Abstract
The research described in this chapter aimed to find the correlation between participation in virtual extracurricular activities (ECAs) and student engagement during distance learning at a secondary school located in Northern California. Data was gathered on current student engagement through grades, attendance, teacher perception, and student and legal guardian opinion during the first two quarters of the 2020-2021 school year. Furthermore, data was gathered on student, teacher, and legal guardian opinions on the correlation between participation in virtual ECAs and student engagement during distance learning. The data revealed that there is a significant loss of student engagement during distance learning and that students are not participating in virtual ECA's due to a lack of interest. This data can be corroborated by the number of Ds and Fs students are obtaining which indicates a significant loss in student academic success. Looking forward to increase student engagement, the school must focus on creating virtual ECAs that pertain to student interest.
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