The Effect of Students' Participation in Extracurricular Activities on Academic Achievement According to PISA-2015

Yıl 2020, , 254 - 269, 30.04.2020

Umut Birkan Özkan

https://doi.org/10.17679/inuefd.504780

Cited By: 3

Öz

Extracurricular activities are those that fall outside the formal curriculum, performed by students. Literature offers extracurricular activity as one of the factors affecting academic achievement. This study aims to determine the effects of students' participation in extracurricular activities on their academic achievements by using PISA-2015 data. Secondary data were used for analysis. The population of the study consists of the data of 519334 students evaluated in PISA-2015. No samples are set as determined population is completely accessible. A four-step secondary data analysis guide was used in the analysis of data. Independent samples t-test was used to analyze the data. The results have proved that the average mathematics, reading skills and science scores of students who participated in extracurricular activities are lower than those who did not participated in extracurricular activities. There is a statistically significant difference between the means in favor of students who did not participated in extracurricular activities. Another remarkable finding of the study is that the effect of participation in extracurricular activities on successful and unsuccessful students varies. The average mathematics, reading skills and science scores of the successful students who participated in extracurricular activities are higher than successful students who did not participated in extracurricular activities. In the case of unsuccessful students, the opposite situation exists. The average mathematics, reading skills and science scores of the unsuccessful students who participated in extracurricular activities are lower than unsuccessful students who did not participated in extracurricular activities. In this study, it is concluded that extracurricular activities may have negative effects on academic performance of unsuccessful students. Findings are in line with the literature and further recommendations were given in the study.

Anahtar Kelimeler

extracurricular activity, academic achievement, PISA

PISA-2015 Verilerine Göre Öğrencilerin Ders Dışı Etkinliklere Katılımlarının Akademik Başarılarına Etkisi

Öz

Ders dışı etkinlikler, öğrenciler tarafından gerçekleştirilen normal eğitim programı dışında kalan faaliyetlerdir. İlgili alanyazına göre ders dışı etkinliklere katılım, akademik başarıyı etkileyen faktörlerden biridir. Bu çalışma, PISA-2015 verilerini kullanarak öğrencilerin ders dışı etkinliklere katılımının akademik başarılarına etkisini belirlemeyi amaçlamaktadır. Bu çalışmada analiz için ikincil verilerden yararlanılmıştır. PISA-2015’de değerlendirmeye alınan 519334 öğrenciye ait veriler araştırmanın evrenini oluşturmaktadır. Tespit edilen evrenin tamamına ulaşıldığından ayrıca örneklem tayinine gidilmemiştir. Toplanan verilerin incelenmesinde dört adımdan oluşan ikincil verilerin analizi kılavuzu kullanılmıştır. Elde edilen verilerin analizinde bağımsız örneklemler için t-testi kullanılmıştır. Araştırma bulgularına göre, ders dışı etkinliklere katılan öğrencilerin matematik, okuma becerileri ve fen puan ortalamaları, ders dışı etkinliklere katılmayan öğrencilerden düşüktür. Ortalamalar arasında ders dışı etkinliklere katılmayan öğrenciler lehine istatistiksel açıdan anlamlı farklılık vardır. Araştırmanın bir diğer çarpıcı bulgusu ise başarılı ve başarısız öğrencilerde ders dışı etkinliklere katılımın başarıya etkisinin farklılık göstermesidir. Ders dışı etkinliklere katılan başarılı öğrencilerin matematik, okuma becerileri ve fen değerlendirmesinden aldıkları puanların ortalaması, ders dışı etkinliklere katılmayan öğrencilerden yüksektir. Başarısız öğrencilerde ise tam tersi bir durum vardır. Ders dışı etkinliklere katılan başarısız öğrencilerin matematik, okuma becerileri ve fen değerlendirmesinden aldıkları puanların ortalaması, ders dışı etkinliklere katılmayan öğrencilerden düşüktür. Bu araştırmada, ders dışı etkinliklerin özellikle başarısı düşük öğrencilerin akademik performansları üzerinde olumsuz yönde etkiler meydana getirebileceği sonucuna varılmıştır. Sonuçlar, ilgili alanyazınla göreceli olarak uyumludur. Çalışma sonuçlarına dayanarak önerilerde bulunulmuştur.

Anahtar Kelimeler

Ders Dışı Etkinlikler, Akademik Başarı, PISA

Kaynakça

• Afolayan, J. A., Donald, B., Onasoga, O., Babafemi, A., & Agama Juan, A. (2013). Relationship between anxiety and academic performance of nursing students, Niger Delta University, Bayelsa State, Nigeria. Advances in Applied Science Research, 4(4), 25-33.
• Andersen, J. P., Prause, J. & Silver, R. C. (2011). A step‐by‐step guide to using secondary data for psychological research. Social and Personality Psychology Compass, 5(1), 56-75.
• Annu, S., & Sunita, M. (2014). Extracurricular activities and student’s performance in secondary school of government and private schools. International Journal of Sociology and Anthropology Research, 1(1), 53-61.
• Breakspear, S. (2014). How does PISA shape education policy making? Why how we measure learning determines what counts in education. 21 Aralık 2017 tarihinde http://simonbreakspear.com/wp-content/uploads/2015/09/Breakspear-PISA-Paper.pdf adresinden erişildi.
• Broh, B. A. (2002). Linking extracurricular programming to academic achievement: Who benefits and why?. Sociology of Education, 75(1), 69-95.
• Corti, L. (2008). Secondary analysis. L. M. Given (Ed.) The Sage encyclopedia of qualitative research methods volumes 1&2 içinde (s.801-803). Thousand Oaks, California: SAGE Publications, Inc.
• Dawood, E., Al Ghadeer, H., Mitsu, R., Almutary, N., & Alenezi, B. (2016). Relationship between test anxiety and academic achievement among undergraduate nursing students. Journal of Education and Practice, 7(2), 57-65.
• Elias, H., Ping, W. S., & Abdullah, M. C. (2011). Stress and academic achievement among undergraduate students in Universiti Putra Malaysia. Procedia-Social and Behavioral Sciences, 29, 646-655.
• Fredricks, J. A. (2012). Extracurricular participation and academic outcomes: Testing the over-scheduling hypothesis. Journal of Youth and Adolescence, 41(3), 295-306.
• Fujita, K. (2006). The effects of extracurricular activities on the academic performance of junior high students. Undergraduate Research Journal for the Human Sciences, 5. 28 Ekim 2018 tarihinde www.kon.org/urc/v5/fujita.html adresinden erişildi.
• Horsley, M. & Sikorová, Z. (2014). Classroom teaching and learning resources: International comparisons from TIMSS – A preliminary review. Orbis Scholae, 8(2), 43-60.
• Jamal, A. A. (2012). Developing interpersonal skills and professional behaviors through extracurricular activities participation: a perception of King Abdulaziz university medical students. Journal of King Abdulaziz University–Medical Sciences, 19(4), 3-24.
• Johnston, M. P. (2017). Secondary data analysis: A method of which the time has come. Qualitative and Quantitative Methods in Libraries, 3(3), 619-626.Knifsend, C. A., & Graham, S. (2012). Too much of a good thing? How breadth of extracurricular participation relates to school-related affect and academic outcomes during adolescence. Journal of Youth and Adolescence, 41(3), 379-389.
• Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Thousand Oaks, CA, USA: Sage Publications.
• Lawhorn, B. (2008). Extracurricular activities. Occupational Outlook Quarterly, 9, 16-21. 28 Mayıs 2018 tarihinde https://www.bls.gov/careeroutlook/2008/winter/art02.pdf adresinden erişildi.
• Lipscomb, S. (2007). Secondary school extracurricular involvement and academic achievement: A fixed effects approach. Economics of Education Review, 26(4), 463-472.
• Long-Sutehall, T., Sque, M. & Addington-Hall, J. (2011). Secondary analysis of qualitative data: a valuable method for exploring sensitive issues with an elusive population?. Journal of Research in Nursing, 16(4), 335-344. 1 Eylül 2018 tarihinde https://www.wlv.ac.uk/media/wlv/pdf/Secondary-analysis-JRN3815531.pdf adresinden erişildi.
• Massoni, E. (2011). Positive effects of extra curricular activities on students. Essai, 9(1), 84-87.
• McGinn, K. (2008). Secondary data. L. M. Given (Ed.) The Sage encyclopedia of qualitative research methods volumes 1&2 içinde (s.803-804). Thousand Oaks, California: SAGE Publications, Inc.
• McNeal Jr, R. B. (1999). Participation in high school extracurricular activities: Investigating school effects. Social Science Quarterly, 291-309. 28 Mayıs 2018 tarihinde http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=b0e67d89-b15c-4cc2-a3af-bc5175ebfa56%40sessionmgr4006 adresinden erişildi.
• Mehfooz, Q.U.A. & Haider, I.S. (2017). Effect of stress on academic performance of undergraduate medical students. Journal of Community Medicine & Health Education, 7(6), 1-4. doi: 10.4172/2161-0711.1000566 Mehus, O. M. (1932). Extracurricular activities and academic achievement. The Journal of Educational Sociology, 6(3), 143-149.
• Melman, S., Little, S. G., & Akin-Little, K. A. (2007). Adolescent overscheduling: The relationship between levels of participation in scheduled activities and self-reported clinical symptomology. The High School Journal, 90(3), 18-30.
• Milli Eğitim Bakanlığı. (2013). PISA 2012 ulusal ön raporu. Ankara: T.C. Milli Eğitim Bakanlığı Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü.
• Milli Eğitim Bakanlığı. (2010). PISA 2006 projesi ulusal nihai rapor. Ankara: T.C. Milli Eğitim Bakanlığı Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı.
• Moriana, J. A., Alós, F., Alcalá, R., Pino, M. J., Herruzo, J., & Ruiz, R. (2006). Extra-curricular activities and academic performance in secondary students. Electronic Journal of Research in Educational Psychology, 4(1), 35-46.
• Nasrullah, S., & Khan, M.S. (2015). The impact of time management on the students’ academic achievements. Journal of Literature, Languages and Linguistics, 11, 66-71.
• OECD. (2016). PISA 2015 Results (Volume I): Excellence and equity in education. Paris: OECD Publishing. http://dx.doi.org/10.1787/9789264266490-en OECD. (2009). PISA data analysis manual: SPSS (Second Edition). Paris: OECD Publishing.
• Oral, I. ve McGivney, E. (2013). Türkiye’de matematik ve fen bilimleri alanlarında öğrenci performansı ve başarının belirleyicileri TIMSS 2011 analizi. İstanbul: Eğitim Reformu Girişimi.
• Özdemir, C. (2017). OECD PISA Türkiye verisi kullanılarak yapılan araştırmaların metodolojik taraması. Eğitim Bilim Toplum, 14(56), 10-27.
• Pros, R.C., Muntada, M.C., Busquets, C.G., Martin, M.B., & Saez, T.D. (2015). Night-rest patterns, extracurricular sports activities and academic achievement in primary education students. Revista De Psicologia Del Deporte, 24(1), 53-59.
• Polat, E. (2017). Kaygı düzeyi ve akademik özyeterlik inancının akademik başarı ile ilişkisi. Yönetim ve Ekonomi Araştırmaları Dergisi, 15(4 (Ek Sayı)), 1-22. doi: http://dx.doi.org/10.11611/yead.312024
• Reeves, D. B. (2008). The learning leader/the extracurricular advantage. Educational Leadership, 66(1), 86-87.
• Saqib, M., & Rehman, K. U. (2018). Impact of stress on students academic performance at secondary school level at District Vehari. International Journal of Learning and Development, 8(1), 84-93.
• Shakir, M. (2014). Academic anxiety as a correlate of academic achievement. Journal of Education and Practice, 5(10), 29-36.
• Shaw, S. M., Caldwell, L. L., & Kleiber, D. A. (1996). Boredom, stress and social control in the daily activities of adolescents. Journal of Leisure Research, 28(4), 274-292.
• Sherif, V. (2018). Evaluating preexisting qualitative research data for secondary analysis. Forum: Qualitative Social Research, 19(2), 26-42. doi: http://dx.doi.org/10.17169/fqs-19.2.2821 Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı. (2016). TIMSS 2015 sonuçlarının anlattıkları. 02 Aralık 2018 tarihinde https://setav.org/assets/uploads/2016/12/TIMSS.pdf adresinden erişildi.
• Stearns, E., & Glennie, E. J. (2010). Opportunities to participate: Extracurricular activities’ distribution across and academic correlates in high schools. Social Science Research, 39(2), 296-309.
• Subramanian, A. (2016). Time management and academic achievement of higher secondary school students. International Journal of Research –GRANTHAALAYAH, 4(12, Special Edition), 6-15. doi:https://doi.org/10.5281/zenodo.2308
• Taş, U.E., Arıcı, Ö., Ozarkan, H.B. ve Özgürlük, B. (2016). PISA 2015 ulusal raporu. Ankara: T.C. Millî Eğitim Bakanlığı Ölçme, Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü.
• Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity. doi:10.1186/1479-5868-5-10. 17 Aralık 2018 tarihinde https://ijbnpa.biomedcentral.com/track/pdf/10.1186/1479-5868-5-10 adresinden erişildi.
• Turner, P. D. (1997, Mart, 24-28). Secondary analysis of qualitative data. Annual Meeting of the American Educational Research Association, Chicago, IL, USA. 2 Eylül 2018 tarihinde https://files.eric.ed.gov/fulltext/ED412231.pdf adresinden erişildi.
• Vitasari, P., Wahab, M. N. A., Othman, A., Herawan, T., & Sinnadurai, S. K. (2010). The relationship between study anxiety and academic performance among engineering students. Procedia-Social and Behavioral Sciences, 8, 490-497.
• White, M.D. & Marsh, E.E. (2006). Content analysis: A flexible methodology. Library Trends, 55(1), 22-45.