Effects of After-School Programs on Student Cognitive and Non-Cognitive Abilities: A Meta-Analysis Based on 37 Experimental and Quasi-Experimental Studies

Autor/inn/en	Yao, Jing; Yao, Jijun; Li, Peixuan; Xu, Yifan; Wei, Lai
Titel	Effects of After-School Programs on Student Cognitive and Non-Cognitive Abilities: A Meta-Analysis Based on 37 Experimental and Quasi-Experimental Studies
Quelle	In: Science Insights Education Frontiers, 17 (2023) 1, S.2627-2649 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2644-058X
Schlagwörter	After School Programs; Students; Cognitive Ability; Cognitive Development; Academic Achievement; Interpersonal Competence; Socioeconomic Influences; Time Factors (Learning); Sample Size; Evaluation Methods; Program Effectiveness; Research Reports; Educational Research; Foreign Countries; Intervention; China + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Student; Schüler; Schülerin; Studentin; Denkfähigkeit; Kognitive Entwicklung; Schulleistung; Interpersonale Kompetenz; Sozioökonomischer Faktor; Research report; Forschungsbericht; Bildungsforschung; Pädagogische Forschung; Ausland
Abstract	The after-school program is a crucial initiative for implementing the Double Reduction policy; however, prior research has not provided conclusive evidence on whether extended school hours contribute to students' cognitive and non-cognitive development or on which types of after-school services are more beneficial for student development. This study analyzed 37 after-school programs from 18 publications using meta-analytic techniques, and the results indicated that participation in after-school programs had positive effects on student cognitive and non-cognitive development despite the small effect size (d = 0.327, p = 0.000). The decomposition of the effects of after-school programs revealed that they had modestly positive effects on academic achievement (d = 0.369) and social-emotional competence (d = 0.220). In addition, the analysis of moderating variables revealed that socioeconomic status, educational phase, number of after-school service days per week, sample size, and testing instrument all influenced the after-school program effects. This study concludes, based on the results of the meta-analysis, that there should be a balanced consideration of the development of student cognitive and non-cognitive abilities in planning after-school service, a substantial variety of activities in afterschool programs, a flexible adoption of diverse after-school programs, and a reasonable participation frequency in after-school service. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01