This research is carried out to determine the real performance of supportivelearning extracurricular activities in the Faculty of Foreign Languages at the University of Dalat. In particular, this research will seek to identify the favorable conditions, problems and student expectations linked to these activities. Through this research I will propose solutions to the identified problem areas and further make recommendations for providing supportivelearning extracurricular activities within the Faculty of Foreign Languages. Of particular note, this research will also attempt to investigate the differences, if any, between freshmen, sophomores, juniors and seniors, and further between male students and female students7 within the faculties of Foreign Languages, socials works, Physics and Mathematics in relation to participating in supportivelearning extracurricular activities. By highlighting some of the supportivelearning extracurricular activities available, my goal is to inform students of these activities and in return gain access to a resource that can improve their academic performance while providing entertainment as well. Using actual situations involving of supportivelearning extracurricular activities within the faculty and comparing it to the corresponding student attitudes, this research will raise practical recommendations that can be used to enhance the experience from the perspective of both the organizers and the participants.
UNIVERSITY OF DALAT FACULTY OF FOREIGN LANGUAGES DƯƠNG VIỆT HƯNG ON - CAMPUS SUPPORTIVE – LEARNING EXTRACURRICULAR ACTIVITIES AT THE UNIVERSITY OF DALAT SUPERVISOR: NGUYỄN TẤT THẮNG, Ph.D Dalat, May 2010 ACKNOWLEDGEMENT Upon reaching this time, I would like to express my special thanks to Dr Nguyễn Tất Thắng, my supervisor, for the invaluable directions and guidelines at the time I need them most My gratefulness is given to my family for the encouragements as well as financial supports Especially, I would like to give my sincere and special thank to my proofreader, Ms Susie Đỗ, who has helped me check my writing style, grammar, and spelling in my paper My thankfulness is also given to my classmates (AVK30D), especially Nguyễn Thị Hồng Bích and Vũ Thị Thu Hiền, to Mr Dương Bảo Ninh (Mathematics Department), Ms Dương Thị Thanh Hiên (Physics Department) and Lê Anh Nguyên (AVK30B, Faculty of Foreign Languages), and to friends from the faculties of Mathematics, Physics, and Social Works and Foreign Languages for their great contributions and valuable information during the time of my research ACKNOWLEDGEMENT Upon reaching this time, I would like to express my special thanks to Mr Nguyễn Tất Thắng, my supervisor, for the invaluable directions and guidelines at the time I need them most My gratefulness is given to my family for the encouragements as well as financial supports Especially, I would like to give my sincere and special thank to my proofreader, Ms Susie Đỗ, who has helped me check my writing style, grammar, and spelling in my paper My thankfulness is also given to my classmates (AVK30D), especially Nguyễn Thị Hồng Bích and Vũ Thị Thu Hiền, to Mr Dương Bảo Ninh (Mathematics Department), Ms Dương Thị Thanh Hiên (Physics Department) and Lê Anh Nguyên (AVK30B, Faculty of Foreign Languages), and to friends from the faculties of Mathematics, Physics, and Social Works and Foreign Languages for their great contributions and valuable information during the time of my research TABLE OF CONTENTS Acknowledgement Abstract I INTRODUCTION .5 1.1 Rationale .6 1.2 Aims of the research 1.3 Research questions 1.4 Significance of the research 1.5 Limitation of the research II LITERATURE REVIEW 2.1 Definition 2.2 Characteristics 2.3 Opinions about Extracurricular Activities III METHODOLOGY .12 3.1 Subjects 12 3.2 Data collection instruments 13 3.3 Methods of Data Analysis 13 IV FINDINGS AND DISCUSSION 13 4.1 The Reality of Supportive-Learning Extracurricular Activities’ Performance in the Faculty of Foreign Languages and Other Faculties at the University of Dalat 13 Attitudes of the students of the Faculty of Foreign Languages 15 4.2.1 Students’ discontentment with on- campus extracurricular activities 15 4.2.2 Students’ expectations to the supportive-learning extracurricular activities 16 4.2.2.1 Clubs 16 4.2.2.2 Seminars .17 4.2.2.3 Contests 18 4.3 Differences in Term of Gender 18 4.4 Differences in Term of Year 19 4.4.1 Differences between Freshmen and Sophomores .20 4.4.2 Differences between Freshmen and Juniors 20 4.5 Differences in Term of Faculties 22 4.5.1 Differences between the faculty of foreign languages (FFL) and the faculty of social works (FSW) 22 4.5.2 Differences between the faculty of foreign languages (FFL) and faculty of physics (FP) 23 4.5.3 Differences between the faculty of foreign languages (FFL) and the faculty of math (FM) 24 V CONCLUSION AND RECOMMENDATIONS 26 5.1 Recapitulation 26 5.2 Recommendations 26 REFERENCES 28 APPENDICES 29 Appendix A: QUESTIONNAIRE 29 Appendix B: CRITERIA FOR INTERVIEW 31 Appendix C: TABLES OF OUTPUTS FROM SPSS 32 I INTRODUCTION 1.1 Rationale The typical student at Dalat University, in particular those part of the Faculty of Foreign Languages, is under an intensive time schedule to complete a heavily weighted curriculum Students struggle to find a healthy work-life balance between their academic studying and their personal lives For those who participate in extra activities, the motivation for joining is more so for health, fun and entertainment rather than for the educational purposes In fact, the average student does not participate in activities that can support their academic goals That is the reason why students often get into trouble in their studies Many students lack studying skills and as a result they are unable to retain relevant subject-matter knowledge With global integration now facing many of the world’s economies, employers expect to see more than just an applicant’s studying records and scores What they expect to see is an applicant’s involvements out-of-class activities Prospective employers want to see a person’s entire personal development rather than just the studying records and scores of the applicants during their time at schools and colleges Therefore, students should seriously evaluate and undertake extracurricular activities in relation to the goal of bolstering their résumés This principle would also apply to individuals looking at pursuing higher education both within and outside of the country Supportive-learning (also known as learning-supporting) extracurricular activities are a part of the curriculum in every college and university The major goal of these activities is to complement students in their study by providing them with knowledge, information, and experience as well In addition, these activities enhance students with skills and chances such as leadership skills, social skills, and chances for personal development In essence, supportive-learning extracurricular activities efficiently aid a student’s studying Some common types of supportive-learning extracurricular activities include academic clubs, academic competitions, contests and seminars While most high schools and colleges focus on academics, the majority of students participating in out-of-class activities so for their own sense of joy and entertainment Unbeknown to most participants, the benefits of being involved in extracurricular activities typically go beyond an individual’s sense of entertainment In fact, Lawhorn (2008) states that “athletics, clubs, and other extracurricular activities have benefits beyond the enjoyment they provide These pursuits assist students in developing personally, socially, and intellectually They might even help students to advance their academic and professional goals” So it is through these activities that students have the opportunities to form friendships and to develop social skills In addition, participating in extracurricular activities may help students in their academic performance As a senior student I have found that there are few opportunities for students, especially those part of the Faculty of Foreign Languages, to become involved in supportive-learning extracurricular activities around the campus 1.2 Aims of the Research This research is carried out to determine the real performance of supportive-learning extracurricular activities in the Faculty of Foreign Languages at the University of Dalat In particular, this research will seek to identify the favorable conditions, problems and student expectations linked to these activities Through this research I will propose solutions to the identified problem areas and further make recommendations for providing supportive-learning extracurricular activities within the Faculty of Foreign Languages Of particular note, this research will also attempt to investigate the differences, if any, between freshmen, sophomores, juniors and seniors, and further between male students and female students within the faculties of Foreign Languages, socials works, Physics and Mathematics in relation to participating in supportive-learning extracurricular activities By highlighting some of the supportive-learning extracurricular activities available, my goal is to inform students of these activities and in return gain access to a resource that can improve their academic performance while providing entertainment as well Using actual situations involving of supportive-learning extracurricular activities within the faculty and comparing it to the corresponding student attitudes, this research will raise practical recommendations that can be used to enhance the experience from the perspective of both the organizers and the participants 1.3 Research Questions The research is designed to answer two questions: What is the actual situation of supportive-learning extracurricular activities at the Faculty of Foreign Languages and other three faculties, (Social Works, Mathematics and Physics) at University of Dalat? What are the students’ attitudes towards the organizers and the activities? 1.4 Significance of the Research The research provides teachers and students in the Faculty of Foreign Languages, Dalat University, with practical insights into supportive-learning extracurricular activities so that they can better and more efficiently arrange, organize and manage activities The result of this research will give students and teachers practical ideas in organizing extracurricular activities, especially the supportive-learning type 1.5 Limitation of the Research Due to the brief timeframe of the research, the recommendations provided cannot be extended beyond the situations described in this report As a precaution, it is advised that the recommendations provide be evaluated for relevancy to the reality of our faculty The research results provided are based on analyzed data collected from 140 randomly selected respondents, ranging from first year to the fourth year students, who answered a survey questionnaire (refer to Appendix A) Due to the limited sample size, the research provided is not representative of the greater student population at the university II LITERATURE REVIEW 2.1 Definition Extracurricular activities may have different meanings in different situations At the mention of extracurricular activities, people often associate it with the entertaining activities or learningenhancing ones for students on campus In fact, extracurricular activities are those activities held by students, with teachers’ support, and are often performed outside of the regular school hours since they are not part of the academic curriculum According to the website of answers.com, extracurricular activities are “activities performed by students that fall outside the realm of the normal curriculum of school or university education.” In addition, Hantal (2007) states that “these activities are optional and usually non-credited educational activities, that can be related or not to the field of studies and conducted during the students’ free time and in the same time these activities are useful for their personal development.” 2.2 Characteristics Extracurricular activities can be sports (e.g football, volleyball, swimming), theatre (e.g art performances or drama) or participation in academic clubs For those who participate in extracurricular activities, these activities are a great opportunity for them to form social relationships, create mutual experiences with the other people and efficiently support their academic study As stated on answers.com, extracurricular activities can have a great influence on student’s career as well as their college admissions Besides high academic achievements, college admissions officers and the employers may consider and evaluate other portions of a person’s CV including the skills and experiences that the candidate has received from extracurricular activities Some of these highly coveted skills include leadership skills, social skills, time management, organizational skills and personality While there are many different ways to categorize extracurricular activities, the number and the types of extracurricular activities varies widely Lawhorn (2008) classifies extracurricular activities into certain types, such as student government, athletics, volunteer and service-related activities (e.g Red Cross, Green Summer Club), arts, academic and professional organizations (academic clubs), and finally academic competitions Student government: According to Lawhorn (2008), students who are selected and elected by their fellow classmates will serve as a bridge between all students and their school’s administration Participating in this type of activity offers students a chance to improve their leadership skills within various positions such as president, vice president, treasurer, and secretary Working together, student governments perform activities during their term that includes student-run honor committees, judiciaries, and alumni councils Athletics: Athletics are often referred to sports, which are the most popular activities in schools and colleges as well Lawhorn (2008) asserts that athletics are “among the most prominent and popular of extracurricular activities in both high school and college.” Time and efforts are the two basic elements that students have to consider when participating in these activities Participating in athletic activities typically provides students with skills to work in a group and improves the solidarity amongst individuals Moreover, people who join these activities have a preference for an active lifestyle since they can become healthier in the process Volunteer and service-related activities (e.g Red Cross and Green Summer Club) These activities help students improve their social communication skills Typically these activities are associated with volunteer organizations College and university students participate in helping people who have suffered from natural disasters or provided educational assistance to people in remote and mountainous areas Lawhorn (2008) believes that being involved in this type of activity “allows students to meet other socially conscious people and perform rewarding work with them.” Arts (e.g music and drama): Arts activities within college settings are typically for entertainment purposes and can include drama, cinema, painting and music In his own research, Lawhorn (2008) showed that art is performed in most high schools and colleges Furthermore, Lawhorn asserts that “performers don’t just play for their own benefit;” what they often receive is the feedback from the judges and the audience in addition to the friendships formed when working together with their fellow artists Academic and professional organizations (academic clubs): Academic clubs play a significant role in campus life Club members are typically those who share similar interest in a particular subject of field of study Examples include English speaking clubs and literature clubs Lawhorn (2008) also agrees with this point of view He explains that many colleges have clubs formed around specific academic subject areas These clubs work to improve their members’ shared interest in the subjects and to aid in academic learning Participating in clubs provides students with knowledge, information, and a chance to discuss the subject beyond the classroom’s scope Academic competitions: Academic competitions are often referred to intellectual contests that are held within a school or between schools These competitions can be a multi-subject contest covering a wide range of specific subjects or can be one- subject contest Participating in these kinds of activities, forces students to be qualified and prepare carefully Joining these activities offers students a chance to express themselves and enrich their own knowledge Seminar: According to the Cambridge Advanced Learner's Dictionary (the seventh Edition, p.1380), a seminar is a class at a university or college where a group of students and a teacher discuss or study a particular topic With relation to this report, the type of seminar which I am focusing on is one where students or teachers can convene to share their academic experiences about one specific topic 10 Bảng Câu Hỏi Điều Tra Quan Điểm Của Bạn Về Hoạt Động Ngoại Khóa Chúng tơi thực điều tra quan điểm sinh viên hoạt động ngoại khóa, đặc biệt hoạt động hỗ trợ học tập đại học đà lạt Rất mong nhận ý kiến bạn Tất thông tin cá nhân dành để phục vụ cho mục đích nghiên cứu Vui lịng khoan trịn câu trả lời bạn! Thông tin cá nhân Lớp: ………………………………….Giới tính: Nam Nữ Tơi thường tham gia vào hoạt đơng ngoại khóa thuộc mảng… thể thao âm nhạc & nghệ thuật câu lạc hội thảo thi Hoạt động thể thao mà cảm thấy thú vị tham gia bóng đá bóng rỗ bóng bàn cầu lơng Hoạt động văn nghệ mà tơi thích tham gia ca nhạc nhảy& múa phim ảnh vẽ Điều khiến tơi khơng hài lịng hoạt động sở vật chất nội dung thời gian người tham gia kinh phí & tài khâu tổ chức Tôi cho khoa nên đầu tư nhiều vào hoạt đông câu lạc bộ, hội thảo, thi hoàn toàn đồng ý đồng ý khơng có ý kiến khơng đồng ý hồn tồn khơng đồng ý Tơi mong có nhiều câu lạc tương ứng với mơn học hồn tồn đồng ý đồng ý khơng có ý kiến khơng đồng ý hồn tồn khơng đồng ý Tơi hy vọng có nhiều thảo với nhiều chủ đề thảo luận hoàn toàn đồng ý đồng ý khơng có ý kiến khơng đồng ý hồn tồn khơng đồng ý Hội thảo mà mong muốn tham gia về… chia kinh nghiêm học tập môn học phương pháp học tập việc làm bán thời gian Tôi mong thi dành cho sinh viên sớm tổ chức hồn tồn đồng ý đồng ý khơng có ý kiến khơng đồng ý hồn tồn không đồng ý 10 Cuộc thi muốn tham gia thuôc về… môn học hùng biện âm nhạc vẽ & thiết kế 11 Ban chủ nhiệm khoa giáo viên nên quan tâm nhiều đến hoạt động ngoại khóa hỗ trợ học tập hoàn toàn đồng ý đồng ý khơng có ý kiến khơng đồng ý hồn tồn khơng đồng ý 12 Tham gia vào hoạt động ngoại khóa giúp tơi cảm thấy tự tin hoàn toàn đồng ý đồng ý khơng có ý kiến khơng đồng ý hồn tồn khơng đồng ý Chân Thành Cảm Ơn Các Bạn! 30 APPENDIX B CRITERIA FOR INTERVIEW Bảng Các Tiêu Chí Phỏng Vấn Về Thể Dục- Thể Thao - Các loại hình tổ chức phổ biến nhất: ………………………………………… …………………………………………………………………………………………… - Tần suất tổ chức: ……………………………………………………………………… - Thành phần tham gia & số lượng ước chừng: ………………………………………… - Kinh phí tổ chức tiền thưởng( có): …………………………………………… - Cơ sở vật chất phục vụ: ……………………………………………………………… - Thành phần tổ chức: ………………………………………………………………… - Về Âm Nhạc- Nghệ Thuật Các loại hình tổ chức phổ biến nhất: …………………………………………… Tần suất tổ chức: ……………………………………………………………………… Thành phần tham gia & số lượng ước chừng: ………………………………………… Kinh phí tổ chức tiền thưởng( có): …………………………………………… Cơ sở vật chất phục vụ: ……………………………………………………………… Thành phần tổ chức: …………………………………………………………………… Về Các Câu Lạc Bộ ( có) - Các loại hình tổ chức phổ biến nhất: …………………………………………… …………………………………………………………………………………………… - Tần suất tổ chức: ……………………………………………………………………… - Thành phần tham gia & số lượng ước chừng: ………………………………………… - Kinh phí tổ chức tiền thưởng( có): …………………………………………… - Cơ sở vật chất phục vụ: ………………………………………………………………… - Thành phần tổ chức: …………………………………………………………………… - Nội dung chủ yếu: …………………………………………………………………… Về Các Hội Thảo ( có) - Các loại hình tổ chức phổ biến nhất: …………………………………………… ……………………………………………………………………………………………… - Tần suất tổ chức: ……………………………………………………………………… - Thành phần tham gia & số lượng ước chừng: ………………………………………… - Kinh phí tổ chức tiền thưởng( có): …………………………………………… - Cơ sở vật chất phục vụ: ………………………………………………………………… - Thành phần tổ chức: …………………………………………………………………… - Nội dung chủ yếu: ……………………………………………………………………… Về Các Cuộc Thi ( có) - Các loại hình tổ chức phổ biến nhất: ………………………………………… ……………………………………………………………………………………………… - Tần suất tổ chức: ……………………………………………………………………… - Thành phần tham gia & số lượng ước chừng: ………………………………………… - Kinh phí tổ chức tiền thưởng( có): …………………………………………… - Cơ sở vật chất phục vụ: ……………………………………………………………… - Thành phần tổ chức: …………………………………………………………………… - Nội dung chủ yếu: …………………………………………………………………… 31 32 APPENDIX C TABLES OF OUTPUTS FROM SPSS C.1 Differences in Terms of Gender The reason why I am not satisfied with I think that our faculty should invest more in clubs, seminars, and contests I expect that there will be more clubs for specific subjets the club that I wish to be in is I hope that there would be more seminars with a variety of topics the seminar that I expect to participate in is about Gender Male Female N 54 86 Mean 3.1667 3.3140 Std Deviation 1.7348 1.8167 Std Error Mean 2361 1959 Male 54 1.8148 5520 7.511E-02 Female 86 1.9302 7160 7.721E-02 Male 54 1.8333 6066 8.254E-02 Female Male Female 86 24 56 1.9419 1.4583 1.3750 8168 8836 8855 8.808E-02 1804 1183 Male 54 1.8519 5958 8.108E-02 Female 86 1.8953 7361 7.938E-02 Male 54 2.5185 1.2399 1687 Female 86 2.4419 1.2519 1350 I hope that contests for specific subjects will be available soon Male 54 1.9074 6521 8.874E-02 the contest that I wish to participate in should Female Male Female 86 54 86 1.8721 2.0185 2.3256 6287 9613 9875 6.779E-02 1308 1065 the faculty and teachers should pay much more attention to the learning- supporting extracurricular activities Male 54 1.8519 6843 9.312E-02 Female 86 1.8256 6720 7.246E-02 Male 54 1.8889 7439 1012 Female 86 1.8605 8563 9.234E-02 taking part in learning- supporting extracurricular activities makes me feel more self- confident Table A 1: T-Test Group Statistics- differences in terms of gender 33 Levene's Test for Equality of Variances F The reason why I am not satisfied with Equal variances assumed 292 Sig .590 Equal variances not assumed I think that our faculty Equal variances should invest more in assumed clubs, seminars, and Equal variances contests not assumed Equal variances I expect that there will assumed be more clubs for Equal variances specific subjects not assumed Equal variances assumed the club that I wish to be in is Equal variances not assumed Equal variances I hope that there would assumed be more seminars with Equal variances a variety of topics not assumed Equal variances the seminar that I assumed expect to participate in Equal variances is about not assumed 143 178 049 917 054 706 674 826 340 816 t-test for Equality of Means t df Sig (2-tailed) Mean Difference Std Error Difference 95% Confidence Interval of the Difference Lower Upper -.475 138 635 -.1473 3100 -.7603 4658 -.480 116.637 632 -.1473 3068 -.7548 4603 -1.010 138 314 -.1154 1142 -.3413 1104 -1.071 132.168 286 -.1154 1077 -.3285 9.767E-02 -.841 138 402 -.1085 1290 -.3637 1466 -.899 134.046 370 -.1085 1207 -.3473 1302 386 78 701 8.333E-02 2159 -.3465 5132 386 43.675 701 8.333E-02 2157 -.3515 5182 -.365 138 715 -4.3497E-02 1190 -.2789 1919 -.383 129.249 702 -4.3497E-02 1135 -.2680 1810 354 138 724 7.666E-02 2166 -.3516 5049 355 113.553 723 7.666E-02 2161 -.3514 5047 34 I hope that Equal contests for specific variances assumed subjects will be Equal variances available soon not assumed Equal variances the contest that I wish assumed to participate in Equal variances should not assumed the faculty and Equal variances teachers should pay assumed much more attention to the learningEqual variances supporting not assumed extracurricular activities taking part in learning- Equal variances supporting assumed extracurricular activities makes me Equal variances feel more selfnot assumed confident 003 707 957 402 319 138 750 3.531E-02 1107 -.1836 2543 316 109.630 752 3.531E-02 1117 -.1860 2566 -1.809 138 073 -.3071 1697 -.6427 2.853E-02 071 -.3071 1687 -.6412 2.706E-02 -1.820 115.012 000 404 986 526 224 138 823 2.627E-02 1175 -.2061 2586 223 111.202 824 2.627E-02 1180 -.2075 2601 201 138 841 2.842E-02 1415 -.2514 3082 207 124.245 836 2.842E-02 1370 -.2428 2996 Table A2: Independent Samples Test- differences in terms of gender 35 C Differences in Terms of Year of Study The reason why I am not satisfied with I think that our faculty should invest more in clubs, seminars, and contests I expect that there will be more clubs for specific subjects the club that I wish to be in is I hope that there would be more seminars with a variety of topics the seminar that I expect to participate in is about I hope that contests for specific subjects will be available soon The contest that I wish to participate in should the faculty and teachers should pay much more attention to the learningsupporting extracurricular activities taking part in learning- supporting extracurricular activities makes me feel more self- confident Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Sum of Squares 14.293 426.450 440.743 3.921 56.250 60.171 525 76.075 76.600 1.300 59.900 61.200 1.836 63.100 64.936 9.261 205.625 214.886 1.946 54.225 56.171 543 134.450 134.993 df 136 139 136 139 136 139 76 79 136 139 136 139 136 139 136 139 Mean Square 4.764 3.136 F 1.519 Sig .212 1.307 414 3.160 027 175 559 313 816 433 788 550 650 612 464 1.319 271 3.087 1.512 2.042 111 649 399 1.627 186 181 989 183 908 Between Groups 8.021 2.674 6.588 000 Within Groups Total 55.200 63.221 136 139 406 Between Groups 4.436 1.479 2.305 080 Within Groups Total 87.250 91.686 136 139 642 Table B1: Oneway – ANOVA- differences in terms of Year of study 36 C2.1 DIFFERENCES BETWEEN FRESHMEN AND SOPHOMORES Year of Study N Mean Std Deviation Std Error Mean Year 20 1.8000 7678 1717 Year 40 1.6500 6998 1107 Year 20 1.6500 5871 1313 Year 40 1.5750 6360 1006 I think that our faculty should invest more in clubs, seminars, and contests the faculty and teachers should pay much more attention to the learning- supporting extracurricular activities Table B2: T-Test - Group Statistics between Freshmen and Sophomores Levene's Test for Equality of Variances F I think that our faculty should invest more in clubs, seminars, and contests the faculty and teachers should pay much more attention to the learning- supporting extracurricular activities Equal variances assumed Equal variances not assumed Equal variances assumed Equal variances not assumed 291 634 Sig .591 429 t-test for Equality of Means t df Sig (2-tailed) Mean Difference Std Error Difference 95% Confidence Interval of the Difference Lower Upper 758 58 452 1500 1979 -.2462 5462 734 35.112 468 1500 2042 -.2646 5646 441 58 661 7.500E-02 1699 -.2651 4151 454 40.964 653 7.500E-02 1654 -.2590 4090 Table B2.1: Independent Samples Test - differences between Freshmen and Sophomores 37 C2.2 DIFFERENCES BTEWEEN FRESHMEN AND JUNIORS Year of Study N Mean Std Deviation Std Error Mean Year 20 1.8000 7678 1717 Year 40 2.0250 4229 6.687E-02 Year 20 1.6500 5871 1313 Year 40 2.1750 6751 1067 I think that our faculty should invest more in clubs, seminars, and contests the faculty and teachers should pay much more attention to the learning- supporting extracurricular activities Table B3: T-Test - Group Statistics between Freshmen and Juniors Levene's Test for Equality of Variances I think that our faculty should invest more in clubs, seminars, and contests the faculty and teachers should pay much more attention to the learningsupporting extracurricular activities Equal variances assumed Equal variances not assumed Equal variances assumed Equal variances not assumed t-test for Equality of Means F Sig t df Sig (2-tailed) Mean Difference Std Error Difference 9.924 003 -1.468 58 148 -.2250 1533 -.5319 8.187E-02 -1.221 24.922 233 -.2250 1842 -.6045 1545 -2.960 58 004 -.5250 1774 -.8800 -.1700 -3.103 43.221 003 -.5250 1692 -.8662 -.1838 028 869 Table B3.1: Independent Samples Test- differences between Freshmen and Sophomores 95% Confidence Interval of the Difference Lower Upper 38 C2.3 DIFFERENCES BETWEEN FRESHMEN AND SENIORS Year of Study N Mean Std Deviation Std Error Mean Year 20 1.8000 7678 1717 Year 40 2.0250 6975 1103 Year 20 1.6500 5871 1313 Year 40 1.8500 6222 9.838E-02 I think that our faculty should invest more in clubs, seminars, and contests the faculty and teachers should pay much more attention to the learning- supporting extracurricular activities Table B4: T-Test -Group Statistics between Freshmen and Seniors Levene's Test for Equality of Variances I think that our faculty Equal variances should invest more in assumed clubs, seminars, and Equal variances contests not assumed the faculty and teachers Equal variances should pay much more assumed attention to the learning- supporting Equal variances extracurricular not assumed activities t-test for Equality of Means F Sig t df Sig (2-tailed) Mean Difference Std Error Difference 1.886 175 -1.139 58 259 -.2250 1975 -.6204 1704 -1.103 35.013 278 -.2250 2041 -.6392 1892 -1.195 58 237 -.2000 1673 -.5349 1349 -1.219 40.161 230 -.2000 1641 -.5315 1315 284 596 Table B4.1: Independent Samples Test – between Freshmen and Seniors 95% Confidence Interval of the Difference Lower Upper 39 C2.4 DIFFERENCES BETWEEN SOPHOMORES AND JUNIOR Year of Study N Mean Std Deviation Std Error Mean Year 40 1.6500 6998 1107 Year 40 2.0250 4229 6.687E-02 Year 40 1.5750 6360 1006 Year 40 2.1750 6751 1067 I think that our faculty should invest more in clubs, seminars, and contests the faculty and teachers should pay much more attention to the learning- supporting extracurricular activities Table B5: T-Test - Group Statistics between Sophomores and Juniors Levene's Test for Equality of Variances Equal variances I think that our faculty assumed should invest more in clubs, Equal variances not seminars, and contests assumed the faculty and teachers Equal variances should pay much more assumed attention to the learningEqual variances not supporting extracurricular assumed activities t-test for Equality of Means F Sig t df Sig (2-tailed) 29.937 000 -2.901 78 005 -.3750 1293 -.6324 -.1176 -2.901 64.133 005 -.3750 1293 -.6333 -.1167 -4.091 78 000 -.6000 1467 -.8920 -.3080 -4.091 77.724 000 -.6000 1467 -.8920 -.3080 266 608 Std Error Difference 95% Confidence Interval of the Difference Lower Upper Mean Difference Table B5.1: Independent Samples Test – differences between Sophomores and Juniors 40 C2.5 DIFFERENCES BETWEEN SOPHOMORES AND SENIORS Year of Study N Mean Std Deviation Std Error Mean Year 40 1.6500 6998 1107 Year 40 2.0250 6975 1103 Year 40 1.5750 6360 1006 Year 40 1.8500 6222 9.838E-02 I think that our faculty should invest more in clubs, seminars, and contests the faculty and teachers should pay much more attention to the learning- supporting extracurricular activities Table B6: T-Test - Group Statistics Between Sophomores and Seniors Levene's Test for Equality of Variances I think that our faculty Equal variances should invest more in assumed clubs, seminars, and Equal variances not contests assumed the faculty and teachers Equal variances should pay much more assumed attention to the learningEqual variances not supporting assumed extracurricular activities t-test for Equality of Means F Sig t df Sig (2-tailed) Mean Difference 6.460 013 -2.400 78 019 -.3750 1562 -.6860 -6.3975E-02 -2.400 77.999 019 -.3750 1562 -.6860 -6.3975E-02 -1.955 78 054 -.2750 1407 -.5551 5.078E-03 -1.955 77.963 054 -.2750 1407 -.5551 5.080E-03 2.024 159 Std Error 95% Confidence Interval of Difference the Difference Lower Upper Table B6.1: Independent Samples Test- differences between Sophomores and Seniors 41 C2.6 DIFFERENCES BETWEEN JUNIORS AND SENIORS I think that our faculty should invest more in clubs, seminars, and contests the faculty and teachers should pay much more attention to the learning- supporting extracurricular activities Year of Study N Mean Std Deviation Std Error Mean Year 40 2.0250 4229 6.687E-02 Year 40 2.0250 6975 1103 Year 40 2.1750 6751 1067 Year 40 1.8500 6222 9.838E-02 Table B7: T-Test - Group Statistics Juniors and Seniors Levene's Test for Equality of Variances I think that our faculty should invest more in clubs, seminars, and contests the faculty and teachers should pay much more attention to the learning- supporting extracurricular activities Equal variances assumed Equal variances not assumed Equal variances assumed Equal variances not assumed t-test for Equality of Means Mean Std Error 95% Confidence Interval Difference Difference of the Difference Lower Upper F Sig t df Sig (2-tailed) 1.752 189 000 78 1.000 0000 1290 -.2568 2568 000 64.259 1.000 0000 1290 -.2576 2576 2.239 78 028 3250 1452 3.599E-02 6140 2.239 77.487 028 3250 1452 3.596E-02 6140 584 447 Table B7.1: Independent Samples Test – between Juniors and Seniors 42 C3 Differences In Terms Of Faculties Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Sum of Squares 6.993 433.750 440.743 9.221 50.950 60.171 2.163 74.438 76.600 000 61.200 61.200 6.236 58.700 64.936 1.748 213.138 214.886 2.721 53.450 56.171 5.205 129.788 134.993 df 136 139 136 139 136 139 76 79 136 139 136 139 136 139 136 139 the faculty and teachers should pay much more attention to the learning- supporting extracurricular activities Between Groups 7.434 taking part in learning- supporting extracurricular activities makes me feel more self- confident Within Groups Total Between Groups Within Groups Total 55.787 63.221 2.348 89.337 91.686 The reason why I am not satisfied with I think that our faculty should invest more in clubs, seminars, and contests I expect that there will be more clubs for specific subjects the club that I wish to be in is I hope that there would be more seminars with a variety of topics the seminar that I expect to participate in is about I hope that contests for specific subjects will be available soon the contest that I wish to participate in should Table C1: Oneway - ANOVA – between Faculties Mean Square F 2.331 731 3.189 Sig .535 3.074 375 8.205 000 721 547 1.317 271 000 805 000 1.000 2.079 432 4.816 003 583 1.567 372 773 907 393 2.308 079 1.735 954 1.818 147 2.478 6.041 001 136 139 136 139 410 1.192 315 783 657 43 C3.1 DIFFERENCES BETWEEN FFL AND FSW I think that our faculty should invest more in clubs, seminars, and contests I hope that there would be more seminars with a variety of topics the faculty and teachers should pay much more attention to the learning- supporting extracurricular activities Faculty N Mean Std Deviation Std Error Mean Foreign Languages 80 1.9250 6116 6.838E-02 Social Work 20 1.3000 5712 1277 Foreign Languages 80 1.9250 7593 8.490E-02 Social Work 20 1.4000 5026 1124 Foreign Languages 80 1.7625 6212 6.945E-02 Social Work 20 1.5500 6048 1352 Table C2: T- test Group Statistics- differences between FFL and FSW C3.2 DIFFERENCES BETWEEN FFL AND FP I think that our faculty should invest more in clubs, seminars, and contests I hope that there would be more seminars with a variety of topics the faculty and teachers should pay much more attention to the learning- supporting extracurricular activities Faculty N Mean Std Deviation Std Error Mean Foreign Languages 80 1.9250 6116 6.838E-02 Physics 20 2.0000 3244 7.255E-02 Foreign Languages 80 1.9250 7593 8.490E-02 Physics 20 2.1500 4894 1094 Foreign Languages 80 1.7625 6212 6.945E-02 Physics 20 2.3500 5871 1313 Table C3: T- test Group Statistics – differences between FFL and FP 44 C3.3 DIFFERENCES BTWEEN FFL AND FM I think that our faculty should invest more in clubs, seminars, and contests I hope that there would be more seminars with a variety of topics the faculty and teachers should pay much more attention to the learning- supporting extracurricular activities Faculty N Mean Std Deviation Std Error Mean Foreign Languages 80 1.9250 6116 6.838E-02 Maths 20 2.2000 8335 1864 Foreign Languages 80 1.9250 7593 8.490E-02 Maths 20 1.9000 4472 1000 Foreign Languages 80 1.7625 6212 6.945E-02 Maths 20 1.9000 7881 1762 Table C4: T- test Group Statistics- differences between FFL and FM ... debate contest Given the increasing demand and expectations of the student population at the University of Dalat, it is recommended that the faculty explore greater options at introducing these... situations At the mention of extracurricular activities, people often associate it with the entertaining activities or learningenhancing ones for students on campus In fact, extracurricular activities. .. 4.1 The Reality of Supportive- Learning Extracurricular Activities? ?? Performance in the Faculty of Foreign Languages and Other Faculties at the University of Dalat 13 Attitudes of the