This study investigated the connection between extracurricular club participation and academic performance among undergraduate students at the University of Calabar, utilizing Plato’s Duality Idealism as a theoretical framework. Three primary objectives guided the research: determining the correlation between club involvement and academic outcomes, assessing how various club types affect academic achievement, and evaluating students’ capacity to balance intellectual and social engagements through Plato’s philosophical perspective. A descriptive survey design was employed, with 300 undergraduates selected via stratified random sampling. Data collection utilized a structured, validated questionnaire, and analysis involved Pearson correlation, ANOVA, and regression techniques. Findings revealed a statistically significant positive correlation between extracurricular participation and academic performance (r = 0.362, p < 0.05). ANOVA results indicated that club type significantly influenced academic outcomes (F(3, 296) = 4.212, p = 0.006), while regression analysis demonstrated that the ability to balance academic and extracurricular demands significantly predicted academic success (β = 0.335, p = 0.000). These outcomes support Plato’s idealist perspective that harmonizing intellectual and practical dimensions is essential for holistic development. Recommendations include structured student engagement policies, time management training, and incorporating philosophical guidance into orientation programs.