There are different extra-curricular activities for every university in the world. The Philippines is no exception, the researcher observes that universities such as De La Salle University (DLSU), Ateneo de Manila University (ADMU), and University of the Philippines (UP) have their own extra-curricular activities that students actively take part in. In the University of Asia and the Pacific (UA&P) there exist multiple extra-curricular activities a student can take part in such as, the Media Management Committee (MMC), Dulaang Roc, Viare, Communitas, Bosun (the school publication), and many more to mention. The researcher has observed that despite the myriad of extra-curricular activities a student can take part in; there are students who become active and eventually become inactive in participating.
Since extra-curricular activities have different benefits (Holloway, 2000), the researcher observes that being active is good because students can take advantage of the benefits offered. Moreover, because of these benefits the researcher finds it questionable to investigate further if simply having fun is the most influencing factor for active participation. Therefore, it has led to the researcher to further probe what other factors influence active participation in extra-curricular activities of select university students in UA&P.
Table of Contents
1. THE PROBLEM AND THE REVIEW OF RELATED LITERATURE
1.1 Introduction
1.2 Review of Related Literature
1.2.1 On Active Participation
1.2.2 On Co-curricular Activities
1.2.3 On Extra-curricular Activities
1.3 Conceptual Framework
1.4 Statement of the Problem
1.5 Scope and Limitations of the Study
1.6 Significance of the Study
1.7 Definition of Terms
2. METHOD
2.1 Research Design
2.2 Research Participants and Other Sources of Data
2.3 Research Instruments
2.4 Data-Gathering Procedure
2.5 Qualitative Data Analysis
3. PRESENTATION AND INTERPRETATION OF FINDINGS
3.1 Desire to learn things
3.1.1 Social Skills
3.1.2 On knowledge in general or good experience
3.1.3 Management
3.1.4 Learning:
3.2 On use and benefits
3.2.1 Knowledge
3.2.2 Prestige
3.2.3 Résumé purposes
4. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
4.1 Summary
4.2 Conclusions
4.3 Recommendations
Research Objectives & Core Themes
This research paper aims to identify the specific factors that influence university students to actively participate in extra-curricular activities beyond mere enjoyment. It investigates the balance between academic requirements and organizational involvement, seeking to understand how such activities contribute to student growth and professional readiness.
- The relationship between extra-curricular participation and academic success.
- Primary motivators for active involvement, including the desire to learn and professional benefits.
- The impact of activities on student skill development and social networks.
- The role of time management and goal-setting in balancing academic and non-academic commitments.
Excerpt from the Book
Introduction
There are different extra-curricular activities for every university in the world. The Philippines is no exception, the researcher observes that universities such as De La Salle University (DLSU), Ateneo de Manila University (ADMU), and University of the Philippines (UP) have their own extra-curricular activities that students actively take part in. In the University of Asia and the Pacific (UA&P) there exist multiple extra-curricular activities a student can take part in such as, the Media Management Committee (MMC), Dulaang Roc, Viare, Communitas, Bosun (the school publication), and many more to mention. The researcher has observed that despite the myriad of extra-curricular activities a student can take part in; there are students who become active and eventually become inactive in participating.
Since extra-curricular activities have different benefits (Holloway, 2000), the researcher observes that being active is good because students can take advantage of the benefits offered. Moreover, because of these benefits the researcher finds it questionable to investigate further if simply having fun is the most influencing factor for active participation. Therefore, it has led to the researcher to further probe what other factors influence active participation in extra-curricular activities of select university students in UA&P.
Summary of Chapters
THE PROBLEM AND THE REVIEW OF RELATED LITERATURE: Provides an introduction to the research context, defines key terms, and synthesizes existing literature on active participation, co-curricular, and extra-curricular activities.
METHOD: Outlines the descriptive research design, participant demographics, data-gathering procedures using surveys and interviews, and the qualitative analysis framework.
PRESENTATION AND INTERPRETATION OF FINDINGS: Analyzes the survey and interview results, focusing on the primary motivators for student participation, such as learning outcomes and personal benefits.
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS: Synthesizes the study's findings, offers conclusions on the importance of student involvement, and provides recommendations for future research.
Keywords
Extra-curricular activities, Active participation, University students, Student leadership, Academic achievement, Social skills, Time management, Personal development, College success, Professional skills, Curriculum vitae, Networking, Career preparation.
Frequently Asked Questions
What is the core focus of this research paper?
The paper investigates the underlying factors that drive university students to maintain active participation in extra-curricular organizations, moving beyond the simple assumption that they participate only for fun.
What are the central thematic areas covered in this study?
The study covers the definitions and characteristics of co-curricular versus extra-curricular activities, the role of learning and skill acquisition, the impact of time management, and the professional benefits like prestige and résumé building.
What is the primary research question?
The research is guided by the fundamental question: "What factors influence active participation in extra-curricular activities?"
Which scientific method is employed in this research?
The author uses a descriptive research method, utilizing both quantitative surveys and qualitative interviews to gather data from university students.
What topics are discussed in the main body of the work?
The main body explores the intersection of student interests, the need for social and professional skill development, the necessity of balancing academics with organizational duties, and how these experiences prepare students for life after graduation.
Which keywords best characterize this research?
Keywords include active participation, extra-curricular activities, academic success, personal development, professional skills, time management, and student engagement.
How does the author distinguish between co-curricular and extra-curricular activities?
Co-curricular activities are defined as activities that complement the regular class curriculum and often occur during school hours, whereas extra-curricular activities are done outside the regular class curriculum for pleasure or specific purposes.
Why is active participation considered important for college success?
According to the cited literature, active participation is viewed as a foundation for college success because it enhances learning, helps students manage time, and allows them to build supportive social and professional networks.
- Quote paper
- Nathan John Gatchalian (Author), 2015, What Makes Students in the Philippines Actively Participate in Extra-Curricular Activities?, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/303867
