Royal institute of management, semtokha



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Figure 3 reports that more respondent stands as neutral in terms of having self awareness after the participation in various activities. That is, 44.1 percent takes neutral stand in speaking without digression, 43.5 percent takes same stand in taking in other’s contribution without compromising their goals and 41.1 percent agreed that they can convince the audience. 44.1 percent of respondents being able to convince the audience, which is to have empathy and sense of belonging, confirms with self-psychology theory of (Baker and Baker,1987; Detrick,1985; Kohut,1984; Lee and Robbins, 1995) who stated that those who participate in social activities and interact with other can identify themselves with groups where as those who experience repeated interpersonal failures have difficulty relating with social world (as cited in Lee et al., 2001).

Figure 4 depicts that 44.7 percent of the respondents agreed that they can maintain flow in conversation by taking neutral stand along with 41.7 percent who agreed that they can accept and give compliment and can also connect with people while conversing. The figure also shows that 36.4 percent of the respondents took a neutral stand in being able to accept and give compliment and 36.1 percent in being able to maintain flow in conversation by taking neutral stand. There were no respondent who strongly disagreed with maintaining the flow of conversation. This graph also reveals that the responses were mostly positive. That is, most the respondents agreed that they can maintain flow in conversation by taking neutral stand, can accept and give compliment and can connect with people while conversing after participating in various co-curricular activities which indicates that participation in co-curricular activities is related to facilitating which is being able to help others while maintaining a balance between ones need and changing environment. The result, hence confirms with research done by Smart and good (n.d) who found that involvement in co-curricular activities can cause students to behave more decently in accordance to the changing environment(as cited in Hati, 2011).




There were 48.2 percent of the respondent who reported ‘neutral’ for being able to weigh alternative approaches and making commitment to carry out selected option. On the other hand, 39.1 percent agreed that can recognize the possibility of future development and 34.9 percent strongly agreed that they can ask question. This graph, therefore, represents varying responses from ‘neutral’ to ‘strongly agree’ which indicates that though students are able to ask question and recognize the possibility of future development after participating in various activities, they are unsure if they can weigh alternative approached and make commitment to carry out selected option.

Figure 6 shows a positive response where most of the respondents reported as ‘agree’ or ‘strongly agree’. 41.4 percent of the respondents agreed that they can start a discussion themselves, 40.8 percent agreed that they can openly express views in a discussion while 35.8 percent strongly agreed that they can use imagination to get new ideas. Total respondents who reported as strongly disagree falls below 3 percent. This indicates that there are more students who agree that they can start discussion, openly express views and use imagination to get new ideas than one who strongly disagreed. The percentage representation of ‘strongly disagree’ is minimal which shows that participation in co-curricular activities is related with assertiveness.




While 42.9 percent of the respondents took a neutral stand in being able to change the choice of word and delivery mode after they become receptive of audience’s behavior, 10.1 percent of the respondents disagreed with the same statement. There were; however, 36.7 percent who agreed with the same statement. 47.3 percent took a neutral stand for their words can impact the audience while 31.7 percent agreed that their words can impact the audience. Similarly, 41.4 percent agreed that they can speak with clarity whereas 34.3 percent took a neutral stand. It can however be noted that percentage representation are greater for positive responses than negative for all three statement under oral speech which indicates that there is a relationship between oral speech and participation in co-curricular activities.


With the highest response of 39.6 percent, respondents strongly agree that they can give eye contact, along with 40.5 percent ‘neutral’ as highest for being able to use gesture to emphasize what is being said. However, there are equal respondent of 32.8 who responded as ‘neutral’ and ‘agree’ for speaking without shaking or nervous twitches. This graph also shows a varying response of the respondent for different statement for facial expression.

With of 44.1 percent, respondents took a neutral stand in considering issues from different ranges setting the highest followed by 41.4 percent respondents who agreed that they can understand what is being said and can instantly respond in positive ways. There were also 33.4 percent respondents who agreed that they can understand what is easily being said by others. Respondents who reported ‘strongly disagree’ were very minimal falling below 2%.

The graph depicts varying yet positive responses for all three statements under reflection which indicates that there is a relationship between participation in co-curricular activities and reflection.




Attributes

Mean

Standard Deviation

Effective listening

3.7899

.53705

Self-awareness

3.4773

.65442

Facilitating

3.6795

61590

Questioning

3.6677

.65292

Assertiveness

3.8284

.69486

Oral Speech

3.4803

.64641

Facial Expression

3.6252

.74132

Reflection

3.7426

.70359


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