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Academic Achievement
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- Description:
- The present study investigated teachers' perceptions of the effects of school-based extracurricular activities on academic achievement, attendance, and behavior issues in a New Jersey School District. High school teachers within this school district (N = 88) were asked to complete a questionnaire. This questionnaire was a concurrent, embedded mixed-methods approach and the questionnaire included a seven-question multiple-choice demographic questionnaire, five open response questions, and 20 Likert scale questions pertaining to a teachers’ student population and experience in the classroom. The results of this study indicated that 87.88% of the participants either agreed or strongly agreed that participation in school-based extracurricular activities teaches valuable lessons to students, such as time management, teamwork, individual responsibility, and accountability. This translates to grades, attendance, and discipline referrals (M = 4.30, SD = .72). One of the conclusions of this study is that the teachers in this sample believe that students who participate in school-based extracurricular activities achieve better grades in the classroom, have higher attendance rates, and receive fewer discipline referrals. More research is needed to better understand the impact of participation in school-based extracurricular activities and its effects on students’ grades, attendance, and discipline referrals. Keywords: Extracurricular activities, grades, attendance, discipline referrals
- Keyword:
- Grades, Discipline Referrals, Teacher Perception, School Attendance, New Jersey, Academic Achievement , and Extracurricular Activities
- Subject:
- Educational Leadership
- Creator:
- Anderson, Jenna
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 01/05/2022
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- After-school programs in the United States provide academic enrichment to students in low-performing schools to help them acquire the skills necessary to meet state core curriculum content standards. This quantitative case study uses secondary data to determine the impact of after-school programs on student scores on the Partnership for Assessment of Readiness for College and Career (PARCC) in English Language Arts/Literacy and Mathematics. PARCC results were assessed against gender and ethnicity. Participants were sixth-graders drawn from two schools: one comprising grades six through eight that offers an after-school program, and another serving kindergarten through grade eight that does not. Both are located in high-poverty, high-risk, urban areas categorized as “Priority” by the New Jersey Department of Education. These schools have the 5% lowest academically performing students in the state based on standardized test scores. Results showed no statistically significant differences between the PARCC scores of students who participated in the afterschool program and those who did not. However, PARCC scores for students who received the intervention showed an overall increase in both Language Arts and Mathematics PARCC scores compared to an overall decrease for those who did not.
- Keyword:
- Education, PARCC Standardized Testing , Urban , High Poverty , After School Program , Academic Achievement , and Enrichment
- Subject:
- Middle School Education and Educational Tests & Measurements
- Creator:
- Luce, Francine C.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 01/05/2022
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation