Reluctance of Secondary School Female Students to Participate in School Activities: Diagnosing the Causes and Finding Solutions

Abstract

The study aimed to diagnose the reasons for secondary school female students’ reluctance to participate in school activities, identify the types of activities they prefer and the factors that motivate their participation, develop an action-oriented program based on the diagnostic findings, and evaluate its impact on reducing reluctance and improving students’ attitudes toward participation. The study adopted an action research methodology and was conducted at the Fifth Secondary School in Bishah during the first semester of the 1448 AH/2026–2027 academic year. A pre-diagnostic questionnaire was administered, yielding 94 responses, followed by a post-questionnaire that received 163 responses. The results showed that the most prominent reasons for reluctance were the unsuitability of the activity time or location, at 67.0%, and the heavy academic workload and lack of prior knowledge about available programs, at 61.7% each. The findings also highlighted the importance of diversifying activities, aligning them with students’ interests and talents, encouraging participation by families and teachers, and providing incentives, support, and guidance. In light of the diagnostic findings, an action-oriented program was developed that included improving activity organization and early announcements, diversifying activity areas, involving students in selecting, planning, and implementing activities, and strengthening incentives and recognition. The post-assessment results showed positive attitudes toward participation, with participation in classroom activities reaching 82.2% and students’ willingness to participate in extracurricular activities reaching 66.3%. The descriptive comparison also indicated improvement in several participation and attitude indicators. The study recommended developing school activities in accordance with students’ interests, improving their timing and announcement mechanisms, strengthening students’ role in planning and implementing activities, and maintaining school and family support and encouragement.