Graduate School: Eulogio "Amang" Rodriguez Institute of Science and Technology

Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ

INSTITUTE OF SCIENCE AND TECHNOLOGY
Nagtahan Street, Sampaloc, Manila
GRADUATE SCHOOL
SCHOOL ORGANIZATIONS AND EXTRA-CURRICULAR ACTIVITIES
AS PREDICTORS TO STUDENTS’ RESILIENCY:
BASIS FOR AN ENHANCED
GUIDANCE PROGRAM
A Thesis
presented to the
Faculty of the Graduate School
Eulogio "Amang" Rodriguez Institute of
Science and Technology
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Guidance and Counseling
by
MICHELE M. CODOG
2021
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TABLE OF CONTENTS
Page
TITLE PAGE i
CERTIFICATION ii
TABLE OF CONTENTS iii
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND
Introduction 1
Theoretical Framework 6
Conceptual Framework 8
Statement of the Problem 9
Hypothesis 11
Scope and Limitation of the Study 12
Significance of the Study 12
Definition of Terms 13
2 REVIEW OF RELATED LITERATURE AND STUDIES
Local Literature 16
Foreign Literature 20
Local Studies 23
Foreign Studies 27
Synthesis 30
3 METHODOLOGY
Research Design 32
Population and Sampling 33
Respondents of the Study 34
Research Instrument 34
Data Gathering Procedures 37
Validation of the Instrument 38

Statistical Treatment of Data 38
Presentation of Data 41
Reference 49
Annex 49
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CHAPTER 1
The Problem and Its Background
Introduction
Education is a huge part of a person’s life. For most
people, it spans for a decade of one’s lives. To some
people, it lasts more than that because of pursuing post-
graduate studies.
Peers is an important aspect of an adolescent’s
life. It is the age where they reject the standards of
their elders and prefers to follow the values of a peer
group (Erikson, 1982). Adolescents find it easy to relate

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to people around their same age because they know they can
be understood better by them.
School has been the greatest sources of friends to an
adolescent. Being in an academic class with different
people help them establish different relationship with
people around them. Social relationships can be
established outside the classroom setting through
extracurricular activities.
Extracurricular activities (ECA) help students to
establish social relationships outside a classroom setting
and develop a healthy support system around them. Shuruf
(2010) referred to these activities as “external to the
core curriculum.”
Extracurricular activities can be defined as
“academic or non-academic activities that are conducted
under auspices of the school but occur outside of normal
classroom time and are not part of the curriculum.” They
do not involve a grade or academic credit and
participation is optional (Bartkus et. Al., 2012). It
serves as an optional work that students can take
depending on their preference.
There are a wide of extracurricular activities a
student can chose from. It can be athletics, student
government, honor societies, service organization, common

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interests, performing, journalism, and religious group.
(National Service of Student Engagement, 2010). Depending
on the policies of a school, a student can pursue more
than one extracurricular activity. This study proposes
that extracurricular activities can be used as predictors
for students’ resiliency.
Wang et.al. (1997) defined academic resilience as
successfully overcoming major threats to educational
development. Martin and Marsh (2006) cited that academic
resilience is relevant to all students because at some
point all students may experience some level of poor
performance, adversity, challenge, or pressure.
Participating in extra-curricular activities may be a
key factor in increasing students’ sense of school
belonging (Finn, 1989; Fredricks and Eccles, 2005).
Students who have a greater sense of school belonging were
more likely to be more interested in school, more
motivated, experienced less anxiety and had improved
academic performance (Osterman, 2000). Anderman (2002)
found that students who felt a greater sense of school
belonging obtained a higher grade point average, were more
optimistic, and had fewer problems at school. Marsh (1992)
argued that through extra-curricular involvement, students
experience a sense of meaning and purpose connected to the

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educational process, which increases their sense of
commitment to the school. This results in shaping
students’ values and attitudes to become more consistent
with the academic-oriented school values and to the
academic process in general as reflected through lower
school dropout rates and school attendance (Mahoney and
Cairns, 1997; Marsh, 1992).
Although there are relevant research conducted about
the effects of extracurricular activities in students’
resiliency, (Hartley, 2010; Khademi & Aghdam, 2013; Martin
& Marsh, 2009; McIntyre, et al., 2003; Morales, 2008)
there are limited studies in how extra-curricular
participation may or may not act as a mechanism to foster
resilience in at-risk students. There are also limited
studies conducted on the individual and the family
protective factors to the exclusion of the environmental
factors (Rhodes & Lowe, 2008). Conducting research that
explores the relationship between extra-curricular
activities and resilience through the lens of
environmental protective factors will fill a gap in the
literature and will help improve the guidance programs.
Theoretical Framework
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This research suggests three major theoretical
frameworks to explain the impact of extracurricular
activities participation on students’ academic performance
and resilience. The three theoretical frameworks proposed
that the level of extracurricular activities participation
has (a) negative effect on academic performance (Zero-Sum
framework); (b) positive effect on academic performance
indirectly as a result of non-academic achievements
(Developmental framework); and (c) positive effect on
academic performance up till a certain point beyond which
participation leads to negative academic outcomes
(Threshold framework).
Zero-Sum Framework
The Zero-Sum theoretical framework theorized that
extracurricular activities participation has a negative
effect on academic performance because students were
devoting more time for their extracurricular activities at
the expense of their academic studies (Coleman, 1961).
Developmental Framework
Developmental theoretical framework proposed that
participating in extracurricular activities has an
indirect positive effect on academic performance because
of the non-academic and social benefits with participating
in such activities (Broh, 2002; Finn, 1989; Fredricks and

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Eccles, 2005; Osterman, 2000; Marsh, 1992; Valentine et
al, 2002). According to Broh (2002), there are three
ways that extracurricular activities indirectly improve
the academic performance of students.
First, it helps students develop essential life
skills and characteristics such as self-esteem, being in
control, strong work ethic, and social interactions. These
skills and characteristics are important and results to
positive academic outcomes.
Second, extracurricular activities increase students’
social circle by being part of a crowd of academically
oriented peers. Interacting in these kind of peers
influences higher academic performance and resiliency
among the students. Rutter (1987) defined resilience as
“ability to respond positively to stress, adversity, and
obstacles, because of exposure to challenging situations.
Resilience theory can be applied to examine the positive
effects of extracurricular activities. Participating in
extracurricular activities can develop resiliency in
students by exposing them with new environments for
discovering themselves, opportunities to achieve, and
assume meaningful roles in a school setting. Participating
in extracurricular activities also enhances students’
self-esteem and self-efficacy. It prompts them to strive

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towards their academic goals and social relationships.
(Lewis, 2004).
Lastly, extracurricular activities promote
interaction to fellow students and school. It creates
relationships, develop fun memories, and sparks social
capital. Social capital acts as an encouragement for
students to follow school norms making them attain success
academically.
Threshold Framework
An emerging theoretical framework in the existing
literature is the Threshold framework, which suggested
that extracurricular activities participation has a
positive effect on academic performance up till a certain
point beyond which participation leads to negative
academic outcomes (Cooper et al., 1999; Fredricks, 2012;
Fredricks and Eccles, 2010; Knifsend and Graham, 2012;
Marsh, 1992; Marsh and Kleitman, 2002; Randall and
Bohnert, 2012). The Threshold framework suggests that the
association between extracurricular activities
participation and academic outcomes resembles an inverted
U-shaped function, in which academic outcomes increase at
low and moderate levels of extracurricular activities
participation, level off, then decline at the highest
participation levels (Marsh, 1992; Fredricks, 2012). The

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Threshold framework attributes the point of diminishing
academic benefits to students’ excessive time commitment
which leaves students too little time for academic
pursuits, similar to the Zero-Sum framework (Marsh, 1992).
As such, the Threshold framework strikes a compromise
between the Zero-Sum framework’s prediction that excessive
time commitments result in declining academic performance
and the Developmental framework’s prediction of positive
non-academic developmental benefits (Marsh and Kleitman,
2002).
Conceptual Framework
The research paradigm used in this research inquiry
is the Input-Process-Output (IPO) Model.
INPUT PROCESS OUTPUT
o Locale of the o Development o The

study: and validation research
-District V of the survey proved
(City of questionnaire that with
Manila) protective
o Assessment on factors,
the students
o Respondents implementation engaged in
of the IGP as extra-
of the study:
to: curricular
-Executive
- Products activities
officers of
different - Services and develop
school-based - Operations essential
organization life
o Statistical skills and
between 15-19
Treatment: characteri
years old
- T-Test stics, and
independent reduce the
Sampling risk
o Topic of the associated
study: o Analysis and with
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Feedback
Figure 1. Conceptual Framework of the Study
The Input Box contains locale of the study,
respondents of the study, topic of the study and
references.
The Process Box involves the development and
validation of the survey questionnaire, assessment on the
implementation of the IGP, Statistical Treatment and the
analysis and interpretation of data.

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Lastly, the Output Box is the research results
wherein it proves that with protective factors, students
engaged in extra-curricular activities develop essential
life skills and characteristics, and reduce the risk
associated with environmental factors. These skills and
characteristics are important and results to positive
academic outcomes.
Statement of the Problem
This study aims to bring relevant information about
using school organizations and extracurricular activities
as predictors to students’ resiliency and use it as a
basis in enhanced guidance program.
Specifically, it will seek to answer the following
questions:
1. What are the factors students consider when they
choose school organizations or extracurricular activities
that they will pursue:
1.1. Interest;
1.2. Peer pressure;
1.3. Influenced by family members; and
1.4. Curiosity?
1. What are the impacts of school organizations and
extracurricular activities on the students’ resiliency:

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2.1. Cognitive determinants;
2.2. Behavioral determinants; and
2.3. Environmental determinants?
3. Is there significant relationship between school
organizations and extracurricular activities and students’
resiliency?
4. What are the factors that hinders students in
pursuing school organizations or extracurricular
activities that they would like to pursue?
5. Based on the findings, what are the predictors
between students participating in school organizations and
extracurricular activities and students’ resiliency that
can be used as the basis for enhanced guidance programs?
6. How acceptable is it to use students’ resiliency
as basis for enhanced guidance programs?
Hypothesis
The researcher hypothesizes that:
1. There is no significant relationship between
students participating in school organizations and
extracurricular activities and students’ resiliency.
2. There is a significant relationship between
students participating in school organizations and
extracurricular activities and students’ resiliency.

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Scope and Limitation of the Study
This study will focus on the effects of School
Organizations and extra-curricular activity on students’
resiliency. This will be conducted in the Secondary
Schools of the District V, City of Manila. The respondents
is composed of one hundred students (100) aged between 15-
19 years old.
This study will be conducted from January 3, 2021 to
February 28, 2021.
Significance of the Study
This study is significant to the following:
Administrators can better formulate policies that can
enhance given opportunities to students to develop their
behavioral skills and cognitive learning.
Students will increase their own capability and
confidence to imitate positive behavior, implement new
skills, cope with social pressures, and reinforce self-
efficacy.
Parents will be reorganized and be provided with
information suited for this generation that can improve
their roles in child rearing.

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Teachers will be better positive role models,
recognize social pressures of the students and anticipate
risky situations.
Future Researchers will serve as one of the guiding
principle that will help improve a more responsive system
and will help eradicate consequences of maladaptive
behaviors.
Definition of Terms
For clearer understanding of the readers, the
following words are operationally defined:
Academic resilience is a process where an
individual had succeeded academically despite the
obstacles that may prevent other people from
succeeding.
Adolescent refers to any child between the ages
of 12 and 17 years old.
At-risk student refers to learners whose background
experiences, intrapersonal character, interpersonal
character, and/or environmental factors that can lead to
negative academic outcomes (Chen, 2012).
Extracurricular Activities refers to non-
academic activities that are not part of the

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curriculum. Students do not gain academic grade when
they participate and are not required to do so.
Guidance programs are programs held by the
guidance office to help, improve, and focus on the
well-being of their students within the school.
Protective factors are attributes that contribute to
positive outcomes. Benard (2004)
Resilience is the ability to thrive in the face
of challenges despite other people failing.
Risk Factors are any part of the individual or
environment and the interaction between the two that can
contribute to negative outcomes (Hartley, 2010).
Self-efficacy refers to an individual's belief in
their ability to control their own motivations and
behaviors (Bandura, 1990).
Vulnerability describes a state in which people may
experience negative life outcomes due to being exposed to
risk factors (Werner, 1993).
CHAPTER 2
Review of Related Literature and Studies
Local Literature
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Foreign Literature
Coleman (1961) proposed that the student’s society
has a finite system in which commitment to academic,
athletic, or social values represents a loss to the other
two. In other words, he theorized the participating in
extracurricular activities may have a negative effect on
the academic performance of students because they are
devoting their attention to their extracurricular
activities more than their academic responsibilities.
Because of this, many schools in implemented the “2.0
rule” wherein students must maintain a general weight
average of 2.0 to participate in extracurricular
activities. The reason behind the rule is that some
schools believed that participating in extracurricular
activities decreases the academic performance of students
(Joekel, 1985).
Meanwhile, Holland and Andre (1987) argued that
participating in extracurricular activities helps students
gain planning and time-management skills. They believed
that extracurricular activities develop the students’
discipline and attitude.
Marsh (1992) hypothesized that participating in
extracurricular activities enhance the self-concept of the

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students. This positively affect their academic
performance.
Sports-related extracurricular activities improve
students’ goal to achieve and shapes their character.
Students who participated in competitive sports acquired
skills like immense focus and worked well in teams
(Fejgin, 1994).
Participating in extracurricular activities ignite
the sense of belongingness in students (Finn, 1989).
Students are more likely to have interest in going to
school because they feel they belong there. They are more
motivated, less likely to experience anxiety, and their
academic performance improved greatly (Osterman, 2000).
Local Studies
Foreign Studies
Synthesis
The literature and studies presented by the different
authors served as . . . .
(Manasan and Revilla, 2015), (Malate, 2012), (Miranda
et.al, 2016), (Tatyana, 2014) discussed about similar
discussion made by authors in your literature reviews.

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Likewise, similar discussion made by authors in your
studies review.
Considering the statement of the abovementioned
authors, the researcher believed that how they relate
to your present proposed study.
CHAPTER 3
Methodology
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Research Design
To facilitate the conduct of the study, the
researcher made use of descriptive research as it is to
describe a phenomenon and its characteristics. Observation
and survey tools are often used to gather data (Gall &
Borg, 2007). In such research, the data may be collected
qualitatively, but it is often analyzed quantitatively,
using frequencies, percentages, averages, or other
statistical analyses to determine relationships.
Qualitative research, however, is more holistic and often
involves a rich collection of data from various sources to
gain a deeper understanding of individual participants,
including their opinions, perspectives, and attitudes.
Population and Sampling
The researcher employs purposive sampling in
selecting our co-researchers. Purposive sampling is
virtually synonymous with qualitative research. However,
because there are many objectives that qualitative
researchers might have, the list of purposive strategies
that may be followed is virtually endless, and any given
list will reflect only the range of situations that author
of that list has considered (Palys, 2008).

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The population of interest in this study is composed
of the one hundred (100) identified teenage executive
officers of a school organization during the school year
2020-2021, The researcher also gather data from the same
sample size of one hundred (100) students who do not
belong to any school activity and have never engaged in
any school extra-curricular activities. All in the age
group of 15-19 years old.
Table 1
Population of the Study
Number of students that are

Active Officer Student who are not
School
of a School part of any School
Organization Organization Total
Manuel Araullo
High School
Manuel Roxas
High School
Manila
High School
Manila Science
High School
Ignacio
Villamor
High School
Table 2
Respondents of the Study

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Respondents f %
Number of students that are

50.00
Active Officer of a School Organization
50.00
Student who are not part of any School
Organization
Total 100.00
As revealed in Table 2, the respondents of the study
composed of one hundred (100) identified teenage executive
officers of an school organization during the school year
2020-2021, The researcher also gather data from the same
sample size of one hundred (100) students who do not
belong to any school activity and have never engaged in
any school extra-curricular activities. All in the age
group of 15-19 years old.
Research Instrument
To obtain a quantifiable data that determine weather
there was a relationship between student who are active
officers of a school organization and student who never
engaged in any school activities and organization, the
undersigned performed T-tests independent sample.
Some individuals beat the odds and overcome seemingly
overwhelming challenges, while others who experience
similar conditions fall prey to their circumstances. For

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the past three decades, social scientists have sought to
understand the concept of resilience, particularly as it
relates to children who are raised in unfavorable
circumstances (Mohaupt, 2008). Although the definitions
may vary, researchers would agree that in order for
resilience to occur, there has to be some risk factor that
undermines positive outcomes (Luthar, Cicchetti, & Becker,
2000; Masten, 2001; Snyder & Lopez, 2007; Ungar, 2008;
Waller, 2001). Additionally, research supports that
resilience is best conceptualized as a dynamic and
multidimensional process, which is likely to differ from
individual to individual and from group to group (Jones,
2007; Ungar, 2008; Waller, 2001).
The type of research in this study is qualitative. It
aims to gather reliably the difference in the set
hypothesis. The following are the parts of the
questionnaire.
Part 1: Demographic Characteristics of the
respondents
Part II: Knowledge of students on the factors and
their risk. (multiple choice-10 items)
Part III: Knowledge on the positive and negative
effect of joining School Organization. (multiple choice-10
items)
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Part IV: Students’ risky behavior. (Liket Scale-20
items)
Table 3. Likert-Scale agreement according to the

level of percentage
Score Percentage
5 Always (76%-100%)
4 Often (51%-75%)
3 Sometimes (26%-50%)
2 Rarely (1%-25%)
1 Never (0%)
Data Gathering Procedure
Interview Protocol
The researchers used interview protocol and paper and
pencil questionnaire to gather the data. The interview
protocol constructed by the researchers was anchored on
the study’s statement of the problem.
The data instruments used in this study went through
modification, alteration and validation by experts.
Phenomenological Process
Descriptive phenomenology is the direct exploration,
analysis, and description of particular phenomena, free as
possible from unexamined presuppositions, aiming at
maximum intuitive presentation (Spiegelberg, 1975). It
stimulates our perception of lived experiences while
emphasizing the richness, breath, and depth of those
experiences.
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The processes that will be used in a descriptive
phenomenology are:
1. Intuiting
2. Analyzing
3. Describing
Validation of the instrument
Validation was implemented when the transcription of
interview and the elements of the theme were brought back
to the respondents to validate if their thoughts in the
transcription was correct in structure and valid in
content.
Statistical Treatment of Data
The data will be treated using various statistical
treatment
1. Independent t-test - also called the two sample
t-test, independent-samples t-test or student's t-test, is
an inferential statistical test that determines whether
there is a statistically significant difference between
the means in two unrelated groups.

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Formula:
Where:
t = test statistics
μ = population mean
 = sample mean
= sample size
Test statistic is selected or defined in such a way as
to quantify, within observed data, behaviors that would
distinguish the null from the alternative hypothesis. Two-
sample tests are appropriate for comparing two samples,
typically experimental and control samples from a
scientifically controlled experiment
Population mean is an average of a group
characteristic. The group could be a person, item, or
thing, a characteristic is an item of interest.
Sample mean is defined as the average of 𝑛 observations
from the sample.
Sample size is a research term used for defining the
number of individuals included to conduct research. It is
chosen based on certain characteristics or demographics,
such as age, gender, or physical location.

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2. Standard deviation is a statistic that measures
the dispersion of a dataset relative to its mean and is
calculated as the square root of the variance.
Formula:
Where:
S = standard deviation
∑ = summation
Summation is the sum of all values in range of series
3. Degrees of Freedom refers to the maximum number
of logically independent values, which are values that
have the freedom to vary, in the data sample.
Formula:
4. Critical Value is a point on the test
distribution that is compared to the test statistic to
determine whether to reject the null hypothesis.
5. Confidence Level refers to the probability that
the value of a parameter falls within a specified range of
values.
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Presentation of Data
Have
Have
Living no
No Never Have plans to
Gender with record
n unexcused Skipped good continue
/Age both of
absences Classes grades higher
parents miscon
study
duct
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Table 4. (Executive School Organization Officer)
Have
Have
Living no
No Never Have plans to
Gender with record
n unexcused Skipped good continue
/Age both of
absences Classes grades higher
parents miscon
study
duct
1
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2
3
4
5
6
7
8
9
10
11
12
13
14
15
Table 5. (Student who are not part of any school organization)
(Since no survey was conducted yet and for presentation
purposes, the data shown below is derived from the
researcher first title that was used during the
undersigned Research and Methodology submission, entitled
School Based Health Dissemination Of Fertility And
Sexually Transmitted Infection of Manuel A. Roxas High
School Students as Basis for Preventing Teenage Pregnancy).

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Students’
Students’ Sexual
Sexual Behavior
Behavior
(Teenage
(Student in a
relationship
  𝑥 - 𝑥 - (𝑥 - )2 (𝑥 - )2
Parent) w/o sexual
experience)
1 87 79 87.69 78.56 -0.69 0.44 0.4761 0.1936
2 84 80 87.69 78.56 -3.69 1.44 13.6161 2.0736
3 88 79 87.69 78.56 0.31 0.44 0.0961 0.1936
4 83 77 87.69 78.56 -4.69 -1.56 21.9961 2.4336
5 88 78 87.69 78.56 0.31 -0.56 0.0961 0.3136
6 87 77 87.69 78.56 -0.69 -1.56 0.4761 2.4336
7 91 79 87.69 78.56 3.31 0.44 10.9561 0.1936
8 93 86 87.69 78.56 5.31 7.44 28.1961 55.3536
9 85 73 87.69 78.56 -2.69 -5.56 7.2361 30.9136
10 90 84 87.69 78.56 2.31 5.44 5.3361 29.5936
11 86 74 87.69 78.56 -1.69 -4.56 2.8561 20.7936
12 89 83 87.69 78.56 1.31 4.44 1.7161 19.7136
13 86 79 87.69 78.56 -1.69 0.44 2.8561 0.1936
14 87 75 87.69 78.56 -0.69 -3.56 0.4761 12.6736
15 91 78 87.69 78.56 3.31 -0.56 10.9561 0.3136
16 88 76 87.69 78.56 0.31 -2.56 0.0961 6.5536
1403 1257 107.4376 183.9376
16 16
87.687
78.5625
5
Table 6. Table of Scores
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100 Students' Sexual Behavior

90
80
70
60
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Students’ Sexual Behavior (Teenage Parent)
Students’ Sexual Behavior (Student in a relationship w/o sex experience)
Figure 3. Graphical comparison of data

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Presentation of computation
Figure 4. Bell Curve Distribution
Decision Rule: There was a significant difference
between the students’ sexual behavior of the teenage

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parent and students’ who are in a relationship without
sexual experience.
Results and Analysis
The results show that there is a correlation between
sex education and preventative care. Numerous studies show
that a curricula providing accurate information about sex
education and natural contraception can lead to reductions
in the risky behaviors reported by young people as well as
reductions in unintended pregnancies and STIs. Programs
that teach only abstinence have not been shown to be
effective because of the easily accessible use of social
media’s pornographic sites and adolescent’s risky
behavior. The liberated mind set also affects our youth
today. Truly, if we do not teach our young adults they
will learn sex elsewhere without the option of being safe.
During the study it was observed that for student to
lessen its risky behavior, sex education should start
between the ages of 10-12. Consequently, Survey test
scores on the students’ knowledge on the factors,
consequences and all factual data where very low and their
sensual behavior is alarmingly high. Accurately, the
school based health dissemination of fertility and

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sexually transmitted infection program promotes abstinence
and help protect student by conquering ignorance.
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GRADUATE SCHOOL
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Approved Title Proposal

GRADUATE SCHOOL
January 19, 2021
MARIA MAGDALENA M. LIM, CESO V

Schools Division Superintendent
Division of City Schools
Manila
Madam:
The undersigned is currently undertaking a Research
entitled: “SCHOOL ORGANIZATIONS AND EXTRA-CURRICULAR
ACTIVITIES AS PREDICTORS TO STUDENTS’ RESILIENCY: BASIS
FOR AN ENHANCED GUIDANCE PROGRAM” in partial fulfillment
for the degree in Master of Arts in Education Major in
GRADUATE SCHOOL
Guidance and Counseling at Eulogio “Amang” Rodriguez
Institute of Science and Technology (EARIST) Nagtahan,
Sampaloc Manila.
In this regard, the undersigned would like to request

permission from your office to be allowed to administer
survey questionnaire to School Organization Officers and
student referred by your Guidance Counselor in the
secondary Schools of District V, in the Division of
Manila.
Rest assured that any information gathered will be used

for research purposes only and the identity will be kept
with utmost confidentiality.
Attached are sets of questionnaires for your perusal.
Thank you very much and God Bless.
Very truly yours,
MICHELE M. CODOG
Researcher
Noted by:
DR. MARGIE R. ATIZARDO

Research Adviser
DR. FREDERICK C. PENA

Vice President for Academic Affairs and
Dean, Graduate School
Survey Questionnaire
Part I. Demographic Characteristics of the Respondents

DIRECTION: Please supply the needed information of each
Items below.
School: ____________________________________________________
Name: ______________________________________________________
Age: _____________ Gender:________________________________
Current Grade Level:______________Section: _________________
Name of Organization (if any) ______________________________
Years in the organization_____ Position: ___________________
GRADUATE SCHOOL
Parents Occupation:
Father: ____________________________________________________
Educ. Attain _______________________________________________
Mother: ____________________________________________________
Educ. Attain _______________________________________________
GRADUATE SCHOOL
LETTER OF PERMISSION TO CONDUCT THE STUDY
January 19, 2021
Dear Respondents and Parents,
The undersigned is conducting her research entitled:

“SCHOOL ORGANIZATIONS AND EXTRA-CURRICULAR ACTIVITIES AS
PREDICTORS TO STUDENTS’ RESILIENCY: BASIS FOR AN ENHANCED
GUIDANCE PROGRAM” in partial fulfillment for the degree in
Master of Arts in Education Major in Guidance and
Counseling at Eulogio “Amang” Rodriguez Institute of
Science and Technology (EARIST) Nagtahan, Sampaloc Manila.
In this regard, may I request your utmost cooperation

by answering the attached questionnaire to generate the
date to achieve the objective of the study.
Rest assured that any information given will be

utilized for the purpose.
Thank you very much and God Bless!
Respectfully yours,
MICHELE M. CODOG
Researcher
Noted by:
DR. MARGIE R. ATIZARDO

Research Adviser
GRADUATE SCHOOL

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Republic of the Philippines

EULOGIO “AMANG” RODRIGUEZ

SCHOOL ORGANIZATIONS AND EXTRA-CURRICULAR ACTIVITIES

AS PREDICTORS TO STUDENTS’ RESILIENCY:

BASIS FOR AN ENHANCED

Faculty of the Graduate School

Eulogio "Amang" Rodriguez Institute of

Science and Technology

of the Requirements for the Degree

Master of Arts in Education

Major in Guidance and Counseling

Validation of the Instrument 38

The Problem and Its Background

Education is a huge part of a person’s life. For most

people, it spans for a decade of one’s lives. To some

people, it lasts more than that because of pursuing post-

Peers is an important aspect of an adolescent’s

life. It is the age where they reject the standards of

their elders and prefers to follow the values of a peer

group (Erikson, 1982). Adolescents find it easy to relate

be understood better by them.

School has been the greatest sources of friends to an

adolescent. Being in an academic class with different

people help them establish different relationship with

people around them. Social relationships can be

established outside the classroom setting through

Extracurricular activities (ECA) help students to

establish social relationships outside a classroom setting

and develop a healthy support system around them. Shuruf

(2010) referred to these activities as “external to the

Extracurricular activities can be defined as

“academic or non-academic activities that are conducted

under auspices of the school but occur outside of normal

classroom time and are not part of the curriculum.” They

do not involve a grade or academic credit and

participation is optional (Bartkus et. Al., 2012). It

serves as an optional work that students can take

depending on their preference.

There are a wide of extracurricular activities a

student can chose from. It can be athletics, student

government, honor societies, service organization, common

(National Service of Student Engagement, 2010). Depending

on the policies of a school, a student can pursue more

than one extracurricular activity. This study proposes

that extracurricular activities can be used as predictors

for students’ resiliency.

Wang et.al. (1997) defined academic resilience as

successfully overcoming major threats to educational

development. Martin and Marsh (2006) cited that academic

resilience is relevant to all students because at some

point all students may experience some level of poor

performance, adversity, challenge, or pressure.

Participating in extra-curricular activities may be a

key factor in increasing students’ sense of school

belonging (Finn, 1989; Fredricks and Eccles, 2005).

Students who have a greater sense of school belonging were

more likely to be more interested in school, more