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Numerous longitudinal studies have suggested that there is a positive link between
extracurricular activities and academic achievement. This link and its potential benefits leave
researchers speculating for decades with hands only on limited evidences that it exists. Their
studies tend to overlook factors that may greatly affect students' academic achievement. Therefore,
the results of most literature indicating that extracurricular is unrelated to students' educational
Overlooked factors also lead to failure of their studies to answer questions such as how
different forms of extracurricular activities provide unique advantages for students as well. This
paper discusses the link between extracurricular participation and academic achievement with the
attempt to further discuss exactly how extracurricular influences achievement, the influence
among different forms of extracurricular and what other factors influence this relationship.
Broh makes use of methods and analytical strategies that show potential to address the
factors that have been overlooked by past researchers. First, the NELS database is utilized to
collect the students' grades to determine whether or not participation in interscholastic sports affect
students’ grades and test scores. Second, students were asked to answer developmental model,
leading-crowd hypothesis, and social capital model geared questionnaires. These three tackle the
analyses were performed on other extracurricular activities. This is to be able to generalize the
results of interscholastic sports to other forms of extracurricular activity. These models take a look
at the research topic in unique perspectives. Nonetheless, all would still contribute greatly to the
manifestation of an answer as to whether or not extracurricular programming could be linked to
academic achievement.
The findings of the research were able to show a significant link between high school
interscholastic sports and academic performance. Through the careful analysis of the students’
grades, it’s evident that there is a positive association of participating in interscholastic sports with
students’ Mathematics and English grades even after ground characteristics are dealt with. The
students’ self-esteem, locus of control and, time on homework thus, directly supporting students’
academic achievement. The Leading-Crowd Hypothesis shows that sports participation offers
athletes a greater chance to be a part of academically oriented peer groups. This could benefit
students’ academic performance, however, this is a weak link compared to other mechanisms.
Improvement in the grades of students’ more than their test scores were associated to increase in
social capital caused by participation of the student in sports. It was deduced that the effect of
interscholastic sports differ from other extracurricular activities such as intramural sports, music
groups, drama clubs, the student council and even the yearbook committee. All these programs
have unique contributions to academic achievement except for intramural sports. Therefore, most
of the other extracurricular activities analyzed in the research showed that there is a positive link
between participation in extracurricular but interscholastic sports athletes gain benefit the most.
The objectives of this paper are similar and the results are relevant for the group’s research
topic, “How does the Involvement in Extracurricular Affect the Adolescent Development and
Academic Performance of Students?” Similarly, both tackle the discovery on how extracurricular
participation among students affect their academic performance and possibly aid in the finding of
other variables that help develop the positive link between the two.
Beckett, B. (2002, January). Linking Extracurricular Programming to Academic
Achievement: Who Benefits and Why? [PDF]