NNNA 3063 BIOSTATISTIK GUNAAN

RESEARCH PROPOSAL:

Influence of Co-curricular Activities

Participation on Students Learning Outcomes of
UKM School of Rehabilitation Students.

GROUP MEMBERS :

AUDIOLOGY

SPEECH SCIENCES

Norain Izzati Binti Mohd Daud

Jardian Tay Min Wei
Timothy Wilfred Jepos

Muhamad Faisal Bin Yahaya

Ser Reen A/P Eh Plin

Siti Affifah Binti Ahmad

Nor Hamizah Binti Mohamed

Ghazali

Mahfuzah Bint Rosli

Nor Azimah Binti Aalamuddin

Yeap Choo Er
Chan Min Yen

FACILITATED BY : DR. HANIZA AND PN RAHAYU

1.0 Research Title

Influence of Co-curricular Activities Participation on Students Learning Outcomes of

UKM School of Rehabilitation Students.
1.1 Research Questions
This research aims to answer the questions as follows:
1) Do co-curricular activities have an influence on the learning outcome of UKM
School of Rehabilitation Students?
1.2 Introduction
In higher learning institutions, co-curricular activities are created alongside the
standard study curriculum or academic curriculum as a platform for the graduates to
polish soft skills or enhance learning opportunities. (McDonald 2002). Universities
have responsibility to create a new learning environment to balance up both inside
and outside classroom learning by introducing co-curricular activities. (Upcraft et al.
2003) Indeed, Co-curricular Activity Centre of International Islamic University
Malaysia (IIUM) has emphasized the involvement of all undergraduate students in the
co-curricular program with the purpose of adding values into their classroom
experiences, building up their practical knowledge, and enhancing personality
development. (Shuriye 2011)
Esaet. al. (2006) stated that there are many skills that can be learned through
co-curricularactivities such as the ability to work in groups, problem-solving,
decision-making,

communication

skill

and

interpersonal

relationships

management.Many researches have supported the positive outcome from cocurricular activities. Zehner (2011) conducted a research in Purdue University and the
result shown that students who are heavily involved in extracurricular activity are
more likely to achieve better result academically, which is also supported by many
researches. Next, a survey conducted on students in a public university in Canada
shown that involvement in extracurricular activity has higher overall grade point
average. (Dobson 2011)Wang J. &Shiveley J. (2009) also agreed that student who
engages with extracurricularactivity would perform better in term ofpersistency, better
academic achievement and good standing rate.

However, many students believe that the co-curricular activities give no

benefits to them. In Hong Kong, it was found that students effectiveness in learning
was not improved by participation in co-curricular activity. (Leung et. al. 2011)
Besides, there is assumption that co-curricular activity is distracting educational
activity although research has shown that such participation could bring lots of
benefits to students. (Hawkins A. L. 2010)
Back in Malaysia, many studies have concluded that Malaysian graduates are
lack of competencies in relevant technical skills required by the workplace.(Hairi et.
al. 2011; Singhet. al. 2008; The Economic Planning Unit, Prime Ministers
Department 2010)Actions are taken to increase the graduates competencies through
10th Malaysia Plan (2011-2015) by upgrading the co-curricular courses to balance
academic performance and soft skills acquisition in order to fulfill the learning
outcomes requirements of the country. (The Economic Planning Unit, Prime
Ministers Department 2010)A co-curricular activity based subject (eg. HE/HC) is
compulsory for all the UKM students to fulfill their 8 credit hours. This co-curricular
activity based subject is implemented in the form of learning contract and it aims to
improve

the

learning

of

soft-skills.

(PusatAkreditasiPembelajaran,

UniversitiKebangsaan Malaysia 2011) Other than that, merit system is implemented

in KolejTun Syed Nasir (KTSN), residential college to encourage the students to join
co-curricular activities.
According toMartens and Prosser (1998), the high quality of education system
or curriculum policiesin the university are fundamentally contributes to high quality
of student learning. Hence, the quality of teaching and learning is now highon
university agenda.Students opinions about all aspects of their learning are now
studied by educationalinstitution worldwide, generally in the form of a satisfaction
feedback questionnaire.(Sukia et. al. 2008)
Benjamin Bloom (1956) identified three domains of educational activities that
are cognitive (knowledge), affective (attitude) and psychomotor (skills). Bloom's
Taxonomy in the domain of cognitive involves knowledge and the development of
intellectual skills. This includes the recall or recognition of specific facts, procedural
patterns, and concepts that serve in the development of intellectual abilities and skills.
(Bloom 1956) There are six major categories which are listedstarting from the

simplest behavior to the most complex. The six categories are knowledge,
comprehension, application, analysis, synthesis and evaluation. (Bloom 1956)
1.3 Justification

1.4 General Objectives

To study the relationship between participation in co-curricular activities and learning
outcomes of UKM School of Rehabilitation students..
1.5 Specific Objectives
1) To investigate the aspect of learning outcomes which is most affected by
participating in co-curricular activities.
2) To investigate the aspect of learning outcomes which is least affected by
participating in co-curricular activities.
1.6 Methodology
Design
This cross-sectional descriptive study used both quantitative and
qualitative methods to investigate students perceptions about their
clinical preparation. The study will be conducted at three different
locations which are Klinik Audiologi dan Sains Pertuturan, Fakulti Sains
Kesihatan, and Kolej Tun Syed Nasir, Universiti Kebangsaan Malaysia
(UKM).
Setting
4th Year UKM Health Sciences students are selected for participation in this
study. The inclusion criteria would be undergraduate students from UKM
School of Rehabilitation, a 4th year student and already expose to clinical
practice. Students who do not meet the inclusion criteria will be excluded
from the study.
Instrument Used
A questionnaire adapted from a study done by Prince et al. (2005) will be
used to determine students perception towards their clinical preparation.

The questions included are based on two areas that will be investigated in
the study which are knowledge & skills, and workload.

Using a 5-point Likert scale, participants will be asked to respond to the statements on
the questionnaire based on their own perceptions and clinical experiences during their
clinical practice.
Sampling
A random sampling will be used for selection of the subjects from four different
courses which are Speech Sciences Program, Audiology Program, Occupational
Therapy Program and Physiotherapy Program.
Conceptual framework:

Workload
Results

Clinical
preparatio
n

1.7 Data Analysis

Knowledge and
skills

Analysis of the data will be carried out using both descriptive and inferential analysis.
Mean, standard deviation and range will be used for the descriptive analysis.
Spearman Correlation will be used for the inferential analysis.
1.8 Budget Lists for Instruments

1.9 References:
1. Malaysia. 2010. 10thMalaysia Plan 2011-2015.
2. McDonald,W. M., 2002. Creating Campus Community. San Francisco:
Josses-Bass.
3. Esa A.B., YunosJ. B. M., KaprawiN. B.&SallehB. M., 2006. Infusion
Of Generic Skills Through Co-curricular Activities At Malaysian
Polytechnics. KolejUniversitiTeknologiTun Hussein Onn.

4. ShuriyeA. O., 2011. The Role of Credited Co-Curricular Programmes

on the Internationalization and Infusing Values into Students
Personality: The IIUM Model. Journal of Emerging Trends in
Educational Research and Policy Studies (JETERAPS) 2: 100-107.
5. Navarro, M.M, Iglesias, M.P., & Torres, M.P.P 2005. A new
management element for university: Satisfaction with the offered
courses. International Journal of Educational Management, 19(6),
505-526.
6. Leung, C.H., Ng, C.W.R. & Chan, P.O.E. 2011. Can Co-curricular
Activities

Enhance

the

Learning

Effectiveness

of

Students.

International Journal of Teaching and Learning in Higher Education

23(3): 329-341.
7. Zehner, A. 2011. Co-Curricular Activities and Student Learning
Outcomes.
https://spa2010.itap.purdue.edu/ssta/vpsa/analyst/default.aspx

[25

March 2012].
8. Hawkins, A.L. 2010. Relationship between Undergraduate Student
Activity

and

Academic

Performance.

http://docs.lib.purdue.edu/techdirproj/13 [25 March 2012].

9. Wang, J., Shiveley, J. 2009. The Impact of Extracurricular Activity on
Student

Academic

Performance.

http://www.csus.edu/oir/Assessment.html [25 March 2012].

10. Dobson, D. 2011. Understanding the Drivers of Academic Success in
University Students. Paper Presented at SAS Global Forum 2011
Conference in Vancouver, B.C.
11. Bloom, B. S., 1956. Taxonomy of Educational Objectives, Handbook I:
The Cognitive Domain. New York: David McKay Co Inc.
12. Sukia,N. M., Sharif, S. B. &Sukic N.M., 2008. Measuring Students
Satisfaction Towards The Co-Curricular Trainers: An Application Of
Structural Equation Modeling Technique. Labuan e-Journal of
Muamalat
and Society(2): 36-45.

1.10 Gantt Chart

WEEK

10

11

12

13

LITERATURE
REVIEW
PROPOSAL
PREPARATION
PILOT STUDY

DATA
COLLECTION
DATA
ANALYSIS
FINAL
PRESENTATION
REPORT
WRITING AND
MANUSCRIPT
WRITING

1.11 Appendixes

Questionnaire Consent Form

Applied Biostatistics (NA3063) Course Project

Research Supervisor:
Dr. Nor Haniza Binti Abdul Wahat
Title of Research Project:
Influence of Co-curricular Activities Participation on Students Learning
Outcomes of UKM School of Rehabilitation Students
Project Purpose and Procedures:
The purpose of this course project is to have a general idea on how UKM
School of Rehabilitation students co-curricular activities participation
affect their learning outcomes based on Bloom taxonomy (classification of
learning objectives within education proposed in 1956 by a committee of
educators chaired by Benjamin Bloom, which is implemented in UKM).
After signing this informed consent form, you will be asked to complete a
questionnaire based on Likert Rating Scale which consists of 20 questions
to be rated on a rating scale. Completion of the questionnaire takes no
longer than 15 minutes.
Confidentiality:
The identities of all people who participate will remain anonymous and will
be kept confidential.
Consent:
I have read and understood the above information and agree to take part
in this research, and am aware that I am free to withdraw at any point. I
understand that the information provided by me in this questionnaire will
be used for research purposes. It will not be used in a manner which
allows identification of my individual responses.

Subjects signature:
______________

Date:

___________________________
Thank you very much for agreeing to participate in this research.

Questionnaire

Influence of Co-curricular Activities Participation on Students

Learning Outcomes of
UKM School of Rehabilitation Students
A. DEMOGRAPHIC
1. Gender: M / F
2. Program:
Audiology

Speech science

Physiotherapy

Occupational Therapy
3. Number of hours spent for the activities involved in a week:
a. 1-3 hours
b. 4-6 hours
c. 7-9 hours
d. 10 hours and above
B. REFLECTING ON THE CO-CURRICULAR ACTIVITIES IN WHICH YOU
PARTICIPATED
For each of the following items, please circle how much you feel you
have gained in each skill as a result of your co-curricular involvement.
Not at
all

Very
little

Some

Quite
a bit

Very
much

(1)

(2)

(3)

(4)

(5)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

(3)

(4)

(5)

Knowledge Outcomes
1) Remembering
-e.g. able to make a list of main events
2) Memorizing
-e.g. able to recite complete procedure
appropriately
3) Recognizing & recalling identification
-e.g. able to identify as something or someone
previously seen, known
4) Recalling of information
- e.g. able to write a list of any pieces of
information you can remember
Comprehension Outcomes
1)Interpretation
- E.g. able to illustrate what you think the main
idea was.

(1)

2) Translating from one medium to another

- e.g. able to prepare a flow chart to illustrate the
sequence of events.
3) Describing in ones own word
- e.g. able to provide a definition for...?
4) Organization and selection of facts and ideas
- e.g. Write a summary report of an event.

(1)

(2)

Application Outcomes
(1)

(2)

(3)

(4)

(5)

2) Applying information to produce some results

- e.g. able to design a market strategy for your
product using a known strategy as a model.

(1)

(2)

(3)

(4)

(5)

3) Use of facts, rules and principles

-e.g. able to construct a model to demonstrate
how it will work

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

2)Resolving controversies or differences of

opinion

(1)

(2)

(3)

(4)

(5)

3) Development of opinions, judgments or

decisions
- e.g. able to prepare a list of criteria to judge
something. Indicate priority and ratings.

(1)

(2)

(3)

(4)

(5)

1) Problem solving

Analysis Outcomes
1)Subdividing something to show how it is put
together
-e.g. Able to make a mind map showing
relationships.
2) Finding the underlying structure of a
communication
- e.g. able to construct a graph to illustrate
selected information.
3) Identifying motives
- e.g. able to know the motives behind...?
4)Separation of a whole into component parts
- e.g. Arrange a party. Make all the arrangements
and record the steps needed.
Synthesis Outcomes
1) Creating a unique, original product that may be
in verbal form or may be a physical object
- e.g. able to create a new event
2) Combination of ideas to form a new whole
Evaluation Outcomes
1) Making value decisions about issues

Thank you for your participation.