Extracurricular Activities and Scholastic Success - Article Example

Extracurricular Activities and Scholastic Success Chapter 1 Introduction Throughout the early portion of the 21st century media coverage on education has primarily focused on the implementation of NCLB and the increasingly important standardized test scores. However, as schools refocus their efforts to emphasize the core areas of reading, math, and science, creativity, teamwork, and critical thinking are being squeezed out to the model for success. Extracurricular activities or ‘out of school time’ compliments the traditional academic day by creating a platform of social networking when not in school. Furthermore; via the multitude of options, such as athletics, Science Olympiad, Debate, Drama Club, and numerous others, it fosters peer acceptance, adolescent development, team building, and positive self-esteem. Many criticize our educational system claiming the extracurricular activities have trumped our focus on academics, whereas, others feel the two systems are not at odds with each other, rather, they collaborate as two parts to a holistic education worthy of the 21st century. Schools in the most basic form are essentially a large collection of by and large adolescents of all color and creed who crave peer group interaction. This interaction can take place within cooperative educational tasks, club style educational enrichment programs, as well as non-educational tasks such as athletics. Schools can assist or inhibit, allow or disallow the participation in such activities which play a vital role in adolescent development. It is this relationship between extracurricular activities and academic development, or success, which this paper will focus. An extensive effort was used to locate and assess articles that were both substantial and reviewed. The literature was computer searched according to topic-relevant descriptors. The extracurricular activities discussed throughout this inquiry with include both athletic and non-athletic activities that take place out of school time. The activities will not be age bias; however, the data collected internally and externally will encompass mostly secondary level students. The respondents shall be chosen through simple random sampling. Chapter 2 Review of Literature The bulk of the literature studied for my inquiry has revealed researchers who are skewed by their own subjective feelings as well as researchers who make powerful statements only to have subsequent researchers disprove their theories. For example, in one well-known work on the role of extracurricular activities in schools, Coleman (1961) argued that the adolescent society and its emphasis on extracurricular activities threatened the adult society’s purpose for schools, the transmission of academic knowledge. However, Coleman, and academic, made mistakes by focusing on the short-term goals of adolescents, thereby, assuming a logic of values that did not exist. With that said, both the design and interpretation of his study were strongly influenced by his value position on schools. In addition to objectivity vs. subjectivity it was clearly evident that the literature pertaining to extracurricular activities and educational aptitude has a significant disparity of years between the dates of the studies. These dates range from the early 1960’s through the 2000’s and the assortment of the determinations are no closer than the dates of the studies themselves. This variation demonstrates two things that are very common in education; philosophical disagreement, and pedagogical evolution. In fact, through reviewing plentiful literature it was clear that much of a studies’ conclusion was dependent on both the time and sampling strategy of the study itself. In effect, this vast range of study and lapse of time created some discord in the overall objectivity of the research resulting in questions about the current validity of old studies. Furthermore, we must address the concept that the goals and values of American schools has changed as our American society has changed. These values that individuals have for the evolving, 21st century School impact the perspective one takes on about extracurricular activities both within and outside of schools. Secondly, the values about schools that researchers have most definitely impact the data they collect and the revelations they discover. According to Clark and Astuto (1986) value positions concerning schools have either an academic or developmental perspective. The academic perspective focuses on intellectual competence and stresses that the purpose of schools is the “pursuit of academic excellence and transmission of formal knowledge.” From this perspective, extracurricular activities provide a means of relaxation or fun, but are clearly unimportant to the primary purpose of schools. In contrast, the developmental position stresses that school programs should provide “experiences that further the total development of individual students.” I believe the nonacademic programs can be as important as academic programs in facilitating the development of an individual; however, Clark and Astuto point out our societal expression tends to rotate between these two positions. They argue that before the 1980’s, our societal rhetoric focused more on the developmental position, whereas the philosophy and rhetoric since 1980 has focused more on the academic position. This fluctuation further substantiates my theory regarding the philosophical and pedagogical fluctuation and evolution that has become commonplace within the educational community. Scholastic Success and Extracurricular Activities There are undeniably several positive attributes connected to out of school time or extracurricular activities. Recent research demonstrates that students’ participation in OST (out of school) activities increases school attendance as well as the general motivation to learn. As education continues to focus heavily on the new accountability standards, extracurricular activities can fill in the gaps otherwise left by the lack of diverse, critical thinking, or teambuilding activities. Although one of the most emphatic positives regarding active extracurricular events is the exercise it provides to keep kids healthy and fit. These activities can help curb childhood obesity, as well as provide nutrition education to facilitate a long term healthy life style. Another positive element of extracurricular activities is the aspect of improved race relations. We are living in an increasingly global society and individuals who have opportunities to interact with people of a differing race are more prepared for a universal market place. In fact, recent studies designed to determine which school practices improve race relations have shown positive relationships with extracurricular participation. Many students who attend mostly white, rural schools, especially those within my school, are very infrequently exposed to minority students. This is the unfortunate reality of our ‘desegregated’ schools, unless you are in an urban district or bedroom community district that contains even a small percentage of minorities you will lack the meaning experience of being immersed in a racially diverse setting. Lastly, it has been proven that extracurricular activities, regardless of athletic or non-athletic, provide an outlet for teenage energies and reduce antisocial or delinquent acts. In fact, Landers and Landers (1978) reported that extracurricular activity involvement, either athletic or service based activities, had a positive correlation with lower incidence of delinquent acts. This correlation clearly demonstrates that under certain circumstances and with select variables extracurricular activities of all kinds can facilitate in youth enrichment and detour juvenile crime. Adolescence and Scholastic Succes Adolescence in itself is a delicate time in an individual’s life. During this time the adolescent is experiencing a variety of changes in their physical and emotional strata, and given more freedom and choices, the youth can lead them to arduous paths and programs, schemes and organizations tasked to take care of the youth may not be enough to enable the youth to reach their full potential (Dryfoos, 1990). Children’s parents may be too occupied trying to make ends meet and the schools are not made to accommodate the needs of the students (Eccles and Midgley 1989; Entwise 1990) and to leave the children to fend for themselves alone may not be critical to their developments as they may take to the streets and the streets are frequently dangerous (Chin & Newman, 2002; Newman 2000). There are no simple but research suggests that afterschool programs (Miller, 2003) play a significant role in assisting students boost their scholastic achievement while promoting healthy development in crucial areas. But in order to achieve such, programs must suite the interest of the students, perk their interest while promoting values and norms for students with diverse cultural backgrounds. These programs must be informal and differentiated from their regular classes. For positive outcomes to be reached, programs must also uncover ways to expose the youth to the world further than their direct experiences (Miller 2003); and give the young ones the confidence to expect more of themselves and their abilities to improve their lives and make it better, and not only that but the ability to improve the communities they are a part of. Successful programs show students who are encouraged and motivated to achieve a higher academic standing and acquisition of skills that are necessary for them to be able to achieve their set goals for themselves (Miller, 2003). It is recognized that not all programs will be effective for each individual student and that individual responses may vary depending on their personality, resources, skills and desires. One may realize that insignificant number hours that a student spend inside an afterschool program cannot and will not replace a quality education given inside the classroom (Miller 2003) or years of estrangement from educational culture and low expectations. However, Miller (2003) studied various research and came up with the following: 1. The Youth do receive advantage from constant participation in well run, superior after school programs. 2. After school schemes can augment commitment to learning. 3. After school schemes can boost instructive equity. 4. After school schemes can fabricate key skills that will be necessary for success of the youth in today’s market. The study conducted by Marsh (1992) showed the effects of total extracurricular activity participation (TEAP) during the junior and senior years of high school were scrutinized using the great, nationalized representative High School and Beyond statistics. After controlling and environment variables and secondary results, the TEAP had minute but statistically significant and optimistic relations with 17 of 22 senior and post-secondary outcomes including social and academic self-identity, educational ambition, coursework assortment, homework, non-attendance, academic attainment, and succeeding college attendance. Whereas there were diminutive nonlinear apparatus, a rise in TEAP across almost the whole scope of TEAP scores were correlated with the increases in remuneration for most of the results. Most of the intense interest in after school programs over the last ten years has been propelled by the thought that after school program involvement can and do boost the adolescents’ academic achievements. The stress to add to standardized test scores, coupled with the financial and technical challenges of restructuring schools, has led legislators to take into consideration the prospect of afterschool programs as a medium made to be able to connect and build up the students’ academic achievement. Despite this heightened interest, it might be noted that the research on the direct educational effects of program participation has been mixed. Some studies found an increase in the academic achievement of the students secondary to increase in achievement measures with some studies finding increased test scores and grades in students who participate in afterschool programs (Huang, Gribbons et al. 2000) while other studies discovered no such benefits (Trousdale 2000; National Institute of Child Health and Human Development Early Child Care Research Network 2004) and up to the present, the only public study with regards to the impact of after school programs initiated negligible effects on scholastic results of the young adults who participate in them (U.S. Department of Education 2003). These varying results are no doubt due in part to differences in study methodology, validity, populations served, and so on, but researchers agree that a key reason is that many past studies have not taken program quality into consideration (Bissell, 2003; Mahoney and Zigler 2003) In November 2005, the report of the study MARS (Massachusetts After-School Research Study) denotes that unfortunately only a small number of studies are obtainable to help us appreciate the how, why, and when programs will result to positive outcomes for the adolescents (Miller 2003; Bodilly and Beckett 2005). Previous studies done on after school programs have frequently placed emphasis on whether the programs are good or not for the students. It is not expected that children who go to below average schools or daycare centers will achieve positive results from going into after school programs. It is putting good sense that inferior programs will results in poor outcomes for the individual who will participate in such program. Studies that resulted in little to no positive outcomes from afterschool programs might have studied inferior programs thereby leaving it with no factual, tangible effect. It is unfortunate however that there is still a small amount of information that can truly deduce how the program and its’ quality will ultimately spell or dispel the success of the youth who participated in such programs. By testing the variety of results and correlating them to results and program schematics, the MARS study was built in order to gain understanding of the complicated correlates between the program schematics and its actual results for the youth. There is a mounting agreement that, while after school agenda can donate to improving students’ academic accomplishment, they are principally suitable to support progress in what might be termed the “fundamentals” for scholastic achievements, which are also resource key to sound development in general (Benson and Saito 2000; Miller 2003) A growing body of research recommend that after school agenda can possess positive consequences on many of these ‘secondary’ outcomes, including an attention to learning, societal capability, enhanced performances, prospect of triumph, management skills, and parental interest and overall contribution. (Walker and Arbreton 2004; Mahoney and Lord 2005). A national initiative was launched that aimed to reward extra-curricular activities, and the students from Bradford University are joining in (News and Views, 2002). The project is called ‘Insight Plus’, handled by Careers Research and Advisory Centre (CRAC) wishes to create an award system for the improvement of student vital proficiencies. CRAC consultant Becka Currant said: "Employers and graduate recruiters increasingly demand not only a strong academic record from their recruits, but also convincing evidence of the development of a range of key skills. Extra-curricular activities, including athletics, volunteer work, or organizational or societal activities are not only a means of enjoyment and recreation but as a significant chance for the student to learn more and improve themselves.” Being tested within 12 UK institutions, the results will employ a significant insight to the experienced and capabilities of probable participants and thereby provide a standard measure for skills that are developed within the context of extra-curricular activity. Students who participated will be given an ‘Introductory Certificate to Management’. News and Views (2002) also reported that one can derived that Insight Plus can give its’ participants useful information by assisting them in pinpointing skills that are relevant to the ambitions of the student and helps in realization of the importance of the activities done. Chapter 3 Methodology Research Approach In a quantitative study, the researcher is interested in collecting evidence so that a statement can be made about the outcomes of broadly comparable experiences. Researchers using this approach adopt an objective (or positivist) approach to the social world. The philosophy of this approach is that knowledge and facts are objective and that complex problems can be best understood if they are reduced into simpler component parts. This perspective expresses itself most forcefully in a search for universal laws which explain and govern the reality which is being observed (Chisnall, 1997). Quantitative methods have a number of attractions for the inexperienced researcher. The main attraction is that they appear to be clearer cut, with more obvious boundaries around the data collection phase (Chisnall, 1997). Chosen research style. The focus of this study is to investigate the correlation between involvement in extracurricular activities and academic performance. This has been done through a survey questionnaire. A survey is a means of "gathering information about the characteristics, actions, or opinions of a large group of people, referred to as a population" (Salkind, 2000). There are several ways of collating data; surveys are the primary means through which data is measured and captured. They have varied purposes, and encompass “marketing surveys, opinion surveys, and political polls”, among others. Survey questionnaires that have been deployed for research have two specific objectives. One is the quantitatively depict certain facets of the group being investigated. The analysis of the questionnaires may be mainly focused on associations between variables or with making estimates in a descriptive manner to a well defined group of respondents. Next, it is also an effective means of gathering data by soliciting individual evaluations through predetermined items or questions. Their responses, which may pertain to their own views compose the data set subject for statistical analysis (Salkind, 2000). The familiarity with the subject and to explore initial constructs related to the subject are some of the objectives of undertaking survey research. In the current dissertation, this data gathering technique has been utilized to probe on the broad array of answers which may probably be given in some other similar population. Moreover, it has been used to finetune the instruments along its psychometric characteristics. The main focal point of the exploratory survey is to assess which constructs to measure and the manner which is best fit for undertaking such measurement. Finally, it is also utilized to uncover and define new avenues and categories for research of the population under investigation (Salkind, 2000). Numerous units of analyses are utilized in survey research; however, the counts for units in data gathering is conventionally “individuals”. By convention, their answers are cumulated for “larger units of analysis such as role, work group, department or organization”. The objectives of the study, it may be adequate to utilize any of these units. Nonetheless, it is usual for numerous respondents to be used since these individuals serve different functional units and occupy various levels of the organizational structure. In effect, they have peculiar views and evaluations on the topic at hand (Salkind, 2000). Primary data collection is concerned with the gathering of data that is unique to the peculiar requisites of the study. On the basis of the goals of the research and secondary data collection, a questionnaire was drafted to allow the gathering of primary data for this research. Questionnaires are often the only plausible means of covering a big number of respondents that will permit valid statistical outcomes. An effectively crafted tool that is utilized well can yield data beneficial for both the general performance of the test system in addition to data on its particular portions or components. Thus, this is the reason the researcher has selected a questionnaire a data gathering technique, particularly on gathering the demographic profiles of the respondents (Salkind, 2000). The questionnaire is a pencil-and-paper measurement instrument used when data is collected by means of self-reporting techniques (Chisnall, 1997). They are either mailed to the relative people, or used on physical level with the coordinator being present to aid the person responding with any queries or problems. The information received is limited to the respondent's written responses to specifically constructed questions, designed prior to the meeting between the two. Questionnaires either describe or measure individual/group characteristics such as values, attitudes, opinions, etc. and contain four types of questions: demographics, behaviour, knowledge and attitude. Finally, they can be classified according to the type of response required, or the type of questionnaire administered (Chisnall, 1997). Other considerations are the resources and time available for the research to be carried out. Having considered all of these factors the chosen research style will be quantitative. Questionnaire Design The questionnaire has been self-constructed, mainly composed of closed-ended questions that have to do with involvement in extracurrricular activities and academic performance. These close-ended questions had fixed options given for each, and the respondent simply checked which option/s are applicable for him/her. Close-ended questions are questions that the researcher provides, and which may be accomplished by putting a check mark on a box or by encircling a response that corresponds to your choice. Oppenheim (1992) suggests these questions are straightforward and thus easier and quicker to answer; they are very useful in testing specific hypothesis. Most probably, they shall be utilized in the beginning of the investigation, since the unrestricted responses they attract create a better picture of the survey for the researcher. The main advantage of this kind of question is its ability to obtain a summated value. As Chisnall (1997) suggests that mail questionnaire is a predetermined set of questions that is sent to a predetermined sample. Its advantages over other methods include its low price, reassured anonymity, confidentiality, its large target scope and its ability to keep certain standards. Mail questionnaires are advantageous when responses have to be obtained from a sample that is geographically dispersed, or it is difficult or not possible to conduct telephone interviews to obtain the same data without much expense. Respondents can take more time to respond at convenience. However, the return rates of mail questionnaires are typically low. A 30% response rate is considered acceptable. Another disadvantage of the mail questionnaire is that any doubts the respondents might have cannot be clarified. Another disadvantage is the restriction to verbal behaviour; answers must be accepted as written without the benefit of additional explanations which interviewers could obtain by probing questions, and overall lack of control on the settings of the research. Because of these constraints, the researcher decided to personally administer the tool to the respondents. It was finally decided that the self-administered questionnaire would be used for the purposes of this research. This was attributed to limitations in monetary funds and time, as well as the fact the entire preparation, administration and final discussion had to be solely assessed by the researcher. In all research work, it is usually impossible to survey the whole population under study. Therefore it is of paramount importance to target correctly and determine a sampling frame and a sampling size that will allow the findings to be generalizable to the whole population. A sampling frame as a representation of the elements for determining the target population (Malhotra & Birks, 1999). Procedure An announcement was made to selected high school students. All surveys were administered personally by the researcher to control for possible inconsistencies in explanation of terms (Malhotra and Birks, 1999). On completion of the study the respondents were thanked, and were briefly informed of the study’s hypothesis, and of their part in the research. Results will be made available to all of them following dissertation submission. A total of 30 respondents participated in the study. Method of Data Analysis The statistical tools that shall be used are descriptive statistics and linear regression. In regression, one attempts to determine the predictors of a given variable (Salkind, 2000). In the context of the current study, the dependent variable is academic performance, while the predictors are the different types of extracurricular activities and the belief in the positive impact of involvement in such activities. Chapter 4 Results and Discussion Results Table 1. Frequency and Percentage Breakdown for Gender. Frequency Percent Valid Percent Cumulative Percent Valid 1.00 21 70.0 70.0 70.0 2.00 9 30.0 30.0 100.0 Total 30 100.0 100.0 Table 1 shows that 70% of the respondents are male, while the remaining 30% are female. Table 2. Frequency and Percentage Breakdown for Involvement in Extracurricular Activities. Frequency Percent Valid Percent Cumulative Percent Valid 1.00 30 100.0 100.0 100.0 Table 2 shows that all the respondents were involved or are currently involved in extracurricular activities. Table 3. Mean and Standard Deviation for Number of Hours Spent in Extracurricular Activities. N Minimum Maximum Mean Std. Deviation HOURS 30 3.00 10.00 4.9000 2.15519 Valid N (listwise) 30 Table 3 suggests that 2.15 hours is the weekly average spent on extracurricular activities, with a minimum of 3 hours and a maximum of 10. Table 4. Frequency and Percentage Breakdown: Extracurricular Activities of Academic Nature. Frequency Percent Valid Percent Cumulative Percent Valid .00 12 40.0 40.0 40.0 1.00 18 60.0 60.0 100.0 Total 30 100.0 100.0 18 out of the 30 students (60%) are involved in extracurricular activities of an academic nature. Table 5. Frequency and Percentage Breakdown: Sports. Frequency Percent Valid Percent Cumulative Percent Valid .00 15 50.0 50.0 50.0 1.00 15 50.0 50.0 100.0 Total 30 100.0 100.0 15 out of the 30 students (50%) are involved in sports. Table 6. Frequency and Percentage Breakdown: Religious Activities. Frequency Percent Valid Percent Cumulative Percent Valid .00 24 80.0 80.0 80.0 1.00 6 20.0 20.0 100.0 Total 30 100.0 100.0 6 out of the 30 students (20%) are involved in extracurricular activities of a religious nature. Table 7. Frequency and Percentage Breakdown: Extracurricular Activities of Socio-Civic Nature. Frequency Percent Valid Percent Cumulative Percent Valid .00 27 90.0 90.0 90.0 1.00 3 10.0 10.0 100.0 Total 30 100.0 100.0 18 out of the 30 students (60%) are involved in extracurricular activities of socio-civic nature. Table 8. Frequency and Percentage Breakdown: Hobbies. Frequency Percent Valid Percent Cumulative Percent Valid .00 24 80.0 80.0 80.0 1.00 6 20.0 20.0 100.0 Total 30 100.0 100.0 6 out of the 30 students (20%) are involved in extracurricular activities related to their hobbies. Table 9. Mean and Standard Deviation for Academic Performance and Belief in Positive Impact of Extracurricular Activities. N Minimum Maximum Mean Std. Deviation GRADE 30 80.00 90.00 83.7000 3.58301 BELIEF 30 4.00 7.00 5.2000 .88668 Valid N (listwise) 30 The mean academic performance as measured by their grade is 83.7%, while the mean rating for positive impact of extracurricular activities on academic performance is 5.20 on a 7-point Likert scale. Table 10. Regression Model of Academic Performance Predictors. Model R R Square Adjusted R Square Std. Error of the Estimate 1 .928(a) .861 .832 1.46890 a Predictors: (Constant), BELIEF, SPORTS, ACAD, CSR, HOBBY Table 10 shows that 83% of academic performance is predicted by the different types of extracurricular activities, in addition to their belief on its positive impact on academic performance. Table 11. Standardized Beta Coefficients of Academic Performance Predictors. Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 74.071 1.984 37.334 .000 ACAD 1.481 .660 .206 2.244 .034 SPORTS .929 .583 .132 1.594 .124 CSR 4.353 1.146 .371 3.798 .001 HOBBY 3.817 .881 .433 4.334 .000 BELIEF 1.361 .394 .337 3.455 .002 a Dependent Variable: GRADE Of the predictors, the following are significant: hobby (β =.433, p=.000); socio-civic activities (β =.371, p=.001); belief on positive impact of extracurricular activities on academic performance (β =.337, p=.002); and extracurricular activities of an academic nature (β =.206, p=.034). The lone predictor which did not yield a significant beta coefficient is sports (β =.132, p=.124) Discussion The results of the current paper show that, contrary to common belief that extra-curricular activities distract a student from performing academically, the correlations suggest that they even are able to enhance academic competence. The results are consistent with those conducted by the research conducted by Marsh which suggested that, at least among junior and senior high school students, involvement in extra-curricular activities did enhance academic performance (Marsh, 1992). Positive correlations were yielded between involvement in extracurricular activities and the following variables: social and academic self-identity, educational ambition, coursework assortment, homework, non-attendance, academic attainment, and succeeding college attendance (Marsh, 1992). In accordance with the findings of Huang et al (2000), there seems to be credence on the observation that increased interest in extracurricular activities does enhance academic performance. So much so that legislators have considered actually using them as a medium towards that end. True enough, in the current study, there is a significant positive correlation between hours spent in extracurricular activities and academic performance. Huang et al (2000) indicate that students who are engaged in after school programs tend to excell academically. On the other hand, the positive correlation is contrary with those yielded from those of Trousdale (2000) and those of the National Institute of Child Health and Human Development Early Child Care Research Network (2004). The differences in the results garnered in this study and in previous researches point out that there are corresponding differences in research methodology, validity, samples, among others. Moreover, the current study also did not consider the quality of the extracurricular activity that the student was involved in (Bissell, 2003; Mahoney and Zigler 2003) The positive and significant beta coefficients between type of extracurricular activity and academic performance also denote that it is important to know which extracurricular activity one’s child is involved in to ascertain if it will contribute positively to his scholastic achievement. The results do suggest that involvement in clubs of ‘academic nature’ is correlated with an increase in academic performance. These outcomes indicate concretely that the school is in the best position to ecncourage involvement in the ‘right’ extracurricular activities. They, indeed, are capable of enhancing attention to learning, societal capability, enhanced performances, prospect of triumph, management skills, and parental interest and overall contribution (Walker and Arbreton 2004; Mahoney and Lord 2005). The school may itself reinforce participation in extracurricular activities by joining ‘Insight Plus’, a project handled by Careers Research and Advisory Centre (CRAC). The program asserts that extra-curricular activities, including athletics, volunteer work, or organizational or societal activities are not only a means of enjoyment and recreation but as a significant chance for the student to learn more and improve themselves.” Chapter 5 Conclusion and Recommendations Conclusion The current study lends support to the idea that extracurricular activities enhance academic performance. In particular, the following types of extracurricular activities were found to be predictors of academid performance: hobby (β =.433, p=.000); socio-civic activities (β =.371, p=.001); and extracurricular activities of an academic nature (β =.206, p=.034). Belief on positive impact of extracurricular activities on academic performance has also yielded a significant, positive correlation with academic performance (β =.337, p=.002);The lone predictor which did not yield a significant beta coefficient is sports (β =.132, p=.124) Recommendations 1.) Up to the present time, the sole public research that focuses on this particular topic are those of the U.S. Department of Education (2003), which even shows neglible if not null effects of extracurricular activity participation and scholastic performance. Given this, it is apparent that further research in this area is imperative. 2.) The current study has failed to consider program quality as well, and this may be a moderating variable in the relationship of involvement in extracurricular activity and academic performance. This is yet another area that may be worth investigating. 3.) There is still a dearth of studies that explain clearly the determinants of scholastic improvement, as an outcome of involvement in extracurricular activities. Spelling out these factors through path analysis may be a worthwhile. References Bissell, J. S., C. T. Cross, et al. (2003). A statement released by members of the Scientific Advisory Board for the 21st Century Community Learning Center Evaluation Bodilly, S. and M. Beckett (2005). Making out-of-school time matter: Evidence for an action agenda. Santa Monica, CA, RAND Corporation. Child Development 75(1): 280-295.Newman, S.A. et al. (2000), America’s after-school choice: The prime time for juvenile crime, or youth enrichment and achievement. Fight Crime: Invest in Kids. p. 1-32. Chin, M.M. and K.S. Newman. (2002) High stakes: Time poverty, testing and the children of the working poor. Working Paper Series, p. 1-65. Chisnall, P. M. (1997). Marketing Research, 5ed., Berkshire, McGraw-Hill. Dryfoos, J.G, (1990) Adolescents at risk: Prevalence and prevention. New York: Oxford University Press. Eccles, J.S. and C. Midgley, (1989) Stage-environment fit: Developmentally appropriate classrooms for young adolescents. Research on motivation in education: Goals and cognitions, C. Ames and R. Ames, Editors. Academic Press: San Diego. p. 139-186. Entwisle,D.R. (1990), Schools and the adolescent. At the threshold: The developing adolescent, S. Feldman and G.R. Elliott, Editors. Harvard University Press: Cambridge, MA. Huang, D., B. Gribbons, et al. (2000). A decade of results: The impact of the LA's best after school enrichment program on subsequent student achievement and performance. Los Angeles, CA, UCLA Center for the Study of Evaluation: 1-21. Mahoney, J. L. and E. F. Zigler (2003). The national evaluation of the 21st-Century Community Learning Centers: A critical analysis of the first-year findings. New Haven, CT, Yale University. Mahoney, J. L. and H. Lord (2005). "An ecological analysis of after-school program participation and the development of academic performance and motivational attributes for disadvantaged children." Child Development 76(4): 811-825. Malhotra, N. & Birks, D.(1999). Marketing Research: An Applied Approach, England, Prentice Hall. Marsh HW (1992) Extracurricular activities: beneficial extension of the traditional curriculum or subversion of academic goals?, Journal of Educational Psychology  84 (4), pp. 553-562  Miller B (2003). Critical hours: Afterschool programs and educational success. Nellie Mae Education Foundation, Quincy MA. Miller B (2005) Pathways to success for youth: What counts in after-school, Massachusetts After School Research Studies Report. United Way of Massachusetts Bay National Institute of Child Health and Human Development Early Child Care Research Network (2004). "Are child developmental outcomes related to before-and afterschool care arrangements? Results from the NICHD Study of Early Child Care." News and Views (2002) Students rewarded for extracurricular activity. News and Views, University of Bradford West Yorkshire. Retrieved 20 April 2008 from http://www.brad.ac.uk/admin/pr/March2002/rewarded.htm Oppenheim, A. N. (1992). Questionnaire design interviewing and attitude measurement, London: Pinter. Ottman. Salkind, N. J. (2000). Statistics For People Who Hate Statistics, USA, Sage Publications Inc. Trousdale, D. (2000). First-year evaluation of an after-school program for middle school youth. ERS Spectrum. Summer: 1-13. U.S. Department of Education (2003). When schools stay open late: The National Evaluation of the 21st-Century Community Learning Centers Program. Washington, DC, author. Walker, K. E. and A. Arbreton (2004). After-School Pursuits: An Examination of Outcomes in the San Francisco Beacon Initiative. Philadelphia, PA, Public/Private Ventures: 1-117. Appendix A – Questionnaire Dear Student, I am pursuing an academic research for which I should gather primary data. I would like to ask for your help for the completion of the study by having you answer the questions that follow. Please be as candid as possible. 1.) Gender □ Male □ Female 2.) Were/Are you involved in any extracurricular activity, either in school, in your community, or elsewhere, now or in the past? □ Yes □ No 3.) How many hours, on the average, do you spend in participating in extracurricular activities each week? ___ hours 4.) What kind of extracurricular activity are/were you involved in? □ Of academic nature (math, reading, science, etc. □ Sports □ Religious (church choir, catechism, etc. □ Social responsibility (volunteer group, tutoring for marginalized students, etc.) □ A hobby (singing, dancing, ballet, etc.) 5.) On a scale of 1-100%, provide a gauge of your academic performance during the time you engaged in these extracurricular activities. If you are involved this year, indicate your academic performance this year. ____% 6.) To what extent do extracurricular activities affect your academic performance? □ Strong positive effect □ Moderate positive effect □ Slight positive effect □ No effect at all □ Slight negative effect □ Moderate negative effect □ Strong negative effect ***END OF QUESTIONNAIRE. THANK YOU FOR YOUR TIME. *** Read More