Publication year
2007
Citation Title
Engagement in after-school program activities: Quality of experience from the perspective of participants
Journal Name
Journal of Youth and Adolescence
Journal Volume
36
Issue Number
7
Page Numbers
891-903
DOI
10.1007/s10964-007-9183-5
Summary
One hundred sixty four middle school students' experiences at after- school programs were compared as they participated in different types of activities and with different social partners. Self-report data from the students were analyzed using an Experience Sampling Method to better understand the quality of experience as perceived by the students.
Key Findings
Students reported high levels of engagement while participating in sports activities and in arts enrichment activities through after-school programming.
Lower levels of engagement when completing solely homework at programs were reported.
Self-report from the students showed a higher engagement level in activities that involved both adults and peers, rather than activities with peers only.
Implications for Military Professionals
Help develop modules or activities to better inform staff of best practices in educational learning activities to best serve students
Collaborate with other professionals in the field about ways in which to facilitate program activities that provide the most engagement
Implications for Program Leaders
Maximize students’ experiences by promoting and implementing structured, adult-supervised activities
Explicitly add academic content into enrichment activities may allow for higher engagement and motivation with students, as it supports meaningful learning
Implications for Policy Makers
Develop a student-to-facilitator ratio that fits the after-school programming needs of both adults and students to promote quality time and learning
Suggest professional development for community providers about how to support students during afterschool programming
Methods
A total of 1,596 experiences were randomly sampled using an experience sampling method approach.
Participants wore digital wristwatches, of which were pre-programmed to randomly beep. Students then recorded their experience in a logbook each time they were ‘beeped’.
Students were paid $1.00 for each entry in the logbook, on average, responding to 33 of the 35 signal beeps (94% response rate).
Participants
Eight elementary schools were chosen across three states in the Midwestern U.S.
165 students comprised the sample, of which 50% (n = 83) were male.
Of the sample, 37% were Black, 11% Latino, 39% White, and 13% were multiple ethnicities.
Limitations
Small sample size limits generalizability across the U.S.
Self-report data may impact internal validity of study.
Results are correlational, so unable to make inferences about casual relationships.
The incentive of $1.00 per logbook entry may have skewed responses or answers.
Avenues for Future Research
Future research could examine ways for educators to aid after-school programming instructors in building a supportive academic-enriched environment where students are able to feel intrinsically motivated and engaged.
Moving forward, further research regarding specific characteristics and outcomes associated with various activities in after-school programs, and how those outcomes vary by program type will be beneficial for program implementation.
Future longitudinal research may help in better understanding perceived experiences of the students and factors that may change over time in terms of engagement and program activities.
Focus
Civilian
Target Population
Population Focus
Abstract
Middle school students’ experiences at afterschool programs were compared as they participated in different types of activities and with different social partners. The students (N = 165) attended eight programs in three Midwestern states. A total of 1,596 experiences were randomly sampled using the Experience Sampling Method (ESM) during 1 week in the fall of 2001 and 1 week in the spring of 2002. Student engagement was conceptualized as the simultaneous experience of concentration, interest, and enjoyment. Students reported high levels of engagement while participating in sports activities and arts enrichment activities at the after-school programs, and low levels of engagement while completing homework at programs. They reported being more engaged in activities involving both adults and peers than activities with peers only. Concentrated effort, intrinsic motivation, and positive and negative mood states were also compared by program activities and social partners. Findings about participants’ subjective experiences and engagement in specific program activities have implications for understanding after-school programs as a context for youth development.
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