Learning from the Community: Correlation between Student Grades and Community-Based Activities

Background and Purpose: Many factors such as parental supervision, praise by teachers, school-based activities contribute to student grades. How about community-based activities, such as volunteer activities, sports, clubs, or groups? Studies support the idea that community involvement is associated with youth development. However, risk factors in the social environment, as well as the time spent for community-based activities lead to an important question, are community-based activities supportive for good grades? Also, some students may take part in a number of activities. So, does the number of activities have an influence on grades? This paper analyzed the correlation between student grades and community-based activities to respond to these questions.

Methods: The paper assessed the dataset of the National Survey on Drug Use and Health 2022. Although the survey collected data from 47,925, the paper analyzed a subsample of youth participants who received grades for the last semester from school. The dependent variable was grades for the last semester, ranging from an A+ to D and the independent variable was community-based activities. A Chi-Square test was used to analyze the relationship between student grades and community-based activities.

Results: About 9,428 youth took part in the survey, with males comprising half (50.5%) of the sample. About 32.0% were aged 12-13 years, 36.7% were 14-15 years, and 31.3% were aged 16-17 years. The participants were students ranging from 6th to 12^th grade. Half of them (50%) came from families earning less than $50,000 annually. About 41% had received an A+ or A grades for the last semester. About 69.7% of youth took part in any community-based activities, with 27.6 %, 20.9 %, and 21.2% participating in once, twice, and 3 or more times, respectively.

Participants who did not participate in any community-based activities, about 29.1%, received an A+ or A grades for last semester. Results showed that 37.8%, and 42.9 received an A+ or A grades for the last semester among those who participated once and twice respectively. Those who participated three or more times had 60.2% receiving A+ or A grades in their last semester. Chi-Square result indicated a significant association between student grades and community-based activities (p <.000). The findings also suggest that a greater number of participations in community-based activities correlates with better results among students. Among those who participated three or more times, 62.5% received an A+ or A, compared to 45.4% for those who participated twice, 40.2% for those who participated once and 30.5% for those who did not participate at all.

Conclusions and Implications: There is a statistically significant association between student grades and community-based activities. Since community-based activities are also beneficial for youth development and social development, encouraging these activities are highly imperative. Interestingly, a greater number of participations in community-based activities is associated with higher grades. Further research could delve into various types of community-based activities, compare them with other factors influencing student grades, and the ideal number of community-based activities for students.