Students who participate in Extra-curriculum activities generally benefit from the many opportunities

afforded them. Benefits of participating in Extra-curriculum activities included having better grades,
having higher standardized test scores and higher educational attainment, attending school more
regularly, and having higher a higher self-concept. Participants in out-of-school activities often learned
skills such as teamwork and leadership while decreasing the likelihood of alcohol use and illicit drug use
and related problem behaviors. Those who participate in out-of-school activities often have higher grade
point averages, a decrease in absenteeism, and an increased connectedness to the school.

Students who are over-scheduled in too many activities find that the benefits of participating in out-of-
school activities may actually decrease. Overscheduled children may be tired, irritable and show little
interest in participation. Over scheduling too many physical activities may result in some students
pushing themselves too far with the potential of having a serious sports-related injury as students may
need time for relaxation and recovery from intense athletic training.

Extra-curriculum activities often cost money to participate in some type of arranged "pay-to-play" fee.
Whether it is paying the school activity fee or paying for private lessons or trying to further develop skills
at summer camps, some families just are not economically able to be involved with out-of-school
activities. Caring adults should consider working with the community to help reduce financial barriers to
participation in healthy Extra-curriculum options for students to develop team building, skill
development and opportunities for leadership. When balanced with academic learning, Extra-curriculum
activities may help students raise self-esteem, develop school spirit and connect with the adults in the
community in a positive manner creating a good situation for all.

The present study reveals the fact that involvement in the Extra-curriculum activities produces its effect
on academic performance of the students. Most of the studies have been carried out and they have
revealed the fact that particular Extra-curriculum activities certainly effects on the academic
achievements of the students. The purpose of this research is to establish that Extra-curriculum
activities in which university students participate have a positive effect on their academic achievements.
The study was conducted by using the questionnaire filling technique which was distributed among 500
students of the university. The study gave the fact that according to the students involved in any kind of
sports, participating in dramatic and other literary activities positively affects their academic
performance, while watching the television

Has also some positive impact on academic performance. So, it can be deduced from the study that
Extra-curriculum activities affect academic achievements of the students and this impact also depends
upon those activities in which the students are keenly involved

Introduction
The involvement of the parents and Extra-curriculum activities are the factors which have an important
influence on students that how well they perform in their academics. There are different ways which
can be chosen by the students to spend their free time and this will affect their studies positively or
negatively depending upon the activity they choose. A research conducted by the education department
of the United States of America discovered that the students who actively contribute in the Extra-
curriculum activities are more likely to have a Grade Point Average (GPA) of 3.0 or more as compared to
those who are not involved in Extra-curriculum activities (Stephens & Schaben, 2002).

Another study also revealed that regardless of the fact that students who belong to different areas, their
achievements in past, the home participation, the 0involvement in positive activities etc., positively
improve their GPA in the examination (Simon, 2001). Various studies and research have explored
different factors which can influence students’ academic performance, and many factors were found to
have significant effect on their performance.

Research Questions

There are four research questions this study will attempt to answer. They are:

1. What are the main impact for participating in extra-curricular activities?

2. What effects do specific activities have on academic performance?

According to Bringing up Girls in Science (BUGS), which is for young girls and their parents at the
University of North Texas: “the upbringing and the environment of the home are the most important
factors which influence the academic achievements of the students.” 1) An association seems to exist
between the activities chosen by students and their academic achievements. One of the main
controversies that exist nowadays is the effect of television watching on the academic achievements of
the students. The amount of television viewing and parental involvement are not the only factors which
can affect the achievements of the students but also the effects of community activities and sports have
association with the performance of the students.

The administration of different schools are interested to find out whether there is association between
student academic performance and the involvement in the Extra-curriculum activities which shows that
to some extent there does exist relationship between student performance and the involvement in
Extra-curriculum activities (Stephens & Schaben, 2002). These activities have influence on students’
academic performance but on the other hand there also exists the debate that whether these activities
effect positively or negatively. The growth of Extra-curriculum activities was not so very fast in the
beginning (Millard, 1930). Then gradually the educationist started realizing that these activities do have
some influence on the behavior as well as on the performance of the students. In the beginning, the
Extra-curriculum activities were observed as recreational and were discouraged (Marsh & Kleitman,
2002). As indicated by Gardner et al. (2008), hypothesis and research on constructive youth
advancement underscores the progress of human improvement, and propose that developing
constructive, steady associations with individuals and social foundations empowers solid improvement.
Thinking about this point of view, composed exercises, for example, additional curricular exercises, can
energize sound advancement due to the help and openings that are available contrasted with more
negative after school alternatives for teenagers.
Understudies who take an interest in organized exercises are bound to regard decent variety, play

By the principles, and contribute as an individual from a group whether it is sports, exploring or clubs

So what precisely are the formative advantages and outcomes of being related with Extra-educational
modules cooperation? This theme keeps on being of intrigue, incompletely in light of large amounts of
estrangement and fatigue announced by understudies in school, formative increments in
underachievement and school withdrawal, and proof of increments in the measure of time youthfulness
spend unsupervised by grown-ups (Fredricks and Eccles, 2006). Specialists keep on investigating the
positive and negative effects.

Fredricks and Eccles (2006) found that movement investment can be connected to positive scholastic
results, including improved evaluations, test scores, more school commitment, and expanded instructive
yearnings. While then again, Eccles and Barber (1999) have noted conceivable negative outcomes of
certain sorts of Extra-educational modules exercises. On the off chance that a mentor is corrupting to
the group, or if individuals from the club avoid others, or simply over-association with each extra
moment planned for numerous exercises, understudies may discover there are negative ramifications
for interest. In any case, it is imperative to know why understudies ought to get engaged with positive
exercises and how to maintain a strategic distance from the negative effect of over-support. Alongside
understanding the advantages of being engaged with additional curricular exercises, understudies and
guardians may wish to think about how to adjust scholastics and exercises to positively affect young
people. Likewise, is interest in Extra-educational modules exercises an indicator of what will be
cultivated after secondary school?

As per Gardner, Roth and Brooks-Gunn (2008), cooperation in sorted out exercises amid secondary
school is emphatically connected with instructive, city, and somewhat, word related achievement in
youthful adulthood. Morrissey (2005) expressed that there is an

built up Lillie between young people's Extra-educational modules exercises and instructive
accomplishment as grown-ups in word related decision and salary. Morrissey likewise noticed a
decrease in wrongdoing and less commitment in unsafe practices. These components clarify why
understudies should offset their lives with scholastics and exercises as partaking in these balanced
exercises may affect their achievement later on.

Out-of-school (OTS) time can be basic for the improvement of capabilities that will convey into
adulthood (Little 2005). However, in the event that understudies don't take an interest, they may not
receive the rewards that Extra-educational modules exercises or out-of-school programs offer. The
examination by Gardner, Roth, and Brooks-Gunn (2008) likewise shown that it is critical to take a gander
at the force and dimension of contribution the understudy has with the action. Dimension of support
may have any kind of effect in how much an understudy is influenced by being included.

Survey of Related Literature

The History of Extra-educational programs Activities

The advancement of Extra-educational modules exercises was moderate in the first place, with many
seeing it basically as a prevailing fashion that would pass and rapidly grow dim of style (Millard, 1930, p.
xi). One of the early methods of insight behind Extra-educational modules exercises was that they
should, wherever at all conceivable, "develop out of curricular exercises and come back to curricular
exercises to enhance them" (Millard, 1930, p. 12). In the long run individuals, including instructors,
started to see the advantages of Extra-educational modules exercises, however it required a significant
stretch of time to injure themselves to them. Actually, before 1900, teachers were doubtful of interest
in Extra-educational modules exercises, trusting that "school should concentrate exclusively on barely
characterized scholastic results. Non-scholastic exercises were seen as being basically recreational and
along these lines were impeding to scholarly accomplishment, and subsequently were disheartened"
(Marsh and Kleitman, 2002, para. 5). Deam and Bear, early specialists on Extra-educational programs
exercises, stated, "Additional educational programs exercises supplement and expand those contacts
and encounters found in the more formal piece of the program of the school day" (Millard, 1930, p. 16).
It was not up to this point "instructive specialists and scientists have taken an increasingly positive
viewpoint, contending that Extra-educational modules exercises may effect sly affect fundamental
abilities and may likewise profit scholastic achievements" (Marsh and Kleitman, 2002, para. 5). Clearly
Extra-educational programs exercises affect scholastic execution and training as far back as their
initiation. The inquiry is, the means by which are Extra-educational programs exercises influencing
scholarly execution today.

This section will give discourse and instances of a portion of the beneficial outcomes in youth
improvement dependent on taking part in Extra-educational modules exercises. Likewise, this section
will likewise feature a portion of the negative impacts that may likewise happen in immature
advancement because of damage, restricted chance or over-booked interest. Besides, this section will
incorporate what schools can do to urge understudies to partake in Extra-educational modules exercises
with expectations of lessening non-attendance, harassing, and high dropout rates. In conclusion, this
part will depict how Extra-educational modules exercises can impact individual, social and scholastic
advancement in a positive way.

Advantages of Participation
When taking a gander at the assortment of out-of-school choices understudies may pick, it is critical to
think about how associating with an action may profit them. It has been proposed by Eccles (2003) that
support in intentional, school-based, Extra-educational modules exercises increment school interest and
accomplishment (referred to in Mahoney ET air. in press). This happens in light of the fact that it
encourages: a) the procurement of relational abilities and positive social standards, b) participation in
genius social friend gatherings, and c) more grounded enthusiastic and social associations with one's
school. It at that point makes sense that investment may add to an expansion of wellbeing in emotional
wellness, improved understudies' commitment in school and accomplishment, reinforce their long haul
instructive results and find that support may diminish issue practices.

One examination specifically talked about how being engaged with physical Extra-educational modules
exercises that may really improve self-discernments. Understand that support in Extra-educational
programs physical exercises may impact the psychological prosperity of youngsters by diminishing
pressure, staying in shape and feeling generally better about their appearances (Daley and Leahy, 2003).
The individuals who were engaged with these exercises detailed fundamentally higher self-discernments
contrasted with the individuals who did not take part. Daley and Leahy (2003) completed an
examination including 126 haphazardly chosen kids who were 8 or 9 years of age, who partook in
physical Extra-educational programs exercises. These members were associated with some type of
physical Extra-educational modules movement sorted out by the school at any rate once every week
either amid noon or after school hours. The second gathering comprised of 63 extra kids who did not
take an interest in physical exercises. The individuals who had normal physical action seen themselves in
a positive way. What the scientists found was a positive relationship between investment in different
types of physical movement and positive self-observation (Daley &Leahy, 2003).

It may likewise be proposed that interest can give young people certainty about their physical and
maybe social selves. Another significant piece of a pre-adult's personality is social capability, and many
report that socialization and companionships are significant in their lives. At the point when youths are
in Extra-educational programs exercises, they frequently have more prominent chance to cooperate
with others, create kinships, and to create social certainty. Likewise, cooperation may be deciphered as
an indication of development and as a self-avowing conduct. The exploration demonstrated that the
individuals who took an interest appeared to have a created feeling of duty and commitment. All in all, it
was demonstrated that those

Who partook in Extra-educational programs physical exercises had a higher self-discernment than the
individuals who were not members (Daley and Leahy, 2003).

Another article examined the advantages of youth cooperation in Extra-educational modules exercises
and the effect on scholarly achievement. As indicated by Brown (nod), understudy members in Extra-
educational modules exercises would be advised to grades, had higher government sanctioned test
scores, higher instructive accomplishment, went to class all the more normally, and had higher self-
ideas. Likewise, youngsters who take part additionally have been observed to be less inclined to utilize
substances, for example, medications and liquor, less inclined to drop out of school, act up at school,
and submit reprobate acts (Brown, nod).

Youth who take an interest in exercises can learn significant aptitudes, for example, collaboration or
administration abilities, and these aptitudes may help them in different pieces of their lives. While
encouraging their training, the individuals who took an interest in exercises are bound to make
companions effectively, change in accordance with another condition, and show administration
dependent on related knowledge in Extra-educational modules exercises. By being included,
understudies decline the probability that they will be included with issue practices. For instance, inquire
Social Skills and Social Networks

Support in organized Extra-educational programs exercises advances scholarly accomplishment as well

as close to home/social improvement. For instance, Logan and Scarborough (2008) recounted to the tale
about an understudy affected through interest in exercises.

Understudies have one of a kind chances to build up their social aptitudes and their social

Personalities. As indicated by Olson (2008), support in a school's music program decreased

Understudies' sentiments of estrangement, advanced individual development, and give a typical bond

Among home and school. It can give young people an informal organization and a help

Framework that is related with their school (referred to in Darling, Caldwell, and Smith ET air. in

Feldman and Matjasko, 2005).

Another case of an accommodating Extra-educational modules action is cooperation in sports.

Understudy competitors interface with friends, work for the best enthusiasm of the group, and figure
out how to adhere to directions of the group head. This kind of collaboration may add to the understudy
competitor's advancement of self-character (referred to in Darling, Caldwell, and Smith at ea. Marsh and
Kleitman, 2005). An understudy's ID and contribution with school sports makes an informal organization
for these understudy competitors that accentuates the estimation of the school, scholastics, and
proceeding with their instruction after secondary school (Smith, 2008).

Support in games may likewise give understudies novel improvement openings that emphatically sway
the understudy's social self-idea. This may prompt a higher scholarly desires and thusly better scholastic
results for understudy competitors (Smith, 2008). Youthful understudies who don't have chances to
relate to a specific gathering or who are associated with reprobate social gatherings are bound to
endure negative repercussions including: dropout, suicide, substance misuse, or control issues (Smith,
2008).

Scholastic Achievement

There has dependably been discussion whether cooperation in Extra-educational modules exercises has
a positive relationship with scholastic achievement. As indicated by Reeves (2008), understudies who
partook in three or four Extra-educational modules exercises amid the scholastic year had significantly
preferable evaluations over the individuals who took an interest in no Extra-educational programs
exercises by any stretch of the imagination. Sweetheart, Caldwell, and Smith (2005) recommended that
investment in sports is identified with the accompanying positive scholastic related results including
higher evaluation point normal, less disciplinary referrals, lower non-attendant rates, decline in dropout
rates, more grounded responsibility to the school, preferring school better, being in the scholarly tract in
coursework, taking all the more requesting coursework, bound to go to school full time and graduate,
holding higher goals for going to school, applying to additional

Colleges and universities, and would be wise to word related status 1S-years after secondary school.

These constructive outcomes are from partaking in sports as well as from joining different exercises too.
Olson (2008) found that understudies took on expressive arts exercises had essentially lower non-
attendant rates than those understudies who did not take part by any means. Likewise, it was resolved
that dropouts were engaged with less Extra-educational modules exercises than were the individuals
who remained in school (referred to in Olson at el., Bowman and Matthews, 2008). Association in Extra-
educational programs exercises is reliably and emphatically corresponded with great school
participation, and great participation is regularly connected with a higher evaluation point normal
(Olson, 2008).

Good examples
Another positive effect of cooperation in Extra-educational modules exercises is the likelihood of an
understudy procuring some sort of strong relationship, tutor or good example with a grown-up. At the
point when youngsters relate to an accommodating mentor or capable chief, the kids become
acquainted with them better by being included. Understudies have the chance to have certified
collaboration, useful criticism and backing from a grown-up good example while creating positive
connections outside of their close families. This sort of cooperation may create common trust, regard
and duty seeing someone (referred to in Smith at el., Feldman and Matjasko, 2005). Most understudies
profit by supporting and minding associations with instructors and different grown-ups. The nearness of
other grown-up connections" is perceived as a formative resource connected to encouraging scholarly
and life achievement (Logan and Scarborough 2008).

Potential Negative Impact of Participation

While thinking about how Extra-educational programs exercises sway understudies, notice ought to be
had with respect to potential negative effect of cooperation in out-of-school exercises. Reeves (2008)
discovered that guardians and instructors may fear understudies may lose their emphasis on scholastics
when they become excessively occupied without-of-school exercises. Going to such a large number of
practices, practices, and gatherings may cut into homework time. At the point when understudies get
overscheduled, they may spread themselves excessively slim, which may prompt investing less energy
considering and getting ready for class. Another drawback to investment may happen when the
guardians drive their youngsters to be engaged with about each movement accessible. Utilizing
exercises to give childcare isn't suggested, yet a few guardians plan their kid in piano exercises, soccer,
youth gathering, scouts and move class so there is an action every night of the week. This may affect the
tyke's scholastic achievement, yet may even impact the devotion appeared every action as the kid may
not be there by decision.

Thompson (2008) further talked about this idea while expressing "The dimension of duty is considerably
more significant than the particular movement" (pal 0). Not exclusively can over-planning sway
scholastics and dimension of duty, it can likewise affect the understudy candidly and physically which
could prompt pressure, exhaustion and bum-out. Guardians can be a piece of the issue on the off
chance that they push their kids to be associated with an excessive number of exercises or by driving
kids to take part when they would prefer not to be included. This can lead understudies to be hesitant to
stop inspired by a paranoid fear of baffling the parent, or the other outrageous of understudies stopping
everything in insubordination of the controlling guardian. Equalization in exercises of the immature's
decision is prescribed.

Gilman (2004) found that the individuals who took part in games were twice as liable to stay in school as
understudies who did not take an interest; notwithstanding, it was additionally discovered that support
in games groups related with more prominent rates of liquor utilization and illegal medication use. It
should be noticed that these results can rely upon the nature of instructing, an individual's companion
gathering, and the social significance of the movement inside the school and network (Gilman, 2004).

Another investigation by Gilman (2004) requested that understudies recognize themselves as a

particular character from the film "The Breakfast Club." The decisions Gilman offered for characters
from that motion picture were the Princess, the Jock, the Brain, the Basket Case, and the Criminal. The
individuals who named themselves as "Muscle heads," partook in more sports and had a higher GPA,
higher confidence, and the most reduced social disconnection. However, as in past investigations,
competitors were bound to utilize liquor contrasted with different gatherings (Gilman, 2004).

Another possibly negative part of Extra-educational programs exercises for thought is the unreasonable
favorable position for those of a higher monetary status. Understudy competitors are excessively of a
higher financial status (Smith, 2008). Members in athletic projects need transportation to and from
training sessions, hardware, and pay to-play athletic charges. Performing expressions exercises, for
example, band may cost a great deal of cash to buy melodic instruments or have private exercises. This
could be an issue for a large number of the understudies and families with constrained salary for Extra-
educational modules exercises.

Financial status may restrict the likelihood of certain understudies having the capacity to contend as
some top competitors have private exercises, go to summer sports camps or play in club sports all year.
It is hard for the normal pay understudy to contend with the competitor who has had extra preparing,
first class gear, and appreciates the chance to play sports all year. This monetary impediment can
convey dissatisfaction and disappointment to the understudy, or even disallow some from attempting
the game in any case.

Another case of how funds may restrict chances to take an interest in out of school exercises is for those
understudies who need to work to help bolster their families. Allor (2008) confirmed that for certain
understudies, accounts are an issue. At the point when understudies state, "I have to work to help offer
cash to my family" it unmistakably indicates how financial status can add to whether understudies can
take an interest or not. Despite the fact that they may wish to play, understudies will most likely be
unable to as the family monetary status restricts their chances.

Another potential effect of cooperation in Extra-educational programs exercises is wounds. A few

competitors can have long lasting wounds that happen when they are taking part in games. Now and
again competitors push their bodies to a limit and over-work themselves at a youthful age when their
bodies are as yet creating. Additionally, the mentors can expect a great deal from their players and they
can push excessively far too. At the point when this happens the body does not generally get an
opportunity to rest or mend itself. This can expand the opportunity of a player getting truly harmed.
Indeed, even with great gear, well-prepared mentors and careful warm-ups, there is dependably the
room for mistakes for mishaps to occur. Families without restorative protection may decide not to take
part in games as it is a lot of a money related hazard to play sports.

A last impact from taking part in out-of-school exercises is having a low quality mentor as a good
example or guide. Poor mentors are found in almost every network who need turnabout demonstrated
that adolescent who are associated with master social activities.

Subsequently, it is critical to furnish strategy producers and executives with exact

Data about the estimation of Extra-educational modules exercises.

Gilman (2004) examined the idea of organized Extra-educational programs exercises as a

Methodology for schools to construct strength, bolster professional social conduct, offer chances

For commitment with school and related exercises, and give useful scholarly

Execution and development in abstract prosperity. One of the techniques talked about was

Endeavoring to set up a school-character for understudies. Understudies who relate to schools have

A disguised feeling of having a place, are detectably part of the school condition, and

The school establishes their very own significant piece involvement (Gilman, 2004). The

Organized Extra-educational modules exercises can help build up a feeling of distinguishing proof with
the

School and the network. Cooperation in exercises can be significant for understudies who

Are in danger of dropping out of school, since these understudies are not liable to relate to
Their school, or the qualities and standards that it encourages (Gilman, 2004).

Another thought that might be valuable for school advisors to empower is the

Advancement of individual qualities. Understudies more often than not pick exercises relying upon their

Interests that fit their own qualities. Hence, as per Gilman (2004), organized

Additional educational programs movement cooperation gives a scene to express close to home gifts
while acing testing abilities that are predictable with the bigger school esteem framework. For instance,
these guiding principle can be connected in the study hall setting, and the difficulties that understudies
may look on the field or the court, may lead into critical thinking in the homeroom, yet in the
understudy's lives on an everyday premise. In a huge school setting, this may permit understudies the
chance to convey what needs be and not become mixed up in the blend of a bigger school region. This is
another motivation to advance understudy contribution in organized Extra-educational modules
exercises.

Cooperation with capable grown-ups is another recommendation that is introduced in

.Gilman's article. It was expressed that strength and personality can be enhal1ced through

Collaborations with equipped non-parent grown-up assumes that can impart learning and abilities,

Give chances to challenge youth, and fill in as good examples (Gilman, 2004).

At the point when this positive cooperation is continuous in Extra-educational programs exercises,
understudies may have objectives and qualities that are then disguised. As these understudies have
cooperation’s with

Capable grown-up figures, it might prompt accomplishment of objectives, advancement and

Improvement of abilities, and upgraded social and initiative chances (Gilman, 2004).

Gilman (2004) further expressed that getting a juvenile associated with any movement

May not accumulate achievement if these variables are not considered: (a) the apparent economic
wellbeing

Of the action, (b) characteristic enthusiasm for the movement, (c) the nature of the mouthful’s

Informal organization, and (d) the non-parent grown-up who is a piece of the movement. It is imperative
to

Think about that as school staff, advocates ought to urge the understudies to investigate

Their alternatives for exercises to locate the best fit.

The key parts of organized Extra-educational programs exercises incorporate encouraging

Inborn inspiration, engaging the individual, and discovering life fulfillment through

Deliberate decision. When an understudy has distinguished an action, it is imperative to assess

Regardless of whether the movement will possibly profit or prevent advancement for that understudy.
In

End Gilman (2004) expressed that the advocate can impact cooperation in

Additional educational modules exercises for understudies who may profit by them most. By expelling

Boundaries so more understudies approach exercises, more understudies may profit by

Proper Extra-educational modules exercises.

Dark colored (nod) expressed that a portion of the indications of a decent Extra-educational modules
program are

That members feel like they are a piece of a gathering or something extraordinary, and they have the

Chance to create associations with grown-ups and professional social friends. The program

Ought to have objectives that urge youth and staff to accomplish incredible things, while

Urging youngsters to take on positions of authority. The program ought to be proper for the age
gathering, and the program ought to include guardians and companions. Nonetheless, the most
significant point in general of these is that the action ought to be fun and appealing for youth (Brown,
nod). Regularly the best way to decide whether these necessities are being met is to converse with the
young members themselves. They ought to have a state in how a program is directed and sorted out to
decide whether it is living up to their desires.

Effect of Extra Curriculum Activities on Youth Development

In Eccles' (2003) consider, the analyst found that cooperation in exercises is

Identified with markers of sound improvement. Eccles portrayed five distinct sorts of

Additional educational modules exercises that understudies partook in which are: ace social exercises,
group activities, performing expressions, school-contribution exercises, and scholastic clubs. Information
were gathered for roughly 1,800 6th graders from 10 diverse school locale in

Michigan. The longitudinal investigation pursued the understudies intermittently beginning in 6th

Grade, seventh grade, tenth grade and twelfth grade, again at ages 21-22, and in conclusion when
They were 25-26 years of age.

First Eccles took a gander at genius social exercises, which are viewed as chapel

Participation, youth gatherings, and volunteer and network administration type exercises. They

Discovered that the individuals who were associated with expert social exercises in tenth grade
announced less

Inclusion in unsafe practices at all dimensions of information accumulation. Youth engaged with these

Exercises detailed lower rates of drinking liquor, getting alcoholic, utilizing drugs, and of

Playing hooky than non-members. As indicated by Eccles (2003), association in prosocial exercises
anticipated more prominent happiness regarding school, a higher evaluation point normal, and a more
prominent probability of going to school full-time, moving on from school, and

Encountering progressively all out long periods of tertiary training.

Furthermore, the Eccles contemplate looked into support in group activities. Not at all like prosocial
exercises, had group activities anticipated more prominent inclusion of hazardous practices. Both

Sexual orientations showed drinking and getting alcoholic more than non-competitors. Association in

Group activities was a promotive factor for scholarly results (Eccles, 2003). These

Members likewise enjoyed school superior to non-members. Almost certainly, they

Gone to school and graduated, had a higher than anticipated evaluation point normal, and
Progressively all out long periods of tertiary instruction (Eccles, 2003).

Thirdly, this investigation talked about the individuals who were associated with performing expressions

Counting school band, dramatization, and move groups. Being associated with these exercises

Brought about more noteworthy pleasure in school, higher evaluation point normal, more prominent
probability of

Going to school full-time, and more prominent probability of moving on from school (Eccles,

2003).

The fourth Extra-educational programs movement investigated was school-contribution exercises.

These included understudy government, enthusiasm club, and cheedeading. This was decidedly

Connected to getting a charge out of school, strong evaluation point normal, the probability of going to
school,

What’s more, absolute long periods of tertiary training?

In conclusion, this investigation took a gander at the scholarly clubs that included clubs that were

Spoken to by discussion groups, unknown dialect clubs, math, or chess club, science reasonable, or

Coaching in scholarly subjects. What the analysts found was that taking an interest in these
Clubs was identified with higher instructive achievement and potential for effective word related

Results. Likewise, members appreciated school more, had a superior than anticipated evaluation point
normal, bound to go to school, and had increasingly all out long periods of tertiary

Training (Eccles, 2003).

In end Eccles (2003) found that both the Extra-educational modules programs and

Singular attributes and authority affected the idea of the effect of

Interest on people's advancement. Realizing what exercises teenagers are

Engaged with may demonstrate who the pre-adult is spending time with, and who the grown-up

Mentors and guides are that they can swing to when in need. Frequently when a pre-adult is

Engaged with a movement this may straightforwardly impacts who is in their companion bunch due to
the

Measures of time went through with each other. All things considered, interest in these sorts of

Exercises impacts the sorts of connections young people structure with grown-ups just as

Improving the point of view and association of the school (Eccles, 2003). By and large, the

Improvement that happens can add to a young people's character and demonstrate the

Significance of contributing as a part of the school network. The effect of games exercises on the
scholarly execution of understudies
The impact of the games exercises and games on the investigation has been far from being obviously
true throughout the years. Scarcely any state it has constructive outcome while others state it has
negative effect on the examinations. Ongoing examinations on the effect of the games exercises on the
investigations delivered the outcomes which appear to be conflicting (Broth, 2002). We can likewise
observe the conflicting investigations as of late yet a large portion of the examination has demonstrated
that the games exercises effects decidedly on the scholarly execution of the understudies. The finishes
of one examination expressed that contribution in games exercises is commonly not related to the
instructive achievement of the understudies. In addition this examination additionally demonstrated
that investment in games exercises in secondary school level does not improve evaluations and
execution in scholastics (Broth, 2002). Numerous different examinations created positive relationship
between games exercises and scholarly execution when contrasted with this investigation which gave
negative relationship between these two components. Broth (2002) imagines that association in games
exercises improves understudies' advancement and social bond among them, theirs folks, and schools,
and these are the variables which produce positive effect on their execution in their studies.
“Longitudinal examines on school sports have recommended that such cooperation raises understudies'
evaluations and test scores" (Broth, 2002). Research has demonstrated that the contribution in games
exercises does not ensure great stamps in the examination but rather it might be conceivable great
understudies are associated with games related exercises. Ongoing investigations have appeared there
exists determination predisposition of good understudies who take an interest in the co-curricular
exercises just as games (Broth, 2002).

Additional educational modules Activities and Academic Performance

Various examinations have been led concerning the connection between Extra-educational modules
exercises and scholarly execution. All out Extra-educational modules action investment (TEAP), or
support in Extra-educational modules exercises as a rule, is related with an improved evaluation point
normal, higher instructive yearnings, expanded school participation, and diminished truancy" (Broth,
2002, para. 8). Visitor and Schneider (2003), in taking a gander at the past research regarding this matter
stated, "Specialists have discovered positive relationship between Extra-educational modules
investment and scholastic accomplishment" (para. 2). Despite the fact that scientists concur that Extra-
educational programs exercises do, indeed, impact scholastic execution, the particular impact that
different exercises produce is discussed. One examination, led by the National Educational Longitudinal
Study, found that "support in certain exercises improves accomplishment, while cooperation in others
lessens accomplishment" (Broth, 2002, para. 1).

Some Extra-educational modules exercises have turned out to be useful in structure and reinforcing
scholarly accomplishment, regardless of whether the exercises are not clearly identified with scholastic
subjects (Marsh and Kleitman, 2002, para. 9). "Various investigations uncovered that understudies
taking an interest in Extra-educational modules exercises improved scholastically than understudies who
did not take an interest" (Marsh and Kleitman, 2002, para. 7). Scientists have especially contemplated
the connection between Extra-educational programs exercises and scholastic execution in young people.
One examination found that "teenagers who took an interest in Extra-educational modules exercises
revealed higher evaluations, progressively uplifting demeanors toward school, and higher scholarly
goals" (Darling, Caldwell, and Smith, 2005, para. 1). Sweetheart, Caldwell, and Smith (2005) directed a
longitudinal report concerning Extra-educational programs exercises and their impact on different parts
of improvement, including scholastic execution. A study containing a rundown of twenty distinctive
Extra-educational programs exercises was appropriated to understudies; they were approached to check
which Extra-educational programs exercises they took an interest in that year. Statistic questions, for
example, their preferred movement, sexual orientation, and ethnicity were asked so as to consider the
social factors and impacts while ascertaining the outcomes. The understudies were likewise asked what
their scholastic objectives were and their evaluation point normal. The outcomes demonstrated that the
understudies who took part in school-based Extra-educational modules exercises had higher
evaluations, higher scholastic goals, and preferred scholarly frames of mind over the individuals who
were not engaged with Extra-educational programs exercises by any means (Para. 23-35).

Social Influences of Extra-educational modules Activities and Academic Performance

Various examinations demonstrate that Extra-educational programs exercises do, indeed, advance
scholastic execution in understudies. Notwithstanding, are simply the Extra-educational programs
exercises, paying little respect to outside or social impacts, in charge of this effect on scholastic
execution? Visitor and Schneider (2003) directed research on what impact different social variables had
on the connection between Extra-educational programs exercises and scholarly execution. They found
that the greater part of the examinations recently directed on the connection between these two
elements had not considered the implying that investment in Extra-educational modules exercises
"[held] for individual members inside unmistakable social settings" (Para. 3). They trusted that each
school and network appointed certain qualities to the different exercises, putting more significance on
some over others. The esteem that is put on every action influences the connection between that
particular movement and scholastic execution (Guest and Schneider, 2003, para. 4).

Visitor and Schneider (2003) presumed that there are three components which impact this relationship.
These elements are the "what," the "where," and the "when" (Para. 7). The "what" recommends that
"the kind of support or movement attempted impacts formative results" (Guest and Schneider, 2003,
para. 8). The "where" proposes "that the school and network setting in which Extra-educational
modules action happens matters" (Guest and Schneider, 2003, para. 9). At last, the "when" proposes
"that the formative and authentic setting in which Extra-educational modules investment happens
impacts both how it is esteemed and its consequences for consequent advancement" (Guest and
Schneider, 2003, para. 10). Every one of the three of these components cooperate to impact the
connection between interest in Extra-educational modules exercises and scholastic execution, on the
grounds that everyone places an alternate esteem both on exercises and scholastics.
Formal versus Informal Extra-educational modules Activities

A few analysts have isolated Extra-educational modules exercises into casual and formal exercises. The
formal exercises incorporate exercises which are generally organized, for example, taking an interest in
games or figuring out how to play a melodic instrument. Casual exercises, then again, otherwise called
recreation exercises, incorporate less organized exercises, for example, sitting in front of the TV. Some
writing on relaxation contemplates has "recommended that formal and casual movement settings have
distinctive impacts on inspiration and sentiments of fitness," two components which impact scholastic
execution (Guest and Schneider, 2003, para. 8). One examination found "that additional time in
relaxation exercises was identified with more unfortunate scholarly evaluations, less fortunate work
propensities, and less fortunate passionate alterations," while additional time in "organized gatherings
and less time staring at the TV were related with higher test scores and school grades" (Marsh and
Kleitman, 2002, para. 15).

Visitor and Schneider (2003), in their investigation, found that "the kind of support or movement
attempted impacts formative results (Para. 8). this includes the "what" factor and is the worry of this
examination venture. There have been numerous examinations led on the impact that Extra-educational
programs exercises have on scholarly execution. Their belongings have "contrasted generously for
various exercises. There were an aggregate of seventy-six measurably huge impacts, fifty-eight positive
and eighteen negative" (Marsh and Kleitman, 2002, para. 11).

The Relationship between Athletics and Academic Performance

The effect that games has on scholastic execution has been bantered throughout the years—some state
the effect is sure, while others state it is negative. "Early investigation of the impact of interest in games
on scholarly accomplishment delivered conflicting proof" (Broth, 2002, para. 3). Indeed, even today,
there is conflicting proof, however most research will in general lean toward the possibility that
cooperation in sports does, truth be told, improve scholastic execution. The aftereffect of one specific
investigation demonstrated that "except for a couple of subgroups and results, interest in games is
commonly irrelevant to instructive accomplishment." Additional data from this examination has "found
that playing sports in secondary school has no huge impact on evaluations or government sanctioned
test scores in the general understudy populace" (Broth, 2002, para. 5). Despite the fact that this specific
examination delivered a negative connection among games and scholarly execution, many exhibit a
positive relationship. Broth (2002) trusts that "cooperation in interscholastic games advances
understudies' improvement and social ties among understudies, guardians, and schools, and these
advantages clarify the constructive outcome of investment on accomplishment" (Para. 1). "Longitudinal
investigations on school sports have recommended that such support raises understudies' evaluations
and test scores" (Broth, 2002, para. 2). Stephens and Schaben played out an investigation taking a
gander at the quantity of games every understudy played and its effect on scholarly execution. They saw
that understudies who partake in somewhere around one game every year outflanked the individuals
who partook in one or less, in class rank, generally speaking GPA, and math GPA . Secondary school
understudies who had some involvement with music execution or music gratefulness scored higher on
the Scholastic Aptitude Test (SAT). The understudies who had considerable experience with music
scored between 51 to 61 points higher on the verbal area and 39 to 46 points higher on the math
segment than the understudies with no music foundation (Punter, 1999, para. 25). The College Board,
who is in charge of controlling the Scholastic Aptitude Test directed examinations, which showed that
"music/craftsmanship understudies reliably scored fundamentally higher on both the math and verbal
areas of the SAT" (Kepstrum, 1998, para. 1)?

Affirming the conviction that the connection among music and scholarly execution is sure, "specialists
have discovered that music guidance really upgrades understudy accomplishment in zones outside
music" (Kepstrum, 1998, para. 12). It is trusted that "music creates basic reasoning abilities and
improves aptitudes in perusing, composing, and math. Music creates and improves spatial knowledge,
which exchanges to abnormal state math and science. It creates perceptual aptitudes vital in numerous
scholarly territories" (Kepstrum, 1998, para. 31-32). As indicated by this investigation, music has a solid
impact, since it delivers and creates aptitudes required for some scholarly procedures.

The Relationship between Television Viewing and Academic Performance

TV is generally not thought about an Extra-educational modules action, in essence, yet for this
investigation, it is delegated one. Different investigations think of it as to a greater degree a recreation
action than an Extra-educational programs movement. Most investigations support more organized
Extra-educational programs exercises than staring at the TV for improved scholastic execution. Bog and
Kleitman (2002) announced that "additional time in Extra-educational modules exercises and organized
gatherings and less time sitting in front of the TV [are] related with higher test scores and school grades"
(Para. 15).

The greater part of the writing checked on detailed a negative connection between TV survey and
scholarly execution. Bar-on (1999) revealed that "more than 4,000 examinations have been distributed
on estimating the impact of TV on kids. The outcomes recommend a relationship be tween’s high rates
of TV seeing and forceful and brutal conduct, [and] lower scholastic execution" (Para. 2). An article in
Education found that a few investigations have "found no noteworthy relationship" between TV survey
and scholastic execution, and a couple of studies have discovered an extensive and critical relationship,
albeit most have found a little, yet huge relationship (Thompson and Austin, 2003, p. 195).

Shin, in examining TV and its consequences for scholarly execution, created three speculations, or
reasons, for its negative effect. The primary, "the time-uprooting theory," proposes that "sitting in front
of the TV dislodges or removes time from mentally requesting exercises, for example, doing homework
and contemplating," which negatively affects evaluations and scholarly execution (Shin, 2004, para. 4).
Why this hypothesis does not make a difference to the next Extra-educational modules exercises that
appear to improve scholastic execution, in spite of the way that they remove time from schoolwork and
considering is tended to by Shin's second theory. It is known as the "psychological exertion speculation,"
and proposes that "sitting in front of the TV prompts mental apathy." Shin discovered some proof that
infers that staring at the TV "requires less mental exertion than perusing," which means the cerebrum
and judgment are not being activated and practiced while sitting in front of the TV all things considered
amid different exercises (Shin, 2004, para. 5). Shin reasoned that investing energy sitting in front of the
TV "restrains the watchers' scholarly preparing or prompts explicit practices that may impede
youngsters' scholastic accomplishment" (Shin, 2004, para. 2). The last theory is known as the
"consideration speculation" or the "excitement speculation." This speculation recommends that "TV
seeing empowers indiscreet practices and may in the long run decline scholarly accomplishment, since
TV utilizes visit developments and cuts that may dishearten supported exercises." Children's TV
programs are quick moving and the scenes are always showing signs of change, cultivating limited ability
to focus. This theory likewise propose that sitting in front of the TV "prompts shallow scholarly
handling," bringing about a trouble for kids to support consideration in the study hall (Shin, 2004, para.
6). In spite of the fact that TV seeing requires the watcher to assimilate data, it for the most part does
not require much mind handling—normally, no creative energy or thinking abilities are created or used,
as they are in perusing. In rundown, Shin presumed that "TV seeing [is] accepted to impede scholastic
accomplishment through: diminishing the measure of homework and considering, diminishing the
measure of recreation perusing, and expanding hasty practices" (Shin, 2004, para. 8).

Changing measures of TV seeing effect sly affect scholarly execution. "Specialists have expressed that a
negative relationship does not start to show itself until a kid surpasses a 10 or more hour out of every
week limit, with the most grounded negative relationship watched for at least 30 hours of review"
(Thompson and Austin, 2003, p. 195). One investigation really demonstrated that TV seeing has a
positive effect "up to a specific sum, and a negative effect after a point of immersion" (Thompson and
Austin, 2003, p. 195).

In spite of the fact that the measure of time an understudy sits in front of the TV every week has an
effect, so does the quality and kind of programming the individual in question is auditing. On the off
chance that understudies observe exceptionally enlightening projects, for example, news projects and
documentaries, they have a more prominent chance to increment in information and learn. On the
other hand, on the off chance that they observe for the most part low instructive projects, for example,
quick activity shows, kid's shows, or music recordings, "an open door for an adverse scholastic effect is
expanded" (Thompson and Austin, 2003, p. 197).

Most research found a negative connection between TV survey and scholarly execution; be that as it
may, there are a few examples where TV may really have a constructive outcome. These examples are
rare; the most widely recognized hypothesis is that there is a negative connection between the two.
The Relationship between Volunteer Work and Academic Performance

A shortage of writing on the connection among volunteering and scholarly accomplishment exists; all
things considered, it is winding up progressively prominent in scholastic settings as a method for
improving scholastics, just as society. Numerous schools presently require their understudies to finish an
obligatory number of long stretches of humanitarian effort every year or semester. Schools have
executed "administration realizing," which consolidates network administration and charitable effort
into the educational modules, since it has been demonstrated to positively affect scholarly execution
(Hincks and Bran dell, 1999).

Administration learning "can and has a positive effect on the mental, social, and scholarly advancement
of teenagers who take part" (Hincks and Bran dell, 1999, para. 11). Generally the administrations
performed are connected, here and there, to some scholastic subject, however most types of
humanitarian effort and network administration can be attached to scholastics somehow. Thus, "an ever
increasing number of studies are finding that expanded scholarly development is the outcome when
administration is joined with scholarly substance" (Hincks and Bran dell, 1999, para. 17). One
examination, led on more than 2,000 understudies took a crack at kindergarten through twelfth grade,
found that understudy execution improved because of administration learning (Hincks and Bran dell,
1999, para. 17). The Texas Council of Chief State School Officers announced that "association in
administration learning influences understudies' larger amount thinking aptitudes, inspiration to learn,
utilization of learning, knowledge, and fundamental scholarly abilities" (Hincks and Bran dell, 1999, para.
18). One investigation performed to decide the connection between scholastic execution and network
organizations found that "paying little respect to understudies' experience and earlier accomplishment,
volunteering exercises emphatically affected understudy grades, course credits finished, participation,
conduct, and school readiness" (Simon, 2001, para. 1). The majority of the writing concerning the
connection between scholarly executions and volunteering displayed a positive relationship.

Research Methodology

The reason for this investigation is to decide if the exercises that middle school understudies pick affect
their scholastic execution (Brown, Cozy, Keep, and Worden, 1999, p. 106). Creating from the General
Purpose expressed over, the accompanying examination questions were chosen:

1. Is the scholastic execution of middle school understudies affected by their decision of Extra-
educational modules exercises?
2. What impacts do explicit exercises have on scholarly execution?

These examination questions gave the focal point of the investigation.

Research Type

My exploration quantities in nature for getting observational outcome, the information is kept running
in SPSS

Populace

100 individuals are taken as a populace who's are player understudies, overall population, instructors
and companions.

Test

52 individuals are taken as test from populace of players, understudies, general open and companions

Inspecting Technique

Helpful inspecting strategy is used for sparing himself from vexatious yet it contain was remembered
that all the example are from our populace.

Research Instruments

Poll is utilized as research instrument which depends on 5 degree scale, SA Strongly concur, A concur,
UD unsure, DA dissent, SDA firmly oppose this idea.

Strategy for Data Collection

The overview instrument utilized in this examination was intended to decide if the exercises that middle
school understudies pick affect their caudation Measurable Procedures

STATPAK was utilized to look at the information; the ideal size of estimation was interim. An interim

scale is one in which "the contrasts between the quantities of an interim scale are equivalent in size"

(Brown, Cozy, Keep, and Worden, 1999, p. 57). An aggregate of 52 questioner were conveyed to the

guardians of understudies joined up with middle school at Walnut Creek Christian Academy. In the wake

of perusing the introductory letter situated in informative supplement B, which clarifies the review, they

had the alternative of enabling their youngster to take an interest. Those guardians and understudies

who took an interest restored their finished studies to the school office between April 5 and 8, 2005.

The review instruments were finished and returned on an intentional and mysterious premise. The One-

dimensional Chi-square test was utilized to test the information in light of the fact that "the information

comprised of frequencies—the quantity of subjects who fall into every one of a few classes" (Brown,

Cozy, Keep, and Worden, 1999, p. 340). A .01 dimension of centrality was utilized to test the aftereffects

of the examination. Information recovered from the statistic segment of the review instrument was

accounted for in rates, graphs, and figures. The subjects sampled for this study were the junior high

students attending Walnut Creek Christian Academy, spring semester. 98 copies of the survey

instrument were distributed; 52 were returned and 52 were used in this study. The data collected from

the 52 subjects will be discussed in subsequent sections, commencing with the reporting of the

demographic findings. The survey indicated that 35% of the students were in 6th grade; 35% were in

7th grade, while 31% were in 8th grade. Table 1 summarizes the survey responses.

Research Question One:

Is the academic performance of junior high school students influenced by their choice of Extra-

curriculum activities? Question 1 of the survey instrument located in Appendix C addressed this

research question.

Because the Chi-square value for question 1 is greater than the tabled Chi-square value at the .01 level

of significance so its means we accept our null hypothesis and conclude that that extracurricular

activities have significant impact on students’ performance, it can be suggested that participation in

Extra-curriculum activities improves academic performance.

This finding aligns with Guest (2003), who reported, “Researchers have found positive associations

between Extra-curriculum participation and academic achievement” (Para. 2). Marsh and Kleitman

(2002) support this finding, claiming that many Extra-curriculum activities have proven to be

beneficial in building and strengthening academic achievement, even if the activities are not

obviously related to academic subjects (Para. 9). The findings are further supported by Darling et al.

(2005), whose study showed that students who participated in school-based Extra-curriculum

activities had higher grades, higher academic aspirations, and better academic attitudes than those

who were not involved in Extra-curriculum activities at all (Para. 23-35). Research conducted by

Broth (2002) neither completely contradicts, nor completely supports these findings. He reported that

“participation in some activities improves [academic] achievement, while participation in others

diminishes [academic] achievement” (Para. 1).

Research Question Two

What effects do specific activities have on academic performance? Questions 2, 3, 4, and 5 of the

survey instrument located in Appendix C addressed this Research Question.

The results of the analysis revealed that the calculated values for questions 3, 4, and 5 were at the .01

significance level, and suggest that students feel that participation in sports, watching television, and

participation in community service each improve academic achievement. The results of the analysis

for question 2 revealed that the calculated value was not at the .01 significance level and suggest that

participation in musical performance does not improve academic performance.

The finding from question 2 deviates from Kepstrum’s (1998) research, which revealed that “music

students reach higher academic achievement levels in academic studies that non-music students”

(Para. 26). Research conducted by the College Board also contradicts this finding, reporting that

“music/art students consistently scored significantly higher on both the math and verbal sections of

the SAT” (Kelstrom, 1998, para. 1). The finding from question 3 agrees with Stephens and Schaben

(2002), who found that students who participated in at least one sport each year outperformed those

who participated in one or less, in class rank, overall GPA, and math GPA (Para. 6). A portion of

Broh’s (2002) research aligns with this finding, reporting that participation in “interscholastic sports

raises students’ grades and test scores” (Para. 2). However, some of Broh’s (2002) other research

deviates from this finding, indicating that “with the exception of a few subgroups and outcomes,

participation in sports is generally unrelated to educational achievement” and that “playing sports in

high school has no significant effect on grades or standardized test scores in the general student

population” (Para. 5). The finding from question 4 deviates from Marsh and Kleitman (2002), who

found that “more time in Extra-curriculum activities and structured groups and less time watching

TV [are] associated with higher test scores and school grades” (Para. 15). Bar-on (1999) contradicts

this finding, showing that there is a “correlation between high rates of television viewing and

aggressive and violent behavior, [and] lower academic performance” (Para. 2). Thompson and Austin

(2003) neither entirely support nor entirely reject this finding, saying some studies have “found no

significant relationship” between television viewing and academic performance, and a few studies
have found a large and significant relationship, while most have discovered a small, yet significant

relationship. They claim that television viewing has a positive impact “up to a certain amount, and a

negative impact after a point of saturation” (p. 195). The finding from question 5 agrees with Hinck

and Brandell (1999), who stated that service learning has proven to have a positive effect on academic

performance (Para. 4). Simon’s (2001) research also correlates with this finding, reporting that

“volunteering activities positively influenced student grades, course credits completed, attendance,

behavior,

DISCUSSION

Within the stated purpose and findings of this study, the following conclusions appear warranted:

1. Participation in Extra-curriculum activities has a positive effect on academic performance among

the sampled junior high students at Walnut Creek Christian Academy.

2. Participation in athletics, television viewing, and community service improve academic

performance, while participation in musical performance does not improve academic performance

among the sampled junior high students attending Walnut Creek Christian Academy.

Generally, students who participate in Extra-curriculum activities benefit academically. Students,

school administrators and teachers, and parents all need to be aware of the effects that participation

in Extra-curriculum activities has on the academic performance of students. Furthermore, they also

need to be aware of the specific Extra curriculum activities available to them and the effects that each

specific activity has on academic performance. Not every child will benefit from or be impaired in

the same manner that studies revealed concerning Extra-curriculum activities. Each student performs

at his or her own level of ability and one cannot expect excessive amounts of academic abilities from

a child solely because he or she is actively involved in several Extra curriculum activities.
Parents need to be cautious that they do not force their children into participating in activities for the

sole purpose of increasing their academic performance. Children have likes, dislikes, and interests.

There are some Extra curriculum activities that they will enjoy and others that will not fit their taste

and personality. Parents need to determine where their students’ interests and abilities lie and allow

them to participate in those, if they choose.

Conversely, parents should not forbid their children from participating in any Extra-curriculum

activities. Participating in such activities has the potential of benefiting the child in more than simply

an academic sense it also aids them in developing social skills, life skills, and talents.

Extra curriculum activities serve a large purpose in the academic, social, physical, and cognitive

development of children, and every child should have the opportunity to participate in at least one

activity that suits his or her personality and interests. These activities, however, should be directed

toward improving their development and should involve some mental and/or physical ability.

Watching television is not necessarily a beneficial activity and should be limited. Parents need to give

their children some freedom in determining which activities to participate in, but still need to monitor

how their children spend their time. Parents have a large role in the academic development of their

children, and one way of fostering strong academic performance is by encouraging their young

children to become involved in some of the activities which promote academic performance. This

could influence their activity choices later on in life and may set the foundation for a life of academic

success and progress.

Elatedness” (Para. 1).

Summary

There were many key points that were presented in Chapter II. The literature

clearly highlighted benefits to participating in Extra-curriculum activities. One example on a

benefit is a positive association between participating in various forms of physical

activities and positive self-perception (Daley & Leahy, 2003). Other benefits of

participating in Extra-curriculum activities included having better grades, having higher

standardized test scores, higher educational attainment, attending school more regularly,

and having higher self-concepts (Brown, nod). Participants in out-of-school activities

can learn skills such as teamwork, leadership skills, and can decrease the likelihood of

being involved with problem behaviors. The majority of the literature studied stated that

those who participate in out-of-school activities often have higher grade point averages, a

decrease in absenteeism, and an increased connectedness to the school.

Another key point that was found in the literature pertains to the negative effects

that take place from being over-involved in Extra-curriculum activities. The main idea from the

literature indicated that some studies found that there was an increase in the

likelihood that those who participated may have greater rates of alcohol use and illicit

drug use depending on the school climate.

Another concern from the literature was that Extra-curriculum activities can lead to

students being overscheduled. Some parents of these students can push the envelope too

far and enroll their children in activities that kids do not want to be involved in.

Overscheduled children may be tired, irritable and show little interest in participation.

Over scheduling too many physical activities may result in some students pushing

themselves too far with the potential of having a serious sports-related injury. At this
critical age of physical development, students need time for relaxation and recovery from intense

athletic training.

Extra-curriculum activities often cost money to participate in some sort of "pay-to play" fee.

Whether it is paying the school activity fee or paying for private lessons or

trying to further develop skills at summer camps, some families just are not economically able to

be involved with out-of-school activities. A good school counselor will work with the community

to help reduce barriers to participation in healthy options for students to develop team building

and enhance leadership skills.

Findings:

The results of the One-dimensional Chi-square test suggest that participation in extracurricular

activities improves academic performance; participation in musical performance does not

improve academic performance; athletic participation improves academic performance; watching

television improves academic performance; and participation in community service improves

academic performance among the junior high students attending Walnut Creek Christian

Academy

Conclusions

From the above research conducted by me, I conclude that the most students learned by extra

curriculum activities. It is important for adolescents to participate in extracurricular activities.

Student who participate in these activities improve their academic scores and social life.

Extracurricular activities can also help reduce many peer pressure related problems. “They enrich

the lives of the students, their families and our communities. These activities create well rounded
children who learn what their interests and talents are because they have been exposed to such

opportunities”. For most adolescents extracurricular activities should be required among what they

do outside of school.

Recommendations

This chapter will include a summary of the literature presented in Chapter II.

Also, there will be a discussion on the key points that were presented in the previous

chapter. In addition, recommendations for school counselors to promote balanced

participation in Extra-curriculum activities will be offered. The chapter will conclude with

recommendations for further research in this area.

Recommendation for School Counselors

After reviewing the literature, there are a few recommendations for counselors to

consider. First, it is important for school counselors to know the effects that student

involvement in Extra-curriculum activities can have on the student, school and learning

environment. Schools that offer some sort of programs in their school for students who

are at-risk may find Extra-curriculum activities could be a preventive intervention.

Counselors could advocate for those students who might be over-scheduled, or at risk for injury

or advocate for those who are participating in activities of little or no interest.

School counselors could also work to reduce barriers to participation by seeking ways to

assist in paying fees, attending camps, and keeping involved in school activities.

Counselors could work with students to determine a "best fit" for participation in

activities that build on their interests and skill level. Community partnerships are
encouraged as working together to find quality coaches, sponsors and funding for a

variety of activities is beneficial to all involved. Schools that offer training for coaches,

sponsors and leaders may minimize the harsh effects of poor leadership in Extra-curriculum

activities.

Recommendations for Future Research

For future studies, it would be worthy of consideration to look at diversity issues

pertaining to participation in Extra-curriculum activities. Can the same generalizations

regarding the pros and cons of Extra-curriculum activities be true for all ethnicities? Are there

gender issues pertaining to outcomes for those who participated in sports or school related

activities? Are students with disabilities encouraged to participate, and are

options available for them in the schools and communities too? This may be an

interesting follow-up to all of the studies that have taken place. As school counselors are

becoming advocates for all students, it is important to make sure that all students are

provided with equal access and opportunities for leadership and team spirit.

Schools could consider a longitudinal process of monitoring student participation

to determine how it impacted the student's future careers and opportunities for further

education and scholarships. By following students after high school to determine if they

had job success and had used their leadership skills developed through Extra-curriculum

activities, researchers may find that these activities provided social-networking

opportunities for finding jobs. Further research could also focus on character

development, leadership and respect to determine if schools are safer with a higher

participation level and commitment to involvement.

Finally, research is needed to determine what motivates students to find a

reason to get up and come to school. Offering a variety of options at minimal cost and a

variety of levels could engage the student in a positive experience which may result in a

win-win for all involved.