CHAPTER II

REVIEW OF RELATED LITERATURE

INFLUENCE OF EXTRACURRICULAR ACTIVITIES ON STUDENT ENGAGEMENT

1. IMPORTANCE OF EXTRACURRICULAR ACTIVITIES

Higher levels of engagement in a variety of curricular and co-curricular activities significantly

contribute to cumulative GPA and students' perception of the overall academic experience,"
according to a 2013 study by Webber, Krylow, and Zhang. Furthermore, studies on college
student achievement also show that extracurricular activity participation is valued since it
teaches students transferable abilities that they could not otherwise acquire. José Sá (2020)
asserts that extracurricular activities are viewed as a supplemental way for students to acquire a
set of competencies that they view as essential, rather than as a waste of time that could be
spent on academic activities.

According to multiple students, a successful higher education student possesses this balance
between academic work in a classroom setting and participation in non-teaching yet informative
activities. In 2005, Feldman and Matjasko conducted a thorough review of the literature on
extracurricular activities for high school students. Their findings revealed that although
extracurricular activities are considered crucial "developmental settings for adolescents," little is
known about the "contextual influences" that impact this development or the connection
between involvement and results. Numerous research works (Braddock II et al. 1991; Brown
and Evans 2002; Diaz 2005; Gerber 1996; Jordan 1999; Lisella and Serwatka 1996) highlight
the influence of moderating factors including gender, ethnicity, and socioeconomic status on the
degree and kind of outcome attained. For example, Davalos et al. (1999) discovered that
gender and ethnicity were significant moderators of the effect of extracurricular activities on
school retention. However, in analysing the relationship between extracurricular activities and
academic success, Valentine et al. (2002) emphasised the significance of a variety of
moderating factors to explain the reasons, means, and recipients of achievement support.

2. BENEFITS OF EXTRACURRICULAR ACTIVITIES

Examining the range of after-school activities available to pupils, it's critical to take into account
the potential advantages of engaging with a particular activity. Eccles (2003) made the
suggestion that involvement in extracurricular activities offered by the school boosts student
engagement and academic performance (quoted in Mahoney et al.,). Extracurricular activities
have been shown to benefit students in a number of ways, including enrolment and persistence
through graduation (Astin 1993; Kuh 2008; Pascarella and Terenzini 2005); additionally, there
has been a positive correlation between extracurricular activities and gains in civic values,
cognitive development, and active and critical thinking skills (Inkelas et al. 2006; Pascarella et
al. 2014; Pike, Kuh, and McCormick 2010); and finally, extracurricular activities and academic
performance, including high grade point average (GPA) and knowledge acquisition (e.g.
Bergen-Cico and Viscomi 2012; Webber, Krylow, and Zhang 2013; Zhao and Kuh 2004; Zhu
and Arnold 2013).

Furthermore, while research on the advantages of extracurricular activities for students before
college has shown certain benefits, there is conflicting data concerning the relationship between
these activities and academic performance in college or university (Wilson et al. 2014). It's been
established that extracurricular activities have a good impact on students' growth and that
college literature clearly shows a correlation between extracurricular involvement and improved
academic performance. In order to do a systematic evaluation and summary of the findings
published in journal papers about the impact of ECAs on university students' academic success
and employability, this study aims to present a narrative synthesis (Popay et al. 2006).

3. IMPACT OF EXTRACURRICULAR ACTIVITIES ON STUDENT ENGAGEMENT

Research that exclusively concentrate on activities funded by schools are more likely to be the
exception than the rule. Over the last ten years, there has been a shift in focus towards
evaluating the effects of extracurricular activities on student learning outcomes inside school
curriculum. For example, McNeal (1995) looked at student involvement in "formal"
extracurricular activities and how it affected students' retention, while Broh (2002) investigated
the educational effects of taking part in school-sponsored activities that are related to and
unrelated to sports. The possible drawbacks of involvement in after-school activities should be
discussed when analysing the effects of extracurricular activities on pupils. According to Reeves
(2008), parents and educators may worry that if their children get overly involved in
extracurricular activities, they won't concentrate on their studies.

The statement "The level of commitment is much more important than the specific activity" was
made by Thompson (2008) in order to elaborate on this idea. Overscheduling can affect a
student's emotional and physical health as well as their academic performance and level of
commitment. This can result in stress, exhaustion, and burnout. As stated by Haensly According
to et al. (ibid.), there is a favourable correlation between participation and students' academic
motivation and sense of engagement. Alyce Holland and Thomas Andre (1987) conducted a
literature analysis and discovered that involvement in extracurricular activities appears to have
an impact on students' personalities as well as their attitudes, discipline, and drive.

4. INFLUENCE ON SOCIAL AND EMOTIONAL ENGAGEMENT

According to the literature, mature students may not engage in university-linked ECA in part
because, in accordance with Brown and Scase (1994) and Blasko (2002), they have less need
for social identity and the development of communication skills.

Over time, the concept of active classroom engagement has evolved, incorporating concepts
related to social emotional learning (SEL) in addition to a focus on basic on-task behaviour
(Fredricks, Blumenfeld, and Paris 2004; Sparapani et al. 2016). One way to characterise social
emotional learning is as a developmental process that teaches children how to correctly control
their emotions and form positive peer connections. It encompasses abilities including relational
skills, social awareness, self-management, self-awareness, and responsible decision-making
(CASEL 2021). According to research on active engagement, students who share attention,
persevere, show independence with specific materials, and communicate spontaneously in
class succeed in developing their social-adaptive skills and executive functioning (Morgan et al.
2018).

It is believed that student engagement is a multifaceted concept with behavioural and

psychological components (Fredricks, Filsecker, & Lawson, 2016). Students are especially
encouraged to participate in class activities and to remain persistent in their academic pursuits
by the emotional dimension (Finn & Zimmer, 2012). As a result, emotional engagement is seen
to be essential to active learning (Järvelä, Veermans, & Leinonen, 2008), even though research
on its impact on student behaviour is currently lacking (Boekaerts, 2016). On the other hand,
participation in unconventional or unexpected extracurricular activities (such as a male student
pursuing a field dominated by women) improved students' chances of getting into prestigious
colleges. Students that participate in these extracurricular activities may gain from being able to
stand out from the crowd, go against the grain, and seem different from their peers (Kaufman
and Gabler, 2004).

5. IMPLICATION OF EDUCATIONAL PRACTICES AND POLICY

This pattern of teachers' ideas of assessment may have several consequences for the
implementation of assessment policies and the planning of professional development programs
for teachers. Effective policy and training must address teachers' concepts in addition to
declarative or procedural knowledge needs. According to Brown (2004), in order to assure
success, any new assessment policy, instrument, or practice whether implemented at the local
school level or nationally must take into account the intricate structure of teachers' ideas of
assessment. This suggests that any policy introducing assessments should be done so as to
minimise the association with student accountability and maximise the association with
teachers' commitment to improving their own instruction and students' learning, while taking
advantage of teachers' agreement that assessments can identify high-quality education.
Assessment policies should be implemented with the goal of not only diagnosing and monitoring
student learning but also improving the quality and quantity of learning. Stated differently, Brown
et al. (2003) suggest that an effective way to provide education professionals with self-managed
feedback regarding the calibre of their own work is through the form of an assessment policy.

This study suggests that identifying and appropriately responding to instructors' perceptions of
assessment should be part of the process of developing assessment policies, according to
Gavin (2004). The application of assessment for learning in schools has just received increased
attention in the last ten years, and numerous in-service teacher programs have received
substantial money and support. A guidance document that provided precise instructions on
evaluation practices was released in 2006 (Ministry of Knowledge, 2006). The document
focused on evaluating the accomplishment of pre-established goals in every subject area taught
in schools.
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