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New Sinai School and Colleges: Problem and Its Background
New Sinai School and Colleges: Problem and Its Background
Chapter 1
Problem and its Background
Introduction
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New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
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New Sinai School and Colleges
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This study aims to evaluate and assessed the Grade 11 MWF Senior High School
students of New Sinai School and Colleges, Laguna. Specifically it aims to answer the
ff. questions:
1. How much does Extra-Curricular Activity helps improve your positive attitudes
inside the campus? How about Academic Activities?
2. Which of the following effects of School Activities made the most impact in the
attitudes of the students?
2.1 Confidence in Socialization
2.2 Sensitivity for Better Grades
2.3 Determination to achieve their goals
2.4 Responsible for school completion
2.5 Decision Making in their career development
3. Which among attitudes are mostly gained by the Grade 11 MWF SHS students
through School Activities?
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New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
Null Hypothesis
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New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
Conceptual Framework
Figure 1 illustrates the input, process and output. Under the input variables, it is
consist of the Attitudes that are mostly gained by the NSSC Grade 11 MWF SHS
students through School Activities. The process of system approach focused on
administering the Survey Questionnaire and Related Literature and Studies of input
variables to test the output and to determine the effect of school activities towards the
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New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
attitudes of Senior High students in New Sinai School and Colleges and suggests more
programs that will effectively make the student improve their positive attitudes.
Theoretical Framework
In the year before 1900, educators were doubtful in participating in such extra-
curricular activities, but it activates believing that “school should focus solely and
narrowly defines academic outcome. Non-academic activities were discouraged” (Marsh
& Kleitman 2002). Early experts on Extra-curricular Activities, Deam and Bear, stated,
“Extra Activities supplement and extend those contacts and experiences found in the
more formal part of the program of the school day” (Millard 1930). And eventually,
“educational practitioners and researchers have taken more positive perspective,
arguing that extra-curricular activities may have positive effects on life skills and may
also benefit academic accomplishments” (Marsh & Kleitman 2002). In the final analysis,
extra-curricular activities has an impact on student’s academic performance and
education ever since it began.
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New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
The school will hand a basis for their program development and for its decision-
making that would be for the best.
The school officers can utilize the results of this study for the enhancement of
the curriculum and the development of the policies that would serve as the best
program for the students.
The students were given a chance to assess their skills towards this study to
further know the effectiveness of the program provided to them and also an additional
knowledge to them as they evaluate their skills and attitude during school activities.
The faculty would be able to use the results and findings of this study to further
enhance their practical and teaching skills to the active participation of students on what
ways will they motivate them whether in the classroom or either to their organization to
be more efficient and interesting to the students.
The parents can actually know the dilemmas in them to where do the attitude of
their children came from and to watch over for their children’s active participations.
The future researchers can utilize the findings of the study for additional
information’s especially on the effects of school activities towards the attitude of
students to the competence to the inside and outside world where challenges and skills
were shown and to handle the struggles correctly.
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New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
In terms of assessing the effect of school activities this study can encourage
them to be more aware of what attitudes they are dealing with. School Activities
maintain their positive sides as well as participating it in a right way and in right purpose.
This study promotes greater academic achievements with the effects of school activities
as the instrument of their career development and future.
The study population comprise of all Grade 11 MWF Senior High Students in
New Sinai School and Colleges.
This study attempted to identify the kind of School Activity Grade 11 MWF Senior
High Students mostly helps their selves to improve their positive attitudes inside the
campus: either Academic Activities or Extra-Curricular Activities in New Sinai School and
Colleges. Likewise, the attitudes that are mostly gained by the Grade 11 MWF SHS
students through School Activities (Academic Activities, Extra-Curricular Activity) as
determined and evaluated by both faculty and students.
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New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
Definition of Terms
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New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
Optimism- a feeling or belief that good things will happen in the future
Perseverance- the quality that allows someone to continue trying to do something even
though it is difficult
Potential – a quality that something has that can be developed to make it better
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New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
Resourcefulness - able to deal well with new or difficult situations and to find solutions
to problems
Skills - the ability to do something that comes from training, experience or practice.
Sportsmanship - fair play, respects for opponents and polite, behaviour by someone
who is competing in a sport or other competition
Weighted Mean – calculated by giving values in a data see more influence according to
some attribute data.
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New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
Chapter 2
This chapter presents the related literature that will provide information from what
we have gathered which has a relation to our study. This will also include a review of
the related studies about the effects of school activities towards the attitude of the
students. Each author was introduced their information about our study in every details
that shown below.
FOREIGN STUDIES
“Extracurricular activities are activities that students participate in that do not fall
into the realm of normal curriculum of schools. They are found in all levels of our
schools. There are many forms of extracurricular activities such as sports, clubs,
governance, student newspaper, music, art, and drama. Extracurricular activities are
totally voluntary so students that do not want to participate in them do not have to.
Lunnenburg states in his article that “Extracurricular activities serve the same goals and
functions as the required and elective courses in the curriculum. However, they provide
experiences that are not included in formal courses of study. They allow students to
apply the knowledge that they have learned in other classes and acquire concepts of
democratic life.”(2010, 2) Extracurricular activities have many positive effects on
education. The positive effects that extracurricular activities have on students are
behaviour, better grades, school completion, positive aspects to become successful
adults, and a social aspect.
Extracurricular activities began in the United States in the 19th century. At first
they were just an additional part to the normal academic schedule for the year.
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Extracurricular activities usually had some practical or vocational interest that was
included into the activities. The first extracurricular activities that were well known in
schools started at Harvard and Yale University. They were literacy clubs that consisted
of different debate clubs and Greek systems such as fraternities and sororities.
Students in American schools were the first to initiate athletic clubs. (Casinger, J. 2011)
These soon became popular and literacy clubs began to decline. Around the time
of World War I, schools started adding clubs such as journalism, and newspaper.
(Casinger, J. 2011) Now these clubs have become popular and many public high
schools and grade schools have clubs for all interests. Today about 1 in 4 students
participate in academic clubs. (Miller, Zittleman, 2010, 189) It costs about $250 million
to establish extracurricular activities in rural and inner city schools.”
LOCAL STUDIES
“There are different extra-curricular activities for every university in the world. The
Philippines is no exception, the researcher observes that universities such as De La
Salle University (DLSU), Ateneo de Manila University (ADMU), and University of the
Philippines (UP) have their own extra-curricular activities that students actively take part
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in. In the University of Asia and the Pacific (UA&P) there exist multiple extra-curricular
activities a student can take part in such as, the Media Management Committee (MMC),
Dulaang Roc, Viare, Communitas, Bosun (the school publication), and many more to
mention. The researcher has observed that despite the myriad of extra-curricular
activities a student can take part in; there are students who become active and
eventually become inactive in participating.
Since extra-curricular activities have different benefits (Holloway, 2000), the researcher
observes that being active is good because students can take advantage of the benefits
offered. Moreover, because of these benefits the researcher finds it questionable to
investigate further if simply having fun is the most influencing factor for active
participation. Therefore, it has led to the researcher to further probe what other factors
influence active participation in extra-curricular activities of select university students in
UA&P.”
Cuseo (2010) states that active participation: is the foundation of college success where
other college-success strategies are established; enables success to maximized as
students need to be active participants in the learning process; and has two key
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components basic to it, the time devoted to the process of learning; and degree of
personal mental and physical effort exerted in the process of learning.
The researcher himself has observed that active participation in the university life is not
limited to the realms of academic units such as Biology, Mathematics, and History to
name a few. Moreover, active participation is also manifested in extra-curricular
activities such as clubs, varsity teams, and organizations.
In an interview with Briones (2015) he states that, “An active participant is someone
who finds time, devotes, and commits to extra-curricular activities.” He further adds that,
involvement with extra-curricular activities has taught him to be committed, involved,
accountable, responsible, and have a vision to both inspire and empower people. Aside
from that he had also discovered skills such as speaking in public, event organization
and management, and team building facilitation.
Namuco (2015) contradicts that active participation exists not only in being physically
present but also by living the ideals and advocacy of an extra-curricular organization.
Moreover, she points out that inactive participation is unhealthy because a person is
hindering their selves from doing something they are passionate about. In addition, in
this current generation there is a need for more doers rather than those dawdle waiting
for something to take place (Namuco, 2015).
On Extra-curricular Activities
Merriam-Webster (2014) defines extra-curricular as: “extra activities that can be done by
students in a school but are not part of the regular class curriculum.” and activities as:
“something that is done for pleasure or a particular purpose and that usually involves a
group of people.” Therefore, extra-curricular activities are extra activities done by a
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New Sinai School and Colleges
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group of students in school either for pleasure or a particular purpose outside the
regular class curriculum.
The types of extra-curricular activities include: sports, jobs—working before and after
class hours, and anything that a student does not to get a grade or graduate
(Wierschem, n.d). Sports that involve training before and after class hours are
considered extra-curricular activities because it is done by a student not for a grade or
graduation requirement, but for a particular purpose such as becoming better or just to
have fun—the same concept applies to the latter that of jobs but have different
purposes as well (Wierschem, n.d).
Brown (n.d) explains that extra-curricular activities fulfill two basic conditions: they are
not part of regular school curricular program; and there is a structure towards a pro-
social mission or goal. Furthermore, an extra-curricular activity becomes effective when:
students have the opportunity to cultivate relationships with adults and pro-social peers;
the activity has goals that encourage the students to achieve great things; students are
given the opportunities to be leaders by having a committee to organize an activity; the
extra-curricular activity is age appropriate— activities which are not too arduous; and
most importantly ,the activity is enjoyable for the students (Brown, n.d).
Sharp (2012) states that students do extra-curricular activities that are relevant to their
specialization. In addition, students are also trained to handle multiple commitments—
balancing both academic units and extra-curricular activities. This is because job
recruiters look for graduates who have experienced work that involves their
specialization. Sharp (2012) also quotes from Yeates (n.d) that: “job recruiters are more
interested in graduates who can balance multiple commitments, build successful
relationships, lead and manage projects, and solve problems.”
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New Sinai School and Colleges
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Being a student is difficult because a student is in school for an average of 8-9 hours
day, maintaining good grades is challenging task as it leaves little time for other
activities to be pursued (Career India, 2014). Extra-curricular activities only become
effective when: they are differentiated—a difference between commitments in academic
and extra-curricular activities is made; what is more urgent and important is prioritized;
activities are properly scheduled so as not to impede regular academic tasks; and
things are questioned—whether or not the student can handle it or accomplish the
activity together with regular academic tasks (Career India, 2014).
Extra-curricular activities are essential because they develop: hobbies and interests,
skills in working in groups, and participation in athletics that lead to the discovery and
cultivation of talents (Lunenburg, 2010).”
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be committed, involved, accountable, responsible, and have a vision to both inspire and
empower people. Aside from that I had also discovered skills such as speaking in
public, event organization and management, and team building facilitation.” (Briones
2015)
Therefore, both studies signifies the school activities as the betterment of the
student’s attitude through the skills they are showcasing in the way of involving
themselves in such events. Both study set forth that it is effective to participate, for them
to learn how to be committed, responsible, accountable, and build their passion that can
potentially reach their career development. Interacting with other people with the same
interest as every individuals do is an advantage to simulate the tactics of other
companion and apply it into student’s skill development.
This study assures that in terms of joining school activities, students will be more
prudent in life taking school activities not just for a grade but also for them to maintain
their degree of personal mental and physical effort exerted in the process of learning.
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New Sinai School and Colleges
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CHAPTER 3
RESEARCH METHODOLOGY
The structure of the research is to gather facts from both past and present
conditions of the School Activities specifically in the country. Emphasizing the current
data gathered from the related literature and studies from both the past and present.
Consequently, this study got the inspiration for researchers to know and to analyse the
current impact of culture and knowledge to each schools particularly to the program of
New Sinai School and Colleges. However, this method is used to research Grade 11
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New Sinai School and Colleges
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MWF Senior High students only. The result of the study covers attitudes of the people
and events, situations, and data from the selected respondents to formulate rational
answers and recommendations for the study.
Source of Data
The researchers used primary and secondary source of data. The responses of
respondents to the survey questionnaires will serve as the primary data and related
information from books, thesis journals and online information from internet as the
secondary data.
Research Locale
The study were indicated at New Sinai School and Colleges, Laguna. The
research will be choosing for the said study of selected Grade 11 MWF Senior High
students.
The New Sinai MDI Hospital (a tertiary hospital) opened on July 7 2007 in the
newly-built six-storey building in Tagapo, Sta. Rosa Laguna. Organizational meeting for
a school started in October 2007 in Max’s, Tunasan, Muntinlupa. The President of
NSMDIH, Dr. Rosalinda Deala convened the 26 core members of MDI for the purpose
of putting up a school. The meeting was conducted in the presence of Atty. Linda
Jimeno as legal counsel. Several options were discussed but the final decision
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New Sinai School and Colleges
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approved by the majority was to put up a new corporation- thus the New Sinai School
and Colleges Sta. Rosa Inc. (formerly the New Sinai Educational System of Sta. Rosa
Laguna) was orn on June 28, 2008.
SEC papers, constitution, by-laws were prepared for submission through its
interim chairman, Mrs. Nelia Barlis. SEC approval was obtained on 14 December 2007.
(newsinai.edu.ph)
Instrumentation and Validation
The survey questionnaire is the main data gathering instrument of the study. It
has one set of questionnaire and it is for the NSSC Grade 11 MWF Senior High
students.
For the 1st part of questionnaires, the researcher’s respondents were asked to
rate the Extra Curricular Activity and Academic Activities as a help on improving the
student’s positive inside the campus. In the 2nd part, respondents were asked for their
improvements in their perception in life after joining the school activities and in the 3 rd
part are a set of questionnaires where the respondents must rate their attitudes gained
or improved from the School Activity (Extracurricular and Academic).
Evaluation of the General Academic program at New Sinai School and Colleges,
Laguna was centred on their attitude towards the effect of school activities.
The respondents were tested to give their evaluation on each specific value from
numbers 1 to 5, in accordance with following likert scale below:
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The survey questionnaire and observations were used to gather certain data’s
from New Sinai School and Colleges, selected Grade 11 MWF Senior High students
who are enrolled 2017-2018. This method is made essentially to gather quantitative
information and assessed existing conditions to the Effect of school activities towards
the attitude of Senior High Students in New Sinai School and Colleges.
Statistical fx of Data
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New Sinai School and Colleges
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For the problem number 1 to 3 question, the researcher will use the ff.:
f
P= x 100
n
respondents
Percentage Method. The author used this to come up with the exact number of
respondents and determine the percentage of respondents. This was used to compare
the frequency of responses with the total number of responses.
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New Sinai School and Colleges
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5 ( x 1 ) +4 ( x2 ) +3 ( x 3 ) +2 ( x 4 ) +1(x 5 )
WM=
x 1 + x2 + x 3 + x 4 + x 5
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presented the data gathering of the study, interpretation of the
results from the conducted survey and analysis, using tabular illustrations. The tables
summarize the number of figures which were obtained from the answers of the
respondents.
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New Sinai School and Colleges
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Table no. 1
Total of 150
SCHOOL ACTIVITIES Respondents
WEIGHTED MEAN INTERPRETATION
70
60 Extracurricular 3.55 Better Improvement
50
40 Academic 3.65 Better Improvement
30
20 Overall 3.6 Better Improvement
10
0
1 (Least Improved) 2 (Fair 3 (Good 4 (Better 5 (Most Improved)
Improvement) Improvement) Improvement)
Figure no. 2
Table no. 1 shows that most of the Grade 11 MWF Senior High Students of New
Sinai School and Colleges had interpreted an outcome of “Better Improvement” with a
weighted mean of 3.55 in “Extracurricular” while “Academic” had interpreted an
outcome of “Better Improvement” with a weighted mean of 3.65. The interpretation for
an overall remark results into “Better Improvement” for both Extra-Curricular Activities
and Academic Activities in the category of “School Activities”.
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New Sinai School and Colleges
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In figure no. 2, it states that majority of Grade 11 MWF Senior High Students of
New Sinai School and Colleges answered “Good Improvement” in both
“Extracurricular” and “Academic”. Complying of 60 out of 150 students for
“Extracurricular” and 54 out of 150 students for “Academic” in the category of
“School Activities”.
Table no. 2
Figure no. 3
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New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
70
Total of 150 Respondents
60 IMPROVED FROM THE STUDENT’S
WEIGHTED MEAN INTERPRETATION
PERCEPTIONS IN LIFE THE MOST
50 Behaviour 3.5 Better Improvement
Better Grades 3.49 Good Improvement
40
Goals in Life 3.9 Better Improvement
30 Popularity 2.82 Good Improvement
20
Social Aspects 3.32 Good Improvement
Overall 3.41 Good Improvement
10
0
1 (Least Improved) 2 (Fair Improvement) 3 (Good 4 (Better 5 (Most Improved)
Improvement) Improvement)
Table no. 2 shows that the largest weighted mean of 3.9 was obtained by
“Goals in Life” interpreted as Better Improvement. “Behaviour” ranked 2nd with a
weighted mean of 3.5 interpreted as Better Improvement. “Better Grades” ranked 3rd
with a weighted mean of 3.49 interpreted as Good Improvement. “Social Aspects”
ranked 4th with a weighted mean of 3.32. Lastly, “Popularity” ranked 5th with a
weighted mean of 2.38 interpreted as Good Improvement. The results made an overall
remark of “Good Improvement” in the following factors that made the most impact in
the perceptions in life of Grade 11 MWF SHS students after joining school activities.
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New Sinai School and Colleges
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other hand, “Goals in Life” has 51 out of 150 respondents represented as 34%
answered “Most Improved”.
Results show that in terms of joining school activities, “Goals in Life” makes the
most impact in the perceptions in life of Grade 11 MWF SHS students.
Table no. 3
ATTITUDES GAINED FROM ACADEMIC RANK
WEIGHTED MEAN INTERPRETATION
ACTIVITIES
Attentiveness 3.8 Better Improvement 1
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Figure no. 3
Table no. 2 shows that the largest weighted mean of 3.8 was obtained by
“Attentiveness” interpreted as Better Improvement. “Creativity” ranked 2nd with a
weighted mean of 3.6 interpreted as Better Improvement. “Productivity” ranked 3rd
with a weighted mean of 3.51 interpreted as Better Improvement. “Critical Thinking”
ranked 4th with a weighted mean of 3.39 interpreted as Good Improvement.
“Courage” ranked 5th with a weighted mean of 3.37 interpreted as Good
Improvement. “Endurance” ranked 6th with a weighted mean of 3.32 interpreted as
Good Improvement. “Optimism” ranked 7th with a weighted mean of 3.25 interpreted
as Good Improvement. “Perseverance” ranked 8th with a weighted mean of 3.17
interpreted as Good Improvement. Lastly, “Novelty” ranked 9th with a weighted mean
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New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
Results show that in terms of joining school activities, most of the students has
gained “Attentiveness” in the attitudes that are mostly gained through Academic
Activities.
Better 2
Discipline 4.01
Improvement
Better 3
Cooperative 3.91
Improvement
Better 4
Sportsmanship 3.62
Improvement
Better 5
Resourcefulness 3.58
Improvement
Multi-tasking 3.57 Better 6
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New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
Improvement
150 Total of Respondents
70 Good 7
Interactivity 3.45
Improvement
60
Good 8
Leadership 3.38
50 Improvement
Good 9
40 Camaraderie 3.11 1 (Least Improved)
Improvement
30 Better2 (Fair Improvement)
Overall 3.64 3 (Good Improvement)
Improvement
20 4 (Better Improvement)
5 (Most Improved)
10
0
ie y ip ve e ip s g s
er ti vit sh ati lin sh nes kin nes
ad c an er ic p er ul s d
a r ra m p Di
s ad ef -ta de
m te ts o Le rc lti in
Ca In or Co u u M
Sp so M
en
Re Op
Table no. 4
Figure no. 4
Table no. 2 shows that the largest weighted mean of 4.15 was obtained by
“Open Mindedness” interpreted as Most Improved. “Discipline” ranked 2nd with a
weighted mean of 4.01 interpreted as Better Improvement. “Cooperative” ranked 3rd
with a weighted mean of 3.91 interpreted as Better Improvement. “Sportsmanship”
ranked 4th with a weighted mean of 3.62 interpreted as Better Improvement.
“Resourcefulness” ranked 5th with a weighted mean of 3.58 interpreted as Better
Improvement. “Multi-tasking” ranked 6th with a weighted mean of 3.57 interpreted as
Better Improvement. “Interactivity” ranked 7th with a weighted mean of 3.45
interpreted as Good Improvement. “Leadership” ranked 8th with a weighted mean of
3.38 interpreted as Good Improvement. Lastly, “Camaraderie” ranked 9th with a
weighted mean of 3.11 interpreted as Good Improvement. The results made an overall
remark of “Better Improvement” with a weighted mean of 3.64 in the attitudes that are
mostly gained by the Grade 11 MWF SHS students through Extra-Curricular Activities.
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New Sinai School and Colleges
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Results show that in terms of joining school activities, most of the students has
gained “Open Mindedness” in the attitudes that are mostly gained through
Extracurricular Activities.
Chapter 5
SUMMARY FINDINGS, CONCLUSIONS AND RECOMMENDATION
Summary of Findings
1. What kind of School Activity does NSSC MWF SHS students mostly helps their
selves to improve their positive attitudes inside the campus: Academic Activities or
Extra-Curricular Activities?
In terms of helping the students to improve their positive attitudes inside the
campus, “Extracurricular” with a weighted mean of 3.65 has a greater help than
“Academic” with a weighted mean of 3.55.
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2. Which of the following factors made the most impact in the perceptions in life of
Grade 11 MWF SHS students after joining school activities?
According to the results, “Goals in Life” having the highest weighted mean
consisting of 3.9 and compromising of 51 out of 150 students had answered
“Most Improved” in terms of making a school activities an impact in the
perceptions in life of Grade 11 MWF SHS students after joining and participating.
3. Which among attitudes are mostly gained by the Grade 11 MWF SHS students
through School Activities?
Conclusion
Recommendation
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New Sinai School and Colleges
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1. The researchers recommend that the students should have their own
best way to be motivated continuously in learning and proving their skill
in joining School Activities inside the campus to continuously enhance
their skills and positive attitudes.
4. If you already have the guts to lead a team, don’t forget to share your
knowledge to them.
5. Certificates from participation or seminars in school activities can be a
great help in application for your future job.
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New Sinai School and Colleges
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10. Reserve a lot of energy and patience in making research papers in the
future.
11. Join school activities to gain more experience that will help to improve
skills in both academic and extracurricular activities.
REFERENCES
http://www.grin.com/en/e-book/303867/what-makes-students-in-the-philippines-
actively-participate-in-extra-curricular
http://www.newsinai.edu.ph
http://edglossary.org/co-curricular
http://www.kon.org/urc/v5/fujita.html
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Namuco 2015
Merriam-Webster 2014
Wierschem, n.d.
Brown n.d
Sharp 2012
Career India, 2014
Lunenburg, 2010
Joppe (2003)
Letter
New Sinai School and Colleges
Senior High General Academic Track
Good day!
Respectfully Yours,
Balandra, Coleen Jewelmae
Francia, Michaela Dennielle
Hernandez, Regielyn
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NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
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New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
Effects of School Activities towards the Attitudes of Grade 11 MWF SHS students in
New Sinai School and Colleges: A Perceptual Study
Research Questions:
1. From a scale of 1-5, how much does Extra-Curricular Activity helps improve your
positive attitudes inside the campus? How about Academic Activities?
1 2 3 4 5
(Least (Fair (Good (Better (Most
Activities Improvemen Improvemen Improvemen Improvemen Improve
t) t) t) t) d)
a. Extracurricul
ar
Activities
b. Academic
Activities
2. Which of the following effects of School Activities made the most impact in the
attitudes of the students?
1 2 3 4 5
(Least (Fair (Good (Better (Most
Improved) Improvement) Improvement) Improvement) Improved)
Confidence in Socialization
40
New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
Direction: From the scale of 1-5, rate your improvements cause by the School
Activities from the given attitudes below.
5 – Most Improved 4 – Better Improvement 3 – Good Improvement 2 – Fair Improvement 1 – Least Improvement
Academic 1 2 3 4 5
(Least (Fair (Good (Better (Most
Activities Improved) Improvement) Improvement) Improvement) Improved)
Courage
Critical
Thinking
Creativity
Endurance
Optimism
Novelty
Perseverance
Productivity
Attentiveness
Extra-Curricular 1 2 3 4 5
(Least (Fair (Good (Better (Most
Activities Improved) Improvement) Improvement) Improvement) Improved)
Camaraderie
Interactivity
Sportsmanship
Cooperative
Discipline
Leadership
Resourcefulness
Multi-tasking
Open 41
mindedness
New Sinai School and Colleges
NSSC Bldg., National Highway, Brgy. Tagapo Santa Rosa Laguna
2.2
2.3
2.4
2.5
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