The Effects of Co-Curricular Activities on the Academic Achievement of Students

Janice E. Brown

December 2002

The purpose of this study was to investigate whether participation in a science co-

curricular activity (MESA) increases the academic achievement of students in inner city

schools. The study was conducted in an urban middle school. The participants were

sixth, seventh, and eighth-grade male and female students ranging in age from eleven to

thirteen years. The students were asked to complete the Maryland Engineering Science

Achievement (MESA) program interest application form. Their science teachers

recommended students who showed an interest in math and science. The 1st, 2nd, and

3rd quarter grades in science, mathematics, and language arts were used to compare the

pre and post test scores from the report cards for the 1999-2000 school year and the 2000-

2001 school year for each student involved in the study. A t-test was used to analyze the

data. The data compared the mathematics, science, and language arts scores for the first

three quarters of the 1999-2000 and 2000-2001 school years for students participating in

MESA and students who qualified but chose not to participate. Results showed a

significant difference between the students who participated in the co-curricular activity

(MESA) and those who chose not to participate. In addition, students who participated in

co-curricular activities (MESA) experienced higher academic performance than students

who were eligible to participate but chose not to. Of the nine quarters student grades

were examined, seven of the nine comparisons were significant. The remaining two were

not significant but were in the predicted direction.