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Chapter 2
Chapter 2
Chapter 2
Region V- Bicol
Schools Division Office of Iriga City
SAN AGUSTIN (STAND ALONE) SENIOR HIGH SCHOOL
School ID 343238 I San Agustin, Iriga City
CHAPTER 2
RELATED LITERATURE
students’ school life and many schools invested significant resources on extracurricular
curriculum” (Shulruf, 2010, pg. 594). Bartkus et al. (2012, pg. 698) defined
under the auspices of the school but occur outside of normal classroom time and are
not part of the curriculum.” Bartkus et al. (2012, pg. 698) also stated that “extracurricul ar
activities do not involve a grade or academic credit and participation is optional on the
part of the student.” The impact of ECA participation on students’ development has
been widely examined in the general education literature (Broh, 2002; Feldman and
Matjasko, 2005, 2012; Holland and Andre, 1987; Mahoney et al., 2003; Marsh and
Kleitman, 2002; Shulruf, 2010). However, this area of research has not been examined
Ananya Singh) said that Development of child’s body and mind demand proper
nurturing of its physical and intellectual qualities as few of the major determinants of his
development of the child. The process of education is not something static or one time
measure rather, continuous and life long endeavor that can be divided in two parts;
Co-curricular activities, as the name implies, are those, not directly related with
the prescribed curriculum and include; sports, athletics, scouting, cubing, various
hobbies, excursions literary societies, dramatics, debates etc. to bring social and
physical adjustments in the child. The study concluded that in wholesome the overall
wherever at all possible, ―grow out of curricular activities and return to curricular
activities, but it took a while to inure themselves. In fact, before 1900, educators were
Some researchers have divided co-curricular activities into informal and formal
activities. The formal activities include activities which are relatively structured, such as
the other hand, also known as leisure activities, include less structured activities, such
as watching television. Some literature on leisure studies has ―suggested that formal
and informal activity settings have different influences on motivation and feelings of
competence,‖ two factors which influence academic performance (Guest & Schneider,
2003, para. 8). One study found ―that more time in leisure activities was related to
poorer academic grades, poorer work habits, and poorer emotional adjustments,‖ while
more time in ―structured groups and less time watching TV were associated with
Shepard, 1996, para. 12. - Some research indicates that physical activity not
only improves academic performance, but has an actual physical benefit for the mind.
Said, ―Regular physical activity might influence cognitive development by increasing
cerebral blood flow, altering arousal and associate neurohormonal balance, changing
Brown, Cozby, Kee, & Worden (1999, page.75). - All of these activities appear
to have some sort of effect on students’ academic performance; however, the issue of
descriptive study because it observes behaviors ―as they occur naturally, describes
behavior, explores a phenomenon, and tests hypotheses about behavior‖ Therefore, the
purpose of this study was to determine whether or not the activities that students
Ponter (1999, para. 1). - Studies reflect a strong positive relationship between
participation in music and academic performance. They suggested that ―music should
student grades‖). Numerous studies have examined the factors influencing students’
academic achievement, and many activities were found to have a significant influence.
Broh (2002, para. 8). - Numerous studies have been conducted concerning the
Broh (2002, para. 3). - ―Early analysis of the effect of participation in sports on
inconsistent evidence, but most research tends to lean toward the idea that participation
in athletics does, in fact, improve academic performance. The result of one particular
study indicated that ―with the exception of a few subgroups and outcomes,
information from this study has ―found that playing sports in high school has no
population‖ (para. 5). Although this particular study produced a negative relationship
have an influence on how children perform academically. The way children choose to
spend their free time can affect their school performance; it is not simply traditional in-
activities are three times more likely to have a grade point average of 3.0 or better‖ than
Stephens & Schaben (2002, para. 2). - School principals are interested in the
Stephens & Schaben (2002, para. 6). - They performed a study looking at the
number of sports each student played and its affect on academic performance. They
noticed that students who participate in at least one sport each year outperformed those
who participated in one or less, in class rank, overall GPA, and math GPA They also
noticed that the students who participated in more sports for many seasons had a
―higher level of scholarship than the students who had competed in only a few
Darling, Caldwell, & Smith (2005, para. 1). - Researchers have particularly
activities reported higher grades, more positive attitudes toward school, and higher
activities was distributed to students; they were asked to check which extracurricular
activities they participated in that year. Demographic questions, such as their favorite
activity, gender, and ethnicity were asked in order to take the social factors and
influences into account when calculating the results. The students were also asked what
their academic goals were and their grade point average. The results showed that the
Darling et al. (2005, para. 40). - found that students who did not participate in
any extracurricular activities showed the poorest adjustment as far as grades, attitude
showed the most positive adjustment, with sports related extracurricular activities in the
middle.
Azad) Abstract Benefits of co-curricular activities (CA) are numerous, including self-
confidence, communication skills and good physical health. So far, little importance has
been given to study the relationship of co-curricular activities and exam performance in
Pakistan. Consequently students are living in an environment where they have little idea
of how co-curricular activities affect their exam performance or grades. They only give
importance to their studies in order to achieve higher grades in exam. This research
study examined the role of co-curricular activities and exam performance of students at
attendance of 10th class and grades in 10th class board exams) of 636 students
through multistage purposive sampling was collected from thirty high schools of Lahore.
impact on student’s exam performance. Sobel test of mediation showed that attendance
exams. “Independent sample t-test” showed that students who were involved in co-
curricular or nonclass room activities had better grades or exam performance from
those students who were not part of these activities. When both male and female
Ananya Singh) said that Development of child’s body and mind demand proper
nurturing of its physical and intellectual qualities as few of the major determinants of his
personality. Co-curricular activities, as the name implies, are those, not directly related
with the prescribed curriculum and include; sports, athletics, scouting, cubing, various
hobbies, excursions literary societies, dramatics, debates etc. to bring social and
behavior.
One of the early philosophies behind co-curricular activities was that they should,
wherever at all possible, ―grow out of curricular activities and return to curricular
activities to enrich them. Multiple regression analysis demonstrated that co-curricular
background and prior achievement, various parenting, volunteering, and home learning
activities positively influenced student grades‖). Numerous studies have examined the
factors influencing students’ academic achievement, and many activities were found to
confidence, communication skills and good physical health. So far, little importance has
been given to study the relationship of co-curricular activities and exam performance in
Pakistan. Consequently students are living in an environment where they have little idea
of how co-curricular activities affect their exam performance or grades. They only give
journalism, communication arts, liberal arts, education, and other social science-related
typically achieve better scores, higher standardized test scores, more educational
CONCEPTUAL FRAMEWORK
As the San Agustin (Stand Alone) Senior High School resumed face to face
classes, some extra-curricular activities would resume. Almost every school in Iriga City
will have some kind of extracurricular activity available, such as music, academic clubs,
and sports. These activities provide students with opportunities to learn the values of
competition, diversity, and a sense of culture and community, as well as to relive higher
However, the students are traumatized by the prospect of returning to the new
normal as a result of these activities, and they are concerned about the spread of
face-to-face classes.
and understand the perception of the HUMSS students toward Extra-curricular activities
in the return of face-to-face classes in SASHS. Once answered, the researcher will be
able to assist students and cite recommendations that they may be able to address to
the students.