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HOW CAN EXTRACURRICULAR ACTIVITIES HAVE A POSITIVE IMPACT ON THE

ACADEMIC PERFORMANCE OF BOTH THE PRIMARY AND THE SECONDARY
SCHOOL

Thesis · August 2021

DOI: 10.13140/RG.2.2.16891.85288

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 1

HOW CAN EXTRACURRICULAR ACTIVITIES HAVE A

POSITIVE IMPACT ON THE ACADEMIC

PERFORMANCE OF BOTH THE PRIMARY AND

THE SECONDARY SCHOOL

by

Samuel Agyekum

An Applied Research Proposal Presented in Partial Fulfillment

Of the Requirements for the Degree

Master of Education

University of the People

Dr. Wellington Williams

August 1, 2021
 2

ACKNOWLEDGEMENT

I would like to extend my sincere appreciation to everyone who helped me work through

my thesis. First of all, to my supervisor, Professor Willington Williams; UOPEOPLE, University

of Phoenix. ACCESS Panel Validator/ Dissertation Committee Member- Doctoral Instructor and

College of Doctoral Studies, for his guidance and support throughout my studies.

I would like to thank my life: Helen Gabriella Walters; Deputy Ward Manager, Charite

University Hospital, Stroke Department, Germany-Berlin for her support, prayers, etc.

I am most grateful to Professor Alison Binger; UOPEOPLE, Prof. Florian Carl;

University Of Cape Coast, Professor Daniel Abankwa; UOPEOPLE; University of St Francis in

Joliet, IL. Academic Advisor and Adjunct Professor, Professor Tarin Toletha Dumas Hampton;

Professor at Norfolk State University, Virginia, United State of America you inspired me with

your wisdom, your passion, your openness, and your worldly experience.

Thank you Dr. Claude Ouellette; Lecturer and Academic Professor, University Of The

People; Department Of Education/Capella University and Private Practice Mental Health,

Professor Thomas Perry; Lecturer and Professor, Department of Education; and Dr. Coreen

Anderson; Lecturer and Professor, Department of Education.

I am glad to acknowledge my parents; Reverend Father Samuel Agyekum and Mrs. Mary

Agyekum, Otuo Acheampong, Mrs. Akosua Agyapong, Mrs. Faustina Walters, etc. for their

prayers and support. I would like to thank all the teachers and participants who volunteer to

participate in this study. Your stories are so important to tell and without you, this study could

not have happened.

 3

Thank you all for your knowledge, contribution, insights, and encouragement. God bless

us all. A men.
 4

Table of Contents

INTRODUCTION………………………………………………………………………………...7

Purpose of the Study………………………………………………………………………………8

Context…………………………………………………………………………………………….9

Statement of the Problem…………………………………………………………………..…….10

Rationale……………………………………………...………………………….………………10

Prior Interventions ………………………………………………………………...…………….13

Research Questions……………………………………………………………………..…..……11

Significance of the Study……………………………………………………………………..….12

LITERATURE REVIEW………………………………………………………………………..13

Introduction……………………………………………………………………………..………..13

History of Extracurricular Activities…………………………………………………………….13

The Positive Effects of Extracurricular Activities…………………………………………….…14

Summary…………………………………………………………………………………………19

METHODOLOGY………………………………………………………………………………20

Purpose of the Study……………………………………………………………………………..20

Research Questions………………………………………………………………………….…...20

Study Population…………………………………………………………………………………20

Population Justification…………………………………………………………..……………21

Intervention………………………………………………………………………..……………..22

Intervention Plan………………………………………………………………...…………….22
 5

Sources of Data…………………………………………………………………..………………23

Instrumentation…………………………………………………………………..……………24

Research Procedure………………………………………………………………………..……..25

Soliciting Participants……………………………………………………………….………..26

Informed Consent……………………………………………………………………………..27

Data Collection Procedures……………………………………………………………...……….28

Ethical Considerations……………………………………………………………..………...…..30

Considerations During Intervention…………………………………………………….…….31

Considerations During Data Collection………………………………………………………33

Considerations of Researcher Bias……………………………………………………..…….34

Summary…………………………………………………………………………...…………….34

DATA ANALYSIS AND RESULTS…………………………………………..………………..35

Data Analysis Procedure ……………………………………………………..………………….35

Validity and Reliability ……………………………………………..………………………..38

Credibility……..……..…………………………………………………………………………..38

Transferability…………………………………………………………………………..………..39

Dependability……………………………………………………….……………………………40

Comformability……………………………………………………………………………..……41

Results……………………………………………………………………………..……………..41

Descriptive Findings ….……………………………………..……………………………….42

DISCUSSION AND CONCLUSION …………………………………………………………..45

Discussion ………………………………………………………………………………...……..45

Outcome Analysis ……………………………………………………………………………45

 6

Learning Themes ………………………………………………………………………….…55

Implications …………………………………………………………………………………..55

Conclusion ………………………………………………………………………………………58

REFERENCES.………………………………………………………………………………….61

Appendix A…………………………….………………………………………..……………67

Appendix B……………….………….………………………………………..…...…………69

Appendix C…………….…………….……………………………...…………..……………71

Appendix D……………………………………………………………………..…………….75
 7

INTRODUCTION

Extracurricular activities play an important role in today's secondary school programs

(Holland & Andre, 1987). Schools in every region have to understand the impact of

extracurricular activities on students' academic performance and there should be attention given

to it. Extracurricular activities include music, athletics, publications, student administration,

visual arts, academic clubs, service organizations, and special interest activities. Many studies

are examining the relationship between student participation in extracurricular activities and their

impact on academic performance. Although many of these studies have shown a positive

relationship, there are still fierce battles among teachers over the need for extracurricular

activities.

Students who participate in extracurricular activities usually attain a lot of benefit from

many activities and those opportunities help them to be successful in the future. Extracurricular

activities have many advantages such as better grades, higher standardized test scores, and higher

grades, educational success, more regular school attendance, and higher self-esteem. Participants

in after-school activities often enable students who take part to develop skills such as teamwork

and leadership while reducing the likelihood of alcohol and drug use and associated problem

behaviors. Those who participate in extracurricular activities often have higher average grades,

less absenteeism, and better connectivity. However, although with the positive impact, over-

planning of too much extracurricular activity can cause some students to be pushed too far and

suffer serious sports trauma as students need time to relax and recuperate after intense sports

training. Extracurricular activities often require a fee to participate in an agreed pay-per-game

fee. Whether it's tuition fees, private tutoring, or trying to develop yourself at summer camp,

some families just don't do it economically able to participate in extracurricular activities. There
 8

is a need for schools to consider working with the government or the ministry of education to

remove financial barriers to participating in healthy after-school opportunities for students to

develop team-building, skills development, and leadership opportunities. Extracurricular

activities can help students build self-confidence, develop a love for studying, and interact

positively with adults in the community to create supportive situations for all.

Two positions seem to prevail in today's academic world. They are referred to as

academic perspectives or developmental perspectives. The academic perspective considers

extracurricular activities as pure entertainment and not part of the school's goals. Development

perspective taken into account extracurricular activities is necessary for the overall development

of students in today's schools (Holland & Andre, 1987).

Teachers who, from an academic point of view, believe that time outside the classroom

reduces a student's chances of success. Even activities that don't waste time in class turn out to be

time-consuming. These teachers support reducing or eliminating activities for budgetary reasons.

Many nations in the world have faced tremendous challenges in funding education in the

legislature recently. Dedicated stakeholders supporting consolidation, funding cuts and program

sharing enrich the academic perspective. This research work is to deal thoroughly with how

extracurricular activities can help and support students in various ways to help schools take it

seriously.

Purpose of the Study

This study critically examines the positive effects of extracurricular activities on the academic

performance of both primary and secondary school students. Extracurricular activities play a

crucial role in today's secondary education programs (Holland & Andre, 1987). Students who

participate in after-school activities usually take advantage of the many opportunities available to
 9

them. The benefits of participating in extracurricular activities include better grades, higher test

scores, and standardized education, more regular school attendance, and higher self-esteem

(Marsh & Kleitman, 2002). Participants in extracurricular activities often acquire skills such as

teamwork and leadership, while reducing the likelihood of alcohol use and substance abuse-

related behavior (Holland & Andre, 1987). Those who engage in extracurricular activities often

have higher rates, less absenteeism, and increased connectivity to school. Education scholars

must critically examine the benefits of extracurricular activities for educational effectiveness.

Therefore, it is necessary to determine the advantages of participating in extracurricular

activities. Although extracurricular activities are one of the activities that are conducted outside

the normal school day, are entirely voluntary, and students do not receive grades for participating

in them, but yet still very essential with students from both the primary and the secondary

schools (Holloway, 1999).

Context

Enas Hybrid School is an international educational institution that runs the British

Curriculum. The name of the school is Enas Hybrid School and it is located at Daban, in the

Ashanti Region, Ghana. The school has one of the best facilities on campus and it is rated as one

of the best schools in the country which is to provide students the option for International

General Certificate of Secondary Education. This is a two-year program leading to an externally

prescribed, assessed and certified exam from the University of Cambridge. Every student who

takes an IGCSE course receives a globally recognized qualification. ENAS Hybrid School

students are very creative, proactive, and skillful. Enas Hybrid School is an education

management company based outside of Ghana. It is a unique school offering a local and

international Ghanaian community curriculum, English and international programs. It offers a

 10

unique combination of local and international curricula to give Ghanaian children the best

possible future. The number of the entire school is about 1050 pupils. The school consists of both

primary and secondary schools. The number of the staff is almost 67 teachers. The demographic

group of students in this region is made up of Ashanti. The second largest group is comprised of

Ga's. The third-largest group of students is Muslims. The students are also extremely diverse

when it comes to socioeconomic background. The school district ranges from the wealthiest

areas in the region to some of the poorest areas in the region.

Statement of the Problem

The problem is that most students in primary and secondary schools do not take

extracurricular activities seriously to the extent that most schools do not see the essence of

adding them to the school curriculum. This study attempts to examine the relationship between

extracurricular activities and their impact on student’s academic achievement (Steven, 2012). In

many schools, they have been forced to cut spending and budgets for the school’s extracurricular

activities (Staples, 2008). Schools may cease cutting the funding to extracurricular activities if

they have an idea about the positive effects of extracurricular activities on their student

achievement (Steven, 2012). The ultimate goal of each student to reach the highest academic

level and to participate in sports, clubs, and other extracurricular activities that can help improve

student performance.

Rationale

The main rationale of this study add is to add scholarly information regarding the positive

effects of extracurricular activities on the academic performance of both primary and secondary

school students. Participation in school-based extracurricular activities has long been a

 11

fundamental part of adolescence (Larson & Verma, 1999, as cited in Eccles, Barber, & Hunt,

2003). Extracurricular activities have been one of the activities in the school that help students to

grow in academic performance and other academic activities but much attention has not been

given to the subject because the school, parents, etc., don’t see the importance out of it.

Prior Interventions

Previous research has shown that young people who are positively associated with

extracurricular activities are less likely to participate in substance use or use (Darling, et al.).

Extracurricular activities can enhance a student’s life, and it can give the students additional

skills that they will use for the remainder of their lives (Reynolds, 1996). According to Marsh

and Kleitman (2002), students who were present informal or structured extracurricular activities

score higher on academic tests and on average. Students who spend a lot of time in informal

after-school activities show worse work habits and lower test scores than those who have

participated in formal activities (Marsh & Kleitman, 2002).

Research Questions

R1. What can be done to increase the amount of graduating high school student's participation in

extracurricular activities?

R2. How can extracurricular activities have a positive impact on the academic performance of

both primary and secondary schools?

 12

Significance of the Study

This project is aimed at teachers, parents, and students. Based on this research, schools

need to know the benefits of joining extracurricular activities because students will get many

benefits from this participation. Teachers need to be informed to encourage them to sponsor and

involve their wards in these activities. Based on research (Darling, et al., 2005; Herbert, et al.,

1999; Nettles, et al., 2000) shows that students are positively influenced by non-parental

relationships outside the classroom. Parents need to be informed about the benefits as they often

decide whether their child will take part in extracurricular activities. Finally, students need to be

informed so that they can actively seek out these activities of interest to them.
 13

LITERATURE REVIEW

Introduction

There is an increasingly growing interest in the impact of extracurricular activities on

academic performance and social behavior. Some researchers have promote the benefits of

participating while others have highlighted the disadvantages. Each party argues that the effect of

out-of-school participation is a result of participation itself, but the exact reasons for this effect are

confusing (Holland & Andre, 1987). In addition, several sources are available covering the positive

and negative effects of attending extracurricular activities in one document. There is a greater need

to truly understand the positive effects of extracurricular activities on the academic performance

of both primary and secondary school students. There is a need to increase the amount of both

primary and secondary school participation in extracurricular activities. Before the school districts

cut the non-essential academic programs, the schools need to investigate the impact of extra

curriculum activities programs and how they may impact student’s academic achievement. The

main purpose of this project is to research the positive impact of extracurricular activities on the

academic performance of both the primary and secondary school students to gain a deeper

perspective on the effect of student participation in extracurricular activities and to educate staff,

parents, and students about the impact of participating in extracurricular activities. Extracurricular

activities are defined as the activities in which the students take part after the regular school day

has ended (Cadwallader, et al., 2002).

History of Extracurricular Activities

According to Larson and Verma, extracurricular activities have been part of adolescent

activities (Larson & Verma, 1999, as cited in Eccles, Barber, & Hunt, 2003). According to many

types of research, it has been made clear that extracurricular activities include several activities
 14

such as clubs, sports, art, music, drama, etc, (Massoni, 2011). The extracurricular activities on the

academic performance of both the primary and the secondary school include school athletics,

marching band, chorus, orchestra, and orchestra, social clubs, academic clubs, dance music and

theater, and religious organizations (Rees, 2008). In respect of the impact, Holland and Andre

(1987) found that participation in extra-curricular activities enhances both academic and non-

academic goals as “participation may lead adolescents to acquire new skills (organizational,

planning, time management, etc.), to develop or strengthen particular attitudes (discipline,

motivational), or to receive social rewards that influence personality characteristics” (Holland and

Andre, 1987. P. 447).

The Positive Effects of Extracurricular Activities

Although it is vital to be aware of the negative side-effects of some poorly run programs,

nevertheless, the positive benefits outweigh the negative. It has been found that students who are

constantly exposed to music perform better in school than students who do not attend music classes

or performances (Cash, 2009).

Participation in relevant extracurricular activities is useful in building success routines for

students who currently do not have them and engaging in movements that encourage conventional

behavior (Mahoney, 2000). This successful experience led to a desire to excel academically and

to behave positively despite the struggles of the home environment.

By participating in extracurricular activities, these students can achieve academic success.

Spady (1970, cited in Holland & Andre, 1987) found that boys from low-income families who

participate in athletics tend to have higher academic success than non-participants. For example, a

1996 study by Susan Gerber showed that extracurricular activities do not only provide success for
 15

students' academic performance, but more so, academic achievement continued to increase when

extracurricular activities that students participated in were paid for by schools (Susan, 1996).

Extracurricular activities can improve and boost the academic and self-esteem of students who

participate in them. He also found that participating in extracurricular activities, including non-

academics, increased student engagement with school and school grades, and thereby improved

academic performance.

Carolan provides broad support for extra-curricular activities for children due to increased

achievement in math and reading (Carolan, 2018). Through the collection of research, Carolan was

able to indicate gains in math and reading based on an increase in performance by students. Testing

was recorded using the Early Childhood Longitudinal Study, Kindergarten edition (Carolan,

2018). Extracurricular activities provide positive experiences for students to become productive

both in the classroom and outside world. Ralph, B., McNeal, JR have looked into the depth of what

type of students are involved in extracurricular activities. A finding in this research was that high

school organizations are not equally participated by subgroups; considering gender, race, and

capabilities (Ralph, et al., 2010). Given the attitudes and aspirations among students in six

secondary schools. Three main issues have been discussed: possible confusion of selective ECA

participation by more adapted students and adaptation measures, variability in the relationship

between ECA participation and adaptation as a function of youth demographics, and the nature of

peer activities and roles. Mediator of the relationship between ECA participation and adaptation

Youth who had participated in ECAs reported higher scores, more positive attitudes toward school,

and higher academic aspirations after demographics and pre-adjustment were controlled. ECA

Correctional Associations do not differ according to demographic characteristics and do not appear

to be mediated by peer characteristics. Those who participated in the non-athletic ECA reported
 16

consistently better adjustments than those who did not participate in the ECA and those who

participated in the sport.

Holland and Andre examined relate their work to extracurricular participation and

adolescent development. Five areas are described: personal and social characteristics, academic

achievement, educational goals and achievements, the role of participants in activities, and the

social and environmental context (Holland & Andre, 1987). Methodological critiques and

guidelines for future research are offered. Participation is correlated with higher self-esteem, better

racial relations, participation in political and social activities in young adulthood, academic skills

and judgments in men, educational aspirations and achievements, a sense of control over one's life,

and higher levels of self-esteem. However, the causal relationship between participation and

desired characteristics has not been proven. Students from smaller schools participated in a greater

number and variety of extracurricular activities than did students from larger schools. In Mehus's

journal, he compared students' degrees to see if there was a significant difference between

academic activities from participating in extracurricular activities. He concluded that students who

took part in extracurricular activities improved academically compared to students who did not

participate in activities (Mehus, 1932). Regardless of what class you are in, there is no academic

advance. Usually, extracurricular activities are proven to improve student learning.

Frost has written many more related articles; this article reveals how extracurricular

academics do more than just improve a student’s academic skills. Extracurricular activities bond

students and help them emotionally and socially. Students should be involved in activities that

share common interests. Such as Sports, dance, etc. Extracurricular activities keep students busy

during such activities and also do more than just keeping children off the streets. Participants

benefit academically, socially, and emotionally when choosing meaningful extracurricular

 17

activities (Frost, n.d). He identified that student who participates in extracurricular activities

benefit in academic, social, and emotional development. According to Jordan's research, students

who participate in extracurricular activities in their early school years, as well as students who

spent a lot of time alone in the early school years, scored higher in math and science after 12th

grade (Jordan, 1999). Holland and Andre (1987) have discovered that “participation may lead

adolescents to acquire new skills (organizational, planning, time management, etc.), to develop or

strengthen particular attitudes (discipline, motivational), or to receive social rewards that influence

personality characteristics” (p. 447).

Darling et al., also have suggested that “extracurricular activities are seen as a way of

offering academically gifted students a way of excelling within the school environment, a way for

academically challenged students to achieve within the school setting, and as a way of creating a

sense of shared community within schools” (p. 52). According to this research, it can be said that

extracurricular activities have a potential impact and also a positive effect on the academic

performance of both primary and secondary school students. March and Kleitman (2003, cited in

Eccles et al.) stated that analysis of data from the National Education.

Longitudinal Survey (2002) provides evidence that participation in sports is associated with

positive academic achievement, including (a) Aspiration for higher education, (b) more time for

homework, and (c) a higher level of post-secondary education. Rehberg and Schafer (1968, cited

in Holland & Andres, 1987) also found that more male high school athletes planned to go to college

than non-athletes.

March and Kleitman (2003, cited in Eccles et al.) state that analysis of data from the

National Education Longitudinal Survey (2002) provides evidence that extracurricular activities
 18

are associated with positive academic performance, including (a) pursuing higher education, (b)

more time for homework and (c) higher levels of post-secondary education. Also, Reberg and

Schafer (1968, as cited in Holland & Andres, 1987) found that more male high school athletes had

plans to attend college in comparison to non-athletes. Information gathered by Herbert and Reis

suggested that “these extracurricular activities and programs appeared to significantly impact these

young people, for they were consistently cited as being extremely influential in the development

of the students’ ability to excel academically” (p. 448). Gerber (1997, as cited in Holloway,

1999/2000) discovered that participation in extracurricular activities on campus by students may

contribute to a stronger effect on academic achievement than any outside activities. The act of

being successful in both the primary and the secondary level allows students to excel hence in their

professional lives and within their social circles.

Participation in extracurricular activities can be interpreted as a sign of maturity and as

self-affirmative behavior. Students who participants have a high level of commitment and

obligations. In that sense, it is crystal clear that those who participate in extracurricular physical

activities have a higher level of self-awareness than those who are not participants (Daley & Leahy,

2003). Another important part of youth identity is social skills, and many reports that socialization

and friendship are important in their life. When teens are involved in after-school activities, they

often have greater opportunities to communicate with others, build friendships, and develop social

trust. According to Brown (n.d), students who take extracurricular activities have better grades,

higher standardized test scores, higher levels of education, more regular schooling, and a higher

self-image. In addition, it was found that those who participated were less likely to use substances

such as drugs and alcohol, also were less likely to drop out of school, misbehave at school, and

engage in criminal activities (Brown, n.d). Participation in sports can also provide students with
 19

unique developmental opportunities that have a positive impact on students' social conceptions.

This can lead to higher academic expectations and thus better academic performance for athletes

(Smith, 2008). Adolescents who are unable to identify with certain groups or are associated with

criminal social groups are more likely to suffer negative consequences, including dropping out of

school, suicide, substance abuse, or disciplinary problems (Smith, 2008).

Summary

The positive effects of extracurricular activities on the academic performance of both

primary and secondary school students appear to be worthwhile. From many researchers' findings,

it is clear that students should be encouraged and allowed to fully take part in extracurricular

activities to give them the necessary support to excel in school and to face the future with a deep

sense. Extracurricular activities should be added to daily school activities to enable students to

develop leadership skills, make lasting friends, return to their communities, become part of the

school family, and thrive outside the classroom. These activities can improve students' lives and

give them additional skills they may need for the rest of their lives. (Reynolds, 1996).
 20

METHODOLOGY

Purpose of the Study

Looking at the nature of the extracurricular activities in our various institutions. It is important

to know the benefits of participating in extracurricular activities. Although extracurricular

activities are one of those activities that take place outside the regular school day, they are

completely voluntary and students are not given a grade for their participation, but they are

nonetheless very important to elementary and middle school students (Holloway, 1999).

Research Questions

R1. What can be done to increase the amount of graduating high school student's participation in

extracurricular activities?

R2. How can extracurricular activities have a positive impact on the academic performance of

both primary and secondary schools?

Study Population

In this study's the participants consists of both primary school students and secondary

school students in the school district. The school district is one of the largest school districts in

the country, and it is among that of the 20 largest districts in the country. Every primary and

secondary student in the School district is eligible to participate in the study, but only 20 students

who regularly participate in extracurricular activities and who usually pay tuition fees with the

full consent of their parents. The focus is a streamlined age group between 8 and 17 years old.
 21

The school district is located inside Ghana at one of the largest regions in the Ashanti region.

The background of the student population is extremely diverse.

Population Justification

In the sample, the researcher may use Enas Hybrid School students due to the fact that

parents, teachers, and students would be able to provide the information the researcher wants

concerning the impact of extracurricular activities in the region. Enas Hybrid International

school is one of the biggest private schools in the Ashanti Region District, Ghana. Enas Hybrid

School is an education management company that is located in Ghana. It is a unique school

offering a local and international Ghanaian community curriculum, English and international

programs. It offers a unique combination of local and international curricula to give Ghanaian

children the best possible future. Most of the people in this school have relevant and well-versed

experience in extracurricular activities in the region. Most of them are in positions of power and

authority, or with technical skills, are necessarily the best people to talk to when it comes to

extracurricular activities. Although most teachers and teenagers in the school are less obvious

and that makes them extremely useful for this exercise and also have an influence on the

problem. The school has a large number of students and teachers in the region. More so, the

school has several adolescents who have benefited massively from participation in

extracurricular activities. According to Larson (1994, as cited in Darling et al., 2005) examined

the long-term effects of extracurricular activity participation on working-class adolescents.

Shaw, Claiber, and Caldwell (1995, as cited in Darling et al., 2005), explained that sports are

beneficial for adolescents because their participation is a physical and mental challenge, and a
 22

sense of identification with a particular social group. Overall, participation in school sports

programs appears to develop positive academic attitudes among students.

Intervention

The term intervention can be described as the support or help offered to fellows or other

people for the problems they are facing in their life. Therefore several strategies or ways are

thought upon to improve their outcomes. For encouraging students towards sports can include

the processes such as celebrating fitness with festivals, letting students take charge through a

sports club, and in-class physical activity (Finkelstein, 2016). The strategy involves are

Presentations, colorful activities, seminars, team enrollment, counseling, improvement in the

sports facilities, friendly and creative environment, sports event management and planning

participation, incentives for students who participated. The technology that can be used is an

instant replay in cricket and football matches (Cho, 2018).

Intervention Plan

The idea for pursuing sport can be made attractive to the students by providing those full-

fledged sports facilities such as colorful dress kits, motivational and skillful experienced coaches

for every interest of sports of the student such as basketball and football. Colorful audiences and

games must be acknowledged at the national and international levels. Students enrolled in sports

or perform well would be given extra incentives such as a reduction in fees or scholarships.

Other free resources such as food and transportation must be available (Ennis, 2017). A colorful

and enthusiastic audience would support them. Allowing students to celebrate little things even if

it is their sports activity such as international day of sports encourages students to come forwards

Formation of sports club would be implemented in which the students would understand the

assessment of themselves, their achievement records, and where they need development. The
 23

club would involve the hosting and management of sports activities by a particular group. That

specific group would manage the finance and resources required in planning the arranging the

sports activity. Students would be taken to watch the football matches where they could meet or

see their favorite athletes. Colorful cheerleader group practice to be held weekly a year. The

technology would include instant replay and goal-line technology (Deliens, 2015). Presentations

would be held regarding the benefits of extracurricular activities. On every student’s

participation, there must be recognition certificates. Parents should counsel about the importance

of these activities in parent-teacher meetings and how it can be compulsory for everyone to

enroll themselves in sports teams and groups. Communicative or interactive and creative

sessions must be held so that students who hesitate, are weak, or shy could participate in these

activities (Büning, 2020). Counseling must be given to both parents and children about how

children can have healthy life away from drug use and increase productivity and performance.

The cause and consequences on the behavior of students if not participating in the sports

program would be analyzed to convince students and parents about the disadvantage of not

pursuing sports such as poor grades and alcohol or drug use. Counseling and monitoring would

be monthly, club activities would be weekly. The number of students and their outcomes in their

study performance outcome would judge their understanding of the new idea (Farias, 2017).

Sources of Data

There is an increasingly growing interested impact of extracurricular activities on

academic performance and social behavior. Some researchers promote the benefits of

participating while others highlight the disadvantages. Each party argues that the effect of out-of-

school participation is a result of participation itself, but the exact reasons for this effect are
 24

confusing(Holland & Andre, 1987). In addition, several sources are available covering the

positive and negative effects of attending extracurricular activities in one document. There is a

greater need to truly understand the positive effects of extracurricular activities on the academic

performance of both primary and secondary school students. There is a need to increase the

amount of both primary and secondary schools' participation in extracurricular activities. The

researcher may deploy the data for research from the interview, paper questionnaires, surveys,

and existing data. Paper questionnaires are popular data collection tools because they are

inexpensive and offer a broad perspective. Journals are scientific publications with articles that

are from researchers, professors, and other experts.

Instrumentation

In this research, the researcher will collect the data using face-to-face, by mail, telephone,

or the internet (in which case they can involve respondents from anywhere in the world). The

researcher may use structured and semi-structured interviews. This is a data collection method

that helps gather direct information about the research subject using the various methods and

tools in Appendix C. Parents, staff and students may also get an opportunity to answer the

questionnaire. Only students whose parents have signed the PARENT/STUDENT CONSENT

form in Appendix B are eligible to participate in this study.

The survey is to seek information from students, the staff, and parents on the topic at

hand which does not require an in-depth response. The same test can be done at intervals to

measure changes over time. This survey allows respondents to answer questions in a timely and

more honest manner because these questionnaires provide anonymity (both real and perceived).

There are going to be eleven strong questions as indicated in APPENDIX C.

 25

Another data collection to be carried out is interviews. Interviews are conducted in person

or by telephone and can be structured (using a survey form) or semi-structured. There are several

key questions in this approach that cover the scope of the research area. This is will allow the

researcher the ability and freedom to explore the subject. The chairman of the parent-teacher

association may be interviewed to provide details of extracurricular activities at the school so as

well as teachers, the principal, and some extracurricular teachers. Camcorders can be used to

collect data through interviews to determine the combination of audio recorders. The data

provided is qualitative and may allow the respondents to answer the questions asked

comprehensively.

Focus groups are simply group interviews with people who all have something in

common. They provide the same type of data as face-to-face interviews, but they add a social

element and provide a broader understanding of why a group thinks or behaves in a certain.

Focus groups are useful for exploring cultural values or other complex issues, but they also have

drawbacks. Lack of privacy or anonymity can be a major obstacle, as the group might think, or

the potential for one or two participants to dominate the group. These focus groups include the

Principal of the School, the Parent Teacher’s Association President (PTA), Director of Education

Unit, and extracurricular teachers.

Last but not least is the existing data. The researcher will collect data from research

journals from newspapers and magazines, research journals intended for an academic or

technical audience, not general readers.

Research Procedure
 26

In this research, the researcher used Enas Hybrid School students because parents,

teachers, and students provided information the researcher wants concerning the impact of

extracurricular activities in the region. The researcher used students between the ages between 6

years and 16 years. The school district is one of the largest school districts in the country, and it

is among that of the 20 largest districts in the country. Every primary and secondary student in

the school district is eligible to participate in the study, but only the students who regularly

participate in extracurricular activities and usually pay their fees with full permission from their

parents. Although the researcher was part of the staff yet requested permission to use data inside

of the daily activities in the school. The principal of the school permitted me to use the existing

survey or data collection tool.

A formal letter from appendix A was sent to the school human resources department for

permission to take research in the school. The researcher was collaborated to conduct solid and

ethical studies. Since the researcher is not in the same region as the place where the school is

located, the researcher apprehended that acquiring the necessary permissions to conduct a study

took a long time.

Soliciting Participants

The researcher believes that recruiting participants for a study involves several activities

including identifying eligible participants, adequately explaining the survey to potential

participants, recruiting suitable samples based on the survey objectives and design, obtaining

approval and adhering to ethical standards, and retaining participants until the survey is

complete. To attract Enas Hybrid Participants, researchers may write an email or letter listed in

APPENDIX A asking study participants to click, submit and sit back and wait for volunteers to
 27

join. The researcher may send quick emails to students and send follow-up emails if students

and parents are not responding as quickly as possible.

Informed Consent

The first step the researcher may acquire the participants for the study is by talking to

students and making them see me as their friend who they can consult if they don’t understand

anything. This is to enable students to give their valuable time and privacy to the researcher.

After parents have assign APPENDIX B, this is going to give their children the authority to be

my participants, students have to be aware that: The identity of participants will be protected.

The data collected on the surveys will be completely anonymous, as indicated in APPENDIX B.

Information collected during the project becomes part of the data analysis and can

contribute to published scientific reports and presentations as described in APPENDIX B. There

are no foreseeable inconveniences or risks involved in my child participating in the study as

indicated in APPENDIX B.

Participation in the study is going to voluntary and that is not going to affect either their

grades or placement decisions (or if the staff are involved-will not affect employment status or

annual evaluations.) As indicated in APPENDIX B.

The researcher may have to visit the classes of the participant and then collect the sheets

for APPENDIX B and then check from the sheets. Students who have been allowed to be a

participant in the research work. In the classroom, with permission from the class instructor the

researcher may, first of all, give out a short introduction about himself and the project, research

interests, and the study in general. Students whose parents did not sign APPENDIX B or give
 28

their consent may not be allowed to participate in the research project work. Depending on the

research project and school regulations, the researcher may have the flexibility in meeting

students.

Since it takes students a high time to think about participating in an activity. The

researcher may have to adapt to ideas, make a schedule, and see if students trust and understand

what they want to do. Students can apply days or even weeks after the initial request once they

become familiar with the idea. The researcher may start recruiting the participants for the project

as early as possible to give the project and then give the participants time to think about the

project.

Data Collection Procedures

The main methodology that the researcher would be using to collect data for this project

is a survey, interview, and existing data. The data analysis plan for this dissertation includes

finding qualitative data for models and topics without prior analytic categories. The concepts that

emerge from the analysis illustrate the general characteristics of the data (Patton, 2015).

Permission to Conduct Research Study letter may be given to the principal of the school

to conduct thorough research as indicated in APPENDIX A, after the principal accepts the

researcher letter, parents would be required to sign the PARENT/STUDENT CONSENT form at

appendix B. Only students whose parents will assign the form would be allowed to be

participants. Also, the researcher will base the research on the ages between 6 years and 16

years. The researcher would distribute the survey as located in APPENDIX C to students.

Students may be guided to answer all the eleven (11) questions on the survey form. These forms
 29

would be distributed to the class teachers to guide students to take part in the survey. The

researcher may first of all begins from primary school and afterward to secondary school.

This survey was designed far and wide to examine the specific characteristics of my

respondents to ensure that the questions are relevant, clear, accessible, and easy to understand.

Surveys allow respondents to answer questions in a timely and honest manner, as they offer

anonymity (meaning both real and perceived). Three educators would be required to be

interviewed for this research topic. These people are educators with many years of experience in

teaching and learning. Participants may be interviewed via a face to face and then on the

telephone, which is to be opened to the participants’ preference.

Semi-structured, open, and flexible interview protocols would be used to record in audio

format and transcribed (Creswell, 2013). The researcher would employ internet applications that

will be used for audiotape recording a data set that can be used to store recorded interviews.

Interview questions will be freer to create a comfortable, conversational style interview. The

interview duration for this study has been ranged from 45 to 75 minutes, which may live plenty

of time to study and discuss the volunteers' experiences and perceptions, and each interviewee

will be interviewed only once.

Participants' consent to record interviews may be obtained before the interview began.

The researcher would make every effort to help participants feel comfortable in the interview

process, to encourage openness, and to encourage reflection on their international experience and

current educational pedagogy. The researcher would try as much as possible to retrieve

information from libraries, research journals, online, etc.

 30

Ethical Considerations

Research ethics are moral principles that guide researchers to research without deception

or intent and to knowingly or unknowingly report harm to study participants or members of the

public at large. Following ethical guidelines when conducting and reporting surveys is critical to

verify the validity of your survey (Baljinder, 2019). Researchers follow the ethical guidelines of

the regulatory commission to ensure the safety of study participants, the public, and the

researchers themselves. Following ethical guidelines ensures that the research is authentic, error-

free, and can earn the trust and support of the public. This will ensure that articles are not

plagiarized and that no unchecked data reaches the readers of the article. Additionally, research

ethics fills the researcher's sense of responsibility and makes it easier to determine responsibility

if something goes wrong (Baljinder, 2019).

According to Resnik (2020), one of the main reasons why ethical research practices are

research outcomes is the high degree of cooperation and coordination between different people

in different disciplines and institutions, ethical practice promotes values essential for

cooperation, for example, trust, accountability, mutual respect, and fairness. Many ethical

standards in research, such as author guidelines, copyright, and patent guidelines, data exchange

guidelines, and peer-reviewed data protection guidelines, for example, are intended to protect

intellectual property interests while promoting collaboration. Most researchers want credit for

their contributions and don't want their ideas stolen or discovered prematurely (David, 2020).

Resnik (2020) also emphasizes that ethical standards in research also help build public

support for research. People are more likely to fund research when they can trust the quality and

integrity of research (David, 2020).

 31

In summary, many research standards promote many other important moral and social

values, such as social responsibility, human rights, animal welfare, law enforcement, and public

health and safety. Ethical gaps in research can cause significant harm to humans and animals,

students, and society.

Considerations During Intervention

From my literature review, many key points help students perform better in school. The

literature review has highlighted the benefits of participating in extracurricular activities. An

example of the benefits is the positive relationship between participating in various forms of

exercise and positive self-perception (Daley & Leahy, 2003).

From the researcher literature review, it has been stated that extracurricular activities, the

result of student participation in extracurricular activities are the benefit of a hidden curriculum

that is included in all sports and team activities. Children who participate in team sports tend to

do better in school, have better interpersonal skills, tend to be healthier and are more team-

oriented (Metzl & Shookhoff, 2002). If students are allowed to participate in extracurricular

activities, they intend to be healthy and fruitful in other educational activities. This is because

extracurricular activities expose students to many facets of activities that serve as an embodiment

and guidelines to live a healthy life. Students who participate in extracurricular activities cannot

be compared to students who do not participate in such activities after school.

The more successful students involved themselves in extracurricular activities the more

they intend to be increase self-esteem. Although, students participate in many subjects' areas in

their academic career none of them can build their level of confidence and self-esteem. Good

Math or Science students need to be very confident before they can face other students for the

science and math competition. While science and math do not increase self-confidence levels,
 32

such students need extracurricular activities to increase self-confidence levels. Hard work and

learning new skills in a fun, relaxed, and sometimes competitive environment allow students to

succeed without the pressure of good grades. More so, students' level of confidence increases

helps them to take high risks in life.

Students who stay active every day learn their healthy habits long-term active adults

(KidsHealth, 2010). Active children develop strong muscles and bones, control their weight,

sleep better, have better ideas about life, and do better in school (KidsHealth, 2010). Exercise

provides them with a fun way to stay in shape and this is especially important as childhood

obesity is on the rise. Exercise also helps children deal with stress. They allow children to clear

and clear their minds from social and school pressures. Athletics also allows children to master

their skills. Participation in sports can socialize youth in a way that promotes educational success

(Hass, 2004). They learn a healthy work ethic that helps them for the rest of their academic

career and later in life. Exercise also leads to healthy habits and encourages children to stay in

shape and avoid drugs and alcohol. Studies show that healthy students earn higher rates than

other students who don't develop healthy habits.

The researcher believes that if extracurricular activities are to be involved in school

activities it brings good teamwork and cooperation. Teamwork is a valuable advantage of sports

(Woloch, 2010). It takes years and a lot of technicalities for teachers to teach students to be team

workers. It takes years of hard work to develop good teamwork. Teamwork can be defined as a

group of the same people who work together to achieve a common goal (Gib, 2010). Children

should learn the importance of relying on others. They also understand that other people depend

on them. Teamwork teaches personal responsibility. He also teaches the concepts of cooperation,

friendship, and sacrifice. Participating in sports can show children how a group of people can
 33

work together to achieve great moments. Everyone is needed to be successful in team sports.

One of the greatest aspects of teamwork is that children don't just learn from a coach. You also

learn from the people on your team. Children will make good decisions and may make bad

decisions, but all decisions affect their teammates (Hass, 2004).

Participation in after-school activities shows the importance of community participation.

Students need more contact with the wider community than with smaller school networks (Gatto,

2005), and participation in extracurricular activities creates networks between individuals and

their communities, including parents and the working class (Gatto, 2005). Students acquire how

crucial it is to be generous by helping society. Students are also more likely to volunteer in their

community after high school when they participate in extracurricular activities in their youth

(Barber et al., 2013). These activities create a sense of belonging to the community as a whole

(Barber et al., 2013), which inspires them to contribute to community members.

Time management is another important aspect of the hidden curriculum. All students who

take part in extracurricular activities dedicate their time (Metzl & Shookhoff, 2002). Make time

for practice, play, and participation. You need to do this while they are still performing at a high

level in class. Many student-athletes do better during their season because they are forced to

successfully balance science and participation. Students are more motivated to succeed in class

when they have to meet certain academic requirements in class. By balancing practical time

(sports, performing arts, or clubs) with students, these students use their time more efficiently.

Building relationships with adults is a great benefit of playing sports. In some cases, it

allows parents and children to view each other in another light. Sports will provide an

opportunity for children and adults to spend time with each other. Coaches can become role

models for athletes. In some cases, they might even become parent figures for children. Children
 34

can also learn healthy ways to build positive relationships with adults through after-school

programs. The after-school programs allow students the opportunity to build positive

relationships with adults.

Considerations During Data Collection

In this study, I will obtain the consent of the prospective research participants to

minimize the risk of harm to the participants, to protect their anonymity and confidentiality, to

avoid fraudulent practices; and I grant the participant the right to drop out of my study.

Participants have the right to volunteer by participating in research without being lied to or even

coerced.

Considerations of Researcher Bias

The researcher would make sure that he keeps the thoughts as well as others as opinions and

not as a result of the outcome of the research. The researcher would make sure that all

information obtained from a different student and the student be pinpointed to the learning of the

subject and making the survey where extracurricular activities are serving as a benefit to

students. This as a result that there are no opinions developed around the students it just focuses

on the positive impact of students.

Summary

Extracurricular activities are one of the activities that are conducted outside of the normal

school day, are entirely voluntary, and students do not receive grades for participating in them

(Holloway, 1999) but yet still very essential with students from both the primary and the

secondary schools.
 35

DATA ANALYSIS AND RESULTS

This chapter introduced the data analysis procedure of the work. That is analyzing the

data concerning each of the research questions. There have been some relevant points that have

been thoroughly discussed in the previous chapters as a result of the impact of extra-curricular

activities positive impact on the academic and other performance of students. This chapter,

therefore, concluded with the main outcome and the analysis of the project by providing insight

into the relationship between how extracurricular activities may have a positive impact on the

academic performance of both the primary and the secondary schools and the findings.

Data Analysis Procedure

The data analysis plan for this project includes finding qualitative data for models and

topics without prior analytic categories. The concepts that emerge from the analysis illustrate the

general characteristics of the data (Patton, 2015). The main methodology that the researcher used

to collect data for this project is a survey, interview, and existing data. In this research, the data

for this study were collected by using student surveys that were given conducted in the Junior

and Secondary school at Enas International School. Permission to Conduct Research Study letter

was given to the principal of the school to conduct thorough research as indicated in APPENDIX

A, and the principal accepted the letter within two (2) days, the Principal asked the class teachers

to distribute the PARENT/STUDENT CONSENT form at appendix B to students on the same

day the researcher was permitted to conduct the research.

Students who took part in the 10 survey questions were those whose parents signed and

returned the parental consent form before completing the students’ survey. Students that were

allowed to participate were between the ages of 12 and 14 years old. The survey was distributed
 36

in all the classes as every student has taken part in extracurricular activities before and has

previous experience. The researcher received only 22 completed questionnaires and parental

consent forms from both the primary and secondary schools that participated in the study. The

number was very low due to the pandemic that has occurred around the world. Most students

have not returned to school yet and others have also transferred to other schools. Out of the 22

students, 10 were girls and 12 were boys. Out of the 22 students, only 10 came from the

secondary block and 12 from the primary block.

The survey has 10 unbiased completed questions. Some of the questions the researcher

asked the students were gender, age, their current academic level. It assesses student’s interest in

any particular extracurricular activities they like to participate in. The survey further asked

students to give their opinions on whether extracurricular activities should be canceled in the

schools or not, nevertheless, the greater question within the survey that students were very happy

to list them was the benefit of extracurricular activities. Students were tasked to list only five

benefits but 16 students went beyond 5 to add more to it.

A semi-structured, open, and flexible interview protocol was recorded and transcribed

(Creswell, 2013). Three(3) participants were interviewed. Two(2) of them were done face to face

and one(1) was done on the telephone due to the pandemic. The researcher began seeking out the

principal of the School, the Chairman of the Parents Teachers Association, and one parent was

interviewed. The interview length for this study was between 20 and 45 minutes, which allowed

sufficient time to deeply discuss the volunteers’ experiences and perceptions, and each

interviewee was interviewed only one time. Participants' prior consent to the interview

recordings was obtained before the start of the interview. The researcher tried as much as

possible to make all my participants feel comfortable with an interview process to encourage
 37

openness and reflection on their international experience in an extracurricular activities program.

The researcher identified myself briefly to my participants by communicating my experiences

with extracurricular activities. The researcher did the best to transcribed each recorded interview

before coding it. The researcher deployed ways and means that Patton (2015) recommended.

1. The began analysis during fieldwork: took notes of patterns and themes that began to develop

during interviews.

2. The researcher took inventory and organize the data: Labeled, dated, and ensured all

interviews were accounted for.

3. The researcher filled in gaps in the data: As soon as missing information was noticed or lack

of connections was realized, contacted the interviewee quickly. If documents were missing, took

steps to get them.

4. The researcher protected the data: Backed up all data and ensure they were secure.

5. The researcher expressed appreciation: Thanked participants; followed up with appreciation to

created positive relationships.

6. The researcher reaffirmed the purpose of your inquiry: Reaffirmed the purpose of the inquiry

and the purpose of analysis. Created a clear understanding of the purpose of my inquiry and the

designs that framed the analysis.

7. The researcher dedicated time for analysis: Set a realistic schedule.

8. The researcher clarified analysis strategy: The theoretical tradition directed the organization of

the data. This dissertation used pragmatic theory and generic inquiry data analysis method and

reconnected with this theoretical and strategic framework regularly to guide the design and

analysis.

9. The researcher also reflected and was reflexive: The monitoring of the thought process and
 38

decision-making was monitored to reduce biases, fear, and blinders.

10. The researcher kept an analysis journal: The documenting of thoughts, analysis decisions,

forks in the road, false starts, dead ends, and breakthroughs helped with remembering.

Qualitative analysis was observed and documented even with the researcher’s own processes and

analyses.

Validity and Reliability

Quality in qualitative research or criteria for quality assurance is important for research

acceptance (Loh, 2013). Without these criteria, readers cannot trust reliable and accurate results

and presentations (Loh, 2013). Guba (1981) developed four criteria in search of reliability and

the researcher would like to use that to explain in detail how the results are both valid and

reliable.

Credibility

To ensure the credibility of this study and limit research bias, a systematic and in-depth

approach was used (Patton, 2015). Extensive data is drawn from the results through surveys and

full surveys at each interview. Transcripts were validated by sending the participants a copy of

the interview. The search for conflicting evidence (Maxwell, 2013) also validates the

investigation and interpretation of the data. A careful review of supporting and contradicting data

allows a decision to defend or change the conclusion. Using all of these validity measures

increases the confidence in this study.

A full review was carried out as the researcher took time to copy each interview. The

researcher tried as much as possible to listen to what have been recorded for the second time in

order to check if the researcher transcribed very accurate. The researcher, therefore, added to the
 39

recording the thoughts and feelings that was recorded during the interview process. The

researcher coded each interview based on similarities found in the data (Patton, 2015),

recognition of repeated words, similarities and differences in responses, and careful analysis of

nuances in expressions, phrases, and tones in their voices. The researcher organized and named

the codes, taking great care to understand the basic criteria. After the code was formed was

sorted out, a second analysis was carried out by looking at language links, theory-related

material, and missing data (Ryan & Bernard, 2003).

While listening to interviews, the researcher came across all sorts of areas of confusion.

The researcher listened a second time and listened a third time to areas that were still confusing

to clear up confusion where possible and to document my understanding. There was one

interview that was difficult to hear and after many reviews, the researcher decided to contact the

participants (one of the parents) for clarification (Patton, 2015). The researcher emailed the

participant and he replied to clarify things for him to fully understand.

The researcher took my time to go through all the questions the students answered in the

survey and asked some students to rectify some of the things that were not clear during the

answering of questions.

Transferability

Simple practical speculation about the possible application of the results to future and

other situations under similar, but not identical, conditions is the hallmark of a pragmatic

approach. To encourage transferability, attention is directed to the positive impact of extra-

curricular activities on primary and secondary schools and the academic performance of

students.
 40

Analyzing the diversity of participants and their experiences allows for a deeper

understanding of the data. Attention was paid to the impact of differences on the interpretation

and understanding of the results. The researcher made a conscious effort to interview different

three different participants who have an in-depth understanding of extra-curricular activities and

their impact. Also, students who participated in the survey did very well and answered every bit

of the questions well without being bias.

Dependability

In addition to a careful review of the study, a logical selection of participants, and a

consistent systematic research process, all data were retained for needs-based evaluation to

ensure reliability and transferability (Williams, 2011). For example, all the 20 students who

participated in the survey were one of the most brilliant students on campus. They are also part

of the extracurricular activities in school. More so, the three participants interviewed are people

who are more knowledgeable and have more experience in extracurricular activities.

Detailed records of how and when data was collected to allow for transparency and duplication

of research are also preserved. In addition, all data is stored securely in the database to ensure

information security.

Conformability

During the data collection process, the researcher made notes about the experiences with

each participant during the interviews and documented his feelings and thoughts during the

interview, and after the interview, the researcher made sure to listen to the tape and record

anything if everything is in the right direction and he couldn't miss anything. After the

researcher finished copying and taking notes, the researcher did check each transcript with notes

to make sure the text is correct.

 41

During data analysis, during the first and second readings, the researcher wrote down and

highlighted sentences that captured the essence of the participants' experiences. To ensure the

correctness of interpretation and grouping of common features, the researcher listened to

participants' words from digital recordings while reading the transcripts.

The researcher have used affirmative language that allows other researchers to search for

and describe cases that appear to confirm or contradict my observations (Shenton, 2003). This

transparent method has also created an audit trail that allows every observer to follow my

research progress step by step (Shenton, 2003). All of these procedures increase the validity of

this study.

Results

Prior to the discussion of the analysis of the two (2) research questions, it is crucial to

review the participants who took part in the study. Out of the many schools that are in the region,

only one school was selected for this survey, there were 22 students (N=22) that chose to take

part in the study to determine how extracurricular activities can have a positive impact on the

academic performance of both the primary and the secondary school. Students who took part are

from Enas Hybrid international school primary and secondary school. Out of the 22 students,

three participants were interviewed from the school and outside the school.
 42

Descriptive Findings

Table 1

Survey Response Rates (N=22)

Participants #Distributed #Returned

Primary School 56 12

Secondary School 34 10

Total 90 22

% of Sample =24.44

Students who took part in the survey are those who mostly engage in sports, band,

chorus, orchestra, and student clubs in the Enas Hybrid international School. They have helped

me to investigate the benefits of extra-curricular activities in schools and the academic

performance of students.

22 students submitted their questionnaires. Although 90 questionnaires were distributed,

out of the 90 questionnaires, 56 were distributed at the primary school but only 12 copies were

returned. 34 copies were distributed at the secondary school but only 10 were returned. The 20

students who returned their questionnaires fully answered all the 10 unbiased questions and the

results can have a positive impact on the study. The researcher deployed QDA software for this

study. Since this research has a little geographical and cultural environment, too much software

for qualitative research analysis was not utilized. The researcher chose the QDA software program
 43

for its qualitative program due to its simple and clear structure which is sufficient for this small

research.

Table 2.

Interview Participants Characteristics

Participants Roles Age Educational Home Gender

Background Town
Participant 1 Principal/Educational 56 Bachelor Nkawie Male
Director degree, Masters
degree and PhD
degree.
Participant 2 Chairman of Parents 76 Bachelor Tamale Female
Teachers degree and
Association/Retired Masters degree
Teacher of Education
Participant 3 Lawyer, Business 66 Law degree Mpraeso Female
man and Parent (LLB, LLM)

The first participant is 56 years old and also the Principal and Educational Director of the

District. He has written a number of articles about extracurricular activities. He has been in the

educational profession for over 20 years now and has all the skills, knowledge, and when it

comes to school activities. He holds a Bachelor’s degree in Education, a Master’s degree in

Education, and then a Doctorate in Educational leadership. He has also taught numerous

universities in the district. Highly recognized and respected state man. He is from the Ashanti

Region Ghana small town in the district called Nkawie.

The second participant hailed from Tamale which is a capital city in the Northern Region

of Ghana, West Africa. According to her, she had all her formal education at the Tamale

Government school (both primary and secondary). She also proceeded to the University of
 44

Development Studies (UDS). She was part of the primary and secondary school soccer teams.

According to her, she continued her football career to the University level. Extracurricular

activities have helped her to excel in all academic performances. She is the chairman of the

Parents Teachers Association and a retired physical education teacher. She taught physical

education for more than 30 years before proceeding to retirement. She has a first degree in

Physical Education, and a Masters degree in education. She is 76 years of age. She has in-depth

experience and knowledge when it comes to extracurricular activities.

The third participant is a lawyer, an author, and a parent. She has practiced the law for the

past 20 years now and she is 66 years old. She emphatically stated that it is through the

participation in extra-curricular activities that made her excel in all the academic work and she is

a lawyer by profession now. She comes from Mpraeso and the capital of Kwahu South District in

the Eastern Region. She had all her primary and secondary education at Mpraeso Senior High

School. She had both her first and second degree in Law at the University of Ghana, Legon. She

has served as a board of tertiary education and lawyer for Ghana Education Service.

DISCUSSION AND CONCLUSION

In conclusion, all the participants of the study have shown much interest in the research

topic and gave their answers constructively without any biased. The study goes very well and all

the participants have helped the researcher to know not only the positive impact but more so, the

negative impact which is going to be dealt with in the next chapter.

Outcome Analysis
 45

Research Question 1

R1. What can be done to increase the amount of graduating high school student's

participation in extracurricular activities?

According to Thompson (2008), "The level of commitment is much more important than the

specific activity" (p.l 0).

In this research question, two themes emerged from this topic during research. These themes

were:

1. Does it relate to students' success in school?

2. Does it help to increase students’ final year grades?

According to the first participant who has been in the educational profession for over 20 years

now and has all the skills and knowledge when it comes to school activities said that:

… in the minds of most students, teachers, parents, etc. have a certain notion that students

who participate in extracurricular activities are people who do not perform well in their

academic work. Such students are seen to be people who are less intelligent and smart.

Their parents don’t see that anything fruitful may come out of their life.

Participant one further explained that:

…. but with the evidence, participating in extracurricular activities, students learn

leadership, teamwork, organization, analytical thinking, problem-solving, time

management, learn to juggle multiple tasks at the same time and this allows let them

discover their talent. When a student decides to get involved in extracurricular activities,

they are looking for someone interested in him and someone who likes or likes him.

When students are in high school or college, it can help them find a career. By
 46

participating in extracurricular activities, they discover something they are passionate

about and how they can use it to work.

He continues to emphasize that:

…. the first effect that extracurricular activities have on education is behavior. Students

that participate in extracurricular activities have reduced behavior problems. In sports,

they show discipline in drills, practices, and routines. They have a responsibility to

perform those tasks correctly, whether it is basketball, football, dance routines, or signals

in baseball. When students perform these things correctly, they are rewarded for their

good behavior and they take pride in their accomplishments. Because of the pride they

achieve, they gain better self-respect, self-esteem, and self-confidence.

Participant one (1) was asked during the interview that why is it that most students don’t want to

engage in extracurricular activities and what can be done to increase their interest, especially in

high school. He continued by saying that:

……. schools do not make it interesting for students to participate in it. More so, most

parents do not encourage their wards to participate in it because they see it as to be

“useless” (sorry for my choice of words). I may blame the school and the administrators

for neglecting such wonderful activities due to the reason that during extracurricular

activities, teachers normally don’t attend and such attitude does not build a beautiful

relationship with a student than by showing up to one of their events. With my years

of experience in education, one way to build interest and good communication

between the students and the teacher is by attending a sporting, music, dance, etc.
 47

event or school of the students. This makes students pay attention to whatever activities

they are engaging in it and appreciate doing it with all their efforts. In my philosophy, I

think this is one of the factors to build teachers and parents, teachers and students'

relationships…

Participant 2 was asked the same question and she stated that:

…. with my experience in teaching, I can truly testify that I excel in all my teaching

career and academic work due to my interest and participation in extracurricular

activities. To me, extracurricular activities relate to student’s success in academic

performance especially high school students. When I was the PE (Physical Education)

teacher, all the students who did very well in the High School Certificate Examination

were students who were part of the football team, the school band, tennis, etc. One of our

students won overall best student at the University of Saskatchewan in Canada and he

was a great football player and was even the captain. In 2012, one of our Music and

Dance students was the best students at the University of Pittsburgh, United States of

America. I can give more and more examples that can take all the time of the interview. I

can say without a doubt that students benefit a lot from extracurricular activities.

She continued saying that, for high school students to participate in extracurricular activities it is

the biggest challenge to all schools in the district. This made her found it difficult to get high

school students to participate in extracurricular activities when she was a PE teacher. She thinks

the problem is not with the students but rather the parents, therefore, the school has to educate

parents on the need and impact of extra-curricular activities on students. According to participant
 48

two (2), she remembers some parents were very angry to see their students participating in

extracurricular activities. Some were even coerced to move their wards and others warned their

children. According to her, she realized that whenever a parent becomes so angry and approach

her concerning her child participating in the extracurricular activities, she takes her time to tell

them the benefits of it which at the end of the day some of them becomes so happy to encourage

their children to fully involve themselves. It is all:

……. “Education and good transportation of information” she insists.

In a short interview with her, she told the researcher a certain story that was very sad and

abusive. According to her:

……in one of the schools I was teaching, one of the students which I don’t want to

mention name killed herself because her parents didn’t want her to join the music club

while she can sing and compose great classical music. The child was very good at music

and writing songs. She plays most of the instruments such as the piano, guitar, violin,

drum kits, etc. She reported it to me some time ago so I called the parents to advise them

on that. According to the child’s father, only unintelligent and “foolish" people joins such

clubs in the school. I did my best and it didn’t work out. Later the child was moved to a

different school where they don’t do any extracurricular activities. After the final year

exams, the child failed all the subjects she registered for. Due to this reason immediately

the results came out, she felt so useless and discomfort that she destroyed her life by

committing suicide. As a retired teacher, I have had a lot of experiences and stories when

it comes to extracurricular activities. Therefore, I would encourage you to take this

research work to the highest level and then do more education on extracurricular

activities. I am always available to give you my entire support.

 49

She was a very interesting and intelligent retired teacher who shared a lot of her experiences with

me when it comes to extracurricular activities. Extracurricular activities have helped her to excel

in all academic performances. She is the chairman of the Parents Teachers Association and a

retired physical education teacher. She has taught physical education for more than 30 years

before proceeding to retirement.

The third (3) participant was asked during the interview, “why is it that most students don’t want

to engage in extracurricular activities and what can be done to increase the interest”, especially in

high school. She said:

……I think it is because of the past perspective on extracurricular activities and how it is

treated in the curriculum. I have served as a lawyer for many boards and a lawyer for the

education sector, I have discovered that parents and teachers fear that if students are too

busy with activities outside of school, students may lose focus on the final exams. For

example, students attending too many rehearsals, and meetings can cut down on

homework time. When students are overworked, they can be spread out too thinly, which

can result in less time to study and prepare for class. I have known for many years that

extracurricular activities can allow students to become great experts, scientists, etc.

Although it may have some negative impact on students, I also believe that the

positive impact outweighed the negative impacts. There is a time for educators,

parents and the stakeholders to understand it very well and then encourage students

to participate. I believe not all students might be interested; therefore, we have to

leave them alone to choose what they want. As an education lawyer, many issues
 50

have confronted me when parents and schools are forcing some individuals to

participate in extracurricular activities. I think it is child abuse.

The lawyer continued to say that:

….to me allowing our students to share their knowledge and expertise in the

classroom for the kind of extra-curricular activities may have a positive impact on

them. Likewise, the captain of the soccer team will potentially have leadership skills

that can be put to work in the classroom…

She disclosed that:

……. parents and teachers can be part of the problem by forcing their children to

participate in too many activities or by forcing children to participate when they don't

want to participate. This can make students afraid to give up for fear of disappointing

their parents or other extreme students who leave everything in conflict with controlling

parents….

From the survey, the questions were based on student’s age, gender, race, academic level,

and enrollment status at the time of the survey, and some other questions that may help the

researcher. 22 copies were returned. 60% declared to be females whilst 40% were males. 70%

were between 8 and 10 years of age, 30% were between the ages of 11 and 17 years of age. The

females greatly surpassed the Male’s students. Responses indicated in question 9 asked students

“Do you think extracurricular activities should be canceled in the school?”, almost all the

students indicated “Strongly disagree”. With the response from question (8), 99.1% of the
 51

students indicated that extracurricular activities can actually improve their grades and enhances a

lot of benefits when it comes to studying and taking exams.

In the nutshell, all three participants and the students who answered the questionnaire

expressed their concern on what can be done to increase the amount of graduating high school

student's participation in extracurricular activities. As indicated above, each participant gave

unique factors that can be done to increase the amount of graduating high school student's

participation in extracurricular activities. Each participant gave different perspectives on how

extracurricular activities can contribute to students' success in the school and how it can increase

students’ final year graded in high school. Their different perspectives can enhance the

knowledge base.

Research Question 2

R2. How can extracurricular activities have a positive impact on the academic

performance of both primary and secondary schools?

Participation in extracurricular activities has a positive effect on academic success. More

than 80% of young people participate in extracurricular activities (Fredricks, 2011, p. 379).

Participation in after-school activities provides important opportunities for adolescent

development (Blomfield & Barber, 2009), such as peer relationships, appropriate social

behavior, and basic skills for academic achievement (Metsapelto & Pulkkinen, 2012). Student
 52

performance is at the core of most of the learning outcomes that teachers use to assess student

performance. Adolescents who participate in extracurricular activities show higher academic

achievement, greater personal development, greater social development, and greater awareness

of the importance of community participation. All the three participants who were interviewed

had something special to say about how extracurricular activities can have a positive impact on

the academic performance of both primary and secondary schools.

According to the first participant, he affirmed that:

………..as I said when we were starting this interview. I told you that I have been in the

educational profession for over 20 years now and all skills, knowledge I have when it

comes to school activities. I can tell you without a doubt that students who excel in

STEM and art subjects are students who participate in extracurricular activities. I have

come to notice that those who participate in extracurricular activities experience higher

levels of academic achievement than those who do not. When I was teaching at the

academy, the interesting thing was that those who were often participating in

extracurricular activities tend to get better grades and respond very well to exams

questions. Like I have been insisting since we started this interview, every good school

must encourage students who are interested in extracurricular activities to get themselves

involved.

He continued to say that, “schools must encourage activities such as tennis, volleyball,

basketball, etc. with these activities students are capable to develop a good attitude, adhere to
 53

instructions and apply them to achieve the desired outcome. These activities help students to

understand that accomplishing goals in life often requires focus and hard work.”

According to participant 2:

…there was a guy called Mohammed who was not excelling in his academic work

immediately he started high school. He was making very low grades in both the STEM

and the humanities courses. He constantly made C’s, D’s, and F’s on his report cards.

One time, the parents came to me and started complaining if I can help their son. I told

them to ask their son to join any activity in the school. In the second year, the boy joined

the school team as a goalkeeper. Then he started getting involved in extracurricular

activities. He later discovered that involvement in these activities has made him a more

focused student. What a surprised he began to turned his D’s and F’s into A’s and B’s.

Mohammed understood that in order to stay involved in activities he needed to perform

better academically. Participation in extracurricular activities has coerced him to balance

his life in terms of athletics and scientists. Participation in after-school activities may

require students to maintain good grades in order to qualify for sports or cheerleading.

He further revealed that “many students need these after-school activities to motivate

them to succeed in class. Some students receive college scholarships for their extracurricular

activities (sports, visual arts, etc.).” Many of these students will not be able to enter college

unless they have made outstanding achievements in these activities (Klesse, 1994).
 54

Participant 3 affirmed that “most families afraid that their wards may not take their

homework or project work seriously due to their interest in the extracurricular activities. Yes,

extracurricular activities take away a lot if the time from students as a result of rehearsals and

training. Thus, affecting their studies. Nevertheless, I have realized that it has improved a lot of

students’ grades and discipline. I was part of the football team and the school band and I can say

that it is my interest and participation in extra-curricular activities that have helped me to become

a prominent lawyer in the country”.

He further testified that “I am very bold and strong to face any lawyer at the law court

because of the discipline and boldness that extracurricular activities gave me. During rehearsals

and practice, our music teacher or the coach would give you a task to work on it and that task

needs intelligence, boldness, and discipline to finish. Unable to fulfill it would lead to a great

punishment. As a result of that, all the members of the team were willing to fulfill these tasks. At

first, I taught they were worrying ask but not knowing they were rather building us or preparing

us for a future task ahead of us. I can tell you that all our classmates who participate in the

extracurricular activities are now prominent and diplomat in the country. One is Emmanuel

kwasi Mensah, who is a high court judge.”

Participating in extracurricular activities improves brain function, helps students to focus,

and manage their time constructively, all of which contribute to higher grades. For example, a

high-endurance exercise teaches students to focus and build endurance during severe adversity.

This gives an advantage while studying and taking exams. Studies now show that students who

take physical education or are in contact with music and the arts score higher than students who

are not related (Shute, 2008). Research also shows that participation in extracurricular activities
 55

has a positive impact on student’s academic achievement (Fujita, 2005). Studies have shown that

students who participate in extracurricular activities have higher average grades, less absenteeism,

higher educational ambitions, and higher college attendance, etc.

Participation in sports and other activities allows both primary and secondary school

students to develop leadership skills that they will use throughout their lives. Practice or rehearsal

allows students to be role models for other students. They can learn how to inspire their teammates

to work hard. It helps students to learn the act of minimizing conflict. Students can show great

sportsmanship every day.

Learning Themes

In this study, the participants are too small for the project. Most students did not submit

their survey due to coronavirus and other reasons. Most teachers were not able to give out the

survey to students because they did not get copies from the principal as early as possible. More

so, some parents also did not submit the parent’s consent form letter as a result of the pandemic,

fees not paid, etc.

Due to the time frame, the researcher only chose one school for the projects.

Nevertheless, it could have been great to involve many other schools and participants to make

the researcher discovered the impact of extra-curricular activities on the academic performance

of students.

With the nature of the research, the researcher would have explored more on a lot of

research questions which, the researcher thinks only two questions were inadequate for this

research. The researcher would wish to add more research questions.

 56

Implications

Many primary and secondary schools are facing a lot of financial constraints as a result

of extra-curricular activities that the schools are involving themselves in. Every year it seems

that most schools are getting it too difficult to meet the needs of the sports, music band, etc.

Many school districts cut or cancel their sports programs, band programs, and music programs to

save money on their academic programs (Lemire, 2009). Many schools are overwhelmed with

the need to cut budgets and decide where to cut costs while ensuring they provide the best for

student’s education. School boards and school administrators have the difficult task of deciding

what is left and what is possible. Often extracurricular activities affect not only students but also

teachers as sponsors or coaches are in jeopardy. Maintaining these activities requires financial

resources and some schools do not have the resources such as music teachers, coaches, etc.

needed for this activity to continue. As a result of that, there is a need to research on how schools

can reduce or increase the budget of extra-curricular activities.

There are many variables to be considered when providing extracurricular activities for

students in the primary and secondary schools. Challenges facing communities and schools with

disabilities often include violence, intimidation, and increasing dropout rates. These problems

exist in many schools and could potentially be reduced by engaging more in activities that help

students identify and relate to the school community. Young people need to feel connected to

school and realize the importance of staying in school. Researchers have to research on how

extracurricular activities could reduce absenteeism, violence, and decrease school dropout.
 57

For future research, it will be useful to consider the issue of diversity with respect to

participation in extracurricular activities. Can the same summary of advantages and

disadvantages of extracurricular activities apply to all ethnic groups? Are there gender

performance issues for those who have participated in sports or school activities? Are students

with disabilities encouraged to participate? Opportunities for them in school and society? This

could be an interesting continuation of all the research that has been done. As school counselors

become advocates for all students, it is important to ensure that all students are provided with

equal access and opportunities for leadership and team spirit. Schools could consider a

longitudinal process to monitor student participation to determine how this affects students'

future careers and opportunities for further education and scholarships. Follow high school

students to see if they are successful in their jobs and whether they have used the leadership

skills they have developed through extracurricular activities. Researchers should find out that if

these activities are providing social networks with opportunities to find work. Further research

could also focus on developing character, leadership, and respect to determining whether schools

are safer with higher levels of participation and engagement in extra-curricular activities.

In the nutshell, further research is needed to find out why most students are encouraged

and boosted to involve themselves in extracurricular activities. Is it time for them to play? or

learn something? And the reason why most parents do not want their wards to get themselves

into extracurricular activities. Is it a cultural taboo? Or is it because parents are afraid their

children may not perform excellently in their academic work?

 58

Conclusion

In the conclusion, this project has exhibited that students who participate in

extracurricular activities perform better in areas of math, science, and engineering. According to

one researcher called Ponter, he indicated that, music education students perform significantly

better than students without music education. He also discovered that; students who participate in

extracurricular activities such as musical arts scores higher on the verbal section of the Scholastic

Aptitude Test than any other students on campus. The researchers also found that teaching music

helped students develop better critical thinking skills. These developments allow students to

reach higher levels during their academic careers (Kelstrom, 1998). The researcher was so

surprised that the educators that were interviewed confirmed the impacts of special activities

such as music band, football on the academic performance of students.

With all the interview that was conducted, the three participants have helped this project

to found out that participating in extracurricular activities such as sports teaches students to be

strong work ethic, respect for authority, disciplines, and perseverance. These characteristics will

help the participants athletically and have a greater impact on their academic careers. Participants

2 who has taught physical education before disclosed that relationships are very relevant in

sports. Each child develops relationships with the other children on their team. Sometimes this

relationship can be negative, but for the most part, it is very positive. Spending time with

motivated teammates will make many students more motivated in the classroom and on the

playground.

He also emphasized that sports teach students to learn how to build a strong team.

Teamwork helps students in so many ways that none of the activities in the school can. Music

band or school orchestra helps students to build a strong team. He also teaches the concepts of
 59

cooperation, friendship, and self-sacrifice. Participating in sports can show children how a group

of people can work together to achieve great moments. To be successful in a team sport, each

individual is challenged. One of the greatest aspects of teamwork is that children do not learn

from a coach. They also learn from the people on in the team. The skills they developed help

them to team up with their group members during group assignments or project work. That also

enhances good academic performance. Many students choose not to go to school because they

are bullied or intimidated by other students. People who are bullied may feel like they have no

one to turn to in this situation. If the student has teammates or friends who participate in

extracurricular activities, or can ask a coach or teacher to help guide the activity, they may have

supportive peers who can help with difficult situations. This emphasizes the need to be part of

the group and reinforces a sense of connection with the school for those involved in

extracurricular activities.

Through this project, all the participants have helped to discovered that, the ultimate goal

for every student to reach the highest academic level is the main reason behind why some parents

take their wards to the school, nevertheless, students can be able to attain this highest academic

achievement if they participate in some activities in the school as other extracurricular activities

can help improve student’s performance. Before school districts do away with important

academic programs, school districts need to study the impact of these programs on student’s

performance. As teachers and school administrators encourage students to participate in games

and other activities, to perform better academically by taking the opportunity to participate in

athletics, it becomes a motivation for students to excel academically and serves as a basis to

excel.
 60

According to the Mayo Clinic (2010), students who regularly exercise improves fitness

and prevents obesity. There are hundreds of activities suitable for all ages of children. It is

important to give children many choices as one of the participants said. As they grow and

mature, children choose to do exercises that give them fun. This activity will benefit the children

inside and outside the school. Participation in these activities helps students throughout their

educational careers and adult life. They learn positive habits that they will develop throughout

their lives. Individual high school students who do not participate in sporting events show lower

grades. These people also show better health and skills overall make better personal decisions.

This habit leads to a healthier daily life (Yancey, 2007). Students who stay healthy have more

energy to devote to their activities and school education.

Another research from Medline Plus (2010), affirmed that children need at least one hour

of physical activity a day. Exercise will make children feel less stressed, feel better as human

beings, feel ready to go to school, maintain a healthy weight, build a healthy body and sleep

better at night. In addition to physical activity, children will also develop basic motor skills

through sports and playing musical instruments.

The extracurricular activities in primary and secondary school urge students to have a

goal- setting and problem-solving mindset. Following direction, persistence, motivation, goal

setting and problem-solving are skills acquired during participation in extracurricular activities

and transferred to the student's academic success. Participation in arts and crafts also leads to

higher academic achievement and better job skills (Metsapelto & Pulkkinen, 2011). In addition,

participation in academic clubs leads to higher academic achievement (Shulruf, 2010).

 61

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Appendix A

Consent Letter

Samuel Agyekum

University of The People

United States of America, California.

13th June 2021.

Mrs, Nana Poku

Head of School

Enas Hybrid School.

RE: Permission to Conduct Research Study

Dear Madam,

I am writing in order to seek permission to conduct a thorough research study at your reputable

institution (Enas Hybrid International school). I am currently enrolled in the Masters degree Of

Advanced Education at the University Of The People and in the process of writing my Master’s

Thesis. The study is entitled “The Positive Impact of Extracurricular Activities on the Academic

Performance of Both the Primary and the Secondary School Students”.

I wish the school management would allow me to recruit students from the school to fill out a 4

page questionnaire anonymously (copy attached). Due to the nature of the study, I expected these

students (mother, father or legal guardian) to complete their 2-page questionnaire anonymously
 68

(copy attached). Parents who voluntarily also receive a consent statement, which must be signed

and sent back to the principal (copy attached).

If approved, participating students will fill out a survey. The learning process should not take

more than 2 hours. Parent participants filled out the survey at home. Research results are

combined for the thesis and individual results of this study remain strictly confidential and

anonymous. There is no charge for your school/center or for individual participants.

Your consent to carry out this research is greatly appreciated. I may be reachable either by phone

or email. You may contact me at my email: orchesam@gmail.com.

If you agree, please sign below and return the signed form in the attached envelope with your

own address. Hope my humble request may be given the necessary attention. Thank you for your

support in advance.

Yours Sincerely,

Samuel Agyekum.

Principal’s Signature

Mrs. Nana Amo

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Appendix B

Informed Consent Form

With my signature, I certify that I have read the information provided and that I have decided to

allow my child to participate in the study "Positive impact of extracurricular activities on the

academic performance of both primary and secondary schools".

I realize that the director's signature means approval of the research project.

I understand that the main reason behind this noble research project will be examining the

positive impact of participation in extracurricular activities:

Answering a survey potential benefits of the study are:

1. Understanding the true impact of extracurricular activities on student achievement

2. Maintaining and allowing athletic programs across the country and then in schools.

I agree to the following terms and conditions and understand that I can withdraw my

child from this research at any time if I decide to terminate my participation.

• Participant's identity is protected. The data collected in the survey are

completely anonymous.

• Please note that any information collected during the project is part of the data analysis

and may be published in the scientific reports and presentations.

• There was no foreseeable inconvenience or risk to my study child.

• Any student willing to take part in the research work is not going to be affected with the

grades neither any teacher who volunteer will be affected with the employment status.
 70

If I decide to revoke my permit after training begins, I will inform the school of my

decision.

If further information is needed regarding the research study, I can contact Samuel at

orchesam@gmail.com

Signature________________________________________________________________

Parent Date

Signature________________________________________________________________

Student Date

Signature_______________________________________________________________

Principal Date
 71

Appendix C

The Survey

For the following questions, please CIRCLE the response that best describes you.

1. What is your age?

o Under 18

o 18 - 21

o 22 - 25

o Over 25

2. What is your gender?

o Male

o Female

3. What is your current academic level?

o Freshman

o Sophomore

o Junior

o Senior

o Other

4. Are you a part-time (6 – 11 hours) or full-time (12 or more hours) student?

 72

o Full-time

o Part-time

5. Are you an on-campus resident or an off-campus commuter?

o On-campus

o Off-campus alone or with roommates

o Off-campus with family

6. If you live off-campus, how long do you participate in extracurricular activities?

o <15 min

o 15-30 min

o 30-45 min

o 45-60 min

o More than 1 hour each way

7. Do you have any particular extracurricular activities you participate in?

o Yes

o No

8. List five benefits of extracurricular activities you have had

…………………………..

…………………………..

…………………………..
 73

…………………………..

…………………………..

9. Do you think extracurricular activities should be canceled in the school?

o Strongly disagree

o Disagree

o Neither Agree Nor Disagree

o Agree

o Strongly agree

10. How many hours per week, on average, do you think extracurricular activities should

be considered?

o Less than 1

o1–3

o4–6

o7–9

o 10 – 12

o 13 – 15

o More than 15

11. How many hours per week, on average, do you spend going out/spending time with

friends?

o Less than 1
 74

o1–3

o4–6

o7–9

o 10 – 12

o 13 – 15

o More than 15
 75

Appendix D
Research and Interview Questions Alignment
RESEARCH QUESTIONS INTERVIEW QUESTIONS

Q.1. Please can you tell me about yourself?

R1. What can be done to

increase the amount of

Q.2. Does extracurricular activities tend to develop social
graduating high school
connection?
student's participation in

extracurricular activities?
Q.3. Most schools want to cut the budget of extracurricular

activities. Why? . Do you think it can affect learning and

participation?

Q.4. What motivates students to participate in extracurricular

activities?

Q.5. why is it that most students don’t want to engage in

extracurricular activities and what can be done to increase the

interest” especially in the high school. what can be done to

increase the interest especially in the high school.

 76

RESEARCH QUESTIONS INTERVIEW QUESTIONS

Q.6. Why do parents tell their children to stop participating in

extracurricular activities?

Q.7 What motivates students and parents to participate in the

extracurricular activities.

Q.8. Do you think it should be canceled or maintained but well

modified?

Q.1. Do you think extracurricular activities are important for

R2. How can extracurricular
healthy life?
activities have a positive

impact on the academic

Q.2. How can extracurricular activities make a student’s more
performance of both primary
disciplinary.
and secondary schools?

Q.3. There are many stories when it comes to extracurricular

activities, can you share one you remember?

Q.4. Does students who participate in extracurricular activities

perform well in the Science, Technology, Engineering and

Mathematics? Is it possible to affects the rate of maturation in

students and increase the leadership abilities

of students?.
 77

RESEARCH QUESTIONS INTERVIEW QUESTIONS

Q.5. Have you participated in the extracurricular activities before?

How was it like. Did it impact you negatively or positively?

Q.6. Does extracurricular activities increase the academic

achievement of students and how does it?

Thank you so much for being so kind to me. Do you have any

special questions to ask me or add?

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