School Activities and the Development of Social Values among Saudi High School Students
Keywords:
extracurricular activities; high school students; school activities; social values; Vision 2030Abstract
This study examined the role of school activities in fostering social values among public high school students in Dammam, Saudi Arabia. Using a descriptive quantitative design, data were collected via a validated questionnaire from a stratified random sample of 438 students (51.37% male, 48.63% female) representing the broader population of 33,635 students. The data were analyzed using SPSS version 26.0. The instrument measured seven value dimensions: cooperation and social solidarity, mercy, forgiveness, kindness to neighbors, honesty, justice and equality, and acceptance of others. Results indicate a high overall impact of school activities on social-values development (M = 3.87, SD = 0.97). Honesty ranked highest, encompassing academic integrity, respect for rights, and protection of entrusted property. This was followed by acceptance of others, forgiveness, justice and equality, cooperation, kindness to neighbors, and mercy. Activities such as cultural programs, community service, scouting, and social clubs were identified as key mechanisms for value transmission. The findings underscore the effectiveness of extracurricular activities as a strategic tool for moral and social education, aligning with the emphasis of Saudi Arabia’s Vision 2030 on responsible citizenship. The study recommends integrating explicit values-based objectives into activity planning, ensuring diversity, inclusivity, and alignment with cultural and educational goals.
https://doi.org/10.26803/ijlter.24.11.30
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