...Makati Student Handbook Special Edition S.Y. 2012-2013, co-curricular activities serve as enrichment to the academic curriculum. Extra-curricular activities are activities that are not academic related but still under the supervision of the school. According to Ms. Rita Ruivivar, the activity coordinator of CSR Makati, co-curricular activities are related to academics thus, it could be outside school but still academic related. Extra-curricular activities on the other hand, are activities that are not academic related, for example basketball and volleyball teams, cheer force and other more. Based on thefreedictionary.com, co-curricular activities are complementing but are not part of the regular curriculum while extra-curricular activities are educational activities that are not falling within the scope of the regular curriculum. There was a research article in Korea made by Wi-Young So (2012). His article was about the association between physical activity and academic performance of Korean adolescent students. Surveys were given to the students to observe if physical activities are correlated with the student’s academic performance. He found out that vigorous physical activity is positively correlated with the academic performance in the case of boys. However, strengthening exercises were not positively correlated with the academic performance of both boys and girls. He also discovered that adequate physical activity can provide health benefits and it can be very helpful in...
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...CHAPTER I INTRODUCTION AND BACKGROUND OF THE STUDY INTRODUCTION Leaderships is the capacity and will to rally men and women to a common purpose and the character which inspires confidence - Bernard Montgomery- The widespread fascination with leadership may be because it is such mysterious process, as well as one that touches everyone’s life. The term leaderships mean different things to different people. It is a word taken from the common vocabulary and incorporated into the technical vocabulary of a scientific discipline without being précised redefined. As a consequence, it carries extraneous connotations the create ambiguity of meaning (Janda, 1960). Further confusion is cause by the use of other imprecise term such as power, authority, management administration, control and supervision to describe the same phenomena. Bennis (1959, p.259) surveyed the leadership literature and concluded: Always, it seems, the concept of leaderships eludes us or turns up in another forms to taunt us again with its slipperiness and complexity. So we have invented and endless proliferation of terms to deal with it...and still the concept is not sufficient defined. Researchers usually define leaderships according to their individual perspective and the aspect of the phenomena of the most interest of them. After a comprehensive review of the leadership literature, Stogdill (1974, p.259) concluded that “there are almost as many definition of leaderships as there are persons who have attempted...
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...Chapter I The Problem and Its Setting Introduction Co-curricular activities are big part of our educational system. They play a great role for the students to develop or discover their talents, meet new friends and build self-esteem. Even they are done outside the classroom; most of the co-curricular activities are academic-based. Many had been researching for the effects of co-curricular activities in the academic performance of the students. Some say that students who are involved tend to have higher grade-point averages, better attendance records, lower drop out rates and fewer discipline problems. Although, most researchers have found positive effects of different activity programs among the students, there are some of its negative effects. Students tend to forget their works in classroom and focus their attention toward co-curricular activities. Most studies have shown that co-curricular activities have positive effects on students not only academically, but mentally, socially and physically. Students learn important morals and values and develop new skills. They gain a sense of self-respect, self-esteem, self-confidence and self-discipline. Co-curricular activities also help in physical development, especially students who are involved in the field of sports. Statement of the Problem This study aimed at finding out the effects of co-curricular activities in the academic performance of Crème Sections of Wesleyan University-Philippines High School Department...
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...The Effect of Extracurricular Activities on Academic Grades http://www.ehow.co.uk/info_8034677_effect-extracurricular-activities-academic-grades.html Written by laura wood Sports-based extra-curricular activities are a popular choice. Extra-curricular activities are offered to a student who wants to spend his spare time in an enjoyable and structured environment. He is encouraged to take part in activities so that it will benefit him in other areas of his life. One area that an extra-curricular activity affects is academic achievement. It can have a positive and a negative impact on a child's grades. Purpose The purpose of extra-curricular activities is to give children the chance to take part in interests that aren't covered in academic classes, according to the Jackson Public School District. For example, a child can pursue his love of soccer by joining an after-school team because PE lessons have to include other sports as well as soccer. A child who enjoys politics can join a debate team if he isn't able to take an elective in politics. These extra activities are supposed to enrich a child's education and give him a well-rounded experience outside of the classroom. Positive Effect There is believed to be a direct correlation between participation in an extra-curricular activity and high academic achievement. According to the University of Wisconsin, a child can take the principles of a structured extra-curricular activity and use them in his studies. A child can...
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...Journal of Education and Practice ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol 3, No 1, 2012 www.iiste.org The Effectiveness of Co-curricular Activities on Academic Achievements of Secondary School Students in District Abbottabad Pakistan - A Case Study Zahid Bashir, Shafqat Hussain NUMLs Islamabad Pakistan Abstract This research was conducted to examine the effect of co-curricular activities on academic achievements of secondary school students in District Abbottabad. The research is experimental in nature, pre-test Post–test equivalent group design was selected for this purpose. In this study, an achievement test covering four chapters of mathematics and four lessons of English was used as measuring instrument. Depending upon pre-test scores, 200 students of 10th class were divided into two equal groups (n=100) named as experimental group and control group. The experimental group was involved in co-curricular activities and the control group did not participate in any activity beyond the classroom. There were two types of co-curricular activities. First physical i.e., games, athletics and P.T (physical training) etc and the other was debates, drama speeches etc. The experimental group carried out activities for forty minutes daily for twelve weeks. The post-test was administered after twelve weeks. The pre-test and post-test scores of the experimental and control groups served as data for this study. The analysis of data revealed that on the whole...
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...technically defined as a science of matter and energy which deals with the laws and properties. Knowledge in Physics helps a person to understand the environment. Many of the things we do every day involves physics, thus, it can be seen anywhere under the sun. Physics and technology are related too. Because Physics is understanding the natural world, technology applies it into the man-made world to improve human work. Physics has covered everything and contributed to the transformation of the Asian Countries. Furthermore, learning of Physics starts in school and in some cases, extra-curricular activities is one good basis to the performance of the students in Physics. Millard, Dean and Bear who were early experts on extra-curricular activities said “extra-curricular activities supplement and extend those contacts found in more formal part of the program of the school day.” Extra-curricular activities are performed inside the...
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...they leave education. The academic curriculum has never been all that schools and colleges offer to their students. Often a range of other classes, clubs and activities is available to students, sometimes in lessons but more often in the lunch break or after school. These are referred to as the co-curriculum, or as extra-curricular activities, and they are mostly voluntary for students. Examples would include sports, musical activities, debate, Model United Nations, community service, religious study groups, charitable fundraising, Young Enterprise projects, military cadet activities, drama, science clubs, and hobbies such as gardening, crafts, cookery and dance. Because they are not examined in the same way that the academic curriculum is, and because most of them take place outside lessons, such activities have less status in education than the main curriculum. However, they are often held to be very important to the wider education of young men and women. This topic examines whether the co-curriculum should be given more importance in schools and colleges – maybe by giving academic credits for co-curricular activities, a distinction could be made between co-curricular and extra-curricular activities, although most of the time they are used to mean the same thing. The effectiveness of joining co-curriculum activities in selected academic...
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...numerical form, such as scores on a test or the number of times a person chooses to use a-certain feature of a multimedia program, or it can describe categories of information such as gender or patterns of interaction when using technology in a group situation. Descriptive research involves gathering data that describe events and then organizes, tabulates, depicts, and describes the data collection (Glass & Hopkins, 1984). The process of descriptive research goes beyond mere gathering and tabulation of the information and data. It involves interpretation of the significance of what is described. Descriptive research may also be defines as a process of gathering, analyzing, clarifying and tabulating data about prevailing conditions, cause and effect relationships and then making accurate interpretation with or without statistical methods. The descriptive function of research is heavily dependent on instrumentation for measurement and observation (Borg & Gall, 1989). Based on the following definition and processes of descriptive research, the researchers...
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...four parts: (1) Co-curricular Activities, (2) Time Management, (3) Academic Performance, (4) Tourism Education. Part One, Co-curricular Activities, presents the definition, role of co-curricular activity in student, scope of co-curricular activity in school, its importance and benefits. Part Two, Time Management, discusses how to manage your time wisely, its effect in academic performance and co-curricular activities, why time management is important, and its benefits. Part Three, Academic Performance, provides meaning or definition, importance of academic performance, positive factors affecting academic performance, and the factors resulting to academic performance failure. Part Four, Tourism Education gives the definition of tourism education, its importance, information about tourism education. Co-curricular Activities According to Mc Kown (1952) these activities are as old as education itself. They wereknown as used in different forms under different educational settings.The history reveals that the term was called Extra-curricular Activities before four-five decades. It includedathletics, music, oratorical competitions, clubs for students, debating, dramatics, honour awards, special day celebrations etc. These activities were organized mostly by the students themselves. “Co curricular activities were mainly organized after school hours and so were the extra curricular but they are not an integral part of the activities of the school as its curricular work”- according to Aggarwal...
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...CHAPTER I INTRODUCTION A. Background of the study Education plays a vital role in man’s journey towards excellence. This serves as the armour of an individual in facing the demands of life, a life where all his needs are supplemented. Nonetheless to attain such individuals of different status, socio-economic class, are sent to school to pursue his/her education. In the Philippine education system, extra or co-curricular activities are implemented to enhance or improve the learning of students not only on the academic field but also on the co-curricular one. Co- curricular activities include student leadership, campus journalism and campus athletics. These are considered as responsibilities that students involved must take and seriously consider. The Republic Act.no. 7079 or the campus Journalism Act of 1991 serves as the basis of Higher Education Institution in organizing such body. As provided by the provision inculcated in the law, Campus publication staffs. Shall serves and must voice out their grievances of the fellow students. Thus, this requires a great sacrifice in the time of coming up of one output either in the form of broadsheet, tabloid, newsletter, magazine, and folio, depending on their choice. On the other hand, as provided by R.A no. 8292 otherwise known as the Higher Education Modernization act of 1997, the formation of the student body organization is thereby required amongst SUC’s, the President of SBO shall serve as the Representative of the students...
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... School: 1. Do you take part in any extra-curricular activities? a) Yes b) No 2. If yes, what are those? a) Music b) Dance c) Debate or Drama d) Sports e) Others 3. How could you find out which extra-curricular activities you were good at? a) I found out myself b) The clubs of my school helped me out c) My parents helped me d) I don’t do those activities willfully 4. Do you get enough time to practice those extra-curricular activities? a) Yes, enough time b) I somehow manage time for extra-curricular activities c) Not at all 5. What is your opinion about the pressure of studies in your school? a) It can’t be tolerated. b) Immense pressure c) The pressure is not immense d) No pressure at all. 6. Is pressure of studies the reason for which you do not get enough time to practice extra-curricular activities? a) Yes, it is the main reason b) It is a partial reason c) No, it isn’t. 7. Do your parents give you extra pressure to study more and leave extra –curricular activities aside? a) Yes, they do b) No, they are neutral in this matter c) No, they rather encourage us to give time in extra-curricular activities 8. How do you feel when you are doing extra-curricular activities? a) I feel great; those activities give me a lot of enjoyment b) I feel that I would do those activities throughout the day c) I just can’t live without...
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...descriptive correlational study was to determine the personal profile of the student respondents and the influence of Pantawid Pamilyang Pilipino Program to the Grade 7 students of Galingon, New Dapitan, Situbo, Tampilisan and Tininggaan High Schools of Tampilisan District, for the school year 2012-2013.Eight research questions were answered: the personal demographic profile of the respondents; the correlation between each of the students’ demographic profile factor and their academic performance; and the influence of the 4P’s cash grant to the student beneficiary as perceived by the teachers and the respondents in terms of punctuality in class attendance; accomplishment of class projects; participation in class activities; participation in co-curricular activities, and academic performance. Five (5) hypotheses were tested. A total number of one hundred fifty four (154) Grade 7 student beneficiaries, school year 2012-2013 were involved as respondents in this study. The statistical tools employed to analyze the data were mean, percentage and Chi-Square test. All computations were done through the use of Statistical Package for...
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...CHAPTER I Background of the Study Academic performance really means three things: this means the ability to study and remember facts, it also means being able to think in relation to facts and thirdly, it further means being able to communicate one’s knowledge verbally or practically (www.google.com). A marching band is a company of instrumental musicians performing outdoors for the purpose of entertainment and sometimes in competition. Instrumentations typically include brass, woodwinds and percussion instruments (en.wikipedia.com). The marching band at Partido State University was one of the competing units among the marching bands. They joined military parades, concerts, street parades and many more. It means that joining in marching bands had a lot of trainings and practices to be done. In this regards the academic performance of the band members maybe sacrifice because of double priorities. In addition, the society may have different expectations of the performance of the band members according to their own perspectives. It was observed that there are band members who had incomplete or failing grades. It all depends on how they personally addressed problems as a student and as a band members who got failing grades and incomplete grades faced a consequence of termination as a band scholar. Statemant of the Problem This study aims to determine the problems encountered by the PSU Marching Band Members that affect their academic performance. Specifically this sought...
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...Cause And Effect Essay High School Drop-outs Dropping out of high school is an issue faced by many teens today. It results from a few main common causes. One is often a lack of involvement in extra-curricular activities. Another revolves around the parents not being forceful in demanding that their children commit to staying in school. A third cause is the absence of effort exerted by students to be successful in their studies. Why do teenagers lose their interest in school? When students are not successful with their studies it often starts a negative downward spiral in their commitment to school. When they feel less positive about school they generally are less interested in extra-curricular activities - sports, music, clubs. For many students, it is their success in extra-curricular activities that fuels their desire to remain in school. If students have no success in either academic or extra- curricular activities they have no incentives to go to school. Consequently, they have no attachment to their school. Too many parents are not firm enough with their children and their education. Parents fail to impress upon their children the importance of remaining in school and that dropping-out is detrimental to their future. Sometimes teens drop-out because of a lack of fear instilled into them by their parents. Many teens have little or no parental supervision. Coupled with a lack of communication skills between parents and teens, the result...
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...The Effects of Co-Curricular Activities on the Academic Achievement of Students Janice E. Brown December 2002 The purpose of this study was to investigate whether participation in a science co-curricular activity (MESA) increases the academic achievement of students in inner city schools. The study was conducted in an urban middle school. The participants were sixth, seventh, and eighth-grade male and female students ranging in age from eleven to thirteen years. The students were asked to complete the Maryland Engineering Science Achievement (MESA) program interest application form. Their science teachers recommended students who showed an interest in math and science. The 1st, 2nd, and 3rd quarter grades in science, mathematics, and language arts were used to compare the pre and post test scores from the report cards for the 1999-2000 school year and the 2000-2001 school year for each student involved in the study. A t-test was used to analyze the data. The data compared the mathematics, science, and language arts scores for the first three quarters of the 1999-2000 and 2000-2001 school years for students participating in MESA and students who qualified but chose not to participate. Results showed a significant difference between the students who participated in the co-curricular activity (MESA) and those who chose not to participate. In addition, students who participated in co-curricular activities (MESA) experienced higher academic performance than students who were...
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