Student engagement in organising extracurricular activities: Does it matter to academic achievement?
Issued Date
2023-01-01
Resource Type
ISSN
0142159X
eISSN
1466187X
Scopus ID
2-s2.0-85140050070
Journal Title
Medical Teacher
Volume
45
Issue
3
Start Page
272
End Page
278
Rights Holder(s)
SCOPUS
Bibliographic Citation
Medical Teacher Vol.45 No.3 (2023) , 272-278
Suggested Citation
Leksuwankun S., Dangprapai Y., Wangsaturaka D. Student engagement in organising extracurricular activities: Does it matter to academic achievement?. Medical Teacher Vol.45 No.3 (2023) , 272-278. 278. doi:10.1080/0142159X.2022.2128733 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/82300
Title
Student engagement in organising extracurricular activities: Does it matter to academic achievement?
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
This retrospective correlational study aimed to clarify the relationship between student engagement in organising extracurricular activities (ECAs) and academic achievement among pre-clerkship students. Data were from pre-clerkship students who enrolled during the 2012–2016 academic years at the Faculty of Medicine, Chulalongkorn University. Each cohort was followed for three consecutive years from the first to the third year of their 6-year program. The dependent variable was academic achievement, measured by grade point average (GPA). The independent variable was the level of involvement in organising ECAs, divided into breadth and intensity for each type of involvement. The results revealed that academic achievement had a linear correlation with the frequency of organising educational activities (r[1463] = 0.10; p < 0.001) and the frequency of organising community development and volunteering activities (r[1463] = −0.057; p = 0.030). Additionally, academic achievement had a curvilinear relationship with the frequency of organising recreational and miscellaneous activities, with a point of diminishing return at 1 activity per 3 following years. In summary, there were three relationships–positive linear, negative linear, and curvilinear–between academic achievement and student engagement in ECAs, based on the type of activity. Each should be supported in different ways to improve academic achievement.