Based on student responses from the questionnaire, students are spending significant amounts of time participating in extracurricular activities. Students are spending more time participating in arts, which includes band, orchestra, and fine arts and sports offered at middle school level like football, basketball, track and field, and swim. A substantial amount of students spent zero hours participating in extracurricular activities, seen in Figures 3 and 4. Figures 3 and 4 also demonstrate that the scores for students not successful on campus common assessment ranged from 30 percent to 65 percent. The average score for students not meeting expectation on the twelve week CCA was 50 percent for students spending zero time participating
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According to scatterplot data, Figures 1 and 2, which indicate a number of weak positive relationships between CCA results and amount of time spent participating in extracurricular activities. The majority of the p-values were > 0.10 which indicates that the data appear to be consistent with the null hypothesis, which is seen in Tables 6 and 7. The p-value of 0.0087 provides solid evidence to support the present research when comparing the amount of time males spent participating in other activities when compared to the twelve week CCA. Additionally, the p-value of 0.0468 provides reasonable evidence to support the present research when comparing the amount of time males spent participating in art when compared to the eighteen week CCA. The scatterplots, Figures 1 and 2, provide weak positive linear relationships between the amount of time spent participating in extracurricular activities when compared to campus common assessment data. Table 8 depicts the weak positive relationship as it pertains to the correlation coefficient, ranging from +.20 to +.29, for a number of the comparisons between amount of time spent participating in extracurricular activities when compared to CCA results. When exploring the scatterplots further, Figures 1 and 2, the data points appear to have a stronger relationship at the amount of time spent participating in extracurricular activities
According to scatterplot data, Figures 1 and 2, which indicate a number of weak positive relationships between CCA results and amount of time spent participating in extracurricular activities. The majority of the p-values were > 0.10 which indicates that the data appear to be consistent with the null hypothesis, which is seen in Tables 6 and 7. The p-value of 0.0087 provides solid evidence to support the present research when comparing the amount of time males spent participating in other activities when compared to the twelve week CCA. Additionally, the p-value of 0.0468 provides reasonable evidence to support the present research when comparing the amount of time males spent participating in art when compared to the eighteen week CCA. The scatterplots, Figures 1 and 2, provide weak positive linear relationships between the amount of time spent participating in extracurricular activities when compared to campus common assessment data. Table 8 depicts the weak positive relationship as it pertains to the correlation coefficient, ranging from +.20 to +.29, for a number of the comparisons between amount of time spent participating in extracurricular activities when compared to CCA results. When exploring the scatterplots further, Figures 1 and 2, the data points appear to have a stronger relationship at the amount of time spent participating in extracurricular activities