Attitude of University Students Toward Co-Curricular Activities
Dhanraj Singh Slathia
Rashtrasant Tukadoji Maharaj Nagpur University. (Maharashtra)
Abstract
The Present study deals with the Attitude of University Students towards Co-Curricular Activities who are doing their Master Courses under Jammu University J&K. The aim of the paper was to highlight the student’s readiness, Knowledge, and commitment towards their involvement in co-curricular activities in the university. The survey method is used for the present study. A total of 200 respondents participated in the survey from 11 Departments under Jammu University J&K. The departments are selected randomly and the students are also. The study reveals that there is university students have a highly positive attitude towards co-curricular activities, therefore it is inferred that the students have awareness about the importance of co-curricular activities in the present educational system.
Key Words: Co-curricular activities; Students performance, Student readiness, Student knowledge, Student commitment.
Introduction-:
There was a time when co-curricular activities, previously known as Extra-curricular activities, were looked upon as ‘Extra’, ‘Slide show’, and a mere waste of time’. Co-curricular activities are activities that educational organizations in some parts of the world created for students. They served to promote a variety of activities that all school students had to attend alongside the standard study curriculum. It was believed that they encouraged everyone.
Co-curricular activities are mainly student activities. Student activities are those school activities voluntarily engaged in, by students which have the approval of and are sponsored by the faculty and who do not carry credit towards promotion. Co-curricular activities, according to the present concept of education, are considered as media for the realization of the modern aim of Education i.e. the development of the total personality ‘physical, intellectual, emotional, social, aesthetic, moral, and spiritual aspects of personality. They are also a source of enrichment and vitalization of the school curriculum. They provide an outlet for the flow surplus energies of pupils.
Benefits Of Co-curricular Activities
They are not a diversion but rather an extension program. Students who participate in activity programs tend to have higher grade averages better attendance records, lower dropout rates and fewer discipline problems than students generally.
- Co-curricular Activities are Inherently Educational-; Activities programs provide valuable for practical situation teamwork, sportsmanship, winning and losing, and hard work. Through participation in activity programs, students learn self-discipline, build self-confidence and develop skills to handle competitive situations.
- Physical development-: physical activity like athletics, boxing, weightlifting, kho-kho, games, and sports promote the physical development of children. They are very helpful for the motor and sensor development of children.
- Social Training-: By participating in co-curricular activities pupils learn valuable lessons in practical co-operation and the habits of teamwork; they realize the relation of the society to the individual and of the individual in the society.
- Moral Training-: Co-curricular activities are also helpful in giving moral training. What is moral conduct? “Moral conduct is the response that an individual makes to requirements and expectations of the social order in which he lives, in matters affecting the welfare of others”, “ It is a conduct approved by society”.
- Worth Recreational Interest-: Education for leisure should be in school. It is as important as education for work. If recreational interests are developed during school life, they prove to be very beneficial in the leisure hours of adult life and make life fuller and richer.
Related Literature:
Gladys Shuk-Fong Li, Frank J. H. Lu, Amy Hsiu-Hua Wang. 2009 This study examined whether emotional intelligence was one of the possible underlying psychological mechanisms responsible for behavior change that may be associated with the low levels of effectiveness of physical activity (PA) interventions. The purposes of this study were: (1) to compare emotional intelligence (EI), health-related physical fitness (HRPF), and health-related quality of life (HRQL) for the different levels of PA in Taiwan college students; (2) to explore the predictability of PA levels, HRQL, and HRPF towards EI. The review indicates that participation in physical activity (PA) might be an effective way to improve the physical, psychological, as well as emotional health of college students. Thus, the importance of increasing exercise participation at the college level should be reinforced and implemented.
Marija Rakovac, Zeljko Pedisic, Shelly Pranic, Zrinka Greblo, Dinko Hodak. 2013. The purpose of this study was to assess the health-related quality of life (HRQoL) in a sample of Croatian university students and to determine its association with sociodemographic and lifestyle characteristics. The HRQoL scale on which Croatian students scored the highest was Physical Functioning. High mean scores were also found for other physical health measures, while the scores in mental health scales were somewhat lower. Although HRQoL-scores for the Croatian students were higher than in the general population of Croatia and student populations in several other countries, there is still room for improvement, especially in the mental health aspect.
Statement Problem:
The present study has been stated briefly as. “ATTITUDE OF UNIVERSITY STUDENTS TOWARD CO-CURRICULAR ACTIVITIES”.
Objectives of the Study:
The following objectives shall be realized through the study:-
- To find out whether there are significant differences in the attitude of students ( male and female) towards co-curricular activities.
- To find out whether there is a significant difference in the attitude of students ( male and female) belonging to the urban and rural areas towards co-curricular activities.
- To find out whether there are significant differences between sex and locality (rural and urban) when attitude scores were taken as the dependent variable.
The hypothesis of the study:
- There will be no significant difference in the attitude of male and female students toward co-curricular activities.
- There will be no significant difference in the attitude of students (male and female) belonging to the urban and rural areas toward co-curricular activities.
- There will be no significant difference in the attitude of students toward co-curricular activities under the joint influence of sex and locality.
Method of Study:
In the present study, only one type of Attitude Scale was used to collect the required data. The main theme was to know the attitude of university students toward Co-curricular activities. The purpose of the data collection keeping in view the researcher used a structured scale.
The scale will be prepared by the investigator for measuring the attitude of students because there is no standardized tool for research. The researcher collected the views of university students and important views were discussed with the supervisor. Finally, the scale having 30 items was prepared. The questions were framed in such a manner that enabled a researcher to measure the attitude objectively. All questions were general and based on a single idea about 50% of the questions related to co-curricular activities were favorable and the remaining 50% were related to unfavorable. After collecting the data the scoring was done. The following scheme was used for scoring the responses-;
| SA | A | I | D | SAD | |
| Favorable Statement | 5 | 4 | 3 | 2 | 1 |
| Unfavorable Statement | 1 | 2 | 3 | 4 | 5 |
Selection of Sampling:
In the present study, a sample of 200 students was selected from different departments of the University of Jammu.
Statistical Technique Used:
In the present study, the investigator employed the technique of two-way ANOVA was used to realize the objectives of the study. The use of ANOVA was considered the most appropriate technique for finding out the attitude of university students towards co-curricular activities.
Analysis of Variance:
In the present study, the two-way analysis of variance technique was applied to the data of attitude scores with the factorial design as 2×2 factorial matrices with co-curricular activities, as a criterion, which was studied in relation to locality (urban and rural) and sex (boys and girls).
Results-:
Table 1-: Showing scores of the attitude of university students toward co-curricular activities.
| SEX | ||||
| Male (A1) | Female (A2) | |||
|
(B1) Urban |
123
114 110 117 106 121 105 106 120 96 |
117
116 109 93 128 106 86 104 118 102 |
||
| ƩA1B1 = 1121
N1 = 10 |
ƩA2B1 = 1121
N3 = 10 |
ƩB1 = 2200
NB1 = 20 |
||
|
(B2) Rural |
94
121 118 130 98 110 127 116 104 121 |
104
86 83 103 84 105 115 93 99 104 |
||
| ƩA1B2 = 1139
N2 = 10 |
ƩA2B2 = 976
N4 = 10 |
ƩB2 = 2115
NB2 = 20 |
||
| ƩA1 = 2260
NA1 = 20 |
ƩA2 = 2055
NA2 = 20 |
ƩXT = 4315
NT = 40 |
||
= (4307)2 = 1850249
40 40
= 463756.22
Table 2-: Showing squares of the scores.
| SEX | ||||
| Male (A1) | Female (A2) | |||
|
(B1) Urban |
15876
12996 12100 13689 11236 14641 11025 11236 14400 9216 |
13689
13456 11881 8649 16384 11236 7396 10813 13924 10404 |
||
|
(B2) Rural |
8836
14641 139924 16900 9604 12100 16129 13456 10816 14641 |
10816
7396 6889 10609 7056 11025 13225 8649 9801 10816 |
||
| X2 | ƩA1= 257462
|
ƩA2 = 214117
|
ƩA2 = 471579 | |
Step 2 Sum of squares for total (SSX)
| Source of Variance | SS | Df | MS | F | Level of Significance |
| A (Sex) | 1050.625 | 1 | 1050.625 | 8.40 | Significant at 0.05 level |
| B (Locality) | 180.625 | 1 | 180.625 | 1.44 | Non- significant |
| AxB (Sex X Locality) | 366.025 | 1 | 366.025 | 2.92 | Non- significant |
| Within | 4501.1 | 36 | 125.03 | ||
| Total | 6098.375 | 39 |
Interpretation-;
The F-ratio for factor A i.e. Sex (Male and Female) students come out to be 8.40 which is significant at 0.05 level of significance against df 1 and 36. It shows that male and female students are significant differences in their attitudes towards co-curricular activities. When attitude scores were taken as the dependent variables. Hence hypothesis is rejected.
The F-ratio for the factor B i.e. Locality (Urban and Rural) came out to be 1.44 against df 1 and 36 which is not significant at .05 and .01 level against the table of 4.11 and 7.39 and The F-ratio for interaction AxB (Sex & Locality) has been found to be 2.92 which is less than the table value 4.11 and 7.39 against df 1 and 36 levels of significance. It indicates that under the joint influence of sex (Male & Female) and locality (Rural & Urban). It means that both factors are non-significant differences in the attitude of students belonging to different locality toward co-curricular activities. Hence hypothesis is accepted.
Findings-:
- In general, university students have a highly positive attitude towards co-curricular activities, therefore it is inferred that the students have awareness about the importance of co-curricular activities in the present educational system.
- In the present study, gender is not a factor to differentiate the attitude towards co-curricular activities, because both boys and girls students show a positive attitude toward co-curricular activities.
- The location of the residence is not a factor to differentiate the attitude towards co-curricular activities, because both urban and rural students show a positive attitude towards co-curricular activities.
Conclusion-: The present study deals with college students’ attitudes toward co-curricular activities. Co-curricular activities are mainly student activities. These activities help college students to improve their thinking capacity, belongingness, and sociability. Hence the investigator concluded that the college students showed a positive attitude toward co-curricular activities. And it is also found that co-curricular activities will be the base for overall development.
References:
Amy F. Feldman and Jennifer L. Matjasko (2011). The Role of School-based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions, University of Texas at Austin.
Dulewicz V and Slaski, M. Measuring Emotional Intelligence, Content, Construct, and Criterion-related Validity. Journal of Managerial Psychology, 18(5), 405-420. (2003).
Gladys, S. and Frank J. Exploring the Relationships of Physical Activity, Emotional Intelligence and Health in Taiwan College Students. Journal of Exercise Science and Fitness, 7(1), 55-63. (2009).
Rakovac Marija, Pedisic Zeljko, Pranic S, Greblo Z, Hodak D. Sociodemographic and Lifestyle Correlates of Health-Related Quality of Life in Croatian University Students. The International Society for Quality-of-Studies. (ISQOLS), Applied Research Quality Life. 8 (4), 493-509. (Dec.2013).