Indian Intitute of Space Science and Technology

Thiruvananthapuram

B.Tech. Economics Project

A study report on

Effect of Extra-curricular Activities on Quality of

Human Resource Developed within the College
Submitted by

B.Tech. in Aerospace 2014 Batch

Group Number: X

October of 2015

Department of Humanities

Indian Intitute of Space Science and Technology

Thiruvananthapuram

B.Tech. Economics Project

A study report on

Effect of Extra-curricular Activities on Quality of

Human Resource Developed within the College
Submitted by

B.Tech. in Aerospace 2014 Batch

Group Number: X
By
Hemanth Chandra Penumala
Shaifalee Saxena
Shashidhar Walthati
Sai Balaji Kotni
Dubey Vijay K.
October of 2015

Department of Humanities
ii

Declaration
This project report titled Effect of Extra-curricular Activities on Quality of Human Resource Developed within the College is a presentation of our original
research work. Wherever contributions of others are involved, every effort is
made to indicate this clearly, with due respect to the literature, and acknowledgement of collaborative research and discussions.
Date: 19th October, 2015.

Name

Signature

1. Hemanth Chandra Penumala

...............

2. Shaifalee Saxena

...............

3. Shashidhar Walthati

...............

4. Sai Balaji Kotni

...............

5. Dubey Vijay K.

...............

iii

ACKNOWLEDGEMENT

Tell me and I forget.

Teach me and I remember.
Involve me and I learn.
Benjamin Franklin
The very process of learning makes sense only if the oppurtunity to learn
exists. We are grateful to Dr.Shaijumon C.S. for giving that opputunity to learn
in a form of economics project. We would like to thank him for believing and
guiding us throughout.
We would like to thank research scholar in Department of Humanities, Sabu
M for his introductory session on how to go about doing a project that involves
research. Insights shared by him have helped us throughout.
The use of survey as tool to illustrate the facts is incomplete without the
presence of survey takers themselves. We are thankful to all the people who
participated in survey for time they spent and the efforts they put.
Lastly, we would like to thank the administration of Indian Institute of Space
Science and Technology for letting us use their facilities.

iv

ABSTRACT

The scope of this report is to explain the study carried out to ascertain if there
exists any relationship between the extra-curricular activities pursued and the
impact of such an activity on the development of oneself. An assumption that
overall development of human resource can be achieved only with development
of individuals is critical.
Data was collected by a survey which saw participation from both within and
outside the college. The survey aimed to look at two time-frames of the given
individual and then compare the data between these frames to establish the
results.
Although the fact that having good human resource leads to better society
and economy has been a well researched topic in the literature. However, an
effort has been made to explain this fact in as concise and complete manner
as possible.

Contents
1 Introduction

1.1 Motivation of study . . . . . . . . . . . . . . . . . . . . . . . . . .

1.2 Terminologies and the importance of the topic . . . . . . . . . . .

1.3 Objectives of the study . . . . . . . . . . . . . . . . . . . . . . . .

1.4 Plan of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.5 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.6 Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
1.7 Limitations of Study . . . . . . . . . . . . . . . . . . . . . . . . . 17
2 Literature Review

20

2.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.2 Pay to play. Hurdle for involvement in sports . . . . . . . . . . . . 21
2.3 Extra-curricular Activities and Academics . . . . . . . . . . . . . 22
2.4 Effect of Extra-Curricular Activities on Betterment of Individual

. 24

2.5 Music and Academics . . . . . . . . . . . . . . . . . . . . . . . . 25

2.6 Ill-effects of Excessive Participation in Extra-Curricular Activities

26

2.7 Role Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

3 Analysis of Survey

29

3.1 Question 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.1.1 Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.1.2 Response . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.1.3 Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.2 Question 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3.2.1 Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3.2.2 Response . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3.2.3 Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.3 Question 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.3.1 Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

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3.3.2 Response . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.3.3 Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.4 Question 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.4.1 Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.4.2 Response . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.4.3 Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.5 Question 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.5.1 Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.5.2 Response . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.5.3 Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.6 Question 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.6.1 Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.6.2 Response . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.6.3 Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.7 Question 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
3.7.1 Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
3.7.2 Response . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
3.7.3 Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . 38
3.8 Question 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
3.8.1 Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
3.8.2 Response . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
3.8.3 Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . 39
3.9 Question 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
3.9.1 Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
3.9.2 Response . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
3.9.3 Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . 40
3.10 Question 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
3.10.1 Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
3.10.2 Response . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
3.10.3 Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . 41
4 Discussion and Conclusions

43

4.1 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
4.1.1 Sample Space . . . . . . . . . . . . . . . . . . . . . . . . 43
4.1.2 Time-Frame Approach . . . . . . . . . . . . . . . . . . . . 44
4.1.3 Analysing the Trends . . . . . . . . . . . . . . . . . . . . . 45
4.2 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Bibliography

49

vii

Appendices

52

A Questionnaire

53

viii

List of Figures
3.1 College Demographics . . . . . . . . . . . . . . . . . . . . . . . . 30
3.2 Yearwise Demographics . . . . . . . . . . . . . . . . . . . . . . . 31
3.3 Informal v/s Formal activity. . . . . . . . . . . . . . . . . . . . . . 32
3.4 Involvement in Sports . . . . . . . . . . . . . . . . . . . . . . . . 33
3.5 Involvement in arts and music . . . . . . . . . . . . . . . . . . . . 34
3.6 Involvement in literary activities . . . . . . . . . . . . . . . . . . . 36
3.7 Involvement in community service . . . . . . . . . . . . . . . . . 37
3.8 Self-confidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
3.9 Satisfaction from Grades . . . . . . . . . . . . . . . . . . . . . . . 40
3.10 Satisfaction from Grades . . . . . . . . . . . . . . . . . . . . . . . 42

ix

List of Tables
1.1 Cross tabulation between hours spend co-curricular activities
and percentage of the marks in the last examination . . . . . . .

3.1 College Demographics . . . . . . . . . . . . . . . . . . . . . . . . 29

3.2 Yearwise Demographics . . . . . . . . . . . . . . . . . . . . . . . 30
3.3 Informal v/s Formal activity. . . . . . . . . . . . . . . . . . . . . . 31
3.4 Involvement in Sports . . . . . . . . . . . . . . . . . . . . . . . . 33
3.5 Involvement in arts and music . . . . . . . . . . . . . . . . . . . . 34
3.6 Involvement in literary activities . . . . . . . . . . . . . . . . . . . 35
3.7 Involvement in community service . . . . . . . . . . . . . . . . . 37
3.8 Self-confidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
3.9 Satisfaction from Grades . . . . . . . . . . . . . . . . . . . . . . . 40
3.10 Time for Innovation . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Chapter 1

Introduction
1.1

Motivation of study

Development of any country whether economically or the other

way depends upon both, the quality of the human resource as well
as the quantity of such a resource at disposal of the country.
Thus any country striving for such a development tries its level
best to improve the quality of human resource. Education system
present in the country and education imparted by these institutions plays a prime role in improving the people.
It has been a topic of debate whether people oriented with sole
focus of doing only one thing or the people who live with variety
are of more importance as a resource to any country.
The motivation of this study comes from the aforesaid ideas.
The goal is to ascertain if extra-curricular activities affect the quality of human resource within the college, which as said before
imparts education and has prime role in shaping the human resource.

1.2

Terminologies and the importance of the topic

Definition of Human resource

A whole consisting of inter-related, inter-dependent and interacting physiological,psychological,sociological and ethical components.
Michael J. Jucius
From the national point of view, human resources are knowledge,skills and attitude obtained in population; while for individuals enterprises, they represent the total of the abilities,knowledge
and skills of the employees
Leon C. Megginson
The first definition is given from the point of view of an individual.
An individual treats people around him as a friend, a brother, so
on and so forth. Individuals dont dwell into valuing the people
around them as a resource per se. Rather they value them based
upon social, emotional and psychological interactions.
The second definition contrasts this idea by illustrating how does
an organization or a country think of human resource. For an example, consider a company which requires say 1000 labours in
order to run a factory. For the company in question, it is the number of hours put in by these labours that matters but not their psychological and emotional well being. Such a company would then
term human resource development as being able to extract maximum productivity of labours, it is interested in the monetary value
of the efforts put in.
A country, however, will be striving for an all round development
of its population. This is because this would lead not only to devel2

opment of economy but also to development in technology, health,

sports, arts and culture as well.
One of the important concerns with a country is whether the
growth achieved right now will be sustained in the near future.
One way of ensuring that this indeed happens is to develop the
population, particularly the younger generation so that the future
of country lies bright.
Although good education does not necessarily mean better human resource, it has been seen that educating people does increase the chances of country landing up with better human resource. This is because of more literacy and thus more exposure
to rational thoughts.
Almost all the countries around the world have known that educating the people would only help them in human resource development (hereon referred as HRD) thus they have taken up the
task of doing so. India is no different from such country the Ministry of Human Resource Development (MHRD) was created on
September 26, 1985, through the 174th amendment to the Government of India (Allocation of Business) Rules, 1961.

The importance of education can be learned from the fact that

MHRD works through to departments:
1. Department of School Education and Literacy
2. Department of Higher Education
both of them being linked by education. This can also be seen
from the National Policy on Education, 1986 (as modified in 1992).
1 http://mhrd.gov.in/about-mhrd

With this kept in mind Government of India has always been

eager to open higher education centers from where the human
resource could be become available to the nation.
Indian Institute of Space Science and Technology can be used
as an example to illustrate the idea of utilizing quality human resource from college for development. These lines from the about
us section on its website speaks that clearly.2
The idea of such an institute(IIST) was mooted keeping in mind
the need for high quality manpower for the Indian Space Research
Organization
What factors will lead to HRD of the students studying in colleges has been a topic of great debate and discussion.
One such theory suggests that any factor leading to involvement (as defined in the thoery) from the students will lead to their
development.3
Thus the study of factors leading to HRD of students within institutes of higher education is of importance.

1.3

Objectives of the study

It has been theorized that having variety in life and doing something out of the curricular usually has better impact on involvement of the students. Sometimes referred as extra-curricular activities. We assume that HRD within the higher educational institute across the country will lead to HRD of the country by itself.
2 https://www.iist.ac.in/aboutus/institute
3 Astin

A W, Student Involvement: A Developmental Theory for Higher Education

This assumption is justified by the discussion of the previous

section. The aim of this study thus lies in understanding the relationship that exists between pursuing an extra-curricular activity
and its impact on factors that result in HRD of the students within
the college.
The objectives of the study were.
1. To conduct a survey and pose questions in two time frame
for every person.
2. To use this data to analyze how extra-curricular activity affect students mental health, confidence and other factors.
3. To justify that such positive increment, if any, in involvement
of student will make them a better person and thus valuable
human resource to country.
4. Use these ideas to ascertain if a relationship exists between
the pursuing of extra-curricular activity and HRD of students,
if any.

1.4

Plan of Study

The purpose of this study is to document how being involved in

extra-curricular activities can influence development in academics,
social skills, and mental stability of students. Over half of a students time is spent being involved in some sort of structured activity and the rest is being spent on some sort of leisure activity.
It is important for teachers, counselors, and parents to know the
overall impact of participating and being involved in out-of-school
activities. Determining the long-lasting effects of extracurricular
activities may help parents and students understand how participation can impact students development now and in the future.
5

Armed with this information, families can make wiser choices

for creating balance in academics and activities in an adolescents
life. In addition to understanding the effects of being involved in
these activities, it is important to know how these activities are
influencing educational and career pathways beyond high school.
Having this knowledge may allow counselors and other educators
to promote participation and to support and encourage student
involvement. Classically researches and review literatures classified extra-curricular activities into following two categories:
1. Formal extra-curricular activity
2. Informal extra-curricular activity
FORMAL EXTRA CURRICULAR ACTIVITY: Formal extra-curricular activity mainly comprises of debate competitions, being involved in sports ,literature and other type of social activities involvment in these particular activities improves student social skills
and has a positive impact on academics of students involvment
in any particular activity has a time limit for example considering the survey report by UNIVERSITY OF BAHAWALPUR, PAKISTAN we can state that students who were involved in formal
extra-curricular activities for over a time period of - hr had a positive impact on academics. See Table 1.1 .
INFORMAL EXTRA CURRICULAR ACTIVITY: Informal extracurricular activity mainly comprises of internet surfing, listening to
music ,watching television and all these digital media activities involvment in these particular activities had a negative impact on the
academics of students however , if the programs are of practical
interest and useful then watching those for a limited period of time
may have a positive effect but watching cartoons will have a negative effect for sure and kills the intuitive and novel creative thinking
of an individual Although television watching cant be considered
6

Table 1.1: Cross tabulation between hours spend co-curricular activities and
percentage of the marks in the last examination

as a co-curricular activity but as far as this study is concerned,

television watching has been considered as co-curricular activity.
Many studies have classified television watching as leisure activity.
More time you spend on the co-curricular activities and other
structured activities and less attention towards watching television
results in good grades and scores in the examination The studies
have found the negative relationship between watching television
and the performance of the students. Bar-on reported in 1999
that 4000 studies have been published on the effect of television
watching. An education article observed that most of the studies have found insignificant relationship between watching TV and
academic performance.
However there exist studies which have observed rather weak
but significant relationship in the research on watching television
and its impact on grades of the students constructed three different kinds of hypothesis for its negative impact.
The first hypothesis is the time displacement hypothesis which
means that watching television distracts the viewer and students
7

from the intellectual ideas and as a result the grades of the students are affected.
Another hypothesis which was constructed is the mental-effect
hypothesis in which watching television results in the laziness of
the mind. Research scholars found some proof which shows that
watching television requires less mental attention as compared to
reading and writing which result that less mental and intellectual
efforts are utilized during watching television as it is used during
other activities .
The third and final hypothesis is called arousal hypothesis which
proposes that watching television encourages spontaneous behaviors and can decrease academic performance because television uses continuous movements that can discourage sustained
activities.
This hypothesis also suggests that watching television leads to
apparent intellectual processing which results that children cant
concentrate in their studies during class. The different effects on
the performance of the students depend upon the amount of television they watch. The researchers have found that there does
not exist negative relationship between watching TV and performance of the students until the student start watching television
10 or more hours in the week and strong negative relationship
exists when they exceed this timing to 30 hours or more.
One research showed that television has positive impact on
studies until certain level and then it has negative relationship if it
exceeds certain limit. Although there is separate issue on the time
students spend on television watching, there is also debate on the
type and quality of the program they watch. If the students watch

highly informative and intellectual programs and documentaries,

in the long run they would definitely increase their knowledge and
skills in their studies. On the other hand if they watch television
programs like action movies, cartoons and music, definitely these
would have a negative impact on their brains and results in low
academic grades.
Most of the studies have found negative relationship between
the television watching and academic performance but there are
some cases where there exists the positive relationship between
these two factors These cases are rare, therefore the common
study suggests that there exists the negative relationship between
these two. America which is considered as the strongest nation is
also based on the students knowledge and talent because todays
youth is base for tomorrows nation. More than half of American
teenagers attending school participate in some sort of organized
activities like clubs, athletic opportunities, dance line or cheer
teams, Scouts, drama or theater, youth groups, student council,
and club sports.
There is substantial interest in how teenagers are spending
their leisure time outside the school day, and what types of activities are important to their development. There are studies that
support either being involved, being over-involved, or not being involved at all in Extra-curricular activities and how participation can
impact what becomes of teens in the future based on participation
in activities outside the school day. According to Eccles (2003),
children and adolescents in the United States spend more than
half of their waking hours in leisure activities.
Along with interest in how leisure time is being spent, researchers
are wondering why there are high levels of disinterest, underachievement, disengagement, and increased amount of time teens
9

spend unsupervised by adults. we were also doing the same analysis how students spend their leisure activity and how these activities influence the academics of students and mental stability
of students because India has an unrivaled youth demographic:
65% of its population is 35 or under, and half the countrys population of 1.25 billion people is under 25 years of age (Apr 8, 2014).
more the well organized and stabilized youth mentality more prosperous the country.
Our practical interest is to conduct to a survey and collect data
from different categories of students and how do they spend their
leisure time and how do these particular activity effect the academics and mental stability of an individual and by taking the major response as a general response we will make a generalized
response and thus state how these activities effect the human resource of a nation.
Human resource is the basic need for any development even
machines and robots which we are using as substitute for humans
in many practical risky activities are also made by humans only
now-a-days many strong nations in the world are coming forward
and willing to help India in the name of DIGITAL INDIA because
India is rising country and there is no doubt that India will become
the strongest nation in the world if we use our human resource
properly.

1.5

Methodology

In this report we conducted a simple survey which was answered by many students from different regions of our country
we asked them how do they spend thier leisure time and how
much time do they induldge in their particular activity of interest

10

our objective of first question was to inquire about their year of

study because different age group of people have different kinds
of effects on their respective future.
A ground breaking review by California State University, Sacramento , stated that first year students have less oppurtunities and
chances to get addicted to social networks when compared to that
of second , third and fourth years moreover first year students will
have a desire to gain good cgpa and this acts as a driving force
to concentrate more on studies our second question was whether
the individual is involved in formal activity or informal activity if answer of an individual is an activity related to informal extra curricular activity then we can say that our man is going in a path which
has a negative impact on his academics and mental feelings and
ability from our generalised theory.
If answer of an individual is an activity related to formal extra
curricular activity then from our generalised theory we can state
that our man has chosen the path which has a positive impact on
his future we cant say that these are the only two categories of
people available , there are people who wont participate in any
kind of extra curricular activity. among such people some apply
their brains and use their creativity to design something or they
will in a creative inner world these people will also have a good
result in academics.
Rest of the people of this particular area who were neither involved in extracurricular activity nor using their creativity to develop things barely sleeping all the time or reading all the time
these activities wont have a good impact on their future.
Although our theory is just response of the majority we cant
say that this theory is correct for each and every individual in the
11

world there is always an exception.

There are many types of formal activities and informal activities some people were involved in both formal and informal activities hence we questioned in which particular activity were they
involved more.
Our third question was to know whether the person we were
inquiring about is indulged in any activity related to sports , if the
answer was yes then we can interpret that person has good mental stability , physical strength , ability to overcome tensions , good
health hence good attendance , and also a positive impact on academics.
Our fourth question was to inquire that our person has any interest in music and arts because sports are not the only kind of activity which dictate persons mental stability and attitude although
there were many other activities sports have a good role because
sports improve the physical strength of an individual music and
arts are among the activities which dictate persons mental stability and attitude apart from sports actually music has been listed
in to the sector of informal activity but we cant say that music will
have a negative effect on persons academic career music dictates the persons state of mind in the times of tension but getting
addicted to music even while studying might have a negative impact on students.
Our fifth question was to inquire whether our person is interested in literary activities like debates and competitions etc. Debates improve the persons ability and agility to move socially with
the fellow beings of course, human being is a social animal he
should learn to be social with others debates will also increase an

12

individuals self confidence self-confidence is one important factor

that dictates persons capability to face the situations and hardships in life.
Our objective of sixth question was to know whether individual has any interest in participating in social community service
activity like N.G.O. These activities will improve an individuals understanding towards the society, although these activities will not
have any effect on academics these will help to make good inventions (coming to the point of engineers and scientists) and to
develop the individuals behaviour.
We all know the story of great inventor Alfred Noble who did had
a regret for his creations even in the last minute on his dead bed
by being involved in this social community service activities people
will have a clear understanding of things and how to produce and
what to produce.
Our next question was to inquire where people have felt more
confident about themselves because without confidence everything is useless because one cant win over the hardships they
face in life unless and until he have confidence over their.
Our objective of asking where you feel more confident about
yourselves in high school or in college is just to compare the situation with the environment. People in high school will have a
stress to get good marks and to pursue good grades whereas
people in college will also have the same situation in front of them
but a high school student can confidently estimate his marks and
be confident about his life even before the exam whereas a college student cant estimate his marks even after the exam this is
all about the situations which they were facing and environment

13

they were living. of course there might be exception to our answers but this is a statement from a generalized report by NSSE
Annual results 2014.
Our next question was, where are you more satisfied with your
grades? The main objective of this question was just to inquire
about the individuals self confidence and self satisfaction with
his/her grades the more they are satisfied the more bright their
future will be. The more they are stressed the more vulnerable
their life will be. Grades are just a token of preparation we had
for a particular exam, gaining knowledge is much more important
than getting good grades.
Our next question was where do you feel more confident about
yourself? Having confidence in you or in the work you do is the
first base for success. Confidence of an individual develops with
the amount of work they do, type of work they do, results they get
for their work and supportive environment.
Amount of time an individual generally spend in doing these
activities will also dictate his results the results observed by the
people who spend more in activities and less in academics differ
from person who spend time more in academics and less time in
extra curricular activities which in turn differ from persons results
who give equal importance for both.

1.6

Hypothesis

Hypothesis is the statement we assume to be true and state

our arguments based on that if our arguments are valid and are
coinciding with well known facts then we can say that our hypothesis is true if our arguments are conflicting with the known facts

14

then we can understand that our hypothesis is false and negation

of our hypothesis is true.
Generally hypothesis are made as a true and false statement.
In our report we make a hypothesis that PARTICIPATION
IN EXTRA CIRCULAR ACTIVITIES WILL HAVE POSITIVE HUMAN RESOURCE DEVELOPMENT IN THE COLLEGE
For proving our hypothesis is true we made a survey and circulated it to various colleges and had a good response of 240 from
students of first , second ,third , fourth year of undergraduation
based on these responses and assuming the major response to
be the generalised response of students , we are making 5 arguments to prove the validity of our hypothesis.
ARGUMENTS:
1. Participation in formal extra circular activities will have a positive impact on students academics.
2. Environment in which a student is being educated will also
have an impact on academics.
3. Participation in extra circular activities will have a positive impact on students mental stability and thinking.
4. A person with a good mind, good attitude and good performance in academics is a good human resource for country.
5. A country with a good human resource is a prosperous country.

15

Based on our survey response and from many other survey

reports from different prominent universities like California State
University( Sacramento) ,University Of Bahawalpur , Tennessee
Technological University , NSSE , University of Wisconsin-Stout ,
University Of North Texas , Ministry of Human Resource Development Bureau Of Planning, Monitoring & Stastics ,Government
Of India , Hong Kong Institute of Education , purdue university ,
university of Iowa etc.
We are stating that participation in formal extra circular activities
improves the academic performance of students if the participation time does not exceed a basic time limit.
Participation in informal extra circular activities will have a negative effect on academic performance of students.
Most of the schools have an environment which encourages
to pay interest in academic performance and an interactive atmosphere always have a positive impact on students attitude and
academic performance because discussing with experienced people will always help in developing a positive attitude and also help
in performing good in academics.
Formal extra circular activities generally will include playing sports
or having a debate competition or other literature based activities
participating in these type of activities will generally help a person
in maintain a stable mentality and control over emotions because
during a game one will go through different stages like winning,
competing, defeating others, getting defeated by others all these
will help in maintaining a balanced and sportive mentality which
will help to develop courage and confidence necessary to overcome all hurdles in life.

16

Oxford defined human resource as the personnel of a business

or organization, regarded as a significant asset in terms of skills
and abilities. Good human resource can be defined as the possible best combination of good attitude and good academics. Any
development should be done by humans and hence a countrys
development will be in hands of humans present in the country
and ability of humans and their agility. Good human resource will
imply good development in country along with economic feasibility
and hence we can club these known facts and state that A country
with good human resource is the prosperous country.
Therefore we are made 5 assumptions and had conducted a
survey to prove our result excluding some exceptions which will
be discussed in later session and thus provide a good base for
generalizing our theory.

1.7

Limitations of Study

Limitation is an at-most point till which we can generalize our theory, many great inventions also have some limitations and exceptions generally people will exclude those limitations and generalize the theories.
Our proposed theory also have some exceptions, we cant simply state that a person who is paying more attention in informal
extra co-circular activities will perform low in academics compared
to the persons who always study, it is based on IQ of an individual , some persons play whole day and still manage to get good
marks in academics.
Similarly, we cant state that a person who shows more interest towards studies will always perform exceptionally good in aca-

17

demics there always exist an exception for any theory, therefore

theory proposed cannot be applied for each and every individual
but we can generalize our theory to a maximum extent.
We stated that people taking an active part in formal extra co circular activities will perform good in academics and also develop a
positive attitude but there is an exception for this if people take the
competition seriously this may develop ego problems in between
the participants and also lead to an extreme situation of quarreling
among the people for the cause of fame, and we cant simply state
that he will perform good in academics because it depends upon
individuals ability and agility to understand and pay attention to
lessons getting involved in formal extra co circular activities might
improve these required talents.
At the same time we cant simply state that getting involved
in informal extra co-circular activities will not completely show a
negative effect on academic performance. Watching cartoons
for a limited time may imprint the specific characters in the mind
of viewer, many great persons who had performed exceptionally
good in memory tests gave a common advice to improve memory
that is to relate the words of a sentence and make a good short
animated film in your mind.
Imprinted characters will have a good impact in making of short
animated films and thus help in improving academic performance
in an indirect way. Participating in co-circular activities will not
have a positive effect always if participation crosses general limited time, not all participating in extra circular activities but exploring in many technical aspects of things will have a good effect in
academic performance of the individual.

18

Good human resource is a combination of good academics and

good attitude. academic score can be achieved by studying hard
let us assume for now that participation in extra circular activities
will have a minimum effect on individual but studying hard will have
no impact on attitude, which will sure be a deciding factor in quality
of human resource.
Attitude can be achieved by reading good books and listening to
good words but where will one apply all these morals he learnt so
far therefore one of the best possible, applicable options is participating in formal extra circular activities for a limited period of time.
Hence we can generalize our theory excluding minor exceptions
and above stated limitations.

19

Chapter 2

Literature Review
2.1

Introduction

This chapter will provide discussion and examples of some of

the positive effects in youth development based on participating
in extracurricular activities.
In addition, this chapter will also highlight some of the negative
effects that may also take place in participating in extracurricular
activities beyond the time limit. Furthermore, this chapter will include what schools can do to encourage students to participate in
extracurricular activities in hopes of reducing absenteeism, bullying, and high drop out rates.
Lastly, this chapter will describe how extracurricular activities
can effect personal, social and academic development in a positive manner. Another article discussed the benefits of youth participation in extracurricular activities and the impact on academic
success.
According to Brown (n.d.), student participants in extracurricular
activities had better grades, had higher standardized test scores,
higher educational attainment, attended school more regularly,
20

and had higher self-concepts. In addition, young people who participate also have been found to be less likely to use substances
such as drugs and alcohol, less likely to dropout of school, misbehave at school, and commit delinquent acts.

2.2

Pay to play. Hurdle for involvement in sports

Brown, R. (n.d.). Extracurricular activity: How does participation encourage positive youth development? (Fact Sheet
99-32). Retrieved November 15,2008
Lisa Keenan, Senior Sophister, Sociology & Economics stated
that, Extracurricular activities often cost money to participate in
some type of arranged pay-to-play fee. Whether it is paying the
school activity fee or paying for private lessons or trying to further
develop skills at summer camps, some families just are not economically able to be involved with out-of-school activities. Caring
adults should consider working with the community to help reduce
financial barriers to participation in healthy extracurricular options
for students to develop team building, skill development and opportunities for leadership.
research scholar meant that extra curricular activities are being presented to society in a pay-to-play manner, in most of the
schools and colleges institution is charging extra fee for encouraging students in extra curricular activities.
Everyone cannot afford to this type of fee structure, therefore
this has become an area for interest for those who has a good
financial background. Many talent encouraging shows and programs are present in telecommunication world but to participate

21

and win these types of game shows is not a small issue and affording to dance choreographer may not be possible by everyone.
Caring adults who has a better financial background should
consider helping the poor talented guys and help them to improve
themselves in particular area of interest and thus pave a better
guiding path to the brighter part of their future. We all known
about Sita Sahu who has won two bronze medals at the 2011
Athens special Olympics but is still living in a poor house in a state
to work a full day for a satisfactory meal, what if someone who is
capable of adopting another person into family has adopted Sita
Sahu and encouraged her? India will surely get at least one more
gold medal in Olympics.

2.3

Extra-curricular Activities and Academics

Darling, N., Caldwell, L., & Smith, R. (2005). Participation

in school-based extracurricular activities and adolescent adjustment. Journal of Leisure Research, 37(1),51-76
Daley, A., & Leahy, J. (2003). Self-perceptions and participation in extracurricular physical activities. The Physical Educator, 60(2), 13-19
Olson, C. A. (2008). Can music education help at-risk students? Teaching Music
Darling, Caldwell, and Smith (2005) suggested that participation in athletics is related to the following positive academic related outcomes including higher grade point average, fewer disciplinary referrals, lower absentee rates, decrease in dropout rates,
stronger commitment to the school, liking school better, being in

22

the academic tract in coursework, taking more demanding coursework, more likely to attend college full time and graduate, holding
higher aspirations for attending college, applying to more universities and colleges, and had better occupational status 15-years
after high school.
These positive effects are not just from participating in athletics
but also from joining other activities as well.
Olson (2008) found that students enrolled in fine arts activities
had significantly lower absentee rates than those students who
did not participate at all. Also, it was determined that dropouts
were involved in fewer extracurricular activities than were those
who stayed in school (cited in Olson at el., Bowman & Matthews,
2008).
Involvement in extracurricular activities is consistently and positively correlated with good school attendance, and good attendance is often correlated with a higher grade point average (Olson, 2008).
Participation in structured activities supervised by an experienced adult will impart discipline and self confidence to an individual.
Person who got involved in physical activities like sports will
have a good mental balance and also good physical health which
improves their attendance in class and paying attention to class
is enough to score 60 percent of the marks in test, thus a student
who is involved in extracurricular activities like sports will have
good attendance in class, good marks in tests, good academic
career, mental balance on emotions and feelings and thus prevent
in getting addicted to alcohol consumption and drugs.
23

Type of game chosen by the person will also help in increasing

their performance in academic career. It was scientifically proven
that persons who play chess will think think in a better and different way for solving a problem.
persons who play physical activities will have a good attendance in class.

2.4

Effect of Extra-Curricular Activities on Betterment of Individual

Allar, B. (2008). Core principals. Louisville Magazine, 64-69

Wilson, Nikki in his report on effect of extra curricular activities on students, A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree in
School Counseling, stated that, Participants in out-of-school activities often learned skills such as teamwork and leadership while
decreasing the likelihood of alcohol use and illicit drug use and related problem behaviors. Those who participate in out-of-school
activities often have higher grade point averages, a decrease in
absenteeism, and an increased connectedness to the school.
His hypothesis and methodology of study were participation in
extra curricular activities which include physical strain or which
improve debate skills of an individual have an impact on students
mental behaviour and academic career, because sports-person
will have a zeal to exceed in sports competition among the players
is the best driving force which helps to improve one himself.
Motivated by the goal of EXCELLING in an art person will not
get addicted to alcohol use and illicit drug use.
24

2.5

Music and Academics

Olson, C. A. (2008). Can music education help at-risk students? Teaching Music
Actually in our research music has been listed as an informal
activity, involving in music and related arts will have a negative impact on students academic career but according to Olson (2008),
participation in a schools music program lessened students feelings of alienation, promoted individual growth, and provide a common bond between home and school. It can provide adolescents
with a social network and a support system that is associated with
their school.
Giving stage performances will increase students self confidence
,the foundation step for any success thus promotes an individual
growth. It also provides a network to connect socially and thus
acts as a support system associated with their school.
This statement by Olson actually conflicts with our theory because Olson simply stated what are the advantages of participation in music and arts without considering the effects of music on
academics of an individual.
We also stated that participation in music will increase students
mental stability in times of tension some people will have a habit
of listening to music in times of tension and type of music will also
dictate the persons state of mind.
This technique is termed as hypnosis. Music have an ability
to control persons mind but also have a negative impact on academics if it is over scheduled.

25

2.6

Ill-effects of Excessive Participation in ExtraCurricular Activities

Reeves, D. B. (2008). The extracurricular advantage. Education Leadership

Thompson, D. (2008). Extracurriculars that count. Business Week Online
According to Reeves (2008), students who took part in three or
four extracurricular activities during the academic year had dramatically better grades than those who participated in no extracurricular activities at all.
Thompson (2008) further discussed this concept when stating
The level of commitment is much more important than the specific activity If participation in one extracurricular activity which
includes physical strain improves students attendance and participation in an activity like chess which improves persons balance
of state of mind what about a person taking part in both these
activities.
He might have a bright future compared to one who take part
in either of these activities and surely will have an bright future
compared to one who neither participated in physical activities or
brain straining activities thus we are able to judge the statement
made by Reeves.
But this theory also have a limitation participation in more extra
curricular activities have a good impact on students academics
and thus a good impact on future but only participation in extracurricular activities will have a negative effect for sure. When

26

considering how extracurricular activities impact students, mention should be made regarding potential negative impact of participation in extra curricular activities. Reeves (2008) determined
that parents and teachers might fear students may lose their focus on academics when they become too busy with such type of
activities.
Attending too many rehearsals, practices, and meetings may
cut into homework time. When students get over-scheduled, they
might restrict themselves sin particular intervals of time and neglect studies, which may lead to spending less time studying and
preparing for class.
Another negative effect of participation might occur when the
parents push their children to be involved in nearly every activity available. Some parents schedule their child in piano lessons,
soccer, youth group, scouts and dance class so there is an activity each night of the week. This may not only impact the childs
academic success, but may even effect the dedication shown to
each activity as the child may not be there by choice.
Not only can over-scheduling impact academics and level of
commitment, it can also impact the student emotionally and physically which could lead to stress.
Parents can be part of the problem if they push their children
to be involved in too many activities or by forcing children to participate when they do not want to be involved. This can lead students to be afraid to quit for fear of disappointing the parent, or
the other extreme of students quitting everything in defiance of
the controlling parent. Balance in activities of the students choice
is recommended

27

2.7

Role Model

Logan, W. L, & Scarborough, J. L. (2008). Connections

through clubs: Collaboration and coordination of a school
wide program. Professional School Counseling.
Smith, S. L. (2008). Athletics & Academics. Research
Starters
Another positive impact of participation in extracurricular activities is the possibility of a student acquiring some type of supportive relationship, mentor or role model with an adult.
When children identify with a helpful coach or talented director, the children get to know them better by being involved. Students have the opportunity to have genuine interaction, constructive feedback and support from an adult role model.
While developing positive relationships outside of their immediate families. This type of participation may help to develop mutual
trust, respect and commitment in relationships (cited in Smith at
el., Feldman & Matj asko, 2005).
Most students benefit from supporting and caring relationships
with teachers and other adults. The presence of other adult relationships is recognized as a developmental asset linked to facilitating academic and life success (Logan & Scarborough 2008).

28

Chapter 3

Analysis of Survey
3.1

3.1.1

Question 1

Question
Which college do you study in ?

3.1.2

Response

Table 3.1: College Demographics

3.1.3

Interpretation

From the data it is very evident that majority of the students,

around 60% are from IIST (Indian Institute of Space Science and
Technology) and 40% students are not from IIST who have filled
29

Figure 3.1: College Demographics

this survey form. This may be because project is done by the

students of IIST. So by this survey we have the opinion of IISTian
as well as non-IISTian also.

3.2

3.2.1

Question 2

Question
In which year of study are you currently in ?

3.2.2

Response

Table 3.2: Yearwise Demographics

30

Figure 3.2: Yearwise Demographics

3.2.3

Interpretation

Majority of the response came from sophomore year students.

3.3

3.3.1

Question 3

Question
Where do you spend most amount of free time ?

3.3.2

Response

Table 3.3: Informal v/s Formal activity.

31

Figure 3.3: Informal v/s Formal activity.

3.3.3

Interpretation

The percentage of students spending their free time in TV, Movies,

Internet surfing etc is slightly greater than spending free time in
Sports, Music, Literary, Other non-academic activities etc. It shows
Digital media becomes more integrated into daily life because
unique opportunities it offers, including easier access to information and new opportunities for learning. It has the negative impacts on adolescents, particularly the development of the social
skills of a human.

3.4

3.4.1

Question 4

Question
When were you involved more in sports ?

32

3.4.2

Response

Table 3.4: Involvement in Sports

Figure 3.4: Involvement in Sports

3.4.3

Interpretation

Most of the students involved more in sports during their high

school days. May be because they got more free time during their
high school days in compare to college days. In the college days
student more attracted towards digital media rather than playing
sports and all, this can also be a reason for this.

33

3.5

3.5.1

Question 5

Question

Where did you have more involvement in arts and music ?

3.5.2

Response

Table 3.5: Involvement in arts and music

Figure 3.5: Involvement in arts and music

34

3.5.3

Interpretation

As we can see from graph 52% students involved in arts and

music in high school days. Arts and music dictates the persons
state of mind in the times of tension. High school provided a bigger platform for arts and music in compare to college. In college
students attract towards other things, they hear music according
to their needs but now arts and music dont have the same place
as it used to be in high school days.

3.6

3.6.1

Question 6

Question

Where have you participated more in literary activities like

debates, elocutions etc. ?
3.6.2

Response

Table 3.6: Involvement in literary activities

3.6.3

Interpretation

The result of survey shows that 55% students participated in

literary activities in high school days whether only 20% students

35

Figure 3.6: Involvement in literary activities

participated during college days. Debates improve the persons

ability and agility to move socially but in college days some students consider it as a time wasting phenomena may be because
now they give more time to other things like Internet surfing etc.
For most of the students during their college days Internet becomes a medium to express their views via facebook, twitter and
all. If students are involving more in digital media then for them
there is no such big existence of literary activities in their life.
Thats how life shifted towards new things in the war of transformation to college from school.

3.7

Question 7

36

3.7.1

Question

If you were involved other non-academic activity (for

example community service by being part of NGO), where
did you pursue it to greater level ?
3.7.2

Response

Table 3.7: Involvement in community service

Figure 3.7: Involvement in community service

37

3.7.3

Interpretation

This result is expected. 39% students involved more in college, 36% students involved in high school whether 26% students
havent involved in any community service.These activities will improve an individuals understanding towards the society although
these activities will not have any effect on academics these will
help to make good inventions (coming to the point of engineers
and scientists) and to develop the individuals behaviour. College
provide us the bigger platform to pursue these kind of activities.
We can use our knowledge as well as fulfill our wish to help people by being a part of NGO. It is noticeable also that there is not
much difference in the involving percentage between high school
and college.

3.8

3.8.1

Question 8

Question
Where do you feel more confident about yourself ?

3.8.2

Response

Table 3.8: Self-confidence

38

Figure 3.8: Self-confidence

3.8.3

Interpretation

Here comes the most important question of our survey about

confidence because without confidence everything is useless. From
the result we found that 57% students feel more confident in high
school whether 43% students in college. Difference is not more
but this result relates to other questions like involvement in literary
activities, sports etc. If students take part in these activities then
also their confidence level will increase. This includes some other
factors also but we cant neglect these small changes during this
transformation.

3.9

Question 9

39

3.9.1

Question

Where have you been more satisfied with your grades ?

3.9.2

Response

Table 3.9: Satisfaction from Grades

Figure 3.9: Satisfaction from Grades

3.9.3

Interpretation

The percentage of satisfied with grades in high school is very

much greater than satisfied in college. 85% students prefer high

40

school whether only 15% students are satisfied in college. The difference is big but then also result is not that shocking. This result
can easily related to that confidence question. When students feel
more confident about themselves then the coming result which
here represents the grades will automatically gives more satisfaction to them. Although grades are not a criteria for judging
someones wisdom but it is important for an individual also.

3.10

Question 10

3.10.1

Question

Where was the environment more conducive in order to give

time to your new ideas ?
3.10.2

Response

Table 3.10: Time for Innovation

3.10.3

Interpretation

No matter how much skill and ingenuity be possessed by an

individual none of it would come to an use if the person doesnt
put time on his innovative ideas and work. An individual will give
priority and hence their time to something only if they are in state
of well being. This is an indirect way of ascertaining whether they
41

Figure 3.10: Satisfaction from Grades

are in position stable enough to contribute to society and be a

good human resource. Although there is close margin of difference, it can be seen that students were more useful to society in
aforementioned terms in high-school than in college.

42

Chapter 4

Discussion and Conclusions

4.1
4.1.1

Discussion
Sample Space

Any survey is limited by the size and variety of the sample space
of the survey. For the chosen topic of study it was very important
that we get the data not from one but many colleges spread across
the country. This is why the survey was done using Internet and it
was spread to various students using social media.
The question one in the survey highlights the participation of
the IISTians (i.e. students of Indian Institute of Space Science
and Technology) and non-IISTians in the survey. As we can see,
although the number of participants from IIST are more than the
other participant, they do not downright outweigh the non-IISTians
in the survey and it can be safely said that the opinion of other
participant will show considerable changes the outcome of results.
This is a good indication for the survey since it points in the
direction of the collective opinion from various source who are
in different colleges and have different resources and problems
altogether. Thus although not very accurately, this survey in a
43

very very crude way is indeed a representative of the situation in

various regional and national colleges throughout the expanse of
India.
4.1.2

Time-Frame Approach

It is important to understand the type of survey that has been

used before drawing out conclusions from it. As you can clearly
see from the questionnaire that the survey is divided into three
parts, the first part deals with collecting the demographics of the
participants of the survey, i.e questions one and two.
The questions 4 through 7 are time frame based. In these questions we have given two time frames to the participant of survey and asked them to choose the one where the involvement
in extra-curricular activity asked in the respective question was
more. There were also questions which inquired about the effect
that we expected from such involvement in extra-curricular activity, again with same two options to choose from. A third option
was reserved for the participants who felt that they were never
involved in such activities.
This gives us opportunity to analyze two time frame of the same
participant and compare the participation done by them in extracurricular activities in each of these time-frames. Equally we can
compare where the factors leading to better human resource development had arisen amongst the two time frames. This is an
excellent tool to verify whether participation in extra-curricular activities indeed leads to positive changes in factors for human resource development.
An exception to this time-frame approach is question number
three which asks the participant of survey where do they currently
44

spend more time in, formal or informal extra-curricular activities.

The intent of this was to analyze if decrease in formal activity
came at cost of increased participation in informal activity, if such
decrease appears in results.
4.1.3

Analysing the Trends

Decrease in participation of extra-curricular actitvity

It can be seen from the the analysis of survey in chapter three

that the participation in extra-curricular activities by respondents
has decreased in college when compared to high school.
The activity in which the participation has decreased the most
is sports. Around 72% of the respondents believe that they participated more in high-school in sports than they did in college.
It can also be seen that around 52% participants felt that their
participation in arts and music related activity has decreased after
coming to college as against 31% who felt the other way around.
Amongst the activities inquired it can be seen that for respondents who denied any participation whatsoever in both high-school
and college for an activity, community service stands highest with
26% denying any participation. Literary activities come next with
25% having no participation at all.
Increase in participation in Community Service

Community service turns out he only activity which appears to

break the trend. It can be seen the majority of respondents felt
that they did more community service in college than they did in
high-school.

45

Ipso facto of the results this is an exception to the trend, hence

we tried to reason out possible cause of it.
It is a well known fact that that the burden to excel well in academics is more in high school than it is in college. At the same
time the the opportunity to contribute by involving in community
work is higher in college because of the presence organizations
like Lions Club Intl. , Rotary Club, National Service Scheme etc.
An example of this can be taken as Nirmaan initiative in IIST
which aims at teaching students from around the locality. Such a
opportunity may not have necessarily existed when respondents
were in high-school.
Factors of positive human resource development

This discussion is a backbone of any conclusions drawn from

the obtained data.
As discussed in chapter one we have tried to focus on what will
lead to increased involvement (Astins Developmental Theory) of
the students studying in college and thus their better and all round
development.
It is seen from response that about 85% respondents were
more happy and satisfied with their grades in high-school, about
57% felt that they were more confident about themselves in highschool and 51% felt that they were in better position to give time
and pursue their innovative ideas thus becoming a better human
resource to college and country as well.
The point that has to be noted is that, in high school in spite
of the fact that majority of the respondents were involved in some
46

extra-curricular activity and thus having less time to spend in academics and other serious issues they did well than they did in
college where they were less involved in extra-curricular activity.
This clearly indicates that participation in extra-curricualr activites does in fact have a positive effect on health, mental well
being and other factors that would lead to better human resource
in the colleges and thus better human resource of country as discused in section 1.2
Increase in informal activity and decerease in formal activity

The participation in informal activities like watching TV, Surfing

Internet etc increased at the same time the participation in formal
activities has decreased from high-school to colleges.
This is accompanied by negative change in factors for human
resource development. It can also be theorized, along-with aforementioned arguments, that spending more time on informal activity is not good for student in colleges.

4.2

Conclusions

Following conclusions can be drawn from the aforesaid discussion.

Majority of the respondents felt that they had more participation in extra-curricular activities in high-school than in college.
Majority of the respondents felt that in spite of being involved
in such activities they were better not just academically but

47

in terms of the confidence they possessed and ability to put

their ideas into reality.
Larger fraction of respondents spend more time in informal
activities like wathcing TV, surfing net etc. than on formal
activities like sports, arts, music etc. in college.
Participation in extra-curricular activites has positive change
in factors that would lead to better human resource within
the college.
As explained in section 1.2 this will also lead to better human
resource in country.

48

Bibliography
(1) Allar, B. (2008). Core principals. Louisville Magazine, 64-69.
(2) Brown, R. (n.d.). Extracurricular activity: How does participation encourage positive youth development? (Fact Sheet 99-32). Retrieved November
15,2008, from: www.unce.unr.edu/publications/files/cy/other/fs9932.pdf
(3) Daley, A., & Leahy, J. (2003). Self-perceptions and participation in extracurricular physical activities. The Physical Educator, 60(2), 13-19
(4) Darling, N., Caldwell, L., & Smith, R. (2005). Participation in schoolbased extracurricular activities and adolescent adjustment. Journal of Leisure
Research, 37(1),51-76
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Appendices

52

Appendix A

Questionnaire
Link to our survey - https://human-resource.typeform.com/to/tnTAF5
Link to our survey result https://human-resource.typeform.com/report/tnTAF5/PYCf
Q1) Which college do you study in?
IIST (Indian Institute of space science and technology)
Non IIST
Q2) In which year of study are you currently in?
First
Second
Third
Fourth
Q3) Where do you spend most amount of free time?
TV, Movies, Internet surfing etc.
Sports, Music, Literary , Other non-academic activities etc.
Q4) When were you involved more in sports ?
High School Days
College Days
Neither
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Q5) Where did you have more involvement in arts and music?
High School Days
College Days
Neither
Q6) where have you participated more in literary activities like debates, elocutions etc.?
High School Days
College Days
Neither
Q7) If you were involved other non-academic activity (for example community service by being part of NGO), where did you pursue it to greater level?
High School Days
College Days
Neither
Q8) Where do you feel more confident about yourself ?
High School
College
Q9) Where have you been more satisfied with your grades?
High School
College
Q10) Where was the environment more conducive in order to give time to
your new ideas?
High School
College

54