Disentangling the Unique Effects of Co-Curricular Engagement on Self-Reported Student Learning Outcomes

Abstract

Involvement in activities outside of class has long been assumed as complementary to educational and developmental processes. Since a liberal education approach is meant to address more than academic achievement, understanding the value of co-curricular engagement is crucial to continual improvement of the undergraduate educational process. Understanding how students are affected by their out-of class experiences as well as how those experiences interact with the curriculum can assist educators in creating a better educational environment for all students.

This study uses data from 10,845 undergraduate students at 33 institutions who completed the National Survey of Student Engagement (NSSE) in spring 2006 to explore patterns of student participation in co-curricular activities and their effects on self-reported outcomes. Controlling for in-class engagement and the institutional environment, regression analyses identified relationships between co-curricular engagement and student learning in areas of learning and personal development considered essential for effective performance in the 21st century. In general, students participate in these activities at moderate levels and the benefits they derive are limited, and are concentrated mostly in the personal and social development domains as contrasted with general education and practical competence. More systematic use of effective educational practices and ways to induce students to reflect on their experiences might improve the strength of these relationships. Implications for research and practice are discussed.