Interest in Extra Curricular Activities and Self Efficacy of Senior Secondary School Students in Cross River State, Nigeria

Bekomson, Achi Ndifon; Amalu, Melvina N.; Mgban, Anthony N.; Abang, Kingsley B

doi:10.5539/ies.v13n8p79

Cited by 12 publications

(13 citation statements)

References 21 publications

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“…However, Denault & Poulin (2009) reported that participation in performing arts and academic clubs can be linked to higher academic grades than participation in sports while Villarreal (2013) reported that participation in sports accords students a sense of school belonging and social interactions among students, parents and school. This is corroborated by Bekomson et al (2020) who suggest that taking part in interesting physical activities as part of an ECA can promote the mental alertness of students and lead to academic attainment. Regarding the attainment of students, Chan et al (2020) reported that math-focused out-of-school time support can have a positive impact on students' attainment than ASSC.…”

Section: Introductionmentioning

confidence: 66%

“…Other studies have constructed their frameworks around the ownership of the various ECAs and the implications for perceived gains of ECA. This includes the impact of ECAs on selfefficacy (Attarwala, 2015;Raffo & Forbes, 2020;Bekomson et al, 2020), academic and learning outcomes (Storey, 2010;GEC, 2018;Behtoui, 2019;Donnelly et al, 2019), impact on peer interaction, social capital, and friendships (Fredricks & Simpkins, 2012;Simpkins, Vest, Delgado, & Price, 2012), teamwork, social skills, managing emotions (Braund & Reiss, 2006;Siddiqui, Gorard & See, 2019;Buckley & Lee, 2021) and resilience (Raffo & Forbes, 2020).…”

Section: Theoretically Framing the Literature On Extra-curricular Act...mentioning

confidence: 99%

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The Impact of After School Science Club on the Learning Progress and Attainment of Students

Magaji¹,

Ade-Ojo²,

Bijlhout³

2022

INT J INSTRUCTION

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This study reports the measured impact of attendance at after school science club (ASSC) on the progress and attainment of Key stages 3 and 4 students in a coeducation academy in the UK. The research was experimental in design and collected data from both a control and an experimental group of participants, 17 and 140 respectively. Data were collected through observation, questionnaires, focus groups and test performance scores. The data were subjected to various statistical analyses using SPSS. The means of performance scores for students in both control and experimental groups were tested for significance at different time points using Welch's T-test, and the effect of the ASSC on science performance scores across the different time points for both groups was tested (pre and posttests) using the Kruskal Wallis test. The questionnaire was analyzed using thematic analysis with recurrent themes identified following a process of coding to establish the skills that students can gain from attending and participating in an ASSC. The study found that the experimental group, who attended ASSC showed improvements in their academic attainment although most participants identified the acquisition of non-academic skills as the more significant outcome of their engagement. These skills included collaboration and teamwork, leadership and communication skills, and confidence in learning. Drawing on the findings, the study provides evidence that discipline-specific after-school clubs can facilitate learning and recommends that discipline-informed extra-curricular activities should be promoted in facilitating learning in STEM subjects.

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Section: Introductionmentioning

confidence: 66%

Section: Theoretically Framing the Literature On Extra-curricular Act...mentioning

confidence: 99%

The Impact of After School Science Club on the Learning Progress and Attainment of Students

Magaji¹,

Ade-Ojo²,

Bijlhout³

2022

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…Self-efficacy refers to the beliefs in one's capabilities to produce appropriate actions in managing prospective situations. In line with that, a study by Bekomson et al [19] suggested that extra-curricular activities positively relate to selfefficacy, as when students involved in extra-curricular activities, they were exposed to challenging situations that provided them opportunities to develop characters such as self-efficacy, perseverance, and locus of control.…”

Section: Schoolmentioning

confidence: 84%

Expressive writing during the COVID-19 pandemic: themes of mixed expressive writing

Tay

Wong

et al. 2022

IJPHS

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In order to curb the depression levels among youth during the coronavirus disease 2019 (COVID-19) outbreak, we examined the recurrent themes of mixed expressive writing among undergraduates during the pandemic. Previous quantitative studies had emphasized on the effectiveness of expressive writing in reducing depressive symptoms, however, less qualitative studies were conducted in evaluating the content within people’s writings. As the pandemic had caused major disruptions among people, we implemented mixed expressive writing in capturing both positive and negative experiences during the pandemic. Ten participants were recruited to perform mixed expressive writing twice per week, for four consecutive weeks. Thematic analysis was used in analyzing their writings and forming the emerged themes. Five themes were formed, which included ‘school’, ‘relationships’, ‘reflection’, ‘work’, and “random incidents’. Future research should examine the effectiveness of expressive writing in writing specific themes on improving its respective psychological constructs.

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“…Extracurricular activities refer to students' non-academic activities and fall outside the institution's curriculum (Khanna et al, 2020). Interest in extracurricular activities was found to significantly influence social, academic, linguistic, moral, and overall self-efficacy (Bekomson et al, 2020).…”

Section: Extracurricular Activities and Thinking Stylesmentioning

confidence: 95%

The Common Thinking Styles Based on the Mental Self-Government Theory Among Saudi University Students According to Gender, Academic Achievement and Extracurricular Activities

Aldossari

Jadou

2021

IJLTER

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This study aimed to investigate the common thinking styles based on Sternberg’s mental self-government theory among students of the Imam Abdulrahman Bin Faisal University, Saudi Arabia, according to gender, academic achievement, and extracurricular activities. The descriptive approach was suitable for achieving the study’s objectives. The study sample consisted of 515 students (257 males, 258 females). The researchers developed an Arabic version of the Thinking Styles Inventory. The results showed that the most common thinking style among students is legislative, followed by the hierarchic, judicial, and external styles to high degrees, while the oligarchic, internal, conservative, and anarchic styles were less common at moderate degrees. The legislative style was more prevalent among female students than male students. Students with acceptable academic achievements most used legislative and executive thinking styles, while students with excellent achievements most used the judicial style. The results indicate that students with strong participation in extracurricular activities most commonly use legislative and judicial thinking styles. The study recommends paying more attention to the thinking styles of a new generation of individuals (males and females), who have creative potential, and increasing consideration of extracurricular activities due to their importance in shaping the students’ personalities and meeting their interests and needs.

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Interest in Extra Curricular Activities and Self Efficacy of Senior Secondary School Students in Cross River State, Nigeria

Cited by 12 publications

References 21 publications

The Impact of After School Science Club on the Learning Progress and Attainment of Students

The Impact of After School Science Club on the Learning Progress and Attainment of Students

Expressive writing during the COVID-19 pandemic: themes of mixed expressive writing

The Common Thinking Styles Based on the Mental Self-Government Theory Among Saudi University Students According to Gender, Academic Achievement and Extracurricular Activities

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