Full Project - EFFECT OF EXTRA CURRICULUM ACTIVITIES ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOLS STUDENTS IN SCIENCE SUBJECTS IN NIGERIA

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Full Project – EFFECT OF EXTRA CURRICULUM ACTIVITIES ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOLS STUDENTS IN SCIENCE SUBJECTS IN NIGERIA

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CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Extra curriculum activities provide an environment for student’s development of new skills and ideas that help them develop academic performance. Though the importance of extra-curriculum activity is overwhelming for the development of academic self-efficacy, the child requires a moderate level of participation to boost self-efficacy, rather than a greater commitment that might encroach into the time for academic work. Extra curriculum activities have long been recognized for contributing many ways to the enhanced school experience as well as to the increased social skills of students. Besides creating a school culture and promoting school spirit, extra curriculum activities have been found to have a relationship with students’ academic performance development of responsibility discovering their abilities and interest, self-discipline and leadership skills.

Extra curriculum activities are the services provided in school which participate apart from the necessity of gaining a certificate. These extra curriculum activities (i.e. sports and social activities) provide additional advantages for students to manage stress and grow the level of their skills, experiences, and functionality (Adeyemo, 2010; Ensturk, Demir, Yilmaz & Ihan, 2016). Extra curriculum activities experience has become an important component of student’s school life as many students engage in various activities that they cherish. Different activities, in which students engage, both inside and outside the school environment, are among the numerous situations or agents that can have an influence on academic performance.

Although the expectation of every parent and teacher is to see children do well academically, physically, socially, morally and otherwise. But recording academic success is not only based on the premise of hard work and determination, it also depends on the child’s personal traits and characteristics needed for quality learning. One of the most important traits of a good learner is the belief in his capability and power to perform a given task. Unfortunately, the variance in students’ self-efficacy reveals a downward prediction in their academic success. Though students have desires, they do not believe in their potentials to bring these desires to reality, and find it difficult to tackle challenging situations. Students with poor self-efficacy find it difficult to carry out advance extra-curricular activities because they lack confidence in themselves.

Poor self-efficacy has over the years been observed by the researchers who are educators and classroom teachers, as being a worrisome trend of a high proportion of secondary school students in Kaduna State, Nigeria. Observation in recent times has shown that students do not believe they are capable of performing academic responsibilities. They are poorly equipped and do not think they can face the complexities of routine activities in the school. Aspects of poor self-efficacy observed among students, include social self-efficacy, physical self-efficacy, academic self-efficacy, language self-efficacy and moral self-efficacy. Bekomson and Ntamu (2019) stated that most secondary school students find it difficult to recover their sense of efficacy after failing. The feeling of inadequacy make students procrastinate, while most of them without attempting, already feel that they are not capable of handling any given academic task. Poor self-efficacy has become a major threat to effective school learning. Bekomson and Mgban (2019) worried that students’ lack of belief in their abilities could be the reason why they find it difficult to answer abstract questions during examination.

There has been a growing concern by researchers, psychologists, school counsellors, school administrators and parents who have over the years made several efforts to help students improve on their academic performance. Extra-curricular activities are organized interest building activities or skills that students’ take part outside their basic academic lessons like sporting activities, music lessons, dancing/singing lessons, chorography, drama, debate, quiz etc. while self-efficacy according to Bandura (2000) is an individual’s belief in his own ability to perform well, cutting across his feelings, thinking, behaviour and self-motivation. From the above definition, Burr (2012) contends that extra curriculum activities provide an environment for adolescent development of new skills and novel ideas that help them develop academic self-efficacy. He further argued that though the importance of extra curriculum activity is overwhelming for the development of academic self-efficacy, the child requires a moderate level of participation to boost self-efficacy, rather than a greater commitment that might encroach into the time for academic work.

Involvement in a schools extracurricular activity can be an important learning experience for secondary school students as clubs, library and debating club; young the school day (Millard, 1999). It was not until recently that “Educational practitioners and researchers have taken a more positive arguing that extracurricular activities may have positive effects on life skills and may also benefit academic accomplishment” (Marsh and Kleitman, 2002). It is obvious that extracurricular activities have an impact on academic performance and education ever since their inception.

1.2 Statement of the problem

The ultimate goal for every student is to achieve academically at the highest possible level, and participation in sports, competitions, and other extracurricular activities might help improve student achievement. Over the years the costs and effect of extra curriculum activities have generated many studies and numerous debates in their relation to academic performance. Parents and school Personnel alike have had controversies on whether a great deal of time and money should be devoted to these activities especially in this time of tight budget. They believed that students should focus solely on a narrowly defined traditional in class instruction that impact academic performance. Educationists are interested in the relationship between academic performance and participation in extra curriculum activities implying that these activities do have some sort of influence on how students perform academically (Stephen and Schaben, 2002). Whether or not there is a relationship between students participation in school based extra curriculum activities and students’ performance in science subjects is yet to be undertaken empirically. The above led to the present study.

1.3 Objectives of the Study

The primary aim of this study was to determine if participation in extra curriculum activities has an impact on student performance. The sub-objectives are;

To examine the significant difference between students who participate in extra curriculum activities and students who do not participate in extracurricular activities in terms of their academic performance.
To ascertain the significant interaction between gender and participation in extra curriculum activities on student’s overall grade point average.
To determine the influence of extra curriculum activities on academic achievements of student’s in science subjects.
To find out the relationship between student’s participation in extra curriculum activities in secondary schools and academic performance.

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Full Project – EFFECT OF EXTRA CURRICULUM ACTIVITIES ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOLS STUDENTS IN SCIENCE SUBJECTS IN NIGERIA

Click here to Get The Complete Research Project Chapter 1-5

Full Project – EFFECT OF EXTRA CURRICULUM ACTIVITIES ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOLS STUDENTS IN SCIENCE SUBJECTS IN NIGERIA

Full Project – EFFECT OF EXTRA CURRICULUM ACTIVITIES ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOLS STUDENTS IN SCIENCE SUBJECTS IN NIGERIA

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