Investigating the Relationship between Extracurricular Activities, Learning Approaches and Academic Outcomes in Chinese Sub-degree Students

Yiu Kong Ringo Chan

doi:10.47408/jldhe.v0i9.288

Abstract

BiggsÃ¢â¬â¢s 3P model on student learning has identified the relationship among individual difference, learning approaches and academic achievement in higher education. Previous studies have typically revealed that the deep approach is positively associated with academic achievement. It is argued that extracurricular activities enhance studentsÃ¢â¬â¢ confident in their ability which encourage a deep motive in their learning. Comparatively little is known about such relationship in Hong Kong Chinese continuing education context especially for full-time sub-degree students under the new secondary school system in Hong Kong. The research aims to investigate the relationships of extracurricular activities, learning approaches and academic outcomes among Hong Kong Chinese sub-degree students. 131 full-time sub-degree students participated in this research on a voluntary basis by using BiggsÃ¢â¬â¢s Revised Two-Factor Study Processes Questionnaire (R-SPQ-2F) to examine the fit of the variables to hypothesized model. The results indicated that sub-degree students with lots of extracurricular activities experiences were more likely to use the deep approach.

Highlights

There has been a steady increase in research on the impact of learning approach on academic performance over the past two decades (Watkins, 2001; Zeegers, 2001; Diseth, 2003; Hay, 2007; Trigwell et al, 2013; Chan, 2014). Gibbs (2010) examines the literature along three aspects of the interaction of our learning system: (1) presage – personal or situational variable before the learning takes place, (2) process – learning approach, (3) product – learning outcomes
Hypothesis one proposes that there is a relationship between extracurricular activities and learning approach of students (Deep Learning Approach (DLA) and Surface Learning Approach (SLA))
The results showed that the number of students who are active in extracurricular activities are significantly higher than students who are not active in extracurricular activities on the deep learning approach, χ2 (1, N = 130) = 12.481, p < 0.001

Summary

Introduction

There has been a steady increase in research on the impact of learning approach on academic performance over the past two decades (Watkins, 2001; Zeegers, 2001; Diseth, 2003; Hay, 2007; Trigwell et al, 2013; Chan, 2014). Gibbs (2010) examines the literature along three aspects of the interaction of our learning system: (1) presage – personal or situational variable before the learning takes place (learning environment, personality), (2) process – learning approach (ability to engage students, feedback quality), (3) product – learning outcomes (academic performance, employability). Gibbs (2010) examines the literature along three aspects of the interaction of our learning system: (1) presage – personal or situational variable before the learning takes place (learning environment, personality), (2) process – learning approach (ability to engage students, feedback quality), (3) product – learning outcomes (academic performance, employability). The presage and process variables are influenced by external conditions which may affect student learning performance. Chan The impact of business school students’ extracurricular activities on learning approach and academic performance. Biggs’ Presage-Process-Product (3P) model (1993) suggested that students undertake deep or surface learning approaches which are influenced by the corresponding motive and strategy at tertiary level. The model proposes that personal and situational factors (presage) affect students’ learning approach (process) which influences the learning outcomes (product)

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Results

Discussion

Conclusion