After-School Programs and its Effects on Academic

Achievement

Jennie Kwok

Ed 703.22

Spring 2009

Table of Contents Introduction

Statement of the Problem Review of Related Literature Statement of Hypothesis

Method Participants Instruments Research Design

Test Results (Academic After-school Program)

Correlations

Theorists Jean Lave

Theory of situated learning learning occurs in the function of the activity, context, and culture.

Lev Vygotsky Social interactions plays a role in cognitive development.

Urie Bronfenbrenner Ecological Systems Perspective development occurs through a

complex process of interactions within and between the individual and the environment contexts in which he or she is involved with over time.

Statement of the Problem

Due to an increase number of parents entering the work force, there is a great need to place children

in after-school programs that enrich their academic and social development. After-school

programs can focus on academics or recreational. However, it is not clear which after-

school program promotes academic achievement. This study will focus on the

following question: Which type of after-school program is beneficial to students’ academic

achievement?

Review of Related Literature

Participation in after-school programs are associated with higher grades and test scores. (Coie & Krehbiel, 1984; Posner & Lowe, 1994; Dryfoos, 1999; Larner et al., 1999; Pierce, Hamm, & Vandell, 1999; Posner & Vandell, 1999; Vandell & Shumow, 1999; Cosden et al., 2001; Miller, 2001; Munoz, 2002; Valentine, Cooper, & Bettencourt, 2002; Junge et al., 2003; Miller, 2003; Cosden et al., 2004; Mahoney et al., 2005; AfterSchoolAlliance, 2007; Jenner, E. & Jenner, L.W., 2007; Viadero, 2007)

Low-income students gain the most from after-school programs. (Posner & Lowe, 1994; Larner et al., 1999; Posner & Vandell, 1999; Vandell & Shumow, 1999; Miller, 2001; Miller, 2003; Mahoney et al., 2005)

Participation in after-school programs gave students greater confidence in their academic abilities and provides an opportunity to develop positive, school-related, adult attachments. ( Posner & Lowe, 1994; Pierce, Hamm, & Vandell, 1999; Cosden, Morrison, Alabanese, & Macias, 2001; Miller, 2001; Miller, 2003; Cosden et al., 2004; Viadero, 2007)

Review of Related Literature

After-school participation is also linked with lower involvement in risky behaviors like violence, drugs, sex, etc. (Larner et al., 1999; Cosden et al., 2001; Miller, 2001; Jenner, E. & Jenner, L.W., 2007)

Research concludes the following regarding after-school programs: youth benefit from consistent participation in quality after-school programs, after-school programs can increase engagement in learning, can also increase educational equity (which provides disadvantaged youth opportunities and experiences that are available to middle and upper class students), and after-school programs build key skills (teamwork, problem solving, communication) necessary for success in today's world. (Miller, 2003)

Review of Related Literature

However, after-school programs can interfere with a child’s commitment to their family and community. It can also reduce parental involvement in their child’s academic process. (Cosden, Morrison, Alabanese, & Macias, 2001; Cosden, Morrison, Gutierrez, & Brown, 2004)

A study by Vandell & Corasaniti reported middle class children who attended after-school had poorer grades and test scores and were more likely to be rejected by their classmates. (Pierce, Hamm, & Vandell, 1999 )

Another study reported that children in after-school showed more problems socially, emotionally, and academically when compared to those in mother care or self-care after-school. (Posner & Lowe, 1994)

Review of Related Literature After-school programs can restrict their opportunity

to participate in enrichment activities like scouts, music lessons, organized sports that are available to middle-class children. (Posner & Lowe, 1994).

Common challenges facing after-school programs: facilities, staffing, and financing. (Dryfoos, 1999; Halpern, 1999; Larner et al., 1999)

Review of Related Literature

The Gevirtz Homework Project (2001) that provided homework assistance had a positive impact on 4th grade English Language Learners. (Cosden et al., 2001; Cosden et al., 2004)

Homework completion plays an important role in supporting academic achievement. It develops good work habits and job management skills. (Corno & Xu, 2004)

Review of Related Literature

The Ecological Study of After-school Care found 3rd graders who spent time in enrichment activities (music, organized sports, dance, etc.) had better work habits, better relationships with peers, and better emotional adjustment. (Vandell & Shumow, 1999)

Physical activity and sport participation are linked directly and indirectly with better cognitive functioning, higher academic achievement, reduced school dropout and greater odds of going to college full time. (Coatsworth & Conroy, 2007)

Statement of Hypothesis

In comparing academic and recreational after-school programs, 3rd graders attending an

academic after-school program will yield better reading results than those attending a

recreational after-school program.

Participants

18 – 3rd graders attending an academic after-school program in P.S. X

15 – 3rd graders attending a recreational after-school program in P.S. X

Instruments

Reading Comprehension Exams

Consent Forms

Surveys I like going to after-school.

1 2 3 4

Strongly Disagree Agree Strongly

Disagree Agree

I spend time doing homework.

A. Less than 30 minutes.

B. 30 minutes

C. 1 hour

D. 1½ hours

Research Design

Pre-Experimental Design Static-Group Comparison

Individuals are not randomly assigned. They are in pre-existing groups.

Two Groups: Control Group (X1) experience one treatment (academic after-school program) and Experimental Group (X2) experience a different treatment (recreational after-school program).

Both groups (X1 and X2) are posttested (O) and their results are compared.

Symbolic Design:• X1 O

• X2 O

Threats to Internal Validity

History – Classroom teacher comes into his/her classroom can distract students from their exams and questionnaires. Likelihood of a fire drill in after-school is possible.

Instrumentation – Questionnaires were self-created by researcher.

Selection-Maturation Interaction – Participants may mature differently than others.

Threats to External Validity

Selection-Treatment Interaction – Participants weren’t individually selected.

Experimenter Effects (Passive Elements) – Participants may be intimidated by researcher because she is not their daily after-school counselor.

Hawthorne Effect – Participants respond differently because they know they are in an experiment.

Test Results (Academic After-school Program)

Test Scores (Reading Comprehension)

0

20

40

60

80

100

120

A B C D E F G H I J K L M N O P Q R

Students

Sco

res Test #1

Test #2

Test #3

CorrelationAmt of time reading and Test Scores

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

0 10 20 30 40 50 60 70

Amount of Time Reading (Mins)

Avera

ge T

est

Sco

res

Average

Linear (Average)

Rxy = 0.02512 There is no correlation between the amount of

time spent reading and students’ average reading comprehension test scores.

Correlation

Complete HW after-school and Test scores

0.0

20.0

40.0

60.0

80.0

100.0

0 1 2 3 4 5

Homework Completion

Ave

rag

e T

est

Sco

res

Average

Linear (Average)

Rxy = 0.38603 There is no correlation between homework

completion and students’ average reading comprehension test scores.