The Problem and Its Background

THE EFFECTS OF EXTRACURRICULAR ACTIVITIES TO THE LIFESTYLE OF THE SELECTED G10
STUDENTS OF BENJAMIN B. ESGUERRA MEMORIAL NATIONAL HIGH SCHOOL SY. 2019-2020
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This study will show the different effects or impacts of extracurricular activities.
The researchers will provide information and data’s that the students may use as guide for
them to be a productive student not only in academic but also in the activities that may
help them to enhance their skills and improve their lifestyle.
For further understanding and better explanation the researchers provided a lot of
information and data's from different researchers locally and internationally about the
effects of extracurricular activities.
Introduction
One of the parents' greatest achievements and immediate responsibility is to send
their children to school but sending does not only mean to make them academically
active but also to make them socially active by joining and participating in extra-
curricular activities. Participating in extra-curricular activities contributes a lot and helps
the students mold their social being. (Mahoney, 2009)
Extracurricular activities are a way for students to feel as if the student belongs to
something. Activities also encourage mental and emotional growth and provide the
students with healthy outlet to relieve stress. As a parent, they are probably well aware
that there are numerous benefits that allowed children to participate after school
activities. Extracurricular activities not only give the child a chance to relieve some pent-
up stress, but they also encourage to make new friends, learn new skills, and participation
in physical exercise (Mahoney,2009).
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According to the Department of Education (DepEd) memorandum or the Republic
Act No. 10533 or Enhanced Basic Education Act of 2013 (K-12 Law), grades between
academic and Extra-curricular activities are being separated. Points from extracurricular
activities are not to be added to the overall grades of students anymore. The Department
of Education (2013) also claimed that extracurricular activities are those that fall outside
the realm of the normal curriculum of school or university education, performed by the
students. Extracurricular activities exist at all levels of education, from elementary, high
school, college and university education. Such activities are generally voluntary,
philanthropic as opposed to scholastic, and often involve other of same age.
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: a positthee, emotional,
mental and social stresses.
According to Jennifer Reynolds (2018) Balancing schoolwork with extracurricular
activities can be stressful for some students, especially when an abundance of activities
takes up valuable time they need to study or complete homework. A student’s
involvement in extracurricular activities can put stress even on their social life. Time
management is one of the factors, which the students have to consider before making any
commitments. Not all students share the same ability to get work done in a given period.
Thus, if the student is a slow person, opting for an activity, which requires a lot of energy
and hours, it may create troubles for them. Extracurricular activities can take away the
time that the students should have spent for their families. Due to students commitment in
extracurricular activities they no longer carry out their responsibilities at home.
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Statement of the Problem

This study aims to find out The Effects of Extracurricular Activities to The
Lifestyle of The Selected Grade 10 Students of Benjamin B. Esguerra Memorial
National Highschool S.Y. 2019-2020.
1. What are the demographic profile of the respondents from the selected grade 10
students of Benjamin B. Esguerra Memorial National High School in terms of the
following:
• Name
• Age
• Gender
• Club or organization
2. What are the positive Effects of Extracurricular Activities to the Lifestyle of the
Selected Grade 10 Students of Benjamin B. Esguerra Memorial National High
School in terms of the following;
• Physical aspects
• Emotional aspects
• Social aspects
• Mental Aspects
3. What are the negative effects of Extracurricular Activities to the Lifestyle of the
Selected Grade 10 Students of Benjamin B. Esguerra Memorial National High
School in terms of the following;
• Physical aspects
• Emotional aspects
• Social aspects
• Mental Aspects
4. What is the level of effects of Extracurricular activities to the lifestyle of the
selected G10 Students of Benjamin B Esguerra Memorial National High school ?
5. Is there a relationship between extracurricular activities to the lifestyle of the
selected G10 students of Benjamin B Esguerra Memorial National High school ?
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Theoretical Framework
The theory of this study is inclined in Alexander Astin's Theory of Involvement
This theory describes the importance of student involvement in college. The theory was
developed by Dr. Jane N. Cariaga and Jonathan Molina of the Philippine Normal
University in the year 2016 The core concept of the theory is based on three elements of
inputs, environments, and outcomes, along with five basic postulates about involvement.
Alexander Astin's theory of Student Involvement explains how desirable outcome
for institutions of higher education are viewed in relation to how students change and
develop in result to being involved co-curricularly. The core concepts of the theory are
composed of three elements. The first, a student's "inputs" such as their demographics,
their background, and any previous experiences. The second is the student's
"environment", which accounts for all of the experiences a student would have during
college. Lastly, there are "outcomes" which cover a student's characteristics, knowledge,
attitudes, beliefs, and values that exist after a student has graduated college. Astin also
created five basic assumptions about involvement. He argues that involvement requires
an investment of psychosocial and physical energy. Secondly, involvement is
continuous, and that the amount of energy invested varies from student to student.
Thirdly, aspects of involvement may be qualitative and quantitative. Next, what a student
gains from being involved (or their development) is directly proportional the extent to
which were involved (in both aspects of quality and quantity). Lastly, academic
performance is correlated with the student involvement. This theory has many
applications in the world of higher education, and is one of the strongest pieces of
evidence for co-curricular student involvement. (Dr. Cariaga. & Molina, J. 2016)
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Conceptual framework
Independent Variable Dependent Variable
Figure 1: Conceptual Model.
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In the first correlation, the independent variable is the effects of extracurricular
activities while the dependent variable is the lifestyle of the selected G10 students of
Benjamin B Esguerra Memorial National High school.
The arrows show the assumed relationships between the independent and
dependent variables. The effects of extracurricular activities is categorized into four
aspects of the student's lifestyle physical, emotional, social and mental aspect.
The framework of this study is anchored in the belief that joining extracurricular
activities is one of the tools needed in the Students development. It plays an important
role not only for entertainment, and enjoyment purposes but also most importantly is to
gain and improvement of their lifestyle.
Significance of the study
This study attempts to give useful information about The Effects of
Extracurricular activities to the lifestyle of the selected G10 students of Benjamin B
Esguerra Memorial National High school. How extracurricular activities affect the
lifestyle of the selected Students and to find out if Extracurricular activities are necessary
to education This study will benefit the following:
The Department of Education. This study can give the organization an insight on how
extra-curricular activities affect the students It will give them an idea on certain
developments in the curriculum in regards with extra-curricular activities whether they
will continue or cease its implementation.
The Benjamin B. Esguerra Memorial National High school. The Administration can
be aware by the effects to the lifestyle of certain extra-curricular activities. They will also
discover ways to improve these extracurricular activities.
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The Teachers. They may be able to give advice to students regarding the participation on
extra-curricular activities and the possible effects in their lifestyle
The Parents. The parents may discover the skills of their children and may guide and
support them in children’s responsibilities between academic and extra-curricular
activities.
The Students. This research provides valuable information about the effects of extra-
curricular activities in some aspects of their life—may it be academic, social, emotional,
and others.
The to Future Researchers. They can get a reliable data and use this study as a guide to
their study.
Scope and Limitation
The scope of this study will be The Effects of Extracurricular activities to the
lifestyle of the Selected Grade10 Students of Benjamin B. Esguerra Memorial National
High school S.Y. 2019-2020.
The researchers will conduct a survey in the campus of Benjamin B. Esguerra
Memorial National High school. The researchers qualified fifty (50) Grade10 Students
who is willing to answer the survey questionnaire by the researchers. The researchers will
analyze the different effects or impacts of extracurricular activities that affects the
lifestyle of the students.
Definition of Terms
Academic co-curricular activities (ACCA). Those activities that fall outside the regular
academic curriculum yet enhance and enrich the curriculum during the normal school day
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as part of the student’s yearly schedule. These activities are mostly faculty-organized and
faculty-directed.
Academic co-curricular activity participation (ACCAP). The amount of time and
effort students spend participating in those activities that fall outside the regular academic
curriculum.
Extra-curricular activity (ECA).Those activities that are extra or additional to the
curriculum and may be more leisure-oriented than learning-oriented. These activities
usually take place after school hours and generally do not complement academic studies.
Examples include newspaper, yearbook, Mathematics League, Honor Society, student
government, and etc. Serve as the 1st variable of the study.
Grade point average (GPA). Term grades are given at the end of a term or marking
period. The term GPA is calculated based on a term grade for each marking period and is
used to determine honor roll and eligibility for participation in extra-curricular activities
and sports.
Benjamin B. Esguerra Memorial National High school (B.B.E.M.N.H.S).
A school in Taytay Rizal who has a lot of Extracurricular activities and the locale of the
study.
Involvement theory. The theoretical framework used by the researchers which created
by Alexander Astin in 1999
Grade 10 students. Refers to the respondents of this study.
Questionnaire. A set of predetermined questions for all the respondents that serves as the
primary research instruments in study.
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Quantitative research. A method that will use by the researcher of this study for the
computation and interpretation of data’s given by the respondents.
Percentage. A research treatment computing for the percentage of observations that exist
for each point for data points.
Lifestyle. The daily routine of the students, personal, mental, social, emotional and
dependent variable of this study.
Purposive sampling. A non probability sampling which will be use by the researcher for
the respondents of the study.
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CHAPTER II
REVIEW OF THE RELATED LITERATURES AND STUDIES
In order to have clear view of the present study, this chapter contains the local and
foreign literatures that will gather by the researchers.
Related Foreign Literatures and Studies
ECA is defined in dictionaries as educational activities that fall outside the scope
of the regular school curriculum (Merriam-Webster, 2010).
According to the study of Chita Redy of wisestop 2017 Extracurricular activities
are the activities which do not fall under the school or college curriculum but helps in
developing the skills and abilities of students. According to Nicole Jackson (2017)
Students learn new skills that are useful in their school life and day-to-day activities.
Students learn skills such as teamwork, better social skills, and critical thinking.
According to studies, students who participate in co-curricular activities were found to
have better leadership skills and learnt how to relate better with their peers than those
who didn’t. (N. Jackson, 2017). An extracurricular activity is that activity which does not
relate to the professional life based on degrees. These extra activities are more beneficial
when the children are enrolled in it sooner.
Chita Rody (2017) also claimed that these activities play an important role in
shaping and directing the passion and interest of the students, apart from the degree
courses. According to the New Horizon College of Engineering (2017) Academics are
definitely important in one’s life, but education does not solely come from sitting inside a
classroom and reading books. Education truly comes from being out on the field, up on
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the stage or in the middle of a debate. By being engaged with extracurricular activities,
students will also be able to explore their interests. They will get an opportunity to find
out about their passion. Needless to say, extracurricular activities play a crucial role in the
lives of students. They should never be deprived of this. A classroom, teacher and a book
can only teach a student so much. Extracurricular take a student beyond the walls of the
classroom and makes him or her ready for the real world.
Chita Rody claim that extracurricular activities teach the practical factors of life,
are self-sponsored and hence, one needs to think well before opting for anything.
According to Schoolyard (2017) Regardless of whether they’re establishing new
relationships, or building upon existing friendships, after school activities provide an
ideal environment in which to nurture social skills and confidence. Numerous
extracurricular activities work to teach children the value of working as a team to achieve
a mutual goal, a skill that will benefit them in their future occupation. Similarly, engaging
with new people in a productive environment helps to strengthen independence and
confidence in children. The more they explore their abilities within a new environment,
the more children can build a sense of their own character, and even develop crucial
leadership skills. By working with others outside of a classroom setting, youths begin to
learn the value of improvisation, sharing ideas, and offering support to peers in
challenging circumstances.(Schoolyard, 2017)
Fraydoon Bayat said that there are different ECA such as sport, art, citizenship,
student government, press, vocational, academic, and service clubs some of these
activities may even occur outside the school building. Extracurricular activities all have
common elements including: regular meetings, an emphasis on skill development, goal
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orientation, positive interaction with peers, as well as the direction, supervision, and the
leadership of one or more competent adults (F. Bayat 2015). He provided a list of
supportive elements that are critical to ECA: physical and psychological safety for
appropriate peer interaction, clear rules for an activity, supporting relationships among
participants, opportunities for inclusion of all participants, promoting independence and
valuing individual opinion, and skills building.
According to the Record.com (2013) extracurricular activities allow for the
development of critical life-skills that cannot be replicated in the classroom. One
important benefit would be the building of solid relationship and interpersonal skills,
especially in team-oriented clubs and activities. They allow for the development of
working skills, in addition to interpersonal and people skills. The ability to manage
extracurricular activities in addition to school and course work requires the development
of time-management and organizational skills. (Record.com, 2013)
(E. Massoni, 2011) According to Erin Extracurricular activities began within the
United States of America in the nineteenth century. They were simply an extra half to the
conventional tutorial schedule for the year. She additionally expressed that
extracurricular activities sometimes had some sensible or job interest that was enclosed
into the activities. The primary extracurricular activities that were accepted in faculties
started at Harvard and Yale University. They were attainment clubs that consisted of
various dialogue clubs and Greek systems like fraternities and sororities.
(E. Massoni, 2011) Erin also said that American Students were the primary to
initiate athletic clubs. These shortly became well-liked and accomplishment clubs began
to say no. round the time of war I, faculties started adding clubs like journalism, and
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newspaper. (E. Massoni, 2011) currently these clubs became well-liked and plenty of
public high faculties and grade schools have clubs for all interests. Nowadays regarding
one in four students participates in tutorial clubs. (E. Massoni, 2011) It prices regarding
$250 million to ascertain extracurricular activities in rural and middle faculties. (E.
Massoni, 2011) The USDE funds school’s extracurricular activities.
Bayat (2015) stated that the prefix “extra” brings a sense of vagueness to the term
“extracurricular” and suggests programs with “extraneous features beyond the scope for
which a public school is properly and legally responsible” Substitute names like “beyond
academic” (F. Bayat, 2015), and “beyond the curriculum” attempt to change the
traditional notion of ECA that consider it as “extra”, by showing the true value and the
meaning of non-academic programs in educating students. ECA according to these
scholars, are more important than their name implies because they help students to
become more fully engaged with the school’s social and intellectual life. There is strong
evidence that extracurricular activities increase self-esteem and positive social behaviors
among children and adolescents (Durlak, 2010). Extracurricular activities are also a
suggested strategy to increase social support systems, develop social skills and
relationships, and enhance neighborhood cohesion (Anderson,2013) There are a variety
of these types of activities and programs, however, and some are more effective than
others (Farb 2012).Creative extracurricular activities such as music, dance, drama, and
visual arts can increase participants’ self-confidence, self-esteem, and positive behaviors
(Bungay 2013). After-school activities appear to improve school belonging, motivation,
and academic achievement among immigrant high school students (Camacho 2015).
Elementary school students appear to have greater social engagement benefits when they
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are highly engaged in after school programming than when they are less engaged
(Grogan 2014).
According to the researcher of Sarah-Goldy Brown school extracurricular
exercises or clubs are approaches to associate with different understudies outside of the
study hall. The particular club a school offers contrasts between grounds, however there
are some principle classifications that clubs will fall into. These incorporate side
interests, social exercises, sports, magnanimity, religion, culture, and expert associations.
Among numerous different things, these clubs enable understudies to fabricate their
resumes, interface with upperclassmen, and take a stab at something new. Investigate the
advantages the various kinds of extracurricular exercises in school bring to the table.
(Sarah-Goldy Brown, 2017).
• School Club Sports Club; sports offer competitors the chance to remain fit as
a fiddle and play their preferred games at an aggressive level. Alongside
customary games like soccer or b-ball, numerous schools likewise offer
Extreme Frisbee, Quid ditch, rugby, team, equestrian, and cycling.
Understudies ordinarily go for club sports and partake in week by week
practice sessions and games. This causes the group to remain aggressive and
keeps understudies fit as a fiddle too. On the off chance that you adored
playing sports in secondary school, club sports offer the opportunity to stay
with them without the responsibility of being a varsity competitor. The
measure of time these take up relies upon the sort of game and the group's
history. Vocation insightful, understudies seeking after degrees in wellbeing
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and physical instruction, athletic preparing, or exercise science will
particularly profit by school club sports. (S.G. Brown, 2017)
• Scholarly and Expert Clubs Understudies; trying to dig further into their major
should join a scholastic club. You'll become acquainted with your
schoolmates, get familiar with your preferred subjects, and maybe use abilities
learned in class to help other people. According to Nicole Jackson (2017)
Students should be encouraged to pursue extracurricular activities as they
meet and spend time with new people, hence forming new friendships. This is
important as they interact with those of different or similar interests, and learn
a thing or two from them. They also get a different point of view on things as
the new friends they make may see life in general from a different point of
view. Numerous colleges have neighborhood parts of national expert
associations. These assistance understudies fabricate associations with
working experts and study future vocation alternatives. For instance, the
Advertising Society of America has over 250 collegiate chapters in the U.S.
At these gatherings, understudies as a rule have experts to find out about their
vocation way, run smaller than normal offices on grounds to help clubs or
divisions with promoting, hold raising support occasions, and access
meetings. Other expert school clubs incorporate the American Establishment
of Flying and Astronautics, Association for Ladies in Games Media, National
Relationship of Dark Bookkeepers, and the National Understudy Discourse
Language Hearing Affiliation. (S.G. Brown, 2017)
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• As individuals from these associations, understudies can access uncommon
temporary job or employment sheets, grant openings, or supported excursions
to preparing or gatherings. Club gatherings may comprise of systems
administration with graduated class, talking about significant explicit
substance, discovering entry level positions, and sharpening important
abilities. (S.G. Brown, 2017).
• Altruistic or Volunteer Clubs ; Altruistic or volunteer clubs fund-raise for
causes, take part in mindfulness exercises, or potentially invest energy
offering back to the network. Volunteering is a solid method to adapt to
pressure, outrage, and uneasiness; these are basic emotions experienced by
understudies. By going along with, you'll likewise meet new individuals,
utilize your capacities to help other people, and have any kind of effect in the
network you're living in for a long time. Penn State is home to the biggest
understudy run altruism exertion on the planet. Their 46-hour move long
distance race, or THON, fund-raises for the Four Precious stones
Establishment, a non-benefit whose mission is to overcome youth malignant
growth through money related help and research. Understudy clubs and
associations structure their own THON groups and afterward assemble
associations with Four Precious stone families, raise money, and have an
agent move for the occasion's term. These groups work like a club and have
officials and normal gatherings. (S.G. Brown, 2017)
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• Social Clubs; Cliques and sororities are the two most surely understood kinds
of school associations. Consolidated, they're alluded to as "The Greek
Framework" in light of the fact that every one is named after two or three
letters in the Greek letter set. To go along with one of these associations, you
should finish surging (a give it a shot), get an offer (welcome to join), and
complete promising (trial period). You'll additionally need to pay expenses
and dues, which can get expensive. When acknowledged into your sorority or
brotherhood, you are a part forever. Alongside tossing wild parties, these
social associations volunteer at neighborhood soup kitchens, take an interest
in grounds wide raising support occasions, help each other with schoolwork or
meeting arrangement, have organizing occasions, and furnish you with a
moment network. Sororities and cliques are likewise associated with bigger
national branches that have a tremendous system of assets and graduated class
associations. (S.G. Brown, 2017)
• Religious and Social Clubs; Being endlessly from home can make it hard to
feel associated with your confidence or culture. Religious or social clubs on
grounds make a domain for understudies to express their convictions, praise
occasions, and offer their confidence or culture with different understudies.
You'll discover companions with comparable childhoods or premiums and can
gain from and empower each other. These gatherings may have instructive or
music occasions, adventure off grounds for administrations or celebrations,
and raise support for pertinent causes. Universal understudies concentrating in
America may discover these clubs particularly soothing. (S.G. Brown, 2017)
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Massoni (2011) shows the first effect that extracurricular activities have on
education is behavior. Students that participate in extracurricular activities have reduced
behavior issues. In sports, they show discipline in drills, practices, and routines. They
need a responsibility to perform those tasks properly, whether or not its basketball of
soccer plays, dance routines, or signals in baseball. Once students perform this stuff
properly they're rewarded for his or her sensible behavior and that they feel in their
accomplishments. Attributable to the pride they bring home the bacon; they gain higher
self respect, self-worth, and self-worth.
As per stated by Joyce Kirabo(2018) Co-curricular activities have a greater
influence on students development and create opportunities to assume leadership,
cooperate with others, and, this will boost their self-esteem. Students must not ignore the
significance of co-curricular activities, rather, use this time to get involved and they will
remain actively successful in life.
Education world states that “Participation at school activities, particularly
athletics, results in higher self-worth and increased standing among peers; that some
argue is deterrent to delinquent behavior.” (E. Massoni, 2011) the foremost dangerous
time for unhealthy behavior is that the time once faculty and before folks get home, that
is sometimes the time between 3 o’clock and 7 o’clock. (E. Massoni, 2011) this is often
the time once they are at the foremost risk at committing violent acts and victimization.
The ages that sometimes are concerned in poor behavior throughout now are between
twelve and seventeen years recent. (E. Massoni, 2011) between the ages of 9 and
seventeen are once children learn to create their own choices and management their
behavior. This is often a vital time for college kids to be in extracurricular activities as a
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result of they're underneath management, guidance, and that they are in engaged and
enriched learning experiences. They’re then higher able to resist unsafe behaviors like
drug and alcohol use, gang involvement, and criminal activities.
Higher grades and positive attitudes towards school is the second effect that
extracurricular activities have on students. Studies have shown that students who
participate in co-curricular activities have a marked improvement in the grades. This can
be attributed to skills they learn such as better time management to accommodate their
hobbies and class activities, better organizational skills and a boost in their self-esteem.
Skills learnt in clubs such as debate can be applied in the classroom too, as the students
learn how to express themselves better.(N. Jackson, 2017) Self esteem can be a predictor
of academic performance. Students that don’t like school won’t do as well as the students
that do like school because they are not motivated to succeed. If students don’t like
school, it is usually because they do not feel as though they are succeeding or that they
can succeed. “Participation in an after school program that is designed to build self
esteem, had positive effects on standards test scores in math and reading, while receiving
extended time to complete homework did not have the same positive effects on self
esteem or achievements”. (E. Massoni, 2011) Participation in extracurricular activities
provides students an opportunity to create a positive and voluntary connection to their
school.
According to Schoolyard (2017) Every leading study regarding the impact of
extracurricular activities on child development shows that academic grades, study habits
and school-based behavior all improve when children attend regular after school clubs
and team sports. After all, if a child learns something new in an afterschool activity, it
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could boost their understanding of school subjects — even if that activity doesn’t relate
directly to classwork. Discovering that they have a talent for something can give children
a new source of confidence or passion that translates into their behavior at school.
According to research, youths who frequently participate in after school activities are
more likely to show greater levels of attention in class, be more engaged in school, and
are less likely to develop an inclination for violent or problem behavior. What’s more,
some extracurricular activities provide students with the facilities and time to pursue
interests that they may not be able to pursue at school. (Schoolyard, 2017)
In a study done by the USDE in the year 2009, “It was revealed that students who
participate in extracurricular activities are three times more likely to have a grade point
average of a 3.0 or higher. This is higher than students who did not participate in
extracurricular activities. This is regardless of their previous background or
achievement.” Students that participate in extracurricular activities also showed positive
changes in students self confidence, teacher perception, and greater confidence, and then
developed positive school related adult attachments. Extracurricular activities increases a
students connection to school, raises their self esteem, and positive social natures.
According to Sage day (2018) One of the main areas that improvement is seen in
is social development because extracurricular activities involve working in a group or on
a team. This is a great way to encourage teens to participate and socialize with their
classmates, meet new people, and work together toward a common goal (Sage day,
2017). Below is a story from Cosden, Morrison, Gutierrez, and Brown about a girl who
improved her grades because of her participation in extracurricular activities.
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Stephanie was a 14-year-old eighth critic. Throughout her early faculty years, her
lecturers delineated her as a decent student. Throughout fourth grade, Stephanie’s parents
separated and she witnessed heaps of conflict within the home. Stephanie’s grades began
to slide and her teacher commented that Stephanie was preoccupied with the events
occurring in her home life. In sixth grade her grades continued to plummet. In seventh
grade, her brother urged she get entangled in sports. Stephanie enjoyed basketball, and
she or he became the captain of the seventh-grade squad. At an equivalent time her
grades began to boost. Once Stephanie was asked what created seventh grade completely
different from sixth grade, she answered, “playing basketball and being the team
captain.” She indicated that she plans to still play basketball as a result of it's been a
positive influence in her life and it provides her an outlet during which to channel a
number of the negative energy she was experiencing at intervals her home life. As results
of her want to have interaction during this sport, she created an acutely aware effort to
not let her family life interfere along with her assignment.
According to School yard (2017) For secondary school students, engaging in
extracurricular activities boosts their chances of gaining admission into universities. Most
universities nowadays check what the student offers apart from their academics, and that
is where co-curricular activities come in. Some students have gotten scholarships into
prestigious universities due to sports such as athletics and football. The aim of education
should be to develop an all-rounded student in all aspects. This includes the student’s
intellectual, spiritual, social, physical and moral capabilities. There is need to strike a
balance in all these aspects, so as to benefit the child (School yard, 2017).
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(E. Massoni, 2011) Massoni conjointly expressed the third result that
extracurricular activities wear students is college completion. The typical dropout rate
within the U.S. is concerning 100%. (E. Massoni, 2011) Students United Nations agency
participates in extracurricular activities are less possible to drop out and additional likely
to possess higher educational accomplishment. Those students that are in danger of
failure seem to profit even additional from participation in extracurricular activities than
those that are traditional achievers. this is particularly necessary for college kids United
Nations agency belong to ethnic minorities, students with disabilities, and in danger of
giving up as a result of students in a number of these teams have virtually a four-
hundredth drop out rate. (E. Massoni, 2011) Engagement in extracurricular activities is
coupled to decreasing rates of early drop out rates in each boys and ladies. Sports are one
in all the biggest extracurricular activities to possess effects on students. The athletic
programs cut back the drop out rate by forty nada. (E. Massoni, 2011) There also are laws
that are for youths in sports. One in all the foremost glorious laws is that the No Pass No
Play act. Many nations use this law. This law states that a student that's collaborating in
sports should have an explicit grade average and that they cannot fail quite 2 categories
or they won’t be ready to participate within the sport. This encourages several students to
stay au courant their grades that prevents them from failing or giving up. There also are
laws that say that students cannot participate in sports if they break the law. This stuff
embodies exploitation medication, drinking alcohol, and tobacco use. (E. Massoni, 2011)
In line with the study of Massoni within the year 2009 The fifth way that
extracurricular activities have effects on students is as a result of they need positive
aspects that students ought to become productive students and adults.
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Schoolyard claim that a student who is given a task such as leading and joining
extracurricular activities will foster a sense of accountability and responsibility in them
(Schoolyard, 2017). By collaborating in extracurricular activities students learn lessons in
leadership, teamwork, organization, analytical thinking, drawback determination, time
management, learning to juggle several tasks promptly and it allows them to get their
skills. Once a student decides they require affixing Associate in nursing pedagogy, they
appear for one that interests them and one that they like or fancy. (E. Massoni, 2011)
once students are in Highschool or school, this might be the issue that helps them find a
career. By collaborating in extracurricular activities, they're going to notice one thing
they fancy and see however they will use that as a career. Collaborating in sure
extracurricular activities having to try to with the sphere that the scholar is fascinated by
may facilitate them notice employment. If somebody is viewing a resume for a possible
worker, and that they see they need expertise or interest in what they're trying to find,
they're going to be a lot of seemingly to rent that person. These students can then have
higher career aspirations. Sure extracurricular activities additionally look smart on school
applications. Faculties look to check if students participate in certain things before they're
accepted. Participation in a number of these activities may additionally facilitate a student
get a scholarship for faculty. Once students participate in extracurricular activities,
particularly at a young age, it teaches those concerning future commitments. If they
require participating during a sure activity, they check in for a protracted time. Not only
for every week or many days. this is often smart for college kids to find out as a result of
faculty may be a future commitment, jobs, and alternative things that they're going to
have to be compelled to modify as adults.(E. Massoni 2011)
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Also consistent with Massoni 2011 the ultimate impact that extracurricular
activities wear students is that the social side. Students that are concerned in
extracurricular activities meet several new folks. Every club or sport is totally different;
therefore students meet totally different folk’s all told different teams. By connection
totally different ones they meet people with equivalent backgrounds they need and folks
they share interests with. Most times the students meet are students that they might ne'er
sit down with or become friends with on a traditional basis. In several extracurricular
activities students find out about cluster work, and typically they find you having less
conformity to gender stereotypes. Extracurricular activities are a locality of scholar’s
daily life. They play necessary roles in student’s lives. They need positive effects on
student’s lives by up behavior, faculty performance, faculty completion, positive aspects
to form made adults, and social aspects. As academics, we want to bear in mind look of
the consequences that extracurricular activities wear education. (E. Massoni, 2009)
Massoni 2009 additionally tested the idea that extracurricular activities in faculty
hinder positive tutorial performance as a result of they occupy the time students ought to
devote to finding out. The study was conducted at Susquehanna University and
information showed that twelve percent of the scholars registered weren't concerned in
any extracurricular activities that may be explained by the very fact that they lived off-
campus. The study compared the mark average (GPA) of scholars who were concerned in
some style of educationally purposeful activity to people who weren't involved in any.
The comparison of freshman students with no activity to people who rumored 3
extracurricular activities showed that the latter had higher GPAs; the comparison of
sophomores, juniors, and seniors yielded an equivalent results.
24
Schoolyard (2017) claim that students who participate in co-curricular activities
have a marked improvement in the grades. This can be attributed to skills they learn such
as better time management to accommodate their hobbies and class activities, better
organizational skills and a boost in their self-esteem. Skills learnt in clubs such as debate
can be applied in the classroom too, as the students learn how to express themselves
better (Schoolyard, 2017).
However, students who weren't operating had higher GPAs then people who had
to work; likewise students who were not concerned in sports performed higher than
athletes (E. Massoni, 2009). Mehus states that feminine students WHO work and study
have lower grades; however male students WHO need to work perform higher
academically. Like Mehus and Dunkelberger supports that extracurricular activities don't
seem to be the reason behind low educational performance except within the case of
athletes who expertise frequent absences from category thanks to visits to participate in
games.
Involvement in extracurricular activities strengthens the ties of scholars to the
college they're listed in. Therefore, it's necessary that educational establishments enhance
such activities for retention functions, once students are engaged and feel some form of
reference to the school; they're a lot of possible keep within the same establishment (E.
Massoni, 2009). Massoni continues to purpose although that not all activities give
identical form of support for higher student integration; some activities enhance
educational accomplishment whereas different hinder it (E. Massoni, 2009). Aitken
developed a multi-equation model to see retention supported student satisfaction
academically and in terms of living conditions, performance and retention at the
25
University of Massachusetts; the results although showed that involvement in
extracurricular activities wasn't vital for student retention.
Fraydoon said that analysis on participation in ECA has shown that numerous
students’ backgrounds (i.e., SES, ethnicity, gender, and sexual orientation) influence their
choices to decide on specific activities, their rates of participation, and whether to
participate or not. For example, Fredrick and Eccles (2010) found that adolescents who
selected to participate in ECA tend to be from a better SES. Conjointly Fraydoon shared
the survey study of one hundred seventy five in Los Angeles County public high schools
by Cohen in 2007 which found that opportunities for participation in sport-ECA were
restricted for deprived students who lived in low-income neighborhoods. The survey
showed that lack of participation in sports once faculty for several students could also be
the results of the subsequent facts: students typically were responsible to worry for
younger siblings, working, or living in neighborhoods wherever staying once faculty
hours wasn't attainable attributable to crime risk or transportation issues (F. Bayat, 2015).
He conjointly found that in colleges with additional oldsters with faculty degrees and
better incomes, students had larger sport-ECA participation. Students might need higher
access to sport instrumentation, transportation, relevant expenses; yet, higher conversant
oldsters knew regarding the importance of sport-ECA for his or her youngsters (F. Bayat,
2015).
The numerous studies show that the rate of participation is different among
students of different backgrounds. In a study, involving 1729 students in grades 7-12
from various ethnic backgrounds, According to his research Brown and Evans (2012)
found different levels of participation among various ethnic groups; the results revealed
26
that European-American students participated more in ECA than Hispanic-American
students. According to Bayat 2015) in the participation rates of Latino immigrant students
compared to U.S. born Latinos, and found that Latino immigrant students are less likely
to participate in ECA.
According to Bayat (2015) One of the features of ECA is the promotion of
“physical, intellectual, psychological, emotional, and social” skills development.(F.
Bayat, 2015) Bayat also stated ECA are places where students can build a range of skills
not available in most academic contexts and such skills “complement” student education.
And also Bayat cleared that students participate in ECA because they appreciate the skills
they develop.
Some activities, such as sports or music, regularly require long hours of
time for practice, sharpening of skills, and coordination with team or band mates, while
other ECA are intense and short-lived, and require little time or commitment (F. Bayat,
2015). In his study he showed that dance provides students with “multiple intangible
skills” such as patience, observation, problem identification, strategy-building, and the
ability to explain through means other than the verbal. Bayat found that Extracurricular
activities promoted the advancement of critical thinking skills which can be develop
through participating in a debate, student council, and others. Bayat also added that ECA
provide opportunities for students to participate in activities with peers and may result in
improved social skills such as learning to work with others and resolving conflicts; they
may also gain a positive sense of self-efficacy from the practical skills learned in an
activity, such as leadership, academic, or athletic. As per stated by the New College
Horizon (2019) extracurricular activities helps students in gaining a wider social circle.
27
Extracurricular activities are not solely about supplementing education or strengthening
the mind. These programs can be extremely fun and relaxing for students. It provides
them with the opportunity to spend more time with others who share similar interests.
Students are able to meet and connect with students from varied social groups by being a
part of sports team, debate or students government body.
For instance, a study in the U.S. by Howie, Lukacs, Pastor, Reuben and Mendola
(2010) investigated whether ECA increase social skills and decrease problem behaviors.
According to New College Horizon (2019) Extracurricular activities helps students to
have a strong and focused mind. Academic rigors like, complex problem-solving and
deep reading can only go so far as to strengthen the mind. On the other hand,
extracurricular activities help in taking this mind strengthening a step further. For
instance, high-endurance sports really help to train students in maintaining resilience and
patience in the face of intense difficulty.
They found that ECA increased respect for teachers and neighbors, the ability to
get along well with peers, conflict resolution, and being able to empathize with other
people. Howie et al. (2010) also discovered that students who did not participate in any
activity were less likely to have these social skills.
Fraydoon Bayat(2015) indicated a significant positive relationship between
extracurricular activities and development of teamwork skills. In his study it was showed
that students build interpersonal skills and develop relationships with others that
positively impact student achievement and literacy scores. Extracurricular activities
provided students with social skills such as cooperation, teamwork and group building.
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Bayat also said that one of the components of ECA is leadership. Little research
has been conducted into ECA and student leadership. In this study leadership is defined
as a critical practice based on dialogue and reflection that involves many individuals in
the construction of knowledge (Bayat, 2015), along with the practice of inclusive
leadership Bayat (2015). He also explained: “For leadership to be inclusive, everyone
needs to have the opportunity to influence what happens in organizations.”
Some studies consider the quality and effectiveness of ECA leadership by looking
at how adult leaders support students in developing skills, providing a safe environment
and ensuring that the activities stay on track Bayat (2015). He found that effective adult
leaders are skilled individuals that allow students to experience ownership and leadership
over the activity. Bayat (2015) recommendation, which talks about the inclusionary
development of ECA, also discusses the need to recognize individual differences that will
contribute to a more inclusive view of leadership.
Zehner (2011) conducted a study at Purdue University employing a data set that
contained 7,392 records for engaged students and 182,666 records for Purdue
students usually. He found that co-curricular activity participation resulted in higher
engagement which engaged students attained higher GPAs. Additionally to engagement,
these students additionally exhibited higher time management skills and better levels of
satisfaction. In keeping with their study, the foremost happy students also are those
that are most heavily engaged in co-curricular activities and earn higher GPAs
than different students.
Zehner’s report focuses on the impact of intensive engagement on tutorial action.
He conjointly notes in passing, however, that engagement looks to travel hand in hand
29
with another necessary objective: student satisfaction. The impact of activity on
satisfaction is important, however it shouldn't be immoderate. The distinction between
the smallest amount and most engaged students is little (Zehner’s findings show that
satisfaction varies solely from 3.1 to 3.5 on a 1–4 scale). Engagement doesn't essentially
cause satisfaction. It should instead be a result of satisfaction: students may take part
activities as a result of they're pleased with their categories, their housing things, and
alternative factors. All the same, Purdue’s most happy students are people who are most
heavily engaged in co-curricular activities.
Zehner’s sample examined the educational progress of students in 5 specific co-
curricular programs at Purdue University. These 5 teams are typified by intensive levels
of student involvement, together with each frequent drawn-out observe sessions and
occasional absences from campus: part Studies and Air Force Reserve Officer coaching
Corps (ROTC), study and military ROTC, Bands and Orchestras and military service
Science and Navy ROTC, and Purdue Musical Organizations.
Zehner states that his report demonstrates that extremely engaged students are
fortunate. He concludes, based on the proof of his sample that co-curricular involvement
of up to twenty (20) hours per week is according to a full credit load and a high measure.
His conclusions apply solely to participants within the 5 programs enclosed in the study
(listed above). He expects that similar results can occur among students in alternative
programs that emphasize designing, high expectations, tutoring facilitate, and
superintendence as powerfully because the 5 studied programs do. Zehner cautions
against assumptive that students UN agency devote twenty hours per week to out-of-class
activities can understand educational edges. His report mustn't to be understood as
30
implying that each one student, particularly students with poor study skills and low
educational qualifications, ought to have interaction in intensive outside activities.
A nationwide study by the Women's Sport Foundation (2009) indicated that
athletes do better in the classroom, are more involved in school activity programs and
stay involved in the community after graduation. The study also revealed that high school
athletic participation has a positive educational and social impact on many minority and
female students. The study, based on an analysis of data collected by the U.S. Department
of Education's High School and Beyond Study, indicated that girls receive as many
benefits from sports as boys. Sports involvement was significantly related to a lower
dropout rate in some school settings. Minority athletes are more socially involved than
non-athletes. The researchers also included the broad view on youth development which
taken by The Search Institute in Minneapolis, MN, which Benson (2000) reported has
identified traits, activities, and experiences that facilitate the healthy development of
youth and work toward shielding them from risk-taking behaviors. There are 40
characteristics that the Search Institute has identified as Developmental Assets, with one
subset of twenty assets expressed as internal to the person and also twenty assets 46 that
are external and a part of the community. These assets were identified after surveying
over 100,000 young people in grades 6-12 in 210 different communities. There are four
categories of external assets: support, empowerment, boundaries, and constructive use of
time. The constructive use of time category includes structured activities for youth being
provided not only by the schools, but also community organizations and religious
institutions.
31
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: a positive, emotional,
mental and social stresses.
According to Jennifer Reynolds (2018) Balancing schoolwork with
extracurricular activities can be stressful for some students, especially when an
abundance of activities takes up valuable time they need to study or complete
homework. A student's involvement in extracurricular activities can put stress
even on their social life. Time management is one of the factors, which the
students have to consider before making any commitments. Not all students
share the same ability to get work done in a given period. Thus, if the student is
a slow person, opting for an activity, which requires a lot of energy and hours,
it may create troubles for them. Extracurricular activities can take away the
time that the students should have spent for their families. due to students
commitment in extracurricular activities they no longer carry out their
responsibilities at home. Reynolds (2018) also say that extracurricular activities
have decreased closeness within a family, considering that students have to
spend more time on their studies and interest, instead of their families.
Lauralee Moss (2017) states that Another disadvantage of extracurricular
activities is physical stresses. Children might not always know how to articulate their
physical problems, but Scholastic suggests looking for common ailments. In younger
children, over scheduling most often takes the form of irritability, avoiding eye contact
and tantrums. In older children, look out for mood swings, recurrent sickness such as
32
stomachaches and complaints about the activities themselves. The activities might cause
physical pain, such as leg cramps or headaches. In such cases, seek medical treatment to
ensure your child's complaint does not warrant further attention.
Michelle Goth (2015) States that 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. She claim that
students who are actively participating in Extracurricular activities are more likely to feel
shortness of breath, muscle tension, rapid heart rate and dizziness due to the multiple
activities handling by the students.
Michelle Goth (2015) confirm that the situations and pressures that cause stress
are known as stressors. Students usually think of stressors as being negative. That leads
to emotional stress, such as anger and irritability. Students are having a difficulty to
manage their anger and irritability when they are facing a multiple pressure and activities.
Losing their self-esteem, Students are losing a trust and starting to criticize themselves
after having a failure to achieve and meet the expectation of the other fellow students or
their audiences. Students also gain criticism or judgement that leads them to be
imprisoned in a box which give them a difficulty to express more of their emotion.
Natalie Regoli (2016) states that Extracurricular activities can put learning at
risk due to tiredness. If a student has to deal with more activities, then they would
normally get tired, making them less motivated to study. Lauralee Moss (2017)
share that students might also suffer from frustration. No matter the age, students
can become frustrated if they are overworked with school, friends, family and
extracurricular activities. Older students sometimes juggle jobs as well. Students
33
need time to study, relax with peers and join family time. Anytime students
struggle to find a balance in life, parents should look at their extracurricular
involvement. Students might also suffer from anxiety which leads to overthinking.
Meanwhile, two studies found negative correlations between Physical
Activity and academic success. Dijk et al. (2014), reported a negative correlation
between physical activity and academic success only among middle school
students. The authors speculated that middle school students might be more prone
to prioritizing physical activity over school-related work. In the second study,
researchers used accelerometers to objectively measure physical activity in a
sample of 1,778 students aged 6-18 and found a weak but negative correlation
between the physical activity and academic success.
Related local literatures and studies
As expressed in the Philippine Constitution, education is one of the priorities of
the state. The government should lead in ensuring its quality and accessibility. In
addition, as stipulated in the Senate Bill No. 911, one of the biggest foundations of a
progressive nation is an educated population. To do this, there is a prime need of
striking a balance between curriculum, academic, co-curricular and extra-curricular
activities (Noora, 2017). These activities work hand in hand in the holistic development
of personalities and create a horizon for systematic and meaningful learning
opportunities and prepare students for the future (Noora, 2017)
Philippines.info (2016) defined Extracurricular activities are those which exist
outside the domain of normal curriculum of school or college education. They are to be
34
performed by students and exists at all the levels of education starting from grade 1st,
junior school, high school, college to university education and much more. These
activities are mostly voluntary and are unlike the mandatory tasks. Co-curriculum is a
very important and essential part of an education system. It is the co-curriculum aspect
of the education that prepares and molds the student to be holistic. Nevertheless more
emphasis has generally been given to the curriculum aspect resulting from the students’
inability to link the excellence in performance academically to the active participation in
co curriculum.
Philippines.info (2016) also stated that extracurricular activities are important for
working and for learning as well. We find parents telling and encouraging their teens to
study more and play less. All this is done in pursuit of a goal. The parents believe that
devoting quality time in studies would surely bring success in future. However, apart
from the books and e-learning, there is something more which can attract and help in
well-rounded education. Some major activities under extra curricular include basketball,
baseball, drama, student government, choir, computer clubs and much more. Enrolling
in them and playing these games can highly affect studies.
According to the study of Lualhati Fernando-Callo& Peter FerminDajime in
2016 Most of the students who are actively participating in Extracurricular activities
here in the Philippines are focusing on Sports which is an activity that requires physical
action and skills where individuals or teams compete under a set of specific rules and
regulation. Sports can be played individually, in pairs, or in teams composed of three or
more players. Individual and dual sports foster greater discipline, self-confidence, focus,
and passion. Team sports promote collective discipline besides individual skills and
35
talents. However, in any sports, focus and being goal-oriented is important. Any sport is
best played when the player is familiar of its history, court/venue, gears/equipment,
technical/tactical skills, rules, and officiating. Lualhati F.C. & Peter F.D. (2016)
They also stated that through this kind of activities Students can develop a Skill-
related Physical Fitness or sometimes called sports fitness or motor fitness. The skill-
related physical fitness is called as such because people who possess them find it easy to
achieve high levels of performance in motor skills. The components of skill-related
physical fitness are fitness are agility, balance, coordination, power, reaction time, and
speed.(Lualhati F.C. & Peter F.D., 2016)
In the study of Porto J.A., et al (2016) shares the health benefits of the common
sports activities that a lot of Filipino students are participating:
• Basketball is said to be the most popular sport in the Philippines. Anyone can
play it anytime and anywhere whether in the streets, schools, or at the
professional level. It is a favorite game in universities and has been the most
anticipated sports event in competitions.
• Dancing provides a good cardiovascular system. It also promotes flexibility,
coordination, and balance and is effective in weight loss.
• Racket sports, such as tennis and badminton, are stop-and-start activities that
place energy demands on the body as the players try to volley the ball across
the court. When played regularly, racket sports can help burn calories, lower
blood pressure, and reduce the risk of developing heart disease. They help
improve your reflexes and agility.
36
• A basketball court or at least a makeshift basketball hoop can be found in
almost every barangay (neighborhood) all over the country, even basketball
stadiums of various makes and sizes.
In the study of Belle O. Mapa (2018) “Fantastic Extracurricular Activities and
Why They Matter.” She shares the different kinds or types of co-curricular activities
which also included the benefits of each type of co-curricular activities in student’s
development.
• Social activism and volunteering: Stay woke, and fight for the good you wish
to see in the world. Volunteer for charity, support a cause, become a member
of an org you believe in. Get in touch with social realities that affect our
world. These help you develop leadership skills, empathy, and a strong sense
of ethics, too! Standing up for what you believe in actually helps you stand
out in an application.
• Internships: Amp up your resume with an internship or two over the summer.
It’s not just coffee runs and taking meeting notes. You learn the necessary
business disciplines they don’t teach you at school. An internship is a mini
training ground for the work to come in the industry or company you get into.
• Academic clubs and competitions: Being part of an academic club or
competition like advanced math, science, or English shows that you’re
seriously smart. Enough to qualify for a special group. Enough to get
competitive. Sure, these don’t happen year-round. But if you want something
that really boosts your academic profile, this is the way to go.
37
• Leadership and student government: People love a born leader. Someone who
is confident that they can make a difference. It shows initiative,
communication skills, and responsibility.
• Sports and athletics: Student-athletes are high in demand, especially for
colleges in the UAAP circle. But whether or not you’re gunning for those
schools, being into sports can benefit your muscles, memory, and morale.
Whatever your body type or interest, there’s an activity out there for you.
Athletics boosts brain activity as much as it trains your muscles and gets you
fit. Plus, you learn about teamwork. The teammates you make along the way
become friends for life.
• Debate: Being in a debate team will enhance the Students argumentative and
communication skills. But it’ll also test your grit, your drive, and your ability
to stand by and for something that matters. Admissions teams see debate as a
trump card because it proves you can think critically and form intelligent
opinions about current events.
• Creative arts, music, performing arts: If you want to show your individuality
and creativity, add an art club or theater work under your belt! This is
especially helpful if you want to pursue a degree in Fine Arts, Music, or the
like. Even if you aren’t pursuing that course, though, it shows universities that
you’re well-rounded and you value the humanities.
• Work (writing, photography, or art): Another standout skill that wows
admission teams is published work. It’s super impressive to see a young
person in newspapers, magazines, and established blogs or online
38
publications. Your school newspaper is a good start. But with online media,
it’s easier to get your stories out there. Got a good eye? You can even
contribute as a photographer or artist.
The researcher also shared that extracurricular activities can make learning easier
and comfortable. Moreover, students can also make them as their career. Besides being a
stress releaser, these activities also boosts socializing with peers and enhances student’s
time management and the stress management skills. Furthermore, the extra curricular
activities also help to aggravate a candidate’s appeal while applying for admission in a
college. It is to be understood that students participating in extracurricular works are
held to a higher strata. They know the method of living in groups by developing
leadership skills and managing tensions in easier way.
N.J. Gatchalian (2015) states that active participation: is that the foundation of
faculty success wherever alternative college-success methods are established; (2) allows
success to maximized as students have to be compelled to move participants within the
learning process; and (3) has 2 (2) key elements basic to that, (a) the time dedicated to
the method of learning; and (b) degree of non-public mental and physical effort exerted
within the method of learning.
The research worker himself has discovered that active participation within the
university life isn't restricted to the realms of educational units like Biology, arithmetic,
and History to call many. Moreover, active participation is additionally manifested in
extra-curricular activities like clubs, varsity groups, and organizations.
39
He even shared that in an interview with Briones (2015) he states that, “An
active participant is somebody who finds time, devotes, and commits to extra-curricular
activities.” He more adds that, involvement with extra-curricular activities has tutored
him to be committed, involved, responsible, accountable, and have a vision to each
inspire and empower individuals. Apart from that he had conjointly discovered skills
like speaking publically, event organization and management, and team building
facilitation. Namco 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.
The effectiveness of co-curricular activities in step with Gatchalian (2015) lies
within the application of what's learned since co-curricular activities complement the
information, it's complemented in such some way that address, and time management
are used not just for tutorial units however also personal development furthermore.
The research worker himself has discovered co-curricular activities are
characterized by the following: (1) being a lot of prevailing in university life, (2)
activities that crop up at intervals the varsity day is co-curricular—thus complementing
the regular information. Moreover, co-curricular activities are activities that occur
throughout category hours in a very university, as an example the commercialism
Committee (MerchComm) in University of Asia and therefore the Pacific (UA&P)
continually organizes their merchandise selling from the morning till the afternoon on a
40
college day—during category hours. It enhances the information in a very means that
sensible skills like address, and time management, are developed which will be
employed in tutorial units—specifically major units (majors).
The research worker conjointly observes the prevalence of co-curricular
activities within the variety of being a class-representative for his or her faculty block.
As an example, in UA&P’s faculty of Communications (SCM) exists the organization
referred to as Communists, whereby Communists assigns block representatives per
faculty block for specializations underneath SCM like Integrated promoting
Communications (IMC) and Media diversion and Management (MEM). This instance
itself is already a co-curricular activity since it enhances the block representative’s
regular information within the variety of representing the block and acting as a liaison
for the block and Communists vice-versa. Thus, living out the ideals of being a
representative for the good thing about the block.
In the study of Rao et. al (2010) explicit that there are lots of advantages in
student’s involvement in extra-curricular activities which is able to be reviewed,
including: reducing the dropout rate; increasing leadership ability; increasing a way of
belonging; raising tutorial and social skills; academic expectations; the
student’s quality and peer status; reduction of delinquency and crime. The research
worker even aforementioned that in line with Asian Institute for Teacher Educators
at Quezon City in Philippines discovered current practices in assessing students
in coaching and to work out their suitableness for teaching. A form was ready to
hide four main areas: course subjects, sensible teaching, co-curricular activities and
extra-curricular activities. The findings say that the profile of the scholars United
41
Nations agency are assessed pretty much as good candidates show
that they're noticeably inquisitive about extra-curricular activities and were sincere
participants in these activities throughout faculty time. The research
worker conjointly shared that in line with the separate study conducted by Center for
the scheme {of faculties of colleges} found that sports had a little however consistent
impact on a range of alternative positive school outcomes. The additional concerned that
l0th graders were in athletics, for instance, the additional seemingly they were to
feel assured of their tutorial skills or to be engaged in their colleges.
Rao et. al (2010) examined young adult participation in Highschool activities and
identity cluster as predictors of later substance use, psychological adjustment, and
academic and activity outcomes. They found that each participation and
identity could consolidate specific skills, attitudes, values, and social networks that have
a far-ranging impact on the transition to adulthood. He conjointly investigated the
connection between participation at school and non-school primarily based extra-
curricular activities and peer influence on adolescent substance use. Surveys of three,
189 eleventh graders from thirty three western high colleges indicated
that whereas faculty and non-school primarily based extra-curricular
activities considerably influenced substance use, peer influence was rather
more important in explaining variance in substance use.
According to the Fil-Am blogger named Nicole Jackson (2018) There are so
many activities that a student can choose from, including sports such as athletics,
football, and rugby, scouts, debate, chess or even music. Some students who are
interested in more than one activity end up participating in them, as long as they have
42
enough time left for their studies. She even posted the benefits of extracurricular
activities or co-curricular activities based on her experience.
• Improved Academic Performance: Studies have shown that students who
participate in co-curricular activities have a marked improvement in the
grades. This can be attributed to skills they learn such as better time
management to accommodate their hobbies and class activities, better
organizational skills and a boost in their self-esteem. Skills learnt in clubs
such as debate can be applied in the classroom too, as the students learn how
to express themselves better.
• Better Time Management Skills: A student has to learn how to balance their
academic life with their hobbies. They need to know how to incorporate their
club and sports activities into their school life and allocate enough time for
each. They learn how to plan out their day to include study time and co-
curricular activities time, and will know how to make use of any free time
they may have. Such a student is also less likely to procrastinate.
• Learn New And Useful Skills: Students learn new skills that are useful in their
school life and day-to-day activities. Students learn skills such as teamwork,
better social skills, and critical thinking. According to studies, students who
participate in co-curricular activities were found to have better leadership
skills and learnt how to relate better with their peers than those who didn’t.
• Sense Of Commitment: Students who participate in co-curricular activities
have a sense of commitment to whatever they are involved in. This is because
as they take part in whatever sports or club activity they are a member of, they
43
have to commit to it and give their all, and this commitment extends to all
other areas of their lives.
• Sense Of Responsibility: A student who is given a task such as leading a
scouts group, or First Aid, will with time be very efficient in that task. This
will foster a sense of accountability and responsibility in them.
• New Friends: Students should be encouraged to pursue extracurricular
activities as they meet and spend time with new people, hence forming new
friendships. This is important as they interact with those of different or similar
interests, and learn a thing or two from them. They also get a different point
of view on things as the new friends they make may see life in general from a
different point of view.
• Introduction To New Activities: Students who engage in extracurricular
activities are exposed to a wide range of new activities such as sports,
painting, drama, scouts and singing. Though these activities may be hobbies,
some students take them up and pursue them in their adult lives, turning their
hobby into their career.
• More Opportunities: For secondary school students, engaging in
extracurricular activities boosts their chances of gaining admission into
universities. Most universities nowadays check what the student offers apart
from their academics, and that is where co-curricular activities come in. Some
students have gotten scholarships into prestigious universities due to sports
such as athletics and football.
44
Same with the blog of Nicole Jackson the Nord Anglia International school,
Manila (2016) a school which focuses in extracurricular activities posted their study
about the benefits that a student might get by joining extracurricular activities or co-
curricular activities in school.
• Physical Development: When students participate in sports and outdoor
activities, they get good exercise and learn life-long habits of keeping
physically fit. Combined with other life skills like learning how to eat right,
will ensure that children know the basics of living a healthy lifestyle. Not all
activities promote physical development in the obvious ways that athletics do.
Physical development, which encourages fitness, agility, strength and even
academic performance, can take place in a multitude of extracurricular
activities. Art and music classes promote fine motor skills, the coordination of
small muscles, in movements usually involving the synchronization of hands
and fingers with the eyes. Also extracurricular activities promote and practice
the Gross motor skills of the students. This type of motor skills required the
whole body movement of a person.
• Creativity: Many different extracurricular activities can provide an outlet and
develop a student’s creativity skills. Obvious choices are arts and crafts,
music, performing arts, but other activities like sports and collecting can teach
problem-solving skills. The best activities for your children are those that
encourage their natural curiosity and interests.
45
• StressReleaser: Many activities take place in a relaxing environment or
promote healthy methods for dealing with stress. The more we are able to find
positive ways to deal with stress, the better we feel.
• Self-Confidence: When student learn new skills and engage in social
activities, they become more self-confident. Learning social skills like
cooperation, negotiation, and conflict resolutions in a fun and relaxed
environment will help them interact appropriately with others - a skill
valuable in all aspects of life from home life to the workplace.
• Team Spirit and Camaraderie: Teamwork is increasingly more important in
home life as well as at work. Team sports require students to work together to
achieve a common goal and remove the focus from the individual to the team.
These aren't the only activities that teach teamwork, though; other activities
like drama and dance also promote teamwork.
(C. Chua, et al., 2017) In their study held in the University of Sto. Tomas stated
that joining an extracurricular activities can develop a soft skills which can help the
students in their future job or work. They also claimed that joining extracurricular
activities has direct no relationship in the employability of a person or a student. She also
shows that 100 percent of the HR Personnel respondents said that a fresh graduate must
possess the following soft skills: critical thinking and problem solving skills,
communication skills, collaboration and team building skills, creativity and innovation
skills, cognitive skills, effective time management skills, data/information and technology
related skill, and leadership skills. One hundred (100) percent of the graduates said that
they have acquired communication skills, collaboration and team building skills, effective
46
time management skills, and leadership skills in their participation in ECAs during their
collegiate years. However, some of the respondents answered that they did not acquire
the other soft skills. Thus, there exist a gap between the soft skills acquired by the
graduates and soft skills required by the companies.
(C. Chua, et al., 2017) in their Correlational analysis shows that there exists a
significant relationship at 0.05 level between and among independent variables of number
of jobs, number of initial interview, level of participation and soft skills developed
through ECAs. Paired Sample Means Test showed that at 95% level of significance, there
exists no relationship between the soft skills possessed by the graduates and expected by
the company. The logistic regression model that was developed in predicting
employability has passed the overall goodness fit test and statistical significance test. It
also shows that participation in extracurricular activities have no direct influence to the
employability of the graduates. It is also quite interesting to note that further analysis
showed that the soft skills of graduates who did not participate in any ECAs while
studying in college have an effect to their employability. Although this may be the case,
the researchers still recommend that for the current IE students to still join and engage in
extracurricular activities provided they manage and balance their time with their
academics.
According to Rose Fres Fausto of the blog site and news article philstar.com extra
curricular activities (ECAs) are very important in a student’s life. Unfortunately, since
they are not graded and don’t form part of the QPI (Qualitative Point Index) or GPA
(General Point Average) which determines whether a student can continue studying in his
school, they are not the priority in a student’s survival in school.
47
• ECAs open doors to discover other interests, strengths and purpose. Not all
children are gifted in the traditional IQ (Logistic-Mathematical, Verbal-
Linguistic) which are the ones emphasized and graded in traditional schools. She
even added the ninth Intelligence – FQ - to this long list.
• ECAs help build work relationships skills. Being involved in school organizations
hones skills on how to deal and work with different characters for a common goal.
This is undoubtedly a great life skill.
• ECAs teach time management. This is the inevitable consequence of juggling
schoolwork, making sure they still make the cut in the required average to stay in
school, and continue with their active role(s) in their organization(s). Prioritizing
and discipline with time are essential skills developed.
• ECAs look great on resumes. Employers do not just focus on academic grades
anymore, but put considerable weight on what else a student did while in school.
It is in the ECAs that employers get valuable insights into the character of the
applicants they are considering for a position.
• ECAs are food for the soul. Because of the commitment and hard work your
children give to something that’s not required or imposed on them, they get a
higher form of fulfillment when they accomplish the goals outside of academic
requirements. And since most organizations contribute to the society or
improvement of the self, not only do they raise your children’s self-esteem, but
they also nourish their soul.
48
According to the study of John H. Holloway (2010) stated that extracurricular
activities do contribute to student’s success at school. Duncan wrote in the journal
“Family matters” that recent research confirms that involvement in extracurricular
activities is more than child's play. Researchers in this area have indicated that when
students participate in these activities they are less likely to be involved in delinquency
and less dropouts.
The 1st benefit that extracurricular activities are that they reduced behavior
problems (Unknown, 2010). They show discipline because they have to show up for
practice and do the drills that they are told to do. They have the responsibility to do the
tasks that they are assign correctly, whether is a play at a basketball game, a dance
routine or an equation for a math problem. By participating in extracurricular activities
students learn lessons in teamwork, leadership, analytical thinking, problem solving,
organization, and time management. It might also be suggested that participation can give
adolescents confidence about their physical and perhaps social selves. When students
participate in extracurricular activities, they often have greater opportunity to interact
with others, develop friendships, and to develop social confidence. (Unknown, 2010)
The researcher also claimed that Availability and affordability of activities are the
most basic factors that affect or impact the student’s lives. The presence of resources
such as parks, community centers, playing fields, and the availability of willing and
competent adults to provide the activities are requisites. Beyond availability, factors such
as transportation and a family’s economic means to pay the costs of activities have
considerable influence on the student’s participation rate. Parents desire to enroll their
children in organized activities and their ability to manage their children’s participation
49
rates. Participating in extracurricular activities can change student’s lives in a positive
way. For example, Alfonso Anchondo, football, basketball and soccer coach, told a story
about a student impacted through participation in extracurricular activities. And in line in
his or her study extracurricular activities had always been around us however; people
may not know all the information about these activities.
He also claimed that The development of extracurricular activities has provided
students from all ages to become involved in them and have something to do. There are
some benefits as well as problems when it comes to these different activities. Different
views regarding these benefits and problems exist through out the United States.
Different communities have developed these activities for students and they have set their
expectations in order for them to follow. As the presence of extracurricular activities
continue organizations such as Boys and Girls Club and Fred Loya continue to provide
different activities to the students. What is considered an extracurricular activity may
vary from schools, cities, and discourse communities? These activities may have an
impact on the participant’s lives and everyone can experience it different. These activities
keep growing as the population and society changes.
50
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the research design that will be use, the research setting, the
respondents of the study, the research instruments, the data gathering procedure and
statistical treatment to be use in this study.
Research Design
This study will utilizes a descriptive type of research. The descriptive method of
research allow us to learn from past behaviors and to understand how they influence
future outcomes.
Descriptive research by Willison (2011) relies on observation as a reasons of
collecting data. It attempts to examine situations in order to establish what is norm. what
can be predicted to happen again under the same circumstances, this method is
appropriate to the study since it aims to determine the effects of extracurricular activities
to the lifestyle of the selected students.
This study will utilizes also a correlational type of research. This design will
examine a relationship between two concepts. These are two broad classification of
relational statements: casual relationship similarly called the cause and effect
relationship. The cause is the independent variable, the variable that is affected is the
dependent variable. Correlation between two concepts can either be none (no
correlation); positive and negative results. Furthermore, the degree of association is often
measurable. This study aims to determine the relationship between the extra-curricular to
the lifestyle of the selected G10 students.
51
The purpose of employing this descriptive correlation type of research is to
describe the return of the condition as well as to explore the causes and effects of a
particular situation.
Research Method
In this research, the researcher will use the Quantitative method. Quantitative
research, is defined as a the systematic investigation of phenomena by gathering
quantifiable data and performing statistical, mathematical or computational
techniques. Quantitative research gathers information from existing and potential
customers using sampling methods and sending out online surveys, online
polls, questionnaires etc., the results of which can be depicted in the form of numerical.
After careful understanding of these numbers to predict the future of a product or service
and make changes accordingly.
Quantitative research templates are objective, elaborate and many a times, are
investigational in nature. The results achieved from this research method are logical,
statistical and unbiased. Data collection happens using a structured method and
conducted on larger samples which represent the entire population.
Respondents of the Study
The respondents of the study will be the selected G10 presently studying at
Benjamin B. Esguerra Memorial National High school S.Y. 2019-2020. The target
respondents of this study will be 50 students who are actively participating in
extracurricular activities and willing to answer the given survey questionnaire.
52
The respondents in this study are the selected G10 students. The researchers can
choose their respondents according to the availability of the students. The researchers
will utilizes a purposive sampling technique for this study.
SCHOOL CLUBS NUMBER OF RESPONDENTS
STUDENT COUNCILLOR 10
DANCE CLUB 10
MATH CLUB 10
SPORTS CLUB 10
SCIENCE CLUB 10
TOTAL 50
Number of Respondents
Data Gathering Instruments
The researcher will be using a survey questionnaire as research instruments to
collect data. The survey questionnaire it will help them to find The Effects of
Extracurricular Activities to The Selected G10 Students of Benjamin B. Esguerra
Memorial National High school S.Y. 2019-2020.
The survey questionnaire is composed of 27 questions: three (3) Negative and
three (3) Positive Impact for physical aspects, three (3) Negative and (3) Positive Impact
for emotional aspects, three (3) Negative and three (3) Positive Impact for social aspects,
three (3) Negative and (3) Positive Impact for mental aspects.
The Likert Scaling Techniques of summated rating will be use. The following tables of
interpretation will be adopt
53
SCALE RANGE VERBAL INTERPRETATION

5 4.50-5.00 Strongly Agree
4 3.50-4.49 Agree
3 2.50-3.49 Somewhat Agree
2 1.50-2.49 Disagree
Strongly Disagree
1 1.00-1.49
Likert scale
The study will utilizes the quantitative approach to obtain the numerical findings
for the data that will be gather.
Data Gathering Procedures
1st Step: Discuss about the process before the survey
1) Writing a letter
2) Survey Questionnaire (Constructing)
3) Approval of Survey Questionnaire
4) Administering the Survey
5) Checking, Collecting, Analyzing and Interpreting
6) The tallying of data are normally written in statistical treatment.
Statistical Treatment of the Study
The researchers will use a tallying method to determine the percentage of the
results of the survey questionnaires from the sample of this study.
Using frequency distribution table and means of distribution, the researchers will
determine the positive and negative effects of extra-curricular activities to the lifestyle of
the selected G10 students.
54
The researchers will use percentage as research treatment. A percentage
frequency distribution is a display of data that specifies the percentage of observation s
that exist for each point of data points. It is a particularly useful method of expressing the
relative frequency of survey responses.
The researchers of the study will use the tallying method that will determine the
percentage of the results in the survey questionnaire that will obtain for the chosen
sample of the study. The data that will gather in this research study is subject to statistical
analysis.
The responses to the Effects of Extracurricular activities to the lifestyle of the
selected G10 students of Benjamin B. Esguerra Memorial National High school will be
determine by using frequency distribution, table and mean of distribution
The Formula for the percentage is:
f
p= x100
n
Where:
P= percentage
f= number of designated samples
n= total number of samples
55
Weighted mean. Since the responses of groups has an assign points, the weighted mean
will be use to compute the measures of central tendency the positive and negative effects
of extra-curricular activities.
The Formula for the Weighted mean is:
∑𝒏
𝒊 =𝟏 𝒇𝒊 𝒙 𝒊
WM= ∑𝒏
𝒊 =𝟏 𝒇𝒊
Where:
WM= weighted mean
∑ 𝒇𝒙= sum of all the products of f and x.
x= the weight of each option
f= the frequency of each option
∑ 𝒙= sum of all the objects
i= starting
n= the end
56
Pearson Product- Moment Correlation. To measure the degree of relationship between
the effects of Extracurricular activities to the lifestyle of the selected G10 students of
Benjamin B. Esguerra Memorial National High school. To find out if the computed
Pearson’s r will over in a population is which the two variables are related or not.
The Formula for Pearson’s r is:
𝑵 ∑ 𝒙𝒚 − (∑ 𝒙)(∑ 𝒙)
r=
√[𝑵 (∑ 𝒙𝟐 )−(∑ 𝒙)𝟐 ][𝑵(∑ 𝒙𝟐 )−(∑ 𝒙)]
Where:
r = Pearson Product-Moment Correlation
x = Independent Variable (Effects of Extra-curricular
activities)
y= The dependent variable (lifestyle)
N= Number of Intervals
57
CHAPTER IV
ANALYSIS, INTERPRETATION AND PRESENTATION OF DATA
This chapter consists of the presentation, analysis, and interpretation of the data
gather to answer the problem present in Chapter I.
PROFILE OF THE RESPONDENTS
Table 1 summarizes the findings and percentage distribution of respondents base on their
age range.
Table 1
Over-all Frequency Distribution of Respondents in Terms of Age
Age Group Frequency Percentage

14-17 48 96%
18 & above 2 4%
Total 50 100%
The researchers divides the respondents in to two groups base on their age:
fourteen to seventeen (14-17) years old and eighteen (18) and above. They are selected
by the researchers at the five (5) existing clubs and organizations in Benjamin B.
Esguerra Memorial National High School using the purposive sampling.
The most total number of respondents are from age range of fourteen to seventeen
(14-17) years old with a frequency of 48 equivalent of 96%.
On the other hand the least total number of respondents are from the age range of
eighteen and above (18 & above) years old with a frequency of two (2) and percentage of
4% only.
58
Table 2. Summarizes the frequency and percentage distribution of respondents in terms
of their Gender.
Table 2
Over-all Frequency Distribution of Respondents in Terms of Gender
GENDER FREQUENCY PERCENTAGE

Male 19 38%
Female 31 62%
Total 50 100%
In the table given above it shows that most of the respondents are Female who are
actively participating in extracurricular activities in Benjamin B. Esguerra Memorial
National High School with a frequency of 31 and a percentage of 34%. On the other hand
the frequency of male students are 19 with a percentage of 14%. Having the total
frequency of 50 and a percentage of 100%.
Table 3. Summarizes the frequency and percentage distribution of respondents in terms
of Club/Organization.
Table 3
Over-all Frequency Distribution of Respondents in terms of Club/Organization
CLUBS/ORGANIZATION FREQUENCY PERCENTAGE

Supreme Student Government 10 20%
Dance Club 10 20%
Math Club 10 20%
Science Club 10 20%
Sports Club 10 20%
Total 50 100%
59
There are five (5) existing clubs and organizations in Benjamin B. Esguerra
Memorial National High School; The Student Council or the Supreme Student
Government (SSG), Dance Club, Math Club, Science Club, and the Sports Club. The
researchers will choose their respondents by getting ten (10) students from the said five
existing clubs and organizations to know the opinion and idea of the different students.
The frequency are as follows: ten (10) from Supreme Student Government with
20%, ten (10) from Dance Club with 20%, ten (10) from Math Club with 20% , ten (10)
from Science Club with 20%, and ten (10) from Sports Club with 20%. Having the total
frequency of 50 and a percentage of 100%.
OVER ALL WEIGHTED FOR THE POSITIVE EFFECTS OF
EXTRACURRICULAR ACTIVITIES TO THE SELECTED G10 STUDENTS OF
BENJAMIN B. ESGUERRA MEMORIAL NATIONAL HIGH SCHOOL
Table 4. It summarizes the Positive Effects of Extra-curricular Activities to the Physical
Aspects of students.
Table 4
Over-all Weighted mean of Positive Effects of Extra-curricular Activities to the
Physical Aspects of the students.
Verbal
Statement Weighted Mean
Interpretation
1. Get good exercise and learn life-long 4.16 Agree
habits of keeping physically fit.
2. Promote and practice fine motor
skills, (synchronization of hands and 2.92 Somewhat Agree
fingers with the eyes.)
3. Promote and practice gross motor
skills, (require whole body 4.16 Agree
movement.)
OVERALL WEIGHTED MEAN 4.15 Agree
60
In table 4. Summarizes the result from the survey in terms of physical aspects.
Most of the respondents agree on statement one (1) and three (3). Having extracurricular
activities, students can get good exercise and learn life long habits of keeping physically
fit with a weighted mean of 4.16 and promote and practice gross motor skills (whole
body movement) with a weighted mean of 4.16. On the other hand some of the students
Somewhat agree on statement two (2), extracurricular activities promotes and practice
fine motor skills (synchronization of hands and fingers with the eyes) with a weighted
mean of 2.92.
Table 4.1. It summarizes the Positive Effects of Extra-curricular Activities to the Social
Aspects of student.
Table 4.1
Social Aspects of the students.
Verbal
Interpretation
1. Develop Teamwork skills.. 4.38 Agree
2. Develop Leadership Skills. 4.26 Agree
3. Develop a new sets of friends. 4.22 Agree
In table 4.1. Summarizes the result from the survey in terms of social aspects. All
of the respondents agree on the three statements given in the table above. Having
extracurricular activities, can develop teamwork skills with a weighted mean of 4.38,
develop leadership skills with weighted mean of 4.26 and Develop a new sets of friends
with weighted mean of 4.22.
61
Table 4.2. It summarizes the Positive Effects of Extra-curricular Activities to the
Emotional Aspects of students.
Table 4.2
Emotional Aspects of the students.
Verbal
Interpretation
1. Extracurricular activities helps to 4.64 Strongly Agree
discipline.
2. Gives a sense of accountability and 4.44 Agree
responsibility.
3. Stress reliever 3.82 Agree
In table 4.2. Summarizes the result from the survey in terms of emotional aspects.
Most of the respondents agree on statement two (2) and three (3). Having extracurricular
activities, gives student’s a sense of accountability and responsibility with a weighted
mean of 4.44 and Stress reliever with a weighted mean of 3.82. On the other hand some
of the students Strongly agree on statement one (1), extracurricular activities helps to
discipline with a weighted mean of 2.92.
62
Table 4.3. It summarizes the Positive Effects of Extra-curricular Activities to the Mental
Table 4.3
Mental Aspects of the students.
Verbal
Interpretation
1. Enhance analytical thinking skills. 4.16 Agree
2. Develop self-esteem. 2.92 Somewhat Agree
3. Develop and enhance creativity skills. 4.36 Agree
In table 4.3 Summarizes the result from the survey in terms of Mental aspects.
Most of the respondents agree on statement one (1) and three (3). Having extracurricular
activities, students can enhance analytical thinking skills with a weighted mean of 4.16
and Develop and enhance creativity skills with a weighted mean of 4.36. On the other
hand some of the students Somewhat agree on statement two (2), extracurricular
activities develop self-esteem with a weighted mean of 2.92.
63
OVER ALL WEIGHTED FOR THE NEGATIVE EFFECTS OF
Table 5. It summarizes the Positive Effects of Extra-curricular Activities to the Mental
Table 5
Over-all Weighted mean of Negative Effects of Extra-curricular Activities to the
Physical Aspects of the students.
Verbal
Interpretation
1. Experiencing shortness of breath 3.74 Agree
2. Suffering from muscle tension after 3.54 Agree
the activities.
3. Experiencing dizziness due to heavy
duties and responsibilities in the 3.30 Somewhat Agree
activity.
In table 5. Summarizes the result from the survey in terms of Physical aspects.
Most of the respondents agree on statement one (1) and two (2). Having extracurricular
activities, students are experiencing shortness of breath with a weighted mean of 3.74 and
Suffering from muscle tension after the activities with a weighted mean of 3.54. On the
other hand some of the students Somewhat agree on statement three (3), Experiencing
dizziness due to heavy duties and responsibilities in the activity. with a weighted mean of
2.92.
64
Table 5.1. It summarizes the Positive Effects of Extra-curricular Activities to the Social
Table 5.1
Social Aspects of the students.
Verbal
Interpretation
1. Gain judgement or negative feedback 3.44 Somewhat Agree
from others
2. losing time to bond with family 3.82 Agree
3. No longer carry out responsibilities in 3.12 Somewhat Agree
house
OVERALL WEIGHTED MEAN 3.46 Somewhat Agree
In table 5. Summarizes the result from the survey in terms of Social aspects.
Most of the respondents Somewhat agree on statement one (1) and three (3). Having
extracurricular activities, students gain judgement or negative feedback from others with
a weighted mean of 3.44 and no longer carry out responsibilities in house with a weighted
mean of 3.12. On the other hand some of the students agree on statement two (2), losing
time to bond with family with a weighted mean of 3.82.
65
Table 5.2. It summarizes the Positive Effects of Extra-curricular Activities to the
Emotional Aspects of students.
Table 5.2
Emotional Aspects of the students.
Verbal
Interpretation
1. Having a difficulty to manage anger 3.44 Somewhat Agree
and irritability
2. Losing trust and starting to criticize 3.32 Somewhat Agree
themselves.
3. Having a difficulty to express more of 3.12 Somewhat Agree
emotions
In table 5.2. Summarizes the result from the survey in terms of emotional aspects.
The respondents Somewhat agree on statement one (1), two (2) and three (3). Having
extracurricular activities students are having a difficulty to manage anger and irritability
with a weighted mean of 3.44, losing trust and starting to criticize themselves with a
weighted mean of 3.32 and having a difficulty to express more of their emotions with a
weighted mean of 3.12.
66
Table 5.3. It summarizes the Positive Effects of Extra-curricular Activities to the Mental
Table 5.3
Mental Aspects of the students.
Verbal
Interpretation
1. Suffering from frustration caused by 3.38 Somewhat Agree
being overworked in an activity.
2. Can put learning at risks due to 3.38 Somewhat Agree
tiredness.
3. Experiencing anxiety (fear or
nervousness about what might 3.44 Somewhat Agree
happen) before doing the activity and
tasks given to me.
In table 5.3. Summarizes the result from the survey in terms of mental aspects.
The respondents somewhat agree on the statements given above. Having extracurricular
activities students are experiencing anxiety (fear or nervousness about what might
happen) before doing the activity and tasks given to them with a weighted mean of 3.44,
Suffering from frustration caused by being overworked in an activity with a weighted
mean of 3.38 and can put learning at risks due to tiredness with a weighted mean of 3.38.
67
OVER ALL FREQUENCY DISTRIBUTION FOR THE POSITIVE EFFECTS OF
Table 6. Summarizes the frequency distribution for the Positive Effects of Extra-
curricular Activities to the Physical Aspect of the Students.
Table 6
Over-all Frequency Distribution for the Positive Effects of Extra-curricular
Activities to the Physical Aspect of the Students.
Physical Aspects Frequency Percentage

5 68 45.3%
4 53 35.3%
3 19 12.7%
2 4 2.7%
1 6 4%
Total 150 100%
Table 6. Shows that majority of the respondents strongly agree on the Positive
effects of extra-curricular activities in the physical aspects of the students. It shows that
68 with 45.3% of the total respondents strongly agree on it.
Second, 53 with 35.3% of the respondents agree to the positive effects of extra-
curricular activities in the physical aspects of the students.
Third, 19 with 12.7% of the respondents somewhat agree on the positive effects
of extra-curricular activities to the physical aspect of the students.
68
Fourth, 4 with 2.7% of the respondents disagree on the positive effects of extra-
curricular activities to the physical aspect of the students.
Fifth, 6 with 4% of the respondents strongly disagree on the positive effects of
extra-curricular activities to the physical aspect of the students.
Table 6.1. Summarizes the frequency distribution for the Positive Effects of Extra-
curricular Activities to the Social Aspect of the Students.
Table 6.1
Activities to the Social Aspect of the Students.
Social Aspects Frequency Percentage

5 87 58%
4 31 20.6%
3 24 16%
2 4 2.7%
1 4 2.7%
Total 150 100%
Table 6.1 Shows that majority of the respondents strongly agree on the positive
effects of extra-curricular activities in the social aspect of the students. It shows that 87
with 58% of the total respondents strongly agree on it.
69
curricular activities in the social aspects of the students.
Third, 24 with 16% of the respondents somewhat agree on the positive effects of
extra-curricular activities to the social aspect of the students.
Fourth, 4 with 2.7% of the respondents disagree on the positive effects of extra-
curricular activities to the social aspect of the students.
Fifth, 4 with 2.7% of the respondents strongly disagree on the positive effects of
curricular Activities to the Emotional Aspect of the Students.
Table 6.2
Activities to the Emotional Aspect of the Students.
Emotional Aspects Frequency Percentage

5 81 54%
4 41 27.3%
3 21 14%
2 6 4%
1 1 0.7%
Total 150 100%
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Table 6.2 Shows that majority of the respondents strongly agree on the Positive
effects of extra-curricular activities in the emotional aspects of the students. It shows that
81 with 54% of the total respondents strongly agree on it.
curricular activities in the emotional aspects of the students.
Third, 21 with 14% of the respondents somewhat agree on the positive effects of
extra-curricular activities to the emotional aspect of the students.
Fourth, 6 with 4% of the respondents disagree on the positive effects of extra-
curricular activities to the emotional aspect of the students.
curricular Activities to the Mental Aspect of the Students.
Table 6.3
Activities to the Mental Aspect of the Students.

5 77 51.3%
4 45 30%
3 17 11.3%
2 7 4.7%
1 4 2.7%
Total 150 100%
71
Table 6.3 Shows that majority of the respondents strongly agree on the Positive
effects of extra-curricular activities in the different aspects of the students. It shows that
Second, 45 with 30% of the respondents agree to the positive effects of extra-
curricular activities in the mental aspects of the students.
Third, 17 with 11.3 of the respondents somewhat agree on the positive effects of
extra-curricular activities to the mental aspect of the students.
Fourth, 7 with 4.7 of the respondents disagree on the positive effects of extra-
OVER ALL FREQUENCY DISTRIBUTION FOR THE POSITIVE EFFECTS OF
Table 7. Summarizes the frequency distribution for the Negative Effects of Extra-
curricular Activities to the Physical Aspect of the Students.
72
Table 7
Over-all Frequency Distribution for the Negative Effects of Extra-curricular

5 41 27.3%
4 47 31.3%
3 30 20%
2 14 9.4%
1 18 12%
Total 150 100%
Table 7 Shows that some of the respondents strongly agree on the negative
effects of extra-curricular activities in the physical aspects of the students. It shows that
Second, 47 with 31.3% of the respondents agree to the negative effects of extra-
curricular activities in the physical aspects of the students.
Third, 30 with 20% of the respondents somewhat agree on the negative effects of
Fourth, 14 with 9.4% of the respondents disagree on the negative effects of extra-
Fifth, 18 with 12% of the respondents strongly disagree on the negative effects of
73
Table 7.1 Summarizes the frequency distribution for the Negative Effects of Extra-
curricular Activities to the Social Aspect of the Students.
Table 7.1
Social Aspects Frequency Percentage

5 37 24.6%
4 40 26.7%
3 43 28.7%
2 15 10%
1 15 10%
Total 150 100%
Table 7.1 Shows that some of the respondents strongly agree on the negative
effects of extra-curricular activities in the social aspects of the students. It shows that 37
with 24.6% of the total respondents strongly agree on it.
curricular activities in the social aspects of the students.
Fourth, 15 with 10% of the respondents disagree on the negative effects of extra-
curricular activities to the social aspect of the students.
74
curricular Activities to the Emotional Aspect of the Students.
Table 7.2
Activities to the Emotional Aspect of the Students.
Emotional Aspects Frequency Percentage

5 38 25.3%
4 37 24.7%
3 41 27.3%
2 25 16.7%
1 9 6%
Total 150 100%
effects of extra-curricular activities in the emotional aspects of the students. It shows that
curricular activities in the emotional aspects of the students.
Third, 41 with 27.3% of the respondents somewhat agree on the negative effects
of extra-curricular activities to the emotional aspect of the students.
Fourth, 25 with 16.7% of the respondents disagree on the negative effects of
75
curricular Activities to the Mental Aspect of the Students.
Table 7.3
Activities to the Mental Aspect of the Students.
Mental Aspects Frequency Percentage

5 31 20.7%
4 49 32.7%
3 36 24%
2 17 11.3%
1 17 11.3%
Total 150 100%
effects of extra-curricular activities in the mental aspects of the students. It shows that 31
with 20.7% of the total respondents strongly agree on it.
curricular activities in the mental aspects of the students.
Fourth, 17 with 11.3% of the respondents disagree on the negative effects of
Fifth, 17 with 11.3% of the respondents disagree on the negative effects of extra-
curricular activities to the mental aspect of the students.
76
CORRELATION BETWEEN THE EFFECTS OF EXTRACURRICULAR
ACTIVITIES TO THE LIFESTYLE OF THE STUDENTS
Table 8 summarizes the correlation between the Positive Effects of Extracurricular
Activities to the Lifestyle of the Selected G10 Students of Benjamin B. Esguerra
Memorial National High School. The Independent Variable is the Positive Effects of
Extracurricular Activities and the Dependent Variable is the lifestyle of the students.
Table 8
Correlation between The Positive Effects of Extracurricular Activities
to the Lifestyle of Students.
Pearson’s r Interpretation Decision

Positive Effects of
Extra-curricular 0.1 Not Significant Not Accepted
Activities
Table 8. Shows the result of correlation coefficient (v) which is 0.1, it has weak
uphill relationship or definite small relationship between the 2 variables, positive effects
of extra-curricular activities and number of organization/club students are actually
participating.
On the other hand the value of P is close to zero generally between -0.1 and +0.1,
the variables are said to have a linear relationship or very weak linear relationship or
correlation with the level of significance 0.05 Hence, there is no enough evidence to
support the claim that there is a significance correlation between the positive effects of
extra-curricular activities to the lifestyle of the selected students since the result does not
warrant the relationship between the (2) two variables.
77
This study shows that the positive effects of extra-curricular activities has no
greater factor to the lifestyle of the students.
Table 8.1 summarizes the correlation between the Negative Effects of Extracurricular
Activities to the Lifestyle of the Selected G10 Students of Benjamin B. Esguerra
Memorial National High School. The Independent Variable is the Negative Effects of
Extracurricular Activities and the Dependent Variable is the lifestyle of the students.
Table 8.1
Correlation between The Negative Effects of Extracurricular Activities
to the Lifestyle of Students.
Pearson’s r Interpretation Decision

Positive Effects of
Extra-curricular 0.2 Not Significant Not Accepted
Activities
Table 8.1 Shows the result of correlation coefficient (v) which is 0.2, it has weak
uphill relationship or definite small relationship between the 2 variables, negative effects
of extra-curricular activities and number of organization/club students are actually
participating.
On the other hand the value of P is close to one generally between +0.1 and +0.3,
the variables are said to have a linear relationship or very weak linear relationship or
correlation with the level of significance 0.05 Hence, there is no enough evidence to
support the claim that there is a significance correlation between the negative effects of
extra-curricular activities to the lifestyle of the selected students since the result does not
warrant the relationship between the (2) two variables.
78
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations
from the datum in the previous chapter.
Summary of Findings
The study generates the following:
1) Extracurricular activities has a positive effects that divides into four (4) aspects:
Base on the findings emotional aspect has the larger over-all weighted mean with
4.30 but the other (3) three aspects have a same verbal interpretation that they
Agree on it as perceive by the respondents.
2) The Positive Effects of extra-curricular activities comparatively as argued by the
respondents base on the over-all weighted mean: 4.15-4.30. Physical Aspects
(4.15), Social Aspects (4.29) Mental Aspects (4.15) and Emotional Aspects
(4.30).
3) The positive effects of extra-curricular activities such as Get good exercise and
learn life-long habits of keeping physically fit, Promote and practice fine motor
skills, (synchronization of hands and fingers with the eyes.), Promote and practice
gross motor skills, (require whole body movement.), Develop Teamwork skills,
Develop Leadership Skills, Develop a new sets of friends, Extracurricular
activities helps to discipline, Gives a sense of accountability and responsibility,
Stress reliever, Enhance analytical thinking skills, Develop self-esteem, Develop
and enhance creativity skills are similarly perceive as agree by the respondents
base on the over-all weighted mean.
79
4) Extracurricular activities has a negative effects that divides into four (4) aspects:
Base on the findings emotional aspect has the larger over-all weighted mean with
3.53 but the other (3) three aspects have a same verbal interpretation that they
Somewhat agree on it as perceive by the respondents.
5) The Negative Effects of extra-curricular activities comparatively as argued by the
respondents base on the over-all weighted mean: 3.40-3.53. Physical Aspects
(3.53), Social Aspects (3.46) Mental Aspects (3.40) and Emotional Aspects
(3.44).
6) The negative effects of extra-curricular activities such as 1. Experiencing
shortness of breath, Suffering from muscle tension after the activities,
Experiencing dizziness due to heavy duties and responsibilities in the activity,
Gain judgement or negative feedback from others, Losing time to bond with
family, No longer carry out responsibilities in house, Having a difficulty to
manage anger and irritability, Losing trust and starting to criticize themselves,
Having a difficulty to express more of emotions, Suffering from frustration
caused by being overworked in an activity, Can put learning at risks due to
tiredness and Experiencing anxiety (fear or nervousness about what might
happen) before doing the activity and tasks given to me are similarly perceive as
somewhat agree by the respondents base on the over-all weighted mean.
7) The least positive effects of extra-curricular activity is the social aspect with an
over-all weighted mean of 4.15.
8) The least negative effects of extra-curricular activity is the mental aspect with an
over-all weighted mean of 3.40.
80
9) Mostly of the respondents are female which is 31 or 67% with age group of 14-17
with a frequency of 48 or 96%.
10) The findings shows that there is no significant relationship between the extra-
curricular activities to the lifestyle of the students. Since the result does not
warrant the relationship between the two (2) variables.
Conclusions
Based on the findings the following conclusions were derived:
1) The effects of extra-curricular activities are differently perceives by the
respondents, However, majority of them agrees that extra-curricular activities
has a positive and negative effects.
2) Extra-curricular activities has its positive effects as agreed by the respondents,
further more, its negative effects are somewhat agreed by some of the
respondents.
3) Majority of the respondents are aware about the positive and negative effects
of extra-curricular activities.
4) There is no evidence that extra-curricular activity is a determinant of the
students lifestyle.
Recommendations
Based on the conclusions the following recommendations are hereby propose:
1) To the teachers, they must familiarize themselves now with the positive and
negative effects of the extra-curricular activities that most of the students
involves.
81
2) To the students, they should aware of the possibility ( the negative effects) so that
they can improve themselves.
3) To the parents, they should be aware about the issues that their children are
facing. Furthermore they should keep teaching not only their children’s academic
performance but the children’s well-being from time to time
4) To the School, they should conduct an orientation or seminars for both students
and teachers that discusses the current discoveries about extra-curricular activities
and its possible effects (positive and negative) on the students and the solutions
and techniques that come with it.
82
REFERENCES
83
REFERENCES
A. BOOK
Lualhati, F.C. & Peter F.D. (2016) Physical Education and Health. 856 Nicanor Reyes Sr.
St., Sampaloc Manila: Rex Book Store, Inc.
Merriam-Webster (2015) Extracurricular activities. Springfield Massachusetts: Merriam-

Webster Inc.
Porto, A.J., et al. (2016). Fitness for life: Health Optimizing Physical Education. 839
EDSA, South Triangle, Quezon City: C&E Publishing, Inc.
B. INTERNET MATERIALS
Brown, R. (n.d.). Extracurricular activity: How does participation encourage positive

youth development? (Fact Sheet 99-32).
Retrieved from:Daley, A., &Leahy, J. (2003). Self-perceptions and participation in
extracurricular physical activities. The Physical Educator, 60(2), 13-19.
Chua C.J.E. et al (2017) The influence of participation in extracurricular activities to the

employability of Industrial Engineering graduates of one Private University in the
Philippines.
Retrieved from: http://www.apjmr.com/wp-content/uploads/2017/04/APJMR-2017.
5.2.19.pdf
Fres Fausto R. (2015) Are extra-curricular activities important? .

Retrieved from: https://www.philstar.com/lifestyle/health-and-family/2015/
10/27/1515645/
Fredricks, 1.,&Eccles, 1. (2006). Is extracurricular participation associated with

beneficial outcomes? Concurrent and longitudinal relations. Developmental
Psychology, 42(4),698-713. 6.Fusco, D. R. (2008). School vs. afterschool: A study of
equity in supporting children’s development. Journal of Research in Childhood
Education, 22(4), 391-404.
Gatchalian N.J. (2015) What Makes Students in the Philippines Actively Participate in
Extra-Curricular Activities? University of Asia and the Pacific College of Arts and
Sciences
Retrieved from: https://m.grin.com/document/303867
Howie, L. D., Lukas, S. L., Pastor, P. N., Reuben, C. A., & Mendoza, P. (2010, March).
Participation in activities outside of school hours in relation to problem behavior and
social skills in middle childhood.
Retrieved from: https://dc.cod.edu/cgi/viewcontent.cgi?article=1370&context=es.
84
Jackson N. (2017) The Role of Extracurricular Activities in a Student’s Development

Retrieved from: https://www.theeducator.com/blog/author/nicolejackson/
Mapa B.O. (2018) Fantastic Extracurricular Activities and Why They Matter [Web log
post]
Retrieved from: https://blog.edukasyon.ph/senior-high/fantastic-extracurricular-activities-
and-why-they-matter/
Noora C.G. (2017). Understanding Co-Curricular Activities. Nueva ecija

Retrieved from:http://www.depedne.net/?page=details&opt=popup&REFECODE
Nord Anglia International School Manila (2016). You want the best for your child. So do
we
Retrievedfrom:https://www.nordangliaeducation.com/ourschools/philippines/manila/inter
national/campaign-ppc1?utm_source=google&utm_medium=cpc
Rao et al., (2010) Investigated The Relationship Between Participation In School And
Non-School Based Extra-Curricular Activities And Peer Influence On Adolescent
Substance Use.
Retrieved from: http://shodhganga.inflibnet.ac.in/jspui/bitstream/10603/
146458/7/07
Smith, R. (2005). Participation in school-based extracurricular activities and adolescent

adjustment. Journal of Leisure Research, 37(1),51-76.
Tomacruz S. (2018). Extracurricular activities help keep kids in school.

Retrieved from: https://amp-rappler com.cdn.ampproject.org/v/s/amp.rappler.com
/nation/213725-children-in school?amp_js_v=a2&amp_gsa=1&usqp=mq331AQE
KAFwAQ%3D%3D#aoh=15677006103235&referrer=https%3A%2F%2Fwww.google.c
om&amp_tf=From%20%251%24s&ampshare=https%3A%2F%2Fwww.rappler.com%2
Fnation%2F213725-develop-extracurricular-activities-keep-children-in-school
Women’s sports foundation (2009) athletic participation has a positive educational and
social impact of athletic participation on minority and female students.
Retrieved from: https://ihsaastatic.s3.amazonaws.com/resource_center/Character
85
APPENDICES
86
APPENDIX A
Survey Letter
Dr. Rebecca Averion

School Principal of Benjamin B. Esguerra
Memorial National High School
Highway 2000, Brgy, Sta. Ana
Taytay, Rizal.
Dear Ma’am,
Good Day! We, the undersigned, Senior High School HUMSS Students of
Central Rizal Institute of Technology Inc., would like to conduct a survey in your good
school for our research study entitled” The Effects of Extracurricular activities to the
Lifestyle of the Selected G10 Students of Benjamin B. Esguerra Memorial National
Highschool S.Y. 2019-2020” as a part of our practical research II. In this regard, we
would like to request your approval to conduct data gathering to your students. Rest
assured that all the information will be confidential.
Thank you for your time and positive reaction.
_____________________ _____________________
_____________________
Aligan, Neven Earl E. America, Lhezell V. Consul, Julian Dominic L
_____________________ _____________________
Micono, Rizalyn P. Trogo, Jonah Marie B.
Recommending approval:
___________________________ _____________________
Mrs. Mary Anne Alcaide LPT. Mr. Rudy R. Tuaño
School Head. Research Adviser
87
APPENDIX B
Survey Questionnaire
NAME (OPTIONAL)
AGE: GENDER:
14-17 18&Above Male Female
CLUB/ORGANIZATION Instruction:
Student Council 1. Please read each item carefully.
2. Do not leave any item un answered.
Dance Club
3. Please indicate the extent to which you perceive
Sports Club the Effects of Extracurricular Activities to the
Math Club Lifestyle of the selected G10 students of Benjamin
Science Club B. Esguerra Memorial National High School by
checking/ticking the column.
Strongly Agree Strongly

Agree (4) Somewhat (3) Disagree (2)
(5) Disagree (1)
POSITIVE EFFECTS
Physical Aspects 5 4 3 2 1
1. Get good exercise and learn life-long habits of keeping
physically fit.
2. Develop the fine motor skills, (synchronization of
hands and fingers with the eyes.)
3. Develop the gross motor skills, (require whole body
movement.)
Social Aspects 5 4 3 2 1
4. Develop self-confidence.
5. Develop Leadership Skills.
6. Develop a new sets of friends.
Emotional Aspects 5 4 3 2 1
88
4. Extracurricular activities helps to discipline.

5. Gives a sense of accountability and responsibility.
6. Stress reliever
Mental Aspects 5 4 3 2 1
1. Enhance analytical thinking skills.
2. Develop my self-esteem.
3. Develop and enhance creativity skills.
NEGATIVE EFFECTS
Physical Aspects 5 4 3 2 1
4. Experiencing shortness of breath
5. Suffering muscle tension after and during the
activities.
6. Experiencing dizziness due to heavy duties and
responsibilities in the activity.
Social Aspects 5 4 3 2 1
4. Gain judgement or negative feedback from others
5. losing time to bond with family
6. No longer carry out responsibilities in house
Emotional Aspects 5 4 3 2 1
1. Having a difficulty to manage anger and irritability.
2. losing trust and starting to criticize themselves
3. Having a difficulty to express more of emotions.
Mental Aspects 5 4 3 2 1
4. Suffering from frustration caused by being overworked
in an activity.
5. Having a hard time to balance and focus in academic
performances.
6. Experiencing anxiety (fear or nervousness about what
might happen) before doing the activity and tasks
given to me.
89
CURRICULUM VITAE
90
Aligan, Neven Earl E.

#333 Narra st. San Miguel Subd. Brgy. Muzon,
Taytay Rizal
09197395528
neverearlaligan@gmail.com
Personal Information:
Date of Birth : May 17 2000
Place of Birth : Parañaque City
Age : 20
Sex : Male
Religion : Roman Catholic
Citizenship : Filipino
Civil Status : Single
Educational Background:
Secondary:
(Senior High School) Central Rizal Institute of Technology (2018-Present)
(Junior High School) Francisco P. Felix Memorial National High School (2017-2018)
Juban National High School (2013-2017)
Primary: Mario G Guariña Elementary School (2006-2012)
Seminars and Training Attended:

Youth Leadership Summit 2020 April (2019)
91
America, Lhezell V.
#8245 Penny lane St. Valleygolf Brgy. San Juan
Cainta Rizal
09306252373
Isayvaldez@yahoo.con
Date of Birth : December 19, 2000
Place of Birth : Quezon, Nueva Ecija
Age : 19
Sex : Female
Secondary:
Primary: San Juan Unit-1 Elementary School (2006-2012)
92
Consul, Julian Dominic L.

4th St. Gruar 1 Subd. Brgy. Sto. Domingo,
Cainta Rizal
09207672247
nailujcinimod@gmail.com
Date of Birth : July 12, 2002
Place of Birth : Marikina, City
Age : 17
Sex : Male
Secondary:
Primary: Marick Elementary School (2008-2014)
Seminars and Training Attended:

HIV and AIDS Awareness February (2018)
Beginners Orientation for Catechesis April (2018)

Drug and Alcohol Abuse Awareness November (2017)
93
Trogo, Jonah Marie B.

Ilang Ilang St. Brgy. Sta Ana
Taytay, Rizal
09327907126
eyziiriga@gmail.com
Date of Birth : October 08, 2001
Place of Birth : Taytay, Rizal
Age : 18
Sex : Female
Secondary:
(Junior High School) Benjamin Esguerra National High School (2014-2018)
Primary: Sta. Ana Elementary School (2008-2014)
94
Micono, Rizalyn R.
4th St. Gruar 1 Subd.Brgy. Sto. Domingo,
Cainta Rizal
09207672247
nailujcinimod@gmail.com
Date of Birth : December 30, 1995
Place of Birth : Eastern Samar
Age : 23
Sex : Female
Secondary:
(Junior High School) Hilabaan National Highschool (2014-2018)
Primary: Hilabaan Elementary School (2004-2009)
95

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THE EFFECTS OF EXTRACURRICULAR ACTIVITIES TO THE LIFESTYLE OF THE SELECTED G10

STUDENTS OF BENJAMIN B. ESGUERRA MEMORIAL NATIONAL HIGH SCHOOL SY. 2019-2020

THE PROBLEM AND ITS BACKGROUND

help them to enhance their skills and improve their lifestyle.

effects of extracurricular activities.

One of the parents' greatest achievements and immediate responsibility is to send

curricular activities. Participating in extra-curricular activities contributes a lot and helps

the students mold their social being. (Mahoney, 2009)

in physical exercise (Mahoney,2009).

According to the Department of Education (DepEd) memorandum or the Republic

philanthropic as opposed to scholastic, and often involve other of same age.

academic achievement. There are, however, two factors sometimes caused by

mental and social stresses.

According to Jennifer Reynolds (2018) Balancing schoolwork with extracurricular

takes up valuable time they need to study or complete homework. A student’s

extracurricular activities they no longer carry out their responsibilities at home.

Statement of the Problem

The theory of this study is inclined in Alexander Astin's Theory of Involvement

Alexander Astin's theory of Student Involvement explains how desirable outcome

an investment of psychosocial and physical energy. Secondly, involvement is

Independent Variable Dependent Variable

Figure 1: Conceptual Model.

In the first correlation, the independent variable is the effects of extracurricular

Benjamin B Esguerra Memorial National High school.

dependent variables. The effects of extracurricular activities is categorized into four

gain and improvement of their lifestyle.

Significance of the study

This study attempts to give useful information about The Effects of

Extracurricular activities to the lifestyle of the selected G10 students of Benjamin B

to education This study will benefit the following:

developments in the curriculum in regards with extra-curricular activities whether they

will continue or cease its implementation.

discover ways to improve these extracurricular activities.

extra-curricular activities and the possible effects in their lifestyle

support them in children’s responsibilities between academic and extra-curricular

curricular activities in some aspects of their life—may it be academic, social, emotional,

Scope and Limitation

lifestyle of the Selected Grade10 Students of Benjamin B. Esguerra Memorial National

High school S.Y. 2019-2020.

The researchers will conduct a survey in the campus of Benjamin B. Esguerra

lifestyle of the students.

Academic co-curricular activity participation (ACCAP). The amount of time and

Extra-curricular activity (ECA).Those activities that are extra or additional to the

curriculum and may be more leisure-oriented than learning-oriented. These activities

Examples include newspaper, yearbook, Mathematics League, Honor Society, student

government, and etc. Serve as the 1st variable of the study.

Benjamin B. Esguerra Memorial National High school (B.B.E.M.N.H.S).

by Alexander Astin in 1999

Grade 10 students. Refers to the respondents of this study.

primary research instruments in study.

computation and interpretation of data’s given by the respondents.

for each point for data points.

dependent variable of this study.

the respondents of the study.

REVIEW OF THE RELATED LITERATURES AND STUDIES

foreign literatures that will gather by the researchers.

Related Foreign Literatures and Studies

of the regular school curriculum (Merriam-Webster, 2010).

According to the study of Chita Redy of wisestop 2017 Extracurricular activities

According to studies, students who participate in co-curricular activities were found to

when the children are enrolled in it sooner.

According to Schoolyard (2017) Regardless of whether they’re establishing new