The Effects of Extracurricular Activities on the Academic

7/27/2019 The Effects of Extracurricular Activities on the Academic

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The Effects of Extracurricular Activities on the Academic

Performance of Junior High Students

Kimiko Fujita

The Master's College

Abstract

Research indicates that participation in extracurricular activities affects students academic performance.

More specifically, studies have been conducted assessing the effects of specific extracurricular activities on

academic performance. The purpose of this study was to determine whether or not the activities in which

junior high school students choose to participate have an effect on their academic performance. The

studys survey instrument which was distributed to students enrolled in grades 6 through 8 at Walnut

Creek Christian Academy during the 2004-2005 school year requested demographic information in

addition to the five Likert-type scale questions. The data revealed that, according to the students

surveyed, playing sports, watching television, and participating in community service improves academic

performance, while playing a musical instrument does not improve academic performance. Therefore, it

was concluded that extracurricular activities affect academic performance and that the effect depends on

the specific activities in which the student is involved.

INTRODUCTION

Music, parental involvement, sportsall of these have an influence on how children perform academically.

The way children choose to spend their free time can affect their school performance; it is not simply

traditional in-class instruction that impacts academic achievement. A study by the U. S. Department of

Education revealed that students who participate in co-curricular activities are three times more likely to

have a grade point average of 3.0 or better than students who do not participate in co-curricular

activities (Stephens & Schaben, 2002, para. 4). In addition to co-curricular or extracurricular activities,

analyses revealed that regardless of students background and prior achievement, various parenting,

volunteering, and home learning activities positively influenced student grades (Simon, 2001, para. 1).

Numerous studies have examined the factors influencing students academic achievement, and manyactivities were found to have a significant influence.

According to BUGS (Bringing Up Girls in Science), a program for young girls and their parents at the

University of North Texas, the home environment is among the most important influences on academic

performance (Bringing Up Girls in Science, 2003, para. 2). A correlation appears to exist between the

activities that students choose outside of the classroom and their academic performance. One of the main

controversies is the effect that television viewing of students has on their academic achievement. The

relationship between cognitive development and television viewing has been the one most widely studied.

Investigators disagree about the effects of this relationship (Shin, 2004, para. 2). The amount and

quality of television viewing and family involvement are not the only influences of academic performance.

The effects of music and sports are also controversial in their relation to academic performance. School

principals are interested in the relationship between academic achievement and participation in

interscholastic sports at middle level schools, implying that sports do have some sort of influence on how

students perform academically (Stephens & Schaben, 2002, para. 2). All of these activities appear to have

some sort of effect on students academic performance; however, the issue of whether they benefit or

hinder is unknown. The research would be described as a descriptive study because it observes behaviors

as they occur naturally, describes behavior, explores a phenomenon, and tests hypotheses about

behavior (Brown, Cozby, Kee, & Worden, 1999, p.75). Therefore, the purpose of this study was to

determine whether or not the activities that junior high school students choose have an effect on their

academic performance.


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The History of Extracurricular Activities

The development of extracurricular activities was slow in the beginning, with many seeing it simply as a

fad that would pass and quickly fade out of style (Millard, 1930, p. xi). One of the early philosophies

behind extracurricular activities was that they should, wherever at all possible, grow out of curricular

activities and return to curricular activities to enrich them (Millard, 1930, p. 12). Eventually people,

including educators, began to see the benefits of extracurricular activities, but it took a while to inurethemselves to them. In fact, before 1900, educators were skeptical of participation in extracurricular

activities, believing that school should focus solely on narrowly defined academic outcomes. Non-

academic activities were viewed as being primarily recreational and therefore were detrimental to

academic achievement, and consequently were discouraged (Marsh & Kleitman, 2002, para. 5). Deam

and Bear, early experts on extracurricular activities, said, Extracurricular activities supplement and

extend those contacts and experiences found in the more formal part of the program of the school day

(Millard, 1930, p. 16). It was not until recently that educational practitioners and researchers have taken

a more positive perspective, arguing that extracurricular activities may have positive effects on life skills

and may also benefit academic accomplishments (Marsh & Kleitman, 2002, para. 5). It is obvious that

extracurricular activities have an impact on academic performance and education ever since their

inception. The question is, how are extracurricular activities affecting academic performance today?

Extracurricular Activities and Academic Performance

Numerous studies have been conducted concerning the relationship between extracurricular activities and

academic performance. Total extracurricular activity participation (TEAP), or participation in

extracurricular activities in general, is associated with an improved grade point average, higher

educational aspirations, increased college attendance, and reduced absenteeism (Broh, 2002, para. 8).

Guest and Schneider (2003), in looking at the previous research on this subject said, Researchers have

found positive associations between extracurricular participation and academic achievement (para. 2).

Although researchers agree that extracurricular activities do, in fact, influence academic performance, the

specific effect that various activities produce is debated. One study, conducted by the National Educational

Longitudinal Study, found that participation in some activities improves achievement, while participation

in others diminishes achievement (Broh, 2002, para. 1).

Many extracurricular activities have proven to be beneficial in building and strengthening academic

achievement, even if the activities are not obviously related to academic subjects (Marsh & Kleitman,

2002, para. 9). A number of studies revealed that students participating in extracurricular activities did

better academically than students who did not participate (Marsh & Kleitman, 2002, para. 7).

Researchers have particularly studied the relationship between extracurricular activities and academic

performance in adolescents. One study found that adolescents who participated in extracurricular

activities reported higher grades, more positive attitudes toward school, and higher academic aspirations

(Darling, Caldwell, & Smith, 2005, para. 1). Darling, Caldwell, and Smith (2005) conducted a longitudinal

study concerning extracurricular activities and their effect on various aspects of development, including

academic performance. A survey containing a list of twenty different extracurricular activities was

distributed to students; they were asked to check which extracurricular activities they participated in that

year. Demographic questions, such as their favorite activity, gender, and ethnicity were asked in order to

take the social factors and influences into account when calculating the results. The students were alsoasked what their academic goals were and their grade point average. The results showed that the

students who participated in school-based extracurricular activities had higher grades, higher academic

aspirations, and better academic attitudes than those who were not involved in extracurricular activities at

all (Para. 23-35).

Social Influences of Extracurricular Activities and Academic Performance


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Numerous studies indicate that extracurricular activities do, in fact, promote academic performance in

students. However, are the extracurricular activities themselves, regardless of outside or social influences,

responsible for this impact on academic performance? Guest and Schneider (2003) conducted research on

what influence various social factors had on the relationship between extracurricular activities and

academic performance. They found that most of the studies previously conducted on the relationship

between these two factors had not taken into account the meaning that participation in extracurricular

activities [held] for individual participants within distinct social contexts (Para. 3). They believed thatevery school and community assigned certain values to the various activities, putting more importance on

some over others. The value that is placed on each activity affects the relationship between that specific

activity and academic performance (Guest & Schneider, 2003, para. 4).

Guest and Schneider (2003) concluded that there are three factors which influence this relationship. These

factors are the what, the where, and the when (Para. 7). The what suggests that the type of

participation or activity undertaken influences developmental outcomes (Guest & Schneider, 2003, para.

8). The where suggests that the school and community context in which extracurricular activity takes

place matters (Guest & Schneider, 2003, para. 9). Finally, the when suggests that the developmental

and historical context in which extracurricular participation takes place influences both how it is valued

and its effects on subsequent development (Guest & Schneider, 2003, para. 10). All three of these

factors work together to influence the relationship between participation in extracurricular activities and

academic performance, because each one places a different value both on activities and academics.

Formal Versus Informal Extracurricular Activities

Some researchers have divided extracurricular activities into informal and formal activities. The formal

activities include activities which are relatively structured, such as participating in athletics or learning to

play a musical instrument. Informal activities, on the other hand, also known as leisure activities, include

less structured activities, such as watching television. Some literature on leisure studies has suggested

that formal and informal activity settings have different influences on motivation and feelings of

competence, two factors which influence academic performance (Guest & Schneider, 2003, para. 8). One

study found that more time in leisure activities was related to poorer academic grades, poorer work

habits, and poorer emotional adjustments, while more time in structured groups and less time watching

TV were associated with higher test scores and school grades (Marsh & Kleitman, 2002, para. 15).

Guest and Schneider (2003), in their study, found that the type of participation or activity undertaken

influences developmental outcomes (Para. 8). This involves the what factor and is the concern of this

research project. There have been many studies conducted on the influence that extracurricular activities

have on academic performance. Their effects have differed substantially for different activities. There

were a total of seventy-six statistically significant effects, fifty-eight positive and eighteen negative

(Marsh & Kleitman, 2002, para. 11).

The Relationship Between Athletics and Academic Performance

The impact that athletics has on academic performance has been debated over the yearssome say the

impact is positive, while others say it is negative. Early analysis of the effect of participation in sports on

academic achievement produced inconsistent evidence (Broh, 2002, para. 3). Even today, there isinconsistent evidence, but most research tends to lean toward the idea that participation in athletics does,

in fact, improve academic performance. The result of one particular study indicated that with the

exception of a few subgroups and outcomes, participation in sports is generally unrelated to educational

achievement. Additional information from this study has found that playing sports in high school has no

significant effect on grades or standardized test scores in the general student population (Broh, 2002,

para. 5). Although this particular study produced a negative relationship between sports and academic

performance, many demonstrate a positive relationship. Broh (2002) believes that participation in

interscholastic sports promotes students development and social ties among students, parents, and


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schools, and these benefits explain the positive effect of participation on achievement (Para. 1).

Longitudinal studies on school sports have suggested that such participation raises students grades and

test scores (Broh, 2002, para. 2). Stephens and Schaben performed a study looking at the number of

sports each student played and its affect on academic performance. They noticed that students who

participate in at least one sport each year outperformed those who participated in one or less, in class

rank, overall GPA, and math GPA (Stephens & Schaben, 2002, para. 6). They also noticed that the

students who participated in more sports for many seasons had a higher level of scholarship than the[students] who had competed in only a few seasons or for only one year (Stephens & Schaben, 2002,

para. 7). Some research indicates that physical activity not only improves academic performance, but has

an actual physical benefit for the mind. Shepard (1996) said, Regular physical activity might influence

cognitive development by increasing cerebral blood flow, altering arousal and associate neruohormonal

balance, changing nutritional status, or promoting the growth of interneuronal connections (Para. 12).

Compared to other extracurricular activities, however, athletics does not appear to produce as strong a

positive correlation. Darling et al. (2005) found that students who did not participate in any extracurricular

activities showed the poorest adjustment as far as grades, attitude toward school, and academic

aspirations, while non-sport extracurricular activities showed the most positive adjustment, with sports

related extracurricular activities in the middle (Para. 40). Guest and Schneider (2003) reported similar

results, saying, In all schools, participation in non-sports extracurricular activities has a stronger

association with being seen as a good student than does participation in sports (Para. 36).

The question that some researchers struggled with, however, is whether or not their research explains a

cause-effect relationship. Studies report that it is not necessarily the participation in sports which is

responsible for producing better grades, but it could be that good students are participating in sports.

More recent studies have indicated that there is a large selection bias of higher-achieving, good

students into participation in extracurricular activities, including sports (Broh, 2002, para. 3). Guest and

Schneider (2003) found that in higher-class communities, where a relatively large proportion of students

go to college, non-sports extracurricular activities are likely to be seen as providing a foundation for

further education and professional success (Para. 13).

The Relationship Between Participation in Music and Academic Performance

Studies reflect a strong positive relationship between participation in music and academic performance.

Ponter (1999) suggested that music should be considered as fundamental to the curriculum as

mathematics and reading (Para. 1). Eady (2004) holds a similar view, believing that music can influence

learning in core subjects as well as contribute to the attainment of core goals in learning (Para. 1). This

gives the impression that music plays an important role in academic performance. One study, which

evaluated the effects that musical performance has on childrens academic performance and thinking

abilities, showed that instrumental music training uniquely enhances the higher brain functions required

for mathematics, science, and engineering (Ponter, 1999, para. 23). Milley conducted a case study on

students involved in band and orchestra. He found that concert band and orchestra members scored

significantly higher than non-music students on SRA (Science Research Associates) language, math, and

composite score; that their GPAs were significantly higher than non-music students; and that they had

significantly fewer days absent. This case study concluded that music students reach higher academic

achievement levels in academic studies than non-music students (Kelstrom, 1998, para. 26).

Music continues to impact academic performance throughout a students educational career. Studies have

been conducted on this relationship in students as young as preschool through college-aged students. In

all age groups studied, music was proven to have a good impact on academic performance. The College

Entrance Examination Board reported that high school students who had had some experience with music

performance or music appreciation scored higher on the Scholastic Aptitude Test (SAT). The students who

had a background in music scored between 51 to 61 points higher on the verbal section and 39 to 46

points higher on the math section than the students with no music background (Ponter, 1999, para. 25).


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The College Board, who is responsible for administering the Scholastic Aptitude Test conducted studies,

which indicated that music/art students consistently scored significantly higher on both the math and

verbal sections of the SAT (Kelstrom, 1998, para. 1).

Confirming the belief that the relationship between music and academic performance is positive,

researchers have found that music instruction actually enhances student achievement in areas outside

music (Kelstrom, 1998, para. 12). It is believed that music develops critical thinking skills and improvesskills in reading, writing, and math. Music develops and improves spatial intelligence, which transfers to

high-level math and science. It develops perceptual skills necessary in many academic areas (Kelstrom,

1998, para. 31-32). According to this study, music has a strong influence, because it produces and

develops skills needed for many academic processes.

The Relationship Between Television Viewing and Academic Performance

Television is usually not considered an extracurricular activity, per se, but for the sake of this study, it is

classified as one. Other studies consider it more of a leisure activity than an extracurricular activity. Most

studies favor more structured extracurricular activities than watching television for enhanced academic

performance. Marsh & Kleitman (2002) reported that more time in extracurricular activities and

structured groups and less time watching TV [are] associated with higher test scores and school grades

(Para. 15).

Most of the literature reviewed reported a negative relationship between television viewing and academic

performance. Bar-on (1999) reported that over 4,000 studies have been published on measuring the

effect of television on children. The results suggest a correlation between high rates of television viewing

and aggressive and violent behavior, [and] lower academic performance (Para. 2). An article

in Education found that some studies have found no significant relationship between television viewing

and academic performance, and a few studies have found a large and significant relationship, although

most have discovered a small, yet significant relationship (Thompson & Austin, 2003, p. 195).

Shin, in researching television and its effects on academic performance, developed three hypotheses, or

reasons, for its negative impact. The first, the time-displacement hypothesis, suggests that watching

television displaces or takes time away from intellectually demanding activities such as doing homeworkand studying, which has a negative effect on grades and academic performance (Shin, 2004, para. 4).

Why this theory does not apply to the other extracurricular activities that seem to improve academic

performance, despite the fact that they take time away from schoolwork and studying is addressed by

Shins second hypothesis. It is called the mental-effort hypothesis, and suggests that watching

television leads to mental laziness. Shin found some evidence that implies that watching television

requires less mental effort than reading, meaning the brain and intellect are not being triggered and

exercised while watching television as it is during other activities (Shin, 2004, para. 5). Shin concluded

that spending time watching television inhibits the viewers intellectual processing or leads to specific

behaviors that may hinder childrens academic achievement (Shin, 2004, para. 2). The final hypothesis is

called the attention hypothesis or the arousal hypothesis. This hypothesis proposes that television

viewing encourages impulsive behaviors and may eventually decrease academic achievement, because

television uses frequent movements and cuts that may discourage sustained activities. Childrens

television programs are fast-moving and the scenes are constantly changing, fostering short attentionspans. This hypothesis also suggest that watching television leads to superficial intellectual processing,

resulting in a difficulty for children to sustain attention in the classroom (Shin, 2004, para. 6). Although

television viewing does require the viewer to absorb information, it usually does not require much brain-

processingtypically, no imagination or reasoning skills are developed or utilized, as they are in reading.

In summary, Shin concluded that television viewing [is] assumed to hinder academic achievement

through: decreasing the amount of homework and studying, decreasing the amount of leisure reading,

and increasing impulsive behaviors (Shin, 2004, para. 8).


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Varying amounts of television viewing have different effects on academic performance. Researchers have

stated that a negative relationship does not begin to manifest itself until a child exceeds a 10 or more

hour per week threshold, with the strongest negative relationship observed for 30 or more hours of

viewing (Thompson & Austin, 2003, p. 195). One study actually showed that television viewing has a

positive impact up to a certain amount, and a negative impact after a point of saturation (Thompson &

Austin, 2003, p. 195).

Although the amount of time a student watches television each week has an impact, so does the quality

and type of programming he or she is reviewing. If students watch highly informational programs, such as

news programs and documentaries, they have a greater opportunity to increase in knowledge and learn.

Alternatively, if they watch mostly low informational programs, such as fast-action shows, cartoons, or

music videos, an opportunity for a detrimental academic impact is increased (Thompson & Austin, 2003,

p. 197).

Most research found a negative relationship between television viewing and academic performance;

however, there are some instances where television may actually have a positive effect. These instances

are few and far between; the most common theory is that there is a negative relationship between the

two.

The Relationship Between Volunteer Work and Academic Performance

A dearth of literature on the relationship between volunteering and academic achievement exists;

nevertheless, it is becoming more popular in academic settings as a way of improving academics, as well

as society. Many schools now require their students to complete a mandatory number of hours of

volunteer work per year or semester. Schools have implemented service learning, which incorporates

community service and volunteer work into the curriculum, because it has been proven to have a positive

effect on academic performance (Hinck & Brandell, 1999).

Service learning can and does have a positive impact on the psychological, social, and intellectual

development of adolescents who participate (Hinck & Brandell, 1999, para. 11). Usually the services

performed are related, in some way, to some academic subject, but most forms of volunteer work and

community service can be tied to academics in one way or another. As a result, more and more studiesare finding that increased academic growth is the result when service is combined with intellectual

content (Hinck & Brandell, 1999, para. 17). One study, conducted on over 2,000 students enrolled in

kindergarten through twelfth grade, found that student performance improved as a result of service

learning (Hinck & Brandell, 1999, para. 17). The Texas Council of Chief State School Officers reported that

involvement in service learning affects students higher level thinking skills, motivation to learn,

application of learning, insight, and basic academic skills (Hinck & Brandell, 1999, para. 18). One study

performed to determine the relationship between academic performance and community partnerships

found that regardless of students background and prior achievement, volunteering activities positively

influenced student grades, course credits completed, attendance, behavior, and school preparedness

(Simon, 2001, para. 1). All of the literature concerning the relationship between academic performance

and volunteering presented a positive relationship.

METHOD

The purpose of this study is to determine whether or not the activities that junior high school students

choose have an effect on their academic performance (Brown, Cozby, Kee, & Worden, 1999, p. 106).

Generating from the General Purpose stated above, the following research questions were selected:

1. Is the academic performance of junior high school students influenced by their choice of extracurricular

activities?


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2. What effects do specific activities have on academic performance?

These research questions provided the focus of the study.

Method of Data Collection

The survey instrument used in this study was designed to determine whether or not the activities that

junior high school students choose have an effect on their academic performance and was based on a four

point Likert-scale, with 1 meaning, I agree; 2 meaning, I agree somewhat; 3 meaning, I disagree

somewhat; and 4 meaning, I disagree. A personal data sheet requested demographic data in addition

to the responses to the five survey questions. The survey instruments were distributed to the junior high

students enrolled at Walnut Creek Christian Academy, Walnut Creek, CA, in April 2005. The students

returned the completed surveys to the school office throughout the week after distribution.

Statistical Procedures

STATPAK was employed to examine the data; the desired scale of measurement was interval. An interval

scale is one in which the differences between the numbers of an interval scale are equal in size (Brown,

Cozby, Kee, & Worden, 1999, p. 57). A total of 98 survey instruments were distributed to the parents ofstudents enrolled in junior high at Walnut Creek Christian Academy. After reading the cover letter located

in appendix B, which explains the survey, they had the option of allowing their child to participate. Those

parents and students who chose to participate returned their completed surveys to the school office

between April 5 and 8, 2005. The survey instruments were completed and returned on a voluntary and

anonymous basis. The One-dimensional Chi-square test was used to test the data because the data

consisted of frequenciesthe number of subjects who fall into each of several categories (Brown, Cozby,

Kee, & Worden, 1999, p. 340). A .01 level of significance was used to test the results of the study. Data

retrieved from the demographic portion of the survey instrument was reported in percentages, charts, and

figures.

RESULTS

The subjects sampled for this study were the junior high students attending Walnut Creek Christian

Academy, spring semester. 98 copies of the survey instrument were distributed; 52 were returned and 52

were used in this study. The data collected from the 52 subjects will be discussed in subsequent sections,

commencing with the reporting of the demographic findings. The survey indicated that 35% of the

students were in 6th grade; 35% were in 7th grade, while 31% were in 8th grade. Table 1 summarizes

the survey responses.

Table 1

Summary of Responses to Survey Questions

SURVEY

QUESTION

SCALE NUMBER TOTAL

RESPONSES

COMPUTED

CHI-SQUARE

VALUE

TABLED

CHI-SQUARE

VALUE1 2 3 4 No Response

1 11 20 11 9 1 52 17.6154 13.277

2 8 12 14 16 2 52 11.8462 13.277


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3 8 24 12 8 0 52 13.2308 11.345

4 3 12 9 28 0 52 26.3077 11.345

5 8 18 12 13 1 52 15.5 13.277

Research Question One

Is the academic performance of junior high school students influenced by their choice of extracurricular

activities? Question 1 of the survey instrument located in Appendix C addressed this research question.

Because the Chi-square value for question 1 is greater than the tabled Chi-square value at the .01 level of

significance, it can be suggested that participation in extracurricular activities improves academic

performance.

This finding aligns with Guest (2003), who reported, Researchers have found positive associations

between extracurricular participation and academic achievement (Para. 2). Marsh and Kleitman (2002)

support this finding, claiming that many extracurricular activities have proven to be beneficial in building

and strengthening academic achievement, even if the activities are not obviously related to academic

subjects (Para. 9). The findings are further supported by Darling et al. (2005), whose study showed that

students who participated in school-based extracurricular activities had higher grades, higher academic

aspirations, and better academic attitudes than those who were not involved in extracurricular activities at

all (Para. 23-35). Research conducted by Broh (2002) neither completely contradicts, nor completely

supports these findings. He reported that participation in some activities improves [academic]

achievement, while participation in others diminishes [academic] achievement (Para. 1).

Research Question Two

What effects do specific activities have on academic performance? Questions 2, 3, 4, and 5 of the surveyinstrument located in Appendix C addressed this Research Question.

The results of the analysis revealed that the calculated values for questions 3, 4, and 5 were at the .01

significance level, and suggest that students feel that participation in sports, watching television, and

participation in community service each improve academic achievement. The results of the analysis for

question 2 revealed that the calculated value was not at the .01 significance level and suggest that

participation in musical performance does not improve academic performance.

The finding from question 2 deviates from Kelstroms (1998) research, which revealed that music

students reach higher academic achievement levels in academic studies that non-music students (Para.

26). Research conducted by the College Board also contradicts this finding, reporting that music/art

students consistently scored significantly higher on both the math and verbal sections of the SAT

(Kelstrom, 1998, para. 1). The finding from question 3 agrees with Stephens and Schaben (2002), whofound that students who participated in at least one sport each year outperformed those who participated

in one or less, in class rank, overall GPA, and math GPA (Para. 6). A portion of Brohs (2002) research

aligns with this finding, reporting that participation in interscholastic sports raises students grades and

test scores (Para. 2). However, some of Brohs (2002) other research deviates from this finding,

indicating that with the exception of a few subgroups and outcomes, participation in sports is generally

unrelated to educational achievement and that playing sports in high school has no significant effect on

grades or standardized test scores in the general student population (Para. 5). The finding from question

4 deviates from Marsh and Kleitman (2002), who found that more time in extracurricular activities and


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structured groups and less time watching TV [are] associated with higher test scores and school grades

(Para. 15). Bar-on (1999) contradicts this finding, showing that there is a correlation between high rates

of television viewing and aggressive and violent behavior, [and] lower academic performance (Para. 2).

Thompson and Austin (2003) neither entirely support nor entirely reject this finding, saying some studies

have found no significant relationship between television viewing and academic performance, and a few

studies have found a large and significant relationship, while most have discovered a small, yet significant

relationship. They claim that television viewing has a positive impact up to a certain amount, and anegative impact after a point of saturation (p. 195). The finding from question 5 agrees with Hinck and

Brandell (1999), who stated that service learning has proven to have a positive effect on academic

performance (Para. 4). Simons (2001) research also correlates with this finding, reporting that

volunteering activities positively influenced student grades, course credits completed, attendance,

behavior, and school preparedness (Para. 1).

Findings

The results of the One-dimensional Chi-square test suggest that participation in extracurricular activities

improves academic performance; participation in musical performance does not improve academic

performance; athletic participation improves academic performance; watching television improves

academic performance; and participation in community service improves academic performance among

the junior high students attending Walnut Creek Christian Academy.

DISCUSSION

Within the stated purpose and findings of this study, the following conclusions appear warranted:

1. Participation in extracurricular activities has a positive effect on academic performance among the

sampled junior high students at Walnut Creek Christian Academy.

2. Participation in athletics, television viewing, and community service improve academic performance,

while participation in musical performance does not improve academic performance among the sampled

junior high students attending Walnut Creek Christian Academy.

Generally, students who participate in extracurricular activities benefit academically. Students, school

administrators and teachers, and parents all need to be aware of the effects that participation in

extracurricular activities has on the academic performance of students. Furthermore, they also need to be

aware of the specific extracurricular activities available to them and the effects that each specific activity

has on academic performance. Not every child will benefit from or be impaired in the same manner that

studies revealed concerning extracurricular activities. Each student performs at his or her own level of

ability and one cannot expect excessive amounts of academic abilities from a child solely because he or

she is actively involved in several extracurricular activities.

Parents need to be cautious that they do not force their children into participating in activities for the sole

purpose of increasing their academic performance. Children have likes, dislikes, and interests. There are

some extracurricular activities that they will enjoy and others that will not fit their taste and personality.

Parents need to determine where their students interests and abilities lie and allow them to participate in

those, if they choose.

Conversely, parents should not forbid their children from participating in any extracurricular activities.

Participating in such activities has the potential of benefiting the child in more than simply an academic

senseit also aids them in developing social skills, life skills, and talents.

Extracurricular activities serve a large purpose in the academic, social, physical, and cognitive

development of children, and every child should have the opportunity to participate in at least one activity


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that suits his or her personality and interests. These activities, however, should be directed toward

improving their development and should involve some mental and/or physical ability. Watching television

is not necessarily a beneficial activity and should be limited. Parents need to give their children some

freedom in determining which activities to participate in, but still need to monitor how their children spend

their time. Parents have a large role in the academic development of their children, and one way of

fostering strong academic performance is by encouraging their young children to become involved in some

of the activities which promote academic performance. This could influence their activity choices later onin life and may set the foundation for a life of academic success and progress.

Limitations of the Study

Several limitations to this study existed. The sample population consisted only of junior high school

students enrolled at Walnut Creek Christian Academy during the 2004-2005 school year. Because all

students surveyed were from the same private school and geographic location, the variety of responses

was probably biased. In addition, the quality of the activities each student recorded on their survey is not

known. Although the findings for this study pertain mainly to the students of Walnut Creek Christian

Academy, a general trend may be observed and conclusions drawn.

Recommendations for Further Study

This study provides some information regarding the issue of extracurricular activities and whether they

benefit or hinder the academic performance of students who participate. Additional questions pertaining to

whether or not extracurricular activities benefit or hinder the academic performance of students who

participate warrant further investigation; thus the following recommendations for further research and

study are offered:

1. This study should be replicated, using a different population to determine whether extracurricular

activities benefit or hinder the academic performance of students who participate.

2. A study should be conducted to determine the effects of parental support in extracurricular activities on

academic achievement.

3. The effects of different extracurricular activities than were researched in this study should be evaluated.

4. The views of extracurricular activities of various countries and their levels of academic performance

should be compared to those of the United States.

5. The effects of interscholastic extracurricular activities on academic performance should be compared to

the effects of extracurricular activities outside of school.

6. Research concerning the effects of extracurricular activities on different aged children could be

conducted.

7. Research determining which academic subject areas are most influenced by extracurricular activitiescan be done.

REFERENCES

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89-105.

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academic achievement [Electronic version]. National Association of Secondary School Principals Bulletin,

82, 34-33.

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APPENDIX A


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APPENDIX B


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APPENDIX C

Survey Instrument

Please circle the most accurate response to each statement. Extra curricular activities includes any

activity in which you participate that are not related to your academics. Examples of extracurricular

activities are sports, music performance, watching television, volunteering, church activities and ministry,

etc.

1. I am currently in 6th 7th 8th grade.

2. I usually spend 0-5 6-10 11-15 16-20 21+ hours each week watching television.

3. My favorite type of television program is

Sitcom Drama Cartoon Reality Show Educational Other

4. On average, I spend 0-5 6-10 11-15 16-20 21+ hours per week on extracurricular

activities, excluding television.

5. My overall average on my last report card was

0-59% 60-69% 70-79% 80-89% 90-100% Dont Remember

The following questions are based on the Likert-scale. Please circle the number that best matches your

opinion do not mark between numbers. The responses are based on a 4-point scale, with one being

agree and four being disagree.

1 = I agree with the statement

2 = I agree somewhat with the statement

3 = I disagree somewhat with the statement


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4 = I disagree with the statement

1. My grades improve when I am involved in extracurricular activities.

1 2 3 4

I agree I disagree

2. When I participate in musical performance (play a musical instrument) my grades improve.

1 2 3 4

I agree I disagree

3. When I participate in sports my grades improve.

1 2 3 4

I agree I disagree

4. When I watch television my grades improve.

1 2 3 4

I agree I disagree

5. When I participate in community service my grades improve.

1 2 3 4

I agree I disagree

Thank you so much for your time!!

Documents

The Effects of Extracurricular Activities on the Academic