Chapter 2

REVIEW RELATED LITERATURE

Extracurricular activity has been considered as one of the integral aspect of

students overall development and potentially include their academic performance.

ECAs foster the students individual skills, enhanced motivation, develop self efficacy,

and positive emotion which can lead to positive learning process of the students.

However, it is also important to consider the individual differences, types of activities

and potential for negative impact, because what works for one students might not be

applicable for others. In this review, it explores the intricate relationship between

extracurricular activities and students’ academic performance, including the positive

and the negative impact of extracurricular activities.

Based on the research research titled “Impact of Extracurricular activities on

students” by Nikki Wilson (2009) stated that, students who participated in

extracurricular activities generally benefit from many opportunities including better

grades, high test scores, higher educational attainment, attend in school more

regularly and higher self-efficacy. Participating in Extracurricular activities enhaced

the students’ leadership skills, time management and teamwork.

Additionally, ECAs can increased the students’ connectedness to the school.

According to Mark Furda and Michael Shuleski (2019), ECAs can impact the school

perception of the students. In their research titled “ The impact of Extracurricular on

Academic performance and School perception”, they found out that students

participating in ECAs demonstrated significantly more positive perception than non-

participants.

Similarly, Bedard and Cho(2020), found a positive correlation between

participation in sports and academic achievement, particularly for students from low-
income backgrounds. They attribute this to factors like improved time management,

teamwork abilities, and a stronger sense of belonging to the school community.

Moreover, Pascarella and Terenzini (2016) suggests that ECA involvement

fosters the development of crucial non-cognitive skills, such as time management,

teamwork, and communication. These skills, in turn, can positively impact academic

achievement.

In addition, the study of Martin et. al. (2021), suggests that participation in arts

programs fosters creativity, critical thinking, and problem-solving skills. Similarly, a

2016 study by Wehmeyer et al. found that involvement in student government

activities can cultivate leadership qualities, self-efficacy, and civic engagement. While

the research paints a generally positive picture of the relationship between ECAs and

academic performance, it's crucial to acknowledge the influence of *individual

differences* and *contextual factors*

In addition, Simeroth (2021) emphasizes the intricate nature of factors

influencing this association. Students who choose to participate in ECAs might

inherently possess characteristics, such as higher intrinsic motivation, that contribute

to both engagement in activities and academic success.

Furthermore, ECAs can provide opportunities for students to apply academic

knowledge in real-world contexts. According to Larson et al. (2020) ECAs can serve

as "learning laboratories" where students can solidify and expand their understanding

beyond the classroom. The type of ECA may also play a role in its impact on

academic performance.

However, research by Lau and Roeser in 2019 highlights the importance of

considering the type and intensity of ECA involvement. Their study found that
excessive participation in demanding activities, particularly during crucial academic

periods, could negatively impact academic performance for some students.

Additionally, Gentile et al. (2017) warns that the potential benefits of ECAs

might be limited for students already facing academic challenges. Beyond academic

achievement, ECAs contribute to the development of essential life skills.

In summary, the studies of Wilson (2009), Bedard and Cho (2020), Pascarella

and Terenzini (2016), Martin et al. (2021), Wehmeyer et al. (2016), and Larson et al.

(2020) highlight various positive effects of extracurricular activities involvement such

as improved grades, skills development, better school perception, and real-world

application of knowledge. Their studies also emphasize the development of skills

such as leadership, time management, teamwork, creativity, critical thinking, and

civic engagement. However, the studies of Lau and Roeser (2019) caution against

excessive participation during critical academic periods, as it could negatively affect

academic performance, and Gentile et al. (2017) note that ECAs might not have as

significant benefits for students already struggling academically.