Abstract:
This study explored the student involvement in extracurricular activities (ECA), students’ impression on the importance of ECA, difficulties associated in attending ECA and suggestions to improve participation in ECA in the Faculty of Science. An online survey was conducted using a questionnaire prepared as a Google form. Altogether, 292 student samples were obtained from four academic levels, I, II, III and IV representing 18.0%, 30.8% 21.3% and 46.8% of the total number of registered students, respectively, using systematic random sampling method, over a period of seven days. Non-parametric test (Wilcoxon rank test) was performed to determine the significant differences of student participation in ECA using the SAS statistical package.
The findings showed that the participation of Level I students in ECA was significantly lower (P<0.0001) compared to other levels, which was mainly due to converting academic activities to online mode with the Covid-9 pandemic. The involvement of Level II, III and IV students in ECA ranged from 70-72% and showed a significantly higher (P<0.0001) participation in multiple ECA, compared to single event participation. In contrast, Level I students showed lower participation rate in multiple events. Altogether, respondents involved in 50 competitive and 42 non-competitive ECA and a higher proportion, i.e., 70%, participated in non-competitive ECA such as cultural and religious events, workshops, exhibitions, symposiums and seminars. Competitive ECA were associated with sports, arts, Hackathons and quizzes. Both competitive and non-competitive ECA were conducted in faculty, university, inter-university and global level; however, faculty level participation appeared to be higher than the other levels. In total, there were 24 student societies in the faculty through which various ECA have been conducted even at the community level. Students have taken key roles while attending various ECA.
Majority of the students expressed their views in a positive manner towards the participation in ECA. However, students highlighted the difficulties in joining ECA and made important suggestions which are needed to be thoroughly discussed. This basic survey provided a good insight into a progressive approach of ECA in the Faculty of Science.
