BENEFITS OF EXTRACURRICULAR PARTICIPATION AMONG

STUDENTS IN ST. NICHOLAS ACADEMY, INC.

____________________________

Research Paper in Senior High school

St. Nicholas Academy, Inc.

Dimiao, Bohol

____________________________

In Partial Fulfillment of the Requirements

In Practical Research 2

____________________________

LEA B. BALDIVINO

KIEL IVAN V. BALANGAN

KENT CHELO L. JORILLO

ALIZA JADE M. GUMANOY

JUN KYLE G. MAGTAJAS

JESSICA I. VILLADAREZ

JAYBERT YECYEC

NOVEMBER 2023

ABSTRACT
 ACKNOWLEDGEMENT

The fulfillment of this paper has been a tough and challenging journey for the

researchers. It requires a great amount of effort, time and energy, and even tears to

make this paper possible. However, all the efforts acquired may not come to reality

without the help of the people who supported the researchers throughout their journey.
 The researchers would like to acknowledge the help of their parents in supporting

them financially, especially by providing money for printing the paper.

The researchers would like to express their deep gratitude towards their school

principal, Mr. Ruel C. Blasco, and the school administrator, Fr. Mario T. Rinca, for

allowing us to study in the school.

The researchers would also like to express their deep gratitude towards their

research adviser Ms. Ana Dominique A. Cadeliňa for guiding the researchers along

with the process of making the research.

To the responders of the study, the Junior High Schools students of St. Nicholas

Academy who took their part as the respondents during the data gathering process,

answering the questionnaires honestly and sparing their time.

Above all, praise and thanks to our Almighty God, for guiding and enlightening

the researchers’ minds throughout the study.

Thank you and God Bless us all!

The Researchers

TABLE OF CONTENTS

ACKNOWLEDGEMENT____________________________________________1

TABLE OF CONTENT_____________________________________________ 2

Chapter 1_______________________________________________________ 4

THE PROBLEM AND ITS SCOPE____________________________________4

Rationale__________________________________________________ 4

Literature Background_______________________________________5
 Figure 1. Theoretical and Conceptual Framework________________10

Review of Related Studies________________________________________11

Statement of the Problem____________________________________13

Null Hypothesis_________________________________________________14

Scope and Delimitation __________________________________________14

Significance of the Study_________________________________________15

RESEARCH METHODOLOGY _____________________________________15

Design___________________________________________________15

Environment and Participants________________________________15

Instrument________________________________________________16

Procedure________________________________________________16

Statistical treatment_____________________________________________17

DEFINITION OF TERMS__________________________________________17

REFERENCE LIST_______________________________________________18

LETTERS______________________________________________________19

APPENDIX B___________________________________________________23

RESEARCHER’S BIODATA_______________________________________26
 Chapter 1
THE PROBLEM AND ITS SCOPE

Rationale

Extracurricular activities are an integral part of today's teaching and learning

process. As per definition, extra-curricular (ECAs) include student participation in school

activities that are not necessarily of an academic nature. These activities such as clubs,

sports teams, volunteering at local community, student government groups, to mention

but a few as explained by Lawhorn, B. (2009).

Student success is enhanced by extracurricular activity participation. According

to Fredericks (2011), more than 80% of youth participate in extracurricular activities.

Participating in extracurricular activities provides significant opportunities for adolescent

growth, including peer relationships, proper social behavior, and fundamental academic

accomplishment abilities (Metsapelto & Pulkkinen, 2012). Most of the curricular

outcomes that teachers use to assess students' progress are based on their academic

performance. However, it is becoming more crucial than ever for students to have the

chance to study much more than simply the course objectives. Participating in

extracurricular activities benefits students’ personal and academic success. First,

students who participate in extracurricular activities have greater levels of academic

achievement. Second, extracurricular participation supports students’ character

development by giving them skills required for personal success, such as leadership

skills, time-management skills, and the ability to accept constructive criticism. Third,
extracurricular participation raises students’ self-esteem and resiliency. Additionally,

participation in extracurricular activities cultivates social development. Lastly,

participating in extracurricular activities provides opportunities for students to

experience the importance of community involvement. Understanding the benefits of

extracurricular activities can help students to identify which activities to participate in,

and to support their academic and personal development.

This research aims to focuses on the benefits of participating extracurricular

activities among students of St. Nicholas Academy Inc. It also helps the students to

understand that engaging extracurricular activities may help develop positive character

traits at school.

Literature Background

Schools often prioritize extracurricular activities that not only promote academic

progress but also offer social and emotional enrichment (Joseph, 2009). These activities

encompass a range of options such as sports, clubs, debates, drama, school

publications, student council, and other social events. Unlike formal curriculum subjects,

participation in extracurricular activities does not typically contribute to students' grades.

However, they provide valuable real-world experiences which are absent from traditional

coursework. By engaging in these programs, students get to apply their classroom

knowledge to practical situations.

As identified by Massoni (2011), the positive outcomes commonly associated

with extracurricular activities include improved behavior, higher grades, increased

chances of completing school, development of skills that contribute to future success,

and enhanced social aptitude. Consequently, these advantages have garnered interest

from educators and policymakers seeking to enhance students' academic, social, and

emotional development (Joseph, 2009).

Studies have reported that extracurricular activities could benefit students where
they can learn something beyond what they have learned in the classroom. In addition,

students with more involvement with the programs have shown a decrease in

behavioral issues, and a significant positive effect on student’s academic achievement

(Hattie, 2008). These factors can relate to their study; for example, when the behavioral

issues decrease, the disciplinary issues also decrease, and good discipline can lead to

a better academic learning process.

Furthermore, another benefit for students that was noted in a study conducted by

Eccles and Templeton (2002) is that participation in extracurricular activities, such as

physical activities, leads to a reduction in the dropout rates. Student’s involvement in

extracurricular activities can increase the integration of the learning process and

eventually lead to academic achievement (Ahren, 2010). The effects of extracurricular

activities by categories are presented next.

According to Boss and Railsback (2020), it can boost student’s learning in

specialized and/or specific areas, offer the benefit for a longer time, and provide the

opportunity to explore in depth something educational in addition to the regular contents

in addition to offering supplementary classes for necessary subjects, educational

programs can also offer holiday programs that help enhance students' academic
performance. These programs aim to maintain the momentum of their learning process,

as studies have shown that long holidays can disrupt the continuity of instruction,

resulting in the need for extensive review of material when students return for the new

semester.

In addition, educational programs can incorporate non-academic individuals such

as industry experts who deliver lectures and share their knowledge with students. These

programs have the potential to inspire and encourage students to put in greater effort in

their studies. Consequently, academic accomplishments are often interconnected with

the level of student involvement in educational activities (Gardner, 2019).

Albert Bandura's Social Cognitive Theory suggests that participating in

extracurricular activities plays a crucial role in the development of students' social and

cognitive skills. Bandura argues that through observation and imitation of peers and

mentors, students learn and model behavior, enhancing their social skills, self-efficacy,

and self-confidence. By engaging in activities such as team sports, clubs, or community

service, students can learn important skills like teamwork, leadership, problem-solving,

and time management.

According to Mihaly Csikszentmihalyi's Flow Theory proposes that extracurricular

activities can provide students with a state of optimal experience and engagement.

According to this theory, when students participate in activities that match their skill level

and provide challenges, they enter a state of "flow" where they are fully absorbed and

focused on the task at hand. This state of flow leads to enhanced concentration,

motivation, and enjoyment. Extracurricular activities such as music, art, or sports can

create this flow experience, allowing students to develop their talents, creativity, and

overall well-being.

These theories by Albert Bandura and Mihaly Csikszentmihalyi emphasize the

numerous benefits of extracurricular activities for students, including social skills

development, self-confidence, teamwork, leadership, problem-solving, time

management, concentration, motivation, talent development, creativity, and overall well-

being.

The Department of Education (DepEd) in the Philippines has announced the

decision on last January 26, 2023, DepEd Order No. 003, s.2023 states that:

“AN ORDER ALLOWING TIHE CONDUCT OF IN-PERSON ACTIVITIES IN CHOOLS”

In line with the commitment of the Department of Education (DepEd) to deliver quality basic

education in a safe learning environment to learners, this Order is issued for the of

learners, personnel, parents, guardians, and other stakeholders relative to the conduct in-

person school activities.

For the safe resumption and reintroduction of the conduct of in-person school activities,

consistent with the public health standards of the government considering COVID-19, the

following guidelines shall be observed: Curricular and co-curricular activities that involve the in-

person gather of several participants shall be allowed. Curricular activities shall be conducted

during the academic quarter to ensure that learners can seamlessly connect and integrate

learning within and across learning areas. On the other hand, co-curricular activities shall be

conducted after the quarterly examinations to avoid disruption of classes.”

Schools can now organize in-person extracurricular activities. However, these

activities must follow health guidelines, be conducted outside of class hours, and take

place after quarterly exams. The decision, outlined in DepEd Order (DO) 003 s. 2023, is

intended to promote students' holistic development and provide additional learning

opportunities. It aims to enhance their educational experience beyond traditional

classroom settings. By allowing these activities, DepEd seeks to strike a balance

between academics and extracurriculars, ensuring students have access to a well-

rounded education.
 Department of Education (DepEd) Order No. 70, s. 2012 provides guidelines on

the implementation of co-curricular and extracurricular activities in schools in the

Philippines. This order recognizes the importance of these activities in promoting holistic

development, character formation, and the attainment of national goals in education. It

emphasizes the integration of co-curricular and extracurricular activities into the school

curriculum to enhance the physical, social, intellectual, emotional, and values

development of students.

“DepEd Order No. 70 encourages schools to provide opportunities for students to in various

activities such as sports, clubs, community and outreach programs, performing arts, leadership, and

other special interest groups. It highlights the role of these activities in promoting teamwork,

leadership skills, creativity, critical thinking, and values education.”

The order also emphasizes the necessity for careful planning, organization, and

assessment of co-curricular and extracurricular activities to ensure they are in harmony

with the school's goals and objectives. It underscores the significance of guaranteeing

students' safety and welfare throughout these activities, including proper supervision

and compliance with child protection policies.

 Figure 1. Theoretical Conceptual Framework

Review of Related Studies

According to the study entitled “The Benefits of Participating in Extracurricular

Activities” by Claudette Christison, understanding factors that contribute to students’

success is of great interest to educators. Research indicates that participation in

extracurricular activities positively correlates with students’ development both

academically and personally. Students who participate in extracurricular activities have

greater academic success, greater character development, especially in the areas of

time-management and leadership skills, more positive social development, and greater

interest in community involvement. The educational system can use such information to

encourage students to participate in activities that will enhance their personal and

academic achievements.

The study by R. A. Bakoban and S. A. Aljarallah, entitled “Extracurricular

activities and their effect on the student’s grade point average” states that

Extracurricular activities (ECA) are part of students’ everyday life; they play important

roles in student’s lives. Few studies have addressed the question of how student
engagements to ECA affect student's grade point average (GPA). This research was

conducted to know whether the students’ grade point average in King Abdulaziz

University, Faisaliah campus is affected by their participation in the ECA. This study also

studied the students’ satisfaction on ECA. The study sample includes 239 students

chosen via a simple random sampling method. The study used inferential statistics to

analyze this study design. To achieve the purpose of this study, a questionnaire

(comprising 19 questions) was designed. The results showed that participation in ECA

affects the students’ GPA in a positive way. The study found that those who participated
in ECA have higher GPA than those who did not; the study also found that the time

spent participating in ECA did not affect the time students usually spend on studying

Extracurricular activities affected by participation in performing arts activities and

the implications of these activities for their academic and social development as the

study of Johnson, A. (2023, May 18). Through this research, there is proof that

performing arts can impact students immensely and shows the implications this has for

their academic and social development. Through qualitative and quantitative research

methods, this research will explore the various benefits of performing arts participation,

such as increased academic performance, enhanced social skills, and increased self-

confidence. The research will also investigate the implications of promoting performing

arts participation in schools and for children's social development.

 THE PROBLEM

Statement of the Problem

This study aims to know the benefits of extracurricular participation among

students of St. Nicholas Academy, Inc.

Specifically, this study seeks to answer the following problems:

1. What is the profile of the respondents?

1.1 Age

1.2 Gender

1.3 Grade Level

2. What are the benefits of the students on the extracurricular

participation in terms of:

2.1 academic achievements

2.2 leadership skills

2.3 social development

3. What is the top benefit of participating extracurriculars?

4. What recommendation / suggestions can be drawn based from the conducted study?
Null Hypothesis

There is no significant difference on the benefits of extracurricular participation among

students.

Scope and Delimitation

This quantitative study aims to identify the benefits of participation among

students in extracurricular activities. This study will consider all the junior high school

students, especially those students that engage in school activities including sport
clubs, academic teams, performing arts, leadership and community service. Each junior

high school section estimating of (40) students in St. Nicholas Academy, Inc. during the

school year 2022-2023 and will not include people outside the premises.

A survey questionnaire will serve as our tool in gathering our data. This survey

questionnaire is research made based on the objectives of the study. It is divided into

three categories: Academic Achievements, Personal Development, and Social Growth.

It consists of (4) questions in each category. Objectively, these survey questions are

formulated to gather necessary information about the benefits of extracurricular

activities participation among students. The research questionnaire is validated by the

thesis adviser and asked permission from the school principal for their specific grade on

the subject of Oral Communication.

Significance of the Study

School Administrators. The outcome of this study will inspire the administrators to

have the authority to allocate resources, approve budgets, and make decisions

regarding the inclusion or exclusion of specific activities.

Teacher. This will help the teachers to understand more about the benefits of students
in their participation in extracurricular activities and to guide and support them.

Students. The students are the primary participants and beneficiaries of such activities.

Future Researchers. This study will serve as a reference for the next researchers who

are aspiring to conduct similar studies.

RESEARCH METHODOLOGY

Design

The research will use a quantitative research method. The quantitative method

emphasizes objective measurements and the statistical, mathematical, or numerical

analysis of data collected through questionnaires and surveys or manipulating pre-

existing statistical data using computational techniques.

Environment and Participants

The study will be conducted at St. Nicholas Academy, Inc. located in Luyo,

Dimiao, Bohol. This was chosen since the respondents were currently studying in this

institution and it is also more convenient and favorable for the researchers.

Instrument

The researchers will use a survey questionnaire in conducting the study. This

instrument was designed to gather data on the respondent’s benefits of participating in

extracurricular activities. These questionnaires are check and validate by the thesis

adviser.

Procedures

The researchers used these systematic procedures to obtain accurate data

relevant to the study:

Phase I. Asking for Permission

The Principal, Instructors, and Respondents seeking permission to conduct data

collection within the campus. The purpose of the study and the request for approval to

conduct the study to the participants were enclosed in the formal letter.

Phase II. Preparation of survey questionnaires

The questionnaires were personally delivered to the respondents to be answered as

specified in a covering letter with further assistance from the sender.

Phase III. Data gathering

The researchers disseminated all the survey questionnaires along with their assigned

researchers. The results of the survey were tallied and scrutinized to determine the

Benefits of Extracurricular Activities Participation Among Students of St. Nicholas

Academy, Inc.

Statistical Treatment

The data gathered from the result of the survey questionnaire in regards the Benefits of

Extracurricular Activities Participation Among Students of St. Nicholas Academy, Inc.

DEFINITION OF TERMS

Extracurricular. Refers to extra activities (such as sports) that can be done by the

students in a school but that are not part of the regular schedule of classes.

Significant. Sufficiently great or important to be worthy of attention; not worthy.

Benefits. An advantage or profit gained from something.

Students. A person who is studying at school or college.

Integral. Necessary to make a whole complete; essential or fundamental.

Constructive. Serving a useful purpose; tending to build up.

Criticism. The expression of disapproval of someone or something based on perceived

faults or mistakes.

Reference List
 APPENDIX A-1
October 20, 2023
MR. RUEL C. BLASCO, LPT, MA-CDDS
School Principal
St. Nicholas Academy, Inc. Dimiao, Bohol
Dear Sir,
We, the Senior High School students of Humanities on Social Sciences (HUMSS) 12 at
St. Nicholas Academy, Inc. are conducting a study entitled, “Benefits of Extracurricular
Activities Participation Among Students in St. Nicholas Academy, Inc.

In this regard, we would like to ask permission to survey the grade 7 to grade 11
students of St. Nicholas Academy, Inc. to complete the data in our study. Rest assured
that the data gathered will remain confidential and for academic purposes only.

We are hoping for a positive response regarding this matter. Thank you and God Bless!

Sincerely Yours,
LEA B. BALDIVINO, KIEL IVAN V. BALANGAN, KENT CHELLO L. JORILLO, ALIZA
JADE M. GUMANOY, JUN KYLE G. MAGTAJAS, JESSICA I. VILLADAREZ,
JAYBERT P. YECYEC
 The Researchers

Checked by:
ANA DOMINIQUE A. CADELIÑA, LPT
Practical Research II Teacher
Approved by:
MR. RUEL C. BLASCO, LPT, MA-CDDS
School Principal

APPENDIX A-2
October 20, 2023
REV. FR. MARIO T. RINGCA
School Director
St. Nicholas Academy, Inc. Dimiao, Bohol

Dear Sir,
We, the Senior High School students of Humanities on Social Sciences (HUMSS) 12 at
St. Nicholas Academy, Inc. are conducting a study entitled, “Benefits of Extracurricular
Activities Participation Among Students in St. Nicholas Academy, Inc.

In this regard, we would like to ask permission to survey the grade 7 to grade 11
students of St. Nicholas Academy, Inc. to complete the data in our study. Rest assured
that the data gathered will remain confidential and for academic purposes only.
We are hoping for a positive response regarding this matter. Thank you and God Bless!

Sincerely Yours,
LEA B. BALDIVINO, KIEL IVAN V. BALANGAN, KENT CHELLO L. JORILLO, ALIZA
JADE M. GUMANOY, JUN KYLE G. MAGTAJAS, JESSICA I. VILLADAREZ,
JAYBERT P. YECYEC
The Researchers

Checked by:
ANA DOMINIQUE A. CADELIÑA, LPT
Practical Research II Teacher
Approved by:
REV. FR. MARIO T. RINGCA
School Director

APPENDIX A-3
October 20, 2023
MS. NICOLE G. PAGLINAWAN, LPT
School Registrar
St. Nicholas Academy, Inc. Dimiao, Bohol
Dear Sir,
We, the Senior High School students of Humanities on Social Sciences (HUMSS) 12 at
St. Nicholas Academy, Inc. are conducting a study entitled, “Benefits of Extracurricular
Activities Participation Among Students in St. Nicholas Academy, Inc.

In this regard, we would like to ask permission to survey the grade 7 to grade 11
students of St. Nicholas Academy, Inc. to complete the data in our study. Rest assured
that the data gathered will remain confidential and for academic purposes only.

We are hoping for a positive response regarding this matter. Thank you and God Bless!

Sincerely Yours,
LEA B. BALDIVINO, KIEL IVAN V. BALANGAN, KENT CHELLO L. JORILLO, ALIZA
JADE M. GUMANOY, JUN KYLE G. MAGTAJAS, JESSICA I. VILLADAREZ,
JAYBERT P. YECYEC
The Researchers

Checked by:
ANA DOMINIQUE A. CADELIÑA, LPT
Practical Research II Teacher
Approved by:
MS. NICOLE G. PAGLINAWAN, LPT
School Registrar

APPENDEX B

QUESTIONNAIRE

“BENEFITS OF EXTRACURRICULAR PARTICIPATION AMONG STUDENT’S

OF ST. NICHOLAS ACADEMY INC“

Grade & Section: _________________ Gender: _______________

Direction: Put a checkmark (/) on the box that corresponds to your answer

Legend:
4 – Strongly Agree (SA) 3 – Agree (A)
2 – Strongly Disagree (SD) 2 – Disagree (D)
AREAS 4 3 2 1

I. ACADEMIC ACHIEVEMENTS

1. Participating in extracurricular activities has

enhanced my work ethic and commitment

towards my studies.

2. participating extracurricular activities has

increased my overall motivation for academics.

3.participating extracurricular activities has

reduced my stress levels and improved my

overall well-being, thereby benefiting my

academic performance.

4. participating in extracurricular activities has

enhanced my social skills, which has positively

impacted my academic interactions.

II. PERSONAL DEVELOPMENT

1. Participating in extracurricular activities has

enhanced my personal growth.

2. Participating extracurricular activities have

improved my self-confidence and self-esteem.

3. Participating extracurricular activities have

helped me develop better time management and

organizational skills.

4. Participating extracurricular activities benefits

me new skills and abilities through my

involvement in extracurricular activities.

III. SOCIAL DEVELOPMENT

• Participating extracurricular activities

developed better communication skills

through my involvement.

2. Participating extracurricular activities have

helped me become more socially confident and

outgoing.

3. Participating extracurricular activities helps

me to build friendships and team work.

4. Participating extracurricular activities have

exposed me to diverse perspectives and

cultures, enhancing my understanding of the

world.

SUGGESTIONS/RECOMMENDATIONS:

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

SIGNATURE OF THE RESPONDENTS

RESEARCHERS' CURRICULUM VITAE

KIEL IVAN V. BALANGAN

“KILKIL”

Personal Background
Age: 17

Date of Birth: April 19, 2006

Address: Taongon can-andam, dimiao, bohol

Citizenship: Filipino

Civil Status: Single

Mother’s Name: Miafissa V. Balangan

Father’s Name: Ariel P. Balangan

Educational Background
Elementary: Dimiao central elementary school (DCES)

Junior High School: Saint Nicholas academy

Strand: Humss

" Everything happens for a reason "

RESEARCHERS' CURRICULUM VITAE

ALIZA JADE M. GUMANOY

“ALLY”

Personal Background

Age: 17

Date of Birth: January 03, 2006

Address: Luyo, dimiao, bohol

Citizenship: Filipino

Civil Status: Single

Mother’s Name: Anabella M. Gumanoy

Father’s Name: Ernesto I. Gumanoy

Educational Background

Elementary: Panabo Central Elementary School Sped Center (PCES SC)

Junior High School: Dimiao National High School (DNHS)

Strand: Humss

“Life is like a box of chocolate. You never know what you’re gonna get”
RESEARCHERS' CURRICULUM VITAE

JUN KYLE G. MAGTAJAS

“AKYONG”

Personal Background

Age: 17

Date of Birth: August 20, 2006

Address: Luyo, dimiao, bohol

Citizenship: Filipino

Civil Status: Single

Mother’s Name: Ma. Lourdes Magtajas

Father’s Name: Pacencio Magtajas Jr.

Educational Background

Elementary: Dimiao Central Elementary School (DCES)

Junior High School: Saint Nicholas Academy (SNA)

Strand: Humss

“ if you can dream it, you can do it “

RESEARCHERS' CURRICULUM VITAE

KENT CHELLO L. JORILLO

“ISOK”

Personal Background
Age: 17

Date of Birth: March 12, 2006

Address: Luyo, dimiao, bohol

Citizenship: Filipino

Civil Status: Single

Mother’s Name: Helen L. Jorillo

Father’s Name: Celso C. Jorillo

Educational Background
Elementary: Dimiao Central Elementary School (DCES)

Junior High School: Saint Nicholas Academy (SNA)

Strand: Humss

“You will face many defeats in life, but never let yourself be defeated

RESEARCHERS' CURRICULUM VITAE

JESSICA I. VILLADAREZ

“SICA”

Personal Background

Age: 17

Date of Birth: November 16, 2006

Address: Luyo, dimiao, bohol

Citizenship: Filipino

Civil Status: Single

Mother’s Name: Maricel T. Villadarez

Father’s Name: Brigido D. Villadarez

Educational Background

Elementary: Dimiao Central Elementary School (DCES)

Junior High School: Saint Nicholas Academy (SNA)

Strand: TVL

“Don’t wait for opportunity, create it”

RESEARCHERS' CURRICULUM VITAE

JAYBERT P. YECYEC
“BERT”
Personal Background
Age: 26
Date of Birth: November 10, 1996
Address: Limokon Ilaya, dimiao, bohol
Citizenship: Filipino
Civil Status: Single
Mother’s Name: Jenia B. Yecyec
Father’s Name: Robert P. Yecyec
Educational Background
Elementary: Limokon Ilaud Elementary School (LIES)
Junior High School: Alternative Learning System (ALS)
Strand: Humss
“Go and make things possible”