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THE IMPACT OF EXTRACURRICULAR ACTIVITIES ON MEDICAL
UNDERGRADUATES
ABSTRACT
This study adopted a quantitative research design with some qualitative data to triangulate the findings.
The study sample includes 200 students chosen via systematic random sampling method from the
Management and Science University, Shah Alam. This study aims to investigate the impact of
extracurricular activities (ECA) on undergraduates’ academic performance as well as enhancement of
their interpersonal skills. The study used frequency test, descriptive statistics, and Pearson’s Correlation
as well as structured interviews to analyse data. The results showed that participation in extracurricular
activities affected the students’ academic moderately in a positive way with a mean (M=2.3973, SD
=0 .65883). Besides, enhancement of interpersonal skills shows correlation coefficient (r) equals 0.0.553,
indicating a significant moderate positive relationship with value p < 0.001, indicates that the coefficient
is significantly different. The correlation analysis indicates that the strength association between the
undergraduates’ extracurricular involvement and interpersonal skills has a significant moderate positive
relationship (r = 0.553) and that the correlation coefficient is significantly different from zero (P < 0.001).
The results and structured interview responses revealed that ECA helped to improve students’ grades and
enhanced their interpersonal skills. Recommendations for future research are suggested to heighten the
positive impact of ECA.
Keywords— Extracurricular activities, Academic performance, Interpersonal skills
INTRODUCTION
Extracurricular activities (ECA) aim to enhance student learning experience and provide opportunities for
students to develop their critical knowledge, competencies, values, and soft skills needed to succeed in
today's global workplace besides providing them life experience. Hence, higher learning institutions
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encourage undergraduates to dedicate some of their time learning outside the classroom as well as
organising activities, in a step-by-step journey to becoming a confident and versatile individual.
Extracurricular activities are activities that enhance and enrich the regular curriculum in the course of
learning in a higher learning institution (Billingsley & Hurd, 2019; Buckley & Lee, 2018). Such activities
are vital in that they demonstrate that the participant develops into a well-rounded individual. Beyond its
physical and health dimensions, ECA contributes to the comprehensive and harmonious development and
fulfillment of the human being (Darling, Caldwell, & Smith, 2017). Most higher learning institutions
allow a free choice for students’ involvement in such activities (Kaur & Singh, 2018) but many private
higher learning institutions make involvement in one or more extracurricular activities a mandatory
requirement for their undergraduates; believing that the activities will help to create a more ‘well-
rounded’ student. It is the fundamental objective of the education system to nurture an inquiring mind in
a fit body and the future emergence of sport will depend on the development of a structured approach to
sports in a higher learning institution that involves all the stakeholders in education (Pica-Smith &
Poynton, 2014).
In Malaysia, higher learning institutions offer a varied range of extracurricular activities options that
appeal to all undergraduates (Singh, 2018; Sabrine, Van Willigenburg-van Dijl, & Van Houdt, 2009).
Extracurricular activities enhance formalised learning when measured with defined institutional student
learning outcomes (Buckley & Lee, 2018; Darling, Caldwell, & Smith, 2017). Therefore, it is imperative
that higher learning institutions develop a holistic curriculum that seeks to develop the mental, physical,
social, and emotional abilities of students. Indeed, interacting meaningfully with peers, taking
responsibility for organisational initiatives, and integrating class concepts into activities, all assist
undergraduates to develop good interpersonal and leadership skills (Hsien-Hsien Lau et al., 2014; Kuh,
2006). Leadership skills obtained via ECA in a student organisation has a greater effect on students’
development along with cognitive and moral elements when compared against simple membership (Singh,
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2018). Studies like this are few in comparison to those examining extracurricular involvement as a
simple binary concept.
Buckley and Lee (2018) stated that participating in extracurricular activities can provide a lot of benefits
which include obtaining better grades, increased standardised test scores and higher educational
attainment, regular attendance to classes and possessing greater self-esteem. Besides, those who
participate in out-of-university activities often have higher grade point averages, decreased absenteeism to
classes, and an increased connectedness to the university (Wilson, 2009). Participants in out-of-university
activities often learn skills such as teamwork and leadership while decreasing the likelihood of alcohol
usage, illicit drug abuse and related problem behaviors. Wilson (2009, p.27) added that “participants in
out-of-school activities can decrease the likelihood of being involved with problem behaviors”.
Besides, extracurricular involvement offers positive benefits to the undergraduates’ experience and is
considered a part of the total social experience in their life (Behtoui, 2019; Myung, Hughes & Cao, 2016;
Tchibozo, 2007). Extracurricular activities can support classroom-based learning apart from providing
students an opportunity for campus involvement and personal development outside of the classroom
(Saqib, Musab, Abdul Raheem, Iqbal, Salman and Shahzad, 2018; Seow & Pan, 2014). The researchers
also added that social experiences acquired via engagement in extracurricular activities can increase the
students’ interaction with their peers from varied backgrounds. In addition, sports based extracurricular
activities promote an active lifestyle for undergraduates, social inclusiveness, employment opportunities,
peace and development and above all a sense of belonging and national pride (Roulin & Bangerter, 2013;
Thompson, Clark & Walker, 2013). According to Behtoui (2019) and Olson (2008), involvement in ECA
is consistently and positively correlated with good institution attendance, and this in turn is often
correlated with a higher-grade point average. Olson revealed that students who enrolled in fine arts
activities had significantly lower absentee rates than those who did not participate in such activities.
Hence, Behtoui (2019) concluded that ECA participation reduced dropouts in higher learning institutions.
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STATEMENT OF THE PROBLEM
Extracurricular activities in Malaysia are obligatory for students and they are given the privilege to
choose the type of activities that they desire (Jamalis & Omar Fauzee, 2007). Studies conducted on the
benefits of extracurricular engagement among students both internationally (Oberle, Ji, Magee, Guhn,
Schonert-Reichl & Gadermann, 2019; Saqib et al, 2018; Marsh & Kleitman, 2002) and locally (Singh,
2019; Kaur & Singh, 2018; Arumugam, Krishnan, & Md Zain, 2007) have highlighted the positive effects
of students engaging in extracurricular activities. These studies reinforce the virtues and significance of
engaging in extracurricular activities and highlight how they are mostly confined to the secondary school
setting but little is known about what happens in the higher learning institutions especially in private
institutions among the medical students. Numerous literature has also reported that medical students from
various countries experience a wide range of burnout levels when they participate in extracurricular
activities. Almalki, Almojali, Alothman, Masuadi, and Alaqeel (2017) who conducted a study among the
medical students at a university in Saudi Arabia exposed alarming findings which revealed a high stress
level among medical students who show involvement in extracurricular activities. In another research,
Fares et al. (2015) found that the magnitude of stress and burnout among the preclinical medical students
in Lebanon was relatively immense. The high level of burnout has implications on medical students as it
can negatively affect their learning process and ultimately result in the poor quality of health care services
delivered to patients (Ishak, Nikravesh, Lederer, Perry, Ogunyemi, & Bernstein, 2013). Although
previous studies indicate the negative impact of extracurricular activities on medical students, recent
research by Shadid et al. (2020) showed otherwise. In their study involving 500 medical students in
Saudi Arabia, medical students who did not involve in any extracurricular activities experienced higher
burnout rates than those who did. With this contrasting result, it is imperative to carry out a research in
order to get a better understanding of how the Malaysian medical students perceive their involvement in
extracurricular activities. Furthermore, there is little known about the association between burnout and
extracurricular activities among medical students within the Malaysian context. This gap has led to the
conclusion that there is a dire need to investigate the relationship between involvement in extracurricular
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activities and improving academic; involvement in extracurricular activities and improving interpersonal
skills among the medical undergraduates within the Malaysian private higher education landscape.
Therefore, this study attempts to fulfil this research niche by answering the research questions below:
1. To what extent does involvement in extracurricular activities affect medical undergraduates’ academic
performances?
2. What are the impacts of extracurricular activity on interpersonal skills of medical undergraduates?
SIGNIFICANCE OF THE STUDY
This study will benefit students, educators and parents to encourage their students to participate in ECA
organized by their higher institutions. Most students and parents opine that ECA distract their academic
performance and deviate students’ focus on academic. Hence, this study enlightens them. Besides, this
will also help policy makers to strengthen their ECA weightage and credit hours in the curriculum. ECA
can also be useful for educators in selecting the best representatives to anchor their institutions in
establishing their image.
METHODOLOGY
The study employed a quantitative approach with some qualitative input. The questionnaires were
administered to respondents from a private institution to elicit data to answer the research questions.
Structured interviews with a group of respondents were also carried out. The selected institution was an
established private institution of higher learning in Malaysia, the Management & Science University,
which was rated as an Excellent Status University by the Ministry of Higher Education of Malaysia in
2009, 2011 and 2018. A total of 200 undergraduates participated in the study. They were selected
through systematic random sampling. These undergraduates, as part of their curriculum, had undergone
basic ECA at elementary and intermediate school education. Consequently, this group of undergraduates
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were expected to attend ECA as a part of their extracurricular activities at tertiary level before they
graduated.
Data collection, which included administering a questionnaire and conducting structured interviews, led
to the analysis of data. The questionnaire consists of three parts; the first part includes demographic
profile of respondents and the second part (adapted from Arumugam, Krishnan, & Masnah, 2007)
comprises questions related to involvement in ECA while part three (adapted from Knifsend & Juvonen,
2014) consists of items pertaining to interpersonal skills. This study exploited a cross-sectional design.
The questionnaire was analysed using the SPSS version 17.0 to obtain the frequency, mean, median and
standard deviation as in Rondinaro (2004) and Seow and Pan, (2014). In addition, structured interviews
were also carried out to triangulate the findings. Both the questionnaire and interview responses hoped to
illicit pertinent provide data. The data were analysed using frequency counts utilised by Arumugam,
Krishnan, and Masnah (2007) and Hee, Hughes, Cao, and Kwok, (2016). Finally, the triangulation of the
findings was derived from the individual structured interviews to obtain in-depth responses pertaining to
the impact of ECA on academic and interpersonal skills.
Theoretical Framework
Figure 1. Theoretical Framework of the Study
Moderating Variable
(Students’ Engagement in ECA)
Independent Variable Dependent Variable
According to Buckley and Lee (2018), extracurricular activities that includes clubs, fraternities and
societies have been part of the fabric of higher level institutions since their origin. A significant body of
educational research has investigated the impact of these activities on academic performance and the
Students in Medical
Faculty
Academic Performance
Interpersonal Skills
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acquisition of discipline complementary skills and competencies. In the modern context, driven by forces
such as marketisation, higher level educational institutions find themselves competing to attract students
on the basis of the lived student experience by offering many types of extracurricular activities. There is
a need to spread awareness the positive outcomes of ECA engagement and as how to keep a perfect
balance between such activities and studies. This theoretical framework from Rozali and Puteh (2017)
whereby determines the ECA outcomes by classifying into seven generic skills: Problem solving skills;
Leadership skills; Teamwork; Decision-making; Communication, Interpersonal and Management.
However, this study focuses on the impact of ECA on Academic and Interpersonal skills to be abreast
with government’s policy IR4.0 which stresses on the importance of communication and cognitive output.
Demographic Profile of Respondents
A total of 200 undergraduates were involved in the study. They represent a private higher learning
institution in Klang Valley, Malaysia. 57% of the respondents were males while 43% were females. The
respondents came from varied age groups. The highest percentage of 53% was between 22 and 25 years
old followed by 42% were between 18 and 21 years. Only 5% of the respondents were between 26 and 29
years.
RESULTS AND DISCUSSION
Research question 1
To what extent does involvement in extracurricular activities affect medical undergraduates’ academic
performances?
Table 1 depicts the undergraduates’ perceptions about their involvement in extracurricular activities
(ECA). As the undergraduates have been involved in ECA from elementary education, they are aware of
the benefits of ECA and have acknowledged that involvement in ECA has helped them to improve their
academic performance. These findings corroborate with the findings of previous studies (Zacherman et
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al., 2014; Hee, Hughes, Cao, & Kwok, 2016; Pica-Smith & Poynton, 2014) that verifies ECA’s
contribution to undergraduates’ increased academic performance.
The responses from the respondents, strongly affirm that participation in extracurricular activities did not
lower their academic performance instead helped them to persist in university and bolstered their progress
towards graduation. It is worth mentioning; however, an undergraduate that gravitates toward positions
of leadership within undergraduate clubs and/or organisations also tended to be more motivated and
engaged in general. Table 1 illustrates the undergraduates’ academic performance and their involvement
in ECA.
Generally, it was found that 67% of the respondents admitted that their grades improved when they
participated in ECA while 19% disagreed. Meanwhile, 63% of the medical undergraduates revealed that
they were able to concentrate on their studies when they participated in ECA while 25% said that they
were not able to stay fully focused in their studies while being engaged in extracurricular activities. The
responses also revealed that 75% of the respondents felt that ECA could help them de-stress while 17% of
the respondents disagreed with this statement. When asked about their academic performance, 71% of
the respondents agreed that involvement in ECA provided a platform to succeed academically though a
reasonable 25% disagreed with the statement.
The results demonstrate that 65% agreed that involvement in ECA allowed them to find a balance
between studies and sports activities. A total of 73% of them shared that ECA encouraged them to
participate actively in academic discussions in the classroom. This is further reinforced by 64% of the
respondents indicating that ECA has made them more productive in the classroom and in completing their
assignments.
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Table 1: Involvement in Extracurricular Activities and Academic Performance
No
Items
Strongly
Agree
%
Agree
%
Uncertain
%
Disagree
%
Strongly
Disagree
%
1
My grades improve when I am involved in
extracurricular activities
12
55
14
15
4
2
When I participate in extracurricular
activities, I am able to concentrate on my
studies
10
53
12
21
4
3
Extracurricular activities help me to de-
stress
30
45
8
12
5
4
Involvement in extracurricular activities
provides support to succeed academically
16
55
4
21
4
5
Extracurricular involvement helps me to
seek a balance between my studies and
sports activities
17
48
12
21
3
6
I am able to participate in academic
discussions despite my ECA
19
54
10
13
4
7
I am more productive in completing my
assignments after involving in ECA
10
54
14
19
3
8
Extracurricular activities do not stress me
out
7
18
8
37
30
9
I have not missed assignments or turned in
assignments late due to ECA
11
21
9
31
29
10
Staying back for ECA after classes for do
not affect my study time
10
18
8
35
29
11
I do not ignore my homework because of
ECA
4
22
7
34
33
12
I did not fail a test due to involvement in
extracurricular activities
8
14
9
32
37
13
I have sufficient time doing revision
13
53
12
14
8
14
I am satisfied with my cumulative grade
(CGPA
18
51
13
12
6
A total of 69% of the respondents disagreed with the item 12 stating that they failed a test due to their
involvement in extracurricular activities though 22% said otherwise. In relation to turning in assignments
on time and meeting due dates, 60% of the undergraduates indicated that involvement in ECA did not
delay the completion of their assignments. Meanwhile, a total of 63% disagreed that staying back after
classes for sports affected their revision time. A majority of the undergraduates (66%) agreed that they
had sufficient time revising despite being actively involved in ECA while 69% admitted that they were
satisfied with their Cumulative Grade Point Average (CGPA) despite being involved in extracurricular
activities.
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Table 2 shows the descriptive statistics for the research question. In order to further establish the impacts
of ECA on undergraduates, data were analysed via SPSS using descriptive statistics. The descriptive
statistics analysis shows that the average mean value for involvement in ECA and academic level is
2.3973 with a standard deviation of .65883. The data revealed that the respondents somehow or
moderately agreed that involvement in extracurricular activities assisted in improving their academic
performance. Students attained higher GPAs and better standing rates when they are engaged in any ECA.
Thus, we can be concluded that extracurricular activities have somehow moderately impacted the
academic performance of undergraduates at the Management and Science University.
The highest mean value with 2.58 was obtained for Item 2 which states that the undergraduates were able
to concentrate on their studies while being engaged in extracurricular activities, followed by Item 9 which
indicates that the medical students do not usually delay the submission of assignments while participating
in these activities. Item 7 and Item 11 have the same mean value of 2.52. Both items gauge productivity
in academic and not skipping the assignments given to them. Item 5 which asks if the undergraduates are
able to seek a balance between ECA and academic tasks and Item 10 on undergraduates not reducing
commitment towards studies projected the same mean value of 2.46. Item 1 shows agreement that grades
do improve and this had a mean value of 2.43. Item 14 with a mean value of 2.39 highlights that the
undergraduates were satisfied with their CGPA. Item 8 with a mean value of 2.35 expresses that ECA
was not an additional stressor for undergraduates. Item 4 had a mean value of 2.34 indicating that ECA
does support academic success. Item 6 with a mean value of 2.30 notes that undergraduates were able to
participate in academic discussions. Item 12 shows that the medical undergraduates did not fail tests
when engaged in ECA with a mean value of 2.23 and finally item 3 depicts that ECA helps students to de-
stress with a mean value of 2.16. Darling, Caldwell and Smith (2017) expressed that participation in
ECA does not only yield positive academic related outcomes like helping students to obtain a higher
grade point average but also decreases dropout rates.
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Table 2: Summary of Responses
Descriptive Statistics of Extracurricular Activities and Academic Performance
No
Items
Mean
Std. Deviation
1
Improved grades
2.43
1.01
2
Improved concentration in studies
2.58
1.07
3
ECA help de-stress
2.16
1.12
4
Supports academic success
2.34
1.00
5
Provides a balance between academic and nonacademic
pursuits
2.45
1.07
6
Encourages participation in academic discussions
2.30
1.04
7
Encourages academic productivity
2.52
.997
8
ECA is not an additional stress
2.35
1.25
9
Fosters punctuality in completing assignments
2.54
1.37
10
Does not reduce commitment towards studies
2.46
1.32
11
Promotes commitment towards completing assignments
2.52
.997
12
Does not cause failure in tests
2.23
1.29
13
Does not impact revision time negatively
2.52
1.14
14
Satisfied with CGPA
2.39
1.11
Indirectly ECA promotes stronger commitment to the institution, liking the institution better regular
attendance to college. Kariyana, Maphosa and Mapuranga (2017) shared that ECA helps students mature
socially by providing a setting for student interaction, relationship formation and discussion. They also
added that working outside the classroom with diverse groups of individuals allows students to gain more
self-confidence and become autonomous through embedded hands-on experiences, practical knowledge
and skills.
Research question 2
What are the impacts of extracurricular activity on interpersonal skills of medical undergraduates?
Table 3 indicates the findings on effects of extracurricular activities on interpersonal skills for students at
higher learning institutions. The involvement in extracurricular activities has helped to boost self-
confidence perceived to be very important (79%) and less important (14%). A large percentage (84%) of
the medical students strongly believe that extracurricular activities helps them to make friends compared
to 11% of them who think otherwise. In addition, 85% of the undergraduates feel that through
extracurricular activities, they are able to meet new members as opposed to 11% who showed
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disagreement. At a more macro level, Saqib, et al. (2018) supported that EAC participation also allows
youths to form new connections with peers and acquire social capital. Additionally, ECA is one of the
few contexts in which adolescents regularly meet their peers outside of the classroom.
ECA & Interpersonal Skills
The majority of the respondents (81%) are aware that the involvement in extracurricular activities helps
them to acquire skills that can be beneficial after college as well as feeling more connected to college
mates while 13% disagree to these claims. A total of 78% of the respondents perceived that involvement
in extracurricular activity helps them tolerate peer’s weakness, while 13% consider it less beneficial to
them. To the item “I am not intimidated by administrative officials”, 76% of the respondents said that
they were not intimidated by administrative officials even though 15% of the respondents exhibited total
disagreement.
A majority of 83% revealed that their communication skills improved by participating in extracurricular
activities while 12% consider it as less beneficial. A total of 80% admitted that they are free to mingle
with people at social functions while 14% disagreed to the statement. According to Maamor, Ibrahim and
Samsi (2015) students in higher institution perceive their involvement in extracurricular activities useful
in enhancing their self-confidence, and developing better communication skills.
Besides, a good percentage of the respondents (81%) indicated that they were not afraid to seek help from
fellow undergraduates for clarification when they face difficulties in understanding their academic
subjects. A total of 79% of the respondents found it easy to deal with their emotions well although 13%
distinguished such opportunities as less important. Behtoui (2019) and Chickering (1997) report that
engaging in ECA helps to stabilise students’ emotional and develops their interpersonal skills. When
asked whether their involvement in extracurricular activities deprived them of attending social events and
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Table 3: Involvement in Extracurricular Activities and Interpersonal Skills
Strongly
Agree
%
Agree
%
Uncertain
%
Disagree
%
Strongly
Disagree
%
1
Involvement in extracurricular
activities increase my self
confidence
38
41
7
9
5
2
Involvement in extracurricular
activities helps me to make
friends
50
34
5
5
6
3
Involvement in extracurricular
activities is the best way to meet
new people
51
34
4
5
6
4
Involvement in extracurricular
activities make me feel more
connected to my college mates
44
37
6
7
6
5
Involvement in extracurricular
activities helps me to acquire
skills that I can use after college
45
36
6
8
5
6
Involvement in extracurricular
activities helps me to tolerate
peers’ weaknesses
39
39
8
9
5
7
I am not intimidated by
administrative officials
35
41
9
10
5
8
My communication skills have
improved
42
41
5
9
3
9
I am free to mingle with people
at social functions
39
41
6
11
3
10
When I don’t understand any
topics in my subjects, I am not
afraid to ask fellow students for
clarifications
39
42
6
9
4
11
I am able to manage my emotion
37
42
8
10
3
12
I miss out on events with family
or friends
20
30
10
19
21
meeting family and friends, 50% of the respondents fully agreed. Buckley and Lee (2018) and Roulin
and Bangerter, (2013) also concur to this idea as their study showed active involvement in ECA would
improve one’s socialising skills.
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Table 4: Descriptive Statistics between ECA - Academic Performance and ECA - Interpersonal
Skills
Mean
Std. Deviation
N
B
2.3973
.65883
199
C
2.0456
.92348
199
* B – Average of involvement of ECA and academic level
* C – Average of involvement of ECA and interpersonal skills
Table 5: Correlation between ECA - Academic Performance and ECA – Interpersonal Skills
B
C
B
Pearson Correlation
1
.553**
Sig. (2-tailed)
.000
N
199
198
C
Pearson Correlation
.553**
1
Sig. (2-tailed)
.000
N
198
199
**. Correlation is significant at the 0.01 level (2-tailed)
Figure 1: Pearson Correlation
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Pearson correlation was used to measure the relationship between the independent variables and
dependent variables. The objective of this test was to examine the relationship between extracurricular
activity involvement and the impact the interpersonal skills among undergraduates. Figure 1 illustrates
that the correlation coefficient (r) equals 0.0.553, indicating a significant moderate positive relationship,
as surmised earlier. p < 0.001 indicates that the coefficient is significantly different from 0.
In conclusion, the correlation analysis indicates that the strength association between the between
extracurricular involvement and interpersonal skills among undergraduates has a significant moderate
positive relationship (r = 0.553) and that the correlation coefficient is significantly different from zero (P
< 0.001). This further anchors Saqib, et al (2018) who strongly felt that ECA create a platform for
students to socialize and strengthen the rapport among undergraduates.
Semi Structured Interviews
During the semi-structured interviews, the students gave some beneficial feedback. It was obvious that
many of them viewed ECA as a good avenue to foster interest in the activities as the students enjoyed
organising activities in ECA clubs. Besides, they found ECA to be very helpful and created a stress-free
environment which helped improve their academic performance as well as expanded their circle of friends.
Although in general, participation in ECA was advantageous for the students, nonetheless it was also
discovered in the interview findings that ECA poses some challenges for these students. One of the
issues highlighted was the need for more financial support for running the club’s events.
Respondent 97 said that “ECA gives me a chance to try something new to extend my learning into a
realm of physical or creative activity beyond something strictly academic.” Students have different
reasons for joining the club; “some students are more interested in the competitive aspect, some in the
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social aspect, and some in perfecting skill.” He added that the fulfillment achieved from participating in
ECA resulted in students remaining with the club.
The results of the structured interview on the whole disclosed that involvement in ECA activities help
students to improve their CGPA. However, Respondent 45 felt that when she represented the University
for Taekwondo Tournament, she had to miss classes a few times. “The competition sometime will clash
with my important classes. I had to complete assignments before my competition or had to request
special permission for a later submission”. She added that such condition, had increased her levels of
burnout and anxiety.
On the other hand, Respondent 18 said that,
When I won in the public speaking competition, I was overjoyed. I never thought that
I will win. It was my first win. I was so proud. This motivated me to work harder not
only in my club but also in my class. All my friends also started respecting me. I was
motivated to be more responsible.
Hence, for Respondent 18, ECA booked confidence and provided motivation. Another respondent
(Respondent 76), shared that he has a good relationship among his members in Theatre Club. He added
that the members help each other and most of the club mates have become good friends. ECA not only
improve interpersonal skill among students but also helps to improve relationships with their teacher
advisor. “My club advisor, Madam C is actually our lecturer. In class, she is quite strict but she is very
friendly and approachable as an advisor in our theatre club”. In other words, ECA has created a
supportive relationship among students and gave them confidence to rely on each other for help.
Students involved in ECA assumed more responsibilities and could make decision making especially in
planning their activities. These activities provided students “hands-on” experience of leadership
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especially planning and organising activities for the club members respectively. ECA gives them an
opportunity to groom their leadership skills. A student who was the secretary of the debate club shared
that, “Heading an inter-school debate competition taught me a lot of leadership skills. When my team
organized interschool debate, I learned to prepare official documents, meet people who hold higher
positions at my institution and how to organise a successful event”. Those who participated in non-sport
ECAs reported consistently better adjustment than those who did not participate in ECAs and those who
participate in sports (Darling, Caldwell & Smith, 2017).
It was also found through structured interviews that organising an event can be time-consuming and
impact the students emotionally and physically which could lead to stress, fatigue and bum out. In the
semi-structured interviews, the students forwarded useful feedback. It was obvious that many of them
viewed ECA as a good avenue to foster interest in such activities as the students enjoyed organising
activities in ECA clubs. Besides, they found ECA very worthwhile and that it created a stress-free
environment which helped improve their academic performance as well as expanded their circle of friends.
Other students had different reasons for joining the club; “some students were more interested in the
competitive aspect, some in the social aspect, and some in perfecting skills”. In other words, ECA creates
a supportive relationship among students and gives them confidence to rely on each other assistance.
CONCLUSION
To conclude, ECA can be very beneficial to the students’ academic, social and emotional growth.
Involvement in ECA consistently and positively correlated with good institution attendance, and this in
turn is often projected with higher-grade point average. Students involved in ECA assumed greater
responsibilities and could make decisions especially in planning their activities. These activities provided
students “hands-on” experience of leadership skills especially when planning and organising activities for
the club members. The undergraduates had fun when engaged in ECA at it strengthened friendship bonds
and nurtured camaraderie. As students from all walks of life involved in ECA, they could get to know
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each other through clubs to build a stronger community in the college. ECA encourages youth and staff
to achieve great things (Wilson, 2009), while encouraging young people to take on leadership roles and
boost their confidence level. Organising an event can be time-consuming and this impacts the students
emotionally and physically leading to stress, fatigue and burnout. These findings corroborate with the
findings of previous studies (Saqib, et al, 2018; Buckley & Lee, 2018; Fares et al., 2015) who claim that
ECA contributes to low academic efficacy.
It is worth mentioning, however, that undergraduates who gravitate toward positions of leadership within
undergraduate clubs and/or organisations generally appeared to be more motivated and engaged. This is
in line with Kariyana, Maphosa and Mapuranga (2012), Zacherman et al. (2014) and Hsien-Hsien Lau et
al. (2014) who indicated that ECA creates opportunity for students to apply their content knowledge into
the real world which consequently prepares them for workplace management. In other words, ECA
allows one to transfer knowledge to practice. It was noted that ECA paves the way for students to
understand the importance of critical thinking and time management skills apart from enhancing
academic competence. Behtoui (2019) too shares such similar thoughts whereby he stressed that
participation in ECA motivates students to transfer their classroom knowledge into their everyday life and
that ECA plays an important role in the students’ lives.
The study indicated that at times undergraduates who became too involved in more than one ECA, were
unable to seek a balance between their ECA and completing academic assignments. However, if one
learns time management skills, this issue could be addressed carefully. Thus, we can conclude that it is
quite apparent that extracurricular activities have brought about positive impact on the academic
performance and interpersonal skills of undergraduates at the Management and Science University.
IMPLICATIONS OF THE STUDY
Extracurricular activities offer an essential platform for students to participate in various activities that are
beneficial and the skills attained from these activities will help to build their professional skills that a
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classroom alone cannot always prepare. This is because generic skills are an important aspect of every
individual as a whole, and especially when graduates step into the working world in the future. There are
demands for a quality workforce due to globalisation and advances in technology. Since higher learning
institutions are the frontrunners in fulfilling the job market demand, it is best to keep them in the know of
the benefits of ECA. Once we know how the undergraduates benefit by engaging in the ECA, more
encouraging and constructive societies can be established at higher learning institutions. ECA not only
assists the undergraduates to improve their academic performance but also guides them to build their
interpersonal skills as well as leadership skills. Generic skills or employability skills will put them at an
advantage in securing an employment. In dealing with the drawbacks of ECA, it is suggested that
undergraduates would need to be educated in selecting the right kind of ECA and activate their intellect
and interpersonal skills simultaneously.
RECOMMENDATIONS OF THE STUDY
The findings of the study on the whole suggest that although the extracurricular activities do not
significantly impact the medical undergraduates negatively, yet to some extent, causes distress and
burnout among the students. Due consideration and corrective measures should be taken to address this
problem among the medical undergraduates. University counsellors for example, could allocate more
attention and work with undergraduates to determine a "best fit" for participation in activities that build
on their interests and skill level. Community partnerships are encouraged as working together to find
quality coaches, sponsors and funding for a variety of activities is beneficial to all involved. Institutions
that offer training for coaches, sponsors and leaders may minimize the harsh effects of poor leadership in
extracurricular activities.
Student engagement occurs through relationships among school members based on understanding, respect,
collaboration, and mutual concern. Therefore, higher learning institutions need to create a system
whereby students are able to establish a positive relationship with other undergraduates as these students
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will be more engaged academically. Good interaction among peers will create shared spaces to bring
undergraduates and instructors together as co-constructors of knowledge through dialogue, collaboration
and mutual concern. Additionally, rather than placing emphasis on the quantity, more attention should be
given in increasing the quality of students’ involvement in extracurricular activities to encourage positive
participation. Future longitudinal research can be carried out with students from other areas of studies to
find out the similarities or differences that exist among the male and female students with regard to their
participation in extracurricular activities. Studies can also explore the types of activities preferred and
ways to reduce the burnout levels among the medical undergraduates.
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