CASTARDO , ZENAIDA D. Unpublished Masteral Thesis, University of Nueva Caceres, City of Naga.
Keywords: Effects of Curricular Activities and Student Development
This study attempted to determine the impact of the co-curricular activities on student development in three Seventh-day Adventist tertiary schools in Luzon for School Year 1999- 2000. Specifically, the Study sought answers to the following questions: 1) What are the co-curricular activities of the Seventh-day Adventist tertiary schools? 2) To what extent do these co-curricular activities contribute to the physical, intellectual, social, emotional, and spiritual development of the students? 3) What management, teacher and student-related factors are perceived to influence impact of co-curricular activities on student development? 4) Are there significant differences in the impact of co-curricular activities among aspects of student development and among institutions?
The descriptive – correlational method was used to present the various co-curricular activities categorized as religious, academic, and socio-cultural-related. Described and evaluated were the extent of contribution of co-curricular activities and the factors influencing the impact of co-curricular activities on the various aspects of student development correlation was used to determine whether there were significant differences in the extent of contribution of co-curricular activities among aspects of development and among institutions. Also determined was the correlation of management, teacher, and student related factors with aspects of students development.
Major findings of this study were: 1) socio-culture-related activities were the most participated in with an average of 72.52%; religious – related activities second, with an average of 69.11% and academic – related activities, the least with an average of 47.44%. 2) All the co-curricular activities contributed very much to the students' spiritual, social, emotional, intellectual, and physical development. 3) Management functions: Planning, leading, controlling and evaluating and organizing had satisfactorily influenced the impact of co-curricular activities; delegation of responsibilities and advisers preparedness for the responsibilities were the top most or rated very satisfactory; and leadership training and recognition of students talents were next in influence while heavy students loads were the weakest.
Major conclusions were: 1) Student participation in co-curricular activities was predominantly motivated by their desire to socialize and share with others; 2) The development of a strong foundation in the lives of the student was first; while intellectual development was the least; 3) Well-managed co-curricular activities resulted to highly significant student development, where a strong relationship existed between the various management factors and perceived impact; democratic procedures of teacher-advisers greatly influenced the impact of the students needs and levels of motivation brought about significant growth along the intellectual, social and emotional aspects; while as to development which proved insignificant were those for physical and spiritual development, than extrinsically; 4) The three tertiary schools differed in the management of co-curricular activities as well as in the implementation; and sound emotional and spiritual development were found closely linked; so with physical and intellectual aspects of development closely linked with each other, while physical and intellectual are also related.
Keywords: Effects of Curricular Activities and Student Development
This study attempted to determine the impact of the co-curricular activities on student development in three Seventh-day Adventist tertiary schools in Luzon for School Year 1999- 2000. Specifically, the Study sought answers to the following questions: 1) What are the co-curricular activities of the Seventh-day Adventist tertiary schools? 2) To what extent do these co-curricular activities contribute to the physical, intellectual, social, emotional, and spiritual development of the students? 3) What management, teacher and student-related factors are perceived to influence impact of co-curricular activities on student development? 4) Are there significant differences in the impact of co-curricular activities among aspects of student development and among institutions?
The descriptive – correlational method was used to present the various co-curricular activities categorized as religious, academic, and socio-cultural-related. Described and evaluated were the extent of contribution of co-curricular activities and the factors influencing the impact of co-curricular activities on the various aspects of student development correlation was used to determine whether there were significant differences in the extent of contribution of co-curricular activities among aspects of development and among institutions. Also determined was the correlation of management, teacher, and student related factors with aspects of students development.
Major findings of this study were: 1) socio-culture-related activities were the most participated in with an average of 72.52%; religious – related activities second, with an average of 69.11% and academic – related activities, the least with an average of 47.44%. 2) All the co-curricular activities contributed very much to the students' spiritual, social, emotional, intellectual, and physical development. 3) Management functions: Planning, leading, controlling and evaluating and organizing had satisfactorily influenced the impact of co-curricular activities; delegation of responsibilities and advisers preparedness for the responsibilities were the top most or rated very satisfactory; and leadership training and recognition of students talents were next in influence while heavy students loads were the weakest.
Major conclusions were: 1) Student participation in co-curricular activities was predominantly motivated by their desire to socialize and share with others; 2) The development of a strong foundation in the lives of the student was first; while intellectual development was the least; 3) Well-managed co-curricular activities resulted to highly significant student development, where a strong relationship existed between the various management factors and perceived impact; democratic procedures of teacher-advisers greatly influenced the impact of the students needs and levels of motivation brought about significant growth along the intellectual, social and emotional aspects; while as to development which proved insignificant were those for physical and spiritual development, than extrinsically; 4) The three tertiary schools differed in the management of co-curricular activities as well as in the implementation; and sound emotional and spiritual development were found closely linked; so with physical and intellectual aspects of development closely linked with each other, while physical and intellectual are also related.