Management Strategies for Co-Curricular Activities among Primary School Students in Teluk Intan
Premaselvi Veeraiah1*, Simin Ghavifekr1
1 Faculty of Education, University Malaya, Kuala Lumpur, Malaysia
*Corresponding Author: [email protected] Accepted: 15 February 2022 | Published: 1 March 2022
DOI:https://doi.org/10.55057/ijares.2022.4.1.6
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Abstract: The purpose of this study was to determine primary school student’s skills and achievement towards co-curricular management strategies. It also identifies primary school student’s level on their skills and achievement in participating co-curricular activities. Besides, it measures by various management strategies which carried out by team. In addition, the relationship between management strategies and student’s skills and achievement also identifies in this study. The study was conducted using quantitative method research approach.
To achieve the study result, a google form questionnaire that contained 3 sections was developed and used in the data collection process. 250 primary school teachers who teach in Teluk Intan district completed the questionnaire. The questionnaire pilot test in this study showed excellent internal consistency reliability and validity. The data collected were used by descriptive and inferential statistical analysis method. The analysis of the findings concluded that teachers show that student’s skills and achievement is low even various management strategies have carried out to in co-curricular activities. In the other hand, results rejected the hypothesis null, which means there is significant relationship between management strategies and student’s skills and achievements in co-curricular activities.
Keywords: Co-Curricular, management, strategies, primary school
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1. Introduction
Co-curricular activities are correlative to the way toward instructing and learning in the classroom and it is a piece of the educational modules in the training arrangement of Malaysia that will help fortify the limit and execution of its understudies. For example, in Innova Junior College, Singapore co-curricular activities are mainly for students to engage them in a variety of events that is similar to their interest and passion. They also encourage students to learn new interesting activities which similar to the new era (Gopinathan, 2007). Therefore, it vigorously increases student’s participation in the co-curricular activities in their college. For example, frisbee game which is different sport activities from another college. Thus, the management of co-curricular activities itself very much depends on the leadership of the principal and the senior assistants. Therefore, the management of co-curricular activities was efficient and effective with enough facilities and well-trained teachers for the achievement of student performance.The Malaysian education curriculum and co-curriculum has undergone many changes in the past three decades.
Co-curricular activities in the Malaysian education system include both indoor and outdoor.
According to Tam Yeow Kwai (2010), the Ministry of Malaysian Education had made co- curricular activities a compulsory for every student since 1984. According to the Malaysian blueprint (2013-2025), there are five dimensions related to the quality of school which are leadership and direction, organizational management administration of student’s welfare, curricular and co-curricular and sports activities. For the last dimension, the schools consider both academic and non-academic outcomes including co-curricular participation and the attitudes, behaviors and moral values demonstrated by students at schools. With that, we can proudly say that vision 2020 will be a reality as today’s children are the future leaders.
2. Problem Statement
An investigation was done by Mohd Jaflus Bahari (2008) on 160 respondents of various races, in particular Malay, Chinese and Indian understudies from auxiliary schools in Seremban found that basic variables were the main considerations that restricted understudy support in extracurricular activities. An auxiliary factor that affected understudies' inclusion was the absence of data about the offices and activities carried out in the school. The outcomes demonstrated that most understudies did not know the extracurricular activities carried out in the school. This may be due to the school not having a notice board to announce the extra- curricular activities, and even some schools might have a notice board in a non-strategic location.
An absence of time to peruse the data posted might also be the reason why understudies did not get the best possible data. It is recommended that a board with more data about extracurricular activities ought to be put in an appropriate area so understudies have clear data about the management and activities that have been conducted in the school. Notification can be disseminated to the understudies and glued in classrooms for the data of all understudies.
One of the problems identified to be the main contributor in the mismanagement of co- curricular activities in the Teluk Intan region are the structural mismanagement whereby teachers have no proper guidance to structure these activities in a way that it is more effective.
Besides, research done by Abu Bakar (2007), shows that the involvement of students is quite less when there are no proper facilities for co-curricular activities. The uniform outlook will help the reader to follow the article easily. This can be obtained effectively if author uses this template file to construct his or her paper.
3. Theoretical Foundation
3.1 Management Strategies and Policies for School
According to Hussein Ahmad (2015), management strategies involve the formulation and implementation of major goals and initiatives taken by top management on behalf of owners.
Besides that, management strategies are based on consideration of resources and assessment of the internal and external environments in which the organization competes. Education policy in Malaysia was initiated structurally through a set-up of the special committee that proposed several recommendations. Minister and Public Administrators in the Ministry of Education were held responsible for overview such recommendations (Nordin, 2014). Several inputs were given by a group of experts (interest group) especially from the National Union of the Teacher Profession (NUTP) to strengthen the policy content (Balqis, 2013).
Finally, the proposed policy that portrayed a set of guidelines was put forth for the Cabinet approval and the Cabinet composed of Ministers that represent the affiliation political parties
in the National Front Party (Amaninah, 2013). Therefore, once the decision is derived, it would be considered as representative of the nation at large. To enforce it, a set of regulations was introduced the Education Policy was then strengthened by the enforcement of Education Act.
According to Ashaari (2015), school-based management (SBM) offers a way to promote improvement by decentralizing control from central district offices to individual school sites.
It attempts to give school constituents administrators, teachers, parents, and other community members more control over what happens in schools. In the education arena, school-based management has been viewed largely as a political reform that transfers power (authority) over budget, personnel, and curriculum to individual schools. Little attention has been given to empowering school sites with control over information, professional development (knowledge) or compensation systems (rewards). Furthermore, when SBM programs are analysed, the general conclusion is that the extent of decision-making responsibility transferred to site teachers and administrators is limited.
3.2 Management Strategies for Co-curricular Activities
The school conducts co-curricular activities based on school environment. Some school in Kuala Lumpur area has swimming pools and they are focus on the swimming activities. Besides that, rural area school chooses the activities for student based on the facilities they have. The management team practice and focus student to excel in particular activities (Ahmad Esa, 2005). According to Adnan Kamis (2002), in Malaysian, the co-curricular activities depend on academic. The curriculum and co-curricular always play a role and achieve in corresponding.
Therefore, the co-curricular strategies concern the amount of time spent on out-of-class activities and the effect it has on academics. Previous research studies found that spending too much time on co-curricular activities means students do not spend the required time needed to study and complete homework (Hamedah & Normah, 2015). However, recent research study found a positive relationship between academic and co-curricular involvement. Therefore, when involvement in co-curricular activities increase, there is a corresponding increase in academic involvement.
In Malaysia, most of the school have co-curricular teacher who masters in special skills.
Therefore, it’s easy for the management team to organize well the co-curricular activities for students (Ruhaiza Rusmin, 2007). Moreover, the teacher in charge has all the needs of the extracurricular activities, such as courses to train skills in managing, planning extra-curricular activities and upgrading a teacher’s knowledge on the activities of a society or club and skills in sports and games are not offered. These strategies attract parent’s attention and they offered their children to study in the school (Tam Yeow Kwai, 2010). Participation in co-curricular activities in the school environment start from elementary to middle level 6. Pupils are encouraged to actively participate in co-curricular activities for their benefit. Hence, KPM takes steps to set a minimum time of student engagement in the activity. Referring to Professional Laws No.2 / 2007, for 3rd and 4th-year students, they need to engage in co- curricular activities at school for at least 60 minutes a week while pupil year 5 and 6 must be involved for 120 minutes a week. For the secondary school level, their allocated time is longer than 120 minutes to 180 minutes a week (Hussein Mahmood, 2015).
Figure 1. Conceptual Framework (Source: Kotter, 2015: Kolb, 2014
4. Methodology
Quantitative research method was chosen for this study. Research methods in education (and the other social sciences) are often divided into two main types: quantitative and qualitative methods. For this research researcher choose qualitative method to analysis the data. The following definition, taken from Aliaga and Gunderson (2000), describes what we mean by quantitative research methods very well: Quantitative research is ‘Explaining phenomena by collecting numerical data that are analyses using mathematically based methods (in particular statistics).
Besides that, quantitative research is essentially about collecting numerical data to explain a particular phenomenon, particular questions seem immediately suited to being answered using quantitative methods. Therefore, the methodology of this study will be carried out based on quantitative research design. Surveys were carried out to conduct the research. Survey is a very traditional way of conducting research. They are particularly useful for nonexperimental descriptive designs that seek to describe reality. So, for instance, a survey approach may be used to establish the prevalence or incidence of a particular condition. Likewise, the survey approach is frequently used to collect information on attitudes and behaviour. To address the research questions, a survey created by Krishna Y. Smith (2011) was adapted and modified for the study. Data will be collected through survey using a set of questionnaires which will be designed based on the main study’s variables regarding the management strategies in co- curricular activities to enhance student participation and skills. According to Bradburn 2014, questionnaires are a useful option to consider when conducting a postal survey. They can be cheaper than personal interviewing and quicker if the sample is large and widely dispersed.
The questionnaire prepared by the researchers will be distributed randomly among 250 primary school teachers who involve in co-curricular management team. Research place is at Teluk Intan, Perak. Then, the descriptive statistic data and correlation analysis will be used for the data analysis by using SPSS software. Further, the reliability value of the questionnaire will be
tested using Cronbach Alpha. This is to show to what extent and how suitable are the items as a set of questionnaires. Since this is an inferential study, the results will make generalization of the population. On management strategies, this study analyses the technique and method used for enhance student skills in co-curricular activities. The management strategies are important in co-curricular activities for increase student participation and enhance their specific skills which help in future studies. Finally, on student’s achievement and skills, this study looks into two main aspects of student’s kills and achievement. Others one is student behaviours and characteristics development The target population for the study is primary school at Teluk Intan in the state Perak.
This study will conduct to individual teachers based on their knowledge about co-curricular management strategies. The respondent will answer the questionnaire in the google form. There are 73 primary schools in Teluk Intan area. There are around 20 schools in rural area and 43 schools in town side school. So, it takes more than 1 month to conduct this questionnaire to the teachers. Each school two or three teacher will conduct questionnaire to share their opinion and information for this research. Therefore, the purpose of this study was to examine what are the management strategies which conduct by the team to enhance student skills in co-curricular activities. So, the sample is big which all together 250 teachers. The population of this study consists of co-curricular teachers in Perak. Survey questionnaires were mailed or personally delivered to the respondents. A total of 250 questionnaires were distributed.
The instrument used for this research was a questionnaire type of instrument. Since it is a quantitative research, questionnaire type of instrument was chosen. The questionnaires were distributed among 250 teachers around Teluk Intan are at Perak. The questionnaires are adapted from the previous research conducted by Krishan Y. Smith (2011) which suits the current study and purpose. The questionnaire done in the google forma and the link were passed to teachers to clink and answer the questionnaire. This method helps researcher to save papers and we able to connect with all teachers in Teluk Intan area. The questionnaire is divided into three parts.
First section is biography and external factors of the teachers based on research. Such as gender, age, working experience and study qualification. Second section is closed ended questions.
Section three based on teachers experience in co-curricular activities, in management skills, strategies, and also about the problem they facing. This questionnaire consists of three main sections; Section A: Demographic Information, Section B: Management Strategies, Section C:
Students Skills. It mostly based on management strategies and student performance, their talents and also their problem in participating co-curricular activities. This section involves 5 points Likert scale.
5. Result
5.1 Profile of Respondent
This section presented the findings of the respondent's details which known as demographic characteristics. The demographic profile of the respondents is crucial in the study because the respondent’s intention may affect the result of the questionnaire. In this study, all the respondents are from local primary school teachers from Teluk Intan in Perak. The total number of respondents is 250. The survey data collected, analysed basic information such as gender, age, working experience as senior assistance of co-curricular management, academic qualification, and major academic field. Table 1 below shows the demographic characteristics of the respondents.
Table 1: Demographic Characteristics of the Respondents (N=250)
Profile Classification Frequency N Percentage
(%)
Gender nj79/ Female 163 65.2
Male 87 34.8
Age 20-30 old 60 24.0
31-40 told 116 46.4
41-50 old 67 26.8
51-60 old 7 2.8
Working Experience as Senior assistant of Co-curricular Management
1-10 years 79 31.6
11-20 years 129 51.6
21-30 years 42 16.8
Academic Qualification
Diploma 159 63.6
Bachelor 5 2.0
Master 85 34.0
PHD 1 0.4
Major Academic Field Physical and health education
64 25.6
Management 52 20.8
Others 134 53.6
5.2 The level of student’s skills and achievement through participation in co- curricular activities
Table 2: Mean Score, Standard Deviation and Level of Dimension on Students skills and achievement
Dimension N Mean Standard
Deviation
Level
Skills 250 2.096 0.73 Low
Behaviours and Characteristics
250 2.024 0.74 Low
Achievements 250 1.994 0.68 Low
Participation 250 2.126 0.74 Low
Benefits 250 2.006 0.72 Low
Student skills and achievement
250 2.050 0.61 Low
From Table 2, the researcher knows that overall mean findings for students’ skills and achievements in participating co-curricular activities were in between 1.994 to 2.126. While the overall mean was M=2.050, SD=0.61. The researcher knows that the mean for the dimension 4 that is students participating in co-curricular activities achieved the highest mean among the other dimension that was M=2.126, SD=0.74. Besides that, the second dimension that is student achievements in co-curricular activities achieved the lowest mean among the other dimension that was M=1.994, SD=0.68. Therefore, the researcher can conclude that primary school students in Teluk Intan highly involving in co-curricular activities and shows their highest ranking of participation.
Overall, all the dimensions showing low mean in student’s skills and achievement participating in co-curricular activities. The researcher has divided the level of student’s skills and achievement into 5 categories, which are skills, behaviours and characteristics, achievements, participation, and benefits. The findings of this study on a primary school student’s skills and achievement through participation in co-curricular activities were complete. It was found that primary school teachers in the sample population generally think that the level of student’s skills and achievement is low. In regards to this, 25 items related to student’s skills and
participation was tested and the mean score of each item were low. It shows that teachers’
perception about student’s level is very low in developing their skills and achievement in co- curricular activities. This may due to the management strategies which not fully carry out by the teachers during the co-curricular activities in school.
5.3 The level of student’s skills and achievement through participation in co- curricular activities
Table 3: Mean Score, Standard Deviation and Level of Dimension on steps taken by co- curricular management
Dimension N Mean Standard Deviation Level
Facilities 250 2.17 0.56 Low
Finance 250 2.18 0.59 Low
Knowledge and Creative 250 2.06 0.61 Low
Benefits for Teachers 250 2.06 0.63 Low
Benefits to School 250 2.01 0.69 Low
Steps taken by co-curricular management
250 2.09 0.50 Low
From Table 3, the researcher knows that overall mean finding for steps taken by the co- curricular management team for enhancing student participation were in between 2.01 to 2.18.
While the overall mean was M=2.09, SD=0.50. The researcher knows that the mean for the second dimension that is financial support for co-curricular activities achieved the highest mean among the other dimension that was M=2.18, SD=0.59. Besides that, the last dimension that is assisting to school through co-curricular activities achieved the lowest mean among the other dimension that was M=2.01, SD=0.69. Therefore, the researcher can conclude that primary school students in Teluk Intan needed financial support from the government and NGO to enhance student’s participation in co-curricular activities. Overall, all the dimension in steps taken by management team for improving student’s skills and achievement showing low mean.
In order to identify the relationship between student’s level skills and achievement in participating and management strategies, researchers used the inferential analysis to see the correlation between the student’s skills and achievement and management strategies.
Therefore, the elaboration of the inferential analysis presented in Table 4.
Table 4: Relationship between a Student’s Level Skills and Achievement in Participating and Management Strategies
Student’s Level Skill and Achievement
Management Strategies Student’s Level Skill and
Achievement
Pearson Correlation Sig. (2-tailed)
1 0.789**
0.000
N 250
Management Strategies
Pearson Correlation Sig. (2-tailed)
0.789**
0.000
1
N 250
**. Significant at the level of p < 0.01
Researcher computed Pearson’s correlation to assess the relationship between student’s level skills and achievement and management strategies in primary school at Teluk Intan, Perak. There is a correlation between the two variables of a student’s level and achievement, administrative support, and management strategies by primary school teachers in Teluk Intan, Perak, r =0.789, n =250, p = < 0.01.
5.4 Research Hypothesis
The respondents in the study were saying that student’s having different levels of skills and achievement in participating co-curricular activities. According to the Alan and Kunalan (2003), creative co-curricular management strategies have high level of ability in improving student’s development. However according to the study conducted by Chang Alan (2002), there is no difference between management strategies with student’s skills and achievement through participating in co-curricular activities. Therefore, researcher predicted the hypothesis for this study as stated below:
H : There is a significant relationship between co-curricular management team strategies with student’s skills and achievement in co-curricular activities.
The test of this hypothesis has been done earlier while answering research question due to the similarity of each other. The result of this hypothesis is shown in Table 4.1.2 (p.99) as well.
Generally, there is a significant relationship between each of the category (management strategies and student’s skills and achievement) all the management strategies which conducted have a correlation with student’s skills and achievement in participating co-curricular activities.
H : There is no significant relationship between co-curricular management team strategieswith student’s skills and achievement in co-curricular activities.
There are many items in the category of contribution of management strategies and student’s skills and achievement, therefore, researcher has computed it as one of the variables in the test.
The relationship between co-curricular management team strategies and student’s skills and achievement is hypothesized.
6. Conclusion
The researcher has divided the level of student’s skills and achievement into 5 categories, which are skills, behaviours and characteristics, achievements, participation, and benefits. The findings of this study on a primary school student’s skills and achievement through participation in co-curricular activities were complete. It was found that primary school teachers in the sample population generally think that the level of student’s skills and achievement is low. In regards to this, 25 items related to student’s skills and participation was tested and the mean score of each item were low. It shows that teachers’ perception about student’s level is very low in developing their skills and achievement in co-curricular activities.
This may due to the management strategies which not fully carry out by the teachers during the co-curricular activities in school.
Moreover, the dimension of student’s achievement in co-curricular activities has the lowest mean. This might be due to the management strategies, which are not effective for students to succeed in the co-curricular activities. Overall, the research summarizes that primary school student’s skills and achievement in co-curricular activities in Teluk Intan are at a low level.
These situations maybe affected by the effectiveness of management strategies. Hence, it is
0
appropriate to look into the steps taken by the co-curricular management team. In this research, the relevant steps taken by co-curricular management team were classified into five categories, which were facilities, finance, knowledge and creativity, benefits for teachers and benefits to the school. According to the data analysis, steps taken in terms of facilities are low in enhancing student’s participation. The mean is low (2.17) indicating that students are not satisfied with the facilities and showing poor participation in co-curricular activities. The next step taken is in finance issues. Whereas, in terms of financial aspect, the mean is low (2.18) which indicates that students show their poor participation in co-curricular activities due to financial issue. The next step taken is in the aspect of knowledge and creativity. The mean is also low (2.06). The primary school students feel that co-curricular activities do not enhance their knowledge and less interesting.
The next step is providing training for teachers to enhance student’s participation in co- curricular activities. Building up teacher’s knowledge by having workshop is also a kind of management strategies which helps in the enhancement of co-curricular activities. Overall, the entire dimension on steps taken by co-curricular management team showed low mean.The finding of this study towards the relationship between management strategies on student’s skills and achievement in co-curricular activities were complete. From the analysis, the research found that management strategies, contributions of the student’s skills and achievement were high. Hence, the result shows that there is a relationship between management strategies and student’s skills and achievement by participating in co-curricular activities. Meanwhile, the P value are p<.01 (that is p=.000). The null hypothesis was discarded.
The result of the data analysis shows that the majority of the primary school teachers in Teluk Intan, Perak find that students’ skills have not improved much through participation in co- curricular activities in school. This is clearly showed by the low mean for the dimension skills.
There are some previous studies found that intellectual games such as Scrabble, chess and monopoly fall into the class of co-curriculum activities for intellectual development. In Kenya, the only activities known for intellectual development include debates, science congress, and mathematics contests (Siedentop, 2001). From the result of the data analysis, the research shows that primary school teachers in Teluk Intan, do not have enough financial support to provide students with all the equipment. This study also shows that students’ behaviours and characteristics have not improved through participation in co-curricular activities. This is as shown in Table 4.7 has low mean score. On the other hand, primary school teachers in Teluk Intan, Perak think that students’ achievements are poor and they are not achieving a good result in the co-curricular activities.
In the other, there is research from Abdul Alim (2015), with the opposite result which proves that management strategies have co-operated by parents to support students in increasing their level of skills and achievement in co-curricular activities. In short, the research concluded that the level of student’s skills and achievement in co-curricular activities were at a low level.
Therefore, it is important for us to increase the level of primary school student’s skills and their achievement to enhance quality of co-academic.
Based on the result of the data analysis, most of the respondents agreed that the management team has given importance to facilities and finance to enhance student’s participation in co- curricular activities. However, all the factors of steps taken by the co-curricular management team achieved a low mean. The previous study by Mohaned Nor (2015) provides the same
evidence. The study mentions that the main factor for co-curricular activities is proper equipment but the student’s not achieving a good result in the activities.
This study also said that proper equipment is not only the issues and the best thing is student’s cooperation with the co-curricular management team. Besides using the equipment, other steps taken is through financial help. The mean is low for the step taken by the management team.
Research place is a rural area in which students may have difficulties in attending co-curricular activities. Hence, the management team has to prepare transport facilities for the students to attend the activities. This is supported by previous studies by Ali et al (2013) and McGrath (2012) is in line with this study because the researchers also found that students from a rural area are not interested and deprived in participating in school activities due to the transport issues. Therefore, the research concludes that administrative financial support is the most significant factor, followed by administrative informational support, administrative appraisal support and administrative instrumental support.
Pearson’s correlation test for co-curricular management team strategies in Teluk Intan, the primary school revealed that there is a significant relationship between student’s skills and achievement in co-curricular activities. The results also coincide with the previous studies conducted by Al-Ruz and Khasawneh (2011) and Buabeng Andoh (2012). According to them, school management must carry out steps to enhance student’s outcome and performance in co- curricular activities. The stronger the co-curricular management team strategies, the higher the student’s skills and achievement in co-curricular activities. Therefore, to ensure a high level of primary school student’s skills, creative co-curricular management team strategies are required. Based on this study, there is a significant relationship between management strategies and student’s skills and achievement; hence, the management team should provide more adequate strategies with parents’ support to develop the student’s skills and achievement.
Furthermore, management team have to analyse all the strategies and should be carried out effectively by the teachers in co-curricular activities to improve student’s skills and achievements.
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