Course Code: ENG 105

Course Title: Advanced Composition

Subject: Exploring the Influence of NSU Clubs on Personal Development among

Date of Submission: May, 18, 2024

Section: 20

Submitted To

Labib Mahmud (LMh),

Lecturer

Department of English and Modern Languages

North South University

Submitted By

Sabeka Rahman Ashpia

2233337630
Acknowledgements:

I would want to begin by offering my most heartfelt appreciation to my family, close friends, and

cherished siblings for their continuous support over the duration of this study journey. I have the

sincerest gratitude for their ongoing assistance during this trip.

Throughout my study journey, renowned lecturer Labib Mahmud has been my unflinching advisor

and a source of invaluable knowledge. Without her constant support and clear instructions, I never

would have finished my assignment.

Furthermore, I would want to use this opportunity to publicly thank everyone who took the time

to fill out the poll I conducted for this article. Your thoughtful feedback and criticisms have been

important to my academic performance. All the time and thought you put into this is greatly

appreciated.

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Abstract:

This survey-based research analyzes the effect of extracurricular activities, and in particular NSU

student association participation, on the personal development among undergraduates. The

assumption states that participation in NSU clubs leads to positive development of leaders,

communication, and social skills. The study is conducted by means of both surveys and a review

of secondary literature for determining the rates of participation, types of clubs engaged in,

personal development effects, and individual satisfaction with the activities of clubs. Findings

reveal a strong link between NSU club membership and increased individual growth, especially

the communication and social skills. Furthermore, club involvement and academic achievements

sometimes tradeoff as observed by the researcher in terms of time constraints and academic

workload. In general, the data mostly supports the hypothesis, thus illustrating the positive

contribution of NSU clubs to undergraduate students’ personal development.

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Table of Contents
Acknowledgements: ........................................................................................................................ 2

Abstract: .......................................................................................................................................... 3

Introduction: .................................................................................................................................... 5

Background: .................................................................................................................................... 7

Research Methodology ................................................................................................................... 9

Data presentation & Analysis: ...................................................................................................... 11

Summary of Research Findings: ................................................................................................... 33

Recommendations/Suggestions: ................................................................................................... 34

Conclusion: ................................................................................................................................... 35

References: .................................................................................................................................... 36

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Introduction:

In the old days, clubs, fraternities, societies, and other student-oriented groups were the principal

means and resources for students' extracurricular activities in college. Such additional activities

provided students with the opportunities to experience more than just academics helping such

students further to grow professionally and personally. According to long-term studies,

extracurricular activities are consistently cited as one of the facets correlated to good grades and

abilities in the areas outside of an instruction space. Higher education has been increasingly

commercialized and also its size has seen a huge increase due to factors of the new era.

Marketization is the emerging fight in higher education to lure students by giving the front line of

competition to student experience portion. The universities in this competitive environment should

emphasize their niche and implement the blended curriculum to create the academic environment

of top quality that will attract the best students. Marginson (2011) observes that in the context of

the institution becoming de-monopolized due to marketization, student satisfaction and

institutional renown as both elements of strategic educational planning are no longer a matter of

choice.

However wide institutionalization is noted as mass higher education has been established with

much larger number of students being enrolled. In his discussion, Trow (2006), notes that

universities are confronted with the challenge of offering education and support services at a lower

cost to larger masses of students as compared with the earlier generations due to the increasing

number of learners being admitted in the university. Such a rise in the number of students

inevitably leads to stress on the resources, since a lessening in the usage will move the level and

quality of extracurricular activities down. The extracurricular activities that bring balance through

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the years must be inclusive, dynamic and vary accordingly as student demographics change so that

every child benefits.

Scientific evidence shows that extracurriculars ares an intrinsic part of the all-round development

of students. Encompassing college activities is of central importance in overcoming student

withdrawal and success in schooling, according to Astin (1993). With school study exercises, in

addition to cementing academic achievements, they also reinforce soft skills such as leadership,

communication, time management and collaboration among pupils. Shortening job vacancy

periods and decreasing the unemployment rates have been realized more recently as employers are

granting special privileges and giving more significance to these soft skills than degrees.

Although drawbacks from extracurricular activities include its academic benefits like

improvements in cognitive abilities and academic achievements, other advantages are more

significant. Community service promotions, socialization and collective belonging are some of the

roles that college societies play. Activites which are not course-related, according to Kuh (2009),

not only contribute to individual student’s success in college, but also help students to make a well-

adjusted relationship with their universities. Through these exercises, students can not only

identify their interests but as well get linked to thus network. Also, their identity will be defined

for them and they will get their mission in life.

Even though they provide a boost to students' academic and non-academic wellbeing,

extracurricular activities are seen as activities that are meant to hit the bull's-eye of the quantifiable

educational results. Individual lives are inspired with a lot of ideas. Life of the students must be

assessed but at the same time all this evolves. This research seeks the correlation between student

engagement in extracurricular activities with their academic achievements, skills they soak up and

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college experience through a qualitative survey conducted at an Irish higher education

establishment.

Summarizing, all college and student developments are dependent on the a extracurricular

activities. The trend of best colleges towards the marketization is increasing with each passing year

that is why understanding and improvement of these programs cannot be too overemphasized. The

research the effect of implementing policies and practices is analyzed that support students in

different kinds of education setups. This research looks at the pros and cons of extracurricular

activities.

Background:

The role of the clubs, the fraternities, and the societies in the higher education process has always

been invaluable in regard to the overall development of the students. In addition, the extracurricular

activities spearhead academic achievement and serve as a platform for learning other disciplinary

life skills (Astin, 1993). Marketization and massification of education have brought community

and experience-based higher education institutions into the limelight. They compete to enroll

students on the basis of their lived experiences. This study deploys the qualitative survey being

large in the scale of it, for the purpose to explore how students' lives are affected by extracurricular

activities and issues, which are related.

Customization of education and increasing marketization are the major trends in the realm of the

education. Massification (an increase in enrollments in elite institutions to mass education) puts

pressure on university as large student groups find it difficult to move from earlier education

sectors (Trow, 2006). Nevertheless, the commodification of learning means the school as a market

entity where institutions fight for the students’ recruiting each other by updating their educational

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offers and experiences (Marginson, 2011). The funding shift has adjusted the approaches to

teaching to prepare students for particular jobs after graduation and highlight the relevance of club

events.

Besides, extracurricular activities outside of the academic area facilitate students to grow in their

personal and career spheres. Conducting extra-curricular activity research in the past has mainly

been concerned about the benefits in the utilitarian aspect where it supports students' education

(Seow & Pan, 2014). One line of inquiry looks at how extracurricular activities influence academic

proficiency, the other looks at how they develop emotional intelligence, such as interpersonal,

project, time management and motivation modules (Jackson, 2014).

The extracurricular activities can be explained by the Star, STEP, and STAR models. The Zero-

Sum concept of the shortage of time to study and be engaged, along with the limited cognition,

shows that extracurricular activities may interfere with academics. Through such a perspective the

American legislation has become like the H2O. The 0 rule can be restrictive for some students who

might want to participate in extracurricular activities but are unable to maintain a certain GPA

required for those activities. The Development theory claims that the involvement of

extracurricular activities into the field of education may not only boost the students’ academic

performance indirectly but ultimately also improve the students’ overall abilities to be time-

conscious, organised, team player and resilient (Kuh, 2009). The Threshold model goes on to say

that the maximum benefit from extracurriculars including sports, music and clubs is achieved till

a point and beyond that is too much which leaves no time for academics.

Organizations are also leaning towards professionals who have a full shooting of abilities, instead

of single skills. Problem-based learning and peer teaching are the sources that when applied

enhance self-efficacy and skill development. extracurricular activities have been proved to

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encourage students to gain proficiency, chiefly in how they communicate, cooperate, work out

problems and self-motivate. Even though causation is a complex issue, it still can be proven.

Applying the meta-cognitive reflection and e-portfolios, are best practices that help students to

express their employability skills (Nguyen & Ikeda, 2015). The essays lets us explore positive

aspects of extracurricular activities on academic achievement and employability skills. However,

further empirical evidences should be provided to strengthen these models and hence to understand

their deeper effects on students’ outcomes.

The exploratory nature of this research involved adopting a grounded theory approach combined

with a large qualitative survey conducted in higher education in Ireland to examine how

extracurricular activities impinge on student life. The study employed a qualitative data set which

was made up of 5076 respondents to be used for the quantification of the merits and demerits of

extracurricular activities and to add to the higher education conversation.

Research Methodology

The major data gathering method is a qualitative survey geared specifically at NSU students'

purpose and aims. The survey type allowed participants to share their personal experiences as well

as their perceptions of NSU's extracurricular activities. The questions addressed the problem from

an academic standpoint, such as grade improvement, personal development, the enhancement of

social relationships, and the student experience. Consumers were able to provide detailed

information via the survey's open-ended questions, allowing for the identification of

extracurricular contributions.

Not only that, but an exhaustive analysis of the higher education environment based on extra-

curricular activity was carried out, which aided in the study's findings. As a result, the survey

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focused on NSU students' perspectives, while the written resources included literature on student

development in learners, higher education trends in Bangladesh, and an international perspective

on extracurricular activities. Relevant studies for this research included those that addressed the

impact of extracurricular activities on academic performance, employability, and overall student

life.

This measuring study was personalised to NSU students by combining survey data and secondary

research, delivering specific insights to the NSU community as a whole. The research design was

chosen so that the findings would be directly applicable to the NSU student community and would

thus contribute to the body of knowledge on how our students perceive the role of extracurricular

activities in improving their university experience.

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Data presentation & Analysis:

What is your age?

The dispersion of respondents' age covers the demographic structure of the sample, and is useful

in showing that. It is worth noting that 85% of the respondent population were within the age

bracket of 21 and 30 years as 21, 25, 29, and 30 respectively. These dominant demographics

indicate that the study speaks about the views of college youths more than the others, who may

not be able to participate due to the university population. Instead of a certain group of people,

however, that - the biggest one group - consisting out of two major items, which is the one of

22 percent. 1. 8 million (5%) percent of the ones who took part in the survey were people age

eighteen to twenty years old. Such an observation indicates a higher percentage of the

respondents among the live students of which the majority of them are typically younger than

the class of mid-term graduates or the old final year class of the university. Conversely, in

opposite to that, the fraction which amounts to 2% is a minority. Finally, those young aged 18

and younger made up 5% thereby showing a small percentage of young persons in the study

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cohort. Moreover, the fact remains that the study participants ages 31years and above were

excluded which show the study undiverted focus on under graduate students in NSU.

What is your gender?

The gender-related analysis of respondents indicates that participants from both gender groups,

47% of males and 53% of females, participated in the research. Whereas males take the main part

of 55%, females make up only 48% as percentage amount. 5% of the sample. The tone of this

example sentence is neutral as it tactfully puts across the fact that a balanced gender distribution

in the student population implies a diverse participation from both males and females, thus

fostering a deep understanding of extracurricular experiences from the standpoint of either males

or females. Conversely, the lacking of the data on non-binary or other than mentioned gendered

identities limits the inclusivity of this study, and hence there is a likelihood to overlook people's

experiences beyond the nature of male-female binarism. Even so, the gender balance of the

respondents improves the replicability by providing a wide diversity of views, some of which are

usually male and other times female.

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What is your profession?

Interestingly, over 90% of participants that was chosen when we conducted the survey. 8% of the

youths came out as learners. The predominance of student respondents among our study

participants therefore highlights the focus on the undergraduate students of NSU and their active

student organizations. The strong representation of students and the interest in NSU club activities

among them demonstrates which is not surprising given the fact, that NSU clubs are a crucial part

of the university lifeThis is something to bear in mind though - the share of these compounds is

very small, and only makes up 2%. 4 percent of the respondents were defined as business people

and the small percentage of another professional group. As it can be seen, the student

representation in this category of respondents is the highest one. By this we conclude that students

are the dominant group in the study and hence results may be limited to the student community; if

they are generalised, they may not be significant for the rest of the community.

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How frequently do you participate in NSU club activities?

Through the investigation of participation frequency in NSU club activities the club members it

shown that some of the student would more commitment than other. What is worth a significant

mention here, the contribution of the 46% of the population is 46. The students who reported never

participating in NSU clubs, were the 3%, who indicated thereby a considerable portion of the

students’ body might not be actively involved in the extracurricular activities could be based on

the result obtained. Conversely, a combined 34. Club participation rates were twice as high (2%)

to those who were weekly or daily reported as active. This indicates that a large number of student

population engages with club activities regularly. On the other hand, it is worth mentioning that

almost a fifth of that part (composed of 19%) is represented by the phenomenon called the gap of

digital divide. Sobering figure of 5% of respondents acknowledged that they do not participate

often that meant frequent engagement of the clubs in NSU by a vast number of students turns out

just a myth. This discovery is just one manifestation of the complex extracurricular patterns that

students follow in their pursuit of diverse interests while allocating time for the Alumni Club

activities.

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How many NSU clubs are you currently involved in?

Analysis of the number of the NSU clubs in which respondents are currently involved portrays

diverse of the degree of association of students. In particular, 58 percent of the total respondents

from the group said that 2030 is a suitable deadline to achieve these reductions in carbon emissions.

The survey showed only 5% of respondents have never had clubs in their life which is the

astonishing portion of the student population does not actively engage in extra-curricular activities.

In opposition, the percentage of those who noted their involvement in one NSU club allotted almost

39%; hence, a sizeable number of students were members of at least one organization.

Nevertheless, this also deserved to be added here that the world share of renewable energy is highly

underweight. It is only 2. 4% of these respondents took part in four or more clubs; the same club

involvement showed a general pattern that student would limit their partaking in a maximum of

four clubs. This fact implies that this element of not engaging in NSU student clubs varies greatly

and is definitely among the higher range.

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Which type of NSU club are you most actively involved in?

The research supported by the cutting analysis of the type of NSU clubs’ participants' response

shows the student's tendencies to which extracurricular activities they prefer. Among all the

groups, academic/professional clubs were the ones that active the most. They made up 34%. Only

1% of this population reported that they have joined movements. This data finding illustrates an

important fact that the majority of the students uphold a strong academic and career measure while

choosing their extracurricular activities and as a result they are interested in learning skills and

development professionally. The Cultural Clubs likewise attracted a large number of participants,

with about 50 students interested in club activities. The 3% of those who reported to be actively

participating in artistic and cultural events within campus demonstrate the impact such programs

have in community building. However, due to a decline in the popularity of community service

club, the second position was recorded by the lowest percentage which is just 2. Among

respondents, only 4% reporting involvement. The low engagement suggests limited participation

by these community members in community-oriented activities. The score with this use of “Other”

question is 22. The fact that 4% represents the combined share of interests and involvement

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belonging to students who are not exclusively club members emphasizes the variability in

extracurricular arenas and displays the dynamic nature of participation by students across the

student body.

How do you perceive the overall impact of NSU club participation on your personal development?

The respondents’ reaction about the whole affect of NSU club’s member to the own development

gives an understanding of the perceived benefits of extracurricular engagement. As for the overall

group, it would be the 34. 1% of them reported a very much positive perception of impact which

demonstrates that a non-trivial percentage of students took a substantial amount of personal

progress towards NSU clubs participation. Additionally, 29. Close to 3 % of questionnaire

contestants expressed an affirmative attitude, thus confirming this club a positive force in

development of personal characteristics. Yet, one should note that the sum of the four amounts

yields to 50%. 8% scored somewhat or extremely negatively on the impact part of the scale

indicating that perhaps for a minor student group the club activities could appear fairly limited and

negative. There were 31. 4% of neutral responses, which mostly concerned with the familiarity

among different generations. The variation of experiences and perspectives represented by the 17%

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of the respondents, emphasizes on the diverse impacts of NSU club participation among different

student groups. This level of engagement and the lifestyle of the students reflects divergent levels

of participation in extracurricular activities.

To what extent do you agree with the statement: "Participating in NSU clubs has helped me

develop leadership skills."

The responses to the question regarding the link of leadership development with the participation

in NSU clubs illustrates the general perception of extracurricular programs to be successful in the

development of leadership qualities in students. An important particularity, a notable 75. The 7%,

that is, strongly agree (22%) and agree (53. 7%) and others, showed their agreement which points

to a common belief by participants that NSU clubs help in the development of leadership skills.

Nevertheless, what should be highlighted is that both candidates won their states by a total of 6,869

votes. 3% expressed disagreement (4. 9% disagree, 2. The percentage of responses (4%) strongly

disagree), therefore, suggests that the minority of students are not convinced to experience major

leadership gains as a result of active involvement in their clubs. The neutral contribution, who

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composed 17%, was remarkably high. 1 percent might suggest the unique perception of the

accomplishment of their leadership skills by NSU club activities among their audience members,

signaling divergent levels of involvement and effectiveness of off-campus experience.

How would you rate the level of teamwork and collaboration fostered by NSU club activities?

Respondents' ratings on the level of teamwork and collaboration generated by NSU students' club

engagements show the perceived success of these campus activities in enabling students to work

together, which is one of the factors affecting a club's popularity. Significant group which is the

most populous group, consisting of 78. 1% (36. 6% excellent, 41. 5% good) of the surveyed

respondents rated the teamwork level and collaboration satisfactorily, showing the idea that

majority of them consider the club activities from NSU to be well-suited with the group work and

team building. On the contrary, people, who exceeded the rate of the minority of respondents who

constituted 4. The poorest 8% (2. 4% poor and 2. 4% extremely poor) showed the most disturbing

perceptions; they had few instances in which the teams working was well done on some club

activities. Seemed to be the result of the wide range of emotions shown by participants, with

positive responses making up only around 19. The 5% indicates the overall favorable perspective

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of the students to the team working aspect of the club, which shows stakeholders' consensus about

the role of school clubs' outside activities in creating collaboration skills and networks.

Which aspect of personal development do you believe NSU club participation has most positively

influenced?

Respondent's perceptions characterized club participation as the main aspect that positively

impacted personal improvements during NSU clubs show a picture into extracurricular

engagement benefits on skill development. Proficiency in communication was realized as the item

mainly rated as the positive impact, with 46. People of 3% emphasize its importance, this giving

the impression that what the students participate in club activities increases their communication

skills in both verbal and non-verbal communication abilities. Additionally, 34. The survey results

revealed that one percent of the respondents reported poor social skills, further demonstrating the

role of club participation in fostering social experiences, and encouraging growth of social

competencies. Nevertheless, it should be realized that just a small number and even a small part

which is constituted of 12. The participants stated leadership skills as accounting to 2% of the use,

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which in turn uncovers that the organization invests less time and effort in training people of

leadership in its activities. The existence of “Other” whatsoever at the percentage of 4. 9% suggests

that the survey included a wide range concerning the special areas where club participation had an

effect, and the respondents indicated that such extracurricular activities were not a simple affair.

How satisfied are you with the opportunities for skill development provided by NSU clubs?

The assessment of participants' level of satisfaction with the opportunities provided by NSU clubs

confirms the fact that these services are considered by students to play a role in their personal

development and boosting of their abilities among other benefits. Another striking finding is that

majority, more precisely 63 percent. 40% students' survey results indicated that 26. 6% are very

satisfied and 36. 8% are just satisfied with the level of skill development they get from NSU clubs.

They strongly suggest that these clubs shape their personal and professional lives by offering a

wide variety of development opportunities. But it should be conceded that this concerted effort by

different agencies has curbed corruption3% expressed dissatisfaction (2. 4% dissatisfied, 4. The

corresponding data (47% very satisfied and 9% very dissatisfied), in addition to the fact that a

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minority the students may perceive deficiencies or insufficiencies in the NSU clubs' skill

development, suggests that the clubs might not be doing so well. Accordingly, a large number of

indifferent responses turned out (29%), that is, indifferent people made up for almost one third of

the sample. In the fact that 3% is a big gap that points to different opinions of respondents about

sufficiency and effectiveness of skills training within the clubs, it is evident that there is a great

disparity regarding the levels of engagement and satisfaction which vary depending on the

structure and quality of NSU club activities.

How often do NSU club activities enhance your sense of belonging and community at the

university?

The study of students' opinions about the frequency when NSU club activities influence the

motives they have in the community and about campus life at their university, in the general aspect,

shows a positive sentiment as far as means of intercampus interaction are concerned. A significant

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number even reaching 65% are exposed to domestic violence. Of the totals taxes, the VAT

constitute of 37% (24. 4% constantly and 41. Approximately 5% (sometimes( and frequently( or

consistently( respondents stated the feeling of one’s belongingness and community enhancement.

Their sincere beliefs that the NSU club activities do better in creating a positive sense of inclusion

and networking in them than anything else. But, despite this, there is a luminous moment, when

the capitalist and the revolutionary-humanist reach an agreement. In 2 direct and indirect ways

modafinil takes the cognitive performance of my brain one level up. In some individuals, one dose

is enough to a remarkable increase in the efficiency of the brain, whereas for some of the people,

it was a couple of times that they 3 were uplifted above their ordinary level of performance,

especially when it came to challenging tasks. 9% rarely, 7. Only 3% never) shows that some

students may believe the lack of community-creating feelings is the case after they have been

involved in NSU clubs which further indicates that this issue may not be solved. The reflection

upon the low number of neutral answers, 22%, is again the proof of predominance of positive

points of view about the function of the club activities in tightening relationship between responds

and creating a community. The analysis of this behavior shows the agreement between the

respondents about usefulness of the club in development of social diversity among students.

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How likely are you to recommend participation in NSU clubs to other students for personal

development?

The analysis of the opinions of respondents regarding whether they advise participation in NSU

clubs for their personal development gives the information concerning the perception and the

effectiveness of the extracurricular engagement as the means for self-development and skill

acquisition. A vast majority part of which the percentage is 68. 3% (22% very likely, 46. 3% likely)

answered that they would be recommending participation in NSU clubs to their friends, suggesting

that respondents hold generally positive views of club activities and their possible impact on

personal development. On the contrary, a 4. 8% of respondents have negative attitudes (2. 4%

unlikely, 2. Those 4% (very likely) greatly confirm the existence of minimal doubt or hesitation

regarding the correlation between club participation and the acquisition of personal development

skills. Indeed, the rather big quantity of neutral reactions, reaching 26. 8% of the respondents see

effectiveness of NSU club activities in terms of personal development which shows that there are

different perceptions of confidence and endorsement for involvement towards the extracurricular

activities.

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What challenges, if any, do you face in balancing academic commitments with NSU club

involvement?

Survey respondents' observed concerns in balancing academic commitments with NSU club

involvement illuminate extracurricular activity bottlenecks and obstacles. A majority of 71.9%

(48.8% academic workload, 22%-time restrictions) highlighted academic burden and time limits

as important concerns, reflecting students' inability to balance academics and clubs. Conversely,

17.1% reported conflicting schedules and 12.2% cited other unidentified problems, demonstrating

several issues that may hinder NSU club involvement. The paucity of replies on resource limits

shows that students may not struggle to balance academic and extracurricular commitments.

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How satisfied are you with the level of support and resources provided by NSU clubs to facilitate

personal development?

Respondents' satisfaction with NSU clubs' personal development assistance and resources

indicates a positive outlook for extracurricular activity facilitation. The majority of 60.9% (14.6%

extremely content, 46.3% satisfied) were pleased with NSU clubs' support and resources,

demonstrating a strong belief in the infrastructure's fit for personal growth. A sizable proportion

of respondents (39%) reported neutral or negative feelings (34.1% neutral, 4.9% dissatisfied),

indicating ambiguity or dissatisfaction with NSU club assistance methods. The lack of

significantly displeased comments suggests that, while some respondents may have reservations

or uncertainties, genuine dissatisfaction with NSU club aid and resources is uncommon.

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In your opinion, how does NSU club participation contribute to your overall university experience?

The majority of respondents' views on NSU club participation's impact on their university

experience are good. A large majority, 77.5% (22.5% significantly enhances, 55% moderately

enhances), expressed positive feelings about NSU club participation enriching their university

experience, indicating a widespread belief in the value and significance of extracurricular

activities. Only 22.5% were neutral or negative (17.5% had no effect, 5% moderately detracts),

reflecting a minority view that club membership may have limited or negative influence on campus

life. The lack of significant detracts suggests that while some respondents may feel neutral or

moderately detracting effects, NSU club engagement rarely has negative consequences on the

university experience.

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How often do NSU club activities provide opportunities for networking and professional

development?

Respondents' evaluations of NSU club activities' networking and professional development

chances show that extracurricular activity helps career-oriented contacts and skill development.

80% (30% always, 50% often) of respondents were positive about the frequency of networking

and professional development opportunities, indicating that NSU club activities are effective and

relevant in fostering career connections and skill enhancement. The absence of responses

indicating rarely or never suggests that while respondents may perceive networking opportunities

differently, outright scarcity or absence of such opportunities is relatively rare, reflecting a

consensus on NSU club activities' benefits to professional development.

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Which NSU club activity do you find most beneficial for personal development?

The examination of respondents' preferences for the best NSU club activity for personal

development shows a wide range of opinions. Competitions and events were the most popular

option, with 34.1% of respondents choosing it. This implies respondents strongly believe

competitive events and various extracurricular activities help growth. Workshops and seminars

were also well-received, with 26.8% of respondents saying they helped them develop personally.

Respondents endorsed community service and team-building exercises less, suggesting they had

less influence on personal growth. The inclusion of 'Other' responses highlights the range of

preferences and the possibilities for non-standardized personal growth in NSU clubs.

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How well do NSU clubs cater to diverse interests and preferences among students?

Respondents' views on NSU clubs' inclusion and flexibility to students' different interests and

preferences were mostly positive. A large majority, 75.6% (24.4% extremely well, 51.2% well),

believed NSU clubs could accommodate a wide range of student preferences and passions. Despite

some variability in the perceived effectiveness of NSU clubs in meeting diverse interests,

respondents rarely reported outright inadequacy or exclusion of certain groups or preferences,

reflecting a consensus on the inclusive nature of NSU club activities.

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How satisfied are you with the leadership and management of NSU clubs?

Of respondents' satisfaction with NSU club leadership and management, most rated extracurricular

activity administration positively. Most respondents, 65.8% (19.5% very satisfied, 46.3%

satisfied), were satisfied with NSU club leadership and management, reflecting a strong conviction

in their competence and efficacy. However, 34.1% of respondents were ambivalent, reflecting

doubt about leadership and management qualities. It appears that while some individuals may have

misgivings or uncertainties, unhappiness with NSU club leadership and management is rare.

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Based on your experiences with NSU clubs, what suggestions or recommendations do you have to

enhance the overall effectiveness of club activities in promoting personal development among

undergraduate students?

The responses' comments provide insightful information on possible areas where NSU club
activities may be strengthened and improved to better support undergraduate students' personal
growth:

1. Reducing Ego in Club Members Meeting ego-related concerns in club memberships can
promote a more open and cooperative atmosphere that promotes more overall development.
2. Open Financial Practices: Members' overall experience can be improved by the club's
reputation and confidence being increased by open financial practices and responsibility for
club finances.
3. Boosting Participation and Engagement through Events and contests: Providing chances for
skill development and personal development, organising a wide variety of events and contests
can increase participation and engagement among club members.
4. Stressing Communication Skills: Clubs can provide seminars and events aimed at
strengthening interpersonal communication, hence boosting members' capacity to interact and
work together successfully.
5. Juggling Academic and Extracurricular Activities: Students' general success and well-being
depend on them being able to balance their academic obligations with their club activity.
Offering flexibly scheduled hours and thoughtful programming, clubs can help with this
balance.
6. Providing Skill-Building Workshops and Mentorship Programmes: By providing a range of
skill-building workshops and mentoring programmes, students can be empowered to acquire
leadership qualities and fundamental competences, therefore promoting both their personal and
professional development.
7. Promoting Expression and Exploration: The club experience can be enhanced and personal
development and self-discovery can be facilitated by providing a welcoming atmosphere where
members feel free to express themselves and pursue new interests.
8. Increasing Productivity: Clubs have the ability to offer members tools and chances to increase
their output, therefore promoting an achievement and goal-achieving culture.

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9. Encouraging Interaction with Corporate Professionals: Encouraging involvement in corporate
competitions, events, and campaigns can provide students with invaluable networking chances
and practical experience, therefore preparing them for future professional pursuits.
10. Enhancing the Conduct of Executive Panel Members: Having executive panel members act
professionally and courteously towards their subordinates will help to create a welcoming and
encouraging club atmosphere.
11. Promoting Early Involvement: Students who are advised to join at least one club early in their
academic career can gain from extracurricular activities without sacrificing their academic
performance, provided they also take academic load into account.

Summary of Research Findings:

In conclusion, the results of the study clarified the important contribution that NSU clubs make to

undergraduate students' personal growth. Most respondents to the poll thought that participating

in NSU clubs improved their communication skills and made them feel like they belonged to the

campus community. This supports the idea that participating actively in NSU clubs will help

students grow personally.

Moreover, the results showed that NSU clubs mostly support individual growth by means of a

range of events, such as seminars, volunteer work, team-building exercises, and competitions. The

variety of club activities encourages students to investigate and hone a broad spectrum of abilities,

therefore promoting not just academic but also social and leadership development. The poll

answers also made clear how important it is to strike a balance between club activity and academic

obligations and the requirement of using efficient time management methods.

Even if most respondents expressed great satisfaction with NSU clubs overall, some helpful

recommendations were made to improve the efficacy of club activities even further. Among these

suggestions were raising the number of competitions and events, offering a variety of skill-building

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seminars, and making sure club executive panels behaved civilly. All things considered, the study

results give insightful information about how NSU clubs affect individual growth and practical

suggestions for raising the standard of undergraduate club experiences.

Recommendations/Suggestions:

Several recommendations can be made to improve the efficacy of NSU club activities in
fostering personal development among undergraduate students based on the research findings
and participant feedback:

1. To accommodate the wide range of interests and preferences of students, NSU groups should
try to diversify their activities. This can entail planning a wider variety of workshops, seminars,
community service initiatives, and leisure activities to attract a larger audience and offer
chances for skill development in many domains.
2. Increase Leadership Opportunities: NSU clubs must to provide greater chances for students to
assume leadership positions inside the organisations. Putting into place training sessions,
leadership seminars, and mentoring programmes can assist students become more responsible
and ownership-oriented while also enhancing their leadership abilities.
3. Enhance Communication Channels: Transparency and accountability inside NSU clubs
depend on the executive panel and club members having efficient channels of communication
established. Club members may communicate and engage more effectively with one another
through regular mailings, updates, and feedback tools.
4. Balance Academic Commitments: Clubs should offer support systems to assist students in
efficiently managing their time and understand the need of striking a balance between their
academic obligations and club involvement. This might be providing accomodating meeting
times, tools for academic support, and advice on setting priorities for tasks.
5. Foster Diversity, Inclusion, and Respect: NSU clubs ought to encourage these values inside
their groups. Enhancing chances for students' personal growth and promoting a kind and
encouraging atmosphere where everyone feels valued and appreciated can improve the club
experience.

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Conclusion:

Finally, this study has shown how significant NSU groups are for undergraduate students' personal

development. We gained valuable knowledge regarding the various aspects of NSU club

involvement through the use of questionnaires and participant response analysis, such as its impact

on communication skills, leadership abilities, a sense of belonging, and overall university

experience. According to the findings, most students value their membership in NSU clubs and

attribute it to developing their professional and personal skills, encouraging cooperation and

teamwork, and providing opportunities for networking and career progress. Despite the overall

positive impression, there is definitely room for improvement, such as extending club activities,

developing leadership opportunities, improving communication channels, balancing academic

requirements, and encouraging inclusivity and respect in club settings.

NSU clubs should take these ideas seriously and implement plans to address the areas identified

for improvement. As a result, NSU clubs will be able to continue serving as vital forums for

personal development and advancement, enriching undergraduate students' overall education.

Furthermore, more research and evaluation may be required to discover how long-term NSU club

membership affects students' academic and professional prospects, as well as to evaluate other

aspects influencing students' perspectives and experiences in club settings. Overall, NSU clubs

have the potential to impact students' lives and prepare them for future success; therefore, it is vital

to continue sponsoring and promoting these worthwhile extracurricular activities.

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