FACULTY OF ALLIED HEALTH SCIENCES DEPARTMENT OF NUTRITION AND DIETETICS SESSION 2010/2011 FACULTY OF ALLIED HEALTH SCIENCES DEPARTMENT OF NUTRITION AND.

FACULTY OF ALLIED HEALTH SCIENCES

DEPARTMENT OF NUTRITION AND DIETETICS

SESSION 2010/2011

STUDY OF THE EFFECT OF THE HOURS SPENT IN EXTRACURRICULAR ACTIVITIES ON STUDENT’S ACADEMIC PERFORMANCE (CGPA) AMONG 2010/2011 FIRST YEAR FACULTY OF ALLIED HEALTH SCIENCES, UNIVERSITI KEBANGSAAN MALAYSIA, KUALA LUMPUR CAMPUS KUALA LUMPUR.

No. Name Matric No.

1. HOR POOI EE A130182

2. NURUL ATIQAH BINTI ABD AZIZ A127367

3. SIAH PEK JIA A130238

4. HASME ANIM BINTI AHMAD BASRI A127021

5. YAP PUI TENG A130356

6. NURWAHIDAYU BINTI ABD WAHAB A126764

7. CHIA BING SHIN A130341

8. GOH SU SANG A130279

9. SA`IDAH NAFISA ZAIRA BINTI AHMAD NAZLI A127376

10. LEE YING HUI A130128

11. ROOPINI A/P PADMANABHAN A126997

12. AFIRA BINTI ZULKIFLI A127179

13. NURFATINA BINTI MAT DIN A127304

14. MUHAMMAD HAZIQ BIN SHARIFF A126978

15. NG CHEE SEN A130232

16. TAN SAU PEI A130408

INTRODUCTION/ RESEARCH JUSTIFICATIONTo determine the effects of joining extracurricular

activities, which include KTSN residential college activities, faculty activities and non beneficial organisations towards student’s academic performance (CGPA).

Our respondents are made up of first year undergraduates of Faculty of Allied Health Sciences (FSK), UKM session 2010/2011.

With this, we can know either involvement of university undergraduates in extracurricular activities can affect academic performance or not, and to identify other factors that might affect study performance among students.

GENERAL OBJECTIVETo study of the effect of the hours spent in

extracurricular activities on student’s academic performance (CGPA) among first year undergraduates Faculty Of Allied Health Sciences, Universiti Kebangsaan Malaysia, Campus Kuala Lumpur session 2010/2011.

SPECIFIC OBJECTIVES1. To identify types of extracurricular activities

which the students get involved.

2. To compare hours spent on extracurricular activities between genders among 1st year FSK, UKM KL campus students.

3. To determine the significance between sleeping hours and hours spent on extracurricular activities among 1st year FSK, UKM KL campus students.

4. To determine the significance between study hours and hours spent on extracurricular activities among 1st year FSK, UKM KL campus students.

SPECIFIC OBJECTIVES5. To determine the significance between

stress/distraction and hours spent on extracurricular activities among 1st year FSK, UKM KL campus students.

6. To identify the preferences of student to participate in extracurricular activities on weekdays, weekend or both among 1st year FSK, UKM KL campus students.

7. To compare the effect of number of sleeping hours, study hours and stress/distraction to academic performance among 1st year FSK, UKM KL campus students.

METHODOLOGYResearch Design

Observational Studies ,Cross Sectional Studies

Sampling Method

Systematic Random SamplingSample size= 290 subjectsTarget Population= All first year undergraduates of University Kebangsaan Malaysia, Kuala Lumpur Campus for 2010/2011 session.

Material and Research Method

Pilot Study and Questionnaire (13 Questions)

Research Analysis Pearson’ correlationANOVASimple regressionMultiple regression

Variable*Dependent

*Independent

CGPA

Individual factors, demographic factors, hours spent in extracurricular activities.

Inclusion Criteria

All first year undergraduates of FSKB, UKM session 2010/2011

Exclusion Criteria

First year undergraduates from Forensic Science Program, FSKB, UKM session 2010/2011

RESULTS AND

DISCUSSION

Table 3 Demographic Factors of Students

Variable Total Number of Respondent,

N

Percentage (%)

Gender*Male*Female

21931140

18.13% (31) 81.87% (140)

Race*Malay*Chinese*Indian*Other

2191145061

66.67%(114) 29.24% (50) 3.51% (6) 0.58% (1)

Variable Total no. of Respondents

Percentage (%)

CourseBiomedical ScienceOptometryPhysiotherapyNutritionDieteticsDiagnostic Imaging & RadiotherapyEnvironmental HealthSpeech ScienceOccupational TherapyAudiology

35231023191216129

12

20.4713.455.85

13.4511.117.029.367.025.267.02

Table 4 Cumulative Grade Point Average (CGPA) of Students

Variable Total Number of Respondents

(N)

Mean Min Max

CGPA 169 2.75 1.70 4.00

# The mean of the CGPA obtained among respondents = 2.75

Table 5 Types of Activities Joined by Students

Variable Mean Minimum Maximum

KTSN Activities

University/ Faculty Activities

Non-beneficial organisation

Others

3.72± 2.66

1.43±1.08

0.46±1.02

0.18±0.52

0.00

0.00

0.00

0.00

19.00

4.00

8.00

3.00

Variable MeanMedia

nMod

eMinim

umMaxim

umNo of hours

spent in extracurricular activities

per day

2.7 ± 1.4

2.5 2 0 12

No of hours spent in extracurricular activities per week

16.6 ± 16.6

11.25 6 1 84

Table 6 Number of Hours Spent in Extracurricular Activities Per Day and Per Week

Variable MeanMedia

n ModeMinimu

mMaximu

m No of hours spent in extracurricular activities per day

2.8 ± 1.4

2.8 2 0 12

No of hours spent in extracurricullar activities per week

9.7 ± 10.0

7 6 1 84

Table 7 Number of Hours Spent in Extracurricular Activities per Day and per Week by Female Respondents

Variable Mean Median ModeMinimu

m Maximum No of hours spent in extracurricular activities per day

2.8 ± 1.4 2.8 2 0 12

No of hours spent in extracurricullar activities per week

9.7 ± 10.0 7 6 1 84

Table 8 Number of Hours Spent in Extracurricular Activities per Day and per Week by Male Respondents

Variable N = 141 Percentage (%)Weekday 26 18.4

Weekend 22 15.6

Both 93 66

Table 9 Preferable Day of Joining Extracurricular Activities by Respondents

There are only 141 respondents answer this questions as some of them do not answer the question. Missing data is not within the 10% drop-off in the calculation of sample size. The result considered as not reliable.

0 20 40 60 80

Weekday

Weekend

Both

Preferable Day of Joining Extracurricular Activities by Respondents (%)

Graph 3 Preferable Day of Joining Extracurricular Activities by Respondents (%)

Kolmogorov-Smirnov Test

A type of analytical method of testing normality of distribution for large sample size.

More sensitive than coefficient of variance.

More objective than histogram and plots.

In an analysis, if p>0.05, null hypothesis is not rejected.

Hours spent in extracurricular

activities

Statistic df Significant

1 0.119 15 0.200

2 0.091 42 0.200

2.5 0.282 5 0.200

3 0.089 39 0.200

4 0.147 15 0.200

5 0.228 5 0.200

6 0.337 3 0.200

Table 10 Test of Normality using Kolmogorov Smirnov Test

Since p>0.05, null hypothesis is not rejected.

Table 11 Test of Normality using Kolmogorov Smirnov Test

Hours spent in extracurricular

activities per week

Statistic df Significant

CGPA 1 .178 9 0.200

2 .197 12 0.200

3 .132 9 0.200

4 .232 10 0.135

5 .315 7 0.035

6 .112 23 0.200

7 .187 8 0.200

Hours spent in extracurricular

activities per week

Statistic df Significant

CGPA 8 .270 6 0.196

10 .141 14 0.200

15 .243 7 0.200

21 .153 9 0.200

From the analysis, p>0.05, null hypothesis is accepted. Therefore, all the data distributed normally.

Table 12 Test of Normality using Kolmogorov-Smirnov Test

Numbers of hours spent in sleeping Significant4 0.1556 0.200

6.5 0.2008 0.054

10 0.125

From the analysis, p>0.05, null hypothesis is not rejected. Hence, the data is distributed normally.

Table 13 Test of Normality using Kolmogorov-Smirnov Test.

Numbers of hours spent in studying

0.5

1.0

1.5

2.0

2.0

2.3

3.0

4.0

5.0

Sig. 0.2

0.2

0.2

0.2

0.2

0.2

0.2

0.2

0.072

Since p>0.05, null hypothesis is not rejected.

PEARSON’S CORRELATION

Pearson’s correlation is a parametric test to measure the strength of the linear association between two variables.

Table 14 Correlation Coefficient of Factors that Affect CGPA

Correlation coefficiant, r

p

Number of hours spent in

extracurricular activities per day

-0.061 0.493

Number of hours spent in

extracurricular activities per week

0.119 0.151

Number of sleeping hours

0.175 0.024

Number of study hours

-0.123 0.115

By using Pearson’s correlation:There is a significant relationship between number of hours spent on sleeping and CGPA.

With the positive correlation between the number of hours spent on sleeping and CGPA, this indicates that spending more time on sleeping will lead to high CGPA.

However, this correlation is classified as weak with the correlation coefficient, r = .175.

The correlation between number of hours spent on sleeping and CGPA is classified as weak with the correlation coefficient, r = .175.

PRIOR TO STUDY

1. Variables associated with shorter sleeping hours, such as anxiety and psychological maladjustment, have consistently been shown to be negatively associated with educational performance (Covington & Omelich, 1987; Hill & Wigfield, 1984)

2. There is no significant relationship between number of hours spent on extracurricular activities per day or per week and CGPA, with the p > .05. This finding shows that joining

extracurricular activities or not, does not influence students’ CGPA.

A study conducted by the U. S. Department of Education revealed that “students who participate in co-curricular activities are three times more likely to have a grade point average of 3.0 or better than students who do not participate in co-curricular activities” (Stephens & Schaben, 2002, para. 4).

Another study that been conducted by the National Educational Longitudinal Study, found that “participation in some activities improves achievement, while participation in others diminishes achievement” (Broh, 2002, para. 1).

Since the results for relationship between amounts of time spend in extracurricular and CGPA is very contradicting, hence its effect is still being debated.

3. For demographic factor, there is no significant association between amounts of time spent in extracurricular activities and CGPA for aspect of race, but has significant effect for gender’s aspect. Male students spend more time in

extracurricular activities than female student in a week.

Normally, girls spend more time outside the home in organized activities, taking lessons, doing academic activities, engaging in outdoor play and socializing, whereas boys spend more time outside the home in unorganized activities and team sports (McHale et al., 2001).

Previous research from Liu, O.L., Rijmen, F., MacCann, C., & Roberts, R., in 2009 also reveals that boys spend significantly more time on non-academic activities such as computer gaming, television, sports and the Internet.

This certainly support our findings that male student spent more time in extracurricular activities than female student.

4. Number of hours spent on studying has no significant relationship with CGPA, where p > .05. This finding implies that students who

spend more time on studying might not have a high CGPA.

Data collected from the survey conducted in Harvard University and Kalamazoo College (2004) also shows that amount of study hours correlate with GPA, although the correlation is weak where value r is 0.199225.

This might due to the respondents were not being honest with their study’s hours.

5. The amount spent in sleeping hours was positively correlated with CGPA. spending more time in sleeping will obtain

a higher CGPA.

The variables associated with shorter sleeping hours, such as anxiety and psychological maladjustment, have consistently been shown to be negatively associated with educational performance (Covington & Omelich, 1987; Hill & Wigfield, 1984).

The experience of anxiety, psychological maladjustment, and neuroticism tend to adversely affect the educational experience by decreasing individuals' attention and concentration and increasing task performance errors (Woolfolk, 1993).

Stress is negatively correlated with CGPA

Although an optimal level of stress can enhance learning ability (Kaplan & Sadock, 2000), too much stress can cause physical and mental health problems (Niemi& Vainiomaki, 1999), reduce students’ self esteem (Linn & Zeppa, 1984; Silver & Glicken, 1990)

Increased anxiety from the test reduces the capacity available for performing the task, the result is that performance breaks down and the result becomes self-confirming (Fisher, 1994).

Coefficientsa

Model B Beta Sig.Constant 2.623 0.000

No. of study hours

-0.033 -0.110 0.158

No. of sleeping 0.048 0.058 0.042Stress -0.059 -0.073 0.352

Multiple Regression Equation: Y = AX+B+C GCPA = 2.623+ (-0.033* no. of study hour) + (0.048*no. of

sleeping hour) + (-0.059*stress) = 2.579

R2 = 4.7%. F (3.160) = 2.604.

largest influence on CGPA is no. of sleeping (0.158)

negatively correlated no. of study hours and stress (-0.011, -0.073)

Discussion:

**shows that the presence of stress will had an adverse effect on academic performance. Learning and memory can be affected by stress. Although an optimal level of stress can enhance learning ability (Kaplan & Sadock, 2000)

CONCLUSIONHighest reasons for students to join

extracurricular activities is for merit (N=140, 37%) compared to other reasons like self interest (N=100, 27%), being forced to join (N=84, 22%), influence by peer group (N=46, 12%) and for other reasons (N=7, 2%).

Students that involve in extracurricular activities mostly are females (81.87%), and Malays (66.67%).

Activities that join by students, mostly is KTSN activities with mean of 3.72±2.66.

On average, students join 4 KTSN college activities, 2 university or faculty activities, 1 non-beneficial organization and 1 other activity.

Parameter of the academic performance, CGPA, the result showed mean CGPA of 2.75±0.39.

The amounts of time spending on extracurricular by students daily and weekly showed the mean hours of 2.78±1.40 hours and 16.6±1.66 hours respectively.

Female students spent more times in joining extracurricular activities daily with mean of 2.8±1.4 hours while male students spent only 2.5±1.3 hours per day.

However, female students spent less time (9.7±10.0 hours) than male students (10.5±10.1 hours) in extracurricular

Most of the students preferably like joining activities for both weekends and weekdays (N=93, 66%) rather than only joining activities during weekdays (N=26, 18.4%), or only in weekends (N=22, 15.6%).

There is a significant positive relationship between number of hours spend on sleeping and CGPA but the correlation is considered as weak, with the correlation coefficient, r = .175.

There is no significant relationship

between number of hours spent on studying with CGPA, where p > .05.

From regression analysis between number of hours spent on sleeping and CGPA, it comes out with the regression equation of

CGPA= 2.435 + (0.052* Number of hours spent on sleeping)

Since t value for number of hours spent on

sleeping is (t= 2.274, p<0.05), regression for sleeping hours and CGPA is significant.

Equation For Multiple Linear Regressions:

GCPA = 2.623+ (-0.033* no. of study hour) + (0.048*no. of sleeping hour)

+ (-0.59*stress)

largest influence on CGPA is number of hours spent in sleeping while number of hours spent on studying and stress are negatively correlated.

Overally, there is no significant relationship between these amounts of thime spend in extracurricular activities and CGPA.

REFERENCESBroh, B. A. (2002, January). Linking extracurricular

programming to academic achievement: Who benefits and why? [Electronic version]. Sociology of Education, 75, 69-96.

Stephens, L. J., & Schaben, L. A. (2002, March). The effect of interscholastic sports participation on academic achievement of middle level school activities [Electronic version]. National Association of Secondary School Principals Bulletin, 86, 34-42.

Pascarella, E.T., & Terenzini, P. T. (1991). How college affects students. San Francisco: JosseyBass.

Conclusion. (2007). Student spending at Kalamazoo College and Harvard University. 

Retrieved: March 6, 2011 from www.kzoo.edu/pfolio/archive/example/weigandt/Conclusion.htm

REFERENCESCovington, M., & Omelich, C. L. (1987). "I knew I

could before the exam": A test of the anxiety-blockage hypothesis. Journal of Educational Psychology, 79, 393-400.

Hill, K. T., & Wigfieid, A. (1984). Test anxiety: A major educational problem and what can be done about it. Elementary School Journal, 85, 105-126.

Woolfolk, A. E. (1993). Educational psychology (5th ed.). Boston, MA: Allyn and Bacon.

Niemi, P.M. & Vainiomaki, P.T. (1999). Stress and academic performance. Journal of Medical Education. 59, 7-12.

Clark, E.J. & Rieker, P.P. (1986). Stress and academic performance: A study among prescience students. Students Affair Journal Online, Journal of Health and Social Behaviour. 24, 4, 385-396.

SUGGESTIONS FOR FUTURE RESEARCH

State clearly in the questionnaire that the subject should give the exact time and not time range.

Put only one unit of time instead of two for the answer in the questionnaire.

Highlight the vital keywords in questionnaire to avoid misunderstanding by the respondents.

Recruit more respondents to be in the survey so that the data obtained can have higher tendency of forming normally distributed data

For more accurate results for studying relationship between sleeping hours and CGPA, bigger sample size used: to increase r-value

Besides that, can also test on their alertness rather than sleeping hours only, as there are research showed that there are relationship between sleeping hours, alertness and CGPA.

Take into consideration of factors which may affect academic performances

Thank You