The Effect of Sports and Extracurricular Activity on Njupt Students
Essay by Uzzal_Sarkar • December 24, 2017 • Term Paper • 3,909 Words (16 Pages) • 1,254 Views
Essay Preview: The Effect of Sports and Extracurricular Activity on Njupt Students
Nanjing University of Posts and Telecommunications
Research paper
On
The effect of sports and extracurricular activity on NJUPT students.
Title: Data Analysis
Instructor: YI YINGYING
Student ID | Name | Score |
F1016090218 | Uzzal Sarkar |
|
School of Management
First Semester 2016-2017 School Year
Abstract - Extracurricular activities are found in all levels of our schools in many different forms. They can be sports, clubs, debate, drama, school publications, student council, and other social events. A student‟s future can be determined in the things that they do in the hours after school and before their parents get home. This paper describes the role of extracurricular activities and the positive effects that they can have on students of all kinds ranging from the above average student to the student that is on the brink of dropping out of school.
Keyword: Sports, Extracurricular activity, Descriptive statistics, ANOVA, NJUPT etc.
Table of Contents
| Particulars | Page no |
1 | Chapter 1 |
|
Introduction | ||
2 | Chapter 2 |
|
Methodology | ||
2.1 Literature review 2.2 Research objective 2.3 Hypothesis testing 2.4 Data methodology 2.4.1 Primary Data Collection 2.4.2 Selection of Samples 2.4.3 Data Analysis and interpretation | ||
3 | Chapter 3 |
|
Result and discussion | ||
4 | Chapter 4 |
|
Conclusion and Recommendations | ||
| References |
|
List of table
Table 1: Descriptive statistics of Age group in NJUPT students.
Table 2: Descriptive statistics of Grade in NJUPT students.
Table 3: Descriptive statistics of Gender in NJUPT students.
Table 4: Descriptive statistics of Living area in NJUPT students.
Table 5: Descriptive statistics Interested on playing sports in NJUPT students.
Table 6: Descriptive statistics Sports that students like best in NJUPT students.
Table 7: Descriptive statistics Participate of games in NJUPT students.
Table 8: Descriptive statistics Getting prize to play game in NJUPT students.
Table 9: Descriptive statistics extracurricular activities in NJUPT students.
Table 10: Descriptive statistics NJUPT is the suitable place to play spots.
Table 11: Descriptive statistics Satisfaction of extracurricular activities in NJUPT students.
Table 12: Descriptive regression of sports and extracurricular activity on NJUPT students Table 13: ANOVA of sports and extracurricular activity on NJUPT students.
List of figure
Figure 1: Showing Descriptive statistics of Age group in Pie chat.
Figure 2: Showing Descriptive statistics of Grade in Pie chat.
Figure 3: Showing Descriptive statistics of Gender in NJUPT students in Pie chat.
Figure 4: Showing Descriptive statistics of Living area in NJUPT students in Pie chat.
Figure 5: Showing Descriptive statistics of Interested on playing sports in NJUPT students in Pie chat.
Figure 6: Showing Descriptive statistics of Sports that students like best in NJUPT students in Pie chat.
Figure 7: Showing Descriptive statistics of Participate of games in NJUPT students in Pie chat.
Figure 8: Showing Descriptive statistics of Getting prize to play game in NJUPT students in Pie chat.
Figure 9: Showing Descriptive statistics of extracurricular activities in NJUPT students in Pie chat.
Figure 10: Showing Descriptive statistics of NJUPT is the suitable place to play spots in Pie chat.
Figure 11: Showing Descriptive statistics of Satisfaction of extracurricular activities in
NJUPT students in Pie chat.
Introduction
Extracurricular activities are an integral part of high school for many students. Yet given funding challenges and pressures to increase test scores in today‟s educational climate, many schools are considering cutting the number of activities they offer or reducing students‟ opportunities to participate by cutting transportation or other types of financial support (Gutierrez, 2004; Starr, 2000). Those who support activities argue they provide many benefits for students, including an opportunity to develop prosocial peer groups and a sense of belonging, a „„hook” into school that may help to keep students enrolled, and increased academic achievement (Cooper et al., 1999; Davalos et al., 1999; Johnson et al., 1998; Mahoney and Cairns, 1997; Mahoney, 2000; Marsh 1992; Quiroz et al., 1996). Others point to the political socialization function that extracurricular activities serve, paving the way for adolescent participants to become politically active adults (Burns et al., 2001; Eccles and Barber, 1999; McFarland and Thomas, 2006; McNeal, 1995; Putnam, 2000; Verba et al., 1995). Thus, extracurricular activities are seen both to supplement existing academic curricula and to allow students the opportunity to build non-academic, civic, and political skills such as teamwork.
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