This research is the same as another research, in which participants were from a

specific group at a single university, which resulted in a somewhat small scope for
the data collection. However, the research could still draw conclusions from the
data collected due to diverse student opinions from various social backgrounds and
the study demonstrates the variety of students' attitudes toward joining clubs at
ISBA.

5.1. The degree of popularity of joining clubs.

The results presented in figure 2 show that the degree of popularity of

joining clubs for ISBA students is almost similar for both boys and girls in that the
percentage of women participating in IEC is higher than that of men. This could be
a pretty good result in terms of club participation among ISBA students, who tend
to join clubs regardless of gender. The popularity of clubbing among ISBA
students is relatively high, with over 50% in both genders. Both genders want to
join a student group, which offers several possibilities to learn more about oneself,
as well as the chance to test their existing knowledge and observe how other
students handle various circumstances.

https://sgd.bacgiang.gov.vn/chi-tiet-tin-tuc/-/asset_publisher/ygLgruflAjDS/content/to-chuc-
cau-lac-bo-theo-so-thich-cua-hoc-sinh-trong-truong-hoc

When learning about IEC and IBC, Figure 3 shows that the percentage of
students participating in IEC is higher, it accounts for about 65%. When asked
about the time students joined the club, students who have been participating for 6
months accounted for the highest percentage and the lowest percentage was over 6
months. That shows that of the people surveyed, freshmen participate in clubs a
lot, the combined total of the final 3-year students joining the club is close to the
percentage of freshmen participating. Being exposed to a large amount of media-
related information on a regular basis, they may find it effective as a means of
spreading awareness about the club (Deborah, 2012).

https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?
article=2946&context=facpubs

Table 5 shows the reasons people know about the club. The school website
is the most effective, accounting for about 35% of the reasons people know about
the club. Next, people are interested in information about recruiting members
through friends' referrals, which is the second-highest number after the school's
website. However, the proportion of leaflet distribution is very low, which shows
that this form of communication is not paid much attention by people. Obviously,
with the combination of many communication methods as well as the prior
understanding of students, the popularity of joining ISBA's club is quite high
(Deborah, 2012))

https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?
article=2946&context=facpubs

5.2. The initial purposes of students when joining clubs.

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https://www.stern.nyu.edu/sites/default/files/assets/documents/Thesis_D.Wang_
%202017.pdf

The purpose of students joining the club is many, but developing soft skills is the
most chosen by students and the second highest is developing relationships with
people. The possible explanation for this data is that joining student clubs is one of
the best ways for young people to develop their knowledge and skills. There are
many opportunities in each club for students to gain experience in leadership,
communication, problem-solving, group development and management, finance,
and presentation, as well as public speaking. Combine this with our real work
experience partnerships, and you will have everything you need to succeed in your
chosen career (Claudia, 2022). According to Wang (2017), the author also has the
view that it is impossible to measure the inherent motivation and drive of a
particular student. This negates any definitive causality from placement data
because it may very well be that those who go to clubs were more motivated
motivation and driven to get involved and learn. Thus, the club itself didn’t help
them obtain a certain job. The above shows that students join the club for various
purposes and, depending on their individual needs, will choose the right club.

5.3. The time that students spend in the club.

Looking at the figures in Figure 7, most students spend 2 to 3 days per week on
club activities. When there is a big activity, the time of activity in the club will be
more. Students spend two-thirds of their week with the club, with the rest of their
time focused on their studies as well as their personal work. Recreational activities
make up the largest share of the activities that students participate in and activities
such as academia and participating in the competition has almost the same figures,
accounting for half of the entertainment activities. It is understandable that clubs
often organize entertainment and extracurricular activities. According to Kenneth,
extracurricular activities for students are necessary. Maybe their average score
doesn't go up, but their skills and relationships with people will be developed. Erin
has found out that the activities students engage in don't waste time but through
these activities, they will find what they are interested in and can develop their
careers from there. extracurricular activities play important roles in the lives of
students. They have a favorable impact on students' life by enhancing conduct,
academic achievement, graduation rates, traits that contribute to successful
adulthood, and social traits. As educators, we must be cognizant of how
extracurricular activities affect learning.