Extracurricular Activities’ Effects on High School Students
High school life is made enjoyable, enjoyable, and fun by extracurricular activities, which also help students gauge their skills. This is a characteristic of a typical student, where one sees it as an accomplishment for accomplishing what they want. It includes both extracurricular activities and academic choices like projects and paperwork that help one develop their skill. Sports or athletic options, intellectual groups, and smaller school clubs like School Papers, Drum and Lyre Corps, among others, are some of the many activities that kids choose.
First off, according to Erin Massoni (2011) from the DuPage School in the U.S. territory of Illinois, extracurricular activities were first practiced in the country in the eighteenth century. Initially, they were just an addition to the usual school year schedule. Extracurricular activities often had some common sense or professional fascination in the activity. The primary after-school pursuits that were significant in schools started at Yale and Harvard Universities. They were professional clubs made up of several discussion groups and Greek social structures like sororities and organizations. The earliest sports clubs were established by students at American universities (Casinger 2011). These quickly became well-known, and academic groups began to decline. Around the time of World War I, schools started to provide activities like reporting and paper (Casinger, 2011). These clubs are already commonplace, and there are groups for every interest at many open secondary schools and elementary schools. Approximately one in four students nowadays participate in academic groups (Miller & Zittleman, 2010, 189). Extracurricular programs in rural and inner-city schools cost roughly $250 million to establish (Girod et al., 2005, 64). On top of that, adolescence is a period of essential growth and transformation. During this period, weaknesses and openings become visible. Adolescents have a lot of more time at their disposal, and research has shown that they are becoming better at self-coordinating activities as they seek for their identity (Erikson, 1968; Gootman, Sameroff, and Eccles, 2001; Larson, 2000). Supporting extracurricular activities is a well-known youth leisure choice (Larson & Varma,1999). ECA are expected to increase students’ participation, develop their soft skills, help them cope under pressure, and provide them with additional benefits that will increase their employability (Veronesi and Gunderman, 2012, Thompson et al., 2013).
In addition, ECA plays a key role in the advancement of positive youth improvement by supporting the advancement of teaching, promoting innovation in education, and encouraging participation in positive (organized or administered) extracurricular activities both inside and outside of the school setting. Granger & Kane, 2004; Kane, 2004; Larson et al., 2004; Lauer et al., 2006; Carnegie Corporation, 1992; Durlak & Weissberg, 2007; Eccles & Gootman, 2002; Eccles & Templeton, 2002;
In addition, ECA are extracurricular activities that students participate in outside of the classroom, as stated in the article “Factors Affecting Student Participation in Extracurricular Activities: A Comparison Between Two Middle Eastern Dental Schools” It includes extracurricular activities including sports, social, and religious pursuits. They benefit from certain things and have certain relationships.
