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Journal articles on the topic 'Co-curricular activities'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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1

Kumar, T. Ranjith, and Dr R. Selvaraju Dr. R. Selvaraju. "Personality Development through Co-Curricular Activities." Paripex - Indian Journal Of Research 3, no. 6 (January 15, 2012): 59–61. http://dx.doi.org/10.15373/22501991/june2014/19.

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2

Yousaf Zada, Nisar, and Dr. Alamzeb. "The Role of Co-curricular Activities in Leadership Skills' Development among University Students." Journal of Social Sciences Review 1, no. 2 (September 13, 2021): 38–52. http://dx.doi.org/10.54183/jssr.v1i2.8.

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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.
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3

Sami, Abdul, Laraib, and Asmara Irfan. "Academic Achievement of college students based on Co-curricular Activities." Journal of Management Info 7, no. 1 (May 2, 2020): 16–23. http://dx.doi.org/10.31580/jmi.v7i1.1344.

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The purpose of this study is to find out the relationship between Co-curricular activities and Academic Achievement. Co-curricular activities also helpful for the benefit of country. There are many benefits of co-curricular activities for students it includes, self-confidence, better communication skills, improves physical and mental abilities. Qunantative method of survey is used for this research Data is collected from almost 400 students of different colleges from both genders. With the help of analysis there are positive relationship between Co-curricular activities and Academic Achievement. From results of this research the government and education institutes have to play a very strong part. Government should provide proper resources, finance and a plate-form on which students can show their abilities. Educational institutes also focus on co-curricular activities rather than to get just high score and motivate them. Students will concentrate on co-curricular activities according to the quickest shift in technology to high academic achievement
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Batool, Tahira, and Jannat Riaz. "Variations in Parental Participation in Curricular and Co-Curricular Activities of University Students." Global Social Sciences Review IV, no. IV (December 31, 2019): 239–49. http://dx.doi.org/10.31703/gssr.2019(iv-iv).31.

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This research was aims to examine the point of view of university students about parental participation in their curricular and co-curricular activities. It explores the comparisons in parental participation level regarding students gender, socio-economic status in public and private universities. This exploration followed the quantitative research method. The sample for this research consisted of the graduation students (boys and girls) of public and private sector universities which were located in Lahore district. A random sampling procedure was used to collect data from boys and girls studying in different universities. The sample size of this survey was 300 students. The researcher has constructed a questionnaire for finding out the opinions of students about their parental participation in their academics. After the collection of data, the data were analyzed. Findings of the research revealed that parental involvement was different due to gender, education and social status of university students.
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5

Mohd Shaharanee, Izwan Nizal, Jastini Mohd Jamil, Hussin Abdullah, and Azlizan Taib. "INCULCATION OF SOFT SKILLS THROUGH CREDITED CO-CURRICULAR ACTIVITIES AMONG STUDENTS." International Journal of Education, Psychology and Counseling 6, no. 44 (December 1, 2021): 30–37. http://dx.doi.org/10.35631/ijepc.644003.

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Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner to produce individuals who are intellectually, spiritually, emotionally, and physically balanced and harmonious, based on a firm belief in and devotion to God. This aspiration will not be successful if the emphasis is only given to academic excellence alone. Therefore, the co-curricular activities should also be embedded towards Higher Education Institutions (HEI) students in cultivating soft skill. Various co-curricular activities have been implemented at the university to offer valuable soft skills to students. But it is still a question how these soft skills are implemented, and how are the students' acceptance and understanding of the soft skills applied. Therefore, this study has been conducted to identify the effectiveness of students' soft skills after completing co-curricular activities. A questionnaire involving a total of 669 students was analysed. The result indicated the effectiveness of soft skills embedded within the co-curricular activities is high, with an average value of 5 (Likert Scale 1-7). However, some improvements are required to increase the effectiveness of soft skills to students. Co-curricular instructors/trainers need to have proper training on integrating soft skill in their courses. Providing good guidelines is vital to help the instructors/trainers develop suitable co-curricular activities for teaching delivery and evaluation. The instructors/trainers need to explain to students what soft skills they can obtain for each activity implemented. Additionally, to ensure students acquire the soft skill, they need to reflect on what they have learned and practices during co-curricular activities.
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6

Singh, Ananya. "Effect of Co-Curricular Activities on Academic Achievement of Students." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 3 (March 28, 2017): 241. http://dx.doi.org/10.21013/jems.v6.n3.p4.

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<div><p><em>Development of child’s body and mind demand proper nurturing of its physical and intellectual qualities as few of the major determinants of his personality. Therefore, modern approaches of education emphasize on all round development of the child. The process of education is not something static or one time measure rather, continuous and life long endeavor that can be divided in two parts; curricular activities and co-curricular activities. . Co-curricular activities, as the name implies, are those, not directly related with the prescribed curriculum and include; sports, athletics, scouting, cubing, various hobbies, excursions literary societies, dramatics, debates etc. to bring social and physical adjustments in the child.</em></p><p><em>The study concluded that in wholesome the overall effect of co-curricular activities on the student’s academic performance and personality development is positive. And it compliments the academic activities in attainment of education’s main goal of bringing change in student’s behavior.</em></p></div>
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7

Primasatya, Nurita, and Ilmawati Fahmi Imron. "Analysis of student needs of the mathematics club (MC) as a co-curricular activities as an effort to grow up 4C skills." Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika 6, no. 2 (November 25, 2020): 215–23. http://dx.doi.org/10.29407/jmen.v6i2.14849.

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In the industrial revolution 4.0, 4C’s skills (critical thinking, creative thinking, collaboration, and communication) are essential for the students. Therefore, starting from elementary school, these skills need to be cultivated. According to Permendikbud No. 23 of 2017, there are 3 activities that must carry out, namely intra-curricular, co-curricular, and extra-curricular. Like intra-curricular activities, co-curricular activities should be structured and systematic as intra-curricular that have teaching material. However, the reality is a lot of school don’t have a good preparation for doing co-curricular. Co-curricular is the activities of deepening the material (indicator) there are in intra-curricular, so the material presented in co-curricular activities must be the material that is difficult or that needs enrichment. One of the materials that requires enrichment is mathematics. It is because mathematics has contained difficult material and is usually feared by the students. This article will specifically discuss the needs of students in full-day schools whose co-curricular activities in Mathematics Club (MC) are an cultivate 4C’s skills. The method used exploratory research method. The result of this research found that Schools needed activities such as Mathematics Club because the schools had not implemented cocurricular activities optimally. Di era revolusi industry 4.0, keterampilan 4C (critical thinking, creative thinking, collaboration, and communication) penting untuk dimiliki siswa. Oleh karena itu, mulai dari tingkat sekolah dasar, kemampuan ini perlu ditumbuhkan. Sesuai Permendibud No 23 tahun 2017 terdapat 3 kegiatan yang harus dilakukan sekolah yakni intrakurikuler, kokurikuler, dan ekstrakurikuler. Layaknya kegiatan intrakurikuler, kegiatan kokurikuler seharusnya juga tersusun secara terstruktur dan sistematis disertai dengan bahan ajarnya. Namun, kenyataannya sekolah belum memiliki kesiapan yang maksimal terkait dengan perancangan dan pelaksanaan kegiatan kokurikuler tersebut. Kegiatan kokurikuler adalah kegiatan pendalaman materi (indikator) yang ada dalam kegiatan intrakurikuler, jadi materi yang disajikan dalam kegiatan kokurikuler haruslah materi yang sulit atau butuh pengayaan. Salah satu materi yang membutuhkan pengayaan adalah materi matematika. Hal ini dikarenakan matematika selalu menjadi materi yang sulit dan ditakuti siswa. Artikel ini secara spesifik akan membahas kebutuhan siswa di sekolah full day terhadap kegiatan kokurikuler mathematics club sebagai upaya menumbuhkan keterampilan 4C. Metode yang digunakan dalam penelitian ini adalah metode penelitian eksploratif dimana peneliti melakukan observasi dan wawancara secara mendalam terhadap kebutuhan sekolah terhadap kegitan kokurikuler Mathematics Club. Hasil penelitian menemukan bahwa sekolah membutuhkan kegiatan seperti Mathematics Club karena sekolah belum menerapkan kegiatan kokurikuler secara maksimal.
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8

Crowe, Kathryn. "Student Affairs Connection: Promoting the Library through Co-Curricular Activities." Collaborative Librarianship 2, no. 3 (2010): 154–58. http://dx.doi.org/10.29087/2010.2.3.02.

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9

Marais, Petro. "The Significance of Student Teachers’ Involvement in Co-Curricular Activities." International Journal for e-Learning Security 1, no. 2 (September 1, 2011): 81–88. http://dx.doi.org/10.20533/ijels.2046.4568.2011.0010.

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10

Bielefeldt, Angela R., Nathan Canney, Christopher Swan, and Daniel W. Knight. "Contributions of Learning through Service to the Ethics Education of Engineering Students." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 11, no. 2 (October 23, 2016): 1–17. http://dx.doi.org/10.24908/ijsle.v11i2.6392.

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Previous studies have found that engineering students can learn about ethics, both microethical and macroethical, through service-learning courses and co-curricular community engagements. This research has sought to generate a national picture through survey responses of how ethical issues are taught in these settings. Based on survey results, individuals who taught courses that included service-learning (n=160) incorporated a median of 8 ethical topics. Among co-curricular engineering service groups like Engineers Without Borders, a median of 7 ethical topics were incorporated. Microethical topics were more common in service-learning courses compared to co-curricular activities. A smaller percentage of co-curricular activities such as professional societies (39%), honor societies (39%), and design competitions (21%) indicated that students learned about ethics through working with communities. A range of teaching methods complemented the community engagement activities, with discussions and lectures used in over half of all learning through service settings. Assessment of students’ learning on ethical topics was nearly universal in service-learning courses (94%), but uncommon in co-curricular engineering service settings (less than 14%). These results provide ideas on ethics topics that can be infused into community engagement activities, complemented by various teaching and assessment methods.
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11

Ashfaq, Muhammad, Adeel Ahmed Khan, and Nasir Ahmed Khaskheli. "Role of Co-curricular activities creating qualities of leadership among Secondary Schools Students in Ex FATA." SKY-International Journal of Physical Education and Sports Sciences (IJPESS), no. 1 (December 1, 2020): 81–93. http://dx.doi.org/10.51846/the-sky.v4i1.817.

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The study was designed to evaluate the role of co-curricular activities (CCA) creating qualities of leadership among secondary schools students in F.R Kohat (Sub Division Dara) ex Federally Administrative Tribal Areas (FATA). The function of this study was to discover the leadership ability in students consider they learned through sports and co-curricular activities and to validate how those skill are used in the institute to resolve whether those skills enhance the leadership experience of students. The results of this study provide information which can assist learner dealings partakers who are looking for conduct to help learner make the correlation linking the co-curricular and curricular leadership experience. A sample size of 200 subjects was chosen from 10 high schools in the Frontier Region Kohat on the root of opportunity sampling method. A questionnaire of five points Likert Scale after in quest of due authorization from Principals and Head Masters was used to reach to the in detail of the observable fact. Numerical techniques Mean, Percentage and Standard Deviation were run to examine the composed data. The investigator analyzes the connection between co-curricular involvement and its positive role creating qualities of leadership among secondary school students. Research also reveals that CCA create self confidence among students and makes students more popular. Culmination from this study endow with confirmation of the worth of co-curricular leadership training and its contact on curricular experience. Finally it was concluded that many students who were engaged in sports and co-curricular activities also reported being engaged in leadership positions within their team, club, or organization serving in lead roles such as, captain of a sport team. It was also came in knowledge that those students who participated in these activities are bold and they are ready to face any type of challenge in future. It is further added that current prime minister of Pakistan Imran Khan was a sportsman and also leaded Pakistan’s cricket team and won world cricket cup in 1992.
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12

Wong, Helen, and Simon Leung. "How do Tertiary Education Students Perceive Co-Curricular Activities under the New Education System?" International Education Studies 11, no. 2 (January 26, 2018): 83. http://dx.doi.org/10.5539/ies.v11n2p83.

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Co-curricular activities in general are believed to be useful for students’ development, such as improvement in academic performance, higher retention rate, enhancement of social and competency skills, and assistance of youth development and employment. With the expansion of the education sector and the implementation of a new 3-3-4 education system in Hong Kong, the background and training of students is different from the past, so it is worthwhile investigating students’ interest, understanding and perceptions about co-curricular activities nowadays in an Asian context. Comparison between the perceptions of sub-degree and degree students is discussed. Similarities and differences are found in both groups of students. Based on the findings, suggestions are made to education institutions in planning their resources on co-curricular activities.
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A. Musa, W., Othman ., M. N. Hakim, and N. P. Md. Sai. "Co-curricular Activities Among Students at University Kuala Lumpur: Entrepreneurial Propensity." Information Technology Journal 15, no. 4 (September 15, 2016): 144–48. http://dx.doi.org/10.3923/itj.2016.144.148.

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Yahya, Syed Mohd Najib Syed, Faridah Mydin Kutty, and Norfarizah Adira Abd Hadi. "Students’ Personalities and the Level of Engagement in Co-Curricular Activities." Creative Education 10, no. 12 (2019): 2984–92. http://dx.doi.org/10.4236/ce.2019.1012222.

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15

Onuoha, Chimnonso P., Michael P. Garner, and Norman E. Fenn. "Student perceptions of co-curricular activities on pharmacy education: A review." Currents in Pharmacy Teaching and Learning 13, no. 5 (May 2021): 576–84. http://dx.doi.org/10.1016/j.cptl.2021.01.017.

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Vetter, Matthew, Laurie Schreiner, Eric McIntosh, and John Dugan. "Leveraging the quantity and quality of co-curricular involvement experiences to promote student thriving." Journal of Campus Activities Practice and Scholarship 1, no. 1 (February 2019): 39–59. http://dx.doi.org/10.52499/2019006.

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Despite decades of research on student involvement, few studies have examined how co-curricular experiences promote holistic student success outcomes. Fewer still have differentiated the characteristics of co-curricular involvement to determine practices most likely to predict student success. This study investigates the relationship between the quantity and quality of student co-curricular involvement within a structural model of college student thriving. Evidence from undergraduate participants (n = 2,973) at 13 colleges and universities indicates the quality of involvement directly predicts thriving, and quantity of involvement indirectly predicts thriving. Nearly 64% of the variation in thriving was explained by the full model. Findings suggest students would benefit from investing deeply in one or two meaningful co-curricular experiences. Student activities professionals should seek to identify visible pathways for co-curricular engagement on campus that foster student leadership, community building, and individual meaning-making.
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Hidayah, Lutviyana. "PERAN KO KURIKULER DAN EKSTRAKURIKULER TERHADAP UPAYA PENCAPAIAN KURIKULUM 2013." As-Salam: Jurnal Studi Hukum Islam & Pendidikan 8, no. 2 (December 27, 2019): 251–70. http://dx.doi.org/10.51226/assalam.v8i2.128.

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This article aims to describe the role and concepts of co-curricular and extracurricular activities so that it is useful for achieving the goals of the 2013 curriculum. This 2013 curriculum has three important objectives, namely Strengthening Character Education, Strengthening Literacy Culture, and 21st Century Learning. This type of research is library research, research sources are found in the literature and sources, or the latest findings regarding the Curricular and Extracurricular activities as well as the 2013 Curriculum. The results of this research are that co-curricular and extracurricular activities play a major role in achieving the three aspects of learning contained in the curriculum 2013, namely cognitive, affective and psychomotor aspects. These three aspects are very helpful in achieving the 2013 curriculum agenda, which consists of character strengthening, literacy culture and 21st century learning. Character strengthening can be achieved through religious extracurricular activities, Hisbul Wathan and BTQ, Kultum, work assignments, and intensive post-school guidance. Literacy culture can be achieved by reading guidance programs both reading the Al-Qur'an or spelling, one verse a day program. 21st century learning is pursued by extracurricular activities, namely tambourine activities, calligraphy and so on. The expected positive impact of this article is the dissemination of information about the urgency of co-curricular and extracurricular activities in an educational institution to achieve learning objectives in the 2013 curriculum.
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Hafeez, Abdul, Malik Amer Atta, and Muhammad Ayaz. "Participation of Community through Parents Teacher Councils regarding Curricular and Co-curricular Activities in Public Sector Schools of Khyber Pakhtunkhwa." Global Social Sciences Review III, no. IV (December 30, 2018): 515–33. http://dx.doi.org/10.31703/gssr.2018(iii-iv).35.

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The study focuses on the participation of community through PTC in the arrangement of different curricular and co-curricular activities in schools for betterment of students and enhancement of their qualities. A valid and reliable questionnaire was served to the two categories of stakeholders i.e. PTC members (Chairman and secretary) and Non-PTC members (Parents and Teachers). A sample of one hundred schools randomly selected from two districts of Khyber Pakhtunkhwa. Mean, Standard Deviation, Coefficient of variation, t-distribution and p-value were applied as statistical tools. Responses of both groups show moderate response and show that participation of community is found for the first variable i.e. arranging curricular activities but there is opposite opinion found in the point of view of both group regarding the arrangement of co-curricular activities in schools; response of PTC members group is positive but non PTC members group did not support it.
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Hublikar, Shivaraj, Uma Mudengudi, Priyatam Kumar, Rajashekar B. Shettar, Arun Kakhandki, and Soumya S. Patil. "Enhancing Performance in Co-Curricular Activities Through Structured Approach in Minor Projects." Journal of Engineering Education Transformations 29, no. 3 (January 1, 2016): 161. http://dx.doi.org/10.16920/jeet/2016/v29i3/85254.

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Selamat, Jumali, Khaidzir Ismail, Kadaruddin Aiyub, Z. M. Lukman, Kadir Arifin, Roslee Rajikan, Azahan Awang, Mohd Helmi Abd Rahim, and Norfadillah Derahim. "Learning Contract: New Approach in Assessing and Evaluating Students' Co-Curricular Activities." Social Sciences 7, no. 4 (April 1, 2012): 522–29. http://dx.doi.org/10.3923/sscience.2012.522.529.

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Karim, Khaled. "Role of Co-curricular Activities (CCAs) in Academic Success and Increasing Graduate Employability." International Journal of Learning and Development 11, no. 1 (March 5, 2021): 121. http://dx.doi.org/10.5296/ijld.v11i1.18300.

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A significant body of research has investigated the impact of extra-curricular (ECAs) or co-curricular activities (CCAs) on academic performance. This review outlines the conceptual and theoretical value CCAs as they apply to students, faculty, staff, and employers of Higher Education Institutions (HEIs). The review also describes existing methods of integrating CCAs into post-secondary curriculum in order to increase graduate employability. Based on the findings from the existing literature, the review outlines some recommendations for HEIs to provide CCA opportunities to students to increase academic success and graduate employability.
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Indroasyoko, N., A. Muhammad, and D. Sujana. "Factor Analysis of Student Social Skills of Co-curricular Participants at Polytechnic." Innovation of Vocational Technology Education 15, no. 1 (March 21, 2019): 29. http://dx.doi.org/10.17509/invotec.v15i1.16057.

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The objective of this research is to know how big the impact of co-curricular program to social skill. Samples are 59 the students of Politeknik Manufaktur Bandung who follow the activities of co-curricular field of Arts, Special Skills and Sports. Attributes of Social Skills include: Co-operation, Assertiveness, Empathy, and Self-Control. The questionnaire technique using the scale of assessment of Linkert model. The data were analyzed by using factor analysis to find out which factors were dominant and how the ranking variables. The results showed that students of co-curricular participants could form social skills by 66%, while the social skill formation by the co-curricular in the respective fields: art-62.44%, special skills-59.22%, and sports-81, 78%, the rest in the stimulus by other factors that have not been revealed. The co-curricular field of sports contributes the most dominant in the formation of students' social skills compared to other fields. There is a variation in the sequence of dominant factors of social skills variables for each field of co-curricular activity. The dominant of the social skills of each co-curricular programs differs. In terms of art skill, the dominant factor is self-control. In relation to specific technical skill, empathy dominates the factor. Meanwhile in sport skill, the factor is dominated by assertiveness.
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Mason, Nancy, Jacqueline Dela Pena, Bianca Campbell, and Burgunda Sweet. "Pharmacy Phamilies as a Component of a Co-Curricular Program for Doctor of Pharmacy Students." INNOVATIONS in pharmacy 11, no. 4 (October 22, 2020): 2. http://dx.doi.org/10.24926/iip.v11i4.3212.

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Background: Pharmacy student professional growth depends heavily on co-curricular involvement, in addition to classroom learning. Co-curricular programming can be supported by an innovative structure using self-directed learning and a unique mentorship process. Innovation: A novel faculty and peer mentorship structure, called Pharmacy Phamilies, is integrated into a credited Lifelong Learning course that spans the 4 years of our PharmD program. This course is comprised of student-chosen activities to meet requirements in six domains, as well as reflections and other assignments. Recent changes include a new Pharmacy Phamily group reflection process and the use of co-curricular logs to document student activities. Findings: Based on a student survey, the majority of respondents were satisfied with their level of engagement with their Pharmacy Phamily (72%) and with their advisor (76%). The majority also reported that the Pharmacy Phamily program is meeting its goals of establishing a sense of community at the college (76%) and enhancing students’ professional development (72%). A total of 86% of students preferred the Pharmacy Phamily group reflection over the former six individual reflections and 93% of students agreed the co-curricular log was a useful tool to document involvement in professional activities. Conclusion: Pharmacy Phamilies and peer-reviewed, group reflection can provide an inclusive structure of support and social connection for students at the college of pharmacy. Article Type: Note
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Octaviani, Annek Astri, Furaidah Furaidah, and Sri Untari. "Penguatan Pendidikan Karakter Nilai Religius Dalam Program Kegiatan Budaya Sekolah." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 11 (November 26, 2019): 1549. http://dx.doi.org/10.17977/jptpp.v4i11.13044.

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<pre><strong>Abstract: </strong>This research aims to describe the program's cultural activities as a deciding of the quality of the school. This research uses qualitative research methods with descriptive type. The results of this research, namely, programs for strengthening the character education religious values that exist in the school consist of extracurricular, co-curricular and cultural school. But the quality of a school is determined from the culture of the schools it has set. This is because the program of extracurricular and co-curricular activities is not every day executed by learners. So that the character resulting from the program of extracurricular and co-curricular activities is not as much as the program of school culture activities that are applied everyday. </pre><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mendeskripsikan program-program kegiatan budaya sekolah sebagai penentu dari mutu sekolah. Penelitian ini menggunakan metode penelitian kualitatif dengan jenis deskriptif. Hasil penelitian ini, yaitu program-program kegiatan penguatan pendidikan karakter nilai religius yang ada di sekolah terdiri dari krgiatan ekstrakurikuler, co-kurikuler, dan budaya sekolah. Akan tetapi, mutu dari sebuah sekolahan tersebut ditentukan dari budaya sekolah yang diterapkannya. Hal tersebut dikarenakan pada program kegiatan ekstrakurikuler dan co-kurikuler tidak setiap hari dijalankan oleh peserta didik. Jadi, karakter yang dihasilkan dari program kegiatan ekstrakurikuler dan co-kurikuler tidak semaksimal program kegiatan budaya sekolah yang diterapkan setiap hari.
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Bekomson, Achi N., Melvina N. Amalu, Anthony N. Mgban, and Kingsley B. Abang. "Interest in Extra Curricular Activities and Self Efficacy of Senior Secondary School Students in Cross River State, Nigeria." International Education Studies 13, no. 8 (July 23, 2020): 79. http://dx.doi.org/10.5539/ies.v13n8p79.

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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 &ldquo;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.
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Kariyana, Israel, Cosmas Maphosa, and Beginner Mapuranga. "Towards a Holistic Curriculum: How Significant is Learners’ Participation in Co-curricular Activities?" Journal of Social Sciences 35, no. 2 (May 2013): 159–67. http://dx.doi.org/10.1080/09718923.2013.11893156.

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Johnson, Paula C. "Learning beyond the classroom: engaging students in information literacy through co-curricular activities." Public Services Quarterly 16, no. 4 (October 1, 2020): 244–45. http://dx.doi.org/10.1080/15228959.2020.1813936.

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Jenitha, T., S. Santhi, and J. Monisha Privthy Jeba. "Prediction of Students’ Performance based on Academic, Behaviour, Extra and Co-Curricular Activities." Webology 18, Special Issue 01 (April 29, 2021): 262–79. http://dx.doi.org/10.14704/web/v18si01/web18058.

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Since Academic institutions contain huge volume of data regarding students such as academic scores, scores in co and extracurricular activities, family annual income, family background and other supporting documents, predicting individual students performance in all aspects manually is a difficult task. The proposed work uses data mining techniques to identify students who are eligible for scholarships and other benefits. Students are classified into different categories by means of academic, behavior, extra and co-curricular activities. Machine Learning algorithms such as Naive Bayes, Decision Tree Classifier and Support Vector Machine are used for predicting the performance of the student. With the help of this proposed model parents and instructors can monitor student’s performance and they can also provide essential technical and moral support. Also this helps in providing academic scholarship and training to the students to support them financially and to enrich their knowledge. It suggests the Academic Institutions to organize induction or training programmes at the beginning of the semester. Technical training, motivational talks, Yoga, etc are organized by the institutions by keeping in mind of students physical and mental health. Considering the e-learning platforms huge volumes of data and plethora of information are generated. In this work, various learning models are constructed and their accuracies are compared to analyse which algorithm out-performs.
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Sapsani, Georgia, and Nikolaos Tselios. "Facebook Use, Personality Characteristics and Academic Performance." International Journal of Web-Based Learning and Teaching Technologies 14, no. 2 (April 2019): 1–14. http://dx.doi.org/10.4018/ijwltt.2019040101.

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The present article examines the relationship between student personality, use of social media and their academic performance and engagement. Specifically, this article examines the relationship of students' Facebook (FB) use and personality characteristics using the Big Five Personality Test. This is focused on (a) student engagement; (b) time spent preparing for class; (c) time spent in co-curricular activities; and (d) academic performance. 204 higher education students participated in the study. Results illustrate that FB time was significantly positively correlated to student engagement and time spent preparing for class. Sharing links activity was positively correlated with student engagement and playing FB games with time spent preparing for class. However, sending private messages and status updates were significantly negatively correlated with student engagement and time spent preparing for class. Also, viewing videos was negatively correlated with time spent in co-curricular activities. Chatting on FB and viewing photos found to be the most popular activities. Moreover, students' extraversion, conscientiousness, openness to experience were positively correlated to student engagement. In addition, extraversion had a positive relationship with time spent in co-curricular activities, although agreeableness had a negative relationship. Implications of the study for the instructors and the students are also discussed.
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Di Maggio, Lily M. "An Analysis of the Connections Between Involvement in Study Abroad, Other High-Impact Practices, and Co-Curricular Activities." Frontiers: The Interdisciplinary Journal of Study Abroad 31, no. 1 (April 30, 2019): 111–30. http://dx.doi.org/10.36366/frontiers.v31i1.445.

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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.
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Irfani, Bambang, Meisuri Meisuri, and Rohmatillah Rohmatillah. "SPEAKING PERFORMANCE OF ISLAMIC BOARDING SCHOOL AND PUBLIC SCHOOL-BASED GRADUATES: A COMPARATIVE STUDY." JEELS (Journal of English Education and Linguistics Studies) 5, no. 1 (July 3, 2018): 97–113. http://dx.doi.org/10.30762/jeels.v5i1.558.

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This study aims 1) to compare the speaking performance of university students who graduated from Islamic boarding school and public school-based senior high schools and 2) to investigate the potential factors affecting the difference of their speaking performance. First year students of a State Islamic University in Lampung - Indonesia participated as the subjects of research. The data of students’ speaking performance was obtained from the documentation of students’ speaking entrance test score. Then, a semi-closed-ended questionnaire investigating the curricular, co-curricular, and extra-curricular programs in their previous high schools covering the sorts, the frequency, and the duration of the activities was distributed to disclose the underlying reasons of the speaking performance differences. The results revealed that generally the Islamic boarding school-based senior high school graduates’ speaking performance is slightly better than the public-based one with a minor difference on the five aspects of speaking assessment. The former showed better achievement in fluency, vocabulary and comprehension, whereas the latter got better result in grammar and pronunciation. Dissimilar variations of the co-curricular and extra-curricular activities at both types of school and the frequency of the activities might be the potential factors affecting the differences.
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Goralnik, Lissy, Laurie Thorp, and Alissa Rickborn. "Food System Field Experience: STEM Identity and Change Agency for Undergraduate Sustainability Learners." Journal of Experiential Education 41, no. 3 (May 21, 2018): 312–28. http://dx.doi.org/10.1177/1053825918774810.

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Background: Experiential STEM (Science, Technology, Engineering, and Mathematics) learning increases STEM identity and belongingness in STEM communities. Experiential food systems education affects change agency and intention to effect change. But little work explores experiential STEM learning in field-based contexts. Purpose: Our project describes curricular and co-curricular experiential learning implemented programmatically, a novel context; these field-based interventions affect STEM identity and change agency, both largely unstudied experiential education outcomes. Methodology/Approach: Introductory sustainability studies students complete 1 hr/week on field-based teams (e.g., raising bees, growing produce). Many extend participation as a co-curricular activity. We gave 2015 introductory students ( N = 62) a pre–post survey to explore STEM identity and change agency. We also collected 2016 co-curricular Pig Team learning reflections ( N = 10). Findings/Conclusions: Survey: A paired t test was run on numeric responses using R (v. 3.4.2). Significant ( p < .0055) gains were found for all questions. Reflections: We conducted an emergent qualitative content analysis, identifying four STEM identity– and change agency–related categories. Implications: A programmatic commitment to experiential learning through paired curricular and co-curricular activities can have meaningful impacts on STEM identity and change agency, facilitating student ability to act purposefully on behalf of sustainability.
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Jumadi, Jumadi. "Reaktualisasi Nilai Sosial Budaya Melalui Pendidikan Dan Pembentukan Karakter Bangsa Di Sekolah." Jurnal Pendidikan Sejarah 4, no. 2 (August 18, 2017): 63. http://dx.doi.org/10.21009/jps.042.07.

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Character education is one of the answers to the formation of national character. Character education has become a mission in an effort to realize the vision of national development. Design education and character formation in macro is done through the process of planning, implementation, and evaluation of outcomes involving all sectors of life, while the micro constructed and formed in the four pillars of teaching and learning activities in the classroom, activities of daily life in the form of cultural education unit, the activities co-curricular and extra-curricular and daily activities at home and in the community.
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Siddiky, Muhammad Roknuzzaman. "Developing Co-Curricular Activities And Extra-Curricular Activities For All-Round Development Of The Undergraduate Students: A Study Of A Selected Public University In Bangladesh." Pakistan Journal of Applied Social Sciences 10, no. 1 (September 8, 2019): 61–82. http://dx.doi.org/10.46568/pjass.v10i1.101.

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The paper mainly attempts to examine whether co-curricular activities and extra-curricular activities could contribute to the all-round development of the undergraduate students and how these activities may be developed to ensure quality education in a public university in Bangladesh. The study was a qualitative study in which multiple case study and document analysis methods were employed. The study found that the undergraduate students have developed a wide range of personal and social skills including communication skill, organizing skill, presentation skill, public speaking skill and analytical skill by taking part in such activities. The CCAs and ECAs have also facilitated brain development, knowledge acquisition, personality development, and civic development of the students. Hence, the study argued that the CCAs and ECAs have diverse effects to promote allround development of the students. In order to explain how these activities could be developed in a public university, the paper identified several clubs and associations and their key functions. Finally, the paper suggested that the Government and the authority concerned should undertake proper measures for organizing diverse CCAs and ECAs properly and thereby ensure quality education and attain SDGs.
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Jena, Prakash Chandra. "Education as a Moral Enterprise for Adolescents." International Letters of Social and Humanistic Sciences 59 (September 2015): 104–8. http://dx.doi.org/10.18052/www.scipress.com/ilshs.59.104.

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Identifying various problems of school going adolescents is a major challenge now-a-days. This paper focuses various educational problems of adolescents and how these problems cause for their moral degradation. For inculcating moral value among them curricular and co-curricular activities play a vital role. It is an attempt to suggest some educational activities taking into account the interest of adolescents that create a plat for all-round development of their personality and peace survival in the society.
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Morogo, Shadrack Kipruto. "School Co-curricular Activities in Promotion of Peace Education in Public Day Secondary Schools in West Pokot County, Kenya." East African Scholars Journal of Education, Humanities and Literature 5, no. 3 (March 10, 2022): 70–75. http://dx.doi.org/10.36349/easjehl.2022.v05i03.001.

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Peace education is about empowering and equipping students with knowledge, skills and attitudes in relation to positive social change and to help them find new solutions to challenges. West Pokot County in Kenya is a highly volatile region, characterized by regular conflict between its inhabitants and communities in neighbouring Baringo, Elgeyo Marakwet, Turkana counties and northern Uganda region. The purpose of this study was to investigate how school co-curricular activities affect provision of peace education in public secondary schools in West Pokot County, Kenya. The study was guided by the following objective: to identify school co-curricular activities that accelerate attainment of peace education in public secondary schools in West Pokot county. Literature review indicates that when education is equitably available, of good quality, relevant and conflict sensitive, it can help promote peace and provide safe environments. The study adopted a pragmatist research paradigm and a descriptive survey research design. A sample size of 30% of principals and teachers constituted 24 and 198 respectively from a total population of 81 principals and 661 teachers in the County. Based on Yamane formula for sample size calculation, 385 students were sampled from a total of 10,035 students in West Pokot County. The schools were selected using stratified random sampling technique while purposive sampling was used to select the principals who participated in the study. Simple random sampling was used to select students and teachers. Data was collected using questionnaires for teachers’ respondents, interviews for principals and focus group discussions, for student respondents. Quantitative data was analyzed using descriptive statistics and chi square test while qualitative data was analyzed thematically based on the emerging themes. The study established that; school co-curricular activities promoted peace It is recommended that co-curricular activities with the theme of ....
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Belousova, Hassan, and Lampkin. "Mixed-Method Study of Utilizing Portfolios to Document and Assess Co-Curricular Activities: Student and Advisor Perceptions." Pharmacy 7, no. 4 (December 13, 2019): 170. http://dx.doi.org/10.3390/pharmacy7040170.

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Background: Development of professional behaviors must occur in tandem with clinical skills to ensure graduates provide quality care. Portfolios have been widely utilized as a medium to document and reflect on experiences related to professional skills. Methods: Students were required to complete a series of co-curricular activities and document them via paper or electronic portfolios, which were shared with their advisors for feedback and review. To gather perception data, student surveys were administered twice: once for the electronic cohort and once for the paper cohort after their first-year experience with the platform, and focus groups were conducted a year later. Faculty advisors were also asked to complete surveys. Results: Both students and advisors felt that electronic portfolios resulted in a greater understanding of the educational outcomes and was the preferred method for recording co-curricular requirements. Several technical challenges arose with the use of the electronic portfolio and many students and advisors felt they needed more education regarding mapping of activities. Conclusions: The electronic portfolio was found to be more sustainable as compared with paper portfolios, as it helped students adhere to the criteria and self-assessment process. Further research is needed to evaluate long-term benefit of documenting and assessing co-curricular experiences within an electronic platform.
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Sims, Stuart, Wilko Luebsen, and Chris Guggiari-Peel. "Exploring the role of co-curricular student engagement in relation to student retention, attainment and improving inclusivity." Journal of Educational Innovation, Partnership and Change 3, no. 1 (September 18, 2017): 93. http://dx.doi.org/10.21100/jeipc.v3i1.605.

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Throughout the REACT project, the core institutions of Winchester, Exeter and London Metropolitan have been conducting an in-depth, multi-faceted evaluation of selected co-curricular student engagement activities – ‘Student Fellows’, ‘Change Agents’ and ‘Peer-Assisted Student Success’ respectively. This involved the collection of survey data to explore key concepts related to the motivations of students to participate in these initiatives. This survey explores areas including employability, academic study and partnership, with an aim of improving co-curricular initiatives to make them more inclusive of ‘hard to reach’ students. These ‘motivations’ to participate are used to contextualise data about the attainment and continuation of active student participants. Rather than seek to assert or confirm that various groups are ‘hard to reach’, this research seeks to understand better what does and does not make co-curricular activities inclusive of hard-to-reach students. In this sense, the aim is to have a greater understanding of how students are successfully ‘reached’. Discussion will focus on how attainment and retention can help us to explore whether a wide range of students is benefiting from participation.
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Ibrahim, Muhammad, Masood Ahmad, and Muhammad Latif Javed. "Analysis of ESL Students' Activities during Summer Holidays in Pakistan." Global Educational Studies Review V, no. III (September 30, 2020): 222–28. http://dx.doi.org/10.31703/gesr.2020(v-iii).23.

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Education is a continuous process, and students need to focus on their academic activities uninterruptedly throughout the academic calendar to achieve their targets. The current study aims to analyze ESL students' activities during the summer holidays in Pakistan. The target population for the current study was secondary school ESL students from the private sector. Sixteen participants were selected by using a convenient sampling technique. The participants were interviewed for gathering qualitative data. The data were analyzed by using interpretive and data reduction techniques. The findings indicate that the participants take part in different co-curricular and extra-curricular activities during the summer holidays. Some challenges faced by students are also highlighted. Based on the results, some implications for ESL students are suggested.
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Abdul Rahman, Muhammad Hasbi, Mazdi Marzuki, Abdul Halim Ali, Abdul Nasir Abd Latiff, and Saifulazry Mokhtar. "THE IMPLEMENTATION OF CO-CURRICULUM ACTIVITIES AND FACILITIES IN DARUL IMAN ISLAMIC PRIMARY SCHOOL (SRIDI) IN ACHIEVING EDUCATIONAL EXCELLENCE IN TERENGGANU STATE SCHOOLSTITLE." International Journal of Education, Psychology and Counseling 7, no. 45 (March 15, 2022): 18–34. http://dx.doi.org/10.35631/ijepc.745002.

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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.
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Munifah, Munifah, Rohmatul Fahmi Fajrin, and Fartika Ifriqia. "Implementation of Strengthening Character Education in Realizing Islamic Values in SMPN 01 Kediri." Didaktika Religia 7, no. 1 (June 2, 2019): 45–69. http://dx.doi.org/10.30762/didaktika.v7i1.1551.

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This article aims to find out the planning, implementation and evaluation of Strengthening Character Education (SCE) in SMPN 01 Kediri in realizing Islamic values. Islamic education is an effort to actualize the attributes of perfection that have been bestowed by Allah to humans. Strengthening Character Education (SCE) is one way to actualize Islamic values through various activities, intra-curricular, extra-curricular, and non-curricular. This article was written based on the results of a qualitative case study. This article concludes that the implementation of SCE in SMPN 01 Kota in realizing Islamic values, in general, has already been carried out and several aspects need to be improved. Planning for SCE activities in realizing Islamic values needs to be developed in several aspects, namely: (1) there is a need to develop SCE objective indicators, (2) additional activities need to be developed to develop the other three characters in SCE, in order to balance the characters in SCE such as integrity, mutual cooperation, and independence, and (3) SCE activities need to be developed through co-curricular activities, bearing in mind that SCE activities are still focused into extra-curricular activities. The implementation of SCE activities in realizing Islamic values requires the role of parents because they are the first education and as supervisors for their children outside of school. It is also found that evaluating SCE activities in realizing Islamic values had not used measurable appraisal instruments, but direct observation instead.
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Et. al., Azlan Abdul Aziz,. "Design Architecture Of An Integrated Student Activities Management System For Higher Education." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 10, 2021): 1676–83. http://dx.doi.org/10.17762/turcomat.v12i5.2158.

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This paper proposes a technological platform that provides a holistic and user-friendly interface for the management of information pertaining to co-curricular activities handled by the student bodies in UniversitiTeknologi MARA Cawangan Melaka (UiTMCM). The handling of any students activities lie in the collective processes of submitting the proposal, securing the budget, getting the approval, promoting and handling the event, collecting feedbacks, reporting and post-mortem discussion. The management of these activities has been a major concern with the involvement of over 100 student clubs that carry out more than 20 events per week that are vying for a budget. Acquiring the approval for the event proposal, tracking the running of the activities and reporting are some of the factors that created a backlog from the management aspect. These procedures require a physical approach. Therefore, an Interactive Student Activities Management System (iSAMS) was designed and developed through the Waterfall methodology as a one-stop centre to help the UiTMCM Student Affairs Division facilitate the management of the students’ activities. This web-based system is able to track, display and store all the activities information from the proposal application stage until the end which includes tracking of attendance, progress of the event, collecting feedback, reporting of completed activities, storing supporting documents and generating reports for administrative purposes. All of these are done and managed via a secure, online interface in the Student Affairs Division website without physical presence of the students and the administrators. Even though iSAMS is yet to be completely implemented, the study has great potential in the form of a holistic management of students’ co-curricular activities. Going by that, in the end it is hoped that there is going to be a more efficient management of students’ co-curricular activities.
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Zakaria, Normah, Masadliahani Masduki, and Nur Nadiah Ismail. "Eliminating shyness through co-curricular activities towards enhancing the career development of engineering students." Journal of Physics: Conference Series 1049 (July 2018): 012057. http://dx.doi.org/10.1088/1742-6596/1049/1/012057.

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44

Parker, Lauren E., and Sara R. Morris. "A Survey of Practical Experiences & Co-Curricular Activities to Support Undergraduate Biology Education." American Biology Teacher 78, no. 9 (November 1, 2016): 719–24. http://dx.doi.org/10.1525/abt.2016.78.9.719.

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Active-learning experiences – in classrooms, laboratories, and outside of courses – are highly valued components of preparing undergraduates to become biologists. We characterized the educational opportunities available to students in the biological sciences at colleges and universities within the eastern Great Lakes region and student perceptions of a variety of opportunities. We surveyed biology departments at 33 institutions to determine the availability of and participation in educational travel, internships, laboratories, skill development, and undergraduate research involvement. There was variation in the availability of internships, the types of skill development and educational travel offered, and the numbers of labs required in different biology curricula. Undergraduate research was offered at all institutions, and most research-active students presented results at least locally. Most colleges and universities offer a wide range of educational experiences and opportunities that complement traditional biology curricula and that are valued by students. Because fewer than half of the students took advantage of most of these experiences, schools still have the opportunity to increase their value in undergraduate education through increased student participation.
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TAKECHI, Shoji, and Mayumi KANEKO. "Empirical Research on Educational Effects of Co-curricular Activities in Kanazawa Institute of Technology." Journal of JSEE 69, no. 1 (2021): 1_19–1_27. http://dx.doi.org/10.4307/jsee.69.1_19.

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46

Sukadari, Sukadari, and Miftachul Huda. "Culture Sustainability through Co-Curricular Learning Program: Learning Batik Cross Review." Education Sciences 11, no. 11 (November 16, 2021): 736. http://dx.doi.org/10.3390/educsci11110736.

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As the application of colored designs on cloth using wax in certain areas in decorating items of clothing, Batik is made through several steps that come from drawing the pattern on the paper followed by imitating the pattern on fabric, which is called ngeblat. The next phase is followed by drawing the pattern using wax, which is called mencanting. The subsequent step is the process of coloring the pattern of Batik, called pencoletan, and then subsequently followed by color-locking on Batik through covering the Batik with wax, namely basic color dyeing. This process is called menembok. The final step is making the panting process through washing, called nglorod. This process should attempt to maintain Batik with cultural sustainability, as its process contains several values, such as discipline, creativity, independence, patriotism, responsibility, cooperation, and environmental care. Based on this background, this paper attempts to examine the Batik’s cultural design and to explore its sustainability through co-curricular school program activities. This study focuses on examining the potential in the process of the application of colored design through elaborating the supporting and interfering factors in a co-curricular learning program of Batik. The analysis was made through several points, namely a co-curricular learning program of Batik for enhancing cultural sustainability, a co-curricular learning program of Batik for enhancing national culture and community responsibility, and co-curricular learning of Batik for sustainability and environmental accountability.
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Don, Yahya, and Ibrahim Ibrahim. "The Effectiveness of Teacher Leadership and Students Involvement in Co-Curricular Activities in Malaysia Secondary School." Borneo International Journal of Islamic Studies 1, no. 2 (May 26, 2019): 129–45. http://dx.doi.org/10.21093/bijis.v1i2.1502.

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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 & Porter (1979), Leadership Practices Inventory (LPI) (Kouzes & 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.
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Dewi, Machya Astuti, Asep Saepudin, Muharjono Muharjono, Indro Herry Mulyanto, and Kurnia Arofah. "INTERNALIZATION MODEL OF SOFT SKILL OF STATE DEFENSE FOR STUDENTS OF FACULTY OF SOCIAL AND POLITICAL SCIENCES THROUGH INTEGRATIVE AND SUSTAINABLE ACTIVITIES." Jurnal Pertahanan & Bela Negara 9, no. 3 (December 13, 2019): 1. http://dx.doi.org/10.33172/jpbh.v9i3.641.

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<p>This article is the result of institutional research, which aims to develop a model of internalization of state defense soft skills for FISIP students of UPN "Veteran" Yogyakarta who can graduate with state defense character. In this article, several stages were carried out, namely, the first stage in formulating the state defense soft skills derived from the basic values of state defense. The next stage is to arrange the forms of activities carried out starting to be accepted as new students until students being graduated. The activities consist of curricular, co-curricular and extra-curricular activities. The final stage is to arrange the stages of internalization of state defense soft skills based on the forms of the activities. The internalization stage begins with the stages of introduction, awareness, reinforcement, actualization and further strengthening. This third stage is a model of internalization of integrated and sustainable state defense soft skills.</p><p><strong>Keywords:</strong> internalization, soft skills, state defense, integrated, sustainable</p>
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Chan, E. Angela, Justina Yat Wa Liu, Keith Hin Kee Fung, Pak Lik Tsang, and John Yuen. "Pre-departure preparation and co-curricular activities for Students' intercultural exchange: A mixed-methods study." Nurse Education Today 63 (April 2018): 43–49. http://dx.doi.org/10.1016/j.nedt.2018.01.020.

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Siddiky, Md Roknuzzaman. "Examining the Linkage between Students’ Participation in Co-curricular Activities and their Soft Skill Development." Journal of Educational Sciences 4, no. 3 (July 24, 2020): 511. http://dx.doi.org/10.31258/jes.4.3.p.511-528.

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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.
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