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Gender of respondents
Gender Total
Male 14
53%
47%
Female 16
Male Female
Age of respondents
Age Total
17% 19 0
20 5
83%
21 25
22 0
19 20 21 22
Section B: Types of co-curricular activities
Figure 1 : Bar graph showing examples of co-curricular activities students.
8
7
6
5
4
3
2
1
0
examples of co-curricular activities?
The graph shows that co-curricular activities selected by the highest students are
social activities. This is because, most students prefer to do activities outside of the university
area. In turn, student councils and drama productions have a same averaged of respondent’s.
The least likely option is debate activity.
Figure 2 : Bar graph showing types of co-curricular activities
Chart Title
10
8
6
4
2
0
types of co-curricular activities
The highest types of co-curricular activities are practical skills. This is because,
students will be more proficient in a chosen field if practiced practically. The literary activity
and others have averaged the same respondents. Physical exercise recorded the lowest
average of all activities as most students reasoned that physical activity would impair their
focus in the classroom.
Figure 3 : Bar graph showing the purpose to attend these activities
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8
7
6
5
4
3
2
1
0
purpose to attend these activities
Broaden the knowledge Improve the practical ability Expand the network relationship
Just for entertainment Earn some payment Others
Surf on the internet Do some sports Study in the library Do some speaking tests
Others
Surf on the Do some Study in the library Do some speaking tests Others
internet sports
usually do 7 7 0 11 5
in your co-
curricular
activities
The activity that students always do in the curriculum is, speaking test. This is
because students are trained to talk to the public to make it easier for them to interact with
outsiders when in the work environment. Students are more comfortable surfing the internet
and doing some activities as they are more engaging with students than studying in the
library.
Section C: The effects of involvement students in co-curricular activities.
19
0
Never
0
11 Sometimes (less than once a week )
Usually, curriculum activities are held once a week rather than often (more than 3
times a week). Activities that take place more than once a week are usually replaced by
classes the following day if the curriculum activities are not performed during the week.
2. Co-curricular effects on studies:
11
5
9
Some effect
a little
5
Surly
Big effect
Co-curricular activities have the highest impact on student learning, which is series 3.
This is because, most of the activities are conducted on weekdays after class. With this in
mind, students also choose to give the same big effects and some effects to the students.
3. Positive effect of co-curricular activities.
5
6
7
The positive effect you have from participating in the co-curricular activities is
entertainment. Students are able to eliminate some of their stress in the lesson. This also
enhances the student's motivation to learn. Next, students' choice is to encourage mutual
friends and improve their communication skills.
4. Negative effects of co-curricular activities.
Waste the study time High psychological pressure and mood fluctuate
Lead intense interpersonal relationship Make people feel tired
Some activities have little value Others
0
17 2 Others
2 Some activities have little value
4
5 Make people feel tired
Lead intense interpersonal relationship
High psychological pressure and mood fluctuate
Waste the study time
negative effect do you think co-curricular activities have
Negative effect do you think co-curricular activities have the highest waste of time
study. Students feel that they no longer need to do curriculum activities because these
activities are not important in the university environment. However, the lowest option is
make people feel tired and some activities have little value where there are only two
respondents.