Investigating the Role of School-Based Extracurricular Activity Participation in Adolescents' Learning Outcomes: A Propensity Score Method

Autor/inn/en	Hsu, Hsien-Yuan; Lee, KoFan; Bentley, John; Acosta, Sandra
Titel	Investigating the Role of School-Based Extracurricular Activity Participation in Adolescents' Learning Outcomes: A Propensity Score Method
Quelle	In: Journal of Education and Learning, 8 (2019) 4, S.8-17 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Outcomes of Education; Extracurricular Activities; Attribution Theory; Educational Environment; Longitudinal Studies; Grade 10; High School Students; Comparative Analysis; Peer Groups; Mathematics Achievement; Correlation; Academic Achievement; Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Außerunterrichtliche Aktivität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gleichaltrigengruppe; Peer Group; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Schulleistung
Abstract	The purpose of this study was to apply a propensity score method that could control for selection bias at both the student-level and school-level in an investigation of the causal effect linking participation in school-based extracurricular activity (SBEA) to adolescents' learning outcomes. The data for this study were drawn from the Education Longitudinal Study of 2002 (ELS: 2002) data set. The final sample comprised 12,247 10th graders; 6,026 (49.20%) were males. A propensity score method incorporating marginal mean weighting through stratification was implemented to analyze the data. Results showed that 10th graders who had proper intensity of participation in SBEA (6-15 hours a week) slightly outperformed peers who did not participate in SBEA on the performance of mathematics achievement in 12th grade. Regarding the link between SBEA participation and adolescents' long-term learning outcomes, results indicated 10th graders in 2002 with low to moderate levels of intensity (i.e., 1-15 hours) were more likely to achieve higher education credentials by the year 2012 when compared to non-participating peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01