Background
In the 2000s, Vietnamese students primarily concentrated on their studies, dedicating their free time to rest rather than extracurricular activities During this era, schools, colleges, and universities offered limited extracurricular options, with volunteer work being the predominant activity As a result, only a small number of students engaged actively in social activities both within and outside their academic institutions.
Recently, there has been a notable surge in student participation in extracurricular activities (ECAs), encompassing a wide range of options from academic to recreational Since 2010, involvement in ECAs has become increasingly popular among undergraduates, particularly at active universities like NEU, which boasts approximately 50 diverse clubs that attract a substantial number of students.
Recent research reveals a notable increase in student participation in extracurricular activities (ECAs), shifting focus from traditional academic study This trend warrants exploration into how ECAs influence students' personal lives and development Moreover, engaging in ECAs is increasingly recognized as essential for building a stable career and fostering global citizenship Companies are raising their hiring standards, and students who actively participate in social activities gain a competitive edge in the job market.
This study aims to investigate the effects of participating in extracurricular activities (ECAs) on personal performance, highlighting their significance in enhancing individual development.
Purpose
Over the past century, extensive research has focused on extracurricular activities (ECAs), yet little attention has been given to their specific impacts on undergraduates' personal lives This study aims to explore the relationship between ECAs and students' lives, providing insights into the current popularity of ECAs among undergraduates, the motivations behind their involvement, and their expectations Additionally, it will examine both the positive and negative effects of ECAs on students' personal lives and investigate how they manage to balance these activities with their personal commitments.
Research questions
- Why do students consider engaging in extracurricular activities?
- How do extracurricular activities positively and negatively affect students’ personal life?
- How do students manage their time to participate effectively in both activities ?
Scope of research
This research, conducted at the National Economics University in Hanoi between December 2021 and January 2022, involved an online survey of 102 students aged 18 to 22 from various departments, ensuring the collection of up-to-date statistics.
Research methodology
This research utilized a quantitative method to gather statistics through the distribution of questionnaires Data was collected via online surveys on Google Forms, which were randomly completed by undergraduate students at the National Economics University in Vietnam between December 2021 and January 2022 The primary objective of the study was to investigate students' participation in extracurricular activities (ECAs) and their effects on the participants' personal lives A comprehensive set of elements was incorporated into the data collection process to accurately assess the impact of ECAs.
The questionnaire is divided into two sections: the first section collects essential information, including the respondent's field and year, while the second section features inquiry questions Responses are evaluated using a Likert Scale, ranging from 1 to indicate the lowest level of agreement.
The questionnaire utilized a scale ranging from "strongly disagree" to "strongly agree," accompanied by Yes/No questions that determine distinct paths The "Yes" option opens multiple checkboxes to explore reasons for participating in extracurricular activities (ECAs), as well as their benefits and drawbacks Conversely, selecting "No" leads to a flexible open-ended response box All data collected from the questionnaire underwent validation to ensure accuracy and reliability.
Research structure
Introduction - introduces the study with the background, purpose, research questions, scope, research method and the structure of the study.
Chapter I: The literature review explores existing models and theoretical frameworks relevant to the research field, focusing on the definitions of key concepts such as Extracurricular Activities (ECAs) and their relation to students' personal lives It examines studies on the growth of ECAs and students' preferences for these activities, highlighting the increasing participation rates among students in out-of-school activities Furthermore, the chapter discusses the positive effects of ECAs on students' academic performance and personal development.
Chapter II: Findings and Discussion presents a comprehensive data analysis exploring student participation in extracurricular activities (ECAs) It highlights the motivations behind students' involvement in ECAs, while also addressing the benefits and potential drawbacks on their personal lives Additionally, this chapter examines students' time management strategies to effectively balance their personal commitments with ECA participation.
Chapter III: Recommendations offers valuable guidance for students to engage in extracurricular activities (ECAs) effectively while maintaining a healthy balance in their personal lives It also includes strategies for students currently not involved in ECAs, helping them gain better insights and direction for future participation.
Conclusion - specifies the limitations of the study and offers some recommendations for further studies
LITERATURE REVIEW
Review of concept
Extracurricular activities (ECAs) encompass a wide range of pursuits outside the standard curriculum, as defined by Yadav (2016), who states that they are performed by students of all ages While Yadav suggests that volunteer activities may not always qualify as ECAs, this perspective is debatable, given that such activities also occur outside the classroom Donelly et al (2019) further expand on the definition, describing ECAs as encompassing various terms like ‘out-of-school’, ‘super-curricular’, and ‘co-curricular’ activities, which include musical, artistic, sporting, social, and academic domains Their inclusive definition, which accounts for both individual and team-based activities, aligns closely with our research, as it captures the comprehensive nature of extracurricular activities without excluding any relevant forms.
1.1.2 The concept of students’ personal life
Personal life refers to the course of an individual's life shaped by personal choices that contribute to their identity (Baker & Mareen, 2010) It encompasses how individuals spend their free time and includes various aspects such as the importance of couple relationships, the role of friendships, and the evolution of personal life over time (May & Nordqvist, 2019) Additionally, it examines the influence of material and consumer culture on personal relationships, the distinctions between private and public spaces, and the connections between personal lives and political contexts In this research, personal life is specifically related to undergraduates, defined as students pursuing their first degree at a university or college.
The involvement theory, created by Alexander W Astin, is a highly regarded framework for exploring student development and enhancing the learning environment.
In 1999, student involvement was defined as the physical and psychological energy dedicated to academic experiences, encompassing both quantitative aspects, such as time spent and frequency of engagement, and qualitative factors, like focus and understanding A highly involved student exemplifies this by committing significant time to studying, actively participating in campus organizations, and frequently interacting with faculty and peers This theory comprises three key components, starting with "inputs," which refer to students' backgrounds and prior experiences.
“environment” – justification of students’ experiences during college, and “outcomes” means their knowledge, characteristics, manners, beliefs and values post-graduation
Astin's theory highlights the significant impact of environmental influences on student development through various psychosocial and learning pedagogies (Foreman & Retallick, 2013) This involvement theory serves as an educational framework that enhances student programs, emphasizing that involvement occurs both in co-curricular activities and off-campus engagements According to Rubin, Bommer, and Baldwin (2002), students with a higher extracurricular index score, determined by their participation in clubs and time spent on extracurricular activities, develop essential interpersonal skills such as communication, initiative, decision-making, and teamwork Research by Baker (2008), Fischer (2007), and Tinto (2012) indicates that students engaged in formal extracurricular and informal social interactions are less likely to drop out due to a lack of connection Furthermore, participation in recreational activities, including athletics and clubs, not only provides enjoyment but also fosters personal growth in social and academic settings (Lawhorn, 2008), ultimately supporting students in their educational and professional journeys.
Axelson and Flick (2011) found that delinquents and disengaged students were rarely present on campus, participated minimally in extracurricular activities (ECAs), had little interaction with faculty, and were less likely to remain in college Conversely, Fischer (2007) reported that first-year students who engaged in formal ECAs with faculty and informal social activities with peers, regardless of their racial or ethnic backgrounds, expressed greater satisfaction with their college experience and had an increased likelihood of persisting in their studies.
Review of previous relevant studies
1.3.1 Development of ECAs - Students’ preferences in ECAs
Extracurricular activity programs have played a vital role in education since early cultures, with their origins traced back to 19th-century America, where students initiated athletic clubs Academic clubs also gained popularity, particularly at prestigious institutions like Yale and Harvard, focusing on literacy and debate to enhance formal knowledge (Casinger, J 2011) Today, these activities are increasingly popular, with about 25% of students engaging in academic clubs (Sadker & Zittleman, 2010) Research by Dang and Nguyen (2021) highlights that many students with part-time jobs are freshmen and sophomores, especially from rural areas attending private universities Additionally, Hai et al (2020) found that a significant majority of students (70.9%) participate in social activities, followed by cultural and artistic pursuits (40.9%), and learning and scientific research activities.
1.3.2 Reasons for an increase in the number of students attending ECAs
Over the past century, extracurricular activities (ECAs) have increasingly integrated into school programs, enhancing students' engagement and interest in education The diverse array of outdoor activities offered plays a crucial role in fostering this heightened enthusiasm for learning.
Buser, and Jackson (1977) proposed the various explanations for the development and welcoming of ECAs:
- Parents had more craving in the performance of childrens
- Teachers preferred students’ activities to classroom activities
- Students took more interest in the activities than academic works.
- Extracurricular activities grew in popularity as the number of students going to school increased significantly.
Extracurricular activities have significantly benefited students since their integration into American schools A comprehensive summary by Miller, Moyer, and Patrick in 1956 highlighted various factors through which these activities can enhance students' academic performance.
- To fulfill the current personal interests and discover new potentials
- To educate students with numerous skills including communications, leadership, cooperation, team working and independent works
- To flourish the morale and spirit of school
- To improve the mental and physical health of students
- To improve the gregarious trait of personality of youth
- To widen the creative capabilities of students
Reeves (2008) concluded that a new club could be established if more than six students shared common interests His study at Woodstock High School in Illinois revealed that students involved in extracurricular activities (ECAs) achieved better academic results compared to those who did not participate This suggests that enhancing student engagement through ECAs could improve overall school performance and benefit the entire community.
A 2020 study conducted among students at Hue University of Medicine and Pharmacy revealed that a significant majority participated in extracurricular activities (ECAs) primarily to boost their confidence (76.8%) and expand their social networks (77.7%) Additionally, over 52% of respondents believed that engaging in ECAs contributed to skill development and enhancement, while more than 24% indicated that such involvement could improve their job prospects and academic performance.
1.3.3 The impacts of ECAs on students’ academic and personal development
Extracurricular activities have a favorable influence on students' personal lives, according to the majority of studies on the subject
Personal wellness, academic achievement, social and interpersonal skills are often the more common aspects that benefit from involvement in some kinds of out- of-school activities
Participation in extracurricular activities (ECAs) is clearly beneficial for mental health, as noted by Wilson (2009) Students engaged in physical ECAs often experience enhanced self-perceptions compared to those who do not participate This suggests that involvement in such activities can play a significant role in improving overall well-being.
Engaging in out-of-school physical activities can significantly enhance youth mental health by alleviating stress and fostering a healthy body image, ultimately reducing concerns about appearance Participation in these activities also aids adolescents in building confidence in both their physical and social identities Extracurricular activities (ECAs) offer valuable opportunities for social interaction, helping young people form connections and develop social confidence Research by Daley & Leah (2003, as cited in Wilson, 2009) indicates that individuals involved in extracurricular physical activities tend to have more positive self-perceptions compared to those who do not participate.
Research indicates a strong positive correlation between extracurricular activities (ECAs) and students' academic success Studies show that students involved in three to four ECAs tend to achieve significantly higher grades compared to those who do not participate in any activities Furthermore, athletic involvement is associated with higher grade point averages, reduced disciplinary issues, lower absenteeism, decreased dropout rates, and a stronger commitment to school Additionally, these students are more likely to attend college full-time, graduate, apply to multiple universities, and enjoy better occupational status 15 years post-high school.
Engaging in extracurricular activities (ECAs) equips participants with essential skills such as teamwork, leadership, and presentation abilities, which can significantly benefit various aspects of their lives As students advance in their education, those involved in ECAs tend to forge friendships more easily and adapt better to new environments, leveraging the leadership and collaboration skills gained from these experiences Additionally, participation in out-of-school activities is linked to a reduced likelihood of engaging in problematic behaviors, highlighting the positive impact of ECAs on students' overall development.
13), participation in a school's music program lessened students' feelings of alienation, promoted individual growth, and provided a common bond between home and school.
Research in Vietnam indicates that engaging in extracurricular activities (ECAs) positively influences students' mental health by reducing the risk of depression, anxiety, and stress (Hai et al., 2020) Furthermore, participation in sports is directly linked to increased life satisfaction and a sense of purpose, while volunteer activities also enhance life satisfaction and optimism about the future, although they do not contribute to a sense of purpose (Pham et al., 2021) Additionally, the study found that art activities have an insignificant relationship with positive youth development.
The literature review highlights the establishment and evolution of Extracurricular Activities (ECAs), which began in the 19th century in the US, aimed at enhancing students' formal knowledge Currently, around 25% of students participate in literacy clubs (Sadker & Zittleman, 2010), while in Vietnam, over 70% engage in social activities Additionally, most part-time workers among students are freshmen and sophomores, particularly those from rural areas attending private universities (Hai, H H et al., 2020).
Extracurricular activities (ECAs) have gained popularity alongside the significant increase in student enrollment, fostering greater interest in school through a diverse array of outdoor activities Various factors, such as teachers' enthusiasm for outdoor engagement and students' interests, have contributed to the growth of ECAs (Long, Buser, & Jackson, 1977) Moreover, participation in ECAs has been linked to enhancements in students' academic performance by catering to personal interests and equipping them with essential skills (Miller, Moyer, & Patrick, 1956).
Engaging in voluntary, school-based extracurricular activities (ECAs) significantly enhances students' academic performance, attendance, and school connection Participation in ECAs is linked to improved mental health, increased student engagement, and better long-term educational outcomes, while also reducing problematic behaviors Research indicates that students involved in ECAs tend to outperform their peers who do not participate, contributing positively to the overall performance of their schools.
Over 52% of participants in Extracurricular Activities (ECAs) reported that their involvement enhanced their skills, while around 24% believed that attending ECAs contributed to better job prospects, improved grades, and enhanced learning outcomes, according to a study from the Medical and Pharmaceutical University in Hue (2020).
FINDINGS AND DISCUSSION
The reasons for students’ participating in ECAs
The authors conducted extensive research on Extracurricular Activities (ECAs), collecting a significant amount of data A quantitative survey was developed to assess ECA participation, involving a questionnaire distributed to 102 NEU students, including both participants and non-participants in ECAs The findings from this survey will provide a basis for future recommendations regarding ECA involvement.
2.1.1 The proportion of students participating in ECAs
Figure 2.1: The percentage of ECAs participation among students
Extracurricular activities (ECAs) are becoming increasingly popular among students, as evidenced by a recent survey Among 102 participants, 72 students, or 70.6%, reported their involvement in various ECAs, highlighting their prevalence in student life.
30 students who made up about a third of the survey admitted that they have reasons to not engage in out-of-school at all
Figure 2.2: The importance of participating in ECAs
A recent survey revealed that nearly 80% of participants consider extracurricular activities (ECAs) to be fairly or very important, with 14 out of 102 respondents affirming their significance Only one student deemed ECAs slightly important, and notably, no one expressed that they are not important at all Overall, the findings indicate a strong consensus among students regarding the importance of engaging in ECAs.
Figure 2.3: Level of importance of each type of ECAs
The questionnaire examined various types of extracurricular activities (ECAs), highlighting that personal skills development activities are deemed the most important, followed by academic and research activities Talent-related activities are viewed as moderately important, while social and sporting activities rank lower, with 27 students indicating that sports are not important at all Specifically, 15 participants prioritize personal skills development ECAs, and 10 favor academic activities, whereas social activities show a divided opinion with 11 students considering them important and 15 slightly important Gifted students also recognize ECAs as significant, with 14 students rating them as important.
The findings in Figure 2.3 are closely related to the subsequent results presented by the authors As shown in Figure 2.4, the bar chart reveals the percentage of participants in each category, highlighting that personal skills development ECAs are the most popular among students, comprising 61.1% of the total engagement.
Out of 72 participants, 44 engaged in extracurricular activities (ECAs), with academic and research activities being the second most popular, attracting 44.4% or 32 students Social and personal hobbies-related activities followed closely, accounting for 47.2% and 30.6% participation, respectively In contrast, sports-related activities were the least favored, with only 13 respondents involved.
Students often engage in extracurricular activities (ECAs) that they perceive as essential for their personal development This insight highlights the motivations behind students' participation in ECAs and can inform recommendations for both students and ECA organizers to enhance their effectiveness.
2.1.2 The reasons for students’ participation in ECAs
Figure 2.4: Reasons for participating in ECAs
A recent survey identified the top seven reasons for student participation in extracurricular activities (ECAs) The findings revealed that 88.9% of participants engage in ECAs to learn and practice new skills, while 84.7% are motivated by personal interests Additionally, 70.8% of students believe that certifications from ECAs can enhance their CVs and improve their chances of receiving scholarships Approximately half of the respondents participate to fulfill school union requirements External influences, such as friends and social media, play a minor role in the decision-making process for about 66.7% of students Interestingly, familial expectations, often prevalent in many Asian countries, were not a significant factor, with only 1.4% of students citing family pressure as a reason for their involvement Only one student mentioned the societal benefits of participating in ECAs.
2.1.3 The degree of satisfaction of students when participating in ECAs
Figure 2.5: Degree of satisfaction when participating in ECAs
The authors aimed to explore student satisfaction with extracurricular activities (ECAs) due to various reasons for participation The findings, illustrated in the chart below, present intriguing insights into this satisfaction level among students.
Figure 2.5 illustrates that the majority of students express a degree of satisfaction with their participation in extracurricular activities (ECAs), ranging from 40% to 80% Conversely, the percentage of students who reported being either not satisfied or only partially satisfied is notably low.
A survey revealed that 41.7% of students expressed a satisfaction level between 60% and 80%, while approximately 32% reported satisfaction levels ranging from 40% to 60% Notably, only 12.5% of students indicated they were very satisfied with their extracurricular activities, translating to just 1 in 8 participants.
Only 9.7% of students, equivalent to 7 individuals, expressed slight satisfaction with their participation in extracurricular activities (ECAs) Additionally, a significant portion, accounting for 4%, reported being fairly dissatisfied, indicating a low level of contentment with their experiences in this area.
Extracurricular activities (ECAs) have effectively addressed students' needs by enhancing their skills and knowledge aligned with personal interests Participants reported that ECAs provided opportunities for self-exploration and future direction Notably, 59.7% engaged in ECAs aimed at societal improvement, with the same percentage expressing a desire for professional experiences As students enter adolescence, they seek to expand their social connections, and 81.9% found this need fulfilled through their participation in ECAs.
Despite their benefits, existing ECAs have notable drawbacks Research indicates that 50% of participants believe current ECAs are overly general and fail to make a meaningful societal impact Additionally, 41.7% reported working in stressful environments due to excessive workloads, leading to a personal-work life imbalance Other less prevalent concerns include limited opportunities for skill enhancement, insufficient knowledge acquisition, a lack of professionalism, and a misalignment with students' interests.
The impacts of ECAs on students’ personal life
Exploring the diverse options for extracurricular activities (ECAs) reveals significant impacts on students' personal lives, influencing them in both beneficial and detrimental ways.
2.2.1 Students’ benefits of engaging in ECAs
Engaging in extracurricular activities (ECAs) significantly impacts educational and career trajectories beyond university Figure 2.6 illustrates respondents' views on the positive effects of ECAs on their personal growth and development.
Figure 2.6: Students’ benefits of engaging in ECAs
The survey highlighted several key benefits of engaging in extracurricular activities (ECAs), such as enhanced knowledge and skills, exploration of career pathways, positive social impact, professional workplace experience, networking opportunities, and improved resumes for study abroad and job applications Overall, most participants exhibited a favorable attitude towards ECA involvement, with support ranging from 64% to 86%, while the number of opponents was notably lower across all categories.
The survey revealed that the highest level of agreement was seen in the categories of career pathways exploration and networking opportunities, with 62 respondents, or 86% of participants, expressing concurrence Knowledge and skills enhancement followed closely, with 56 respondents, representing 76% of total attendees, affirming its importance Additionally, both positive social impacts and resume improvement garnered agreement from 71% of respondents Interestingly, the professional workplace experience category exhibited a notable divergence, with approximately 25% of respondents opposing its benefits, resulting in only 46 attendees (64%) expressing agreement.
In summary, most students surveyed found that participation in extracurricular activities (ECAs) provided valuable experiences and significantly contributed to their personal development, particularly for those exploring potential career paths and seeking networking opportunities.
2.2.2 Challenges faced by students in engaging in ECAs
In recent years, engagement in extracurricular activities (ECAs) has gained significant popularity, becoming a crucial aspect of student development However, this increased participation can also lead to challenges in balancing other areas of their lives Alongside the benefits of involvement in ECAs, survey respondents highlighted various difficulties they encounter while attending these activities.
Figure 2.7: Challenges faced by students in participating in ECAs
The survey identified key challenges students encounter in extracurricular activities (ECAs), including time constraints, peer pressure, deterioration of physical health, decline in mental well-being, and difficulties in maintaining a work-life balance.
In summary, this chart illustrated a marginal gap in figure compared to that of ECAs’ benefits, indicating more controversy over the drawbacks of participating in ECAs
Figure 2.7 reveals that the highest level of agreement, at 51% of survey participants, was related to work-life imbalance, with 37 respondents acknowledging this issue In contrast, the categories concerning physical health deterioration and lack of time received significant disagreement, with 53% (38 respondents) and 51% (37 respondents) respectively The following charts will provide a detailed examination of these differing perspectives on the challenges identified.
Figure 2.7.1: Challenges faced by students in participating in ECAs
Two charts demonstrated a substantial gap in recorded figures regarding lack of time and physical health issues, therefore, showing consistency in students’ general opinions towards the aforementioned challenges.
The analysis reveals a notable trend in the perceptions of respondents regarding the time commitment and physical health impacts of engaging in ECAs Approximately 50% of participants believe that these activities are not time-consuming, while nearly 49% express neutral or positive views on this aspect Similarly, in terms of physical health, 53% of respondents reject the notion that ECAs pose significant health risks, while the remaining participants acknowledge the potential for physical injuries.
While most students involved in extracurricular activities (ECAs) found time constraints and health issues to be manageable challenges, around 25% of participants still viewed these factors as significant obstacles.
Figure 2.7.2: Challenges faced by students in participating in ECAs
Two charts illustrated a less significant gap of the figure in respondents’ perspective while depicting more opposing attitudes towards the challenges regarding peer pressure and mental health deterioration
The chart reveals that neutral respondents represented 21% in peer pressure and 29% in mental health decline A similar trend is observed in both categories, with 42% of participants acknowledging peer pressure, equating to 30 individuals, while 37%, or 27 individuals, opposed this notion In terms of mental health decline, 24 respondents agreed with the statement, while 27 disagreed, reflecting a comparable pattern to that of peer pressure.
In conclusion, the charts revealed a narrower disparity in recorded data, highlighting varying perspectives on the challenges of peer pressure and mental health decline Additionally, this suggests that experiences among each ECA participant differ, indicating that challenges may vary for each individual.
Figure 2.7.3: Challenges faced by students in participating in ECAs
The pie chart illustrates students' significant views on work-life imbalance while engaging in extracurricular activities (ECAs) The data reveals a notable disparity, highlighting respondents' strong agreement regarding the challenges they face in managing their time effectively.
A significant portion of participants, 27% (19 respondents), exhibited a neutral stance on work-life imbalance related to their engagement in extracurricular activities (ECAs) This finding contrasts sharply with the trends observed in earlier charts concerning time constraints and physical health challenges Specifically, 51% of participants, totaling 37 individuals, acknowledged experiencing work-life imbalance, while only 22% (16 respondents) expressed disagreement with this notion.
To conclude, the chart depicted a significant difference in collected data,consequently showing strong agreement in students’ general perspectives towards the challenge of work-life imbalance.
Methods students are using to participate in ECAs effectively
Recently, students have been approaching ECAs more, and time spending for
Extracurricular activities (ECAs) have become essential in students' daily schedules, making it crucial to optimize participation methods Analyzing relevant data provides valuable insights into how students can effectively organize their timetables for maximum productivity in ECAs.
2.3.1 The frequency of participating in ECAs
To explore how students manage their time in extracurricular activities (ECAs), we conducted a survey that gathered responses from voluntary participants Effective time management is essential for balancing schedules, so we inquired about the time students dedicate to their ECAs The findings are illustrated in the pie chart presented in Figure 2.8.
Figure 2.8: The frequency of engaging in ECAs among students
The average time students choose to dedicate to extracurricular activities (ECAs) varies between 3 to 8 hours per week, with a slightly lower number of students participating for more than 8 hours weekly.
The most favorable option for time spent on extracurricular activities (ECAs) was 3 to 5 hours per week, accounting for 34.7% of total responses, while 29.2% of participants reported spending 5 to 8 hours weekly Additionally, 20.8% of respondents indicated they engaged in ECAs for less than 3 hours These findings are surprisingly inconsistent with Tjaden's research.
In 2019, it was reported that adolescents dedicated around 8 hours per week to extracurricular activities (ECAs) However, the COVID-19 pandemic lockdown significantly impacted this engagement, preventing students from participating in in-person social activities.
In conclusion, students generally preferred to dedicate between 3 to 5 hours each week to extracurricular activities (ECAs), while only a small percentage attended ECAs for more than 8 hours weekly.
2.3.2 Effective methods to manage time for ECAs
Participants were asked about effective time management strategies while engaging in Extracurricular Activities (ECAs), with the understanding that multiple options were acceptable This approach encouraged students to feel more at ease when making their choices Figure 2.9 below displays the distribution of students' preferences regarding how they organized their schedules for ECAs.
Figure 2.9: Effective methods to manage time for ECAs
According to the findings, 84.7% of survey respondents indicated that they carefully considered their schedules, health, and personal goals before participating in social activities Additionally, approximately 70.8% of participants reported that they limited their engagement in unfavorable extracurricular activities (ECAs) Furthermore, 44.4% of students expressed a willingness to decline activities when faced with overwhelming deadlines.
A significant 41.7% of respondents indicated a preference for staying up late to manage their heavy workloads, while 43.1% expressed a willingness to meet deadlines without complaints In contrast, only 2 students, representing 2.8%, reported that they would stay up late to complete their tasks.
Participants prioritized selecting activities that best suited their personal preferences, highlighting the importance of aligning their choices with their individual needs in effective time management.
2.3.3 Attention paid to ECAs by Vietnamese students
After evaluating the frequency of participation and effective time management for extracurricular activities (ECAs), we investigated whether Vietnamese students are genuinely interested in ECAs The results are illustrated in the pie chart in Figure 2.10, highlighting this concern.
Figure 2.10: Attention paid to ECAs by Vietnamese students
A significant 83.3% of participants indicated that students in Vietnam are increasingly engaged in out-of-school activities, reflecting positive socio-historical development as noted by Dannefer (1984) This trend is attributed to the influence of technology and the social context that shapes students' familiarity with such activities However, 13.9% of respondents expressed uncertainty regarding the level of attention Vietnamese students give to these activities, while only 2.8% believed that some individuals disregard them altogether.
To sum up, students are now becoming more attentive to ECAs It must be an optimistic outcome brought to educational systems in the upcoming future.
Conclusion
Recent findings reveal that students perceive extracurricular activities (ECAs) as increasingly important, with a significant number actively participating in them The primary motivations for involvement include personal skills development and academic enhancement, which are viewed as the most essential types of ECAs In contrast, sports-related activities are considered the least important among the various categories.
Besides, several motivations are identified as reasons for students’ participation in ECAs, including learning and practicing skills, personal interests, improving their
CV for scholarships/ working purposes while less common reasons are suggestions from acquaintances, suggestions from social media sites and familial tendencies
Participation in extracurricular activities (ECAs) offers numerous benefits for students, as most report high satisfaction from gaining valuable skills and knowledge aligned with their personal interests Additionally, these activities provide opportunities to explore potential career paths and expand professional networks However, students often face challenges such as peer pressure, which can negatively affect self-esteem and self-concept Furthermore, the demanding nature of ECAs can lead to stressful environments, creating an imbalance between personal life and work commitments.
Recent analysis of student participation in extracurricular activities (ECAs) in Vietnam revealed that students dedicate between 3 to 8 hours per week to these pursuits This shift indicates a growing interest in out-of-class activities alongside academic commitments When asked about managing their time for ECAs, students prioritized selecting the most suitable activities based on personal preferences and compatibility Furthermore, there is a noticeable increase in awareness and engagement in ECAs among Vietnamese students Consequently, it is anticipated that the number of students participating in ECAs in Vietnam will rise significantly in the near future.
RECOMMENDATIONS
For students who are participating in ECAs
Consider thoroughly before participating in ECAs
Before engaging in extracurricular activities (ECAs), college students should carefully consider key factors such as their personal strengths, time availability, and alignment with future career goals By doing so, they can make informed decisions about which ECAs to pursue, avoiding random choices or peer pressure that may lead to overwhelm and wasted time A recommended approach is to conduct a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) to assess their fit for potential activities This self-awareness enables students to participate in ECAs that enhance their development while minimizing negative impacts.
A recent survey indicates that many students struggle to balance extracurricular activities (ECAs) with their personal lives, negatively affecting their physical and mental health To address this issue, it is essential for college students to create a well-structured schedule that allocates specific time for academic assignments, ECAs, and personal activities, including rest and leisure This schedule should include a designated "curfew time" for ECAs to prevent them from encroaching on personal time, particularly sleep Students can utilize various tools, both traditional and digital, such as Google Calendar, Notion, Evernote, Collar Note, and Trello, to effectively manage their time and ensure a healthy balance between their commitments.
Promote the positive environment of ECAs
Many students struggle with time management while participating in extracurricular activities (ECAs) due to numerous tasks and deadlines, compounded by peer pressure Freeman (2017) emphasizes the importance of fostering a positive ECA environment, where leaders should distribute tasks evenly among members rather than overburdening specific individuals Implementing regular training sessions is essential for all ECA participants, as these sessions facilitate skill development and help students keep pace with their peers, alleviating peer pressure and meeting ECA demands Additionally, fostering strong bonds among ECA members is vital, as it encourages collaboration and mutual support in skill and knowledge development.
Clear orientation about ECAs for students
University administrators should implement annual orientation sessions, particularly for freshmen, to ensure students fully understand Extracurricular Activities (ECAs) These sessions will help students create a comprehensive four-year plan if they wish to participate in ECAs Specifically, the orientation should provide guidance on balancing academic classes, ECAs, personal life, and other commitments Various effective methods can be utilized to conduct these orientation sessions for college students.
- Talkshow from teachers and seniors with experiences in balancing between ECAs and personal life, sharing their useful advice for students about ECAs.
Organizing a Club Fair day is an effective way to introduce students to various clubs and extracurricular activities (ECAs) at their university This event allows students to explore their options and gather information, enabling them to make informed decisions about which ECAs to join By facilitating connections between students and clubs, a Club Fair enhances campus engagement and encourages participation in diverse activities.
- Open online Advisory Service or offline Consultancy Room with professors who are available to answer questions from students about issues they deal with when participating in ECAs.
For students who do not participating in ECAs
Our questionnaire data reveals that approximately one-third of the population does not participate in extracurricular activities (ECAs), with 60% expressing a desire to engage in them in the future, while 26.7% are uncertain The following recommendations are designed to provide these students with a clear pathway to getting involved in ECAs.
Selecting the right extracurricular activities (ECAs) is crucial for students, as not all ECAs suit every individual due to the diverse range available To make informed choices, students should assess their skills and interests through personality tests like the MBTI and the Big Five Personality Tests, which help identify personal traits Additionally, experimenting with various ECAs in different fields, such as volunteering, contests, or workshops, allows students to discover their strengths and push their limits Seeking advice from teachers, parents, and friends can provide valuable external perspectives, enhancing self-awareness and guiding ECA selection Finally, students should ensure that their circumstances align with the requirements of the chosen ECAs to maximize their engagement and success.
When pursuing activities, it's essential to consider factors such as finances, available facilities, distance, health, and personal characteristics Neglecting any of these elements can result in challenges and hinder your ability to engage in suitable pursuits, ultimately wasting your time and effort.
Understanding your personal schedule is crucial for effectively integrating additional activities into your routine By identifying gaps in your daily tasks, you can replace less significant work with extracurricular activities (ECAs) Poor time management can lead to significant stress, impacting both mental and physical well-being, and detracting from other life aspects Students should evaluate their current and future schedules to ensure they allocate sufficient time for studying, family, self-care, and leisure This assessment will help determine whether their available time is ample enough to engage in time-intensive ECAs, such as volunteer work, scientific research, or sports competitions, or if they should opt for less demanding activities that occur infrequently.
Extracurricular activities (ECAs) are optional for students, allowing them to choose based on personal preference without feeling obligated Participation in ECAs should not lead to physical or mental harm; if students face stress, peer pressure, or mental health issues, it's advisable to withdraw from these activities Continuing harmful ECAs can jeopardize well-being, disrupt healthy lifestyles, and hinder personal relationships Fortunately, students have alternative options that provide similar benefits Research indicates that many students who avoid ECAs prioritize self-care (76.7%) and focus on academic and skill development (63%) Additionally, some strengthen family and friend relationships, while a small percentage (33.3%) engage in part-time jobs, which can enhance skills and provide income Ultimately, students should feel empowered to pursue activities that promote their well-being without negative consequences.
Limitations
The authors have diligently worked to enhance the assessment of student participation in extracurricular activities (ECAs) and to explore the impact of ECAs on students' lives Nonetheless, certain limitations remain unavoidable.
The research methodology relied solely on questionnaires, as the planned offline interviews were hindered by the COVID-19 lockdown and time constraints, resulting in many individual perspectives being overlooked Additionally, the study focused on a limited sample of 102 students from NEU, which does not fully represent the broader undergraduate population facing challenges in participating in extracurricular activities Furthermore, the majority of responses were from freshmen and sophomores, leading to a lack of data from juniors and seniors, which restricts the ability to generalize the findings to a larger student demographic.
In conclusion, the aforementioned limitations could be solved and become a basic foundation for further studies.
Recommendations for further studies
Based on the identified limitations, the authors propose several recommendations for future research, aiming to serve as a valuable resource for researchers interested in further exploring the topic of ECAs.
To enhance research accuracy, future studies should integrate online questionnaires with direct methods such as interviews, when feasible Expanding the research scope beyond a limited participant pool will enable researchers to gather more comprehensive data for better generalization of results Additionally, collecting responses from students across all academic years, from freshmen to seniors, will provide diverse perspectives, enriching the overall findings.
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Bạn là sinh viên năm mấy?
Khoa/viện bạn đang theo học?
Bạn có tham gia hoạt động ngoại khóa nào không?
- Có (trả lời các câu hỏi trong mục I)
- Không (trả lời các câu hỏi trong mục II)
I Đối với những bạn đang tham gia hoạt động ngoại khóa
1 Theo bạn việc tham gia hoạt động ngoại khóa có quan trọng hay không (đánh giá theo thang điểm từ 1-Không quan trọng đến 5-Rất quan trọng)
2 Bạn hãy đánh giá mức độ quan trọng của những hoạt động ngoại khóa dưới đây đối với sinh viên (dạng câu hỏi lưới để đánh giá được các options theo thứ tự tầm quan trọng từ 1 đến 5)
- Hoạt động học thuật, nghiên cứu (nghiên cứu khoa học, marketing, …)
- Hoạt động về phát triển kỹ năng cá nhân (debate, diễn thuyết, tổ chức…)
- Hoạt động liên quan đến sở thích cá nhân (ca hát, nhảy, vẽ tranh…)
- Hoạt động xã hội (freelance, tình nguyện, …)
3 Hiện tại bạn đang đang tham gia hoạt động ngoại khóa nào? (có thể chọn nhiều options)
- Hoạt động học thuật, nghiên cứu (nghiên cứu khoa học, marketing, …)
- Hoạt động về phát triển kỹ năng cá nhân (debate, diễn thuyết, tổ chức…)
- Hoạt động liên quan đến sở thích cá nhân (ca hát, nhảy, vẽ tranh…)
- Hoạt động xã hội (freelance, tình nguyện, …)
- Khác (đi kèm câu trả lời)
A Why do students choose to engage in extracurricular activities?
5 Lí do bạn chọn tham gia hoạt động ngoại khóa? (có thể chọn nhiều options)
- Định hướng của gia đình
- Hứng thú riêng của bản thân
- Đề xuất từ bạn bè, người thân
- Đề xuất từ các trang mạng xã hội (Facebook, Instagram…)
- Để lấy học bổng, làm đẹp hồ sơ
- Hoạt động của đoàn trường, đoàn lớp
- Khác (đi kèm câu trả lời)
6 Hoạt động ngoại khóa bạn đang tham gia đáp ứng được bao nhiêu phần trăm sự mong chờ của bạn ban đầu
7 Hoạt động ngoại khóa bạn đang tham gia đã đáp ứng được những nhu cầu nào của bạn? (có thể chọn nhiều options)
- Được học hỏi, tiếp thu thêm những kiến thức và kĩ năng phù hợp với định hướng cá nhân của bạn
- Có cơ hội được khám phá những tiềm năng và định hướng phù hợp với bản thân
- Được tham gia đóng góp vào những hoạt động tạo ảnh hưởng tích cực đến xã hội
- Được tiếp xúc với môi trường làm việc chuyên nghiệp
- Được mở rộng và phát triển mạng lưới mối quan hệ
- Khác (đi kèm câu trả lời)
8 Bạn còn chưa hài lòng về điều gì ở những hoạt động ngoại khóa bạn đang tham gia?(có thể chọn nhiều options)
- Hoạt động còn mang tính đại trà, chưa tạo được ảnh hưởng thực tiễn đến xã hội
- Môi trường làm việc quá áp lực (khối lượng công việc quá lớn, không có work- life balance, phân bổ nhiệm vụ giữa nhân sự chưa hợp lý, …)
- Không được tạo cơ hội nâng cao kỹ năng, tiếp thu kiến thức phù hợp với công việc hiện tại
- Hoạt động còn thiếu tính chuyên nghiệp
- Chưa thực sự phù hợp với định hướng cá nhân của mình
- Khác (đi kèm câu trả lời)
B How do extracurricular activities affect students’ personal life?
Bài viết sử dụng hai câu hỏi đánh giá theo thang điểm từ 1 đến 5 để khảo sát lợi ích và tác hại, với thang điểm được phân loại như sau: 1 - Không đồng ý, 2 - Không đồng ý một phần, 3 - Bình thường, 4 - Đồng ý một phần, 5 - Đồng ý.
9 Lợi ích của việc tham gia hoạt động ngoại khóa
- Được học hỏi, tiếp thu thêm những kiến thức và kĩ năng phù hợp với định hướng cá nhân của bạn
- Có cơ hội được khám phá những tiềm năng và định hướng phù hợp với bản thân
- Được tham gia đóng góp vào những hoạt động tạo ảnh hưởng tích cực đến xã hội
- Được tiếp xúc với môi trường làm việc chuyên nghiệp
- Được mở rộng và phát triển mạng lưới mối quan hệ
- Làm nổi bật hồ sơ cá nhân về mặt học thuật & công viêc
Ngoài ra bạn còn nhận thấy lợi ích nào từ việc tham gia hoạt động ngoại khóa không? (câu hỏi optional)
10 Bất lợi của việc tham gia hoạt động ngoại khóa
- Lãng phí thời gian (do không phù hợp với định hướng cá nhân, không có cơ hội phát triển về mặt kiến thức & kỹ năng, …)
- Áp lực ganh đua với bạn bè trang lứa (về thành tích, về kinh nghiệm hoạt động trong các môi trường tương tự)
- Các chấn thương, ảnh hưởng tiêu cực tới sức khỏe thế chất
- Các hệ lụy đối với sức khỏe tinh thần
- Không thể quản lý thời gian một cách phù hợp
Ngoài ra bạn còn nhận thấy tác hại nào từ việc tham gia hoạt động ngoại khóa không? (câu hỏi optional)
C How do students manage their time to participate in extracurricular activities effectively?
11 Tần suất tham gia hoạt động ngoại khóa hiện tại của bạn (theo giờ/tuần)
12 Bạn làm thế nào để quản lý thời gian tham gia hoạt động ngoại khóa một cách hiệu quả? (có thể chọn hơn một option)
- Cân nhắc kĩ trước khi tham gia (thời gian, sức khỏe, định hướng…)
- Lựa chọn và hạn chế những hoạt động ngoại khóa không phù hợp
- Đặt giờ giới nghiêm khi trả lời tin nhắn công việc trước khi ngủ
- Sẵn sàng từ bỏ nếu thấy không phù hợp
- Chuẩn bị và tuân theo lịch trình có sẵn
- Bỏ tiết học để kịp deadline hoạt động ngoại khóa
- Thức khuya để cố gắng hoàn thành hết các công việc
13 Bạn nghĩ sinh viên Việt Nam đã giành nhiều thời gian cho việc tham gia hoạt động khóa chưa ?
- Tôi nghĩ họ đã quan tâm hơn về việc tham gia hoạt động ngoại khóa
- Không, họ không quan tâm đến những hoạt động như thế này
II Đối với những bạn không tham gia hoạt động ngoại khóa
1 Bạn nghĩ thế nào về tầm quan trọng của việc tham gia hoạt động ngoại khóa ?
2 Lý do bạn không tham gia hoạt động ngoại khóa (có thể chọn hơn một option)
- Điều kiện tiếp xúc với các hoạt động ngoại khóa bị hạn chế (địa phương không có các dự án, CLB, sự kiện…)
- Không đủ điều kiện tham gia các hoạt động ngoại khóa (lý do sức khỏe, tài chính, kỹ năng…)
- Không tìm thấy những hoạt động ngoại khóa phù hợp với bản thân
- Không đáp ứng được khối lượng công việc, lịch trình của các hoạt động ngoại khóa
3 Bạn cảm thấy thế nào khi không tham gia vào hoạt động ngoại khóa? (có thể chọn hơn một option)
- Có nhiều thời gian cho bản thân hơn
- Sức khỏe thể chất & tinh thần ổn định hơn
- Khó tìm được định hướng tương lai cho bản thân
- Chưa có cơ hội phát triển những kỹ năng quan trọng
- Chưa mở rộng được các mối quan hệ
4 Nếu không tham gia hoạt động ngoại khóa, bạn sẽ dành thời gian cho việc gì? (có thể chọn hơn một option)
- Dành thời gian với gia đình, bạn bè
- Tự học thêm những lĩnh vực mình cần
- Nghỉ ngơi, chăm sóc bản thân
5 Bạn nghĩ việc không tham gia hoạt động ngoại khóa sẽ ảnh hưởng như thế nào đến bản thân, nhất là khi bạn bè trang lứa đều có xu hướng tham gia ngày càng nhiều? (có thể chọn hơn một option)
- Thiếu sự cạnh tranh về mặt kinh nghiệm trong công việc
- Bất lợi về mặt mạng lưới các mối quan hệ
- Áp lực thành tích giữa các bạn đồng lứa
6 Bạn định tham gia hoạt động ngoại khóa trong tương lai không ?
7 Nếu có, bạn dự định tham gia hoạt động ngoại khóa nào trong tương lai ? (câu hỏi optional, có thể chọn hơn một options)
- Hoạt động học thuật, nghiên cứu (nghiên cứu khoa học, marketing, …)
- Hoạt động về phát triển kỹ năng cá nhân (debate, diễn thuyết, tổ chức…)