CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Filipinos are enjoying in joining many activities like dancing, singing or acting.

Even long before the Spaniards came to our island they show their creativeness and

loving to many activities. Now our ancestors successfully pass that values to us and we

can see it now in our school occasions.

Excelling in any subject is the goal of any students in every school. To do this

they join many extra-curricular activities to add more performance to their grades. But

doing this, they begin to focus in Extra-curricular than the academic subjects. They

enjoying in doing this subject than to listen in their academic subjects. But what about

academic subjects! It is being left behind. Students are so much focus in extra curricular

and can not determine what they want to do first. Students also have a quote, “In many

activities that they joined, they don’t know what to do first”. They want to have high

performance in extra-curricular than to academics especially fourth year.

In this study, there will be proven information regarding to academic performance

of the selected high school students in their Extra-curricular Activities. This study will

show how many high school students enjoyed in participating extra-curricular activities.

There are many questions to answer in this topic. Why are many high school students like

to join extra-curricular activities? Is there any advantage or disadvantage in joining these

activities? Or there are any bad and good sides in this area? From this study, you can see

that the researcher gathers all the information with regards to this specific topic.

1
Background of the study

Extra-curricular activities are the activities performed by students that doesn’t fall

into any normal curriculum of school education and outside to its realm. It exists from 4th

grader to university education. Extra-curricular came from the curriculum of any schools

in 19th century. First extra-curricular activities start from Harvard and Yale University.

This activity also promotes unity and teamwork for accomplishing any task. Patience and

competence is needed in finishing what they want to finish and many other values that a

participant learns. Now a days, Companies seeking job applicants may not look solely for

those with a high GPA; employers might also look at extracurricular activities to

determine if the applicant is the best suited for the job. Extra-curricular activity is the

main focus of this study. This study will show the effects of extra activities on the time

and other activities for academic subjects.

Theoretical Framework

Alyce Holland and Thomas Andre from Iowa State University made a theory

from participating in extra-curricular activities. Resilience is one’s ability to respond

positively to stress, adversity, and obstacles. It is viewed conceptually as the opposite of

risk. For example, low self esteem and low academic achievement are risk factors while

high self esteem and academic achievement are protective factors. In constructing

resilience theory, Rutter (1998) distinguished four types of protective mechanisms that

help individuals to mediate adverse circumstances or demonstrate resilience behaviors.

Included are mechanisms that reduce the impact of risk, reduce the likelihood of negative

2
chain reactions associated with adversity, establish and maintain self esteem and self

efficacy, and create new opportunities for success.

They tell on their theory that there are also good sides of being in extra-curricular

activities, but it should be balance with the Academic performance to have a better future.

In extra-curricular activities, one must have self esteem in their selves. Balancing both

extra-curricular and academic subjects maybe hard but you should manage it so that there

is nothing left behind.

Conceptual Framework

In this problem you can find the factors from the extra-curricular activities that affect

grades and performance of a student in academic subjects. You can find below the

diagram below the Dependent variable and the Independent Variable.

Dependent Variable Independent Variables

 Grade in academic  Time on spending on

Subjects extra curricular subjects
 Lack of focus during
lessons
 Lack of attention on the
subjects

Fig. 1 Paradigm of Conceptual Framework

3
Statement of the Problem

To determine if extra-curricular activities affects the grades of the selected high

school students.

Is there any significance between Grade in academic subject and time spending on extra-

curricular activities?

Is there any significance between grade in academic subject and lack of focus during

lessons?

Is there any significance between grade in academic subjects and lack of attention on the

subjects?

Purpose

The researcher wants to know if being an active student in extra-curricular activities

affects the grades of the selected high school students.

Hypotheses

 There is no significant relationship between grades in academic subject

and time spending in extra-curricular activities.

 There is no significant relationship between grades in academic subject

and lack of focus during lessons.

 There is no significant relationship between grades in academic subject

and lack of attention on the subjects.

4
Scope and Limitations of the Study

 This study is conceived from the selected students in Mt. Moriah Academy who

are actively participating any extracurricular activities.

 This study is for the ones who join any clubs, varsity and school programs.

These are the persons who are required to answer any questions:

 Clubs- Students who joined any clubs as its officers. For example School council

and Math and science club.

 Varsity- these are the ones who compete on any school like APSA-TAPAT

 School presentation- they are the one who joined any contest or presentation in

particular events. For example dance contest.

 Out-of-School activities- these are the students who joined to compete other

school but not in the means of physical sports. For example Sabayang Pagbigkas

and Oration Contest.

This study will only focus on first and second grading because this study occurs

during these quarters.

Significance of the Study

The importance of this study is to know the effects of extra-curricular, that makes

students of selected high school student’s gets low grades to the academic subjects. The

researcher wants to know in what ways the students can manage their academic subjects

rather than focusing always on extra-curricular activities. This study will make students

to realize how important academic studies and to balance them in extra-curricular

activities.

5
Definition of Terms

 Extra-curricular activities- activities outside the regular curriculum or program of

courses.

 Participant-Students who are involved in School- sponsored extra curricular

activities.

 Grades- the progress of the students in academic performance

 Academic—having to do with general or liberal rather than technical or

vocational education.

 Time- The indefinite continued progress of existence and events in the past,

present, and future regarded as a whole. Period of age and seasons.

 Focus- Notice taken of someone or something; the regarding of someone or

something as interesting or important.

 Attention-The center of interest or activity

6
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature

According to Alyce Holand from Iowa State University, USA, the paper reviews

literature relating to extra-curricular participation and adolescent development, there are

five areas are described: personal-social characteristics, academic achievement,

educational aspirations and attainments, participants’ roles in activities, and

environmental social context. A methodological critique and directions for future

research are provided. Participation correlated with higher levels of self-esteem,

improved race relations, involvement in political/social activity in young adulthood,

academic ability and grades in males, educational aspirations and attainments, feelings of

control over one’s life, and lower delinquency rates. However, causal relationships

between participation and desirable characteristics have not been demonstrated. Students

in smaller schools participate in a greater number and variety of extra-curricular activities

than students in larger schools. Low-ability and lower SES students are more involved in

school life in smaller schools. The existing findings justify additional research into the

processes by which participation may influence students’ lives.

Holland also states that Extra-curricular Activities plays an important role in

every life of students in high school. These are the programs that consider being part of

extra-curricular activity; athletics, publications, student government, fine arts, academic

clubs, service organization and special interest activities. There are many researches

about the relationship of extra-curricular and the academic performances. Although there

7
is a good sides to each other but there is also a battle between academic and extra-

curricular.

Extra-curricular is considered purely leisure and not part of the purpose of the

schools. The developmental perspective considers extra-curricular activities necessary to

the total development of the student in today's schools. From her research, Educators

believe that extra-curricular activities decrease student’s success in life because of time

spent away from classrooms.

Foreign Studies

According to Anna Reva from University of Saskatchewan of Canada, Extra-

curricular activities (ECA) are usually defined as learners’ activities that fall outside the

normal curriculum of educational institution; they supplement the regular course of

classroom instruction and are sometimes organized or conducted with some participation

of instructors. In the field of applied linguistics and education, there is a general

agreement to encourage extra-curricular activities in university programs for students of

different majors, because ECA help them to develop important skills, such as leadership,

socializing, character training, and others. On the other hand, ECA programs in

universities are not regulated, they are often organized sporadically by enthusiastic

faculty or students, and thus their role in the educational process has eluded the attention

of researchers. Very little research is available on ECA in language education; the

available publications are out of date; and the available research has been performed

primarily within the educational settings in North America. Since extracurricular

activities in foreign language studies often relate to the background culture of the target

8
countries and may also reflect the specifics of culture and educational settings in the

home country, I believe that a better understanding of the role of the ECAs in foreign

language education can only emerge from the perspective of a cross-cultural comparison

that would provide a multi-dimensional picture of the nature of ECAs and their perceived

role in the language acquisition process. To the best of my knowledge, no earlier studies

of cross-cultural comparisons of ECAs in language education are available. The purpose

of this research project is to describe and compare the attitudes to and expectations from

extra-curricular activities held by university students and professors in Russian and

Canadian universities. The choice of the countries is determined by the personal interests

and academic background of the researcher. Obtaining a clear picture of the scope 2of the

ECAs and the attitudes towards them in these two countries will help to provide practical

recommendations to educators about organizing ECAs in a way that would be most

conducive to language learning. While the reported research study provides a cross-

cultural synchronic slice of the modern attitudes towards the ECA in Russia and Canada,

the introduction also provides a diachronic perspective on the history of ECAs in both

countries, which informs the reader of the differences in the historic-cultural contexts of

the surveyed ECAs

Local Literature

According to Central Colleges of the Philippines or CCP, extra-curricular

activities are meant to supplement studies, not to interfere with them. The department

reserves the right to limit, exclude or suspend participation in activities if the student

needs to devote more time to his studies. The main objective of Extra-curricular

activities is to develop leadership abilities, interpersonal relationship, and sense of

9
responsibility, cooperation, generosity among the students, personal discipline, and

selfless cooperation for the greater good of the community. It also aims to discover the

special talents and potentials of the students.

Extra-curricular activities are essential to the balanced formation and

development of the student. Students are encouraged to join student organizations, with

worthwhile objectives. Education in the area of the arts has often been regarded as

“extras” and when administrators look for ways to trim the annual budget, the arts

typically received the biggest cut in the curriculum. When educators look to strengthen

core academic subjects, the arts receive little credit in developing the competency of

student skills in the traditional academic subjects such as math, science, English, history,

and foreign language. Arguments for budget cuts to the arts have forced the disciplines of

music, visual art, dance, and dramatic arts to provide a convincing and thorough

justification for their place within the school curriculum.

Central Colleges of the Philippines believes that extra-curricular activities and

academic performance must be balanced to attain specific goals. Extra-curricular also

making the students improved in many ways like acting, dancing in music and sports. It

also teaches every person some values that they can develop with the help of extra-

curricular.

10
Local Studies

According to Janet Miranda, the Educational Resources Information Center

(ERIC) was used for the primary search of literature pertaining to the research question.

The following descriptors were used for the first search: grade point average,

achievement, and extra-curricular activities. This search located 61 references which

produced a limited number of primary sources. Another search was conducted using the

following key words: extra-curricular, learning, achievement, and affect.

This search produced another 58 references. A request to the Iowa High School

Athletic Association located 4 reports. A dissertation from the Drake library completed

the search. The information search was conducted by the Area Education Agency. The

information supplied with the ERIC search was used to determine which articles were

appropriate for the research question. The information search document has two sections

which supplied the necessary material to determine which references would answer the

research question. The section called document type was used to eliminate secondary

resources. The abstract was utilized to determine if extra-curricular activity and its effect

on student performance was a main theme of the reference. The chosen references

included research reports, conference papers, evaluative reports, reviews of literature, a

dissertation, and articles pertaining to extracurricular activities and their influence on

student achievement.

11
Synthesis

The studies and literature that is being research by the corresponding researchers

gives us more knowledge about this topics. The studies give more idea that

extracurricular activities gives positive and negative feedback to the students who are

doing it. There studies give the reader the ability to understand it more with its references

and other sources. Now it is for us, the next who will fulfill this research to make it

broader and add more ideas with it.

12
 CHAPTER 3

THE METHODOLOGY

In this chapter, it deals about the background of procedure, instrument that is

being used, research locale, statistical analysis and conclusion. The methodology part of

the research study describes the process that was being used by the researcher to gather

information and data.

Population Frame

Not all student of high school department is being able to be the population of the

study. Because the sphere of the researcher’s study is purely about the extra-curricular

activities, the population will be students who only have extracurricular activities. The

total number of the population of the study is 131 over all.

Sampling Technique and Data Gathering Procedure

The researcher used random sampling of non-probability method or what we call

Fish bowl method. The researcher gathers information by direct process with the use of

questionnaires. Since the correspondence is the selected high school student of Mt.

Moriah Christian Academy who is involved in extra-curricular, the method that is being

described was used in the study.

13
Description of the Respondents

Gender

18 40% Boys

60% 12 Girls

Figure 3.1

In this table, it shows that 60% of the respondents are female and only 40% are

males.

12
13 Age
20 3%
3% 10% 14
13% 12

16 13
14
34%
15
16
15 20
37%
Figure 3.2

In this table, it shows that 37% of the respondents are 15 years old, 34% are 16 years old,

13% are 14 years old, 10% are 13 years old, 3% are 12 years old and 3% are 20 year old.

14
 Year

7%
20% grade 7
second year
third year
60%
13% fourth year

Figure 3.3

In this table, it shows that 60% of the respondents are belongs to the year of

Fourth Year, 13% belongs to the Third Year, 20% belong to the Second Year and 7%

belongs to the Grade 7.

Instrumentation

The researcher used questionnaire as the principal instrument in gathering the

needed data and information on the effects of extra-curricular activities to the academic

subject. The question is composed of 20 questions which are needed in finding the chi-

square. The questions are purely about extra-curricular activities.

15
Statistical analysis

To analyze the data and test the hypothesis, the researcher used different kinds of

formula in finding needed computations. Descriptive statistics was used in analysis and

interpretation of data. The Chi- square is also being used in the study to know the

difference of two or more variable.

Statistical Treatment

Finding the Sample size

The researcher used the Slovin’s Formula to find the sample size of the project.

The formula is at follow:

𝑁
1 + 𝑁𝑒 2

Where N- is the Population and e is the margin of error. Since the total population

is 131 we used 15% as the margin of error.

131
1 + 107(0.15)

𝑛 = 30. 𝑇ℎ𝑒𝑟𝑒 𝑎𝑟𝑒 30 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠 𝑎𝑙𝑙 𝑡ℎ𝑎𝑡 𝑐𝑎𝑛 𝑏𝑒 𝑢𝑠𝑒𝑑 𝑎𝑠 𝑡ℎ𝑒 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑖𝑧𝑒.

16
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA

In this chapter, the researcher presents graphical representation of data gathered

from the questionnaires that was answered by the randomly selected students of high

school department, who are involved in doing extra-curricular activities. It presents

graphical form and the result.

Presentation of the Data

Graphs

Average grade of respondents last third quarter

25

20

15
98-94
93-91
10
90-85

0
Question No 1

Figure 4.1

In this table, it shows that no one of the respondents has a grade of 94% to 98%,

10 students have a grade of 91% to 93% and 20 respondents have a grade of 85% to 90%.

17
 Proportion of how many Respondents misses their lessons

25

20

15
Always
Sometimes
10 Never

0
Question No 5

Figure 4.5

In this table, it shows that 4 answered that they always miss their lessons while

doing extra-curricular, 23 answered that sometimes they miss but sometimes they can

immediately catch it and only 3 answered that they never miss lessons from their

academic subjects while doing extra-curricular activities.

18
Proportion of how many students give full attention to their subjects even they have

extra-curricular to do

25

20

15 Yes I give my
full attention

10 I cannot give
my entire focus

5 Not at all

0
Question No 6

Figure 4.6

In this table, it shows that 23 answered that they give their full attention to their

academic subjects even though there is extra-curricular activities, 5 answered that they

cannot give their entire focus to their academic subjects and 2 answered that during

lessons, doing extra-curricular activities is more important to them.

19
Statistical Treatment of Data (Chi- square)

Question No.5 Do you miss some lessons from your Academic Subjects?

A B C Row Total

Above Average 0 13 1 14

Average 4 0 1 5

Below Average 0 10 1 11

Column Total 4 23 3 30

Reject Ho if x2tab < x2c; 6.745 < 25.11

There is a significant relationship between grades in academic subject and lack of

focus during lessons by missing some lessons on academic subjects since the x2tab < x2c;

6.745 < 25.11 the null hypothesis is rejected.

Question No. 6 During lessons; do you give full attention to your subjects even if you

will have another appointment to extra-curricular activities?

A B C Row Total

Above Average 10 4 0 14

Average 4 0 1 5

Below Average 9 1 1 11

Column Total 23 5 2 30

Accept Ho if x2tab > x2c; 6.745 > 4.9

20
 There is no significant relationship between grades in academic subjects and lack

of attention on the subjects since the x2tab > x2c; 6.745 > 4.9 the null hypothesis is

accepted.

Question No. 20 Do extra-curricular activities affect your grades?

A B C Row Total

Above Average 11 0 3 14

Average 3 1 1 5

Below Average 4 0 7 11

Column Total 18 1 11 30

Reject Ho if x2tab < x2c; 6.745 < 10.16

There is a significant relationship between grades in academic subject and time

spending on extra-curricular activities, since the x2tab < x2c; 6.745 < 10.16 the null

hypothesis is rejected.

21
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMENDATION

Summary of Findings

There is a significant relationship between grades in academic subject and lack of

focus during lessons by missing some lessons on academic subjects since the x2tab < x2c;

6.745 < 25.11 the null hypothesis is rejected.

There is no significant relationship between grades in academic subjects and lack

of attention on the subjects since the x2tab > x2c; 6.745 > 4.9 the null hypothesis is

accepted.

There is a significant relationship between grades in academic subject and time

spending on extra-curricular activities, since the x2tab < x2c; 6.745 < 10.16 the null

hypothesis is rejected.

Conclusion

The researcher therefore concludes that there is a significant relationship between

grades in academic subject and time spending in extracurricular activities and lack of

focus during lesson. According to the researcher’s statistical treatment of data that the

two questions related to the researcher’s independent variable are all rejected and

therefore have significant relationship.

22
 The researcher also therefore concludes that there is no significant relationship

between grades in academic subjects and lack of attention on the subjects. Given to the

researcher’s statistical treatment that this question is accepted and not rejected so

therefore it have no significant relationship.

Recommendation

The researcher recommends that students should learn to manage their time and

synchronized it so that it will not be a cause of confusion to them.

The researcher recommends to the students to learn to balance academic subjects

and doing extra-curricular activities so that no one will be left aside. In school one

should develop not only knowledge but also skills.

The researcher recommends to the students to give attention not only in extra-

curricular but also in academics because no student can ever move forward if he only

give attention to one. Both should be given a fair attention.

23
Bibliography

http://www.dictionary.com

http://www.wikipedia.com

http://digital.library.unt.edu/ark:/67531/metadc2879/m2/1/high_res_d/dissertation

.pdf

http://faculty.ksu.edu.sa/almuzaini/DocLib5/%D8%AF%D8%B1%D8%A7%D8

%B3%D8%A7%D8%AA%20%D9%88%20%D8%A8%D8%AD%D9%88%D8

%AB/11715448[1].pdf

http://repository.tamu.edu/bitstream/handle/1969.1/2710/etd-tamu-2004B-SPSY-

lewis.pdf

http://escholarshare.drake.edu/bitstream/handle/2092/453/dt1994jwo001.pdf?sequ

ence=1

http://www.ccp.edu.ph/main/index.php/academics/high-school

24
25
26
27
 STATISTICAL TREATMENT

The Frequency Distribution

Frequency Class Mark (x)

94- 98 0 0

91- 93 10 10

85- 90 20 20

Figure 6.1

The Weighted Mean

The weighted mean is similar to an arithmetic mean (the most common type

of average); where instead of each of the data points contributing equally to the final

average, some data points contribute more than others. The notion of weighted mean

plays a role in descriptive statistics and also occurs in a more general form in several

other areas of mathematics. The formula for the weighted mean is below:

∑ 𝑓𝑥
𝓍=
𝑛

Where f is the frequency, x is the class mark and n is the sample size. The given value

given above will be substituted to the formula.

∑(0)96 + (10)92 + (20)87.5

𝓍=
30

𝓍 = 89

28
 This means that the respondents who get 88 below will be considered as below

average, if it is exact 89 it will be considered as average, and if the respondents get 90

and above it will be considered as high average.

14 respondents are considered as above average since there grades are above the

weighted mean, 5 respondents are considered belong to average and 11 are considered as

below average since there grades are below the weighted mean.

The Chi- Square

In solving 3 by 3 Chi- square you have first to find the tabular value using this

equation:

𝑒 = 15% (0.15) 𝛼 = 0.85

Finding the “degree of freedom” using this formula below, where c is the number

of columns and r is the number of rows.

𝑑𝑓 = (𝑐 − 1)(𝑟 − 1)

𝑑𝑓 = (3 − 1)(3 − 1)

𝑑𝑓 = 4

x2tab= 4,0.85

x2tab= 6.745

Formula of finding the Fe or the Frequency expected

(𝑹𝒐𝒘 𝒕𝒐𝒕𝒂𝒍)(𝑪𝒐𝒍𝒖𝒎𝒏 𝒕𝒐𝒕𝒂𝒍)

𝑭𝒆 =
𝑮𝒓𝒂𝒏𝒅 𝒕𝒐𝒕𝒂𝒍
29
Formula of finding the Chi- Square

(𝑭𝒐 − 𝑭𝒆)𝟐
𝒙𝟐 𝒄 = ∑ [ ]
𝑭𝒆

where Fo is the Observed Frequency (the one who is being numbered on figure 6.2) and

Fe is the Expected Frequency. The value that is being find on the formula of Fe will be

substituted in this formula.

Question no 5. Do you miss some lessons from your Academic Subjects?

A B C Row Total

Above Average 1 2 3 14
0 13 1

Average 4 5 6 5
4 0 1

Below Average 7 8 9 11
0 10 1

Column Total 4 23 3 30

Finding the Fe

(14)(4)
𝐹𝑒1= = 1.87
30
(14)(23)
𝐹𝑒2 = = 10.73
30
(14)(3)
𝐹𝑒3 = = 1.4
30
(5)(4)
𝐹𝑒4 = = 0.67
30
(5)(23)
𝐹𝑒5 = = 3.83
30

(5)(3) (11)(23)
𝐹𝑒6 = = 0.5 𝐹𝑒8 = = 8.43
30 30
(11)(4) (11)(3)
𝐹𝑒7 = = 1.47 𝐹𝑒9 = = 1.1
30 30

30
Solving for the Chi- square

𝟐
(𝟎 − 𝟏. 𝟖𝟕)𝟐 𝟐
(𝟎 − 𝟑. 𝟖𝟑)𝟐
𝒙 𝒄𝟏 = ∑ [ ] = 𝟏. 𝟖𝟕 𝒙 𝒄𝟓 = ∑ [ ] = 𝟑. 𝟖𝟑
𝟏. 𝟖𝟕 𝟑. 𝟖𝟑

𝟐
(𝟏𝟑 − 𝟏𝟎. 𝟕𝟑)𝟐 𝟐
(𝟏 − 𝟎. 𝟓)𝟐
𝒙 𝒄𝟐 = ∑ [ ] = 𝟎. 𝟒𝟖 𝒙 𝒄𝟔 = ∑ [ ] = 𝟎. 𝟓
𝟏𝟎. 𝟕𝟑 𝟎. 𝟓

(𝟏 − 𝟏. 𝟒)𝟐 (𝟎 − 𝟏. 𝟒𝟕)𝟐
𝒙𝟐 𝒄𝟑 = ∑ [ ] = 𝟎. 𝟏𝟏 𝒙𝟐 𝒄𝟕 = ∑ [ ] = 𝟏. 𝟒𝟕
𝟏. 𝟒 𝟏. 𝟒𝟕

(𝟒 − 𝟎. 𝟔𝟕)𝟐 (𝟏𝟎 − 𝟖. 𝟒𝟑)𝟐

𝒙𝟐 𝒄𝟒 = ∑ [ ] = 𝟏𝟔. 𝟓𝟓 𝒙𝟐 𝒄𝟖 = ∑ [ ] = 𝟎. 𝟐𝟗
𝟎. 𝟔𝟕 𝟖. 𝟒𝟑

(𝟏 − 𝟏. 𝟏)𝟐
𝒙𝟐 𝒄𝟗 = ∑ [ ] = 𝟎. 𝟎𝟏
𝟏. 𝟏

𝒙𝟐 𝒄 = 𝟐𝟓. 𝟏𝟏

Reject Ho if x2tab < x2c; 6.745 < 25.11

There is a significant relationship between grades in academic subject and lack of

focus during lessons by missing some lessons on academic subjects since the x2tab < x2c;

6.745 < 25.11 the null hypothesis is rejected.

31
Question No. 6 During lessons; do you give full attention to your subjects even if you

will have another appointment to extra-curricular activities?

A B C Row Total

Above Average 1 2 3 14
10 4 0

Average 4 5 6 5
4 0 1

Below Average 7 8 9 11
9 1 1

Column Total 23 5 2 30

Finding the Fe

(14)(23)
𝐹𝑒1= = 10.73
30
(14)(5)
𝐹𝑒2 = = 2.33
30
(14)(2)
𝐹𝑒3 = = 0.93
30
(5)(23)
𝐹𝑒4 = = 3.83
30
(5)(5)
𝐹𝑒5 = = 0.83
30

(5)(2)
𝐹𝑒6 = = 0.33
30
(11)(23)
𝐹𝑒7 = = 8.43
30
(11)(5)
𝐹𝑒8 = = 1.83
30
(11)(2)
𝐹𝑒9 = = 0.73
30
Solving for the Chi- square

𝟐
(𝟏𝟎 − 𝟏𝟎. 𝟕𝟑)𝟐 𝟐
(𝟎 − 𝟎. 𝟖𝟑)𝟐
𝒙 𝒄𝟏 = ∑ [ ] = 𝟎. 𝟎𝟓 𝒙 𝒄𝟓 = ∑ [ ] = 𝟎. 𝟖𝟑
𝟏𝟎. 𝟕𝟑 𝟎. 𝟖𝟑

𝟐
(𝟒 − 𝟐. 𝟑𝟑)𝟐 𝟐
(𝟏 − 𝟎. 𝟑𝟑)𝟐
𝒙 𝒄𝟐 = ∑ [ ] = 𝟏. 𝟐𝟎 𝒙 𝒄𝟔 = ∑ [ ] = 𝟏. 𝟑𝟔
𝟐. 𝟑𝟑 𝟎. 𝟑𝟑

(𝟎 − 𝟎. 𝟗𝟑)𝟐 (𝟗 − 𝟖. 𝟒𝟑)𝟐
𝒙𝟐 𝒄𝟑 = ∑ [ ] = 𝟎. 𝟗𝟑 𝒙𝟐 𝒄𝟕 = ∑ [ ] = 𝟎. 𝟎𝟒
𝟎. 𝟗𝟑 𝟖. 𝟒𝟑

(𝟒 − 𝟑. 𝟖𝟑)𝟐 (𝟏 − 𝟏. 𝟖𝟑)𝟐
𝒙𝟐 𝒄𝟒 = ∑ [ ] = 𝟎. 𝟎𝟏 𝒙𝟐 𝒄𝟖 = ∑ [ ] = 𝟎. 𝟑𝟖
𝟑. 𝟖𝟑 𝟏. 𝟖𝟑

(𝟏 − 𝟎. 𝟕𝟑)𝟐
𝒙𝟐 𝒄𝟗 = ∑ [ ] = 𝟎. 𝟏𝟎
𝟎. 𝟕𝟑

𝒙𝟐 𝒄 = 𝟒. 𝟗

Accept Ho if x2tab > x2c; 6.745 > 4.9

There is no significant relationship between grades in academic subjects and lack

of attention on the subjects since the x2tab > x2c; 6.745 > 4.9 the null hypothesis is

accepted.
Question No. 20 Do extra-curricular activities affect your grades?

A B C Row Total

Above Average 1 2 3 14
11 0 3

Average 4 5 6 5
3 1 1

Below Average 7 8 9 11
4 0 7

Column Total 18 1 11 30

Finding the Fe

(14)(18)
𝐹𝑒1= = 8.4
30
(14)(1)
𝐹𝑒2 = = 0.47
30
(14)(11)
𝐹𝑒3 = = 5.13
30
(5)(18)
𝐹𝑒4 = =3
30
(5)(1)
𝐹𝑒5 = = 0.17
30

(5)(11)
𝐹𝑒6 = = 1.83
30
(11)(18)
𝐹𝑒7 = = 6.6
30
(11)(1)
𝐹𝑒8 = = 0.37
30
(11)(11)
𝐹𝑒9 = = 4.03
30
Solving for the Chi- square

𝟐
(𝟏𝟏 − 𝟖. 𝟒)𝟐 𝟐
(𝟏 − 𝟎. 𝟏𝟕)𝟐
𝒙 𝒄𝟏 = ∑ [ ] = 𝟎. 𝟖𝟎 𝒙 𝒄𝟓 = ∑ [ ] = 𝟒. 𝟎𝟓
𝟖. 𝟒 𝟎. 𝟏𝟕

𝟐
(𝟎 − 𝟎. 𝟒𝟕)𝟐 𝟐
(𝟏 − 𝟏. 𝟖𝟑)𝟐
𝒙 𝒄𝟐 = ∑ [ ] = 𝟎. 𝟒𝟕 𝒙 𝒄𝟔 = ∑ [ ] = 𝟎. 𝟑𝟖
𝟎. 𝟒𝟕 𝟏. 𝟖𝟑

(𝟑 − 𝟓. 𝟏𝟑)𝟐 (𝟒 − 𝟔. 𝟔)𝟐
𝒙𝟐 𝒄𝟑 = ∑ [ ] = 𝟎. 𝟖𝟖 𝒙𝟐 𝒄𝟕 = ∑ [ ] = 𝟏. 𝟎𝟐
𝟓. 𝟏𝟑 𝟔. 𝟔

(𝟑 − 𝟑)𝟐 (𝟎 − 𝟎. 𝟑𝟕)𝟐
𝒙𝟐 𝒄𝟒 = ∑ [ ]=𝟎 𝒙𝟐 𝒄𝟖 = ∑ [ ] = 𝟎. 𝟑𝟕
𝟑 𝟎. 𝟑𝟕

(𝟕 − 𝟒. 𝟎𝟑)𝟐
𝒙𝟐 𝒄𝟗 = ∑ [ ] = 𝟐. 𝟏𝟗
𝟒. 𝟎𝟑

𝒙𝟐 𝒄 = 𝟏𝟎. 𝟏𝟔

Reject Ho if x2tab < x2c; 6.745 < 10.16

There is a significant relationship between grades in academic subject and time

spending on extra-curricular activities, since the x2tab < x2c; 6.745 < 10.16 the null

hypothesis is rejected.
Other Graphs and Tables for chapter 4

Different Extra-curricular activities that the respondents perform

16
14
12 Academics,
10 Clubs, SC or
pathway
8
Athletics
6
4
School
2
Performance
0
Question No 2

Figure 4.2

In this table, it shows that 14 respondents only have academics clubs, school

council and pathway are their extra-curricular activities, 7 have athletics, 3 only have

school performance as their extra-curricular and 6 respondents have answered all of the

above.
 No of hours that the respondents spend doing extra-curricular activities

20

15

1-2 hours
10
3-5 hours
5
5 hours and
above
0
Question No 3

Figure 4.3

In this table, it shows that 11 answered that they spend 1-2 hours doing extra-curricular

activities, 18 answered that they spend 3-5 hours and 1 answered that he spend 5 hours

and above in doing extra-curricular activities.

Hours that the respondents spend for their studies

20
18
16
14
12
1-2 hours
10
8 3-5 hours
6
4 5 hours and
2 above
0
Question No 4

Figure 4.4

In this table, it shows that 18 answered that they spent 1-2 hours only for their

studies, 10 answered that they spent 3-5 hours for their studies and only 2 answered that

they spent 5 hours and above for their lessons.

Proportion of how many having failing grades because of extra-curricular activities

30

25

20
Always
15
Sometimes
10 Never

0
Question No 7

Figure 4.7

In this table, it shows that no one answered that they always have failing grades

because of extra-curricular activities, 5 answered that sometimes they have and 25

answered that they don’t have.

Proportion of students having hard time to learn from their subject’s while thinking

of their extracurricular activities

20
18
16
Yes its making
14
me not to
12 concentrate
10 Sometimes I
8 managed but
sometimes not
6 No it does not
4 affectthe way I
2 learn
0
Question No 8

Figure 4.8

In this table, it shows that 3 answered that it is making them hard to learn from

their subjects knowing that they have extra-curricular activities that they must do, 19
answered that they can managed to synchronized their leanings from the extra-curricular

activities and 8 answered that extra-curricular activities does not affect the way they learn

from their subjects.

Proportion of students who can immediately catch their lessons after doing extra-

curricular activities

25

20

Yes I can
15 Immediately
catch my past
lessons
Some of my past
10
lesson only

5 Not at all

0
Question No 9

Figure 4.9

In this table, it shows that 22 answered that they can immediately catch their past

lessons after doing their extra-curricular activities, 8 answered that only some of their

past lessons they can recall and no one answered they can’t do anything about their past

lessons.
 Proportion of students who can participate other activities after extracurricular

activities

16

14

12

10
Always
8
Sometimes
6 Not at all
4

0
Question No 10

Figure 4.10

In this table, it shows 15 answered that they can always participate on any

activities done by the academic subjects even though they have extra-curricular activities

participation, 15 answered that sometimes they can but sometimes they can’t managed to

participate, and no one answered not at all.

 Proportion of the respondents having hard time answering quizzes or exams that

they not study well

20
18
16
14
12
Yes
10
Sometimes
8 No it doesn't
6
4
2
0
Question No 11

Figure 4.11

In this table, it shows that 5 answered that it is hard for them to answered any

question that he/ she don’t tackle because of participation on extra-curricular activities,

19 answered that sometimes it hard because only some lessons that he/ she can review

and 6 answered that it is not hard for them to answer it.

 Proportion of why extracurricular important for the respondents

25

20

15 Extra grade
experience
10
all of the above

0
Question No 12

Figure 4.12

In this table, it shows that 3 answered that because of high grades they participate

extra-curricular activities, 5 answered because of experience for college or future life and

21 answered all of the above.

No of extracurricular activities that the respondents participate

20
18
16
14
12
only 1
10
8 2-3
6 extracurricular
4 more than 3

2
0
Question No 13

Figure 4.13

In this table it shows that 4 only have 1 extra-curricular, 19 have 2-3 extra-

curricular and 7 have answered that they have more than 3 extra-curricular activities.
 Capabilities of the respondents in handling two different activities

18
16
14
12
10 Yes I have
8 sometimes
6 No I don't have
4
2
0
Question No 14

Figure 4.14

In this table it shows that 13 answered that they can handle academics while doing

extra-curricular, 17 answered sometimes and no one answered they can’t.

Proportion of what the respondents prefer to do

20
18
16
14
Doing my
12
academic
10 performance
8 doing my
extracurricular
6
4 doing both
2
0
Question No 15

Figure 4.15

In this table, it shows that 7 prefer to do academic performance, 4 prefer doing

extra-curricular and 19 prefer both.

 Proportion of the respondents having hard time doing extra-curricular and

academic in same time and same day

30

25

20
Always
15
Sometimes

10 Never

0
Question No 16

Figure 4.16

In this table, it shows that only 1 choose to answer that he is having a hard times

doing both activities same time and day, 18 choose to answer sometimes they can

managed but sometimes they can’t and 1 also answer that she can do multitasking in this

area.
 Proportion of respondents having hard time doing 3 or more activities at the same

time

25

20

15
Most of the
Times
10 Sometimes

Never at all
5

0
Question No 17

Figure 4.17

In this table, it shows that 4 of the respondents are having hard times doing many

things at the same time, 22 of them answered that sometimes its hard but sometimes they

can synchronized it and 4 answered that they can do multitasking in this area.
 Proportion of the respondents telling that they have happiness doing extra-

curricular activities

25

20

15
Yes it is
Sometimes
10 Not at all

0
Question No 18

Figure 4.18

In this table, it shows that 6 are happy in doing extracurricular than academics, 20

answered sometimes it is but sometimes it doesn’t and 4 answered it is not happy.

Reaction of the respondents without doing extra-curricular activities

16
14
12
10
Yes its ok
8 Sometimes
6 No I can't
4
2
0
Question No 19

Figure 4.19

In this table, it shows that 6 answered that they are complete with out doing extra-

curricular activities, 14 answered that sometimes it’s ok without doing extra-curricular

but sometimes it is not and 10 answered that they are not complete with out doing extra-

curricular activities.
 Results of doing extra-curricular activities

20
18
16
14
12
Yes it makes my grade
10 higher
8 It makes me failed
6
No it does not affect
4
2
0
Question No 20

Figure 4.20

In this table, it shows that 18 are agreed that extra-curricular activities are making

their grades higher, 1 answered it makes his grade failed and 11 answered it does not

affect their grades.

PERSONAL INFORMATION
King Ivan Earl Cunanan Mauhay
Blk. 2 Lot 1 Rocky side Village Bagumbayan, Taguig City
838-69-44
king_navi1209@yahoo.com

Age: 16 Gender: Male

Date of Birth: December 9, 1996 Place of Birth: San Jose City, Nueva Ecija

Citizenship: Filipino Religion: Born Again Christian

Height: 5’6 Weight: 40 kg

Mother’s name: Mrs. Rhodora Cunanan Mauhay Occupation: plain house wife

Father’s name: Mr. Prudencio Catapang Mauhay Occupation: OFW

Educational Background

Gentle Lamb Academy

#9 St. Martin Avenue, Bagumbayan
Taguig City

Mt. Moriah Christian Academy

285 St. Martin Avenue, Bagumbayan
Taguig City

Awards

Valedictorian (Grade 6 2008-2009) 100 club Awarder

Top 2 (1st year, 2009-2010) BSP, Explorer Rank
Top 2 (2nd year, 2010-2011) 4th place Sabayang Pagbigkas
Top 2 (3rd year, 2011-2012) And other inter school
awards
Vice President of School Council (2011-2012)
Activities
Science Club President
Talent and skill
Drawing and creating things from nothing

48