Are you pressed for time and haven’t started working on your assignment yet? Would you like to buy an assignment? Use our custom writing services for better grades. Even if your deadline is approaching fast, our writers can handle your task right when you need it.
Order a Similar Paper Order a Different Paper
Hello Faith Please find the continuation of the research work here. in the attachment. I have also attached the work done so far so it will guide you.
Hello Faith Please find the continuation of the research work here. in the attachment. I have also attached the work done so far so it will guide you.
DATA ANALYSIS AND RESULTS Provide a brief overview of how this section is constructed. Data Analysis Procedure Explain in detail the steps and processes taken to analyze the data collected from the participants in the study. Describe the process that was used to analyze the data. Data analysis procedures can be framed relative to each research question or hypothesis. Data can also be organized by the chronology of phenomena, by themes and patterns, or by other approaches as deemed appropriate according to a qualitative study. Validity and Reliability Explain in detail how you will ensure that your results are both valid and reliable. Results Introduce the results section discussing how the results will be presented below. Descriptive Findings The use of graphic organizers, such as tables, charts, histograms, and graphs to provide further clarification and promote readability, is encouraged to organize and present coded data. Ensure this data cannot lead to anyone identifying individual participants in this section or identifying the data for individual participants in the data summary and data analysis that follows. For numbers, equations, and statistics, spell out any number that begins a sentence, title, or heading – or reword the sentence to place the number later in the narrative. In general, use Arabic numerals (10, 11, 12) when referring to whole numbers 10 and above, and spell out whole numbers below 10. There are some exceptions to this rule: if small numbers are grouped with large numbers in comparison, use numerals (e.g., 7, 8, 10, and 13 trials); but do not do this when numbers are used for different purposes (e.g., 10 items on each of four surveys). DISCUSSION AND CONCLUSION Provide a brief overview of this section is constructed. Outcome Analysis Explain the conclusions of the data analysis. Typically, you will list each research question and then explain the outcome of your data analysis. Provide the “So What” from your data analysis. Learning Themes Reflect on the research themes, including the unintended/unexpected outcomes, what worked well, what worked less well, and any process you would conduct differently. Implications Based on the data collected, provide implications to improving professional practice. How can we use this data to improve education? What are our next steps now that we have this data? Where do we go from here? What should be researched next as a result of your study? Conclusion Summarize the major outcome and analysis of the project including the gaps that were uncovered providing insight into the relationship between the topic of the literature review and your overall finding.
Hello Faith Please find the continuation of the research work here. in the attachment. I have also attached the work done so far so it will guide you.
1 EFFECT OF EXTRACURRICULAR ACTIVITIES ON ACADEMIC by Name An Applied Research Proposal Presented in Partial Fulfillment Of the Requirements for the Degree Master of Education University of the People Dr. Cari Crumly August 2022 Table of Contents Purpose of the Study 5 Context 5 Statement of the Problem 6 Rationale 6 There are a few reasons that validate the study of the correlation between academic performance and extracurricular activities. For one, if there is a robust relationship between the two, it could be used to argue that participating in extracurricular activities benefits students’ academic success. It could be used to say that schools should allocate more resources toward extracurricular activities. Finally, a correlation between the two could be used to argue that students struggling academically should be encouraged to partake in extracurricular activities. 6 Prior Interventions 7 Research Questions 7 Significance of the Study 7 LITERATURE REVIEW 8 Purpose of the Study 13 Research Questions 14 Study Population 14 Population Justification 15 Intervention 15 Sources of Data 16 Instrumentation 17 Soliciting Participants 18 Informed Consent 19 Data Collection Procedures 19 Ethical Considerations 20 Considerations During Intervention 21 Considerations During Data Collection 21 Considerations of Researcher Bias 22 To begin, the study team members will come from various walks of life and have a wide range of life experiences. Second, the study team is going to receive training on how to minimize the effects of bias. Third, the techniques for data collecting will be intended to reduce the amount of discrimination that occurs. In the end, the data will be examined by a third party not affiliated 22 with the project to rule out any possibility of bias. 22 Summary 22 Data Analysis Procedure 23 Validity and Reliability 24 Results 24 Descriptive Findings 24 DISCUSSION AND CONCLUSION 25 Outcome Analysis 25 Learning Themes 25 Implications 25 Conclusion 25 REFERENCES 26 Consent form 28 Purpose of the Study This research intends to explore if there is a link between academic success and extracurricular activities. Learners who participate in extracurricular activities after school might have the chance to acquire further educational help and improvement, which, in the long run, might result in improved educational outcomes for those students. After-school programs can provide a safe and supportive atmosphere for students from low-income families outside the regular school day, increasing the likelihood that these students will participate in the program (Baron, M. A. 2008). The intention for conducting this research is to gain a deeper comprehension of the influence of extracurricular activities on children’s academic performance and investigate the possibility of enhancing the efficiency of after-school programs. Context To conduct an accurate study on the effects of an intervention or innovation, it is essential to have a solid comprehension of the organization or educational environment in which the intervention or invention will be implemented. Research on the history of the organization or school, the present state of the organization or school, and the particular requirements of the organization or school are all good places to start when attempting to get a deeper comprehension of these topics. In addition, it is essential to comprehensively comprehend the population affected by the intervention or innovation in question. Research on the population demographics, the population requirements, and the current population situation can all contribute to a deeper comprehension of these topics. As mentioned above, the study examines the correlation between extracurricular activities and academics. This will be done by looking at numerous factors such as the type of activity, the frequency of participation, and the duration of involvement. In addition, the research will also examine how these activities impact different kinds of students regarding their socioeconomic status, race, and gender (Painter, D. D. (n.d.). Statement of the Problem Academic excellence is what every parent/guardian wants for their children. Human educators would prefer to have a glimpse of their hard work. They would like to ensure that their learners meet the objectives and expectations of their courses by showing signs of understanding the very aim of the content areas (Hine, 2013). Education being a wholesome field, there is a need to understand every driver of academic excellence, with extracurricular activities being a significant part of our education systems—hence the need to identify their relationship. Rationale There are a few reasons that validate the study of the correlation between academic performance and extracurricular activities. For one, if there is a robust relationship between the two, it could be used to argue that participating in extracurricular activities benefits students’ academic success. It could be used to say that schools should allocate more resources toward extracurricular activities. Finally, a correlation between the two could be used to argue that students struggling academically should be encouraged to partake in extracurricular activities. Prior Interventions There is no definitive study on the correlation between extracurricular activities and academic performance. However, some studies suggest a positive correlation between the two. Several studies have found that learners who engage in extracurricular activities have higher G.P.A.s than those who do not. Previous research has shown that the association between extracurricular activities and academic achievement differs depending on the activity type (Correa-Fernandes, 2015). According to a recent study, students who participated in extracurricular activities such as art or sports had higher G.P.A.s. Students who engaged in extracurricular service-learning activities did not receive higher grades than those who did not. There is no clear compromise on the correlation amongst extracurricular activities and academic output. However, the research suggests at least some positive correlation between the two. Research Questions What impact do after-school programs have on student achievement? What are teachers, parents, and learners’ expected roles in after-school programs? How should after-school programs be designed for effective results? Significance of the Study Academic accomplishment and involvement in extracurricular events are linked in numerous studies. Graduation rates are more excellent among students who actively engage in extracurricular activities than among those who are not. There are numerous probable clarifications for this relationship. Extracurricular activities can afford students a sense of acceptance and community. They can also allow students to explore their interests and talents and develop leadership skills. The correlation between academic performance and extracurricular activities highlights the importance of providing opportunities for all learners to get engaged in events beyond the classroom. When students are given a chance to participate in activities they are passionate about, they are more likely to do well academically and in life. With this in mind, educators can integrate extracurricular activities into their teaching, which will suit every student’s needs. Additionally, extracurricular activities can help students learn time management and organization skills, which can transfer to the classroom (Anjum, 2021). LITERATURE REVIEW This study focuses primarily on the connection between students’ involvement in extracurricular events and their academic achievement. This will be accomplished by investigating what information other individuals have discovered regarding the subject. However, the inquiry of whether or not there exists a correlation between the two variables will be the emphasis of this section instead of whether there is a cause-and-effect connection between the two variables. Students involved in activities outside the school typically have more excellent academic performance overall. Students participating in extracurricular activities outside school improve their likelihood of graduating and their average standardized test scores. Even if it is evident that participating in extracurricular activities is beneficial, it is not yet apparent whether or not there is a connection between the two. Is there a correlation between the number of extracurricular activities students participate in and the grades they earn in school? Research has been conducted to answer this topic, but the findings have been inconsistent. While some researchers have identified a correlation between engaging in extracurricular events and improved academic performance, some studies have not succeeded in finding such a connection. To set the record straight, most of these studies have been correlational, implying that they cannot establish that one factor caused another. Additionally, it is essential to remember that the definition of “extracurricular activity” differs considerably from one study to the next, which should be borne in mind always. A few studies focused solely on volunteer work and community service, while others considered participation in sports and organizations’ interests. Positive Correlation between Extracurricular Activities and Academic Achievement According to King et al. (2020), there are many benefits to participating in extracurricular activities, including improved academic achievement, increased social and emotional development, and increased college and career readiness. However, the literature also showed some challenges associated with extracurricular activity participation, such as time management and transportation issues. Despite the challenges, the literature suggests that the benefits of extracurricular activity participation outweigh the challenges. The books are examined in further detail. According to the research, students participating in extracurricular activities are more likely to succeed academically. According to the findings of this study, engaging in extracurricular events and academic accomplishment are strongly linked to one another (Utomo et al.,2019). From these data, preclinical medical students involved in extracurricular activities have a greater chance of success in their academic endeavors. This journal study examines what children do outside of school and their academic performance at the best schools in St. Petersburg, Russia. According to the authors, learners who engage in extracurricular events do better in learning institutions. Evidence supports the theory that children’s academic performance improves when they participate in extracurricular activities outside the classroom (Kravchenko & Nygard., 2022). The authors used data from P.I.S.A. to make a comparison between the academic performance of learners who undertook extracurricular events and learners who did not undertake such activities. After accounting for many personal and institutional factors, they found a correlation between better grades and engagement in extracurricular activities. A correlation was found between better grades and engagement in extracurricular activities. The authors believe that partaking in extracurricular events can facilitate the development of academic and non-academic skills in children, both of which are important for academic achievement. According to the study’s findings, adolescents who participate in activities outside the classroom may develop skills that will assist them in performing well academically (Steinmann et al., 2019). Negative correlation between extracurricular activities and academic performance They used data from France’s National Education Panel Survey to test their theory and see if kids who do things outside of school do better in school. Human capital and cultural capital were essential factors in how extracurricular activities help students do well in school. The authors say that students’ grades improve when they participate in activities outside school (Coulangeon, 2018). The literature review is broken up into four parts, described below: First, we will discuss the benefits of extracurricular activities. Then, we will talk about the drawbacks. After that, we will talk about how extracurricular activities affect academic performance. Finally, it discusses how extracurricular activities affect social and emotional growth. First, it talked about the benefits of doing activities outside of school. Studies mentioned in this section show that extracurricular activities can help primary school students do better in school and grow socially and emotionally (Abdelhafifdh et al.,2022). The following section talked about the bad things about activities outside of school. According to the research discussed in this section, primary school students who do extracurricular activities may be more likely to get hurt, feel more stressed, and become too obsessed with the activity. In the third section, we talk about how activities outside of school can affect how well you do in school. Wider Subject Area The extent to which you are involved in activities outside of school significantly affects how well you perform academically. Researchers have linked participation in activities outside of school to improved academic performance both in and outside the classroom. Students can meet new people, collaborate with others, and learn new things when participating in extracurricular activities outside the classroom. In general, kids who participate in activities outside of school report having a more positive attitude about their academics and reporting higher levels of satisfaction with their achievements. Conclusion Overall, the evidence suggests a happy relationship between partaking in extracurricular events and student success. This relationship was found to be strongest for cognitively challenging activities involving regular interactions with other students. There are many potential mechanisms through which extracurricular activities can promote student success. These include providing opportunities for academic and social skills development, fostering a sense of belonging and engagement, and promoting positive attitudes towards school. Other studies also give a different approach if extracurricular activities are not well managed, which can negatively affect the student’s academic performance. Indulging in extracurricular activities should therefore involve good management skills in the students. While the evidence generally supports a positive relationship between extracurricular participation and student success, the research has some limitations. These include the lack of longitudinal studies and the difficulty of controlling for confounding factors. Despite these limitations, the evidence suggests that participation in extracurricular activities can be beneficial for students. Schools and educators should consider ways to encourage and facilitate student participation in extracurricular activities. METHODOLOGY Purpose of the Study This study intends to decide if there is a link between extracurricular activities and academic success. Students that take an active part in extracurricular activities after school have a higher potential of accessing additional help in their academic works enrichment, which might eventually lead to improved academic results for those learners. After-school programs can provide a safe and supportive atmosphere for students from low-income families outside the regular school day, increasing the likelihood that these students will participate in the program (Westernu, 2022). My intention in carrying out this research is to acquire a more profound knowledge of the influence of extracurricular activities on children’s academic performance and to examine the likelihood of improving the efficiency of after-school programs. Research Questions 1. What is the impact of after-school programs on Biology students’ performance? 2. What are the expected roles of teachers, parents, and learners in after schools programs? 3. How should after-school programs be designed for effective results? Study Population The study population for this research question will be grade 10 students enrolled in Biology courses at a high school in the United States. The population will be diverse in race, ethnicity, and socioeconomic status (Kumar, 2018). In terms of extracurricular activities, the students will be involved in various activities, including sports, clubs, and other activities. The focus will be on learners within age brackets of 14 to 16. The data for this study will come from the school district’s database. Population Justification There are several reasons why this particular population was selected for this study. Firstly, the research question asks explicitly for a correlation between extracurricular activities and Biology performance. This is a population that can provide valuable insights into this relationship. Secondly, the population of grade 100 students is large enough to provide a representative sample of the general population. Finally, the grade 100 students are likely to be more engaged in extracurricular activities than other groups, making them more likely to provide reliable data on the topic. Intervention The study will use a quantitative research design. Data will be assembled from a sample of grade 10 students from a high school in the U.S. The sample will be selected using a purposive sampling method. The data will be collected using a self-administered questionnaire. The questionnaire will be piloted before administering it to the sample. Therefore, the questions will be tailored to understand grade 10 biology students’ comprehension abilities (Westernu, 2022). They also are tailored for the intended information. Should there be a misunderstanding or complexity in the questions, students will be explained the information in more straightforward language. The questionnaire will be mainly manual; some students will be reached on electronic means. The survey will be from school assessment records on Biology to understand the performance over time. Intervention Plan The study predicts that there will be a positive correlation between extracurricular activities and student biology performance. Therefore, it will recommend students’ participation in extracurricular activities. The approach to implementation will thus be holding inter-stakeholder meetings for integrating extracurricular activities in schools other than other usual sports that require the voluntary involvement of students. This will be done over a year with quarterly sessions to assess its reach. There might be resistance from education stakeholders, including students, but sessions will counter this to explain the importance of these activities to academic performance and overall well-being. The plan will also be implemented in stages. Instead of blanket implementation, there will be one-on-one friendly sessions with students to get their opinion and understanding of the concept. Sources of Data A questionnaire will be distributed to a sample of grade 10 students to collect data on the quality of time spent in carrying out extracurricular activities and the grade they achieved in biology. This data will then be analyzed to establish an association between the two aspects. It is hypothesized that there is a positive correlation between academic performance in Biology and extracurricular activities. The more time learners spend on extracurricular activities, the better their grades will be in Biology. This study will provide valuable insight into the importance of extracurricular activities and how they can impact academic performance. Surveys will significantly complement the questionnaire sources as they give clear evidence of student biology performance and do not entirely rely on student words on performance. Instrumentation Surveys and questionnaires are often used to collect data from many people. This is because they are a quick and efficient way to gather information from a large group. Surveys and questionnaires can collect data on various topics, including opinions, preferences, and demographics (Surveymonkey, 2022). There are many different types of surveys and questionnaires, and the type of instrument you choose will depend on your research question and the kind of data you are trying to collect. For example, if you are interested in collecting data on people’s opinions, you might use a Likert scale questionnaire. If you are concerned about gathering data on people’s demographics, you might choose to use a demographic questionnaire. A variety of surveys and questionnaires could be used. These could include questions about the types of extracurricular activities students participate in, how often they participate, and how they feel these activities impact their academic performance. Additionally, questions about students’ academic performance could be included, such as their grades, test scores, and general level of academic engagement. This instrument would be beneficial in understanding the correlation between extracurricular activities and academic performance because it would provide data on both variables. Additionally, by surveying a large number of students, it would be possible to identify any trends or patterns that exist between extracurricular involvement and academic success. Research Procedure For this study, the first step will be to seek permission from the Head of the Campus. A meeting with them will ensure that the research intended to be carried out and the advantages are explained. Once approval is granted, recruiting of participants will begin. Soliciting Participants Word about the study to prospective volunteers will be spread via social media. In addition, research participants will be notified of the study through emails and in-person conversations. Informed Consent The study will be explained to the prospective participants and parents (if participants are under 18). The consent forms (see Appendix A) will be handed to those participants (students and parents) interested in participating in the study. On the consent form, the study itself and the potential benefits and drawbacks of participating in the research will be described in great detail (Qualitative research, n.d.). In addition, the permission form will make it very apparent that participation in the study is entirely voluntary and that participants are at all times able to withdraw from the study without incurring any sanction. Anyone considering participating in the study will be requested to give the consent form their complete consideration and only sign it if they are at ease. It will be made clear to potential participants in the study that they are free to discourse any fears or questions they may have regarding the research endeavor at any time. Moreover, the participants will be notified that the personal information they provide will be treated with the utmost discretion and that it will only be used for the purpose it was collected during the study. Data Collection Procedures The necessary data for the study will be collected using various methods, such as questionnaires, interviews, and observations. Various technological tools will be utilized to carry out the process of administering the surveys to the participants. Those who participate in the poll will be questioned about the lessons they have learned via their experiences with online education. It ought to only take roughly 10 minutes of their time to complete the survey, and the results will be kept strictly confidential. Through the use of interviews, the researcher will conduct conversations with some individuals who participated in the study. The interviews will be conducted electronically, over the internet, in only a semi-structured format, and they will take place in this fashion. During the interviews, the primary focus of the conversation will be on the participants’ experiences with various aspects of online learning (Trochim, 2006). The interviews will be in complete privacy, and they will last around a quarter of an hour. The participants will be watched. This will take place as they complete their online tasks. The researcher will keep a record of any problems arising from the participants’ behavior and take notes on the participants’ behavior. The observations will be made at various points throughout the research being done. Ethical Considerations When carrying out scientific investigations, ethical issues are of the utmost significance. Topics of ethics that need to be considered include, but are not limited to, respecting the rights of participants, keeping participant information confidential, and obtaining informed consent from participants. For participants to give permission that has been “informed,” the nature of the study and the part they will play in it must first be explained to them. They need to be made aware of any potential risks, as well as the fact that they have the option to quit participating in the research at any time. To maintain confidentiality, it is necessary to conceal the names of those taking part, guard their private information, and store the data safely. It is essential to respect the rights of participants by ensuring that they are not forced or pressured into participating in the research and are not exposed to an extreme level of danger. Considerations During Intervention After assessing the relevant research, it has been concluded that the recommended intervention is the most suitable option. According to the literature review, there is a happy relationship between student success and partaking in extracurricular events. In addition, the study indicates that participating in extracurricular events can enable the development of academic and non-academic skills in learners, both of which are important for academic achievement (King et al., 2020). The research findings suggest that the intervention being recommended is not only doable and applicable but also has the potential to benefit students’ academic engagement and accomplishment. Therefore, Biology students should engage in extracurricular activities to achieve academic success. Considerations During Data Collection During the process of data collecting, there will be a variety of precautions taken to guarantee that the participants do not come to any harm. To begin, each piece of data will be gathered under a pseudonym. Second, once all the information has been collected, it will be stored in a protected database that only authorized individuals can access (Eyerheart, 2004). Third, every piece of information will be encoded before being kept in a safe place. Fourth, the data will only be accessible to authorized personnel who have been permitted to view it. After the conclusion of the study, every piece of data will be obliterated. Considerations of Researcher Bias To begin, the study team members will come from various walks of life and have a wide range of life experiences. Second, the study team is going to receive training on how to minimize the effects of bias. Third, the techniques for data collecting will be intended to reduce the amount of discrimination that occurs. In the end, the data will be examined by a third party not affiliated with the project to rule out any possibility of bias. Summary In the proposal section under “Methodology,” detailed explanations of the processes followed in conducting the research are provided. The investigation will be carried out utilizing a methodology known as mixed methods, which will incorporate both qualitative and quantitative procedures for collecting data. The study team will comprise people from various backgrounds and points of view, and each member will receive training on avoiding bias in their work. The data collection procedures will be intended to eliminate or reduce bias as much as possible, and an impartial third party will analyze the data to verify that it is unbiased. STOP! The following sections will be completed in EDUC 5910 Applied Professional Inquiry: Data Analysis and Results; Descriptive Findings; Outcome Analysis; Learning Themes; and Conclusion DATA ANALYSIS AND RESULTS Provide a brief overview of how this section is constructed. Data Analysis Procedure Explain in detail the steps and processes taken to analyze the data collected from the participants in the study. Describe the process that was used to analyze the data. Data analysis procedures can be framed relative to each research question or hypothesis. Data can also be organized by the chronology of phenomena, by themes and patterns, or by other approaches as deemed appropriate according to a qualitative study. Validity and Reliability Explain in detail how you will ensure that your results are both valid and reliable. Results Introduce the results section discussing how the results will be presented below. Descriptive Findings The use of graphic organizers, such as tables, charts, histograms, and graphs to provide further clarification and promote readability, is encouraged to organize and present coded data. Ensure this data cannot lead to anyone identifying individual participants in this section or identifying the data for individual participants in the data summary and data analysis that follows. For numbers, equations, and statistics, spell out any number that begins a sentence, title, or heading – or reword the sentence to place the number later in the narrative. In general, use Arabic numerals (10, 11, 12) when referring to whole numbers 10 and above, and spell out whole numbers below 10. There are some exceptions to this rule: if small numbers are grouped with large numbers in comparison, use numerals (e.g., 7, 8, 10, and 13 trials); but do not do this when numbers are used for different purposes (e.g., 10 items on each of four surveys). DISCUSSION AND CONCLUSION Provide a brief overview of this section is constructed. Outcome Analysis Explain the conclusions of the data analysis. Typically, you will list each research question and then explain the outcome of your data analysis. Provide the “So What” from your data analysis. Learning Themes Reflect on the research themes, including the unintended/unexpected outcomes, what worked well, what worked less well, and any process you would conduct differently. Implications Based on the data collected, provide implications to improving professional practice. How can we use this data to improve education? What are our next steps now that we have this data? Where do we go from here? What should be researched next as a result of your study? Conclusion Summarize the major outcome and analysis of the project including the gaps that were uncovered providing insight into the relationship between the topic of the literature review and your overall finding. REFERENCES Abdelhafifdh, S., Abdelhafifh, S., and Moussa, A. (2022) To What Extent Extracurricular Activities Affect the Behaviours and School Grades of Primary Schools’ Pupils. Open Access Library Journal, 9, 1-14. doi: 10.4236/oalib.1108502. Anjum, S. (2021). Impact of Extracurricular Activities on Academic Performance of Students at Secondary Level. International Journal Of Applied Guidance And Counseling, 2(2), 7-14. https://doi.org/10.26486/ijagc.v2i2.1869 Baron, M. A. (2008). Guidelines for writing research proposals and dissertations. The UniversityofSouthDakota.http://www.regent.edu/acad/schedu/pdfs/residency/su09/dissertation_guidelines.pdf Correa-Fernandes, M. (2015). Extracurricular Activities and Academic Achievement: A Literature Review. Researchgate. Retrieved 19 June 2022, from https://www.researchgate.net/publication/282651483_Extracurricular_Activities_and_Academic_Achievement_A_Literature_Review. Coulangeon, P. (2018). The impact of participation in extracurricular activities on school achievement of French middle school students: Human capital and cultural capital revisited. Social Forces, 97(1), 55-90. Hine, G. S. C. (2013). The importance of action research in teacher education programs.Issues in Educational Research, 23(2). https://www.iier.org.au/iier23/hine.pdf King, A., McQuarrie, F., & Brigham, S. (2020). Exploring the Relationship Between Student Success and Participation in Extracurricular Activities. SCHOOL: A Journal Of Leisure Studies And Recreation Education, 36(1-2), 42-58. https://doi.org/10.1080/1937156x.2020.1760751 Kravchenko, Z., & Nygård, O. (2022). Extracurricular activities and educational outcomes: evidence from high-performing schools in St Petersburg, Russia. International Studies In Sociology Of Education, 1-20. https://doi.org/10.1080/09620214.2021.2014933 Kumar, R. (2018). Research methodology: A step-by-step guide for beginners. Sage. Painter, D. D. (n.d.). Teacher research could change your practice. National EducationAssociation. http://web.archive.org/web/20200217170158/http:/www.nea.org/tools/17289.htm Qualitative research. (n.d.). California State University. http://web.csulb.edu/~msaintg/ppa696/696quali.htm Steinmann, I., Strietholt, R., & Caro, D. (2019). Participation in extracurricular activities and student achievement: Evidence from German all-day schools. School Effectiveness and School Improvement, 30(2), 155-176. Trochim, W. M. K, (2006). Descriptive statistics. conjoint.ly. http://www.socialresearchmethods.net/kb/statdesc.php Utomo, M. F. P., Dhyani, I. A. D., Yusari, I. G. A. A. A., Aryadi, I. P. H., Darmayanti, N. P. D. U., & Ganesha, I. G. H. (2019). Correlation between extracurricular activities and academic performances among preclinical medical students in Udayana University, Bali, Indonesia. Intisari Sains Medis, 10(3). Appendices Appendix A Consent form Issue Respondent’s initials I have studied the document contained in the information document about the study. I have ensured to ask any questions associated with this study and received adequate answers to my questions and any further details I needed. I am also mindful that excerpts from the interview may be incorporated in publications from this research. Quotations will be kept anonymous. I permit the interview to be recorded using audio and video recording equipment. I understand that individuals from the university may look at relevant sections of the data collected during the study. I permit these individuals to have access to my responses. I agree to participate in this study with full knowledge of all the preceding. I agree to be contacted again by the researchers if my responses give rise to exciting findings or cross references. No Yes If yes, my preferred method of being contacted is: Telephone: …………………………………………………….. Email: …………………………………………………………. Other: ………………………………………………………….. Participant Name Consent was taken by Participant Signature Signature Date Date