Co curricular activities assessment initiative
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This document summarizes an assessment of co-curricular activities and student counseling centers in colleges in Rawalpindi Division. An online questionnaire was circulated to all colleges in the division. The responses showed that while most colleges publish magazines occasionally and have counseling centers, student societies often lack structure and depend on institutional leadership. Recommendations include forming committees to facilitate co-curricular activities, allowing colleges flexibility while ensuring activities, recognizing teacher contributions, and providing dedicated time and space for such activities.
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A 17-item digital technology self-efficacy measure adapted from Holcomb, King, & Brown (2004) who reported reliability µ=0.80. Language was updated replacing computer with digital technology. Items were measured with a scale of 1 (strongly disagree) to 4 (strongly agree). A 1.0 score reflects low digital technology self-efficacy, while a 4.0 represents high digital technology self-efficacy.
Holcomb, L., King, F. B., & Brown, S. W. (2004). Student traits and attributes contributing to success in online courses: Evaluation of university online courses. The Journal of Interactive Online Learning, 2(3), 1-16.
Co curricular activities
This document discusses the importance and scope of co-curricular activities. It states that co-curricular activities reinforce learning that is difficult to teach in the classroom and allow students to explore abilities and develop strengths. The document lists 13 types of co-curricular activities and notes they provide educational, cultural, virtue-based, recreational, physical, civic, psychological, and social development benefits to students. It emphasizes that co-curricular activities help students gain confidence, team spirit, leadership skills, and improve their all-round personality.
Lawyer in London: inspiring students through extra-curricular work-related le...
Lawyer in London: inspiring students through extra-curricular work-related le...SHU Learning & Teaching
The document discusses a program run by Teri-Lisa Griffiths and Jill Dickinson that aims to inspire and motivate students through extra-curricular work experience activities. The program took students from disadvantaged backgrounds on a trip to the Royal Courts of Justice and the law firm Freshfields. Feedback from students suggested the program increased their self-confidence and efficacy. A literature review found that work experience can positively impact adolescents' career interests by building self-efficacy. Focus groups with students identified themes of intimidation decreasing confidence but the program's activities building confidence through exposure to prestigious professions and environments.Do extra curricular activities in schools improve
This meta-analysis examines research on whether participation in extra-curricular activities (ECA) improves educational outcomes for secondary school students. The analysis included 29 studies, most using US data. It found small effect sizes for participation in non-specific ECA, academic clubs, journalism, performing arts, sports, and leadership activities on academic achievement and other educational outcomes. While some associations were found between ECA participation and outcomes, no conclusive evidence of causal effects was demonstrated due to methodological limitations in the studies.
Co curricular primary school
This document summarizes a study on the status of co-curricular and extra-curricular activities in primary schools in Nepal. The study found that while such activities are recognized as important, there are several challenges in implementation. Almost all schools conducted some activities but were limited by lack of budgets, teacher training, and facilities. Headteachers had concepts of the activities but lacked clear planning and support from stakeholders like School Management Committees, District Education Offices, teachers, parents and the community were needed to better promote the activities. Recommendations included increasing budgets, teacher training, stakeholder participation and support to strengthen co-curricular and extra-curricular programs in primary schools.
Extra Curricular Activites and Self-efficacy
This document discusses a study that examined the relationship between student participation in extracurricular activities and perceived academic self-efficacy. The study hypothesized that students who participated in extracurricular activities would have higher academic self-efficacy scores than those who did not participate. The results found that academic self-efficacy scores were significantly higher for the group of students who participated in extracurricular activities, supporting the hypothesis.
Effects of Extra- Curricular Activities
3.2
Agree
2.8
Agree
3.1
Agree
Advantages
c.
Mean Description
3.1
Agree
2.9
Agree
Strongly
3.4
Agree
Strongly
3.6
Agree
Strongly
3.0
Agree
Strongly
3.4
Agree
Mean
2.9
2.8
d.
Description
Agree
Agree
Mean
2.9
2.8
Overall
Description
Agree
Agree
3.2
Agree
Increasing Student Involvement In Extra-curricular activities
The document discusses increasing extra-curricular activities at CSUSB. It defines extra-curricular activities as activities outside the normal curriculum that are performed by students. The importance of extra-curricular activities is that they help develop time management, self-confidence, teamwork, and respect. Getting involved allows students to develop personal interests and demonstrates they are well-rounded. The document also discusses types of extra-curricular activities, steps to improve student involvement, and includes graphs on gender participation and types of activities students are involved in.
reserarch paper on Co curricular activities -need of time
This document discusses a study on the importance of co-curricular activities in the overall development of MBA students. It includes an introduction describing co-curricular activities and their importance in education. The methodology section describes using a descriptive research design with surveys to collect primary data from 60 MBA students. Key findings from analyzing the data found that students have a positive perception of co-curricular activities and recognize their benefits, such as enhancing skills and adding value to resumes. The conclusion is that both students and institutions now recognize the need for co-curricular activities in developing students mentally and physically.
Research Proposal (The effect of extraculicullar activities)
This document discusses extracurricular activities and their effect on student learning. It begins with background information on extracurricular activities, noting that they are conducted outside of regular school hours and can support student learning. The document then formulates the problem as examining the relationship between English debate extracurricular activities and class X student achievement in English subjects. It identifies the study's objectives as determining the impact of these extracurricular activities on student learning and their relationship to achievement. The study will focus on class X students at one particular high school.
Importance of extra curricular activities
Why should educational institutes focus on extra curricular activities like Cultural fests, Sports Fests, Technical and Managerial Fests, Seminars, Conferences and Workshops.
Extracurricular powerpoint
Extracurricular activities provide social, academic, and career benefits to students. Socially, they allow students to meet people with shared interests and learn teamwork. Academically, participation in extracurriculars decreases the likelihood of dropping out of high school and improves grades by reducing stress. Regarding future prospects, extracurricular involvement gives students experiences that make them more attractive candidates for college admissions and jobs.
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Increasing Student Involvement In Extra-curricular activities
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Research Proposal (The effect of extraculicullar activities)
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Community College Survey
of Student Engagement
St. Petersburg College
2015 Key Findings
Table of Contents
Key Findings: A Starting Point 2
Benchmarks of Effective Educational Practice 3
Aspects of Highest Student Engagement 4
Aspects of Lowest Student Engagement 5
2015 CCSSE Special-Focus Items 6
CCFSSE 8
1
Key Findings: A Starting Point
The Key Findings report provides an entry point for reviewing results from your administration of the 2015
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Benchmark Overview by Enrollment Status
Figure 1 below represents your institution’s CCSSE benchmark scores by students’ enrollment status.
Figure 1
Less than full-time students
Full-time students
48.0
58.4
51.6
57.3
51.6
60.0
51.3
58.7
53.6
56.3
B
e
n
c
h
m
a
rk
S
c
o
re
s
20
30
40
50
60
70
80
90
Active and Collaborative
Learning
Student Effort Academic Challenge Student-Faculty
Interaction
Support for
Learners
2
Benchmarks of Effective Educational Practice
The CCSSE benchmarks are groups of
conceptually related survey items that address key
areas of student engagement. The five benchmarks
denote areas that educational research has shown to
be important to students’ college experiences and
educational outcomes. Therefore, they provide
colleges with a useful starting point for looking at
institutional results and allow colleges to gauge
and monitor their performance in areas that are
central to their work. In addition, participating
colleges have the opportunity to make appropriate
and useful comparisons between their performance
and that of groups of other colleges.
Performing as well as the national average or a
peer-group average may be a reasonable initial
aspiration, but it is important to recognize that
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Aspiring to match and then exceed high-
performance targets is the stronger strategy.
Community colleges can differ dramatically on
such factor ...
Achieving a 90 percent Graduation Rate: A Path Back to High School for Boston...
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Co curricular activities assessment initiative
- 1. Co-curricular Activities Assessment Initiative AN ASSESSMENT OF COLLEGES IN RAWALPINDI DIVISION
- 2. Outlining the research A shared initiative of Mr. Humayun Iqbal, Director Education Colleges Rawalpindi and Shahid Anwar, Principal Govt. College Rehmatabad, Rawalpindi. Purpose: to make an accurate assessment and reinvigorate co-curricular activities/student counselling centers in the colleges of Rawalpindi Division. An online questionnaire was developed and circulated to the colleges via email. All the colleges of Rawalpindi Division were sent the online questionnaire. The responses are tabulated and analyzed. Recommendations are made towards end on the basis of data provided by the colleges.
- 3. Frequency of response to online questionnaire 0 5 10 15 20 25 30 35 40 Boys College Co-Education Girls College Gender Wise Distribution Total
- 4. How many do publish a magazine? Yes 48%No 52% COLLEGE MAGAZINE
- 6. Relationship between location & publication of magazine No Yes Big City 1 14 District 6 9 Sub Tehsil 3 2 Tehsil 24 6 1 14 6 9 3 2 24 6 0 5 10 15 20 25 30 Magazine and Localion of College Big City District Sub Tehsil Tehsil Linear (Big City)
- 7. Does college observe weekly tutorial period?
- 8. How many colleges have counselling centers? No 25% Yes 75% COUNSELLING CENTRES
- 10. Student Societies Genuine student-run/led societies are rare Mostly without constitutional framework A lot depend on leadership of the institution Yes, 38, 58% No, 27, 42%
- 11. Recommendations: Cultivation/facilition Selecting a committee (at district/divisional level) to organize, facilitate genuine co-curricular activities in the colleges The committees should suggest structures/models/activities The role of all committees should be of facilitation not imposition from above Balancing uniformity with spontaneity/originality: the colleges should be allowed to decide details according to local conditions Focus should be on discovering creative minority/willing contributors and to facilitate them. Subtle monitoring, website database to guide, Encouraging colleges to publish their activities on their websites, Publishing online magazine/newsletter Sensitizing leadership of the colleges that CCAs can help them in managing college affairs Training sessions of the teachers involved Recognizing contribution for CCAs as “workload”, considering it as an assessment factor in evaluation report. Providing space for CCAs: Fridays fixed for Seminar/Library Post-graduate classes. Weekly one-hour tutorial for degree classes.