Investigating the Impact of Extracurricular Activities in the Students of Bansud Institute, Inc.

A Research Proposal
Presented To
Bansud Institute Inc.

In Partial Fulfillment
Of the requirements in the subject
Practical research 1

By:
Balboa, Yeshua Eliyahu
Jarabe, Carl Raven
Samarita, Nel James
Robiso, Jaimeer
Dimaano, Ej
Fajelago, James Russel
May, 19, 2023
 Chapter I
BACKGROUND OF THE STUDY

INTRODUCTION
An extracurricular activity or extra academic activity or cultural activities is an activity,
performed by students, that falls outside the realm of the normal curriculum of school, college or
university education.
Extracurricular activities perhaps one of the academic tools to perform this task as a means to
achieved many goals of educational, psychological, social, economic, and physical health for
their students, if properly implements good organized and perfect their plants in order to keep its
evaluating and monitoring them. Extracurricular activities are important in achieving the
educational goals, form student character and need further research, which reveals its
contribution in the behavior and modify it. Moreover, the extracurricular activities have varying
interest yet half of the student still choose to participate in an extracurricular activity.
The study will aim/discover the reason why the students are participating in the Extracurricular
Activities – unto the impacts of those activities in their behavior. The research hopes to shed
light on the motivation, interest, and participation of students who are most likely to participate
in Extracurricular Activities. Moreover, this research will seek for the impact of Extracurricular
Activities in the behavior of the students with the end view of how does Extracurricular
Activities affect the behavior of the students.

Statement of the problem

This study aims to explore the behavior of the students who are always participating in
the extracurricular activities of the school.
Specific problem
This study sought to answer the following questions:
1.What is the demographic profile of the selective students in terms of:
1.1 Age
1.2 Grade level
2. What are the extracurricular activities of the respondent?
3. What are the impacts of extracurricular activities?
4. How the researchers investigate the impacts of extracurricular activities?
Scope and Delimitation
This study aims to understand the perspective of the select students in Bansud institute
Inc. When students are participating in the extracurricular activities. It is limited to the data that
the researcher will gather twenty (20) students of Bansud Institute Inc during the academic year
of 2022-2023.

Significance of the Study

This study is beneficial to the following:
Students. the result of this study will help them to realize the great impact of extracurricular
activities in the behavior of the students.
Teachers. The result of this study will help them to realize the point why students are always
participating in those activities, that are most likely to have a continues growth when it comes to
their behavior.
Parents. The result of this study will help them to realize the point why their children are
constantly participating when it comes to extracurricular activities.
Future Researcher- The result of the study will help them to formulate another study similar
and connected to our research.

Definition of terms.
For better understanding of this research the following terms that the researchers used in
this study is defined below.
Extracurricular Activities – A range of activities organized outside of the regular school day
curriculum or course intended to meet learner interest.
Sports- An athletic activity requiring skill or physical powers and Often of a competitive nature.
Behavior- The manner of conducting one-self.
Academic- Things that relate to the work done in school colleges and universities especially
work which involves and reasoning than practical or technical skills.
 CHAPTER III
Methodology

This chapter shows the details of the research such as research design, respondents of the
study, research instruments, gathering procedures, analysis procedures and statistical treatment
of data.

Research Design
In this study, a descriptive-qualitative method was use allowing the research to get an in-
depth understanding about the impact of extracurricular activities in student behavior. This
includes the collection of the data needs to answer the question concern to the study.

Respondents of the study

The respondents of the study were sixteen (20) selected students at Bansud Institute Inc.
They were chosen because they were able to demonstrate that the research was feasible the study
was conduct during the school year 2022-2023

Research Instruments
The researchers use a researcher-made questionnaire about the impact of extracurricular
activities in the behavior of the students: perspective of students of Bansud Institute Inc. It is
structure to guide the researchers in understanding the situation of the respondents. The
questionnaire will consist of series of close-ended and open-ended questions. Aside from the
researchers made the questionnaire, the researcher will also use interview guides to collect data.

Validations of instrument
The researcher’s use the triangulation Method to validate the analysis of data such as the
observation of the researcher, literature and interview through the researcher-made questionnaire.
This is used to increase the credibility and concise ability of researcher finding.
Data Collection Procedure

The researcher made a questionnaire about the study that was approve by the researcher’s
adviser. The researcher’s looked for 20 respondents who are students-athlete. They asked the
permission of the respondents to be interviewed and surveyed. When the latter had given their
consent, the questionnaires were distributed to the respondents for data gathering and analyzing
ideas and the researcher waited for their response

Statistical Treatment
The researcher used the formula of frequency and percentage for the interception of the
collected data.

Formula:
P= percentage
F= frequency
n= numbers of respondents

Ethical Consideration
All participants were informed about the details of the study. Participants in the study were
voluntary and could withdraw from the study without any consequence. The anonymity and
confidentiality of the participants were guaranteed.
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDY
In reviewing some articles and study, we find some knowledge that will help and develop and
accomplish this research study. This chapter presents the related literature and studies both local
and foreign sources, this includes the synthesis of the art, gap that bridge the study.

RELATED LITERATURE

Local Literature
Extracurricular activities are endeavours that happen outside the regular school curriculum (Soto,
2020; Rawat, Rastogi, Jaiswal, & Nigam, 2014). They come in many forms: student
organizations, literary, cultural, sports, religious, school paper, clubs, and other social
associations (Pinto and Ramalheira, 2017; Jayanthi, Balakrishnan, Ching, Latiff, & Nasirudeen,
2014; Massoni, 2011). These are offered to students who want to spend their spare time in an
enjoyable and organized environment (Barkus, Nemelka, Nemelka, & Gardner, 2012). Students
become involved in these activities not only for entertainment, social, and enjoyment purposes
but also to gain and enhance their traits and skills in leadership, communication and
entrepreneurial, among others (Rawat, Rastogi, Jaiswal, & Nigam, 2014; Roberts, 2007). The
provision of extracurricular activities gives students the chance to take part in interests that are
not covered in academic classes. These are provided to enrich students' education and give them
a well-rounded experience outside of the classroom (Abizada, Gurbanova, Iskandarova, &
Nadirzada; Himelfarb, Lac, & Baharav, 4014; Ming Chia, 2005). The importance of
extracurricular activities in schools is well-established (Bradley and Conway, 2016; Seow and
Pan, 2014; Massoni, 2011). Its primary goal focuses on the individual student level, institutional
level, and the broader community level (Rawat, Rastogi, Jaiswal, & Nigam, 2014). These
activities exist to complement the school's academic curriculum and to augment the student's
educational experience (Siddiky, 2019; Wang & Shiveley, 2009). Almost any type of
involvement in ECAs positively affects the individual holistic development (Siddiky, 2019;
Massoni, 2011; Fujita, 2006).
Extracurricular activities provide a setting for a student to become involved and to interact with
other students, thus leading to increased learning and enhanced personality development
(Danish, Forneris & Wallace, 2005). One area that ECAs influences is the students' academic
achievement. It can have a positive or negative impact on their educational undertakings
(Himelfarb, Lac, & Baharav, 2014; Wang and Shiveley, 2009; Dalrymple and Evangelou, 2006).
Research literature explains that there are three factors that influence the relationship between
extracurricular activities and academic performance: the "what, where, and when" of the
extracurricular activities. Accordingly, the "what" recommends that the type of participation or
activity undertaken influences developmental outcomes; the "where" proposes that the school
and community context in which the event takes place matters; and, the "when" suggests that the
developmental and historical context in which the extracurricular participation takes place
influences both how it is valued and its effects on subsequent development. When each factor
demonstrates varied worth on both academics and activities, all three elements complement each
other to reinforce the link between ECAs and academic achievement (Guest and Schneider,
2003).

Local Literature
Vargas, M., Calesterio, R.., Gutierrez R.., Morales, D.., Zapanta, J. A., & Amar, J. (2020) The
word extracurricular is a combination of the prefix “extra,” which means “on the outside,” and
“curriculum,” which translates to “a running course/career.” Extracurricular or extra academic
activities are activities that not included in the curriculum of the school. Extracurricular activities
are defined as the activities in which the students participate after the regular school day has
ended (Cadwallader, et al., 2002). Among those activities considered to be high school
extracurricular activities include high school athletics, school clubs, marching band, chorus,
orchestra, and student leadership organizations. For the purpose of this study, the researcher will
make a distinction between extracurricular activities and co-curricular activities. Co-curricular
activities are activities that occur during the normal class time (Frame, 2007), such as high
school band, chorus, and orchestra where students spend countless hours outside of the normal
structure of the school day for practice and performances.
Extracurricular activities relate to activities that are “external to the core curriculum” (Shulruf,
2010, pg. 594). Bartkus et al. (2012, pg. 698) defined extracurricular activities as “academic or
nonacademic activities that are conducted 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 “extracurricular activities do not involve a grade or academic credit and participation
is optional on the part of the student.” The ECA experience has become an important component
of students’ school life as many students today participate in ECA (Feldman and Matjasko, 2005;
2012). Many schools invested significant resources on ECA (Bartkus et al., 2012, Shulruf, 2010)
and are expected to provide a wide range of ECA to provide a balanced education (Holland and
Andre, 1987; Shulruf et al., 2008).
(Seow, Pan 2014) Examined prior studies in the general education literature which investigated
the impact of Extracurricular activities (ECA) participation on students’ academic performance.
This study of the general education literature suggested three major theoretical frameworks such
as, first, the Zero-Sum framework posited that ECA participation has a negative effect on
academic performance because students were devoting more time for their ECA activities at the
expense of their academic studies. Second, the Developmental framework theorized that ECA
participation has a positive effect on academic performance indirectly as a result of the non-
academic and social benefits associated with ECA participation. Last, the Threshold framework
hypothesized that ECA participation has a positive effect on academic performance up till a
certain point beyond which participation leads to negative academic outcomes. While much has
been done in understanding the impact of ECA participation in the general education literature,
there were limited studies involving the accounting education context. By examining the impact
of ECA participation, the current study aims to inform the accounting education literature of
another potential determinant of students’ academic performance in an undergraduate
accountancy programme. This will extend the commonly examined determinants beyond prior
academic achievement, mathematical aptitude, critical thinking, age, gender, prior knowledge of
accounting and working experience. We urge researchers to conduct future research on the
impact of ECA participation so as to extend the stream of research in the accounting education
literature on determinants of students’ academic performance.
According to Reeves (2008), students who took part in three or four extracurricular activities
during the academic year had dramatically better grades than those who participated in no
extracurricular activities at all. Darling, Caldwell, and Smith (2005) suggested that participation
in athletics is 15 related to the following positive academic related outcomes including higher
grade point average, fewer disciplinary referrals, lower absentee rates, decrease in dropout rates,
stronger commitment to the school, liking school better, being in the academic tract in
coursework, taking more demanding coursework, more likely to attend college full time and
graduate, holding higher aspirations for attending college, applying to more universities and
colleges, and had better occupational status 1S-years after high school. These positive effects are
not just from participating in athletics but also from joining other activities as well. Olson (2008)
found that students enrolled in fine arts activities had significantly lower absentee rates than
those students who did not participate at all. Also, it was determined that dropouts were involved
in fewer extracurricular activities than were those who stayed in school (cited in Olson at el.,
Bowman & Matthews, 2008).

Foreign Literature
Over half of a student’s time is spent being involved in some sort of structured activity, so there
is a need for teachers, counselors and parents to know the overall effect of participating and
being involved into school activities for them to make wiser choices that would help their child
to pick the correct educational tracks in the near future. An extra-curricular activity is one of the
most important activities to the senior high school students of Jose C. Feliciano College
Foundation. This will help the students to learn more and experience inside and outside
activities. This study will provide knowledge or idea on how an extra-curricular activity is
needed to the senior high school students. Extra-curricular activities (ECA) are those that fall
outside the realm of the normal curriculum of school or university education, performed by
students (Pence, A.R., & Dymond, 2015). Such activities are generally voluntary, as opposed to
mandatory, and often involve others of the same age.
(Ayan, Carral, & Montero, 2014; Morita et al., 2016; Pellicer-Chenoll et al.,
2015).
(Ayan, Carral, & Montero, 2014; Morita et al., 2016; Pellicer-Chenoll et al.,
2015)
(Ayan, Carral, & Montero, 2014; Morita et al., 2016; Pellicer-Chenoll et al.,2015). Another
article discussed the benefits of youth participation in extracurricular activities and the impact on
academic success. According to Brown (n.d.), student participants in extracurricular activities
had better grades, had higher standardized test scores, higher educational attainment, attended
school more regularly, and had higher self-concepts. In addition, young people who participate
also have been found to be less likely to use substances such as drugs and alcohol, less likely to
drop out of school, misbehave at school, and commit delinquent acts (Brown, n.d.). Youth who
participate in activities can learn important skills, such as teamwork or leadership skills, and
these skills may help them in other parts of their lives. Several studies reported positive
associations between physical activity and academic achievement. Three studies indicated that
the more physical activity the students participated in, as well as the more fit they were, the more
likely they were to get good grades.
Involvement in school clubs and extra-curricular activities is beneficial in a variety of ways for
the K-12 population. For example, school clubs can offer a place to form relationships and foster
learning, and may direct student to find their career track and more to discover self. (Pence, A.
R., & Dymond, S. K, 2015). In terms of Social Skills, Students have unique opportunities to
develop their social skills and their social identities. According to Olson (2008), participation in
a school's music program lessened students' feelings of alienation, promoted individual growth,
and provides a common bond between home and school. It can provide adolescents with a
social network and a support system that is associated with their school (Darling, Caldwell, &
Smith et aI., in Feldman & Mat jasko, 2005)

Foreign Literature
Young people must be competent users of a foreign language in their professional and social
lives (Block, Gray, & Holborow, 2012; Lamb & Arisandy, 2020; Yashima, 2000). Youth
mobility is getting more important across the world. To be a part of those programmes, they need
to improve their communicative skills, including the ability to express themselves in English.
According to Morris (2001), students learn English for a utilitarian value like job opportunities
and cultural reasons. Similarly, Lu (2011) points out that students would like to learn English
because of socio-economic mobility. Given all that, qualified foreign language education is
compulsory for the students to catch up with the modern era since English is seen as a key to
opening new doors for young people (Bacon & Kim, 2018; Moyer, 2018). The students'
motivation level is regarded as an important issue affecting the quality of foreign language
education (Belaja, Boon Sai & Lin, 2012; Deci & Ryan, 2012; Sengkey & Galag, 2018). Gardner
and Lambert (1972) state that there are mainly two types of motivation for learning a language:
integrative and instrumental. Instrumental motivation is having a pragmatic reason for a learner
to learn any topic. To illustrate, one may wish to learn a foreign language for getting a better
education or another for getting a better job. It is regarded as a key in the process of foreign
language learning (Taylan, 2017). Integrative motivation supports people to empathize with
others and socio-cultural aspects of the language context and it contributes the learners better
understand the culture of the target language and the people. (Kashefian-Naeeini, Aminlari &
Mousavi, 2018). These two motivation types are important in explaining the reasons why people
learn a foreign language.
Extracurricular activities do not have a common definition in literature (Bartkus, Nemelka,
Nemelka & Garnder, 2012), but according to Enachescu (2019) these activities include the
activities that complement normal learning practices. Kassas (2002) highlights the importance of
extracurricular activities by stating that learners will practice and internalize what they learn
theoretically in class through these activities. There are several studies related to the
effectiveness of the extracurricular activities on learners’ development. Some of them highlight
the importance of the participation in these activities since they contribute to academic success as
well as personal skills like self-confidence, time management and discipline (Barnett, 2007;
Cooper, Valentine, Nye & Lindsay, 1999; King, McQuarrie & Brigham, 2020). Some other
studies focused on the relation of extracurricular activities and motivation since this maintains a
permanent language trend for the learners (Dörnyei, 2001; Gardner, 1985; Stearns & Glennie,
2010). . These studies also stress out the profound effects on academic success, motivation level,
and the students' attitude in terms of learning English, showing a positive correlation between
participation in the extracurricular activities and their success in the academy.
Many more studies (Bradford, 2007; Kuimova & Polyushko, 2015; Kyriacou & Zhu, 2008)
emphasize the benefits of extracurricular activities such as forming social groups ensuring
autonomous learning and peers’ getting together and the significance of the purpose of the
students to learn a language. While some studies conducted to display the effectiveness of being
exposed to the target language is essential to have a higher level of motivation (Ojima, Matsuba-
Kurita, Nakamura, Hoshino & Hagiwara, 2011), several studies reiterate the importance of using
social media as a means of teaching foreign languages (Ohashi, 2016) and having higher level of
socioeconomic status in terms of having access to extracurricular activities (Paek, Park, Runco &
Choe, 2016).
RELATED STUDY

Local Study
Extracurricular activities (ECAs) are natural and essential parts of one’s college life (Civitci,
2015). Defined as activities that fall outside the realm of the normal curriculum of a school or
university education and are performed by students (Fares et al., 2016), ECAs are generally
voluntary, nonpaying, social, and philanthropic compared to the mandatory and scholastic
academic activities. According to Civitci (2015), ECAs may be divided into four categories:
physical exercise, which includes gym- and sport related activities; music-related activities like
playing an instrument, being in a choir or a band, or listening to music; reading; and social
activities, which encompass political or religious involvement, university club involvement,
community service, and volunteering.

According to the Student Involvement Theory by Astin (1999), the learning and personality of
students improve when their experience and involvement in various activities increase. These
activities encompass an array of endeavors including absorption in academic work, participation
in ECAs, and interaction with faculty and other institutional personnel (Astin, 1999). This theory
values a student’s time and energy and considers it as the most important institutional resource
that can be affected by different educational policies and practices (Astin, 1999). Thus, it is
important to know how situations related to a student’s participation in universities reflect upon
their personal and social development to increase the quality of education and life in universities,
including their participation in ECAs. Studies conjectured that ECA involvement is beneficial to
students because it positively affects their educational experience, youth development, and
academic and social preparation (Adeyemo, 2010; Oberle et al., 2019). A plethora of literature
noted that students who are involved in ECAs have better academic competence, defined in this
study as the overall scholastic preparation of collegiate students, regardless of their background
and prior achievement, various parenting, volunteering, and home learning (Bartkus et al., 2012;
Lipscomb, 2009; Muscalu & Dumitrascu, 2014; Simon, 2014; Stephens & Schaben, 2002; White
et al., 2018).

As a result, ECA involvement contributes to positive career development (Pinto & Ramalheira,
2017) and nurtures interpersonal skills. This, in turn, increases employability and improves
attendance, behavior, and the well-roundedness of students (Fares et al., 2016; Reeves, 2008).
Hence, ECA involvement may constitute a haven where students aim to utilize and, perhaps,
refine and develop their interpersonal skills. In the same vein, ECA involvement is positively
associated with better social values by enhancing their sense of identity, well-being, and
belongingness; mental health; social networks; and social balance (Billonid et al., 2020; Oberle
et al., 2019; Winstone et al., 2020). Two social outcomes that have also been positively
associated with ECA involvement are compassion and commitment. Compassion, defined as
“the feeling and acting with deep empathy and sorrow for those who suffer” (Figley, 2002), is
one of the five Cs among youth, which is positively affected by ECA involvement (Annu &
Sunita, 2013). Through the involvement in these activities, the youth can show care and
compassion towards other individuals (Annu & Sunita, 2013). Similarly, commitment or the
affective, behavioral, and cognitive attachment (Scannell & Gifford, 2010) is positively affected
by ECA involvement. ECAs participation helps in developing leadership skills and fosters the
sense of obligation and responsibility, a characteristic that also promotes positive social
relationship among the youth (Scannell & Gifford, 2010). Despite the positive effects of ECAs,
several negative outcomes have been noted. Several students perceive that ECAs are mere
distractions and hindrance to their academic requirements, causing them extra time for studying
and coursework commitments (Thompson et al., 2013).

In addition, students feel pressured by their professors and parents to drop their ECAs to meet
their academic expectations (Broh, 2002). Students also struggle balancing their time with their
ECAs and academics (Broh, 2002) and may compromise their performance in either endeavor.
As a significant factor to a student’s academic and social preparation, it is imperative to explore
the nature of ECA involvement among collegiate students. Despite this presented literature, most
existing studies on ECA involvement included primary and secondary education students who
are school-age and adolescent, while the knowledge among collegiate students remains
empirically underexplored. Bearing in mind that collegiate students are being prepared for their
eventual adult lives outside the university campus, 94 Asia-Pacific Social Science Review | Vol.
22 No. 1 | March 2022 it is imperative how ECA involvement affects their academic preparation
and social values. This study provides baseline information on the influence of ECA involvement
on the commitment, academic competence, and compassion of collegiate students, and this
knowledge and the provided structural model can be utilized by educators and administrators in
developing appropriate educational strategies, policies, and guidelines that govern the
involvement of students in ECAs.

Local Study
Over half of a student’s time is spent being involved in some sort of structured activity, so there
is a need for teachers, counselors and parents to know the overall effect of participating and
being involved into school activities for them to make wiser choices that would help their child
to pick the correct educational tracks in the near future. An extra-curricular activity is one of the
most important activities to the senior high school students of Jose C. Feliciano College
Foundation. This will help the students to learn more and experience inside and outside
activities. This study will provide knowledge or idea on how an extra-curricular activity is
needed to the senior high school students. Extra-curricular activities (ECA) are those that fall
outside the realm of the normal curriculum of school or university education, performed by
students (Pence, A. R., & Dymond, 2015). Such activities are generally voluntary, as opposed to
mandatory, and often involve others of the same age. Students often organize and direct these
activities under faculty sponsorship, although student-led initiatives, such as independent
newspapers are very common.

Involvement in school clubs and extra-curricular activities is beneficial in a variety of ways for
the K-12 population. For example, school clubs can offer a place to form relationships and foster
learning, and may direct student to find their career track and more to discover self. (Pence, A.
R., & Dymond, S. K, 2015). In terms of Social Skills, Students have unique opportunities to
develop their social skills and their social identities. According to Olson (2008), participation in
a school's music program lessened students' feelings of alienation, promoted individual growth,
and provides a common bond between home and school. It can provide adolescents with a
social network and a support system that is associated with their school (cited in Darling,
Caldwell, & Smith et aI., in Feldman & Mat jasko, 2005). Another article discussed the benefits
of youth participation in extracurricular activities and the impact on academic success.

According to Brown (n.d.), student participants in extracurricular activities had better grades, had
higher standardized test scores, higher educational attainment, attended school more regularly,
and had higher self-concepts. In addition, young people who participate also have been found to
be less likely to use substances such as drugs and alcohol, less likely to drop out of school,
misbehave at school, and commit delinquent acts (Brown, n.d.). Youth who participate in
activities can learn important skills, such as teamwork or leadership skills, and these skills may
help them in other parts of their lives. Involvement in school clubs and extra-curricular activities
is beneficial in a variety of ways for the K-12 population. For example, school clubs can offer a
place to form relationships and foster learning, and may direct student to find their career track
and more to discover self. (Pence, A. R., & Dymond, S. K, 2015). In terms of Social Skills,
Students have unique opportunities to develop the social skills and their social identities.
According to Olson (2008), participation in a school's music program lessened students' feelings
of alienation, promoted individual growth, and provides a common bond between home and
school. It can provide adolescents with a social network and a support system that is associated
with their school (cited in Darling, Caldwell, & Smith et aI., in Feldman & Mat jasko, 2005).
Another article discussed the benefits of youth participation in extracurricular activities and the
impact on academic success. According to Brown (n.d.), student participants in extracurricular
activities had better grades, had higher standardized test scores, higher educational attainment,
attended school more regularly, and had higher self-concepts. In addition, young people who
participate also have been found to be less likely to use substances such as drugs and alcohol,
less likely to drop out of school, misbehave at school, and commit delinquent acts (Brown, n.d.).
Youth who participate in activities can learn important skills, such as teamwork or leadership
skills, and these skills may help them in other parts of their lives.

Foreign Study

Over the years, the implementation of the K-12 curriculum improves the quality of education in
the Philippines. It is more than just adding years to a student’s schooling, but it covers a lot of
extracurricular activities and supports school clubs to provide sufficient time for mastery of
concepts and skills of the students and also, to develop lifelong learners as they prepare for
higher education. According to the study of Crimson (2007), involvement in after school club
activities and extracurricular activities is beneficial in a variety of ways for the K-12 population.
It has been generally assumed that participation in extracurricular activities has a positive impact
on the retention of students beyond the first year. However, many also believe that these
activities may affect student performance negatively due to conflicting time requirements and
competing schedules, even if they do enhance student’s ability to cooperate and be active in
school. These extracurricular activities are often seen as an extension of the educational program.
Thus, it allows the students who participate in these activities to develop their skills in different
fields such as leadership, sportsmanship, self-discipline, self-confidence, and their ability to
communicate well with their fellow students. In the study of Ahmad M. (2015), students who
participated in extracurricular activities had a better attendance rate in class. The moment when
students always participate in school activities, they tend to apply their knowledge in every way
possible. Also, as the students continue to participate in these kinds of activities, their
performance in academics boosts linked to good outcomes. These extracurricular activities affect
the academic performance of the students in many ways. Along with the benefits of participation
in these activities, a student should also know its adverse effects, how he/she should maintain a
balance between extracurricular and their academics in school, and how participating in different
activities can have different effects in their future. That is the reason why over-scheduling in
excessive activities can decrease the benefits of participation in extracurricular activities in
school. Students can become tired and lazy, thus, become less interested in participation.
Students may also try to go beyond their limits to show extra performance resulting in some
serious bad effects and/or problems. In this manner, determining the relationship of students’
level of engagement in extracurricular activities and academic performance will have different
parameters which include sports, club activities, and academic competitions. The study has its
basis on how the effects of these activities can improve the academic performance of the study.
Involvement in extracurricular activities is beneficial in some ways for senior high school
students. It showed that the students who are involved with extracurricular activities have
chances of increasing brain function compared with those who are not involved. This kind of
activity increases positive self-development regardless of the location of the activities. However,
by getting involved in these activities, students can become detracted from their studies, lose
focus, and become stressed from this burden, which is detrimental to their academic
performance. The results of the study showed that participating in extracurricular activities
improved the academic performance of the students. Some students were worried that
participating in extracurricular activities may take away considerable time from their
schoolwork, which is detrimental to their grades. However, extracurricular activities can improve
their grades and outlook in school in general. The results also showed that participating in
extracurricular activities can increase one's self-esteem. The more you succeed through activities
that you are passionate about, the more your self-confidence will increase. The problems
encountered included the sentiment of some students that participating in extracurricular
activities may take away too much time to finish their seatwork, projects, etc. This research aims
to determine and discuss the effects of extracurricular activities on the academic performance of
senior high school students at Bestlink College of the Philippines. Specifically, this study sought
to classify the respondents in terms of age, gender, grade level, and strands. The study also aimed
to determine what are the extracurricular activities that the majority of the students are
participating in and the benefits of participating in these activities. This study also aimed to
determine the problems encountered by students joining extracurricular activities and how the
findings can be utilized in making a guide to improve the academic performance of senior high
school athletes.

Foreign Study
Participating in extracurricular activities has generally been shown to be beneficial for young
people’s educational outcomes (Farb & Matjasko, 2012; Snellman et al., 2015). Identified as a
‘practical’ aspect of cultural capital (Jæger, 2011, p. 295), it is conducive to the acquisition of
cognitive abilities, normative orientations, and cultural codes that are recognized and rewarded in
formal education (Barone, 2006; Kaufman & Gabler, 2004; Tramonte & Willms, 2010).
Researchers have consequently suggested that extracurricular participation contributes to the
reproduction of social inequalities, since participation is more common among students from
socioeconomically advantaged homes (Carolan & Wasserman, 2015; Cheadle, 2008). However,
our understanding of how extracurricular participation relates to social reproduction is limited by
the fact that previous studies have been conducted largely in Western capitalist countries. It
should therefore not be assumed that research in post-socialist countries, where the processes of
social reproduction might be different, will yield similar results (Bodovski et al., 2017). Research
has shown extensive educational inequalities in postsocialist Eastern European countries (Amini
& Nivorozhkin, 2015; Kosaretskii et al., 2016; Matěakejů & Straková, 2005). However, due to
the history of far-reaching state interventions in the distribution of resources by communist
regimes – sometimes including confiscation of property and the outlawing of cultural practices –
there is ongoing debate on the nature of this inequality. Considerations include whether the
reproduction of advantages and disadvantages in the generations under communism was based
on status or economic resources (Kordonsky, 2016), which categories were most privileged
(Tomusk, 2000; Wong, 1998), and what legacy remains. Because of this, the relative role of
cultural, social, and economic capital in social reproduction in post-socialist countries merits
special attention. In this article, we contribute to the existing literature by examining the
relationships between socioeconomic background, extracurricular participation, and educational
outcomes among ninth-graders in high-performing schools in St. Petersburg, Russia. Previous
research has suggested large social and spatial differences in the availability, content, and quality
of extracurricular activities in Russia, which might affect their role in the reproduction of
inequalities (Aleksandrov et al., 2017). Because of this, we limited our study to students in high-
performing schools in a metropolitan area with broad access to high-quality extracurricular
activities.
Participation in organized extracurricular activities can, in turn, lead to better educational
outcomes for young people. There are two reasons for this: first, taking part in extracurricular
activities helps develop various skills and dispositions that make studying easier. These include
cognitive skills beyond those included in typical school curricula (Forneris et al., 2015) as well
as attitudes and non-cognitive skills, such as self-esteem (Broh, 2002; Vandell et al., 2015).
Second, organized activities put students into contact with peers and mentors who can provide
information, help, and resources, which also makes studying easier (Jarrett et al., 2005; Sabirova
& Zinoviev, 2016). Exposure to academically oriented adults and peer groups shapes young
people’s plans and decisions, which tend to become more academically oriented (Gabay-Egozi et
al., 2015). Extracurricular activities also provide an outlet for expressive action, enabling
participants to explore their personal talents and interests and formulate their identities (Dworkin
et al., 2003)
 CHAPTER IV
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter presents the data, it’s analysis, interpretation and implication whose
objectives is to know the effects of social media as a marketing strategy of business owners.

Table 1.1
Frequency and Percentage Distribution of Demographic Profile of Respondents in terms of
Age.
Age Frequency Percentage

14 1 5%

15 2 10%

16 7 35%

17 7 35%

18 3 15%

Total 20 100%

Table 1.1 shows that out of twenty (20) respondents, there are one (1) respondent or 5%
aged fourteen (14), two (2) respondents or 10% aged fifteen (15), seven (7) respondents or 35%
aged sixteen (16), seven (7) respondents or 35% aged seventeen (17), three (3) respondents or
15% aged eighteen (18).
It shows that aged sixteen (16) respondents and seventeen (17) respondents had the
highest number while aged one (1) respondent has the least number of respondents.
 Table 1.2
Frequency and Percentage Distribution of Demographic Profile of Respondents in terms of
Grade Level.
Grade Level Frequency Percentage

8 1 5%

10 5 25%

11 9 45%

12 5 25%

Total 20 100%

Table 1.2 shows that out of twenty (20) respondents, there is no grade 7, one (1)
respondent or 5% grade 8, also no grade 9, five (5) respondents or 25% grade 10, nine (9)
respondents or 45% grade 11, five (5) respondents or 25% grade 12.
It shows that the grade 11 has the highest number of respondents while grade 7 and grade
9 has the least number of respondents.
 Table 2
Frequency and Percentage Distribution of the Times that they joined in Extracurricular
Activities.
Times that they join in Frequency Percentage
extracurricular activities?
1 6 30%

2 7 35%

3 7 35%

Total 20 100%

Table 2 shows that out of twenty (20) respondents in the times that the respondent join in
extracurricular activities, there are six (6) respondents or 30% joined 1 time, seven (7)
respondents or 35% joined 2 times and also seven (7) respondents or 35% joined 3 times.
It shows that the highest times that they join in extracurricular activities is two (2) and
three (3), while the lowest is one (1).
 Table 3
Frequency and Percentage Distribution of What kinds of Extracurricular Activities that
the Respondents Joined.
Kinds of extracurricular Frequency Percentage
activities
Sports 16 80%

Academic related activities 4 20%

Total 20 100%

Table 3 shows that out of twenty (20) respondents in the kinds of extracurricular
activities, there are fourteen (14) respondents or 80% chooses sports, and four (4) respondents or
20% chooses academic related activities.
It shows that the highest times that they join in extracurricular activities is sixteen (16)
respondents or 80%, and four (4) respondents or 20% chooses academic related activities.
 Table 4
Frequency and Percentage Distribution of What Kinds of Sport that the Respondents
Joined.
Kinds of sports Frequency Percentage

Basketball 3 15%

Volleyball 6 30%

Soccer 2 10%

Chess 1 5%

Dance sport 4 20%

Did not participate in sports 4 20%

related activities

Total 20 100%

Table 5 shows that out of twenty (20) respondents to the question of what sports did they
participated in, there are three (3) respondents or 15% who choose basketball, six (6) respondents
or 30% who choose volleyball, two (2) respondents or 10% who choose soccer, on (1)
respondent or 5% who choose chess, and four (4) respondents or 10% who choose dance sports,
and four (4) respondents or 20% answer that they did not participate in sports related activities

It shows that the highest sports activities that they joined is volleyball had six (6)
respondents or 30%, four (4) respondents or 20% for dance sports, four (4) respondents or 20%
for those who answers that they did not participate in sports related activity three (3) respondents
or 15% for basketball, two (2) respondents or 10% for soccer, and the lowest is one (1)
respondent or 5% for chess.
 Table 5
Frequency and Percentage Distribution of the Reason Why Respondents Choose those
Types of Extracurricular Activities.
The Reason Why They Choose those Frequency Percentage
Types of Extracurricular Activities

It helps them improve their skills and it 4 20%

giving them extra energy

Making them happy, they loved it, it 5 25%

gives them an experience, the plus points
in grade and exemption in exam
They have a potential in playing and 2 10%
wanted to enjoyed

It makes their mind and body healthy at 2 10%

the same time to avoid stress

It is their passion and giving them a lot of 4 20%

friends

Unknown reason 3 15%

Total 20 100%

Table 5 shows that out of twenty (20) respondents in terms of why they chose those
extracurricular activities, there are four (4) respondents or 20% wants to help them to improve
their skills and giving them extra energy, five (5) respondents or 25% choose that kind of
extracurricular activities because that’s makes them happy, they loved it, it gives them an
experience and also the plus point in grade and exemption in exam , two (2) respondents or 10%
they have a potential in playing and wanted to enjoyed, two (2) respondents or 10% It is their
passion and giving them a lot of friends and three (3) respondents or 15% has unknown reason.
It shows that making them happy, they loved it, it gives them an experience and also the
plus points in grade and exemption in exam has the highest number while they have a potential
in playing and wanted to enjoyed and it makes their mind and body healthy at the same time to
avoid stress has the least number of respondents.
 Table 6
Frequency and Percentage Distribution of the Respondents in terms of their Age when they
Started Participating in Extracurricular Activities.
Their age when they Frequency Percentage
started participating in
extracurricular activities
10 1 5%

11 4 20%

12 6 30%

13 5 25%

14 4 20%

Total 20 100%

Table 6 shows that out of twenty (20) respondents to the question of what their age was
when they first started participating in extracurricular activities, there is one (1) respondent or
5% that answered 10 years old, four (4) respondents or 20% that answered 11 years old, six (6)
respondents or 30% that answered 12 years old, five (5) respondents or 25% that answered 13
years old, and four (4) respondents or 20% that answered 14 years old.
It shows that the highest answer to the question of what their age was when they first
started participating in extracurricular activities was six (6) respondents for those who answered
12 years old, five (5) respondents for 13 years old, four (4) respondents for 11 years old, and four
(4) respondents for 14 years old, and the lowest was one (1) respondent for 10 years old.
 Table 7
Frequency and Percentage Distribution of the Respondents in terms of the Benefits of
Extracurricular Activities.
Benefits of extracurricular Frequency Percentage
activities
Exemptions for exams 9 45%

Can improve health 7 35%

Can relieve stress and can 4 20%

make more friends
Total 20 100%

Table 7 shows that out of twenty (20) respondents to the question of what are the benefits
of extracurricular activities, there are nine (9) respondents or 45% who answered exemptions for
exams, seven (7) respondents or 35% for it can improve their health, and four (4) respondents or
20% percent answered that it can relieve stress and it can make more friends by joining in
extracurricular activities.
It shows that the highest benefits of extracurricular activities are exemptions for exams
nine (9) respondents, the second highest is can improve physical health seven (7) respondents,
and the lowest is that extracurricular activities can help them to relieve stress and they can make
more friends by joining in extracurricular activities
 Table 8
Frequency and Percentage Distribution of the Respondents in terms of Changes of their
Behavior while Participating Extracurricular Activities.

Yes/No Frequency Percentage

Yes 19 95%

No 1 5%

Total 20 100%

Table 8 shows that out of twenty (20) respondents in terms of changes in behavior of
students while participating extracurricular activities, there are nineteen (19) respondents or 95%
answered yes, it has changes in their behavior while there is one (1) respondent or 5% answered
no, it doesn’t change him/her behavior.
Most of the interviewee state that there has changes on their behavior while participating
extracurricular activities because those activities boost their confidence like starting to
communicate with others, they start being productive and creative, have a good attitude and
proper discipline.

Table 9
Frequency and Percentage Distribution of the Respondents in terms of the Negative Effects
of Extracurricular Activities.
Negative Effects of Frequency Percentage
Extracurricular Activities

Late for all the lessons 8 40%

More focused on practice 6 30%

than class

Injuries 3 15%

Expenses 3 15%

Total 20 100%

Table 9 shows that out of twenty (20) respondents to the question of what are the
negative effects of extracurricular activities. There are eight (8) respondents or 40% who
answered that participating in extracurricular make them late for all the lessons in class, six (6)
respondents or 30% for they are more focused on practice than attending in their respective
classes, three (3) respondents or 15% for injuries, and three (3) respondents or 15% for expenses.
It shows that the highest negative effects in terms of participating extracurricular
activities were eight (8) respondents state that they’re late for all the lessons discussed, second
(2) highest is more focused on practice than class, and the lowest was expenses and injuries that
both have three (3) respondents answered.

Table 10
Frequency and Percentage Distribution of the Respondents in terms of How they Apply the
Lessons from Extracurricular Activities to their Daily Life.
How can you apply the lessons Frequency Percentage
from extracurricular activities
to your daily life

To be motivated and to have a 3 15%

good health
Trying hard to learn 2 10%

Improving academic 3 15%

performance
Use it in daily life and chores in 9 45%
your home, and to bond with
your friends
To be good and to be strong in 2 10%
everything you do
Total 20 100%

Table 10 shows that out of twenty (20) respondents to the question of how can you
apply the lessons from extracurricular activities to your daily life, there are nine(9) respondents
or 45% that answer they use it in daily life and chores in your home, and to bond with your
friends, three(3) respondents or 15% that answered To be motivated and to have a good health,
there are two(2) respondents or 10% that answer that they are trying hard to learn, two(2)
respondents or 10% that answer to be good and strong in everything that they do.
It show that the highest lessons the respondents can apply in their daily life is nine (9)
states that they Use it in daily life and chores in your home, and to bond with your friends,
three(3) states to be motivated and to have a good health, and the lowest are, two(2) states trying
hard to learn, two (2) states to improve academic performance, two(2) states to be good and
strong in everything that they do.

CHAPTER V
 SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
This chapter presents the summary of findings, conclusion, and recommendation of the
study.
Summary of Findings
1. Demographic Profile
A. Age
The highest number of the respondents in terms of age is sixteen (16) and seventeen (17),
and the lowest is fourteen (14).
B. Grade Level
The highest number of the respondents in terms of grade level is eleven (11), and the
lowest is seven (7) and nine (9).
2. How many extracurricular activities you participated in?
The highest number of the respondents in times of their participating in extracurricular
activities is two (2) and three (3), and the lowest is one (1).
3. What kinds of extracurricular activities did you participated in?
The highest number of the respondents in terms of extracurricular activities they
participated is sports while the lowest is academic related activities.
4. What kind of sports did you participated in?
The highest number of the respondents in terms of the sports they participated in is
volleyball while the lowest is chess.
5. What is the reason why you choose this type of extracurricular activity?
The highest number of the respondents in terms of the reason why they choose this type
of extracurricular activities is it makes them happy, they loved it, it gives them an experience,
plus points in grade and exemption in exam and the lowest are they have a potential in playing
and wanted to enjoyed and it makes their mind and body healthy at the same time to avoid stress.
6. How old were you when you first participated in that activity?
The highest number of the respondents in terms of their age were they first participated in
those activity is twelve (12) years old while the lowest is ten (10) years old.

7. What are the benefits of extracurricular activities?

 The highest number of the respondents in terms of the benefits of extracurricular
activities is exemption for exam while the lowest are extracurricular can relieve stress and make
more friends.
8. Do you think that participating in extracurricular activities changes the behavior of
students like you?
The highest number of the respondents in terms of changes in behavior of students
answered yes while the lowest answered is no.
9. What are the negative effects of extracurricular activities?
The highest number of the respondents in terms of the negative effects in extracurricular
activities are late for all the lessons while the lowest is they are more focused on practice than to
attended their classes.
10. How can the respondents apply the lessons from extracurricular activities to their daily
life?
The highest number of the respondents in terms of applying the lessons from
extracurricular activities to their daily life are use chores in your home and to bond with your
friends while the lowest are trying hard to learn, improving academic performance, to be good
and to be strong in everything you do.

Conclusion
 Base from the findings the following conclusions were drawn;
1. Most of the respondents was grade 11 students aged sixteen to seventeen [16-17].
Majority of them participated in sports for one to five [1-5] years.
2. Most of the respondents participated in extracurricular activities [2-3] times.
3. Most of the respondents chose to participate in sports because they felt that they would
be happy if they did.
4. Most of the respondents chose volleyball, because most of them had experienced that
sport.
5. The reason for choosing those extracurricular activities is because it gives them
experience. Most of them are already active in all kind of activities, and have an experience to go
in different places to compete the activities they participated like sports.
6. Most of the respondents are twelve (12) years old when they started participating in
extracurricular activities.
7. The most answered benefits of extracurricular activities was exemption for the exams.
8. Most of the respondents answered yes, that extracurricular activities changed the
behavior of the students.
9. Most of the respondent answered that they are always late when it comes to their
lessons to the question of what are the negative effects of extracurricular activities.
10. Most of the respondents answered that they would use it in their daily lives, chores at
home, and to bond with their friends when it comes to applying lessons from their extracurricular
activities in their daily lives.

Recommendation
Based on the conclusion the researchers recommend the following;

1. For the students who participated in extracurricular activities, try to join in other
activities, not only sports, but be more adventurous in the activities that you chose.

2. For the teachers, try to understand the situation of the student athletes and be more
understanding of how much activity you will give them. Prolong the submission date for them to
complete all the activities that all the other subject teachers give them.

3. For parents, let your children explore various extracurricular activities based on their
interests and talents. Exposed them to a range of options and encouraged them to try different
activities before committing to one or two that they genuinely enjoyed.
4. For the future researchers, that plan to do a study that is connected is this research you
can use this as a guide and we recommend that, in choosing a respondents of your study balanced
the numbers of respondents in terms of: age and grade level.