Abstract: Main objective, statistical method, summary of most important results,major conclusion,

maximum 2 pages.Minimum 1 page.

One page e raikho.

Introduction:
Club activities (extracurricular activities) have long been recognized for influencing social skills
of students. Besides creating a culture and promoting the spirit of students, extracurricular
activities have been thought to have a relationship with students academic performance
development of responsibility, discovering their abilities and interest, self discipline and
leadership skills.
BRAC University has a total of more than five thousand (5000) students in its undergraduate and
post-graduate programs. Enlistment in at least one club is mandatory for the students of BRAC
University. There are about 40 clubs and forums in this university. Active members in the club
have to do different activities according to their responsibilities and characteristics of the club.

The general idea of this research is to find out whether there is a relationship between club
activities and students academic performance or not. The research is on the students of BRAC
Business School of BRAC University. As a complete list of the population is unavailable, this
research is based on a sample drawn from the population. We want a broader concept about the
controversial relationship between club activities and students CGPA (Cumulative Grade Point
Average). This research has been conducted using SPSS (Statistical Package for the Social
Sciences), version 11.5 and Microsoft Word 2007. SPSS has been used to record and analyze the
data collected. Microsoft Word, on the other hand has been used to prepare the questionnaire.

A number of different statistical techniques have been used in this study. Frequency tables and
cross tabulations are used to show the structure of the distribution. On the one hand, chi square is
used to measure the association between qualitative variables, and on the other, correlation is
used to calculate the strength of the relationship between different quantitative variables.
Regression has been used to analyze the influence of different variables on others. Finally, the
research uses hypothesis testing to examine the significance of the sample findings in the
population.
The research is significant .There can be two reasons behind its significance. If there is no
relationship found, universities may reduce their expenditure and save their time due to club

activities. If there is a positive relationship between Club activities and academic performance,
universities may encourage their students more about being engaged in club activities. If there is
a negative relationship, club activities will not be an effective program.

Statement of the problem:

Over the years the costs and effect of club activities (extracurricular activities) have
generated many studies and numerous debates in their relation to academic performance.
Many Authorities have had controversies on whether a great deal of time and money should be
devoted to these activities especially in this time of tight budget. They believed that
students should focus solely on a narrowly defined traditional in class instruction that
impact academic achievement. Whether or not there is a relationship between students
participation in University based club activities and students performance is yet to be
undertaken.
Research Questions:
Our research question is relational. The research questions are1. Is there any association between club activities and academic performance?
2. Is there any relationship between club activities and academic performance?
3. What is the pattern of the relationship if there is any relationship?
Research hypothesis:
The following hypotheses were postulated to guide the investigation:
Null hypothesis 1-Club activities have no Influence on the students academic performance
(CGPA)
Alternative hypothesis 1-Club activities have some influence on the students academic
performance (CGPA)

Null Hypothesis 2: There is no relationship between club activities and academic performance
(CGPA)
Alternative hypothesis 2- There is relationship between club activities and academic
performance (CGPA)
Research Type:
The research is a relational research, where the main focus is the relationship between club
activities and academic performance, but we will also talk in terms of gender, student
preferences to class and club, their study time and their opinions.
Unit of analysis:
In this research, Unit of analysis is individuals that means individual student of the BRAC
Business School
Research philosophy:
Our research philosophy is inductive here. We will observe first and then come to a conclusion
based on that observation.
Types of data
Primary/secondary data:
In this study, we collected only primary data. Primarily, we conducted a questionnaire survey
and gathered surveys results directly from the students.
Qualitative/Quantitative:
In this research, our data are both quantitative and qualitative. The traditional empirical
quantitative technique in our research is the survey questionnaire.
In this study, the qualitative part of the questionnaire helped to find out the opinions and facts.

Sampling:
This research is based on sampling model. We followed probability sampling method in this
research.
Population:
Theoretical population: All the students of BRAC Business School of BRAC University.
Accessible population: All the students of BRAC Business School are not accessible. For
example, some of them graduated and left the university, some of the students might not be
available in the university during the survey etc. So, we will be excluding such part of the
population.
Sampling frame:
The sampling frame is available here. The sampling frame is the list of existing BRAC Business
School Student ID Numbers.
Sampling method:
We will be using two stage simple random cluster sampling in this research. Firstly, we divided
our population into different clusters according to different sections of the core major courses
offered by BRAC Business School. We are choosing the sections of the major courses because
our study is only on the students of the BBA program. After that, we selected 5 sample sections.
Then, we selected 10 students from every section (a total of 50) randomly by simple random
sampling without replacement.
Variables:
The Variables used areGender, Club Membership status, Weekly Club Activity Hour, Status of Helpfulness and
Harmfulness of Club activities, Weekly study hour, Class Skipping Status, CGPA Before Joining
Club, CGPA After Joining Club and Preference Status, Change in CGPA Before and After
joining the club (Current CGPA).

Measurement Scales:
For qualitative data we use nominal and ordinal scale, and for quantitative data we use interval
and ratio scale. In case of nominal scale we can only do counting and in case of ordinal scale we
can do both counting and ranking. In terms of interval scale, along with counting and ranking,
Addition and subtraction can also be done. Finally for ratio scale counting, ranking, Addition,
subtraction, multiplication and division all is possible. The measurement scales for the chosen
variables are as follows:
Gender

: Nominal

Club Membership status

: Nominal

Weekly Club Activity Hour : Ratio

Weekly Club Activity Hour range: Ordinal
Helpfulness Status

: Ordinal

Harmfulness Status

: Ordinal

Weekly study hour

: Ratio

Class Skipping Status

: Nominal

CGPA Before Joining Club : Ratio

CGPA After Joining Club

: Ratio

Change in CGPA Before and after joining the club: Ordinal

Preference Status

: Nominal

Research Design:
The research is a relational research. Firstly unit of analysis is identified and then the variables
are defined to collect data and measurement. The sampling method used is the probability
sampling and the technique of sampling is two stage simple random cluster sampling. The
Collection of data is done through setting a questionnaire relevant to the Chosen variables and

the collected data is sorted to different measurement scales. Finally the data is being analyzed
with the SPSS software to properly define different variables and their relationships to each
other.

Statistical Analysis
Frequency Distribution
The Fifty respondents of this study can be classified into various categories. The distribution of
the sampling units within these categories can be best explained by frequency tables. A
frequency table is constructed by arranging collected data values in ascending order of
magnitude with their corresponding frequencies. Such a table consists of the frequency,
percentage, valid percentage and cumulative percentage.

Student gender
Cumulative
Frequency
Valid

Percent

Valid Percent

Percent

Male

22

44.0

44.0

44.0

Female

28

56.0

56.0

100.0

Total

50

100.0

100.0

The above mentioned frequency table illustrates the percentage of respondents gender
(e.g. male and female). Where

Among 50 respondents 44% belong to the male group

56% of the respondents belong to the female group

Active Club Member
Cumulative
Frequency

Valid

Percent

Valid Percent

Percent

No

12

24.0

24.0

24.0

Yes

38

76.0

76.0

100.0

Total

50

100.0

100.0

The above mentioned frequency table explains the percentage of respondents who are
active club members. Where

24% of the respondents are not active club member

76% of the respondents are active club member

Club Helps For Study

Cumulative
Frequency
Valid

Percent

Valid Percent

Percent

Strongly Agree

14

28.0

28.0

28.0

Agree

25

50.0

50.0

78.0

Do Not Agree

11

22.0

22.0

100.0

Total

50

100.0

100.0

The above mentioned frequency table demonstrates the percentage of respondents

agreement that whether club activity is helpful for their study. Where

28% of the respondents have strongly agreed that club is helpful for their studies

50% of the respondents have agreed that club is helpful for their studies

The rest 22%of the respondents have agreed that club is not helpful for their studies
Club Kills Study Time
Cumulative
Frequency

Valid

Strongly Agree

Percent

Valid Percent

Percent

10.0

10.0

10.0

Agree

20

40.0

40.0

50.0

Do Not Agree

25

50.0

50.0

100.0

Total

50

100.0

100.0

The above mentioned frequency table demonstrates respondents varying agreement on

whether club activity kills their study time. Now, this table consists of a cumulative
frequency of 50% including strongly agree and agree; excluding the option of do not
agree. Where

10% of the respondents strongly agree that club activity kills their study time.

40% of the respondents agree that club activity kills their study time.

The rest 50% of the respondents agree that club activities does not kill their study time.

Bunk Classes for Club

Cumulative
Frequency
Valid

Percent

Valid Percent

Percent

No

33

66.0

66.0

66.0

Yes

17

34.0

34.0

100.0

Total

50

100.0

100.0

The above mentioned frequency table shows the percentage of respondents that bunk
classes for club activities. Where

66% of the respondents have not bunked any classes for club

34% of the respondents have bunked their classes due to club

Prefer Class than Club
Cumulative
Frequency

Valid

Percent

Valid Percent

Percent

No

2.0

2.0

2.0

Yes

49

98.0

98.0

100.0

Total

50

100.0

100.0

The above mentioned frequency table shows the percentage of respondents that prefer
attending classes than club activities. Where

Only 2% of the respondents do not prefer their classes than club

98% of the respondents prefer classes than club

CGPA range after joining club

Cumulative
Frequency
Valid

Percent

Valid Percent

Percent

Poor

6.0

6.0

6.0

Good

18

36.0

36.0

42.0

Better

18

36.0

36.0

78.0

Excellent

11

22.0

22.0

100.0

Total

50

100.0

100.0

The above mentioned frequency table illustrates how respondents CGPA has been
impacted after joining club. Where

CGPA of 6% respondents became poor after joining the club

36% respondents CGPA became good after joining club

36% respondents CGPA have become better after joining club

22% respondents CGPA have become excellent after joining club

Change in CGPA
Cumulative
Frequency

Valid

Percent

Valid Percent

Percent

Low decrease

17

34.0

34.0

34.0

High Decrease

18.0

18.0

52.0

Low Increase

17

34.0

34.0

86.0

High Increase

14.0

14.0

100.0

50

100.0

100.0

Total

The frequency table on top illustrates the change in CGPA of the 50 respondents. Here

34% of the respondents experience low decrease in their CGPA after joining the club.

18% of the respondents experience high decrease in their CGPA after joining the club.

34% of the respondents experience low increase in their CGPA after joining the club.

14% of the respondents experience high increase in their CGPA after joining the club.

Club Activity Hour range (Weekly)

Cumulative
Frequency
Valid

Inactive

Percent

Valid Percent

Percent

12

24.0

24.0

24.0

10.0

10.0

34.0

Moderately Active

24

48.0

48.0

82.0

Extremely Active

18.0

18.0

100.0

50

100.0

100.0

Less Active

Total

The above mentioned frequency table exhibits the percentage of respondents weekly hour
range of their club activity. Where

24% respondents are inactive.

10% respondents spend less active time in club activities.

48% respondents remain moderately active in club activity weekly.

18% respondents remain extremely active with club activities during a week.

Cross tabulation
A cross tabulation (often abbreviated as cross tab) displays the joint distribution of two or more
variables. They are usually presented as a contingency table in a matrix format. Whereas a
frequency distribution provides the distribution of one variable, a contingency table describes the
distribution of two or more variables simultaneously. Each cell shows the number of respondents
who gave a specific combination of responses, that is, each cell contains a cross tabulation.
In a cross-tab, a cell is a combination of two or more characteristics, one from each variable.
They give a basic picture about the interrelation of two variables and help to find out interactions
between them. They also make it easy to see the most significant relationships between the two
selected variables.
In this research, a cross tab is constructed. The table generated by SPSS is given below.
Interpretations of the contents of the table follow.
Cross Tabulation 1

Bunk Classes for Club * Change in CGPA Cross tabulation

Change in CGPA
Low

High

decrease
Bunk Classes No
for Club

Count
% within Bunk

High Decrease Low Increase Increase

Total

14

33

18.2%

24.2%

42.4%

15.2%

100.0%

35.3%

88.9%

82.4%

71.4%

66.0%

12.0%

16.0%

28.0%

10.0%

66.0%

11

17

64.7%

5.9%

17.6%

11.8%

100.0%

64.7%

11.1%

17.6%

28.6%

34.0%

22.0%

2.0%

6.0%

4.0%

34.0%

Classes for Club

% within Change in
CGPA
% of Total
Yes

Count
% within Bunk
Classes for Club
% within Change in
CGPA
% of Total

Total

Count

17

17

50

34.0%

18.0%

34.0%

14.0%

100.0%

100.0%

100.0%

100.0% 100.0%

100.0%

34.0%

18.0%

% within Bunk
Classes for Club
% within Change in
CGPA
% of Total

34.0%

14.0%

100.0%

Variable disclosure:
Low decrease = {(-0.29) 0} = Decrease in CGPA from 0.00 to 0.29
High decrease = {(-1) (-.30)} = Decrease in CGPA from 0.30-1.00
Low increase = (0.01 0.25) = Increase in CGPA from 0.01 to 0.25
High increase = (0.26 - 1)= Increase of 0.26-1.00

Conclusion and discussion:

Conclusion 1

35.3% students who have low decrease in CGPA after joining club do not bunk classes.

88.9% students who have high decrease in CGPA after joining club do not bunk classes.

82.4% students who have low increase in CGPA after joining club do not bunk classes

71.4% students who have high increase in CGPA after joining club do not bunk classes

Discussion:
Here we can see only 35.3% students who have low decrease in CGPA after joining club do not
bunk classes, which means 64.7% of them bunk classes. This implies that those have low
decrease in CGPA are not concerned about their studies and a majority of them bunk classes for
the club activities.
88.9% students who have High decrease in CGPA after joining club do not bunk classes and
only 11.1% of them bunk classes for club. That means as after joining club a major decrease has
occurred in their CGPA, therefore, majority of them try not to bunk classes for club.

82.4% students who have low increase in CGPA after joining club do not bunk classes and only
17.6% of them are serious about club activities. That means majority students who give more
priority to class rather than club has gained lower increase in their CGPA even after joining the
club.

71.4% students who have high increase in CGPA after joining club do not bunk classes and only
28.6% of them Bunk classes. From here it can be said the students who gained high increase in
their CGPA even after joining the club are more serious about their studies and club holds low
priority to them.

Conclusion 2:

64.7% student who bunk classes has low decrease in their CGPA after joining club.

5.9% student who bunk classes has high decrease in their CGPA after joining club.

17.6% student who bunk classes has low increase in their CGPA after joining club.

11.8% student who bunk classes has high increase in their CGPA after joining club.

Discussion:
Students who have the tendency to bunk classes for club very few of them face high decrease in
CGPA but majority of them face low decrease in their CGPA. As low as 17.6% students who
prioritize club has low increase in their CGPA but very few, 11.8% of bunkers manage to gain a
high increase in their CGPA.
Conclusion 3

66.0% students do not bunk classes for club

34.0% students bunk classes for club

34.0% students face low decrease in CGPA after joining the club

18.0% students face high decrease in CGPA after joining the club

34% students face low increase in CGPA after joining the club

14.0% students face high increase in CGPA after joining the club

10% of the students who does not bunk classes for club have high increase in their CGPA
and 28% of them have a low increase in CGPA.

Only 6% of the respondents who bunk classes have a low increase in CGPA and 4% of
them have a high increase.

Discussion:
Realizing the importance of classes, 66% students do not bunk classes for club activities and
majority of students face low decrease in their CGPA after joining the club. Only a lowest
amount, 14.0%, students face High increase in their CGPA after joining club.
The students who bunk classes for the sake of club activities, only 4% of them experience high
increase in CGPA. On the other hand, the students who does not bunk classes for club activities,
10% of them experience high increase in CGPA.
Chi-Square
Chi-square is a statistical test commonly used to compare observed data with data we would
expect to obtain according to a specific hypothesis. The chi-square test is always testing what
scientists call the null hypothesis, which states that there is no significant difference between the
expected and observed result.

The SPSS generated measure of the Chi-square between smoking status and smoker(s) in the
family is given below.

Chi-Square Tests
Asymp. Sig. (2Value
Pearson Chi-Square
Likelihood Ratio
N of Valid Cases

df

sided)

.010

11.530

.009

11.362

50

a. 3 cells (37.5%) have expected count less than 5. The minimum

expected count is 2.38.

Conclusion 4
The Chi-Square table show that the value is 11.362 which is greater than 0 and the significant
error is only 1% which is lower than 5%.
Discussion:
As the value of the Chi-Square table is greater than 0 and the significant error is less than 5%, it
can be said there is moderate association between bunking classes for club activities and CGPA
after joining club, which nullifies the null hypothesis that there is no influence of club activities
on students CGPA.
Cross Tabulation 2:
In this research, a cross tab is constructed to see the relationship between Club activity hour
range (Weekly) and Change in CGPA. The table generated by SPSS is given below.
Interpretations of the contents of the table follow.

Case Processing Summary

Cases
Valid
N
Club Activity Hour range
(Weekly) * Change in CGPA

Missing

Percent
50

100.0%

Total

Percent
0

.0%

Percent
50

100.0%

Club Activity Hour range (Weekly) * Change in CGPA Cross tabulation

Change in CGPA
Low decrease High Decrease Low Increase High Increase
Club Inactive
Activi

Count

12

16.7%

.0%

41.7%

41.7%

100.0%

11.8%

.0%

29.4%

71.4%

24.0%

4.0%

.0%

10.0%

10.0%

24.0%

.0%

40.0%

40.0%

20.0%

100.0%

% within Change in CGPA

.0%

22.2%

11.8%

14.3%

10.0%

% of Total

.0%

4.0%

4.0%

2.0%

10.0%

11

24

45.8%

12.5%

37.5%

4.2%

100.0%

% within Change in CGPA

64.7%

33.3%

52.9%

14.3%

48.0%

% of Total

22.0%

6.0%

18.0%

2.0%

48.0%

44.4%

44.4%

11.1%

.0%

100.0%

23.5%

44.4%

5.9%

.0%

18.0%

8.0%

8.0%

2.0%

.0%

18.0%

17

17

50

34.0%

18.0%

34.0%

14.0%

100.0%

100.0%

100.0%

100.0%

100.0%

100.0%

34.0%

18.0%

34.0%

14.0%

100.0%

% within Club Activity Hour

ty

Total

range (Weekly)

Hour
rang

% within Change in CGPA

% of Total

(Wee

Less Active

Count

kly)
% within Club Activity Hour
range (Weekly)

Moderately Active Count

% within Club Activity Hour
range (Weekly)

Extremely Active

Count
% within Club Activity Hour
range (Weekly)
% within Change in CGPA
% of Total

Total

Count
% within Club Activity Hour
range (Weekly)
% within Change in CGPA
% of Total

Variable disclosure:
Inactive = 0.00 hour
Less Active = (0.5 - 9) hours
Moderately Active = (10 - 16) hour
Extremely Active = (17 - 23) hour

Conclusion and Discussion:

Conclusion 1

11.8% of students who have low decrease in their CGPA after joining club are inactive

0.0% of students who have high decrease in their CGPA after joining club are inactive

29.4% of students who have low increase in their CGPA after joining club are inactive

71.4% of students who have high increase in their CGPA after joining club are inactive

Discussion:
From above it can be summarized that 100% students who have high decrease in their CGPA
spend some time in club activity and 71.4% students who have a high increase in their CGPA are
inactive. That indicates spending time in club activities have a negative impact on students
CGPA and by spending less time on it CGPA can be improved.

Conclusion 2

44.4% students who are extremely active have low decrease in their CGPA after joining
club.

44.4% students who are extremely active have high decrease in their CGPA after joining
club.

11.1% students who are extremely active have low increase in their CGPA after joining
club.

0.0% students who are extremely active have high increase in their CGPA after joining
club.

Discussion:
It can be said that extremely active members face low or high decrease in their CGPA and very
few of them gain low increase in their CGPA. The point to be noted here is those who are
extremely active club members, they never gain high increase in their CGPA, which indicates
that there is a negative relationship between being active in club and CGPA after joining club.
Conclusion 3

24.0% of students are Inactive

10.0% of students are Less Active

48.0% of students are Moderately Active

18.0% of students are Extremely Active

34.0% students face low decrease in CGPA after joining the club

18.0% students face high decrease in CGPA after joining the club

34% students face low increase in CGPA after joining the club

14.0% students face high increase in CGPA after joining the club

Discussion:
Is can be seen that majority of students are moderately active and very few of them are inactive
or extremely active. On the other hand it can be seen that majority students face low increase or
low decrease in their CGPA after joining Club. From these, it can be concluded that club
activities have some influence over students CGPA and the more active the students are the less
favorable it is to the CGPA.

Chi-Square Tests
Asymp. Sig. (2Value
Pearson Chi-Square
Likelihood Ratio
N of Valid Cases

df

sided)

.007

25.505

.002

22.783

50

a. 14 cells (87.5%) have expected count less than 5. The minimum

expected count is .70.

Conclusion 4
The Chi-Square table show that the value is 22.783 which is greater than 0 and the significant
error is only .7% which is lower than 5%.
Discussion:
As the value of the Chi-Square table is greater than 0 and the significant error is less than 5%, it
can be said there is more association between weekly club activity status and CGPA after joining
club, which nullifies the null hypothesis that there is no influence of club activities on students
CGPA.

Correlation
Correlation is a process that is used to describe the strength of a relationship between two
variables. Correlation coefficient measures how strong or weak the relation is between the
variables. This value lies between -1 to +1. If there is no relation between the variables, the
correlation coefficient is 0 or very weak. Similarly, if they have positive strong association, the
correlation coefficient would be near about +1. On the other hand, a negative strong relation
contains a value that leans towards -1.The SPSS generated correlation table is given below.
Correlations
Difference of
Beginning CGPA

Club Activity Hour (Weekly)

Pearson Correlation

Club Activity

Study Hour

Hour (Weekly)

(Weekly)
1

Sig. (2-tailed)
N
Study Hour (Weekly)

Pearson Correlation
Sig. (2-tailed)
N

Difference of Beginning

Pearson Correlation

CGPA and Current CGPA

Sig. (2-tailed)
N

**. Correlation is significant at the 0.01 level (2-tailed).

and Current
CGPA

-.839

**

-.417

**

.000

.003

50

50

50

**

-.839

.000
50
-.417

**

.439

**

.001
50

50

**

.439

.003

.001

50

50

50

The table above describes about the correlation between the quantitative variables- Club activity
hour, study hour, Change in CGPA before and after joining the club.
Conclusion and Discussion:

The correlation between Club activity hour (weekly) and Study hour (weekly) is strongly
negative (-0.839) and significant error is 0.00%. So, there is a significant negative
relationship between these two variables. This significant correlation nullifies the null
hypothesis 2 . So, there is negative relationship between club activities and study hour.
When the club activity hour increases in a week, the study time is highly reduced.

The correlation between Club activity hour and difference in beginning and current
CGPA is moderately negative and significant error is 0.03%.

The correlation between study hour and difference in beginning CGPA and current
CGPA is moderately positive.

Conclusion and Discussion:

Extra-curricular activities are thought to have a huge impact towards improving individuals
knowledge, skill as well as attributes. Thus, BRAC University encourages its students to be a
part of at least one club. However, it is seen that being an active member of a club, students have
to confront issues that may have an impact towards their CGPA growth. Hence, to find out the
relativity between students performance (in terms of CGPA) in their studies with their
participation in club activities, we have tried to conduct a research amongst 50 students of BRAC
Business School. Amongst the participants of the research, 44% were male and the rest 56%
were female.
Throughout the research work on those respondents, it has been made sure that they properly
attempt all the question and answer appropriately. From our finding from the research, we have
found out that 76% of the respondents were active club members while the rest 24% were nonactive members. This percentage shows respondents enthusiasm towards participating in club
activities, and also, that students yet lag behind to actively participate in the club works.
We also wanted to know students belief towards the issue that whether their time and efforts
spent for club activities were affecting their usual study schedules. Thus, according to the
respondents as well as SPSS result we have found out that 50% of the respondents think that
participating in the club activities reduces their time. Contrarily, 78% of the respondents belief
that joining in club activities does not hamper their studies rather it helps their study. According
to them, this happens due to their increased determination to reach certain goal and to become an
achiever for study.
While scrutinizing respondents agreement or disagreement towards the issue that whether they
have to bunk classes for the sake of club activities or whether it is their preference which
compels them to choose club over class lectures, we came up with very interesting information.
According to the data, 66% of the respondents said that they have not bunked classes due to club
activities. And, 98% of the respondents prefer classes over club activities. These results show
that students actually prefer their classes over club activities.
A chi square of 11.362 shows moderate association between bunking classes for club activities
and CGPA after joining club. It is also significant for the population. The association between
club activity hour ranges (weekly) and change in CGPA is more (22.783) and is also significant
for the population.
Correlation analysis establishes that club activity hour (weekly) and CGPA have a relationship
which is strongly negative (-0.839). This relationship is significant for the population.

The above mentioned information include the vital issue that only 24% of these respondents
represent as non-active members of the club and the rest of the respondents are active members
(in terms of Less Active, Moderately Active and Extremely Active ). Therefore, we can say that
club activities and students CGPA do have a relationship between them. And according to the
above mentioned information, we can say that club activity has a negative impact over CGPA.
However, to be sure of the true fact about the relationship between these two, we will also
consider the other analyses that are mentioned in this research paper.

References:
Citation

Appendix : questionnaire