Extra-Curricular Activities 1

Running head: THE EFFECTS OF EXTRA-CURRICUAR ACTI!ITIES

The E""ects #" Extra-Curricular Activities
#n Student$s %erceived Acade&ic Sel"-E""icac'
Extra-Curricular Activities (
A)stract
The di""erences in acade&ic sel"-e""icac' sc#res )et*een students *h# +artici+ated in
extra-curricular activities and students *h# did n#t +artici+ate in extra-curricular
activities *ere exa&ined, It *as h'+#thesi-ed that students *h# +artici+ated in extra-
curricular activities *#uld sc#re higher. #n an acade&ic sel"-e""icac' scale. than students
*h# did n#t +artici+ate in extra-curricular activities, As ex+ected acade&ic sel"-e""icac'
sc#res *ere signi"icantl' higher in the extra-curricular gr#u+, These "inding suggest that
+artici+ati#n in activities #utside #" the sch##l. *ill +r#duce +#sitive e""ects #n students
+erceived acade&ic a)ilit',
Extra-Curricular Activities /
The E""ects #" Extra-Curricular Activities
#n Student$s %erceived Acade&ic Sel"-E""icac'
Sel"-e""icac' is de"ined as a +ers#n$s )elie" a)#ut their ca+a)ilities t# achieve a
certain level #" +er"#r&ance 01andura. 12234, This )elie" can in"luence events that a""ect
a +ers#n$s li"e, %erceived sel"-e""icac' deter&ines h#* +e#+le "eel. thin5. &#tivate
the&selves. and )ehave, It in"luences the ch#ices the' &a5e. the e""#rt the' +ut "#rth.
h#* +ersistent the' are *hen c#n"r#nted )' #)stacles. and h#* the' "eel, A str#ng sense
#" sel"-e""icac' can enhance a +ers#n$s acc#&+lish&ents in &an' *a's, A str#ng sense
#" sel"-e""icac' can in"luence a +ers#n$s as+irati#ns6 increase their level #" &#tivati#n
and their +erseverance in the "ace #" di""iculties and set)ac5s 01andura. 1ar)aranelli.
Ca+rara. 7 %ast#relli. 12284, 1andura et al, 012284 state that unless a +ers#n )elieves
that the' can +r#duce a desired e""ect )' their acti#ns. the' have little incentive t# act, A
child$s sel"-e""icac' can a""ect the di""erent as+ects #" their lives as *ell, 1andura et al,
01228. +, 1(984 states that a child$s :)elie" in their e""icac' t# regulate their #*n learning
activities and t# &aster di""icult su);ect &atters a""ect their acade&ic &#tivati#n. interest.
and sch#lastic achieve&ent<, A child$s +erceived sel"-e""icac' a""ects ada+tati#n and can
in"luence +erseverance and resilience t# adversit' 01andura. 1ar)aranelli. Ca+rara. 7
%ast#relli. (9914, The )ene"its #" having an increased level #" sel"-e""icac' &an' )ene"it
a child$s li"e in &an' *a's, Hel+ing create this )etter sense #" sel"-e""icac' &a' )e
achieved in nu&er#us *a's, A su++#rtive and enc#uraging s#cial net*#r5 +#sitivel'
in"luences a child$s sense #" sel"-e""icac',
S#&e "act#rs that in"luence a child$s acade&ic achieve&ent are +r#s#cialness and
Extra-Curricular Activities 3
+#sitive inter+ers#nal relati#nshi+s, %#sitive inter+ers#nal relati#nshi+s have a direct
in"luence #n a child$s li"e, The )ene"its #" high =ualit' inter+ers#nal relati#nshi+s are
i&+#rtant in a child$s ca+acit' t# "uncti#n e""ectivel' including their acade&ic lives
0>artin 7 ?#*s#n. (9924, E=uall' as i&+#rtant is the child$s +r#s#cial )ehavi#r,
%r#s#cialness is +#rtra'ed in c##+erativeness. hel+"ulness. a)ilit' t# share. and e&+ath'
0Ca+rara. 1ar)aranelli. %ast#relli. 1andura. 7 @i&)ard#. (9994, Individuals learn a)#ut
the&selves during s#cial interacti#ns *ith #thers, The' learn *hat is needed t# "it int# a
gr#u+, >artin and ?#*s#n 0(9924 state that thr#ugh s#cial interacti#ns a +ers#n
devel#+s )elie"s and values, It is *ithin this relatedness that teaches students h#* t#
"uncti#n e""ectivel' in acade&ic envir#n&ents, These )elie"s and values direct )ehavi#r
in the "#r& #" enhanced +ersistence. g#al striving and sel"-regulati#n 0>artin 7 ?#*s#n.
(9924, Ca+rara et al, 0(9994 "#und that earl' +r#s#cial )ehavi#r str#ngl' +redicted levels
#" acade&ic achieve&ent, Ca+rara et al, 0(9994 als# "#und that +r#s#cialness "#sters
&utuall' su++#rtive s#cial and intellectual relati#nshi+s, It als# reduces vulnera)ilit' t#
de+ressi#n and #ther +r#)le& )ehavi#rs. *hich under&ine the +ursuit #" acade&ic
activities, >artin and ?#*s#n 0(9924 "urther state that relatedness a""ects a child$s
&#tivati#n )' creating +#sitive "eelings #" sel"-*#rth and sel"-estee&. *hich are related
t# c#ntinued achieve&ent &#tivati#n, A child$s acade&ic achieve&ent is sha+ed )' their
+erceived acade&ic a)ilit'. s#cial and sel"-regulat#r' e""icac' and acade&ic as+irati#ns,
The vicari#us in"luence "r#& #ther +e#+le thr#ugh +#sitive s#cial &#dels is a 5e'
in"luence #n sel"-e""icac', 1andura 0as cited in >artin and ?#*s#n. (9924 states that
sel"-e""icac' can )e achieved thr#ugh the c#&&unicati#n *ith signi"icant #thers as *ell
as thr#ugh #)servati#n #" +r#)le& s#lving techni=ues,
Extra-Curricular Activities A
One *a' "#r students t# +r#&#te and +ractice their +r#s#cial and inter+ers#nal
relati#nshi+s is t# )e inv#lved in extracurricular activities #utside #" sch##l,
Additi#nall'. the inv#lve&ent #" extracurricular activities has #ther )ene"its, In a stud'
#" acade&icall' success"ul ur)an high sch##l &ales. Hi)ert 0(9994 "#und that
inv#lve&ent in '#uth #rgani-ati#ns a"ter sch##l gave students the a*areness that the'
had #+ti#ns in their lives #utside #" their ur)an envir#n&ents, These #rgani-ati#ns *ere
+erceived )' these '#ung &en as :sa"e +laces *here the' c#uld )e *ith their +eers and
engage in activities centered #n c##+erative tea& )uilding and rein"#rced *ith c#nsistent
adult su++#rt< 0Hi)ert. (999. +, 2/4, These #rgani-ati#ns +r#vided #++#rtunities "#r these
students t# )uild a sense #" sel"-e""icac' in additi#n t# +r#viding success in di""erent
t'+es #" activities, >caughlin 0cited in Hi)ert. (9994 "#und that ur)an teenagers *h#
+artici+ated in extracurricular activities )uilt a +#sitive sense #" sel" thr#ugh their
acc#&+lish&ents and successes *ithin the +r#gra&, %err'-1urne' and Ta5'i 0(99(4
"#und that girls *h# are inv#lved in tea& s+#rts tend t# have a higher sense #" sel"-
c#n"idence *hile +la'ing, These "eelings resulted in higher grades acade&icall'.
increased +artici+ati#n in extracurricular activities in sch##l. and &#re inv#lve&ent at
h#&e, It *as "#und that these )ehavi#rs *ere de&#nstrated )ecause #" their high level #"
sel"-e""icac', These girls *ere als# "#und t# have a clearer and &#re c#nsistent vie* #"
their l#ng-ter& g#als, It *as als# "#und in %err'-1urne' and Ta5'i$s stud' that n#t #nl'
did these girls have higher grades. the' als# sc#red higher #n standardi-ed tests *hen
c#&+ared t# their n#n-athletic +eers,
Hi)ert 0(9994 "#und that '#ung ur)an &ales in his stud' *h# *ere inv#lved in
extracurricular activities "elt that their inv#lve&ent all#*ed the& t# devel#+ their talents
Extra-Curricular Activities 8
and ex+#sed the& t# an#ther *#rld #utside #" their ur)an c#&&unit', Further&#re. the'
)egan t# see the&selves as valued individuals, This +erce+ti#n ena)led their )elie" in
sel" t# )ec#&e str#nger, This in turn led the& t# )elieve the' *ere )etter +re+ared t#
succeed, It *as c#ncluded )' Hi)ert 0(9994 that the &#st i&+#rtant "act#r in"luencing
the success #" the ur)an &ales in his stud' *as a str#ng )elie" in sel", The students that
+artici+ated in this stud' clai&ed that it *as in "act their &e&)ershi+ in the sch##ls s*i&
tea& that "#stered their str#ng sense #" sel" and had a +#*er"ul i&+act #n sha+ing their
)elie" in sel", In additi#n. %err'-1urne' and Ta5'i 0(99(4 c#ncluded "r#& their surve'
that teenage girls "r#& su)ur)an sch##ls *h# +artici+ated in tea& s+#rts have a higher
sense #" sel"-c#n"idence6 the' als# #)served i&+r#ve&ent in B%A and the desire t#
attend c#llege,
1ar)er. Eccles. and St#ne as *ell as #ther researchers 0as cited in >artin and
?#*s#n (9924 "#und that extracurricular activities such as s+#rts. &usic. dance. clu)s.
and church gr#u+s are +#sitive in"luences in a child$s li"e, This +#sitive in"luence a""ects
their educati#nal. s#cial and e&#ti#nal lives, This sense #" )el#nging is a 5e' "act#r that
hel+s create +#sitive e""ects in a child$s li"e, The adults inv#lved in these extracurricular
activities &#del e""ective )ehavi#rs. and hel+ devel#+ s#cial s5ills that in turn )uild a
student$s sense #" c#ntr#l 0>artin 7 ?#*s#n. (9924, Ca+rara. 1ar)aranelli. %ast#relli.
1andura. 7 @i&)ard# 0(9994 c#ntend that the i&+#rtance #" investing res#urces t#
devel#+ and +r#&#te children$s +r#s#cialness *ill enhance #ther real&s #" their lives,
C#t #nl' *ill it enhance the s#cial as+ects #" their lives. )ut *ill als# "acilitate
su)se=uent acade&ic success, >#re#ver. it can generate additi#nal gains in sel"-
regulati#n and a+titude,
Extra-Curricular Activities D
Biven the +revi#us research that "#und that inv#lve&ent in activities #utside #"
sch##l c#uld increase a child$s sense #" )el#ngingness and sel"-c#n"idence. the research
#n h#* it a""ects sel"-e""icac' is li&ited, The current research see5s t# extend the
+revi#us "indings )' investigating the relati#nshi+ )et*een +artici+ati#n in
extracurricular activities and h#* the' a""ect acade&ic sel"-e""icac', >#re s+eci"icall' it
is h'+#thesi-ed that th#se students *h# are inv#lved in extra-curricular activities *ill
dis+la' higher acade&ic sel"-e""icac' *hen c#&+ared t# students *h# d# n#t +artici+ate
in an' extra-curricular activities,
>eth#d
%artici+ants
The sa&+le c#nsisted #" "#ur intact classes "r#& "i"th t# eight grades, The sa&+le
included &ale 0nE(24 and "e&ale 0nE/A4 students "r#& these classes, The' all attend a
cath#lic ele&entar' sch##l in the Sta+let#n area #" Staten Island. Ce* F#r5, The sch##l
is a Title I sch##l. i,e,. at least 39G #" the student )#d' =uali"ies "#r either "ree #r
reduced-+riced sch##l lunches, The &ean +artici+ant age is 1(,3 'ears. and the age range
is 11 t# 1A 'ears #ld, The +artici+ants *ere &ixed in ethnic &a5e u+,
>aterials
Students *ill )e ad&inistered a student surve' 0A++endix A4 *hich as5ed "#r
their gender. age. grade and i" the' +artici+ate in extracurricular activities, The' *ill
then c#&+lete the Morgan-Jinks Students Efficacy Scale (MJSES) 0Hin5s 7 >#rgan.
12224 0A++endix 14. The >HSES is an invent#r' designed "#r &iddle sch##l students t#
gain in"#r&ati#n a)#ut student e""icac' )elie"s that are related t# sch##l success, The
>HSES is c#&+rised #" /9 ite&s t# *hich +artici+ants res+#nd using a ic5ert scale
Extra-Curricular Activities I
ranging "r#& :reall' agree: t# :reall' disagree,< O" these /9 ite&s. nine are reverse
sc#red, The res+#nses *ere designed in this student "riendl' language t# ensure student
c#&"#rt and ease in res+#nding t# the state&ents, The >HSES 'ields an #verall
Acade&ic Sel"-E""icac' sc#re as *ell as sc#res #n three su)-scales, The su)-scales
&easure a student$s sel"-e""icac' *ith res+ect t# c#ntext. talent. and e""#rt, C#ntext
re"ers t# h#* the student$s "eel a)#ut sch##l in general, Talent re"ers t# h#* the' "eel
a)#ut their acade&ic +er"#r&ance, E""#rt re"ers t# h#* the' "eel a)#ut their *#r5 ethic
in sch##l, All scales have sh#*n t# have relia)ilit' c#e""icients greater than ,88 0Hin5s 7
>#rgan. 12224,
%r#cedure
A )rie" *ritten descri+ti#n #" the stud' *as sent h#&e t# all legal guardians and
in"#r&ed c#nsent t# +artici+ate *as #)tained "#r each student, Surve's *ere ad&inistered
t# students during class ti&e #ver the c#urse #" #ne *ee5, Students *ere in"#r&ed that
their res+#nses *#uld re&ain an#n'&#us, The' *ere t#ld n#t t# +ut their na&e #n an'
sheet, The' *ere instructed t# read each state&ent and res+#nd acc#rding t# h#* the'
"elt a)#ut the state&ent, The' *ere directed n#t t# tal5 t# each #ther and *hen the'
c#&+leted the in"#r&ati#n +ac5et. the' c#uld +lace it in a )#x next t# the researcher,
Students *ere in"#r&ed that the' c#uld *ithdra* "r#& the surve' an' ti&e the' *anted
t# d# s#, U+#n c#&+leti#n #" the =uesti#nnaires. students *ere "ull' de)rie"ed as t# the
+ur+#se #" the stud', The' *ere instructed n#t t# tal5 a)#ut the stud' t# their "riends.
)ecause &#st #" the students in the sch##l *#uld )e "uture +artici+ants,
Results
The res+#nses #" students *h# currentl' +artici+ate in extra-curricular activities
Extra-Curricular Activities 2
*ere c#&+ared t# the res+#nses #" th#se students *h# d# n#t +artici+ate in these
activities 0Figure 14, As h'+#thesi-ed students *h# +artici+ated in extra-curricular
activities sc#red signi"icantl' higher #n #verall acade&ic sel"-e""icac' 0ME2A4 *hen
c#&+ared t# students *h# did n#t +artici+ate in extra-curricular activities 0MEI/4. t08/4 E
3,39, p J ,9A 0Ta)le 14, Ta)le 1 indicates that students *h# +artici+ated in extra-
curricular activities sc#red signi"icantl' higher #n the e""#rt su)-scale 0ME1/4 *hen
c#&+ared t# th#se students 0ME24 *h# did n#t +artici+ate in extra-curricular activities.
t08/4 E (,9A. p J ,9A, Khen c#&+aring students #n the talent su)-scale the extra-
curricular gr#u+ 0ME3A4 sc#red signi"icantl' higher than the n#n-extra-curricular 0ME/(4
activities gr#u+. t08/4 E /,1A. p J ,9A, The gr#u+s als# di""ered #n the their c#ntext su)-
scale. t08/4 E /,(A. p J ,9A. *here the extracurricular gr#u+ 0ME3I4 sc#red higher than
the n#n-activities 0ME/A4 gr#u+,
Discussion
As +redicted. th#se students *h# +artici+ated in extracurricular activities sc#red
signi"icantl' higher in acade&ic sel"-e""icac' then th#se students *h# did n#t, These
results are c#nsistent *ith the "indings #" %err'-1urne' and Ta5'i$s 0(99(4 stud' #"
ad#lescent girls and tea& s+#rts, The' "#und that girls *h# +artici+ated in tea& s+#rts
have an increase in sel"-c#n"idence and als# an i&+r#ve&ent in #verall B%A, >#re#ver.
these results are als# c#nsistent *ith Hi)ert$s 0(9994 stud' #" success"ul ad#lescent &ales
in ur)an high sch##ls, Hi)ert sh#*ed that th#se students inv#lved in tea& s+#rts such as
the s*i& tea& had a direct in"luence sha+ing the student$s sel" identit' and a +#*er"ul
i&+act #n sha+ing their )elie" in sel", In )#th these studies. the researchers "#und a lin5
)et*een the student$s +artici+ati#n in extracurricular activities and the +#sitive i&+act #n
Extra-Curricular Activities 19
their sel"-c#nce+t and )elie" in sel",
One li&itati#n #" this stud' is that it is a =uasi-ex+eri&ental design, The
ex+eri&enter did n#t c#ntr#l &e&)ershi+ in each gr#u+, Future studies sh#uld "#cus #n
true ex+eri&ental designs *here the gr#u+s are &ani+ulated )' the ex+eri&enter,
An#ther +#ssi)le li&itati#n is the sa&+le, T# )etter generali-e the results #" this stud'. a
&#re heter#gene#us sa&+le sh#uld )e used, Khereas this stud' "#cused #n students
enr#lled in an inner cit' +rivate sch##l. "uture studies c#uld ex+and the sa&+le t# include
+u)lic sch##ls as *ell as a &#re diverse sa&+le *ith res+ect t# the neigh)#rh##d,
Extra-Curricular Activities 11
References
1andura. A,. 1ar)aranelli. C,. Ca+rara. B,!,. and %ast#relli. C, 012284, >ulti"aceted
i&+act #n sel"-e""icac' )elie"s #n acade&ic "uncti#ning, Child Development.
!. 1(98-1(((,
1andura. A,. 1ar)aranelli. C,. Ca+rara. B,!,. and %ast#relli. C, 0(9914, Sel"-e""icac'
)elie"s as sha+ers #" children$s as+irati#ns and career tra;ect#ries, Child
Development. !". 1ID-(98,
Ca+rara. B,!,. 1ar)aranelli. C,. %ast#relli. C,. 1andura. A,. and @i&)ard#. %,B, 0(9994,
%r#s#cial "#undati#ns #" children$s acade&ic achieve&ent, #sychological
Science. $$034, /9(-/98,
Hi)ert. T, 0(9994, ?e"ining )elie" in sel": Intelligent '#ung &en in an ur)an high
sch##l, %ifted Child &uarterly. ''0(4, 21-113,
Hin5s. H, 7 >#rgan. !, 012224, Children$s +erceived acade&ic sel"-e""icac': An
invent#r' scale, (he Clearing )ouse. !"034, ((3-(/9,
>artin. A,H,. 7 ?#*s#n. >, 0(9924, Inter+ers#nal relati#nshi+s. &#tivati#n.
engage&ent. and achieve&ent: Fields "#r the#r'. current issues. and
educati#nal +ractices, *evie+ of Educational *esearch. !,014, /D-/8A,
%err'-1urne'. B, 7 Ta5'i. 1,L, 0(99(4, Sel" estee&. acade&ic achieve&ent. and &#ral
devel#+&ent a&#ng ad#lescent girls, Journal of )uman -ehavior in the Social
Environment. .0(4, 1A-(D,
Extra-Curricular Activities 1(
Ta)le 1
Summary of Self-Efficacy Means as a /unction of %roup
Extra-curricular C#ntr#l t
Overall Sel" ME""icac' 2A I/ 3,39N
E""#rt Su)-Scale 1/ 2 (,9AN
Talent Su)-Scale 3A /( /,1AN
C#ntext Su)-Scale 3I /A /,(AN
C#te, N+ J ,9A,
Extra-Curricular Activities 1/
/igure $. A c#&+aris#n #" &ean sel"-e""icac' sc#res "#r #verall. e""#rt. talent. and
c#ntext. "#r the extra-curricular gr#u+ vs, the n#n extra-curricular gr#u+,
Extra-Curricular (Extra) vs. Non Extra-Currricular (Non)
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Overall Extra Overall Non Effort Extra Effort Non Talent Extra Talent Non Context Extra Context Non
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Extra-Curricular Activities 13
A++endix A: Surve' Filled #ut )' the %artici+ants 1e"#re The' C#&+lete the Sel"-
E""icac' Scale,
Student Survey
%lease ans*er all =uesti#ns
Circle #ne: &ale "e&ale
Khat grade are '#u inO PPPPPPPPP
H#* #ld are '#uO PPPPPPPPPP
?# '#u +la' an' tea& s+#rtsO Fes C#
I" 'es. *hat tea& s+#rts d# '#u +la'O PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
Kh# d# '#u +la' "#rO Sch##l PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
Other #rgani-ati#n PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
?# '#u g# t# dance ClassesO Fes C#
I" 'es. *here d# '#u g# "#r classesO PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
?# '#u +artici+ate in an' #ther activities #ut side #" sch##l 0&usic. church gr#u+s. art
classes4O PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
Khere d# '#u g# "#r these activitiesO PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
Khat is '#ur "av#rite thing t# d# a"ter sch##lO PPPPPPPPPPPPPPPPPPPPPPPPPPPP
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
Extra-Curricular Activities 1A
A++endix 1, The >#rgan-Hin5s Sel"-E""icac' Scale
Statement Really
Disaree
!ind of
Disaree
!ind of
"ree
Really
"ree

1, I *#r5 hard in sch##l 1 ( / 3

(, I c#uld get the )est grades in class i" I tried
en#ugh,
1 ( / 3

/, >#st #" &' class&ates li5e t# d# &ath )ecause it
is eas',
1 ( / 3

3, I *#uld get )etter grades i" &' teacher li5ed &e
)etter,
1 ( / 3

A, >#st #" &' class&ates *#r5 harder #n their
h#&e*#r5 than I d#,
1 ( / 3

8, I a& a g##d science student, 1 ( / 3

D, I *ill graduate "r#& high sch##l, 1 ( / 3

I, I g# t# a g##d sch##l, 1 ( / 3

2, I al*a's get g##d grades *hen I tr' hard, 1 ( / 3
Extra-Curricular Activities 18

19, S#&eti&es I thin5 an assign&ent is eas' *hen
the #ther 5ids in class thin5 it is hard,
1 ( / 3

11, I a& a g##d s#cial studies student, 1 ( / 3

1(, Adults *h# have g##d ;#)s +r#)a)l' *ere g##d
students *hen the' *ere 5ids,
1 ( / 3

1/, Khen I a& #ld en#ugh I *ill g# t# c#llege, 1 ( / 3

13, I a& #ne #" the )est students in &' class, 1 ( / 3

1A, C# #ne cares i" I d# *ell in sch##l, 1 ( / 3

18, >' teacher thin5s I a& s&art, 1 ( / 3

1D, It is i&+#rtant t# g# t# high sch##l, 1 ( / 3

1I, I a& a g##d &ath student, 1 ( / 3

12, >' class&ates usuall' get )etter grades than I
d#,
1 ( / 3

Extra-Curricular Activities 1D
(9, Khat I learn in sch##l is n#t i&+#rtant, 1 ( / 3

(1, I usuall' understand &' h#&e*#r5
assign&ents,
1 ( / 3

((, I usuall' d# n#t get g##d grades in &ath
)ecause it is t## hard,
1 ( / 3

(/, It d#es n#t &atter i" I d# *ell in sch##l, 1 ( / 3

(3, Lids *h# get )etter grades than I d# get &#re
hel+ "r#& the teacher than I d#,
1 ( / 3

(A, I a& a g##d reading student, 1 ( / 3

(8, It is n#t hard "#r &e t# get g##d grades in
sch##l,
1 ( / 3

(D, I a& s&art, 1 ( / 3

(I, I *ill =uit sch##l as s##n as I can, 1 ( / 3

(2, Teachers li5e 5ids even i" the' d# n#t al*a's
&a5e g##d grades,
1 ( / 3

Extra-Curricular Activities 1I
/9, Khen the teacher as5s a =uesti#n I usuall'
5n#* the ans*er even i" the #ther 5ids d#n$t,
1 ( / 3