1. Charla McKinzie Bowie State University
The Effects of Extracurricular Activities and Learning Styles on College GPA
Charla McKinzie
Bowie State University

2. Study Purpose (optional)
While academic achievement has been linked to greater occupational success, increased financial standing, and better psychosocial and physical health, factors that promote academic achievement still require further exploration.
The current study addresses such issues by exploring aspects of extracurricular activity and learning styles in relationship to academic achievement in post-secondary education.
Results may be useful for the development of college retention techniques that promote academic success.

3. Hypotheses
The first hypothesis is that students who participate in extracurricular activities have higher grades and are more likely to be active learners.
The second hypothesis is that those who participate in indoor activities have higher GPAs and active learning scores than those who participate in outdoor activities.
The final hypothesis is that indoor activities and high active learning scores significantly predict higher GPAs.

4. Participants 146 Students 88 Women/58 Men Average Age = 24 Race
African American (N =121, 82.9%),
White, (N= 7),
Latino (N =7),
Asian (N =1),
Native American, and (N = 2) and
Six participants indicated their race as Other.

5. Measures
GPA (1.0 – 4.0 M = 3.0)
Extracurricular Activities (Indoor N= 22; Outdoor N =31)
Active Passive/Learning Styles – how engaged one is in their coursework (M = 35.07)

6. Results
The first hypothesis is that students who participate in extracurricular activities have higher grades and are more likely to be active learners.
Extracurricular Activities & GPA, r = .103, p = .431; active/passive learning styles and GPA, r = .426, p =.001
The second hypothesis is than those who participate in indoor activities have higher GPAs and active learning scores than those who participate in outdoor activities.
GPA = t (46) = 3.518, p = .001, and higher active learning scores = t (35.675) 2.109, p = .042
The final hypothesis is that indoor activities and high active learning scores significantly predict higher GPAs.
R2 = .196, F (2, 45) = 5.488, p = .007.
active learning scores were a unique predictor of GPA, t (47) = 2.409, p = .02

7. Discussion (Remember to keep it simple – grandma!)
The results of this study suggest the following:
Students who are more prepared for class have higher grades that students who are not prepared.
Students who engage in outdoor activities have lower grade and are less prepared for class than those who engage in outdoor activities.
Preparedness for class is a significant factor in predicting GPA.

8. Implications
It is important to encourage students to participate in indoor activities as well as outdoor activities in order to have greater academic success.
Being prepared for class greatly contributes to success.