Exploring the Relationship Between Student Success and Participation in Extracurricular Activities

Abstract

In our research on university students from historically under-represented backgrounds who successfully graduate from their undergraduate degree program or are in their final year, we found that many who participated in out-of-class activities indicated those activities were important to their success. We take a strengths-based approach to focus on: (1) students who have reached their final year of study or have recently completed their undergraduate degrees, and (2) the potential relationships between student success and the different types of out-of-class activities in which students engage during their time at university. By focusing on strengths rather than deficits, we can learn how traditionally underrepresented students who are often considered “at-risk” of not attending university or completing their studies are successful in persisting to graduation. Using findings from 690 surveys and 27 one-to-one interviews, we explore the relationship between extracurricular and leisure activities on undergraduate university students’ success. Over one-third of our participants were involved in extra-curricular activities; the majority of these students felt those activities aided them in being successful. We explore what students tell us about how participation in out-of-class leisure activities influenced their academic success. Based on our findings, we recommend that universities encourage and support student clubs and activities as a way of creating community, while offering opportunities for the development of skills.

Keywords:

• Student success
• extracurricular activities
• student support
• degree completion

Notes

1 A co-curricular record or transcript provides a record of student engagement in leadership roles, work-study programs, volunteering, or other activities (CACUSS 2019).

Additional information

Funding

This research was supported by the Partnership Development Grant program of the Social Sciences and Humanities Research Council of Canada, grant number 890-2015-0037.