Journal of Science, Technology & Education Vol. 1, No. 2, December, 2012 Joy-Telu, H. E 73 STUDENTS’ INVOLVEMENT IN EXTRA-CURRICULAR ACTIVITIES AND THEIR ACADEMIC PERFORMANCE AT THE TERTIARY LEVEL Dr Joy-Telu Hamilton-Ekeke Department of Teacher Education, Faculty of Education, Niger Delta University Wilberforce Island, Bayelsa State, Email: joytelu@yahoo.com 07062332916 Abstract The study examined the influence of extra-curricular activities on the academic performance of students in Niger Delta University, Wilberforce Island, Bayelsa State. The population of the study consisted of the entire two hundred and ninety eight (298) registered year four (400) and year three (300) students in the Department of Curriculum and Instruction, Faculty of Education in 2011/2012 academic session. A stratified random sampling technique was used to select 50 students each of the strata (400 and 300 level students) making a sample size of 100 students. Four research questions and four hypotheses were posited for the study. Questionnaire was the main data collection instrument and had a reliability coefficient of 0.76 using Pearson Product Moment Correlation Coefficient. Data gathered from the study was analyzed descriptively using percentages, while Chi Square ( ) was used to test the hypotheses. The results from the study revealed that there is a significance influence of students’ involvement in extra-curricular activities on their academic performance, the study also revealed that attitude of students towards extra-curricular activities influence their academic performance, while students’ value of extra-curricular activities have no influence on their academic performance, and lastly the study also found out that choice of extra-curricular activities in school influence students’ academic performance. Based on the findings therefore, it was concluded that extra-curricular activities in Niger Delta University have a detrimental influence on the academic performance of students. It was then recommended that students should take their studies seriously and not to get involved in too many extra-curricular activities as this have an adverse effect on their academic performance, school administrators also should regulate the kind of extra-curricular activities that takes place on campus. Introduction Social activities in school can be referred to as extracurricular activities in school, it has long been wondered whether or not there was a connection between student academic performance and their involvement in out of the classroom activities, knowing the answers is essential in a time of already packed scheduled curriculum. Marsh and Kleitman (2002) submitted that the way student choose to spend their free time on campus can affect their school performance, Numerous studies have examined the factors on campus influencing students’ academic performance, and many activities were found to have a significant influence on students academic performance, these activities may include the following; student unionism, sports/recreational activities, television viewing, musical performances (singing and dancing), partying, cultural activities, involvement in social clubs (e.g. red cross society, rotary club, etc) (Millard 2000). Drake (2002) opined that there is a noticeable relationship between the grade point average of student participating in social/extracurricular activities and those who do not participate, that students who are involved in extracurricular activities tend to be higher achievers. The development of extracurricular activities was slow in the beginning, with many seeing it simply as a fad that would pass and quickly fade out of style (Millard, 2000). One of the early philosophies behind extracurricular activities was that they should, wherever at all possible, “grow out of curricular activities and return to curricular activities to enrich them” (Millard, 2000). Eventually people, including educators, began to see the benefits of extracurricular activities, but it took a while to lure themselves to them. In fact, before 1900, educators were skeptical of participation in extracurricular activities, believing that ‘school should focus solely on narrowly defined academic outcomes’. Non-academic activities were viewed as being primarily recreational and therefore were detrimental to academic achievements, and consequently were discouraged (Marsh and Kleitman, 2002). Millard one of the early experts on extracurricular activities, said, “Extra-curricular activities supplement and extend those contacts and experiences found in the more formal part of the program of the school day” (Millard, 2000). It was not until recently that “educational practitioners and researchers have taken a more positive perspective, arguing that extracurricular activities may have