CANDIDATE NAMES: Vivienne Ali

Rianna Castillo
Kaelin Chang
Hadassah Maharaj

CANDIDATE NUMBERS: 1600660026

1600660190
1600660204
1600660514

SCHOOL: St. Joseph’s Convent, St. Joseph

CENTRE NO. : 160066

TERRITORY: Trinidad And Tobago

SUBJECT: Additional Mathematics

 PROJECT TITLE
To investigate the impact of extracurricular activities on academic performance
 TABLE OF CONTENTS
Introduction ………………………………………………..
Purpose of project....................................................................
Method of Data Collection......................................................
Presentation of Data................................................................
Analysis of Data.....................................................................
Discussion of Findings..........................................................
Limitations………………………………………………….
Suggestions for Future Analysis……………………………
Conclusion………………………………………………….
Bibliography………………………………………………….
Appendix..............................................................................
 PURPOSE OF PROJECT
Many students participate in extracurricular activities like sports or music, outside of
their schoolwork, mainly to de-stress from the pressure of performing well in their
academic endeavors. While extracurricular activities are seen as a “break” from
schoolwork, it has also been shown in a study conducted by St Johnsbury Academy, that
students who frequently participate in extracurricular activities they are passionate about,
experience higher levels of academic achievement, utilizing the many beneficial skills
that come with extracurricular activities such as time management, leadership, teamwork,
and communication skills.

The members of our group decided to evaluate whether participating in extracurricular

activities impacts students' academic performance and also to compare the academic
performances of students who participate in extracurricular activities to those who don’t
participate in any extracurricular activities.

For this SBA, our group will be assessing students' performance in their previous
end-of-term exams, along with how many hours they participated in an extracurricular
activity/if they participated in one at all.
 METHOD OF DATA COLLECTION
The data of this project was collected using questionnaires via Google Forms, to
determine whether extracurricular activities impacted student’s academic performance. A
Google Forms questionnaire was created, consisting of 7 questions, and the questionnaire
was forwarded to different social media platforms, for example, like WhatsApp and
Instagram, to obtain responses from secondary school students from Forms One-Upper
six. The method of sampling used was cluster sampling. Qualtrics.com defines cluster
sampling as groups of a target population selected at random, for example, students from
an academic year group. From this questionnaire, a total of 136 responses were collected,
out of which, 124 responses were selected to be used in calculations and representation of
data, as some responses were unusable/invalid. After completing the questionnaire, the
discrete data collected was sorted, recorded, and tabulated. We also received responses on
whether extracurricular activities affected study time and academic performance, which
was the qualitative data collected in the questionnaire.
 PRESENTATION OF DATA
Table 1. Participant responses to hours of extracurricular activities, hours of study and
end-of-term percentage.

Hours of Extracurricular Hours of Study End of Term Percentage

Activities
0 5.5 79
0 3 68
0 8 77
0 20 72.89
0 5 64
0 28 87.5
0 3 84.25
0 2 71.8
0 9 85.38
0 2 85
0 7 71
0 4 87
0 3 71
0 3 71.5
0 35 85
0 5 53.3
0 6 76
0 3 70
0 9 85.38
0 4 78
0 7 80
0 3 84.25
0 0 85
0 2 75
0 0 80
0 14 85.75
1 4 70
1 1 50
1 1 78
1 5 60
1 5 71.68
1.5 10 58
2 14 72
2 12 92
2 2 74
2 0 70
2 4 70
2 0 58
2 4 71
2 8 70
2 2 75
2 3 84
2 3 60.25

2 4 67
2 0 78

2 3 75
2 4 87
2 0 75
2 8 84.5
2 3 82.5
2 3 79
2 6 88
2 3 84
2 18 83.7
2 3 62
2 8 80
2 6 78
2 1 89
2.5 7 85
3 8 78.6
3 1 84.64
3 10 78
3 11 78
3 1 70
3 2 79
3 5 82
3 7 75
3 5 86
3 4 89
3 12 75
4 5 74
4 1 85.25
4 16 88.9
4 5 74
4 2 78.33
4 4 81
4 4 83
4 3 89
4 6 67.5
4 6 86
4 6 67.5
4 6 70
4 2 50
4 7 65
4 1 77
4 6 65
5 3 70
5 20 71.6
5 5 57.63
5 10 86.64
5 5 70
5 3 70
5 24 78
5 25 75
5 12 79.9
5 8 81
5.5 10 70
5.5 7 77.5
6 6 86
6 7 85
6 12 78.2
6 2.5 86
6 8 85
6 7 87.98
6 6 80.25
6 3 86
6 5 85
6 3 79
6 18 71
6 5 70
6 8 78
7 4 80
8 7 88
8 3 78.6
8 25 80
9 10 60
9 9 90
10 1 85.75
10 15 82
12 14 75
 14 3 72.3
14 7 85.69
16 8 75
24 10 80

Table 2. Participants’ responses to whether extracurricular activities affect study time.

Response Number of
Participants

Yes 64

No 60

Table 3. Participants’ responses to whether extracurricular activities affect academic

performance.

Yes 53

No 71
Figure 1. Histogram of Hours of Extra Curricular of participants

Figure 2. Histogram showing hours of study of participants

Figure 3. Box and Whisker Plots comparing end of term percentages of extra curricular and no
extracurricular activities.

Figure 4. Histogram of End of Term Percentages of Participants

Figure 5. Scatter diagram showing hours of extracurricular activities vs. end-of-term percentage
 ANALYSIS OF DATA
Table 5. Measures of Central Tendencies of Data Collected

Quantity Formula Hours Spent on End of Term Percentage

Extracurricular

Sample Total Σ𝑥 446 7515.39

Sample Mean, 𝑥 Σ𝑥 4.551 76.842

𝑛

Mode the most occurring 2 70

value in the data set.

Median,𝑄2 𝑛 +1
= nth position 4 at 50th position 78
2

Upper Quartile,𝑄1 𝑛+1

= nth position 2 at 25th position 71.80
4

Lower Quartile,𝑄3 3(𝑛+1)

= nth position 6 at 75th position 83.25
4

Interquartile Range 𝐼𝑄𝑅= 𝑄3 − 𝑄1 4 11.45

Standard Deviation,σ 2
3.466 hours 8.364
Σ(𝑥−𝑥)
𝑛

Table 6. Calculation of Standard Deviation for Hours Spent in extra-curricular activities

Hours spent Hours Spent Number of f(x) Cumulative 𝑥 −𝑥 (𝑥 − 𝑥)2 𝑓 ×(𝑥 − 𝑥)2
on on Participants frequency
extracurricular extracurricular (Frequency,
(Ranges ) (x) f)

1-5 3 70 210 70 -1.551 2.406 168.420

6-10 8 23 93 93 3.449 11.896 273.608

11-15 13 3 39 96 8.449 71.386 214.158

16-20 18 1 18 97 13.449 180.876 180.876

21-25 23 1 23 98 18.499 340.366 340.366

Total 1177.428
 Total hours of Extra Curricular activities = 446 hrs

Table 6. Calculation of Standard Deviation for End of Term Percentages …

End of End of Term Number of (fx) Cumulative 𝑥 −𝑥 (𝑥 − 𝑥)2 𝑓×

Term Percentages Participants Frequency (𝑥 − 𝑥)2
Percentages Midpoint x Frequency, f

50-59 54.5 5 327 5 -22.342 499.165 2495.825

60-69 64.5 9 709.5 14 -12.342 152.325 1370.925

70-79 74.5 46 4172 60 -2.342 5.485 252.310

80-89 84.5 36 4140.5 96 7.658 58.645 2111.220

90-99 94.5 2 189 98 17.658 312.759 625.518

Total 9538 6855.798

By Method of Semi Averages

Use the following

x1 2.326531 y1 76

x2 6.77551 y2 77
Using the coordinates to find the equation of best fit line:

Point 1= (X1, Y1)

= (2.327, 76)
Point 2=(X2, Y2)
=(6.776, 77)

Gradient, m = Y2ҳ-Y1
X2-X1
=77-76
6.776-2.327
=0.2247696111

Equation Of line = y-y1=m(x-x1) using the point (6.776,77)

y-77=0.2247696111(x-6.776)
y-77=0.2247696111x-1.523038885
y=0.2247696111x+78.52303888
MEASURES OF CENTRAL TENDENCY:

Mean for Hours spent on extracurricular activities

= Σ(fx)/n

= 446/98
= 4.551 (to 3dp)

Mean for End of Term percentage

= Σ(fx)/n

=9538/124
=76.9 (1 d.p)

Mode for hours spent on extracurricular activities = 2 hours

Mode for End of Term percentage = 70%

Median for hours spent on extracurricular activities = 4 hours

Median for End of Term Percentage= 78%

MEASURES OF DISPERSION
Range of end of term percentage = Highest observation - lowest observation
= 92 - 50
= 42

Lower quartile for end of term percentage =

Upper quartile for end of term percentage =

Interquartile range, IQR =

Semi - Interquartile range , SIQR =

Range of hours spent on extracurricular activities = Highest observation - lowest

observation
=

Lower quartile for hours spent on extracurricular activities = 6

Upper quartile for hours spent on extracurricular activities = 2

Interquartile range, IQR = 6 - 2 = 4 hours

Semi interquartile range, SIQR = 4/2 = 2 hours

Variance for Hours spent on extracurricular activities:

Variance for End of Term Percentage: 69.957

Standard Deviation for Hours spent on extracurricular activities: 3.466

Standard Deviation for End of Term Percentage: 8.364
 DISCUSSION OF FINDINGS
From Figure 1 it was observed that the majority of participants spent an average of 0 to 2 hours
on extracurricular activities per week whereas the minority spent an average of 22 to 24 hours.
Subsequently the majority was able to spend 0 to 5 hours per week studying while the minority
spent 30 to 35 hours, as seen in Figure 2. As a result the primary end of term averages were 70%
to 80% and 80% to 90%, respectively, with the lowest range being 90% to 100%, which was
determined from observing the histogram in Figure 4.
Σ𝑥
In using the formula 𝑛
, with ‘Σₓ’ representing the total number of hours spent on

extracurriculars and ‘n’ representing the number of participants, it was determined that the mean
amount of hours spent on extracurricular activities was 4.551 hours while the mean of the end of
term percentages was 76.842%.

2
Σ(𝑥−𝑥)
Additionally, in using the formula 𝑛
, the variance of the hours spent on extracurricular

activities was 3.466 hours and the variance of the end of term percentages was 8.364.
From the data presented by the participants it was noticed that for the majority, the more time
spent on extracurricular activities meant less time spent on studying which resulted in lower end
of term averages. However there were many outliers who dedicated numerous hours to
extracurricular activities and gained high end of term percentages along with those that spent
little to no time on extracurricular activities but still performed ‘poorly’ for end of term.
 LIMITATIONS

1. There may have been inaccuracy from the students when filling out their
percentage obtained in the questionnaire, hence altering the results.
2. We were limited to a certain number of responses which may have been
insufficient data to provide accurate results.
3. We were limited to a specific sampling technique which may not have been
the most reliable method of data collection.
 SUGGESTIONS FOR FUTURE ANALYSIS

1. Reach a larger number of respondents/students to receive more accurate

feedback.
2.
 CONCLUSION

From this SBA, it can be concluded that…

 BIBLIOGRAPHY
● https://www.qualtrics.com/experience-management/research/sampling-methods/
 APPENDIX
https://docs.google.com/forms/d/1QLtPPO9mBXpVayGSQixsfHf248JAEJal9BKHRA0jl7Q/edit
(questionnaire link)