Relationship between Taekwondo and Academic Achievement of Students at the Secondary School Level in District Lahore, Punjab, Pakistan

Abstract

The study’s methodology, which involved a retrospective design and a cross-sectional approach, provided valuable insights, but it also has certain limitations that may have impacted the results. The use of a Likert-scale questionnaire allowed for the collection of self-reported data, which may have introduced bias, as students' perceptions of their academic achievement and Taekwondo participation might not fully align with objective measures. Moreover, the reliance on final exam marks as the sole indicator of academic success may not capture the full spectrum of a student’s academic journey, as factors such as class participation, homework, and project work were not considered. The sample size of 500 students, though reasonably large, may not have been sufficient to detect subtle correlations or account for the diversity of student experiences. Future studies could expand the scope of the study by including a more diverse sample, considering additional performance indicators, and employing more robust data collection methods, such as interviews or longitudinal tracking of students’ academic progress. Exploring the broader psychological and social effects of Taekwondo participation may also yield more nuanced findings that contribute to the understanding of its impact on academic performance.