Values in Co-Curricular Activities:
Various co-curricular activities carry with them a large number of advantages and benefits. Their educational possibilities and contribution are many and varied.
Co-curricular activities render a number of values like Educational values, Psychological Values, Social Values, Civic Values, Physical Values, Aesthetics Values, Cultural Values, Moral values, etc. These values are details as follows:
Educational Values in Co-Curricular Activities:
Academic work can both be theoretical and practical. Most of the classroom teaching is theoretical in nature. But there is need to supplement this theoretical work by some practical experience. The teaching of science will be greatly supplemented by science club activities, science fairs, scientific hobbies, scientific quiz, and relevant extension lectures. The teaching of language will be supplemented by the literary society activities, school magazine, wall magazine, dramatic club etc. These cocurricular activities have great “educational” potential. Practical knowledge can be imparted through co-curricular activities.
By participating in literary activities like Debates, Discussions, Poetic recitations, Symposia, Drama etc. students gets training in different styles of oral expression. Moreover, class room instructions can be supplemented with academic activities. Theoretical work in history, languages and science can be supplemented by visiting to historical places, library activities and nature study respectively. School magazine gives exercise in written work.
Excursions and tours provide firsthand experience and reinforce classroom knowledge in subjects like history, geography, nature study etc. Language and expression improves through debates and recitations. Teaching of History gets vitalized by dramatization. Practical lessons in civics can be given through student self-government. School magazines teach students the art of writing forcefully and effectively. Celebration of functions develops organizational capacities and leadership qualities in students. Projects provide direct learning opportunities.
Thus, co-curricular activities like Games, Sports, Athletics, Physical Exercises, Yogic, Aasanas etc. ensure physical fitness and proper functioning of the glandular system. These activities also provide useful channel for the superfluous energy of the pupils. Their surplus energy is diverted to constructive and fruitful channels. Physical activities are helpful in developing healthy life style and good habits in the children.
Psychological Values in Co-Curricular Activities:
This is the foremost of these activities. In spite of the best efforts of the teachers, the classroom teaching will be by and large and monotonous, dull, routine- like and un-psychological. The much needed psychological satisfaction has to provide by some other activities. The co-curricular activities provide to the child a psychological compensation.
Firstly, these activities provide much needed sublimation. Co-curricular activities are a means of channelizing students’ instincts into healthy and fruitful channels e.g. instinct of curiosity can be fruitfully channelized by library, stamp and coin collection etc. The instinct of gregariousness can be directed through self government, social service and other group work. Secondly, these activities can play a significant role in the training of emotions. They provide opportunities for expression and this expression acts as catharsis, exhaust and outlet for pent-up emotion. These activities help develop certain wholesome sentiments like group spirit and social service. Thirdly, these activities utilize and promote various faculties like aesthetic, social, mechanical and productive. In addition, they cater to varied interests and aptitudes. Fourthly, these activities are a potent means of ensuring and developing mental health.
Thus, Different psychological needs of the individual are satisfied with the help of Co-curricular Activities. These activities provide media for training of emotions, sentiments and sublimation of instincts. By participating in these activities an individual gets the opportunity for self expression. These are helpful in unfolding the hidden talent of the learner. The instincts like self assertion, curiosity, constructiveness, acquisition, gregariousness and sex find worthy outlets of expression and are sublimated through these activities.
Social Values in Co-Curricular Activities:
Social cooperation is recognized as one of the important demands of citizenship. It is difficult to teach through school subjects like Languages, Mathematics or Social Sciences. By ‘participating in group activities, students learn good manners and develop a sense of cooperation. Membership in a club, student council, dramatic cast or an athletic team requires co-operation. Students learn to appreciate the relationship of an individual to the social group. Through team belongingness, unity and ability to be co-operative.
These activities impart training in art of living, which is a much more comprehensive concept of education than the acquisition of knowledge. Social traits cannot be learnt from books or lectures. The students can be learnt only from practical experience available in these activities. The child learns cooperation through group projects, games, celebrations etc. The group work calls for patience, good temper, sincerity, fellow feeling, group discipline and loyalty. Through social service he acquires the sense of selfless service and sacrifice. First aid, Red Cross and scouting guide him to work and live for others. Through team work he realizes the relation between individual and society. These activities are full of lessons and experiences in social living.
So, co-curricular activities are very important in the development of social aspect of the personality. In group activities, pupil learns to share responsibility. These activities develop social traits like group feeling, cooperation, belongingness, sincerity, loyalty and mutual understanding. These activities make the individual to understand the relation between college and society.
Civic Values in Co-Curricular Activities:
Various co-curricular activities provide practical training in the civics of life. The experiences like self government, students’ council, organization of various activities, membership of various committees etc. provide training for democracy. They will know through them the method of voting, democratic conduct of a meeting and responsibilities attached with various rights.
In group activities students learn the value of doing one’s duty. For example, students’ self-government in schools provides an excellent training in exercising one’s franchise and shouldering responsibilities. These activities train the students for good citizenship. Co-curricular activities offer many opportunities for the development of self-discipline e.g. NCC and ACC. They develop in students a spirit of toleration of others’ views, healthy exchange of ideas, fellow feeling and accepting victory and defeat with grace. Secondly, the school is a miniature society and the activities of the school should have direct relations with the activities of the society.
The settings for developing these carry-over values must be definitely provided. A school must be a workshop in democracy. The traits and qualities of leadership are developed in students, when they organize these activities by themselves under the guidance of teachers. Students learn to plan, organize and I execute the plan that has been developed. This develops in them initiative, planning, thinking and power of independent judgment.
Thus, the activities like Mock Court, Mock Polling Station, Mock Assembly and Visiting Civil Institutions provide best ways for training for true citizenship. These activities bring about knowledge of rights and duties as a citizen. Such activities also give rich experience of civic life and democratic society.
Physical Values in Co-Curricular Activities:
Most of the classroom work keeps the students passive and physically inactive. Some of the co-curricular activities provide a change and compensation in the form of physical activities.
While games, sports and athletics directly contribute to physical development of students, other co-curricular activities also indirectly contribute to it. These activities provide a useful channel for the growth and development of the body. Physical activities help the normal growth and muscular development of the body along with some values. Games mass drill, NCC, NSS, NGC, swimming, boating, yogic exercises, gardening etc. contribute towards sound health, sound body, strength, stamina, vitality, physical beauty, and healthful habits.
Cultural Values in Co-Curricular Activities:
Some co-curricular activities are of tremendous value, as they help in providing opportunities for better understanding of our cultural heritage and traditions, for example, activities like dramatics, folk songs, dance, folk music, exhibitions and celebration of various religious and social festivals provide better knowledge and understanding of our culture, foster cultural tastes and awaken cultural interests among students. Student would appreciate to learn all these though our language, religion, culture, food habits, dress etc. are different but we are one, and that we are leman beings of the same universe.
Thus, Co-curricular activities will help in developing national and international understanding. We can concede by saying that co-curricular activities cater to the development of a child’s entire personality, draw out the latent powers of children of different temperaments, supplement academic work, develop social and civic sense. Without these activities students would be mere book-worms.
Thus, co-curricular activities provide better knowledge and understanding of our rich cultural heritage. India is a land of diverse cultures. Organization of cross- cultural activities in the educational institutions develops a taste for our culture & promotes social cohesion.
Ethical Values in Co-Curricular Activities:
The social training that these activities provide includes moral training as well. The pupil learns to act in obedience to the will of the group and in accordance with the standards of the group. In the social contacts provided by these activities, his corners are rounded off and his temperament smoothened. The ports field is a training ground for a number of higher experiences and expressions of character, the stage imposes a sense of responsibility and impressiveness, and the member-ship of students‟ council inculcates integrity, impartiality, uprightness, fearlessness and leadership. Morning assembly and celebrations of festivals provide nourishment of ethical value from time to time.
These activities develop moral experience and moral conduct. Through sports, the pupils develop sportsmanship. These activities provide excellent moral training. Through these activities are learnt the importance of obeying the law, rules and regulations, love for truth and above all, these activities develop moral consciousness by providing moral experiences. For example, a boy in charge of finances has to act honestly. On the play field, one has to show sportsman spirit.
So, the activities like Drawing Painting, Exhibitions, Variety Shows, school and college Decoration, Music and Fine Arts develop aesthetic sensibility of the learner. These are helpful in unfolding and extracting the hidden beauty in the minds of the students.
Aesthetic Values in Co-Curricular Activities:
Aesthetic values are those which provide pleasure and happiness to the individuals. Some philosophers delimit these values only to the artistic works. John Dewey opines that a child can develop a sense of Geography and shop work just like music and painting. He can enjoy beauty in mathematics as well as in poetry. Hence we cannot delimit aesthetic sense only to the fine arts. In spite of these differences, we should keep in our mind that aesthetic experiences are virtually composed of feelings of heart and mind.
Aesthetic value is commonly discussed both as a principle of assessment for discriminating among works of art on a scale of aesthetic excellence and as a term of social approbation whereby concern for works of art and objects of natural beauty is dignified and evaluated in relation to the many other occupations and diversions open to modern man. Various activities like painting, poetry writing, essay writing, story writing, poem recitation, drama, debate, and elocution etc. provide Art and Aesthetic Value.
Recreational Value in Co-Curricular Activities:
Lack of ability and training in proper utilization of one’s leisure time is one of the major defects in our present system of education. By providing and organizing various activities, we provide wholesome opportunities to our students, rather than to spend their spare time in undesirable activities e.g. Movies, TV, idle talk etc. Hobbies developed at the secondary school stage become lifelong habits.
So, leisure time activities and hobbies are very useful from educational point of view. These activities provide opportunity for recreation, amusement and enjoyment to the students. Such activities are important for mental, emotional and moral development of the individual. Therefore knowledge and learning take place through interesting activities.
Vocational Values in Co-Curricular Activities:
Introduction of leisure time activities or hobbies like photography, clay modeling, album making, coin and stamp collection, tailoring, gardening, weaving, knitting and some such handicrafts facilitates the children to have them as the feature vocation and develop creativity too. These activities Inculcate socially desirable values such as self-reliance, helpfulness, cooperativeness, team-work, perseverance, tolerance, etc. among the students.
Disciplinary Values in Co-Curricular Activities:
When students participate in Co-curricular Activities, they frame the rules and follow them. This develops the sense of self-discipline which is important for leading a disciplined life. Students learn the value of discipline. These activities develop a sense of self control and self-confidence in the pupils. Co-operation, respect for authority leadership training can pave the way of instructing them in the fundamental of true discipline.
The students learn to appreciate the rules and conditions of various activities and games. They learn to follow and obey the pre-determined rules for the sake of smooth conduct of the activities. In many cases, the rules will be framed by the students themselves. They will obey their self-framed rules and procedures which will lead to self discipline. The discipline in these activities is very much different from that found in the classrooms. The students are supposed to enjoy more of freedom and initiative. This training in self effort and self discipline is a great asset for later life. As the students draw a variety of satisfactions from these activities, they overlook and forget many deficiencies of the school which are likely to cause complaints and grievances.
The activities keep them happily occupied and do not allow them any superfluous time for thinking and creating nuisance. The habits which are introduced and strengthened through these activities, lead to a disciplined and purposeful life in every way. Students get a number of opportunities to frame and follow certain rules and regulations concerning activities thus they develop self discipline and a sense of responsibility.
Thus, when students participate in co-curricular activities, they frame the rules and follow them. This develops the sense of self-discipline which is important for leading a disciplined life. Students learn the value of discipline. These activities develop a sense of self control and self-confidence in the pupils. Co-operation, respect for authority leadership training can pave the way of instructing them in the fundamental of true discipline.
Educational Implications:
The study has implications for the students that they should aware the importance of values in real life and develop better attitude towards various cocurricular activities which are done by the secondary schools. Physical activities like sports and Games, Parade/Physical exercise may be organized by the schools. The effort should make that each student participate in games activity. Students may be encouraged to Debate/Quiz, School magazine/Wall magazine, Laboratory work, Extempore, Symposium, Story /Essay writing competition, News Paper reading, Library work etc by providing facilities and incentive for the same. These activities help in achieving the bigger purpose of better education. To develop values among students, seminars, workshops, group discussions and symposium may be arranged in the secondary schools.
The study has educational implications for the teachers that they should try to develop better attitude of the students towards co-curricular activities. A teacher should be made in charge of cultural committee. Students should also be placed as a member in each committee in order to ensure their active participation in planning and implementation of various programmes. The teacher in charge should not impose their own ideas and values upon the students they only counsel and guide the students properly. The teachers should try to develop better strategy for implementation of various programmes, inspire the students to participation in co-curricular activities regularly, encourage the students not to depend upon only academic curricular, be acquainted with the objectives of co-curricular activities, inspire the students to develop confidence for better success in life through curricular activities as well as co-curricular activities, and organise Exhibition, Seminar, field trips within class hour when necessary.
Role of co curriculum activities in promoting respect of elder at primary level
Q.4. What were the major variables / construct of your project? Give definitions / description from literature. ( (What are the key terms in your topic or study? what do you mean of these terms? What particular meaning you will attach to the term when used in this project?)
Key Terms in the Project/Major variables:
A word that serves as a key, as to the meaning of another word, a sentence, passage, or the like. The key concept is usually the main idea in the essay question. To provide the readers a better understanding of the frequently used terms in the study, the following terms are defined operationally:
The Co-Curricular activities:
Co-curricular activities are those activities which fall outside the regular academic curriculum. These activities are compulsory in some institutions while in others it’s voluntary. Where these are compulsory all school students must participate them alongside the standard study curriculum.
Role of co curriculum activities in promoting respect of elder at primary level
Respect:
Respect as “a person’s attitude towards other people, in whom he/she sees a reason that, in itself, justifies a degree of attention and a type of behavior that in return engenders in the target a feeling of being appreciated in importance and worth as a person”.
Behavior
Children learn behavior by watching and imitating others. Many types of behavior detract from learning. These include talking out of turn, being out of the seat without permission, not paying attention and disrupting other students by making noise or touching them.
Social-emotional development:
Social-emotional development includes the child’s experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others. It encompasses both intra- and interpersonal processes.The core features of emotional development include the ability to identify and understand one’s own feelings, to accurately read and comprehend emotional states in others, to manage strong emotions and their expression in a constructive manner, to regulate one’s own behavior, to develop empathy for others, and to establish and maintain relationships.
Education:
Education iis iwhat ipushes ius itoi achieveiourigoals, ifeelimoreifulfillediandiimproveiourioveralliqualityiofilife. iUnderstandingiandidevelopingiyouriEducationicanihelpiyouitoitakeicontroliofimanyiotheriaspectsiofiyourilife.
Motivation
Motivation is the word derived from the word ‘motive’ which means needs, desires, wants or drives within the individuals. It is the process of stimulating people to actions to accomplish the goals. In the work goal context the psychological factors stimulating the people’s behavior can be – desire for money & Success.
Pandemic Condition
A pandemic is defined as “an epidemic occurring worldwide, or over a very wide area, crossing international boundaries and usually affecting a large number of people”. The classical definition includes nothing about population immunity, virology or disease severity.
Q.5 What did you want to achieve in this research project?
(Objective / purpose of the study; what was the critical question that was tried to be answered in this project)
Research problems and research objectives basically have the same meaning. Therefore, very often research problems are stated in the same way as the research objectives. This indicates the important role of research problems and research objectives in research activities. However, research objectives should be stated differently from the research problems, as the research problems are stated as questions to be answered by the researchers, while the objectives are stated as the goal of research to be achieved by the researchers. Research objectives are more focused than research problems.
Objective/purpose of the study
- To explore the effects of co curriculum activities on children education.
- To explore the ways on Managing children at home through co curriculum activities.
- To identify teachers’ roles in the development of students through co curriculum activities.
- To identify students academic achievement among school students throughco curriculum activities.
Critical Question:
Collaboration in education is a very broad topic, and many questions could have been asked of teachers and students to gather information for this study. The researcher narrowed down the topic by focusing on teachers and students’ motivation, grades, attendance, and attitude. As a result, this study considered the following research questions:
- Co curriculum activities have an essential function in the academic performance of students and their construction of the concepts r u agree?
- Co curriculum activities influences the students learning and academic achievement r u agree?
- Does students learn more when Teachers are actively involved inlearning activities?
- Is Teacher responsiveness equally effective, or does its effectiveness very for children with varying characteristics (e.g., socio-economic status, ethnicity, biological risk factors)?
- what are the goals of Co curriculum activities?
- How are students prepared for co curriculum activities?
- How do students work together in their groups?
Q.6 Who were the participants in your project?
(Give details of the individuals or groups who were focused in this project e.g. the early grade students whose handwriting in Urdu was not good or the students of class VIII who did not have good communication skills)
In order to understand the complexities of much validity, researchers’ participation in and observation of the phenomenon should be the appropriate approach for more authentic understanding and explanation of the qualitative data. The targeted population was children enrolled in primary (5th) level ofDare Al Azam School Tehsil Model Town District Lahore City. However, in this questionnaire, forty (35) children, taking a related course, were selected inDare Al Azam School Tehsil Model Town District Lahore City located inLahore as a sample while considering the research control and validity of this study. This sample included children of the two major medium (English Medium and Urdu Medium). These participants might generally represent the children in primary(5th) level. The peer reading strategies was developed on the basis of a series of research regarding written skills identification and improvement for primary (5th) children. This curriculum purported toexplain the following topic.
Role of co curriculum activities in promoting respect of elder at primary levelduring pandemic situation(destress time) among the children of primary (5th) level through collaboration.
Q.7How did you try to solve the problem(Narrate the process step-wise. Procedure of intervention and data collection)
The procedure of this research was involved on an activity research to discover and tackle the issue. The social wonder under investigation was the Role of co curriculum activities in promoting respect of elder at primary level. Survey, interviews, field notes and perceptions were utilized to gather the information expected to give the data knowledge important to respond to the research questions.
Sampling:
The entire peer learning from which a sample is chosen is known as the population and we choose the students of Dare Al Azam School Tehsil Model Town District Lahore City . It was quite convenient for the researcher, being a resident of District Lahore to accumulate quality data from chosen city and school. Sample is smaller representation of large data. Generally, it consists of all the observation that represents the whole population. The number of observation included in a sample is called size of sample. The students of Dare Al Azam School Tehsil Model Town District Lahore City and their Teachers were selected for this class based action research.
Ethical Considerations:
An action research is considered „ethical’ if research design, interpretation and practical development produced by it have been negotiated with all parties directly concerned with the situation under research. Permission to conduct the study was first sought from the principal and area governing body. Permission was sought from area peoples. The rights of the participants (elementary level children) were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.
Collection of Data:
The term questionnaire is often used interchangeably with survey. It is common and easy method of data collection in action research. Similarly, it is quickest, cheapest, confidential method of collecting data from respondents. So in such type studies, it is very necessary during development of measurement tool for quality data to keep all aspects in mind. Quantitative method was used to get important and meticulous information. Information was collected through questionnaire consisting only close ended questions relative to research objectives. The close ended questionnaire was made for data collection.
Role of co curriculum activities in promoting respect of elder at primary level
Q.8. What kind of instrument was used to collect the data? How was the instrument developed For example: observation, rating scale, interview, student work, portfolio, test, etc.)
Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.
Quantitative research
Quantitative data contains Closed ended information such as that found on attitude positive behavior and performance instruments. In this study the children have been given a questionnaire to find out the developing of educational apps uses through motivation activity and this questionnaire has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.
Role of co curriculum activities in promoting respect of elder at primary level
Questionnaire
A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondent’s statistical society. Usually a questionnaire consists of a number of questions that the respondent has to answer in a set format. A distinction made between open ended and closed ended questions an open ended question ask the respondent to formulate his own answer, whereas a closed ended question has the respondent pick an answer from given number of options.
Questionnaire
I developed the questionnaire to obtain data on children’s well-being through engaging them at grade 5th. Questionnaires are a convenient way of collecting data from a large number of individuals.
study considered the following research questions:
- Co curriculum activities have an essential function in the academic performance of students and their construction of the concepts r u agree?
- Co curriculum activities influences the students learning and academic achievement r u agree?
- Does students learn more when Teachers are actively involved in learning activities?
- Is Teacher responsiveness equally effective, or does its effectiveness vary for children with varying characteristics (e.g., socio-economic status, ethnicity, biological risk factors)?
- what are the goals of Co curriculum activities ?
- How are students prepared for co curriculum activities?
- How do students work together in their groups
Q.9. What were the findings and conclusion? (Provide instruments and analysis asappendix)
Findings and Discussions
Appendix
Scale
1.Often 2. Sometimes 3. Never
| Sr.
No. |
Indicators | Often | Sometimes | Never |
| 1 | Co curriculum activities have an essential function in the academic performance of students and their construction of the concepts r u agree? | 65% | 0 | 35% |
| 2 | Co curriculum activities influences the students learning and academic achievement r u agree? | 55% | 35% | 10% |
| 3 | Does students learn more when Teachers are actively involved in learning activities? | 50% | 40% | 10% |
| 4 | Is Teacher responsiveness equally effective, or does its effectiveness vary for children with varying characteristics (e.g., socio-economic status, ethnicity, biological risk factors)?
|
55% | 40% | 5% |
| 5 | What are the goals of Co curriculum activities ? | 80% | 10% | 10% |
| 6 | How are students prepared for co curriculum activities? | 90% | 0% | 10% |
| 7 | How do students work together in their groups? | 85% | 5% | 10% |
Major Findings
- 65% of the students admitted that The co curriculum activities have an essential function in the academic performance of students and their construction of the concepts.
- 55% of the students admitted that co curriculum activities influence the students learning and academic achievement.
- More than half 50% of the students admitted that students learn more when teachers are actively involved in learning activities with students.
- 55% students admitted that increases in teacher responsiveness behaviours result in increases in young children’s collaborative skills and academic achievements.
- According to 80 % participants Research shows that educational experiences that are active, social, contextual, engaging, and student-owned lead to deeper learning. The benefits of co curriculum activities include:
- oral communication, self-management, and leadership skills.
- Promotion of student-faculty interaction.
- Increase in student retention, self-esteem, and responsibility.
- Exposure to and an increase in understanding of diverse perspectives.
- Preparation for real life social and employment situations.
- Preparation future work environment by allowing students to learn from each other and solve problems in different ways. The teacher acts as a lead learner instead by asking questions that will provoke answers that will change his mind.
- 85% Students replied that there are many instructional strategies that involve students working together to solve a problem, including inquiry-based learning, authentic learning, and discovery learning. While they each have their own unique characteristics, they fundamentally involve:
- with a problem.
- Providing some structure or guidance toward solving the problem. Note however, that they are all student-centered activities in which the instructor may have a very minimal role.
- Reaching a final outcome or solution.
Conclusion
This paper attempts to find out the roles of Co-curricular activities in value formation among the students. These activities inculcate values among the primary school students. For this purpose various activities may be organized for value development among the primary schools students. Co-curricular activities are influencing all aspects of human values including education. The impacts of Co-curricular activities on Educational values, Psychological Values, Social Values, Civic Values, Physical Values, Aesthetics Values, Cultural Values, Moral values, etc are significant. Therefore Co-curricular activates can prove to be an effective tool for inculcation of values and nurturing creative talents if they are planned meticulously and executed properly.
Role of co curriculum activities in promoting respect of elder at primary level
Q.10. Summary of the Project (What and how was the research conducted – main objective, process and findings)
Research studies are being conducted in order to provide results that will help with social, professional and the purpose of this action research will be a common knowledge that when teachers are seen upholding Home tasks for children’s, it creates a high level of children confidence and trust in the learning process to empower studentswith collaborative skills.
The main purpose of this study was to examine the extent of co curriculum activitiesof primary school students in Dare Al Azam School Tehsil Model Town District Lahore Cityon academic achievement.
Role of co curriculum activities in promoting respect of elder at primary level
The study has implications for the students that they should aware the importance of values in real life and develop better attitude towards various cocurricular activities which are done by the secondary schools. Physical activities like sports and Games, Parade/Physical exercise may be organized by the schools. The effort should make that each student participate in games activity. Students may be encouraged to Debate/Quiz, School magazine/Wall magazine, Laboratory work, Extempore, Symposium, Story /Essay writing competition, News Paper reading, Library work etc by providing facilities and incentive for the same. These activities help in achieving the bigger purpose of better education. To develop values among students, seminars, workshops, group discussions and symposium may be arranged in the secondary schools.
The study has educational implications for the teachers that they should try to develop better attitude of the students towards co-curricular activities. A teacher should be made in charge of cultural committee. Students should also be placed as a member in each committee in order to ensure their active participation in planning and implementation of various programmes. The teacher in charge should not impose their own ideas and values upon the students they only counsel and guide the students properly. The teachers should try to develop better strategy for implementation of various programmes, inspire the students to participation in co-curricular activities regularly, encourage the students not to depend upon only academic curricular, be acquainted with the objectives of co-curricular activities, inspire the students to develop confidence for better success in life through curricular activities as well as co-curricular activities, and organise Exhibition, Seminar, field trips within class hour when necessary.
Purpose of the study
Objective/purpose of the study
- To explore the effects of co curriculum activities on children education.
- To explore the ways on Managing children at home through co curriculum activities.
- To identify teachers’ roles in the development of students through co curriculum activities.
- To identify students academic achievement among school students through co curriculum activities.
Process of Data collection
I used action research method for existing research. Observation, focus group interviews, questionnaires and field notes by me to collect the data. The interviews used in this study were semi-structured. I conducted direct interview of students during their free time. I also used mobile phone for recording data. The head teacher introduced me to the class teacher. I assured that the study is the sole purpose of writing a research project and that the data collected would be treated with utmost. The Statistical Package for Social Scientists (IBM SPSS Statistics 20) program was used for data screening, data transformations and analysis. Study identified a significant, causal, and reciprocal relationship between classroom effective environment and students learning.
Role of co curriculum activities in promoting respect of elder at primary level
Findings
Academic work can both be theoretical and practical. Most of the classroom teaching is theoretical in nature. But there is need to supplement this theoretical work by some practical experience. The teaching of science will be greatly supplemented by science club activities, science fairs, scientific hobbies, scientific quiz, and relevant extension lectures. The teaching of language will be supplemented by the literary society activities, school magazine, wall magazine, dramatic club etc. These cocurricular activities have great “educational” potential. Practical knowledge can be imparted through co-curricular activities.
By participating in literary activities like Debates, Discussions, Poetic recitations, Symposia, Drama etc. students gets training in different styles of oral expression. Moreover, class room instructions can be supplemented with academic activities. Theoretical work in history, languages and science can be supplemented by visiting to historical places, library activities and nature study respectively. School magazine gives exercise in written work.
Excursions and tours provide firsthand experience and reinforce classroom knowledge in subjects like history, geography, nature study etc. Language and expression improves through debates and recitations. Teaching of History gets vitalized by dramatization. Practical lessons in civics can be given through student self-government. School magazines teach students the art of writing forcefully and effectively. Celebration of functions develops organizational capacities and leadership qualities in students. Projects provide direct learning opportunities.
Thus, co-curricular activities like Games, Sports, Athletics, Physical Exercises, Yogic, Aasanas etc. ensure physical fitness and proper functioning of the glandular system. These activities also provide useful channel for the superfluous energy of the pupils. Their surplus energy is diverted to constructive and fruitful channels. Physical activities are helpful in developing healthy life style and good habits in the children.
Q.11. How do you feel about this practice? What have you learnt? (Self-reflection)
In the earlier I was bit confused when I went to area for research. I was hesitated to start my work in the area but when I arranged meeting with teacher then suddenly this hesitation went away. The staff of the area told me that we will help you and guide you whenever you need. After meeting with parents and their positive response I was satisfied and ready to do it. After this practice I feel that it was great experience of my life because I experienced a lot of new things. I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks. I m feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Teacher and expert people I learnt a lot of skills of writing. This practice also improved my writing skls too. I also learnt how to write effectively and accurately I have improved my English grimmer. My vocabulary has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other. The first step is always awareness, because once we have awareness we can start to do something about it. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no otherdistractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect. Since mindfulness is about being present in the moment and noticing all the sensations and emotions in your mind and life, one thing you can do is ask yourself where in your mind you feel your emotions. I had mixed feelings with research. I was bit nervous and somewhat curious to learn action research. I attend all of the meeting to reach 80% attendance to learn about how to do action research effectively. My experience regarding current research was informative. In this regard my respective supervisor helps me a lot.
Q.12. What has it added to your professional skills as a teacher?
This research process teaches me a lot of professional skills.
After completing research, it felt more confident about the work. It felt motivated to solve classroom issues through action research. It added confidence not only in myself but in students and colleagues. As a confident person the researcher can now inspire others to be confident, and my confidence can help influence my students to be a better pers
At start, discussed my research objectives with colleagues and senior staff, the researcher conducted questionnaire from teachers of selected school. This developed my communication skills as well. Being able to communicate with not only my students but with parents and staff is an essential skill. Almost all of my day as a teacher is spent communicating with students and colleagues so it is crucial to be able to talk clear and concise in order to get my point across.
During research, it felt that there are a number of areas that still need to be studied to solve classroom issues and problems. Teaching is a lifelong learning process. It’s now learnt that the world is always changing, along with the curriculum and educational technology, so it’s up to me, the teacher, to keep up with it. Teaching method is very important to motivate students and to develop their interest toward subject. Many new things were learnt in this research and now the researcher is willing to try new things, from new educational apps to teaching skills and electronic devices. The researcher learnt that being innovative means not only trying new things, but questioning my students, making real-world connections and cultivating a creative mindset. It’s getting my students to take risks and having students learn to collaborate.
The last but most important thing that learnt in whole research work is commitment. A teacher needs to always be engaged in their profession. The students need to see that their teacher is present and dedicated to being there for them.
Q.13. List the works you cited in your project (follow the APA manual – 6th Edition).
References
- http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf
- http://www.articlesbase.com/education-articles/crisis-of-values-who-is-responsible
3806807.html
- http://www.idreamcareer.com/blog/importance-of-co-curricular-activities-for-students
- http://www.idosi.org/mejsr/mejsr21(11)14/30.pdf
- https://en.wikipedia.org/wiki/Value_type
- http://philosophy.hku.hk/think/value/iv.php
- http://www.yourarticlelibrary.com/society/values-its-meaning-characteristics-typesimportance/35072/
- http://significanceofvalues.com/types/index.html
9.http://www.shareyouressays.com/100192/7-major-types-of- co-curricular-activaties for-
