International Journal of Science and Technology Education Research Vol. 1(6), pp.

111 - 117, November 2010

Available online http://www.academicjournals.org/JSTER
ISSN 2141-6559 ©2010 Academic Journals

Full Length Research Paper

The relationship between students’ participation in

school based extracurricular activities and their
achievement in physics
Sunday A. Adeyemo
Department of Science and Technology Education, University of Lagos, Lagos, Nigeria.
E-mail: [email protected]. Tel: 08023810802.
Accepted 30 September, 2010

This study was carried out on the relationship between students’ participation in school based
extracurricular activities and their achievement in physics. The samples used for the research work
were selected randomly from four senior secondary schools in Mainland Local Government Area of
Lagos State. A total number of two hundred physics students comprising one hundred females and one
hundred male students. Three null hypotheses were postulated and tested at 0.05 level of significance
to find the relationship between students participation in school based extracurricular activities and
their achievement in physics. The instruments used were students’ questionnaire and physics students
achievement test (PAT). The data collected were analyzed using simple regression statistical analysis
and the results of the findings showed that school based extracurricular activities having significant
influence on students’ achievement in physics. Finally, it was recommended in this study that a larger
sample from both rural and urban areas should be used by future researchers to give a fairly valid
result; importance of extra-curricular activities to the students should be highly emphasized.

Key words: Student’s participation in school based extra-curricular activities, extra-curricular activities and
student’s achievement in physics.

INTRODUCTION

After school extracurricular activities have long been performance. Reading after school is the activity most
recognized for contributing many ways to the enhanced predictive of higher student achievement (Shumow,
school experience as well as to the increased social skills 2001). Reading at home is not less likely to do in today’s
of students. Besides creating a school culture and day in age so after school reading program is entirely
promoting school spirit, extracurricular activities have beneficial. It is not just traditional in class instruction that
been found to have a relationship with students’ between the activities that students choose outside their
academic performance development of responsibility classroom and their academic performance (Bringing up
discovering their abilities and interest, self discipline and Girls in science, 2003) Stephen and Schaben, (2002)
leadership skills. noted that there is a variation in the result obtained for
Although, the programs vary drastically from hunting student who participates in co curricular activities and
and home work help to sport and music activities, overall, those who do not. Simon (2001) also revealed that
all programs strive to be fun challenging comforting and regardless of student background and prior achievement,
share similar goals. These goals include most importantly various parenting, volunteering and home learning
education, psychosocial development, recreation and activities, extracurricular activities influences a student
career awareness. Program help educate the student by grade.
providing them with an environment for proper study or Involvement in a schools extracurricular activity can be
setting aside for their quiet time. The way students an important learning experience for secondary school
choose to spend their free time can affect their school students as clubs, library and debating club; young
112 Int. J. Sci. Technol. Educ. Res

achiever club, organized essay competition and some the school day (Millard, 1930). It was not until recently
other clubs often teach the basic concepts and values of that “Educational practitioners and researchers have
the society as a whole. At the fore front of school reform, taken a more positive arguing that extracurricular
enrichment programs are increasing in number in number activities may have positive effects on life skills and may
due to the importance of basic skills development, calls also benefit academic accomplishment” (Marsh and
for academic excellence and standardized testing (Coltin, Kleitman, 2002). It is obvious that extracurricular activities
1995). These after school hours were encouraged to be have an impact on academic performance and education
spent improving academic skills. Some research (Petit et ever since their inception.
al., 1997) found that children who participated in some
activities after school were rated by their teacher as
having better social skills and fewer behavior problems Statement of the problem
than children who participated either in no activities or
more activities each week (Shumow, 2001).
Pierce and Vendell (1999) found that academically at Over the years the costs and effect of extracurricular
risk children who attended after school programs more activities have generated many studies and numerous
frequently than others developed better work habit in their debates in their relation to academic performance.
classroom and attended school more often. Parents and school Personnel alike have had
Another goal of extracurricular activities is to provide controversies on whether a great deal of time and money
children with opportunities to realize their leadership should be devoted to these activities especially in this
potentials. Leadership is an extremely important quality time of tight budget. They believed that students should
for people to have in order to succeed. Leadership is focus solely on a narrowly defined traditional in class
learned over time through the involvement with others. instruction that impact academic achievement.
Extracurricular activities encourage this by providing for Educationists are interested in the relationship between
them the chance to begin to understand diverse attitudes academic achievement and participation in extra
skills and talents and how to interact effectively with a curricular activities implying that these activities do have
diversity of people while working towards common goals. some sort of influence on how students perform
Further, extracurricular can provide a student with a academically (Stephen and Schaben, 2002). Whether or
personal; sense of belonging and integration with the not there is a relationship between students participation
school, causing feeling of accomplishment consequently in school based extracurricular activities and students
there exists a relationship students’ extra curricular performance in physics is yet to be undertaken
activities and his sense of accomplishment in a physics empirically.
class specifically in a laboratory class. All of these
activities appear to have some sort of effect on students’
academic performance however, the issue of whether LITERATURE REVIEW
they benefit or hinder he students’ achievement in
physics is unknown and that is the purpose of this Extracurricular activities are activities performed by
research. students that fall outside the realm of the normal
The development of extracurricular activities was slow curriculum of the school. Also known as enrichment
in the beginning with many seeing it simply as a fad that programs they are courses offered by educational
would pass and quickly fade out of style. One of the early facilities to help promote skills and high level of thinking
philosophers behind extra curricular activities was that for students. The theory of multiple intelligences
they should wherever at all possible “grow out of developed by Gardner in 1993 broadens our view of how
curricular activities and return to curricular activities to humans learn and realize their potential. This theory
enrich them” (Miller 1930). Eventually people including explains how a variety of skills and talents help to
educators began to see the benefits of extra curricular strengthen an individual so it is important for students to
activities but it took a while to incur them to it. Infact be exposed to a variety of different activities to explore
before 1900 educators where skeptical of participation in their interest and capabilities.
extracurricular activities believing that school students Extracurricular activities such as sports, drama music,
should focus solely on narrowly defined academic scouting, dance and various clubs are an important part
outcomes. Non academic activities were viewed as been of the educational experience of many students. Most
primarily recreational and therefore were viewed as been studies find that children who participate in their activities
primarily recreational and therefore were detrimental to are more successful academically than those who do not,
academic achievement and consequently were it is not clear whether this is because the brighter more
discouraged (Marsh and Kleitman, 2002). Dean and Bear energetic students are also the ones who participate
early experts on extracurricular activities said, “Extra more in extracurricular activities, or whether the activities
curricular activities supplement and extend those themselves boost students’ academic performance.
contacts found in the more formal part of the program of Extracurricular activities offer benefits for a child who is
 Adeyemo 113

not gifted academically, the chance to excel in the arts or ideas than many other developmental tents.
in sports, for example can make a huge difference in self School based activities are those activities that are
esteem. Many extracurricular activities teach real world organized and administered by the school under the
skills such as journalism, photography or debate which supervision of staff and other personnel’s. These kinds of
can lead to life long interests’ even careers Teens and activities include recreational activities sports, school
preteens who devote themselves to service project such clubs, skills and interests such as arts and crafts, dance,
as food drives, book drives of neighborhood imperilment music and more. Depending on the school district, there
projects, learn that they can make a difference and is usually a wide variety offered.
contribute to society. They also learn team work and These school based activities provide adolescent with
leadership skills that may be even important in the long highly structured leisure environment in which adolescent
run than some of the academic subject they study. can exert control and express their identity through
Dyson (2002) revealed that extracurricular activities choice of activity and actions within the setting, but which
strengthen the integration of students with severe do not normally facilitate experimentation with roles and
disabilities as well. Many students with disabilities can activities that are not sanctioned by adults. Some
acquire the skills necessary to participate partially in researchers characterize highly structured activities as
clubs offering sports, newspaper, student council and including regular participation schedules, rule guided
social events such as dances. These programs give engagement, direction by one or more adult activity
disabled children the opportunity to work with other leaders, an emphasis on skill development that is
children disabled like themselves and non-disabled continually increasing in complexity and challenge activity
students in a positive environment where everyone can performance that requires sustained active attention and
participate in one way or the other. clear performance that requires sustained active attention
Another goal of extracurricular activities is to provide and clear performance feedback.
children with opportunities to realize their leadership Generally, the school based activities are important
potential. Leadership is an extremely important quality for because they take place in the school setting therefore
people to have in order to succeed. Leadership is learned are guided by staff playing a major role in the effect of
over time through the involvement with others. academic achievement on the students. Pierce et al.
Extracurricular activities encourage this by providing for (1999) have found that classroom teachers reported that
them the chance to begin to understand diverse attitude students had fewer behavior problems when staffs were
skills and talents and how to interact effectively with a more positive with the children in thereafter school
diversity of people while working toward a common goal activities. According to the type of school based activities
(Karnes and Bean, 1990). the child participates in usually determines how much
Furthermore, extracurricular activities provide a student better they will do in that subject area in school. Reading
with a personal sense of belonging and integration with after school is the activity most predictive of higher
the school causing feeling of accomplishment, self worth students’ achievement. Reading at home is a lot less like
and high self esteem in adolescent, especially from for children to do in today’s day on age so after school
activities that lead to publicity from their participation. By activities are extremely beneficial.
providing a collective outlet where developing adolescent By far, high school students represent the largest group
can focus, creates a safe and healthy means of spending whose extracurricular activities are studied intimately and
after school hours. this research has tended to focus on athletic participation.
Extracurricular activities also play a role in reducing Sillier and Quirk (1999) looked at high school students
drug and alcohol use and irresponsible sexual activities in extracurricular involvement and academic performance.
older children would be on their own after school. Its not Specifically they studied 123 high school students who
only a matter of keeping the kids busy the self esteem participated in interscholastic soccer during the first
and sense of purpose that children can get from serious quarter of the school year and were not involved in any
involvement in extracurricular activities may help raise other major extracurricular activity during the second
them a reason to say no to risky behaviors. quarter. The result indicated that during the soccer (the
Generally leisure is an important adolescent first quarter), soccer players had higher GPAS that out of
development in that it provides opportunities for youth to season the second quarter. Attendance was also better in
select and manage their own experiences by exerting season but this fatter finding was not statistically
personal control over their environment and becoming significant.
autonomous in their action. These activities foster the In a more recent study Broh (2002) also looked at the
development of cooperation and establish important relationship between athletics and students outcomes.
social negotiation skills within the peer group (Rombokas She analyzed data on students from the National
1995). Is thus allows adolescent important opportunities Educational Longitudinal study of 1988 (NELS – 88)
for both differentiation and integration. The relative control including the first and second follow ups. Result of her
adolescent exert over activity settings allows greater analysis showed that participating interscholastic sport
freedom to experiment with social roles behavior and was related to improved mathematical graders, English
114 Int. J. Sci. Technol. Educ. Res

and Mathematics test scores, even after controlling for She studied this topic because high school budgets are
the selection of higher performing students. Participation meager and administrations of these schools want to
in interscholastic sports was also related to increased self spend the money efficiently. Consequently, funding for
esteem, a more internalized locus of control, spending extracurricular may be decreased examined the
more time on home work and increased contact among correlation between extracurricular activities and
parents, students and teachers. academic performance.
Some researchers have looked beyond athletics to The scopes of her investigation included high school
other extracurricular activities. March (1999) conducted students and the relationship between their involvement
one of the first large-scale studies on extracurricular in activities and their academic performance. Some
activities using the High School and beyond data base, collegiate level studies were used since the benefits of
including the first and second follow-up (National centre extracurricular activities in high school and college are
for Education statistics). He examined the relationship the same. She performed a study of college aged
between total number of extra circular activities and a students who were involved in extracurricular activities on
variety of outcomes variables in a weighted sample of high school to discover if there was infact a correlation
more than 4000 students. Controlling for background between involvement in activities and academic
variables and sophomore outcomes, March reported that achievement. She concluded after questioning two
in seines year extracurricular activities was positively hundred and ninety two (292) college students that
associated with social self concept, academic self “participation in extracurricular activities enhances both
concept taking advanced courses, time spent on the intellectual and social development of students”
homework, post secondary education aspiration, GPA, through her own research she discovered that athletes
parental involvement and lower absenteeism for students attain higher grade point averages than those students
across a variety of backgrounds. Marsh noted that the not in activities. In addition, Rombokas found that a
relationship with academic and social self concepts but national surrey performed by Durbin in 1999 showed that
argued that participation in extracurricular activities was participants in extracurricular activities in high school
important because it can lead to “increased commitment received better grades when they were not participating
to school and school values which lead indirectly to in activities.
increased academic success”.
Eccles and Barber (2000) looked at the risks and
benefits of five different types of activities pre socially Purpose of the study
activities, team sports, school involvement, performing
arts and academic clubs. They analyzed data on 1,259 The purpose of this study is to determine the extent of the
students when participated in the Michigan study of relationship between students participation in school
adolescent life transform from 1983 when they were in based extra-curricular activities and their achievement in
the sixth grade through 1997. physics.
Academic achievement was measured using 10 =12th
grade GPA and subscale scores from the differential
aptitude test. The result of the longitudinal regression METHODOLOGY
analysis showed that participation in any of the five types
Research hypothesis
of activities studied resulted in a better than predicted
12th grade GPA. They also found that students who The following hypotheses were postulated to guide the
participated in sports, performing arts and school investigation.
involvement activities reported liking school more over
the years studied, which is consisted with Marshs’ (1999) H01: Extracurricular activities have no effect on students’
hypothesis about the effect of extracurricular activities on achievement in physics.
students commitment to school. H02: Students achievement in physics is not influenced by their
Broh (2002) also reported that the differential effects of participation in specific extracurricular activities.
extracurricular activities were not limited to interscholastic H03: Students’ achievement in physics is not influenced by their
and intramural sports. She found that participation in involvement in social activities
music groups was positively related to both Math and
English grades and Math test scores participation in
Methods
student council was positively related to both sets of
grades and participation in year book. The study adopted a simple survey design and was directed at the
Rombokas (1995) investigated the relationship population of senior secondary school physics students in Lagos
between students’ involvement in extracurricular activities state. The sample selection was limited to senior secondary III that
and their academic performance. She opined that is (SSIII) physics student. Fifty students each were drafted from four
randomly selected secondary schools across Lagos State. The
students who involved in extracurricular activities re- number of female students selected equals the male to eliminate or
ceived higher grades than those not involved in activities. Minimize gender biases in the responses. In all, two hundred
 Adeyemo 115

students formed the study sample. Kleitiman (2002) that students who participate in
extracurricular activities did better academically than
Instruments students who did not participate.
Broh (2002) revealed that students’ participation in
The instruments used were questionnaires and physics student extracurricular activities in general is associated with an
achievement test. The questionnaire consists of three sections (A, improved grade point average, higher education
B, and C). Section A was designed to elicit information on the aspiration increased attendance and reduced
biodata of the students. Section B includes question on the extra
curricular activities that students participate in the school, their
absenteeism, Darling et al. (2005) supported the view of
favorite type of extracurricular activities and maximum time spent Broh that reported higher grades more positive attitude
each week on extra curricular activities. Section C was provided towards school and higher academic aspiration.
with 5 responses each borrowing the idea of Likert (1932) to give Extracurricular activities serve a large purpose in the
room for freedom of expression of the respondents. The number of academic, social, physical and cognitive development of
respondents’ giving each type of response were counted and students which is required in learning physics so every
scored. The five responses used are: Strongly agree (SA), Agree
(A), Undecided (U), Disagreed (D), and strongly disagreed (SD).
child should have the opportunity to participate in at least
Finally, the second instrument administered to the students, one activity that suits his or her personal interest.
which is the physics student Achievement Test (PAT), was The hypothesis two in this study sought to test the
designed to collect information about the performance of students significant effect of students’ participation in specific
in physics. It comprised 3 essay questions according to the syllabus extracurricular activities incur great influence on their
of the respective classes. Each question carried a total mark of ten
achievement in physics. The result also corroborates
(10) thus the overall mark was 30.
Broh (2002) report that participation in some activities
others diminishes academic achievement.
Data analysis Marsh and Kleitman (2002) cited that extracurricular
activities have proven to be beneficial in building and
The data analysis and results are presented with special reference
strengthening academic achievement, even if the
to the research hypotheses. Table 1 shows the multiple regression
analysis of students’ involvement in extracurricular activities on their activities are not obviously related to academic subjects.
achievement in physics. Note only does extracurricular activities enhance
From the aforementioned table, it is easy to see that there exists students’ achievement in physics but also the type of
an effect of students’ involvement in extra curricular activities on activity the child participates in. These activities however,
their achievement in physics. This implies that students’ should be well supervised, timed properly and directed
involvement in extracurricular activities determines to a greater
extent academic performance in physics. The relationship is very
toward improving their development and should involve
high, positive and significance at 10% level of significance. Hence some mental and physical ability which is required in
the null hypothesis is duly rejected. Further, it is necessary to find achievement in physics.
out if students’ participation in class influences their academic Students need to be aware of the specific
performance in physics or not. To accomplish this, we used extracurricular activities available to them and the effect
hypothesis two. Table 2 reveals clearly that students’ participation that each specific activity has on their academic
in specific extracurricular activities influences their achievement in
physics. The implication of this finding is that participation in specific
performance. Not every student will benefit from or be
extracurricular activities plays a significant role in booting students’ impaired in the same manner that studies revealed
achievement in physics. The relationship is high, positive and concerning extracurricular activities. Parents need to give
significant at 3% level of significance. Hence, the null hypothesis is their children some freedom in determining which
thereby rejected. Furthermore, we establish if students’ involvement activities to participate in but still need to monitor how
in social activities influences their academic performance in physics
their children spend their time. Parents have a large role
or not.
Table 3 reveals clearly that there exists a significant relationship in the academic development of their children and one
between involvement in social activities and students achievement way of fostering strong academic performance is by
in physics. The implication of this finding is that involvement in encouraging their young children to become involved in
social activities plays a significant role in improving students’ some of the activities which promote academic
achievement in physics. The relationship is high, positive and performance. This could influence their activity of choices
significant at 1% level of significance. Hence, the null hypothesis is
rejected.
later on in life and may set the foundation for a life of
academic success and progress.
The research result obtained from the data analysis
DISCUSSION AND CONCLUSION indicated that students’ involvement in social activities
influences their achievement in physics. This is supported
The result of the analysis of data shows that students’ by the view of Eccles and barber (1999) that students
participation in extracurricular activities influences their who participated in social activities and school
achievement in physics and this of course shows that involvement reported liking school more over the years
generally students non participation in any of these studied, which is consistent with Marshs’ (1999) hypo-
activities account for the students’ poor achievement. thesis about the effect of social activities on students
This finding corroborate with the views of Marsh and commitment to school.
116 Int. J. Sci. Technol. Educ. Res

Table 1. Simple regression analysis of involvement in extra curriculum activities on students achievement in physics.

Entered Sig
SS DF R R- square MS F
variables (0.05)
Involvement in Regression 387.649 1 0.319 0.102 387.649 22.269 0.000
extracurricular Residual 3411.891 196
activities Total 3799.540 197

Table 2. Simple regression analysis of the influence of students participation in specific extra curricular activities on their
achievement in physics.

Variables R-
SS DF R MS F Sig(0.05)
entered square
Students Regression 114.468 1 0.174 0.030 114.468 16.088 0.000
participation in Residual 3685.072 196 18.801
extracurricular
Total 3799.540 197
activities

Table 3. Simple regression analysis of involvement in social activities on students achievement in physics.

Variables
SS DF R R- square MS F Sig(0.05)
entered
Students Regression 18.964 1 18.964 0.398 0.158 47.870 0.000
participation in Residual 3780.577 196 19.289
extracurricular
Total 3799.540 197
activities

Although, social aspects of a student’s life do not directly there are implications of the study for students and
affect his or her grade point average they do affect the teachers and the society as a whole. The students would
overall well-being of the student. Education is not solely perform better if extracurricular activities are encouraged
learned by reading the textbook for student can learn an in schools as it would improve physics students reading
incredible amount from their peers through social habit and thinking abilities. As it is often said “All work
activities students learn how to compromise and work in and no play makes jack a dull boy”, extra curricular
a group which enhances achievement especially in activities would make the students more active in class
physics. Social activities also allow students to meet and and build up their skills which are important factors in
interact with peers that may not be within their close achievement in physics. This study will also help teachers
group of friends. In addition these activities help to spend more time with the student, having a personal
enhance these social skills and teach lessons not learned relationship with each student, knowing their strengths
in a classroom. Bestler (2005) said that social activities and their weakness and building up on them thereby
are an effective way to network and meet other people improving the physics teachers’ quality in terms of
with whom the students can study. teaching effectiveness.
Reinforcing Bestler statement Fowkes (2005) Physics teachers need to undergo further training to
commented that social activities teach students to work in update their skills in teaching effectively. During training,
teams and work cooperatively, skills that will help importance of extracurricular activities to the students
students’ to be successful in physics and other subjects should be highly emphasized. School administrators
and also, attain jobs in future. should create necessary time during school hours for
This study has shown that students’ participation in extracurricular activities and ensure that it is done
school based extracurricular activities is an important effectively. Government should provide adequate
factor to students’ achievement in physics. However, infrastructure and enabling environment for
 Adeyemo 117

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