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Impact of Extracurricular Activities on Academic Performance of Students at Secondary Level

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The present study aims to observe the impact of extracurricular activities on the academic performance of students at the secondary level in Multan city. All the students at the secondary level in the public sector of Multan city are the population of this study. Three hundred student’s 9th and 10th classes from (two) secondary schools from Multan city were selected. For this study, the researcher uses a simple random sampling technique. A total of 30 survey questions were developed based on Likert-scale type statement options (SA, A, N, DA, SDA), keeping in mind the objective of the study. The data were tabulated and analyzed by using descriptive statistical techniques. The MS-Excel is used for the descriptive analysis of the data. The study concluded that there is a severe need for the introduction of extracurricular activities, orientation programs for the students of secondary level. Extracurricular activities have a positive influence on students' life by improving their behavior, academic performance, better exam scores, more regular class attendance, a better self-image, due to these aspects which makes the students life more successful. Finally, the study suggests that Government should support the introduction of extracurricular activities in all secondary schools, allocate special funds, appoint special trainers/teachers, and fix their pay equal to other subject teachers.
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Vol. 2 No. 2 pp 07-14
Impact of Extracurricular Activities on Academic
Performance of Students at Secondary Level
Shabiha Anjum1
1, Bahauddin Zikariya University, Pakistan
Corresponding author : shabiha.anjum.sa@gmail.com
A R T I C L E I N F O
A B S T R A C T
Article history:
Received may 2021
Revised june 2021
Accepted july 2021
The present study aims to observe the impact of extracurricular
activities on the academic performance of students at the
secondary level in Multan city. All the students at the secondary
level in the public sector of Multan city are the population of this
study. Three hundred student’s 9th and 10th classes from (two)
secondary schools from Multan city were selected. For this study,
the researcher uses a simple random sampling technique. A total
of 30 survey questions were developed based on Likert-scale
type statement options (SA, A, N, DA, SDA), keeping in mind the
objective of the study. The data were tabulated and analyzed by
using descriptive statistical techniques. The MS-Excel is used for
the descriptive analysis of the data. The study concluded that
there is a severe need for the introduction of extracurricular
activities, orientation programs for the students of secondary
level.
Extracurricular activities have a positive influence on
students' life by improving their behavior, academic
performance, better exam scores, more regular class attendance,
a better self-image, due to these aspects which makes the
students life more successful. Finally, the study suggests that
Government should support the introduction of extracurricular
activities in all secondary schools, allocate special funds, appoint
special trainers/teachers, and fix their pay equal to other subject
teachers.
© IJAGC 2021, All right reserved
ISSN: 2722-2365 (Online) 2722-2357 (Print)
Keywords:
extracurricular activities
academic performance
secondary level
Introduction
Extracurricular activities are defined as those activities which are not the components of the
academic curriculum but an important part of the educational environment. Extracurricular
activities comprise sports, singing, music, debate, dance, drama, social services, etc. Schools
can play a significant role by transmitting the energy of both normal as well as physically
challenged students into a positive direction of personality development through extra-
curricular activities.
Extracurricular activities play an important role for develop the skills of the students.
It makes a student think critically, managing time well, and competently in terms of
intelligence. It also helps the student to achieve social goals and maturity. Having social
International Journal of Applied Guidance and Counseling (IJAGC)
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maturity helps the student to interact and make better relationships with the people in the
community (Himelfarb, Lac & Baharav, 2013). The role and effects of ECA on the student’s life
in school days are very strong. From his study, ECA is beneficial to play the positive role of a
student in school. It improves the behavior and the academic performance of the students in
school life (Singh & Imam, 2012).
Extracurricular framework, students can choose activities, which can be classified as
physical activities, educational activities, and social activities. Physical activities include team
activities (i.e., joining a sports team like a football team or cricket team) or individual
activities (i.e., self-defense club-like taekwondo or joining charity deeds). Furthermore,
physical programs can be compulsory where every student has to join and engage in one
physical activity (Gardner et al, 2008).
Extracurricular activities (ECA) have an important role in today’s high school
programs. When one considers a large number of activities available, one realizes the variety
of the programs. Included in ECA are athletics, publication, student groups, fine arts, academic
clubs, and many more. There is a huge amount of research focused on studying the
relationship between student involvement in activities and student academic achievement.
Although a positive relation has been shown in many of these studies, there is still a
competitive battle among educators concerning the need for ECA. Research findings suggest
that professional school counselors, school officials, and community agency personnel can
collaborate and use extracurricular activities to help target the academic achievement of other
uninvolved or off-track students (Howard & Ziomek-Daigle, 2009)
Activities were introduced to enable students to explore and build their learning on
Extra-curricular activities can affect students learning and academic performance because of
time management skills (Gilman, 2004). Students who engage in extra-curricular activities
have difficulty managing their time. For instance, activities such as basketball and volleyball
require a lot of energy and dedication. But it is very useful for developing the mental health
and personality of the students. Activities may take more than several hours which leaves
students with insufficient time to complete their homework or to study for exams. But the
active mind teaches the students how to manage their time for both studies and
extracurricular activities.
The Schools have always tried to increase their achievement results, but the current
economic situation in our country is forcing school levels to make tough economic decisions.
Currently, the economy of our country is forcing schools to reduce school budgets, reduce the
teacher workforce, reduce student activities, and cut or eliminate non-essential activities like
extracurricular activities (Slater & Tiggemann, 2014).
Lunenburg stated in his article that “Extracurricular activities serve the same goals and
functions as the required and elective courses in the curriculum. However, they provide
experiences that are not included in formal courses of study. They allow students to apply the
knowledge that they have learned in other classes and acquire concepts of democratic life
(Lunnenburg, 2010). Extracurricular activities have many positive impacts on education.
These positive effects are students' better behavior, good grades, personality development
which makes the students more successful and socially strong adults.
Method
The questionnaire was personally developed by the researcher after the studying of
relevant review of literature and material that is available in, books, journals, articles, library,
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9
internet and doing the detailed discussion with the supervisor of this research. For this
purpose questionnaire was developed as a research tool. A questionnaire as a quantitative
technique was used for data collection. The survey questions were developed based on Likert-
scale type statement options (SA, A, N, D, SD), keeping in mind the objective of the study. The
data were tabulated and analyzed by using descriptive statistical techniques. The Micro Soft-
Excel is used for the descriptive analysis of the data. For descriptive statistical analysis mean,
median and standard deviation were calculated for each statement
Findings and Discussion
Findings
According to Eccles (2003) that those students who participated in intentional, school-
based extracurricular activities perform better in schools life. This happens due to ECA
facilitates better Human interaction skills and more passionate association to one’s school.
Participation in out-of-school activities helps develop students' brains contributing to better
mental health. It also helps them fortify their academic performance for a long period.
Extracurricular activities also reduce behavioral and disciplinary problems.
Expressed the need for students to participate in school activities indicating that these
activities were necessary to prepare adolescents for a more leisure world, due to a shortened
workweek. In essence, extracurricular activities as preparation for adult social life (Slater &
Tiggemann, 2014).
The research on athletic participation in extracurricular activities has been extensive.
A positive association between academic performance and athletic participation. In a study
conducted in 24 Iowa schools, the author found varsity football participants to have a higher
grade point average than non-participatory classmates. However, as in most studies, the
results were not controlled for other intervening variables (Mangino, 2014).
There is always an argument that extracurricular activities are not so much important
in a child’s life. For development, extra activities are also most important in a student’s life.
Students are pressurized during exams and they have performance pressure too of gaining
good grades. In such conditions, there is a need for some extra activities. You cannot force a
student to just read books and become intelligent. Extra activities are also important for the
overall development of students. Sometimes when a school offers sports and extra activities
parents do not allow their children to participate. Some students also feel that they do not
need the activities, all they need is to concentrate on their books in many schools teachers
have to convince parents to permit their children to participate in activities. Parents feel that
extra activities will distract their children from their studies. Co-curricular activities are
important just as academics. When a student is made to do academics and co-curricular
activities then only a well-rounded development of the student is done Students have lots of
activities to choose from. Cultural activities, sports activities, competitions, house on duties,
and a lot more. Some students are even interested in more than one activity and they do
participate in both keeping in mind their academics.
1. The classroom teaching-learning environment gets strengthens by
extracurricular activities.
2. Extracurricular activities enable the students to express themselves freely.
Inculcate the values of co-operation.
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3. It is a means of developing skills and competence. Different extracurricular
activities have their significance i.e., Debate helps to generate ideas and giving reasons
and counter-reasons (Ramey, Lawford & Rose-Krasnor,2019).
The advantages of youngsters take part in extracurricular activities and their effects on
academic achievement (Kanar & Bouckenooghe, 2021). Students participating in
extracurricular activities possess high grades, higher standardized extracurricular activities
were less able to utilize drugs and alcohol, give up on school, misbehave, and commit crime at
the school level. test results, excellent educational adaptation, more attended school, higher
self-trust, and good personality development. In furthermore, it was observed that the
participating young people were fewer chances to utilize drugs and alcohol, give up schools,
misbehave with others and commit crimes at the school level.
Literature supports participation in extracurricular activities as a way to encourage
healthy development options. Time-consuming extracurricular activities can be seen as an
obstacle to academic success. Due to pressure from parents and students themselves, this can
be used as an excuse to abandon extracurricular activities. Consultants may want to find a
balance between scientists and activities. There are many reasons why the role of the school
counselor is important to integrate both academic and extracurricular activities.
The survey results of this study that data collected and analyzed through descriptive
statistics are presented below. A brief discussion regarding the study has been presented. The
method of percentage was used to analyze the data and tabular format was used to present
the data. The finding of the analysis of the statement was as under:
Table 1.
Analysis of Instrument
Statements
SD%
D%
N%
A%
Mean
Sad.
Dev
I feel improvement in my
communication skills due to ECA
0
0
6.0
69.1
4.19
0.52
Students feel comfortable about
their daily life routine
0
0
10.0
72.1
4.08
0.52
students get better grades
0
42.8
17.9
26.9
3.09
1.09
I improved my behavior with
friends
0
0
7.5
62.7
4.22
0.57
I’m good problem solver
0
48.3
8.0
14.4
3.25
1.32
I’m satisfied from my academic life
17.4
17.9
17.9
35.3
3.05
1.30
I always give happy mood to my
school fellows
0
0.5
12.9
47.3
4.25
0.96
I effectively manage my every day
time
0
0
42.8
52.2
3.62
0.58
I’m a good player
16.9
42.3
6.5
27.4
2.65
1.24
I give respect opinion and
collaboration of others
0
0
9.0
73.1
4.09
0.51
Students are able to set better
goals due to ECA
0
1.5
13.4
61.7
4.07
0.65
I follow rules and regulations of my
school
0
0.5
12.9
53.2
4.19
0.67
I give respect to teachers and
school administration
0
0
4.5
48.8
4.42
0.58
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I complete my homework in time
11.4
38.8
14.9
24.9
2.83
1.21
ECA can provide positive thinking
to the students
0
0
30.8
39.8
3.99
0.78
I feel more active in my daily life
0
0
23.9
64.7
3.88
0.58
I’m very confident in my study
21.9
28.9
8.5
29.4
2.80
1.37
I can control better all matter in
my life
0
5.0
39.3
50.7
3.56
0.67
ECAs have positive impact on
learning outcomes
0
1.5
37.3
24.4
3.97
0.90
I avoid to sit in bad company
0
0
8.5
33.3
4.50
0.65
I’m participating in extra activities
in school
0
1.0
43.8
9.5
4.00
0.97
I complete my assignments on time
19.4
34.3
11.4
26.9
2.70
1.27
I Satisfied on the activities held at
my school
8.0
79.6
8.0
3.0
2.10
0.64
I believe that extracurricular
activities are important in school
0
0.5
25.4
63.7
3.84
0.60
Can extracurricular activities helps
you to make new friendships?
0
1.5
19.4
45.8
4.11
0.76
I enjoy extracurricular activities in
my school
0
4.5
35.3
32.3
3.84
0.89
I’m confident about my success in
academic career
0
0.5
27.4
69.7
3.74
0.50
ECAs disturbs studies routine
0
25.4
48.3
25.4
3.02
0.74
ECAs and volunteer work are the
part of my activities
0
0.5
17.9
71.6
3.91
0.54
My parents encouraged me to
participate extracurricular
program in my school
10.0
43.8
24.9
19.9
2.57
0.96
Overall
3.5
13.8
13.7
49.3
3.69
0.84
Table 1 shows the finding of survey questions and the overall average of all findings
that 49.3% of respondents agree with the statements of extracurricular activities (ECA) and
19.8% strongly agree, 13.7% are neutral while 13.8% respondents disagree and 3.5%
strongly disagree with the statements. Average mean of the statements is 3.69 while the mode
is 3.45; the average standard deviation of the statements is 0.84. As the average mean is 3.69,
its means that most of the respondents agree with the statements in the favor of ECAs.
Discussion
A students’ daily life comprises lots of work and activities, among which
extracurricular activities have their importance. These activities make a positive impact on
students' lives by improving behavior, academic performance, and positive aspects to make
adults successful and maintain traditions and skills. Students participating in extracurricular
activities often benefit from better exam scores, better scores from standardized tests and
diplomas, more regular class attendance, and a better self-image. While students often learn
skills such as teamwork and leadership from college club activities, they reduce the likelihood
of various problem behaviors. It is recommended that all educational institutions provide
adequate opportunities for students to participate in extracurricular activities at the Institute
facilities and outside of school hours.
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Most students recognize the importance of participating in after-school activities and
alarming factors Need to raise awareness of the positive effects of participation. How to
maintain a perfect balance in healthy activities and workouts. The fact that most students
realize the importance of participating in extracurricular activities is an alarming factor.
Discovering the positive effects of these activities is necessary; maintaining a perfect
balance between studies and these activities is mandatory to lead a prosperous and healthy
life. These activities let us learn things that cannot be found in formal classes and course
content (curriculum). Positive effects of extracurricular activities appear in the behavior of
students.
The positive effects of extracurricular activities on students are the positive aspects of
behavior, better grades, graduation, and being successful adults. Students who participate in
extracurricular activities have fewer behavioral problems.
In sports, they show discipline in drills, exercises, and routines. It is your responsibility
to perform these tasks correctly. If students do these assignments correctly, they will be
rewarded for their good behavior and pride in their achievements. The pride they attain
increases their self-esteem and confidence. This also leads to an improved status among
peers. Participation in after-school activities offers students the opportunity to forge positive
and voluntary ties with their school that planned remedial actions and after-school academic
programs sometimes fail.
Students participating in extracurricular activities also have more self-confidence,
teacher perception, and a positive attitude towards school. Students participating in
extracurricular activities are less likely to drop out and are more likely to achieve higher
academic achievement. Participation in extracurricular activities also reduces absenteeism
and the late arrival of students. Policies like "No Pass No Play" developed by schools
encourage students to keep their grades.
This prevents them from failing or dropping out. Other school rules ensure that
participants avoid drug and tobacco use so that they can be disciplined and focused.
Extracurricular activities also enable students to become productive learners and adults.
Participating in extracurricular activities makes a student capable of skills such as leadership,
teamwork, organization, analytical thinking, and problem-solving, and time management.
These activities help the student learn the skill of multitasking. This allows them to
discover their talents. This kind of commitment can also help them find an interest-based job
or relate their experience entering the job market to real life. After-school activities also
improve pupils' social skills. Students can meet new people and work with people from
different backgrounds who share common skills and interests. We must be aware of the
positive impact of extracurricular activities on the educational system.
Budgets are short and extracurricular activities are expensive. Comparing the costs
with the benefits of attending, many people can agree that a minimum investment is required
to start a new club, activity, or team that will give benefits to students and schools (Yang, Lin
& Stomski, 2021).
Conclusion
The reviewed literature has shown similar results in terms of the benefits of
participating in extracurricular activities. According to this research, it is concluded that due
to ECA students feel improvement in their communication skills, feel comfortable with their
routine, get better grades, improved their behavior with others like elders and friends.
International Journal of Applied Guidance and Counseling (IJAGC)
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Students can be a good problem solvers, satisfy with their academic studies, always keep in a
happy mood due to extra activities, effectively manage their everyday routine, be a good
players, strictly follow rules and regulations of life. ECA can provide positive thinking or
better personality development, be more active or more confident about their career and also
avoid sitting in bad company. It was suggested that after-school activities in the school
environment and local communities continue to be funded and supported. As the researchers
have shown, there were many ways how participating in these structured activities could
stimulate youth development. With the rise of childhood obesity, participation in physical
activity is encouraged not only for the active body but also to reduce stress and provide the
opportunity to collaborate with other useful and active adults. Many schools face difficult
economic problems and short budgets in some societies. While some believe that reducing or
eliminating extra-curricular activities can improve the budget, this is not an easy decision as
other people believe these budget cuts will do more harm to the student's social and physical
life. So the parents should encourage their children to participate the extracurricular activities
in the schools or out of the school.
Acknowledgment
The completion of this paper cannot be separated from the assistance of all people,
both direct or indirect. On this occasion, the author would like to thanks all those who helped
me in writing this article, especially the editorial board of this journal who helped me to
reviewed and provided suggestions for the improvement of this article and then give me a
chance for published it in this edition and make it worthy. May God give rewards and helps
them all.
References
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Gardner et al, (2008). Adolescents' participation in organized activities and developmental
success 2 and 8 years after high school: Do sponsorship, duration and intensity matter?
Developmental Psychology; 44(3):814-30.
Gilman, (2004). Structured extracurricular activities among adolescent findings and
implications for school psychologists. Psychology in the Schools ;41(1):4-9. The case
for high school activities. National Federation of State High School Association.
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... A recent study conducted by Anjum Shabiha [14] highlights several importance of students' participation in extracurricular activities. The study shows that students who participate in extracurricular activities are more likely to achieve higher academic achievement. ...
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Using data from the National Education Longitudinal Study, the authors examined relations between educational, civic, and occupational success in young adulthood and the duration and intensity of participation in organized activities during high school. They also examined these relations as a function of sponsorship (i.e., school- vs. community-sponsored organized activities). They found that youths who participated in organized activities for 2 years demonstrated more favorable educational and civic outcomes in young adulthood than those who participated for 1 year. More intensive participation was also associated with greater educational, civic, and occupational success in young adulthood--particularly among youths who participated in activities for 2 years. Educational attainment often mediated the relations between temporal measures of participation and young adult civic and occupational outcomes. With the exception of analyses examining occupational success, findings varied little as a function of sponsorship. Of note, analyses revealed that both temporal measures of participation were positively associated with young adult outcomes as many as 8 years after high school.
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One factor that contributes to adolescent positive mental health is active engagement. Engagement is defined as any activity that is initiated to attain an outcome. In general, two forms of activities exist that correspond with engagement: solitary, non-structured, and non-cooperative pursuits, often without adult supervision (e.g., playing video games, watching television) and highly structured, collaborative activities that are under the guidance of a competent set of adults (i.e., structured extracurricular activities, or SEAs). Although large amounts of time spent in unstructured activities is related to negative psychosocial outcomes, participation in SEAs has been related to a variety of positive outcomes for students. This paper reviews current research regarding adolescent participation in SEAs and its effects on academic and personal-social variables (i.e., self-concept, life satisfaction), as well as potential preventive effects for youths considered to be “at-risk” for negative developmental outcomes. The paper also examines research investigating the potential benefits and shortcomings of different types of SEAs. Finally, suggestions for future research and school-based preventive intervention are presented. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 31–41, 2004.
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In this article, we summarize: (a) the arguments linking participation in structured leisure activities to positive youth development, (b) our findings on the association of extracurricular activity involvement with both educational and risky behavior outcomes during adolescence and young adulthood, and (c) our findings regarding possible mediating mechanisms of these associations. Participants in most extracurricular activities achieved better educational outcomes than non-participants even after controlling for social class, gender, and intellectual aptitude. Participation in service and religious activities predicted lower rates of drinking and drug use. Participation on school sports teams predicted both better educational outcomes and higher rates of drinking. The mediating mechanisms we discuss relate to identity formation, peer group membership, and attachment to non-familial adults.
Bonding, Achievement, and Activities: School Bonding, Academic Achievement, and Participation in Extracurricular Activities
  • A K Howard
  • J Ziomek-Daigle
Howard, A. K., & Ziomek-Daigle, J. (2009). Bonding, Achievement, and Activities: School Bonding, Academic Achievement, and Participation in Extracurricular Activities. Georgia School Counselors Association Journal, 16(1), 39-48.
Multiple Perspectives on Student Learning, Engagement, and Motivation in High School Biology Labs
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Lunnenburg, D. (2010). Multiple Perspectives on Student Learning, Engagement, and Motivation in High School Biology Labs. The High School Journal, 96(3), 232-252. doi: 10.1353/hsj.2013.0010
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  • S Shivendra Pratap Singh
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Shivendra Pratap Singh, S., & Dr. Ali Imam, D. (2012). Effect of Gender, Participation in Extracurricular Activities, Location of Schools and School Resources on Mathematics Achievement of Secondary School Students. International Journal Of Scientific Research, 2(7), 124-128. doi: 10.15373/22778179/july2013/4