EXTRA-CURRICULAR ACTIVITIES OF THE STUDENTS WITH RELATION TO THEIR

ACADEMIC PERFORMANCE

Using terms like school failure or academic performance continues to be problematic

since both concepts are controversial. The relationship established between the two has led to
numerous criticisms and to adopting different approaches to address the issue. On one hand,
an assessment of school failure, even its very name, has strong negative connotations and
there are broad-based problems in drawing the borderline conceptually between failure and
success (Marchesi & Hernández, 2003). Additionally, the tendency to stigmatize the “failed”
student, and the absence of shared responsibility in factors such as family, the media, society
itself, etc., make it really difficult to take on the study of this phenomenon. And so other types of
terms or labels are adopted, such as “low performance pupils” or “lack of preparation”.

Many causes or agents have been studied as the etiological starting point for
investigating the phenomena of school failure or success. Most notable among these are: the
role of the family, family adaptability and cohesion (González, et al., 2003), parental
expectations (Marchesi & Martín, 2002), social change and the media (Sánchez, 1997; Pereira,
2003), the educational system, reform and policies (Marchesi, 1995; Martínez & Miquel, 1998),
and other psychological aspects such as intellectual capacity (Descals & Rivas, 2002),
motivation (Navas, Sampascual & Santed, 2003; Broc, 2003), self-esteem and self-concept
(Broc, 2000).

Nonetheless, there seems to be agreement among most authors to explain failure from a
multicausal perspective where the phenomenon is analysed at several levels, and where
multiple variables are involved. Along these lines, Orden and González (2005), in their review of
variables that make the difference between low performance and sufficient performance, affirm
that most of these variables are modifiable through formal education.

Undoubtedly, school performance has been one of the indicators or predictors most
used and most related to failure. This has been assessed along traditional lines, and perhaps
unfairly, from a basically quantitative viewpoint based on scores or marks obtained in different
school subjects. In addition to performance, numerous variables have also been related as
predictors of either failure or success as a function of the tendency or importance they have in
the student’s marks or scores.

But there are controversies not only in delimiting and relating concepts of failure and
performance or in studying variables supposedly related to both. Another relevant aspect under
investigation has been determining an adequate methodological system for studying school
failure through the prediction drawn from academic performance. In this effort the most-used
methods are discriminant analysis, multiple linear regression or logistic regression analysis,
among others (García, Alvarado & Jiménez, 2000).

Different activities in which students participate, both inside and outside the school itself,
are among the multiple situations or agents that can have an effect on these concepts. Extra-
scholastic activities have been associated with an improved educational level, more
interpersonal competencies, higher aspirations and a better attention level (Mahoney, Cairos &
Farwer, 2003), increased critical thinking and personal and social maturity (Bauer & Liang,
2003), higher motivation (Hollway, 2002), and generally speaking, with great benefits that serve
to bridge school activities with those performed outside the academic setting (Noam,
Biancarosa & Dechausay, 2003).
 This situation has given rise in our society to an almost massive involvement in
afterschool activities, activities for supporting, complementing and strengthening not only the
student’s school performance, but also his or her personal development and other aspects such
as leisure, health, values, etc. These activities are often grouped into two well-differentiated
types: extra-scholastic (activities outside the school program) and extra-curricular
(complementary activities carried on within the school setting, and generally under school
auspices). However, in popular speech the two concepts are often used as synonyms, despite
that differences can be noteworthy, with the first type depending almost exclusively on parents,
and the second type being planned and carried out through the schools themselves.

The extra-curricular activities are scheduled in such a way that it minimizes conflict of
classroom schedules, lectures and activities to avoid missing or disrupting classes.
Administrators find this crucial in the life of students so that students could adjust or arrange
their attendance to classes as well as their involvement to various extra-curricular activities as
their participation most likely substantiates, complements or enhances what takes place inside
the classrooms. The article by Daley and Leahy (2003), Wilson (2009) pointed out that
extracurricular activities in schools or universities should catapult the development of students’
potentials through activities that supplement and complement the curricula and that students
who participate in extra-curricular activities generally benefit from many opportunities afforded
them.

In her study on the effect of “out-of-class activity on students’ lexical competence and
enthusiasm in learning EFL, Swandewi (2020) identified the role of activities performed by
students after a classroom session on the students’ ability in English vocabulary. Thirty students
who participated in the English club were drawn as pre-experimental samples with one group
pre-test and post-test design. The analysis shows weak lexical competence prior to out-of-class
program implementation. The implementation of learning enthusiasm inventory results and
interviews with student report indicated influencing the success of the activities. Students
confirmed that they were more motivated and encouraged in learning in the classroom and
outside the classroom or school. Thus, improving their performance most especially in English.
Students also revealed that enthusiasm helped them more focused on the process of learning
vocabulary. Similarly, in his study, Susilo in 2018, mentioned that one of the ways in which
teachers attempts to involve themselves in out-of-class practices enrich the students L2
exposure outside the class. He found that the favorite way is being involved in extra-curricular
activities, such as English Conversation Club, and other related activities. Extra-curricular
activities reinforce, strengthen and enrich classroom instruction as opportunities for learning
experiences become broader and realistic as they likely occur in the realities of the world that
surround them or along their line of interests. Similarly, Mc Neal (1999) stated as a matter of
fact that extracurricular activities related to education are potentials to enrich all academic
undertakings. This was found out in the study of Morrisey (2005) when he concluded that
students who actively participate in extracurricular activities have better grades, attend school
more frequently and have higher self-confidence. As cited by Tattao (2016) student’s academic
performance and student engagement to school activities are areas of interest in higher
education institutions. Many recent studies were carried out to explore factors affecting
university student’s academic performance and student engagement.
THE POSITIVE AND NEGATIVE IMPACT OF EXTRA-CURRICULAR ACTIVITIES IN THE
ACADEMIC PERFORMANCE OF THE STUDENTS

Extracurricular activities designed by universities commonly emphasize on the

advancement of academic achievements as well as to provide social and emotional enrichment
(Joseph, 2009). Extracurricular activities can involve sports, clubs, debate, drama, school
publications, student council, and other social events. Normally, these activities are not included
in the formal curriculum and students who participate in extracurricular activities do not
commonly gain any grade for it. However, these activities eventually provide real-world
experiences that are not included in the formal course of study. Through these programs,
students learn how to employ the knowledge they have learned in the classroom to real
world scenarios. As noted by Massoni (2011), the positive effects commonly include
positive behavior, better grades, school completion, positive aspects to become
successful adults, and a social aspect. These positive benefits therefore attract the
interest of educators and policy makers who search for ways to enrich student’s
academic, social, and emotional enrichment development (Joseph, 2009).
Hattie (2008) noted that higher engagement rates lead to a significant positive
effect on student achievement. Manaf & Fauzee (2002) noted that these extracurricular
activities help students to advance new knowledge and skills as well as to educate them
against developing unhealthy activities during their leisure time. Arip & Yusof (2002) noted
that extracurricular activities lead to a decrease in academic stress and tension, which ultimately
leads to an increase in productivity in their learning. White & Gager (2007) reported that
extracurricular activities are associated with academic achievement, which also lowers rates of
delinquent behavior and dropouts. However, studies also reported that the magnitude of the
relationship is often small and inconsistent, depending on the types of activities. Schneider
(2003) noted diminishing returns of participation in extracurricular activities when students
become involved in several at one time. Because of the importance of the issue, differences in
outcomes and lack of empirical studies to measure the effect of extracurricular activities offered
by public universities in Malaysia, this study aims to identify how physical, educational, and
social extracurricular activities affect academic achievements of the participating students in
Peninsular Malaysia.

Research on extracurricular activities shows that participation in extracurricular

activities is associated with more positive attitudes towards school (Davalos et al., 1999;
Marsh 1992; Oliver 1995; Darling, Caldwell & Smith, 2005; Mahoney, 2014), better
academic achievement (Eccles & Barber, 1999; Silliker & Quirk, 1997; Darling et al., 2005)
and higher self-esteem and/or specific self-concepts (Holland & Andre, 1987; Marsh,
1992; Zhang, 2001). Marsh (1992) argues that students’ participation in extracurricular
activities promoted by school can increase the school engagement, which leads to the
development of more positive attitudes towards school and towards learning. Students
participating in extracurricular activities exhibit more positive perceptions of school and lower
probability of school dropout. This claim is supported by Mahoney and Cairns (1997) who argue
that there is a negative correlation between the participation in extracurricular activities and
school dropout. According to Davalos et al. (1999), by participating in extracurricular
activities, students develop a sense of belonging that positively contributes to their own
identity. What is more, participation in extracurricular activities can also increase
academic achievement. According to Holland and Andre (1987), there is a positive relationship
between participation in extracurricular activities and academic achievement. In a study with
10,944 middle school students, Gerber (1996) demonstrates that participation in
extracurricular activities lead to better school performance. In the context of higher
education, the study by Broh (2002) demonstrates that participation in extracurricular
activities affects students’ adjustment and their academic performance, which is
associated with an improved grade point average, higher educational aspirations,
increased college attendance, and reduced absenteeism. Participation in extracurricular
activities seems, also, to be positively related to self-esteem and/or self-concept. In a
longitudinal study, Marsh (1992) claims that participation in extracurricular activities contributes
to academic achievement and social self-concept.

Clearly, involvement in extracurricular activities can help students to develop peripheral

attributes that are essential to classroom performance. The extent that these attributes can be
developed can depend on the amount of emphasis an institution places on student engagement
in extracurricular activities as well as the amount and types of activities that are offered by the
institution (Guest & Schneider, 2003, Seow & Pan, 2014). Much of the emphasis that the
students are exposed to comes directly from their teachers. As a part of a multi-level self-
examination of their own institution’s utilization of extracurricular activities, the authors of this
study have researched teacher perception of extracurricular activities offered to the foundation
program students at the Centre for Preparatory Studies of Sultan Qaboos University in the
Sultanate of Oman. The foundation program offered by the Centre for Preparatory Studies of
Sultan Qaboos University aims at preparing admitted students and enabling their smoother and
more successful transition and active participation in higher education studies. It is constructed
in the form of learning outcomes for the English language, mathematics, information technology
and study skills. For example, in the area of the English language, by the end of the foundation
program students should be able to read extensive texts and actively participate in discussions
on topics relevant to their studies, paraphrase information, use library resources in preparing
talks, speak clearly and confidently, write texts, produce written reports and respond to
questions that require critical thinking skills (Learning outcome standards, 2016).

At this level, among the variables that are indicated as playing an important role in
student adjustment and integration to the new university context is their participation in extra-
curricular activities (Astin, 1993; Pascarella, 1984; Weidman, 1989). A wide variety of activities,
services and groups are included here, as long as they are organised in connection with the
higher educational institution. Student participation in volunteer programmes or services on
campus or in the community is considered to have a positive impact on personal and
educational development, on the acquisition of important life competencies and on the moral,
civic and social development of the student (Astin and Sax, 1998; Batchelder and Root, 1994;
Markus, Howard and King, 1993; Persell and Wenglinsky, 2004). Involvement in
extracurricular activities tends to be associated with higher levels of development,
learning and academic satisfaction (Kuh, 1993; U.S. Department of Education, 1984) and
better interpersonal and intimate relationships (Hood, 1984). Academic leadership activities
appear to be linked to altruistic and social values (Pascarella, Ethington and Smart, 1988), as
well as to more realistic and consistent life projects (Williams and Winston, 1985). Also,
student participation in campus sports activities, whether in terms of competition or
leisure, seems to be positively associated with self-esteem and leadership development,
to academic fulfillment and to better indicators of physical and emotional health (Astin
1993; Ryan, 1989; Taylor, 1995). These activities may develop self discipline, teamwork,
co-operation, self-confidence, and the ability to deal with failure (Lapchick, 1987). Some
activities, for example sport, also enhance the status and image of a student on campus (Cantor
and Prentice, 1996). Obviously, it is not claimed that the simple participation of students in such
activities promotes their psychological development. These activities merely facilitate certain
processes that assist psychological development (Cornelius, 1985).

However, in spite of the positive effects derived from involvement in such extra-curricular
activities, the practice of such activities can also cause problems. The authors underline the
difficulties in reconciling the time and energy spent on such activities with class attendance,
learning activities and academic achievement. After all, are they primarily students, athletes or
Union leaders? (Leonard, 1985). The situation becomes more complicated when such activities
require an excessive student involvement in social and leisure activities (Parham, 1993). Also,
such activities may be an influential context for the development of anti-social behaviours
(Rees, Howell and Miracle, 1990). In this case, the beneficial effect associated with the practice
of such activities may disappear and some indicators of institutional and academic adjustment
problems may emerge, even if associated with a “positive socio-relational adaptation”.
Nowadays, high consumption rates of alcohol and other substances by some student groups
are evident, especially in particular academic events and festivities (Alva, 1998; Capraro, 2000;
Londoño, 2010). Learning capacity and academic adaptation and achievement seem to be
seriously affected in these circumstances (Astin, 1993; Kuh, 1993; Rosenthal, Russell and
Thomson, 2008; Soares, Almeida and Guisande, 2011).

Fredricks and Eccles (2006) found that activity participation can be linked to positive
academic outcomes, including improved grades, test scores, more school engagement, and
increased educational aspirations. While on the other hand, Eccles and Barber (1999) have
noted possible negative consequences of some types of extracurricular activities. If a coach is
degrading to the team, members of the club exclude others, or just over involvement every
spare minute scheduled in multiple activities, students may find there are negative
consequences for participation. Either way, it is important to know why students should get
involved in positive activities and how to avoid the negative impact of over-participation. Along
with understanding the benefits of being involved in extra-curricular activities, students and
parents may wish to consider how tobalato balance-mics and activities to have a positive impact
on adolescents. Also, is participation in extracurricular activities a predictor of what will be
accomplished after high school?

According to Gardner, Roth and Brooks-Gunn (2008), participation in organized activities

during high school is positively associated with educational, civic, and to some to, occupational
success in young adulthood. Morrissey (2005) stated that there is an established link between
adolescents' extracurricular activities and educational attainment as adults in occupational
choice and income. Morrissey also noted a reduction in delinquency and less engagement in
risky behaviors. These factors explain why students should balance their lives with academics
and act and activities participating in these well-rounded activities may impact their success in
the future.

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