THE INFLUENCE OF EXTRACURRICULAR ACTIVITIES ON STUDENTS' PERSONAL ATTITUDES TOWARDS SCHOOL SUBJECTS

Abstract. The paper explores the influence of extracurricular activities on students' personal attitudes towards school subjects. It has been established that extracurricular activities have a positive impact on shaping cognitive motivation for educational activities, contribute to the development of students' cognitive interests, stimulate personality development, especially their creative potential, significantly broaden horizons, erudition, and emotional attitudes towards the world and themselves.

Keywords: extracurricular activities, motivation enhancement, school students.

Extracurricular activities play a significant role in shaping students' personal attitudes towards school subjects. They allow for the development of interests, creative abilities, and social skills, enhance motivation, and strengthen interpersonal relationships, which in turn positively affect academic performance.

One of the main goals of extracurricular activities is to cultivate a positive attitude towards learning among students. Various clubs, sections, excursions, competitions, and other activities are aimed at nurturing an interest in academic subjects and help students find their place in a group, unlock their potential, and display their talents.

The conditions created for studying also play a crucial role in shaping students' personal attitudes towards academic subjects. These could include computer labs, research laboratories, libraries, museums, which allow students to immerse themselves in the subject matter and explore new technologies.

Moreover, the approach to organizing extracurricular activities is vital. It should be accessible to all students, not just those who have the financial means to pay for club activities. It is also important that extracurricular activities do not encroach on the time and effort spent on studying.

Students' extracurricular activities are an integral part of the educational process and are of great importance for shaping a child's personality. They contribute to the development of social skills, increase motivation for learning, and foster a positive attitude towards academic subjects. Therefore, stimulating and supporting extracurricular activities are among the most important tasks of the school education system.

The research was conducted at the municipal budget educational institution "MBOU Secondary School No. 13" in Belgorod in the 2021-2022 academic year. The experiment involved 9th-grade students aged 14-15. The study was carried out in the 2021-2022 academic year. 9th-grade students aged 14-15 participated in the experiment. The researched groups were from the following classes: Group 1 - 9A class students (experimental group (EG)), Group 2 - 9B class students (control group (CG)). Each group consisted of 23 students. To determine students' attitudes towards school subjects, we used G.N. Kazantsev's technique "Studying attitudes towards school subjects."

The disliked subjects were identified as follows:

- Russian language (EG - 17 students, CG - 16 students),

- Mathematics (EG - 15 students, CG - 16 students),

- Foreign language (EG - 16 students, CG - 17 students),

- Chemistry (EG - 17 students, CG - 16 students).

The liked subjects were identified as:

- Physical education (EG - 8 students, CG - 7 students),

- Informatics (EG - 10 students, CG - 10 students),

- Geography (EG - 7 students, CG - 8 students).

The results of students' attitudes towards subjects obtained through the technique are presented in Figures 1 and 2.

According to Figures 1 and 2, in the initial stage, 70% of the control group students named Russian language as a disliked subject. In the experimental group, 74% of the students also selected Russian as a disliked subject.

At the beginning of the experimental part, mathematics was identified as a disliked subject by 70% of the control group students and 65% of the experimental group students.

In addition, at the initial stage, 74% of the control group students named the foreign language as a disliked subject. In the experimental group, 70% of the students also selected Russian as a disliked subject.

Figure 1. Results of Students' Attitudes towards Subjects. Disliked Subjects (Descriptive Stage)

Figure 2. Results of Students' Attitudes towards Subjects. Liked Subjects (Descriptive Stage)

Chemistry was identified as a disliked subject at the beginning of the experimental part by 74% of the control group students and 70% of the experimental group students, respectively.

Physical education was selected as a liked subject at the beginning of the experiment by 30% of the control group students and 35% of the experimental group students.

At the initial stage, 43% of the control group students named informatics as a liked subject. In the experimental group, 43% of the students also chose informatics as a liked subject.

Geography was chosen as a liked subject at the beginning of the experimental part by 30% of the control group students and 75% of the experimental group students, respectively.

At the final stage of the experiment, the disliked subjects were identified as follows:

- Russian language (experimental group - 13 students, CG - 14 students),

- Mathematics (EG - 17 students, CG - 19 students),

- Foreign language (EG - 10 students, CG - 17 students),

- Chemistry (EG - 4 students, CG - 14 students).

The liked subjects were identified as:

- Physical education (EG - 4 students, CG - 6 students),

- Informatics (EG - 12 students, CG - 10 students),

- Geography (EG - 9 students, CG - 8 students),

- Chemistry (EG - 10 students, CG - 1 student).

The results of students' attitudes towards subjects obtained at the final stage are presented in Figures 3 and 4.

Figure 3. Results of Students' Attitudes towards Subjects. Disliked Subjects (Control Stage)

According to Figures 3 and 4, at the final stage, 57% of the control group students named Russian language as a disliked subject. In the experimental group, 61% of the students also selected Russian as a disliked subject.

At the final stage of the experimental part, mathematics was identified as a disliked subject by 74% of the control group students and 83% of the experimental group students.

Additionally, at the final stage, 43% of the control group students named the foreign language as a disliked subject. In the experimental group, 74% of the students also selected Russian as a disliked subject.

Chemistry was identified as a disliked subject at the beginning of the experimental part by 61% of the control group students and 17% of the experimental group students, respectively.

Figure 4. Results of Students' Attitudes towards Subjects. Liked Subjects (Control Stage)

At the end of the experiment, physical education was selected as a liked subject by 26% of the control group students and 17% of the experimental group students.

At the final stage, 43% of the control group students named informatics as a liked subject. In the experimental group, 52% of the students also chose informatics as a liked subject.

Geography was chosen as a liked subject at the end of the experimental part by 39% of the control group students and 35% of the experimental group students, respectively.

According to Figures 3 and 4, at the final stage, 57% of the control group students named Russian language as a disliked subject. In the experimental group, 61% of the students also selected Russian as a disliked subject.

At the final stage of the experimental part, mathematics was identified as a disliked subject by 74% of the control group students and 83% of the experimental group students.

Additionally, at the final stage, 43% of the control group students named the foreign language as a disliked subject. In the experimental group, 74% of the students also selected Russian as a disliked subject.

Chemistry was identified as a disliked subject at the beginning of the experimental part by 61% of the control group students and 17% of the experimental group students, respectively.

At the end of the experiment, physical education was selected as a liked subject by 26% of the control group students and 17% of the experimental group students.

At the final stage, 43% of the control group students named informatics as a liked subject. In the experimental group, 52% of the students also chose informatics as a liked subject.

Geography was chosen as a liked subject at the end of the experimental part by 39% of the control group students and 35% of the experimental group students, respectively.

Moreover, students selected chemistry as a liked subject. In the control group, 4% of students and 43% of students in the experimental group.

The analysis showed that extracurricular activities significantly influence students' personal attitudes towards school subjects. It can contribute to a deeper understanding and interest in the subject. Furthermore, extracurricular activities should be significant and valuable both to the students themselves and their environment, helping shape a positive attitude towards the learning process as a whole.

In conclusion, it can be inferred that extracurricular activities have a significant impact on students' personal attitudes towards school subjects. Active educational and creative activities, sports and arts clubs, participation in social projects and volunteer activities help foster interest and a positive attitude towards learning, develop creative abilities and social skills. However, it is essential to consider the individual characteristics of each student and organize extracurricular activities based on their needs and interests to achieve the maximum effect.