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Loras College
December 2016
CO-CURRICULAR ACTIVITIES
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Abstract
CO-CURRICULAR ACTIVITIES
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achievements. Participants from this study are students enrolled in the fall 2016 semester at a
small, liberal arts college in the Midwest. Our data from student participants showed 83% of
the research conducted and analyzed within our literature review along with the data from our
research question, we found support for our hypothesis which suggests that students perceive co-
Introduction to Study
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Co-Curricular activities have been relevant to students, society, and the world since the
earliest of times. As a group of social scientists that were assigned the task of coming up with a
study that was relevant to students that attended a small, liberal arts college in the Midwest we
noticed one common thing. Many of the students that attended this college were involved in co-
curricular activities. Studies and research have shown the benefits that participation in co-
curricular activities has on a students academics and personal life. However, we wanted to
know more than just the benefits that researchers have told us. We wanted to examine what
students perceived of their participation in co-curricular activities and how this effected their
academic achievements.
College students are known for their busy schedules, rigorous course loads, and their high
stress levels. In addition to these students add more to their schedules by participating in co-
curricular activities. We wanted to examine co-curricular activities to see the rationale behind
activities this could also determine the reasons why they do or do not participate in co-curricular
activities.
The purpose of this study was to find out if students perceive their involvement in co-
doing our research, we found supporting research for both perceptions, however more research
supported that co-curricular activities enhanced, rather than impeded a students academic
achievement.
This topic of study merits research because many students are involved in co-curricular
activities and therefore balance co-curricular activities and academics. Through our research we
can see the positive effect that being involved in co-curricular activities has on students,
CO-CURRICULAR ACTIVITIES
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however, we wanted to see what students thought about their involvement in co-curricular
enhancement to their overall education to better understand the overall effect co-curricular
There has been studies and research conducted at many different age levels however, we
focused on college students that attended a small, liberal arts college in the Midwest. Focusing
on the relevance that co-curricular activities have in todays society and the benefits they have to
college students in the 21st century. Our research and study will help further the research of co-
curricular activities, students perception of co-curricular activities, and whether or not co-
Literature Review
activities. Extra-curricular activities were in existence hundreds of years before the Christian
era, or in other words, as early as schools and colleges themselves existed (Roemer,
1932). Extracurricular activities were actually introduced in the Renaissance period. Due to the
With ones free time, an individual may choose to make up a game recreationally, similar
to extracurricular activities. According to Coakley (1978), with this free time, individuals were
certain area, thus creating the sport specialization we know today. It is known that
extracurricular activities came about when practicing for war (Coakley, 1978). Running became
an extracurricular activity because one would be practicing for warfare by running miles upon
activities began in the United States in the 19th Century (Casinger, 2011). When they were
introduced, they were just an additional part to the normal academic schedule for the year
(Casinger, 2011). However, it was not until the 20th Century that student organizations became
legitimate extracurricular activities sanctioned by colleges and universities (Kuk, Thomas, &
Banning 2008). However, in order to enable college students to reap the benefits that middle
school and college students do it should be made mandatory that college students also partake in
identified as anything from a language club, to a sport, to a job. For this study, co-curricular
activities will be defined as, refers to activities, programs, and learning experiences that
complement, in some way, what students are learning in schooli.e., experiences that are
However, a topic that still intrigues many is whether or not students feel that participating in co-
curricular activities is an impediment to their education. Koehlers (2014), research shows that
students feel overwhelmed when struggling to balance a co-curricular activity with school.
However, other research challenges that claim and states that by engaging in co-curricular
activities, a student is able to overcome the social anxiety that they may be facing by
Extracurricular activities serve the same goals and functions as the required and
elective courses in the curriculum. However, they provide experiences that are not
included in formal courses of study. They allow students to apply the knowledge that
they have learned in other classes and acquire concepts of democratic life (Massoni, 2011
p.84).
education. The positive effects that extracurricular activities have on students are positive
Brown states that Participation in school activities, especially athletics, leads to higher self-
esteem and enhanced status among peers, which some argue is deterrent to antisocial behavior
(Brown, 2000).
The lessons that students learn in co-curricular activities are the lessons that help them to
become successful adults. According to Casinger (2011), the enjoyment they find in these co-
curricular activities is something that can allow them to find careers. In addition to career
aspirations that these students can find in their participation with co-curricular activities
(Casinger, 2011). They learn various life lessons such as commitment, problem solving,
thinking, multitasking, and time management (Casinger, 2011). All of these lessons will become
especially valuable as these students enter the workforce and are seeking employment.
Being actively involved in co-curricular activities opens students up to meeting new people.
Meeting new people allows them to meet people that are from different backgrounds that have
different beliefs from their own. Working and engaging with people that do not have the same
beliefs or come from the same background is something that will help students succeed in the
workforce. A study by the U. S. 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 than students who do not participate in co-curricular activities (Stephens & Schaben,
The University of Pennsylvania Archives & Records Center stated that a group of men in
activities still maintained above average grades. Despite the heavy demands of course work,
many members of the Medical Class of 1889 still found time for organized extracurricular
activities. Many were involved in the student medical societies. Some participated in athletics
CO-CURRICULAR ACTIVITIES
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or performed music. A few worked on the student newspaper or volunteered in the Medical
School chapter of the Young Men's Christian Association. A small number were members of
social fraternities (Penn University Archives & Records Center). This evidence supports our
research question and suggests that extracurricular activities are a positive addition to life.
There are the multiple reasons as to why co-curricular activities are an impediment to
students academic achievements (Girod et al., 2005, 64). One of these reasons are the factors of
cost, which is found to be about $250 million to establish extracurricular activities in rural and
inner city schools (Girod et al., 2005, 64). The USDE funds school extracurricular activities,
however, some institutions do not have the funding for co-curricular activities. In addition:
improved academic achievement, but, students who are struggling to do well academically are
not always able or willing to take on the added commitment of participating in student activities.
Often, students are intimidated by the "cliques" that may have already formed around student
organizations and are reluctant to try to join in. It is a constant struggle to involve students in co-
This supporting quote can be easily connected to a small catholic liberal arts college in
the Midwest. Cliques are formed almost immediately after joining any co-curricular activity,
which is very challenging to have at any institution. However, Don Clausen, principal at
Annandale High School in Annandale, Virginia stated, In addition to feeling alienated, he says,
many students have part-time jobs to help support their families or are required to babysit
It has been noted that the type of co-curricular activity can have a positive impact on
academic success depending on the type of organization it is. According to Barker, a study
showed that political and art organizations are the most beneficial, while athletic and religious
involvement have no significant effect on the grade point average of under-represented students
(2008). Depending on the type of co-curricular activity, it can also play a more significant role
than just within academic success (Barker, 2008). Affiliations with Greek organizations or
participation in a sports team has been linked to binge-drinking and other substance abuse which
The NCAA, the National Collegiate Athletic Association, dedicates its work to the
success of college athletics. The NCAA is made up of 1,092 colleges and universities across the
nation, dividing itself between three divisions determined by college or university size. The
NCAA has a total of 482,600 student-athletes. In addition, the college and universities have at
least a 71 percent academic success rate for the graduation rate for student-athletes (cite). There
is a high rate of student athletes and no direct correlations to sports participation and academics
(NCAA). However, it was found that: (1) organized sports participation is associated with binge
drinking; (2) that this relationship holds across racial and gendered lines; and (3) that the effects
of exposure extend beyond time of involvement (Green, Nelson, & Hartmann). Furthermore,
consideration of what happens to these student athletes once their sport is over is also pertinent,
leading to the assumption that participation in these sports increases the likelihood of students
participating in binge drinking, substance abuse, and other issues. Of particular interest to us is
the practice of binge drinking, as it relates to numerous negative effects including school failure,
medical issues, and increased risky activities like drinking and driving (Green, Nelson, &
Hartmann).
CO-CURRICULAR ACTIVITIES
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Student athletes are not the only group that show correlations between involvement in co-
curricular activities being associated with binge drinking and a lack of participation as that
relates to decreased academic achievement. Sororities and Fraternities have been portrayed and
glamourized in the media with a reputation dominated by parting. According to Turk (2004), it
was the second generation of female college students who moved sororities away from academic
roots toward a largely social direction. Emphasizing dating, they selected members on
appearance and sociability, charging high fees in order to offer elaborate banquets and parties
activities enhance a student's life rather than act as an impediment to life and education.
sports, they show discipline in drills, practices, and routines because they have a responsibility to
perform those tasks correctly, whether in basketball or football plays, dance routines, or signals
in baseball. When students perform these tasks correctly, they are rewarded for their good
behavior and they take pride in their accomplishments. Because of the pride they achieve, they
gain better self-respect, self-esteem, and self-confidence (Massoni, 2011, p.84). Students who
participate in co-curricular activities not only perceive co-curricular activities to enhance their
Other evidence that supports this notion indicates that participation in extracurricular
activities affects students academic performance. More specifically, studies have been
The purpose of this study was to determine whether or not the activities in which junior high
CO-CURRICULAR ACTIVITIES
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school students choose to participate in have an effect on their academic performance. The
studys survey instrument which was distributed to students enrolled in grades six through
eight at Walnut Creek Christian Academy during the 2004-2005 school year requested
demographic information in addition to the five Likert-type scale questions. The data revealed
that according to the students surveyed, playing sports, watching television, and participating in
community service improves academic performance, while playing a musical instrument does
not improve academic performance (Stephens & Schaben, 2002). Therefore, it was concluded
that extracurricular activities affect academic performance and that the effect depends on the
specific activities in which the student is involved (Stephens & Schaben, 2002).
To counter that argument within the same study, according to Stephens and Schaben
(2002), a study by the U. S. 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
than students who do not participate. However, some might say this is most clearly seen among
those who choose to participate in a sport, because there is a GPA requirement in order to
participate in co-curricular activities that are sports (Stephens & Schaben, 2002). According to
Kuh (2008), research shows that student participation in co-curricular activities is reflected in
The core aim of education is to aid the all-around development of a child. All-around
development essentially refers to intellectual, physical, moral, spiritual, emotional, social and
aesthetic development. To fulfill this care aim of education, there is a fundamental need to strike
a balance between syllabus, curriculum and co-curricular activities. The co-curricular activities
are those which are under-taken side by side with the curricular activities. To realize the all-
education and help to develop the values like physical, psychological, ethical, academic, civic,
social, aesthetic, cultural, recreational, and disciplinary values. Thus, the present study is
students of high school stage of Guwahati. This evidence is able to support the idea that co-
curricular activities enhance a students academic achievements in the United States (Das, 2016).
In recent years, many people believe extra-curricular activities create stress and over-
whelm those who participate in extra-curricular activities (Stephens & Schaben, 2002). In this
specific study, students that struggle with social anxiety are able to combat this problem.
Schumacher and Seiler (2002) reference to a potential positive effect of team sport on a childs
experience with anxiety in social situations based on model and social learning theory. Based on
model and social learning theory within this study, learning theories will be defined as
conceptual frameworks describing how information is absorbed, processed, and retained during
all play a part in how understanding, or a world view, is acquired or changed as well as how
This research states that by participating in sports, anxiety is decreased among students.
With this being said, one might state that students perceive co-curricular activities to enhance
their academic achievement. This research provides support to this claim. One might state that
participating in co-curricular activities, one is able to release endorphins in the act of doing
something that they enjoy. As endorphins are released, stress decreases. In this case, the release
This research is prevalent to all demographics because it touches on traits acquired as the
age and one of the factors that contributes to how you go through life is co-curricular activities.
important and necessary component of student development and academic success (Astin, 1999;
Komives & Johnson, 2009). Through involvement, students can lead, engage others, learn, and
practice new skills. Students can develop a sense of agency and responsibility to become a
contributive and engaged member within their community (Eccles, Barber, Stone & Hunt, 2003).
states that extracurricular activities allow one to learn life-long skills at a young age that will be
The research that currently exists regarding our definition of co-curricular activities
considering sports, Greek affiliation, and job employment have mixed results linking co-
whole has linked academic achievement. According to Finn (1989), the participation-
identification model, which focuses on involvement in school, predicts that positive outcomes
are maximized if the student maintains multiple, expanding forms of participation in school-
relevant activities (1989). Finn (1989) emphasized different forms of participation but noted
that extracurricular activities may have the potential for contributing to the students sense of
identification with school and that enhanced academic self-concept may result from increased
experiences are an essential part of learning and are correlated to a students academic growth
experiences, also relate to positive improvements in self-esteem and autonomy (Kuh, 1995).
Medvedeva, Vacca, & Malak 2004). Co-curricular activities are not seen to be an impediment to
a students learning. A study by Huang and Chang, examined whether or not co-curricular
involvement distracted students from their academic studies and found that co-curricular
involvement does not decrease academic involvement (2004). In another study by Mehus
(1932), when comparing students that were involved in various campus activities, it was found
that students who do not participate in co-curricular activities tended to receive the lowest
grades. Therefore, it was concluded that extracurricular activities affect academic performance
and that the effect depends on the specific activities in which the student is involved (Mehus,
1932). Also, there must be a balance between academics and co-curricular activities for the most
positive results.
Perception Theory
To complete this study, more information is needed regarding student perspectives of co-
Self-Perception Theory
Self-perception argues that attitudes are inferences stemming from ones personal
experiences (Bem, 1972). Bem, who originated the theory, conducted an original experiment
that involved subjects who listened to a recording of a man describing a peg-turning task
enthusiastically.
One group was told that the man was paid $1 for his testimonial, while the other group
was told he was paid $20 for it. The $1 group believed that he enjoyed the task more than
how much the $20 group believed he enjoyed it. The two groups conclusions correlated
to the feelings that the actors themselves expressed. Because the participants were able
to correctly guess how the actors felt, it was concluded that the actors must have arrived
at the way they felt from observing their own behavior as well (Bem, 1972, p. 5).
Individuals come to know their own attitudes, emotions, and other internal states
partially by inferring them from observations of their own overt behavior and/or the
circumstances in which this behavior occurs (Bem, 1972). Learning is often influenced by
multiple circumstances, or sources, that are contributing factors to the learned skill or
understanding. Situational cues influencing the knowledge learned provide the individual with
indications of the perceived impact (Marsh, 2001). It is how an individual interprets situational
cues and how these cues relate to their thinking and behavior that determines what they hold
responsible for the given behavior (Marsh, 2001). A students belief about where he or she
learned a given concept is therefore highly influenced by the importance placed by the student on
Rehman (2001) pointed out that problems encountered by students are based on their
beliefs and self-judgments about their abilities and knowledge. These play an important part in
CO-CURRICULAR ACTIVITIES
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undergraduate student academic achievement each year (Rehman, 2001). The literature on the
understand the former, an understanding of the later is necessary (Rehman, 2001). If self-
perceptions are the result of the individuals environment, then academic self-concept is a very
integral part of a students self-concept (Rehman, 2001). Self-perception can be divided into
several sub-domains or dimensions (Rehman 2001). These two divisions were further elaborated
Yee and Bailenson, (2007) report on one study involving participants who were immersed
in a virtual environment with a head-mounted display. Some participants watched their virtual
doppelgnger exercise, some watched someone elses virtual doppelganger exercise, and some
watched their own doppelganger stand still (Yee and Bailenson, 2007). Those who watched
themselves exercise reported a higher belief that they could exercise successfully, and later
reported in a follow-up questionnaire that they had worked out for almost one hour more than the
exercise while watching their virtual avatar visibly lose weight for every minute they exercised
(Yee and Bailenson, 2007). When told that they were allowed to use the exercise room for the
next half hour, they exercised 10 minutes longer than participants in other control situations (Yee
curricular activities affect their academic achievement. According to the research, if students do
well in school while balancing co-curricular activities, they will perceive co-curricular activities
CO-CURRICULAR ACTIVITIES
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school while trying to balancing co-curricular activities, they will perceive co-curricular
academics will help boost students self-concept, self-efficacy, and meet their behavioral needs,
and sports (Wilson, 2014). Pre-college research results show participation in co-curricular
activities have been linked directly to a variety of positive academic outcomes (Wilson, 2014).
The National Survey on Student Engagement (NSSE) investigated that co-curricular has
produced positive academic outcomes while others do not produce positive academic outcomes
(Wilson, 2014). According to Wilson (2014), the ambiguous nature of this evidence in higher
education is due to the broad, complex and the varied nature of co-curricular activities available
to students (p.626).
Wilson (2014) divided the activities into two major categories: academic activities and
multiple pathways by which co-curricular activities can connect to academic life (p. 626). In the
study, Wilson (2014) selected academic emotional engagement as the dependent variable. Co-
curricular has been differentiated as a club or activity that is during the school hours. Extra-
curricular refers to activities that are outside of the academic school hours (Wilson, 2014).
While students see benefits from co-curricular activities, research has shown inconclusive
Student Perception
because of the organizational skills that co-curricular activities help to develop (Wilson, 2014).
A study by Berson (1996) revealed that participants in intercollegiate athletics are motivated
toward academic success, retention, and satisfaction with the institution. Students in the study
are showing a more positive look at co-curricular activities and their relation to academic success
(Berson, 1996). One participant in a study by Cigliano (2006) spoke to her love of participation,
its effect on her ultimate career goals, and how participating in athletics had influenced her
pursuit of education and career goals. Students in the study revealed the pleasure they find in co-
curricular activities and the benefit they also receive within their academic success (Cigliano,
2006).
A limitation revealed from Cigliano (2006) was that the study was far too narrow to
determine the effects of co-curricular activities. The Cigliano (2006) study focused primarily on
the athletic co-curricular activities and did not focus on clubs or organizations that students could
be involved in. This demonstrates a limitation in Cigliano (2006) study because the results do
not reflect the entire population of students that participate in co-curricular activities. In order for
the Cigliano (2006) study to reflect accurate results on the population, Cigliano must represent a
much broader study of students in general and their perception of the effect of all co-curricular
activities on academics.
The study was Tennessee colleges and focused primarily on the athletic co-curricular
activities and not on any of the clubs and organizations that students would be involved in. To
receive more conclusive results, a study with a broader spectrum of considered activities would
have to be conducted. Students participating in clubs, organizations, and work have to also be
CO-CURRICULAR ACTIVITIES
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included in a school study in order to receive the correct information to conclude whether or not
Astin (1985) states that when students devote sufficient time and energy to co-curricular
programs, they gain self-achievement and academic achievement. The Goldberg (2011) study
revealed that students work better when they work together. Students who work together and
participate in co-curricular activities are more satisfied and social beings (Goldberg, 2011).
Additionally, the Goldberg (2011) study reveals the connection between co-curricular activities
and the social aspect that comes with co-curricular activities to result in a students self-worth
but due to the vast numbers of variables a student encounters on a daily basis, the findings are
demonstrated the benefits of certain co-curricular activities including the positive impact of
extensive support and retention programs. The Pascarella and Terenzini (2005) study supported
the connection of co-curricular activities to academic achievement. Cooper, Valentine, Nye and
Lindsay (1999); Marsh and Kleitman (2002); Valentine, Cooper, and DuBois (2002) displays
evidence linking co-curricular activities with positive academic outcomes to be less in college
activities have demonstrated positive connections between co-curricular involvements and the
Students who have a higher self-worth due to the relationships created from co-curricular
activities have a higher probability of academic achievement (Brint & Cantwell 2010). Brint and
CO-CURRICULAR ACTIVITIES
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Cantwell (2010) found that student participation in co-curricular activities such as physical
related to a students willingness to raise his or her standards for academic performance. While
studies point to the benefit of certain co-curricular activities, studies that demonstrate benefits of
While Brint and Cantwell (2010) found that activities such as sports and volunteering
increase GPAs, activities connected to student campus life had a weak, inconsistent effect on
GPA. Brint and Cantwells (2010) study revealed time spent participating in extracurricular
activities, student clubs, and organizations did not strongly reinforce academics, and indeed
showed a modest negative net association with academic conscientiousness and higher grades.
Further studies must be done to determine the connection between the amounts of time spent in
a student organization in relation to academic achievement (Brint & Cantwell, 2010). Clubs
such as newspapers, literacy magazines, debate clubs, and career-related clubs are associated
with more positive outcomes than time spent in student organizations not connected with
Researchers are finding a suggestion that clubs and academics which help a student
obtain skills for career goals have a more positive relation than those that do not. Other
extracurricular activities also have shown a negative effect on a student academic goals and
achievements. Students who participate in paid employment, commuting, and religious activities
had a negative result in academic goals and achievements (Brint & Cantwell, 2010). Though
some clubs are seen to have negative effects, it is debate clubs, literary clubs and clubs related to
majors that reinforce students academic goals (Pike, 2000). Pike (2003) also researched that
Greek organizations do not have positive effects on a students academic achievement. Though
CO-CURRICULAR ACTIVITIES
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Greek life is a very social and beneficial organization for students, results show that it negatively
affects students academic goals (Pike, 2003). While Pike (2000) has revealed a negative effect
of Greek life, another study has shown that it has a positive effect on student engagement and
academic goals (Pascarella & Terenzini, 2005). For co-curricular activities to be proven to be a
positive or negative influence on academic achievement, studies must be broken down into sub-
groups in order to see what clubs result in a positive effect on a students academic achievement
The mixed results on many clubs and organization correlate to the vast amount of
variables and inconsistent results found by many researchers (Cigliano, 2006). Though the
evidence is inconclusive, students continue to perceive a positive connection between the two
(Cigliano, 2006). Results revealed that students think that those activities help with their
organization, relationship, and academics (Cigliano, 2006). Their retention has increased due to
their involvement in co-curricular activities (Cigliano, 2006). The negative affect perceived is
the lack of preparation of college students within and outside of school work (Cigliano, 2006).
In the Cigliano (2006) study, the president of the institution noted that athletic co-curricular
activities give students opportunities to pursue career goals. The opportunities that these
activities offer are also seen by students. In an account from this study, students planning on
participating in sports and extra-curricular activities chose the institution due to the opportunities
they offer (Cigliano, 2006). This information reveals that students will find a benefit from co-
curricular activities due to their passion and drive for the activity (Cigliano, 2006). Students
revealed that they believe their career choices are related to their experience from co-curricular
The results of the study show an overall positive reaction to co-curricular from the students
perspective. Students believe in co-curricular activities and the benefits that these clubs,
organizations, sports, and Greek life have on a students academic achievement (Cigliano, 2006).
CO-CURRICULAR ACTIVITIES
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Before we began our study, we came together as a group to discuss various points of
interest that would relate to college students of a small, liberal arts college in the Midwest. We
discussed different topics that pertain to college students such as relationships, social media, and
perceptions specifically relating to whether or not they thought co-curricular activities had an
effect on their academic achievement. While examining the students that attended the small,
liberal arts college, we realized that most of these students participate in various co-curricular
activities ranging from campus organizations to jobs off campus. Due to this realization, we
When forming our research question, we had to decide whether or not we believed that
college students would find co-curricular activities to benefit or impede their academic
achievement. Between the various hours, time commitment, training, and hard work that these
students put into their co-curricular activities, we hypothesized students perceive co-curricular
When preparing to research our question, we decided to examine our question from two
different angles. The first being the history of co-curricular activities in higher education in the
United States as well as how that relates to issues today. Next, we research self-perception
theory and what college students perceive of co-curricular activity. We believe that researching
these topics will help give us greater knowledge with which to understand this topic as well as
We selected our participants in a random number sampling that allowed for any student
attending the small, liberal arts college in the Midwest during the fall 2016 semester to have a
zero or equal chance of being selected. In doing so, we selected one class for each of our
cohorts, each grade level, trying to ensure that we had at least 25 students per cohort to get the
most accurate data for our study. We discussed how we would identify where to find each of
these cohorts based off courses. We started off with first-years identifying that we would find
them mostly in level 100 courses such as MOI, college writing, public speaking, and
introductory courses. Next, we said that we would find sophomores in level 200 courses
specifically in mission courses, and Democracy and Global Diversity. Then we identified that
we would find juniors in level 300 courses and advanced general education courses. Finally, we
identified that we would find seniors in level 400 courses, cluster courses, and portfolio courses
or capstones.
Through the use of our random number sampling, we identified the five different courses
that we would distribute our questionnaires to. For our first-year cohorts, we went to L.PSY 121
Developmental Psychology and L. LIB 100 MOI: Modes of Inquiry. We selected L.COM 225
Media Writing for our sophomore cohort, L. ENG 355 English Novel 1800-1840 for our junior
cohort, and L. BUS 354 Personal Financial Planning for our senior cohort. After deciding which
courses we were going to distribute our questionnaires to, we emailed the professors a standard
template to ensure that we had permission for these courses. Originally, we had a few different
classes, however, after sending the emails, the professors said that we were not allowed to come
to their classes. We had to go back to the drawing board to find other courses.
CO-CURRICULAR ACTIVITIES
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Questionnaire
While creating our questionnaires, we had to think strategically in which the questions
started off easy and got increasingly harder as the students would be answering the questions.
However, while doing this, we had to ensure that none of the questions were too intrusive. We
started off simple by asking questions about their gender, age, and grade level. Continuing on,
we asked questions that would lead us to understand what students perception of co-curricular
activities were as they related to their academic achievement. Many of our questions were done
using the Likert Scale to see whether or not students believed whether or not co-curricular
activities had more of an effect on their academic achievement than the materials they learned
Upon completing our questionnaires, we printed off cover letters to attach to them to
allow the students to know that their answers and names would be kept confidential and that they
had the right to opt out of answering the questionnaire if they chose to do so.
CO-CURRICULAR ACTIVITIES
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Data
Analysis of Results
CO-CURRICULAR ACTIVITIES
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The question asked our respondent to identify their gender. The results show that 56% of
the respondents were female and 44% were male. There was no data to reveal if the null
The question asked our participants what year in college are they. 20% of them
responded saying they are Freshman, 23% said they are Sophomores, 36% said they are
Juniors and 21% said they are Seniors in college. There was no data found to help
Three questions were asked in order to give us result in this Contingency table. The
questions asked were what year in college are you? What is your gender? Finally we had
respondents use the Likert scale to respond to our statement I believe co-curricular activities
enhance my education. Our finding resulted in a positive relation of co-curricular activities and
its effect on education. Of the 100 participants in the study 28 strongly agreed with the statement
I believe co-curricular activities enhance my education and of those 28, 16 were male and 12
were female. Of the 100 participants 55 agreed with the statement I believe co-curricular
activities enhance my education. The remaining 17 students either disagreed, strongly disagreed
or did not find in applicable to their education. The final results show that 83% of the
participants agreed or strongly agreed with the statement I believe co-curricular activities
enhance my education.
CO-CURRICULAR ACTIVITIES
34
With the result to the Statement I believe co-curricular activities enhance my education
we used a Chi Square test on all the grouped responses to see if our data supports our null
hypothesis. With the participants who circles strongly agree, the chi square revealed a . 43 or
43% probability. This percent reveals that our collected data and are expected data are not close
in relation which helps support our null hypothesis and reveals that there is a 43% probability
that the null hypothesis is true. For the participants that circled agree to the statement I believe
co-curricular activities enhance my education the Chi Square test revealed a .05 or 5%
probability that our null hypothesis is true. This data reveals that are collected data and are
expected data are close and that helps support our hypothesis Students perceive co-curricular
activities to enhance their education. For participants that circles Not Applicable the Chi Square
CO-CURRICULAR ACTIVITIES
35
revealed a . 15 or 15% probability. The percent reveals that our null hypothesis is supported and
more likely to be true due to our results showing that our expected data is not close to our
expected data and that a variable could have caused our results. For the participants that
answered they disagree with the co-curricular activities enhance my education the Chi Square
test revealed a . 51 or 51% probability which helps support our null hypothesis and is more
likely that a variable could have caused our results. For the participants that respond to strongly
disagree to the statement we did not have any results through the Chi Square test.
CO-CURRICULAR ACTIVITIES
36
grade * education
Count
Education
strongly strongly
agree agree N/A Disagree disagree Total
grade First Year 4 10 5 1 0 20
Sophomore 10 13 0 0 0 23
junior 6 25 4 1 0 36
Senior 8 7 2 2 2 21
Total 28 55 11 4 2 100
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Pearson Chi-Square 24. 465a 12 . 018
Likelihood Ratio 25. 406 12 . 013
Linear-by-Linear . 580 1 . 446
Association
N of Valid Cases 100
The statement that respondent had to answer was I believe co-curricular activities
enhance my education. The results show that majority of the cohorts believe that co-curricular
activities enhance their education. All participants resulted in an 83% of participants agreed or
strongly agreed with that co-curricular activities enhances their education. The Chi Square test
results showed .02 or 2% probability that our null hypothesis is supported. This result shows that
our collected data and our expected data are very similar and that helps supports our hypothesis
graph breaks down the participants responses with the cohort they belong too. Of the 20
freshman that participated in the study, 14 of them either agreed or strongly agreed with the
statement I believe co-curricular activities enhance my education. The results show that 70% of
the freshman believe co-curricular activities enhance their education. For sophomore
participants 23 participated in the study and all 23 either agreed or strongly agreed with the
statement I believe co-curricular activities enhance my education. The results shows that 100%
of sophomore do believe that co-curricular activities enhance their education. For junior
CO-CURRICULAR ACTIVITIES
38
participants of the 36 that responded to being a junior in college, 31 of them agreed or strongly
agreed with the statement I believe co-curricular activities enhance my education. The results
show that 86% of juniors believe that co-curricular activities enhance their education. For senior
participants there were 21 that responded to the study and of the 21, 15 agreed or strongly agreed
with the statement I believe co-curricular activities enhance my education. The results show that
71% of seniors do believe that co-curricular activities. From the individual results between
cohorts and the overall results, this helps support our hypothesis further due to the similar results
in every cohort.
CO-CURRICULAR ACTIVITIES
39
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Pearson Chi-Square 17. 650a 4 . 001
Likelihood Ratio 18. 247 4 . 001
Linear-by-Linear 12. 687 1 . 000
Association
N of Valid Cases 100
A question and statement were crossed to gives us result on participants that are not
enhance my education and the question was what co-curricular activities you participate in.
The participants that circled none for the question of what co-curricular activities do you
participate in is the focus of these cross tabulation and Chi Square test. The result shows that 29
students do not participate in co-curricular activities and of those 29, 20 of them agree or
strongly agree with the statement I believe co-curricular activities enhance my education. That
results in 68% of participants believe co-curricular activities enhance their education. The Chi
Square results is .001 or 1% probability which then helps support our hypothesis and does not
support our null hypothesis because the collected data is too close to our expected data to prove
In the graph our data shows the gender responses to the statement I believe co-curricular
activities enhance my education as well as show the difference between non-participants and
participants results. In this it shows of the 71 respondents that said they participate in co-
curricular activities, 63 of them agreed or strongly agreed with the statement I believe co-
curricular activities enhance my education. That results in 88% of students that participate in
co-curricular activities agree or strongly agree with the statement. For the 29 students that did
not participate 20 of them agreed or strongly agreed with the statement which results in a 68
Continuing with the non-participants, this data shows the difference between the genders
on strictly students who do not participate. 14 male students and 6 female students agree or
strongly agree with the statement I believe co-curricular activities enhance my education. Of the
17 males 14 agreed or strongly agreed which results in 82% of non-participant males agreed or
strongly agreed. For females of the 12 females 6 of them agreed which results in 50% of female
education. From the results on non-participants it shows that the females find that co-curricular
Sports Curricular
Sports * Education
Count
Education
strongly
agree agree N/A Disagree Total
Sports 1. 00 21 27 5 2 55
Total 21 27 5 2 55
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Pearson Chi-Square 8. 191a 4 . 085
Likelihood Ratio 9. 206 4 . 056
Linear-by-Linear 5. 877 1 . 015
Association
N of Valid Cases 100
The question and statement crossed are what co-curricular activities you participate in
with I believe co-curricular activities enhance my education. The test broke down into 7
categories, Sports, Academic, Greek, Spiritual, Leisure, Professional, and None. The first cross
tabulation shows the results of only the students who circled sports as a co-curricular activity
they participate in. Of the 55 students who circled sports 48 of them agreed or strongly agreed
with the statement I believe co-curricular activities enhance my education which results in that
87% of sports participants believe co-curricular activities enhance their education. The Chi
Square resulted in .08 or 8% probability which helps support our null hypothesis that the
collected data and the expected data are not close and there can be a variable that could have
Result shown in the graph are from each cohort and their response to the statement I
believe co-curricular activities enhance my education crossed with participant who answered
they participate in academic co-curricular activities. The results show a high concentration of
sophomores and juniors who participated in academic co-curricular activities and agree or
strongly agree in that co-curricular activities enhance their education. Of the total 34 participants
26 of them were juniors and sophomores and only one of those participants disagreed with that
co-curricular activities dont enhance ones education. Data can be theorized that students that
are sophomores and juniors are participating in academic co-curricular activities because they are
CO-CURRICULAR ACTIVITIES
44
beginning the important courses of their major which complements their major compared to
freshman you are just beginning college and seniors who are preparing for career world.
Academic Curricular
Academic * Education
Count
Education
strongly agree Agree Disagree Total
Academic 1. 00 14 19 1 34
Total 14 19 1 34
Chi-Square Tests
Asymp. Sig.
Value Df (2-sided)
Pearson Chi-Square 10. 043a 4 . 040
Likelihood Ratio 13. 988 4 . 007
Linear-by-Linear 7. 295 1 . 007
Association
N of Valid Cases 100
Continuing on what participants circled for the co-curricular activities are academic
academics. Of the 34 participants 33 of them think that co-curricular activities enhances their
education. This results in 97% of participants in academic co-curricular activities believe co-
curricular activities enhance their education. From the Chi Square test the results show .04 or
4% probability that our null hypothesis is not supported and our hypothesis is supported because
Result shown in the graph are from each cohort and their response to the statement I
believe co-curricular activities enhance my education crossed with participant who answered
they participate in academic co-curricular activities. The results show a high concentration of
sophomores and juniors who participated in academic co-curricular activities and agree or
strongly agree in that co-curricular activities enhance their education. Of the total 34 participants
26 of them were juniors and sophomores and only one of those participants disagreed with that
co-curricular activities dont enhance ones education. Data can be theorized that students that
are sophomores and juniors are participating in academic co-curricular activities because they are
CO-CURRICULAR ACTIVITIES
46
beginning the important courses of their major which complements their major compared to
freshman you are just beginning college and seniors who are preparing for career world.
Greek Education
Greek * Education
Count
Education Total
strongly agree agree N/A
Greek 1. 00 2 3 2 7
Total 2 3 2 7
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Pearson Chi-Square 2. 767a 4 . 598
Likelihood Ratio 2. 601 4 . 627
Linear-by-Linear . 009 1 . 924
Association
N of Valid Cases 100
The question asked what co-curricular activities do you participate in crossed with the
statement I believe co-curricular activities enhance my education are being analyzed. The
participants that circled Greek as the co-curricular activities are being crossed with our education
statement. Of the 7 students 5 of them agreed or strongly agreed with the statement I believe co-
curricular activities enhance my education. That results in a 71% of Greek participants believe
co-curricular activities enhance their education. The chi square revealed that the null hypothesis
In the Greek life graph it breaks down the 4 cohorts and their responses. Sophomores did not
participate in any Greek life so they do not have any results. The other cohorts show either no
response to the question or agree or strongly agree with statement I believe co-curricular
activities enhance my education. Due to the few amount of respondents to the question the
results shown are not conclusive enough to warrant accurate results to our data.
CO-CURRICULAR ACTIVITIES
48
Spiritual Curricular
Spiritual * Education
Count
Education
strongly agree agree Total
Spiritual 1. 00 5 11 16
Total 5 11 16
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Pearson Chi-Square 3. 965a 4 . 411
Likelihood Ratio 6. 613 4 . 158
Linear-by-Linear 2. 064 1 . 151
Association
N of Valid Cases 100
The question asked was what co-curricular activities do you participate in which gave the
data 16 participants for spiritual co-curricular activities. Of the students participating in spiritual
co-curricular activities all 16 students either agreed or strongly agreed with the question do you
believe co-curricular activities enhance your education. This results in that 100% of students
participating in spiritual co-curricular activities believe it enhances their education. The chi
square reported that there is a 41% probability which supports the null hypothesis and the data is
The spiritual co-curricular activities shows that all cohorts shown an overwhelming
agreement in that co-curricular activities enhances ones education. The data does not warrant
conclusive results due to the few amount of students that participate in spiritual co-curricular
activities.
CO-CURRICULAR ACTIVITIES
50
Leisure Curricular
Leisure * Education
Count
Education Total
strongly strongly
agree agree N/A Disagree disagree
Leisure 1. 00 8 17 1 1 1 28
Total 8 17 1 1 1 28
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Pearson Chi-Square 2. 684a 4 . 612
Likelihood Ratio 3. 093 4 . 542
Linear-by-Linear . 091 1 . 763
Association
N of Valid Cases 100
The question asked in this cross tabulations were what co-curricular activities you
participate in and the statement I believe co-curricular activities enhance my education. The
participants that answered leisure as the co-curricular activity are being analyzed. Of the 28
students 25 of them responded that they agree or strongly agree that co-curricular activities
enhance their education. That shows a result of 89% of students in leisure co-curricular activities
believe the activity enhances their education. The chi square results show a probability of 61%
The graph for students that participate in leisure activities shows a large amount of
sophomore and juniors agree or strongly agree with the statement I believe co-curricular
activities enhance my education. The result can be further study to see if similar results continue
Professional Curricular
Professional * Education
Count
Education Total
strongly strongly
agree agree N/A Disagree disagree
Profession 1. 00 1 10 3 1 1 16
al
Total 1 10 3 1 1 16
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Pearson Chi-Square 6. 414a 4 . 170
Likelihood Ratio 6. 988 4 . 137
Linear-by-Linear 5. 653 1 . 017
Association
N of Valid Cases 100
The question asked in the cross tabulation are what co-curricular activities you
participate in the statement I believe co-curricular activities enhance my education. The group
analyzed are students who answered that they participate in professional co-curricular activities.
16 students participated in professional co-curricular activities and of the 16, 11 of them agreed
or strongly agreed that co-curricular activities enhance their education. This results in 69% of
participants in professional co-curricular activities believe it enhances their education. The chi
square test revealed a probability of 17% which helps support our null hypothesis that our data is
The professional graph shows all the cohorts and their response to the statement I believe
co-curricular activities enhance my education. From the results all the cohorts believe that
professional co-curricular activities enhance ones education with sophomore and juniors heavily
agreeing the most. Theories could be and further analysis that juniors and sophomores are being
more involved in co-curricular activities such as internships compared to seniors who are looking
for jobs and freshman who are not yet to be looking at internships.
CO-CURRICULAR ACTIVITIES
54
Major * Education
Count
educations Total
strongly strongly
agree agree N/A Disagree disagree
Major . 00 0 4 1 0 1 6
Communication 8 20 5 3 0 36
Science 7 6 1 0 0 14
Business 8 17 1 1 1 28
Education 0 1 0 0 0 1
sports 3 3 0 0 0 6
management
art/music 1 0 0 0 0 1
Undecided 1 4 3 0 0 8
Total 28 55 11 4 2 100
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Pearson Chi-Square 29. 353a 28 . 395
Likelihood Ratio 28. 310 28 . 448
Linear-by-Linear . 497 1 . 481
Association
N of Valid Cases 100
The question asked in this cross tabulation was what major you are studying crossed with
the statement I believe co-curricular activities enhance my education. Of the participants the
majors that had the most participants are communication, Science, and Business. The Chi square
test results showed a probability of 39%. This data helps support our null hypothesis
CO-CURRICULAR ACTIVITIES
55
The graph show the majors and their responses to the statement I believe co-curricular activities
enhance my education and the relation between genders. The result show for gender a very
similar response to all the majors and the statement I believe co-curricular activities enhance my
education. The limitation with major is that there is not an even amount of participant in each
Overall analysis of the data revealed that participants whether in a co-curricular activity or not in
a co-curricular activity believe that co-curricular activities enhance ones education. The 83% of
overall participants in the study believe that co-curricular activities enhance ones education. For
participants that participate in co-curricular activities the results show that 89% of them agree or
strongly agree that co-curricular activities enhance ones education. For non-participants 63% of
them agreed or strongly agreed that co-curricular activities enhance their education. The final
result for the co-curricular activities individually can be further analyzed and studied to see if the
relation between a certain types of activity and student perception of its effects on their
education. Further study can be done for majors to see if the types of majors have any relation
Summary
CO-CURRICULAR ACTIVITIES
58
Co-curricular activities began in the Renaissance period which gave people something to
do in their free time. It later became a way to prepare for war. Today, researchers see co-
curricular activities to enhance a students academic success because of the skills and real world
experience gained outside the classroom while involved in co-curricular activities. When
looking at studies on students perception of co-curricular activities, there was a limited amount
of studies on this topic. Overall, we found that student participants in the studies indicated that
co-curricular activities help them grow as individuals and help them to gain more from their
overall education. These activities allow them to be a part of their school community as well as
Through our research study, we wanted to know more about student perception of co-
curricular activities on academic achievement. Why do they balance their school work with
other activities? Is there truly a benefit to these activities or is it now just an expectation that
The data from our questionnaire given to student participants showed 83% of participants
information, we compared each co-curricular activity on our questionnaire to see what activities
participants were in and how they responded to this. We found that there are a high number of
seniors. Overall, participants found their co-curricular activity enhanced their overall education.
We then broke down participant responses to majors and found that overall, most
participants found that co-curricular activities they were in enhanced their education. In our
data, we found that we had a high number of business and communication majors participating in
CO-CURRICULAR ACTIVITIES
59
co-curricular activities. This may be an indication that business and communication majors find
After reviewing the data from our questionnaire and comparing the results from each
enhancement to their education. Thus, the analysis of our data supported our hypothesis that
Limitations of Study
CO-CURRICULAR ACTIVITIES
61
Through our research, we found that we had limitations that should be considered after
looking at the data. To begin, the questions we asked did not merit any true results for the
research because once examined, the questions were not relative to the overall purpose of the
research. Questions such as, what is your age?, how many credits are you currently taking?
were questions that were more focused on the participant personally rather than investigating
more into the perceived effects of co-curricular activities on the participant. The Likert Scale
questions in our study did not allow us to understand students perception of the effects of co-
curricular activities on their academic performance because they were too general. The
following statements were limitations to our research because they did not do anything to support
the overall research. Rather, these statements strayed away from students perception of the
I dont get any academic benefit from being involved in co-curricular activities.
Because these questions strayed from the research, they held no merit and could not be
used for data. Some questions we asked ultimately served as filler questions to meet the
requirement of 20 questions. This made us realize afterward that our study could have asked
different questions that addressed the effects of co-curricular activities and therefore more
helpfully benefitted our research. These questions need to be more direct and clear.
CO-CURRICULAR ACTIVITIES
62
Furthermore, we later considered some of the language to be vague because it could have
been interpreted in various ways depending on the person reading it. This language needed to be
more specific or clarified with more context. For example, with the question, what type of
campus organizations are you involved in? participants had to circle all that apply. Two of the
options they could circle were leisurely and professional. We later realized that these options
could have be interpreted in different ways than we had intended. We considered leisurely
related to ones major. When looking at the data from this question, we have to take this into
consideration that what we considered to be leisurely or professional may not have been
what the participant thought them to be. Of the twenty questions we asked participants, we only
pulled useful data for our research from six questions. If we would have made our questions
more direct, clear, and in-depth toward the effects of co-curricular activities, then we could have
Another limitation we had was with Greek life. There was not enough respondents in
Greek life to provide a result that may be compared to our research that says Greek life is a co-
curricular that helps students gain skills beyond the classroom. In addition, we grouped too
many majors under one representative major, so we could not fully analyze what specific majors
were most involved in co-curricular activities. This may be the reason why we had a high
to any of the other majors. If we had separated them out more it would have allowed us to see
academic achievement, but reporting that they are not in co-curricular activities does not make
CO-CURRICULAR ACTIVITIES
63
their answers entirely credible. If a participant is not in a co-curricular activity, it limits the
who do not participate in co-curricular activities are inapplicable to the study because we want
Looking toward the future of this study, there are recommendations we have that would
achievements. After reviewing our questions, we believe that they should be more direct in
asking students about the effects of co-curricular activities on the students academics. These
questions will be able to help us see the results from different cohorts and dig deeper into student
perception of effects of co-curricular activities. The questions we asked were vague and not
direct in asking participants about the effects their co-curricular activity has on them. It is
important to ensure that the questions are clear in meaning to ensure that the data being pulled
Researchers should continue to examine how different cohorts responded to the effects of
co-curricular activities. We noticed in our study that there are a high number of sophomores and
In the future, it would be interesting to know if this is consistent for sophomores and juniors or if
it was just a trend among the participants of this study. In addition, we had a high number of
examined in the future as well to see why it is that these majors have high participation.
Another way to dig deeper into co-curricular activities like sports or clubs could be to
identify and examine the differences between the effects on overall academic achievement with
what co-curricular activities students are involved in. What do clubs compared to sports offer to
students to enhance their education? Which clubs or sports offer more compared to others?
Looking closer at the difference between sports and clubs and what they offer will allow a better
there is a difference in student perception of the effects of co-curricular activities. There may be
a difference in what men and women perceive to be beneficial to their academic achievement.
Do men or women prefer sports activities over clubs or vice versa? This may have an impact on
what men and women participate in once they settle into college. Is there a strong difference
between what men and women are participating in or is involvement type and amount relatively
For the future research of this study, participants in co-curricular activities only should be
randomly selected, otherwise the study does not merit any true results. Having participants who
are only in co-curricular activities will allow us to find more data on sophomores and juniors and
male and females to see what they are participating in and why. However, having both
perspectives on students currently in co-curricular activities and those who are not can be another
research topic to see why students are not participating and how that effects their overall
Conclusion
CO-CURRICULAR ACTIVITIES
68
Reviewing literature and seeing the vast amount of research conducted on co-curricular
activities led us to study student perception of co-curricular activities. We wanted to see if our
study could support findings on the effect of co-curricular activities on education. After we
completed our research of co-curricular activities and perception theory, we began to create our
Once we created our questionnaire and randomly distributed our questionnaire to the
cohorts, we collected all the data and put our data into SPSS. This program was used to help
show the frequency of a question as well as cross tabulate multiple questions to see if there is any
relation between two questions. Once we began to use the chi square test and the contingency
table, we started to see results that suggested the participants believe co-curricular activities
What we learned from the test is that participants believe co-curricular activities enhance
their education. We first used the contingency table to see what the respondents had to say to the
question Do you believe co-curricular activities enhance your education? and used the Likert
scale to have respondents say that they strongly agree, agree, not applicable, disagree or strongly
disagree. In doing so, we had respondents agree and strongly agree to the question regarding
whether or not the participant believes co-curricular activities enhance his or her education. In
total, 83 percent of the total participants agreed or strongly agreed. These results help support
our hypothesis that students perceive co-curricular activities to enhance ones education. We
sought further support for our hypothesis, prompting us to run a chi square test to see if our null
hypothesis was supported. In the chi square test, our result was one percent probability which
supports our hypothesis and does not support the null hypothesis. The data received only
CO-CURRICULAR ACTIVITIES
69
touched the surface of what our data revealed overall about student opinions on co-curricular
activities.
We broke the data down more specifically by separating students who participate in co-
curricular activities and students who do not participate. We found that 71 students responded
strongly agreed that co-curricular activities enhance ones education. The results show that 89
percent of students that participate believe co-curricular activities enhances one education. The
remaining students that did not participate showed significant results in our study. Of the 29
students that do not participate, 20 of them agreed or strongly agreed that they believe co-
curricular activities enhance ones education. This meant that 69 percent of students not
participating in co-curricular activities believe the activities enhance education. This revelation
shows that co-curricular activity perception for the vast majority of students is a positive one as
Further cross tabulations we did were the individual co-curricular activities. Our results
revealed several inconclusive results due to the few amount of participants that were involved in
Further studies that can be done to improve our study would involve randomly sampling
more specific curricular activities that students are involved in. This would help researchers see
The main limitation discovered among our work shows that several questions in our
study were not in fact pertinent to the overall study. In order to improve the study, the stronger
and more direct the questions can be, the more likely the results will be accurately representative.
CO-CURRICULAR ACTIVITIES
70
The results from our study show participants perceive co-curricular activities to enhance ones
education. The hypothesis is supported through our results and our research question was
answered. From our data, we found that co-curricular activities do not impede a students
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Appendixes
CO-CURRICULAR ACTIVITIES
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Aug 29 - Dec 15
09:00-10:50 T SCIE 134
NOT OPEN TO CROSS-REGISTRATION
SENIORS ONLY
SENIORS ONLY
PR Majors Only
Oct 24 - Dec 15
SENIORS ONLY
Aug 29 - Dec 15
Aug 29 - Dec 15
SENIORS ONLY
Need L. ENG-490
SENIORS ONLY
Need L. ENG-491
Aug 29 - Dec 15
Aug 29 - Dec 15
Aug 29 - Oct 14
REQUIRES AUDITION
REQUIRES AUDITION
REQUIRES AUDITION
Psychology/Neuroscience Major/Minor
Psychology/Neuroscience Major/Minor
SENIORS ONLY
SENIORS ONLY
SENIORS ONLY
Aug 29 - Dec 15
I would like to come to your class on ________________ and ask your students to complete our
questionnaire. It will take your students approximately 5 -7 minutes to complete the
questionnaire.
Sincerely,
Your name.
CO-CURRICULAR ACTIVITIES
136
Appendix E: Questionnaire
CO-CURRICULAR ACTIVITIES
139
academic achievement?
Directions: Please read and answer the questions to the best of your ability. Circling the answer
Male Female
For the following question we have combined majors having the following classification.
Communication regarding media studies, public relations, publication, journalism, and English.
For the following questions we define co-curricular activities as anything you do in addition to
Yes No
7. What type of campus organizations are you involved in? (Circle all that apply)
8. If you are not involved in any campus organizations why not? (Circle all that apply)
Time restraint
Yes No
12. How many days do you miss class because of your participation in co-curricular activities?
16. I believe that my co-curricular activities have a connection to my professional career goals.
18. I dont get any academic benefit from being involved in co-curricular activities.
Yes N/A No
Please complete the following research application. Provide all information requested
applications. Once completed, send this form, with the attached Research
irb@loras. edu
Ethics Certification: In submitting this review request, you agree to conduct this
research as described in the attached documents. You agree to request and wait to
receive approval from the IRB for any changes to the research proposal. You will
comply with the policies for conducting ethical research as outlined in the Belmont
Please watch the video The Belmont Report: Basic Ethical Principles and Their
Department of Health & Human Services, from the beginning of the program to
electronic signature in the space below affirms that you have watched the video and
2. Title of Project: Students Perception that co-curriculars have on their academic achievement
Faculty sponsors should be satisfied the procedures outlined in this review application are in line with the
ethical principles of the Belmont Report as well as any appropriate professional ethical standards.
Faculty sponsors should email the IRB chair (irb@loras. edu) to indicate that they have reviewed
this application prior to it being submitted. Students, you should copy your faculty sponsor on all IRB-
related correspondence.
2016__
__ Adults, Non-student
CO-CURRICULAR ACTIVITIES
145
__ Pregnant women
__ Videotaping
__ Audio taping
__ Other (explain):
RESEARCH DESCRIPTION
Please address each of the following points below. If a question or section is not applicable
Our research is designed to study whether or not co-curricular activities have an effect on a students
academic achievement. We hypothesized that co-curricular activities will have a positive effect
on a students academic achievement. We expect to see students perceive the activities they
participate in to have a positive effect on their career goals and academics. The information
obtained from this research may be useful or beneficial in seeing the effects that co-curricular
activities have on a student aside from just the time they spend in these various activities.
2. Participants
Recruitment:
We will recruit the participants by going to various classes that were selected by a random selection
of our cohorts. They will be recruited from Loras College in Dubuque, Iowa. We will select our
participants through a random sampling that was done to pick our cohorts. Participants are not
Consent:
We will obtain consent through a cover letter that is attached to each questionnaire that describes the
purpose of our study. Students have the option to not participate in the study. A formal consent
Collaboration:
We will not be collaborating with other institutions in order to recruit participants because, our study
We are asking our participants to take a twenty question questionnaire to find out their views on co-
curricular activities that they participate in. They will take this questionnaire alone in the courses
that we have randomly selected. This procedure will take no more than fifteen minutes at either
the beginning or end of the participants class period. Participants will be given a paper
The possible risks that subjects might encounter by participating in our study is a psychological as
well as social realization that they are either too involved or not involved enough. There is not a
participants to receive for participating in our research. There will be no follow-up or debriefing
5. Data Handling
The data will be kept anonymous and confidential after signing the cover letter upon confirming that
they are taking our questionnaire and participating in our research. We do not take their names
but, rather take the data from the questionnaire. Data will be kept in two paper boxes locked in
Dr. Harris office. One paper box will be for the cover letters and the second paper box is for
the data from the questionnaires. The four researches and Dr. Harris will have access to the
data. There are no specific details on the use and storage of any audio or video tapes because, we
are not using audio or video tapes to record our research. We plan on presenting this research in
an oral presentation to our Communication Research course upon finishing our research and
The coursework that has prepared us for our research was researching and writing a literature review
about the history of co-curricular activities and perception theory. In addition to learning about
ethics and APA citations. We do not have any previous research-related experience. Dr. Harris
supervised the random sampling selections, ran over our questionnaire, teaching us about the
database where we will plug our data in, and answering any questions we have to guide us thru
this process.
8. Consent Forms. Please attach one of the following options related to obtaining
consent:
Written Consent Attach copy of all consent & assent forms. See Informed Consent
com/Academics/AcademicCommittees/IRB/default. aspx).
Oral consent Provide justification for not obtaining written consent and the text of the
Waiver of consent Provide written justification for waiving consent process. This is
rare and usually granted only if consent process itself adds substantial risk to the
research.