Investigating the relationship among extracurricular activities, learning approach and academic outcomes: A case study

Abstract

Learning effectiveness requires an understanding of the relationship among extracurricular activities, learning approach and academic performance and, it is argued, this helps educators develop techniques designed to enrich learning effectiveness. Biggs’ Presage–Process–Product model on student learning has identified the relationship among individual difference, learning approaches and academic achievement in higher education. Studies have typically revealed that the deep approach is positively associated with academic achievement. It is argued that extracurricular activities enhance students’ confidence in their ability which in turn encourages deep learning. Comparatively little is known about such relationship. The main aims of this study are to examine the effect of the learning approach on academic outcomes and the effect of extracurricular activities on the learning approach and academic outcomes. A total of 131 full-time students participated in this research using Revised Two-Factor Study Process Questionnaire to examine the fit of the variables to hypothesised model. The results indicate a positive relationship between deep approach and academic outcomes. Students with active involvement in extracurricular activities are more likely to use the deep approach.