Majid Thesis
Majid Thesis
Majid Thesis
By
____________________________
In Supervision of
Dr. Naila Habib Khan
I dedicate this Project to my beloved friends and parents who supported me in every part of
my life. I also dedicate this work to my supervisor Dr. Naila Habib who has supported me
throughout this Project.
II
ACKNOWLEDGEMENT
I'd would like to express my sincere and profound appreciation to the Almighty God, with
whom all things are possible, for guiding and supporting me over the duration of this research
project.
My sincere and heartfelt gratitude goes to Dr. Naila Habib for the Project topic, assistance,
and support.
III
DECLARATION
I hereby certify that this Project is the result of my own original work and that no portion of it
has previously been presented for any other certificate in this Institution or elsewhere.
IV
CERTIFICATION
I hereby confirm that this study was supervised in accordance with the supervisor's criteria.
----------------------------- --------------------------------
Supervisor’s Name Date
V
ABSTRACT
The aim of this study was to evaluate how much student political Affairs impact academic
achievement in student life.
The study was specifically interested in assessing the influence of student politics on
academic achievement. The following precise objectives led the research:
Data was gathered via a questionnaire. The results of the research questions, goals, and
hypothesis found that student political affairs has a detrimental impact on academic
achievement because they devote more time to campaigning and, once elected, they focus
more on their leadership position rather than their academics.
It was concluded that students are unable to combine attending lectures and, in certain severe
circumstances, mid-semester tests, causing them to lose marks for their internal evaluation.
It was recommended that student leaders should be elected only on the basis of their
academic performance, rather than on factors such as age, level, and past leadership
experience. In carrying out their responsibilities, student leaders should demonstrate true
dedication. Student leaders should also be trained in the positions for which they have been
chosen.
VI
CONTENTS
Dedication
Acknowledgements
Declaration
Certification
Abstract
Table of Contents
List of Figures
List of Tables
Chapter 1: INTRODUCTION
2.1 Introduction
VII
2.2 Related Work
Chapter 3: METHODOLOGY
3.1Sample procedure(s)
3.2 Research instruments
3.3 Data collection procedure(s)
3.4 Tools for data analysis
4.1 Introduction
4.3 Findings
5.2 Recommendations
VIII
LIST OF FIGURES
Figure 4.2.4 RESPONSES (%)
Figure 4.2.8 A pie chart showing difficulties faced by students about student politics
Figure 4.3.0 A bar chart showing the evaluation of student politics on academic
performance of students at ICP.
IX
LIST OF TABLES
X
Chapter 1:
INTRODUCTION
1.1 INTRODUCTION OF THE STUDY
Politics is commonly viewed as a crucial component in explaining the variance in the success
with which schools encourage their students' development. Indeed, the contribution of
effective political affairs is greatest when it is most needed; there are almost no documented
instances of troubled schools being turned around in the absence of intervention by talented
student leaders, even though other factors within the institution also contribute to such
turnarounds; leadership is the catalyst [1]
Politics is the involvement of more than one party or organisation in acts ranging from civic
engagement to mainstream political participation. The same logic supports student politics, in
which groups of students work together to achieve, preserve, and safeguard their rights, and
satisfy the common goals known as student unity.
Life on campus might be demanding, but it is unquestionably one of the most unforgettable
experiences of one's life. It is a vital age of development for both late teens and young adults.
Students of today are the future guardian of nation destiny. Political consciousness is,
therefore indispensable factor contributing to the growth and development of a healthy public
opinion on the part of future pillars of the nation. But in no case should these students be
allowed to be uses as a cat’s paw of the selfish and self-centered shoddy politics.
Students' participation in extracurricular activities has been shown to have an impact on their
academic achievement. In higher education, student involvement in campus activities
improves communication skills, professional development issues, and group dynamics. In
contrast to the daily routine of tertiary life, when an individual attains to student politics, a
new drive emerges: thus, one even develops new responsibilities, which leads to missing
some lectures in order to attend impromptu meetings on behalf of mates at the expense of
lectures, quizzes, and exams [2].
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The study was conducted with an analysis of the literature, the results of which are described
in this presentation. This review is structured around a framework developed via empirical
research in sociology, organisational and industrial psychology, and industrial psychology.
Most definitions of Students political leadership centre on two functions: offering direct
assistance and wielding influence.
The effects of student political affairs on students’ academic achievement are supported by
three types of study undertaken at ICP.
Politics is an inevitable part of the human history. Student politics has played a vital role to
brought changes in the society and state but the student politics has lost its glory with passage
of time. Different branches of student organizations are the main pillars to “Great Change”,
however, the recent trend of student politics make life hard for the general students as it
involves taking part in the procession, attending meeting, staying in crowded room, which
eventually affect the academic performance of the students. This research tries to explore the
impact of students involvement in political affairs on their academics.
Student politics has become a significant notion in educational institution, and it is regarded
as critical to retention rates, despite the fact that it is rarely recognised as requiring
boundaries. If student engagement in politics is truly necessary for educational life, then its
value should be felt by students. The primary goal of this study is to assess the influence of
student politics on academic achievement in ICP.
Objectives:
12
To ascertain the extent to which student politics have a positive or negative impact
on academic achievement.
The following questions will be addressed in order to carry out this research efficiently.
The study will be used as a resource for institutions and students who want to do research on
the influence of student political affairs in educational institutes because Student politics has
played a vital role to brought changes in the society and state but the student politics has lost
its glory with passage of time. Different branches of student organizations are the main pillars
to “Great Change”, however, the recent trend of student politics make life hard for the
general students as it involves taking part in the procession, attending meeting, staying in
crowded room, which eventually affect the academic performance of the students.
1.6 SCOPE
4. To explain the extent to which student politics have a favourable or negative impact on
academic achievement.
1.7 LIMITATIONS
1. Due to budgetary constraints, the researcher found it difficult to gather the essential
knowledge and resources to carry out the study task more successfully.
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2. The researcher also encountered respondents who were adamant about providing certain
vital information since it was sensitive or designated as confidential.
The research is organized into five chapters. The first chapter includes background
information for the research effort, including a statement of the problem, objectives of the
study, research questions, hypothesis, importance of the study, scope of the investigation,
constraints of the study, and study organisation. The second chapter presents a survey of prior
literature on the subject. The third chapter discusses research methodolgy. The fourth chapter
consists of data analysis and presentation. The fifth chapter summarises the findings,
conclusion, and suggestions.
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Chapter 2:
LITERATURE REVIEW
2.1 INTRODUCTION
According to the Council for the Advancement of Standards (CAS) [1] in higher standards
and recommendations, developing students' interest in political issues "allows pupils to
evolve and develop toward increasing degrees of leadership complexity, integration, and
competency through time". A recent research draws comparisons between college students in
the 1990s and college students now. "Ultimately, leadership is about change, and... great
leaders are those who can effect constructive change on behalf of people and society."
"Attending College may have a dramatic effect on one's life," demonstrates the impact of
college institutions on student development. Drum characterised student development as "a
process in which an individual experiences a series of adjustments toward more complicated
behaviour as a result of conquering life's more difficult obstacles." It is clear that students
who spend a significant amount of time on campus and seek change during their college
experience.
There are as many political ideas as there are definitions. Rubenstein (2005) [2] found eight
of them after reviewing Peter North use’s work in 2004. Situational leadership, contingency
theory, path goal theory (also known as motivational theory), leader member exchange
theory, transformational leadership, team leadership, leader of leaders approach, and value
based leadership are some of them. The topic of this study is Greenleaf's (2003) servant
leader theory. According to the thesis, "students regard the establishment of trust as the
primary issue for political affairs via service" (Greenleaf, 2003).
The students, political leaders, and everyone else is here to help the rest of us. The notion
starts with the inherent desire to serve. As a result, one makes a conscious decision to pursue
15
political interests. This comes to mind the hierarchical organisational leadership idea, which
Greenleaf claims originated with Jethro, Moses' father in law. According to Greenleaf, this
hierarchical system "still controls everything that is organised — armies, churches,
governments, colleges, and corporations". He went on to say that this is still the climate in
which today's college students would find themselves when they transition from student to
citizen. According to Case and Scanlan (2001), there are distinctive characteristics of
university administrators in connection to education. Dede (1993) also firmly supported the
notion that educational leadership differs from typical educational leadership. "There is a
widespread lack of information of the experiences of administrators, academics, and staff
from different departments in the construction of remote education courses," Care and
Scanlan (2001). When it comes to stakeholders in education, students are crucial. Students, as
stakeholders, must be involved in the administration and seamless operation of educational
programmes. According to Astin (1985), the more students who participate in student
activities. They also claimed that educational institutions will be successful in developing
tomorrow's leaders if they provide links between academic programmes and community
activities and express a strong desire, through their stated mission, to create an
"organizations, governments, schools, and neighbourhoods". Wielkiewicz (2000) agreed with
Posner that college students are significant political actors since they will be in future
leadership roles or opportunities, and how they learn to conduct leadership will shape the
trajectory of future society development. As a result, Allen et al. (1998) are interested to see
that students acquire a systems approach to leadership rather than a hierarchical one. Astin
(1993) also highlighted research that relates student educational performance to participation
in leadership activities, emphasising the necessity of strengthening students' leadership skills
during their college years.
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Beaudoin (2002) advocated for research and investigation into the specific style of leadership
required in educational leadership. He noted that "for quite some time, a decent amount of
attention has been dedicated to the planning and management of distant education." Beaudoin
(2002) went on to say that this may be regarded acceptable without delving into the more
esoteric sphere of student political leadership. According to the study, students who acted as
political leaders outperformed nonpolitical students in terms of retention, GPA, and Good
Standing rate in their second year. Student political leaders maintained to have a much higher
three year retention rate than nonpolitical students, while maintaining GPA and Good
Standing levels comparable to nonpolitical students in the third year.
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Chapter 3:
METHODOLOGY
NATURE OF THE STUDY
Some academics typically derive conclusions about a big group of interest by researching a
tiny sample of the overall population.
Sampling is recognised as one of the most dependable research approaches in this respect.
A sample size of TEN lecturers, FIFTEEN students in politics, and TWENTY FIVE non-
political students in ISLAMIA COLLEGE were studied from the target group. The sample is
a subset of the population, and its selection could be done scientifically using simple random
sampling to ensure that each member of the population has an equal chance of being chosen,
facilitating the goal of determining the impact of student politics on academic performance
among students.
Open-ended Questionnaire:
An open-ended questionnaire does not limit respondents' replies to the questions asked, but
rather encourages them to express their views completely. Respondents are free to submit
replies that reflect their own perspectives on the problems discussed.
Closed-ended Questionnaire:
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Data collection is the process of gathering and recording information on a specific sample for
research purposes. The primary and secondary data sources used in this study were the
primary and secondary data sources.
Primary Data:
This refers to the original data that was collected particularly for the study project.
The researcher directly gathered the form of this data from the field. The use of a
questionnaire and an interview assisted in gathering original data for the goal of
addressing the research question.
Secondary Data:
This is the label given to information obtained and maybe disseminated by another individual
or group. It is the one that the researcher may utilise for his research after it was initially
gathered and published for another reason. Secondary data was used to confirm that the
information acquired for the project was complete.
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Chapter 4:
DATA ANALYSIS AND
INTERPRETATION
4.1. INTRODUCTION
This chapter describes the analysis and presentation of data gathered from a questionnaire
distributed to instructors, students in politics, and non-political students at Islamia College
University.
Fifty questionnaires were distributed. TEN went to lecturers, FIFTEEN to students in politics,
and TWENTY-FIVE to non-political students at ICP. The data analysis and presentation is a
real reflection of the perspectives of ICP professors, students in politics, and non-political
students at ICP. Tables, charts, and graphs have been used to convey the analysis.
The table below shows the number of questionnaires distributed and collected from general
students and Islamia College University students. Out of fifty questionnaires distributed,
forty-six were returned, or ninety-two percent of the total (92 percent).
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4.2.1 GENDER
It shows how many guys and girls were served questionnaires. Males account for 40% of
replies, while females account for 60%. This demonstrates that the institution has more males
than females.
According to the table below, 64 percent of instructors, students in politics, and non-political
students at ICP answered YES to the question, while 36 percent said NO.
This suggests that student engagement in political matters has a detrimental impact on
academic achievement.
21
70
60
50
40
YES
N0
30
20
10
0
YES NO
According to the table below, 70% of respondents believe that student politics have a
detrimental impact on student academics. They went on to say that students' performance
suffers as a result of their careers, and that they pay less attention to academics following
elections.
Furthermore, the majority of students that compete for opportunities end up underperforming.
They appear to put too much emphasis on campaigning at the expense of academic success.
22
Thirty percent of respondents also believe that student politics have a negative influence on
student academics. They said that students learn to improve abilities through various
employment before joining the corporate sector.
According to the findings of the study, 43 percent of respondents believe that whether or not
a student's academic achievement is high or bad does not necessarily depend on the student's
political engagement role. Whereas 57 percent of respondents were adamant that student
politics have a detrimental influence on students' academic achievement.
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Percentage (%)
YES
NO
Figure 4.2.8 a pie chart showing difficulties faced by students about student politics
It can be shown that 60 percent of respondents believe that student politics have a negative
impact on students' academics, 25 percent believe that student politics have a favourable
impact on students' academics, and 15 percent are unsure.
It is possible to conclude that the judgement of student politics is consistent with the
complaint about students.
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Responses
70
60
50
40 Responses
30
20
10
0
positive negative mixed feeling
Figure 4.3.0 a bar chart showing the evaluation of student politics on academic
performance of students at ICP.
4.3 FINDINGS
According to the findings of this study, students' involvement in political matters has
a positive impact on their academic performance. This conclusion is intriguing
because it is widely assumed that student politics have a detrimental influence on
academic achievement.
Similarly, the amount of years spent in a leadership post was anticipated to provide
the student with some kind of expertise in dealing with challenges as they arose.
When it comes to leadership role performance, time management is another critical
factor.It is often believed that the finest teacher is experience. As a result, it is argued
that persons who have previously been involved in politics will bring that experience
to bear on the execution of any sort of function. In this investigation, the opposite is
true. We agree with the premise that some common features are expected of all
students. This indicates that, despite the general features, in order to be an excellent
school student, some special abilities that are relevant in the school setting are
required.
The study's findings indicated that the majority of respondents; lecturers/service
workers (T.A's) and students, believe that students' performance in politics suffers as
a result of their overall duties. After elections, they tend to pay less attention to
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studies. Again, it was discovered that most students contending for positions do not
do well, owing to their apparent over-concentration on campaign activities at the
expense of academic achievement. As a result, many students' political performance is
underwhelming. "How can you combine academics with political affairs?" he/she was
asked. Some political students said that it was difficult to balance political
involvement with academic pursuits. Others complained that their study time had
been curtailed since they had to attend to other political affairs-related activities.
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Chapter 5:
CONCLUSION AND
RECOMMENDATIONS
5.1 CONCLUSION
The findings of this study in terms of the research questions, objectives, and hypothesis led
the researchers to the conclusion that student politics has a negative impact on students'
academic performance because they devote more time to campaigning and, after taking
office, they focus more on their political activities than on their academics. It also has a
severe influence on political students, who lose sight of their texts and focus solely on their
opinions.
It may also be argued that students in politics are unable to combine attending lectures and, in
certain severe cases, mid-semester examinations, causing them to lose marks for their internal
evaluation.
5.2 RECOMMENDATIONS
The findings of this study give sufficient evidence to advocate that students in politics
be chosen solely on the basis of their academic performance, rather than on
background criteria such as age, level, and past political experience.
Students in politics should demonstrate true dedication to their responsibilities.
Students in politics should be trained in the roles for which they have been elected.
Finally, students in politics should aim to be excellent time managers in order to
balance their education with their positions as leaders.
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This questionnaire is only intended to gather data for academic purposes. The
confidentiality of the information acquired is ensured.
Please provide concise responses if necessary. All responses must represent the
respondent's point of view on the problems discussed and must be based on facts
rather than assumptions.
1. Gender
Male
Female
30
18 – 24 years
25 – 34 years
35 – 44 years
45 and above
3. Occupation
Student
Lecturer
Self-Business
STUDENTS ONLY
Yes
No
If Yes specify…………………………………….
i. …………………………………………………………………………
………………….
31
ii. …………………………………………………………………………
………………….
1 – 2 years
3 – 4 years
Good
Very good
Excellent
Poor
……………………………………………………………………………….
11. How is the political activities of your colleagues affecting their attendance
in class?
32
Punctual
Relatively punctual
Truant
Yes
No
i. If‘_YES’_why? ...........................................................................
.......
ii. If_‘NO’_why?
..................................................................................
LECTURERS ONLY
1 – 4 years
5 – 7 years
14. How would you assess the impact of student politics on their academic
performance?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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15. Would you advise a student to take part in political affairs while in school,
college or university?
34