Journal articles: 'Extra-curricular activities'

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Dae-Seok Kim. "Relationship between curricular & extra-curricular activities and students achievements." Journal of Curriculum Studies 29, no. 4 (December 2011): 161–85. http://dx.doi.org/10.15708/kscs.29.4.201112.008.

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浦川道太郎. "School education and extra curricular sports activities." Journal of Sports and Entertainment Law 17, no. 2 (May 2014): 47–58. http://dx.doi.org/10.19051/kasel.2014.17.2.47.

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우라카와 미치타로우 and 손형섭. "School education and extra curricular sports activities." Journal of Sports and Entertainment Law 17, no. 2 (May 2014): 59–70. http://dx.doi.org/10.19051/kasel.2014.17.2.59.

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Kim, Jin Mi. "An Analysis of Extra-Curricular Activities in Childcare Facilities and the Factors Affecting on Expenses of Extra-Curricular Activities." Journal of Korean Child Care and Education 10, no. 5 (October 31, 2014): 5–23. http://dx.doi.org/10.14698/jkcce.2014.10.5.005.

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Shyba, Alona. "STUDENTS’ SOCIOCULTURAL COMPETENCE FORMATION DURING EXTRA-CURRICULAR ACTIVITIES." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(42) (May 24, 2018): 272–75. http://dx.doi.org/10.24144/2524-0609.2018.42.272-275.

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Kosim, Muhammad, Martin Kustati, Ahmad Sabri, and Mujahidil Mustaqim. "Strengthening Students’ Character through Tahfidz Quran in Islamic Education Curriculum." Jurnal Pendidikan Islam 8, no. 1 (September 4, 2019): 69–94. http://dx.doi.org/10.14421/jpi.2019.81.69-94.

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This article related to a character education model aims to link the orientation of intra-curricular activities and extra-curricular activities, which are typically conducted separately. In this context, the built model is not to reproduce what has been taught in intra-curricular activities, which leads to inefficiencies. It is also not as a substitution where extra-curricular activities replaced intra-curricular activities based on the assumption of distrust in the process of character formation in intra-curricular activities. The model in the form of extra-curricular activities has a role in strengthening character education efforts performed in intra-curricular activities. This rises within the Islamic studies subject and Tahfidz Quran extra-curricular activity. By building the spirit of character education, the model creates the Quran as the primary foundation to the life philosophy of Minangkabau people in West Sumatra, “Adat Basandi Syara, Syara Basandi Kitabullah.” This model is derived from the research conducted in two senior high schools: SMAN 1 Padang Panjang and SMAN 1 Padang. The research uses qualitative methodology, and data are collected through observation, interview, and documentation. The results of the study are thematically analyzed in three main categories: the reinforcement patterns of the curriculum of Islamic Studies through Tahfidz Quran activities; students’ efforts in memorizing the Quran; and the impacts of Tahfidz program initiation on students’ character.

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Druzhinina, Rimma. "DEVELOPING STUDENTS’ FACILITY IN COMMUNICATIVE INTERACTION TECHNIQUES OUTSIDE THE LANGUAGE LEARNING CLASSROOM AT NON-LINGUISTIC FACULTIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 547–59. http://dx.doi.org/10.17770/sie2021vol5.6425.

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The article focuses on some new insights into the effects of students’ communicative interaction in the language learning process. The study offers some modes of utilizing the extra-curricular activities potential for generating an interaction environment where students venture into true communication. The syllabus of students’ interaction within their extra-curricular activities has been defined in the study in relation to the video conferencing technology. We have expanded the range of educational offerings while introducing some components of video conferencing into students’ communicative learning: virtual meeting rooms, discussion forums, screen sharing. The topicality of the study consists in insufficient number of scientific works on aspects of students’ communicative interaction within extra-curricular activities in language learning. Hence the aim of the study is to propose theoretical justification and methodological development of utilizing the interaction potential within extra-curricular activities for students’ communication training. Following the aim we have examined characteristics of students’ communicative interactions within extra-curricular cases in language learning. We have elaborated some techniques and devices, identified some ways of generating communicative interaction dynamics for furthering students’ communication training. We have verified the findings in our experimental practical work and have revealed the significance of students’ interactions within extra-curricular activities for facilitating their communication potential in language learning.

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Emawati, Emawati, and Istiqamahtul Masyitah. "Ekstrakurikuler di Pesantren Moderen: Sebuah Upaya dalam Pembentukan Karakter Santri." DAYAH: Journal of Islamic Education 5, no. 2 (July 27, 2022): 278. http://dx.doi.org/10.22373/jie.v5i2.13453.

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Private Islamic Boarding Schools have received large audiences. Most people regardless of their economic and social status send their children to Islamic boarding schools. There are reasons parents choose this kind of school over other types of school, one of which is the fact that this type of schooling offers a wide variety of extra-curricular activities. This study seeks to identify the roles of extracurricular in shaping students’ character in a particular boarding school. This qualitative multi-site case study interviewed the management of the boarding schools, teachers, and students. The data for the research was also revealed through observation of students’ activities during the extra-curricular program. Our research suggests that extra-curricular were believed to have shaped students’ characters. The extra-curricular program shape students to become more disciplined, develop time-management skill, become more independent, and develop students’ creativities and students’ critical thinking. Our findings also reveal that the extra-curricular activities were run at a specified time, which does not distract students’ schedule for main learning activities.

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박일수. "Elementary school teachers' conceptual metaphors of extra-curricular activities." Journal of Curriculum Studies 29, no. 1 (March 2011): 165–86. http://dx.doi.org/10.15708/kscs.29.1.201103.008.

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Leung, Chi Cheung. "Extra-curricular Music Activities in Hong Kong Secondary Schools." Music Education Research 5, no. 2 (July 2003): 183–97. http://dx.doi.org/10.1080/1461380032000085559.

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Oladejo, Maruff Akinwale, and Muhideen Adewale Oladejo. "CORRELATION OF EXTRA-CURRICULAR ACTIVITIES WITH STUDENTS’ STUDY HABITS IN UNIVERSITY OF LAGOS, AKOKA." Sokoto Educational Review 17, no. 2 (December 29, 2017): 11. http://dx.doi.org/10.35386/ser.v17i2.36.

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Schools generally are established to expose students to a holistic curriculum that develops them mentally, physically, socially and morally through curricula and extra-curricular activities so as to be properly fit into society and the world of work. Thus, students are expected to par take in one extra-curricular activity or the other such as such as music, journalism, debating, sporting, and so on. In the recent times however, it seems there has been low participation of students in these extra-curricular activities. This might not be unconnected with the notion that students’ participation in these activities could affect their study time negatively. The present study therefore investigated extra-curricular activities namely music, journalism, debating and sporting as correlates of undergraduate students’’ study habits in University of Lagos, Akoka. The study used the descriptive research design of the case study type. A self-designed validated and reliable(r=.86) questionnaire was used for data collection. Four null hypotheses formulated and tested of 0.05 level of significance guided the study. A total number of 3500 students was selected through simple random sampling technique. Pearson Product-Moment Correlation Coefficient (PPCC) was used for data analysis. Findings revealed that there was a significant relationship between study habits and students’ participation in music(r=0.398; df-3498;p<0.05);journalism (r=0.404; df=3498; p<0.05); debating activities (r=0.811; df=3498; p<0.05); and Sporting activities(r=0.842; df=3498; p<0.05) respectively. Based on these findings, it was recommended among others, that Institutional administrators should make adequate provisions for necessary equipment and facilities that will encourage students’ active participation in extra-curricular activities. Healthy competitions among students based on these extra-curricular activities should be encouraged and rewarded accordingly.

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Carroll, A., and N. Purdie. "Extra-Curricular Involvement and Self-Regulation in Children." Australian Educational and Developmental Psychologist 24, no. 1 (2007): 19–35. http://dx.doi.org/10.1017/s0816512200029072.

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AbstractThe present research investigated the relationship between extra-curricular involvement (ECI) and self-regulated behaviours in 8 to 9 year old children, and identified sex, location, and socio-economic status (SES) differences in their ECI and self-regulatory behaviours. 550 children from 44 schools in Queensland and New South Wales, Australia completed the Child Self-Regulatory Process Inventory and questions about their ECI. Nearly 90% of students were involved in at least one extra-curricular activity with the mean number of activities being 1.27. Girls and urban children were significantly more involved in school-based extra-curricular activities than their male and rural counterparts; there were no significant differences among SES groups. Urban children and children in the high SES group reported significantly greater involvement for non-school based activities. For the three self-regulation strategies, girls scored significantly higher than boys. Moreover, children in the high ECI group reported significantly greater use of self-regulation strategies than children in the low ECI group and were more efficacious-persistent than children in both the low and medium ECI groups. implications of findings are discussed in light of the need for quality extra-curricular programs, especially in terms of emotional climate and self-directed activities.

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TONOSAKI, Akira, and Katsuyuki MOTO. "Development of Employability through Curricular and Extra-Curricular Activities at Kanazawa Institute of Technology." Journal of JSEE 60, no. 1 (2012): 74–76. http://dx.doi.org/10.4307/jsee.60.1_74.

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Munir, Saba, and Muhammad Zaheer. "The role of extra-curricular activities in increasing student engagement." Asian Association of Open Universities Journal 16, no. 3 (November 23, 2021): 241–54. http://dx.doi.org/10.1108/aaouj-08-2021-0080.

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PurposeThe first objective of this study is to review the mechanism of conducting extra-curricular activities (ECAs) in the open and distance learning (ODL) setting. To achieve this objective, the procedure of ECAs at the Virtual University of Pakistan has been studied. The second objective of this study is to find the impact of ECAs on student engagement.Design/methodology/approachThis is a cross-sectional quantitative study. The questionnaire has been used to collect the data. The purposive sampling technique has been used, while this study's sample size is 970. An independent sample t-test has been used to find the difference between the groups.FindingsThis study shows a significant difference between the engagement levels of students who have been part of any ECA at university compared to the students who never participated in any ECA.Research limitations/implicationsThe results have been derived from the data gathered from one university only that might hinder the generalizability of the findings. The same study can be conducted in other ODL institutions to authenticate the findings.Practical implicationsThis study will help in realizing the policymakers of ODL about the importance of ECCAs. This study has also discussed an existing system of conducting ECCAs in an ODL setting that can be generalized and implemented across all the ODL universities to enhance student engagement.Originality/valueThis study has highlighted the importance of ECAs in ODL institutions that have been neglected since forever. This study is novel because it has highlighted the importance of social interaction of students in ODL and its relation with student engagement that has not been highlighted by any study so far.

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Kerrigan, Michael, and Amy Manktelow. "Extra-curricular activities in higher education: enhancing the student experience." Widening Participation and Lifelong Learning 23, no. 1 (June 1, 2021): 123–47. http://dx.doi.org/10.5456/wpll.23.1.123.

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This study explores the relationship between extra-curricular opportunities offered by a UK higher education institution and participants' subsequent educational and occupational trajectories. We present a statistical analysis of the association between participation in a range of such interventions and undergraduate learner outcomes, including grade-based assessment scores, module pass/failure rates, final degree classifications and graduate progression rates to higher study or professional employment. We find strong statistical evidence that participation is positively correlated with improved student outcomes, which holds when controlling for other key factors that influence student success, including gender, ethnicity, disability, age, subject area and pre-entry qualifications. When student groups with an existing pre-disposition towards lower achievement participate in extracurricular activities, the evidence suggests that their participation helps to negate the existing socio-economic and demographic effects on educational outcomes. Engagement with 'out of classroom' pursuits is a critical element of the student experience, and increasing opportunities to those student groups who may not typically access them is likely to add value to the overarching student experience, both at university and beyond.

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Godawa, Grzegorz, and Paulina Rzewucka. "INCLUSIVE EDUCATION IMPLEMENTED IN THE FORM OF EXTRA-CURRICULAR ACTIVITIES." Különleges Bánásmód - Interdiszciplináris folyóirat 6, no. 1 (March 30, 2020): 35–46. http://dx.doi.org/10.18458/kb.2020.1.35.

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The aim of inclusive education is to adapt educational requirements, educational organization and learning conditions to the needs and capabilities of each pupil in a multifaceted way. Inclusive education is implemented by the educational systems of the European Union Member States. In Poland its history began in the 1990s. Many activities are currently being undertaken to create the best possible conditions for the development of the potential of each pupil. The school environment in cooperation with the family is responsible for taking all possible measures to eliminate barriers which prevent the child from being given proper education. In particular, this task is related to the care for a child with disabilities. In the Polish educational system, there are many forms of implementing the postulate of inclusive education. It is worth emphasizing the activity of day-care centres which provide extra-curricular education for children. The school day-care centre is a place where inclusive education is a daily practice. The article presents a case study of the activity of a day-care centre in one of the schools with inclusive classes in Krakow. The description of the day-care centre functioning made it possible to present the diversity of activities undertaken in it. The data was extended by referring to the opinions of parents and children.

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Ivanova, Veronica, Kseniya Mertins, and Semen Kaftasev. "About Extra-Curricular Activities of The University Graduate – Student’s Viewpoint." MATEC Web of Conferences 91 (December 20, 2016): 01017. http://dx.doi.org/10.1051/matecconf/20179101017.

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Robescu, Lacramioara Diana, and Elena Elisabeta Manea. "Improving Teamwork Skills of the Students by Extra Curricular Activities." Balkan Region Conference on Engineering and Business Education 1, no. 1 (November 1, 2015): 18–26. http://dx.doi.org/10.1515/cplbu-2015-0003.

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AbstractTeamwork skills become increasingly a pre-requisite for employment success. All employers want to recruit graduates who are able to cooperate, share ideas and knowledge, solve problems, quickly adapt to new situation and work in teams. Romanian educational system is mainly based on the individual study, but it has to adapt to this request. The paper presents two different extra curricular activities that were organized in University POLITEHNICA of Bucharest, Faculty of Power Engineering, in order to develop these skills on the students. The students had to work together two weeks to develop a project, but in one of them they worked without having to physically be together at all times, by using the internet as the main communication method. Both events involved students or young graduates from different countries. The Romanian students never had an experience like these before, they were very enthusiastic and they really appreciated the skills and knowledge gained in these events.

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Little, Monroe H. "The Extra-Curricular Activities of Black College Students, 1868-1940." Journal of African American History 87, no. 1 (January 2002): 43–55. http://dx.doi.org/10.1086/jaahv87n1p43.

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Ahmad, Mushtaq, Md Fashiur Rahman, Mohammad Ali, Farial Naima Rahman, and Md Abdus Samad Al Azad. "Effect of Extra Curricular Activity on Student’s Academic Performance." Journal of Armed Forces Medical College, Bangladesh 11, no. 2 (January 16, 2019): 41–46. http://dx.doi.org/10.3329/jafmc.v11i2.39822.

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Introduction: Extracurricular activities are part and parcel of modern day’s academic curriculum. It provides them a positive character building opportunity and teaches ways to develop discipline, commitment, tenacity, self control and a healthy respect for college authority. Objectives: To find out the relation between student’s participation in extracurricular activities in college campus and academic performance. Materials and Methods: This cross sectional study was conducted at Armed Forces Medical College, Dhaka from February 2015 to October 2015. A total of 475 students belonged to four different phase groups were selected as research sample. The dependant variable was fixed at overall improvement in examination results where as independent variables were gender, participation and non participation in all extra academic activities performed at college campus. Research Data were collected from records of training section of the college. Data was analyzed in terms of percentage and Pearson Chi-Square test using SPSS-20 version of software. Results: Total participant students were 475 and Male female student ratio was 168(35.36%): 307 (64.64%). In outdoor games and sports, males showed better participation than female 121(72.02%): 89(28.99%). But the number of participating female increased in case of indoor games {male 115(68.45%): female 205(66.77%)}. Considering photography club participation male showed better response {male 76(45.23%): female 41(13.35%)}. In case of cultural and debate club activities females showed greater response {female 226(73.61%): male 106(63.09%)}. In medical carnival club activities female: male score was almost similar {Female 207(67.43%): male 112(66.66%)}. The class attendance (more than 75%) of participating students {male 106(94.64%) and female 208 (92.04%)) were much better than non participating students. Regarding result of term finals all the participants showed better academic performance {male 87(77.68%) and female 187 (82.74%)}. In Professional MBBS examinations participant 103 (91.96%) male and 201 (88.94%) female passed at one chance while percentage of pass was less in non participant students {31 (55.35%) male and 44 (57.14%) female}. Pearson Chi-Square test result showed significance in all the above aspects. Conclusion: Students participating in extracurricular activities generally benefit from having better examination results, higher self concept, higher standardized test scores and educational attainment. Students often learned skills such as teamwork and leadership from college club activities while decreasing the likelihood of different problem behaviors. Journal of Armed Forces Medical College Bangladesh Vol.11(2) 2015: 41-46

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Nghia, Tran Le Huu. "Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (March 10, 2017): 22–39. http://dx.doi.org/10.21153/jtlge2017vol8no1art624.

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Developing generic skills (GS) for students has become central in many higher education curricula lately. However, there is still a lack of studies regarding how these skills are developed for students, especially those in developing countries. Drawing from a PhD study, this article reports the contribution of extra-curricular activities in developing GS for students in Vietnamese universities and analyses factors influencing the effectiveness of developing GS for students via these activities. A content analysis of relevant documents and 69 interviews with university leaders, academics and organisers of the Youth union and its associates (YUA) showed that extra-curricular activities were involved as an integral component of a university’s strategy for training students in GS. This was due to a lack of curriculum autonomy, which restricted most Vietnamese universities from adding skills subjects into the curriculum, and the YUA also had a long-standing tradition of developing non-discipline-specific skills for students. The YUA were found to successfully develop GS for students via extra-curricular activities; however, their operation was influenced by university leadership, student participation, external stakeholders’ support, and the leadership of the YUA. The article argues that extra-curricular activities were conducive to developing GS for students; therefore, they should be included in student skills development programs in higher education.

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Rahman, Bambang Arif. "The Implementation of Multicultural Education and Extra-Curricular Activities at Pesantren." TARBIYA: Journal of Education in Muslim Society 6, no. 2 (December 28, 2019): 117–33. http://dx.doi.org/10.15408/tjems.v6i2.11915.

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AbstractThis study aims to investigate how pesantren (Islamic boarding schools) conducts extra-curricular activities (ECAs) and how pesantren promotes multicultural education for students through ECAs Pesantren is portrayed as an exclusive educational institution that creates a generation of radical and intolerant Muslims. However, this study describes how one pesantren in Indonesia has carried out and substantially supported the implementation of multicultural education among students through ECAs. The pesantren has made a valuable effort to promote the recognition, understanding, and awareness of Indonesian SARA (Suku, Agama, Ras, Antar-golongan/ethnic, religious, racial, and inter-groups) issues. This qualitative study involved in-depth interviews with Kyai (top leader/principal), ECA teachers, and students. The study also observed the various ECAs at Pesantren Assalaam, and students completed a questionnaire. Pesantren Assalaam structures its ECAs to instil knowledge of, provide a supportive environment for, and help students experience the cultural diversity of the country. The school focuses on awareness of the relationship among various ethnicities, religions, and local cultures. Students are inculcated with the fundamental values of multicultural education, such as tolerance, respect, togetherness, and appreciation. This study proposes a model of multicultural education implementation for pesantren.AbstrakPenelitian ini bertujuan untuk menyelidiki bagaimana pesantren melakukan kegiatan ekstra kurikuler (ECA) dan bagaimana pesantren mempromosikan pendidikan multikultural untuk siswa melalui ECA. Pesantren digambarkan sebagai lembaga pendidikan eksklusif yang menciptakan generasi Muslim radikal dan tidak toleran. Namun, penelitian ini menggambarkan bagaimana satu pesantren di Indonesia telah melaksanakan dan secara substansial mendukung implementasi pendidikan multikultural di kalangan siswa melalui ECA. Pesantren telah melakukan upaya yang berharga untuk mempromosikan pengakuan, pemahaman, dan kesadaran SARA Indonesia (Suku, Agama, Ras, Antar-golongan / etnis, agama, ras, dan antar kelompok). Studi kualitatif ini melibatkan wawancara mendalam dengan Kyai (pemimpin puncak/kepala sekolah), guru ECA, dan siswa. Studi ini juga mengamati berbagai ECA di Pesantren Assalaam, dan siswa menyelesaikan kuesioner. Pesantren Assalaam menyusun ECA-nya untuk menanamkan pengetahuan tentang, menyediakan lingkungan yang mendukung, dan membantu siswa mengalami keanekaragaman budaya negara. Sekolah ini berfokus pada kesadaran akan hubungan antara berbagai etnis, agama, dan budaya lokal. Siswa ditanamkan dengan nilai-nilai dasar pendidikan multikultural, seperti toleransi, rasa hormat, kebersamaan, dan penghargaan. Studi ini mengusulkan model implementasi pendidikan multikultural untuk pesantren. How to Cite: Rahman, B. A. (2019). The Implementation of Multicultural Education and Extra-Curricular Activities at Pesantren. TARBIYA: Journal of Education in Muslim Society, 6(2), 117-133. doi:10.15408/tjems.v6i2. 11915.

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Palasevych, Iryna, and Svitlana Bereza. "CONTENT AND MEANS OF TEENAGERS’ AESTHETIC EDUCATION DURING EXTRA-CURRICULAR ACTIVITIES." Human Studies. Series of "Pedagogy", no. 9/41 (September 5, 2019): 177–88. http://dx.doi.org/10.24919/2413-2039.9/41.175706.

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Cladellas Pros, Ramon, and Antoni Castelló Tarrida. "Extra-curricular Activities in Spain: Sports-related Activities and their Personal and Academical Implications." International Journal for Research on Extended Education 5, no. 1 (January 5, 2017): 108–15. http://dx.doi.org/10.3224/ijree.v5i1.09.

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Martin, Elizabeth M. "Fostering Culture Change In An Undergraduate Business Program: Nudging Students Towards Greater Involvement In Extra-Curricular Activities." American Journal of Business Education (AJBE) 6, no. 1 (December 21, 2012): 93–102. http://dx.doi.org/10.19030/ajbe.v6i1.7487.

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A report on a successfully implemented program to increase student participation in extra-curricular activities in an undergraduate business program with a high percentage of first-generation college students. A market-research study offered insight as to why students were not participating before the program was launched. Greater participation in extra-curricular activities was used as a means to provide valuable career preparation and to develop professional habits. Participation was encouraged with very small rewards tied to existing courses, consistent with the nudging mechanism of behavioral economics.

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Ginosyan, Hranush, Victoria Tuzlukova, and Timothy Hendrix. "T eachers’ perspectives on extra-curricular activities to enhance foundation program language learners’ academic and social performances." Journal of Applied Studies in Language 3, no. 2 (December 8, 2019): 168–77. http://dx.doi.org/10.31940/jasl.v3i2.1387.

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Avdonina, Natalia, and Elena Smyaglikova. "Journalism Students Professional Identity in the Context of Extra Curricular Activity." Theoretical and Practical Issues of Journalism 7, no. 4 (October 15, 2018): 691–703. http://dx.doi.org/10.17150/2308-6203.2018.7(4).691-703.

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Special attention is paid to the problem of professional identity in general and journalism student professional identity in particular. The question of professional identity formation is important in the light of the existing changes in the journalism profession and information and communication technologies development. The aim of the research is to develop a draft of a program of extra curricular activities for journalism students aimed at their professional identity development. The research is based on general scholarly methods: analysis and modeling, studying and summarization of the research literature. The aim of the draft of the program of extra curricular activities for journalism students aimed at development of their professional identity is justified. The correlation of organizational and pedagogical conditions of professional identity formation is explained. The expediency of using the O4PO educational approach created on the basis of the CDIO approach is proved. Organizational and pedagogical conditions of professional identity formation as well as professional identity levels are explained. The authors conclude that it is necessary to develop professional identity of students not only in the educational process, but also in extra educational activities. Professional journalists can be involved in the educational process, which can be in general focused on the project techniques and practical activities. The program of extra curricula activity can be adopted by various higher education institutions, because the offered criteria and indicators of professional identity are universal.

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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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Sergeeva, V. M. "The psychology-pedagogical preconditions of conductor's work in the condition of extra-curricular activities." Educational Dimension 18, no. 2 (May 10, 2007): 109–16. http://dx.doi.org/10.31812/educdim.5963.

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Kotciuba, Igor, and Aleksey Mihaylov. "AUTOMATION OF DEVELOPING PLAN FOR EXTRA-CURRICULAR ACTIVITIES USING INTELLIGENT INFORMATION TECHNOLOGIES." Vestnik of Astrakhan State Technical University. Series: Management, computer science and informatics 2020, no. 4 (October 31, 2020): 132–40. http://dx.doi.org/10.24143/2072-9502-2020-4-132-140.

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The article analyzes the problem of organizing extracurricular activities, which, along with the organization of the learning process, is important in modern education characterized by the person integrated development and individualization of training and education programs. The important problems need to be addressed at various stages of the organization of extracurricular activities, from its methodological study to organizational and technical planning. There has been offered a review of the directions of extracurricular activities, the forms in which it can be organized, as well as the specifics of its implementation at various levels of education. In order to reduce the complexity of time costs, ability to choose forms of extracurricular activities in suitable areas, taking into account the time available for its implementation, as well as the ability to generate plans based on individual preferences, an intelligent information system has been developed. A mathematical model of method optimization aimed to solve the problem of decision support, functional and software-architectural models of the developed web service and examples of its work at various stages of generating the extracurricular activities plan in the optimization statement have been presented. The proposed approach can be widely used in the educational institutions of various levels interested in reducing the costs of organizing extracurricular activities, automatic check for compliance with the requirements of the Federal State Educational Standard and generating a working plan taking into account the opinions of various categories of experts.

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Dmitruk, Agnieszka, Helena Popławska, Krystyna GÓrniak, and Wojciech Hołub. "The Participation of Girls and Boys from Ages 10 to 18 in Structured Sports and Extra-Curricular Activities in the Aspect of Social and Economic Conditions." Polish Journal of Sport and Tourism 21, no. 4 (March 1, 2015): 240–46. http://dx.doi.org/10.1515/pjst-2015-0005.

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Abstract Introduction. The importance of socio-economic factors in differentiating the physical activities of children and teenagers keeps changing. That is why the goal of this research was to identify certain social variables amongst those listed most often which differentiate the level of targeted physical activity of urban children and youths from the Bialskie district. Material and methods. The research was conducted on 1.084 students between the ages of 10 and 18. Three age groups were chosen: 10 to 12, 13 to 15, and 16 to 18. Information about the attendance of respondents in Physical Education classes and structured extra-curricular sport activities, as well as preferred forms of physical activities were collected via a diagnostic survey. The same method was used in the assessment of the socio-economic status of the families of the respondents. The relations between attendance in extra-curricular sports activities and socio-economic factors was assessed by a multifactoral logistic regression model, and the statistical relevance of the differences was calculated by the Wald test. Results. Attendance in structured extra-curricular physical activity depended mostly on income per family member. In the case of type of work performed by parents, the attendance rate in both boys and girls was higher if the parents performed intellectual work. Parents' education and number of children in the family did not have a high influence on the attendance of respondents in structured extra-curricular sport activities. Conclusions. Increasing disproportions in societal prosperity can be an important factor limiting the attendance of the poorest group of children and youths in structured physical activities. The lack of influence on physical activity of such socio-economic variables as parents' education and the number of children in the family can be connected with the change of meaning of those factors in modern society (depreciation of the importance of higher education, decreased fertility).

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Yıldız, Hatice, and Ebru Bozpolat. "Opinions of Primary Teacher Education Students on Extra-Curricular Activities in Education." Journal of Education and Learning 10, no. 4 (July 12, 2021): 213. http://dx.doi.org/10.5539/jel.v10n4p213.

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The aim of this study is to reveal the opinions of the Primary Teacher Education students in terms of the Extra-Curricular Activities in Education (ECAE) course. In this study, in which a qualitative research method was used, the case study design was preferred. In this context, the subjects of the research consist of 77 Primary Teacher Education students studying in Sivas Cumhuriyet University, Faculty of Education. Data were collected through a semi-structured interview form consisting of 7 open-ended questions. The content analysis method was employed in the analysis of the data. As a result of the research, it was determined that most of the students did not have an idea on the ECAE course at the beginning of the term. The ECAE course contributed to the students in “Cognitive”, “Social”, “Affective” and “Psychomotor” fields. The ECAE course improved the skills of receiving support, increasing self-confidence in public, and establishing an ability to communicate about communication with stakeholders. While preparing the activities related to the ECAE course, the students encountered problems related to the activity, personal, intra-group, technical, material related, time, official procedure, and place problems and they offered solutions to these problems. The ECAE course enabled students for learning material properties, developing handicraft skills, developing creativity, improving imagination, augmenting one’s willingness to utilize materials, increasing the frequency for utilizing materials, and ensuring ideas to be put into practice regarding students’ skill to utilize materials. Finally, the ECAE course positively affected the students’ skills to use educational technology. The students stated that they learned to use a computer, to make use of the internet, how to use technology more effectively, and that they became practical in utilizing the technology.

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Behtoui, Alireza. "Swedish young people’s after-school extra-curricular activities: attendance, opportunities and consequences." British Journal of Sociology of Education 40, no. 3 (January 13, 2019): 340–56. http://dx.doi.org/10.1080/01425692.2018.1540924.

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Byard, Kevin. "Where have all the clubs gone? The decline in extra-curricular activities." Education 3-13 31, no. 2 (June 2003): 60–63. http://dx.doi.org/10.1080/03004270385200241.

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Stepp, Pamela L. "Sexual harassment in communication extra‐curricular activities: Intercollegiate debate and individual events." Communication Education 50, no. 1 (January 2001): 34–50. http://dx.doi.org/10.1080/03634520109379230.

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Ніколаєва, Софія Юріївна, Катерина Олександрівна Шевелько, and Яна Геннадіївна Фабрична. "ICT-SUPPORTED EXTRA-CURRICULAR ACTIVITIES FOR UNIVERSITY STUDENTS MAJORING IN TRANSLATION STUDIES." Information Technologies and Learning Tools 77, no. 3 (June 19, 2020): 175–85. http://dx.doi.org/10.33407/itlt.v77i3.2937.

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In the context of the reformation of the higher education in Ukraine the preparation of translators and interpreters requires new approaches to the process of teaching and learning. It presupposes the implementation of ways and forms aimed at active rather than passive learning, an increased sense of academic autonomy, development of motivation, responsibility and accountability in acquiring profession-specific knowledge, skills, communicative abilities and attitudes as well as interdependence and mutual respect between the academic teacher and the student. The authors of the article argue that the language tuition to students majoring in translation studies contributing to the overall development of their professional competence of intercultural mediators can be carried out in the form of extra-curricular activities via information and communication technology tools. With respect to the results of the grounded study of current tendencies, achievements and problems, valuable experience and outcomes related to the issue under consideration, the paper reflects on two extra-curricular activities, their stages, aims, objectives and tasks performed; analyses their importance and efficiency in promoting students’ autonomy and responsibility; outlines the role and the functions of information and communication technology tools used. The English Speaking Club involves specially arranged meetings intended to provide practising English autonomously outside the classroom context. Participating in conversations with a native speaker students have the opportunity to improve their vocabulary, grammar, pronunciation skills, enrich their background knowledge of traditions and culture of the English-speaking countries as well as overcome psychological barriers while expressing personal views and ideas. Translation and Voice Over Recording Studio is organised as a project activity tailored to initiate student translators and interpreters to the real workflow of a project team specialising in translation of different types of audio and video texts in the English language into Ukrainian and their further voice over recording. Performing roles of translators, proofreaders, editors, voice-over artists and sound directors, the participants have the opportunity to practically implement knowledge, skills and communicative abilities obtained while learning profession-specific subjects at the university, developing and improving translation and interpretation skills in particular. Specially selected information and communication technology tools provide the efficient organisation of the Club’s and Studio’s work.

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Wafroturrohmah, W., and Eny Sulistiyawati. "Manfaat Kegiatan Ekstra Kurikuler Dalam Pengembangan Kompetensi Sosial Siswa SMA." Manajemen Pendidikan 13, no. 2 (January 7, 2019): 147–55. http://dx.doi.org/10.23917/jmp.v13i2.7482.

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The specific objective in this study is to obtain the benefits of extra-curricularactivities from students who are active in extra-curricular activities in supportingtheir development, especially students’ social competence which includes theability to cooperate, build social interaction and be able to communicate wellbetween students in the school environment by utilizing resources - sources in theirenvironment to be able to behave appropriately and accurately in all environmentalconditions. This type of research is phenomenological qualitative. Data collectiontechniques used include: observation / observation and interview. The instrumentused consists of: interview guidelines and observation / observation guidelines. Data analysis techniques used are qualitative analysis with steps namely: data reduction, data presentation, discussion and conclusion. Research results: 1) extracurricular activities foster self-confidence, discipline, and courage to speak in public. 2) Extracurricular activities foster independence and maturity that can change their way of thinking if they face problems in their lives. 3) Extra curricular activities become a media for them to discuss and learn together to solve academic problems they face.

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Irfani, Bambang, Meisuri, and 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 (May 18, 2022): 97–113. http://dx.doi.org/10.30762/jeels.v5i1.74.

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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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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 “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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Hadijah, Sitti, and Shalawati Shalawati. "PKM Communicative English Program (CEP) di Program Studi Pendidikan Bahasa Inggris Universitas Islam Riau Tahun Akademik 2018/2019." Community Education Engagement Journal 1, no. 1 (September 27, 2019): 80–86. http://dx.doi.org/10.25299/ceej.v1i1.2539.

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Facilitating low performance students with extra curricular activities is highly required by them as an effort that can be done to enhance the students’ English skills. Meanwhile, the students’ extra curricular activities should be regularly applied. In this case, the writers finally decided to run a program, namely Communicative English Program (CEP), a communicative learning course which was designed to help the third year students of English Department in Universitas Islam Riau to improve their confidence in using English. Initally, CEP consists of several programs with different main purposes, but the current program is called as CEP I, conducted in English Department particularly to help the students in producing grammatically correct sentences that will simultaneously improve their self-confidence.

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Breakwell, Glynis M., and Sue Beardsell. "Gender, parental and peer influences upon science attitudes and activities." Public Understanding of Science 1, no. 2 (April 1992): 183–97. http://dx.doi.org/10.1088/0963-6625/1/2/003.

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This paper explores the extent to which variance in science attitudes and involvement in science activities may be attributable to gender, parental and peer influences upon 11-14 year olds in the UK. The data presented are derived from a sample of 391 pupils drawn at random, but stratified by age and gender, from Local Education Authority schools (i.e. schools within the state sector where parents make no direct payments for education). A self-completion questionnaire was administered to the pupils in school. Attitudes toward scientific change, involvement in scientific extra-curricular activity, liking and performance in school science subjects, and participation in peer youth culture were indexed, in addition to estimates of the amount of positive regard for science expressed by peers and parents. Boys had more positive attitudes to science and greater levels of participation in scientific extra-curricular activities. They also reported performing better at school science than girls. A positive attitude to science was strongly positively related to having a father and mother who support science, coming from a lower socio-economic family background, being male, and having scientific peers. Greater involvement in scientific extra-curricular activities was predicted by having a father who supports science, having parents who engage in activities jointly with their children, and having scientific peers. In terms of predicting participation in science, liking of it and success at it, these data lead to the conclusion that both parental and peer support are influential. Though it does seem that they are relatively more important in predicting variance in attitudes to science in society than as indicators of liking of or performance at school science. The problems involved in estimating whether commonly reported gender effects are mediated through peer or parental support are discussed.

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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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김자영. "An Exploratory Study on the Law-Related Education Programs as Extra-Curricular Activities." Journal of Law-Related Education 7, no. 1 (June 2012): 33–55. http://dx.doi.org/10.29175/klrea.7.1.201206.33.

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Roulin, Nicolas, and Adrian Bangerter. "Students’ use of extra-curricular activities for positional advantage in competitive job markets." Journal of Education and Work 26, no. 1 (February 2013): 21–47. http://dx.doi.org/10.1080/13639080.2011.623122.

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Ng, Shun Wing, Tsan Ming Kenneth Chan, and Wai Kwan Gail Yuen. "Outsourcing extra-curricular activities: a management strategy in a time of neoliberal influence." International Journal of Educational Management 31, no. 4 (May 8, 2017): 470–84. http://dx.doi.org/10.1108/ijem-07-2016-0150.

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Purpose The purpose of this paper is to report on an exploratory study designed to illuminate the complexity of outsourcing extra-curricular activities (ECAs) in primary schools in a time of neoliberal influence and to examine the views of teaching professionals on the reasons, issues and considerations of outsourcing ECAs such as the dynamic relations between ECA coordinators and service providers, and between teachers and parents. Design/methodology/approach The qualitative research that informs this paper is conceptualized within the interpretive paradigm since it aims at understanding the thoughts of 20 teaching professionals including 16 teachers and four principals with regard to the outsourcing of ECRs in times of promoting other learning experiences in schools. This interpretive paradigm emphasizes naturalistic methods of inquiry. Findings Two major themes which demonstrated the driving forces for outsourcing educational activities as well as the dynamic relationship between teaching professionals and service providers arising in the process of outsourcing emerged from the interview data. This paper illustrates that the neoliberal impact on the implementation and quality of ECAs needs to be understood as a much more complicated process shaped by the local context. Research limitations/implications A major limitation is the small number of samples in primary schools in this qualitative study. Another area of possible investigation is the noticeable extension of the study area to the sectors of kindergartens and secondary schools. Practical implications From management perspectives the finding carries the implication that outsourcing must be carefully planned have explicit goals and systematically implemented. Social implications The finding enriches the understanding of how neoliberal thinking creeps into management of outsourcing ECAs in schools. Originality/value The study does not aim at generalization of the findings but it attempts to illuminate the phenomenon of outsourcing ECAs in primary schools in Hong Kong. To support the empirical findings of the present qualitative study, it is recommended that follow-up quantitative studies be conducted, with larger sample sizes and more diverse sample groups included in the population.

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Holloway, Sarah L., and Helena Pimlott-Wilson. "Reconceptualising play: Balancing childcare, extra-curricular activities and free play in contemporary childhoods." Transactions of the Institute of British Geographers 43, no. 3 (March 26, 2018): 420–34. http://dx.doi.org/10.1111/tran.12230.

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BROOKS, RACHEL. "Young People's Extra-Curricular Activities: Critical Social Engagement – Or ‘Something for the CV’?" Journal of Social Policy 36, no. 3 (June 7, 2007): 417–34. http://dx.doi.org/10.1017/s0047279407001079.

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The government has argued in various arenas that ‘active citizenship’ is one way in which young people can be effectively re-engaged with their communities, and with the political process more broadly. As part of this analysis, it has placed particular emphasis on the potential contribution of youth volunteering. However, many researchers have argued that such initiatives are essentially conservative, placing emphasis firstly on the skills and competences necessary to make a contribution to the economy rather than more innovative understandings of citizenship, and secondly on the importance of active community participation rather than an understanding of welfare rights and social citizenship. In engaging with this debate, this article draws on a study of 21 young people (aged between 16 and 18) involved in a range of different voluntary, peer-driven and socially focused extra-curricular groups in sixth-form colleges. It argues that, for the young people involved in this study, the effects of becoming involved were complex, multidirectional and, in some cases, apparently contradictory. While in some ways the activities appeared to serve essentially conservative functions (for example, by developing sympathy for those in positions of power), in other respects they engendered a much more critical stance to some aspects of the young people's worlds.

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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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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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Mudaim, Mudaim, and Eko Susanto. "Perbedaan Perilaku Agresif antara Siswa Aktif dengan Tidak Aktif dalam Kegiatan Ekstrakurikuler di SMPN 3 Way Jepara." Indonesian Journal of Educational Counseling 3, no. 1 (January 25, 2019): 71–78. http://dx.doi.org/10.30653/001.201931.79.

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DIFFERENCES IN AGGRESSIVE BEHAVIOR BETWEEN ACTIVE STUDENTS AND INACTIVE IN EXTRACURRICULAR ACTIVITIES AT JUNIOR HIGH SCHOOL 3 OF WAY JEPARA. Aggressive behavior in adolescence is often shown with courageous attitude against parents and teachers, mischief, crime and acts aggressively. This study will look at differences in aggressive behavior between active and inactive students in extracurricular activities in Junior high School 3 of Way Jepara. The method of this study is comparative research, where the instrument that used for collecting the data is scale of aggressive behavior. The population of this research is eighth and ninth grade students of Junior High School 3 of Way Jepara in East Lampung that consist of 180 students. The sample is took by Disproportionate Stratified random Sampling, then it is obtained the sample of 124 of active extra-curricular students, whereas, the non-active extra-curricular student that consist 56. Hypotheses assessment is conducted by independent sample t-test where obtain calculated value of aggressive behavior in 1.360 with significance level of 0.015. Because p < 0.05 so Ho refused. There are some differences between active students and inactive students of extra-curricular.

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Journal articles on the topic 'Extra-curricular activities'

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