Date of Award

Summer 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Suha Tamim

Abstract

This study investigated the impact of extracurricular activities (ECAs) on academic motivation among female high school students at a semi-governmental international school in the UAE. It addressed three research questions: (1) the effect of ECA participation on academic motivation, (2) students’ perceptions of how these activities influence their motivation, and (3) teachers’ perspectives on their impact. I conducted this action research in a school of 4,500 K-12 students predominantly local and from high-income backgrounds with an international teaching staff. Participants included grade 11 and 12 female students (ages 16–18) enrolled in one of four clubs (Reading, International, Sports, and Art) and four female teachers with a minimum of five years of teaching experience.

Over six weeks from September to October 2024, students attended weekly 45- minute club meetings during lunch breaks. I used a convergent mixed-methods design: quantitative data were obtained via pre- and post-intervention surveys employing the School Motivation Scale (SchMOT) and the Situational Motivation Scale (SIMS), while qualitative insights were gathered through student focus groups, semi-structured teacher interviews, observations, student reflections, and a research journal. Analytical coding, descriptive and inferential statistics, including paired t-tests and Wilcoxon Signed-Rank tests, were applied to assess changes in motivation.

Findings revealed that ECAs significantly enhanced overall student motivation, self-determination, self-efficacy, and intrinsic and extrinsic motivation, with the Sports Club showing the most notable improvement. Most students displayed high intrinsic motivation and identified regulation, and low external regulation and amotivation. Qualitative feedback highlighted additional benefits such as skill development, improved time management, stronger relationships, enhanced communication, and boosted selfconfidence. These results underscore the potential of ECAs to foster an engaging and supportive educational environment and provide a foundation for their long-term integration into the school’s structure.

My plan is to share research insights with educators. Also, I will conduct a student interest survey to identify preferred activities. Additionally, I will implement a structured registration process and introduce time management training and peer mentoring to enhance participation. A mid-year review will assess engagement, gather feedback, and refine the program. Moreover, I will address challenges such as fluctuating attendance and scheduling constraints related to transportation.

Rights

© 2025, Noha Ibrahim

Download

Share

COinS