Sie sind auf Seite 1von 13

Abstract

Research indicates that participation in extracurricular activities affects students


academic performance. More specifically, studies have been conducted assessing
the effects of specific extracurricular activities on academic performance. The
purpose of this study was to determine whether or not the activities in which college
students choose to participate have an effect on their academic performance. The
studys survey instrument which was randomly distributed to students enrolled in 1 st
year BSIT ofSTI College Dasmarias during the 2016-2017 school year. The data
revealed that, according to the students surveyed, playing sports, watching
television,playing a musical instrument and participating in community service
improves academic performance. Therefore, it was concluded that extracurricular
activities affect academic performance and that the effect depends on the specific
activities in which the student is involved.

Chapter 1 - Introduction
Music, student council, sports, clubs, art, and theatreall of these have an
influence on how children perform academically. The way children choose to spend
their free time can affect their school performance; it is not simply traditional inclass instruction that impacts academic achievement. A study by the U. S.
Department of Education revealed that students who participate in extracurricular
activities are three times more likely to have a grade point average of 3.0 or better
than students who do not participate in extracurricular activities. In addition to cocurricular or extracurricular activities, analysis revealed that regardless of students
background and prior achievement, various parenting, volunteering, and home
learning activities positively influenced student grades. Numerous studies have
examined the factors influencing students academic achievement, and many
activities were found to have a significant influence.
According to BUGS (Bringing Up Girls in Science), a program for young girls and
their parents at the University of North Texas, the home environment is among the
most important influences on academic performance. A correlation appears to exist
between the activities that students choose outside of the classroom and their
academic performance. One of the main controversies is the effect that television
viewing of students has on their academic achievement. The relationship between
cognitive development and television viewing has been the one most widely
studied. Investigators disagree about the effects of this relationship. The amount
and quality of television viewing and family involvement are not the only influences
of academic performance. The effects of music and sports are also controversial in
their relation to academic performance. School principals are interested in the
relationship between academic achievement and participation in interscholastic
sports at college level schools, implying that sports do have some sort of influence
on how students perform academically. All of these activities appear to have some
sort of effect on students academic performance; however, the issue of whether
they benefit or hinder is unknown. The research would be described as a descriptive
study because it observes behaviorsas they occur naturally, explores a

phenomenon, and tests hypothesis about behavior. Therefore, the purpose of this
study was to determine whether or not the activities that BSIT college students
choose have an effect on their academic performance.
Extracurricular activities are activities that students participate in that do not fall
into the realm of normal curriculum of schools. They are found in all levels of our
schools. There are many forms of extracurricular activities such as sports, clubs,
governance, student newspaper, music, art, and drama. Extracurricular activities
are totally voluntary so students that do not want to participate in them do not have
to. Lunnenburg states in his article that extracurricular activities serve the same
goals and functions as the required and elective courses in the curriculum.
However, they provide experiences that are not included in formal courses of study.
They allow students to apply the knowledge that they have learned in other classes
and acquire concepts of democratic life. Extracurricular activities have many
positive effects on education. The positive effects that extracurricular activities have
on students are behavior, better grades, school completion, positive aspects to
become successful adults, and a social aspect.
Extracurricular activities began in the United States in the 19th century. At first they
were just an additional part to the normal academic schedule for the year.
Extracurricular activities usually had some practical or vocational interest that was
included into the activities. The first extracurricular activities that were well known
in schools started at Harvard and Yale University. They were literacy clubs that
consisted of different debate clubs and Greek systems such as fraternities and
sororities.
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 or football
plays, 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. Education world states that Participation in school
activities, especially athletics, leads to higher self-esteem and enhanced status
among peers, which some argue is deterrent to antisocial behavior. The most
dangerous time for bad behavior is the time after school and before parents get
home, which is usually the time between three oclock and seven oclock. This is the
time when they are at the most risk at committing violent acts and victimization.
The ages that usually are involved in poor behavior during this time are between
twelve and twenty years old. Between the ages of nine and seventeen are when
kids learn to make their own decisions and control their behavior. This is a crucial
time for students to be in extracurricular activities because they are under
supervision, guidance, and they are in engaged and enriched learning experiences.
They are then better able to resist unsafe behaviors such as drug and alcohol use,
gang involvement, and criminal activities. Higher grades and positive attitudes
towards school is the second effect that extracurricular activities have on students.
Self-esteem can be a predictor of academic performance. Students that dont like

school wont do as well as the students that do like school because they are not
motivated to succeed. If students dont like school, it is usually because they do not
feel as though they are succeeding or that they can succeed. Participation in an
after school program that is designed to build self-esteem, had positive effects on
standards test scores in math and reading, while receiving extended time to
complete homework did not have the same positive effects on self-esteem or
achievements. Participation in extracurricular activities provides students an
opportunity to create a positive and voluntary connection to their school. In a study
done by the USDE, It was revealed that students who participate in extracurricular
activities are three times more likely to have a grade point average of a 3.0 or
higher. This is higher than students who did not participate in extracurricular
activities. This is regardless of their previous background or achievement. Students
that participate in extracurricular activities also showed positive changes in
students self-confidence, teacher perception, and greater confidence, and then
developed positive school related adult attachments. Extracurricular activities
increases a students connection to school, raises their self-esteem, and positive
social natures.
Statement of the problem
This study deals with the effects of joining extracurricular activities at school
if they do have some effects on the BSIT students of STI College Dasmarias school
year of 2016-2017. To be specific this research or study is looking for answers on
this following problems:
1) What percentage of students are involve or active member of an
extracurricular activity or group?
2) What are the reasons of this college students to join this extracurricular
activity or group?
3) What are the positive and negative effects of joining extracurricular activity?
4) how will an extracurricular activity affect the students academic
achievement?
Framework of the study

Effects or conclusion on
their academic
performance

Academic clubs, Sport,


Performing clubs, Art,
Literature, Etc.

Joining Extracurricular
Activity

The paradigm above show that joining extracurricular activity has an effect
on the academic performance of a college student academic achievement at STI
College Dasmarias school year 2016-2017.
This study shows the effect of joining extracurricular activity in academic
performance of a student. The school organizations were divided into three division
academic clubs, sports club, and lastly performing arts club. The researchers would
distribute a profiling questionnaire to know which club the student belongs.
Academic performance is the one measured in this study, making it the
dependent variable. The researchers would measure this by getting the students
grade from the registrars office (confidential).the researchers would only focus on
prelim and midterm grades of randomly selected BSIT student of STI College
Dasmarias year 2016-2017. The researchers will verify how many students join in
extracurricular activities, will determine the reason of a student joining a club or an
extracurricular activity, compare the grades and lastly the researchers will
determine the positive and negative effects of joining a club or a extracurricular
activity.
Theoretical framework
The researchers determine first the percentage, reason, and feedbacks of
students that is currently active or a member/ non-member of a club or
aextracurricular activity by giving a questionnaire.
Here is the questionnaire sample.
1) Are you currently interested, or active in an extracurricular activity or club?
[YES]or[NO]

2) If yes, what is your reason for joining this clubs or extracurricular activity?

3) What specific positive and negative effect this extracurricular activity does to
your current academic achievements?
Positive:
Negative:
4) Can extracurricular activities affect your academic achievements? How?

For the respondents


This study seeks to help and encourage respondents to be aware that the
positive (e.g. will improve social, self-esteem, self-confidence in every aspect of
their daily life) and negative (e.g. clubs or extracurricular activity will demand extra
time, responsibility therefore they might not able to focus on their academic
subjects) effects of joining a club or extracurricular activity.
For the parents of the respondents
The study will help them know that they should encourage and give their
support to the children in benefit that they might be able to develop their hidden
talents, skills, and even improve their daily lifestyle by joining extracurricular
activity or a club. Or on the other hand the parent can be knowledgeable when to
stop their children on their current club or extracurricular activity if its making it
hard for their child to manage their time for this and their focus on their studies.

For the administrators


This study would help them to think of new ways and give a much better way
for the students to learn and provide better programs for enhancing students skills
and other abilities. This will also help them realize if the club or the current
extracurricular activity is effective or not.
For the future researchers
This research can serve as their reference for their future research paper or
thesis. The researchers will be knowledgeable about the past extracurricular activity
effects and able to conduct their own research by using this reference as their
guide.
Hypothesis of the study
It is hypothesized in this research that:
1. Almost 90% of freshmen students of STI college Dasmariasis already a
member or interested in a extracurricular activity.

2. Most of the reason for them to join is to enhance their skills, learn something
new, meet new friends with same interest, some are for their past time and
even their way to be close to the person that they are interested.

3. Effects:
a. Positive student were able to use their new learning on their
everyday living, enhanced their talents, find their hidden talents, and

able to build more trust on their self as a good leader and a good
follower for a much better teamwork and sportmanship.
b. Negative some students joined lot of clubs they were not able to
cooperate all of those clubs and have no time on their studies and
sometimes prioritize and give more focus on their extracurricular
activity than their academic subject.
4. It affect academic achievement because students use things that they have
learned on their competitions, exams, and even their daily living. They were
also able to share this knowledge on their other colleagues and have them
join the said extracurricular activity.
Scope and limitation
This study is conducted only at STI college dasmarias 1 st year BSIT students
year of 2016-2017.The respondents of the study are the 4 sections of freshmen
students regardless of sex, age, and performance in academic subjects. The school
organization or club included in this study are academic club (English club, math
wizards, programming club), sports (basketball, volleyball, badminton, table tennis,
indoor games), and performing club (choir, hatawsayaw,). The researchers will only
get the prelim and midterm grades of the selected BSIT section. The researchers will
make sure that students grades from registrars office will be a confidential file and
should be returned and only be used on comparing members and non-members of a
extracurricular activity.The researchers will only deal with the effects of joining
school clubs and extracurricular activities.
Definition of Terms
Extra Curricular Activities
Sports
Academic Club
Prelim
Midterm
Performing Arts
Academic Performance
Teamwork
Sportmanship
Co-curricular Activities

Chapter 2 - Introduction

Related Literature
The History of Extracurricular Activities
The development of extracurricular activities was slow in the beginning, with many
seeing it simply as a fad that would pass and quickly fade out of style (Millard, 1930,
p. xi). One of the early philosophies behind extracurricular activities was that they
should, wherever at all possible, grow out of curricular activities and return to
curricular activities to enrich them (Millard, 1930, p. 12). Eventually people,
including educators, began to see the benefits of extracurricular activities, but it
took a while to inure themselves to them. In fact, before 1900, educators were
skeptical of participation in extracurricular activities, believing that school should
focus solely on narrowly defined academic outcomes. Non-academic activities were
viewed as being primarily recreational and therefore were detrimental to academic
achievement, and consequently were discouraged (Marsh & Kleitman, 2002, para.
5). Deam and Bear, early experts on extracurricular activities, said, Extracurricular
activities supplement and extend those contacts and experiences found in the more
formal part of the program of the school day (Millard, 1930, p. 16). It was not until
recently that educational practitioners and researchers have taken a more positive
perspective, arguing that extracurricular activities may have positive effects on life
skills and may also benefit academic accomplishments (Marsh & Kleitman, 2002,
para. 5). It is obvious that extracurricular activities have an impact on academic
performance and education ever since their inception. The question is, how are
extracurricular activities affecting academic performance today?
Extracurricular Activities and Academic Performance
Numerous studies have been conducted concerning the relationship between
extracurricular activities and academic performance. Total extracurricular activity
participation (TEAP), or participation in extracurricular activities in general, is
associated with an improved grade point average, higher educational aspirations,
increased college attendance, and reduced absenteeism (Broh, 2002, para. 8).
Guest and Schneider (2003), in looking at the previous research on this subject said,
Researchers have found positive associations between extracurricular participation
and academic achievement (para. 2). Although researchers agree that
extracurricular activities do, in fact, influence academic performance, the specific
effect that various activities produce is debated. One study, conducted by the
National Educational Longitudinal Study, found that participation in some activities
improves achievement, while participation in others diminishes achievement (Broh,
2002, para. 1).
Many extracurricular activities have proven to be beneficial in building and
strengthening academic achievement, even if the activities are not obviously
related to academic subjects (Marsh & Kleitman, 2002, para. 9). A number of
studies revealed that students participating in extracurricular activities did better
academically than students who did not participate (Marsh & Kleitman, 2002, para.
7). Researchers have particularly studied the relationship between extracurricular
activities and academic performance in adolescents. One study found that
adolescents who participated in extracurricular activities reported higher grades,

more positive attitudes toward school, and higher academic aspirations (Darling,
Caldwell, & Smith, 2005, para. 1). Darling, Caldwell, and Smith (2005) conducted a
longitudinal study concerning extracurricular activities and their effect on various
aspects of development, including academic performance. A survey containing a list
of twenty different extracurricular activities was distributed to students; they were
asked to check which extracurricular activities they participated in that year.
Demographic questions, such as their favorite activity, gender, and ethnicity were
asked in order to take the social factors and influences into account when
calculating the results. The students were also asked what their academic goals
were and their grade point average. The results showed that the students who
participated in school-based extracurricular activities had higher grades, higher
academic aspirations, and better academic attitudes than those who were not
involved in extracurricular activities at all (Para. 23-35).
Social Influences of Extracurricular Activities and Academic Performance
Numerous studies indicate that extracurricular activities do, in fact, promote
academic performance in students. However, are the extracurricular activities
themselves, regardless of outside or social influences, responsible for this impact on
academic performance? Guest and Schneider (2003) conducted research on what
influence various social factors had on the relationship between extracurricular
activities and academic performance. They found that most of the studies
previously conducted on the relationship between these two factors had not taken
into account the meaning that participation in extracurricular activities [held] for
individual participants within distinct social contexts (Para. 3). They believed that
every school and community assigned certain values to the various activities,
putting more importance on some over others. The value that is placed on each
activity affects the relationship between that specific activity and academic
performance (Guest & Schneider, 2003, para. 4).
Guest and Schneider (2003) concluded that there are three factors which influence
this relationship. These factors are the what, the where, and the when (Para.
7). The what suggests that the type of participation or activity undertaken
influences developmental outcomes (Guest & Schneider, 2003, para. 8). The
where suggests that the school and community context in which extracurricular
activity takes place matters (Guest & Schneider, 2003, para. 9). Finally, the when
suggests that the developmental and historical context in which extracurricular
participation takes place influences both how it is valued and its effects on
subsequent development (Guest & Schneider, 2003, para. 10). All three of these
factors work together to influence the relationship between participation in
extracurricular activities and academic performance, because each one places a
different value both on activities and academics.
Formal Versus Informal Extracurricular Activities
Some researchers have divided extracurricular activities into informal and formal
activities. The formal activities include activities which are relatively structured,
such as participating in athletics or learning to play a musical instrument. Informal
activities, on the other hand, also known as leisure activities, include less structured

activities, such as watching television. Some literature on leisure studies has


suggested that formal and informal activity settings have different influences on
motivation and feelings of competence, two factors which influence academic
performance (Guest & Schneider, 2003, para. 8). One study found that more time
in leisure activities was related to poorer academic grades, poorer work habits, and
poorer emotional adjustments, while more time in structured groups and less time
watching TV were associated with higher test scores and school grades (Marsh &
Kleitman, 2002, para. 15).
Guest and Schneider (2003), in their study, found that the type of participation or
activity undertaken influences developmental outcomes (Para. 8). This involves the
what factor and is the concern of this research project. There have been many
studies conducted on the influence that extracurricular activities have on academic
performance. Their effects have differed substantially for different activities. There
were a total of seventy-six statistically significant effects, fifty-eight positive and
eighteen negative (Marsh & Kleitman, 2002, para. 11).
The Relationship Between Athletics and Academic Performance
The impact that athletics has on academic performance has been debated over the
yearssome say the impact is positive, while others say it is negative. Early
analysis of the effect of participation in sports on academic achievement produced
inconsistent evidence (Broh, 2002, para. 3). Even today, there is inconsistent
evidence, but most research tends to lean toward the idea that participation in
athletics does, in fact, improve academic performance. The result of one particular
study indicated that with the exception of a few subgroups and outcomes,
participation in sports is generally unrelated to educational achievement.
Additional information from this study has found that playing sports in high school
has no significant effect on grades or standardized test scores in the general
student population (Broh, 2002, para. 5). Although this particular study produced a
negative relationship between sports and academic performance, many
demonstrate a positive relationship. Broh (2002) believes that participation in
interscholastic sports promotes students development and social ties among
students, parents, and schools, and these benefits explain the positive effect of
participation on achievement (Para. 1). Longitudinal studies on school sports have
suggested that such participation raises students grades and test scores (Broh,
2002, para. 2). Stephens and Schaben performed a study looking at the number of
sports each student played and its affect on academic performance. They noticed
that students who participate in at least one sport each year outperformed those
who participated in one or less, in class rank, overall GPA, and math GPA (Stephens
& Schaben, 2002, para. 6). They also noticed that the students who participated in
more sports for many seasons had a higher level of scholarship than the [students]
who had competed in only a few seasons or for only one year (Stephens &
Schaben, 2002, para. 7). Some research indicates that physical activity not only
improves academic performance, but has an actual physical benefit for the mind.
Shepard (1996) said, Regular physical activity might influence cognitive
development by increasing cerebral blood flow, altering arousal and associate

neruohormonal balance, changing nutritional status, or promoting the growth of


interneuronal connections (Para. 12).
Compared to other extracurricular activities, however, athletics does not appear to
produce as strong a positive correlation. Darling et al. (2005) found that students
who did not participate in any extracurricular activities showed the poorest
adjustment as far as grades, attitude toward school, and academic aspirations,
while non-sport extracurricular activities showed the most positive adjustment, with
sports related extracurricular activities in the middle (Para. 40). Guest and
Schneider (2003) reported similar results, saying, In all schools, participation in
non-sports extracurricular activities has a stronger association with being seen as a
good student than does participation in sports (Para. 36).
The question that some researchers struggled with, however, is whether or not their
research explains a cause-effect relationship. Studies report that it is not necessarily
the participation in sports which is responsible for producing better grades, but it
could be that good students are participating in sports. More recent studies have
indicated that there is a large selection bias of higher-achieving, good students
into participation in extracurricular activities, including sports (Broh, 2002, para. 3).
Guest and Schneider (2003) found that in higher-class communities, where a
relatively large proportion of students go to college, non-sports extracurricular
activities are likely to be seen as providing a foundation for further education and
professional success (Para. 13).
The Relationship Between Participation in Music and Academic
Performance
Studies reflect a strong positive relationship between participation in music and
academic performance. Ponter (1999) suggested that music should be considered
as fundamental to the curriculum as mathematics and reading (Para. 1). Eady
(2004) holds a similar view, believing that music can influence learning in core
subjects as well as contribute to the attainment of core goals in learning (Para. 1).
This gives the impression that music plays an important role in academic
performance. One study, which evaluated the effects that musical performance has
on childrens academic performance and thinking abilities, showed that
instrumental music training uniquely enhances the higher brain functions required
for mathematics, science, and engineering (Ponter, 1999, para. 23). Milley
conducted a case study on students involved in band and orchestra. He found that
concert band and orchestra members scored significantly higher than non-music
students on SRA (Science Research Associates) language, math, and composite
score; that their GPAs were significantly higher than non-music students; and that
they had significantly fewer days absent. This case study concluded that music
students reach higher academic achievement levels in academic studies than nonmusic students (Kelstrom, 1998, para. 26).
Music continues to impact academic performance throughout a students
educational career. Studies have been conducted on this relationship in students as
young as preschool through college-aged students. In all age groups studied, music
was proven to have a good impact on academic performance. The College Entrance

Examination Board reported that high school students who had had some
experience with music performance or music appreciation scored higher on the
Scholastic Aptitude Test (SAT). The students who had a background in music scored
between 51 to 61 points higher on the verbal section and 39 to 46 points higher on
the math section than the students with no music background (Ponter, 1999, para.
25). The College Board, who is responsible for administering the Scholastic Aptitude
Test conducted studies, which indicated that music/art students consistently scored
significantly higher on both the math and verbal sections of the SAT (Kelstrom,
1998, para. 1).
Confirming the belief that the relationship between music and academic
performance is positive, researchers have found that music instruction actually
enhances student achievement in areas outside music (Kelstrom, 1998, para. 12).
It is believed that music develops critical thinking skills and improves skills in
reading, writing, and math. Music develops and improves spatial intelligence, which
transfers to high-level math and science. It develops perceptual skills necessary in
many academic areas (Kelstrom, 1998, para. 31-32). According to this study, music
has a strong influence, because it produces and develops skills needed for many
academic processes.
The Relationship Between Television Viewing and Academic Performance
Television is usually not considered an extracurricular activity, per se, but for the
sake of this study, it is classified as one. Other studies consider it more of a leisure
activity than an extracurricular activity. Most studies favor more structured
extracurricular activities than watching television for enhanced academic
performance. Marsh & Kleitman (2002) reported that more time in extracurricular
activities and structured groups and less time watching TV [are] associated with
higher test scores and school grades (Para. 15).
Most of the literature reviewed reported a negative relationship between television
viewing and academic performance. Bar-on (1999) reported that over 4,000 studies
have been published on measuring the effect of television on children. The results
suggest a correlation between high rates of television viewing and aggressive and
violent behavior, [and] lower academic performance (Para. 2). An article
in Education found that some studies have found no significant relationship
between television viewing and academic performance, and a few studies have
found a large and significant relationship, although most have discovered a small,
yet significant relationship (Thompson & Austin, 2003, p. 195).
Shin, in researching television and its effects on academic performance, developed
three hypotheses, or reasons, for its negative impact. The first, the timedisplacement hypothesis, suggests that watching television displaces or takes
time away from intellectually demanding activities such as doing homework and
studying, which has a negative effect on grades and academic performance (Shin,
2004, para. 4). Why this theory does not apply to the other extracurricular activities
that seem to improve academic performance, despite the fact that they take time
away from schoolwork and studying is addressed by Shins second hypothesis. It is
called the mental-effort hypothesis, and suggests that watching television leads

to mental laziness. Shin found some evidence that implies that watching television
requires less mental effort than reading, meaning the brain and intellect are not
being triggered and exercised while watching television as it is during other
activities (Shin, 2004, para. 5). Shin concluded that spending time watching
television inhibits the viewers intellectual processing or leads to specific behaviors
that may hinder childrens academic achievement (Shin, 2004, para. 2). The final
hypothesis is called the attention hypothesis or the arousal hypothesis. This
hypothesis proposes that television viewing encourages impulsive behaviors and
may eventually decrease academic achievement, because television uses frequent
movements and cuts that may discourage sustained activities. Childrens television
programs are fast-moving and the scenes are constantly changing, fostering short
attention spans. This hypothesis also suggest that watching television leads to
superficial intellectual processing, resulting in a difficulty for children to sustain
attention in the classroom (Shin, 2004, para. 6). Although television viewing does
require the viewer to absorb information, it usually does not require much brainprocessingtypically, no imagination or reasoning skills are developed or utilized,
as they are in reading. In summary, Shin concluded that television viewing [is]
assumed to hinder academic achievement through: decreasing the amount of
homework and studying, decreasing the amount of leisure reading, and increasing
impulsive behaviors (Shin, 2004, para. 8).
Varying amounts of television viewing have different effects on academic
performance. Researchers have stated that a negative relationship does not begin
to manifest itself until a child exceeds a 10 or more hour per week threshold, with
the strongest negative relationship observed for 30 or more hours of viewing
(Thompson & Austin, 2003, p. 195). One study actually showed that television
viewing has a positive impact up to a certain amount, and a negative impact after
a point of saturation (Thompson & Austin, 2003, p. 195).
Although the amount of time a student watches television each week has an
impact, so does the quality and type of programming he or she is reviewing. If
students watch highly informational programs, such as news programs and
documentaries, they have a greater opportunity to increase in knowledge and learn.
Alternatively, if they watch mostly low informational programs, such as fast-action
shows, cartoons, or music videos, an opportunity for a detrimental academic
impact is increased (Thompson & Austin, 2003, p. 197).
Most research found a negative relationship between television viewing and
academic performance; however, there are some instances where television may
actually have a positive effect. These instances are few and far between; the most
common theory is that there is a negative relationship between the two.
The Relationship Between Volunteer Work and Academic Performance
A dearth of literature on the relationship between volunteering and academic
achievement exists; nevertheless, it is becoming more popular in academic settings
as a way of improving academics, as well as society. Many schools now require their
students to complete a mandatory number of hours of volunteer work per year or
semester. Schools have implemented service learning, which incorporates

community service and volunteer work into the curriculum, because it has been
proven to have a positive effect on academic performance (Hinck & Brandell, 1999).
Service learning can and does have a positive impact on the psychological, social,
and intellectual development of adolescents who participate (Hinck & Brandell,
1999, para. 11). Usually the services performed are related, in some way, to some
academic subject, but most forms of volunteer work and community service can be
tied to academics in one way or another. As a result, more and more studies are
finding that increased academic growth is the result when service is combined with
intellectual content (Hinck & Brandell, 1999, para. 17). One study, conducted on
over 2,000 students enrolled in kindergarten through twelfth grade, found that
student performance improved as a result of service learning (Hinck & Brandell,
1999, para. 17). The Texas Council of Chief State School Officers reported that
involvement in service learning affects students higher level thinking skills,
motivation to learn, application of learning, insight, and basic academic skills
(Hinck & Brandell, 1999, para. 18). One study performed to determine the
relationship between academic performance and community partnerships found
that regardless of students background and prior achievement, volunteering
activities positively influenced student grades, course credits completed,
attendance, behavior, and school preparedness (Simon, 2001, para. 1). All of the
literature concerning the relationship between academic performance and
volunteering presented a positive relationship.

Das könnte Ihnen auch gefallen