Co-curricular Activities Research Articles

Decoding the Implicit Meanings: Analyzing Alan Walker’s ‘The Drum’ from a Social Semiotic Perspective

This research explores the application of social semiotics in analyzing the lyrics of Alan Walker's song "The Drum." Social semiotics examines how signs and symbols construct meaning within a social context. The research employs a qualitative approach, focusing on thematic analysis of the lyrics. The findings reveal that the song incorporates various social semiotic elements, including symbolism related to life's struggles, success, and the significance of guidance. The analysis suggests that "The Drum" can be interpreted as a motivational message about overcoming challenges and pursuing dreams. To realize the results and analysis of the songs, "The Drum" by Alan Walker's social semiotics into practice in the classroom, it needs to be done using various methods in various co-curricular activities (especially those integrating life skills) or through the habit of reading and singing or listening to beautiful songs of art, especially the works of young people who always have a very creative and constructive spirit.

Determinants of Student’s Satisfaction Towards Bus Service Quality in UiTM Cawangan Selangor

Bus service around the campus is essential for the movement of students to undergo academic and co-curricular activities. Student satisfaction with the quality of the bus service provided needs to be considered. Hence, this study was conducted to determine the relationship between empathy, perceived value, reliability and timeliness and also to examine the greatest predictors among all four variables towards student satisfaction with the quality of bus services at UiTM Cawangan Selangor. In total, 200 undergraduate university students took part in the research as survey respondents. The SPSS version 29 was used to analyze the data. The findings from the analysis revealed that empathy, perceived value, reliability and timeliness were found significantly correlated with student satisfaction. In addition, the reliability was highly significant in determining student satisfaction. The practical and theoretical implications of understanding the characteristics of empathy, perceived value, reliability and timeliness will make university administrators and service providers more concerned with student satisfaction to improve the quality of bus services provided. In addition, the results of this study also aim to provide insights that can be taken into action by the parties concerned in improving service delivery and the overall student experience.

Breaking the shackles of nomophobia: a school-based intervention using strength-based counseling, co-curricular activities and blended learning

Breaking the shackles of nomophobia: a school-based intervention using strength-based counseling, co-curricular activities and blended learning

Gender inequality in the public sphere as perceived by Muslim female graduate students at a Pakistani higher education institution – a critical grounded theory perspective

Purpose The subject of gender inequality has been approached by academics of various fields – psychologists, political scientists, developmental economists, feminists, sociologists, among others. Although there is a considerable amount of evidence indicating the presence of gender bias in various aspects of educational and work life in Muslim countries, not many studies have attempted to understand the female perspective during extra- and co-curricular activities in higher education institutions (HEIs) and their coping strategies. Design/methodology/approach A critical grounded theory approach was used. Findings The findings indicate that the role of female “religio-socio-cultural” stereotypes mutually reinforces each other to perpetuate an uneven playing field. Females have evolved many strategies to cope, including creation of sub-private spheres within larger public spheres and restricting their interactions to specific strata within the public sphere. Originality/value The study provides a female perspective regarding participation during extra- and co-curricular activities in a HEI in a Muslim majority context using critical grounded theory.

Home-School Connection: Investigating Parental Involvement in the Academic Learning of PrimarySchool Students

The objectives of the study were to analyze the perspective of parents about their involvement in the academic learning of their children studying at the primary school level. A quantitative research design was used to conduct this study. A descriptive survey method was used to collect the data. The population of the study was parents of the students of government primary schools of tehsil Rajanpur. It included male and female primary schools in rural and urban areas in this tehsil. Disproportionate stratified random sampling technique was used to select 648 parents of primary school children. Self-developed research instrument, i.e., a five-point scale, was used for data collection. The data were analyzed through descriptive and inferential statistical techniques. The study found that parents were highly involved in parenting and home-based learning activities. However, their involvement in the community-related activities and decision-making was relatively low. It is suggested that parents participate in classroom, school, and co-curricular activities. Training sessions may be conducted for teachers and parents on various ways of collaboration in the educational settings in order to better understand and improve the student's learning progress.

Impact of Technologies & Co-Curricular Activities on Students’ Academic Achievement at the Undergraduate Level

This study examined the impact of technologies and co-curricular activities on students’ academic achievement at the Undergraduate Level. Data on approximately 200 enrolled college and university students from the undergraduate level male and female Class of 2018 who participated in this research study in Karachi, Pakistan. Universities can measure student success through their highest GPA in their exams, whereas colleges measure students’ performance through the highest percentage to measure student academic success. While evidence exists that co-curricular activities benefit student achievement, the relationship between such participation and student learning, as measured by GPA, has not been quantified. This study sought to understand how technologies and co-curricular activities affect students’ academic performance. The findings depict significant positive relationship between co-curricular activities and students’ academic performances and also showed weak impact of technologies on students’ academic performances. Colleges and Universities may contribute to increased student learning through co-curricular activities. To improve student learning, universities should introduce, understand, and implement technologies and co-curricular activities to enhance their students’ knowledge, skills, and abilities.

Integration of Merdeka Curriculum with Zero Waste Movement: an Innovative Key in Solving Environmental Damage

Based on previous research, environmental damage caused by waste is due to people's habit of littering. One of the solutions that can be taken is by integrating the Independent Curriculum with the Zero Waste Movement. This study aims to explore the integration of the Zero Waste Movement in the Merdeka Curriculum, with a focus on intra-curricular activities, extracurricular activities, school culture, and strengthening projects for Pancasila Student Profiles. This study uses a literature study approach, by reviewing various relevant sources and analyzing how such integration can be carried out effectively. The results of the study show that integration with the Merdeka Curriculum covers certain subjects that support the understanding and practice of Zero Waste. In extracurricular activities, the Zero Waste Movement can be made a work program by members (Adiwiyata cadres). The Zero Waste Movement can become a school culture if all school members actively participate in the 5R activities (Reduce, Reuse, Recycle, Refuse, and Rot) repeatedly, scheduled, organized, and can be evaluated. The Zero Waste Movement is part of the project to strengthen the Pancasila Student Profile, with schools holding co-curricular activities in the form of student projects that support the implementation of the movement. In conclusion, the integration of the Zero Waste Movement into the Merdeka Curriculum not only has the potential to increase environmental awareness among students but also to strengthen Pancasila values, making it an integral part of character education and school culture.

Integration of Co-Curricular Activities on Students ‘academic Performance in Public Primary Schools in Rwanda, A Case of Bugesera District

The main purpose of this research was to assess the influence of the integration of co-curricular activities on students’ performance in public primary schools in Rwanda, case of Bugesera district, Rwanda. This research was supported with attribution theory and involvement Theory. The researcher used descriptive research design for data collections. The participants were students, teachers and Head teachers. The participants comprised students, teachers, and head teachers, totaling 780 respondents, including 30 head teachers, 150 teachers, and 600 students selected from 30 sampled schools across 15 sectors of Bugesera District, Rwanda. The participants were chosen by using different methods where researcher used random sampling and purposive sampling. The responses for sports show that a significant majority of participants believe that sports are well integrated into public primary schools, with 58.7% agreeing and 36.6% strongly agreeing, making it a widely embraced activity. A very small percentage of respondents were neutral or disagreed, suggesting that sports play a prominent role in school co-curricular activities. Music, particularly through choir and instrumental activities, also enjoys considerable integration in schools, with 34.6% agreeing and 52.8% strongly agreeing to its presence. Findings on objective two indicated that The statements focus on satisfaction with co-curricular activities, participation, assessment, impact on learning, fairness, and the role of feedback in academic improvement. Satisfaction with Co-Curricular Activities, A significant majority of students express satisfaction with the co-curricular activities offered at their schools, with 60.2% strongly agreeing and 34.3% agreeing. The data reflects a strong and significant positive correlation between the two variables, with a Pearson correlation coefficient of 0.919 and a p-value (Sig. 2-tailed) of 0.000. The Pearson correlation coefficient 0.919 suggests a very high positive relationship between students' participation in sports and their academic performance. The government should create policies that support the integration of co-curricular activities as part of the national education curriculum.. The government should provide sufficient funding and allocate resources specifically for the development of co-curricular programs in public primary schools. The government should ensure regular monitoring and evaluation of schools to assess the implementation of co-curricular activities and their impact on students' academic performance.

Personal and professional development activity tracking in a pharmacy curriculum

Background and purposePersonal and professional development (PPD) is an essential focus of pharmacy school curriculum in developing future pharmacists. This manuscript describes the creation, implementation, and data collection of a PPD Activity Tracker in a pharmacy curriculum. Educational activity and settingPreviously, in “Standards 2016” and currently in “Standards 2025”, colleges of pharmacy are tasked with documenting how students achieve PPD throughout their academic careers. Therefore, the PPD course directors developed a PPD Activities Tracker to provide student pharmacists a central location to document curriculum and co-curricular activities as they matriculate through the pharmacy program. The tracker was created using an electronic survey platform. Eleven activity categories were established, and students noted whether the activity was directed toward personal and/or professional development. The purpose of the tracker was to create a repository for student documentation of their PPD-promoting experiences and to provide a mechanism for individual and cohort reporting for assessment and accreditation. FindingsStudent pharmacists from two class cohorts entered 3254 PPD activities into the tracker over a two-year period. All PPD categories were tracked with the highest attended activities, including personal development & self-care (19%) and self-reflection (19%); the next highest category was interprofessional education/collaboration (15%). Students noted that most PPD activities enhanced their personal and professional development (49%), while personal development only and professional development only were 31% and 19%, respectively. The students “highly recommended” (72%) most tracked PPD activities, while 26% of activities were “recommended.” Individual student and class cohort data were also readily accessible. SummaryThe PPD tracker created a central, easily accessible, and organized storehouse for successfully collecting curricular and co-curricular PPD activities throughout the student pharmacist's career. The data from this tracker could easily be collected and sorted individually as a class cohort or for an individual student pharmacist.

Readiness Level of Chinese National-Type Primary School Malay Language Teachers Towards the Implementation of Pikebm as A Compulsory Additional Element in Co-Curricular Activities in Klang District

Readiness Level of Chinese National-Type Primary School Malay Language Teachers Towards the Implementation of Pikebm as A Compulsory Additional Element in Co-Curricular Activities in Klang District

Assessment of Student Pharmacists' Co-Curricular Professionalization Using an Impact Scale.

Co-curricular participation is a required component of the pharmacy program. Assessment of co-curricular activities has proven challenging due to lack of manpower to address the workload of reviewing multiple critical reflections. This project documented the professionalization impact of co-curricular involvement and secondarily explored the utility of our assessment tool, the Co-curricular Impact Scale (CIS), developed to streamline the assessment process. First- through third-professional-year students (P1, P2, P3) participated in five co-curricular domains: (i) professional development/education; (ii) patient care service; (iii) legislative advocacy; (iv) leadership/service to the pharmacy profession; and (v) healthcare-related community service. For the CIS, 16 questions were developed and mapped to 11 educational outcomes and included assessing the impact of immersing in an authentic learning experience, collaborating with healthcare professionals, and preparing for the pharmacist role. A group of 296 students rated the impact of participation as low, moderate, or significant for five events annually. Based on 717 entries, the two attributes deemed most impactful were: "Activity immersed me in an authentic learning experience" (95% ≥ Moderate Impact) and "Activity improved my self-confidence" (93% ≥ Moderate Impact). P1 students found slightly less impact in co-curricular participation (83.5%) than P2 (88.4%) and P3 (86.8%) counterparts. The CIS proved to be an efficient method to collate impact of co-curricular involvement upon student professionalization.

Co-curricular activities and leadership skills of student leaders of senior high school students in Divine Word College of San Jose

Co-curricular activities and leadership skills of student leaders of senior high school students in Divine Word College of San Jose

Complementing Home Languages and English First Additional Language through Non-Academic Activities

This study explored how to harness non-academic activities to enhance the complementarity between learners’ home languages and English first additional language (EFAL) in the Intermediate Phase in South Africa. A qualitative approach was used in this study. For this qualitative study, eight Intermediate Phase teachers were selected as respondents. Each teacher was engaged in a telephone interview because we found this data collection tool less time-consuming, allows for the recording of the conversation, and saves on transport costs. These eight teachers, two each from four primary schools, were referred to as T1 to T8 to maintain their anonymity and uphold confidentiality. The findings indicate that using non-academic strategies and activities such as songs, co-curricular activities, name building, school assemblies and announcements, bilingual/multilingual teachers and non-teaching personnel help learners realise the complementarity between their home languages and the English language. The other findings comprise inclusive strategies that could benefit EFAL learners in using their home languages to understand EFAL, namely the use of newsletters and telephone calls in the vernacular, Heritage Day and Cultural Week and school trips to cultural villages. The study has shown that in globalised multilingual learning settings, there is a need to embrace non-academic activities that the school and relevant stakeholders can use to promote the complementarity between learners’ home languages and English first additional language. The study also recommends hiring bi/multilingual teachers to schools to enhance multilingual practices in teaching and learning English first an additional language. Keywords: English first additional Language; Multilingualism; Multilingual Education; Linguistic Diversity

Nexus between Work-Family life Balance and Health of Professional Women: A Case study of The Women University Multan

This study examined the impact of technologies and co-curricular activities on students’ academic achievement at the under graduate level. The data collection includes 200 enrolled college and university undergraduate students, male and female, class of 2018 who participated in this research study in Karachi, Pakistan. Universities can measure student success through the grade point average (GPA) attained in their exams, whereas colleges measure students’ performance through the highest percentage, which determines student academic success. While evidence exists that extracurricular activities benefit student achievement, the relationship between such participation and student learning, as measured by GPA, has not been quantified. This study sought to understand how technologies and co-curricular activities affect students’ academic performance. The findings depict a significant positive relationship between co-curricular activities and students’ academic performances. Furthermore, the results showed a weak impact of technologies on students’ academic performances. Colleges and universities may contribute to increased student learning through co-curricular activities. To improve student learning, universities should introduce, understand, and implement technologies and co-curricular activities to enhance their students’ knowledge, skills, and abilities.

The Role of Co-Curricular Activities in Improving English Language Speaking Skill of Grade Ten Students at Pinyudo Secondary School in Gog Woreda Gambella, Ethiopia

The purpose of this study was to examine the roles of Co-Curricular Activity (CCAs) in improving English language speaking skill of grade ten Students of Secondary School at Gog Woreda in Gambella Regional state. The study was designed using quesi-experimental research design. To collect the necessary data among the existing grade ten students, 44 students selected from section using simple random technique were used as study sample. From these students 22 were assigned as experimental group and the remaining 22 students assigned to form the control group. To data was collected using test as instrument. The data gathered were analyzed using statistical tools such as: means, standard deviations; and significance level were conducted with the T test using Statistical Package for Social Sciences (SPSS version 24). The finding of the study indicated as there was a difference between the experimental and control groups students English speaking performance. In addition, the findings showed as there is significance difference in the mean score of the experimental and control groups of students participated in the study. Moreover, the finding showed as there is difference with regard to aspects of speaking skills between the learners. Based on the findings it was recommended that the school teachers and administration should give high attention for implementation of CCAs in the school integrating it with regular class room lessons. In addition, the school’s teachers and students should conduct experiences sharing with other schools which have better implementation of CCAs. Furthermore, curriculum designers at different level are highly recommended to use CCAs as integral part of regular class room lesson in designing materials. Moreover, future researchers are recommended to make deep investigation including other variables on the area.

Opportunities and challenges of multicultural education in Ethiopian public universities

This study assessed the implementation of multicultural education in Ethiopian public universities. Using a qualitative holistic case study design, faculty members were selected from Dire Dawa University and Haramaya University using purposive sampling to participate in the study. In addition to interviews, document reviews, and observation were used to collect data. The findings revealed that the implementation of multicultural curricula is at a very low level. Among the major challenges to the implementation of multicultural education are inadequate resources, prejudiced attitudes towards diversity, curriculum politicization, and institutional fragility. Nonetheless, the data analysis also revealed that there are potential opportunities for effective implementation, namely the university's nature, multicultural education courses, guidelines, cultural events, co-curricular activities, and intergroup discussions, all of which offer promising prospects. Faculty members' insight can promote multicultural education by leveraging identified prospects, employing strategic approaches, and embracing culturally responsive pedagogy. Further study is recommended for broader context and generalizability.

Integration of P5 in Local Wisdom-Based Social Studies Learning as a Form of Strengthening the Pancasila Student Profile in Junior High Schools

Local wisdom has an important role in cultural sustainability in a global context. The current development of globalization has the potential for a shift in local values to a more attractive global culture. This research aims to determine the strategies carried out by the Taruna Nusa Harapan Junior High School, whose students have a diversity of ethnicities, religions and national origins in maintaining local wisdom values in the City of Mojokerto. This research uses qualitative methods by collecting data using in-depth interviews with P5 facilitators, teachers and students, observation and documentation. Data processing techniques use source triangulation. The results of the research show that Taruna Nusa Harapan Junior High School preserves the values of local wisdom through the Project for Strengthening the Profile of Pancasila Students (P5) by highlighting the theme of local wisdom by creating an activity entitled the Tunas Maja festival. Not only co-curricular activities, P5 Activities with the theme of local wisdom are very supportive in instilling local wisdom values in social studies learning for grades VII and VIII. The strategy used by the social studies teacher is to insert local wisdom material into relevant social studies materials such as class VII material about the relationship between the diversity of geographical conditions in the archipelago and the formation of cultural diversity. Apart from that, class VIII material, this theme is relevant to material regarding awareness of social changes that are occurring in the contemporary era with the theme of microhistory, local history, oral traditions.

Manajemen Pengembangan Kurikulum Pesantren Mu’Adalah (Studi Kasus Pada Satuan Pendidikan Mu’allimin Pondok Pesantren Trubus Iman Tanah Grogot)

The policy on developing the mu'adalah pesantren curriculum as outlined in the Regulation of the Minister of Religious Affairs of the Republic of Indonesia number 31 of 2020 emphasizes the importance of being tailored to the characteristics of each pesantren. Management, which consists of planning, implementation, and evaluation, is a crucial aspect of this process. This has a significant impact on the students. The management of the mu'adalah pesantren curriculum development at Trubus Iman Islamic Boarding School focuses on planning, implementation, and evaluation. The Planning of the Mu'adalah Pesantren Curriculum Development refers to the vision and mission of Trubus Iman Islamic Boarding School by enriching the curriculum content that integrates knowledge, faith, and practice. There is a close integration between religious and general knowledge in the curriculum, which is designed in the context of intra-curricular, extra-curricular, and co-curricular activities. The Implementation of the Mu'adalah Pesantren Curriculum Development begins with a curriculum orientation stage for the subject teachers. The mu'adalah curriculum program is developed by adopting learning processes inside and outside the classroom, reflecting the characteristics of Trubus Iman's integrative, comprehensive, and independent education system. The Evaluation of Curriculum Development involves supervision activities that include guidance, monitoring, and controlling the implementation of the curriculum.

Promoting pre-service teacher development through intervention-based action research

ABSTRACT In this intervention-based action research study, we first conducted interviews with 20 Colombian pre-service language teachers. The pre-service teachers’ perspectives indicated their awareness of the multidimensional role of the teacher and the complexity of the teaching profession, and we identified their self-perceived competencies and areas where they desired improvement as future language teachers. The findings informed our design of co-curricular activities that addressed pre-service teachers’ concerns. Next, we implemented and evaluated the co-curricular activities which helped pre-service teachers develop new understandings. The study sheds light on the crucial role of intervention-based action research and co-curricular activities in teacher preparation. We discuss implications for teacher educators as critical agents of change in teacher preparation and the teaching profession.

The Effects of Smartphone Addiction on Academic Performance Among Undergraduate Medical Students in Karnataka, India: A Multi-centric Study.

Background and objective While smartphones offer various benefits, addiction to them among young people poses a serious problem for parents and educators globally. Several studies have tried to assess the impact of the excessive use of/addiction to smartphoneson students' overall academic performance. While a few studies have found a positive impact, most have observed a negative impact, mainly in the form of deterioration of mental and physical healthand academic performance of students. In light of this, we conducted this study in three medical colleges in Karnataka, India with the objectives of determining the effect of smartphone addiction on the academic performance of undergraduate medical students and to identify the risk factors associated with it. Material and methods This cross-sectional study, conducted between July 2022 and October 2023, involved undergraduate medical students from Yenepoya Medical College, Subbaiah Institute of Medical Sciences, and Adichunchanagiri Institute of Medical Science. A total of 481 students were enrolled by stratified random sampling. Data were collected with the help of Google Forms by using a pre-tested questionnaire. Mobile phone addiction was assessed by using the smartphone addiction scale-short version (SAS-SV). Results Among 481 students, 211 (43.9%)were found to be mobile phone addicts. An independent t-test showed that academic performance was negatively affected in students who were mobile phone addicts. Multivariate logistic regression analysis revealed several factors significantly associated with mobile phone addiction, including male gender, regular mobile gaming, seeking recognition/popularity through social media, frequent smartphone checking, perceiving smartphone use as more attractive than other activities, limited co-curricular activities, and increased smartphone use during periods of depression or anxiety. Conclusions Based on our findings, smartphone addiction has a negative impact on the academic performance of students. To mitigate this issue, educational institutions should integrate efforts to tackle smartphone addictioninto their curricula and prioritize addressing the identified risk factors.