Participation In Co-curricular Activities Research Articles

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

Impact of co-curricular involvement on academic success of pharmacy students

IntroductionThe purpose of this study was to examine the relationship between participation in co-curricular activities and academic performance of pharmacy students enrolled in a traditional PharmD program. MethodsPharmacy students self-reported their activities in an online portfolio, allowing calculation of equivalent hours spent in co-curricular pursuits in a given academic year for each student during the six year period. Inferential statistics were used to elucidate the differences in co-curricular engagement by student rank, progression status, and leadership experience as well as differences in grade point average (GPA) by level of co-curricular participation and leadership experience. ResultsParticipation in co-curricular activities was less for students earning a deficiency than students with satisfactory academic performance. Students who were very engaged in co-curricular activities earned higher GPAs on average and were more likely to hold a leadership position. Leaders earned higher GPAs, were less likely to incur academic deficiencies, and were more involved in all types of co-curricular activities than students who did not hold a leadership position. ConclusionsThe results of this study offer evidence in support of the importance of co-curricular involvement to the development of the whole pharmacy student, including academic success. The provision of co-curricular opportunities by pharmacy programs provides personal and professional development opportunities to students and supports deep learning associated with improved academic performance and overall success.

An Analysis of the Connections Between Involvement in Study Abroad, Other High-Impact Practices, and Co-Curricular Activities

In the present study, the linkages between study abroad particip ation, participation in other high impact educational practices, and participation in co curricular activities were examined. It was the purpose of the study to determine if study abroad participants also chose to participate in multiple other high impa ct educational practices and co curricular activities at significantly higher rates than their peers who did not study abroad. The present study demonstrated that many students who study abroad tend toward multiple participation (e.g. participation in mul tiple voluntary activities) when controlling for race/ethnicity, gender, and academic major. While multiple participation was established among many study abroad subgroups, the current study was not able to substantiate multiple participation among all st udent subgroups.

Canadian Undergraduates' Reports of Co-curricular Involvement Across the Degree

The present study investigated university student beliefs and behaviours with respect to co-curricular activities among incoming (n=983), mid-degree (n=173), and graduating (n=1006) students. When asked about their most significant learning experiences during their time at university, graduating students were more likely to report on co-curricular activities than those related to coursework. However, participation in co-curricular activities was not related to graduating students’ feelings of preparedness to undertake a job search or apply for post-graduate education. Incoming students reported clear intentions to participate in some types of co-curricular activities (e.g., volunteering, intramural sports, clubs) but were more uncertain about others (e.g., events or activities related to global awareness, or diversity and inclusion). Parallel findings were observed with respect to actual co-curricular involvement among mid-degree and graduating students. This research is discussed in the context of university efforts to promote co-curricular activities to students in order to develop career ready transferrable skills, and the relevance of particular patterns of involvement to the current job market.

Cocurricular Engagement as Catalysts Toward Students’ Leadership Development and Multicultural Competence

The purpose of this study was to investigate whether there are associations between college students’ participation in cocurricular activities and their development of leadership and multicultural competence. We analyzed survey data from seven large, public research universities in 2015. The results suggest administrative and social cocurriculars were positively associated with students’ leadership development, while a broader mix (i.e., administrative, social, and creative) of cocurriculars were positively associated with students’ multicultural competence.

A comparative study of Co-curricular activities of Art and Science students at High School level

The aim of present study was to find out participation in co-curricular activities of Art and Science group students of Pratapgarh district at High School level. On the basis of analysis of data and interpretation it was observed that science students are better than Arts students in dramatic activities, scouting, gardening, exhibition and sanitation work, whereas Arts students were better in sports and games, Musical activities, physical activities, debates, community work and excursion. The majority of Art students mostly participated in gossips, reading magazines whereas majority of science (math) students mostly participated in preparing chart, diagrams doing class-work etc.

LEADERSHIP SKILLS’ DEVELOPMENT PROGRAMS AT SCHOOL AND COLLEGE LEVEL: AN EVALUATED STUDY

Education is a process for mental development of an individual; it is a key requirement of a country for better and bright perspective of the nation. The Participation in co-curricular activities in schools and colleges always act as a flashing point for the students, the programs’ arrangement at college level for the students boasting their hidden talent for the future leadership role off course the nation’s expectation towards the production of young leader, through this nursery an individual prepare for the future challenges. These leadership skills and qualities will affect his whole personality. The best facilitator of mind, body or whole shape of personality like moral and social development moreover the decision making and adjustment qualities along with self-confidence, self-concept, academic aptitude, full of enthusiastic attitude etc. Sports and other out class college’s activities play an important role for the development of interpersonal skills for the youngsters’ positive leadership future positions. The basic purpose of this study was to examine the role of co-curricular activities in developing leadership skills of school and college students. The scope of the study was limited to the teachers of both school and colleges at Karachi. One hypothesis was formulated for the study. The population of the study comprised of 15 teachers from school and colleges in Karachi. . The data were analyzed through the use of chi square test and percentages through item by item analysis All ten items have been rejected, showed the validity of students’ participation in sports and other college’s activities.

Exploring participation in co-curricular activities among undergraduate students

Co-curricular activities offer an opportunity for students to develop and demonstrate employability skills. Not all students take advantage of activities on offer, while others undertake multiple activities. In this study, second and third year students from two related undergraduate degree courses who had and had not taken up co-curricular activities identified their reasons for participating or not, and completed two questionnaires exploring their motivation (Academic Motivation Scale, AMS and Motivated Strategies for Learning Questionnaire, MSLQ). First year students identified which activities they would be interested in participating in in future years, and why. Clear differences in participation between the two degree courses were seen, with significantly higher levels of intrinsic motivation among students who participated. Among those who did participate compared with those who did not, significant differences in different types of motivation were seen. Self-efficacy was also significantly higher in those who did, compared with those who did not, participate, although whether this is a cause or a consequence of participation is unclear. First year students indicated interest in a range of co-curricular activities, for personal as well as academic reasons. Further work is needed to ensure that all students understand the relevance and importance of co-curricular activities.Key words: co-curricular, real-life learning, employability skills

Developing Professional Skills in Undergraduate Engineering Students Through Cocurricular Involvement

As nations have sought to keep pace with rapid technological innovation, governments have renewed their focus on science, technology, engineering, and mathematics (STEM) education, with emphasis on developing both technical and non-technical skills in STEM students. This article examines which engineering-relevant skills may be developed by participation in cocurricular activities by creating a literature-based framework of skills and attributes developed through categories of undergraduate involvement. The authors then validate this framework using two methods.

Student Factors Influencing Academic Performance of Students in Secondary Education in Kenya: A Case Study of Kakamega County

Quality of education is assessed on the basis of learners’ achievement. Performance in Kenya Certificate of Secondary Education examinations is therefore a good indicator of the quality of education offered in schools. This is because it is a standardized instrument and therefore a reliable measure. In the years 2011 to 2014 Kakamega County posted mean scores of 5.439, 5.228, 5.363 and 5.654 respectively. These means translate to an average of C- for the years 2011-2014 which was below the acceptable minimum quality grade of C+ that enables candidates pursue competitive courses such as medicine, pharmacy, engineering, architecture, law , teaching among others in tertiary institutions and at university level. The key factors based on studies that have been conducted on factors that influence students’ academic performance in secondary education are: principals, teachers, students, school factors and government policies. The number one factor is the student. This is because she is the person who stands to lose or gain ostensibly from performance in Kenya Certificate of Secondary Education examinations. Students are products of Kenya Certificate of Secondary Education examinations process. It is against this backdrop that this study investigated student factors’ influence on student academic performance in secondary education in Kenya using Kakamega County as the site for the study. The study population consisted of 324 secondary school principals, 324 Deputy principals, 1 County Education Quality Assurance and Standards Officer and 9,000 Form IV students of 2014 cohort. Regression analysis technique was used to establish the influence of student factors on students’ academic performance. This study established that student factors influenced student academic performance by 7.56%. The other 24.4% was due to other factors which were not subject of this study. Performance in Kenya Certificate of Primary Education, age, participation in co-curricular activities and exclusion from school were student factors that were statistically significant predictors of students academic performance in Kenya Certificate of Secondary Education examinations whereas Kenya Certificate of Primary Education mark, exclusion from school and co-curricular activities enhanced students academic performance, age (18 years and above) reduced students academic performance. Unrest absenteeism from school, class and preps were not statistically significant predictors of students’ academic performance.

Role of Uniform Bodies in Inculcating Leadership Skills

Leadership is demonstrated through activities that involve relations of power, and the human ability to give directions in influencing others to do something. Leadership skills can be developed through various means, methods, or activities. In particular, students are able to develop their leadership skills by participating in various co-curricular activities offered by their learning institutions. Leadership skills are crucial as possessing this ability can help to overcome the problem of unemployment among graduates. In fact, it has been revealed that current graduates cannot meet the job requirements as demanded by employers, and they lack leadership skills. In view of the importance of leadership skills in the job market, this study was undertaken to identify leadership development through student involvement in extra-curricular activities of the Reserve Officer Training Unit (ROTU). A quantitative survey was conducted in which questionnaires were used as the instrument to collect data from 63 respondents who were randomly selected among the first year students who attend ROTU. Data are presented through descriptive analysis and one-way ANOVA using SPSS software. Based on the analysis of mean and standard deviation scores, students’ perception of the role of ROTU uniform bodies in uncovering leadership skills is modest. Meanwhile, one-way ANOVA test results show that there is no significant difference between the faculties in the development of student leadership skills. The results of this study show that student leadership needs to be improved to ensure that the feedback obtained is satisfactory. The university should also take proactive steps to encourage their students to harness their leadership skills through participation in co-curricular activities.

Innovative Curriculum: A Case Study

Excellence in higher education is achieved through everlasting quality consciousness in every aspect that governs it. A college in its regular and day to-day management, is faced with the challenging task of managing two very important stake holders of education; via Teachers and Students. A good curriculum would not only generate knowledge but also ensure its application into a life sustaining proposition and, ideally, should ensure to bring both the teacher and the student on a single common platform and it should give both of them endless opportunities to realize their full potential. The current case study is about Mysore University which is striving to bring in innovation in the curriculum. The changes proposed includes introduction of innovative elective streams for bachelor of arts programme, introduction of innovative add-on courses, mandatory participation in co-curricular activities as a measure towards personality development of students.

Effect of over-scheduled involvement in co-curricular activities on the academic achievement of secondary school students

Purpose – The purpose of the study was to explore the effects of over-scheduled involvement in co-curricular activities on the academic achievement of the secondary school students. Design/methodology/approach – All the students at secondary school level in Kohat Division (Pakistan) constituted the population of the study. The study was delimited to students of 10 th class of Govt. High School Khurram (Karak). Fifty students from class 10 th were selected as sample through simple random sampling technique. The study was experimental in nature and therefore, “Pre-test-Post-test Equivalent Groups Design” was used. The students of experimental group were involved in co-curricular activities for 40 minutes in school and 2 hours after school time. The students of the control group were only involved for 40 minutes in school. Data was collected though pre-test and post-test technique. After collection of data, it was organized, tabulated and analyzed. Statistical tools i.e., mean, standard deviation and differences of means were computed for each group. Significance of difference between the mean scores of the experimental and control groups were tested at 0.05 levels by applying t-test. Findings – The current research findings indicate that there is significant negative effect of over-scheduled involvement in co-curricular activities on the academic achievement of the secondary school students. Originality/value – Past research studies reveal that involvement in co-curricular activities is directly proportional to the achievement level of the students. There is a strong connection between student’s participation in co-curricular activities and excellent academic performance. The current study negates the findings of past research studies regarding involvement in co-curricular activities and students’ academic achievement. The current paper shows that how over-scheduled involvement in co-curricular activities affect the academic achievement of secondary school students negatively. Therefore the findings of this research study will prove more fruitful and productive in strengthening student’s academic achievement at secondary school level.

Towards a Holistic Curriculum: How Significant is Learners’ Participation in Co-curricular Activities?

The study sought to establish learners’ views on the significance of their participation in school cocurricular. A quantitative-cum-qualitative descriptive survey design was followed. Data were sol...

The Significance of Student Teachers’ Involvement in Co-Curricular Activities

Around the world teacher training is increasingly offered through open distance learning (ODL). Distance education institutions need to ascertain whether they are producing appropriate made-tomeasure skills that will enable student teachers to educate learners to internationally competitive levels when entering the teaching profession. To reach such levels of competence teacher training should include co-curricular activities, which has also applies to co-curricular activities as these activities are an integral part of teaching. The specific purpose of the research under review has been to determine students’ perceptions of their participation in co-curricular activities during teaching practice periods in schools. The research was qualitative and driven by the following research question: What are student teachers’ perceptions of the significance of their participation in co-curricular activities for their own professional development? The aims of the research under review were to determine student teachers’ perceptions of the following: (1) the nature of cocurricular activities; (2) the value of co-curricular activities for learners; (3) the value of student teachers’ participation in co-curricular activities for their own professional development; (4) the effectiveness of teaching practice as presented in an ODL context; and (5) student teachers’ recommendations regarding their participation in co-curricular activities by means of ODL. Semistructured and open-ended questions were used to gather data from the participants. Results confirmed the importance of active participation in cocurricular activities in order to prepare students for their teaching career.

Closing the Gap: Enacting Care and Facilitating Black Students' Educational Access in the Creation of a High School College-Going Culture

Research clearly shows the importance of obtaining a postsecondary education in terms of accessing job opportunities, higher salaries, and improved benefits for a better quality of life in the United States. Bringing together the literature on school-based caring for Black students and the literature on college preparation, I utilize notions of institutional and interpersonal caring to analyze Black students' perspectives and the complexities of caring embedded within (a) the academic expectations of minihouses, (b) the distributive counseling structure of learning centers, and (c) students' participation in cocurricular activities. The findings provide insight into the ways high school educators, administrators, teachers, and counselors, can create and sustain a college going school culture focusing on the nature, quality, and alignment of institutional and interpersonal structures of care that improve Black students' educational experiences and college access.

Parental Involvement in Children Academic Motivation

This study examined parental involvement in their children academic motivation with the objectives; to investigate the morally and financially involvement of the parents in their children academic motivation in rural areas at primary level. It was concluded that most of the parents are not well aware of their role for their children education. In addition their attitude is of irresponsible type, they do not take interest in their children education even they do not help children in their homework or making arrangements for their tuition and as well as children participation is not encouraged in co-curricular activities. Instead of positive reinforcements negative reinforcements are used to motivate children towards education. It is recommended that proper tuition should be arranged for children and they should also be helped in their homework and as well as they should also be encouraged for participation in co-curricular activities in the school. Positive reinforcement sources like gifts, prizes, curse of their favorite/desirable places, should be used to improve children performance. They should also be assisted in their daily life needs.

Understanding Latino Students’ Schooling Experiences: The Relevance of Skin Color Among Mexican and Puerto Rican High School Students

Background/Context For the last 40 years, researchers have posited competing theories regarding the relative influence of social class background and racial-group membership on the school experiences, academic performance, behavior, and motivation of ethnic minority students. The general purpose of these competing theories has been to explain why ethnic minority students fail or succeed in schools. Many of these theories consider factors inside the school and the child's family, culture, racial/ethnic group affiliation, and responses to school. These theories are commonly situated into three categories of thought: cultural deprivation, cultural difference/discontinuity, and cultural ecology. Each theory juxtaposes dimensions of race as a significant variable, but each has omitted the meaning of race/ethnicity as internally and externally constructed, particularly among Latino groups. Focus of Study The study focused on discerning (1) how the students defined their own racial/ethnic identification and how they perceived that others defined them; (2) how they discussed the opportunities available for the social group with which they identified and the social group with which they believed others situated them; and (3) how the students’ academic orientation (which reflected their educational and occupational aspirations, participation in cocurricular activities, and accommodation to schooling norms) related to their experiences of racial and ethnic identification and their perceptions of opportunity. Population Interviews were conducted with 17 high school students. The students ranged from Grade 9 to Grade 12. In addition, students identified as Mexican or Puerto Rican. Research Design Qualitative interviews were conducted at three data points with participants. The interview protocol consisted of four main sections: (1) familial, socioeco-nomic, and migratory background of each student; (2) student's ethnic identification and construction; (3) student's academic orientation (i.e., educational and occupational aspirations, interpretation of school utility, school engagement, school experiences, and academic performance); and (4) students’ interpretation of constraint and opportunity. Conclusions/Recommendations This study represents an initial foray into a complex conversation on internal and external social identification, racial constructs, and interaction as part of the schooling experience of Latino students. Two significant findings from the larger study are reported in this article. First, the negotiation of identity among these Mexican and Puerto Rican students in predominantly African American schools demonstrates racial/ethnic boundary designations (i.e., who is in and who is out) as structured by skin color. Second, what is meant to be designated as White-looking, Hispanic/Mexican-looking, or Black/biracial-looking maintained differing meaning and latitude in the racial/ethnic boundary options across skin color groups. Both these findings posit further questioning as to what we know about identification among Latino students and, more important, how it gets played out in schools.

Successful School Management in India: Case Studies of Navodaya Vidyalayas

This research explored the management devices followed in successful schools in the Indian context. In-depth case studies of three successful Navodaya schools were carried out. The schools were identified on the basis of the academic performance of students in the last three years in the national examinations and their participation in co-curricular activities at the regional and national levels. The study employed triangulation approach in which data were collected employing different methodologies (personal interviews, observations, and questionnaires/schedules) from various categories of respondents (principals, teachers, students, parents, and in some cases alumni) by a team of researchers. Results indicated that successful schools adopted participative management system in running day-to-day activities of the schools, gave people autonomy but also made them accountable for successful completion of the tasks, followed democratic methods of taking decisions, gave priority to the welfare of students, maintained supportive relationship with teachers, attempted to establish linkage with parents, set up higher and higher goals for themselves and the schools, adopted innovative pedagogical methods and evaluation devices, and recognized good work of the teachers. The results have implications for other schools where some of these devices can be tried out to improve their performance.