AIOU Research project 8613 solved spring 2022

Theme: Personality development of students

Subtheme: Confidence

Topic: Enhancing confidence through co curricular activity among grade 7th students

  • Background of the Participants:

Action research was conducted in —. The participants of the study were grade 7th  students who were enrolled —-. The participants of this study belong to middle class families.  I selected grade 7th students which consisted in total 30 in numbers. Most of the participants were quite helpful and were matured enough to understand the purpose of my research. In their classroom there were posters and pedagogical materials charts for learning personality development among the students. Most of the students (participants) parents had a medium economic level, so their study did not receive full financial support from family. The interest of the students in the investigation led to their keenness for the student learning co curricular activity. As a result, teachers sometimes found it difficult to maintain order among students personality development. Most of the participants faced problems to speak English due to different reasons that I enlisted in my existing action research.

School Area:

          Project School was —-School building that contains 12 classrooms which were airy and lighted, 2 staff rooms, 1 science lab, library with full of books and a big grassy playground. According to the school record, there are a total of 300 students in numbers. The total staffs of that school was 12, they were very hard working and loyal with their profession. Annual result of school was 95 percent in this year. This school system has been appreciated by members of the nearby people, as well as by parents, teachers and other respective members of the community. Quran Majeed was taught since the third class. The school area belongs to the rural area.  The school environment also represents the market within which a school and its leader must position themselves. The personality development among students of the school is to teach the skills and abilities with the student as a canter and aims at the integral enhancement of the students through co curricular activity. My project school was recently renovated the building. The location of this school is far from the main street. Each classroom shows a list of school values, class rules and a whiteboard that shows the learning structure of each day. It makes the teaching and learning process situation work well because the situation is conducive and comfortable.

Reputation of school

The school has a great discipline and is very organized in teaching the curriculum of Punjab text board and school show great annual results every year was around 95%, therefore the pass aging ration of students are very good out of 95/100.

Details of the school

In selected school for research, for teaching the teacher used mainly three languages such as Urdu, English, the use of Urdu is most acceptable because the school location is present in urban areas. For skilled productivity and enhancement of knowledge of their students’ teachers also used many mixed individual task approaches to teach using the direct method of effective communication. The term communication is the process of delivering a message by the communicator to the communicant.

Literacy rate

The literacy rate stands at 66 % in 15 plus age group and 70 percent among the 10 years old population in school name as……… city. There is notice able difference between overall literacy rate and the female literacy rate that stands at 46% in 15 plus and 52% in 10 plus population 11.

Personality development among participants:

The participants in this research mostly belong to a different category in which irresponsibleness conditions are not too good and they cannot maintain the normal environment of children’s study. Many participants relate to the middle class families and them aggressive in behavior. They were very much relying on school environment and teachers communication for perceiving the knowledge with discussion of others. 

1. Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution. (10 marks) 8613 project 

(Give the background and rationale of the study)

Co curricular is one of the simplest and most powerful tools to engage and motivate your students. When used effectively, co curricular can turn around behavior challenges and improve students’ attitudes about learning. Students who learn and think differently often receive negative feedback as a result of their struggles. That makes meaningful and appropriate co curricular even more important. It may seem obvious that co curricular can have a powerful effect on your students. But research shows it’s not always the go-to tool  in fact, it’s often underused.

The good news is that when co curricular is effective, it’s really effective. Teachers who use co curricular regularly tend to have better relationships with their students. They lose less instructional time and see fewer behavior issues. In a study looking at practices that reduce behavior problems in elementary classrooms, the Institute of Education Sciences identified teacher co curricular as one of the top five most effective practices.

That doesn’t mean you should start co curricular activity students for every little thing they do. And you can’t expect it to be your only classroom management technique. Before you jump right in, it’s important to know that some kinds of co curricular are more effective than others.

The present topic has been selected for action research because the self-confidence issue is faced by all the students in different levels of education for career development. In the field of education, teaching and learning go side by side. Education is the only tool that aims to equip and empower its learners with the right knowledge. This knowledge also works towards acquiring various competencies and skills that are required for any citizen to capture good employment opportunities and have a positive impact on society. 

2. What was your discussion with your colleague / friend / senior teacher or supervisor regarding the problem? (05 marks)

(Provide your discussion with your colleague or supervisor for better understanding of the problem and alternate solutions)

Action research procedures (plan, act, observe, reflect and revise) were used to study the process and development of two classes. I learned that not only intelligence-factors but also emotional ones play an important role in learning and they will enhancing gradually and interact with each other. Hence, it would become important to improve the students’ basic skills so that they could participate in classroom co curricular activity with confidence. What I have done in my Integrated skills class was to make full use of the “Co curricular activity a based methodology based on motivation by teacher” of each unit. The parts include greetings with the novelty of confidences, farewells participation with more educated manners, introducing others, and asking and giving information with the depth of knowledge confidence based. Each time, we finished learning the parts; I would ask one of my students to give us a morning speech on a specific topic the next day by making a full preparation before class, which necessarily involved in co curricular activity learning from the first part.

3. What did you find about the problem in the existing literature (books/articles / websites)? (10 marks)

(Explore books and online resources to know what and how has been already done regarding this problem) 8613 project

Baumeister et al. (1990) as cited in Abbasi et al. (2015) declared that co curricular is encouraging interpersonal feedback. Positive feedback is categorized as a dynamic element in nurturing learners’ educational success and strengthening the preferred classroom behavior. Nicols (1995) as cited in Abbasi et al. (2015) pinpointed that positive feedback is perceived as an attractive corresponding that is in line with the learner’s self-image. Co curricular is generally regarded as positive feedback since it has the same meaning as it makes students feeling reinforced and meaningful and co curricular can be universal or specific (Moffat, 2011). The former refers to as behavior-specific co curricular (Hawkins and Heflin, 2011), while the latter type of co curricular is a well-organized and constructive educational tactic that can surge an extensive range of proper behaviors (Jenkins et al., 2015). Teacher co curricular is a manifestation of support or appreciation that goes further than feedback for an accurate reaction (Reinke et al., 2007). Teacher co curricular is regarded as a classroom strategy as dependent or a result of suitable student behaviors. In academic settings, co curricular should be associated with the performances or skills that the teacher desires to enhancing (Partin et al., 2009). Co curricular makes the students feel respectable, and it increases student-teacher relations through constructing a positive learning setting, diminishes troubles in the classroom, and makes learning promising (Rathel et al., 2014). To enhancing student engagement and success, teachers use co curricular regularly to reassure suitable behavior, while it reduces problematic behaviors in the classroom (Reinke et al., 2007). 

4. What were the major variables/construct of your project? Give definitions/descriptions from literature. (05 marks)

(What are the key terms in your topic or study? what do you mean of these terms? What particular meaning you will attach to the term when used in this project?) 8613 project

Experimental control group

In the study pretest and posttest experimental design was used. The main study sample comprised 30 students in a total them constituted the control group. When creating the experimental and control group, it was aimed not to cause any district differences between the groups to ensure this motivation and ABT had been done before the study, and their choices were made randomly in the classes that had similar performances to one another. The study was conducted the one of Govt ………………..

5. What did you want to achieve in this research project? (05 marks)

(Objective / purpose of the study; what was the critical question that was tried to be answered in this project) 8613 project

This research study was conducted to determine the effectiveness of co curricular activity teaching on student’s motivation and to measure the effect of activity based techniques on individual students’ academic achievement in science subjects.


1. To determine the effectiveness of the significant difference between co curricular activity approach of teaching and learning integrated science.

2. To determine the skills acquired between co curricular activity approach and the conventional method of teaching with motivation and learning integrated sconce.

3. To investigate the role played by the teachers with motivation via using the co curricular activity approach in the instruction of integrated science in the classroom.

Critical questions:

  1. What is the effect of co curricular activity teaching techniques on students’ motivation and academic achievement to the students in education at 7th grade?
  2. Is there a significant difference in the effect of co curricular activity teaching techniques on students’ motivation and achievement according to the two groups of respondents?
  3. What is the effect of gender motivation when exposed to an co curricular activity approach in teaching and learning integrated science.
  4. What is the role of a motivational teacher in organizing effective use of an co curricular activity approach in teaching and learning integrated science?

6. Who were the participants in your project? (05 marks)

(Give details of the individuals or groups who were focused in this project e.g. the early-grade students whose handwriting in Urdu was not good or the students of class VIII who did not have good communication skills) 8613 project

The sample of the study consisted of 40 students enrolled in 7th grade school……. Which are shows less self-confidence to explore science subjects and not learn with motivation even they have an education combination group? Thirty students were randomly selected as the participants of the study and distributed randomly to the experimental and controlled group.

The participants chose for the present research have been in the school for more than two years. They have undertaken an examination every year to move on to the next academic level. Many students despite beginning serious about the studies remain unable to perform well in exams. They are only thought the curriculum but are not prepared mentally by the teacher to be motivated and encourage enough to understand the exam. Thus some time fail to achieve the pressure and do not performs according to the expectation of their teachers and parents. They feel confused about structuring tens and grammar structures. Thus the researcher explores to

identify the problem by teaching them different methods.

The total of 70 participants are selected for the current study, all of them are students of 7th grade  class and their ages between 12 and 16. Among 70 students all are boys because here only avail in this school so it is confirm that all 40 boys are participants as samples in this action research. All participants belong to the middle-class families who don’t have rich sources for English language learning. Thus they very much rely on school teacher and curriculum for co curricular among the students of grade 7th.

7. How did you try to solve the problem? (10 marks)

(Narrate the process step-wise. Procedure of intervention and data collection)

Co curriculum is a technique that allows students to explore realistic situations by enhanicng confidence with other people in a managed way in order to enhancing experience and trial different strategies in a supported environment. Depending on the intention of the activity, students might be coo curricular similar to their own (or their likely one in the future) or could play the opposite part of the conversation or interaction. Both options provide the possibility of significant learning, with the former allowing experience to be gained and the latter encouraging the student to enhancing an understanding of the situation from the ‘opposite’ point of view.

How it Works

Students are given particular roles to play in a conversation or other interaction, such as an email exchange, typical of their discipline. They may be given specific instructions on how to act or what to say, as an aggressive client or patient in denial, for example, or required to act and react in their own way depending on the requirements of the exercise. The students will then act out the scenario and afterwards there will be reflection and discussion about the interactions, such as alternative ways of dealing with the situation. The scenario can then be acted out again with changes based on the outcome of the reflection and discussion.

Eligibility criteria

To be eligible for inclusion in this regard, studies were required to describe an intervention in school-aged children (between six and twelve years old) for cooperation and care. Only studies describing both pre- and post-intervention measurement in target populations of at least five children were included. Only original study would be published in English were considered for eligibility. Major variables for enhancing enhanicng confidence among the students of 7th grade with co curriculum technique at ( school).

The Pre-test post-test control group design

 Which is one of the methods of the experimental design is applied to all participants attendant the four hours lectures per week in a science course, while the students in the control group were being taught the conventional method (lecture method). The one in the experimental group were supplied some hands co curricular activity prepared by the researcher to improve their science process skills.

8. What kind of the instrument was used to collect the data? How was the instrument developed? (05 marks)

(For example: observation, rating scale, interview, student work, portfolio, test, etc.) 8613 project

Experimental group

An experimental study design utilized in this study consisted of an experimental group and a controlled group.

Control group

 The experimental group received treatment, while the control group received no treatment.

Random selection

Random assignment for selection of subjects was considered and pre-test and post-test control group design of experimental research was used for this study.

The sample of the study consisted of 80 students enrolled in 7th grade education and unrolled for two years. Thirty students were randomly selected as the participants of the study and distributed randomly to the experimental and controlled group.

9. What were the findings and conclusion? (Provide instruments and analysis as appendix) (10 marks) 8613 project

Based on the results and discussion, this study concluded that co curricular activity teaching enhances student motivation and improves academic achievement in education at the higher 7th grade. Teaching styles attract students and play a positive role in student motivation and improve

academic achievement for better results in learning.

  • In order to enhancing higher-order thinking skills, it is important to conduct lessons using co curricular activity teaching.
  • Teacher training programs on co curricular activity teaching may also be conducted by educational institutions to enhance teachers’ teaching skills.
  • Guide the enhancement trend of students and their needs and enhancing their talents and the direction of education is correct.
  • The teachers should employ and emphasize on improvisation which capacitated the acquisition of basic and process skills.
  • Teachers should provide opportunities for students to self-study, where the benefit of the teaching-learning situation in their future.
  • Adequate supply of learning and teaching materials should be provided so as to enhance learning and teaching effectively.
  • Adequate funding should be provided by the government.
  • Non-governmental the organization should assist the situation through the provision of materials and other learning materials.
  • Encourage for work in a group for the co-operative learning process.
  • Encourage the students to take responsibility of their own learning.

In addition, co curricular has been reflected as providing encouragement, self-confidence, and good teacher-learner relationships and it is believed that in educational psychology, teacher co curricular is an essential basis of support for effective student presentation and an indispensable and influential part of teaching and it is a noteworthy strategy in engaging student in the route of learning and co curricular activity students in the class fosters language students’ learning motivation and behaviors (Guilloteaux and Dörnyei, 2008). Co curricular activity is a technique to reward students who involve in echoing good behaviors or accomplishing better presentations to take advantage of co curricular 

10. Summary of the Project (05 marks) 8613 project

 (What and how was the research conducted – main objective, process and findings)

Teacher co curricular is a widespread classroom-managing approach that successfully impacts student learning (Floress et al., 2017). Co curricular is an active and concrete policy that is employed to surge learners’ prosocial behaviors (Dufrene et al., 2014). Teacher co curricular and overt inspiration can also be salient for constructing students’ self-confidence (Dweck, 2007). Assisting teachers to utilize co curricular in the classrooms is prominent as it can prevent student problems. However, the fact that several teachers do not logically arranged for more positive than negative in their classrooms (Reinke et al., 2013Derakhshan et al., 2021) specifies that it is required to conduct further study to investigate what teaching approaches and types of co curricular will result in successful teacher co curricular. Undoubtedly, having a more detailed perception of how co curricular functions in EFL classrooms will assist all learners to be efficacious in the EFL classroom. Although the significant effect of teacher co curricular is certified in language learning, studying the kinds of co curricular can be most efficient will be worthwhile in evolving proper proficient progress for teachers in further studies.

11. How do you feel about this practice? What have you learnt? (Self-reflection) (10 marks) 8613 project

Learning by students through co curricular activity teaching with motivational strategies on the experience you get is of great importance because of the education sector, with many goals and the advantages and benefits. I believe students should improve their skills, for which teachers have to motivate them to have good writing skills, by providing instructions in writing processes and rules of writing, such as grammar rules and writing practice. Strong writing skills may enhance students chances for success. Any reading and language curriculum must think about the multidimensional nature of writing with self-confidence in instructional practices, evaluation procedures, and language enhancement.

12. What has it added to your professional skills as a teacher? (05 marks) 8613 project

This research has made me aware of the responsibility that lay on a teacher to motivate his/her students towards studies. A teacher’s job is not only to teach the curriculum to the students. A teacher also enhancing a positive attitude of the students towards studies so they feel encouraged to acquire education and do not feel burdened. It is mandatory for teachers to make their lesson plans interesting and motivating for students to make part in daily class co curricular activity.

APA manual – 6th Edition. Examples of format are available on websites.  (05 marks) 8613 project

1.      Ackerman, P., & Wolman, S. (2007). Determinants and validity of self-estimates of abilities and self-confidence measures. Journal of Experimental Psychology: Applied, 13(2), 57–78.

      2.     Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). Doing science versus being a scientist: examining 10/11-year-old schoolchildren’s constructions of science through the lens of identity. Science Education, 94(4), 617–639.
3.      Arens, A. K., Seeshing Yeung, A., Craven, R., & Hasselhorn, M. (2011). The twofold multidimensionality of academic self-confidence: domain specificity and separation between competence and affect components. Journal of Educational Psychology, 103(4), 970–981.
4.      Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
5.      Chen, P., & Zimmerman, B. (2007). A cross-national comparison study on the accuracy of self-efficacy beliefs of middle-school mathematics students. The Journal of Experimental Education, 75(3), 221–244.
6.      Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2),78–89.
7.      Huang, C. (2011). Self-confidence and academic achievement: a meta-analysis of longitudinal relations. Journal of School Psychology, 49(5), 505–528.
8.      Marsh, H., Craven, R., & Debus, R. (1999). Separation of competency and affect components of multiple dimensions of academic self-confidence: a developmental perspective. Merrill-Palmer Quarterly, 45(4), 567–601.
9.      Mullis, I., Martin, M., Ruddock, G., O’Sullivan, C., & Preuschoff, C. (2009). TIMSS assessment fameworks. Chestnut Hill, Massachusetts: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
10.  Usher, E., & Pajares, F. (2008b). Sources of self-efficacy in school: critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796.
11.  Viljaranta, J., Tolvanen, A., Aunola, K., & Nurmi, J.-E. (2014). The developmental dynamics between interest, self-confidence of ability, and academic performance. Scandinavian Journal of Educational Research, 58(6), 734–756.


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