Extracurricular Activities
Contents 1. Introduction……………………………………………………………………………….3
2. Literature Review………………………………………………………………………….4
3. Survey Findings………………………………………………………………………….10
4. Analysis of Data…………………………………………………………………………15
5. Conclusion……………………………………………………………………………….17
6. References………………………………………………………………………………..18
Effect of Extracurricular Activities on Academic Performance at NSU
Introduction
Music, volunteer work, community service, sports, debating, etc—all of these have an influence on how university students perform academically. The way students choose to spend their free time can affect their academic 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 many activities 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
2. Literature Review………………………………………………………………………….4
3. Survey Findings………………………………………………………………………….10
4. Analysis of Data…………………………………………………………………………15
5. Conclusion……………………………………………………………………………….17
6. References………………………………………………………………………………..18
Effect of Extracurricular Activities on Academic Performance at NSU
Introduction
Music, volunteer work, community service, sports, debating, etc—all of these have an influence on how university students perform academically. The way students choose to spend their free time can affect their academic 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 many activities 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
References: Bringing Up Girls in Science. (2003). Bugs—parents (University of North Texas). Retrieved February 26, 2005, from http://www.coe.unt.edu/bugs/parents.index.html Broh, B Brown, K. W., Cozby, P. C., Kee, D. W., & Worden, P. E. (1999). Research methods in human development. Mountain View, CA: Mayfield Publications. Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based extracurricular activities and adolescent adjustment [Electronic version]. Journal of Leisure Research, 37, 51-77. Fujita, K. (2005). The Effects of Extracurricular Activities on the Academic Performance of Junior High Students [Electronic version]. Undergraduate Research Community. Available at http://kon.org/urc/v5/fujita.html Guest, A., & Schneider, B Hinck, S. S., & Brandell, M. E. (1999, October). Service learning: Facilitating academic learning and character development [Electronic version]. National Association of Secondary School Principals Bulletin, 83, 16-25. Marsh, H. W., & Kleitman, S. (2002). Extracurricular activities: The good, the bad, and the nonlinear [Electronic version]. Harvard Educational Review, 72, 464-512. Millard, C. V. (1930). The organization and administration of extra curricular activities. New York: A. S. Barnes and Co. Shin, N. (2004, December). Exploring pathways from television viewing to academic achievement in school age children [Electronic version]. The Journal of Genetic Psychology, 165, 367-382. Simon, B. S. (2001, October). Family involvement in high school: Predictors and effects [Electronic version]. National Association of Secondary School Principals Bulletin, 85, 8-20.