Southern Luzon State University

College of Teacher Education

Graduate School

1st Semester A.Y. 2023- 2024

EFFECTS OF ENRICHMENT PROGRAMS IN

STUDENTS: A Case study of Students who are

engaged in Enrichment Programs

EDUC 501: PSYCHO SOCIAL FOUNDATION OF EDUCATION

HANNA ANGELINE R. GRANA

Educational Management

CECILLE P. COSEJO, EdD

Instructor

January 20, 2024

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 Executive Summary

This study seeks to understand how school and parents view enrichment programs and ways in

which those activities may be impacting students who are making significant gains in spite of the hectic

schedules of students. These programs have been shown to bring many positive outcomes for students.

To maximize the Enrichment programs opportunities for disadvantaged students and use or redirect

existing resources more effectively, we need to ask and understand how school perceive their roles. We

also need to explore how school and parents perceive access and barriers to participation in these kind of

enrichment programs. This case study asks how school understands engagement with enrichment

programs to bolster many opportunities after- school resources can offer. This study will contribute to

our understanding of how these programs can support the success of the students. These programs focus

on specific subject areas students excel in and allow them to work at a level that feel most comfortable

for them. It helps the students understand themselves, improve study skills, and increase interests and

motivation in learning, it specializes in tutoring programs for students who need to learn at a higher level

than in a typical classroom. It allows students who need an extra challenge in the classroom to stay

engaged and interested in learning.

Enrichment programs have an extraordinary impact on the lives of the students, no matter their

socio-economic backgrounds or personal lives. Implementing such programs into the school system

results in long term benefits for students, including established morals, life skills, and goal-setting.

These programs drastically change the lives of the students involved. It provides life skills, academic

enrichment, social skills and individualized development of the students.

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 Academic enrichment programs activities are typically offered in school for student who perform

well in reading and math. These activities may take place before, during, or after school activities. This

type of enrichment programs aims to give kids advanced academic instruction to improve kids’

development levels. Some school provide students with an after-school homework club to assist them

with their assignments.

Investing in enrichment programs is not just a way to fill your spare time between school and

home. These programs offer numerous benefits beyond the classroom that children should focus on. The

options for enrichment programs children have been numerous. The children who participated in any of

those programs have the opportunity to discover new things, like sports, reading, or other activities.

Continued investment in research and evaluation in the expanded learning field has resulted not

only in robust research but also in the development of reliable and valid measures of program

effectiveness and impact that can be used effectively.

In enrichment programs, kids not only learn new things but also discover themselves, during

enrichment activities, we discover not only new activities but also our hidden talents and abilities.

Students who spend time in enrichment programs can enhance their critical thinking, problem solving

skills and more. As a result, they gain more grades in their academics.

Many students who are bored at school don’t understand why they are bored. These students

often question why they aren’t engaged as their classmates. They may even worry that they have some

type of learning attention issue. These kinds of programs help student so understand why they are under

stimulated and offer resources to become more engaged during class. These programs relived any

anxiety about the feeling different than the rest of the class, while helping improve confidence once a

child is able to see his or her true potential. Other recent studies reveal that positive staff child relations

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are important for both academic and socio-behavioral growth. It also shows that expanded learning

programs can be significant factor in fostering positive academic and social outcomes (Pierce, Bolt,

&Vandell, 2010).

Academic enrichment programs can provide a wide range of benefits to students. According to

study, students who participated in an enrichment program for three years had an increase in their math

scores of 24 percentile points compared to a control group who did not participate in the program. It can

also provide a sense of community for scholars and help them make friends with others who share their

interests. These programs can also give children a feeling of accomplishment and help them build

confidence.

Providing enrichment in school is a necessary component for ensuring a well-rounded education.

As newly engaged learners begin to understand who they are as a person and as a learner they learn how

to become and stay motivated during the school day. It has also been shown to improve study skills, an

area where many students struggle. For instance, Oxford Learning’s Enrichment Program first assesses

the student’s academic level and then creates a customized tutoring program that allows the students to

progress at their own pace. Students who would benefit from an enrichment program are those who

quickly understands class content and feel bored at school. These students often need more advanced

material to feel excited about learning.

Educational Enrichment programs strive to enrich the students’ lives by introducing them to

many forms of art and science fields, requiring them to use their imagination and creativity and rely

upon their growing knowledge of math and other subjects. Programs should increase the students’

knowledge of the concepts that were introduced in their overall academic achievement in the classroom.

Through educational enrichment programs, students can develop a sense of self-awareness and

understand their schoolwork better with enrichment programs that are in line with the school curriculum.

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They also learn how to positively grow their interests and skills to have a more robust understanding of

their potential.

Evidence is mounting that where and how youth spend their time outside of normal school hours

has important implications for their development. On the negative side, estimates suggest that more than

7 million children in the United States are without adult supervision for some period of time after

school. This unsupervised time puts youth at risk for such negative outcomes as academic and

behavioral problems, drug use and other types of risky behavior (Weisman & Gottfredson, 2001). On the

positive side, young people benefit when they spend time engaged in structured pursuits that offer

opportunities for positive interactions with adults and peers, encourage them to contribute and take

initiative, and contain challenging and engaging tasks that help them develop and apply new skills and

personal talents (American Youth Policy Forum, 2006; Carnegie Corporation, 1992; Larson & Verma,

1999; National Research Council & Institute of Medicine, 2002).

As a result, there has been increasing interest in after-school programs (ASPs) that can provide

youth with a safe and supportive adult-supervised environment and offer them various growth-

enhancing opportunities, including activities and experiences that promote academic, personal, social

and recreational development. There is strong public support for after-school programs, particularly

from working parents who cannot be with their children immediately after school. Funding from state,

private and federal sources have supported existing ASPs and created new offerings in many

communities. The federal government invested $3.6 billion in after-school programs in 2002.

Theory and research about skills training of children and adolescents Indicate that learning is

more likely to occur when evidence-based training approaches are used. Several sources discuss how

these approaches can be applied in interventions for youth (Collaborative for Academic, Social and

Emotional Learning, 2003; Durlak, 1997, 2003; Elias et al., 1997; National Research Council & Institute

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of Medicine, 2002; Payton et al., 2000; Weissberg & Greenberg, 1998). Therefore, we hypothesized that

ASPs that used these evidence-based approaches to promote youths’ personal and social skills would be

more successful than those that did not, and we developed codes to capture the application of such

approaches. More specifically, we expected that enhanced skill development would occur when relevant

programming was sequenced, active, focused and explicit (SAFE). The rationale and coding for these

variables are described in the Method section.

Academically strong students face a higher level of boredom than their peers. Studies also

indicate that too little challenge in the classroom is largely responsible for the boredom of these

academically strong students. It is a way of nurturing academically strong students to keep them

enthusiastic and to help them discover their potential. There is also substantial evidence from the current

body of research that expanded learning programs promote positive social and behavioral outcomes

(Durlak et al., 2010). High quality expanded learning opportunities are linked to gains in social skill

with peers, increases pro-social behavior and reductions in aggression, misconduct and illegal substance

use (Vandell, Reisner, & Pierce, 2007). These opportunities also help demonstrate promise because they

have been shown to increase student engagement, intrinsic motivation, concentrated effort, and positive

state of minds (Larson, 2000; Shernoff &Vandell, 2008). These findings are significant because they

social and emotional outcomes fostered through high quality after school programs lay the psychological

groundwork for the kinds of cognitive process that are required for mastery of academic content

knowledge and skills to apply that knowledge.

Research that engages in activities that are both fun and that require focus to helps develop the

competencies needed for academic learning, including concentration, intrinsic reward, and motivation.

For example, in the Study of Promising After School Programs, students who regularly attended high

quality programs demonstrated significant gains in standardized mathematics test scores as well as self -

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reported habits Vandell, Reisner, & Pierce, 2007). This study and other recent research provide a solid

basis for three core assertions that should be used to continue to advance the field:

 Expanding learning programs show promising evidence for helping to close the

achievement gap.

 High quality afterschool programs have positive long-term effects on school attendance

and task persistence,

 Expanded learning opportunities have positive cumulative effects on students grades and

academic work habits.

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 Introduction

Many researchers emphasize the importance of enrichment programs in meetings the needs

academically, cognitively and socially-emotionally talented students. In light of this, the educational

systems in many countries around the world have designed programs that foster and nurture talented

students through various enrichment programs (Ayoub and Aljughiman, 2016). There is an increased

attention on talented students and the development of the programmes that take care of the students.

After-school programs are sponsored and operated by for-profit businesses, community

organizations, public schools, private schools, church groups, and by government agencies such as

municipal park and recreation departments. More importantly, with respect to the impact of school-age

programs on children's academic adjustment, after-school programs vary in terms of their philosophy,

goals, and programming. Many programs continue a tradition of providing safe places for children to

have fun. Such recreational programs tend to emphasize sports activities. Other programs focus on

academics by providing tutoring in school subjects and by assisting with homework completion. Yet

other programs center on enrichment, providing children with opportunities to develop skills and

interests in activities such as dance, music, science, or arts and crafts. Some programs pursue multiple

goals and offer an array of activities.

Schools have the important job of preparing students to become successful citizens in an

increasingly global society, helping them learn to solve problems to take on the responsibility of caring

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for themselves and their families, to get along well in a variety of life settings, and to become motivated,

contributing members of a society (Corner, 2001).

There have been several attempts to define student enrichment within an educational setting.

Correll defines enrichment as any experience that substitutes, supplements or extends instruction beyond

that normally offered by school. Another definition is given by Stanley who sees enrichment as any

educational procedure beyond the usual ones for the subject or grade or age of the students that does not

accelerate or retard the student’s placement un the subject or grade. Clendening and Davies define as

learning experience that replaces, supplements or extends instruction beyond boundaries of course

content, textbook and classroom and that includes depth of understanding.

Academically strong students learn differently from their fellow classmates. They are typically

not challenged enough and their learnings needs are not being met sufficiently. Mathematics and

Reading curricula that are taught in the traditional manner are often inappropriate, because they are

repetitive and provide a little depth. It has also been reported that student enrichment in mathematics is a

way to meet students’ needs for self-activity and to stimulate their interests in the subject further. Jones

and Simons note that this newly gained appreciation of mathematics is worthwhile pursuing beyond

school. This was also noted in a Dutch enrichment program where the positive effect was carried over to

university, and where the participants chose to study more challenging fields on average.

Various enrichment programs have been developed and widely implemented all over the world,

to facilitate and reinforced students’ academic, social, creative, and thinking skills, and abilities and need

across several domains. Most of them share an enriched view of curriculum development for the gifted,

which addresses a broader conception of giftedness, taking into account principles of creativity,

motivation, and independence as crucial constructs to the development of high ability. In addition,

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advance process skills, such as critical thinking and creative problem solving are also viewed as central

within these model (VanTassel-Bakka and Brown, 2007).

Academic enrichment programs do not only benefit the academically gifted students. These

activities and programs provide educational growth opportunities for all levels. This includes students

who often feel overstimulated by classroom lessons and struggle to keep up with their peers. It can help

student discover a greater sense of self/ this occurs as students begin to realize for themselves why they

have been unmotivated in class while giving them the motivation and resources to become more

engaged. Many academically advances students suffer from anxiety because they feel different but are

not sure why. The programs and resources provided by academic enrichment programs not only

improved classroom performances but also the student’s self-confidence as they begin to realize their

potential.

Understanding what enrichment programs in schools is, it is best to start by acknowledging that

enrichment classes should not be designated only for those students considered “gifted”. It is true that

these academically bright students need to be challenged and will greatly benefit from enrichment

classes and competitions, but where does this leave the hardworking average students and the struggling

students who require remediation? The truth is that all students’ groups deserve enrichment in schools.

These programs are not limited to the advanced curriculum in extracurricular classes. Schools should

also include time for students to get much needed help with homework and other difficult assignments

and concepts. However, one of the most important components of enrichment is often overlooked. This

is the ability for students to learn new hobbies and interest that lies outside of the traditional classroom

setting.

Enrichment programs teach proper study skill, including time management and test preparation.

They also promote more self-directed learning skills. These core study skills help tremendously in

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higher education, as class content becomes more advanced. When learners are disengaged, their passion

and interest in learning decreases. Learners are more motivated to succeed when they feel challenged.

With an enrichment program, teachers continually present learner with ideas that both challenges engage

them, resulting in higher motivation overall. Learners who can learn at their pace feel more motivated to

learn. With enrichment programs, teacher can personalize sessions to learners’ pace in each area-

whether it’s a particular subject or a certain study skill. The content and is based on skill level rather

than grade level allowing teachers to target the areas learners need an extra challenge. (Lynch, 2020)

Being confident when trying something new is hard. Enrichment programs show students how to tackle

new projects and activities even if they have never read about it, heard lectures about it, or even took

tests on the project. If a student learns how to learn and address new ideas and concepts, then it is easier

to tackle the next activity with complete confidence. Educational programs give students various

challenges and problems to solve in an un-graded format and, most importantly, a supportive

environment so that children can develop confidence and the ability to learn and grasp concepts rapidly.

Most academically gifted students tend to learn the curriculum and class content quicker that

their classmates, which often leads to boredom that can turn into behavior problems. These students do

not always perform well in school and often educators do not know the signs to look for. It helps

students identify subjects and skills they might be interested in. most students engaging in education

programs can develop an aptitude for something they may not have tried before. Students discovering

their natural talent and abilities to achieve a goal is a chance for them to explore through children’s

enrichment programs. This sparks potential skill that will be useful in the future development of the

students.

Education is no longer only about learning to read and write or adding and subtracting. It is about

using engagement activities that challenge the student both mentally and physically. Learning does not

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only take place in traditional manner of the teacher as the lecturer and the student as the recipient.

Students need to be actively involved in their education and enrichment in school is the way to

accomplish it. It is not a replacement for the core curriculum, but rather an addition to it.

Literature Review

Research shows that skills development and gifted education are effective, but more research is

needed into how well they work for specific populations of students. In recent years, they have taken

positive view of enrichment programs, which has seen its enrollments grow rapidly across the country.

Today, however, advanced programs are coming under fire once again, especially in urban school

districts, and with particular urgency given the present economic crisis and heightened concerns about

systematic criticism. Much of the criticism is familiar from the past debates: “Those kids will be fine on

their own, without special programs.” “You shouldn’t separate students based on ability; teachers can

just differentiate for every student in the regular classroom”.” Advanced programs are biased against

lower-income students.”

The counterarguments, too, are familiar: “All children should have the opportunity to learn

something new in school every day”.” Curriculum should be challenging to all students.” “Students who

come to school learning well above grade level should be given the opportunity to go beyond.”

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 But a new line of criticism has emerged, as well: “Research says that advanced programs don’t

work.” Often presented as a known fact (e.g., Keep, 2019), this assertion has become increasingly

common. Despite the recent wave criticism, substantial research evidence supports the conclusion that

advanced learning programs are effective. For many reasons, it is an anomaly when an educational

program or practice has gold-standard evidence based on comparing students’ outcomes between groups

who have been randomly assigned to receive or not receive that educational intervention. Consider, for

example, that despite spending billions to study how best to help children learn to read- one of the most

foundation tasks in all education- we continue to debate the issue (Goldstein, 2020).

One of the most-studied intervention strategies for advances learners, acceleration refers to

moving particular students forward more quickly than is typical, such as by having them enter

kindergarten early, skip grades, or participate in dual enrollment or early college programs. Researchers

have gathered overwhelming evidence that acceleration has positive effects on students’ achievement,

and the evidence also dispels the myth that these programs is detrimental to student’s social engagement

or emotional well-being.

It has also been reported that student enrichment in mathematics is a way to meet students’ needs

for- self activity and to stimulate their interests in the subject further. Jones and Simons note that this

newly gained appreciation of mathematics will raise the profile of mathematics and will demonstrate to

students that it is worthwhile pursuing beyond school.

Enrichment programs with a focus on the development of process skills (creative thinking,

higher level thinking skill, etc.) and with a focus on language, mathematics at the elementary level is

among the most widely used forms of advanced education (Callahan, Moon, & Oh, 2017), but the

research literature includes relatively few third-party or experimental studies- although that situation has

been improving (Reis et al.,2011). The available research is mixed but generally promising. They

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suspect that it would be particularly helpful if researchers were to study enrichment programs using

experimental methods to determine whether they have positive impact on a range of highly desirable

soft skill without any negative impact on students test score.

In the United States, a study conducted by the Commissioner of Education has its general

findings indicated that few gifted students who have experienced special programs have shown

remarkable improvements in self- understanding and the ability to related to people as well improved

academic and creative performance.

Subsequently, this was attested in the study of McCormack (2013), on the effectiveness of an

enrichment programs for selected, and talented seventh-grade students revealing that several approaches

were practiced to educated the gifted learners. They included acceleration, enrichment, special classes,

ability grouping, summer programs, and counseling instructional programs.

In the Philippines, enrichment programs have been used widely to provide abled learners with a

variety of learning situations, materials, and activities, and depth and breadth of learning experiences

beyond the schools’ regular program (Gallardo, 2012). It provides a learning environment that promotes

individual intellectual opportunities and challenges.

De Rosa (2011), stressed that enrichment programs is designed to provide challenging, thought-

provoking activities for all learners. The program works on many levels that offer various school-wide

activities, enrichment projects, and pull-out programs for students who can meet certain criteria. It has

the goal of enriching children’s creativity with a wide variety of crafts and outdoor activities that will

help extent any learning. The programs are used to expand and deepen student learning.

Davis and Rimm (2014). Likewise cited that among the enrichment programs, subject

acceleration allows gifted students to reach more depth in particular content area. Simple instances of

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differentiation such as the preceding are what learners need throughout the day in their content area, not

just during the time they spend in the program. In addition, the program modified content with more

depth and breadth than generally provided or that has a modified process to develop a student’s higher

intellectual thinking; thus, providing identified gifted learners with high level activities and providing

them opportunities for creative production (Schiever & Maker, 2010). Enrichment provides richer and

more varied content through modification and supplementation of content in addition to standard content

in the regular classroom.

Subsequently, in the study of Heng Swee Keat in 2012 for Word Press Singapore, he revealed

that many enrichment programs may not prepares students adequately for future challenges. They may

be rushing and pushing the students too much to acquire knowledge in academic areas and produce work

that is beyond their age and ability. This sort of education may not encourage them to take risk, make

mistakes, and experience failure, thus depriving them of the opportunity to grow, develop and learn.

Thus, instead of enrichment programs teachers, the parents should spend more time with their child and

know what their child is lacking in aspects apart from academics. The parents may be better able to

imbibe them with positive values to guide them in making the right choices and judgment.

However, Matheis (2011), emphasized that enrichment programs help students understand why

they are offered resources to become more engaged during class while helping improve their confidence

to be able to see their full potential. Enrichment programs must have adequate time to be able to cater to

the needs of the identified learners that teach them proper study skills, including time management and

test preparation. Moreover, fast-pacing of the learning contents must be done regularly with the use of

proper assessment to better serve their learning needs.

This agrees with the study of Gallardo (2012), that enrichment programs provide opportunities

for students to pursue learning in their areas of interest and strengths. This, keeps advanced students

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engaged and supports their accelerated academic needs. This is clearly emphasized in the study of Davis

and Rimm (2014) which supports accelerated academic needs for gifted students to reach more depth in

a particular content area.

In support of enrichment programs, students are given the opportunity in these programs to

pursue topics of interest and the opportunity to express themselves creatively (Hershey and Oliver,

1988). Additionally, students require enrichment programs to supplement their regular classroom work

that they perceive as boring, dull and too easy (Galbraith, 1985). Enrichment programs can be justified

by the results that indicate that teachers need to specific course work and involvement with students

(Copenhaver and McIntyre, 1992). Ultimately, enrichment programs can provide an escape form the

conflict that bright students encounter.

In evaluating the effects of programs on student’s school performance, it is important for

researcher to consider the individual family, or community differences in children participating in

programs in their research design so that the effects of those pre-existing differences among participants

and non-participants are not mistakenly attributed to programs. Attendance is an important factor in

evaluating the effects of after-school programs on students’ adjustment. Some researchers (Pettit et al.,

1997) found that student participated in some activities after school were rated by their teachers as

having better social skills and fewer acting-out behavior problems than children who participated either

in no activities or more activities each week. Pierce and Vandell (1999) demonstrated that academically

at-risk children who attended less often, developed better work habits in their school classroom, attended

school more often, and endorsed less aggressive strategies to resolve conflicts with peers. Program

attendance was related to program quality.

In general, between first and fifth grades, children's participation in formal after-school programs

declines while their participation in lessons and in self-care increases greatly. Children's maturity and

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prior adjustment also predict their activities after school. For example, one study of low-income children

found that children with better academic skills in third grade were more likely to select and attend

enrichment activities in fifth grade and less likely to spend time with peers in unsupervised settings. The

same study found that less well-adjusted children were more likely to remain in formal child care

programs until fifth grade, probably because their parents recognized that they needed supervision

(Posner & Vandell, 1999). Gender is another factor in children's after-school activities. Boys participate

in more sports activities than girls; girls are more involved in academics, art projects, and socializing

(Hofferth & Jankuniene, 2001; Posner & Vandell, 1999). Race may be yet another factor in children's

participation. In one study, program participation was similar for White and African American third-

graders, but by fifth grade, the number of White children attending programs decreased dramatically

while the number of African-American children attending programs increased (Posner & Vandell, 1999).

Parents with higher educational levels and more income tend to influence their children to

participate in educationally beneficial activities and can pay for more enrichment lessons than can

parents with lower education and less income. However, some parents living in inner-city

neighborhoods expend great amounts of energy to seek out resources for their children. Importantly,

after-school program attendance provides children from low-income families with access to the types of

enrichment activities that middle-class children typically experience (Hofferth & Jankuniene, 2001).

Community characteristics also bear on who participates and how this participation affects them.

Program shortages are most pronounced in urban and rural areas, and programs for children from low-

income families struggle with limited funding and resources. These limitations affect their quality

(Halpern, 1999; National Institute on Out-of-School Time, 2001). There is some evidence that after-

school programs are more beneficial for children from high-risk communities than for middle-class

children.

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 Methodology

This study used the research and development methodology. The researcher made an intensive

reading on the enrichment programs, which focused on the strategies and the implementations of the

Enrichment Programs in Schools.

With this, this case study used a Triangulation Design to bring together the different strengths

and non-overlapping weakness of the quantitative method with those of the qualitative method. This

method directly compared and contrasted the quantitative statistical results with qualitative finding to

validate or expand quantitative results with qualitative data.

Total enumeration sampling method where the researcher chose to examine the entire population

that has a particular set of characteristics. A normative survey instrument through validation

questionnaire checklist was utilized to determine the content validity of the statements. The framing of

questionnaire was stipulated in the planning stage of this study. The researcher made an intensive

reading on the enrichment programs.

A qualitative research instruments through an interview was used to validate the qualitative

results for questions. The interview was intended for the learners. It was done much like a conversation

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but with no predetermined responses categories where the respondents can just answer on his or her own

words.

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