Club Management System (Fitness management System)

By
____________________________

In Supervision of
Dr. Naila Habib Khan

Submitted to the Department of Computer Science

At the
Islamia College University Peshawar
2023
 DEDICATION

I dedicate this Project to my beloved friends and parents who supported me in every part of
my life. I also dedicate this work to my supervisor Dr. Naila Habib who has supported me
throughout this Project.

II
 ACKNOWLEDGEMENT

I'd would like to express my sincere and profound appreciation to the Almighty God, with
whom all things are possible, for guiding and supporting me over the duration of this research
project.

My sincere and heartfelt gratitude goes to Dr. Naila Habib for the Project topic, assistance,
and support.

My thanks also go to the staff, and students who helped me.

III
 DECLARATION

I hereby certify that this Project is the result of my own original work and that no portion of it
has previously been presented for any other certificate in this Institution or elsewhere.

IV
 CERTIFICATION

I hereby confirm that this study was supervised in accordance with the supervisor's criteria.

----------------------------- --------------------------------
Supervisor’s Name Date

V
 ABSTRACT

The aim of this study was to evaluate how much student political Affairs impact academic
achievement in student life.

The study was specifically interested in assessing the influence of student politics on
academic achievement. The following precise objectives led the research:

 To explain the elements that motivate students to take up leadership roles.

 To assess pupils' academic achievement.
 To explain the connection between politics and performance.
 To explain the extent to which student politics have a positive or negative impact on
academic achievement.
 To provide recommendations on how to tackle the difficulties.

Data was gathered via a questionnaire. The results of the research questions, goals, and
hypothesis found that student political affairs has a detrimental impact on academic
achievement because they devote more time to campaigning and, once elected, they focus
more on their leadership position rather than their academics.

It was concluded that students are unable to combine attending lectures and, in certain severe
circumstances, mid-semester tests, causing them to lose marks for their internal evaluation.

It was recommended that student leaders should be elected only on the basis of their
academic performance, rather than on factors such as age, level, and past leadership
experience. In carrying out their responsibilities, student leaders should demonstrate true
dedication. Student leaders should also be trained in the positions for which they have been
chosen.

VI
 CONTENTS

Dedication

Acknowledgements

Declaration

Certification

Abstract

Table of Contents

List of Figures

List of Tables

Chapter 1: INTRODUCTION

1.1 Introduction of the Study

1.2 Statement of the Problem
1.3 Objectives of the Research
1.4 Research Questions
1.5 Significance of the Research
1.6 Scope
1.7 Limitations
1.8 Organization of the Study

Chapter 2: LITERATURE REVIEW

2.1 Introduction

VII
2.2 Related Work

Chapter 3: METHODOLOGY

3.1Sample procedure(s)
3.2 Research instruments
3.3 Data collection procedure(s)
3.4 Tools for data analysis

Chapter 4: DATA ANALYSIS AND ITERPRETATION

4.1 Introduction

4.2 Profile of Respondents

4.3 Findings

CHAPTER 5: COCLUSIONS AND RECOMMENDATIONS

5.1 Conclusion of the Study

5.2 Recommendations

VIII
 LIST OF FIGURES
Figure 4.2.4 RESPONSES (%)

Figure 4.2.8 A pie chart showing difficulties faced by students about student politics

Figure 4.3.0 A bar chart showing the evaluation of student politics on academic
performance of students at ICP.

IX
 LIST OF TABLES

Table 4.1.1 Summary of questionnaires administered and collected.

Table 4.2.3 Response Percent

Table 4.2.5: Impact of student political affairs on students.

Table 4.2.7 showing students complaint about student politics at ICP

X
 Chapter 1:
INTRODUCTION
1.1 INTRODUCTION OF THE STUDY
Politics is commonly viewed as a crucial component in explaining the variance in the success
with which schools encourage their students' development. Indeed, the contribution of
effective political affairs is greatest when it is most needed; there are almost no documented
instances of troubled schools being turned around in the absence of intervention by talented
student leaders, even though other factors within the institution also contribute to such
turnarounds; leadership is the catalyst [1]

Politics is the involvement of more than one party or organisation in acts ranging from civic
engagement to mainstream political participation. The same logic supports student politics, in
which groups of students work together to achieve, preserve, and safeguard their rights, and
satisfy the common goals known as student unity.

Life on campus might be demanding, but it is unquestionably one of the most unforgettable
experiences of one's life. It is a vital age of development for both late teens and young adults.

Students of today are the future guardian of nation destiny. Political consciousness is,
therefore indispensable factor contributing to the growth and development of a healthy public
opinion on the part of future pillars of the nation. But in no case should these students be
allowed to be uses as a cat’s paw of the selfish and self-centered shoddy politics.

Students' participation in extracurricular activities has been shown to have an impact on their
academic achievement. In higher education, student involvement in campus activities
improves communication skills, professional development issues, and group dynamics. In
contrast to the daily routine of tertiary life, when an individual attains to student politics, a
new drive emerges: thus, one even develops new responsibilities, which leads to missing
some lectures in order to attend impromptu meetings on behalf of mates at the expense of
lectures, quizzes, and exams [2].

11
The study was conducted with an analysis of the literature, the results of which are described
in this presentation. This review is structured around a framework developed via empirical
research in sociology, organisational and industrial psychology, and industrial psychology.
Most definitions of Students political leadership centre on two functions: offering direct
assistance and wielding influence.

The effects of student political affairs on students’ academic achievement are supported by
three types of study undertaken at ICP.

What this case lacks is external legitimacy.

a. This case dealt with a substantial number of successful student instances.

b. A systematic cross-case examination of student reports or CGPA before to politics and

present CGPA.

c. Conducting a qualitative examination of the quantitative evidence-based finding.

1.2 STATEMENT OF THE PROBLEM

Politics is an inevitable part of the human history. Student politics has played a vital role to
brought changes in the society and state but the student politics has lost its glory with passage
of time. Different branches of student organizations are the main pillars to “Great Change”,
however, the recent trend of student politics make life hard for the general students as it
involves taking part in the procession, attending meeting, staying in crowded room, which
eventually affect the academic performance of the students. This research tries to explore the
impact of students involvement in political affairs on their academics.

1.3 OBJECTIVES OF THE RESEARCH

Student politics has become a significant notion in educational institution, and it is regarded
as critical to retention rates, despite the fact that it is rarely recognised as requiring
boundaries. If student engagement in politics is truly necessary for educational life, then its
value should be felt by students. The primary goal of this study is to assess the influence of
student politics on academic achievement in ICP.

Objectives:

 To find out the relationship between politics and performance.

12
  To ascertain the extent to which student politics have a positive or negative impact
on academic achievement.

1.4 RESEARCH QUESTIONS

The following questions will be addressed in order to carry out this research efficiently.

• What factors inspire students to participate in political affairs?

• To what extent has student politics influenced academic achievement positively or

negatively?

1.5 SIGNIFICANCE OF THE RESEARCH

The study will be used as a resource for institutions and students who want to do research on
the influence of student political affairs in educational institutes because Student politics has
played a vital role to brought changes in the society and state but the student politics has lost
its glory with passage of time. Different branches of student organizations are the main pillars
to “Great Change”, however, the recent trend of student politics make life hard for the
general students as it involves taking part in the procession, attending meeting, staying in
crowded room, which eventually affect the academic performance of the students.

1.6 SCOPE

1. To identify the elements that motivate students to pursue political activities.

2. To assess students in politics academic achievement.

3. Explain the connection between politics and performance.

4. To explain the extent to which student politics have a favourable or negative impact on
academic achievement.

5. Make recommendations on how to tackle the difficulties.

1.7 LIMITATIONS

1. Due to budgetary constraints, the researcher found it difficult to gather the essential
knowledge and resources to carry out the study task more successfully.

13
2. The researcher also encountered respondents who were adamant about providing certain
vital information since it was sensitive or designated as confidential.

1.8 ORGANIZATION OF THE STUDY

The research is organized into five chapters. The first chapter includes background
information for the research effort, including a statement of the problem, objectives of the
study, research questions, hypothesis, importance of the study, scope of the investigation,
constraints of the study, and study organisation. The second chapter presents a survey of prior
literature on the subject. The third chapter discusses research methodolgy. The fourth chapter
consists of data analysis and presentation. The fifth chapter summarises the findings,
conclusion, and suggestions.

14
 Chapter 2:
LITERATURE REVIEW

2.1 INTRODUCTION

According to the Council for the Advancement of Standards (CAS) [1] in higher standards
and recommendations, developing students' interest in political issues "allows pupils to
evolve and develop toward increasing degrees of leadership complexity, integration, and
competency through time". A recent research draws comparisons between college students in
the 1990s and college students now. "Ultimately, leadership is about change, and... great
leaders are those who can effect constructive change on behalf of people and society."
"Attending College may have a dramatic effect on one's life," demonstrates the impact of
college institutions on student development. Drum characterised student development as "a
process in which an individual experiences a series of adjustments toward more complicated
behaviour as a result of conquering life's more difficult obstacles." It is clear that students
who spend a significant amount of time on campus and seek change during their college
experience.

2.2 RELATED WORK

There are as many political ideas as there are definitions. Rubenstein (2005) [2] found eight
of them after reviewing Peter North use’s work in 2004. Situational leadership, contingency
theory, path goal theory (also known as motivational theory), leader member exchange
theory, transformational leadership, team leadership, leader of leaders approach, and value
based leadership are some of them. The topic of this study is Greenleaf's (2003) servant
leader theory. According to the thesis, "students regard the establishment of trust as the
primary issue for political affairs via service" (Greenleaf, 2003).

Student politics and the society

The students, political leaders, and everyone else is here to help the rest of us. The notion
starts with the inherent desire to serve. As a result, one makes a conscious decision to pursue

15
political interests. This comes to mind the hierarchical organisational leadership idea, which
Greenleaf claims originated with Jethro, Moses' father in law. According to Greenleaf, this
hierarchical system "still controls everything that is organised — armies, churches,
governments, colleges, and corporations". He went on to say that this is still the climate in
which today's college students would find themselves when they transition from student to
citizen. According to Case and Scanlan (2001), there are distinctive characteristics of
university administrators in connection to education. Dede (1993) also firmly supported the
notion that educational leadership differs from typical educational leadership. "There is a
widespread lack of information of the experiences of administrators, academics, and staff
from different departments in the construction of remote education courses," Care and
Scanlan (2001). When it comes to stakeholders in education, students are crucial. Students, as
stakeholders, must be involved in the administration and seamless operation of educational
programmes. According to Astin (1985), the more students who participate in student
activities. They also claimed that educational institutions will be successful in developing
tomorrow's leaders if they provide links between academic programmes and community
activities and express a strong desire, through their stated mission, to create an
"organizations, governments, schools, and neighbourhoods". Wielkiewicz (2000) agreed with
Posner that college students are significant political actors since they will be in future
leadership roles or opportunities, and how they learn to conduct leadership will shape the
trajectory of future society development. As a result, Allen et al. (1998) are interested to see
that students acquire a systems approach to leadership rather than a hierarchical one. Astin
(1993) also highlighted research that relates student educational performance to participation
in leadership activities, emphasising the necessity of strengthening students' leadership skills
during their college years.

Student politics and the conflicting commitments

According to Boatman (1999), student political leadership development would be more

effective if handled from a relational perspective rather than through formal courses or
degrees. Participation in student groups and other cocurricular activities on campus has been
demonstrated in studies to help students stay interested in school, obtain excellent marks, and
graduate. Students, on the other hand, frequently have several conflicting commitments
(family, career, student leadership, health) that cause academic performance to deteriorate.
Student engagement in politics is crucial, but first and foremost, you must be a student.
Allowing academics to suffer at the sake of student leadership obligations is a bad idea.

16
Beaudoin (2002) advocated for research and investigation into the specific style of leadership
required in educational leadership. He noted that "for quite some time, a decent amount of
attention has been dedicated to the planning and management of distant education." Beaudoin
(2002) went on to say that this may be regarded acceptable without delving into the more
esoteric sphere of student political leadership. According to the study, students who acted as
political leaders outperformed nonpolitical students in terms of retention, GPA, and Good
Standing rate in their second year. Student political leaders maintained to have a much higher
three year retention rate than nonpolitical students, while maintaining GPA and Good
Standing levels comparable to nonpolitical students in the third year.

17
 Chapter 3:
METHODOLOGY
NATURE OF THE STUDY
Some academics typically derive conclusions about a big group of interest by researching a
tiny sample of the overall population.

3.1 SAMPLING PROCEDURE(S)

Sampling is recognised as one of the most dependable research approaches in this respect.

A sample size of TEN lecturers, FIFTEEN students in politics, and TWENTY FIVE non-
political students in ISLAMIA COLLEGE were studied from the target group. The sample is
a subset of the population, and its selection could be done scientifically using simple random
sampling to ensure that each member of the population has an equal chance of being chosen,
facilitating the goal of determining the impact of student politics on academic performance
among students.

3.2 RESEARCH INSTRUMENTS

Questionnaires were utilised as research instruments in this study. To collect information

from respondents, open-ended and closed-ended questions were employed.

Open-ended Questionnaire:

An open-ended questionnaire does not limit respondents' replies to the questions asked, but
rather encourages them to express their views completely. Respondents are free to submit
replies that reflect their own perspectives on the problems discussed.

Closed-ended Questionnaire:

As a technique of reducing the level of subjectivity in replies to concerns, the close-ended

questionnaire presented a set of alternatives or easy answer categories for respondents to
choose from.

3.3 DATA COLLECTION PROCEDURES

18
Data collection is the process of gathering and recording information on a specific sample for
research purposes. The primary and secondary data sources used in this study were the
primary and secondary data sources.

Primary Data:

This refers to the original data that was collected particularly for the study project.
The researcher directly gathered the form of this data from the field. The use of a
questionnaire and an interview assisted in gathering original data for the goal of
addressing the research question.

Secondary Data:

This is the label given to information obtained and maybe disseminated by another individual
or group. It is the one that the researcher may utilise for his research after it was initially
gathered and published for another reason. Secondary data was used to confirm that the
information acquired for the project was complete.

3.4 TOOLS FOR DATA ANALYSIS

Qualitative and quantitative methodologies were utilised in the administration of research

instruments from primary and secondary data sources for the aim of data analysis as a manner
of comparing and summarising the data. Bar graphs and tables were also employed to
illuminate the information acquired from the respondents in order to improve the
presentation.

19
 Chapter 4:
DATA ANALYSIS AND
INTERPRETATION
4.1. INTRODUCTION

This chapter describes the analysis and presentation of data gathered from a questionnaire
distributed to instructors, students in politics, and non-political students at Islamia College
University.

Fifty questionnaires were distributed. TEN went to lecturers, FIFTEEN to students in politics,
and TWENTY-FIVE to non-political students at ICP. The data analysis and presentation is a
real reflection of the perspectives of ICP professors, students in politics, and non-political
students at ICP. Tables, charts, and graphs have been used to convey the analysis.

The table below shows the number of questionnaires distributed and collected from general
students and Islamia College University students. Out of fifty questionnaires distributed,
forty-six were returned, or ninety-two percent of the total (92 percent).

groups No. Issued No. Collected Percentage (%)

Lecturers/Service 10 8 87
personnel (T.A)
students in 25 24 96
politics
Non-political 15 14 90
Students at ICP
TOTAL 50 46 92
Table 4.1.1 Summary of questionnaires administered and collected.

4.2. PROFILE OF RESPONDENTS

20
4.2.1 GENDER

It shows how many guys and girls were served questionnaires. Males account for 40% of
replies, while females account for 60%. This demonstrates that the institution has more males
than females.

4.2.3 ANALYSIS OF LECTURERS, STUDENTS IN POLITICS AND

NON-POLITICAL STUNDENTS AT ICP

According to the table below, 64 percent of instructors, students in politics, and non-political
students at ICP answered YES to the question, while 36 percent said NO.

This suggests that student engagement in political matters has a detrimental impact on
academic achievement.

4.2.4 A BAR CHART INDICATING REPONSES OF LECTURERS,

STUDENTS IN POLITICS AND NON-POLITICAL STUNDENTS AT
ICP.

Responses No. of Respondents Respondents (%)

YES 21 64
NO 12 36
TOTAL 33 100
Table 4.2.3 Response Percent

21
70

60

50

40

YES
N0
30

20

10

0
YES NO

Figure 4.2.4 RESPONSES (%)

4.2.4 IMPACT OF STUDENT POLITICAL AFFAIRS ON STUDENTS

According to the table below, 70% of respondents believe that student politics have a
detrimental impact on student academics. They went on to say that students' performance
suffers as a result of their careers, and that they pay less attention to academics following
elections.

Furthermore, the majority of students that compete for opportunities end up underperforming.
They appear to put too much emphasis on campaigning at the expense of academic success.

22
Thirty percent of respondents also believe that student politics have a negative influence on
student academics. They said that students learn to improve abilities through various
employment before joining the corporate sector.

Response No. of Respondents Percentage (%)

POSITIVE 14 30
NEGATIVE 32 70
TOTAL 46 100
Figure 4.2.5: impact of student political affairs on students.

4.2.6 STUDENTS COMPLAINT ABOUT STUDENT POLITICS AT ICP

According to the findings of the study, 43 percent of respondents believe that whether or not
a student's academic achievement is high or bad does not necessarily depend on the student's
political engagement role. Whereas 57 percent of respondents were adamant that student
politics have a detrimental influence on students' academic achievement.

It is possible to conclude that student politics have a detrimental influence on academic

achievement.

Response No. of Respondents Percentage (%) size

YES 3 43 155
NO 4 57 205
TOTAL 7 100 360
Table 4.2.7 showing students complaint about student politics at ICP

23
 Percentage (%)

YES
NO

Figure 4.2.8 a pie chart showing difficulties faced by students about student politics

4.2.9 Evaluation of student politics on academic performance of students at

ICP.

It can be shown that 60 percent of respondents believe that student politics have a negative
impact on students' academics, 25 percent believe that student politics have a favourable
impact on students' academics, and 15 percent are unsure.

It is possible to conclude that the judgement of student politics is consistent with the
complaint about students.

24
 Responses
70

60

50

40 Responses

30

20

10

0
positive negative mixed feeling

Figure 4.3.0 a bar chart showing the evaluation of student politics on academic
performance of students at ICP.

4.3 FINDINGS
 According to the findings of this study, students' involvement in political matters has
a positive impact on their academic performance. This conclusion is intriguing
because it is widely assumed that student politics have a detrimental influence on
academic achievement.
 Similarly, the amount of years spent in a leadership post was anticipated to provide
the student with some kind of expertise in dealing with challenges as they arose.
When it comes to leadership role performance, time management is another critical
factor.It is often believed that the finest teacher is experience. As a result, it is argued
that persons who have previously been involved in politics will bring that experience
to bear on the execution of any sort of function. In this investigation, the opposite is
true. We agree with the premise that some common features are expected of all
students. This indicates that, despite the general features, in order to be an excellent
school student, some special abilities that are relevant in the school setting are
required.
 The study's findings indicated that the majority of respondents; lecturers/service
workers (T.A's) and students, believe that students' performance in politics suffers as
a result of their overall duties. After elections, they tend to pay less attention to

25
studies. Again, it was discovered that most students contending for positions do not
do well, owing to their apparent over-concentration on campaign activities at the
expense of academic achievement. As a result, many students' political performance is
underwhelming. "How can you combine academics with political affairs?" he/she was
asked. Some political students said that it was difficult to balance political
involvement with academic pursuits. Others complained that their study time had
been curtailed since they had to attend to other political affairs-related activities.

26
 Chapter 5:
CONCLUSION AND
RECOMMENDATIONS
5.1 CONCLUSION

The findings of this study in terms of the research questions, objectives, and hypothesis led
the researchers to the conclusion that student politics has a negative impact on students'
academic performance because they devote more time to campaigning and, after taking
office, they focus more on their political activities than on their academics. It also has a
severe influence on political students, who lose sight of their texts and focus solely on their
opinions.

It may also be argued that students in politics are unable to combine attending lectures and, in
certain severe cases, mid-semester examinations, causing them to lose marks for their internal
evaluation.

5.2 RECOMMENDATIONS

 The findings of this study give sufficient evidence to advocate that students in politics
be chosen solely on the basis of their academic performance, rather than on
background criteria such as age, level, and past political experience.
 Students in politics should demonstrate true dedication to their responsibilities.
 Students in politics should be trained in the roles for which they have been elected.
 Finally, students in politics should aim to be excellent time managers in order to
balance their education with their positions as leaders.

27
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12. Cress, C. M., Astin, H. S., Zimmerman-Oster, K., & Burkhardt, J. C. (2001).

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ISLAMIA COLLEGE UNIVERSITY PESHAWAR

(DEPARTMENT OF EDUCATION)

“The impact of student’s involvement in political affairs on their academics”

This questionnaire is only intended to gather data for academic purposes. The
confidentiality of the information acquired is ensured.

Please provide concise responses if necessary. All responses must represent the
respondent's point of view on the problems discussed and must be based on facts
rather than assumptions.

(If required, please Tick the relevant column.)

QUESTIONNAIRE FOR STAFF, STUDENTS IN POLITICS AND NON-

POLITICAL STUDENTS OF ICP.
Name are not needed on this form your response are required, Please.
Your assistance in completing this study by answering to the questions below would be
greatly appreciated.

1. Gender

Male

Female

2. Which of the following age categories do you belong?

30
 18 – 24 years

25 – 34 years

35 – 44 years

45 and above

3. Occupation

Student

Lecturer

Self-Business

STUDENTS ONLY

4. Do you occupy any leadership position?

Yes

No

If Yes specify…………………………………….

5. What inspired you to take interest in political affairs?

i. …………………………………………………………………………
………………….

31
 ii. …………………………………………………………………………
………………….

6. For how long have you been active in political affairs?

1 – 2 years

3 – 4 years

4 years and above

7. What was your performance in academics before you took interest in

politics?

Good

Very good

Excellent

Poor

8. Has it affected your academic performance?

…………………………………………………………………………..

9. How do you combine academic activities with political activities?

………………………………………………………………………………….
10. What inspired you to not take interest in political affairs?

……………………………………………………………………………….

11. How is the political activities of your colleagues affecting their attendance
in class?

32
 Punctual

Relatively punctual
Truant

12. Do you want to aspire for any leadership position?

Yes

No

i. If‘_YES’_why? ...........................................................................
.......

ii. If_‘NO’_why?

..................................................................................

LECTURERS ONLY

13. For how long have you been a lecturer in ICP?

1 – 4 years

5 – 7 years

8 years and above

14. How would you assess the impact of student politics on their academic
performance?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

33
15. Would you advise a student to take part in political affairs while in school,
college or university?

If YES why and if NO why.

…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
………………………………

34