CHAPTER 1

THE PROBLEM AND ITS SETTING

I. INTRODUCTION AND BACKGROUND OF THE STUDY

While being a student can certainly challenge a person's

time management skills, ability to work under pressure, and

overall ability to multitask, it is also a time of discovery

and growth. Students are often confronted with both academic

and personal challenges that test their abilities and expose

their limitations. These experiences can provide valuable

opportunities for students to explore their strengths and

limitations, and to build skills that will serve them well

in their future careers and personal lives. Extra-Curricular

activities are activities that students participate in

outside regular academic coursework, such as sports teams,

music group, volunteer work, and clubs.

Extracurricular activities are important for students

because they provide a way for students to explore their

interests beyond the classroom. These activities can

challenge students in new ways, test their skills, and help

them build confidence in their abilities. They can also help

students develop important social and teamwork skills, and

provide an overall sense of fulfillment and enjoyment during

their time in school.

In addition to the benefits, however, it is important to

also consider the potential drawbacks of participating in

extracurricular activities, such as time management, stress,

and fatigue. Students may struggle to balance their academic

work, extracurricular activities, and personal life, which

can lead to feelings of burnout and stress. While these

activities can offer many benefits, it is important for

students to listen to their bodies and recognize when they

may need to take a break or adjust their schedules

accordingly.

The students who actively participate in extracurricular

activities get a lot of benefits including higher grades,

and test scores, higher educational achievements, more

regularity in class attendance and higher self-confidence.

While out-of-school activities increase leadership and

teamwork abilities in students. These activities also

decrease the use of drugs, alcohol and behavioral and

disciplinary problems related to their use. Over-scheduling

in excessive activities can decrease the benefits of

participation in extracurricular activities. Students can

become tired and lazy and thus become less interested in

participation. Students may also try to go beyond their

limits to show extra performance resulting in some serious

injuries. Over-scheduling requires students to rest much

more to fully recover from tiredness.(Saqib, N. U. et al

2018).

The aim of this study is to provide a thorough knowledge of

how Grade 11 students' academic results are influenced by

extracurricular activities. The research aims to determine

the results of participating extracurricular activities will

make the Academic Performance of the student Better or

Worse. This research will provide useful insights for

educators, students, and parents with the knowledge needed

to make informed decisions about the role of extracurricular

involvement in the academic journey of G11 TVL SHS students.

II. REVIEW OF RELATED LITERATURE

FOREIGN LITERATURE

“The Role of Extracurricular Activities”

Many research findings indicated that extracurricular has

encouraged the effective teamwork between the elements of

school and give more advantages to learning activities. She

claimed that it is not surprising that most schools and

universities organized language-oriented extracurricular

activities in a good way. She discusses four parts of

language learning that mainly assisted by ECA; Reva (2012)

“School Sponsored Extracurricular Activities”

Participation in sports promoted higher level of attachment

towards peers, parents, and teachers. The students build a

sense of togetherness because they are in a team and they

reduce their social anxiety by participating in sports. The

combined benefit was found to improve students’ mental

health and social skills. Additionally, they found that

students exhibited positive traits through their

participation in sports, including teamwork and leadership.

McGee, Williams, Howden-Chapman, Martin, and Kawachi‟s

(2006)

LOCAL LITERATURE

“Important Role of Extracurricular in every Student”

Stated that extracurricular activities proven to be beneficial

and has its positive effects in building and enhancing the

academic performance of the students even if the activities that

they are joining in school is not actually related to their

academic subjects and they also added that students who

participates in various activities in school has a better grades

when it comes to their academics than those of who does not

participate. Marsh & Kleitman (2002)

“Effects of Extracurricular in Student”

In essence, extracurricular activities are unique from

unorganized and unsupervised public activities such as

interacting or enjoying activities with friends. Instead,

they are structured structurally and contain supervision by

teachers and under careful supervision, extracurricular

activities could focus on group, interaction, management,

and other public skill-building and beneficial growth for

the members. Students who involved in participating

extracurricular activities has a positive effects on

academic standings of students. In participating

extracurricular activities, it molds their social being and

have a good relationship to students, teachers, and school

staffs. Simoncini and Caltabiono (2012) and Francisco (2017)

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

1.Profile of the

respondents in
Perceived
terms of:
Impact of
1.1 Age Using Survey
Extracurricular
1.2 Sex Questionaire
Activities on
1.3 Grade to gather and
Academic
level analyze date
Productivity in
2.The
Grade 11 TVL
experiences of
Students in
G11 TVL students
NEHS-Senior
of NEHS in
High School SY
extracurricular
2023-2024
activities.

Figure 1.1: The Research Paradigm

The conceptual framework of this study focuses on the

profile of the respondents in terms of age, sex, and grade

level, and their experiences in extracurricular activities,

and how these factors impact the academic productivity of

G11 TVL students at NEHS SHS. To accomplish this goal, we

will use a quantitative research design using a

questionnaire or similar instrument to measure the level of

extracurricular activities and academic performance.

We will then describe the perceived impact of

extracurricular activities on the academic productivity.

III. STATEMENT OF THE PROBLEM

The study seeks to investigate the perceived impact of

extracurricular activities on the academic productivity. To

accomplish this, the following lines of inquiry will be

explored:

1. How may the profile of the respondents be described in

terms of;

1.1 age;

1.2 sex; and

1.3 Grade Level

2. How may the extracurricular activities of the Senior High

School students be described?

3. How may the impact of extracurricular activities of the

Senior High Students be described?

4. How may extracurricular activities and academic

productivity of the Senior High Students be described?

HYPOTHESIS

H0: There is no significant relationship between

extracurricular activities and the academic performance of

NEHS Senior High School students.

SCOPE AND DELIMITATION

This study aims to assess the perceived impact of

extracurricular activities on the academic performance of

Grade 11 Students in NEHS - Senior High School, during the

school year of 2023-2024.

The study will be limited to the results of the

questionnaire and will not consider other possible factors

such as environmental or cultural factors that may influence

the Perceived Impact of Extracurricular Activities and

Academic Productivity.

SIGNIFICANCE OF THE STUDY

Students, extracurricular activities can positively impact

students by providing opportunities for personal growth,

skill development, and social interaction. Participation can

enhance their overall educational experience, promoting

self-confidence and teamwork, and potentially improving

their academic performance.

Teachers, teachers may observe changes in students'

behavior, motivation, and academic performance based on

their involvement in extracurricular activities. This

knowledge can help teachers tailor their instructional

strategies and support to meet individual student needs.

Parents, parents can gain insights into the positive effects

of extracurricular involvement on their children's academic

achievements and overall well-being. This information can

guide them in encouraging and supporting their children's

participation in such activities.

Administrators, school administrators can use this research

to assess the impact of extracurricular programs on student

achievement. They can allocate resources, create more

opportunities, or modify existing programs to enhance

students' academic success and personal development.

Researchers, researchers conducting this study can

contribute to the broader body of knowledge on the

relationship between extracurricular activities and academic

achievement. Their findings can serve as a reference for

educators, policymakers, and other researchers interested in

this topic.

Future Researchers, the research conducted in this area can

inspire future researchers to explore related questions and

expand the scope of understanding. They can build upon

existing studies, investigate specific aspects in more

detail, or explore the long-term effects of extracurricular

involvement on students.

OPERATIONAL DEFINITION OF TERMS

Academic Performance, this refers to the students' overall

performance in their classes, as measured by their grades or

some other assessment tool.

Extracurricular Activities, these are activities that

students engage in outside of their regular academic

coursework, such as sports, music, clubs, volunteer work,

etc.
Academic Productivity, A term that is used to describe

effective and efficient learnimg habits (routines) and

behaviours (actions and attitudes) of the students

Extra Activities, an activity performed by students, that

falls outside the realm of the normal curriculum of school,

college or university education.

Academic Achievement, the process made towards the goal of

acquiring educational skills, materials, and knowledge,

usually spanning a variety of discipline

Skill Development, the process of improving specific skills

to be more efficient and effective when you perform a task.

Chapter II

REVIEW OF RELATED LITERATURE

According to Kedzior, Deborah M. (2016). This study

investigated extra curricular activities and their influence

on the academic achievement in reading fluency and reading

comprehension for the middle school special education

student. The purpose of this study was to explain and

clarify relationships among the variables providing insight

to the significance of the special education students

participation in extra curricular activities and their

relevance to reading achievement. To date, no systematic

investigation has considered extra curricular activities

influence on reading achievement. This project took a

quantitative approach to foster an association between the

independent variable of participation in extra curricular

activities and the dependent variable of growth in reading.

AIMSweb Reading Curriculum-Based Measurement (R-CBM) and

AIMS Maze were utilized as a pre and post test to measure

reading achievement. The researcher provided a

questionnaire/survey to each participant to complete. The

questionnaires identified gender of subjects to determine if

male and female students had similar exposure to extra

curricular activities. The questionnaires also probed the

quantity of extra activities in which each participant

participated.The relationship between the variables were

sought and interpreted. The correlation values were not

statistically significant and the null hypotheses were

retained. Extra activities do not impact reading fluency or

reading comprehension of the middle school special education

student. The study also indicated that no significant

difference is noted in male and female middle school special

education exposure to extra activities.

 According to Buckley, Patrick; Lee, Paul (2021) Extra-

curricular activities including clubs, fraternities and

societies have been part of the fabric of higher level

institutions since their origin. A significant body of

educational research has investigated the impact of these

activities on academic performance and the acquisition of

discipline complementary skills and competencies. In the

modern context, driven by forces such as marketization and

massification, higher level educational institutions find

themselves competing to attract students on the basis of the

lived student experience. In this article, a large

qualitative survey is used to capture data on the impact of

extra-curricular activity on the lived student experience.

In addition to supporting existing theories on the academic

and skills acquisition effect of extra-curricular

activities, the article contributes by identifying a wide

range of additionalities to the student experience that

participants attribute to their participation in extra-

curricular activities.

Extracurricular activities have been an important part

of adolescents' lives for generations (Kremer-Sadlik,

Izquierdo, & Fatigante, 2010). Extracurricular activities

take place outside of the classroom and result in several

benefits to students (National Federation of State High

School Associations [NFHS], 2010). With the recent recession

in the United States, many school districts are having to

find ways to cut budgets and are looking at eliminating

extracurricular activities to save money (Lamb, 2011). Data

from graduating seniors were reviewed in the largest

accredited public school district in a Midwestern state.

Graduates are required to take a post-follow up survey upon

graduating from high school (DESE, 2015). This study

involved examination of what those graduates who

participated in extracurricular activities while in high

school did after graduating. Five high schools were examined

within the school district. Each of the five high schools

creates an eligibility roster of students who participate in

extracurricular activities. The data were collected from the

2011, 2012, and 2013 graduating classes. Graduates who did

and did not participate in extracurricular activities were

compared, noting whether they went on to college or the

military or the workforce. The data revealed more students

who participated in extracurricular activities while in high

school went on to college than did those students who did

not participate.

Extracurricular activities are typically school-based

activities that occur outside of the normal curriculum.

However, some activities are also community-based and

outside of school. Mahoney and Cairns (1997) further

describe that these activities "differ from standard courses

in school because they are optional, ungraded, and are

usually conducted outside the school day in school

facilities". These are structured and organized activities

that focus on skill- building as well as social and

behavioral goals as stated by Covey & Carbonaro (2010).

According to ASVAB Career Exploration Program (n.d),

Extracurricular activities are an essential part of a well-

rounded education. These activities enable students to apply

academic skills in a real-world context. They also allow

students to reinforce the lessons learned in the classroom.

Extracurriculars are helpful because they boost students’

educational experiences and social, emotional, and

communication skills. Being active in extracurriculars

allows students to gain experience and apply what they have

learned. Outside the classroom, students can learn

leadership, cooperation, and social skills. They will also

learn to be self-sufficient, creative, and hardworking.

Chapter III

RESEARCH METHODOLOGY

This chapter presents and discuss the method and

procedure of the research participants, the locale of the

study, the instrument used, and the data gathering

procedure.

1.1 Research Design

The descriptive research method will be used in this

study. Primary data will be collected through a survey

administered to Grade 11 TVL students of NEHS SHS who are

active in extracurricular activities. The survey will

include questions related to academic performance and

participation in extracurricular activities. The survey will

be administered in person.

1.2 Research Locale

 This study was conducted at, NEHS Senior High School

during first semester of school year 2022-2023.

1.3 Respondents of the Study

The respondents of the study are the NEHS – Senior High

School students, specifically Grade 11 students enrolled in

academic year 2023-2024. The total population comprises 192

students, categorized in 4 different sections: forty-five

(45) students from Java section, forty-four (44) students

from CSS section, fifty six (56) students from the Escoffier

section, fifty (50) students from the Banatao section.

By applying Slovin’s formula, the total respondents

were computed with total sample size of 65 students:

fourteen (14) students from Java section, fifteen (15)

students from the CSS section, nineteen (19) students from

the Escoffier section, seventeen (17) students from the

Banatao section.

Name of Number of Percentage Sample size

section students

JAVA 42 21.88 14
CSS 44 22.92 15

ESCOFFIER 56 29.17 19

BANATAO 50 26.03 17

Total 192 100.00 65

1.4 Research Instruments

The researchers will be using the questionnaire. The

questionnaire is a set of orderly arranged questions

carefully prepared to be answered by a group of people and

designed to collect facts and information. The first part of

the survey asks respondents to identify their sex, age, and

grade level. The second part is the questions to be answered

by the respondents. The researchers decided to use the

Likert scale method in the survey questionnaires to specify

the level of agreement of the respondents with the

statement. The data collected by the survey was completely

based on the respondents answers. The accuracy of the data

was also based on the certainty and honesty of the answers

of the respondents who participated in the study. By

understanding the context, researchers accurately

interpreted and analyzed the impact of extracurricular

activities and avoided making assumptions and

generalizations.

1.5 Data Gathering Procedure

In order to gather data for this study, the researchers

will use questionnaires as the data collection technique.

The questionnaires was designed to collect information on

the participants' participation in extra-curricular

activities and their academic performance. After the

questionnaire was validated, the researcher multiplied it to

the number of copies sufficient to accommodate all the

respondents. At the same time, the letter of request to the

School Principal were prepared. The letter of request and

the copies of the questionnaire were delivered personally by

the researchers to the schools concerned. It was during the

delivery of the letter and of the copies of the

questionnaire that the researcher explained the details to

help the respondents accomplish the questionnaires. The

questionnaires were retrieved on the same day when they were

answered.
 The results of the retrieved copies of the

questionnaire were tabulated. Then, the data were analyzed

and interpreted through the use of the most appropriate

statistical procedures.

Chapter IV

RESULTS AND DISCUSSION

In this chapter presents the results of the study and

discuss their implications for understanding the perceived

impact of extracurricular activities on academic

productivity among G11 TVL students in NEHS – Senior High

School.

ANALYSIS OF DATA

TABLE 1

PROFILE OF THE RESPONDENTS

N = 65

Age Frequency Percentage

15 1 1.45%

15 25 38.46%
 17 27 41.54%

18 10 15.38%

19 2 3.09%

Total 65 100%

Sex

Female 16 24.62%

Male 49 75.38%

Total 65 100%

Grade level and

section

CSS 15 23.08%

Escoffier 19 29.23%

Zuckerberg 14 21.54%

Banatao 17 26.15%

Total 65 100%

Table 1 presents the profile of the respondents in

terms of age, sex, and section. One (1) or 1.45% of the

respondent belonged to the age 15 years old; twenty five

(25) or 38.46% of the respondents belonged to the age 16

years old; twenty seven (27) or 41.54% of the respondents

belonged to the age 17 years old; ten (10) or 15.38%

belonged to the age 18 years old; two (2) or 3.08% belonged

to the age 19 years old. Regarding sex, it revealed that

sixteen (16) or 24.62% are female, while forty nine (49) or

75.38% are male. For the section, fifteen (15) or 23.08% are

from CSS; nineteen (19) or 29.23% are from Escoffier;

fourteen (14) or 21.54% are from Java; seventeen (17) or

26.15% are from Banatao.

Table 2.

Academic Productivity of the TVL G11 Senior High School with

Extracurricular Activities.

Grades Frequency Percentage

76-80 3 4.62%

81-85 17 26.15%

86-90 34 52.31%

91-95 10 15.38%

96-99 1 1.54%

Table 2 presents the respondents’ academic performance

with extracurricular activities. It shows that 76-80 of

grades got 3 or 4.62%; 81-85 of grades got 17 or 26.15%; 86-

90 of grades got 34 or 52.31%; 91-95 of grades got 10 or

15.38% and 96-99 of grades got 1 or 1.54%.

Table 3

Responses of the Senior High School Students on the

Perceived Impact of the Extracurricular to their Academic

4-Strongly Agree

3-Agree

2-Disagree

1-Stongly Disagree

Part I. Extracurricular activities

STATEMENT General Weighted Verbal

Mean Interpretation

1.I’m avail to set 2.51 A

better goals

because of

extracurricular

activities.

2. I believe that 2.50 D

extracurricular

activities are
important in

school.

3. Extracurricular 2.39 D

activities

disturbs study

routine.

4.Extracurricular 2.82 A

activities have

positive impact on

learning outcomes.

5.Extracurricular 2.57 A

activities

provides positive

thinking to

students.

6.I am satisfied 2.65 A

with the

activities held at

my school.

7.I enjoy 2.39 D

Extracurricular

activities in my
school.

OVERALL WEIGHTED 2.547 or 2.55 Agree

MEAN

Legend:

1.00-1.76 – Strongly Disagree

1.76-2.50 – Disagree

2.51-3.25 – Agree

3.26-4.00 – Strongly Agree

Table 3, Part I shows the responses of the Grade 11 TVL

students towards extracurricular activities. It revealed

that the responses of Grade 11 TVL students overall was

interpreted as "Agree". Additionally, the statement 4,

"Extracurricular activities have positive impact on learning

outcomes" ranked 1 with a weighted mean 2.89 which was

interpreted as "Agree"; "I am satisfied with the activities

held at my school" ranked 2 with a weighted mean 2.65 which

was interpreted as "Agree"; statement 5, "Extracurricular

Activities provides positive thinking to students" ranked 3

with a weighted mean 2.57 which was interpreted as "Agree",

statement 1, "I'm able to set better goals because of

extracurricular activities" ranked 4 with a weighted mean of

2.51 which was interpreted as "Agree", statement 2, "I

believe that extracurricular activities are important in

school" ranked 5 with a weighted mean of 2.50 which was

interpreted as "Disagree", statement 2, "Extracurricular

activities disturbs study routine" and statement 7, "I enjoy

extracurricular activities in my school" ranked 6 with a

weighted mean of 2.39 which was interpreted as "Disagree".

Part II. Academic Productivity

STATEMENT General Weighted Verbal

Mean Interpretation

1. I got lower 2.49 D

scores in quizzes

because I don’t

have enough time

to review lessons.

2. I am feeling 2.56 A

tired and

frustrated because

I still need to

study after the

extracrricular
activities I have

joined.

3. I am 2.72 A

procrastinating

because I don’t

have enough time

to do activities

after attending

extracurricular

activities.

4.I have less time 2.67 A

on spent in

academic

performance

because my time is

limited.

5. I have missed 2.44 D

opportunities or

lessons because

sometimes I am

excuse in the

class because of

tranings.
6. I have 2.52 A

overloaded school

works bacause

after joining

extracurricular

activities many

missing school

works is need to

finish.

7. I am feeling 2.69 A

asleep during

class because of

tiredness.

8. Lack of focus 2.45 D

in the class

because of

tiredness.

9. I am not 2.37 D

performing well in

class discussion

because I am

always excuse for

practice or
training.

10. I cannot 2.49 D

submit my class

activities, task

and outputs on

time due to

practice and

trainings.

11. 2.43 D

Extracurricular

activities have

positive impact on

my learning

outcomes.

OVERALL WEIGHTED 2.53 Agree

MEAN

Legend:

1.00-1.76 – Strongly Disagree

1.76-2.50 – Disagree

2.51-3.25 – Agree

3.26-4.00 – Strongly Agree

 Table 3, Part 2 shows the responses of the Grade 11 TVL

students towards extracurricular activities. It revealed

that the responses of Grade 11 TVL students overall was

interpreted as "Agree". Additionally the statement 3, "I am

procrastinating because I don't have enough time to do

activities after attending extracurricular activities"

ranked 1 with a weighted mean of 2.72 which was interpreted

as "Agree"; "I am feeling asleep during class because of

tiredness" ranked 2 with a weighted mean of 2.69 which was

interpreted "Agree"; statement 4

, "I have less time on spent in academic performance because

my time is limited" ranked 3 with a weighted mean of 2.67

which was interpreted as "Agree"; statement 2, "I am feeling

tired and frustrated because I still need to study after the

extracurricular activities I have joined" ranked 4 with a

weighted mean of 2.56 which was interpreted as "Agree;

statement 6, "I have overloaded school works because after

joining extracurricular activities many missing school works

is need to finish" ranked 5 with a weighted mean of 2.52

which was interpreted as "Agree"; statement 1, "I got lower

scores in quizzes because I dont have enough time to review

lessons" and statement 10, "I cannot submit my class

activities, task and outputs on time due to practice and

trainings" ranked 6 with a weighted mean of 2.49 which was

interpreted as "Disagree", statement 8, "Lack of in the

class because of tiredness" ranked 7 with a weighted mean of

2.45 which was interpreted as "Disagree"; statement 5, "I

have missed opportunities or lessons because sometimes I am

excuse in the class because of trainings" ranked 8 with a

weighted mean of 2.44 which was interpreted as "Disagree";

statement 11, "Extracurricular activities have positive

impact on my learning outcomes" ranked 9 with a weighted

mean of 2.43 which was interpreted as "Disagree", statement

9, "I am not performing well in class discussion because I

am always excuse for practice or trainings" ranked 10 with a

weighted mean of 2.37 which was interpreted as "Disagree".

Part III. Performance Outcome

STATEMENT Generated Weight Verbal

Mean Interpretation

1. I complete my 2.59 A

homework in time.

2. I feel more 2.11 D

active in my daily

life.

3. I enjoy 2.63 A

extracurricular

activities in my

school.

4. I believe that 3.51 SA

extracurricular

activity can

provide positive

thinking to the

students.

5. I am very 2.87 A

confident in my

study.

6. I feel proud of 2.14 D

my

accomplishments.

7. I am confident 2.65 A

about my success

in academic

career.

8. I believe that 2.1 D

extracurricular

activities are

important in

school.

9.Extracurricular 2.45 D

activities have

positive impact on

my learning

outcomes.

10.Extracurricular 2.13 A

activities work

are the part of my

activities.

11. My parents 2.58 A

encouraged me to

participate

extracurricular

program in my

school.

OVERALL WEIGHTED 2.52 Agree

MEAN

Legend:
 1.00-1.76 – Strongly Disagree

1.76-2.50 – Disagree

2.51-3.25 – Agree

3.26-4.00 – Strongly Agree

Table 3, Part 3, shows the responses of the Grade

11 TVL students towards extracurricular activities. It

revealed that the responses of Grade 11 TVL students overall

was interpreted as "Agree". Additionally the statement 4, "I

believe that extracurricular activity can provide positive

thinking to the students" ranked 1 with a weighted mean of

3.51 which was interpreted as "Strongly Agree"; statement 5,

"I am very confident in my study" ranked 2 with a weighted

mean of 2.87 which was interpreted as "Agree"; statement 7,

"I am confident about my success in academic career" ranked

3 with a weighted mean of 2.65 which was interpreted as

"Agree"; statement 3, "I enjoy extracurricular activities in

my school" ranked 4 with a weighted mean of 2.63 which was

interpreted as "Agree"; statement 1, "I complete my homework

in time" ranked 5 with a weighted mean of 2.59 which was

interpreted as "Agree"; statement 11, "My parents encouraged

me to participate extracurricular program in my school"

ranked 6 with a weighted mean of 2.58 which was interpreted

as "Agree"; statement 9, "Extracurricular have positive

impact on my learning outcomes" ranked 7 with a weighted

mean of 2.45 which was interpreted as "Disagree"; statement

6, "I feel proud of my accomplishments" ranked 8 with a

weighted mean of 2.14 which was interpreted as "Disagree";

statement 10, "Extracurricular activities work are part of

my activities" ranked 9 with a weighted mean of 2.13 which

was interpreted as "Disagree"; statement 2, "I feel more

active in my daily life" ranked 10 with a weighted mean of

2.11 which was interpreted as "Disagree"; statement 8, "I

believe that extracurricular activities are important in

school" ranked 11 with a weighted mean of 2.1 which was

interpreted as "Disagree".

Chapter V

Conclusion

The following conclusions were made based on the findings of

the study:

The respondents of the study are mostly male students with

the percentage of 75.38% and the female students with the

percentage of 24.62%. Majority of the respondents are aged

17 with a percentage of 41.54%.

Most of the Grade 11 TVL students have the grade range of

86-90 got thirty four (34) with the percentage of 52.31% and

the least grade range of 96-99 got one (1) with the

percentage of 1.54%.

The overall responses of the respondents to the statements

were “satisfied.” Which tells that extracurricular

activities can impact the academic productivity of the

students.

RECOMMENDATION

1. Explore Other Grade Ranges, while the survey mentioned

the grade ranges of 76-80, it would be useful to explore

other grade ranges as well. This will provide a broader

understanding of how academic performance is affected by

extracurricular activities across different achievement

levels.

2. The Students should join extra curricular activities

because it can reduce stress, improve physical health, allow

them to contribute positively to the campus and can improve

their academic performance.

3. Conduct a longitudinal study, this means that researchers

should follow a group of students over a long period of time

to see if participating in extracurricular activities has a

positive or negative impact on their grades.

6. Focus on specific extracurricular activities, this means

that researchers should study specific types of

extracurricular activities like sports, music, or volunteer

work to see which ones are most helpful for academic

performance.

7. Collect data on duration and frequency, this means that

researchers should look at how often and how long students

participate in extracurricular activities to see if there is

a correlation with their grades.

8. Control for other variables, this means that researchers

should make sure to consider other factors that could affect

grades, like the student's family background or socio-

economic status, so that they can isolate the true impact of

extracurricular activities on academic performance.

 REFERENCES

A study of the impact of extra curricular activities on the reading achievement of middle

school special education students - ProQuest. (n.d.).

https://search.proquest.com/openview/f02a33f2459d2cad1d5cc886be7e8bbd/1?pq-

origsite=gscholar&cbl=18750

Buckley, P. G., & Lee, P. (2018). The impact of extra-curricular activity on the student

experience. Active Learning in Higher Education, 22(1), 37–48.

https://doi.org/10.1177/1469787418808988

Mahoney, J.L. and Cairns, R.B. (1997) Do Extracurricular Activities Protect against Early

School Dropout? Developmental Psychology, 33, 241-253.

http://dx.doi.org/10.1037/0012-1649.33.2.241

Martin, Courtney J., "Student Involvement in Extracurricular Activities and Post-

Secondary Education
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https://digitalcommons.lindenwood.edu/dissertations/36

Martin, C. J. (n.d.). Student involvement in extracurricular activities and Post-Secondary

education placement. https://eric.ed.gov/?

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