UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business ------------------------------ Dang Huu Phuc ANTECEDENTS OF STUDENT’S INTENTION TO PARTICIPATE IN EXTRA-CURRICULAR MASTER OF BUSINESS (Honours) UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business ------------------------------ Dang Huu Phuc ANTECEDENTS OF STUDENT’S INTENTION TO PARTICIPATE IN EXTRA-CURRICULAR MASTER OF BUSINESS (Honours) SUPERVISOR: Prof. LE NGUYEN HAU I ACKNOWLEDGEMENT For the successful completion of this thesis, I would like to extend my sincere thanks to: Respectful lecturers of International School of Business - University of Economics Ho Chi Minh City, who have taught me with useful knowledge during the time I studied at ISB, especially Prof. Le Nguyen Hau, who have enthusiastically instructed me to approach relevant problems in reality, research methods, as well as the contents of the thesis. Students of universities, especially University of Economics Ho Chi Minh City, and all my colleagues, my friends for kindly helping me to collect information necessary for the study.
Though the author has tried the best to complete the thesis, errors could not be completely avoided. Consequently, the author is looking forward to receiving the contributions and comments from respectful lecturers and friends. I COMMITMENT I would like to commit that this thesis, “Antecedents of student’s intention to participate in extra-curricular”, was accomplished based on my independent and serious research. I certify that any help hand received in preparing this thesis and all the sources that used have been acknowledged.
LIST OF TABLES Table 3.1: The official scale.2: Rules of Thumb about Cronbach Alpha Coefficient Size.2: Cronbach alpha coefficients.3: KMO and Bartlett's Test for independent variables.4: Total Variance Explained.5: Rotated Component Matrix for independent variables.6: KMO and Bartlett's Test for dependent variables.7: Total Variance Explained for dependent variables.8: Component Matrix for dependent variables.11 ANOVA(b) for model 1.12 Model Summary(b) for model.13: Coefficients(a) for model 1.14: The important rank of four independent variables.15: Model Summary for model 2.16: Coefficients(a) for model 2.17: Hypotheses testing result.18: The result of chow test for Gender.19: Regression analysis with Gender as moderator.20: The result of chow test for School Year.21: The result of chow test for Working.22: Regression analysis with Working as moderator.23: Hypotheses testing result for moderator variable.48 LIST OF FIGURES Figue 2.41 TABLE OF CONTENTS ABSTRACT.1 Background of the research.4 Structure of the study.5 CHAPTER 2: LITERATURE REVIEW.1 Extra-curricular activities.2 Human behavior theories.3 Research model and hypothesis.12 CHAPTER 3: RESEARCH METHODOLOGY.2 Selecting the sampling technique.4 Methods of data analysis.4 Multiple Linear Regression Analysis:. 27 CHAPTER 4: DATA ANALYSIS & RESULTS.1 Descriptions of sample.3 Exploratory factor analysis (EFA).1 Assessing the scales measuring four factors that affect to intention to take part in extra-curricular activities.2 Assessing the scale measuring intention to take part in extra-curricular activities.5 Multi-Linear Regression Analysis for testing hypotheses.1 Checking regression assumptions.6 Test the effect of Moderating variables. 45 CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS.3 Academic contributions of the study. Limitations and Future Research:.54 APPENDIX A: THE SCALES FOR REFERENCE.61 APPENDIX B: QUALITATIVE RESEARCH.63 APPENDIX C: THE QUESTIONNAIRE.66 APPENDIX D: RELIABILITY STATISTICS.68 APPENDIX E: EXPLORATORY FACTOR ANALYSIS (EFA).71 Page | ABSTRACT This study is conducted to find out which factors affect to students’ intention to participate in extra-curricular activities basing on theory of planned behavior and a part of signaling theory.
In addition, the research also explores the moderating role of some demographic variables such as Gender, School Year, Working. Hence, this study provides a clear picture about the effects between Male and Female; Sophomore and Junior; Working student and Non-working student. The results indicate all independent factors: (1) Attitudes toward extra- curricular (ATT), (2) Subjective norm toward extra-curricular (NORM), (3) Perceived behavioral control (PBC), and (4) Clarity of extra-curricular information (INFO) have significant impact on dependent variable: Intention to participate in extra-curricular (INT). The PBC factor (beta = 0.340) has highest effect on INT while the less one is INFO factor (beta = 0.
In addition, this research also reveals the relationship between INFO and ATT. However, R square of this impact is small, it is just 0. Besides that, through Chow test, “Gender”, “Working” variables also are found that they can be moderator variables while School Year is not good to be considered as moderator variable. The last part of this study also give some recommendation to encourage students to take part in extra-curricular and it also figures out some limitations of this study for further research in this field.
Page | CHAPTER 1 INTRODUCTION The first chapter represents the research approach, background of the study, the objective and the scope of research. Finally, this chapter introduces the structure of the thesis.1 Background of the research Since Vietnam jointed to WTO in 2007, the economy of Vietnam has developed rapidly in many industrial fields, especially in trade and service (Thành Luân, 2012). Many companies, corporations have entered to Vietnam market in many forms such as associated companies, affiliated companies, etc. Because of many foreign companies operating in Vietnam, many Vietnamese employees have more opportunities to work in these multi-national corporations.
It affects not only Vietnam economy but also Vietnam labor market. According to Ministry of labor – invalids and social affairs, after jointed WTO, the number of career opportunities and employee income have been significant increased. In the 5 year-period (2007 – 2011), unemployment rate in urban decreased 0.2% in 2011 and the average income per employee has two-fold increase from 1.8 million VND in 2006 to 3.84 million VND in 2011 (Hà Anh, 2012). Current students are next high quality employee generation of Vietnam.
Entering to the international labor market gives students many opportunities but it is also bring to them many challenges. International jobs require employee not only knowledge but also extended skills. However, many students who have just Page | graduated do not have enough skill to deal with problems in the real work environment, especially communication and workgroup skills. Yamashita – brand general director of Tokyo Mitsubishi bank in Ho Chi Minh city stated: It is undeniable that students have knowledge after 4 years in the university but the weakness of them is transferring these knowledge from the theory to practical.
Whenever there is a problem, these new employees can not solve and afraid to talk with their boss. They usually argue and no one take responsibility in discussion, etc. These issues show that universities do not pay attention enough in skills for student, especially extra-curricular in university period. While it could be argued that time spent in extracurricular activities result in a decrease in time available for schoolwork and thus a decrease in grades, previous literature has found that extracurricular activities can help develop self-esteem, social ties among students, teachers, and parents, and positive educational trajectories as well as low rates of involvement in risky behaviors (Broh, 2002; Dole, 2000; Carns, Carns, Wooten, Jones, et al.
According to Parajes (1997), participating in extra-curricular activities in university period not only have possible effect to student’s study result but also give students opportunities to practice, improve necessary skills for their job in the future for example presentation, communication, working in group, etc. The influences of taking part in extra-curricular have been studied many times. However, lacking of researches have been conducted to examine what factors affect to participating in extra-curricular, especially in Vietnam. It is very important for managers of the university to understand which factors are good indicators for taking part in extra-curricular.
Page | When they know clearly these factors, they can apply some suitable methods to encourage student participate in extra-curricular activities. Because of the positive relationship between taking part in extra-curricular and the academic result so that the university which has many students taking part in extra-curricular can be high reputation in both academic and activities. Therefore, a research “Antecedents of student’s intention to participate in extra-curricular” will be conducted to explore these factors in Universities in Vietnam.2 Research objectives The main objectives of the research are: - To identify antecedents of student’s participation in extra-curricular. - To investigate the moderating effects of “School year”, “gender”, and “job after school” on the relationship between identified factors and decision to participating in extra-curricular.3 Research scope This study confines itself in the investigation of students in the universities in Ho Chi Minh city, concretely: University of Economics, Open University.
Freshmen are new and senior students have to conduct their final thesis so they do not have enough time to enter extra-curricular activities. Hence, the subjects of this study are students who are sophomore, junior in universities.4 Structure of the study In this research, the introduction is expressed in chapter 1 where an overview of the study is delivered. Available literature relates to theory of planned behavior and signaling theory are presented in Chapter 2 where hypotheses and research model are also introduced. Chapter 3 provides the research methodology used to resolve the research problem.
The design for the sample selection and size, research instruments used, procedures followed and the statistical techniques used to analyze the data is also highlighted. Chapter 4 focuses on data analysis and the findings that became apparent from the research study. The discussion of the results that are obtained in chapter 5 where conclusions are drawn based on the obtained results and the possible practical implications of the research findings. The conclusion comes with some recommendations for further researches.
Page | CHAPTER 2 LITERATURE REVIEW This chapter reviews some theories that are used on this research. They are: Theory of planned behavior, and Signaling theory. Then, the research model and hypotheses will be proposed.1 Extra-curricular Definition: Student participation in extracurricular activities has been identified as an important aspect of the education experience. Review of the extant literature, however, reveals a potentially important gap in this filed.
That is there is an apparent lack of a generally accepted definition for extra-curricular (Kenneth et al. In many research, therefore, this concept has commonly been treat as self- explanatory. For example, Rubin et al. (2002) state, “One intuitive notion is that extracurricular activities are a place where students look to utilize, and perhaps refine and develop, their interpersonal skills.” In addition, when extracurricular is described, it is often in the form of examples.
For example, Barnett (2007) notes that “…schools encourage students to participate in various extracurricular activities, such as athletics, vocational clubs, student government, newspapers and yearbooks, and special interest groups”. Similarly, Bîrzéa et al. (2004) describe extracurricular activities “to be part of non-formal curriculum and they range from visits to different settings and institutions, school exchanges, voluntary work, and student organizations to student clubs and projects outside the school. They may take place after and during school programmes and both in and out of school Page | buildings.” Finally, some researchers describe extracurricular activities through the use of synonyms, such as “non-academic endeavors” (Chia, 2005) or “out-of-class experiences” (Nelson et al.
Extra-curricular activities in this study are defined as activities in the academic club, athletic club, and social activities.2 Human behavior theories. Explaining human behavior is a difficult task (Ajzen, 1991). However, many researchers also tried to do study in this field in order to get a broad and clear picture about human behavior. Studying about intention to take part in extra- curricular can be conducted based on some human behavior theories.
There are some well-known models to predict the behaviour of human. Theory of reasoned action (TRA) The first one is the theory of reasoned action (Ajzen & Fishbein, 1980; Fishbein & Ajzen, 1975). The purpose of this model is to explain human behavior regarding to volition. These behaviors must be voluntary, spontaneous, habitual.
All of behaviors that are forced, constrained should be excluded in this model. The TRA also exclude behaviors that require special skills or resources or must to have some opportunities to act (Liska, 1984). The predictor of the human behavior is intention. In the simple form of TRA, there are two components that affect to human behavior: (1) one’s attitude toward performing the behavior (Attitude), and (2) one’s subjective norm related to performing behavior (Subjective norm).