Spirituality and academic performance
THE common notion in solving academic woes is correcting study habits and academic behaviors of learners. Economic background, social relationship, and family set-up are among factors that educators study in relation to academic performance. However, there are group of studies that affirmed the relationship of spirituality and academic performance.
The qualitative study of Wood and Hilton (2012) entitled Spirituality and Academic Success Perceptions of African American males in the Community College stated five themes that summarized the positive role of spirituality towards academic success. These are: 1) spirituality/God served as a confidant, an entity with whom students could dialogue about issues; 2) spirituality served as an inspiration for excellence, the pursuit of which was espoused as an important religious virtue; 3) spirituality provided life purpose, thereby reassuring students of their academic plans; 4) spirituality provided an ability to overcome barriers; and 5) spirituality reduced relational distractions, especially those not aligned with spiritual worldview. In this study, it should be noted that one participants of the researchers described spirituality as both hindrance and support as the participant in one interview pointed out that it sometimes alienates campus climates.
As discussed, this study found that spirituality serves as a mechanism for students to overcome barriers, a resilience factor. These important benefits of spirituality illustrate the important of affirming students’ spirituality (Wood & Hilton, 2012). One study (Hodge, 2007) regarding the release time for religious instruction (spiritual development) such as learning the basic tenets of Christian faith, creation, the 10 Commandments, and the life, death, and resurrection of Christ- of Grade 4 and 5 pupils in Oakland, California shows that students/ pupils who were subjected to religious instruction achieved academic parity with their non-attending student peers in the area of writing (Hodge, 2007).
Hodge (2007) presented however, based on another study that the absence of students inversely related to academic achievement. Yet in his study, particularly on the concern why students who participated release time were still doing well academically comparing with students who did not participate, he contends, like several theories, that spirituality and religion reinforce values conducive to educational attainment, such as self-discipline, honesty, and the intrinsic value of learning. Spirituality improves the character of the students and their outlook toward education. Trough spirituality they recognize their role as children of nation and God, and as stewards of creation.
Personal spirituality and devotional time were significant correlated with GPA, Personal Success, and Total Success. Although spirituality had little influence on GPA, it ranked as the thirdstrongest predictor in the regressions of personal success. Personal success’ indicators include the following; clearly defined goals, overall health, personal spirituality, time-management skills, greater emotional stability, greater self-esteem, healthy diet, living in the community instead of the residence halls, time spent in devotions, less time spent in passive leisure, waking up earlier, and owning a computer (George, Dixon, Stansal, Gelb, & Pheri, 2008). A spiritual perspective in education can help students connect with meaning, purpose, and value in their lives (London, Johnson, Arguelles, Brown, Criwell, & Donnelly, 2004).
It is imperative to integrate spirituality in the public school system because of the results of these studies. Religious affiliated institutions have more spiritual-related activities compared to the public schools. It is a challenge for the head schools to give opportunity to the students to attain spiritual growth. Spirituality is not all about religion it also affects academic performance.