Perceived Impact of Extracurricular Activities on Portfolio Readiness and Social Skill Development among Thai High School Students (Grade 10–12) in Bangkok

Abstract

In Thailand’s evolving university admissions system, particularly in TCAS Round 1 (Portfolio), extracurricular activities (ECAs) have become an increasingly crucial factor in highlighting students' abilities beyond academics. Despite their growing significance, there is limited research on how students perceive the role of ECAs in preparing for university admissions and fostering personal development. A cross-sectional survey conducted with 249 high school students in Bangkok, all of whom had participated in ECAs, sought to explore the motivations, types, perceived benefits, and barriers associated with ECA involvement. The results revealed that students were primarily motivated to join ECAs to enhance their portfolios (45.38%) and for personal interest (44.17%). The most common types of ECAs were academic clubs, arts, and volunteering. Key perceived benefits of participating in ECAs included skill documentation for portfolios (30.96%), career exploration (25.66%), and improvements in confidence and teamwork. However, students also faced several barriers, such as academic workload (41.77%), low motivation, and limited access to ECA opportunities. Despite these challenges, more than 70% of students indicated that they would be willing to participate in additional ECAs if they had more time or support. These findings underscore the significant role of ECAs in supporting Thai students' academic and personal growth, especially in preparation for competitive university admissions. However, challenges such as time constraints, low motivation, and unequal access to opportunities remain. The study suggests that expanding ECA opportunities and integrating them more formally into school systems could help address these challenges and foster more inclusive student development.