Students Organizational Involvement and their Academic Performance
Organizational involvement appreciated as part of educational academic or non-academic organization. These are student’s activities that they are involve with and that are carried on under the control and guidance of the school in addition to or other than regular classroom activities. It includes informal activities of all kinds of outside and formal activities that are completely derived from the teaching situation. Bukidnon State University BukSU has giving freedom or opportunity to the students who wants to join any organization e. g. ,academic organizations, sports club organization, fraternity and sorority and religious clubs.
Engaging these organizations would make students life meaningful through the experiences they have acquired. It is anchored by Danielson (2002) school organization refers to how schools manage to arrange the resources of time, space, and personnel for maximum effect on student learning. Judy (1998) believed that through being involved of organizations is not a simple course. It endures “strategic process involvement” which it is an avenue to build an organization to a specific venue.
However, it is served as dessiminating information, and interactive way of communicating person to person. And it is expected that students has to be participative. In addition it also indicates that increased engagement and participation it results in high energized performance of a person, makes people how to understand and agree on necessary change, and how enhance and strengthens aggressive acceptance of decisions. General availability of reasearch has concentrated on how engagement or involvement contributes to student’s cognitive development (Terenzini et al. , 1996). It discussed then on how organization contributes on the human development in psychosocial.
Such as leading or joining an organization compared to attending a meeting. Involvement in clubs and organizations has been shown to correlate positively with several areas of psychosocial development. Specifically, college juniors who are members of student organizations score higher than nonmembers on such factors as educational involvement, career planning, lifestyle planning, cultural participation, and academic autonomy (Cooper et al. , 1994). Being a leader in a student organization has been shown to be associated with higher levels of developing purpose, educational involvement, life management, and cultural participation (Cooper et al. 1994; Hernandez et al. , 1999; Kuh, 1995).
In addition, specific leadership responsibilities in an organization have been found to correlate positively with developmental gains in interpersonal competence, practical competence, cognitive complexity, and humanitarianism (Hernandez, 1999; Kuh, 1995, p. 129). Participants credited the tasks of leadership—planning, organizing, managing, and decision-making—with promoting growth among student leaders (Kuh, 1995). Framework of the StudyThis study is anchored on Astin’s Involvment theory (1985) which states that students involvement is an amount of physical and psychological energy that the students invest to the academic experience that happened along continuous process and has both qauntitative (e. g. time spending in activities of organization) and qaulitaive (e. g. the amount of focus of the activity ) attribute. He also added that students personal development and learning is proportionate to the quantity and quality in the specific program and students involvement in organization and other extracurriclar activties is significant in the overall educational experience. House, J. (2000). The effects of student involvement on the development of academicself-concept.
