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The Role of Extracurricular Activities in EducationAuthor(s): Patricia A. Haensly, Ann E. Lupkowski and Elaine P. EdlindSource: The High School Journal, Vol. 69, No. 2 (Dec., 1985 - Jan., 1986), pp. 110-119Published by: University of North Carolina PressStable URL: http://www.jstor.org/stable/40365131 .

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The Role of Extracurricular Activities in Education

Patricia A. Haensly Ann E. Lupkowski

Elaine P. Edlind Texas A&M University

° 1986 The University of North Carolina Press

110

Participation in extracurricular activities at the expense of academic learning time has become an issue in education. Decisions lim- iting or curtailing these activities are made on the assumption that they interfere with the primary purpose of education. If sound decisions are to be made regarding balance between formal instruction and extracurricular activities, we must determine whether they enhance or hinder student learning and/or achievement. In other words, are they an in- tegral part of a meaningful educational curriculum for adolescents, or a superficial dis- traction from it? Hall, Hord, Rutherford, and Huling (1984, p. 60) suggest that the co/ extracurriculum, which "represents a rich array of opportunities and experiences," may be one of the reasons many students stay in school, much less find personal meaning for this time in their lives. While the entire curriculum is, for the most part, planned and implemented by educational designers and administrators, students have had few opportunities to participate in its planning. The perceptions of students regarding their educational process is an important variable that should be clari- fied. The study reported here was designed to examine one aspect of that perception - the role of extracurricular activities, especially as they relate to personal and social development, and to academic achievement. Theoretical Concerns Many students seek, and seem to thrive on, learning activities outside of the traditional classroom setting. Such activities are vari- ously termed the co-curriculum or the extracurriculum, apparently depending on whether they are specific extensions of academic coursework, or are peripheral to it. Thus, students may extend and enrich pre- viously learned academic skills through competitions (e.g., interscholastic debates) and by applying them to real world simu- lations (e.g., writing skills in school pub- lications.) In the co/extracurricular setting they may also develop and practice artistic, musical, and psychomotor talents; leadership skills; and future career and occu-



Extracurricular Activities

pational skills. Interpersonal and social strategies - proficiencies not considered basic elements of the academic curriculum - may especially be constructed through participation in the extracurriculum. Since there is often an overlap in the effect of these activities, the term "extracurricular" will be used in this study to refer to both types of emphasis: academic and intra- or interpersonal. Efforts such as "maintaining one's indi- viduality in a group, practicing appropriate adult behaviors in different settings, and understanding and coping with peer pres- sures" (Hall, et al., 1984, p. 60) all contribute to the developmental tasks that adolescents must accomplish in order to move effectively from childhood to adulthood (Havighurst, 1972). Participation in the "non-academic" life of the secondary school may provide an ideal setting for the adolescent to resolve any of the eight developmental tasks proposed as necessary by Havighurst. Participation is par- ticularly effective, however, in providing a healthy setting for the task of forming new and more mature relationships with age mates of both sexes, achieving an appropriate masculine or feminine social role, accepting one's physique and using the body effectively, and acquiring a set of ethics as a guide to behavior. Perhaps most important, these organized school activities (freely chosen by the student rather than imposed by well- meaning adults) may provide a critical setting for the task of developing social literacy or the ability to communicate through many forms, and, through communication, learn essential social and civic responsibilities.

Recently, selected high schools throughout the nation participated in a study of their general education programs directed by the Association for Supervision and Curriculum Development "in order to design a com- prehensive, balanced curriculum appropriate to the lives of students in the years ahead" (Roberts and Cawelti, 1984, p. 3). After much deliberation by the participating exemplary high schools, the curriculum models produced and the goal statements written fo-

cused on competencies and learning that would enable students to become "pro- ductive members of society and to enjoy life more fully." Included among the more obvi- ous academic goals were mental and physical health, moral and ethical values, aesthetic understandings, and responsible citizenship. While these concerns may be addressed by academic coursework, they seem more closely allied with intramural and extramural athletics; vocational and service organizations; band, drama, and choir; and student government and 4-H.

Boyer (1984, p. 20) says that "high schools, to be effective, must have a sense of purpose . . . must go beyond keeping students in schools and out of trouble, and be more significant than adding up the Carnegie units the student has completed." But, in all of the current critiques of present conditions in U.S. high schools, and in suggestions for alter- ations in curriculum, a description of the secondary school as the central community for the socialization of the adolescent is con- spicuously absent. Yet, the adolescent school community serves as a bridge between the family of childhood years and the society of adulthood. Adolescents will socialize with their peers - whether as part of a well- planned school extracurriculum or in an autonomous peer society - and through this socialization will enhance self-concept or disrupt it, learn what to choose and what not to choose, attain successes and achievement or failures, and, most important for the adolescent, experience affiliation or social isolation.

The extracurriculum, either in athletics or in band, drama, and other nonacademic expres- sions of talent, serves as an important sub- strate for and influence on the accomplish- ment of this critical adolescent development. Unfortunately, its inappropriate ascendance to a dominant priority for allocation of student time and attention, and for human and economic resources, has placed it in jeop- ' ardy . It is time to realign priorities and assess the perspective of students as a step toward appropriate realignment.

Ill



The High School Journal- Dec. 1985/Jan. 1986

Research on Extracurricular Participation. Extracurricular activities have sometimes been called the "third curriculum," the first being required courses and the second elect- ives (Otto, 1975). Otto proposed that, like academic curricula, extracurricular activities should provide the student with opportunities to acquire skills, and he hypoth- esized that the level of participation in extracurricular activities was directly related to later educational achievements. In a study of 17-year-old, male high school students, Otto found that participation in high school activities was significantly related to later educational achievements. Fifteen years after graduation, Otto found that those involved in high school activities were more likely to go on to college. In a contrasting study, Schuh and Laverty (1983) conducted a 30-year follow-up of former class presidents. They found that although the students' leadership experiences in high school provided them with some specific skills, their life activities were in- fluenced only moderately by holding student leadership positions. The authors emphasize that their study focused only on the leadership experience itself and not on the actual behavior of former student leaders.

Nevertheless, cutting back or discontinuing extracurricular activities in high school could have far-reaching ramifications. Bell (1967) found a significant difference between high school dropouts and non-dropouts in the number of activities and leadership roles taken on. The lack of participation in school activities was a significant characteristic of the dropout. Bell concluded that school per- sonnel should make an effort to involve students in the activity program because a meaningful experience in a chosen activity may make the difference between a dropout and a high school graduate.

Educational values and ambitions may also be affected by involvement and achievement in extracurricular activities. Rehberg (1968) found that involvement in high school activities is positively related to post-high 112

school educational expectations. He examined male high school athletes' post- secondary-school educational expectations and found that 62 percent of the athletes expected to enroll in a four-year college, while only 45 percent of non-athletes expected to enroll in college. The relationship was strongest for those from working-class homes, in the lower half of the graduating class, and with low parental encouragement to go to college. But a moderate relationship between participation in activities (specifically athletics) and high educational goals is present even with higher levels of parental socioeconomic status, parental academic encouragement, and student grade average (Spreitzer and Pugh, 1973). Much of the research on extracurricular activities has focused solely on participation in high school athletics, with a number of studies indicating that athletes have higher levels of educational ambition than non-athletes (Wells and Picou, 1980; Hartzell and Picou, 1979). In another achievement-related area, it has been shown that involvement and success in competitive sports may promote the development of the competitive attitudes and values that are also beneficial to educational achievement (Hartzell and Picou, 1979). In addition, researchers have found that involvement in school activities is positively related to self-concept (Yarworth and Gau- thier, 1978), status (Spady, 1970), and satis- faction with school in general (Nover, 1981). Again, focusing on athletics, a significant relationship has been found between involvement in school activities and con- current academic achievement as measured by class rank (Yarworth and Gauthier, 1978) and grades (Nover, 1981).

Despite these contributions to effective school functioning, controversy surrounds the issue of student involvement in extracurricular activities. These activities may take students out of class, thus interfering with academic learning time, causing diffi- culties for teachers' planning and for the




other students in class. Although few edu- cators recommend elimination of extracurricular activities, some have supported the view that they have been overemphasized and must not interfere with class time. If the extracurriculum does serve an important role in the total development of the adolescent, provision for academic needs may have to share time with other life needs. This study provides preliminary information on that role as perceived by the basic participants - the students. The specific objectives of the study were, first, to estimate the direction and degree of relationship between academic performance and extracurricular participation, and second, to ascertain the perceived contribution of participation to general social and personal development. Method Subjects. Three high schools representing small, medium, and large school districts in central Texas were selected as the target population from which to obtain student re-

sponses. Only seniors were asked to complete the questionnaires. In order to prevent a bi- ased sampling of students, the questionnaires were administered at a time when students from all academic specialties would be included (in either senior English classes or homeroom sections). The 515 questionnaires returned represented approximately 75 percent of the senior class in each school. Of those, seven questionnaires with incomplete responses were discarded, leaving a sample size of 508. The demographic characteristics of the sample of senior students that responded to the questionnaire, shown in Table 1, reflect closely, with two exceptions, the school populations from which the data were obtained with regard to ethnic group, course emphasis (track), and grade distribution (see also Table 2). Noticeably absent from this sample were failing students; however, since the data were obtained near the end of the senior year, such students were not likely to

Grade Point A B C Totals

Race* Track SexWBHO WBHO WBHO

Academic M 33 2 1 ^~ 45 17 3 - 25 13 7 - 146 F 57 2 4 3 43 8 7 - 20 11 3 - 158 Total n = 102 n=123 n = 79 304

Business M 1 ~

321- 224- 15 F 412- 722- 8 11 31 41 Total n = 8 n = 17 n = 31 56

Vocational M 4 - - - 10 2 - - 14 9 6 3 48 F 41- - 17 63 1 17 962 66 Total n = 9 n = 39 n = 66 114

Other M - - - - "- 1 1 ~

3 1 - 5 6 F 1 - - - 22 - - 8215 16 Total n = 1 n = 6 n = 15 22

Track, Sex, Race information not provided 12

Total = 508 *W = Caucasian; B = Black; H = Hispanic; 0 = Other or race not indicated

Table 1: Data Sample Description

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SEX RACE Grade M F W B H

A 18% 28% 31% 5% 16% B 38 35 39 38 31 C 39 36 29 56 52 D 5 111 1

* W = Caucasian; B = Black: H = Hispanic

Table 2: Distribution of Students Within Grade Point by Sex and Race in Percentage of Students Within that Group.

be attending school as seniors. Also, more females than males were represented in the sample, a disparity due, perhaps, to more males choosing not to respond. Although the specialties in these schools are not com- pletely isolated, students were asked to indicate the nature of their courses. The track labeled "other" included students who did not identify with any particular course emphasis. A smaller group of 55 undergraduate college students, registered in a single section of an educational psychology course, were given the survey and asked to recall their high school experiences. These data were ana- lyzed separately and form the basis for sev- eral comparisons. Procedure. The Student Activities Survey, a self-report questionnaire developed by the researchers, was designed to obtain data on extracurricular participation, academic per-

formance, and general social and psychological development. The questionnaire was pretested with a sample of 55 college students in a junior-level course. It was then administered by teachers to all seniors present on a typical day when no large groups were absent for an activity. In the questionnaire, students were asked to provide demographic information (age, sex, race), achievements (grades, class rank, honors, and awards), and numbers of years of participation in specific activities, along with leadership positions held. They were also asked to respond to two open-ended questions concerning benefits received and ob- stacles encountered.

Through statistical analysis of correlation between variables, significance or lack of it in relationships was identified, and profiles developed, for high- and low-achieving students, student leaders, and award-winning

High School College n = 508 n = 55

Activities r p r p

All Inschool Activities .38 .0001 Fine Arts .22 .0001 Student Government .27 .0001 Honor Society .59 .0001 .45 .0006 Out of School Activities .22 .0001 Total Activities .39 .0001 .31 .02 Athletics* .10 .02 .26 .06

'Includes intramural and extramural sports

Table 3: Correlations Between Grades and Extent of Extracurricular Participation in Various Types of Activities

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students. Profiles included information about number and kind of activities in which the students participated, awards received, ethnic background, and gender.

Results Four research questions, addressed in the present analysis of the data, concerned the relationship of grades to extracurricular participation, grade point to specific selection of activities by high- versus low-achieving students, type and quantity of participation by leadership students, and selection of activities by award-winning students. The first question focused on the relationship of overall grade point reported by the students to the type of their activity participation and the extent of that participation. Thus, the particular activities and the number of years of participation resulted in a composite statistic, used with grade point, to compute a Pearson product-moment cor- relational matrix. Although the activity variables included individual activities, some grouping was done (e.g., band, orchestra, and drama were combined into a Fine Arts variable); in addition, all activities were combined into an All Inschool Activities and into a Total Activities variable. The correlations reported in Table 3 include only those which were statistically significant at the p^.06 level. In the high school sample of 508~students, a statistically significant, small to moderate relationship was found between grades and participation in Fine Arts activities, Student Government, Honor Society and Out of School Activities, as well as in All Inschool Activities and Total Activities. The Out of School variable included such things as Scouts, 4-H, and church youth groups. The relationship of grades to athletics participation is included, even though it is slight, as it supports the idea that athletics do not relate negatively to grades in this sample. The smaller college sample that was surveyed (n = 55) supported a moderate relationship between grades and total activities and a stronger relationship (as would be expected) with the Honor Society variable. While the

positive relationship of grades to extracurricular participation was only slight to moderate, a consistent trend appeared to exist.

The second research question examined differences in the type of activities participated in by high achieving versus low achieving students; that is, the "A" students versus the "C/D" group (Table 4). While only four percent of high achieving students reported no participation in extracurricular activities, 19 percent of low achieving students reported no participation. High achieving students also participated in a greater quantity of activities, with 36 percent reporting more than 10 activities, while only 6 percent of the low achieving students reported that many. In each type of activity, with the excep- tion of Career Activities, a greater percentage of low achieving students reported no participation than did high achieving students. This difference, although expected in a cat- egory such as Honor Society, also extended to athletics and to out-of-school organizations. Even more surprising was the wide difference with regard to the Outside Work variable, with only 39 percent of the high achievers reporting no outside work, compared to 71 percent of the low achievers.

Career Activities, which included such organizations as FFA, FTA, or other vocation- ally oriented groups, as well as engineering groups, was more equally represented among high and low achievers. It appears, therefore, that involvement in extracurricular activities is not primarily associated with average or poor academic performance. In fact, the co- efficient of determination based on the above reported correlation between grades and total activities (r= .39) would indicate that only 15 percent of the variation in grades can be ex- plained by activity participation. Never- theless, extensive participation appears to be more characteristic of the high achieving students than of the lower achieving ones. At the same time both groups reported participation in a variety of activities, with neither higher nor lower achievers singularly selecting any

115




of the activities - athletics, band, career clubs, or others.

The third research question attempted to identify the number and kind of activities selected by students who had reported holding leadership positions in school government or in any of the organizations to which they belonged. For the 235 students reporting leadership positions, highly statistically significant (p<.0001), moderate correlations were found between number of leadership positions held and participation in Student Government, Service Organizations and Out-

of-School activities, as well as All Inschool Activities (Table 5). Students who held more leadership positions had also participated in more activities overall, and, reasonably so, in more student government and service organizations. The correlations between leadership positions held and race, as well as sex, were negligible (r=-.OO2, -.08, respectively) and statistically nonsignificant (p = .9, .2, respectively). Slightly more males than females held leadership positions. Again, it is interesting to note that strong participation in Out-of-School activities was also exhibited by the leadership students.

Number of Activities Activities 01234567 8 9 10 >10

All Inschool Activities A 4257777 11 725 36 C 19 13 11 9 9 9 7 5 4 6 2 6

Athletics A 45 12 10 8 8 2 5 5 3 1 .9 C 57 11 7 9 5 3 3 2 2 1

Fine Arts A 43 12 12 9 16 2 3 2 .8 C 73 7 8 3 5 2 .5 1.5

Communications A 69 12 8 4 4 .8 .8 .8 C 88 9 1.5 1 .5

Student Government A 61 19 7 6 3 2.5 .8 C 85 23 3

Service Organizations A 73 12 8 4 .8 .8 .6 .8 C 90 3 4 1 1 .5 .5

Honor Society A 36 26 31 4 2 1 C 100

Career Activities A 66 15 12 2 3 1 1 C 61 15 12 4 . 8

Out of School Youth Organizations A 32 24 9 12 12 3 3 2 2 .8 C 64 13 5 4 9 3 .5 1 .5 .5

Outside Work A 39 57 4 C 71 27 1 .5

*High achieving students, 'A' grade point; low achieving students, 'C grade point

Table 4: Comparison Between High Achieving and Low Achieving Students* in Percent of Students Reporting Participation (Number of Activities Times Years Involved)

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Data from a fourth research question, the activities selected by high award-winning students, indicated an expected small to moderate relationship between number of awards received by 297 of the total sample and participation in the Fine Arts, Communications, Service Organization, and Athletics activities, as well as all inschool activities (Table 5). The relationship between awards won, race and sex were negligible (r= -.09, .05, respectively). But a correlation of .32 between leadership and number of awards (not reported in the tables) was obtained. Thus, students winning more awards often held leadership positions and participated in more of the kind of inschool activities in which awards are notably given, a reasonable expectation.

The Student Activities Survey also included two open-ended questions: "What benefits did you receive from participation in extracurricular activities?" and "How did participation in extracurricular activities help or hinder you?" Although the two questions produced an overlap in students' responses, both benefits and hindrances were clearly indicated. These will be examined in turn.

Using a process of naturally occurring cat- egories, the students' responses were grouped and then quantified. The response ranking of high achieving students, that is, students reporting "A" grades, was then compared with that of the low achieving students (those reporting "C" grades).


For the high achieving students, the list of benefits received from participation in extracurricular activities included (in order of fre- quency): (1) meeting other people; (2) increasing responsibility; (3) making school more enjoyable; (4) developing leadership abilities; (5) broadening interests ("became more well-rounded"); (6) developing self- confidence ("became more outgoing"); (7) preparing for a career; (8) enhancing time management; and (9) maintaining physical condition or health ("keeping in shape").

The ranked list of most frequently mentioned benefits for the low achieving students was similar: (1) meeting other people; (2) having a learning experience; (3) preparing for a career; (4) making school more enjoyable; (5) increasing responsibility; (6) developing a greater involvement in school; (7) becoming more outgoing; (8) developing leadership abilities; and (9) increasing self-discipline. It appears that the priorities of the low achieving students differed from those of high achieving students. Career preparation was more important to the lower achieving students, while leadership and responsibility were not as vital. Learning experience, involvement, and self-discipline were also considered benefits by these students, while the higher achieving students rarely mentioned them. Time management, keeping in shape, and becoming more well-rounded were considered more important to the high achieving students. The fact that there were many more

Leadership Positions Awards Received n = 235 n = 297

Activities r p r p

All Inschool Activities .39 .0001 .31 .0001 Fine Arts -23 0001 Student Government .30 .0001 Service Organizations .25 .0001 .16 .006 Communications -17 .0003 Athletics 16 .006 Out of School Activities .28 .0001

Table 5: Correlations Between Extracurricular Participation and Number of Leadership Positions Held and Number of Awards Received

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high achieving than low achieving students who responded to this question, however, may limit interpretations of this data.

Upon similar examination of the comments on how participation in extracurricular activities was a hindrance, the responses indicated that very few students regarded participation in that way. In fact, the majority of students stated that it had not hindered them in any way. In the high achieving group, the few complaints were centered on how time consuming it was to participate. One said that sometimes there was no time to do home- work, and two stated that their grades dropped due to participation. Another student complained about how exhausting competitions were, while another mentioned a football injury he had received. Of the low achieving students, five stated that the activities hindered their academic studies, and one complained that it was difficult to make up work that was missed because of participation. Again, it should be stressed that the responses to this question were very infrequent; most students who participated found many benefits from extracurricular activities. As in any qualitative data, certain responses seemed to "sum it all up" for some students. A few quotations are given below:

"Without these extracurricular activities, I don't believe I would have had the mo- tivation to do as well as I have done."- "A" student. "Put spark in my life."- "B" student. "If it wasn't for extracurricular activities I think we would all go crazy with boredom. Everyone needs change and variety."- "C" student. "If I wouldn't have participated in the activities that I did, school would be without reason."- "A" student.

Discussion The data obtained in this study relating achievement (grades, honors and awards) to the extent of extracurricular participation by

students provides an important description of the way at least some American high school students spend their time. Despite the consistent, moderately positive correlations between achievement and participation, greater activity cannot be presumed to cause higher grades; yet it does become evident that the higher achieving students are also often more active and vice versa. In addition, students' comments about benefits of the extracurriculum repeatedly support the idea that the latter adds zest to academic studies, cre- ating a necessary balance between work and play. The question must then be asked, "Is academic learning, in and of itself, sufficient for development of the total adolescent being?" In Clarifying the Mission of the American High School: A Report, Ernest Boyer (1984, p. 22) affirms, "To be prepared to live in our interdependent, interconnected, complex world, students must be well informed. They also must have the ability to bring together the information from ideas across dis- ciplines, organize their thoughts, reach con- clusions and, in the end, use knowledge wise- ly." Yet, as Goodlad (1984) emphasizes, students have little say about the management of their learning.

Thornburg (1982) defines the adolescent's primary schooling problems as being mean- inglessness and powerlessness. Picou (pre- sentation to a college undergraduate class, October 16, 1983), who has examined inten- sively the questions of achievement mo- tivation in relationship to athletics and race, also postulates that nowhere in traditional classes do students have the opportunity to learn in a context of risk taking. He refers to a context where students can learn to plan and arrange, make and correct errors, have real responses to real problems, and develop a sense of control. The developmental task of moving toward emotional, social, and economic independence from the family doesn't take place in the academic curriculum - it takes place in the socialization within the peer group.

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From the preliminary data of this study, we see that these students apparently realize that this type of socialization can and does occur in the extracurricular activities of the secondary school. Additionally, the activities appear to be a nurturing, facilitative force for developing life-long career talents. And, most important, they are an important context for the social and emotional development that adolescents must accomplish to become pro- ductive and satisfied members of the adult society. Although obtaining student perception of the role and value of extracurricular activities from a sample of high school students is a small contribution to the decision-making process of setting curriculum priorities, it is an important step. A statewide and national sample of students would add to this facet of the question. But again, we stress, the view of students must be included in the decision-making process.

References Bell, J.W. (1967). "A Comparison of Dropouts and Non-

dropouts on Participation in School Activities." The Journal of Educational Research, 60(6), 248-251.

Boyer, E.L. (1984). "Clarifying the Mission of the Am- erican High School." Educational Leadership, 41(6), 20-22.

Goodlad, J.I. (1983). A Place Called School: Prospects for the Future. Novato, Calif.: McGraw-Hill Book Co.

Hall, G.E., Hord, S.M., Rutherford, W.L., and Huling, L.L. (1984). "Change in High Schools: Rolling Stones or Asleep at the Wheel?" Educational Leadership, 41(6), 58-62.

Hartzell, M.J. and Picou, J.S. (1979). "Success in Inter- scholastic Sports and the College Plans of Women Athletes." TAMPER Journal, Spring, 12-13.

Havighurst, R.L. (1972). Development Tasks and Edu- cation (3rd ed.). New York: McKay.

Nover, M.L. (1981). Student Involvement and the Psychological Experience of the High School A paper presented at the Annual Convention of the American Psychological Association, Los Angeles. (ERIC Docu- ment Reproduction Service No. ED 210 613).

Otto, L.B. (1975). "Extracurricular Activities in the Edu- cational Attainment Process." Rural Sociology, 40, 162-176.

Rehberg, (1968). "Participation in Interscholastic Athlet- ics and College Expectations." American Journal of Sociology, 73(6), 732-740.

Roberts, A.D. and Cawvelti, G. (1984). Redefining Gen- eral Education in the American Higfc School. Alexan- dria, Va.: Association for Supervision and Curriculum Development.

Spady, W.G. (1970). "Lament for the Lettennan: Effects of Peer Status and Extracurricular Activities on Goals and Achievement." American Journal of Sociology, 75, 680-701.

Spreitzer, E. and Pugh, M. (1973). "Interscholastic Ath- letics and Educational Expectations." Sociology of Education, 46, 171-182.

Thornburg, H.D. (1982). Development in Adolescence (2nd ed.). Monterrey, Calif.: Brooks/Cole.

Wells, R.H. and Picou, J.S. (1980). "Interscholastic Ath- letes and Socialization for Educational Achievement." Journal of Sport Behavior, 3, 119-128.

Yarworth, J.S. and Gauthier, W.J., Jr. (1978). "Relation- ship of Student Self-Concept and Selected Personal Variables to Participation in School Activities." Jour- nal of Educational Psychology, 70(3), 335-344.

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