Royal institute of management, semtokha


List of Tables and Figures



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Table 1: High schools for sampling

Table 2: Norms for interpretation of their skills

Table 3: Descriptive statistics

Table 4: Correlation between cultural activities and various attributes of interpersonal skills

Table 5: Correlation between sport activities and various attributes of interpersonal skills

Table 6: Correlation between literary activities and various attributes of interpersonal skills

Table 7: Correlation between club activities and various attributes of interpersonal skills

Table 8: Correlation between volunteerism and various attributes of interpersonal skills

Figure 1: Conceptual Framework of various co-curricular activities and its impact on social

Adjustment

Figure 2: Percentage representation of participation in various activities

Figure 3: Percentage representation of Effective Listening

Figure 4: Percentage representation of Self-awareness

Figure 5: Percentage representation of Facilitating

Figure 6: Percentage representation of Questioning

Figure 7: Percentage representation of Assertiveness

Figure 8: Presentation representation of Oral Speech

Figure 9: Presentation representation of Facial Expression

Figure 10: Presentation representation of Reflection

CHAPTER 1

INTRODUCTION

Education is a never ending process of inner growth and development which humanizes humanity, makes life progressive and civilizes citizen. It is through education that we develop thinking, reasoning, problem solving, creativity, intelligence, aptitude, positive sentiments, skills, good values and attitude. The entire process of education is not something static or one time measure; it’s a continuous and life-long endeavor through curricular and co-curricular activities. Therefore, co-curricular activities, in a well developed education system, are recognized as a source of enrichment and vitalization of the curriculum, mainly through cultivation of hobbies and interests. It is associated with integrated development of the personality of an individual; his physical, cultural, aesthetic, social, mental and emotional aspect.

The education system should address the societal changes in the school curriculum and prepare citizens with new knowledge, skills, values and dispositions to create awareness of the world in which these young people, which requires them to have an understanding of nation-states, world markets, international law and human rights to be able to adjust in the globalized world they live in. According to Astin’s Theory of Involvement, involvement can take many forms, such as absorption in academic work, participation in co-curricular activities and student’s interaction with faculty and other institutional personnel (Leung, Ng and Chan, 2011). He stated that greater the student’s involvement in college activities, greater will be student’s learning and personal development which sets a paradigm for us to study the influence of co-curricular activities on personal development of the students.

As pointed out in Astin’s involvement theory, many studies have also revealed the influence of participation in co-curricular activities on personal development of the student. For example, the study conducted by (Darling, Caldwell, and Smith, 2005) found that the students who receive proper support and encouragement by exploring various activities will built in confidence, independence and self control where as those who do not often tends to confuse themselves. In the same light (Mehmood, Hussain, and Khalid, 2012) found out that co-curricular activities play a significant role in personality development in secondary school students and the study also revealed that institutions are well aware about the importance of these activities. Hence, students require lot of engagement in various activities, so teachers and parents should play a constructive role in helping adolescents, providing them with ample opportunities to participate in.

Bhutan like other countries also recognized the importance of co-curricular activities. Therefore co-curricular activities has always been part of contemporary education system although modern education was introduced relatively late in Bhutan. The need for interactive activities to address the changing circumstances gained limelight in Bhutan and to further address the need of the hour, Gross National Happiness values were infused in school curriculum. According to 30th Education Policy Guidelines and Instruction, educating for GNH was launched to transform behavior and attitude of students which can ultimately prepare children for the world of work (Ministry of Education, 2012).

Education, though responsible for preparing children for their adult life, is often bogged down while reacting to social demands that are driven by almost continuous changes. Educating a child is a long-term business and a very expensive venture. Nevertheless, it must move on optimistically, preparing children for their adulthood hoping that they will find their satisfying life ahead. Planned co-curricular activities are equally educational as are those based on the textbooks and syllabi for academic achievements.



Changes in philosophical and psychological ideas have now given a new direction to the school curriculum. Philosophical ideas have brought about a change in aims of education. The crying need of the hour is the education for democracy, hence education should aim at producing those individual who can intelligently participate in those activities which addresses the need of the hour. Co-curricular activities are defined as the activities that enable to supplement and complement the curricular or main syllabi activities. These are the very important part and parcel of educational institutions to develop students’ personality as well as to strengthen the classroom learning. Co-curricular activities have wide horizon to cater to the cultural, social and aesthetic development of the child enhancing better social adjustment in the society. Adjustment happens when a member of society fits into society according to the societal norms and standards. Therefore, there is an immense need of involvement in co-curricular activities to be able to adjust in our changing society.

The present study will provide an overall view of the personal development of the youths and their adaptability in a changing society. The importance and the attention given to the youth have been stable through the leadership of the Fourth Druk Gyalpo who repeatedly emphasized their role in his every address (Ministry of Education, 2012). Therefore this study aims to highlight on relationship between co-curricular activities and social adjustment of the students.




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