Comparative Study of Influence of Co- Curricular Activities on Academic Progress of Male and Female Students at Secondary Schools in District, Toba Tek Singh

Abstract

This article examines the empirical relationship between co-curricular activity (CCA) participation and academic achievement among 10th-grade students in District Toba Tek Singh, Punjab. Utilizing a quantitative descriptive-comparative and correlational design with a stratified random sample (???? = 400) across public and private secondary schools, student engagement metrics were paired with verified Board of Intermediate and Secondary Education (BISE) Faisalabad annual examination scores. Polynomial quadratic regression reveals a statistically significant non-linear, inverted U-shaped relationship (???? < .001) between weekly CCA participation and academic outcomes. An optimal empirical tipping point of 4.5 hours per week was identified. Moderate engagement enhances focus, mitigates exam anxiety, and builds executive function, whereas engagement exceeding 6.0 hours yields diminishing returns due to physical fatigue and study time displacement. Significant gender and sectoral disparities were also observed: male students recorded higher weekly activity hours, yet female students achieved higher board examination averages through focused involvement in indoor literary pursuits. These findings challenge both the traditional "zero-sum" assumption and unrestricted developmental models, offering concrete benchmarks for educational administrators and parents in high-stakes examination ecosystems.