Abstract

The topic of extra-curricular involvement has been studied extensively in various forms. However, most research has focused on extra-curricular involvement at the secondary education level with a large number of studies examining after school programs and athletics. Fewer studies have looked at higher education students as a population and those that have returned mixed results. The purpose of this research is to study how involvement in extra-curricular activities (ECAs) affects student success as determined by academic standing. In conducting this study, a modified version of the National Survey for Student Engagement was used as the primary instrument to gather data from 135 students (64.4% male, 35.6% female) enrolled in various academic programs in a Montréal area Anglophone CÉGEP. A quantitative correlational design was used to address several research questions which focused on determining the relationship between ECAs and student success. Furthermore, ECAs were categorized into groupings and tested to ascertain which sets have the greatest impact on student success. Results, limitations, implications, future direction, and conclusions are discussed.