Impact of Co-Curricular Activities on the Academic Performance of Secondary School Level Students: An Ex-Post Facto Research Study

Le résumé fourni par la source

The aim of this ex post facto research study was to evaluate the effect of co-curricular activities on academic performance of secondary level students. Non-probability convenient sampling technique was used. The sample population was chosen from a federal government secondary level girl’s school of Chaklala Cantt. There were a total of 52 students who participated in the co-curricular activities at secondary level. The population of interest was not large so all the population was selected as a sample. First term marks percentage was collected as a pretest score, because first term was conducted before the implementation of CCAs. And the second term result was considered as a posttest score because the second term was held after the co-curricular activities. After data collection, data was analyzed on SPSS. The normality tests shown that the data was not normal so the non-parametric testing has been applied to analyze the hypothesis. P value was 0.002. The results found that there was significant difference in the academic performance of secondary school level students before and after the participation of CCAs. Then the direction of difference was analyzed by Wilcoxon rank test. The results of statistical testing proved that there was a significant positive difference in the academic performance of secondary level students before and after the participation in CCAs. The findings of the statistical test had proved that the CCAs had positive impact on academic performance of secondary level students. It was highly recommended that in order to improve the academic performance of students there is a crucial need of students to participate in the CCAs. The awareness of positive impacts of CCAs should be spread among the students as well as in the teachers, to promote the participation of students in CCAs.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.