The learning process does not end with the classroom experience. Rather, a complete learning process involves personal development and healthy participation. This analytical treatise attempts to examine the significance of student development and extra-curricular activities on a student’s academic achievements.
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Extra-curricular activities and academic performance
Extra-curricular activities are vital towards positive academic performance. According to Stephens and Schaben (2002), “a study by the United States Department of Education revealed that students who participate in co-curricular activities are three times more likely to have a grade point average of 3.0 or better” (Stephens & Schaben, 2002, para. 4) than students who do not participate in these activities.
Extra-curricular activities such as sports, drama, debate, and community service are important in improving the confidence, engagement, and reasoning among the learners. Reflectively, the learner is involved in these activities and is expected to have creative input in the class environment. The engagement is noted in resource materials distribution and level attentiveness since extra-curricular activities improve the development of the brain.
Students who are involved in extra-curricular activities are more likely to create a balance between the challenges of learning and the expectations. For instance, in a relatively diverse classroom environment, fear and low self esteem is a common occurrence especially when the learners have to cope with certain challenging exercises.
Subsequently, limited space for activating positive self esteem may result into lack of confidence and diminished courage to practice inquisitive learning. Fortunately, extra-curricular activities are successful in relieving the mind to inclusive participation in the academic calendar and assessments.
Since participatory learning triggers creativity and inquisition, interaction with peers during the extra-curricular activities create a comfortable room for boosting self esteem irrespective of physical or cultural variations which may exist in the academic endeavors. As the learner interacts with peers, confidence in expression and self ingenuity naturally surface. In the process of learning from the peers, a learner will develop lifelong skills such as better concentration, critical thinking, and objectivity in handling the class assignments.
Generally, use of interactive and inclusive mindset developed through participation in the extra-curricular activities offers a learner a comprehensive approach in understanding acculturation and impact of the same on learning as a process and a system. In the process of internalizing competency, secondary aspects of inclusive learning through direct participation in extra-curricular activities facilitates formal and informal establishment of a healthy environment for better performance.
There are several opportunities that come with participation in extra-curriculum activities. For instance, sports and drama promote higher self contempt and morale to attend the school regularly. As a result, a student will be able to mould his or her social being. In addition, these activities promote leadership and teamwork spirit. In the end, the connectedness to academic programs and assessments will boost achievements within the learning environment.
However, participation in some extra-curricular activities may lower the academic achievements of a learner when learner is coaxed to participate without full consent. Since student development starts from within, it is important to give the learners the freedom of choice for the activities to have maximum impact in their academic achievements.
In conclusion, it is apparent that extra-curricular activities often motivate students since they form part of their daily interests. Besides, these activities attach the learners to academic activities. Through peer interaction, a learner will become a team player and participatory leader. These skills are part of greater academic achievements.
Stephens, L. J., & Schaben, L. A. (2002). The effect of interscholastic sports participation on academic achievement of middle level school activities. National Association of Secondary School Principals Bulletin, 86(2), 34-42.