name of researchers id

Running head: EXTRACURRICULAR ACTIVITIES AND ACADEMIC PERFORMANCE i

THE INFLUENCE OF EXTRACURRICULAR ACTIVITIES ON STUDENTS’ ACADEMIC

PERFORMANCE IN A CLUSTER OF SECONDARY SCHOOLS IN JAMAICA

By:

Name of Researchers ID#

Ruth Mason 0904752

Shanique Jackson 0908870

Shallon Hylton 0902037

Yolanda Tennant-Barrett 9618024

A Research Project Submitted in Partial Fulfillment of the Requirements for the Bachelor of

Education Degree in Business and Computer Studies

Faculty of Education and Liberal Studies

University of Technology, Jamaica

June 2014

EXTRACURRICULAR ACTIVITIES AND ACADEMIC PERFORMANCE ii

Dedication

This research paper is dedicated to Mr. Stephen Wallder, our supervisor, who dedicated

his time and effort in guiding us through the completion of this research. Without his invaluable

support, we would not have been able to complete this project.

EXTRACURRICULAR ACTIVITIES AND ACADEMIC PERFORMANCE iii

Acknowledgements

The completion of this research has given us a sincere feeling of gratification and

accomplishment. To this end, the researchers are grateful for granted access to the various

databases and educational websites as they have contributed relevant information needed to

complete this study. Additionally, the researchers would also like to extend special thanks to the

principals, teachers, parents and participants at three (3) secondary schools in Kingston and St.

Catherine for affording the researchers the opportunity to gather data for the purpose of this

study. This acknowledgement would not have been completed without thanking our supervisor

Mr. Stephen Wallder for his ongoing guidance and critical analysis of our research. Without the

assistance and support of the aforementioned this project would not have been possible.

EXTRACURRICULAR ACTIVITIES AND ACADEMIC PERFORMANCE iv

Abstract

Despite extracurricular activities being a part of virtually every educational institution,

many people are still unaware of how it impacts the academic life of students. With this in mind,

the researchers sought to determine how participation in Athletics, Arts-based Clubs and

Students’ Council influences academic performance, as well as to establish the overall

relationship between extracurricular activities and academic performance.

A sample of ninety (90) students was selected from three (3) secondary schools in Jamaica

from the parishes of Kingston and St. Catherine; thirty (30) students were selected from each

school, using the stratified random sampling method. Data was collected from the sample by way

of interviews and questionnaires.

The correlation results revealed that there is a positive relationship between extracurricular

activities and academic performance; the more hours spent participating in extracurricular

activities, the better students’ academic performance. It was discovered that students developed

skills such as public speaking, literacy and numeracy, and also saw improvement in subject areas

such as English language, English Literature, and Mathematics, due to participation in Athletics,

Arts-based Clubs and the Student’s Council.

EXTRACURRICULAR ACTIVITIES AND ACADEMIC PERFORMANCE v

Table of Contents

Contents Pages

Title Page…………………………………………………………………………………. i

Dedication………………………………………………………………………………… ii

Acknowledgement………………………………………………………………………... iii

Abstract…………………………………………………………………………………… Iv

CHAPTER I – Introduction

Background to the Study…………………………………………………………. 1

Problem Section…………………………………………………………………... 3

Purpose of the Study ……………………………………………………………... 4

Research Questions……………………………………………………………….. 4

Hypotheses………………………………………………………………………... 4

Significance of the Study…………………………………………………………. 5

Definition of Key Terms………………………………………………………….. 5

Delimitations………………………………………………………………………

……………………...…………………………………...

6

CHAPTER II – Literature Review

Introduction……………………………………………………………………….. 7

Theoretical Framework…………………………………………………………… 8

Athletics and Academic Performance…………………………………………….. 8

Arts-based Clubs and Academic Performance……………………………………. 12

Students’ Council and Academic Performance…………………………………… 15

Summary of Literature Review…………………………………………………… 17

CHAPTER III – Methodology

Introduction……………………………………………………………………….. 18

Intended Research Design………………………………………………………… 18

Population………………………………………………………………………… 18

Sample…………………………………………………………………………….. 19

Data Collection Instrument……………………………………………………….. 19

Data Collection Procedures……………………………………………………….. 20

Data Analysis……………………………………………………………………... 22

Timeline, Budget and Ethical Considerations…………………………………….. 23

EXTRACURRICULAR ACTIVITIES AND ACADEMIC PERFORMANCE vi

CHAPTER IV – Results

Introduction ……………………………………………………………................. 26

Description of Sample……………………………………………………………. 26

Findings…………………………………………………………........................... 26

Summary of Results……………………………………………………………… 38

CHAPTER V – Discussion of Results

Introduction………………………………………………………………………. 39

Discussion………………………………………………………………………… 39

Limitations of the Study…………………………………………………………... 57

Conclusion………………………………………………………………………... 58

Implications……………………………………………………………………….. 58

Recommendations………………………………………………………………....

.

59

References………………………………………………………………………………… 60

Appendices

Appendix A – Permission Letter………………………………………………….. 64

Appendix B – Informed Consent Form…………………………………………. 65

Appendix C – Questionnaires…………………………………………………… 66

Appendix D – Interview Questions……………………………………………….. 75

Appendix E – Timeline…………………………………………………………… 76

Appendix F – Budget……………………………………………………………. 77

List of Tables

Table 4.1 Skills developed from extracurricular involvement……………………. 30

Table 4.2 Improvement in subject areas due to extracurricular involvement…….. 31

Table 4.3 Correlation of average scores and weekly hours………………………. 36

List of Figures

Figure 4.1 Weekly hours spent participating in extracurricular activities………... 27

Figure 4.2 Respondents opinion on improvement in academic performance…….. 28

Figure 4.3 Challenges encountered due to extracurricular involvement………….. 29

Figure 4.4 What respondents hope to gain from extracurricular involvement…… 32

Figure 4.5 Respondents involvement in other extracurricular activities…………. 33

Figure 4.6 Measures of central tendency relating to average scores……………… 37

EXTRACURRICULAR ACTIVITIES AND ACMIC PERFORMANCE 1

Chapter 1: Introduction

Background to the Study

Extracurricular activities were introduced in the 19th century. Its development was slow

in the beginning and many regarded it as a fad that would pass away quickly (Millard, 1930).

Non-academic activities, which were viewed as being primarily recreational, were discouraged

as they were seen as detrimental to the academic performance of students (Marsh & Kleitman,

2002). Marsh and Kleitman (2002) further highlighted the fact that early educators were

skeptical about participation in extracurricular activities; such educators believed that schools

should focus exclusively on academic outcomes that are narrowly defined. However, Millard

(1930) proposed that the purpose of extracurricular activities was to enrich the curriculum and

provide support for curricular activities. In light of this, the opponents of extracurricular

involvement slowly began to recognize and pursue the benefits.

Over recent years, several studies have been conducted concerning the influence of

extracurricular activities on academic performance. Many researchers have posited that

extracurricular activities have a positive influence on students’ academic performance (Shelly,

2011). In our present society, extracurricular activities are considered even up to the point of

employment. Many students therefore value participation in extracurricular activities as they

recognise the benefit to their academic performance and future employment (Wood, Little,

Goldring & Jenkins, 2011). These particular students are able to demonstrate that through

extracurricular participation, they have developed a wide range of transferable skills which

include interpersonal skills, leadership skills and teamwork.

EXTRACURRICULAR ACTIVITIES AND ACADEMIC PERFORMANCE 2

Nonetheless, there are those who do not regard extracurricular activities as an important

facet of education. Even though extracurricular activities are very important to Jamaican

secondary schools, there are concerns that some of the activities may be irrelevant and time-

consuming. Researchers have postulated that academic performance cannot be enhanced by

participation in extracurricular activities (Leung, Ng & Chan, 2011). In fact, there has been much

debate about what the actual effects are, if any, and even more specifically, which extracurricular

activities influence particular students’ academic performance positively and or negatively.

Teachers are expected to oversee extracurricular activities along with a myriad of other

curricular activities (Bertram, 2012). Many stakeholders in education, such as teachers, parents

and students, may feel as though such activities have no benefit to academic performance. They

often focus entirely on academics and overlook the importance of students being involved in

extracurricular activities. International research has further highlighted that there can be potential

problems associated with students’ participation in extracurricular activities. Wellham and

Hickey (2009) posited that some students thrive on high levels of engagement in extracurricular

activities, while others invest too much time and energy into it, to the detriment of their academic

performance.

The national issue pertinent to this research concerns that of the Government having to

carefully consider its education-related investment decisions, especially with the current

financial state of the economy; they must decide how to allocate spending or subsidies to

academics and extracurricular activities.

In light of the problem, it is important that the researchers consider the various factors

that may influence students’ academic performance, extracurricular activities being no exception.


Problem Section

Extracurricular activities, which include Athletics, Students’ Council and Arts-based

Clubs, such as music, drama, dance and debating, enable students to integrate skills that they

have acquired, with actual experience; this is primarily because the activities can take place in

both class time and after school (Scales & Taccogna, 2000). Urdan & Pajares (2001) posited that

such activities tend to connect the students to the school. However, most of these activities

require students to make after-school time commitments which may be detrimental to their

academic performance.

Furthermore, the advancement in technology over time may have caused deterioration in

extracurricular interest among students. There are those who may feel as though extracurricular

activities are a waste of time; hence, they may partake in alternative activities, such as watching

television and playing video games, to satisfy their interests. It must be noted, however, that

advancement in technology can create new extracurricular activities such as computer clubs.

Whilst this observation is important, the researchers have not explored it in depth.

Additionally, some parents may feel as though participation in extracurricular activities is

robbing the students of time to be spent in their studies. Wellham and Hickey (2009) purported

that for many parents, time invested in extracurricular activities is not as highly regarded as time

invested in the improvement of academic results. “It follows that a line of conflict percolates

between schools and parents as to whether the allocation of time and resources put into

extracurricular activities is of balance with their respective beliefs and commitments” (Wellham

& Hickey, 2009, p. 18). The level of funding that should be invested into these activities by the

school as compared to the level of investment in the academic curriculum is also an area of

concern for parents and other stakeholders in education.


In light of the aforementioned, a problem exists as there are questions concerning the

relevance of extracurricular activities in Jamaican secondary schools and the possible influence

they may have on the academic performance of students.

Purpose of the Study

In light of the problem outlined above, the purpose of this study is to determine how

extracurricular activities influence academic performance, and to further establish whether there

is a positive relationship that exists between extracurricular activities and academic performance.

Research Questions

1. How does participation in athletics influence the academic performance of students in a

cluster of secondary schools in Jamaica?

2. How does participation in Arts-based Clubs, such as music, drama, dance and debating,

influence the academic performance of students in a cluster of secondary schools in

Jamaica?

3. How does participation in Students’ Councils influence the academic performance of

students in a cluster of secondary schools in Jamaica?

4. What is the overall relationship between extracurricular activities and academic

performance?

Hypotheses

Null Hypothesis (H0): There is no relationship between extracurricular activities and academic

performance.

Alternative Hypothesis (Ha): There is a positive relationship between extra-curricular activities

and academic performance.


Significance of Study

The information gathered from this study will benefit the academic community as

teachers will be able to better organize extracurricular activities so that they are more beneficial

to academic performance. Other stakeholders in education such as parents, students and the

Government will be able to ascertain the relevance of extracurricular activities to academic

performance, and thereby determine areas of extracurricular interest as well as allocate resources

between education and extracurricular activities equitably. Any monetary injection into this

research is justifiable as the findings will only assist in the improvement of the education system

in Jamaica and stimulate further research.

Definition of Key Terms

1. Extracurricular activities: “Activities organised and run by school staff, outside of the

timetabled hours of mainstream curriculum delivery” (Wellham & Hickey, 2009, p. 17).

For the purpose of this research, extracurricular activities also include but are not limited

to those activities that are deemed to be co-curricular.

2. Academic performance: This may be defined as the outcome of curricular activities in

students (Shelly, 2011).

3. Influence: For the purpose of this research, influence is defined as the ability to have an

effect on an individual or thing (Shelly, 2011).

4. Participation: For the purpose of this study, participation is defined as the act of engaging

in the activities of a group (Leung, Ng & Chan, 2011).


Delimitations

Methodological and other limitations would perhaps include but would not be limited to

the following:

Some respondents may take long to complete the questionnaire or not complete it at all.

The timeframe may not be enough to gather all the necessary data and undertake

thorough research.

Furthermore, summative assessment scores/average grades gathered would only be from

the 2013-2014 academic year. Therefore, findings cannot therefore be generalized to

previous academic years.

The number and type of extracurricular activities offered at the three (3) schools may

vary.

In addition to the other limitations, test anxiety, emotional state of mind, distance of

travel, nutrition and family background are all factors that may affect students’

academic performance, hence, the average scores obtained for each participant may be

unreliable.


Chapter 2: Literature Review

In an effort to examine the influence of extracurricular activities on academic

performance, it is essential that related previous and current literature be synthesized and

critiqued. The offering of extracurricular activities, which are meant to support the curriculum, is

traditional in secondary schools in Jamaica. Furthermore, in many schools across the world,

participation in at least one extracurricular activity is a condition for enrolment or graduation

(Wellham & Hickey, 2009).

Extracurricular activities are integral to the development of students, and complement the

curriculum at all educational levels. Involvement in extracurricular activities becomes

increasingly important during adolescent years as students begin to explore their emerging

interests and their identities (Dworkin, Larson & Hansen, 2003). As the beginning of

adolescence is marked by the emergence of differences in taste, attitude and aptitude, secondary

schools must seek to cater to the diverse needs of their student population. In doing this, the

provision of extracurricular activities in schools is necessary. Such extracurricular activities may

have a “direct bearing on education as they offer creative outlets to the surplus energy of young

pupils” (Rao, 2008, p. 175).

For many parents, the primary aim of ensuring that their child attends a traditional high

school is to have them maximise their academic performance (Collins, 1992). In light of this,

many of these parents consider extracurricular activities to be a waste of time when compared

with their view of the importance of dedicating time to improving academic performance.

Therefore, it is important, for the sake of all stakeholders in education, to consider the influence

of extracurricular activities on academic performance.


This literature review is supported by the overarching Social Cognitive Theory, and is

purposed to examine the influence of: a) Athletics, b) Arts-based Clubs, such as music, drama,

dance and debating, and c) Students’ Council, on the academic performance of high school

students.

Theoretical Framework

The overarching theory of this research is the Social Cognitive Theory, which was

developed by Psychologist, Albert Bandura. This theory suggests that “humans are cognitive

beings whose active processing of information plays a critical role in their learning behaviour

and development” (Sigelman & Rider, 2010, p. 45). In light of Bandura’s views that humans are

active, cognitive beings, human development occurs through a continuous reciprocal interaction

among the person (i.e., the individual’s cognition, beliefs, expectations, and attitudes), his or her

behaviour, and his or her environment (Sigelman & Rider, 2010). These learning principles serve

as a foundation for the explanation of students’ academic performance in relation to extra-

curricular activities.

Athletics and Academic Performance

Wellham and Hickey (2009) implied that sports are the full range of athletic activities

that require some amount of skill, physical effort, and competition. Robinson (2013) further

distinguished major sports from minor sports. He affirmed that the major sports in Jamaica such

as track and field and football garner wide public participation; however minor sports such as

lawn tennis and hockey do not have this wide public support. It is important to note that cricket

and netball are sports that are also common in Jamaica.


Sports have been an important strand of the Jamaican culture and continue to be of high

importance. Robinson (2013) posited that track and field is, by far, the most successful sporting

activity in Jamaica. Recently though, the highlight of Jamaican track and field was provided by

the successes of world renowned, Jamaican track and field athlete, Usain Bolt. The proving

ground for Usain Bolt and many other star athletes and high school student athletes in Jamaica is

the Inter-Scholastic Championships, popularly known as “Champs”. It would seem as though

many high school track and field athletes become over-involved in the sport even in preparation

for the aforementioned event. But does their participation in sports influence their academic

performance in any way? From a wholistic viewpoint, can sports benefit students’ academic

performance? Or is it a hindrance?

Notwithstanding the importance of the history of track and field or sports, it is integral to

this section of the study that considerable emphasis be placed on pertinent literature relating to

the influence of sports on academic performance. Marsh (1993), in a longitudinal study, found

that playing sports at the high school level does not have a significant effect on standardised test

scores or grades. In expanding Marsh’s views, a more recent study done by Leung, Ng and Chan

(2011) found that there was no positive effect of extracurricular activities on students’ academic

performance. The study did not point out whether there is a negative effect. It was conducted

using a sample of 575 students from a university in Hong Kong in which the students were

required to complete questionnaires during class or during their extracurricular activities.

However, the study may not be applicable to secondary schools as the targeted sample for these

studies were taken from a tertiary institution in a foreign country.

Alternatively, Stephens and Scabben (2002), in agreement with conventional theories,

asserted that participation in extracurricular activities play an important role in students’


academic successes. They conducted a study in which they discovered that students who were

involved in sports performed better academically than those who were not involved in any

sports. Equally important is Shephard’s (1996) study which specified that participating in

physical activity habitually, might influence one’s cognitive development by increasing cerebral

blood flow.

Ploughman (2008) outlined and summarised additional positive effects of physical

activity on executive functioning, which can be derived from participation in sports. Physical

activity increases oxygen saturation and angiogenesis (i.e., the development of new blood

vessels) in areas of the brain that are crucial for the performance of tasks, increases brain

neurotransmitters (i.e., brain chemicals that communicate information throughout our brain and

body) which facilitates information processing, and increases brain derived neurotrophins that

support neuronal differentiation and survival in the developing brain (Ploughman, 2008). It is

certainly evidential that physical activity has implications for academic performance as exercise

may affect learning and memory ability favourably (Basch, 2011).

Wellham and Hickey (2009) further captures a contrasting view to the belief that students

should only focus on their studies if they desire to do well academically. Their experience and

research provides evidence that students who participate in extracurricular activities, including

sports, tend to have higher levels of self-confidence, are prepared to organize their time well, are

self-managing and commit fully to the areas they take up. These qualities, according to Wellham

and Hickey (2009), are transferred to academic goals. The study they conducted involved 431

private school students from nine different schools in the south-eastern Queensland region in

Australia. The main weakness of their research in relation to the current study is the fact that it

was conducted in private schools while our study involves only public schools which are


attended by the majority of students in Jamaica. It must be noted that students who attend private

schools are usually given more attention as it relates to their individual and academic needs.

Therefore, the results may not be generalized to public schools.

Many student-athletes feel as though more time spent in their sporting activity is a

profitable investment, and so may neglect their studies. Some strongly believe that their

livelihood will depend on their athletic successes. But for many of these participants in sports,

the principal source of the stress and tension in their lives is the sport itself (Delaney & Madigan,

2009). To this end, Kozik, Cowles and Sweet (2005) endorsed another possible avenue for

viewing the potential influence of sports on academic performance. They maintained that many

coaches use the working strategy of telling their athletes that their grades or grade point averages

(GPAs) must be at a certain level for them to participate in the sporting activity (Kozik et al.,

2005). This, they believe, is a good effort at ensuring that the athletes do not fall behind in their

academics and are encouraged to be responsible for their education even if their only interest lies

in playing sports. It could be argued that if these athletes were not playing sports, they perhaps

would still be disinterested in their academics; therefore, their involvement in sports could have a

positive influence, considering that their coaches use the aforementioned strategy. There ought to

be a coupling of curricular and extracurricular activities as only a balance will contribute to the

development of the student (Wellham & Hickey, 2009).

DeMeulenaere (2010) subscribed to the idea that sports can provide an avenue for

students to get scholarships to pursue higher education, whether in their own country, or in other

countries. However, Robinson (2009) posited that Jamaican student-athletes do not have to travel

abroad to study as there are now high quality track clubs in Jamaica, as well as Universities such

the University of Technology, Jamaica (UTech), that sponsor student-athletes. Due to this, the


potential participant base may be widened as prospective students, locally and internationally,

may indicate an interest in attending these institutions.

Arts-based Clubs and Academic Performance

By definition, Arts-based Clubs are those which facilitate students’ participation and

involvement in a variety of media of a visual, technical, musical and or dramatic nature (Deasy,

2002). There is a growing body of publications that present compelling evidence connecting high

school students’ participation in arts-based extracurricular activities with positive academic

benefits (Fujita, 2006). Research has also shown that what students learn in such extracurricular

activities can help them to master certain subjects in their school’s curriculum (Fujita, 2006).

These subjects may include but are not be limited to English language, English Literature and

Social Studies. Deasy (2002) reported that learning experiences in the Arts contribute to the

development of academic skills, including the areas of reading and language development and

Mathematics. Arts-based Clubs such as dance, drama, music, and debating can foster helpful

techniques that could be used innovatively to help students successfully achieve higher academic

performance in Jamaican high schools.

Dance

Keinanen, Hetland and Winner (2000) postulated that dance can be seen as a physical

activity that influences increased brain function and higher concentration levels, which may

support cognitive learning. In their study, they found that dance can contribute to the

development of students’ cognitive skills. The study used the technique of meta-analysis which

allowed for the assessment of the total sum of contribution of multiple studies that employed a

range of student reading and reasoning measures, as well as varied statistical techniques.


Drama

Drama formulates a perspective of how youth see themselves, whether it may be in the

context in which they express their understandings, how they approach the process of writing or

how they can perform in worlds unfamiliar to them; this can considerably shape their sense of

mastery of language and communication (Gallagher & Nteliglou, 2011). Gallagher and Nteliglou

(2011) defined drama as a performing and an exploratory art form that can “provoke creative and

critical forms of literacy that suggest new modes of theorizing the multiple acts of literacy that

takes place in schools” (p. 322). They held the view that schools should provide a classroom

atmosphere and forms of communication in which students generate productive feedback

directly to each other as it is beneficial to the social health of the classroom and also makes the

work of revising writing more meaningful. This practice considerably improves the work that

students eventually produce, and as such, one could agree that participation in drama-related

activities may develop one’s literacy and ultimately, academic performance. Gallagher and

Nteliglou (2011) conducted their research using a sample of four (4) high schools from four (4)

countries, namely Canada, the United States of America, India, and Taiwan. This study sought to

analyse qualitative data on how students express themselves and their interpretation of plays and

artefacts, but failed to gather quantitative data (i.e., grades or overall averages), in order to

highlight how drama or more specifically the direct influence of arts-based clubs on academic

performance.

Music

Fujita (2006) pointed out that studies reflect strong positive relations between student’s

participation in music and their academic performance. In a study conducted by Gromko (2005),


it was found that those students of the treatment group who were exposed to musical instruction

and reading instruction showed considerably greater gains in phonemic awareness when

compared to the control group who were exposed to reading instruction but were not exposed to

music instruction. A later study done by Hallam (2010) showed support for Gromko’s study by

suggesting that the treatment group’s ability to differentiate between tonal and rhythmic patterns

and to associate their perceptions with visual symbols seemed to have transferred to improved

phonemic awareness. Hallam (2010) further suggested that among the perceived benefits of

music on academic performance are the intellectual, social and personal development of children

and young people in areas such as numeracy, perceptual skills, language and literacy skills,

intellectual development, general attainment and creativity.

One possible explanation for the positive relationship between music and academic

performance put forward is that music processing and playing instruments are related to activity

in many different areas of the brain (Wetter, Koerner, & Schwaninger, 2009). This is supported

by research carried out by Gaser and Schlaug (2003) who reported that when compared, the left

planum temporale or the cerebellum in musicians versus non-musicians revealed that it was

relatively enlarged in musicians. The planum temporale is an area of the brain associated with

language processing. Gaser and Schlaug (2003) also suggested that this enlargement of cerebral

structures might have positive implications on individuals’ cognitive functions.

Debating

An examination of existing literature indicates that debating has a positive academic

impact on the students who participate. Professor Minh Luong of Yale University explained that

debating vastly improves one’s thinking, processing, expression, organizational and

communication skills (Luong, 2000). Mezuk (2009) conducted a research on a sample of


students who attended Chicago Public Schools (CPS) and participated in the Chicago Urban

Debate League, using a wide array of student records housed by the Consortium on Chicago

School Research (CCSR) at the University of Chicago. The records of African-American

students who participated in debate tournaments was examined and compared to the performance

of those African-American students who never participated. Mezuk (2009) concluded that

African-American students who participate in debate leagues, earn better grades, and are three

times more likely to graduate from high school. It was also found that students involved in

debate consistently display higher levels of critical thinking skills, which correlates to increased

problem-solving abilities and overall academic performance.

Student Councils and Academic Performance

“A Student Council is a representative structure through which students in a post-

primary school can become involved in the affairs of the school, working in partnership with

school management, staff and parents for the benefit of the school and its students” (Brophy,

2009, p. 8). As suggested by Griebler and Nowak (2010), Students’ Councils may strengthen the

life skills of students. Objectives set by the student council cover an array of school-related areas

which may include: a) enhancing communication between students, teachers and parents, b)

promoting an environment conducive to educational and personal development, c) supporting the

management and staff in the development of the school and, d) representing the views of the

students on matters of general concern to them (Brophy, 2009). It is this broad area of

responsibilities that perhaps convinced Shelly (2011) that involvement in Students’ Councils

improves academic success through the development of necessary skills in decision-making,

problem-solving and communication, with added adeptness in organisation, cooperation,


teamwork, and sense of responsibility, among other functional traits. Admittedly, Students’

Councils can prepare students for subject areas such as Social Studies and Law.

McFarland (2009) did a more detailed study in which he compared Students’ Councils in

three high schools. He reasoned that Students’ Councils may generate a positive influence by

bringing the students into contact with other people who are motivated, and may even influence

the development of skills in public speaking and debating. This may lend itself to an

improvement in areas such as English as well as group projects and oral presentations, which are

clearly a part of academic assessment methods, and thereby influences academic performance.

Griebler and Nowak (2010) conducted a qualitative analysis of the diverse effects of

Students’ Councils on the students involved in them. This cross-cultural research was carried out

using 58 cases of adolescents aged 13 to 19, who were involved in student councils; this

systematic synthesis, according to Griebler and Nowak (2010), is the first of its kind conducted

on effects of student participation in student councils. It was found that student participation in

school decision-making has positive effects on students’ self-esteem, democratic skills and

academic achievement. The impact on academic achievement was in part due to the fact that the

work of the Students’ Council members led to curriculum changes, improvements in school

facilities such as classrooms, and changes in procedures (i.e., improved photocopying system and

extended use of library and laboratories) and teaching methods.

Based on the findings of the research, it was noted that Students’ Council representatives

displayed increased positive attitudes towards learning and becoming better learners; therefore

they performed better academically (Griebler & Nowak, 2010). On the other hand, Students’

Council membership required much time and effort to accomplish the necessary activities, and so

without proper time management, the Students’ Council members’ grades could have been


negatively affected. This research proposed that even though participation in student councils

could be time consuming, it was still beneficial for the student representatives themselves.

Griebler & Nowak’s study did not go in depth as it relates to how Students’ Councils impact the

overall academic performance of the respondents. The aforementioned study failed to examine

quantitative evidence of how students involved in the related body performed academically;

therefore there is room for greater research in this area.

Summary of Literature Review

The literature review examined the finding of other researchers with regards to the

influence of extracurricular activities on student’s academic performance. Many of these

researchers agreed that there is in fact a relationship between the two variables. However, there

were those who purported that participation in extracurricular activities had no impact on

academic performance. Furthermore, the studies examined were conducted in foreign countries

including, Australia, The United States of America, China, and Mexico. Hence, these studies

may not be fully applicable to secondary schools in Jamaica due to differences in culture, the

quality and level of education as well as extracurricular diversity. In addition, some of the studies

that were focused on extracurricular activities in relation to academic performance did not collect

grades or overall averages in determining whether there was a relationship between the two

variables. On these grounds, the researchers will seek to determine how extracurricular activities

influence academic performance, as well as the relationship between both variables, in the direct

context of Jamaica, using both qualitative and quantitative means.


Chapter 3: Research Methodology

This chapter will cover the intended research design, population and sample, data

collection instruments and procedures, data analysis as well as timeline, budget and ethical

considerations.

Intended Research Design

The independent variable in this research proposal is extracurricular activities in which

the students are involved. The dependent variable is the academic performance of the students.

The research design that will be used is a qualitative and quantitative research and more

specifically a correlation survey will be used. The reason for using this research design is that the

researchers want to gain specific information about how extracurricular activities influence the

academic performance of students, and whether there is a correlation between extracurricular

activities and academic performance. In addition, the survey will provide an avenue for

recording and administering questions and answers with ease. Surveys are relatively inexpensive

to administer and do not require much technical expertise. They are also useful for collecting a

wide range of information. The qualitative design will include the use of interviews to obtain the

required data.

Population

The target population specific to this study are all high school students in Jamaica in the

parishes of Kingston, St. Andrew and St. Catherine. The Ministry of Education’s Statistical

Report (2012-2013) numbered the enrolment of high school students in Kingston at 15, 597

ranging from grades 7 to 13. The enrolment of high school students in St. Andrew was reported

to be 36,940 ranging from grades 7 to 13. The same report numbered high school students in St.


Catherine at 31,560 ranging from grades 7 to 13. The total student population figure was drawn

from eleven (11) public secondary schools in Kingston, twenty seven (27) from St. Andrew and

twenty (20) from St. Catherine. Three (3) of these schools (traditional and upgraded), named

‘School A’, ‘School B’ and ‘School C’ for the purpose of this research, will be chosen as a

representative group of the target population.

Sample

The overall sample will consist of ninety (90) students. The sample size from each school

will be thirty (30) students and from each category of extracurricular activities, ten (10) students

will be selected using the stratified random sampling method. This probability method of data

collection will be used as it will contribute to the acquisition of accurate and reliable information

or results. The use of probability sampling in research will reduce errors and biases in the study.

Data Collection Instruments

In conducting the survey, questionnaires and interviews will be used to obtain data.

Questionnaires will be advantageous to this research as it will be used to collect standardized

data. The questionnaires used will be pre-established and will be developed unique to each

category of extracurricular activity, namely, Athletics, Arts-based Clubs and Students’ Council.

Each questionnaire will consist of approximately 15-20 closed and open-ended questions. The

questionnaires and interviews will also enable the researchers to collect large amounts of data in

a short period of time and in a cost-effective way. The researchers will be able to easily quantify

and qualify data obtained from the questionnaires and interviews. Objectivity in the

administration of the questionnaires and interviews will be maintained, with little room for


subjectivity in the analysis of data. In addition to the questionnaires, students’ overall averages

are considered to be instruments.

The validity and reliability of the data collection instruments will be maintained; if not,

the overall results of the study could potentially be affected negatively. It is important to note

that reliability and validity will not be fully conclusive. However, the results obtained will be

more accurate if measures are taken to ensure there is a certain a degree of validity and

reliability. At the onset, the researchers will consider the face validity of the questionnaires by

ensuring that they look like that which they are intended to measure. The researchers will ensure

that the questions are phrased properly and the response options are appropriate. Reliability

could also be measured by looking at the consistency or repeatability in responses among the

items. However, it is important to note that even though the questionnaires given to students

from each category of extracurricular activities are similar, the responses are expected to be

different; this is owing to the fact that the respondents’ perspectives are influenced based on the

category of extracurricular activity they are involved in.

Data Collection Procedures

Before the study begins, a formal letter from the researchers will be sent to the principals

of the three (3) high schools that will be involved in the study. The letter will explain the purpose

of the research proposal and will request permission to conduct the research in the respective

schools. In addition, it will solicit the principals’ permission to conduct interviews as well as to

administer and collect questionnaires from thirty (30) students involved in specified

extracurricular activities (i.e., Athletics, Arts-based Clubs such as Music, Debating, Drama and

Dance, and the Students’ Council).


The researchers will request, in a formal meeting with the principal or vice-principal that

two teachers be asked to assist with the study particularly in terms of providing support for the

random assignment of students to the study. The researchers will seek permission from

parent(s)/guardian(s) of the selected students by way of a consent form for their child/ward to

participate. It will be communicated to the principals, parents and students that participation

from the students will be voluntary and there will be no undue pressure or incentives of any kind

offered to coerce the students into participating. It will also be communicated that students may

withdraw from the study at any time, and that confidentiality of information and anonymity of

both the schools and the students will be maintained. To guard against legal and other issues, any

school policies that govern research will be adhered to for each of the schools for the duration of

the study.

Subsequent to obtaining permission from the schools, an informational meeting will be

held with the principal and the teachers who volunteer to assist with the study. This will be done

in order to officially highlight the importance of the study and to outline its purpose and

procedures.

A total of ninety (90) students will be participating in the proposed research study. From

each school, the overall averages of thirty (30) students of varying grade levels who are involved

in the extracurricular activities will be collected. This will be for the 2013/2014 academic year.

An equal amount of students (i.e., ten (10) students) will be selected from Athletics, the Arts-

based Clubs and Students’ Council in each school.

Students will be required to complete a questionnaire consisting of approximately 16-20

closed and open-ended questions. It will take approximately two weeks to administer and collect

questionnaires from and conduct interviews with students from all three schools involved in the


research study. Threats to the validity of the data collected will be controlled as the students will

be randomly selected and will represent a variety of backgrounds and age ranges. To ensure

confidentiality and anonymity, alphanumerically coded questionnaires will be distributed to the

students in the study. The alphanumeric code will be unique to each sub-sample, that is, ‘AT###’

for athletics, ‘AR###’ for Art-based Clubs, and ‘SC###’ for Students’ Council. The supervising

teacher(s) will take the name of each student and the alphanumeric code associated with the

questionnaire completed by each student. Subsequently, the supervising teacher will provide the

researchers with a copy of the average scores for the students in association with their assigned

alphanumeric codes. In this way, the researchers will not be in contact with the names of the

students.

Data obtained from the questionnaire and interviews, as well as the average score of each

student will be entered in Microsoft Word and Excel. Once all the data has been collected, it will

be analyzed. All files associated with the proposed research study will be saved on the

computer’s hard drive. In an effort to ensure the integrity and security of all data collected, the

files will be protected using a security password available only to the researchers.

Data Analysis

In an effort to summarise the data that will be collected from questionnaires, descriptive

statistics will be employed (i.e., the results will be descriptively discussed). Descriptive statistics

will be used to provide a graphical presentation of the collected data and calculation or

generation of summary statistics. Hence, the descriptive statistics will make full use of

percentages, measures of central tendency (i.e., mean, mode and median), and a measure of

dispersion or variance (i.e., range). Measures of dispersion or variance will be used to represent

the data collected about the students’ academic performance; the range of the test scores will be


determined. Additionally, graphical analysis will be used to display the data and provide a better

picture of the data presented. In an effort to compare the subgroups, specific graphs such as

multiple bar graphs will be used.

Timeline, Budget and Ethical Considerations

Timeline

In early January, the researchers will decide on the schools within which the research will

be carried out and sample size to be used. Subsequently, the request letters to be sent to the

selected secondary schools will be composed and printed. The questions for the interviews and

questionnaires will also be formulated in January. These tasks should span over the first two (2)

weeks of the month.

During the last two weeks of January, the request letters will be sent to the selected

secondary schools along with a copy of the research proposal. With the granted permission from

the schools, consent forms will be issued to the potential participants for their parents’/guardians’

approval. After the consent forms have been returned, plans will be finalized with the schools

and participants for the collection of the necessary data; this will be followed by the printing and

assembling of questionnaires and interview forms. The researchers will distribute and collect the

questionnaires, and conduct all interviews during the latter part of the month of February.

For the month of March, the data collected will be tallied and the findings represented

using tables, charts and text; after which an analysis of the findings will be carried out. This

process should cover a period of four (4) weeks. During the month of April the researchers will

complete the discussion of findings and seek to answer research questions posed. In the month of

May, the researchers will seek to identify the limitations of the study, conclude the study, suggest


implications, and make recommendations based on the findings of the research. In the first week

of June the researchers will proof-read and edit the research document for final submission.

Proposed Budget

For the months during which the research will be carried out and completed, travel

allowance will be approximately $24,400 in total. This is due to the fact that transportation costs

will be incurred in the researchers’ efforts to issue the consent forms, distribute and collect

questionnaires and conduct interviews at the three secondary schools. The total sum will also be

representative of costs incurred from data analysis meetings and travel cost for the submission of

the research.

The total printing cost will be approximately $12,240. This cost will cover the printing of

the proposed research for the selected secondary schools, questionnaires, interview sheets,

request letters, consent forms and two (2) bounded copies of the completed research document

for submission. From the single consent form printed, all the remaining consent forms will be

photocopied at an approximate cost of $2,000. After the data has been collected and analysed,

and reports completed, two (2) copies of the completed research will be bounded at a cost of

approximately $200. Other budget costs due to miscellaneous occurrences will be roughly

$19,000. For the period spanning from the month of January to June, it can be said that the

proposed research budget will be approximately $57,840.

Ethical Considerations

It is important that the researcher pay attention to ethical concerns throughout this study.

Ethical considerations are requirements of research made to ensure the protection and respect of

all the participants involved. They ought to be reflective of what the researcher should and

should not do. While there are numerous ethical considerations, some are more suitable for the


context of certain research than others. For the duration of this research professionalism is

required from all researchers involved where professional conduct and respect are directed

towards both colleagues and participants. Each participant under the age of eighteen (18) will be

given a consent form which should be signed by a parent or guardian; this is to ensure that

parents are aware of and approve their child’s participation in the study. All other participants

will be asked to sign an informed consent form.

The research will be carried out in three (3) secondary schools, and all relevant parties to

the research, including principals, teachers, students and the necessary members of

administration, will be informed and briefed on the relevant areas of the study. The parents of

students below the age of eighteen (18) will also be contacted and briefed in an informational

meeting. This is to ensure the informed consent of the participants. There will be no

discrimination of participants. The privacy and anonymity of all participants and by extension,

the school, will be of utmost importance. Hence, confidentiality of the disclosed grades is

assured by the researchers. The names of the participants will also be converted to alphanumeric

codes by an assigned teacher. In order to not jeopardize the integrity of the research,

transparency and objectivity is required from the researchers at all times. No alterations will be

made to the findings and all data will be analysed and reported as is.


Chapter 4: Results

The purpose of this study is to determine how extracurricular activities influence

academic performance, and to further establish whether there is a positive relationship between

extracurricular activities and academic performance. In this chapter, we will include the

description of the sample, raw data from questionnaires, correlations, and a summary of the

findings.

Description of Sample

A sample of thirty (30) students was selected from three (3) secondary schools located in

the parishes of Kingston and St. Catherine. From each set of extracurricular activities, ten (10)

students were selected. Therefore, a total of ninety (90) questionnaires were administered to

respondents involved in Athletics, Arts-based Clubs and Student’s Council.

Findings

All questionnaires issued were completed and returned. It must be noted that one of the

three schools selected in the sample refused to release the overall averages for the selected

respondents; therefore, only sixty (60) averages will be represented in the correlation results. The

findings are presented in this chapter using bar charts, tables and text representation. Measures of

central tendency (i.e., mean, mode and median) were used to correlate the independent and

dependent variable.


Figure 4.1

Source: Data from questionnaire gathered by the researchers

Notes: Despite the fact that the data for athletics, arts-based clubs and Students’ Council are being represented on

one chart, the three are uniquely different.

The bar chart above shows the total weekly hours spent by respondents in Athletics, Arts-

based Clubs, as well as Students’ Council. From the sub-sample involved in Athletics, 36.7%

spent 11-15 hours participating, 30% spent 1-5 hours participating, 20% spent 16-20

participating, and 13.3% spent 6-10 hours participating. From the sub-sample involved in Arts-

based Clubs, 63.3% spent 1-5 hours participating, 20% spent 11-15 hours participating, 13.3%

spent 6-10 hours participating, and only 3.3% spent 16-20 hours participating. From the sub-

sample involved in Students’ Council, 93.3% spent 1-5 hours participating and 6.6% spent 6-10

hours participating.

Athletics Arts-based Clubs Students' Council

1-5 hours 30% 63.3% 93.3%

6-10 hours 13.3% 13.3% 6.6%

11-15 hours 36.7% 20% 0%

16-20 hours 20% 3.3% 0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

nta

ge

of

Res

po

nd

ents

(%

)

Bar Chart showing weekly hours spent participating in

Extracurricular Activities


Figure 4.2


Notes: Despite the fact that the data for Athletics, Arts-based Clubs and Students’ Council are being represented on


The bar chart above shows whether respondents that are involved in Athletics, Arts-based

Clubs, and Students’ Council, think their academic performance has been improved as a result of

their involvement in extra-curricular activities. From the sub-sample that is involved in Athletics,

73.3 % think their academic performance has improved due to their involvement in the activity,

while the remaining 26.7% think their academic performance has not improved. 73.3% of the

sub-sample involved in Arts-based clubs also believe their academic performance have improved

while the remaining 26.7% believe it has not improved. From the sub-sample involved in

Students’ Council, 63.3% believe their academic performance has improved as a result of their

involvement in the activity while the remaining 36.7% believe there has been no improvement.

73.3% 73.3%63.3%

26.7% 26.7%36.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%


Per

cen

tag

e o

f R

epo

nd

ents

(%

)Bar Chart showing whether respondents think their

Academic Performance has improved due to

involvement in Extracurricular Activities

Yes

No


Figure 4.3




The bar chart above depicts the challenges students encounter due to involvement in

Athletics, Arts-based Clubs, and Students’ Council. From the sub-sample that is involved in

Athletics that indicated that they indeed faced challenges due to their involvement in the extra-

curricular activity, 32 % faced the challenges of not being able to turn in assignments on time

and sleeping in class, 20% faced the challenge of being absent from class/school, and the

remaining 12% faced the challenge of worsening grades. From the sub-sample that is involved in

Arts-based clubs, 70.8% faced the challenge of being absent from class/school, 20.8% faced the

challenge of sleeping in class, and the remaining 16.7% faced the challenge of not turning in

assignments on time. From the sub-sample that is involved in Students’ Council, 75 % faced the

challenge of being absent from class/school, and the remaining 25% faced the challenge of not

being able to turn in assignments on time


Worsening grades 12% 0% 0%

Being absent from class/school 20% 70.8% 75%

Not turning in assignments ontime

32% 16.7% 25%

Sleeping in class 32% 20.8% 0%

0%

10%

20%

30%

40%

50%

60%

70%

80%P

ercen

tag

e o

f R

esp

on

den

ts (

%)

Bar Chart showing challenges respondents encounter due

to extracurricular involvement


Table 4.1

Skills respondents have developed as a result of participating in extracurricular activities

Skills developed Athletics Arts-based Clubs Students’ Council

Interpersonal 63.3% 30% 43.3%

Time management 60% 30% 46.7%

Problem-solving 36.7% 40% 50%

Decision-making 30% 33.3% 56.7%

Leadership 46.7% 23% 80%

Teamwork 80% 53% 50%

Creativity - 53.3% 20%

Public speaking 26.7% 26.7% 56.7%

Critical thinking 36.7% 30% 56.7%

Numeracy 33.3% 16.7% 20%

Literacy 23.3% 16.7% 43.3%

Organizational 33.3% 30% 33.3%

Co-ordination/judgment 40% 33.3% 33.3% Source: Data from questionnaire gathered by the researchers

Note: The respondents were asked to tick all responses that apply; therefore, percentages might not add up.

Table 4.1 above represents the skills respondents have developed as a result of their

participation in Athletics, Arts-based Clubs, and Students’ Council. From the sub-sample of

Athletics, 80% indicated that they have developed teamwork related skills, 63.3%, interpersonal

skills, 60%, time management skills, 46.7%, leadership skills, and 40%, co-

ordination/judgement, 36.7%, problem-solving skills, another 36.7%, critical thinking skills,

33.3%, organizational skills, another 33.3%, numeracy skills, 30%, decision-making skills,

26.7%, public speaking skills while, 23.3%, developed literacy skills. Within the sub-sample of

Arts-based clubs, 53% of the respondents indicated that they have developed teamwork related

skills, 50%, creativity, 40%, problem-solving, 33.3%, decision-making, another 33.3%, time-

management skills as well as co-ordination/judgement, 30%, interpersonal, public speaking,

critical thinking and organizational skills, 23%, leadership skills, 20%, literacy skills, 16.7%,

numeracy skills and only 7% indicated that have they developed numeracy skills. From the sub-


sample involved in Students’ Council, 80% indicated that they have developed leadership skills,

56.7%, critical thinking and public-speaking skills, as well as the ability to make decisions,

50%,problem-solving and teamwork related skills, 46.7%,time management skills, 43.3%,

literacy, another 43.3%, interpersonal skills, 33.3%, organizational skills, another 33.3%,co-

ordination/judgement, 20% , numeracy and another 20%, creativity.

Table 4.2

Subject areas of respondents that have improved due to extracurricular involvement

Subject areas Athletics Arts-based Clubs Students’ Council

English Language 10% 53.3% 53.3%

English Literature 3.3% 10% -

Social Studies - 20% 50%

Sociology - - 6.7%

History 6.7% 6.7% 6.7%

Law - - 3.3%

Communication Studies 3.3% 36.7% 10%

Drama - 30% -

Music - 20% -

Mathematics 33.3% 20% 6.7%

Integrated Science 13.3% - -

Physics 26.7% - -

Biology 13.3% - -

Physical Education 43.3% - - Source: Data from questionnaire gathered by the researchers

Note: The respondents were asked to tick all responses that apply; therefore, percentages might not add up.

Table 4.2 above represents the subject areas that have improved due to the respondents’

involvement in Athletics, Arts-based clubs, and Students’ Council. From the sub-sample of

Athletics, 43.3% of the students indicated improvement in Physical Education, 33.3% saw

improvement in Mathematics, 26.7% saw improvement in Physics, 10% saw an improvement in

English Language, 13.3% saw improvement in Integrated Science and Biology, 6.7% saw

improvement in History, and 3.3% saw an improvement in English Literature and

Communication Studies. Within the sub-sample of Arts-based Clubs, 53.3% of the respondents


saw improvement in English Language, 40% saw improvement in Communication Studies, 30%

saw improvement in Mathematics, 26.7% saw improvement in Drama, 20% saw improvement in

Music, Mathematics and Social Studies, and 6.7% saw improvement in English Literature and

History. Within the sub-sample of Students’ Council, 53.3% saw improvement in English

Language, 50% saw improvement in Social Studies, 10% saw improvement in Communication

Studies, 6.7% saw improvement in Sociology, History and Mathematics, and only 3.3% saw

improvement in Law.

Figure 4.4




The bar chart above depicts what the respondents hope to gain from their extra-curricular

involvement. From the sub-sample of Athletics, 70% of the respondents hope to get

grants/scholarships, 53.3% hope to gain experience, 50% hope to gain career advancement, and

26.7% hope to gain self-gratification. From the sub-sample of Arts-based Clubs, 63.3% of the

AthleticsArts-based

ClubsStudents'Council

Career advancement 50% 33.3% 26.7%

Grants/scholarship 70% 43.3% 16.7%

Experience 53.3% 63.3% 60%

Self-gratification 26.7% 60% 33.3%

0%10%20%30%40%50%60%70%80%

Per

cen

tage

of

Res

pon

den

ts (

%)

Bar Chart showing what respondents hope to gain

from extracurricular involvement


respondents indicated that they hope to gain experience, 60% hope to gain self-gratification,

43.3% hope to gain grants/scholarships, and 33.3% hope to gain career advancement. From the

sub-sample of Students’ Council, 60% of the respondents indicated that they hope to gain

experience, 33.3% hope to gain self-gratification, 26.7% hope to gain career advancement, and

16.7% hope to get grants/scholarships.

Figure 4.5 Source: Data from questionnaire gathered by the researchers



Figure 4.5 above depicts whether students are involved in any additional extracurricular

activities. From the sub-sample of Athletics, 56.7% of the respondents were involved in other

extracurricular activities while the remaining 43.3% were not involved. From the sub-sample of

Arts-based Clubs, 83.3% of the respondents are involved in other extracurricular activities while

the remaining 16.7% are not involved. From the sub-sample of Students’ Council, 80% of the

respondents are involved in extracurricular activities while the remaining 20% are not involved.

43.3%

83.3% 80%

56.7%

16.7% 20%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%


Per

cen

tage

of

Res

pon

den

ts (

%)

Bar Chart showing whether students are involved in additional

extracurricular activities

Yes

No


Text Representation of Data

From the sub-sample of respondents involved in athletics, it was discovered that the

respondents were involved in one or more type of sporting activity. Whereas 30% of the

respondents were involved in track and field, another 30% were involved in football, 20% in

netball, 10% in basketball, another 10% in cricket, 6.7% other sports such as swimming and

water polo, and only 3.3% were involved in volleyball. From the sub-sample of Arts-based

Clubs, 53.3% of the respondents were involved in Drama, 36.7% were involved in Music, 30%

were involved in Dance, and 20% were involved in Debate.

Whereas 66.7% of respondents were non-executive members, 23.3% of respondents were

captains while the remaining 10% of respondent were equipment managers. From the sub-

sample of Arts-based Clubs, 60% of the respondents were non-executive members, 16.7% held

the positions of President and Treasurer, 13.3% held the position of Secretary, and 3.3% held the

position of Public Relations Officer. From the sub-sample of Students’ Council, 60% were non-

executive members, 26.7% were Secretaries, 6.7% Public Relations Officers, 3.3% represented

the position of Treasurer and another 3.3% represented the position of Vice President. 16.7% of

respondents selected the option of ‘other’ where they went on to state that they held the positions

of President’s Assistant and Advisor.

From the sub-sample of Athletics, 83.3% confirmed that they had parental support for the

amount of time you spend in extracurricular activities, 10% indicated that they are uncertain of

whether they had their parents’ support, and the remaining 6.7% indicated that they have no

parental support. From the sub-sample of Arts-based Clubs, 76.7% of the respondents indicated

that they had parental support, 13.3% indicated that they did not have their parent’s support

while the remaining 10% indicated that they were not sure whether their parents were supportive


of their involvement. From the sub-sample of Students’ Council, 67% of the respondents

indicated that their parents were supportive of their involvement in Students’ Council. The

remaining 33% indicated that they were uncertain of whether their parents were supportive of

their involvement in Students’ Council.

From the sub-sample of Athletics, 33.3% indicated that they are in the 10th grade, 26.7%

belong to the 9th grade, 23.3% belong to the 8th grade and the remaining 16.7% belong to the 12th

grade. From the sub-sample of Arts-based Clubs, 56.7% indicated that they are in the 10th grade,

33.3% indicated that they are in the 12th grade, and 3.3% said they are in the 8th, 9th and 13th

grades. From the sub-sample of Students’ Council, 50% of the respondents belonged to the 10th

grade, 20% belonged to the 8th grade, 13.3% belonged to the 9th grade, and 10% belonged to 12th

Grade. Additionally, 3.3% of respondents each belonged to the 7th and 11th grades.

The age distribution in the sub-sample of Athletics comprises of 60% respondents

between the ages of 14 and 16 years, 23.3% between the ages of 17 and 19 years and the

remaining 16.7% between the ages of 11 and 13 years. From the sub-sample of Arts-based

Clubs, 56.7% of the respondents were between the ages of 14 and16 years, while the remaining

43.3% were between the ages of 17 and 19 years. From the sub-sample of Students’ Council,

86.7% were between the ages of 14-16 years, 10% of respondents were between the ages of

17and 19 and the remaining 3.3% were between the ages of 11 and 13 years.

Finally, within the sub-sample of Athletics, 66.7% were males and 33.3% were females.

From the sub-sample of Arts-based Clubs, 56.7% were female 43.3% of the respondents were

male, while. From the sub-sample of Students’ Council, 70% of respondents were female and the

remaining 30% were male.


Correlation of Grades and Weekly Hours

Table 4.3

Grade range and students’ average hours based on students’ extracurricular involvement

Extracurricular Activities Grade Range (%) Number of

Respondents Respondents ‘Average

Weekly Hours

Athletics 0-39 1 3

40-59 7 9.3

60-79 11 10.5

80-100 1 13

Arts-based Clubs 0-39 0 -

40-59 7 5.9

60-79 13 7.9

80-100 0 -

Students' Council 0-39 1 3

40-59 0 -

60-79 14 3.7

80-100 5 3 Source: Data from schools gathered by the researchers

Notes: Of the total population sample of ninety (90) students, grades were obtained for only sixty (60) students,

from ‘School A’ and ‘School B’.

Table 4.3 shows the grade range and average weekly hours spent by respondents in

Athletics, Arts-based Clubs and Students’ Council. In the sub-sample of Athletics, one (1)

respondent who obtained an average of 80-100 percent (%) spent an average of 13 hours

participating in the activity. Eleven (11) respondents from the same sample who obtained an

average score between 60-79 percent (%) spent an average of 10.5 hours participating per week.

Seven (7) respondents, who obtained an average of 40-59 percent (%), spent an average of 9.3

hours participating per week, and one (1) respondent who obtained an average of 0-39 percent

(%) spent an average of 3 hours participating per week.

From the sub-sample of Arts-based Clubs, thirteen (13) students who obtained an average

score of 60-79 percent (%) spent an average of 7.9 hours participating per week. The remaining


seven (7) respondents obtained an average score of 40-59 percent (%) and spent 5.9 hours

participating per week.

From the sub-sample of Students’ Council, fourteen (14) respondents obtained an average

score of 60-79 percent (%) and spent an average of 3.7 hours per week. Five (5) respondents

obtained an average of 80-100 and spent an average of 3 hours participating per week. The

remaining respondent obtained an average score of 0-39 and spent an average of 3 hours

participating per week.

Figure 4.6 Source: Data from schools gathered by the researchers

Notes: Of the total population sample of ninety (90) students, grades were obtained for only sixty (60) students,

from ‘School A’ and ‘School B’.

Figure 4.6 above shows the measures of central tendency (i.e., mean, mode and median)

for Athletics, Arts-based Clubs and Students’ Council. From the sub-sample of Athletics the

respondents’ mean score was 62.6%, the modal score was 55.8% and the median score was

67.8%. From the sub-sample of Arts-based clubs, the respondents’ mean score was 63.9%, and


Mean 62.6% 63.9% 73.8%

Mode 55.8% 0% 67%

Median 67.8% 64.9% 74%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Sco

res

(%)

Line Graph showing extracurricular activities and

measures of central tendency relating to average scores


the median score was 64.9%. From the sub-sample of Students’ Council, the respondents’ mean

score was 73.8%, the modal score was 67% and the median score was 74%.

Summary of Results

In summary, the study revealed that the respondents involved in Athletics spent the most

weekly hours participating in related activities (i.e., 13-15 hours weekly), followed by those

involved in Arts-based Clubs which spent 6-9 hours weekly, while the respondents involved in

Students Council spent the least of 1-5 hours per week participating in related activities. The

respondents also indicated that they were involved in other extracurricular activities outside of

those focused on in this research. Most of the respondents also indicated that their academic

performance has improved as a result of participating in these extracurricular activities and that

they had full parental support. Additionally, across all three categories of extracurricular activity,

the majority of the respondents had an overall average between 60-79 percent (%) despite facing

a myriad of challenges such as being absent from class/school, sleeping in class and not turning

in assignments on time.


Chapter 5: Discussion of Results

This chapter will include a discussion of the findings, in relation to the research questions

provided in chapter one, which will serve as a means of confirming or disconfirming the research

questions. It will include several elements; a discussion in relation to Athletics and academic

performance, Arts-based Clubs and academic performance, Students’ Council and academic

performance and the overall relationship between extracurricular activities and academic

performance. Other elements to be included are limitations, conclusion, implications and

recommendations.

Discussion

Athletics and Academic Performance

The findings from this study have confirmed that participants in Athletics may benefit

from their involvement in Athletics which may have positively impacted their academic

performance; physical activity may positively affect learning and memory ability (Basch, 2011).

In fact, it was highlighted in our research that 73.3% of the athletes who responded were of the

opinion that their academic performance improved due to their involvement in Athletics. When

asked to give reasons for their answers, the respondents indicated that their academic

performance improved due to the fact that their involvement in Athletics provides physical

fitness which in turn positively affects their learning ability. This finding relates to the study of

Shephard (1996) which emphasized that when persons participate in physical activity habitually,

there may be increase in cerebral blood flow which may influence one’s cognitive development.

Additionally, Ploughman (2008) did a more recent study which outlined that physical activity

derived from participation in sports increases the development of new blood vessels which may


affect areas in the brain that are crucial to the performance of tasks, as well as increases the brain

chemicals that may facilitate information processing. Whilst the aforementioned areas of study

compliment our research, the researchers did not focus on these areas in depth.

Interviews with respondents revealed that they considered their involvement in Athletics

to be ‘time-out’ from their studies, which is supported by the study of Wellham & Hickey

(2009).

Whenever I get on the field, I forget about everything else and just play football. I do not

think about school work at all. When I do get home and prepare to do my homework or

assignments, my head feels clear and I actually get the work done faster and better. Even

when I get to school the next day, I concentrate better in class because my mind is

relaxed. (AT005, personal communication, March 30, 2014)

These findings are also in conjunction with the study of Stephens and Scabben (2002),

which indicated that students who participate in sports performed better academically than those

who do not. Despite the fact that this is an important aspect of study that could shed light on our

research, the researchers were unable to obtain data that would provide for a comparison

between the academic performance of those who participate in sports and those who do not.

Most of the athletes, that is, 80%, indicated that they have developed teamwork skills due

to their involvement. This may benefit their academics as students more often than not, must

work with each other in groups to achieve common goals that contribute to their grade.1

Respondents also indicated that they attained interpersonal skills, time management skills,

leadership skills, critical thinking skills, problem-solving skills, public speaking skills, numeracy

1 Students’ overall averages include standardised test scores as well as scores from alternative assessment.


skills, and literacy skills, among others, due to involvement in sports. The development of the

aforementioned may be in part due to other factors such as the respondents’ exposure to the

actual subject areas of influence. However, these findings are still justifiable for various reasons.

Athletes are often required to do interviews and at times, the captains must also speak in public

forums or mass meetings, and especially to their team. In addition, athletes are generally required

to read up on the rules and principles that govern their sporting activity, as well as on nutritional

values and standards that have been developed and set by the school and sporting bodies.

Athletes must know the intricacies of their sporting activity as it relates to speed, distance,

height, among other numerical measures. They must also have a ‘game plan’ and must execute

this effectively in order to achieve the primary goal of winning. However, there may be times

when the set plan is not working as effectively as planned and so the athletes must solve this

problem on the field as well as during any break given. In light of these points, the

aforementioned skills are transferable to academic goals, and so are critical points in sustaining

the finding that sports involvement influences students’ academic performance positively.

The respondents noted subject areas in which they have seen improvement since their

involvement in sports. These areas include Physical Education, which was indicated by the

majority, (i.e., 43.3%) of the respondents, followed by Mathematics, Physics, Biology and

Integrated Science. There is a clear link between Physical Education and Athletics as they both

address practical and theoretical functioning of the human body. Simple maths can shed light on

movements that are seen in sports. Physics also explains movement of objects used in sports and

also how the body moves. In addition, Biology and Integrated Science relate to Athletics as the

athletes must be aware of their anatomy and how their body works, particularly so they may

prevent injury and maximise on their potentials. Furthermore, 10% of the respondents saw


improvements in English Language and 3.3% in English Literature. Improvement in these

subject areas is justified by the fact that the respondents have developed literacy skills, among

others. It could be argued that it is exposure to these subject areas that has yielded benefits in

Athletics and not the reverse. However, in saying that participation in Athletics may improve

academic performance, we are not saying that we believe that this participation, per se, is the

sole influence of such academic improvement. It stands to reason that due to the fact that the

athletes are able to recognize a connection between their sporting activities and the subject areas

being pursued, there is an overall benefit transferred to their academics.

The Inter-Secondary Schools Sports Association (ISSA) has set a standard that in order to

participate in ISSA-run sports, participants must maintain a minimum score of 45% in at least

four subjects. Furthermore, as seen in the study of Kozik, Cowles and Sweet (2005), which

emphasized the potential influence of Athletics on academic performance, coaches in the schools

employ the strategy of emphasizing standards set by the school as it relates to the level of

academic performance that is required for the athlete to participate in any sporting activity. An

interview with a coach from School A revealed that there is a zero tolerance approach as it

relates to poor academic performance in relation to active involvement in sports at the school.

Athletes in this school must maintain an average of 75% and above. As the basketball

coach, I put strict checks and balances in place as I monitor the athletes’ grades. If any

of the athletes’ average is below 75%, then the athlete sits out until the average is where

it needs to be. There must be a balance; otherwise, there is no room for the athlete on the

team. I also schedule practices in such a way that the athletes get rest days between

practices. Also, if the athletes’ parents call to say their child is not performing well

enough, for example, not doing homework, then I withdraw that student from the team.


There have been times, even recently, where the team has suffered due to students being

withdrawn from the team because of academic shortfalls. But that is something I have

always been prepared to accept and deal with. (Coach A, personal communication,

March 30, 2014)

In light of the above interview, the grades of the basketball players from the

representative sample in School A were examined. This was done in an effort to determine

whether the coach’s strategy may have had a positive impact on the academic performance of the

respondents. It was discovered that two thirds of these athletes’ grades were at and above the

required level of academic performance (i.e., 75%). Two of the respondents, both holding the

position of captain on their respective teams, had averages of 75% and 80.5%, while the

remaining basketball player who responded had an average that fell slightly below the mark at

74.3%. Interestingly, these three athletes were the top three academic performers in the entire

Athletics sub-sample. These findings support our argument that the coach’s strategy is effective.

It must be noted here, especially in light of the previously mentioned findings, that there

may have certainly been other factors such as physical activity derived from the respondents’

participation in Athletics, which influenced the respondents’ academic performance positively.

However, we are not arguing that it is this benefit of playing basketball that directly caused the

students to attain grades close to, at and above the required standard, but rather the strategies

used by the coaches. It may be argued that these athletes would not have performed as well as

they have without motivation from their coaches. If the football coach, for example, utilised the

same strategy, it may have been possible that the athletes would have achieved averages close to,

at and above the required level. Also, it may be argued that the other coaches do not emphasize

the standards set by the school and therefore their athletes are not motivated specifically by the


coaches to maintain the set standard; hence, these athletes do not have averages as high as the

basketball players.

In order to further support the above point that the strategies used by coaches may

positively impact the participants’ academic performance, it may be important to compare the

overall averages of the three basketball players to that of the year group to which each player

belongs. This could be done in an effort to find out whether their individual averages are above

the overall average of their respective year groups, which would prove that there is in fact a

positive impact of Athletics, specifically basketball, due to the influence of coaches, on students’

academic performance in School A. However, the researchers were unable to obtain this data.

While we recognize the benefit of Athletics, it does not go without challenges. Athletes

involved in this study face a variety of challenges, chief of which are not turning in assignments

on time and sleeping in class, both indicated by 32% of the respondents. This is expected as the

athletes are often required to attend matches, and are especially busy during their sporting

season. Therefore, these challenges must be taken into consideration as they clearly have an

impact on students’ academic performance. However, it must be noted that external factors such

as distance from school, family issues as well as health problems may have contributed to the

challenges the respondents face in relation to their academic performance; it cannot be assumed

that these challenges are solely due to students’ participation in Athletics.

It is important to note that the respondents from the Athletics sub-sample spent the most

hours (i.e., 13 hours) weekly, on average, participating in their extracurricular activity, as

compared to that of the Arts-based Clubs and Students’ Council sub-samples (i.e., 7.9 and 3.7

hours respectively). Despite this, the mean score of the Athletics sub-sample is still relatively

close to that of the Arts-based Clubs (i.e., 62.6% and 63.9% respectively). It could be argued that


these athletes, despite dedicating so many hours to participating in their sporting activity, are

performing fairly well as compared to the respondents from the Arts-based Clubs sub-sample.

The time spent by those involved in Athletics could have been allocated to academic demands

such as homework or studying for a test. In light of the aforementioned, our findings revealed

that 83.3% of the respondents in the Arts-based sub-sample are involved in other extracurricular

activities. Clearly, these additional hours unaccounted for must be considered, as the hours spent

could potentially match up to those spent by the athletes. Nevertheless, 43% of the respondents

from the Athletics sub-sample were also involved in other extracurricular activities. Furthermore,

there were those respondents from this sub-sample who were involved in more than one sporting

activity, as was represented in our findings. Hence, it may still be argued that respondents from

the aforementioned sub-sample are able to achieve satisfactory academic results despite spending

the most hours weekly, participating in their extracurricular activity, as revealed in our findings.

Wellham and Hickey (2009) in their study purported that many parents value academics

more than sporting activities. Contrastingly, the majority of the respondents from the Athletics

sub-sample (i.e., 83.3%) indicated that their parents support the amount of time they spend in

extra-curricular activities. This parental support may motivate the students to perform well in

their academics as revealed in an interview with a respondent.

Before I started playing football, my grades were poor. When I asked my father if I could

join the football team, he told me that the only way I can stay on the team is if my

average goes up to 75% or more. This motivated me and now my grades have improved.

(AT009, personal communication, March 30, 2014)


Upon checking the overall average of this athlete, it was discovered that it was 67.5% as

at the academic year 2013-2014. It could be implied that the respondents’ grades improved due

to parental influence; however, the researchers were unable to acquire the previous grades of this

particular athlete in an effort to effectively prove that there was in fact an improvement in the

respondents’ grades subsequent to joining the football team.

It must be noted that the respondents from the Athletics sub-sample spent the most hours

participating in extracurricular activities, when compared to those from the Arts-based Clubs and

Students’ Council sub-samples. However, its mean score is still relatively close to that of the

Arts-based Clubs. This could indicate that the athletes are performing fairly well despite using up

so much time that could be dedicated to doing homework, to train or participate in their

extracurricular activities.

Arts-based Clubs and Academic Performance

A profusion of research has been conducted to evaluate how participation in Arts-based

Clubs has impacted the academic performance of secondary school students. In fact, 73.3% of

the respondents were of the view that their academic performance improved due to their

involvement in Arts-based Clubs. There is evidence from our study that participation in Arts-

based Clubs have led to the development of various skills such as creativity, teamwork, problem-

solving, time-management, critical thinking, decision-making, literacy, numeracy and

organizational skills, among others. In general, the transfer of skills may be attributed to the

ability of Arts-based extracurricular activities to provide real-world contexts for skills and

knowledge that students are learning or will be learning within the classroom.


This above finding may be justified by the fact that participants in Drama Club are

required to effectively plan and organize dramatic pieces according to set standards. The

participant in Drama must also deliver poetic pieces, among other dramatic influences; however,

in order to do so effectively, he or she must understand the poetic piece by applying skills such

as critical thinking. This finding relates to the study of Deasy (2002) which identified significant

links between the Arts-based Clubs and cognitive capacity.

The skills developed may be linked to improvements in subject areas, and by extension,

academic performance. In support of this point, most of the respondents noted that they

recognized improvements in English language, English Literature and Communication Studies.

This finding are supported by the recent study of Gallapher and Nteliglou (2011) which

highlighted that drama can shape students’ mastery of language and communication as it

provokes forms of literacy. The demands of the above mentioned subject areas include reading

widely, writing essays, stories and poems, as well as critically analysing and interpreting essays,

stories and poems written by other writers. Therefore, improvements seen in the aforementioned

subject areas may be linked to participation in Drama. Furthermore, in Drama Club, students

often participate in and are exposed to dramatic pieces, particularly simulations and role plays. In

order to capture the viewer’s interest, these students usually must include elements such as a

plot, conflict, climax, and resolution. These elements must also be employed in story writing

which is a common requirement in English Language.

Moreover, participants in Drama, if compared to non-participants, may be more creative

in their writing, as well as provide clearer and more critical and wholesome analyses of poetic

pieces and stories given in class; this may be due to their experiences in Drama Club. However,

this particular comparison was not examined in our study. Additionally, students are often


required to deliver role plays and simulations in the classroom as a form of alternative

assessment. By way of example, English Literature usually provides students with the

opportunity to act out scenes from stories, in which each student assumes the role of a character

in the story. A drama student may be more likely to excel in this area given their experience in

Drama Club.

It is interesting to note that respondents from the Music Club were among those that

developed numeracy skills. These skills are certainly transferrable to Mathematics as students

may be able to apply musical concepts related to counting, rhythm, and patterns; this connection

may be realized when the students are required to identify number patterns and shapes in

Mathematics. The aforementioned findings are related to the study of Hallam (2010) which

suggested that music influences academic performance positively through the development of

skills such as numeracy and creativity. Students may also be required to deliver a creative

presentation of their choice, the options of which may include a song, based on a topic that was

taught in class. Students from the Music Club may be able to deliver a more effective

presentation. Furthermore, Music is a subject that is offered at the secondary level; hence, a

student that is involved in the Music Club may be able to do better in Music class as compared to

students not involved in the club.

It could also be said that student’s involvement in Music Club positively influenced their

academic performance due to the fact that the music processing and playing instruments causes a

reaction in areas of their brain (Wetter, Koerner, & Schwaninger, 2009). In addition, the study of

Gaser and Schlaug (2003), proposed that the cerebellum (i.e., the area of the brain associated

with language processing) in musicians is enlarged in comparison to non-musicians. This


enlargement, according to the study has positive implications on cognitive functioning. Though

the findings of these studies compliment our research, they were not examined in detail.

The study of Keinanen, Hetland and Winner (2000) revealed that dance promotes

increased brain function and higher concentration levels, which supports the cognitive domain in

learning. This was confirmed by our findings through an interview with a respondent.

Being involved in dance flexes the body, relaxes the brain, and allows me to concentrate

more. (AR010, personal communication, March 30, 2014)

Dance also positively affects academic performance as it fosters the development of skills

such as creativity, numeracy, co-ordination and judgement, teamwork, time management and

organizational skills, as seen in our research. Skills, such as that of numeracy, may be developed

as students in the Dance Club engage in activities such as counting steps and creating formations

reflective of circles, intersections and diagonals. These skills are transferable to the classroom as

they may have a positive effect on subject areas such as Mathematics. This may so students in

the Dance Club may apply dance-related concepts such as space, number, rhythm and

dimensions, to the subject.

As it relates to participation in Debating, there may development of numerous skills, as

seen in our findings, which may impact academic performance positively. Debaters engage in

intellectually structured, competitive argumentation in relation to various topical issues. They

must develop substantive arguments prior to and during their debate, in order to adequately

defend their moot. This may sharpen critical thinking, problem-solving and language skills

which are the focal point of standardized reading and writing tests (Mezuk, 2009).


Debaters are taught to combine and organize vast bodies of complex information, and to

exercise some amount of creativity in the presentation of such. Also, during debate sessions,

appropriate expressions, enunciations and intonations are essential in making arguments and

concepts more meaningful. This in turn sharpens the debaters’ ability to communicate and speak

publicly; this point is supported by Luong (2000), whose study revealed that skills in expression,

organizational and communication are improved as a result of Debating. Additionally, public

speaking as well as reading widely for research on the debating points can be directly connected

to skills in literacy; this fact may then be linked, in part, to improvements in Subject areas such

as English Language and English Literature as reflected in the findings of this research.

Debating also improves time management skills as each speaker must adhere to strict

time allotment rules when orally presenting and defending their arguments, while allowing room

for answering questions (Mezuk, 2009); this precise management of time may be transferred to

the class room when completing time-monitored assessments.

In terms of challenges, 70.8% of respondents from the sub-sample of Arts-based

Clubs identified being absent from class or school as a major difficulty. Some respondents after

recognizing their challenges, sought to find ways of compensating for time lost so as to ensure

that that their academic performance does not suffer. This was revealed in an interview.

At times I miss classes and sometimes even miss school because I have to go and perform

at events on behalf of the school. But, I ensure that I have good time management and

make time to study in order not to play catch up. I try my best to stay ahead so that I will

do well in my academics. (AR021, personal communication, March 30, 2014)


It must be highlighted that 76.7% of the respondents from the arts-based sub-sample

indicated that their parents support the amount of time they spend participating in their

extracurricular activity. This may have contributed to the laudable academic performance of the

students in the Arts-based sub-sample as confirmed in the study of Martin et al. (2013). Coupled

with parental support, participation in Arts-based extracurricular activities offers numerous

opportunities to develop a strong sense of identity, positive self-concept, emotional well-being

and an intrinsic motivation to succeed. These feelings of self-worth and motivation may have

also been factors that contributed to respondents performing well academically.

Students’ Council and Academic Performance

This research sought to decipher the relationship that exists between student’s

participation in Students’ Council and their academic performance, that is, whether or not

Students’ Council had a negative or positive influence on its members’ over-all academic

performance. We are mindful that other factors could have influenced academic performance.

However, we find it important to highlight the prolific role played by the Students’ Council in

such improvements.

The results of the research revealed that skills such as decision making, critical thinking

and problem-solving were developed due to the respondent’s involvement in the Students’

Council body, as revealed in an interview.

As the Presidents’ Assistant, I have to assess the feasibility of any event or project that

the Student Council body proposes. I have to do calculations in relation to the budget so

that I can ensure that the project or event can be fully funded by the body. In the end, I

make a decision as to whether or not the project is feasible, and then advise the


President. This role helps me academically as I am able to solve problems and make

critical decisions. (SC027, personal communication, March 30, 2014)

This positive impact on the respondents’ academics may also be in part due to the fact

that the core duties of the Students’ Council involves making key decisions that impact the

student population, resolving challenges that may occur and communicating decisions, policies

and other vital information to the students and the relevant stakeholders; this finding is consistent

with the study of Brophy (2009), and later Shelly (2011), who both highlighted the core duties

and implications of Students’ Council membership, and discovered that repeated practice and

execution of core duties in the Students’ Council would sharpen the skills used over time. This

would then positively impact classroom operations.

Shelly (2011) posited that involvement in the Students’ Council improved academic

success through the development of necessary skills in communication. Data obtained from our

research showed that 43.3% of respondents developed literacy skills, which may be attributed to

their realization of an improvement in English Language and to a lesser degree, an improvement

in Communication Studies. This may be due to the fact that for communication to be effective, it

must be partnered with literacy, where a positive relationship exists between both. Therefore, as

one improves, it alludes to the improvement of the other; this would in turn be reflected in their

academics. Additionally, the student’s improvement in specific subject areas supports previous

research carried out by with McFarland (2009), who postulated that participation in Students’

Council may lend itself to an improvement in subject areas such as English Language, as well as

group projects and oral presentations, thereby influencing academic performance.

Furthermore, development in the skill areas previously mentioned, as well as public

speaking and interpersonal skills, can be linked to improvement in Social Studies and Law; this


was found in our research. These findings are parallel to the statements of Shelly (2011), who

confirmed that Students’ Councils can prepare students for subject areas such as Social Studies

and Law. A possible explanation for this could be that due to the wide array of functions and

duties carried out by Students’ Council members, their social reasoning and awareness has

improved.

The results of our research revealed that 50% of the respondents recognized a

development in their ability to work in teams. This skill may positively influence academic

performance as the respondents may be better able to function in collaborative learning

exercises. Our results also relate to the study of Shelly (2011) who stated that “Students’

Councils provided added adeptness in organisation, cooperation, teamwork, and sense of

responsibility, among other functional traits.”

Griebler & Nowak (2010), in their study, shed light on the time consuming nature of the

Students’ Council. They purported that without proper time management, the Students’ Council

members’ grades could be negatively affected. Conversely, the findings of our current study

revealed that 63.3% of the respondents believed that their academic performance have actually

improved as a result of their participation in the Students’ Council.

Interestingly, the results of our study highlighted that 25% of Students’ Council

respondents face the challenge of submitting assignments late. In light of this, it could be

assumed that proper time management was the key issue. However, one cannot ignore that fact

that there may be external factors such as involvement in other clubs, as indicated by 80% of the

respondents, which may have contributed to this challenge. Moreover, factors external to


academic affairs, such as family obligations, may be attributed to the late submission of

assignments.

It is interesting to note that the members of the Students’ Council body spent 3.7 hours on

average participating in related activities, which is the least amount of time when compared to

the other sub-samples. One could say that this is a justification of the Students’ Councils’

average score (i.e., 73.8%) being the highest of the three extracurricular categories. However, it

should be noted that the majority of the respondents from the Students’ Council body indicated

that they were involved in other clubs. This therefore means that there are additional hours

unaccounted for which could potentially disqualify the statement that the low hours spent by

Students’ Council members in related activities could be the reason for their high average

obtained. The fact that the students’ council members spend additional hours in other

extracurricular activities and yet still achieve the highest overall average supports the

overarching argument that more hours spent in extracurricular activities improves academic

performance.

Overall Relationship between Extracurricular Activities and Academic Performance

A variety of studies have confirmed that there is an overall relationship between

extracurricular activities and academic performance. Several researchers believe that students

who participate in extracurricular activities are more likely to excel academically. The

aforementioned, along with our alternative hypothesis, were confirmed in the findings of our

study, as a positive correlation was established between academic performance and

extracurricular activities; the more hours respondents spent participating in extracurricular

activities, the better their grades. Evidence of this was observed particularly in Athletics and


Arts-based clubs; it was found that the greater the average weekly hours spent by the

respondents, the higher their grade range. However, there was an exception with Students’

Council, which showed a slight fluctuation in the average weekly hours spent relative to the

grade range.

In an effort to further establish and understand the relationship between extracurricular

activities and academic performance, it is important to determine the maximum hours of

participation after which respondents may realize diminishing returns in relation to their

academic performance. Using the data from Table 4.3, it must be noted that most of the

respondents in the Athletics sub-sample attained grades ranging between 60-79 percent (%), and

participated for an average of 10.5 hours weekly. Only one (1) student attained an average within

the range of 80-100 percent while participating for an average of 13 hours weekly. All other

respondents fell below the average of 60% and spent less than an average of 10.5 hours

participating weekly. Clearly, the number of students from the sub-sample who were able to

maintain averages between the ranges of 80-100 percent (%), diminished after exceeding the

average weekly hour of 10.5. Using these findings, it may be inferred that the maximum hours of

participation after which diminishing returns on academic performance is realized, is 10.5 hours

on average, weekly.

Data represented in Table 4.3 shows that the greater the hours spent participating in Arts-

based Clubs, the higher the average score obtained by the respondents. However, based on the

data presented, it can be assumed that diminishing returns on academic performance occurred

after respondents spent more than 7.9 hours participating weekly. Whilst thirteen (13)

respondents received grades within the range of 60-79 percent (%) after spending 7.9 hours


participating per week, no respondent received average scores within the range of 80-100

percent.

Based on the data represented in Table 4.3, the optimum hours for participation in the

Students’ Council relative to academic perfromance is 3.7 hours weekly. At this point the highest

number of Students’ Council respondents (i.e., 11) attained an average score ranging between

60-79 percent (%). It is important to note however, that the Students’ Council respondents spent

no more than 3.7 hours and no less than 3 hours on average participating in Students’ Council

related activitie; therefore no diminishing returns on academic performance as a direct result of

the hours spent involved in the Students’ Council was observed. It is important to note however,

that with a larger sample size, the researchers would havebeen better able to determine the

maximum hours beyond which diminishing returns would have been realized in relation to

academic performance.

It must be noted that the results of our research showed that the development of skills

may lead to improvement in academic performance. In addition, the results also showed that the

greater the level of parental support, the more motivated the respondents were to perform better

academically. This too confirms the result of our research that there is a positive relationship

between extracurricular activities and academic performance.

The researchers in this study are cognisant that many factors including the emotional

state of mind, nutrition, distance of travel and family background may affect academic

performance. The researchers are also aware that the positions of responsibility in all three

categories of extracurricular activity vary in terms of the level of workload and demand.

Therefore the researchers sought to achieve a balance and minimize bias in establishing the

relationship between extracurricular activities and academic performance. Coupled with the


responsibility and demands of both executive and nonexecutive posts within Athletics, Arts-

based clubs and Students’ Council is the fact that most of the respondents are also involved in

multiple extracurricular activities, and so the average weekly hours indicated under each

category of clubs would not be a full representation of the total hours spent in extracurricular

activities.

Limitations of the Study

During the course of the study the following limitations were found:

Out of the sample of three schools, one school refused to release the respondent’s overall

average scores. Hence, the scope of the academic performance examined in this research

was not as broad as anticipated.

Researchers did not collect the average scores of the respondents’ for the previous

academic year of 2011 to 2012; hence, there could be no comparison between the

respondents’ academic performance in 2013 to 2014 and previous academic years.

There was no representative sample of those not involved in extra-curricular activities;

hence, the researchers could not compare the academic performance of those involved in

extracurricular activities to those not involved.

The data was obtained primarily from the students. Data from other sources such as

teachers and parents, which serve as report of students’ participation, motivation, and

engagement would have been very insightful.

Some respondents hurried through the questionnaire and may not have taken the time to

answer the questions to reflect their true opinion.


Conclusion

Based on the findings, the researchers concluded that there is a positive relationship

between extracurricular activities and academic performance of students. The majority of

respondents saw improvement in academic performance due to their involvement in

extracurricular activities. In addition, despite the number of hours spent weekly participating in

the different categories of extracurricular activities, the majority of the respondents managed to

maintain favourable academic performance. Furthermore, the majority of the respondents had

parental support which may have motivated them to strive for excellence in their academics.

Implications

The major implications of this empirical study are:

The data obtained in this study can be presented to the Ministry of Education which

would benefit primary and secondary schools. This may be realized through an increase

in the allocation of funding into extracurricular programmes so as to acquire more state of

the art equipment and resources in order enhance the extracurricular learning

environment.

The data obtained in this study can be presented to tertiary institutions so as to encourage

them to expand their extracurricular programmes in order to provide the student

population with more opportunities to discover areas they are passionate about.

Parents can be informed about the positive influences of extra-curricular activities, but

will also be informed of ways in which they can help to minimize the possibility of their

child’s academic performance being negatively affected by extra-curricular involvement.


Recommendations

The following recommendations were made based on the findings of the study and should

help educators, schools and other stake holders in education to structure, improve and promote

extracurricular programmes in the academic life of students:

Further research can be stimulated with regards to looking at the effect of extra-curricular

activities on the long-term educational goals of the students.

Programmes and workshops may be devised that will assist those students who face

challenges as a result of the weekly hours demanded by their extracurricular activities, to

strike a balance between the hours spent in extracurricular activities and their academics.

Parents could assist in the development and operation of extracurricular activities by

hosting activities or events, or even by creating new types of extracurricular activities for

students or improving those that are already there.

Further research could be done to determine the whether there is a relationship between

Mathematics and sports.

Further research could be done comparing male and female academic performance

relative to extracurricular involvement in secondary schools; gender issues pertaining to

outcomes for those who participate in extracurricular activities could also be derived.

A longitudinal study of student’s participation in extracurricular activities could be done

to determine how the activities impacted respondents’ future career ambitions.


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Appendix A- Permission Letter

Faculty of Education and Liberal Studies

University Technology, Jamaica

237 Old Hope Road

Kingston 6

Jamaica, West Indies

April 8th, 2014

Re: Request for permission to carry out research.

Dear sir/madam

In order to successfully complete the Bachelor of Education Degree in Business & Computer

Studies at the University of Technology, Jamaica (UTech), we are required to conduct an

Integrated Study Research Project. Our specific research is entitled “The Influence of

Extracurricular Activities on Academic Performance in a Cluster of Secondary Schools in

Jamaica.” Therefore, this letter is purposed to solicit your permission to administer and collect

questionnaires from students involved in specified extracurricular activities (i.e., athletics,

students’ council, and Arts-based Clubs, namely, music, debating and drama).

There has always been difference in opinion among stakeholders in education regarding the

importance of extracurricular activities relative to academics and hence the time and resources

that should be invested in both. Therefore, the purpose of this study is to determine the

relationship that exists between extracurricular activities and students’ academic performance.

In accordance with research ethics the name of the school as well as additional data obtained will

be held in strict confidence.

We anticipate timely and favourable response. Thanks in advance for your kind consideration.

Yours Sincerely,

_______________ ____________________

Ruth Mason Yolanda Tennant-Barrett __________________ ____________________ Shanique Jackson Shallon Hylton

Final year students


Appendix B – Informed Consent Form

RESEARCH PARTICIPANT INFORMATION AND CONSENT FORM

In order to successfully complete the Bachelor of Education degree in Business and Computer

Studies at the University of Technology, Jamaica (UTech), we must conduct an Integrated Study

Research Project. Our research is entitled “The Influence of Extracurricular Activities on

Academic Performance in a Cluster of Secondary Schools in Jamaica.” The purpose of the

research is to determine the relationship that exists between extracurricular activities and

students’ academic performance.

The information obtained from this research may benefit all stakeholders in education, such as

teachers, parents and students, as they may be able to recognize some important benefits of

extracurricular activities to academic performance.

In our research, we will issue questionnaires to a number of students, both girls and boys. The

name of your child/ward will not be included in the research project and responses given by your

child/ward will be held in strict confidence. Participation in this research is completely

voluntary; you and your child/ward may change your minds at any time and withdraw.

I ________________________ give permission for my child/ward ________________________

Name of parent/guardian Name of child/ward

to participate in this research.

Signature of Parent/Guardian: ______________________ Date: ___________________


Appendix C – Questionnaires

RESPONDENTS’ CODE: AT000

THE IMPACT OF EXTRACURRICULAR ACTIVITIES ON STUDENTS’ ACADEMIC

PERFORMANCE

Questionnaire (Athletics)

The purpose of this study is to determine the relationship that exists between extracurricular activities and

students’ academic performance in secondary schools. In accordance with research ethics, your name will

not be included in the results of our research and your responses will be held in strict confidence. Thank

you for your participation.

Instruction: Please place a tick [] in the box next to the answer of your choice or write

your response on the lines provided.

1. What sporting extracurricular activity are you involved in? Please tick all that apply.

[ ] Track and field [ ] Netball [ ] Basketball [ ] Football [ ] Cricket [ ] Volleyball [ ] Other, please state __________________________________________________________

2. How long have you been a part of this extracurricular activity?

[ ] Less than 1 year [ ] 1- 3 years [ ] 4-6 years [ ] Over 6 years

3. Why did you join this extracurricular activity? Please tick all that apply.

[ ] School requirement [ ] Family tradition

[ ] Peer influence [ ] Personal interest/fitness/enjoyment

[ ] Recommendation from teacher (s) [ ] Other, please state, _____________________

4. For the sporting extracurricular activity (s) indicated above in question 1, what position (s) of

responsibility do you hold in?

[ ] Captain

[ ] Equipment manager

[ ] Non-executive member

[ ] Other, please state ___________________________________________________________

5. What day (s) of the week do you participate in sporting extracurricular activity selected in

question 1?

Please tick all that apply.


[ ] Monday [ ] Thursday

[ ] Tuesday [ ] Friday [ ] Wednesday [ ] Weekends

6. Approximately how many hours do you spend weekly, participating in sporting extracurricular

activities?

[ ] 1-5 hours [ ] 6-10 hours [ ] More than 20 hours

[ ] 15-19 hours [ ] 11-15 hours

7. Do you think your academic performance has been improved as a result of being involved in

sports activities selected in question 1?

[ ] Yes [ ] No

b) If yes, give reasons for your answer:

______________________________________________________________________________

______________________________________________________________________________

8. Does your involvement in sports extracurricular activities affect your academic performance in school?

[ ] Yes [ ] No b) What challenge(s) have you encountered because of your involvement in sporting

extracurricular activities selected in question 1? Please tick all that apply.

[ ] Worsening grades [ ] Being more absent from class/school

[ ] Not turning in assignments on time [ ] Sleeping in class

[ ] Physical Injuries (sprains, broken limbs) [ ] Other, please state,__________________

9. What skills have you developed as a result of participating in extracurricular activities selected in

question 1? Please tick all that apply.

[ ] Balance [ ] Coordination/judgment [ ] Leadership Skills

[ ] Time management [ ] Team work [ ] Other, please state, ___________

10. What do you hope to gain from your involvement in arts-based extracurricular activity? Please

tick all that apply.

[ ] Career advancement [ ] Grants/Scholarship [ ] Experience


[ ] Self gratification [ ] Other, please state, _______________________________

11. Are your parents supportive of the amount of time you spend at sporting extracurricular

meetings?

[ ] Yes [ ] No [ ] Not sure

12. How would you rate your effort in sporting extracurricular activities selected in question 1?

[ ] Excellent [ ] Good [ ] Average [ ] Poor

13. Have you seen an improvement in any of your subject areas resulting from your involvement in

sports extracurricular activities?

[ ] Yes [ ] No

b) If yes, in what subject area (s) have you seen an improvement? Please tick all that apply.

[ ] Biology [ ] Physics [ ] Physical Education

[ ] Integrated Science [ ] Mathematics

[ ] Other, please state, __________________________________________________________

14. Have you ever been involved in any other extracurricular activities?

[ ] Yes [ ] No

b. If yes, indicate the extracurricular activity (s) you were involved in? Please tick all that apply.

[ ] Student Council [ ] Drama [ ] Music [ ] Debate

[ ] ISCF [ ] Key Club [ ] Red Cross [ ] Other, please state, _________

__________________________________________________________

15. Have you ever had to discontinue membership in any other extracurricular activities due to

academic demands?

[ ] Yes

[ ] No

16. What grade level are you in?

[ ] 7th grade [ ] 8th grade [ ] 9th grade [ ] 10th grade [ ] 11th grade

[ ] 12th grade [ ] 13th grade

17. How old are you?


[ ] 11-13years old [ ] 14-16 years old [ ] 17-19 years old

18. Gender:

[ ] Male [ ] Female

RESPONDENTS’ CODE: AR000


PERFORMANCE

Questionnaire (Arts)


students’ academic performance in secondary school. In accordance with research ethics, your name will





1. Which of the following Arts-based Clubs are you involved in?

Please tick all that applies:

[ ] Music [ ] Debate [ ] Drama [ ] Dance

2. How long have you been a part of this arts-based extracurricular activity indicated above?

[ ] Less than 1 year [ ] 1- 3 year [ ] 4-6 years [ ] Over 6 years

3. Why did you join this extracurricular activity?

Please tick all that applys:

[ ] Joining a club is a requirement for graduation [ ] Family tradition [ ] Peer influence

[ ] Personal interest/enjoyment [ ] Recommendation from teacher (s)

[ ] Other, please state, ________________________________________________________

4. For the arts-based extracurricular activity indicated above in question 1, what position of

responsibility do you hold?

[ ] President [ ] Secretary [ ] Treasurer

[ ] Non-Executive member [ ] Other, please state ____________________________


5. What day (s) of the week do you participate in the extracurricular activity indicated above?

Please tick all that apply:

[ ] Monday [ ] Thursday

[ ] Tuesday [ ] Friday [ ] Wednesday [ ] Weekends

6. Approximately how many hours do you spend weekly, participating in arts-based extracurricular

activities?


[ ] 11-15 hours [ ] 16-20 hours

7. Do you think your academic performance has been improved as a result of being involved in

Arts-based activities selected in question 1?

[ ] Yes [ ] No


______________________________________________________________________________

______________________________________________________________________________

8. Does your involvement in arts-based extracurricular activities affect your academic performance in school?

[ ] Yes [ ] No

b) If yes, what challenge(s) have you encountered because of your involvement in arts-based


[ ] Worsening grades [ ] Being more absent from class/school



9. What skills have you developed while participating in extracurricular activities at your school?


[ ] Interpersonal skills [ ] Leadership Skills [ ] Public speaking

[ ] Time management [ ] Team work [ ] Critical thinking

[ ] Numeracy [ ] Literacy [ ] Creativity

[ ] Organizational skills [ ] Coordination/judgment [ ] Other, please state, ___________



arts-based extracurricular activities?

[ ] Yes [ ] No


[ ] English Language [ ] Social Studies [ ] Drama

[ ] English Literature [ ] Communication studies [ ] Music

[ ] Law [ ] History [ ] Mathematics

[ ] Other, please state, ___________________________________________________________

11. What do you hope to gain from your involvement in arts-based extracurricular activity selected

in question 1? Please tick all that apply.


[ ] Self gratification [ ] Other, Please state, __________________________________

12. Are your parents supportive of the amount of time you spend at arts-based extracurricular

meetings?


13. How would you rate your effort in the arts-based activity (s) selected in question 1?



[ ] Yes [ ] No

b) If yes, indicate the activity (s) you were involved in? Please tick all that apply.

[ ] Student Council [ ] Sports [ ] Key Club

[ ] ISCF [ ] Red Cross [ ] Other, please state, _________________


academic demands?

[ ] Yes [ ] No






[ ] 10th grade

17. How old are you?

[ ] 11-13years old [ ] 14-16 years old [ ] 17-19 years old

18. Gender?

[ ] Male [ ] Female

RESPONDENTS’ CODE: SC000


PERFORMANCE

Questionnaire (Student Council)


students’ academic performance in secondary schools. In accordance with research ethics, your name will





1. Why did you become a part of the Student Council body? Please tick all that apply:

[ ] Nomination [ ] Peer influence [ ] Recommendation from teacher (s)

[ ] Other, please state, _________________________________________________________

2. How long have you been a member of the Student Council body?

[ ] Less than 1 year [ ] 1 year [ ] 2 years [ ] 3 years

3. What position of responsibility do you hold in the Students Council body?

[ ] President [ ] Vice President

[ ] Public Relations Officer [ ] Treasurer

[ ] Secretary [ ] Non-Executive member

[ ] Other, please state _________________________________________________________

4. Approximately how many hours do you spend weekly, participating in Student’s Council

activities?



[ ] 11-15 hours [ ] 16-20 hours

5. Do you think your academic performance has been improved as a result of being a part of the Students’ Council body? [ ] Yes [ ] No


______________________________________________________________________________

______________________________________________________________________________

6. Does your involvement in Students Council activities affect your academic performance in school?

[ ] Yes [ ] No b) If yes, what challenge(s) have you encountered because of your involvement in arts-based


[ ] Worsening grades [ ] Being more absent from school



7. What skills have you developed while participating in Student Council activities at your school?


[ ] Interpersonal skills [ ] Leadership Skills [ ] Public speaking

[ ] Time management [ ] Team work [ ] Critical thinking

[ ] Problem solving [ ] Creativity [ ] Coordination/judgment

[ ] Decision-making [ ] Other, please state, _________________________________


students council activities?

[ ] Yes [ ] No


[ ] English Language [ ] Social Studies

[ ] Law [ ] Communication studies


9. What do you hope to gain from being a part of the Student Council body? Please tick all that

apply.



[ ] Self gratification [ ] Other, Please state, __________________________________

10. Are your parents supportive of the amount of time you spend at Student Council meetings?


11. How would you rate your effort in Student council activities?



[ ] Yes [ ] No

b. If yes, indicate the activity (s) you were involved in: Please tick all that apply.

[ ] Debate [ ] Music [ ] Sports [ ] Drama [ ] Key Club

[ ] ISCF [ ] Red Cross [ ] Other, please state,_____________________________


academic demands?

[ ] Yes [ ] No


[ ] 7th grade [ ] 8th grade [ ] 9th grade [ ] 10th grade [ ]11th grade [ ] 12th grade [ ] 13th grade

15. How old are you? [ ] 11-13years old [ ] 14-16 years old [ ] 17-19 years old 16. Gender?

[ ] Male [ ] Female


Appendix D – Interview Questions

Questions for Respondents

1. How has your involvement in this extracurricular activity affected your academic

performance?

2. How does your involvement in this extracurricular activity make you feel?

3. How does parental support for your involvement in extracurricular activities help you to

succeed academically in school?

4. What are your roles and responsibilities in this club or extracurricular activity?

Questions for Coaches

1. What measures do you put in place to ensure that students who are involved in Athletics

strike a balance between the sporting activity and academics?

2. Do you allow your athletes to rest during the week? Are there rest days?

3. Has the team ever had to suffer any losses or inadequacies as a result of an athlete

achieving insufficient overall averages?


Appendix E – Timeline

Table 1:

The following is a proposed timeline for the research activities

Time Major Tasks Number of Weeks

January 2014 Decide on schools and sample size 1 week

January 2014 Design the questionnaire and compose

request letter

1 week

February, 2014 Issue letter and a copy of research proposal

to selected schools requesting permission to

carry out research on the target sample.

1 week

February 2014 Issue consent forms to potential participants.

Get consent from participants.

Finalise plans for collection of data with

schools and participants.

Print and assemble questionnaires.

Distribution and collection of

questionnaires and conduct interviews.

3 weeks

March 2014 Tally data collected.

Represent finding using tables, charts and

text.

2 weeks

March 2014 Analyse findings. 2 weeks

April 2014 Discussion of findings and answering

research question.

4 weeks

May 2014 Identify limitations of the study.

Conclude the study.

Suggest implications.

Make recommendation.

4 weeks

June 2014 Edit/Proof read the document.

Submission of research.

1 week


Appendix F – Budget

Table 2:

Proposed Research Budget for the research activities over duration of 6 months

Expenses

Month

January February March April May June Total

Travel Cost $1,000 $3,200 $4,400 $5,800 $7,300 $2,700 $24,400

Instruments Design

-

-

-

-

-

-

-

Printing $240

$10,000

-

-

-

$2,000

$12,240

Photo copying

-

$2,000

-

-

-

-

$ 2,000

Binding - - - - - $200 $200

Data Collection

- - - - - - -

Data Analysis - - - - - - -

Other Budget Costs

- - - $8,000

$8,000 $3,000 $19,000

Total $1,240 $15,200 $4,400 $13,800 $15,300 $7,900 $57,840

name of researchers id

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