Bakoban, R. A., & Aljarallah, S. A. (2015). Extracurricular Activities and Their Effect on the Student's Grade Point Average: Statistical Study. Educational Research and Reviews , 10 (20), 2737-2744.
The article's main point was to find out the impact of extracurricular activities on 8 th graders. The research indicated that students perform better when involved in extracurricular activities (Bakoban & Aljarallah, 2015). The method used to measure performance, in this case, was a value-added model. It involved the contribution of extracurricular on performance outcomes. The sociological consideration, in this case, was parental consent. The other concern was the privacy of the child. The gap that was not explored in this case is the student's emotional outcome from the research article. It also did not consider the fact that children may be fatigued because of the rigorous exercise.
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Coulangeon, P. (2018). The impact of participation in extracurricular activities on school achievement of French middle school students: Human capital and cultural capital revisited. Social Forces , 97 (1), 55-90.
The main article's point is to improve the understanding and measurement of the impacts of participation in extracurricular activities (Coulangeon, 2018). It finds a positive relationship between the outcome of students and their involvement in these activities. The method used to measure performance, in this case, was a panel data regression model. This provided a robust effect on outcomes for children participating in extracurricular activities. The research involved looking into the different backgrounds of students to establish if they contributed to social inequalities. The visible gap was the role of parents in promoting extracurricular activities.
Hanks, C. E. (2018). Relationship between Extracurricular Activity Involvement and Student Success Among High School Students in Accelerated Academic Curricula.
The main point of this article is that research on participation in rigorous activities has not been conducted (Hanks, 2018). It reaffirms that involvement in extracurricular activities is essential in the positive outcome of a student's performance. The type of extracurricular activities considered include athletics, student government, and performing arts. The method used to measure academic achievement, in this case, was the gain score model and it involved subtraction of previous results to current results. Sociological factors such as parent's education and other social elements such as income levels of the parent were put into consideration. The visible gaps were the effect that extracurricular activity has on the child's time; that is how the child can balance these activities with their personal life.
Im, M. H., Hughes, J. N., Cao, Q., & Kwok, O. M. (2016). Effects of extracurricular participation during middle school on academic motivation and achievement in grade 9. American educational research journal, 53(5), 1343-1375.
The main concern of this article is to investigate how extracurricular activities affect children from grade 7 all through to grade nine (Im et al. 2016). The kind of tasks that were considered in this article were performance arts and sports. The research shows that these crucial in the development of the child and the performance. The student growth percentile model was used to measure performance in this case, and it compared growth to other students who did not participate in extracurricular activities. The social factors considered in this case was the parent's background and cultural influence. The gap, in this case, was that there was no consideration of school activities and the child's playtime.
Knifsend, C. A., Camacho-Thompson, D. E., Juvonen, J., & Graham, S. (2018). Friends in activities, school-related effect, and academic outcomes in diverse middle schools. Journal of youth and adolescence, 47(6), 1208-1220.
The article points out the relationship between the friendship activities of the child affects their performance in class. It looks at school tasks such as playing soccer with friends and athletics (Knifsend, Camacho-Thompson, Juvonen, & Graham, 2018). The article uses the gain score model as a mode of performance measurement. The social factors considered during the research were the privacy of the children and the background of the child. The gaps that were not considered in this case was the time the child needs to play with friends and how other different factors, such as the emotional state of the child.
Marchetti, R., Wilson, R. H., & Dunham, M. (2016). Academic achievement and extracurricular school activities of at-risk high school students. Educational Research Quarterly, 39(4), 3.
The article mainly compares the socioeconomic status of the children’s family and the overall outcome at adulthood (Marchetti Wilson, & Dunham, 2016). The activities investigated at this point involves sports and performance art. The sociological factors considered include the parent income and level of education. The research also used the gain score model to measure performance. The gap in this article is that several factors contribute to the overall outcome of a child.
References
Bakoban, R. A., & Aljarallah, S. A. (2015). Extracurricular Activities and Their Effect on the Student's Grade Point Average: Statistical Study. Educational Research and Reviews , 10 (20), 2737-2744.
Coulangeon, P. (2018). The impact of participation in extracurricular activities on school achievement of French middle school students: Human capital and cultural capital revisited. Social Forces , 97 (1), 55-90.
Hanks, C. E. (2018). Relationship between Extracurricular Activity Involvement and Student Success among High School Students in Accelerated Academic Curricula.
Im, M. H., Hughes, J. N., Cao, Q., & Kwok, O. M. (2016). Effects of extracurricular participation during middle school on academic motivation and achievement in grade 9. American educational research journal, 53(5), 1343-1375.
Knifsend, C. A., Camacho-Thompson, D. E., Juvonen, J., & Graham, S. (2018). Friends in activities, school-related effect, and academic outcomes in diverse middle schools. Journal of youth and adolescence, 47(6), 1208-1220.
Marchetti, R., Wilson, R. H., & Dunham, M. (2016). Academic achievement and extracurricular school activities of at-risk high school students. Educational Research Quarterly, 39(4), 3.
