Category: Extracurricular Activities

Students nowadays involved in extracurricular activities, these so-called activities help students achieve and master their skills in preparation for a college education. Extracurricular activities are part of today’s academic school system. This allows them to develop a strong character and to enhance obedience, dedication, determination, self-control, and respect for academic staff. The goal of the study is to determine the impact of extracurricular activities on the academic performance of Cavite National High School Grade 11 STEM students. The study is conducted to determine if academic performance and extracurricular activities are related or not. Using a survey method, the variables were assessed using the researchers’ questionnaire. The data were analyzed with the Pearson Product-moment Correlation Coefficient. It was found that students who engage in extracurricular activities generally benefit from better examination results, higher standardized test scores and higher educational achievement, more regular class attendance, and a higher self-concept.

INTRODUCTION

Background of the Study

Over the years, the implementation of the K-12 curriculum improves the quality of education in the Philippines. It is more than just adding years to a student’s schooling, but it covers a lot of extracurricular activities and supports school clubs to provide sufficient time for mastery of concepts and skills of the students and also, to develop lifelong learners as they prepare for higher education. Thus, according to the study of Crimson (2007), involvement in after school club activities and extracurricular activities is beneficial in a variety of ways for the K-12 population.

It has been generally assumed that participation in extracurricular activities has a positive impact on the retention of students beyond the first year. However, many also believe that these activities may affect student performance negatively due to conflicting time requirements and competing schedules, even if they do enhance student’s ability to cooperate and be active in school.

These extracurricular activities are often seen as an extension of the educational program. Thus, it allows the students who participate in these activities to develop their skills in different fields such as leadership, sportsmanship, self-discipline, self-confidence, and their ability to communicate well with their fellow students.

In the study of Ahmad M. (2015), students who participated in extracurricular activities had a better attendance rate in class. The moment when students always participate in school activities, they tend to apply their knowledge in every way possible. Also, as the students continue to participate in these kinds of activities, their performance in academics boosts linked to good outcomes. 2

These extracurricular activities affect the academic performance of the students in many ways. Along with the benefits of participation in these activities, a student should also know its adverse effects, how he/she should maintain a balance between extracurricular and their academics in school, and how participating in different activities can have different effects in their future. That is the reason why over-scheduling in excessive activities can decrease the benefits of participation in extracurricular activities in school. Students can become tired and lazy, thus, become less interested in participation. Students may also try to go beyond their limits to show extra performance resulting in some serious bad effects and/or problems.

In this manner, determining the relationship of students’ level of engagement in extracurricular activities and academic performance will have different parameters which include sports, club activities, and academic competitions. The study has its basis on how the effects of these activities can improve the academic performance of the students.

Extracurricular Activities

The term ‘extracurricular activities’ refers to any activities that take place outside of the regular (compulsory) curriculum. ‘The activities are voluntary and students do not receive grades for academic credit for them’. These activities are offered outside of class hours but within the institutional setting. Gilman (2004), discussed the concept of structured extracurricular activities as a strategy for colleges to build resiliency, offer opportunities for engagement with educational institute activities and provide constructive academic performance. 3

Based on the study of Ahmad M, et al (2015), ‘extracurricular activities’ refer to any activity that takes place outside of the regular (compulsory) curriculum. The activities are voluntary and students do not receive grades for academic credit for them. These activities are offered outside of class hours but within the institutional setting.

In line with this, it also refers to activities, programs, and learning experiences that complement, in some way, what students are learning in school; experiences that are connected to or mirror the academic curriculum. These extracurricular activities may include sports, debates, essay writing, drama or theatre, different clubs, and student councils. According to Robert Freeman (2017), several terms have become synonymous with extracurricular activity programs: co-curricular activities, the third curriculum, and student activities.

Academic Performance

The measurement of students’ achievement across various academic subjects is referred to as academic performance. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Also, academic performance is defined by students’ reporting of past semester’s Grade Point Average or GPA and their expected GPA for the current semester. The GPA is now used by most of the tertiary institutions as a convenient summary measure of the academic performance of their students (NA, ND).

Definition of Terms

Extracurricular activities – are activities participated by the students inside and outside the school.

Academic performance – is measured based on the level of participation of the students in a class.

METHODOLOGY

This chapter explains the methods and procedure of the relationship of students’ engagement in extracurricular activities to their academic performance. This also contains three parts which includes the research design, testing, and data analysis propose for the study.

Research Design

The researchers used a Descriptive Correlational method in order to determine the survey results. This method allowed the researchers to test the expected relationships between and among variables and the prediction of future events from present knowledge. These also can assess the relationships in everyday life events. In scientific research, a descriptive correlational method refers to a type of study in which information is collected without making any changes to the study subject. This means that the researchers cannot directly interact with the environment in which they are studying in a way that would cause any changes related to the experiment.

Sample and Sampling Techniques

The sample consisted of the students from Science, Technology, Engineering, and Mathematics or commonly known as STEM was selected through the use of Purposive Sampling technique. The researchers decided to make them as a reliable source of answers to the formulated questions indicated in the survey since most of the students who had an active engagement in school activities came from STEM strand according to the conducted research in the said school.

Instrumentation

The researchers created a Descriptive Correlational 23-item questionnaire with a 4 point Likert-scale to further interpret the responses. The questionnaires were therefore disseminated to gather data about the relationship of students’ engagement in extracurricular activities to their academic performance. The researchers, then, analysed the data and used statistical approach in interpreting the responses accurately.

Statistical Treatment of Data

The study employed a descriptive correlational approach and the collected data were analyzed by statistical techniques such as mean, standard deviation, correlation coefficients, and factor analysis. Thus, the data from the sample was treated through statistical method, namely, Pearson Correlation Coefficient to measure the strength of the association between the relationships of student’s engagement in extracurricular activities and their academic performance.

Data Gathering Procedure

The researchers developed a 23-item survey questionnaire given to the respondents in order to determine the relationship of extracurricular activities and academic performance of the students. The researchers used a descriptive correlational research method.

RESULTS

The researchers made statistical method in order to know the percentage and the correlation based on the acceptability level of the students’ engagement in extracurricular activities with respect to their academic performance. The study was restricted to Cavite National High School – Senior High School. This study used a quantitative research approach and conducted a 23-item survey questionnaire with a 4 point Likert-scale through a Descriptive Correlational Statistics method and only seek answers to the formulated questions stated; statistical results was shown.

Generally, students who are engaged actively in extracurricular activities like sports, club activities, and even academic competitions are also active academically. Students often learned skills such as teamwork and leadership from college club activities while decreasing the likelihood of different problem behaviors. It is suggested that all educational institute authorities should provide adequate facilities for the students to take part in extracurricular activities within the institute premises and outside schedule class hour.

REFERENCES

1. Ahmad, M & Rahman, M (2015, December). Effect of Extra Curricular Activity on Student’s Academic Performance. Retrieved November 13, 2019 from https://www.banglajol.info
2. Crimson (2017). Top 8 Benefits of Extracurricular Activities for High School Students. Retrieved November 25, 2019 fromhttps://www.crimsoneducation.org/uk/ blog/benefits-of-extracurricular-activities
3. Freeman, R (2017). The Relationship between Extracurricular Activities and Academic Achievement Dissertations. Retrieved November 12, 2019 from https://digitalcommons.nl.edu/diss/245
4. NA (2013, October). Academic Performance. Retrieved November 12, 2019 from https://www.edglossary.org/co-curricular/
5. NA (2018). Academic performance. Retrieved November 12. 2019 from https://ballotpedia.org/Academic_performance
6. NA (ND). Effects of Extracurricular Activities on Students. Retrieved November 12, 2019 from https://www.researchgate.net/publication/327052180_Effects_of_ Extracurricular_Activities_on_Students
7. NA (ND). The Relationship of Extracurricular Activities to Students. Retrieved November 13, 2019 from https://www.igi-global.com/dictionary/the-relationship- between-individual-student-attributes-and-online-course-completion/42383
8. NA (ND). “What is Descriptive Correlational Method?”. Retrieved November 28, 2019 from https://www.reference.com/world-view/descriptive-correlational-method- c9155e5383f0590f16
9. Pressbooks (ND). Psychologists Use Descriptive, Correlational, and Experimental Research Designs to Understand Behaviour. Retrieved November 27, 2019 from https://opentextbc.ca/introductiontopsychology/chapter/2-2-psychologists-use- descriptive-correlational-and-experimental-research-designs-to-understand- behavior/

Due to immense competition in today’s market, many students struggle to find jobs once they graduate. It is simply because employers ask much more than they used to before. Back then just having a degree and good GPA was enough, but now it is not the case. As a graduate you got to have extra skills, attributes and knowledge to survive in today’s market. The report highlights the importance of having those skills and attributes. Adaptability, effective communication, teamwork, problem solving and performing well under high pressure are some skills that the employers look for the most.

These skills can be developed through gaining work experience and undertaking internships as it makes graduates aware of the workplace and makes them “work-ready” which the employers want. It helps to improve the knowledge of the graduates in their discipline, especially in internships. Taking part in extracurricular activities (volunteer work, learning new languages, doing extra courses) is also valued a lot by the employers and gives the graduates a comparative advantage. Overall, these skills will help in increasing the employability and make the graduates more likely to be employed once they finish their degree. For the commerce degree students, my recommendations are to avail the career hub facilities in the University of Adelaide (Adelaide University Union). Build connections with the university students, lecturers and tutors and take part in extracurricular activities of the university by joining University of Adelaide clubs (over 130 clubs in University of Adelaide). If the students take all these steps in order to improve their skills, knowledge and attributes, in three-year time by the end of their degree they will have a comparative advantage over other graduates and will have an increased employability.

1.0 Introduction

In today’s world the competition is extremely high in the corporate world. That is why the employers are seeking graduates with skills which are outside of the subject area of study in the higher education. They want graduates to have excellence in various aspects and not just in their degree. A simple degree is not everything for them anymore. Such is the competitiveness of the market that even the already recruited employees are given regular trainings in order to ensure that they are keeping their pace with the market. Looking at the current scenario, current students must make sure that they acquire the right skills, capabilities and attributions, in order to increase their employability and competitiveness in the market (Mattis 2019).

1.1 Background

“Employability is having a set of skills, knowledge, understanding and personal attributes that make a person more likely to choose and secure occupations in which they can be satisfied and successful” (Pool and Sewell 2007). It is not as straightforward as it looks and is a multi-faceted concept open to a range of interpretations and conceptions. Employability and Employment are two different things, students confuse both the terms with each other at times. Employment refers to the aspect of an employee having a job, whereas employability refers to the capability of a person in getting a new job (Maher & Graves 2007).

2.0 Increasing your employability

Recruitment strategies are evolving with each passing day. It is shifting more towards data science and digital technology. Recruiters also hold student business plan competitions and job fairs to find students who stand out (Hays 2018). Nowadays, psychometric tests are also in the trend and employers use it to calculate the aptitude of a candidate. So just having a degree is not enough in today’s age. There are many other skills that an employer looks for nowadays in fresh graduates. Skills such as adaptability, effective communication, teamwork, problem solving, performing well under high pressure are at the top of their list. In order to increase your employability in today’s market, it is highly important to have these skills (McQuerry 2019). These are the ways how students can improve their employability:

2.1 Work Experience

Work experience is something every employer expects graduates to have in today’s competitive world. As work experience makes you learn about the diversity in the workplace and makes you more adaptable. It makes you ready for the real world and employers want “work-ready” graduates, not someone they have to teach everything from the scratch. It improves their knowledge and skills too which are mentioned above. Furthermore, tests them where they stand in the real world. So, it is a must to have work experience before you apply for a job in today’s market (Marymount College 2017) Most of the times an employer rejects the application of a job seeker, if they lack work experience (Jackson & Wilton,2017).

2.2 Internships

A proven way to gain skills, knowledge and experience that employers want from graduates. Graduate internships and future career success are directly related to each other. The most vital part about internships is that it provides students experience in the area of their specific interest/degree which helps them in their professional career, unlike some of the part time and casual work (Lian, Foo & Ling 2018). Just like the work experience, it is a way of showcasing your professionalism and the fact of being able to work in a workplace with different kinds of individuals. Furthermore, you can also gain a great reference letter at the end of the internship if you do well, which helps you greatly in getting a job (Loretto 2019).

2.3 Having comparative advantage

In this day and age of competitiveness, it is highly important that you stand out as a candidate while applying for a job. As mentioned above, just having a degree is not enough, you got to have some extra skills too. Skills like knowing another language other than English, being efficient with Microsoft Office etc. can make you stand out Infront of the other candidates. Taking part in extracurricular activities is also highly appreciated by the employers. They want someone who can offer more than just the desk work, they want a worker who can excel in many facets. They will prefer a person who plays sports, has different hobbies and does volunteer work than a candidate who just has a degree with a GPA of 6 plus. Hence, it is very important to gain that comparative advantage over the other candidates (Clark, Marsden, Whyatt, Thompson & Walker 2015).

3.0 Conclusion and Summary

No one can deny the fact that a degree is the steppingstone for a corporate career. However, in the present market, due to the extreme competitiveness employers want more from the graduates. They want to hire the standouts. Having just a degree and GPA isn’t their only requirement anymore, they want graduates to have many other skills along with it. In order to develop those extra skills and attributes, students should undertake work experience, internships, take part in extracurricular activities and do other courses apart from their degrees in order to have a comparative advantage over the other candidates in line. It will increase their employability and make them more likely to attain their jobs.

4.0 Recommendations

Here are a few recommendations that a graduate student can follow to achieve all the aspects mentioned in the report:

4.1 Going to the Career Hub

• Provides career advice to students

• Helps students in finding internships

• Guide you with ways that you can improve your skills and credentials by recommending you courses to do along with the degree

• Contact Adelaide University Union

4.2 Building Connections

• Must develop good connections with the lecturers and tutors

• Try to meet with more students too as it increases your exposure and knowledge

• Creates references for the future and helps in the attainment of the jobs

4.3 Participate in Extracurricular Activities

• Join different university clubs

• Over 130 clubs in The University of Adelaide

• Will increase the knowledge and exposure of the students

• Will be a good addition to the resume too

Word Count: 1103

5.0 Reference List

1. Mattis, G 2019, Why is Employability Important in Higher Education, QS, viewed 10 June 2019, .
2. Dacre Pool, L. and Sewell, P 2007. The key to employability: developing a practical model of graduate employability. Education+ Training, 49(4), pp.277-289.
3. Maher, A. and Graves, S 2007, October. Making students more employable: can higher education deliver. In EuroCHRIE Conference, Leeds, UK.
4. MaryMount College 2017, Benefits of Work Experience, MaryMount College, viewed 10 June 2019, .
5. Lorreto,P 2019, Importance of Internships for Your Professional Career, The Balance Careers, viewed 11 June 2019, .
6. Lian, J.K., Foo, Z.Y. and Ling, F.Y.Y. 2018. Value of internships for professional careers in the built environment sector in Singapore. Engineering, Construction and Architectural Management, 25(1), pp.77-89.
7. Scott, G.G., Sinclair, J., Short, E. and Bruce, G., 2014. It’s not what you say, it’s how you say it: language use on Facebook impacts employability but not attractiveness. Cyberpsychology, Behavior, and Social Networking, 17(8), pp.562-566.
8. Hays 2018, Ten recruitment trends for 2018, Hays, viewed 11 June 2019, .
9. Clark, G., Marsden, R., Whyatt, J.D., Thompson, L. and Walker, M., 2015. ‘It’s everything else you do…’: Alumni views on extracurricular activities and employability. Active Learning in Higher Education, 16(2), pp.133-147.

Extracurricular activities make high school life fun, entertaining, pleasurable and a measure to discover their capabilities. This is part of being a usual student where one takes it as an achievement; doing something they want. It is not merely on academic preferences like paper works and projects, but also activities that enhance one’s talent. Some of the various activities which students choose are sports or athletic opportunities, academic clubs, and minor school clubs that include School Papers, Drum and Lyre Corps, and others.

To begin with Erin Massoni (2011), from the school of DuPage, nation of U.S. territory of Illios say, extracurricular activities started in the United States in the nineteenth century. At first, they were only an extra part to the typical scholastic timetable for the year. Extracurricular activities as a rule had some commonsense or professional intrigue that was incorporated into the exercises. The main extracurricular activities that were notable in schools begun at Harvard and Yale University. They were proficiency clubs that are comprised of various discussion clubs and Greek frameworks, for example, organizations and sororities. Understudies in American schools were the first to start athletic clubs (Casinger 2011). These before long ended up famous and education clubs started to decay. Around the season of World War I, schools began including clubs, for example, reporting, and paper (Casinger, 2011). Now these clubs have turned out to be mainstream and numerous open secondary schools and grade schools have clubs for all interests. Today around one out of four students take part in academic clubs (Miller & Zittleman, 2010, 189). It costs about $250 million to set up extracurricular activities in country and internal city schools (Girod et al., 2005, 64).

On the highest point of that, adolescence is a timeframe portrayed by critical development and change. Openings and also vulnerabilities, end up apparent amid this time. Adolescence has a lot of extra time accessible to them and research showed that they are progressively fit for self-coordinated activities in their scan for identity (Erikson, 1968; Gootman, Sameroff, and Eccles, 2001; Larson, 2000). Support in Extracurricular exercises is a famous leisure time decision for youngsters (Larson & Varma,1999). ECA are relied upon to enhance understudies involvement, build up understudies delicate abilities, enable them to adapt to pressure, and give them added favorable circumstances to expand their employability (Veronesi and Gunderman, 2012, Thompson et al., 2013).

Second, ECA support the advancement of teaching, promote innovation in education said in involvement in positive (organized or administered) extracurricular activities, both inside and outside of the school setting, and vital factor in the advancement of positive youth improvement. (Carnegie Corporation, 1992; Durlak & Weissberg, 2007; Eccles & Gootman, 2002; Eccles & Templeton, 2002; Granger & Kane, 2004; Kane, 2004; Larson et al., 2004; Lauer et al., 2006).

Other than that, as indicated in the article ‘ Factors Affecting Student Participation in Extra-Curricular Activities: A Comparison Between Two Middle Eastern Dental Schools’, ECA are exercises which understudies take it from those required to procure a degree. It incorporates side interests and such as sports, social, or religious activities. They have some advantage and have some structures/associations.

Studies have demonstrated that Self-esteem is an integral part of the growth of both teachers and students who interact in varied capacities daily. Teachers’ self-esteem would also be linked to self -concept because self -concept hinges on how we think and how we evaluate ourselves (Brookover, Thomas, & Paterson, 1964; Rosenberg, Schoenbach, & Rosenberg, 1995). When as educators we are aware of who we are, then we have a self-concept of ourselves. Unfortunately, if teachers have a distorted self-image of themselves, it is possible that they become incapacitated in their teaching career.

Unfortunately, progress is often disrupted by a failure and discouragement to meet lower level needs. Maslow (1962) growth needs do not stem from a lack of something, but rather from a desire to grow as a person. Once these growth needs have been reasonably satisfied, one may be able to reach the highest level called self-actualization. The growth of self-actualization (Maslow, 1962) refers to the need for personal growth and discovery that is present throughout a person’s life. Thus, every person is capable and has the desire to move up the hierarchy toward a level of self-actualization. In self-actualization, a person comes to find a meaning to life that is important to them. Self-esteem is pre-requisite towards self-actualization. Being able to accept on who you are is a great impact on human’s life.

In order to enhance their students’ self-esteem and academic achievement, teachers should be engaged in unconditional teaching of all students.

Self-esteem is enhanced when teachers use their preferred teaching style (Cohen, Marion, & Morrison, 2004; Rogers, 1969). Stanford’s (2014) study on The Effects of Teacher’s Teaching Styles and Experience on Elementary Students’ Mathematical Achievement, found that there is “a statistically significant difference in the AABE mathematical achievement scores of students who were taught in classrooms with teachers who reported delegator or facilitator as their predominant teaching style” (p.77). In scouting, you become facilitator to your co-teachers or scouts during camps. When you are capable in facilitating rigid activities like scouting, it will enhance your facilitating skills which is a premium weapon to deliver quality teaching.

One weapon that can be used to change the world is Education (UNESCO, 2013), and Scouting is one of the educational movements that promotes self-progression with a holistic view on youth development. It is an education in good citizenship (Kueh, 2016) teaching young people values such as uprightness and loyalty, respect for others, camaraderie towards others, protection of life and nature, a positive, attitude, and sense of dignity. It is a movement for young people, led by young people, supported by adults, and guided by teachers. It is a movement that, through friendship, adventure, community service, international and international meetings, and value-based leadership, prepares young people for life (Karsberg A., 2009).

Scouting is education for life as it discovers the world beyond the classroom, it is about building confidence and self-esteem as the child learns important life skills and acquires it through rescue first-aid training. It also develops their leadership skills being the leader of a certain patrol as well as learn the value of teamwork and cooperation in different team games (Celestino, 2008 as cited by Cepedoza, 2016).

As cited in Boys Scout of the Philippines (BSP) National Office Memorandum No. 20, s. 2016, the mission of the BSP is to help the youth develop values and acquire competencies to become responsible citizens and capable leaders anchored on the Scout Oath and Law.

A study conducted by Hancock et al. (2012) revealed that youth perceptions of their leadership skills are influenced by extracurricular activity involvement and support of their parents and other adults. He suggested that educators should consider facilitating youth leadership trough extracurricular activities involving younger high school students. Scouting program is one of the extracurricular activities that outside the normal curriculum of school. The benefits of extracurricular activities such as: learning time management and prioritizing; getting involved in diverse interests; learning about long term commitment; making a contribution; raises self-esteem; building solid relationship skills; and looks great on school applications. Thus, if perceptions of the youth’s leadership skills is influenced by extracurricular activity involvement and scouting is one among the extracurricular activities and it could become an advantage of the teacher in teaching learners through incorporating skills in scouting to the lesson like introducing protocols which are present in scouting like hand signaling, songs and yells, and life skills which could bring fun and enjoyment inside the learning environment.

According to Dr. Moreillon (2010), Secretary General of the World Organization of the Scouting Movement, “fun with a purpose is education for life”. Scouting is, in fact, an educational process and it could be the most effective companion of the home and the school in the proper upbringing of the children facing distractions in their own growth and development. Thus, participation of teachers in scouting is necessary to acquire learnings in scouting to integrate this knowledge of scouting activities and games to classroom setting which are relevant to the needs of the pupil.

Hoxie (2012), confirms her study with John Dewey’s Learning Experience Theory that learners learn best if they are active constructors of meaning. The worth of an educational experience is measured by the degree to which it functions in meeting the actual life needs of the individual. Thus, learning needs personal involvement in meaningful activities. Likewise, teacher should engage in scouting activities to learn the skills and the share it to the learners at school. By attending diverse seminars and trainings as well as camps it will bring forth pertinent knowledge and understanding on scouting movement. Though, the primary concern of having scouting is to promote extracurricular activities involvement of the pupils which serves as catalyst of upbringing total formation to human being bounded with necessary skills and knowledge to compete and survive in this competitive world.

In the struggle to keep up with the increasing competition in the workforce, students are always on the move to attain and expand unique skills and faculties. Pressured to master the technicalities embedded in their chosen courses of study, the students also strive to hone personal and social abilities, which often achieves outside schooling. Since the way to achieve holistic growth is to immerse oneself not only in classroom discussions but also in extracurricular involvements, universities in the Philippines have been searching for ways to give students ample time to manage both personal and professional challenges. The universities and colleges in the Philippines are slowly altering the customary five-day school week with the four-day school week. Some schools are De La Salle University, South Western University – Phinma, and Cebu Normal University. The University of San Jose Recoletos’ College of Education within the same university also adopted the shortened school week since 2017. In an interview with Mrs. Helmae Tapanan, chairperson of the College of Education, she expressed that the adaptation of the shortened school week has gained positive feedback from students and teachers. With this implementation as a benchmark, this study looks into the technical readiness of the Accountancy department to adopt such as scheme.

The eventual shift to a school week with four days necessitates research on the practices, examination of existing models, as well as the weighing of advantages and disadvantages (Donis-Keller and Silvernail, 2009). A lot of pieces of literature have been published related to impacts of the four-day school week. Extended weekends showed a more effective instruction time within the classrooms and the periods benefited preparation time, resulting while the other scheme, has resulted in more functional classes. In the traditional five-day school week, teachers observed more misspent time, while the four-day school week required them to deliver impact on instruction (Yarbrough & Gilman, 2006). Furthermore, it has designated high level behavior and interaction for students in learning regardless of the new schedule.

The usage of the added free day depends on the scheme of the school. Most universities, however, use the “free day” to conduct extracurricular activities. These activities “provide students with the opportunity to take part in social, physical, and intellectual skills, to advance a feeling of membership in community, to grow social networks with adults and peers, and to experience, overcome, and fail at challenges, all of which contribute to the maturation leading to adulthood” (Eccles, Barber, Stone, and Hunt, 2003). The time spent by students with their peers reflects a primary origin of positive involvements, with students describe as their happy moments (Spear, 2000). Therefore, extracurricular activities can also help students in other health-related problems. According to another study, mental health problems were highly prevalent among college students (Hunt, 2010). To cope up with this, it is essential that universities give students an avenue to relieve stress and be involved in projects of their choice.

With the increased figures of extracurricular activities adolescents partake, the students’ improved their skills on leadership, academics, and social (Mahoney et al., 2006). The scholastic aspect of students contributes to their health associated conducts (Amys, 2016). In another study, researchers have concluded that the involvement of adolescents in after-school activities develops against feelings of isolation and depression (Barber, Eccles, and Stone, 2011).

In implementing the four-day school week, considerations reflected upon what types of activities should occupy the given time. The parents and mentors may convey the free time as a means to structured activities (Siennick & Osgood, 2012). Although it is apparent that extracurricular activities give immense help to students, conducting them on school days cuts off time for lectures. A researcher concluded that teachers encountered as to reteach the topic or just let the materials pass by (Gullatt, 2006). For this, the four-day school week also gives way in separation of academic and extracurricular activities as the latter be scheduled on the Fridays (Feaster, 2002).

Moreover, a study showed that adolescence is a period in the physical and mental health demands sufficient rest (Amschler & McKenzie, 2005). Unfortunately, most college students don’t get enough sleep and rest because of school works and other personal engagements. Student’s spare time is another area where the shortened days may be of great help as it provides students with time to breathe and rejuvenate. The length and quality of sleep affect a person’s wellness while less sleep time increases levels of distress while lessen comprehension and scholastic results (Fuligni & Hardway, 2006).

Numerous researches conducted aimed to analyze the impacts. The main focus on existing studies is the response and results of monitoring after its adaptation. However, despite the gradual transition of the school week in prestigious universities, no study has been made delving into the planning process and the technicalities to consider beforehand.

The Exploration Stage is a critical starting point. In this stage, assessment of the organization’s readiness for implementation is done, and should the organization be not ready, help is given. Furthermore, the readiness in this stage includes the determination of resources the organization currently has for the implementation. The Installation Stage constitutes the acquisition of lacking resources and preparation of staff for the new practices. The third stage is the Initial Implementation which is the most fragile stage of all the phases. In this phase, the organization might encounter challenges and difficulties that might move the organization to retreat to the old ways. The final stage is the Full Implementation if 50% of practitioners are using the innovation with good outcomes as assessed through evaluation.

This study displays the Exploration Stage only as it solely focuses on ascertaining the technical readiness of the Accountancy Department for a four-day school week and therefore precedes the acquisition of resources and actual implementation. This study further examines the current resources of the Department and allows the lacking resources, if any, to surface. The researchers set up the parameters for the technical resources the shortened school week entails, and these particularly refer to the staff, facilities, and time constraints that would accommodate the given student population.

Did you like studying in your elementary school? I heard many people did not like studying. The reason why many people did not like studying is that they thought it took a long time, or it was a waste of time, and it was boring. However, if they got a chance to learn about their favorite subject, what would students think? Would they still think they do not like studying? I do not think they would. According to Graff’s argument, few students are “street smarts.” Many children will begin to study when they are elementary school students, so all schools especially, elementary schools should introduce a non-academic study like sports into the class culture.

In the article “Hidden Intellectualism” by Gerald Graff, he urges teachers to show their students how to be more intellectual by focusing on their areas of interest. However, he discusses how schools and colleges need students to have academic skills. He gives examples of subjects that he needs schools to consider for their students are cars, fashion, and sports (249). In addition, he thinks that this allows a chance for students to explore their interests more easily and fairly (248). Since Graff was young, he loved to read books and magazines about sports, so he actually tried to learn about sports by making arguments, finding many kinds of evidence, summarizing other points, and communicating with people about his ideas (251). He believes that these actions were more intellectual than what was being taught in schools. Graff suggests evaluating non-academic interests, which are more interesting to students, in the same way, we evaluate academic learning for grades. He explained that the reason why he thought it was great was that students could write their passions in a reflective way, which means thinking deeply about what they say. For example, students can research sports history, or another interest, through a critical lens. Just knowing about sports for enjoyment is not good for academic study.

This is my own experience which related to my thesis and Graff’s thesis as a case in point. I have played the trumpet for six years in my school’s brass band club. When I heard a club member’s trumpet sound, I was touched. Therefore, I wanted to be like them. Moreover, I practiced every day because I wanted to catch up to them. The practice was hard, but I could increase my playing skills day by day. Also, I tried to know how to make the trumpet sounds better than before. I learned about the trumpet, history, and music through not only my teacher’s teaching but also reading. These are very important to know because it helps motivate me. When I was a high school student, I became the first chair of the trumpet section. Then, I learned about all the band members because every person and instrument is important to the whole band. It was the leadership skill of looking at everyone’s musical pieces and how to fit them together to create the best sound that made me learn about resource management. Furthermore, I learned that teamwork was very important too. When I was a second-year high school student, I participated in an ensemble concert. At the time, I was so depressed that I could not play the trumpet well like I did in every other practice. However, after our performance, the other members came up to encourage me. Because of them, that is why I have a positive attitude to this day. I finally figured out, with some help, that a few kind words can change a person for the better. In the article, Graff talked about the experience that he read about sports and discussed with his friends. He got a knowledge of sports, but I got an important thing as same as knowledge through the trumpet.

When my younger sister was an elementary school student, she loved to draw. She always drew Japanese animations. When I was a middle school student, I watched the animation “Phi-Brain -god of Puzzle-” with my younger sister. I thought it was fun, the picture of the animation was very clear, and the music was so cool. However, I was not into that animation, so I stopped watching. She was into that animation because she was moved by it and she tried to draw animation. I was surprised not only by her craze but also by her drawing skills. She practiced every day because she wanted to become a professional comic artist. Not only I but also my family and everyone was surprised by her drawing skills because she increased her drawing skills day by day looking like a professional. She learned how to draw animations with her hands, what kind of animations she made, and how to create interesting animations through not only readings but also the Internet. When she made an animation book, her classmates said to her “Your story was very good! I like it! Make another one for me please.” My younger sister was so glad to hear that. I thought that too, so I said to her “You are amazing! You can do it!” Now, she always draws and learns about animation because of her experience. In addition, she made a friend through her drawing, so she always discusses Japanese comics and animations. This is my own experience which related to my thesis and Graff’s thesis as a case in point. In the article, Graff described his experience that he discussed about sports with his friends. I thought that my younger sister did the same with him.

Some people think non-academic is not useful, so we just learn about academic study. When I was a middle school student, my teacher said “Why are you guys coming to school? Because you guys have to study! ” In fact, he told us that the biggest advantage of studying academic study is that it covers the whole range. As is the case with school classes, there are many cases where the curriculum is properly organized. In regular examinations, questions are basically created from the range that the class has learned, so you should be able to expect a high score if you are understanding the contents of the class. If you have the ability to score well on regular examinations, you will be able to handle the entrance examination relatively easily. It’s also one of the advantages of being able to grasp the overall picture of the content. You don’t have to understand the content of the class all at once, but if you remember the content you heard in the class, it’s easy to get a general idea of how to answer when you review. Then it’ll be quite easy to start over by yourself. It takes a lot of energy to learn to do something you don’t know, so ‘I haven’t heard’ or ‘I was sleeping’ is a waste. Actually, Graff discusses how schools need students to have academic skills in his article.

That is true, so we have to learn about academic study, however; There is a gap between theory and practice. Even if students understand, some students may not be able to solve problems with their own minds. There are a lot of things that are not enough in themselves, although there is a practice class. Usually, in order to solve the application problem, many students have to follow from the basic problem to the standard problem to the application problem, so it’s not enough time for practice.

From my experience, all schools have to allow a chance to learn about students’ interests which is non-academic study.

Introduction

Extracurricular activities, encompassing a wide range of interests and pursuits outside the traditional academic curriculum, play a pivotal role in the holistic development of students. These activities, which include sports, music, arts, volunteer work, and various clubs, offer students the opportunity to explore their interests, develop new skills, and express their creativity. Beyond the enjoyment and engagement these activities provide, they hold significant value in fostering social skills, teamwork, leadership, and time management. Engaging in extracurricular activities encourages students to apply academic concepts in real-world scenarios, enhancing their understanding and retention of knowledge. Moreover, these activities are instrumental in building a sense of community and belonging among students, as they collaborate with peers who share similar interests. In the broader context of education and personal development, extracurricular activities are not merely adjuncts to academic learning but are integral to shaping well-rounded, confident, and socially responsible individuals. They prepare students not only for academic success but also for the challenges and opportunities of life beyond the classroom.

100 Words Essay about extracurricular activities

Extracurricular activities play a crucial role in the comprehensive development of students, extending learning beyond the confines of classroom walls. These activities, ranging from sports and music to debate clubs and volunteer work, provide a platform for students to explore their passions, develop new skills, and express their individuality. Participation in such activities fosters essential life skills including teamwork, leadership, and time management. Moreover, extracurriculars offer valuable opportunities for social interaction, enhancing students’ emotional well-being and sense of community. Ultimately, these activities contribute significantly to shaping well-rounded individuals, prepared for both academic pursuits and the challenges of the wider world.

250 Words Essay about extracurricular activities

Extracurricular activities, encompassing a broad spectrum of interests outside the traditional academic curriculum, play a pivotal role in the holistic development of students. These activities, ranging from sports and arts to volunteer work and academic clubs, offer invaluable opportunities for students to explore and deepen their interests, while also developing essential life skills. Participation in such activities enhances teamwork, leadership, and communication skills, fostering a sense of responsibility and self-discipline. They also provide a crucial platform for social interaction, allowing students to forge meaningful connections with peers who share similar passions.

Moreover, extracurricular activities contribute significantly to personal growth, enabling students to build confidence and resilience through challenges and achievements outside the classroom. They encourage creativity and problem-solving, offering practical experiences that complement academic learning. For many students, these activities ignite passions that shape future academic and career choices, providing direction and purpose.

In addition to personal benefits, extracurricular activities are increasingly recognized for their importance in college and job applications, showcasing a student’s commitment, diverse interests, and ability to balance multiple responsibilities. They underscore the importance of a well-rounded education, emphasizing that learning extends beyond textbooks and classrooms. Ultimately, extracurricular activities are indispensable in preparing students not just for academic success, but for a fulfilling and balanced life, highlighting the value of pursuing diverse interests and embracing community engagement.

400 Words Essay about extracurricular activities

Extracurricular activities, an integral component of the educational landscape, extend learning beyond the confines of classroom walls, offering students a diverse arena to explore interests, cultivate skills, and forge lasting relationships. These activities encompass a wide array of pursuits, from athletics and performing arts to academic clubs and community service, each providing unique opportunities for personal and social development. Engaging in extracurriculars allows students to apply theoretical knowledge in practical settings, fostering a deeper understanding of their studies and the world around them.

The benefits of participating in extracurricular activities are manifold. Academically, students often find that these pursuits enhance their time management and organizational skills, as they learn to juggle academic responsibilities with other commitments. This balance can lead to improved academic performance, as the discipline required for extracurricular success translates into more focused study habits. Socially, extracurricular activities offer a platform for students to connect with peers who share similar interests, building a sense of community and belonging that can be pivotal during the formative years of education.

Moreover, extracurricular activities play a crucial role in character development. Through these pursuits, students encounter challenges and setbacks, learning resilience and perseverance as they strive to achieve their goals. Leadership skills are honed in team-based and individual activities, where students often take on roles that require them to lead, organize, and inspire others. These experiences are invaluable, instilling confidence and a sense of responsibility that students carry with them into adulthood.

Participation in extracurricular activities also has long-term benefits, particularly in the context of higher education and career prospects. Colleges and employers alike look favorably upon applicants who demonstrate a commitment to extracurricular engagement, viewing it as a sign of a well-rounded individual capable of contributing to a dynamic community or workforce. The skills and experiences gained through these activities—teamwork, leadership, time management—are highly transferable, equipping students with the competencies needed to succeed in diverse environments.

In conclusion, extracurricular activities are more than just leisure pursuits; they are a critical component of education that complements academic learning and contributes to the overall development of students. By offering a platform for exploration, skill development, and social interaction, these activities prepare students not only for academic success but for life beyond the classroom. As such, the value of extracurricular activities in shaping well-rounded, capable, and resilient individuals cannot be overstated, highlighting their indispensable role in the educational journey.

500 Words Essay about extracurricular activities

Extracurricular activities, encompassing a broad spectrum of non-academic pursuits, play a pivotal role in the comprehensive development of students. These activities, ranging from sports, music, and arts to debate clubs, science fairs, and community service, offer a fertile ground for students to explore and cultivate their interests, talents, and passions beyond the structured curriculum. The significance of these activities extends far beyond mere hobbies or pastimes; they are integral to fostering a well-rounded education, enhancing personal growth, and preparing students for the challenges of the future.

Participation in extracurricular activities offers multifaceted benefits. Academically, it encourages a practical application of classroom knowledge, allowing students to gain deeper insights into their subjects of interest through hands-on experiences. This experiential learning not only reinforces academic concepts but also stimulates curiosity and a love for learning. Moreover, the diverse skills acquired through these activities, such as critical thinking, problem-solving, and creativity, are invaluable in an increasingly complex and dynamic world.

Socially, extracurricular activities provide a platform for meaningful interaction among students with shared interests, fostering a sense of community and belonging. These interactions enhance communication skills, promote empathy, and build lasting friendships. Furthermore, the collaborative nature of many extracurricular pursuits strengthens teamwork abilities, teaching students the importance of cooperation, compromise, and collective effort towards achieving common goals.

From a personal development perspective, extracurricular activities are instrumental in shaping character and building self-esteem. They offer opportunities for leadership and responsibility, challenging students to take initiative, make decisions, and lead by example. The experience of organizing events, managing teams, or representing their school in competitions instills confidence and a sense of achievement. Additionally, facing and overcoming the challenges and setbacks inherent in any activity teach resilience, perseverance, and the value of hard work.

Extracurricular activities also play a crucial role in career readiness, providing students with a competitive edge in college admissions and job markets. Colleges and employers increasingly seek individuals who demonstrate a balance between academic excellence and active engagement in extracurricular pursuits. The leadership, teamwork, and time management skills developed through these activities are highly sought after, signaling a candidate’s ability to contribute positively to a collegiate or professional environment.

Furthermore, extracurricular activities contribute to societal well-being. Volunteer and community service initiatives cultivate a sense of social responsibility and a commitment to contributing positively to society. Through these activities, students learn the importance of empathy, altruism, and civic engagement, values that are essential for fostering a compassionate and inclusive community.

In conclusion, extracurricular activities are a vital component of education, offering a holistic approach to student development. They enrich the educational experience by providing a diverse array of opportunities for students to explore their interests, develop new skills, and engage with their communities. By participating in these activities, students not only enhance their academic, social, and personal competencies but also prepare themselves for successful futures as well-rounded, responsible citizens. The importance of extracurricular activities in shaping the leaders of tomorrow cannot be overstated, underscoring their indispensable role in a comprehensive educational framework.

Our country has a very wide variety of higher learning institutions. The process of conducting a college search can be very overwhelming for any student because there are too many choices from which they can choose. To help narrow down this choice for any student a good place to start is to ask themselves what difference exists between private universities and public universities. Which one of these do I prefer? Ultimately there is no clear-cut answer to this question since each individual must strategically make this choice depending on what it is they may be looking for in a university as well as their prevailing conditions. This paper will, however, drive the position that public colleges are better in comparison to private colleges because public colleges have cheaper tuition fees, wide choices of degree plans, and a diverse campus environment with extracurricular activities.

The grounds of privatization of schools in the United States started in the 1990s with the beginning of the charter school movement in 1991. The initial aim was to provide competition to the existing public schools in the country as a way of enhancing the quality of education that these schools provide. However, this intent changes quite fast. According to the Economist Intelligence Unit, p. 13, ‘The charter school movement began as a grassroots attempt to improve public education. It’s quickly becoming a backdoor for corporate profit.’ Today there are doom prophets everywhere who are constantly criticizing and trying to put down the quality of education provided in our public schools. Their mantra is that there are too many public schools in the country that are failing and the only way this can be rectified is by investing more in private schools this is something that has led most individuals to believe that private schools are better than public ones. Many individuals in the education sector including professors have come forth to clearly state that this belief is more of hype because most of the individuals who hold it have very little evidence to prove that public schools are failing and private ones thriving. There are too many great factors about our public universities and other public institutions that are being overlooked and this paper is aimed at making you a lot more aware of this.

**Comparison-contrast. The first reason that proves that public schools are better than private schools is the fact that they have cheaper tuition fees. The residents of every state usually pay some taxes that go towards the funding of the public universities in the particular state. This funding provided by the government goes a long way in covering a big chunk of the tuition expenses of the students attending public institutions, especially the in-state students. They, therefore, end up paying tuition fees that are a lot cheaper compared to that of the private universities where no funding is offered by the government and the students have to cover all the costs of university attendance. According to the Economist Intelligence Unit, p.13, first-year students in a private university, for example, pays an average cost of $25,914 as compared to $5,897 for their counterparts who attend a public university within their state. It is important to note that when an individual attends an out-of-state public institution it can also be a bit more expensive although not as expensive as the private universities.

Private universities cannot beat public ones because of the mere fact that there is assistance from the government that is available. Furthermore, there are more chances for scholarships in public universities compared to private ones. First, they offer scholarships as awards for high performers to help offset a good amount of their college expenses. Second, there are many scholarships offered at the national level that are offered through public universities which students can easily gain access to. Even though these scholarships may also be available in the private universities students are still better off at a public institution because there is no guarantee on these scholarships and even when one misses out on them, education fees remain manageable. The bottom line here is the fact that public universities make more fiscal sense for both the parents and the individuals since it can even save an individual from getting deeper into student loans by getting more of it just to pay their fees.

**Classification Public universities tend to have a wider academic focus while private universities have a narrower academic focus. The notable difference in this classification is the fact that public universities offer a wider range of programs and degree plan choices while private universities offer fewer of these. It is possible to find any program as well as degree in any field that one wants to dive into in public universities. If one was to choose a private university however depending on one’s field of interest there are very specific ones that a student has to choose from because of the academic focus classification of the private universities. Having a wider academic focus for public universities is advantageous for the students and their learning process and outcome. This is because the students have greater exposure and this also widens their opportunities in the market. “In a single large public university, undergraduates will be enrolled in academic programs ranging from traditional liberal arts to highly specialized technical fields” (Gruber, p. 224). In general, the overall academic exposure for students in public universities cannot be compared to that in private universities. In discussing this it is important to learn that in an institution learning does not only occur within the classroom walls but also outside as students interact with others. With this wide range of program and course classifications for public universities, it is undeniable students can learn more from each other and even learn how to make connections between their areas of study and other different fields and disciplines and hence they are more prepared to fit what they learn in different contexts in the market.

**Narration/Description Public universities are finally better than private universities because they overall offer a more diverse university experience for students, especially regarding extracurricular activities. Public universities are designed in a manner that helps to provide an overall learning experience for students. This means that the design of the public universities, unlike the private ones, is not only academic focuses but the focus is also laid on other extracurricular activities. “The spirit of public universities is highly energetic and vibrant” (Bilmes and Gould, p. 30). This statement stands true because a big part of the budget of public universities goes towards sponsoring activities and events for the students. Students can organize and compete in sporting events, take part in social events sponsored by the schools, and even take advantage of the wider variety of amenities that are within the compound of the school such as swimming pools.

This is something that is lacking in private universities because private universities are run as more businesses. In an aim to minimize their cost they, therefore, tend to focus on the primary goal of the institution which is the academic development of the students. Sponsoring events and activities comes as an added expense to the school and since this translates to lower profits they treat this as a luxury that students do not have access to often. In general, private universities lack the financial muscle to offer a more comprehensive campus experience for the students because of their profit-making motives which limit their capability to sponsor events or even set up amenities for their students. The campus experience of an individual who has attended a private university, therefore, is a lot quieter and just academically oriented.

A more diverse campus experience is not something that should be taken for granted in public universities because this bears a lot of advantages to the students who enjoy it. The first main advantage is the fact that it allows the students to develop their talents as well as other skills that are not academic. This means that students in a public university are not only able to grow and develop academically but they are also able to develop their talents and gifts as well as other important life skills, for example, their social skills. This gives the students a lot more leverage as well as opportunities even when they get out there. This is because they are not only able to rely on their academic qualifications but they also have other skills and talents that are well developed which they can put to use to be more competitive in their field and to also expand their chances and opportunities in different fields.

The second main advantage of the diverse campus experience is the fact that it gives the students a more positive social life. The outside class activities and events allow the students to interact with one another on a more personal level and this helps individuals to make friends who are very instrumental even in life after campus. It is in such a setting that the students are further able to effectively learn from one another. For example by interacting they can gain knowledge about different cultures and this leads to more cultural competence. The result of this is a wider range of knowledge and skills that cannot be learned in class. Finally, students have a better chance to build their networks. The extracurricular activities allow the students to not only interact amongst themselves but also to meet with individuals who have gone ahead of them, for example, their professors, alumni, or industry experts. They can network with them and this way they gain mentors and stand a better chance of getting opportunities after school from one’s network. The final advantage of the diverse campus experience is that it better the learning outcome of the students. It is cliché that work without play makes anyone a dull person but this stands true. Engaging in extracurricular activities helps to refresh the minds of the students hence making them more receptive to what the students learn in class and this leads to better performance even in their academic work.

Individuals who view private schools as being better however still hold valid arguments as to why this is the case because private universities also have some of their advantages. The first reason that refutes the fact that public universities are better than private ones is the fact that private universities can offer better education to students because of smaller class sizes. Public universities are undeniably bigger in terms of their size and they undeniably admit a very large number of students compared to private universities. “…classes at public universities may take place in an auditorium with up to 200 students (Brunello and Rocco, p. 1886)” The smaller class sizes of the private universities allow more interaction between the students and the professor and allow the professor to individualize the learning experiences of the learner and this with no doubt allows students to learn better. However, to this counter-argument, I would respond that at this level of learning independent learning is more encouraged than individualized learning to help cultivate the value of continual learning in students even after college, and therefore public universities do not harm by having larger class sizes provided the teachers are well seasoned. Moreover, even with larger class sizes, there are ways of optimizing the learning of all the students for example by encouraging group discussion. Ultimately it does not mean that learning in a large classroom size means poor learning if anything it teaches the students to be responsible and take more initiative towards their learning and this is a spirit every young adult should have to survive in the real world.

The second counter-argument relates to the demographics of the students in private schools. Students in private universities get a chance to interact with a more diverse body of students at least geographically since they attract students from all across the country. This is unlike the public universities which are only more attractive to in-state students. This is a big advantage to the students of the private schools since they can learn a lot more from each other due to different backgrounds, cultures, perspectives, and world views. The students also learn a very important 21st-century skill and that is embracing inclusion and diversity. To this counter-argument, however, I would respond that being in a public university does not deprive you of an opportunity to learn this because the numerous extracurricular activities allow the students to also interact with others across different boards and they equally learn a lot from each other and again this skill.

From the above discussion, it is clear that there is a lot that the public universities have to offer to students something that to an equivalent learning outcome if not better for the learners in these institutions. There is, therefore, a need to stop tarnishing the good name of our public universities. Ultimately the choice of what university one will attend lies in what they are looking for in a university. The proposed solution for this topic, therefore, is that more awareness needs to be raised of the advantages of public universities. This will help repair the reputation that for the last more than one decade has been ruined by the charter school movement. This awareness needs to be raised more so by the government. This is because as other parties fight to prove that it has failed in its ability to provide quality education in private institutions, it should be able to fight back to show that it is doing its work adequately. They should be able to do so because indeed they are doing a decent job in ensuring quality higher education is offered in public universities and the proof is in the points discussed above. Public institutions also have a role in upholding their reputation by also raising awareness of all that they offer. Raising this awareness is what will help restore the faith of individuals in public universities and make them an attractive choice to them.

Work Cited

1. “Better Ways to Pay for College; Higher Education in America.” The Economist, vol. 416, no. 8952, Economist Intelligence Unit N.A. Incorporated, Aug. 2015, pp. 13–14. Retrieved from https://dcccd.primo.exlibrisgroup.com/discovery/fulldisplay?vid=01DCCCD_INST:01DCCCD_INST&search_scope=MyInst_and_CI&tab=Everything&docid=gale_ofa426080803&lang=en&context=PC&adaptor=Primo%20Central&query=any,contains,public%20college%20is%20better%20than%20private&offset=0
2. Bilmes, Linda J., and Gould, W. Scott. The People Factor Strengthening America by Investing in Public Service. Brookings Institution Press, 2008. Retrieved from https://dcccd.primo.exlibrisgroup.com/discovery/fulldisplay?vid=01DCCCD_INST:01DCCCD_INST&search_scope=MyInst_and_CI&tab=Everything&docid=alma991003530119803786&lang=en&context=L&adaptor=Local%20Search%20Engine&query=any,contains,public%20college%20is%20better%20than%20private&offset=0
3. Brunello, Giorgio, and Rocco, Lorenzo. “Educational Standards in Private and Public Schools*.” Economic Journal, vol. 118, no. 533, Blackwell Publishing Ltd, Nov. 2015, pp. 1866–87, doi:10.1111/j.1468-0297.2008.02194.x. Retrieved From https://dcccd.primo.exlibrisgroup.com/discovery/fulldisplay?vid=01DCCCD_INST:01DCCCD_INST&search_scope=MyInst_and_CI&tab=Everything&docid=wj10.1111~2Fj.1468-0297.2008.02194.x&lang=en&context=PC&adaptor=Primo%20Central&query=any,contains,public%20college%20is%20better%20than%20private&offset=0
4. Gruber, Frederick C. Teaching in America: Forty-third Annual Schoolmen’s Week Proceedings. Philadelphia, PA: University of Pennsylvania Press, 2016. Print. Retrieved from https://dcccd.primo.exlibrisgroup.com/discovery/fulldisplay?vid=01DCCCD_INST:01DCCCD_INST&search_scope=MyInst_and_CI&tab=Everything&docid=wj10.1111~2Fj.1468-0297.2008.02194.x&lang=en&context=PC&adaptor=Primo%20Central&query=any,contains,public%20college%20is%20better%20than%20private&offset=0

Extracurricular activities, in simple terms, mean activity that is done outside the normal curriculum of a school, college, or university. When you get involved in any such activity, it demonstrates that you’re going outside of what is expected from you. These activities may include arts, athletics, clubs, employment, personal commitments, and other pursuits. Any activity that you are involved in can be considered an extracurricular activity.

Extracurricular activities are as important as academics. They both complement each other and also help students to develop their social skills along with academic achievements. By participating in extracurricular activities, students not only develop their talents but also learn new skills that are very useful in their day-to-day activities, such as teamwork, better social skills, and critical thinking. They have a better sense of commitment, and this also fosters a sense of accountability and responsibility in them.

In my experience, I have experienced all the importance of extracurricular learning. Working as an aquatics coach for the Special Olympics team has been my most meaningful experience which helped me gain confidence while dealing with different people and strengthen my compassion for others. During the five-month season, I gave the athletes in-water training with a focus on stroke technique and endurance. Additionally, I assisted with the dryland exercises and helped the athletes choose an event to compete in for the upcoming State Games. By understanding each athlete’s individuality, I was able to learn some effective teaching and communication techniques. As a coach, I managed to develop my skills of teamwork and effective cooperation with peers. I was able to make lasting connections with the athletes as we bonded over little things like going to the beach or listening to music. These skills help me to this day and are what make me feel comfortable in any interpersonal interaction. In addition, my experience of participating in that extracurricular activity helped boost my self-esteem. Nothing has been more rewarding than watching the athletes progress within the span of weeks and finally reach their goals at the State Games. This contributed to the realization of my self-worth and the fact that I can really do a lot.

Education is aimed at the development of the student’s intelligence, but in my opinion, it should develop the child comprehensively, which includes spiritual, social, physical, and moral abilities. There should be a balance in all aspects so that it benefits the child and improves his skills in all areas, not just one. Extracurricular activities can help with this. From my own experience, I have seen how valuable they can be for the development of a growing personality, so I advise everyone to join them.

In the struggle to keep up with the increasing competition in the workforce, students are always on the move to attain and expand unique skills and faculties. Pressured to master the technicalities embedded in their chosen courses of study, the students also strive to hone personal and social abilities, which often achieves outside schooling. Since the way to achieve holistic growth is to immerse oneself not only in classroom discussions but also in extracurricular involvements, universities in the Philippines have been searching for ways to give students ample time to manage both personal and professional challenges. The universities and colleges in the Philippines are slowly altering the customary five-day school week with the four-day school week. Some schools are De La Salle University, South Western University – Phinma, and Cebu Normal University. The University of San Jose Recoletos’ College of Education within the same university also adopted the shortened school week since 2017. In an interview with Mrs. Helmae Tapanan, chairperson of the College of Education, she expressed that the adaptation of the shortened school week has gained positive feedback from students and teachers. With this implementation as a benchmark, this study looks into the technical readiness of the Accountancy department to adopt such as scheme.

The eventual shift to a school week with four days necessitates research on the practices, examination of existing models, as well as the weighing of advantages and disadvantages (Donis-Keller and Silvernail, 2009). A lot of pieces of literature have been published related to impacts of the four-day school week. Extended weekends showed a more effective instruction time within the classrooms and the periods benefited preparation time, resulting while the other scheme, has resulted in more functional classes. In the traditional five-day school week, teachers observed more misspent time, while the four-day school week required them to deliver impact on instruction (Yarbrough & Gilman, 2006). Furthermore, it has designated high level behavior and interaction for students in learning regardless of the new schedule.

The usage of the added free day depends on the scheme of the school. Most universities, however, use the “free day” to conduct extracurricular activities. These activities “provide students with the opportunity to take part in social, physical, and intellectual skills, to advance a feeling of membership in community, to grow social networks with adults and peers, and to experience, overcome, and fail at challenges, all of which contribute to the maturation leading to adulthood” (Eccles, Barber, Stone, and Hunt, 2003). The time spent by students with their peers reflects a primary origin of positive involvements, with students describe as their happy moments (Spear, 2000). Therefore, extracurricular activities can also help students in other health-related problems. According to another study, mental health problems were highly prevalent among college students (Hunt, 2010). To cope up with this, it is essential that universities give students an avenue to relieve stress and be involved in projects of their choice.

With the increased figures of extracurricular activities adolescents partake, the students’ improved their skills on leadership, academics, and social (Mahoney et al., 2006). The scholastic aspect of students contributes to their health associated conducts (Amys, 2016). In another study, researchers have concluded that the involvement of adolescents in after-school activities develops against feelings of isolation and depression (Barber, Eccles, and Stone, 2011).

In implementing the four-day school week, considerations reflected upon what types of activities should occupy the given time. The parents and mentors may convey the free time as a means to structured activities (Siennick & Osgood, 2012). Although it is apparent that extracurricular activities give immense help to students, conducting them on school days cuts off time for lectures. A researcher concluded that teachers encountered as to reteach the topic or just let the materials pass by (Gullatt, 2006). For this, the four-day school week also gives way in separation of academic and extracurricular activities as the latter be scheduled on the Fridays (Feaster, 2002).

Moreover, a study showed that adolescence is a period in the physical and mental health demands sufficient rest (Amschler & McKenzie, 2005). Unfortunately, most college students don’t get enough sleep and rest because of school works and other personal engagements. Student’s spare time is another area where the shortened days may be of great help as it provides students with time to breathe and rejuvenate. The length and quality of sleep affect a person’s wellness while less sleep time increases levels of distress while lessen comprehension and scholastic results (Fuligni & Hardway, 2006).

Numerous researches conducted aimed to analyze the impacts. The main focus on existing studies is the response and results of monitoring after its adaptation. However, despite the gradual transition of the school week in prestigious universities, no study has been made delving into the planning process and the technicalities to consider beforehand.

The Exploration Stage is a critical starting point. In this stage, assessment of the organization’s readiness for implementation is done, and should the organization be not ready, help is given. Furthermore, the readiness in this stage includes the determination of resources the organization currently has for the implementation. The Installation Stage constitutes the acquisition of lacking resources and preparation of staff for the new practices. The third stage is the Initial Implementation which is the most fragile stage of all the phases. In this phase, the organization might encounter challenges and difficulties that might move the organization to retreat to the old ways. The final stage is the Full Implementation if 50% of practitioners are using the innovation with good outcomes as assessed through evaluation.

This study displays the Exploration Stage only as it solely focuses on ascertaining the technical readiness of the Accountancy Department for a four-day school week and therefore precedes the acquisition of resources and actual implementation. This study further examines the current resources of the Department and allows the lacking resources, if any, to surface. The researchers set up the parameters for the technical resources the shortened school week entails, and these particularly refer to the staff, facilities, and time constraints that would accommodate the given student population.