Engagement in Co-curricular Activities and its Relationship Regarding Academic Performance:

Study towards KIRKHS Students Perception

Amar Raffail bin Rashid (1517351)

Areef Hayeehasa (1233537)

Beheshta Akbari (1438458)

Farhad Ahmad (1427865)

Mahadi Fitri bin Mohd Zain (1527377)

Saifuddin Syahmi bin Sabarudin (1618925)

PSCI 4997 Advanced Research Methodology (Section 01)

Semester 1, 2018/2019

Dr. Norhaslinda binti Jamaiudin

Department of Political Science

Kuliyyah of Islamic Revealed Knowledge and Human Sciences

International Islamic University Malaysia

 Table of Contents
TOPIC PAGE NUMBER

1.0 Introduction 1

2.0 Statement of Problem 3

3.0 Research Questions 4

4.0 Research Objectives 4

5.0 Research Significance 5

6.0 Literature Review 5

• 6.1 Sports 7
• 6.2 Social and Cultural Activities 8
• 6.3 Political Activities 8
• 6.4 Factors that Drive the Student’s Involvement 9

7.0 Conceptual Framework 11

8.0 Operational Definition 12

• 8.1 Co-curriculum Activities 11

• 8.2 Academic Performance 11
9.0 Methodology 13

• 9.1 Research Design and Approach 13

• 9.2 Data Collection 13
• 9.3 Sampling and Population 14
• 9.4 Data Analysis 14
10.0 Goodness of Measurement 16

• 10.1 Normality Distribution 16

• 10.2 Reliability Test 19
11.0 Discussion 20

• 11.1 Demographic Data 20

• 11.2 Types of Co-curriculum Activities in IIUM 22
• 11.3 Factors that Drives Students to Involve in Co-curriculum 23
Activities
 • 11.4 Relationships between KIRKHS Students’ Involvement in Co- 26
curriculum Activities and their Level of Academic Performance
12.0 Conclusion 26

References 29
 ACADEMIC PERFORMANCES

1.0 Introduction

In this era of globalization and technological revolution, education is considered as a first

step for every human activity. It plays a vital role in the development of human capital and is

linked with an individual’s well-being and opportunities for better living (Battle & Lewis, 2002).

It ensures the acquisition of knowledge and skills that enable individuals to increase their

productivity and improve their quality of life. This increase in productivity also leads towards new

sources of earning which enhances the economic growth of a country (Saxton, 2000).

There is a lot of things that can affect academic performance of a students and one of it is

the involvement of co-curricular activities. There are different ways which can be chosen by the

students to spend their free time and this will affect their studies positively or negatively depending

upon the activity they choose. There is a research by the education department of the United States

of America discovered that the students who actively contribute in the co-curricular activities are

more likely to have a Grade Point Average (GPA) of 3.0 or more as compared to those who are

not involved in co-curricular activities (Stephens & Schaben, 2002).

Another study also revealed that although students who belong to different areas, their

achievements in past, the home participation, the involvement in positive activities can positively

improve their GPA in the examination (Simon, 2001). Various studies and research have explored

different factors which can influence students’ academic performance, and many factors were

found to have significant effect on their performance. Research that have been made before this

show a lot of different factors that affect student’s academic performance and some of it were

resulted significant effects on their performance.

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 ACADEMIC PERFORMANCES

We measure the student academic performance through several ways like CGPA, GPA and

their test result. Most of the researcher around the word used the GPA to measure the student

performance (Galiher, 2006; Darling, 2005; Broh, 2000; Stephen & Schaban, 2002). They used

GPA to measure student performance semester. Some other researcher, they measure student

performance through the result of subject or the previous year result (Hijazi & Naqvi, 2006; Hake,

1988).

Dean (2015) saw co-curriculum activities as an out-of-class collegiate activity which

initially developed alongside the curriculum in education institutions in the late 1800s. This is

where the curriculum was intently focused on the development of other characteristic than

emphasizing intellectual aspects only. According to Clarksen (2016), co-curricular involvement

includes activities not associated with a class or course of study, but involve ongoing, deep

learning. Excellent academic performances refer to students showing evidence of personal

achievement by obtaining high GPA every semester in the course study.

The co-curriculum activities offered by International Islamic University Malaysia (IIUM)

have two aspects which is mental and physical. Among the physical activities that IIUM offer are

volleyball, rugby and futsal which use physical effort and most of these activities provide reward

to anyone who can represent IIUM with financial allowance. Moreover, from the aspect of mental

are debate and society which are famous activities that always been around in IIUM. In addition

to that, the debate in IIUM has become very popular when most students win a debate competition

in international level. Therefore, IIUM encourage the students to join co curricular activities as it

can provide benefits to the students in the future to tackles the real lifestyles.

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 ACADEMIC PERFORMANCES

2.0 Statement of Problem

Having good education is a great opportunity for everyone. Past studies have showed that

extra-curricular activities are generally those types of activities that fall outside area of normal

curriculum of school, college or university that performed by the students (Sabuj, Datta & Rafiq,

2018). It has been revealed that the fact of engagement in the co-curricular activities gave impacts

on the academic performances of students.

Daniyal, Nawaz, Hassan and Mubeen (2012) reported that students who spend more hours

in co-curriculum activities, tends to get lower percentage of marks in the examination than the one

who spends less time in co-curriculum activities. On the other side, there are also several positive

feedbacks when involving co-curriculum activities towards the academic performances, such as it

helps students to be more responsible in studies, provide motivation on learning for the students

and helps to adapt in a changing environment (Villalobos et al., 2016).

According to Silva (2014), co-curricular activities are crucial for students in schools.

Mainly, there are three different categories such as uniform unit, club or society, as well as sports

and games which was provided by the Education Ministry in Malaysia. By involving in co-

curriculum activities, the students were assessed by the teachers and affects their cumulative grade

point average (CGPA) in some ways.

However, sometimes there are some students who are too busy with study and society. This

is because they are not good at managing their time. On the other hand, some of them are too

focused on their society very much that they forgot to focus on their study. Because of that, there

are students who are not able to perform well in their academic performance and sometimes some

of them must be dismissed from the university because of low CGPA. By saying that, IIUM

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 ACADEMIC PERFORMANCES

students often involve in sports such as soccer, rugby, and futsal to complete their co-curriculum

involvements.

Thus, the effects of engaging in co-curriculum activities toward academic performance are

remain unstudied especially in Malaysia context. Regarding that, in IIUM itself, there is no study

has been conducted to assess the relationship between co-curriculum and academic performance.

Hence, this study is to find out the relationships between the engagement in co-curriculum

activities to the KIRKHS student’s academic performances.

3.0 Research Questions

1. What are the types of co-curriculum activities in IIUM?

2. What are the perceptions of KIRKHS students to engage in co-curriculum activities in

IIUM?

3. What are the relationships between student’s involvement in co-curriculum activities and

their academic performances?

4.0 Research Objectives

1. To identify the different types of co-curriculum activities in IIUM.

2. To study the perceptions that drives the KIRKHS students to participate in co-

curriculum activities in IIUM.

3. To analyse the relationships between involve in co-curriculum activities and

academic performances for KIRKHS students.

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 ACADEMIC PERFORMANCES

5.0 Research Significance

The body of literature on this topic is wide-ranging and many researchers in the past have

conducted studies on the relationship between co-curriculum activities and academic

performances. Academic performances should not be taken lightly as it is an important aspect for

every student.

The findings of this study will contribute greatly to the benefit of KIRKHS students

considering that academic performances are important to each one of them. There is greater

demand for graduates with excellent academic performance in the outside world. Thus,

engagement in co-curriculum activities, will more or less, affects the academic performance of

each student. With that being mentioned, it is also the university policy to drives their students in

participating in co-curriculum activities. Therefore, this study would help both the students and

the university in improving respective aspects.

Lastly, the finding of this study may be utilized in formulating future strategies to enhance

academic performances for KIRKHS students. Through our research finding, we would be able to

know exactly how and what are the effects of co-curriculum in this matter and hopefully with the

information gathered, it may gauge the university’s attention to either improve or change its’s

policy regarding this issue.

6.0 Literature Review

Simply defined, co-curriculum activities are extra work done by the students in various

aspects such as involvement in sports, clubs or even societies rather than only focusing in academic

syllabus. Therefore, rise questions on the impacts of co-curriculum activities on the academic

performances of students. How the student’s engagement in co-curriculum activities affects their
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 ACADEMIC PERFORMANCES

academic performances are usually measured by the GPA and percentages of marks received

during examination. The effects of engagement in co-curriculum activities may range from

positives or negatives towards the academic performances.

Co-curricular activities have a large impact on student's academic performance. The study

was conducted to determine whether students were impressed by co-curricular activities or did not

like to be involved in any co-curriculum activities. Recent studies say that most students involved

with co-curricular activities have dropped out of student's academic performance, co-curriculum

activity that makes most students unable to manage their time properly.

The government also play an important role on analysing which method is the best to

provide a better education for the student. Ministry of Education in Malaysia encourage us to

cooperate more in co-curriculum to improve student's knowledge and understanding (Syafiq,

Fatimah, Abdullah and Kushairi, 2014). Therefore, it shows that the government encourage the

students to get part in this co-curriculum activities.

Researcher from Taman Medan Secondary School found that students who getting part in

co-curriculum activities tend to show significant positive correlation with the four competencies

tested which includes communication, cognitive, managing self and academic competency as has

been proven by many other researchers (Abdul, 2005). Previous research shows an outstanding

result as it can help the student to gain a lot of knowledge by involving in co-curricular activities.

Scholars have identified three types of different co-curriculum activities ranging from, for

instance, sports, social and cultural activities, and political activities (Sabuj, Datta & Rafiq, 2018).

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 ACADEMIC PERFORMANCES

6.1 Sports

Sports is the most favourable co-curriculum activity that students prefer over others. Since

there are varies type of sports, students are eager to involve in these activities which also help in

maintaining their physical health. As with other types of co-curriculum, sports fundamentally

affect the academic performance of the students. Report shown that students who involve in sports

tends to have higher GPA than those who don’t involve in it (Sabuj, Datta & Rafiq, 2018). To meet

these greater demands, education institutions understandably resort to approve more sports-based

co-curriculum activities, and this may increase opportunities for students to participate. It becomes

more difficult the students to involve in sports activities if course work is given in large scales.

The effect of involving in sports on academic performance is quite tremendous as past

studies have shown the implication. Research suggest that student’s engagement in co-curriculum

activity, mainly sports, have important implication for what is learned in college and thus, improve

the academic performance (Dean, 2015). It can be explained that by being active in sports would

give positive effect toward the students’ academic performance, which also mean higher GPA.

This, in turn, encourages the students to participate in this type of co-curriculum activity instead

of being tied up to the course work. On the other hand, it can be assumed, students who did not

involve in sports also did not show any significant increase in GPA. Furthermore, according to

Zacherman and Foubert (2014), students who involve in athletic activity correlates with a lower

GPA. This is due to the number of hours they spent in athletic activity per week which caused in

the declination of GPA.

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6.2 Social and Cultural Activities

Sabuj, Datta and Rafiq’s (2018) investigation found that social and cultural activities affect

the academic performance of the students. It was frequently cited as a reason for students to be

excuse from attending classes. It is likely that this would give negative effect on their academic

performance as they are tending to be left behind on their syllabus. For instance, the involvement

in social and cultural activities would require the students to attend field work which consume their

hours during class periods.

6.3 Political Activities

Political activities are often related with student’s involvement. It is believed that political

activities gave impacts towards the student’s academic performance (Sabuj, Datta & Rafiq, 2018).

On the other hand, excessive involvement would also generate passivity and withdrawal and

undermines the solidarity, cohesiveness, and energy of the students. According to Sabuj, datta and

Rafiq (2018), political activities benefits in terms of dedication, success, and positive relationship

with others. For instance, student with political careers tend to have more positive relationship with

the authorities in the university as they are well-known. Political activities suit to be related with

the increase or decrease of the student’s academic performance (Sabuj, Datta & Rafiq, 2018). It is

from this viewpoint that we explore how political activities affects the student’s academic

performance.

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 ACADEMIC PERFORMANCES

6.4 Factors that Drives the Student’s Involvement

There are three factors which drives student’s involvement in co-curriculum activities.

According to Barrientos (2015), the internal factors are the teachers, institution facilities and family

background. The authors highlighted that students who involve in co-curriculum activities are

usually encouraged by their teachers for them to be equally active in both curriculum and co-

curriculum aspects. Hence, “supporting teachers” could be related to students’ engagement in co-

curriculum activities which thus affects their academic performances.

Barrientos (2015) also highlighted that the facilities provided by the institution contribute

to the factor of student’s engagement in co-curriculum activities. By participating in these

activities, it would help to boost the physical and mental levels of the students and build solid

character. Apart from the positive effects shown due to the involvement, co-curriculum activities

are one of the right platforms for improving the students’ academic performances.

Other than that, family background also one of the leading factors that drive the student’s

engagement in co-curriculum activities. Barrientos (2015) claimed that students affect direct and

indirectly by the kind of home which he is born and reared. With having so many things to focus,

students are better and improving in managing their time between co-curriculum activities and

course work, thus, participate actively in co-curriculum activities which later will affect their

academic performance.

In the context of the Malaysia, a few studied have been done to measure the relationship

between the co curriculum activities and academic performance among the students. A study

conducted by the (Safii, Zainab, Zulkifli, Juhari, Baharudin, Ahmad, 2016) among the student of

STMI and UUM found that there is strong and positive relationship between involvement in co
9
 ACADEMIC PERFORMANCES

curriculum activities and academic performance. Their study demonstrates that the level of student

involvement in curricular activities with correlation coefficient (r= 0.882) which is strong and

positive relationship to the student’s academic performance.

One the other hand, however, according to the (Shamsudin, Ismail, Al-Mamun, Nordin

2014), their research among the three public university students in peninsular Malaysia including

Universiti Malaysia Kelantan (UMK), Universiti Malaya (UM), and Universiti Kebangsaan

Malaysia (UKM) reported that there is no significant positive association between extra-curricular

activities and the academic achievements of the students.

A group of researchers, (Saat, Sazlina, Aishah, Ghazali, Dzairudzee, Zaidah, Nuruljannah,

Shafikha & Wan, 2015) conducted their research among Malaysian university students to measure

correlation between the relationship between total hour of involvement in co curriculum activities

and their GPA. Their finding showed that there was a weak negative correlation between hours of

involvement in co-curriculum and GPA, but the correlation was not significant (r=–0.147, p>0.05).

which indicate that as hours of involvement increased, the student academic performance or GPA

decreased.

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 ACADEMIC PERFORMANCES

7.0 Conceptual Framework

Co-curriculum Activities

FACTORS
•Teachers
•Institutions Facilities
•Family Background

Level of Academic Performances

Figure 1 shows co-curriculum activities and the factors that influence academic

performance

Co-curriculum activities is undeniably will affects academic performance of a student. As

it is obvious, in this research, we focused on the factors that influence the academic performance

of students for us to gain the findings. These factors are supported by Barrientos’s approach to

academic performance. Academic performance is measured by using these factors as independent

variables which will be considered by analysing them correlatively in an independent-dependent

variables fashion (Barrientos, 2015). Factors such as teachers, institution facilities and family are

used to explain the degree to which students’ involvement in co-curriculum activities, which may

or may not affect academic performances. As it is obvious, high level of academic performance

constitutes one of the most important goals for every student; hence lot of studies place a high

value on this concept.

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8.0 Operational Definition

8.1 Co-curriculum Activities

Co-curriculum activities are activities that complement curriculum activities. This includes

a variety of different activities that improve student performance in the classroom. Co-curriculum

activity is a real and practical experience that students receive. "Activities recognized by colleges

that are not part of the academic curriculum but are recognized as an important part of the life of

an educational institution. Co-curriculum activity includes sports, school bands, student

newspapers and others. They can also be classified as 'extracurricular' outside the normal course

of study; activities outside the usual job duties, as an additional class activity " - according to The

International Dictionary of Education (1977). We already make a study that co-curricular activities

enhance student academic performance as both are part of requirement of universities studies. Co-

curriculum activities also one of the requirements of universities by knowing whose really active

in cocurricular activities it acts as a advantage for those who join it and can make their academic

certificate become more valuable.

8.2 Academic Performance

Academic performance could be defined by the last semester of their CGPA / GPA and

GPA to be expected for the current semester. The average grade of grade or GPA is now used by

most institutions of higher learning as a simple summary measure of their student's academic

performance. GPA is a better measure as it provides greater insight into relative levels of individual

and group student performance. Moreover, in evaluating each of the students’ academic

performances we can know which students can excel well in their studies and it easier to evaluate

each of them.

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9.0 Methodology

9.1 Research Design and Approach

This study employs a quantitative survey research design to assess the academic

performances of IIUM, KIRKHS students. We adopted mixed methodology to generalize our

research finding through statistical and document analysis. Moreover, such approach often reduces

and restructures a complex problem to a limited number of variables, looks at relationships among

variables and able to establish cause and effect in various circumstances. Hence, we concurred that

quantitative approach as the most appropriate approach to answer our research questions.

9.2 Data Collection

The questionnaire consisted of 15 close-ended questions with 3 sections or constructs. Out

of the total 15 items, the first 5 were reserved for survey demographic questions such as

respondent’s gender, age, nationality, level of study, and the extent of respondent’s engagement in

co-curriculum activities. These 5 questions were used for background evaluation of our

respondents. The remaining 10 items were divided equally into 2 sections pertaining to the factors

of involvement in co-curriculum activities and the level of students’ academic performances. Most

importantly, all the items in the questionnaire were developed based on the replication of various

peer reviewed journal article questionnaires. For example, all items for the variable’s involvement

in co-curriculum activities were replicated from Barientos (2015), all items for the level of

students’ academic performances were replicated from Sabuj, Datta and Rafiq (2018). Survey

demographic questions such as respondent’s gender, age, nationality, level of study, and the extent

of respondent’s involvement in co-curriculum activities were created on our own.

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In addition, the typology used to measure all the 6 constructs was Likert-Scale. Also known

as frequency scale, Likert-Scale is widely used to measure attitudes or perception of individuals.

It involves a fixed choice response which measures varying levels of agreement and disagreement.

The strength or intensity of respondent’s experience is measured linearly on a scale from

‘Strongly Agree to Strongly Disagree’. In between the measurement is neutral to indicate that the

respondent is not affected by the statement.

Other than that, secondary data was obtained from the report of Student’s Affairs and

Development Division (STAD) for us to answer our research questions.

9.3 Sampling and Population

We have sample 60 KIRKHS students who involved in co-curriculum activities.

Convenience sampling was chosen as the only sampling method because it allowed us to survey

all the 60 respondents in an inexpensive, fast and convenient methods. On top of that, the sample

was divided into equal number of male and female students for us to show some degree of gender

representation in the sample. Respondents were given 15 to 30 minutes each to answer the

questionnaire.

9.4 Data Analysis

The quantitative research will be using survey questionnaire for collecting the data.

Furthermore, a software package, which is Statistical Package for the Social Science (SPSS)

version 25 was used for analysing, running the liability and test the normality of the questionnaire.

It is the most popular statistical packages which can perform highly complex data manipulation

and analysis with simple instructions. It is designed for both interactive and non-interactive uses.
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As the name suggest, SPSS statistic software is used to perform only statistical operation such as

cleaning, coding, and data entry.

Therefore, in order to analyse secondary data, document analysis technique was used for

us to comprehend the data from STADD. According to Bowen (2009), document analysis is a

form of qualitative research in which documents are interpreted by the researcher to give voice

and meaning around an assessment topic. Analysing documents incorporates coding content into

themes similar to how focus group or interview transcripts are analysed (Bowen, 2009).

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10.0 Goodness of Measurement

10.1 Normality Distribution

Overall Questionnaire Normality Statistics

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COMPCC COMPAP

N 60 60

Mean 3.3333 3.0133

Median 3.4000 3.0000

Std. Deviation .66452 .67081

Skewness -.480 -.219

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 ACADEMIC PERFORMANCES

Kurtosis .108 -.196

Table 1

Table 1 depicts data distribution for involving in co-curriculum activities (n = 60). There

are five items developed to measure the construct. The skewness value is -0.480 and kurtosis is

0.108 which indicates negative skewness. It means most score fall at the high end of the scale.

According to Blaikie (2003) the acceptable range for distribution is ranging from -3 to +3. As

such, the data is assumed to have a normal distribution, hence the skewness and kurtosis values

fall within an acceptable range.

Table 1 also showed data distribution for level of academic performance (n = 60). There

are five items developed to measure the construct. The skewness value is -0.219 and kurtosis is -

0.196 which indicates negative skewness. It means most score fall at the high end of the scale.

According to Blaikie (2003) the acceptable range for distribution is ranging from -3 to +3. As

such, the data is assumed to have a normal distribution, hence the skewness and kurtosis values

fall within an acceptable range.

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10.2 Reliability Test

Overall Questionnaire Reliability Statistics

Reliability Statistics
Cronbach's Alpha Cronbach's Alpha N of Items
Based on
Construct Standardized
Items
Involvement in Co- 0.711 0.711 5
curriculum
activities

The level of 0.806 0.807 5

Academic
Performance
Table 2

Table 2 shows the Cronbach’s alpha for the first construct which consist of 5 items are

0.711. The first construct was to measure the reliability of involvement in co-curriculum activities.

The second construct, which to measure the Cronbach’s alpha value for the level of academic

performance and the value is 0.806. According to Sekaran (2009), reliability of more than 0.6 is

considered as an acceptable range and good. Hence, the

questionnaire is reliable.

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11.0 Discussions

11.1 Demographic Data

Specificity Frequency Percent Valid Cumulative

Percent Percent

Gender Male 30 50.0 50.0 50.0

Female 30 50.0 50.0 100.0

Nationality Malaysian 41 68.3 68.3 68.3

Non-Malaysian 19 31.7 31.7 100.0

Year of First Year 7 11.7 11.7 11.7

study

Second Year 11 18.3 18.3 30.0

Third Year 22 36.7 36.7 66.7

Fourth Year 20 33.3 33.3 100.0

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 ACADEMIC PERFORMANCES

Age 18-20 Years old 2 3.3 3.3

21-23 Years old 9 15.0 15.0 15.0

24-26 Years old 39 65.0 65.0 80.0

27 years old and 10 16.7 16.7 96.70

above

what is Never 4 6.7 6.7 6.7

extent of

your Seldom 5 8.3 8.3 15.0

participation
Sometimes 26 43.3 43.3 58.3

Usually 9 15.0 15.0 73.3

Always 16 26.7 26.7 100

Table 3

Table 3 shows that the participants of this research consist of 30 male (50% of the total

respondents) and 30 females (50% of the total respondents). It is also showing that 41 participants

are from Malaysia (68.3% of the total respondents) and 19 participants are non-Malaysians (31.7%

of the total respondents). From the table above, 7 respondents are first year students i.e. 11.7%, 11

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respondents are second year students i.e. 18.3%, 22 respondents are the third-year students i.e.

36.7% while fourth year students consist of 20 respondents i.e. 33.3% of the total sample.

Table above shows that 2 students are within the range of 18-20 years old i.e. 3.3%, 9

students are within the range of 21-23 years old i.e. 15%, 39 students are within the range of 24-

26 years old which is 65% and 10 students are aged 27 and above which indicates 16.7% out of

the total respondents. Table 3 above shows that 4 students were never involve in co-curriculum

activities i.e. 6.7%, 5 students were seldom involved i.e. 8.3%, 26 students were sometimes

involved in co-curriculum activities i.e. 43.3%, 9 students were usually involved i.e. 15% and 16

students were always involve in co-curriculum activities which indicates 26.7% out of 60

respondents.

11.2 Types of Co-curriculum activities in IIUM

In IIUM, co-curricular activities are supervised by STADD where it responsible for the

activities conducted. As mentioned above, several types of co-curriculum presence in IIUM, thus,

in this research, we have identified the types of co-curriculum activities offered in IIUM as we

obtained the data from STADD itself. This division is committed to serve the students with

excellence management in co-curriculum activities which in line with the university’s mission and

vision.

By analysing the documents provided by STADD, types of co-curriculum activities in

IIUM are consist of academic based society, sports and recreation, socio-education and mind-

enhancing such as debate. Academic based society are interpreted as society in students own

majoring programme. For instance, KIRKH student who majoring in political science is always

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welcome to associate and join with their own respective society, which is, Political Science Student

Society (POSSA). As for sports and recreation, it is the most favour co-curriculum activities by

the students in IIUM. Involving in sports such as football, hockey, rugby and even martial arts

intrigued students’ passion in co-curriculum activities. This type of co-curriculum activity helps

the student to sustain their fitness both physically and mentally.

11.3 Factors that Drives Students to Involve in Co-curriculum Activities

11.3.1 Institution Facilities

IIUM provides well-managed facilities for me to

engage

N 60

0
Mean 3.4333
Mode 4.00
Std. Deviation .94540
Minimum 1.00
Maximum 5.00
Table 4

IIUM provides well-managed facilities for me to engage

Frequency Percent Valid Percent Cumulative Percent

Valid strongly disagree 3 5.0 5.0 5.0

disagree 5 8.3 8.3 13.3

neutral 20 33.3 33.3 46.7

agree 27 45.0 45.0 91.7

strongly agree 5 8.3 8.3 100.0

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Total 60 100.0 100.0

Table 5

Table 4 and 5 above shows that the mean is 3.43, standard deviation is 0.945. 3 or 5%

student strongly disagree, 5 or 8.3% of students disagree, 20 or 33.3% of students are neutral, 27

or 45% of students agree while 5 or 8.3% of students strongly agree that IIUM provides well-

managed facilities for them to involve in co-curriculum activities.

11.3.2 Support from Teachers

my teachers and instructors support and

encourage me to involve in co-curriculum activities

N 60

0
Mean 3.2000
Mode 3.00
Std. Deviation 1.07040
Minimum 1.00
Maximum 5.00
Table 6

My teachers and instructors support and encourage me to involve in co-curriculum activities

Frequency Percent Valid Percent Cumulative Percent

Valid strongly disagree 3 5.0 5.0 5.0

disagree 13 21.7 21.7 26.7

neutral 20 33.3 33.3 60.0

agree 17 28.3 28.3 88.3

strongly agree 7 11.7 11.7 100.0

Total 60 100.0 100.0

Table 7

Table 6 and 7 shows that the mean is 3.20, standard deviation is 1.070. 3 or 5% student

strongly disagree, 13 or 21.7% of students disagree, 20 or 33.3% of students are neutral, 17 or

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 ACADEMIC PERFORMANCES

28.3% of students agree while 7 or 11.7% of students strongly agree that their instructors support

and encourage them to involve in co-curriculum activities.

11.3.3 Family Background

I was born with background that actively involved

in co-curriculum activities from my family

N 60

0
Mean 3.5833
Mode 3.00
Std. Deviation .97931
Minimum 1.00
Maximum 5.00
Table 8

I was born with background that actively involved in co-curriculum activities from my family

Frequency Percent Valid Percent Cumulative Percent

Valid strongly disagree 1 1.7 1.7 1.7

disagree 6 10.0 10.0 11.7

neutral 22 36.7 36.7 48.3

agree 19 31.7 31.7 80.0

strongly agree 12 20.0 20.0 100.0

Total 60 100.0 100.0

Table 9

Table 8 and 9 shows that the mean is 3.58, standard deviation is 0.979. 1 or 1.7% student

strongly disagree, 6 or 10% of students disagree, 22 or 36.7% of students are neutral, 19 or 31.7%

of students agree while 12 or 20% of students strongly agree that they were born with background

that actively involved in co-curriculum activities from their families.

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 ACADEMIC PERFORMANCES

11.4 Relationships between KIRKHS Students’ Involvement in Co-curriculum Activities and

their Level of Academic Performance

Correlations

COMPCC COMPAP

COMPCC Pearson Correlation 1 .551**

Sig. (2-tailed) .000

N 60 60

COMPAP Pearson Correlation .551** 1

Sig. (2-tailed) .000

N 60 60

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

Table 10

Pearson’s correlation coefficient analysis is performed in this research for determining the

association between involvement in co-curriculum activities and the level of academic

performance of KIRKHS students, the form of the distribution, the degree of association and its

strength. According to Cohen and Holiday (1980), r=0.19 and below are considered as very low

correlation and r=0.9 to r=1 are very high in correlation. This range from the lowest number to

high with very low to very high range of correlation respectively.

Table 10 shows correlation analysis between KIRKHS students’ involvements in co-

curriculum activities and their level of academic performances. Correlational values disclose

positive association between these two variables at r=0.551. By having this value, it showed that

involvement in co-curriculum activities has positive relationship towards academic performances.

12.0 Conclusion

Academic performance plays an important part in student’s learning process. It is somehow

shaping the future of what the students would achieve later. In the case of involvement in co-

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 ACADEMIC PERFORMANCES

curriculum activities, understanding the relationship between the involvement in co-curriculum

activities and the academic performance of the students are vital in formulating and deriving a

policy that addresses student’s lack of engagement in co-curricular activity. Based on our

conceptual framework, we managed to identify several factors that drives students to involve in

co-curriculum activities and had focused our attention in researching whether these factors did

impact student’s level of academic performance.

Therefore, based on our study we have found out results which related with this research.

Furthermore, readers would easily acquire information regarding better choices for them in

selecting their own future. Moreover, STADD will also take action by filtering co-curriculum

activities which that can brings benefits, and which are not that can provide better quality students

and can ease them. The administration of IIUM will be more specific on choosing which co-

curriculum activities that are suitable according to the grade of IRKHS students by examine this

research result.

To answer our first research question, we found that IIUM has numerous numbers of co-

curriculum activities offered for its students. The majority of IIUM KIRKHS students “sometimes”

engage with co-curriculum activities. As for the second research question, we tested all three

possible factors and found all factors have a direct relationship with the level of academic

performance. These three factors are institution facilities, support from teachers and family

background.

Nevertheless, extensive research needs to be done regarding how engagement in co-

curriculum activities relates with the level of student’s academic performance. Further research

must also be conducted to aid administrators in dealing with low participation of students in co-

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 ACADEMIC PERFORMANCES

curriculum activities. After all, students are the potential leaders of the country in which

universities have the primary responsibility to nurture and provide a good environment to expand

their knowledge and soft skills.

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 ACADEMIC PERFORMANCES

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A Survey of Engagement in Co-Curriculum Activities: What are the effects on the IIUM student's Academic
Performance.
Dear students,
Kindly respond to the Section A - Section C here sincerely and truthfully as your response will be used to help
us explore students' academic performances by involving in co-curriculum activities among IIUM students.
Your participation in this survey is highly appreciated. All the questions here require you to tick the appropriate
box only. All the information given will be kept confidential.
We would like to thank you in advance for your participation and cooperation in completing this survey. Thank
you.

General Instruction
1. All responses are confidential and will be used for evaluation purposes only.
2. If you wish to make any comment, feel free to write on the space provided at the end of the questionnaire.
Section A : Demographic Data
Gender : Male Female
Nationality : Malaysian International
Year of study : First Year Second Year Third Year Fourth Year
Age : 18-20 Years old 21-23 Years old 24-26 Years old 27 and above
What is the extent of your participation in co-curriculum activities?
Never Seldom Sometimes Usually Always

Section B : Involvement in Co-curriculum activities

No. Question Strongly Disagree Neutral agree Strongly
Disagree Agree
1. I am actively involved in Co-
curriculum activities in IIUM.

2. IIUM provides well-managed

facilities for me to engage in Co-
curriculum activities.

3. My teachers and instructors

support and encourage me to
involve in co-curriculum activities.

4. I was born with background that

actively involved in co-curriculum
activities from my family.

1
 5. I spent large amount of times in
Co-Curriculum Activities.

Section C : The level of Academic Performance

No. Question Strongly Disagree Neutral agree Strongly
Disagree Agree
1. I am satisfied with my CGPA
since I involved with Co-
Curriculum Activities.
2. Co-curriculum Activities affect a
lot on my academic performance
in good way.
3. My CGPA getting better after
engage with Co-Curriculum
Activities.
4. My involvement in Co-curriculum
activities keeps me active and
productive in academic
performance.
5. Environment in Co-curriculum
activities helps me to stay focus in
class.

2
3