Involvement In Co-curricular Activities Research Articles

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.

THE EFFECTS OF CO-CURRICULAR ACTIVITIES UPON STUDENTS’ ACADEMIC ACHIEVEMENTS IN PAKISTAN

Involvement in co-curricular activities affects the academic performance of the students. Many studies have been carried out revealing the fact that co-curricular activities certainly affect academic achievement of students. The study was descriptive and all government girls’ secondary schools in were taken as samples by applying John Curry sample rule of thumb. The objectives of the study were to know the awareness, trends, and effects of stakeholders regarding co-curricular activities (communication skills) at the secondary school level. Data were collected through a questionnaire of a 5-point Likert scale. The collected data were statistically analyzed over SPSS by using the percentage, mean, standard deviation, and correlation. The conclusions were drawn which revealed that co-curricular activities have positive effects on students' academic achievement. Some suggestions were drawn for government of the time, education department, policy and decision-makers, school staff, parents and other students to support schools in all co-curricular activities to promote the students' quality education in Pakistan.

Modelling business intelligence technologies framework for analyzing academic performance from learning management systems (LMS)

<p><strong>Background: </strong>Learning analytics (LA) has been utilized to measure, collect, analyze, and report data regarding learners and their contexts, with the aim of understanding and optimizing the learning process. However, most universities having difficulties in identifying students’ academic performance and weaknesses in each subject throughout every semester. <strong>Methods:</strong> Therefore, to address this issue effectively, the integration of result in learning management systems (LMS) with business intelligence (BI) has been proposed. In this case study, power BI tools are used in Universiti Sultan Zainal Abidin (UniSZA) LMS platform known as knowledge and eLearning integrated platform (KeLIP) to analyze student performance. The three-layer business intelligence framework is applied, data source layer, data analytics layer and presentation layer. <strong>Results</strong><strong>:</strong> The successful implementation of the integrated LA system with business intelligence tools yielded valuable insights into students’ academic performance, facilitating informed decision-making within the academic environment. <strong>Conclusions:</strong> In conclusion, this system will assist lecturers in guiding learners’ academic progress and provide them with da-ta-driven insights into their students’ performance each semester, enabling learners to enhance their academic achievements as well as their involvement in co-curricular activities. Furthermore, the integration of LA will contribute to optimizing the learning system, teaching methods, and educational management in this new era of education.</p>

Significance of Co-curricular Activities to be Skilled Manpower: A Case Study on Khulna University

Debates on defining quality education in academia are not new. Nevertheless, most scholars stress out the function of quality education to promote skilled manpower. Upliftment of skilled human resources through confirming standard education largely depends on various academic and non-academic activities. Along with other things, several researchers have highlighted the importance of co-curricular activities like debating, singing, volunteering for development affairs and so on which are sometimes also considered non-academic affairs that can exert a strong influence in ensuring quality education. Contrasting with the earlier studies where the importance of co-curricular activities has got priority, this study is designed to explore how involvement in co-curricular activities has helped tertiary-level students to perform better in professional life. To do so, in a qualitative manner, this study purposively selected some alumni from Khulna University, a promising university in southern Bangladesh, who were actively engaged in co-curricular activities at undergraduate and graduate level. Through the in- depth interviews, this study found that some general soft skills like better team management, critical reasoning, public speaking and presentation skills, organizing ability, pressure management in a critical situation, successful leadership skills, and ability to take risks were acquired through co-curricular activities which had assisted the respondents to perform better in the professional arena. Besides, it was also found that better public relations and social networking skills were also other specific expertise that distinguished the respondents from their colleagues. However, the findings of this study may assist policymakers to undertake the necessary steps in adopting successful policy measures.

PELAKSANAAN KEGIATAN KO-KURIKULUM DAN KEMUDAHAN FASILITI DI SEKOLAH RENDAH ISLAM DARUL IMAN (SRIDI) DALAM MENCAPAI KECEMERLANGAN PENDIDIKAN SEKOLAH NEGERI TERENGGANU

The purpose of this research is to investigate and assess the facilities and student participation in co-curricular activities at Sekolah Rendah Islam Darul Iman (SRIDI) in Terengganu. Interviews, document analysis, and observation are all used in this study as qualitative methodologies. Data and information about facilities and student involvement in the co-curriculum were obtained using the interview approach. In order to acquire information about SRIDI facilities and co-curriculum, 9 headmasters were interviewed. In the meantime, the study of SRIDI school paperwork pertaining to information on facilities and co-curriculum was carried out. The observation approach was then used to strengthen the study's conclusions by travelling down to the field in 9 SRIDI in each district. After that, the results of these three procedures are amalgamated. These three methodologies are then integrated and examined to determine the relationship between the problem statement and the field data. According to the findings of the investigation, the basic facilities and amenities provided in 9 SRIDI are of a modest quality. Some fundamental services were determined to be inadequate. In the meanwhile, SRIDI students' involvement in co-curricular activities is relatively moderate. The number of associations, sports, and other co-curricular activities is still very low. The involvement and exposure of SRIDI students to co-curricular competitions is similarly moderate, taking into account the fact that SRIDI is still a young institution with just a tenuous tie to the outside world. All of these accomplishments and facilities, however, can be improved over time in accordance with state government strategic planning and SRIDI's own. Some of the interview findings show that in the future, SRIDI will relocate to a new permanent site that is more complete and suitable, as indicated by some of the interview results. In general, the comprehensive facilities and more extensive involvement of SRIDI students have a substantial impact on educational achievement, particularly in the state of Terengganu, which serves as an example to Malaysian primary schools.

The Role of Co-curricular Activities in Leadership Skills' Development among University Students

Education aims at the balanced personality growth of individuals and offers both curricular and co-curricular activities to realize this goal. Talking about the importance of co-curricular activities in mind, the study investigated the function of co-curricular activities in leadership skills' growth among university students. The research aimed to figure out co-curricular activities among university students, examine the connection between co-curricular activities and students' leadership skills' growth, and establish techniques for co-curricular activities at the university levels. The sample of the research was all 4523 undergraduate students from 06 faculties of the University of Swat. The researchers randomly selected 60 participants for the analysis, created a questionnaire, and validated it by piloting data collection. The data were obtained with self-administered questionnaires and evaluated with frequencies, percentages, and Chi-square test of significance. The study established the strategies of giving equal importance to co-curricular activities, motivation of students for involvement in co-curricular activities, proper scheduling for co-curricular activities, allocation of sufficient financial resources, provision of playgrounds, gymnasiums for arranging indoor, outdoor games and literary activities, and reinforcement of students' contribution in co-curricular activities with a distribution of prizes.

Pre and Post Effects on Schooling Due to Covid-19

This project will show that how activities that done by the school is important for the new learners. This stored all the activities of school that enhance the development of each child towards their career after Covid impact. Involvement in cocurricular Activities helps student become tougher and avoid mental health issues. There is a lack of such activities which will enhance the knowledge of child with Covid precautions and if parents want to develop their child’s knowledge in technology and also for online activities, So there is not such platform where they can do all this without misusing the technology in unawareness also if parents wants to polish their interest, so that, they can think to make a career in it. So, how can they analyse that whatever the school will be able to do it or not, without visiting each school due to Covid 19. we will mention the facilities, activities, skills and international activities, events, to do using technology, etc. in the project. This project will have own interface/platform for online activities for students so that they could not misuse the technology. There is some online activities (Activities From Home) in Project that can be done while making some social - distance because of Covid. This project can increase efficiency of skill development and career opportunities from their interest in respective activity or skill. Managing the impact of COVID-19 on education systems without losing required knowledge for students via Incredible school activity as well.

Pre and Post Effects on Schooling Due to Covid-19

This project will show that how activities that done by the school is important for the new learners. This stored all the activities of school that enhance the development of each child towards their career after Covid impact. Involvement in cocurricular Activities helps student become tougher and avoid mental health issues. There is a lack of such activities which will enhance the knowledge of child with Covid precautions and if parents want to develop their child’s knowledge in technology and also for online activities, So there is not such platform where they can do all this without misusing the technology in unawareness also if parents wants to polish their interest, so that, they can think to make a career in it. So, how can they analyse that whatever the school will be able to do it or not, without visiting each school due to Covid 19. we will mention the facilities, activities, skills and international activities, events, to do using technology, etc. in the project. This project will have own interface/platform for online activities for students so that they could not misuse the technology. There is some online activities (Activities From Home) in Project that can be done while making some social – distance because of Covid. This project can increase efficiency of skill development and career opportunities from their interest in respective activity or skill. Managing the impact of COVID-19 on education systems without losing required knowledge for students via Incredible school activity as well.

Socioeconomic determinants of primary school children dropout: a case study of Pakistan

PurposeThe main purpose of this study is to identify the socioeconomic determinants of dropout from primary schools and to give policy suggestions to address the issue.Design/methodology/approachA total of 600 dropout and enrolled respondents were selected from 60 government primary schools of district Chiniot. School heads and parents of dropout children were taken as samples. The results were obtained by employing the Probit regression model.FindingsNumbers of family members, age of the family head, exchange marriage and poverty status have positive relationship with dropout from primary schools. The findings revealed a higher rate of dropout among girls, which is a major cause of concern.Practical implicationsEducation is regarded as a basic human right and a valuable human capital. It is included in Millennium Development Goals to achieve universal primary education and in Sustainable Development Goals as quality education. Underdeveloped countries are facing the problems of high dropout and lack of quality education, especially in Pakistan. These problems need to be addressed to keep pace with developed nations and to meet development goals.Originality/valueIt is recommended that government should create employment opportunities, family planning programs, legislature measures on exchange marriage and child labor. The involvement in co-curricular activities in learning and usage of audio-visual aids in the teaching process can improve the enrollment in the primary schools.

Teacher’s Involvement Level in Co-Curricular Activities in the Schools of Thimphu

This research primarily aims to examine teacher’s involvement level in co-curricular activities as co-curricular activities are considered one of the core components of the Bhutanese education system, where co-curricular activities promote enthusiasm, vitality, positive thinking, and team spirit which in turn, contribute to personality development [1]. Understanding teacher’s perspective and their work situation would strengthen the co-curricular activities in schools through proper directions and supports. Therefore, this research work was intended to see teacher’s involvement, interest, and training aspects in co-curricular activities. The report on “teacher’s involvement in co-curricular activities in the schools of Thimphu” consists of six chapters. Chapter1 states the importance of co-curricular activities in the education system and the rationale for conducting this study. It also highlights the importance of teachers in the education system.
 Chapter 2 talks about the background information on the research work through intensive literature review focusing on three objectives of the research. A similar kind of study, which was conducted in different countries is also reviewed and it was found that it has a strong correlation to our setting of the education system. Adequate evidence was brought into the discussion from various sources although such kinds of study weren’t conducted in Bhutan before. Through rigorous literature review, it was able to structure the research question and theoretical framework for this study.
 Chapter 3 discusses the research design, methodology, and analysis. For this study, a descriptive method was undertaken with a quantitative approach using survey questionnaires. The questionnaire was pre-tested and a reliability test for internal consistency was also carried out. The survey questionnaire was administered to about 120 teachers from eight different schools of Thimphu. Data analysis was carried out mostly through SPSS (Statistical Package for the Social Sciences) and a Microsoft Excel sheet was also used for preparing tables and graphs for interpretation.
 Chapter 4 provides the main findings of the study. The summaries of the findings from this study are: Firstly, the demographic detail shows that 70.8% female and 29.2% male participated in this research and from which 56.7% of the teachers were from the age group of 31-40. The majority of respondents were B.Ed teachers and representation of school level was maintained somewhat equal. Secondly, the involvement in co-curricular activities was found very impressive as the mean score was recorded at 4.1. It also showed that 90.9% of teachers are very familiar with co-curricular activities in school.
 Thirdly it was also found that the teachers do adequate planning and devote their time to co-curricular programs. However, it was found that they desire motivation and reward systems to be in place as they were not motivated by the current situation. Fourthly the findings showed that the teachers are in dire need of more training and workshops to upgrade their knowledge and skills in co-curricular activities. Around 86.6% stated that they need specialized tutors to to carry out co-curricular activities in schools.
 Chapter 5 provides some practical recommendations based on the findings. The recommendations are particularly made on the areas like; empowerment in carrying out the co-curricular activities, motivation & reward system, provide enough training & workshops , create suitable timing for co-curricular activities and ministry to carry out study on the relevancy of co-curricular activities in schools.
 Chapter 6 discusses the limitations, significance & scope of the study, and ethical considerations. Finally, chapter 7 provides the conclusion.

Interest in Extra Curricular Activities and Self Efficacy of Senior Secondary School Students in Cross River State, Nigeria

The main purpose of the study was to find out if interest in extra-curricular activities has any influence on self-efficacy with reference to social self-efficacy, academic self-efficacy, language self-efficacy and moral self-efficacy. The ex-post facto design was adopted for the study. A sample of 1,586 students was randomly selected from the public secondary schools in Cross River State for the study. A questionnaire titled “Interest in Extra Curricular Activity and Self-Efficacy (IECASEQ) was the instrument used for data collection. The face validity of the instrument was determined by two experts in test and measurement and two in educational psychology. The reliability of the instrument was determined using Cronbach Alpha reliability method. The data collected were analysed using descriptive statistics. The results revealed that interest in co-curricular activities significantly influenced social self-efficacy, academic self-efficacy, language self-efficacy, moral self-efficacy and overall self-efficacy. Based on the findings of this study, it was recommended among others that teacher and school administrators should create opportunities for students to travel for excursions, and not see involvement in co-curricular activities as a distraction to students.

Is First-Year Seminar Type Predictive of Institutional Retention Rates?

Is First-Year Seminar Type Predictive of Institutional Retention Rates? Dallin George Young (bio) First-year seminars (FYS) are courses "intended to enhance the academic and/or social integration of first-year students" (Barefoot, 1992, p. 49). Colleges and universities initiate FYS to help first-year students develop a connection with the institution, provide orientation to campus resources and services, foster the development of academic skills, support the learning and developmental objectives of undergraduate education, and retain students from the first to second year of college (Greenfield, Keup, & Gardner, 2013; Young & Skidmore, 2019). Further, they form a connective thread for first-year experiences such as providing an orientation to campus resources, creating a sense of belonging, developing study skills, and serving as a curricular anchor for other high-impact practices (Greenfield et al., 2013; Young & Skidmore, 2019). Frequently, FYS represent what has been termed an extended orientation course, usually named college survival or success (Greenfield et al., 2013; Hunter & Linder, 2005); however, multiple varieties of the form exist (Young & Skidmore, 2019). Barefoot (1992) outlined a scheme that persists as the most widely adopted typology of FYS: (a) extended orientation seminars, (b) academic courses with uniform content across all sections, (c) academic courses with content that varies across sections, (d) preprofessional or discipline-linked courses, and (e) seminars with a focus on basic study skills. Tobolowsky and associates (2008) described a sixth type, hybrid courses, combining elements of the other types. The literature base is replete with evidence that FYS contribute to improvements in academic performance; interaction with faculty; use of campus services; satisfaction with the institution; active involvement in cocurricular activities; positive perceptions of self-as-learner; enhanced lifelong-learning orientation; and development of academic, interpersonal, and communication skills (see Koch, Foote, Hinkle, Keup, & Pistilli, 2007; Padgett, Keup, & Pascarella, 2013; Pascarella & Terenzini, 2005). Additionally, large-scale reviews of the published research on the effects of participation in FYS have indicated that FYS had at least indirect effects from the first to second year in college (Mayhew, Rockenbach, Bowman, Seifert, & Wolniak, 2016; Pascarella & Terenzini, 2005; Permzadian & Credé, 2016). Notwithstanding these results, recent research has emerged that questions whether FYS have any effect at all on student success (Culver & Bowman, 2020). The flexibility of the FYS to meet the needs of a wide variety of institutional contexts is a feature seen as part of its widespread success (Greenfield et al., 2013); however, the research record is unclear about which seminar types have greater impact on student outcomes. Some researchers found that extended orientation types are connected to improved outcomes (see Friedman & Marsh, 2009; Ryan & Glenn, 2004), while others point to the benefits of [End Page 379] academic seminars (see Swing, 2002; Zerr & Bjerke, 2016). Other studies have found mixed results in outcomes based on FYS type. Permzadian and Credé (2016) found that extended orientation seminars were positive and significant predictors of first-to-secondyear retention, and academic seminars were positive predictors of first-year GPA. Weissman and Magill (2008) reported that the benefits of one seminar type over another were related to the type of student who participated. Confounding the interpretation of the opus of literature linking FYS type and student retention is the fact that the research on the topic comprises only single-institution studies and studies conducted at the student level. Only a limited number of studies have included the influence of institution-level characteristics on student retention or intent to persist. For example, Porter and Swing (2006) found that improved academic engagement in FYS at the institution level was associated with higher levels of students' intent to persist to the second year. CONCEPTUAL FRAMEWORK/JUSTIFICATION FOR THE STUDY In 2008, the Association of American Colleges and Universities (AAC&U) introduced a list of 10 high-impact practices (HIPs) that had been tested and found to have significant positive influence on student engagement and retention (Kuh, 2008), including FYS and experiences. Kuh and O'Donnell (2013) identified 8 elements of HIPs that explained the educational and pedagogical practices that led to the impact found in HIPs: (a) high performance expectations; (b) significant investment of time and effort by students; (c) interactions with faculty and peers about substantive matters; (d) experiences...

Influence of Participation in Competitive Co-Curricular Activities on Self-Concept of Secondary School Students in Kenya

Co-curricular activities are planned to improve on the attainment of the curriculum goals and objectives. Schools should aim for a holistic curriculum that develops a child mentally, physically, socially and morally to fit in the world of work and society. Many stakeholders in the education programme believe that co-curricular activities consume academic time and unnecessarily. Various studies have established that involvement in co-curricular activities is not entirely recognized in a number of schools and its influence on students’ self-concept is not evidently expressed through evidence-based facts to the teachers, students and parents. The purpose of the study was to examine the influence of participation in competitive co-curricular activities (i.e. sports, music and drama) on the self-concept among secondary school students in Central Region, Kenya. The study adopted the Ex-post Facto research design and data was collected through a self-concept inventory questionnaire and examination of school records from students’ participants (1,408) in the regional championships in central region Kenya. Data was analyzed using Independent t-test and Two-way ANOVA. The results indicated that participants had higher scores on self-concept (73.93±13.56) than non-participants (54.15±22.90), and t-test revealed that there was a significant difference between participants and non-participants self-concept level (957) =0.001, p<0.001. This implies that participation in co-curricular activities had a positive influence on students’ self-concept in reference to gender, school type, class and parental economic status. The findings also revealed that participants in drama had a higher self-concept compared to sports and music. Therefore, schools should encourage students to participate in competitive co-curricular activities.

Academic Profile and College Preparedness of K-12 Graduates: The Case of the Indigenous Peoples (IPs) in the Northern Philippines

The indigenous peoples (IPs) are recognized as one of the disadvantaged social groups constituting Philippine minorities. While there have been several studies seeking to explain issues relating to IPs’ participation in education, these have not adequately provided baseline data on the their academic profile and college preparedness, which are essential in understanding their effective transition from basic to tertiary education. Using descriptive-correlational design, this study investigated the association of academic profile and college preparedness of 1,860 IPs enrolled in a public university in the northern Philippines. The results revealed that the majority of respondents were college unprepared. Moreover, the level of preparedness differed significantly in terms of the type of senior high school (SHS) where they graduated, as well as the SHS track and strand they had taken. Kendall's tau-b statistic results showed that IPs who had higher SHS grade point average (GPA), more academic and nonacademic awards, greater participation in organizations and more involvement in cocurricular activities tended to be more college prepared. In regard to educational practice, improving college preparedness with due consideration of the academic profile facilitates an increased ability for IPs to be admitted to college and to succeed without remediation in college foundation courses.

EXPLORING THE LEADERSHIP SKILLS OF PRE-SERVICE SOCIAL WORK STUDENTS: IMPLICATIONS FOR SOCIAL WORK EDUCATION

The importance of leadership is discussed widely in the social work literature. However, little is known about the leadership skills of social work students and factors affecting their development in the environment specific to higher educational institutions (HEIs). This research aimed to find out what skills pre-service social work students had related to leadership and to determine if significant differences existed in terms of such predictor variables as level and form of study, employment status, and involvement in co-curricular activities. The research employed the quantitative approach based on a descriptive cross-sectional survey involving a sample of 158 social work students from three Ukrainian universities. The research group consisted of 88% female and 12% male respondents, aged between 19 and 31. Data were obtained through the Student Leadership Outcomes Inventory, which contained 60 items measuring skills on 8 scales: (a) self-management, (b) interpersonal communication, (c) problem-solving and decision-making, (e) cognitive development and critical analysis, (f) organization and planning, (g) self-confidence, (h) diversity awareness, and (h) technology which served as outcome variables. All items were rated along a 5-point Likert scale, from poor (1) to excellent (5). The results of the research revealed lower than average levels of leadership skills and existing significant differences by outcome variables for the sample population. The findings suggest the need to strengthen the leadership skills of social work students through the implementation of formal and informal developmental activities and recognition of leadership participation within the social work curriculum. Keywords: descriptive cross-sectional survey, leadership development, leadership skills, pre-service social work students, social work.

Influence of Involvement in Co-Curricular Activities on Students’ Commitment to Democratic Values

Influence of Involvement in Co-Curricular Activities on Students’ Commitment to Democratic Values

The Effectiveness of Teacher Leadership and Students Involvement in Co-Curricular Activities in Malaysia Secondary School

This paper aimed to identify the effectiveness of teacher leadership and student’s commitment with their involvement towards co-curricular activities in developing the soft skills among the Malaysian secondary school students. This study uses a quantitative approach in cross-sectional survey. The population of this study are the secondary school students from two states in Malaysia. The stratified random sampling is used to select 500 samples from the research population. The instruments used in this research are Organizational Commitment Qustionaire (OCQ) Mowday, Steers &amp; Porter (1979), Leadership Practices Inventory (LPI) (Kouzes &amp; Posner, 1995), and Soft Skills adopted by Razzaly Wahid et al. (2006). This result of this study shows that there is a significant and positive relationship between teacher’s leadership, student’s commitment and involvement with co-curricular activities, and student’s soft skills. Thus, the school leadership should play an important role in enhancing the invovement of the school co-curriculum activities to enhance the student’s soft skills. In addition, the school leadership should also look into the two important indicators which is the effectiveness of the leadership practice and the commitment of the students’s involvement as the outcome enshrined in the National Education Philosophy.

Bahasa Malaysia

Principals are the key individuals responsible for managing the curriculum and co-curriculum. In reality principals involvement, in managing co-curricular activities in schools is lacking compare to curriculum. But in reality than the curriculum, involvement in co-curricular activities in schools to manage is lacking. They are often tied up to the routine work in managing and governing of the school. It is indirectly hamper efforts to improve the management of the school co-curriculum. This study aims to examine the perspective of cocurricular advisory teacher towards the role of principal in managing the cocurricular at national secondary schools in the Zone of Keramat, Kuala Lumpur. The role of principal is examined based on the aspects as planner, coordinator, leader and controller of cocurricular. The sample studies consists of 323 teachers who are currently serving and hold the task as an advisor of cocurricular in 12 national secondary schools in the Zone of Keramat, Kuala Lumpur. The sample selection is based on simple random sampling. Data were collected using a questionnaire that had been made prior pilot studies for validity and reliability of the instrument. The descriptive analysis involving the mean and standard deviation found perspective on the roles of teachers as planner (mean = 3.79), organizer (mean = 3.81), the leader (mean = 3.79), and the controller (mean = 3.90), all of which are at high level. In conclusion, the finding of this study shows the importance of a school principal to practice effective management role so that teachers and students are more motivated to ensure the success of cocurricular activities in school. DOI: http://dx.doi.org/10.17576/JPEN-2015-4002-05

Co-Curriculum and ESL Student Success: A Case Study in an Intensive English Language Program

ABSTRACT This project examines the relationship between co-curricular activities and ESL student success in an intensive English language program. Extracurricular and co-curricular activities have been linked to the improvement of several factors, such as self-esteem, retention, and grade point average (Astin, 1984, 1999; Bergen-Cico & Viscomi, 2013). Research in second language acquisition has suggested that meaningful interaction between individuals in the target language (L2) will increase a student’s proficiency. Therefore, a ESL student’s further involvement in an intensive English program could have a major impact on not only their academic success (operationalized in this study by the amount of classes that received a passing mark), but also their proficiency. Documented are the lived experiences of four, advanced-level ESL students who are currently enrolled in an intensive English language program on the west coast of the United States. The information gathered through face-to-face interviews and an analysis of each student’s academic transcript is used to see if there is a relationship between the students’ academic involvement in co-curricular activities and their perception of their success.

The Link between Cocurricular Activities and Academic Engagement in Engineering Education

Background Cocurricular and extracurricular activities benefit precollege students. Yet connections between these activities and academic outcomes in college are mixed or inconclusive. Little is known about how involvement in cocurricular activities is associated specifically with academic engagement in college. Purpose (Hypothesis) The purpose of this study was to understand the connection between cocurricular activities and academic engagement for engineering and computer science undergraduates. We hypothesized that cocurricular activities and engagement are not directly related but are associated with one another through interactions with academic self-efficacy. Design/Method This study surveyed engineering and computer science students at four different institutions. Data were analyzed using multiple linear regression models to understand the relationships between cocurricular activities and academic engagement. Results While relationships between cocurricular activities and academic engagement were not significant, interaction effects with academic self-efficacy were significant. Academic cocurricular activities interacted positively with, whereas nonacademic cocurricular activities interacted negatively with, relationships between self-efficacy and academic engagement. Conclusions Results show that connections between cocurricular involvement and academic engagement not only occur in interactions with self-efficacy, but also depend on the nature of the cocurricular activity. Most students who are active in cocurricular activities report higher levels of engagement than do their nonactive peers for the same levels of self-efficacy.