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UNIVERSITY OF FINDLAY What affect do extracurricular activities have on academic performance Jaryd Brown

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Page 1: What affect do extracurricular activities have on academic ... Web viewWhat affect do extracurricular activities have on academic performance. ... sex, grade level, first ... What

University of Findlay

What affect do extracurricular activities have on academic performance

Jaryd Brown

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 2

Review of the Literature

Each of the articles selected provided a more in-depth understanding of the complexity of

the impact of extra-curricular activity participation (EAP) on youth development and

success. The articles addressed the EAP influence on academic performance but the

direct causation was not as clear as I anticipated. In the article (3), Learning

environment, learning process, academic outcomes and career success of university

graduates by Lyanda Vermeulen and Henk G. Schmidt, Figure 2. Schematic

representation of the final model about relationships between the academic learning

environment and later workplace performance provided clarity. (can you insert the

diagram?) The EAP involvement provides the youth with opportunities to learn and hone

effective communication skills with peers and adults in a variety of settings. These skills,

although not formally taught, are powerfully influential in the development of a child’s

self-image, thus if they are positive experiences, the child will see themselves a valuable

and increase self-image. When those experiences are paired within the school setting, it

is natural to have a positive connection to the academic experience. In article, (Article 2

quote page 441, paragraph 2), it is inferred that “students with lower grades and

educational expectations are less attached to school, and so are less likely to participate in

activities sponsored by the school.” This would support early involvement with EAP’s in

order to give students positive experiences in the school setting, leading to a feeling of

“connection” or attachment to school. As I suggested in my introduction, LOCATION,

LOCATION, LOCATION, selecting a quality school, with a balanced approach to

educating the total child, will provide peers, parents and a community that values

education. This “culture” is critical as it instills in the child the characteristics, values

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 3

and morals that hold academic prowess in high regard. This thought is further supported

in the research by Broh (2002), which was cited in Article2 p 420 last paragraph. His

research gives “three specific examples of the influence of multiple roles all assume that

participation in extracurricular activities leads to increased academic outcomes.” The

three specific examples of influence of multiple roles are the developmental model,

leading-crowd hypothesis and social capital model. As I compare the aforementioned

components of the multiple role theory to the human capital theory, both clearly note the

impact of EAP’s on a student’s academic success as well as future success. (Article 3, 2

paragraph) The human capital theory is defined as the skills and knowledge embodied in

an individual through investment in education, which subsequently impacts on

employment and earnings. Later in the article the distinction of the six variables included

into the model were studied. “It is expected that the learning environment stimulates

student motivation, which encourages students to get involved in extra-curricular

activities. Involvement in extra-curricular activities is expected to enhance students’

learning outcomes in terms of the acquisition of knowledge and their mastery-level of job

competencies.” Again, the articles I have cited support that idea that EAP does provide

the student with the experiences that create an investment in their education. As students

participate in EAP’s, which are school-based, as a means to meet their need of inclusion,

they are attending class. Their academic gains are rewarded and reinforced as they

continue to participate in extra-curricular activities.

As I created my research question, I was simplistic in my thoughts, based on my

experiences; I knew that my participation in sports made my dedication to academics a

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 4

necessity. It is now that I realize that my parents, (both educators), carefully selected the

town where they would raise our family. The small knit community emulated values and

beliefs that were supportive of developing our family into lifelong learners.

Article #5: Relationship Between Admission Data and Pharmacy Student Involvement in

Extracurricular Activities

The purpose of this study is to assess pharmacy student involvement in leadership and

service roles and to evaluate the association between admissions data and student

involvement.

The research question was, can student admissions data be used as a predictor of

student involvement in leadership and service roles (extra-curricular activities)?

The data was Quantitative. There are several variables pulled from the admission data

that included: Campus of orgin, Prior degree, application score, interview score total

score, GPA at interview time, Non-pharmacy work experience, Non-academic pharmacy

work experience, type of pharmacy, number of pharmacy organizations memberships,

number of pharmacy organization leadership roles, number of non-pharmacy

university/college organizations members, number of non-pharmacy university/college

organizations leadership roles, number of community service/volunteerism activities,

extent of involvement in extracurricular activities. There were 514 participants who were

students in the PharmD program at Purdue University. The data collected represents the

students response to the survey which focused on each of the above variables which were

created to measure the students involvement in leadership/service roles and compare it to

their static admissions data. A 56-item survey instrument was developed, pilot tested

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 5

prior to admission. Students response to a survey instrument consisting of 3 sections:

involvement in leadership, service roles and work experiences; perceptions of the

contribution of extracurricular activity to personal skill develop (eg, oral communication,

problem solving); and perceptions of the importance of involvement (eg, responsibility

influence).

One finding suggests, “Involvement in extracurricular activities may have provided

students with additional opportunities to further improve skills necessary for future

employment and assist in the development of a lifelong commitment to the pharmacy

profession.” “This study also found that students with higher admissions application and

interview scores were more likely to be involved in organizations and hold leadership

roles.” (Kiersma, 2011)

The implications of this study demonstrate a need to further develop parameters that

would address the possible irregularities in reporting. For example, the students’

definition of leadership varied, committee chair, president, and secretary could all be

considered leadership to some but not all. “This study found that students with higher

admissions application and interview scores where more likely to be involved in

organizations and hold leadership roles, while students with high admissions grade point

averages were less likely to be involved in organizations and leadership roles.” (Kiersma,

2011) This study supports my research question as it clearly addresses the importance of

EAP in developing the social skills necessary to be successful in the academic arena and

job market.

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 6

Article 4

Predictors of Adolescent Participation in Organized activities: A Five Year

Longitudinal Study

The purpose of the study is to identify which factors are associated with organized

activity participation at one point in time and which factors keep youths involved over

time become crucial. The research question is, what factors keep youth involved in extra-

curricular activities for a long period of time?

This was a Quantitative study.The variables of the study were total number of hours

spent on an activity, intensity was qualifying factor to determine if the participant

qualified to participate. Prior participation, academic achievement, depressive

symptoms, problem behaviors, best friends’ participation, family income and parent

variables are all variables.

The participants of this study were the youth, in the sixth grade, were recruited from

eight elementary schools, from four distinct districts representing different

socioeconomic backgrounds. Two hundred and seventy-two parents completed and

returned the questionnaire. The data collected targeted the following dimensions:

frequency of participation, number of hours of participation, number of moths of

participation during the school year, presences of an adult activity leader, and presence of

rules.The process the used to collect the data was trained research assistants administered

data collection. The youth were surveyed in the classrooms, individually and in small

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 7

groups. The parent data, research assistants called the parents asking them to complete a

survey that would be sent home with their children.

The findings were descriptive data revealed that youths participated more intensively

in sports than in performance and fine arts and youth clubs. The results revealed that the

hours spent in sports, performance and fine arts, and youth clubs were rather stable over

time. Moreover, individual, friend, and family factors all contributed to explain youth

activity participation, mostly with respect to sports activities. The implications of the

study suggest that (p 308) “school administrations and community-based organizations

seeking to involve youths in positive activities after school should target individual,

friend, and especially family characteristics in the adolescents’ environment.” ( p. 308)

This study does not directly relate to MY research question in as much as not

commenting on the tie to EAP’s and academics. With the exception of the reference (p

287) “Studies have shown that youths’ participation in organized activities is associated

with lower rates of school dropout (Mahoney & Cairns, 1997; McNeal, 1995), better

educational performance and aspirations (Eccles & Barber, 1999; Mahoney, Cairns, &

Farmer, 2003), and higher educational attainment (Barber, Eccles, & Stone, 2001:

Mahoney e al., 2003 Zaff, Moore, Papillo, & Williams, 2003……

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 8

Article: The effect of extracurricular activity participation on the academic performance

of male and female high school students

The purpose of the study was to determine the effect of extracurricular activity

participation on the academic performance of male and female high school students.

The primary research question was: Does EAP enhance the academic performance of

high school students?

This was a quantitative study, measuring the GPA and attendance of participants

in season and out of season. The quantitative variables used are a comparison of in-

season versus out-of-season academic performance and attendance with a required one

grading period be absent of EAP. The researchers compared their GPA and attendance in

season and the following out of season.

The participants in the study are as that follows:

123 high school students from five rural, western New York schools.64 of the

students were girls and 59 were boys

17 freshmen, 34 sophomores, 28 juniors and 44 seniors

The racial demographics of this areas translate into an average enrollment

consisting of : 93.8% white 1.2% black, 0.4% Hispanic, and 4.8% “other”

The data collected was the participants GPA and attendance during season (QUARTER

1) compared to quarter 2 when they were NOT in an EAP. GPA’s were recorded as

numerical values (100 –point scale). School counselors from the 5 schools were data

collection coordinators. They were given a data sheet with the following spaces for the

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 9

following information: participant identification number, sex, grade level, first quarter

GPA, second quarter GPA, and absence totals for each of the first two quarters. The

written instructions given to the counselors were as follows: (a) using the rosters of both

female and male soccer programs, (b) delete players who were involved in a major

activity during the second quarter of the year, (c) assign a number to each player and

identify players only by using that number on the data sheet, and (d) record data. Submit

the data sheets, void of names, to the investigators.

The results of the study support the hypothesis that EAP in athletics for high school

students does not endanger, and may enhance, academic performance.

In-season Out-of-season

Measure Means Standard

Deviations

Means Standard

Deviations

GPA 86.3 6.7 85.7 7.8 1.87 [*]

Student

Absences

1.4 2.1 1.6 2.0 -1.25

Note. N= 123. GPA = GRADE POINT AVERAGE

* p<.05,

one-tailed

The discussion focuses on the documented positive effects of EAP on academic success

and attendance. It is also noted “in contrast, it has been our experience that parents and

school personnel tend to blame and restrict EAP in athletics when students’ grades fall.

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 10

Peer tutoring and study-skills straining may be a more fitting responses to academic

difficulties.” (page 4)

The implications of this study are Page 4….”The literature review and results of

this study indicate that EAP does play a supportive role in an educational system.

Therefore, promotion of EAP seems an appropriate, efficient, and effective way to

complete the mission of a comprehensive, developmental school counseling program

—“maximum development of individual potentialities” (Myrick, 1987, p.3).”

This study relates to my research question as it demonstrates the positive impact

of EAP’s, which in this study was the sport of soccer, on the students GPA and

attendance. It also identifies additional specific academic supportive factors to give to

student-athletes during season, i.e., monitoring of grades and attendance that non-athletes

do not receive. Thus, the addition support due to their participation in EAP’s does

increase the likelihood of improved academic achievement.

Article: The effect of extracurricular activity participation on the academic performance

of male and female high school students

The purpose of the study was to determine the effect of extracurricular activity

participation on the academic performance of male and female high school students.

The primary research question was: Does EAP enhance the academic performance of

high school students?

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 11

This was a quantitative study, measuring the GPA and attendance of participants

in season and out of season. The quantitative variables used are a comparison of in-

season versus out-of-season academic performance and attendance with a required one

grading period be absent of EAP. The researchers compared their GPA and attendance in

season and the following out of season.

The participants in the study are as that follows:

123 high school students from five rural, western New York schools.64 of the

students were girls and 59 were boys

17 freshmen, 34 sophomores, 28 juniors and 44 seniors

The racial demographics of this areas translate into an average enrollment

consisting of : 93.8% white 1.2% black, 0.4% Hispanic, and 4.8% “other”

The data collected was the participants GPA and attendance during season (QUARTER

1) compared to quarter 2 when they were NOT in an EAP. GPA’s were recorded as

numerical values (100 –point scale). School counselors from the 5 schools were data

collection coordinators. They were given a data sheet with the following spaces for the

following information: participant identification number, sex, grade level, first quarter

GPA, second quarter GPA, and absence totals for each of the first two quarters. The

written instructions given to the counselors were as follows: (a) using the rosters of both

female and male soccer programs, (b) delete players who were involved in a major

activity during the second quarter of the year, (c) assign a number to each player and

identify players only by using that number on the data sheet, and (d) record data. Submit

the data sheets, void of names, to the investigators.

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 12

The results of the study support the hypothesis that EAP in athletics for high school

students does not endanger, and may enhance, academic performance.

In-season Out-of-season

Measure Means Standard

Deviations

Means Standard

Deviations

GPA 86.3 6.7 85.7 7.8 1.87 [*]

Student

Absences

1.4 2.1 1.6 2.0 -1.25

Note. N= 123. GPA = GRADE POINT AVERAGE

* p<.05,

one-tailed

The discussion focuses on the documented positive effects of EAP on academic success

and attendance. It is also noted “in contrast, it has been our experience that parents and

school personnel tend to blame and restrict EAP in athletics when students’ grades fall.

Peer tutoring and study-skills straining may be a more fitting responses to academic

difficulties.” (page 4)

The implications of this study are Page 4….”The literature review and results of

this study indicate that EAP does play a supportive role in an educational system.

Therefore, promotion of EAP seems an appropriate, efficient, and effective way to

complete the mission of a comprehensive, developmental school counseling program

—“maximum development of individual potentialities” (Myrick, 1987).”

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 13

This study relates to my research question as it demonstrates the positive impact

of EAP’s, which in this study was the sport of soccer, on the students GPA and

attendance. It also identifies additional specific academic supportive factors to give to

student-athletes during season, i.e., monitoring of grades and attendance that non-athletes

do not receive. Thus, the addition support due to their participation in EAP’s does

increase the likelihood of improved academic achievement.

Article: #2

The effect of Extracurricular activities in the Educational process: influence on

academic outcomes?

The purpose of the study is to find out the effect extracurricular activities have on

academics. “Most previous research has tested only whether extra-curricular activities

positively influence academic outcomes, merely hinting at the possibility that the

other casual direction might also—or instead—be true.” P 419 last sentence

This research will test different aspects of a multiple role explanation of the relationship

between participation in eAP and academic outcomes by exploring whether participation

affects outcomes or whether the outcomes measured at earlier time points affects

participation. Both possible relationships support multiple role theory, but with different

practical and theoretical implications.

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 14

The data used in this study was Quantitative. The variables that were used were Grades &

Educational expectations. (page 422.) The participants were selected from the High

School and Beyond (HSB) data set (National Center for Educational Statistics 1986.)

The original sampling included over 30,000 students in 1,015 public and private high

schools. Of those who were included in the present study were those students who

attended the same school in the base year and first follow-up sample and were also

included in the second and third follow-up samples. The resulting data set (N=13,152,

with an 89% response rate). The data collected was grades and attendance. The

participants were surveyed as part of the HSB/NELS program of the NCES.

Page 442. This research found that the reverse causal ordering (academic outcomes on

activity participation) yielded a much larger number of statistically significant effects in

the models, indicating that both the effects of participation in EAP on academic outcomes

and the effects of academic outcomes on EAP must be recognized. Rather than students’

multiple roles leading to higher levels of academic outcomes, this research indicates that

the level of academic outcomes leads to students engaging in multiple roles. In layman

terms, smart kids participated in EAP’s and EAP’s did not necessarily impact the students

GPA’s. P 441 Second paragraph 3rd line “Yet, in this model and with these data the

effect was strong and consistent across each outcome and most types of EAP. This

relationship may be due to the requirement many schools have that a certain level of

academic performance must be maintained in order to participate in extracurricular

activities.”

(p 420 last paragraph)

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 15

The implications of this study support the influence of multiple role theory as explained

by Broh (2002). The three examples: developmental model, leading-crowd hypothesis

and the social capital model all assume that participation in EAP leads to increased

academic outcomes. Although this is a simplistic comment on extremely complex

research, it is clear that there are more variables to tie EAP’s with academic achievement.

But the study results suggest that (1) participation in extracurricular activities does NOT

improve grades or educational expectations, and (2) getting better grades may lead to

students participating in more extracurricular activities. ( p 417 last sentence in italics).

I believe that this study relates to my research question as it demonstrates that,

although a direct causation is not confirmed, the influence of the multiple role theory

assume that participation in EAP leads to increased academic outcomes.

Specifically the three examples cited, ((p 420)) Can you quote the entire paragraph?

Article 3

Learning environment, learning process, academic outcomes and career success of

university graduates

The objective of this study was to develop a model explaining how learning

environment, learning process, learning outcomes and career success are related, both

directly and indirectly. The research questions of this particular study are found on P 431.

They are :What is the predictive value of the quality of university teaching for career

success?

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 16

What role does education play in order to provide students with opportunities for the

labor market?

This study uses Quantitative data. The following variables were included into the

model: quality of the academic learning environment, student motivation, student

involvement in extra-curricular activities, learning outcomes in terms of knowledge

acquired, job competencies, and career success. Participants were 3,324 graduates from a

Dutch university: 64% men and 36 women, 31% graduated in the 1980s, 45% graduated

in the 1990’s, and 24% had graduated since 2000.

Survey questions were created to gain relevant data on the following areas:

Academic learning environment, student motivation, involvement in extra-curricular

activities, students’ learning outcomes, job competencies and career success. A survey

was conducted on graduates from a Dutch university. A questionnaire was sent to all

graduates from full-time programs at the university (nearly 18,000). The alumni, who

had graduated from 1 to 23 years prior to the date of the study, were provided a written

survey, postage paid return envelope and an monetary incentive for the first 250

respondents. After a screening process, there were 3,323 usable responses.

The results of the study found “predictive relationships between students’

experiences during their time at university their acquisition of knowledge, mastery-level

of competencies and their career success.”

The implications of the study:

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WHAT AFFECT DO EXTRACURRICULAR ACTIVITIES HAVE ON ACADEMICS? 17

1. The initiating role played by the quality of the academic learning

environment to students; learning outcomes and later career success.

2. The value of students’ involvement in extra-curricular activities for later

career success.

3. The effects of students’ learning outcomes on career success.

Referring to the aforementioned outcome #2, “involvement in extra-curricular

activities significantly increases students’ acquisition of knowledge (0.05) and the

mastery level of graduates’ job competencies (0.10).” quote p 442 last paragraph. The

“people” skills gained via the “network-effect of extra-curricular activities” (p 442)

transfer into the business world in the form of personal networking for finding well

paying careers. Those skills prior to graduation assist in working productively with peers

and professors in the classroom. This study relates to my research question by taking it

to the next level.