Research Paper

Impact of Extra Curricular Activities on the Social Engagement of Grade 11 STEM
Students of STI College Las Piñas Campus School Year 2018-2019.
A Research Paper
Submitted to the Senior High School Faculty
Of STI College Las Piñas
In Partial Fulfillment of the requirements for the course
Practical Research 1 and Statistics and Probability
For Science, Technology, Engineering and Mathematics
Gab Sairel T. Llamido
Maria Alyssa M. Lopez
Ivan Emmanuel B. Luce
Joanna Marie Mina
Bridgitte P. Mesina
Joseph Darwin E. Portillo
March 2019
ACKNOWLEDGEMENT
We would like to start off by praising and thanking God, for His showers of blessings
throughout our research.
This research would not have been possible without the support of Ms. Gilyn Eugenio our
Practical Research teacher, for giving us the opportunity to do research,, her motivation and
sincerity really moved us to try our best. She provided us knowledge and wisdom about
Qualitative Research and extended professional guidance whenever we had questions about our
topic.
We are also grateful to Ms. , our Earth and Science teacher who gave us insightful
comments that helped us better our research, her motivation and sincerity really moved us to try
our best.
We are also extremely grateful to Ms. Raquel Mahipos, our Reading and Writing teacher
who helped us construct the foundation of our research, her genuine will to help us form our
research with no grammatical errors and appropriate usage of words helped us complete our
research.
We would also like to recognize our family, who provided us un-ending support and
encouragement whenever we felt down and disheartened. They provided us all kinds of support.
Finally, our thanks to all the people who have supported us to complete our research
directly or indirectly.
ABSTRACT
The Qualitative research approach, which is largely used in social sciences to explore
social interactions, systems and processes. This is the appropriate approach for this research
because it provides in-depth understanding of the ways people come to understand, act and
manage their day to day situations. The aim of this study is to Understand the Impact of Extra
Curricular Activities on the Social Engagement of Grade 11 STEM Students of STI College Las
Piñas Campus School Year 2018-2019. The Department of Education has implemented the
Education Act of 1982 that states Extra Curricular Activities are part of the curriculum of the
Philippines. These activities develop skills that a student will need such as social engagement,
physical well being and so on. The objective of this study is to understand the impact of ECA’s
to the social skills of students to ascertain that these activities should really be part of the
School’s System.
A descriptive design was appropriate for this research because it describes The Impact of
Extra Curricular Activities on Grade 11 Students of STI College Las Piñas A.Y 2018-2018 on
Social Engagement respectively. Qualitative approach will be used in this study with the use of
survey forms as a way of collecting data. Purposive Sampling will be used for this study. The
researchers decided it would be best as they will be deciding the criteria to be used to define who
their participants would be. This will be beneficial as the researchers to critically think and
properly set the standard of the participants at an early stage of the study, the sampling technique
used is semi structured questionnaire. After the gathering the data we will use transcription to
interpret our data. The conclusion is that through ECA’s students develop social skills.
TABLE OF CONTETNTS
Title Page …………………………………………………………………………………………
Acknowledgement ….........................................................................................................
Abstract ………………………..…………………………………………………………………
Table of Contents ………………………………………………………………………………...
CHAPTER I. INTRODUCTION ………………………………………………………………... 1
Background of the study ………………………………………………………………… 1
Statement of the Problem …………………………………………………………………2
Significance of the study ………………………………………………………………….2
Assumption ……………………………………………………………………………….3
Scope and delimitations …………………………………………………………………..4
Definition of Terms ……………………………………………………………………….4
Conceptual Framework …………………………………………………………………..6
CHAPTER II. REVIEW OF RELATED LITERATURE ………………………………………..7
CHAPTER III. METHODOLOGY ……………………………………………………………..13
Research Design …………………………………………………………………………13
Research Locale …………………………………………………………………………13
Sample and Sampling Technique ………………………………………………………..13
Research Instruments ……………………………………………………………………14
Data Gathering Procedure ……………………………………………………………….15
Validation of the Intruments …………………………………………………………….15
CHAPTER IV. RESULT AND DICUSSIONS …………………………………………………16
CHAPTER V. SUMMARY OF FINDING CONCLUSIONS AND RECOMMENDATIONS . 26
Summary of Findings …………………………………………………………………....26
Conclusions ……………………………………………………………………………...27
Recommendations ……………………………………………………………………….27
APPENDICES
Appendix A: Letter of Request …………………………………………………………
Appendix B: Validation of Research Instruments ……………………………………...
Appendix B.1 Validation of Research Instruments ………………………………
Appendix B.2 Validation of Research Instruments ……………………………..
Appendix B.3 Validation of Research Instruments ……………………………..
Appendix C: Curriculum Vitae …………………………………………………..….…
Appendix C.1 Curriculum Vitae ……………………………………………..…
Appendix C.2 Curriculum Vitae ………………………………………………
Appendix C.3 Curriculum Vitae ………………………………………………...
Appendix C.4 Curriculum Vitae ………………………………………………..
Bibliography …………………………………………………………………………………..
CHAPTER 1
INTRODUCTION
Background of the study
In life, there is nothing constant but change. By reason of the fast- changing world the
Education system needs to adapt in the face of constant change, students will need to have
different skills all the time. That is why DepEd implemented Extra Curricular Activities, these
activities develop skills that a student will need in the corporate world such as Social
Engagement. Social Engagement can be defined as the extent to which an individual participates
in a broad range of social roles and relationships. Like social networks and social support,
increased social participation has been found to have beneficial effects on health and well being
(Berkman & Syme, 1979; Burton, 1998; Greenfield, Rhem, & Rogers, 2000). Social Engagement
has also been linked to favorable social and behavioral outcomes in areas such as family
functioning, child and adolescent development and behavior. Social Roles provide people with
more meaningful social identities and purpose in life, Thus, as individuals accumulate valued
social roles such as being a part of a club or an organization, the sense that life has a meaning
and purpose increases, leading to improved well-being. (Mental Health, Social Mirror. Springer).
In today’s time a lot of students still question why Extra Curricular Activities are still part
of the Curriculum of Education in the Philippines. Considering that these activities are done
since the start of a child’s education, up to the end, but it is said that Education should go beyond
the four classroom walls; it should be more than books (Jackson, 2017).
The main reason for conducting this research is that Extra Curricular Activities are
always seen as a barrier to academic achievements. Many students still believe in the stigma that
these activities are only for people who are athletic, sociable, and outgoing and that students
don’t learn anything from these activities. The researchers will attempt to shed light about Extra
Curricular Activities and how they affect the Social Engagement of a student and will hopefully
give wider perspectives about the said topic. The aim is to understand the effect of co-curricular
activities to a student and how does this help them in the future.
Statement of the Problem
This research will aim to understand how Extra Curricular Activities impact the Social
Engagement of STEM students in STI College Las Pinas.
Specifically, the researcher would like to answer the following questions:
1. What activities in Extra Curricular Activities develop Social Engagement?
2. What role does Social Engagement play in the life of students?
3. Why are Extra Curricular Activities considered as a vehicle to develop Social
Engagement?
Significance of the Study
This study was conducted to explore the observed impact of extra-curricular activities on
the social engagement of students and upbringing of the participants it can be beneficial to
the following:
Students This study examined what are their thoughts and perception about the activities
that they do after school. The results of the study can provide a better understanding of their
purpose of participation in these activities. In addition to this, the study can also serve as an
eye opener to them how these activities help them become ready for the corporate world and
give them purpose in life
Parents This study can help parents as a guide on how they may support their children on
activities that may not be school related but help their children grow as individuals.
Government This study can be a stepping stone for the government to understand how
important Extra Curricular Activities are as a part of the Curriculum and what are the other
ways they can improve or develop this platform.
Teachers This study may be use as a material for the teachers in teaching their students
about the subject and make these students understand how important Extra Curricular
Activities are.
Future Researchers This study can be used by the future researchers as their reference
for sharing the same interest and want for understanding of the same subject. They may use
this as basis or as additional literature to support their study.
Assumption
Based from the related data presented and research the researchers came up with these
null assumptions:
A1 Students are motivated to go to school because of Extra Curricular Activities
A2 Students that are exposed to ECA’s develop social skills
A3 Extra Curricular Activities are used to develop skills in students.

Scope and Delimitation of the Study
This study will focus only on the experiences of students that participate in Extra Curricular
Activities. The researchers have decided to consider those who are between the ages of 17-19
years old to see what they have experienced, how it shaped them and how they grew up to be.
The limitations of this research include the area of data collection set by the researchers. Other
limitations to the study would be: (1) requiring the participants should be enrolled in the STEM
strand, (2) participants to have been enrolled in STI College Las Pinas. (3) participants should be
enrolled as a Grade 11 student (4) willing to participate in the study, and (5) the researchers used
interview as sampling method, which provides a high possibility that the members may not
express their honest and personal opinions about the topic at hand. They may be hesitant to
express their thoughts.
Definition of Terms
The following are the conceptual and operational definitions of the terms that the
researchers used as they were deemed significant to the study:
Extra-Curricular Activities- These are any activities that a person is interested in and
therefore participates. The researcher used this term as activities sponsored by the school but
done outside of class such as clubs, organizations and so on.

Social Engagement - refers to one's degree of participation in a community or society. In
this study, this term is used to define how students participate in Extra Curricular Activities
in their school.
Social Role- Social roles are the part people play as members of a social group. In this study,
this will be used to refer to the students that are part of clubs and organizations in schools.
Students- a person who is studying at a school or college. In this research, it will be used to
refer to the Grade 11 STEM students that are enrolled in STI College Las Pinas
Club- an association dedicated to a particular interest or activity. The researchers used this
term as the groups that students participate in such as Sports, Video Editing, Boardgames and
so on.
Organization- an organized body of people with a particular purpose, especially a business,
society, association. The researchers used this term as an association that students join in
such as Student Council.
Social skills- are the skills we use to communicate and interact with each other, both verbally
and non-verbally, through gestures, body language and our personal appearance. The
researcher used this term as the ability of students to communicate, persuade and interact
with other member of clubs and organizations.

CONCEPTUAL FRAMEWORK
The conceptual framework is designed to help define the project scope and assist in
navigating patterns and themes.
Input Process Output
The Extra 1. Collection of Impact of Extra

Curricular data through Curricular
Activities impact research. Activities on the
on the Social 2. Analysis and Social
Engagement. interpretation of Engagement of
data. Grade 11 STEM
3. Formulating Students of STI
conclusion College Las
based on Pinas Campus
interpretation of S.Y. 2018-2019.
data.
FEEDBACK
Figure 1. Relationship of the Variables
As shown in Figure 1, We used the IPO Chart the input would be the Extra Curricular
Activities and its impact on Social engagement followed by the process collection of data,
analysis and interpretation and formulation of conclusion which is the Impact of Extra Curricular
Activities on the Social Engagement of Grade 11 STEM Students of STI College Las Piñas
Campus School Year 2018-2019.
CHAPTER 2
REVIEW OF RELATED LITERATURE
Local Literature
Extracurricular Activities in the Philippines
According to an article in ABS-CBN News, In a typical Filipino household, parents
encourage their children to focus on excelling academically and getting good grades on their
report cards. In fact a student in the Philippines named Danny Kingad used extracurricular
activities as a way to stay healthy and at the same time earn extra money as he balances life as a
college student and a world title contender. This just shows that extracurricular activities help
students develop skills that are necessary and abilities that they can apply in real world
situations.
Extracurricular Activities and On-the-go families
There are a lot of families who are travelling most of the time, so the traditional way of
schools cannot cope up with this type of families. Parents use different methods and approaches
to provide their children education. According to ABS-CBN News a family in the Philippines
personalized her daughter’s education. Mai Kaufman, mother of Alexa and Calista brings her
children to mall based learning facilities to choose their own extracurricular activities such as art,
music, drama and taekwondo where her children can develop social skills.
Extracurricular Activities and Obesity
There are a lot of Extracurricular activities that are under the sports section where
students develop physical skills and maintain a healthy body but there are still a lot of students in
the Philippines who experience obesity, so to cope up with this the government of this country in
pushing for a mandatory inclusion of Anti-obesity program. This bill states that students shall
have extracurricular activities that have 200 minutes of physical activity for 10 days and shall
also receive healthy eating habits and good nutrition. This program is designed to help children
and promote healthy lifestyle among the filipino youth. (ABS-CBN News, 2014)
Importance of Extracurricular Activities
Extracurricular activities have a lot of benefits that help students in their everyday lives,
these activities maintain a students’ health either physically, mentally and socially. It is
important for parents to encourage them to pursue their special interest. According to an article
of GMA News, At an early age, children will become curious about various extracurricular
activities, such as sports, theatre, music, dancing and so on. Once they do, parents should support
their children because these activities shape and develop social skills.
Local Studies
Extra-Curricular Activities and Personal Development

There are a lot of things that students need to learn aside from what they learn in class,
learning should not be limited to what they learn in four corners of their classroom, there are
skills and other learnings that students can gather when they engage in activities that develop
their skills that are needed in the real world. According to the research of (Molina, et al, 2016)
extra-curricular activity allows to be part of curriculum to develop the personal aspect of the
students aside from Academic performance. The researcher defined extra-curricular activity are
those fall outside the realm of normal curriculum of school or university education, performed by
the student. 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. The students gain a sense of self-
respect, self-esteem and self-confidence when they are participating in any extra-curricular
activity in school. In addition, extracurricular activities help to enhance these social skills and
teach lessons not learned in a classroom.
Extra-Curricular Activities and Academic Achievement
A lot of people still argue that Extra Curricular Activities are not really needed, the usual
reason for this argument is that they believe that these activities only act as a barrier for students
to excel academically, but studies have shown that Extra Curricular Activities actually motivate
and encourage students to go to school which increases their chance to learn and According to
the thesis of Johnson, Lacey (2013) that students involved in extra-curricular activities withdraw
from college at a lower rate than those who are not involved. Academic and social engagement
are indicates of student involvement and integration. Extra-curricular activities may help the
students to be more active in schools and more likely to become invested in the institution, which
increase their commitment and provides a positive influence on persistence. Extra-curricular

activity may also help students how to be positively and productively interact with team mates,
competitors, and mentor, which may also stimulate ethical and moral development.
Extra-Curricular Activities and Participation
According to the research of Gatchalian (2015) there are different extra-curricular activity for
every university in the world. The researcher observed that universities such as De La Salle
University (DLSU), Ateneo de Manila University (ADMU), and University of the Philippines
(UP) have their own extra-curricular activities that students actively take part in. The researcher
observed that students can take being active is good because students can take advantage of the
benefits offered. Thus extra-curricular activities are effective as they promote greater than
academic achievement and enable students to connect with the sense of belongings towards their
schools.
Effects of Extra Curricular-Activities
Extra-Curricular Activities are activities that help develop and shape students to become
more job ready in the future, these activities help them develop necessary skills that are need
once they are in the real world. Extra-Curricular Activities have advantages and disadvantages.
(Gallemit, et al, 2016) The result from their research states that extra-curricular activity are
effective when: (1)Students have the chance to cultivate relationships within peers; (2) the
activity has a goals that encourages the students to achieve great things; (3)Students have the
opportunity to be leader or be in-change in committees; (4)The activity is appropriate for the
students age;(5) The activity is providing leisure to students. The researcher attempts to give a
useful information how extra-curricular activity help the students to their, academic, social,
emotional and others.

Foreign Studies
Extracurricular Activities and Asian Students
Many of the studies compared activities to study habits, self -esteem, adolescents
development, provides different opportunities to participate in these kind of activity. These
impacts are loosely associated with academic achievement. Despite the benefits of Physical
Activities, little is known about the availability of extracurricular sports at schools. This study
will focus on the impact of participation in extracurricular activity on youth development in risky
behaviors. We summaries that the body of literature does exist that provides an understanding of
the relationship between extra-curricular activities to the social engagement. The literature point
the positive outcomes that will influence on the student academic performance for those students
who involved and not involved on extracurricular activity. The availability of a student
participation in extracurricular activity and to examine school characteristics and relevant
community on behavior youth outcomes related to risky. This is also provide a good evidence
that participating in extracurricular activities is associated with both short and long term
indicators of positive development including school achievement and educational attainment. We
summaries our findings on the association of extracurricular activity involvement with both
educational and risky behavior outcomes during adolescence and young adulthood and also the
arguments linking participation in structured leisure activities to positive youth development.
These activities, together with academic research through the regular curriculum, play an
indispensable and important role in the campus life of students. Diverse experience gained
through extra-curricular activities and friendships cultivated beyond the study of major subjects
are quite useful after students graduate and go out into society. (Toyokawa, 2002)
Synthesis
The world is vastly changing every second of the day, the education system needs to cope up
with these changes, usage of traditional methods such as memorization and recitation is not
suited to the students of today because it does not develop their critical thinking, problem solving
and decision-making skills (Sunal et al 1994). The old and primitive methods of teaching rely on
textbooks while modern techniques are more on hands-on experiences. Extra-curricular activities
are one of the approaches of the education system to adapt to the fast-changing world, through
these activities students are exposed to different environments that hones them to be a student
ready for the future. As for the Philippines, according to ABS-CBN News, these activities are
used to develop the skills and abilities of a student that are applicable in the real word, they even
cited an example to prove their statement. There are a lot of proven advantages of ECA or Extra-
curricular activities such as the reduction of obesity through physical education that most
students are involved in their everyday lives at school. (ABS-CBN News, 2014), Also as studied
by Molina, et al, 2016, they also help in personal development, students gain a sense of self-
respect, self-discipline and self-esteem. These activities did not just help the students but also the
schools they attend to, according to the thesis of Johnson, Lacey (2013) Extra-curricular
activities may help the students to be more active in schools and more likely to become invested
in the institution, which increase their commitment and provides a positive influence on
persistence.
CHAPTER 3
METHODOLOGY
Research Design
A research design is a plan that guides the investigator in the process of collecting,
analyzing and interpreting observations (Taole, 2010). The research design for this study is
descriptive. A descriptive design was appropriate for this research because it describes The
Impact of Extra Curricular Activities on Grade 11 Students of STI College Las Piñas A.Y 2018-
2018 on Social Engagement respectively. Qualitative approach will be used in this study with the
use of survey forms as a way of collecting data
Research Locale
The study will be conducted in STI College Las Piñas campus. The school is fit for the
qualitative research and other necessary data of the research team. The respondents will be given
a survey questionnaire during their most available time. This study will be conducted during the
academic year 2018-2019.
Sample and Sampling Technique
Purposive Sampling will be used for this study. The researchers decided it would be best as
they will be deciding the criteria to be used to define who their participants would be. This will
be beneficial as the researchers to critically think and properly set the standard of the participants
at an early stage of the study (Miles & Huberman, 1994; The Triangle Admin, 2016).
Research Instruments
The researcher used a semi-structured questionnaire to know the lived experiences of
being a student who took part in extracurricular activities. In a semi structured questionnaire, a
researcher has open ended questions to ask used to gather focused, qualitative textual data
(Balkisson, 2013). This is because of the fact that one never knows what form an interview is
going to take. Neither the researcher nor the respondent knows what result this interaction
between them is going to generate. The semi-structured questionnaire used in this study was
validated by experts in the field to make a accurate and sensitive interview for the participants of
the study.
Semi-standardized Interview Guide
Problem #1: What activities in Extra Curricular Activities develop Social
Engagement?
1. What extra-curricular activities do you participate in?
2.Would you describe to us the usual routine that happens whenever there is a meeting within the
club?
3. What activities influenced you most socially growing up?
Problem #2 What role does Social Engagement play in the life of students?
1.Do you talk to anyone from your club whenever there are meetings?
2.Do you feel lonely whenever you have no one to talk to?
3. Do you prefer being alone or talking to someone?
Problem #3 Why are Extra Curricular Activities considered as a vehicle to develop Social
Engagement?
1. Do you engage socially whenever there are gatherings within your club?
Data Gathering Procedure
First, the researchers sought participants that have met the set criteria. After gathering the
participants for the study, the researchers will then ask for the participants’ informed consent
after educating them on the purpose, procedures, risks and benefits of the study. After making
sure that the participants are well informed and securing their consent for the study, the
researchers will then gather data through Focus group discussion. This type of interview will
help the researchers as it will help gather a wider perspective because of different opinions that
the researchers will gather from their participants.

Validation of the Instruments
The questionnaire designed for the study was subjected to a validation process for face
and content validity. Face and content validity have been defined by McBurney (1994:123) as
following:
A copy of the paper was shown to Ms. Donnalyn Manalili, Mr. Jimmy Lingan, and Ms. Raquel
Mahipos they are teachers under the SHS department who has deep knowledge about research
papers. These teachers went through the research to ascertain the adequacy of the instrument, and
check the accuracy of the questions.
CHAPTER 4
Results and Discussion
This chapter analyzes the gathered information from the respondents, the researchers will
transcribe and interpret the data gathered. The researchers will associate the gathered data from
the respondents with the questions that this research aims to answer based on the statement of the
problem.
Problem #1: What activities in Extra Curricular Activities develop Social Engagement?
1. What extra-curricular activities do you participate in?
Respodent 1: “Volleyball and Student Organizations”.

Interpretation: Extra- curricular activities seem to be important to the respondent because
he or she has many ECA’s.
Respondent 2: “Sports club, Badminton”.
Respondent 3: “Board Games Club”.
Interpretation: Extra- curricular activities seem to be less important to the respondent
because he or she has few ECA’s.
Respondent 4: “Board games club”.
Respondent 5: “Sports club”.
Respondent 6: “Boardgames Club”.
Respondent 7: “Hehehe club, any clubs joke board game clubs”.

Respondent 8: “Ahmm the board games club”.
Respondent 9: “Ano yung sa club yung isa board game at yung ahmm tagisan ng talino. Ayyy
wait meron pa pala yung gumawa kaming recycle”.
Respondent 10: “Sports club, specifically basketball”.
2.Would you describe to us the usual routine that happens whenever there is a meeting within the
club?
Respodent 1: “Sa volleyball may training kami and sa student org may video editing contest”.
Interpretation: The respondent seem to be active in participating in ECA’s and ventured
with clubmates.
Respondent 2: “Wala pa kami masyadong meeting pero nung first meeting namin makilala ko
mga clubmates ko”.

Interpretation: The respondent seem to be distant to his or her clubmates and doesn’t get
together with them.
Respondent 3: “Tuwing meeting nag lalaro lang kami ng mga club members”.
with clubmates.
Respondent 4: “We usually, tagalog ko na nga lang. Madalas nag didiscuss kame tungkol sa
mga larong boardganes at mga larong pampaenhance ng utak naming”
with clubmates.
Respondent 5: “I do not attend club meeting”.
together with them.
Respondent 6: “In the club I don't know what happen because it's rarely to have a meeting”.
together with them.
Respondent 7: “Uhh we play board games”
with clubmates.
Respondent 8: “Ammm I think nothing becausewe don't have any meetings yet”
together with them.
Respondent 9: “Ano yung meetings, wala naman ng yayari e. Wala naman akong naiintindihan
sa nagaganap, kailangan pa Englishen?”
together with them.
Respondent 10: : “we-, As of now we still don’t have any meeting from the start”.
together with them.
3. What activities influenced you most socially growing up?
Respodent 1: “Volleyball, Hindi lang puro mga ka batch ko lang nakakasama may mga
nakasama akong college habang naglalaro ako ng volleybal”.
Interpretation: The respondent has been exposed to socializing throught ECA’s for a long
time and developed the skill of socializing.
Respondent 2: "Badminton, Hindi ako masyado nag sosocialize dati simula nun lumipat kami
ng bahay, tuwing nag lalaro lang ako ng badminton na naging hobby ko na rin po.”
Interpretation: The respondent has problems socializing and feels uncomfortable doing it.
Respondent 3: “Video games, Habang nag lalaro ginagamit ko yun para makipag socialize”.
Respondent 4: “Socially growing up, Influence? Mostly ammm yung clubs na sinalihan ko
noong bata ako. Computer clubs.”

Respondent 5: “Basketball”.
Respondent 6: “About playing chess”.
Respondent 7: “basketball, I like to play with my friends”.
Respondent 8: “Amm playing basketball”
Respondent 9: “ano,pakikipag daldalan”
Respondent 10: “Playing chess and playing basketball”
Problem #2 What role does Social Engagement play in the life of students?
1.Do you talk to anyone from your club whenever there are meetings?
Respodent 1: “Yes”.
Interpretation: The respondent has socializes with clubmates, helping them develop
Social Engagement.
Respondent 2: “Yes, but only one person and it happens rarely.”
Interpretation: The respondent has problems socializing even with ECA’s.
Respondent 3: “Yes”.
Interpretation: The respondent has socializes with clubmates, helping them
develop Social Engagement.
Respondent 5: “As do i said i do not attend club meetings”
Respondent 6: “Yes, just by my friends.”

Respondent 8: “Yes the the, my class mates”
Respondent 9: “Yung Friends ko”.
Respondent 10: “Uh- from the start we still don’t have any”
2.Do you feel lonely whenever you have no one to talk to?
Respodent 1: “Yes”.
Interpretation: The respondent feels the urge to socialize or voluntarily wants to do so.
Respondent 3: “No”.
Interpretation: The respondent does not feels the urge to socialize or unvoluntarily wants
to do so.
Respondent 4: “Yes, e wala akong makausap hehe syempre lonely yon, ako lang mag isa”.
Respondent 5: “Yes ofcourse”.

Respondent 6: “Yes, just by my friends”.
Respondent 8: “Ofcourse syempre naman.”
Respondent 9: “Hindi kasi ano, ehem ehem ano, ano kasi pag may kasama, mas masaya pag
lonely ako”.
Interpretation: The respondent does not feels the urge to socialize or unvoluntarily wants
to do so.
Respondent 10: “It depends”.
Interpretation: The respondent depends his or her socializing with his or her mood.
Problem #3 Why are Extra Curricular Activities considered as a vehicle to develop Social
Engagement?
1. Do you engage socially whenever there are gatherings within your club?
Respondent 1: "Yes".
Respondent 2: “Di masyado pero kapag kinausap ako dun ako nakikipagsocialize talaga”.
Interpretation: The respondent has not been exposed to socializing throught ECA’s and is
distant with clubmates.
Respondent 4: "Hindi, hindi masyado"
Interpretation: The respondent has been exposed to socializing through ECA’s for a long
Respondent 6: “Yes, extra curricular activities help me talk to someone”.
Respondent 7: “Yes, aaaaa because i guess did”.

Respondent 8: “hinde tinatamad kasi ako mag salita”.
Respondent 9: “No meeting yet.”
Respondent 10: “Yes I do, whenever there are group activities”
CHAPTER 5
Conclusion and Recommendation
Summary of Findings
1. What activities in Extra Curricular Activities develop Social Engagement?
1.1 Club
The activities that were found to be the most effective club to develop Social Engagement
were sports club and board games.
2. What role does Social Engagement play in the life of students?
2.1 Motivation
Through ECA’s students feel a purpose of their attendance in schools, they feel that
they have meaningful social identities and purpose in life. As students accumulate
valued social roles such as being a part of a club or an organization, the sense that life
has a meaning and purpose increases.
2.2 Health
Extra Curricular Activities help students maintain a healthy lifestyle by being
exposed to Physical Activities that help their body.
2.3 Skills
Through Extra Curricular Activities students are exposed to different kinds of people
making them develop skills to socialize with these people.
3. Why are Extra Curricular Activities considered as a vehicle to develop Social
Engagement?
3.1 Vehicle
Because Extra Curricular Activities helps students be exposed to different kind of
people, this exposure helps students develop social skills.
Conclusion
From the analysis it was found that:
 The activities in Extra Curriculars that develop Social Engagement most is the sports
club, almost all the participants that are under the sports club are socially skilled.
 Social Engagement plays a big role in the life of students.
 Social Engagement is developed through Extra Curricular Activities.

Recommendation
The students may use this as reading material to understand the role extracurricular activities
play in the lives of students. This may assist the students in deciding whether they should
participate in extracurricular activities as it gives fresh perspectives from fellow students
studying in the same institution.
The parents may guide their children by educating them with the benefits that extracurricular
activities may give. Showing support will also play a big part for students joining ECA.
The Department of Education may provide Curriculums that support and encourage
extracurricular activities for students. Providing an avenue where such activities are not frowned
upon may help students develop a healthier balance with their academic life.
Teachers may support students that are also participating in extracurricular activities. They
should provide guidance and show understanding and patience. Teachers should also educate
students with the benefits ECAs may give.
Future researchers may use this as reference or additional literature for their research. They
may explore the same topic and choose another set of participants to show if the study is
consistent with a different audience.

APPENDIX A
Letter of Request
March 12, 2019

Ms. Richiel Cotejar
Senior High School Faculty
STI Academic Center
Alabang-Zapote Road
Las Piñas City
Dear Miss Richiel,

Good day! We are the Grade 11 students of Science, Technology, and Engineering-
STEM 111. We sincerely ask your assistance to conduct our research entitled: “Impact of Extra
Curricular Activities on the Social Engagement of Grade 11 STEM Students of STI College
Las Piñas Campus School Year 2018-2019” Inside STI College Las Piñas City. Its purpose is
to understand if there is any significant relationship between Extra Curricular Activities and
Social Engagement, Moreover, it will be conducted to contribute new knowledge about this
topic. We will be using Interview to get the participants answers.
We are looking forward for your response about this matter. Thank you very much and
God Bless.
Respectfully yours,
Mina, Joanna Lopez, Alyssa
Mesina, Brigitte Luce, Ivan
Llamido, Gabriel Portillo, Joseph
Approved by:
Ms. Gilyn Eugenio
Practical Research Paper
Ms. Richiel Cotejar

SHS Faculty
APPENDIX B
Validation of Research Instruments
March 12, 2019
Mr. Jaime Villafuerte
STI Academic Center
Alabang-Zapote Road
Las Piñas City
Dear Mister Jaime,

STEM 111. We sincerely ask for your assistance for validation of questionnaires in our research
entitled: “Impact of Extra Curricular Activities on the Social Engagement of Grade 11
STEM Students of STI College Las Piñas Campus School Year 2018-2019.” Its purpose is to
understand if there is any significant relationship between Extra Curricular Activities and Social
Engagement, Moreover, it will be conducted to contribute new knowledge about this topic.
God Bless.
Respectfully yours,
Approved by: Noted by:
Ms. Gilyn Eugenio Mr. Jaime Villafuerte
Practical Research Paper SHS Faculty
STI Academic Center
Ms. Ritchiel Cotejar
Assistant Principal
APPENDIX B.1
March 12, 2019
Ms. Raquel Mahipos
STI Academic Center
Alabang-Zapote Road
Las Piñas City
Dear Miss Raquel,

God Bless.
Respectfully yours,
Ms. Gilyn Eugenio Ms. Raquel Mahipos
STI Academic Center
Assistant Principal
APPENDIX B.2
March 12, 2019
Mr. Jimmy Lingan
STI Academic Center
Alabang-Zapote Road
Las Piñas City
Dear Mister Jimmy,

God Bless.
Respectfully yours,
Ms. Gilyn Eugenio Mr. Jimmy Lingan
STI Academic Center
Assistant Principal
APPENDIX B.3
March 12, 2019
Ms. Donnalyn Manalili
STI Academic Center
Alabang-Zapote Road
Las Piñas City
Dear Miss Donnalyn,

God Bless.
Respectfully yours,
Ms. Gilyn Eugenio Ms. Donnalyn Manalili
STI Academic Center
Assistant Principal
APPENDIX C
Curriculum Vitae
Lopez, Maria Alyssa M.
16B Macopa St. Verdant Acres Pamplona Tres LPC
0917-300-7152
alyssalopez88@yahoo.com
Personal Data
Nickname: Yssa
Age: 17
Birthday: July 23,2001
Civil Status: Single
Educational Background
 Systems Technology Institute (SHS) - 2018-Current

 Las Pinas East National High School (JHS) - 2014-2018
Talon Village Annex
 Talon Tres Elementary School (ELEMENTARY) - 2011-2013
 Saint Marks Institute (ELEMENTARY) - 2007-2012
 Gemille School (PRESCHOOL-KINDERGARDEN) - 2005-2007
Achievements
 Top 3 Nursery
 Top 2 Kindergarden
 Top 9 Grade Two
 Best In English (Grade 3)
 Champion in Capital Quizbee (Grade 5)
 Top 2 Grade 5
APPENDIX C.1
Curriculum Vitae
 Leadership Award
 Vice President of Supreme Student Government
 Secretary of Supreme Student Government
 Graduated G10 with honors
 Chairman of Batang Emergency Response Team
Mina, Joanna Marie C.
49 Florante St. Pamplona Uno, Las Pinas City
0917-300-7152
minajoanna98@yahoo.com
Personal Data
Nickname: Bebang
Age: 17
Birthday: January 30,2002
• Systems Technology Institute (SHS) - 2018-Current
• Las Pinas East National High School (JHS) - 2015-2018
• Pamplona Elementary School Central - 2008-2015
Achievements
• Officer Medal
• Achiever
• Best in Thesis Writing
APPENDIX C.2
Curriculum Vitae
Portillo, Joseph Darwin E.
Block 60B Lot 27C Immacolata St.
BF Resort Vilage
09179729688
josephdarwin@yahoo.com
Personal Data
Nickname: Sep
Age: 18
Birthday: August 2, 2000
• Bloomfield Academy - 2015-2017
• Merry Treasure School - 2015-2017
• Father Donato Gianntto - 2004-2015
Achievements
• Officer Medal
• CAT Officer
APPENDIX C.3
Curriculum Vitae
Llamido, Gab Sairel T.
B37 L4 Bf resort village, Vatican city drive.
Talon2 Las Piñ as City
09665665651
gabsairel@gmail.com
Personal Data
Nickname: Gab
Age: 18
Birthday: June 26, 2000
• Las Pinas East National High School (JHS) - 2015-2018
Equitable Village Annex
• Talon Elementary School (ELEMENTARY) - 2008-2015
Achievements
 Receive awards ( Top10 certificate, Red cross youth certificate, bronze medal
Rcy, if need na specific
 Come up with new ideas that improves thing.
APPENDIX C.4
Curriculum Vitae
Emmanuel Ivan Belina Luce

#119 Tramo Street Zapote 4 Bacoor Cavite
09954606019
ivanluce12@gmail.com
Personal Data
Nickname: Van
Age: 18
Birthday: March 3, 2001
• San Lucas 2 Elementary School
San Pablo City,Laguna - 2008-2015
•Col. Lauro D. Dizon Memorial - 2015-2018
National High School San Pablo City, Laguna
•Senior High School: STI Las Piñ as Campus, Alabang-Zapote - 2018-current
Road, Las Piñ as, 1714 Kalakhang Maynila
Achievements
• Receive awards ( Top10 certificate, Red cross youth certificate, bronze
medal Rcy, if need na specific
• Come up with new ideas that improves thing.
Bibliography
De Leon, A. (2015). Educating beyond the Four Walls of the Classroom [Abstract]. Retrieved
February 13, 2019, from http://www.thelobbyist.biz/perpectives/trend-blazer/737-educating-
beyond-the-four-walls-of-the-classroom
Wood, R. (2011). Extracurricular activities for physical activity. Retrieved February 13, 2019,
from http://www.countyhealthrankings.org/take-action-to-improve-health/what-works-for-
health/policies/extracurricular-activities-for-physical-activity
Avison, W., & Jane, M. (n.d.). Mental Health, Social Mirror. Retrieved December/January, from
https://www.springer.com/gp/book/9780387363196
Tamacruz, S. (n.d.). PHILIPPINES Extracurricular activities help keep kids in school – expert.
Retrieved November/December, 2018, from https://www.rappler.com/nation/213725-develop-
extracurricular-activities-keep-children-in-school
Domingo, K. (2018, February 22). 'Customizable' school offers more flexible education for on-
the-go families. Retrieved November/December, 2018, from https://news.abs-
cbn.com/life/02/21/18/customizable-school-offers-more-flexible-education-for-on-the-go-
families
Kimball, H., & Child Mind Institute. (n.d.). Find Balance with After School Activities | Time
Management. Retrieved December 20, 2018, from https://childmind.org/article/finding-the-
balance-with-after-school-activities/
McNeal, R. (1998). High School Extracurricular Activities: Closed Structures and Stratifying
Patterns of Participation. High School Extracurricular Activities: Closed Structures and
Stratifying Patterns of Participation, 91. doi:https://www.jstor.org/stable/27542149?
seq=1#page_scan_tab_contents

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Impact of Extra Curricular Activities on the Social Engagement of Grade 11 STEM

Students of STI College Las Piñas Campus School Year 2018-2019.

Submitted to the Senior High School Faculty

Of STI College Las Piñas

In Partial Fulfillment of the requirements for the course

Practical Research 1 and Statistics and Probability

For Science, Technology, Engineering and Mathematics

Gab Sairel T. Llamido

Maria Alyssa M. Lopez

Ivan Emmanuel B. Luce

Joanna Marie Mina

Joseph Darwin E. Portillo

throughout our research.

Background of the study

Engagement. Social Engagement can be defined as the extent to which an individual participates

Statement of the Problem

Engagement of STEM students in STI College Las Pinas.

Specifically, the researcher would like to answer the following questions:

1. What activities in Extra Curricular Activities develop Social Engagement?

2. What role does Social Engagement play in the life of students?

3. Why are Extra Curricular Activities considered as a vehicle to develop Social

Significance of the Study

give them purpose in life

ways they can improve or develop this platform.

this as basis or as additional literature to support their study.

A1 Students are motivated to go to school because of Extra Curricular Activities

A2 Students that are exposed to ECA’s develop social skills

A3 Extra Curricular Activities are used to develop skills in students.

express their thoughts.

researchers used as they were deemed significant to the study:

done outside of class such as clubs, organizations and so on.

Organization- an organized body of people with a particular purpose, especially a business,

such as Student Council.

with other member of clubs and organizations.

navigating patterns and themes.

Input Process Output

The Extra 1. Collection of Impact of Extra

Figure 1. Relationship of the Variables

Campus School Year 2018-2019.

REVIEW OF RELATED LITERATURE

Extracurricular Activities in the Philippines

According to an article in ABS-CBN News, In a typical Filipino household, parents

Extracurricular Activities and On-the-go families

Extracurricular Activities and Obesity

Importance of Extracurricular Activities

Extra-Curricular Activities and Personal Development

teach lessons not learned in a classroom.

Extra-Curricular Activities and Academic Achievement

increase their commitment and provides a positive influence on persistence. Extra-curricular

Extra-Curricular Activities and Participation

Effects of Extra Curricular-Activities

opportunity to be leader or be in-change in committees; (4)The activity is appropriate for the

emotional and others.

Extracurricular Activities and Asian Students

development, provides different opportunities to participate in these kind of activity. These

participation in extracurricular activity and to examine school characteristics and relevant

indicators of positive development including school achievement and educational attainment. We

arguments linking participation in structured leisure activities to positive youth development.

use of survey forms as a way of collecting data

academic year 2018-2019.

Sample and Sampling Technique

The researcher used a semi-structured questionnaire to know the lived experiences of