Objective 2:
Complete study with 150 tenth grade student participants in the first semester of school year 2008-2009.
Objective 3:
Analyze test results and compare with findings from literature reviewed.
One of the Best Investments
Despite current reported budget cuts and constraints in education, high school activity programs continue to constitute one of the best investments schools can make, as cost range from only one to three percent (less in a number of cases) of an overall school's budget. In vital extracurricular programs, including "sports, music, speech, drama, debate[,]... young people learn lifelong lessons as important as those taught in the classroom (the case for extracurricular...," 2008). As this researcher enters the next phase of the proposed study, the Literature Review chapter, the researched information will help the researcher, as well as the reader begin to see, feel and understand more about the inherent effects extracurricular activities possess.
CHAPTER II
LITERATURE REVIEW
2.1: A Good Education's Challenges good education ought to help people to [sort] the pertinent from the irrelevant with an ever finer touch, increasingly able to integrate what...[the student sees]...." (Daloz, as cited in Columbia, 1996)
On Academic Achievement
Michelle Draper (2008) appears to agree with Daloz regarding what a good education ought to do.
In"Vic: Principals link mental health to academic achievement," Draper argues that academic performance directly links to students' mental health. "The study of more than 1,200 principals, including 270 in Australia, also found about one in five Australian students needed mental health support" (¶ 2). In addition to concerns regarding GPA, principals identified concerns that students regularly have to contend with that may adversely affect their mental health. These issues include, but may not be limited to harassment, bullying, family dysfunction and drug and alcohol issues, depression, anxiety, and depression, as some of the problems affecting students.
Self-Selection Factors and Adjustment
In "Participation in extracurricular activities in the middle school years: Are there developmental benefits for African-American and European-American youth?," Jennifer a. Fredricks, an associate professor in Human Development at Connecticut College, along with Jacquelynne Eccles (2008), the Wilbert McKeachie Collegiate Professor of Psychology, Women's Studies and Education, as well as a research scientist at the Institute for Social Research at the University of Michigan, found some gender, race, and socioeconomic status variances in the relation between activity participation and adjustment. The sample participating in the study by Fredricks and Eccles (2008), a large and economically diverse sample of African-American and European-American youth, included "1,047 youth (51% female and 49% male and 67% African-American and 33% European-American)" (Abstract). Using a covariance techniques analysis, Fredricks and Eccles (2008) considered contemporary components relating to early adolescents' participation in organized activity and their ensuing adjustment. Fredricks and Eccles focused on connections between the adolescents' participation on school sports teams, in school clubs, and their engagement in out of school recreational activities, along with the participating youths' adjustment at 8th and 11th grade. During their study, Fredricks and Eccles (2008) controlled for a set of the adolescents' self-selection factors, measured at 7th grade prior to the participants' activity involvement. The adolescents' organized activity participation, Fredricks and Eccles (2008) found, correlated with higher than expected grades, school value (i.e. perception of importance of school for the future), self-esteem, resiliency, and prosocial peers, and lower than expected risky behaviour. (Fredricks & Eccles, 2008, Abstract)
The pattern of findings Fredricks and Eccles (2008) report, albeit, varied with context, activity time point and outcome.
During this chapter of the proposed study, the researcher presents...
Extracurricular Activities and Student Success: a Connection Extracurricular activities are very popular with students from elementary school through college. These activities can run the gamut of things from sports to drama, from chess to yoga, and everything in between; extracurricular activities really cater to a student's individual interests, and there are groups for just about every imaginable interest. Extracurricular activities are normally conducted outside of the normal school day, are entirely
extracurricular activities encompass the activities that students take part in, which are not constituted in the sphere of normal curriculum of the schools. These activities are perceived in all school levels. Extracurricular activities (ECA) include different activities, such as clubs, sports, art, music, drama and even the school student newspaper (Massoni, 2011). The purpose of this paper is to highlight the positive impacts of ECA on the eventual career
Student Body Size on School Costs and Academic Performance in Mississippi High Schools One of the most heated point of contention within school districts currently is the variable effects of school size, school funding and student performance. There are costs and benefits associated with school size and especially class size and those issues effect school funding, as it is largely accepted that less schools, therefore larger schools equals less cost
Significant findings were that the survey revealed that "participants in any type of extracurricular activity were significantly more likely than non-participants to exercise and consume nutritious foods, to like school and do homework, and to express positive attitudes about self, peers, teachers, and parents. Involved students were less likely to skip school, get into fights, vandalize property, smoke cigarettes or marijuana, binge drink, or have sexual intercourse. Students who
There is also a definitely a positive correlation between extracurricular activities and retention and academic performance. By creating appropriate, engaging, and entertaining extra curricular activities and by involving all the students, schools could not only expect to increase the learning outcomes of all the students, but most importantly, make the children to enjoy the learning process. Bibliography Alexa Lamm, Amy Harder, Dennis Lamm, Herb Rose & Glen Rask, (August 2005), 'Risk
2007)." The authors also explain that there is a great deal of interest in the concept of school engagement because it is believed to be influenced by environmental changes (Fredricks et al., 2004; Dotterer et al. 2007). As a result of racial and ethnic achievement gaps, the study of school engagement amongst students of color is essential to closing these gaps. Previous research uncovered a pattern of underachievement in
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