A Pa Style Template

EFFECTS OF EXTRACURRICULAR
The Effects of Extracurricular Activities

on University Students A Case Study
Arsalan Manzoor, Ausaf Vohra, Syed Tabish Ali

Institute of Business Management (IoBM)
Author Note
Author:
Arsalan Manzoor, Ausaf Vohra, Tabish Ahmed
Title:
The positive/negative effects of extracurricular activities on

university students
Research Adviser:
Mr Irfan Sheikh
Abstract
Numerous research activities have been conceived to address the subject pertaining to the effect
of extracurricular activities on the academic performance of students. Results advocate the reality
revealing the impact of extracurricular occupation of students. Rational behind this study was to
explore whether or not the activities, other than academic activities, surrounding the
undergraduate students effect their skills set. Participation in these types of activities has been
shown to affect childrens standardized test scores, academic aptitude, and social skills. The
survey instrument used to extract the feedback was Likert-type questionnaire distributed among
undergraduate students of IoBM, SSUET, IQRA, FAST.The research outcome reveals that
students who participate in ECAs such as sports, music, community work and performing arts are
likely to increase their aptitude level and academic scores as well imposing effects on career
outcome. Therefore, it was concluded that extracurricular activities affect academic performance
and that the effect depends on the specific activities in which the student is involved.
Keywords:Extracurricularactivities,positivenegativeimpactofECA,Studentactivities
Acknowledgement
Iwouldliketotakethisopportunitytorecognizemygroupmatesforputtingupwithtogetherfor
thiseffort.AndIwouldliketothankthemforallofthetimetheyspentlisteningtoeachother,
discussingtopics,brainstormingideas,andwritingthethesisasitwasgreatlyappreciated.
IwouldalsoliketoextendaspecialthankstoSirIrfanSheikh,withoutwhoseguidanceand
mentorshipitwouldnothavebeenpossibletoputupthiseffort.Sir,ithasbeenareallearning
experiencebeingpartofyourclass.WewouldliketoextendourwarmregardstoyouSirforall
theknowledgeyoudeliveredtous.
Wewouldalsoliketoofferaspecialthankstoourfamilieswhocontinuedtobeouremotional
rockandlenttheirneverendingsupport.
Ontopofall,thankstoAlmightyALLAHforstrengthandhealthtoreachthemark.
December 29, 2013
Mr. Irfan Sheikh

Institute of Business Management
Karachi
Dear Mr. Sheikh:

On account of our research team, we present you this report on the topic positive and negative
effects of extracurricular activities on university students. Which is written as part of our
Busniness Communication course and assigned to us during the same.
This report focuses on the hypothesis made by us on extracurricular activities and their effect on
university students.
We hope we have justified our self on behalf of many students that faces
Sincerely,
Arsalan,AusafandTabish.
Authorization Letter
December 29, 2013
To whom it may concern:
We the undersigned, hereby authorize our professor Mr. Irfan Sheikh to act on our behalf in all
manners relating to this research paper and use it in scenarios where further research is required
and distributed accordingly
This authorization is valid until further written notice from us researchers
Sincerely,
Arsalan, Ausaf and Tabish.
Students of Business Communication
Institute of Business Management
The Effects of Extracurricular Activities on University Students A Case Study

CHAPTER #01
INTRODUCTION
Sports, performing arts and social service draw a vital influence on student's skills set. The
way a student opts to spend his/her free time can affect their academic grades. A study by the U.
S. Department of Education revealed that students who participate in co-curricular activities are
three times more likely to have a grade point average of 3.0 or better than students who do not
participate in co-curricular activities (Stephens & Schaben, 2002, para. 4). An inter-link is noticed
between the activities that student are surrounded by outside their class room and their academic
outcome. The level of involvement in music and sports is not the only aspect studied, but the
involvement in social service is also a controversial point in their impact on students.
The hypothesis developed to study the case includes:

Impact on intelligence level
Confidence building
Time management
Career prospects
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.
Research Hypothesis
There are four research hypothesis this study will attempt to answer. They are:
1. ECAs increase intelligence level?
2. ECAs help develop pro-activeness?
3. ECAs build confidence?
4. ECAs spare less time to study?
5. ECAs result in lethargic routine?
6. ECAs increase student's employment prospects?
An important rational of this research comes from researchers who have developed
identification or commitment models stating that students likely perform good when they engage
in college-funded ECAs because they foster commitment to the colleges goals and identification
with the colleges culture.
Statement of Problem
The purpose of this study is to document how being involved in extra-curricular activities
can influence development in academics, social skills and career prospects. Over half of a student's
time is spent being involved in some sort of structured activity. It is important for teachers,
counselors, and parents to know the overall impact of participating and being involved in ECAs.
Determining the long-lasting effects of extracurricular activities may help us understand how
participation can impact students' development now and in the future. Armed with this
information, we can make wiser choices for creating balance in academics and activities in a
student's life.
In addition to understanding the effects of being involved in these activities, it is important
to know how these activities are influencing educational and career pathways. Having this
knowledge may allow counselors and other educators to promote participation and to support and
encourage student involvement.
CHAPTER #02
LITERATURE REVIEW
Introduction
Co-curricular activities are apparent to have some sort of impact on students academic
performance; however, the issue of whether they benefit or hinder is unknown. The research
would be described as a descriptive study because it observes behaviors as they occur
naturally, describes behavior, explores a phenomenon, and tests hypotheses about behavior
(Brown, Cozby, Kee, & Worden, 1999, p.75). Therefore, the idea behind this study was to
explore whether or not the activities that university students occupy-in have an effect on their
skill set.
Effect of participation in extracurricular activities for each student was measured by a Likert-type
questionnaire. In terms of the relationship between co-curricular activities and career growth,
it appears tangible to assert that the contribution higher grades make to career outcome is an
intuitive one. However, we must remark with Chickering (1994) that grades alone specifically college grades - are poor predictors of success. He notes that successful careers
call for well-developed cognitive skills, interpersonal competence, and motivation (p.51).
Academic performance by itself does not speak to these qualities and therefore the nonacademic effects of ECA participation must be considered. Number of studies have come up
with the fact that one of the key goals of extracurricular activities is skill enhancement.
Candidates as well as recruiters believe that participation in ECAs is indicative of the quality
of their skill set. An interesting point to ponder here is that even if the training side of
involvement in ECAs did not exist, such acquired information would continue to be used in
the selection process so long as both sides believed in its ability to reflect superintendent skill
set. An added source through which ECA involvement can result in career success is through
its effect on a band of psychological implications. However ECAs have been tied to marginal
hike in mental fitness and other psychological implications (Gilman, 2004; Feldman &
Matjasko, 2005), top three most highlighted outcomes are of interest; positive effects on selfesteem (Feldman & Matjasko, 2005), emotional intelligence (Chia, 2005), and interviewing
self-efficacy (Tay, Ang & Dyne, 2006). These factors have been observed to be vital at both
10
ends i-e the job hunt and later on the job itself, making it a good predictor of success (Ellis &
Taylor, 1983). Larson (2000) points out that there is a limited opportunity for adolescents to
experience both initiative and motivation in their daily lives. By contrast, structured voluntary
activities represent a context within which initiative can develop. success in the job search is
also determined by an individuals interviewing self-efficacy (ISE), that is, a candidates
personal judgment of his or her interviewing capabilities (Tay, Ang & Dyne, 2006). ISE is
linked to personality and biographical characteristics (those who are more extraverted tend to
have higher ISE) but can also be developed within the context of ECA participation. Tay, Ang
and Dyne (2006) cite studies which have found that membership of certain clubs and societies
in college predicts interview evaluations because the skills developed through this form of
participation (social interactions, influence tactics, self-presentation and image management)
all have direct relevance to those needed to be successful in an interview.
Although there is a considerable body of evidence which notes that the developmental context of
ECAs fosters the good psychological functioning which enables participants to achieve a host
of labor market-related outcomes (Gilman, 2004; Feldman & Matjasko, 2005; Chia, 2005;
Tay, Ang & Dyne, 2006) some researchers argue that these benefits may have been overestimated (Fredricks & Eccles, 2006).
The final way in which ECA participation can lead to better career outcomes is through the
development of social ties. Network theory emphasizes the importance of the type of people
which one comes into contact with. Granovetters (1973) seminal work on the strength of
weak ties highlighted the value of the acquaintances which individuals formulate. He argues
that while strong ties (family and close friends) are a very important part of an individuals
social network, links to those who are outside of this network and with whom the individual
11
has infrequent contact (weak ties) have advantages that strong ties do not. This type of tie
can provide a crucial source of information outside of that held by the high-density network
and can be mobilized by the individual. Access to information outside of the individuals
tightly-knit social circle can be instrumental in finding a job (Granovetter, 1974, 1983).
Granovetter (1974) found that personal contacts were found to be superior to formal
methods of job location and that of these personal contacts, weak ties were the most
successful means of finding a job.
In support of this theory, Langlois (1977) and Ericksen and Yancey (1980) found that collegeeducated people were more likely to depend on weak ties compared with those who were not
college-educated. This suggests that the university is a site where individuals both develop
and learn how to develop those contacts which will prove useful later on in life. Also, as well
as facilitating job search, evidence has been found which suggests that the use of weak ties in
the job search process is strongly associated with higher occupational achievement
(Granovetter, 1983), suggesting that even after a job is found, weak ties may continue to be
mobilized by individuals to achieve other career-related outcomes.
Granovetters (1983) theory has been subject to criticisms by other authors; Montgomery (1992),
for example, stresses the need to focus on the structure of the network as well as the type of
tie which is mobilized in the job search process. Seibert, Kraimer and Liden (2001) reviewed
the empirical evidence on weak tie theory and in conclusion recommend that actors invest in
weak ties in general before selectively strengthening them in order to mobilize the careerrelated benefits that come with good ones.
12
History of Extracurricular Activities

In the beginning, the emphasis on extracurricular activities was not overwhelming. Many seeing it
as a fad that would disappear and quickly fade out of style (Millard, 1930, p. xi). One of the
older theories advocating extracurricular activities was based on the rational that, wherever at
all possible, grow out of curricular activities and return to curricular activities to enrich
them (Millard, 1930, p. 12). By the time people, including educators, began to see the
positive outcomes of extracurricular activities. In fact, before 1900, educators were reluctant
of participation in extracurricular activities, having belief that school should focus solely on
narrowly defined academic outcomes. Non-academic activities were viewed as being
primarily recreational and therefore were detrimental to academic achievement, and
consequently were discouraged (Marsh & Kleitman, 2002, para. 5). Deam and Bear, early
experts on extracurricular activities, said, Extracurricular activities supplement and extend
those contacts and experiences found in the more formal part of the program of the school
day (Millard, 1930, p. 16). It was not until recently that educational practitioners and
researchers have taken a more positive perspective, arguing that extracurricular activities may
have positive effects on life skills and may also benefit academic accomplishments (Marsh &
Kleitman, 2002, para. 5). It is obvious that extracurricular activities have an impact on
academic performance and education ever since their inception. The question is, how are
extracurricular activities affecting performance today?
Review of Existing Literature on Outcome
What follows is an attempt to link the existing literature on the benefits of participation in
extracurricular activities with that of career success. Combining theories from different
13
disciplines makes it apparent that the link between ECAs and career success is mediated by a
whole host of psycho-social factors. According to the existing literature, participation in
ECAs can theoretically produce an effect on career outcomes through the following channels: 1)
by fostering academic abilities 2) a training effect 3) by nurturing desirable personality traits
4) by providing individuals with social contacts. The evidence for this linkage will be explored
in more detail.
Herbert Walbergs (1984) Theory of Educational Productivity is also useful to examine in the
context of this study as it synthesizes some of the key elements proposed by Erikson and
Bronfenbrenner as described above. Walberg proposed a nine-factor model for the
optimization of learningcognitively, behaviorally, and affectively (see Figure 1). The nine
factors are divided into three groups. The first group is labeled Student aptitude and
involves 1) ability or prior achievement; 2) development (chronological age/state of
maturation); and 3) motivation or self-concept. The second group, Instruction involves 4)
time spent in learning; and 5) quality of instruction. Finally, group three, Environmental
factors, includes 6) the home; 7) the classroom social group; 8) the peer group outside of
the school; and 9) use of out of school time.
Figure 1. Walbergs model of educational productivity (adapted from Walberg, 1984).

The first five factors are those that have historically been considered across many models of
learning (Walberg, 1984). Although important, Walberg asserts that these commonly
considered factors pose a great challenge for educators in creating change as they depend
heavily on other variables such as socioeconomic and political conditions as well as prior
14
learning and characteristics of the students and parents. According to Walberg, educators are
unlikely to raise achievement substantially by their own efforts alone (p.20). On the other
hand, he claimed, improvements in the more direct and more alterable factors hold the best
hope for increasing educational productivity (p.21). These more alterable factors that
Walberg refers to are three of the environmental factors: the home, the peer group outside of
school, and the classroom climate. The home factor described by Walberg (1984) is, in fact,
referring to parent involvement. Also termed the curriculum of the home (1984), this factor
of learning is described by Walberg as, informed parent-child conversations about school and
everyday events, encouragement and discussion of leisure reading, monitoring [of] peer
activities, expressions of affection and interest in the childs academic and other progress
as a person, and perhaps, among such unremitting efforts, smiles, laughter, caprice, and
serendipity. (p.25) Thus, Walbergs emphasis on the importance of the home environment is
aligned with Bronfenbrenners (1979) conception of the microsystem and the critical role that
the home environment, specifically interaction with caregivers, holds for the child.
Walberg (1984) has tested the connection between the home environment and school learning and
has found empirical support for his theory. An analysis of approximately 3,000 studies
revealed that Walbergs 9 proposed factors are, indeed, primary influences on learning. With
respect to the environmental factors specifically, the analysis revealed consistent positive
outcomes related to learning. For example, Walberg found a strong correlation between
learning and the home (or parent involvement variable), which was, on average, twice that of
the correlation between learning and family socioeconomic status. Moreover, studies
supported the influence of the home involvement factor for students of all ages and some
findings revealed effect sizes that were ten times that of SES (Reynolds & Walberg, 1991;
Walberg, 1984).
15
Further echoing Bronfenbrenner (1979), Walberg (1984) cited the importance of cooperation
between caregivers and schools to alter this influential home-based curriculum. The
collaboration between educators and parents to which Walberg refers belongs to
Bronfenbrenners mesosystem. Walberg touted the environment of the home as being quite
alterable, asserting that joint efforts on behalf of parents and the school to make the home
environment more conducive to learning have an outstanding record of success in promoting
achievement (p.25). Walberg, like other researchers (e.g. Epstein) to be discussed in the
following section, encouraged a partnership between caregivers and schools in the name of
increasing achievement.
Again reflecting the ideas of Bronfenbrenner (1979) and Erikson (1950) Walberg (1984)
emphasized the important role that can be played by the childs peer group outside of school.
In meta-analyses, Walberg found a consistent positive correlation between the peer group and
learning. Walberg, in his conceptualization of the peer group, refers to an out-of-school peer
group with learning interests, goals, and activities (p.20). Certainly, spending time with peers
engaged in an extracurricular activity falls under this definition. From this perspective,
children learn with and from their peers while engaged in activities and, on a level once
removed, extracurricular activities help shape this influential out-of-school peer group by
bringing children together and thus facilitating friendships. Such a scenario might be
particularly important from the perspective of all three theorists in the case of the at-risk
child who may have a delinquent or unmotivated peer group at school but forms a positive
group of friends via a sports team or club. Moreover, Walberg asserted that children benefit
from these out of school environmental factors both directly and indirectly. Students gain
directly via the specific skills gained from peers and activities, and these variables help
16
students indirectly by raising student ability, motivation, and responsiveness to instruction

in school (p.20). Walbergs (1984) theory emphasized the important role of factors in the
childs environment outside of school. Walberg also cited empirical evidence to support such
a proposition. His theory, like those of Bronfenbrenner (1979) and Erikson (1950) thus
supports the potential of outside of school variables, such as parent involvement and
extracurricular activity participation, to
positively influence student
achievement.
Accordingly, his theory lends further support to the proposed beneficial effect of
extracurricular activity participation on learning in the absence of parent involvement.
ECAs Generate Good Academic Outcomes
Gamps (1990) study on academic achievement found that participation in student activities had a
positive effect on grades even when taking into account background variables. This position
is strengthened by the fact that other researchers such as Huang & Carlton (2003) have
found, and continue to find, such a relationship. Bartko and Eccles (2002) confirmed this
result with their study of university students.
One explanation of this finding comes from researchers who have developed identification or
commitment models which state that students are more likely to do well when they engage in
school-sponsored ECAs because they foster commitment to the schools goals and
identification with the schools culture. Effectively, there is a socialization effect which makes
participants more likely to adopt pro-school values (McNeal, 1995). Certain papers argue
that this is due to the type of people that students mix with while participating (Eccles &
Barber, 1999; Mahoney & Stattin, 2000; Feldman & Matjasko, 2005). Gilman (2004) states
17
that ECAs put students in touch with supportive social networks and allow them to interact
with competent non-parental adults (p.32). Being in contact with non-deviant peers and
with adults who are inclined to support school culture has a socializing effect (Mahoney &
Stattin, 2000).
Marsh (1992) tests the participation-identification model outlined by Finn (1989) against the zerosum model. Finn (1989) argues that a simple trade-off exists between extracurricular
participation and positive academic outcomes. He found that total extracurricular
participation does have the potential to increase students commitment to school, although
the effects were small. The study showed a positive effect on a series of psychological
outcomes and other benefits such as taking advanced courses, time spent on homework, the
postsecondary aspirations, GPAbeing on the academic track, college attendance.(p. 557)
these results suggest that there is reason to believe that commitment to school leads to
academic success.
In terms of the relationship between extracurricular activities and career success, it seems
reasonable to assert that the contribution higher grades make to career outcome is an intuitive
one. However, we must remark with Chickering (1994) that grades alone - specifically
college grades - are poor predictors of success. He notes that successful careers call for
well-developed cognitive skills, interpersonal competence, and motivation (p.51). Academic
performance by itself does not speak to these qualities and therefore the non-academic effects
of ECA participation must be considered.
18
ECAs Improve Participants Skill Set
Many studies reveal that one of the main goals of extracurricular activities is skill acquisition
(Zaff, Moore, Papillo & Williams, 2003; Mahoney & Stattin, 2000; Gilman, 2004; Eccles &
Barber, 1999). Candidates as well as recruiters believe that participation in ECAs is indicative
of the quality of their skill set (Conway, 2009). What is interesting to note here is that even if
the training aspect of participation in ECAs did not exist, this type of biodata would continue
to be used in the selection process so long as both sides believed in its ability to signal
superior skills. From this perspective, even if membership of clubs and societies did not lead
to a better skill set, it would still be legitimate to use participation as a signal in the personnel
selection game so long as participation was found to be due to underlying heterogeneity in
individuals (i.e. individuals participate because they are skilled instead of being skilled
because they participate). This issue is one which makes serious empirical investigation of
ECA participation very difficult because of a selection bias which makes it difficult to
compare those who participate with those who do not, because participation is itself evidence
of underlying heterogeneities in the active group.
In any event, there is some evidence to support the theory that engaging in ECAs enables
participants to acquire skills which prepare them for the labor market. Howard (1986, p. 545)
found that participation in student government, the school paper, and debating teams were
most likely to relate to meaningful performance criteria.
19
Although different researchers have found different effects for various activities (Barron, Ewing &
Waddell, 2000; Rubin, Bommer & Baldwim, 2002), the literature does broadly support the
hypothesis that extracurricular experiences are relevant to career success because they teach
and develop appropriate skills, with a caveat added by Howard (1986) which states that these
experiences are relevant only insofar as they can be related to concrete skills.
ECAs Aid Psychological Development
Another channel through which ECA participation can result in career success is through its effect
on a range of psychological outcomes. As Chickering (1994, p.51) states, successful careers
also call for well-developed cognitive abilities, interpersonal competence and motivation.
Although ECAs have been tied to general improvements in mental health and other psychological
outcomes (Gilman, 2004; Feldman & Matjasko, 2005), three specific outcomes are of
interest; positive effects on self-esteem (Feldman & Matjasko, 2005), emotional intelligence
(Chia, 2005), and interviewing self-efficacy (Tay, Ang & Dyne, 2006). All of these have been
linked with favorable outcomes in the labor market.
Baumeister et al. (2003) suggest that self-esteem mediates the relationship between participation
and success due to two benefits which result: 1) a stock of positive feelings, and 2) greater
initiative. Firstly, possessing a stock of positive feelings makes individuals better able to cope
with stress and to react to challenging situations. Although Baumeister et al. (2003) found
that self-esteem had little or no direct effect on job performance, it affected persistence at
tasks. The authors cite experiments in which confederates with high self-esteem made better
20
use of situational cues in order to form adaptive strategies (i.e. problem solve), compared
with those with low self-esteem. Interestingly, Ellis and Taylor (1983) found that those with
low self-esteem tended to have lower search intensity and thus spent longer looking for a job,
indicating that this ability can be put to good us in the job search process as well as in the
workplace.
Secondly, initiative has been found to be important both in the job search process and afterwards
on the job, making it a good predictor of success (Ellis & Taylor, 1983). Larson (2000)
points out that there is a limited opportunity for adolescents to experience both initiative and
motivation in their daily lives. By contrast, structured voluntary activities represent a context
within which initiative can develop.
Those who possess high levels of initiative will tend to exercise it in order to achieve desired
outcomes; this means that they have a proactive personality (Kraimer, Seibert & Crant,
2001). Studies have shown that proactive behavior is directly related to career success, as
well as indirectly related through improved job performance, tolerance for stress, leadership
effectiveness, work team performance, and entrepreneurship (Kraimer, Seibert & Crant,
2001). In sum, high levels of self-esteem fostered by ECA participation can be linked to
career progression through improved ability to cope with challenges and proactivity.
The way in which emotional intelligence (EI) - the ability to monitor ones own and others [sic]
feelings and emotions, to discriminate among them and to use this information to guide ones
thinking and actions (Chia, 2005, p. 76) is related to work and interview success. Chias
(2005) study, which examined job offers of multi-national accounting firms to college
21
graduates, showed that consideration of the so-called soft-skills of candidates was present
at every level of the recruiting process. Candidates were initially screened and selected for the
first round of job interviews using the information contained in their cover letter and CV. The
author found that at this stage, the level of ECA participation which a candidate possessed
was held to denote his or her level of EI. If the candidate made it through this initial round of
interviews, it became clear that what was important in subsequent rounds was not the level of
participation in ECAs but the experience which candidates gained from them - here EI was
held to be a proxy variable for the benefits of participation in ECAs. The number of final job
offers thus depended not only directly on ECA participation through the number of initial job
offers received, but also indirectly due to its development of EI which determined the number
of subsequent job interviews received by candidates and thus the number of final job offers.
Finally, success in the job search is also determined by an individuals interviewing self-efficacy
(ISE), that is, a candidates personal judgment of his or her interviewing capabilities (Tay,
Ang & Dyne, 2006). ISE is linked to personality and biographical characteristics (those who
are more extraverted tend to have higher ISE) but can also be developed within the context
of ECA participation. Tay, Ang and Dyne (2006) cite studies which have found that
membership of certain clubs and societies in college predicts interview evaluations because
the skills developed through this form of participation (social interactions, influence tactics,
self-presentation and image management) all have direct relevance to those needed to be
successful in an interview.
Although there is a considerable body of evidence which notes that the developmental context of
ECAs fosters the good psychological functioning which enables participants to achieve a host
22
of labor market-related outcomes (Gilman, 2004; Feldman & Matjasko, 2005; Chia, 2005;
Tay, Ang & Dyne, 2006) some researchers argue that these benefits may have been overestimated (Fredricks & Eccles, 2006). For example, for certain aspects of career success (e.g.
financial success) no link has been found with ECAs (Fredricks & Eccles, 2006).
Nevertheless, there is sufficient evidence to support the hypothesis that ECAs result in
psychological outcomes which are linked to career success.
Formal versus Informal Extracurricular Activities

Some researchers have divided extracurricular activities into informal and formal activities.
The formal activities include activities which are relatively structured, such as participating in
athletics or learning to play a musical instrument. Informal activities, on the other hand, also
known as leisure activities, include less structured activities, such as watching television.
Some literature on leisure studies has suggested that formal and informal activity settings have
different influences on motivation and feelings of competence, two factors which influence
academic performance (Guest & Schneider, 2003, para. 8). One study found that more time
in leisure activities was related to poorer academic grades, poorer work habits, and poorer
emotional adjustments, while more time in structured groups and less time watching
TV were associated with higher test scores and school grades (Marsh & Kleitman, 2002, para.
15).
Guest and Schneider (2003), in their study, found that the type of participation or activity
undertaken influences developmental outcomes (Para. 8). this involves the what factor and
is the concern of this research project. There have been many studies conducted on the
23
influence that extracurricular activities have on academic performance. Their effects have
differed substantially for different activities. There were a total of seventy-six statistically
significant effects, fifty-eight positive and eighteen negative (Marsh & Kleitman, 2002, para.
11).
ECAs Give Access to Social Capital

The final way in which ECA participation can lead to better career outcomes is through the
development of social ties. Network theory emphasizes the importance of the type of people
which one comes into contact with. Granovetters (1973) seminal work on the strength of
weak ties highlighted the value of the acquaintances which individuals formulate. He argues
that while strong ties (family and close friends) are a very important part of an individuals
social network, links to those who are outside of this network and with whom the individual
has infrequent contact (weak ties) have advantages that strong ties do not. This type of tie
can provide a crucial source of information outside of that held by the high-density network
and can be mobilized by the individual. Access to information outside of the individuals
tightly-knit social circle can be instrumental in finding a job (Granovetter, 1974, 1983).
Granovetter (1974) found that personal contacts were found to be superior to formal methods of
job location and that of these personal contacts, weak ties were the most successful means of
finding a job.
24
In support of this theory, Langlois (1977) and Ericksen and Yancey (1980) found that collegeeducated people were more likely to depend on weak ties compared with those who were not
college-educated. This suggests that the university is a site where individuals both develop
and learn how to develop those contacts which will prove useful later on in life. Also, as well
as facilitating job search, evidence has been found which suggests that the use of weak ties in
the job search process is strongly associated with higher occupational achievement
(Granovetter, 1983), suggesting that even after a job is found, weak ties may continue to be
mobilized by individuals to achieve other career-related outcomes.
Granovetters (1983) theory has been subject to criticisms by other authors; Montgomery (1992),
for example, stresses the need to focus on the structure of the network as well as the type of
tie which is mobilized in the job search process. Seibert, Kraimer and Liden (2001) reviewed
the empirical evidence on weak tie theory and in conclusion recommend that actors invest in
weak ties in general before selectively strengthening them in order to mobilize the careerrelated benefits that come with good ones.
Issues Raised by Existing Research
This paper has shown that ECA participation is linked to career success through four channels:
firstly, positive academic outcomes with participation; secondly, participation in
25
ECAs has a training effect which results in the accumulation of skills which can be put to good
use during job search and in the workplace; thirdly, participation results in a host of desirable
psychological outcomes, which make the individual better adapted to achieve success. Finally,
participation in ECAs allows individuals to accumulate social capital which can be mobilized
in order to achieve desired career outcomes.
Although the literature connecting extracurricular participation with career success is very rich,
there are issues yet to be fully addressed. These must be confronted before further
investigation into the topic proceeds.
Firstly, it is important to note that the majority of the data which have been used by the
researchers in their investigations has been taken from sources in the United States making it
difficult to generalize findings outside of the US. Secondly, the vast majority of the studies
cited above have been testing the relationship between participation in high school as
opposed to college ECAs. It is clear that the context in which students find themselves in
college is not the same as that of high schools. Furthermore, college students are probably
more likely to be more involved in ECAs than high school students due to the wider range of
activities on offer. In other words those students who were never interested in participation
during their second-level education may still be able to reap the benefits associated with
membership of clubs and societies despite the late development of their interest.
Thirdly, there are various difficulties associated with taking career success as the outcome of
interest. Measurement of this phenomenon is problematic with readily quantifiable outcomes
such as salary and position in the firms hierarchy having been employed traditionally.
26
However, Jencks, Perman and Rainwater (1988) found that non-monetary characteristics
need to be incorporated into the analysis when looking at career success. Gunz and Heslin
(2005) outline the idea of the subjective career and explain that researchers need not shy
away from including subjective criteria in their studies on career success since patterns of
shared meaning emerge in subjective criteria of success because careers are socially
constructed. Heslin (2003, 2005) also notes that self- and other-referent criteria of success
should be incorporated in order to measure success in a meaningful way.
Fourthly, it is crucial to note that the effects which ECA participation produces are not uniform or
indeed all positive. Various researchers have found that the returns to extracurricular
participation vary according to gender (Eccles & Barber, 1999; Long & Caudill, 1991), type
of activity (Barber, 1999; Barber, Eccles & Stone, 2001; Broh, 2002), degree of structure of
the activity (Mahoney & Stattin, 2000; Zaff, Moore, Papillo & Williams, 2003), and level of
participation of the individual (Fredricks & Eccles, 2006). Participation can have negative
effects on a host of developmental outcomes largely due to the peer group with which
members associate themselves while engaging in the activity (Eccles & Barber, 1999; Barber,
Eccles & Stone, 2001). Equally important is Marsh and Kleitmans (2002) finding that when
it comes to extracurricular activities, there is evidence supporting a threshold model which
states that moderate amounts of participation are beneficial to the participant but that beyond
an optimal point they experience diminishing marginal returns to their investment in ECAs. As
the authors put it, be aware of the good, the bad and the non-linear (Marsh & Kleitman,
2002).
27
Finally, where positive effects have been found in empirical studies, they have been correlational
and therefore subject to the criticism that they result from self-selection (Gilman, 2004;
Feldman & Matjasko, 2005). Essentially, the issue here is that career success and
participation in extracurricular activities could potentially be jointly determined by some other
factor which is unobservable or unobserved. Although there are the usual econometric
methods of addressing this difficulty in empirical research, it is important to be aware that,
because of the voluntary nature of extracurricular activities, it will continue to be an issue.
28
CHAPTER #03
Summary, Discussion and Recommendations
Introduction
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
extracurricular activities will be offered. The chapter will conclude with recommendations for
further research in this area.
Summary
There were many key points that were presented in Chapter II. The literature clearly highlighted
benefits to participating in extracurricular activities. One example on a benefit is a positive
association between participating in various forms of physical activities and positive selfperception (Daley & Leahy, 2003). Other benefits of participating in extracurricular activities
included having better grades, having higher standardized test scores, higher educational
attainment, attending school more regularly, and having higher self-concepts (Brown, n.d.).
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
29
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 extracurricular 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 extracurricular 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. AAt this critical age of physical
development, students need time for relaxation and recovery from intense athletic training.
Discussion
The literature reviewed indicated similar findings regarding the benefits or negative effects of
participating in extracurricular activities. Recommendations were made to continue to fund
and promote extracurricular activities in school districts and local communities. There were
many different ways that the researchers showed how participating in these structured
activities could enhance development in young people.
30
For future studies, it would be worthy of consideration to look at diversity issues pertaining to
participation in extracurricular activities. Can the same generalizations regarding the pros and
cons of extracurricular 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 extracurricular 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, more 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.
31
METHOD OF DATA COLLECTION

The survey instrument used in this study was designed to determine whether or not the activities
that university students choose have an effect on their skills and was based on a five-point
Likert-scale, with:
Agree
Strongly Agree
Neutral
Disagree
Strongly Disagree
The survey instruments were distributed to the university students enrolled at.
IoBM
SSUET
FAST
IQRA University
The information was gathered with the help of a questionnaire. On an average, 30 students were
selected from each university and were asked to fill in the questionnaire. Few questionnaires
32
were found not properly filled whereas most of the questionnaire were duly filled so the rate
of response against the survey was approximately 90%
QUESTIONNAIRE
SURVEY QUESTION: What are the positive / negative effects of extracurricular activities on
university students?
Statements
Do you think ECA
impact positively on
university student?
ECA leads to a
positive behavior in
students
ECA increases a
students connection
and dedication
towards the
university.
ECA increases selfesteem in university
student.
ECA increases
intelligence level in
university student.
ECA develop proactiveness in
university student.
Helps to build
confidence
Increases social life
circle
Increases
employment
prospects
Strong
ly
Agree
(x5)
Agr
ee
(x4)
Neut
ral
(x3)
Disag
ree
(x2)
Strongl
y
disagre
e
(x1)
Averag
e
Rating
33
ECA consumes too

much time and
students have less
time to study
Lethargic routine
Students are more
committed to ECA
than their studies
Thank You!
Survey Rating
SURVEY QUESTION: What are the positive / negative effects of extracurricular activities
on university students?
Statements
Do you think ECA
impact positively on
university student?
ECA leads to a
positive behavior in
students
ECA increases a
students connection
and dedication
towards the university.
ECA increases selfesteem in university
student.
ECA increases
intelligence level in
university student.
ECA develop proactiveness in
university student.
Helps to build
confidence
Disag
ree
(x2)
Strongl
y
disagre
e
(x1)
Averag
e
Rating
11
15
3.82
38
19
18
3.5
15
23
40
10
12
3.19
31
33
10
19
3.62
28
34
13
20
3.37
36
44
10
4.04
41
32
12
10
3.82
Strong
ly
Agree
(x5)
Agr
ee
(x4)
Neut
ral
(x3)
41
27
20
Increases social life

circle
55
27
4.24
10
25
15
34
16
2.79
23
35
20
15
3.52
Lethargic routine
25
31
16
10
18
3.35
Students are more

committed to ECA
than their studies
10
26
30
24
10
3.02
Increases employment
prospects
ECA consumes too
much time and
students have less
time to study
34
Data Analysis
Q.1 Do you think ECA impact positively on university students?
Hypothesis: Extracurricular activities can produce positive impact on university students. They
have positive effects on students lives by improving behavior, school performance, school
completion, positive aspects to make successful adults, and social aspects.
35
Average rating: 3.82

The average rating came out to be 3.82, which means that most of the students agreed that
ECA have positive impact on university student and those student that take part in these type of
extracurricular activities might have positivity towards inter personal skills or behavior . Forty one
students strongly agreed, twenty seven agreed, eleven were neutral, fifteen disagreed and only five
strongly disagreed.
Q2.Do you think that ECA leads to a positive behavior in students?
Hypothesis: Extracurricular activities can produce positive behavior on university students it

might be related to inter personal skills or behavior or academic knowledge. Students that
participate in extracurricular activities have reduced behavior problems. In sports, they show
discipline in drills, practices, and routines. They have a responsibility to perform those tasks
correctly, whether it is basketball of football plays, dance routines, or signals in baseball. When
students perform these things correctly they are rewarded for their good behavior and they take
pride in their accomplishments.
36
Average rating: 3.5

The average rating came out to be 3.5, which means that most of the students agree that
Students that participate in extracurricular activities have reduced behavior problems. Twenty
students strongly agreed, thirty eight agreed, nineteen were neutral, eighteen disagreed and five
strongly disagreed.
Q.3 Do you think that ECA increases a students connection and dedication towards the
university?
Hypothesis: Participation in extracurricular activities provides students an opportunity to
create a positive and voluntary connection to their university.
37
Average rating: 3.2

The average rating came out to be 3.2, which means that an average amount of students
were neutral that Participation in extracurricular activities provides students an opportunity to
create a positive and voluntary connection to their university. Fifteen students strongly agreed,
twenty three agreed, forty were neutral, ten disagreed and twelve strongly disagreed.
Q.4 Do you think that ECA increases self-esteem in university student?

Hypothesis: Participation in extracurricular activities increases self-esteem in university
student.
38

were agreed with that participation in extracurricular activities increases self-esteem in university
student and students have shown good attitude towards their achievement. Thirty one students
strongly agreed, thirty three agreed, ten were neutral, nineteen disagreed and seven strongly
disagreed.
Q.5 Do you think that ECA increases intelligence level in university student?
Hypothesis: Extracurricular activities can increase intelligence level in university student it
might be related to inter personal skills or behavior or academic knowledge. By participating in
extracurricular activities students learn lessons in leadership, teamwork, organization, analytical
thinking, problem solving, time management, learning to juggle many tasks at once and it allows
them to discover their talents.
39

agreed that ECA increases intelligence level on university students. Twenty eight students strongly
agreed, thirty four agreed, five were neutral, thirteen disagreed and twenty strongly disagreed.
Q.6 Do you think that ECA develop pro-activeness in university student?

Hypothesis: Participation in extracurricular activities develops pro-activeness in university
student. Students with good ECA records show numerous activeness in all sort of activity.
40

The average rating came out to be 4.04, which means that a very good amount of students
agree that Participation in extracurricular activities develops pro-activeness in university student.
Thirty six students strongly agreed, forty four agreed, ten were neutral, eight disagreed and two
strongly disagreed.
Q.7 Do you think that ECA helps in building confidence in students?

Hypothesis: Those students who participate in ECA have more confidence in them as they
took a lot of participation in different events and games that helps in building confidence in them.
41

The average rating came out to be 3.82, which means that most of the students agree that
helps in building more confidence in university students. Forty one students strongly agreed, thirty
two agreed, five were neutral, twelve disagreed and ten strongly disagreed.
Q.8 Do you think that ECA Increases social life circle?

Hypothesis: Participation in ECA increases social life. Students that are involved in
extracurricular activities meet many new people. Each club or sport is different, so students meet
different people in all different groups. By joining different ones they meet people with the same
backgrounds they have and people they share interests with. Most times the people that students
42
meet are students that they would never talk to or become friends with on a normal basis. In
different extracurricular activities students learn about group work, and sometimes they end up
having less conformity to gender stereotypes.

The average rating came out to be 4.24, which means that a lot of students agree that it
increases social life. Fifty five students strongly agreed, twenty seven agreed, eight were neutral,
seven disagreed and three strongly disagreed.
Q.9 Do you think that ECA Increases employment prospects?
Hypothesis: When a student decides they want to join an extracurricular activity, they look
for one that interests them and one that they like or enjoy. When students are in high school or
college, this could be the thing that helps them find a career. By participating in extracurricular
activities, they will find something they enjoy and see how they can use that as a career.
Participating in certain extracurricular activities having to do with the field that the student is
43
interested in could help them find a job. If someone is looking at a resume for a potential
employee, and they see they have experience or interest in what they are looking for, they will be
more likely to hire that person. These students will then have higher career aspirations. Certain
extracurricular activities also look good on college applications. Colleges look to see if students
participate in certain things before they are accepted.

The average rating came out to be 2.79, which means that a great number of students
disagree that ECA increases employment prospect. Ten strongly agreed, twenty five agreed,
fifteen were neutral, thirty four disagreed and sixteen strongly disagreed.
Q.10 Do you think that participating in ECA consumes too much time and students fall short
for their studies due to time constraint?
Hypothesis: ECA requires too much time and dedication from students as most of the
activities are very time consuming and if student spent most of the time in ECA then it might
result in that student give less time to its studies.
44

The average rating came out to be 3.52, which means that a great number of students were
agreed that ECA could affect studies of student due to time constraints. Twenty threes strongly
agreed, thirty five agreed, twenty were neutral, fifteen disagreed and seven strongly disagreed.
Q.11 Do you think that due to ECA the routine of student becomes too much Lethargic?
Hypothesis: Those student who take part in ECA and maintain very good scores in
academics also their routine become too much lethargic.
45

The average rating came out to be 3.25, which means that a good no of students agreed that
the routine of students become lethargic due to participation in ECA. Twenty five of the students
strongly agreed, thirty one agreed, and sixteen were neutral, ten disagreed and eighteen strongly
disagreed.
Q.12Do you think that Students are more committed to ECA than their studies?
Hypothesis: Students having passionate about their ECA might end up giving all their extra
efforts to extracurricular activities only and might ignore their academic studies.
46

The average rating came out to be 3.02, which means that a no of students agreed that
Students might prefer ECA than their studies. Ten of the students strongly agreed, Twenty six
agreed, thirty were neutral, twenty four disagreed and ten strongly disagreed.
References
Anderson, Charles & Johnson (2003). The impressive psychology paper. Chicago: Lucerne
Publishing.
47
Steven, K. (2004). Extracurricular activities. The Research Monthly, 53, 149-150.

Entries are organized alphabetically by surnames of first authors and are formatted with a
hanging indent. Most reference entries have three components:
Stephens, L. J., & Schaben, L. A. (2002, March). The effect of interscholastic sports participation
on academic achievement of middle level school activities [Electronic version].
National Association of Secondary School Principals Bulletin, 86, 34-42.
Brown, K. W., Cozby, P. C., Kee, D. W., & Worden, P. E. (1999). Research methods in human
development. Mountain View, CA: Mayfield Publications.
Chickering, A. (1994). Empowering life-long self-development. The Journal of the National

Academic Advising Association, 14(2), 50-53.
Gilman, R. (2004). Structured extracurricular activities among adolescents: findings and

implications for school psychologists. Psychology in the Schools. Psychology in the
Schools, 41(1), pp. 31-41.
Feldman, A. & Matjasko, J. (2005). The role of school-based extracurricular activities in

adolescent development: a comprehensive review and future directions. Review of
Educational Research, 75(2), pp. 159-210.
Tay, T., Ang, S & Dyne, L. (2006). Personality, biographical characteristics, and job interview
success: a longitudinal study of the mediating effects of interviewing self-efficacy and the
48
moderating effects of internal locus of causality. Journal of Applied Psychology, 91(2), pp.
446-454.
Chia, Y. (2005). Job offers of multi-national accounting firms: the effects of emotional
intelligence, extracurricular activities and academic performance. Accounting Education,
14(1), pp. 75-93.
Ellis, R. & Taylor, M. (1983). Role of self-esteem within the job-search process. Journal of
Applied Psychology, 68(4), pp. 632-640.
Larson, R. (2000). Toward a psychology of positive youth development. American Psychologist.

55(1), pp. 170-183.
Fredricks, J. & Eccles, J. (2006). Is extracurricular participation associated with beneficial

outcomes? Concurrent and longitudinal relations. Developmental Psychology. 42(4), pp.
698-713.
Granovetter, M. (1973). The Strength of Weak Ties. American Journal of Sociology, 78(6), pp.
1360-1380.
Granovetter, M. (1974). Getting a Job: A Study of Contacts and Careers. Cambridge, MA:
Harvard University Press.
49
Granovetter, M. (1983). The strength of weak ties: a network theory revisited. American
Sociological Association. 1(1), pp. 210-233.
Seibert, S., Kraimer, M. & Liden, R. (2001). A Social Capital Theory of Success. The Academy of
Management Journal, 44(2), pp. 219-237
Millard, C. V. (1930).The organization and administration of extracurricular activities. New York:

A. S. Barnes and Co.
Marsh, H. W., & Kleitman, S. (2002). Extracurricular activities: The good, the bad, and the
nonlinear [Electronic version]. Harvard Educational Review, 72, 464-512.
THE END

A Pa Style Template

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

A Pa Style Template

Caricato da

Copyright:

Formati disponibili

EFFECTS OF EXTRACURRICULAR

The Effects of Extracurricular Activities

Arsalan Manzoor, Ausaf Vohra, Syed Tabish Ali

Arsalan Manzoor, Ausaf Vohra, Tabish Ahmed

The positive/negative effects of extracurricular activities on

December 29, 2013

Mr. Irfan Sheikh

Dear Mr. Sheikh:

December 29, 2013

To whom it may concern:

This authorization is valid until further written notice from us researchers

The Effects of Extracurricular Activities on University Students A Case Study

The hypothesis developed to study the case includes:

History of Extracurricular Activities

Review of Existing Literature on Outcome

Figure 1. Walbergs model of educational productivity (adapted from Walberg, 1984).

students indirectly by raising student ability, motivation, and responsiveness to instruction

positively influence student

ECAs Generate Good Academic Outcomes

ECAs Improve Participants Skill Set

ECAs Aid Psychological Development

Formal versus Informal Extracurricular Activities

ECAs Give Access to Social Capital

Issues Raised by Existing Research

Summary, Discussion and Recommendations

higher grade point averages, a decrease in absenteeism, and an increased connectedness to

METHOD OF DATA COLLECTION

ECA consumes too

Increases social life

Students are more

Average rating: 3.82

Q2.Do you think that ECA leads to a positive behavior in students?

Hypothesis: Extracurricular activities can produce positive behavior on university students it

Average rating: 3.5

Average rating: 3.2

Q.4 Do you think that ECA increases self-esteem in university student?

Average rating: 3.62

Average rating: 3.37

Q.6 Do you think that ECA develop pro-activeness in university student?

Average rating: 4.04

Q.7 Do you think that ECA helps in building confidence in students?

Average rating: 3.82

Q.8 Do you think that ECA Increases social life circle?

Average rating: 4.24

Average rating: 2.79

Average rating: 3.52

Average rating: 3.25

Average rating: 3.02

Steven, K. (2004). Extracurricular activities. The Research Monthly, 53, 149-150.

Chickering, A. (1994). Empowering life-long self-development. The Journal of the National

Gilman, R. (2004). Structured extracurricular activities among adolescents: findings and

Feldman, A. & Matjasko, J. (2005). The role of school-based extracurricular activities in

Larson, R. (2000). Toward a psychology of positive youth development. American Psychologist.

Fredricks, J. & Eccles, J. (2006). Is extracurricular participation associated with beneficial

Millard, C. V. (1930).The organization and administration of extracurricular activities. New York:

Potrebbero piacerti anche