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KOLEHIYO NG LUNGSOD NG LIPA
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter includes introduction, statement of the
problem, hypothesis, significance of the study, scope and
delimitation of the study, definition of terms,
theoretical paradigm, and conceptual framework.
Introduction
Do extracurricular activities help the intellectual
growth of the students? Albert Einstein once said that PAGE

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“Education is not the learning of facts, but the training
of the mind to think”. Teachers all over the world are
searching and innovating various ways to enhance the
minds of their students including engaging the learners
in different activities outside and inside the classroom,
which are usually called extracurricular activities.
Extracurricular as defined by Merriam-Webster, is an
organized activity for students that is approved by
school heads with the connection of school programs and
usually, it is not credited to the academic aspects. It
COLLEGE OF TEACHER EDUCATION

is the terms that are used that do not fall within the
coverage or scope of a regular curriculum that schools
have.
Mary Ann Barge (2020), states that extracurriculars
are all the work that is done outside the classroom and
it includes the arts, sports, clubs, and other
activities. Extracurricular activities demonstrate the
student’s interest, their personalities, and showcase
their abilities that can help them to be a better person
wherein they become committed and practice managing their
time and priorities. However, some students choose to not PAGE

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participate in any extracurricular activities as a result
of their need to work or to take care of their matters
(ASVAB Career Exploration Program, 2023).
Participation in extracurricular activities can
improve cognitive skills such as problem-solving,
critical thinking, decision-making, and creativity. The
Association of ECA and Student Skills showed positive
benefits to students’ academic performance and life
satisfaction. Furthermore, participating in creative
activities, such as music or drama, can help to improve

students' emotional well-being and reduce symptoms of
depression. This can lead to better academic performance
and overall quality of life. However, it is important to
note that participating in extracurricular activities can
also have negative effects on student's academic
performance if they become too involved and neglect their
studies. Therefore, students need to find a balance
between their academic work and extracurricular
activities (Feraco, T. et al., 2022).
Furthermore, Backley and Lee (2021) stated that
Extra-curricular activities are ‘non-academic exercises PAGE

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that are conducted under the sponsorship of the school
but occur outside of normal classroom time and are not
part of the curriculum’. Student societies, ranging from
cultural and social organizations to student publications
and athletic groups, provide an enormous range of extra-
curricular activities. However, because extracurricular
activities do not often include a grade or academic
credit, and participation is elective and voluntary for
the student, their overall contribution to the academy is
limited.

The researchers conducted the study since, according
to the news outlet, Sara Duterte plans to eliminate
extracurricular activities in the school year 2022.
Furthermore, this study will satisfy the curiosity and
interest of the researchers in knowing the various
effects of extracurricular activities, particularly on
the intellectual growth of the students, since Kolehiyo
ng Lungsod offers many kinds of activities and events
throughout the school year.
This study aims to highlight the potential of
extracurricular activities as a motivational tool PAGE

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following the school curriculum and with strategic
planning to increase student engagement in an educational
institution that is beneficial in the long run.

Statement of the Problem
This study aimed to assess the effect of
extracurricular activities on Social Studies students of
the College of Teacher Education in Kolehiyo ng Lungsod
ng Lipa during the Academic Year 2023-2024.
Specifically, the study attempted to answer the
following questions:
1. What is the profile of the respondents in terms of:
1.1 year level;
1.2 age; and PAGE

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1.3 gender
2. What are the extra-curricular activities participated
by the Social Studies students in terms of:
2.1 Biglakasan
2.2 College of Teacher Education (CTE)Days
2.3 Societas Y Amicabiliter Scientia (SOC Y AMI SCI)
Days
3. What are the effects of extra-curricular activities to
the intellectual growth of Social Studies students?

4. Is there any significant differences between the
extracurricular activities participated by the students
and effects of extracurricular activities to the
Intellectual Growth of Students.
5. What plan of action may be offered to amplify the
intellectual growth of the students despite the negative
effects of extracurricular activities?
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Hypotheses:
 There is no significant difference between the
extra-curricular activities participated by the
students and effects of extra-curricular activities
to the intellectual growth of the students.
 There is a significant difference between the extra-
curricular activities participated by the students
and effects of extra-curricular activities to the
intellectual growth of the students.
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Scope and Delimitation of the Study
This study focuses on the effects of extra-
curricular activities on the intellectual growth of
Social Studies students. The data collection will be
conducted on 133 students of the total population from
second-year to fourth-year students of the College of
Teacher Education under Kolehiyo ng Lungsod ng Lipa
during the school year 2023-2024. The primary data needed
in this study will only be gathered within Kolehiyo ng
Lungsod ng Lipa. The specific activities in CTE days,
Biglakasan, and SOC Y AMI SCI in this study do not have PAGE
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the same participants considering some of the activities
required few students to participate. This study does not
cover other problems that are not considered to be
related to the effects of extra-curricular activities on
the intellectual growth of Social Studies students.

Theoretical Framework
The study was strengthened by social-ecological
theory (Martinez et al., 2016), which claims that the
social circumstances of various forms of extracurricular
activities may affect student outcomes differently.
However, research on the association between diverse
extracurricular activities and student outcomes is
limited.
According to Burgess (2013), students develop time
management skills since students can manage their time
between school work and extra-curricular activities. PAGE

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Moreover, students acquire the ability to take
constructive criticism, which is necessary for both
academic and personal development (Mckeyane, 2013).
Extracurricular activities give students the chance to
interact with supportive social networks that encourage
them to make positive life decisions (Veltz & Shakib,
2013). Participating in extracurricular activities during
adolescence increases a student's likelihood of
volunteering in their community after high school. They
feel a sense of belonging to the community as a whole as

a result of these activities (Barber et al., 2013), which
motivates them to become active members of society.
Extracurricular activities of some kinds foster
greater community involvement than others. Students can
experience what it's like to give back to the community
by joining clubs that specialize in it, such as community
service organizations. Clubs that entertain encourage
locals to go to and support events like sporting events
or school plays. These gatherings strengthen ties between
educational institutions, students, and community members
including parents and friends of the students. According

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to Barber et al. (2013), students who have parents and \*
peers who are active in the community are more inclined
to volunteer themselves. Students will have the chance to
gain from community involvement in extracurricular
activities with a local focus are encouraged among them.
These demands, according to Coleman's thesis from
1961, allow for less emphasis on academic standards. Due
to results that were overestimated in earlier work,
Larson and Verma (1999) challenged the potential
developmental advantages of extracurricular activities.

These presumptions prompted the researcher to desegregate
data that was nationally representative to examine how
high school athletes' academic success is manipulated by
their efficient use of time.
A straightforward theoretical model of time
management techniques designed to maximize intellectual
production was presented by Britton and Tesser in 1991.
Their strategy outlines several time management
components, including selecting and prioritizing goals.
establishing priorities for the activities, placing the
jobs on a "to-do" list, scheduling the chores, and

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finally finishing the tasks are all steps in the task \*
generation process. They assumed that pupils with
effective time management skills would be more
cognitively productive and, thus, achieve academically.
By efficiently employing a set of skills, tools, and/or
systems to achieve their academic, professional, and
lifestyle goals, the objective is to give student-
athletes ideas on how to succeed at academically high
levels before, during, and after participating in sports.

Youth have also reported a wide range of negative
experiences, such as feelings of exclusion as a result of
clique building, despite accumulating scientific data
pointing toward the psychosocial benefits arising from
participation in youth sports (Côté & Fraser-Thomas,
2016).
Different people use peer groups in different ways.
For instance, narrative interviews with Paralympic
athletes were performed by Allan, Smith, Côté, Martin
Ginis, and Latimer-Cheung (2018), who also looked at the
sports teams and clubs that the participants had been a

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part of throughout their development. Some Paralympic \*
athletes saw relationships as being crucial to their
justification for competing as they attempted to make
sense of their sport's story. While this was going on,
some athletes constructed narratives that were more
centered on personal growth or achievement, with
different groups playing diverse roles (for example, a
context to build abilities; Allan et al., 2018). The
pursuit of core needs like relatedness, competence, and
autonomy through sport can be thwarted by both positive

relationships and unfavorable interactions with peers,
according to athletes with disabilities (Orr et al.,
2018).
Although ECAs are essential to the educational
process (Cole et al., 2007), there doesn't seem to be a
consensus on what an ECA is (Bartkus et al., 2012). It
has frequently been stated that this notion is self-
explanatory (Rubin et al., 2002) or that it may be
explained using examples (Barnett, 2007). ECAs are
referred to by Bîrzéa et al., (2004) as a component of a
non-formal curriculum that covers a variety of

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activities, such as volunteer work, student clubs and \*
organizations, and extracurricular projects.
Conclusion
Students who participate in extracurricular
activities succeed both personally and academically.
First off, students who take part in extracurricular
activities perform better academically. Second,
involvement in extracurricular activities helps students
build their character by equipping them with abilities

necessary for success in the real world, such as
leadership, time management, and the capacity to take
constructive criticism. Third, involvement in
extracurricular activities improves students' resilience
and sense of self. Extracurricular activity engagement
also fosters social development. Finally, taking part in
extracurricular activities gives children the chance to
learn about the value of getting involved in the
community. Students who are aware of the advantages of
extracurricular activities can choose which ones to
engage in to promote their academic and personal growth.

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EFFECTS OF EXTRA
CURRICULAR
ACTIVITIES
SOCIAL ECOLOGICAL Types of

THEORY Extracurricular
Activities
Academic Standard
COLEMAN’S THEORY

Figure 1. Theoretical Paradigm
Figure 1 depicts the two theories about the effects
of extra-curricular activities. The initial theory, known
as the Social Ecological theory states that the various
extracurricular activities may have varying effects on
students' outcomes. Studies looking at the connection
between different extracurricular activities and academic
results. The second theory, referred to Coleman’s Theory,
referred to emphasis on academic standards.
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Conceptual Framework
Input Process Output
 The
Respondent’s
Profile:
 Age  Survey
 Gender question-
 Year
naire
Level
 Significant
 Survey of relationship
 Extra- Respondents between the
curricular
activities  Retrieval of respondent’s
participated question- profile and
by the naire extracurri-
Social cular
Studies  Computation activity.
students of data
 Proposed
 Interpreta- recommenda- PAGE
 Effects of
tion, tions \*
extra-
curricular Analysis and
activities Drawing
to the Conclusion
intellectual
growth of
Social
Studies
students
Figure 2. Conceptual Framework
The researcher adopted the Input Process Output (IPO
Model), which includes all the materials and the
information required in the process, the specific details

of the process itself, and the guide to knowing the
effects of extra-curricular activities on the intellectual
growth of Social Studies students. The conceptual model,
as shown in Figure 1 shows the process to be undertaken
by the researchers to know the effects of extra-curricular
activities on the intellectual growth of Social Studies
students.
For input, it consists of the respondent’s profile
such as age, gender, year level; extra-curricular
activities participated by the Social Studies students;
and effects of extra-curricular activities on the PAGE

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intellectual growth of Social Studies students.
For process, includes the pre-diagnosis, preparation
of questionnaires that were utilized, the survey of
respondents, and statistical analysis such as gathering
the research interpretations which includes everything
from the initial gathering of information or data to the
final results.
To conclude, the researchers surveyed the Social
Studies students of Kolehiyo ng Lungsod ng Lipa to know

the effects of extra-curricular activities on their
intellectual growth, Moreover, the computation of data
gathered was conducted that will enable the researchers
to formulate conclusions and propose recommendations.
For output, this includes the outcomes taken after
interpreting the results of the study. The researchers
will formulate recommendations that amplify the
intellectual growth of the students.
Significance of the Study
This study was undertaken to find out the effects of PAGE

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extracurricular activities on the intellectual growth of
the Social Studies students of Kolehiyo ng Lungsod ng
Lipa.
The result of this study will give knowledge and
benefits the following:
The Students. This study is beneficial to students,
especially to the younger generation. This will be a
powerful way to inform students about extracurricular

activities and their effects that make a change in their
lives.
The Instructors. This study will give them awareness
regarding the thesis outcome. This will keep posted about
the effects of extracurricular activities on the
intellectual growth of social studies majors. This can
also help them to give insights to their students and
future students.
The School Heads/ Administrators. The research aims to
provide school heads and administrators with insights

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into the impact of extracurricular activities on the \*
intellectual development of Social Studies students. It
will help assess whether these activities contribute to
the overall intellectual growth of all students, serving
as a valuable guide for the implementation of
extracurricular programs in the school.
The Institution. This study will serve as a tool to
spread awareness regarding the effects of extracurricular
activities on the intellectual growth of the Social
Studies students in Kolehiyo ng Lungsod ng Lipa.

The Parents. This study will serve as an informative tool
to assess the effects of various extra-curricular
activities on their children as well as offer them the
support to continuously participate in the said
activities. Soc Y Ami Sci Organization. This study will
serve as a guide to the organization in providing better
and more informative activities shortly.
The Readers. The research can offer readers a more
profound comprehension of the impacts of extracurricular
activities, including their influence on the intellectual
development of students. PAGE

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The Researchers. The researchers will gain insights into
the impact of extracurricular activities on the
intellectual development of Social Studies students
through this study, providing valuable knowledge that
aligns with the subject being investigated.
Future Researchers. This study will serve as a resource
Material for future Researchers whose study is in
connection with the effects of extracurricular activities

on the intellectual growth of future students who will
take social studies major.
Definition of Terms
Adequate(adj)- satisfactory or acceptable in quality or
quantity
Chores(n)- the regular or daily light work of a household
or farm
Clique(n)- a small group of people, with shared interests
or other features in common, who spend time together and PAGE

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do not readily allow others to join them
Consensus(n)- a general agreement
Cohort(n)- a group of people with a shared
characteristic.
Consequential(adj.)- following as a result or effect.
Conduit(n)- a person or organization that acts as a
channel for the transmission of something.
Coupling(n)- the pairing of two items

Delineated(v)- describe or portray (something) precisely.
Detrimental(adj.)- tending to cause harm.
Disparity(n)- a difference in level or treatment,
especially one that is seen as unfair
ECA- extracurricular activities
Elucidate(v)- make (something) clear.
Entail(v)- involve (something) as a necessary or
inevitable part or consequence.
Exclusion(n)- the process or state of excluding or being

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excluded \*
Grapple(n)- the act or an instance of grappling.
Indispensable(adj.)- absolutely necessary.
Intellectual(adj)- relating to your ability to think and
understand things, especially complicated ideas
Motivation(n)- the reason or reasons one has for acting
or behaving in a particular way
Negligible(adj.)- so small or unimportant as to be not
worth considering; insignificant.

Noteworthy(adj.)- interesting, significant, or unusual.
Paralympics(n)- a series of international contests for
athletes with disabilities that are associated with and
held following the summer and Winter Olympic Games
Resilience(n)- the capacity to recover quickly from
difficulties or toughness
Scrutinize(v)- to examine closely and minutely, or to
make a scrutiny.
Tailored(adj.) - smart and fitted.
Thwart(v)- prevent (someone) from accomplishing something PAGE

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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter contains the related literature and
past studies relating to the subject matter of the
research. The review consisted of foreign literature.
Extracurricular Activities
UNESCO International Institute for Educational
Planning defines extracurricular activities (ECAs) as “a
range of activities organized outside of the regular PAGE

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school day, curriculum or course intended to meet
learners’ interests”. In addition to providing
opportunities for community involvement and a wider range
of topic exploration, extracurricular activities also
allow participants to practice adaptive behaviors unique
to the exploration stage of career development.
Extracurricular activities (ECAs) are valuable
educational resources, but they can also have unintended
consequences. While using students' already limited
resources can have negative effects, they can also have

positive effects by helping students develop positive
attitudes and skills. Additionally, there is a threshold-
based influence, whereby involvement in extracurricular
activities can be beneficial up to a point before
becoming detrimental because students aren't allocating
enough time or resources for required coursework (Seow &
Pan, 2014).
As per the statements from Education State
University in 2023, it is highlighted that
extracurricular activities play a crucial role in
aligning with institutional objectives, particularly in PAGE

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the areas of fostering community on campus and promoting
student retention. With increasing campus diversity,
students express a need for an environment that fosters
connections both with their peers and the university
itself. Extracurricular activities serve as a platform
where students can gather, engage in discussions about
relevant ideas and challenges, and work collaboratively
towards shared objectives. This sense of community, where
students feel at ease with each other, not only enriches
the learning and developmental experience but also has a

positive impact on student retention. In essence, these
activities contribute significantly to creating a
cohesive and supportive university environment.
Intellectual Development
Intellectual development refers here to the changes
that occur, as a result of growth and experience, in a
person’s capacities for thinking, reasoning, relating,
judging, and conceptualizing (Encyclopedia.com). The
Preserve Articles stated that the word “intellect” means

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rational power or the power of the mind to understand \*
things. So an intellectual is one well-endowed with
mental power or power to reason. As cited by Prakash
(2023), in the literature of psychology, all the mental
processes by which knowledge is obtained about objects
are known as “cognition”. This term refers to knowing
reasoning and judging things. The word cognition has the
same meaning as “intellection”, the act of understanding
and reasoning. As such, Intellectual Development may mean
the same thing as cognitive development. They are

synonymous. Intellect like intelligence is an aspect of
the mind, but is different from intelligence.
Effects of Extracurricular Activities on Students
According to Saqib, N. et al. (2022), engaging in
physical extracurricular activities is associated with a
reduction in stress resulting from excessive studies.
This involvement helps students maintain both physical
and mental fitness, fostering a positive body image and
self-confidence. Conversely, individuals not

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participating in any physical activities may lack these \*
positive attributes. The study suggests that such an
investment in physical activities provides children with
a sense of certainty about their social and physical
identities.
Highlighting the importance of socialization and
fellowship in a student's life, the research emphasizes
the role of social skills as an essential component of a
student's character. Involvement in extracurricular
activities opens avenues for students to interact with

individuals beyond their immediate social circles,
thereby contributing to the development of increased
friendships and social confidence. Additionally,
participation in these activities is noted to promote
maturity and self-discipline in young individuals.
Experts believe that younger schoolchildren's
physical and mental indicators are closely related to one
another. "Physical qualities" are morpho-functional
characteristics that emerge throughout physical
education. Physical attributes like strength, speed,
endurance, and flexibility make it feasible for humans to PAGE

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move. In their writings, the writers discuss how learning
game sports in physical education classes, particularly
when knowing the laws of the game and tactical features,
has a favorable effect on mental performance. The
coupling of technical training and tactical thinking
allows tactical thinking to move beyond the stage of
formation (Berezina et al., 2020).
Children who actively participate in a variety of
extracurricular activities not only cultivate an array of
soft skills but also develop what are commonly known as

personal and social skills, as highlighted by Ivanova et
al. (2017). These soft skills, as coined by Cimatti
(2016), encompass a combination of personal and social
abilities. The realm of personal skills involves aspects
such as the acquisition of knowledge, fostering creative
thinking, honing presentation skills, demonstrating
timeliness, cultivating self-motivation, refining
language proficiency, and enhancing analytical
capabilities, among other factors.
Engaging in extracurricular activities, as suggested
by research in 2013, catalyzes the development of a PAGE

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diverse set of beneficial abilities. These skills are not
only integral to academic success but also play a crucial
role in preparing children for future employment
opportunities. The multifaceted advantages derived from
participating in such activities contribute significantly
to a well-rounded skill set that extends beyond the
academic realm, positioning children for success in
various aspects of their lives.

Synthesis
The purpose of the study is to present a review of
related literature and studies on the effect of
extracurricular activities on the intellectual growth of
social studies majors. The first objective was to review
the meaning of extracurricular activities and
intellectual development according to UNESCO
International Institute for Educational Planning, Seow &
Pan (2014), Education State University (2023),
Encyclopedia.com, and Jay Prakash (2023). The second
objective was to review the effects of extracurricular PAGE

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activities on students according to Saqib, N. et al.
(2022), Berezina et al., (2020), Ivanova et al. (2017),
Cimatti (2016), and Novakovic (2013).
Based on the reviewed related literature and
studies, the researchers understand and gather some basis
for this research study.

CHAPTER III
METHODOLOGY AND PROCEDURE
This chapter contains the methods used and
procedures conducted by the researchers to arrive at a
clear and comprehensive presentation of the study. The
chapter also includes the research design, the
respondents, as well as the data-gathering instrument,
and the statistical treatment of the data.
Research Design PAGE

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The researchers of the study entitled “The Effects
of Extra-Curricular Activities on the Intellectual Growth
of Social Studies Students” used the descriptive method
of research under the quantitative research design. This
method and design were commonly used to describe and
gather information regarding the effects of extra-
curricular activities on the intellectual growth of the
students

Respondents of the Study and Sampling Techniques
The researchers used systematic sampling. In this
type of method of sampling, the researcher selects the
members of the population who will participate to answer
the prepared test questionnaire.
The respondents of this study are students from the
College of Teacher Education of Kolehiyo ng Lungsod ng
Lipa taking a Social Studies major. The ages of the
respondents ranged from 18 years old and above.
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Research Instrument
Under the method used in this study, the researchers
crafted their structured survey questionnaire as guided
by the study of Elizabeth G. Rees (2008) which served as
the data-gathering instrument in the conduct of the
study. Guided by their background information regarding
the research topic, the researchers constructed a survey
questionnaire that was composed of three parts. These
parts were: (a) profile of the respondents, (b)extra-
curricular activities participated by the Social Studies

student, and (c)effects of extracurricular activities on
the intellectual growth of Social Studies students.
For the respondents to easily answer the survey
questionnaire, the researchers provided instructions and
appropriate spaces for the responses in every inquiry.
Considering the problem stated in this research, the
formulation of a survey questionnaire was highly advised.
A self-constructed questionnaire was needed to be
formulated, which later on, served as the primary
instrument utilized by the researchers in the process of
data gathering. The survey questionnaire was the basic PAGE

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tool used by the researchers to collect the first-hand
data needed for the research study.
Validation of the Research Instruments
Using survey questionnaires, the researchers created
a comprehension draft of the survey questionnaire which
is submitted to the professor for review to see if there
are any corrections, clarifications, or revisions. If the
survey questionnaire is checked by Dr. Eleanor B. Remo,

if there are any changes, the researchers will revise it
for the final draft of the survey questionnaire.
The survey questionnaire will focus on the effects
of extracurricular activities to the intellectual growth
of social studies students. The researchers will also
seek permission and assistance from the students to
gather access based on their extracurricular activities.
Data Gathering Procedure
To gather primary data needed in the study, the PAGE

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researchers undergo several procedures. After the
preparation and verification of the survey questionnaire,
a formal letter was drawn up, signed by the researcher,
and sent to the Dean of the College of Teacher Education,
Kolehiyo ng Lungsod ng Lipa, granting permission to
survey the institution concerned. Then, the researcher
started distributing questionnaires. The researchers
assisted the respondents in answering the questionnaire.
After students submitted their responses, questionnaires

were collected and statistical processing of the
collected data was performed.
The questionnaires used in this study underwent
several screening and validation procedures before being
distributed to respondents. Minor fixes and improvements
were made under the guidance of the research advisor,
Eleanor B. Remo. This was to ensure that the survey
questionnaire, which served as the study's primary data
collection tool, was adequate and met the stated research
study objectives. Similarly, researchers conducted pre-
interviews to determine the effectiveness of the research PAGE

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tool.
When conducting a survey, the researcher first
introduced the purpose of the survey to the respondents.
Instructions had been delivered. Researchers then
assisted the respondents in completing the questionnaire.
Researchers answered all questions respondents were asked
when answering the questionnaire.
Researchers rated responses to the first and second
parts of the questionnaire using a one-point rating

system. Each choice that was selected by each of the
respondents garnered one point.
Meanwhile, a four-point scoring scale was utilized
in scoring the responses for the third part of the survey
questionnaire, wherein, 1 being the lowest point and 4
being the highest point. The choices on the third part of
the questionnaire have corresponding scores whereas;
Strongly agree = 1, Agree = 2, Slightly agree = 3,
Disagree = 4.
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Statistical Treatment \*
The researcher will compile, tabulate, and organize
the data that will be gathered. The data will be the
subject of statistical treatment to answer the questions
proposed in the study. The frequency distribution,
weighted mean, ranking, P value, and f value are the
tools to be used to interpret the data.
1. Frequency Distribution. A frequency distribution is a
graphical or tabular representation that shows the number

of observations. This statistical tool will be used to
present the frequency of responses in each statement.
2. Weighted Mean. This statistical tool will be used to
compute the weight of the respondents in the
questionnaire assigned by the respondents during the
data-gathering procedure. The formula for the weighted
mean is as follows:
x̄ =
∑ xw
∑w
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Where:
x̄ = weighted mean
∑xw = Summation of the product of the item and the weight of
each item.
∑w = Summation of the weight of each item

Table 1
Corresponding Verbal Interpretation for the Weighted Mean
Option Scale Interpretation
4 3.50 – 4.00 Strongly Agree
3 2.50 – 3.49 Agree
2 1.50 – 2.49 Disagree
1 1.00 – 1.49 Strongly Disagree
Rank. This will be used to describe the positional PAGE

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importance of a statement to other statements. This was
employed to identify the order of the results. Moreover,
this measure was among the items that got the highest
mean score to the lowest mean score.
2. P-value. The likelihood, based on the assumption of no
effect or difference (null hypothesis), of obtaining a
result equal to or more extreme than the one observed.
3. f-value.The comparison of two variances, technically
referred to as mean squares, involves considering the

ratio. Mean squares, essentially variances adjusted for
the degrees of freedom (DF) used in variance estimation,
serve as the basis. F-values serve as the test statistic
in F-tests.
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CHAPTER IV
PRESENTATIONS, ANALYSIS, AND INTERPRETATION OF DATA
This chapter contains a detailed presentation and
discussion of data analysis and the result of this study.
It tackles the quantity of participants in the social
studies students as well as how these activities affect
their intellectual growth. Furthermore to analyze the
similarities and contrasts various studies and literature
are used.
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1.1 Year Level of Social Studies Students
Percentag
YEAR LEVEL FREQUENCY e Rank
4TH YEAR 52 52.53 1
3RD YEAR 27 27.27 2
2ND YEAR 20 20.20 3
TOTAL 99 100
Table 2.1
Year Level of Social Studies Students
Based on the information provided in Table 2.1, it
can be observed that among the 99 respondents, the fourth
year emerged as the level with the highest frequency,
with a total of fifty-two (52) participants, constituting

PAGE
the largest percentage at 52.53%. Following closely, the
\*
third-year level demonstrated the second-highest level of
participation, with 27 participants representing a
percentage of 27.27%. Conversely, the second-year level
displayed the lowest degree of involvement, comprising 20
respondents and accounting for a percentage of 20.20%. It
is noteworthy that, despite not receiving invitations to
Societas y Amicabiliter Scientia days, the second-year
level recorded the lowest frequency. Importantly, all 99
respondents actively took part in the Extracurricular
Activities (ECA) held during the academic year 2022–2023.

According to Rupa Marwah (2023), freshmen make the
most of the chance to learn about and engage in new
activities. Get involved in your school community, try
out various elective subjects, and join sports teams and
extracurricular clubs. However one of the biggest
challenges for freshmen is the adjustment to the larger
school environment. On the other hand, seniors are
enjoying their final year and moving to the next phase of
their lives. A student's freshman year is frequently a
period of great change as they get used to a new academic
setting and start to think about their interests and

PAGE
aspirations. Senior year is a period of growing \*
independence and responsibility as students get ready to
go off to the industry and decide what they want to do
with their lives.

1.2 Ages of Social Studies Students
Table 2.2
Ages of Social Studies Students
AGE FREQUENCY PERCENTAGE RANK

18-20 33 33.33 2
21-23 58 58.59 1
24-26 4 4.04 3.5
27 and Above 9 4.04 3.5
TOTAL 99 100
As illustrated in Table 2.2, the respondents have
been categorized based on age class limits, revealing a
noteworthy concentration of social studies students
within the youngest age group. This trend becomes evident

PAGE
when examining the combined percentages within the two \*
lower age ranges, specifically among students aged 21 to
23 and 18 to 20 years old, which yielded frequencies of
58 and 33, respectively, out of a total sample size of
99. In contrast, the higher age classes exhibit almost
negligible statistical frequencies, as reflected in the
distribution concerning the ranking. This underscores a
pronounced skew toward the younger age cohorts among the
social studies student population.

According to a study by Claudette Christison (2019),
age 21-23 participating in extracurricular activities has
a positive correlation with students’ academic and
personal development1. The study found that 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.
PAGE
\*

1.3 Genders of Social Studies Students
Table 2.3
Genders of Social Studies Students
GENDER FREQUENCY PERCENTAGE RANK

FEMALE 76 76.77 1
MALE 17 17.77 2
GAY 3 3.03 3.5
OTHER 3 3.03 3.5
PREFERENCES
LESBIAN 0 0 5
TOTAL 99 100
The findings extracted from Table 2.3 indicate a
predominant presence of female students, constituting the
highest percentage of participants among the 99 PAGE

\*
respondents spanning from the second to fourth-year
levels, totaling 76.77%. In the same context, male
student participants from the second to fourth-year
levels ranked second, accumulating a combined percentage
of 17.17%. Interestingly, individuals identifying as gay
or expressing other gender preferences held a tied
position at the 3.5 rank, each contributing 3.03% to the
overall distribution of respondents. This data
underscores the gender distribution within the surveyed
population, emphasizing the notable prevalence of female

participants in comparison to their male and non-binary
counterparts.
Participating in extracurricular activities can play
a pivotal role in enhancing academic performance among
females. When young women engage in pursuits like clubs,
debate teams, or music ensembles, they acquire critical
thinking, problem-solving, and creative skills that
positively influence their classroom success. Research
consistently demonstrates that students involved in
extracurricular activities tend to achieve higher grades
and are more likely to graduate from high school. Beyond PAGE
\*
academic gains, these activities contribute significantly
to boosting self-confidence in girls who often grapple
with societal pressures and stereotypes impacting their
self-esteem. Through activities they enjoy and excel in,
girls cultivate a sense of accomplishment, potentially
leading to enhanced confidence in various aspects of
their lives. Additionally, extracurricular engagements
offer opportunities for girls to assume leadership roles,
fostering essential skills like communication,
negotiation, and decision-making.

Exposure to diverse experiences and ideas, not
commonly encountered in classrooms, broadens horizons and
inspires the pursuit of passions. Furthermore,
extracurricular activities assist females in navigating
unique social challenges, teaching effective
communication, relationship-building, and collaborative
teamwork—skills crucial not only for their current
endeavors but also for future careers and personal
relationships. Moreover, these activities contribute to
the overall well-being of girls by improving physical
fitness, reducing health risks, and serving as creative

PAGE
outlets for emotional expression. Research by O'Flaherty \*
et al. (2022) emphasizes the wider advantages of team
sports for integrating teenagers into school and social
networks, supported by Oberle et al.'s (2019) findings
indicating that participating in extracurricular
activities positively impacts mental health through a
sense of belonging.
In conclusion, advocating for and encouraging female
participation in a variety of extracurricular activities
tailored to their interests is essential for fostering

holistic development, empowerment, and well-being.
Parents and educators alike play crucial roles in
supporting girls on their journey toward realizing the
multitude of benefits these activities offer.
PAGE
\*

2.1 BIGLAKASAN activities participated by the Social
Studies students
Table 3.1
BIGLAKASAN Activities Participated by the Social Studies
Students
Percentag
BIGLAKASAN ACVTIVITIES FREQUENCY e Rank
KLL FUN RUN 31 40.26 1
DANCE SPORT/COMPETITION 25 32.47 2
BASKETBALL MEN/WOMEN 7 9.09 3
FUTSAL 5 6.49 4
ARNIS 3 3.90 5
CHESS 2 2.60 6
BADMINTON 1 1.30 8.5
SEPAK TAKRAW 1 1.30 8.5
TABLE TENNIS 1 1.30 8.5
VOLLEYBALL MEN/WOMEN 1 1.30 8.5
PAGE
TOTAL 77 100
\*
The Biglakasan holds a special place as one of the
highly anticipated events among the students of Kolehiyo
ng Lungsod ng Lipa. It serves as a valuable occasion
where students can showcase their prowess and abilities
in sports, allowing them to reveal a different facet of
their talents and skills. As indicated in Table 3.1, the
extra-curricular activities most actively engaged in by
the Social Studies group, based on Biglakasan, are led by
the KLL FUN RUN, securing the top position with the

highest frequency and percentage at 31 and 40.26%,
respectively. Subsequently, there is a variety of other
extra-curricular activities, such as Dance
Sports/Competition, ranking second with a frequency and
percentage of 25 and 32.47%, followed by Basketball
Men/Women in third place with 7 occurrences and a 9.09%
percentage. Futsal occupies the fourth position with a
frequency and percentage of 5 and 6.49%, while Arnis
secures the fifth spot with 3 occurrences and a 3.90%
percentage. Chess follows in sixth place with 2
occurrences and a 2.60% percentage. Additionally,

PAGE
Badminton, Sepak Takraw, Table Tennis, and Volleyball \*
Men/Women all share the eighth and ninth ranks, each with
a frequency and percentage of 1 and 1.30%.
According to the PUML Better Health article(2023)
discussing the positive effects of a community fun run on
mental and physical well-being, it highlights five key
ways in which participation can be advantageous. It
states that organized fun runs tailored for kids provide
a multitude of advantages for their physical and mental
health. They foster a dynamic way of life early on,

promoting the cultivation of healthy habits and the
enhancement of motor skills. Moreover, such occasions
instill in children the significance of setting goals,
displaying perseverance, and understanding the value of
teamwork. Furthermore, as per apiece from Veterans Care
scrutinized by Micky Lal, a certified strength and
conditioning specialist, as well as a registered yoga
teacher, on November 13, 2023. Engaging in exercises like
fun runs can enhance cognitive function and safeguard
memory and cognitive abilities. Initially, exercise
elevates your heart rate, facilitating the circulation of

PAGE
blood and oxygen to the brain. Additionally, it can \*
trigger the release of hormones that foster the
development of brain cells. For instance, research
indicates that exercise can contribute to the enlargement
of the hippocampus, a crucial brain region associated
with memory and learning, thereby potentially enhancing
mental function.
In conclusion, a fun run stands as more than just a
physical activity aimed at improving overall health.
Numerous studies suggest that engaging in such activities

can also have positive effects on cognitive function,
contributing to enhanced brain performance. Beyond the
individual benefits, participating in a fun run fosters
social connections and promotes collaboration within
society and the community, emphasizing the holistic
impact of this seemingly simple yet multifaceted activity
on both physical and mental well-being.
Nonetheless, as delineated in the ChildFund Rugby
article(2023) expounding on the constructive effects of
sports on education, consistent involvement in sports and
physical activities during the early stages of life PAGE

\*
catalyzes fostering positive cognitive development in
young individuals. This involvement not only entails the
cultivation of essential cognitive skills but also
encompasses the process of acquiring and mastering the
foundational abilities of the brain, such as critical
thinking, reading comprehension, learning proficiency,
memory retention, logical reasoning, and effective
problem-solving. The article underscores the significant
correlation between active engagement in sports during
the formative years and the consequential enhancement of

cognitive capacities that are integral to academic
success and intellectual advancement.
In the Volleyball Gear Guide's extensive exploration
of the intersection between Volleyball and Education
titled "Volleyball and Education: The Role of Sports in
Education(2023)," it is explicitly asserted that
Volleyball serves as a conduit for instilling discipline
and resilience in individuals. The process of training
and engaging in teamwork within the context of this sport
equips students with the ability to confront and overcome
challenges, fostering mental fortitude. Furthermore, PAGE

\*
Volleyball's dynamic nature necessitates rapid decision-
making and strategic thinking, thereby contributing to
the development of valuable problem-solving skills among
participants. The sport demands unwavering focus and
concentration, compelling players to be fully immersed in
the game to execute precise moves successfully. Beyond
individual skills, Volleyball actively promotes
collaboration and unity, emphasizing the significance of
cooperation and coordination among teammates. The sport
serves as a tangible manifestation of the values of

teamwork, highlighting the importance of working
harmoniously towards a common goal.
Moreover, engaging in Volleyball facilitates
improved communication skills, as players are required to
effectively communicate with their teammates on the
court. This enhanced communication extends beyond the
game, creating an atmosphere of togetherness and
friendship among players, and cultivating an inclusive
and supportive team environment. Notably, Volleyball goes
beyond the confines of the court by providing students
with opportunities to forge new connections or strengthen PAGE

\*
existing ones through shared activities and collective
goals. In the broader context of life, the sport imparts
essential life lessons, including leadership, decision-
making, and problem-solving, as individuals navigate
obstacles collaboratively as a cohesive unit. The
multifaceted impact of Volleyball on education extends
beyond physical activity, playing a pivotal role in the
holistic development of students.
In a comprehensive evaluation, it becomes evident
that sports such as sepak takraw, badminton, table

tennis, and volleyball demand more than mere physical
exertion from individuals. Various studies highlight a
noteworthy observation: as the body engages in the
intricate maneuvers of these sports, the cognitive
faculties of the brain are simultaneously brought into
play. Players are required not only to showcase physical
prowess but also to employ cognitive abilities actively,
solving problems encountered during the game through a
spectrum of strategies. This intricate cognitive
involvement is coupled with the necessity for creativity
and cooperation with teammates, emphasizing the

PAGE
multidimensional nature of the mental engagement that \*
accompanies the physical actions in these sports.
In an overarching analysis, the outcomes presented
in the tabulated data encompassing diverse
extracurricular activities during Biglakasan reveal
insightful patterns. Among the 77 students ranging from
second to fourth-year social studies majors, it is
evident that Fun Run garnered the highest participation,
with 31 students actively taking part, claiming the top
spot. Following closely behind are the Dance Competition

and Basketball events for both men and women, engaging 25
and 7 students, respectively.
Conversely, activities such as Sepak Takraw, table
tennis, badminton, and volleyball witnessed comparatively
lower levels of participation during Biglakasan, each
attracting only one participant. These findings highlight
the varying degrees of interest and engagement among
students across the spectrum of extracurricular
offerings, with some activities drawing more enthusiastic
participation than others.
PAGE
\*

2.2 College of Teacher Education Days Activities
Participated by the Social Studies Students
Table 3.2
College of Teacher Education Days Activities Participated by
the Social Studies Students
Percentag
CTE DAYS FREQUENCY e Rank
FUN BOOTHS 36 41.38 1
CHEER CHANT 34 39.08 2
Mr&Ms COMPETITIONS 11 12.64 3
BATTLE OF THE BANDS 4 4.60 4
SPOKEN POETRY 1 1.15 5.5
T-SHIRT PAINTING 1 1.15 5.5
TOTAL 87 100
Fun booth frequency, as indicated by Table 3.2, is PAGE

\*
thirty-six (36) and ranks first with a percentage of
41.38%. This suggests that during the CTE days, the
majority of students take part in entertaining booths.
Cheer chant came in second place, with thirty-four (34)
frequency, 39.08%, and ranking after the fun booths. With
a frequency of eleven (11), Mr. and Mrs. CTE rank third
with 12.64%, while ranking fourth with a frequency of
four (4), gaining 4.60% in Battle of the Bands. Spoken
poetry and T-shirt painting have the least congruent
results, ranking at 5.5 with 1.15% and one (1) as their

frequency. It suggests that during the celebration of CTE
days, students are least likely to take part in spoken
poetry and t-shirt painting activities.
According to Mayne (2018), from the planning stage
to the big event, anyone can have fun organizing carnival
games and ideas for decorating carnival booths. It helps
students understand that hard work is necessary to
achieve something they enjoy, which in turn fosters a
sense of accomplishment, school spirit, and teamwork
enjoyment. At the carnival, every booth ought to be
entertaining and profitable. In conclusion, Mayne (2018) PAGE

\*
made the following statement: enjoyable or fun booths can
have a positive effect on students since they foster many
positive traits like diligence, school spirit, joy, and
teamwork. Pupils might be able to broaden their
perspective on how the real world functions and every
personal development that results from their diligence
can be fostered. As they organize events at school,
organizing an event can help them become more inventive
and creative.

According to Sports Aspire (2013), cheerleaders then
make a big entrance and begin their routine of cheers and
chants. They can inspire their team and heighten the
excitement and anticipation of the crowd at the same time
by using the right cheers. Generally, it can be claimed
that cheerleaders are most important in certain college
activities. Cheer chants highlight the various routines
that they have studied, taught, and practiced in addition
to presenting the chants to the crowd. Since it is one of
the activities being conducted, this type of activity can
encourage enthusiasm in all of the students at the PAGE

\*
school. It also encourages the other students and team
members to continue their presentations with passion and
assurance.
As shown in a post on Cram.com (2023),
participating in a pageant helps contestants gain
confidence and enhance their poise, social skills, and
personality. There are a variety of values found in
beauty pageants that women can apply to their future
careers to better themselves. Given these facts, one of
the school activities that helps students develop the

confidence to demonstrate their intelligence,
personality, and social skills is beauty pageants or the
search for Mr. and Ms. Every woman and man can feel
empowered by participating in this type of school
activity and boldly showcasing their talents. As they
train or practice to be the best versions of themselves,
pageants can be used to prepare candidates or
representatives for their future roles.
A battle of the bands is usually a hit for music
lovers and those with a musical bent. Promoting student
musicians' greatest, drum solos, and guitar licks in PAGE

\*
front of an audience in an amphitheater, auditorium, or
outside area (Austin, 2023). Similarly, as listed in
Scavify (2023), arrange for your musically inclined
students to get together at a predetermined time to jam
and perform for each other. If you’re artistic students
want to share with the rest of the campus, this is one of
the best ways to let them do so. Additionally, the
Paperless Post blog (2023) implied that if you want to
put on a production with students showcasing their
talents, it would be pure entertainment that would appeal

to a large audience. Utilizing student performers who can
showcase their talents is an added decision to make. This
offers an insight into your school's rich artistic
culture (Vanco,2023). These all led to the conclusion
that young people in society, especially students, have a
strong musical taste and are not afraid to showcase their
abilities to express who they are and what makes them
special in their way. Some people prefer to use music as
a means of sharing, encouraging, motivating, and
expressing their emotions to the world. Every student now
uses Battle of the Bands as a platform to find their

PAGE
talents and be discovered by others. Every person can use \*
music to express themselves and reveal their true selves
as human beings.
Colbert (2023) asserts that writing spoken word
poetry necessitates drawing from one's creative
wellspring, inspiring students to adopt creative problem-
solving strategies and think beyond the box. In a job
market that is changing quickly, employers are looking
for people who can approach problems from new angles, so
creativity is a highly valued skill. Moreover, spoken

word poetry is also intended to be very intimate and full
of feelings, viewpoints, and attitudes, which is why it's
ideal for students to study. It gives students a platform
to express their opinions and gives them the chance to do
so. Additionally, it enhances key performance abilities
that are taught in drama classrooms, such as vocal
projection, enunciation, tone, gestures, facial
expressions, confidence, and memorization and rehearsal
(Hishon,2013). Correspondingly, Event-29 (2021) mentioned
that you should host events that are suited to the
interests of your creative writing students if your

PAGE
student body includes a significant number of them. \*
Students should read recent works they have written to
one another during open mic and slam poetry activities.
For aspiring writers, this is an educational and
enjoyable event. With this cited information spoken word
poetry can develop the creativity and critical thinking
of the students.
Furthermore, fabric painting allows you to express
your artistic and creative side on the incredibly
adaptable surface of textiles and fabric. Fabric painting

has a lot of wonderful advantages. Customization of
clothing, wearable textiles, upholstery fabric, and other
crafts is possible (Muse Kits Blog, 2020). It was
determined that fabric painting or t-shirt painting also
became a means of self-expression, particularly in terms
of originality, creativity, and artistic quality.
Students might have the opportunity to experiment with
various hues and patterns that complement the available
textiles or fabric. Paintings of this type can also help
individuals become more resourceful because the artist
will always take accessibility, affordability, and

PAGE
availability of materials into account when choosing \*
colors and patterns. Several students used this painting
as a way to express their individuality, inventiveness,
and potential for becoming artists when they decided to
pursue this career path.

2.3 Societas Y Amicabiliter Scientia Days Activities
TABLE 3.3
Societas Y Amicabiliter Scientia Days Activities
SOCIETAS Y AMICABILITER FREQUEN Percenta Ran

SCIENTIA DAYS CY ge k
TUG OF WAR 50 53.19 1
SACK RACE 31 32.98 2
TREASURE HUNT 11 11.70 3
QUIZ BEE 2 2.13 4
TOTAL 94 100
As per the information provided in Table 3.3 for

PAGE
Societas y Amicabiliter Scientia (SOC Y AMI SCI) Day, the \*
Tug of War activity attracted the highest student
participation, constituting a substantial percentage of
53.19%. This positioned it as the leading activity among
the four listed. In close succession, the Sack Race
emerged as the second most participated activity,
securing a percentage of 32.98%. The Treasure Hunt took
the third position in terms of participation, with a
percentage of 11.70%. It is noteworthy that the Quiz Bee
had the lowest participant count among the listed
activities, representing a modest percentage of 2.13%.

This breakdown underscores the varying degrees of student
engagement across the diverse activities organized for
SOC Y AMI SCI Day.
According to Li (2015), the sport of tug-of-war
effortlessly enhances its vibrancy by facilitating human
self-transcendence and the pursuit of success. Engaging
in tug-of-war improves one's combat skills, fosters an
appreciation for the value of life, and enhances the
enjoyment of life. The significance of tug-of-war in
individual lives lies in participation, the realization
of personal value, and the promotion of harmony and PAGE

\*
social unity. Therefore, it is imperative to actively
endorse and participate in tug-of-war, fostering the
development of spiritual civilization. Additionally, by
recognizing the dialectical relationship between
diversity and unity in human culture, we can contribute
to showcasing the overall trend and fundamental
principles of human cultural development.
One strategy that helps students understand the
complicated forces acting on both sides of a dilemma is
the tug-of-war thinking exercise. Students must develop

the capacity to examine problems and formulate arguments
that are backed up by logic and proof. Through this
exercise, students improve their critical thinking
abilities by determining the relevant "tugs" or effects
related to a given problem. They assess these factors
according to their relative strength and establish
positions based on data rather than opinion. Crucially,
the exercise encourages pupils to grow and consider other
points of view without quickly concurring or disagreeing
with a certain assertion (Gros, 2022).
Quizzes provide an enjoyable experience, and beyond PAGE

\*
entertainment, they serve as a means for personal
development. Engaging in quizzes enables individuals to
gain insights into their character and how they are
perceived by others. In the context of a quiz, often
referred to as a mind sport, participants strive to
accurately answer questions, either independently or
collaboratively in teams.
According to the 98 percentile (2022), group quizzes
foster the enhancement of teamwork skills among students,
effectively bridging the divide between academic learning

and real-world industry expectations. Recruiters often
observe a disparity between students' strong theoretical
knowledge and a lack of practical understanding rooted in
traditional curriculum structures. As a result, our
students face a considerable gap in market readiness. The
evolution of quizzing remains pivotal in our efforts to
enhance student learning. While technology plays a role,
prioritizing content is paramount. Assessment should
extend beyond basic knowledge to include the ability to
make connections, interpret implicit meanings, and draw
informed conclusions, placing a strong emphasis on

PAGE
rational thinking. \*
3. Effects of extracurricular activities on the
intellectual growth of Social Studies students

TABLE 4.0
Effects of extracurricular activities to the intellectual
growth of Social Studies students
INTERPRETATIO
WM RANK
INDICATORS N
Extracurricular activities affect my Strongly
intellectual growth through developing my 3.6 4
Agree
communication skills.
Extracurricular activities affect my
Strongly
intellectual growth through expressing my 3.52 6
Agree
thoughts and ideas.
Strongly
intellectual growth through learning the 3.78 1
Agree
importance of collaboration.
intellectual growth through thinking 3.46 Agree 7.5
critically.
Strongly
intellectual growth through analyzing 3.56 5
Agree
situations.
intellectual growth through understand the 3.19 Agree 10
topics in every lesson easily.
intellectual growth through developing my 3.46 Agree 7.5
creativity.
PAGE
intellectual growth through developing my 3.35 Agree 9 \*
problem-solving skills.
Strongly
intellectual growth through accepting 3.65 2
Agree
different perspectives inside the classroom.
Strongly
intellectual growth through developing 3.63 3
Agree
decision-making skills.
Strongly
3.52
COMPOSITE MEAN Agree
The range for Verbal Interpretation:

1.00-1.49 (Strongly Disagree) 2.50-3.49 (Agree)
1.50-2.49 (Disagree) 3.50-4.00 (Strongly Agree)
As illustrated in Table 3, it shows that the
majority of respondents strongly agree with the first
question, which is, "Developing my communication skills”

with a weighted mean of (3.6). They also strongly agree
with the interpretation and top four (4) in ranks.
Question number two, “expressing my thoughts and ideas”
with a weighted mean of (3.52), they also strongly agree
with the interpretation and top six(6) in the rank.
Question number three, “learning the importance of
collaboration” with a weighted mean of (3.78), got
strongly agree in interpretation and top one (1) in the
rank. Question number five, “analyzing situations” with a
weighted mean of (3.56), also strongly agrees in
interpretation and the top five (5) in the rank. Question

PAGE
number nine, “accepting different perspectives inside the \*
classroom” with a weighted mean of (3.65), also strongly
agreed in interpretation and top two (2) in the rank.
Question number ten, “developing decision-making skills”
with a weighted mean of (3.63) strongly agrees in
interpretation and top three(3)in ranking. Moreover,
there are four questions on which respondents agree:
question four, “thinking critically” with a weighted mean
of (3.46) agree in interpretation and top (7.5) in
ranking. Question six, “Understand the topics in every

lesson with a weighted mean of (3.19) agree in
interpretation and top ten(10) in ranking. Question
seven, “Developing my creativity” with a weighted mean of
(3.46) agrees in interpretation and top (7.5) in ranking.
Question eight,” Developing my problem-solving skills”
with a weighted mean of (3.35) agrees in interpretation
and is top nine (9) in the ranking. It demonstrates that
respondents' perspectives differ depending on the
question.
Communication serves various purposes, often
directed toward influencing or altering behavior. Muste PAGE

\*
(2016) and Keyton (2011) emphasize that communication is
employed to express thoughts and emotions for diverse
reasons, such as fostering connections through
inspiration, motivation, issuing orders, entertainment,
guidance, control, information dissemination, and
education. Successful communication requires the
integration of both verbal and nonverbal forms; both are
indispensable for effective communication. Furthermore,
in interpersonal relationships, communication stands out
as a pivotal process. It facilitates a better

understanding of others' opinions and perspectives,
making it easier for individuals to connect.
In the realm of Academic Enrichment in 2023,
students who participate in extracurricular activities
develop the capacity to convey ideas, actively listen,
and articulate thoughts. These activities serve as a
platform for honing communication skills, which are
essential for effective collaboration. While teamwork may
encounter challenges, engaging in extracurricular
pursuits allows students to gain insights into
constructive conflict resolution, the art of compromise, PAGE

\*
and the fostering of a positive team dynamic. Such
experiences prove applicable to diverse professional
environments and potential careers, instilling valuable
problem-solving, compromise, and morale-building skills
within group settings. To enhance teamwork and
communication abilities, contemplating involvement in
such activities offers collaborative problem-solving
opportunities.
As per Sarah Riberio's findings in 2020, teamwork
enhances the synergy and problem-solving capabilities of

your team, resulting in heightened innovation,
streamlined processes, enhanced success rates, and better
communication. Collaboration, in essence, is a
cooperative effort directed towards a shared goal or
objective, encompassing the exchange of ideas, resources,
and expertise to attain a desired outcome.
According to Decanchronicle (2019), Engaging in
extracurricular activities, including participation in
student organizations, clubs, competitions, quests, and
networking with professional communities, is crucial for
the enhancement of analytical skills, complementing PAGE

\*
formal studies and research. Students who actively
participate in such activities tend to demonstrate
improved critical thinking skills, thereby contributing
to their overall academic success and achievements.
According to Insights Assessment (2013), the process
of analyzing situations entails scrutinizing
circumstances, statements, and events to pinpoint risks
and priorities. Elevated scores indicate an individual's
proficiency in recognizing pertinent information,
comprehending its significance, and singling out crucial

facts, issues, and concerns. As asserted by SEL Store
(2019), the capacity to analyze situations, or the skill
to examine a scenario and identify its components,
significantly contributes to both decision-making and
risk assessment abilities. Devoting time to refining
situation analysis skills is consistently regarded as a
valuable investment for students.
As per Starke's findings in 2021, students with pre-
existing knowledge that complements the presented text
tend to experience an enhanced level of comprehension.
These students can effortlessly analyze, interpret, PAGE

\*
articulate their viewpoints, infer, and summarize the
text because they feel more assured in their
understanding of the subject matter. The greater the
information a student possesses about a topic, the more
straightforward it becomes for them to read, recall, and
grasp the content. Additionally, learners find it
uncomplicated to comprehend task instructions, leading to
smoother task execution.
According to Beghetto (2016), creative learning is
not limited to individual knowledge development; it also

extends to the social dimension. At the inter-
psychological or social level, students have the
opportunity to share and refine their ideas with teachers
and peers, thereby making creative contributions that
impact the learning experiences and lives of others. For
instance, legacy projects illustrate how students can
make creative contributions that extend beyond the
classroom, occasionally earning recognition from experts
as a substantial contribution. Student inventors,
authors, content creators, and participants in community-
based problem-solving teams serve as additional examples

PAGE
of the inter-psychological level of creative \*
contribution.
According to Music First Hand (2020), as stated by
Founder and Chief Executive Officer Kris Potrafka,
problem-solving encompasses the steps of defining a
problem, identifying its root cause, devising or
discovering a solution, and then applying that solution
effectively. Possessing excellent problem-solving skills
is crucial for career advancement, as it involves the
ability to identify, analyze, and resolve challenges

across various domains, including academics and personal
decision-making.
As outlined by The Outschool Educator Library
(2022), the practice of educators introducing multiple
perspectives in their classrooms serves to unlock new
realms of learning and cultivate an environment
characterized by tolerance and respect. By exposing
learners to a diverse array of viewpoints instead of
presenting one-sided narratives, educators contribute to
the development of essential critical thinking skills
among students. Additionally, this approach helps PAGE

\*
learners become more empathetic in their understanding of
different perspectives.
A student's life functions as an ecosystem,
involving a diverse array of activities not only during
routine classes but also extending to group assignments,
presentations, project execution, research, and
involvement in co-curricular and extra-curricular events.
According to Casali & Perano (2021), a student's life is
influenced by numerous external elements, both through
direct interactions and social media use, which can

impact decision-making, some of which may lack ethical
clarity. Recognizing the fragility of this ecosystem,
efforts are underway by stakeholders to ensure students
can focus on education without being unduly swayed by
external stimuli.
One such measure involves the incorporation of
academic subjects related to decision-making in various
graduate and undergraduate programs. Decision-making, as
highlighted by Casali & Perano, requires critical
thinking skills, including the ability to analyze,
evaluate, and interpret information, question PAGE

\*
assumptions, and identify weaknesses and limitations. By
emphasizing these skills, educational institutions aim to
equip students with the tools needed to navigate the
complex landscape of decision-making and maintain a
balanced focus on their academic pursuits amidst the
diverse activities within their student life ecosystem.

4. Difference between the Extracurricular Activities
Participated by the Students and the Effects of
Extracurricular Activities to the Intellectual Growth of
Students
Table 5.0
Difference between the Extracurricular Activities
Students
The
extracurricular
activities
participated by
Computed p- Interpretatio
the students VS Alpha Decision
f -value value n
the effects of
extracurricular
activities to
PAGE
the intellectual \*
growth of
students
0.0017 Reject
BIGLAKASAN 3.2606 0.05 Significant
88 H0
3.01E- Reject
CTE DAYS 25.9457 0.05 Significant
13 H0
Not Accept
SOC Y AMI SCI 0.9651 0.4197 0.05
Significant H0
The table divulges the significant difference
between the extracurricular activities participated by
the students and the effects of extracurricular
activities to the intellectual growth of students using
f-test or one-way analysis of variance.

Based on the result of the study, it can be
reflected that BIGLAKASAN as one of the extracurricular
activities participated by the Social Studies students
obtained the computed f-value of 3.2606 and p-value of
0.001788 which is lesser than the significance level of
0.05 revealed a significant difference thus the null
hypothesis will be rejected.
On the other hand, CTE DAYS as one of the
extracurricular activities participated in by the Social
Studies students obtained the computed f-value of 25.9457
and p-value of 3.01E-13 which is lesser than the

PAGE
significance level of 0.05 revealing a significant \*
difference thus the null hypothesis is rejected.
Furthermore, SOC Y AMI SCI as one of the
extracurricular activities participated in by the Social
Studies students obtained the computed f-value of 0.9651
and p-value of 0.4197 which is greater than the
significance level of 0.05 revealing a no significant
difference thus the null hypothesis is accepted.

Finally, based on the findings, extracurricular
activities participated by the students and the effects
of extracurricular activities to the intellectual growth
of students revealed a significant difference thus
rejecting the null hypothesis. This supports the
assertion made in the article published by Al Rushed
School on July 02, 2023, titled "The Impact of
Extracurricular Activities On Your Child's Education."
The article highlights that involvement in
extracurricular activities empowers children to explore
interests beyond conventional education, exposing them to

PAGE
diverse experiences and perspectives that nurture \*
creativity, critical thinking, and problem-solving
skills. Whether engaging in a debate club, participating
in music lessons, or volunteering for community service,
these activities expand children's horizons, contributing
to both their personal and intellectual development.
Furthermore, participation in extracurricular activities
plays a crucial role in cultivating essential social
skills like teamwork, communication, and leadership.
Whether in sports teams, clubs, or art programs, children

interact with peers who share similar interests,
fostering effective collaboration. Such activities
encourage them to articulate their thoughts, listen to
others, and work towards common goals, ultimately
enriching their interpersonal skills.
PAGE
\*

Table 6.0
Proposed Action Plan For 2024-2025
Key Result Key Agencies/ Resource Time Key Performance
Areas Performance Persons s Needed Frame Indicators
Areas Involved
Providing Create a Dean, Letter Septem Highlight
students with bulletin THCS of ber various pieces
information board about adviser, request, 2024 of information
about the ECA that will and Illustra that underscore
advantages be posted in officers tion the significance
and positive front of the board, and advantages
outcomes faculty and one can derive
associated office. printed from engaging in
with Cooperate material extracurricular
extracurricul with the THCS s. activities.
ar activities
Assessment of Proposed a Dean, Letter March Suggested
the learning new plan for Organizat of 2024 activities ought
of the extracurricul ion request to be aligned
students on ar activities Officers and with the
the that are material subjects in
specialized related to s needed which students
subjects. specializatio in every are specializing
n subjects. activity and majoring.
.
PAGE
Evaluation of Create a Dean, Letter Octobe Teachers will \*
the student's daily journal Teachers of r 2024 ask students to
experiences of the request recount
and acquired students who and significant
knowledge participate printed experiences and
through their in material accomplishments
involvement extracurricul s. resulting from
in ar their
extracurricul activities. participation in
ar activities diverse
extracurricular
activities.
Motivating Creating a Dean, Letter Septem The chairperson
students to video that THCS of ber and other
actively will adviser, Request, 2024 members of each
engage in encourage the and Camera, organization
extracurricul students to officers. Budget, will produce a
ar activities participate Internet video promoting
offered by in Connecti the physical and
various extracurricul on intellectual
organizations ar advantages of
. activities. their proposed
It will be extracurricular
posted on the activities.
THCS page.

The provided Table 6.0 outlines a comprehensive
action plan devised by the researchers. The primary
objective of this plan is to provide a detailed
understanding of the extracurricular activities available
within the school and to promote active student
involvement in a diverse range of activities. The plan
appears to be a strategic initiative aimed at enhancing
the overall experience and engagement of students beyond
their academic pursuits.
By offering a structured overview in the table, the
researchers likely intend to provide a clear roadmap for PAGE

\*
the implementation of their proposed actions. This may
involve disseminating information about the diverse array
of extracurricular activities offered by the school,
emphasizing the benefits associated with participation,
and creating an environment conducive to increased
student involvement.
The focus on encouraging students to participate in
various activities suggests a recognition of the positive
impact such engagement can have on students' holistic
development. Participation in extracurricular activities

not only broadens students' perspectives but also
contributes to their personal growth, social skills, and
overall well-being.
In essence, the presented action plan in Table 6.0
appears to be a thoughtful strategy designed by the
researchers to enhance the knowledge and awareness of
available extracurricular activities, ultimately
fostering a culture of active student participation and
enrichment within the school community.
PAGE
\*

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter is divided into four sections. The
first sections add to a general overview of the research
problems, which is followed by a summary of the findings.
The conclusions are then presented, followed by
recommendations for future research.
SUMMARY
This study aims to highlight the potential of PAGE

\*
extracurricular activities as a motivational tool
following the school curriculum and with strategic
planning to increase student engagement in an educational
institution that is beneficial in the long run.
Specifically, this study seeks to answer the
following questions:
1. What is the profile of the respondents in terms of:
1.1 year level;
1.2 age; and

1.3 gender
2. What are the extra-curricular activities participated
by the Social Studies students in terms of:
2.1 Biglakasan
2.2 College of Teacher Education (CTE)Days
2.3 Societas Y Amicabiliter Scientia (SOC Y AMI SCI)
Days
3. What are the effects of extra-curricular activities to
the intellectual growth of Social Studies students?
4. Is there any significant differences between the

PAGE
extracurricular activities participated by the students \*
and effects of extracurricular activities to the
Intellectual Growth of Students?
5. What plan of action may be offered to amplify the
intellectual growth of the students despite the negative
effects of extracurricular activities?

FINDINGS
From the objectives of the study, the following
findings were determined by the researchers:
1.1 Year Level of Social Studies Students
The data gathered indicates that the highest
frequency of fifty-two (52) was observed at the fourth
year (4th) level. The second year (2nd) level, on the
other hand, has twenty (20) frequent respondents.
According to the data gathered, respondents with the PAGE

\*
highest frequency, fifty-eight (58), were between the
ages of 21 and 23. In the meantime, the age range of 24-
26 has the lowest frequency of responders, with four (4).
1.3 Gender of Social Studies Students
According to the data gathered, females participated
in the study at a frequency of seventy-six (76). In the
meantime, three (3) respondents, or an equal frequency,
identified as gays and those with other preferences.
Lesbians do have a zero (0) frequency.

Studies students
The data obtained, fun runs have increased in
frequency among respondents by thirty-one (31).
Concurrently, there was a twenty-five (25) frequency for
dance competitions or dance sports. Conversely,
volleyball, Sepak Takraw, table tennis, badminton, and
men's and women's volleyball gained the least and equal
frequency of respondents which is one (1).

PAGE
Participated by the Social Studies Students \*
As per the data gathered, the activity of fun booths
during CTE days had the highest recorded frequency of
respondents, thirty-six (36) in total. Conversely, the
cheer chant activity received the second-highest number
of responses out of thirty-four (34) respondents.
Contrarily, T-shirt painting and spoken poetry received
the lowest and equal frequency of responses, each with
one (1) respondent per activity.

The information gathered indicates that the activity
named Tug of War has the highest frequency, with fifty
(50) respondents. Moreover, Sack Race has the second-
highest frequency of responders in an activity.
Nonetheless, the increased frequency of participants in
the quiz bee activity is two (2).
3. Effects of extracurricular activities to the

PAGE
It can be seen from the data that most respondents \*
strongly agree with the following: question number one
gained a 3.6 weighted mean; question number two gained
3.52; question number three gained 3.78; question number
five obtained 3.56; question number nine had a weighted
mean of 3.65; and question number ten had a weighted mean
of 3.63. As an exception, there are some questions, like
question four with 3.46, to which respondents agreed, the
weighted mean of question six was 3.19, question seven

gained 3.46, and question eight as a weighted mean of
3.35.
Students
The study's results indicate that among the
extracurricular activities in which Social Studies
students participated, BIGLAKASAN and CTE DAYS
demonstrated a significant difference in their impact on

PAGE
intellectual growth. Specifically, BIGLAKASAN exhibited a \*
computed f-value of 3.2606 and a p-value of 0.001788,
while CTE DAYS had a computed f-value of 25.9457 and a p-
value of 3.01E-13, both below the significance level of
0.05, leading to the rejection of the null hypothesis. On
the contrary, SOC Y AMI SCI showed a computed f-value of
0.9651 and a p-value of 0.4197, surpassing the
significance level of 0.05, indicating no significant
difference and thus accepting the null hypothesis. In
conclusion, the findings suggest that the extracurricular
activities participated in by students have varying

effects on intellectual growth, with BIGLAKASAN and CTE
DAYS yielding significant differences and rejecting the
null hypothesis.
5. Proposed Action Plan
To effectively address the perceived lack of
significance in the correlation with certain
extracurricular activities, a comprehensive plan of
action has been devised. Recognizing the importance of
disseminating information about extracurricular
activities and their associated benefits, the researcher

PAGE
has proposed the establishment of an informative bulletin \*
board to be prominently displayed in front of the faculty
room. This bulletin board aims to serve as a hub of
knowledge, offering insights into the advantages of
participating in extracurricular activities, thereby
fostering awareness and understanding among both students
and faculty. Moreover, as part of the strategy to enhance
the relevance of extracurricular activities, the
researcher advocates for the introduction of a new plan
that aligns these activities with specialized subjects,
ensuring a more targeted and integrated learning

experience. Furthermore, to encourage a reflective and
insightful engagement with extracurricular events, the
researcher suggests the implementation of a daily
journaling practice. This daily journal will serve as a
platform for students to document and articulate their
unique experiences, challenges, and lessons learned
during their participation in specific events. This
reflective exercise aims to deepen the connection between
extracurricular activities and intellectual growth,
providing a valuable resource for both students and
educators to gauge the impact of these activities on

PAGE
individual development. In a bid to amplify student \*
engagement, the researcher proposes the creation of a
promotional video. This video will not only highlight the
physical and intellectual advantages of various
extracurricular activities but will also serve as a
motivational tool, encouraging students to actively
participate and derive maximum benefit from these
enriching experiences. Through this multi-faceted
approach, the researcher endeavors to bring about a more
profound understanding and appreciation for

extracurricular activities within the educational
framework, ensuring that these activities are not only
meaningful but also aligned with academic goals and
personal development.
CONCLUSIONS
The following conclusions are drawn in the light of
the findings based on data gathering, analysis, and
interpretation:
1.1 Year Level of Social Studies Students PAGE

\*
Most of the respondents who actively engaged in
various extracurricular activities were fourth-year
students.
The majority of the respondents whose information
was gathered were between the ages of 21 and 23, and they
were involved in a variety of extracurricular activities.

1.3 Gender of Social Studies Students
According to the data, female students make up the
majority of the respondents and are more willing to
participate in extracurricular activities.
Studies students
The fun run attracted the greatest participation
from students actively participating and taking first
place out of the seventy-seven (77) students studying
social studies in their second to fourth year.

PAGE
\*
The majority of students appear to be involved in
school-related activities related to fun booths, as
indicated by the highest frequency of respondents who
participated in CTE days. Fun booths, in their opinion,
are among the events that call for a larger participation
due to the amount of work involved in organizing,
preparing, designing, and selling their products. For the

most part, participation is required to become a helping
hand in running the booths.
As per the data gathered, the majority of
respondents participated in activities in line tug of war
events with Soc Y Ami Sci days. To complete this kind of
activity, a large number of students must participate.
Tug-of-war events highlight the cooperation and teamwork
of various students, which is why they receive the

PAGE
greatest number of responses. \*
3. Effects of extracurricular activities to the
The information gathered indicates that the
respondents strongly agree with the third question, which
discusses learning the importance of collaboration. This
data indicates that extracurricular activities assist all
students in understanding the value of collaboration and
how it benefits them individually in school-related
activities.

Students
There is a significant difference between the
extracurricular activities participated by the students
and the effects of extracurricular activities to the
intellectual growth of social studies students.
5. Proposed Action Plan
Based on the findings of the study, an action plan

PAGE
was structured to innovate the existing extracurricular \*
activities offered by the institution through school
organizations and to attract more participation from
lower year level who are taking the social studies
program.

RECOMMENDATIONS
In a comprehensive analysis of the findings and
conclusions, the researchers propose the following
recommendations:
1. The educational institution is encouraged to
establish an informative bulletin board prominently
displayed at the entrance of the school. This board
serves the purpose of disseminating comprehensive
information regarding the manifold benefits and
positive aspects associated with engaging in

PAGE
extracurricular activities. By showcasing the \*
advantages of participation, the bulletin board aims
to raise awareness among students, parents, and
staff about the valuable contributions these
activities can make to personal development,
academic growth, and overall well-being. The
bulletin board can feature engaging visuals, success
stories, and statistical data to underscore the
positive impact of extracurricular involvement.
Through this initiative, the school aims to foster a
culture that recognizes and encourages the

importance of extracurricular activities in shaping
a well-rounded educational experience for its
members.
2. It is advisable for individuals, including teachers
and officers responsible for proposing
extracurricular activities, to undertake the
creation of a novel plan that emphasizes specialized
subjects. This strategic approach is designed to
enhance the enjoyment of participants while
concurrently facilitating the acquisition and

PAGE
application of new knowledge. By integrating \*
specialized subjects into extracurricular plans,
there exists an opportunity for a more meaningful
and educational experience. This not only
contributes to the overall enrichment of
participants but also aligns the activities with
academic pursuits, fostering a holistic approach to
learning outside the traditional classroom setting.
Therefore, the careful consideration of a well-
crafted plan that intertwines enjoyment and

knowledge acquisition within the realm of
specialized subjects is recommended for those
involved in the proposal of extracurricular
activities.
3. It is recommended that students engage in the
regular practice of maintaining a daily journal,
wherein they articulate their personal experiences
and perspectives related to the extracurricular
activities in which they actively participate. This
reflective exercise allows students to document not

PAGE
only the nature of their involvement but also to \*
delve into the profound effects such activities may
have on their intellectual growth. Through the daily
journal entries, students can articulate their
evolving insights, challenges encountered, and
lessons learned during their engagement in
extracurricular pursuits. Furthermore, this
reflective practice serves as a valuable tool for
self-assessment and self-awareness, enabling
students to draw connections between their

experiences and the cognitive development they
undergo as a result of their participation in these
activities. In essence, fostering the habit of
maintaining a comprehensive daily journal
contributes to a deeper understanding of the
multifaceted impacts of extracurricular involvement
on students' intellectual growth and personal
development.
4. The chairperson, along with other members comprising
each organization, is tasked with the creation of a

PAGE
promotional video elucidating the physical and \*
intellectual benefits inherent in their suggested
extracurricular activities. This promotional
initiative aims to serve as a compelling
encouragement, specifically targeting first-year
college students. Through the video, the organizers
intend to vividly highlight the positive aspects and
unique opportunities that each extracurricular
activity offers, fostering a sense of enthusiasm and
motivation among the student body. The promotional

content will effectively communicate the holistic
advantages, emphasizing how participation can
contribute not only to physical well-being but also
intellectual growth. By tailoring the video to
appeal to the first-year college level, organizers
seek to engage and captivate the attention of
incoming students, inspiring them to explore and
actively participate in the diverse extracurricular
offerings available within the academic institution.
PAGE
\*

APPENDIX A
PAGE
\*

PAGE
\*

APPENDIX B
Survey Questionnaire PAGE

\*

EFFECTS OF EXTRACURRICULAR ACTIVITIES TO THE INTELLECTUAL
GROWTH OF THE SOCIAL STUDIES STUDENTS
SURVEY QUESTIONNAIRE
NAME:________________________________
PART 1. Profile of the Respondent
Directions: Put a checkmark in the appropriate box
that corresponds to your profile.
1.1 Year Level

PAGE
\*
2nd Year
3rd Year
4th Year
1.2 Age
18-20 24-26
21-23 27 above
1.3 Gender
Male Lesbian Other Preference

Female Gay

Part 2. The Extracurricular Activities participated by
the Social Studies students:
BIGLAKASAN ACTIVITIES
KLL Fun Run Track Event

Dance Sport/Competition
Sports Activities (basket/volleyball etc.)
COLLEGE OF TEACHER EDUCATION(CTE)DAYS
Zumba competition Fun Booths
Cheer Chant competition Battle of the bands

PAGE
Mr&Ms competitions Spoken Poetry
\*
T-shirt painting
SOCIETAS Y AMICALIBILITER SCIENTIA
Quiz bee Treasure hunt
Sack race Tug of war
Part 3. Effects of Extracurricular Activities to the
Intellectual Growth of the Social Studies Students

Extracurricular
Strongly Agree Slightly Disagree
activities affect my
Agree Disagree
intellectual growth
(4) (3) (2) (1)
through…
developing my
communication skills.
expressing my thoughts
and ideas.
learning the importance
of collaboration.
PAGE
\*
thinking critically.
analyzing situations.
understand the topics
in every lesson easily.
developing my
creativity.
developing my problem
solving skills.

accepting different
perspectives inside the
classroom.
developing decision-
making skills.
PAGE
\*

APPENDIX C
COMPUTATION OF
WEIGHTED MEAN PAGE

\*

Computation of Weighted Mean
Tally
Statements Weighted mean
4 3 2 1
1 151 95 2 0 3.6
2 132 112 4 0 3.52
3 194 54 0 0 3.78
4 114 133 1 0 3.46
5 140 106 2 0 3.56
6 71 155 21 1 3.19
7 136 105 0 0 3.46
8 98 139 11 0 3.35
9 165 78 5 0 3.65
10 157 91 0 0 3.63
Composite Mean = 3.52
Effects of extra-curricular activities to the intellectual
growth of Social Studies students
PAGE
\*

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%20collaboration%20important%3F,increased%20success
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MWAwSx7tHwhyEBBlZousnHfIQsi2m9-JN6-ckPO8l9-
vAUccaEC3lrddFhgdgbyGsC02sX5ArNxrUvl6o~0pwDIAGcmDj5Z
6dhlR5sD63AbIMNkVxRmTOkmPIBHm1K1GWbXGmYcNqt6EuPf2HBX
PrsLkM~DOxKP4Kf9MCDlmq9Qj~QGPB4imA1McmyT1dx6XkZ2Ye6r
oVgqtKjn1DsBFMZelcCf01WhaYuDTIxnT5RALOX6Op6rO7IPW4E-
bs9tBIoGScUCI6aDGKHp8NK2MuSRAP-
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-Pair-Id=APKAJLOHF5GGSLRBV4ZA
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\*

CURRICULUM VITAE
PAGE
\*

CURRICULUM VITAE
EVANGELISTA, RODERICK P
Sitio bungo, Mabunga
Rosario, Batangas
Email:rhoderickevangelista0719@gmail.com
Mobile No: 0991-869-6485
PERSONAL INFORMATION
Age : 23
Date of Birth : October 19, 2000
Place of Birth : Mabunga, Rosario, Batangas PAGE

\*
Height : 5’4
Weight : 49kg.
Civil Status : Single
Gender : Male
Nationality : Filipino
Religion : Roman Catholic
Language : English, Filipino

Educational Background
Tertiary: Kolehiyo ng Lungsod ng Lipa
Marawoy Lipa City
Bachelor of Secondary Education
Major in Social Studies
2020 – Present
Secondary: Mayuro Senior High School
Mayuro, Rosario, Batangas
Accountancy and Business

PAGE
Management \*
2018-2020
Mayuro National High School
2014 – 2018
Elementary: Mabunga Elementary School
Mabunga, Rosario, Batangas
2007-2014

I hereby declare that the details and
information given above are correct to my knowledge and I
will solely be responsible for any discrepancy found in
them.
RODERICK P. EVANGELISTA
PAGE
\*

CURRICULUM VITAE
AGUADO, ALISSA L.
Amaia Scapes, Dagatan
Lipa City, Batangas
Email:aguadoalissalegarte@gmail.com
Mobile No: 0963-721-0142
Age : 22
Date of Birth : October 19, 2001
Place of Birth : Mayuro Rosario Batangas PAGE

\*
Height : 5’4
Weight : 41kg.
Gender : Female

Marawoy Lipa City
2019 – Present
Secondary: Mayuro Senior High School
Mayuro Rosario Batangas
Humanities in Social Science

PAGE
(HUMSS) \*
2019-2020
Mayuro National High School
2018 - 2019
Elementary: Mayuro Elementary School
Mayuro Rosario Batangas
2013-2014

them.
ALISSA L. AGUADO
PAGE
\*

CURRICULUM VITAE
DE TORRES, ANGELICA N.
Purok 2, Barangay San Benito
Lipa City, Batangas
Email:
angelicadetorres19@gmail.com
Mobile No: 0968-426-9974
Age : 23
Date of Birth : November 19, 1999

PAGE
Place of Birth : Sugsugin, Del Gallego, Camarines \*
Sur
Height : 4’11
Weight : 60 kg.
Gender : Female

Marawoy Lipa City
2020 – Present
Secondary: San Celestino Integrated National
High School
General Academic Strand (GAS)

PAGE
2017-2018 \*
San Celestino Integrated National
High School
Elementary: San Benito Elementary School
San Benito Lipa City, Batangas

them.
ANGELICA N. DE TORRES
PAGE
\*

CURRICULUM VITAE
MORCILLA, ROSEVIE L.
San Andres, Malvar,
Batangas
Email: morcillabetty@gmail.com
Mobile No: 0928-566-3913
Age : 21
Date of Birth : April 21, 2002 PAGE

\*
Place of Birth : Lipa City, Batangas
Height : 5’0
Weight : 43kg.
Gender : Female

Marawoy Lipa City
2020 – Present
Secondary: Senior High School in Malvar
Humanities and Social Sciences

PAGE
(HUMSS) \*
2018-2020
Don Julio Leviste Memorial
Vocational High School
2014 – 2018
Elementary: Miguel L. Aranda Memorial
Elementary School
San Andres Malvar Batangas
2008-2014

them.
ROSEVIE L. MORCILLA
PAGE
\*

CURRICULUM VITAE
LEYESA, CHRISTOPER NEIL L.
Brgy. Sto. Nino
Lipa City, Batangas
Email: neilleyesa26@gmail.com
Mobile No: 0997-987-4554
Age : 21
Date of Birth : February 1, 2002 PAGE

\*
Place of Birth : Lipa City
Height : 5’4
Weight : 69kg.
Gender : Male

Marawoy Lipa City
2020 – Present
Secondary: STI College Lipa

PAGE
\*
Information Communication
Technology (ICT)
2018-2020
San Isidro Integrated National
High School
2014 - 2018
Elementary: Sto. Nino Elementary School
2008-2014

them.
CHRISTOPER NEIL L. LEYESA
PAGE
\*

CURRICULUM VITAE
HERNANDEZ, MAYBELLE B.
Purok 3, Barangay Kayumanggi
Lipa City, Batangas
Email:
hernandezmybll26@gmail.com
Mobile No: 0945-678-0880
Age : 21
Date of Birth : August 26, 2002

PAGE
Place of Birth : Kayumanggi, Lipa City \*
Height : 5’4
Weight : 42 kg.
Gender : Female
Religion : Baptist

Marawoy Lipa City
2020 – Present
Secondary: Lipa City Senior High School

PAGE
\*
Humanities and Social Sciences
(HUMSS)
2018-2020
Lipa City National High School
2014-2018
Elementary: Kayumanggi Elementary School
Kayumanggi, Lipa City

2008-2014
them.
MAYBELLE B. HERNANDEZ
PAGE
\*

CURRICULUM VITAE
Lignes , Maiza P.
Purok 3, Barangay Pinagtongulan
Lipa City , Batangas
Email: maze.lignes@gmail.com
Mobile No:0939 –941 - 6254
Age: 37
PAGE
Date of Birth: September 21,1986 \*
Place of Birth: Naval, Biliran
Height: 5’0
Weight: 67 kg.
Civil Status: Married
Gender: Female
Nationality: Filipino
Religion: Catholic

Language: English, Filipino
Dagatan-Marawoy, Lipa City
2020 – Present
Secondary: Alternative Learning Center (ALS A&E)

PAGE
\*
Accreditation and Equivalency Passer
LNHS, Lipa City
June 1, 2015
Elementary: Calumpang Elementary School
Calumpang, Naval,Leyte
S.Y. 1999 - 2000

them.
MAIZA P. LIGNES
PAGE
\*

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KOLEHIYO NG LUNGSOD NG LIPA

THE PROBLEM AND ITS BACKGROUND

This chapter includes introduction, statement of the

problem, hypothesis, significance of the study, scope and

delimitation of the study, definition of terms,

theoretical paradigm, and conceptual framework.

Do extracurricular activities help the intellectual

growth of the students? Albert Einstein once said that PAGE

of the mind to think”. Teachers all over the world are

searching and innovating various ways to enhance the

minds of their students including engaging the learners

in different activities outside and inside the classroom,

which are usually called extracurricular activities.

Extracurricular as defined by Merriam-Webster, is an

organized activity for students that is approved by

school heads with the connection of school programs and

usually, it is not credited to the academic aspects. It

COLLEGE OF TEACHER EDUCATION

coverage or scope of a regular curriculum that schools

Mary Ann Barge (2020), states that extracurriculars

it includes the arts, sports, clubs, and other

activities. Extracurricular activities demonstrate the

student’s interest, their personalities, and showcase

their abilities that can help them to be a better person

wherein they become committed and practice managing their

time and priorities. However, some students choose to not PAGE

of their need to work or to take care of their matters

(ASVAB Career Exploration Program, 2023).

Participation in extracurricular activities can

improve cognitive skills such as problem-solving,

critical thinking, decision-making, and creativity. The

Association of ECA and Student Skills showed positive

benefits to students’ academic performance and life

satisfaction. Furthermore, participating in creative

activities, such as music or drama, can help to improve

COLLEGE OF TEACHER EDUCATION

students' emotional well-being and reduce symptoms of

depression. This can lead to better academic performance

and overall quality of life. However, it is important to

note that participating in extracurricular activities can

also have negative effects on student's academic

performance if they become too involved and neglect their

studies. Therefore, students need to find a balance

between their academic work and extracurricular

activities (Feraco, T. et al., 2022).

Furthermore, Backley and Lee (2021) stated that

Extra-curricular activities are ‘non-academic exercises PAGE

but occur outside of normal classroom time and are not

part of the curriculum’. Student societies, ranging from

cultural and social organizations to student publications

and athletic groups, provide an enormous range of extra-

curricular activities. However, because extracurricular

activities do not often include a grade or academic

credit, and participation is elective and voluntary for

the student, their overall contribution to the academy is

COLLEGE OF TEACHER EDUCATION

The researchers conducted the study since, according

to the news outlet, Sara Duterte plans to eliminate

extracurricular activities in the school year 2022.

Furthermore, this study will satisfy the curiosity and

interest of the researchers in knowing the various

effects of extracurricular activities, particularly on