Abstract

The main aim of this study is to investigate the effects of extracurricular activities on University of Buea students’ academic performance.

Specifically, the study seeks to find out the different extracurricular activities in the University of Buea, to assess the level of students’ participation in extracurricular activities in the University of Buea and to investigate how students’ participation in extracurricular activities affects their academic performance. Both primary and secondary data were used in this study. The researcher used a quantitative research design and data was collected using questionnaires.

These questionnaires were administered to 130 students of the University of Buea at random. The results of this investigation indicate that students involved in extracurricular activities have a significantly higher grade point average than students not involved in extracurricular activities. Several investigators.

CHAPTER ONE

GENERAL INTRODUCTION

1.0 Introduction

Extracurricular activities are a real and important part of a child’s development. It assists children in learning about the world in a more natural way. Students utilize these activities to experiment with ideas, form relationships, express their thoughts, and learn new skills and abilities.

Those that take part actively build and accumulate their own knowledge about their own environment and their own place in it Stone, et al ,(1993).Students learn about and how to leave their mark on the world through play. Games, club activities, and field trips are just a few of the extracurricular activities available.

The purpose of this chapter is to provide an overview of the study’s background, problem statement, research objectives and research questions. Aside from that, it draws attention to the study’s justification as well as its significance. It also provides insight into the study’s scope, terminology definitions, and, finally, the study’s organizational structure.

1.1 Background to the Study

It is commonly accepted that participation in extracurricular activities has a beneficial impact on students’ retention after their first year of college. Many others, however, believe that these activities, even if they do in fact increase student persistence, may actually have a negative impact on students’ performance as a result of the conflicting time demands and competing schedules that these activities create.

Students participating in a variety of extracurricular activities can be found in both their homes and schools. Moreover, even in higher education institutions such as universities, extracurricular activities have been made mandatory in the form of physical education (sports), field trips, and participation in clubs and organizations.

It was during the nineteenth century when extracurricular activities made their initial appearance at American universities. It contributed to the completion of the curriculum as much as it opposed it. It served as a kind of laboratory for students who were interested in practical and vocational subjects. Early extracurricular activities included student literary societies (which had origins in the previous century at Harvard and Yace), debate clubs, and by the mid-century, Greek letters fraternities and sororities. Students also initiated and organized the first athletic programs on American college campuses Ritchie, (2018).

By the beginning of the twentieth century, literacy had begun to diminish, and some educators believed that less desirable extracurricular activities were diverting students’ attention away from their curricular responsibilities. Intercollegiate athletics quickly established itself as the leading extracurricular activity in the majority of American institutions and high schools. Nonacademic activities were primarily recreational in nature and, as a result, were detrimental to academic achievement.

As a result, participation in extracurricular activities was discouraged by some educators in 1900 that were skeptical of the benefits of participation in extracurricular activities. Marsh & Kleitman, (2002) argue that schools should be focused only on the outcome of prescribed academics. Extracurricular activities play a significant part in today’s educational programs, according to the authors Holland & Andre, (1987). Considering the enormous number of activities provided, it becomes clear that the programs are diverse in their offerings.

Athletics, publications, student government, fine arts, academic groups, service organizations, and special interest activities are some of the options available to you. In order to better understand the relationship between student involvement in activities and academic accomplishment, a significant quantity of research has been conducted. Although many of these studies have found a positive association between extracurricular activities and academic achievement, there is still a heated debate among educators over the necessity of extracurricular activities.

Today’s academic community appears to be dominated by two distinct viewpoints: These are referred to as the academic perspective or the developmental perspective, respectively. Extracurricular activities, according to the academic perspective, are simply for recreational purposes and do not contribute to the educational mission of the institution. Extracurricular activities are considered vital for the overall development of the student in today’s schools, according to the developmental perspective Holland & Andre, (1987).

The academic perspective, according to educators who believe in it, holds that time spent away from the classroom diminishes the student’s prospects of success. Those activities that do not need the loss of classroom time are seen to rob students of valuable study time. These educators are in favor of curtailing or removing activities due to budgetary constraints.

Academic clubs such as the National Honor Society, Key Club, and Beta Club do have standards in terms of academic performance. In some areas, marching band members may be required to meet the same qualifications as athletes in order to compete in a tournament or other competition. Additional conditions for participation in high school athletics are determined by states and school districts, and are based on academics, attendance, and behavior Cash et al, (2010).

It is impossible to locate a single school in Cameroon that does not have these activities organized in a formal manner. The primary explanation given by parents in some schools for discouraging their children and students from participating in one or more extracurricular activities is that they believe their children or students are too busy and therefore cannot find the time to do so. As a result of this negligence, the government of Cameroon introduced what is known as FENASCO games in secondary schools, which are now widely used throughout the country. Some annual displays of culture and art events are arranged with the use of this game, in which students from various schools compete in a variety of fields. The purpose of extracurricular activities is to help students develop their talents, which is outlined in the national educational forum of 1995 by Stone et al,(1993) which was established among other goals of education to accomplish this goal. It was also decided to offer extracurricular activities in order to teach people who are strongly entrenched in their cultures, but who are also open to the rest of the world, respectful of the general interest and united in their will. To encourage students’ and children’s creativity, as well as their feeling of initiative and entrepreneurial spirit, as well as to give them physical, sports, artistic, and cultural training.

1.2  Statement of the problem

Extracurricular activities have a key influence in student’s academic achievement. From my view, some schools in Buea operate in circumstances where there is a limited area for these activities and even when there is space, some schools don’t develop facilities that can handle these activities. Students frequently claim their timetable is tight in such a way that they cannot participate in these activities therefore this research seek to investigate the influence of extra-curricular activities on students’ academic performance

It is beneficial for students to participate in extracurricular activities such as sports events since they maintain them physically fit and also allow them to relax their minds. The adage “learning without play makes Jack a dull boy” holds true, Students who have been studying for long periods of time require a break from their studies in the form of a diversion. Extracurricular activities are beneficial for kids; however it has been found that they might lead to a decrease in academic performance if students become overly engrossed in these activities. Because of this, it isn’t entirely obvious how much involvement in extracurricular activities impacts students’ academic success. That’s why we’re conducting this study to discover if extracurricular activities have an impact on students’ grades. These research questions must be addressed in order for us to gain a deeper understanding of the findings.

1.3 Research Questions

1.3.1 General Research Question

The main aim of this study is to find out how extracurricular activities affect University of Buea students’ academic performance.

1.3.2 Specific Research Questions

1. What are the extracurricular activities at the University of Buea?
2. What is the level of students’ participation in extracurricular activities at the University of Buea?
3. How does students’ participation in extracurricular activities affect their academic performance?

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