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© Proceedings of the Ruhuna Quality Assurance Sessions 2021 (RUQAS 2021)
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21 September 2021

multiple participation (Figure 2). Significant differences were detected in student participation between
single or multiple events among the four academic levels (Chi Square = 15.78; df = 3; P< 0.0013).

Multiple participation in ECA was higher in the students in Levels II, III and IV compared to the

participation in single events. However, the opposite was detected in Level I students.

Among the ECA, two main categories can be identified as competitive and non-competitive. Thirty
percent of the students attended various competitive ECA while 70% have taken part in non-

competitive ECA (Figure 3). In total, 50 competitions were detected, i.e., sports, cultural, Hackathons
and quiz competitions mainly, and conducted in faculty, university, inter-university and global levels.

Students have attended 42 non-competitive ECA, e.g., cultural and religious events, workshops,

exhibitions, symposiums and seminars, and community level activities. The highest participation in
ECA, i.e., 48.49%, was detected in the faculty level followed by the university level (30.15%). 2.01.%

(08 students) have attended international competitions namely IEEE Xtreme-5 and Code-Jam-2 under
Hackathons. In Level 1 students, participation in non-competitive activities were higher than the

competitive activities. However, such a trend was not noticeable for the other three levels. Some

students played key roles in these ECA activities, i.e., captain, vice-captain, president, vice president,
secretary, team leader, ambassador, chief organizer. In the Faculty of Science, 24 student societies

have been established and students engage in various ECA in connection with different societies.
These societies can be classified as subject related, religious, research orientated, sports, arts, language

and enhancement of leadership qualities. Majority of societies are subject- related.

Ninety nine percent of the students mentioned that the participation in ECA is of great importance
(Table 2). However, some students have mentioned that they were unable to balance the ECA with the

academic work. A few students stated that they did not get any chance to attend ECA even though they

were involved in ECA at school level. Students also indicated 17 difficulties/barriers in attending ECA
(Table 2). Further, 13 important suggestions were forwarded to improve participation in ECA (Table

2).

In conclusion, students of the Faculty of Science are greatly involved in competitive and non-

competitive ECA. A higher proportion of students maximally utilized the opportunities mainly within
the faculty. Diversified societies established in the faculty enabled students to be involved in ECA.

Community targeted ECA are of great importance to create links between University of Ruhuna and
the society. The low level of participation in ECA in Level I students was associated with the recent

Covid-19 pandemic which led students to stay at home after completing their academic work for only
one semester. The difficulties mentioned by students in attending ECA are needed to be discussed.

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