“Do Extra Curricular Activities Affect Academic Progress?” Inquiry Based Research The College of New Jersey May 2006 Presented by Alana Filosa

INSPIRATION for Inquiry… As a student teacher in a fourth grade classroom, I discovered many students were involved in extra-curricular activities. Although I was somewhat aware of the time children spent engaged in extra-curricular activities, I had never thought about the affect this time and involvement had on a child’s academic progress, until one April afternoon. As part of a mythology unit I had planned, students were asked to produce and perform Folktale Plays for their parents, principal and peers. For homework, each night, the children were asked to rehearse their lines in preparation for our class’ big performance.

“Miss Filosa, I had two baseball games last night.” When I had asked the students who had rehearsed their lines, I found that most of the children had done so. However, there were some children who gave me the following excuses: “Miss Filosa, I had two baseball games last night.” “I didn’t have enough time, I was at soccer.” “I was at CCD, I had too much to do.” “Miss Filosa, I didn’t get home from cheerleading until 9:00!”

“Do Extra Curricular Activities Affect Academic Progress?” What was I to do!?! The next day, I posed the following question, to assist me in my pursuit of inquiry: “Do Extra Curricular Activities Affect Academic Progress?”

The Research… Published Information: Acquired from literary resources such as: websites, and journals. Survey Information: Students, Parents and Teachers.

Literature Review of Published Information I had prepared myself to find negative associations between extra curricular activities and academic progress because of the excuses I had received from some students; however that was not the case when I started to review the literature about this topic. A consultant with the Educational Testing Service, ETS, John H. Holloway, suggested that involvement in extracurricular activities could benefit all students. “Participation in school activities, especially athletics, leads to higher self-esteem and an enhanced status among peers,” said Holloway at an interview conducted with Education World on June 9, 2000. He continues to note, “Some have argued that a positive self-esteem is a deterrent to antisocial behavior." (Brown, 2000) When students include themselves in extracurricular activities, they gain confidence and begin to develop a sense of belonging and self-worth. They make friends with people whom share common interests and goals. When children feel included in a group they tend to be more sociable and happy which can lead to more participation and confidence in the academic setting.

“Involvement in extracurricular activities helps young people discover and share talents, develop character and competence and often provide the added benefit of close relationships with caring, principled adults outside the home.” (Duncan, 1996) Establishing these relationships can encourage a child to be the best they can be in and outside of school. Considering that children have a variety of social and family backgrounds, they can all benefit from guidance through outside the home collaboration. Students involved in sports and clubs and such learn important values they may not be learning from their home environment. Extracurricular involvement may be just the push a student needs to stay on the right academic and social path.

I have found that involvement in extracurricular activities can indeed benefit academic progress. “Studies of younger children by University of Wisconsin­ Madison psychologist Deborah Lowe Vandell, PhD, also find that after-school "enrichment activities" such as music and art help children to develop skills such as concentration that can help them perform better in school.” (DeAngelis, 2001.) In addition to this, extracurricular activities also provide children with a sense of responsibility. When a child joins a club or sport or such, he or she has made a commitment to a large group of people, to be present and prepared to participate to benefit the group as a whole. These acquired roles and responsibilities can also be applied to how the child performs at the academic level, especially when working in cooperative learning groups.

Most parents I surveyed, in attempt to receive relative information, say their child knows that homework and academics come before extracurricular activities. The child, therefore, knows his or her top priority is school and has to effectively manage their time to complete academic responsibilities before delving into extracurricular activities. According to After-School Child Care Programs, an article obtained from The Future of Children, Volume 9, Number 2, The Ecological Study of After-School Care conducted a study on third graders and extracurricular activity involvement. They found that third graders who spent more time than their other classmates interacting in extracurricular activities received better grades in conduct and were said to have better work habits, better relationships with peers, as well as being better emotionally adjusted. (Lowe Vandell & Shumow, 1999)

According to Sporty Kids: Making a Game Plan by Lisa Marie Metzler, an elementary school principal and junior high school football coach, Peter Moss from Michigan, has witnessed both sides of the spectrum as a principal, coach and father. "My experience is that kids who play sports have expectations put on them to keep their grades up to be eligible to play. Kids will try harder if they want to play." (Metzler, 1999-2003) I found this to be true when I analyzed my survey results. Most of the parents and students both say that homework comes first and without the completion of school work the children would not be able to participate in any extra curricular activities. According to this source, children are extrinsically motivated to perform well in school in order to participate in extracurricular activities.

Methods To conduct my inquiry of this topic, I designed and implemented a survey which had differentiated variations to suit each type of participant. Participants involved in the study were fourth grade students, both boys and girls between the ages of 9 and 10, their parents, and teachers. The students were given the survey in class and all the students, except one, due to absence, completed the survey. Parent surveys were sent home with a letter informing them of how and why the survey was being conducted. Parents anonymously completed the questions and sent the survey back to school with their child. Only 15 out of 21 parents completed the surveys. As for the teacher surveys, I spoke with each participating teacher, and under no obligation did they participate. Data for the study was obtained through open-ended questionnaires given to the students, parents, and teachers in May of 2006.

Survey Information Participants: 1) Students a) 4th graders b) between 9 and 10 yrs. old c) both boys and girls 2) Parents a) children attended 4th grade b) could anonymously completed survey 3) Teachers a) Fourth grade teachers

Survey Findings Parents/ 15 Participants 93% of parents surveyed have their children involved in extracurricular activities. 7% of parents surveyed do not have children involved in extracurricular activities. 86% of parents surveyed said their children would be unhappy if they did not participate in extracurricular activities. 53% say extracurricular activities are as equally important as homework 33% say that homework is more important because without academic success, extracurricular activities would be limited. 13% felt that extracurricular activities were more important than homework because the child needs to learn to socialize outside the school setting and find some joy and excitement after a long school day.

Survey Findings Students/20 Participants 90% of students surveyed are involved in extracurricular activities 10% are not involved in any extracurricular activity 70% of students involved in extracurricular activities claimed they would be unhappy if they did not participate in extracurricular activities because they would miss their friends, be bored, and they genuinely enjoy participating.

Survey Findings Teachers/ 2 Participants 100% of teachers surveyed have been told by a student they did not have their homework because they were engaged in extracurricular activities. 100% of teachers surveyed think it is important for students to be involved in extracurricular activities, if academics come first. 100% of teachers surveyed give about an hour of homework each night.

Conclusion and Implications After extensive research on this topic, I have concluded… all children can benefit from the involvement in extracurricular activities Participation in extracurricular activities can provide a number of positive outcomes such as better grades, better socialization, and a stronger academic self-concept. extracurricular involvement is important in establishing and maintaining a healthy mind, body, and spirit Engagement in extracurricular activities sharpens concentration skills and promotes a sense of responsibility and self-worth.

References Brown, M. D., (2000.) Science or Soccer? -- How Important Are Extracurricular Activities? Retrieved on June 13, 2006, from http://www.educationworld.com. DeAngelis, T. (2001.) What Makes a Good After-School Program? In Monitor on Psychology, Volume 32, No. 3 March 2001. Retrieved on June 13, 2006 from http://www.apa.org/monitor/mar01/afterschool.html. Duncan, S. (1996.) Family Matters: What is the Role of "Extracurricular" Activities? In MSU-Bozeman Communication Services. Retrieved on June 13, 2006 from http://www.montana.edu/wwwpb/home/extra.html. Lowe Vandell, D. & Shumow L., (1999.) After-School Child Care Programs. In The Future of Children: When School Is Out. Vol. 9, No. 2, Fall 1999. Retrieved on June 13, 2006 from http://www.futureofchildren.org Metzler, L.M. (1999-2003.) Sporty Kids: Making a Game Plan. Retrieved on June 13, 2006 from http://childrentoday.com.