See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/320044239

CO-CURRICULAR ACTIVITIES AND ITS EFFECT ON SOCIAL SKILLS

Conference Paper · October 2016

CITATIONS READS

0 7,196

1 author:

Anuar Ahmad
Universiti Kebangsaan Malaysia
31 PUBLICATIONS   18 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

The Level of Integration among Students at Secondary School: A Study in Limbang, Sarawak View project

Learning Motivation View project

All content following this page was uploaded by Anuar Ahmad on 26 September 2017.

The user has requested enhancement of the downloaded file.

 International Conference on Education and Regional Development 2016 (ICERD 2016)
“Cross-Cultural Education for Sustainable Regional Development”
Bandung, Indonesia.
31 October & 1 November 2016

CO-CURRICULAR ACTIVITIES AND ITS EFFECT ON

SOCIAL SKILLS
Sandra Anak Manchaa, Anuar Ahmada
a
Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Salangor, Malaysia.

Abstract

This paper aims to examine how the extra-curricular activities affect the social skills of students. Social
skills to be implemented here is communication skills and students; self-confidence. Student participation in
co-curricular activities helps to promote students’ social skills in order to enter any field for the future
prospect to produce skilled human capital in terms of academics and character. Mastering social skills is vital
as it gives a good impact in generating positive relationships of a particular student. Active student
participation in extra-curricular activities outside the classroom environment allows the students to interact
with teachers and friends and to some extent act as a catalyst for social skills development of a student. In
addition, through extra-curricular activities, the production of excellent human capital from the physical,
emotional, spiritual and intellectual aspect can be developed. The second shift of Malaysian Education
Blueprint (MEB) clearly emphasises the importance of human capital development. Involvement in leisure
activities also leads to the interaction of students with environment, social and learning inside or outside of the
classroom in order to produce excellent human capital development. It will also encourage the development of
talent, creativity and students potential to the maximum level. Therefore, the direction of this concept paper
seeks to unravel the relationship between extra-curricular activities and their impact on social skills because it
could act as a catalyst for the development of students social skills. Therefore, extra-curricular activities
should be given the ‘right’ in Malaysia education system.

Keywords: leisure time, co-curricular activities, social skills.

1. Introduction

2. Co-Curriculum

Extracurricular activities is also a form of education that being taught outside of the classroom. Through
extra-curricular activities, the students will be educated in the form of spiritual, leadership, teamwork as well
as self-confidence. Participation in these activities will provide the essential skills provided in theses activities
as well as fostering a healthy lifestyle.
Extracurricular activities can strengthen the interaction between the students and at the same time
promoting integration between the races as well as nurturing decencies, independencies, hardwork,
disciplined and obedient to the law which develops the students into becoming a useful citizen (Wee Eng Hoe,
1994). Therefore, co-curricular activities are capable to improve social skill among students which will also
help them in the future career prospects.
 International Conference on Education and Regional Development 2016, Indonesia 775

3. Social Skills

Social skills help the personality development which is not only the responsibility of parents and teachers
as guidance but also the responsibility of the students themselves to be willing to accept advices and criticism
which at the same time embedded within them selves. Among the main social skills are:

3.1. Building Relationship

Efficiency in building relationship means capabilities to create social network or constructing and
maintaining the wide informal network, building beneficial relationship as well as constructing personal
friendship through mutual respect and tolerance (Noriah, 2006). Unhealthy symptoms are caused by the
weakness in building positive relationships in social environment such as relationships with parents, teachers
and peers. The choosing of peers also give a deep impact towards personal development. Relationship
building skills are also important so that they are more confident and have a sense of respect.

3.2. Collaboration

Collaboration is the efficiency in working with others to achieve common goals based on the mission and
vision of the organization or group. (Noriah, 2006). They must be willing to collaborate with each other and
need to create a conducive atmosphere in achieving the same goal. When they can familiarize themselves with
cooperation, depending on each other to gain knowledge hence, they can be categorized as a collaborative
student.

3.3. Teamwork

Individuals who have these competencies will model teamwork qualities such as respect, cooperation and
helpful as well as trust other’s abilities. They can also bring all team members to actively participate in
building a group identity, team spirit and highly committed. With this skill, an individual will always prepare
in protecting the group reputation as well as sharing the received appreciation together (Noriah, 2006). An
excellent individual have to implement cooperative behaviour in every assigned task. Apart from that, they
also need to have a sense of confidence for their friends, especially during tasks division either related to the
education as well as co-curriculum activities.

3.4. Able to make a change

Students who are capable to catalyse changes will spark a change in an organization. Those who are
efficient in developing changes will know the requirement to change, reducing obstacles as well as
challenging the situation that could restrict the changes. In the context of school students, they need to have
the strength to make a change towards a particular thing that need the changes especially when there is
misconduct among their friends. They need to have the courage to point out their friend’s mistake politely as
well as dare total the risk to be criticised by various parties especially their friends. They also need to be brave
in speaking out their mind in giving out their rationale for discussion. In this case, the problems among two
parties can be solved using the aspect of deep understanding. The ability to influent others involve the usage
of effective tactics to persuade. Individual with this ability is skilled in influencing others via subtly
presenting ideas to attract the listeners’ attention.

3.5. communication

Students who have the communication skill will openly listen and convey a message in a convincing
manner. They can tolerate and convey the emotions according to the message. The honest communication as
well as mutual understanding when dealing with difficult issues will make them ready in sharing information
completely. Those who have these skills encourage open communication, which states the norms explicitly,
 International Conference on Education and Regional Development 2016, Indonesia 776

expectations and as well as politely reprove other individual’s improper action. This individual is also willing
to accept any good or bad news calmly.

3.6. Conflict management

Students who are competence to manage conflict are able to negotiate and resolve disputes. The skills in
managing conflict enable them to handle others as well as managing intense situation brightly. In addition,
they are also able to detect potential conflicts in an atmosphere, handle disagreements openly and help in
easing it. Their attitudes which are encourage debate and open discussion leads to problems adjustment in
win-win situation. The efficiency in conflict management can develop one’s personality. They not only
become a peacemaker in a conflict but also able to detect potential conflicts among his colleagues as a result
of an issue or problem. In this way any conflict can be avoided and keep the harmonious relationship among
students.

3.7. Leadership

The leader have a role in inspiring and guide individuals and groups. A good leader will promote and raise
enthusiasm among the members to achieve the mission and vision which are formulated together. An
individual with a high emotional intelligence will step foreword to lead when in need regardless of the
position and guide other’s performances. Hence, a competent leader is a leader which can direct someone or
the whole group towards the set goal. A good leader also has superior characteristics which make them
respected by other organisation members. Any instruction and decision by a leader will be followed by the
subordinates without any objection or doubt. In addition, a competent leader is also an educated leader which
has a high understanding towards the aim, goal, approach and the requirement of its subordinates. A leader
has to make a decision in accordance with the aim and set goal. They also must be able to communicate well
with other individuals.

4. Human Capital

Human capital is the characteristics possessed by a human being which make them more productive. This
modal can not be transferred to an individual but have to be developed and nurtured from the school stage.
Education plays a vital role in developing human capital which equipped with strong moral integrities,
competent, good value, knowledgable and highly skilled to fulfil the developed country’s requirement for this
21st century. The human capital that was produced by former Prime Minister, h YAB Dato Seri Abdullah
Ahmad Badawi, is capable to think critically and creatively, able to solve problems, creating new
opportunities and have the endurance and the ability to cope with the global environment that is often
changing.
The education system in Malaysia has its own curriculum design that is not only focusing on knowledge
and skills but also focusing on building human integrities and moralities. The six pillars of learning in the
National Preschool Standard Curriculum (NPSC) and the Primary School Standard Curriculum (PSSC) in
producing a balanced individual are:
• Communication
• Spirituality, Attitude and Values
• Humanity
•Self appearance
• Physical and Aesthetics
• Literacy, Science and Technology

The development of education in this country happened since long ago a it keep changing according to the
new challenges as the time changes.
Therefore, co-curricular activities are closely related with the development of social skills to develop
human capital that are able to enhance the future of a country. Hence, each activity conducted has to be
 International Conference on Education and Regional Development 2016, Indonesia 777

suitable with their level of thinking to ensure they are more matured and responsible toward their future
endeavours. This is because, in order to produce a responsible and mature individual, not only formal
education that need to be equipped but also out-of-classroom learning via beneficial activities so that the
students will not easily bored, The usage of leisure time can develop the skill, creative, innovative, ethics as
well as high moral integrities to face the real world challenge after completing their school education.

5. Previous Research Related To Co-Curriculum And Social Skills

Extra-curricular activities are closely linked with the balance development of mental and spiritual, physical
and as well as socials among students. Extra-curricular activities are an education that is not taught in the
classroom and infuse education in term of spiritual, leadership, teamwork and self-confidence. It is also
capable in building social skills such as communication, leadership, thinking, interpersonal, cooperation as
well as Information and Technology management. With the implementation of extra-curricular activities,
individuals who are highly skilled can be produced and can become a holistic human capital and competitive
at the international level.
The development of quality human capital is the key to the economic development of a country. This
coincides with the research findings on educational as education is the country’s investment for for a long
term. Among of the research stated here is the research by Rohanida Abdul Manaf and Mohd Sofian Omar
Fauzee (2002), and Mohd Hamidi Abdul Hamid (2002) which investigation on the role of co-curricular
activities in developing individual leadership skills. The results showed that extra-curricular activities are
capable to nurture, develop and give an early exposure on the aspect of leadership, integrities, and community
among students. Zainudin et.al. (2005) and Quek (2005), states that the formation of human resources that
will one day step into the world of employment has to be developed from the school stage to ensure that they
are capable to be multi-skill and flexible as well as not limited into a single ability alone.
Abdul Rahman (2010) stated that the main cause of failure in the work of an individual is because they
failed to create a positive interaction with their environment. This situation shows that communication skills
are very important in any field enrolled in the future.
Research by Rozita (2009) stated that the effect of interpersonal support from parents, peers, school and
the physical environment to the involvement of teenagers in social activities aimed to identify students'
perceptions towards social support given by parents, peers, school, physical facilities and its relationship with
involvement in physical activities during leisure time. The study found that only 20% of respondents actively
involved in physical activities during their leisure time where the male teenagers are more active as compared
to the females and self-efficacy among male teenagers is better than the females.
Education is a good investment and related to the human capital concept as well as emphasising on the
skill development as one of the important factors in production activity. It created a better citizen and helps to
increase the life quality. The implementation of good values in every activity conducted in school can create a
generation that is capable to make a reasonable decision as well as responsible towards their actions and
attitudes.
Economic theory sees the school system as a basic aspect in creating human capital. It is coincides with the
economist opinions and views which stated the importance of human resources as the production factor and
human capital. Hence, there is a need to develop human capital from time to time to increase the competency,
skill and productivity. In the post-modernisation world today, creativity and innovation are considered as the
skill are and important profession to shape the quality of human capital. Creative and innovative human
capital is an important asset towards the success of an organisation cooperation.School leadership must
mobilise all energy for the development of creative human capital in the schooling system to enhance the
progress and success in education.
The issue is to determine the most effective way to use the least resources to create human capital through
human development strategy. Human capital must be trained, educated, and developed within the organization
system in order to improve organizational productivity through the expertise of the workforce. In addition,
Becker (1994), shows that education is the best contributing factor to the differences in people’s income under
certain situations. Extracurricular activities are considered to be very effective in fostering a balance between
mental, spiritual, physical and social development of students.
 International Conference on Education and Regional Development 2016, Indonesia 778

6. Students Social Skills

According to Lange and Technicon (2000), skills mastering such as communication skills, problem
solving, decision making, leadership qualities, teamwork and other soft skills are fundamental in employer’s
considerations to choose an employee or an important criterion used by registries to accept students’
applications to boarding school, cluster schools or even to a higher level. However, a lot of school leavers do
not have the necessary skills and hence failed to meet the required criteria.
According to Mohd Safarin et. al, (2005) the factors identified which caused the school graduates failed to
lead themselves towards a better life path is the inability to have the required multi-skills and soft skills.
According to Kamsah (2004), not all students today are weak in technical aspects or science understanding,
mathematics and physics, but they are weak in the soft skills which lead to the inefficient mastery of the
technical aspects. Meanwhile, Nurahimah Mohd Yusoff and Rosmawati Mamat (2002) stated that vocational
training institutions failed to provide the necessary skills such as interpersonal skills, writing and
communication skills.
School student is the root for the future generations. The Ministry of National Education has conducted a
variety of efforts to create a generation that will bring honor to the country. A very important statement in the
Malaysia education philosophy is to holistically develop individuals potential to create a harmonious and
balanced human intellectually, spiritually, emotionally and physically based on trust and obedience to God
(Ministry of Education, 1990).
Cabinet Committee Report on Muridan Policy 1979, has outlined the objectives of education in Malaysia
which is to produce a disciplined individual towards itself, family, community, educational institutions as well
as the nation. It has become a benchmark where the Malaysian generations who have left school will produce
a citizen that can contribute as well as honour the country’s name which is still relevant today.

7. Co-Curriculum And Its Influence Towards Social Skills

Co-curriculum comprises some important aspects that provide opportunities for students to train
themselves tin strengthening the interaction between students as well as building students communication
skills. It was agreed by Azmi and Hamsiah (2000) which stated that the actual function of the co-curriculum is
to enhance and strengthen interaction and communication among students. Extra-curricular learning
environment outside of the classroom play an important role in influencing a person’s behavior and also one
of the important elements in the formation of students social skills. This statement was also supported in
Bronfenbrenner Ecological Theory (1979, 1989) which states that extra-curricular activities played a major
role in influencing the development of students’ social skills. According to him, the children development is a
result of the interaction between the natural environments with the children. Children development is the
environmental impact on the children as well as the children’s characteristics towards the environment.
A social skill is one aspect of emotional intelligence which will define the excellence of students in any
situation. Intellectual intelligence alone is not enough for a person to be excellent. Co-curricular activities can
help a person to build social skills in everyday life by interacting individually or collectively. It will also help
them to be brave in accepting the challenge as well as easily exposing their hidden talents. They need social
skills competencies to help them interact and connect with the surroundings. Extra-curricular activities are
important because it serves as a key benchmark in fulfilling the national education policy which is unity
among students of various races. In line with the opinion of Che Aziz and Aminuddin, (2002) which stated
that extra-curricular activities are capable to promote the spirit to serve, cooperation and helping each other
which are vital aspects in establishing a harmonious society.
Each student must a uniformed body, sports and one of the clubs or societies in school. Students who are
active in extra-curricular activities tend to have better grades and attendance record and are not easily
involved with disciplinary problems as compared to the less active students in extra-curricular activities. This
is reinforced by the findings of Mahoney (2000), which examines the relationship between student
participation in extra-curricular activities at school from social view. His research found that students who are
actively involved in several extra-curricular activities for a long time is capable to reduce students’
 International Conference on Education and Regional Development 2016, Indonesia 779

involvement in crimes and dropout problems. Students who are involved in this extra-curricular activity are
able to improve their personality such as self-confidence, social collaboration and leadership skills.
According to Ruhaiza (2007), the government's effort in promoting the implementation and student
s’participation in co-curricular activities is a positive step as the younger generation today should have the
consist balance both in their academic and co-curriculum as well as personality skills. Most employers today
prefer the workers who have the ability to interact, competent, have high moral integrities and can work as a
team. Extra-curricular activities are complementary to the needs and requirements of the curriculum which is
providing opportunities for the students to add, measure and practice the skills, knowledge and values that
were being integrated in the classroom (Mohd Arif & Amla, 2008).

8. Challenges And Obstacles

Every coin has two sides. Students can experience irregular time management due to spending too much
time with extra-curricular activities and to some extent ignoring the time to learn. They also can not focus on
the lessons being taught in the classroom because of the tiredness as well as having a difficult time in
understanding the lesson. There are also students who deceive their parents by telling them that they need to
attend extra-curricular activities at school however took the opportunity to hang out, play video games in a
cyber café or travel elsewhere without the teacher's consent. They will abuse the extra-curricular activities for
their own interests. This is one of the techniques commonly practiced by the students.
In addition, some of the students prioritised extra-curricular activities as compared to the school
curriculum. It causes them to become default and does not concentrate on formal learning in school. This will
result in the weak academic achievement and lack of interest towards learning.
Parents also play an important role in the extra-curricular activities involvement. This is because there are
few that do not encourage their children to participate in any extra-curricular activities because they think that
it is unimportant and might cause obsession Mustafa Kamal (2000). The weakness in teachers which is
lacking the skills to conduct extra-curricular activities led to a lack of interest among students to participate in
these activities. Other issue such as the lack of facilities and equipment also a contributing factors. These
factors that causing the students and the community not interested with co-curricular activities is incorrect
views. This is because the extra-curricular activities are non-academic and these activities are not rated or
graded like academic-based curriculum and emphasising on cognitive traits. Therefore, most parents are
reluctant to encourage their children to involve with co-curricular activities and instead use the time for their
children to attend extra classes, music and homework. It was agreed by LimYen Yen (1991), in his study
which revealed that extracurricular activities are less important for the parents and they are more focused
merely on academics. They assume that academic success will ensure better future for their children as
compared to the participating in extra-curricular activities in schools.
From another perspective, there are also some weaknesses of certain parties in the implementation of these
co-curricular activities. They are not concerned with extra-curricular activities in teaching and learning
process. The involvement of the teachers in implementing extra-curricular activities is still at an
unsatisfactory level due to the lack of skills. This might happen because they do not understand the guidelines
that can be a basis for a clear planning of activities apart from the lack of skills in social services.

9. Suggestions

The school had to change the negative perception of school communities towards extra-curricular
activities.The teacher's role is to raise awareness and convince all the school community (students, teachers,
parents and local communities) about the government's real policy of co-curricular activities. The
misunderstanding about the role of extra-curriculum activities as unnecessary activities that do not have to be
given more focus has to be eliminated. The school should be able to change the perception and mindset of the
school community that this activity is an important activity, planned and systematic which is able to develop
humanity as a whole, including the development of 'intellectual diversity' and 'intellectual emotion'. At the
same time these activities can lay the foundations for the students future career and more importantly to be to
the country's assets in generating quality human resources.
 International Conference on Education and Regional Development 2016, Indonesia 780

Creating a lively co-curricular activities atmosphere which means there is involvement of all school
communities in extra-curricular activities or programs organised by school.
Diversify the club or societies according to the students’ interest to encourage the participation in extra-
curricular activities. In conclusion, extra-curricular activities are very good for developing the social skills of
students. However, extra-curricular activities will cause harm if it is used wrongly. This problem will not arise
if all parties cooperate and work together to address this issue.

10. Summary

Overall, students that have good social skills are those that are actively involved in school activities.
Extracurricular activities are capable to form personal character of a student. Among the expected individual
development through extra-curricular activities are cultivating leadership qualities, building and shaping a
healthy personality and ultimately form a disciplined generation. Extra-curricular activities are also capable of
forming a positive personality and develop a sense of responsibility. Involvement in societies, clubs and other
activities will develop social skills, mingle and friendly relation as well as able to create public relations that
can be utilized in the future society.
Participation in extracurricular activities is also an exercise in preparation for the world of employment,
therefore, participation in these activities affect the amount of income received by the employee. A lot of
conducted research are more focused on education and thus skills training should also be given the highlight
as it affect the employment as well as the income that will be obtained in the future.

References

Ab. Alim Abdul Rahim. 2004. Management of Work Motion Curriculum. Oxford Fajar.
Aldridge, J.M., Laugksch, R.C. & Fraser, BJ 2006.School-level environment and outcomes-based education in South Africa.Journal
Learning Environment Reesrchs, 9: 23-147.
Adnan Thursday (1988): Values in co-curricular activities of Uniformed Bodies Towards Producing Human which are strong and
Balanced According to the KBSM Philosophy. National Conference Proceedings papers Malaysia VIII Economic Seminar 2013 323
Values Across the Integrated Secondary School Curriculum. Universiti Kebangsaan Malaysia. Bangi.
Amir Hassan Dawi (20012). Penteorian Sociology and Education. Tanjung Malim: Quantum Books.
Aminuddin Abdul Rahman. 2004. Students Actively involvement in co-curriculum Activities and their Effects on Academic
Achievement. Education Master's thesis. Universiti Teknologi Malaysia, Skudai.
Ary, D., Jacobs, L.C. & Razavieh, A. 2002.Introduction to Research in Education. Boston:
Wadsworth / Thomson Learning.
Astin, A. 1984.Student Involvement: A Development Theory for Higher Educations
Graduate from School of Educations. Los Angeles: University of California.
Azizi Yahaya, Jaafar Sidek Latif, Shahrin Yusof Hashim & Boon (2005). Cognitive Psychology. Skudai: Universiti Teknologi Malaysia.
Azlina Abu Bakr (2002). Individual Personality Psychology. Shah Alam: Karisma Publications Sdn Bhd.
Blomfield, C. & Barber B. 2010. Australian adolescents' extracurricular activity participation and positive development: Is the
relationship mediated by peer attributes ?. Australian Journal of Educational and Developmental Psychology 10: 114-128.
Chapman, E. 2003. Alternative approaches to assessing student engagement rates Practical Assessment, Research and Evaluation 8 (13).
Retrieved April 19, 2006, from http://PAREonline.net/getvn.asp?v=8&n=13[28 January 2016]
Crowder S.L. 2010. The Influence of the Outdoor Learning Environment on Student Engagement.Dissertation doctor of educational
leadership.
Darling, N., Caldwell, Ludovic & Smith, R. 2005. Participation in school-based extracurricular activities and adolescent adjustment.
Journal of Leisure Research 37 (I): 51-76.
Dr. Awang Mohd Mahzan, Prof. Prof. Dato 'Dr. Abdul Razaq Ahmad, 2015. Sociology of Education. Kuala Lumpur: Universiti
Kebangsaan Malaysia.
Fagerlind, A. & Saha, L.J. (1997). Education and national developments. New Delhi, Reed Educational and Professional Publishers Ltd.
Fisher, D.L. & Fraser, BJ 1991b.Validity and use of the school-level environment.Journal of Classroom Interaction, 26 (2): 13-18
Fraser, B. J. 1986. Classroom environment. Croom Helm, London.
Fredericks, J.A., Blumenfeld, P.C. And Paris, N.H. 2004. School engagement: Potential of theconcept, state of the evidence. Review of
Educational Research 74: 59-109.
Guildford, J.P.Morgan'sestate (1973). Foundamental Statistics in Psychology and Education.5th Edition.New York: McGraw-Hill.
Huang, L. & Shwu-yong BJ Fraser 2009.science teachers' perceptions of the school environment: Gender differences. Journal of
Research in Science Teaching 46 (4): 404-420.
Hoy, W.K. & Miskel, C.G. 1987. Educational Administration: Theory, Research and
 International Conference on Education and Regional Development 2016, Indonesia 781

Practice.3rd Edition. Random House, New York.

Jarzabkowski L.M. 2002. The social dimensions of teacher collegiality Journal of Educational Enquiry 3(2): 1-20.
Kamus Dewan (1990). Kuala Lumpur: Dewan Bahasa Dan Pustaka.
Kamus Dwibahasa (1991). Kuala Lumpur: Dewan Bahasa Dan Pustaka.
Kementerian Muridan Malaysia. 2009. Guide Book for The Management of Secondary School Curriculum Practices. Kuala Lumpur:
Dewan Bahasa dan Pustaka.
Lidah Pengarang. “Loitering Problem is Majority Malay Muslim Teenagers ” in Harian Metro, Isnin 6 Ogos 2001.
Manja Mohd Ludin (1990). Sociology Psychology and Philosophy in Education. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Mahoney, R.W; Larson, R.W., Eccles, J.S. & Lord, H. (2005): Organized activities as contexts of development: Extracurricular activities,
after-school and community programs. Mahwah, NJ: Lawrence Erlbaum Associates.
Mahmood Nazar Mohamed (1993). Education Psychology. Kuala Lumpur: Fajar Bakti Sdn Bhd.
Marjohan Jamalis & Mohd Sofian Omar Fauze. 2007. Developing human value through extra curricular activities. The Journal of Human
Resource and Adult Learning 3(1):
Mohanaraju Annamalai. 2012, The Influence of Family Support Towards the Involvement in school CO-Curriculum towards the
achievement of students soft skill . Seminar Kebangsaan Majlis Dekan Pendidikan IPTA.9 Te Relationship of School Environment
with Students Involvement in Extra-curricular activities
Psacharopoulos, G. & Woodhall, M. (1997). Education for Development: An Analysis of Investment Choice. New York: Oxford
University Press.
Prime Minister’s Department. (2007). Datuk Seri Abdullah Bin Haji Ahmad Badawi Speech at the Mid-Term Review Ninth Malaysia
Plan 2006-2010, Putrajaya: Prime Minister’s Department.
Ruhaiza Rusmin (2007): Curriculum Halted Social Issuesl. Kuala Lumpur: New Strait Time Press (M) Bhd.
Wee Eng Hoe. (1994). Organisation and Sports Administration and Physical Education. Kuala Lumpur: Fajar Bakti Sdn Bhd.
Hamedah Wok Awang & Normah Teh (2009): School as the Producer of Human Capital. Kuala Lumpur: PTS Professional.
Mincer, J.(1974) schooling, Experience and Earning, National Bureau of Economic Research, New York.
Zidan, S.S. (2001). The role of HRD in economic development. Human Resources Development Quarterly, 12(4), 437.
Ruhaiza Rusmin (2007): Cocurriculum Halted Social Problems Kuala Lumpur: NewStrait Time Press (M) Bhd
Mustafa Kamal Ali. (2000). Factors that influent Form 4 Malay students involvement in extra-curricular activities in Felda programme
at Segamat Selatan District. Unpublished Thesis. Malaysia University of Technologies.
Lim Yen Yen. Teenagers Neglecting Sports. Dewan Siwa, hlm. 19, Jun 1991.

View publication stats