Examining the Effects of Extracurricular Activities on Grade Point Averages and Discipline Referrals
Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
David B. Ross
Committee Member
Jennifer Reeves
Committee Member
Ronald P. Kern
Keywords
causal comparative study, discipline referrals, extracurricular activities, female students, fine arts, gender differences, grade point averages, high school activities, instructional staff, male students, parental involvement, school administrators, school boards, school budgeting, school programs, sports participation, student achievement, student behavior, student discipline, student engagement, student participation, academic achievement, academic performance, co-curricular activities, educational outcomes, extracurricular participation, federal initiatives, fine arts participation, gender comparisons, GPA, high school students, local initiatives, program effectiveness, school effectiveness, school improvement, sports activities, state initiatives, student outcomes, student success, youth development, budget allocation, comparative analysis, educational programs, participation effects, school discipline, student involvement, academic success, achievement differences, behavioral outcomes, program evaluation, secondary education, student performance, school-based activities, extracurricular involvement, educational research, discipline outcomes, participation trends, achievement indicators, nonparticipating students, participating students, school achievement, student conduct, activity participation, academic indicators, educational effectiveness, student development, school leadership, resource allocation, student retention, positive youth development, after-school activities, extracurricular programs, high school education, student motivation, academic engagement, school climate, educational decision-making, achievement improvement, student support programs, discipline management, performance measures, scholastic achievement, activity type comparisons, school performance, educational administration, student learning outcomes, school resource management, learner achievement, participation benefits, student accomplishment, academic indicators of success, extracurricular engagement, educational impact, student achievement outcomes, high school programs, discipline trends, youth engagement, student participation effects
Abstract
This applied dissertation was designed to provide information for school administrators, school board members, instructional staff, parents, and students. Expectations for student achievement continue to increase due to many federal, state, and local initiatives. Many schools are analyzing current programs to determine what programs have the most effect on students‘ achievement. Additionally, schools are faced with reduced budgets, so it is imperative that the most effective programs are maintained while less effective programs are discontinued in order to spend funding in the areas that most directly impacts student achievement.
This causal comparative study compared Grade Point Averages (GPA) and discipline referrals of students who participated in extracurricular activities to students who did not participate in any extracurricular activities. Additionally, the data was further analyzed by looking at the difference of gender and the type of extracurricular activities, (i.e., sports or fine arts) on GPA and discipline referrals.
An analysis of the data revealed that students who participated in extracurricular activities had significantly higher GPAs than students who did not participate in any extracurricular activities. The impact of participation on discipline referrals was significant, as students who did not participate were slightly higher than students who did participate. Interestingly, females who participated actually had a higher numbers of discipline referrals then males who participated. Other findings were less significant, such as the finding that females achieved higher GPAs than males regardless of type of activity, although females who participated in fine arts had higher GPAs and fewer discipline referrals than those females who participated in sports. Males who participated in fine arts showed similar findings with higher Grade Point Averages and fewer discipline referrals then males who participated in sports, but these findings were not significant either.