List of tables:

List of co curricular activities:

1

S.No Type of co curricular activity

1 Poems2 Rhymes3 Drawing4 Dance5 Narrative6 Role play7 Word game8 Play let9 Quiz10 Puzzle11 Riddles12 Proverbs13 Slogans14 Mind mapping15 Pictures16 Origami17 Wall magazine18 Calligraphy19 Mime action20 puppetry

Day wise planned activities for carrying in the investigation.

DAY – 1Listening and speaking,

RhymeReading and writing

DAY - 2Vocabulary,

Rhymegrammar,Creative expression.

DAY - 3Listening and speaking Role play

Reading Picture of stories

DAY - 4Writing Game with game story strips

Vocabulary Word game

DAY - 5Listening and speaking Riddles

Reading and writing Riddles and slogans

DAY - 6Vocabulary

OrigamiGrammar ,creative expression

DAY - 7Listening and speaking Narrate a story

Reading Hand puppetsWriting Story

DAY - 8Vocabulary PuzzleGrammar Flash cards game

Creative expression Poster making

DAY - 9Listening and speaking Dance

Reading and writing Poem  Vocabulary Poem

DAY - 10 Grammar Quiz  Creative expression Drawing

DAY - 11Listening and speaking Pictures of story

Reading and writing Proverbs

DAY - 12Listening and speaking

Poem and danceReading and writing

DAY - 13Vocabulary RiddlesGrammar Matching game

Creative expression Drawing

DAY - 14Listening and speaking Role playReading and writing Story

DAY - 15Vocabulary Word gameGrammar Poem

Creative expression PoemDAY - 16 Listening and speaking Play let

2

Reading and writing Matching game

DAY - 17Vocabulary Matching gameGrammar Poem

Creative expression Poem

DAY - 18Listening and speaking

Recitation of poemReading and writing

DAY - 19Vocabulary Mind mapGrammar Mind map

Creative expression Puppetry

DAY - 20Listening and speaking Pictures

Reading PicturesWriting Mind map

DAY - 21Vocabulary PuzzleGrammar Pictures

Creative expression Mime action

DAY - 22Listening and speaking Wall magazine activity

Reading PicturesWriting Story

DAY - 23Vocabulary Mind mapGrammar Mind map

Creative expression Drawing

DAY - 24Listening and speaking

Puppet showReading

DAY - 25Vocabulary GameGrammar Game

Creative expression Poem

Sample Question paper analysis table:

S. No Skill No of Co curricular Marks Total

3

questions given

activity

allotted

marksquestion

wise 

1 Listening and speaking

4 Narrative 2.50*4 10

    2(2) Riddles 2*1 

3(2) Proverbs 2*12 Writing

1(8) Story 8*0.5  

2 (8) Bio data 8*0.5 83 Vocabulary 1(4) Word game 4*0.5  

2(4) Puzzle 4*0.5  

3(4) Drawing 4*1 84 Grammar 1(4) Pictures 4*0.5  

2(4) Objects 4*0.5  

3(4) Poem 4*1 85 Creative expression 1(2) Poem 2*1

82(6) Picture 6*1

4

CHAPTER-1

INTRODUCTION

1.1 CONCEPTUAL UNDERPINNING:-

5

The function of education is to bring change in child behavior and personality in a

more desirable form. Development of child’s body and mind demand proper nurturing of its physical

and intellectual qualities as few of the major determinants of his personality. Therefore modern

approaches of education emphasize an all-around development of the child. The process of education is

not something static or onetime measure rather continuous and lifelong endeavor that can be divided in

two parts, curricular activities and co-curricular activities. There are also recognized as a source of

enrichment and vitalization of the school curriculum mainly through the cultivation of hobbies, interests

etc. These activities are no longer looked upon as extras but as an integral part of the school program.

The direction between curricular and extracurricular is gradually disappearing in modern education

practice and the coordination and integration of all the experiences of the pupils intellectual, social,

moral ,emotional and physical abilities has become the object of the persistent efforts of the school. Co-

curricular activities has the name of implies are those not directly related with the prescribed curriculum

and include; sports, athletics, scooting , cubing, various hobbies excursions, literary societies, dramatics,

debates etc to bring social and physical adjustment in the child. The basic idea behind such activities in

educational institutions is to build up of the student character and personality as well as training of their

mind that may help in facilitating academic achievements of the child and language development.

However, over the years it was noticed that most of the private school were paying overemphasis to

academic activities for the sake of achieving better percentage of the pass candidates and winning

awards and ranks than in organizing suitable activities to improve the personality and the talents of the

students. This shift in mid set has led to a new approach giving special attention to the studies and

ignoring co-curricular activities all together. Whereas it is believed that unless balancing both the

curricular and co-curricular activities is done the very purpose of education would be left unrealized.

There are around six thousand languages in the world and about one sixth of them

are from India. Among the languages of the world English has become the global language has it is the

most widely spoken language. English thus become a symbol of political power. It became the language

of the legal system higher education, pan regional administrative new work, science and technology,

trade and commerce. More over this language had at its credit social prestige and power. English has

become gradually a major tool for acquiring knowledge in the sciences and humanities. It has come to

represent modernization and development and has link language. It has acquired international as well as

international rolls over the years. As a global language the importance of English in the outer circle is

increasing day by day. The policy makers thought that English would be like a ‘window to world’.

6

English was retained in India in order to reap of it in the international context. So the pupils should learn

English effectively from the basic education.

In the context of globalization it would be difficult to overestimate the importance

of English. The increased importance of English in international, commercial and socio-political spheres

has consequently increased employment opportunities in many computers intensive and

communications related industries. Secondly, opportunities of advancement in academic and

administrative sections for people who know English have considerably increased. Also , English has

become the means of empowerment for the various communities in India which were till now

marginalized, exploited and left on the peripheries of development.

The classroom is one of the most neglected sites in the existing, discourse in English

language. English is treated more as content subject and is the only method of teaching English, as it

often is the easiest way of ‘finishing the syllabus’. Memorizing answers dictated by the teacher in the

class are following old methods of teaching. Thus, there is hardly any awareness of the fact that learning

a language is learning how to do things with the language. Language is not a system of unchanging rigid

rules; it is live medium of communication. Therefore learning a language is internalizing the process of

communication of negotiating meanings through sustained interpersonal interactions of developing

skills for performing various functions /roles and carrying out various tasks in different situations.

Sadly, this is ignored and the student who pass examination with good marks but who are unable to cope

with the challenges of operating in real situations in the world outside where a proficient use of English

is required. So that it is most important to enhance the English language skills of the students from the

primary level. Children should know that English is introduced not for the sake of examination but for

their future challenges.

Co-curricular activities are now considered to be the intrinsic part of the educated

endeavor in a school. Till lately these were called extra-curricular activities. But now these have been

recognized a part of the regular curriculum for the complete education of the child had hence these are

now considered complementary to each other both deserving equal weight and emphasis in the total

program of the school. So students need to develop their language skills through different literary co-

curricular activities. The teachers should also plan different learning activities and situations for the

enrichment of the English language with the wonderful tools of literary and other co-curricular

7

activities. Thus co-curricular activities bring great influence in the process of language learning to

enhance various skills in English.

1.2 BACK GROUND OF THE STUDY:

Good educators now that the real world is evermore interconnected and

interdependent. We all share in facing such planetary challenges as climate change, health epidemics,

global poverty, global economic recessions and trade imbalances, assaults on human rights, terrorism,

political instability and international conflicts. There are some opportunities for global collaboration in

such areas as scientific and artistic creations, trade and international cooperation. These challenges and

opportunities define the contours of lives, even in their most local dimensions at inspire of growing

awareness of the importance of developing global skills, few students around the world have the

opportunity today to become globally competent. Also English has become the means of empowerment

for the various communities in India which were till now marginalized, exploited and left on the

peripheries of development.

1.3 NEED AND IMPORTANCE OF THE STUDY:

Attitudes towards language learning especially English language skills are extremely

complex in this study most probably because of different education systems. There are large number of

students who do not speak English, whether in class activities or outside the class room, either because

they are afraid that they will commit mistakes and would be found out or they fell that speaking English

is snobbish or they may not get a response in English form fellow students who are free occupied by

such notions and thoughts (Rahman 2005). The end result is that students are mostly too shy to speak

English. Curtin (1979) suggests that, Languages are the cultures and environment in which they have

developed and cannot be treated in isolation (curtin 1979-281). He believes that language acquisition

requires students to adopt themselves to the native environment (of the second language) whether they

are learning it in a country in which it is spoken or not.

A number of researches (prabhu 1987, krashen 1985, elly and mangubhai 1983) have

stressed that language is acquired when attention is focused not on language form but on the meaning of

messages. The role of meaningful language exposure are “input” for the mind to work on is

acknowledged by all cognitive theories of learning and language learning (as opposed to behaviorists

theories of learning as habit formation). The “burden of language” (as of all education) is the burden of

8

incomprehension. This happens when language is taught for its own sake as a set of forms or rules, and

not introduced as the carrier of coherent textual meaning; it becomes another “subject “to be passed. The

question is how the learner can receive meaningful language input that is appropriate to her of his age of

English learning situations in India. Such input must be provided at least in the classroom, but also be

made available to learners at their own initiative in a variety of ways. The co-curricular activities such as

debates, language clubs, green core activities and literary activities like narration of a story, recitation of

poems, songs and dance, puzzles, word games, wall magazines, riddles, drawing pictures, dramatics role

plays etc. can enrich the student’s learning capacity in English language.

Co-curricular activities seem to complement the academic curriculum through live

experience activities as well as instilling talents in order to enhance self-development in English

language. Co-curricular activities planned and implemented by students are able to cultivate English

language skills, listening and speaking, reading, conventional writing, vocabulary, grammar, creative

expression. In the process of acquiring these skills, students have a lot to undergo. There are hurdles and

restrictions awaiting them in their bid to grow and develop themselves into becoming individuals who

are able to face the challenging world. Students should possess quality such as perseverance, dedication,

courageous and commitment in order to master in English and be successful in life. Co-curricular

activities can be the paths for students to develop their interest and talents within their scope of studies

organizing various activities or projects, indirectly expose student to the real world, work culture and

genuine challenges. These experiences will help to build positive personality and enrich language skills

at the same time. All the literary Co-curricular activities are organized with specific purpose which vary

according to the nature and form such activity.

The importance of co-curricular activities has been realized since a long time. Co-

curricular activities were to be an integral part of the school life. The activities sponsored are recognized

by a school were not a part of the academic curriculum, but were acknowledged to be an essential part

of life of an educational institution which includes sports, school bands, student news paper, green core

activities, literary co-curricular activities such as wall magazine, language labs dramatic clubs debates

and language clubs were good for the teacher student relations performed better in studies. Teachers get

more time to understand their students. They get to know different sides of their students other than

studies. Teachers get advantages from them as they could help other with their ideas and presence

(Cowley, 2005, Ahmad,2006).

9

Clark (2007) stated that teaching process through games was effective has compared to the alternative

ways to teach. Language games were used to practice the knowledge and skills. A further factor which

effects personality development of a child is the quality of teachers available and the ability of a teacher

to dispense education. This can be gauged by evaluating performance of students.

THE LEARNER:

In simple terms for a school student to change an attitude there has to be some

advantages for the students. This advantage may not be clearly seen by the student; it may be almost

sub-conscious. However , if attitudes exist to enable individual to make sense of their work, their

relationship and themselves, then they has to be some gain one or more of these for an attitude to

change. Thus the newly internalized attitude position after a better understanding or perspective in some

way (sherife and sherife 1997),

If the learning of English is presented to students in way which is to teachers entered

and less activity based, also not emphasizing its importance in the students future in an effective way.

This is unlikely improve students’ “internalization” for English learning till it is too late. Children’s

voices and experiences do not find expression in the classroom. Often the only voice heard is that of the

teacher. When children speak, they are usually only answering the teacher questions is repeating the

teacher words. They rarely do things, nor do they have opportunities to take initiative. The curriculum

must enable children to find their voices, nurture their curiosity – to do things, to ask questions and to

pursue investigations, sharing and integrating their experiences with school knowledge by involving in

co-curricular activities rather than their ability to reproduce textual knowledge.

Children will learn only in atmosphere where they feel they are valued. Children need

to feel that each one of them, their homes, communities, languages and cultures, are valuable as

resources for experience to be analyze and enquired into at school that their diverse capabilities are

accepted, that all of them have the ability and the right to learn and regards them as capable of the best.

THE TEACHER:

The first important thing of an aspect of a teacher’s sense of identity is expert

knowledge. Beijaardetal (2000) investigated this on a sample of secondary school teachers in the

Netherlands. They looked at subject matter expertise, didactical expertise and pedagogical expertise; the

10

teacher and how the learners understand. They found that most of the teachers saw themselves in terms

of a combination of these identities although it was interesting observation that many perceived a

transition from subject expertise towards learning expertise as their career development.

Although this speaks of concepts and skills, it could apply to attitudes. The teacher’s

influence is powerful. The manner in which the subject is taught, in which the curriculum is presented,

and in which the classroom activity are conducted is the result of the knowledge, world views, beliefs,

life goals, life style, needs, skills, and attitudes that the teacher brings to the classroom. Thus, the

personality of the teacher his or her competence in the subject, the methods used in the classroom, the

ability to motivate and to encourage pupils will influence pupils attitude towards the subject

(skryabins.2000) this emphasis not only teachers’ refresher courses for the teaching of English but also

throws light on building teachers’ confidence and ability for their students attitude development towards

English language.

Furthermore, good teachers wish to open and invigorate the minds of the children they

teach. They encourage their children to observe and reflect on their experiences. Teachers must also

understand their new roles, use new approaches and have new attitudes. Indeed the teacher is a new

factor in the classroom, and a vital part of children’s learning. Only a teacher with a positive attitude

towards his / her subject can create a good learning atmosphere in the lesson, be enthusiastic, motivated,

stimulating and incorporating for pupils. Teacher must not merely important knowledge. Thus, (Board

2001) points out that the role of the teacher is to promote and develop autonomous learning in the

classroom by facilitating , helping, counseling, co-coordinating, proposing ideas, guiding and bordering

communication.

However, it goes further than that. The personal qualities of individual teachers are

vital. Loveless (1995) observes that the teachers’ beliefs and values about the nature of the education

and schooling affect home life in the classroom is organized and managed and the background

experience of an attitude to new technology will also affect the role it play in the classroom (Loveless

1995;149).

There is no doubt that teacher is absolutely critical in the formation of positive

attitudes towards learning, towards the subject being learned and frequently towards aspects of the

themes being studied. This has important implications. If it is important, for example, to encourage the

development of more positive attitudes towards a subject (like English); then it is of little value trying to

11

influence the learner form attitude the school situation. It is much more eruptive seek to work with the

teachers, as provide them with support materials, activities and encouragements. They have day to day

contact with the learners and are in the most powerful position to enable attitude development to take

place.

1.4 STATEMENT OF THE PROBLEM:-

Impact of Co-curricular activities on the enrichment of skills in

English language at secondary level in Parawada Mandal ---- A

Study.

1.5 OPERATIONAL DEFINITION OF THE TERMS –

Co-curricular activities

English language skills

Secondary level

CO-CURRICULAR ACTIVITIES:-

Introduction:

Co-curricular activities are an integral part of curriculum which provides educational

activities to the students and thereby help in broadening their experiences. Co-curricular activities can

be defined as the activities that enhance and enrich the regular curriculum during the normal school

hours. All co-curricular activities are organized with specific purpose which varies according to the

nature and form of such activities.

Importance:

1. These activities are designed to meet the needs of the students and cover a broad/wide range of their

abilities and talents.

2. Such activities stimulate the interests in the students and provide equal opportunities to all the

students to participate

3. These activities enhance the learning experience of the students and help in

12

Recognizing and developing their inner skills such as leadership qualities, creative or innovative skills

etc.

4. Co-curricular and extra- curricular activities give the students a chance to think out of their box and

get creative ideas of their own with the help of a guide/facilitator.

5. These activities help the students in developing richer learning experiences by giving them a chance

to think in new ways to solve a problem or answer a question.

6. Students need to take time outs to do more than just studying. Co-curricular and Extra-curricular

activities give them a chance to relax, refresh and mingle easily with others.

7. In short, these activities prepare the students practically for their future.

8. The normal curriculum teaches and educates the student about academic theories while co- curricular

activities and extra-curricular activities help the student to apply what he/ she has learned to practice in

their practical life.

9. These activities help in developing the grasping power of the students and provide an Opportunity to

the students to work in teams and thus develop team spirit in them.

10. Most of the Co-curricular and Extra co-curricular activities are to keep the students physically active

and get them out their desks to try out new things in practical way.

The following activities can be undertaken by each house:

(i) Games and Sports.—Hockey, Football, Badminton, Volleyball, Wrestling, Table-

Tennis, Badminton etc.

(ii) Athletics.—100m, 200m, 400m, 4×100m, Relay, 800m, 1500m, Cross Country, Long Jump,

Pole Wart, Hop-step and Jump, Tripple-Jump etc.

Co-Curricular Activities:

(i) Literary Activities: Debate and Declamation contest, Poem Recitation, Essay writing,

Story-writing, Drama/one Act Play, Quiz Competition, mock parliament etc.

(ii) Aesthetic activities: Music and Dancing, Fancy Dress, Group Songs, Music Vocal

Solo, Instrumental Music, Folk Songs, Folk Dance etc.

13

(iii) Community Activities: Mass Prayer, Scouting and Guiding, N.S.S, N.C.C., Trips,

Excursions etc.

(iv) Tutorial Groups: Tutorial groups are to be formed in each house of the school with a

teacher-in-charge of each tutorial group with specific number of students in each group. For counseling

of girls the teacher in charge of the tutorial group should be lady teacher as far as possible. In charge of

tutorial group is to guide and counsel the students of a tutorial group especially in following aspects:—

(i) Personal Hygiene

(ii) Motivation

(iii) Academic, Psychological and Socio-Economic needs

(iv) Problems relating to adolescence (counseling of girls is to be done by a female teacher).

(v) Development of soft skills

(vi) Choice of a career and vocational guidance

All tutorial groups are to function cohesively in a house for its functioning.

Formation of various Clubs:

To encourage/create general awareness, an inquiring mind and team spirit among the students. Various

clubs have been formed in which the students and teachers participate actively.

Eco Club:

Eco Club plays an important role in creating environmental awareness and action based

program for the improvement of environment amongst the students.

Objectives of the Eco Club:

1. To make students understand environment and environmental problems.

2. To provide environmental education opportunities for school students.

3. To utilize the unique position of school students as conduits for awareness of the society at large.

4. To facilitate students participation in decision making in areas related to environment and

development.

5. To bring students into direct contact with the environmental problems facing the society they live in

and make them think of solutions.

6. To involve children in action based program related activities in their surroundings.

14

Role of Teacher-in-Charge of Eco Club:

The Teacher-in-Charge of Eco club plays a key role in the implementation of the scheme.

He/She should encourage more and more students to join the club. He/ She should take imaginative

steps to implement the activities suggested in the scheme which are relevant to that region. Main

functions of In-charge Teachers are:

(i) To assemble the Eco Club members every week for one hour at least and take up some activity.

(ii) To encourage the students to suggest activities for the following weeks and make a list of it. Make

necessary preparations for their execution in consultation with the Headmaster/Principal.

(iii) Send monthly activity report to the District committee.

(iv) Co-ordinate with the District Committee for taking up District Level Common Programs.

The following activities will be undertaken by this club:

1. 1st April will be celebrated as “Sanitation Day and this day will be a working day in

all educational institutions.

2. World Environment Day (5th June) may be celebrated every year and activities for protection of

environment may be one of the regular features in future.

3. “Van Mahotsava” may be celebrated every year and each student and teacher will ensure to plant

atleast one tree on this day so that “Each One, Plant One, Every Year” activity should be encouraged.

4. Ensure that the campus of the institution is polythene free and class rooms are neat

and clean.

5. Flower beds may be prepared in the school campus for beautification.

6. Spitting here and there may be restricted in the campus and students should well aware in this regard.

7. Students may acquaint themselves with healthy eco friendly environment.

8. Garbage is not littered in the rooms /Campus and its proper disposal be ensured.

9. Keeping in view the good hygienic conditions, the toilets to be provided to the

students /Staff should be neat and clean.

Decisions of the Government regarding “Zero Tolerance Strategy for Plastic/

Polythene waste management” and other related matters may be brought to the notice of students and

Head of institutions will ensure the implementation of policy decision of the Govt. So that the campus

and its surroundings remain plastic/Polythene free.

15

Plastic/ Polythene collected, if any, be deposited with the Authorities concerned. On these particular

days, the voluntaries of Bharat Scouts and Guides, National Cadet Corps, National Service Scheme, Red

Cross, Eco Club should be in their formal dress and also ensure the campaign launched is made

successful.

The following activities may be carried out at least once in a

month:

1. Address by principal/staff and selected students on the day, during morning assembly about

protection of environment.

2. Organizing Poster Competition/Quiz Competition/Cartoon Competition/Nukkad Nataks.

3. Organizing debates on the theme of protection of environment.

4. Rally for awareness of public about protection of environment.

5. Collection of waste plastic from institutional premises and surrounding area.

6. Disposal of waste plastic with the concerned authorities.

Cultural Club:

Centre for Cultural Resources and Training, New Delhi has initiated a scheme under

which Cultural Clubs are opened in different schools. The promotion and dissemination of information

on India’s cultural heritage has been the prime concern of this Centre (CCRT). With this objective in

mind, the CCRT has undertaken the task of setting up CULTURAL CLUBS IN SCHOOLS.

Through the Cultural Clubs, the CCRT aim at:—

(i) Motivating schools children to acquire knowledge about India’s rich cultural heritage.

(ii) Sensitizing them towards appreciation of Indian Arts and,

(iii) Developing a sense of respect towards continuity of traditions.

(iv) Empowering children to undertaken action-projects to conserve and preserve cultural

and become custodians of our heritage.

WHAT ARE CO-CURRICULAR ACTIVITIES?

Co-curricular activities are now considered to be the intrinsic part of the educational

endeavor in a school. Till lately these were called as extracurricular activities but now these have been

16

recognized a part of regular curriculum for the complete education of the child had hence these are now

co-curricular activities are now considered complementary to each other, both deserving equal weight

and emphasis in the total program of the school. Every institution prescribes a variety of activities which

are normally known as curricular, co-curricular and extracurricular activities. Activities such as self

study, creative thinking, observation, experimentation, works experience, projects etc. are curricular

activities. Academic discussions debate participation in symposium, panel discussion and seminars etc.

are co-curricular activities, while field trips, sports meet, celebrations of birthdays of national leaders

and of national festivals etc. are extracurricular activities. And such activities are known as co-curricular

and extracurricular. They are indeed on integral part of curriculum in fact the teacher employees these as

methods to teach the various subjects curriculum.

Co-curricular program a fundamental part of curriculum:

The classroom is generally considered to be the backbone of the educational process. Educators

however are aware that things learned outside the classrooms frequently are more perm ant and exert for

greater influence on the students attitudes work habits and values than to the more traditional classroom

learning. This result pertly from the fact that out of class activities as a mean of satisfying some of his

personal interest which he finds absent in the typical classroom activity.

Self-satisfaction and enjoyment are not ends in themselves. It is not for these purposes alone that a

college or a school organizes a co-curricular program. The purpose of the program is to assist the

students in finding satisfaction through activities that by themselves are helpful in developing them into

more useful individuals and members of society. When the co-curricular program is well directed

through understanding leadership much supplementary learning takes place. Thus the co-curricular

program becomes a fundamental part of a total educational program.

Objectives Of Co-Curricular Activities:

In the process of any new development in which large numbers of personalities are

involved. It is only natural that these will be difference in opinion regarding the best procedure to follow

to attain a given objective. An organization designed to cater to the social, literary, cultural and aesthetic

needs of students will be now exception. There are certain objectivities. However upon which it may be

anticipated that there will be unanimity of opinion. A particular list includes

1. Development of leadership potential.

17

2. Promotion of social activities.

3. Promotion of cultural activities.

4. Promotion of literary activities.

5. Promotion of athletic activities.

6. Development of a better understanding of the problems, beliefs, habits and characteristics to follow

students and thereby to overcome individual prejudices.

7. Generation of a sense of responsibilities to self and society and to impress upon the student the fact

that he has obligations in a democracy has well as rights.

8. Development of the personality of the student to make him a better citizens.

9. Involvement of all students and as many faculty member as possible.

Aims Of Co-Curricular Activities

Co-curricular activities are aimed at a strong demand of the democratic society that

the youth should have a laboratory for social; experiences. Where they can bring into use the democratic

principles they learn in the classrooms. Thus in group program in the school and in activities which

bring together the teachers and the tough emphasis should be bid on practical which would promote

democratic experience among the children.

In addition democratic experiences are:

1. To rise the tone of the entire educational program and the general character of the school.

2. To provide valuable experience to the students in self government, so that they may develop into

citizens in later life.

3. To develop the feeling of co-operation and co-existence among children, who come from different

environments and different communities and to make them feel like one entity so that a sense of national

integration may grow.

4. To develop a close relationship between the community and school and to encourage the community

to take greater interest in the school.

5. To contribute towards the all-around development of children’s personality.

6. To train the children for the utilization of their leisure time.

18

Criteria for the selection co-curricular activities

The following points shall be kept in view while selecting the co-curricular activities for the language

development.

1. The activities that are selected should be related to the real problems confronted by the students in

their language acquisition.

2. The activities should be interesting to the individual students as well as the group as whole towards

English language.

3. The activities should develop English language skills among the students to selection an evaluation.

4. The activities should be within the ability range of students.

5. These activities must be cultivated the joy of English language learning.

6. The activities must arrange creative interest and talent of the students.

The pupils must be left free to choose the activities of language learning.

Advantages of co-curricular activities in language learning

Co-curricular activities for English language learning are useful to the student. They help in curriculum

improvement in English and are significant factors in promoting school and community relations.

These activities educate for the citizenship through experiences and insights that stress leadership,

fellowship, co-operation and independent action.

These activities develop school spirit and moral.

These activities strengthen the mental and physical health of the students.

These activities provide for a well-rounded social development of students.

These activities opportunities for students to exercise their creative capacities more fully for the

enhancement of English language skills.

These activities help in exploring new learning experience which may ultimately be incorporated into

the curriculum of English.

These activities motivate classroom instruction towards English language skills.

These activities provide opportunities for the secondary school children in the worthwhile utilization

of their spare time.

19

These activities enable the teachers to understand the pupils better.

These activities promote better school and community relations among the children.

Limitations and defects in the implementation of co-curricular

activities for English language:-

In the process of implementation the school activities a large number of defects and difficulties are

experienced which tell upon the good effects and purpose of the program. They may be mentioned as

follows.

1. Lack of facilities suitable material appropriate equipment and trained personnel and sufficient

furniture.

2. Lack of pupils’ participation.

3. Defective scheduling or no scheduling.

4. Over emphasis on academic work.

5. Over emphasis on activities.

Unless these difficulties are taken care of adequate pre-planning balancing both the curricular and co-

curricular and proper distribution of the workload the very purpose of activities cannot be and the

objectives will be left unrealized.

Even though the co-curricular activities have difficulties to implement, they have much importance in

schools. There are so many co-curricular activities. Some of the important literary activities are listed

below.

Types of literary co-curricular activities

1. Rhymes recitation.

2. Role play.

3. Drawing pictures.

4. Narrative.

5. Songs.

6. Play let.

7. Word games.

8. Poems recitation.

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9. Quiz.

10. Puzzle.

11. Slogans.

12. Mind mapping.

13. Pictures.

14. Origami.

15. Calligraphy.

16. Wall magazines.

17. Mime action.

18. English clubs.

19. English lab.

20. Green core activities.

21. Riddles.

22. Puppetry.

23. Story writing.

24. Dance and choreography.

25. Diaries.

English language skills:

Children who go through English language should be able to develop the following English language

skills.

Listening and speaking skills:- listening is process of decoding the oral

expressions and making meaning out of it. It is a receptive skill. Pupils listen to something because they

have a desire to do and to some purpose to achieve. There are two types of listening one is causal

listening and focused listening. Listening in English is attending to and interpreting oral English.

Listening necessary to develop the speaking skill. Listening prepares the students to understand the

language spoken naturally at a normal pace. In the classroom, students do listen in order to repeat and to

understand. In listening to repeat, students imitate and memorize linguistic items such as words, idioms

and sentence patterns. In listening to understand student may involved in the question-oriented response

model,

21

In the words of Brooks, it is observed that spoken form is an important aspect of language.

Communication is to way process which involves speaker and listener. Speaking is an integral part of

communication. Speaking leads to reading and writing. Oral communication is spontaneous and more

effective. The ability to speak English means the ability to communicate orally, convey the message

correctly and use appropriate vocabulary in different context.

Reading skills:- Reading is about understanding written texts. It is a complex activity that

involves several stages and processes that act simultaneously to achieve comprehension. Comprehension

is the process of making sense of words, sentences and connected text. Reading is for getting meaning.

It is for understanding a given text. It develops our knowledge of the language. Learning to read well in

one language also helps us to read well in other languages. There are two models of reading process, one

is the bottom up model and other is top down model. A reading strategy is an activity used to help

reading comprehension. They are specific action, behavior, steps, techniques used by students to

enhance their own learning.

There are some skills involved in reading.

1. Relating graphic symbols with sounds and words,

2. Understanding relationship between parts of information in a sentence or text,

3. Inferring meanings of words from their roots and affixes.

4. Guessing meanings of words from context.

5. Understanding relationship such as cause and effect, fact and opinion, generalization and

example, illustration and contrast.

6. Predicting.

7. Identifying the main idea and supporting details.

8. Understanding figurative language.

9. Understanding inferences.

10. Skimming and scanning.

11. Reading critically.

12. Varying reading strategies according to the type of text and the purpose of reading.

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Writing skills

“Writing” is expressing oneself freely by following accepted written symbols. Writing is the expression

of ideas. Writing is difficult because the child has to know the written form of the language. The most

important features of writing are writing clearly, knowing how to organize information and ideas

logically. The clear writing is direct, straight forward expression, precise, accurate expression. The

clarity of writing is most important because it shows respect for the reader. It increases the credibility of

the document, and encourages honesty. Legible and fast hand writing is an asset to the student. Hand

writing is part of education. The good hand writing characteristics are neatness, legibility, size, shape,

space, speed, beauty.

Writing is skill which has developed in civilized society to pass on knowledge or message to the next

generation. Writing is certainly for others. There is need for developing this skill among all the students.

There are some sub skills of writing. They are sequencing, organizing, clarity, coherence, cohesion

(using appropriate functions of language), grammatical correctness, correct form of writing, knowing

the readers expectations, being a critical reader to one’s own writing. Kinds of writing are the narrative,

descriptive, expository, argumentative and persuasive.

Process of writing is volitional and conscious. It requires instructions and teaching. Writing and

speaking are productive / active skills. Language and thought are inseparable. Writing is consequent to

thought. It is not possible to write without thought. Vygotsky says thinking as linear speech. Writing is a

linear activity where as thinking is not. This makes for difficulty in writing.

VOCABULARY SKILLS

Vocabulary means the set of words familiar within a language. A vocabulary usually grows and evolves

with age, and serves as useful and fundamental tool for communication and acquiring knowledge.

Objectives:-

To sensitize the students on the need and importance of vocabulary.

To equip the students with a activities and strategies to develop vocabulary.

To equip the students with the classroom techniques to build vocabulary of children.

23

To help the students know certain ways of presenting meaning of a new item.

The importance of vocabulary:

Initially, in the infancy, vocabulary growth requires no effort. Infants here words and mimic them,

eventually associating them with objects and actions. This is the listening vocabulary. The speaking

vocabulary follows as a child taught become more reliant on its ability to express itself without gestures

and mere sounds. The reading and writing vocabulary are attained through education.

An extensive vocabulary aids expressions and communications.

Vocabulary size has been directly linked to reading comprehension.

Linguistic vocabulary is synonymous with thinking vocabulary.

A person may be judged by others based on their vocabulary.

Knowing and using word

A vocabulary is defined as ‘all the words known and used by a particular person’. The words known and

used by a particular person do not constitute all the words a person is exposed to.

GRAMMATICAL SKILLS

Language is often called as a skill rather than a subject. Grammar plays an important role in acquiring

language. Learners are expected to get the grammatical knowledge as imported through the teaching

material. As a language learner need not acquire all the grammatical knowledge. The grammatical traits

that are imperative for using the language is taught as pedagogical grammar. Therefore, the learners or

students are expected to require the pedagogical grammar.

Objectives

To help the students understand some basic concepts of grammar.

To provide exposure to various for learning grammar.

To make the students aware of the common errors made by the learners.

To use correct and suitable functional language.

CREATIVE EXPRESSION

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Creative expression is a recent innovative skill introduced in the new curriculum for the development of

the learner’s creativity. Creative expression is most important for the learners to get the idea of the

concern topic and express their views in the process of evaluation. Creative expression of the learners

may be either in oral or written form. The creative expression deals with the psychomotor domain of the

learner at various learners. The following aspects of English enable the creative expression of the

learners at different levels. Those aspects are dialogues, descriptions, narrative, mind mapping, short

stories, profile, songs/poems/rhymes, letters, diary, notices/invitations, slogans, drama, posters,

announcements, and choreography, compeering, essay and drawing pictures.

Need and importance of study

This investigated the extent to which participation in co-curricular activities enhances the achievement

of student learning outcomes in English at secondary level students in Z.P.HIGH School,

Mutyalamma palem, Parawada mandal, Visakhapatnam district. Planned and selected co-curricular

activities were implemented for 8th class and 9th class students on different English language skills,

listening and speaking, reading, writing, vocabulary, grammar and creative expression. This study based

on two assumptions. First, co-curricular activities enrich student learning in English language. The

definition of co-curricular events (activities closely connected to English classroom learning) indicates

that student results from these experiences and that a study to assess the achievement of institutional

student English learning outcomes resulting from the participation in co-curricular activities is needed.

Second, co-curricular activities are the potential for these events abound in secondary level in English

language.

1.6 OBJECTIVES OF THE STUDY

Find out the difference between learning English language skills with and without co-curricular

activities in the secondary school learners.

Specific objectives

1. To find out the impact of co-curricular activities on the ‘listening and speaking skills’ in English.

2. To assess the influence of co-curricular activities on ‘reading skills’ in English.

3. To know the effect of co-curricular activities on ‘writing skills’ in English.

4. To bring out the impact of co-curricular activities on ‘vocabulary skills’ in English.

25

5. To draw out the influence of co-curricular activities on ‘grammatical skills’ in English.

6. To elucidate the effect of co-curricular activities on ‘creative expression skills’ in English.

1.7 HYPOTHESIS

There is significant difference of English learning with introducing co-curricular activities and without

in the secondary school learners.

1. There is significant enrichment by introducing ‘co-curricular activities’ towards the acquisition of

listening and ‘speaking skills’ in English language.

2. There is significant development by introducing co-curricular activities towards the acquisition of

‘reading skills ‘in English language.

3. There is significant enhancement by introducing co-curricular activities towards the acquisition of

‘vocabulary skills’ in English language.

4. There is significant development by introducing co-curricular activities towards the acquisition of

‘vocabulary skills ‘in English language.

5. There is significant flourishing by introducing co-curricular activities towards the acquisition of

‘grammatical skills ‘in English language.

6. There is significant rising by introducing co-curricular activities towards the acquisition of ‘creative

expression skills ‘in English language.

1.8 DELIMITATIONS OF THE STUDY

Area: The study will be confined to the secondary school recognized by zilla parishad and

government of Andhra Pradesh, Parawada Mandal in Visakhapatnam district.

Grade: The study will be delimited to the students of 8th class and 9th class in English language only.

Discipline: The study will be confined on the conduct of pre test and post test for 8 th class and 9th

class students before and after performing co-curricular activities as a part of experimental study in

English language.

Sample: The sample will be restricted to Z.P. High school, Mutyalammapalem in Parawada

mandal.

Limitations of the study: The study will be experimented in the Z.P. High school,

Mutyalammapalem in Parawada mandal with 40 students of 8th class and 29 students from 9th class.

26

CONCLUSION:

Thus as a part of dissertation the investigator has given detailed introduction for the selected topic. The

research area and the problem of language skills acquisition and sample selection for the investigation

on the selected topic and other details were orderly introduced in this chapter. Introduction is most

important for any educational matter to get a brief idea about the research planning.

27

CHAPTER-2

Review of Related Literature

28

2.1 REVIEW OF RELATED LITERATURE:

The investigator has discussed in detailed about the significance of the problem

regarding the current investigation as per mentioned in the previous chapter. The present chapter is set

apart for marking a brief review of the related studies. A study of the related literature implies locating

reading and evaluating reports of research as report of casual observation and opinions that are isolated

individual planned research as well as report of casual observations. The present investigation proposed

to study of impact of co-curricular activities on the enrichment of English language skills at secondary

level in Paravada mandal, Visakhapatnam district.

1) PANI. R.N, studied on evaluation of co-curricular activities in secondary schools of Orissa and their

relationship with personal development of the pupils (1969).

The study sought to find out the relationship of the different aspects of the co-curricular

activities with personality development of the pupils and thus established the importance of the former

in relation to the latter.

The method of field study was adopted. The sample considered of 1200 pupils of 10 th drawn

randomly from 55 high schools. A comprehensive questionnaire consisting of four parts administered to

10th class students. Personal development inventory was also constructed. It covered physical,

emotional, social and leadership aspects and the attitude towards life.

Some of the findings were as follows:

Participation of pupils in co-curricular activities is generally poor. It is highest in enrichment program

and lowest in education for thrift. Participation in the aspects of social and welfare activities and

physical education, literary activities and speech activities is better related with personal development

than other aspects. Provision of co-curricular activities in schools is not well utilized by the pupils. The

pupils develop a more physical attitude towards life because of participation in co-curricular activities.

29

2) BHAGAVATHI.N, Students on co-curricular activities organized in the secondary schools of

Assam and its relevance on physical, social, emotional aspects of adolescence girls and boy

The objectives of the study:

1) To examine the prevailing conditions of co-curricular activities organized in the secondary schools of

Assam.

2) To find out the provision of co-curricular activities in the school time table and the number of

students participating in different co-curricular activities after the regular school hours.

3) The number of co-curricular activities present in the school program.

4) To find out the position of funds regarding co-curricular activities.

5) To find out the influence of co-curricular activities in relation to the adjustment of the adolescent in

their physical, emotional and social aspects.

The Normative survey methods were employed for the investigation.1000 boys and girls of 7 th,

9th and 10th students were selected to test from 100 schools. A questionnaire, Prasad and Thakur’s

attitude scale, case study, Bhatia’s better of performance test of intelligence and observation methods

were used to find out results.

Some of the major conclusions:

1) The prevailing condition of the co-curricular activities in secondary schools of Assam was very

disappointing.

2) Co-curricular activities played an important role in the adjustment of physical, emotional, mental and

social aspects of adolescence.

3) Students participating in social as well as co-curricular activities were adjusted than those who avoid

or did not participate in them.

4) The subject of co-curricular activities was trailing far behind general education in terms of staff

position. Funds allotted for co-curricular activities were poor.

5) Teachers in change of games and sports wholeheartedly supported the co-curricular activities

program.

30

3) Miss. LILLY JOHN, studied “An evaluate study of the co-curricular activities of standards 9 th, 10th

and 11th in a few convents in Delhi”. The purpose of the study was to investigate the effectiveness of the

co-curricular activities on the adolescent school children of New Delhi.

The main purpose of the study was to find out how far co-curricular activities were

successful in achieving the objectives stated at the outset. One way two techniques used which was

questionnaire and interview several teachers including opened the sponsors for the co-curricular

activities were interviewed opened questions as to the nature of the activities and the number of times

conducted were asked.

It was found that all the teachers as well as pupils, that co-curricular activities are

essential part of the educational program. All the teachers agreed that assembly, debate, dramatics,

school clubs, school magazine. Student government is essential part of the educational program. Some

teachers pointed that it was the duty of the physical education teachers to conduct the activities. Several

teachers announced that adequate facilities were not available for conducting the activities in schools.

Most of the pupils had a favorable attitude towards co-curricular activities. All the students don’t take

part in the co-curricular activities, this may be due to the limitation of time, qualified staff etc. the

investigator’s opinion is that participation in the activities could be encouraged by the enthusiasm of the

sponsors.

4) Mr. SARALA SHARMA, studied “An investigation into the provision for extracurricular activities

in higher secondary schools in New Delhi”, the purpose of the study was to determine the status of

extracurricular activities higher secondary schools in New Delhi.

The following procedure was adopted by the investigator. A comprehensive questionnaire consisting of

items was sent to 80 principals responded.

After analyzing the responses of the questionnaire the following conclusions were drawn. It was found

that there was a serious shortage of the physical education teachers, art and craft teachers, music

teachers. The time allotted to these activities was not proportioned to their importance. A little more than

50% of the school population in each school participates in the extracurricular activities. The schools in

Delhi were greatly handicapped in organizing these activities due to inadequate finances.

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In order to improve the nature and character of extracurricular activities in schools, the

following measures may however be recommended. Schools should take the responsibility of these

activities. Training institutions should arrange for training in the management of the activities to the

student teachers and provide in-service training as well. A cumulative record for each pupil showing his

achievement in these activities should be maintained. The department of education should make

budgetary provision for these activities.

5) Mr. B.P. GUPTA worked on a project “An investigation into the leisure time activities of secondary

school boys of Delhi state in relation to their vocational preference.

The purpose of the investigation was to find out the amount of leisure to students have and

how far co-curricular activities provide opportunities to spend their leisure time beneficially. The

procedure followed is given below. All the boys of class of 6th selected higher secondary schools were

taken for the study. The total numbers of students were 160. The students taken for study were following

different courses. The students studying arts, commerce and science were 95, 95 and 170 respectively.

The information was elicited by means of comprehensive questionnaire. He found out the following

results.

The science students enjoyed a higher socio-economic status than the arts and commerce group.

The average time devoted for the leisure time activities by the three groups was 2 hours and among

these three groups, the arts group had more leisure.

The activities accepted by them were reading stories and newspapers, books, games and sports,

listening to radio, cinema. The least preferred activities were carpentry, spinning, poultry, farming and

metal work. There was some relationship between the leisure time activities and the vocational

preference through it was not high, hobbies, clubs and other organizations were not popularized in the

schools. The teacher plays a very significant role in assisting the students to make their vocational plans.

The following recommendations were given:

1) A variety of activities must be conducted in the schools.

2) There should be regular period for the hobbies and clubs.

3) The school library must have certain literature on occupational information and leisure time

activities.

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4) There is need to parent teacher association.

6) B.N.V.K.CHAKRAVARTHI studied on “Problems of secondary school teachers in organizations co-

curricular activities in east Godavari district (unpublished M.A dissertation of Andhra University 2001-

02).

The main purpose of the study was to find out the problems of the secondary school teachers in

organizing co-curricular activities. To collect the data the investigator employed a questionnaire

consisting of 120 students. It was administered to 150 teachers of rural and urban areas. Stratified

random sampling technique was used to select teachers.

Some of the findings are as follows:

1. All the teachers realized and accepted that co-curricular activities are very important in all round

development of the student in his personality development.

2. In most of the schools managing cooperative stores are not organized also training in handicapped

work and in yoga is not given to the students.

3. Most of the teacher opinion is that significant funds are not available to purchase library and play

materials.

2.2 REVIEW LITERATURES

Review Literature Topic:

TEACHERS’ PERCEPTION ON THE EFFECTIVENESS OF CO-CURRICULAR ACTIVITIES:

By Abdul Rashid Abdul Sitra

Taman Medan Secondary School , Universiti Tun Abdul Razak (UNITAR).

The following hypotheses were tested:

1: The efficiency of students who participate in co-curricular activities is significantly more than

33

those who do not participate in co-curricular activities.

2: Students’ participation in co-curricular activities has significant positive effect on their

competency in communication.

3: Students’ participation in co-curricular activities has significant positive effect on their

competency in cognitive skills.

4: Students’ participation in co-curricular activities has significant positive effect on their

competency in managing self.

5: Students’ participation in co-curricular activities has significant positive effect on their

competency in academic.

6: The efficiency of students depends on the school.

7: The efficiency of students depends on the teachers’ gender.

8: The efficiency of students depends on the teachers’ experience.

9: The efficiency of students depends on the number of societies, clubs and uniform bodies.

CONCLUSION

The statistical analysis have corroborated the evidence that students who participate in the co-

curriculum activities have shown a significant positive correlation with the four competencies tested

which includes communication, cognitive, managing self and academic competency as has been proven

by many other researchers.

Henceforth, in can be safely concluded from the study that students’ involvement in co-curricular

activities enhances their competencies in the four areas tested, thus causing the objective of this study to

be achieved. Hence, significant steps must be taken to assure that every student participates actively in

co-curricular activities, which are headed by teachers who are knowledgeable about that particular

activity. The Parents Teachers’ Association (PTAs) could certainly help in this noble cause and provide

undivided assistance.

The school plays a key role here as the heads are able to control and monitor both students’ and

teachers’ participation. In this fast changing world our nation needs able citizens, dynamic and excellent

34

leaders. The school bench is where the molding should begin, and thus the importance of students’

participation in co-curriculum activities, which has proven to churn out better and successful students, as

leaders and responsible citizens of tomorrow. As if to seal this, the government has now embarked on

the National Service Program which if viewed wholly would bring one to the conclusion that it is an

extension of co-curricular activities in school.

However, in order for students to participate successfully in this newly imposed program, it is now even

more important for schools to emphasize and encourage students’ participation in co-curricular activities

as it would be a sure way of ensuring better participation in the National Service

Program: a programmed based on the aim of churning out responsible, good and capable citizens for our

nation.

Review Literature Topic:

EVALUATION OF IMPLEMENTATION OF CO-CURRICULAR IN SECONDARY SCHOOL

Introduction

High schools offer many subjects, cultivate dreams for many futures, and respond to the varied mélange

of personalities, temperaments, and social divisions typical of adolescents. For this reason, high schools

must employ a variety of staff. That variety must not simply be academic; it must as well be in

pedagogical styles, personality types, co-curricular interests, and personal backgrounds. A central

purpose of the principal should be to foster this diversity so that students, as they meander their ways

along increasingly separate paths, have compatible, sympathetic, flexible adults to accompany them

(Hanson & Pickering 2000). High school principals do not provide leadership the way general’s direct

military campaigns. They lead, instead, through a myriad of directives, conversations, public postures,

and behind-the-scenes decisions. Above all, they lead in the important arenas of student life whether it is

curricular and co-curricular through the leadership of those other adults in the school who deal

constantly with students. For that reason, the relationships formed between principal and teachers,

counsellors, coaches, librarians, aides, secretaries, and all other adults are a medium vital to the

principal's success and the school's performance (Donaldson Jr., 2003).

Consequently, the principal's symbolic presence and activities, his or her opportunities figuratively to

shape what others think their purposes and activities should be in school, have tremendous potential

35

impact. Principals must be skilled at identifying and using public forums, collective decision-making

processes, and crises to demonstrate their values and goals for the school. These are opportunities to put

many people on the same wave length, to assert a common vision, and move everyone toward

understanding their common mission. The principal must develop the intellectual tools necessary to

understand the local condition. Knowing the broad philosophical purposes and history of high schools is

import, but any one school's purposes must to a degree match local societal values, occupational

expectations, and academic focus. This requires that the principal lead in building a rationale for each

major curricular and co-curricular program that is anchored in the social, economic, and cultural

needs of the school's students (Liddell & Lund 2000). Successful mission-building involves knowing

how local authorities, local adults, and students themselves think about the school's purposes and

learning about the real social, occupational, and intellectual patterns of the area. Such work calls on the

principal to monitor local trends and to watch and listen to the local scene with insight. He or she must

also feel comfortable with basic social science concepts in order to understand how social, economic,

and cultural forces bear on the school's curriculum, co-curriculum, and goals. The principal is

simultaneously realistic about what does go on in the school and cognizant of where the school ought to

be headed. Further, he or she can help others recognize how their activities specifically assist or do not

assist in the attainment of purposes and how improvements can be made. This translation capacity

operates constantly, making staff and students proud of their accomplishments, setting new goals for

improvement, and spurring curricular, co-curricular, and pedagogical assessment and innovation

(Scheele 2005). This paper is a proposal to create a study on the evaluation of implementation of co-

curricular activities in secondary school. This paper wants to find out how co-curricular activities are

implemented in schools.

Aims and objectives

1.    To understand implementation of co-curricular activities in secondary school including the phases

such as planning, organizing, reporting, evaluating and recognizing.

2.    To give the advantages of having co-curricular activities in schools.

3.    To make a comparison between some countries like India, Thailand and UK and  how they

implement their co-curricular activities at school

4.    To know what is the evaluation program in education and what is CIPP mode.

Timetable:

36

One month and a half would be used in conducting the study. Four things would be done. The first thing

to be done is to collect necessary data and information. In this part the focus is to conduct the

quantitative survey and gather qualitative data. This will take a week. After gathering data the next thing

to do is analyse it. This will be done for 2 weeks. This part will focus on analysing the gathered data and

making a conclusion out of it. Data gathered would be put in graphs for the reader to understand what it

means. The next activity is formulating the chapters of the study. This will be done in 1 week. This part

will focus on documentation and arranging the study according to its importance.  The last activity is

preparation to present the results of the study.  This will also be done in a week.

Review Literature Topic:

ENGLISH AS SECOND LANGUAGE LEARNERS:

by

Special Programs Branch,ESL Learners: A Guide for ESL Specialists 2,Canadian Cataloguing in Publication Data,Ministry of Education, British Columbia

Research on second language learning indicates that ESL students in the English-speaking school

system require appropriate English language support. Educators have the responsibility of promoting the

equitable participation of ESL students in B.C. schools. A clear understanding of ESL students and their

needs is a prerequisite if the school system is to enable them to develop their individual potential. This

document is designed to support current Ministry policy for ESL learners and to highlight some current

aspects of knowledge with regard to effective practices.

Mission Statement:

The purpose of the school system is to enable all learners to develop their individual potential and to

acquire the knowledge, skills and attitudes needed to contribute to a healthy, democratic and pluralistic

society and a prosperous and sustainable economy.

Purpose:

37

While classroom teachers share in the responsibility for educating ESL students, the ESL specialist has

specialized training in the field of English as a second language (i.e., a concentration, diploma, or degree

in ESL from the Education Faculty of a recognized university Ñ see the Guidelines), and is qualified to

help make initial assessment, placement, and programming decisions. The specialist teacher is also able

to provide information on the linguistic, cultural, academic, and social adjustment of ESL students at all

ages and grade levels.

This guide has been produced with the input of ESL specialists across the province. It is intended to

assist ESL specialist teachers, including district consultants, school-based teachers, or itinerant teachers

who work with students in several different schools.

Teacher’s use of Language:

1) Provide additional wait time for student responses to questions

2) Be conscious of the vocabulary you use

3) Teach the language of the subject (specialized vocabulary)

4) Simplify sentence structures

5) Rephrase idioms or teach their meaning

6) Clearly mark transitions during classroom activities

7) Periodically check to ensure students understanding.

8) Contextual Support for Linguistic Development

9) Write key words on the board and use visual and other non-verbal cues to present key ideas

10) Provide written notes, summaries, and instructions

11) Use the student’s native languages to check comprehension and clarify problems

12) Communicate interest in student’s linguistic development and set expectations

13) Respond to student’s language errors

14) Use directed reading activities (e.g., previewing the text, pre-reading questions, locate key words,

38

vocabulary notebooks, follow-up questions)

15) Use audiotaped text to combine aural and visual cues

16) Establish a supportive environment for language learning

17) Use co-operative learning strategies

18) Encourage students to rehearse information or instructions orally

19) Use peer tutoring

20) Establish a homework club

21) Provide models (e.g., provide an example of a compare-contrast essay when asking students to

create one)

Review Literature Topic:

COCURRICULAR INVOLVEMENT, FORMAL LEADERSHIP ROLES, AND LEADERSHIP

Education:

by

Paige Haber, Master of Arts, 2006Thesis submitted to the Faculty of the Graduate School of theUniversity of Maryland, College Park in partial fulfillmentof the requirements for the degree of Master of Arts, 2006

PURPOSE OF THE STUDY

Accordingly, this study attempted to address some of the gaps in current literature and contribute to the

research on leadership development examining experiences that contribute to students’ leadership

outcomes. The purpose of this study is to identify any gender differences in socially responsible

leadership outcomes and the extent to which co-curricular involvement, holding formal leadership roles,

and participating in leadership education and training programs independently and collectively

39

contribute to undergraduate college students’ outcomes of socially responsible leadership. Two research

questions were posed: (1) What, if any, gender differences exist in the mean outcome scores of college

student’s socially responsible leadership?(2) How much of the variance of men and women college

students’ leadership development outcomes is explained by co-curricular involvement, holding formal

leadership roles, and participation in leadership education and training programs?

CONCLUSION

As colleges and universities continue to emphasize the importance of leadership development of college

students and as the need for assessment and accountability (Miller, 2003; Roberts & Ullom, 1990), there

is a greater need to understand student’s leadership development and experiences that contribute to the

outcomes of leadership development. The current study addressed gender differences in undergraduate

college students’ socially responsible leadership outcomes and examined the ways in which co-

curricular involvement, holding a formal leadership role, and participation in leadership education

training and education programs contribute to college men and women’s leadership outcomes. Key

findings of gender differences in outcomes and key experiences significantly contributing to students’

leadership outcomes provided a discussion of the findings, ways in which the findings can impact

practice, and future areas of research to better understand the phenomenon of undergraduate students’

socially responsible leadership development.

Leadership Reconsidered (A. W. Astin & Astin, 2000), a report focusing on higher education and social

change, states that “a major problem with contemporary civic life in America is that too few of our

citizens are actively engaged in efforts to effect positive social change” (p. 2). It is the role of college

student educators to help provide 207opportunities for, develop, and empower students to engage in and

be effective in leadership contributing to positive social change. This study helped provide insight into

this topic, and future research will continue to contribute to the development of college students and the

greater society.

Review Literature Topic:

Impact of Co-curricular Activities on Personality Development of Secondary School Students.

By

40

Tahir Mehmood, PhD Assistant Professor Institute of Education and Research University of the Punjab

The following were the objectives of the study:

To find out the relationship of co-curricular activities with developing Self-confidence, Honesty ,

Adaptation, Sociability, Sympathetic attitude, Social obligation and sense of responsibility among

secondary school students.

To find out the impact of co-curricular activities on developing, Self-confidence, Honesty , Adaptation,

Sociability, Sympathetic attitude, Social obligation and sense of responsibility among secondary school

students.

Hypotheses:

1. There is no significant relationship of co-curricular activities with developing Self-confidence,

Honesty, Adaptation, and Sociability, Sympathetic attitude, Social obligation and sense of responsibility

among secondary school students.

2. There is no significant impact of co-curricular activities on developing Self-confidence, Honesty,

Adaptation, and Sociability, Sympathetic attitude, Social obligation and sense of responsibility among

secondary school students.

Conclusions:

Following conclusions can be drawn from the findings of the study:

Co-curricular activities have stronger relationship with developing adaptation, self-confidence, honesty,

sociability, sympathetic attitude, social obligation, sense of responsibility among male secondary school

students than female secondary school students.

Co-curricular activities have stronger impact on developing adaptation, self-confidence, honesty,

sociability, sympathetic attitude, social obligation, sense of responsibility among male secondary school

41

students than female secondary school students.

Co-curricular activities have significant impact on personality development secondary school students.

Review Literature Topic:

The Correlation between Extracurricular Activities and Grade Point Average of Middle School

Students.

By

Carl E. Schlesser Master of Science Degree with a Major in Guidance and Counselling Investigation Advisor University of Wisconsin-Stout March, 2004

Assumptions:

This researcher assumed that this study of Midwestern middle schools included an ample and

representative sample of eighth grade students attending small schools (grade size up to 45 students)

throughout rural, agricultural areas of the Midwestern states.

Furthermore, this researcher assumed that all the middle school students at each participating school had

equal opportunity to participate in these activities. Finally, this Researcher assumed the academic staff at

each school graded all participants fairly.

Hypothesis:

There will be statistically significant higher G.P.A. of students who participate in extracurricular

activities than those who do not participate in these activities.

Summary of Findings:

The hypothesis that there would be a significantly higher G.P.A. for students who participate in extra-

42

curricular activities than those who do not participate in these activities was supported.

Both male and female students’ participation in athletics and other activities was positively associated

with G.P.A.

Conclusion:

Participation in extracurricular activities provides many important outlets for students in today’s world.

It provides them with challenges, alternative resources, and life-long learning experiences. Women have

made strong gains in developing opportunities to join co curricular teams and activities. Women’s

interscholastic sports have opened many doors that were closed just a generation ago. Some of these

activities enable students to belong to a team, which aids in developing social skills. It also teaches them

how to cooperate and work as a single unit which is a vital strength needed in today’s workforce. It is

also evident that the extra time spent on these activities does not hormone’s academic performance, but

is positively associated with grades. This trend may continue through life as the skills learned as a young

individual grow through time.

Review Literature Topic:

Using literature in English lessons in the Basic School – Recognizing cultural images and symbols

By

Mgr. Pavla BuchtováBachelor ThesisBrno 2011

Programme goals:

1) Background knowledge

2) To search for new information

3) To improve pupils understanding of grammar and vocabulary

4) To improve pupils reading, speaking and writing skills

43

5) To develop fluent readers

Conclusion:

This bachelor thesis focused on using literature in English classes at primary school. In the theoretical

part there was written why to use literature in English class, how to select a proper book and I

mentioned about themes and signs in literature. There are also described what considerations the

teachers need to make before starting with literature in their classes. The first charter I wrote about the

role of literature, next parts I depicted the role of reading.

The practical part showed the results of the reading questionnaire and of the anticipation guide I made

among my pupils from the fifth class and the ninth class. It was evident from the answers from the

questionnaire that pupils in lower class read more than their older school friends. It was evident from

the answers from both questionnaires that the pupils changed their attitude to reading.

From both my past and present experiences with primary-age children, I have found it to be more

beneficial to teach social skills through literature. Children are able to relate to the characters in the

stories and are able to connect to their own lives.

As a teacher I will continue to influence their behaviors in a positive way. The purpose of my thesis was

to see how pupils changed their attitude to literature while working on this project . I felt positive

opinion about using literature in the English classes with my pupils. I now know that using literature can

be enjoyable not only for students but also for me as their teacher. And also according to their parents

the project was very successful. Pupils learn a lot of new words, phrases, but also what was important

they learnt about foreign culture. They used their information from the project in History, Geography

and Social studies. Another positive thing about this project was that more students started to read in

English but also in their mother language.

Review Literature Topic:

Implementation of Co-Curricular Activities in Secondary Schools.

by

Dr. MANAS RANJAN PANIGRAHI

44

Department of Pedagogical Sciences Haramaya University, Ethiopia, Africa

Objectives of the Study:

1. To assess the prevalent co-curricular activities in the secondary schools.

2. To investigate how the prevalent co-curricular activities are managed.

3. To find out the roles of school leaders and teachers in promoting co-curricular activities.

4. To explore the extent to which the aims of co-curricular activities are achieved.

5. To identify the factors that affects the implementation of co-curricular activities.

Conclusions:

Based on the data analysis and major findings, the conclusions were drawn.

These are:

1. With regard to the prevalent co-curricular activities in secondary schools, the number of co-curricular

activity commonly organized and available were not enough to be involving large number of students.

Besides, the numbers of clubs that had been providing effective services for school communities were

very less.

In general, these broaden the gap of providing effective services and make the school societies more

beneficiary and giving chance for each student to participate into co-curricular activities.

2. Concerning the management of prevalent co-curricular activities in secondary schools in the way of

implementing effectively for the benefits of students and school community was low. With respect to

the roles of school leaders and teachers in promoting co-curricular activities in secondary schools, there

was a large gap so as to enrich the whole students to the goal of desired objectives of education. In

connection to this, of the achievement of the aims of co-curricular activities in secondary schools, as

45

forwarded by majority of respondents was low.

3. Regarding the major factors that affect the implementation of co-curricular activities in secondary

schools, the lack of trained teachers and training programs for co-curricular activities, lack of adequate

physical facilities, equipment and supplies, Inadequate supervision and monitoring practices in realizing

the stated objective of co-curricular activities, lack of budget, absence of reward and incentives for

better achievements and over teaching load of teachers in secondary schools. This significantly have

impact on motivation of teachers and students and affect the implementation of co-curricular activities.

Review Literature Topic:

The Influence of Learners’ Participation in School Co-curricular Activities on Academic

Performance:

by

Israel KariyanaWalter Sisulu University, Department of Education, South Africa

Goal of the Study:

The study sought to establish the educator’s views on the influence of learners’ participation in co-

curricular activities on their academic performance.

CONCLUSION:

The study concludes that educators were very positive about learners’ participation in school co-

curricular activities. It is viewed that learners’ participation in school-based co-curricular activities

support the academic mission of schools. These activities should not be taken in isolation or as a

diversion from the core school activity, but rather as an endeavor to create a “complete” educational

program. Students who participated in such activities tend to be motivated, have a positive attitude

towards schoolwork, and develop a positive perception of the school Land is disciplined than students

generally. Eventually, such students tend to attain better academic results.

46

The study also concludes that such activities are intrinsically educational.

As the custodian of promoting a quality school system, the Department of Education in South Africa

and related policy makers have the duty to further monitor schools pertaining the extent to which they

are abiding by the sport policies or such policies regarding the conduct of co-curricular activities in

schools. It is critical that both public and private schools be put un-der the same scrutiny by their

relevant respective authorities so as to foster a balanced education system.

As the most vulnerable group whose life de-pends largely on the former stakeholders, learners ought to

reconsider their perception of their co-curricular involvement. In light of a host of benefits that are

attached to participation in co-curricular activities, including the fundamental need to improve their

academic achievement, it becomes necessary that learner’s demonstrate their commitment in these

activities. Inherently, they should put pressure on responsible authorities to avail them with a balanced

education principled to afford them access to a complete curriculum.

Review Literature Topic:

Impact of an Out-of-class Activity on Student’s English Awareness, Vocabulary, and Autonomy:

by

Siao-cing GuoNational Taipei College of Business,Taiwan

The present study intended to investigate the effect of the out-of-class English Detective Activity on

students’ language awareness in an EFL learning environment. It incorporates students’ voices, because

students’ feedback is perceived as an important source in determining how an activity or a program is to

be run (Hsieh & Chu, 2006). The study considered the following questions:

1. To what degree did students pay attention to English signs and usage outside of class in real life?

2. Did students’ awareness of English used in their living environment outside of class increase after the

English Detective Activity?

3. Did students’ self-perceived language ability increase after the English Detective Activity?

47

Conclusion:

The out-of-class activity is intended to help students realize that although they are not in an English-

speaking environment, they are still surrounded by English. The present study demonstrates that this

activity encourages students to expand their language experience to outside the classroom by making

them aware of existing and available English language opportunities in their surroundings. Instead of

presenting only formulaic English in textbooks, an out-of-class activity can increase students’ exposure

to English in existing and familiar contexts. In addition to providing authentic language exposure, the

English Detective Activity can draw students into a discussion of the appropriateness of language usage

and translation.

Their conscious attention to English usage in the real world can also increase students’ language ability

and, in particular, improve their vocabulary.

This study shows the potential value of incorporating out-of-class activities for enriched learning outside

of school and for autonomous learning. Non-English speaking countries such as China, Japan, and

Vietnam are witnessing an increasing need for international communication and collaboration and have

recognized the impact of English as a universal for that, there will be more incorporation of English in

the environment. However, it cannot be assumed that students will automatically absorb the English

displayed in their environment. Institutions need to “[transcend] the artificial boundaries of in-class and

out-of-class learning experiences” and provide ample opportunities for learning outside of classrooms

(Kuh, Douglas, Lund, & Ramin-Gyurnek, 1994). Thus, it is worthwhile for educators in similar EFL

environments to implement this purposeful out-of-class activity as a means of promoting English

language awareness and enhancing the learning of English in their local contexts.

Review Literature Topic:

Why are English Language Teaching materials the way they are?

The purpose of the present study:

For those involved in English Language Teaching (ELT), the commercially produced 'main course book'

is, by now, a familiar object. Among the wide range of teaching materials now available, these types of

texts claim to provide for what are assumed to be all the necessary classroom work in a general language

course, offering work in each of the 'four skills', grammar, usage and so on. They are most frequently

48

elaborately designed, full colour works, supplemented by various components (such as teachers' guides,

workbooks, tests, cassettes and so on), often at a number of different levels of ability in English.

Promoted with the full resources of modern technology, the most 'successful' (in commercial terms) of

these texts, often achieve adoptions on a world-wide basis. It is thus not uncommon to find the same

books in use in schools as far afield as those in Mexico and Turkey, Sweden and Australia - testimony to

the power of modern-day communications and modern-day corporate enterprise to reach into the

furthest corners of the globe. In a relatively short space of time, the authors of such texts may thus

become international figures. The fictional characters they create, the content of their reading and

listening passages, the language tasks they devise, even the details of their otherwise unknown home

towns, may become the object of classroom work all over the world. Behind the production of such

texts, stands a publishing industry the scale of which is indeed massive. As we shall see later, even if a

new set of main course materials is only modestly successful (in commercial terms), the students' book

will almost certainly achieve sales exceeding 100,000 copies a year, and may go on to reach final sales

well in excess of a million, easily outstripping some of the more publicly proclaimed best sellers in

paperback fiction. As a development in the capacity of the publishing houses to expand and service the

market for English language teaching materials, the sales of such titles now render almost insignificant

by comparison the sales of their predecessors of previous decades. Whilst the sales of the newer course

books have continued to expand, however, so too have their claims on the structuring of class time. As

we shall see later in Chapters 2 and 3, the modern day main coursebook is a very complex phenomenon.

From the early days of textbooks that contained mainly readings, perhaps with some questions and

sentences to translate, to be supplemented by the explanations and directions of the teacher, the

contemporary main course book undertakes to offer complete 'packages' for language learning and

teaching. Teachers' guides, students' books, workbooks, tests, cassettes, videos, and other ancillary

components facilitated by modern technology, are all integrated into a 'system' which sets out, often in

minute detail, the work to be done by teachers and learners. With the onset of the 1990s, materials are

thus now taking on an increasingly significant role in the structuring of classroom time, claiming to

provide not only the basis for the content for classroom work but also the manner in which teachers and

learners are to interact.

Outline of the thesis:

I attempt to chart the process which has, for me, characterized the experience of research into the nature

49

and shaping of teaching materials. It has, more than anything else, been a process of discovery, one in

which further layers of meanings and influence in the materials became clear as I moved forward in my

investigation. At the very outset, however, I recognized that no single line of explanation would suffice

in accounting for the factors which bear upon the design of materials. Teaching materials, as I have

already suggested, are very complex objects, embodying the efforts of numerous individuals in different

ways for different purposes. Any account of materials needs, therefore, to be a multi-faceted one,

viewing their creation from a number of different perspectives in an effort to identify the varying

sources of influence. In my approach to the explanation of the materials discussed in this thesis, I have

thus chosen to adopt a number of different 'windows' on the process of creation, tracing into the

materials the impact of various factors, from the 'top-down' influence of Applied Linguistic thought, to

the wider societal context in which ELT materials production takes place. As the outline below shows,

however, I see each of these windows as offering essentially complementary, rather than competing,

perspectives, each revealing further insights into the formation of the materials. Figure 1.1 summarizes

the outline of the thesis.

Review Literature Topic:

LANGUAGE THROUGH LITERATURE: REAL LANGUAGE EXPERIENCES IN AN ESL ADULT

CLASSROOM

by

WON KIM B.A., Inha University, 1999 M.Ed., The University of British Columbia, 2004

Purpose of the Study

The review of the existing literature on L2 learning through literary texts has demonstrated that

literature can play a positive role in L2 learning. However, a majority of these studies looked into the

beneficial effects of using literature on the L2 development for younger ESL learners. Little scholarly

attention has been paid to the role of literature in L2 classrooms for adult learners. Also, while many

studies advocated for the feasibility of literature in L2 classrooms, they called for more empirical

research to explore the instructional question of ‘how’ literature can be used in support of the L2. In

50

particular, Paran (2006) asserted that more “descriptive research” studies examining diverse learning

contexts are needed to address the question of ‘how’ (p. 9).

Furthermore, Paran (2006) stressed, “researchers need to address the issue of what participants feel to be

the advantage of the learning…this question needs to be addressed directly through investigating the

learners’ attitudes” (p. 10). Considering what the existing research suggests and 8based on my previous

ESL/EFL learning experiences, the present study aims to provide a documentation of a particular ESL

class incorporating literature in the form of thick descriptions in order to answer the following research

questions that guided this study: 1) What is the nature of teaching practices of literature-based L2

instruction in an adult ESL classroom? And secondly, what are the students’ learning experiences with

such instruction?

Originally, the aim of the study was to investigate an adult ESL classroom employing literature for

young people as the key teaching material. This had to do with an eye-opening inspiration gained

through my personal literary and linguistic experiences with the children’s literature course that I had

taken. I was curious to find scholarly inquiries with regard to the use of literature for young people in an

adult L2 classroom. However, after the failure to find a class which extensively uses children’s or

adolescent literature for adult ESL learners, the original scholarly inquiries had to be modified to look

into an adult ESL class using literature in general, instead of only literature for young people. Countless

hours and days were committed to the search for a class to meet the original aim of this study. I searched

more than 20 private ESL institutes in Vancouver and I learned that the use of children’s or adolescent

literature was scarce (even literature in general was not being used widely): According to the course

content on the websites of the private schools, a majority of the classes placed an emphasis on

improving general communicative skills or enhancing standardized test scores such as TOEFL and

major

9 teaching materials advertised were commercial ESL textbooks. Only a few classes were found to

adopt literature into a curriculum either as partial or central learning material. Hence, I came to the point

where I had to make a realistic decision to expand the definition of literature from that for young people

to that in general.

Concluding Remarks

Human communication both orally and in writing has practical sides as well as affective sides.

51

Bernhardt (2000) supported the idea that “knowledge and affect are linked to individual readers” (p.

798). L2 classes have often focused on the practical sides of language and moreover they have often

been limited to a sentence level without considering context. As a result, affective sides of language

have been overlooked. Even when the affective sides were dealt with in the class, they were viewed as a

representation of a linguistic code rather than as part of the social practice of human communication.

Similarly, according to Rosenblatt (1978), reading practice often focused on efferent reading. She

argued that an aesthetic reading stance should also be promoted as it would engage us in transactions

between readers and texts.

Particularly stories, the universal speech genre, can serve as a venue for the interaction between the

affective and practical sides of language as well as efferent and aesthetic reading. The findings of the

present study suggest that literature can enrich L2 classes as it serves as a resource of language and a

source for interaction. Through meaning-filled interaction around literature, instructions with literature

can involve students in the learning of language both as an object and as a subject. L2 learners can

develop and learn with the target language in the LBLI classes. To maximize the learning outcomes of

the instruction, careful steps and preliminary considerations should be taken in terms of the active

participant role of the teacher and students, 162appropriately chosen text materials, and the quantity and

quality of classroom discourse. The successful implementations of LBLI can bring seemingly superficial

L2 classrooms one step closer to the reality outside the classroom. More real, not just realistic

interaction can be facilitated as interactions among participants in the classroom promote authentic,

jointly-constructed exchanges of meaning by involving and connecting minds of language users.

Furthermore, it can boost the students’ voice in L2, which Cox and Boyd-Batstone (1997) argued is the

ultimate goal of L2 instruction. L2 students’ voice can be fostered by the teacher’s constant attempt to

connect students with literature by offering them opportunities to explore literary texts, taking the role of

meaning-makers in the community of readers and language users.

Changes in the nature of the interactional structure in the classroom can lead to changes in overall

teaching practices and ultimately the education system (Gibbons, 2004). Given that, the action of putting

students’ voices at the front while participating in co-constructing meanings together with other

participants by means of literature-based L2 instruction can possibly lead to substantial changes in

classroom practice in which the voices of students, a teacher, and texts come together interwoven and, in

particular, the voice of L2 students can grow in the literal and figurative sense.

52

Review Literature Topic:

The Effectiveness of Co-curricular Activities on Academic Achievements of Secondary School

Students.

by

Zahid Bashir, Shafqat Hussain NUMLs, Islamabad, Pakistan

Following hypotheses were tested in order to achieve the objectives of the study:

1) There is no significant difference between the academic achievements score of the students involved

in co-curricular activities as compared to those who do not take part in co-curricular activities in Govt

school for boys.

2) There is no significant difference between the academic achievements score of the students involved

in co-curricular activities as compared to those who do not take part in co-curricular activities in

Govtschool for girls

3) There is no significant difference between the academic achievements score of the student involved

in co-curricular activities as compared to those who do not take part in co-curricular activities in private

school for boys.

4) There is no significant difference between the academic achievements score of the students involved

in co-curricular activities as compared to those who do not take part in co-curricular activities in private

school for girls.

Conclusions:

Participation in co-curricular activities is beneficial for government and private school as well as boys

and girls. There was no significant difference between the achievement level of government boys

(control and experimental groups), government girls (control and experimental groups) private boys

(control and experimental groups) and private girls (control and experimental groups) on pre-test scores.

An improvement was observed after the treatment in control and experimental groups of all the four

types of schools. The performance of experimental groups of government boys, government girls and

53

private girls was significantly better than the performance of control groups of respective schools. While

there was no significant difference between the performance of experimental and control group of the

private boys’ school on post-test.

Review Literature Topic:

CO-CURRICULAR ACTIVITIES & STUDENT LEARNING OUTCOMES

Methodology

1) This report assesses the academic performance of students who are heavily involved in co-curricular

activities.

2) Air Force ROTC, Army ROTC, Bands & Orchestras, Navy ROTC and Purdue Musical

Organizations are included.

3) Presidential Scholars and Trustees Scholars are also included to allow comparison.

4) The analysis looks at student performance across six semesters, Fall 2008 to Spring 2011.

5) The dataset contains 7,392 records for engaged students and 182,666 records for all Purdue students.

6) Students’ academic performance is measured in terms of semester GPA and credits earned in a

semester.

Findings

1) Engaged students earn higher GPAs and more credit hours than Purdue students overall. 36.8% of all

students earn both 15 or more credits and a 3.0 or higher semester GPA.51.8% of students in the five

programs earn both 15 or more credits and a 3.0 or higher semester GPA.

2) Engaged students perform better even when SAT scores, academic major and other factors are

controlled.

3) Engaged students’ average GPA exceeds the average GPA for all students at every SAT level.

54

4) Engaged students’ average GPA exceeds the average GPA for all students in every under-graduate

grade classification and most colleges.

Review Literature Topic:

The Role of Extracurricular Activities in Foreign Language Learning in University Settings

Methodology:

This chapter describes and justifies the methods chosen to conduct the research project that looked at the

role of extracurricular activities in language learning in university settings in Canada and Russia.

Conclusions:

Upon the examination of the data, several conclusions were drawn based on research questions:

(1) Language-related extracurricular activities are an important part of foreign language programs and

student life;

(2) The degree of instructors’ participation in these activities is high both in Russia and Canada, and the

importance of ECA is confirmed by their impact evaluations by students and by language instructors in

both countries;

(3) In general, based on opinions of students and language instructors, language-related ECA have a

positive impact on all the aspects of students’ language acquisition;

(4) Among the problems with organizing ECA, the respondents listed: uncertainty about who should be

responsible for this part of language instruction, and lack of spare time due to the busy schedules of both

students and instructors in both countries;

(5) In order to inspire students’ motivation to participate in ECA and study foreign languages more,

ECA need to be organized according to students’ current interests and needs, and follow other basic

principles like voluntary basis and students’ initiative.

55

Practical recommendations:

Based on the results of the study the following recommendations are offered for language instructors

and students on how to organize language-related extracurricular activities:

1. Voluntary basis. Making extracurricular activities mandatory and not giving students a chance to

choose activities will likely lower students’ motivation towards language learning.

2. Involving a larger number of students in different activities. Providing students with a wide range of

ECAs and more information about them will help to attract more students towards ECA. In turn, an

increase in students’ involvement will have a positive effect on their language learning motivation.

3. Choosing age appropriate activities and materials. While this study only surveyed university-based

ECAs, further studies should clarify the preferences for learners in different environments and from

different age groups (e.g., elementary school, high school, etc).

4. Providing students with opportunities to express themselves and choose materials and activities

according to their own preferences.

5. Organizing activities appropriate for students’ language proficiency level. Activities should be

challenging, but should also bring students a feeling of success and enjoyment.

6. Connecting the materials used in class to extracurricular activity content might be beneficial.

7. Promoting students’ initiative and self-sufficiency throughout extracurricular work. Since there are

usually no faculty members responsible for organizing extracurricular activities, it might be appropriate

to select a student or a group of students who major in a foreign languageto manage this work. This can

give the designated student monitors an opportunity to practice some elements of language teaching

before they graduate and thus stimulate them towards choosing the profession of a language teacher. For

the rest of the ECA participants, student monitors would provide a role model and thus contribute to

their language learning motivation.

CONCLUSION:

Thus we have discussed in detail about the significance of the problem regarding the current

investigation and brief review of the related studies. The various examples of study explained here

are of related literature implies locating reading and evaluating reports of research as report of casual

56

observation and opinions that are isolated individual planned research as well as report of casual

observations.

CHAPTER 3

METHODOLOGY OF THE STUDY

57

3.1 RESEARCH DESIGN:

In order to achieve the objectives of the present investigation, the investigator planned to conduct pretest

and posttest for 8th class and 9th class students. The investigator selected 23 kinds of co-curricular

activities based on language skills to perform in the English class of 8 th and 9th students. The investigator

prepared day wise activities on 6 language skills (listening and speaking, reading comprehension,

writing, vocabulary, grammar, creative expression).

The investigator selected 3 language skills (listening and speaking, reading and writing) for one day to

perform and remaining 3 language skills (vocabulary, grammar and creative expression) for the next

consecutive day. As per the above schedule these activities are conducted for a period of one month.

To assess the enhancement of language skills of the students, the investigator prepared a question paper

on English language skills to conduct pretest and posttest for the count of 50 as marks. The investigator

conducted the tests with this self-prepared question paper.

3.2 POPULATION OF THE STUDY:

As a part of investigation, the investigator selected 29 students from 9 th class and 39 students from 8th

class in Z.P.H SCHOOL, Mutyalammapalem, Paravada Mandal in Visakhapatnam district.

3.3 SAMPLE OF THE STUDY:

The sample was taken from Z.P.H SCHOOL- Mutyalammapalem, Paravada Mandal in Visakhapatnam

district which was established on 1996. This sample was restricted to only our school which was a

success school but has no English medium students.

58

3.4 TOOLS AND TECHNIQUES USED FOR DATA COLLECTION:

The investigator prepared different literary co-curricular activities on 6 English language skills which

are to be conducted for one month in the classroom beyond the regular working hours. The investigator

selected co-curricular activities as follows:

1. Rhymes

2. Role play

3. Songs

4. Poems

5. Drawing

6. Narration

7. Word game

8. Play let

9. Quiz

10. Puzzles

11. Riddles

12. Slogans

13. Mind mapping

14. Pictures

15. Origami

16. Wall magazine

17. Calligraphy

18. Mime action

19. Puppetry

20. Dance

21. Doll making.

The investigator prepared one month schedule of the above mentioned co- curricular activities on

English language skills (A book let). To assess the enhancement of the language of the students the

investigator prepared a question paper on 6 language skills which are related to the above listed

activities.

59

3.5 PROCEDURE OF THE DATA COLLECTION:

In the process of investigation, the investigator wanted to assess the impact of co-curricular activities on

the students in English class. In order to know the assessment, the investigator prepared a question paper

on 6 language skills. The investigator introduced a plan of day wise co-curricular activities which are of

one month duration (July 2013) for 8th and 9th class regularly beyond the class working hours.

The investigator started to conduct the pretest before introducing these co-curricular activities

to test the level of the skills inhibited in the students. The self-prepared question paper was given to the

students to assess the current status of the students’ skills and the papers were evaluated.

Every day the investigator performed concern activities in the classrooms as per the planned

day wise schedule. After completion of the listed 25 day activities a post test was conducted on the same

question paper and the evaluation is done.

The investigator recorded the evaluated results of the pretest and post- test of the 8 th and 9th

class students. The collected data was interpreted to get the statistical analysis.

CONCLUSION:

Thus we have discussed the objectives that are required to achieve of the present investigation, the

investigator planned to conduct pretest and posttest for 8th class and 9th class students. The

investigator selected 23 kinds of co-curricular activities based on language skills to perform in the

English class of 8th and 9th students. The investigator prepared day wise activities on 6 language

skills. To assess the enhancement the investigator prepared a question paper on English language

skills to conduct pretest and posttest for the count of 50 as marks and conducted with self-prepared

question paper.

60

CHAPTER 4

ANALYSIS & INTERPRETATION

61

S NO

AD NO

NAME OF THE

STUDENT

ENGLISH LANGUAGE SKILLSTOTAL

MARKS

LISTENING/ SPEAKING

READING WRITING VOCABULARY GRAMMARCREATIVE EXPRESSION  

10 8 8 8 8 8 50

1 489A.

Appalanarasa4 4 4 3 1 2 18

2 491 T. Maheswari 6 5 5 3 4 4 27

3 439 Ch. Mounika 3 5 5 4 4 2 23

4 494 K. Adilakshmi 4 6 3 5 2 3 23

5 495 S. Lakshmi 2 5 5 3 2 4 21

6 496 Ch. Devi 4 4 4 4 2 2 20

7 498 B. Venkati 5 5 7 5 3 2 27

8 501 M. Nukaratnam 4 1 4 3 2 2 17

9 503 G. Devi 4 4 6 4 3 1 22

10 502 A.Swathi 6 4 4 5 2 3 24

11 504 Ch.Mutyalama 6 4 6 4 4 4 28

12 505 A.Swati 8 7 6 5 5 7 38

13 506 A.Shanthi 6 5 4 5 5 5 30

14 507 A.Nookaratnam 4 3 4 3 1 2 17

15 508 B.Maheswari 8 6 7 4 4 6 35

16 510 A.komali 3 5 6 4 2 2 22

17 511 Ch.Nokaratnam 4 5 6 5 4 4 28

18 512 A.Jaya 5 2 4 3 1 2 17

19 514 T.Demudamma 2 4 2 3 2 2 15

20 520 B.Maheswari 4 5 4 5 2 3 23

62

ZPH School, Mutyalamapalem, Parawada mandal.8th Class

Marks Statement: Pre test.

21 519 M.Nokaratnam 3 3 4 5 3 2 20

22 520 B.Maheeswari 5 5 5 2 2 2 21

23 524 G.Sujatha Rani 4 4 4 3 1 1 17

24 528 M.Alekhya 4 3 3 3 3 3 19

25 536 K.Satyawathi 4 3 4 5 1 4 21

26 492 T.Devudubabu 5 4 4 4 3 1 21

27 497 K.Mahesh 5 2 2 2 3 2 16

28 495 Ch.Apparao 3 3 2 4 2 1 15

29 500 V.Appanna 4 5 2 2 4 2 19

30 509 M.Ramu 7 5 6 5 4 3 30

31 513 A.Ramana 8 6 6 5 4 7 36

32 517 K.Suresh 4 3 2 4 3 2 18

33 521 S.Mahesh 4 3 4 4 3 2 20

34 523 T.Raju 4 3 4 3 2 1 17

35 527 V.Naveen 5 4 4 2 3 2 20

36 533 V.Polaraju 4 5 3 5 3 3 23

37 535 K.Krishna 7 5 5 5 4 4 31

38 537 V.Chanti 4 2 5 5 3 3 23

39 582 A.Appalaraju 3 4 4 4 3 3 21

    Total 179 161 169 152 109 110 883

    Percentage 45.897 51.6 54.16 48.71 34.93 35.25 45.282

    MEAN 4.58 4.12 4.33 3.89 2.79 2.82 22.64

    ST DEV 1.51 1.28 1.36 1.02 1.1 1.5 5.79

S NO

AD NO

NAME OF THE

STUDENT

ENGLISH LANGUAGE SKILLS

TOTAL

MARKS

 LISTENI

NG/ SPEAKI

NG

READING WRITING VOCABULARY GRAMMARCREATIVE

EXPRESSION-50

-10 -8 -8 -8 -8 -8  

1 489 A.Appalanarasa 6 7 5 6 4 4 25

2 491 T. Maheswari 8 8 7 7 6 6 42

3 439 Ch. Mounika 6 7 7 7 7 6 33

4 494 K. Adilakshmi 5 6 4 6 4 4 29

5 495 S. Lakshmi 5 6 5 7 4 5 33

6 496 Ch. Devi 5 6 4 6 6 6 33

63

Marks Statement: Post test.

7 498 B. Venkati 8 6 7 7 7 3 42

8 501 M. Nukaratnam 5 6 4 6 4 4 29

9 503 G. Devi 7 6 7 6 7 4 37

10 502 A.Swathi 8 7 6 7 8 6 42

11 504 Ch.Mutyalama 8 6 7 6 6 5 38

12 505 A.Swati 10 8 8 7 8 8 49

13 506 A.Shanthi 7 7 7 7 5 7 40

14 507 A.Nookaratnam 6 5 7 6 3 4 31

15 508 B.Maheswari 10 8 8 7 8 8 49

16 510 A.komali 6 5 6 6 6 5 34

17 511 Ch.Nokaratnam 6 7 6 7 8 7 34

18 512 A.Jaya 6 6 5 6 5 4 32

19 514 T.Demudamma 4 5 5 4 5 3 24

20 520 B.Maheswari 6 5 7 7 5 5 35

21 519 M.Nokaratnam 4 5 7 5 5 3 29

22 520 B.Maheeswari 7 6 7 8 6 5 39

23 524 G.Sujatha Rani 7 6 7 7 5 4 36

24 528 M.Alekhya 6 4 3 4 4 3 24

25 536 K.Satyawathi 6 6 6 7 6 4 35

26 492 T.Devudubabu 8 7 7 7 6 5 40

27 497 K.Mahesh 6 5 4 5 4 3 27

28 495 Ch.Apparao 5 4 3 6 3 1 22

29 500 V.Appanna 4 4 4 6 4 3 28

30 509 M.Ramu 10 7 7 7 5 7 43

31 513 A.Ramana 10 8 7 7 7 8 47

32 517 K.Suresh 4 4 3 3 3 2 19

33 521 S.Mahesh 5 6 4 7 4 4 30

34 523 T.Raju 7 6 6 5 4 4 32

35 527 V.Naveen 6 5 7 6 6 5 35

36 533 V.Polaraju 4 4 6 6 4 5 29

37 535 K.Krishna 6 7 8 7 6 7 41

38 537 V.Chanti 6 4 7 6 6 6 35

39 582 A.Appalaraju 5 7 6 7 7 4 36

    Total 248 232 231 244 211 187 1338

    Percentage 68.589 74.359 74.038 78.205 67.62 59.93 68.615

    MEAN 6.35 5.94 5.92 6.25 5.41 4.79 34.3

    STDEV 1.7 1.21 1.47 1.01 1.46 1.67 7.14

64

Pre Test Percentage vs Post Test Percentage:

Graph 4.1: Column Chart to compare pretest percentage and post test percentage for 8th Class.

65

Graph 4.2: Line Chart to compare pretest percentage and post test percentage for 8th Class.

PRE TEST MEAN vs POST TEST MEAN:

Graph 4.3: Column Chart to compare pretest mean and post test mean for 8th Class.

66

Graph 4.4: Line Chart to compare pretest mean and post test mean for 8th Class.

Pre Test Standard Deviation vs Post Test Standard Deviation

67

Graph 4.4: Column Chart to compare pretest and post test standard deviation for 8th Class.

Graph 4.4: Line Chart to compare pretest and post test standard deviation for 8th Class.

SKILL WISE PRE TEST-POST TEST ANALYSIS:

LISTENING/SPEAKING SKILL:

68

Graph 4.5: Column Chart to compare pretest and post test results for 8th Class in Listening/Speaking Skill.

Graph 4.6: Line Chart to compare pretest and post test results for 8th Class in Listening/Speaking Skill.

READING SKILL:

Graph 4.7: Column Chart to compare pretest and post test results for 8th Class in Reading Skill.

69

Graph 4.8: Line Chart to compare pretest and post test results for 8th Class in Reading Skill.

WRITING SKILL:

Graph 4.9: Column Chart to compare pretest and post test results for 8th Class in Writing Skill.

70

Graph 4.10: Line Chart to compare pretest and post test results for 8th Class in Writing Skill.

VOCABULARY SKILL:

Graph 4.11: Column Chart to compare pretest and post test results for 8th Class in Vocabulary Skill.

71

Graph 4.12: Line Chart to compare pretest and post test results for 8th Class in Vocabulary Skill.

GRAMMER SKILL:

Graph 4.13: Column Chart to compare pretest and post test results for 8th Class in Grammar Skill.

72

Graph 4.14: Line Chart to compare pretest and post test results for 8th Class in Grammar Skill.

CREATIVE EXPRESSION:

Graph 4.15: Column Chart to compare pretest and post test results for 8th Class in Creative Expression Skill.

73

Graph 4.16: Line Chart to compare pretest and post test results for 8th Class in Creative Expression Skill.

S NO

AD NO

NAME OF THE STUDENT ENGLISH LANGUAGE SKILLS TOTAL

MARKS

LISTENING/ SPEAKING

READING WRITING VOCABULARY GRAMMAR CREATIVE EXPRESSION

-50

10 8 8 8 8 8 1 455 M.Aruna 3 4 3 6 2 2 20

2 469 K.Bangarama 5 4 6 6 6 4 31

3 474 S.Dhanalakshmi 4 3 6 5 5 3 26

4 471 T.Devi 6 4 7 6 5 5 33

5 476 M.K.mahalaxmi 5 4 7 7 4 3 30

6 456 G.Prashanthi 5 3 6 5 3 2 24

7 464 B.Shanthi 6 5 6 6 6 5 34

8 460 S.Anji 6 5 7 7 5 4 34

9 462 S.Chinnarao 3 4 2 4 2 1 16

10 468 Ch.Gavaraju 4 3 3 5 3 1 19

11 466 A.Mahesh 4 4 3 7 5 2 25

12 465 Ch.Mahesh 4 5 7 7 3 4 30

13 475 S.Mahesh 7 6 7 7 6 4 37

14 474 Ch.mutyalnaidu 5 5 5 7 5 2 29

74

ZPH School, Mutyalamapalem, Parawada mandal9th class 2013-14 Marks Statement: Pretest.

15 458 Ch.Mutyalu 4 5 4 7 5 3 28

16 467 Ch.Naidu 4 2 2 7 3 1 19

17 452 S.Raju 5 5 5 7 5 3 30

18 473 Ch.shivaji 7 4 6 7 5 4 33

19 461 S.Sivakumar 4 4 2 5 3 2 20

20 463 S.Yallaji rao 4 4 4 4 4 2 22

21 487 S.Bangaraju 4 6 3 4 3 3 23

22 529 T.Appalaraju 4 4 2 6 5 2 23

23 540 T.Nageswarao 3 2 4 2 3 2 16

24 561 S.Mahesh babu 4 4 3 4 3 2 20

25 560 S.Mahesh 4 4 3 3 3 2 19

26 569 A.Ramu 3 5 2 5 3 2 20

27 570 A.Lakshmana 4 2 2 2 2 1 13

28 571 A.Nagendra 5 4 4 5 3 2 23

29 576 Ch.Nukaraji 4 3 3 4 3 2 19

    Total 130 117 124 157 113 75 716

    Percentage 44.82 50.43 53.44 67.67 48.7 32.32 49.37    Mean 4.48 4.03 4.27 5.41 3.89 2.58 24.68    St Deviation 1.08 1.05 1.84 1.54 1.26 1.15 6.38

S NO

AD NO

NAME OF THE STUDENT

ENGLISH LANGUAGE SKILLS

 

LISTENING/ SPEAKING

READING WRITING VOCABULARY GRAMMARCREATIVE EXPRESSION

TOTAL MARKS

-10 -8 -8 -8 -8 -8  

1 455 M.Aruna 6 6 7 8 6 6 39

2 469 K.Bangarama 6 7 7 7 6 7 40

3 474 S.Dhanalakshmi 5 6 4 5 7 6 33

4 471 T.Devi 10 7 7 7 8 7 46

5 476 M.K.mahalaxmi 7 8 7 8 7 7 44

6 456 G.Prashanthi 6 4 7 7 5 3 32

7 464 B.Shanthi 8 5 7 8 7 6 42

8 460 S.Anji 10 6 7 6 5 7 41

9 462 S.Chinnarao 5 5 6 8 6 4 32

10 468 Ch.Gavaraju 5 4 4 5 4 3 25

11 466 A.Mahesh 5 4 6 8 6 3 32

12 465 Ch.Mahesh 6 8 7 8 6 6 41

13 475 S.Mahesh 10 8 7 8 7 8 48

14 474 Ch.mutyalnaidu 10 6 6 8 7 5 42

15 458 Ch.Mutyalu 6 6 5 6 5 4 32

16 467 Ch.Naidu 5 7 4 6 5 2 29

75

ZPH School, Mutyalamapalem, Parawada mandal9th class 2013-14 Marks Statement: Post test.

17 452 S.Raju 8 7 7 8 7 4 41

18 473 Ch.shivaji 10 7 7 8 8 7 47

19 461 S.Sivakumar 6 4 4 5 3 4 26

20 463 S.Yallaji rao 5 5 7 5 5 4 31

21 487 S.Bangaraju 6 8 7 7 7 5 40

22 529 T.Appalaraju 5 5 5 8 5 5 33

23 540 T.Nageswarao 4 3 4 5 7 4 27

24 561 S.Mahesh babu 5 6 5 7 8 5 36

25 560 S.Mahesh 5 6 4 5 5 4 29

26 569 A.Ramu 4 6 6 8 3 3 30

27 570 A.Lakshmana 5 4 2 5 4 3 23

28 571 A.Nagendra 5 6 4 7 4 4 30

29 576 Ch.Nukaraji 5 2 6 6 5 3 27

    Total 173 158 156 184 159 132 961

    Percentage 64.07 73.14 72.22 85.18 73.61 61.11 71.18

    Mean 6.4 5.85 5.77 6.81 5.88 4.88 35.59

    St Deviation 1.98 1.43 1.45 1.27 1.42 1.62 7.13

Pre Test Percentage Vs Post Test Percentage

Graph 4.17: Column Chart to compare pretest percentage and post test percentage for 9th Class.

76

Graph 4.18: Line Chart to compare pretest percentage and post test percentage for 9th Class.

Pre Test Mean Vs Post Test Mean

Graph 4.19: Column Chart to compare pretest mean and post test mean for 9th Class.

77

Graph 4.20: Line Chart to compare pretest mean and post test mean for 9th Class.

Pre Test St Dev Vs Post Test St Dev

78

Graph 4.21: Column Chart to compare pretest and post test standard deviation for 9th Class.

Graph 4.22: Line Chart to compare pretest and post test standard deviation for 9th Class.

SKILL WISE PRE TEST-POST TEST ANALYSIS:

LISTENING/SPEAKING SKILL:

79

Graph 4.23: Column Chart to compare pretest and post test results for 9th Class in Listening/Speaking Skill.

Graph 4.24: Line Chart to compare pretest and post test results for 9th Class in Listening/Speaking Skill.

READING SKILL:

80

Graph 4.25: Column Chart to compare pretest and post test results for 9th Class in Reading Skill.

Graph 4.26: Line Chart to compare pretest and post test results for 9th Class in Reading Skill.

81

WRITING SKILL:

Graph 4.27: Column Chart to compare pretest and post test results for 9th Class in Writing Skill.

Graph 4.28: Line Chart to compare pretest and post test results for 9th Class in Writing Skill.

VOCABULARY SKILL:

82

Graph 4.29: Column Chart to compare pretest and post test results for 9th Class in Vocabulary Skill.

Graph 4.30: Line Chart to compare pretest and post test results for 9th Class in Vocabulary Skill.

GRAMMER SKILL:

83

Graph 4.31: Column Chart to compare pretest and post test results for 9th Class in Grammar Skill.

Graph 4.32: Line Chart to compare pretest and post test results for 9th Class in Grammar Skill.

CREATIVE EXPRESSION:

84

Graph 4.33: Column Chart to compare pretest and post test results for 9th Class in Creative Expression Skill.

Graph 4.34: Line Chart to compare pretest and post test results for 9th Class in Creative Expression Skill.

CONCLUSION:

85

Thus the pretest, posttest activities are conducted. The results are tabulated for the both 8 th and 9th

classes separately. The results thus obtained are elaborated in a graphical representation for better

understanding. We are able to conclude a good progress in the student progress level from pretest and

posttest results and we have them explained from test results.

86

CHAPTER 5

SUMMARY AND CONCLUSION

SUMARRY AND CONCLUSION:

87

The investigated problem of the researcher was the impact of the co- curricular activities on

English language skills. The objective of the study was to find out the difference between learning with

and without co-curricular activities in the acquisition of English language skills in secondary school

level learners. To find out the impact of co-curricular activities on listening and speaking skills, reading

skills, writing skills, vocabulary skills, grammatical skills, creative expression skills in English language

learning.

The main hypothesis is there is a significant difference of English learning with and without

introducing co-curricular activities in the secondary school learners. The study was confined to the Z.P.

High School, Mutyalammapalem, Parawada Mandal in Visakhapatnam district. The study was delimited

to the students of 8th and 9th class in English language only.

In order to know the impact of the co-curricular activities on secondary level school learners. The

investigator selected 8th (39) and 9th (29) students and conducted pretest and evaluated for initial data

collection and then the researcher introduced day wise activities for a duration of one month. In the

process of implementation, the investigator prepared respective material like poems, riddles, slogans,

hand puppets, a big book of short stories, crowns, origami etc. The posttest was conducted and

evaluated for final result. The data was analyzed and interpreted.

5.1 MAJOR FINDINGS OF THE STUDY:

With the interpreted data the investigator got the major findings which are as follows:

There is a significant benefit to the learners in the process of English language learning

with the participation of different co-curricular activities to enrich the 6 English language skills.

1. There was a significant enrichment by introducing co-curricular activities toward the acquisition of

listening and speaking skills in English language skills.

2. There was a significant development by introducing co-curricular activities towards the acquisition of

reading skills in English language.

3. There was a significant enhancement by introducing co-curricular activities towards the acquisition

of writing skills in English language.

4. There was a significant enhancement by introducing co-curricular activities towards the acquisition

of vocabulary skills in English language.

88

5. There was a significant enrichment by introducing co-curricular activities towards the acquisition of

grammatical skills in English language.

6. There was a significant rising by introducing co-curricular activities towards the acquisition of

creative expression skills in English language.

5.2 DISCUSSION OF RESULTS:

Co-curricular activities play an important role at secondary level of student level education. Different

co-curricular activities have been choose and performed for this research work. This research has

showed in good results in the English language skills improvement. These activities are very much

helpful to the teacher to know the feelings and attitudes of the student towards English language

acquisition. This result proved that we can make use of these methods to enhance student language

skill at school level.

5.3 IMPLICATIONS AND CONCLUSION OF THE STUDY:

This study envisages how the language skills were enriched by the implementation of different co-

curricular activities in the English class of secondary level students. This study exposed not only for the

enrichment of language skills but also for the development of moral and value based education through

participation in number of co-curricular activities. This study also impacted the attitude of the students

towards English language skills.

The investigator had a great opportunity to assess the students’ ability in English language

skills acquisition. The investigator got good experience in framing different co-curricular activities for

secondary level students.

This study fulfilled the teaching strategy and the curiosity of the student in the language learning.

5.4 SUGGESTIONS FOR FURTHER RESEARCH:

The investigator is interested in suggesting for further researchers that the most useful and interesting

activities should be introduced for the better language learning. The curriculum with participation of co-

curricular activities should be noticed and implemented at primary and high school education for

English language development.

89

The learning of language skills should become simple with the correlation of these activities by

the eminent researchers. So more investigation could be done for the language enhancement and the all-

around development if the student.

The impact of co-curricular activities should always be assessed by the investigators to create interest

among the students.

90

BIBLIOGRAPHY:

BOOKS:

1. Agarwal J.C “Thought and education” – Aryan book department, New Delhi.

2. Baglay W.C “ Classroom management”-Mac and Millan,London.

3. Board man J.H “Practical school method”- the moral press, London.

4. Brubacher quated in “Educational administration”- vinod pustak mandir, Agra.

5. Freet well “extracurricular activities in secondary schools”- moughton, miffiln

company,1931.

6. Harry C, Mckown “ Extracurricular activities- third edition” – The Mac millan

company, New York- Ch.I 1956.

7. Kathari D.S “Report of the education commissions “

8. Education and national development-Ministry of education- gvt of India-1965.

9. Leo N Chamberlin, Lislie W.Kindered “The teacher and school organization” –

prentice hall.inc.,

10. Agrawal J.C “thought and education” Aryan book dept New Delhi.

11. baglay , w.c, ”classroom management “ Mac , millan, London, 1928 chapter-9.

12. Boarrdman , J.H “ practical school method “ – the moral press London.

13. Brubacher putad in “educational administration” – vinod pustak mandi agra.

14. Fret well “extracurricular in secondary schools “ moughton Mifflin company , 1931.

15. Harry , c.mackown “ extracurricular activities 3rd edition “ The mac. Millan company

new York – ch.i

16. John dewy ” democracy and education “ the mac millan company , new York – 1916

17. Kothari , D.S. “ report of the education commission “ – education and national

development – ministry of education – govt of india – 1965.

18. Kill Patrick , W.H. Quoted in “ educational administration “ – vinod pustak - agra.

19. Leo M.Chamberlin, Leslie Q.Kinred “ the teacher and school organization “- prentice

hall – inc. - new York 1954

91

JOURNALS:

DESEERTATIONS/THESIS:

1. A critical study of the importance of co curricular activities in teaching social studies in secondary schools in Prakasam district.

By

Ravana Reddy(investigator)ST.Marys College of education.2005-06 guide:Dr.N.Joseph.

2. A study of implementation of co curricular activities in secondary schools in nandigam mandal of sri kakulam district.

By

A.Manmadha RaoGuide:Dr.R.Siva Prasad RaoM.A(Politics),M.A(Edu.)A.U 2010-11

3. A study of attitudes of secondary school teachers towards co curricular activities in eluru mandal of west Godavari district.

ByB.SatyavathiGuide:Smt.K.SaraswathiM.Sc,M.A,M.Ed, B.L,(P.Hd)

4. A study of implementation of co curricular activities in secondary schools at nandigama mandal of srikakulam district.

ByA.RambabuGuide:Dr.R.Siva PrasadM.A(Pol),M.A(Edu.),P.HdIASE, AU, Visakhapatnam.

92

5. An investigation into the role of co curricular activities at the secondary level in kothavalasa mandal in vizianagaram district.

ByG.Sri deviGuide:Dr.Jayaram kanakala.IASE, A.U, Visakhapatnam.

6. Nageswara rao , u.” A study of teacher moral in teacher training institutions in Sri Kakulam, vijaynagaram and Visakhapatnam districts” an unpublished pre P.Hd dissertation of Andhra university in 1984.

7. William, j.t “ the administration and d supervision of the high school” Grionn and company – 1925

8. Sukhaia, S.P “ Educational Administration “ Vinod pustak mandir- Agra – 1982.

9. Narang, c.l , Sharma .t.l “ a modern approach to school organization” N.B.S. educational publishers – 40/20 –B, Chandigarh – 1975.

93