Draft Results Discussion
This study is expected to find the existence of a considerable relationship between the extracurricular activities a student engages in and their cumulative GPA results, providing evidence that the extracurricular engagements have a direct impact on a student’s grades irrespective of the educational level. The students sampled in this study were specific on the kind of extracurricular activities that they should engage in. There are activities that students find relatable and which can develop their cognitive and physical capabilities. There is a highlight on lack of fundamental equipment and gears for students in learning institutions; thus, students end up having no authority on which activities to participate in (Wang, & Shiveley, 2009).
Teachers need to spend a sufficient time expounding to learners the importance of being an active participant in extracurricular activities, where need be teachers can also become participants. Moderation is also a key factor i.e., not to over engage or under engage in extracurricular activities (Shulruf, Tumen & Tolley, 2008). This is where teachers chip in to provide guidance. When teachers spend time training students on how to carry out their extracurricular activities, learners gain mastery of their workout capabilities hence reducing injury risks (Taras, 2005).
The main strength of this study lies in the simplicity of responses gathered. The responses provided by participants in questionnaires were easy to analyze since the analyst assigns codes appropriately. The use of questionnaires enabled the collection of quantifiable responses to rest the hypotheses of the study. The responses from the questionnaires are easily pre-coded, thus eliminating transcription errors. The limitation of this study is the collection of data from a small number of participants. This means that the responses of participants will not capture the perceptions of a larger population fully. Another limitation is a large number of questions in the questionnaire i.e., 25 questions. They are too many that participants might end up not giving responses to the best of their abilities as it becomes tiresome to respond to several questions.
Educational researchers ought to carry on performing empirical research to establish the dynamics that contribute to a positive relationship between engagement in extracurricular activities and better academic performance. First, researchers need to single out the type of extracurricular activities, besides the conventional ones, that are most common among students. Second, researchers have to define what categories of dynamics sway learners to participate in extracurricular activities. Finally, experimental research would pilot a program to test several approaches to lessen occurrences of injury to ascertain which particular approaches have the utmost effectiveness.
References
Taras, H. (2005). Physical activity and student performance at school. Journal of school health, 75(6), 214-218.
Shulruf, B., Tumen, S., & Tolley, H. (2008). Extracurricular activities in school, do they matter?. Children and youth services review, 30(4), 418-426.
Wang, J., & Shiveley, J. (2009). The impact of extracurricular activity on student academic performance.