RESUMO
Co-curricular activities equip students with essential skills and knowledge for personal and professional growth. Despite their importance, many students exert minimal effort to complete the assigned tasks. Instructors perceive that the lack of emphasis on final exams in co-curricular subjects reduces student effort and commitment. Moreover, poor time management and lack of effort in completing tasks have increased across various subjects in recent years. Therefore, it is important to investigate the factors that contribute to student commitment towards co-curricular subjects. In this study, the submission status of 339 tasks was retrieved from the student learning system to measure student commitment based on whether tasks were submitted on time, delayed, or not submitted. A chi-square test f was used to investigate the relationship between students' demographic characteristics and their commitment. The findings revealed a significant association between student commitment and the type of task given (p < 0.001). Students were more likely to submit presentations on time compared to written assignments. Projects were more likely to be delayed, while written assignments had a high frequency of no submission. Age was a significant predictor of commitment (p < 0.05), with students over 20 more likely to submit on time and students under 20 more likely to ignore submission. Gender was also a significant predictor of commitment (p < 0.001), with female students having a higher percentage and frequency of on-time submissions while male students having a higher number of no submissions. However, no significant association was found between the study year and commitment (p > 0.05), indicating that the year of the study could not determine the level of commitment to the course. Overall, these findings could be used to guide the preparation of tasks and assignments in co-curricular subjects to enhance student commitment and holistic development.
RESUMO
The success and enjoyment of a football match depend heavily on referees and their ability to ensure fair play and uphold the rules of the game. However, there is limited research investigating the disciplinary measures and booking activities of referees in top European football leagues. In the current investigation, we explored the disciplinary measures and booking activities of top-European football league referees. The dataset of the referee activities concerning 15 indicators containing 602 matches from five consecutive seasons across the five top European leagues, namely, the English Premier League, Spanish Laliga, Italian Serie A, French Ligue1, and German Bundesliga were utilized for this study. K-means cluster analysis was used to define the activity levels of the referees. The Mann-Whitney U test was employed to determine the differences in the levels of the referees' activity with respect to the disciplinary measures, while binary regression analysis was applied to examine the association between the disciplinary measures and the activity levels of the referees. Two groups of activities were defined by k-means, that is, high and low activity. The Mann-Whitney U test revealed statistically significant differences in all 15 indicators examined between high and low activity. However, the regression model demonstrated that only fouls, yellow cards, and air challenges could significantly describe referees' activity levels. These indicators appear to be predictors of high referee activity in elite European Football. Specific training on dealing with increased aggression and foul behaviour coupled with improved game organisational management could be further incorporated into referees' training programmes amongst other measures.
