Student Perceptions of Involvement in Secondary-Level Competitive Forensics Organizations

Abstract

Previous literature in the field of education highlighted the impacts of student involvement in extracurricular activities on student academic and personal development; however, much of this research is oriented towards postsecondary students and not secondary-level students, and the research is broadly focused on extracurricular activities generally rather than focusing on specific categories of activities that require different levels of student involvement. This study explores specifically competitive forensics (speech and debate) and its impacts on student development at the secondary education level based on student perceptions of their own involvement. A mixed methods phenomenology was used for data collection and analysis where students responded to quantitative Likert items and qualitative short answer items through an online survey. These items collectively discussed the categories of academic development, professional and social communication skills, and mental health and personal wellbeing to explore general student development. Data analysis showed that sampled students perceived their involvement in forensics to have improved academic performance and development and generally improved social and professional communication abilities. However, the sample is in disagreement in regards to mental health and personal wellbeing; a small majority hold the perception that forensics has improved their mental health, while a significant amount hold the opposite perception. Ultimately, analysis of these student perceptions on forensics provides education professionals a greater understanding of the impacts of forensics and similar extracurriculars on secondary student development. This understanding could further opportunities for learning and development beyond the classroom through extracurriculars such as forensics.