Impact of Co-curricular Activities to SHS Students’ Academic Performance 1

CHAPTER I

The Problem and Its Background

Introduction

Education is one of the imperative aspects that not only inculcates the essential

skills, abilities and knowledge among the individuals, but also leads to overall growth

and progress of the individuals, community and nation as a whole. An educated person is

not only able to accomplish his desired goals and objectives, but is also able to render an

efficient contribution towards the well-being of the community. The inculcation of

academic knowledge, skills, abilities and proficiency among the individuals is enhanced

through learning and academic performance. In secondary schools, there are numerous

factors that contribute an important part in enhancing the students’ performance. The

students’ performance will determine the future goals and objectives of students.

Schooling is the process of imparting knowledge and skills to individuals through

curriculum and instruction, empirical learning, and work-based learning. Effective

schooling provides individuals with the necessary tools to become productive citizens,

pursue higher education and lifelong learning, engage in meaningful employment, and

work toward achieving their life goals. Conditions that promote positive schooling

experiences are supported when all students “have access to challenging curriculum and

their educational programs are based on high expectations that acknowledge each

student’s potential and ultimate contribution to society” (Nolet & McLaughlin, 2000).

Student is a person engaged in a course of study. A student is primarily a person

enrolled in an educational institution who attends classes in a course to attain the

Impact of Co-curricular Activities to SHS Students’ Academic Performance 2

appropriate level of mastery of a subject under the guidance of an instructor and who

devotes time outside class to do whatever activities the instructor assigns that are

necessary either for class preparation or to submit evidence of progress towards that

mastery. In the broader sense, a student is anyone who applies themselves to the intensive

intellectual engagement with some matter necessary to master it as part of some practical

affair in which such mastery is basic or decisive.

Different activities, in which students participate, both inside and outside the

school itself, are among the multiple situations or agents that can have an effect on these

concepts. Extra-scholastic activities have been associated with an improved educational

level, more interpersonal competencies, higher aspirations and a better attention level

(Mahoney, Cairos & Farwer, 2003), increased critical thinking and personal and social

maturity (Bauer & Liang, 2003), higher motivation (Hollway, 2002), and generally

speaking, with great benefits that serve to bridge school activities with those performed

outside the academic setting (Noam, Biancarosa & Dechausay, 2003).

These activities are often grouped into two well-differentiated types: extra-

scholastic (activities outside the school program) and extra-curricular (complementary

activities carried on within the school setting, and generally under school auspices).

However, in popular speech the two concepts are often used as synonyms, despite that

differences can be noteworthy, with the first type depending almost exclusively on

parents, and the second type being planned and carried out through the schools

themselves.( Moriana, et,al.. 2006)

Extra-curricular activities are defined as academic or non-academic activities that

are conducted under the auspices of the school but occur outside of normal classroom
Impact of Co-curricular Activities to SHS Students’ Academic Performance 3

time and are not part of the curriculum. Additionally, extracurricular activities do not

involve a grade or academic credit and participation is optional on the part of the student.

Extracurricular activities can be considered from the perspective of a continuum that

ranges from direct to indirect. A direct extracurricular activity is one that is more closely

associated with the student’s major or curriculum. An indirect extracurricular activity is

on that is relatively unrelated to the students major or curriculum.

An extracurricular activity has different types that students usually joined with.

First, student government, school administrators are impressed to the students with

leadership skills. Academic teams and clubs, joining an academic club show that you’re

passionate about learning and gaining a competitive advantage. Voluntary work and

community service, most colleges consider some form of voluntary work and community

service a must-have for all applicants. A student’s newspaper, having this kind of skills is

an impressive accomplishment. Athletics, participating in sports is a great way to

showcase your teamwork, leadership skills and that you place an emphasis on athletics

and physical fitness.

Students usually take pleasure in learning and acquisition of education, especially,

when there are adequate provisions of extra-curricular activities (Kapur. 2018). Extra-

curricular activities within the schools include artworks, handicrafts, music, singing,

dancing, role playing, sports, physical activities, games and so forth. These activities are

considered as not only imperative in developing creativity among the students, but

getting engaged in them stimulates their mind-sets and they are able to develop their

concentration towards learning. Research has indicated that when students get actively

involved in extracurricular activities, they perform well in their assignments and tests.
Impact of Co-curricular Activities to SHS Students’ Academic Performance 4

When even one extra-curricular activity arouses interest and enthusiasm within the mind-

sets of the students. When they take wholehearted interest in it, then it is likely possible

that they may take it as a profession in future(Anonymous).

This research entitled “The impact of co-curricular activities to senior high school

student’s academic performance” will be conducted near the context of the study. The

study focuses on the Senior High school students of San Rafael National Trade School

who were currently enrolled during the school year 2019-2020. This research attempts to

find out the impact of extracurricular activities to Senior High School students to their

academic performance.

To sum it up, this research aims to provide a clear explanation about the impact of

co-curricular activities to the Senior High school students. This could help the students to

decide if they want to have an co-curricular activities or not if it has an impact to their

academic performance. This research will benefit students, parents, and future

researchers.

Significance of the Study

The study will provide clear insights and further knowledge by analyzing the

possible impact of extra-curricular activities to Senior High School students’ academic

performance. The outcome of this study may form as a basis to students whether they

want to have an extra-curricular or they will focus on their academics. These findings

will be beneficial to the following:

Students,
Impact of Co-curricular Activities to SHS Students’ Academic Performance 5

The study would provide information that is beneficial to students in relation to

the impact of extra-curricular to the student’s academic performance. In addition, this

research would reveal various factors that could affect their schooling.

Parents,

Parents will also benefit from this study, since they will be aware to the problems

of their children and the impact of extra-curricular activities to them. This will give them

ideas about the situation of their children. It will help them to talk for their children and

motivate them to achieve higher education.

Future Researchers,

The result of this study can serve as basis for further studies and future

researchers on the impact of extra-curricular activities to senior high school student.

Review of Related Literature

This part summarizes the information from other researchers who have conducted

their research about the impact of Extra-curricular Activities to Senior High School

Students Academic Performance. The study reviewed relevant studies related to Extra-

curricular Activities.

Related Studies

On 2017, Freeman conducted a study entitled “The Relationship between

Extracurricular Activities and Academic Achievement” to find out the purpose of this
Impact of Co-curricular Activities to SHS Students’ Academic Performance 6

study and to determine if there is a relationship between extracurricular activity

participation and academic achievement as measured by the composite score on the

American College Test (ACT) and cumulative grade point average (GPA) throughout a

student’s attendance in high school. The researcher used correlation and hypothesis.

The independent variable for the analysis was student participation in

extracurricular activities. The dependent variables were students ACT scores and

cumulative grade point average (GPA). Extracurricular activity involvement (yes or no)

and the total number of extracurricular activities were also entered into Excel for

analysis. Archival data were collected on the 2009 senior classes from two consenting

high schools within the district. Data were collected and recorded using Microsoft Excel.

The data were then analyzed using a combination of Excel software and a series of

correlation-related formulas to provide a more comprehensive statistical analysis. The

result showed that academics were positively related to extracurricular participation.

Moreover, the research entitled “Impact of Extracurricular Activities on Students”

to document how being involved in extracurricular activities can influence development

in academics, social skills, and high school completion. According to Gardner et al.

(2008), theory and research on positive youth development emphasis the transition of

human development, and suggest that cultivating positive, supportive relationships with

people and social institutions encourages healthy development. The researcher used

hypothesis as research design.

The researcher used interview as an instrument. In conclusion Eccles (2003)

found that both the extracurricular programs and individual characteristics and leadership

influenced the nature of the impact of participation on individuals’ development.

Impact of Co-curricular Activities to SHS Students’ Academic Performance 7

Knowing what activities adolescent is hanging out with, and who the adult coaches and

mentors are that they can turn to when in need. Often when an adolescent is involved in

an activity this may directly effects who is in their peer group because of the amounts of

time spent with one another. It is likely that participation in these kinds of activities

influences the kinds of relationship adolescent’s form with adults as well as improving

the perspectives and connection of the school (Eccles, 2003). Overall, the development

that occurs can contribute to an adolescents’ identity and show the importance of

contributing as a member of the school community.

A study entitled “Benefits of Co-Curricular Activities to Academic Performance

of Financial and Management Accounting Students” of Villalobos. et,al..(2016),

investigated the Co-Curricular Activities of the Financial and Management Accounting

Students in Lyceum of the Philippines University-Batangas and its benefits to academic

performance. Specifically, this study aims to determine the profile of the respondents in

terms of age, gender and general weighted average and to determine the different co-

curricular activities of Financial and Management Accounting Students in Lyceum of the

Philippines University Batangas; to identify the reasons in joining in these activities; to

determine the benefits of co-curricular activities to their academic performance, skills,

attitudes and knowledge; and to know the factors that affect the student in joining the

student in joining co-curricular activities. According to VanZile-Tamsen and Bissonnette

stated that activities were found to have more benefit than only the enjoyment of

competition. Students know it is important to be active in college so as to be more

competitive when they are on the job market or applying to graduate schools. The

descriptive method of research utilizing the normative survey technique will be employ in
Impact of Co-curricular Activities to SHS Students’ Academic Performance 8

this study. Descriptive research is used to obtain information concerning the current

status of the phenomenon to describe “co-curricular activities” with respect to variables,

conditions or situations. It involves descriptive, analysis and interpretation of the existing

condition, and investigates the relationship between variables to developmental studies

which seek to determine changes overtime.

The respondents of the study are the 22 students from 3rd year and 58 students from 4th

year in FMA in the Lyceum of the Philippines University-Batangas for S.Y. 2015-2016

only. Our participants were 80 enrolled students. All of them constituted as the

respondents of the study or 100% utilization of participants. The survey was conducted

from the different third year and fourth year FMA students in LPU-Batangas. The

primary instrument used is a self-made questionnaire which is validated thru the help of

the panel members and by the statistician; this was used to gather the information. It

shows hat these activities can provide them with the opportunity to improve their interest.

However, to improve academic performance got ranked with 20 or 17.2 percent. It

reflects that most of the respondents joined in an activity which can help them to have a

higher grade in academics.

Furthermore, the study conducted by James W. O’Dea (May 1994) entitled “The

effect of Extracurricular Activities in Academic Achievement” was used to investigate

the difference in the grade point average between student’s wo participate in

extracurricular activities and those who do not participate. The researcher used

correlation and hypothesis.

Four hundred twenty-four seniors at Valley High School in West Des Moines,

Lowa. They used survey sheet to asked seniors to check every activity in which they
Impact of Co-curricular Activities to SHS Students’ Academic Performance 9

participated during their high school career. Four hundred twenty-four seniors at Valley

High School in West Des Moines, Lowa made up the study group. Each senior completed

the Fall Senior Information Sheet which gathered information about their participation in

extracurricular activities. The grade point averages were obtained from office records.

Specific criteria were developed to establish a group of involved students and a group of

those not involved in extracurricular activities. The difference between groups was

statistically analyzed using a t-test.

According to the research conducted by Craf (may 2012), entitled “The Impact of

Extracurricular Activities on Students Achievement at the High School Level” which

aimed to determine if participation in extracurricular activities has an impact on student

achievement. The research was a quantitative study. The participants in the study were

seniors attending twelve of the sixteen high schools in the school district. The school

district is one of the largest school districts in the country, and the district falls into the

top 50 largest districts in the country. The researcher chose to use only seniors based on

the fact that they should have completed the Georgia High School Graduation Writing

Test (which is administered to every junior in the state), and the majority of the students

should have attempted the SAT. Every senior in the high school were eligible to

participate in the study, but only the students that completed the parent permission from

were allowed to take the survey. The instrument used for this research study was

developed by the researcher. It is a short survey that requests specific information from

the participants. The result of this study and the review of literature support a positive

impact created by participation in extracurricular activities on student achievement.

Impact of Co-curricular Activities to SHS Students’ Academic Performance 10

Furthermore, Michael Richards (2018) conducted a research entitled

“Involvement in Extracurricular Activities and Overall High School Experience:

Academics, School Belonging, and Career/College Readiness” which sought to

determine the connection between extracurricular activities and high school belonging,

academics, and college/ career readiness that makes school more positive experience

overall. There is a growing number of students who are doing online learning or

alternative learning in other high schools that has changed the school climate and

numbers affecting graduation rates at public schools (Clarke, 2008). The results

suggested most students that are involved in EC activities would say they have developed

friendships through these activities. Students feel they have better sense of belonging to

the school and a higher regard for the school. Most students felt life after high school was

not affected by their involvement in EC activities. Either suggesting they had not thought

about moving on from high school or feeling no impact had resulted from their

involvement. In interviews students felt their involvement had helped they prepared for

college or career. Students stating they gained confidence through leadership roles.

Additionally, the study entitled “Effects of Extracurricular Participation during

Middle School on Academic Motivation and Achievement at Grade 9” aimed to

investigate the effects of participation in two broad domains of extracurricular activities

(sports and performance arts and clubs) during middle school on academic motivation

and achievement in Grade 9. The researcher used propensity score analysis.

Participants were 483 students recruited in the fall of 2000 or 2001 into larger

longitudinal. Given the at-risk nature of the sample, findings suggest the potential impact
Impact of Co-curricular Activities to SHS Students’ Academic Performance 11

of extracurricular participations in middle school on reducing dropout rates and ethnic

and income disparities’ in educational attainment.

Furthermore, Kimiko Fujita conducted a study entitled “The Effects of

Extracurricular Activities on the Academic Performance of Junior High Students”. The

purpose of this study is to determine whether or not the activities that junior high school

students choose have an effect on their academic performance (Brown, Cozby, Kee&

Worden, 1999). The researcher used correlational research study.

The subjects sampled for this study were the junior high students attending

Walnut Creek Christian Academy, spring semester. 98 copies of the survey instrument

were distributed; 52 were returned and 52 were used in this study. The data collected

from the 52 subjects will be discussed in subsequent sections, commencing with the

reporting of the demographic findings. The survey indicated that 35% of the students

were in 6th grade; 35% were in 7th grade, while 31% were in 8th grade. Within the stated

purpose and findings of this study, the following conclusions appear warranted:

Participation in extracurricular activities has a positive effect on academic performance

among the sampled junior high students at Walnut Creek Christian Academy.

Participation in athletics, television viewing, and community service improve academic

performance, while participation in musical performance does not improve academic

performance among the sampled junior high students attending Walnut Creek Christian

Academy.

According to Daniyal, et, al. (2012) study entitled “The effect of co-curricular

activities on the academic performances of the students: A case study of the Islamia

University of Bahawalpur, Pakistan”. The present study reveals the fact that involvement
Impact of Co-curricular Activities to SHS Students’ Academic Performance 12

in the co-curricular activities produces its effect on academic performance of the

students. The sampling method used in this regard is the stratified random sampling.

Students from the Islamia University of Bahawalpur are the participants of this

study. Chi-square test was used to test the association between different factors because

our data consisted of the frequencies that fall in each category. A significance level of

0.05 was used to test the significance of the results. There are a total of six faculties in the

Islamia University of Bahawalpur which were treated as strata’s. The results of their

study with the help of Chi-square technique showed that participation in the co-curricular

activities improve the academic performance of the students. Athletic and sports

participation improve the performance of the students in their studies; watching television

may improve the academic performance if it is limited to certain limit.

The study entitled “Extracurricular activities and their effect on the student’s

grade point average: Statistical study” focus to identify how extracurricular activities

affect the student’s grade point average. The researcher used a simple random sampling

technique.

274 students of King Abdulaziz University were the participants in this study. The

inferential statistical method was used in this study. It consists of generalizing from

samples to populations, performing estimations and hypothesis tests, and determining the

relationship among variables and making predictions (Bluman, 2009). Furthermore, post-

hoc tests as Scheffe was examined. The results showed that student’s satisfaction on the

available ECA does not really differ irrespective of their faculties. The result also showed

that student’s willingness to participate in ECA is the main and only purpose for

satisfaction; and neither affected by the type of faculty nor by the current level. Also, the
Impact of Co-curricular Activities to SHS Students’ Academic Performance 13

hours spent in studying are the same for each group (those who participated in ECA and

those who did not); participating in ECA does not really affect the students study hours;

ECA does not prevent the student from studying. The study also found that there is no

interaction between the students’ types of faculty and their participation on ECA on their

GPA. Although the GPA of a student may differ by faculty, their participation in ECA

will always positively affect GPA as previously reported. Additionally, the study found

that participation hours in ECA would not necessarily increase if the students were

satisfied by it; the result showed that two variables were poorly correlated. Finally,

administrations of VDSA ought to continually fund extracurricular activities, since it

clearly benefits the students’ academic achievement. Faculties should encourage

students’ participation in extracurricular activities. Students all over the world need

awareness about the benefits of ECA.

Further, Moriana, et, al. (April 2006) sought to determine the possible influence

of extracurricular activities (study-related and/or sports) on academic performance of first

and second year pupils in educacion secundaria obligatoria (ESO). Also to study whether

there is a relationship between involvement in after school activities (according to type)

and school performance, in ESO [mandatory secondary education] students. A

retrospective ex post facto design was carried out with a control group, where the groups’

academic results were assessed as a function of their participation or non-participation in

extra-curricular activities.

Use randomly selected 12 schools from city of Cordova; representative of the

city’s different districts and neighborhoods, 9 of them public schools and 3 privates. A

self-report was administered to students from first and second year of secondary
Impact of Co-curricular Activities to SHS Students’ Academic Performance 14

education; their ages fall between 12 and 14 years. A sample of 222 participants was

chosen (77 male students and 114 female), randomly assigned to two groups which were

differentiated by involvement in after-school activities (43 males and 68 females) or non-

involvement (34 males and 76 females). In 100 yes-no questions, this self-report collects

environmental factors in studying, internal factors, and other aspects related to

techniques, note-taking, memory, tests, schedules and mental hygiene. Salas (1993)

underscores the questionnaire’s usefulness for evaluating general study behavior and its

main components, for the purpose of providing feedback to the student as to what aspects

can be improved, and his or her possible weaknesses. Beginning with this information,

the author designs a training procedure for study techniques and habits, to be applied per

results obtained. The results indicate that the group involved in activities outside the

school day yielded better academic performance, especially those that participated in

study-related activities, tutoring support or private classes, and those that participated in

mixed activities (both sports and academic).

Additionally, Avi Zacherman (2008) conducted a study entitled “The Relationship

between Involvement in Extracurricular Activities and Academic Performance” which

seek to explore a relationship between academic performance and involvement in

extracurricular organization. This thesis is a qualitative study by design, it also the

researcher used a hypothesis testing.

Participants in this study consisted of a random sample of 20% of respondents

from the 2006 National Survey of Students Engagement. This sample consisted of 51,874

students from institutions throughout the United States. Also the number of identifying

information is attached to this data that can link the researcher to either the individual or
Impact of Co-curricular Activities to SHS Students’ Academic Performance 15

the institution they attend. Respondents are all first- year students or senior in college.

The instrument in this study is the 2006 National Study of Student Engagement,

administered by the Center for Postsecondary Research at the University of Indiana

Bloomington This research provides support for the importance of student clubs and

organizations on college campuses. According to ACPA’s Student Learning Imperative

(1994), the student affairs mission must compliment the academic mission of the

university. From the data, it is clear that student involvement plays a role in the academic

mission of the university.

Likewise, Michael Lee Wilcox (2012) conducted a study entitled “The Impact of

Extracurricular Activities on Academic Performance or Rural Secondary Students is

Indiana” aimed to identify whether extracurricular participation for students in a rural,

Grade 7-12 building created significant difference when examining academic

performance, attendance, gender, lunch status, and student discipline compared to their

non-participant peers. The design of the researcher is standardized and hypothesis testing.

All 7-12 high schools within the state with fewer than 750 students were asked to

participate within the study. Within this study, there were 208 boys (49.6%). 210 were

girls (50.1%), and one (.002%) was unidentified within the data. The mean language arts

standardized assessment score for boys was .11 (SD = 1.01) and girls had a mean score of

.16 (SD = .97). There is no significant difference between extracurricular participants and

non-participants on mathematics standardized testing performance. There is no

significant difference between extracurricular participants and non-participants on the

number of days not in attendance. There is no significant difference between

extracurricular participants and non-participants on the number of student discipline

Impact of Co-curricular Activities to SHS Students’ Academic Performance 16

contacts. Extracurricular participation, attendance rate, gender, free and reduced lunch

status and the number of discipline contacts cannot predict language arts standardized

testing performance.

Academic performance of students has been the subject of intensive research over

the past years. It has become an issue of standards and quality in education as judged

from the performance of students in national licensure and board examinations. In the

2010 professional licensure examinations given by the PRC, almost 70 percent of college

graduates in the country failed and, last year, only 125,419 of the 345,182 or 36.3 percent

college and technical school graduates passed their respective professional eligibility

examinations, as per PRC records. These statistics were based on the results of licensure

examinations for 45 groups of professionals. Among the lowest number of passing rates

were posted by: elementary teachers (15.4 percent); secondary teachers (23.3 percent);

electronic engineers (23.5 percent); and registered electrical engineers (31.9 percent)

(Philippine Education Sector Assessment Project, 2011). Other report provided data

about education standard; indicating that deterioration had occurred in all fields of

education in the society.

The researcher witnessed an increasing proliferation of activities, be they

academic (private classes, foreign languages, music, etc.), sports-related or cultural.

Teachers on occasion complain that some students are over-involved in after-school

activities and that these are chosen by the parents or are not well planned, thus failing to

coordinate with or complement the activities carried out at school. Along these lines,

Marsh and Kleitman (2002), state that extra-curricular activities selected and planned at
Impact of Co-curricular Activities to SHS Students’ Academic Performance 17

the school are more helpful than those that take place outside, since the latter often lack

sufficient planning, order, and logical, coherent meaning.

Moreover, Lacey Hubbs Johnston conducted a study which entitled “The Effects

of Extracurricular Activities on Academic Performance and Retention in the Middle

Tennessee State University Horse Science Program”. The objective of this study is to

explore the effects of ECA in Horse Science students at Middle Tennessee State

University (MTSU), and identify variables related to retention and persistence based on

level of involvement. The study examined two types of data. In Part I, a 26-question

survey was designed to collect student perceptions of ECA involvement and success. Part

II examined the effect of ECA participation on student performance using official

transcript data. In Part IIA, a snapshot of official transcript data of all Horse Science

majors enrolled in the spring 2013 semester were recorded and compared to data

collected from students surveyed in spring 2013. In Part IIB, official transcript data were

evaluated in three first-time full time freshman cohorts longitudinally from to graduation

or attrition, from fall 2007 to spring 2013.

Data were analyzed using Pearson’s correlation coefficient and the PROC FREQ

option of SAS (SAT Inst., Inc., Cary, NC). A General Linear Models procedure was used

to test the effects of Horse Science ECA and total number of ECA on GPA, using a

tukeykramer adjustment for uneven group numbers. Results were considered statistically

significant at P <0.05, with a tendency towards significance at 0.05 < P < 0.10. The

results of this study, including 70 enrolled student surveys, a snapshot of official

transcript data from 81 Horse Science majors enrolled in spring 2013, and a longitudinal

examination of a combined cohort of 42 students matriculated in 2007 to 2009, strongly

Impact of Co-curricular Activities to SHS Students’ Academic Performance 18

indicate that involvement in ECA positively influences GPA and persistence in university

Horse Science students.

The study entitled “Effects of Extracurricular Activities and Physical Activity on

Academic Success” sought to provide a comprehensive review of recent literature

studying the effects of extracurricular activity and physical activity on academic

achievement. Research seems to suggest that extracurricular activities do more benefit

than they do harm, provided that the student does not allow those activities to control his

or her life (Knifsend & Graham, 2012). The relationship is affected by a wide variety of

confounding variables that need to be taken into account before definite conclusions can

be reached. Future research is necessary concerning both extracurricular activity and

physical activity. Such research should examine confounding variables like those listed

above, as well as other variables, such as the duration of the activity and the time of day

the activity is performed.. The relationship between physical activity and academics, as

well as the relationship between other extracurricular activities and academics, is

complex. Nonetheless, these relationships deserve attention, because in a sense, these

relationships are about more than activities and grades—they are about the well-being of

the children that will go on to shape the future. Their success deserves undivided

attention.

Based on Dr. Jane N. Cariaga study entitled “The Impact of Extra-curricular

Activities in the Personal Development of the Members of Performing Groups of the

Philippine Normal University-North Luzon”, endeavors to find out the positive impact of

extra-curricular activities in the personal development of the members of performing

groups of Philippine Normal University-North Luzon, Isabela Campus School Year

Impact of Co-curricular Activities to SHS Students’ Academic Performance 19

2013-2014. It aimed to find out the profile of the members of the performing groups of

Philippine Normal University-Isabela Campus in terms of the following: age, gender,

civil status, religion, socio economic status, occupation of the parents of the members,

scholarship. Also the study aimed to determine the positive impact of extra-curricular

activities in the personal development of the performing members of extracurricular

activities of Philippine Normal University- Isabela Campus. Further, this study also

aimed to find out the benefits of the members that they get/ derived in joining these

performing groups. The descriptive method best brings out the nature status and

characteristics of an individual group or a phenomenon through an accurate recording

analyze of data. Gather from a large scale. It is the descriptive methods which best

present what is as is. The researchers employed a questionnaire as a tool for gathering the

needed data for the study to identify the positive impact of joining extracurricular

activities in personality development of the members of this clubs. Thus, all of the

aspects of the personal development of the members including physical, social,

emotional, spiritual and mental aspects had a great impact on their personality.

Extracurricular Activities and Academic Success

Academic and social engagements are indicators of student involvement and

integration. Students involved in extracurricular activities (ECA) withdraw from college

at a lower rate than those who are not involved (Cole & Fanno, 1999; Hunt, 2007). Some

non-classroom interactions with peers have a positive impact on learning and have been

reported in standardized and self-reported research (Pascarella & Terenzini, 2005, Elkins
Impact of Co-curricular Activities to SHS Students’ Academic Performance 20

et al., 2011). Students involved in agriculture-related ECA before attending college often

participate at a higher level when in college, leading to a decrease in attrition among

these students (Cole & Fanno, 1999). Additionally, identification with a peer group

through extracurricular activities increases persistence (Broh, 2002).

Students who become involved in ECA are more likely to become invested in the

institution, which increases their commitment and provides a positive influence on

persistence. Students who become involved earlier with ECA rather than later in their

academic career are more likely to persist and be retained (Gerdes & Mallinckrodt, 1994;

Pascarella & Terenzini, 2005). In a study by Cole and Fanno, (1999) 76% of individuals

who withdrew from college reported not being involved in any ECA.

Additionally, a cohort study in the early 1980s found that ECA involvement had a

positive impact on freshman-to-senior-year degree aspirations (Ryan, 1989). Leadership

opportunities often accompany ECA involvement, which are ideal introductions to

expectations in most career fields. Extracurricular activities can contribute heavily to

career choice (Pascarella & Terenzini, 2005). Through ECA, students learn how to

positively and productively interact with teammates, competitors and mentors, which also

stimulate ethical and moral development (Lind, 1997; Rest & Narvaez, 1991).

Positive effects of student success and retention have been seen in activities

directly related to students’ course of study (Pascarella & Terenzini, 2005; Baker, 2008).

Pascarella and Terenzini (1991) indicated a positive effect on persistence and social self-

concept in a study where ECA involvement was a main focus. Baker (2008) used the

National Longitudinal Survey of Freshmen to compare the dependent variable (academic

performance) against an independent variable (ECA involvement), and no effect was

Impact of Co-curricular Activities to SHS Students’ Academic Performance 21

found between academic performance and the category of activity in which students were

involved (Baker, 2008). There is a tendency for students heavily involved in ECA to take

longer to graduate (Pascarella & Terenzini, 2005). Conversely, students engaged in any

sort of organized activity were more likely to persist to graduation than less involved

peers (Shulman & Bowen, 2001).

In conclusion, these studies states that involving in such extra-curricular

activities(ECA) has seen a positive relationship to students’ academic performance.

Through extra-curricular activities students seem to develop their personal and leadership

skills which are more qualifying and an expectation in most career fields.

Theoretical Framework

This investigation will be guided by several conclusions in line with co-curricular

activities and academic performance. The researchers preferred this theory in relation to

their study, entitled “The Impact of Co-curricular Activities to Senior High School

Students’ Academic Performance” to state how Co-curricular Activities affecting student

Academic performance. This theory supports the researchers’ view that it’s important to

determine and give proof with such factors for better learning and success.

According to Gardner et al. (2008), theory and research on positive youth

development emphasis the transition of human development, and suggest that cultivating

positive, supportive relationships with people and social institutions encourages healthy

development. Considering this perspective, organized activities, such as Cocurricular

activities, can encourage healthy development because of the support and opportunities

that are present compared to less positive after school options for teens. Students who
Impact of Co-curricular Activities to SHS Students’ Academic Performance 22

participate in structured activities are more likely to respect diversity, play by the rules,

and contribute as a member of a team whether it is sports, scouting or clubs.

Conceptual Framework

Co-curricular Activities
Academic Performance
of Senior High School
Assessment: Students’ GPA
Students

Figure 1. Extracurricular Activities and Senior High School Students Academic Performance

Using the research paradigm model (as shown in figure 1 above). The study

mainly focuses to determine the impact of Cocurricular Activities to Senior High School

students.

Statement of the Problem

This research attempts to find out the impact of co-curricular activities to Senior

High School students’ academic performance. This study will be conducted during the

first semester of Senior High School Students in SY 2019-2020 at San Rafael National

Trade School.

Specifically, this study aims to provide answers to the following

questions:

1) What is the demographic profile of the respondents in terms of:

Impact of Co-curricular Activities to SHS Students’ Academic Performance 23

1.1 Track/ Strand?

1.2 Types of Extra-Curricular Activities Joined?

2) What percentage of SHS students participate in co-curricular activities?

3) How may the participation of the respondents in co-curricular activities be

described?

4) How may the level of students’ academic performance be described?

5) Is there a significant relationship between participation in co-curricular

activities and students’ academic performance?

6) What is the implication of the result of the study?

Hypothesis

H0: Participation in co-curricular activities does not have a significant impact in

students’ academic performance.

H1: Participation in co-curricular activities has a significant impact in students’

academic performance.

Scope and Delimitations

The study will be conducted at San Rafael National Trade School - Senior High

School Department - Caingin, San Rafael, Bulacan. The research involves Senior High

school students who are enrolled during the first semester of the school year 2019-2020.

It will overlook on the respondents age or gender, neither does it crucial personal
Impact of Co-curricular Activities to SHS Students’ Academic Performance 24

information and statements that may affect the students. Senior High school students

from all sections of Grade 11 and Grade 12 will be randomly selected from the strata.

This study focuses on the impact of co-curricular activities and now it

significantly correlates to Senior High School Students of San Rafael National Trade

School.

Definition of Terms

The following terms were define to better understand the concept of the study.

Academic Performance. Academic performance is the outcome of education; it

is the extent to which a student, teacher or institution has achieved their educational

goals. (Wikipedia 2013). According to Narad & Abdullah (2016) academic performance

is the knowledge gained which is assessed by marks by a teacher and/or educational goals

set by students and teacher to be achieved over a specific period of time.

Co-curricular Activities. Co-urricular is a combination of the Latin prefix extra-

meaning “on the outside” and the word curriculum, meaning “a running, course, career”.

(vocabulary.com). Extracurricular Activities are defined as academic or non-academic

activities that are conducted under the auspices of the school but occur outside of normal

classroom time and are not part of the curriculum. (KR. Bartkus 2012).

Performance. Performance is the action or process of carrying out or

accomplishing an action, task, or function (Oxford dictionary).

Relationship. Relationship is the way in which two or more concepts, objects, or

people are connected, or the state of being connected. (Oxford Dictionary).

Impact of Co-curricular Activities to SHS Students’ Academic Performance 25

Senior High School. Senior High School is high school offering the last years of

secondary education, usually consisting off grades 10, 11, &12. (Collins Dictionary).

Senior High School refers to Grade 11 & 12, the last two years of the K-12 program that

DepEd has been implementing since 2012. Students begin to study in SHS the subjects

that will introduce them to their preferred career path. (Chelo Banal-Formoso of

Inquirer.net)
Impact of Co-curricular Activities to SHS Students’ Academic Performance 26

CHAPTER II

Method of the Study

This chapter gives a brief overview of various steps and methods used by the

research. These includes research design, target population, sample and sampling

procedure, instruments for data collection, validity and reliability of the research

instruments, data collection procedures and data analysis.

Research Design

The researchers will use correlational research design under the non-experimental

type of quantitative design. This is the most appropriate method in evaluating the impact

of co-curricular activities to senior high school students to their academic performance.

Quantitative research is defined as 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, surveys, polls, questionnaires etc., the result 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 charges accordingly. Based on the

previous research, a correlational research design measures a relationship between two

variables without the research controlling either of them. It aims to find out whether there

is either: positive correlation, negative correlation or zero correlation. (Shana Mccombes,

2019). This ranged from one day to a few weeks. Correlational survey research collects

data in order to test hypothesis or to answer questions covering the current status of the

subject in the study.

Impact of Co-curricular Activities to SHS Students’ Academic Performance 27

Population of the Study

This research study involves Senior High School Students both grade 11 and 12

of San Rafael National Trade School, during the S.Y. 2019-2020, who’s actively

participating in co-curricular activities as the respondents. The total numbers of students

that are actively participating in extra-curricular activities are 158. It includes the

academic track, STEM and ABM strand and also the TVL such as HE, EIM and SMAW.

The researcher will use simple random sampling as their tool. Simple random sampling is

a subset of individuals (a sample) chosen from a larger size of population. Each

individual is chosen randomly and entirely by chance, such that each individual has the

same probability of being chosen at any stage during the sampling process. Respondents

are chosen via draw lots by the researchers. The researcher will use Slovin’s formula to

calculate the number of population to be used, therefore, in a margin of error of five (5), a

90 percent of confidence level, and 158 as a population and lastly a 50 percent of

response distribution the total population to be used is 100 persons in total. The

information provided will use to determine the impact of co-curricular activities to senior

high school students on SRNTS.

Instrument of the Study

The researchers will use questionnaires as their research instrument. A

questionnaire is a written set of questions that are given to people to collect facts or

opinion about a certain topic. According to Oxford dictionary, questionnaire is a devised

used for the purposes of a survey or statistical study obtaining choice of answers.
Impact of Co-curricular Activities to SHS Students’ Academic Performance 28

The survey instrument used in this study was designed to determine the impact of

students’ participation in extra-curricular activities to their academic performance. The

questionnaire consisted of two parts: (1) Background Information and (2) Co-curricular

participation scale.

The background information including the full name and grade level and section

of the respondents is in the first part of the questionnaire.

The second section is composed of 10 statements and those were four-point Likert

scale with (5) representing “Strongly Agree”, (4) representing “Agree”,(3) representing

“Fairly Agree” (2) representing “Disagree”, and (1) representing “Strongly Disagree”.

The respondents are asked to answer the 10 item questions in line with their post extra-

curricular activities.

However, the General Average (First Semester) of the respondents will not be

included in the questionnaire; instead, a letter of approval will be accomplished by the

researchers to acquire it to the respective advisers of the respondents to have a reliable

and factual source.

The instrument used by the researchers was adopted from the study of Trillado et,

al. (2017) regarding co-curricular activities and students’ academic performance.

Data Processing Statistical Treatment

The researchers use statistics in order to determine the significant relationship

between the students’ participation in extracurricular activities and their academic

performance. The researcher will employ the following statistical tools under descriptive
Impact of Co-curricular Activities to SHS Students’ Academic Performance 29

and inferential statistics. The Percentage, Weighted Mean and Spearman Rank Order

Correlation are the tools use to interpret data.

Percentage. This will employ to determine the frequency counts and percentage

distribution of variables of the respondents. Percentage simply means “per hundred” and

the symbol used to express percentage is %. One percent (or 1%) is one hundredth of the

total or whole and is therefore calculated by dividing the total or whole number by 100.

(Statistics Canada, 2015)

Average Weighted Mean. It is a kind of average. This will be used to determine

the assessment of the respondents with regards to their personal profile. If all the weights

are equal, then the weighted mean equals the arithmetic mean (the regular “average”

you’re used to). Weighted means are very common in statistics, especially when studying

populations. (Andale, 2015)

Spearman’s Rank Order Correlation. According to Statistics Solution, it is

usually used to measures the strength and direction of association between two ranked

variables. As for this study, Spearman Rank Order Correlation will be used because the

study aims to find whether there is an impact between extracurricular activities and

academic performance.

Frequency Distribution. A table that displays the frequency of various outcomes

in a sample. Each entry in the table contains the frequency or count of the occurrences of

values within a particular group or interval, and this way, the table summarizes the

distribution of values in the sample. The researchers will use frequency distribution to

know how many students’ will answer the questionnaire’ and to find out the median of

the study.
Impact of Co-curricular Activities to SHS Students’ Academic Performance 30

SURVEY QUESTIONNAIRE

THE IMPACT OF EXTRA-CURRICULAR ACTYIVITIES TO SENIOR HIGH

SCHOOL STUDENTS’ ACADEMIC PERFORMANCE

Complete Name: ______________________________________

Grade level & Section: ________________ Track/ Strand: ________________________

Part 1: Involvement in Extra-Curricular Activities

Please check the box that corresponds to the type of extra-curricular activities that you

had been involved with.

Academic

Sports
Music and Arts

Directions: Rate the level of your agreement on the given statements by putting a check

on the corresponding column. Please refer to the scale below.

(5 Strongly Agree/ 4 Agree/ 3 Fairly Agree/2 Disagree/ 1 Strongly Disagree)

Item Statements 5 4 3 2 1

1 I learned a lot of things through participating in extra-

curricular activities that is very helpful for my studies

2 My participation in certain extra-curricular activities

Impact of Co-curricular Activities to SHS Students’ Academic Performance 31

gave me advantages regarding my studies

3 My participation in extra-curricular activities improved

my higher order thinking skills (HOTS).

4 Participating in extra-curricular activities helped me to

get high grades

5 My eagerness to learn was not affected by my extra-

curricular activities

6 Academic performance is my first priority even if I

joined extra-curricular activities

7 I participate in more than 1 extra-curricular activities

simultaneously

8 I was able to acquire the necessary competencies

required for each subject even if I am excused in class

9 In participating at extra-curricular activities motivates

me more to study harder

10 I have understood our other lessons and scored high at

exams even if I am always excused in class.

11 I have complied with all my requirements even if I am

excused.

12 I am never absent at class because of body pains and

headaches due to trainings.

13 My socialization skills were developed by participating

in extra-curricular activities and I am able to apply it

during class
Impact of Co-curricular Activities to SHS Students’ Academic Performance 32

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