ARTICLE REVIEW : Kariyana, I., Maphosa, C., & Mapuranga, B. (2012).

The Influence of

Learners’ Participation in School Co-curricular Activities on Academic Performance: Assessment

of Educators’ Perceptions. Journal of Social Sciences, 33(2), 137-146.

doi:10.1080/09718923.2012.11893093

INTRODUCTION

The research article was written by Israel Kariyana, Cosmas Maphosa and Beginner Mapuranga

from Walter Sisulu University, Department of Education, South Africa; University of Venda,

Centre for Higher Education Teaching and Learning, Soth Africa; Walter Sisulu University,

Department of Physics, South Africa. This article is about the study of the study sought to establish

educators’ views on the influence of learners’ participation in school co-curricular activities on

their academic performance. This study emphasize on educators view on the participation of

students in co curriculum activities towards the academic performance. This study intended to

solicit information pertaining to educators’ perceptions on learners’ participation in co-curricular

activities and its influence learners’ academic achievement. The study addressed this by explicitly

answering the question “What are the educators’ views on the influence of learners’ participation

in cocurricular activities on their academic performance?” The study sought to establish the

educators’ views on the influence of learners’ participation in co-curricular activities on their

academic performance. In order to accomplished the research question, this study use both

quantitative and qualitative methods.

IMPORTANT TERMS / CONCEPTS

 Academic achievement or performance is the extent to which a student, teacher or

institution has achieved their short or long-term educational goals. In this article, it is about

the academic achievement of the students from private and public schools in one

educational district in the Eastern Cape Province of South Africa.

 Benefits is an advantage or profit gained from the co-curricular activities.

 Co-curricular is an activity at private and public schools in one educational district in the

Eastern Cape Province of South Africa in order to pursue some addition to the normal

course of study.

 Learners is a person who is learning a subject or skill. Basically refers to students from

private and public schools in one educational district in the Eastern Cape Province of South

Africa.

 Non-participation is the students that the fact or condition of not being involved with or

participating in co-curricular activities.

 Participation is the action of taking part in co-curricular activities.

 Private schools is an independent school supported whole by the payment in one

educational district in the Eastern Cape Province of South Africa.

 Success is the accomplishment of an aim or purpose that effect from the co-curricular

activities

 Educators is a person who provides instruction or education or a teacher. On this article, it

is refers to 40 teachers from private and public schools in one educational district in the

Eastern Cape Province of South Africa.

SUMMARY OF THE ISSUES

The study adopted a descriptive survey design that employed both quantitative and qualitative

methodologies. The study was a descriptive survey of schools in one educational district. A

convenient sample of forty educators participated in the study. In this study, the sample was of

educators in schools who showed interest in students’ participation in co-curricular activities. The

study employed a semi-structured questionnaire to collect quantitative data and phenomenological

interviewing to gather qualitative data. Based on the sections of educators’ attitudes toward

learners’ participation in co-curricular activities in schools, 92.5% of the educators agreed that

learners should seriously participate in co-curricular activities in schools. Attitudes were

determined in terms of their being a ‘yes’ or ‘no’ response to given opinions on the need for

learners to seriously participate in co-curricular activities in schools. Educators’ attitudes were also

determined in terms of whether or not they supported organized school-based learner participation

in co-curricular activities and 97.5% of the educators acknowledged that they supported organized

school-based learner participation in co-curricular activities. Second section is on educators’

perceptions of the impact of learners’ participation in co-curricular activities in schools. 82.5% of

the educators strongly agree that sports develop physical fitness. Other than that, on good for

mental development is 70% of the educators do strongly agree on this statement. Now, we can see

that the educators may believe that sport will contribute to develop physical fitness and also mental

development. Most of the educators which is 27.5% strongly agree that co-curricular activities

create conditions necessary to improve learners’ academic performances. This show that the

educators not unsure that the co-curricular can improve learners’ academic performace.
 Other than that, from the interview session, it stated more clear about the educators opinion

and suggestions towards co-curricular activities. Teacher A said that “The school and parents must

motivate and support the learners for co-curricular activities”

Teacher B said “learners should learn about balance and should be well-balanced on all levels

namely emotionally, physically, spiritually and academically. Some learners are not strong

academically and by participating in co-curricular activities they experience success in other

levels. An over concentration on academics and an inadequate focus on the physical development

of a learner could lead to an imbalance and a non-holistic person.”

On interview also been asked about the opinion of educators on impact of co-curricular activities

to the students. The summarise form the interview are teachers said that co-curricular activities

builds the self-respect and respect for others. Next, they provide learners with good recreation and

opportunities to develop talents holistically. Co-curricular activities also help develop a sense of

responsibility for students and their pals. Helps to generate positive ethos and camaraderie in

learners. Camaraderie here means that mutual trust and friendship among people who spend a lot

of time together. From this friendship among the students, it can improve unity and pride ofschools.

When the positive ethos generate there, it can promotes teamwork and helps learners to utilize

their spare time fruitfully. There also teacher that gave opinion that co-curricular activities helps

to horn leadership skills. When the unity is build in school, it can be impact and become symbolize

love for one’s country, create or build patriotism and helps gain respect. If extracurricular activities

can be made to be compulsory at school, the level of obesity will be low if not eliminated by

especially sports. Learners develop organizational and leadership skills. Learning from other

people through outing and appreciating other races. It enables participants to realize that

irrespective of country of origin, race, or language, we are one. We treat each other as equal
because in participating there are rules which guide all. Bring about unity and social cohesion

making a school be a united family.

DISCUSSION AND SELF REFLECTION

What we can discuss from this article, it may state a lot of positive impacts that students

can get from the educators view. This article is different from the other study that always ask the

students itself about what they think when it comes to co-curricular activities. It is different because

this study straight ask the educators what they actually think of co-curricular activities, whether

from their opinion and also suggestion.

From this research article, it emerged from the study that most educators felt that

participation in co-curricular activities helped to improve students’ confidence which is vital in

their academic pursuit. Confidence in academic studies is a necessary ingredient in academic

success. It is supported by Marsh and Kleitman (2002) also established that students who

participated in co-curricular activities performed better academically than students who did not

participate.

The article clearly stated that through participation in co-curricular activities, learners

developed a positive perception of the school, a positive attitude towards school work and become

more disciplined. For example, the co-curricular activities in Malaysia, as we can see always

emphasize the marching competition that started from district level, state level and national level.

The reason why the marching is important because of the discipline that been maximize through

the training session. In addition, when the students attend the competition that represent their

school, they will be more motivate to do the best for their school. That’s how the love and spirit
can created to school. This statements have been strengthen by the pass study also that stated by

Adeyemo’s (2010) view that besides creating a school culture and promoting school spirit, co-

curricular activities have been found to have a relationship with students’ academic performance,

development of responsibility, discovering their abilities and interest, self-discipline and

leadership skills.

Other than that, the study also established that learners got motivated through participation

in co-curricular activities. It also emerged from the study that participation in co-curricular

activities reduces, to some extent, time for delinquent behaviour such as drug abuse and drinking,

and helps to reduce school drop-outs. Next, in co-curricular activities, educators strongly feel that

education authorities should make participation in co-curricular activities compulsory in schools.

In most cases, positions held in co-curricular activities help to give learners specific self concept

or higher self-esteem. Educators also perceived that such associations outside the classroom help

to instill community spirit. As example in Malaysia, there are a lot of volunteer activity that

students can involve in co-curricular session. It might give community and also the sense of

socialize among students and community. It is strengthen by past study that stated this corroborates

findings by the Center for Information and Research in Civic Learning and Engagement (2003)

(cited by Constitutional Rights Foundation 2007) that long-term studies of Americans show that

those who participate in extracurricular activities in high school remain more civically engaged

than their contemporaries even decades later. It also emerged that educators also viewed learners’

involvement in co-curricular activities as assisting to improve their social networking, which

indirectly influences their academic achievement.

CONCLUSION

As a conclusion, educators from the both educators from private and public schools in one

educational district in the Eastern Cape Province of South Africa were very positive about learners’

participation in school co-curricular activities. It is viewed that learners’ participation in school-

based co-curricular activities support the academic mission of schools. These activities should not

be taken in isolation or as a diversion from the core school activity, but rather as medium to create

a “complete” educational program. Students who participated in such activities tend to be

motivated, have a positive attitude towards school work, develop a positive perception of the

school and are disciplined than students generally and students tend to attain better academic

results.

Other than that, we can say that there are several activities are intrinsically educational. As

we look at in Malaysia, there are club for Science, Mathematics, and also language club that is for

instance the relevance of learners’ participation in co-curricular activities indirectly support

academic. To some extent, time that learners could misallocate to delinquent behaviour including

substance abuse. Nevertheless, the promotion of a physically and mentally fit mind has indirect,

positive impact on learners’ academic attainment.

What the most positive things that we can get from this article in the understanding of the

educators that understand and aware not all children are academically-gifted should be given

cognizance especially at school level. Furthermore, schools are the best avenues where a child’s

talent may be detected early. To that end, educators felt that learner participation in these activities

horns their talent development, which is a necessary condition to foster success in later life.
REFERENCES

Marsh HW, Kleitman S 2002. Extracurricular school activities: The good, the bad and the

nonlinear. Harvard Educational Review, 74(4): 464-514.

Constitutional Rights Foundation 2007. Trainers Times, 11(1): 2-10.

Adeyemo SA 2010. The relationship between students’ participation in school based

extracurricular activities and their achievement in physics. International Journal of Science

and Technology Education Research, 1(6): 111–117.