Event Title

Exploring the Impact of Extracurricular Activities on Student Performance and Environment

Faculty Advisor

Leah Nillas

Graduation Year

2020

Location

Room E104, Center for Natural Sciences, Illinois Wesleyan University

Start Date

4-4-2020 10:30 AM

End Date

4-4-2020 10:45 AM

Description

The purpose of this literature review is to explore and analyze the impact of extracurricular activities (ECAs) have on student performance and school environment. ECAs are activities that take place outside of the normal classroom curriculum and can be found in an academic or nonacademic context depending on the categorization of the activity (Bartkus, Namelka, Namelka, & Gardner, 2012). Threshold framework is utilized in this study which theorizes that ECAs have a positive effect on academic performance up to a certain point beyond which participation leads to negative academic outcomes (Seow & Pan, 2014). Peer-reviewed research studies were selected and content analyzed to critically review the different effects of ECAs on in class performance, mental health, achievement, and social environment and growth. This research doesn’t explore the individual impact on students, but the skills and lessons that the student’s take away from ECAs which are needed to fully understand the impact of ECAs on different aspects of the student’s academic experience. When comprehension of the variables that existing literature covers is achieved, then the impact of ECAs on students can be effectively analyzed to determine the positive or negative nature of ECA participation.

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Apr 4th, 10:30 AM Apr 4th, 10:45 AM

Exploring the Impact of Extracurricular Activities on Student Performance and Environment

Room E104, Center for Natural Sciences, Illinois Wesleyan University

The purpose of this literature review is to explore and analyze the impact of extracurricular activities (ECAs) have on student performance and school environment. ECAs are activities that take place outside of the normal classroom curriculum and can be found in an academic or nonacademic context depending on the categorization of the activity (Bartkus, Namelka, Namelka, & Gardner, 2012). Threshold framework is utilized in this study which theorizes that ECAs have a positive effect on academic performance up to a certain point beyond which participation leads to negative academic outcomes (Seow & Pan, 2014). Peer-reviewed research studies were selected and content analyzed to critically review the different effects of ECAs on in class performance, mental health, achievement, and social environment and growth. This research doesn’t explore the individual impact on students, but the skills and lessons that the student’s take away from ECAs which are needed to fully understand the impact of ECAs on different aspects of the student’s academic experience. When comprehension of the variables that existing literature covers is achieved, then the impact of ECAs on students can be effectively analyzed to determine the positive or negative nature of ECA participation.