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"v-uwunu "'Ils" ~‘fl'b up I . .4 a. F' {If-rum! _., sub 3 v.-.- This is to certify that the dissertation entitled STUDENT PERCEPTIONS OF THE EXTRACURRICULAR ACTIVITIES PROGRAM AT KING SAUD UNIVERSITY presented by Ali Saad M. Al-Karni has been accepted towards fulfillment of the requirements for » Ph.D. degreein Educational Administration we] // 0% Major professor Date 67/25 7/2“” MS U is an Affirmative Action/Equal Opportunity Institution 0-12771 MSU RETURNING MATERIALS: RTace in booderop to remove this checkout from LIBRARIES . your record. FINES Will be charged if book is ». returned after the date (:j_ _ . stamped beIow. (f/ 27(- . i w STUDENT PERCEPTIONS OF THE EXTRACURRICULAR ACTIVITIES PROGRAM AT KING SAUD UNIVERSITY By A11 Saad M. AI-Karni A DISSERTATION Submitted to Michigan State University in partiaI fquiIIment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of EducationaI Administration 1986 Copyright by ALI SAAD M. AL-KARNI I986 ABSTRACT STUDENT PERCEPTIONS or THE EXTRAwRRIwLAR ACTIVITIES PROGRAM AT KING smo UNIVERSITY By A11 Saad M. AI-Karni The purposes of this study were (I) to determine whether a relati onship existed between students' persona‘l characteristics and their participation in extracurricu‘lar activities. (2) to identify factors 1an uencing students' participation in these activities. and (3) to evaluate students' perceptions of the extracurricuIar activities program at King Saud University. Representative ma‘le sophomores. juniors. and seniors in five major areas of study (Coi‘leges of Agricu'lture. Education. Engineering. Arts. and Human Medicine) were se1 acted for the samp'le. Three c1 asses at each leve'l of study were randomly selected, yielding a totai of ‘IS ciasses containing 493 respondents. mum A questionnaire was designed to e'licit students' perceptions of aspects of extracurricu‘lar activities. Frequency dis- tribution was used to examine factors influencing participation. Non- parametric correiation. chi-square. one-way analysis of variance. and Tukey's test were used to test re‘l ationships between frequency of Ali Saad M. Al-Karni participation and students' personal characteristics. as well as activities and level of participation. major areas. and academic level. findings Factors that encouraged students' participation were getting work experience. developing leadership skills and inter- ests. understanding community problems. helping conduct academic work. and providing autonomy. Factors that discouraged parti ci paticn were clashes between activity and class schedules. lack of publicity. living off campus. time consuming. shyness. and irrelevant activities. Positive relationships existed between high school partici pa- tion and high school achievement. and between high school partici pation and college participation. Frequency of college participation was positively related to parents' education. Age was positively related to theatrical activities and negatively related to athletic activities. Pl ace of residence and study status were positively related to social activities. Participation in college cultural activities was posi- tively related to achievement. Participation in students' associations was related to major area of study. Students' rati ngs of importance of certain types of activities. quality of activities program. rules and regulations. and importance of activities to students' education were related to level of participa- tion Ratings of program quality. faculty involvement. and rules and regulations were related to academic level and major area of study. Partici pants were more positive than nonpartici pants in their program evaluations. To the memory of my mother. Gharsa. and father. Saad. May Allah rest their souls in peace under His mercy for their constant care and sacrifices in very difficult times and for their first education in morality. honesty. and love. To my brothers and sisters. Safra. Saeed. Ghaith. Frhan. and Abdullah. for their prayers. support. and encouragement throughout my studies; and to my relatives for their encouragement and support. To my wife. Amra. and my children. Reem. Naseem. and Yusuf. for their understanding. patience. and continuous love. ACKNCMLEDGMENTS I would like to express my deepest appreciation and thanks to my committee chairman. Dr. El don Nonnamaker. for his insights. kind- ness. patience. wise counsel. and invaluable professional expertise; working with him was a valuable experience. Special deep gratitude and appreciation are extended to my committee members. Drs. Richard Gardner. Louis F. Hekhuis. and Kenneth Neff. for their valuable guid- ance. advice. and continuous encouragement. I am indebted to many friends. colleagues. faculty members. and administrators at King Saud University. Michigan State University. and elsewhere for their contribution to this effort. Appreciation is extended to Drs. H. S. Hillmi. A. H. Safwat. and A. El damatty at KSU for their help in revising the questionnaire used in this study. Special gratitude goes to Dr. Abdullah Alhamdan. Dean of the College of Education at KSU. for his assistance with this research and throughout my studies. I am grateful to King Saud University for its sponsorship and support. which made this study possible. lhanks are also due those who answered the questionnaire for this study. TABLE OF CONTENTS LIST OF TMLES O O O O O C O O O O 0 Chapter I. II. III. IN TRODUCrION O O O O O O O 0 Statement of the Problem Purposes of the Study . Importance of the Study The Study Setting . . . Research Questions . . . Null Hypotheses . . . . Delimitation and Generalizability of the Study Definitions of Terms . . . Organization of the Study REVIEW OF THE LITERATURE . . A Brief History of Extracurricular Activities . . . The Importance of Participating in College Extra- curricular Activities . Faculty Involvement in Student Activities . . . . . Studies of Demographic and Related to Participation ricular Activities . . . Summary . . . . . . . . . METHODS AND PROCEWRES . . . Population of the Study . TheSample........ The Questionnaire . . . . Data Collection . . . . . Dependent and Independent V Dependent Variables . . Independent Variables . Other Information . . . Data-Analysis Procedures . Personal Characteristics in College Extracur- ari ables iv Page vi 27 36 37 37 38 $9 42 42 43 43 Measurement Categories . . . . . . . . . . . . Summary IV. RESULTS OF THE DATA ANALYSIS . . . . . . . . . . Demographic Characteristics of Respondents and Factors Affecting Their Participation in Extracurricular Activities . . . . . . . . . Demographic Characteristics Factors Influencing Students' Participation in Activities . . . . . . . . . . . . . . . . . . The Relationship Between Students' Demographic and Personal Characteristics and Their Participation in Extracurricular Activities V. SUMMARY. FINDIMSS. (DNCLUSKNS. AND RECOMMENDATIONS Summary Study Population and Sample Respondent Characteristics Methodology . . . . . . . Major Findings . . . . . . . Information for Knowledge Base Conclusions Recommendations . . . . . . For Program Implementation For Further Research . . . APENDIQS O O I O O O O O O O O O O O A. THE QUESTIONNAIRE . . . . . . B. mRREsmNDENCE O O O O O O O O BIBLImRAH'IY O O O O O O O O O O O O O Page 44 47 48 SD 50 58 60 95 95 97 99 100 106 109 115 115 117 119 120 13k l39 11. 12. 13. 14. 15. 16. 17. Distribution of Study . Distribution Distribution Distribution Education Distribution Education Distribution Distribution Distribution Distribution Distribution School Extracurricular Activities LIST OF TABLES of Study Sample by College and Level of Respondents by of Respondents by of Respondents by of Respondents by of Respondents by of Respondents by of Respondents by of Respondents by of Respondents by Age . . . . . . . Marital Status . Father's Level of Mother's Level of Father's Occupation Mother's Occupation Parents' Monthly Income High School Achievement Participation in High Distribution of Respondents by Major Area of Study Distribution of Respondents by Place of Residence Distribution of Respondents by Work/Study Status . Distribution of Respondents by Academic Level . Distribution of Respondents by College Achievement . . . Frequency Distribution of Students' Reasons for Partici- pating in Extracurricular Activities . . . . . . . . . Frequency Distribution of Students' Reasons for Not Participating in Extracurricular Activities vi Page 38 51 51 52 52 53 54 54 55 55 56 56 $7 57 58 59 60 18. 19. 20. 21. 22. 24. 25. 26. 27. 28. 29. 30. 31. Relationship Between Age and Frequency of Participation in Extracurricular Activities . . . . . . . . . . . . Relationship Between Marital Status and Frequency of Participation in College Extracurricular Activities . Relationship Between Fathers' Education and Frequency of Participation in Extracurricular Activities . . . . Relationship Between Mothers' Education and Frequency of Participation in Extracurricular Activities . . . . Relationship Between Fathers' Occupation and Frequency of Participation in Extracurricular Activities . . . . Relationship Between Mothers' Occupation and Frequency of Participation in Extracurricular Activities . . . . Relationship Between Parents' Income and Frequency of Participation in Extracurricular Activities . . . . . Relationship Between Participation in High School Extra- curricular Activities and Frequency of Participation in College Extracurricular Activities . . . . . . . . Relationship Between Students' Major Area of Study and Frequency of Participation in Extracurricular ACt1v1t165 0 O O O O O O O O O O 0 O O O O O O O O O 0 Relationship Between Place of Residence (On or Off Campus) and Frequency of Participation in Extra- currICUTar ACt‘VItIeS O O O O O O O O O O O O O O O 0 Relationship Between Study Status and Frequency of Participation in Extracurricular Activities . . . . . Relationship Between Students' Level of Study and Frequency of Participation in Extracurricular AdIV‘ItI es 0 O O 0 O O I O O O O O O O O O O O O O O 0 Relationship Between College Achievement and Frequency of Participation in Extracurricular Activities . . . . ANOVA of the Importance of Cultural. Social. and Athletic Activities According to Level of Participation . . . . . . . . . . . . . . . . . . . . vii Page 61 62 63 64 64 65 66 67 68 69 7D 71 71 73 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. Results of Chi-Square Test on the Relationship Between the Importance of Cultural. Social. and Athletic Activities and Level of Participation . . . . . . . . . ANOVA of the Quality of Extracurricular Activities Program According to Level of Participation . . . . . . Results of Chi-Square Test on the Relationship Between Quality of Extracurricular Activities Program and Level of Participation . . . . . . . . . . . . . . . . . ANOVA of Faculty Involvement in Extracurricular Activities Program According to Level of Participation . Results of Chi-Square Test on the Relationship Between Faculty Involvement and Level of Participation . . . . . ANOVA of Rules and Regulations Concerning Extracurricular Activities According to Level of Participation . . . . . Results of Chi-Square Test on the Relationship Between Rules and Regulations and Level of Participation . . . . ANOVA of the Importance of Extracurricular Activities to Students' Education According to Level of Participation . . . . . . . . . . . . . . . . . . . . . Results of Chi-Square Test on the Relationship Between the Importance of Extracurricular Activities to Students' Education and Level of Participation . . . . . ANOVA of the Importance of Specific Activities According to Maj or Area Of Stu dy O O I O O O O O O O O O I O O I 0 Results of Chi-Square Test on the Relationship Between Importance of Cultural and Social Activities and Major Area Of Stady O O O O O O O 0 O O O O O O O O O 0 ANOVA of the»Quality of Extracurricular Activities Program According to Major Area of Study . . . . . . . . Results of Chi-Square Test on the Relationship Between the Quality of the Extracurricular Activities Program and Major Area of Study . . . . . . . . . . . . ANOVA of Faculty Involvement in Extracurricular Activities According to Major Area of Study . . . . . . viii Page 74 75 75 76 77 77 78 79 8O 81 82 84 85 47. 48. 49. 50. 51. 52. 53. S4. 55. S6. 57. 58. Results of Chi-Square Test on the Relationship Between Faculty Involvement in Extracurricular Activities and Major Area of Study . . . . . . . . . . ANOVA of Rules and Regulations of Extracurricular Activities According to Major Area of Study . . . . . Results of Chi-Square Test on the Relationship Between Rules and Regulations and Major Area of Study . . . . ANOVA of Importance of Extracurricular Activities to Students' Education According to Major Area of St" dy O O O O O O O O I I O O O O O O O O O O O O O 0 ANOVA of the Importance of Specific Activities According to Level of Study . . . . . . . . . . . . . Results of Chi-Square Test on the Relationship Between the Importance of Cultural and Social Activities and LeVGT Of StUdy O O I O O O O O O O O O O O O I O 0 ANOVA of the Quality of the Extracurricular Activities Program According to Level of Study . . . . . . . . . Results of Chi-Square Test on the Relationship Between the Quality of the Extracurricular Activities Program and Lwe] Of St“ dy O O O O O O O O O O O O O O O O O 0 ANOVA of Faculty Involvement in Extracurricular Activities According to Level of Study . . . . . . . . Results of Chi-Square Test on the Relationship Between Faculty Involvement in Extracurricular Activities and Lwe] Of StUdy O O C O O O O O O O O O O O O O O 0 ANOVA of Rules and Regulations of Extracurricular Activities According to Level of Study . . . . . . . . ANOVA of Importance of Extracurricular Activities According to Level of Study . . . . . . . . . . . . . Results of Chi-Square Test on the Relationship Between Importance of Extracurricular Activities and Level Of St“ dy O O O O O O I O O O O O O O O O O O O O O O O Page 87 88 89 89 91 91 92 94 CHAPTER I INTRODUCTION For many years. college and university personnel have been concerned with developing a whole student socially. emotionally. physically. and morally. as well as academically. Educators have considered extracurricular activities to be an integral part of their educational mission and participation in extracurricular activities to be an essential part of students' education (Al namla. 1985; Altorky. l984; Bloland. l970; Cuyjet. 1979; Hand. l938; Kapp. 1979; Miller & Jones. l98l; Purdy. l97l; Strang. l9Sl; Stroup. T964). Educators have emphasized that participation in student activities prepares college students for the practical realities of cultural. political. and social life. which will enable them to perform their jobs when they graduate from college. In this regard. Astin (1977) stated: For many undergraduates. extracurricular activities provide somerof the most significant consequences of college attendance. In cer- tain respects. these activities offer an opportunity to develop skills that are more relevant to later life than the knowledge and cognitive skills acquired in the classroom. Undergraduate extra- curricular activities may be the forerunner of adult achievement in a variety of fields: Many leaders in business-industry and govern- ment were student leaders in college. many successful actors had their first experience with theater in college. and most profes- sional athletes are selected from among the ranks of outstanding college athletes. (p. 115) A number of researchers have indicated that participation in extracurricular activities has a major influence on college students morally. socially. emotionally. mentally. and physically (Astin. l977; Bowen. 1977; Chickering. l974; Feldman & Newcomb. l969; Jones & Finelli. 1972). Likewise. outstanding educators have emphasized the necessity of extracurricular activities in college students' lives. Therefore. most colleges and universities. in an attempt to meet the needs of students from diverse backgrounds and with a variety of interests. provide physical facilities. staff. and other resources to support student participation in college activities (cultural. social. theatrical. recreational. athletic. and governance). Yet. in spite of the inestimable value of participating in such activities. not all enrolled students take part in them (Burton. l981). Research on student participation and lack of participation in out-of-classroom activities has shown that various factors affect participation. In Mueller's (1961) study. students who participated in extracurricular activities tended to be those with good personalities. above-average intelligence. and adequate funds. Nonparticipants were poorer and less intelligent. Moreover. Mueller mentioned some reasons students did not participate in extracurricular activities: (1) part- time work or weekends off the campus interfering with the activities. (2) lack of interest. and (3) time required for academic studies. Graham (1964) indicated several other reasons why students do not participate in extracurricular activities: (1) Some students do not feel that they need to participate. (2) others feel they cannot meet the competition required to participate. (3) some feel unwanted in certain activities. and (4) some are unable to participate due to the prohibitive costs associated with certain activities. Limited attention has been directed to the personality charac- teristics of participants and nonparticipants in college extracurricu- lar activities (Burton. 1981; Fletcher. 1970; Kapp. 1979; Mueller. l96l). In the present study. students' personal and demographic char» acteristics were examined in relation to their participation or nonpar- ticipation in extracurricular activities. No clear—cut distinction has yet been made between students who participate frequently in college activities and those who participate only occasionally or not at all (Kapp. l979h. The present researcher attempted to determine why students who participated in extracurricular activities chose to do so and why nonparticipating students chose not to take part in such activities. WM Recently. much attention has been directed to the importance of extracurricular activities at King Saud University (KSU). the setting for this study. and why certain students participate in those activi- ties whereas others do not. Students' nonparticipation in extracur- ricular activities was the major concern voiced by the president of KSU and the deans of student affairs of all Saudi universities at their symposium held March 16. 1984. In his speech regarding the phenomenon ’of nonparticipation in out-of-classroom activities Ocultural. social. athletic. and so on). Dr. Altorky. KSU's president. emphasized the urgent need to study this problem. He went on to say that extracur- ricular activities are an integral part of college life and complement the academic activities ("Deans of Student Affairs Symposium." l984; 31W. March 28. 1984). Hence the researcher undertook this investigation to provide university decision makers with solid data on which to make rational decisions regarding how to improve student participation in extracurricular activities at KSU. W The primary purpose of this study was to determine whether there is a relationship between students' demographic and personal characteristics and their participation or nonparticipation in extra- curricular activities. Another purpose was to identify factors infl u- encing students' participation in these activities. as well as to eval uate students' perceptions regarding the extracurricular activities program at KSU. The findings of this study may help decision makers at KSU overcome the problem of nonparticipation in extracurricular activi- ties and to determine what changes are needed to improve the extracur- ricular activities program and thereby enhance participation. W The subject matter of the research was deemed important for the following reasons: 1. To the researcher's knowledge. no studies have been con- ducted on the subject of participation in college extracurricular activities in Saudi Arabia. Therefore. such a study may have important implications for KSU in particular and for other universities in gen- eral. 2. As indicated earlier. students' nonparticipation in extra- curricular activities was the major concern of the president of KSU and the deans of student affairs of all Saudi universities in their sym- posiunb in which they emphasized the urgent need to study this problem. MEAL—5.9111139 Modern higher education is a recent phenomenon in Saudi Arabia. King Saud University. the country‘s oldest and largest university. was founded in 1957 in the capital city of Riyadh. Since that time seven universities. several girl 5' colleges. a number of community colleges. and military and police colleges have been established throughout the Kingdom. KSU began with the College of Arts in 1957. Gradually other colleges were added. beginning with the College of Science in 1958 and followed by the College of Administrative Science in 1959. the College of Pharmacy in 1960. the College of Agriculture in 1965. its branch in Al-Oaseem in 1981. the College of Education in 1966 which joined KSU in 1967. a branch in Abha in 1976. the College of Engineering in 1962 which joined KSU in 1967. the College of Human Medicine in 1974 and its branch in Abha in 1976. the College of Economics and Business Adminis- tration at Al-Oaseem in 1981. the College of Allied Medical Science and Dentistry in Abha in 1976. the Graduate School in 1978. the Center for Female University Education. and the Arabic Language Institute. Finally. in 1984. two new colleges were added: the College of Computer Sciences and the College of Planning and Architectural Studies ("King Saud University." 1985). KSU has three deanships (divisions). which were founded in 1974: the Deanship of Admission and Registration. the Deanship of Libraries. and the Deanship of Student Affairs. The Deanship of Student Affairs was established to help students develop a well-rounded personality; to strengthen their commitment to the Islamic nation; to provide health care. suitable housing. and nutritious meals; and to implement extra- curricular activities to help students develop mentally. socially. and physically. as well as to provide them the necessary facilities and services to foster their talents and abilities (Saudi Arabia. 1983). At the time of this study. KSU had 2.428 faculty members. of whom 823 were Saudis and 1.605 were non-Saudis. The administrative staff comprised 5.$0 people ("King Saud University." 1985). In the second term of academic year 1985-86. 26.324 undergraduate students were enrolled at KSU. The majority of them (19.922) were males; 6.402 were females (8.1.5113. A]:.1.am.l_ah. March 29. 1986). The general goals of KSU are: 1. To provide higher learning and studies in the arts. sciences and various specializations and disciplines; 2. To give special attention to Islamic studies and thought; 3. To prepare and train teachers; 4. To advance knowledge through the encouragement of scientific research; and 5. To foster intellectual. physical. social and scientific activities. (Al-Zahrani. 1985. pp. 10-11) In the last decade. KSU has recognized extracurricular activi- ties to be an essential part of students' college life and has provided staff members. physical facilities. and other resources totally free to encourage student participation in those activities. However. not all enrolled students participate in these extracurricular programs (Al-Harathy & Al-Ghamdi. 1985; Altorky. 1984; "Deans of Student Affairs Symposi um." 1984). In 1984. deans of student affairs in Saudi Arabian universities held a symposium to discuss the lack of student participation in extra- curricular activities. The major recommendations that resulted from the symposium were: 1. The concerned educational institutions have the responsi- bility to correct students' perceptions of extracurricular activities. their importance and goals. and to make students. their parents. and the entire society aware of the necessity of such activities in devel- oping the whole student. 2. ‘They should specify a well-defined time for student activi- ties during the academic year and avoid conflicts between such activi- ties and final examinations. 3. They should emphasize the importance of providing both nonmonetary and monetary incentives for student participation in extra- curricular activities. 4. They should establish as many types of activities as possible to meet students' needs and desires. 5. They should choose qualified personnel who can attract students to participate in extracurricular activities. 6. They should establish a location for the activities within a reasonable distance from students' dormitories. 7. They should urge admission offices of all educational institutions to include items on student applications asking applicants to indicate their interest in activities offered by the Deanship of Student Affairs. 8. They should urge researchers in these institutions to study the phenomenon of lack of student participation in extracurricu- lar activities and Suggest some remedies for the problem ("Deans of Student Affairs Symposiunu" 1984L Winn: The following research questions were posed to guide the collection of data in this study: 1. Do relationships exist between frequency of participation in college extracurricular activities and parents! education. occupa- tion. and income? 2. Do relationships exist between high school achievement and participation in high school extracurricular activities. and between participation in high school activities and participation in college activities? 3. Do relationships exist between frequency of participation in college extracurricular activities and students' age. marital status. and place of residence? 4. Do relationships exist between frequency of participation in college extracurricular activities and students' full- or part-time status. college achievement. level of study. and major area of study? 5. Do differences exist in the perceptions of students who do and those who do not participate in college extracurricular activities regarding the importance of certain types of activities. the quality of the extracurricular activities program. faculty involvement. rules and regulations. and the importance of college extracurricular activities to students' education? 6. Do differences exist in the perceptions of students from different levels of study regarding the importance of certain types of activities. the quality of the extracurricular activities program. faculty involvement. rules and regulations. and the importance of college extracurricular activities to students' education? 7. Do differences exist in the perceptions of students from different major areas of study regarding the importance of certain types of activities. the quality of the college extracurricular activi- ties program. faculty involvement. rules and regulations. and the importance of college extracurricular activities to students' educa- tion? W The following 15 null hypotheses were formulated to guide the statistical analysis of data collected in this study. .flypgth§51§_1: There is no relationship between the age of students and their frequency of participation in college extracurricular activities. 10 W: There is no difference in the frequency of partici- pation in college extracurricular activities between single and married students. W: There is no relationship between parents' education and students' frequency of participation in college extracurricular activities. : There is no relationship between parents' occupation and students' frequency of participation in college extracurricular activities. W15: There is no relationship between parents' income and students' frequency of participation in college extracurricular activities. W: There is no relationship between students' high school achievement and their participation in high school extrach ricul ar activities. W: There is no relationship between students' partici- pation in high school extracurricular activities and their frequency of participation in college extracurricular activities. W: There is no relationship between students' major areas of study and their frequency of participation in college extracurricular aetivi ties. 11W: There is no difference between students who live on campus and those who live off campus. regarding their frequency of participation in college extracurricular activities. : There is no relationship between students' study status (full or part-ti me) and their frequency of participation in college extracurricular activities. : There is no relationship between students' level of study and their frequency of participation in college extracurricu- lar activities. 11199111351542: There is no relationship between students' college achievement and their frequency of participation in college extra- curricular activities. 11 : There are no differences in the perceptions of stu- dents who do participate and those who do not participate in col- lege extracurricular activities regarding the importance of certain types of activities. the quality of the extracurricular activities program. faculty involvement. rules and regulations. and the impor- tance of college extracurricular activities to students' education. W3 There are no differences in the perceptions of stu- dents from different major areas of study regarding the importance of certain types of activities. the quality of the extracurricular activities program. faculty involvement. rules and regulations. and the importance of college extracurricular activities to students' education. : There are no differences in the perceptions of stu- dents from different levels of study regarding the importance of certain types of activities. the quality of the extracurricular activities program. faculty involvement. rules and regulations. and the importance of college extracurricular activities to students' education. W The study sample was delimited to male students at the sophomore. junior. and senior levels of study in five colleges at the main campus of KSU in Riyadh Freshmen were excluded from the study sample because the researcher thought they were not yet familiar enough with the KSU setting and the extracurricular activities program to respond knowl- edgeably to the instrument. In addition. female students were excluded from the sample because in Saudi Arabia it is impossible for a male researcher to have contact with female students. Because the sampled students represented diverse backgrounds and regions of Saudi Arabia. results may be generalized to the entire population of male undergradu- ate students at KSU and to students at similar types of institutions th roughout Saudi Arabia. 12 ‘DeI1n1119n5_9£_Ie£ms The following terms are defined in the context in which they are used in this dissertation. .lelege_agniexement refers to the GPA gained by the student as a final score for all courses completed at KSU before taking part in this study. (A rating scale ranging from a low of Acceptable to a high of Excellent was used. .Extracunnign1a5_a9111111e§. out-of—classroom activities. extracurriculum activities. cocurricular activities. and student activities are used synonymously in this dissertation. All of these terms refer to the organized and informal activities and programs that KSU provides for its students. which are not required for graduation and for which students receive no course credit. WW refers to faculty members' participation in student extracurricular activities at KSU. .fljgh_§ghggl_aghieyement refers to the grade point average (GPA) gained by the student as a final score for all courses completed when he graduated from high school. GPA was computed using a rating scale ranging from a low of Acceptable to a high of Excellent. .Eantiglpation means taking an active part in one or more student extracurricular activities. .Eengeptions refer to respondents' insights. opinions. or knowledge regarding student extracurricular activities at KSU. 13 Studen1_a§sggiatign§ are those groups elected as student leaders by their peers to represent the views and wishes of the entire student body and to make those wishes known to KSU administrators. Students are the sophomores. juniors. and seniors selected at random to participate in this study. W1 Chapter I is an introduction to the study and its setting. a statement of the problem. the purpose and importance of the research. the research questions and hypotheses. delimitation and generalizabil- ity of the study. and definitions of important terms. .A review of related literature is contained in Chapter II. Included are a brief history of college extracurricular activities and a review of studies concerning the importance of participating in extracurricular activi- ties. faculty involvement. and the effect of demographic characteris- tics on students' participation in such activities. In Chapter III. the research methodology and procedures followed in the study are explained. Chapter IV contains the results of the data analysis. A summary of the study. conclusions. and recommendations may be found in Chapter V. CHAPTER I I REVIEW OF FHE LITERATURE A review of related literature showed that some research stud- ies on the topic of extracurricular activities have been conducted in the United States. However. no studies in this field have been con- ducted in Saudi Arabia in general or at King Saud University (KSU) in particular. Therefore. in carrying out this study. the researcher depended primarily on related writings obtained through an ERIC com- Putel‘ search. WW. and the Education Index. as well as books on the topic. The researcher also found some pertinent information in Saudi Arabian newspapers andlnagazines. The literature review is divided into four sections: (1) a brief history of college extracurricular activities. (2) studies related to the importance of participating in college extracurricular activities. (3) studies concerning faculty involvement in students' extracurricular activities. and (4) studies of the demographic and personal characteristics related to students' participation in college extracurricular activities. W The literature related to the history of extracurricular activities revealed that in Colonial American colleges and universities 14 15 religious activities dominated student life to ensure that every stu- dent observed appropriate moral and ethical behavior in preparation for civil or religious leadership. Because of the rigid discipline enforced by faculties at that time. student activities were confined primarily to religious societies. which were intended to confirm the piety of the undergraduate but ignored his intellect. Later. the "literary society" dominated student life and enhanced exercises of the mind (Bloland. 1967; Mueller. 1961; Schmidt & Blask. 1977). According to Bloland (1967). before the Civil War. extracurricular activities were closely related to the general purposes of higher education of the time. Ariosto (1984) studied the development of student services and the regulation of extracurricular activities at the University of Wisconsin during the presidency of Charles R. Van Hise from 1903 to 1918. which was termed the "Gol den Age." Ariosto found that the Uni- versity of Wisconsin created an environment for its students that was conducive to the growth of social and leadership potential and provided opportunities for students to acquire and exercise responsibility in preparing for future roles as leaders. Extracurricular student activi- ties were brought under university regulation so that they could be integrated with the central purpose of the institution. Ariosto stated: Van Hise (1912-1914) was a strong supporter of student involvement in extracurricular activities and advised each student "to participate in at least one activity that involved intellectual work. such as debating. dramatics. journalism. and also in one out- of-door sport." (p. 158) 16 Ariosto also mentioned that when Van Hise took office in 1903. some 38 officially recognized student clubs and teams were in exist- ence. By 1910. the number of officially recognized student clubs and teams stood at 65. Faculty involvement in student affairs was consid- erable and was largely reflected in the work of two faculty committees for student life of both men and women. According to Schmidt and Blaska (1977). By World War I. educators were concerned that the extracurricular activities were working at cross-purposes to the central intellec- tual concerns of the colleges.... . The student personnel movement represented an effort to restore a unified life to the American college by conceiving of the student as a total personality who learns both in and out of the classroom and whose intellectual development is affected by his or her personal development. By linking student activities to the basic purposes of higher educa- tion. the total development of the student could be accomplished. Student personnel specialists supported by faculty and administra- tion set about the process of reintegration. Later. residence halls became living/learning centers and stu- dent government participated in the maintenance of discipline. The honor system developed and supervised dormitory regulations. Studentrfaculty committees revised curriculum and in some cases evaluated courses and professors and faculty advisors began to lend their expertise to committees. clubs and societies. (p. 154) "By the 19405 and 19505. a fairly stable student activities program. consisting of fraternities and sororities. athletics. cultural affairs. and student government had been developed on most campuses" (Purdy. 1971. p. 164). Hallberg and Kirk (1971) stated that After World War II we saw the beginning of a new relationship between student life and the classroom. the "co-curricular.” The causes of this transition probably are in the issues of the late fifties through the mid-sixties. The advent of hydrogen bombs. Sputnik. civil rights movements and more recently. concern over poverty. social and technological needs of developing countries and moral questions relating to war. all compelled the university to think more of real. practical issues and problems as well as with 17 theoretical classroom knowledge. Today. co-curricular programs are allowing for direct student participation in the issues of our time. (p. 198) Green (1979) explained that the student revolt of the 19605 brought some positive changes to higher education. .As a result of that turmoil. students in the 19705 sat on more committees and were given more responsibility. According to Wise (1978). There [is] almost universal agreement that the character of student activities has changed recently. Participation in intramural sports programs has increased sharply as have sponsored trips off- campus to engage in recreational activities. Student activities addressed to political action and/or the analysis of social prob- lems have decreased markedly. Most respondents noted that very small proportions of their students (usually estimated at about 5%) are interested in such activities. (p. 3) WWW We: Educators generally have accepted participation in college extracurricular activities programs as an essential part of the college student's experience. Each institution has a unique program. based on its goals and its mission. which must satisfy all concerned: students. faculty. administrators. and the community. Throughout history. educators have emphasized the importance of extracurricular activities in students! college experience. Hand (1938)‘viewed campus activities as constituting a fundamental part of the total college curriculum. To Scott (1941). extracurricular activi- ties constituted the real life of the campus. Lloyd-Jones (1938) asserted that extracurricular activities offer students an opportunity to develop good leadership and citizenship qualities and help students adjust to their academic world. 18 Educators have agreed that extracurricular activities programs help students become more interested in school. provide them with an opportunity to practice responsibility. and develop social skills (Tompkins. 1952). Johnston and Faunce (1952) enumerated nine areas of personal growth and social development that are met by extracurricular programs: (1) understanding one's self. (2) understanding others. (3) keeping mentally well. (4) developing control of one's own actions. (5) learning how to adjust to new situations. (6) achieving security and happiness. (7) getting along with others. (8) learning social rules. and (9) resolving social conflicts. Thompson (1953) reported that extracurricular activities enhance students' human relationships. help them achieve sel f- realization and personal responsibility. improve behavior patterns. and reinforce classroom learning. Shoben (1958) stated that extracurricu- lar activities augment students' school experience by: Helping students to gain greater personal maturity through reflected-upon experience. increasing their interpersonal effec- tiveness. deepening their sensitivity to human needs including their own. clarifying their long-range objectives in both voca- tional and more personal terms and assisting in their interpreta- tion of education both in their active student careers and their lives after graduation. (p. 125) Mueller (1961) said that the purposes of student activity programs are: (l) to continue the socialization process of the indi- vidual. (2) to offer opportunities for experiences in group interaction and relationships. and (3) to develop leaders for the campus as well as for later life. 19 According to McGuire (1%0). Students have controlled delegated areas of student activities for a number of decades. Students have often determined the rules and regulations for their own activities. . . . If students are to be considered as adults. if they are to be considered as leaders of tomorrow. they must be capable of sel f-control. sel f-direction and self-government. It is important that institutions of higher education develop programs to teach these qualities in the individual and in the group. (pp. 383-84) Better activities plans. more relevant preparation by the student. and evaluation would improve the quality of student extra- curricular programs. Purdy (1971) advised that activities programs should be an outgrowth of facul ty-administration-student decisions concerning what and how student activities continuously should be planned and learned. She concluded that studies have made it clear that extracurricular activities that ignore student needs. desires. and interests will enjoy little popularity. To Jung and Fox (1952). the quality and the development of extracurricular activities should be the major concern of educators. Miller and Jones (1981) stated. Programming such activities for students and for students alone will need increasingly to give way to involve students directly in their planning and implementation. . . . A more significant one is students' need for interaction and involvement with other members of the campus community and members of the larger community as a moral part of their higher education experience. (pp. 661-62) In a study of participation in student government. Downey and others (1984) emphasized that students have been primarily responsible for the regulation of their own extracurricular activities. student behavior. and student government. They have been involved in the 20 formation of rules. recommendations. and procedures relating to a variety of financial and academic issues affecting students. Tinto (1975) found that students' level of integration into academic systems of a college such as grade performance. intellectual development. perception of faculty concern for teaching. and intellec- tual and career matters. as well as social integration into the campus environment through extracurricular activities. peer-group relation- ships. and informal interactions with faculty are important factors in student retention. Later. Pascarella and Terenzini (1979) tested Tinto's findings and concluded that institutional policies and programs may be key determinants of freshman-year persistence. Specific attention to the quality of relationships with faculty for men and both faculty and peer relationships for*women were found to be critically important for reducing voluntary student withdrawal. (in Cooper & Bradshaw. 1984. p. 252) According to Miller and Jones (1981). extracurricular activities programs can enhance students! development in the following eight areas: 1. Self-direction. which enables one to take responsibility for his/her own actions and development. 2. Career planning. which provides opportunities for students to explore career possibilities and to examine their professional interests. 3. Social relationships. which give students opportunities to learn from each other in infonnal and unprogrammed ways. 21 4. Leadership. which offers students opportunities to become involved in managing student-life activities on campus and in partici- pating in campus government. 5. Volunteer service. which involves students in assisting their peers and community members through useful experience in social action or in related activities with others. 6. Cultural activities. which provide students experience in planning. creating. and implementing cultural events. 7. Recreational activities. which include leisure time. relaxation. games. hobbies. and sporty-swimming. tennis. jogging. and so forth-to help college students improve their health. 8. Organized athletic programs. in which competition is encouraged and rewarded to a greater degree. These programs operate at three different levels on many campuses--intramural. clubs. and inter- collegiate--all of which can help students overcome personal limita- tions. compete. cooperate. and interact as team members. Participation in extracurricular activities contributes to many aspects of students' development. Greenleaf (1978) summarized some examples that Chickering gave of the types of development enhanced by various student activities: 1. Developing competencies: art shows in the student union or in the residence halls. free university lecture series. credit or noncredit courses in the residence halls. movies followed by discus- sions. intramural sports. interrelations with peers. 22 2. Managing emotions: providing sexual information through workshops. lectures. or discussion groups; learning to accept authority in adhering to rules and regulations. 3. Becoming autonomous: making decisions and being held responsible for one's actions. 4. Establishing identity: in assuming leadership roles. students are able to understand themselves in relation to others and thus develop a selfeidentity. 5. Freeing interpersonal relationships: as student leaders work with diverse members of the student body. faculty. and administra— tors. they develop a tolerance for a wider range of people. 6. Clarifying purposes: as student leaders develop their identity and see themselves in relation to others. it is easier for them to identify themselves in the work world. Often the activities in which a student engages become an avocation. a recreational pursuit. or even lead to a vocation or career. 7. Developing integrity: in decision making. in dealing with other people. in handling money. students experience political manipu- lation. undergo pressures from peers. and may be called on to serve as role models for other students. The values. attitudes. and ethics developed in connection with the campus community carry over into later years as a citizen. According to Schmidt and Blaska (1977). student activities serve six broad functions: 23 1. Student activities reinforce classroom instruction and supplement academic learning. 2. They offer instruction in the specific skills of social interaction and promote a deeper understanding of social relationships. 3. Such activities offer students an opportunity for group interaction. which enables them to learn to live in groups. to organize groups. to conduct meetings. to get along with others. to exercise cooperation. and to exchange ideas. 4. Student activities facilitate the successful achievement of key developmental tasks. 5. Extracurricular activities prepare students for life in a democracy. help them develop good leadership and fellowship qualities. help develop moral courage. and foster concern for law and order. 6. Student activities provide a means of uniting the campus and community by enabling friendly contact. improving relations between students and faculty. and encouraging interaction among many types of individuals. McCauley and Kline (in Power-Ross. 1980) conducted a study during 1978-79. The researchers asked student leaders (presidents. vice-presidents. secretaries. and treasurers) to respond to a question- naire concerning how their involvement had affected their lives. Power-Ross (1980) summarized the results of the study as follows: (1) academic impactr-62 percent moderate or strongly positive impact; (2)1career impact--78 percent moderate or strongly positive impact; (3) social skills--92 percent moderate or strongly posi- tive impact; (4) personal skills--93 percent moderate or strongly positive impact; and (5) cultural awareness--39 percent moderate or strongly positive impact. Furthermore. 81 percent said that their 24 leadership experiences made them feel more a part of the institu- tion. 71 percent said that their leadership experiences created ties with the university beyond their graduation. and 89 percent said that their association with the university as student leaders had made them better persons. (p. 48) A1 namla (1985) emphasized that out-of-classroom activities at all educational levels help to develop students' talents. He asserted that many parents believe the purpose of college education is solely scientific achievement and that extracurricular activities are time consuming and adversely affect students' academic achievement. But recently. he mentioned. it has become very clear that the purpose of college activities has been misunderstood. Saudi Arabian university leaders now consider extracurricular activities to be almost as essen- ti al to students' education as academics; both provide students with the skills needed for a successful future. We: Faculty involvement in extracurricular activities as students' advisors has been considered an important factor in student development (Henderson. 1976). Chickering (1969) stated that "when student—faculty interaction is frequent and friendly and when it occurs in diverse situations calling for varied roles. development of intellectual compe- tence. . . . autonomy and purpose is fostered" (p. 153). Williamson (1961) noted. however. that the instructional potential of extracur- ricular offerings is often hampered by the tendency of faculty ”to limit [their] educational thinking to the formal classroom curriculum" (p. 100). 25 Astin (1977) also found that Students who interact frequently with faculty arelnore satisfied with all aspects of their institutional experience. including student friendships. variety of courses. intellectual environment. and even administration of the institution. (p. 223) Likewise. Williamson. Layton. and Snoke (1954) found that stu- dents who*wished to know more faculty members participated in extracur- ricular activities more frequently than did students who did not have such a desire. Thornton (1972) reported that faculty involvement in the welfare of students is important and that faculty members cannot live in their ivory towers. The main aim of faculty involvement in extra- curricular activities is to help students implement those activities and to assist in developing educational programs within the student organizations. Having faculty involved as facilitators in extracur- ricul ar activities may improve students' attitudes about the value of nonclassroom learning experiences. As most educators know. the best teaching can often occur in such informal situations (Miller 5 Jones. 1981). At the same time. faculty can learn more about students by par- ticipating in these activities. According to Purdy (1971). faculty involvement in college extracurricular activities should not be limited to their serving as advisors to clubs; rather. through these activities. faculty can expand their definition of what the student should learn and how he can best learn it. Respondents in Wise's (1978) study (advisers. students. chief student affairs officers. and presidents) described the function of advisers to students. organizations. and activities as "hel ping 26 students to organize and carry out activities. facilitating activities by contacting offices to arrange for the use of physical plant. being available to students who lead organizations for advice on human rel a- tions problems" (p. 5). Recognizing the need for personal contact between faculty and students outside the classroom. Roskens (1%0) suggested three means of improving leadership programs: (1) increase the personal contact between faculty and students in leadership activities. (2) provide a stronger program of vocational guidance. and (3) increase the emphasis on communication skills. particularly those of oral expression. In a study of faculty attitudes toward student-group advising. Fitzgerald (1970) emphasized that faculty who had worked closely with student groups believed that student-activiti es advising was important to the goals of the university. They also said it was important to inform faculty members about student life services and programs on the campus. Faculty who did not advise student groups did not espouse these attitudes. In a study of 1.556 faculty members at six institutions. Wilson. Woods. and Gaff (1974) found that the amount of out-of-class contact between faculty and students was associated with different views of education. The faculty with extensive contacts were more satisfied with the stimulation they received from students and from teaching. . . . knew more about students' strengths and weaknesses and were more civic-minded and less accepting of the educational status quo than were the other faculty. (p. 92) 27 In a study of 1.500 students and 851 faculty members. Gaff (1973) found that outstanding teachers had a greater involvement in undergraduate teaching. were more interesting to students. and encour- aged discussions of contemporary issues in class. In addition. stu- dents indicated that outstanding teachers had a continuing friendly relationship with students through several classes and outside of the cl assroan. MW WWW Several writers have discussed certain demographic and personal characteristics related to students' participation in college extracur- ricular activities. For example. Hol mstrom (1973b) found that older students participated less in campus activities than did younger stu- dents. However. Williamson et al.'s (1954) study yielded conflicting findings. They discovered that older students of both sexes participated significantly (.01 level) more in campus activities than did their younger counterparts. Williamson et al. (1954) found that students' marital status was significantly related to their participation in campus activities. Single male students tended to participate more than did married stu- dents. A total of 69% of single men were participants. as compared with 57% of married men. and this difference was significant at the .01 probability level. Williamson et al. also found that the participation of male students was directly related to parents' educational level; that is. 28 higher parental educational level was associated with greater partici- pation in campus activities. Likewise. Brown (1937) found that stu- dents whose parents' education was limited participated in distinctly fewer social activities than did those whose parents had gone to col- 1ege. On the other hand. Williamson et al. found that parental occupa- tion was not related to participation in campus activities. Several researchers have examined the relationship between income and participation in extracurricular activities. In a study based on one school district. MacLeod and Knill (1968) discovered that students who participated in high school student councils were from higher social class backgrounds than nonparticipating students. Also. in a study of a senior class in a rural community. Daly (1975) found socioeconomic status to be more highly correlated with participation in activities for boys (.55) than for girls (.27). even though both corre- lations were significant. Krumboltz (1957) found statistically significant relationships between participation in high school or college extracurricular activi- ties and higher income. In a study concerning the relationship between income and leadership. Roskens (1%0) found correlations ranging from .28 to .07 between college leadership and income. In a study of students' satisfaction with college. Cook (1973) found that participation in social. academic. and creative activities was more highly correlated with satisfaction for upper-class students than was participation in athletics or student-government activities. 29 Somelresearchers have found a relationship between participa- tion in high school extracurricular activities and participation in college programs and later in community activities. Kapp (1979) dis- covered that high school achievement and activities are important influences on subsequent participation in college student activities. Students who participated in high school extracurricular activities with satisfactory academic achievement tended to participate in such activities in college. Likewise. Elkin (1970) found that students who participated more in high school activities were more likely to par- ticipate in both voluntary associations (community organizations) and work-related organizations than were high school graduates who partici- pated less frequently in high school. He stated that Students who were above the high school participation median continued to be the most frequent joiners in adult associations and when their work-related affiliations were examined. they had joined business and professional organizations. (p. 86) Cofer (1965) found that extracurricular participation in high school was significantly correlated with high school students' involvement in community-sponsored activities while they were still in high school. From this information. Cofer drew two assumptions: (1) participants and nonparticipants in high school extracurricular activi- ties can be identified and (2) participation in college student activi- ties can be expected (Kapp. 1979). In regard to the relationship between high school and college participation. Hanks and Eckland (1976) stated. Social participation in other extracurricular activities [other than sports] in college is dependent mainly on its high school counterpart. The direct effect is .505. which again illustrates 30 the considerable amount of stability in these constructs in the transition from high school to college. (p. 286) Astin (1977) corroborated this statement. asserting that "The students who display particular skills in secondary school are. generally speak- ing. most likely to display the same skills during college" (p. 129). Some researchers have found that there is a positive relation- ship between college persistence and participation in extracurricular activities (Astin. 1977; Taylor. 1970; "Why Do College Freshmen Drop Out?." 1967). Trump (1954). too. reported that research findings have suggested there is a positive relationship between students' participa- tion in extracurricular activities and their adjustment at home. col- lege. and work. Power-Ross (1980) reported that cocurricular involvement is correlated with retention in college and that it encourages student input into the institution's governing and decision-making processes. She also noted that research has suggested that cocurricular involve- ment produces more active and skilled citizens. As a result of his research. Taylor (1970) found that 73% of the students who entered college and had been members of high school extracurricular activities persisted to college graduation. In con- trast. 40% of the students who entered college and had not been members of high school extracurricular activities persisted to college gradua- tion. Regarding this matter. Astin (1975) commented that Participation in extracurricular activities. especially membership in social fraternities or sororities. is also significantly related to staying in college. This finding supports the theory that student persistence to some extent depends on the degree of per- sonal involvement in campus life and environment. (p. 108) 31 In a study of traditional campus leaders. Astin (1971) found that some personality characteristics may be associated with participa- tion. Campus leaders were found to be more dominant and sel f- confident than other students. Kapp (1979) investigated the benefits of participation in college extracurricular activities. She found that participants felt college activities increased their leadership and thinking abilities. helped them get along with people. and helped them choose their life goals. Extracurricular activities were also of some value in preparing students for the jobs they secured after graduation from college. Power-Ross (1980) examined the results of several studies related to involvement in student activities. Two of them were con- ducted by the American College Testing (ACT) Service and the Scholastic Aptitude Service (SAT). She indicated that The only factor which was valuable in predicting adult success was participation in cocurricular activities. The SAT and ACT study findings were very similar. These two studies. because of the resources and expertise of the investigators. are very strong evidence that future success and student activities involvement can be correlated. (p. 47) In a different setting. she noted that Students' cocurricular participation had aided their academic per- formance by making sense of their learning as well as providing social benefits and emotional and financial support. All students could identify direct or indirect benefits of involvement in future employment. such as clarifying career goals. transferring business and management skills. learning to work with a variety of people. increasing self-confidence and having a better self-concept. “L 48) Power—Ross based her conclusions on the results of two other studies conducted by Upton and Harold (1979) and replicated by Allen (1980). 32 Williamson et a1. (1954) found that students' college class level was significantly associated with participation in campus activi- ties. For males. participation increased as they progressed from ' their freshman to senior years. Participation rates were highest among male seniors. Regarding the relationship between students' pl ace of residence and their participation in college extracurricular activities. some researchers have found that living on campus was significantly related to greater participation in a variety of types of college student activities. Resident students developed more and different behaviors and skills than did commuting students (Astin. 1975. 1977; Chickering. 1974; Palm. 1980; Ryan. 1970). Petteway (1968) found that residence hall students developed social and psychological characteristics during the first year much faster than did commuters. Kapp (1979) also found that living on campus. whether in residence halls or sorority or fra- ternity houses. was correlated with participation in college extracur- ricular activities. Rich and Rich (1978) found that the types of residence arrange- ments influenced a number of student activity and value variables. They also found that commuters were less involved in college activi- ties; as a result. they were less positive about the faculty. their own development. and the overall college experience. Drasgow (1958) discovered that students who lived in dormi- tories tended to stay in college longer than those who commuted. He 33 also found that socioeconomic status and father's educational level were much higher for resident than nonresident students. Resi dent students have been found to be much more involved in all types of activities. whereas living off campus is a reason for little or no participation in extracurricular activities. Differences between resident and commuter students in terms of parental background and socioeconomic status. high school achievement and experiences. college plans. and attitudes have also been detected (Chickering. 1974). Chickering stated: These varied results unequivocally document widespread and sub- stantial differences in the college experiences and activities of commuters and residents. . . . The residents who as entering fresh- men bring wider ranging experiences and achievements . . . con- tinue to exceed commuters in the level of participation. The freshmen who commute bring . . . a narrower range of achievements and continue to operate in a more limited framework than the resi- dents. missing the diverse possibilities that fuller and wider ranging participation offers. (p. 63) Also noting the differences in participation between resident and commuter students. Astin (1985) reported that Students who live on campus show greater gains than do commuters in artistic interests. liberalism. and interpersonal sel f-esteem and living in a dormitory is positively associated with several other forms of involvement: interaction with faculty members. invol ve- ment in student government and participation in soci a1 fraternities or sororities. Further. residents are more likely than commuters to achieve in such extracurricular areas as leadership and athlet- ics and to express satisfaction with their undergraduate experi- ence. particularly in the areas of student friendships. faculty- student relations. institutional reputation and social life. (pp. 147-48) Chickering's (1974) findings further established the differ- ences between resident and commuter students' participation in extra- curricular activities: 34 Students who lived at homerwith their parents participated in various kinds of cultural and extracurricular activities less frequently than dormitory residents. and their relationships with faculty members and fellow college students were more limited. Students who lived at home were less satisfied with their college and less frequently planned to return. (pp. 57-58) However. McCarn and Blair (1955) reported that nonparticipants were distinguished from participants on the basis of differences in personalities and interests and part-time employment. rather than com- muting itself. In addition. Dressel and Nisula (1966) indicated that the reason nonresident students were less active in extracurricular activities than residence students was related to the commuters' per- sonality factors. Several researchers have attempted to determine*whether a relationship exists between participation in extracurricular activities and academic achievement. Spady (1970) found that participation in athletics. service clubs. and leadership activities was related to higher perceptions of peer status. Participation in service and lead- ership activities was related to college achievement. Rehbery (1969) indicated that participation in varsity sports had a positive effect on the scholastic performance of high school boys. as well as increasing their educational experience. In a study of student activity. Chapin (1929) found that: (1) Students who participate in several campus activities have a slightly higher average standard of academic achievement than students who are less active or inactive in campus affairs; and (2) students who participate in activities that are predominantly intellectual in character tend to maintain a higher average standard of academic achievement than those engaged in activities that are chiefly of a physical or social character. (p. 77) 35 Using a large national sample of students attending junior colleges. Baird (1971) reported that extracurricular participation had a positive effect on educational aspirations. After entering the junior college. male students were higher in leadership and social science achievements and female students were higher in humanistic achievements than were students wholhad lower aspirations. Otto (1975). too. found that "participation in extracurricular activities plays a significant role in the educational attainment process. statis- tically controlling for family socioeconomic background. academic ability and performance” (p. 176L In a study he conducted at the University of Minnesota. Bennett (1946) found that students who were most active in extracurricular activities were also most successful in conducting their academic work. He stated: A survey of the extracurricular activities of students at the University of Minnesota showed an average of one activity per student. but an average of three activities for prominent students. and for honor students an average of four for men and five for women. The entire group of most active students showed higher academic achievement in terms of honor-point ratio than the students of medium activity or those inactive in campus affairs. (p. 64) Investigating the relationship between extracurricular activi- ties and grades. Twining (1957) noted that participating students received higher grades during their senior year than did nonpartici- pating students. Holland and Nichols (1964) also attempted to determine whether there was a relationship between college academic achievement and participation in extracurricular activities. Unlike previously cited researchers. however. they concluded that no 36 relationship existed between academic achievement and any type of activity tested. including extracurricular activities. Kapp (1979) found that college students were likely to partici- pate in extracurricular activities areas consistent with their high school achievements. their expectations for college. and their own personal aspirations. She also found that participants tended to be more satisfied than nonparticipants with their social life; contact with classmates. faculty. and staff; and outlets for creativity. Summatx This chapter contained a review of literature related to four topics: (1) a brief history of college extracurricular activities. (2) studies related to the importance of participating in college extracurricular activities. (3) studies concerning faculty involvement in students! extracurricular activities. and (4) studies of demographic and personal characteristics related to participation in college extra- curricular activities. Chapter III contains an explanation of the research methodology and the procedures used in collecting the data for this study. CHAPTER III METHODS AND PROCEDURES The primary purpose of this study was to determine whether there was a relationship between students' demographic and personal characteristics and their participation or nonparticipation in extra- curricular activities. Another purpose was to identify factors infl u- encing students' participation in these activities as well as to eval uate students' perceptions regarding the extracurricular activities program at KSU. In this chapter. the study population. sampling proce- dures. questionnaire. data collection. and data analysis are described. W This study was conducted at King Saud University (KSU). the oldest and the largest university in Saudi Arabia. Students who com- plete high school and meet the university's requirements may be admitted to KSU as regular students. regardless of the region from which they come. Therefore. students from diverse backgrounds and various regions of Saudi Arabia were represented in the study popula- tion. In the second term of academic year 1985-86. the target popula- tion of undergraduate male students from which the sample was drawn comprised 19.922 students. including freshmen. whom the researcher 37 38 excluded for reasons explained under delimitations of the study in Chapter I (W. March 29. 1986). Inejampje Representative male students in five major areas of study at KSU were selected for the sample. As stated earlier. the study sample was delimited to male students at the’sophomore. junior. and senior levels of study. Cluster sampling was used to obtain a representative sample of students from five colleges within KSU: the College of Agriculture. the College of Education. the College of Engineering. the College of Arts. and the College of Human Medicine. Within each college. one class was selected at random from each level of study (sophomore. junior. and senior). a total of three classes per college. Thus 15 classes*were randomly chosen from the five colleges combined. This sampling procedure yielded a total of 493 respondents for the study (see Table 1). Table l.--Distribution of study sample by college and level of study. Level of Study College Total Sophomore Junior Senior Agriculture 34 30 31 95 Education 41 33 34 108 Engineering 36 33 34 103 Arts 28 32 45 105 Human Medicine 28 29 25 82 Total 167 157 169 493 39 Ibe_0u.e5_t.i.onna1_r_e No adequate existing questionnaire was found that could be used to gather the information needed to fulfill the purposes of this study. Therefore. to elicit students' perceptions regarding various aspects of extracurricular activities. the researcher modified items from ques- tionnaires used by previous researchers in this field. Particularly helpful were the questionnaires constructed by Astin (1977). Vaughan (1969). and Williamson et a1. (1954). The researcher also developed many new items that were specifically suited to the Saudi Arabian situation and incorporated them into the instrument. To ensure questionnaire validity. the researcher requested ll Saudi graduate students at Michigan State University to read and com- ment on the questionnaire. Based on their suggestions. some items were modified. A research consultant in the College of Education at Michigan State University also reviewed thquuestionnaire. and the researcher reorganized some items as a result of that review. When the researcher arrived in Saudi Arabia. he submitted both Arabic and English versions of the questionnaire to three professors in KSU's College of Education to compare the Arabic translation with the original English version to ensure that both versions conveyed the same meaning. These professors made some suggestions to improve the clarity of certain items. The researcher made the necessary final modifications to both versions. Reliability testing of the question- naire resulted in a Cronbach alpha of .85. indicating that the instru- ment was reliable for use in this study. 40 The final questionnaire comprised five parts (see Appendix A). Part One was designed to discover whether a relationship existed between students' demographic and personal characteristics and their participation or nonparticipation in extracurricular activities. The 14 items (Items 1-14) in this part related to students' age. marital status. parents' education and occupation. socioeconomic status. high school participation in extracurricular activities. high school achievement. area of study. on- or off-campus housing. level of study (sophomore. junior. or senior). and college achievements. Part Two was designed with two purposes in mind: (1) to ascer- tain students' perceptions of the importance of participating in three types of activities (cultural-~Items 15-22. social--Items 23-31. and athletic--Items 32-28); and (2) to provide students an explanation of the activities being examined. especially students who were not knowl- edgeable about those activities. Part Three was designed to measure the degree to which students in the sample participated in five major types of extracurricular activities (cultural. student associations. social. theatrical. and athletic). Part Four dealt with selected factors that might influence students to participate or not to participate in extracurricular activities. First. six factors that could encourage participation were listed. Students who participated in extracurricular activities were asked to choose the one factor that was most important in encouraging them to participate in extracurricular activities. In addition. six 41 factors that could cause students not to participate were listed. Students who did not participate in extracurricular activities were asked to choose the one factor that was most important in influencing them not to participate. Part Five of the questionnaire was designed to elicit students' perceptions regarding (l) the quality of the extracurricular activities program at KSU (Items 46-54). (2) faculty involvement in extracurricu- lar activities (Items 55-58). (3) rules and regulations pertaining to these activities (Items 59-65). and (4) the importance of college extracurricular activities to students' education (Items 66-72). W On November 6. 1985. the researcher's doctoral committee approved the proposal for this study. His academic advisor sent a letter with two copies of the proposal to Dr. Henry Bredeck. chairman of the University Committee for Research Involving Human Subjects (UCRIHS). who reviewed the materials and granted approval to conduct the study as planned (Appendix B). To obtain permission from administrators at KSU to conduct this study. the researcher asked his academic advisor to send an explanatory letter to the Saudi Arabian Educational Mission with a copy of the proposal (Appendix B). The Mission then sent a copy of the proposal to KSU. along with a request for permission to conduct the study there KSU reviewed the proposal and agreed to the request by sending the researcher an airline ticket to Riyadh. The researcher arrived at the K91 College of Education in late December 1985. to prepare for the 42 study. At the beginning of the second term. in January 1986. the Dean of the College of Education sent a letter to the deans of the other colleges selected for this study. asking for their cooperation in conducting this study (Appendix 8). Two weeks later. the researcher began administering the ques- tionnaire to all students in the 15 classes selected for the study. In each class the researcher spent a few minutes reviewing the purpose of the study and assuring respondents that the information they provided would be kept in the strictest confidence and would only be used for purposes of the research. Then he distributed the questionnaire to the students. The researcher gave specific examples to ensure that the students understood how to answer the questionnaire items correctly. and he remained in the classroom to answer any questions students raised. No time limit was set for completing the questionnaire but respondents finished within 15 to 25 minutes. Wills: The dependent and independent variables used in this study are discussed below. Willis Six major dependent variables were used in exploring the back- ground information leading to participation in college extracurricular activities and its importance. The dependent variables were (1) stu- dents' perceptions of the importance of certain types of activities. (2) the frequency of participation in various activities. (3) students' 43 perceptions of the quality of the extracurricular activities program at KSU. (4) students' perceptions of faculty involvement in extracurricu- lar activities. (5) students' perceptions of rules and regulations pertaining to extracurricular activities. and (6) students' perceptions of the importance of extracurricular activities to students' education. Independentmm The independent variables used in this study were (1) age of the student. (2) marital status. (3) parents' level of education. (4) parents' occupation. (5) parents' income. (6) high school achievement. (7) participation in high school extracurricular activities. (8) stu- dents' major area of study. (9) students' place of residence. (10) status of student (full or part time). (11) students' level of study (sophomore. junior. or senior). (12) college achievement. and (13) participation or nonparticipation in extracurricular activities. OtheLInmmanon Other information sought in the study included (1) students' reasons for participating and (2) their reasons for not participating. MW Frequency distribution was used in examining the reasons stu- dents did or did not participate in extracurricular activities. A nonparametric correlation procedure was used to test the relationship between frequency of participation in college extracurricular activi- ties and students' age. parents' level of education. family income. 44 high school achievement. participation in high school extracurricular activities. and college achievement. The chi-square procedure was used to test for statistically significant differences in frequency of participation in college activities between single and married students. among students whose parents had different occupations. among students in different major areas of study. between on-campus and off-campus students. between full- and part-time students. and among students at different levels of study (sophomore. junior. or senior). One-way analysis of variance (ANOVA) and Tukey's test were used to test for statistically significant differences in perceptions between students who did and did not participate in college extracur- ricular activities. among those from different major areas of study. and among those from different levels of study regarding the quality of the extracurricular activities program at KSU. faculty involvement in extracurricular activities. rules and regulations pertaining to these activities. the importance of college extracurricular activities to students' education. and the importance of certain types of activities. The chi-square procedure was also used to test similar relationships for individual items. A significance level of alpha:=.05 was estab- lished for all statistical tests in this study. MW For analysis purposes. demographic and personal characteristics of respondents were categorized as follows: 1. 45 Students' age was categorized as: a. 18 years or less b. 19-20 years c. 21-22 years d. 23-24 years e. 25 years and above Marital status was categorized as: a. Married b. Single Parents' level of education was categorized on a seven-point scale: a. No formal education b. Elementary school c. Middle school d. High school e. Some college f. Bachelor's degree 9. Master's degree or above Parents' occupation was categorized as: a. Businessman b. Government employee c. Nongovernment employee d. Unenpl oyed e. Retired Parents' monthly income was measured on a six-point scale: a. Less than SR 3500 ($1.00 = 3.6 Saudi riyals) b. 3500-6000 SR 0. 6001-8000 SR d. 800l-10.000 SR e. 10.001-16.000 SR f. 16.001 SR and above High school achievement was measured by using a four-point achievement scale: a. Acceptable b. Good c. Very Good d. Excellent 10. 11. 12. 13. 46 Participation in high school extracurricular activities was measured by asking students whether they had or had not participated in high school activities; responses were categorized as: a. No b. Yes Students' major areas of study were ascertained by asking students in which college they were enrolled. Five colleges were included: Agriculture. Education. Engineering. Arts. and Human Medicine. Place of residence was categorized as: a. On-campus b. Off-campus Status of student (full or part time) was measured by asking students whether they worked in addition to going to school. Responses were categorized as: a. No b. Yes Level of study was categorized as: a. Sophomore b. Junior c. Senior College achievement was measured by using a four-point achievement scale: a. Acceptable b. Good c. Very Good d. Excellent Students' perceptions of the importance of certain types of activities were measured by using a three-point scale: a. Unimportant b. Undecided c. Important 47 14. Frequency of participation was measured using the following five-point scale: a. b. c. d. e. Do not participate Participate once or less per month Participate two to three times per month Participate one to three times per week Participate four or more times per week 15. Students' perceptions of program quality. faculty involvement. rules and regulations. and importance of extracurricular activities to students' education were measured using the following five-point Likert-type scale: a. b. c. d. e. Strongly disagree Disagree Undecided Agree Strongly Agree 16. The reasons for participating and not participating were obtained by asking students who participated in extracurricular activities to choose one of six listed factors that influenced them to participate and by asking students who did not partici- pate to choose the factor that most influenced them not to participate. Summary The methodology and procedures followed in conducting the study were described in this chapter. Sampling procedures and development of the instrument were described. and the data-collection and data- analysis techniques were explained. Chapter IV contains the results of the analyses performed in testing the hypotheses posed in the study. CHAPTER IV RESULTS OF THE DATA ANALYSIS The purpose of this study was to determine whether there is a relationship between studentsfl demographic and personal characteristics and their participation in extracurricular activities. Another purpose was to identify factors influencing students' participation in these activities and to evaluate students' perceptions regarding the extra- curricular activities program at King Saud University (KSU) in Saudi Arabia. Specifically. the study was designed to answer the following research questions: 1. Do relationships exist between frequency of participation in college extracurricular activities and parentsfl education. occupa- tion. and income? 2. Do relationships exist between high school achievement and participation in high school extracurricular activities. and between participation in high school activities and participation in college activities? 3. Do relationships exist between frequency of participation in college extracurricular activities and students' age. marital status. and place of residence? 118 49 4. Do relationships exist between frequency of participation in college extracurricular activities and students' full- or part-time status. college achievement. level of study. and major area of study? 5. Do differences exist in the perceptions of students who do and those who do not participate in college extracurricular activities regarding the importance of certain types of activities. the quality of the extracurricular activities program. faculty involvement. rules and regulations. and the importance of college extracurricular activities to students' education? 6. Do differences exist in the perceptions of students from different levels of study regarding the importance of certain types of activities. the quality of the extracurricular activities program. faculty involvement. rules and regulations. and the importance of college extracurricular activities to students' education? 7. Do differences exist in the perceptions of students from different major areas of study regarding the importance of certain types of activities. the quality of the college extracurricular activi- ties program. faculty involvement. rules and regulations. and the importance of college extracurricular activities to students'leduca- tion? In this chapter. the results of the data analysis are reported in three sections. The first section contains demographic and personal data about the respondents. Factors influencing students' participa- tion in extracurricular activities are also reported. In section two. 50 the relationship between students' demographic and personal charac- teristics and their participation in extracurricular activities is examined. The importance of cultural. social. and athletic activities to the study participants is presented in the third section. Respondents' perceptions of the quality of the extracurricular activities program at KSU. faculty involvement. rules and regulations. and the importance of college extracurricular activities to students' education are also reported. Cultural. social. and athletic activities. as well as the extracurricular activities program. were evaluated by students who did and did not participate in such activities. students from different major areas of study. and students at different academic levels. WM Wham Wiles WW5 In this section. frequency distributions are used to report demographic and personal characteristics of the respondents. As shown in Table 2. 227 (46%) of the respondents were between 21 and 22. 153 (31%) were between 23 and 24 years old. 85 (17.2%) were between 19 and 20. and 27 (5.5%) were 25 and over. Only one student in the sample (.2%) was 18 or younger. Table 3 shows that 446 (90.5%) of the respondents were single; only 47 (9.5%) were married. 51 Table 2.--Distribution of respondents by age. Age Number Percent 18 years or less 1 .2 19-20 years 85 17.2 21-22 years 227 46.0 23-24 years 153 31.0 25 and over 27 5.5 Total 498 99.9 Note: Percentages do not total 100.0% due to rounding. Table 3.--Distribution of respondents by marital status. Marital Status Nunber Percent Married 47 9.5 Single 446 90.5 Total 493‘ 100 .0 Forty percent (197) of the respondents' fathers had had no formal education. 27.2% (134) had completed elementary school. 6.9% (34) had completed middle school. 9.5% (47) had finished high school. 4.7% (23) had had some college education. 7.9% (39) had earned a bachelor's degree. and 3.9% (19) had a master's degree or higher. (See Table 4.) As shown in Table 5. 72.4% (357) of the respondents' mothers had had no formal education. This high percentage is partially explained by the fact that women's formal education did not begin until 52 1960 in some Saudi Arabian cities. Seventeen percent (84) of the respondents' mothers had completed elementary school. 4.7% (23) had completed middle school. 3.7% (18) had finished high school. .8% (4) had had some college education. 1% (5) had earned a bachelor's degree. and .4% (2) had a master's degree or higher. Table 4.--Distribution of respondents by father's level of education. Level of Education Number Percent No formal education 197 40.0 Elementary school 134 27.2 Middle school 34 6.9 High school 47 9.5 Some college 23 4.7 Bachelor's degree 39 7.9 Master's degree or higher 19 3.9 Total 493 100.1 Note: Percentages do not total 100.0% due to rounding. Table 5.--Distribution of respondents by mother's level of education. Level of Education Number Percent No formal education 357 72.4 Elementary school 84 17.0 Middle school 23 4.7 High school 18 3.7 Some college 4 .8 Bachelor's degree 5 1.0 Master's degree or higher 2 .4 Tota1 493 100.0 53 As revealed in Table 6. 196 (38.8%) of the respondents' fathers were businessmen. 206 (41.8%) were government employees. 23 (4.7%) were nongovernment employees. 9 (1.8%) were unemployed. and 59 (12%) were retired. Table 6.--Distribution of respondents by father's occupation. Occupation Number Percent Businessman 196 38.8 Government employee 206 41.8 Nongovernment employee 23 4.7 Unemployed 9 1.8 Retired 59 12.0 Total 493 99.1 Note: Percentages do not total 100.0% due to rounding. The overwhelming majority of the respondents' mothers (480 or 97.4%) were homemakers. (See Table 7.) Just five (1%) of the mothers were busi nesswomen. 4 (.8%) were government employees. and 2 (.4%) were nongovernment employees. Two mothers LA%) were retired. Concerning family income. as shown in Table 8. 120 (24.3%) respondents' parents received a monthly income less than SR 3500. 138 (25) received SR 3500-6000. 80 (16.2%) received SR 6001-8000. 68 (13.8%) received SR 830140.000. 58 (11.8%) received SR 10.001-16.000. and just 29 (5.9%) received more than SR 16.001. 54 Table 7.--Distribution of respondents by mother's occupation. Occupation Number Percent Businesswoman 5 1.0 Government employee 4 .8 Nongovernment employee 2 .4 Homemaker 480 97.4 Retired 2 .4 Tetal 498 100.0 Table 8.--Distribution of respondents by parents' monthly income. Monthly Income Nunber Percent Less than SR 3500a 120 24.3 SR 3500-6000 138 28.0 SR 6001-8000 80 16.2 SR BOOT-10.000 68 13.8 SR 10.001-16.000 58 11.8 SR 16.001 and over 29 5.9 Total 493 100.0 “One U.S. dollar equals approximately 3.6 Saudi riyals (SR). The questionnaire responses indicated that the high school achievement of 246 (49.9%) of the respondents was classified as very good; 191 (38.7%) had good high school achievement. 48 (9.7%) had excellent achievement. and just 8 (1.6%) had acceptable achievement. (See Table 9.) 55 Table 9.--Distribution of respondents by high school achievement. High School Achievement Number Percent Acceptable 8 1.6 Good 191 38.7 Very good 246 49.9 Excellent 48 9.7 Total 493 99.9 Note: Percentages do not total 100.0% due to rounding. As shown in Table 10. 357 respondents (72.4%) had participated in high school extracurricular activities. whereas 136 (27.6%) had not participated. Table 10.--Distribution of respondents by participation in high school extracurricular activities. High School Participation Number Percent Participated 357 72.4 Did not participate 136 27.6 Total 493 100.0 Table 11 shows the distribution of respondents according to their major areas of study. Of the 493 study participants. 108 (21.9%) were from the College of Education. 105 (21.3%) were from the College of Arts. 103 (20.9%) were from the College of Engineering. 95 (19.3%) 56 were from the College of Agriculture. and 82 (16.6%) were from the college of Human Medicine. Table ll.--Distribution of respondents by major area of study. Major Study Area Number Percent Agriculture 95 19.3 Education 108 21.9 Engineering 103 20.9 Arts 105 21.3 Human Medicine 82 16.6 Total 493 100.0 Table 12 indicates that 278 (56.4%) of the 493 respondents lived off campus. whereas 215 (43.6%) lived on campus. Table 12.--Distribution of respondents by place of residence. Place of Residence Nunber Percent On campus 215 43.6 Off campus 278 56.4 Total 493 100.0 The questionnaire responses indicated that 441 (89.5%) of the respondents were ful l-time students. The remaining 52 (10.5%) respondents held part-time jobs in addition to attending college. (See Table 13.) 57 Table 13.--Distribution of respondents by work/study status. Work/Study Status Nunber Percent Part-time work 52 10.5 Ful l-time study 441 89.5 Total 493 100.0 The respondents were fairly evenly distributed according to academic level. (See Table 14.) One hundred sixty-seven (33.9%) were sophomores. 157 (31.8%) were juniors. and 169 (34.3%) were seniors. Table 14.--Distribution of respondents by academic level. Academic Level Number Percent Sophomore 167 33.9 Junior 157 31.8 Senior 169 34.3 Tetal 493 100.0 Concerning the respondents' college achievement. the findings indicated that a majority of the students (309 or 62.7%) had good achievement. 88 (17.8%) had acceptable achievement. and 80 (16.3) had very good achievement. Just 16 (3.3) had excellent achievement. (See Table 15.) 58 Table 15.--Distribution of respondents by college achievement. College Achievement Number Percent Acceptable 88 17.8 Good 309 62.7 Very good 80 16.2 Excellent 16 3.2 Total 493 100.0 EastoLLInfluensinojtudsntsi Willie: Frequency distributions were used to examine students' reasons for participating in extracurricular activities at KSU. Six factors that could encourage participation were listed in the questionnaire. Students who participated in extracurricular activities were asked to choose the one factor that was most important in encouraging them to participate in these activities. Table 16 lists the six factors encouraging participation and the number of students choosing each factor as most encouraging them to participate. In order of importance. the factors encouraging participation were getting‘work experience. developing leadership skills and special interests. under- standing community problems. helping academic work. and providing a sense of autonomy. 59 Table l6.--Frequency distribution of students' reasons for participat- ing in extracurricular activities. Factor Number Percent I can experience working life through the activities 44 27.8 I can develop leadership skills through participation in extracurricular activities 36 22.8 I can develop my special interests through extracurricular activities 31 19.6 I can understand community problems through the activities 24 15.2 Extracurricular activities refresh me and help me to conduct my academic work effectively 15 9.5 Extracurricular activities can provide me with a sense of autonomy 8 8.1 Total 158 100.0 In addition. six factors that could cause students not to participate were listed. Students who did not participate in extracur- ricular activities were asked to choose the one factor that was most important in influencing them not to participate. Table 17 shows the frequency distribution of responses concerning reasons for not partici- pating in extracurricular activities. About one-third of the students (112) said the activity time clashed with their class schedule; the reason cited by 59 respondents (17.6%) was lack of publicity of the activities. The remaining reasons. according to frequency of mention. 60 were living off campus. time consuming. shyness. and activities not meeting their desires and needs. Table l7.--Frequency distribution of students' reasons for not participating in extracurricular activities. Factor Number Percent Activity time clashes with class schedule 112 33.4 Lack of publicity 59 17.6 Off-campus resident 51 15.2 Extracurricular activities are time consuming 49 14.6 Shyness 37 11.0 Students are not consulted to determine the extracurricular activities that meet 27 8.1 their desires and needs Total 335 99.9 WWW WNW Wins Null Hypotheses.l through 12 were formulated to analyze the relationship between students' demographic and personal characteristics and their participation in extracurricular activities. Null Hypotheses 13 through 15 were formulated to analyze students' perceptions regard- ing the importance of certain types of activities. the quality of the extracurricular program at KSU. faculty involvement. rules and regula- tions. and the importance of college activities to students' education. In the following pages. each null hypothesis is restated. followed by a 61 discussion of the findings and a tabular presentation of the data for that hypothesis. tuLJ; There is no relationship between the age of students and their frequency of participation in college extracurricular activi- ties. A nonparametric correlational test was used to examine the relationship between students' ages and the frequency of their participation in extracurricular activities. Table 18 shows the correlation coefficients (r) and the actual significance levels (p) for that test. The results indicated that there was a significant rela- tionship between age and frequency of participation in theatrical and athletic activities. Frequency of participation in theatrical activi- ties was positively related to age. whereas frequency of participation in athletic activities was negatively related to age. Table 18.--Relationship between age and frequency of participation in extracurricular activities. Activity r p Overall participation -.0220 .31 Cultural activities .0277 .27 Students' associations .0371 .21 Social activities .0365 .21 Theater activities .0746 .05* Athletic activities -.1008 .00** *Significant at the .05 level. **Significant at the .01 level. 62 flg_2: There is no difference in the frequency of participation in college extracurricular activities between single and married stu- dents. A chi-square test was used to examine the difference between single and married students regarding frequency of participation in college extracurricular activities. As shown in Table 19. no signifi- cant difference was found between single and married students in fre- quency of participation in extracurricular activities. Table l9.--Relationship between marital status and frequency of participation in college extracurricular activities. Activity x2 df p Overall participation .03 2 .99 Cultural activities .52 2 .77 Students' associations .63 2 .73 Social activities 1.88 2 .39 Theater activities 1.69 2 .43 Athletic activities 4.12 2 .13 flo_3_a: There is no relationship between fathers' education and students' frequency of participation in college extracurricular activities. A nonparametric correl ational test was used to examine the relationship between fathers' education and students' frequency of participation in college extracurricular activities. As shown in Table 20. frequency of overall participation and frequency of participation in cultural and athletic activities were positively related to fatherus education. 63 Table 20.--Relationship between fathers' education and frequency of participation in extracurricular activities. Activity r p Overall participation .1150 .00** Cultural activities .0981 .02* Students' associations .0406 .19 Social activities .0320 .24 Theater activities .0218 .32 Athletic activities .0723 .05* *Significant at the .05 level. “Significant at the .01 level. Mb: There is no relationship between mothers' education and students' frequency of participation in college extracurricular activities. A nonparametric correlational test was used to examine the relationship between mothers' education and students' frequency of participation in college extracurricular activities As shown in Table 21. frequency of overall participation and frequency of participation in athletic activities were positively related to mother's educational level. 1194;: There is no relationship between fathers' occupation and students' frequency of participation in college extracurricular activities. A chi-square test was used to examine the relationship between fathers' occupation and students' frequency of participation in college extracurricular activities. No significant relationship was found 64 between fathers' occupation and frequency of participation in extra- curricular activities. (See Table 22J Table 21.--Relationship between mothers' education and frequency of participation in extracurricular activities. Activity r p Overall participation .0755 .05* Cultural activities .0450 .16 Students' associations .0267 .28 Social activities .0433 .17 Theater activities .0193 .34 Athletic activities .0802 .04* *Significant at the .05 level. Table 22.--Relationship between fathers' occupation and frequency of participation in extracurricular activities. Activity X2 df p Overall participation 3.99 6 .68 Cultural activities 4.42 6 .62 Students' associations 4.55 6 .60 Social activities 1.97 6 .92 Theater activities 2.84 6 .83 Athletic activities 2.85 6 .83 1:19.512: There is no relationship between mothers' occupation and studentsfl frequency of participation in college extracurricular activities. A chi-square test was used to examine the relationship between mothers' occupation and students' frequency of participation in college 65 extracurricular activities As shown in Table 23. no relationship was found between mothers' occupation and students' frequency of par- tici pation in extracurricular activities. Table 23.--Relationship between mothers' occupation and frequency of participation in extracurricular activities. Activity x2 df p Overall participation 4.28 2 .12 Cultural activities 1.39 2 .50 Students' associations 2.28 2 .32 Social activities 2.72 2 .26 Theater activities 5.23 2 .07 Athletic activities 2.77 2 .25 M: There is no relationship between parents' income and students' frequency of participation in college extracurricular activities. A nonparametric correl ati onal test was used to examine the relationship between parents' income and students' frequency of participation in college extracurricular activities. No relationship was found between parents' income and frequency of participation in extracurricular activities. (See Table 24.) However. flie chi-square test on flue relationship between participation/nonparticipation and parents' income indicated that flie relationship was significant at the .05 level (x2 = 11.3. df - 4. p = .02). Thi rty-six percent of the students whose parents' incomes were less than SR 8000 participated in extracurricular activities. as 66 compared to 24% of flue students whose parents' incomes were over SR 8000. Table 24.--Relationship between parents' income and frequency of participation in extracurricular activities. Activity r p Overall participation .0111 .40 Cultural activities -.0033 .47 Students' associations .0416 .18 Social activities -.0606 .09 Theater activities -.0181 .35 Athletic activities -.0060 .45 flu: There is no relationship between students' high school achievement and their participation in high school extracurricular activities. A nonparametric correlational test was used to examine the relationship between students' high school achievement and flieir participation in high school extracurricular activities. There was a positive relationship between high school achievement and participation in high school extracurricular activities. The correlation coefficient of .1501 was significant at flle .001 level. fl9_l: There is no relationship between students' participation in high school extracurricular activities and their frequency of par- ticipation in college extracurricular activities. A nonparametric correlational test was used to examine the relationship between students' participation in high school extracur- ricular activities and their frequency of participation in college 67 activities. As shown in Table 25. there was a positive significant relationship between participation in high school activities and frequency of participation in college activities. However. the corre- lation coefficient between participation in high school extracurricular activities and participation in theatrical activities was very low com- pared to that for other activities. Table 25.--Re1ationship between participation in high school extra- curricular activities and frequency of participation in college extracurricular activities. Activity r p Overall participation .2661 .00** Cultural activities .2652 .00** Students' associations .1654 .00** Social activities .1817 .00** Theater activities .0964 .02* Athletic activities .1867 .00** *Significant at the .05 level. **Significant at the .001 level. 119.85 There is no relationship between students' major areas of study and their frequency of participation in college extracurricu- lar activities. A chi-square test was used to»examine the relationship between students'lnajor areas of study and their frequency of participation in college extracurricular activities. As shown in Table 26. the only significant relationship was between students'lnajor area of study and participation in students' associations. Just 7% of the students in 68 the College of Agriculture participated in students' association activities. as compared to 15% of the students in the Colleges of Education. Engineering. and Arts and 22% of the students in the College of Human Medicine. Table 26.--Relationship between students' major area of study and frequency of participation in extracurricular activities. Activity x2 df p Overall participation 5.26 8 .73 Cultural activities 4.55 8 .80 Students' associations 13.09 8 .05* Social activities 8.83 8 .36 Theater activities 5.79 8 .67 Athletic activities 8.42 8 .39 *Significant at the .05 level. A chi-square test on the relationship between participation/ nonparticipation and the frequency of overall participation in college extracurricular activities yielded a significant result at the .01 alpha level. The percentages of students in terms of overall partici- pation. according to college. were as follows: Education (43%). Agriculture (38%). Arts (31%). Human Medicine (25%). and Engineering (21%). 69 fl9_2: There is no difference between students who live on campus and those who live off campus. regarding their frequency of participation in college extracurricular activities. A chi-square test was used to examine the differences between students who lived on campus and those who lived off campus. regarding their frequency of participation in college extracurricular activities. As shown in Table 27. the only significant difference between students living on and off campus was in relation to participation in social activities. Thirty-seven percent of the students who lived on campus participated in social activities. as compared to 23% of those who lived off campus. Table 27.--Re1ationship between place of residence (on or off campus) and frequency of participation in extracurricular activities. Activity x2 df p Overall participation 4.57 2 .10 Cultural activities 3.07 2 .22 Students' associations 2.25 2 .32 Social activities 12.23 2 .00* Theater activities 3.48 2 .18 Athletic activities 2.92 2 .23 *Significant at the .01 level. flg_l_Q: There is no relationship between students' study status (full or part time) and their frequency of participation in college extracurricular activities. A chi-square test was used to«examine the relationship between study status of students (full or part time).and their frequency of 70 participation in college extracurricular activities. A significant reflationship was found between study status and frequency of partici- pation in social activities. (See Table 28.) Twenty-eight percent of the full-time students participated in social activities. as compared to 39% of the part-time students. Table 28.--Relationship between study status and frequency of partici- pation in extracurricular activities. Activity x2 df p Overall participation .53 2 .77 Cultural activities 1.37 2 .50 Students' associations 1.34 2 .51 Social activities 9.36 2 .00* Theater activities .68 2 .71 Athletic activities 1.77 2 .41 *Significant at the .01 level. 11111: There is no relationship between students' level of study and their frequency of participation in college extracurricular activities. A chi-square test was used to determine whether there was a relationship between studentsfi'level of study and their frequency of participation in college extracurricular activities. No significant relationship was found between level of study and frequency of partici- pation in extracurricular activities. (See Table 29.) 71 Table 29.--Relationship between students' level of study and frequency of participation in extracurricular activities. Activity X2 df p Overall participation 2.25 4 .69 Cultural activities 4.77 4 .31 Students' associations 5.33 4 .25 Social activities 1.19 4 .88 Theater activities 2.83 4 .59 Athletic activities 3.56 4 .47 119.12: There is no relationship between students' college achieve- ment and their frequency of participation in college extracurricu- lar activities. A nonparametric correlational test was used totexamine the relationship between students' college achievement and flieir frequency of participation in college extracurricular activities. As shown in Table 30. a significant positive relationship existed between college achievement and frequency of participation in cultural activities. Table.30.--Relationship between college achievement and frequency of participation in extracurricular activities. f Activity r p Overall participation .0582 .09 Cultural activities .1389 .00* Students' associations .0274 .27 Social activities -.0612 .09 Theater activities -.0382 .19 Athletic activities .0005 .50 *Significant at the .001 level. 72 fl9_13,: There are no differences in the perceptions of students who do participate and those who do not participate in college extra- curricular activities regarding the importance of certain types of activities. the quality of the extracurricular activities program. faculty involvement. rules and regulations. and the importance of college extracurricular activities to students' education. To test this hypothesis. analysis of variance (ANOVA) was used on composite measures of the importance of certain types of activities. the quality of the extracurricular activities program. faculty involvement. rules and regulations. and the importance of college extracurricular activities to students'duibitions. and traveling higher fluan did sophomores and juniors 19. Students' ratings of the quality of the extracurricular activities program were related to level of study. Sophomores rated the quality of flue extracurricular activities program higher fluan did seniors. 20. Students' ratings of faculty involvement in extracurricu- lar activities were related to level of study. Sophomores and juniors rated faculty involvement higher fluan did seniors 21. Students' ratings of rules and regulations governing extracurricular activities were related to level of study. Sophomores rated rules and regulations of extracurricular activities more posi- tively fluan did juniors and seniors 22. In general. students' ratings of the importance of college extraCurricular activities to students' education were not found to be 114 related to the level of study. However. one item concerning importance of such activities to students' education was related to level of study. Seniors rated "Involvement in extracurricular activities is an important part of educational experience" as more important fluan did sophomores and juniors 23. In general. students' ratings of the importance of cul- tural. social. and athletic activities were not found to be related to major area of study. However. five items concerning these types of activities were related to major area of study. Students from the College of Engineering rated participating in scientific exhibitions produced by students higher than did students in other areas of study. Students from the Colleges of Agriculture and Education rated traveling to cities inside the country higher than did their counterparts in other areas of study. Students from the Colleges of Agriculture. Arts. and Human Medicine rated voting in student elections higher fluan did those from the Colleges of Education and Engineering. 24. Students' ratings of flue quality of the extracurricular activities program were related to major area of study. Students from the Colleges of Education and Agriculture rated program quality higher than did those from the College of Human Medicine. 25. Students' ratings of faculty involvement in extracurricu- lar activities were related to major area of study. Students from the Colleges of Agriculture and Education rated faculty involvement higher than did their counterparts from the College of Hanan Medicine. 115 26. Students' ratings of rules and regulations of extracur- ricular activities were related to major area of study. Students from the Colleges of Agriculture. Education. and Engineering rated rules and regulations more positively than did students from flue College of Human Medicine. 27. Students' ratings of the importance of college extracur- ricul ar activities to students' education were not found to be related to major area of study. 28. In general. students who participated in extracurricular activities were more positive in evaluating cultural. social. and afluletic activities; quality of the extracurricular activities program at KSU. faculty involvement. rules and regulations; and flue importance of extracurricular activities to students' education than were nonpar- tici pants. who were less positive in their evaluations of these aspects. Besmmendations EOE—WWW Based on the findings of this study. flue researcher recommends that personnel at King Saud University in particular. and at other universities of its type throughout Saudi Arabia. consider the follow- ing recommendations. 1. Participation in high school extracurricular activities and high school achievement were positively related. Also. students' par- ticipation in high school extracurricular activities was positively related to college participation. In addition. college achievement was 116 related to participation in cultural activities That is. some stu- dents have achieved a combination of high achievement and participation in extracurricular activities This information can be used by admis- sion officers in designing new procedures for selecting students who had high achievement and participated in high school extracurricular activities It is predicted that students with a record of both high academic achievement and participation would be successful in college studies and experiences 2. Through students' associations. young people should be given an opportunity to practice leadership skills by selecting student leaders and deciding on the extracurricular activities that.meet their needs and desires By having such input. students might develop more positive attitudes about extracurricular activities. have greater loyalty to their university. and participate more in these activities. 3. Rules and regulations governing extracurricular activities should be revised and stated clearly by representatives of students. faculty members. and student affairs personnel. and approved by uni- versity authorities It is highly recommended that fluese rules and regulations be officially documented as an essential part of flue uni- versity's mission and goals. which must satisfy all concerned: stu- dents. faculty. administrators. and the community. 4. Extracurricular activities should be publicized and their purposes clarified. A group comprising students. faculty members. and student personnel staff should meet occasionally to discuss appropriate ways to convey to all concerned individuals in the 117 institution the message of how important extracurricular activities are to students' education and to the university's reputation. 5. Students need faculty members' recognition and encourage- ment to participate in extracurricular activities. Therefore. faculty members should help their students by emphasizing the importance of those activities in their classes. by recognizing participating stu- dents. and by serving as faculty advisors to such activities. 6. Student affairs personnel should be well qualified and prepared to promote students' development socially. emotionally. physically. and morally. as well as to help them plan. administer. and evaluate their activity programs. KSU needs to develop a good program for Saudi personnel who are interested in working with students as helpers. Such a program might combine courses from the fields of social studies. psychology. and educational management. .EQL.EMLID§L_B§§§aL£h Based on the findings of this study. further research is recom- mended in the following areas: 1. This study was conducted on students' perceptions of extra- curricular activities at KSU. Further research should be conducted to assess the extracurricular activity facilities available in the envi- ronment surrounding KSU. 2. Similar studies should be done at other universities throughout Saudi Arabia to determine whether students' perceptions of and participation in extracurricular activities at those universities are similar to what was found at KSU. 118 3. In this study. a positive relationship existed between participation in high school extracurricular activities and participa- tion in college activities. Further research should be undertaken to determine whether there is a relationship between participation in high school and college extracurricular activities and persistence in college until graduation. 4. In this study. a positive relationship was found to exist between participation in extracurricular activities and high achieve- ment. Further study should be done to determine whether there is a relationship between students' participation in college extracurricular activities and their professional success after graduation. APPENDICES 119 APPENDIX A THE QUESTIONNAIRE 120 121 Dear Student: For the past few years King Saud University has directed much attention to the issue of increasing student participation in the university extracurricular activities. Therefore. the researcher is interested in studying this phenomenon for the following purposes: 1. It will serve as the foundation for a Ph.D. dissertation in in the Department of Educational Administration at Michigan State University; and 2. It may help decision makers at King Saud University to determine any necessary changes needed due to the improve- ment activities. Specifically. you are requested to carefully read the directions in each of the five parts of the questionnaire and to respond to the statements in the appropriate place. Be assured that your opinions will be kept in the strictest confidence and will be used only for research purposes. The researcher is looking forward to some type of information based on the group's responses randomly selected--not individual responses. Please do not identify yourself in any way. Also. please understand that you are not obligated to participate; you may stop responding to this questionnaire at any time without penalty. and you may stay in or leave the room. The questionnaire will take approximately 35 to 45 minutes to complete Thank you for your consideration and cooperation in this matter. Sincerely yours. Ali 5. Al-Karni 122 PART I Please place an "X" on the appropriate line as it applies to you. 1. My age group category is: a. 18 years or less b. 19-20 years c. 21-22 years d. 23-24 years e. 25 and over 2. My marital status is: a. Married _____ b. Single 3. My father's level of education is: a. No formal education b. Elementary school c. Middle school d. High school e. Some college f. Bachelor's degree ____ g. Master's degree or over 4. My mother's level of education is: a. No formal education b. Elementary school c. Middle school d. High school e. Some college f. Bachelor's degree 9. Master's degree or over 10. 123 My father's occupation is: a. b. c. d. e. Businessman Government employee Nongovernment employee Unemployed Retired My mother's occupation is: a. b. c. d. e. Businessman Government employee Nongovernment employee Unemployed Retired My parents' monthly income is: a. b. c. d. e. f. My high a. b. c. d. Less than SR 3500 SR 3501-6000 SR 6001-8000 SR BOOT-10.000 SR 10.001-16.000 SR 16.001 and over school achievement was: Acceptable Good Very good Excellent participate in high school extracurricular activities: Yes No My college is: a. b. c. d. e. Agriculture Education Engineering Arts Human Medicine 124 11. Place of residence: a. On campus _____ b. Off campus 12. Do you work besides going to school? _____ a. Yes b. No 13. Student classification level is: a. Sophomore b. Junior ____ c. Senior 14. My college achievement is: a. Acceptable b. Good c. Very good d. Excellent 125 PART II ynjnggtjons: In your opinion. how important is it to you to participate in certain types of the following extracurricular activities Ocultural. social. athletic) during you study at KSU? Use the following scales to rate your responses. (Please respond to these extracurricular state- ments by placing an "X" in the appropriate boxJ 1 = Unimportant 2 = Undecided 3 = Important Example: 1 2 3 1. Participation in volunteer services such as blood donation. X The respondent in this example selected scale number 3 (Important) to represent his opinion about the statement. 15. Participating in lectures and symposium activities l6. Participating in cultural competitions (deliver a speech. poetry. short story. publications. etc.) A l7. Participating in art exhibitions of students' interests productions 18. Participating in a visit to an art gallery and museum 126 Unimportant Undecided Important (MN—a II II II 19. Participating in scientific exhibitions produced by the students 20. Participating in journalism activity (the college newspaper or magazine. etc.) 21. Participating in planning and organizing activities 22. Participating in theater activities 23. Participating in local visits (government agencies. institutions. manufacturers. etc.) 24. Participating in community service (blood donations. traffic week. social awareness. etc.) 25. Participating in traveling to see some cities inside the country Participating in traveling to see other countries 27. Participating in welcome parties 28. Participating in Boy Scouts 29. Participating in entertainment parties 30. Voting in student elections 127 Unimportant Undecided Important de II II II 31. Participating in planning and organizing social activities 32. Playing on a department's competition team 33. Playing on a college team 34. Playing on a university team 35. Participating in an individual champion competition (tennis. boxing. etc.) 36. Participating in swimming meets 37. Participating in shooting competitions 38. Participating in equestrian events Questions: 128 PART III Listed below are statements regarding student participation in extracurricular activities. Please use one of the following scales to rate certain aspects of the following questions as they apply to you. (DAWN—I II II II II II (Place an "X" in only one column per question.) Do not participate Participate once or less per month Participate two to three times per month Participate one to three times per week Participate four or more times per week 39. How often do you participate activities? in cultural 40. How often do you participate students' association? in the 41. How often do you participate activities? in social 42. How often do you participate activities? in theater 43. How often do you participate activities? in athletic Directions: please answer Question 44. If you do not participate in extracurricu- lar activities. please answer Question 45. 129 PART IV If you are participating in extracurricular activities. 44. Six factors that may cause you to participate in extracurricular activities are listed below. Please choose only one of them. according to its importance to you. 45. When I do participate in extracurricular activities. b. c. d. e. I can develop leadership skills through participation in extracurricular activities. I can understand community problems through the activities. I can experience working life through the activities. I can develop my special interests through extracurricular activities. Extracurricular activity refreshes me and helps me to conduct my academic work effectively. Extracurricular activities can provide me with a sense of autonomy. Six factors that may cause you not to participate in college extracurricular activities are listed below. Please chooose only one of them. according to its importance to you. I do not participate in extracurricular activities because of: a. e. f. Activity time clashes with class schedule. Lack of publicity. Students are not consulted to determine the extracurricular activities that meet their desires and needs. Extracurricular activities are time consuming. Off-campus resident. Shyness. 130 PART V Dims: Listed below are statements intended to describe the extracurricular activities program (quality. faculty involvement. rules and regulations. and importance) as you perceive it at King Saud Uni- versity. In general. which of the following statements represent your opinion? Please use the following scales to rate your responses. (Please place an "X" in only one column per questionJ 5 = Strongly agree 4 = Agree 3 = Undecided 4 = Disagree 5 = Strongly disagree Example: 1. Student extracurricular activities reinforce classroom activities X The student in this example selected number 4 to represent his opinion that he agreed with the statement. 46. At KSU there is enough publicity given to the extracurricular activities program 47. At KSU extracurricular activities' purposes are sufficiently understood by students 48. At KSU students have the opportunity to elect their leaders to students' associations 49. The students' associations effectively represent students' ideas and views I31 5 = Strongly agree 4 = Agree 3 = Undecided 4 = Disagree 5 = Strongly disagree 50. At KSU extracurricular activities meet the needs and desires of the students 51. At KSU extracurricular activities are creative and intellectually stimulating 52. Extracurricular activities staff make an effort to attract student participation in college activities 53. At KSU places for extracurricular organi- zations are convenient for most students 54. At KSU extracurricular activities organiza- tions have been friendly and comfortable things to participate in 55. At KSU students are encouraged by the faculty to develop cultural. social. and athletic interests beyond their classroom work 56. Faculty make genuine attempts in providing as many opportunities as possible for informal interaction with students 57. Faculty are personally involved with students in extracurricular activities 58. Students who participate in the organization of extracurricular activities are recognized by the faculty 132 5 = Strongly agree 4 = Agree 3 = Undecided 4 = Disagree 5 = Strongly disagree 59. At KSU the affairs of the extracurricular activities are run cooperatively by rep- resentatives of all involved groups (students. faculty. and administrators) 60. At KSU students are free to select and organize their extracurricular activities 61. Students who participate in the organiza- tion of extracurricular activities are protected by these activities' rules and regulations 62. At KSU students are represented sufficiently in the administration of the extracurricular activities 63. Rules and regulations that affect extracur- ricular activities are made by the adminis- tration with consultation with students Students have more control over the students' extracurricular activities than administrators 65. At KSU college and departmental requirements do not leave room for students to develop interests other than academic ones 66. At KSU meeting and interacting with other students with similar interests is an important part of one's education 133 5 = Strongly agree 4 = Agree 3 = Undecided 4 = Disagree 5 = Strongly disagree 67. Involvement in extracurricular activities is an important part of educational experience 68. At KSU involvement in community problems and issues is an important part of the extracurricular activities program 69. At KSU students' leadership skills are promoted through participating in the extracurricular activities program 70. At KSU health and recreation awareness is developed through participation in extra- curricular activities 71. Participation in college extracurricular activities prepares students for future jobs 72. Participation in extracurricular activities is one way to refresh students for activity in academic work APPENDIX B CORRESPONDENCE 13A 135 MICHIGAN STATE UNIVERSITY £011le 0! EDI! ATION EAST LtNSl\(. 0 IN "HAS 0 «nu mu DEPAITHINT OI EDI LAT'lUMU AI)HI\I\1’IHTI()\ EIJCKSON "All September 17, 1985 Advisor King Saud University Saudi Educational Mission 8700 West Bryn Hawr Suite 900N Chicago, IL 69631 Dear Sir: Mr. Ali Al-Karni will be conducting his dissertation research in the area of student perceptions of the Extracurriculum at King Saud University. In order for him to gather the data for the research it will be necessary for him to return to Saudi Arabia. I would appreciate any assistance you might give him in helping him in his research. He has satisfactorily completed his course work and all that remains to be done is to complete the dissertation in order to receive his doctorate. Sincerel _//7 y./ fl ivy/finb/MI/ Eldon R. Nonnamaker Professor ./// ERN/bh "\i u an ill-mun. 4.1m- IquulUflh-rigmn Iii-mum- I36 MICHIGAN STATE UNIVERSITY (MG! 0’ NATION EAST LANSING 0 IICHIGAN 0 40.24.1054 ”WENT OI DI'CAHONAI ADINISTIQT'IOK WK MALI November 12. 1985 Dr. Henry Bredek Chair, UCRIHS Office of the V.P. for Research 238 Administration Bldg. Campus Dear Dr. Bredek: On Wednesday, November 6, 1985 Ali Al-Karni's doctoral guidance committee met to review his dissertation pr0posal. His proposal was approved and he is now submitting it to UCRIHS for review. Your kind attention to this matter is appreciated. ;//A S ncerely {cy?prs,& (2A AJIIII’,’4& Eldon R. Nonnamaker Professor ERN/bh ”W 0-10 Aflv'wulu. 4.u-.- I,._.I(hp.-nuain hut-unn- I37 MICHIGAN STATE UNIVERSITY W comm 0N mcu ”(IMO MST LANSING 0 MAN 0 “Io-I0“ m M MD I” WHON IUILDING uniusnu November 13. 1985 Mr. Ali S. Al-karni P.0. Box 6547 East Lansing. Michigan 48824 Dear Mr. Alkarni: Subject: Proposal Entitled. "Student Perceptions of the Extracurricular Activities at King Saud Universitv" I am pleased to advise that I concur with your evaluation that this project is exempt from full UCRIHS review, and approval is herewith granted for conduct of the project. You are reminded that UCRIHS approval is valid for one calendar year. If you plan to continue this project beyond one year. please make proviSions for obtaining appropriate UCRIHS approval prior to November I3, 1980. Any changes in procedures involving human subjects must be reviewed by the UCRIHS prior to initiation of the change. UCRIHS must also be notified promptly of any problems (unexpected side effects. complaints. etc.) involving human subjects during the course of the work. Thank you for bringing this project to my attention. If I can be of any future help. please do not hesitate to let me know. Sincerely, WW; Henry E. Bredeck Chairman. UCRIHS HEB/jms cc: Dr. Eldon Nonnamaker I.” u - Wow Ano- w (hoot-can Inn-lumen 138 COLLEGE or coucnlov b 4...... ,1.“ 945’ M'S OMCC ; ‘-J A $ng ' ' «5‘ ".39-'3 *“‘" r“ 76'", "3&12Lt'ivnsi!’ H-"J-unc”. name-fl c\t Ital“ m