Doctor of Education (Ed.D.)
Michael F. DiPaola
This study sought to build on existing research in the areas of student extracurricular activity participation, school identification, and improvement of student achievement. The purpose of this study was to determine the impact of extracurricular activity participation and school identification upon one another and their combined and individual contributions to the goal of student achievement.;The study was conducted using archival data from the 2009-2010 school year along with data from a survey that target extracurricular activity participation and school identification. Data were analyzed for a sample of 314 students out of a population of over 900 in Grades 6, 7, and 8 from two different middle schools. Students were given a survey at the start of the 2010-2011 school year, after being promoted to Grades 7, 8, and 9. The survey results provided the researcher with a school identification and extracurricular activity participation score for each student. These scores were compared to achievement data comprising the end-of-year grade point average and the mathematics and reading Virginia Standards of Learning scaled scores.;The results of the study indicated that there was a mild relationship between students' participation in extracurricular activities and their identification with their school. The findings revealed no significant relationships between students' participation in extracurricular activities and any of the achievement measures, or between student school identification and academic achievement.
© The Author
Byrd, Stenette III, "Middle school students' participation in extracurricular activities: Relationships to school identification and achievement" (2011). Dissertations, Theses, and Masters Projects. Paper 1539618632.