Jennie KwokEd 703.22

Spring 2009

Table of ContentsIntroduction

Statement of the ProblemReview of Related LiteratureStatement of Hypothesis

MethodParticipantsInstrumentsExperimental DesignProcedure

ResultsDiscussionImplications

Statement of the Problem

Due to an increase number of parents entering the work force, there is a great need to place children in after-school programs that enrich their academic and social development. After-school programs can focus on academics or recreational. However, it is not clear

which after-school program promotes academic achievement. This study will focus on the following

question: Which type of after-school program is beneficial to students’ academic achievement?

Review of Related Literature Participation in after-school programs are associated with higher grades and test

scores. (Coie & Krehbiel, 1984; Posner & Lowe, 1994; Dryfoos, 1999; Larner et al., 1999; Pierce, Hamm, & Vandell, 1999; Posner & Vandell, 1999; Vandell & Shumow, 1999; Cosden et al., 2001; Miller, 2001; Munoz, 2002; Valentine, Cooper, & Bettencourt, 2002; Junge et al., 2003; Miller, 2003; Cosden et al., 2004; Mahoney et al., 2005; AfterSchoolAlliance, 2007; Jenner, E. & Jenner, L.W., 2007; Viadero, 2007)

Low-income students gain the most from after-school programs. (Posner & Lowe, 1994; Larner et al., 1999; Posner & Vandell, 1999; Vandell & Shumow, 1999; Miller, 2001; Miller, 2003; Mahoney et al., 2005)

Participation in after-school programs gave students greater confidence in their academic abilities and provides an opportunity to develop positive, school-related, adult attachments. ( Posner & Lowe, 1994; Pierce, Hamm, & Vandell, 1999; Cosden, Morrison, Alabanese, & Macias, 2001; Miller, 2001; Miller, 2003; Cosden et al., 2004; Viadero, 2007)

After-school participation is also linked with lower involvement in risky behaviors like violence, drugs, sex, etc. (Larner et al., 1999; Cosden et al., 2001; Miller, 2001; Jenner, E. & Jenner, L.W., 2007)

Research concludes the following regarding after-school programs: youth benefit from consistent participation in quality after-school programs, after-school programs can increase engagement in learning, can also increase educational equity (which provides disadvantaged youth opportunities and experiences that are available to middle and upper class students), and after-school programs build key skills (teamwork, problem solving, communication) necessary for success in today's world. (Miller, 2003)

Pros of After-school Programs

Review of Related Literature

However, after-school programs can interfere with a child’s commitment to their family and community. It can also reduce parental involvement in their child’s academic process. (Cosden, Morrison, Alabanese, & Macias, 2001; Cosden, Morrison, Gutierrez, & Brown, 2004)

A study by Vandell & Corasaniti reported middle class children who attended after-school had poorer grades and test scores and were more likely to be rejected by their classmates. (Pierce, Hamm, & Vandell, 1999 )

Another study reported that children in after-school showed more problems socially, emotionally, and academically when compared to those in mother care or self-care after-school. (Posner & Lowe, 1994)

Cons of After-school Programs

Review of Related Literature

The Gevirtz Homework Project (2001) that provided homework assistance had a positive impact on 4th grade English Language Learners. (Cosden et al., 2001; Cosden et al., 2004)

Homework completion plays an important role in supporting academic achievement. It develops good work habits and job management skills. (Corno & Xu, 2004)

The Ecological Study of After-school Care found 3rd graders who spent time in enrichment activities (music, organized sports, dance, etc.) had better work habits, better relationships with peers, and better emotional adjustment. (Vandell & Shumow, 1999)

Physical activity and sport participation are linked directly and indirectly with better cognitive functioning, higher academic achievement, reduced school dropout and greater odds of going to college full time. (Coatsworth & Conroy, 2007)

Pros of Academic After-school Programs

Pros of Recreational After-school Programs

Statement of Hypothesis(HR1)

In comparing academic and recreational after-school programs, 17 third-graders attending an academic

after-school program in Brooklyn, N.Y. will yield better reading results than 17 third-graders attending a recreational after-school program in Brooklyn, N.Y.

Participants17 – 3rd graders attending an academic after-school

program in P.S. X

17 – 3rd graders attending a recreational after-school program in P.S. X

Instruments Reading Comprehension Exams (3) Consent Forms

o Principalo After-school Coordinatorso Parents

Surveyso I like going to after-school.

1 2 3 4 Strongly Disagree AgreeStrongly Disagree Agree

o I spend time doing homework.1. Less than 30 minutes.2. 30 minutes3. 1 hour4. 1½ hours

Research DesignPre-Experimental Design

Static-Group Comparison Individuals are not randomly assigned. They are in pre-

existing groups. Two Groups: Control Group (X1) experience one treatment

(academic after-school program) and Experimental Group (X2) experience a different treatment (recreational after-school program).

Both groups (X1 and X2) are posttested (O) and their results are compared.

Symbolic Design: X1 O

X2 O

Threats to Internal/External Validity

Threats to Internal Validity History – Classroom teacher came into the room and the phone

rang when participants were filling out their attitude survey. Instrumentation – Questionnaires were self-created by

researcher. Selection-Maturation Interaction – Participants may mature

differently than others.

Threats to External Validity Selection-Treatment Interaction – Participants weren’t

individually selected. Experimenter Effects (Passive Elements) – Participants were

intimidated by researcher because she is not their daily after-school counselor.

Hawthorne Effect – Participants respond differently because they know they are in an experiment.

ProcedureStudy implemented between March 2009 – April 2009. Prior

to the study, participants have been exposed to academic assistance (homework help/tutoring) and recreational activities (dancing, organized sports, arts & crafts) for five months in their after-school programs.

Parental consent forms distributed in March 2009 and April 2009.

Three different sets of reading comprehension exams were distributed for three consecutive days (one for each day). Attitude and demographic survey distributed on the fourth day.

Exams and surveys were graded and analyzed.

Test Results (Academic and Recreational )

The mean of all three exams of 17 third-grade students in the academic after-school program is 71.

The mean of all three exams of 17 third-grade students in the recreational after-school program is 74.

Student Test #1 Test #2 Test #3Mean of all

3 tests

A 95 89 79 87

B 100 89 89 92

C 95 63 79 79

D 79 68 37 61

E 74 79 53 68

F 58 63 11 44

G 63 68 58 63

H 79 79 74 77

I 84 79 63 75

J 89 68 74 77

K 95 68 53 72

L 74 58 74 68

M 79 84 58 73

N 100 89 74 87

O 68 47 21 45

P 53 42 37 44

Q 95 95 95 95

Mean 81 72 60 71

Mode 95 68 74 87

Median 79 68 63 73

Student Test #1 Test #2 Test #3Mean of all

3 tests

A 74 95 84 84

B 95 95 58 83

C 74 84 63 74

D 58 53 47 53

E 84 79 63 75

F 100 95 84 93

G 79 58 79 72

H 84 68 100 84

I 84 63 53 67

J 89 58 33 60

K 95 89 95 93

L 95 95 89 93

M 89 79 84 84

N 95 100 74 90

O 84 47 11 47

P 33 17 22 24

Q 89 74 84 82

Mean 82 74 66 74

Mode 95 95 84 93

Median 84 79 74 82

CorrelationRxy = 0.05There is no correlation between the amount of time spent reading and test scores in the academic after-school program.

Average time spent reading = 37 minutes

Rxy = 0.6There is a correlation between the amount of time spent reading and test scores in the recreational after-school program.

Average time spent reading = 47 minutes.

Amt of time reading and Test Scores(Academic After-school Program)

0

20

40

60

80

100

0 20 40 60 80

Amount of Time Reading (Mins)

Avera

ge T

est

Sco

res

Average

Linear (Average)

Amt of time reading and Test Scores(Recreational After-school Program)

0

20

40

60

80

100

0 20 40 60 80

Amount of Time Reading (Mins)

Av

era

ge

Te

st

Sc

ore

s

Average

Linear (Average)

Note: The question regarding the amount of time a student spent on reading was specified to a specific setting, whether it was during after-school, school hours, or at home.

Correlation

Attitude of HW completion recorded to numerical value: 1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree

Rxy = 0.4

There is no correlation between homework completion and reading test scores.

Average amount of time spent on HW = 42 minutes out of total 3 hr span in after-school

Student Mean Finish HW after-school X amt of time on HW A 88 4 15 minsB 93 4 60 minsC 79 3 30 minsD 61 2 15 minsE 69 3 15 minsF 44 1 15 minsG 63 1 30 minsH 77 3 60 minsI 75 2 90 minsJ 77 3 90 minsK 72 3 30 minsL 69 4 60 minsM 74 4 60 minsN 88 3 15 minsO 45 4 90 minsP 44 3 15 mins

Q 95 3 30 mins

Complete HW after-school and Test scores

0

20

40

60

80

100

0 1 2 3 4 5

Homework Completion(Academic After-school Program)

Ave

rag

e T

est

Sco

res

Average

Linear (Average)

CorrelationStudent Mean Have fun in after-school

A 84 4

B 83 4

C 74 4

D 53 4

E 75 1

F 93 4

G 72 4

H 84 4

I 67 3

J 60 2

K 93 4

L 93 4

M 84 4

N 90 4

O 47 3

P 24 1

Q 82 3

Rxy = 0.6

There is a correlation between having fun in recreational after-school and reading test scores. Students who have fun in after-school will produce better reading scores.

Attitude of having fun in after-school recorded to numerical value: 1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree

Have fun in After-school and Test Scores

0102030405060708090

100

0 1 2 3 4 5

Have fun in after-school

Ave

rage

Tes

t Sco

res

Average

Linear (Average)

Discussion The results of this study does not support the original hypothesis:

17 third-graders attending an academic after-school program in Brooklyn, N.Y. will yield better reading results than 17 third-graders attending a recreational after-school program in Brooklyn, N.Y.

Results consistent with the following viewpoints and findings: After-school programs that focus on recreational activities will promote

academic achievement (Dryfoos, 1999; Vandell & Shumow, 1999; Valentine, Cooper, & Bettencourt, 2002; Coatsworth & Conry, 2007)

Too much emphasis on work is negatively related to achievement (Warren, LePore, & Mare, 2000)

Results inconsistent with the following viewpoints and findings: After-school programs that focus primarily on academics provide higher

academic performance (Cosden, Morrison, Albanese, & Macias, 2001; Corno & Xu, 2004; Cosden, Morrison, Gutierrez, & Brown, 2004)

Homework plays an important role in supporting academic achievement (Corno & Xu, 2004)

ImplicationsResults of this study cannot be

generalized to the general population since 100% of the participants in this study were Asian.

Need for a larger sample size

Need for long-term study

More research is needed especially regarding recreational after-school programs and their effects on academic achievement.