CHAPTER II

REVIEW OF RELATED LITERATURE

Nowadays, extracurricular activities play a very important role in every students life
and use these activities to help them in their academic performance because of the
benefits of its participation and students also learn on how to manage and balance their
time in both areas; their extracurricular activities and academic performance.

A study conducted by Marsh & Kleitman (2002), stated that extracurricular activities
is proven to be beneficial and has its positive effects in building and enhancing the
academic performance of the students even if the activities that they are joining in
school is not actually related to their academic subjects and they also added that
students who participates in various activities in school has a better grades when it
comes to their academics than those of who does not participate.

According to the study of Bakoban, R. A & Aljarallah, S.A (2015), it states that the
results of their study shows that student generally feel satisfied about the extracurricular
activities that King Abdulaziz University offered. They said that the study found that
there is an interaction between the students' faculty and their current satisfaction about
the extracurricular activities. Also, the study found that there are significant differences
in the Grade Point Average of the students who participated in Extracurricular activities
and other non-participants; the median of the Grade Point Average of those who
participated in Extracurricular Activities is higher than those of the non-participants.

Studies also showed that adolescents who participated in extracurricular activities

tend to have higher grades and higher academic aspirations. Darling, Caldwell & Smith
(2005), administered a longitudal study regarding the effects of extracurricular activities
on the development including the students performance on their academics and they
also facilitated a survey questions to the students and were also asked to check which
extracurricular activities they have participated and were also asked about their
academic goals and their average grade point. As for the final result of Darling, Caldwell
& Smith’s study, it states that students who participates in school-based extracurricular
activities had a higher grades.

In the developmental theory discussed by Astin, A. (1984), there is a theory about

students involvement in any kinds of programs offered by schools. One of this is the
involvement in STUDENT GOVERNMENT that has a great result in positively building
the "Liberalism, Hednism, Artistic interest, and status needs. Also, being a member of
the student council will increase their skills in making up friends within the other
members and that will help them to have high grades. Because of this involvement
theory, the students changed their attitudes towards handling and maintaining things
such as avoiding tardiness and absenteeism. And that is the great advantage of
student's involvement in Students Government, the good interaction with their peers
seems to be visible to changes resulting to a good and exciting college or school
experiences. Aston, A. (1984) also emphasized that the theory if involvement like
participating in such extracurricular activities helped the students with academic
difficulties or have failing grades.

Moss, L. (2017) argues that even there are benefits of joining extracurricular
activities to the students especially to children, there are still a harmful effects of it to the
students. First to that is ECA participation caused the student to have "Early Pressure",
student might feel or think of giving up because of many pressure ECA are giving them.
Students also became frustrated, they can not do other important things such as
Academic projects, reports, presentations, and exams because they are obliged to
complete that requirement for ECA to have high grades in it even it is not a part of the
academic grading system. And students may gain physical stresses like over practicing
for the football club, over revising of an articles and many more stresses that can result
them to have injuries in physical and may even affect their academic performance.
 According to the study of Francisco (2017), his study found that students who
involved in participating extracurricular activities has a positive effects on academic
standings of students. In participating extracurricular activities, it molds their social
being and have a good relationship to students, teachers, and school staffs.
In a study of Jordan & Nettle (1999), it indicates that adolescents who participated in
structured activities supervised by positive adult role models were more likely to make
personal investments in their schooling that might turn to motivate them to excel
academically.

Students who being over involved in extracurricular activities may affect their
academic performance. According to the study of Fredricks (2011) associate director of
human development at Connecticut College found that the positive effects of one to 13
hours of weekly extracurricular activities were clear in children’s exam performance but
for Fredricks (2011) also added that students taking part in more than 17 hours of
lessons, clubs and classes outside school, their grades and over all well-being notably
dropped. Students may join in extracurricular activities but she/he can manage their
time.

In the research conducted by O'Dea, W. (1994), he concluded that extracurricular

activities influences the academic achievement of the students. Although extracurricular
activities is not really a part of the purpose of the school in empowering the students,
this was considered as necessary to the development of the students in many schools
today's. (Holland & Andre', 1987). But many are still arguing if extracurricular activities
really affect/ develop the student's performance academically. According to Ligon, G.
(1988), when a student join ECA like clubs or organizations, this sometimes requires to
leave the classroom for a meeting and it decreases the "Students' chances for Success"
even some are not requiring. However, many educators still believe that ECA is a key to
develop the student's skills su h as leadership, sportsmanship, self- discipline, self-
confidence and the ability to "handle competitive situations". (Harvancik, M.J., 1986). He
also concluded that extracurricular activities helps the students to interact to those skills
to enhance it. On the other hand, Marsh (1992) argues that joining such activities may
divert the student's attention to not to pursue their academic study because of its
negative effects giving them. He said that ECA only support non- academic outcomes.

Synthesis:

From the related studies given, extracurricular activities is proven to have its
advantages and disadvantages to student’s academic performance. The results of the
studies conducted in the literature review says that students gain and enhance their
performance inside the classroom through the application of the things they have
learned and acquired from the different activities that they have participated in the
school. But on the other hand, some studies also contradicts the idea that
extracurricular activities has a positive effects on the academic performance of the
student. Stress, improper time management are some of its negative effects which
further states that these factors causes students to have lower academic performance.
Different studies shows different conclusion, but if we really look at its clearer side, we
can conclude that student’s participation to extracurricular activities inside the school
such as sports, clubs and other school organization molds the students capabilities and
knowledge which they can apply to their academics. It boosts their self-esteem and
confidence inside the classroom which turns to a positive result.
References:

Marsh, H. W., & Kleitman, S. (2002). Extracurricular activities: The good, the bad, and
the nonlinear [Electronic version]. Harvard Educational Review, 72, 464-512.
Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based
extracurricular activities and adolescent adjustment [Electronic version]. Journal of
Leisure Research, 37, 51-77.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research. 59(2),
pp. 117-142.
Massoni E (2011). Positive effects of extracurricular activities on students. ESSAI
9(1):84-87.