GROUP 3

Table 11. Impact of Co-Curricular Activity Participation to Students’ Skills and Competency
Development (Over-All)
Indicators Mean Interpretatio Rank
n
Communication Skills 3.34 Strongly Agree 1.5
Leadership Skills 3.27 Strongly Agree 5
Teamwork and Collaboration 3.34 Strongly Agree 1.5
Problem-Solving Skills 3.25 Strongly Agree 6
Creativity and Innovation 3.24 Strongly Agree 7
Time Management and Organization 3.17 Agree 8
Emotional Intelligence 3.29 Strongly Agree 4
Ethical and Moral Values 3.31 Strongly Agree 3
Over-All Mean 3.27
Strongly
Agree
Legend:
1.00 – 1.80 Strongly Disagree
1.81 – 2.40 Disagree
2.41 – 3.20 Agree
3.21 – 4.00 Strongly Agree

The Table 11 shows the impact of co-curricular activity participation to students’

skills and competency development for the overall. There are eight indicators namely:

(1) Communication Skills, (2) Leadership Skills, (3) Teamwork and Collaboration, (4)

Problem-Solving Skills, (5) Creativity and Innovation, (6) Time Management and

Organization, (7) Emotional Intelligence, (8) Ethical and Moral Values.

The data provided indicates that both Communication Skills and Teamwork and

Collaboration are the most frequently impacted the students from the co-curricular

activity participation skills and competency development, with a mean score of 3.34,

followed by Ethical and Moral Values with mean score of 3.31. Next is the Emotional

Intelligence with a mean score of 3.29, followed by Leadership Skills with a mean score

3.27 and Problem-Solving Skills with the mean score of 3.25 then Creativity and

Innovation with the mean score of 3.24. All the mean scores above are indicating

“strongly agree”. Time Management and Organization has the lowest mean score of
3.17, indicating "agree". The overall mean score of 3.27 suggests that communication

skills, leadership skills, teamwork and collaboration, problem-solving skills, creativity

and innovation, time management and organization, emotional intelligence, and ethical

and moral values are "strongly agree" which impacted the students from the co-

curricular activity participation skills and competency development.

Siddiky (2019) argued that the CCAs and ECAs have diverse effects to promote

the all-round development of students. The study also found that the undergraduate

students of a public university have developed a wide range of personal and social skills

including communication skills, organizing skills, presentation skills, public speaking

skills, and analytical skills by taking part in such activities.

Kumar & Selvaraju (2014) observed that students’ participation in CCAs had a

positive effect on their personal development taking into account seven dimensions

involving appearance, verbal mannerisms, gesticulation, mental alertness, stability of

thoughts, leadership skills, and self-confidence. Additionally, Brandfone (2018) claimed

that students who participated in CCAs in college were more likely to gain skills required

by employers necessary for job success. Similarly, Siddiky (2019) observed that there

was relation between students’ participation in CCAs and their knowledge acquisition,

language skill development, sense of social responsibility development, and

extroversion development and thereby would contribute to their socialization,

personality formation, and civic development. He also suggested that soft skills are

pivotal not only for the all-round development of the students but also for attaining

Sustainable Development Goals (SDGs), ensuring quality education, and generating a

skilled workforce.
Table 12. Perception Regarding the Relevance of Co-Curricular Activities with Academic Goals
Indicators Mean Interpretatio Rank
n
Co- curricular activities align with my academic goals and
3.33 Strongly Agree 1
enhance my overall educational experience.
My co-curricular activities directly support and complement
my academic pursuit, helping me achieve my educational 3.26 Strongly Agree 3
objectives.
My co-curricular activities improve my social skills with peers
3.20 Agree 6
and gain experience working as a team.
My co-curricular activities help me focus better and teach
time management technique performance on my homework 3.28 Strongly Agree 2
will improve and gain from the new skills.
Co-curricular activity release my stress I can enjoy my
3.23 Strongly Agree 5
favorite pastimes while building skills and making friends.
Co-curricular activities align with my academic goals and
3.24 Strongly Agree 4
enhance my overall educational experience.
Over-All Mean 3.26
Strongly
Agree
Legend:
1.00 – 1.80 Strongly Disagree
1.81 – 2.40 Disagree
2.41 – 3.20 Agree
3.21 – 4.00 Strongly Agree

Table 12 reflects students' perceptions regarding the relevance of co-curricular

activities to their academic goals. The highest mean score, indicating strong agreement,

is associated with the statement "Co-curricular activities align with my academic goals

and enhance my overall educational experience," with a mean of 3.33. This suggests

that students overwhelmingly recognize the positive impact of co-curricular activities on

their academic pursuits, considering them as valuable enhancements to their

educational journey. On the other hand, the lowest mean score is attributed to the

statement "My co-curricular activities improve my social skills with peers and gain

experience working as a team," with a mean of 3.20, indicating a slightly lower level of

agreement. Despite this, the overall mean of 3.26 leans towards the "Strongly Agree"

category, reinforcing the notion that students generally perceive co-curricular activities
as significantly beneficial to their academic goals, contributing to an enriched

educational experience.

It implies a strong endorsement from students regarding the positive correlation

between co-curricular activities and academic goals. The findings underscore the

significance of co-curricular activities in students' educational journeys, calling for

continued institutional support and, perhaps, a targeted focus on fostering social skills

within these programs to ensure a well-rounded and enriching educational experience.

Engaging in extra-curricular activities that foster a robust social connection with

one's educational institution is likely to enhance motivation and boost academic

performance among students. According to Chan (2016), participation in extra-curricular

activities should serve to bolster mental well-being, encourage active involvement, and

contribute to the enhancement of academic achievements.

Clark et al. (2015) emphasized that investigations into the influence of extra-

curricular activities on supplementary skills yield optimistic results. Various studies

highlight that participation in such activities cultivates skills highly valued by employers,

including communication, teamwork, and problem-solving. Nevertheless, it is evident

that substantial gaps exist in our comprehension of the impacts of participating in extra-

curricular activities, and the depth of our understanding regarding the effects of this

participation on students remains limited.

Table 13. Perception Regarding the Relevance of Co-Curricular Activities with Career Goals
Indicators Mean Interpretatio Rank
n
Co- curricular activities align closely with my career goals
and provide valuable experiences that will benefit my future 3.26 Strongly Agree 7
career.
I believe my involvement in co-curricular activities directly 3.27 Strongly Agree 5.5
 relates to my career aspirations and enhance my readiness
for future professional opportunities.
Co-curricular activities are important in my life to identify and
enhance my inner talents.
3.30 Strongly Agree 1.5
I believe my co-curricular activities give me an open
opportunity.
3.30 Strongly Agree 1.5
Co-curricular activities help my professional life with
leadership skills.
3.28 Strongly Agree 4
Co-curricular activities align closely with my career goals
and provide valuable experiences that will benefit my future 3.27 Strongly Agree 5.5
career.
I believe my involvement in co-curricular activities directly
relates to my career aspirations and enhances my readiness 3.29 Strongly Agree 3
for future professional opportunities.
Over-All Mean Strongly
3.28
Agree
Legend:
1.00 – 1.80 Strongly Disagree
1.81 – 2.40 Disagree
2.41 – 3.20 Agree
3.21 – 4.00 Strongly Agree

Table 13 reflects the perception of individuals regarding the relevance of co-curricular

activities to their career goals. Notably, the highest mean scores indicate a strong agreement

with the positive impact of these activities on career development. The indicators "Co-curricular

activities are important in my life to identify and enhance my inner talents" and "I believe my co-

curricular activities give me an open opportunity" both garnered the highest mean of 3.30,

securing the top rank. This suggests that participants highly value co-curricular activities for

personal growth and the exploration of talents. On the contrary, the lowest mean scores of 3.26

and 3.27, both signifying strong agreement, are associated with the statements "Co-curricular

activities align closely with my career goals and provide valuable experiences that will benefit

my future career." These still reflect a positive sentiment, but the slightly lower means indicate a

marginally lower level of alignment with career objectives. Overall, with an average mean score

of 3.28 falling within the "Strongly Agree" range, the data indicates a collective positive

perception that co-curricular activities significantly contribute to participants' career goals and

readiness for professional opportunities.

 It implies a strong positive perception of co-curricular activities, with participants valuing

them for personal growth and talent exploration. While there is a slightly lower alignment with

direct career goals, the overall mean score of 3.28 suggests a consensus that these activities

significantly contribute to career readiness. Educational institutions may benefit by emphasizing

the holistic development aspect of co-curricular engagement while addressing the perceived

connection with specific career goals.

Clark et al. (2015) emphasizes that institutions predominantly prioritize the cultivation of

discipline-specific skills in response to imperatives like ensuring employability and coping with

the growing demand for technical knowledge, especially in fields like science, medicine, and

engineering. Despite the importance of disciplinary expertise for employment, employers

increasingly seek candidates with a broader set of complementary competences and skills.

Recognizing this shift, students perceive extra-curricular activities as a vital avenue for acquiring

the diverse skills sought by employers Thompson et al. (2013).

According to Greenbank (2015), applicants have the opportunity to showcase desirable

qualities sought by employers through their involvement in extra-curricular activities, which can

be effectively documented within a portfolio. Nguyen and Ikeda,2015) In the realm of

educational and professional development, e-Portfolios serve as compilations of digital artifacts

that provide tangible evidence of students' dedication, progress, growth, and accomplishments.

Table 14. Perception Regarding the Relevance of Co-Curricular Activities on Academic

Achievement
Indicators Mean Interpretatio Rank
n
Co-curricular activities improve my academic performance
by improving my cognitive development and multicultural 3.26 Strongly Agree 10.5
awareness.
My participation in co-curricular activities develop my social
3.28 Strongly Agree 7
and leadership skills.
Co-curricular activities helps me to develop my knowledge
3.29 Strongly Agree 5.5
and skills wherein I can improve my academic performance.
My participation in co-curricular activities develop my
3.27 Strongly Agree 8.5
personality and classroom learning.
 My participation in co-curricular activities strengthen my self-
3.30 Strongly Agree 4
confidence and self-worth in a classroom setting.
Co-curricular activities develop my new abilities and skills
3.24 Strongly Agree 12
and strengthen my organizational skills.
By participating in co-curricular activities I acquire practical
3.29 Strongly Agree 5.5
expertise related to the activity.
Participating in co-curricular activities help build other skill
3.31 Strongly Agree 2.5
sets that boost academic performance.
Participating in extracurricular activities often show better
time management skills and responsibility towards their 3.32 Strongly Agree 1
academics
Participating in co-curricular activities provides me a sense
3.31 Strongly Agree 2.5
of belongingness.
My participation in co-curricular activities has had a
3.26 Strongly Agree 10.5
significant positive impact on my academic achievement.
Co-curricular activities have enhanced my academic
performance by improving my time management, discipline, 3.27 Strongly Agree 8.5
and study focus.
Over-All Mean 3.28
Strongly
Agree
Legend:
1.00 – 1.80 Strongly Disagree
1.81 – 2.40 Disagree
2.41 – 3.20 Agree
3.21 – 4.00 Strongly Agree

Table 14 provides insights into the perceptions of individuals regarding the

relevance of co-curricular activities on academic achievement. The indicators

encompass various aspects, and the mean values, along with the interpretation and

ranks, shed light on the overall sentiments.

The highest mean value of 3.32, indicating a "Strongly Agree" response, is

observed for the statement, "Participating in co-curricular activities often show better

time management skills and responsibility towards their academics." This suggests that

respondents strongly believe in the positive impact of co-curricular activities on time

management and responsibility, highlighting the potential correlation between

extracurricular engagement and academic success.

 On the other hand, the lowest mean value of 3.24 is associated with the

statement, "Co-curricular activities develop my new abilities and skills and strengthen

my organizational skills." While still in the "Strongly Agree" category, this indicates a

slightly lower level of agreement compared to other statements, suggesting that

respondents may perceive a marginally lesser impact on the development of new

abilities and organizational skills through co-curricular activities.

The overall mean of 3.28, falling in the "Strongly Agree" range, emphasizes a

widespread positive perception regarding the influence of co-curricular activities on

academic achievement among the respondents. This indicates a consensus that

participation in such activities enhances cognitive development, multicultural

awareness, social and leadership skills, personality, and self-confidence. Additionally,

respondents attribute improvements in time management, discipline, and study focus to

their engagement in co-curricular pursuits.

It implies a strong consensus among respondents on the positive impact of co-

curricular activities, emphasizing the need for educational institutions to prioritize and

integrate such activities into their programs. Recognizing the development of essential

skills and a sense of belongingness, institutions can enhance the overall educational

experience. The findings underscore the importance of a holistic approach to education,

where academic and co-curricular pursuits complement each other for students'

comprehensive development.

Rahman, et al. (2021) Extracurricular activities, known as co-curricular activities,

play a crucial role in supporting and augmenting the academic or fundamental

curriculum. They constitute an essential element of educational institutions' efforts to

foster students' personal development and enhance the overall learning experience in

the classroom.

According to Singh (2017), varying levels of participation in co-curricular activities

positively influence students' academic performance across different subjects, with a

notable emphasis on this trend among girls compared to boys. Engaging in co-curricular

activities is viewed as not hindering academic output; instead, it is seen as a facilitator

that enhances knowledge and cultivates a competitive spirit, contributing to students'

determination during examinations. Furthermore, students actively involved in co-

curricular activities tend to exhibit healthy habits and demonstrate commendable social

adaptability.

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curricular_Activities_to_be_Skilled_Manpower_A_Case_Study_on_Khulna_University

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Prepared by:
Abejero, Dan Russel
Caraan, Ma. Rose
Rombano, Joy
Pellogo, Jay Ann
Tresvalles, Dianne
Aquino, Lhera Mae