borang pengesahan status tesis · 2014-04-14 · kedua-dua kemahiran ini berkongsi min yang sama...
TRANSCRIPT
PSZ 19 : 16 : (Pind. 1/97)
UNIVERSITI TEKNOLOGI MALAYSIA CATATAN: * Potong yang tidak berkenaan
** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai SULIT atau TERHAD.
Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan atau disertasi bagi pengajian secara kerja kursus dan penyelidikan atau Laporan Projek Sarjana Muda (PSM)
BORANG PENGESAHAN STATUS TESIS�� JUDUL: STUDENT INVOLVEMENT IN CO-CURRICULAR ACTIVITIES AND ITS IMPACT ON
EMPLOYABILITY OF UNDERGRADUATE STUDENTS AT UTM JOHOR BAHRU
SESI PENGAJIAN: 2012/2013 Saya NURUL FAZWEEN NAJWA BINTI MUHAMAD ( HURUF BESAR ) mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut: 1. Tesis adalah hakmilik Universiti Teknologi Malaysia. 2. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk tujuan pengajian
sahaja. 3. Perpustakaan dibenarkan membuat salinan tesis ini sebagai bahan pertukaran antara institusi
pengajian tinggi. 4. **Sila tandakan (�� )
SULIT Mengandungi maklumat yang berdarjah keselamatan atau kepentingan Malyasia seperti yang termaktub di dalam
(AKTA RAHSIA RASMI 1972) TERHAD Mengandungi maklumat TERHAD yang telah ditentukan oleh
organisasi/badan di mana penyelidikan dijalankan √ TIDAK TERHAD
Disahkan oleh: __________________________ __________________________ (TANDATANGAN PENULIS) (TANDATANGAN PENYELIA)
Alamat tetap: LOT 1455, KG. TAPANG, PROF. MADYA DR. HAMDAN BIN SAID
JLN. HOSPITAL, Nama Penyelia
15200 KOTA BHARU, KELANTAN.
Tarikh : 21 JUN 2013 Tarikh : 21 JUN 2013
“ I hereby declare that I have read this report and in my opinion this report is sufficient in
terms of scope and quality for the award of the degree of Master Education (Management
and Administration)”
Signature : …………………………..
Name of Supervisor : ASSOC. PROF. DR. HAMDAN BIN SAID
Date : 28 MAY 2013
STUDENT INVOLVEMENT IN CO-CURRICULAR ACTIVITIES AND ITS IMPACT
ON EMPLOYABILITY OF UNDERGRADUATE STUDENTS OF UTM JOHOR
BAHRU
NURUL FAZWEEN NAJWA BINTI MUHAMAD
A project report submitted in partial fulfillment of the requirements
for the award of the degree of Master of Education
(Management and Administration)
Faculty of Education
Universiti Teknologi Malaysia
2013
ii
“ I declare that this report entitled “Student Involvement in Co-Curricular Activities and
Its Impact on Employability of Undergraduate Students of UTM Johor Bahru” is the
result of my own research except as cited in the references. The report has not been
accepted for any degree and is not currently submitted in candidature of any other
degree”
Signature :………………………………….
Name : NURUL FAZWEEN NAJWA BINTI MUHAMAD
Date : 28 MAY 2013
iii
Special dedication for,
My beloved husband
Mohamad Safuan bin Mohd Nazam,
For all the love, patience and encouragements,
you are my strength till the end.
**
To my respectful supervisor,
Assoc. Prof. Dr. Hamdan bin Said,
An infinite thanks for your full cooperation, patience and guidances
along the journey of making this research.
**
A million thanks to my beloved mother,
Aminah binti Awang,
The one that will never stop encourage me,
to strive and struggle till the last.
iv
ACKNOWLEDGEMENT
Alhamdulillah, Alhamdulillah, Alhamdulillah. Praise be to Allah SWT for giving me
blessing, strength and perseverance along the journey of making this research come true.
A million thanks to my respectful supervisor, Assoc. Prof. Dr. Hamdan bin Said, for his
full encouragement, support, patience and guidance throughout of making this research.
Thanks for the time, courage and knowledge given, I barely do not know how to repay
your kindness. Truly, I had an enormous knowledge and experiences throughout of
making this dream come true.
Sincere gratitude and thankful to my friends, who have been encouraged me since
my first semester till now. Thanks for all of your kindness, help and being a good listener
whenever the time is hard for me to overcome. Your assistance is so much helpful.
Last but not least, I wish a full love appreciation to my beloved husband,
Mohamad Safuan bin Mohd Nazam for being with me in every hard and tense moments.
A lovely encouragement and supports, guidance and patience, continous time spent and
hardwork, thanks my love. A lot of thanks and love to my lovely mother, for your
continous supports and kindness. Thank you so much.
v
ABSTRACT
The purpose of this study is to identify the types of activities, time spent and reasons for the involvement in the co-curricular activities among the students in UTM Skudai, Johor Bahru. In addition, this study also conducted to identify the competency level in performing soft skills among the undergraduate students. Using the quatitative approach through a survey method, this study identified the types of activities which the student’s involved the most, hours they spent for the co-curricular activities, and also the reasons of their involvement in the co-curricular activities. Meanwhile, identifying the level of competency in performing soft skills among students is by using the guidelines of seven soft skills from the Ministry of Higher Education Malaysia. The soft skills used as a reference consists of communication skills, critical thinking and problem solving skills, teamwork skills, lifelong learning and information management skills, professional ethics and morale, entrepreneurship skills and leadership skills. A total of 351 respondents from the population of final year undergraduate students involved in this survey. The data then analysed by using Statistical Package for Social Science (SPSS) version 16.0. The findings showed that most of the respondents are actively involved in the clubs and societies activities which is about 54.1% from the above total respondents. They spent their time for the co-curricular activities for about 3 to 4 hours per week, and this number is relatively low. Meanwhile, the highest competency of peforming soft skills is in the lifelong learning and information management skills and professional ethics and morale, both scored mean of 3.92. In addition, the findings also showed that there is no significance relation (r = -0.049, p > 0.362) between the time spent involved in co-curricular activities and the level of competency in performing soft skills. In conclusion, the level competency in performing soft skills among UTM students is still moderate and need to be enhanced for better future in employment. Furthermore, no significance relationship occurred from the correlation analysis between the time spent and level of competency may be due to the soft skills development from other approaches such as soft skills implementation by stand-alone subject, embedded into the existing courses and support programs held in the university. Thus, the management of the university needs to develop better co-curricular activities which focusing more to the development of student’s soft skills and not only depending to the other approaches. There are five recommendations were suggested to improve this study in the further researches.
vi
ABSTRAK
Kajian ini bertujuan untuk mengenalpasti jenis aktiviti, masa yan diperuntukkan dan tujuan penglibatan pelajar UTM Skudai dalam aktiviti ko-kurikulum. Kajian ini juga bertujuan untuk mengenalpasti tahap kompetensi pelajar dalam melaksanakan kemahiran insaniah (KI). Dengan menggunakan kaedah kuantitatif melalui kaedah tinjauan, kajian dijalankan merangkumi jenis aktiviti, masa yang diperuntukkan dan tujuan penglibatan pelajar dalam aktiviti ko-kurikulum yang disediakan oleh pihak universiti. Selain daripada itu, tahap kompetensi pelajar dalam melaksanakan KI adalah merangkumi tujuh KI berdasarkan kepada model pelaksanaan KI oleh Kementerian Pengajian Tinggi Malaysia. Tujuh KI yang digunapakai sebagai rujukan dalam kajian ini adalah kemahiran berkomunikasi, kemahiran pemikiran kritis dan menyelesaikan masalah, kemahiran kerja berkumpulan, kemahiran pembelajaran sepanjang hayat and pengurusan maklumat, kemahiran etika professional dan moral, kemahiran keusahawanan, dan kemahiran kepimpinan. Seramai 351 responden daripada populasi pelajar prasiswazah tahun akhir telibat di dalam kajian ini. Data yang diperoleh daripada tinjauan soal selidik dianalisis menggunakan Statistical Package for Social Science (SPSS) versi 16.0. Dapatan kajian menunjukkan bahawa seramai 54.1% responden gemar menyertai aktiviti kelab dan persatuan daripada aktiviti-aktiviti lain. Kajian in juga mendapati responden memperuntukkan 3 hingga 4 jam seminggu untuk aktiviti ko-kurikulum, di mana angka ini sebenarnya masih rendah. Selain itu, kemahiran insaniah yang paling dipraktikkan oleh pelajar adalah kemahiran pembelajaran sepanjang hayat dan pengurusan maklumat serta kemahiran etika professional dan moral, di mana kedua-dua kemahiran ini berkongsi min yang sama iaitu 3.92. Tambahan lagi, dapatan kajian mendapati tiada hubungan yang signifikan wujud (r = -0.049, p > 0.362) di antara masa yang diperuntukkan untuk penglibatan dalam aktiviti ko-kurikulum dengan tahap kompetensi pelajar dalam kemahiran insaniah. Konklusinya, tahap kompetensi pelajar prasiswazah adalah masih sederhana dan perlu dipertingkatkan. Selain itu, analisis korelasi terhadap masa yang diperuntukkan dengan tahap kompetensi menunjukkan tiada hubungan yang signifikan berkemungkinan menunjukkan bahawa tahap kompetensi pelajar yang memuaskan mungkin disebabkan oleh pelaksanaan dan pemantapan KI yang dilakukan melalui pembelajaran formal iaitu melalui stand-alone subject dan model penerapan KI dalam subjek sedia ada. Justeru, pihak pengurusan universiti hendaklah merangka pelan pelaksanaan KI dalam aktiviti ko-kurikulum yang lebih mantap dan mapan supaya lebih memfokuskan pembangunan KI dalam kalangan pelajar. Dalam kajian ini juga dinyatakan lima cadangan yang boleh dilakukan untuk mempertingkatkan dan menambaik kajian ini.
xiii
TABLE OF CONTENTS
CHAPTER CONTENT
PAGE
TITLE OF PAGE
DECLARATION
DEDICATION
ACKNOWLEDGEMENT
ABSTRACT
ABSTRAK
TABLE OF CONTENTS
LIST OF TABLE
LIST OF FIGURE
i
ii
iii
iv
v
vi
vii
xvii
xiii
1 PREAMBLE
1.1 Introduction
1.2 Background of Information
1.2.1 The Freqency of Involvement
1.2.2 Reasons for Involvement in Co-Curricular
Activites
1.2.3 Soft Skills Awareness among Students
1.3 Problem Statement
1.4 Objectives of the Study
1.5 Hypothesis of the Study
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Limitations of the Study
1
4
4
5
6
7
9
9
10
11
11
xiv
1.9 Theoritical Framework
1.9.1 Astin’s Involvement Theory
1.9.2 Model of Soft Skills Implementation by Ministry
of Higher Learning Education
1.10 Conceptual Framework
1.11 Closing
12
12
14
15
16
2 LITERATURE REVIEW
2.1 Introduction
2.2 The Concept of Student Involvement
2.3 The Concept of Co-Curricular Activities
2.4 The Importance of Co-Curricular Activities
2.5 Soft Skills: Element of Developing Human Capital
2.6 Model of Implementation of the Soft Skills
2.7 Elements of Soft Skills
2.7.1 Communication Skills
2.7.2 Critical Thinking and Problem Solving Skills
2.7.3 Teamwork Skills
2.7.4 Lifelong Learning and Information Management
Skills
2.7.5 Entrepreneurship Skills
2.7.6 Professional Ethics and Moral Skills
2.7.7 Leadership Skills
2.8 Soft Skills Implementation through Teaching and Learning
Process (Curriculum)
2.8.1 Stand-Alone Subject Model
2.8.2 Embedded Model
2.9 Employability Skills: In the Need of Highly Competent
Students
17
18
18
19
20
22
24
24
25
26
27
28
28
29
29
30
30
31
xv
2.10 Closing
33
3 RESEARCH METHODOLOGY
3.1 Introduction
3.2 Design of the Study
3.3 Place of the Study
3.4 Population and Sample
3.4.1 Population
3.4.2 Sample of the Study
3.4.3 Sampling Method
3.5 Instrumentation
3.5.1 Questionnaire
3.6 Reliability and Validity
3.7 Pilot Test
3.8 Questionnaire’s Reliability
3.9 Data Analysis
3.10 Data Collection Procedure
3.11 Closing
34
34
35
36
36
37
38
38
38
42
43
45
46
47
49
4 DATA ANALYSIS
4.1 Introduction
4.2 Analysis of Part A: Demographic Background of the
Respondents
4.2.1 Faculties
4.2.2 Age of Respondents
4.2.3 The Distribution of the Gender of Respondents
4.2.4 Respondents’ Ethnicity
4.2.5 CGPA of the Respondents
4.3 Part B: Descriptive Analysis
4.3.1 Types of Activites Involved by Respondents
4.3.2 Time Spent for Co-curricular Activities by
50
51
51
54
54
55
56
56
57
58
xvi
Respondents
4.3.3 Reasons for the Involvement in Co-curricular
Activities
4.4 Part C: Descriptive Analysis of the Soft Skills Outcomes
4.4.1 Competency in Performing Soft Skills
4.4.1.1 Communication Skills
4.4.1.2 Critical Thinking and Problem Solving
Skills
4.4.1.3 Teamwork Skills
4.4.1.4 Lifelong Learning and Information
Management Skills
4.4.1.5 Entrepreneurship Skills
4.4.1.6 Professional Ethics and Moral Skills
4.4.1.7 Leadership Skills
4.4.2 Importance of the Soft Skills Among Students
4.4.2.1 Soft Skills in Sports and Games
4.4.2.2 Soft Skills in Clubs and Societies
4.4.2.3 Soft Skills in Uniform Bodies
4.5 Correlation Analysis
4.5.1 Time Spent in the Co-curricular Activities and
Student’s Level of Competency in Soft Skills
4.5.2 Student’s Level Of Competency in Soft Skills and
Student’s Perception Toward the Importance of the
Soft Skills for Employability
4.6 Closing
59
60
61
61
62
63
64
65
67
68
69
69
70
72
73
74
75
76
5 DISCUSSIONS, SUMMARY AND RECOMMENDATIONS
5.1 Introduction
5.2 Discussion on the Respondent’s Demographic
Background
5.3 Discussion Based on the Objectives of the Study
77
77
78
79
xvii
5.3.1 Time Spent for Co-curricular Activities among
Students
5.3.2 Reasons for the Involvement in the Co-curricular
Activities
5.3.3 Competency in Performing the Skills
5.3.4 The Importance of Soft Skills in Sport/Games,
Clubs/Societies and Uniform Bodies activities
5.4 Discussion based on the Hypothesis of the Study
5.4.1 Time Spent for the Involvement of Co-curricular
Activities with the Student’s Level of
Competency in Performing the Soft skills
5.4.2 Student’s Level of Competency in Performing
the Soft Skills with Perception of the Importance
of Soft Skills.
5.5 Research Summary
5.6 Research Implications
5.7 Recommendations
5.8 Further Research
5.9 Closing
79
79
81
84
86
86
87
89
90
90
92
94
6 REFERENCES 95
7 APPENDICES 106
xviii
LIST OF TABLES
TABLE NO. TITLE PAGE
2.2 Communication skills 24
2.3 Critical thinking and Problem Solving Skills 25
2.4 Teamwork Skills 26
2.5 Lifelong Learning and Information Management Skills 27
2.6 Entrepreneurship Skills 27
2.7 Professional Ethics and Moral 28
2.8 Leadership Skills 28
3.1 The 5 Likert scale used for the items under the student’s
level of competency in soft skills
39
3.2 The 5 Likert scale used for the items under the student’s
perception toward the importance of soft skills in
sport/games, clubs/societies, and uniform bodies.
40
3.3 Fraction of items in the questionnaire 40
3.4 Cronbach Alpha Reliability Index Reference 44
3.5 Cronbach Alpha Reliability Index 45
3.6 Statistical summary used for the items based on the 46
xix
objectives of the study.
3.7 Statistical summary for the items tested based on the
hypothesis of the study
47
4.1 Distribution of the respondents based on their faculties 52
4.2 Distribution of the respondents based on their age 54
4.3 Distribution of Respondents based on the Gender 55
4.4 Distribution of respondent’s ethnicity 57
4.5 Distribution of respondents based on the CGPA 58
4.6 Level of Mean by Levin and Rubin (2000) 59
4.7 Frequency, Percentage, Mean and the Standard Deviation
for the Types of Activities
60
4.8 Frequency, Percentage, Mean and Standard Deviation of
the Time Spent (hours/week) by the Respondents
61
4.9 Frequency, Percentage, Mean and Standard Deviation of
the Reason for Involvement in Co-curricular Activities
62
4.10 Crosstabulation between Types of Cocurricular Activities
and Reason for Involvement
63
4.11 Mean and Standard Deviation of Respondent’s
Competency in Communication Skills.
65
4.12 Mean and Standard Devation of the Critical Thinking and
Problem Solving Skills
66
4.13 Mean and Standard Devation of the Teamwork Skills 68
xx
4.14 Mean and standard deviation of the lifelong learning and
information management skills
69
4.15 Mean and Standard Devation of the Entrepreneurship
Skills
70
4.16 Mean and Standard Deviations of the Prefessional Ethics
and Moral Skills
71
4.17 Mean and Standard Deviations of the Leadership Skills 72
4.18 Mean and Standard Deviation of the Importance of Soft
Skills in Sport/Games Activities
73
4.19 Mean and Standard Deviation of the Importance of Soft
Skills in Clubs/Societies Activities
75
4.20 Mean and Standard Deviation of the Importance of Soft
Skills in Uniform Bodies Activities
77
4.21 Pearson Correlation Analysis of the Time Spent in Co-
curricular Activities and Student’s Level of Competency
in Soft Skills
80
4.22 Correlation between student’s level of competency in
soft skills and student’s perception toward the
importance of the soft skills.
81
xvi
LIST OF FIGURES
FIGURE NO. TITLE PAGE
1.1 Soft skills development model for Higher Learning
Education (aspect measured in this study)
14
1.2 Conceptual framework of the study 15
2.1 Soft skills development model for higher learning
education
22
1
CHAPTER 1
PREAMBLE
1.1 Introduction
Co-curriculum activities are the complement aspect to the curriculum instructed in
every educational institutions. Leung, Ng and Chan (2011) defined co-curricular
activities as those activities that enhance and enrich the regular curriculum during normal
school day. The term may be used interchangeably with extracurricular activities, co-
curricular activities, and extra class activities, pupil activities, socializing activities, allied
activities, student activities and school activities (Zaimi Abu Bakar, 1996). Nowadays,
co-curriculum activities are not only taught after school hours, but also embedded in the
curriculum itself. According to Azizah Abd Razak (2002), co-curriculum is a practical
activities conducted as a continuity from the lesson in the class.
Co-curricular activities in university opened up enormous opportunity to the
students to be involved in activities they prefer to join. Involvement in the co-curricular
activities came with many beneficial parts to be chosen and experience. Involvement in
co-curriculum activities are genericaly thought of as ‘outside-the-classroom’ activities
help to reinforce the achievement of learning objectives include the membership in
student clubs, and organizations, colunteerism, athletic team particpitaion, or campus
leadership opportunities ( Storey, 2010).
2
Alexander W. Astin (1984) emphasized the theory of student involvement by
mentioning it as an amount of physical and psychological energy that the students devote
to the academic experience. He also claimed that highly involved students are much
better than typical uninvolved students by the aspect of participating in school
organizations, interactions with other members and time spent on campus.
Co-curricular activities may be divided into three categories which are sports and
games, clubs and societies, and also uniform bodies. Students may have several reasons
on why they participated in co-curricular activities. Students eventually learned from
what they had already knew, that certain activities may fulfil their needs for life, which
may be the reason why they choose certain co-curricular activities to involve in.
World Health Organization (1998) listed some benefits which persons can
obtained when they participated in sport activities. These benefits include improvement
of socialization, self-esteem, self-perception, and physiological well-being. Other than
that, co-curricular activities may improve motor skills and physical fitness and also
enhance student normal physical and social growth maturation.While Centre for Disease
Control (2002) claimed that sport activities may appears to reduce depression and
anxiety, improve mood, enhance ability to perform daily task throughout person’s
lifetime. Marjohan Jamalis and Mohd Sofian Omar Fauzee (2007) reviewed research
from Manaf and Fauzee (2002) which stated that co-curricular activities help students
gain new knowledge and skills as well as educating them against developing unhealthy
activities during their leisure time.
Ismat and Saleem (2003) emphasized the basic idea of co-curricular activities for
students to build up their character and personality as well as training of their mind that
may help academic achievement. In addition, co-curricular may help students to make
social and physical adjustment to themselves.
Before this, students devoted their years of study in university to gain as much
knowledge as they can by attending classes and lectures. They have one big mission – to
pass the exams and hold the degree. However, this kind of learning will not be able to
3
distinguish student’s skills and may not be develop to be a better person in future. This is
called a rote learning.
The rote learning process adopted by Malaysian students since their school year is
partly attributed to their lack of soft skills amongst undergraduates when they reach
university year. Implementation of examination-based education system and also
pressures from parents, peers and school contribute to this learning style (Ahmed, 1998).
In Malaysia, few years ago, students trained to focus only on the subject matters,
and the technical skills by devoting almost all of their university year by studying.
However, they realized that hard skills and soft skills are actually complementing each
other. A research by Spencer and Spencer (1993) indicates that superior performers
possess both technical and behavioural skills. Malaysia Ministry of Higher Education is
now focusing the student development in an aspect of developing better human capital in
future.
Co-curricular activities is not only a voluntarily programme just for fun.
Numerous studies showed that students who participate in student activities usually have
better grades, better attendance, and are successful in later life. The co-curricular
activities may not be tested or graded, but they educate and benefit student in ways that
the classroom activities will not be able to fulfil it (Klesse and D’Onofrio, 2000).
Roselina Shakir (2009) widely explained the need in strengthening
undergraduates’ soft skills in Higher Learning Education (HLE) because of these two
critical reasons. First, employers critic the performance of the graduates as they lack of
soft skills even though they are academically proficient and high achievers. Secondly, the
globalization process of the work force has increased from time to time and the job
placement imposes much more competitive skills on our graduates.
The co-curriculum activities provided by the uhniversities in Malaysia purposely
done to enhance the soft skills competency among the students. Thus, through the
journey of developing human capital for the nation, higher education implements seven
soft skills elements which comprise communication skills, critical thinking and problem
solving skills, teamwork, lifelong learning and information management skills,
4
entrepreneurship skill, ethics, moral and professional ethics and also leadership skills.
These soft skills are needed by the students to be highly competent and able to survive in
the globalised job market today and in future.
1.2 Background of Information
The background of the informaion used in this study comprised the frequency of students
involvement in co-curricular activities, the reasons for the involvement and the soft skills
awareness among student in university.
1.2.1 The Frequency of Involvement
Astin (1984) refer student involvement to the amount of physical and
physiological energy that the students devote to the academic experience as such a way
for the students to be better persons. From the theory, he clearly said that highly involved
students spend more time on campus and participate actively in organizations. Thus,
students who involved more on co-curricular activities will be better than others.
Nowadays, students seems actively joined clubs and sports in university. They
may already aware the importance of participating in co-curricular activities that will give
them more benefits either to their academic life or their social interaction with friends.
However, will the amount of the involvement in co-curricular activities really make them
have more skills than others? The study need to be conducted to determine how many
5
hours did the students spent for the co-curricular activities and doesit enough for them to
develop the soft skills competency.
1.2.2 Reasons for the Involvement in Co-Curricular Activities
A study conducted by Mohd Lotpi Razali (1997) shows a positive impact to the
student involvement in co-curricular activities which inlcude making student more
discpline, responsible, well-cooperate, honest, dedicated, interdependence, motivated
having high confidence level and courageous. Those co-curricular activities may give a
significant effect to students personality and improve their personal appearance while
with others.
According to Mashitah Ghazali (1995), there are a positive relation between
student involvement and their leadership forces. Involvement in co-curricular activities
give students a chance to enhance their leadership skills and shaping them to be a leader
for future. Based on the study by Marais (2011), involvement in co-curricular activities
help improve self-esteem, and self-confidence and make students feel worthy.
Nonetheless, co-curricular activities also promote the well-being of learners and bring out
the best in learners.
The previous research claimed that there is a increased number of students
participate in the co-curricular acivities (Kuh, 2000) and these activities is one of the
several strategies to help students meet their learning objectives and to achieve
institutional learning outcomes (Storey, 2010). However, we do not know how co-
curricular activities really affect students competency by lookng only on ow many hours
students spent for co-curricular activities. Thus, the study needs to be conducted to
determine why students involved in the co-curricular activities and what are the reasond
for their involvement.
6
1.2.3 Soft Skills Awareness among Students
Soft skills are identified to be the most critical skill in the current global job
market especially in this fast moving era of technology. In managing human capital
development nationwide, universities have been provided a lots of fund by the ministry to
build up human capital through co-curricular activities amongst students (MOHE, 2006).
Roselina Shakir (2009) also review the model for implementation of soft skills in
higher learning institutions which include strategies such as embedding the skills in
existing courses, while also can be implement as an stand-alone subjects. Soft skills also
can be developed through programmes held based on campus life such as in university
residences, and also campus surroundings. While based on support programme, soft skills
also can be embedded in academic programmes and also co-curriculum (non academic)
programmes.
As much as what have been prepared for students in universities, and also
facilities for their activities, they are also can apply for the budget of each of the
programmes organise by students. They came with their programme’s paperwork
consisting budget and objectives, to enhance their skills, or to nurture the team leadership
among members and so on. By organizing the programme, and making better connections
with other members, are they achieved the objectives of the programme and enhance their
soft skills? Thus, the study need to be conducted to investigate the curent development of
soft skills among students.
The study by National Higher Education Research Institute (2003) suggested that
unemployed graduates generally overrated themselves by believing that they are well
qualified and met all requirements of the regular job market, attributing their unsuccesful
application on lack of connection (Roselina Shakir, 2009). The graduates actually should
not have difficulties to fit in labour market as job vacancies recorded by Electronic
Labour Exchange (ELX) system are much more abundant than the graduates registrant.
However, they still facing problems to get a job caused by their poor command of
7
personal qualities and employability skills (Wye and Lim, 2009). They did not aware that
the employer’s demand have changed, and they need much more than what the
curriculum at the university gave to students. Globalization of working industries making
the job placement more challenging and they are asking for better graduates in terms of
interpersonal skills, teamwork and able to handle intense working condition. If the
graduates do not aware of what they need to prepare by the time they working outside,
how can they withstand the challenge of it? The study then conducted to determine
students perception on the imporance of soft skills for the employability.
1.3 Problem Statements
Involvement in co-curricular activities may encounter along the life of student. It
may become the priority to one student despite another. Different students may not be
actively involved while others are. This shows that there are a variation of students who
are active and partly active based on the frequency of their involvement in cocurriculum.
Astin (1999) in his student involvement theory states, “the extent to which students can
achieve particular developmental goals is a direct function of the time and effort they
devote to activities designed to produce these gains”. Thus, student who spent more time
and gives more efforts will achieve more in the co-curricular activities. However,
nowadays, students gave more effort into the formal learning process, due to gained as
much knowledge and achive good result. Students may spent less time in co-curricular
activities without knowing that co-curricular can develop their skills that needed for job
placement.
Soft skills also called as generic skills, are one of the crucial aspect determining
student capability to withstand the challenges in working world. Globalization of the
work force and job market imposes much more competitive skills on our graduates
8
(Roselina Shakir, 2009). Thus, students need to enhance their soft skills since in the first
year in university. Instead of abundance of programmes held in the university, students
still did not perceive the importance of soft skills to their future. Mala Agarwal (2009)
claimed that the challenge is to make students aware the importance of soft skills
eventhough they know it, they still give more importance to hard skills especially in
individual and group levels. The phenomena still cannot be diminished as students only
focused on their study and aimed to get good exam results.
Students may not aware that soft skills are not being developed only from the
learning process in the class. Involvement in co-curricular activities might give more than
what students can expect. However, the perception might decreased the importance of
soft skills among students for their job employment after graduating. Thus, a study need
to be done to investigate the soft skills development of Malaysian students through their
involvement in the co-curricular activities.
Hence, involvement in co-curriculum is actually the way to enhance student’s soft
skills by participating in clubs, sports, and so on. This study is to identified the frequency
of students involvement in the co-curricular activities along the years of study by
measuring how many hours students spent for the activities. In addition, this study will
also investigate what is the reason of their involvement in co-curricular activities during
their year in university. Eventhough there are many research had been done to prove that
soft skills enhance students employability, but, we did not know how well their
participation in co-curriculum activities in university really increased their soft skills.
9
1.4 Objectives of the Study
The objectives of this study are as follows:
1. To investigate the frequency of the student involvement in co-curriculum
activities along the year of study in the university.
2. To investigate the reasons of student involvement in co-curriculum activities in
university.
3. To identify the student’s level of competency in soft skills as a result of their
involvement in co-curricular activities.
4. To identify the student’s perception towards the importance of soft skills for
employability.
1.5 Hypothesis of the Study
The null hypothesis which will be proved in this study:
Null hypothesis 1
There is no significant relation between the frequency of involvement in co-curriculum
activities towards soft skills development.
Null hypothesis 2
There is no significant relation on student’s level of competency in soft skills with
student’s perception toward the importance of soft skills for employability.
10
1.6 Significance of the Study
This study will provide an information to the university about the level of
awareness of students on the importance of soft skills towards employability after
graduating. This study will indicate the frequency of involvement, by means of how
frequent students spent on the co-curriculum activities whether enough or not for the
university to grade students for capability in developing soft skills.
This is crucial for the university to make an improvement to the structures of co-
curriculum activities held by the co-curriculum management centre. Thus institution also
needs to educate and instill a better awareness to the students on how the job market runs
for the most competitive person which well-rounded with soft skills and comes with more
capability than those who are lack of it.
This study also can be used by the Ministry of Higher Education for future
research on the effectiveness of the programmes held by MOHE nationwide. In such a
case that they will aware which programme is not suitable to be done for university’s
students which less attracted to the students. Hence, they can work on the new project
which gives more value and contains more knowledge of developing better soft skills for
the students.
By the view of lecturers, his study also gives beneficial information to the
lecturers on which types of soft skills they can be embedded in the learning processes as
an additional initiatives in developing the students’ soft skills thus enhancing their
employability.
11
1.7 Scope of the Study
This study will be done to identify the co-curriculum involvement among students
in UTM Skudai. In reaching the objectives of this study, the scopes of the study are based
on the measuring of students’ soft skills referred by the elements of seven soft skills
provided by the Ministry of Higher Education which comprise communication skills,
critical thinking and problem solving skills, teamwork among students, lifelong learning
and information management skills, entrepreneurship skills, ethics, and professional
moral and leadership skills. The frequency of the involvement will be measure based on
how many hours per week students spent for the co-curricular activities. Meanwhile,
reason for the involvement measured by the choice given by the students to answer.
Students level of competency in performing soft skills will be measured using the seven
soft skills by the Malaysian Ministry of Higher Education in the Model of Soft Skills
Implementation. The importance of soft skills the measured by observing the rating from
the student’s perception of the importance of soft skills stated.
1.8 Limitations of the Study
The soft skills measured in this study only being investigated through the students
involvement in co-curriculum activities. The development of soft skills which is also
happened in the curriculum aspect, will not be measured.
This study also depends on the honesty of the students to give the correct
information on their involvement in co-curriculum activities. This study also only
relevant and valid to UTM and cannot be generalized to other universities until future
research runs to strengthen the findings from this study.
12
1.9 Theoritical Framework
There are two theoritical framework used in this study. First, is the Involvement Theory
by Alexander W. Astin, meanhiwle the second theory is a model from the Malaysian
Ministry of Higher Education, which is the Model of Implementation of Soft Skills in
Higher Learning Institution.
1.9.1 Astin’s Student Involvement Theory
The Theory of Student Involvement proposed by Alexander W. Astin in 1984 is
used as a theoritical framework in this study. This theory explains the involvement of
students in higher education. Based on this theory, students involvement refer to the
amount of physical and psychological energy that the students devotes to the academic
experiences. Hypothetically said that student who actively participates in any student
organizations is the one who highly involved. Meanwhile, the other who uninvolved,
often neglect studies, abstains from co-curricular acivities and has frequent interactions
with other members.
In this theory, Astin (1984) emphasizes five postulates. Involvement is referring
to the investment of physical and psychological energy in various objects. The objects
may be highly generalized or highly specific. As an example, a student may involve in
the activities in gaining experience. It may include various activities such in sports,
debate team or being a president for English Society in his faculty. Being more
specifically, a student is preparing for his critical examination paper such as Physics. All
the above stated are the involvement of students.
13
Secondly, involvement occurs along a continuum, which means, different students
manifest different degrees of involvement in a given objects. In the other hand, the same
students involved in different objects at a different times may also manifest different
degrees of involvement.
Right upon this, involvement also has both quantitative and qualitative features.
The extent of a student’s involvement in academic work, for instance, can be measured
quantitatively (on how many hours the student spends for studying), and by qualitatively
(how students do the assignment and comprehend to it or simply stares at the textbook
and day-dreams) (Astin, 1984).
The amount of student learning and personal development associated with any
educational program is directly proportional to the quality and quantity of student
involvement in that program. The more activities student involved, may enhance the
quality and quantity of the involvement.
Lastly, the effectiveness of any educational policy or practice is directly related to
the capacity of that policy or practice to increase student involvement. The educational
policy designed by the government much more likely influenced the students
involvement in the university.
14
1.9.2 Model of Implementation of Soft Skills in Higher Learning Institution
Figure 1.1 Soft Skills Developement Model for Higher Learning Education
This model is actually comprised of 3 types of soft skills development in higher
learning institutions among HLE’s students which are by using the support programme,
by formal learning, and based on the campus environment.
In this study, soft skills which developed from the support programs will be used
as a guideline to measured student involvement in co-curricular activities. This approach
developed to enhance the soft skills among university’s students. It can be categorized by
two methods, which are Support Programme by Curriculum and Support Programme by
Co-Curriculum. The support programme focused on the curriculum purposely done to
assist students by enhancing their soft skills directly with the academic matters whereby
the programme focused in co-curriculum is to enhance students’s soft skills in the non-
academic matters, for their moral development and professionalism (MOHE, 2006).
SOFT SKILLS DEVELOPMENT AMONG HIGHR LEARNING EDUCATION’S STUDENTS
CURRICULUM CO-CURRICULUM
Soft Skills Development Based on Support Programme
15
1.10 Conceptual Framework
complementary
Figure 1.2 Conceptual Framework of the study
(Not Measured)
Frequency of student’s
involvement in cocurricular activities
POSSIBLE SOFT SKILLS DEVELOPED (OUTCOMES)
(Based on the 7 soft skills by Ministry of Education)
Reasons for their involvement in the
co-curriculum activities
SOFT SKILLS (Sports and Games, Clubs and Societies, and
Uniform Bodies)
CO-CURRICULUM CURRICULUM
HARD SKILLS
16
In this conceptual framework, the dependant variables can be measured by how
many hours did students spent for their co-curricular activities, and reasons of their
involvement in co-curriculum activities. The types of co-curricular activities categorized
by sport and games, clubs and societies, and uniform bodies.
From the activities they involved in, this study can explore on what soft skills
they had obtained. The soft skills obtained act as an independent variable. From the
variable, the outcomes is the soft skills competency that may have been developed by the
students. The soft skills developed by the students may vary, student may show sifferent
development in seven soft skills mentioned above.
1.11 Closing
This study is purposely done to identify students involvement in co-curricular activities
and its impact on employability of the UTM graduates. This chapter discussed the
background information of the students involvement in co-curricular activties along their
study in university. The issue of the involvement in co-crricular and how its affect
graduate employability. The hypothesis and the objectives of the study have been
discussed in this chapter. The theoritical framework chosen as the guideline for this
research is a Involvement Theory by Alexander W. Astin (1984). Meanwhile, the
conceptual framework constructed based on the guidelines from the soft skills of
Implementation Framework from MOHE. The next chapter will be a reviewing section of
the previous researches done about the students involvement in co-curricular activities
which are mostly from Western. The previous researches about the important of soft
skills will also be reviewed in the nex chapter.