Co-curricular Activities Research Articles

Co-Curriculum Activities and National Integration During the Movement Control Order in Malaysia

Co-Curriculum Activities and National Integration During the Movement Control Order in Malaysia

Influence of Sports and Physical Activities on Job Performance of Working Professionals

The often-said statement “A fit employee is a productive employee” is the basis of this research. The purpose of this study is to address the interplay among individuals who participate in sports or physical activities and their perceived job performance. Job performance is one of the most salient aspects of individuals working in an organization. With organizations emphasizing the need of inculcating various co-curricular activities to increase workplace productivity, it is important to understand if participation in sports/ physical activities does aid in doing so. Thus, the objective of the study is to find the correlation between participation in sports/ physical activities and job performance and also to see the difference in the effect of sports on job performance between government sector employees and non-government sector employees. The data was collected from three different groups of the working population (Government employees, non-government employees, and individuals who have taken sports as their profession) within the age range of 20-60 years. The Individual Work Performance Questionnaire (IWPQ) by Koopman (2013) was used for assessing the job performance levels among individuals, while the SQUASH (Short Questionnaire to Assess Health enhancing physical activity) developed in 2008, was used to measure the physical activity level of the individuals and their participation in any form of sports. Correlation was conducted between the two data sets followed by t-tests. The results concluded that there is a strong positive correlation between participation in sports and job performance and that the government employees had a better job performance compared to the non-government employees owing to their greater amount of time spend in engaging in a sport of physical activity. Also, the participants associated with sports were seen to have a better work performance as compared to those who were not associated with any sports and physical activities. Thus, this paper suggests organizations promote and incorporate fitness programs and yearly inter as well as intra sports tournaments as a part of their routine. Keywords: Sports, Job performance, Government and non-government employees, Physical activities

Authentication of Students' Holistic Personality Through Character Education

This study sought to ascertain how character education was applied in the development of students' overall personalities. Qualitative research was employed as the method. MTs Nibung Putih and SMPN 21 Sabak were the study's locations. Key informants, including the principal, vice principal, homeroom teacher, teachers, and students, were interviewed in-depth to gather data. The following procedures were used to examine the data: data reduction, data display, and conclusion/ verification drawing. The study's findings lead to the following conclusions: (1) There are two ways for managing character education: internal and external schools; (2) Four pillars teaching and learning activities in the classroom, habituation activities, co-curricular activities, and extracurricular activities can be used to achieve internal school strategies. (3) Parent and community cooperation can be used to achieve external school strategies

IMPACT OF DIET AND LIFESTYLE ON AGE OF MENARCHE

Menarche is a medical term that describes a woman's first menstrual period, marking the onset of menstruation and reproductive maturity. Menarche typically occurs during adolescence, usually between the age of 10 to 16 years. Various factors, including genetics, nutrition, body weight, and overall health, influence the onset of menarche. The impact of diet and lifestyle on the age of menarche in adolescent subjects was studied. A cross-sectional survey design was employed, involving a minimum of 203 subjects in and around Vijayanagar, Bangalore. Subjects were categorized into three groups based on the age at which they attained menarche: Group 1 (before 12 years), Group 2 (between 12-14 years), and Group 3 (above 14 years). Results of this survey showed a varied distribution of age of menarche: 8.0 % below 12 years of age group, 80 % between the age group 12-14, and 12 % above 14 years of age group. The dietary habits and consumption of ksheera (milk), ghrita (ghee), junk foods, caffeine, iron-rich foods, and water intake were examined, and other factors such as menarcheal age and status of agni ( digestive fire), samashana (eating wholesome an unwholesome food together), ajeernashana (eating without the previous meal getting digested), adhyasana (eating excess), guru ahara (heavy food), sheeta ahara ( cold food), virudda aahara (food having opposite potentials), exercise, emotional resilience, co-curricular activities, use of antibiotics, stress relation, exposure to sunlight of the subjects were also evaluated. The survey findings highlight diverse menarcheal ages, suggesting potential links with diet and lifestyle.

Educational Enrichment Beyond Academics: Investigating the Impact of Co-Curricular Activities on Cognitive Abilities, Motivation, and Managerial Skills in Students

The study delves into the impact of co-curricular activities on students’ cognitive abilities, academic performance, and managerial skills, emphasising the distinction between externally and internally focused learning. It underscores the pivotal role of cognitive abilities, intrinsic motivation, and Asian cultural values in student success. Managerial skills are identified as crucial for future career readiness, aligning with leadership development. Despite the emphasis on academic achievements, the study argues for the necessity of co-curricular activities for holistic student development. Addressing a research gap, the research quantifies the specific influence of these activities on cognitive abilities, motivation, leadership, and academic outcomes. A longitudinal study involving 2,000 students utilised action research, implementing a “Principle of Management” course with real-life projects. The cyclic nature of planning, implementation, evaluation, and adaptation aligns with action research principles. Findings challenge prescriptive strategies, advocating for descriptive strategies in managing 21st-century challenges. The study concludes that co-curricular activities significantly enhance learning capabilities, recommending an integrated approach for educational institutions and policymakers. The study also stresses diverse activities, intentional learning objectives, communication, inclusivity, as well as a balance between academics and extracurricular pursuits for comprehensive student success.

Effects of Co-Curricular Activities on Academic Performance of Elementary School Students

Background: Co-curricular activities (CCAs) have been increasingly recognized for their pivotal role in enhancing both academic performance and overall student development. These activities complement traditional learning by fostering a range of skills crucial for personal and academic growth. Objective: This study aims to evaluate the effects of co-curricular activities on the academic performance of sixth-grade students at Government Girls High School Bharth, Sialkot, providing insights into how these activities influence educational outcomes. Methods: A quantitative, experimental design was employed involving 98 sixth-grade students who were randomly assigned to either the experimental (n=36) or control group (n=36). The intervention included various CCAs such as drama, quiz, painting, and sports over two months. Data were collected using pre- and post-tests from the Urdu textbooks, with the results analyzed using SPSS version 25 to conduct t-tests and calculate means and standard deviations. Results: The pre-test results showed no significant difference between the groups (experimental group mean=14.97, SD=2.560; control group mean=14.03, SD=2.667; p=.131). Post-intervention, the experimental group exhibited a significant improvement in scores (mean=16.69, SD=2.806) compared to the control group (mean=12.69, SD=3.206), with p<.0001 indicating a substantial impact of CCAs on student performance. Conclusion: The study confirms that engagement in co-curricular activities significantly boosts academic performance among students, suggesting that such activities should be integral to educational curricula to promote comprehensive student development.

Unleashing student potential through co-curricular activities in East Hararghe Secondary Schools, Ethiopia

Co-curricular activities are essential for students' overall development, offering valuable life skills, personal interest exploration, and enriching educational experiences. This study aimed at to explore the effect of co-curricular activities on students' holistic development and education quality. Data was gathered from eight supervisors, ten principals, 14 vice-principals, 20 co-curricular coordinators, 109 teachers, and 259 students across ten schools through purposive and stratified random sampling techniques. A questionnaire and interviews were employed for data collection. Both descriptive and inferential statistics were applied for analysis. The results revealed that co-curricular activities in secondary schools are currently deficient in terms of quantity and quality. Issues such as disorganization, structural challenges, limited student participation, and inadequate training contribute to this problem. Consequently, these activities have limited influence on students' overall development and education quality. The study's implications extend beyond the specific Ethiopian region, highlighting the potential of co-curricular activities to unlock students' potential.

Mapping of Co-curricular Achievements in Kurikulum Merdeka with the Problem-Centered Thinking Skills Model

This study aims to illustrate the mapping of co-curricular achievements in Kurikulum Merdeka as an effort to build adaptive co-curricular programs utilizing the Problem-Centered Thinking Skills (PCTS) model. By analyzing the relevant documents and regulations, including the implementation guidelines of Kurikulum Merdeka, the dimensions, elements, and sub-elements of the co-curricular programs are analyzed. The findings indicate that a significant portion of co-curricular achievements can be effectively developed into adaptive programs through the application of the PCTS model. This study highlights the importance of integrating the PCTS model in shaping adaptive co-curricular activities that promote critical thinking skills and enhance students' critical thinking within the framework of Kurikulum Merdeka. These insights provide practical recommendations for educators, curriculum designers, and policymakers to facilitate the formation of adaptive co-curricular programs that foster student engagement and develop essential skills. By incorporating the PCTS model, co-curricular activities can become dynamic platforms for students to actively participate in real-world problem-solving, nurturing their critical thinking abilities.

FACULTY ENGAGEMENT IN INTERNATIONAL STUDENT SUCCESS: A REVIEW OF BEST PRACTICES AND STRATEGIES

This review investigates the pivotal role of faculty engagement in enhancing the success of international students within higher education settings. Recognizing the increasing diversity of student populations globally, the study aims to synthesize existing research to discern effective strategies for supporting the academic, social, and cultural integration of international students. By examining the impact of faculty involvement both inside and outside the classroom, this review sheds light on best practices that contribute to the broader discourse on internationalizing higher education. The review explores the multifaceted dimensions of faculty engagement and its correlation with international student success. Within the classroom, effective teaching methodologies, inclusive pedagogical approaches, and culturally responsive practices are identified as key factors influencing the academic achievement and retention of international students. Moreover, fostering an inclusive learning environment that embraces diverse perspectives and encourages active participation is crucial for promoting student engagement and satisfaction. Beyond the classroom, the review delves into the importance of faculty involvement in co-curricular activities, mentorship programs, and community engagement initiatives. By actively participating in extracurricular events, faculty members can facilitate cross-cultural interactions, provide social support networks, and promote a sense of belonging among international students. Additionally, mentorship programs led by faculty mentors offer personalized guidance, academic advice, and cultural adjustment assistance, thereby nurturing the holistic development of international students. Furthermore, the review highlights the significance of faculty training and professional development in preparing educators to effectively support diverse student populations. Cultivating intercultural competencies, understanding the unique challenges faced by international students, and adopting inclusive teaching practices are essential components of faculty development initiatives. This review underscores the critical role of faculty engagement in fostering academic success, social integration, and overall well-being of international students. By synthesizing research findings and identifying best practices, this study contributes to the advancement of strategies for internationalizing higher education institutions and promoting inclusive excellence.
 Keywords: Faculty Engagement; International Student; Success; Best practices; Strategies.

Implementing a Pesantren-Based Curriculum and Learning Approach to Foster Students' Emotional Intelligence

This study aims to analyze and investigate the efforts to cultivate students' emotional intelligence by implementing a pesantren-based curriculum and learning at SMPU Al-Yasini Pasuruan. This research adopts a qualitative approach with a case study research design and utilizes data collection techniques, including interviews, observational studies, and examination of relevant documentation. The data analysis begins with data collection, condensation, presentation, and conclusion. The research participants in this study consist of the Head of SMPU Al-Yasini, the Deputy Head of Curriculum at SMPU Al-Yasini, Guidance and Counseling Teachers at SMPU Al-Yasini, and students of SMPU Al-Yasini. SMPU Al-Yasini was selected as the research site due to its status as one of the formal institutions implementing a pesantren-based curriculum and learning under the auspices of the Miftahul Ulum Al-Yasini Pasuruan Islamic Boarding School. The findings of this study indicate that SMPU Al-Yasini implements endeavors to develop students' emotional intelligence in terms of concepts, values, and indicators through the development of a hidden curriculum, which is manifested in the implementation of 1) student class mapping and diagnostic tests, 2) counseling facilities, 3) extracurricular learning, 4) co-curricular activities and school culture, and 5) extracurricular engagements.

Preparing Tomorrow’s Leaders: The Role of Co-Curricular Activities in Shaping Business and Accountancy Students at Pilgrim Christian College, Cagayan de Oro City, Philippines

Co-curricular activities are fundamental in nurturing the hidden abilities of students. They play a significant role in education by fostering personal growth and fostering a sense of unity among students. The study evaluated the role of co-curricular activities in the development of Business and Accountancy students at Pilgrim Christian College conducted by co-curricular organizations. The study used a descriptive method of research and used surveys to gather the primary data. Findings of gender data revealed that more of the members of co-curricular organizations who participated in the co-curricular activities were females, only a few were males and the majority of the members of JPIA and BSS student organizations were at age greater than 19 years old but lesser than 21 years old. More of the members of the co-curricular organizations had their perceptions that co-curricular activities were valuable to their development. The majority of the SBA students favoured that co-curricular activities headed and sponsored by JPIA and BSS were beneficial to their development both in the physical and intellectual aspects. On the other hand, more of the members and officers of the co-curricular organizations who were involved in the co-curricular activities had a conflict of schedule on their duties as working students and their class schedules as regular students. The study concluded that the majority of the members of the co-curricular organizations who participated in the co-curricular activities learned and practiced teamwork, confidence, motivation, and leadership, and more of the SBA students who joined the co-curricular activities practiced all of the PCC values such as Faith, Integrity, Responsibility, Excellence, and Service (FIRES).

Level of Stress and its Causes in Indian Engineering Colleges and in Different Professional Colleges Belonging to One of the Universities in the Kingdom of Saudi Arabia, Compared to Control

BACKGROUND
 Stress in life can deteriorate the physical and mental health of a person. Stress is higher among medical college students. The present study was undertaken to estimate the prevalence and causes of stress in different professions, in different countries, and different sexes to compare with the control and suggest possible solutions for the same in the future.
 METHODS
 A cross-sectional study was undertaken among different professional college students (PCS) (Medical, Engineering, Dental, Pharmacy, and Nursing) at a randomly selected King Faisal University in Saudi Arabia with control from the same university. A similar study was conducted at one rural engineering college and one urban engineering college in India. The level of stress was assessed using the perceived stress scale (1983). Data was collected, tabulated, and analyzed using Excel and SPSS software. Complete data was available from 426 PCS at KFU, including 120 students from rural engineering colleges in India and 31 students from urban engineering colleges in India. A total of 60 controls were taken from non-professional colleges in SA.
 RESULTS
 The overall prevalence of stress was high in all PCS, and it varied from 65.33% to 87.10% in different PCS. The causes of stress were a vast and difficult syllabus, pattern of exams, lack of counselling and guidance, fewer co-curricular activities, etc. Stress in nonprofessional control was 30.00%.
 CONCLUSIONS
 The incidence of stress is more in different professional college students irrespective of colleges, countries and sex compared to control. The causes of stress among all these students are similar. So the planning and managements for professional colleges must take it seriously. These issues can be solved by providing more teaching and learning facilities, creating a relaxing atmosphere within the college, changing the patterns of examinations, regular counselling, inclusion of recreations like cultural activities, educational tours, music, sports, etc. along with the curriculum. All these things might create more and more healthy and educated professionals to serve our society.

Preparedness, knowledge, and perception of nursing students about climate change and its impact on human health in India

Higher education plays an important role in all aspects of sustainability. Infusing climate change and sustainability into the curriculum is important to prepare future health-care professionals for climate change and sustainability actions to build resilient health systems. In this study, we evaluated the preparedness, knowledge, and perception regarding climate change and its impact on human health among Indian nursing students. A quantitative descriptive survey was conducted among 644 undergraduate nursing students studying in three institutes in the southern, northern, and western parts of India. We used a structured online questionnaire with established validity and reliability to collect data. The data were analyzed using Statistical Package for the Social Sciences version 26 software. The results showed that more than half of the students reported experiencing excessive increase (362; 56.2%) and decrease (374; 58.1%) in temperature in recent years. Though more than three quarters of the students (494; 76.7%) accepted the general truth that climate change is mainly caused by human activities, only less than half of the students (309; 48.0%) perceived the impact of climate change to be high. Three quarters of the students (483; 75.0%) had a high level of knowledge regarding climate change. The students who had a high level of knowledge about climate change exerted a high perceived impact of climate change (χ2=75.47; P<0.01). More than half of the students (50.9%) felt that they needed information about climate change to be included in the nursing curriculum, and only one sixth of the students (16.1%) were highly confident about engaging in climate change-related conversation with patients. Most of the students who participated in the study had basic knowledge about climate change and its impact on human health. However, there is an observed gap between knowledge and their preparedness and confidence to engage in climate change actions. Hence, we propose to strengthen the nursing curriculum by integrating various curricular and co-curricular activities related to climate change, so that future nurses are empowered to become climate change advocates.

Participation in Recreational Sports and Student Engagement in a South African University

Using culturally relevant frameworks, this study explored students’ self-reported sense of belonging and noncognitive learning outcomes as a result of cocurricular involvement in recreational activities at a South African University. Survey responses from 1,884 students involved in various cocurricular activities suggest the positive influence recreational sport involvement has on student learning outcomes, with students’ gender, finances, and accommodation playing a role. This study contributes to the literature by providing insights from a non-U.S. context.

First Death Anniversary of Prof. Dr. Muhammad Aslam khan (1932-2023)

Prof. Dr. Muhammad Aslamkhan died peacefully on February 20, 2023, in Lahore, Pakistan. Prof. Aslamkhan was the founding head of the Human Genetics and Molecular Biology Department of the University of Health Sciences Lahore (UHS). He was also a Director of Sports and cocurricular activities at the UHS. His services to UHS were brought by the Higher Education Commission’s project entitled “strengthening of basic medical sciences at UHS, ” commonly known as SBMS as a project director. This project not only brought a lot of funding for the establishment of research facilities at the UHS but also employment opportunities for young people. Prof. Aslamkhan received his Doctorate of Science (D.Sc.) in Genetics and Anthropology from Johannes Gutenberg University in Mainz, Germany, in 1963, after his master's degree from Punjab University (1953). He was among the founding fellows of the Biological Society of Pakistan (1956) and the Zoological Society of Pakistan (1968). In 1968, he was awarded the Fellowship of the Royal Society of Tropical Medicine and Hygiene, London. Later, the Pakistan Academy of Medical Sciences awarded him a fellowship in 1985. His professional services include academic and research affiliations with the provincial bodies of Punjab, Khyber Pakhtunkhwa, and East Pakistan (now Bangladesh). He served as Deputy Chief for the Division of Medical Entomology of the International Center for Medical Research and Training (ICMRT) at the Pakistan Medical Research Center, Lahore. Later, he became the Chief of Malaria Vector Research at ICMRT. This was the time when he studied the bionomics of mosquito species in Pakistan, which serves as a reference (1). While affiliated with the University of Maryland School of Medicine, he extended his research towards vector-borne diseases of public health importance (2-10). After retirement from the University of Maryland, he worked as an independent consultant for several national and international bodies. Later, he joined the Higher Education Commission’s project SBMS as Project Director. During this affiliation, he also launched the first department of Human Genetics in the country at UHS Lahore. This department is still operational and produces many PhDs in human genetics, working at various reputable organizations in and outside the country. The department’s objective was to study the basics of genetic diseases in the country, and it has been doing very well until today. Prof. Aslamkhan’s research on genetic diseases has mainly focused on the role of consanguinity in gene pooling in the Pakistani population (11-13). Over the past several years, he has also voluntarily offered genetic counselling to patients with hemoglobinopathies at Sundas Foundation Lahore. He also studied the public health dynamics of blood donors at the Sundas Foundation in addition to genetic counselling (14, 15). He was also recognized as an Eminent Professor of Genetics by Higher Education Commission. In 2017, he founded The International Journal of Frontier Sciences and became its first editor-in-chief until he died last year. I am publishing this obituary at his first death anniversary on February 20, 2024, praying for his eternal peace. I wish him to rest in peace in his life in hereafter. Ameen!

Dongkrek Art in Co-Curricular Activities as a Manifestation of Differentiated Learning

The purpose of this research is to describe cocurricular learning by utilizing Dongkrek art as differentiated learning. The type of research is descriptive qualitative. The source of data is co-curricular activities with Dongkrek art. Data were collected through: observation, interview, and documentation study. The result of the research is that co-curricular learning by utilizing Dongkrek art is differentiated learning because it fulfills its components, namely: flexibility, grouping process based on needs, active involvement of students, appropriate challenges, and continuous formative assessment. The conclusion of the research is that Dongkrek art in co-curricular is a manifestation of differentiated learning.

Patterns in assignment submission times: Analysis of factors contributing to undergraduate students’ commitment to core-curriculum related course

Co-curricular activities equip students with essential skills and knowledge for personal and professional growth. Despite their importance, many students exert minimal effort to complete the assigned tasks. Instructors perceive that the lack of emphasis on final exams in co-curricular subjects reduces student effort and commitment. Moreover, poor time management and lack of effort in completing tasks have increased across various subjects in recent years. Therefore, it is important to investigate the factors that contribute to student commitment towards co-curricular subjects. In this study, the submission status of 339 tasks was retrieved from the student learning system to measure student commitment based on whether tasks were submitted on time, delayed, or not submitted. A chi-square test f was used to investigate the relationship between students’ demographic characteristics and their commitment. The findings revealed a significant association between student commitment and the type of task given (p < 0.001). Students were more likely to submit presentations on time compared to written assignments. Projects were more likely to be delayed, while written assignments had a high frequency of no submission. Age was a significant predictor of commitment (p < 0.05), with students over 20 more likely to submit on time and students under 20 more likely to ignore submission. Gender was also a significant predictor of commitment (p < 0.001), with female students having a higher percentage and frequency of on-time submissions while male students having a higher number of no submissions. However, no significant association was found between the study year and commitment (p > 0.05), indicating that the year of the study could not determine the level of commitment to the course. Overall, these findings could be used to guide the preparation of tasks and assignments in co-curricular subjects to enhance student commitment and holistic development.

The Impact of Co-Curricular Activities on Enrollment and Academic Performance at Primary Level

Over time, the literacy rate enrollment rates and learning outcomes in Sindh have remained static, and despite efforts and pouring a lot of domestic and foreign funds, no visible improvement either in the state of schools has been observed, or any improvements in the enrollment or learning outcomes have been noticed. One key element that is mostly ignored is to make teaching-learning interesting and child-centred in an informal way by introducing co-curricular activities. Co–curricular activities are physical activities and programs that are informal ways of learning and help create a healthy and active learning process at school. This paper highlights the importance of co-curricular activities on child development and its effects on adulthood. Holistic child development is the best way to develop healthy, economically sound nations. Studies have shown that healthy and economically strong countries have strong early childhood education systems. This independent study has examined the impact of co-curricular activities on the increase in enrollment and learning outcomes at primary schools in the Layari district of Karachi by identifying schools with playgrounds. These include physical and mental activities like outdoor and indoor plays, mental activities, and exercises.

A Study on Level of Awareness of Inclusive Education in Elementary Education: A Comparative Study with Special Reference to Jagun, Tinsukia District of Assam

The present study allows the researcher to understand whether government and private elementary schools are differed on the status, basic infrastructural facilities, teaching strategies, organizing co-curricular activities, availability of resources on the basis of the inclusive education. The prime objective of the study is to compare the level of awareness of inclusive education among teachers in private and government elementary schools in Jagun, Tinsukia District of Assam. A descriptive survey method aided by a self-developed questionnaire was used to collect data. The population of the study comprises teachers from both private and government funded elementary schools from Jagun. To fulfill the target a total of eight schools were randomly selected from where eighty teachers from both private and government schools provided with their opinions. Findings of the study suggested that children especially CWSN needs extra care and facilities according to their needs provided and facilitated with some acts and policies for CWSN which must be implemented in the both public and private funded institutes. Furthermore the NEP-2020 laid stress on inclusive-education to promote education towards holistic growth and development.

The Effectiveness of Supported Teaching in Schools in Colleges of Education Curriculum: The Facts, Fears and Myths

The purpose of the study was to deep dive into how effective Colleges of Education (COE) in Ghana practice the Supported Teaching Schools (STS) programme; the challenges faced in implementing the programme; and how the challenges are managed by COE to still train pre-service teachers to exhibit high standards in knowledge, conduct, and practice in the schools worthy of 21st-century teachers. A trend study was adopted with an exploratory design. A stratified sampling technique was employed to select 6 Colleges and a meta-analysis on 60 pre-service teachers’ reflective journals for the study. It can therefore be concluded that pre-service teachers practice sole visits to schools for STS programme. Therefore, the pre-service teachers' reflective journals contain literature reports that might not necessarily reflect the activities observed or discussed. Some COE lack means of transport to convey pre-service teachers to and from partner schools. It is therefore recommended that, STS programme be organized for pre-service teachers to benefit from all the days' of teaching and learning, and co-curricular activities in a week in the basic schools. Training for all lead mentors, mentors and students to successfully implement the STS policy should be deepened. Also, the government of Ghana should supply the requisite logistics to COE for the successful implementation of the programme. Supervision by tutors of COE should be structured and intensified to pre-service teachers during the STS programme to make their reflective journals report to cohere into practicable daily school activities.