THE RELATIONSHIP

BETWEEN LEISURE TIME

AND ACADEMIC
PERFORMANCE OF
STUDENTS
 CHAPTER I
INTRODUCTION
Today's youth are confronted with a media environment that is rapidly changing.The time

spent on media,whether for the purpose of school-related or non-school related learning has

influenced youths more than before(Raj,2012).A study of time use among youths as it relates to

school achievement,particularly one that differentiates between school-related and non-school

related activities,may provide insights into how these activities impact the performance of youths

in school.Leisure time and Academic Performance are positively associated,but the direction of

the association is poorly understood.This longitudinal study examined the direction and magnitude

of the associations between leisure time physical activity and academic performance throughout

adolescence and young adulthood.The empirical and theoretical relationship between school and

leisure are issues that have not been well described or discussed.It has bees pointed out that leisure

and recreation and recreation researchers have not given sufficient attention to the learning benefits

to leisure( Roggenbuck,Loomis, & Dagostino,1990).

OBJECTIVE

The study seeks to investigate leisure time activities in relation to learner’s academic

performance.

Specially, this study sought answer to the following questions:

1.Does leisure time impact academic performance?

1.1How do school related activities impact academic performance?

1.2How do non-school related activities impact academic performance/

2.What is the effect of leisure time on students academ`ic performance?

 CHAPTER II

RELATED LITERATURE
 Kirkorian, Wartella, and Anderson (2008 ) state that the content that is being portrayed in

the television (TV) can act as the tool for interaction between the viewers and the media. High

levels of exposure to educational TV are positively linked with students' academic achievement

especially for those who had started since their early childhood. Kirkorian et al. (2008) and Noor-

Ul-Amin and Mattoo (2012) agreed that the frequency of TV watching does influence the academic

performance among secondary school students. In the same study, Noor-Ul-Amin and Mattoo

(2012 ) reveal that high TV viewers, as compared to low TV viewers, are seen to plan their study

well in advance. This group of people (high TV viewers) is also found to possess higher note-

taking ability by applying effective paraphrasing and summarizing skills. On the other hand, low

TV viewers are found to prefer quiet and calm working style, which help them to show good

abilities in vocabulary, reading and memorizing skills. Low TV viewers are also found to have

better learning motivation than high TV viewers as they are seen to have the desire to learn quickly

and retain information for a long time.

Studies done by Carvin (2006 ) and Ogedebe (2012 ) found strong correlations of Internet access

with academic performance. Both studies agreed that the use of Internet has improved students'

academic performance as Internet assists them to have better preparation for exams. These

respondents claim they get relevant information pertaining to their course of study while browsing

the Internet. Technology-based activities are able to facilitate students' understanding of the

content and provide different ways of expressing knowledge to the students and, therefore, have a

positive influence on their academic performance (Sun & Bradley, 2010 ).The usage of Internet

among adolescents nowadays is definitely inseparable from social networking websites such as

Facebook, Twitter and MySpace. A study done by Kabre and Brown (2011 ) on the influence of

Facebook usage on academic performance and the quality of life of college students reveals that
the number of hours spent on Facebook influences both academic performance and the quality of

life among the students. The Internet and social networking websites seem to bring positive

influence on adolescents as it allows them to express themselves in their own unique ways (Boyd,

2007 ).Flad (2010 ) also adds that high school students use these sites as tools to obtain information

and resources for their academic planning as well as to enhance their artistic and musical abilities.

However, social networking sites do bring negative impact to their users especially as regards

study habits and completion of homework and assignments (Flad, 2010 ). Media conveys both

positive and negative impacts towards students' achievement in school exams. This phenomenon

depends highly on how these students utilise the convenience and advancement of various

technological devices.

Previous studies have proven that extracurricular activities are beneficial in building and

strengthening academic achievement even though these activities may not have any obvious

relationship with academic subjects (Guest & Schneider, 2003 ; Kamaruzaman, Norhidayah,

Syukriah, Najah, & Azni, 2009; Marsh & Kleitman, 2002 ; Sparkes, 2004 ). According to studies

done by Darling, Caldwell, and Smith (2005 ), and Bashir and Hussain (2012), adolescents who

participated in extracurricular activities are reported to achieve higher grades in their academic

performance. Besides, they have more positive attitudes towards school, and have higher academic

aspirations. School-related extracurricular activities, sports for leisure purpose also provide

opportunities for initiative, emotional regulation, goal setting, persistence, problem solving and

time management (Larson, Hansen, & Moneta,2006 ).Few studies have found negative

correlations between extracurricular activity and academic achievement. There are,however, two

factors sometimes caused by participation in these activities that may produce negative effects: an

overloaded schedule and a narrow sense of identity. Overload. Those who oppose participation in
extracurricular activities often call attention to the possibility that extracurricular activities might

interfere with time that could be spent doing schoolwork. Knifsend & Graham (2012) confirmed

this timeinterference as a factor in determining academic success. As noted previously, they found

that a high number of extracurricular activities (three or more) was detrimental to academic

performance. This decline in academic performance can likely be attributed to overload, as

students devote so much time to extracurricular activities that they are rendered unable to keep up

academically. However, they also found that a moderate number of extracurricular activities (about

two) contributed positively to academic performance. Thus, extracurricular activity may only

produce a negative effect if the student is left with insufficient time and energy to devote to

academics. Narrow identity. Some students choose to define themselves by their extracurricular

activities and place little emphasis on their roles as students, which also may be detrimental to

academic success. Two studies support the legitimacy of this effect. Beron and Piquero (2016)

found that the only situation in which the relationship between identity and GPA was consistently

negative was when the student identified himself or herself primarily as an athlete, rather than as

a student. Similarly, Bimper, Harrison, & Clark (2012) observed successful African-American

collegiate athletes and found that the athletes were encouraged to identify as athletes more than

they were encouraged to emphasize any other “pertinent role” (p. 19). On individual in the study

asserted, “The White athlete comes to school to get a great education and hopefully be a good

football player. The Black athletes . . . are taught to come to be a great football player and go to

class because that’s what keeps you eligible” (p. 14). The authors later implied that casting off

such a narrow identity was an important factor in determining their academic success. The results

of this second study should be applied with caution, due to the fact that this study focused largely

on race, which could be a limiting factor. The consistency of results between the two studies,
however, supports the idea that identity plays an important role in determining academic outcomes.

This concept may be applicable to other domains of extracurricular activity as well; when students

allow any nonacademic activity to define who they are, negative academic results may be expected

to follow.

Self-efficacy refers to confidence that one can produce and regulate events in one’s life and

is a motivation construct because it affects willingness to attempt new tasks, mobilization of effort,

persistence in the face of difficulties, and is related to intrinsic interest (Bandura, 1982, 1986;

Bandura & Schunk, 1981).The present study investigated self-efficiency for learning from oneself

(self-instruction).Learners who teach themselves structure the learning environment and

experience perceived freedom in their learning;perceived freedom is asserted by nearly all theories

of leisure to be a defining feature of the leisure experience (e.g., Neulinger, 1981; Tinsley &

Tinsley, 1986).In contrast, learners who are taught have their learning experience organized by

someone else.Learning from others is closely associated with classroom learning, and learning

from oneself is closely associated with leisure learning, though both types of learning could occur

in either situation.

Bandura (1977, 1982) uses what he calls a microanalytic approach for measuring self-

efficacy; a single type of task is selected and subjects are asked how confident they are that they

can accomplish subtasks.The task in the present study is confidence that one can learn without

instruction.
 CHAPTER III
METHODOLOGY

The descriptive method of research was utilized in the study.The questionnaire,interview and

focus group dissusion were utilized as the main data gathering instruments.This is considered as

the most applicable and effective method to be employed to address its concerns.The respondents

of this study were all students at Bulacnin Integrated National High School,who were selected

through random sampling.

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Directions:The table below shows the difderent non-school related activities may the students do
during leisure time.How many hours do you spend from the statement below?Put a mark (/) to the
appropriate box.

Non-school Related Activities

1-2 3-4 5-6 7-8 9 and
above
Sleeping/Rest

Playing online game

Watching television

Using Social Media/Internet

If others,please specify:
Total

Directions:The table below shows the different school related activities may the students do
during leisure time.How many hours do you spend from the statement below?Put a mark
(/) to the appropriate box.
School Related Activities 1-2 3-4 5-6 7-8 9 and
above
Studying Lecture

Doing Homework

Advance Reading

Extra-curricular Activities

If others,please specify:

Total
 Republic of the Philippines
Departmemt of Eduation
Region 4A-Calabarzon
School Division of the Lipa City

BULACNIN INTEGRATED NATIONAL HIGH SCHOOL

Bulacnin,Lipa City

ANGELICA F. OLASO
Principal II
Bulacnin Integrated National High School
Bulacnin Lipa City

Dear Ma’am:

Good day!

The senior high school students from Bulacnin Integrated National High School are presently
conducting a study entitled “THE RELATIONSHIP BETWEEN LEISURE TIME AND ACADEMIC
PERFORMANCE OF GRADE 11 STUDENTS”as part of the requirements in Practical Research II.

Thank you very much for your favorable response regarding this request.

Respectfully yours,
Christine Kate T. Macalintal
Dianna Amy L. Banta
Lorena A. Villamor
Researchers

Recommending Approval:

RODAMYRA FLOR G. DIMAANO

Research Teacher

Approved by:

ANGELICA F. OLASO
Principal II