Impacts of playing after school on academic performance: a propensity score matching approach

Research has shown that participating in after school physical activities can promote a healthy and active lifestyle, foster desired character traits, and improve physical fitness, anxiety/depression symptoms, social communication skills, and academic performance. The Trends in International Mathematics and Science Study (TIMSS) data used in this study consists of representative observations of students, schools, and teachers across the United States. The data were collected in 2011 and include information on students' participation in after school physical activities, academic performance, and parental support. The study focuses on fourth grade students and examines the effects of playing after school on their math and science test scores. The propensity score matching (PSM) approach is used to identify the causal inference between playing after school and academic performance. This approach is built on Rubin's causal model and involves matching treated participants to non-treated participants with similar characteristics. The predicted propensity score is the probability of students being in the treatment group of playing after school, and it summarizes the dissimilarity between students in the treatment group and the control group according to observed covariates that determine treatment participation. The results of the study indicate that playing after school significantly increases math and science test scores. However, the effects of playing after school are heterogeneous across racial/ethnic subgroups. White students benefit from playing after school, but non-White students do not. Additionally, the study finds that high levels of parental support enhance the effects of playing after school, while low levels of parental support reduce the effects. This suggests that parental support plays a crucial role in facilitating the positive effects of playing after school on academic performance. The study's findings have implications for policy and practice. They suggest that school authorities and policymakers should consider implementing programs that promote after school physical activities, particularly for White students. Additionally, the study highlights the importance of parental support in facilitating the positive effects of playing after school on academic performance. This suggests that parents and caregivers should be encouraged to provide support and guidance to their children in managing their time and activities after school. The study's methodology and results are consistent with previous literature on the effects of sports participation on academic performance for racial/ethnic groups. The study's use of the PSM approach provides a robust and reliable method for identifying the causal inference between playing after school and academic performance. The study's findings contribute to the existing body of research on the effects of after school physical activities on academic performance and provide valuable insights for policymakers, educators, and parents.