NAME: SHANICE T.

CASTILLO

TEACHER: MR. RAMKISSOON

DATE: Thursday 21st March, 2019

EXAM YEAR: 2019 MAY/JUNE

SCHOOL NAME: ST. FRANÇOIS GIRLS’ COLLEGE

CANDIDATE NUMBER: 1600620539

SCHOOL CODE: 160062

GENERAL PROFICIENCY: CAPE CARIBBEAN STUDIES UNIT 1

TERRITORY: TRINIDAD AND TOBAGO

TITLE OF STUDY: TO DETERMINE WHETHER THE KEY TO ACADEMIC

SUCCESS AS SHOWN BY STUDENTS OF A PRESTIGIOUS SECONDARY SCHOOL

IN PORT OF SPAIN, TRINIDAD IS MAINLY DUE TO THEIR INVOLVEMENT IN

EXTRA-CURRICULAR ACTIVITIES.

WORD COUNT: 2290 words (790 words over)

1
ACKNOWLEDGEMENTS

I would like to humbly thank God, my parents and my Caribbean Studies teacher, Mr.

Ramkissoon, for their guidance, support and wisdom during the undertaking of this strenuous

assessment, as well as their kindness and efforts made to encourage me to push for excellence

and their dedication in ensuring that I had the best possible chance to succeed.

2
TABLE OF CONTENTS

Section Page Number

1) Introduction …...............................................4

2) Definitions of Terms…………………………….6

3) Literature Review…………………...................7

4) Data Collection Sources…………………….. 9

5) Presentation Of Data…………………………. 11

6) Analysis Of Data………………………………. 19

7) Discussion Of Findings…………………………23

8) Conclusion……………………………………….24

9) Limitations………………………………………..24

10) Recommendations……………………………….25

11) Bibliography……………………………………….26

12) Appendix………………………………………….28

3
PROBLEM STATEMENT: Excellent academic performance shown by students of a

prestigious secondary school is mainly due to their involvement in Extra-Curricular Activities.

STATEMENT OF PROBLEM:

Background of the School: At a prestigious Secondary School in P.O.S., Trinidad, there have

been records of academic excellence by students over the past two years.

Problem/ Cause: Informal Chats with some parents, students and staff members have revealed

that they believe that involvement in extra-curricular activities may be responsible.

Investigation: This investigation aims to find out whether participation in extra-curriculars is

solely responsible for the improvement in academic performance, or there are other factors

involved.

Importance: This investigation is important for it aims to educate students, staff and parents

about the benefits of extra- curricular activities, which shape the academic performances of

students at all levels.

PURPOSE OF RESEARCH:

This investigation will reveal the different forms of extra-curricular activities, how the

participants were affected and whether a relationship exists between extra-curricular activities

and academic performance or if other factors may be responsible.

4
EDUCATIONAL VALUES:

The findings of this research will benefit both students and staff at the school. Students will be

sensitized to its importance and develop a greater appreciation for extra-curriculars. Staff and

parents will also be sensitized to its role and will seek to encourage more students to become

involved.

5
DEFINITIONS OF TERMS

TERMS DEFINITIONS
Demographic Relating to demography, which is the study of

populations and their sub-groups.

Influx A large number of people/things occurring at

the same time

Self-efficacy The belief one can be successful in

completing a particular task

LITERATURE REVIEW

6
 Extensive Research has aimed to determine the correlation between extra-curricular

involvement and excellent academic performances among students. A total of four articles were

selected and their methodologies and findings were examined and used by this researcher in her

study.

“Bibliometric Analysis: The Importance of Extra-Curricular Activities on Academic

Performance,” by Castedo, Portela, Juste and Lavandeira(2006) investigated the characteristics

of scientific production that analysed the relationship between extra-curricular activities and

academics over the period 2004-2014 and utilized Quantitative Research. Conducted in the U.S.,

thirty articles were selected and students’ academic performances were assessed via the GPA and

their grade averages. The negative effects of extra-curricular involvement, such as Depression,

Stress, Fatigue and Truancy were brought forward, however, they concluded that students should

show moderate participation in extra-curriculars.

A research study conducted among twenty High Schoolers in Istanbul, Turkey, during the

2010-2011 academic year by Bayler and Gunduz (2012), concluded that those students who

participated in extra-curricular activities showed a gradual improvement in their grades.

Furthermore, some showed an even greater improvement in their social skills. Students between

the ages of 16 and 18 were engaged in interviews with semi-structured questions for this

undertaking. Purposive Sampling was used to gain a better understanding of human perceptions

and problems and justfied the researchers’ use of Qualitative Research. Bayler and Gunduz urged

Administrators to, despite the financial strain, organise structured extra-curricular activities to

make schools more attractive and peaceful.

7
 “Extra-curricular activities and Academic Performance in Secondary Students,” by Moriana,

J. A., Alós, F., Alcalá, R., Pino, M. J., Herruzo, J. and Ruiz, R. (2006) aimed to investigate the

possible influence of extra-curricular activities that were study- related or or sports-related on the

academic performances of Seventh and Eighth graders in Spain. The number of girls involved in

extra-curriculars were higher than boys (68:43) and the ratio of girls uninvolved to boys was

also high (76:35). Findings indicated that those involved in study-related activities, such as

private classes and were involved in sports held better academic performances.

“The Effect of Extra-Curricular Activities on the Academic Performances of Junior High

Students,” by Fujita (2006) aimed to determine the type of extra-curricular activities junior high

schoolers were, or eventually became involved in, affected their academic performances (Brown,

Cozby, Kee and Worden,1999). Students between grades 6 and 8, during the 2004-2005

academic year were required to complete a survey. A few of the questions were purely

demographic and the results showed that participation of students in extra-curriculars, athletics

and involvement in Community Service improved their academic performances. One of the most

conventional extra-curricular activities, participation on musical performance, did not assist,,

whereas watching television boosted their academic performances.

In conclusion, researchers were not entirely in favour of extra-curricular activities being the

sole reason for academic excellence, for some put forth other factors which they found, through

research they conducted, which influenced academic improvement and excellence. Others

negated the association, presenting instead the adverse effects of students’ involvement in extra-

curriculars.

8
 The Literature Review has enabled me to broaden my perceptions of extra-curriculars and

realize that they can result in the improvement or decline in the academic performances of

students or be entirely ineffectual.

DATA COLLECTION SOURCES (METHODOLOGY)

In this research to determine the correlation between extra-curricular activities and excellence

in academics, this researcher used a Quantitative approach.

Both Primary and Secondary sources were used to collect data. The Primary Sources were

members of the sample who were involved in extra-curriculars and commented on their

academic performances since they have joined extra-curricular activities.

The research instrument used to collect this data was a closed questionnaire to allow for ease

of analysis. The questionnaire comprised of 20 closed questions, five of which were pertinent to

the study.

Twenty questionnaires were distributed on 16/02/19 and were collected on the same day. The

sample used was selected by simple random sampling so as to prevent researcher bias and to give

each person in the accessible population an equal chance of being selected in the sample. The

names of all the students were written down, placed in a box and 20 were randomly selected.

Secondary Sources were utilized so as to complete the Literature Review. These were

scholarly articles found in journals, which guided this researcher to choose a certain

methodology by providing examples of methodologies and findings.

9
10
E 1: TABLE SHOWING THE PERCENTAGE OF STUDENTS INVOLVED IN VARIOUS EXTRA-CURRICULAR ACTI
NTATION OF DATA
Athletics Community Member Music, Drama/ Trivia/ Tutoring Religious

Sport /Volunteer of a eg.Choir, Theatre Quiz Club

work Debate Playing an Clubs Meetings

Team Instrument
36.70% 15.80% 0.00% 21.10% 5.30% 0.0% 0.00% 21.10%

Figure 1: Table showing the forms of extra-curricular activities students were involve

FIGURE 1: Table showing the percentage of students involved in different forms of extra-

curriculars. According to Figure 1, the majority(36.70%) were involved in Athletic/Sport, while

21.10% of respondents were tied for involvement in Music and Religious group meetings.

15.80% were involved in community and volunteer work, 5.30% in Drama and 0.00% of

respondents were involved in Tutoring, Trivia or Quiz Clubs and Debating.

11
 FIGURE 2: Bar Graph showing the number of years students
have been involved in extra-curricular activities

NONE 0.00%

5-6 YEARS 31.55%

3-4 YEARS 21.10%

1-2 YEARS 31.55%

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00%

FIGURE 2: Bar graph showing the number of years students have been involved in extra-

curricular activities. The majority(31.55%) claimed to have been involved 1-2 years and 5-6

years, 21.10% have been involved for 3-4 years while 15.80% have not qualified.

12
 FIGURE 3: Area Graph showing students' views on there being
an improvement in their academic performances since they
have joined extra-curricular activities
100.00% 100.00% 100.00%
100%
90%
80%
PERCENTAGE COMMNENTARY

70%
60%
50%
40%
30%
20%
10%
0.00%
0%
AGREE DISAGREE STRONGLY AGREE STRONGLY DISAGREE
STUDENTS' RESPONSES

Figure 3: Area Graph representing students' views on there being an improvement in their

academic performances post- involvement in Extra-Curricular Activities. The majority(63.20%)

agreed, 26.30% disagreed and 10.50% strongly disagreed. 0.00% of the respondents strongly

agreed.

13
 FIGURE 4: Cylindrical graph showing students' desire to
continue with their extra-curricular activities

80.00% 73.70%

70.00%

60.00%
PERCENTAGE OF RESPONSES

50.00%

40.00%

26.30%
30.00%

20.00%

10.00%
0.00%

0.00%
yes no maybe

STUDENTS' PERSPECTIVES

14
FIGURE 4: Cylindrical graph showing students' desire to continue with their extra-curricular

activities. The majority(73.70%) agreed, whereas 26.30% were undecided. 0.00% of respondents

disagreed.

FIGURE 5: Pie Chart showing the changes students have

seen post-involvement.

15%
21%

improved social skills and ability

to work in groups
Improved time management
increased desire to try new things
2% improved grades
17%
increased interest in learning
reduced stress levels
higher self-esteem

23%

15%

8%

FIGURE 5: Pie Chart showing the ways in which extra-curricular activities have benefitted

students' academic performances and/or quality of life. According to the findings, 22.90% of

respondents gained an increased desire to try new things, 2.10% claimed to have improved time
15
managements, 20.80% of respondents have seen an improvement in their social skills and ability

to work in groups, 16.70% have an increased interest in learning, as well as a higher self-esteem,

while 8.40% of respondents have seen an improvement in their grades.

FIGURE 6: Line graph showing students' desire to encourage others

to become involved in extra-curricular activities

100.00%

90.00%
94.40%
94.40%
80.00%

70.00%
PERCENTAGE OF STUDENTS

60.00%

50.00%

40.00%

30.00%

20.00%
5.60%
10.00%

0.00%
yes maybe no
PERSPECTIVES

16
FIGURE 6: Line graph showing students' desire to encourage others to become involved in

extra-curricular activities. 94.40%, the majority, agreed that they would encourage others, while

5.60% of respondents were undecided.

FIGURE 7: DOUGHNUT CHART SHOWING THE OTHER

FACTORS THAT ASSISTED STUDENTS' ACADAEMIC
PERFORMANCES

15%
20%

faith/prayers
sacrifices made of sleep, time,
energy and effort
17% little to no procrastination
lessons/additional subject help
11%
strong family support system
getting a good night's sleep

17%
20%

FIGURE 7: A Doughnut Chart describing the other factors that assisted students in their

academic performances apart from their involvement in extra-curricular activities.20.40% of

respondents credited Faith/Prayers and Lessons/Additional subject help, 16.70% credited little to

17
no procrastination on their part and the presence of a strong support system, 11.10% to sacrifices

of sleep, time, energy and effort, 14.80% to getting a good night's sleep.

FIGURE 8: BAR GRAPH SHOWING STUDENTS' FORMATION OF

NEW ACADEMIC GOALS POST-INVOLVEMENT IN EXTRA-
CURRICULAR ACTIVITIES
70.00%

60.00%

50.00%
PERCENTAGES

40.00%

94.40%
30.00%

20.00%
5.60%

10.00%

0.00%
63.20%
yes 36.80%
no
PERSPECTIVES

FIGURE 8: Bar graph showing students' formation of new academic goals since they have joined

extra-curricular activities.63.20% created new goals while 36.80% of respondents did not.

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ANALYSIS OF DATA

According to Figure 1, which focused on the various forms of extra-curricular activities in

which students were involved, the majority (36.70%) were involved in Athletics/Sports, possibly

due to the wide variety of Sports being offered at their Institutions, as opposed to Drama, which

had the least number of responses(5.30%), whereas involvement in Community/Volunteer work

(15.80%). It can be inferred that persons were not very interested in these fields, possibly due to

stage fright, poor social skills/shyness, reluctance to join due to the hours required of them, or a

general dislike for these activities. Music and Religious Club Meetings were tied for the second

highest responses (21.10%), whereas Tutoring, involvement in Trivia/Quiz Clubs and

membership into a Debate Team did not generate any responses, possibly due to a lack of

interest shown by students.

Figure 2 required students to identify the number of years that they have been involved in

extra-curricular activities. The majority (31.55%) claimed to have been involved between 1-2

19
years and 5-6 years, due to their assumed affinities for their extra-curricular activities. A

significant percentage of respondents (21.10%) stated their membership between 3-4 years,

while the minority (15.80%) did not classify into any of the given time periods, possibly due to

their recent involvement which did not exceed one year. It can also be inferred that those persons

were not involved in any extra-curricular activities.

Respondents were asked to identify whether they saw an improvement in their academic

performances post-involvement. Figure 3 represented their responses and the majority (63.20%)

agreed, whereas a significant amount (26.30%) disagreed. None of the respondents strongly

agreed, while only a few of the respondents(10.50%) strongly disagreed. These negative

responses may be due to these being very little to absolutely no change in these students’ lives

since they have joined.

Figure 4 distributed the responses of students to the question whether they will continue

with their extra-curricular activities, to which the majority (73.70%) agreed, owing to the

benefits they have reaped post-involvement, whereas the minority (26.30%) were indecisive,

possibly owing to the increased work load or demands from their family relationships, extra-

curricular activities, both, or a developed disinterest in their present extra-curricular activities.

Based on Figure 5’s layout of the improvement in the lives of the respondents academically

and personally, the majority (22.90%) have gained an increased desire to try new things, possibly

owing to the new experiences they encountered during their participation in extra-curricular

activities, while 2.10% have claimed to have better time management skills out of a need to

balance their academic work, chores, time with family and their extra-curricular activities.

20.80%, due to the teamwork and communication often needed to effectively participate in extra-

20
curricular activities with persons of similar age groups, have gained social and team-working

skills, while 16.70% of respondents have reported reduced stress levels. 8.40% have reported

improved grades owing to their extra-curricular activities serving as outlets for stress, anger and

anxiety. The feeling of being included in an extra-curricular activity prompted 14.60% of

respondents to gain self-esteem and the same level of respondents to become more interested in

learning, for, due to the same reasons above, they were better able to maintain focus.

Consequently, the benefits previously listed caused the majority of respondents (94.40%) in

Figure 6 to encourage others to become involved in extra-curricular activities, whereas the

minority (5.60%) were undecided, possibly out of respect for those unwilling to join and their

respective strengths, weaknesses, injuries and/or desire to consider joining.

Respondents were then asked whether there were additional factors that assisted their

academic performances, as displayed in Figure 7. Strongly credited (20.40%) respectively were

Faith/Prayers and Lessons/additional subject help, possibly owing to students’ being raised in

devout households and the inability of subject teachers to communicate effectively with students,

which urged students to seek help elsewhere by persons whose topic explanations they can

properly grasp. A significant percentage of respondents (16.70%) owed their academic

excellence to little to no procrastination on their part and a strong family support system, both of

which encouraged them to complete the bulk of their work. A fair amount of respondents

(14.80%) chose a good night’s sleep(at least the recommended eight hours) which allowed their

bodies to recover from their demanding days, whereas the minority (11.10%) stated that they

made of sleep, time, energy and effort allowed them to complete more work (written and/or

studying).

21
 Figure 8, which was based on whether students formulated new academic goals since they

have joined extra-curricular activities, the majority (63.20%) agreed, whereas the minority

(36.80%) disagreed. The majority’s ruling could stem from the feeling of self-efficacy by being

surrounded by goal-oriented,disciplined persons of similar age groups. The disagreements can

result from students being forced into the extra-curricular activities and/or academic career paths

by their parents, guardians or relatives, which they dislike, such as Medicine or Law.

22
DISCUSSION OF FINDINGS

The objective of this study was to determine whether involvement in extra-curriculars was

solely responsible for the improved academic performances shown by students or other factors

were involved.

With reference to Castedo et al (2006), the respondents only admitted to having experienced

Fatigue. Cases of Depression and Truancy were not reported and stress levels were assuaged by

students’ involvement in extra-curricular activities, as opposed to being generated and/or

exacerbated as their findings suggested.

Bayler and Gunduz’s (2012) findings were conclusive with the results obtained in this study

for students that participated admitted to having seen improvements in their academic

performances as well as in their social skills and the majority sought to continue with their extra-

curricular activities. Furthermore, their involvement in extra-curricular activities have benefited

them tremendously that many are willing to encourage others to become involved. With this

influx of persons seeking membership into extra-curricular activities, Bayler and Gunduz’s

suggestion seems more necessary.

Moriana et al (2006) associated those students who were involved in study-related

activities,e.g. tutoring or private classes and sport with holding higher academic performances

than others. However, in this research, in addition to Sports, tutoring and/or private classes,

many were involved in Volunteer work, participated in Church gatherings, Music and credited

their academic excellence to Faith/Prayers, a strong family support system, sacrifices of energy

and effort and getting sufficient rest, which were similar to Fujita’s (2006) findings. The only

difference,however, was that Fujita’s findings showed that involvement in Music did not result

23
in an improvement in students’ academic performances, as opposed to watching television. The

findings of this study did not regard watching television as being effectual in assisting students’

academic performances, instead, Music was considered effectual.

These findings can be addressed to school Administrators to encourage more students to

become involved as well as facilitate a wider variety of extracurricular activities to students.

CONCLUSION

Through this research, different forms of extra-curricular activities were presented such as

secular and non-secular, academic and Sports/Athletics among others and their effects on the

participants’ lives varied, for some students reported positive impacts, such as improved social

skills, while others saw little to no impact whatsoever. Furthermore, students credited their

academic success to other factors, such as Religion and a strong family support system, among

others. Therefore, no definite relationship exists between extra-curricular activities and academic

excellence.

LIMITATIONS

The reluctance of the respondents proved to be highly problematic in this study, as were the

financial issues which arose during the printing process. The sample size utilized served as a

24
limitation to this study, for it was too small. Furthermore, the questionnaire did not reveal a

deeper and broader understanding of the issue investigated.

RECOMMENDATIONS

A larger sample size would generate more responses, which would broaden the study.

Qualitative data, via an interview, as well as Quantitative data could have been obtained, for a

deeper and broader understanding. Administrators should facilitate a wider variety of extra-

curricular activities at educational institutions, in order to attract more students by giving them

more opportunities from which they can choose.Through this, students that are talented in

various skills can hone and develop their skills, whereas others can learn new trades. Staff can

also encourage students to become involved.

25
BIBLIOGRAPHY

Balyer, A., & Gunduz, Y. (2012). Effects of structured extracurricular facilities on students’

academic and social development. Procedia-Social and Behavioral Sciences, 46, 4803-4807.

Castedo, A. L., Portela, L. L., Juste, M. P., & Lavandeira, L. P. (2016). Bibliometric analysis:

The influence of extracurricular activities on the academic performance. International Journal of

Early Childhood Learning, 23(1), 15-28.

Fujita, K. (2006). The effects of extracurricular activities on the academic performance of junior

high students. Undergraduate Research Journal for the Human Sciences, 5(1), 1-16.

Moriana, J. A., Alós, F., Alcalá, R., Pino, M. J., Herruzo, J., & Ruiz, R. (2006). Extra-curricular

activities and academic performance in secondary students. Electronic Journal of Research in

Educational Psychology, 4(1), 35-46.

https://dictionary.cambridge.org/dictionary/english/demographic

https://dictionary.cambridge.org/dictionary/english/affinity

https://dictionary.cambridge.org/dictionary/english/sensitize

https://dictionary.cambridge.org/dictionary/english/self-efficacy

https://dictionary.cambridge.org/dictionary/english/assuage

26
https://dictionary.cambridge.org/dictionary/english/dogmatic

https://dictionary.cambridge.org/dictionary/english/effectual

27
APPENDIX

Questionnaire:

1) How old are you?

o 13

o 14

o 15

o 16

o 17

o 18

2) Which of the following extra-curricular activities do you take part in?

o Athlectics/Sport

o Community/Volunteer Work

o Member of a Debate Team

o Music eg. Choir, playing an instrument

o Drama/Theatre

o Tutoring

o Trivia/Quiz Clubs

o Religious Group Meetings

3) How long have you been involved in extra-curricular activities?

o 1-2 years
28
 o 3-4 years

o 5-6 years

o None of the above

4) How often do you participate in extr-curricular activities per week?

o Once

o Twice

o Three or more times per week

5) How many hours of sleep do you get each night?

o 3 hours

o 4 hours

o 5 hours

o More than 5 hours

6) How much of your time is spent studying?

o 45 minutes

o 1 hour

o 2 hours

o 3 hours

o More than 3 hours

29
7) Do you feel tired during the day?

o Sometimes

o Always

o Never

8) Have extra-curricular activities enhanced your lifestyle and development?

o Yes

o No

If so, how? Select all that apply

o Physical Development- increased strength, improved body shape

o Emotional wellness- improved ability to deal with stress and emotions

o Diet and Nutrition- healthier meal planning, less sugary, oily foods

o Improved social skills

9) Are you able to maintain focus in class?

o Sometimes

o Always

o Never

10) Is it difficult for you to maintain balance between work and extra-curricular activities?

o Sometimes

o Always

30
 o Never

11) Have you seen an improvement in your academic performance since you have joined

extra-curricular activities?

o Agree

o Strongly agree

o Disagree

o Strongly disagree

12) Would you say that extra-curricular activities have encouraged you to work harder in

academics?

o Agree

o Strongly agree

o Disagree

o Strongly disagree

13) Do you agree that extra-curricular activities have encouraged you to participate more in

class?

o Strongly agree

o Agree

o Disagree

o Strongly disagree

31
14) Have you developed new academic goals since you have joined extra-curricular

activities?

o Yes

o No

15) Will you continue with your extra-curricular activities?

o Yes

o No

o Maybe

16) What other extra-curricular activities are you interested in joining?

o Sports/ Athletics

o Art Clubs,e.g. Drama,Music, Visual Arts

o Volunteer work

o Trivia/Quiz Clubs

17) How would you say that extra-curricuar activities have improved your academic

performance and/or way of life?

o Improved Grades

o Reduced stress levels

o Higher self-esteem

o Increased desire to try new things

32
 o Improved time management

o Improved social skils and ability to work in groups

18) Would you encourage others to become involved in extra-curricular activities?

o Yes

o No

o Maybe

19) What other factors assisted your academics besides extra-curricular activities?

o Lessons or other additional help in subject areas

o Strong family support system

o Getting a good night’s sleep

o Little to no procrastination

o Sacrifices made of sleel, time, energy and effort

o Faith/Prayers

20) What advice would you give to someone that is reluctant to join extra-curricular

activities?

_______________________________________________________________

33