Participation In Co-curricular Activities Research Articles

FACEBOOK USE AND ACADEMIC PERFORMANCE: A STUDY ON THE STUDENTS OF KHULNA UNIVERSITY

Facebook is the well-liked and most-used social networking site among students nowadays. This paper aims to observe the impact of Facebook use on students’ academic performance. The data were collected from undergraduate and master's level students of Khulna University by applying a random sampling procedure. Facebook use was measured in hours and academic performance in CGPA. The average time of Facebook use was almost double of the average study hours of the students per day. Two separate econometric models were run in this study to attain the study goals. An OLS regression model tried to identify the determinants of Facebook use, and a Tobit regression model attempted to determine the factors that affect students’ academic performance. This study identified current residence, hometown, participation in co-curricular activities, relationship status, study hours, parent’s Facebook use, and use of other social networking sites as the significant determinants of Facebook use. On the other hand, hours of study, class participation, time of Facebook use, Facebook use in the class, and following course materials were statistically significant factors that affected students’ academic performance. This study identified a significant negative impact of Facebook use on students’ academic performance. Participation in co-curricular activities and increased study hours are some suggestions derived from this study for controlling Facebook use. Allowing more time for study, following course materials, reducing Facebook use time and class participation are recommended by this study to improve academic performance.

Gender Fair Participation for Girls in Co-Curricular Activities (CCA): Barriers and Enablers in Pakistan’s Education

Co-Curricular Activities (CCA) are the part of the students’ life and a way of developing a student holistically. There are different studies which showed that the participation of girls in sports is lower than the boys. Low participation indicates that there are some reasons behind this. As females are an equal and important component of society, therefore, it is essential to enhance the participation of girls in sports for their health and brighter future. The main purpose of the study was to explore the restraining factors in equal gender participation in co-curricular activities in higher education institutions in Sargodha-Pakistan. The current study was mixed method in nature. The population was consisted of all girls who were studying in general public universities of Punjab province. A total of three hundred girls were selected as sample for collecting quantitative data while eight girls were selected for collecting qualitative data. Respondents were selected by multi-stage sampling technique. Data were collected through self-generated questionnaire having forty seven statements and through interview protocol having seven questions. Quantitative data were analysed through SPSS while interviews were analysed through thematic analysis. Percentage, independent sample t-test and one way ANOVA were used for quantitative data analysis. Both the results and discussion visibly showed that there exists familial, institutional and societal barriers involved in equal and fair gender participation of girls in co-curricular. It is recommended that higher education institutions should play their role in making strategic reforms to overcome such barriers which are restraining factors for all girls that make them hesitant to participate in co-curricular activities in universities in Pakistan.

Exploring the Impact of Socio-Economic Status on Student Participation in Extracurricular Activities

Understanding the impact of socioeconomic status on student participation in co-curricular activities is essential for promoting equity and inclusivity in education, ensuring that all students, regardless of their background, can fully engage in and benefit from these activities. This research aimed to investigate the level of student engagement in co-curricular activities among secondary school students in Sri Lanka, specifically focusing on the influence of socioeconomic status, such as parent income and parent education. The study used a survey research design and a questionnaire as the primary data collection instrument. A stratified random sampling technique was employed to select a sample of 1350 secondary school students. Descriptive analyses, including mean and standard deviation, were employed to analyse data. MANOVA was conducted to explore the relationship between socioeconomic status and student participation in co-curricular activities. The assessment of the internal consistency of the instrument was conducted by calculating Cronbach’s alpha coefficient, which yielded a value of 0.940 for measuring access to educational resources. The findings of the study demonstrated that student participation in extracurricular activities with a mean score of 3.351 and Standard Deviation 0.939, and the interpretation is moderately high. The MANOVA analysis of the study revealed there are significant differences based on educational level towards student participation in extracurricular activities as the student participation in co-curricular activities significantly icreases as parent highest educational level increases. However, results of the study shows that there is no any significant differences of student participation in co- curricular activities based on parental income. By addressing these factors, educational institutions can strive to ensure that students from all socio-economic backgrounds have equal access to and benefit from extracurricular activities. In light of the study’s findings, there is a compelling need for educational institutions to proactively tailor and enhance their co-curricular programs, taking into account the influence of socioeconomic factors, to create more equitable opportunities for all students.

Impact of work-integrated learning and co-curricular activities on graduate labour force outcomes

ABSTRACT The explicit linking of institutional funding to in-curricular industry engagement and graduate employment affirms the strategic importance of enhancing graduate employability in Australia. Key strategies to enhance graduate employability and employment outcomes are work-integrated learning (WIL) (where students engage with industry as part of their formal learning and assessment) and co-curricular activities (e.g. volunteering, leadership/award, and mentoring programmes), which are facilitated by the university but not embedded into curricula. While WIL is widely recognised for enhancing different aspects of student employability, the impact of co-curricular activities is less well-known. Further, there is a lack of empirical analysis on the nuanced impact of different forms of WIL and co-curricular activities on graduate outcomes. This research sought to explore the impact of a range of WIL and co-curricular activities on labour force outcomes among new higher education graduates. Findings are informed by national survey data for 51,883 domestic graduates of both coursework and research degrees in Australia. They point to a strong labour market advantage from work-based WIL for Bachelor graduates, while undergraduate participation in co-curricular activities appeared to have less effect on labour force outcomes. However, there were consistent, positive results for industry mentoring and leadership/award programmes for increasing the chances of securing full-time work and reducing the likelihood of perceived overqualification among Bachelor and postgraduate coursework graduates. Implications for stakeholders and practice are discussed, as well as directions for future research.

Study on Academic Achievement of Students with reference to their level of participation in Co-curricular Activities

The goal of co-curricular activities is to give better fitness to students as well as inculcate a sense of sportsmanship, competitive spirit, leadership, meticulousness, cooperation and team spirit. Therefore, many institutions are appreciating the importance of co-curricular activities and integrating a number of co-curricular activities in their syllabus and making it mandatory for the students to choose their interest in co-curricular activities from a list of options. This study about the level of the participation in co-curricular activities of the students at upper primary level and their moral value and academic achievement. This study conducted on on 200 students who are studying in class 6- 8 of Bilaspur, CG by using standardized tools. It reveals that the factor Co-curricular Activities Sports & Games Score 87.4%, Co-curricular Activities of Culture Activities score 94% Co-curricular Activities of Art& Craft 86.8%, Co-curricular Activities of Student Association 85.6% and Co-curricular Activities of Education Tour 88.2% Total CO-curricular Activities scores 88.4%.

INFLUENCE OF STAFFING LEVELS ON QUALITY OF EDUCATION IN PUBLIC SECONDARY SCHOOLS IN MURANG’A COUNTY, KENYA

Statement of the Research Problem: Teaching staff is crucial in the provision of quality education in public secondary schools. However, in Murang’a County, many public secondary schools registering a low quality of education.
 Purpose of the Study: This study aimed at determining the influence of staffing levels on quality of education in public secondary schools in Murang’a County, Kenya.
 Methodology: The study adopted a correlation research design. This study targeted 292 principals and 3206 teachers totaling 3498 from which a sample of 360 respondents (10.3%) was determined using Yamane’s Formula. Using stratified sampling, eight strata considering sub-counties were created. From every sub-county, three principals were selected using purposive sampling. However, from each sub-county, 42 teachers (14 teachers per school) were selected using simple random sampling to avoid bias. Questionnaires were used to gather information from principals and teachers whereas a documentary checklist guide was used by the researcher. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) and presented by using tables.
 Research Findings: The study established that students’ academic performance in national examinations (KCSE) is low, students’ completion rates with quality grades (C+ and above) are on a decreasing trend and levels and frequency of participation in co-curricular activities are low. From the study findings, the student-teacher ratio in public secondary schools is high owing to the high number of students enrolled courtesy of the Free Day Secondary Education Policy. This implies that, by having an inadequate number of teachers, it is difficult to attend to academic and other delegated duties and thus, not possible to accord students individual attention, which is the essential aspect of quality education.
 Unique Contribution to Theory, Policy and Practice: The findings of this study lend credence to the premise of the Education Production Function Theory since it revealed that there is a correlation between instruction resources and quality of education. As a practice, secondary schools should engage in alternative income-generating activities to acquire more financial resources to hire more teachers to supplement government’s efforts to bridge the gap in the student-teacher ratio. As a policy, the government should ensure adherence to the policy on fair distribution of teachers based on the number of students.

INFLUENCE OF INSTRUCTIONAL RESOURCES ON QUALITY OF EDUCATION IN PUBLIC SECONDARY SCHOOLS IN MURANG’A COUNTY, KENYA

Statement of the Research Problem: Instructional resources play an important role in supplementing teachers’ classroom pedagogy and thus realization of quality education in public secondary schools. However, in Murang’a County, many public secondary schools registering a low quality of education. 
 Purpose of the Study: This study aimed at assessing the influence of instructional resources on quality of education in public secondary schools in Murang’a County, Kenya.
 Methodology: The study adopted a correlation research design. This study targeted 292 principals and 3206 teachers totaling 3498 from which a sample of 360 respondents (10.3%) was determined using Yamane’s Formula. Using stratified sampling, eight strata considering sub-counties were created. From every sub-county, three principals were selected using purposive sampling. However, from each sub-county, 42 teachers (14 teachers per school) were selected using simple random sampling to avoid bias. Questionnaires were used to gather information from principals and teachers whereas a documentary checklist guide was used by the researcher. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) and presented by using tables.
 Research Findings: The study established that students’ academic performance in national examinations (KCSE) is low, students’ completion rates with quality grades (C+ and above) are on a decreasing trend and levels and frequency of participation in co-curricular activities are low. From the study, despite the efforts by the government and other stakeholders in secondary education, levels of provision of instructional resources, facilities and teaching staff are still low, which has compromised the quality of secondary education.
 Unique Contribution to Theory, Policy and Practice: This study affirms the theoretical perspectives of the Education Production Function Theory since it revealed that there is a correlation between instruction resources and quality of education. Thus, as a practice, teachers should constantly utilize variety of instructional resources owing to their contribution to the quality of teaching offered to students. As a policy, the government should enforce full implementation of adequate provision of instructional resources as a solution to low levels of educational quality in public secondary schools.

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.

Effects of Adolescents’ Socioeconomic Status on Their Self-esteem: A Case of School going Adolescents in Central Bhutan

Many factors have been suggested, debated and instituted across the schools toward enhancing the quality of learning. However, the psychological aspect of learners rarely come up as an issue of discussion though various researches has pointed that improving the psychological aspect of learners can have a profound effect on the overall success and well-being of learners. One prominent psychological aspect of learners is self esteem that can have a significant effect on the way learner engages in activities, deals with challenges and connects with others. It also has an influence on learner’s motivation to learn competently and willing to face challenges. Therefore, this study examines the effects of adolescents’ socioeconomic status on their self-esteem at school. The study was conducted on the 61 adolescents from grade six to eight studying in three different schools in central Bhutan. A sequential mixed method based on survey, students’ reflections and interview were used to collect the data. Descriptive statistical techniques and Pearson correlation were used analyzed the quantitative data. The qualitative data was inductively analyzed through qualitative thematic analysis. The findings showed the significant positive correlation between the self-esteem and socioeconomic status indicators such as father’s education level, family monthly income and modes of travel to reach. Findings also indicated that adolescents’ school context experiences such as low academic achievement, interpersonal relationship with their teachers and peers, participation in co-curricular activities, friends undermining their intelligence was reported to be affecting their self-esteem at school. Further, finding suggest that adolescents’ school experience was influenced by their SES that ultimately affecting their self-esteem at school. The findings from this study suggest that education stakeholders in Bhutan need to understand how the adolescents’ school context experiences and socio-cultural aspects could impact the students’ self-esteem and emotion at school. While there has been some indication in this study that school context experiences and socio-cultural aspects impacting the students’ self-esteem and emotions, further research needs to carried out to explored this issue and accordingly addressed. Otherwise, the poor self-esteem and negative emotions at adolescence age period is link to later mental health and its related behaviour, poor educational attainment and economic participation, and well-being. Keywords: adolescent, self-esteem, socioeconomic status DOI: 10.7176/JEP/13-8-01 Publication date: March 31 st 2022

Establishing a Constructive Mentoring Scheme for Engineering Students - A Case Study

The students of generation Z are more independent, technology savvy and socially connected. Even though technology has shrunk the universe and all knowledge resources seem to be just a click away, inculcating moral values, providing continuous technical guidance and psycho-social assistance for a holistic development cannot be provided by mere technological tools and the virtual world wide web. Teaching is a noble profession with no materialistic benefit and is service oriented. The teacher not only strives to create an atmosphere conducive to learning as an instructor, but also imparts the necessary skills needed for lifelong learning while playing multifaceted roles such as mentor, facilitator, motivator, guide and advisor. Mentors with technical expertise and social experience are required to steer the students in the right direction at the right time. This case study apprehends the outcome of a sequential mentoring process that is being practiced in our institution. It has greatly influenced the personal and professional development of the engineering students right from their first academic year. The end-to-end process of mentoring which encompasses an extensive induction programme, cultivation of healthy relationships through various mentoring models, sustenance of the mentor-mentee relationship, and closing the loop by facilitating the graduates contribute mentorship back to their alma mater is elucidated in this work. This structured mentoring strategy helps the students tap their latent potential and attain the personal and professional outcomes. The study highlights the importance of ‘knowing the mentee’ through a personality assessment test without judging them and thereby helping them achieve their short-term goals and long-term aspirations. This structured mentoring strategy enhanced the students’ performance in academics, active participation in co-curricular activities, both inside and outside the institution and also shaped them into a holistic individual. Such impacts were observed by collecting the student participation data and a feedback survey. Keywords—Mentoring; teacher-student relationship; induction; cultivation; redefinition.

STUDENTS BACKGROUND CHARACTERISTICS AND THEIR LEVEL OF PARTICIPATION IN CO-CURRICULAR ACTIVITIES

The present study is an attempt to explore the relationship between selected personal, academic and socio-demographic characteristics of students studying different grades of secondary school level. The study revealed that the variables of Grade, Age, Income, Father’s Occupation and Educational category of parents interact significantly with the level of participation in co-curricular activities among students. It was also found that variables of Sex, Type of school, Caste and Nature of permanent residence do not have a significant bearing on the level of participation in co-curricular activities in the specific population. It has been suggested that a search for the causative factors need to be directed towards psycho-social dimensions of home and school environment, show that facilitative or inhibitive factors may be identified.

The role of predictive analytics to explain the employability of management graduates

PurposeIn India, one of the prime focuses of a post-graduate management program is to prepare students and make them job-ready. Masters in Business Management (MBA) program helps students to imbibe theoretical and practical skills which are required by the industry, which can make them hit the ground running from the day they start their career. Many students (almost 40–50%) get pre-placement offers based on their performance in summer internship. The selection for summer interns by the corporate happens within a few months of the student joining the MBA program. Signaling theory in education indicates that the level of productivity of an individual is independent of education, but the educational qualification acts as a testimony for higher ability. However, this theory does not explain the reason for the mismatch between “education and work” or “education and the disparity in salary” between individuals who earn differently but have the same qualification. The paper aims to explore three attributes namely – “employability”– the chance of being employable; “pre-placement offers” – the chance of securing a job offer based on the performance in internship and “salary” – the chance of bagging a good job offer with a high salary.Design/methodology/approachThe authors have used longitudinal data consisting of 1,202 students who graduated from reputable business schools (B-Schools) in India. In the study, the authors have used predictive analytics on six years data set that have been gathered. The authors have considered 24 attributes including educational background at the graduate level (BE, B Tech, B Com, BSc, BBA and others), score secured in class ten (high, medium and low), score secured in class twelve (high, medium and low), score secured in graduation (high, medium and low), competency in soft skills (high, medium and low), participation in co-curricular activities (high, medium and low) and social engagement status (high, medium and low).FindingsThe findings of the study contradict the signaling theory in education. The findings suggest that the educational qualification alone cannot be the predictor of the employability and the salary offered to the student. The authors note that the better performance at a lower level of qualification (class 12) is the strong predictor in comparison to the student performance at their graduation and post-graduation level. The authors further observed at the post-graduate management education level that soft skills and participation in co-curricular activities are the major deciding factors to predict employability and pre-placement job opportunity and marks secured in class 12 is one more factor that gets added to this list to predict salary. The paper can immensely help management graduates to focus on key aspects that can help to hone appropriate skills and also can help management institutions to select the right students for management programs.Research limitations/implicationsThe analysis and the predictive model may apply to Indian B-Schools wherein the quality of students are almost the same or better. Predictive analytics has been used to explain the employability of management graduates alone and not any other.Practical implicationsThe authors' study might be useful for those students who often fail to understand “what” skills are the most important predictors of their performance in the pre-placement and final-placement interviews. Moreover, the study may serve as a useful guide to those organizations that often face dilemmas to understand “how” to select an ideal candidate for the particular job profile from a campus.Originality/valueThe authors believe that the current study is one of the few studies that have attempted to examine the employability of management graduates using predictive analytics. The study further contradicts that the signaling theory in education does not help better explain the employability of the students in extremely high-paced business environments.

The role of college knowledge and proactive behavior on participation in cocurricular activities

AbstractBackgroundDemographic characteristics are known to influence participation in cocurricular activities. Less studied are the effects of other background characteristics.PurposeWe hypothesize that considering college knowledge and students' proactive behaviors in tandem with demographics provides better models for predicting such participation.MethodWe developed a questionnaire and administered it to 3,618 domestic third‐ and fourth‐year undergraduate engineering students at a large public R1 Midwestern university, yielding 860 responses. Logistic regression models predicting five types of cocurricular participation were constructed with demographic characteristics, college knowledge, and proactive behaviors in all combinations as predictors.ResultsFour of five types of cocurricular participation were better modeled using factors beyond demographics. Two were better modeled using only proactive behavior as predictors and two were better modeled using demographics in combination with either college knowledge or proactive behavior. Only one type of participation could be best predicted by demographics alone.ConclusionsThese findings contribute quantitative evidence establishing relationships between participation in engineering cocurricular activities and a wider range of factors than previously reported. Furthermore, they provide guidance for creating intervention programs because, unlike demographics, college knowledge and proactive behavior can be shaped by either the individual or the institution.

Mapping Pharmacy Student Learning During Cocurricular Activities to National Standards and Institutional Outcomes

Objective. To assess pharmacy student learning from co-curricular activities and map this to Accreditation Council of Pharmacy Education (ACPE) standards and the institution's curricular outcomes.Methods. Student representatives of professional organizations at one college of pharmacy were asked to complete a 16-item questionnaire on behalf of their members about each cocurricular activity their organization completed. Descriptive statistics were used to characterize the results. Content analysis was conducted on open-ended questions, and resulting codes were mapped to ACPE Standards 2016 and curricular outcomes.Results. The majority (74%) of the 152 unique cocurricular activities reported were designated as community outreach events and an average of 15 (SD=43) student members participated in each activity. The most frequently selected domain by student representatives was "promoted professionalism" for 86% of activities. Upon distilling student representatives' open-ended responses regarding their members' learning, each response was assigned to one or more of 34 codes. The most frequently assigned codes to learning descriptions (36%) were for patient education and counseling.Conclusion. Representatives of student organizations characterized their members' participation in cocurricular activities as opportunities for learning. The results from the content analysis aligned with the quantitative data collected. Cocurricular activities provide opportunities for Doctor of Pharmacy students to enhance their skills, knowledge, and attitudes in both pharmacy practice and personal areas that map to ACPE Standards 2016 and the college's own curricular outcomes.

Does soft skill development vary among the students? A gender perspective

The study was intended to examine the extent to which soft skill development varied among the university students by gender via their participation in co-curricular activities (CCAs). Moreover, the study aimed to find out whether there was a significant difference between male and female students concerning soft skill development. The study has shown that males have developed diverse personal skills and social skills, that is, soft skills more than females excepting one which is presentation skill. The study has pointed out that soft skill development significantly varies among the students by gender excepting presentation skill development. The study has proposed that the significant difference between male and female students regarding soft skill development may be attributed to their difference in participating in various CCAs. Since the males are more likely to participate in CCAs, they are more likely to develop diverse soft skills than the females. The study has indicated that Muslim female students face several personal and social barriers including lack of confidence, conservative family values, and people’s negative attitudes to participate in CCAs, which requires proper policy to address.

Examining the Linkage between Students’ Participation in Co-curricular Activities and their Soft Skill Development

The paper aims to investigate the association between students’ participation in Co-curricular Activities (CCAs) and their soft skill development. Moreover, the study attempts to find out whether the association between these two variables is statistically significant. The study reasonably employed survey method where primary data were collected from a total of 135 students who were sampled from 16 academic departments of a public university in Bangladesh based on non-probability sampling techniques. The study found that the students have developed diverse soft skills (which involve different personal skills and social skills) much via their participation in CCAs. The study observed that there is a moderate positive association between students’ participation in CCAs and their various personal and social skills excepting presentation skill, organizing skill and network-building skill in which strong positive association was found. Moreover, the study found that there is a significant association between students’ participation in CCAs and their diverse personal skills and social skills. Hence, the study argued that the association between students’ participation in CCAs and their soft skill development is statistically significant. Finally, the study suggested that the Government and the authority concerned should undertake suitable policy in order to utilize CCAs and thereby ensure quality education.

Factor of Active Participation Engineering and Technical Student-Athletes in Co-Curricular Activities (Sport)

Active participation among engineering and technical student- athletes in co-curricular activities is viewed from different side which is some of them were represent national, universities, faculties in sporting event. Therefore, the purpose of this research was to examine the factors that encourage active participation student participation in co-curricular activities (sports) among engineering and technical students of University Tun Hussein Onn Malaysia (UTHM) who are participate actively in co-curricular activities (sports). Identifying the factors and perception of active participation engineering and technical student- athletes in co-curricular activities (sports) are the main focus on this study. Quantitative research design by using survey were approach on this study. Survey were conducted into two hundred and thirteen student of engineering and technical student-athletes UTHM who are participate actively in co-curricular activities (sports). Findings shows student- athletes agreed that interpersonal, intrapersonal and structural factors are the reason why they involve in co-curricular (sports) activities. These findings could help the university to create active participation environment among engineering and technical student- athletes in co[1]curricular activities (sports) and at the same time help on producing student-athletes who are able represent university and also national at international levels.

Study abroad and cultural immersion: an alumni retrospect

ABSTRACTThis paper draws on an analysis of 2600 study abroad alumni responding to a survey that spans more than 25 years. Our inquiry focuses on evaluating how programme length, housing arrangements, number, and type of co-curricular activities impact alumni’s attributions of personal growth and their attitudes towards global engagement and future social relationships. This paper is also informed by a 5-year alumni follow-up study. Our study finds that the type of housing and participation in co-curricular activities have a significant moderating effect on alumni attributions. With rare exception, programme length does not have a significant impact on reported outcome measures. We conclude the paper with a discussion of how these findings can help guide future research and administrative programming.

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.

Correlation between Co-Curricular Activities and Academic Achievement of Students

Student interest in co-curricular exercises makes positive school associations through expanded his commitment outside of the study atmosphere. A couple of instances of exercises outside the school may incorporate professional social exercises. Co-curricular activities furnish students with development openings that manage authority, working with others, and scholastic goals. The descriptive research was conducted for this purpose. The study was correlation in nature. The population of the study was all the college students, both male and females of government and private sector of district Lahore. The tool that designed to collect data was a questionnaire that constructed on likert scale. There is a moderate positive relationship between participation in co-curricular activities and academic achievement of the students. It is concluded that co-curricular activities play a major role in the academic achievement of the students at college level. The students who actively participate in co-curricular activities have higher percentages than those students who do not participate. Keywords: co-curricular activities, commitment, and academic achievement. DOI : 10.7176/JEP/11-1-03 Publication date: January 31 st 2020