A RESEARCH PAPER SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF POST GRADUATE DIPLOMA IN PUBLIC ADMINISTRATION
ROYAL INSTITUTE OF MANAGEMENT, SEMTOKHA
Submitted by 150220
I would like to express my deepest appreciation to the Royal Institute of Management and the faculty for supporting and giving us a platform to work out and enhance our research skills. I thank all for your enduring support and reposing your trust and confidence in me.
Beside the institution I would also like to express my heartfelt gratitude for kind assistance of the principals, teachers and the students of various schools. Their overwhelming assistance in gathering up students for collecting data and students providing first hand information has been most profoundly helpful and significant in this research.
I would also like to thank Mr. Rinchen Tshering of National Statistical Bureau of Bhutan for his effort in helping me with research methodology and SPSS.
Last but not the least I extend my earnest thanks to Mr. Ugyen Lhendup-supervisor for his ever guiding support and help. I am obliged to his encouragement and guidance until the completion of this research.
My sincere appreciation also extends to my class mates and the Program Assistant, Mrs. Karma Tshomo for their support.
The study was designed to determine the relationship between participation in co-curricular activities and social adjustment of students which was measured by the attributes of interpersonal skills like effective listening, self-awareness, facilitating, oral speech, facial expression, reflection, questioning and assertiveness. Many western literatures in similar field have revealed that there is a positive correlation between participation in co-curricular activities and social adjustment of the student. In such pursuit Bhutan has come up with co-curricular activities for the students. However, there is limited or not easily available research which determined the relationship of co-curricular activities with social adjustment of the student (measured by interpersonal skill). The purpose of this study was therefore to find out the correlation between participation in co curricular activities and numerous attributes of interpersonal skills which determines social adjustment of the secondary school students of Thimphu Thromde.
Data was collected from 338 respondents from three different schools from Thimphu thromde using proportional stratified sampling method. The total sample of 338 was further divided into stratum of three schools and 98 data were collected from Rinchen Higher Secondary School, 85 from Pelkhil Higher Secondary School and 155 from Motithang Higher Secondary School. The study carried out descriptive correlation analysis and gave the fact that there is a negative correlation between participation in co-curricular activities and various attributes of interpersonal skills which determines social adjustability. The study, however, also revealed that there is no auto correlation between activities such as clubs with the attributes with Pearson value near to 0. It can therefore be deduced from the study that while sport, cultural, literary and volunteerism is negatively correlated to social adjustment of the students, club activities has no relationship with social adjustment of the students.
Guidance in conducting co-curricular activities has critical role to play to help develop interpersonal skills. The study recommends that schools should either infuse more skill oriented club activities or do away with it. There is need for proper monitoring to avoid over involvement.
List of Tables and Figures 4
CHAPTER 1 1
OPERATIONAL DEFINITIONS OF THE TERMS 3
Co-curricular activities 3
Social adjustment 4
The term adjustment is often used as synonym for accommodation and adaptation. Social adjustment refers to a process of interaction between the needs of a person and demand of the social environment in any given situation, so that they can maintain and adopt a desired relationship with environment. Kulsherstha (1979) defines adjustment as an attempt of an individual to cope up with stress, and conflict to ultimately achieve one’s need. We can therefore, conclude that adjustment is an effort to create harmonious relationship between one’s need and the changing environment. Individual‘s adjustment can be expected to change from situation due to changing environment. According to Arkoff (1968), there is nothing like satisfactory or complete adjustment which can be achieved once and for all time. 4
Interpersonal skills 4
STAEMENT OF THE PROBLEM 6
RESEARCH QUESTION 7
SIGNIFICANCE OF THE STUDY 8
CHAPTER 2 9
LITERATURE REVIEW 9
Co -curricular activities and Interpersonal skills 9
Interpersonal skills: A measure for Social Adjustment 10